Deprofessionalization of curriculum decision -making

The purpose of this study was to analyze the evolution of Florida state level policy efforts and to assess the responding educational policy development and implementation at the local school district level. The focus of this study was the secondary language arts curriculum in Miami-Dade County Public Schools. ^ Data was collected using document analysis as a source of meaning making out of the language sets proffered by agencies at each level. A matrix was created based on Klein's levels of curriculum decision-making and Functional Process Theory categories of policy formation. The matrix allowed the researcher to code and classify specific information in terms accountability/high-stakes testing; authority; outside influences; and operational/structural organization. ^ Federal policy documents provided a background and impetus for much of what originated at the State level. The State then produced policy directives which were accepted by the District and specific policy directives and guidelines for practice. No evidence was found indicating the involvement of any other agencies in the development, transmission or implementation of the State level initiated policies. ^ After analyzing the evolutionary process, it became clear that state policy directives were never challenged or discussed. Rather, they were accepted as standards to be met and as such, school districts complied. Policy implementation is shown to be a top-down phenomenon. No evidence was found indicating a dialogue between state and local systems, rather the state, as the source of authority, issued specifically worded policy directives and the district complied. Finally, this study recognizes that outside influences play an important role in shaping the education reform policy in the state of Florida. The federal government, through NCLB and other initiatives created a climate which led almost naturally to the creation of the Florida A+ Plan. Similarly, the concern of the business community, always interested in the production of competent workers, continued to support efforts at raising the minimum skill level of Florida high school graduates. ^ Suggestions are made for future research including the examination of local school sites in order to assess the overall nature of the school experience rather than rely upon performance indicators mandated by state policy. ^

Teacher perception of self -determination skills in the inclusive and special education classroom

It has been proposed that special education teachers, who promote self-determination and link it to educational standards, help students with a disability succeed in school. The current school reform movement has focused on accountability through mandates such as the No Child Left Behind Act, 2001, and has emphasized participation in the general curriculum through amendments to the Individuals with Disabilities Education Act (IDEA) of 1997 and 2004. This study informs educators if educational setting, students' type of disability, and subject area taught, influence teachers' opinions about the importance of teaching components leading to self-determination and self-management. ^ The research questions that drive this study are: (1) do secondary school teachers who instruct students with a disability think that self-determination components taught in the classroom will make an important difference in students' school and later postsecondary achievements? and (2) does the type of classroom setting, students' type of disability, or specific subject matter influence teachers' opinions regarding the importance of teaching components related to self-determination and self-management? The collection and interpretation of data were done using descriptive and quantitative methods employing a teacher survey. The survey was administered to secondary teachers who instruct students with disabilities. Data were analyzed using descriptive and inferential statistics. The sample consisted of 97 special education teachers currently teaching at the secondary level. ^ The results of the study indicated that teachers believe that self-determination is important for both school life and post school life. However teachers thought these skills to be more important for post school success. Teachers believe that self-determination is more important than self-management skills. Type of disability, educational environment, and subject area were not significant factors. ^

Effects of sex, third grade reading achievement and motivation as predictors of fourth grade reading achievement of Hispanic students: A path analysis

This study explored the topic of motivation for intermediate students combining both an objective criterion measure (i.e., standardized test scores) and the self-report of students on self-concept and value of reading. The purpose of this study was to examine how third grade reading achievement correlated with the motivation of fourth grade boys and girls, and, in turn, how motivation related to fourth grade reading achievement. The participants were fourth grade students (n=207) attending two public, elementary schools in Miami-Dade County who were of primarily Hispanic origin or descent. Data were collected using the Reading Survey portion of the Motivation to Read Profile (1996) which measures self-concept and value of reading in order to measure motivation and the Third and Fourth Grade Reading Florida Comprehensive Assessment Tests 2.0 (FCAT 2.0) to assess achievement. First, a one way Analysis of Variance (ANOVA) was conducted to determine whether motivation differed significantly between fourth grade boys and girls. Second, a path analysis was used to determine whether motivation mediated or moderated the association between FCAT 2.0 third and fourth grade scores. Results of the ANOVA indicated that motivation, as measured by the Motivation to Read Profile did not differ significantly by sex. Results from the path analysis indicated that the model was significant and that third grade FCAT 2.0 scores accounted for a significant amount of the variance in fourth grade FCAT 2.0 scores once motivation was entered. Results of the study demonstrated that motivation partially mediates, but does not moderate the relationship between FCAT 2.0 third and fourth grade scores. In conclusion, it can be determined that past student achievement for fourth grade students plays a role in current student achievement when motivation is also considered. It is therefore important in order to improve the quality of fourth grade student's current performance to take into account a student's motivation and past achievement. An effort must be made to address students' motivational needs whether through school wide programs or at the classroom level in addition or in conjunction with cognition. Future research on the effect of self-concept in reading achievement is recommended.

The relationship between scaffolding metacognitive strategies identified through dialogue journals and second graders' reading comprehension, science achievement, and metacognition using expository text

Poor informational reading and writing skills in early grades and the need to provide students more experience with informational text have been identified by research as areas of concern. Wilkinson and Son (2011) support future research in dialogic approaches to investigate the impact dialogic teaching has on comprehension. This study (N = 39) examined the gains in reading comprehension, science achievement, and metacognitive functioning of individual second grade students interacting with instructors using dialogue journals alongside their textbook. The 38 week study consisted of two instructional phases, and three assessment points. After a period of oral metacognitive strategies, one class formed the treatment group (n=17), consisting of two teachers following the co-teaching method, and two classes formed the comparison group ( n=22). The dialogue journal intervention for the treatment group embraced the transactional theory of instruction through the use of dialogic interaction between teachers and students. Students took notes on the assigned lesson after an oral discussion. Teachers responded to students' entries with scaffolding using reading strategies (prior knowledge, skim, slow down, mental integration, and diagrams) modeled after Schraw's (1998) strategy evaluation matrix, to enhance students' comprehension. The comparison group utilized text-based, teacher-led whole group discussion. Data were collected using different measures: (a) Florida Assessments for Instruction in Reading (FAIR) Broad Diagnostic Inventory; (b) Scott Foresman end of chapter tests; (c) Metacomprehension Strategy Index (Schmitt, 1990); and (d) researcher-made metacognitive scaffolding rubric. Statistical analyses were performed using paired sample t-tests, regression analysis of covariance, and two way analysis of covariance. Findings from the study revealed that experimental participants performed significantly better on the linear combination of reading comprehension, science achievement, and metacognitive function, than their comparison group counterparts while controlling for pretest scores. Overall, results from the study established that teacher scaffolding using metacognitive strategies can potentially develop students' reading comprehension, science achievement, and metacognitive awareness. This suggests that early childhood students gain from the integration of reading and writing when using authentic materials (science textbooks) in science classrooms. A replication of this study with more students across more schools, and different grade levels would improve the generalizability of these results.

The relationship between the use of Academic Text Talk and the comprehension of scientific academic language for diverse second graders

Changing demographics impact our schools as children come from more linguistically and culturally diverse backgrounds. The various social, cultural, and economic backgrounds of the students affect their early language learning experiences which expose them to the academic language needed to succeed in school. Teachers can help students acquire academic language by introducing words that are within their Zone of Proximal Development and increasing exposure to and use of academic language. This study investigated the effects of increasing structured activities for students to orally interact with informational text on their scientific academic language development and comprehension of expository text. ^ The Academic Text Talk activities, designed to scaffold verbalization of new words and ideas, included discussion, retelling, games, and sentence walls. This study also evaluated if there were differences in scientific language proficiency and comprehension between boys and girls, and between English language learners and native English speakers. ^ A quasi-experimental design was used to determine the relationship between increasing students' oral practice with academic language and their academic language proficiency. Second graders (n = 91) from an urban public school participated in two science units over an 8 week period and were pre and post tested using the Woodcock Muñoz Language Survey-Revised and vocabulary tests from the National Energy Education Project. Analysis of covariance was performed on the pre to post scores by treatment group to determine differences in academic language proficiency for students taught using Academic Text Talk compared to students taught using a text-centered method, using the initial Florida Assessment for Instruction in Reading test as a covariate. Students taught using Academic Text Talk multimodal strategies showed significantly greater increases in their pre to posttest means on the Woodcock Muñoz Language Survey-Revised Oral Language Totals and National Energy Education Development Project Vocabulary tests than students taught using the text-centered method, ps < .05. Boys did not show significantly greater increases than girls, nor did English language learners show significantly greater increases than the native English speakers. ^ This study informs the field of reading research by evaluating the effectiveness of a multimodal combination of strategies emphasizing discourse to build academic language.^

Teachers' experiences in and perceptions of their 12th-grade British literature classrooms

The purpose of this study was to understand the experiences and perceptions of 12th-grade literature teachers about curriculum, Post-Colonial literature, and students. Theories posed by Piaget (1995), Vygotsky (1995), and Rosenblatt (1995) formed the framework for this micro-ethnographic study. Seven teachers from public and private schools in South Florida participated in this two-phase study; three teachers in Phase I and four in Phase II. All participants completed individual semi-structured interviews and demographic surveys. In addition, four of the teachers were observed teaching. The analysis yielded three themes and two sub-themes: (a) knowledge concerned teachers' knowledge of British literature content and Post-Colonial authors and their literature; (b) freedom described teachers' freedom to choose how to teach their content. Included in this theme was dilemmas associated with 12th-grade classrooms which described issues that were pertinent to the 12th-grade teacher and classroom that were revealed by the study; and (c) thoughts about students described teachers' perceptions about students and how literature might affect the students. Two subthemes of knowledge were as follows:(1) text complexity described teacher responses to a Post-Colonial text's complexity and (2) student desirability/teachability described teachers' perception about how desirable Post-Colonial texts would be to students and whether teachers would be willing to teach these texts. The researcher offers recommendations for understanding factors associated with 12th-grade teachers perceptions and implications for enhancing the 12th-grade experience for teachers and curriculum, based on this study: (a) build teacher morale and capacity, (b) treat all students as integral components of the teaching and learning process; teachers in this study thought teaching disenfranchised learners was a form of punishment meted out by the administration, and (c) include more Post-Colonial authors in school curricula in colleges and schools as most teachers in this study did not study this type of literature nor knew how to teach it.

The efficacy of an interactive computer system for teaching developmental mathematics to college students

Many students are entering colleges and universities in the United States underprepared in mathematics. National statistics indicate that only approximately one-third of students in developmental mathematics courses pass. When underprepared students repeatedly enroll in courses that do not count toward their degree, it costs them money and delays graduation. This study investigated a possible solution to this problem: Whether using a particular computer assisted learning strategy combined with using mastery learning techniques improved the overall performance of students in a developmental mathematics course. Participants received one of three teaching strategies: (a) group A was taught using traditional instruction with mastery learning supplemented with computer assisted instruction, (b) group B was taught using traditional instruction supplemented with computer assisted instruction in the absence of mastery learning and, (c) group C was taught using traditional instruction without mastery learning or computer assisted instruction. Participants were students in MAT1033, a developmental mathematics course at a large public 4-year college. An analysis of covariance using participants' pretest scores as the covariate tested the null hypothesis that there was no significant difference in the adjusted mean final examination scores among the three groups. Group A participants had significantly higher adjusted mean posttest score than did group C participants. A chi-square test tested the null hypothesis that there were no significant differences in the proportions of students who passed MAT1033 among the treatment groups. It was found that there was a significant difference in the proportion of students who passed among all three groups, with those in group A having the highest pass rate and those in group C the lowest. A discriminant factor analysis revealed that time on task correctly predicted the passing status of 89% of the participants. ^ It was concluded that the most efficacious strategy for teaching developmental mathematics was through the use of mastery learning supplemented by computer-assisted instruction. In addition, it was noted that time on task was a strong predictor of academic success over and above the predictive ability of a measure of previous knowledge of mathematics.^

Advanced Placement and American education: A Foucauldian analysis of the Advanced Placement Program of the college board

Advanced Placement is a series of courses and tests designed to determine mastery over introductory college material. It has become part of the American educational system. The changing conception of AP was examined using critical theory to determine what led to a view of continual success. The study utilized David Armstrong's variation of Michel Foucault's critical theory to construct an analytical framework. Black and Ubbes' data gathering techniques and Braun and Clark's data analysis were utilized as the analytical framework. Data included 1135 documents: 641 journal articles, 421 newspaper articles and 82 government documents. ^ The study revealed three historical ruptures correlated to three themes containing subthemes. The first rupture was the Sputnik launch in 1958. Its correlated theme was AP leading to school reform with subthemes of AP as reform for able students and AP's gaining of acceptance from secondary schools and higher education. The second rupture was the Nation at Risk report published in 1983. Its correlated theme was AP's shift in emphasis from the exam to the course with the subthemes of AP as a course, a shift in AP's target population, using AP courses to promote equity, and AP courses modifying curricula. The passage of the No Child Left Behind Act of 2001 was the third rupture. Its correlated theme was AP as a means to narrow the achievement gap with the subthemes of AP as a college preparatory program and the shifting of AP to an open access program. ^ The themes revealed a perception that progressively integrated the program into American education. The AP program changed emphasis from tests to curriculum, and is seen as the nation's premier academic program to promote reform and prepare students for college. It has become a major source of income for the College Board. In effect, AP has become an agent of privatization, spurring other private entities into competition for government funding. The change and growth of the program over the past 57 years resulted in a deep integration into American education. As such the program remains an intrinsic part of the system and continues to evolve within American education. ^

Stereotype Threat and the Standardized Testing Experiences of African American Children at an Urban Elementary School

Stereotype threat (Steele & Aronson, 1995) refers to the risk of confirming a negative stereotype about one’s group in a particular performance domain. The theory assumes that performance in the stereotyped domain is most negatively affected when individuals are more highly identified with the domain in question. As federal law has increased the importance of standardized testing at the elementary level, it can be reasonably hypothesized that the standardized test performance of African American children will be depressed when they are aware of negative societal stereotypes about the academic competence of African Americans. This sequential mixed-methods study investigated whether the standardized testing experiences of African American children in an urban elementary school are related to their level of stereotype awareness. The quantitative phase utilized data from 198 African American children at an urban elementary school. Both ex-post facto and experimental designs were employed. Experimental conditions were diagnostic and non-diagnostic testing experiences. The qualitative phase utilized data from a series of six focus group interviews conducted with a purposefully selected group of 4 African American children. The interview data were supplemented with data from 30 hours of classroom observations. Quantitative findings indicated that the stereotype threat condition evoked by diagnostic testing depresses the reading test performance of stereotype-aware African American children (F[1, 194] = 2.21, p < .01). This was particularly true of students who are most highly domain-identified with reading (F[1, 91] = 19.18, p < .01). Moreover, findings indicated that only stereotype-aware African American children who were highly domain-identified were more likely to experience anxiety in the diagnostic condition (F[1, 91] = 5.97, p < .025). Qualitative findings revealed 4 themes regarding how African American children perceive and experience the factors related to stereotype threat: (1) a narrow perception of education as strictly test preparation, (2) feelings of stress and anxiety related to the state test, (3) concern with what “others” think (racial salience), and (4) stereotypes. A new conceptual model for stereotype threat is presented, and future directions including implications for practice and policy are discussed.

Visions d’État : deux systèmes d'informations géographiques dans la « gouvernance »

L'administration fédérale canadienne et la Commission européenne ont construit, dans le courant des années 2000, deux réseaux de Systèmes d'informations géographiques (SIG) : le Système national d'information forestière au Canada, et l'Infrastructure d'information géographique dans la Communauté européenne. Ces SIG permettent le traitement géographique de données sociales et environnementales ainsi que leur représentation sur des cartes. Nous appréhendons ces deux réseaux de SIG sous l'angle de leur valeur heuristique : leur analyse nous permet d'étudier les configurations institutionnelles dans lesquelles ils ont été développés, c'est-à-dire, dans ces cas précis, ce qu'il est convenu d'appeler la « gouvernance ». Les SIG sont des instruments de mesure et de représentation de certains phénomènes : ils appartiennent à la classe des instruments d'objectivation. En tant qu'instruments d'objectivation, ils nous permettent de discuter deux éléments théoriques de la « gouvernance » : le rapport entre les administrations centrales et les administrations locales ; le rapport entre les administrations étatiques et les organisations non-étatiques. A travers cette discussion, nous montrons d'une part que la réarticulation de paliers de gouvernement différents ne signifie pas, comme cela a pu être écrit, un retrait de l'administration centrale au profit des administrations locales, mais au contraire une manière de contrôler plus étroitement celles-ci. Nous montrons d'autre part que cette renégociation des rapports entre les administrations centrales et locales ne s'accompagne pas, en pratique, d’une renégociation des rapports entre administrations étatiques et organisations non-étatiques. En révélant que les données non-étatiques ne sont pas intégrées dans les réseaux de SIG étatiques, nous relativisons les théories qui voient dans la « gouvernance » un mode de gouvernement ouvert aux organisations non-étatiques. Cela nous conduit à approfondir la piste qui envisage les instruments étatiques d'objectivation comme des moyens d'écarter de l'objectivation des phénomènes sociaux ou naturels les éléments qui contredisent l'action gouvernementale. Cette exégèse politique de deux ensembles de programmes informatiques particuliers – les SIG – nous amène, en conclusion, à proposer de considérer certains programmes informatiques comme des institutions politiques.

La privatisation des soins de santé : clarifications conceptuelles et observations sur le cas québécois

Au Québec, depuis les 25 dernières années, l’enjeu de la privatisation dans le secteur de la santé revient constamment dans le débat public. Déjà dans les années 1980, lorsque le secteur de la santé a commencé à subir d’importantes pressions, faire participer davantage le privé était présenté comme une voie envisageable. Plus récemment, avec l’adoption de la loi 33 par le gouvernement libéral de Jean Charest, plusieurs groupes ont dénoncé la privatisation en santé. Ce qui frappe lorsque l’on s’intéresse à la privatisation en santé, c’est que plusieurs textes abordant cette question ne définissent pas clairement le concept. En se penchant plus particulièrement sur le cas du Québec, cette recherche vise dans un premier temps à rappeler comment a émergé et progressé l’idée de privatisation en santé. Cette idée est apparue dans les années 1980 alors que les programmes publics de soins de santé ont commencé à exercer d’importantes pressions sur les finances publiques des États ébranlés par la crise économique et qu’au même moment, l’idéologie néolibérale, qui remet en question le rôle de l’État dans la couverture sociale, éclipsait tranquillement le keynésianisme. Une nouvelle manière de gérer les programmes publics de soins de santé s’imposait comme étant la voie à adopter. Le nouveau management public et les techniques qu’il propose, dont la privatisation, sont apparus comme étant une solution à considérer. Ensuite, par le biais d’une revue de la littérature, cette recherche fait une analyse du concept de privatisation, tant sur le plan de la protection sociale en général que sur celui de la santé. Ce faisant, elle contribue à combler le flou conceptuel entourant la privatisation et à la définir de manière systématique. Ainsi, la privatisation dans le secteur de la santé transfère des responsabilités du public vers le privé dans certaines activités soit sur le plan: 1) de la gestion et de l’administration, 2) du financement, 3) de la provision et 4) de la propriété. De plus, la privatisation est un processus de changement et peut être initiée de manière active ou passive. La dernière partie de cette recherche se concentre sur le cas québécois et montre comment la privatisation a progressé dans le domaine de la santé au Québec et comment certains éléments du contexte institutionnel canadien ont influencé le processus de privatisation en santé dans le contexte québécois. Suite à une diminution dans le financement en matière de santé de la part du gouvernement fédéral à partir des années 1980, le gouvernement québécois a privatisé activement des services de santé complémentaires en les désassurant, mais a aussi mis en place la politique du virage ambulatoire qui a entraîné une privatisation passive du système de santé. Par cette politique, une nouvelle tendance dans la provision des soins, consistant à retourner plus rapidement les patients dans leur milieu de vie, s’est dessinée. La Loi canadienne sur la santé qui a déjà freiné la privatisation des soins ne représente pas un obstacle suffisant pour arrêter ce type de privatisation. Finalement, avec l’adoption de la loi 33, suite à l’affaire Chaoulli, le gouvernement du Québec a activement fait une plus grande place au privé dans trois activités du programme public de soins de santé soit dans : l’administration et la gestion, la provision et le financement.

L’influence de la gouvernance sur la capacité de changement du système de soins : l’exemple de l’implantation des groupes de médecine de famille

Cette thèse s’intéresse à la gouvernance de changements en contextes pluralistes. Nous souhaitons mieux comprendre l’exercice de gouvernance déployé pour développer et implanter un changement par le biais d’une politique publique visant la transformation d’organisations pluralistes. Pour ce faire, nous étudions l’émergence et l’implantation de la politique encadrant la création de groupes de médecine de famille (GMF) à l’aide d’études de cas correspondant à cinq GMF. Les cas sont informés par plus de cents entrevues réalisées en deux vagues ainsi que par une analyse documentaire et des questionnaires portant sur l’organisation du GMF. Trois articles constituent le cœur de la thèse. Dans le premier article, nous proposons une analyse de l’émergence et de l’implantation de la politique GMF à l’aide d’une perspective processuelle et contextuelle développée à partir du champ du changement organisationnel, tel qu’étudié en théorie des organisations. Les résultats démontrent que la gestion du changement en contexte pluraliste est liée à de multiples processus prescrits et construits. Nous avons qualifié ce phénomène de régulation de l’action social (regulation of collective action). La conceptualisation développée et les résultats de l’analyse permettent de mieux comprendre les interactions entre les processus, le contexte et la nature du changement. Le deuxième article propose une conceptualisation de la gouvernance permettant l’étude de la gouvernance en contextes pluralistes. La conceptualisation de la gouvernance proposée tire profit de plusieurs courants des sciences politiques et de l’administration publique. Elle considère la gouvernance comme un ensemble de processus auxquels participent plusieurs acteurs détenant des capacités variables de gouvernance. Ces processus émergent des actions des acteurs et des instruments qu’ils mobilisent. Ils permettent la réalisation des fonctions de la gouvernance (la prospective, la prise de décisions ainsi que la régulation) assurant la coordination de l’action collective. Le troisième article propose, comme le premier, une analyse de l’émergence et de l’implantation de la politique mais cette fois à l’aide de la conceptualisation de la gouvernance développée dans l’article précédent. Nos résultats permettent des apprentissages particuliers concernant les différentes fonctions de la gouvernance et les processus permettant leur réalisation. Ils révèlent l’influence du pluralisme sur les différentes fonctions de gouvernance. Dans un tel contexte, la fonction de régulation s’exerce de façon indirecte et est étroitement liée aux fonctions de prospective et de prise de décisions. Ces fonctions rendent possibles les apprentissages et le développement de consensus nécessaires à l’action collective. L’analyse des actions et des instruments a permis de mieux comprendre les multiples formes qu’ils prennent, en lien avec les contextes dans lesquels ils sont mobilisés. Les instruments indirects permettent les interactions (p. ex. commission d’étude, comité ou réunion) et la formalisation d’ententes entre acteurs (p. ex. des contrats ou des protocoles de soins). Ils se sont révélés fondamentaux pour coordonner les différents acteurs participant à la gouvernance, et ce tant aux niveaux organisationnel qu’inter organisationnel. Les résultats démontrent que les deux conceptualisations contribuent à l’étude de la gouvernance du changement. Nous avons développé deux perspectives inspirées par les sciences politiques, l’administration publique et la théorie des organisations et les analyses qu’elles ont permises ont révélé leur complémentarité. Les résultats permettent de mieux comprendre les processus impliqués dans un tel changement ainsi que leur lien avec les efforts déployés aux différents niveaux par les acteurs mobilisant leurs capacités de gouvernance pour influencer et construire la politique GMF.

Déterminants des politiques de lutte contre la pauvreté en Irlande durant la décennie 1997-2006

Ce mémoire est une étude de cas dans le domaine des politiques publiques, et porte sur la lutte à la pauvreté et à l’exclusion sociale en Irlande. L’Irlande a réussi l’exploit de diminuer de façon spectaculaire la pauvreté et l’exclusion sociale durant la décennie 1997-2006 et bien que son développement économique fut sans doute tout aussi spectaculaire, celui-ci n’explique pas entièrement ce résultat, tout comme il ne rend pas compte de l’engagement politique qui a amené le gouvernement irlandais à faire de la réduction de la pauvreté un objectif important. Le mémoire cherche à définir et à identifier les facteurs qui ont contribué à l’émergence de cette orientation politique. Comme il s’agit d’une étude de cas, la démarche de recherche se situe dans l’horizon des méthodes qualitatives. La variable dépendante est donc la conception et la mise en œuvre d’un nouvel ensemble de politiques sociales, centrées sur la réduction de la pauvreté. L’explication proposée met l’accent sur les idées, les intérêts et les institutions.

Labour, industries and the politics of immigration

Cette thèse par articles examine les causes et conséquences économiques des politiques d'immigration du point de vue des pays receveurs. Je soutiens que les politiques d'immigration affectent la composition industrielle, et que l'immigration non-qualifiée a ralenti le développement des secteurs haute-technologie dans les pays de l'OCDE au cours des dernières décennies. Néanmoins, les gouvernements élus ont des incitatifs à accroître les niveaux d'immigration et à admettre des immigrants non-qualifiés, afin de conserver l'appui du secteur privé, et de façon à éviter les réactions négatives qui résulteraient de l'affaiblissement des industries traditionnelles. Le premier article s'appuie sur un modèle de progrès technologique endogène et soutient que les activités de recherche des entreprises croissent avec l'offre relative en travail qualifié, et se contractent avec l'offre relative en travail non-qualifié. À l'aide de données panel sur les pays de l'OCDE entre 1971 et 2003, j'estime l'élasticité des dépenses en R&D par rapport à l'offre relative de facteurs au moyen d'un modèle OLS dynamique (DOLS). Les résultats sont conséquents avec les propositions théoriques, et je démontre que l'immigration non-qualifiée a ralenti l'intensité des investissements privés en R&D. Le deuxième article examine la réponse des gouvernements fédéraux canadiens au lobbying des entreprises sur l'enjeu de l'immigration, à l'aide de données trimestrielles entre 1996 et 2011. J'argue que les gouvernements ont des incitatifs électoraux à accroître les niveaux d'immigration malgré les préférences restrictives du public sur cet enjeu, afin de s'assurer de l'appui des groupes d'intérêt corporatifs. Je teste cet argument à l'aide d'un modèle vectoriel autorégressif. Un résultat clé est la réponse positive des influx de travailleurs temporaires à l'intensité du lobbying des entreprises. Le troisième article soutient que les gouvernements ont des incitatifs à gérer la sélection des immigrants de façon à préserver la composition industrielle régionale. Je teste cet argument avec des données panel sur les provinces canadiennes entre 2001 et 2010, et un devis de recherche basé sur l'approche des doubles moindres carrés (two-stage least squares). Les résultats tendent à appuyer l'argument principal : les provinces dont l'économie repose davantage sur des industries traditionnelles sont susceptibles de recevoir une plus grande proportion d'immigrants non-qualifiés, ce qui contribue à renforcer cette spécialisation.

Le contrôle politique de l'agence anticorruption malaisienne

L'enjeu des politiques anticorruption occupe une grande partie du discours politique en Malaisie. Après des événements tels que la crise financière de 1997, ou encore l'affaire Anwar en 1998, les politiques anticorruption ont été catapultées au sein du débat politique, dans lequel elles sont constamment observées, scrutées et critiquées. Ce mémoire étudie ces politiques à travers l'analyse du contrôle politique, notamment en ce qui concerne leur autonomie et leur indépendance bureaucratique. En se concentrant plus précisément sur le cas de l'agence anticorruption, notre mémoire offre un regard sur la nouvelle agence indépendante qui a récemment vu le jour en 2009, ainsi que celle qui la précède. Cette étude démontre que la nature du contrôle politique exercé a entravé et ralentit la mise en œuvre des politiques anticorruption.