Abstracts
Résumé
Au Québec, plusieurs écoles doivent composer avec les défis d’adaptation et d’intégration que présentent bon nombre de leurs élèves. C’est le cas notamment des écoles en milieux défavorisés desservant une forte proportion d’élèves issus de l’immigration, dont certains présentent des difficultés scolaires, émotionnelles et/ou comportementales. Bien que le parcours de ces élèves soit généralement marqué par une forte résilience et d’importantes réussites, certains jeunes sont plus à risque de maintenir des difficultés d’adaptation à plus long terme. Afin d’assurer le développement positif de ces jeunes, les activités parascolaires musicales constituent une intervention préventive de choix susceptible de s’ajouter aux ressources déjà présentes dans l’école. Elles permettent dans certains cas de limiter l’apparition des difficultés d’adaptation, encouragent le développement des compétences personnelles et sociales et contribuent au sentiment d’appartenance des élèves à l’école. Pour que ces bénéfices s’actualisent, il est toutefois crucial de comprendre les conditions optimales selon lesquelles les activités parascolaires doivent être déployées, en plus d’identifier les éléments et mécanismes essentiels du programme qui en expliquent les effets. En réponse à ces objectifs, la présente étude qualitative s’intéresse à l’évaluation de la mise en oeuvre du programme d’activités parascolaires musical La Classe Enchantée, implanté auprès d’élèves d’une école primaire en milieu défavorisé et pluriethnique, dont certains présentant des difficultés scolaires, émotionnelles et/ou comportementales. Des observations, des entrevues et des groupes de discussion ont été réalisés auprès de différents acteurs impliqués (élèves, enseignants et équipe de direction de la CE). Basés sur le modèle de la Structure d’ensemble de Gendreau (2001) ainsi que sur le Modèle systémique d’évaluation de la mise en oeuvre de Domitrovich et al. (2008), les résultats mettent en lumière les éléments et les mécanismes essentiels du programme, ainsi que les facteurs qui facilitent ou qui, au contraire, font obstacle à la mise en oeuvre de ce type d’initiative.
Mots-clés :
- évaluation de la mise en oeuvre,
- parascolaire,
- intervention musicale,
- milieux défavorisés et pluriethniques,
- difficultés d’adaptation
Abstract
In Quebec, many schools are dealing with students presenting different adaptation and integration challenges. This is particularly the case for schools located in disadvantaged areas serving a high proportion of immigrant background students, some of whom also presenting academic, emotional and/or behavioral difficulties. Although these students are recognized for their strong resilience and school successes, some of them are at risk of presenting long-term adaptation difficulties. In order to ensure these youth positive development and in addition to the resources already present in schools, musical extracurricular activities constitute a good avenue for prevention. Such activities are likely to reduce child maladjustment, promote the development of their personal and social skills and contribute to their sense of belonging to school. Nevertheless, to reach these benefits, it becomes crucial to understand the optimal conditions underlining the optimal implementation of extracurricular programs as to identify the essential elements and mechanisms associated with their effects. Following this line, the present qualitative study aimed to evaluate the implementation of The Magic Classroom, a musical extracurricular activities program addressed to some children who attended a low-SES and multi-ethnic elementary school in Montreal, some of whom presented academic, emotional and/or behavioral difficulties. Observations, interviews and focus groups were carried out with different actors involved in the program implementation (students, teachers, program management team). Based on Gendreau’s (2001) Structure d’ensemble Model as well as on the Domitrovich et al.’s (2008) Multilevel Implementation Quality Framework, results highlight the essential elements and mechanisms of the Magic Classroom. They further underline factors that can possibly facilitate or hinder the implementation of this type of program.
Keywords:
- program Implementation,
- extracurricular activities,
- musical intervention,
- low-SES and multiethnic communities,
- school maladjustment
Appendices
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