Les difficultés d’adaptation scolaire que peuvent développer les élèves dans une école secondaire entraînent bien souvent des conséquences. En effet, ces dernières peuvent mener au décrochage scolaire et parfois à l’adoption de comportements délinquants. L’instauration d’un suivi auprès d’élèves prend tout son sens lorsqu’il est question de difficultés d’adaptation. Ce suivi a été offert à cinq élèves présentant ces difficultés de l’école secondaire Honoré-Mercier de Montréal. Il y a deux objectifs à ce stage. Le premier vise une diminution des présences au local de retrait et le deuxième de diminuer les difficultés d’adaptation scolaire des élèves ciblés. L’atteinte de ces objectifs est considérée en fonction de données factuelles sur les présences au local de retrait, des résultats obtenus à un test standardisé, soit le Achenbach (Achenbach, 1991), mais également en fonction des perceptions des élèves et des professeurs sur le cheminement de l’élève. Les résultats illustrent que les élèves n’ont pas modifié significativement leur présence au local de retrait, que différentes problématiques définies dans le Achenbach ont été amplifiées tandis que d’autres ont été diminuées et que, finalement les élèves ont apprécié leur suivi puisque ce dernier les a amené à vivre des changements intrinsèques. Des conclusions découlent de l’analyse des résultats, soit concernant la durée des interventions et les problématiques présentes chez les élèves. Le rôle que peut assumer le criminologue dans le milieu scolaire est également abordé. Mots clés : adaptation, difficulté, scolaire, suivi, école, secondaire, adolescent / There can be many consequences when students have difficulties in adapting to the academic environment. They can lead to higher school dropout rates and to the adoption of delinquent behaviour. In the presence of adaptation difficulties, accompanying and monitoring the students is crucial. A monitoring program was offered to five Honoré-Mercier students presenting adaptation difficulties. The intervention program has two objectives. The first one is to decrease the number of classroom exclusions of those students. Another objective is to offer a place where they have the freedom to express their feelings openly. The results of the program are based on the number of classroom exclusion during the intervention. They are also measured on the results of an Achenbach test (Achenbach, 1991) and on the opinions of the students on their own progress. The results illustrate that the students did not significantly lower their number of classroom exclusion. They also show that some problems detected in the Achenbach test were amplified whereas types of problems decreased. Finally, the results show that students appreciated their follow-up because it allowed them to experience intrinsic changes. Based on these results, we can emit several hypotheses on the need to change the duration of the intervention or the problems experienced by the students. The potential contribution of a criminologist in an academic environment is also analyzed. Keywords: adaptation, difficulty, school, follow-up, secondary, teenager

Cette recherche qualitative de type exploratoire tente, à l'aide du discours de jeunes réfugiés, de comprendre de quelle manière leur parcours migratoire contribue à leur projet d'intégration et identitaire, notamment en saisissant leurs perceptions de leur situation actuelle, leurs rapports avec différents réseaux sociaux, l'impact de leur statut identitaire sur leur insertion scolaire, l'impact de leur statut d’immigrant sur les relations intrafamiliales comme sur leurs choix de relations avec les pairs et leur vision de leur futur. De plus, le but de ce mémoire est de poser un regard sur la mise en place de différentes formes de stratégies identitaires au sein de divers réseaux d'appartenance locaux ou transnationaux (école, religion, organismes communautaires, etc.). Afin de mieux comprendre cette réalité, encore peu traitée au Québec, de jeunes réfugiés âgés entre 15 et 21 ans ont été sollicités pour prendre la parole lors de deux entrevues semi-dirigées. Les données résultant des entrevues mettent en évidence une singularité des cas. Malgré tout, quelques tendances semblent ressortir dans le projet migratoire et d’intégration, tels que des trajectoires migratoires empreintes d’événements douloureux, des défis dans le parcours social et scolaire au Québec et une capacité à surmonter l’adversité dans des situations de contraintes répétitives. / The purpose of this qualitative exploratory study was to examine refugee youths’ immigration trajectories and their integration and identity work as newcomers to Quebec. Their perceptions were explored in terms of social integration, school integration, the development of peer networks, and their future outlook and aspirations. Employed identity strategies were explored in contexts such as schooling, religion, and community organizations. Five refugee youth, ranging in age from 15 to 21 years, were solicited for the study. They participated in two in-depth semi-structured interviews, facilitated by the use of personal artefacts and pictures. Results underline the uniqueness of each of the cases, both in terms of reasons for departure and subsequent trajectories and identity work. Despite this diversity, some commonalities could be noted. The immigration trajectories were emotionally charged and difficult for all youth interviewed. They all struggled with their social integration both within and outside of school, as well as in terms of ensuring continued academic success. Yet, they all exhibited the capacity to overcome adversity, despite repeated and on-going challenges, and showed much resilience. In terms of their identity strategies, some developed a hybrid identity, integrating past and current identity work into a coherent whole, while others were still in a stage of exploration or actively involved in working towards a coherent sense of self that could accommodate the complexity of their life experiences. Longitudinal studies are needed to document the development of identity strategies that facilitate refugee youths’ integration while ensuring on-going resilience, academic success and psychological well-being.

Bien que les facteurs de risque associés au faible engagement scolaire aient été largement étudiés, les mécanismes qui conduisent les enfants moins bien préparés pour l’école à se désengager dès le début de leur parcours scolaire demeurent méconnus. Une meilleure compréhension de ces mécanismes permettrait de prévenir le désinvestissement de ces élèves et favoriserait leur persévérance scolaire. Étant donné l’importance des relations sociales en début de scolarisation, la présente étude a pour objectif d’examiner dans quelle mesure la relation que l’élève entretient avec son enseignant en première année peut expliquer le lien entre la préparation à l’école en maternelle et l’engagement scolaire en deuxième année. Des régressions linéaires multiples hiérarchiques réalisées sur un échantillon de 1492 élèves québécois ont permis de vérifier cette hypothèse. Les résultats obtenus confirment que la relation maître-élève chaleureuse et conflictuelle permet d’expliquer le niveau d’engagement des élèves qui présentent une faible préparation à l’école lorsqu’ils entrent à la maternelle. Les implications pour la recherche et la pratique des intervenants en milieu scolaire seront discutées. / Risk factors associated with lower school engagement have been widely studied. Children entering school with lower levels of school readiness tend to be less engaged in school activities. However, the mechanisms leading those children to early disengagement are yet to be discovered. Better understanding these mechanisms could help prevent disengagement and school dropout. Social relationships are known to be of high importance, especially at school entry. Therefore, the present study will test if the teacher-student relationship in grade 1 can explain the association between school readiness in kindergarten and school engagement in grade 2. This hypothesis was verified using multiple linear regressions and a sample of 1492 French-canadian pupils. Results show that children’s readiness for school in kindergarten can predict their level of school engagement two years later. Furthermore, conflict and closeness in the teacher-student relationship are mechanisms which can explain this predictive relationship. Implications for further research and school intervention will be discussed.

Ethnocultural minority immigrant students carry diverse histories, perspectives, and experiences, which can serve as resources for critical reflection and discussion about social conflicts. Inclusion of diverse students’ identities in the curriculum requires acknowledgement and open discussion of diversity and conflictual issues. In democratic peacebuilding education, diverse students are encouraged to express divergent points of view in open, inclusive dialogue. This ethnographic study with a critical perspective examined how three teachers in urban public elementary school classrooms with ethnocultural minority first- and second-generation immigrant students (aged 9 to 13) implemented different kinds of curriculum content and pedagogy, and how those pedagogies facilitated or impeded inclusive democratic experiences for various students. In these classrooms, peers and teachers shared similar and different cultural backgrounds and migration histories. Data included 110 classroom observations of three teachers and 75 ethnocultural minority students, six interviews with three teachers, 29 group interviews with 53 students, document analysis of ungraded student work and teachers’ planning materials, and a personal journal. Results showed how diverse students experienced and responded to implemented curriculum: when content was explicitly linked to students’ identities and experiences, opportunities for democratic peacebuilding inclusion increased. Dialogic pedagogical processes that encouraged cooperation among students strengthened the class community and invited constructive conflict education. The implicit and explicit curriculum implemented in these three diverse classrooms also shaped how students interpreted democracy in the context of multiculturalism in Canada. Teaching students as though they were all the same, and teaching curriculum content as if it were neutral and uncontestable, did not create equitable social relations. Explicit attention to conflict provided opportunities to uncover the hidden curriculum and to acknowledge structures of power and domination, creating space for development of critical consciousness. Thus culturally relevant curricula and democratic learning opportunities encouraged social and academic engagement and resulted in the inclusion of a wider range of diverse students’ voices.

Les élèves aux problèmes de comportements externalisés comme l'opposition éprouvent généralement de la difficulté à s’engager dans leurs apprentissages (Janosz, 2000). Or, un faible engagement scolaire peut générer des problèmes d’ordre académique et mener au décrochage. Toutefois, certains facteurs environnementaux tels que la relation maître-élève semblent influer sur l’investissement des élèves dans les activités scolaires. La présente étude vise à examiner le lien entre le degré d'opposition d'élèves du 2e cycle du primaire et leur engagement comportemental et affectif en français. Elle tente aussi de vérifier si la chaleur ou les conflits présents dans la relation maître-élève agissent comme facteurs de protection ou comme facteurs aggravants face à l’engagement scolaire des élèves oppositionnels. Finalement, cette étude s’intéresse à l’effet différentiel de la relation maître-élève sur l’engagement scolaire des garçons et des filles. Des régressions linéaires multiples hiérarchiques effectuées sur 385 élèves québécois ont permis d’atteindre ces objectifs. Les résultats obtenus révèlent que la chaleur n’agit pas à titre de facteur de protection en ce qui a trait à l’engagement comportemental des élèves oppositionnels, mais qu’elle est bénéfique pour l’engagement comportemental des filles. Les résultats confirment également l’effet aggravant des conflits sur l’engagement comportemental des élèves oppositionnels. Finalement, cette étude indique que les conflits élèves-enseignants sont nuisibles pour l’engagement affectif des garçons. Les implications de ces résultats pour la recherche et pour l’intervention en psychoéducation seront présentées. / Students who display externalized behavior problems such as opposition generally find it difficult to engage themselves in their learning (Janosz, 2000). Yet, a lack of engagement toward school can result in diverse academic problems and eventually lead to drop-out. However, certain school-related factors such as the student-teacher relationship might influence students’ investment in academic activities. The current study has three objectives. First, it attempts to examine the link between the degree of opposition of 3rd and 4th grade students’, and their behavioral and emotional engagement toward French activities. Then, it tries to verify whether the level of closeness or conflict in the student-teacher relationship acts as a protective or aggravating factor regarding the school engagement of oppositional students. Finally, the current study is interested in the differential effect of the student-teacher relationship on the school engagement of boys and girls. Hierarchical linear regressions were conducted on a sample of 385 students from Quebec in order to reach the study’s objectives. Findings reveal that closeness does not act as a protective factor for the behavioral engagement of oppositional students, but that it is beneficial for girls’ behavioral engagement. Results also confirm that conflict is an aggravating factor for the behavioral engagement of oppositional students. Finally, this study indicates that student-teacher conflict is harmful for boys’ emotional engagement. Implications of these findings for research and for intervention will be discussed.

No description available.

Doctor of Education / Department of Educational Leadership / Gerald Bailey / The purpose of the study was to research, develop, and validate a step-by-step guide for museum and public school partnerships that wish to create motivational standards-based curriculum materials in high school social studies. Museum and Public School Partnerships: A Step-by-Step Guide for Creating Motivational Standards-Based Curriculum Materials in High School Social Studies was developed using the research and development methodology of Borg and Gall (1989). The research and development process used in this study included seven steps: 1) research analysis and proof of concept, 2) product planning and design, 3) preliminary product development, 4) preliminary field testing, 5) revision of the prototype, 6) main field testing, and 7) revision of the final product. A prototype of the guide was produced and then evaluated by museum and public school experts in the preliminary field test. Revisions were made to the guide based on their feedback. The guide was then distributed to practitioners in the main field test. The reviewers in the main field test were museum staff or high school history educators; or museum, curriculum, or technology directors in the United States. Feedback from the main field test was used to create the final product. Major conclusions of the study were: a) there was a lack of literature specifically for museum and public school partnerships that wished to create motivational standards-based curriculum materials for high school social studies, b) museum and public school personnel benefit from quality resource step-by-step guides, c) educational guides developed through research and development methodology offer museum and public school personnel practical and valuable products for improving education, d) a step-by-step guide is a useful tool when museums and public schools partner to create motivational standards-based curriculum materials for high school social studies, e) this study produced the first step-by-step guide for museums and public schools that wish to partner to create motivational standards-based curriculum materials for high school social studies.

Doctor of Philosophy / Department of Educational Leadership / W. Franklin Spikes / This study explored the relationship between anesthesiology residents' In Training Examination (ITE) percentile ranks and learning styles and domains with the variables of gender, ethnicity, and postgraduate year (PGY). The ITE is a national examination given annually as a measure of cognitive achievement. The learning style instrument was the adapted Vermunt Inventory of Learning Styles (ILS), a diagnostic learning style instrument designed for use with university-level students. The study included 112 anesthesiology residents in anesthesiology graduate medical education (GME) at four universities (five sites) during the 2006-2007 PGY. Responses to the surveys were analyzed using descriptive statistics, the Pearson product-moment correlations, and stepwise and backward elimination regression analysis. The results indicated that the residents' ITE percentile ranks had a bimodal curve. The ILS has 20 scales representing four learning domains factored into four learning styles. The relationships of the learning styles with the ITE percentile ranks were significant for two learning styles: positive for the meaning directed learning style (MDLS) and negative for the undirected learning style (UDLS). Analysis of the scales comprising the MDLS (seven) and UDLS (five) revealed significant relationships for 6 of the 12 scales for the anesthesiology residents (five positive, one negative). An analysis of the domain scale relationships for the other eight scales identified an additional two scales positively related to ITE percentile ranks: vocation oriented and analyzing. The significant scales positively identified with ITE percentile ranks included relating and structuring, concrete processing, two self-regulation scales, construction of knowledge, analyzing and vocation oriented. The only scale significant with ITE percentile ranks was ambivalent, which was negative. The potential exists that the UDLS can identify, in part, residents at risk academically. The positive relationship of the meaning directed learning style and the two significant, positive scales (analyzing and vocation oriented) with ITE percentile ranks offered an indication of learning styles and strategies of residents with higher cognitive achievement outcomes. These learning strategies have the potential to help residents learn how to learn more effectively.

Mémoire en recherche-projet / L’intimidation à l’école est une problématique qui a principalement été abordée dans le domaine de la psychologie. Plusieurs programmes de lutte en sont issus, mais des études démontrent leur faible efficacité (Smith et al., 2004, Limber, 2011) et invitent les interventions futures à s’intéresser à des aspects plus généraux portant notamment sur le climat scolaire. Le design étant un processus écologique (Findeli, 2015), l’idée de s’interroger sur le climat scolaire nous a semblé particulièrement porteuse. Ainsi, la recherche-projet suivante a pour objectif de désindividualiser la problématique de l’intimidation à l’école en s’intéressant à l’affordance (Chemero, 2003) prosociale de l’environnement scolaire. Nous posons l’hypothèse que l’intimidation à l’école est un problème environnemental et nous cherchons à comprendre comment l’affordance peut s’avérer un concept pertinent pour les designers, afin de traiter de telles problématiques sociales. Les hypothèses de concepts que nous proposons amènent des pistes de solutions inédites à la problématique de l’intimidation à l’école. Celles-ci modifient les dispositions antisociales du milieu scolaire en offrant de nouvelles possibilités qui encouragent les comportements prosociaux. Ces modifications démontrent la pertinence pour le champ du design d’opter pour un regard écologique axé sur les possibilités. Nous suggérons d’ailleurs une façon de faire, notamment en utilisant le récit ethnographique afin de saisir les dispositions du milieu, puis les scénarios d’usage afin de démontrer l’expérience amenée par les nouvelles possibilités. Finalement, à la lumière de cette étude, nous posons l’hypothèse qu’il est essentiel de considérer la qualité de l’expérience offerte par ces nouvelles possibilités afin de maximiser les chances de réalisation d’une disposition. Penser l’expérience d’usage est l’expertise des designers, ce faisant, il s’agirait d’une démonstration supplémentaire de l’intérêt d’impliquer les designers dans les sphères sociales et des politiques publiques, afin d’amener les citoyens à adopter les changements de société visant le bien commun. / Bullying at school is an important problem that has mostly been addressed in the field of psychology. Several prevention programs have stemmed from it but studies demonstrate low efficiency (Smith et al., 2004, Limber, 2011) and suggest that future interventions consider broader issues like school climat. Design is an ecological process (Findeli, 2015), thereby the idea of questioning school climate seemed particularly interesting. The following research-project uses a holistic approach to the problem of bullying at school by focusing on the affordance of a pro-social school environment. We hypothesize that bullying at school is partly an environmental problem and we seek to understand how the theory of affordances can be a relevant basis for designers looking to address this social issue. The concepts that we offer suggest new solutions to the problem of bullying at school. They aim to modify antisocial dispositions within school environments by offering new opportunities that encourage pro-social behaviour. These modifications demonstrate that opting for an ecological vision based on possibilities is relevant to the field of design. We also suggest a way to apply this vision, which includes using ethnographic narratives to capture the situation’s dispositions and using scenarios to demonstrate the experience brought by new possibilities. Finally, in light of this study, we hypothesized that the quality of the experience offered by these new possibilities is of utmost importance to maximize the chances of individuals adopting them. Refining the user’s experience is a designer’s expertise and doing so is a further demonstration of the relevance of involving designers in rethinking our public and social spaces for the common good.

Ce mémoire vise l’analyse de la représentation des Autochtones dans la situation coloniale telle que présentée dans le programme d’enseignement d’histoire du Québec et du Canada (2017) du deuxième cycle de l’école secondaire québécoise. La méthodologie utilisée est inspirée de l’analyse de contenus et de l’analyse conceptuelle. Cette recherche démontre que ce programme inclut un portrait partiel et partial de la situation coloniale. Ce fait social total n’est pas abordé de façon explicite et sa contextualisation globale ne fait pas l’objet d’un suivi cohérent. Le programme est limité à certains aspects parsemés à la pièce dans une trame majoritairement eurocanadienne. Si ce programme représente une amélioration par rapport au passé de l’enseignement de l’histoire au Québec à travers l’intégration de certaines recommandations de la CVR ou du CEPN, l’absence de liens avec le colonialisme, le racisme et les stéréotypes met en lumière le travail qu’il reste à faire pour atteindre la vérité, la réconciliation et la décolonisation en éducation. / This master thesis aims to analyze the representation of Indigenous people in the colonial situation as presented in the Quebec and Canadian history program (2017) of the second cycle of the Quebec high school. The methodology used is inspired by content analysis and conceptual analysis. This research demonstrates that this program includes a partial and biased portrait of the colonial situation. This total social fact is not explicitly addressed, and its overall contextualization is not coherently followed. The program is limited to certain aspects sprinkled piecemeal in a predominantly Euro-Canadian framework. While this program represents an improvement over the past of history teaching in Quebec through the integration of some of the TRC or FNEC recommendations, the lack of links to colonialism, racism and stereotypes highlights the work that remains to be done to achieve truth, reconciliation and decolonization in education.