Spelling suggestions: "subject:"college anda high school"" "subject:"college ando high school""
11 |
Comores, l'enseignement des sciences physiques dans le secondaire : de l'analyse du curriculum à son appropriation par les enseignantsMsahazi, Ali Youssouf 17 December 2012 (has links)
La thèse présentée ici développe deux axes d'étude concernant l'enseignement des sciences physiques dans les collèges et lycées de l'Union des Comores : D'abord une analyse du curriculum prescrit dans les programmes officiels des Comores depuis 1994 à nos jours, dans le but d'identifier et de caractériser les choix effectués par les concepteurs, de soulever les contraintes et les difficultés éventuelles ; Ensuite l'étude de la façon dont les enseignants s'approprient ce curriculum. Des questionnaires révèlent ce qu'ils déclarent à propos de leurs choix pour le mettre en œuvre dans leurs classes ainsi que leurs options didactiques, épistémologiques et pédagogiques. Pour prendre en compte ces diverses dimensions, plusieurs cadres théoriques sont mobilisés : la sociologie et la didactique du curriculum ; la didactique des disciplines et les pratiques enseignantes. L'analyse du curriculum prescrit montre qu'il subit des influences parfois contradictoires : d'abord le curriculum français (dans ses versions anciennes) surtout ancré sur des connaissances de savoirs académiques à acquérir, ensuite les recommandations des grands organismes internationaux insistant principalement sur des compétences à maitriser. Même si la tendance en France est maintenant de promouvoir des approches plus constructivistes (démarche d'investigation), une tension persiste entre ces deux pôles que l'on retrouvera chez les enseignants. / The thesis presented here develops two lines of research on the teaching of physics in schools and colleges of the Union of the Comoros: First, an analysis of the curriculum prescribed in the official programs of the Comoros since 1994 to the present day, in order to identify and characterize the choices made bay the designers, lift the constraints and potential problems; Then the study of how teachers have taken over the curriculum. Questionnaires reveal what they say about their choice to implement in their classrooms and their teaching, epistemological and pedagogical and pedagogical options. To take into account the various dimensions, several theoretical frameworks mobilized sociology and educational curriculum, and the didactics and teaching practices. The analysis shows that the prescribed curriculum undergoes sometimes contradictory influences : first the French curriculum (in its older versions) mainly anchored on knowledge of academic knowledge to be acquired, then the recommendations of major international organizations focusing primarily on skills to master. Although the trend in France is now promoting more constructivist approaches (inquiry process), a continuing tension between these two poles that we find among teachers. In general objectives official is displayed the desire to promote a general rather than specialized teaching science education, but it is not visible in the contents of the program: they are indeed defined in terms of knowledge, skills and methods, but little tools are available for teachers to implement. Only very general advice is given as to promote the construction of knowledge by students or use the investigative approaches.
|
12 |
The Effect of Dual Enrollment on Community College Persistence and AchievementRidgeway, Tiffany Nicole 07 May 2016 (has links)
The purpose of this quantitative research study was to explore dual enrollment as a college readiness strategy and the effects of dual enrollment programs on persistence and achievement within a post-secondary institution. This study examined documented institutional data of former dual enrollment students and their direct entry peers who were 1st-time college students at a community college in South Mississippi. Community colleges in Mississippi have maintained dual enrollment programs for over a decade, but few empirical-based research studies have been conducted to determine whether or not student achievement and persistence rates differed for students with prior dual enrollment experience. Therefore, more empirically-based research is needed to determine whether research findings are generalizable. Further research will contribute to the body of literature regarding the impact and effectiveness of dual enrollment and how it relates to college persistence. The sample included all students who graduated from local service area high schools in the spring of 2012 and matriculated to the community college in the fall of 2012. The study analyzed measures of achievement and indicators of persistence for all students over 2 academic years. The study used an independent sample t-test to compare whether prior dual enrollment students had different rates of persistence and achievement than direct entry students. A factorial analysis of variance was used to test for significance among independent variables of enrollment type with the dependent variables of persistence and achievement among categorical variables of race to determine if there was a difference in proportion of students in dual enrollment versus direct entry. Persistence is defined as the continuous full-time enrollment from the first year to the second year. Achievement was measured using ACT scores and grade point average (GPA). Findings revealed that no significant difference existed in measures of persistence between students with prior dual credit and direct entry students. Significant differences existed in measures of achievement by students with prior dual credit and by direct entry students in two areas: Act scores and cumulative GPA. Other findings indicated differences did not exist for persistence by enrollment type and race or for achievement by enrollment type and race.
|
13 |
Belief, backbone, and bulldozers! : Fergus O’Grady’s vision of Catholic, "integrated" education in northern British Columbia, 1956-1989Beliveau, Kevin Edward Vicente 11 1900 (has links)
Little has been written of either parochial or
integrated educational history in northern British
Columbia. Prince George College, founded in 1956 by Bishop
Fergus O'Grady of the Oblates of Mary Immaculate,
represents a. particular attempt by the Catholic community
of the Diocese of Prince George to offer a Catholic
education for both Aboriginal and white students in
northern British Columbia.
Using the personal and professional files of the late
Bishop O'Grady and other documentary evidence made
available to me by the Archives of the Diocese of Prince
George an attempt has been made to construct an image of
Bishop 0'Grady's "vision" for Prince George College. Using
letters, memos, minutes, personal notes, and a number of
available monographs on the subject of parochial,
Aboriginal, integrated,- and northern Canadian education,
this thesis begins the process of piecing together some of
the bishop's plans and visions for the school from its
founding to its change of name in 1989 to "O'Grady Catholic
High School" and eventual closing in June, 2001.
Chapter One details the bishop's construction of not
only the school's financial groundwork, but more
importantly its ethos - a narrative rooted in century's old
stories of the Oblates and their pioneering efforts to
establish Christianity in northern B.C. The second chapter
examines the role of volunteerism and parental support in
staffing the school. In'particular, much credit must be
given to the Frontier Apostles - a lay, volunteer
organization started by Bishop 0'Grady - for the day-to-day
running of the school for most of its thirty years. The
third chapter looks specifically at the "integrated" nature
of the school - the supposed presence of integration of
both Aboriginal and white students.
What is constructed is an image of the bishop's vision
that finally provides some context to his plans for the
school. The school lay on a foundation of a carefully
constructed ethos, the sacrifices of hundreds of lay
volunteers, and the involuntary financial subsidies
provided by Aboriginal students from approximately 1960 to
1989.
The school finally closed its doors in 2001 citing
both financial difficulties and a lack of local parental
support. Much can be learned from the mistakes of the past
in any future attempts to re-open the institution.
|
14 |
Belief, backbone, and bulldozers! : Fergus O’Grady’s vision of Catholic, "integrated" education in northern British Columbia, 1956-1989Beliveau, Kevin Edward Vicente 11 1900 (has links)
Little has been written of either parochial or
integrated educational history in northern British
Columbia. Prince George College, founded in 1956 by Bishop
Fergus O'Grady of the Oblates of Mary Immaculate,
represents a. particular attempt by the Catholic community
of the Diocese of Prince George to offer a Catholic
education for both Aboriginal and white students in
northern British Columbia.
Using the personal and professional files of the late
Bishop O'Grady and other documentary evidence made
available to me by the Archives of the Diocese of Prince
George an attempt has been made to construct an image of
Bishop 0'Grady's "vision" for Prince George College. Using
letters, memos, minutes, personal notes, and a number of
available monographs on the subject of parochial,
Aboriginal, integrated,- and northern Canadian education,
this thesis begins the process of piecing together some of
the bishop's plans and visions for the school from its
founding to its change of name in 1989 to "O'Grady Catholic
High School" and eventual closing in June, 2001.
Chapter One details the bishop's construction of not
only the school's financial groundwork, but more
importantly its ethos - a narrative rooted in century's old
stories of the Oblates and their pioneering efforts to
establish Christianity in northern B.C. The second chapter
examines the role of volunteerism and parental support in
staffing the school. In'particular, much credit must be
given to the Frontier Apostles - a lay, volunteer
organization started by Bishop 0'Grady - for the day-to-day
running of the school for most of its thirty years. The
third chapter looks specifically at the "integrated" nature
of the school - the supposed presence of integration of
both Aboriginal and white students.
What is constructed is an image of the bishop's vision
that finally provides some context to his plans for the
school. The school lay on a foundation of a carefully
constructed ethos, the sacrifices of hundreds of lay
volunteers, and the involuntary financial subsidies
provided by Aboriginal students from approximately 1960 to
1989.
The school finally closed its doors in 2001 citing
both financial difficulties and a lack of local parental
support. Much can be learned from the mistakes of the past
in any future attempts to re-open the institution. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate
|
15 |
From High School into Higher Education: Diving into the Summer Melt Phenomenon at an Urban School DistrictZilliox, Tammy R. January 2019 (has links)
No description available.
|
Page generated in 0.0762 seconds