This research explores the manifestation of dual exceptionality, regarding self-image and the experiences students have had with classmates and teachers. The sample was comprised of four students ages 8 to 15 that exhibited ADHD with giftedness and ASD with giftedness. In-depth interviews were conducted with the students. Results showed that students who had a notion of their discrepancies were motivated towards learning, but became bored when tasks were not challenging. They also had good relationships with their teachers and peers. However, meaningful social interactions had a negative connotation for the gifted/ASD group. Implications for research and practice are discussed further. / El presente estudio explora la construcción de autoimagen y el tipo de experiencias ocurridas con compañeros y profesores en la condición de doble excepcionalidad. Se analizan cuatro casos de estudiantes de 8 a 15 años que presentaban trastorno de déficit de la atención (TDAH) con alta capacidad y trastorno del espectro autista (TEA). Los resultados indican que los estudiantes presentaban una noción de la discrepancia de su condición a pesar de desconocerla; estaban motivados al aprendizaje, pero se aburrían con tareas poco desafiantes o repetitivas; presentaban buena relación con profesores y compañeros, sin embargo, para el grupo de estudiantes con alta capacidad y TEA existía una connotación negativa. Se discuten implicancias para la investigación y práctica educativa. / Esta pesquisa explora a manifestação da dupla excepcionalidade referente à construção da autoimagem e o tipo de experiências com colegas e professores. Os casos de quatro (4) estudantes de 8 a 15 anos que apresentavam transtorno do déficit de atenção (TDAH) com alta capacidade e transtornos do espectro autista (TEA) com alta capacidade, foram anali- sados. Os resultados indicam que os estudantes tinham uma noção da discrepância de sua condição, apesar de ignorá-la. Eles estavam motivados a aprender, mas ficavam entediados com tarefas pouco desafiantes ou repetitivas. Além disso, apresentavam boas relações com colegas e professores, no entanto, para o grupo de alunos com TEA e alta capacidade, esta relação tinha uma conotação negativa. As implicações para a pesquisa e a prática educativa, são discutidas.

is imperative for the South African education system to produce youth who are empowered to grow to be leaders of integrity and courage. Student leaders (prefects) face an enormous challenge in trying to persuade peers to be motivated and self-disciplined. The student leaders need to understand themselves as well as their peers in order to make considered responses to their peers. The level of emotional intelligence of student leaders will determine the effectiveness of their response to fellow students (learners) and allow them to fulfil their leadership responsibilities effectively. Emotional intelligence leadership (EIL) profiles were obtained from an emotional intelligence leadership questionnaire, followed by semi-structured interviews which explored the role of emotional intelligence in student leadership. These research techniques allowed the researcher to gain insight into each student leader’s level of emotional functioning as well as to identify emotional intelligence leadership skills that needed to be developed further. The importance of providing training and opportunities to practise leadership skills at school was emphasized. / Teacher Education / M. Ed. (Educational Management)

Made available in DSpace on 2017-07-10T19:07:32Z (GMT). No. of bitstreams: 1 Dissert Izabel da Silva 2.pdf: 2081576 bytes, checksum: 4749200409a70de40cb092acf4eaf0e4 (MD5) Previous issue date: 2016-03-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This research aimed to investigate how the Pacto Nacional pelo Fortalecimento do Ensino Médio - PNEM - is inscribed in language and education policies and what representations the research partners build, locally, on this continuing education in a cross-border school context of the city of Foz do Iguaçu/PR. In order to achieve the proposed objective, I sought to answer two research questions: 1) How language policies, combined with educational policies, historically, have been built in Brazil, among them the PNEM? and 2) What representations of a multidisciplinary group of teachers and pedagogues are evidenced locally through their discursive practices, on the continuing education policy PNEM? The research in question sought to achieve an interface between the theoretical and methodological field of Applied Linguistics (hereinafter LA) and Education (KLEIMAN, 1998; PENNYCOOK, 1998; BAKHTIN (VOLOCHINOV) ([1929] 2006; RAJAGOPALAN, 2006, 2013; etc). Thus, I made a cutout covering Linguistic Policy and Educational Policy in the theoretical foundation of the research (HAMEL, 1993; CALVET, 2002; SHOHAMY, 2006, 2010; SAVIANI, 2008, 2011; JAFFE, 2009; SHIROMA et. al., 2011; MAHER, 2013; among others). So I opted for a methodology of qualitative / interpretative and ethnographic (ERICKSON, 1989; DENZIN & LINCOLN, 2006; FLICK, 2009). The dissertation was organized into three chapters. In the first chapter, I presented the theoretical and methodological approach of the research; I contextualize the linguistic and cultural reality and superdiversity the border region that circumscribes the city of Foz do Iguaçu/PR and the Colégio Estadual Ipê Roxo; as well as the reordering of PNEM locally. The constitution of the corpus consists of: field notes from participant observation of collective meetings at school, during the year 2015; the formation of books I, II and IV of Step 2 of the PNEM and their production activities collective textual; and excerpts from the discursive practices of participants in a focus group. The second chapter has attempted to answer the first research question. The results indicated that with the colonization of Brazil, also undertook a linguistic colonization (MARIANI, 2004); and with it come the first actions of linguistic and educational policies as "Regiments" of D. João III, the Pombaline Reform, with the imposition of the Portuguese language by the Diretório do Índios in 1757 (SOARES, 2008); or, in the twentieth century, the linguistic repression established to immigrants and their descendants, in the government of the Estado Novo; among many others. In Chapter 2, I noted also that different concepts of language were underlying the teaching and language policies of each historical moment in Brazil. The third chapter sought to answer the second research question. The analysis and interpretation of the data showed, among other things, that the parties had representations sometimes contradictory regarding the continuing education of PNEM. For the same time they seemed to assume a position of language policy agents, resisting the top-down policy (SHOHAMY, 2006); at other times, they end up claiming that the training was also conducted for teachers of Ensino Fundamental II. In fact, I realized that the lack of debate in collective meetings, unable by reordering the PNEM locally, made important issues to local realities, such as the linguistic and cultural diversity, were minimally discussed. Furthermore, the analysis of the documents governing the PNEM and Training books, as well as the interpretation of the discursive practices of the interlocutors revealed distinct focus of attention. On the one hand, the representations of the parties on the students of Colégio Estadual Ipê Roxo, proved almost always negatively stereotypical way; with the statement that the diversity of the local reality determines a priori the students learning problems. On the other hand, the documents show greater concern for the rights to student learning, however, did not mention what could be the rights of teachers. Although the contract clearly define as a requirement that the teacher articulates theory and practice in the context of the classroom, the authors of the continuing education of PNEM end up neglecting their methodological part. / Esta pesquisa buscou investigar como o Pacto Nacional pelo Fortalecimento do Ensino Médio PNEM se inscreve nas políticas linguísticas e educacionais e quais representações os interlocutores da pesquisa constroem, localmente, sobre essa formação continuada, em um contexto escolar transfronteiriço da cidade de Foz do Iguaçu/PR. No intuito de concretizar o objetivo proposto, procurei responder a duas perguntas de pesquisa: 1) Como as políticas linguísticas, aliadas às políticas educacionais, foram construídas historicamente no Brasil, entre estas o PNEM? e 2) Quais representações de um grupo multidisciplinar de professores e pedagogos são evidenciadas localmente, por meio de suas práticas discursivas, sobre a política de formação continuada do PNEM? A pesquisa em questão procurou realizar uma interface entre o campo teórico-metodológico da Linguística Aplicada (doravante LA) e a Educação (KLEIMAN, 1998; PENNYCOOK, 1998; BAKHTIN (VOLOCHINOV) ([1929] 2006; RAJAGOPALAN, 2006, 2013; entre outros). Dessa forma, fiz um recorte que abrangeu a Política Linguística e a Política Educacional na fundamentação teórica da pesquisa (HAMEL, 1993; CALVET, 2002; SHOHAMY, 2006, 2010; SAVIANI, 2008, 2011; JAFFE, 2009; SHIROMA et. al., 2011; MAHER, 2013; entre outros). Portanto, optei por uma metodologia de natureza qualitativa/interpretativa e de cunho etnográfico (ERICKSON, 1989; DENZIN e LINCOLN, 2006; FLICK, 2009). A dissertação foi organizada em três capítulos. No primeiro capítulo, apresentei o percurso teórico-metodológico da pesquisa; contextualizei a realidade linguístico-cultural e superdiversa da região transfronteiriça que circunscreve a cidade de Foz do Iguaçu/PR e o Colégio Estadual Ipê Roxo; bem como, a reordenação do PNEM localmente. A constituição do corpus consistiu em: notas de campo da observação participante dos encontros coletivos realizados no colégio durante o ano de 2015; os Cadernos de Formação I, II e IV da Etapa 2 do PNEM e suas respectivas Atividades de Produção Textual coletiva; e em excertos das práticas discursivas dos participantes de um Grupo Focal. O segundo capítulo tentou responder a primeira pergunta de pesquisa. Os resultados indicaram que junto à colonização do território brasileiro, também se empreendeu uma colonização linguística (MARIANI, 2004), e com ela aparecem as primeiras ações de políticas linguísticas e educacionais como os Regimentos de D. João III, a Reforma Pombalina, com a imposição da língua portuguesa por meio do Diretório do Índios, em 1757 (SOARES, 2004), ou ainda, no século XX, a repressão linguística estabelecida aos imigrantes e seus descendentes, no governo do Estado Novo; entre tantas outras. No capítulo 2, observei também, que diferentes concepções de língua(gem) estiveram subjacentes ao ensino e às políticas linguísticas de cada momento histórico, no Brasil. O terceiro capítulo procurou responder à segunda pergunta de pesquisa. A análise e interpretação dos dados evidenciou, entre outras questões, que os interlocutores apresentaram representações, às vezes, contraditórias com relação à formação continuada do PNEM. Pois ao mesmo tempo, em que pareciam assumir um posicionamento de agentes de política linguística, resistindo à política de cima para baixo (topdown) (SHOHAMY, 2006); em outros, acabavam reivindicando que a formação também fosse realizada para os professores do Ensino Fundamental II. Com efeito, percebi que a falta de debate nos encontros coletivos, impossibilitado pela reordenação do PNEM localmente, fez com que questões importantes para a realidade local, a exemplo da diversidade linguístico-cultural, fossem minimamente discutidas. Além disso, a análise dos documentos que regem o PNEM e os Cadernos de Formação, bem como, a interpretação das práticas discursivas dos interlocutores revelaram focos de atenção distintos. Por um lado, as representações dos interlocutores sobre os alunos do Colégio Estadual Ipê Roxo se mostraram, quase sempre, de forma estereotipada negativamente; com a afirmação de que a diversidade da realidade local determina a priori os problemas de aprendizagem dos educandos. Por outro lado, os documentos mostram maior preocupação com os direitos à aprendizagem do aluno, porém, não citam quais poderiam ser os direitos dos professores. Embora, os cadernos explicitem como exigência que o professor articule teoria e prática, no contexto da sala de aula, os autores da formação continuada do PNEM acabam negligenciando esta articulação em sua parte metodológica

O presente trabalho desenvolve uma reflexão sobre as violências presentes no contexto escolar. A violência é compreendida como uma manifestação histórica e social, de múltiplas e complexas faces, que interage com o ambiente cultural da escola. Trata-se de uma pesquisa teórica, desenvolvida a partir de um estudo documental sobre violência escolar e de um estudo de caso em escolas públicas localizadas no município de São Paulo. Um dos objetivos deste trabalho foi identificar as faces da violência no contexto escolar, apresentando uma síntese da leitura de mundo sobre o tema a partir de pesquisas realizadas após os anos 90. A tese teve ainda por objetivo caracterizar o tema da violência nas obras elaboradas por Paulo Freire, de modo a explicitar as dimensões tomadas pelo autor para denunciá-la e apontar possibilidades de construção de um outro mundo possível. Os levantamentos realizados para revisão da literatura sobre violência escolar buscaram consultar resultados de pesquisa apresentados sob a forma de artigos e livros. Entre os procedimentos metodológicos e técnico-operacionais adotados para a construção teórica e o estudo documental estão estudo temático e análise textual. Percebeu-se que a violência escolar deve ser considerada em dois planos. Por um lado, considera-se a dimensão material e objetiva, por meio das perdas materiais e diferentes agressões físicas. Na dimensão simbólica consideraram-se a sutil imposição de significações alheias à comunidade com destaque para a rejeição ao diferente e a crescente insegurança, medo e receio diante das relações interpessoais. A indicação de Paulo Freire é a de que a reação dos oprimidos poderá confrontar a consciência necrófila presente nos gestos e nas ações violentas. Os oprimidos, assumindo a vocação do ser mais, a vocação de valorização da vida, acima dos desejos e interesses mesquinhos e individualistas, assumindo como instrumento de luta a amorosidade, poderão constituir outra civilização, mais humana, com menos opressão e menos injustiça. As violências escolares, tomadas como objeto de investigação e reflexão, relacionadas às considerações desenvolvidas por Paulo Freire permitem compreender que é possível um enfrentamento histórico, no âmbito social e escolar. O trabalho aponta para a escola pública e popular, fundamentada em de concepções e práticas críticas e progressistas de educação, que deve constituir-se (historicamente) como espaço de conscientização, luta e enfrentamento das várias manifestações de violência que afligem e atingem seus sujeitos. Um dos caminhos férteis é o diálogo, a educação dialógica e libertadora. / Some reflections are presented in this work trying to account for various kinds of violence observed to exist in the school context. Violence is here understood as a social and historical manifestation of a multiplicity of complex dimensions and factors, which interact with the cultural environment of the school. We are dealing here with a theoretical investigation primarily based on a documentary study of school violence and, additionally, in a study of municipal public schools in São Paulo. One of the main objectives with this study was to identify the various dimensions of violence in the school context. This was done by presenting a synthesis of available readings of the world (\"leitura do mundo\") concerning this topic, based on the analysis of various studies carried out after the 1990s. Moreover, another aim with this thesis was to characterize violence as a theme addressed by Paulo Freire in various of his works. Whereby he made explicitly identified some dimensions of violence both to denounce them as well as to point towards alternative possibilities to construct another possible world. In the review of the literature dealing with school violence, we gave priority to research results found in books and scientific articles. Thematic study and text analysis were included among the various methodological and social research techniques used in this work to support our theoretical constructs and also as guidelines for our documentary work. The concluded that school violence must be considered in two distinct planes. On the one hand, with reference to the material and objective losses and different kinds of physical aggresions. On the other hand, taking into account the symbolic dimension, one refers to the subtle imposition of inappropiate meanings attached to the violent acts in the community, with a particular emphasis on the rejection of \"otherness\", and a growing sense of insecurity, fear and distrust in the realm of interpersonal relations. Paulo Freire\'s prescription for overcoming this kind of violence lies, in the response potential of the oppressed to confront the necrophilic conscience inherent in violent gestures and actions. The oppressed, by assuming their vocation to be human, to value life, to raise over and above mean and individualistic values and interests. By assuming love as their preferred instrument of their struggle, they will be able to construct another civilization, more human, less oppresive and more just. Taking into account the reflections of Paulo Freire on the matter of school violence, here approached as a subject for investigation and reflection, lead us to understand that it is possible to historically confront it in both the social and school realms. This work points to a renewed potential of the public and popular school, when based in the critical and progressive conceptions and practices of education. A kind of school that must be (historically) constructed as a space of concietization, struggle and of confrontation against all the various manifestations of violence inflicted and adversely affecting the potential victims. We find that dialogue, dialogic and liberating education constitute some of the fertile ways we have at our disposal to attain our aims of diminishing both physical and symbolic violence in the school context and culture.

Legalised desegregation through the implementation of the South African Schools law (Law no. 84 of 1996) sparked the hope of an opportunity to promote integration between learners and more than that, that the former would also extend to the larger community. The media has however indicated that racial-integration in schools is not necessarily experienced as positive by all the role players and that the process does not present itself as being problem-free. The goal of this study was to investigate the experiences of racial minority groups within majority school contexts; the challenges that are posed to them within the contexts; the factors that may play a role in their adjustment and functioning within the context; the negotiation of racial-ethnicity and social identity that accompanies it, and the possible relationship that exists between the former and their emotional intelligence (EI). These goals were realised through the launch of a theoretical, as well as an empirical investigation of aforementioned aspects related to the life worlds of racial minority groups in a majority school context. The empirical investigation was conducted from an INTERPRETIVISTIC-positivistic paradigm. Two schools where white and black learners are respectively in the minority were involved in the study. All the learners (grade 9-12) that were regarded as part of the racial minority group in the involved schools, were asked to complete an EI-questionnaire, the EQ-i:YV, after which six participants (three males and three females) from each school were selected on the basis of their scores achieved on the previously mentioned questionnaire. Afterwards qualitative techniques (focus groups, semi-structured interviews, observations and reflection) were implemented to investigate the (racial and social) identity negotiation, adjustment and functioning of the participants in their respective school contexts. The former was also related to their EI. Triangulation and crystallisation were implemented to verify the findings. Racism was identified as the biggest stumbling block to successful integration in the white school context, whereas language appeared to be the biggest stumbling block of the white participants’ adjustment and functioning within their black school context. Social categorisation emerged as a reality in both school contexts and white learners appeared to be evaluated as the higher-status group in both schools. From the results it appears that no relationship worth mentioning exists between the white participants’ EI and their identity negotiation within a black school context, whilst it appears as if a small relationship exists between the black participants’ EI and their identity-negotiation within a white school context. It appears however that a strong relationship exists between participants’ EI and their adjustment and functioning within their majority school context. The following additional factors (that are not applicable to EI) that can play a possible role in the adjustment and functioning of racial minority groups in majority school contexts have also been identified: home circumstances, faith, recognition of sport and/or cultural achievement and the support of one or more parents. AFRIKAANS : Daar is met die wettiging van desegregasie deur die Suid-Afrikaanse Skolewet (Wet no. 84 van 1996) gehoop dat die geleentheid geskep sou word om integrasie tussen leerders te bevorder en dat voorgenoemde na die breër gemeenskap sou uitkring. Uit die media blyk dit egter dat rasse-integrasie in skole allermins positief deur al die rolspelers beleef word en dat die proses nie sonder probleme verloop nie. Die doel van hierdie studie was om ondersoek in te stel na rasseminderheidsgroepe se belewenis van meerderheidskoolkontekste; die uitdagings wat binne hierdie kontekste aan hulle gestel word; die faktore wat moontlik ‘n rol in hulle aanpassing en funksionering in hierdie kontekste speel; die onderhandeling van ras-etniese en sosiale identiteit wat daarmee gepaard gaan, en die moontlike verband wat tussen voorgenoemde en hul emosionele intelligensie (EI) bestaan. Hierdie doelstellings is gerealiseer deur ‘n teoretiese, sowel as ‘n empiriese ondersoek na voorgenoemde aspekte van die leefwêrelde van rasseminderheidsgroepe in meerderheidskoolkontekste te loods. Die empiriese ondersoek is vanuit ‘n INTERPRETIVISTIES-positivistiese paradigma onderneem. Twee skole waar wit en swart leerders onderskeidelik in die minderheid is, is by die studie betrek. Al die leerders (graad 9-12) wat as deel van die rasseminderheidsgroep in die betrokke skole beskou kon word, is gevra om ‘n EI-vraelys, die EQ-i:YV, te voltooi, waarna ses deelnemers (drie seuns en drie dogters) op grond van die tellings wat hulle op voorgenoemde vraelys behaal het, geselekteer is. Kwalitatiewe tegnieke (fokusgroepe, semi-gestruktureerde onderhoudvoering, observasie en refleksie) is daarna geïmplementeer om die (ras-etniese en sosiale) identiteitsonderhandeling, aanpassing en funksionering van die deelnemers in hul onderskeie skoolkontekste te ondersoek. Voorgenoemde is ook met hul EI in verband gebring. Triangulasie en kristallisasie is geïmplementeer om bevindinge te verifieer. Rassisme is as die grootste struikelblok tot suksesvolle integrasie in die wit skoolkonteks geïdentifiseer, terwyl taalprobleme die grootste struikelblok in die wit deelnemers se aanpassing en funksionering in hul swart skoolkonteks blyk te wees. Sosiale kategorisering blyk in albei skoolkontekste ’n realiteit te wees en wit leerders blyk in albei skole as die hoëstatusgroep geëvalueer te word. Uit die resultate blyk dit dat daar geen noemenswaardige verband tussen die wit deelnemers se EI en hulle identiteitsonderhandeling binne ’n swart skoolkonteks bestaan nie, terwyl dit blyk of daar ’n geringe verband tussen die swart deelnemers se EI en hulle identiteitsonderhandeling binne ’n wit skoolkonteks bestaan. Daar blyk egter ’n sterk verband tussen deelnemers se EI en hulle aanpassing en funksionering binne hul meerderheidskoolkontekste te bestaan. Die volgende addisionele faktore (wat nie op EI betrekking het nie) wat moontlik ’n rol in die aanpassing en funksionering van rasseminderheidsgroepe in meerderheidskoolkontekste kan speel, is ook geïdentifiseer: huislike omstandighede, geloof, prestasie op sport en/of kulturele gebied en die ondersteuning van een of meer ouers. Copyright / Thesis (PhD)--University of Pretoria, 2010. / Educational Psychology / unrestricted

The comprehensive evidence presented by a number of researchers established that the nature of the classroom environment has a potent influence on students' academic, social and psychological development. This thesis set out to advance the idea that taxonomy of relevant optimum conditions for identity development can serve to illuminate thinking and research on the impact of the classroom environment on identity development in adolescence. A systems approach was used. The subjects were Grade 11 pupils of a high school in Gauteng. They completed questionnaires in paragraph format, and case studies were conducted with five students. Questions relating to their classroom environments were asked. The unit of study was primarily the classroom, but since the classroom is part of the larger school system, aspects of the school environment were explored as well. Positive and negative elements in the classroom environment, that enhance or hamper identity development, were identified. Recommendations were made to improve the classroom environment in order to create an environment that is conducive to identity development, and ultimately, academic achievement. / Psychology / D.Litt et Phil (Psychology)

Cette recherche vise à examiner les relations entre la perception que des membres du personnel enseignant ont des pratiques du leadership transformationnel de la direction d’école, du contexte scolaire et des conditions favorisant leur engagement à implanter le renouveau pédagogique dans leur école. Le schéma conceptuel et le questionnaire qui sous-tendent cette recherche sont une adaptation de ceux élaborés par Yu, Leithwood et Jantzi (2002). Le questionnaire a été complété par 31 membres du personnel enseignant de quatre écoles primaires montréalaises appartenant à des commissions scolaires anglophones et francophones. À partir de ces données, nous avons calculé des moyennes et nous avons comparé les écoles, à l’aide des tests Mann-Whitney, selon leur niveau d’implantation du renouveau pédagogique, leur niveau socioéconomique et la langue de la commission scolaire d’appartenance. De plus, pour compléter nos données quantitatives, nous avons repris quelques citations des entrevues faites auprès des directions de ces écoles que les professeurs du département d’Administration et fondements de l’éducation de l’Université de Montréal, qui font partie du Groupe de recherche sur l’éducation en milieux défavorisés (GRÉMD), ont effectuées dans le cadre d’une autre étude. Les comparaisons des écoles selon leur niveau d’implantation du renouveau pédagogique révèlent que le personnel enseignant des deux écoles en changement se distingue de celui des deux écoles peu engagées dans le changement sur un seul point majeur : il a évalué moins positivement le contexte scolaire, un résultat appuyé par les analyses non paramétriques. Il semble que, dans les écoles qui ont participé à notre étude, le fait de soutenir l’implantation du renouveau pédagogique serait associé à une évaluation plus faible du contexte scolaire ; la culture de l’école et l’environnement étant les conditions les plus touchées. Un autre résultat de cette recherche est le fait que les enseignantes de l’école favorisée ont évalué le contexte scolaire, notamment la culture, l’environnement et les stratégies pour le changement, moins positivement que les enseignantes des écoles défavorisées. Enfin, les comparaisons des écoles en fonction de la langue de la commission scolaire indiquent qu’il n’existe pas de différence significative dans les évaluations faites des trois variables, que les enseignantes travaillent dans une école appartenant à une commission scolaire anglophone ou francophone. Étant donné que l’échantillon d’enseignantes qui a participé à notre étude est modeste, les résultats de cette recherche ne peuvent pas être généralisés, cependant ils pourraient constituer une base pour des recherches ultérieures dans ce domaine. / This research aims at establishing the relationship between the manner in which members of the teaching staff perceive transformational leadership as practiced by their principals, the school context and the conditions favouring their own commitment to implement the pedagogical renewal in their schools. The conceptual model behind this research was drawn from the one developed by Yu, Leithwood and Jantzi (2002), as was the questionnaire used to collect the data. This questionnaire was completed by 31 teachers in four elementary Montreal schools affiliated either to the English-speaking or French-speaking school boards. Based on this data, averages were calculated then compared, by means of the Mann-Whitney tests, on the grounds of the different schools’ level of implementation of the pedagogical renewal, their socio-economic level and the language of the school board. In order to complement the quantitative data, some quotations were borrowed from interviews conducted with the principals of these schools by some professors of the Department of Educational Administration and Foundations of the Université de Montréal, as part of another study conducted by the Groupe de recherche sur l’éducation en milieux défavorisés (GRÉMD) (Research group on education in disadvantaged communities). Comparing the different schools according to the degree to which they have already implemented the educational renewal revealed that teachers belonging to the two schools undergoing change differed by one major point from those of the two schools where change was of less magnitude : their assessment of the school context was less positive, and this result was supported by the non-parametric analysis. Supporting the implementation of educational renewal in schools, at least as far as this study is concerned, appears to be associated with a lower evaluation of the school context, especially of the school culture and of the environment. Another result of this research was that teachers of the more privileged school assessed their school context, particularly with regards to school culture, environment and strategies for change, less positively than teachers of the disadvantaged schools. Finally, comparisons between the schools based on the language of the school board indicated no significant difference in the assessments of the three variables by the teachers of the English-speaking or the French-speaking school boards. Given the modest size of the sample of participating teachers, the results of this research can in no way be generalized. However, they might serve as basis for further research in the field.

Cette recherche vise à examiner les relations entre la perception que des membres du personnel enseignant ont des pratiques du leadership transformationnel de la direction d’école, du contexte scolaire et des conditions favorisant leur engagement à implanter le renouveau pédagogique dans leur école. Le schéma conceptuel et le questionnaire qui sous-tendent cette recherche sont une adaptation de ceux élaborés par Yu, Leithwood et Jantzi (2002). Le questionnaire a été complété par 31 membres du personnel enseignant de quatre écoles primaires montréalaises appartenant à des commissions scolaires anglophones et francophones. À partir de ces données, nous avons calculé des moyennes et nous avons comparé les écoles, à l’aide des tests Mann-Whitney, selon leur niveau d’implantation du renouveau pédagogique, leur niveau socioéconomique et la langue de la commission scolaire d’appartenance. De plus, pour compléter nos données quantitatives, nous avons repris quelques citations des entrevues faites auprès des directions de ces écoles que les professeurs du département d’Administration et fondements de l’éducation de l’Université de Montréal, qui font partie du Groupe de recherche sur l’éducation en milieux défavorisés (GRÉMD), ont effectuées dans le cadre d’une autre étude. Les comparaisons des écoles selon leur niveau d’implantation du renouveau pédagogique révèlent que le personnel enseignant des deux écoles en changement se distingue de celui des deux écoles peu engagées dans le changement sur un seul point majeur : il a évalué moins positivement le contexte scolaire, un résultat appuyé par les analyses non paramétriques. Il semble que, dans les écoles qui ont participé à notre étude, le fait de soutenir l’implantation du renouveau pédagogique serait associé à une évaluation plus faible du contexte scolaire ; la culture de l’école et l’environnement étant les conditions les plus touchées. Un autre résultat de cette recherche est le fait que les enseignantes de l’école favorisée ont évalué le contexte scolaire, notamment la culture, l’environnement et les stratégies pour le changement, moins positivement que les enseignantes des écoles défavorisées. Enfin, les comparaisons des écoles en fonction de la langue de la commission scolaire indiquent qu’il n’existe pas de différence significative dans les évaluations faites des trois variables, que les enseignantes travaillent dans une école appartenant à une commission scolaire anglophone ou francophone. Étant donné que l’échantillon d’enseignantes qui a participé à notre étude est modeste, les résultats de cette recherche ne peuvent pas être généralisés, cependant ils pourraient constituer une base pour des recherches ultérieures dans ce domaine. / This research aims at establishing the relationship between the manner in which members of the teaching staff perceive transformational leadership as practiced by their principals, the school context and the conditions favouring their own commitment to implement the pedagogical renewal in their schools. The conceptual model behind this research was drawn from the one developed by Yu, Leithwood and Jantzi (2002), as was the questionnaire used to collect the data. This questionnaire was completed by 31 teachers in four elementary Montreal schools affiliated either to the English-speaking or French-speaking school boards. Based on this data, averages were calculated then compared, by means of the Mann-Whitney tests, on the grounds of the different schools’ level of implementation of the pedagogical renewal, their socio-economic level and the language of the school board. In order to complement the quantitative data, some quotations were borrowed from interviews conducted with the principals of these schools by some professors of the Department of Educational Administration and Foundations of the Université de Montréal, as part of another study conducted by the Groupe de recherche sur l’éducation en milieux défavorisés (GRÉMD) (Research group on education in disadvantaged communities). Comparing the different schools according to the degree to which they have already implemented the educational renewal revealed that teachers belonging to the two schools undergoing change differed by one major point from those of the two schools where change was of less magnitude : their assessment of the school context was less positive, and this result was supported by the non-parametric analysis. Supporting the implementation of educational renewal in schools, at least as far as this study is concerned, appears to be associated with a lower evaluation of the school context, especially of the school culture and of the environment. Another result of this research was that teachers of the more privileged school assessed their school context, particularly with regards to school culture, environment and strategies for change, less positively than teachers of the disadvantaged schools. Finally, comparisons between the schools based on the language of the school board indicated no significant difference in the assessments of the three variables by the teachers of the English-speaking or the French-speaking school boards. Given the modest size of the sample of participating teachers, the results of this research can in no way be generalized. However, they might serve as basis for further research in the field.

The comprehensive evidence presented by a number of researchers established that the nature of the classroom environment has a potent influence on students' academic, social and psychological development. This thesis set out to advance the idea that taxonomy of relevant optimum conditions for identity development can serve to illuminate thinking and research on the impact of the classroom environment on identity development in adolescence. A systems approach was used. The subjects were Grade 11 pupils of a high school in Gauteng. They completed questionnaires in paragraph format, and case studies were conducted with five students. Questions relating to their classroom environments were asked. The unit of study was primarily the classroom, but since the classroom is part of the larger school system, aspects of the school environment were explored as well. Positive and negative elements in the classroom environment, that enhance or hamper identity development, were identified. Recommendations were made to improve the classroom environment in order to create an environment that is conducive to identity development, and ultimately, academic achievement. / Psychology / D.Litt et Phil (Psychology)