Дисертації з теми "Adaptation scolaire – Participation des parents"
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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.
The 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.
Parents 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, and 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.
Il 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.
Several 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.
Sindou, 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.
For 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.
The 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.
Savard, 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.
Marcotte, 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.
Couture, Germain. "Adaptation dans un contexte scolaire : évaluation et évolution du risque au cours de l'enfance." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0005/NQ43056.pdf.
Beaulieu, Geneviève. "L'intimidation subie et les difficultés d'adaptation psychosociale et scolaire d'élèves du primaire : examen de l'effet modérateur du groupe de victimes et de la participation à des activités parascolaires." Mémoire, Université de Sherbrooke, 2013. http://hdl.handle.net/11143/6399.
Desravins, Gardiner. "La contribution des parents haïtiens analphabètes dans la réussite scolaire de leurs enfants." Thesis, Paris, CNAM, 2019. http://www.theses.fr/2019CNAM1270.
This research explores the knowledge and skills mobilized by illiterate Haitian parents to promote the academic success of their children, in the department of Nord’Est, the city of Fort-Liberté in particular. It gives a special place to children's words. The target population consists of illiterate Haitian parents with school-age children (grade 7 to grade 9), students, teachers, school principals.More precisely, our research looks into the conditions of help and mediation in the interactions between parents and children. To do so, we opted for the construct of professional didactics while crossing the theoretical and conceptual contributions of many authors, such as Line Numa-Bocage for didactic mediation, Bernard Charlot for the relation to knowledge, Pierre Pastré for professional didactics, Lev Vygostki for the socioconstructivist approach. Three types of data were collected via a questionnaire, semi-structured interviews, and video-films. To analyze the data, the content analysis advocated by Laurence Bardin was used. The objective of this research is, on the one hand, to identify the educational strategies parents resort to in the education of their children in order to update the knowledge and skills of these parents considered as illiterate; and on the other hand, to shed new light on the problem of education in Haiti. In fact, we hope to challenge established certainties by providing tools for reflection so as to better understand the issues of academic success
Franiatte-Ouedraogo, Christine. "L'effet du suivi de la mère sur la réussite scolaire de l'enfant." Master's thesis, Université Laval, 1989. http://hdl.handle.net/20.500.11794/29433.
Houetchenou, Gbétonhoun Bernard. "Le soutien des parents dans la scolarisation des enfants au sud du Bénin : cas de la commune de Sô-Ava." Thesis, Besançon, 2013. http://www.theses.fr/2013BESA1019.
The main purpose of this research work is to make explicit, and understand the mechanisms underlying aspects of the relation between children of 5 to 6 years adaption to school and parental support in unprivileged life conditions. To succeed in doing this, we submitted to the facts proof our model of parental school support which deals with poverty and/or insecurity, perceptions and representations of difficulties related to adaptation to school, socio-family support, models of family socialization and parental commitment in school. The first step dealt with evaluation of how 146 children in Primary One adapt to school through a questionnaire filled by teachers (Florin, Guimard & Nocus, 2002). The second step is devoted to collection of information through directed talk with 48 parents (24 parents whose children adaptation to school is suitable and 24 parents whose children have difficulties in adaptation to school) upon dimensions of parental support in school. The results obtained give proof of important links between most of the variables of our model of parents’ support and children adaptation to school. On the basis of those links, three types of parents’ profiles who either promote or make problematic children adaptation to school are established:(i) Parents who promote on some average children adaptation to school(ii) Parents who strongly promote children adaptation to school(iii) Parents who produce difficulties to children adaptation to schoolThose type profiles vary in particular according to the perceptions and representations parents have of their life conditions, their children difficulties at school, of family and social support they have or not, of the family socialization model they promote and of their commitment in school. The result of this research work will be better off being popularized to parents and teachers. Better, their being taken into account in strategies of early prevention of children’ difficulties in adaptation to school through professionals of education’s actions with families are so much paths of work that we will carry on with as a continuation of this research work
Boyer, Isabelle. "Analyse de l'organisation de l'environnement scolaire de l'enfant et du discours parental : quelles ethnothéories adultes les sous-tendent? : étude culturelle comparative (Jakarta, Londres, Paris) auprès de trois classes d'âge (de 4 à 7 ans)." Paris, EHESS, 1997. http://www.theses.fr/1997EHESA019.
Arapi, Enkeleda. "Implication des parents et des enseignants : quel lien avec la réussite scolaire des élèves du primaire?" Doctoral thesis, Université Laval, 2017. http://hdl.handle.net/20.500.11794/28124.
The general objective of this thesis is to study the forms of parental and teacher involvement in the school-family-community relationship and the impact of these forms on primary school achievement.. More specifically, it consists of three objectives, which correspond to the three articles of the thesis. The first objective, discussed in the first article, is the theoretical study of the links between the forms of parental involvement (IMPP), the socio-economic status of the family (SES), and the student's academic success. This objective is achieved through a metasynthesis based on the examination of meta-analyzes, the aim here being to identify the links that research has so far established between these three variables, parental involvement (IMPP), academic achievement and socio-economic status of the family (SES), taking into account the methodological difficulties of their study. In particular, the analysis found that different definitions of IMPP, SES, and success measurement tools contribute to differences in the outcomes of studies with respect to the impact of parental involvement on student achievement. The second objective of this thesis is to study the forms of IMPP from the SES of the family, the forms of teacher involvement (IMPE) and to identify the links with the achievements of primary school children. The reference frame is that of the bio-ecological model of Bronfenbrenner (1979) and the model of the shared influence of Epstein (2009). These two models allow the study of IMPP and IMPE from the activities of parents and teachers, the roles of parents and teachers, and interpersonal relationships. To do this, a quantitative approach was adopted. The study sample consisted of 239 students and parents, and 46 teachers. The results show that the forms of the IMPP, such as school-family communication and learning at home, are favored by the parents and at the same time that they do promote success. The study also confirms that the feeling of parental competence is an important vector in motivating parents to get involved in school and at home. Moreover, the results show that parents' education influences the success and the choice of the parents to get involved with their children more than family income. On the other hand, this study explores the forms of IMPE by asking the teachers what it actually put in place to solicit parental involvement at school and at home. For example, teachers promote family-school communication and information for home learning, which the goal of enabling parents to better help children at home. However, while the findings did not clearly reveal which forms of IMPE support success, this study helped to advance knowledge about the teachers’ role and actions in soliciting parent collaboration. The third objective aims at identifying the forms of IMPP and IMPE from the discourses of parents and teachers, and the strengths and weaknesses in the relationship between the actors. To do so, a qualitative approach was favored, using a sample of 14 primary teachers and 45 parents from 7 primary schools in the national capital, Québec. The results revealed the convergence in the forms of the IMPP and the IMPE as school-family communication and home studying. Moreover, by confronting the reasons, expectations and perceptions of the actors, the results revealed that the main reason for their motivation is the student's success. Generally, parents and teachers are sensitive to the same difficulties that surround their relationship: the distance between school and family, the lack of communication, the loss of parent's confidence in the teacher, lack of time etc. The partners recognized that the climate is generally conducive to collaboration. However, the strengths and weaknesses that emerged from the actors' discourse made it possible to nuance and better understand the tensions surrounding the relationship between parents and teachers.
Pelletier, Mylène. ""Maman, papa, ça va bien se passer, hein?" : l'attachement aux parents comme facteur de protection pour les jeunes qui s'inquiètent de leur passage au secondaire." Thesis, Université Laval, 2010. http://www.theses.ulaval.ca/2010/27030/27030.pdf.
Schmitz-Carof, Muriel. "Estime de soi et adaptation scolaire : étude comparative d'enfants de grande section de maternelle et de cours élémentaire 2e année : croisement des regards : enfants, parents, enseignants." Brest, 2011. http://www.theses.fr/2011BRES1016.
This research was primarily to review the relationship between self-esteem of young children and their school adjustment. Our intention was also to compare the views of children, teachers and parents about children’s academic skills and their self-perception. 119 pupils of kindergarten and 3rd grade and their parents and teachers participated in this study. Self-esteem was apprehended with the aid of a computer tool for exploring the perception of self and school (EPSE), inspired from the Self Perception Profile (Harter, 1982). A projective test chart has explored the capacity representing children of 5 and 8 years about their school experiences. The views of teachers and parents were respectively collected from questionnaires completed for each child in the study. The analysis results showed that children are able, from 5 years to estimate their value as a person and as a student. Children CE2 nevertheless offer a more objective assessment. The projective test chart showed that all children capable of representing places and activities associated with the school. 5 years children produce pictures less developed and more focused on leisure activities than 8 years represent scenes evoking mostly school work. It appeared that children who express at least once in EPSE negative perceptions of themselves or about school produce designs of lower quality than those who perceive themselves in positive ways. The study of adult responses to questionnaires showed that their views influence those of children and teachers are generally more severe than parents to assess students’ skills. All the results obtained tend to confirm the existence of links between self-esteem of children and their school adjustment. They corroborate the idea that children‘s self-esteem is constructed from their feelings within their family and school and depending on feedback and expectations of their teachers reference (parents and teachers)
Durning, Paul. "Relations, climat et education dans les groupes familiaux et les organisations de suppleance familiale." Paris 10, 1990. http://www.theses.fr/1990PA100016.
This families education thesis brings together a set of psychosociological analysies conducted in families and child care residential settings. This thesis is compounded of four volumes : volume one proposes a synthetic approach of educatif process in family groups and residential settings; volume two reports a psychosociological research conducted in five child care residential settings in france; volume three reports a study of family relations of 80 school boys aged 8, family relations are partially related to academic achievement and school behavior; a qualitative approach of boys perceptions is initiated; volume four is composed with articles and papers focused on child residential education
Zeind, Ariane. "La perception des parents bénévoles par rapport à leurs conditions de participation étude auprès de huit écoles primaires de la grande région de Montréal /." [S.l. : s.n.], 2007.
Yé, Doumbo Gautier. "Les influences familiales sur les parcours de formation chez des étudiants universitaires burkinabè." Doctoral thesis, Université Laval, 2021. http://hdl.handle.net/20.500.11794/70268.
Family support is essential for children's schooling. In addition to providing financial, material, and motivational support (Shumba & Naong, 2013; Feyfant, 2011), many family members seek to influence their children's educational and career choices. Important factors are highlighted to explain why family members want to influence their children's educational and career choices. Thus, several studies reveal the importance of socio-economic factors such as parental socio professional category in determining young people's careers. For example, family income seems to have more influence in the decision-making balance of young people's training and career choices. However, educational influences differ according to socio-cultural contexts (Desmet & Pourtois, 1993). In our research, we chose to explore the influences of family members on their children's choice of educational pathways through a qualitative interview approach. This is an exploratory study based on the theory of action in context of Young et al. (2002). We draw on the theory of action in context to understand family influences. For this theory, the family environment plays a determining role in an individual's educational and career orientation. We conducted 33 semi directive interviews with Burkinabè and Canadian students from all cycles and various training programs at Université Laval using an interview guide consisting of about ten questions. The results reveal that family influences appear to have an impact on the educational choices of the students interviewed. These influences may be implicit or explicit. They are expressed in a variety of forms, whether consciously intended or not. Thus, we have highlighted the types of families that may or may not contribute to promoting a room for dialogue and consultation as far as student's academic and career orientation are concerned. The influences of family members on the choice of educational pathways can provoke some reactions. And this is translated into questioning, which leads to the adoption of diverse attitudes among students, resulting in different profiles of training or career path choices among them.
Deslandes, Rollande. "Collaboration entre l'école et les familles : influence du style parental et de la participation parentale sur la réussite scolaire au secondaire." Doctoral thesis, Université Laval, 1996. http://hdl.handle.net/20.500.11794/37926.
Québec Université Laval, Bibliothèque 2019
Guyon, Nina. "Essais sur l'éducation, les intéractions sociales et la ségrégation." Paris, EHESS, 2012. http://www.theses.fr/2012EHES0160.
This thesis aims at answering one question : how much is my circle influencing me ? Firsly, I focus on the questions "How much would we be different if our parents were more involved in school?" and "Is it actually possible to increase parental involvement ?". Chapter 1 reviews in details the economic, psychological and sociological literatures on parental involvement in school, while the policy evaluation presented in chapter 2 provides large scale experimental evidence on the potential benefits on parental involvement for children's success. Chapter 3 then evaluates the impact of several communication tools on parental participation to school meetings. The third question on wich I will focus is : "What is the impact of tracking student by ability accross schools ?". Analyzing the discontinuity in the distribution of educational outcomes across cohorts and local areas due to a reform in Northern-Ireland, chapter 4 shows that the net effect on the 'detracking' reform was a very significant increase in national examination results at the end of compulsory schooling as well as at the end of 'high school'. Finally, if the way children are allocated across schools matters, then the way families are allocated across neighborhoods also does as children often attend the nearest school from their home. The final question that I try to answer is thus : "How strong is income segregation in France and how does it evolve ?". Chapter 5 studies income segregation in the 2000's at the several geographical levels and describes the underlying neighborhood choices of moving households
Da-Costa, Lasne Annie. "La singulière réussite scolaire des enfants d'enseignants : des pratiques éducatives parentales spécifiques ?" Phd thesis, Université de Bourgogne, 2012. http://tel.archives-ouvertes.fr/tel-00781692.
Tulk, Linda. "Incidence du travail des parents et autres conditions parentales sur le bien-être psychologique et la réussite éducative des adolescents canadiens." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/30008/30008.pdf.
The main purpose of this thesis is to analyze the potential contribution of certain work conditions of the parents on the family and, ultimately, on the psychological well-being and educational success of young Canadians. Young people refer to the cohort aged 12-15, who typically attend High school. This project is from the large sample of Canadian data from the NLSCY - the national longitudinal survey of children and youth - Statistics Canada. The themes identified in this study are at the heart of current social issues. It is now recognized that educational success represents major social concerns giving rise to large mobilizations. Family remains an anchor point in the development of young people and their success. On the other side, it is clear that the work world has profound impacts, which affect the psychological health of workers and, consequently, the harmonization of work and family. Thus, the difficulty of balancing work and family can have an impact on the psychological well-being of the parents and, incidentally, can negatively affect family dynamics, well-being and educational success of young people. This thesis aims to understand the impacts of the work of parents on the family and on their children in adolescence. Specifically, the purpose of this project is to acquire of a better understanding of the dynamics between work, parental conditions, psychological well-being or educational success, in order to develop an explanatory framework based on a multidimensional model. This study, based on multivariate context, relies on the ecological perspective of human development proposed by Bronfenbrenner (1979). The model used for this study highlights factors in interaction that characterize different environments in which adolescents are living. The scientific writings allowed identifying an empirical model that provides a relational structure of those factors. Few studies to date have attempted to integrate all of these factors in a model. The results of this project can help guide the development of preventive strategies and the promotion of intervention programs, both in the field of education and management. The proposed model assumes an influence of parental work conditions on family environment (family functioning, psychological well-being of the parents or parenting), which, in turn, impacts on the psychological well-being of adolescents or their educational success. The variables included in this model were selected on the basis of empirical support in the scientific literature. The data come from the large sample of NLSCY, which was designed to collect detailed information on the factors that affect the cognitive, social and emotional development as well as the behavior of children and young people. Structural equation modeling was used to test the proposed model. The main results of this thesis are presented in the form of articles. Structural equations model analysis allowed validating the adequacy of the postulated model, which suggests a chain of associations in which the parents work appears to contribute indirectly, through family dynamics, to the psychological well-being or educational success of adolescent.
Desilles, Loïc. "Regards croisés sur huit écoles primaires à La Réunion : mesure et analyse des différences de performances." La Réunion, 2006. http://elgebar.univ-reunion.fr/login?url=http://thesesenligne.univ.run/06_24-desilles.pdf.
Dolbec, Marie-Claude. "L'exercice du contrôle parental et l'ajustement des adolescents dans un contexte de transition primaire-secondaire." Master's thesis, Université Laval, 2001. http://hdl.handle.net/20.500.11794/42750.
Diallo, Fatoumata Binta. "Influence et facteurs incitatifs de la participation des parents dans un programme d’éducation à la nutrition implanté en milieu scolaire : Petits cuistots – Parents en réseaux." Thèse, 2012. http://hdl.handle.net/1866/8929.
In the course of their growth, young people are exposed to disease risk factors associated with lifestyle, including food. Evidence has shown that school-based interventions implemented to change their dietary behavior are more effective when parents take parts in the activities. However, studies carried out in this areas show a low level of parental involvement in the suggested activities. Research on parental involvement in school nutrition education interventions reveals significant gaps regarding the definition of the concept. Parental involvement is defined by the frequency of appearance of parents in school and the role of these interventions, in what in our view, constitutes a reductionist vision of the dimensions of the concept. Moreover, these studies in the literature emphasize the proportion of participating parents and its effect on children, without being concerned with what could explain their involvement with the suggested activities. The aim of this thesis is to document the mechanisms underlying the involvement of parents in health promotion school-based programs. More specifically, this study aims to identify the relationship between the different dimensions of parental involvement and children feeding behaviors following the exposure of the latter to a nutrition education project implemented in eight primary schools in disadvantaged neighborhoods of Montreal: Project PC – PR, while assessing the influence of certain family characteristics on this link. We also explore the relationship between factors that motivate parents to participate and their investment in the project. This research is a secondary analysis of data from a sample of parents of children attending schools participating in the Project PC-PR (N = 502). Parental involvement is conceptualized in four dimensions with reference to the notion of the mesosystem proposed by Bronfenbrenner (1979), while the factors associated with parental involvement are defined by drawing on the work of Hoover-Dempsey and Sandler (1995, 1997). Descriptive, bivariate and multivariate analyses were performed. Analyses of parental views show a positive association between parental involvement in activities (i.e. home-based involvement, intersetting communications and intersetting knowledge) and the development of children's eating behaviors. The moderating effects of family variables (language, number of children at home, parents’ age and views on the need that the child knows how to eat), on this relationship are also identified. Parents’ motivations for involvement (parental role construction, parents’ sense of efficacy and opportunities offered by the project to encourage parental involvement) are related to the latter's participation in food nutrition activities. The results of this research not only contribute to the advancement of knowledge in the field, but provide grounds for a reflection to better guide health promotion interventions.
Belleville, Maude. "L’implication parentale et la préparation scolaire des enfants en maternelle au Québec : la communication entre les enseignants et les parents, la participation parentale à la vie scolaire et la préparation scolaire de l'enfant." Thèse, 2009. http://hdl.handle.net/1866/3444.
A number of studies have linked a child’s school adjustment in kindergarten to his or her future academic success. This early preparation entails a number of factors, including parental involvement in the child’s school life, though there is no consensus on the issue. Our study therefore has two objectives. First, it determines which characteristics of the teacher, family and child are associated with parental involvement. The primary objective is to establish possible links between parental involvement and a child’s school adjustment in kindergarten. Our findings indicate that the teacher’s age and professional experience, the age of the parents, and the mother’s education level are factors associated with parental involvement. In addition, we show that each aspect of a child’s school adjustment in kindergarten (i.e. physical health and well-being, cognitive development, social integration, self-regulation, etc.) is associated with parent-teacher communication and parental involvement in the child’s school. Our study thus makes a valuable contribution to the field of education science, by demonstrating the relationship between parental involvement and a child’s school adjustment.
Fortin, Martine. "Modèle bidirectionnel de la relation parent-enfant dans l'étude de l'adaptation socio-scolaire du jeune enfant /." 2004. http://proquest.umi.com/pqdweb?did=766831291&sid=13&Fmt=2&clientId=9268&RQT=309&VName=PQD.
Dubois, Valérie. "Influence des caractéristiques parentales et de leurs perceptions par l'enfant sur le biais d'évaluation de sa compétence scolaire : un modèle explicatif." Thèse, 2010. http://www.archipel.uqam.ca/3338/1/D1925.pdf.
Pagé, Céline. "Perceptions et attentes d’enseignants du primaire et de parents d’élèves à risque à l’égard de la collaboration école-famille dans l’élaboration des plans d’intervention." Thèse, 2012. http://hdl.handle.net/1866/8803.
In today’s education context, the student is placed in the center of the relations between the family, the school and the community. Parents are invited to help their children all along their schooling and teachers are asked to systematically collaborate with families. The collaboration between teachers and parents is therefore an essential condition of the student achievement and it is even more important for students with learning disabilities. Currently in our schools, the collaboration is being mainly maintained at the obligatory basic communications level which is prescribed by the Pedagogic System. Kalubi and Lesieux (2006) indicate that the so desired partnership in official documentation from concerned ministries does not transpire in day to day school practices. Furthermore, scientific literature as shown that there are obstacles to family-school-community partnership especially in regards to keeping harmonious relations with parents of special needs students. Furthermore, even greater parent participation is sought in order to intensify the collaboration between the school and the family. Teachers wish for parents to get more involved with their children in order to accompany them in their school projects and homework. Parents are often asking themselves how to act in order to help even more their children in their homework and learning activities (Government of Quebec, 2000). The individualized education plan is a tool recognized by schooling communities to help the special needs student in their learning activities as it involves parent participation and promotes the family-school-community partnership. The individualized education plan is at the core of a dynamic plan of action which is based on a systemic vision of the student situation in order to better identify the specific needs of the special needs student and to respond to these adequately (Government of Quebec, 2004). In the continuation of what we already know about parent participation and family-school-community partnership, this research is about both perceptions and expectations of teachers and parents of special needs students in elementary school in regards to parent participation and family-school-community partnership in the preparation and follow-up of the individualized education plan. This study is using a qualitative approach of the exploration type with eight teachers in elementary school and seven parents of special needs students. These participants were deliberately chosen for their representativeness in regards to the study (Mongeau, 2009). A process of voluntary sampling was put in place and the data was collected via semi-directed interviews. Data analysis extracted from these voluntary interviews reveals that parent participate in the individualized education plan because they want to help and support and their child in their learning activities. It appears that there are many different ways and levels of engagement for parents to participate in their child’s student achievement. These different ways and level of engagement varies depending on parent’s interests, skills and availability. In regards to teachers, the data extracted from their interviews shows that they have a global positive perception in regards to parents which greatly helps to establish harmonious relationships between them. On the other hand, teachers are expecting greater involvement of parents in their child learning activities at home. On both teacher and parent side, results indicate that parent participation must be facilitated in the preparation, execution and follow-up of the individualized education plan. Ideally teachers and parents should mutually benefit from each other resources and knowledge based on a collaborative relationship instead of a hierarchical one. Such collaborative relationship between teachers and parents would be, without a doubt, the best approach to help special needs students in their school success.