Literatura científica selecionada sobre o tema "Adaptation scolaire – Participation des parents"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Índice
Consulte a lista de atuais artigos, livros, teses, anais de congressos e outras fontes científicas relevantes para o tema "Adaptation scolaire – Participation des parents".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Artigos de revistas sobre o assunto "Adaptation scolaire – Participation des parents"
Normandeau, Sylvie, e Isabelle Nadon. "La participation des parents à la vie scolaire d’enfants de deuxième année". Articles 26, n.º 1 (17 de outubro de 2007): 151–72. http://dx.doi.org/10.7202/032032ar.
Texto completo da fonteHohl, Janine. "Qui sont « les parents »? Le rapport de parents immigrants analphabètes à l’école". II. Les essais de maîtrise de l’école par les familles, n.º 35 (2 de outubro de 2002): 51–62. http://dx.doi.org/10.7202/005126ar.
Texto completo da fonteCharette, Josée. "Stratégies parentales déployées pour soutenir l’expérience socioscolaire d’élèves récemment immigrés : un fort investissement « en marge » de l’école". Alterstice 6, n.º 1 (5 de dezembro de 2016): 121–32. http://dx.doi.org/10.7202/1038284ar.
Texto completo da fonteClaes, Michel, e Judith Comeau. "L’école et la famille : deux mondes ?" II. Les essais de maîtrise de l’école par les familles, n.º 35 (2 de outubro de 2002): 75–85. http://dx.doi.org/10.7202/005075ar.
Texto completo da fonteMorgan, Nicholas, Christine de Tarr, Patricia Janissin e Thomas Chaurin. "La participation des parents dans l�enseignement scolaire en �cosse". Administration & �ducation N�153, n.º 1 (2017): 137. http://dx.doi.org/10.3917/admed.153.0137.
Texto completo da fonteProulx, Jean-Pierre. "Le système électoral scolaire". Débats 16, n.º 2 (20 de novembro de 2008): 145–73. http://dx.doi.org/10.7202/040070ar.
Texto completo da fonteDeslandes, Rollande, e Richard Bertrand. "Motivation des parents à participer au suivi scolaire de leur enfant au primaire". Revue des sciences de l'éducation 30, n.º 2 (12 de abril de 2006): 411–33. http://dx.doi.org/10.7202/012675ar.
Texto completo da fonteDoucet, Jean-Jacques, Anouk Utzschneider e Jimmy Bourque. "Influence parentale sur le rendement scolaire : comparaison entre des élèves nés au Canada et des élèves nés à l’extérieur du pays". Nouveaux cahiers de la recherche en éducation 12, n.º 2 (30 de julho de 2013): 227–42. http://dx.doi.org/10.7202/1017469ar.
Texto completo da fonteDeslandes, Rollande, e Louise Lafortune. "La collaboration école-famille dans l’apprentissage des mathématiques selon la perception des adolescents". Articles 27, n.º 3 (7 de fevereiro de 2005): 649–69. http://dx.doi.org/10.7202/009968ar.
Texto completo da fonteMontandon, Cléopâtre. "Les relations des parents avec l’école". II. Les essais de maîtrise de l’école par les familles, n.º 35 (2 de outubro de 2002): 63–73. http://dx.doi.org/10.7202/005192ar.
Texto completo da fonteTeses / dissertações sobre o assunto "Adaptation scolaire – Participation des parents"
Poisson, Émilie. "Construction et évolution du devenir élève chez les enfants de grande section d'école maternelle : approche écologique du rôle de l’implication parentale dans la vie éducative à l’école et au domicile". Electronic Thesis or Diss., Bordeaux, 2023. http://www.theses.fr/2023BORD0473.
Texto completo da fonteThe existence of links between parental involvement, – a multi-dimensional process that involves parents engaging in educational practices inside and outside school to promote learning, socio-affective development and the child's positive experience of school – and children's development at school is commonly asserted in educational psychology (Barger & al., 2019; Ma & al., 2016) and consistent with a psycho-developmental and contextual perspective (Bronfenbrenner, 1979, 1996; Malrieu & Malrieu, 1973). However, few studies simultaneously investigate the link between parental involvement and all the academic, socio-affective and experiential components of Becoming Student – a psycho-social and cultural process that develops in and through interpersonal relationships within different contexts, and enables the development of unique school experiences. It reflects the child's appropriation of school expectations and norms, which evolve as he or she progresses through the school system–. Moreover, these studies focus rarely on 5-6 year-olds, and do not consider the evolution of the societal context or the dynamics of the link between parental involvement and Becoming Student as children approach the elementary school. The aim of this thesis is to propose a holistic study of Becoming Student and parental involvement in nursery school children in a French cultural context. The aim is (1) to develop measurement tools adapted to the study of the different dimensions of Becoming Student and parental involvement (objective 1), (2) to examine, from a longitudinal, psycho-developmental and contextual perspective, Becoming Student (objective 2), parental involvement (objective 3) and the quantitative (objective 4) and qualitative (objective 5) links between their different components/dimensions. To achieve these objectives, nursery schoolteachers of 5–6-year-olds in 19 schools completed a Becoming Student questionnaire on three occasions (at the beginning, middle and end of the school year) for each child whose family had agreed to participate. At the same time, these families (202, from contrasting socio-economic backgrounds) completed a questionnaire on parental involvement at the same three times. A few parents and their children were also interviewed on a one-to-one basis for the qualitative aspect of the study. Based on validated questionnaires, latent profile analyses enable us to identify Becoming Student and parental involvement profiles. The number of Becoming Student profiles varies according to the time of year. At each time of year, the Becoming Student profiles are mostly distinct from one another in terms of average student level. Parental involvement profiles, which also vary in number depending on the period, are distinguished more by the nature of their practices at each time of year. For Becoming Student, as for parental involvement, belonging to specific profiles is predicted by specific socio-demographic variables. These predictions vary with time. Next, analyses with Random-Intercept Cross-Lagged Panel Models document the bi-directional links between parental involvement and Becoming Student. Effect sizes, though often small, and their valence, positive or negative, depend on the dimensions/components included in the model. Finally, the illustrated cases show the uniqueness of parents' relationships with school and their children's school experience. They allow us to examine the active role played by individuals in understanding the links between parental involvement and Becoming Student
Gunesee, Anishta Devi. "Accompagnement éducatif parental : adaptation socio-affective et compétences scolaires de l’enfant de grande section de maternelle". Thesis, Paris 10, 2013. http://www.theses.fr/2013PA100207/document.
Texto completo da fonteParents have developed an increasing interest for their child’s schooling during these past few years. The present study tries to understand family education processes which promote the socio-emotional adaptation and school skills of young children.Data has been collected during the school year 2007-2008. Participants and investigative tools vary according to the stages of the research. For the first part, parents (N=215) complete a questionnaire about their educational support towards their child. During the second part, parents and teachers complete the PSA questionnaire (parent’s version is still in validation and teacher’s version developed by Dumas, Lafreniere, Capuano, and Durning, 1997). The socio-emotional adaptation of the child (N=59, 28 boys and 31 girls) was established. For the third part, the children perform the Boehm-R test (Boehm-R, 1989) which evaluates the basic skills that a child must acquired at the end of the kindergarten (N = 53, 24 boys and 29 girls). The consultation of the booklet assessment of each child/young student yielded information on their acquisitions during the school year.The results show a trend of homogenization of paternal and maternal educational support, although paternal and maternal differences are observed depending on the level of education of the parent, the sex and birth order of the child, as well as on the sibling.However, the sex of the child does not affect his socio-emotional adjustment or academic skills. Links between the emotions of the young child with the Boehm-R score are established, while some aspects of educational support of the father and mother have an impact on the socio-emotional adjustment and academic skills of the child.Though vigilance is recommended while interpreting the results of this study, it demonstrates, on one hand, the complex combination of individual and socio-economic components of the parental educational support and, on the other hand, the educational support of parent in socio-emotional development and academics skills of young children
Charlot, Colomès Angel Anne-Lise, e Colomès Angel Anne-Lise Charlot. "Mothers' and teachers' autonomy support on students' school adjustment : the mediating role of satisfaction and frustration on basic psychological needs". Master's thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/37920.
Texto completo da fonteIl existe une riche littérature portant sur la contribution du soutien à l’autonomie de la mère et des enseignants sur l’ajustement des jeunes en milieu scolaire. Cependant, peu d’études ont tenté d’évaluer les mécanismes responsables de ce lien. Fondée sur la théorie de l’autodétermination (TAD ; Ryan & Deci, 2017), la présente étude tente de combler les lacunes empiriques en évaluant un modèle qui explore le rôle médiateur des besoins psychologiques chez les jeunes dans la relation entre le soutien à l’autonomie de la mère et des enseignants et leur ajustement à l’école. L’échantillon était constitué de 271 jeunes mauriciens du secondaire (127 garçons, 144 filles) de 10e et 11e années (âge moyen de 15,5 ans) ayant répondu à un questionnaire mesurant leurs perceptions des relations avec leur mère et leurs enseignants, ainsi que leur ajustement scolaire, social et émotionnel. Les analyses basées sur la modélisation par équations structurelles ont révélé que la satisfaction et la frustration des besoins psychologiques agissent comme médiateurs entre le soutien à l’autonomie et l’ajustement, mais selon des patrons d’associations distincts pour la mère et les enseignants. Ces résultats sont abordés et discutés à la lumière de la TAD. Les principales limites et implications de l’étude sont également soulevées
is a broad literature that depicts the relationship between mothers’ and teachers’ autonomy support on students’ adjustment at school. Yet, the mechanisms underlying this link have received less attention. Grounded on the self-determination theory (SDT; Ryan & Deci, 2017), the present study aimed to address this gap in the literature by testing a model illustrating basic psychological needs satisfaction and their frustration as mediators in the association between autonomy support and school adjustment. The sample consisted of 271 Mauritian adolescent students (127 boys, 144 girls) in 10th and 11th grade (mean age of 15,5 years old) who responded to a questionnaire measuring their perceived relationships with their mother and teachers as well as their academic, social and emotional adjustment. Analyses relying on structural equation modeling showed that basic psychological needs satisfaction and frustration mediated the relationship between autonomy support and school adjustment. However, distinct patterns of mediation were observed from mothers and teachers. These results are presented and discussed based on SDT. The limitations and implications of the present study are also highlighted.
is a broad literature that depicts the relationship between mothers’ and teachers’ autonomy support on students’ adjustment at school. Yet, the mechanisms underlying this link have received less attention. Grounded on the self-determination theory (SDT; Ryan & Deci, 2017), the present study aimed to address this gap in the literature by testing a model illustrating basic psychological needs satisfaction and their frustration as mediators in the association between autonomy support and school adjustment. The sample consisted of 271 Mauritian adolescent students (127 boys, 144 girls) in 10th and 11th grade (mean age of 15,5 years old) who responded to a questionnaire measuring their perceived relationships with their mother and teachers as well as their academic, social and emotional adjustment. Analyses relying on structural equation modeling showed that basic psychological needs satisfaction and frustration mediated the relationship between autonomy support and school adjustment. However, distinct patterns of mediation were observed from mothers and teachers. These results are presented and discussed based on SDT. The limitations and implications of the present study are also highlighted.
Buzy, Claire. "Formes et enjeux de la relation parents-enseignants : ethnographie d’une école primaire publique de la grande banlieue bordelaise". Thesis, Bordeaux 2, 2012. http://www.theses.fr/2012BOR21981.
Texto completo da fonteSeveral recent studies showed that parents' involvement in their children schooling increases the likelihood that children can progress in optimal way in the field of learning and in the point of view of attitudes. However, even if the institution tends to strengthen the relationships between parents and teachers, both of them do not reach the same communication situations and the instances of school life. As a result, a quite noticeable tension takes place within the educational community. This tension was observed between the actors of the school themselves (teachers and other members of the educational team) and the parents or their representatives. This thesis adopts an approach of ethnographic immersion in the research environment (primary school and kindergarten) to show the interdependence of relationships between parents and teachers and the related stakes. It is based on the observations made in vivo, and the research interviews conducted between teachers and parents, the study on continuation of the students' achievements in order to study the social and scholar construction of the relationships between parents and teachers and to assess the effects of parents involvement in scholar adaptation of students, taking a particular account the parents educational level and their social status. In addition to the differences in the nature and quality of parents-teachers relations, the thesis highlights the relationship between the parental involvement and students adaptation
Ben, Ouada Jamoussi Hanène. "Performance scolaire et investissement éducatif parental : cas des familles françaises". Paris 2, 2009. http://www.theses.fr/2009PA020100.
Texto completo da fonteSindou, Gabriel. "Valorisation de soi images parentales et situation scolaire : adaptation et vulnérabilité chez des enfants de parents divorcés". Paris 5, 1989. http://www.theses.fr/1989PA05H018.
Texto completo da fonteFor this research, we have made a double approach : comparative and clinical. On the whole, the results show an important link between a good self-valorization and the school success of the children (either divorced or united parents). However the divorce increases the difference of valorization between good and bad pupils. If they fail at school, the children of divorced parents declare a weak self-esteem, give depreciated self-images through the drawings of the family, and show difficulties to lead and succeed enterprises in the projective test dpi. These children valorize the mother more than the father. But if they succeed at school, the children of divorced parents show a good self-image and have also a valorized image of both parents. In conclusion, self-valorization and parental images are widely influenced by the school results, highly prised in our society. The child of divorced parents, is more vulnerable and if he fails at school he tends to feel more deeply the parents' unsatisfaction as a loss of love. That determines for much the self-valorization
Bacro, Fabien. "Spécificité des liens entre l'adaptation socioscolaire, la qualité de l'attachement à la mère et la qualité de l'attachement au père des enfants de 3 à 5 ans". Nantes, 2007. http://www.theses.fr/2007NANT3012.
Texto completo da fonteThe aim of this study is to know if some aspects of social and school adjustment of 3 to 5 year old children are specifically linked with attachment to mother and more particularly with attachment to father. In this way, specific attachment representations to mother and to father of 138 children were explored with a french adaptation of the Attachment Story Completion Task (Miljkovitch & al. , 2003), peer intercations were observed during free play sessions at school, behaviour problems were evaluated with a french adaptation of the Child Behavior Check List (Fombonne, 1988) filled out by mothers and chilren’s school adjustment was evaluated with a teacher questionnaire (Florin, Guimard & Nocus, 2002). Results show that wether some aspects of social and school adjustment are specifically linked with attachment to mother and to father, some others seem to be simultaneously linked with attachment to both parents. Finally, whereas very strong links between quality of attachment relations and representations to both parents were found, taken together our results suggest that children develop independent relationships and specific attachment representations to mother and to father. Moreover, these results lead us to reconsider the way to evaluate quality of attachment relationships and to explore children’s specific attachment representations
Giguère, Catherine. "La participation des pères et des mères au suivi scolaire de leur adolescent : liens avec la réussite scolaire à 15 ans". Doctoral thesis, Université Laval, 2019. http://hdl.handle.net/20.500.11794/36681.
Texto completo da fonteSavard, Louise. "La participation féminine en milieu scolaire et l'évolution des motivations justifiant cette action bénévole". Master's thesis, Université Laval, 1987. http://hdl.handle.net/20.500.11794/29287.
Texto completo da fonteMarcotte, Julie. "L'influence de la famille dans l'ajustement scolaire des adolescents". Doctoral thesis, Université Laval, 2004. http://proquest.umi.com/pqdweb?did=888829341&sid=24&Fmt=2&clientId=9268&RQT=309&VName=PQD.
Texto completo da fonteLivros sobre o assunto "Adaptation scolaire – Participation des parents"
Coustumer, Roselyne Le. L'enfant, les parents, l'école: Un trio de choc. Paris: Ellipses, 2009.
Encontre o texto completo da fonteSzejer, Myriam. L'entrée à la maternelle: Une grande aventure pour l'enfant. Paris: Albin Michel, 2004.
Encontre o texto completo da fonteLamming, Clive. T 'es pas si nul--: Les parents et la réussite scolaire. Paris: M.A. Editions, 1989.
Encontre o texto completo da fonteBéliveau, Marie-Claude. Au retour de l'école: La place des parents dans l'apprentissage scolaire. Montréal: Éditions de l'Hôpital Sainte-Justine, 2004.
Encontre o texto completo da fonteOntario. Commission d'amélioration de l'éducation. Rapport sur le rôle des conseils d'école : la voie de l'avenir III. Toronto, Ont: Commission d'amélioration de l'éducation, 1998.
Encontre o texto completo da fonteA, Cowan Philip, ed. The family context of parenting in children's adaptation to elementary school. Mahwah, N.J: L. Erlbaum Associates, 2005.
Encontre o texto completo da fonteDuclos, Germain. Guider mon enfant dans sa vie scolaire. Montreal: Editions de l'Hopital Sainte-Justine, 2001.
Encontre o texto completo da fonteDuclos, Germain. Guider mon enfant dans sa vie scolaire. 2a ed. Montréal: Éditions du CHU Sainte-Justine, 2006.
Encontre o texto completo da fonteCroteau, Sylvie. Stressante la rentrée scolaire?: Un livre qui s'adresse aux parents d'enfants de maternelle et de premier cycle. Saint-Hubert, Qc: Éditions Melonic, 2005.
Encontre o texto completo da fonteVermeil, Guy. Le retard scolaire: Retard vrai ou maturité décalée. Paris: Ellipses, 1999.
Encontre o texto completo da fonteCapítulos de livros sobre o assunto "Adaptation scolaire – Participation des parents"
Méndez, Hersilia. "Parent Involvement and Leadership in Action". In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0014.
Texto completo da fonteBRUJA, CARMEN-VASILICA. "DEVELOPMENT OF SOCIO-EMOTIONAL COMPETENCES OF PRESCHOOLERS THROUGH INTERVENTION PROGRAM". In Values, models, education. Contemporary perspectives. Eikon Publishing House, 2022. http://dx.doi.org/10.56177/epvl.ch35.2022.en.
Texto completo da fonteOppong, René Wéry With Christine. ".Household Labour Allocation and Mobility in Times of Crisis". In Population and Poverty in the Developing World, 161–88. Oxford University PressOxford, 1999. http://dx.doi.org/10.1093/oso/9780198293002.003.0010.
Texto completo da fonteTrabalhos de conferências sobre o assunto "Adaptation scolaire – Participation des parents"
Shurykina, S. A., e S. M. Uteva. "Organization of Support for Children with Partial Insufficiency of Predominantly Regulatory Component of Activity in a Center for Psychological, Pedagogical, Medical and Social Assistance: Difficulties and Opportunities". In Proceedings of III Research-to-Practice Conference with International Participation “The Value of Everyone. The Life of a Person with Mental Disorder: Support, Life Arrangements, Social Integration”. Terevinf, 2023. http://dx.doi.org/10.61157/978-5-4212-0676-7-2023-152-158.
Texto completo da fonteSerigatti, Giulia, Marcele Pescuma Capeletti Padula e Camila Waters. "Nursing care for patients diagnosed with epilepsy: bibliographic research". In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.304.
Texto completo da fonteOtero-Mayer, Andrea, Consuelo Vélaz-de-Medrano e Eva Expósito-Casas. "FAMILY INVOLVEMENT IN ECE THROUGH THE FIQ (FAMILY INVOLVEMENT QUESTIONNAIRE) IN SPAIN". In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end103.
Texto completo da fonteRelatórios de organizações sobre o assunto "Adaptation scolaire – Participation des parents"
Demeuov, Аrman, Ordenbek Mazbayev, Gulbanu Aukenova, Ihor Kholoshyn e Iryna Varfolomyeyeva. Pedagogical possibilities of tourist and local history activities. EDP Sciences, junho de 2021. http://dx.doi.org/10.31812/123456789/4620.
Texto completo da fonte