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1
CHABOT, Timothée Pierre Jules. « From diversity to mixing ? : socioeconomic homophily in French desegregated middle schools ». Doctoral thesis, European University Institute, 2021. https://hdl.handle.net/1814/73517.
Texte intégralRésumé :
Defence Date: 20 December 2021Examining Board: Prof. Fabrizio Bernardi, (European University Institute); Prof. Agnès van Zanten, (CNRS / Sciences Po Paris); Prof. Arnout van De Rijt, (European University Institute); Prof. Pierre Mercklé, (ENS Lyon)
Socioeconomic mixing at school is often considered to be a desirable objective, as it would reduce academic inequalities and help pacify inter-group relations. For this reason, socioeconomic segregation, understood as the spatial distribution of students across different schools, has been extensively studied in educational sociology. However, the interactions among students in cases where schools are effectively diverse have been notably underexplored. Does spatial diversity imply relational mixing, or do students keep interacting with socioeconomically similar peers even in formally desegregated contexts? This raises the question of homophily, the principle by which relationships occur at a higher rate among similar individuals. In this dissertation, I study socioeconomic homophily among a cohort of 860 middle school students in four schools in France, followed during three years. Based on the statistical analysis of students’ friendship networks and on qualitative interviews, I examine the magnitude of this homophily, and try to disentangle the relational processes through which it emerges. In particular, I consider the respective roles of dispositional and contextual factors: to which extent are friendship pairings driven by internalized traits – preferences, tastes, ways of feeling and behaving –, and, on the contrary, by the constraints and incentives that the immediate environment exerts? Results suggest that there generally is socioeconomic homophily among adolescents, but that its magnitude drastically varies across schools. These differences are explained by a multiplicity of factors, as socioeconomic homophily emerges through the joint effect of several relational processes. Among these, the psychological tendency to search for socioeconomically similar friends only accounts for a minority of the total homophily; spatial constraints – such as classrooms and places of residence – and, most importantly, network and group mechanisms – notably transitivity –, play a key role as well. Finally, results hint at a strong variation in the local salience of socioeconomic attributes: depending on the context, youth’s socioeconomic origin can be made particularly visible, or on the contrary be “flattened” and minimized, which may in turn explain students’ propensity to base their friendship behaviors on this particular criteria.
2
Briole, Simon. « Essays on the determinants of student achievement in France and the US : teacher evaluation, teaching practices and social interactions in middle school ». Thesis, Paris Sciences et Lettres (ComUE), 2019. http://www.theses.fr/2019PSLEH006.
Texte intégralRésumé :
Initiée dans les années 1960 par l’économiste américain Gary Becker, le développement de la théorie du capital humain a considérablement ouvert le champ d’investigation de la science économique. Au cours des deux dernières décennies, de nombreux travaux de recherche en économie de l'éducation ont cherché à identifier les caractéristiques du système ou de l’environnement scolaire qui permettent aux individus d’acquérir un maximum de compétences, de savoirs et d'informations au cours de leur scolarité. Cette thèse s’inscrit dans ce courant de recherche et étudie plus spécifiquement deux aspects de l’environnement scolaire qui ont retenu l’attention des économistes : la productivité des enseignants et l’influence des camarades de classe. Le premier chapitre de cette thèse étudie dans quelle mesure les pratiques pédagogiques des enseignants aux États-Unis permettent d’expliquer les différences de performances de leurs élèves en mathématiques. Dans un premier temps, nous montrons que chaque heure passée en classe à étudier les mathématiques engendre une progression significative des élèves dans cette discipline. Nous montrons ensuite que la productivité de l’heure d’enseignement est très fortement corrélée avec la mise en place de pratiques pédagogiques interactives, qui requièrent une participation active de la part des élèves. Plus spécifiquement, chaque heure passée avec un enseignant mettant l'accent sur ce type de pratiques est 2 à 3 fois plus productive qu'une heure passée avec un enseignant mettant l'accent sur des pratiques plus traditionnelles telles que le cours magistral.Le deuxième chapitre de cette thèse étudie l’impact d’une politique publique visant à améliorer les pratiques des enseignants, à savoir le système d’inspection individuelle des enseignants du second degré en France. Dans ce chapitre, nous montrons que les performances des élèves en maths au Diplôme National du Brevet (DNB) s’améliorent significativement à la suite d’une inspection de leur enseignant de mathématiques, non seulement pour les élèves assignés à l’enseignant l’année de l’inspection, mais également pour les élèves assignés à cet enseignant les années suivantes, suggérant une amélioration durable de ses compétences pédagogiques. De surcroît, l’inspection des enseignants de maths de 3ème produit des effets bénéfiques persistants chez les élèves, qui se traduisent par une augmentation de leur probabilité de choisir une filière scientifique en première et d’obtenir un baccalauréat scientifique au cours des années suivantes. Finalement, les effets bénéfiques d’une inspection sur les performances des élèves en maths et sur leur trajectoire scolaire sont particulièrement marqués pour les enseignants de l’éducation prioritaire, lesquels font face à des contextes d’enseignement plus difficiles.Le troisième et dernier chapitre de cette thèse étudie les effets du genre des camarades de classe de 3ème sur le parcours scolaire des élèves en France. Deux ensembles de résultats se dégagent de l’analyse. D’une part, l’influence des camarades de classes est persistante au cours du temps, puisque la proportion de filles parmi les camarades de classes en 3ème influence non seulement la réussite au brevet, mais également le taux de décrochage scolaire, le choix des filières après le collège et le taux d’obtention du baccalauréat. D’autre part, la proportion de filles parmi les camarades de classes en 3ème a des effets bénéfiques sur la scolarité des filles alors qu’elle a des effets négatifs sur celle des garçons. Plus spécifiquement, cette proportion réduit le taux de décrochage scolaire des filles après la 3ème et augmente leur taux d’obtention d’un baccalauréat général, particulièrement dans la filière scientifique. A l’inverse, elle augmente la proportion de garçons choisissant une filière technique après le collège et réduit leur taux d’obtention d’un baccalauréat généralThe Human Capital Theory developed by Gary Becker in the 60's substantially widened the area of investigation of economics. Over the last two decades, many studies in the economics of education intended to identify the characteristics of an educational system which enable individuals to acquire as much skills, knowledge and information as possible. This thesis contribute to this literature by studying two aspects of the educational environment that has particularly attracted economists' attention over recent years: teacher productivity and peer effects in the classroom. The first chapter of this thesis investigate to what extent teaching practices implemented by math teachers in the US relate to their students' math performance. First, it shows that every single hour spent in the classroom studying mathematics generate a significant improvement in students' math performance. Second, it shows that the productivity of instructional time strongly relates to the implementation of interactive teaching practices, which require student active participation in the lesson. More precisely, each hour spent with a teacher putting a high weight on this kind of practices is 2 to 3 times more productive than an hour spent with a teacher putting a higher weight on traditional practices, such a teacher lecture. The second chapter of this thesis studies the impact of a public policy aimed at improving teachers' practices, namely the individual teacher evaluation system in French secondary education. In this chapter, we show that students' performance at the end-of-middle school national exam significantly improve after the evaluation of their math teacher, not only for students taught by an evaluated teacher the year of the evaluation, but also for students taught by the same teacher on subsequent years, suggesting a long-lasting improvement in teacher pedagogical skills. These positive effects persist over time for students, who not only perform better at the end-of-middle school exam but also choose more often and graduate more often from the science track in high school. In addition, the positive effects of teacher evaluation are particularly salient in education priority schools, in contexts where teaching is often very challenging.The third chapter of this thesis investigates the effect of school peers' gender on students' performance and educational careers in French middle schools. First, it shows that the proportion of female peers' in middle school has persistent effects on students' educational careers as it not only affects students' test score at the end-of-9th-grade national examination, but also influences their track choices and high school graduation rates several years later. Second, it shows that a larger share of girls in the classroom has positive effects for girls and negative effects for boys. More specifically, it reduces girls' dropout rates and increases their probability to graduate from an academic track in high school, especially in the scientific track, while it increases boys' probability to attend a vocational school after 9th grade and decreases their high school graduation rate
3
Viger, Estelle. « Les effets de la démocratisation de l'enseignement en France : Une étude empirique ». Phd thesis, Université Panthéon-Sorbonne - Paris I, 2007. http://tel.archives-ouvertes.fr/tel-00187032.
Texte intégralRésumé :
Cette thèse met en évidence l'impact de la massification de l'éducation des années 80 sur le taux de rendement des études en France de 1983 à 2002. En outre, elle permet de faire le point sur l'avancée des techniques économétriques qui se sont développées ces cinquante dernières années. Nous expliquons pourquoi il nous paraît aujourd'hui essentiel de tenir compte, dans les diverses formalisations, des coûts implicites et explicites qu'occasionne le choix de faire des études et de la probabilité de chômage qui diffère selon les années d'éducation. Le redoublement et la spécificité du système éducatif français sont des éléments qui amènent à penser que les « années d'études » ne sont pas représentatives du niveau des individus et que la variable explicative « diplôme » convient davantage. En tenant compte de ces différents facteurs, le taux de rendement du baccalauréat a largement chuté sur la période pour être désormais négatif autour de -1% alors que ceux des années post-bac ont convergé vers 10%, la licence demeurant toujours plus rentable que le master. D'autre part, le problème du déclassement du bac général s'accroît.
L'utilisation d'enquêtes plus riches en informations individuelles et relatives au passé familial montre qu'elles conditionnent aussi la réussite scolaire. La question de la poursuite ou de l'arrêt des études est soulevée. De nombreux élèves ont poursuivi leurs études alors qu'ils n'auraient, à priori, pas dû continuer et vice versa. Les sensibilités et le goût des études ont un fort impact sur ce choix mais sont des variables qualitatives typiquement non mesurables qui échappent à l'économétrie.
4
Weiss, Pierre. « La fabrication du regroupement sportif "communautaire" : enquête sociologique sur les clubs de football "turcs" en France et en Allemagne ». Phd thesis, Université de Strasbourg, 2012. http://tel.archives-ouvertes.fr/tel-00923143.
Texte intégralRésumé :
A travers une enquête sociologique sur les clubs de football " turcs " implantés en France et en Allemagne, notre recherche doctorale prend pour objet la fabrication du regroupement sportif à caractère " communautaire ". Après avoir attesté, dans un premier chapitre, de la présence assez importantede clubs " turcs " dans le fossé du Rhin supérieur, nous cherchons surtout à répondre à deux questions partiellement liées : comment peut-on expliquer que les immigrés originaires de Turquie présentent un vigoureux développement sportif associatif ? Et quels sont les principaux ressorts sociaux et ethnico-culturels du football entre-soi ? Dans notre analyse, nous montrons que le " regroupement sportif turc " est essentiellement le produit d'une assignation imposée " de l'extérieur ", exprimant un rapport de domination sociale et symbolique, et d'une affirmation venue " de l'intérieur ", mettant directement en jeu des schèmes culturels et sociaux hérités du passé et issus d'un " ethos populaire ". En mobilisant notamment la notion de " culture de contre-stigmatisation ", nous défendons alors l'idée que le football opère comme un vecteur de réhabilitation symbolique auprès de populations minoritaires aux origines sociales modestes.
5
Huguet-Benabdelmouna, Marie-Céline. « La réussite en éducation musicale : des facteurs individuels aux facteurs contextuels ». Phd thesis, Université de Bourgogne, 2007. http://tel.archives-ouvertes.fr/tel-00259778.
Texte intégralRésumé :
Ce travail se propose d'améliorer la connaissance des déterminants individuels et contextuels de la réussite en éducation musicale en classe de 6e. Trois axes principaux structurent la recherche : les inégalités sociales d'acquisitions, les effets enseignants et l'impact de l'intérêt des élèves pour les activités du cours. Deux tests musicaux (l'un en début d'année, l'autre à la fin) ont été administrés à 1184 élèves bourguignons. Des questionnaires destinés aux différents acteurs (enseignants et élèves) ont permis de collecter des données variées. L'ensemble des données a été analysé à l'aide de modèles multivariés. Les résultats montrent que 1°) les pratiques musicales développent des compétences et qu'elles expliquent l'effet de l'origine sociale sur les acquis musicaux en début d'année ; 2°) les effets enseignant expliquent environ 6% de la variance des scores finaux entre élèves en éducation musicale ; 3°) les facteurs contextuels qui ont des effets significatifs sur les progressions sont tous dirigés vers le développement des acquisitions des élèves ; 4°) l'intérêt des élèves influence leurs acquisitions et est lui-même fortement dépendant de leur niveau scolaire musical et dans les disciplines générales.
6
Casta, Aurélien. « Le financement des étudiants en France et en Angleterre de 1945 à 2011 : le student finance, l'award et le salaire étudiant et leur hégémonie ». Thesis, Paris 10, 2012. http://www.theses.fr/2012PA100086/document.
Texte intégralRésumé :
La thèse porte sur les politiques de financement des étudiants en France et en Angleterre et les débats publics qui les entourent depuis l’après-guerre. Elle s’inscrit dans deux questionnements principaux. Dans une perspective de sociologie des politiques sociales, il s’agit tout d’abord d’opérer une comparaison entre les trois ensembles de propositions et de politiques – le student finance, l’award et le salaire étudiant – qui ont traversé les enseignements supérieurs des deux pays depuis 1945. Il s’agit ensuite, à partir du concept d’hégémonie et de l’utilisation qu’en a fait Antonio Gramsci au début du 20ème siècle, de soulever la question des modalités de construction de ces régimes dans les deux pays. Les éléments de réponse apportés à ces questionnements se fondent sur l’étude des données statistiques disponibles, des archives des syndicats étudiants, de la littérature gouvernementale et de documents diffusés par différents acteurs institutionnels du secteur. La thèse traite de quatre périodes, deux dans chacun des pays, et retrace les débats, les conflits et les politiques qui s’y sont déployés. Elle montre finalement que ces régimes de financement se différencient tout d’abord par les mesures qui leur sont associées : les prêts, les frais d’inscription et les bourses pour le student finance ; le paiement par la collectivité des frais d’inscription et de vie courante pour l’award ; et le salaire et la gratuité pour le salaire étudiant. Elle montre aussi que ces régimes se distinguent les uns des autres par leur représentation des étudiants, leur convention de valorisation du travail et de l’enseignement supérieur et leurs structures décisionnelles et financières. Elle montre également que la promotion de ces conventions et représentations dans le débat public et le déploiement de ces institutions au sein du secteur permettent à ces ensembles de se mettre en place et aux acteurs qui les portent de construire leur hégémonieThe thesis deals with student funding policies in France and England and the debates that they raised since the post-war years. It answers two main questions. By using the approach of the social policies sociology, it compares the systems of proposals and policies – the student finance, the award and the salaire étudiant – which have shaped higher education since 1945 in both countries. By using the concept of hegemony that Antonio Gramsci thought it at the beginning of the 20th century, the thesis shows the decision-making process that lead to these proposals and policies. Our materials are composed of the available statistical data, the student union archives, the governmental reports and the documents diffused by the groups involved in the sector. The thesis deals with four periods – two in each country – and describe the debates, the conflicts and the policy which took place. It shows that those funding systems are founded on different measures: tuition fees, loans and grants for the student finance; the public funding of maintenance and fees for the award; free higher education and wage for the salaire étudiant. It also shows that they are supported by specific representations of students and the value of their work and specific types of funding and decision-making process. It shows finally that the spreading of these ideas in the public debate and the development of these institutions inside the sector make possible the shaping of their policies and of their hegemony
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Marchand, Claire. « Le médecin et l'alimentation : Principes de nutrition et recommandations alimentaires en France (1887-1940) ». Thesis, Tours, 2014. http://www.theses.fr/2014TOUR2007/document.
Texte intégralRésumé :
Si l’histoire de la médecine et les avancées des doctrines hygiénistes sont des thèmes reconnus de l’historiographie. En revanche, peu de travaux ont explicitement porté sur le rôle des médecins dans l’émergence de nouveaux comportements alimentaires. Basée sur le modèle prosopographique, notre réflexion s’attache à mettre en exergue l’évolution du discours nutritionnel, les actions prophylactiques et les initiatives de vulgarisation d’un groupe de médecins autour de la construction des recommandations alimentaires. En s’interrogeant sur l’acte de manger, les régimes alimentaires, l’hygiène des aliments, l’apprentissage d’une bonne alimentation, ces médecins constituent un groupe de pionniers en hygiène alimentaire. Ils participent à la construction des bases théoriques et pratiques d’une diététique scientifique qui se développe en France dans les dernières années du XIXe siècle et dans laquelle la volonté de réformer le social n’est pas absente. Si la figure du médecin est au coeur de ce travail, la comparaison de trajectoires individuelles permet une réflexion plus globale sur la place particulière de l’alimentation dans la pratique médicaleThe history of medicine and the evolution of the hygienist doctrine are traditional historiography topics. However, only a few researches explicitly focused on the medicals roles in the emergence of new eating behaviors. Based on the prosopography method, our work focuses on the evolutions of nutritionals discourses, the prophylactic actions and vulgarization initiatives taken by a medical group concerning elaboration of food recommendations. By studying the eating act in itself as well as the diet, food hygiene, and the learning of good eating habits, these physicians are considered a pioneer group in food hygiene. They introduced the theoretical knowledge and dietetics practices developed in France in the late 19th century. Social reformism was the key point of their thoughts. If the physician figure is the heart of this research, the individual careers comparison gives us a more global idea on the particular place of food in the medical practice
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Chantreau, Katell. « Transmettre une langue minoritaire autochtone à ses enfants : le cas du breton ». Thesis, Rennes 2, 2022. http://www.theses.fr/2022REN20018.
Texte intégralRésumé :
En partant du point de vue des parents, cette thèse en sciences de l’éducation étudie la transmission familiale du breton, dans un contexte de revitalisation linguistique qui fait suite à la rupture quasi totale de la transmission intergénérationnelle dans les années 1950. Une enquête de terrain, auprès de parents bretonnants âgés de 23 à 48 ans en 2018, constitue la base de cette recherche et a permis de récolter de nombreuses données qualitatives et quantitatives, issues de 50 entretiens semi-directifs et de deux questionnaires (450 répondants pour l’un et 306 pour l’autre). Elle met en lumière la diversité des stratégies familiales de transmission de la langue bretonne, en termes de communication parent-enfant et d’environnement, allant de pratiques de transmission forte, très volontaristes, à des pratiques de transmission faible, voire inexistante. Elle souligne par ailleurs leur caractère dynamique, souvent dans le sens d’un affaiblissement de la transmission au fur et à mesure que l’enfant grandit. L’analyse des choix linguistiques des parents fait apparaître l’influence de nombreux facteurs qui relèvent de l’environnement (famille, école, travail), du contexte de l’interaction (conjoint, enfant, présence d’un tiers) et du parent locuteur lui-même (socialisation langagière, genre, sentiment de compétence), qui se combinent entre eux dans une configuration singulière permettant ou non la transmission linguistique. Les parents transmetteurs font état des enjeux à la fois éducatifs, personnels, familiaux, culturels et politiques, qu’elle porte en elle. La thèse se termine par une série de préconisations pour une potentielle future politique linguistique en faveur de la transmission familiale du bretonStarting from the parents’ point of view, this thesis in educational sciences studies the family transmission of Breton, in a context of linguistic revitalization that follows the almost total rupture of the intergenerational transmission in the 1950s. A field survey of Breton-speaking parents aged between 23 and 48 in 2018 forms the basis of this research and has made it possible to collect a large amount of quantitative and qualitative data from 50 semi-structured interviews and two questionnaires (450 respondents for one and 306 for the other). It highlights the diversity of family strategies for transmitting the Breton language, in terms of parent-child communication and the environment, ranging from strong, very proactive transmission practices to weak or non-existent transmission practices. It also highlights their dynamic nature, often in the sense of a weakening of transmission as the child grows up. The analysis of parents’ linguistic choices reveals the influence of many factors relating to the environment (family, school, work), the context of the interaction (spouse, child, presence of a third party) and the parent speaker himself or herself (language socialisation, gender, feeling of competence), which combine to form a unique configuration that may or may not allow for language transmission. The transmitting parents report on the educational, personal, family, cultural and political issues involved. The thesis concludes with a series of recommendations for a potential future language policy in favour of the family transmission of Breton
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Delhaye, Coralie. « Comparaison des positionnements entre savoirs scientifiques et croyances religieuses à propos des origines du vivant dans les curriculums officiels grec, français et belge ». Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209167.
Texte intégralRésumé :
La problématique de recherche étudiée dans le cadre de cette thèse, émerge de diverses réflexions, données empiriques et observations, toutes liées à un constat qui a des implications importantes pour l’enseignement des sciences :le rejet partiel ou total de la théorie de l’évolution aux cours de sciences dispensés à l’école, au nom de croyances créationnistes, dans des sociétés modernes européennes où la science fait autorité.La littérature scientifique qui traite de cette problématique dans le cadre de l’enseignement scolaire en Europe ,analyse les conceptions d’acteurs de l’enseignement scolaire – enseignants et/ou élèves – sur ce sujet, en étudiant notamment le lien qu’entretiennent ces conceptions avec les représentations que ces mêmes acteurs ont de la science, avec leurs parcours personnels, avec leur formation, etc. Un point aveugle observé dans cette littérature est la rareté des recherches portant sur les directives officiellement adressées aux enseignants. C’est pourquoi nous avons choisi de nous pencher sur le contenu de ces directives.
Cette recherche a, en premier lieu, une visée exploratoire. Elle consiste à construire et utiliser un instrument théorique et méthodologique qui permet, d’une part, d’identifier des représentations du savoir scientifique, de la croyance religieuse et/ou de leurs rapports (ou non rapports) véhiculées par les curriculums prescrits européens et, d’autre part, de déterminer des mécanismes à travers lesquels ces représentations pourraient influencer, d’une façon ou d’une autre, le rejet ou l’acceptation de la théorie de l’évolution au nom de croyances créationnistes ou encore, inversement, le rejet ou l’acceptation de croyances créationnistes au nom de la théorie de l’évolution. Pour repérer les représentations recherchées, nous utilisons la méthode de l’analyse de contenu thématique.
Une autre visée de cette étude est confirmatoire. Il s’agit de confirmer le postulat suivant lequel la nature des éventuelles représentations repérées au sein des curriculums prescrits au moyen de l’instrument susmentionné peut être mise en lien – lien dont la nature sera définie dans le corps de notre dissertation, sur la base de l’analyse de données sociohistoriques rapportées dans la littérature – avec les modalités de gestion de la laïcité mises en place par les politiques éducatives de différents pays européens :la France, la Grèce et la Belgique francophone. Ces pays ont justement été sélectionnés pour leur profil divergent en matière de politiques de gestion de la diversité culturelle. Pour démontrer ce lien, nous nous livrons à une analyse comparative sociétale.
Doctorat en Sciences Psychologiques et de l'éducation
info:eu-repo/semantics/nonPublished
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Mathiot, Louis. « L'alimentation des enfants : un observatoire des cultures enfantines et des rapports intergénérationnels ». Thesis, Strasbourg, 2012. http://www.theses.fr/2012STRAG038.
Texte intégralRésumé :
Cette thèse propose une étude des cultures enfantines et des rapports intergénérationnels à partir de l’alimentation. Les pratiques alimentaires des enfants, leurs représentations ainsi que celles de leurs parents à leur égard sont envisagées comme un observatoire des relations entre enfants ainsi qu’entre les adultes et les plus jeunes. A partir d’une méthodologie qualitative, il s’agit de donner toute leur place aux discours des enfants (âgés de 4 à 12 ans) et de leurs parents, pour interroger la dynamique des rapports intra et intergénérationnels. Au carrefour de la sociologie de l’enfance et de l’alimentation, ce travail s’attache à analyser la construction des cultures enfantines et des appartenances à différents groupes d’âges ainsi qu’à observer les effets des normes sociales et des modèles éducatifs qui régulent les consommations enfantines. Les rapports de genre, les origines sociales et les lieux d’habitation sont autant de facteurs qui influencent ces logiques. De façon transversale, cette recherche est l’occasion d’interroger la place de l’enfant dans les sociétés contemporaines occidentalesThis PhD proposes to study children’s cultures and intergenerational relationships by observing foodconsumption. Children’s practices with food, their representations as well as those of their parents on their consumption of food are considered as an observatory of relationships between children and between adults and younger. Developing a qualitative methodology, it is given its rightful place to the children discourses (aged 4 to 12 years) and those of their parents to explore the dynamics of intra and intergenerational relationships. At the intersection of sociology of childhood and food, this work focuses on analyzing the construction of children’s cultures and of belongings to different age groups. It also questions the effects of social norms and educational patterns regulating children consumption of food. Gender relations, social origins and spaces of residence are important factors that influence these logics. Transversely, this research is an opportunity to examine the social place of the child in contemporary Western societies
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Le, Mentec Mickaël. « Usages des TIC et pratiques d'empowerment des personnes en situation de disqualifcation sociale dans les EPN Bretons ». Phd thesis, Université Rennes 2, 2010. http://tel.archives-ouvertes.fr/tel-00585132.
Texte intégralRésumé :
Depuis la fin des années quatre-vingt-dix, les technologies de l'information et de la communication (TIC) envahissent tous les secteurs de la vie sociale, professionnelle ou culturelle. Pour éviter qu'un fossé numérique se creuse, les espaces publics numériques (EPN) ont été créés dès 1998 afin de permettre à toutes les personnes qui le souhaitent de bénéficier d'un accès accompagné aux TIC. Ces espaces ont aujourd'hui, malgré eux, la mission délicate d'accompagner certains publics qui se trouvent dans l'obligation d'utiliser ces outils numériques, en l'occurrence les demandeurs d'emploi pour lesquels l'usage d'Internet et autres logiciels sont devenus des outils indispensables à leurs démarches de retour à l'emploi. L'objectif de cette recherche est d'identifier les fonctions que jouent les EPN auprès de ces publics qui sont de plus en plus nombreux à fréquenter ces espaces. Face à un système de retour à l'emploi qui semble privilégier une logique de traitement des dossiers sur des critères d'efficacité quantitatifs, ce travail montre comment le public des disqualifiés sociaux s'approprient ces lieux de diffusion du numérique pour développer des usages des TIC et des stratégies d'empowerment afin de se libérer de l'assistance exercée par l'institution. Au-delà du rapport à l'emploi, cette recherche s'intéresse également à la fonction d'espace anonyme que remplit l'EPN. Elle porte une analyse sur la manière dont les publics s'approprient ces espaces pour échapper aux phénomènes de stigmatisation d'un statut " dévalorisé " que génère leur situation. Ce travail de recherche participe à la réflexion sur l'inclusion numérique et sur la manière dont s'articulent les dispositifs de retour à l'emploi et ceux qui mettent en place des actions autour des outils numériques.
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Quibel, Elsa. « La prise en charge de la mortalité maternelle : aspects professionnels, historiques et juridiques ». Paris 8, 2005. http://www.theses.fr/2008PA083585.
Texte intégralRésumé :
Cette thèse étudie l’évolution la prise en charge de la mortalité maternelle, dans ses aspects historiques (dès le XVIII siècle) afin de bien en retracer l’évolution. Le côté médical ne pouvait être évité puisque le XIXè siècle a donné essentiellement la parole aux médecins et toutes les propositions qu’il ont faites, mettant par exemple en cause l’architecture hospitalière. L’aspect juridique s’est ancré dans toutes les époques, mais a surtout été important en ce qui concerne le droit du travail, voir comment le libéralisme du XIXè a fait place à une intervention étatique de plus en plus prégnante avec une protection étendu aux femmes ne travaillant pas. Cette étude a dû se porter sur la mise en place parallèle d’une protection sociale, parce que la misère, la pauvreté et l’exclusion ont été pendant très longtemps facteurs de mortalité maternelle et encore aujourd’hui. . Notre thèse a donc porté sur les prises en charge médicale et socialeThis thesis studies the taking over of maternal mortality and its evolution, from a historical point of view - right from the XVIIth century – in order to go over this evolution thoroughly. The medical side could not be avoided as the XXth century essentially called on physicians to speak, namely about the hospital architecture. The legal side has been deep rooted in all eras , but was especially important concerning the right of work – to examine how the XIXth century liberalism was overrun by ever more pregnant State intervention, with an extended protection to non-working women. This study had to describe the parallel putting in place of a social protection, for distress, poverty and exclusion factors up to now. So the ground of ours thesis is the medical and social charge-taking
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Malassigné, Jean. « L'artisanat, milieu social : quelques aspects en Touraine et en France, hier et aujourd'hui ». Tours, 1987. http://www.theses.fr/1987TOUR2001.
Texte intégralRésumé :
Cette these est le fruit d'une collaboration quotidienne avec l'artisanat tourangeau. Elle comprend 4 parties. La premiere etudie la realite socio-economique dans certains de ses aspects : en particulier le role des epouses dans l'entreprise et le phenomene que constitue les ouvriers qui quittent le salariat pour "s'installer a leur compte". La deuxieme partie est consacree a la formation professionnelle par l'apprentissage en entreprise. Une reforme importante a ete apportee par la loi de 1971 qui a etendu le principe de l'alternance par la mise en place de centres de formation d'apprentis. L'image et l'avenir de l'artisanat vus par des francais font l'objet de la 3eme partie. Entre 1971 annee d'une premiere enquete conduite par des etudiantes et le mois de mai 1985 au cours duquel des visiteurs de la foire de tours ont ete invites a repondre a un questionnaire, l'image que le public se fait des artisans est restee globalement positive. La derniere partie est une analyse inedite des theses ayant pour sujet l'artisanat. Depuis 1946 il est possible de constater une augmentation de l'interet que les chercheurs lui portent. Certains ont procede a une analyse globale. D'autres ont fait porter leurs recherches sur un point particulier par exemple le regime social des artisans, l'artisanat rural et l'agriculture. Dans sa conclusion generale, l'auteur apporte sa contribution a une reflexion toujours actuelle sur l'avenir de l'artisanat. Si celui-ci ci continue a etre un facteur de satisfaction des besoins humains, le consommateur de l'an 2000 donnera-t-il sa preference a des petites entreprises ou a des formes nouvelles de prestations de service. Mais son avenir dependra aussi de l'attrait qu'il suscitera parmi les jeunes ouvriers desireux d'y tenter leur chanceHere's a thesis which is the result of a daily cooperation with "l'artisanat" of the loire valley. It's divided into four parts. First of all, it's a study about socio-economical life through some of its specific aspects : especially the role of wives in business and the fact that salaried workers leave their firm to set up for their own. The second part deals with the professional apprenticeship from the firm. A general law in 1971 establishing the alternation between practicing and learning thanks to "les centres de formation d'apprentis" brought an important reform. The third part is focussed upon the image and the future of "l'artisanat" appreciated by french people. Between 1971, the year of a first inquiry the students managed, and march 1985 when the visitors of the yearly fair in tours had been invited to answer a questionnary, "les artisans" kept a quite positive image from the public. The last part is an exclusive analysis of the thesis about "l'artisanat". A rising interest has been noticed among the searchers since 1946. Some of them have studied it in its whole. Others have searched in a specific purpose for example the social system of "les artisans" on the rural work and agriculture. In his general conclusion the writer has bronght his comment and helfed an actual research about future and "artisanat" in one way. If that corporation goes on satisfying the human needs, will the consumer of the year 2000 choose small businesses or new pratices? the future of the "artisanat" will depend on the interest that young workers will take in and their possibility of succeeding either
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Malassigné, Jean. « L'Artisanat, milieu social quelques aspects en Touraine et en France, hier et aujourd'hui / ». Lille 3 : ANRT, 1987. http://catalogue.bnf.fr/ark:/12148/cb37607621p.
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郭國全 et Kwok-chuen Kwok. « The political economy of educational investment : a review and an appraisal ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31974764.
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Lerique, Florence. « Recherche sur les aspects juridiques de la politique de la ville ». Lille 2, 1999. http://www.theses.fr/1999LIL20005.
Texte intégralRésumé :
Les conséquences de la concentration des populations dans les villes ont, depuis plusieurs dizaines d'années, attire l'attention des pouvoirs publics sur le phénomène urbain. La réaction de l'état s'est concrétisée par la formalisation d'une nouvelle politique publique, qualifiée de politique de la ville. A travers cette politique, l'état n'appréhende plus uniquement la ville a l'aide de paramètres techniques, comme celui de l'urbanisme, mais diversifie et adapte son intervention en fonction de problèmes juridiques, administratifs, sociaux ou politiques rencontres par les villes. L'état conçoit la ville, de plus en plus, comme un système social complexe. Pourtant, comment le droit va-t-il prendre en considération une notion, la ville, qu'il ne reconnait pas comme l'un de ses concepts ? Notre travail a consisté à cerner et à évaluer les implications juridiques de la politique de la ville. La thèse soutenue entend démontrer que les politiques ayant la ville pour objet sont à l'origine de l'affirmation d'un droit social urbain, caractérise par un impératif de solidarité envers les populations les plus défavorisées vivant dans les villes. Dans un deuxième temps, la politique de la ville se caractérise par des dispositions administratives spécifiques. Les réponses administratives aux objectifs de la politique de la ville se répartissent en trois évolutions principales : une adaptation des structures administratives, une coopération verticale et une participation des habitants à la vie localeThe consequences of the concentration of population in cities have led public authorities for several decades to give attention to urban issues. France has not escaped successive waves of urban nots. The state's reaction to this phenomenon has been the creation of a new type of policy, called + urban policy. Our aim is to define and evaluate the legal implications of this policy, showing that a policy focusing on cities is the startmg-pomt for a new form of urban law, one with a social focus. The legislation implementing such a policy gives substance to a +law of the city, characterized by the need to aid the most disadvantaged sections of society. Conceptual problems abound: the most important is that, in France, a city is not a legal unit. Responsibility for implementing this new form of urban law is therefore divided between neighborhoods, administrative districts and urban areas. Further, this law is characterized by a form of state intervention which mixes both unilateral and consensual elements. This brings about far-reaching modifications to the structure and aims of the state, as the century comes to an end. One such modification is to encourage the processes of deconcentration and decentralization of administrative organizations
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Le, Pipec Erwan. « Etude pluridimensionnelle d’un parler : description, émergence et aspects sociolinguistiques du breton de Malguénac ». Rennes 2, 2008. http://tel.archives-ouvertes.fr/tel-00335105/fr/.
Texte intégralRésumé :
Cette thèse se veut un essai de compréhension globale du parler d’une commune rurale, en l’occurrence, du breton de Malguénac. Afin d’établir ce parler, elle s’ouvre sur une description du système phonologique. Cette description laisse cependant de côté des aspects déjà bien documentés, pour se concentrer sur le système vocalique, beaucoup plus définitoire de cette communauté linguistique, ainsi que sur le système accentuel, jusqu’alors peu décrit par les celtisants dans cette région de la Basse-Bretagne. Ainsi dégagées les grandes lignes de ce parler dans ses aspects les plus pertinents, la démarche consiste à le replacer dans le contexte où il trouve sens. Ceci selon trois axes : spatial, temporel et socio-pragmatique. Sur le plan spatial, le parler de Malguénac est donc situé sur la matrice de la variation diatopique du breton, en particulier par l’analyse de ses schémas accentuels. D’autres observations permettent ensuite de le définir comme un parler haut-vannetais de transition. Sur l’axe temporel, l’évolution sociale et démographique de la population communale aux XIXe et XXe siècles est reconstituée de façon à dégager les implications linguistiques entraînées par les mutations qui ont alors cours. La cohésion de la société malguénacoise est le phénomène qui s’impose : cohésion face aux micro-communautés voisines, qui permet non seulement de maintenir une norme linguistique propre, mais même de l’affirmer à mesure que s’ouvre la commune. Cohésion également d’un monde rural bretonnant face au monde urbain francophone, qui finira en revanche par se diluer. L’axe sociolinguistique, après avoir mis au jour le fonctionnement de la langue dans l’interaction sociale grâce à l’analyse de la variation et des stratégies d’adaptation des locuteurs, examine donc le rapport dynamique entre breton et français. Faisant le constat d’un effondrement de la pratique du breton, se voit proposée une interprétation du contact de langue non en terme de diglossie mais de conflit linguistiqueThis thesis is an attempt to gain a large-scale understanding of a rural community dialect, in this case, the Breton dialect of Malguénac. In order to establish it, the study begins with a description of the phonological system. This description ignores certain well-known aspects which have previously been studied in detail, instead paying attention to both the vocalic system (by far the most original trait), and the accentual system, which had been quite ignored until now by Celtic language scholars in this area. After the most relevant characteristics have been brought out, this study focuses on putting this language back into a context in which it makes sense. This is done according to three axes: space, time and society. From the spatial point of view, Malguénac Breton is thus given a place on the Breton language network as a whole, especially regarding stress and word-patterns. Following on from other observations, it can be presented as transitional haut-vannetais. On the scale of time, the social and demographic evolution of the local population throughout the XIXth and XXth centuries is presented, so as to isolate the linguistic consequences of the mutations taking place in that period. Cohesion is the most striking phenomenon inside Malguénac society: on one hand, from neighbouring communities, which allows a local linguistic norm to be maintained, but also strengthening it as the community opens to newcomers. On the other hand, cohesion also distinguishes the Breton-speaking community from the French-speaking urban world. On this point however, opposition would not last. The sociolinguistic approach deals with this question. After revealing how the language is used in social interactions through the analysis of variation and adjustment strategies by certain speakers, the dynamic relationship that exists between Breton and French is examined. Reporting the collapse in the use of Breton, it is assumed that the contact between the two languages should not be considered as diglossia, but rather as a linguistic conflict
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Kastner, Andrea Frances. « Lifelong education and social policy : ideals and realities ». Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28080.
Texte intégralRésumé :
Many claims have been made about the potential of Lifelong Education, when implemented as a social policy, to bring about a more just society. However, the assumptions underlying these and similar claims have seldom been critically scrutinized. For this reason, there is in the literature a concern that the concept of the "learning society" simply means lifelong schooling and is the rhetoric of social control. In this view, the potential of Lifelong Education as a transformative force for the development of a participator}' democracy and a more equitable distribution of resources remains a Utopian vision.
In this work, an analysis of the assumptions, it was expected, would bring to light the ideological position embedded in Lifelong Education as a social policy tool.
This research therefore, offers a systematic critical analysis of the expected outcomes of Lifelong Education policies. This required the development of a theoretical framework which built upon: 1.) Paulston's model of social change; 2.) Rawls' and others' concepts of justice and equality; and 3.) perspectives on the role of education in society outlined by Aronowitz and Giroux. This framework was employed to analyze 1.) selected publications of UNESCO on Lifelong Education, 2.) Canadian Association for Adult Education and Canadian Commission for UNESCO documents, and 3.) contemporary Canadian federal and provincial education policies. The findings of this analysis were compared with various models of social policy.
Five principle findings emerged from the study. First, the literature, for the most part, reflects a view of society characterized by homogeneit3' and consensus. The model of social change is evolutional, and avoids the structural conflict perspectives. Second, a number of assumptions are made concerning some elements of a theory of justice, but no unified comprehensive theory of justice supports the literature's claims. Third, adopted in the literature is an ideal view of the role of Lifelong Education as a means of producing change in society. The absence of a critical perspective leaves Lifelong Education in the role of reproducing inequalities in society, vulnerable to application as a mechanism of manipulation rather than emancipation. Fourth, the social policy models implied by the literature are not models which are significantly redistributive in their aims. Finally, projected normative outcomes such as "the good society", "improved quality of life", and "a more just society" lack precise definition thereby leaving unexpressed the ideological position on which they are premised. This deprives the field the means of evaluating these policies.
It is argued that if the role of educators in the development of democratic active participation of citizens in the collective formation of public policy is to be taken seriously, the ideological position of Lifelong Education must be more carefully defined and developed so that citizens can reflect on its principles, compare them with alternate ideological positions, and make their choices from this more informed position.Education, Faculty of
Educational Studies (EDST), Department of
Graduate
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Festeu, Dorin. « Social learning programme through physical education lessons in Romania ». Thesis, Bucks New University, 1998. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.714447.
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Mills, Jared G. « Social studies and global education : viewing economic, social and political aspects of the civil war through multiple perspectives ». The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1407404987.
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Angelis, Desi. « Adult numeracy, mathematical education and social meanings ». Master's thesis, University of Cape Town, 1993. http://hdl.handle.net/11427/17496.
Texte intégralRésumé :
Bibliography: pages 74-83.In sum, the theoretical framework proposed here for adult numeracy, and developed from a discourse of mathematics education, has as its task the elaboration of the social implications of principles in adult education and the pedagogic outcomes of three sets of numeracy materials.
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Ermakov, D. S. « Education for sustainable development : social ecological and economic aspects of the environment ». Thesis, Видавництво СумДУ, 2004. http://essuir.sumdu.edu.ua/handle/123456789/23455.
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Tench, Elizabeth. « The nature of social cognition in high-performance adolescent team athletes ». Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/NQ38987.pdf.
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Byrom, Tina. « 'The dream of social flying' : social class, higher education choice and the paradox of widening participation ». Thesis, University of Nottingham, 2008. http://eprints.nottingham.ac.uk/11053/.
Texte intégralRésumé :
Widening Participation in UK universities is currently a key political concern. Whilst the under-representation of particular groups has been a feature of higher education for many years, participation for groups identified by gender, ethnicity and disability has seen some improvement. However, the participation of students from low social class groups remains an issue. Whilst there are a number of intervention programmes that seek to increase the numbers of young people from disadvantaged backgrounds who do go on to higher education, in this thesis I work closely with a group of non-traditional students who participated in a Sutton Trust Summer School. In attempting to understand the complexities of social class participation in HE and the perceptions of an HE hierarchy, I draw heavily from Bourdieu's notions of habitus and field. The findings from this study raise numerous issues for intervention programmes such as the Sutton Trust. In presenting the findings, I explore three arenas of influence: habitus influenced by home context; habitus influenced by institutions such as school and the Sutton Trust and also the idea of living with a ‘split’ habitus - a habitus in tension. Throughout the findings sections, I draw from the experiences of the young people to argue that their ‘class’ based practices align more closely with those of the middle classes and that their decision to go to university was made early on in their educational journeys. Their pursuit of higher education with a particular focus on the types of HE institutions they were willing to consider, presents an interesting issue for those working in the widening participation arena. The students in this study were already equipped with the ability, knowledge and desire to apply to an elite institution prior to their Sutton Trust experience. I describe this position in terms of a 'trajectory interruption' where the expected trajectory of an individual can be influenced by the numerous fields of which they are a part. I draw specifically from the notion of habitus to explain how their respective 'trajectory interruptions' occurred. The 'dream of social flying'(Bourdieu 1993: 2) places these students in particular positions within the educational field - positions that are conducive to any form of trajectory interruption.
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Levine, Diane Thembekile. « Adolescent girls, social cognition and technology ». Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/75499/.
Texte intégralRésumé :
Technology is almost ubiquitous among adolescents in contemporary British society. Despite this, we do not have a meaningful understanding of the interplay between adolescent girls’ developing social cognition and their use of digital devices. This study aims to address this gap in understanding. Four pre-pubescent and eleven pubescent young women based in the Midlands and from across the socio-economic spectrum participated between 2012-2013. Participant completed six research tools and eleven of them participated in a face-to-face interview. Three tools were adapted from the existing psychology literature, and the remainder were developed specifically for this study. The tools explored technology-mediated attachment and relationships, self and identity, attribution and Theory of Mind. The findings suggest that the moral panics surrounding technology use in adolescence are misplaced; rather, adolescent girls with a good range of personal and situational resources are likely to exert considerable choice in their uses of technology, and social media in particular. Valsiner’s Zones and life course perspectives were used to conceptualise the emerging understanding of technology-mediated social cognition in adolescent girls. This theoretical framework made it possible to do four things. Firstly, to recognize adolescents’ active choice and agency. Secondly, to articulate development opportunities within individuals, relationships and technological environments. Thirdly to locate physiological and psychological development within the broader socio-technical realm. And finally, to see technology as neither positive nor negative but as shaping, rather than defining adolescent perspectives, behaviours and relationships. These possibilities suggest that, rather than attempting to shoehorn adolescent experience into a single paradigm or model we need to ask ourselves key questions about the interplay between the individual adolescent and the technology they choose to use.
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Simon, Amanda Rachel. « The social positioning of supplementary schooling ». Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4160/.
Texte intégralRésumé :
This research study constitutes an ethnographic investigation of the social positioning of 16 ‘supplementary schools’. The study incorporates positioning theory coupled with Blommaert’s approach to discourse as theoretical and analytical frameworks. The realm of supplementary schooling is complex and diverse with each school engaged in various educational projects dictated by multiple socio-political and historical factors. This complexity however is not adequately represented within current research literature. The first phase of this study investigates the key purposes of 16 diverse supplementary schools in Birmingham. This phase also encompasses the establishment of a framework in which the social positioning of schools are represented. Such a framework will challenge existing essentialised notions of supplementary schooling. This aspect of the study is achieved through semi-structured interviews with school leaders from all 16 schools. This social positioning of supplementary schools is further explored within phase 2 of the study, through an in-depth case study of an African-Caribbean school. Here, classroom observation fieldnotes, interactive recordings and staff interviews afford an exploration of the relationship between school positioning and micro-level discursive practices. Analysis of this data demonstrates that supplementary schools are complex socio-political enterprises that are situated within and respond to multiple historical, social and political storylines. The study argues that these historical, social and political contexts should be considered in order to gain a developed understanding of the role and social positioning of these institutions.
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Pihlaja, K. (Kaisa). « Adaptive expertise in teamwork environment:the importance of social aspects in expert work and learning ». Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201608122629.
Texte intégralRésumé :
Today’s society and modern working life is in a constant change which poses challenges for professional expertise as well as to educational systems that are expected to produce the future experts. Work tasks are becoming increasingly complex and multifaceted in which domain-specific knowledge and routine expertise may not suffice anymore, but calls for adaptive expertise: the ability to adapt in new and unfamiliar settings, use knowledge flexibly in creating high-quality, innovative solutions to problems, and to constantly learn new and renew expertise.
The previous studies on expertise have informed our understanding about expert performance and learning of expertise, but have mainly concentrated on the cognitive aspects of expertise. Thus it is important to gain more information about adaptive expertise, and especially about the social aspects of adaptive expertise which has been studied less. Also, due to the challenging nature of expert work in modern working life and the fact that work is in increasing amounts performed in teams, this context is important to study. The current study aims at exploring adaptive expertise in working life, more precisely, in the context of teamwork environment to gain more information about the social aspects of adaptive expertise, learning of expertise, and what kind of an effect teamwork environment has in it.
The participants in the current study were six adaptive experts from ICT domain. ICT domain was selected as the setting for studying adaptive expertise for the reasons that the domain includes knowledge workers whose jobs require specialization and adaptive expertise on specific domains, often knowledge on only one domain is not enough but diverse knowhow and skills are needed, and work is mainly done in teams. The data was gathered with semi-structured interviews and qualitative content analysis was used to analyze the interview data.
The results of the present study give further evidence that adaptive expertise is a highly social phenomenon. Adaptive experts possess good social skills which they make use of when solving work-related complex problems in collaboration with other people, which in turn leads to further growth of their knowledge and skills. The current study also brought forward the various challenges but also the affordances of teamwork environment which not only provide for effective problem solving but also learning and developing expertise when collaborating with other people. Also, the results of this study give support to the view that ICT companies could be considered as second-order environments that promote learning of expertise. In an ICT company the continual contributions to technological and strategical knowledge means that conditions keep changing, and thus there is a need to adapt to these progressive set of conditions. This in turn means that experts need to continually redefine problems at a higher and usually more complex level that are beyond their existing competence, which in turn develops their expertise further.
Based on the results of the current study, implications are suggested related to optimal composition of teams as well as communication and information sharing in organizations, the importance of collaborative problem solving in educating future experts, as well as how in expert research the social aspects of adaptive expertise and learning of expertise should be regarded with equal importance as the cognitive aspects.
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Doyle, Ann. « Social equality in education : a comparative historical study of France and England ». Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018661/.
Texte intégralRésumé :
This thesis will explore the concept of social equality in education in relation to France and England within their historical contexts from 1789 to 1939. It will compare and contrast how both countries have gone about reducing social inequality in education. The thesis will emphasise the importance of the ideological legacy at the heart of both systems for understanding this i.e. Republicanism in France and Liberalism in England. French education emphasises equality and secularism. This is a legacy from the French Revolution, which brought the state centre stage in education. It also emphasises unity since Napoleon imposed a unified framework for its administration. In France these characteristics of centralism, unity and secularism have been perceived as offering the best possibility of providing equality of opportunity for all pupils regardless of social background, religion, ethnicity or geographical location. Equality was not a founding principle of English education, as it was in France; the concept evolved more pragmatically as a way of dealing with the more unfair aspects of the system. Liberalism with its values of freedom and diversity and the political and economic doctrine of laissez-faire have had the most enduring influence on English education The method of enquiry undertaken in this thesis will be drawn from comparative historical sociology. It uses comparative historical analysis to understand the variation in how both countries have gone about reducing educational inequality and why a discourse of egalitarianism is stronger in French than in English education. Three factors: persistence of ideology, social-class alliances and the nature of the state are put forward to explain the variation between both countries in relation to social equality in education. The final section of the thesis reflects on how the histories of both countries have impacted on their current education systems.
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Starnino, Vince. « Religion, spirituality, and social work education : taking the next step ». Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32830.
Texte intégralRésumé :
Despite calls for increased attention to religion and spirituality in social work education and practice, the topic remains a neglected area. This small exploratory study seeks to examine barriers that cause religion and spirituality to continue to be on the periphery in social work education. Involved are six faculty members, teaching a range of social work courses. Insights into some of the controversial issues that arise in the classroom when religion and spirituality are discussed are offered. Findings suggest a lack of uniformity in teaching approaches, indicating that educators may be unclear about how to address the topic.
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Lacey, Jacqueline Marie. « Teaching social skills through environmental education ». CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1765.
Texte intégralRésumé :
This project was designed to address the need for a curriculum that links environmental education and social skills. All of the social skills units were created to improve the students' understanding of social skills and important environmental concepts.
31
Mathieu, Sévérine. « Edition et best-sellers : tentative d'explication du fonctionnement du champ éditorial romanesque français contemporain ». Doctoral thesis, Universite Libre de Bruxelles, 1995. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/212527.
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Andrade, Grimaldos Gladys. « Le plurilinguisme spontané des habitants de Belleville et de la Goutte d'Or (Paris) : aspects sociolinguistiques et action sociale ». Paris 5, 1996. http://www.theses.fr/1996PA05H041.
Texte intégralRésumé :
Cette thèse décrit, interprète et analyse les actes communicatifs produits par une partie des habitants de deux quartiers parisiens : Belleville et la goutte d'or. Ces terrains permettent d'analyser comment se construisent, s'affrontent et s'ajustent, dans le discours des locuteurs, les dynamiques plurilingues mêlées aux exigences de la modernité dans la ville. Plus particulièrement, les trois problèmes sociolinguistiques essentiels qui sont poses sont les suivants. La gestion du plurilinguisme spontané; le plurilinguisme parisien est caractérisé par une très forte opposition entre la langue officielle, langue de prestige et les nombreuses langues minoritaires "dévalorisées". Il établie des réseaux restreints caractérisés par les valeurs culturelles propres à ces populations. Ces pratiques vont différencier ces quartiers du reste de la ville. Ainsi à travers les sentiments linguistiques un deuxième aspect sociolinguistique s'est imposé de lui-même. Le rapport existant entre l'identité sociale des locuteurs et le sentiment d'appartenance à une communauté culturelle. On constate que les sentiments linguistiques construits face à une norme sociale de niveau supérieur génèrent une dévalorisation des langues maternelles non françaises. Ce rapport apparait comme une relation dynamique entre l'existence de ces deux réalités : le plurilinguisme et les quartiers ou ces populations constituent une sous-société par leur propre dynamique sociale, économique, culturelle, ethnique voire identitaire. Le troisième aspect - le rôle de la langue officielle dans l'insertion sociale des migrants. Une microanalyse d'un groupe de femmes d'origine africaine et analphabètes, démontre comment les femmes se trouvent au centre d'une transgression de frontières entre ethnies et développent une mobilisation de réseaux de voisinage qui élargissent la solidarité au-delà de leur communauté spécifiqueThis theses describes, interpret, and analyse the communicational acts of a group of inhabitants of 2 Parisian districts; Belleville and la Goutte d'or. These areas are good models because they alow, through the study of the inhabitants speech, the analysis of how multilinguisme develops, confronts, and adjusts when faced with the demands of modern urban life. The three main basic socialinguistical problems posed are the following: the management of spontaneous multilinguialism : Parisian miltilinguism is marked by strong opposition between the official language, which is prestigious and dominant, and numerous minority "discredited" languages. Even if there is social condemnation of the use of languages, other than French, they continue to develop, and what is more, networks with distinct cultural characteristics are formed based on, and using these languages. It is these networks that contribute to the differentiation of certain cultural districts from the rest of the city. The relationship between the social identity of the subjects and the feeling of belonging to a cultual community. It was noted that the linguistic attitudes that are developed within a superior social system, bring about a devaluation of non-French mother tongues. This relationship appears as a dynamic process between the existence of two realities i. E. ; multilingualism and the districts, where these populations have developed a sub-society through their own social dynamics, economics, culture and identity
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Cooper, Paul. « Live and learn : the educational and social experience of adult, returning learners ». Thesis, University of Wales Trinity Saint David, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683180.
Texte intégral
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Jordan, Steven Shane. « The Technical Vocational Education Initiative (TVEI) and the making of the enterprise culture ». Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=40371.
Texte intégralRésumé :
This thesis is situated in the history of British debates over the relationship of technical and vocational schooling to capitalism. It analyses the impact of 'new vocational' policy initiatives on English education from the 1970s, using an approach termed 'historical ethnography.' Using this methodology, it draws on ethnographic studies of the Technical and Vocational Education Initiative (TVEI) between 1985 and 1992.My argument is that TVEI represents the most recent manifestation of a long history of educational policies that have systematically produced and ordered the social relations of class in an educational form. In this vein, I argue that the technical and vocational curriculum can be seen as an integral site within the English educational State for the production and formation of class relations within schooling. TVEI, I assert, was central to such a process through its capacity to concert and co-ordinate the social relations and practices of secondary schooling around the concept of enterprise, which acted as an organising device for management/administration, teaching, learning, and most crucially, the formation of individual subjectivities. Understood this way, we can see how TVEI effected reforms that contributed to the formation of clusters of social relations that produced class in new ways.
I show how this process emerged under TVEI through my ethnographic studies of enterprise, school-based management, business studies, and assessment. What each study reveals is how TVEI worked to effect a generalised shift in the culture of schooling away from the post-war social democratic politics of education, to that of a 'managed market' and enterprise culture. In this respect, I argue, TVEI prefigured many of the reforms that were to flow from the Education Reform Act (1988).
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Adam, Catherine. « Bilinguisme scolaire breton-français du jeune enfant : les représentations parentales et leurs influences ». Thesis, Brest, 2015. http://www.theses.fr/2015BRES0072/document.
Texte intégralRésumé :
Cette recherche en sociolinguistique étudie les rapports entre langues et vie sociale à partir d'un cas d'étude particulier : celui de l'actuelle place de la langue bretonne dans le paysage linguistique breton, et plus précisément, celui du bilinguisme scolaire breton-français du jeune enfant. Apprendre et parler une langue résulte de choix - familiaux, personnels, sociétaux, politiques, économiques, etc.) directs ou indirects, plus ou moins conscients qui interviennent, en fonction des individus et des situations, à différentes périodes de la vie. Les paramètres qui président à ces choix sont nombreux et d'une grande complexité : parmi eux, les représentations que les individus ont de la langue choisie. Pour le jeune enfant breton, l'apprentissage de la langue bretonne ne découle donc pas d'un choix personnel au départ. Les parents sont les acteurs principaux de ces choix linguistiques. Aussi, ce travail a envisagé les représentations de cette langue et de son apprentissage et leurs influences, présentes dans les discours de ces parents et enfants, comme révélateurs des origines d'une pratique linguistique particulière. 42 entretiens semi-directifs (individuels ou en couple) avec les parents et 9 entretiens collectifs avec leurs enfants, retranscrits, servent de bases de données aux différentes phases d'analyses. Elles ont permis de caractériser des registres discursifs parentaux, associés à des types de profil caractéristiques et de mettre en lumière des effets d'influences sur les représentations enfantines. Cette approche à partir d'un matériau discursif vient confirmer l'intérêt de l'étude des représentations pour la compréhension des pratiques linguistiques et permet d'envisager Ia complexité d'un phénomèneThis research in sociolinguistics examines the relations between languages and social life from a particular case study: the actual place of Breton language in the Breton linguistic field, and more specifically, young child's educational bilingualism. Learning and speaking a language results from choices -familiar or personal ones, or social, or political, or economical ones, etc.-, direct or indirect, more or less conscious that intervene, in relation to individuals and situations, at different periods in life. Many parameters lead these choices and they are highly complex: among them, individual representations of the chosen language. For the young Breton child, learning Breton language does not stem from a personal's choice. Parents are the principal actors of these linguistic choices. Therefore, this work has considered the representations of this language, of its learning and their influences, present in parents' and children's discourse, as revealing the origins of a particular linguistic practice. 42 semistructured (individual or couple) interviews with the parents and 9 collective interviews with their children, transcribed, are used as a database for the different phases of the analysis. They allowed characterising parental discourse regime, linked with characteristic profile types, and they highlighted influences effects on children's representations. This approach, coming from a discursive material, confirms the interest of studying representations for the understanding of linguistic practices. It helps to consider the complexity of the phenomenon
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Terry, David Patrick. « Social Justice Education| Examining Aspects of Power & ; Privilege Influential to an Educator's Efficacy ». Thesis, Prescott College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1539453.
Texte intégralRésumé :
This thesis examines how White educators can more effectively integrate Critical Pedagogy into praxis working with predominantly White collegiate communities. It asks: How can White Male educators working in predominantly White collegiate communities, use their own power and privilege as sources of currency to catalyze student awareness of social justice and becoming agents of change in their own lives? This thesis used a mixed methods approach that incorporated heuristic and case study methodologies to address the thesis question. The heuristic study was conducted with an intensive, environmentally-focused rafting undergraduate course at Progressive College. Additionally, case study research was conducted with White Male educators working in higher education at Progressive College. The results consisted of pre/post-course questionnaires and interviews conducted with the case study participants. This thesis argues that a White Male educator's currency, including, positionality, identity, experiences and competency influences the efficacy of an educator's ability to integrate Critical Pedagogy into praxis when working within White collegiate communities. It makes claim that the alignment and similarities between student-teacher identities and experiences result in the educator being more effective in working with specific populations based on their ability to relate, be empathetic and supportive throughout the process of transformation.
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Sams-Iheme, Mira. « The psychological aspects of battered African-American women ». DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/AAIEP15793.
Texte intégralRésumé :
There is sparse research on the battering phenomena as it relates to African-American women. Therefore, this study was undertaken in order to determine whether a relationship existed between battering, depression and low levels of self-esteem in African-American women. Another purpose of this study was to obtain a profile of demographic characteristics of these battered African-American women.
The study was conducted in two battered women shelters located in metropolitan Atlanta, Georgia. The actual site locations were in Fulton and DeKalb counties. A quasi-experimental design was used. The non-random sample consisted of 53 African-American women who resided in the battered women shelters during the research period. The Beck Depression Inventory, the Coopersmith Self-Esteem Inventory and the Questionnaire for Battered African- American women were administered. l Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
Statistical procedures that were used to analyze the data from this study were frequency analysis and the Pearson R. The results indicated that there was a relationship between battering and depression in African- American women. There were also variations in the demographic data of these women.
Limitations of this research and implications for counselors are included. Recommendations for future research conclude this work.
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Stephens, Michael 1964. « The interface between education and social change efforts in civil society agencies / ». Thesis, McGill University, 2002. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=33930.
Texte intégralRésumé :
Social change strategies grounded in theory help change agents to be more effective in their efforts. This study attempts to make explicit the links between public education efforts and the social change goals of non-profit organizations through an examination of both radical humanist thought and various social change theories.This thesis maintains that public education is an essential component of lasting change, serving eleven identifiable roles in the social change process. Of particular note, education can serve to challenge the dominant corporate paradigm and to develop an informed, critical, and more active citizenry. Education can also help create an environment conducive to achieving systemic changes. It is argued that civil society organizations are well situated to play a leading role in the creation of a more just and healthy society. Public education is proposed here as an approach that shows considerable promise to move us in that direction.
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Sewell, Alexandra. « Young social beings : an investigation into the social interactions and relationships of a Year Five class ». Thesis, University of Birmingham, 2016. http://etheses.bham.ac.uk//id/eprint/7049/.
Texte intégralRésumé :
The research study employed a mixed methods research design to investigate the social interactions and relationships of a Year Five, mainstream Primary School class. The first strand of the research empirically evaluated an adaptation of the Applied Behaviour Analysis (ABA) intervention 'The Good Behaviour Game' (TGBG), which aimed to increase the positive social behaviour of the Year Five class. TGBG is a dependent group contingency, behaviour management intervention which is implemented at the whole class level. The research employed a single case, ABAB reversal design to evaluate its efficacy for promoting behaviour change for the target social behaviours of working as a team, supporting peers and positive social interactions with a peer. Observation data was also collected for a focus participant to explore the effects of a universal intervention at the targeted level of an individual participant. The second strand of the research utilised Personal Construct Psychology (PCP) to explore participants' construing of their social interactions and relationships with others. The repertory grid interview method was used to interview 8 participants. The PCP strand to the study was perceived to add an illuminative addition to the ABA strand, which incorporated a constructivist approach to understand the unique perceptions and views of the child.
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Hudack, Lawrence R. (Lawrence Ralph). « An Exploratory Investigation of Socio-Economic Phenomena that May Influence Accounting Differences in Three Diverse Countries ». Thesis, University of North Texas, 1989. https://digital.library.unt.edu/ark:/67531/metadc331531/.
Texte intégralRésumé :
This dissertation attempts to provide an exploratory structure to respond to, and tries to resolve, an existing void in international accounting research. The void is a lack of coherently structured, nation-specific, descriptive research to investigate socio-economic phenomena which may influence financial accounting. This dissertation's salient features include a political economy theory, an exploratory, sociological method, and a case study format. The political economy of accounting, introduced by Tinker [1980] and refined by Cooper and Sherer [1984], emphasizes a persuasive social relations dimension. This theory motivates selection of three countries (the United States, France, and Japan) that appear to have divergent socio-cultural environments. An exploratory and analytical approach of modified (enlarged) exogenism, developed by Smith [1973, 1976] and adapted to accounting by McKinnon [1986], provides an analytic structure for this exploratory investigation. Modified exogenism focuses upon an open, dynamic social system (the process of financial accounting), and provides analysis reflecting four major areas (the environment, intrusive events, intra-system activity, and trans-system activity). After examining the nation-specific financial accounting (socio-economic) structures for each country, an analysis of selected financial disclosures attempts to gain a better understanding of how socio-economic factors have influenced the development of financial accounting. My primary objective is to attempt to provide some insight about ,how diverse socio-political factors have impacted the development of financial accounting in three countries. Library research of nation-specific literature attempts to extract a relatively accurate picture of social, political, and economic institutions and policies, and relates such findings to financial accounting processes for each nation. This dissertation attempts to provide a necessary foundation for future theoretical international accounting harmonization studies.
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Vinit, Charles. « Les aspects règlementaires de la loi du 3 janvier 1977 portant réforme à l'aide au logement : l'accession à la propriété ». Montpellier 1, 1989. http://www.theses.fr/1989MON10019.
Texte intégralRésumé :
Cette thèse a pour objet l'analyse des modalités de l'intervention de l'Etat dans le domaine spécifique de l'accession à la propriété. Elle constitue une étude détaillée des mécanismes réglementaires de la réforme de l'aide au logement de 1977 et de sa loi du 3 janvier 1977. Cette réforme, étape marquante dans l'accession à la propriété sociale, modifie d'une part le délicat dosage existant entre l'aide à la pierre et l'aide à la personne et développe d'autre part toute une démarche nouvelle au niveau de la qualité du logement produit. Originalité, précision voire efficacité, sont les termes qui peuvent caractériser cette méthode nouvelle et particulière de distribution de l'aide de l'Etat dans le domaine de l'accession à la propriété.
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Hu, Bo. « Education for migrant children : policy implementation in the changing urban education system in China ». Thesis, London School of Economics and Political Science (University of London), 2012. http://etheses.lse.ac.uk/616/.
Texte intégralRésumé :
This thesis aims to examine the extent to which migrant children’s education policy is implemented and identifies the factors that affect the implementation of this policy in the Chinese context. In the last two decades, urban China has witnessed a rapid increase in the number of children of rural-urban migrants. It has become a public concern that migrant children do not have access to education and cannot receive as good an education as do urban children in the cities, even though there are policies formulated by the central government to tackle this issue. The thesis adopts mixed research methods to examine the implementation of migrant children’s education policy. Main sources of the evidence include semi-structured interviews, statistical data, government documents and internal reports by local schools. The thesis divides migrant children’s education policy into three parts: funding and school access policy, equal opportunity policy and school support and social integration policy. It is found that policies for migrant children are selectively or partially implemented. Some policy goals have been achieved, while others have not. Certain groups of migrant children have access to urban public schools and receive high quality education while others do not. A policy analysis shows that migrant children’s education policy is ambiguous in goals and weak in incentives, which grants local governments and schools scope to act with discretion. Non-implementation of sufficient funding and school access policy result from self-interested and habitual decisions of local governments. Implementation of equal opportunity policy is affected by the workings of the exam-oriented education system in China. Social integration policy appears to be well-implemented due to effective school support available to migrant children and good intergroup relationship between migrant and urban children. The findings imply that further policy reform is needed to improve the educational opportunities of migrant children. In particular, special attention should be focused on those policy areas not effectively implemented and more support should be directed to those migrant children who are more disadvantaged.
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Wuest, Leslie Grace. « Factors Associated with Inclusion of Spirituality in Secular Social Work Education ». PDXScholar, 2009. https://pdxscholar.library.pdx.edu/open_access_etds/301.
Texte intégralRésumé :
In a diverse society, social work practitioners must be able to work with and respect people from a wide variety of cultures and ethnicities and with different value systems and ideological perspectives, including spiritual or religious beliefs. Accordingly, social work education has begun to incorporate the topic of spirituality. This study builds upon previous studies by Dudley and Helfgott (1990) and Sheridan et al. (1994) which focused on views of faculty members regarding spirituality in social work education and support for a course on spirituality in the social work curriculum. This study goes on to examine inclusion of spirituality in general social work courses. The study involved a survey of social work faculty members who teach courses in direct practice, human development, and diversity, with a response rate of 52% (N = 222). The 40-item web survey replicated items regarding faculty views about spirituality and social work, and measures of personal experience with spirituality from Sheridan's (1994) survey. Items regarding faculty and student inclusion of spirituality, classroom management strategies, and discussion outcomes were original to this study.Results showed that in addition to 9 faculty who teach courses in spirituality, 75.1% of faculty members surveyed report a moderate or substantial discussion of spirituality in half of the courses they teach. Multiple regression analyses showed an association of faculty inclusion of spirituality to student inclusion and constructive discussions of spirituality, the school offering a separate course on spirituality, female gender, and full time status (p < .001). Faculty-reported student inclusion of spirituality was associated with faculty inclusion, conflictual discussions, constructive discussions, and use of classroom rules (p < .001). Constructive discussions of spirituality were associated with use of modeling and facilitation, faculty inclusion, and student inclusion of spirituality (p < .001). Several path models were compared using AMOS software. Results suggest that when faculty members include spirituality, students are more likely to discuss the topic. Faculty members report frequently including the topic of spirituality in the content of general social work courses. Classroom rules are related to increased student participation, and modeling and facilitation promote constructive discussion of spirituality.
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Cabrera, Hernández Francisco-Javier. « Essays on the impact evaluation of education policies in Mexico ». Thesis, University of Sussex, 2016. http://sro.sussex.ac.uk/id/eprint/63707/.
Texte intégralRésumé :
This thesis gathers research on three impact evaluations of interventions at the school and student level in Mexico. The first chapter evaluates the effects of a School Breakfast Program (SBP) on children's outcomes such as cognitive skills, illness, height and weight and grade repetition in the period 2002 to 2005. Quasi-experimental estimations provide evidence of positive effects on children's weight; however, such gains push children over their 'ideal' standardized average causing them overweight. This effect is significantly higher in the case of poorer children. The second chapter evaluates a Full-Time Primary Schools Program implemented in 2007, to work out if changing the time pupils spend at school can enhance skills in language and mathematics. Differences in Differences regressions point to a significant improvement of 0.11 standard deviations in mathematics and Spanish test scores after four years of treatment. These gains are three times higher in schools located in deprived areas and do not seem to be driven by students self-selection. The last chapter focuses on an exogenous policy change in Mexico which eliminates enforced grade repetition for all first to third grade students. This reform helped schools to reduce repetition rates from varying higher levels to almost zero in one academic year. Estimations coming from two-way fixed effects models using a panel of schools show an average reduction in dropout rates after reform implementation of 0.3% points along with no seeming effects on pupil's performance. General findings from the three chapters are of strong significance when placed into the broader debate about what works best in schools for improving children's academic performance and general education outcomes in Mexico.
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Kwok, Ka-ho, et 郭家豪. « Politics, social change and education reform in Taiwan, 1994-2008 ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2010. http://hub.hku.hk/bib/B45455831.
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Yung, Man-sing, et 容萬城. « Education and the labour market : the implications of higher education expansion in Hong Kong in the1990s ». Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955976.
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Agbley, Gideon Kofi. « Social mobility and education in Ghana : interactions between capabilities and educational outcomes ». Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609844.
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Christensen-Needham, Vicki. « Primary teachers’ perceptions of the social and emotional aspects of gifted and talented education ». Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5014.
Texte intégralRésumé :
This study investigates the impact that teacher attitudes and experiences have on their understandings of the social and emotional characteristics and needs of gifted and talented children. It addresses the issues within Aotearoa New Zealand Primary school settings. The study used a mixed methodology approach. Quantitative data was collected in the form of questionnaires to collect information from a range of participants and to identify potential participants for individual interviews. More in-depth qualitative data were collected through semi-structured interviews conducted with four teachers.
The findings suggest that many teachers are uncertain about the social and emotional characteristics and needs of gifted and talented children. Teachers expressed positive attitudes towards gifted and talented children while acknowledging their lack of personal knowledge about gifted and talented education. The findings also identified teachers‘ frustrations at barriers affecting their ability to support gifted and talented children‘s social and emotional needs in their classroom programmes, including, limited personal knowledge and skills, lack of professional development, lack of time to spend with gifted and talented children, and school directed priorities for meeting the needs of other children.
The findings of this study have implications for teachers wanting to support gifted and talented children, educators interested in the social and emotional needs of gifted and talented children, and those responsible for gifted and talented education (GATE) programmes and GATE professional development. It would seem that it is highly desirable for all teachers to have professional development in gifted and talented education, in order to better understand social and emotional aspects, and thereby provide a more supportive environment where gifted and talented children can learn and grow.
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Althonayan, Mona. « Evaluating stakeholders performance of ERP systems in Saudi Arabia higher education ». Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7502.
Texte intégralRésumé :
Enterprise resource planning (ERP) systems are complex and comprehensive software packages designed to integrate business processes and functions. Despite the difficulties and risks of implementing such a system, the last decade has seen a remarkable global diffusion of such systems. To cope with technical developments, the Saudi Arabian government is starting to implement them in both private and public organisations, including the higher education (HE). HE in Saudi Arabia applies integrated solutions to replace existing systems, supporting all its business functions and improving effectiveness and efficiency. Evaluating the impact of ERP adoption on stakeholders’ performance is complex and no single existing model was considered adequate. To overcome their various weaknesses, this study integrates three models (Task Technology Fit, the Information Systems Success Model and End User Computing Satisfaction) to produce a new model which offers a comprehensive view of the most important factors affecting stakeholders’ performance. This integration results in a theoretical framework that is used as model for empirical investigations of the impact of ERP systems on HE stakeholders. The aim of this research is to assess the impact of ERP systems on Saudi academic institutions, focusing on stakeholders’ post-implementation performance. Three case studies are examined, using mixed methods of interviews and questionnaires to collect quantitative and qualitative data. SPSS 20 and analytical techniques were undertaken to analyse case studies data. While the results varied according to the circumstances of each case, the overall quantitative findings were that there were six significant factors in the system quality dimension (timeliness, flexibility, ease of use, content, currency and authorisation) and two (reliability and responsiveness) in the service quality dimension. These results were consistent with those of the qualitative phase, which identified a number of other factors having a significant impact on stakeholder performance: resistance to change, continuous training and education, appropriate systems customisation and top management support. In general, it was found that ERP systems had a significant of positive and negative nature impact on HE stakeholders’ performance and productivity in Saudi Arabia.
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Sirkhotte, Widad. « The incorporation of social cohesion in an initial teacher education programme in the Western Cape ». Thesis, Cape Peninsula University of Technology, 2018. http://hdl.handle.net/20.500.11838/2626.
Texte intégralRésumé :
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2018.This is a qualitative study that explores social cohesion in terms of how it is understood by, teacher educators and pre-service teachers, and how it is incorporated, taught, and experienced in an initial teacher education (ITE) programme that is located within one university in the Western Cape, South Africa. It uses semi-structured interviews, observations, and a focus group interview to understand how teacher educators think about and teach social cohesion. Moreover, it focuses on how fourth year pre-service teachers experience the programme in relation to debates on social cohesion. Findings suggest that teacher educators’ understandings and pre-service teachers’ backgrounds influence their experiences of an ITE programme. It further suggests that pre-service teachers do develop attitudes and pedagogies for social cohesion, all be it unevenly so. This study contributes to better understandings of social cohesion as a priority of South African government, and how it is experienced by pre-service teachers in an ITE programme. In so doing, it contributes to how social cohesion may be realised in post-apartheid South Africa.