NDLI: La place des écoles alternatives dans les commissions scolaires québécoises: perceptions des groupes fondateurs quant aux facteurs de résistances et facteurs favorisants rencontrés

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La place des écoles alternatives dans les commissions scolaires québécoises: perceptions des groupes fondateurs quant aux facteurs de résistances et facteurs favorisants rencontrés

Content Provider	Semantic Scholar
Author	Arsenault, Sarah
Copyright Year	2015
Abstract	Resume Cette contribution presente la problematique, le cadre theorique et methodologique d’un projet de maitrise en cours. Ce projet s’interesse aux facteurs qui influencent l’ouverture d’une ecole publique alternative au Quebec du point de vue des groupes de parents qui œuvrent a leur ouverture. Les niveaux de resistance institutionnelle au changement selon Bareil (2004) et les facteurs favorisants l’innovation sociale selon la theorie de la gouvernance reflexive (Maesschalck, 2001; Brabant, 2009) constituent les bases theoriques choisies pour repondre a la question generale « Quelles sont les perceptions des parents œuvrant a l’ouverture d’une ecole publique alternative quant aux facteurs qui favorisent ou contraignent leur ouverture? ». Abstract This contribution provides a theoretical framework and methodology for a research project focused on the various factors that influence the opening of an alternative public school in Quebec from the perspective of parents' groups working to open them . We will present the levels of institutional resistance to change according to Bareil (2004) and the factors that promote and support social innovation according to the reflexive governance theory (Maesschalck, 2001; Brabant, 2009). This research project will pursue the following thematic question "What are the perceptions of parents pursuing the opening of an alternative public school concerning factors that promote or constrain their opening?"
File Format	PDF HTM / HTML
Volume Number	999
Alternate Webpage(s)	https://journalhosting.ucalgary.ca/index.php/cjnse/article/download/30655/pdf
Language	English
Access Restriction	Open
Content Type	Text
Resource Type	Article

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