Made available in DSpace on 2016-06-02T19:39:40Z (GMT). No. of bitstreams: 1 5670.pdf: 1991621 bytes, checksum: 527942e0f881d5bfd88d06e0feb8e503 (MD5) Previous issue date: 2013-12-05 / Universidade Federal de Minas Gerais / The presence of digital technologies in everyday life of a significant part of human beings occurs increasingly intense way. At the same time, in the classroom space, the repression of feelings consolidates intensely. In this context, Youtube seems to be the scene of regressive catharsis by students. Aiming to understand how to (re)configure the relationships between teachers and students on new spaces of expression, this research investigates eight videos, posted on YouTube by students, showing the tension between the actors of the educational process, based on Critical Theory and Psychoanalysis. Thus, it presents one of the greatest challenges of education today: a new relationship between students and teachers as from the dialogue about and through digital technologies. / A presença das tecnologias digitais no dia a dia de significativa parte dos seres humanos se dá de modo cada vez mais intenso. Paralelamente, no espaço da sala de aula, a repressão dos sentimentos vai se consolidando de forma pungente. Nesse enredo, entra em cena o YouTube como palco de uma catarse regressiva por parte dos estudantes. Objetivando compreender como se (re)configuram as relações entre professores e alunos diante de novos espaços de expressão, esta pesquisa investiga oito vídeos, postados no YouTube por alunos, que mostram a tensão entre os atores do processo educativo, à luz da Teoria Crítica e da Psicanálise. Delineia-se, assim, um dos maiores desafios da Educação na atualidade: estabelecer uma nova relação entre alunos e professores a partir do diálogo sobre e por meio das tecnologias digitais.

O objetivo geral desta dissertação foi investigar o efeito de fatores da família e da escola sobre as habilidades sociais e os comportamentos agressivos entre pares na infância. Foram realizados um estudo teórico e três estudos empíricos. O estudo teórico consistiu numa revisão não sistemática da literatura que demonstrou o papel da qualidade dos relacionamentos pais-criança e professor-aluno e do clima escolar sobre o desenvolvimento socioemocional na infância. O segundo estudo apresentou os procedimentos de adaptação e validação da Escala de Relacionamento Professor-Aluno (ERPA) para o contexto brasileiro. Os resultados da Exploratory Structural Equation Modeling (ESEM) confirmaram a estrutura bifatorial do instrumento original. Análises de validade convergente apresentaram resultados satisfatórios. O terceiro estudo apresentou os procedimentos de adaptação e validação do Questionário de Clima Escolar – Revisado, Versão para Ensino Fundamental – para o contexto brasileiro. Os resultados da ESEM apresentaram índices de ajuste satisfatórios para o modelo de seis fatores. Porém, foram sugeridas modificações na composição de quatro fatores (justiça, ordem e disciplina, envolvimento dos pais, relacionamento entre os estudantes). O QCE-EF apresentou também evidências de validade externa. As versões adaptadas da ERPA e do QCE-EF demonstraram ser medidas úteis para a avaliação de fatores da escola no contexto brasileiro. Por fim, o quarto estudo testou modelos de equações estruturais acerca do efeito independente e interativo da qualidade do relacionamento pais-criança e de fatores da escola sobre as habilidades sociais e os comportamentos agressivos entre pares. A percepção dos estudantes acerca da qualidade do clima escolar teve maior efeito sobre os seus comportamentos na escola, superando o efeito da qualidade dos relacionamentos adultocriança, mensurados pela percepção de pais e professoras. Os resultados enfatizaram a importância do contexto escolar para o desenvolvimento socioemocional na infância, destacando a necessidade de investigações que utilizem as crianças como fontes de informação. / The main objective of this thesis was to investigate the effect of family and school factors on the social skills and peer aggressive behavior in childhood. Theoretical and empirical studies were conducted. The theoretical study was a non-systematic review of the literature. It showed the role of parent-child and student-teacher relationships and school climate on socioemotional development in childhood. The second study showed the procedures for adaptation and validation of the Student-Teacher Relationship Scale (STRS) for the Brazilian context. Exploratory Structural Equation Modeling (ESEM) confirmed the factorial structure of the original instrument. Analysis of convergent validity showed satisfactory results. The third study showed the procedures for adaptation and validation of the School Climate Survey – Revised, Elementary and Middle School Version (SCS-MS) – for the Brazilian context. ESEM provided satisfactory indices of fit for the model of six factors. However, the factors justice, order and discipline, parental involvement and relationships between students were modified. SCS-MS demonstrated evidence of external validity. Adapted version of the STRS and SCS-MS proved to be useful measures for assessing school factors in the Brazilian context. Finally, fourth study tested structural equation models on the independent and interactive effects of the quality of parent-child relationships and school factors on social skills and peer aggressive behavior. The students' perceptions about the quality of school climate had a greater effect on their behavior in school, overcoming the effect of the quality of adult-child relationships, measured by parents and teachers perception. The results emphasized the importance of school context for socioemotional development in childhood, highlighting the need for studies that use children as sources of information.

O objetivo geral desta dissertação foi investigar o efeito de fatores da família e da escola sobre as habilidades sociais e os comportamentos agressivos entre pares na infância. Foram realizados um estudo teórico e três estudos empíricos. O estudo teórico consistiu numa revisão não sistemática da literatura que demonstrou o papel da qualidade dos relacionamentos pais-criança e professor-aluno e do clima escolar sobre o desenvolvimento socioemocional na infância. O segundo estudo apresentou os procedimentos de adaptação e validação da Escala de Relacionamento Professor-Aluno (ERPA) para o contexto brasileiro. Os resultados da Exploratory Structural Equation Modeling (ESEM) confirmaram a estrutura bifatorial do instrumento original. Análises de validade convergente apresentaram resultados satisfatórios. O terceiro estudo apresentou os procedimentos de adaptação e validação do Questionário de Clima Escolar – Revisado, Versão para Ensino Fundamental – para o contexto brasileiro. Os resultados da ESEM apresentaram índices de ajuste satisfatórios para o modelo de seis fatores. Porém, foram sugeridas modificações na composição de quatro fatores (justiça, ordem e disciplina, envolvimento dos pais, relacionamento entre os estudantes). O QCE-EF apresentou também evidências de validade externa. As versões adaptadas da ERPA e do QCE-EF demonstraram ser medidas úteis para a avaliação de fatores da escola no contexto brasileiro. Por fim, o quarto estudo testou modelos de equações estruturais acerca do efeito independente e interativo da qualidade do relacionamento pais-criança e de fatores da escola sobre as habilidades sociais e os comportamentos agressivos entre pares. A percepção dos estudantes acerca da qualidade do clima escolar teve maior efeito sobre os seus comportamentos na escola, superando o efeito da qualidade dos relacionamentos adultocriança, mensurados pela percepção de pais e professoras. Os resultados enfatizaram a importância do contexto escolar para o desenvolvimento socioemocional na infância, destacando a necessidade de investigações que utilizem as crianças como fontes de informação. / The main objective of this thesis was to investigate the effect of family and school factors on the social skills and peer aggressive behavior in childhood. Theoretical and empirical studies were conducted. The theoretical study was a non-systematic review of the literature. It showed the role of parent-child and student-teacher relationships and school climate on socioemotional development in childhood. The second study showed the procedures for adaptation and validation of the Student-Teacher Relationship Scale (STRS) for the Brazilian context. Exploratory Structural Equation Modeling (ESEM) confirmed the factorial structure of the original instrument. Analysis of convergent validity showed satisfactory results. The third study showed the procedures for adaptation and validation of the School Climate Survey – Revised, Elementary and Middle School Version (SCS-MS) – for the Brazilian context. ESEM provided satisfactory indices of fit for the model of six factors. However, the factors justice, order and discipline, parental involvement and relationships between students were modified. SCS-MS demonstrated evidence of external validity. Adapted version of the STRS and SCS-MS proved to be useful measures for assessing school factors in the Brazilian context. Finally, fourth study tested structural equation models on the independent and interactive effects of the quality of parent-child relationships and school factors on social skills and peer aggressive behavior. The students' perceptions about the quality of school climate had a greater effect on their behavior in school, overcoming the effect of the quality of adult-child relationships, measured by parents and teachers perception. The results emphasized the importance of school context for socioemotional development in childhood, highlighting the need for studies that use children as sources of information.

The purpose with this study was to examine from a relational perspective what qualities and abilities students reason about as important in teachers and what students reason about the student-teacher relationship in school and what significance it can have for students learning and personal development. How students reason about their experiences constitutes the empirical material of the study. Which was done with the research method focus group discussions, where the purpose was to see the students collective and common experiences. The theoretical starting point in the study was based on relational pedagogy, which is partly about how it is used in practice and how the teaching rests on a relationship foundation with human encounters between students and teachers, where communication and presence in these relationships enables a process and development of skills and abilities.  A comprehensive result for the study was that knowledge and relationships cannot be excluded from each other, both parts interact and nourish each other. Students absorb, develop knowledge and at the same time grows as humans through and in meaningful pedagogical relationships together with classmates and teachers. The results also showed that humor was a quality that students emphasized as important in teaching. Humor contributed to a more relaxed classroom climate and a relaxed relationship between student-teacher. Teachers' approach to using humor in teaching made students more comfortable in themselves but also more comfortable in the student-teacher relationship.

Les perceptions qu’ont les élèves des relations qu’ils entretiennent avec leurs enseignants, ainsi que des attitudes des enseignants à leur endroit, sont reconnues pour être associées à la réussite scolaire des élèves, notamment des élèves issus de l’immigration. Malgré l’accroissement de l’immigration et l’intérêt porté au vécu scolaire de ces élèves, un nombre limité de recherches quantitatives s'est penché sur leurs perceptions à l’égard de leurs enseignants au Québec. Cette étude a donc pour objectif principal de mieux comprendre les perceptions qu’ont les élèves du secondaire de la chaleur et des conflits dans les relations avec leurs enseignants, ainsi que des attentes de réussite et de la rétroaction négative des enseignants envers eux. Plus précisément, l’étude cherche à déterminer s’il existe des distinctions dans les perceptions entre les élèves de 1re, 2e et 3e génération, d’une part, et entre les élèves d’origine haïtienne, nord-africaine et canadienne, d’autre part. Elle cherche aussi à connaître s’il existe un effet d’interaction entre le statut générationnel et la région d’origine sur les perceptions des élèves. Les données ont été recueillies auprès de 819 élèves dans 8 écoles secondaires de la province de Québec. Les résultats montrent que les élèves de 2e génération, comparativement à leurs pairs de 3e génération, considèrent leurs relations avec les enseignants comme étant moins chaleureuses. Aussi, les élèves de 1re génération perçoivent des attentes de réussite légèrement plus élevées chez leurs enseignants que les élèves non immigrants. Ils ont aussi l’impression de recevoir davantage de rétroactions négatives de la part des enseignants. De plus, les élèves originaires d’Haïti rapportent moins d’échanges chaleureux avec les enseignants et une diminution des attentes de réussite de la part de leurs enseignants chez les élèves de 2e génération. Les implications de ces résultats pour la pratique et la recherche sont discutées. / Students' perceptions of their relationships with their teachers and their attitudes towards them are known to be associated with student academic success, particularly for students with an immigrant background. Despite the increase in immigration and the interest in the academic experiences of these students, a limited amount of quantitative research has examined how these students perceive their teachers’ attitudes and practices in Quebec. The aim of this study is, therefore, to examine students’ perceptions of the level of closeness and conflict in their relationships with teachers, as well as their perceptions of teachers' expectations of success and negative feedback towards them. More specifically, the study examines whether there are distinctions in these perceptions between 1st, 2nd, and 3rd generation students and between students of Haitian, North African and Canadian origin. It also explores whether there is an interaction between generational status and the region of origin on students' perceptions. Data were collected from 819 students in 8 different high schools in the province of Quebec. Results show that 2nd generation students, compared to their 3rd generation peers, consider their relationships with teachers to be less warm. Also, 1st generation students perceive slightly higher expectations of success among their teachers than non-immigrant students. These students also feel that they are receiving more negative feedback from teachers. In addition, students from Haiti report less closeness with teachers and, for students of 2nd generation, they are more likely to perceive lower teachers’ expectations toward them. The implications of these results for practice and research are discussed.

The purpose of this research was to explore how music student teachers make sense of classroom events during the student teaching internship using a required Video Reflection Assignment. Three questions guided this study: 1) How did student teachers use aspects of three-dimensional narrative space (temporality, sociality, and space) to story classroom events? 2) What aspects of Reflective Practice did student teachers illustrate in their Video Reflection Assignments? 3) How did student teachers reveal their identities as musicians and teachers through their reflections? Data were Video Reflection Worksheets (VRW), video-recorded teaching episodes (videos), and participant questionnaires. Analysis combined narrative, case study, and grounded theory techniques. Participants' answers on VRWs revealed aspects of their musician and teacher identities, dilemmas of practice caused by classroom events and conflicting stories with cooperating teachers, and provided insight into the ways participants either rationalized or reflected on classroom events. Results of the study contribute to the profession's understanding of the interplay of musician and teacher identities, and point to the importance of attending to narratives of identity revealed in student teachers' reflections through language use, as well as the alignment of student teachers' and cooperating teachers' storied identities when assigning internship placements. Additionally, results raise important questions concerning student teachers' abilities to use reflective assignments like the one in this study to self-reflect, and point to the usefulness of three-dimensional narrative space and MacKinnon's clues to detecting reflective activity for reframing teacher-educator's evaluations of student teachers' reflections. / Music Education

The concept of teaching effectiveness is challenging for researchers to define. Hypothesized as a multidimensional construct, it encompasses content knowledge, pedagogical knowledge, personality characteristics of the teacher, and classroom dynamics. No single dimension, trait, or behavior, however, fully captures what it means to be an effective teacher. Measures, such as peer observation, self-report surveys, and student evaluations, assess teacher effectiveness in higher education. Student evaluations of teachers (SETs) assess multiple areas, including: course content, objectives, organization, and the nature, difficulty, and value of a course; teacher preparation, enthusiasm, and subject knowledge; teacher goals for structuring classroom activities and engaging students in academic pursuits (Cashin, 1995; Feldman, 1996; Marsh, 1984; Midgley, 1998). SETs can be seen as expressions of students’ perceptions about an instructor, a course, and a class, but what influences those perceptions? One concept, classroom community, hypothesizes that students’ sense of community is influenced by the quality of interaction with their instructors, fellow students, and course content. Investigations of classroom community associate higher sense of community with more positive academic outcomes. Teachers’ goals for structuring class activities and engaging students is another concept hypothesized to influence students’ perceptions. Teachers’ goal orientation towards their own teaching is also a factor that appears to influence academic outcomes. Using goal orientation theory, Kucsera, Roberts, Walls, Walker & Svinicki (2009) identified three orientations that influence how teachers approach teaching. To date little research has explored how teacher goal orientation might influence students’ perceptions. This study examined whether there is a relationship between teachers’ goal orientation towards their teaching, students’ perceptions of teacher goals for classroom structure and student engagement, sense of community, and student ratings of teacher effectiveness. Undergraduate business communications faculty completed a survey about their goals for their own teaching while their students took a survey about their sense of community in the classroom, their perceptions of their teachers’ goals for engaging them in academic work and an end-of-semester course instructor survey. Hierarchical linear modeling was used to analyze the data. Results generally indicated that students’ perceptions are associated with SETs outcomes while teachers’ goal orientations are not. / text

Cette étude avait pour but de vérifier l’incidence de la relation maître-élève sur la motivation des élèves particulièrement en milieux défavorisés. Notre hypothèse stipulait que meilleure est la relation maître-élève, plus grande est la motivation de l’élève. Nos objectifs étaient d’analyser la valeur prédictive de la relation maître-élève sur les déterminants de la motivation scolaire afin d’identifier quels aspects de la relation maître-élève, dans une perspective d’attachement (chaleur, soutien ou conflit), prédisent le mieux chacune des variables motivationnelles retenues. Aussi, nous voulions identifier quelles variables motivationnelles sont les plus affectées par la qualité de la relation maître-élève. La motivation scolaire a été évaluée à deux niveaux soit général et spécifique au français et aux mathématiques. Certains des déterminants retenus sont en lien avec les modèles Attentes-Valeur (le sentiment de compétence, l’intérêt et la perception de l’utilité de l’école en général ainsi qu’en français et en mathématiques). Les autres déterminants retenus sont en lien avec la théorie des buts d’accomplissement (le but de maîtrise, le but de performance et le but d’évitement du travail). Nous avons aussi vérifié l’effet modérateur du sexe dans les relations entre les variables d’attachement et la motivation. Nos résultats montrent que la relation maître-élève prédit avec assurance l’intérêt général envers l’école, l’intérêt spécifique au français et aux mathématiques ainsi que la présence de buts d’évitement du travail. Nous avons aussi été en mesure de déterminer qu’une relation soutenante serait l’aspect de la relation maître-élève qui prédirait la présence du plus grand nombre de déterminants de la motivation scolaire. Il a aussi été surprenant de constater l’effet de la relation chaleureuse sur les trois dimensions en lien avec l’intérêt (général, en français et en mathématiques). De son côté, l’intérêt général fut aussi remarqué comme étant le déterminant motivationnel étant le mieux prédit par la relation maître-élève. Nous avons aussi fait ressortir que la perception de conflit serait l’aspect de la relation maître-élève qui présenterait la plus grande valeur prédictive de certains déterminants de la motivation. Par contre, nos résultats ne permettent pas de supporter que le sexe de l’élève a un effet modérateur dans les relations. / The objective of this research was to assess the impact of the teacher-student relationship on students’ motivation, particularly within low income families. The study conducted was based on the hypothesis that better teacher-student relationship lead to a higher level of motivation for the student. In order to verify this hypothesis, our objectives were to analyse the predictive value of the teacher-student relationship on school motivational determinants in order to identify which aspects of teacher-student relationship, in an attachment perspective (caring, supportive or conflictive), could better predict each of the motivational variables. Also, we wanted to identify which of these motivational variables are most affected by the quality of the teacher-student relationship. Some of the determinants come from Expectancy-Value models (perceived competence, interest, perceived utility of school in general, and for French and Mathematics). Other determinants come from goal orientation theory (mastery goal, performance goal and work avoidance goal). We also verified the moderator effect of gender in the attachment variables and the motivation. Our results show that the student-teacher relationship can predict interest in schooling in general, specific interest in French and Mathematics, and the presence of avoidance goal. We also showed that a supporting relationship could be the aspect of teacher-student relationship which mostly predicts the motivational variables. It was also surprising to see the impact of a caring relationship on the three dimensions of interest (general and subject related). Interest in general was also the motivational variable best predicted by the teacher-student relationship. We also showed that the perception of conflict is the aspect of the teacher-student relationship which could best predict some of the motivational determinants. However, our results could not support the moderator effect of gender on the relationship.

Le contexte scolaire actuel au Québec, et particulièrement à Montréal, amène les enseignants à développer des pratiques différenciées pour répondre aux besoins de leurs élèves. En effet, l’intégration des élèves handicapés ou en difficulté d’adaptation ou d’apprentissage ainsi que les différences socioéconomiques et culturelles sont des manifestations de l’hétérogénéité qui sont présentes simultanément dans leurs classes. Des études menées au Québec semblent toutefois indiquer que certaines pratiques différenciées demeurent méconnues et peu utilisées. Il semble que, d’une part, la gestion de classe soit un déterminant de l’implantation des pratiques différenciées et, d’autre part, que cette bonne gestion de classe soit tributaire d’un haut niveau de sentiment d’efficacité personnelle à gérer la classe. Cette recherche mixte vise à explorer les relations entre les pratiques différenciées et le sentiment d’efficacité à gérer la classe chez des enseignants au primaire de Montréal. Pour ce faire, un questionnaire a été rempli par 154 enseignants de la CSDM et un groupe de discussion a été organisé auprès de 6 d’entre eux. Nos résultats tendent à confirmer la corrélation entre le SEP à gérer la classe et la fréquence d’utilisation de pratiques différenciées. Plus précisément, ils indiquent que les relations sociales en classe, dont celles entre les élèves et l’enseignant sont un prédicteur d’une utilisation plus fréquente de la différenciation pédagogique. Finalement, même si les enseignants du groupe de discussion définissent le contexte montréalais comme possédant des caractéristiques particulières requérant des pratiques différenciées fréquentes et variées, selon eux, la gestion de classe n’y requiert pas d’interventions distinctes. / The current school context in Quebec, especially in Montreal, leads teachers to develop differentiated pedagogies to meet the needs of all. The integration of students with special needs, socio-economic and cultural differences are examples of manifestations of heterogeneity to be observed in teaching. Yet, few teachers adopted such practices. Moreover, we know that, classroom management is a key to the implementation of differentiated practices and, good classroom management depends on a high level of self-efficacy of classroom management. This article presents a mixed method design study that explore relationships between frequency of differentiated practices and self-efficacy of classroom management of elementary teachers. First, a questionnaire was completed by 154 teachers of the CSDM. Then, a focus-group was organized with 6 of them. Our results tend to confirm the correlation between the SEP to manage the class and the frequency of differentiated practices. Specifically, they suggest that relationships in class, including those between students and the teacher, is a predictor of increased use of differentiated instruction. Finally, even if teachers in the focus-group define the Montreal context as having special characteristics requiring frequent and varied differentiated practices, according to them, classroom management do not require different interventions.

Dispositif pédagogique qui réorganise temps et espaces scolaires grâce aux fonctionnalités des outils numériques, la classe inversée suscite un engouement important dans les sphères de l’éducation. Dans un contexte de développement rapide de cette pratique dans l’enseignement secondaire français, cette recherche s’intéresse à l’appropriation du dispositif par des élèves de lycée et interroge la dynamique créée chez les apprenants engagés dans une classe inversée. A travers de questionnaires et d’entretiens menés auprès d’élèves de huit classes de lycée, une analyse exploratoire a été conduite pour comprendre l’évolution des rapports au savoir des apprenants, ainsi que le repositionnement de l’élève face à l’enseignant dans la relation pédagogique. Il apparaît que le dispositif est un instrument au service du professeur plus qu’un levier de changement pour les élèves. Au-delà de l’impact sur la motivation, inégal selon les élèves, il semble que le dispositif de la classe inversée s’inscrive dans la problématique d’une redistribution des rôles au lycée qui mette l’élève en tension entre soumission et responsabilisation à propos de ses apprentissages. / A pedagogical tool which reorganizes educational time and space thanks to the use of new technologies, the Flipped Classroom has generated great enthusiasm in education. Given the rapid development of this instructional approach at the secondary level in France, this research looks at the appropriation of the flipped classroom by French high school students and questions the dynamics created for the learner navigating in a flipped setting. Using questionnaires and semi-directive interviews conducted with 8 high school classes, an exploratory analysis was done to understand the evolution of students’ relationship to knowledge and how they reposition themselves in relation to their teacher. It appears that the flipped classroom approach is more of an instrument to serve teachers’ needs than a change agent for students. Beyond its impact on student motivation, which differs from one student to another, the Flipped Classroom approach seems to come within the scope of the redistribution of roles at the high school level, placing the student in a situation of tension between submission and responsibility concerning his/her learning.