Дисертації з теми "Élèves issus de la migration"
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Delévaux, Olivier. "Parcours scolaire et biographique de futurs enseignants et d'enseignants novices de l'enseignement primaire issus de la migration : Impacts sur l'accès au métier et sa pratique." Electronic Thesis or Diss., Université Côte d'Azur, 2024. http://www.theses.fr/2024COAZ2018.
Повний текст джерелаThe research focusing on teachers from migratory backgrounds is scarce. Those addressing the school experience of students from migration often take a risk-factor approach, and highlight mechanisms contributing to the perpetuation of educational inequalities. Our purpose was to focus on protective factors and resilience processes that can prove effective in promoting the educational and school achievement of students from migratory backgrounds, to the point of leading them to get involved in a teaching career. This research is based on 42 interviews with 36 prospective and newly appointed primary school teachers from migratory backgrounds. Its originality lies in a dual approach to the schooling of students from migration. The first perspective is retrospective, offering these teachers reflective insights into their own training trajectory, the obstacles they encountered and the factors that enabled them, despite the presence of obstacles, to complete a training path that was admittedly winding, but nonetheless successfully achieved. The second perspective focuses on the schooling of students from migratory backgrounds, whom they were in contact during their internships or during their first teaching experiences. It aims to identify sources of misunderstandings and potential forms of discrimination. Finally, the study also addresses the impact of migration on access to the profession, perceptions of trust from various stakeholders within the education system, and the perceived legitimacy to intervene with school users, whether or not from a migratory background. The findings show the persistence over time of prejudices, stereotypes and discrimination over time likely to contribute to the development of inequalities affecting students from migratory background. They highlight a high level of intercultural sensitivity among teachers from migratory backgrounds, and also show that some protective factors prove effective and can lead to concrete proposals. Some of them are directed at students and teachers. However, most are aimed at parents, emphasizing clear communication between school and families. Concerning access to the teaching profession, data analyses show that certain prejudices and reservations regarding the skills of students from migratory backgrounds also impact their hiring process. Furthermore, the professional legitimacy evoked by these teachers is linked to their diplomas, and we note that they resist the idea of being subjected to a social assignment limiting their activity with migrant students. Paradoxically, however, the interviewed teachers also express fears about the idea of professional integration in a context characterized by a large majority of non-migratory population
Labelle-Royal, Mélanie. "Les facteurs influençant l’adaptation scolaire des élèves issus de l’immigration de l’Afrique des Grands Lacs." Mémoire, Université de Sherbrooke, 2014. http://hdl.handle.net/11143/5399.
Повний текст джерелаAviman, Elyaou. "Relation entre aptitude, anxiété et réussite scolaire chez des élèves issus de milieux socio-économiques différents." Paris 5, 1988. http://www.theses.fr/1988PA05H061.
Повний текст джерелаThis thesis discusses the problems of the influence of state-anxiety and trait-anxiety on the performance of students from various different aspects. These aspects view the various task difficulties, in mathematics and in the general academic performance of students as seen through the interaction between anxiety and performance, on one side and anxiety and aptitude on the other side. These relationships were examined through a population composed of children from different socio-economic status - males and females sepa- rately. The results which we found confirmed part of the hypothesis eg. The interaction between state-anxiety and sex was found to bo significant in relation to academic performance. There is also significant interaction between state-anxiety and mathematics. However insignificant interaction is noted between the influence of both state and trait-anxiety on the perfor- mance of students from different s. E. S. And on the interaction between state and trait-anxiety and aptitude. These results lead us to conclude that an another effect which influences anxiety is social support
Fiset, Monika. "L'expérience de socialisation scolaire des élèves issus de l'Immigration : étude phénoménologique menée auprès d'élèves du primaire de la ville de Québec." Master's thesis, Université Laval, 2008. http://hdl.handle.net/20.500.11794/20699.
Повний текст джерелаNiang, Pape Momar. "La mendicité des élèves coraniques en milieu urbain au Sénégal." Thesis, Toulouse 2, 2013. http://www.theses.fr/2013TOU20082.
Повний текст джерелаHistorically, Senegalese Quranic schools (Daaras) are predominantly rural. Environmental degradation and the collapse of agricultural policies have impoverished the peasant world and caused the schools to move to the cities. Ideologically, a parent entrusts his child, the student (Talibé) to a Koranic teacher (Marabout). The latter has unconditional authority over the child who must live humbly and submit to harsh discipline. This koranic interpretation added to the value of the alms (Zakât) legitimizes the begging of the Talibés. It becomes very urban from the discovery by the Koranic teachers of a supply of urban monetary alms. This market of urban alms, religious gift, offering, sacrifice, results from a large offer of alms from townspeople to monetarized social relations; and to religiosities including more broadly the dimension of the material gift. The thesis explores this market dimension of the gift. It is based on the assumption that the begging of the Talibés results from this offer of alms to which a demand has been adjusted. We retrace a migratory process superimposing 4 logical: A symbolic and intangible gift 1, that a parent gives his child to a Koranic teacher; a material and temporary gift 2, in the form of a land loan, which connects a donor who owns land in the city of a house under construction or a piece of land, and a Quranic master who has made a home in search of accommodation for his Talibés; a material donation 3, where city dwellers take care of the primary needs of children. And finally a purely monetary gift 4, where by the obligation of the child to bring a sum of money daily to the Quranic master (Sass), the Marabout designates him as intermediary-beggar. This last logic crystallizes much more the stakes of infant begging. A second system of institutional donation is superimposed on this first, religious. It is the mobilization of means by the civil society and the State, to eradicate the problem. This parallel market of humanitarian aid, beyond considerations of the many concrete aid actions it produces, can also sometimes be co-constructed with the market of religious alms. This is where a donation 5 comes which is international aid to the organizations fighting against this begging; and a gift 6 constituted by the help of these agencies to Koranic schools. By analyzing a model of the dismantling of Koranic schools by these organizations that finance a return to agriculture of Koranic masters for example, we realize very quickly that the gift 6 can pervert the gift 1 initially disinterested materially, a parent who entrusts his child symbolically: a dimension of trafficking and exploitation of children tends to supplant the educational one. This research was conducted in four towns and six villages between Senegal and Guinea-Bissau. A questionnaire survey was conducted among begging children; the qualitative approach was favored for rural actors and adult respondents. The thesis shows globally that the non-resolution of the problem results from different strategies of the actors concerned who tend to feed it (voluntarily and involuntarily) and maintain two systems of donation that self-regulate. This systemic analysis seems much more relevant than the linear causal ones, which reduce the phenomenon of several of its immersed dimensions: A gender and demographic given the condition of the rural woman and the high birth rates; an agricultural and environmental crisis that imposes group survival logics; as well as a reluctance of the state to eradicate the problem, between international injunctions, budget impotence and electoral considerations vis-à-vis the Muslim powers
Marcotte-Fournier, Alain Guillaume. "Différenciation curriculaire, ségrégation scolaire et réussite des élèves : analyse multiniveau en contexte scolaire québécois." Mémoire, Université de Sherbrooke, 2015. http://hdl.handle.net/11143/6923.
Повний текст джерелаSaaliti, El Mostapha. "Représentation d'avenir et projets de lycéens issus de l'immigration maghrebine en france (niveau terminale)." Toulouse 2, 1999. http://www.theses.fr/1999TOU20117.
Повний текст джерелаCastets-Fontaine, Benjamin. "Le cercle vertueux de la réussite scolaire : le cas des élèves de Grandes Ecoles issus de "milieux populaires"." Bordeaux 2, 2008. http://www.theses.fr/2008BOR21515.
Повний текст джерелаIn this thesis, we propose to analyse and explain atypical school success. This question is: why do some pupils of lower class origin, who are lacking in cultural or economic resources, nonetheless succeed at school and thus escape the mechanisms of social reproduction. First we present the problematic which is composed of two dimensions (actor/structure and necessity/contingency) and define the subject and the object (the atypical school success of of 45 students from "lower class origin" attending Grandes Ecoles studied through comprehensive interviews). After this, we question the idea that atypical school excellence is essentially a "family affair". While we do not underestimate or ignore the effects of family characteristics on school success, we nonetheless show that a number of approaches focused on the family actor are refuted by much of the available empirical data. For this reason we propose an alternative hypothesis: that of a virtuous cycle of school success. This hypothesis contains three dimensions (the time of information, the status and beliefs of excellent pupils, and commitment). We suggest here that atypical school excellence is first and foremost the consequence of a process which combines family (f)actors with extra-family (f)actors. In the end this type of school success materializes in a virtuous cycle which develops between necessity and contingency. The centre of gravity of this virtuous cycle is commitment
Touzot, Audrey. "Migration et spécification des interneurones GABAergiques corticaux issus de la CGE au cours du développement chez la souris." Thesis, Nice, 2014. http://www.theses.fr/2014NICE4089/document.
Повний текст джерелаIn rodents, cortical interneurons (INs) originate from the medial (MGE) and caudal ganglionic eminence (CGE) according to precise temporal schedules, express a defined combination of factors, and reach their final laminar position through tangential and radial cell migration. The diversity and fate-specification of MGE-derived interneuron subtypes are well characterized however the molecular mechanisms controlling the migration and specification of CGE-derived INs are still vague. In this study, I have first investigated the migratory paths of cortical INs using a reporter line specific to the CGE, and then I have assessed the involvement of COUP-TFI and COUP-TFII, which are highly expressed in the embryonic CGE during development, in these paths. My data unravelled two major previously non-characterized migratory streams from the subpallium to the pallium: a dorsal stream (CLMS) in which CGE-derived cells migrate to the lateral GE (LGE), and a ventral one (CMMS) in which CGE-derived cells migrate to the MGE. I have characterized both streams and the already well-described caudal stream (CMS) during different stages of development and identified a series of genes expressed in the migrating cells. By inactivating COUP-TFI and/or COUP-TFII in the developing INs, these streams together with their molecular marker expression are perturbed. As a consequence, adult mutant mice have an altered distribution of interneuron subpopulations, particularly the ones derived from the CGE. Taken together, my study identified and characterized two novel CGE-derived interneuron migratory routes to the cortex and showed that COUP-TFs contribute in modulating these paths
Clément, Maxime. "Migration des fluides issus de la déshydratation des serpentinites : une étude naturelle et expérimentale." Thesis, Montpellier, 2018. http://www.theses.fr/2018MONTG066/document.
Повний текст джерелаFluid migration may be associated to several processes involved in ore deposit or the formation of forarc volcanoes that have explosive eruption. Fluid migration may also be also associated to change of rheological behavior of dehydrating serpentinite responsible of earthquakes triggering in subduction zones. However, the coupling between mechanical properties of dehydrating serpentinites, fluid migration and kinetics of dehydration reactions remains poorly constrained. This thesis provides new constraints on the link between these properties by combining a study on natural dehydrated serpentinites and experimentally dehydrated serpentinite and by evaluating the impact of metamorphic compaction, which drives fluids motion, on dehydrated serpentinites.Both natural and experimental dehydration of serpentinites produce metaperidotites that shows granular olivines or olivines elongated in the foliation plane. Both types of olivine have strong crystal preferred orientation and are correlated to antigorite as it is visible with [100] axes of granular olivines and [010] axes of elongated olivines parallel to [001] axes of antigorite. Markers of deformation were observed in foliated metaperidotites.Both naturally and experimentally dehydrated serpentinites shows fractures in which olivines have texture of rapid growth. Olivines from fractures in naturally dehydrated samples have strong crystal preferred orientation correlated to the plane of the fracturesPartially dehydrated serpentinite from Cerro del Almirez massif shows minor amount of clinoenstatite lamellae in orthoenstatite grains randomly oriented that may have been formed by martensitic transformation (mechanical twinning) of orthoenstatite. Completely dehydrated serpentinites at two meters of distance have higher amount of clinoenstatite that have two different orientations. Stress direction calculated is randomly oriented in partially dehydrated serpentinite and strongly oriented in completely dehydrated serpentinite.Results are consistent and the interpretation proposed in this thesis is that fluid migration is recorded by textures of products of dehydration reactions. Slow and pervasive fluid migration produces granular olivines with crystal preferred orientation correlated to crystal preferred orientation of antigorite by topotaxial relationships, which are fixed arrangements of crystallographic axes between two minerals due to oriented growth. Focused fluid migration change mechanisms of grain growth resulting in oriented growth of olivines in foliation plane or in plane of veins because of fluid pressure gradient. Fluid extraction lead to metamorphic compaction, which expulse residual fluids from the pores and triggered non-hydrostatic stress field. This non-hydrostatic stress field is responsible of deformation and the martensitic transformation of orthoenstatite to clinoenstatite
Bouchard, Janie. "L'EXPÉRIENCE DE SOCIALISATION SCOLAIRE : QUEL « RAPPORT À L'ÉCOLE »? Points de vue d'élèves du secondaire issus d'un milieu pluriethnique et inscrits dans différents profils de formation." Thesis, Université Laval, 2013. http://www.theses.ulaval.ca/2013/29727/29727.pdf.
Повний текст джерелаChemeta, David. "Nation, migration, narration : 25 ans d'histoire allemande et française vus par des rappeurs issus de l'immigration." Thesis, Strasbourg, 2020. http://www.theses.fr/2020STRAC021.
Повний текст джерелаIn France and in Germany, immigration as become one of the main issues in the past decades. In this context rose also the rap music. It has a huge popularity for young people with migration background. However rappers dowrite a lot about their French or German identity. The goal of this work is to explain the paradox : how can people with migration background, expressing critics against the racism they regard as omnipresent, still feel fully French/German? We divided the work between following chapters: Context, methodologyand theories (I); analysis of different identity forms within the text corpus(II); analysis of the way rappers see their society in three chronological steps(III-V); case studies of Kery James in France and Samy Deluxe in Germany(VI)
Fiset, Monika. "L'expérience de socialisation scolaire des élèves issus de l'immigration : étude phénoménologique menée auprès d'élèves du primaire de la ville de Québec." Thesis, Université Laval, 2009. http://www.theses.ulaval.ca/2009/26077/26077.pdf.
Повний текст джерелаBianco, Sylvie. "Écrire avec les savoirs : écart entre attentes scolaires contemporaines et productions des élèves : analyse d’écrits d’élèves raccrocheurs issus des milieux populaires." Thesis, Paris 8, 2018. http://www.theses.fr/2018PA080105.
Повний текст джерелаOne of contemporary French society’s major information literacy challenges is the potentially growing achievement gap in the school system. The constraints of written expression in contemporary schools (essays and scripts based on complex documents) that are examined in this thesis place, at least, some pupils from working-class backgrounds in a disadvantaged position, amongst other reasons due to the implicit character of the situations they are presented with. The analysis of the characteristics of these scripts and the writing situations with which, the authors, returning drop-outs from underprivileged backgrounds are confronted with, shows that the various written expression enable pupil writers to different degrees to write whilst basing their argumentation on school knowledge. These scripts are compared with personal texts handling the subject of Returning to School which the author solicits from the individuals concerned and with interviews conducted with them. In such situations, the individuals mobilise cognitive and linguistic resources they do not use in in-school written expression. These results lead to questioning the way educational institutions take into account the obstacles that pupils encounter when attempting written expression and the way teachers’ training is built
Henri-Panabière, Gaële. "Collégiens en difficultés scolaires issus de parents fortement diplômés : analyse des composantes du capital culturel et des conditions de sa transmission." Lyon 2, 2007. http://theses.univ-lyon2.fr/documents/lyon2/2007/henri-panabiere_g.
Повний текст джерелаOur research discusses the components of the cultural capital and the conditions of its transmission. It focuses particularly on the case of “collégiens” facing school difficulties where parents are highly qualified. This study is based both on a questionnaire completed by 677 families from 4 collèges located in the urban area of Lyon in March 1999 as well as interviews with 36 families. The analysis of the relationship between variables related to the school situation of the children and their family’s background allows us to specify what 'produces capital' in the school "market" from the point of view of their parents? university diplomas and family reading practices. As well, we are able to consider what can interfere in the cultural transmission, by focusing on the low professional income of their parents diplomas; on the children's inscription in a lineage with low qualifications; and a parental difficult school experience. This empirical research enabled the re-localization of the "collégiens" in their singular family configurations. The enounced characteristics are embodied by adults with dispositions more or less similar to those required at school (ascetic and planning dispositions; school illusio; inclination to self-control; written culture). This dispositions are on the base of the socialization of the children. Once the components of the cultural heritage are presented, the conditions of its transmission will be reconstituted (synchronization of the family timetable; ways of domestic regulation; relationships of identification between parents and children) as well as what disturbs them (work-related demands, divorce, etc. )
André, Amaël. "Influence de la pratique commune d'activités physiques et sportives sur les discriminations affinitaires entre élèves issus de classes aux statuts sociaux inégaux." Rouen, 2009. http://www.theses.fr/2009ROUEL002.
Повний текст джерелаThe rift observed between students of SEGPA and those of other classes has led us to believe that a great dealay discrimination can be found between these two groups of pupils. EPS is often used as a mean of integration. Yet some studies indicate that it is not enough to suply mix these students to establish better relations between them. This study has three objectives. The first is to investigate the affinity discrimination that exists between students in SEGPA and students in other classes. The second is to determine the influence of the type of competition chosen (individual/intergroup in crossed categorization) on these discriminations during a series of hip-hop dance common courses. The third objective is to study the effect of sports practised in common (hip-hop, basket-ball, relay race) on such discriminations. 294 students in the seventh grade (147 normal cycle and 147 SEGPA) were given sociometric tests at the beginning and the end of the experiment which took place over eight sessions. Results show that from the first test normal cycle students gave higher sociometric marks to their own group than to the SEGPA students. By contrast, pupils in SEGPA showed less discrimination between the two groups. Moreover the common practice of hip-hop dancing altered the orientation of interpersonal affinities between groups. This transformation is linked to the performance for boys in individual competition and linked to crossed categorization in intergroup competition for both, boys and girls. Under the latter circonstances, only hip-hop and basket-ball resulted in a change of intergroup relations. The attractions of the normal cycle students towards the SEGPA were primarily related to individual performance in basket-ball and, in hip-hop, to functional proximity
Ender, Brisson Barbara. "Paysages interculturels en Autriche et expression d'écrivains issus de la migration à travers le prix littéraire de Hohenems." Thesis, Strasbourg, 2017. http://www.theses.fr/2017STRAC006/document.
Повний текст джерелаThe city of Hohenems, an Austrian town of about 16.000 inhabitants located in Vorarlberg, has been marked by successive waves of immigration. As a former host city for a large Jewish community and even today for many immigrant workers and refugees, a large majority of whom are Muslims, Hohenems truly embraces a long intercultural tradition. A microhistorical approach makes it possible to question the reasons and the motivations that in 2009 enabled the establishment of a literary prize for migrant authors who write in German though they are non-native German speakers. Through the concrete example of this prize, we examine the management of cultural heterogeneity at the local level and the impact of the literature of migrant authors in the German-speaking world that leads to the birth of intercultural and cross-cultural writing
Touzot, Audrey. "Migration et spécification des interneurones GABAergiques corticaux issus de la CGE au cours du développement chez la souris." Electronic Thesis or Diss., Nice, 2014. http://www.theses.fr/2014NICE4089.
Повний текст джерелаIn rodents, cortical interneurons (INs) originate from the medial (MGE) and caudal ganglionic eminence (CGE) according to precise temporal schedules, express a defined combination of factors, and reach their final laminar position through tangential and radial cell migration. The diversity and fate-specification of MGE-derived interneuron subtypes are well characterized however the molecular mechanisms controlling the migration and specification of CGE-derived INs are still vague. In this study, I have first investigated the migratory paths of cortical INs using a reporter line specific to the CGE, and then I have assessed the involvement of COUP-TFI and COUP-TFII, which are highly expressed in the embryonic CGE during development, in these paths. My data unravelled two major previously non-characterized migratory streams from the subpallium to the pallium: a dorsal stream (CLMS) in which CGE-derived cells migrate to the lateral GE (LGE), and a ventral one (CMMS) in which CGE-derived cells migrate to the MGE. I have characterized both streams and the already well-described caudal stream (CMS) during different stages of development and identified a series of genes expressed in the migrating cells. By inactivating COUP-TFI and/or COUP-TFII in the developing INs, these streams together with their molecular marker expression are perturbed. As a consequence, adult mutant mice have an altered distribution of interneuron subpopulations, particularly the ones derived from the CGE. Taken together, my study identified and characterized two novel CGE-derived interneuron migratory routes to the cortex and showed that COUP-TFs contribute in modulating these paths
FERRY, CECILE. "La migration du radon-222 dans un sol. Application aux stockages de residus issus du traitement des minerais d'uranium." Paris 11, 2000. http://www.theses.fr/2000PA112086.
Повний текст джерелаBehar, David. "Le voyage initiatique : activation et devenir des habitudes d'héritiers migrants issus de la grande bourgeoisie turque." Paris, EHESS, 2007. http://www.theses.fr/2007EHES0036.
Повний текст джерелаThe premise of this work is to explore how a cosmopolitan bourgeoisie converts its social resources in the context of a globalized education and a globalized economy, undertaking a novel case study: Turkey. It analyses the transmission process and the specific rites of initiation in a group of families ail possessing an extensive social capital accumulated over time and sharing a common agenda to mobilize the resources offered by the international field. The initiatory journey of the heirs of the Turkish bourgeoisie is a journey in the literal sense, as it involves a complex migratory cycle with several departures and returns. However, since the first departure and the final return are planned at the same time, their migration presents one less unknown factor when compared to other migration patterns. This research shows that the international dimension of the rites of initiation is the central element of a model of transmission determining access to prestigious educational institutions and to the most selective working positions, both on the international market and in the country of origin. This approach is original in that it focuses on the contradictory situations through a detailed study of socializ¬ing contexts and relationship choices. The costs of the initiatory journey appear then to be very high. The unexpected readjustment crisis experienced in the first years after final return to Turkey is in direct contradiction to the established idea that the heirs have completed their socialization when the successive challenges of their formation have been conquered. The success of transmission process depends on the ability to compromise, as there is a continuing renegotiation of the heirs' position and roles they perceive as assigned to them
Kakoma-N'dusu, Wa Bashanga Jean-Baptiste. "Analyse des difficultés scolaires rencontrées par des élèves immigrés d'origine congolaise dans le système éducatif belge." Doctoral thesis, Universite Libre de Bruxelles, 2001. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/211511.
Повний текст джерелаOuaskit, Saïd. "Recherche d'effets de sillage sur la charge de fragments issus de la dissociation dans une feuille mince d'ions moléculaires rapides." Lyon 1, 1986. http://www.theses.fr/1986LYO10036.
Повний текст джерелаSabatier, Cécile. "Rôle de l'école dans le développement et la construction du plurilinguisme chez des enfants issus de la migration maghrébine en France." Grenoble 3, 2004. http://www.theses.fr/2004GRE39030.
Повний текст джерелаVACHER, COPONAT CLAIRE. "Interet et premiers resultats de l'inventaire de personnalite d'eysenck dans une enquete psychosociale chez les jeunes issus de la migration maghrebine." Aix-Marseille 2, 1993. http://www.theses.fr/1993AIX20121.
Повний текст джерелаStenou, Katérina. "Entre mémoire et avenir : représentations et symboles dans la dynamique d'une éducation "interculturelle" : enquête sur des adolescents issus de la migration grecque en Belgique." Paris 5, 1990. http://www.theses.fr/1990PA05H051.
Повний текст джерелаThe thesis is part of a trend of research aimed at understanding the process of socialization and learning in an intercultural context. Application is made to the schooling process of adolescents of Greek origin living in Belgium. Since their families migrated, these young people evolve between two constantly interacting cultural models: on the one hand, the model provised by the society of origin, Greece; on the other, the model issued by the host society, Belgium. It appears that the solution they elaborate consists into a set of meaningful symbols, understood along the lines of the Greek etymology as the two pieces of a broken object which can be put back together. The unity of a person can thus be reconstituted through such an "identification" does school select in different ways through the cultural vision of a Greek past, of Belgian present, or an European future? It depends on the ways these dual-culture adolescents will run their identificatory process. It is actually not a matter of simply choosing either culture. The adolescents dual cultural patterning enables them, logistically and symbolocally, to choose a third way, which can be seen as an international "youth culture". Finally, the thesis invites to a systematisation of theory about cultural dynamics and to an experimentation of new intercultural pedagogies, which foster cultural meetings without developing new exclusions, within an European social arena, rich of its many "differences"
Moncy, Holly. "Le rapport à l'école d'élèves immigrants du secondaire d'origine haïtienne." Thesis, Université Laval, 2012. http://www.theses.ulaval.ca/2012/29413/29413.pdf.
Повний текст джерелаHuang, Xin. "Construction de l’identité culturelle d’adolescents nés en France issus de l’immigration chinoise : une étude exploratoire du rôle de l’école et des réseaux sociaux." Electronic Thesis or Diss., Lyon 2, 2023. http://www.theses.fr/2023LYO20101.
Повний текст джерелаThis communication aims to analyze the roles of both school and out-of-school contexts in shaping the cultural identity (Charaudeau, 2001; Plivard, 2014) of French-born adolescents with a Chinese immigrant background. Here in this communication, we will examine the impact of these roles on adolescents' choice of acculturation strategies and on their more or less successful adaptation process. An important factor to pay attention to is the characteristic of Chinese culture. While Chinese culture is often associated with values such as obedience, it does not appear to pose significant obstacles for Chinese immigrants when assimilating into French culture. But what can be said when one is shaped by the values of both cultures, which are sometimes contradictory? How can traditional values be reconciled with the demands of digital culture and globalization?This research was geographically situated in the context of Lyon and historically took place during the COVID-19 pandemic. We worked with Franco-Chinese adolescents aged 11 to 19, who come from both culturally mixed and non-mixed families. Data were collected by means of a questionnaire and an interview with a sample of adolescents from middle and high schools in two educational establishments in the Lyon region. We worked with the responses of 108 questionnaire respondents and 23 interview participants.Two profiles are observed: the linguistic profile and the cultural profile, to assess the sense of belonging of our subjects to both cultures. The linguistic profile mainly relates to language proficiency and language usage, while the cultural profile primarily investigates the subjects' knowledge of both cultures and their engagement with cultural codes.For adolescents, family and school are the most important spheres of their daily lives. They constitute the multilingual environment for these bilingual adolescents. The essential factors for the construction of their cultural identity take place within these two spheres.The influence of social relationships, with the family being the main element, is deeply ingrained in the mindset of adolescents. It should not be overlooked that school has a faster and stronger impact on their current lives. Both of them play a fundamental and significant role in the construction of the cultural identity of Franco-Chinese adolescents
Nadeau, Sandy. "L'influence de la sécurité d'attachement de la relation parent-enfant et de la qualité de la relation élève-enseignant sur le rendement scolaire au début du primaire chez des élèves issus de milieux défavorisés." Mémoire, Université de Sherbrooke, 2011. http://hdl.handle.net/11143/5604.
Повний текст джерелаLieou, kui Evelyn. "Nouvelles cétonitrones à partir de bêta-N-hydroxyamino alpha-diazoesters issus de l'addition nucléophile d'alpha-diazoesters sur des nitrones : application à la synthèse de nouveaux iminosucres." Thesis, Université Grenoble Alpes (ComUE), 2017. http://www.theses.fr/2017GREAV027.
Повний текст джерелаThis manuscript reports the synthesis of bicyclic iminosugars bearing a quaternary carbon at their ring junction from polyalkoxylated ketonitrones. Firstly we have studied the nucleophilic addition of α-diazoesters to nitrones. The expected β-N-hydroxyamino α-diazoesters were successfully obtained by using lithium bis(trimethylsilyl)amide as base in THF at -78 °C. Treatment of these hydroxylamines with different metal catalyst induced 1,2-hydride shift and lead to unprecedented ketonitrones. To promote this transformation, silver triflate and tetrakis acetonitrile copper hexafluorophosphate were the most effective catalyst and ten new α-alkoxymethylcarbonyl cyclic ketonitrones were prepared. Their reactivity as 1,3-dipoles in cycloaddition reactions with various dipolarophiles was investigated. Cycloadducts obtained from the reaction between these ketonitrones and allyl alcohol or homoallyl alcohol were coverted into the corresponding pyrrolizidines or indolizidines by a molybdenum-catalyzed N-O bond cleavage. Subsequent modifications (ester reduction and benzylic ethers hydrogenolysis) gave acess to six new bicyclic iminosugars which are substituted at their ring junction. Among these molecules, the inhibitory activity evaluation revealed two potent and selective inhibitors of α-glucosidases
Koslowski, Adrien. "L’Enseignement Technologique Transversal chez les enseignants de Sciences de l’Ingénieur issus de différentes spécialités : étude de cas à propos du concept d’énergie." Thesis, Université Clermont Auvergne (2017-2020), 2019. http://www.theses.fr/2019CLFAL009/document.
Повний текст джерелаThis research focuses on the setting of different flexibility’s criteria established by engineering science teachers (task’s acceptation, motivation, utility perceived …) and on the comparison of methods of modeling energy between Technology and Physics. The methodology used is based on the analysis of five types of data: the collection of difficulties to teach some knowledge, the collection of difficulties specific to energy teaching, some records of interactions between teachers during a classroom simulation, the collection of students' difficulties in terms of energy concepts and the collection of potential difficulties in technological education. The results show that the teachers don’t report the same levels of difficulty for teaching energy according to their specialty as the students who report varying levels of difficulty to understand energy
Bannani, Rouaissia Sabrina. "Pour une prise en charge des difficultés de la compréhension orale en FLE : cas des collégiens tunisiens issus des milieux défavorisés." Thesis, Aix-Marseille, 2018. http://www.theses.fr/2018AIXM0466.
Повний текст джерелаThis research fits in the field of oral didactics and it aims to study the verbal interactions in the classes of Tunisian middle schools, for learners in difficulty, coming from underprivileged backgrounds.Despite of the efforts, invested by the teachers, and because they are individual and conceived anarchically, they are vain and the demotivation is of such a magnitude that it inhibits any act of learning however small it can be.Teachers are now aware of the need to develop the oral skill for these learners in difficulty, considering it as accessible but they sometimes forget that unlike the privileged areas, the majority of learners from underprivileged areas practice speaking a foreign language which they never use outside of school.What do the FFL methodologies tangibly offer, for teaching oral skills, taking into account students in difficulty?How to train students in oral comprehension and production skills, given the particular context of FFL classes in underprivileged areas?What support plan is proposed to prevent failure and to bring learners in difficulty to have objective and positive representations, vis-à-vis themselves, on one hand, the school alike learning in general, and French in particular on the other hand?In that way, we seek to determine which context can favor the emancipation of learners in difficulty by their speaking up in order to contribute to the oral didactics field and to propose some didactic paths that would make these learners active in the classroom, thus giving them the opportunity to prove their existence through participation, on one hand, and commitment to building the knowledge that is taught to them on the other hand
Yacoubi, Abdelilah. "Les parcours scolaires des enfants issus de l'immigration maghrébine en France : le cas des quartiers défavorisés de l'Ile de France." Thesis, Paris 8, 2015. http://www.theses.fr/2015PA080061/document.
Повний текст джерелаThe purpose of this paper is to give an intelligible account about the schooling characteristics of children living in France and coming from North Africa. We carried out a qualitative and micro-sociological study in underprivileged area of Région Ile de France. We devoted our interest on the apprehension and the disantanglement of the elements and factors making these schoolings possible. In order to achieve this, we opted for a biographical method that permits us to prove that the qualifications and the schoolings of the young people we have met result from a global interactive and constructive process of which several elements, phenomena and interdependent events interfere and influence one another. Thus, our investigations show how essential each school experience is in its uniqueness and its individuality. On the other hand, the formation and transformation of a schooling go beyond this singularity, the general living conditions and schooling of the children born to North African immigrants, but are the result of the continious interaction of all these elements. In addition, the types of families and their histories remain a substantial component of these elements. Finally, we identified among those surveyed and their families a strong will to succeed at school, this being the only way to go up the social ladder
Daignault, David. "Le cheminement scolaire des élèves issus de l'immigration au Québec." Thèse, 2009. http://hdl.handle.net/1866/7724.
Повний текст джерелаTardif-Grenier, Kristel. "La réussite éducative des élèves du primaire issus de l’immigration et l’implication parentale dans le suivi scolaire." Thèse, 2015. http://hdl.handle.net/1866/12354.
Повний текст джерелаBoisvert, Marilyne. "Représentations grammaticales sur le verbe construites par des élèves issus de milieux socioéconomiquement défavorisés en transition primaire-secondaire." Thèse, 2018. http://depot-e.uqtr.ca/8429/1/032073186.pdf.
Повний текст джерелаPoupart, Isabelle. "La mobilité internationale des étudiants universitaires : des facteurs d'influence à sa gestion, le cas de l'UQAM de 1993/94 à 2003/04." Mémoire, 2006. http://www.archipel.uqam.ca/3490/1/M9526.pdf.
Повний текст джерелаCollins, Tya. "Postsecondary pathways among second-generation immigrants of haitian origin : a Montreal CEGEP case study." Thèse, 2016. http://hdl.handle.net/1866/16392.
Повний текст джерелаSun, Ming. "The Educational Experience of Students of Chinese Origin in a French-Speaking Context : the role of school, family, and community." Thèse, 2013. http://hdl.handle.net/1866/10889.
Повний текст джерелаThis study seeks to document the educational experience of students of Chinese origin in Quebec French high schools and to examine the dynamics influencing their academic achievement. More specifically, it explores the impact of school context, Chinese immigrant families, and the ethnic community on the socioeducational integration of these youth in a French-speaking context. Data were collected mainly through semi-structured in-depth interviews with students of Chinese origin as well as different actors holding educational roles (immigrant parents as well as school and community practitioners). Other instruments, such as document review and media content analysis, were also adopted to provide background information and to enrich the interview data. Data were analysed according to an open and inclusive framework evaluating the academic achievement of immigrant students with a main focus on the influence of the proficiency in the language of instruction, cultural and social capital of the immigrant family and community, and systemic factors at the school level. The research findings show that students of Chinese origin in the three target schools generally have positive school experience, especially in terms of their performance in mathematics and sciences. However, some of them, new arrivals in particular, seem to encounter some difficulties in learning French and social integration. Indeed, the process of socioeducational integration of Chinese youth is influenced by diverse milieus that they occupy. Regarding the influence of school dynamics, the results of this study indicate that positive teacher-student relationships play an important role in the educational success of Chinese origin students. Nonetheless, the insufficient learning support services diminish the linguistic and social integration of newly arrived Chinese immigrant students. The research data highlight in particular the role of immigrant family and the ethnic community in shaping the school experience of Chinese youth. On the one hand, with the impact of family dynamics, including migration project, Chinese culture, as well as pre-and post-migration experiences, Chinese parents are involved actively in their children’s schooling, in spite of their language and cultural barriers. On the other hand, to overcome the negative effects of loose connections with mainstream French schools, Chinese parents rely largely on ethnic community-based resources, such as Chinese language media, ethnospecific immigrant service organizations, Chinese supplementary schools, and ethnic religious institutions. These ethnic social institutions contribute to support cultural values, exchange information, establish role-modes for the youth, and provide culturally as well as linguistically appropriate services.
Lory, Marie-Paule. "L’évolution des représentations sur les langues d’élèves plurilingues du 3e cycle du primaire lors de l’implantation d’un projet d’Éveil aux langues." Thèse, 2015. http://hdl.handle.net/1866/13048.
Повний текст джерелаThis research documents plurilingual immigrant students’ participation in a two year long Language Awareness Program through which their representations of languages are transformed. The current study is set in a multiethnic elementary school in Montreal. The researcher adopts case study methodology to provide an in depth and detailed description of the evolution of the students’ representations of languages on both an individual and a societal level. The students’ representations of the languages in their plurilingual repertoire are examined as well as their representations of linguistic diversity and languages in general. The results of the implementation of a Language Awareness Program over the course of two years: 1) show positive effects on the students’ representations of linguistic diversity; 2) provide support for the students’ developing positive representations of the languages in their plurilingual repertoire by their greater acceptance of partial competencies in one or more of their languages and their increasing ability to express pride surrounding their plurilingualism; 3) illustrate the development of a variety of strategies adopted by the students to legitimize the integration of languages in their repertoire, specifically those in which they possess only partial competencies, including: the ability to evaluate these competencies, to specify their domain (oral or written expression, oral or written comprehension), to qualify and label them using the recognized terminology (mother tongue, second language, language of origin) and to adapt the formal definitions presented in the Language Awareness Program to describe their plurilingual repertoire; 4) show how the majority of the students’ representations of languages shifted throughout the course of the Language Awareness program from an initial tendency to share widely held social representations, including language stereotypes, to the development of increasingly personal and nuanced perspectives by the end of the project; 5) illustrate the development of higher order vocabulary skills as well as an enhanced interest in other students’ languages for participants with strong or average academic skills; 6) show increased investment in Language Awareness activities and greater participation as of the second year of the project, along with the development of stronger oral language skills (expression of opinions and arguments) for participants with a weaker academic skills; 7) reveal the establishment of a classroom climate that fosters learning and reflection about self and others, including the opportunity to gain deeper knowledge of classmates, to develop listening skills, to express an interest in other students’ languages and to recognize their unique abilities.