Mémoire (M.A.) - Université du Québec à Trois-Rivières, 1998. / Bibliogr. : f. 106-117. Le résumé et la table des matières sont disponibles en format électronique sur le site Web de la bibliothèque. CaQTU

Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 289-297).

No description available.

Thèse.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1926. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [289-294]).

The purpose of this exploratory study was to develop categories of work meaningful to elementary school principals that are significant at the beginning of one's career and after ten or more years on the job. A total of 15 public elementary school principals were interviewed. Using grounded theory, the interview data were analyzed and coded for topics that represented work concerns in beginning and later career. The results were interpreted within the Dreyfus model of learning to identify the principals' levels of performance and through the Greenfield model to identify the areas of principal work that presented continuing challenges for both novice and veteran principals. The analysis of the data revealed that principals confronted by time management issues such as the pace and multiplicity of demands in the first year of work have difficulty gaining control over their jobs, primarily in the Managerial and Social Interpersonal Dimensions. Veterans continue to incorporate changes in the Instructional Dimension that is the focus of educational reform initiatives. Data also suggested that the performance and behaviors of principals in their first two years indicated that they are functioning as learners at the Novice and Advanced Beginner levels of the Dreyfus model. Based on the results of this study, it is concluded that the work of principals is learned primarily through job experience, with little or no formal help. Feedback in the form of clear expectations and guidelines for calendaring and district procedures will enhance principal learning and make them more efficient managers of their time; opportunities for guided reflection will provide ongoing support for continuous learning on the job.

No description available.

Studiens syfte är att bidra med en ökad förståelse för vilka pedagogiska färdigheter skidinstruktörerna värdesätter och anser vara centrala i deras arbete och varför. För att undersöka detta så har en fallstudie av en svensk skidskola utförts där skidskolans instruktörer blev intervjuade om vilka pedagogiska färdigheter de värdesatte och även hur den externa samt interna utbildningen upplevdes förhålla sig till dessa. Studiens resultat visar hur instruktörerna värdesatte social kompetens, lyhördhet och förmågan att inspirera som centrala pedagogiska färdigheter för en skidinstruktör. Genom en god förmåga i dessa färdigheter möjliggjordes skapandet av en god relation till elev under lektion och även tillämpning av rätt typ av undervisning som anpassas till eleven och situationen. Den externa utbildningen ansågs inte direkt utveckla dessa färdigheter utan hade snarare ett fokus på skidteknisk förmåga och förståelse. Utbildningen utvecklade dock indirekt färdigheterna genom interaktion med övriga deltagare och ett förebildskap av instruktören. Den interna utbildningen ansågs även den ha ett mer skidtekniskt fokus men också där utvecklades de värdesatta färdigheterna genom deltagande och interaktion mellan skidinstruktörerna. / The purpose of this study is to contribute a deeper understanding about what skills are valued by ski instructors and perceived as central in their line of work and, why. To this end, a case study was conducted of a Swedish ski school. Six ski instructors and one manager were interviewed about what skills they value, and about how the external ski instructor training they underwent were perceived in relation to those skills. The results show that social skills, perceptiveness and the ability to inspire were regarded as central skills for a competent ski instructor. By having this set of skills the instructor is able to create a good social relation to the student by using pedagogy and instruction adapted to the particular student and situation. The external education was not perceived as developing these skills directly; instead, it was perceived as a way of developing a technical understanding of skiing. The instructors however experienced that the education developed the valued skills indirectly through interaction with the participants as well as with the instructor acting as a role model. The workplace education was also perceived as having a ski-technical focus but also as developing the valued skills through participation and interaction between the ski instructors.

En s’engageant massivement dans l’affaire Dreyfus, les écrivains n’ont pas seulement redéfini les formes de l’engagement, ils ont aussi mis leur plume au service d’une cause politique. Des articles écrits au cœur de la polémique aux romans inspirés de l’affaire, l’affaire Dreyfus est donc devenue un objet littéraire, interrogeant la frontière et les relations entre l’Histoire et la fiction. L’affaire Dreyfus a tout d’abord été une prise de conscience collective construite autour d’un discours idéologique sous-jacent. Les années qui ont précédé l’affaire ont été marquées par la genèse de cette bataille littéraire : la mise en place des discours idéologiques qui allaient s’affronter, l’émergence des formes de la mobilisation collective qui allaient servir au mouvement des intellectuels ont créé le terrain sur lequel l’affaire Dreyfus a eu lieu. Au cœur des événements, ce sont essentiellement les témoignages privés qui révèlent l’impact de l’affaire dans le milieu des écrivains : un mouvement qui a bouleversé la société littéraire jusque dans ses cercles intimes, dont la force de mobilisation ne laissait que peu de place aux voix dissidentes. La dimension collective de cette mobilisation a par ailleurs directement influencé le texte de l’affaire Dreyfus : dessinant entre les discours polémiques un intertexte à la fois idéologique et stylistique, les écrivains ont construit au croisement de leurs articles de combat une rhétorique dreyfusarde. Prolongeant cette vision littéraire collective, les œuvres de fiction ont donné une postérité littéraire à l’affaire Dreyfus au confluent des différents regards et sensibilités des écrivains / Through their massive commitment in the Dreyfus Affair, French writers have not only redefined the ways of commitment, they have also used their writing as a weapon to defend their political cause. From the articles written during the battle to the novels based on the Affair, the Dreyfus Affair has thus become a litterary object, questionning the frontier between History and Fiction. The Affair was a case of collective awareness linked to an underlying ideological debate. This litterary battle was born before the actual Affair began : the writers defined the main guidelines of the ideological debate and employed the means of collective mobilization, creating the background in which the Dreyfus Affair took place. During the battle itself, they privately expressed how much the Affair turned the litterary world upside down, leaving little room for dissident voices. The collective aspect of the mobilization has moreover directly influenced the Dreyfus littérature : creating between the lines of the debate an ideological and rhetorical unity, French writers have built this public controversy over common references. Influenced by this collective litterary vision, the fiction works based on the Affair gave it a litterary posterity at the crossroads of different sensitivities

Originally presented as the authors's thesis (doctoral)--Universität, Frankfurt (Main), 2002. / Includes bibliographical references (p. 546-550).