Une évaluation qualitative d’un programme de préparation à l’examen professionnel québécois à partir de la perception des candidates infirmières

Depuis 2000, l’examen professionnel de l’Ordre des infirmières et infirmiers du Québec (OIIQ) est constitué d’une partie écrite et d’une partie pratique sous la forme d’un examen clinique objectif structuré (ECOS). Des programmes de préparation à l’examen professionnel ont été mis en place par différents milieux afin d’aider les candidates à l’exercice de la profession infirmière (CEPI) à se préparer pour cet examen, toutefois aucune évaluation de ces programmes n’a encore été effectuée. Cette étude avait pour but d’évaluer qualitativement un programme de préparation à l’examen professionnel. Des groupes de discussion ont été organisés avec des CEPI ayant participé au programme de préparation afin d’obtenir leur perception quant à l’impact de ce programme sur leur expérience de l’examen professionnel. La méthode d’analyse par questionnement analytique de Paillé et Mucchielli (2008) a été utilisée pour réaliser l’analyse des données. L’approche par compétences de deuxième génération développée par Goudreau, Pepin, Dubois, Boyer, Larue et Legault (2009) fut utilisée comme cadre de référence pour cette étude. L’analyse des données a permis d’identifier les attentes des CEPI à l’égard du programme de préparation et les impacts de celui-ci sur leur expérience à l’examen professionnel. Ainsi, le programme permettrait aux CEPI d’évaluer leurs forces et leurs faiblesses afin d’orienter l’étude préparatoire, tout en diminuant le stress relié à l’inconnu et en augmentant leur motivation et leur confiance en elles. Le parcours ECOS et la rétroaction sont les activités du programme jugées les plus pertinentes dans une perspective d’approche par compétences. L’examen écrit serait toutefois moins représentatif de l’examen professionnel et moins pertinent pour le développement des compétences. Des suggestions d’amélioration pour le programme de préparation découlent des entrevues avec les participantes et des recommandations pour la gestion, la pratique, la formation et la recherche en sciences infirmières ont également été émises à la suite de cette étude.

Pressions et stratégies dans la formation professionnelle universitaire : le cas de la formation des directions d’établissement scolaire du Québec (1988-1989 à 2008-2009)

La multiplication des formations professionnelles universitaires (FPU) a poussé plusieurs chercheurs à s’intéresser aux caractéristiques de ces formations, leur perméabilité à une multitude de pressions étant l’une des plus fréquemment relevées. Ainsi, les unités responsables de FPU sont confrontées à des pressions diverses et souvent contradictoires. Si les écrits scientifiques sur les FPU témoignent bien de cette réalité, ceux-ci nous informent moins bien de la manière dont les unités responsables de ce type de formation répondent à ces pressions. Cette thèse a donc fait appel à plusieurs concepts de l’approche institutionnelle issue de la sociologie des organisations pour analyser l’évolution récente de la FPU destinée aux directions d’établissement scolaire (DES) du Québec, un champ qui a connu d’importantes transformations au cours des vingt-cinq dernières années. Construite sur une étude de cas interprétative dite à « unités enchâssées » (Yin, 2003), cette thèse s’est intéressée à l’évolution de cette formation dans deux unités universitaires francophones : le Département d’administration et fondements de l’éducation de l’Université de Montréal et le Département de gestion de l’éducation et de la formation de l’Université de Sherbrooke. Couvrant la période allant des années universitaires 1988-1989 à 2008-2009, elle repose sur une analyse du discours produit par les deux unités sélectionnées, et, dans une moindre mesure, par les organisations qui composent le champ organisationnel de la formation des DES au Québec. Pour ce faire, trois corpus documentaires distincts ont été assemblés et une série d’entrevues (dix par unités) ont été réalisées auprès d’informateurs-clés (doyens, directeurs de département/section, responsables de formation). Les résultats montrent comment ces unités tendent à se rendre isomorphes à leur environnement, et comment cela se fait en réponse à des pressions institutionnelles et de compétition diverses émanant d’un champ organisationnel en pleine transformation. En fait, poussée par des changements plus profonds touchant l’administration scolaire, cette transformation amène un champ organisationnel plus structuré, où les attentes concernant la FPU destinée aux DES sont plus explicites. Cela n’est pas sans conséquence sur l’évolution de la formation dans les deux unités. En effet, celle-ci connaît des changements importants, dont plusieurs convergent autour d’une logique de professionnalisation, d’un archétype spécifique de formation (un continuum de formation de 2e cycle, au cœur duquel se trouve un diplôme de deuxième cycle) et d’outils conséquents (conditions d’admission et populations étudiantes élargies; flexibilité dans la structure du programme et professionnalisation des activités; équipes enseignantes plus diversifiées). Les deux unités n’apparaissent cependant pas impuissantes devant ces pressions. Les résultats témoignent d’un certain niveau d’agence des deux unités, qui déploient un éventail de stratégies en réaction à ces pressions. Ces stratégies évoluent au cours de la période observée et visent surtout à gérer la situation de « pluralisme institutionnel » à laquelle elles sont confrontées, notamment entre les pressions externes de nature plus professionnalisantes, et les pressions intraorganisationnelles de nature plus académisantes. Ainsi, plusieurs des stratégies et tactiques composant la typologie d’Oliver (1991) ont été observées, les stratégies de compromis et de manipulation occupant, dans les deux unités, une place de plus en plus importante au gré de l’évolution du champ. La mise en œuvre de ces stratégies vise surtout à maintenir la légitimité de leur offre de formation devant des pressions plurielles et parfois contradictoires. Les résultats montrent aussi que la nature de l’entrepreneuriat institutionnel en place détermine en grande partie les stratégies qu’elles déploient. Cet « entrepreneuriat » est au cœur de l’évolution de la formation. Cependant, les résultats montrent aussi comment celui-ci est en partie contraint ou, a contrario, stimulé par les choix historiques qui ont été faits par les unités et leur université, et par l’empreinte et les dépendances de sentier qui en découlent. Ces résultats apportent un éclairage « institutionnaliste » sur la manière dont deux unités universitaires ont réagi, à une période donnée, aux pressions diverses provenant de leur environnement. Ils brossent un portrait complexe et nuancé qui vient à la fois (1) approfondir notre compréhension de cette spécificité des FPU, (2) approfondir notre compréhension de l’évolution récente de la FPU destinée aux DES québécoises, et (3) confirmer la puissance d’analyse de plusieurs concepts tirés de l’approche institutionnelle.

O processo de institucionalização de um sistema de planejamento governamental : o caso do Estado do Parana

O objetivo da presente monografia é descreveruma experiência de planejamento governamental, mediante a utili zação do modelo de desenvolvimento institucional e enfocando o caso do Estado do Paraná. A escolha do tema decorreu, em grande parte, da existência de um sentimento generalizado nos meios técnicos oficiais, da inviabilidade do planejamento governamental a nível estadual no Brasil; sentimento motivado pela constat~ ção de uma excessiv'a centralização da formulação de políticas públicas e dos seus principais instrumentos implementadores pelo Governo Fedéral. E, .também~ da possibilidade de estar a experiência de planejamento vivida pelo Governo do Paraná, ~o período de 1975 a 1980, sendo conduzida de forma a consti tuir uma exceçao a esse sentimento. o desenvolvimento do estudo utilizou como refe rencial teórico o modelo formulado por Milton J.Esman e Hans C.Blaise, do Inter-University Research program in Institution Building - IRPIB, capitaneado pela Universidade de Pittsburgh. O,modelo fundamenta-se na teoria geral de sistemas e, conse qUentemente, visualiza as organizações como sistemas abertos, em contínuo relacionamento com o meio ambiente,pelo que as diversas variáveis exploradas pelo modelo concentram-se na caracterização de três elementos básicos: a organização, o meio ambiente e as transações. A monografia está dividida em cinco capítulos.No primeiro, uma introdução ao tema procura apontar a sua impor tância, os seus objetivos e a metodologia adotada. O segundo capítulo descreve o modelo teórico e sua utilização como um guia de pesquisa no campo organizacional e faz uma breve re visão da literatura mais relevante. No terceiro capítulo en contra-se uma resenha histórica da utilização do planejameg to governamental no Brasil, mais especificamente no Estadodo Paraná, que evolui até mostrar a configuração organizacio nal atual do sistema de planejamento estadual. O quarto ca pítulo refere-se ã aplicação do modelo teórico, através da identificação das variáveis institucionais (liderança.doutri na. programa. recursos e estrutura interna). dos elos insti tucionais-ambientais (elos capacitadores. normativos. funci~ nais e difusos) e das transações. o que permitiu a formula ção de considerações sobre o grau de institucionalidade. Fi nalmente. no quinto capítulo, estão formuladas as conclusões, com comentários gerais sobre o organismo objeto do estudo e suas perspectivas.

A Comissão Executiva do Plano da Lavoura Cacaueira (CEPLAC): um caso de desenvolvimento institucional

Esta monografia é um estudo de desenvolvimento institucional que proporciona conhecer como uma organização da administração pública brasileira, criada com um fim especifico e transitório, sobreviveu, se transformou, criou raizes, expandiu sua área de influência e tornou-se uma instituição relativamente bem sucedida. Trata-se da Comissão Executiva do Plano da Lavoura Cacaueira - CEPLAC, órgão autônomo vinculado ao Ministério da Agricultura, criado na década de cinqüenta pelo Governo Federal, como solução de emergência para o apoio financeiro aos produtores de cacau do sul da Bahia, numa das maiores crises da economia cacaueira. O autor valeu-se, para sua dissertação, do quadro conceitual formulado por Milton J. Esman e Hans C. Blaise, da Inter-University Research Program in Institution Building. Este é um modelo que parte da premissa de que as instituições são sistema abertos e, como tal, mantêm padrões de relações e intercâmbio com o meio-ambiente em que operam. Importam energia do ambiente (inputs on entradas) e processam tais energias, transformando-as em produtos (outputs ou saldas) desejados e valorizados pelo ambiente. Dentro deste quadro, têm-se três elementos básicos: a organização; as transações; e o meio-ambiente. O trabalho foi dividido em cinco capítulos. No primeiro o autor discorreu sobre o tema e sua importância, objetivos do estudo, metodologia utilizada e o conteúdo da monografia. No segundo, fez uma discussão em torno do que é desenvolvimento institucional, sua evolução como estratégia de desenvolvimento; procedeu à revisão de literatura e descreveu o modelo que serviu de guia à pesquisa. Aí, registrou disfunções, limitações e restrições ao modelo de Esman e Blaise, e/ou aos efeitos da institucionalização, apontados por alguns estudiosos. No terceiro capítulo narrou os antecedentes, origem e evolução da CEPLAC, oportunidade em que identificou três fases da organização; no quarto, mostrou a CEPLAC através do modelo de desenvolvimento institucional, quando a organização foi analisada em função de suas variáveis institucionais (Liderança, Doutrina, Programa, Estrutura I nterna e Recursos), suas t ra n sações com o ambiente e suas variáveis institucionais-ambientais ou simplesmente elos institucionais. Finalmente, no qu into cap(tulo, alinhou as conclusões. A pesquisa objetivou atender aos questionamentos estabelecidos em cinco tópicos que buscavam investigar o seguinte: se houve um planejamento prévio, consciente e deliberado no sentido de transformar a CEPLAC de um órgão transitório, com atividade financeira, para uma instituição técnico-cientl'fica como é hoje. Em caso negativo, o que tornou isso poss(vel? Discorrer sobre a forma pela qual seu quadro dirigente foi estruturado e reuniu recursos, bem como que influências contribuíram para moldar seus programas; constatar como o quadro dirigente da CEPLAC manteve-se estável em um per(odo de mudanças no panorama político brasileiro; e especular sobre o futuro da institu ição. Entre outras coisas, o autor conclu iu que duas variáveis contribu iram particu larmente, de forma decisiva, para a sobrevivência, autonomia e desenvolvimento da instituição, com a obtenção de resultados valorizados pela sua clientela: 1) a existência de uma liderança institucional que soube definir o papel e a missão da CEPLAC, mantendo sua integridade ao longo do tempo; e, 2) a garantia de um fluxo sistemático de recursos financeiros através da contribuição cambial retirada das exportações de cacau. Além disso, constatou que três fatores foram importantes para sua estabilidade: o pleno enquadramento da instituição na filosofia modernizadora contida no bojo dos governos pós-54; a relevância de seus elos institucionais; e o reconhecimento da cl ientela e de setores governamentais importantes pela sua participação na evolução havida na economia cacaueira, de uma situação de crise para resultados satisfatórios.

Estratégias de enfrentamento em crianças em situação pré-cirúrgica: relação com idade, sexo, experiência com cirurgia e estresse

This study's aim was to verify coping strategies among children aged between 7 and 12 years old who will be experiencing surgery and the potential relationship of coping strategies with sociodemographic variables, stress in children and in companions, and the child's prior experience with surgery. A total of 58 children hospitalized and waiting for elective surgeries responded to the Assessment Instrument of Coping to Hospitalization and an instrument to assess stress. The companion received a sociodemographic questionnaire and the Lipp Stress Symptom Inventory. Problem-solving strategies and distraction were the most frequent strategies used, while social withdrawal and opposition were the least frequent. Girls and children of stressful parents used emotion regulation strategies with significantly more frequency. Likewise, greater cognitive restructuring was observed in older children and those with prior experience with surgeries. The results show the need to consider the studied variables when developing pre-operative preparation programs.

Nível de atividade física e qualidade de vida em aposentados residentes no município de Rio Claro - SP

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Influences on career choice in music education audition candidates: Pilot study

The purpose of this pilot study was to survey prospective undergraduate music education majors to learn what motivated them to aspire to a career in music education. Respondents were candidates auditioning, but not yet accepted, for music teacher preparation programs at four institutions (N = 228). Findings corroborate prior research that suggests that school music teachers and/or private lesson teachers are highly influential. This study sought to quantify the types of experiences participants had in teaching roles at the time of their college audition, supporting other research suggesting that such experiences may increase interest in a music teaching career. Recommendations include engaging music educators at all PreK–12 levels in actively recruiting and encouraging future teachers, providing private instructors and performance majors with teacher recruitment information, emphasizing earlier identification and preparation of prospective educators, and refining and continuing the work begun in this pilot study.

Assessing the Influence of Brain-based Instructional Methods and Its Impact on Systemic Change for Learning Communities

Background: As scholars who prepare future school leaders to be innovative instructional leaders for their learning communities, we are on the verge of a curriculum design revolution. The application of brain research findings promotes educational reform efforts to systemically change the way in which children experience school. However, most educators, school leaders, board members, and policy makers are ill prepared to reconsider the implications for assessment, pedagogy, school climate, daily schedules, and use of technology. This qualitative study asked future school leaders to reconsider how school leadership preparedness programs prepared them to become instructional leaders for the 21st century. The findings from this study will enhance the field of school leadership, challenging the current emphasis placed on standardized testing, traditional school calendars, assessments, monocultural instructional methods, and meeting the needs of diverse learning communities. [See PDF for complete abstract]

Early Career Teachers' Efficacy in Working with Families

Partnering effectively with families is an important skill for teachers to have to support student achievement, and one that is especially important for early career teachers in order to protect them from burnout and attrition. However, research has demonstrated that teachers do not feel prepared to work with families, and further research is needed to see what difficulties are specific to early career teachers. The following research questions were addressed in the study: 1) What current situation and prior training factors affect early career teachers’ perceptions of efficacy in working with families? 2) Which family-school partnering topics do teachers report the most experience in their prior preparation programs and in their current daily practice? 3) Is there a relationship between number of years reported teaching and overall efficacy scores? 4) What family-school partnering training do early career teachers believe would have been or would be beneficial to receive in their teacher preparation programs versus during their first five years of practice? A survey was created which included a pre-existing self-efficacy scale adapted to reflect family partnering language. This survey was disseminated to 76 first through fifth year Colorado teachers. Results indicate that age of current school placement had a significant effect on overall self-efficacy scale scores, while several other variables had an effect on subscales of the efficacy scale. Recommendations are presented for future research, teacher preparation programs, and school district mentoring.

La pensée complexe comme atout pour les leaders de démarches territoriales de développement durable au Québec

Réalisée sous la codirection de l'Université de Montréal (Anthropologie) et de l'Université du Québec à Chicoutimi (Aménagement du territoire)

La pensée complexe comme atout pour les leaders de démarches territoriales de développement durable au Québec

Réalisée sous la codirection de l'Université de Montréal (Anthropologie) et de l'Université du Québec à Chicoutimi (Aménagement du territoire)

Teacher efficacy of special education teachers of English language learners with disabilities

This research examined the perceived teacher efficacy of special education teachers of English Language Learners (ELLs) with educational disabilities by surveying 202 elementary special education teachers using the EXCEL Teacher Inventory. EXCEL consists of 20 teacher efficacy items, three open-ended questions, and participant demographic items. ^ Overall participant teacher efficacy scores were high. Of the variables assessed, a statistically significant difference in perceived efficacy was found with self-reported proficiency in the language of the target students. No statistically significant differences in teacher efficacy scores were found for (a) levels of teacher preparation; (b) number of years of teaching experience; or (c) socioeconomic status of the students. A multiple regression analysis indicated that, of the variables listed above, proficiency in the language of the target students accounted for significant variance in predicting the level of teachers' perceived efficacy. ^ Responses to the open-ended questions about what was most helpful when working with ELLs with disabilities yielded two major themes: organizational issues and teacher issues. Participants wrote numerous comments about the value of support from educational professionals and parents. Many participants recommended individuals in preservice programs take ESOL content specific courses. ^ The results demonstrate the positive correlation between proficiency in the language of the target students and teacher efficacy. This suggests that teachers of ELLs with disabilities have proficiency in the ELLs' native language (or have support from others who are language proficient) that allows them to distinguish between language difference and language disability and provide instruction in the native language when needed. Further, results from open-ended questions suggest that special education teacher preparation programs should include courses related specifically to strategies for teaching ELLs with disabilities, not just ELLs. ^

A case study: Perceptions of the induction process of intern principals in Broward County Public Schools

The case study is a qualitative study of the perceptions of a purposeful sample of intern principal participants in Broward County Public School's 2001-2003 principal leadership induction program through survey, interview and document analysis of their experiences concerning their success or failure in achieving the position of principal. The study focused on constructs of professional and organizational socialization and instructional leadership that research suggests are vital and integrated components of the effective development of aspiring instructional leaders. ^ The findings revealed that purposeful mentoring, a variety of site placement, hands on practical experiences, in addition to the quality of experience measured by the number of years prior experience are positively reported to affect the degrees of success perceived by intern principals. The study validated the interrelatedness of the three constructs professional and organizational socialization and instructional leadership as components that are realized in the development process through formal and informal characteristics of socialization. The data gathered would be of benefit to principal leadership program designers to assist in their understanding of participants' successes and failures that influence individual needs based on their experience as perceived by this group. ^ Implications for further study are the need for better understanding of leadership development, continued reinforcement of best practices such as mentoring, site shadowing and coaching, clarification of the administrator's role, data analysis, curriculum implementation and student achievement. Organizations need to implement a common set of expectations, reasoning, attitudes, and understanding of purpose that guide behaviors. Recommendations are to design leadership induction programs to meet individual strengths and weaknesses not a one-size-fits-all program including a constructive and prescriptive two-way feedback system, select and assign mentors based on their expertise and candidate needs, varied site placements, develop skills to build collaborative relationships, and a standards based monitoring and assessment system to document program mastery and completion. ^

The relationship of instructor technical literacy to the academic performance of students in career academies

Career Academy instructors' technical literacy is vital to the academic success of students. This nonexperimental ex post facto study examined the relationships between the level of technical literacy of instructors in career academies and student academic performance. It was also undertaken to explore the relationship between the pedagogical training of instructors and the academic performance of students. ^ Out of a heterogeneous population of 564 teachers in six targeted schools, 136 teachers (26.0 %) responded to an online survey. The survey was designed to gather demographic and teaching experience data. Each demographic item was linked by researchers to teachers' technology use in the classroom. Student achievement was measured by student learning gains as assessed by the reading section of the FCAT from the previous to the present school year. ^ Linear and hierarchical regressions were conducted to examine the research questions. To clarify the possibility of teacher gender and teacher race/ethnic group differences by research variable, a series of one-way ANOVAs were conducted. As revealed by the ANOVA results, there were not statistically significant group differences in any of the research variables by teacher gender or teacher race/ethnicity. Greater student learning gains were associated with greater teacher technical expertise integrating computers and technology into the classroom, even after controlling for teacher attitude towards computers. Neither teacher attitude toward technology integration nor years of experience in integrating computers into the curriculum significantly predicted student learning gains in the regression models. ^ Implications for HRD theory, research, and practice suggest that identifying teacher levels of technical literacy may help improve student academic performance by facilitating professional development strategies and new parameters for defining highly qualified instructors with 21st century skills. District professional development programs can benefit by increasing their offerings to include more computer and information communication technology courses. Teacher preparation programs can benefit by including technical literacy as part of their curriculum. State certification requirements could be expanded to include formal surveys to assess teacher use of technology.^

"It's Equal but It's not Fair": The experiences of Teacher Candidates of Color in a Predominantly White Institution

Thesis (Ph.D.)--University of Washington, 2016-06