Suchergebnisse

Using a qualitative methodology, this study investigated the extent to which immigrant school-age children have adapted to their new "home" in Quebec, particularly in terms of development of healthy lifestyles and life skills and how their families, schools and other environmental environment shave contributed to their adaptation process. Semi-structured interviews groups were conducted with young children aged 8-13 years and their parents who have immigrated in the Mauricie region 2 to 5 years ago. Findings highlight the complementary roles of the various environmental milieus of the immigrant child. Parents, mainly mothers, have a major influence on eating habits while the school and teachers are uniquely positioned to promote physical activity, French language learning and friendship development. Children agree that the teachers encourage and help them to develop their life skills, but nevertheless credit their parents with being the primary influence. Avenues for interventions and future studies are being discussed.

La collaboration entre l'école et la famille est de plus en plus privilégiée comme moyen pour favoriser la
réussite et la persévérance scolaires. Celle-ci repose, entre autres, sur un partage des responsabilités
entre les parents et les enseignants. Les objectifs de cet article consistent à : (1) proposer un modèle intégrateur
des divers facteurs et processus de la collaboration école-famille; (2) cerner des conditions facilitantes
et des conditions contraignantes qui contribuent ou nuisent au développement de relations écolefamille
collaboratives; et (3) inventorier des éléments d'un cadre éthique visant à guider parents et enseignants
par rapport à la compréhension et l'exercice de leur rôle respectif. Cet article fait référence à la fois
aux recensions des écrits, rapports et résultats des études que nous avons effectuées ainsi qu'aux études
menées par des chefs de file internationaux au cours des quinze dernières années. Puis, en s'inspirant du
modèle anthropologique de Développement humain et Processus de production du handicap (Fougeyrollas,
Bergeron, Cloutier, Côté, et St-Michel, 1998), nous illustrons la dynamique des interactions entre,
d'une part, les facteurs associés aux jeunes, aux parents et aux familles et, à l'école et aux enseignants et
d'autre part, les processus familiaux et scolaires dans le développement de relations école-famille collaboratives.
L'importance de la compréhension des parents et spécialement des enseignants de leur rôle respectif
est mise de l'avant. Finalement, à l'aide de cadres éthiques, nous posons quelques jalons visant à
cerner les compétences interpellées ainsi que les valeurs et principes qui les sous-tendent. Les défis que
doivent relever les enseignants sont nombreux et l'agir professionnel éthique est un impératif dans le domaine
de l'éducation.

This study examines the expectations of parents of elementary students with respect to the information evenings at the beginning of school year. The expectations are discussed in terms of welcoming, exchange of information and perceptions of the development of trust with their child's teacher. Data collection was conducted with eight parents of fifth grade in the course of two interviews conducted with each participant, one before the group meeting, and a second one, a few days after. The results indicate that parents expect a warm and individualized reception, and information on strategies to support learning and work at home. Parents reported that there was no group discussion or exchange at the meeting which also did not serve to establish norms of collaboration based on educational goals or to identify actions aiming to develop the sharing of responsibilities. Parents, however, said that their child's teacher inspires trust. Avenues for future research are discussed.

This study explores individual, family and student factors in relation to parents' and teachers' role construction and mutual expectations regarding homework. Survey data were collected in spring 2005 from parents and teachers at both the elementary and the secondary levels. Parents' positive attitudes toward homework are associated with more perceived responsibilities on their part. Contrary to parents at the secondary level, parents of elementary students with learning difficulties, as compared to parents of students who succeed well, do not believe as much that "checking homework and making sure that it is done" is part of their parental role. There is no difference among teachers regarding the understanding of their role in homework, regardless of attitude and work experience. At both the primary and secondary levels, teachers have higher expectations of the parents' role in homework than parents do. Obviously, more work needs to be done related to the activities parents think that they are responsible for with respect to homework. Relative incongruence between parents' role construction in homework and teachers' expectations about their role should not be overlooked if we are to promote more positive family-school relationships.This research was supported by a grant from the Social Sciences and Humanities Research Council of Canada (SSHRC). The two authors are regular researchers at the Centre de Recherche et d'Intervention sur la Réussite Scolaire (CRIRES).

This study assessed the evolution of children's homework management strategies and their parents' involvement in homework over a 3-year span, taking into account student gender and achievement, family structure and parent educational level. It also investigated the relationships between children's strategies and parental help in homework. The sample consisted of 157 parent-child dyads from geographically and economically diverse regions in Quebec. The study found no link between child gender and achievement and parent educational level and reported elementary students' homework management strategies. As children grew older, from grade 4 to grade 6, they took fewer initiatives to motivate completion of homework (monitoring motivation), to eliminate unwanted emotions, and to budget time (monitoring and controlling emotions / managing time). Parental help declined over the years, more importantly for girls than for boys. Parental help in homework seemed to foster among girls strategies in monitoring motivation and among boys, strategies in structuring their workspace at home (arranging environment), in dealing with frustration and in keeping track of the remaining available time for homework (monitoring and controlling emotions / managing time). Evidently, grade 6 students still benefit from parents being involved with their homework. Moreover, overtime findings, from grade 4 to grade 6, confirm the contribution of parental involvement in fostering desirable study habits, notably, monitoring motivation and monitoring and controlling emotion and managing time strategies. Those findings are of paramount importance in counterbalancing the observed decline in these same strategies over the 3-year span period.

This paper is in line with our prior works conducted mainly on parents and teachers' points of view regarding homework. In Quebec, Canada, homework is perceived as a near-universal practice. However, school communities are strongly urged to engage in a collective reflection over homework at a local level in order to document the different avenues that could embrace the main stakeholders' concerns. This paper investigates how teachers and parents can act as agents of change in such a process. The research-intervention was based on Cultural-Historical Activity Theory using the Change Laboratory methodology. It draws upon the concept of expansive learning and suggests that participants agree with the nature of the problem and model together new solutions. The present study focuses on the transformative agentic actions that were put into place during two Change Laboratory sessions. This analysis deepens our understanding of teachers' role and expectations towards parents as well as parents' comprehension of the teachers' role and of their own role in the context of their child's homework. The authors conclude that there is a need to have teachers, parents and the school principal engage with one another to develop a common vision of the issues at stake.

Collaborative relationships between school and families are increasingly put forward as a means to promote student success and persistence. This collaborative work sometimes creates tensions and misunderstandings (Ravn, 2005) that can exacerbate divisions of power and reproduce inequalities (e.g., Crozier, 2000; Lareau, 2011; Vincent 2000). The main purpose of this study is to identify the areas of tensions and inner contradictions that emerge in the teacher-parent relationships in order to guide them while engaging in individual and collective transformation processes. Relying on Hoover-Dempsey et al.'s proposed model (2010), we conducted in-depth interviews with volunteered elementary and secondary teachers. Salient findings are discussed in light of the cultural-historical activity theory (CHAT) (Engeström, 2015). These include mainly issues of trust versus control when it comes to choosing communication tools and issues related to the hierarchical status and power inside and outside the school when it comes to the redistribution of actions among the school community members. As a promising research and intervention avenue, the authors suggest to apply the Change Laboratory method (Virkkunen & Newnham, 2013) anchored in CHAT and that uses mirror data to reflect upon and foster transformative processes, hence, relationships between teachers and parents.

The increasing evidence regarding school-family collaboration, as a means to improve school effectiveness, student perseverance and academic achievement, has encouraged many countries around the globe to endorse legislation and policies to facilitate and augment greater school-family levels of participation. However, in previous studies the macro educational and legislative environments were not correlated to the motivational inclinations of parents. Based on a study recently conducted in Israel, this comparative analysis underlines the evolution of legislation and government policies in Israel and Québec-Canada. This analysis will present the similarities and differences between the key findings highlighted in the two educational systems. We will explore the extent to which state legislative policies motivate parental partnership in schools and at home. We will suggest changes that should be implemented in both countries, within schools and at regional levels. This will call for increased focus on teacher-parent cooperation to foster bonds between schools and parents. Finally, we will recommend urgently-required reforms in the Israeli legislation system to advance parental involvement in education and possibly mitigate currently existing achievement gaps

The benefits of parental involvement in literacy have been well documented over the years. It has also been shown that when introducing new ways of doing things, parents often show resistance. It is with a view to improving school-family collaboration in the context of La Planète des Alphas, a new reading method, that we conducted a research-intervention. This paper aims to describe how teachers question their own practices and interact with parents to give help and to put forward new models of pedagogical actions. This research-intervention employed the Cultural-Historical Activity Theory and the Change Laboratory methodology. We take a close look at the evolution of the discursive manifestations of transformative agency during the Change Laboratory sessions and the discussion topics they were related to. This approach deepens our understanding of the decision making process in the selection of new solutions and the notion of relational agency in fostering collaboration and communication throughout the expansive learning cycle. Five Change Laboratory sessions were coded and analyzed using MAXQDA 2018 software. We highlight the activity system boundary crossing that allowed teachers, parents and school principal to elaborate, implement and reflect upon new instrument- producing activities aiming at empowering parents in helping their child in schooling. Obviously, the relevance of this intervention and research process can be well extended to the overall field language construction and the overall literature on family-school relationships.

Cet article s'appuie sur l'étude de cas d'une personne sourde permettant de relever des obstacles et des facilitateurs à sa participation sociale dans les domaines de l'éducation et du travail. Une première application est illustrée ici à partir du modèle des obstacles et des facilitateurs au développement de la participation sociale de Letscher, Parent et Deslandes (2009). Cette perspective tient compte d'un contexte d'inclusion scolaire, sociale et professionnelle, à partir d'une approche culturelle propre au bilinguisme. Les propos d'une personne sourde gestuelle, son père et sa mère et un enseignant signifiant ont été recueillis. Les résultats illustrent la relation entre la personne, qui a un profil allant de la résilience à la libération, et des acteurs signifiants dans son environnement, dont des parents défenseurs qui apportent du soutien relatif au choix de carrière.

Le but de cet article est de mieux cerner l'état des connaissances relativement à la situation des
personnes sourdes sous l'angle de la participation sociale, dans les domaines de l'éducation et du
travail, et des obstacles ainsi que des éléments facilitateurs qui y sont associés. Le cadre théorique
met en relation le modèle du Processus de Production du Handicap (PPH) de Fougeyrollas, Cloutier,
Bergeron, Côté et Saint-Michel (1998) et le modèle du Fonctionnement social de Davis-Kean et
Eccles (2005). L'approche employée repose sur une recension des écrits à la fois récents et pertinents.
Les résultats présentent un état de la situation des personnes sourdes, pour cerner des obstacles
présents dans leur environnement et des facilitateurs qui peuvent contribuer à améliorer leur
participation sociale, dans la poursuite de leurs études et dans une éventuelle intégration au marché
du travail.

Dakar, capitale sénégalaise, caractérisée par une forte densité démographique, une faible économie et des infrastructures rendant difficile la circulation des personnes en situation de handicap ne favorise guère l'accessibilité de ces dernières. Or, l'accessibilité semble un préalable à la participation sociale, substantielle à la ville inclusive. Suivant une approche qualitative à partir d'entrevues électroniques, les points de vue d'acteurs sociaux sur la question de savoir si Dakar est une ville inclusive ont été examinés en lien avec les notions d'inclusion, d'accessibilité et de participation sociale. Les résultats montrent que Dakar, à l'instar de métropoles africaines, vit le défi de favoriser la participation sociale des personnes en situation de handicap, notamment dans la mise en oeuvre de politique d'accessibilité des services sociaux de base. La question de la ville inclusive en Afrique semble une piste de recherche à explorer davantage pour mieux asseoir l'inclusion des personnes en situation de handicap.

RÉSUMÉ. Parmi l'ensemble des facteurs ayant une influence sur le niveau d'apprentissage des élèves, le statut socio-économique familial est celui qui retient souvent l'attention des milieux scientifiques et politiques. Par ailleurs, bon nombre de recherches soulignent que les caractéristiques familiales ont un impact moindre sur les résultats scolaires que les variables du processus familial. Plus spécifiquement, le soutien affectif des parents semble être la dimension la plus probante en matière de facteur de protection dans le contexte de la réussite scolaire. Nous nous avons voulu savoir : (1) Quelle est la relation entre chacun des modes d'accompagnement parental évalué par le Programme international de l'OCDE pour le suivi des aquis des élèves (Pisa 2000) et le rendement en lecture de l'ensemble des élèves canadiens? (2) La relation entre chacun de ces modes d'accompagnement parental et la réussite académique est-elle plus importante que celle du niveau socioéconomique familial et dans quelle mesure ces relations sont-elles liées? La communication culturelle semble être le mode d'accompagnement parental le plus important. En outre, l'effet de la communication culturelle et de la communication sociale semblent être en partie expliqué par le niveau socioéconomique familial même si l'effet du mode d'accompagnement parental est relativement indépendant de celui-ci. PARENTAL GUIDANCE FOR CANADIAN STUDENTS LEARNING TO READ ABSTRACT. Among the factors that influence students' level of learning, the family's socio-economic status often receives attention from scientists and politicians. Many studies suggest that family characteristics have less of an impact on success in school than family process variables. More specifically, the emotional support of parents seems to be the most conclusive dimension with regard to protection factors for success at school. We wanted to find out: (1) what is the relationship between each of the methods of parental guidance assessed by the OECD's Programme for International Student Assessment (PISA 2000) and the reading performance of Canadian children; (2) whether the relationship between each of these methods of parental guidance and academic success is more important than the family's socio-economic level and to what extent these relationships are connected. Cultural communication seems to be the most important method of parental support. Furthermore, the effect of cultural communication and social communication seems to be in part explained by the socio-economic level of the family, even if the effect of the method of parental guidance is relatively independent of this sort of communication.

There are few studies on those who resume their education after dropping out of high school and fewer still on single mothers who decide to return to school. The present study, initiated by the organization 'Mamanva à l'école' (MVE)(Mom Goes to School), aims to (1) identify the facilitating elements and challenges encountered by single mothers enrolled in general adult education and vocational training and (2) identify ways of supporting them in their roles as students and parents in order to foster their retention and achievement as well as their parental skills for educating their children and getting involved in their schooling. Conducted by means of six group interviews with 39 single mothers and analyzed using a qualitative approach, the study reveals needs specific to the reality of the participants' lives. For instance, some express the desire to form a separate group apart from young students. They are clear about their need for daycare in their learning centers. These findings can inspire MVE in its mission and guide the Tracking Table in deciding what avenues to privilege in the next stages of a school-family-community partnership regarding mothers' relations to school and to children's school learning.