Based on previous research, it can be assumed that teachers' self-efficacy (TSE) varies across situations, domains and individual students' behaviors confronting teachers with particularly challenging tasks. The construct of student-specific TSE is considered informative theoretical basis for understanding the relationship between affective-motivational components of teachers' competencies and individual student behaviour. The aim of the present study was to translate and validate the Student-Specific Teacher Self-Efficacy Scale (SS-TSES; Zee and Koomen, 2015) for use in German teacher samples. The items of the original SS-TSES were translated from Dutch to German using a forward-backward translation procedure. A total of 477 teachers completed the SS-TSES-G. After a randomly drawn sample-split an EFA was conducted on half of the sample, while a CFA was performed on the other half. The results of EFA and CFA revealed that a 4-factor bifactor model fitted the data best. Except for item 18, which was assigned to the first factor (emotional support), the item-factor assignments were consistent with the original structure. The goodness-of-fit statistics indicated a good model fit. The SS-TSES-G demonstrated good to excellent psychometric properties, allowing for reliable measurements of teachers' self-efficacy in relation to individual students in a German teacher population.

In the context of special and inclusive education, applying evidence-based practice (EBP) is important for providing equal access to effective and efficient education for students, regardless of their ability status. However, there is a relevant research-practice gap in this area. To better understand how teachers can be supported using evidence-based interventions and to identify training and development needs, we developed a questionnaire on attitudes towards EBP and piloted it with a sample of 809 teachers in Germany. The factor structure was determined using categorical exploratory factor analysis in half of the sample and then confirmed using categorical confirmatory factor analysis in the other half. Good model fit and factor reliability were observed. The instrument is measurement-invariant between general and special education teachers. As expected, we found more positive attitudes towards EBP among special education teachers. No significant differences were observed between the different age groups. Based on these findings, it can be assumed that the measurement instrument is suitable for use in implementation research, as well as in the evaluation of initial and in-service teacher training programmes. Further studies on convergent, divergent and prognostic validities are necessary.

La green criminology propose-t-elle un renouvellement dans l’étude du couple criminalité/pénalité ; ou sommes-nous face à un énième déjà vu de la criminologie en quête de définition de son objet ? En tant que criminologues étudiant les atteintes à l’environnement, que sommes-nous en train de faire ? Cet article propose une réflexion sur un double écueil épistémologique de la criminologie verte : la criminologie ne se préoccupe pas (ou peu) de l’indistinction entre nature et culture pourtant intégrée depuis près d’un siècle par les sciences du vivant ; la dimension critique soutenue par les criminologues de l’environnement comporte toujours le risque de promouvoir l’intervention pénale, juridique et sociale. Cet article ouvre ainsi modestement un débat relatif à une criminologie (critique et critiquable) parmi les criminologies.

Cet article étudie deux cas d’infraction en matière de chasse en Belgique : un cas de braconnage et une fraude aux plans de tir. L’analyse comparative du traitement de ces deux faits infractionnels illustre parfaitement la gestion différentielle des illégalismes, un « petit » braconnier étant traduit en justice devant les tribunaux pénaux et un « gros » chasseur bénéficiant d’une sanction administrative mineure. Ensuite, cet article poursuit l’examen des retombées liées au fait qu’une enquête relative à un chasseur puissant ait été ouverte. La restructuration d’une unité de répression des infractions en matière de chasse montre ainsi la puissance de certaines élites, parfois délinquantes. Enfin, le texte traite des clubs de chasse dans leurs manières d’aider, voire d’inciter, les chasseurs à s’arranger avec les règles. L’article s’attarde ainsi sur l’effet de protection des illégalismes de droit par des associations non-gouvernementales.

Attitudes towards inclusion (ATI) are regarded as an important aspect for the implementation of inclusive education. Yet, explicit measures of ATI have some limitations. Single-target implicit association tests (ST-IAT) provide an opportunity to an implicit ATI measure based on differences in reaction times. However, this can be a time-consuming procedure. The present study is a replication and extension of the study 'Implicitly measuring attitudes towards inclusive education: a new attitude test based on single-target implicit associations' by investigating reliability of a shortened version of the ST-IAT Inclusion. Prior studies did not investigate the reliability continuously, nor did they consider different ways of calculating the ST-IAT effect size (D-score). In this study, data from 594 university students are analysed to evaluate the reliability of a shortened ST-IAT Inclusion. Results show that the reliability of the shortened ST-IAT is good and in line with findings on reliability of other ST-IAT procedures. However, the difference between several D-score procedures was rather marginal. Altogether, the shortened ST-IAT Inclusion can provide an economic and reliable measure for ATI.

Although it is constantly under fire, prison remains the main form of punishment in France’s justice system. How are we to explain the longevity of this controversial institution? How can the reality of prison be described? What is a prison sentence in today’s France? This paper reconsiders prison by focusing on its paradoxes. The authors question the place of prison in society, reframe the debates on prison and shed light on everyday life in prison in France. Ultimately, they call for contextualizing the analysis of contemporary prison within a broader reflection on our society.

Although it is constantly under fire, prison remains the main form of punishment in France's justice system. How are we to explain the longevity of this controversial institution? How can the reality of prison be described? What is a prison sentence in today's France? This paper reconsiders prison by focusing on its paradoxes. The authors question the place of prison in society, reframe the debates on prison and shed light on everyday life in prison in France. Ultimately, they call for contextualizing the analysis of contemporary prison within a broader reflection on our society.

Within educational and social discourses, the term ‘inclusion’ has various meanings. In both research and practice, there is no official definition of inclusion. Nevertheless, subjective definitions affect pedagogical acts. We developed the Definitions of Inclusion Questionnaire [Fragebogen zur Erfassung subjektiver Definitionen von Inklusion] (FEDI) as an economic instrument that takes subjective definitions of inclusion into account. This paper describes the construction and first psychometric evaluation of the questionnaire instrument that 513 participants with various professional backgrounds completed. We used exploratory and confirmatory factor analyses of two different subsamples to identify the measuring model. We found a three-factor structure with acceptable-to-good fit measures and an acceptable reliability (CR from .81 to .87). Small to medium correlations of the FEDI scales with attitudes towards inclusion and teachers’ sense of efficacy suggest that discriminant validity is given. Perspectives for further research and implications for practice are discussed.

Through a pair of narratives focused on detainees and their appear-ances in prison radicalization assessment units in France, this study investigates the effects of detention and hyper-securization, by focusing on the inmates' bodily experience, as well as their capacity to appropriate space for themselves. Our findings oscillate between an observation of the institution's standardizing power and the hypothesis of residual fragments of individual resistance.

EDITORIAL article Front. Educ., 25 April 2023Sec. Educational Psychology Volume 8 - 2023 | https://doi.org/10.3389/feduc.2023.1186326

The "radicalisation assessment units" (RAU) are the backbone around which the treatment of radicalized prisoners in French prisons is organised. During 17-week sessions, a dozen prisoners are assigned to RAU for evaluation, before being directed to other places of detention according to the resulting recommendations. This paper analyses the secondary adaptations of prisoners in these units, based on interviews with prisoners undergoing assessment. Firstly, we detail the daily tactics of adaptation to the unit's security regime, characterized by its high degree of constraints, its reinforced surveillance system, and the intertwining of intelligence activities with the daily functioning of the RAU; these tactics can also take a "strategic" turn, particularly when importing external geopolitical conflicts into detention. In a second step, we examine the prisoners' adaptations to the assessment process itself. Refusals to participate in the assessment are as rare as forms of "enrolment", and these adaptations can best be described as forms of "tactical compliance", in which the prisoners, in a durable effort of self-control, try to avoid missteps, to anticipate and to react to questions and observations made of them.

This article is based on a sociological research, combining qualitative interviews and ethnographic observations, undertaken in “radicalization assessment units” in French prisons. We will first summarize the context of negotiating the research agreement, amidst a climate of panic on the part of political authorities who feared terrorist attacks. Then we will describe empirically the way the researchers were particular objects of surveillance on the prison grounds, in a way that was different, in its nature and unusual intensity, than the usual surveillance of other people who come into the prison. Lastly, we will show that this surveillance spreads beyond the prison walls, for example, the researchers were tailed when they left the prison. A reflexive work would explore all the ambiguities of this surveillance—from protection to control—and at the same time consider this surveillance of the researchers not as a contextual element of the study, but an object of the analysis in its own right. In doing so, this case study more broadly examines the methodological challenges of ethnography undertaken in difficult fieldwork together with a grounded theory capable of integrating into the analysis the vicissitudes and uncertainties of the research process itself.

In the context of the fight against Islamist radicalization in France, prison intelligence rapidly developed from 2015 through the gradual creation of a dedicated service and a specific corps of professionals. This professionalization of prison intelligence work has deeply transformed the prison administration. This article aims to describe and analyse these transformations on the basis of an ethnographic study conducted in radicalization assessment units, which are specific units set up to assess prisoners who have committed or are suspected of committing crimes linked to radical Islam. We shall describe how the guards, probation officers, psychologists and educators participating in assessing the prisoners adapt to the new, encroaching presence of the intelligence mission. We shall analyse the forms of collaboration and competition between this staff and the prison intelligence officers. Lastly, we will examine criticism of the intelligence activity in the radicalization assessment units voiced by various professionals. The interpenetration of the assessment work and the intelligence mission – which are formally distinct missions – produces a specific type of knowledge relating to radicalized prisoners: a reproduction of certain representations or ‘profiles’.

This chapter studies the development of prison intelligence services in France. Based on several months of ethnographic observations, it investigates the practices of detecting and evaluating ‘radicalisation’ in French prisons. In prisons, units have been created to group together ‘Islamist terrorist’ detainees for assessment by a series of professionals for four-month periods to decide on their future prison management and their prison assignments. These units represent a new form of prison intelligence services. Prison intelligence services are very powerful and have a significant weight in the selection, assignment, and orientation of so-called ‘radicalised prisoners’. This begs the question whether the central objective of the prison is to neutralise, evaluate, or de-radicalise, or to provide information to intelligence services. Prisons, it seems, have become sites for professional participation in a mission of public utility: the prevention of violent acts and terrorist projects through the collection of information held and shared within a dissident group in detention. Indeed, the prison guards’ participation in intelligence objectives is regularly presented and praised as a ‘war effort’ by the staff. This chapter analyses the implications of prison intelligence on the prison decision-making process, given their strong presence and influence on practices.

This article, based on an ethnographic research, analyses how the prison officer profession has been transformed by the fight against radicalization and the "radicalization assessment units" (RAU) established in French prisons. It discusses the diversity of the prison officers' daily activities, grouped in three main typologies: first "monitor, separate, isolate", then "negotiate, dialogue, punish" and lastly "observe, log, trace". These terms provide a frame for describing, first, the warlike mistrust that governs the work of surveillance and control. We will then explore the forms of dialogue that nevertheless develop between the prisoners and prison officers, occasionally sustained by objectives for unofficial "deradicalization". Lastly, we describe how the prison officers' writing activity is structured both by their participation in the prisoner assessment, and their more or less strong enrolment in activities regarding prison intelligence.