Дисертації з теми "Échec scolaire – Prévention – France"
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Rosolen, Aline. "Causes, coûts et prévention de l'échec scolaire." Toulouse 1, 1999. http://www.theses.fr/1999TOU10062.
Scholastic tutoring is defined as a set of actions designed to foster a child' s success at school, implying efforts and resources, that are not found in the child' s family and social environment. Helping a child to do his homework and helping him or her to build a cultural background for knowledge is certainly at the center of such action. Our study was based on observations during a school year of the short term impact of extra-curricular activities
Petit, Ballager Frédérique. "Le traitement scolaire de "l'élève difficile", de la prévention à la précaution." Amiens, 2008. http://www.theses.fr/2008AMIE0010.
Lavaillotte-Masson, Madeleine. "Les classes d'adaptation des écoles maternelles et élémentaires dans le milieu des années 80 : prévention et traitement de l'échec scolaire." Paris 5, 1991. http://www.theses.fr/1991PA05H039.
Adaptation classes" in nursery schools and primary schools in France were created in 1970. They areaimed at helping children with learning difficulties to enter the process of instruction and to adapt themselves to ordinary teaching methods (prevention or treatment of scolastic difficulties). How do the teachers of "adaptation classes" search for means to achieve these aims ? Semi-directif interviews have been done with fifty teachers of "adaptation classes" working in a section of the Paris suburbs during the section year 19851986. These teachers mainly practice active pedagogical methods favoring a natural process of instruction (the pupils building knowledge themselves) to satisfy the children's basic needs. But there is a gap between these pedagogical methods and those practiced in most ordinary classes, which is an obstacle for the integration or reintegration of pupils of "adaptation classes" to the ordinary system. To reduce this gap, and also to decrease any feeling of exclusion or alienation that their pupils might feel, most teachers of "adaptation classes" establish professional contacts with their colleagues teaching ordinary classes, thus contributing to a general transformation of methods and to a better adaptation of the school system for all children
Cortet, Guy. "Prévention spécialisée et transmission de savoirs." Lyon 2, 2002. http://theses.univ-lyon2.fr/documents/lyon2/2002/cortet_g.
Navarro, Michel. "La pédagogie du regard ou la "stratégie du réseau"." Paris 10, 2001. http://www.theses.fr/2001PA100011.
Costa, Chantal. "La pédagogie institutionnelle en lycée professionnel : une praxis contre le syndrome d'échec scolaire." Paris 10, 2002. http://www.theses.fr/2002PA100028.
This thesis is made up of research with a class of level five at a vocationally-oriented lycee. The main hypothesis is that institutional educational methods of a psychaoanalytical trend (Oury and Vasquez) tend to liberate teenagers from the syndrome of school failure. Our thesis searchs for the process of mending between a destructive past and a new future. .
Veuillet, Danielle. "Le devenir des enfants d'un service de guidance infantile : médicalisation de l'échec scolaire." Paris 5, 1985. http://www.theses.fr/1985PA05H030.
Lemblé, Nelly. "La délinquance en milieu scolaire." Toulouse 1, 2004. http://www.theses.fr/2003TOU10032.
Contemporary national and international law attempt to protect children and students alike from abuse. As a result, consumerism has transformed the child into "king" and the student into "client". Notions of obedience, honour, respect and peace although claimed, are no more recognised as compulsory. The State advocates a double approach, both protective and educational, to give meaning to the notions of authority and schooling. This duality is indeed necessary and has to result in the co-operation of institutions to be effective. Now, not only is this cohesion not evident but delinquency in the cadre of the school system is indeed present. Company reforms to establish equality in terms of training have not removed failure in schools. The study of exogenic and endogenous factors in delinquency reveals that education received is the source of this syndrome. Societal vulnerability (Walgrave, 1992), combined with threatened parental authority and the development of sexism within the family unit transmit this emphasis of "survival of the fittest" to the new generation. Essential values have lost their meaning. The "bad" is made commonplace and the "good" demeaned for students whose profile is "aggressive", "vulnerable" or "fragile and unstable". It is reinvesting meaning to parental authority as well as the mission of schools that adolescents will again be able to know "who they are", "why they are here" and "where they are going". The key to avoid entering into delinquency in the cadre of the school system is the valued triangle between parents, teachers and students
Malqi, Mohamed el. "Difficultés scolaires des enfants de travailleurs marocains migrants en France." Paris 5, 1987. http://www.theses.fr/1987PA05H069.
This study, based on a series of researches in "Touraine" aims at establishing, as scientifically as possible, the main difficulties encountered by Moroccan migrants' children, the reasons of these difficulties and the possible means of solving them. It also focuses on some major point of the analysis such as sex, age, socio-professional category and the level of education. It also takes into account other important points which are often hidden through they are as important : the migrants conditions of living, the way they bring up their children ; the way these children are taught at school, the relational environment and so on. There are the principal characteristic of this study that it attempts to take into account main factors which could have an influence on people's behavior in order to establish their functional hierarchy and try to find possible ways of intervening on these factors.
Poirey, Jean-Louis. "Éspace géographique et réussite scolaire en Franche-Comté." Besançon, 1991. http://www.theses.fr/1991BESA1003.
Cidalise-Montaise, Marie-Dominique. "Communication dans le système éducatif martiniquais et exclusion sociale." Thesis, Antilles-Guyane, 2015. http://www.theses.fr/2015AGUY0850/document.
School failure, delinquency, violence, exclusion, are the scourge of modern society.In 1950s Martinique a number of devices were put in place to try and stop or at least reduce the magnitude of the phenomenon. Juvenile institutions, health and social systems were put in place. Nowadays additional options are available such as specialized classes and other special educational structures. These systems unfortunately have resulted in the further marginalization and exclusion of entire generations of children, putting them under a negative light, against the core principal of the very programs that were meant to help them. At the heart of the problem is the belief that things can change. Our goal is not to portray social actors as if they could change the world at will, but rather to try and understand the interaction between the different actors. There are dynamics at play within the educational interactions and available support systems, which lead to certain representations of some of the students. The individual is inhabited by its cultural back-ground or layer. It is part of the biological being, brain and nervous system, part of his or her entire body, interfering with a number of perception patterns and actions. The cultural layer of any individual is actually the least detachable of all layers. The individual gets his or her sense of uniqueness, identity and everything that allows him or her to interact with the world and others from this cultural layer.When getting into further analysis we notice that the individual can become aware of his or her cultural heritage, of his or her representations or habits. The self-image that results from this awareness makes for a richer representation of the cultural layer which can trigger either high or low self-esteem. Our idea of our image usually clashes with the image received from others. Each and every one of us has in some way or the other been judged by his or her respective family, by teachers or other students in the classroom. Everyone feels judged because of his or her own actions, his or her appearance, or what he or she appears to know. Nobody can fully protect him or her-self from judgements passed from third parties, and in some circumstances one might attempt to use these judgements to their advantages, especially when they could lead to more empathy or acknowledgement from a third party.This is the fundamental issue of the educational relationship that would, by allowing struggling students to increase their ambitions by the way of higher self-esteem, allow for better success.In the past, some students were condemned by the system and led to leave the school system early. The way the teacher would perceive the student and poorer children in general did not allow the said student to go beyond elementary school and he or she would very soon join the workforce. Nowadays, despite mandatory education through age sixteen, the representation we have of each student can still affect academic performance and lead to exclusion. This is what we will attempt to explain through an experiment conducted with the different actors in the education field and the tools at their disposal.Perception, performance, success, failure are the different axes of a problem that leads to the predetermined judgment of teachers and the consequences of said perception on the fate of some of the students, keeping in mind that an educator’s main task is to do everything in their power to pass all students
Ben, Belgacem Saâdia. "L'échec scolaire et l'échec de l'orientation professionnelle : recherche sur les causes." Paris 8, 1996. http://www.theses.fr/1996PA082092.
Kergosien, Alain. "Les décrocheurs sur place en lycée professionnel : le rapport à l'école des élèves qui sont au lycée." Nantes, 2009. http://www.theses.fr/2009NANT3040.
Gaillard, Bernard. "Prolégomènes pour une clinique d'accompagnement." Rennes 2, 1996. http://www.theses.fr/1996REN20027.
Prolegomenes for a clinic of accompaniment prevention in health and education uses two models, the hygienistic and eugenistic models. After dealing with prevention at school and its stakes, we test different educational systems and relations concerning children. We try to give clues on the presence and influence of man in the institution. The "clinic of accompaniment" is based on the maintenance of social ties. The thesis uses anthropological models together with institutional diagnosies, thus offering a medium for the various actors to transfer upon. We work about a projective model
Chacon-Avila, Luis. "Analyse d'innovations pédagogiques et institutionnelles pour adolescents en difficulté scolaire." Paris 8, 1997. http://www.theses.fr/1997PA081243.
Our problematical concerns youths in scholastic difficulty. In this senses, we have been interested in initiatives of struggle against the scholastic failure plugs by teachers them same. For this reason, we have wanted to know causes and proposed institutional remedies and in order that a detour by the history of the education was necessary. Furthermore, we have wondered the functioning of school and scholastic inequality causes. All along our research, our questioning has carried especially on differences of success of the various group social. Our objective was to seek in the historical evolution explanatory elements of phenomena that lives today school : the failure, the selection, the exclusion. These questions are linked to our problematical and our research shows that despite the different measure plugs all along the evolution of school having as goal the democratic functioning of the system, the exclusion is always present. Many research on the scholastic failure have been realized by taking into account a certain number of factors to majority of external sociological type to the scholastic establishment. Our work places inside the system to show that among factors of failure concerning these the affect have a particular importance for some youths in scholastic rupture. The plug in account of affective factors in the struggle against the failure allows, some disturbed youths, to have envy to learn, to recuperate the capacity to learn and to appropriate their apprenticeship. An other aspect of our work shows that difficulties to put in place a pedagogical innovation, such that the "module specifique de formation au second cycle", are linked to ideological position plugs of actors. We put in obviousness first the sum of difficulties to conquer to lead to well an innovation. Even if all actors of the educative act are agreement to participate in the struggle against difficulties, even if their declarations concerning the scholastic failure allow to imagine a realization of the magnitude of the problem, it results some that all proposal from action, mainly those concerning the affect, has to conquer enormously resistance, emanating, paradoxically, those and these that declare concerned by the problem
Morel, Stanislas. "L'échec scolaire en France (1960-2010) : sociologie d'un champ d'intervention professionnelle." Paris, EHESS, 2010. http://www.theses.fr/2010EHES0049.
This thesis deals with the "social problem" of school failure from the space of the profession al groups involved in its definition and / or remediation. This space is approached as a "field of professional intervention". We study its genesis during the 1960s, its structuration in the 1970s and its changes to the present day. The purpose is not only to consider epistemological controversies on the causes of the phenomenon and ways to solve it, but also competition between different professional groups or institutions whose activity is related to the care of children in trouble at school. Historically changing, such competition between practitioners nevertheless stabilize in multidisciplinary work organisation (educational, psychological, medical and "social") supposed to avoid corporatism and to permit the implementation of an appropriate response because global and concerted. After tracing the genesis of this type of work organization, the thesis analyze its effects on profesionnal issues, on the basis of a series of case studies conducted in three institutions for pupils academically deviant (an elementary school, a child guidance center and an hospital ward specialised in "Iearning disorders"). The ethnography of work (observations / interviews) allows also to display the plurality of responses to school failure as well as the technical and moral division of work of remediation in each of the three institutions studied
Reulier, Jocelyn. "Interactions verbales entre pairs et développement de la cognition chez des élèves en difficulté de compréhension en lecture." Nantes, 2012. http://www.theses.fr/2012NANT3009.
Recent data indicates that a significant number of students at the end of primary school are not able to understand simple texts (MEN, 2011; PIRLS, 2006). Therefore, new school reforms have emphasized the importance of teaching reading comprehension in a social constructivist perspective and to develop metacognitive skills which are generally lacking in struggling readers (MELS, 2001; MEN, 2008). Following this perspective, the authors of the reciprocal reading model (Palincsar and Brown) have shown the relevance of verbal interactions between peers to develop metacognition. However, little research has attempted to understand how verbal interactions between peers can develop metacognition. In this research, the researcher intervened for sixteen sessions with five students in CM1 with reading comprehension difficulties. He initiated and supported the verbal interactions between peers to allow them to arrive at a metacognitive level. In a qualitative/interpretive perspective, he tried to understand the role of verbal interactions between peers in the metacognitive development. This research helps to understand the process of verbal interaction, such as metacognitive, between peers and to have better understanding of the scaffolding process lead with students
Dolignon, Carole. "L'élève en difficulté scolaire : étude de cas en France, en Communauté française de Belgique et en Angleterre : contextes et spécificités transnationaux au carrefour du vécu émotionnel." Lille 3, 2008. http://www.theses.fr/2008LIL30034.
This research interests school difficulties of the middle school pupils in France, in French Community of Belgium and in England. Firstly, I examine the "pupil's job" and the educational system in the three countries. The comparison of these three systems reveals the differences in the contexts. I have studied the way pupil make the knowledge their own, give it meaning, and process the experience. Secondly, I explore their emotional experience at school (motivation, emotional dimension, relation with teacher). The aim of the comparative study was to clarify the interactions between a large number of relational and emotional pupil variables and the school experiences. The purpose of the present research is to identify how pupils (on sex, country and school profiles) perceive their school environnment. 90 students (15-16 years old) were asked to draw the school and speak the landmark events which were to account for their school experience (successful pupils and pupils who have been confronted to failure with learning difficulties and/or behavioural difficulties and drop out). Within this trilogy (relation to school and knowledge and relation with teacher). I conducted a study of ninety drawings and interviews of pupils, analyzed under headings : relation to space and school time, relation with teacher and relation to the body. Between the three cases, I have established similarities and differences. I tried to find correlations between their statements and their school or school background. Parts of these representations are collectively shared : the results shows five metaphors on school (the war, the dumb, the factory, the hell and the prison)
Cèbe, Sylvie. "Développer la conceptualisation et la prise de conscience métacognitive à l'école maternelle : effets sur l'efficience scolaire ultétieure du CP au CE2 : une contribution à la prévention de l'échec scolaire des élèves de milieux populaires." Aix-Marseille 1, 2000. http://www.theses.fr/2000AIX10116.
Hazard, Sylvie. "L'action d'accompagnement à la scolarité dans le département de la Somme : histoire d'un malentendu entre acteurs." Amiens, 2012. http://www.theses.fr/2012AMIE0024.
The actions to support the school in question are situated in the departement of France : Somme. Those with financial support from the social administration are studied. This action is recorded in the social support contracts who have the RSA (minimum allocation). This is particulary angle of approach. The first part concerns the socio-historical context and institutional device to fight against school felure. The local version is studied, the device is managed by a national charter, 16 actions are considered at the departemental level, looking at the interactions between the different actors : teachers, social workers, youth workers, parents. The analysis of interactions is achieved, the perspectives on the actions to mesure the performances of each. The main issue is that the action is social or educational. The differences in perception is the basis of misunderstandings between actors. Indeed, if parents and professionnals agree on academic achievement for way to succeed, there are differences. The parents are judge : resigned, the do not have good methods for education. The are responsible of the difficulties of children. The action is the socializing action, the action is imposed on parents. The partenership does not exist. The nevels of misunderstanding and ambiguity are noted in the charter, in the operation, waiting for parents and professionals. Finally, parents are suspected to discharge when they believe help by sending children on the action
Ould, Ferhat Laurence. "Parcours scolaires, socialisation professionnelle, transmissions intergénérationnelles : le cas des bachelliers de la massification scolaire." Versailles-St Quentin en Yvelines, 2004. http://www.theses.fr/2004VERS021S.
What should one think of the policy, launched in 1985, of “leading 80 percent of a generation to the baccalauréat”? One always hears people say that “the baccalauréat is worth nothing”. I wanted to know how one can arrive with a qualification believed to be worth nothing. In addition to historical data and national statistics, I have collected the educational and professional trajectories of “achievers of the baccalauréat by social engineering” (since the 1990s). This group consists of people who found themselves unable to go on to higher or further education due to an accumulation of gaps of knowledge during difficult school careers. I have taken into account both their educational and professional, subjective and objective experiences, reconstructed by interview. The “baccalauréat” is an intermediate; ambivalent qualification which, despite its devaluation, still constitutes a reasonable starting point for professional life, thanks to its value as cultural and symbolic capital. I have shown, by introducing a social comparison between middle class and immigrant working class children in order to account for intergenerational transmission of knowledge, how class differences at equivalent educational level alternate with generational resemblances. I found a “common condition of achievers of the baccalauréat” which reflects the landmark social changes (democratisation/devaluation of qualifications) and contrasts strongly with the experiences of the parent generation during the post war years until the 1970s (less education but better employment opportunities)
Maulik, Manas Kumar. "Adolescence and school failure : a comparison of school dropout in India and France." Thesis, Nice, 2015. http://www.theses.fr/2015NICE2016/document.
In last few decades priority has been given to prevention of school dropout which not only affects the future economic and social status of individual but also presents a huge problem for his family, his children and his country. In this study, we compare school drop in two countries, India and France, very different, but concerned with drop-out at various degrees.In chap. 1, we compare structure, history and functioning of education system in France and India, using significant factors like students’ enrolment, reading ability, economic status of families and resort to private tuition. We conclude with a brief reminder of the psychological development of adolescents and its impact on learning.Chapter 2 is devoted to the dropping out study. We examine the variations of its definition according to countries, its causes, external (dwelling place, cultural environment, parents’ illiteracy) and internal (basic skills deficiency, grade repetition, teacher expectation), its consequences (unemployment, illiteracy, decline of GDP, social climate disturbance) and its remedies (regular educational surveys, adult education, educational strategies).In ch. 3 we present the surveys we have carried out in collège Leï Garrus (Var) and Lakshmipur Shamidji Seva Sangha High school (Lakshmipur) with 15-16 aged students, on the basis of PISA questionnaires regarding basic skills and teacher-student relationship. We underline resemblances (failing in language and mathematics) and differences (drop out external causes, extra-school tuition). Finally, we emphasize the limits but also the need of the comparative approach, defending an intercultural perspective of education research
Carpentier, Claude. "Echec et réussite à l'école élémentaire dans le département de la Somme entre 1880 et 1955 : non-valeurs scolaires et accès au certificat d'études : aspects sociaux et pédagogiques de ce qui fut pas une affaire d'Etat." Paris 5, 1992. http://www.theses.fr/1992PA05H009.
Failure at school emerged, as a social problem in France in the early 1960s. Between 1880 and 1955, the very concept itself did not exist, which does not mean that the phenomenon did not exist. If failure at school was not a political issue, local sources (the department of the Somme) give grounds for a critical revaluation of the theory of the "golden age" of the primary school. As for the primary leaving certificate, the crowning glory of the primary system, whose main purpose used to give social validity to what was the standard level of schooling, it served for a long time to divide the school population into the elite and the rest, despite a gradual process of democratization. Basing itself on the notion of the "epistemological obstacle", this study aims to bring out what it was that hindered the emergence of the concept as a social problem and also as an educational problem. On the former point, two categories of obstacles have been observed. From the political-ideological point of view, a belief in the need for social control expressed in ministry of education circles gave way, after the First World War, to an individualist ethic. It was the elite and not those who failed who interested them at the time. From the social-institutional point of view, the school system went through some significant upheavals. The goal of educating the people gave way to the democratization of the selection of the elite which was itself
Schiff, Claire. "Situation migratoire et condition minoritaire : une comparaison entre les adolescents primo-arrivants et les jeunes de la deuxième génération vivant en milieu défavorisé." Paris, EHESS, 2000. http://www.theses.fr/2000EHES0038.
Goldstein, Eveline. "Résilience scolaire et santé mentale des jeunes de France et d'Israël." Toulouse 3, 2008. http://thesesups.ups-tlse.fr/3092/.
In handicapped environments, those who succeed in spite of risk factors are called " school resilients ". What is the part of education and culture or the part of the individual in this success ? Do the parents transmit the desire to get through ? 220 French and 240 israelis aged 13 to 16 were observed. Their success was assessed by an average of school performance and a average of social adaptation. We have observed the interactions between risk factors of adverse environments ans protections factors such as " adequate parental education " and " percieved mental health " by the adolescents. Our results confirm that scool resiliency is the result of multiple interactions between the individual and the environment. The resilient adolescent is affected by his adverse environment (parental and cultural) but he modifies his environment and constitues an active agent of his adaptation. A state of tensions might yield progress. The resiliency is an attitude, in contre reaction to difficulties. This attitude might be stimulated in pupils having difficulties
Ba, Abdoul Hamady. "Analyse des rapports entre les familles et l'école : cas des familles peules issues de l'immigration." Paris 8, 2004. http://www.theses.fr/2004PA083655.
This doctorate thesis aims at studying the relationships between immigrant Fula families and school. It examines the specific factors causing the children of those families to fail in school. The cultural feature named "palaagu" by Fula people often conflicts with the way French school works, resulting in misunderstanding between Fula families and school, which make think that such misunderstanding may also exist with other African communities. Removing this misunderstanding would require the teachers to be more well-informed about their pupils' culture
Bernard, Pierre-Yves. "La politique de traitement du décrochage scolaire : le cas de la mission générale d'insertion de l'Education nationale." Nantes, 2009. http://www.theses.fr/2009NANT3022.
Some education policies are structured in response to the dropping-out problem, in order to develop actions towards early-school leavers, or youth at risk of early-school leaving. This thesis aims to analyse the unusual position of the dropping-out treatment in the French education policy, and the effects of this policy for the youth. It is based on a field survey of local managers of a Mission générale d’insertion (MGI), and about young dropouts who undergo the MGI programs. In order to understand the construction of this form of policy, an institutionalist theoretical frame is used, considering that the school system is embedded in a societal pattern, and analysing the justification of social action based on stable principles, called conventions. These conventions direct education policy in a certain way. In France, the battle against dropping-out is not obvious, because of the domination of the academic convention, in which students are competing for academic achievement. This explains the marginal position of the MGI in the French school system, and their difficult integration within the schools themselves. The MGI aims to orientate educational principles toward a relationship between training and the labour market, as others youth school-to-work programs, according to a vocational convention. Nevertheless, its real action is bring ing dropouts back to school, and access to certification. The MGI has a positive effect on both these goals, to the exception of academically disadvantaged students
Pagan, Robert. "Refus scolaire, symptôme d'échec intégratif : le cas d'enfants et d'adolescents placés en institution spécialisée." Amiens, 2007. http://www.theses.fr/2007AMIE0026.
Rouault, Rémi. "La démocratisation de l'enseignement en France (1985-1993) : essai de lecture géographique des disparités du système éducatif français." Caen, 1994. http://www.theses.fr/1994CAEN1158.
School delicratization is a recurrent topic of French politic debate. After an historic resume and utilizable official informations analysis, school system evolution is observed at three levels : national level, regional level and local level. Between 1985 and 1993, school failure is decreasing but democratization is not achieved. Even if pupil’s numbers reach demographic effectifs, large inequalities stay from a school to one another. Now main differences oppose schools in cities, democratization is not complete and educational system is dual. More pupils study longer, yet 10% of pupils leave school with a low qualification level. The gap is increasing
Vivent, Céline. "La lutte contre le décrochage scolaire : de l’initiative locale à l’expérimentation sociale." Caen, 2013. https://tel.archives-ouvertes.fr/tel-01424257.
The experimental approach is not completely new in France, in the field of public action, especially for the implementation of social programs. However, the experimental design knew a particular development with the 2008’ law generalizing the “revenu de solidarité active” –rSa, Active Solidarity Income – and the creation of the “Fonds d’Expérimentations pour la Jeunesse” – (FEJ, Fund of experiments for youth) which aimed at steering projects in favour of young people, among which those targeted at early school leavers. Innovation lies in the fact that social scientists steer these projects during the evaluation process. As social experiments aim at enhancing local initiatives in order to point out their utility and their ability to be generalised, one may wonder if they will allow the creation of new intermediate areas, which would make possible for the concerned actors (working in the area of social action or schooling, policy makers) to elaborate collectively common rules and solutions, whereas their fields of intervention are usually compartmentalized. While reminding that the issue of early school leaving is altogether a social, educational and political issue, this thesis tries to draw some transversal outlines out of four social experiments built for the struggle against drop-outing. Arising intermediate areas make appear four dimensions of the fight against early school leaving: the share of a definition of the prioritized public; the unequal spatial distribution of the social factors influencing the risk of dropping out; the individual timing of the “back-to-school” process; lastly the share of information relative to early leavers
Jacquemart, Antoinette. "Les déperditions d'élèves en France 1960-1985 : ce qu'elles révèlent, ce qu'elles suggèrent." Lyon 2, 1990. http://www.theses.fr/1990LYO20054.
This research aims at identifying how stable was the french school attribution of form numbers of pupils along the 12 level; for 27 years, the average of the last form number is about 13 of the initial one, in spite one, in spite of increase and reforms; the key ratio to national a local percentages is the number of baccalaureates to form numbers. Attrition seems so to be the relation between the structure and nature of the system and national numbers. But the out put, though regulated, depends on the structure of populations : locally the gap between best and worst reaches 15 pts on large areas to 28 pts (DEPRTMTS) and 40-60 on district scale. This raises two questions: what is the nature of the system? How and why does it depend on the influence of surroundings (economic, social, professional), specialy during the first 7 years of schooling?The second part deals with age, sex and social belonging of pupils in connexion with the system. In each social group, there are pupils fitting with it, but it is largely depending on cultural and professional levels of parents and schools; anyway there is a gap for 2 3 of the pupils, early enough, between our didactics and their types of cognition. This raises the next questions: how does brain work? What is the part of relationship between growth and the acquisition of meaning? What can we trace out of school bulletins showing off personal cognitive routes in skills and performances?
Daverne, Carole. "Echec scolaire ou déclassement des classes favorisées ? : recherche sur des "héritiers...déshérités"." Rouen, 2003. http://www.theses.fr/2003ROUEL441.
Our research shows that academic difficulties and social downgrading can be found in classes that are favoured with cultural and social stock. We question the reasons why this cultural stock is not transmitted where it is expected to be. We have approached both quantitatively and qualitatively, led with secondary school students and adults who have experienced a " failure " situation. The notion of " failure " here refers to a standard of achievement that is desired and/or expected but could not be reached. We have made it obvious that the people investigated about are heirs : not only do they own a social and linguistic stock, but also an embodied cultural stock they can't get rid of. Nevertheless, if denying the inheritage faces with limits, upholding the whole family inheritage through generations passing cannot be taken for granted. Family, the educational system, the relationship patterns or the social evolution and the time of youth may impede the process
Bonnet, Jérôme. "Adaptation psychosociale en milieu préscolaire : contributions d'une approche pragmatique, holistique et développementale au dépistage et à la prévention des difficultés d'ajustement." Toulouse 2, 2003. http://www.theses.fr/2003TOU20107.
Primary and secondary prevention programs in preschool settings provide powerful means for overcoming early adjustment problems. Unfortunately, empirical research has often neglected the ecological validity of measures of adaptation, and has rarely described proximal processes sustaining or disrupting specific developmental pathways. The three empirical studies in this dissertation attempt to correct these issues. Participants aged two to five included Québécois (N=737), French (N=669), and Portuguese preschoolers (N=221). On three occasions during the school year and following yearly transitions, teachers provided assessments of children's psychosocial functioning. Variable-centered analyses revealed that teacher's evaluations were similarly structured across sites. Principal component analyses revealed three general factors (Competence, Externalization and Internalization) that were sub-divided into Academic & Social Competence, Assertion & Aggression, and Anxiety & Withdrawal. Person-centered analysis using dimensions as classifying criteria revealed five adaptation profiles. Dominant, Friendly, and Shy children were well adjusted to social demands; Turbulent and Withdrawn children seemed at risk for personal adjustment. Longitudinal data indicated that within year stability was greater than between years, suggesting differential constraints for specific modes of adaptation. Adjusted children were most likely to remain stable, Turbulent children benefited most from group transitions, while Withdrawn children had a higher probability of functional re-organization within a school year. Overall, results show that teacher assessments provide reliable data for identifying "risk profiles" and "risk trajectories", and offer a balanced and flexible means for evaluating signs of early dysfunction within a given developmental period
Pourcelot, Charlotte. "L’influence de la surabondance informationnelle sur le non-recours au tutorat méthodologique en première année universitaire." Thesis, Mulhouse, 2015. http://www.theses.fr/2015MULH9536/document.
French universities are in crisis because the failure and dropout rates among students have remained high for years. The existing reforms or those being tested are all pursuing the same purpose: achievement. When many assistive devices are now offered to students, this work will be dedicated to the further development of works undertaken on the non-use of methodological tutoring. For this purpose, it will interrogate the variable “information” and will focus on three hypotheses.- Freshmen have limited focusing capacities which do not allow them to make reasonable choices.- Information overload in the first university years does not allow students to use the methodological tutoring. - The “committed” students, who receive clear information about the potential and objectives of this aid scheme and who use it in the best possible manner, succeed.We have used two complementary survey tools to test them.First, twenty-two tutors have been interviewed, as well as the director of studies and university life and three directors of Training and Research Faculty. The results of such qualitative on-site investigations show that methodological tutoring is suffering from lack of information, and efforts must be made in this field. Sources of improvement, in order to inform efficiently the newcomers and increase the attendance rate in tutoring sessions, are thus introduced.Second, 392 freshmen, from the three faculties of the University of Haute-Alsace (UHA), completed questionnaires we gave them. This survey was conducted to determine if undergraduates had been well informed about the potential and objectives of the methodological tutoring and to establish a link between the student using a personalized methodological or educational support and the support mechanism itself in the achievement of the objectives of the plan. The potential of such a tool has been questioned, as well as the characteristics of its users in Ben Abid-Zarrouk’s « modèle d’efficacité individuelle d’un dispositif d’accompagnement méthodologique ou pédagogique » (2013).This research shows that students, who establish optimal achievement strategies, care about information related to the potential of success assistance schemes, find it useful and are then satisfied with it, can make it better than the others, including the tutored ones. So, based upon factor analysis, this cohort can be divided into five classes: “The School-goers”, “The Idle Ones”, The Stragglers”, “The Blameless”, “The Unsuitable Ones”, and eight variables related to tutoring have been characterized
Allier, Agnès. "La construction de l'identité opératoire chez des enfants de CE1 : d'une taxinomie de l'identité figurative à l'identité opérative pour la mise en place d'un diagnostic." Lyon 2, 2001. http://theses.univ-lyon2.fr/documents/lyon2/2001/allier_a.
The aim of this research is to understand how pupils defined as "being without learning disabilities", suddenly do not adapt when faced with the demands imposed by the CE1 (7 years-olds). The CE1, trough the impossibility of certain pupils to solve the new situations proposed wrill reveal, by plan of the performances, a dysfunction in the level of the competencies. We assume the hypothesis that the increasing importance accorded to various quantitative techniques (mumbers, length etc) require the acquisition of an operative reasoning following the development of the cognitive structures genesis. We have performed this study in the theorectic field of cognitive psychology and we have leaned on the work of J. Piaget and his collaborators. We have used some piagetian lasks to establish our manipulation, wich enabled the collection of data. This data is analyzed according to several aspects : the centralization of the difference-ressemblance, of the object or its criteria of the subject-object-transformation, of the perception-evocation-transformation, the causation, the three arguments of conservation. Thus we obtain various taxonomies that we organize genetically into a model that allows to situate pupils in disabilities while situating their thinking processes. This study should allow the possibility of setting up remedial as well as preventive actions
Sissoko, Tiefing. "L’état de la réussite dans l’enseignement supérieur : cas des étudiants de l’UFR SESS-STAPS à l’UPEC." Thesis, Paris Est, 2013. http://www.theses.fr/2013PEST0024.
The changing educational environment that has occurred over the last four decades invites us to rethink the issue of academic achievement. The metamorphoses of student population and organisational systems of university studies have caused important difficulties, especially on the access to university diploma and on students’ professional integration conditions. Given these difficulties, research, greatly oriented to the analysis of failures and student dropouts, has focused on the student issue in order to try to understand the explanatory mechanisms of phenomena observed in universities. Our approach breaks with this sociological tradition by highlighting the weaknesses, flaws and lacks of a population. It analyses conditions for success concerning students registered in SESS-STAPS UFR at UPEC University. This research focuses on the analysis of students’ path so as to isolate in a better way the explanatory factors of their success. Those who succeed are they really different from those who fail or quit university ?The elements of definition for success in this thesis and the collected data enable us to understand that university studies are far from being a foregone conclusion. It is possible to determine important successes of some students given to be underdogs from the start of the academic year. Our methodological investigation apprehends these different mechanisms working within academic careers of bachelor students
Ghoreychi, Rad Salari Fakrolsadat. "Confrontation des crises chez des adolescents : contribution à l'étude de la variabilité interculturelle (France et Iran)." Montpellier 3, 2002. http://www.theses.fr/2002MON30035.
Cayouette-Remblière, Joanie. "Le marquage scolaire : une analyse "statistique ethnographique" des trajectoires des enfants de classes populaires à l'Ecole." Paris, EHESS, 2013. http://www.theses.fr/2013EHES0060.
Mass education has changed the role school plays in life cycles since the 1980's. However, students from low socio-economic backgrounds are still more likely to drop out from school than students from privileged milieus, and less likely to get the most prestigious credentials. This dissertation thus explores: (1) why and how lower-class students fail or succeed at school in the age of mass education, and (2) what a new and prolonged socialization period at school me ans for these students -in terms of schemes of perception, but also of social dispositions. This thesis draws on original and rich materials (notably individual school files), and on a new analytical method, which relies on what 1 cali "ethnographical statistics". Namely, 1 use school records to get a fine-grained perspective on the school and professional careers oftwo cohorts of students, and 1 systematically confront the results to those of parallel ethnographical investigations. This method will be presented in a preliminary chapter. The thesis is then divided into three parts. The first part sets the social and geographical stage of the study. The second part offers a new perspective on the development of inequalities within the collège unique. The third part analyses the social and institutional mechanisms which drive selection processes at the end of middle school, throughout high schools, and within vocational education
Espitalier, Lydie. "La sociabilité des élèves scolarisés dans l'enseignement spécial." Aix-Marseille 1, 2001. http://www.theses.fr/2001AIX10079.
Kovarski, Caroline. "Impact des troubles visuels sur la performance scolaire." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20004/document.
Many students understate their visual discomfort, although it may have an educational impact. We studied the prevalence of visual disorders among students and compared these results to their academic level.Between September 2012 and April 2013, four hundred students between fifteen and twenty two years of age responded to a questionnaire followed by a visual screening (refraction and binocular vision) in order to detect any visual discomfort that they might be unaware of. When visual problems were detected, the participants were asked to have an ophthalmology and orthoptic assessment. Then the participants’ academic performance was appraised and subjects were reviewed to determine whether wearing the appropriate optical correction or taking orthoptic care have improved their grades.The results indicate that the questionnaire score is very significant to predict the probability of having academic difficulties or vision problems, that ametropia and accommodation anomalies increase academic difficulties and that binocular vision disorders are even more disadvantageous. Moreover, not spontaneously expressing visual discomfort doesn’t mean that there are no visual defects.Once controlled by variables commonly used to explain academic difficulties (e.g. academic delay, occupational category, gender, etc.) a significant proportion of participants’ academic difficulties are related to vision anomalies. Therefore, vision screening among adolescents appears to be necessary, especially if there are academic difficulties. In addition, the questionnaire used in case history seems to be an effective tool to detect vision anomalies and should be validated with a larger sample
Dorison, Catherine. "Les métiers de l'échec : face à l'échec scolaire la construction de nouvelles spécialités chez les enseignants de l'école primaire, en France, 1960-1990." Paris 5, 2005. http://www.theses.fr/2005PA05H051.
In 1970, the introduction of the psycho-pedagogic support groups led to a new type of work division. Regular teachers on the one hand and specialized teachers on the other : school psychologists, counsellors in psycho-pedagogy or psychomotivity, not in charge of the class of pupils. The present work tries to expound the specific conditions of the introduction of this new profession in the sixties. It analyses the deep changes in the way of classifying pupils' academic failure, related to a new acknowledgement of the notion of "mental deficiency", in the context of institutional rivalry between the French ministry of Health and the French ministry of National Education. This work also seeks to put forward the counsellors' effort to build a specific professional identity, as well as the link between the construction of this new identity and the proposal by the counsellors to their teaching colleagues of new interpretations upon situations of academic failure in primary schools
Munk-Farrugia, Maria. "Théâtre et culture fondamentale dans le système éducatif." Paris 3, 2002. http://www.theses.fr/2002PA030014.
Using theatre as a tool for to master the French language, making the pupils discover how that language works thanks to a yearly project, the aim of which was the making of a theatrical text and its performance, was my objective when I arrived at the secondary school. However there were two obstacles, the first one is that school has got no meaning for the pupils, and the second one is the existence of groups of people who influence others in a way or another, and who behave as leaders. All in all, the pupils refuse to make effort, they are desobedient. Absenteeism, illiteracy and verbal violence are part of the school panorama to day. In 1995/197, new ministerial instructions give the French teacher a threefold mission : to teach the common language to lead the way to a common culture which gives access to citizenship : more than ever, the question of making sense is a central one. It is always to theatre that I resort. .
Remazeilles, Lucile. "La consommation abusive d’alcool chez les jeunes et la prévention des risques mise en place à l’école : Étude auprès de jeunes de 15 à 22 ans au sein du service d’Urgences d’un hôpital." Thesis, Université Côte d'Azur (ComUE), 2017. http://www.theses.fr/2017AZUR2010.
The young people have their own identities. Subjects of numerous studies, beforehand they were often said to have intentions without being questioned. One of the goals of school, a privileged place for their socialization, is to protect the youths it is responsible for. So, it sets up prevention and more particularly the one concerning drunkenness, a real problem of public health. The main part of our corpus is made of the list of admissions for the heavy drunkenness of the 15 to 22 year-old youth in an Emergency department of a Hospital in a French town, questionnaires distributed to those patients and their parents (111 for the patients, 26 for the parents) as well as participant observations and (16 interviews). This study takes into account the 2008 admissions made during four periods of a year from 2009 to 2014. This work aims at understanding the young people, their drunkenness, their expectations and the challenges of a relationship parent/child/school. Such intoxications are worrying but they may eventually be only fantasized and they could be mastered thanks to the joint action of parents and school, together with its partner external agencies
Korsu, Emre. "Mécanismes et implications des disparités socio-spatiales et de la ségrégation urbaine : le cas de la région parisienne." Institut d'urbanisme de Paris (Créteil, Val-de-Marne), 2002. http://www.theses.fr/2002PA120052.
This work is a contribution to the analysis of processes that foster socio-spatial disparities within urban agg and of the social implications of these disparities. It purchases the double goal of evaluating the contributions of spatial and non-spatial factors to the dynamic of socio-spatial disparities and of testing the hypothesis of negative extemal effects due to the spatial concentration of poor populations. Conceming the first objective, a number of studies has been developed in order to evaluate the role of three factors in te widening of the social gap between communes of the Ile-de-France region during te 1980s : residential mobility, family structure of households and economic inequalities. Concerning the second objective, a statistical analyse was conceived in order to determine whether ceteris paribus, youth encountered a higher risk of dropping out of school without any certificate when living in the poor areas of the Parisian agglomeration
Bouchami, Hamadi. "Les difficultés scolaires chez les enfants d'immigrés algériens." Paris 5, 1986. http://www.theses.fr/1986PA05H045.
The first part of this thesis consists of a study of the Algerian migration and school failure in France. In the second part, from a survey made in children of Algerian immigrants going to secondary state schools in the Paris area, it is demonstrated that among these children schools difficulties are more linked to the school and social environment than to the family
Zakari, Sandra. "Syndrome d'épuisement scolaire et dépression à l'adolescence." Thesis, Strasbourg, 2013. http://www.theses.fr/2013STRAG039/document.
The present thesis investigates the links between burnout, academic stress and depression among adolescents. The study is based on two main approaches. In the first approach, quantitative and statistics results are obtained about the links between the three main variables within a sample of 1006 high school students. In the second approach, around twenty qualitative and longitudinal case studies are conducted using semi-directional interviews and projective Rorschach and TAT tests. Statistically, the three main variables show significant positives links. Burnout is explained by academic stress and depressive symptomatology is explained by burnout. Burnout is a mediator between academic stress and depressive symptomatology. A “school burnout” is indeed observed among high school students. It differs from depression by its exclusive exogenous pathogenic academic stress causality. It mainly roots on the work inter-subjective bonds. Burnout is independent from a specific psychic organization or structure. Burnout and depression links have thus been identified, allowing to consider prevention and/or therapeutic perspectives
Ducrot, Thierry. "L’autogestion pédagogique en SEGPA, une voie pour l’autodidaxie." Thesis, Paris Est, 2013. http://www.theses.fr/2013PEST0010/document.
In 1791, Condorcet set the self-directed learning at the heart of his education project. He wishes to give every citizen, and in particular to those who are not lucky enough to be born in wealthy families, the means to educate by oneself. For Condorcet, self-directed learning has a triple aim: compensatory, emancipatory and empowering. The school must teach to learn how to educate oneself throughout life. Self-directed learning requires a learning process and the schoolmaster has to be a guide to this process. Unfortunately, his project does not succeed.Some two centuries later, the self-directed learning is being brought up to date and cited as a need to constantly adapt to contemporary society in which knowledge has become an important socio-economic issue as well as a need to respond to the crisis of educational institutions.This thesis is the outcome of an educational experiment that has been conducted for six years in Evire middle school, Haute-Savoie. It will explore the effects of self-education to promote self-taught posture among pupils who are struggling and whose counselling is targeted to secondary school SEGPA classes. Self-directed learning is conceived as an educational device embodying the guidance of Condorcet. The study of self-directed learning in schools has helped to highlight the richness and limitations of such a pedagogy depending on established or establishing plans and ways of supporting them
Landaud, Fanny. "Essays on Contextual Determinants of Educational, Work and Family Trajectories in France." Thesis, Paris Sciences et Lettres (ComUE), 2018. http://www.theses.fr/2018PSLEH097/document.
This thesis is composed of three independent essays studying the role of the schooling and social environment in which individuals make their educational, work or family decisions. The first chapter studies the impact of enrollment at a more selective Parisian high school on students' performance and choice of field of study. We compare students' educational outcomes depending on whether their 9th grade standardized score fell just above or below an admission threshold, and we find that enrollment at a more selective high school has no impact on students' performance but induces female students to turn away from scientific fields and settle for less competitive ones. Our results are consistent with lab-experiment findings on gender differences in attitude towards competition and bad grades. The second chapter analyzes grade repetition in higher education and focuses on the spillover effects induced by grade repeaters on undergraduate freshmen. We distinguish between spillovers effects induced by higher- or lower- achieving repeaters to disentangle class size from composition effects, and we find that grade repetition generates little congestion effects but has important negative composition effects. We show that the performances of freshmen are very sensitive to the number of higher-achieving repeaters while they are not impacted by the number of lower-achieving repeaters. One potential mechanism would be distortion in teaching practices. The last chapter studies the impact of temporary contracts and youth unemployment to explain observed delays in age at first cohabiting relationship and in age at first child. Using French data on the work and family history of large samples of young adults, this chapter provides evidence that access to permanent jobs has a much stronger impact than access to temporary jobs for family formation. According to our estimates, about 25% of the increase in age at first cohabitation and about 40% of the increase in age at first child observed during the second half of the century can be explained by the rise in unemployment and in the share of temporary jobs among young workers
Charles, Rodolphe. "La prévention du SIDA et des MST pour les adolescents scolarisés : à propos d'une expérience originale de pédagogie participative dans quatre établissements scolaires de la ville de Saint-Etienne." Saint-Etienne, 1994. http://www.theses.fr/1994STET6214.
Zmourod, Amira. "L'influence des représentations de la beauté physique et morale dans l'estime de soi chez des élèves de collège en France." Thesis, Montpellier 3, 2011. http://www.theses.fr/2011MON30017/document.
The purpose of this research is to examine the relationships between self-esteem and success at school according to the beauty, the culture and gender of schoolgirls and schoolboys. The general self-esteem has a notable impact on some areas (failure and success, family situation, etc...). Our research aims to study the link between self-esteem, physical as a moral beauty and school success of college students in France. Self-esteem and academic success were measured among the students of two groups of college students (group A, in which the students satisfy the criteria which contribute to identify the character of the beauty of the list set by us and group B in which the students do not meet these criteria). 120 students in the preparatory stage in 8th and 9th grades have participated in the research that has a purpose to know the effect of the physical and moral beauty on the self-esteem and the academic success. The results of this study show differences in general self-esteem between students of both groups A and B. As well, the hypothesis that physical beauty is one of the areas of self perception which is most strongly linked to the general self-esteem of students has been fully affirmed. [etc.]