Les auteures présentent une étude exploratoire des obstacles rencontrés par les femmes au cours du processus de sélection à des postes de direction des ordres d’enseignement primaire, secondaire et collégial, basée sur les résultats de questionnaires, d’entrevues et d’annonces de postes. L’objectif est d’identifier où, quand et comment les candidatures féminines sont éliminées. Les premiers résultats indiquent que le processus de sélection devrait être revu afin de garantir plus d’équité aux femmes.The authors describe an exploratory study of the obstacles facing women during the process of selecting candidates to directors' jobs at the primary, secondary, and college levels. This study is based on the results of questionnaires, interviews, and job announcements. The objective of this study is to identify where, when, and how women candidates are eliminated in this process. The preliminary results show that the selection process should be reviewed in order to guarantee equity to women.Las autoras presentan un estudio exploratorio de los obstáculos encontrados por las mujeres a lo largo del proceso de selectión para puestos de director de enseñanza primaria, segundaria y colegial, estudio basado sobre los resultados de cuestionarios, entrevistas y anuncios de empleos. El objetivo del estudio es la identificación del donde, cuando y cómo se rechazan las candidaturas femeninas. Los primeros resultados confirman la necesidad de revisar el proceso de selección a fin de asegurar más equidad a las mujeres en el proceso de selección.Die Verfasserinnen legen eine Untersuchung der Hindernisse vor, die von Frauen angetroffen werden im Lauf der Auswahlprozedur für direktionsstellen im Volksschul —, Höheren Schul — und Kollegialshulwesen und zwar nach Ergebnissen von Fragebögen, Interviews und Stellenausschreibungen. Ihr Ziel ist die Identifizierung der Punkte, wo, wann, und wie weibliche Kandidaturen ausgeschieden werden. Erste Ergebnisse zeigen, dass die Auswahlprozedur revidiert werden müsste, um den Frauen mehr Gleichheit zu garantieren

Abstract. While modeling dynamic systems in an efficient manner is an important skill to acquire for a scientist, it is a difficult skill to acquire. A simple step-based tutoring system, called AMT, was designed to help students learn how to construct models of dynamic systems using deep modeling practices. In order to increase the frequency of deep modeling and reduce the amount of guessing/gaming, a meta-tutor coaching students to follow a deep modeling strategy was added to the original modeling tool. This paper presents the results of two experiments investigating the effectiveness of the meta-tutor when compared to the original software. The results indicate that students who studied with the meta-tutor did indeed engage more in deep modeling practices.

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While modeling dynamic systems in an efficient manner is an important skill to acquire for a scientist, it is a difficult skill to acquire. A simple step-based tutoring system, called AMT, was designed to help students learn how to construct models of dynamic systems using deep modeling practices. In order to increase the frequency of deep modeling and reduce the amount of guessing/gaming, a meta-tutor coaching students to follow a deep modeling strategy was added to the original modeling tool. This paper presents the results of two experiments investigating the effectiveness of the meta-tutor when compared to the original software. The results indicate that students who studied with the meta-tutor did indeed engage more in deep modeling practices.