Tesis sobre el tema "Évaluation du système scolaire – Enfants"
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Alnakari, Yasmine. "Les intérets éducatifs de la pédagogie inspirée du carré logique ISU : étude critique de ses fondements philosophiques, de ses applications dans l'enseignement scolaire, et dans l’éducation informelle". Electronic Thesis or Diss., Paris 8, 2019. http://www.theses.fr/2019PA080105.
This thesis, in Sciences of Education, proposes a new pedagogic approach.It seeks to respond to the challenges of our modern world to the pedagogical outdoor fieldwork terrain in which concerns the whole population: to help students think better, to think differently and to help reconnect children with their own power, by giving them access to trust their authentic identities, morals, imaginations and their creativities. By focusing on formulating interesting questions, that will appeal to the students' curiosity and in turn to strengthen their critical thinking and their ethical morals, all based on the (Interest Square Unit) ISU measurement by diagnosing and overcoming the common-sense deficit in children.The ISU proposes to stimulate the intelligence by enriching the scientific curriculum starting from 4th grade. The research will focus on how to formulate an extra-curricular method along with a dynamic assessment enrichment program to improve the learner's common-sense intelligence of their communication skills.We will rely on the Hayawic logic "Vital logic", which was discovered by Raiek Alnakari. We will implement it on students to awaken and reinforce their critical thinking by stimulating different ways of thinking and different ethical views, all based on the ISU Measurement.The application of the ISU multi-valued Hayawic logic modeling is theoretically and practically newly applied in the education school setting. As the Hayawic logic has been applied in various multidisciplinary approaches in several universities within several different countries, such as France, Algeria, the United States and Egypt
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.
With 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
Seruhungo, Désiré. "Les formes d'accompagnement et de médiation dans le système éducatif congolais : réalités et perspectives". Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG035/document.
Education in the DRC (Republic Democratic of Congo) favors some students and disadvantages others because it offers all the students a single learning path, regardless of their learning style. Which explains the failures and the abandonments. This is the case of street and demobilized child soldiers who, due to lack of supervision, may be a social danger.However, if these young people had been oriented towards school structures corresponding to their rhythms and learning styles, they could integrate into society. Unfortunately, they do not exist. For the education system that benefiting everyone, the DRC authorities should open up the school system with new pedagogical approaches, train teachers, give them a good salary, build new schools and equip them
Lamia, Alicia. "Représentations de soi, position scolaire et estime de soi des enfants d'âge scolaire". Toulouse 2, 1999. http://www.theses.fr/1999TOU20112.
Two research studies are described in this thesis. The first was concerned with the self-image and the self-esteem school age children. The second examined the influence of the teacher's representation of a "good pupil" on his/her evaluation of different areas of competence in the child. The population of this research is composed of 180 children for the first study. For the second one there are 134 children and 9 teachers from an elementary school in Toulouse. We used the Perceived competence scale of children (PCSC), a structured interview, and a thematic composition with children to evaluate self-image and self-esteem. The children's scholastic achievement was determined by an unstructured interview. Teachers evaluated children's competence with a questionnaire. The results show that boys evaluate themselves more positively than girls and most particularly with regard to cognitive and physical competence. This pattern was true as much for the younger children as by the older. The responses of the children in defining their self-image also varied according to age and sex. Teachers showed a tendency to evaluate the competencies of the boys more positively. This evaluation was particularly marked with scholastic competence. Finally, our results showed that, in general, teachers are more positive about to the children of opposite sex. Masters are more negative than mistresses in their evaluation of the pupils. The results indicate that teacher evaluation plays an important part in determining the child's perception of him/herself. It is also possible that the child's level of self-esteem influences the manner of which they are perceived by teachers. This last question remains open
Bucari, Miriam Claudia. "Le traitement des enfants handicapés mentaux dans le système scolaire argentin". Bordeaux 2, 1991. http://www.theses.fr/1991BOR21001.
Together with the introduction of the education of the mases, the need appeared in Argentina to create an alternative structure, adapted to those children who were unable to follow the normal lessons. Starting with a pure medical viewpoint at the beginning of this century, the handicap is in the sixties recognized to be surmountable with an early identification and a rational orientation. Later, research carried out in Argentina has proved the influence which the social environment has on the development of children as well as the effect of the educational isolation of the rural regions in a nation with a surface of approximately five times that of France. It appears that the special education is mainly developed in the urban areas. Practically no professional openings can be found for the young handicapped. This is the reason why we have denominated it a "short term education". Also, the slow acting public sector must be considered as well as the importance to the benevolent associations, especially in the capital. The province of Buenos Aires has the advantage of a more complete special education system which, however, is linked to some predominant ideologies
Fournier-Gendron, Annie. "Évaluation de deux modèles d'intervention en milieu scolaire pour enfants et adolescents autistes". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq26203.pdf.
Fonda, Dominique. "Critères anthropométriques dans l'évaluation de l'état nutritionnel : étude de 327 enfants d'âge scolaire". Montpellier 1, 1989. http://www.theses.fr/1989MON11019.
Couture, Germain. "Adaptation dans un contexte scolaire : évaluation et évolution du risque au cours de l'enfance". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ43056.pdf.
Martinez, Barrera Alba Nury. "Une évaluation empirique du système éducatif colombien : quels sont les facteurs déterminants de la réussite scolaire ?" Paris 1, 2012. http://www.theses.fr/2012PA010007.
Cotnoir, Marie-Josée. "Évaluation d’une stratégie pour faciliter la transition scolaire des enfants à la maternelle: l’Outil Mon portrait de Magog". Mémoire, Université de Sherbrooke, 2015. http://hdl.handle.net/11143/6768.
Pelletier, Marie-Ève. "Préparation scolaire des enfants issus de familles à faible revenu : élaboration et évaluation des retombées d'un programme ludique". Thesis, Université Laval, 2007. http://www.theses.ulaval.ca/2007/24665/24665.pdf.
Philippe, Pierre. "Théorie et pratique de l'évaluation formative au cycle moyen : contribution à la réussite scolaire des enfants et à l'autoformation des maîtres". Bordeaux 2, 1988. http://www.theses.fr/1988BOR21001.
To day's educators are being questioned by the increasing amount of literature and talk about evaluation. School authorities themselves are busy setting up evaluation processes on a wide scale at the end of the third grade. In this study, within the framework of our own practice, we have done some research on our own evaluation processes in order to fulfill the needs of our pedagogical action which we want to be both active and cooperative. We have found that only formative evaluation answered that purpose. The learner should be helped, informed and assisted all through his her school years. He she should never be eliminated, selected, ranked if we want to reduce inequalities at school. To do so, we had to implement our evaluation processes in many ways and make them function. What we have achieved will be described in our thesis. It means that teachers have to be self-trained too, to reach that goal and the theoretical feedback involved in the process lead us to unravel and face lift the theoretical models. These models are being criticized nowadays by many people who wish to limit their scope by giving formative evaluation a logical bias which has no place there in
Souza, Hue Silva Sofia de. "Construction sociale du soi en milieu scolaire : contributions différentielles des enseignants et des camarades à la confiance et à l'image de soi des enfants d'âge scolaire". Bordeaux 2, 2006. http://www.theses.fr/2006BOR21398.
Contemporary models of child development emphasize the dynamic co-construction of the Looking-glass self (1902). Nevertheless, theoreticians do not agree about which social source mostly influences child's self-development. In the school setting, teachers and peers, girls and boys, represent primary sources of information that may influence children's sense of themselves. This study examined how teachers' and peers' representations of children's competences influence the emergence of individual differences in self-concept. Teachers' representations and peers' sociometric nominations provided measures of children's academic competence, sociability, athletic ability, disruptive behavior, and withdrawal tendencies in the school setting. 684 children evaluated themselves using Harter's "Perceived Competence Scale for Children" (1979). This instrument assesses personal perceptions on four dimensions of the self: cognitive, social, and athletic competences, as well as general self-esteem. A total score provided an index of unidimensional self-confidence and four multidimensional self-profiles represented Excellent -image, Cognitive-image, Social-image and Negative-image. Multiple regressions indicated that individual differences in self-concept and self-image were significantly linked to social perceptions of others, and that peers mediated teacher's opinions. Discriminant functions analyses for self's categorical variables indicated which social perceptions of others were linked to specific self-images for boys and girls, and across age levels. Results indicate that girls are more sensitive to teachers' perceptions of them, while boys refer mostly to peers' opinions. Finally, results show that sex, age, and child characteristics can modulate the link between perceptions of others and evaluations of self
Picard, Michel. "Système scolaire et société en Hai͏̈ti : identification des obstacles à l'apprentissage et essai de remédiation". Grenoble 2, 1996. http://www.theses.fr/1996GRE29062.
This thesis has brought to light the in-efficiency of the haitian schoel system, however this is mot due to the organisation. Looking at this with european eyes, we aste the question why is there such discorder and how this could de remedied. The identification and analysis of the problems presented in the learning process reveal two determinating factors : the real social situation in haiti and the way in which the haitian community study. This thesis is based on three interconnected studies : a survey to analyse the education system and a survey of haitian society ; the results of the first survey contribute to the analysis of the second. There is so a field research based on the two previous surveys. The presentation of the theoretical background and the methodology used explained in the first part of this document allows one to show that is spite of a tremondous show of good will by the haitian students, the results are not forth-coming. The analysis of the surveys found in the second part reveal that the realities social and historical are not conducive to a learning system as accepted in westera cultures. In the third part of the thesis, certain solutions are suggested drawing on information collected from part one and two of the thesis
Lefer, Gaëlle. "Les « sois possibles », développement des espoirs et des peurs chez les éléves de 8 à 10 ans, liens avec le roi scolaire et les performances académiques". Nantes, 2012. http://www.theses.fr/2012NANT3035.
Possible selves are representations of the self in the future and are measured, in this thesis, by the importance given to hopes and fears for the future. Few longitudinal studies, moreover with children, are carried out, despite possible selves are highly relevant to school and professional orientation. Current definitions, features, and the development of possible selves are first presented in a life span perspective. Then, a new scale designed to assess children’s possible selves is elaborated and a longitudinal study is conducted with 124 students, from 8-to-10-years-old. Three chapters are proposed. The development of possible selves from 8-to-10-years-old is examined in the first study. Results are supported that children are chosen more hoped-for selves than feared selves, and that, with age they developed more and more possible selves in the academic domain. In the second chapter, the links between academic self-concept (attitudes toward school and perceived competence scale) and possible selves are tested. The results indicated that only attitudes toward school are related to the hoped-for academic selves. In the last one, we are interested in the impact of possible selves on school achievement. The results revealed that the relation between some academic achievement on 4th grade and on 5th grade is partially mediated by possible selves, for boys mainly. In the conclusion, the relevance of possible selves’ development with children is discussed and other pattern of development is suggested
Pons, Xavier. "L'évaluation des politiques éducatives et ses professionnels : discours et méthodes (1958-2008)". Paris, Institut d'études politiques, 2008. http://www.theses.fr/2008IEPP0044.
This thesis focuses on the evaluation of education policies in France. During four years, we interviewed actors who, officially or not, are supposed to evaluate the functioning of the education system at the national level: central inspectors, statisticians of the education ministry, OECD* experts and social researchers in education. The research is based on different materials: 98 interviews, internal documentation, professional reviews, public studies and reports, archives and making of descriptive statistics. It analyses the reception of a new regulation tool (i. E. Evaluation) by professional groups which existed before it. Since the demand of evaluation by political leaders, and more generally by the actors of the education system, is not clear, these groups have transformed this regulation tool according to their professional interests. The research shows that the institutionalisation of evaluation is unachieved and that regulation through evaluation remains uncertain. It highlights that the concrete methods of these professional groups have not changed significantly since the eighties, even if their discourse about their own practices has changed. Thus the evolution of evaluation policy in France in the education sector can be regarded as the output of the competition between different professional groups who try to impose their own science of government. * Organisation for Economic Cooperation and Development
Jourdan, Colette. "Analyse des décalages entre niveau intellectuel et rendement scolaire : recherche des facteurs explicatifs". Paris 10, 1987. http://www.theses.fr/1987PA100041.
The purpose of this study was to explain discrepancy of actual academic achievement from predicted value based on intellectual level. 315 fourth-grade children (mean chronological age - 9 years; 10 months) were assessed with the Benedetto group intelligence scale (ecni). Children's marks in French and mathematics were also gathered. Three groups (n=49) have been selected according to ecni and academic ratings: under-achievers, over-achievers and without discrepancy. The tools used in this research (ten tests) aimed : (a) to confirm and explain the ecni and academic results i. E. Marks (nemi- an individual intelligence test; reading and mathematics achievement tests); (b) to explain observed discrepancy (two tests of control, Rorschach test, child and parents interviews questionnaire for teachers, psychological portrait technique). The results revealed some significant differences. For example, in comparison with the other groups, over-achievers do not demobilize even the test is very long; they do the best of their intellectual abilities; they work a longer time for lessons and they assess themselves better. The parallelism between over- achiever and good pupil and moreover, between under-achiever and bad pupil requires to express delicate shades of thought into this results. Regression equations realized on the total sample (n=315) point out that the number of under-achievers and over-achievers is related to method employed to select them and to the sex. If the frequencies in reading and mathematics are nearly usual, under-achievers are always more numerous than over-achievers. Some advices to go beyond the present research limits are presented in the conclusion
Plourde, Marilyn. "Étude du lien entre les processus temporels et les habiletés de lecture chez les enfants d'âge scolaire". Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/29488/29488.pdf.
Jasmin, Emmanuelle. "Évaluation écosystémique des besoins des enfants au primaire ayant un trouble de l'acquisition de la coordination (ou une dyspraxie) pour favoriser leur participation sociale". Thèse, Université de Sherbrooke, 2013. http://hdl.handle.net/11143/6389.
Wiederkehr, Virginie. "L'idéologie méritocratique dans le système éducatif : un élément de reproduction sociale ?" Thesis, Clermont-Ferrand 2, 2015. http://www.theses.fr/2015CLF20015/document.
Despite the policies of equal opportunities, children’ social environment strongly influences their level of education (Observatory of Inequalities, 2011). The equality principle implies a meritocratic logic according to which each student has the same chances to succeed in school. However, meritocratic beliefs may have negative consequences for members of disadvantaged groups including self-assessment or self-concepts (Shannon & Major, 2006; Jost & Hunyady, 2005; Midgley, Feldlaufer, Eccles, 1989; Marsh, Köller, Baumert, 2001). However, members of disadvantaged groups need to believe in meritocratic ideology to preserve their self-image and/or their group (Jost et al., 2004; Kay & Friesen, 2011; Kay et al., 2009; Van Der Toorn et al., 2011). This work studied, how the belief in school meritocratic ideology may explain, in part, social inequalities in academic achievement and, secondly, the determinants of this belief, especially among disadvantaged students. The first three studies were carried out on primary school pupils. A first study (see study 1) highlights the existence of a mediation process between students’ socioeconomic status and their academic performances through their self-efficacy. The following three studies highlight how the belief in school meritocratic ideology can increase social achievement and self-efficacy gaps, predominantly in the field of mathematics among primary school pupils (see studies 2 and 3) while it reverses social self-competence gap typically observed among university students (see study 4). Results from a fifth study determined that in a context such as selective university, students of non-social science field believe stronger in school meritocratic ideology than students in the social sciences field. This effect is not observed for the students who perceive themselves as members of low socioeconomic status (see study 5). The last study presented in this work (see study 6) underlines that the students who perceive themselves as members of low socioeconomic status presented stronger belief in school meritocratic ideology in a salient selection process condition (vs. “Success for all” condition). This effect is reversed for the students who perceive themselves as members of high socioeconomic status groups. These results are discussed in relation to the definitions of the meritocratic ideology and the multiple meanings of the word “merit”. We also discussed the impact of these characteristics on the reproduction of inequalities in the education system, where the selection process is salient
Girault, Yves. "Contribution à l'étude de la bande dessinée comme outil de vulgarisation scientifique". Paris 7, 1989. http://www.theses.fr/1989PA077148.
Thomas, Hervé. "Diagnostic du fonctionnement cognitif, évaluation dynamique et remédiation : pour une approche interdisciplinaire". Rennes 2, 1999. http://www.theses.fr/1999REN20005.
This research bears upon the dynamical evaluation and diagnosis. Evaluation of this sort is interesting because it leads to information about the source of difficulties exhibited by a learner. The results of an evaluation such as this are used by teachers and learners. By using series of tests, we have studied the procedures to enhance measuring, understanding, creating and evaluating individual pedagogical procedures in relation to the diagnosis. In fact, for a given level of understanding, the pedagogical exercises and goals of learning must be different according to the identified sources of difficulties. The analysis of the results obtained, by a cohort of apprentices and different reference groups leads us to identify and describing five profiles of learners with difficulties. The research we conducted in collaboration with a remedial level took place in collaboration with teacher's teachers that promoted a process of professionalism teachers. In such a dynamical perspective, the method of evaluating must be an important element of reasoning and accumulation of knowledge, a didactical way of learning
Gagné, Georgianne. "Évaluation de l'implantation d'une mesure d'appui pédagogique appelée "la rééducation" destinée aux élèves en troubles d'apprentissage intégrés dans les classes ordinaires dans les écoles primaires". Master's thesis, Université Laval, 1987. http://hdl.handle.net/20.500.11794/29269.
Etessamipour, Azar. "La mémoire des connaissances scolaires sur les élèves à l'école primaire en Iran". Rennes 2, 1995. http://www.theses.fr/1995REN20006.
In recent research context's that bring us to think that the memory has a crucial role in the scholastic knowledge acquisition, we have been interested in the memory of knowledge (encyclopedic memor) of pupils of the CE2 to the CM2, student in public primary schools and deprived of Isfahan (Iran). By counting the number of new words in scholastic manuals, we arrive to detect 759 new words in CE2, 1421 words in CM1, 2248 new words in CM2, therefore a total of 4428 new words. The qcm on the basis on these new counted words have been constructed so as to evaluted the number of words acquired at the each scholastic year end. By analyzeign results of our 496 subjects, on the one hand we estimate t hat approximately half of these new words (2232 words) is acquired. Thus a scholastic overload appears in the scholastic system to this primary school cycle in Iran. On the other hand the encyclopedic memory seems to be a good pre'dicteur of the scholastic sucess because the QCM of concepts and clean names in scholastic matters are better corre'le's with scholastic notes that tests of reasoning. A de'coupage of scholastic manuals in fours great parts, shows a considerable score diminution of success to the qcm of 1ere part
Dahmani, Justine. "Transition vers une restauration scolaire plus durable, évaluation et mise en place d'actions : le cas de la ville de Dijon". Electronic Thesis or Diss., Bourgogne Franche-Comté, 2023. http://www.theses.fr/2023UBFCK081.
In France, school catering must comply with regulatory constraints to ensure the nutritional quality of the meals. Beyond the nutritional dimension, school catering can play a role in various sustainability challenges (environmental, social, cultural, educational and economic). Recently, regulations have mandated school cantering to serve a weekly vegetarian meal, and have proposed that volunteer local authorities experiment a daily vegetarian meal option. The aim of this thesis was to assist the school catering of the city of Dijon increasing the frequency of vegetarian meals while involving the dimensions of sustainable food.In a first study, the nutritional quality and carbon footprint of the meals were analyzed across various categories. In a second study, connected feedback devices installed in the 38 elementary school canteens in Dijon were used to collect and analyze children's liking of the dishes. In a third study, a survey was conducted to investigate how many parents would like to opt for more vegetarian school meals for their children and what would be their family characteristics and motivations. In a fourth study, a sensory education program named “Chouette Cantine” was co-created with the school canteen staff and implemented in two schools in Dijon. The objective of this study was to evaluate the effects of this program on children’s plant-based food acceptance and eating traits.This research showed that the both vegetarian and non-vegetarian meals had a similar nutritional quality and were generally appreciated by children. Compared to non-vegetarian meals, greenhouse gas emissions were more than twofold reduced in vegetarian meals. Nevertheless, vegan dishes were less liked than egg and/or cheese-based dishes, which had a lower nutritional quality. Vegetarian dishes were slightly more popular than meat or fish dishes in school canteen attended by children from lower socio-economic backgrounds. Concerning parents, 49% of respondents to our survey would opt for a second weekly vegetarian meal for their children and 26% for a daily vegetarian meal. Parents willing to opt for more vegetarian meals were more likely to also opt for pork-free meals for their children and had a higher level of education, and their children used the school canteen less frequently. They were also more likely to be flexitarian or vegetarian. Environmental motivations, fair trade, health and animal welfare were positively associated with the desire to increase the frequency of vegetarian meals; while familiarity and sensory appeal motivations were negatively associated. Finally, the evaluation of “Chouette cantine” program showed encouraging effects on children’s knowledge, willingness to taste and identification one of the two plant-based food (red beans) but not the other (cabbage).This thesis provides recommendations for local authorities would like to offer more vegetarian meals in their school catering, while conciliate the dimensions of food sustainability
François, Pierre Enocque. "Système éducatif et abandon social en Haïti. Cas des Enfants et des jeunes de la rue". Thesis, Paris 10, 2009. http://www.theses.fr/2009PA100066/document.
During the colonial period, education was reserved for a category of children. After the independence, the operation of the system did not allow to take into account all the children and youths to be scholarized. 500.000 children don' t have access to education. From them, more than 10.000 are in the street.Victims of the social marginalization they know a marginalized socialization.The National Plan of Education and Formation spread out over 10 years (1997-2007) which the objective to increase the education system by expansion of schooling offering is not successful. During the class work hours, children and young people of the street who will not have any relationship with educational establishments trail through the streets. So, the vulnerable population reproduces because the poor family could not ensure a mobility intergeneration. The risk for their children to know extreme poverty is very large. Haitian school is thus a driving belt of the reproduction of poverty. Our intellectual curiosity leads us to bring the education system and the phenomenon of the children and the young people of the steet in Haiti. The thread of our work is the phenomenon of the children and the youths of the strret is a resultant of the mechanisms of operation of the education system which facilitates in parallel, by the non equal treatment and the social abandonment, the development of a marginalized school for the poorest families. The empirical data we have made it possible to validate our hypothesis. Although they express their will to go to school, the street is for them, the only place of formation and socialization.Child or youth of the street is then abandoned social
Manin, Serge. "Psychopathologie et intégration scolaire : de l’évaluation des compétences cognitives à l’accompagnement thérapeutique". Thesis, Lyon 2, 2009. http://www.theses.fr/2009LYO20011/document.
Child psychiatry is at present crossed by an important debate: whereas its project has generally been to support the work of subjectivation of the children entrusted in its care, today its approach is challenged by the return of classical medical models which experience a renewal of interest thanks to the research carried out into neuroscience and cognitive psychology. Inside this debate, the discussion essentially revolves around the conceptions that lie under the interpretation of the disorders, from a controversy that brings again into play the opposition psychogenesis / organogenesis, curability / incurability of the mental disorders in the children’s. Our approach falls within the scope of a system which is in charge of the support and care of children who are benefiting from integration into specialised classes of state education schools. These children show important personality and behavioural problems which are part of “psychotic disharmonies” or “evolution disharmonies” combined with backwardness. In this work, it is expected that the intellectual development retardation corresponds to apparently deficient pictures which are the products of cognitive constraints exercised by the psychopathological processes at work in these nosographic contexts. Bringing to the fore preserved cognitive abilities among these children, who in other respects show deficient profiles, would enable to specify the disharmonic component of the development disorders and shed new light on the nature of these disorders. Moreover observing cognitive profiles, more or less specific to each nosographic entity concerned, could reveal the links of continuity between the cognitive processes and psychic processes, and bring to light cognitive constraints which are characteristic of the underlying psychopathological processes. This approach would enables to back up our reflections upon the care project thanks to a thorough knowledge of the links between psychic processes and cognitive processes
Bouvard, Alexandre. "Elèves difficiles en classe normale ou en classe spécialisée : rapport entre modalités d'attachement, niveau d'estime de soi et structure du système de valeur". Besançon, 2007. http://www.theses.fr/2007BESA1009.
In Europe, the topicality reconsiders violence regularly to the school. The first studies undertaken since ten years, in particular by the Observatory European of School Violence reveal a serious situation from which no type of establishment escapes. There always were difficult pupils, this concept is not new, but it seems today to take a new direction in a context of handing-over in question of the bases of a school system which pains to adapt to the massification. The observation is made that violence at the school has receipt the statute of social problem. This violence within the school was already approached by researchers who have, far from releasing a factor of single explanation, shown a tangle of process, family, school, youthful events which, in their mutual steppings, create the conditions favorable to the school course of rupture. The integration of an individual in the company as in the school establishments requiring at the same time attachment, belief, engagement and implication i. E. At the same time the creation of powerful emotional ties, intense integration in a medium and adhesion with the values of this last. Our research takes into account various aspects in order to update the way in which the " asocial " behaviors in educational circle can beings dependent on the history développementale of the subjects and their inscription in groups of memberships
Namyouïssé, Jean-Mermoz. "Le système éducatif et les abandons scolaires en Centrafrique : cas de la région de l'Ouham". Lille 1, 2007. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/2007/50377-2007-Namyouisse.pdf.
Rbiaa, Abdelaziz. "La Figure Complexe de Rey et la Figure Complexe en Arabesque : entre une évaluation classique et une évaluation dynamique pour l’examen psychologique de l’enfant marocain d’âge scolaire". Thesis, Antilles, 2017. http://www.theses.fr/2017ANTI0160/document.
This thesis focuses on the psychological examination of Moroccan school-age children, which consists of copying and reproducing from memory two complex geometric figures, namely Rey Complex Figure (1941), comprised mainly of straight lines, and Arabesque Complex Figure, modeled in this study and incorporated with a number of geometric shapes equal to straight lines. The efficiency level of the memory retention of topics is defined by the achievement of a high score on the graphical quality of the complex geometrical figure, the use of advanced implementation strategies, and its implementation in the shortest time with mental representation of this figure translated into a language production with a rich mental lexicon by numbers, by theme reflecting its cultural identity and the linguistic systems used.This study samply is composed of 360 children aged 6 to 13 years, who, in addition to having been subject to a sociodemographic and language skills questionnaire participated in a test of laterality and interindividual placing of the Rey Complex Figure (Rey, 1941) and the Arabesque Complex Figure in two orders reversed with two assessment methods classic and dynamic (Kirkwood et al., 2001) in an intra individual perspective.The results show that the efficiency of a Moroccan school-age child during a psychological examination develops according to his/her language skills, the development of his/her age, the advancement of his/her school grade and the belonging to his school to a urban environment. However, this efficiency is not gender related (girl / boy). Similarly, it is not related to his/her lateral profile (right / left), the directionality of the plot that dominates its graphic productions (up / down, right / left) and the order of execution (RCF / ACF, ACF / RCF). This same efficiency manifests itself more through dynamic assessment against the conventional assessment and slightly related to the award of the ACF
تركز هذه اللأطروحة على الاختبار النفسي للطفل المغربي في سن التمدرس والذي يخص نسخ شكلين من الأشكال الهندسية، المعقدة باعتماد التذكر، وإعادة إنتاجهما. يتعلق الأمر بالشكل الغرافي المركب لراي (Rey, 1941) الذي يتألف أساسا من الخطوط المستقيمة؛ والشكل الغرافي المركب بالأرابيسك والذي تمت نمذجته خلال هذه الدراسة حيث يتألف بدوره من الأشكال الهندسية المستقيمة والأشكال الهندسية المنحنية على حد سواء.تم تحديد مستوى كفاءة احتفاظ الأطفال بالشكل الهندسي المعقد في الذاكرة ارتباطا بتحقيق درجة عالية من الجودة الرسومية له، واستخدام استراتيجيات التنفيذ المتقدمة، وتنفيذها في أقصر وقت ممكن مع التمثل الذهني للصورة المركبة وترجمتها إلى إنتاج لغوي موسوم بمعجم ذهني غني بالوحدات المعجمية، وبالمواضيع التي تعكس هوية الطفل الثقافية، وبالأنظمة اللغوية المستخدمة عددا وعدة.تهم هذه الدراسة 360 طفلا تتراوح أعمارهم ما بين 6 سنوات و 13 سنة، تم استبيان وضعيتهم الاجتماعية والديموغرافية، ومهاراتهم اللغوية. كما شاركوا في اختبار التجانب واختبار بين-فردي خاص بالشكل الغرافي المركب لراي (Rey, 1941) والشكل الغرافي المركب بالأرابيسك وفق ترتيبين معكوسين ومع أسلوبين اثنين من أساليب التقييم: الأول كلاسيي، والثاني ديناميي (Kirkwood et al., 2001) ومن منظور داخل-فردي.لقد أظهرت النتائج أن كفاءة الاحتفاظ في ذاكرة عند الطفل المغربي في سن التمدرس، خلال اختبار نفسي ما، تتطور ارتباطا بكفاياته اللسانية، وتقدمه في السن، وتطور مستواه الدراسي، وبمدى انتماء مدرسته إلى سياق حضري. لكن هذه الكفاءة لا علاقة لها بمتغير الجنس (ذكر / أنثى)، ولا بمتغير الجانبية (أيمن / أيسر)، ولا باتجاهية الرسم المهيمن على الإنجازات الغرافية (أعلى / أسفل، يمين / يسار)، ولا حتى بترتيب تنفيذ مهام إنتاج الأشكال (الشكل الغرافي المركب لراي/ الشكل الغرافي المركب بالأرابيسك؛ الشكل الغرافي المركب بالأرابيسك/ الشكل الغرافي المركب لراي).غير أن هذه الكفاءة نفسها (كفاء الاحتفاظ في الذاكرة) تتمظهر بشكل أقوى وأوضح بموجب التقييم الديناميي في مقابل التقييم الكلاسيي، وبعلاقة طفيفة بإنتاج الشكل الغرافي المركب بالأرابيسك
Barthelemy, Annick. "Nécessité de la subjectivation symbolique dans les apprentissages des enfants autistes". Thesis, Lyon 2, 2011. http://www.theses.fr/2011LYO20094/document.
The research presented here is based on experimental work with autistic children carried out over a four-year period in a day hospital. We set out to deal with autistic children in a process using school mediation. Achievements and behaviour are viewed with reference to the construction of the subject as perceived by psychoanalysis. The autistic children involved in our experimentation showed learning abilities and an interest in school studies that we feel are worthy of a written report. The specific target for this research was the learning difficulties of autistic children, both mutistic and non-mutistic. We also strived to provide responses to the French 2005 legislation obliging schools to accept children of all types. To do so, we felt it was essential to locate notions of subjectivity and subjectivation in the heart of our thinking about children with autism, or with pervasive developmental disorders. Subjectivity in our context is the primary identification structure that appears to us all as a starting point matrix or mould from which subjectivation is the path that takes on specific constructions in terms of relationships, and symbolic enrolling, both imaginary and real in relation to the world, a path bordered by the subjective starting matrix. Autism is seen today as a disorder that affects a person in three precise areas: abnormalities in spoken and written communication, social interactions, and personal interests that are restricted and often repetitive. When working with children with difficulties we generally separate the therapy—the crucible from which springs a subject—from educational and school learning. Looking beyond the pros and cons, this thesis—primarily anchored in clinical psychopathology—proposes to draw up a rather special approach, using the mediation of school learning, an access route enabling mutistic autistic children to be contacted and thus develop a system of relationships and communication. We decided to turn the proposals around, i.e. we opted to enter first into communication via symbolic mediation (as a common code) consisting of academic learning. In a setting where space-time is well charted, and where activity rituals are swiftly identified by the children—and often just as swiftly appropriated—constant though structurally rigid subjectivity can be expressed and even subjectivation may be built relative to the Other, or others. In actual fact many autistic children cannot benefit from the adapted teaching. Because autistic children dominate more by their singular features than through the common basis of their symptoms, because they have more desire to communicate and learn than to hold on to their problems, no educational method, strictly speaking, can truly respond to the development of their subjectivity. On the other hand, specific teaching programmes can be set up for them
Zebdi, Rafika. "Contribution de la SCARED (Screen for Child Anxiety Related Emotional Disorders), de la CBCL (Child Behavior CheckList) et de la Kiddie-SADS (Schedule for Affective Disorders and Schizophrenia for School-Age Children) à l'évaluation des troubles anxieux chez l’enfant d’âge scolaire". Paris 10, 2011. http://www.theses.fr/2011PA100093.
The aims of this study were : 1) to examine if the self-report and other-report forms of the questionnaire Screen for Child Anxiety Related Emotional Disorders (SCARED), the Youth Self-Report (YSR), and the Child Behavior ChekList (CBCL) are good predictors of the different anxiety disorders diagnosed using the semi-structured interview Schedule for Affective Disorders and Schizophrenia for school-age children-Present version (Kiddie-SADS-P) on a French sample of referred children, 2) to check the ability of the SCARED to discriminate referred and non-referred children, 3) to study the influence of gender on the anxiety level, and 4) to evaluate the level of parent/child agreement in the assessment of these disorders. Method: 69 children aged 6 to 12 years, referred to a "RASED" (a psychological/educational support facility located in the French schools) were assessed using the Kiddie-SADS semi-structured interview, and the SCARED, CBCL and YSR questionnaires. The SCARED questionnaires (self-report and parent-report) were compared with a control group scores of 48 parent/child dyads selected from the same schools. Results: The self-reported SCARED anxiety scores are good predictors of anxiety disorders criteria, assessed using the Kiddie-SADS interview. Contrary to international studies, no difference between girls and boys appears in our sample. Because of the low levels of agreement between parent/child about levels of anxiety disorders the two assessments appear necessary to obtain a proper diagnosis
Marouf, Louisa. "Introduction aux rythmes scolaires, évaluation chronopsychologiques des modalités organisationnelles du temps scolaire à l'école algérienne : étude comparative entre la double et la simple vacation chez les enfants âgés de 11-12 ans". Thesis, Tours, 2012. http://www.theses.fr/2012TOUR2020.
The purpose of this study is to make a chrono-psychological assessment of the type of time organization applied in Algerian schools. Comparison was made between the single and double vacation types of school timing organization based on a sample of pupils aged between 11 and 12 years. The results of the study highlight the physiological and psychological impact of the two types of school vacation on Algerian pupils. Furthermore the daily and weekly attention levels of pupils in the double vacation type of organization indicate that this type of time organization is well suited for Algerian pupils who seem well adapted to their school timing. With regard to the behavior of the two children observed during the study it was found that those in the double vacation type were better adapted to daily school life compared to their peers in the single type of vacation. However during the week it is the pupils in the single vacation type who showed a better level of adaptation. The results also indicate that regardless of the type of time organization and the time of school entrance the subjects showed no troubles with regard to time of sleeping or awaking: Pupils from the two types of time organization slept more than the average time indicated by chrono-psychological research. However it was also shown that the brake taken tuesday afternoon by pupils from the double vacation type - unlike their peers in the single vacation type- had no positive effects, but the brake taken in the weekend by all pupils regardless of the type of vacation was useful for since it enabled them to take a rest and overcome their fatigue. With regard to extra- curricular school activities they clearly appear to be the same for all pupils
Mostefaoui, Saida. "Le problème des langues dans le système éducatif algérien : Le cas de la langue française chez des élèves de 6eme après la réforme de 2003". Thesis, Paris 5, 2012. http://www.theses.fr/2012PA05H039.
The major impediment to the Algerian education system has been in its approach to science and social ascension lying in its language policy, at odds with the former colonizer but also with local languages namely Algerian and Tamazight. Caught in the grip of an Arabization ideology, Francophone elitism and an Amazigh claim for identity, the Algerian school today has troubles meeting the requirements of local multiculturalism on the one hand and the international market on the other hand. Indeed, in the 2003 reform-oriented skill-based pedagogy, among other things, the intention was to restore the prestige of French language by giving it more interest. The official evaluation of the Algerian education system is based on a statistical approach over national examinations that supports it and endorses it; Numbers are at the center of achievements both in success rate, hiring of teachers or of schooling. The goal of our research is to investigate about the failure of the pedagogic reform that once again rejects the mother tongue of the child from the educational landscape. We chose to address this issue by conducting two major surveys on two skills that are part of the triptych school: reading and writing among children in 6th grad. Tests in reading (ROLL) were given in French and in the official language (Arabic) to probe the level in both languages. Our results confirm in both cases the gap between the true level of students and the one presented by the official institutions with figures giving an illusory image of the success of the whole system
Millot, Agnès. "Discours et débats sur les chatiments corporels en Angleterre : éduquer et punir au XIXme siècle : la perception individuelle et collective du système éducatif et punitif dans les Public Schools". Paris 7, 2010. http://www.theses.fr/2010PA070110.
Much has been written about corporal punishment in English Public Schools. The specifîcity of their System is the special use of flogging to train the character of the future gentlemen. Flogging almost became a national feature and led to debates, discussions and fantasy. Written exchanges of view in the national press, in minutes, in correspondences, in diaries and in works explain the partisans' and opponents' points of view towards this punitive and educative System. These documents convey its symbolism and its individual and collective consequences, still alive and well
Andzang, Nkouéle Célestin. "Évaluation des impacts de l'augmentation du temps d'enseignement d'éducation physique et à la santé par cycle au programme du primaire au Québec sur le niveau de pratique d'activités physiques des loisirs, le rendement scolaire et l'estime de soi des élèves". Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/28965/28965.pdf.
Dupré, Frédéric. "Pratiques inclusives en mathématiques dans le second degré : études de cas en ULIS collège". Thesis, Aix-Marseille, 2019. http://www.theses.fr/2019AIXM0369.
In France, localized units for inclusive education (ULIS) within the college have experienced a strong development since the law of February 11, 2005. These devices allow students recognized institutionally disabled to have a schooling in an ordinary class while benefiting from a support device. These students benefit from a shared schedule that leads them to attend various didactic systems, whether in the regular classroom or in the context of the specialized group. Our research work focuses on observing inclusive mathematical practices in these ULIS devices. In particular, we seek to find out what are the favorable conditions for the specialized grouping (auxiliary didactic system) to play a role in assisting the study with regard to the ordinary class (main didactic system). To study the question of articulations between different didactic systems we place ourselves in a double theoretical framework. The comparative approach in didactics combined with tools from mathematical didactics allows us to compare different didactic systems from the analysis of the time frames produced by these systems. This work, based on four case studies carried out in four different colleges, shows that if the articulation between the class and the specialized group is an object thought by a majority of the actors met, the assistance to the study of auxiliary didactic system vis-à-vis the main didactic system is possible when certain conditions are met, but it is not systematic
Uema, Soraya Noriko. "Etude d'ateliers scientifiques à l'université à destination d'élèves : efficacité, efficience et pertinence d'un dispositif complexe". Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0447/document.
This thesis aims to better understand how scientific workshops led by researchers at the university try to motivate students from primary school to high school to pursue a university science career. Our major challenge was to analyse the scientific workshops with a didactical goal by taking into account the complexity of interactions between its actors and their expectations. As such, this work is based on a analysis of the workshops, as these are seen as a complex dynamic system. We articulate a qualitative approach consisting in a “complex core of analysis” and a systemic triangulation of the system: the context, the strategies and the production.In this perspective, this thesis reflets on the culture of assessment in education by proposing a modelisation of a “multireferencial assessment” based on three criteria: the efficacy, the relevance and the efficiency. To do that, different levels of analyses are proposed based on questionnaires and interviews of students, mediators and teachers who were engaged in workshopsThe results have especially highlighted the gap between the objectives of the workshops' participants and a those of the institutional presented for these workshops. For the mediators, the teachers and the students, these workshops are primarily meant to enjoy the activities. More, mediators who took part in the study express little interest in showing a positive view of their own academic background and their career, whereas students see, before anything else, researchers’ career as a vocation
Pujol, Sophie. "Le bruit environnemental en milieu urbain : exposition d'une population d'enfants et performances scolaires". Thesis, Besançon, 2012. http://www.theses.fr/2012BESA3018/document.
The aim of this thesis was to quantify children's exposure to environmental ambient noise at home and at school and to assess the relation between noise exposure and school performance of 8-9 year-old-schoolchildren. This study was conducted among the 900 children living in a 120, 000 inhabitants city and attending one of the 35 public primary schools in key stage 2, year 4 in 2006-2007. Questionnaires were distributed to the families to locate the children's home and collect data on potential confounding factors associated with school achievement or failure. These questionnaires were completed by 724 families living in the city.A noise measurement campaign was performed at the residence of 44 randomly sampled schoolchildren (outdoor and indoor noise levels during one week) and a strategic noise map was built at the city scale to calculate the outdoor environmental ambient noise levels at home and at school. These noise levels were compared with the children's school performance at the national standardised assessment test in French and mathematics. A linear exposure-effect relation between noise exposure at school and impaired Mathematics score was found after adjustment for confounding factors. Furthermore, both the ambient noise exposure at school and at home individually considered were found to be associated with an impaired children French performance.This study mainly focused on the assessment of the noise exposure in an urban area. The magnitude of the effect we observed on school performance may seem to be modest, but, when considering the number of people potentially chronically exposed to similar environmental noise levels, this effect may be of importance
Tant, Maxime. "Inclusion en Education Physique et Sportive des élèves en situation de handicap. Mise en évidence d'un système inclusif en trois stades distincts chez les enseignants d'EPS français". Phd thesis, Université de Valenciennes et du Hainaut-Cambresis, 2014. http://tel.archives-ouvertes.fr/tel-00998934.
Ben, Soussia Amal. "Analyse prédictive des données d’apprentissage, en situation d’enseignement à distance". Electronic Thesis or Diss., Université de Lorraine, 2022. http://www.theses.fr/2022LORR0216.
Over the past few decades, the adoption of e-learning has evolved rapidly and its use has been pushedeven further with the COVID-19 pandemic. The objective of this learning mode is to guarantee thecontinuity of the learning process. However, the online learning is facing several challenges, and themost widespread is the high failure rates among learners. This issue is due to many reasons such asthe heterogeneity of the learners and the diversity of their learning behaviors, their total autonomy, thelack and/or the inefficiency of the pedagogical provided follow-up. . .. Therefore, teachers need a systembased on analytical and intelligent methods allowing them an accurate and early prediction of at-risk offailure learners. This solution is commonly adopted in the state of the art. However, the work carried outdoes not respond to some particularities of the learning process (the continuity and evolution of learning,the diversity of learners and their total autonomy) and to some teachers expectations such as the alertgeneration.This thesis belongs to the field of learning analytics and uses the numeric traces of online learnersto design a predictive system (Early Warning Systems (EWS)) dedicated to teachers in online establish-ments. The objective of this EWS is to identify learners at risk as soon as possible in order to alertteachers about them. In order to achieve this objective, we have dealt with several sub-problems whichhave allowed us to elaborate four scientific contributions.We start by proposing an in-depth methodology based on the Machine Learning (ML) steps and thatallows the identification of four learning indicators among : performance, engagement, reactivity andregularity. This methodology also highlights the importance of temporal data for improving predictionperformance. In addition, this methodology allowed to define the model with the best ability to identifyat-risk learners.The 2nd contribution consists in proposing a temporal evaluation of the EWS using temporal metricswhich measure the precocity of the predictions and the stability of the system. From these two metrics,we study the trade-offs that exist between ML precision metrics and temporal metrics.Online learners are characterized by the diversity of their learning behaviors. Thus, an EWS shouldrespond to this diversity by ensuring an equitable functioning with the different learners profiles. Wepropose an evaluation methodology based on the identification of learner profiles and that uses a widespectrum of temporal and precision metrics.By using an EWS, teachers expect an alert generation. For this reason, we design an algorithm which,based on the results of the prediction, the temporal metrics and the notion of alert rules, proposes anautomatic method for alert generation. This algorithm targets mainly at-risk learners.The context of this thesis is the French National Center for Distance Education (CNED). In parti-cular, we use the numeric traces of k-12 learners enrolled during the 2017-2018 and 2018-2019 schoolyears
Hanina, Marina. "Les conditions du développement des compétences interculturelles des adolescents immigrants à Sherbrooke". Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE2048/document.
The subject matter of the present research is the analysis of conditions in which immigrant youth develop their cross cultural competences in school milieu in Sherbrooke.Several questions pertaining to changes taking place in Quebec society and the particular needs of Quebec’s educational system, in which the target population evolves, are outlined. Nationally, and particularly on the institutional level, the emergence of complex intercultural trajectories is increasingly taking center-stage. Such experiences represent dynamic evolving phenomena that provoke various feelings, specific behavior patterns, emotional disorders and cultural shocks. They are more clearly identifiable in certain regions where the number of newly arrived immigrants continuously grows. And the immigration in Sherbrooke is in constant evolution. Academic professionals are not sufficiently skilled to adequately perform in this kind of situations. They deplore their lack of knowledge and resources in this area, given that immigration to small towns on this scale is a relatively new phenomenon in Canada.Furthermore, this new phenomenon remains largely unexplored in the scientific domain. This subject is only partially paid attention to and is poorly adapted to the specific realities of immigrant youth being brought up in such regions.The conceptual field and frame of reference appear to have to be entirely reconstructed. To do so, it is necessary to analyze the conditions in which immigrant youth develop their cross-cultural competencies as it would allow us to understand the process of how they are acquired.Such subtle analysis will provide for carrying out tools and techniques to better equip academic professionals with knowledge and skills to help them face their new school realities and act in an appropriate and efficient manner.To address this need, we deployed an analysis pattern, which allowed us to study the evolution of cross-cultural competences by considering positive and negative factors for their development. These factors have been classified in an ecosystem, going from micro-system to macro-system.In the present study four types of respondents were interrogated: Quebecois youth, immigrant youth and their parents and teachers working in multicultural classes. These four respondents’ types were necessary to obtain a comprehensive view of the immigrant situation and their integration. We used focus groups, projective imagination test and face to face interviews.The results of the global analysis have shown that there are several crucial factors which were classified into the ecosystem. The main identified factors are: the degree of self-motivation, self esteem and how the school image is perceived (microsystem), parental strategies (mesosystem), teachers’ academic background and their tutorial approach, as well as policies around “welcome classes” structure (macrosystem). Moreover, we noticed that immigrant youth tend to faster adopt and integrate the culture of the Quebec society as well as merge with the new school community.The present research aimed to study the concepts of cross-cultural competencies has been enriched by the multidisciplinary approach we have applied throughout our analysis (psychology, pedagogy, sociology and anthropology)
Courchesne, Valérie. "Évaluation de l'intelligence des enfants autistes à l'âge préscolaire et scolaire". Thèse, 2016. http://hdl.handle.net/1866/19047.
Autistic intelligence has fascinated scientists since the first descriptions of autism. The peaks of ability shown by some autistic people are indeed impressive and somewhat mysterious. Research has showed that these peaks are characteristic of the autistic cognitive profile. Indeed, a heterogeneous profile within subscales of intelligence tests and an uneven performance across different intelligence tests were found and replicated by many researchers. Autistic intelligence seems to rely on different cognitive processes in which perception seems to play an increased role. It is however unclear whether this knowledge regarding autistic intellectual profile, including the reasoning processes is true for the entire Autism Spectrum. Most of the research focussed on school-age (or older) autistic children and on the more «able» individuals of the spectrum. The first part of the thesis therefore focussed on assessing intelligence in so-called «low functioning» school-age autistic children. The sample for this first study was composed of minimally verbal individuals considered as «untestable» via conventional assessment. They underwent a strength-informed assessment which included both cognitive and perceptual tests. The majority of the sample (65%) obtained scores within the normal intelligence range on a nonverbal intelligence test, thus confirming that differences between intelligence tests also characterize this part of the autism spectrum. Additionally, only in the autistic group were correlations found between the perception tasks and the non-verbal intelligence tests, highlighting the role of perception in autistic intelligence. The second part of the thesis focussed on assessing intelligence in preschool-aged autistic children of all levels of functioning. Results first showed that testability is an important issue when assessing children of that age-range, especially autistic children. Indeed, testability was found to positively correlate with age in both autistic and non-autistic groups, and to be significantly lower in the autistic group. Testability was not related to performance on the cognitive tests. Significant differences between intelligence tests, and links between perception and intelligence, were also found in this sample. iv The third part of the thesis focussed on the exploration of potential indicators of intelligence in preschool-aged autistic children. The potential indicators targeted were the restricted interests and repetitive behaviours that are part of the autism diagnostic. No link was found between any of the cognitive tests and the interests or behaviours displayed by the children. In sum, intelligence assessment of autistic children bears important challenges, especially with younger children, and must be done with caution. The differences between intelligence tests and the particular role of perception in autism cognition seem to characterize the whole Autism Spectrum. Exploration of potential intelligence indicators, which can be observed without a formal assessment and early in the child's development, is worth investigating given the difficulties related to the assessment of autistic children and the role of this assessment in following interventions.
Therrien, Marc. "Évaluation de la stabilité posturale en fauteuil roulant chez les enfants atteints d'un déficit moteur cérébral : description clinique et validation d'un outil de mesure". Thèse, 2007. http://hdl.handle.net/1866/15468.
Dubuc-Fortin, Emmanuelle. "Évaluation de l’implantation d’un guide de bonnes pratiques pour la gestion des allergies alimentaires en phase pilote en milieu scolaire primaire à Montréal". Thesis, 2020. http://hdl.handle.net/1866/25180.
Context: A food allergy is an excessive reaction of the immune system in the presence of a certain food or food additive. Among school-aged children, its prevalence varies between 1 and 10%. Knowing it is impossible to guaranty that a school is allergen-free and that very diversified allergy management practices are currently in place, a Best practice guide for the management of food allergy in Montreal primary schools has been developed. Objectives: The general objective was to evaluate the implementation of the Guide based on the providers’ experience involved in the pilot phase. The implementation context, facilitators and limits, reasons of non-implementation, adaptations, level of implementation, and providers’ participation and satisfaction were also documented. Methodology: The data was collected in 10 primary schools among 3 Montreal school boards following a mixed research method: qualitative methods were used with semi-directed interviews and observations, as well as quantitative methods with self-administered questionnaires. Results: Even though the Guide was not entirely implemented in participating schools, some improvement was noted. For example, a better awareness regarding food allergies among the school staff and the addition of new preventive measures were noticed. Also, because of the pilot-project, food allergy management is no longer associated with banning nuts and peanuts anymore, but with the importance of prevention in a more global way. Conclusion: The collected data will allow the improvement of the Guide in order to spread the best practice in food allergy management among all Montreal primary schools. We can also reasonably hope for its adoption at the provincial level.
Denoncourt, Julie. "Le soutien social des enfants de premier cycle primaire : résultats de l'évaluation des effets d'un programme de promotion de la santé mentale en milieu scolaire : Les amis de Zippy". Thèse, 2012. http://www.archipel.uqam.ca/4619/1/D2309.pdf.
Eulentin, Merna Jane. "Amélioration de la qualité et de l’équité de l’enseignement primaire et secondaire aux Seychelles : entre l’engagement politique et les défis". Thesis, 2020. http://hdl.handle.net/1866/25219.
This exploratory research on socio-economic equity of educational comfort aims to understand the problem related to the low performance of the Seychelles educational system. It emphasizes the fairness of the system based on the academic performance of students in primary and secondary schools in Seychelles. The aim is to assess the socio-economic equity of educational comfort in the Seychelles. Thus, from a corpus of 74 texts comprised mainly of ministerial reports, we carried out a documentary analysis (Cellard, 1997; Gauthier, 2009; Poupart et al., 1997) which made it possible to identify some characteristics of the situation regarding schools in Seychelles in relation to the implementation of equity. An analysis of the quantity and quality of teachers, of the pedagogical strategies deployed in the classroom and how students are being assessed shows that the Seychelles education system still has a few milestones to cover adequately the expectations in terms of socio-economic equity of pedagogical comfort, considered from the angle of the conceptualization of Sall and De Ketele (1997). This major finding in regards to the general weakness of the Seychelles education system in relation to this form of equity led us to make various recommendations both towards the school administrators who should readjust policies in place based on equity, also the teaching staff, including their education trainer, who are called upon to translate equity in their classrooms and the way they interact with their students. As we will see, this requires applying differentiation techniques to support and accompany the students according to their learning needs, and also it involves that teachers regulate and continuously adjust their teaching and evaluation strategies to align with a standard of social justice.