Cette thèse met l’accent sur les paroles des enfants-acteurs colligés alors qu’ils vivaient le processus de choix scolaire durant le moment de transition entre paliers élémentaire et secondaire en milieu minoritaire. Ce choix de problématique est motivé par le fait que le domaine du choix scolaire est dominé par des adultes qui décident, qui parlent pour les enfants concernés ou bien qui les catégorisent par ce processus sans pour autant inclure les enfants dans les recherches sur un processus qui les concerne directement. Par ailleurs, l’intérêt particulier pour le choix de la langue d’instruction du projet m’a incitée à mener une étude comparée internationale pour mieux comprendre les particularités et similarités des vécus des enfants de la Corse et de l’Ontario, deux territoires fortement marqués par les questions sociolinguistiques. La question de recherche principale de cette thèse est la suivante : quels processus conduisent les enfants de l’Ontario et de la Corse à poursuivre ou non leur scolarité dans une école ou une filière de langue minoritaire ou majoritaire? Ma position épistémologique de chercheure interprétative, critique et réflexive encadre mon intérêt scientifique aux paroles des enfants-participants. La méthodologie du projet constitue une étude de cas comparative de type ethnographique. En outre, les outils de collecte de données, soit l’observation participante, le questionnaire et l’entrevue semi-dirigée, ainsi qu’une analyse des contextes scolaire, familial et national permettent une analyse plus rigoureuse et holistique des cas étudiés. L’analyse dévoile que le processus de choix scolaire représente une convergence des métiers d’élève, d’enfant et d’enfant-citoyen dans la construction du projet personnel de chaque enfant quant à son avenir scolaire et social. Qui plus est, cette analyse fait poindre le besoin de mieux accompagner les enfants au cours des processus de choix et de transition scolaire qu’ils vivent, de mieux outiller, voire informer, les parents quant à ces processus et à repenser l’éducation civique en milieu minoritaire. La contribution au domaine éducationnel de cette thèse est importante à plusieurs égards, notamment par rapport 1) à la place centrale qu’occupent les paroles des enfants-participants; 2) au regard particulier sur le choix de la langue d’instruction en milieu minoritaire et 3) à la visée comparative et au rapprochement des cas de l’Ontario et de la Corse qui font progresser la compréhension des enjeux de l’éducation en milieu minoritaire. / This thesis focuses on the voices of children, accessed as they were living the school choice process during the transition between elementary and secondary school in minority language contexts. The aforementioned research agenda is motivated by the fact that the field of school choice is dominated by adults who decide, who speak for children or who categorize children without including children in research regarding a process that concerns them directly. Moreover, my particular interest in the choice of language of instruction in minority language communities has prompted me to conduct an international, comparative educational research project to better understand the similarities and particularities of experiences lived by children in Corsica and in Ontario, two contexts strongly influenced by sociolinguistic issues. The following principal research question guides this thesis : what processes lead children of Ontario and Corsica to pursue, or abandon, their education in the minority or majority language?My interpretive, critical, and reflexive epistemological position frames my scientific interest in the voices of child participants. The project’s methodology is a comparative case study that is influenced by an ethnographic lens. The data collection tools, participant observation, questionnaire, and semi-structured interviews—as well analyses of school, family and national contexts—allow for a holistic and rigorous analysis of the cases studied. These analyses reveal that the process of school choice represents a convergence of student, child, and child-citizen occupations (or métiers) in the construction of the child’s personal project regarding his or her own academic and social future. Furthermore, this analysis illuminates the need to better support children during the school choice and transition processes, to better equip and to better inform parents concerning these processes, and to rethink civic education in minority language communities. The contribution of this thesis to the field of education is important in several respects, particularly in relation to 1) its placement of child voice at the forefront of the research; 2) its particular focus on the choice of language of instruction in minority language contexts; and, 3) its comparative element which connects the cases of Ontario and Corsica and, so doing, advances the understanding of minority language education.

nÃo hà / Este estudo se debruÃa sobre a temÃtica da EducaÃÃo Profissional, aludida em legislaÃÃes e em documentos de orientaÃÃes de prÃticas pedagÃgicas, que versam sobre o aspecto da vinculaÃÃo com a EducaÃÃo BÃsica, constituÃda na histÃria do ensino brasileiro. A intenÃÃo se guia pela perspectiva comparada, no que concerne a dois perÃodos e contextos distintos: em torno das reformas do ensino dos anos de 1970, posta pela LDB 5.692/71 e os dias atuais, sob a Ãgide da lei 9.394/96 e de suas implicaÃÃes sociopolÃtico-econÃmicas à educaÃÃo. Quanto aos objetivos especÃficos, buscamos, portanto, identificar elementos concernentes à noÃÃo de educaÃÃo profissional, ensino tÃcnico compulsÃrio e ensino mÃdio integrado à educaÃÃo profissional, de acordo com as Leis de Diretrizes e Bases; e, elucidar o curso das reformas da dÃcada de 70 e da atualidade à luz das polÃticas educacionais, procedidas nos perÃodos analisados, com vias a caracterizar as prÃticas pedagÃgicas da EducaÃÃo Profissional. Nossos interlocutores para o campo da EducaÃÃo Comparada sÃo, em especial, Bonitatibus (1989) e NÃvoa (2000); na EducaÃÃo Profissional e Ensino TÃcnico-Profissionalizante Frigotto (2005), Ramos (2005, 2008), Ciavatta (2005), Moura (2012), Kuenzer (2012), dentre outros, alÃm dos documentos legais (LDBâs, Pareceres, ResoluÃÃes, DCNâS e RCNâs). A abordagem do estudo à de carÃter qualitativo, com uso de fontes bibliogrÃficas e documentais, aliada a parte empÃrica, tomando como lÃcus a Escola Estadual Paulo VI, em Fortaleza (CE), por ter oferecido nos dois perÃodos enfocados essa modalidade de ensino. Os sujeitos entrevistados foram dois ex-professores da dÃcada de 70/80 (de Datilografia e Tipografia), e cinco professores atuais (trÃs da base comum e dois da base tÃcnica). Os resultados do estudo evidenciam diversas implicaÃÃes advindas do perÃodo em que vigorou na educaÃÃo brasileira o ensino com âiniciaÃÃo para o trabalhoâ, ainda em nÃvel de 1 grau e com âhabilitaÃÃo profissionalâ, em nÃvel de 2 grau, nos anos de 1970 e 1980, o que por imposiÃÃo compulsÃria da lei, conformava a vigÃncia da concepÃÃo tecnicista, que atà hoje traz marcas ao ensino. Quanto ao perÃodo vigente, pÃs-LDB de 96, temos o surgimento de um neotecnicismo, exposto sob o paradigma da âPedagogia das CompetÃnciasâ, como discurso e direcionamento à educaÃÃo Profissional, novamente integrada à educaÃÃo BÃsica, assim como fora preconizado pela LDB de 71 flexibilizada a compulsoriedade pela lei 7.044/82 e extinta pelo decreto 2.208/97. O retorno dos preceitos de integraÃÃo à educaÃÃo bÃsica dar-se, na contemporaneidade, com a lei 5. 154/04, que referenda a LDB vigente, novamente sob a Ãgide de ditames internacionais e da nova face produtiva capitalista. O modelo de produÃÃo se substitui, mas o atrelamento da educaÃÃo a interesses econÃmicos nÃo.

The predictive reliability of the Test of English as a Foreign Language (TOEFL) as a predictor of academic success of international students at Belmont University, a small Baptist university, was examined. Data were collected and examined on 168 international students. They were profiled by gender, language background, Test of English as a Foreign Language (TOEFL) score, grade point average achieved, and major area of study. No significant correlation was found between TOEFL scores and academic achievement as measured by CPA. However, significant correlation was found between major field of study, TOEFL ranges, and gender in relationship to academic success. TOEFL scores were also correlated with GPA for each specific academic major. A higher correlation was found for the humanities (r = .26, p < .05), and undecided students (r = .38, p < .05), than for business (r = .08, p < .05). A t-test showed that students with TOEFL scores below 500 attained significant lower grades (GPA means = 2.44) than students with scores above 500 (GPA means = 2.72). Closer examination of GPA means for subjects in the TOEFL score ranges above 500 indicate that the higher the TOEFL score range the higher the mean GPA.

While globalization, internationalization, and marketing in higher education were intensifying with an inexorable veracity, little was known about the strength of factors and the dynamics by which those factors that affect international students’ mobility operated. Previous studies used different and overlapping theoretical models, and findings were inconsistent and, in some cases, contradictory. The objective of the present study was to investigate what influenced international students’ choices to study at a comprehensive college in southern California, as well as, explore and propose a new combined conceptual model that could explain international students’ cross-national mobility. A two-phase explanatory sequential mixed methods design was employed. The first phase was quantitative, where data on 52 observed variables was collected from 618 international students. Findings suggested that international students were motivated to leave their home countries most strongly by their desires for personal fulfillment. It was also found that the quality of the United States education, as well as, the college reputation of quality, were the most important variables that affected students’ destination choices. Findings from Exploratory Factor Analysis (EFA) advanced a four-factor solution that consisted of Quality, Affordability, Access and Peace. Comparisons between population groups within the sample using Multivariate Analysis of Variance found that consideration of Access was more important to non-degree students. Conversely, Peace was more important to undergraduate and graduate students. Moreover, Peace was more important for Middle Eastern students, while Affordability and Access were more important for Asian students. Finally, Quality was more important to male international students. The quantitative phase of the study was followed by a qualitative one that employed transcendental phenomenological procedures. In-depth interviews with 11 international students were conducted. Qualitative findings supported and explained quantitative ones. Furthermore, two additional common sources of influence emerged, Becoming Somebody and Moving from the Familiar to the Unfamiliar. These, together with the four-factor domains identified by EFA, helped conceptualize the international student mobility model proposed in this study.

Im Mittelpunkt der Arbeit steht Bildungssponsoring als organisatorisches Verfahren der Finanzierung. Verfahren regeln in Bildungsorganisationen und im Bildungswesen organisatorische Abläufe - das gilt auch für das Sponsoring. WATERKAMP thematisiert die Tatsache, dass die Abläufe in Bildungsinstitutionen und im Bildungswesen insgesamt durch Verfahren reguliert werden. Er weist auf die erziehungswissenschaftliche Relevanz des Themas &amp;quot;Verfahren&amp;quot; hin, die sich insbesondere in der international vergleichenden Sicht erschließt. Anknüpfend an diese Grundlegungen geht die Arbeit folgenden Fragen nach: Durch welche Besonderheiten ist das Finanzierungsverfahren &amp;quot;Bildungssponsoring&amp;quot; gekennzeichnet? Welche Varianten gibt es in den organisatorischen Abläufen des Bildungssponsorings? Welche Implikationen und Folgen hat diese Verfahren für die organisatorische und pädagogische Gestaltung der Bildung an beruflichen Schulen? Ziel dieser Untersuchung ist zu verdeutlichen, welche legalen, strukturellen und geistigen Voraussetzungen für eine positive Wirksamkeit des Verfahrens geschaffen und welche möglichen Risiken bei der Nutzung des Verfahrens berücksichtigt werden müssen.

Disputats, Göteborgs universitet, 2008. / Med litteraturhenvisninger.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / toc / Education / Master / Master of Education

Depuis les années 1980, la formation des enseignants a fait l’objet de réformes majeures dans la plupart des sociétés développées, souvent en étant directement articulée à un processus de «professionnalisation» (Tardif, Lessard & Gauthier, 1998). La professionnalisation de l’enseignement est aujourd’hui considérée comme un mouvement international (OCDE, 2005). Dans cette recherche de maîtrise, nous analysons la mise en œuvre de la professionnalisation et son articulation à l’organisation des programmes de formation des enseignants du primaire dans deux contextes : Finlande et Québec. L’intérêt d’une comparaison du Québec avec la Finlande découle des enquêtes PISA 2000, 2003, et 2006, qui ont permis de faire reconnaître le système éducatif finlandais comme l’exemple d’un système performant qui combine avec succès la qualité, l’équité et la cohésion sociale (Sahlberg, 2007). Or, parmi les nombreuses raisons présentées pour expliquer ce succès, une des plus importantes serait la formation des enseignants. En Finlande les enseignants réalisent une formation initiale de 5 ans. Mais au Québec les enseignants sont aussi hautement éduqués : ils réalisent une formation universitaire de 4 ans après deux années d’études pré-universitaires. Dans les deux contextes, les enseignants complètent 17 ans de scolarité. Quelles sont les similitudes et les différences entre les programmes de formation des enseignants du primaire en Finlande et au Québec? Comment et en quoi ce processus de professionnalisation, comme tendance internationale, a-t-il marqué les systèmes de formation d’enseignants finlandais et québécois ? Peut-on dégager, à partir de cette comparaison, des éléments d’un système de formation à l’enseignement de meilleure qualité pour le Québec? / Since the 1980s, teacher education has undergone major reforms in most developed societies, often directly connected to a process of "professionalization" (Tardif, Lessard & Gauthier, 1998). The professionalization of teaching is now considered an international movement (OECD, 2005). In this MA research thesis, we analyze the implementation of professionalization and its connection to the organization of primary school teachers training programs in two contexts: Finland and Quebec. The interest of such a comparison between Finland and Quebec comes from the PISA 2000, 2003 and 2006 results, which brought to light the recognition of the Finnish education system as an example of a well-performing system that successfully combines quality, equity and social cohesion (Sahlberg, 2007). Among the many reasons presented to explain this success, one of the most important would be highly educated teachers. In Finland, teachers complete a 5 years initial training program. But in Quebec teachers are also highly educated: they take a 4 years initial training program, after 2 years of pre-university studies. In both contexts, teachers complete 17 years of schooling. What are the similarities and differences between the primary school teachers training programs in Finland and Quebec? How and in what way has this process of professionalization, as an international trend, influenced the teacher training systems in Finland and Quebec? Can we identify, from this comparison, the elements of a teacher training system of greater quality for Quebec? / Desde los años 1980, la formación de docentes ha sido objeto de importantes reformas en la mayoría de sociedades desarrolladas, reformas a menudo directamente ligadas a un proceso de “profesionalización” (Tardif, Lessard & Gauthier, 1998). La profesionalización de la docencia es hoy en día considerada como un movimiento internacional (OCDE, 2005). En esta investigación de maestría, analizamos la implementación de la profesionalización y su relación con la organización de programas de formación de docentes de primaria en dos contextos: Finlandia y Quebec. El interés de una comparación de Quebec con Finlandia surge a partir de las encuestas PISA 2000, 2003, y 2006, cuyos resultados permitieron el reconocimiento del sistema educativo finlandés como ejemplo de un sistema de buen funcionamiento que combina exitosamente la calidad, la equidad y la cohesión social (Sahlberg, 2007). Entre las múltiples razones presentadas para explicar el éxito finlandés, una de las más importantes sería que los docentes son altamente preparados. En Finlandia, los docentes realizan una formación inicial de 5 años. Pero en Quebec los docentes también son altamente preparados: éstos realizan una formación de 4 años, luego de completar dos años de estudios pre-universitarios. En los dos contextos, los docentes completan 17 años de escolaridad. ¿Cuáles son las similitudes y diferencias entre los programas de formación de docentes de primaria en Finlandia y Quebec? ¿Cómo y en qué este proceso de profesionalización, como tendencia internacional, marcó los sistemas de formación de docentes en Finlandia y Quebec? ¿Se pueden identificar, a partir de esta comparación, los elementos de un sistema de formación docente de mejor calidad para Quebec?

This study aims to investigate the foreign language anxieties Japanese international students at American universities have and the relationship between these anxieties and length of stay in the U.S. 151 Japanese international students answered a modified version of the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz & Cope, 1986) followed by demographic questions. The findings from the questionnaire were analyzed through SPSS 21 software. Results indicated a statistically significant relationship between students’ level of anxieties and the length of stay in the U.S. Implications for teachers and government officials in Japan, as well as for teachers and university administrators in the U.S., are discussed.