Linda Darling-Hammond (1997) states that the classroom teacher is the most influential variable influencing student achievement outside of the child’s home environment. Many studies have attempted to identify the specific attributes of teachers who are more effective than others. During the last decade, research has shown that teachers who work to develop relationships, while delivering relevant and rigorous instruction, demonstrate greater student achievement. Additional studies from the world of business tell us that those individuals with increased levels of emotional intelligence are better leaders, managers and salespersons, and are more frequently hired into those positions by large corporations. They are more likely to get along with peers, be promoted and demonstrate success when working with others. A similar relationship may exist in the field of education between teachers who exhibit increased levels of emotional and student academic achievement. This pilot study investigated possible relationships between the academic performance of sixth grade math students and the emotional intelligence of their corresponding teachers through the use of descriptive statistics. Although no significant findings were established, the data provide a useful starting point for future queries into this construct.

Les États ont déployé d’immenses efforts pour la mise en place d’un système efficace de coopération internationale et régionale pour lutter contre le terrorisme. Cependant, sur le plan international la coopération s’appuie sur des conventions sectorielles visant à réprimer certains actes graves tels ceux portant atteinte à l’aviation civile. Sur le plan régional, la convention européenne relative à la répression du terrorisme, la décision-cadre sur la lutte contre le terrorisme ainsi que la convention arabe sur la lutte contre le terrorisme comportent la majeure partie des mesures prises en matière de lutte conter le terrorisme. La France, historiquement concernée par le terrorisme, et le Maroc pour lequel le phénomène est nouveau, ont vu dans la lutte contre le terrorisme un moyen de renforcer leur corpus juridique déjà existant. Ainsi en matière de lutte contre le terrorisme, les deux législateurs ont soit emprunté des infractions au droit commun, soit créé d’autres qui sont nouvelles. Toutefois, la lutte juridique contre le terrorisme ne peut atteindre ses objectifs sans que les causes quien constituent le socle fertile soient éradiquées d’abord. / States deployed huge efforts in order to set up an efficient international and regional cooperation system to combat terrorism. However, international cooperation is based on sectorial conventions treating just certain grave acts such as those constituting a threat to civil aviation. Regionally, the European convention on the suppression of terrorism, the framework decision on combating terrorism and the Arab convention against terrorism include the major part of the measures taken in the context of the fight against terrorism. France, historically concerned with terrorism, and Moroccoto whom the phenomenon is new, have considered the fight against terrorism as a means to reinforce their judicial corpus already set up. So, aiming to combat terrorism the two legislators have either borrowed existing offences from the common law, or created new offences. However, judicial fight against terrorism can’t reach its objectives without first eradicating causes that constitute a fertile terrain for it.

What qualities, skills, and knowledge produce quality teachers? Many stake-holders in education argue that teacher quality should be measured by student achievement. This qualitative study shows that good teachers are multi-dimensional; their effectiveness cannot be represented by students’ test scores alone. The purpose of this phenomenological study was to gain a deeper understanding of quality in teaching by examining the lived experiences of 10 winners or finalists of the Teacher of the Year (ToY) Award. Phenomenology describes individuals’ daily experiences of phenomena, examines how these experiences are structured, and focuses analysis on the perspectives of the persons having the experience (Moustakas, 1994). This inquiry asked two questions: (a) How is teaching experienced by recognized as outstanding Teachers of the Year? and (b) How do ToYs feelings and perceptions about being good teachers provide insight, if any, about concepts such as pedagogical tact, teacher selfhood, and professional dispositions? Ten participants formed the purposive sample; the major data collection tool was semi-structured interviews (Patton, 1990; Seidman, 2006). Sixty to 90-minute interviews were conducted with each participant. Data also included the participants’ ToY application essays. Data analysis included a three-phase process: description, reduction, interpretation. Findings revealed that the ToYs are dedicated, hard-working individuals. They exhibit behaviors, such as working beyond the school day, engaging in lifelong learning, and assisting colleagues to improve their practice. Working as teachers is their life’s compass, guiding and wrapping them into meaningful and purposeful lives. Pedagogical tact, teacher selfhood, and professional dispositions were shown to be relevant, offering important insights into good teaching. Results indicate that for these ToYs, good teaching is experienced by getting through to students using effective and moral means; they are emotionally open, have a sense of the sacred, and they operate from a sense of intentionality. The essence of the ToYs teaching experience was their being properly engaged in their craft, embodying logical, psychological, and moral realms. Findings challenge current teacher effectiveness process-product orthodoxy which makes a causal connection between effective teaching and student test scores, and which assumes that effective teaching arises solely from and because of the actions of the teacher.

The research focused on constructing a psychological career profile for staff retention practices by investigating the relationship between employees’ psychological career meta-competencies (psychological career resources, career adaptability and hardiness) and their retention-related dispositions (job embeddedness and organisational commitment). A quantitative survey was conducted on a convenience sample of employed adults (N = 355) at managerial and staff levels in the human resource management field. A canonical correlation analysis indicated a significant overall relationship between the psychological career meta-competencies and the retention-related dispositions. Multiple regression analyses indicated the psychological career meta-competencies as significant predictors of the retention-related dispositions variables. Structural equation modelling indicated a good fit of the data with the canonical correlation-derived measurement model. Moderated hierarchical regression analyses showed that gender and marital status significantly moderated the relationship between the participants’ psychological career meta-competencies and the retention-related disposition job-embedded fit. Tests for mean differences revealed that males and females differed significantly regarding their self/other skills and hardy-commitment while the marital status groups differed signifcantly regarding their behavioural adaptability and hardiness. On a theoretical level, the study deepened understanding of the cognitive, affective, conative and interpersonal behavioural dimensions of the hypothesized psychological career profile. On an empirical level, the study produced an empirically tested psychological career profile in terms of the various behavioural dimensions. On a practical level, organisational staff retention practices in terms of the behavioural dimensions of the psychological career profile were recommended. / Industrial and Organisational Psychology / D.Com.(Industrial and Organisational Psychology)

The diploma thesis focuses on the Learning Stories method and its implementation in a Czech pre-school. Its aim is to explore, document, and analyse how the Learning Stories method is applied into a Czech pre-school as a part of the process of formative assessment. The theoretical part defines assessment in the pre-primary education - its content, and characteristics. Selected assessment tools used in a Czech pre-primary education are introduced. The theoretical part then focuses on the definition of the formative assessment in both Czech and foreign literature, and on the analysis of the Czech Statutory Pre-primary Educational Framework in the relation to the formative assessment. It also describes theoretical background of the Learning Stories method and its use within the international pre-primary education. The empirical part presents the aims of the research project - its methodology and results. Research data were acquired from a content analysis of learning stories and from semi- structured interviews with teachers who have been working with the LS method. Semi- structured interviews focused on how the teachers implemented the LS method in their schools. The content analysis of the learning stories centres on finding out whether the stories about children's learning fulfil the aims of...

En parcourant l’histoire de la société iranienne tout au long de XXe siècle, on ne peut qu’être frappé par les transformations sociales, démographiques, politiques et économiques, brutaux et rapides. Partant de ce constat, cette thèse s’efforce de reconstruire la pluralité des formes culturelles légitimes résultant d’un état de crise et d’instabilité durable et structurelle (transformations structurelles dans les institutions socialisatrices, déclassements et reclassements multiples, absencede stabilisation ou d’imposition d’une culture légitime).L’analyse part d’une approche macrosociologique fondée, d’une part sur l’histoire des mutations rapides de la société iranienne pour retracer leurs impacts sur la stratification sociale, notamment la composition des classes dominantes de la société, et d’autre part sur un corpus de données statistiques à l’échelle nationale pour dessiner le schéma de l’espace social iranien où se positionnent différents groupes sociaux caractérisés par leurs capitaux économiques et scolaires, ainsi que par leurs goûts et pratiques culturelles ou leurs orientations religieuses et politiques. En seconde partie, cette thèse s’appuie sur une vingtaine d’entretiens avec des personnes appartenant aux classes dominantes, pour reconstruire leur trajectoire de vie, montrer leurs processus de socialisation au cours d’une histoire faite de ruptures, et mettre en lumière les conditions sociales de construction d’une pluralité des formes culturelles légitimes en Iran. / By looking through the history of Iranian society throughout the twentieth century, we are struck by the brutal and rapid social, demographic, political and economic transformations. Based on this observation, this thesis attempts to reconstruct the plurality of legitimate cultural forms resulting from a state of crisis along with a lasting and structural instability (structural changes in socializing institutions, multiple downgrades and reclassifications of social positions, lack of stabilization orimposition of a legitimate culture).The analysis is founded on a macro-sociological approach, on one hand, based on the history of rapid mutations in Iranian society in order to trace their impact on social stratification, notably the composition of the dominant classes of society, and on the other, grounded on a corpus of statistical data at the national level in order to draw the schema of the Iranian social space where are positioned the different social groups characterized by their economic and educational capital, as well as by their cultural tastes and practices or their religious and political orientations. In the second part, this thesis is based on over twenty interviews with persons who belong to the dominant classes in order to reconstruct their life trajectory, to show their socialization processes during a history of breaks, and to highlight the social conditions of building a plurality of legitimate cultural forms in Iran.

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This qualitative collective case study explored the lives of five male academically resilient Latinos from the Central Valley of California, who despite the myriad of adversities, threats, and stressors present in their lives, persevered and became established professionals. Researchers have noted that Latino males continue to hold one of the lowest academic achievement rates compared to other ethnic populations. Thus, understanding how disadvantaged students succeed including the factors inherent which associate to their academic success is fundamental in order to help inform educational policies and practices. Utilizing a compilation of interviews and personal documents, findings demonstrated that internal dispositions (i.e., positive self-disposition, emotional intelligence, and self-efficacy), commitment to others, familismo (valuing family), as well as the influence and role of their father, helped promote invulnerability to threat. Concomitantly, learning through others' struggles and experiences provided them with context about what risk factors to avoid in order to remain grounded to their goals and aspirations. This study adds to existing scholarship by highlighting the importance and role that internal disposition (i.e., positive self-disposition, emotional intelligence, and self-efficacy), commitment to others, familismo, and learning through the context of others' struggles or experiences has upon promotion of academic resiliency. This research inquiry engages and affirms the theoretical frameworks utilized (i.e., resiliency theory and the resilience cycle) and adds positive self-disposition and self-efficacy as pivotal elements to the nucleus of the resilience cycle. This collective case study informs the importance of internal dispositions and the influence cultural underpinnings (i.e., familismo ) hold upon development of academic resilience. The dissertation closes with a summary of the major contributions to scholarship, implications, areas for future study, suggestions for practice, researcher reflections, and final thoughts.

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