Au Québec, chaque commission scolaire développe sa propre politique d’évaluation de l’«école à la maison» ou AEF (apprentissage en famille). La diversité de ces modalités génère des interactions très diverses entre les parents et les commissions scolaires, laissant certains acteurs insatisfaits de part et d’autre et pouvant compromettre le droit de l’enfant à l’éducation. Notre analyse des situations d’encadrement et de suivi de l’AEF dans le monde révèle plusieurs possibilités de combinaison entre les pouvoirs décisionnels des autorités scolaires, des parents et d’autres acteurs. Parmi ces autres acteurs, il appert que le groupe de soutien, de par sa position intermédiaire et collective, pourrait jouer un rôle régulateur complémentaire et mieux accepté par les autorités scolaires et les parents. Les groupes de soutien d’AEF sont des regroupements locaux et auto-organisés de familles, proposant des activités sociales et d’entraide. Selon la théorie de la gouvernance réflexive, le groupe de soutien peut être considéré comme un lieu d’apprentissage collectif permettant l’émergence de normes sociales régulant les pratiques éducatives des parents. Cette étude vise à décrire les normes sociales établies au sein de groupes de soutien d’AEF québécois et les processus de production normative associés. Les normes sociales collectives implicites et explicites de deux groupes de soutien québécois enregistrés comme organismes sans but lucratif ont été documentées et décrites au moyen d'entrevues de groupe et de documents officiels de chacun de ces organismes. Une analyse de contenu a fait ressortir que les normes sociales collectives explicites formalisent le fonctionnement démocratique des groupes de soutien (modalités de participation des membres), les valeurs prônées (respect d’autrui, ouverture vers les autres) et leurs objectifs sociaux (soutien entre les membres, partage de ressources). Les normes sociales collectives implicites sont les suivantes : 1. Les enfants et les parents-éducateurs doivent socialiser, 2. Le parent-éducateur doit s'engager dans l'éducation des enfants et 3. L'enseignement et l’apprentissage doivent être de qualité et significatifs. Ces normes sociales collectives tendent à rejoindre les normes institutionnelles de l’éducation québécoise, soit la triple mission de l’école québécoise, « instruire, socialiser, qualifier », mais en les dépassant notamment en ce qui a trait à l’importance de l’engagement parental, à l’individualisation de l’enseignement dispensé et à la diversité des possibilités de socialisation. Celles-ci se rapprochent alors davantage des normes juridiques établies par la Loi sur l’instruction publique pour l’AEF: l’enfant doit 1. vivre une expérience éducative et 2. recevoir un enseignement qui soient équivalents à ce qui est vécu et enseigné à l’école, sans nécessairement reproduire la forme scolaire à la maison. Plusieurs processus de construction normative ont été identifiés : par co-construction, par ennoncé et adhésion, par quête partagée et par contact avec des acteurs exterieurs au mouvement d’AEF. Ceci décrit la possibilité d’un apprentissage social et d’une forme d’engagement citoyen des parents-éducateurs à travers ces groupes. Les normes sociales collectives décrites par cette étude et leurs modes de production suggèrent que le groupe de soutien pourrait être un acteur à exploiter davantage dans la gouvernance de l’AEF. / In Quebec, each school board makes its own homeschooling evaluation policy. Those various terms and conditions lead up to a lot of different relationships between homeschooling parents and school agents, leaving some of them unsatisfied, and sometimes, compromising the children’s right to education. Our analysis of homeschooling evaluation policies all around the world shows that parents’ autority, school board’s autority and the autority of a third party could be combined in various ways. Among those third parties, homeschooling support groups, thanks to their collective and intermediary position, could play a complementary role in the homeschooling regulation, with a better acceptance from parents and school agents. Homeschooling support groups are local self-organized groups which gather families for social activities and mutual aid. According to the reflexive governance theory, support groups could be seen as a collective learning place allowing social norms to emerge and regulate parental practices. This study aims to describe social norms currently established in Quebec-based homeschooling support groups and the associated production processes. Explicit and implicit collective social norms of two Quebec-based homeschooling support groups, registered as non-profit organizations, were described using focus groups and offical groups’ documents. Content analysis has showed that collective social explicit norms formalize the democratic mechanism of each group (term and condition of members’ participation), claimed values (respect to and openness toward others) and social goals (mutual support and ressource sharing). Collective social implicit norms were: 1. Children and parents must socialize, 2. Parents must be commited in the child’s education and 3. Teaching and learning must be of quality and meaningfull. Collective social norms seem to be close to institutional norms from Quebec educational school policy, “to provide instruction, to socialize and to provide qualifications”, but they exceed them especialy in matters of parental commitment, which is important, various type of socialization possibilities and individualized instruction. Thus, those norms are closer to the legal framework for homeschooling, in the Public Instruction Act, requiring that a child should 1. receive schooling and 2. benefit from an educational experience which are equivalent to what is provided at school, without necessarily replicating the school form at home. Several norm production processes have been described : co-construction, statement and adherence, shared quest and contact with non-homeschooling persons. It suggests that, through those groups, social learning and citizen commitment of parents are possible. Collective social norms and associated production processes described in this study suggest that homeschooling governance could benefit from using homeschooling support groups as third party in the regulation.

Educational dispensation has brought about radical changes in schools, particularly with reference to curriculum changes and delivery, not only internationally but specifically in South Africa. With a move towards the introduction of new curricular in schools, the concept Continuous Professional Development has been revisited and thus has propagated further review on new approaches of teaching and learning, which leads to the need for establishment of school-based professional development of educators to meet the new challenges of curriculum changes. The school based training of educators should not be seen as short courses or workshops done for the educators, only to be left without a continuous support and guidance. It should be noted that school based educators are part of the community of learners with the shared purpose of ensuring quality learning experiences of all learners, every day, without exception and this is reinforced by the following goals: -- Providing of all school personnel with opportunity of further developing, and enriching their professional skills and knowledge. -- Challenging all school personnel to examine their attitudes and beliefs regarding the capacity of all students at high level, as well as their accountability for continuous improvement in student performance (Fer, 2005:2). The problem is how to cultivate the culture of school based continuous training and participation of all educators in the programmes. The Employment of Educators Act offers enormous possibilities for educators’ professional development. The principal is tasked with the responsibility of establishing staff development progammes, both school based, school focused and externally directed (Personnel Administrative Measures (PAM) of 1998, as determined by the Minister of Education in terms of the Employment of Educators Act, 1998). It also stress that curriculum delivery is the basic of training in order to effect changes. This study draws a distinction between short courses and workshops, and continuous professional development. Short courses is about training educators for about three to five days and leave the on their own. Continuous professional development means training educators on regular bases with follow ups after thereafter. Finally, principals and School Management Teams should ensure that there school based professional development programmes are established at schools and all educators should participate to ensure appropriate curriculum delivery. / Dissertation (MEd (Leadership))--University of Pretoria, 2007. / Education Management and Policy Studies / MEd / unrestricted

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No description available.

The American Indians population in Minneapolis, Minnesota has experienced limited health care access and threefold diabetes health disparity. The purpose of this study was to measure the extent to which collaborating marketplace clinics and community-based support groups expanded diabetes care and provided self-management education for this largely urban Indian neighborhood. The marketplace clinics located in nearby CVS, Walmart, Target, and Supervalu stores committed financial support, certified educators, and pharmacy staff for the community-based support group. The study was conducted within the patient activation measure (PAM) analytical framework to assess the participants' acquired knowledge, skills, and confidence for diabetes self-management. A case-control study and 3 years retrospective analysis of secondary data were used to test whether the Minneapolis marketplace clinics and the Phillips community diabetes support group participants (n = 48) had improved diabetes health outcomes relative to the control group (n = 87). The intervention group employed motivational interviewing and PAM in coaching diabetes self-care and behavioral modification. The control group received only basic self-management education. T test and Cohen's d effect size measurements were used to quantify the size of the health outcome variables' difference between the study intervention and comparison groups. The positive effects of marketplace clinics and community-based complementation were shown through improved blood sugar control (A1C), weight loss (BMI), and healthful lifestyle changes. Social change progress could be realized by incorporating PAM with diabetes prevention programs for 33 Urban Indian Health Organizations that are located in large cities throughout the United States.

The aim of this research was to support new mothers in groups, so that they can function optimally as educators. During the research mothers with babies up to three months of age were used by means of a support group. This research project was done after it became evident from a literature study that new mothers suffered with unique problems during this adaption phase. In the empirical survey the researcher gave attention to the new mothers' specific needs and problems during this trimester. The researcher aimed to explore the experiences of the new mother as educator through weekly group sessions. From the results it was clear that there was a need of support from other mothers that is going through the same experiences. In this way new mothers could receive emotional support and obtain knowledge regarding relevant issues experienced during this unique life phase. / Educational Studies / M. Ed. (Guidance and Counselling)

This study examines through autoethnographic inquiry my research journey in the world of childhood cancer. The unfolding research experience eventually led to the focus of this investigation which is exploring stories of coping with childhood cancer in a support group for parents. Using the principles of ethnographic epistemology this study explores the stories of eight parents whose children were diagnosed with cancer and who decided to join the support group for parents called, TOUCH. An overview of the existing body of knowledge on childhood cancer and the family is presented as well as the value of a social support group in parenting a child with cancer. The need of a conceptual shift in order to understand the problem of parenting a child with cancer is propagated. The stories of eight parents within the setting of a social support group are presented. Through the principles of the qualitative method of ethnography the story of the child's cancer is described by means of emerging themes. The coping mechanisms used to cope in this world of uncertainty and ambiguity, follows. Finally the contribution of the support group is discussed in terms of my relationship with the group member, the group members' communication pattern and what was perceived to be helpful to the group member. The eight stories discussed all follow the same pattern. Four hypotheses emerged from the eight stories described and are presented in the final chapter. The strengths and limitations of the study are discussed as well as recommendations for future research. / Psychology / D. Lit. et Phil. (Psychology)

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-19T12:02:34Z No. of bitstreams: 1 Regislaine Leoncio Pereira.pdf: 940942 bytes, checksum: 3107b12e70f9958ec6d190d66d75b5a3 (MD5) / Made available in DSpace on 2017-10-19T12:02:34Z (GMT). No. of bitstreams: 1 Regislaine Leoncio Pereira.pdf: 940942 bytes, checksum: 3107b12e70f9958ec6d190d66d75b5a3 (MD5) Previous issue date: 2017-09-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The demographic revolution and the change in the epidemiological profile confront us with an unwanted reality in the aging process. Although old age is not synonymous with illness, many seniors are aging with morbidities that affect their physical and cognitive ability making them dependent on care. In this scenario the figure of the family caregiver or the care professional appears. Researches that has proposed to look at the care done by family members indicates that caregivers often become ill and succumb to the caring process. However, for reasons pursued in this study, the experience is not common to all caregivers, it is possible to find other possibilities of care in caregivers who developed a healthy relationship in this path. This study aims to discuss the issue of care and the elements that may contribute to overcome the difficulties inherent in family care at home. To do so, we rescued the history of a municipal service and interviewed family caregivers who participate in the Caregiver Support Group. The bibliographic survey pertinent to the theme was fundamental to the research. To deepen the research we used the qualitative method which will allow us to observe and understand the different stories of 06 (six) caregivers and their relationship of care to the elderly family. Center for Reference to the Elderly Health (CERESI) in Guarulhos was our scenario of observation and meeting of respondents who answered open questionnaires, semi-structured interviews and life history narratives / A revolução demográfica e a mudança no perfil epidemiológico nos confrontam com uma realidade não desejada no processo de envelhecimento. Embora a velhice não seja sinônimo de doença, muitas pessoas estão envelhecendo com morbidades que afetam sua capacidade física e cognitiva tornando-as dependentes de cuidados. Neste cenário, surge a figura do cuidador familiar ou do profissional do cuidado. Pesquisas que propuseram se debruçar sobre o cuidado realizado por familiar, indicam que não raramente os cuidadores adoecem e sucumbem ao processo de cuidar. Entretanto, por razões perseguidas neste estudo, a experiência não é comum a todos cuidadores, é possível encontrar outras possibilidades de cuidado em cuidadores que desenvolveram uma relação saudável neste percurso. O presente trabalho tem como objetivo discutir a questão do cuidado e os elementos que podem contribuir para a superação das dificuldades inerentes ao cuidado familiar no domicílio. Para tanto, resgatamos a história de um serviço municipal e entrevistamos familiares cuidadores que participam do Grupo de Apoio ao Cuidador. O levantamento bibliográfico pertinente ao tema foi fundamental para a pesquisa. Para aprofunda-la, recorremos ao método qualitativo, que permitirá observar e compreender as diferentes histórias de 06 (seis) cuidadoras e sua relação de cuidado ao idoso familiar. O Centro de Referência à Saúde do Idoso (CERESI) em Guarulhos foi o nosso cenário de observação e de encontro das entrevistadas que responderam a questionários abertos e entrevistas narrativas

The aim of this research was to support new mothers in groups, so that they can function optimally as educators. During the research mothers with babies up to three months of age were used by means of a support group. This research project was done after it became evident from a literature study that new mothers suffered with unique problems during this adaption phase. In the empirical survey the researcher gave attention to the new mothers' specific needs and problems during this trimester. The researcher aimed to explore the experiences of the new mother as educator through weekly group sessions. From the results it was clear that there was a need of support from other mothers that is going through the same experiences. In this way new mothers could receive emotional support and obtain knowledge regarding relevant issues experienced during this unique life phase. / Educational Studies / M. Ed. (Guidance and Counselling)

This study examines through autoethnographic inquiry my research journey in the world of childhood cancer. The unfolding research experience eventually led to the focus of this investigation which is exploring stories of coping with childhood cancer in a support group for parents. Using the principles of ethnographic epistemology this study explores the stories of eight parents whose children were diagnosed with cancer and who decided to join the support group for parents called, TOUCH. An overview of the existing body of knowledge on childhood cancer and the family is presented as well as the value of a social support group in parenting a child with cancer. The need of a conceptual shift in order to understand the problem of parenting a child with cancer is propagated. The stories of eight parents within the setting of a social support group are presented. Through the principles of the qualitative method of ethnography the story of the child's cancer is described by means of emerging themes. The coping mechanisms used to cope in this world of uncertainty and ambiguity, follows. Finally the contribution of the support group is discussed in terms of my relationship with the group member, the group members' communication pattern and what was perceived to be helpful to the group member. The eight stories discussed all follow the same pattern. Four hypotheses emerged from the eight stories described and are presented in the final chapter. The strengths and limitations of the study are discussed as well as recommendations for future research. / Psychology / D. Lit. et Phil. (Psychology)