L’éveil musical est une démarche d’enseignement de la musique relativement récente qui développe les activités auditives, rythmiques, corporelles et vocales. En Tunisie, l’enseignement de la musique dans les écoles maternelles se limite à l’apprentissage des chansons et des comptines, sans aborder la découverte de l’univers sonore et l’exploration de l’espace. Dans ce travail, on s’intéresse dans notre recherche au développement musical de l’enfant tunisien dans sa dimension culturelle, définissant une enculturation musicale. La recherche entreprise répond à deux questions problématiques : d’abord est ce que cette démarche d’éveil musical s’avère envisageable dans un contexte culturel tunisien, en tenant en considération des caractéristiques de la musique tunisienne ? Ensuite, quelles seraient les difficultés confrontées, émanant du cadre culturel prédéfini à la fois par les apprenants ou les enfants tunisiens âgés de 5 ans, de deux écoles maternelles de la ville de Sfax, et les éducateurs n’ayant eu aucune formation préalable dans le domaine de l’éveil ?Dans cette thèse, on se propose de présenter dans une première partie l’éveil musical et les méthodes actives. Dans la deuxième partie, sont traités des éléments liés à la pédagogie musicale tels que la psychologie de l’enfant, la musique tunisienne et l’importance de l’enculturation dans le développement musical de l’enfant tunisien.La troisième partie est consacrée à l’analyse des séances d’éveil musical réalisées dans les deux écoles maternelles de niveaux sociaux différents. / Music interactive learning is a recent approach developing auditory, rhythmic, body and voice activities. In Tunisia, music education at nursery school is limited to song and nursery rhyme learning, without considering sonorous world discovery and space exploration. The present work deals with Tunisian children musical development, taking into account cultural magnitude, allowing musical enculturation. This research solves two main problems. The first one is related to this music approach in a Tunisian cultural context, where music is mostly Tunisian, characterized by its specifications. The second problem consider the difficulties while implementing the interactive music learning; these resulted from the predefined cultural frame, established by both the learners i.e. Tunisian children five-years old at two nursery schools in Sfax city, and the teachers who didn’t get any previous training nor knowledge about the interactive used method for teaching music.In the first part of this dissertation, interactive musical approach was presented among the active methods. In the second part, the parameters interacting with musical learning, such as child psychology, Tunisian music and the enculturation importance in musical development of Tunisian child were considered. Finally, in the third part, a case study was investigated where an interactive music course, held in both nursery schools having different social level was discussed.

Researchers have reported that by the year 2010, two million teachers will be needed in classrooms across the country. The shortage has been attributed to population increases and a rise in the number of teacher retirements. Other researchers contend that the shortage is due to rising attrition rates among new teachers. They claim that new teachers become dissatisfied with teaching due to poor working conditions. As a result, new teachers have prematurely departed the teaching profession in alarming numbers which has placed the educational system at large in a state of crisis. This dissertation examined the factors which impacted the working conditions of beginning teachers and their enculturation into teaching and school cultures. Novices' experiences before and after teacher education training included the influence of significant individuals prior to entry into teaching and their interactions with the principal, veteran teachers and students. The process of induction served as a means to facilitate or impede the enculturation process. Data gathered and generated for this qualitative study included survey, interview and observation. Through participants' shared experiences, both positive and negative factors influenced their enculturation into teaching and the school culture. As prospective teachers, significant individuals were a positive influence on new teachers' decisions to enter teaching and their educational perspectives. As new teachers, findings revealed four negative factors which hindered their enculturation process. First, the veteran-oriented school culture was unsupportive and prevented the school community from adequately addressing new teachers' needs during induction. Second, although new teachers expressed concerns about classroom management, discipline and student achievement in their interactions with students, these concerns did not have a significant negative impact on their enculturation. Third, new teachers' interactions with veteran teachers lacked collegiality and prevented the types of collaborative exchanges necessary to promote professional growth. Fourth, the empathy expressed for the new principal restricted opportunities for interactions and subsequently lowered new teachers' expectations of the principal's ability to provide support. The principal's inexperience and novice-status sanctioned the negative veteran-oriented culture which dominated the school environment, thus, limiting the impact of new teacher induction and impeding the enculturation of beginning teachers.

No description available.

This dissertation presents a comprehensive literature review of the acculturation process and describes the following aspects: constructs, theoretical models, measurement instruments, limitation in research, and an emphasis on the acculturation process and its proposed relationship with alcohol consumption among Hispanics. Included are also findings from an study conducted on the relationship between the acculturation process and hazardous alcohol use among 180 Hispanic college students in late adolescences. Final results from the study were obtained using a path analysis, a confirmatory approach to test hypothesis. Evaluation indices suggest the path analysis had good model fit, CFI, RMSEA and SRMR (1.00, 0.001, and .02, respectively). In regard to the first hypothesis, data show that behavioral enculturation was a statistically significant (beta = .69, p < .05) predictor of greater alcohol consumption. Further, moderation analyses indicate that behavioral enculturation (beta = .59, p < .05) was a greater risk factor of alcohol use for men than women. Regarding hypothesis two and three, acculturative stress, intragroup marginalization, and depression did not mediate the indirect influence of acculturation and enculturation on alcohol use. However, higher scores of enculturation were associated to greater acculturative stress and higher score of acculturation were related to greater intragroup marginalization. In turn both acculturative stress and intragroup marginalization were statistically significant predictors of depression. In all, the model accounted for 31 percent of the variance in depression and 20 percent in alcohol consumption. In view of these results, interventions should be designed to target segments of the Hispanic populations that are likely to be enculturated. Further, interventions should consider introducing gender socialization differences regarding attitudes toward alcohol use that directly attending to the moderating role of gender. Given that data also indicate that pressure from both the heritage culture and dominant culture may increase the risk of depression, mental health providers should be attune to these effects of the acculturation process to help adolescents negotiate expectations of both cultures. Lastly, interventions for alcohol use and depression may incorporate family effectiveness training, to attend to differential acculturation as a systemic family issue that needs to be addressed at the family interactional level.

The goal of the present study was to determine whether exposure to complex meters in one musical culture facilitates the detection of metrical changes in a foreign musical culture. Adults with exclusive exposure to Western music, and adults with exposure to non-Western as well as Western music were tested on their perception of metrical changes in foreign (Turkish) music with simple and complex meters. Those whose exposure was limited to the simple meters of Western music were only able to detect the metrical changes in Turkish music with simple meter. By contrast, adults with exposure to non-Western music with complex meters detected the metrical changes in Turkish music with complex as well as simple meter. The superiority of the bi-musical listeners on complex meters and the equivalence of bi-musical and mono-musical listeners on simple meters suggest that exposure to complex meters rather than bi-musicality was responsible for the performance differences.

The goal of the present study was to determine whether exposure to complex meters in one musical culture facilitates the detection of metrical changes in a foreign musical culture. Adults with exclusive exposure to Western music, and adults with exposure to non-Western as well as Western music were tested on their perception of metrical changes in foreign (Turkish) music with simple and complex meters. Those whose exposure was limited to the simple meters of Western music were only able to detect the metrical changes in Turkish music with simple meter. By contrast, adults with exposure to non-Western music with complex meters detected the metrical changes in Turkish music with complex as well as simple meter. The superiority of the bi-musical listeners on complex meters and the equivalence of bi-musical and mono-musical listeners on simple meters suggest that exposure to complex meters rather than bi-musicality was responsible for the performance differences.

Constitué d'un ensemble d'épreuves de marches, de courses, de sauts et/ou de lancers, l'athlétisme vise la réalisation de performances maximales, mesurées selon une échelle de temps ou d'espace et s'exprimant dans un contexte compétitif réglementé. Que reste-t-il de toutes ces caractéristiques dès lors qu'elles passent au tamis de l'école ? En quoi et comment se transforment-elles sous l'effet des contraintes institutionnelles, pédagogiques et didactiques inhérentes à celle-ci ? Sur la base de ces questionnements, l'objectif de cette recherche s'inscrit dans la détermination des processus sous-jacents et des enjeux relatifs à l'implantation et à la diffusion de l'athlétisme dans l'école. Entre 1941 et 1967, les acteurs du monde scolaire, fédéral, politique et culturel s'accordent pour rendre l'activité conforme à l'orthodoxie scolaire. En ce sens, l'athlétisme de l'école n'est jamais qu'un support éducatif particulier, à la fois singulier et pluriel, révélant davantage la culture de l'institution à laquelle il appartient que celle du milieu associatif civil. Il sert un double projet : celui d'une enculturation sportive de la jeunesse et celui d'une mise en conformité du sport à l'école. Tandis que le premier répond à un modèle essentiellement compétitif et sélectif, revendiqué par les acteurs fédéraux, le second consolide la reconnaissance et l'intégration institutionnelle de l'éducation physique, chères aux enseignants. En conséquence, nous émettons l'hypothèse que c'est par l'intermédiaire d'un appui privilégié sur l'athlétisme que l'école du second degré prend les chemins du stade et tend à diffuser auprès des élèves, une image de la pratique sportive à la fois singulière et paradoxale, relevant de cinq grands enjeux : des enjeux idéologiques, institutionnels, disciplinaires, docimologiques et culturels. / Made up of a group of walking, running, jumping and/or throwing events, athletics aims for the production of measured and maximal performances according to a space or time scale which takes place in a competitive and controlled context. But what does remain of those characteristics when they encounter school ? In which and how do they change under the effect of institutional, educational and didactic pressures ? On the basis of those questionings, the point of this research is to establish the underlying process and the stakes related to the installation and the spread of athletics at school. Between 1941 and 1967 the operators of the school, federal, political and cultural world agree to make the activity comply with the educational orthodoxy. In this sense, athletics is nothing but a specific educational back-up and it reveals more the culture of the institution to which it belongs than the one of the civil associative environment. Athletics has got a double goal : first the youth's sports enculturation and second the conforming of sport at school. The first one answers a mainly competitive and selective example, claimed by the federal players whereas the second one secures the institutional acknowledgement and integration of the physical education that teachers are fond of. Consequently, we suggest that high school takes up sport through a privileged support based on athletics and strives for the spread of a different and paradoxical image of the sports practice, belonging to five important issues which are ideological, institutional, disciplinary, docimological and cultural.

The preponderance of evidence from large-scale studies shows a detrimental association between greater acculturation (to mainstream U.S. values and beliefs) and mental health. Prior research also suggests that greater acculturation may be associated with a breakdown of adaptive behaviors and values (e.g., religiosity/spirituality) thereby negatively impacting mental health. In addition, literature generally suggests that enculturation (retention of culture of origin customs and values) is associated with better mental health. However, few studies have examined potential mediators between acculturation/enculturation and mental health; and research on this topic with patients with schizophrenia is particularly scarce. Using a sample of 44 Hispanic and African-American patients with schizophrenia, this study evaluated whether higher acculturation and lower enculturation would be associated with more symptoms of schizophrenia. Religiosity/spirituality, family cohesion, and religious coping were evaluated as potential mediators of these relationships. As hypothesized, greater family cohesion (measured by the Family Environment Scale) was associated with fewer schizophrenia symptoms (measured by the Brief Psychiatric Rating Scale). However a meditational model was not supported. Contrary to hypotheses, when examining the total sample, neither acculturation nor enculturation (measured by the Abbreviated Multidimensional Acculturation Scale) were associated with schizophrenia symptoms. Ethnic subgroup analyses were conducted and will be discussed along with study implications, limitations, and directions for future research.

No description available.

No description available.