39 research outputs found
Lâimplication parentale pour favoriser lâengagement lors de la transition primaire-secondaire : perceptions de parents et de leur adolescent Ă risque de dĂ©crochage scolaire
Cette Ă©tude a visĂ© Ă dĂ©gager les types dâimplication parentale favorisant lâengagement dâadolescents Ă risque de dĂ©crochage scolaire (DS) lors de la transition primaire-secondaire (TPS). Pour atteindre cet objectif gĂ©nĂ©ral de recherche, des entrevues individuelles semi-dirigĂ©es ont Ă©tĂ© menĂ©es auprĂšs dâadolescents ainsi que lâun de leurs parents, ce qui a confĂ©rĂ© une originalitĂ© Ă cette recherche. En effet, elles ont permis, Ă la fois, de donner la parole Ă des adolescents, une pratique peu rĂ©pandue en recherche, et de rendre compte de la variĂ©tĂ© des perceptions relatives Ă la description de lâengagement dâadolescents et de celle de lâimplication parentale visant Ă le soutenir. Cette Ă©tude a pris la forme dâune recherche qualitative, exploratoire et descriptive adoptant une perspective interprĂ©tative, et la collecte de donnĂ©es a Ă©tĂ© rĂ©alisĂ©e auprĂšs de 11 parents et 11 adolescents Ă risque de DS lors de la TPS.
Les rĂ©sultats ont rĂ©vĂ©lĂ© que, mĂȘme si lâengagement des adolescents a globalement Ă©voluĂ© positivement lors de leur TPS, leur manque dâintĂ©rĂȘt pour une discipline, soit un manque dâengagement affectif, a influencĂ© nĂ©gativement leur engagement comportemental et cognitif. Lâengagement affectif apparait alors antĂ©rieur Ă lâengagement comportemental et cognitif et il les influencerait.
Par ailleurs, les adolescents ont rarement reconnu de façon explicite lâinfluence de leur parent sur leur engagement; Ă lâinverse, tous les parents ont exprimĂ© leur intime conviction quâils jouaient un rĂŽle fondamental auprĂšs de leur adolescent. Les parents ont insistĂ© sur lâimportance dâadapter, aussi souvent que nĂ©cessaire, leur implication en fonction des caractĂ©ristiques et des besoins de leur adolescent, ce qui laisse entendre que leur processus dâimplication parentale est dynamique et continu. Ces rĂ©sultats diffĂšrent du modĂšle proposĂ© par Hoover-Dempsey, Whitaker et Ice (2010), car ce dernier prĂ©sente un processus dâimplication parentale linĂ©aire qui ne tient pas compte de telles adaptations.
En derniĂšre analyse, quatre types dâimplication parentale favorisant lâengagement ont Ă©tĂ© dĂ©gagĂ©s : le soutien scolaire, la socialisation scolaire, la communication parent-enseignant et la supervision parentale. Câest toutefois le soutien parental qui a Ă©tĂ© identifiĂ© par les participants comme Ă©tant le type dâimplication parentale le plus important puisquâil visait lâaide aux travaux scolaires et le dĂ©veloppement de lâautonomie des adolescents lors de la prise de dĂ©cisions. La socialisation scolaire a plutĂŽt Ă©tĂ© liĂ©e au dĂ©veloppement des sentiments de compĂ©tence et dâappartenance sociale des adolescents par lâentremise de la communication dâattentes parentales rĂ©alistes et atteignables. La communication parent-enseignant, quant Ă elle, a Ă©tĂ© associĂ©e Ă lâaugmentation de lâengagement affectif puisquâelle influe positivement sur la relation enseignant-Ă©lĂšve.
Enfin, des recommandations pertinentes pour les milieux de pratique ont Ă©tĂ© formulĂ©es comme des formations concernant lâengagement, lâimplication parentale, la prĂ©vention du DS et la TPS pour les parents, les enseignants et les adolescents ou la poursuite de recherches participatives avec des enseignants-chercheurs concernant, entre autres, les pratiques dâimplication parentale et les interventions pour augmenter lâengagement des Ă©lĂšves Ă risque de DS lors de la TPS.The aim of this study was to identify the types of parental involvement that favour engagement among students at risk of academic dropout (AD) during the primary-secondary transition (PST). To attain this general research goal, individual semi-structured interviews were carried out with adolescents and one of their parents, which contributed to the originality of this study. In fact, the interviews allowed the adolescents to express themselvesâa seldom used approach in researchâand allowed the researchers to document a variety of perceptions regarding adolescentsâ engagement and the parental involvement that supports it. This study took the form of a qualitative, exploratory and descriptive investigation that adopted an interpretative perspective. Data were collected from 11 parents and 11 adolescents at risk of AD during the PST.
Results revealed that, even if adolescentsâ engagement globally evolved in a positive way during their PST, their lack of interest in a disciplineâa lack of affective engagementânegatively influenced their cognitive and behavioural engagement. Affective engagement could therefore be considered a precursor to cognitive and behavioural engagement and could influence these dimensions.
Moreover, adolescents rarely explicitly recognized the influence of their parents have on their engagement; inversely, all the parents shared the strong conviction that they play a fundamental role in their adolescentsâ academic lives. The parents insisted on the importance of adapting their involvement, as often as necessary, to the characteristics and needs of their adolescent, which suggests that the process of parental involvement is dynamic and continuous. These results differ from the model proposed by Hoover-Dempsey, Whitaker and Ice (2010), because the latter presents a linear parental involvement process that does not take into account such adaptations.
The results of this study also highlight four types of parental involvement that favour engagement: academic support, academic socialization, parent-teacher communication and parental supervision. The participants identified academic support, however, as the most important type of involvement because it aimed to help with schoolwork as well as with the development of adolescentsâ autonomy when making decisions. Academic socialization was associated with the development of adolescentsâ feelings of competence and relatedness through communication of realistic and attainable parental expectations. Parent-teacher communication was associated with an increase in affective engagement since it positively influences the student-teacher relationship.
All things considered, some recommendations relevant to applied settings have been formulated such as offering training sessions concerning parental engagement and involvement, prevention of AD and PST to parents, teachers and adolescents or pursuing further action research with teacher-researchers concerning, for instance, parental involvement practises and interventions to increase engagement among students at risk of AD during PST
Interventions de collaboration école-famille menées par des enseignants du primaire pour prévenir le décrochage scolaire d'élÚves présentant des facteurs de risque familiaux
La littĂ©rature scientifique rend compte que le dĂ©crochage scolaire est un long processus trouvant son origine dĂšs le primaire et que la famille reprĂ©sente un facteur de risque lui Ă©tant associĂ©. Toutefois, la collaboration Ă©cole-famille (EF) serait un moyen Ă privilĂ©gier pour le prĂ©venir, et la responsabilitĂ© d'organiser des interventions de collaboration EF incomberait, entre autres, aux enseignants. Comme la mise en application de la collaboration EF est trĂšs peu prĂ©cisĂ©e dans les Ă©crits scientifiques, cette recherche souhaitait participer Ă pallier ce manque de connaissance. C'est pourquoi deux objectifs de recherche ont Ă©tĂ© fixĂ©s : 1) rĂ©pertorier des interventions de collaboration EF menĂ©es par des enseignants du primaire qui tiennent compte des facteurs familiaux; 2) dĂ©crire les conditions de mise en application de ces interventions. La mĂ©thode qualitative a donc Ă©tĂ© utilisĂ©e pour dĂ©crire et comprendre ce phĂ©nomĂšne peu explorĂ© dans les Ă©crits scientifiques. Pour ce faire, 10 enseignantes oeuvrant, depuis au moins 2 ans, dans des Ă©coles primaires situĂ©es au Saguenay-Lac-Saint-Jean et dans les Laurentides ont Ă©tĂ© recrutĂ©es. Les enseignantes ont d'abord rĂ©pondu Ă un questionnaire portant sur le dĂ©crochage scolaire, la collaboration EF et leurs interventions de collaboration EF. Ensuite, une entrevue semi-dirigĂ©e, dont le guide d'entrevue Ă©tait issu du cadre conceptuel et de l'analyse du questionnaire prĂ©alablement rĂ©pondu, a complĂ©tĂ© la collecte de donnĂ©es. Puis, l'analyse inductive gĂ©nĂ©rale des donnĂ©es qualitatives a permis de dĂ©gager les interventions de collaboration EF menĂ©es par ces enseignantes, de mĂȘme que les conditions Ă poursuivre et Ă instaurer concernant leur mise en application. Ensuite, elle a permis de constater que, malgrĂ© le fait que les enseignantes soient capables d'identifier des Ă©lĂšves Ă risque de dĂ©crocher dans un futur rapprochĂ© auxquels elles enseignent et qu'elles comprennent qu'elles ont un rĂŽle Ă jouer quant Ă la prĂ©vention du dĂ©crochage scolaire, en gĂ©nĂ©ral, elles ne mĂšnent que rarement des interventions de collaboration EF en lien avec les facteurs familiaux associĂ©s au dĂ©crochage scolaire. En fait, uniquement 2 des 14 facteurs familiaux voient des interventions menĂ©es frĂ©quemment ou occasionnellement, c'est-Ă -dire plus d'une fois par annĂ©e, alors que les 12 autres font rarement l'objet d'interventions, soit une fois par annĂ©e ou par deux ans. Des recommandations dĂ©coulent donc de l'interprĂ©tation de ces rĂ©sultats : 1) des propositions de formations et de recherches portant sur la collaboration EF, la prĂ©vention du dĂ©crochage scolaire et le rĂŽle de mentor en matiĂšre de collaboration EF afin que puisse s'opĂ©rer un changement de paradigme oĂč la culture professionnelle reconnaitrait le rĂŽle des parents et faciliterait leur participation; 2) la proposition d'inclure la communautĂ© par une approche pĂ©riscolaire qui se combinerait Ă l'approche scolaire dĂ©jĂ existante afin que la collaboration EF et la prĂ©vention du dĂ©crochage scolaire soient optimisĂ©es. C'est donc un changement de paradigme qui doit ultimement s'opĂ©rer afin que la culture professionnelle des Ă©coles puisse influencer le sentiment d'autoefficacitĂ© des enseignants, de mĂȘme que leur comprĂ©hension du rĂŽle qu'ils ont Ă jouer dans la collaboration EF en lien avec la prĂ©vention du dĂ©crochage scolaire.
Scientific literature notices that dropping out from school is a long process that is detected as soon as elementary school. In fact, the family issue is a risk factor well associated with school dropout. However, to prevent this, school-family collaboration would be a privileged means to prevent school dropout. However, the responsibility would mostly rely on the teachers to organize school-family collaboration interventions. Since the enforcement of the school-family collaboration is very little mentioned in scientific writings, this research wished to palliate the lack of knowledge, this is the reason why two research objectives have been set as a target: 1) list school-family collaboration interventions that consider family factors, conducted by elementary teachers; 2) describe the interventions' enforcement conditions. The qualitative method has therefore been used to describe and understand this phenomenon that has been very little explored in scientific writings. To do this, 10 elementary teachers, that have been teaching for at least 2 years in the same school, from the Saguenay-Lac-St-Jean and the Laurentian regions' in Quebec, Canada, have been recruited. Firstly, the teachers answered a questionnaire on school dropout, on school-family collaboration, and on school-family collaboration interventions. Next, a semi-directed interview was conducted, the interview guide was stemming from a conceptual frame and from the questionnaire analysis that was answered previously. Then, the general inductive analysis of the qualitative data directed by the researcher, allowed to clear the schoolfamily collaboration interventions, as well as the conditions to be pursued and to be established for them to be applied. Afterwards, the interview permitted to show that despite the fact that the teachers were able to identify the students that were at risk of dropping out of school in the near future, and that these teachers fully understand that they do have a role to play in the prevention of school dropout, in general, these teachers do rarely make school-family collaboration interventions in connection with the family factors associated to school dropout. Actually, only 2 of the 14 family factors see frequent or occasional interventions, i.e. more than once per year, while the other 12 are rarely the subject of interventions, namely once a year or once every two years. Some recommendations arise from the results of the interpretation: 1) training and research propositions on school-family collaboration, the prevention of school dropout and the mentor role with regards to school-family collaboration so that a paradigm change may occur, where the professional culture could recognize the parents' role and as well would facilitate their participation; 2) the proposition to include the community with an extracurricular approach that would combine itself to the school approach already in existence so that the school-family collaboration and the prevention of dropping out of school could be optimized. It is therefore ultimately desirable to obtain a paradigm shift so that the professional school culture can influence the teachers' sense of self-efficacy, as well as their comprehension of the role they have to play in the school-family collaboration in link with the prevention of school dropout
Collaboration Ă©cole-famille et prĂ©vention du dĂ©crochage scolaire : des pistes dâaction pour les enseignants du primaire
Cette Ă©tude qualitative sâintĂ©resse aux interventions de collaboration Ă©cole-famille (EF) menĂ©es par des enseignants du primaire qui tiennent compte des facteurs de risque et de protection familiaux en vue de prĂ©venir le dĂ©crochage scolaire. LâĂ©chantillon est composĂ© de dix enseignants dont lâĂ©cole primaire est situĂ©e dans une municipalitĂ© prĂ©sentant untaux de sortie sans diplĂŽme du secondaire de 10 % et plus. Les rĂ©sultats indiquent que les enseignants mĂšnent plus dâune fois par annĂ©e des interventions de collaboration EF en lien avec 2 des 14 facteurs familiaux. Des formations sur la collaboration EF et la prĂ©vention du dĂ©crochage scolaire, de mĂȘme que la participation active de la communautĂ© sont recommandĂ©es afin que sâopĂšre un changement de paradigme oĂč le rĂŽle des parents et leur participation seraient davantage reconnus par les enseignants
PDRs4All II: JWST's NIR and MIR imaging view of the Orion Nebula
The JWST has captured the most detailed and sharpest infrared images ever
taken of the inner region of the Orion Nebula, the nearest massive star
formation region, and a prototypical highly irradiated dense photo-dissociation
region (PDR). We investigate the fundamental interaction of far-ultraviolet
photons with molecular clouds. The transitions across the ionization front
(IF), dissociation front (DF), and the molecular cloud are studied at
high-angular resolution. These transitions are relevant to understanding the
effects of radiative feedback from massive stars and the dominant physical and
chemical processes that lead to the IR emission that JWST will detect in many
Galactic and extragalactic environments. Due to the proximity of the Orion
Nebula and the unprecedented angular resolution of JWST, these data reveal that
the molecular cloud borders are hyper structured at small angular scales of
0.1-1" (0.0002-0.002 pc or 40-400 au at 414 pc). A diverse set of features are
observed such as ridges, waves, globules and photoevaporated protoplanetary
disks. At the PDR atomic to molecular transition, several bright features are
detected that are associated with the highly irradiated surroundings of the
dense molecular condensations and embedded young star. Toward the Orion Bar
PDR, a highly sculpted interface is detected with sharp edges and density
increases near the IF and DF. This was predicted by previous modeling studies,
but the fronts were unresolved in most tracers. A complex, structured, and
folded DF surface was traced by the H2 lines. This dataset was used to revisit
the commonly adopted 2D PDR structure of the Orion Bar. JWST provides us with a
complete view of the PDR, all the way from the PDR edge to the substructured
dense region, and this allowed us to determine, in detail, where the emission
of the atomic and molecular lines, aromatic bands, and dust originate
PDRs4All IV. An embarrassment of riches: Aromatic infrared bands in the Orion Bar
(Abridged) Mid-infrared observations of photodissociation regions (PDRs) are
dominated by strong emission features called aromatic infrared bands (AIBs).
The most prominent AIBs are found at 3.3, 6.2, 7.7, 8.6, and 11.2 m. The
most sensitive, highest-resolution infrared spectral imaging data ever taken of
the prototypical PDR, the Orion Bar, have been captured by JWST. We provide an
inventory of the AIBs found in the Orion Bar, along with mid-IR template
spectra from five distinct regions in the Bar: the molecular PDR, the atomic
PDR, and the HII region. We use JWST NIRSpec IFU and MIRI MRS observations of
the Orion Bar from the JWST Early Release Science Program, PDRs4All (ID: 1288).
We extract five template spectra to represent the morphology and environment of
the Orion Bar PDR. The superb sensitivity and the spectral and spatial
resolution of these JWST observations reveal many details of the AIB emission
and enable an improved characterization of their detailed profile shapes and
sub-components. While the spectra are dominated by the well-known AIBs at 3.3,
6.2, 7.7, 8.6, 11.2, and 12.7 m, a wealth of weaker features and
sub-components are present. We report trends in the widths and relative
strengths of AIBs across the five template spectra. These trends yield valuable
insight into the photochemical evolution of PAHs, such as the evolution
responsible for the shift of 11.2 m AIB emission from class B in
the molecular PDR to class A in the PDR surface layers. This
photochemical evolution is driven by the increased importance of FUV processing
in the PDR surface layers, resulting in a "weeding out" of the weakest links of
the PAH family in these layers. For now, these JWST observations are consistent
with a model in which the underlying PAH family is composed of a few species:
the so-called 'grandPAHs'.Comment: 25 pages, 10 figures, to appear in A&
Collaboration école-famille au primaire : types de collaboration et degré de relation entre les partenaires
Cet article prĂ©sente les rĂ©sultats dâune recherche-action visant Ă identifier les types de collaboration Ă©cole-famille (EF) et le degrĂ© de relation entre les partenaires lors dâactivitĂ©s Ă©laborĂ©es par le personnel scolaire de 25 Ă©coles primaires quĂ©bĂ©coises dâun centre de services scolaire (CSS)1 de la rĂ©gion du Saguenay. Parmi ces Ă©coles, 15 dâentre elles accueillaient une forte proportion dâĂ©lĂšves issu·es des milieux dĂ©favorisĂ©s. Le but de cette Ă©tude Ă©tait de connaitre les activitĂ©s de collaboration EF (ACEF) rĂ©alisĂ©es dans ces Ă©coles afin de dĂ©velopper une formation continue. Pour ce faire, quatre entretiens de groupe et trente entretiens individuels semi-dirigĂ©s ont Ă©tĂ© rĂ©alisĂ©s auprĂšs du personnel scolaire responsable de la mise en place dâACEF. Du matĂ©riel Ă©crit a Ă©galement Ă©tĂ© considĂ©rĂ©. Lâanalyse de contenu a montrĂ© que prĂšs de la moitiĂ© des activitĂ©s proposĂ©es aux parents (49 %) avaient trait Ă leur bĂ©nĂ©volat et que la quasi-totalitĂ© (97 %) des activitĂ©s correspondaient au plus faible degrĂ© de relation entre partenaires, soit la consultation et lâinformation mutuelle. Ces rĂ©sultats rĂ©vĂšlent que ces activitĂ©s, bien que nombreuses et variĂ©es, favorisent peu la persĂ©vĂ©rance et la rĂ©ussite scolaires des Ă©lĂšves, qui plus est lorsquâils et elles sont issu·es des milieux dĂ©favorisĂ©s. La formation continue devrait donc permettre aux enseignant·es de prendre conscience de lâimportance de dĂ©velopper un lien de confiance plus Ă©troit avec les parents, de favoriser une attitude plus Ă©galitaire et dâassurer une communication bidirectionnelle et un meilleur partage des responsabilitĂ©s sâils et elles veulent amener les parents Ă influencer positivement la persĂ©vĂ©rance et la rĂ©ussite scolaires des Ă©lĂšves.This article presents the results of an action research aimed at identifying the types and degree of relation between partners in school-family collaboration activities developed by school staff from 25 elementary schools in the Saguenay region of the province of Quebec. Fifteen of these schools had a high proportion of students from disadvantaged backgrounds. The aim of this study was to identify school-family collaboration activities carried out in these schools so to develop continuing education. To do this, four group interviews and thirty semi-structured individual interviews were conducted with school staff responsible for setting up school-family collaboration activities. Written material was also considered. The content analysis showed that almost half of the activities (49%) offered to parents related to their volunteering and that nearly all the activities (97%) corresponded to the lowest degree of relationship between partners, namely consultation and mutual information. Results show that these activities, although numerous and varied, do little to promote the perseverance and academic success of students, especially when they come from disadvantaged backgrounds. The development of this continuing education program should thus allow teachers to develop a closer bond of trust with parents, to promote a more egalitarian attitude and to ensure two-way communication and a better sharing of responsibilities
La naissance de la ville chrétienne
En hommage à Nancy Gauthier qui, pendant plus de dix ans, a été responsable de l'équipe de Topographie Chrétienne des Cités de la Gaule dont elle a édité les travaux, ce volume réunit une dizaine de contributions dont la plupart ont été présentées à l'Université François Rabelais de Tours, en octobre 1999, lors d'une journée consacrée à La naissance de la ville chrétienne. Dans un premier temps, sont envisagées les sources dont on dispose pour saisir ce que fut cette premiÚre ville chrétienne en Gaule. Puis, par la comparaison entre villes et campagnes d'une part, entre villes de Gaule et villes d'autres régions, entre villes réelles et villes imaginaires, l'originalité du modÚle gaulois et de sa conservation est mise en valeur
Co-culture of HUVECs and hMSCs in a Perfusion Bioreactor Ensures the Development of Viable Spheroids
International audienc
Effects of dynamic cell culture conditions on 3D spatial reogarnization of MSCS/HUVECS spheroids in the context of bone tissue
International audienceWe aim to observe the development and reorganization of MSCs and HUVECs in Pullulan/Dextran hydrogels supplied with nHAp under dynamic culture conditions in a perfusion bioreactor