Dissertations / Theses on the topic 'Enseignement supérieur – Étudiants – Formation'
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Chi, Hsin-ping. "Représentations de la France des étudiants tai͏̈wanais de français à la fin de leur formation." Paris 3, 2004. http://www.theses.fr/2004PA030057.
Full textIn the four French Departments of Taiwanese universities, teaching programmes are basically limited to French language and literature. This context does not allow students to acquire sufficient practical and professional competencies to cope -later on - with a restrictive job market related to French due to limited relations between France and Taiwan. Under these circumstances, why have Taiwanese students in French chosen that subject for their higher education ? What are their career expectations? From a national survey based on questionnaires, we were able to point out that Taiwanese students in French encounter a double obstacle : on the one hand, students had to choose French as a third choice and on the other hand, once they have completed their studies, they are faced with the harsh reality of a job market not fitted to their career expectations. This survey shows that the students' representations on France they have gained through the media and university but also through student's mobility are linked to their choice in French and their career expectations. However, these social representations from which many stereotypes have been acquired within the cultural Taiwanese context, are not sufficiently functional to help them move to a career
Nkongue, Eugène. "L'enjeu de la formation supérieure en Afrique noire francophone : de la valorisation du savoir en Afrique." Toulouse 2, 1998. http://www.theses.fr/1998TOU20017.
Full textWhile the studying conditions of African students have steadily grown worse up to these days, their professional outlooks have become less and less promising. Yet, however irrational such an attitude may appear, those two facts do not seem to have shaken their determination to study and their keep on attending university in great numbers. A closer study of this seemingly paradoxical attitude will reveal that the motivations of African students may proceed from a twofold situation. On the one hand, there is a variety of fields in which they can benefit from their knowledge, and on the other hand, a number of economic, social and political realities have allowed them to remain confident that they would be able to elbow their way through difficulties, one of these realities - but not the least - is the support political ethnic networks often offer
Brito, Angela Xavier de. "Construction de l'espace de formation brésilien et études à l'étranger : stratégies et "carrière morale" des étudiants brésiliens dans l'université française, 1960-1986." Paris 5, 1991. http://www.theses.fr/1991PA05H024.
Full textBrazilian students in different proportions have been moving abroad to get their degrees, in a tradition that goes as far as the XVIII century. In out days, this trend concerns in particular graduate students in the United States and in France. "Contribution to the national development" is assumedly the main motivation for going abroad. It is therefore clear that some among them do not follow the unofficial by policy sponsored by government agencies : they insist on going to France even if it is currently believed that French degrees enjoy a lesser certification value compared to those in the us universities. In this research, i place myself in the intersection of the institutional factors and the individual motivations and, at a methodological level, i treat students as actors of their own situation in order to understand why they come to France. An analysis of the interaction of the formal and informal factors which constitute their "moral career" (according to Coffman’s definition) is essential to explain their decision and the changes that intervene in their personality afterwards. This conceptual framework will lighten the linkage between the different moments of an individual trajectory, in which the articulation of some key points leads to the construction of the three types of Brazilian students I could isolate : those who came "to breathe", the "gamblers" and the "migrant birds"
Mouhli, Ines. "Formation universitaire et compétences scripturales : le cas d'étudiants littéraires tunisiens en première année français d'enseignement supérieur." Lyon 2, 2007. http://theses.univ-lyon2.fr/documents/lyon2/2007/mouhli_i.
Full textOur research is about the mastery of the writing among the specialist students of French of the Tunisian universities, and more precisely on those of the University of the Languages of Tunis and the University of Arts of “Manouba”. In first year of university, one tends to consider the mastery of the writing by the student like a fact acquire as this last is submitted since its young age to a simultaneous training of the writing in two languages (French and literal Arabic), successful since punished by the admission in the Baccalaureate exam. Our objective is to tempt to understand the efficient needs of the Tunisian students through the observation and the analysis of their scriptural practices in French language while interesting us not only to the capacities of which they give proof during the execution of the task we give them, but also to their possible deficiencies. We wondered, especially, on the influence of the academic training that they receive on this ability, while examining its traces, linguistics and meta-linguistics in the procedural behaviours as declarative of these students (likeness and differences). They appeared to us, indeed, good developers of written expertise in French that is susceptible to be acquired within the Tunisian school and academic system. We were interested, otherwise, to the Tunisian sociolinguistic situation in relation to French on the one hand and to the writing in general on the other. It is at the origin of the connection between attraction and repulsion to the writing in French language as a second language that these students maintain. Finally, following the analysis of the corpora done and within sight of the results collected, we make some didactic suggestions susceptible to help reconsider some scriptural habits among the students and, some of the linguistic training methods set up in the beginning of this academic degree course among the teachers
Vayre, Émilie. "Conduites de formation en situation de e-learning : rôle des relations à autrui : approche comparative." Toulouse 2, 2008. http://www.theses.fr/2008TOU20052.
Full textFor few years in France, e-learning has progressively spread through educative and training spheres, such as universities structures. Widely sustained by European and national policies it is explicitly associated with a lifelong learning orientation. Jointly, it is one of the contemporary indicators of changes in the workplace and contributes to the appeal to an increased commitment from employees and future employees toward a personal and autonomous career process. From a work and organization psychosocial point of view defending an interactionist and systemic approach, we want to challenge the idea that a person is able to learn and construct herself alone. Thus, we claim that students' conducts in training are not straightly influenced by new online training contexts. Indeed, we consider that the appropriation and meaning process of these new learning socio-technical environments and the joint development of training conducts, are necessarily linked to relationships with significant others. In order to test our work hypothesis we decided to adopt a comparative approach defining three training systems (face-to-face, intermediate, e-learning). The answers to a questionnaire survey filled in by 228 students show that e-learning programmes really exert a specific influence on students' conducts in training. However, this relation is variable and depends on the way students perceive and give meaning to their training conducts and to their situation according to their different time and “milieu” of life. Moreover, our results reveal modulation effects of social support, representations of teachers and peers relationships, and sense of community. Finally, our research results, on one hand, provide support to our general hypothesis and, on the other hand, clearly underline the significant contribution of others in e-students' training conducts inter-meaning process
Dubois, Antonin. "Organiser les étudiants. Mobilisations collectives et formation d'un groupe social (Allemagne et France, 1880-1914)." Thesis, Paris, EHESS, 2019. http://www.theses.fr/2019EHES0028.
Full textThis thesis aims to understand how, from individuals linked through bureaucratic en-rolment at a higher learning institution, students were able to become in France and in Germany, a social group, whose members are bound together by organizations seeking to defend their specific interests and needs. The end of the 1870s and the beginning of the 1880s mark a decisive change in both countries, as public authorities – from the universities as well as from the political powers – increasingly authorize and accept the existence of student organizations. This change is traced over the long term, through the study of political repression of the student movements and of the transformation of the relation between students and the nation-state (in construction) since the beginning of the 19th century. These student organizations are socialization bodies. For their members, it is as much a matter of acquiring practical political competences as it is of completing their university curricula thanks to conferences or working groups or of strengthening their masculine bodies through physical activities. A competitive struggle begins between student organizations around a number of issues between the 1870s and until First World War, the period that is more specifically analysed in this thesis: student representation; relationship with public au-thorities; integration into the university urban space; integration into the local and national elite society; obtaining material and intellectual benefits for the members; developing common sociability forms. Through this competition students contribute to the formation of a social space of their own, and that we have named student organization space. Through the analysis of this social space and through a constant interest in the relationship of students to politics and the nation-state, it is possible to understand how the place and the role of students in university and society was transformed at the turn of the 19th to the 20th century and, therefore, how they could form a social group
Lin, Xia. "Stratégies et compétences des étudiants chinois en situation de mobilité en France et conception d'une formation pour leur intégration universitaire." Thesis, Paris, INALCO, 2020. http://www.theses.fr/2020INAL0019.
Full textThis research has a focus on the field of teaching and learning of languages and cultures. Concepts and methods in the fields of sociology and education sciences are used for carrying out this research. This research includes a survey by undertaking 40 semi-structured interviews with Chinese students from five institutions in Paris (Paris III, Paris V, Paris VII, Inalco and Sciences Po). Data collected from the interviews are analyzed with methods of biographical analysis and thematic analysis, and the analyzing result shows that there are four types of education path for Chinese students. In addition, links between the strategies, skills and academic habitus of Chinese students are summarized in this research. This research also describes details of a training which is designed for Chinese students to improve their university integration in France
Bao, Tana. "Les conditions de réussite et d’adaptation des étudiants chinois en France." Thesis, Strasbourg, 2020. http://www.theses.fr/2020STRAG018.
Full textWhile French higher education knew few Chinese students until the beginning of the 21st century. Today, they constitute the largest foreign student community from a non-French speaking country. Their sudden arrival is a result of strategies in a particular national context. Forty years’ Economic Reform have changed the society and pushed China into an almost free economic system. The massification and commodification in education increase the fierce competition in the job market where students are unequal according to their background, residence's area (selected by Hukou), gender, etc. Today, higher education thus appears as a tool to determine the social trajectory (a renowned degree opening employment's door). It is under this pressure that Chinese students go to study all over the world to strengthen their competitiveness. France diplomas are both well recognized and relatively "cheap". However, success is not guaranteed once they leave the origin country, but a beginning of a journey made of constraints and freedoms, full of challenges and difficulties. It is enriching, adventurous, but also painful. If actual researches on the conditions of success and adaptation are more frequent on native students or on some foreign students, those concerning Chinese are rare. This research aims to complete our knowledge on Chinese students' success and adaptation's conditions in France. The results are based on quantitative surveys (national and local) and qualitative interviews (41 interviews on three sites : France, China and the United States).The results show that Chinese students have a lower success rate than French, but also lower than other foreign students. Several factors explain this phenomenon : their motivations to come to study in France are often due to dissatisfaction in previous studies in China. Their low French level makes it more difficult to succeed in higher education and increases difficulties in adapting. The majority of them come from middle social categories and have to complete financial resources with a part-time job. In addition, while female students benefit often from family financial support, they are not always encouraged to stay in school as long as male students. In a very patriarchal society, girls reduce their professional ambition to not to threaten their future husband’s dominant role. Finally, those who have a strong background (good previous results, riche family, etc.) accumulate their advantages along the whole trajectory. This phenomenon leads to reflect on the higher education’s role in correcting social inequalities. What's more, in the job market, Chinese graduates from France are often discriminated by their employers against candidates from prestigious American institutions where students are very selected according to their financial conditions
Charles, Nicolas. "Justice sociale et enseignement supérieur : une étude comparée en Angleterre, en France et en Suède." Thesis, Bordeaux 2, 2013. http://www.theses.fr/2013BOR22034/document.
Full textThis thesis dissertation uses international comparison as an analytical tool for studying the very social meanings of justice in the context of higher studies. In doing so, it identifies the conceptions of justice that justify inequalities in higher education. It also explores the social mechanisms that implement the aim of greater justice on four issues of crucial importance to students: selection and admittance processes, transition to work, the pathways of studies and, finally, their financing. In an effort to underline the influence of national context on the definition of justice in higher education, the cases of three countries are considered: England, France and Sweden. All three have long-established mass-education systems; yet they present significant variance in terms of history and institutional structure. Combining quantitative analyses (Eurostudent III and Reflex) and the results of sixty or more interviews with students, this work confirms the consistency of national higher education systems. It explores, as for higher education, public action models traditionally described as marketised in England, universalistic in Sweden and academic in France. It shows how principles of justice (equality, merit, autonomy) are articulated and interpreted in a way that leads to the enshrinement of a particular idealised principle in each country: individual autonomy in England, social equality in Sweden, educational meritocracy in France. It also puts into perspective the main social function of higher studies in France, i.e. facilitating the transition to work, and highlights the eminently social nature of the characterisation, as just or unjust, of inequalities
Métral, Jean-François. "Processus de mobilisation des élèves en formation professionnelle : le cas des étudiants de Brevet de technicien supérieur option industries agroalimentaires." Phd thesis, Université de Bourgogne, 2013. http://tel.archives-ouvertes.fr/tel-01016488.
Full textGoetgheluck, Nicole. "Contribution des bibliothèques de l’enseignement supérieur à la formation pour la compétence informationnelle (CI) des étudiants : étude de cas : la formation portée par la Bibliothèque de l’INSA Lyon, appropriation par les différents acteurs, impacts et limites, changements culturels et professionnels." Electronic Thesis or Diss., Lyon 1, 2022. http://www.theses.fr/2022LYO10138.
Full textChanges in the information landscape suggest that it is necessary to acquire an information culture, i.e. technical and practical knowledge of digital tools and awareness of the issues and impacts of information to be retained, disseminated or avoided. However, universities do not systematically integrate training programmes that take this aspect into account. Our research work is situated in the context of a major school, INSA Lyon, which aims to train 'Humanist Engineers'. It questions the possibility for a university library, on the example of the Marie Curie library, to mobilise the necessary resources to encourage the setting up of a training course for information literacy. By crossing the concept of 'competence', its theoretical and practical implications for the construction of competence in the learner, with the concepts of 'information literacy' and 'information culture', we propose a model for the design of teaching-learning aimed at the construction of information literacy. This model becomes our grid for reading and analysing the documents and statements collected. All our data collection, qualitative analysis of documents, interviews with teachers and department heads, and students after the quantitative analysis of a questionnaire survey, contribute to our understanding of our research object, which is presented in this thesis. Despite the limits of this work, inherent to our posture involved in our research field, our global vision of teaching-learning aiming at the construction of information literacy shows the relevance of a training framework, but reveals the blocking points, with in particular the absence of a common vision of the information literacy necessary for engineers. As a result, students' consideration of the components of information literacy remains very heterogeneous. The blockages also lie outside the vision of information literacy and concern training for competences: conception of teaching still impregnated with the epistemic model of transmitted knowledge, collaborations often in a disciplinary or multidisciplinary mode, student rankings that prioritise disciplines, projects sometimes oriented by solutions for a client. Training for informational competence at INSA Lyon would require, before defining complex situations conducive to the mobilisation of skills, a consensus around the 'humanist engineer'. His technical and scientific culture would be recognised; he would be able to assert himself as an engineer particularly suited to relational work, not denying his role and his political responsibility in society, anxious to rely on collective intelligence and the sharing of reliable information within the company. Its training would require an epistemic framework of socio-constructed knowledge, interdisciplinarity, reflection on information and the construction of knowledge with projects put into perspective beyond the current needs of the company. The shared vision of the engineer's output profile, to be constructed according to the programme approach, would allow teacher-librarians to work on new proposals, around information concepts and tools. Our study calls for further work on the pedagogical transformation of higher education and opens up prospects for collaborative research between information and communication sciences, education and training sciences and other disciplines to re-problematise and re-contextualise information literacy in order to develop training for 21st century information literacy
Delfani, Mahmoud. "La formation d'une nouvelle élite iranienne en France : les étudiants iraniens envoyés en France sous Reza Shah Pahlavi [1921-1941]." Thesis, Paris 3, 2009. http://www.theses.fr/2009PA030178.
Full textThe first half of the 19th century was the starting point of the implementation of iranian modernization. No area has escaped the challenge posed by modernization and the formation of a new elite through the formation of Iranian students in Europe which has contributed to the modernization of Iran. Considering Iran's educated youth in Europe like so many emblematic figures of Iranian society’s transformation in the process of modernization, they have been regarded as a modern elite. The socio-political and economic developments of the Iranian society in the beginning of 20th century highlight the existence of a dynamic renewal and change of elite status. Students as major actors in the process of Iran’s modernization form a new school of thought, a new way of considering the society by the emergence of new political trend and literatures. In this context the formation of new elite in Iran in the Pahlavi era has gone through the training of teachers educated in Europe responsible for training the new national elite within the country. These students were sent to Europe to become at their return to Iran, trainers, teachers and professors in Iranian institutions. In drawing the picture of daily life and the difficulties that these students met, we tried to blame received ideas on the modern elite and its role in the project of modernization; a subject remained for a long time between myth and historical reality
Joly, Frédérique. "Formation et socialisation des adolescents et des étudiants en écoles d'art de pratiques amateurs et supérieures." Thesis, Paris 8, 2015. http://www.theses.fr/2015PA080058/document.
Full textThis thesis consists in a field study realized by studying students in ten schools of art practices and seven upper level art schools in the Nord-Pas-de-Calais and Île-de-France regions. Questionnaires and interviews with students but also with parents and heads of institutions were used in order to analyze several themes such as the possible development of a typology of students through the analysis of the parents social belonging, or via the concepts of vocation or gift. This study also presents the various aspects of family influence in this type of art practice through the influence of “prescribers” and the real motivations of the parents of the students of these two types of art schools. Moreover, this thesis sheds new light on the concept of gender through the game of numbers but also through interviews with students. Moreover, instead of Education in the study of our public deserves special attention, as new tools and media that shape a particular type of creation as much as they create specific artistic relations. A chapter is also devoted to the representations of being an artist. Finally, the study also reveals possible links between art schools of amateur practices and upper education schools, including similar missions in the training, evaluation and attraction of an identical public in terms of social origin
Tassius, Denise. "Formation et pratiques documentaires numériques dans les bibliothèques universitaires en France." Thesis, Antilles-Guyane, 2014. http://www.theses.fr/2014AGUY0844/document.
Full textWith the advent of information technology, the information explosion and the resurgence of media changed the practices of users of libraries that use more digital and new communication tools. These developments within the University training interrogate us on the issue that may represent the documentary training in the needs and expectations of users for a better use of the information. Our research says around digital social media that punctuate the lives of students and which raise questions on their impacts in access to academic literature. Observed that skills to master by users are still obscured in conventional formations proposed in academic libraries that are necessary to produce a better reception of documentary and informational knowledge to interact a consumerist confinement of information. Based on a methodology with exploratory talks to a questionnaire with information, communication and documentation professionals, our study shows that this is in digital convergence that a change may occur among students. This convergence is part of formations that are moving towards digital cultures combining both education media declining the critical spirit, centered learning and technical culture which must take into account both the knowledge of the tools, but also the training tools. It is this vision of the ecology of the training that foreshadowed in our analysis and looming for academic libraries as a strong axis of anchoring in higher education around a dynamic oriented towards a digital documentary convergence. These recommendations are considered in the context of collective action within the University with real mediation between the different actors of education and training, and a central place for the University Library as the place of training for digital transversalities
Al-Naggar, Hana. "Pour l'acquisition d'une compétence culturelle en FLE : lecture des programmes & enquête sociolinguistique auprès des publics étudiant et enseignant de l'Université au Yémen." Besançon, 2008. http://www.theses.fr/2008BESA1032.
Full textLiu, Nian. "Sensibiliser les étudiants ingénieurs chinois au travail en équipe : réflexions autour de l'élaboraion d'un programme de Français sur Objectif Universitaire pour des étudiants en préparation à la mobilité académique en France." Thesis, Lyon, 2019. http://www.theses.fr/2019LYSE2105.
Full textThis thesis reports on research conducted between 2015 and 2019 at the Southwest Jiaotong University in China and in the Group of French Central Schools, on the preparation of Chinese engineering students for academic mobility in France. Based on empirically identified needs, the decision was made to focus on work meetings, which play a major role in engineeringschools but are still absent from the educational materials published in FOU.Within the framework of French for University Objectives (FUO), this research is comprised of two inseparable stages. The first is fieldwork conducted during one year, which allowed us to analyze the issues, communicative situations, and discourses within the curriculum of a Central School in Lyon, and to collect large amounts of video data related to work meetings. The data analysis was held up to the theoretical framework of FUO, which was partly put into question regarding the possibility of using existing data collected in the field as training materials for FUO.The second stage is the elaboration of a FUO program aimed at meeting the linguistic training needs of Chinese engineering students in relation to group work and work meetings in the Central School. This program was created from the data collected during the first stage.This thesis includes a reflection on a key aspect of French for Specific Objectives (FSO) and FUO, namely the feasibility and the study of the institutional roadblocks to the effective implementation of innovative programs aimed at improving the mobility of certain students
Kanyinda, Biduaya Eugène. "L'observation de la relation formation-emploi dans le contexte congolais : l'étude de population des diplômés Bac+5 produits par le système universitaire local et leurs stratégies d'insertion : cas de diplômés de filières techniques à Kinshasa, de 2015 à 2017." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0080/document.
Full textIn this research, it is to study the socio-occupations license graduates technical fields in search of the first insertion at the exit of the university, mainly know the strategies they give themselves to find the first job out of collège. This study is to know the real difficulties employability of graduates within six to twelve months after their leaving university and also to highlight the integration strategies they give themselves to find their first employment
Lee, Jeongmi. "La socialisation scolaire et professionnelle des étudiants en stage : une approche comparative des systèmes de formation initiale et de la construction identitaire des jeunes en transition professionnelle entre la France et la Corée du Sud." Thesis, Strasbourg, 2021. https://publication-theses.unistra.fr/public/theses_doctorat/2021/LEE_Jeongmi_2021_ED519.pdf.
Full textThe aim of this thesis is to put into perspective the national approaches to youth employment and training by comparing the higher education system and the professional transition of students in France and South Korea. The educational contexts of the two countries show certain common characteristics concerning the educational hierarchy of the study program and the influence of the degree on the first job, while there are differences in terms of access to higher education : the French education system characterized by early specialization, and the Korean education system represented by the standardized tests. In this context, we conducted a qualitative study to understand the role of student internships in their career choices and professional identities, as well as the implicit relationship of this process with social determinism or opportunities for choice through education. Our empirical research adopted a biographical method describing internship experiences from semi-structured interviews conducted with 21 French and Korean students. According to the results of analysis, students' satisfaction with their internship and their perspective for professional career paths are closely linked to their educational path in the two countries compared. On the other hand, French students and Korean students show different attitudes towards professional choices and psychosocial processes that constitute their professional projects. By highlighting the reality and the choices of students in relation to the question of being and doing in their working life, our analysis suggests that higher education needs to focus more on the transferable skills and adaptability of students in the rapidly changing labor market, without restricting them to rigid education systems and fixed functions
Duguet, Amélie. "Les pratiques pédagogiques en première année universitaire : description et analyse de leurs implications sur la scolarité des étudiants." Thesis, Dijon, 2014. http://www.theses.fr/2014DIJOL030/document.
Full textIn France, there is little research on university teaching and focusing specifically on teaching practices. This present research aims to explore this concept in two different ways. The first part focuses on the description of the practices implemented by teachers during first-year university lectures. Using in situ observation of lecture practices of 49 teachers from five programmes, we first show that teachers’ practices mostly rely on traditional methods as defined by Bru (2006). However, we show a variety of practices among teachers. The second part of this research updates our knowledge of the implications of these practices on student studies. 734 freshmen from these sectors were interviewed by questionnaire. We see first that the " declared practices " by the students, or in other words the opinion that they have of teaching practices, particularly affect their motivation, while the effect on ways of studying is nonexistent all things being equal. In comparison to other variables, such as those related to educational background of the individual, they have in addition a relatively moderate impact on the average score of the exam first and second semester and the likelihood of passing the year. However, the motivation appears to be a mediator of the effect of "declared" on study practices and success. In addition, we look at the effect of "observed" practices, ie effectively implemented by teachers on student studies. These play a significant direct role in explaining study practices and student success, but they have no effect on motivation
Navarro, Diaz De Leon Gabriela Ibeth. "L'évaluation des étudiants dans les universités françaises." Paris 10, 2006. http://www.theses.fr/2006PA100008.
Full textThis thesis proposes giving thougths to the evaluation of the students practised in the French universities. This involves both understanding the functionning of the evaluation systems used in the universities and particularly identifying the specifities of the evaluation practices according to the subject that is taught. Our study relies the analysis of the statements of 33 teachers whose subjects are included among 11 subjects taught in 11 universities. The speeches give a lighting on the particular situations of the teachers and their identity of appraisers. For the whole of the teachers, the discipline, the statute, the basic training, the working conditions, the activities, the level of responsibility can appreciably condition the practices of evaluation, especially as teaching freedom constitutes one of the characteristics of the profession
Micholet, Marie. "Un tutorat transversal à distance et en ligne pour l’université." Thesis, Montpellier 3, 2018. http://www.theses.fr/2018MON30031/document.
Full textThe goal of this thesis is to assess the online tutoring through an analysis of tutoring interactions between students and tutors using digital communication tools during distance and online institutional education. The objective is to identify indexes that can be referential in determining cross-cutting tutorial activity. It is an attempt to understand the process of determining the specificities of the missions of tutors and the expectations of their participation in teaching and learning with the view to establish an cross-cutting tutoring activity and its implementation in distance education for the university. The theoretical framework is that of ethnography in its theory (empirical approach) and its methodological approaches. We are preparing a survey in order to observe tutoring-based interactions which focus on guiding students not in a specific discipline, but rather in a cross-section of disciplines, characterised by discussions between Master’s Degree students and a tutor for two years. The multi-modality of tutoring will lead to the collection of data resulting from digital communication tools (both synchronous and non-synchronous). The data will thus be composed of both written traces left by students in discussion forums, email and in synchronous conversations. Conversations carried out within this context will thus enable the analysis of the phenomena obtained during the survey. This study thus serves as an opportunity to compare the academic duty of online tutors and the reality of their place in distance education and to provide the way forward for a better integration of online tutoring into education. The overall goal is to come up with a prototype of tutoring activities with the view to create an online tutoring in digital education
Lu, Quoc Vinh. "Etude de la motivation ou engagement cognitif de l'étudiant vietnamien dans les activités de formation : le cas de l'université de Can Tho (Vietnam)." Thesis, Normandie, 2019. http://www.theses.fr/2019NORMR008.
Full textThis dissertation explores Vietnamese students’ motivation or engagement in their studies. Many university lecturers notice that initially a great proportion of students are active in their learning and achieve high results. However, their motivation dropped sharply over time, and the disengagement from learning increased gradually. According to the literature, a learner’s motivation is intrinsic, but it can be affected by a number of external factors. Situated within Vietnam’s socio-educational context, this dissertation answers the two following questions: (i) Between the two groups of pedagogical and social factors, which one can best explain students’ demotivation in their studies ?(ii) If both groups have significant influences, what factors in each group can cause students’ demotivation ? To answer the questions, 32 semi-structured interviews with third- and fourth- year students majoring in humanities and social sciences (Bachelor’s Degree) and 6 with lecturers were conducted. The results, mainly through the qualitative analysis of the collected data, showed that both aforementioned groups of factors affected students’ learning demotivation, with the social factors outweighing the pedagogical factors. The results also revealed eight pedagogical and social factors that contributed to causing learning demotivation the most. The results also indicated that students’ learning disengagement was an inevitable consequence of systematic errors having existed in educational and social management mechanism
Marie-Sainte, Alain. "Stratégies d'orientation des étudiants du Ghana et du Sénégal." Paris 5, 1998. http://www.theses.fr/1998PA05H037.
Full textOur study focus on students' guidance strategies of Ghana and Senegal and also on global sharing forms of study fields in both countries. Our hypotheses are: academics and professionals students' choices are determined by institutional constraints and their academics and socio-economics representations; choices have an impact on global sharing of study fields. At the end of the study, using interviews analysis and data statistics analysis, we can say + actorstudent ; bases his own process on action and cognition. Students'guidance strategies may be explained by the implementation of a decision-making behaviour which concerns institutional and representations variables of contexts. Students' strategies choice can model global sharing of study fields (GSF). In background of the choice and decision-making process is connected an action rationality model (arm) implementing and integrating world visions, rationality types, references values, contextualisation process. Nevertheless without minimizing the action of the governments in the mass process (that keeps on) if we put choices strategies in this framework they give us reasonable elements of explanation. Moreover we can say at the end of this compared study there are little differences about the GSF of the two countries. The observed differences translate more both countries specificities in matter of collectives representations but not on guidance academics constraints
Rahimi, Rahim. "L'étude des facteurs déterminants dans l'orientation des étudiants étrangers de troisième cycle en France : le cas des étudiants des universités parisiennes." Paris 8, 1991. http://www.theses.fr/1991PA080610.
Full textOur work is not about a particular problem of immigration, but it describes the problems of foreign students in a 3rd university grade (the future scientists), and it studies how the knowledge is transmitted. We believe that the slowness of the transmission and the assimilation of knowledge are bigger than we thought. The rate of foreign students is highly misleading. Is it enough to grant scholarships, to multiply exchanges, to open the frontiers in order to achieve studies and prepare scientists with a view to development? Or should there be politics, which allow developing countries to take care of themselves efficiently? It is enough to receive a growing number of students. For the moment, when we look carefully at the evolution of the figures, we see that the number of students, who succeed in their thesis, is not higher than when there were fewer students. Therefore, the growing figures of post-graduates which go back to their country don't grow like the figures of students in France do. In that study, we also classified the problems of foreign students as follows: I. The psychological problems II. The social problems (adaptation-health) III. The social and economic problems IV. The political problems
Magimel, Claire. "La place du handicap et des étudiants handicapés à l'université : accessibilités et usages en Ile de France et au Québec." Paris 5, 2004. http://www.theses.fr/2004PA05H022.
Full textThe number of disables students entering the university has been increasing regularly for the past 25 years. The university has to adjust to the particular needs of the new population. It must now find solutions for each particular problem, whereas it traditionally concerned with equal treatment all treatment of all students. Thanks to numerous awareness programs, disables students have gained their rightful place within the university. No longer discriminated against, the have become an indication of proper functioning of the institutional system, and their presence is a source of general progress. But to raise the question of handicap leads to the question of accessibility. This concept in multiple begins the process of rephrasing the notion of handicap from its medical context, to viewing it as an inadequacy between individuals and their environment. Generalized in this way, everyone must recognize that it may have to deal with a handicap at some point
Gigon, Aymeric. "Inciter les étudiants à la pratique réflexive, le rôle des tuteurs de stage en STAPS." Thesis, Nantes, 2020. http://www.theses.fr/2020NANT2032.
Full textUniversity courses allow students to continue their studies and/or access professional integration, which is why professionalization has become a major concern for higher education institutions. As a result, training plans are based on theoretical knowledge and skills acquired in universities, including professional knowledge and abilities developed through immersion in a host organization (for example, companies, associations or communities). With a view to becoming a professional, the student in training discover and get involved in those professional practices, especially during internships. This is the ideal opportunity for the student to act as a future professional by experimenting, investigating and exchanging words with the professionals they meet Thus, professionalization translates into the student’s ability to take a look at his actions through reflective practice, which allows him to reflect on his own practice. However, this practice appears to be complex and infrequently done by students in training, with various factors at play. This research work compiles several studies which make it possible to identify the forms of reflective practice of students. It focuses in particular on the role of the internship co-ordinator and offers, along a training system, a specific approach and tools allowing these coordinators to encourage students to perform reflective practice. A complex practice potentially constrained by factors which must be standardized to create conditions favorable to reflexivity
Cuney, Florence. "Enseignement supérieur et territoires : l'exemple de l'Université de Franche-Comté." Besançon, 2004. http://www.theses.fr/2004BESA1004.
Full textThis thesis examines the role played by the Université de Franche-Comté in town and country organisation, development and planning. It starts by presenting the main stages of the construction of the national and regional higher education area. It then sets out to analyse the influence of the training courses proposed by the Université de Franche-Comté and the competition from neighbouring universities. This thesis seeks to point out the elements which account for students' mobility. It eventually develops two sides of the socioeconomic impact of higher education facilities : one relates to the influence of the contractual relationships of the local research laboratories and the other one to the students' way of life and their sociocultural habits
Michaut, Christophe. "L'influence du contexte universitaire sur la réussite des étudiants." Dijon, 2000. https://nuxeo.u-bourgogne.fr/nuxeo/site/esupversions/670fe9b4-cd4b-45e0-9029-20b5897285b7.
Full textNoticeable differences can be observed between French universities with regard to the general success level. This thesis examines, more particularly, in which manner the educational context influences the success of students. The data covers more than 1800 first-year DEUG students over three different universities (Dijon, Nantes and Toulouse), and three subjects, i. E. Economic and social administration, Psychology and Biology. Significant differences still persist between establishments, even when the students’ individual characteristics are controlled for. Such disparities originate from unequal educational methods and from different means of selecting students. A questionnaire sent to 155 university heads of departments exams indicates that the educational organization of first and second year students vary on numerous levels (curricula, different modes of management, proposed methods of student help with). Educational factors influencing the general success level are not numerous. However, two elements, i. E. A longer educational period overt the year and the six-monthly DEUG organization, are positively and significantly associated to general achievement. Besides, this thesis shows that universities will select their students both on their previous schooling, while in Psychology, students will differentiate themselves according to the time dedicated to their studies, their own diligence, and so forth. In AES the mode of selection can vary from one university to the next. Some favour the “best” students while others privilege dedication to studies
Abdullatif, Ahmed. "Les pratiques numériques des étudiants de l'Université des Comores dans le processus d'apprentissage." Thesis, Université Paris-Saclay (ComUE), 2015. http://www.theses.fr/2015SACLN027/document.
Full textChanges in technology causing changes and transformations in all economic, social and cultural fields in particular through their multiple and complex applications. In the education sector, the deployment of these technologies for teaching and learning raises fundamental issues, for example, how they are solicited by teachers and students. This study, which is in line with the uses of information technology and communication (ITC) in the school context, is built around the concepts of uses and practices in African university context. It aims to understand the relationship that students have with digital technologies in their learning activities by focusing on enriching the reflection on the digital practices of students. In what ways are sought technologies in the learning process of the students? What are the working habits with these technologies in the classroom and outside of the classroom? How they access to online resources and with which skills? To what extent the university allows it and it facilitates anchoring and use of technology for educational purposes? This work has focused on students enrolled in Bachelors in five departments from three of the Universities of the Comoros. To document and analyze the digital practices of students in their learning process, we opted for a mixed approach combining a quantitative survey based by they questions and a qualitative study through interviews. The questions survey of a sample of 548 students helped develop a profile of the students based on their level of access to ITCs, their training, their skills, their use of technology in the classroom or outside the academia. The interviews have enriched the quantitative results and it has identified four keys themes: types of uses, conditions of use, application capabilities and students conceptions about the use of ITC or teaching. The study confirms the low use of ITC or learning purposes, difficult access level in academia and little academic training. At the same time, it indicates a higher level of personal equipment for students. It sheds light, probably on bypass strategies, difficulties of uses and shows a willingness of young people to persist in their digital practices to their learning
Colin, Philippe. "Deux modèles dans une situation de physique : le cas de l'optique : difficultés des étudiants, points de vue des enseignants et propositions pour structurer des séquences d'enseignement." Paris 7, 1999. http://www.theses.fr/1999PA070075.
Full textNajar, Ridha. "Effet des choix institutionnels d'enseignement sur les possibilités d'apprentissage des étudiants : cas des notions ensemblistes fonctionnelles dans la transition secondaire/supérieur." Paris 7, 2010. http://www.theses.fr/2010PA070032.
Full textRelying on the anthropological theory of didactics, our doctoral thesis aims at understanding the difficulties raised by the teaching and learning of set-theoretical notions in the secondary/tertiary transition in Tunisia, and at finding ways of overcoming these difficulties. First, a study of institutional relationships to these notions in secondary and tertiary institutions allows us to show the existence of breaches in praxeological environments and dysfunctioning of these. Then, the analysis of students' answers to diagnostic and evaluation tests allows us to elucidate the difficulties they meet and to measure their résistance to standard teaching practices. Finally, the analysis of a didactical engineering developed for overcoming these difficulties shows substantial progress regarding the use of knowledge and the exploitation of semiotic resources but also the persistence of difficulties when the mathematical symbolism becomes more complex or when students must take into account the specificities of the linear setting in the work with functional objects
Houme, Koffi Philippe. "Application de la théorie du comportement planifié pour prédire la persévérance des étudiants en sciences naturelles de l'Université de Lomé (Togo)." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26821/26821.pdf.
Full textWagret, Laure. "Étude de l'impact d'un outil de calibration des évaluations des étudiants dans l'enseignement de l'endodontie au premier cycle." Master's thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/69818.
Full textIntroduction: Clinicians at the Faculty of Dentistry of Laval University use a detailed rubric for scoring endodontic treatments performed by students. Despite this, grading inconsistencies among faculty members was observed. Aim: Create and validate an online calibration tool for clinical evaluations in endodontics. Method: The first phase of the project consisted of creating the calibration tool on a web platform. The second phase was the analysis of the effectiveness of this tool. Sixteen participants performed a pre-calibration test (test = assign a score to a sample of 5 endodontic treatments), the calibration process, an immediate post-calibration test and a 2-month post-calibration test. The inter-rater agreement before and after calibration was evaluated using the intra-class coefficient (ICC). In addition, the difference between the gold standard and the participant's score was assessed before and after calibration using repeated measures ANOVA. Results: The ICC of all groups combined showed a low inter-rater agreement (ICC = 0.390) in pre-calibration and moderate agreement in post-calibration (ICC immediate post-calibration = 0.625; ICC 2-month postcalibration = 0.533). The ANOVA showed a significant difference between the adjusted mean of absolute differences (?Gold standard grades - Participant grades?) before calibration ( pre = 0.6445 ± 0.0726, p < 0.05) and in immediate post-calibration ( post-1 = 0.4908 ± 0.0726, p < 0.05). However, no statistically significant difference was found between the adjusted means of the pre-calibration test and the post-calibration test at 2 months ( post-2 = 0.4908 ± 0.0726) (p > 0.05). Conclusion: This study demonstrated that the calibration tool improved the inter-rater reliability immediately after application, but this agreement was not maintained over time.
Beillet, Marie. "Conception d'un test d'évaluation des compétences en langue des étudiants allophones à l'entrée dans l'enseignement supérieur en France." Thesis, Artois, 2016. http://www.theses.fr/2016ARTO0004.
Full textWhen arriving in France, foreign students must prove their B2 level in French language. At this time, the certifications have not integrated the academic discourses yet. They only offer general French assessments when a specific French language for university does exist. Despite their motivation, the success rate in examinations for foreign students is 40% lower than that of native students. This failure rate is due to a number of factors, some of which are inherent in the fact that they are foreigners. Indeed, the written production in French requires native academic standards implying the mobilization of language skills, specific strategies and methodologies. Given this situation, the University of Mons, in collaboration with the Chamber of Commerce and Industry of Paris Region Ile-de-France has developed a specific assessing test in academic purposes. The test consists in a video of a lecture on which is associated with three written production tasks, such as a summary. The criterion-referenced grid designed to assess the summery to determine the overall average level corresponding to a level established by the CEFR. Thus these results are used to show whether or not- at the time they take this academic test-students have a B2 level. Several experiments were conducted to verify the ecological validity and the predictability of these results as well as the impact of given topics on foreign students. This work presents the different results obtained and the continuation of the research
Haramboure, Françoise. "Formation initiale, formation continue en anglais : projet de formation : le cas des étudiants dans les filières technologiques de l'enseignement supérieur." Bordeaux 3, 1994. http://www.theses.fr/1994BOR30002.
Full textThe aim of this thesis is to determine the factors promoting performance in english for students studying science and technology at university level and within the framework of continuing education. In the first part, the investigation of the function of second-language competence and of the characteristics of scientific and technical discourse used in a professional environment contributes to the analysis of the main components of this competence : communicative competence and self-evaluation. Then, the specific language learning needs of the students are axplored following a learner-centred approach in the light of second-language learning theories and our teaching experience. The objectives and the content of the language course presented in the third part bear on the analyses carried out in the first two parts. Finally the effects of this project on the students' performance are evaluated
Orange, Sophie. "L'autre supérieur : aspirations et sens des limites des étudiants de BTS." Poitiers, 2011. http://www.theses.fr/2011POIT5016.
Full textThe aim of this thesis is to analize the different social frameworks which are the background of the studying experience in french higher technical sections (Sections de Technicien Supérieur - STS). These vocationnal trainings are the preferred or even the exclusive pathways to the higher education levels, chosen by many vocational and technical "baccalauréat" graduates, thus contributing to the growth of a demand for education in low-income families. The monitoring of a group of students from their entry in STS until their graduation highlight the effects of the institution on school and job ambitions. It appears that the high integration potentential of these training courses and eventually the consecration of the students as a local elite in rural secondary schools allow increasing aspirations of weaker students. Thus, STS play a role of social promotion. However, curricula specificities and internal diversities of pedagogical configurations lead students to moderate their professionnal expectations. Furthermore, the isolation of STS in the french higher education system, a consequence of the LMD reform, has reduced the possibilities for the students to move towards long cycles. Consequently, these training courses are not able to completely guarantee the academic vocations they gave rise to
Rapatel, Philippe. "Intéret d'une approche explicative de type énonciatif dans l'enseignement de l'anglais dispensé a des étudiants spécialistes d'autres disciplines : appropriation et pratiques des temps, aspects et modes chez des étudiants juristes." Lyon 3, 1995. http://www.theses.fr/1995LYO31001.
Full textKoo, Yang Mi. "La formation à distance comme facteur de développement de l'autoformation : : Utopie ou chance pour l'enseignement supérieur ?" Rennes 2, 2004. http://www.theses.fr/2004REN20038.
Full textDistance education and the evolution of ICT, along with a new paradigm of learning such as the constructivist learning, are leading to the development of diverse educational settings and their applications. Our research is on the development of self-directed learning at university by integrating distance learning using ICT. In order to discover factors preventing innovation and self-directed distance learning, we constructed a general model of new innovative education which differs from the traditional one. In fact, the very obstacles of innovation and self-directed learning are related to teaching itself, whether it has institutional or technological contexts. These constitute the basic conditions for developing distance learning with ICT. We have thus found interdependant links among the three different sides of our model. Without bringing a change in the teaching itself on an institutional and political level, innovation cannot be successful as we hope. Thus, teacher's training is necessary to innovate pedagogy at university level. Its objective is to provide teachers with the experience of new teaching methods such as distance learning using ICT and new teaching models such as the constructivist teaching
Senault, Patrick. "Formation-développement : origines, principes, méthodes." Nancy 2, 2001. http://docnum.univ-lorraine.fr/public/NANCY2/doc200/2001NAN21030.pdf.
Full textThis research work aims at describing the origins, principles and application procedures of training schemes referred to as " training-development within rural territories through training programmes. The term first came out in 1977 during a campaign launched to train the rural population of the French département of Ardèche. Maurice ALLEFRESDE, a geographer at the University of Lyon (France), was put in charge of this campaign by the French " Délégué Régional à la Formation Professionnelle (DFRP) " (regional delegate to vocational training) of the Rhône-Alpes region. By implementing an experimental pluriannual training programme in internally-generated development methods in 1982, The European Social Fund emphasized the part training can play in local development. In various locations in France (Vosges, Pyrénées, Creuse, Tarn and Aveyron), different organization methods can be assessed and innovative approaches to training methods in territorial development can arise through this pilot-programme Nowadays training-development is implemented in a very specific way : it applies to a definite area as a whole and involeves its entire population. Training contents are being designed and adapted over the duration of the programme so as to adjust to the demand of the population. Training-development schemes have their own structure made of a specific partner, of " pilotes éducatifs " (educational instructors) or " conseillers en formation-développement " (advisors on training-developement) and support groups. Finally, with training-development, the territory itself emerges as a new partner within the French vocational training system, next to the company or the individual
Lebeau, Yann. "Dans l'univers fragmenté des campus nigerians : étude des transformations de l'identité sociale et du statut de la population étudiante au Nigeria." Paris, EHESS, 1995. http://www.theses.fr/1995EHES0028.
Full textSissoko, Tiefing. "L’état de la réussite dans l’enseignement supérieur : cas des étudiants de l’UFR SESS-STAPS à l’UPEC." Thesis, Paris Est, 2013. http://www.theses.fr/2013PEST0024.
Full textThe changing educational environment that has occurred over the last four decades invites us to rethink the issue of academic achievement. The metamorphoses of student population and organisational systems of university studies have caused important difficulties, especially on the access to university diploma and on students’ professional integration conditions. Given these difficulties, research, greatly oriented to the analysis of failures and student dropouts, has focused on the student issue in order to try to understand the explanatory mechanisms of phenomena observed in universities. Our approach breaks with this sociological tradition by highlighting the weaknesses, flaws and lacks of a population. It analyses conditions for success concerning students registered in SESS-STAPS UFR at UPEC University. This research focuses on the analysis of students’ path so as to isolate in a better way the explanatory factors of their success. Those who succeed are they really different from those who fail or quit university ?The elements of definition for success in this thesis and the collected data enable us to understand that university studies are far from being a foregone conclusion. It is possible to determine important successes of some students given to be underdogs from the start of the academic year. Our methodological investigation apprehends these different mechanisms working within academic careers of bachelor students
Saint-Marc, David. "La formation des médecins : sociologie des études médicales." Bordeaux 2, 2006. http://www.theses.fr/2006BOR21372.
Full textThis work aimed to question the mechanisms leading a student to become a physician. The proposed model by American sociologists in the sixties has never been examined in France. The "Making of our physicians" was considered in this study through four axes of reflection : university work, practical training, social experience and professional identity. The analysis of the quantitative and qualitative data has shown, through student's given responses to encountered problems in their education, the existence of a student's modal evolution. However, the latter only represents the mainstream of this evolution. The diversity of the ways of being a student in Medicine and becoming a physician prevent us to consider their socialization as being controlled by university or as being channelled by the collective's modes of thinking accepted by all
Li, Yuxin. "L'influence de l'origine sociale et culturelle dans le rapport au temps didactique et à l'organisation de l'étude : le cas des étudiants français, chinois." Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0425.
Full textThe globalization of the economy not only leads to the international mobility of students, but also to the complexification of social ascension and social reproduction An educational system allowing a great social mobility, in particular possible ascending channels, would enable a circulation for the production of the knowledge, financial resources, power, prestige, and talent. This research aims to study the social and cultural influence in the work organization of French and Chinese students in France, and to find out if the ways of working differ according to institutions and nationalities. To help understand the pace of student activity, its impact on schooling, questionnaire and observation were complementary methods in the field survey. The quantitative and qualitative data thus obtained make it possible to highlight the various ways in which the 1,573 students surveyed organize their time in a different way, and in particular their time devoted to the study. Students from the same cultural background may have similarities in their learning and learning behaviors. The thesis examines the influence on students pursuing their studies in France of their previous affiliation to the specific educational system of their country, the norms and cultural representations that are specific to it. The main factors influencing the personal working time and working methods of the students that the thesis studies are institutions, sectors, and nationalities
Charbonneau, Dominique-Rita. "Enseigner et apprendre la littérature française, "à la française", en France : le cours de littérature française aux étudiants étrangers." Paris 3, 2006. http://www.theses.fr/2006PA030069.
Full textIn the framework of this research, we privileged the reception by foreign students of a common reference base shared by the public schooled in France. The education context analysed is focused on the bringing into contact of a public of foreign students with a lecture on French literature which is not – a priori – intended for these students. A public schooled in France “studies French literature” which is perceived as a combination of content, knowledge and literary know-how, whereas a public previously schooled in another system perceives, from the outset, an education on literature ‘French style’. More often than not, this results in literary and cultural misunderstandings for the latter public schooled in France. Thanks to the outside viewpoints of German, Japanese and American students enrolled in French literature lectures, our study questions the forgotten links between the academic objective and the social objective. We wish to indicate that which is perceived as “typically French” in this pedagogy and update the cultural links, established by students and those in charge of foreign lectures, between French literature, education ‘French style’ and French society, as well as with the learning process carried out in the country of their original schooling. In order to accomplish this, we made inquiries, through interviews with comparative, descriptive and illustrative aims, into the reception and picturing of a lecture on French literature in a French academic context
Caldas, Helena. "Le frottement solide sec : le frottement de glissement et de non glissement. Étude des difficultés des étudiants et analyse de manuels." Paris 7, 1994. http://www.theses.fr/1994PA070014.
Full textThe aim of the present work is to tackle the difficulties met by students as they were confronted with physical situations in which phenomena of sliding friction (kinetic friction) or nonsliding friction (static friction) between the non-lubricated contact zones of the solids concerned are at work ("frottement solid sec" or "dry solid friction"). The research is based on a "priori analysis" (the study of friction both from a physical and didactic point of view, a short exploratory survey, empirical classroom observations of teaching methods dealing with friction and a partial analysis of the reference textbooks used by students and teachers) where a number of questions and hypoteses are explicitly put forward. The second part is concerned with analyzing the results of (written) questionnaires submitted to students from different backgrounds (different countries of origin and different academic levels). These questionnaires were elaborated in order to test our hypotheses. The resulting analyses lead to a synthetic description of the students'ideas and ways of reasoning concerning frictioin. The students' ways of reasoning bear the following characteristics : the students seem to have a one-siled notion of friction (no-distinction between static and kinetic friction) which is represented by only one resultant of the contact forces (newton's third law is not applied) ; the resultant is located at interface level ("between" the solids) and only has an effect on the solid above the interface ("effet dessus-dessous", or "upper-lower effet"). This single force has a welldefined direction and is determined by the direction of the "effective" (given) motion of the solids studied - this single force is constantly opposed to the "effective" motion of the solids (the relative motion of the solids are not taken into consideration)
Maingari, Daouda. "Les résistances au changement de pédagogie à l'université : Analyse plurielle de résistance chez les enseignants et les étudiants." Rouen, 1994. http://www.theses.fr/1995ROUEL203.
Full textThis thesis is an analysis of the various forms of resistance to changes in the pedagogy at the University of Yaoundé. It brings to light the various forms of resistance which occur among teachers and students and it presents the meanings and orientations of such resistance trough an analysis of the way in which power is appropriated and executed in the educational system. The nature of the various forms of resistance exhibited and the advantages these provide to teachers ans students can best be understood by means of a structural and organizational overview of the way in which pedagogy functions socio-culturally, psycho-sociologically, economically ans institutionally. The thesis starts with a presentation of the actual state of african universities in general and those in the cameroons in particular, exposing their specific pedagogical problems. It continues with theoretical overviews of resistance and an analysis of data gathered during surveys in the field. The results lead to suggestions for a new educational outline based on what we call search for solutions pedagogy. This is a pedagogy in which rhe protagonists of educational action are associated with a process resolving theoretical or practical problems within their environment. It aims at renewing the links between teachers and students on one hand, and between the university and society on the other
Boulabiar-Kerkeni, Ahlem. "Notions et modèles fondateurs de la connaissance des élèves et des étudiants en oxydoréduction." Lyon 2, 2004. http://theses.univ-lyon2.fr/documents/lyon2/2004/kerkeni_a.
Full textIlahi, Ali. "Formation en ligne et innovation pédagogique : une expérience d'IED dans l'enseignement supérieur français." Paris 8, 2008. http://www.theses.fr/2008PA082975.
Full textThe introduction of the new technologies in the device of training, for landing the geographical distance, can quite particularly have some influence on the educational practices which modifies strikingly all the elements of the system. Our research joins in the problem and the effect of the integration of the TIC on the innovation of the educational practice in university. To track down all the main factors which create brakes in the innovation and in the changes of the educational methods in the distance training. Our research results discover that the brakes of the innovation and in the changes are connected to the institutional, technological and educational contexts which constitute a whole set of conditions of development of the distance training with TIC. So, we noticed that there is an interdependent relation between these three dimensions of our model. Without the change of all the institutional, technological and educational plans, the educational innovation cannot succeed as we estimate it. Our empirical work shows the importance of the role of the guardian in a device of on-line formation, to answer the problems of abandonment through the dialogue, the accompaniment and the follow-up of learners. We clarify to show that in a device of on-line formation (e-learning), the relation of education is modified, the teacher, the trainer and learner participate interactively in the mutual practice of access to the knowledge. The roles of the teachers and the trainers, their modes of intervention which are transformed, entail a redefining of their territories, their identities, their statuses and their powers. What obliges the teaching world, notably university to undergo a profound alteration (transfer). We conclude finally, on the efficiency and the evaluation of this new device, so tracks to integrate better TIC into the distance training
Thiou, Eric. "L’université de Besançon et les étudiants comtois à la fin de l'Ancien Régime." Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCC002.
Full textThe present research deals with the university of Besançon (France) and its students in the last decades of the Ancien Régime. 1300 students registered between 1767 and 1789 are studied through their social and geographical origins, their social and occupational evolution and their studies. The peregrinatio academica towards other French universities is alsoapproached. The university, for its part, is analyzed in its internal functioning (financial and seigneurial management, study of buildings). The teaching profession is examined under the prism of the recruitment and the respective careers of the professors. The faculty of law, whichwelcomes most students, sees a lot of its graduates occupying a notable position in the society of Franche-Comté until the beginning of the XIXth century. The graduates of the faculty of medicine make Franche-Comté a province rich in practitioners. The faculty of theology is reduced to grant doctorates to ambitious clerks. Through this research, we have attempted to paint the portrait and the fate of a generation of Franche-Comté’s elite, from the last decades of the Ancien Régime to the age of revolutions
Moulin, Léonard. "Frais d’inscription dans l’enseignement supérieur : enjeux, limites et perspectives." Thesis, Paris 13, 2014. http://www.theses.fr/2014PA131017/document.
Full textChapter 1 provides a critical and multidisciplinary review of the literature and identifies three motifs for the introduction or increase of tuition fees whose validity we question in each case. Chapter 2 examines the theoretical conditions that would make the establishment of tuition fees desirable, even when taking into consideration the existence of different social classes with distinct behaviors. Chapter 3 highlights the divergent nature of the results presented in the literature review before providing a typology of institutional contexts. The next three chapters provide the first study analyzing the effects of introducing tuition fees in the French university context. In chapter 4 we show that the introduction of tuition fees in University Paris 9 Dauphine strengthened the effects of social segregation and inequality. In chapter 5 we extend this approach to show that results developed in the theoretical literature, tuition fees do not increase the level of success. Finally, in chapter 6, we discuss the possible generalization of preceding results beginning by highlighting the unique nature of the students at University Paris 9 Dauphine when compared to the broader French academic landscape. The theoretical limits to the introduction of tuition fees (Part I), confirmed empirically (Part II), lead us to return in the last part of our thesis to the typology constructed in Chapter 3 in order to discuss how the “social democratic” institutional regime might help ensure equity, efficiency, and the funding needs of universities in the French context