Prioriser l’apprentissage dans la gestion des établissements scolaires : une étude documentaire descriptive des dimensions du leadership centré sur l’apprentissage dans le fonctionnement et les activités d’écoles québécoises de milieux défavorisés
This dissertation is in line with the current work of Archambault, Poirel and Garon (2014) research group on school principals focused on learning. It tries to answer the following question, still scarcely studied in Quebec: what do these schools where the school principals give priority to learning in their management, specifically in a disadvantaged environment, do to have an impact on student success? This descriptive documentary study of the dimensions of learning-centered leadership in the operation and activities of Québec schools in disadvantaged neighborhoods describes and gather information the actions planned by schools to give priority to learning. In order to do so, we rely on the most recent French-language conceptual framework in our field, namely that of the research group of Archambault, Poirel and Garon (2014). We describe and document this set of practices and means included in the documents of 13 primary schools (educational project, success plan, management agreement). We use documents recently collected but not processed by Archambault, Poirel and Garon (2014). Although these documents allow only an observation of the actions proposed by the schools, prospective actions, and that their study thus presents certain limits, their interest remains undeniable since they are public documents with obligatory production. In this memoir, we present quantitative data and content data for each category of each of the 14 dimensions of learning-centered leadership using Archambault, Poirel and Garon’s (2014) conceptual model. From this analysis, we produce a synthesis of the presence of themes and the means, actions and strategies associated in schools, classified by dimension. This allows us to see what is in strong presence and what is not present in the documents: all the dimensions of a leadership focused on learning are observed, except the dimension of the social commitment which is under-represented. . Also, we found that schools mainly use data entry, academic results, to quantify the achievement of a goal.We hope that this memoir will serve as a reflexive lever but also as a tool for writing the new generation of permanent products.
learning-centered leadership permanent products underprivileged backgrounds Quebec elementary schools documentary study