The influx of Black pupils seeking admission to Indian schools began in 1990 after the Democratic Movement's "all schools for all people" campaign was announced. The medium of instruction in Indian schools is English which is also the mother tongue. Therefore Black pupils who come on transfer from schools in the KwaZulu township are immediately faced with a language problem as they are taught in the mother tongue untii standard three, when they switch to English. This research project arose as a result of the researcher's experience with Black pupils, whom he - felt were severely linguistically underprepared for academic study in the senior primary phase. Furthermore, most present day teachers were trained for monocultural schools and have little or no experience of multicultural education. The main problem that this research focuses on includes the learning problems encountered by Black pupils in Indian primary schools and the concomitant teaching problems their teachers experience. / Educational Studies / M. Ed. (Didactics)

Thesis (MPhil)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: Students from impoverished economic backgrounds have the highest drop‐out rates within the higher education sector. Research conducted both locally and internationally reveals that there are several variables that influence a student’s decision to leave the higher education institution. Very little research has concentrated on why students from deprived backgrounds advance academically or what enables them to do so. In South Africa, numerous changes have been introduced on the social, economic and educational fronts in attempts to correct the inequality prevalent in the country. In education, various changes and programmes have been introduced. Increasing access to higher education for poor black students has been one of the primary goals of change within that sector. The results, though, are alarming. Despite this increased access, many continue to drop out; the reasons are varied. Some, however, do stay. This research was aimed at finding out what contributed to a group of poor black students’ advancing academically when many of their peers had dropped out. There is no theory of what these factors could have been. Although the researcher realises that the results of this study will not be generalisable, it is an important discussion to initiate if we as South Africans truly want to support disadvantaged students entering higher education institutions. Without attempts to find adequate support structures, many will continue to be let down by the system. / AFRIKAANSE OPSOMMING: Studente uit ʼn verarmde ekonomiese agtergrond het die hoogste uitvalkoers in die hoëronderwyssektor. Navorsing wat plaaslik sowel as internasionaal uitgevoer is, toon dat daar verskeie veranderlikes is wat ’n student se besluit beïnvloed om die hoëronderwysinstelling te verlaat. Bitter min navorsing is al gedoen om vas te stel wat dit is wat studente uit ʼn verarmde ekonomiese agtergrond in staat stel om akademies vol te hou en te vorder. Daar is verskeie veranderings op die sosiale, ekonomiese en onderwysfront in Suid‐ Afrika ingevoer om die ongelykheid wat in die land heers, te probeer regstel. Wat onderrig betref, is verskeie veranderings en programme ingevoer. Een van die vernaamste doelwitte van verandering in hierdie sektor was verhoogde toegang tot hoër onderwys vir arm swart studente. Nogtans is die resultate kommerwekkend. Hoewel hulle toegang verkry, val talle van hierdie studente steeds uit – om verskeie redes. Nietemin is daar studente wat volhou. Hierdie navorsing is daarop gemik om uit te vind wat daartoe bygedra het dat ’n groep arm swart studente akademies vorder terwyl baie van hulle eweknieë uitgeval het. Geen teorie bestaan oor wat hierdie faktore kon gewees het nie. Hoewel die navorser besef dat die resultate nie veralgemeen kan word nie, is dit belangrik dat hierdie gesprek aan die gang kom as ons as Suid‐Afrikaners werklik steun wil bied aan benadeelde studente wat instellings van hoër onderrig betree: As ons nie toereikende ondersteuningstrukture probeer vind nie, sal talle steeds deur die stelsel in die steek gelaat word.

Thesis (MEd(Psych))-- Stellenbosch University, 2013. / ENGLISH ABSTRACT: The background experiences of adolescents removed from their families and placed in residential care are often characterised by trauma, abuse and neglect, resulting in significant psychological and developmental implications. However, as a result of their negative past experiences, many of these individuals view other people, including helping professionals, with mistrust or apprehension, influencing their openness to and thus the effectiveness of traditional psychotherapeutic interventions. Equine Assisted Psychotherapy (EAP) is explored within this study as an alternative non-invasive approach which aims to meet the emotional and developmental needs of vulnerable and difficult-to-reach adolescents. Innate characteristics of horses seem to encourage individuals to engage fully in the psychotherapeutic process making them well-suited to the role of co-therapist within the therapeutic team. This study aimed to explore the experiences of adolescents living within residential care who had participated in an EAP program for approximately eight months, and the affects their participation had within their lives. A qualitative study founded within the interpretive paradigm was used to gain insight into the research questions. Participants were selected using purposive and convenient sampling techniques. Following this, data was obtained through semi-structured interviews, the researcher’s reflective journal, and a focus group discussion. Inductive data segmentation and reassembling techniques were utilised to analyse the data. The findings were integrated and presented as a case study. The research findings indicated that the participants experienced various learning and development opportunities through their participation in EAP. They were able to establish connections which led to improved psychological, social, and physical well-being. The implicit integration of the Circle of Courage principles of mastery, belonging, generosity and independence within the EAP process was also explored and documented for the first time within this text. The findings were related to resilience theory in order to depict EAP as a psychotherapeutic approach which serves to foster resilience for vulnerable adolescents, namely those placed within residential care in this study. / AFRIKAANSE OPSOMMING: Die agtergrond ervaringe van adolessente wat verwyder is uit hul ouerhuise en in residensiële sorg geplaas is, word dikwels gekenmerk deur trauma, mishandeling en verwaarlosing, met beduidende gepaardgaande sielkundige - en ontwikkelingsimplikasies. Voortvloeiend uit hul negatiewe ervaringe van die verlede, is dit moeilik vir sommige van hierdie individue om ander mense, en dit sluit professionele mense in die hulp-professies in, te vertrou en sonder bedugtheid te benader. Dit beïnvloed hul openlikheid en dus die effektiwiteit van tradisionele psigoterapeutiese intervensies. Perd-ondersteunde psigoterapie (Equine Assisted Psychotherapy, EAP) word ondersoek in hierdie studie as ‘n alternatiewe, nie-indringende benadering, waarvan die doel is om die emosionele - en ontwikkelingsbehoeftes van weerlose en moeilik-bereikbare adolessente mee aan te spreek. Dit wil voorkom asof ingebore eienskappe van perde individue aanmoedig om ten volle deel te neem aan die psigoterapeutiese proses, en dit maak die perde baie geskik om as hulp-terapeute op te tree binne die terapeutiese span. Hierdie studie beoog om die ervaringe van adolessente in residensiële sorg, en wat vir agt maande deelgeneem het aan ‘n EAP program, te ondersoek, sowel as die effek wat hierdie deelname op hul lewens gehad het. ‘n Kwalitatiewe studie gebaseer op die interpretatiewe paradigma is gebruik om insig te verkry in die navorsingsvrae. Deelnemers is geselekteer deur doelgerigte - en gerieflikheidstegnieke te gebruik. Hierna is data verkry deur semi-gestruktureerde onderhoude, die navorser se reflektiewe joernaal en ‘n fokusgroep onderhoud. Induktiewe data segmentasie en hersamestellingstegnieke is gebruik om die data te analiseer. Die bevindinge is geïntegreer en aangebied as ‘n gevallestudie. Die bevindige van die studie dui aan dat die deelnemers verskeie leer- en ontwikkelingsgeleenthede ervaar het deur hul deelname aan EAP. Hulle was in staat om konneksies te maak wat bygedra het tot sielkundige, sosiale en fisiese welsyn. The research findings indicated that the participants experienced various learning and development opportunities through their participation in EAP. Die implisiete integrasie van die beginsels van die ‘Circle of Courage’, naamlik bemeestering, behoort aan, ruimhartigheid en onafhanklikheid, is binne die EAP proses ondersoek en vir die eerste keer in hierdie teks gedokumenteer. Die bevindinge is vergelyk met veerkragtigheid teorie om EAP as ‘n psigoterapeutiese benadering te beskryf wat veerkragtigheid aanmoedig by weerlose adolessente, naamlik dié wat in residensiële sorg geplaas is en aan hierdie studie deelgeneem het.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: The Western Cape Education Department (WCED) put many interventions in place to provide quality education to all schools, but barriers still remained in low-income communities. Most barriers developed due to inadequate resources such as: poor teacher training, lack of community involvement, lack of transportation, poor service delivery and sustainability within the community. Numerous communities suffered discrimination in the form of unjust distribution of social benefits and resources. The Curriculum and Assessment Policy Statement (CAPS), however, expects all learners to follow the same curriculum and achieve the same type of quality education. This is impossible when schools have inadequate resources. The aim of the research was therefore to explore how teachers understood the concept of quality education through their lived experiences at a low-income school. This exploration took into account what teachers viewed as contributing to or hindering a quality education, both at personal and interpersonal levels in the school. It also considered how the school system, the WCED and the social environment contributed to positive or negative outcomes regarding quality. This was important as teachers were seen as the key agents towards change in quality education. Social constructionism and a social justice approach provided the foundation of this research and enabled the voices of previously disadvantaged communities to be heard. In keeping with the theoretical frameworks of the study, a qualitative, interpretivist research approach was used. Participants were selected through purposive sampling and focus group discussions as well as individual interviews were used to generate data. Digital audio recordings were made of the group and individual sessions, which were then transcribed. The data collected in this study were analysed through thematic analysis. The research findings indicated that teachers experienced numerous barriers with regards to contextual factors and unjust distribution of resources. Furthermore, teachers reflected that with good pedagogy they were able to maintain quality education, by teaching a curriculum that was relevant to the context of the learner, even when resources were limited. This process was very time-consuming and not cost-effective. However, even though teachers were able to recognise the barriers present in their school they insisted that there were many positive aspects to working in a low-income school. These findings led to recommendations that were centred largely on meeting some of the support needs of teachers in low-income communities. / AFRIKAANSE OPSOMMING: Die Wes-Kaapse Onderwysdepartement (WKOD) het baie intervensies in plek gestel om gehalte-onderrig te verskaf aan alle skole, maar baie hindernisse was steeds teenwoordig in lae-inkomste gemeenskappe. Baie van die hindernisse het ontstaan as gevolg van onvoldoende hulpbronne soos: swak onderwysopleiding, gebrekkige gemeenskapsbetrokkenheid, onvoldoende vervoer, swak dienslewering en volhoubaarheid in die gemeenskap. Daar was teen talle gemeenskappe gediskrimineer in terme van ongelyke verspreiding van sosiale voordele en hulpbronne. Die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) verwag egter dat alle leerders dieselfde kurrikulum volg en dieselfde tipe gehalte-onderrig behaal. Dit is onmoontlik om te bereik indien skole onvoldoende hulpbronne het. Die doel van die navorsing was dus om onderwysers se konsep van gehalte-onderrig te verstaan deur hulle beleefde ervaring in ʼn lae-inkomste skool te ondersoek. Die ondersoek het in ag geneem wat onderwysers beskou het as ʼn bydrae of ʼn hindernis tot gehalte-onderrig, op sowel persoonlike as interpersoonlike vlak in die skool. Daar is ook gelet op watter positiewe of negatiewe invloede die skoolsisteem, die WKOD en die sosiale omgewing op gehalte-onderrig het. Dit word as belangrik geag omdat onderwysers gesien word as die belangrikste agente vir verandering in gehalte-onderwys. Sosiale konstruksionisme en ʼn sosiale geregtigheidsbenadering is die grondslag van hierdie navorsing en stel die stemme van voorheen benadeelde gemeenskappe in staat om gehoor te word. In ooreenstemming met die teoretiese raamwerke van die studie is ʼn kwalitatiewe, interpretivistiese navorsingsbenadering gebruik. Die deelnemers is deur middel van doelgerigte steekproeftrekking geselekteer en fokusgroepbesprekings en individuele onderhoude is gebruik om data te genereer. Digitale klankopnames is gemaak van die groep- en individuele sessies, wat toe getranskribeer is. Die data wat in hierdie studie ingesamel is, is ontleed deur middel van tematiese analise. Die navorsing het aangedui dat onderwysers talle struikelblokke ondervind het met betrekking tot kontekstuele faktore en onregverdige verspreiding van hulpbronne. Verder het onderwysers weerspieël dat hulle met goeie pedagogie in staat was om gehalte-onderwys te beoefen deur die kurrikulum binne die konteks van die leerder te onderrig, selfs wanneer hulpbronne beperk was. Hierdie proses het egter baie tyd in beslag geneem en was nie koste-effektief nie. Selfs al was onderwysers in staat om die struikelblokke in hul skool te herken, het hulle steeds die positiewe aspekte van werk in ʼn lae-inkomste skool uitgelig. Hierdie bevindinge het gelei tot aanbevelings wat grootliks handel oor ondersteuning van die onderwysers in lae-inkomste gemeenskappe deur vervulling van hulle behoeftes.

本研究之研究目的為以「經濟弱勢兒童」為對象、「學校生活經驗」為範疇，試圖「由兒童個體本身」出發，探究經濟弱勢兒童的學校生活經驗（對學校的態度、人際適應、學習適應、常規適應及自我概念情形），期能穿透經驗地了解經濟弱勢兒童的想法與感受，由其立場、角度體察其在教育歷程中的需要，以提供教育工作者及福利政策實務更多來自經濟弱勢兒童本身的觀點。 本研究採「質性研究方法」與「個案研究方法」，以參與觀察為主，訪談與實物蒐集為輔，蒐集一位來自經濟弱勢家庭的國小高年級兒童的學校生活經驗相關資料。分析後依序呈現其在學校生活經驗的諸多面向—對學校的態度、人際適應、學業適應、常規適應及自我概念情形。 來自經濟弱勢家庭的故事主角，透過各種生理、行為及心理上的表現，表達對學校內畏懼事務的無力與恐懼，形成對學校「懼學、拒學」的態度。而長期遲到及未能持續上學，不只影響了她的學習表現，更使其從班級活動中漸漸被排除，尤其當老師視其為特殊分子而以標準外的態度相待，即使是出自善意，卻使弱勢者的處境更形孤立，同儕對其弱勢身分的烙印更加強烈，班級裡的「社會排除」使其由主流分離，面臨了更加邊緣的弱勢處境。然而，老師的愛心關懷、善意協助卻無助改善其學校生活，中產階級與經濟弱勢階級的價值差異及未經理解的企圖改變，致使師生間未能產生實質交流，本故事的主角依然朝氣蓬勃地拒絕上學。而逃避上學的結果則使其在學習上不得輪迴的永處失敗區，儘管在看似絕望的學習態度下，偶仍有學習動機，但面對強大、難以招架的習得無助感，幾乎使她喪失信心，失去勇氣，形成對上學無助又無奈的態度。在常規適應上，安份守己、「不會惹事」是她最引以為豪的事，然而所謂的安份守己、「盡量」不惹事卻也隱含了對同學欺侮和輕蔑態度的忍耐壓抑，及對學校或老師能主持正義或終止欺凌失去信心。此外，長期處於孤單、被排除及習得無助感的打擊，面對學校生活，她也出現抑鬱、自我貶抑的情況。 最後，除了對研究初衷的反省與思考，亦分別對教育實務與後續研究提出若干建議。在教育實務上，除設置「學校社會工作師」協助家庭、教師和學校整合地處理弱勢兒童問題外，亦可減輕教師教學事務負擔，以增進班級導師和經濟弱勢學生的互動品質，而教師亦應試以「轉化型知識份子」的角色，協助經濟弱勢兒童自我增能，並思考如何突破種種結構體制上的限制，創造一個可協助弱勢者「增能」的學習體制。在後續研究上，建議未來相關研究，可在理解之虞，更進一步探究學校場域中，教師和經濟弱勢兒童的師生關係、互動歷程及在互動歷程中如何協助其增能的可行策略，並對經濟弱勢兒童的街頭世界進行認識與理解。 / The purpose of this study is to explore the school experience (including attitude toward school, interpersonal adaptation, academic adaptation, regulation adaptation, and self-concept) of an economically disadvantaged child who is a high-grade elementary school student from a low-income family. Educators and welfare policy makers can refer to this study to better understand the outlook and feelings of children from similar backgrounds. This is a qualitative case study that uses participant observation as the main source of data, complemented by interviews and document analysis. After collecting the relevant information on this economically disadvantaged child, her school experience is presented in accordance with her attitude toward school, interpersonal adaptation, academic adaptation, regulation adaptation and self-concept. The character of this story expresses her powerlessness and fear in school physically, behaviorally and psychologically, and exhibits fear and unwillingness with respect to her studies. She is often tardy and is unable to attend school regularly. This not only affects her academic performance, but also results in that she is tending to be excluded from class activities by classmates, especially when the teacher gives her special treatment. By treating her differently, even if out of goodwill, the teacher is making her situation worse in that her classmates increasingly identify her as belonging to a “minority group”. In a sense, exclusion in the classroom is no different from social exclusion. Though teachers are willing to help, there is still no improvement in her school life. It seems that value differences between the middle class and the economically disadvantaged, as well as attempts to bring about change without fully understanding the circumstances in a student’s life, are not conducive to effective teacher-student communication. She is energetic, yet resists going to school and shows a poor academic performance. Even though she occasionally exhibits motivation for learning, the sense of helplessness she brings from home robs her of confidence in her schooling. In regulation adaptation, she takes pride in abiding by school rules and staying out of trouble. However, this implies that she might be enduring bullying from her classmates and that she lacks confidence in the ability of her teachers and her school to prevent it. Due to the resulting sense of isolation and helplessness, she exhibits depression and self-deprecation in her school life. In addition to a discussion on the original intent of this study, recommendations for educators and for future studies are also offered. In education practice, school social workers can help families, teachers and schools to collectively address the problems that disadvantaged children face. At the same time, we should lighten the burden on teachers and improve relationships between teachers and economically disadvantaged students. Furthermore, teachers should try to be “transformative intellectuals” who can empower these children, by considering methods that can surpass the limitations of contemporary institutions. In future studies, researchers may explore teacher-student relationships, interactive processes between teachers and economically disadvantaged children, as well as feasible strategies that can empower economically disadvantaged children. Another topic for future studies would also be to understand the street life of economically disadvantaged children.

Approved for public release, distribution is unlimited / This study examines the effects of acquisition reform on Women-Owned Small Businesses (WOSBs) and Small Disadvantaged Businesses (SDBs) who contracted with DOD during the 1990s through 2002 timeframe. Review and analysis of DOD data for fiscal years 1992 through 2002, an analysis of websites and acquisition literature, and interviews with DOD contracting and small business specialists provided the basis for this study. It identifies acquisition reform legislation enacted in the 1990s that has had a direct impact on WOSBs and SDBs and examines the charge that the practice of contract bundling has negatively impacted the ability of small businesses to win DOD contracts. An analysis of contract bundling data from the Small Business Office of Advocacy, Congress and DOD demonstrates that the data is insufficient and inconsistent to prove or disprove that contract bundling is negatively impacting small businesses. However, DOD data for fiscal years 1992 through 2002 indicates that DOD contracting with WOSBs improved consistently, particularly after enactment of the Federal Acquisition Streamlining Act (FASA) of 1994 which mandated that the federal government, inclusive of DOD, award five percent of total yearly procurement dollars to WOSBs. / Civilian, United States Army

Résumé Cette étude quasi expérimentale consistait à élaborer et à mettre à l’essai une mesure de soutien à l’intention d’enseignants débutants ainsi qu’à évaluer l’efficacité de celle-ci. L’une des particularités de cette mesure, appelée Dispositif de soutien en gestion de classe, était qu’elle était centrée essentiellement sur le développement de la compétence à gérer la classe. L’application du dispositif, échelonnée sur une année scolaire, portait sur une trentaine d’enseignants débutants œuvrant au primaire, en milieu défavorisé, à Montréal. Basé sur les trois phases du modèle théorique d’Archambault et Chouinard (2003), le dispositif se déclinait selon trois cycles de formation : l’établissement du fonctionnement de la classe, le maintien de celui-ci et le soutien à la motivation scolaire, ainsi que l’intervention pour résoudre des problèmes de comportement. Chaque cycle commençait par une journée de formation et d’appropriation (JFA) durant laquelle il y avait présentation d’un contenu théorique puis des ateliers d’appropriation. Par la suite, les enseignants effectuaient des mises en pratique dans leur classe. Pour terminer le cycle, un autre type de rencontre, la rencontre de suivi (RS), servait entre autres à objectiver la pratique. L’aspect original de cette mesure de soutien était que la première rencontre de formation était offerte une semaine avant la rentrée scolaire. Sur le thème « Commencer l’année du bon pied en gestion de classe », cette journée avait pour objectif de soutenir les enseignants débutants dans l’installation du fonctionnement de leur classe. L’efficacité du dispositif a été évaluée sur la base de trois dimensions : l’établissement et le maintien de l’ordre et de la discipline, le sentiment d’efficacité personnelle ainsi que la motivation professionnelle. Les perceptions du groupe d’enseignants débutants ayant pris part aux activités du dispositif (n = 27) ont été comparées à celles d’un groupe témoin (n = 44). Les participants avaient, en moyenne, 2,9 années d’expérience et leur âge variait de 23 à 56 ans. Les données ont été recueillies à l’aide d’un questionnaire auto rapporté rempli en deux temps, soit au deuxième et au huitième mois de l’année scolaire. Les scores des enseignants débutants du dispositif ont augmenté dans le temps pour l’ensemble des variables à l’étude. De plus, les analyses de variance à mesures répétées ont révélé que le dispositif a eu une triple incidence positive, attestée par des effets d’interaction. Les enseignants débutants engagés dans la démarche ont connu une augmentation de leur capacité à implanter les règles de classe, de leur sentiment d’efficacité personnelle à gérer les situations d’apprentissage et de leur motivation professionnelle. En effet, alors que, au début de l’étude, ils rapportaient des scores significativement inférieurs à ceux du groupe témoin, à la fin, les scores étaient équivalents. Les résultats ont aussi montré que les participants du groupe expérimental se distinguaient en affichant un meilleur sentiment d’efficacité à faire apprendre leurs élèves. L’étude nous apprend également que le sentiment d’efficacité personnelle à faire face aux problèmes de comportement et la capacité à gérer les comportements se sont renforcés de façon significative dans le temps chez l’ensemble des enseignants débutants. Finalement, aucun changement significatif n’a été détecté pour deux des huit variables à l’étude : le sentiment d’efficacité personnelle à avoir un effet sur le comportement des élèves et l’application des règles de classe. En définitive, ces résultats sont encourageants. Ils montrent l’enrichissement professionnel que les enseignants débutants peuvent retirer lorsqu’ils sont soutenus adéquatement. Nous croyons que la journée de formation portant sur l’installation du fonctionnement de la classe, avant la rentrée scolaire, a joué un rôle central dans les succès vécus par les enseignants débutants participants. C’est pourquoi nous recommandons ce type de formation assorti d’un suivi à long terme, où d’autres composantes entrent en jeu, afin de nourrir le sentiment d’efficacité personnelle et la motivation professionnelle des nouveaux enseignants. / Abstract The purpose of this quasi experimental study was to develop, test and assess the effectiveness of a support measure for new entrant teachers. One of the characteristics of this measure called “Support tool for classroom management” was to focus on the development of classroom management skills. The study extended over one school year and involved about thirty new primary school teachers in a disadvantaged neighborhood in Montreal. Based on Archambault and Chouinard’s three-phase theoretical model (2003), the tool consisted of three training cycles: develop classroom dynamics, maintain and support academic focus, and act to solve behavior problems. Each cycle began with a training session during which theoretical content was presented, and then followed by hands-on sessions. Afterwards, teachers practiced implementation in their classroom. To complete the cycle, another type of meeting called the “follow-up” meeting was scheduled to, among other things, objectify the practice. The original aspect of this support measure was to provide the first training session one week before the start of the school year. The objective of this first session, themed “Getting off to a good start in classroom management”, was to support new entrant teachers in establishing classroom dynamics. To determine the tool’s effectiveness, we based our assessment on the following three dimensions: development and maintenance of order and discipline, self-efficacy and career motivation. The perceptions of a group of new entrant teachers who participated in tool-related activities (n = 27) were compared with the ones of teachers in a control group (n = 44). Globally, participants had on average 2.9 years of experience and were between 23 and 56 years of age. The data were collected using a self-reported questionnaire that was administered in two stages, in the second and eighth months of the school year. New entrant teachers reported improvements on all study variables. In addition, repeated measures analyses of variance revealed that the tool had had a triple positive impact, as was demonstrated by interaction effects. New entrant teachers who used the tool increased their ability to enforce classroom rules, their self-efficacy at managing learning situations, and their motivation on the job. While they reported significantly lower results at the beginning of the study, the results of the treatment and control groups had become equivalent at the end. The results also indicated that treatment group participants had gained confidence in their teaching skills. The study also revealed that the sense of personal effectiveness at managing behavior problems and the capacity to manage behaviors were significantly reinforced over time amongst all new entrant teachers. Finally, two out the eight study variables did not have a significant effect: sense of personal effectiveness at making an impact on student behavior, and classroom rules enforcement. Ultimately, these results are encouraging. They demonstrate that new entrant teachers can benefit from professional enrichment when they are adequately supported. We believe that the training session on classroom dynamics that took place a week before the start of the school year played a central role in the success of the new entrant teachers who participated in the study. Therefore, we recommend this type of training, along with long-term monitoring, to increase the self-efficacy of new entrant teachers, and, ultimately, to enhance their career motivation.

Ce mémoire décrit et évalue la manière dont trois directions d’école, reconnues pour leur intérêt pour la justice sociale par le programme Une école montréalaise pour tous (MÉLS), exercent un leadership transformatif dans trois écoles primaires de milieux défavorisés à Montréal. Pour ce faire, nous décrivons les connaissances des directions d’école sur le concept de justice sociale, leurs actions rapportées et observées en lien avec l’exercice d’un leadership transformatif, en précisant dans quelles situations se produisent ces actions, puis nous décrivons les différences et similitudes entre les directions concernant l’exercice d’un leadership transformatif. L’étude de cas multiples a été privilégiée dans le cadre de cette recherche. Nous avons récolté des données d’observations, d’entrevues, d’un questionnaire et de documents internes obtenus auprès des directions d’école participantes. Nous avons ensuite analysé ces données en utilisant le modèle conceptuel d’Archambault et Garon (2011a). Peu de comportements ont été observés dans la pratique des directions d’école qui témoignaient d’un leadership transformatif. Cependant, cette recherche nous a permis de constater que la conscientisation des directions d’école a une grande influence sur l’exercice d’un leadership transformatif qui se traduit dans les attitudes, les comportements rapportés ou observés et les connaissances des participants. C’est pourquoi nous discutons de la pertinence de mieux comprendre le processus d’apprentissage et de réflexion des directions d’école pour l’exercice d’un tel leadership. Nous souhaitons ainsi mieux soutenir les directions d’école afin qu’elles exercent un leadership transformatif. / The aim of the present study is to describe how elementary school principals implement transformative leadership in three Montreal elementary schools in disadvantaged areas. Principals were selected by the Une école montréalaise pour tous program, due to their high interest in social justice. We first describe participants’ knowledge about social justice. We then examine their actions to promote transformative leadership, while paying special attention to the context in which these actions were taken. Finally we compare all three principals on their use of transformative leadership. Data was collected in four formats (i.e., direct observation, interviews, questionnaire and official school internal guidelines and documents) using the multiple case method. The data was analysed using content analysis in accordance with the Archambault and Garon (2011a) model. Results showed that the different levels of reflection exhibited by the principals on transformative leadership greatly influenced their attitudes and behaviours, both stated by participants and directly observed, and their knowledge about the subject. However, few transformative leadership behaviours were directly observed during the course of the study. This leads us to discuss the importance of understanding the way in which principals learn and interpret transformative leadership. We hope this information will help schools principals to more easily implement transformative leadership.

Cette recherche consiste en une étude de cas qui a pour objectif de décrire en quoi consiste l’exercice d’un leadership porté sur la justice sociale par une direction d’école primaire de milieu défavorisé de Montréal (cas exemplaire). En utilisant le cadre opérationnel pour l’étude du leadership transformatif, un concept très proche de celui de la justice sociale élaboré par Archambault et Garon (2011a), nous avons tracé le portrait émergeant du discours de la direction de l’école, des autres acteurs de l’école (enseignants et autres membres de l’équipe-école, parents et membres de la communauté) et de notre observation continue (shadowing) de la direction. Ce portrait présente les trois constituantes du cadre conceptuel. Tout d’abord, il fera état des connaissances portant sur la notion de leadership de justice sociale, sur le contexte des élèves de milieu défavorisé et sur leurs attitudes et comportements liés à la justice sociale. Il présentera aussi des attitudes, croyances et valeurs traduisant la volonté du leader de changer les choses pour promouvoir plus de justice sociale au sein de son école. Finalement, ce portrait fera état des comportements (rapportés ou observés) qui traduisent la mise en place par la direction de l’école de stratégies pour changer les choses vers plus de justice sociale. Le portrait émergeant placerait la direction d’école étudiée dans la lignée des directions ayant un intérêt pour la justice sociale dans les milieux défavorisés de Montréal et qui mettent en œuvres des actions pour redresser les injustices au sein de leurs écoles (Archambault et Garon, 2013). Cette étude de cas présente, en plus, un portrait bâti sur la base de l’observation de la direction jumelée à des entrevues semi-dirigées avec elle-même, avec d’autres membres de l’équipe-école et des membres de la communauté scolaire en général; notre étude présente de ce point de vue un portrait assez complet et nuancé du leadership porté sur la justice sociale de la direction de l’école. Elle met également en évidence l’utilité du cadre opérationnel pour l’étude de leadership transformatif (Archambault et Garon, 2011a). Cette recherche n’aspire pas à une quelconque généralisation de ses résultats, c’est une étude de cas qui espère toutefois avoir présenté un cas exemplaire qui répondrait à l’intérêt pour l’étude du leadership de justice sociale dans le contexte des écoles primaires de milieux défavorisés de Montréal / This qualitative case study aims at drawing a portrait of an elementary school principal practicing a leadership for social justice in disadvantaged areas of Montreal. Using the operational framework for the study of transformative leadership (Archambault & Garon, 2011a), we present an emerging portrait from the discourse of the principal, teachers and other members of the school staff and from the shadowing of the principal. This portrait presents first, the knowledge of the leader concerning leadership for social justice and matters related to justice at school. Second, it presents the leader’s attitudes, beliefs and values reflecting her desire to change things towards more justice in her school. Third, the portrait presents reported behaviours (self-reported or reported by other participants) and observed behaviours reflecting strategies implemented by the leader to effect change towards more justice. This portrait aligns the studied principal with those showing interest for social justice and acting to change things to promote equity and justice in their schools from disadvantaged areas of Montreal as reveled by the study of Archambault & Garon (2013). The case study presents a portrait built from results obtained from shadowing combined with interviews with the principal herself and with other participants, thus it presents a fairly complete and nuanced picture of the leadership for social justice practiced by the principal. It also shows the utility of the operational framework for the study of transformative leadership (Archambault & Garon, 2011a). Due to its nature (case study), this research does not aspire to any generalisation of its results; it rather pretends to present an instructive case to meet the interest for studying the leadership for social justice in elementary schools from disadvantaged areas of Montreal

Filozofická fakulta Univerzity Karlovy v Praze DIPLOMOVÁ PRÁCE 2012 Bc. et Bc. Karolína Kudláčková Filozofická fakulta Univerzity Karlovy v Praze Katedra pedagogiky Diplomová práce Karolína Kudláčková Sociální podnikání jako forma sociálně-pedagogické práce The Social Enterprise as the Form of Social Pedagogy's Working 2012 Vedoucí práce: PhDr. Jitka Lorenzová, Ph. D. Děkuji vedoucí své diplomové práce PhDr. Jitce Lorenzové, Ph.D. za cenné rady v průběhu jejího psaní. Chci ale vyjádřit svou vděčnost také všem ředitelům a vedoucím, kteří mi umožnili realizovat kvalitativní výzkum ve svých organizacích, jejich zaměstnancům a externím pracovníkům pak za jejich ochotu a otevřenost, s nimiž mi sdělili své názory a postoje. Byla jsem mile překvapena, s jakým pochopením jsem se setkala nejen v neziskových organizacích, nýbrž také v řadách státních úředníků. Prohlašuji, že jsem tuto diplomovou práci vypracovala samostatně a výhradně s použitím citovaných pramenů, literatury a dalších odborných zdrojů. Tato má práce, ani její části nebyly využity v rámci jiného vysokoškolského studia či získání jakéhokoliv akademického titulu. Karolína Kudláčková v. r. V Praze dne 28. června 2012 Anotace Diplomová práce Sociální podnikání jako forma sociálně-pedagogické práce se snaží předložit co možná nejcelistvější pohled na...