Relevant bibliographies by topics / Climat social de classe

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Academic literature on the topic 'Climat social de classe'

Author: Grafiati
Published: 4 June 2021
Last updated: 4 February 2022

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Journal articles on the topic "Climat social de classe"

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Bennacer, Halim. "Le climat social de la classe et son évaluation au collège." L’Orientation scolaire et professionnelle, no. 34/4 (December 15, 2005): 461–78. http://dx.doi.org/10.4000/osp.409.

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Barrier, Céline. "Dynamique de groupe et climat social de la classe. Étude expérimentale sur l’effet d’un animal médiateur en classe d’itep." Empan 102, no. 2 (2016): 135. http://dx.doi.org/10.3917/empa.102.0135.

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Bennacer, Halim, Sabrina Darracq, and Céline Pomelec. "Construction et validation de « l'Échelle de mesure du climat social de la classe à l'école élémentaire » (ÉMCCE)." Les cahiers internationaux de psychologie sociale Numéro 72, no. 4 (2006): 85. http://dx.doi.org/10.3917/cips.072.0085.

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Boniolo, Paula, and Carolina Najmias. "Abandono e atraso escolar na Argentina: uma abordagem desde as classes sociais." Tempo Social 30, no. 3 (December 13, 2018): 217–47. http://dx.doi.org/10.11606/0103-2070.ts.2018.121349.

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Na Argentina, a universalização da primária está praticamente alcançada e o acesso ao secundário tem aumentado, no entanto, persistem problemas de regularidade, retenção e graduação. Considerando que a origem social da família afeta as trajetórias educacionais das crianças, analisamos, em áreas urbanas, a relação entre a classe social de origem, território e condições de habitação, com as chances de desenvolver situações de atraso e abandono escolar. Propusemos um modelo de regressão logística usando dados de uma pesquisa nacional probabilística, comparando os níveis primário e secundário. Descobrimos que, em particular no secundário, as dimensões analisadas afetam o atraso e o abandono escolar. Especialmente, é marcado o papel do clima educacional da casa na transmissão intergeracional da desigualdade.
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Goupil, Georgette, Pierre Michaud, and Michelle Comeau. "Étude des perceptions du climat de la classe chez les garçons et les filles." Revue des sciences de l'éducation 14, no. 3 (November 26, 2009): 379–89. http://dx.doi.org/10.7202/900608ar.

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Cette étude a pour objectif de comparer les perceptions et attentes d’élèves de sexe masculin et féminin par rapport au climat d’apprentissage de leur classe. Le groupe de sujets est constitué de 710 garçons et de 670 filles du deuxième cycle du primaire. Les résultats révèlent que les filles autant que les garçons ont des attentes plus élevées que leurs perceptions face au climat de la classe. Ils indiquent que les filles ont des attentes plus élevées que les garçons en regard du climat de la classe. En conclusion, les auteurs présentent quelques suggestions d’intervention en classe.
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Rainville, Brigitte, and Elaine Turgeon. "L’importance d’instaurer un climat de confiance pour profiter pleinement de la démarche des cercles d’auteurs." Revue hybride de l'éducation 4, no. 2 (April 21, 2020): 94–103. http://dx.doi.org/10.1522/rhe.v4i2.957.

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Dans cet article, une enseignante témoigne de l’importance qu’elle attribue au fait d’installer un climat favorable aux échanges avant de démarrer les cercles d’auteurs. Elle partage, en toute humilité, quelques moyens pour y parvenir devenus, au fil du temps, des incontournables dans sa classe. Elle expose d’abord comment elle s’y prend pour développer un climat de classe bienveillant, puis, pour donner le goût d’écrire à ses élèves. Elle explique finalement comment elle met en place, de façon progressive et à l’aide de la modélisation, ses premiers cercles d’auteurs, et expose quelques problèmes rencontrés ainsi que des pistes de solution.
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Romão, Frederico Lisbôa. "A globalização e seus reflexos sobre os trabalhadores "estáveis": petroleiros da Fafen/Petrobrás." Sociologias, no. 6 (December 2001): 200–220. http://dx.doi.org/10.1590/s1517-45222001000200009.

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Esse trabalho busca contribuir para discussão da globalização e seus reflexos sobre os trabalhadores ditos estáveis, suas organizações, a subjetividade operária e o chão da fábrica a partir de Sergipe na década de 90, no caso particular da Fábrica de Fertilizantes da Petrobrás (Fafen/Petrobrás). A tabulação e análise dos dados coletados, nos possibilita algumas conclusões: 1) As mudanças ocorridas no chão da fábrica denotam uma precarização das condições de trabalho externalizadas em: menos postos de serviço, mais tarefas, menos segurança, menos estabilidade, perda e flexibilização de direitos. Esse processo atinge diretamente os trabalhadores tidos como estáveis permitindo-nos concluir que não são precisas as afirmações que os denominam de "elite" ou privilegiados; 2) o sindicato da categoria, apesar da experiência dos seus quadros diretivos, que estavam à frente do movimento desde o início dos anos 80, tendo inclusive posição destacada a nível nacional, apesar do seu nível de organização e da sua inserção no interior da unidade fabril, foi incapaz de encontrar formas alternativas ao avanço da empresa, que consegue retirar muitas conquistas anteriores e cooptar antigas lideranças, criando um clima de impotência e atingindo diretamente a subjetividade da classe.
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Sanchez Arroyo, José Fco, José Luis Chinchilla Minguet, Luis Javier Ruiz Cazorla, and Manuel Fco Escribano Castillo. "Escala de clima social de clase como instrumento de análisis en Educación Física (Classrom environment scale like instrument like instrument of analysis in physical education)." Retos, no. 16 (March 28, 2015): 28–30. http://dx.doi.org/10.47197/retos.v0i16.34968.

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La finalidad del presente trabajo es mostrar la utilidad de la Escala de Clima Social de Clase (CES) como instrumento para conocer e interpretar las interacciones sociales existentes en las sesiones de Educación Física. Concretamente, hemos aplicado la escala a cuatro grupos-clase de Educación Secundaria Obligatoria. Nuestro objetivo es saber cómo el alumnado percibe el clima de aula existente en sus clases de Educación Física.Abstract: The purpose of the present work is to show the utility of the the classrom environment scale (CES) as tool to know and to interpret the social existing interactions in the meetings of Physical Education. Concretly, we have applied the scale to four groups-classes of Secondary Obligatory Education. Our lens is to know how the student body perceives the climate of existing classroom in his classes of Physical Education.
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SÁ, CINARA BARBOSA FRANCO DE, and IZAMARA NUNES SOUSA. "Análise sobre a obra Latifúndio, Escravidão e Dependência Econômica de Ramiro Guerra." Brazilian Journal of Political Economy 39, no. 1 (March 2019): 173–81. http://dx.doi.org/10.1590/0101-35172019-2934.

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RESUMO Este trabalho tem como objetivo analisar a obra de Ramiro Guerra (Latifúndio, escravidão e dependência econômica), uma das suas principais obras que trata da região de Barbados localizada nas Pequenas Antilhas na América Central. Assim, a análise mostra como Ramiro Guerra desmistifica toda uma teoria em relação à substituição do trabalho do pequeno proprietário pela mão de obra barata do escravo. O mesmo autor ressalta que essa substituição não foi devido a uma questão de raças ou de clima ou até mesmo da superioridade da vontade humana. Mas, sim, devido a uma causa puramente social e econômica: a destruição da pequena propriedade pelo latifúndio açucareiro e pela conseguinte emigração de uma classe social que seria expulsa de forma “voluntária” devido à falta de trabalho. Dessa forma, a análise, de acordo com o pensamento de Guerra, enfatiza que não foi o clima antilhano que expulsou os servos brancos, mas sim a empresa açucareira capitalista que se instalaria na região, aniquilando a pequena propriedade e eliminando o cultivador independente e convertendo as comunidades robustas com vidas próprias em meras oficinas de trabalho com salários baixos, tudo em prol das metrópoles. E também as consequências desse comércio açucareiro em Cuba trazendo as mesmas consequências de destruição da pequena agricultura.
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Busugutsala, Gandayi Gabudisa. "Étude de la relation entre le climat de la classe et la satisfaction des étudiants dans un contexte universitaire." Canadian Journal of Higher Education 28, no. 3 (May 3, 2017): 121–52. http://dx.doi.org/10.47678/cjhe.v28i3.183323.

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Cet article présente les résultats partiels d'une étude globale de la relation entre le climat de la classe et l'apprentissage dans un contexte universitaire. L'apprentissage y est considéré comme un processus complexe d'engagement, de participation et de développement intégral des étudiants qui se réalise dans un contexte riche de rôles et d'interactions. Nous ne présentons ici que les résultats d'un seul des indicateurs de l'apprentissage retenus pour fins d'opérationalisation: la satisfaction des étudiants. Ces résultats confirment, d'une part, qu'il existe une relation entre le climat d'apprentissage et la variation de la satisfaction des étudiants. D'autre part, le climat d'apprentissage varie, comme d'ailleurs son influence directe ou en tant que variable médiatrice entre les caractéristiques des étudiants et des professeurs* et l'apprentissage.
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Dissertations / Theses on the topic "Climat social de classe"

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Bennacer, Halim. "Caractéristiques personnelles et environnementales, climat social de la classe et performance scolaire." Nancy 2, 1989. http://www.theses.fr/1989NAN21002.

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Sur la base d'un examen des principales considérations de deux positions : situationniste et interactionniste traditionnelle, un modèle fut développé pour bien conceptualiser l'environnement socio-écologique de la classe et saisir les mécanismes intermédiaires par lesquels il influe sur la performance scolaire de l'élève. Cet environnement est supposé agir non seulement directement par son aspect physique, mais aussi indirectement à travers d'une part son aspect socio dynamique et d'autre part son interaction avec les caractéristiques personnelles, qui se manifeste par la signification psychologique dont il fait objet. Ce modèle a été teste empiriquement avec succès quant à son applicabilité a notre population d'étude : élèves des collèges de Nancy-ville. Il explique des variances aussi importantes que 42% et 52% respectivement dans l'évaluation scolaire que celle pédagogique. Le rôle des composantes intermédiaires du modèle en tant que variables dépendantes et indépendantes dans le mécanisme d'influence, a été de même démontré. Elles sont toutes liées aux composantes qui les précèdent dans l'ordre causal, et y apportent chacune des explications supplémentaires. Les données permettent d'indiquer que si l'environnement social de la classe constitue une notion mixte, c'est essentiellement sa représentation collective (ou climat social de la classe) plutôt que celle personnelle (ou perception individuelle du climat) qui compte et mérite une attention bien particulière
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Gélinas, Martine. "Le climat social de la classe en intégration scolaire : perceptions des enseignantes ou des enseignants des ordres primaire et secondaire." Sherbrooke : Université de Sherbrooke, 1997.

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Gélinas, Martine. "Le climat social de la classe en intégration scolaire perceptions des enseignantes ou des enseignants des ordres primaire et secondaire." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp03/MQ26574.pdf.

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Fortier, Roxanne. "Lien entre le risque de décrochage scolaire et le climat de la classe au secondaire." Sherbrooke : Université de Sherbrooke, 2005.

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Soriani, Alessandro. "L’influence des dynamiques relationnelles dans des contextes numériques sur le climat social des environnements d’apprentissage." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA043.

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Les jeunes pré-adolescents qui fréquentent les écoles secondaires du premier cycle vivent une période délicate : ils ne sont pas simplement occupés à affronter un parcours scolaire inédit et plus complexe, mais ils sont aussi occupés dans leurs tâches quotidiennes à former et négocier leurs identités et leurs rôles dans les différents groupes des pairs. Ce complexe scénario est élargi par leurs premières expériences, loin des yeux des adultes, avec les technologies : outils qui vont se superposer à l’univers relationnel qu’on vient de décrire, une dimension existentielle qui ouvre des nouvelles formes de communications médiées par les contextes numériques. Est-ce qu’il y a une influence des technologies sur les dynamiques relationnelles qui ont lieu entre élèves et aussi entre élèves et enseignants ? De quel rapport s’agit-il ? Quelles dynamiques sont impliquées ? Quel type de technologie est en jeu ? Est-ce qu’il existe un rapport d’influence entre les relations médiées par les contextes numériques et le climat social d’un environnement d’apprentissage ? Quel type de rapport ? Jusqu’à quel point les élèves dépendent des relations médiées par les enivrements numériques pour satisfaire leurs besoins relationnels ? Quelle perception ont les élèves et les enseignants des dynamiques relationnelles médiées par les contextes numériques ? Et quel rôle accordent-ils à l’école dans cette problématique ? Pour fournir une réponse à ces questions, la recherche présente une phénoménologie de le témoignage de 21 enseignants et 365 garçons et filles qui font partie des 4 établissements scolaires, dans deux villes en deux différents pays : France et Italie
Young pre-teens attending junior high schools are going through a very delicate period: they are not just engaged in a new and more complex school career, but they are also engaged in their daily tasks of training and negotiating their identities and their roles in the different peer groups. This complex scenario is expanded by their first experiences, far from the eyes of adults, with technologies: tools that add, on the relational universe just described, an existential dimension that opens up new forms of communication mediated by digital contexts. Do technologies have an influence between on the relational dynamics that take place between students and their peers and between students and teachers? Which kind of influence? What dynamics are involved? What kind of technology is at stake? Is there a relationship of influence between the relationships mediated by the digital contexts and the social climate of a learning environment? What kind of influence? How much do students rely on digital-enriched relationships to satisfy their relationship needs? What perception do students and teachers have of relational dynamics mediated by digital contexts? And what role do they give to the school in this problem? To try to provide an answer to these questions, the research presents a phenomenology of the witness of 21 teachers and 365 boys and girls who are part of 4 schools, in two cities and in two different countries: France and Italy
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Baptista, Josias Orlando. "Resolução de conflitos na visão dos alunos da 9ª classe do turno da noite na escola secundária do 1.º ciclo BG-1041 dos navegantes em Benguela: A mediação como alternativa." Master's thesis, Universidade Portucalense, 2015. http://hdl.handle.net/11328/1420.

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Dissertação de Mestrado em Administração e Gestão da Educação.
Falar da gestão de conflitos é cada vez mais complexo, uma vez que a sociedade está em constante mutação e a escola tem de conseguir responder adequadamente a isso. Cada vez mais a sociedade é constituída por indivíduos com interesses pessoais, valores e atitudes antagónicas, levando a situações conflituosas, que são transportadas para o seio da comunidade educativa. Uma vez que é quase impossível a inexistência de conflitos, visto ser algo próprio do ser humano, fazendo parte do seu crescimento moral e emocional, a Escola deve-se preocupar em ensinar aos alunos estratégias positivas que apelem à participação activa das partes em conflito na resolução do mesmo. A presente investigação tem como objectivo fazer um levantamento exaustivo sobre conflito, natureza, tipologias e diferentes formas de o resolver na escola secundária BG-1041 dos Navegantes em Benguela. Depois de uma revisão bibliográfica e de fazer uma análise do contexto estudado, expõe-se os detalhes da investigação, de natureza quantitativa, com recurso a um questionário administrado aos alunos da 9ª classe do turno da noite. Depois de analisados os resultados recolhidos, concluiu-se que existem conflitos nas escolas, mas que têm vindo a diminuir, ocorrendo essencialmente nos recreios/campo de jogos. No que diz respeito às origens dos conflitos existentes, de acordo com Deutsch (1973), deve-se ao facto de os alunos quererem ter controlo sobre os recursos. Os conflitos que existem em maior quantidade são os de relação/comunicação (Torrego, 2003) (insultos, agressões físicas, ameaças). Os alunos inquiridos abordam, na sua maioria, as situações de conflito com uma atitude de compromisso e colaboração, e habitualmente receiam confidenciá-los a terceiros, pois têm medo de sofrer represálias. Dos alunos inquiridos, a sua maioria gostaria de aprender estratégias de resolução de conflitos e desejava que fossem os alunos a resolver os seus próprios conflitos.
Due to the constant mutations in our society, the discussion about conflict management is becoming a very complex subject, to which school must respond in a suitable way. Society is increasingly composed by individuals with different values, attitudes and personal interests that lead to conflict situations and influence the educational community. Conflict is almost impossible to eradicate because it’s inherent to the human being, is a part of it’s moral and emotional growth, so school must be concerned with teaching the students, positive strategies that appeal to an active participation of the those who take part in the conflict, in order to resolve it. The main objective of the present investigation was to gather exhaustive information about conflict, namely, the type of conflict, it’s nature and different ways to solve it at the 1st grade schools of Navegantges in Benguela. After doing bibliographical review and analysing the studied context, we used a quantitative investigation made through a questionary given to 9 th grade students. Our investigation concluded that school conflict occurs mainly in the playground /field game, and that it has been diminishing. According to Deutsch (1973), in what concerns the origins of the existing conflicts, they are due to the fact that students want to control resources. Relationship/communication conflicts are the most frequent ones (torrego,2003) (insult, physical aggression, threats). Most students approach conflict situations with a compromise and cooperation attitude, and are usually afraid to confide in others for fear of reprisals. Of the inquired students, most of them would like to learn about conflict resolution strategies in order to resolve their own conflicts.
Orientação: Prof. Doutora Cristina Costa Lobo.
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Irureta, Núñez Luisa. "Assessment of the class motitotional climate." Pontificia Universidad Católica del Perú, 2013. http://repositorio.pucp.edu.pe/index/handle/123456789/101982.

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This study adapted and validated the CMC-1 questionnaire on Class Motivational Climate to the Venezuelan population. The questionnaire was developed in Spain by Alonso and García (1987) for students aged 11 to 15. The sample contained 1,690 students of both sexes in 7th, 8th, and 9th grades from 12 schools in Caracas (six public and six private). The factorial analysis detected a structure of six factors different from the one detected in the Spanish study.
En el presente estudio, se adaptó y validó para la población venezolana el cuestionario Clima Motivacional de Clase -CMC-1- desarrollado en España por Alonso y García (1987) para alumnos cursantes de la tercera etapa de EGB -11 a 15 años-. Constituyeron la muestra 1690 alumnos, de ambos sexos, cursantes la tercera etapa de Educación Básica -7', 8° y 9° grados- y procedentes de 12 escuelas de Caracas -6 públicas y 6 privadas-. El análisis factorial detectó una estructura de 6 factores diferentes a la detectada en el estudio español.
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Maherzi, Sena. "Perception du climat de la classe et motivation à apprendre l'anglais chez les élèves tunisiens." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0026/NQ52114.pdf.

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Maltais, Christine. "Compétence scolaire, anxiété et buts d'accomplissement : contribution de l'attachement et du climat de la classe." Doctoral thesis, Université Laval, 2014. http://hdl.handle.net/20.500.11794/25792.

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La thèse a pour objectif général d’étudier les liens entre la sécurité d’attachement, les perceptions du climat d’apprentissage, les buts d’accomplissement, les perceptions de compétence scolaire et la symptomatologie anxieuse chez les jeunes adolescents qui transitent vers le secondaire. Elle comprend deux études prospectives dont les données sont issues de l’Étude sur la Transition, l’Adaptation et la Persévérance à l’École (ETAPE ; www.etape.fse.ulaval.ca). Au total, 636 jeunes adolescents et leurs familles ont participé à cette étude amorcée en 2005, soit au moment où ces jeunes étaient en 6e année du primaire. La première étude examine le rôle de deux caractéristiques personnelles (les perceptions de compétence scolaire / la symptomatologie anxieuse) comme médiateurs potentiels de la relation entre l’attachement à la mère avant la transition (6e année) et l’orientation des buts d’accomplissement à la fin de la première année du secondaire. Les résultats découlant d’analyses par équations structurelles montrent que les perceptions de compétence scolaire médiatisent le lien entre la sécurité d’attachement avec la mère et l’orientation motivationnelle envers les buts d’approche de la maîtrise. Quant aux symptômes d’anxiété, ceux-ci semblent plutôt se retrouver au cœur d’un « mécanisme séquentiel » dans lequel la sécurité perçue dans la relation d’attachement avec la mère est associée à une plus faible occurrence de symptômes anxieux et la présence de ces symptômes est reliée positivement à la poursuite des buts d’évitement de la performance. La deuxième étude vérifie la contribution unique et complémentaire de la sécurité d’attachement à la mère en 6e année et des perceptions du climat d’apprentissage en classe de mathématiques sur les deux caractéristiques personnelles (compétence / anxiété en 1re secondaire) retenues dans la première étude comme déterminants des buts d’accomplissement. Elle explore également le rôle modérateur de la sécurité d’attachement dans l’examen des liens entre les perceptions du climat d’apprentissage et les caractéristiques personnelles des jeunes adolescents. Les résultats d’analyses par équations structurelles indiquent d’une part que la sécurité d’attachement et les perceptions d’un climat de maîtrise en classe de mathématiques sont liées positivement aux perceptions de compétence scolaire en première secondaire, et ce, quels que soient le genre et les perceptions de compétence scolaire un an auparavant. D’autre part, les résultats montrent que la sécurité d’attachement en 6e année est associée négativement à l’anxiété en première secondaire et que les perceptions d’un climat de performance en classe de mathématiques première secondaire sont reliées positivement à l’anxiété, particulièrement chez les adolescents qui perçoivent moins de sécurité d’attachement dans la relation avec la mère. Ce dernier résultat suggère que la sécurité d’attachement avec la mère à la fin du primaire peut atténuer les effets potentiellement néfastes des perceptions d’un climat d’apprentissage valorisant la performance et la comparaison sociale en première secondaire. Mots clés : sécurité d’attachement, climat d’apprentissage, buts d’accomplissement, compétence scolaire, anxiété, début de l’adolescence.
The thesis aims to study the contribution of attachment security and classroom goal structure to students’ achievement goal orientation as a function of perceived academic competence and anxious symptomatology during the transition to high school. It includes two prospective studies steming from the School Transition, Adaptation and Perseverance Study (ETAPE ; www.etape.fse.ulaval.ca). In this study, 636 students and their families participated, which began in 2005, when students were completing their 6th grade of elementary school. The first study explored the role of student characteristics, namely perceived academic competence and anxious symptomatology, as potential mediators of the relationship between attachment to the mother before the transition (6th grade) and achievement goal orientation at the end of the first year of high school. The results of structural equation analysis showed that perceived academic competence mediates the link from attachment security to the mother to approach mastery goals. With respect to anxiety symptoms, no mediation effect was found but, rather, a sequence in which students’ perceived security to their mother predicted a lower occurrence of their anxiety symptoms, which are themselves predictors of performance-avoidance goals. The second study investigated the contributions of attachment security to the mother in the 6th grade and perceived classroom goals structure in math class to student characteristics, i.e, academic competence and anxiety symptoms during 1st year of high school, used in the first study as determinants of achievement goals. It also examined the moderating role of attachment security in the relationship between classroom goals structure and students characteristics of the students. The results of the structural equation analysis revealed that both attachment security and perceptions of a mastery climate in math class predicted higher perceived academic competence during the 1st year of high school, over and beyond the contribution of gender and academic competence perceived in grade 6. The results also showed that the attachment security of in the 6th grade predicted lower anxiety in the 1st year of high school and that a motivational climate perceived as performance-oriented during the 1st year of high school predicted higher anxiety, particularly among students who perceived their relationship with their mother as more insecure. This result suggests that attachment security to the mother at the end of elementary school can undermine the potentially harmful exposure to a classroom goals structure valuing performance and social comparison in the 1st year of high school. Keywords: attachment security, classroom goals structure, achievement goals, academic competence, anxiety, early adolescence.
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Fortier, Roxanne. "Lien entre le risque de décrochage scolaire et le climat de la classe au secondaire." Mémoire, Université de Sherbrooke, 2005. http://savoirs.usherbrooke.ca/handle/11143/559.

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Cette étude vise à approfondir les connaissances sur le climat de la classe et sur la nature du lien entre le climat de la classe et le risque de décrochage scolaire au secondaire. L'échantillon total compte 4 563 élèves provenant de 14 écoles secondaires de la région de l'Estrie au Québec. Les participants proviennent d'un échantillonnage initial de 5 709 élèves utilisé dans un projet de recherche dirigé par l'équipe de chercheurs du CRIRES (Centre de recherche et d'intervention sur la réussite scolaire). L'instrument de mesure utilisé pour évaluer le climat de la classe est l' Échelle de l'environnement de la classe (EEC) traduction du Classroom Environment Scale (Moos et Trickett, 1987). Les travaux de Moos (1979) portant sur le schéma analytique de l'environnement humain ont été utilisés pour construire le cadre théorique de la présente recherche. À partir des résultats obtenus aux différentes échelles du questionnaire, des analyses de variance ont été effectuées systématiquement. Dans cette perspective d'analyse, différentes variables sont considérées dans la littérature comme étant des facteurs de risque au décrochage scolaire. Les résultats indiquent qu'il existe des différences significatives à une ou plusieurs composantes du climat de la classe en fonction des variables indépendantes étudiées dans la présente étude: le genre, le statut socioéconomique (milieu favorisé, milieu défavorisé), le milieu sociodémographique (milieu rural, milieu urbain). Les résultats montrent aussi qu'il existe des différences de perception significatives du climat de la classe entre les quatre sous-groupes d'élèves à risque de la typologie de Fortin et al. (soumis).
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Books on the topic "Climat social de classe"

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Classe. Torino: Bollati Boringhieri, 2009.

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1912-, Muscetta Carlo, ed. Dittatura, classe politica e classe dirigente. Roma: Laterza, 1986.

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Oliveira, Francisco de. O elo perdido: Classe e identidade de classe. São Paulo, SP: Editora Brasiliense, 1987.

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Oliveira, Francisco de. O elo perdido: Classe e indentidade de classe. São Paulo: Editora Brasiliense, 1987.

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Ianni, Octávio. Classe e nação. Petrópolis: Vozes, 1986.

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Oliven, Arabela Campos. Classe social e educação. Porto Alegre: Universidade Federal do Rio Grande do Sul, Programa de Mestrado em Sociologia, 1986.

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Pasquino, Gianfranco. La classe politica. Bologna: Mulino, 1999.

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Ianni, Octávio. Classe e nação. Petrópolis: Vozes, 1986.

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Souza, Jessé. Os batalhadores brasileiros: Nova classe média ou nova classe trabalhadora? Belo Horizonte: Editora UFMG, 2010.

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Balibar, Étienne. Race, nation, classe: Les identités ambiguës. Paris: La Découverte, 1988.

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Book chapters on the topic "Climat social de classe"

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DuVernay, Alvin. "Race, social class, and disasters." In Systemic Crises of Global Climate Change, 285–95. Abingdon, Oxon ; New York, NY : Routledge, 2016.Identifiers: LCCN 2015040964 | ISBN 9781138830066 (hb) | ISBN 9781315737454 (ebook): Routledge, 2016. http://dx.doi.org/10.4324/9781315737454-50.

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Warnock, Deborah M., Allison L. Hurst, Will Barratt, and Jocelyn G. Salcedo. "Students’ Perceptions of Campus Climate by Social Class Background." In Evaluating Campus Climate at US Research Universities, 103–24. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-94836-2_5.

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Lazarowitz, Reuven, J. Hugh Baird, Rachel Hertz-Lazarowitz, and James Jenkins. "The Effects of Modified Jigsaw on Achievement, Classroom Social Climate, and Self-Esteem in High-School Science Classes." In Learning to Cooperate, Cooperating to Learn, 231–53. Boston, MA: Springer US, 1985. http://dx.doi.org/10.1007/978-1-4899-3650-9_9.

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Snaibi, Wadii, and Abdelhamid Mezrhab. "Livestock Breeders’ Adaptation to Climate Variability and Change in Morocco’s Arid Rangelands." In African Handbook of Climate Change Adaptation, 1853–72. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-45106-6_18.

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AbstractSince the mid-1970s, the high plateaus of eastern Morocco have experienced proven trends of climate change (CC) such as a significant decrease in rainfall amounts and an increase in the droughts’ frequency. Consequently, the CC threatens the sustainability of this pastoral ecosystem and negatively affects the breeding of small ruminants, the main local-level livelihood, which becomes more vulnerable due to its high dependence on climatic conditions. This chapter aims to analyze breeders’ adaptation practices by taking into account their social stratification based on the size of the sheep flock in possession. Data were analyzed using descriptive statistics, Kruskal-Wallis and Mann-Whitney tests to examine the differences in the adoption’ frequency of CC adaptation measures according breeders’ classes and Chi-square independence test to identify the factors explaining these observed differences. The analysis of local adaptation practices reveals that they are endogenous but above all curative, aiming at a short-term logic and have a low to medium relevance compared to the specific objective of adaptation to CC. In addition, there are significant differences in the frequency of adoption of CC adaptation strategies (chi-square value = 8.1112, p = 0.017, df = 2) within categories of breeders, in particular between small and larger breeders (U statistic = 58.000, p = 0.008). The significant factors explaining these differences are socioeconomic (age, household size, equipment, training, and membership of a basic professional organization). It is therefore recommended to target small breeders as a priority and to set up support measures (equipment, training, funding, organization of breeders).
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"Examen des pratiques pédagogiques et du climat en classe." In Résultats de TALIS 2013, 165–98. OECD, 2014. http://dx.doi.org/10.1787/9789264214293-9-fr.

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MOURA JR., J. F., A. A. L. de S. LIMA, and J. da S. OLIVEIRA NETO. "Diversidade sexual, classe social e vulnerabilidade." In Psicologia & Sexualidade: diversidade sexual. Dialética, 2021. http://dx.doi.org/10.48021/978-65-5956-776-8-c11.

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IASI, M. L. "EDUCAÇÃO POPULAR E CONSCIÊNCIA DE CLASSE." In Serviço Social, favelas e educação popular: diálogos necessários em tempos de crise do capital., 31–52. Navegando Publicações, 2020. http://dx.doi.org/10.29388/978-65-86678-35-2-0-f.31-52.

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Geary, Dick. "Working-class culture in Britain and Germany, 1870–1914: a comparison." In Labour and Working-Class Lives. Manchester University Press, 2017. http://dx.doi.org/10.7228/manchester/9781784995270.003.0009.

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Dick Geary, in a wide-ranging essay, contrasts the lives of the British and German working classes in the late nineteenth and early twentieth centuries. He poses the notion that there were marked differences between the two lifestyles. Britain emerges as a more liberal society in which in religion, societies and leisure brought the working classes and the middle classes came close together. The standard of living of the British working class was higher than the German, their housing provision better – encouraging domesticity – and their absorption of the growing leisure industry more marked. In contrast the German state was far more interventionist and presided over the workers living in seriously overcrowded tenement in a low wage economy in which consumption taxes, in the absence of an effective income tax, which bore deeply upon them. In this climate the German Social Democratic Party throve and produced its own range of independent, rather than commercially-run, leisure activities. Although seriously challenged by the Catholic Church and employers, the SDP became much more class conscious than their class status and political concerns, as driven from a home life their aired their grievances in the pubs, which Karl Kautsky referred to as ‘the solitary bulwark of proletarian freedom’. In the end Dick Geary contrasts that he difference a class-conscious tension in Germany against the more liberal, and less class-conscious culture of Britain.
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Avi Astor, Ron, and Rami Benbenishty. "Victimization." In Bullying, School Violence, and Climate in Evolving Contexts, 29–46. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190663049.003.0003.

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This chapter examines the definitions of bullying and school violence, suggesting that the use of the term “bullying” needs to be more specific and concrete, referring to behaviors that are intended to cause social, physical, emotional, sexual, or property damage. The chapter presents a wide range of victimization types that vary widely in terms of their prevalence in schools, their nature, and the severity of their impact on victims. It presents factor analyses that examine the relationships among different types of behaviors and reveal six distinct yet interrelated categories: verbal (e.g., humiliating), physical (e.g., pushing and shoving), threats, indirect social (e.g., spreading mean rumors), sexual, and cyber. Additionally, the chapter uses latent class analysis to examine how different groups of students experience multiple types of bullying and school victimization. Four groups (classes) were identified, each with a different profile of student background characteristics.
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Novaes, Joana de Vilhena. "UMA NOVA GEOGRAFIA DO CORPO: ESTÉTICA, SUBJETIVIDADE E CLASSE SOCIAL." In A Pesquisa em Psicologia: Contribuições para o Debate Metodológico, 32–49. Atena Editora, 2021. http://dx.doi.org/10.22533/at.ed.1692106054.

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Conference papers on the topic "Climat social de classe"

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Hamdani, Akhmad Faruq, and Nelya Eka Susanti. "Examining the Level of Vulnerability and Adaptation of Middle Class Urban Communities to Climate Change." In Annual Conference on Social Sciences and Humanities. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0007414700360040.

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Doulik, Pavel. "COMPARISON OF A SCHOOL CLASS CLIMATE IN A TRADITIONAL AND AN ALTERNATIVE SCHOOL." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.4/s13.017.

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Digiampietri, Luciano A., Ricardo Linden, and Lenin Barbosa. "Caracterizando Departamentos e Programas de Computação Utilizando Análise de Redes Sociais e Bibliometria." In Brazilian Workshop on Social Network Analysis and Mining. Sociedade Brasileira de Computação - SBC, 2019. http://dx.doi.org/10.5753/brasnam.2016.6444.

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Neste artigo apresentamos uma comparação entre os programas de pós-graduação em computação de nível 6 e 7 (os chamados de nível internacional pela CAPES) e os programas melhor colocados em três rankings internacionais. Foram usados métricas bibliométricas e métricas de análise de redes sociais e pôde-se verificar uma grande diferença de resultados entre os programas nacionais e os internacionais. O resultado da análise de componentes principais mostra que os programas brasileiros residem em uma classe própria, não possuindo as características dos melhores programas internacionais.
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RAMOS ALVES, VANESSA, and CONSTANTIN XYPAS. "A FILHA DE CAMINHONEIRO QUE SE TORNOU PROFESSORA DE QUÍMICA: ASCENSÃO SOCIAL E NEUROSE DE CLASSE." In XIV Colóquio Internacional "Educação e Contemporaneidade". Grupo de Estudos e Pesquisas "Educação e Contemporaneidade", 2020. http://dx.doi.org/10.29380/2020.14.07.55.

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BERTANI, Silvia Mara Novaes Sousa, and Lúcia BÓGUS. "TRADE-OFF NEOPENTECOSTAL: TEORIA DA PROSPERIDADE, CAPITAL ESPIRITUAL E MOBILIDADE SOCIAL. A “NOVA” CLASSE MÉDIA EMPREENDEDORA?" In XI Seminário de Pesquisa em Ciencias Humanas. São Paulo: Editora Edgard Blücher, 2016. http://dx.doi.org/10.5151/sosci-xisepech-g12_61.

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Andre, Martin, Zsolt Lavicza, and Theodosia Prodromou. "Integrating ‘education for sustainable development’ in statistics classes: visual analysis of social and economic data with gapminder." In New Skills in the Changing World of Statistics Education. International Association for Statistical Education, 2020. http://dx.doi.org/10.52041/iase.20103.

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Sustainable development goals (SDGs) address various aspects of future human development such as poverty, pollution, or climate change. Education for Sustainable Development (ESD) seeks to encourage students to actively participate and consider these issues in sustainable development. Following design-based research approaches, our study aims to identify opportunities for integrating ESD into statistics education. We describe the main features of an ESD-integrated learning trajectory for middle school students exploring sets of ESD related data visually with the software Gapminder. The outcomes of our study suggest that (1) Students’ engagement in forming statistical models of various countries’ sustainable development developed their abilities to generate statistical questions (2) Their intuitive knowledge of statistical concepts was further formalized during their subsequent analyses.
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Tóth, Veronika, and Miriam Šebová. "Climate change awareness and climate-friendly activities: Identifying resident typologies in Košice, Slovakia." In XXIV. mezinárodního kolokvia o regionálních vědách. Brno: Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p210-9896-2021-68.

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The research focuses on studying climate change awareness and climate-friendly activities among different socioeconomic groups in the city of Košice, Slovakia. Public awareness is a key element when tackling complex issues demanding wide-ranging compliance across sectors and individuals. In order to assess the perceptions and activities related to the climate change, we analyze the data stemming from survey conducted during the last quarter of 2019. Applying latent class cluster analysis to the sample of 368 observations, we were able to identify four types of respondents. These groups differ in the degree of vulnerability to adverse conditions due to climate change. This study sheds light on how different groups of citizens perceive the threat of climate change impacts in their everyday lives and how they act in order to adapt. Such findings can be applied by policymakers at both national and local level when designing and communicating socially just measures reflecting the needs of all major types of citizens. The paper identifies four different groups of residents based on their perceptions of climate change and their activities to adapt. Each group needs to be considered separately when designing adaptation strategy in order not to exacerbate existing socioeconomic inequalities. The findings also point to the need to strengthen municipality's activities in the area of climate change education.
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Araújo, J. L. B. de, João A. Monteiro Neto, F. S. de Siqueira, C. H. Moura Santos, R. G. de Vasconcelos, Erneson A. Oliveira, Carlos Caminha, and Vasco Furtado. "Caracterização de "Caminhos mais prováveis" em uma rede complexa de processos jurídicos." In Brazilian Workshop on Social Network Analysis and Mining. Sociedade Brasileira de Computação - SBC, 2021. http://dx.doi.org/10.5753/brasnam.2021.16124.

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Um processo judicial é formado, em essência, por uma sequência de atos que são traduzidos em movimentações processuais que carregam o histórico do desenvolvimento das atividades realizadas pelas mais diversas partes no curso da demanda processual. Neste trabalho, explicitamos os caminhos mais prováveis que caracterizam as classes de processos judiciais por meio de um conjunto de regras atribuídas a uma rede complexa. Observamos a sequência de atividades mais prováveis e destacamos os tempos médios necessários para serem concluídas. Observamos quais seriam os principais pontos de atrasos nas possíveis formas de inicialização e término de um processo além da similaridade entre os possíveis caminhos tomados. Ademais, indicamos qual seria o tempo gasto, em média, no aumento do número de movimentações para cada classe de processo. A caracterização dessas redes e a contextualização do caminho de movimentação ideal, associado aos outros dados gerados pelo método proposto permitem, por meio de um processo confiável de geração de dados, uma observação detalhada do fluxo dos processos judiciais, a identificação de comportamentos atípicos e o planejamento de intervenções capazes de otimizar a prestação do serviço jurisdicional pelo judiciário.
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Vishnyakova, Elizaveta, Olga Vishnyakova, Alla Minyar-Beloroucheva, and Polina Sergienko. "L2 teaching to PR undergraduates through theatre techniques elements." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.01001v.

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Modern methods of L2 teaching aimed at improving its efficiency to overcome language barriers require the construction of the learning climate for undergraduates to develop professional skillsand competencies essential for their academic communication with ease and pleasure. The purpose of this article is to demonstrate one of the ways of achieving educational goals by creating positive emotions that PR undergraduates experience during L2 classwork through the introduction of the elements of theatrical techniques, which can help educators perform the tasks required to instill creativity. Effective L2 acquisition by PR undergraduates is allegedly best achieved through neutral emotions. Expressive and emotional actions in class create theatre-like atmosphere that disseminates positive emotions fostering education. The research has demonstrated the necessity to introduce theatre techniques elements into L2 teaching to PR undergraduates.
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Vishnyakova, Elizaveta, Olga Vishnyakova, Alla Minyar-Beloroucheva, and Polina Sergienko. "L2 teaching to PR undergraduates through theatre techniques elements." In 6th International e-Conference on Studies in Humanities and Social Sciences. Center for Open Access in Science, Belgrade, 2020. http://dx.doi.org/10.32591/coas.e-conf.06.01001v.

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Modern methods of L2 teaching aimed at improving its efficiency to overcome language barriers require the construction of the learning climate for undergraduates to develop professional skillsand competencies essential for their academic communication with ease and pleasure. The purpose of this article is to demonstrate one of the ways of achieving educational goals by creating positive emotions that PR undergraduates experience during L2 classwork through the introduction of the elements of theatrical techniques, which can help educators perform the tasks required to instill creativity. Effective L2 acquisition by PR undergraduates is allegedly best achieved through neutral emotions. Expressive and emotional actions in class create theatre-like atmosphere that disseminates positive emotions fostering education. The research has demonstrated the necessity to introduce theatre techniques elements into L2 teaching to PR undergraduates.
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Reports on the topic "Climat social de classe"

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Thompson, Stephen, Brigitte Rohwerder, and Clement Arockiasamy. Freedom of Religious Belief and People with Disabilities: A Case Study of People with Disabilities from Religious Minorities in Chennai, India. Institute of Development Studies (IDS), June 2021. http://dx.doi.org/10.19088/creid.2021.003.

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India has a unique and complex religious history, with faith and spirituality playing an important role in everyday life. Hinduism is the majority religion, and there are many minority religions. India also has a complicated class system and entrenched gender structures. Disability is another important identity. Many of these factors determine people’s experiences of social inclusion or exclusion. This paper explores how these intersecting identities influence the experience of inequality and marginalisation, with a particular focus on people with disabilities from minority religious backgrounds. A participatory qualitative methodology was employed in Chennai, to gather case studies that describe in-depth experiences of participants. Our findings show that many factors that make up a person’s identity intersect in India and impact how someone is included or excluded by society, with religious minority affiliation, caste, disability status, and gender all having the potential to add layers of marginalisation. These various identity factors, and how individuals and society react to them, impact on how people experience their social existence. Identity factors that form the basis for discrimination can be either visible or invisible, and discrimination may be explicit or implicit. Despite various legal and human rights frameworks at the national and international level that aim to prevent marginalisation, discrimination based on these factors is still prevalent in India. While some tokenistic interventions and schemes are in place to overcome marginalisation, such initiatives often only focus on one factor of identity, rather than considering intersecting factors. People with disabilities continue to experience exclusion in all aspects of their lives. Discrimination can exist both between, as well as within, religious communities, and is particularly prevalent in formal environments. Caste-based exclusion continues to be a major problem in India. The current socioeconomic environment and political climate can be seen to perpetuate marginalisation based on these factors. However, when people are included in society, regardless of belonging to a religious minority, having a disability, or being a certain caste, the impact on their life can be very positive.
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