文章基本信息

标题：La différenciation pédagogique du point de vue d’enseignants québécois : quelles différences pour les pratiques d’enseignement en contexte d’entrée dans l’écrit
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作者：Pascale Nootens ; Marie-France Morin ; Isabelle Montesinos-Gelet 等
期刊名称：Canadian Journal of Education
印刷版ISSN：0380-2361
出版年度：2012
卷号：35
期号：2
页码：268-284
语种：French
出版社：Canadian Society for the Study of Education
摘要：Adapting teaching to the needs of students and their skill level is now acknowledged as a key ingredient to their success at school. However, little progress appears to have been made in regular classes in accompanying students with differing needs (McLeskey & Waldron, 2002). Our study seeks to describe declared differentiated teaching practices implemented at the beginning of writing learning by 20 teachers viewed as exemplary in this regard. Globally, our study results show that practices involve for the most part adapting the support offered to students and adapting teaching strategies and methods to student characteristics. However, the teachers we questioned appear to lack references with regard to the formal evaluation of acquired competencies.
关键词：Differentiation;evidence-based practices;literacy;primary grade