Dissertations / Theses on the topic 'Réussite scolaire et éducative'
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Leproux, Olivier. "Sociologie de la "Réussite éducative" : un cas d'école des nouvelles politiques éducatives." Thesis, Paris 10, 2017. http://www.theses.fr/2017PA100110/document.
Full text"Educational Success" is a political device that was set up in 2005. It aims at helping children between two and sixteen years who are labelled as "weak" in the local territories where urban policies are set up. Far from being only a help to the children’s education, it is also a tool of reform. This thesis answers two questions: how does a device that is external to the national system of education reform the politics of education, and what are the implications of the reform it implements. Through a sociology of the instruments of public action, we will present the ambiguities of "Educational Success", its expansion, and its career. We will explain how this tool of reform was established locally and how it evolved according to various elements of context. Educational Success reconfigures educational policies through an approach based on local authorities and associative organisations. This implies changes in the terms of employment of its actors and, namely, a process of making their work "invisible". At the crossroad between public action sociology, sociology of work and sociology of associations, this thesis contributes to the analysis of the New Public Management in the educative field
Mohamadkaddour, Abdallah. "Pratiques éducatives parentales, adaptation sociale et réussite scolaire : comparaison interculturelle entre enfants syriens et français d'âge scolaire." Phd thesis, Université Rennes 2, 2011. http://tel.archives-ouvertes.fr/tel-00608443.
Full textMohamadkaddour, Abdallah. "Pratiques éducatives parentales, adaptation sociale et réussite scolaire : comparaison interculturelle entre enfants syriens et français d’âge scolaire." Rennes 2, 2011. http://tel.archives-ouvertes.fr/tel-00608443/fr/.
Full textThis work deals with the analysis of educational practices of the parents of students and the possible influence of the type of educational practices used on the social development and academic achievement of those students families in France and in Syria. 56 Syrian and 57 French parents, as well as 56 Syrian and 56 French children aged from 8 to 12 years old took part in this study. Their educational practices were studied with the help of a short questionnaire from “the Parental Authority Questionnaire” (PAQ) which was completed by parents in their homes and by children at school. A child’s social development was studied with the help of a short version of the “the Vineland Social Maturity Scale”; it is an academic achievement was studied with the help of questionnaire made by the author of this thesis. The tow aforementioned questionnaires were completed by the teachers. The results show that the same categories of educational practices (authoritarian, democratic and permissive) may be found both in France and in Syria; however, there are less correlations to be found between the answers grew by Syrian participants. They also show that parents’ educational practices and the child’s social development are significantly correlated. We have found a considerable interaction between the country, gender and educational practices. However, these practices are not correlated with the child’s academic achievement. The discussion of these results was based on the works which claim that parents’ educational practices and their influence vary according to the culture
Lasne, Annie. "La singulière réussite scolaire des enfants d'enseignants : des pratiques éducatives parentales spécifiques ?" Phd thesis, Université de Bourgogne, 2012. http://tel.archives-ouvertes.fr/tel-00825499.
Full textBagès, Céline. "Les modèles de réussite et leur influence : quand les personnes talentueuses menacent la réussite d'autrui et les travailleurs inspirent." Thesis, Clermont-Ferrand 2, 2010. http://www.theses.fr/2010CLF20019.
Full textRole models help us to dream the person we would like to be and inspire us the means to become that person (e.g., Lockwood & Kunda, 1997, 1999; Wood, 1989). The success of role models is often presented as the result of their talent and exceptional abilities. Can being exposed to the talent of others really inspire students and enable them to succeed? The goal of this dissertation thesis is to examine to what extent the role models, especially the explanation of their success, is likely to moderate the performance and attitudes of individuals, children and adults. Previous research has shown that a success attributed to a controllable factor such as efforts could improve the performance of individuals compared to a success attributed to uncontrollable factors like talent or innate abilities (e.g., Mueller & Dweck, 1998) and even reduce the stereotype threat on girls' math performance (e.g., Good, Aronson & Inzlicht, 2003; Thoman, White, Yamawaki,& Koishi, 2008). A series of six experimental researches has highlighted the deleterious impact of role models presented as gifted and talented on both students' performance (i.e. math performance and reading performance) and attitudes toward school. Conversely, hardworking role models always seem to have a beneficial influence on students' performance and attitudes. Moreover, exposing girls to female or male role models whose success is the result of their hard work and their efforts allows reducing the negative effects of stereotype threat on their math test performance. Thus, the success of others and in particular the success of role models explained by their regular work and efforts is far more beneficial than when their success is explained by their gifts and talent. Implications of these findings in the field of school will be proposed
Ibrahim, Maha. "Usages pédagogiques des médias, des images et des technologies de l'information et de la communication (MITIC) et leurs effets sur la réussite éducative des étudiants." Thesis, Toulouse 2, 2017. http://www.theses.fr/2017TOU20082/document.
Full textThe objective of this research is to describe, in the context of university in Toulouse, the different educational uses of students in MIICT, in videos, and to better understand whether there can be a positive relationship between MIICT, video and educational success in order to be able to put the MIICT and video to contribute to improve significantly the levels of academic study of students. This research is especially important in our context where the appearance MIICT and the videos are more and more in pedagogy of higher education and where students are attending to the MIICT and videos in their practices more than teachers. The research framework is therefore structured around the concepts of the integration of MIITC and video in teaching and learning with MIICT, and factors of the educational success.To achieve our objectives, we used a quantitative approach. We administered a survey questionnaire to 554 students. It is clear from the results that, in general, the majority of students have an agreement in general positive of the contribution of MIICT and videos for teaching and active learning. Hence, an agreement, in general, favorable of the link between the use of MIICT and videos and educational success. The logical consequence of these results is that there is a significant relationship between MIICT/videos and educational success in university of Toulouse II
يهدف البحث الحالي إلى وصف مختلف الاستخدامات التعليمية للطلاب في الإعلام والصور وتكنولوجيا المعلومات والاتصالات mitic والفيديو، ضمن سياق جامعة تولوز 2، وإلى فهم أفضل ما إذا كان هناك صلة مواتية بين mitic والفيديو والنجاح التعليميّ، وذلك من أجل إمكانية وضع الـ mitic والفيديو للمساهمة في تحسين مستويات النجاح الدراسيّ الجامعيّ بشكل أكبر. يكتسب هذا البحث أهمية خاصة في سياق الدراسة حيث تظهر الـ mitic والفيديو بصورة متزايدة في طرق التّعليم الجامعيّ وحيث أنّ الطلاب يميلون بشكل ملحوظ لاستخدام أدوات التكنولوجيا في تطبيقاتهم وأنشطتهم التّعليمية بشكل أكتر من الأساتذة. يتمحّور إطار البحث حول مفاهيم دمج الـ mitic والفيديو في التدريس، والتّعليم ذات الصلة بتكنولوجيا الإعلام والمعلومات والاتصالات والفيديو، وعوامل النجاح التعليميّ. ولتحقيق أهدافنا، اتّبعنا المنهج الكميّ. حيث أجرينا استبيان ل 554 طالب جامعي. وتظهر النتائج أنّ غالبية الطلاب لديهم اتفاق إيجابي بالعموم حول مساهمة تكنولوجيا الإعلام والصور والاتصالات والمعلومات والفيديو من أجل تعلّم فعّال. هذا الاتفاق مواتٍ بالعموم للربط بين استخدام الـ mitic والفيديو وبين النجاح التعليميّ للطلبة. النتيجة المنطقية لهذه النتائج هي أنّ هناك علاقة كبيرة بين استخدام الـ mitic والفيديو وبين النجاح التعليميّ في سياق جامعة تولوز2
Danner, Magali. "Améliorer la réussite en premier cycle universitaire : évaluation externe des effets du tutorat d'accompagnement." Dijon, 1999. http://www.theses.fr/1999DIJOL027.
Full textBeaud, Philippe. "Réussite scolaire et intégration culturelle des Indiens quechuaphones des Andes du Pérou." Thesis, Paris 10, 2010. http://www.theses.fr/2010PA100151/document.
Full textThis thesis explores a field that is not yet very well known within the sciences of education. It explains their success in educational studies for natives of vernacular cultures and the impact of family education in obtaining higher education. The native Quechuan speaking Amerindians of this research are higher education graduated men and women from rural communities in the Northern Peruvian Andes area.The hypothesis of this research is that success in educational studies among rural families has been encouraged through strategies, attitudes, and specific educational ethno theories. The latter comes from guiding, prominent educators in the developmental niche of a child. Educational practices and dynamics within families have been analyzed from personal life experiences, interviews, and questionnaires in the theoretical framework of the ecocultural niche of development. This analysis has revealed the presence of prominent educators whose educational attitudes are memorised by the individuals through guiding images. Those images act implicitly on the behaviour of the individuals. They emphasize the schooling process along with the acculturation process which is inseparable from success in educational studies within an intercultural situation. Based on the concept that the school system is “universal”, imported from the West, this study inspires European research about educational success among low class and immigration families. The use of occidental references has also brought an intercultural perspective to this research
Muller, Jean-Luc. "Caractéristiques individuelles, pratiques éducatives familiales et performance scolaire au cours préparatoire." Nancy 2, 1986. http://www.theses.fr/1986NAN21011.
Full textThe purposes of this study are : - Pinpoint, describe and measure the educational behavioural pratices of 5-6 year old pupil's parents. - Test a theoretical model accounting for children's academic performance at the first grade of elementary school. A comprehensive set of measures was adopted including intelligence tests, schedules to assess affective characteristics, prior academic achievement and family environment questionnaires. The sample included 81 childrens and their parents. The longitudinal data were examined using the path model. The findings suggest that the meaning of family environmental "press" construct has no sense and emphasis the specific network of variables : the self-academic concept of child is one of the most important factors accounting for children
Madeira, Neto-Oliveira Maria Dolandina de. "Elèves luso-africains et réussite scolaire : enseignement secondaire en Algarve/Portugal." Caen, 2001. http://www.theses.fr/2001CAEN1345.
Full textLaurens, Jean-Paul. "La réussite scolaire : une histoire de lignée familiale : étude sociologique de trajectoires scolaires et sociales d'enfants d'ouvriers en mobilité sociale ascendante. Le comment et le pourquoi, les facteurs et les logiques de la réussite scolaire en milieu populaire." Toulouse 2, 1990. http://www.theses.fr/1990TOU20007.
Full textTulk, Linda. "Incidence du travail des parents et autres conditions parentales sur le bien-être psychologique et la réussite éducative des adolescents canadiens." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/30008/30008.pdf.
Full textThe main purpose of this thesis is to analyze the potential contribution of certain work conditions of the parents on the family and, ultimately, on the psychological well-being and educational success of young Canadians. Young people refer to the cohort aged 12-15, who typically attend High school. This project is from the large sample of Canadian data from the NLSCY - the national longitudinal survey of children and youth - Statistics Canada. The themes identified in this study are at the heart of current social issues. It is now recognized that educational success represents major social concerns giving rise to large mobilizations. Family remains an anchor point in the development of young people and their success. On the other side, it is clear that the work world has profound impacts, which affect the psychological health of workers and, consequently, the harmonization of work and family. Thus, the difficulty of balancing work and family can have an impact on the psychological well-being of the parents and, incidentally, can negatively affect family dynamics, well-being and educational success of young people. This thesis aims to understand the impacts of the work of parents on the family and on their children in adolescence. Specifically, the purpose of this project is to acquire of a better understanding of the dynamics between work, parental conditions, psychological well-being or educational success, in order to develop an explanatory framework based on a multidimensional model. This study, based on multivariate context, relies on the ecological perspective of human development proposed by Bronfenbrenner (1979). The model used for this study highlights factors in interaction that characterize different environments in which adolescents are living. The scientific writings allowed identifying an empirical model that provides a relational structure of those factors. Few studies to date have attempted to integrate all of these factors in a model. The results of this project can help guide the development of preventive strategies and the promotion of intervention programs, both in the field of education and management. The proposed model assumes an influence of parental work conditions on family environment (family functioning, psychological well-being of the parents or parenting), which, in turn, impacts on the psychological well-being of adolescents or their educational success. The variables included in this model were selected on the basis of empirical support in the scientific literature. The data come from the large sample of NLSCY, which was designed to collect detailed information on the factors that affect the cognitive, social and emotional development as well as the behavior of children and young people. Structural equation modeling was used to test the proposed model. The main results of this thesis are presented in the form of articles. Structural equations model analysis allowed validating the adequacy of the postulated model, which suggests a chain of associations in which the parents work appears to contribute indirectly, through family dynamics, to the psychological well-being or educational success of adolescent.
Bilabena, Salamatou. "Genre et éducation : impact des stéréotypes et comportements sexistes sur la réussite scolaire de la jeune fille au Togo." Aix-Marseille 1, 2009. http://www.theses.fr/2009AIX10057.
Full textFraniatte-Ouedraogo, Christine. "L'effet du suivi de la mère sur la réussite scolaire de l'enfant." Master's thesis, Université Laval, 1989. http://hdl.handle.net/20.500.11794/29433.
Full textBroussouloux, Sandrine. "Evaluation du processus d’implantation d’un dispositif global de promotion de la santé en milieu scolaire, liens avec le climat scolaire et la réussite scolaire." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE1028/document.
Full textABMA (increased well-being for better learning) is a health promoting school program based on international literature on the concept of health promoting schools. The planning and implementation of the health promotion program ABMA was constructed in the Lyon school board in 19 pilot schools. The program goal is to guide a school to become a health promoting school. The project is within the framework of interventional research. Our study consisted of identifying the enabling and inhibiting factors in the implementation of a health promotion program in the French education system. Evaluation methods are mixed: quantitative, but primarily qualitative. Independent variables correspond to individual characteristics of the school, to academic performance and to school climate. The dependent variables correspond to the level and quality of implementation of the program as well as the support process in the school. The results highlight the importance of the support process and show that the implication of the school board is essential for the long-term success. For schools, the main facilitating factors for global health promotion development are the involvement of the principal, regular communication to the entire educational community, a good initial evaluation of current conditions and individualized support
Bendjillali, Mimoun. "La reconnaissance des langues et cultures d'origine : un facteur de réussite scolaire dans un contexte interculturel." Paris 8, 1996. http://www.theses.fr/1996PA081226.
Full textOur ressearch deals with the education of children of algerian origin in the french elementary school. Involving many contradictions, school life the appears as a triple interaction between the teaching the native language and culture (ilcs), who imposes with his presence, his position and his segregated teaching, on the creation of intercultural approaches as a pedagogy
Salla, Julie. "Enjeux de réussite, parentalité et santé psychologique de l’enfant et l’adolescent : du surinvestissement au syndrome de réussite par procuration dans le contexte sportif et scolaire." Thesis, Bordeaux 2, 2013. http://www.theses.fr/2013BOR22083.
Full textThe main objective of this research was to study the effects of parental overinvolvement regarding the mental health and achievement of children and adolescents enrolled in a context of excellence while exploring the effect other personal and parental factors. Method: Participants were recruited in sports and school population. In total, the sample population consisted of 636 sports participants (201 children, 93 adolescents, 342 parents). The school population sample consisted of 611 participants (127 children, 174 teenagers, 310 parents). The children responded to questionnaires that assessed anxiety, personality, parenting and parental overinvolvement perceived. Adolescents completed questionnaires focused on the assessment of mental health, personality, parenting and parental overinvolvement perceived. Parents responded to questionnaires on personality disorders and parental overinvolvement. Results: The studies have highlighted : 1) the interest of a scale assessing parental overinvolvement in children and adolescents, 2 ) the deleterious influence of perceived parental overinvolvement on the mental health of children and adolescents in sports and school population, 3 ) individual vulnerability associated with negative perfectionism among children and young people in sport and school, 4) the adverse role of perceived parental overinvolvement on athletic and academic success, 5) the existence of a common personality profile among sport and school population associated with parental overinvolvement 6) an explanatory model of parental overinvolvement based on the combination of personality factors and personal parental, 7) links between parental overinvolvement and achievement by proxy Spectrum. Conclusion: The results highlight the issues associated with parental overinvolvement regarding mental health and success of children and adolescents, as they are enrolled in a context of sports or academic excellence. Preventive actions could be carried out in an educational perspective in order to prevent the effects associated with disease pressure success
Thibault, Michelle. "Conjonctures et pratiques associées à l’inclusion et la réussite scolaire des élèves réfugiés : conceptions de directions d’école élémentaire de langue française en Ontario." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22879.
Full textMengue, Obame Irène. "Socialisation familiale et réussite sociale au Gabon : cas de la famille "populaire" fang." Paris 5, 2010. http://www.theses.fr/2010PA05H017.
Full textIn Gabon, and particularly into some Fang's "popular" families, the social success seems to refer to acquisition of material goods and money, guarantees of economic success, which, in last analysis, is a source of prestige. This representation of the social success is built and maintained by dominant actors of the social hierarchy. These social actors materialize it by the notorious exhibition of the singular goods and values (vehicles, villa, etc). For fang families, this material culture of success fitted in their daily life since the colonization and the advent of the culture of revenue. On the basis of the values inculcated in the family sphere, and on the basis of the akomga which is an endogenous practice, whose objective seems to be the favorisation of the actions of an individual in the direction of a better result, via tactics of fight against the school failure, family socialization is the place of the demonstration of various strategies complex and heterogeneous, whose finality is to arrive at the social success. This socialization implies an overlap of logics of the social holism and logics of individualization, developing the idea of independence and autonomy. The product of this socialization associated with secondary socialization of the young adults gives rise to two kinds of individuals : the standardized individual and the reconstituted individual. The first one is inclined with the éthos of Community solidarity excluding any process of autonomisation for oneself. For the second one, Community habitus, anti-individualist, who promotes the sense of duty, and responsibility with respect to the others, continues to dominate; it is consequently revalued, reformed by positive criticisms. However, these two kinds of individuals are indebted of their family. And this feeling of debt is result in a series of rules of reciprocal dependence between the members of the same family
Desravins, Gardiner. "La contribution des parents haïtiens analphabètes dans la réussite scolaire de leurs enfants." Thesis, Paris, CNAM, 2019. http://www.theses.fr/2019CNAM1270.
Full textThis research explores the knowledge and skills mobilized by illiterate Haitian parents to promote the academic success of their children, in the department of Nord’Est, the city of Fort-Liberté in particular. It gives a special place to children's words. The target population consists of illiterate Haitian parents with school-age children (grade 7 to grade 9), students, teachers, school principals.More precisely, our research looks into the conditions of help and mediation in the interactions between parents and children. To do so, we opted for the construct of professional didactics while crossing the theoretical and conceptual contributions of many authors, such as Line Numa-Bocage for didactic mediation, Bernard Charlot for the relation to knowledge, Pierre Pastré for professional didactics, Lev Vygostki for the socioconstructivist approach. Three types of data were collected via a questionnaire, semi-structured interviews, and video-films. To analyze the data, the content analysis advocated by Laurence Bardin was used. The objective of this research is, on the one hand, to identify the educational strategies parents resort to in the education of their children in order to update the knowledge and skills of these parents considered as illiterate; and on the other hand, to shed new light on the problem of education in Haiti. In fact, we hope to challenge established certainties by providing tools for reflection so as to better understand the issues of academic success
Huguet-Benabdelmouna, Marie-Céline. "La réussite en éducation musicale : des facteurs individuels aux facteurs contextuels." Phd thesis, Université de Bourgogne, 2007. http://tel.archives-ouvertes.fr/tel-00259778.
Full textVigneron, Cécile. "La construction des inégalités de réussite en EPS au baccalauréat entre filles et garçons." Dijon, 2004. http://www.theses.fr/2004DIJOL006.
Full textThis research investigates the effect of social and school processes on explanation of the achievement's differences between girls and boys in PE, particularly when they are assessed in team sports in secondary education. The performances of girls often are lower than those of boys. Traditionally, the differentiated performances may be attributed to physiological or sociological reasons. The object of this research, conducted about 1245 pupils and theirs PE teachers, was to focus on a possible differential treatment at school between girls and boys. Teacher's perceptions about sport as a male domain influence the process in which girls receive at school a poorest learning. The relative failure of girls in team sports has been observed as a result of teaching choices of PE teachers, based on a non sexual analysis of muscular actions. The findings indicated that, in their teaching choices, PE teachers select and destine to girls a knowledge which is unaware of their skill's difficults
Pommier, de Santi Agnès. "Pour une relation affective de qualité à l'école maternelle : approche psycho-éducative de la relation maître-élève à l'éclairage de la théorie de l'attachement." Thesis, Normandie, 2018. http://www.theses.fr/2018NORMR150/document.
Full textThe affective relationship between teacher and child is not an obvious notion to consider and put into practice in the teaching relationship, in France. Many foreign studies, however, reap the benefits of such a relationship when it is of high quality and enlightened by the fundamental principles of Attachment Theory (Bowlby, 1978). The objective of this research is to observe, using the ethological method, the affects and the affective relationship that develops between the child and the teacher during pedagogical interactions in the last year of prescool, in a disadvantaged area. We use the Attachment Theory in order to ascertain whether the attachment developed by the child has an impact on the various pedagogical actions and support of the teacher during the realization (joint attention) of a task-problem: in what way the teaching attitude is likely to favor the entry of the preschool child into teaching relationship. The results show that one of the essential elements of the teacher's attitude would be the ability to adapt to the child's behavior, the teacher's flexibility in dealing with young children with social and academic difficulties. Although it is a qualitative study, relying on few subjects (19 children), it is possible to observe that the relational and pedagogical commitment of the teacher can secure children until then very difficult and bring them to a positive success, during a problem-solving-operation
Espinosa, Gaëlle. "Rapport au savoir, rapport au maître et affectivité : contribution à une analyse du "chemin scolaire" de l'élève." Grenoble 2, 2001. http://www.theses.fr/2001GRE29013.
Full textKermarrec, Gilles. "Stratégies d'apprentisage et autorégulation en EPS [education physique et sportive] : une recherche descriptive en contexte scolaire." Rennes 2, 2002. http://www.theses.fr/2002REN20028.
Full text@This study concerns components used to self-regulate in a learning context in physical education. Twenty-three students from third and fourth grades in french college were asked to describe their self-regulation process during a learning task. Datas (comportments and verbalisations) extracted from clarification interviews were classified with a content analysis method. A factorial analysis is used to confirm thematic categorization. Self-regulation in physical education can be described with six learning strategies, seven support strategies and four types of knowledgess about learning. Reciprocal relations between components of self-regulation were identified. Knowledges bring about using learning strategies and using learning strategies brings about using support strategies. High achieving in physical education can be significantly predicted with support strategies. Self-regulated students'models were identified : their using of self-regulation components depends on their academic school achievement. Discussing why students chose these components to take charge their own activity, an explorative study suggest that motivational (goals, perception of control) and cognitive (informations processing) factors could affect this process
Piquée, Céline. "Gérer les inégalités de réussite à l'école primaire : public, modes de fonctionnement et efficacité pédagogique des dispositifs d'accompagnement scolaire." Dijon, 2001. https://nuxeo.u-bourgogne.fr/nuxeo/site/esupversions/1f9550ee-ce7e-453d-b888-2e8446849604.
Full textGonçalves, Carolina. "De la compétence linguistique à la relation pédagogique : des éléments qui influent sur le succès scolaire des étudiants en particulier ceux d'origne africaine." Paris 10, 2010. http://www.theses.fr/2010PA100037.
Full textCe travail est né de la continuation du travail réalisé dans le domaine de la dissertation de master soutenu en février 2007, à la Faculté de Sciences Sociales et Humaines de l’Université Nouvelle de Lisbonne. Au-delà d’être une continuité du travail précédent, celui-ci a proposé de donner une nouvelle dimension à l’étude du parcours d’apprentissage des étudiants surtout ceux qui sont d’origine africaine. Le travail a compris la maîtrise de la langue et la construction de la relation pédagogique en analysant les données de tests de langue et d’enquêtes auprès d’étudiants qui fréquentent le 3ème Cycle de l’éducation dans des écoles situées dans la banlieue de Lisbonne ou le 3ème du Collège dans des quartiers de zone éducation prioritaire (ZEP) à Paris. Le but de la thèse était de vérifier si les difficultés d’apprentissage des étudiants d’origine africaine résidaient uniquement dans leurs difficultés linguistiques ou si elles avaient aussi des implications avec la relation pédagogique. L’étude a été faite en deux moments, étant chacun composé par quatre étapes qui ont eu correspondance à des différentes recueillies de données. Dans un premier moment, les tests de langue et les enquêtes sur les représentations de l’apprentissage de la langue de scolarisation, les représentations de la langue de l’école, par conséquence du pays d’accueil, ainsi comme la perception sur le professeur de langue et d’autres matières ont été appliqués dans des écoles dans les banlieues de Lisbonne ; dans un deuxième moment, les mêmes outils ont été appliqués à des étudiants d’écoles en zone d’éducation prioritaire (ZEP), dans les quartiers de Paris. Les données ont été analysées et traitées de façon qualitative et quantitative (Huberman e Miles, 2003; Tuckman, 2002; Howell, 2006). Nous nous sommes proposé de comparer le processus d’apprentissage de minorités linguistiques au Portugal avec d’étudiantes lusitains et, aussi, avec d’autres étudiants venus de réalités semblables dans de pays de l’Europe, nommément la France. Des résultats obtenus, il nous semble pouvoir conclure que les difficultés d’apprentissage sont communes à tous les participants dans cette recherche et ont d’origines diversifiées, en impliquant tous les éléments en étude. Les résultats envisagent un changement dans le processus d’apprentissage de tous les étudiants, dans la mesure où la diversité linguistique et culturelle est une réalité dans les écoles et obligent l’adéquation à un public de plus en plus multilingue et multiculturel
Buttard, Manuel. "Les dispositifs de prise en charge de la difficulté scolaire à l’école élémentaire : étude de leur fonctionnement et de leurs effets sur la réussite scolaire : l'école dispose-t-elle de moyens appropriés pour favoriser la réussite de ses élèves les plus fragiles ?" Thesis, Bourgogne Franche-Comté, 2018. http://www.theses.fr/2018UBFCH018/document.
Full textWith the Jules Ferry laws ensuring free and compulsory schooling, equal chances of succeeding were expected in a meritocratic established school system. Reality proved otherwise: attending school still does not allow all schoolchildren to progress in the same way, as some of them encounter difficulties from the beginning. The struggle against academic failure cannot stop a considerable amount of pupils from finishing school without satisfactorily mastering the basic elements of the programmes. Moreover, recent research works have seemed to prove programmes providing assistance for underachievers to be ineffective.This thesis offers a comparative evaluation of such support systems in elementary school. It investigates their effectiveness and modus operandi, with regard to what already exists, as well as to the use of data obtained by questionnaires, tests or content analysis.The protean support systems against school failure will be shown to include a large arsenal of disparate measures, with actual but confusing recruitment rules. The comparative analysis of schoolchildren's results, of their own impressions of performance and of the teachers’ requests indicates that this distribution takes the children's needs into consideration. Most of the time, those most in trouble are the ones taken care of and the chosen educational counselling will depend on the situation. But, in a context of means shortage, and in the absence of a precise definition and regulation of operating procedures, these rules are often infringed. If, with a few exceptions, the weakest students cannot catch up, we notice that help efficiency mostly proves to be uneven. It depends on the personal, sociodemographic and environmental characteristics of the children, but also on the nature and operating methods of the aid system. The beneficial effects seen with some children are concealed by more disappointing results obtained with others, whose needs were often less obvious at first.Thus, in our opinion, the optimization of the struggle against learning difficulties requires to further consistency and a better coordination in recruitment and schoolchild care, as well as skill or knowledge sharing between professionals. A network organisation of support systems would most likely enable to rationalize pupils' educational background and to combine the efforts of skilled professionals rather than accumulating them
Grenier, Véronique. "La différence entre la réussite des garçons et des filles à l'école : représentations de sexe, solutions et pratiques éducatives des enseignant.e.s du secondaire." Thesis, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24351.
Full textArapi, Enkeleda. "La réussite scolaire des enfants de maternelle en fonction de la structure familiale, des pratiques éducatives parentales et des valeurs parentales : une approche écosystémique." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/28520/28520.pdf.
Full textSicard, Alyson. "Filles et garçons face à la meilleure réussite scolaire des filles : quelles conséquences sur la perception des relations de genre et la performance ?" Thesis, Université Clermont Auvergne (2017-2020), 2019. http://www.theses.fr/2019CLFAL021/document.
Full textThe aim of the present research program is to examine the consequences of the current academic context, in which girls generally outperform boys (e.g., OECD, 2015; Voyer & Voyer, 2014), on students’ perception of school and gender relations in the academic context. Our main hypothesis is that girls’ academic superiority, which currently characterize the school context, could lead boys to endorse a zero-sum perspective of gender relations at school. In other words, boys are likely to think that girls’ academic achievement is made at their expense. We also hypothesize that this competitive approach of school and gender relations could have negative consequences on boys’ academic achievement, which could contribute to maintain gender inequalities in academic achievement favoring girls. The princeps study n°0 shows that, consistent with our hypothesis, middle-school boys (but not girls) are more likely to endorse gender zero-sum beliefs in a threatening context emphasizing girls’ academic achievement than in a less threatening context highlighting boys’ achievement or in a control condition. However, results of the two following studies reveal that school context only affects high-school girls’ beliefs (study 1) but influences both male and female students beliefs in university (study 2). As the literature on zero-sum perspective shows that the context generally has an impact on high-status group members only (e.g., Wilkins, Wellman, Babbitt, Toosi & Schad, 2015), we then explore the hypothesis that the evolution of the effect of school context depending of students’ school level might be related to an evolution of boys’ and girls’ perceived academic status. We conduct studies 3 and 4 in order to investigate students’ perception of the academic status of boys and girls at different school levels. The results show that overall girls are perceived to have a higher academic status than boys, even though that are then considered to have a lower professional status than men. The perception of girls’ academic superiority seems to be more important in high school compared to middle school or university. In the next chapter, we directly test if the academic status could moderate the impact of context on students’ endorsement of zero-sum beliefs and their performance. Manipulating the ingroup’s academic status, the results of study 5 show that high-status students underperform in a context emphasizing the outgroup’s success compared to less threatening contexts. Finally, studies 6a and 6b revealed that, even if middle-school (study 6b) and high-school students (study 6a) both attribute a higher academic status to girls, students’ reaction to outgroup’s success depend on their age. To conclude, this research work highlights the consequences girls’ academic superiority can have on how students perceive gender relations in the academic context, even though it does not seem to question the gender system in place in the society
Combaz, Gilles. "L'évaluation scolaire révélatrice ou génératrice de l'inégalité sociale devant l'école ? : L'exemple des épreuves d'éducation physique et sportive du baccalauréat." Paris 5, 1990. https://acces.bibliotheque-diderot.fr/login?url=http://www.cairn.info/sociologie-de-l-education-physique--9782130442349.htm.
Full textThis study deals with showing how the differences among the pupils howhether there're social, cultural, connected with age or sex- are changed into suces inequality by certain kinds of educational methods ; and more specifically by the way of conceiving and planning the assessment in concrete terms ; the assessment being considered as the ultimate and decisive step where these inequalities genrate. The analysis i'm doing here is applied to the physical education tests of the "baccalaureat". These tests come in the form of a con- tinuous assessment not only about the physical performance of the candidate but also about the cognitive and emotional aspects connected with sports-practice. The study shows that the asessment adopted in this subject - though relatively left out in the school system- reveals success inequalities similar to what we can notice in the other subjects, but it an also make these inequalities increse or reduce according to the marking methods decided on the local level of the educational establishment. The second part of the work brings to the fore the existence of a so- cial inequality in front of the assessment done in physical education
Rousvoal, Jacques. "L'image de l'enfant des maîtres du cours préparatoire : Ses rapports avec la réussite et l'échec scolaires." Rouen, 1986. http://www.theses.fr/1986ROUEL006.
Full textThe failing problem in education for most of the children during the preparation course can't be understood dueto the terms of psycho-pathology. If certain children would releive this field of psychology, they would represent only a small minority among those who have difficulty to learn. The objection of this research inscribe that the problems between a child and his professor is due to their social backrounds. It aims to analise the influence of the representation that the professor has on a child with his proper style of teaching and on his own qualities of passing the message through. By examining the school trajectories of CP children, between the beginning and the end of the school year, we can see that certain children overcome their problems easily and become much better than some others who had the traditional education
Mahamat, Alhadji. "Les facteurs contribuant à la réussite scolaire chez les adolescentes des lycées et collèges du Logone et Chari dans la région de l'Extrême-Nord / Cameroun." Thesis, Besançon, 2013. http://www.theses.fr/2013BESA1005.
Full textThis study focuses on the problem of the school success of the teenage girls between the ages of 13-18 in the secondary and high schools of the Logone and Chari division, in the far-north region of Cameroon. Girls in this region face a number of problems related to their environment, family as well as academic due to their attitude which affect their studies. Inspite of these difficulties some young girls succeed in their studies. Our aim is to study the influence of individual, family and school factors on the school performance of the girl child. In effect we have raised one fundamental question in order to know: what are the individual, family and school factors which have to do with the teenage girl which determine their school success? In answering these question, the following hypotheses guided us: a main hypothese entitles “personal, family and school factors favour school success among the teenage girls in government and private secondary and high school both general and technical of Logone and Chari division” and tree specific hypotheses: “high aspirations contributed to school success among teenage girls”; “the attitudes and parental positives educational encourage school success of teenage girls” and “the attitudes and positives educational practices of teachers explain school success among teenage girls”. Tree questionnaires and a pilotated interview guide were administrated to a sample of 1031 teenage girls of secondary and high school, 1010 parents of students, 180 teachers and 36 “women/girls who succeeded in school before leaving”. The analysis of results showed that there are significant correlations among individual, family and school success factors and the school success teenage girls. In conclusion, we made some suggestions on areas of intervention to the hierarchy of the ministry of secondary education, to parents and to teachers in order to involve each of them in the school success of girls and make them more resilient. At the end some proposal, for further researches were made with the view to amend the limits of research
Jamain, Ludivine. "Biais d'auto-évaluation de compétence en français et en mathématiques chez les élèves de primaire : évolution et implications pour l'adaptation et la réussite scolaire des élèves?" Thesis, Université Grenoble Alpes (ComUE), 2019. http://www.theses.fr/2019GREAH006/document.
Full textThe illusive positive view of the self (overestimation of the self) seems inherent to human cognition. This illusion fluctuates in its intensity according to the age and degree of abstraction of the concept evaluated. In this thesis, we are interested in the positive or negative illusions of self-perceptions among elementary school student aged from 8 to 11. We put the focus in this thesis on the difference between a student's academic skills, measured by standardized tests, and the student’s self-evaluation of his competence. The self-evaluation bias of school competency refer to this gap studied so far by considering the general abilities of the students (see Bouffard, Pansu & Boissicat, 2013). In this thesis, the bias is approached in specific domains: in French and in mathematics. The overall goal is to understand the links between biased self-assessments of competency, student adjustments and academic achievements in these two disciplines. At an individual level, a three-year longitudinal follow-up study of third elementary grade to fifth grade students (N = 677) allowed to define four developmental trajectories of the self-evaluation bias: three fairly stable trajectories, one positive, one neutral, one negative, and the last trajectory evolving from a very negative bias to a positive one. We examined then the links between these trajectories and scholastic adjustment measures. Considering these results, in a second study we examined the self-regulation and academic performance of students according to their biased self-evaluation. The highlight of links between self-evaluation bias and students’ adjustment were relevant to account for detrimental or beneficial nature of the bias, according to its valence. At an inter-individual level, we were interested in a third study on the link between student self-assessment bias and the judgment of their teacher. At last, in a final study, we assessed the ability of teachers to identify self-biased evaluation in their students. In the case of teachers appraising students who overestimate their competence, the results of the last study conducted on this students two years later suggest that this process is unconscious
Buzy, Claire. "Formes et enjeux de la relation parents-enseignants : ethnographie d’une école primaire publique de la grande banlieue bordelaise." Thesis, Bordeaux 2, 2012. http://www.theses.fr/2012BOR21981.
Full textSeveral recent studies showed that parents' involvement in their children schooling increases the likelihood that children can progress in optimal way in the field of learning and in the point of view of attitudes. However, even if the institution tends to strengthen the relationships between parents and teachers, both of them do not reach the same communication situations and the instances of school life. As a result, a quite noticeable tension takes place within the educational community. This tension was observed between the actors of the school themselves (teachers and other members of the educational team) and the parents or their representatives. This thesis adopts an approach of ethnographic immersion in the research environment (primary school and kindergarten) to show the interdependence of relationships between parents and teachers and the related stakes. It is based on the observations made in vivo, and the research interviews conducted between teachers and parents, the study on continuation of the students' achievements in order to study the social and scholar construction of the relationships between parents and teachers and to assess the effects of parents involvement in scholar adaptation of students, taking a particular account the parents educational level and their social status. In addition to the differences in the nature and quality of parents-teachers relations, the thesis highlights the relationship between the parental involvement and students adaptation
Delévaux, Olivier. "Parcours scolaire et biographique de futurs enseignants et d'enseignants novices de l'enseignement primaire issus de la migration : Impacts sur l'accès au métier et sa pratique." Electronic Thesis or Diss., Université Côte d'Azur, 2024. http://www.theses.fr/2024COAZ2018.
Full textThe research focusing on teachers from migratory backgrounds is scarce. Those addressing the school experience of students from migration often take a risk-factor approach, and highlight mechanisms contributing to the perpetuation of educational inequalities. Our purpose was to focus on protective factors and resilience processes that can prove effective in promoting the educational and school achievement of students from migratory backgrounds, to the point of leading them to get involved in a teaching career. This research is based on 42 interviews with 36 prospective and newly appointed primary school teachers from migratory backgrounds. Its originality lies in a dual approach to the schooling of students from migration. The first perspective is retrospective, offering these teachers reflective insights into their own training trajectory, the obstacles they encountered and the factors that enabled them, despite the presence of obstacles, to complete a training path that was admittedly winding, but nonetheless successfully achieved. The second perspective focuses on the schooling of students from migratory backgrounds, whom they were in contact during their internships or during their first teaching experiences. It aims to identify sources of misunderstandings and potential forms of discrimination. Finally, the study also addresses the impact of migration on access to the profession, perceptions of trust from various stakeholders within the education system, and the perceived legitimacy to intervene with school users, whether or not from a migratory background. The findings show the persistence over time of prejudices, stereotypes and discrimination over time likely to contribute to the development of inequalities affecting students from migratory background. They highlight a high level of intercultural sensitivity among teachers from migratory backgrounds, and also show that some protective factors prove effective and can lead to concrete proposals. Some of them are directed at students and teachers. However, most are aimed at parents, emphasizing clear communication between school and families. Concerning access to the teaching profession, data analyses show that certain prejudices and reservations regarding the skills of students from migratory backgrounds also impact their hiring process. Furthermore, the professional legitimacy evoked by these teachers is linked to their diplomas, and we note that they resist the idea of being subjected to a social assignment limiting their activity with migrant students. Paradoxically, however, the interviewed teachers also express fears about the idea of professional integration in a context characterized by a large majority of non-migratory population
Gagnon, Karine. "L'écart entre la réussite scolaire des filles et celle des garçons : présentation, analyse des représentations véhiculées dans des écoles primaires au Québec et étude du traitement de l'information." Thesis, Université Laval, 2006. http://www.theses.ulaval.ca/2006/23998/23998.pdf.
Full textBlondeau, Nicole. "La construction socio-pédagogique de l'élève étranger allophone et ses effets sur les histoires scolaires." Paris 8, 2005. http://www.theses.fr/2005PA082640.
Full textThis study examines how foreign born allophone students from working-class families who attended French schools in the eighties managed to succeed at school and graduate at university. A qualitative approach has been chosen and the analysis is based on data collected through in-depth interviews of the comprehensive type. The pannel of informants illustrates the many forms of domination which affect such students, i. E. Social, cultural, symbolical, historical dominations - among others. However, these students have overcome these dominations and they have also reversed the expectations of the school institution : when they deal with non-native French speakers, official instructions between 1970 and 1973 illustrate how the school institution expected children from immigrant families to follow roughly the same social pattern as their parents. A thematic analysis of the corpus of interviews has been carried out: first stages of the learning of French, work of the teachers, how students relate to the learning process, individual careers at school, respective status of mother and second tongues and cultures, role of the parents, construction of the self through differences and shame. When they started attending French schools, the informants became efficient and active actors of their school life. However, success is often obtained at a high cost for the individual and it is not achieved without sufferings. When some, not only cross social boundaries but also cultural ones, it is painful for them to feel estranged from their own families
Keslair, François. "Essais en évaluation de politiques publiques éducatives." Paris, EHESS, 2015. http://www.theses.fr/2015EHES0187.
Full textGoï, Cécile. "Autorisation à réussir et transculturalité en éducation : contribution à la conceptualisation de l'entre-trois au travers du cas de trois personnes dites "de double culture"." Pau, 2005. http://www.theses.fr/2005PAUU1007.
Full textThe problematic casts a new eye on the schooling population resulting from migration : how will children of foreign origin allow themselves to succeed ? We propose the hypothesis that the links tied by the individual to both his cultures play a part in the dynamics of one's road to success. The theorical questions lead one to consider the construction of one's relationship to one's environmental world within the dialectics between permanence and change, individual and collective, sameness and difference. A definition of the process to allow to succeed enables us to examine its teaching and educational possibilities. The reader is invited in the mathematical universe around the notion of the actual infinite where the authorisation to succeed takes the dimension of opening the field to endless possibilities. The epistemological frame is inscribed in the systemic and complex mind. Three non-directed interviews constitute the field research. The young people who were interviewed are migrants and are engaged in university studies. A first analysis of the corpus had to be followed by a second one, inspired by clinical reasoning for the assertions not matching the protocol hereabove described. The results of the research show the importance of the link to a "representation of the secondary culture" in the dynamics of academic success. The construction of one's identity is engaged in a tripartite confrontation where the inner double culture of these young people leads them to operate a sort of "marginalisation". For the individual, to allow oneself to succeed demonstrates a process where heritage, accomplishment and surpassing oneself are linked in an infinite expansion movement
Berthaud, Julien. "L’intégration sociale étudiante : relations et effets au sein des parcours de réussite en Licence." Thesis, Bourgogne Franche-Comté, 2017. http://www.theses.fr/2017UBFCH021/document.
Full textSince 1970’s and 1980’s, educational research reveals the importance of interactional process in the explanation of student careers, especially with Tinto’s work (1975), by demonstrating the significant influence of social integration on student persistence in university. However, the effects on students’ academic success are rarely explored. Moreover, there is no consensus on the conceptualization of this explanatory factor since it shows different dimensions of social integration. From data collected from 1365 students enrolled in 1st, 2nd and 3rd grade of common “Licence”, this research proposes firstly to improve measurement of student social integration as a multidimensional concept. Then the sources and conditions of social integration are examined through the influence of contextual, institutional and individual factors. In this context, the transversal skills are considered as an illustration of student social abilities, among others. Statistical analyses show that students have different needs for social integration, depending on their age, gender and reasons for study. First, the academic context defines the opportunities offered to students for social integration. Moreover, it appears that some skills related to emotional management and collaboration turn into resources that promote social integration. Results lead to identify four different profiles of student social integration in “Licence” course. Lastly, questions arise about the role of social integration and transversal skills in student careers and factors of student achievement. Our results reveal that student social integration has a raw and positive effect on the probability of success and performances, through academic interactions and feeling of integrating. When the classical factors of student achievement are taking into account, the influence of social integration appears to be weak or lost. Only the feeling of integrating reduces the risk of student drop-outs. On the other hand, the transversal skills including the taste for work and the self-confidence prove to be powerful predictors of students' success and performances. While student social integration doesn’t seem to be a key factor with mediating effects on academic achievement, it appears to be another feature of student success profiles. Moreover, student social integration produces indirect effect on performances through academic commitment
Vučić, Momcilo. "Les élèves de nationalité yougoslave dans l'enseignement français : contribution de la fréquentation des "cours de langue et culture d'origine" à la réussite scolaire en France (niveaux élémentaire et collège) : bases méthodologiques de l'analyse quantitative." Paris 5, 1992. http://www.theses.fr/1992PA05H023.
Full textStudies include the town of Paris and the department of Seine-Saint-Denis, two regions where the concentration of Yugoslav pupils is the highest and not studied until today. The time of research was the school year 1988-1989 and the studied fields are: French language, mathematics, attitude at work, behaviors and the school retardation. The techniques used are: a study (questionnaire) on scholar cuscess of Yugoslav children; the interview of directors of school, the opinion of Yugoslavian school authorities from the embassy and a list of questions to pupils themselves. The used methods: statistical and comparative and raise to 30% of the whole school population studied and it's composed of two sub-samples (group a: the pupils who attend to studies in native tongue and group b: those who don't attend). The hypothesis tend to demonstrate the non-nuisance of this teaching with regard to the success in French studies. More, its contribution is benefic since in all fields studied, the pupils from group a have shown better results than pupils from group B, in regard of this study's aspect of quantitative analysis, numerous tables and graphs are included
Benhenda, Asma. "Education policy, inequalities and student achievement." Thesis, Paris, EHESS, 2020. http://www.theses.fr/2020EHES0044.
Full textThis dissertation analyses the efficiency of teacher policies in France with regard to their three main objectives: attract and retain quality teachers, help teacher progress and reduce educational inequalities through the matching of teachers to their students
Zibanejad-Belin, Mitra. "Réussir sa première année à l'université : les enjeux de la transition entre secondaire et supérieur." Thesis, Université de Lorraine, 2019. http://www.theses.fr/2019LORR0204.
Full textThere are many reasons for the high dropout rate in the first academic year. The phenomenon of freshman "evaporating" is studied in many countries as a crucial moment in the transition from secondary to higher education. It is not always easy for a high school student to become master of his destiny in a very short time after secondary and just before starting his studies at university. Student must quickly assume new “adult responsibilities "and lives without parental or teacher supervision. Study at university requires the learner to put into action a certain number of skills most of which are not mastered at the end of high school. These are not only cognitive-informational skills. Our point of interest is turned towards the macrosociological and microsociological elements in the relationship that these students established with the act of learning. We were looking for knowing: Why do students decide to drop up or to persevere and continue their studies despite the difficulties? What is the role of the study environment in this transition? How the conception of learning and the image of university could have an impact on this transition?To answer we used a qualitative approach based on comprehensive interviews. We interviewed the freshmen in six field of study at four universities in the Paris region. We were looking for students who had problems. They told us about their difficulties in this year of higher education and the reasons for their dissatisfaction.Through their point of view, their conceptions of learning, their perspective and their image of higher education, we have been able to highlight some of the causes that can explain dropping out or staying in the first academic year. Four types of difficulties are distinguished: cognitive, metacognitive, integration and motivational. A more advanced analysis of our data revealed that these difficulties do not have the same impact on the student's transition.Some elements have also appeared through the analyses, such as the importance of the microsocialisation within small groups of students, especially between the friends. We have found that micro-integrations can make up the absence of macro-integrations and sometimes they’re even more important. Our analyses have shown that some factors of social integration can modify the influence of the predictive factors of drop out.We also apprehended certain factors capable of reinforcing or impoverish the student's sense of learning and his/her perseverance
Desilles, Loïc. "Regards croisés sur huit écoles primaires à La Réunion : mesure et analyse des différences de performances." La Réunion, 2006. http://elgebar.univ-reunion.fr/login?url=http://thesesenligne.univ.run/06_24-desilles.pdf.
Full textGul, Birsen. "Les effets de la privation relative sur l’engagement scolaire et l'estime de soi des adolescents : étude du rôle des facteurs sociaux." Electronic Thesis or Diss., Université Clermont Auvergne (2021-...), 2022. http://www.theses.fr/2022UCFAL010.
Full textBased on the Psychological Disengagement Model (PDM) (e.g., Martinot et al., 2020; Tougas et al., 2005, 2010; Tougas & Beaton, 2008), the present research program examines the consequences of a context of relative deprivation on psychological disengagement (discounting of academic grades and devaluing of school), different dimensions of school engagement, and self-esteem among adolescents. Our main hypothesis is that students experiencing relative deprivation (egoistic, personal, or fraternalistic), due to unfavorable teacher behavior (studies 1 and 4), belonging to a disadvantaged social background (study 2), or social rejection by peers (Study 3), should disengage more psychologically and academically than students not experiencing such deprivation. This should in turn should be detrimental to their self-esteem. Study 1 shows that an imagined experience of relative deprivation in conjunction with unfavorable teacher behavior can lead to devaluing of school. Study 2 shows that an experience of relative deprivation related to belonging to a disadvantaged social background leads to disengagement from school via a decrease in perceived control. Disengagement from school, in turn, negatively affects adolescents' self-esteem. Study 3 shows the experience of relative deprivation in conjunction with social rejection by peers leads to academic disengagement via a decreased sense of social affiliation. Disengagement from school, in turn, negatively affects adolescents' self-esteem. Finally, Study 4 shows that an experience of relative deprivation in conjunction with unfavorable teacher behavior leads to school disengagement via a decrease in perceived social support from peers. Disengagement from school, in turn, negatively affects adolescents' self-esteem. Through these 4 studies, we were also able to highlight that not all experiences of relative deprivation have the same deleterious effects. It is the experiences of egoistic and personal relative deprivation that lead to more disengagement and lower self-esteem compared to an experience of fraternalistic relative deprivation. Finally, an imagined experience of equality among all students is the situation that most protects students from academic disengagement as well as their self-esteem. Overall, our results open up interesting avenues for reflection on the advantages that belonging to a group can provide, even if the group is disadvantaged, and in particular the benefical presence of peers when students are faced with a context of relative deprivation. The same can be said for the benefits of an egalitarian context at school
Cayouette-Remblière, Joanie. "Le marquage scolaire : une analyse "statistique ethnographique" des trajectoires des enfants de classes populaires à l'Ecole." Paris, EHESS, 2013. http://www.theses.fr/2013EHES0060.
Full textMass education has changed the role school plays in life cycles since the 1980's. However, students from low socio-economic backgrounds are still more likely to drop out from school than students from privileged milieus, and less likely to get the most prestigious credentials. This dissertation thus explores: (1) why and how lower-class students fail or succeed at school in the age of mass education, and (2) what a new and prolonged socialization period at school me ans for these students -in terms of schemes of perception, but also of social dispositions. This thesis draws on original and rich materials (notably individual school files), and on a new analytical method, which relies on what 1 cali "ethnographical statistics". Namely, 1 use school records to get a fine-grained perspective on the school and professional careers oftwo cohorts of students, and 1 systematically confront the results to those of parallel ethnographical investigations. This method will be presented in a preliminary chapter. The thesis is then divided into three parts. The first part sets the social and geographical stage of the study. The second part offers a new perspective on the development of inequalities within the collège unique. The third part analyses the social and institutional mechanisms which drive selection processes at the end of middle school, throughout high schools, and within vocational education
Guyon, Nina. "Essais sur l'éducation, les intéractions sociales et la ségrégation." Paris, EHESS, 2012. http://www.theses.fr/2012EHES0160.
Full textThis thesis aims at answering one question : how much is my circle influencing me ? Firsly, I focus on the questions "How much would we be different if our parents were more involved in school?" and "Is it actually possible to increase parental involvement ?". Chapter 1 reviews in details the economic, psychological and sociological literatures on parental involvement in school, while the policy evaluation presented in chapter 2 provides large scale experimental evidence on the potential benefits on parental involvement for children's success. Chapter 3 then evaluates the impact of several communication tools on parental participation to school meetings. The third question on wich I will focus is : "What is the impact of tracking student by ability accross schools ?". Analyzing the discontinuity in the distribution of educational outcomes across cohorts and local areas due to a reform in Northern-Ireland, chapter 4 shows that the net effect on the 'detracking' reform was a very significant increase in national examination results at the end of compulsory schooling as well as at the end of 'high school'. Finally, if the way children are allocated across schools matters, then the way families are allocated across neighborhoods also does as children often attend the nearest school from their home. The final question that I try to answer is thus : "How strong is income segregation in France and how does it evolve ?". Chapter 5 studies income segregation in the 2000's at the several geographical levels and describes the underlying neighborhood choices of moving households
Briole, Simon. "Essays on the determinants of student achievement in France and the US : teacher evaluation, teaching practices and social interactions in middle school." Thesis, Paris Sciences et Lettres (ComUE), 2019. http://www.theses.fr/2019PSLEH006.
Full textThe Human Capital Theory developed by Gary Becker in the 60's substantially widened the area of investigation of economics. Over the last two decades, many studies in the economics of education intended to identify the characteristics of an educational system which enable individuals to acquire as much skills, knowledge and information as possible. This thesis contribute to this literature by studying two aspects of the educational environment that has particularly attracted economists' attention over recent years: teacher productivity and peer effects in the classroom. The first chapter of this thesis investigate to what extent teaching practices implemented by math teachers in the US relate to their students' math performance. First, it shows that every single hour spent in the classroom studying mathematics generate a significant improvement in students' math performance. Second, it shows that the productivity of instructional time strongly relates to the implementation of interactive teaching practices, which require student active participation in the lesson. More precisely, each hour spent with a teacher putting a high weight on this kind of practices is 2 to 3 times more productive than an hour spent with a teacher putting a higher weight on traditional practices, such a teacher lecture. The second chapter of this thesis studies the impact of a public policy aimed at improving teachers' practices, namely the individual teacher evaluation system in French secondary education. In this chapter, we show that students' performance at the end-of-middle school national exam significantly improve after the evaluation of their math teacher, not only for students taught by an evaluated teacher the year of the evaluation, but also for students taught by the same teacher on subsequent years, suggesting a long-lasting improvement in teacher pedagogical skills. These positive effects persist over time for students, who not only perform better at the end-of-middle school exam but also choose more often and graduate more often from the science track in high school. In addition, the positive effects of teacher evaluation are particularly salient in education priority schools, in contexts where teaching is often very challenging.The third chapter of this thesis investigates the effect of school peers' gender on students' performance and educational careers in French middle schools. First, it shows that the proportion of female peers' in middle school has persistent effects on students' educational careers as it not only affects students' test score at the end-of-9th-grade national examination, but also influences their track choices and high school graduation rates several years later. Second, it shows that a larger share of girls in the classroom has positive effects for girls and negative effects for boys. More specifically, it reduces girls' dropout rates and increases their probability to graduate from an academic track in high school, especially in the scientific track, while it increases boys' probability to attend a vocational school after 9th grade and decreases their high school graduation rate