After a review of the literature, it was felt that the Model of Organizational Effectiveness in a Hospital Subsystem (Georgopoulos, 1986) was a possible framework from which to assess organizational effectiveness in co-operative education. In this study, a complete description of Georgopoulos' model is provided with a parallel presentation of the adaptability of the model to co-operative education. For Georgopoulos (1986), the emergency department is viewed as a complex, work performing, and problem solving open system which is dependent on the internal and external environment for survival. According to Georgopoulos, organizational effectiveness is the joint outcome of three kinds of efficiency, economic, clinical, and social. As well, he feels there are many factors which facilitate or hinder organizational effectiveness in the department, as an open system. In his model, various elements of structure, including certain inputs, relate to the problem solving adequacy of those who work together to deliver health care. Furthermore, each of the components also relates to the outcomes or organizational effectiveness. For this study, it was felt that if co-operative education was viewed not as a program but as a subsystem within the school then Georgopoulos' model should seemingly provide a comprehensive framework to study co-operative education. As a result, a model was adapted by the researcher from the work of Georgopoulos (1986). Therefore, the purpose of the study was to test the Model of Organizational Effectiveness Adapted for Co-operative Education in order to determine whether the model was appropriate to assess relationships among variables which comprise the main components of the co-operative education subsystem, namely inputs, elements of structure, internal problem solving activities, and outcomes. Due to various limitations including issues of anonymity, sample size, and certain variables which were constant among school boards involved in this study, not all the components of the model were tested. Therefore, a reduced set of variables was included for study. Variables used to test the model included student inputs (achievement at the time of entry into co-operative education, level of study, motivation, reason for participating, part-time and volunteer work experiences), structure (size and location of school, maturity of co-operative education program, number of students and teachers involved in co-operative education), problem solving activities (coordination, integration, strain, adaptation, resource allocation), and three outcomes of organizational effectiveness (educational efficiency, achievement, student satisfaction).

Au cours des denieres annees, on a vu surgir le mouvement connu sous le nom de teacher empowerment (Maeroff, 1988). Si les enseignants reclament aujourd'hui le statut professionnel, c'est surtout pour remedier a un probleme d'impuissance professionnelle: les enseignants sont trop souvent, dans leur travail, reduits au niveau d'executants. On pourrait croire qu'il s'agit la d'un phenomene nord-americain, mais en 1992, un rapport de l'International Labor Organization (I.L.O.) reconnaissait "The slow but unmistakable decline in teachers' professional status" (p.4). Telle que nous la voyons, cette situation problematique pose la question de la competence, c'est-a-dire la capacite et le droit reconnus legalement a une personne de juger et de decider dans certaines matieres determinees, dans lesquelles elle a fait preuve de connaissance approfondie et publiquement reconnue. Mais en quoi consisterait la competence enseignante? L'oeuvre d'Olivier Reboul fournit une reponse qui merite d'etre etudiee. L'auteur montre d'abord le point de depart de la situation problematique actuelle: le rejet de l'image traditionnelle de la competence enseignante ou le professeur-disserteur. Ensuite, il presente des reponses inadequates a la question de la competence enseignante, soit: l'enseignant camarade, l'enseignant fonctionnaire-technicien. Enfin, il trace le profil de la competence enseignante. Il s'agit d'une competence quadridimensionnelle, puisqu'elle marque (a) le rapport de l'enseignant avec le savoir; (b) la relation de l'enseignant avec l'apprenant; (c) les liens de l'enseignant avec le milieu socioculturel; (d) les references de l'enseignant aux valeurs de l'education. En derniere analyse, ce sont les valeurs de l'education qui constituent le fondement de la competence--c'est-a-dire du savoir et du pouvoir-bien-juger--de l'enseignant.

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The present thesis was undertaken with the purpose of elucidating the confusion surrounding Unamuno's thought. The existence of many contradictory interpretations of Unamuno's ideas, added to his claim that "contradictions" are the core of reality and cannot be avoided, is at the core of the hypothesis that the source of the confusion rests in Unamuno's use of the "contradiction" as a method of inquiry. This study investigated the novel Love and Pedagogy from the methodological standpoint. The first part, descriptive in nature, studies the meaning and use of the "contradiction"; the second part, speculative in nature, deals with the implications of the "contradiction" for education at the ontological, epistemological and axiological levels. It was found that the "contradiction" is a paradigm formed by opposing contradictories and similar to logical and dialectical contradictions. Concisely, the "contradiction" is a real opposition felt by the individual. Two main types of contradictions were distinguished; internal, referring to oppositions within the individual, and external, meaning oppositions between individuals and extremes of different nature imposed by circumstances. "Contradictions" can evolve and be transformed into others, depending upon the circumstances, but the radical opposition between the extremes remains. The education of Apolodoro in Love and Pedagogy reflects these fundamental contradictions. The basic thesis is that an element of difference is essential to education, and that such difference includes or excludes other concepts of education. It was concluded that the "contradiction" creates an ontological state of dependency between two modes of being. There is a radical dichotomy within the individual. Knowledge is viewed as a systematically pluralized process characterized by its preference and affinity for the concrete and its apprehension of the dual nature of reality. The axiology of Love and Pedagogy postulates, as a supreme value, the concrete and personal self. The use of "contradictions" allows for the reversal of values. The final conclusion was that Unamuno's "contradiction" has a heuristic value for philosophy and education.

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