NCube/papyrus huggingface dataset:
Droits des locataires et qualité du logement à Montréal

Context:  Quality housing is an essential determinant of health. Tenant households are generally more poorly housed, being confronted to habitability and affordability concerns. The Ottawa Charter for Health Promotion recognizes the importance of personal skills and literacy issues are frequently evoked in discussions pertaining to social inequalities in health.  The present work is concerned with tenants’ knowledge as a factor of health promotion. Are knowledge of housing rights and a more habitable and affordable home associated? Methods: Data from a cross-sectional survey of 1023 tenants from the Montreal Island that was carried in June 2014 were analyzed. The relationships between the tenant’s perception of its knowledge of rights and duties, measured by the question “What is your level of knowledge regarding tenants’ and landlords’ rights and duties regarding housing in Quebec?” and habitability as well as affordability were studied. Three indicators were built from various questions on vermin, humidity and temperature to measure habitability. Affordability was measured with the ratio of rent to income. The final models account for age, income, education level and perceived financial struggles. Results: 45% of tenants do not perceive they know their housing rights and duties. Two out of three indicators of habitability (the measure in four categories and the dichotomous one) are associated with the perceived knowledge of rights and duties ((IRR 0,656 IC [0,485; 0,887]) and (IRR 0,851 IC [0,703; 0,979])) in the adjusted models. Moreover, after adjustment, the association with the ratio of income is not significant ((IRR 0,720 IC [0,338; 1,531]). Conclusion: These results are consistent with what is expected, i.e. that better knowledge of rights is positively associated with a habitable house. The use of 3 indicators of habitability and the insertion of the confounding variable "perceived financial struggles" are innovative. Other studies are necessary to better understand the nature of the associations demonstrated. Further research on habitability and knowledge of rights indicators would also be relevant.

Keyphrases: Health literacy, Social inequalities in health, Knowledge of rights, Tenant rights, Housing, Affordability
Présence d’un chien d’assistance MIRA pour deux adolescents ayant un TSA en contexte scolaire et familial : vécus et apports sur le développement humain

Diagnosed cases of Autism Spectrum Disorder (ASD) in Quebec has been increasing year over year. Therefore, it is necessary to provide resources and tools to meet the growing requirements. As the transition to adolescence can be a sensitive period for people with ASD, it is crucial to use efficient intervention practices to support their needs. As well, to promote their holistic development and integration within the society, it is imperative that we consider innovative interventions in the education system. The use of animal-assisted interventions appears to be a promising area of innovation, but as it is a relatively new approach, it requires additional research to demonstrate its effectiveness.  This research aims to describe the contributions of the MIRA assistance dog on the human development of two teenagers with ASD within a school and family context. The study of both cases is privileged. Several data collection tools (semi-structured interviews, participant observation and logbooks) were used to study the subjects. The primary participants were the two adolescents and those individuals who were closest to them (parents, teachers and Specialized Education Technician (SET)). The results did show that the assistance dog for adolescents with ASD influences some personal and environmental factors, according to the “Human Development Model – Disability Creation Process” (HDM-DCP), thus increasing and improving their social interactions. The MIRA assistance dog, used as an intervention tool, appears to act primarily on the symptoms and common characteristics frequently associated with this disorder. Animalassisted intervention appears to be complete and effective throughout the day. This can potentially persist for several years, which makes it scalable to the progressive needs of adolescents. A notable additional finding was that the assistance dog showed benefits within the inner circle of adolescents with ASD.

Keyphrases: Adolescent, Autism Spectrum Disorder, Teenager, Animal-assisted interventions, Assistance Dog
Les facteurs de persévérance et de réussite scolaire des jeunes de 16 à 24 ans issus de l’immigration récente à la Formation générale des adultes dans un contexte anglophone

A considerable number of immigrants arrive each year in the greater Montreal area. Among them, we find young adults aged 16 to 24 who integrate Anglophone adult education centers, often in continuity of the youth sector. These learners often have different educational pathways than that of young native Quebecers. Much research has been done on students of immigrant descent at the elementary and secondary levels, but studies on school perseverance and school success at the adult education level are scarcer. We based our research on two studies by Potvin and Leclercq (2012, 2014) on educational trajectories of young adults aged 16 to 24 from immigrant descent in adult education to formulate a typology of factors of school perseverance and success of emerging adults from immigrant descent in adult education. We used this literature review to develop our interview guide and interpret the data resulting from interviews with six students of 16 to 24 who recently immigrated as well as six teachers and professionals working in an adult education center in the greater Montreal area. We analyzed the results through a thematic content analysis to conclude that the youth surveyed showed several signs of school perseverance and success and demonstrated great resilience and a sustained motivation that allowed them to mitigate risk factors affecting academic success and encouraged them to persevere in an adult education center at the English sector.

Keyphrases: school success, school perseverance, recent immigration, school resilience, adult education, anglophone context, emerging adults
Influence des simulateurs associés à un exerciseur sur la motivation des élèves de 3e en apprentissage des sciences physiques : cas d’un lycée rural camerounais

Can the use of stimulators associated to an exerciser influence the motivation of high school students to learn physics? If so, how and why? The target population that helped us to give an efficient answer to the abovementioned questions was made up of ten students of form four (troisième in the francophone subsystem in Cameroon), interacting with the researcher and their female teacher in rural area.  The students were grouped in pairs to form affinity with the exerciser HOT POTATOES 6 and simulators for sixteen sessions, two hours each.   Referring to the theorical framework, we used the analysis and interpretation of indices as proposed by VIAU (1994) namely students’ investment choice in learning situation, their perseverance, and their cognitive engagement.  Data were collected through direct observation of research subjects, four logs bound by these, five in-depth interviews of groups of two students and a personal interview with the teacher. These data revealed three facts in physics learning using stimulators associated with the exerciser in 80% of the students: 1- They are willing to participate; 2- They commit time it takes to achieve the learning and the understanding of concepts; 3- They favour self regulation in learning strategies (metacognitive strategies, management and interactional); on the contrary, they tend to abandon memorization strategies.  Furthermore, the discussion helped to support the leading process aiming at improving motivation. Finally, sixteen reasons why these computer programmes have improved students’motivation were explained.

Keyphrases: Motivation, Engagement comportemental, Simulators, Exerciser, Physical science, Perseverance, Cognitive engagement, Behavioural commitment, Choice of investment, Educational integration
Les connaissances relatives à la période adolescente dans les programmes de formation en enseignement au secondaire dans les universités québécoises

In this study, we propose an analysis of what is learned about the adolescent and adolescence by future secondary teachers during their initial teacher education in Quebec’s French universities. This question is relevant for three particular reasons: 1) firstly, adolescence is a crucial period in the development of individuals in terms of biological and psychological transformations, 2) the adolescent student is at the center of the teaching work and the knowledge of his specific psychological characteristics, as recognized by researchers and by practitioners, is particularly important in teaching activities, and 3) teacher’s training has, as one of his fundamental goals, to provide to future teachers a basic professional knowledge of the nature of their adolescent students. However, to this day, few scientific studies proposed an analysis of the specific knowledge possessed by teachers about their adolescent students: although Shulman (1986; 1987) mentions it in his typology of teacher’s knowledge, it remains poorly defined. Thus, by analyzing the descriptors of courses related to the teenager, comparing syllabi (more specific courses about adolescent development) and interviewing key people in francophone universities in Quebec, we support the thesis that teacher’s knowledge of adolescents derives mainly from adolescent psychology courses (and that future teachers are educated, to some extent, to deal with the adolescent’s psychological particularities), but that this knowledge must be transferred into practice to really become useful. Therefore, how can we help future teachers to translate theory in practice, and develop what is needed to become a reflective practitioner?

Keyphrases: Adolescence, Teacher’s knowledge, Teenagers students, Teacher education
Étude de la validité d’un instrument de mesure de la compétence informationnelle : l’exemple du QuizCI

This research documents the validity of QuizCI, an instrument for measuring information literacy (CI). The QuizCI was developed at the Université du Québec en Outaouais, a French-language university in Canada. The instrument has 32 multiple choice items. Evidence of validity is documented according to the types of validity Laveault and Gregory (2002). To support the development of QuizCI, arguments of apparent and content validity were collected. With the instrument developed, a sample of data from 469 students was collected from 2012 to 2015. This sample was used to perform analyzes and produce information intended to document the conceptual validity of QuizCI. Among the information taken into account are the simplicity of index, the discrimination, the Cronbach's alpha, the exploratory factor analysis solution available information after the application of a Rasch. After which, the study concludes that the QuizCI measurement IC with some validity, but also the finding various problems affecting the measurement. Some items are problematic. Then, the whole instrument is easy for students, which affects the measurement. Thus, this first portrait of the validity of QuizCI is a starting point for improvement. Finally, not many authors present study of the validity of an instrument to measure Information Literacy, especially in French-speaking context. Also, this study may provide an example to use of these methods.

Keyphrases: validation, instrument, information literacy, measure, validity, validation, test, index of simplicity, discrimination index, internal consistency, exploratory factor analysis, Rasch
Étude exploratoire des facteurs influant sur l'intention des futurs enseignants de développer les compétences informationnelles des élèves

Information literacy means knowing how to access, manage, use, produce and share information. Although this is not an innovative concept in itself, innovations in the field of information and communications technology (ICT) and migration from print to digital contents are transforming how we perform these tasks. These rapid and profound changes have wielded strong impacts in many fields, including education. However, whereas some students receive educational support to develop their information literacy skills, others do not. Current literature suggests that during initial teacher training, the use of ICT to influence future teachers to integrate information literacy into their practice remains sparse (or at least it is unclear how much influence ICT has on information literacy). This study aims to understand better how preservice programs prepare future teachers to use ICT to develop students’ information literacy skills. A survey was conducted from January 2014 through May 2014 with 413 future elementary and high school teachers in four French-Canadian universities. In the spring of 2015, qualitative data was also collected from 48 students in their final year of an initial teacher training program. The results of the quantitative phase confirm that attitude and social norms are good predictors of the intentions of preservice teachers to develop information literacy in their students. However, perceived control was not significant. These results are supported by Venkatesh, Morris, Davis, & Davis (2003) and Fishbein & Ajzen (2010) who suggest that perceived control and facilitating conditions apply more to the actual behavior than intentions. The qualitative results show that information literacy is not explicitly addressed in teacher training in Québec, even if preservice teachers consider these skills important for academic success. Using participants suggestions, teaching strategies are suggested to develop information literacy in schools.

Keyphrases: Information literacy, Teachers, Educational technologies
École, identification et négociation des frontières ethniques : une étude de cas sur les jeunes de la 2e génération issue de l'immigration à Montréal

This thesis aims to analyse the process of identification of young second generation immigrants and how they experience the ethnic boundaries during their adolescence in order to define types of identity categories deployed. It also explores the role of ethnic boundaries as they unfold at school.  Inspired by weberian theory, our theoretical framework leads us to focus on ethnic relations by considering their subjective and objective dimensions. To fulfill our research objectives, we have grounded our analysis in the work of authors in the field of ethnic boundaries theory such as Fredrik Barth, Danielle Juteau and Richard Jenkins. Following the insight of Rogers Brubaker and René Galissot, the processual concept of identification is used instead of the notion of identity. That framework leads us the account for the contextual and symbolic but also for categorical attributions and asymmetrical power relations between minorities and the majority.  The empirical material analysed is based on 13 qualitative interviews with youngsters who did their entire schooling in Montreal. The analysis of the data demonstrates that the majority of participants self-identifies in reference to their parents’ nationality. Furthermore, only a few used the categories “Québécois-e” and “Canadian” in their self-definition. These identifications are conditioned by categorization. Our findings indeed show that he interactions at high school have a significant importance and we did find power relations on that matter between our participants and teenagers of the majority group. Most of the participants underlined the presence of ethnically separate groupings and their preference for friendships with second generation immigrants over those labelled as “Québécois”. They mark ethnic boundaries by pointing perceived differences regarding family values and by emphasizing in a negative and stereotypical way what it means for oneself to self-define as “Québécois-e”.

Keyphrases: adolescents, identification, second generation immigrants, teenagers, high school, ethnic boundaries, ethnicity, power relations
La construction identitaire sous l'angle des parcours migratoire et scolaire de jeunes au statut de réfugié au Québec dans le cadre d'un atelier participatif de récit numérique

The purpose of this qualitative exploratory study, in a participatory framework, was to understand the complexity of identity work, as construction in practice, of young who experienced exile. Through a workshop leading to create a digital story about themselves, we engaged with youth in the co-creation of stories of their migration and educational pathways and offered youth tools to engage in a new reading of their realities. This project was a safe space to mobilize their voice and to express their experiences through many productions, including personal digital story which illustrated their identity over time, before and after their arrival in Québec. We wanted, with this youth people, explore and document the construction and reconstruction of identity in terms of their migration and schooling pathways by mobilizing their voice in the narrative experience and by digital stories. The project has exploited various techniques leading to create a digital story (DS) through a participatory workshop. The study was based on data collection methods and qualitative analysis through a participatory workshop. We worked together, with five refugees youth from Mexico, aged between 15 and 21 years old, and now in Québec since more than three years. The methodology is based on many data : two semi-structured individual interviews and a focus group, archives from activities in the workshop, digital stories of each. Taken together, the data sources offer rich insights into the complex realities of refugee youth at a particular moment. The digital story became a tool to talk about the history they shared, and yet, experienced in different ways. Mobility in migration and schooling is, for some young, undeniable aspect of their pathway, which can create both challenges and transitional forms for their future aspirations. These young people have expressed their interests and their dreams, and their stories have also left what seems resilience tutors, sometimes unevenly distributed, which could and can still contribute to their empowerment.

Keyphrases: Exil, Approche multimodale, Storytelling and digital storytelling, Identity work, Youth, Exile, Research as participatory, Multimodality
Le travail des éducatrices en garde scolaire

In the Province of Québec, the democratization of the school system and the expansion of parenting in the public land have contributed to the institutionalization of school-based child care. This qualitative research found interest in those school-age child care programs, particularly the work of educators. It describes the nature of work, roles, missions, working conditions and practices, influenced by school and family. The research depicts professional identity of educators and relationship with school agents and parents. This exploratory research has its source in the speeches of eighteen educators from eleven school-based services in the Province of Québec. The research shows that the professionalization conveyed by literature and characterized by norms and theories about child development, is constrained by a precarious work situation and a too few recognition from school actors. Research also shows that school-age child care educators play a big part of child socialization’s. This is reflecting the growth of the social role of school. Moreover, the close relationship of educators with children and their parents contributes to connect both school’s and family’s backgrounds. Results show that parents are well aware of school-based child care educator’s involvement. Generally, educators easily share responsibilities with them, more than with school’s actors. In fact, the educator’s work in school-based child care centers leans towards "scholar" form. Nonetheless, it remains that teachers have a stranglehold on instruction. However, the educator’s work in school-based child care centers is socially perceived as a monitoring job, a women's job, a care vocation, it remains that their contribution is sizeable and deserves a special attention.

Keyphrases: school-age child care educator, school-based child care, educational work, parenting, caring, professionalization
Incapacités intellectuelles et initiation aux transports publics : cahier des charges fonctionnel d'un jeu sérieux

Public Transport supports independence and encourages social, educational and vocational inclusion. It is a sure means to gain access to the city, services and activities. However, using fixed-route requires knowledge and know-how that all travelers, such as people with intellectual disabilities, do not master. While for most of us learning to travel is done through personal experience, for people with intellectual disabilities there is a need for travel training in order to build up travel experience and confidence. Travel training as an inclusive approach allows people with intellectual disabilities to learn the fixed-route, which may help them to be more autonomous and also gain self-determination skills. Research has identified, however, some constraints related to travel training such as: time cost, cost per trainee, fear related to safety or the understanding of complex concepts, etc. Our project aims to design the functional specifications document for the design of a serious game for people with intellectual disabilities and their caregiver/trainers in order to support learning and teaching needs of how to use the fixed-route and overcome some of the identified constraints.

Keyphrases: Intellectual disabilities, Fixed-route, Travel training, Public transportation requirement, Serious game
L’engagement parental en milieu pluriethnique : comparaison des parents francophones, hispanophones et sinophones

Parental involvement in school can take various forms, especially for immigrant families, for whom the migration project can influence many aspects of schooling. In fact, culture, origin or migration experience can influence how parents view schools or academic achievement. Therefore, a family background can impact the way parents interact with school.     This thesis aims to understand the parental involvement of different Montreal families with various backgrounds. More specifically, French, Spanish and Chinese speaking  parents were targeted, and the main question was: which are the similitudes and differences in parental implication between Spanish-speaking  and Chinese-speaking immigrant families and between theses families and French-speaking families? Our conceptual framework is based on Epstein’s (2001) model for parental involvement and on various sources of influence. We used a quantitative approach and used different parametric and non-parametric tests (F Welch, Games-Howell znd Kendall’s Tau)  We discovered that French-speaking families have a favourable profile in regard to parental involvement and seam to have a greater knowledge of the schooling language, higher education background, higher level of economic, social and cultural capital and better interaction dynamics with the schools. All of these, according to literature, have an influence on parental involvement. However, when we look more precisely at different dimensions of parental involvement (parenting, learning at home, communication between schools and families, and volunteering and decision making in schools), we see that the level of parental involvement varies greatly from one group to another. Finally, we looked at the way s in which the sources of influence have an impact on the level of parental involvement. We have noted some significantly different interactions depending whether the parent is from the French-speaking, Hispanic-speaking or Chinese-speaking group.

Keyphrases: Participation parentale, Parental implication, Parental involvement, School family community partnerships, Pluriethnicity