Tesis sobre el tema "Évaluation du système scolaire"
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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.
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
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
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
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
Leclaire-Olivier, Francine. "Systèmes d'apprentissage, systèmes d'évaluation : compétences, savoirs et lien théorie/pratique. Le cas de la "résolution de problèmes" dans la formation scolaire d'assistants de direction". Aix-Marseille 1, 2005. http://www.theses.fr/2005AIX10006.
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
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
Fofana, Ibrahima. "Évaluation de l'accessibilité aux infrastructures scolaires de la commune de Yopougon, Côte d'Ivoire, l'apport d'un système d'information géographique". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq25308.pdf.
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
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
El, Yagoubi M'hamed. "Pour un regard évaluatif complexe sur les processus d'apprentissage et d'enseignement des langues vivantes et étrangères : Apprendre et connaître la langue arabe en tant que système de communication et d'intercompréhension scolaire et institutionnelle". Aix-Marseille 1, 2005. http://www.theses.fr/2005AIX10007.
Le, Donné Noémie. "Inégalités sociales de compétences (scolaires) et organisation du système éducatif : études comparées à partir des enquêtes PISA de 2000 à 2009". Thesis, Paris, Institut d'études politiques, 2015. http://www.theses.fr/2015IEPP0012.
This research describes and analyses the links between social inequalities in skills and the organization of the education system. Investigating data from PISA 2000 to 2009 of more than twenty European countries, I study how institutional characteristics of education systems affect the magnitude and the structure of social inequalities at the end of compulsory schooling. The variety of institutional configurations in Europe as well as an important reform of the Polish education system allows to analyse how the organization of the educational system shapes the effects of student’s social origin and school social composition on student’s skills. Multilevel analyses tend to show that educational policies that foster school differentiation are associated with higher social inequalities in skills, mainly because of a greater school composition effect. The rise in skills inequalities across the 2000 decade in France is analyzed with regards to changes in the composition of the student population and in their schooling conditions. Results of the quantile decomposition suggest that the increasing share of low-achieving students stems less from changes in the student intake than to an impaired functioning of the education system and a lower learning engagement among students
El, Abed Mohamad. "Évaluation de système biométrique". Phd thesis, Université de Caen, 2011. http://tel.archives-ouvertes.fr/tel-01007679.
Grenet, Julien. "Démocratisation scolaire, politiques éducatives et inégalités : une évaluation économique". Paris, EHESS, 2008. http://www.theses.fr/2008EHES0029.
This thesis evaluates the economic impact of three of the most important educational policies that fostered the democratization of education in France: the lengthening of compulsory education, the definition of school catchment areas and the practice of secondary school tracking. This work's main objective is to measure the consequences of these policies on various forms of educational inequalities using French data: these include economic inequalities, socio-spatial inequalities and inequalities induced by the date of birth. We start by assessing the impact of the Berthoin reform, which raised in 1967 the minimum school leaving age from 14 to 16, on educational and labor market outcomes and compare its effects to those of the 1973 British Education Act, which raised the minimum school leaving age from 15 to 16 in the United Kingdom. We then perform a theoretical and empirical analysis of the interaction between school admission ruIes, residential stratification and educational inequalities. We develop a theoretical model to evaluate the properties of alternative school enrollment schemes (strict school zoning, redrawing of school attendance boundaries, school choice) and then quantify the impact of middle school performance on housing prices in the city of Paris. Finally, we carry out a systematic evaluation of the effects of the month of birth on educational attainment and labor market outcomes
Cussey, Alain. "Pedagogie de Comenius et système scolaire français contemporain". Lyon 2, 1990. http://www.theses.fr/1990LYO20057.
Can't one maintain that the philosophical and educational works of Jan Amos Komensky (Comenius) 1592-1670 propound a vision of man, societies, and moral tnets, as well as a body of pedagogical propositions likely to give food for thought relevant to some of the questions raised by our educational system ? Can't one assert as well that these works might even contribute to solving part of its malfunctioning ? The purpose of this research work is to explain - through the analysis of internal, external, and systemic effects - in what respects and in what way comenius' thought can prove useful and appropriate to the french educational system today
Devineau, Sophie. "Les projets d'établissement au centre du système scolaire". Paris 5, 1994. http://www.theses.fr/1994PA05H040.
The school project allows both the perception of the meaning of the actor's own words and the confrontation between what they say and what they do. Its relation to puipil's attainments is less effective than in the case of a technical devic allow the objectivation of the social reality of school failure. The project is a witness of differences, in the sense t educational logics have also an effect. The analysis of the social discourse is an effective starting point to the obser the democratisation process : the elitist secondary schools (or junior high-schools) are the best ones. The school project may be distinguished by the choice they made between reinforcing technological education, detecting educational diffcult modernisation or optional forms leading to a streaming process. The values which inform these projects can be organised in significant networks of different types : industrial, compensatory, modernising, elitist or conservatist ones. The study school balance according to the type of the project highilights the fact that pupil's achievements are greater, and they less, within the group of projects which reveals lesser implication with the reform objectives, than in the group of pro with a heightened implication level. Working class children succeed better within schools having an elitist orientation in schools having an industrial or a modernising one. Orientation towards a technological third form are more frequent i modernising or compensatory schools. No type of secondary school succeds in reducing the social gap between attainment levels : the conservatist and the industrial ones multiply it by four, the elistist ones seeming to be less unjust, as it double it. No project of any type will optimise pupil's aspirations level : it's inside industrial and compensatory scho that pupil's orientation project reveals a bigger discouragement in frequenting high school until the last year
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
Bourcet, Claude. "Évaluation de soi, climat familial et adaptation scolaire à l'adolescence". Paris 5, 1994. http://www.theses.fr/1994PA05H082.
Prohon, Philippe. "Auto-évaluation scolaire de l'adolescent : approche interactionniste : relations entre estime de soi, niveau scolaire et auto-évaluation scolaire chez l'élève de troisième : analyse en termes de stratégies (concordance et contribution), d'investissement et de satisfaction". Toulouse 2, 1999. http://www.theses.fr/1999TOU20105.
Chassin, de Kergommeaux Jacques. "Implémentation et évaluation d'un système logique parallèle". Phd thesis, Grenoble 1, 1989. http://tel.archives-ouvertes.fr/tel-00122736.
Baba, Hassan. "Évaluation de l'efficacité du système fiscal marocain". Paris 1, 1997. http://www.theses.fr/1997PA010315.
The moroccan fiscal system has know great reforms. My thesis considers the advantages acquired during these reforms and the problems that still remain. Actually, the present crisis of the state and its public finances is evidently linked to taxes, and any tentative to resolve it has to take into account fiscality and its implications. That is why this thesis presents the actual fiscal system through a profound analysis of its components, focusing on the political, economic and judicial problems that derive from it. The global analysis of the system, aimed at in the second part of my work stresses not only the positive points but the deficiencies related to the texts themselves and to the role played by the different actors that have elaborated them, and to the deficiencies of its application as well
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
Danner, Magali. "Améliorer la réussite en premier cycle universitaire : évaluation externe des effets du tutorat d'accompagnement". Dijon, 1999. http://www.theses.fr/1999DIJOL027.
Frei, Francis. "Obstacles à la communication interculturelle dans le système scolaire calédonien". Paris 3, 2003. http://www.theses.fr/2003PA030025.
It is noted that New-Caledonian children unequally do badly at school but how can an educational system conceived in France be perceived by local users ? This search aims at identifying the causes of poor performance at school as well as examining the supposedly cultural problems that are obstacles to communication between the different partners in this educational agreement. The first part is a study of the distinguishing features of the Caledonian society, which leads to a better understanding of the school public. This is necessary when working out new schools programmes to suit the various population attending school. The second part examines the relationship between the different partners in the agreement such as the educational institution, the teaching profession and the learners. The third part deals with the reforms to be made. Intercultural teaching should lead to Caledonian schools programmes that would fit in with the recent political agreements. Hence, the young Caledonians would get teaching aids that would match up to their expectations
Levy, Avital-Yvette Chréky Mme. "Contribution à l'étude des échecs scolaires d'après l'analyse des discours des enseignants d'une école d'Ambassade". Paris 5, 1986. http://www.theses.fr/1986PA05H018.
This research is a study of educational failures based on the analyses of the teachers' speeches in an embassy school, in Paris (France). This embassy school exactly reproduces the Israeli educational system with the same studies' program, all classes being given in Hebrew. This research analyses the pupils failures and the teachers' judgements on the pupils, according to the teachers' speeches during the staff meetings. It also proposes some ways and means how to deal with those failures by implementation of technics of the psychological field and group dynamics
Cosnard, Xavier. "Paradoxes et contradictions dans la relation système-école et système-élève : le cas du temps scolaire". Tours, 1996. http://www.theses.fr/1996TOUR2006.
Every year, the drawing up of the school calendar, creates contradictory reactions. It is difficult to inter the "ideal" rhythm of learning, from the research conducted by chronobiologists, doctors, psychologists and the social constraints that are linked with economic interests. The impact of time, in the progress of a pupil's knowledge acquisition, is the object of a study, based on the finality of cognitive changes, as well as on a project of the pupil's autonomy carried out by the school system. The main questions are posed as follow. What is the role of time in the process of knowledge acquisition? Is it, possible to organise the time spent at school in order that each pupil may obtain the best results in terms of increasing his knowledge and autonomy? Research has led to the following conclusions: it is necessary to institutionalise the time spent at school, in order to enable everyone to organise his learning, and consequently, the search for a "good" school rhythm is useless. - The academic results show the pupil's independence with regard to organised time. They reflect the necessity of managing paradoxes in the organisation of specific time
Pirone, Filippo. "La forme scolaire comme construction : étude de deux institutions publiques du secondaire aux marges du système scolaire français". Paris 8, 2014. http://octaviana.fr/document/182184412#?c=0&m=0&s=0&cv=0.
This PHD proposes a sociological discussion upon the formal school model, in order to embrace School in its both dimensions : universal and specific. In order to get a view of some aspects of high school in French contemporary society, we confronted the hypothesis according to which the formal school model is built during the socio-historical evolution of societies, without, however, losing its unicity. We tried to combine various analysis of the construction of the formal school model within contemporary school (proceeding with two questions : are there variations within the very constitutive elements of the formal school model ? What kind of variations?), with other analysis of the characteristics of the contemporary school forms. These two levels enhanced one another : the first one as an analyzer of the other one, which in return enabled to explore our original questions. We leant on an empirical studies of two public high schools defining themselves as innovative, and located on the fringe of french education system : an internat d'excellence and a microlycée. Without forgetting its diachronic dimension, we chose to give priority to the study of its synchronic dimension, with a particular attention to the issues raised by the meso and micro-contextual levels, less developed in the previous sociological studies about the same object
Barbé, Jérôme. "Analyse, conception et évaluation d'un système embarqué automobile : application à un système d'éco-conduite". Bordeaux 2, 2007. http://www.theses.fr/2007BOR21474.
This thesis is based on the principle that the modification of driving behaviour can generate fuel consumption reduction. We consider two solutions in order to modify this activity: the design of an automotive onboard system and eco-driving training. After describing the concepts associated with the specificity of onboard systems, we will present a model adopted to analyze the domain of driver activity to define the preliminary specifications of the system design and evaluation with respect to the context of use. Based on this analysis, we will introduce the design process centred on the user and the multi-agent model used to define the human-machine interaction and interface. Following the system description, we will present three experiments: to validate our design choices, to analyze the fuel consumption reduction and the impact on driving activity on the road and lastly to show the system impact on driver situation awareness. The results analysis will enable us to conclude with the potential and the contribution from the system compared to training and to consider the future evolution in terms of an eco-driving assistant system development and more generally on the design of onboard systems in the automotive domain
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
Grabowski, Camille. "L'éducation artistique dans le système scolaire français de 1968 à 2000". Thesis, Paris, Institut d'études politiques, 2013. http://www.theses.fr/2013IEPP0059/document.
After the 2nd world war, the french society has to deal with new demographic and economic datas. It has to be taken into account by the french education system which should adapt, break down barriers between disciplines and promote intedisciplinary because just school can overcoming social determinism linked at birth. The Amiens’ symposium (1968) lays the foundation for reflection which fed all the thoughts about artistic education. The seventies see the amendment for School and first thinking and experimentations for Culture. Eighties tag an actual opening of school for cultural institutions, the mediation of external partners and new topics. Opening, but also agreement between all the characters. The protocole d’accord signed in April 1983 between ministry of culture and ministry of education and the law about arts education (1988) are the results of an agreement. In the nineties, thinking globally about arts education and on a territory scale seem to be the best way to make work together schools, cultural facilities and to ensure a perfect network coverage, and so to reach cultural democratisation. But actually, we observe a stack of messy contracts. The plan Lang/Tasca which should come true till december 14, 2000, opens a new chapter. But the achievement of that brand new plan is not insured by its decision
Cidalise-Montaise, Marie-Dominique. "Communication dans le système éducatif martiniquais et exclusion sociale". Thesis, Antilles-Guyane, 2015. http://www.theses.fr/2015AGUY0850/document.
School failure, delinquency, violence, exclusion, are the scourge of modern society.In 1950s Martinique a number of devices were put in place to try and stop or at least reduce the magnitude of the phenomenon. Juvenile institutions, health and social systems were put in place. Nowadays additional options are available such as specialized classes and other special educational structures. These systems unfortunately have resulted in the further marginalization and exclusion of entire generations of children, putting them under a negative light, against the core principal of the very programs that were meant to help them. At the heart of the problem is the belief that things can change. Our goal is not to portray social actors as if they could change the world at will, but rather to try and understand the interaction between the different actors. There are dynamics at play within the educational interactions and available support systems, which lead to certain representations of some of the students. The individual is inhabited by its cultural back-ground or layer. It is part of the biological being, brain and nervous system, part of his or her entire body, interfering with a number of perception patterns and actions. The cultural layer of any individual is actually the least detachable of all layers. The individual gets his or her sense of uniqueness, identity and everything that allows him or her to interact with the world and others from this cultural layer.When getting into further analysis we notice that the individual can become aware of his or her cultural heritage, of his or her representations or habits. The self-image that results from this awareness makes for a richer representation of the cultural layer which can trigger either high or low self-esteem. Our idea of our image usually clashes with the image received from others. Each and every one of us has in some way or the other been judged by his or her respective family, by teachers or other students in the classroom. Everyone feels judged because of his or her own actions, his or her appearance, or what he or she appears to know. Nobody can fully protect him or her-self from judgements passed from third parties, and in some circumstances one might attempt to use these judgements to their advantages, especially when they could lead to more empathy or acknowledgement from a third party.This is the fundamental issue of the educational relationship that would, by allowing struggling students to increase their ambitions by the way of higher self-esteem, allow for better success.In the past, some students were condemned by the system and led to leave the school system early. The way the teacher would perceive the student and poorer children in general did not allow the said student to go beyond elementary school and he or she would very soon join the workforce. Nowadays, despite mandatory education through age sixteen, the representation we have of each student can still affect academic performance and lead to exclusion. This is what we will attempt to explain through an experiment conducted with the different actors in the education field and the tools at their disposal.Perception, performance, success, failure are the different axes of a problem that leads to the predetermined judgment of teachers and the consequences of said perception on the fate of some of the students, keeping in mind that an educator’s main task is to do everything in their power to pass all students
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
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.
Baoutou, A. B. Bahama. "Système éducatif, règlements intérieurs et vie scolaire : repères historiques et approches comparatives France-Togo". Bordeaux 2, 1989. http://www.theses.fr/1989BOR21002.
Nowadays people realize with an acute consciousness educational problems that exist in the world. In France, just as in Togo, there is a certain research for a good quality life, for sharing instruction and education ; people also want to contribute to socialisation and development. The idea of functional and "internal rules" is a modern one in which teachers and students recognise themselves. But the way from severe authoritarianism to democracy wished by everyone is a slow procedure
Dionne, Isabelle. "Évaluation d'un système expérimental de prévisions hydrologiques et hydrauliques d'ensemble". Thesis, Université Laval, 2011. http://www.theses.ulaval.ca/2011/28437/28437.pdf.
Pino, Pierre. "Robot mobile pour handicapés moteurs : évaluation du système homme/machine". Metz, 1995. http://docnum.univ-lorraine.fr/public/UPV-M/Theses/1995/Pino.Pierre.SMZ9509.pdf.
In this report you'll first find the goals and specific characteristics of the V. A. H. M. Project. This project meets the needs of motor impaired people as far as aid for navigation is concerned. Indeed it's very difficult, not to say impossible for some motor impaired people to pilot usual wheelchair because of ill-suited sensors, because motor impaired people get tired very quickly. . . . Our studies are mainly based on the importance of the man/machine cooperation. Furthermore we have defined a online evaluation method of the man/machine system which won't impede the pilot of the wheelchair. This method is based on the calculation of evaluation criteria including the robot technical capacities as well as physical and mental elements of the pilot workload, an essential notion to evaluate the man/machine system. We obtained these criteria from spy files recorded during tests made on able-bodied people. Finally our studies underline the usefulness of helping navigation for impaired people, using the qualitative and quantitative observations we made during the first clinical evaluation of the V. A. H. M. . From then on we started thinking of a way to create a module to help the wheelchair user to choose the best control mode of the mobile base according to the environment and the man/machine system
Deffrennes, Guillaume. "Étude expérimentale et évaluation thermodynamique du système Al-C-Mg". Thesis, Lyon, 2018. http://www.theses.fr/2018LYSE1301/document.
To reduce its environmental footprint by lightweight vehicles design, the transportation sector relies on an increased use of magnesium based materials. Computational approaches relying on the use of thermodynamic databases can enable the accelerated development of such materials. Commercial thermodynamic databases regarding the Al-C-Mg are unreliable due to a lack of data. As a result, no guidance can be provided regarding the underlying mechanisms of the grain refinement of Mg-Al alloys by carbon inoculation which are debated in the literature. Therefore, the purpose of this study was to provide a reliable thermodynamic assessment of the Al-C-Mg system. First of all, the literature regarding the Al-C-Mg system and its subsystems was critically reviewed. This review highlighted disagreements and shortages regarding the data related to the Al-C and Al-C-Mg systems. Secondly, an experimental procedure based on the use of sealed Ta crucibles was developed. This procedure is promising as it allowed working with magnesium up to 2094 K (1821°C) and 41 bars of pressure. Thirdly, experimental investigation and ab-initio calculations of data related to the Al-C and Al-C-Mg systems were conducted. The heat capacity as well as the standard enthalpy and entropy of formation of Al4C3 and Al2MgC2 were obtained. Furthermore, the crystal structure of Al2MgC2 was confirmed on the basis of single-crystal X-ray diffraction data, and the thermal stability of the ternary carbide was determined. Lastly, CALPHAD optimization of the Al-C and Al-C-Mg systems was conducted on the basis of the critically assessed literature data as well as of those freshly obtained. Self-consistent thermodynamic descriptions of Al2MgC2, (Al,Mg)4C3 as well as the Al-C-Mg liquid phase were obtained. Those descriptions will fuel the thermodynamic databases and will enable the development of Mg-Al alloys and Mg-Al matrix carbon materials reinforced composites. This study provides a convincing argument supporting the fact that Al2MgC2 is responsible for the grain refinement of Mg-Al alloys by carbon inoculation
Savard, Nicolas. "Le développement du système scolaire public catholique de Hull, Québec, 1900-1930". Thesis, University of Ottawa (Canada), 1994. http://hdl.handle.net/10393/9843.
Chonville, Nadia. "Vers une déconstruction de la fiction hétéronormative dans le système scolaire martiniquais". Thesis, Antilles, 2017. http://www.theses.fr/2017ANTI0214/document.
A heteronormative society recognizes heterosexuality, gender and gender roles traditionally associated with it as the only socially acceptable behavior. In Martinique, these gender roles are embodied by fictional characters to which people refer in their interactions. This heteronormative fiction is written around legitimate characters who respect the quite contradictory norms described by the West Indies gender studies: Reputation, Respectability, Matrifocality. But it is maintained through the stigmatization of characters considered monstrous. In the context of the West Indies where most of the independent islands penalize homosexuality, Makoumè is a male character of feminine gender and supposed homosexual, which defines in negative the masculine gender. In a Judeo-Christian and post-colonial context, the Walpa structures feminine gender roles by drawing the limit of behaviors incompatible with Respectability. Research on the marginalization of these characters highlights the violence faced by LGBTI people in Martinique. It also reveals the suffering caused by the stigmatization of Makoumè and Walpa in the entire population, regardless of the sexual identity of individuals. Deconstructing the axioms of heteronormativity in the school system could then contribute to the reduction of the sexist and homophobic violence generated by this fiction. This hypothesis was explored in a pioneering field study on homophobia and sexism in schools in Martinique
Cissé, Mpemba Liz Odette. "Ethique et vie scolaire : pragmatisme du censeur de vie scolaire chargé de la discipline". Thesis, Aix-Marseille, 2015. http://www.theses.fr/2015AIXM3108.
In Gabon, the deputy Head master in charge of life and discipline reaches that function after a nomination decided in a council of ministers. This function raises some concern related to the entropic environment in which the activity is practiced.The entropic setting with reference to the learner raises the question of the values the latter is marked with. As for the function of deputy headmaster in charge of school life and discipline, the concern is that of his/her ethical pragmatism, given that he/she has the duty to conduct the training of the pupils while giving them the opportunity to “arise” physically, intellectually, morally and if possible, spiritually. As for the approaches in this dissertation, we dealt with the complexity of the deep movement of ethics, the responsibility at vocational and meta-levels and that of specific and contextual values that have been identified through the analysis of the interviews the pupils have been submitted to and which are recorded as ethics of the target audience. It is an ethics whose variations and weak frequencial variations are specific to each person.At the individual level, every deputy headmaster in charge of school life and discipline should reach a growth and a depli of his/her professional ipseity. Beyond the individual ethics, our aim in proposing an improvement of the working environment is to use the instability and the weakness of the subjects’ interactions as unintentionally favoring elements of their reality. The subjects can therefore get rid of the consciousness of their observing ego, to adopt the instability caused by a constant change of standpoint
Tsolakidis, Anastasios. "Systèmes d'aide à l'évaluation à base de visualisation interactive de graphes. Applications à l'évaluation des systèmes et des institutions éducatives". Limoges, 2014. http://aurore.unilim.fr/theses/nxfile/default/bad92380-d634-463d-bd97-6b27292c8e2e/blobholder:0/2014LIMO4011.pdf.
The aim of the thesis is to enhance evaluation systems by using visual analytics techniques, knowledge discovery methods based on dynamic-interactive graphs, network analysis and visual representation methods. So, we promote interactive visualizations algorithms in order to provide representations that assist analysts in building accurate and informative conceptual models of the co-authoring networks. Based on the interactive visual interfaces, we provide to the user Knowledge Discovery from Data Visualization , thus providing that, the user gets enhanced assistance throughout the decision making (DM) process. Regarding the DM techniques, we combine the results of the social network analysis that are applied on the co-authoring network, with classification algorithms, in order to predict future links among the authors. Moreover, we extract the research teams that exist among the authors using classification algorithms and then, we measure the efficiency among them. Our approach also focuses on analyzing the effectiveness of collaborative structures in the context of scientific networks within academic institutions. The main application area of the above research objectives was the development of a framework for Institutional Research Management (IREMA). The IREMA is based on a four-layered architecture and can be used for the development of services related to the management of research and development (R&D) activities in Higher Education Institutions. In our prototype, we achieve effective integration of techniques from data mining, visualization and human-computer interaction. In other words, we develop a Decision Support System which combines these different but related domains in such a way that will provide effective decisions on specific domains
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.
Girard, France. "Évaluation de deux programmes cognitifs-comportementaux pour la prévention du décrochage scolaire au secondaire". Mémoire, Université de Sherbrooke, 2003. http://savoirs.usherbrooke.ca/handle/11143/546.
Nayigizente, Ildefonse. "L'évolution récente de l'institution scolaire et de la carrière enseignante au Rwanda : évaluation d'ensemble". Paris 8, 1986. http://www.theses.fr/1986PA080029.
The aim of this study is to assess the evolution of the school system and the teaching profession in rwanda. The analysis based on socio-historical data, essentially covers the present period from the mid-seventies onwards. It mainly deals with the general structures of the educational system and the global aspects of the educational contents and teachinglearning conditions. Using a sociological and pedagogical approach, the present study tries to answer to the following question : "who has regularly organized the school system in rwanda, for whom, why and how ?" by putting special emphasis on the training and management of human resources ; the study assesses the role which rwandese teacher has played in building the educational system, process in which he has gradually become one of the main actors. The analysis is divided in two major parts. The first one traces the historical development of the system from the first war to the end of the seventies. The second part more specifically deals with the new system which is the result of the educational reform of 1979. It not only presents the general orientations of this reform but analyses in more detail, the role of the teacher, the major problems that occured, the positive side of the reform project and the major pitfalls to avoid in order to bring it to a good end
Ndong, Obame Pierre. "Eléments de contestation de l'autorité des enseignants dans le système scolaire au Gabon". Nice, 2005. http://www.theses.fr/2005NICE2027.
The thesis entitled "Elements of contestation of teachers' authority in the school environment in Gabon" is an attempt to check the following main idea which is the unifying thread throughout this study : the phenomenon authority-contestation, within the school environment in the Gabon, where it has been possible to observe so far the application of a traditionnal pedagogy, uses both the means of language (verbal behaviour) and (non verbal behaviour) as a means of expression. Moreover, this phenomenon relies upon a certain number of explicative elements linkend to one another, elements within the school system and outside it, of a sociological, psychological and ethnical nature. From the technique of directe observation of pedagogical parteners in the class context, reinforced by other techniques of data collecting, that is to say polls, questionnaires, and interview-discussion around a theme, but also relying on a statisctics test called "le khi carré" or "khi deux" (square khi or khi two) for the interpretation of the results and their analysis, throught the method of the systemic approach, the survey made by the author over a sample composed of 600 people (100 teachers and 500 pupils) having returned a questionnaire, checks the above mentioned hypothesies and demonstates that it is an explanatory thesis of a problem he has noted and observed in the school environment and not a thesis on the resolution of that problem
Nzemo, Biyoghe Olga-Thérésia. "Enseignement et apprentissage de la lecture dans le système scolaire public au Gabon". Lille 1, 1998. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/1998/50377-1998-220-1.pdf.
Bourdel, Nicolas. "Développement, optimisation, évaluation d'un système de réalité augmentée en chirurgie laparoscopique". Thesis, Université Clermont Auvergne (2017-2020), 2017. http://www.theses.fr/2017CLFAS021.
We developed an Augmented reality (AR) system that can guide the surgeon during laparoscopy. Augmented Reality (AR) is a technology that can allow a surgeon to see subsurface structures. This works by overlaying information from another modality, such as MRI and fusing it in real time with the endoscopic images. The surgeon can easily localize tumor in the parenchyma of an organ. He could also easily localize all anatomical and structural landmarks available on the preoperative imaging. Three phases are necessary. Firstly, Preoperative MRI data are used (segmentation) to construct 3D mesh models (external surface of the organ, tumor(s), anatomical landmarks). During the surgery a 3D mesh model of the organ is constructed and an initial registration phase (using a deformable model of the organ) is performed. Then the third phase is a real-time tracking phase. AR has never been developed for a very mobile organ like the uterus and has never been performed for gynecology. Our system works for soft and mobile organs. We used two tumor models: myomas in gynecology and kidney’s tumor for partial nephrectomy. For each type of tumor we used the same step to develop our system. First step: experimental tumor model, second step: ex vivo improvement and first clinical evaluation, third step: clinical evaluation. We are in the third phase for myomectomy and in the second phase for partial nephrectomy. In our uterine model (3D printed uterus), AR improves localization accuracy of the myomas compared to the classical localization method (MRI only). This was the first user study to quantitatively evaluate an AR system for improving a surgical task. After optimizing our system using ex-vivo data, we tested it during laparoscopic myomectomy and demonstrated the feasibility of the real-time tracking and localization of the myomas and of the uterine cavity. For partial nephrectomy we created a kidney’s tumor model (porcine model). Our study shows that AR allows accurate localization of very small tumors and improved the mean accuracy of tumor resection, with higher rate of free margins around the tumor. We are currently developing phase 2. For liver resection the development is in phase 1. Our team is a mix of engineers, scientists, doctors and surgeons. AR is a very promising technique with large applications. It allows displaying all preoperative imaging data on our laparoscopic screen. AR should be used soon for other gynecological, urological and digestive pathologies. Other technologies (including deep learning) should allow major improvement of our system
Vilain, Loïc. "Conception et évaluation d'un système de surveillance : application au serrage hydraulique". Lille 1, 1998. https://pepite-depot.univ-lille.fr/LIBRE/Th_Num/1998/50376-1998-161.pdf.