Cette thèse se propose d’explorer les rapports entre enfance et sentiment poétique pour considérer la manière dont l’impression enfantine peut se faire le modèle, en filigrane, d’une esthétique narrative moderne. Un corpus composé de récits de Pierre Loti, Marcel Proust, Colette, Virginia Woolf et Katherine Mansfield permet d’analyser l’inscription fictionnelle de personnages enfants pour montrer la similitude de caractéristiques supposément enfantines et de traits relevant d’une certaine conception du récit moderne, au tournant des XIXe et XXe siècles : le primat de la subjectivité, une pénétration du texte par le sentiment poétique et une esthétique de la discontinuité cristallisant le récit sur des moments privilégiés. L’analyse convoque également des représentations de l’enfant, tant scientifiques que littéraires, du XVIIIe au XXe siècle. Les écrits des premiers psychologues de l’enfance, les textes romantiques mettant en scène des enfants poètes, et l’affirmation baudelairienne qui fait du génie une « enfance retrouvée » sont interrogés pour mettre au jour les conceptions fantasmatiques de l’enfant implicitement activées par les auteurs de ces récits. La croyance et l’imagination proverbiales de l’enfant, la supposée authenticité d’un âge proche des origines, sont autant de projections utopiques que charrie la littérature, et que cautionnent, dans une certaine mesure, les pensées philosophiques et scientifiques jusqu’au premier tiers du XXe siècle. Cette étude sonde les sources et les enjeux de ces représentations pour comprendre ce qui les motive et explorer leurs résonances avec certaines modalités d’écriture, entre poésie, mysticisme et impressionnisme. / This thesis explores the relationship between childhood and poetical feeling to consider how childhood impressions can implicitly model a modern narrative aesthetics. A corpus of narratives by Pierre Loti, Marcel Proust, Colette, Virginia Woolf and Katherine Mansfield serves to analyse the fictional inscription of child characters and show the likeness between allegedly childish characteristics and traits related to a certain conception of the modern narrative, at the corner of the 19th and 20th centuries. Among these characteristics : the predominance of subjectivity, a poetical feeling pervading the text, and a discontinuous narrative focusing on moments of being. The analysis summons both literary and scientific representations of the child, from 18th to 20th century. It convokes the theories of the first child-psychologists along with Romantic texts figuring child poets and questions the premise, according to Baudelaire, that genius is based on « childhood recovered ». In doing so it means to shed light on the phantasmatic conceptions of the child implicitly activated by the authors of these narratives. The child’s proverbial imagination and credulity, the presumed authenticity of an age closer to origins are as many utopic projections conveyed by literature and cautioned, to a certain point, by philosophic and scientific thoughts until the first third of the 20th century. This study examines their sources and their stakes to understand what accounts for them and to investigate their resonance with certain writing dimensions, such as poetry, mysticism and impressionism.

No description available.

Cette thèse interroge la relation entre la littérature et l'idée impérialiste chez Pierre Loti. La vogue du voyage en Orient au XIXe siècle correspond au développement de la colonisation commerciale et politique qui change de façon fondamentale la vision du monde pour les gens de l'époque. L'aspiration vers l'ailleurs s'entremêlant à la perspective impériale, l'expansion territoriale européenne influence la perception du dehors de l'Occident. En poursuivant son rêve oriental, Pierre Loti, quant à lui, découvre la réalité locale à l'étranger et écrit de cette expérience existentielle des récits tout aussi exotiques que banals. Le but de notre réflexion est de mettre en question le rapport de l'écrivain à l'Orient sous influence coloniale. Elle s'efforce d'éclaircir le mécanisme de ses pensées sur l'ailleurs à partir des études sur la représentation de la Turquie, de l'Inde et du Japon

Zugl.: Bielefeld, Univ., Diss., 2008

The purpose of this study was to examine teacher Levels of Technology Implementation (LoTi) self-ratings and student Texas Assessment of Knowledge and Skills (TAKS) scores. The study assessed the relationship between LoTi ratings and TAKS scores of 6th, 7th, and 8th grade students as reported in student records at Alamo Heights Independent School District (AHISD), San Antonio, Texas. The study determined the degree to which teacher LoTi self-ratings were a predictor of success on student TAKS exam scores for English Language Arts and Math, as reported in student records at Alamo Heights Independent School District, San Antonio, Texas. Further, the study examined whether teacher self-reported LoTi ratings were a predictor of success on student TAKS exam scores for the variable of socioeconomic status as reported in student records at Alamo Heights Independent School District, San Antonio, Texas. For the purpose of this study, school and student performance analysis was restricted to the Alamo Heights Junior School in the Alamo Heights Independent School District, San Antonio, Texas. The student data in the study derived from approximately 825 6th, 7th, and 8th grade students who took the math TAKS test in 2009 and approximately 946 6th, 7th, and 8th grade students who took the English Language Arts (ELA) TAKS test in 2009. The research findings for this study included: 1. In English Language Arts (ELA), a difference in achievement may be inferred between teacher LoTi levels and ELA TAKS scores. 2. In math, a difference in achievement may be inferred between teacher LoTi levels and math TAKS scores. 3. There was not a statistically significant difference between the teacher LoTi level and student mean scores on ELA TAKS for students in the low SES category. 4. There was not a statistically significant difference between the teacher LoTi level and student mean scores on math TAKS for students in the low SES category.

The purpose of this study was to determine whether working in the field of deaf education, as opposed to general education, results in a higher level of technology integration. A secondary goal was to determine if deaf educators who are deaf integrate technology at a higher level than their hearing counterparts. The instrument chosen for this study was the LoTi Technology Use Profile, a tool used to explore the role of technology in the classroom. A total of 92 participates were included in the study of which 48 were regular educators and 44 were deaf educators. The participants were selected from a population pool whereby teachers were presumably pre-disposed to using technology based upon their attendance at a technology training session in the form of a conference or a class. Deaf educators as a whole did not perform as well as general educators on the LoTi scales. Given the fact that the technology-minded general educators who comprised the sample population of this study scored exceptionally high on the LoTi scales, further research is needed to ensure comparability between the two groups. The findings of the current study do suggest, though, that deaf educators who are deaf have the potential to integrate technology to a greater degree than deaf educators who are hearing. Thus, a primary recommendation is to conduct a national LoTi survey of typical, rather than technology-minded, deaf educators as a comparison to the 2004 national survey of typical general educators.

The purpose of this multiple case-study was to determine whether the use of reflective journals during graduate coursework impacts the level of technology implementation in instructional settings for experienced teachers. This study examined the relationships between: (1) levels of reflection demonstrated in journal responses, (2) the level of technology implementation, and (3) teachers' attitudes about technology implementation. The coding scheme used to determine levels of reflection in the journals was based on the framework of Leung and Kember. The LoTi questionnaire, developed in 1995 by Chris Moersch, was used to determine the levels of perceived technology implementation. The goal of this study was to provide information that may be utilized to plan more effective technology staff development. By providing insights on how to evaluate written work consistently for reflective thinking and on teachers' perceptions of technology implementation, university programs and school districts can develop better strategies for technology professional development. The findings suggest that teachers who demonstrated the characteristics of high levels of reflection also demonstrated characteristics of higher levels of technology implementation. Four of the five cases demonstrated a relationship among their scores on the Level of Reflection, Level of Technology Implementation (Loti), and Current Instructional Practice (CIP) measures. This study adds to the research regarding evaluation of reflection, the use of journals for reflection, and the impact of this strategy on technology implementation. The results of this qualitative study illustrate the process of using the theoretical framework of Lueng and Kember to evaluate the levels of reflection in written journal responses during professional development programs. The findings suggest that the use of reflective journals, in the context of the action research process during technology training, has a positive impact on technology implementation for practicing teachers.

京都大学 / 0048 / 新制・課程博士 / 博士(農学) / 甲第20438号 / 農博第2223号 / 新制||農||1049(附属図書館) / 学位論文||H29||N5059(農学部図書室) / 京都大学大学院農学研究科応用生命科学専攻 / (主査)教授 植田 充美, 教授 矢﨑 一史, 教授 森 直樹 / 学位規則第4条第1項該当 / Doctor of Agricultural Science / Kyoto University / DFAM

Ce travail s’interroge d’une part sur la pratique de l’écriture du voyage chez les écrivains voyageurs francophones qui ont visité ou séjourné en Chine entre 1840 et 1939,et d’autre part sur la manière dont leur écriture traite des notions d’exotisme et d’altérité.Le paradigme du voyage romantique constitue un point de repère important, même si les siècles antérieurs ne sont pas à négliger. La réflexion prend en compte des complexités géographique, historique, politique, culturelle et philosophique qui ont marqué l’Occident et l’Extrême-Orient pendant cette période de cent ans. À ces enjeux « collectifs » s’en ajoutent d’autres plus personnels qui ont leur importance : la dimension individuelle du voyage, les données biographiques, les convictions spirituelles, les lectures et la conception même de l’écriture et de la littérature.La première partie de la thèse envisage les traits fondateurs du récit de voyage et aborde les récits du corpus d’un point de vue historique. La deuxième partie explore les interactions qui régissent le voyage et son écriture afin de mettre en évidence un art de composition qui transforme le vécu et le souvenir en écrit. La troisième partie appréhende l’écriture du voyage sur le plan de l’imaginaire, à travers la notion d’exotisme dans une vision qui se veut synthétique, et la question de représentation de l’altérité par le truchement de deux thèmes fédérateurs : le blanc de la carte et la langue chinoise. / This study concerns itself with two aspects of the techniques of French-speaking travel writers who visited China between 1840 and 1939 and of those who lived thereduring this period: on the one hand their writing practices and on the other the manner inwhich their texts deal with the notions of exoticism and the Other. The archetype of the romantic voyage constitutes an important reference, but the preceding centuries are takeninto account, too. The study integrates the geographical, historical, political, cultural andphilosophical complexities which characterised the West and the Far East during this particular hundred-year period. These « collective » factors are complemented by other similarly important but specifically personal elements : the individual character of thejourney, biographical details, spiritual convictions, reading preferences and the writers’particular conceptions of literature and writing.The first part of the dissertation examines the founding characteristics of the travelwriting and approaches the corpus from an historical perspective. The second part exploresthe interactions between the journey itself and the way it is described in order to highlightan art of composition which transforms experience and memories into writing. The thirdpart considers the travel writing as the work of the imaginary through a synthesizing analysis of exoticism, and the problem of the representation of the Other by means of twounifying themes: the blank areas on the map and the Chinese language.

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 261-272).