Global ETD Search

71	Analyse des performances des technologies de l'information et de la communication dans le secteur universitaire / Information and communication technologies uses and higher educations sector performance Dahmani, Mounir 30 June 2011 (has links) Dans un contexte d’une large diffusion des Technologies de l’Information et de la Communication (TIC) en France et au sein de l’Union Européenne durant les deux dernières décennies, de renouvellement et d’élargissement affectant la plupart des universités, notre thèse porte sur une analyse des dynamiques d’usages des technologies de l’information et de la communication dans l’enseignement supérieur. Elle vise à saisir, au-delà du seul questionnement relatif aux causes ou aux effets des changements liés à l’usage des TIC éducatives, l’interaction entre TIC, performances et « innovativité ».Nos développements s’articulent autour de quatre chapitres.Le premier aura pour but de comprendre les dynamiques liées aux divers usages des TIC par des étudiants inscrits en premier cycle en sciences économiques et de gestion appartenant à trois universités françaises. Ce chapitre aura pour objet de montrer en quoi un usage intensif des TIC peut induire un accroissement de la performance des étudiants mesurée par la moyenne générale des notes obtenues à leurs examens de fin d’année.Le second chapitre aura pour objet de comprendre comment les usages estudiantins des TIC impactent leur capacité à innover. Nos résultats montrent de manière claire que l’usage des TIC contribue à l’accumulation des compétences numériques (en matière d’informatique et d’utilisation de l’Internet). Ces compétences modifient la nature des apprentissages et améliorent la capacité d’innovation des étudiants qui augmente certainement leurs performances économiques sur le marché de travail.Le troisième chapitre cherche à montrer qu’il existe une très large diversité d’usages des TIC par les enseignants de l’enseignement supérieur en France. Des inégalités importantes sont constatées à la fois d’un point de vue qualitatif et quantitatif. Nos résultats indiquent l’existence de nombreuses fractures numériques liées à ces divers usages.Le quatrième chapitre s’attache à comprendre l’articulation qui existe entre l’usage des TIC, l’accumulation des compétences numériques et les capacités d’innovation des enseignants. Nos résultats confirment la thèse selon laquelle les compétences instrumentales constituent des conditions nécessaires pour une mise en action efficace des compétences informationnelles lesquelles sont, elles-mêmes, nécessaires au déploiement efficace de compétences stratégiques liées aux TIC.Au final, notre recherche a permis de valider l’hypothèse théorique selon laquelle il persisterait des fractures numériques dans les usages touchant le secteur de l’enseignement supérieur alors même que les TIC s’y développent et s’y « démocratisent ». Nos résultats ont également permis d’ouvrir aux divers débats concernant les compétences numériques (e-skills). Ainsi, nous avons pu montrer qu’il existe des strates distinctes de compétences numériques dont il convient de tenir compte pour mieux répondre au déficit observé parmi les étudiants et les enseignants. / In the context of a widespread dissemination of Information and Communication Technologies (ICT) in France and within the European Union during the past two decades, of renewal and expansion affecting most universities, our thesis focuses on an analysis of ICT use dynamics in higher education. It aims at grasping, beyond the mere questioning on the causes or effects of changes associated with the use of educational ICT, the interaction between ICT, performances and “innovativeness”.Our developments are structured around four chapters.The first chapter aims at understanding the dynamics associated with various uses of ICT by in undergraduate economics and management students from three French universities. This chapter will aim at showing how extensive use of ICT can induce an increase in student performance as measured by the average overall grades on their exams at the end of the year.The second chapter aims at understanding how students’ ICT uses impact their ability to innovate. Our results show clearly that ICT use contributes to the accumulation of digital skills (in computer and Internet use). These skills are changing the nature of learning and improve the students’ innovative capacity, which certainly increases their economic performance on the job market.The third chapter seeks to show that there is a wide variety of ICT uses by higher education teachers in France. Significant inequalities are seen in both a qualitative and quantitative points of view. Our results indicate that there are many digital divides related to these various uses.The fourth chapter focuses on understanding the relation between ICT use, the accumulation of e-skills and teachers’ innovation capacities. Our results support the thesis that having instrumental competences is a necessary condition for effective activation of informational competences which are themselves necessary for effective deployment of strategic competences related to ICT.Finally, our research has validated the theoretical assumption that the gaps in digital use would persist and affect the higher education sector despite the development and democratization of ICT. Our results have also opened discussions on the various digital skills (e-skills). Thus, we could show that there are distinct layers of digital literacy which should be taken into account to better meet the deficit observed among students and teachers. Performance de l'enseignement supérieur Performance des étudiants Usages des TIC Capacité d'innovation Fractures numériques Efficiency in higher education Student performance ICT uses Innovativeness Digital use divides
72	Public secondary school mergers as a desegregation method in Swedish municipalities : Investigating their impact on student’s academic performance and choice of school Hasselqvist Haglund, Anna January 2018 (has links) In recent years several municipalities in Sweden have merged their public secondary schools. This has been considered a type of initiative that intends to reduce youth segregation and discrepancies in school quality. This thesis examines in what ways the merging of all public secondary schools in a municipality affects the students’ academic performance and their choice to enroll in the publicschool sector. To do so I use municipality-level aggregate data from the Swedish National Agency for Education on 9th grade students’ academic outcomes and the share of 7th graders enrolled in the public schools. I employ a difference-in-difference approach to estimate the reduced form effect of the school mergers. The control group used in the baseline estimation includes all municipalities that had a constant number of public secondary schools during the time period of my study. I move on to use propensity score matching in order to create a more comparable control group. I then estimate a difference-in-difference regression with match-fixed effects. The results show that the mergers have a negative effect on the municipality-level average GPA. In addition, the municipalities where the mergers have been implemented experience a reduction in the share of students that pass all 9th grade subjects as well as an increase in the share of students who do not have sufficient grades to continue to upper secondary school. The school mergers caused the share of 7th graders enrolled in the publicschool sector to decrease by approximately 10 percentage points. These results indicate that the public secondary school merger is not a panacea for improving student outcomes. Education economics desegregation merger school organization secondary school public school peer effects socioeconomic background student performance integration segregation Difference in differences matching labour economics education system Nyköpingsmodellen Economics Nationalekonomi
73	Perceptions of Principal Leadership Skills in High-Achieving Elementary Schools Jackson, Sonya Lasyon 01 January 2018 (has links) The problem addressed in this study was the inability of certain schools in a rural school district in Florida to achieve adequate yearly progress (AYP) in comparison to a neighboring school district where students consistently made AYP. Research has shown a positive relationship between student achievement and principal leadership skills. The purpose of this study was to identify patterns in elementary teachers' perceptions of their principals' leadership skills related to student achievement and elementary principals' perceptions of their own leadership practices and compare those perceptions. The conceptual framework for this qualitative case study design was instructional leadership. Twelve teachers of Kindergarten to Grade 5 from 3 high-achieving elementary schools volunteered to participate and provided data through 2 focus groups with 6 primary grade teachers and 6 intermediate grade teachers respectively. Principals at the same 3 high-achieving elementary schools provided data through semistructured interviews. Open coding and thematic analysis yielded 4 themes from the principals' responses, including instructional leadership, hands-on leadership, communication and collaboration, and management by visibility. The teachers' responses resulted in the themes of high expectations for student achievement, a supportive learning environment, consistent collection and review of student achievement data, and an overall positive school climate to promote exemplary instructional practices and student success. A positive social change that can stem from this study is implementing principal leadership practices related to the findings in low-achieving schools. This may result in gains in student achievement, leading to increased academic and economic opportunities. High achieving Instructional Leader Leadership Principal Student Achievement Student Performance Elementary Education and Teaching
74	School Counselors' Perceived Multicultural Competence, Adherence to the ASCA National Model, and Students' Performance Conroy, Jessica Helene 01 January 2015 (has links) Multicultural competence (MCC), despite its integral part in school counseling and the school setting, is not applied within the American School Counselor Association (ASCA) national model (NM). Rather, the ASCA NM is a guideline that is expected of school counselors with limited opportunity for deviation. Without incorporating multicultural practices in the school setting, student performance may suffer. Student performance affects everyone who is learning, working, or has a child who is or will be at the middle school level. The purpose of this study was to identify if perceived MCC, as measured by the MCCTS-R, and/or adherence to the ASCA NM, as measured by the SCPIS, could predict student performance and if there was a relationship between the perceived MCC and adherence to the ASCA NM. The school counseling and multicultural counseling theories were used together as a lens for the study. Florida middle school counselors (N = 115) were invited to participate electronically. Results were compiled in PsychData anonymously and transferred into SPSS. Multiple linear regression and Pearson correlation statistics revealed that perceived MCC and adherence to the ASCA NM collectively predict students' GPAs. Recommendations for future research include expanding to different educational levels and states. The results indicate that the ASCA NM would benefit from multicultural concepts within the guidelines, implicating positive social change for future learning, school counseling practices, and educational practices. ASCA National Model Ethics Instruction Multicultural School Counseling Student performance Educational Psychology Ethics and Political Philosophy School Psychology
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mso-tstyle-rowband-size:0 / mso-tstyle-colband-size:0 / mso-style-noshow:yes / mso-style-priority:99 / mso-style-parent:"" / mso-padding-alt:0cm 5.4pt 0cm 5.4pt / mso-para-margin-top:0cm / mso-para-margin-right:0cm / mso-para-margin-bottom:10.0pt / mso-para-margin-left:0cm / line-height:115% / mso-pagination:widow-orphan / font-size:11.0pt / font-family:"Calibri","sans-serif" / mso-ascii-font-family:Calibri / mso-ascii-theme-font:minor-latin / mso-hansi-font-family:Calibri / mso-hansi-theme-font:minor-latin / mso-bidi-font-family:"Times New Roman" / mso-bidi-theme-font:minor-bidi / mso-fareast-language:EN-US / } </style> <![endif]--></p> <p class="MsoNormal">This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsÊ¹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsÊ¹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.</p>
76	Successful information literacy through librarian-lecturer collaboration Mitchell-Kamalie, Lilian January 2011 (has links) <p>&nbsp / This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsÊ¹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsÊ¹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.</p>
77	Building a Community of Learners amongst Under-performing Students in Literacy through the use of a Book Club Walters, Robert 11 August 2011 (has links) This study examines the effectiveness of a community of learning, through a book club, on student performance for students underachieving in literacy. This first chapter introduces the study, the researcher and how they are situated within the research, and the context and rationale of the study. The second and third chapters detail current research in literacy, learning, and communities of learning. They detail the methodological approach and rationale. The fourth and fifth chapters explain what took place during the study, what it means, and why this is important for teachers and teacher practice. Despite its limitations, this study finds that communities of learning, established through a book club, positively affect both academic and social performance. Book clubs create interconnectedness between its members that increases student engagement, which increases the amount of authentic dialogue. From this, book club members collaboratively co-construct knowledge resulting in general improvement, both academically and socially. Literacy Reading Writing Under-Achieving Book Club Community of Learning Student Performance Reading as a Social Act Writing as a Social Act Elementary Social Performance 0524 0535 0279
78	Building a Community of Learners amongst Under-performing Students in Literacy through the use of a Book Club Walters, Robert 11 August 2011 (has links) This study examines the effectiveness of a community of learning, through a book club, on student performance for students underachieving in literacy. This first chapter introduces the study, the researcher and how they are situated within the research, and the context and rationale of the study. The second and third chapters detail current research in literacy, learning, and communities of learning. They detail the methodological approach and rationale. The fourth and fifth chapters explain what took place during the study, what it means, and why this is important for teachers and teacher practice. Despite its limitations, this study finds that communities of learning, established through a book club, positively affect both academic and social performance. Book clubs create interconnectedness between its members that increases student engagement, which increases the amount of authentic dialogue. From this, book club members collaboratively co-construct knowledge resulting in general improvement, both academically and socially. Literacy Reading Writing Under-Achieving Book Club Community of Learning Student Performance Reading as a Social Act Writing as a Social Act Elementary Social Performance 0524 0535 0279
79	Från 7-Eleven till vegetarisk KRAV-märkt buffé : Den förändrade organisationen av skolmåltider och dess relation till skolornas symboliska tillgångar Herdy, Anna January 2011 (has links) The purpose of this study is to examine how school meals are organized in a selection of Stockholm's secondary schools and to examine the relationship between school meals and the different parameters that indicate each school's symbolic capital and educational capital. By looking at the statistics from each school on the basis of the final grade average, percentage of pupils with foreign background and gender, I examine whether it is possible to see a relationship between how schools organize meals and which pupils attend the school. In my study, I systematically went through each school's website and tried to identify how school meals at each school are organized. To increase the validity of the study, I have also conducted a questionnaire survey by mail addressed to school principals. In order to analyse and understand my results and put them in relation to my current knowledge about the schools in my sample, I am using Bourdieu's theoretical tools that a given aid, both in methodological and analytical purpose. Based on Bourdieu's theories of symbolic capital, cultural capital and educational capital, I can understand and analyse school meals are organized and focused as part of schools' symbolic assets in competition with other schools. The first part of the study shows that there are four different organizational models for school meals, fully equipped kitchen and canteen, heating kitchen and canteen, school meals in restaurants and school meal card. In the second part, I have examined the relationship between the type of organization for school meals used and the symbolic resources available at the school. I can conclude from the results that it is difficult to find a correlation between the symbolic resources and the different categories. But even though it is not possible to see all the schools' symbolic assets equally clear, there are still some very telling examples. In many ways, these examples can be seen as polar opposites to each other based on Mikael Palme’s concepts ”goal rational” and ”education oriented” schools. school meals Bourdieu foreign origin gender student performance cultural capital symbolic capital educational capital skolmåltider Bourdieu utländsk bakgrund kön elevprestationer kulturellt kapital symboliskt kapital utbildningskapital
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mso-tstyle-rowband-size:0 / mso-tstyle-colband-size:0 / mso-style-noshow:yes / mso-style-priority:99 / mso-style-parent:"" / mso-padding-alt:0cm 5.4pt 0cm 5.4pt / mso-para-margin-top:0cm / mso-para-margin-right:0cm / mso-para-margin-bottom:10.0pt / mso-para-margin-left:0cm / line-height:115% / mso-pagination:widow-orphan / font-size:11.0pt / font-family:"Calibri","sans-serif" / mso-ascii-font-family:Calibri / mso-ascii-theme-font:minor-latin / mso-hansi-font-family:Calibri / mso-hansi-theme-font:minor-latin / mso-bidi-font-family:"Times New Roman" / mso-bidi-theme-font:minor-bidi / mso-fareast-language:EN-US / } </style> <![endif]--></p> <p class="MsoNormal">This study supports the need for information literacy training for first year or new incoming Community and Health Science (CHS) students at the University of the Western Cape (UWC) and describes the use of a collaborative framework for integrating information literacy into the undergraduate studentsÊ¹ curriculum and for assessing the results. The Collaborative Information Literacy Model (CILM) provided the guidelines for a more structured and fuller collaboration between the librarian and the lecturer responsible for the first year Physiotherapy students. The collaborative partnership employed strategies to teach information literacy competencies which were significantly more satisfactory with the studentsÊ¹ abilities to successfully complete a research term paper. The process of integration began with developing learning outcomes, an information literacy program, exercises and an assessment instrument for evaluating student performance. Also emphasized is the on-going exchange of expertise between the librarian and the lecturer to enhance library-related components in the design of the program.</p>

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