Thèse--Droit--Paris, 1905. / Bibliogr. p. 149-150.

Thèse--Droit--Paris, 1905.

This study investigates the role of elementary teachers' attitude toward teaching emotions in their implementation of the Promoting Alternative THinking Skills (PATHS) curriculum. The measure of teachers’ attitudes, the Positive Attitude Toward Teaching Emotions (PATE) scale, was developed for this study and was administered to 159 teachers in kindergarten through fourth grades prior to their implementation of the PATHS curriculum. The PATE evidenced adequate internal consistency (.79). To account for the dependency among the observations (teachers) within clusters (grade/school), correlational analyses were conducted using the Cluster feature in Mplus. Teachers’ scores at pre-test on personal and general teaching efficacy predicted PATE scores. PATE scores predicted several indices of teacher implementation of the PATHS program, including observed adherence to the lessons, consultant ratings of teacher engagement in PATHS, and teacher evaluation of PATHS. PATE scores did not predict number of lessons taught or the observed quality of lesson implementation. Findings provide evidence of the construct validity of the PATE and suggest that congruence between teachers’ attitudes and beliefs and the curriculum they are responsible for executing are pivotal components in the eventual success or failure of program implementation.

This study investigates the role of elementary teachers' attitude toward teaching emotions in their implementation of the Promoting Alternative THinking Skills (PATHS) curriculum. The measure of teachers’ attitudes, the Positive Attitude Toward Teaching Emotions (PATE) scale, was developed for this study and was administered to 159 teachers in kindergarten through fourth grades prior to their implementation of the PATHS curriculum. The PATE evidenced adequate internal consistency (.79). To account for the dependency among the observations (teachers) within clusters (grade/school), correlational analyses were conducted using the Cluster feature in Mplus. Teachers’ scores at pre-test on personal and general teaching efficacy predicted PATE scores. PATE scores predicted several indices of teacher implementation of the PATHS program, including observed adherence to the lessons, consultant ratings of teacher engagement in PATHS, and teacher evaluation of PATHS. PATE scores did not predict number of lessons taught or the observed quality of lesson implementation. Findings provide evidence of the construct validity of the PATE and suggest that congruence between teachers’ attitudes and beliefs and the curriculum they are responsible for executing are pivotal components in the eventual success or failure of program implementation.

Reproduction de : Thèse de doctorat : Géologie : Cergy : 2008. / Titre provenant de l'écran titre. Références bibliogr. en fin de chapitres.

The Collaborative for Academic, Social, and Emotional Learning (CASEL) (2018) specified that "integrating SEL (Social-Emotional Learning) with instructional practices and academic content has become a growing priority" (p. 1). This priority originates from research that suggests SEL promotes positive student and long-term community outcomes, particularly in secondary schools. This canon of research, however, only reviews the outcomes of implementing purchasable curricula, not content-embedded SEL. The effectiveness of content-embedded SEL instruction, which comprises a large portion of how SEL is implemented at the secondary level (CASEL, 2018; Hart et al., 2013), cannot be effectively measured or predicted because there is little to no identified research regarding three essential factors: how teachers embed SEL, how teachers assess content-embedded SEL, and teachers' perceived readiness to embed SEL. The purpose of this research was to identify the methods secondary teachers indicate they use to implement and assess content-embedded SEL instruction and their perceived preparedness to do so. Educational leaders may be better able to evaluate the effectiveness of content-embedded SEL instruction and improve its implementation with this knowledge. Using a qualitative design, secondary teachers were interviewed to identify how they embed SEL into their instruction, how they assess SEL, and how prepared they perceive they are to deliver content-embedded SEL instruction. This research suggests that expectations for embedding and documenting SEL vary, but teachers appear to be implementing content-embedded SEL nevertheless. Furthermore, teachers recognize that pre-curated resources or lessons are provided to assist them in embedding SEL but appear to rely heavily upon their own teacher-created resources. Among these activities, teachers rely upon opportunities for reflection and choice and voice activities, but no one instructional strategy or manipulative was preferred overall. Teachers perceive student progress in SEL via observation of student behaviors, interactions, and responses both formally and informally. Regarding their preparedness to teach SEL, teachers perceive that their personal SEL proficiencies directly affect their abilities to teach them. Finally, teachers prefer experiential professional learning situations for SEL, and perceive that time to revisit and reflect in smaller, collaborative settings is an effective process for learning to implement SEL, including the use of specialists. / Doctor of Education / Social-Emotional Learning (SEL) is an improvement strategy that has gained popularity in the past decade. Results from research that suggest SEL develops beneficial student and long-term community effects have led to substantial efforts to spread SEL instruction, especially in middle and high schools. However, the research upon which these efforts are based only reviews the benefits of using purchasable programming, not SEL that teachers embed into their content. The success of content-embedded SEL, which makes up a large percentage of how SEL is employed in middle and high schools (CASEL, 2018; Hart et al., 2013), cannot be accurately measured or predicted because there is little to no identified information about three important factors: how teachers embed SEL, how teachers measure content-embedded SEL, and teachers' perceived readiness to embed SEL. The purpose of this research was to identify the methods middle and high school teachers indicate they use to embed and measure SEL and their perceived preparedness to do so. Educational leaders may be better able to measure the success of content-embedded SEL and improve its use with this knowledge. Middle and high school teachers were interviewed to identify how they embed SEL, how they measure SEL, and how prepared they perceive they are to embed SEL. This research suggests that expectations for embedding and recording SEL vary, but teachers still appear to be embedding SEL. Additionally, teachers understand that pre-curated resources or lessons are provided to assist them in embedding SEL but appear to rely more heavily upon their own resources. Among these activities, teachers rely upon opportunities for reflection and choice and voice activities, but no one teaching strategy was preferred overall. Teachers recognize student development in SEL via observation of their behaviors, interactions, and responses; they grade this development about half of the time. Teachers believe their personal SEL proficiencies directly affect their abilities to teach them. Finally, teachers prefer hands-on situations for learning how to embed SEL, and perceive that time to revisit and reflect in smaller, collaborative settings to be an effective process for learning to implement SEL, including the use of specialists.

Thèse d'exercice : Pharmacie : Université de Nantes : 2005. / Bibliogr. f. 142-146 [55 réf.].

Thèse--Sc. nat.--Strasbourg I, 1981. / Bibliogr. p. 177-178. Résumé en anglais.

Th.--Sc. nat--Rennes, 1970. / Bibliogr. ff. 172-186.

Le Saulnois est un « vieux pays » lorrain. Son histoire, liée au sel et à son exploitation fait de lui un objet géohistorique incomparable. Le « pas de temps » d’analyse des paysages agraires du Saulnois, du Halstatt à nos jours, est exceptionnellement long. Cela permet ainsi de mettre en oeuvre une étude globale et multiscalaire des paysages et des faciès paysagers en les confrontant au « temps long » des historiens. Le recensement des éléments paysagers actuels, leur lecture et leur interprétation par le biais de l’histoire, mais aussi la recherche de « signes » paysagers anciens, relocalisés dans l’actuel constituent une première étape. Cette « sédimentologie » des signes paysagers permet ensuite de reconstituer, avec plus ou moins de précisions, les grandes phases d’élaboration, de stabilisation et d’évolution des paysages des campagnes du Saulnois. L’étude a ainsi permis de mettre en évidence plusieurs grands cycles paysagers ayant développé chacun leurs structures propres. Ces dernières ont été soit totalement délaissées soit réutilisées au sein du nouveau cycle et ainsi pérennisées au sein des paysages du cycle suivant. L’importance des évolutions, les conditions de mutation des systèmes paysagers soulignent des grandes ruptures souvent exogènes qui facilitent ces transformations. Ainsi, la guerre de Trente Ans a été le catalyseur de la diffusion de l’openfield « parfait » et du modèle du village-rue, en faisant table rase des anciennes structures des systèmes agraires précédents. Le Saulnois a connu six grands cycles dont le plus ancien pré-romain n’est que partiellement reconstituable. Les autres cycles sont, eux plus complètement recomposable avec leur phase de construction, leur apogée climacique et leur détérioration qui amorce déjà la phase de construction du cycle suivant. Ces cycles s’organisent chronologiquement. / The Saulnois is an ancient part of Lorraine. Its past has always been confused with salt mining and as such is of a unique geo-historical interest. The analysis of the timeless Saulnois scene, from the Halstatt to the present is an exceptionally long story. It allows for a global and multiscale study to match against the ‘long-time’-scaling of historicity. The contemporary landscape census and its interpretation through historical biais, along with hints of recycled ancient sites, are a first step. This stratification gives a reasonably accurate reconstruction of the making, the settling and the evolution of the Saulnois. This study has exposed some of the great self-made landscapes. With time, these have been either abandonned or recycled during evolutionary processes. Their importance along with the mutation of agrarian scenes underline frequent exogenous intrusions which add to the process. The Thirty Years War was the catalyst of a perfect openfield and hamlet diffusion process. It anihilated all preceding agrarian systems. The Saulnois has lived through six principal cycles which include its construction, its climax, and its fall, which is where the new cycle steps-in.