Les Technologies de l’Information et de la Communication (TIC) sont de plus en plus accessibles et utilisées au quotidien, en particulier par les jeunes. Si ces nouvelles formes d’interactions sociales sont porteuses de diverses opportunités (Valkenburg, 2010), elles font émerger dans le même temps des formes de violence inédites. Les recherches sur la cyberviolence se sont considérablement développées depuis les années 2000 au niveau mondial. En France, toutefois, mis à part les travaux de Blaya (2010, 2013), les recherches dans ce domaine restent rares et peu de données relatives à la prévalence, à la nature et aux mécanismes de ce phénomène sont disponibles. L’objectif de cette thèse est, par conséquent, d’évaluer l’ampleur de la cyberviolence entre adolescents en France, d’analyser les caractéristiques de cette nouvelle forme de violence et d’explorer ses processus en lien avec le milieu scolaire, notamment le climat scolaire. A cette fin, nous avons mené une enquête de victimation et de violence auto-reportée auprès de 3586 collégiens et lycéens répartis dans plusieurs académies. Les données recueillies nous permettent de mettre en évidence les taux d’adolescents qui déclarent avoir été victimes et/ou auteurs de chacune des formes de cyberviolence au cours de l’année scolaire. Une attention particulière est également portée à la mesure du cyberharcèlement, que nous choisissons de considérer comme une violence répétée et/ou cumulée. Enfin, des analyses statistiques visant à tester les effets des variables relatives aux caractéristiques sociodémographiques, aux pratiques numériques et à l’expérience de la cyberviolence sur la victimation et la perpétration sont effectuées. Il ressort principalement que la problématique de la cyberviolence est bien réelle même si le cyberharcèlement, dans ses formes les plus sévères, reste minoritaire. Afin de compléter l’enquête quantitative et « ouvrir la boîte noire », des entretiens ont par ailleurs été menés auprès de 34 collégiens. Notre ambition est d’approfondir notre compréhension de l’expérience vécue par les acteurs en interrogeant leurs logiques d’action et le sens qu’ils leur confèrent. Nos analyses permettent, entre autres, d’observer un lien entre les rapports sociaux dans le contexte scolaire et dans le contexte numérique. Ces résultats permettent de souligner l’intérêt d’une prise en compte de l’environnement scolaire, en particulier du climat scolaire, dans la lutte contre la cyberviolence. / Information and Communication Technologies (ICT) are more and more daily accessible and used, especially by young people. These new types of social interactions offer various opportunities (Valkenburg, 2010). At the same time, they bring also with them new forms of violence. Research on cyberviolence has developed considerably worldwide since the beginning of the millennium. However, in France, except the work of Blaya (2010, 2013), research in this area remains rare and few data about the occurrence, nature and mechanisms of this phenomenon are available. Consequently, the objective of this thesis is to assess the extent of cyberviolence amongst adolescents in France, as well as to analyze the characteristics of this new form of violence, and finally to explore its processes related to school context, especially school climate. To do so, we carried out a victimization and self-reported violence survey on 3586 secondary schools students in several school authorities/boards. The collected data allow us to highlight the percentage of adolescents who reported to have been victims and/or authors of each types of violence during the school year. A special care was paid to the measurement of cyberbullying, which we defined as a repeated and/or cumulated violence. Finally, statistical analysis were made in order to test the effects of sociodemographic variables, digital practices and cyberviolence experiences on victimization and perpetration. It mainly appears that cyberviolence is a real problem although the most severe forms of cyberbullying remains low. To complete the quantitative survey and “open the black box”, interviews were conducted with 34 middle school students. Our aim was to deepen our understanding of the experience of the actors, by questioning them on their logics of action and the meaning they confer. Among other things, our analysis enabled us to observe a link between the social relations in the school context and in the digital context. These results emphasize the need to consider school environment, notably school climate, to fight against cyberviolence.

One of the challenges facing the education system in South Attica is a lack of the culture of teaching and learning. 1t is this challenge that prompted this research. The research investigated how the principal, as an instructional leader~ can restore the culture of teaching and learning in previously disadvantaged schools. A qualitative approach was used and three schools were selected in the Sambandou Circuit ofthe Northern Province. The research results showed that there are general and management factors that contribute to a lack of the culture of teaching and learning. Management factors include, amongst others, 1ack of staff development programmes and discipline. The general factors, on the other hand, include, amongst others, poor physical conditions and infrastructure in schools. In conclusion, the research recommended, amongst others, that principals conduct staff development programmes and supervise the work of educators and learners.

This study aimed at exploring the school effectiveness characteristics of two high schools, one with high (School A) and one with low (School B) levels of placement ratio in &Ouml / SS for their graduates, to observe their characteristics as perceived by their stakeholders (students, teachers, parents, school administrative staff and managers). In this study, a comparative pre-structured case study method was employed. The study was conducted in two private high schools in the province of Ankara, Turkey. The participants were 10 students, 10 teachers, 10 parents, 2 non-academic staff and 3 administrators from School A, and 10 students, 10 teachers, 7 parents, 3 non-academic staff and 2 administrators from School B. A framework drawn by the researcher as a result of review of relevant literature was used to conceptualize the study and to guide the interview schedules to collect data. According to this framework, six general areas in effective school literature were explored. These areas were academic emphasis, organization and administration, school climate, home-school relations, teaching staff, and physical and financial resources. The data collected through semi-structured interviews were analyzed using content analysis technique. The findings revealed that two case schools had major differences almost in all areas explored. The only major similarity between two schools was in the leadership and leader qualities under organization and administration area. The effective school characteristics of the school with high levels of placement ratio in &Ouml / SS, in all six areas explored were added to the conceptual framework drawn at the beginning of the study.

Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2008. / Title from first page of PDF document. Includes bibliographical references (p. 22-23).

The thesis focuses on the issue of civic attitudes adopted by students of vocational schools. The author presents an overview of previous Czech research which shows that students of vocational schools are placed at the bottom of international surveys inquiring civic and political knowledge. Moreover, the results reveal that the students of vocational schools express their support for democracy as a way of government the least. The goal of the thesis is to describe civic and political opinions of concrete students and show who influences them and how. It is designed as a multiple case study. Six students of vocational schools from Prague, a smaller town and a village in Central Bohemian Region were chosen to participate in the study. The core of the work is the description of the individual cases in a detailed context including their family, community, school and friends. The findings indicate that the studied students are usually not interested in politics. Their political beliefs are heavily formed by their family and peers. School as an institution does not have any influence, not even through civic education which is compulsory during the first years of high school education. It is most of all caused by fewer opportunities for an open discussion about basic topics in classes. Media have only...

[pt] O Programa Ginásio Experimental Olímpico (GEO) foi implementado pela Prefeitura Municipal do Rio de Janeiro para atender alunos dos anos finais do Ensino Fundamental com vocação para o esporte, buscando a formação de excelência do aluno-atleta-cidadão em algumas escolas de horário integral da rede. Desenvolvemos um estudo de caso sobre a implementação do programa em uma das unidades, localizada no bairro Caju. Realizamos entrevistas com técnicos responsáveis pelo programa nos órgãos municipais e instituições que participaram na implementação do projeto e com a equipe de gestão e professores da escola. Aplicamos um questionário aos atores escolares, reunimos documentos sobre o modelo em questão e realizamos observação do cotidiano escolar. Concluímos que a localização da escola influenciou a evolução da demanda de vagas nesse modelo de escola possivelmente em maior medida que as características do projeto propriamente dito. As regulamentações pouco claras favoreceram a discricionariedade dos atores escolares ampliando a margem de tomadas de decisão com base em suas crenças e valores pessoais. As exigências impostas a um modelo criado para atender também à uma demanda por escolas eficazes na rede, assim como a histórica cultura de pouca valorização do papel da educação física e do esporte no contexto escolar também pareceram influenciar tanto a discricionariedade dos atores quanto o estabelecimento da cultura organizacional da escola estudada. Os dados analisados indicaram que o processo seletivo dos professores, os valores motivados pelas ações esportivas e o tempo ampliado de permanência de professores e alunos pareceram influenciar positivamente o clima escolar. / [en] The Olympic Experimental Gymnasium (OEG) Program was implemented by the Municipal Government of Rio de Janeiro, to attend students of the final years of Elementary School with talent for sports, seeking the excellence training of student-athlete-citizen in some full-time schools of the network. A case study on the implementation of the program was developed in one of the units, located in the Caju neighborhood. We conducted interviews with technicians responsible for the program in the municipal agencies and institutions that participated in the implementation of the project, with the management team and teachers of the school. We applied a questionnaire to the school actors, gathered documents about the model in question and made observation as participants in the school everyday. We conclude that the location of the school influenced the evolution of demand for positions in this school model possibly to a greater extent than the characteristics of the project itself. The unclear regulations favored the discretion of school characters by broadening the scope for decision-making based on their personal beliefs and values. The demands imposed on a model created to meet also a demand for effective schools in the network, as well as the historical culture of little appreciation of the role of physical education and sport in the school context, also seemed to influence both the discretion of the characters and the establishment of the organizational culture of the school studied. The data analyzed indicated that the selection process of the teachers, the values motivated by the sports actions and the extended time of permanence of teachers and students appeared to positively influence the school environment.

This work deals with the classroom climate. The aim is to measure and compare the classroom climate at chosen South Bohemian primary and secondary schools. The work consists of two parts. The first part is theoretical and deals with the basic concepts related to the classroom climate. It deals with the school class as a social group, the position of students in the group, key players and climate determinants as well as with the developmental stages of adolescence, also with the differences between elementary and secondary grammar schools and the possibilities of measuring classroom climate. The second part, which is the fundamental for this work, defines the objectives, assumptions and research methods. In conclusion, the measurement results, their interpretation and verification of assumptions are set.

This study investigates the relationship between the school climate, as perceived by the professional staff, and specific leadership behavior, as reported by the school principals in a selected school district in the state of Washington, The purpose of the study is to determine the extent to which the leader behavior of the principal correlates with- the total school climate as well as with the individual factors comprising the school climate. There are no statistically significant relationships among the variables studied. The hypothesis that the higher the leadership skills of the principal the more beneficial would be the climate of the school is not supported. The results suggest that the school climate is independent of the leadership behavior of the principal. Since no difference was found when the factors of climate were considered cumulatively, the individual factors were analyzed for significance. The seven factors of climate, identified by James Tunney and James Jenkins from the CFK Ltd. School Climate Profile, were independent of the leadership ability of the principal.

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.

This dissertation work focuses on societal climate of an elementary school class. The work is dividend into a theoretical part and a practical part. The theoretical part concentrates mainly on the knowledge related to the climate, explanation of the terms such as social group, class and school climate, environment and atmosphere. I characterize the younger school age of examined pupils in detail. Then there are other factors that have an influence on class climate. The practical part concentrates on the research of the actual and ideal school climate both in cities and in the country. I also focus on the difference of perception of the climate between boys and girls. This research was conducted at schools in Jihlava region, specifically in the fifth grades. ?My Class Inventory? questionnaire was used for the research and the results are arranged in charts and graphs with a commentary.