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Culture d’école et sens de l’éducation : comment savoir ce qu’en disent les « autres » ?
Abstract
Cet article traite plus particulierement d’une notion de culture, consideree dans l’etude des representations des femmes qui font carriere en milieu universitaire. Les donnees recueillies aupres de 34 personnes sont analysees au regard du statut professionnel, de la recherche, de l’anciennete, des statuts civil et familial ainsi que de l’âge. Les resultats mettent en evidence les diverses categories auxquelles appartiennent les professeures d’universite selon qu’elles favorisent la culture traditionnelle, qu’elles mettent l’accent sur la recherche, qu’elles beneficient ou non de la permanence, qu’elles ont ou non au moins un enfant. Enfin, certaines resistances que les professeures opposent au modele traditionnel du professeur d’universite ressortent aussi de cette etude.
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This paper has two linked tasks: one strategic, the other tactical. The first is to provide a critical review of the state of knowledge within organization theory of the topic of gender and organizations. This is seen as a necessary project both because of the relative neglect of the topic and the scatter and variety of relevant literature. A second task, that is tactical in nature, is the reapplication of the typology of organizational analyses developed by Burrell and Morgan. The topic is reviewed in terms of functionalist, interpretive, radical structuralist, and radical humanist paradigms, together with the consideration of feminist critiques. Specific discussion is given to the questions of work and the division of labour, power and authority, and sexuality. The paper is concluded with a brief analysis of the implications of this literature for the general development of organization theory, and the specific implications for women and men researchers.
Résumé
L'objectif de cette étude est d'évaluer s'il existe un lien entre deux principales dimensions de l'implication des parents à l'école, tant sur le plan de la qualité des soins que sur le plan de la qualité de la participation requise par l'école, et les comportements des élèves en classe en troubles d'apprentissage et du comportement. Les 67 sujets sont évalués par l'observation systématique des comportements des élèves en classe (Forget et Otis, 1988) et au moyen d'un questionnaire sur l'implication des parents à l'école (Fortin et al, 1991). Les résultats indiquent que, selon la perception de l'enseignante ou de l'enseignant, du directeur ou de la directrice, les parents de ces élèves en difficulté se distinguent de ceux des élèves ordinaires. La participation des parents à l'école, tant sur le plan de la qualité des soins offerts que sur celui de la qualité de la participation, est associée significativement aux comportements sociaux et aux comportements d'attention à la tâche des élèves en classe.
Résumé
Le but de cette recherche est de découvrir, dans certaines écoles polyvalentes de la région de Montréal, les types de climat organisationnel qui semblent associés à une plus grande et à une moins grande efficacité organisationnelle; celle-ci a été mesurée à partir des résultats scolaires des élèves de 5e secondaire aux examens du ministère de l'Éducation de juin 1986, en français, en anglais et en mathématiques. Le personnel enseignant de sept écoles polyvalentes de la région de Montréal a participé à cette étude. De façon générale, les résultats indiquent que le climat organisationnel des écoles jugées plus efficaces semble plus consultatif que celui des écoles jugées moins efficaces.
The prevalence and influence of cultural phenomena in organizations coupled with limitations inherent in traditional approaches to organizational inquiry suggest the need to add a cultural perspective to our repertoire of perspectives on organizations. A cultural perspective is proposed to guide inquiry on intersubjective, emergent, context-embedded and/or interpretive phenomena in organizational settings. The cultural perspective represents a social defmition paradigm and contrasts with the social fact paradigm of traditional perspectives. Methodological consequences of a cultural perspective are discussed. Topics of study germane to a cultural perspective are illustrated. Methods of organizational inquiry reflective of a cultural perspective are discussed.
Reinert Max - "Lexical worlds" and their "logic" through the statistical study of a body of nightmare narratives.
The French school of data analysis, strongly influenced during the seventies by the work of J.P. Benzécri, owes much to his interest in language data. The development of desk-top publishing and the spreading of texts thanks to computers have revitalized this line of research by what is usually called the "statistical analysis of textual data" (Lebart, Salem, 1988). In this article, the author presents his work and questions in the field : the Alceste method and the notion of lexical worlds (which are central to the proposed strategy). The presentation is backed up by a specific application: the analysis of a body of 212 accounts of nightmares.
Organizations are complex structures-in-motion that are best conceptualized as historically constituted entities. The analytic focus of their constitution is the control of the labor process. This control is conceptualized in terms of different "rules" operative at different levels of the class structure in organizations. These rules are historically structured principles of organization. They may be related in a causal argument to the "long waves" of economic life. These arguments are not common in organization theory, and this paper draws upon an extensive literature from related research areas. The paper concludes by sketching some of the empirical research possibilities of this new perspective in organization analysis.
Norms embedded in a school's culture vary according to their alterability and their capacity to establish meaning for professional identity. Staff tend to be unable to imagine satisfactorily performirg their roles if some condition or event interferes with adhering to the expectations for behavior that reside at the core of their professional purpose. Metaphorically labeling such norms as "sacred," this article argues that challenges to the sacred are greeted immediately with forthright resistance and subsequently if the threat continues with the creation of a culture of opposition. Data from three case studies of high schools are used to support the argument and to provide examples of what is meant by sacred norms.
The purpose of the research was to develop a measure of the
phenomenon referred to as organisational culture. The study addressed
the following questions: (1) What are the essential facts which define
the metaphor, Organisational Culture?, and (2) How can these
facts be ascertained systematically in a given organisation? This
article describes the procedures used in the development of an
instrument, called the Organisational Culture Assessment Inventory
(OCAI), designed to address these questions. A previous article
specifies the theoretic assumptions on which the OCAI is constructed.
ALCESTE - A Methodology of Textual Data Analysis and an Application: Aurélia by Gérard de Nerval. Beginning with a cross-tabulation with different all sentence fragments in rows and a selected vocabulary in columns for a specific corpus, the author presents: the methodology, including principle concepts and objectives of this form of analysis; the technique, the ALCESTE computer program of automatic classification based on resemblance or dissimilarity: and an application, the analysis of Gérard de Nerval's text Aurélia. The analysis distinguishes three types of fragments which are described and analyzed further.
PART I INTRODUCTION Chapter 1 Introduction to Educational Research Chapter 2 Selecting and Defining a Research Topic Chapter 3 Reviewing the Literature Chapter 4 Preparing and Evaluating a Research Plan Chapter 5 Selecting a Sample Chapter 6 Selecting Measuring Instruments PART II QUANTITATIVE METHODS Chapter 7 Survey Research Chapter 8 Correlational Research Chapter 9 Causal-Comparative Research Chapter 10 Experimental Research Chapter 11 Single-Subject Experimental Research PART III QUANTITATIVE DATA ANALYSIS Chapter 12 Descriptive Statistics Chapter 13 Inferential Statistics PART IV QUALITATIVE RESEARCH Chapter 14 Qualitative Data Collection Chapter 15 Narrative Research Chapter 16 Ethnographic Research Chapter 17 Case Study Research Chapter 18 Qualitative Research: Data Analysis and Interpretation PART V MIXED METHODS Chapter 19 Mixed Methods Research: Integrating Qualitative and Quantitative Methods PART VI ACTION RESEARCH Chapter 20 Action Research PART VII REPORTING RESEARCH Chapter 21 Preparing a Research Report PART VIII CRITIQUING RESEARCH Chapter 22 Evaluating a Research Report
Students of organisation generally hold that deciphering the
subtleties and nuances of behaviour, speech and artifacts in order to
describe and understand organisational culture can only be done through
such observational field methods as ethnography. Owens and Steinhoff
question this assumption and the methodological limitations inherent in
it. They sought to develop a paper-and-pencil instrument that may be
used to probe the unseen, unvoiced, virtually preconscious elements that
underlie and give rise to the organisational culture of schools in order
to assess systematically the organisational cultures in them. The
authors explain the theory of organisational culture which guided the
development of their research instrument, the Organisational Culture
Assessment Inventory (OCAI).
The present study examined the effects of a school improvement program on students', teachers', and parents' perceptions of school and classroom climate, as well as on student achievement and attendance. The samples included 306 randomly selected students in Grades 3–5 from 14 elementary schools, 98 teachers, and 276 parents. The results indicated that experimental schools showed significantly greater improvement in students' and parents' perceptions of classroom and school climate than control and special schools. Experimental schools also showed significantly greater improvement in student achievement and attendance.
Incluye índice Reimpresión en 1981
Sumario: What culture is and does -- The dimensions of culture -- How to study and interpret culture -- The role leadership in building culture -- The evolution of culture and leadership -- Learning cultures and learning leaders
Thèse (Ph. D.)--Université Laval, 1997. Comprend des réf. bibliogr.
Thèse (Ph.D.)--Université Laval, 1995. Bibliogr.: f. [240]-258.
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