1,175
Views
6
CrossRef citations to date
0
Altmetric
Articles

A typology of learner profiles to anticipate and guide differentiation in primary classes

&
Pages 479-495 | Received 26 Dec 2019, Accepted 26 Sep 2020, Published online: 27 Nov 2020

References

  • Allal, L. 2007. “Régulations Des Apprentissages: Orientations Conceptuelles Pour La Recherche Et La Pratique En Éducation [Regulating Learning: Conceptual Directions for Educational Research and Practice].” In Régulation Des Apprentissages En Situation Scolaire Et En Formation, edited by L. Allal and L. Mottier Lopez, 7–24. Brussels: De Boeck.
  • Archambault, I., and J. Vandenbossche-Makombo. 2014. “Validation De L’échelle Des Dimensions De L’engagement Scolaire (ÉDES) Chez Les Élèves Du Primaire [Validation of the Scale of Dimensions of School Engagement (EDES) in Primary School Students].” Canadian Journal of Behavioural Science/Revue Canadienne Des Sciences Du Comportement 46 (2): 276–288. doi:https://doi.org/10.1037/a0031951.
  • Astolfi, J. P. 1992. L’école Pour Apprendre [School for Learning]. Paris: ESF.
  • Bassok, M. 2003. “Analogical Transfer in Problem Solving.” In The Psychology of Problem Solving, edited by J. E. Davidson and R. J. Sternberg, 343–369. New York, NY: Cambridge University Press. doi:https://doi.org/10.1017/CBO9780511615771.012.
  • Bourassa, M., L. Bélair, and J. Chevalier. 2007. “Les Outils De La Recherche Participative [Tools for Participatory Research].” Éducation Et Francophonie XXXV (2): 1–11.
  • Brand, S., T. Reimer, and K. Opwis. 2003. “Effects of Metacognitive Thinking and Knowledge Acquisition in Dyads on Individual Problem Solving and Transfer Performance.” Swiss Journal of Psychology 62 (4): 251–261. doi:https://doi.org/10.1024/1421-0185.62.4.251.
  • Bruner, J. 1996. Le Développement De L’enfant: Savoir-faire, Savoir Dire [Child Development: Know-how, Knowing How to Say]. Paris: Presses Universitaires de France. https://www.persee.fr/doc/rfp_05567807_1985_num_73_1_2375_t1_0079_0000_2.
  • Bucheton, D., and Y. Soulé. 2009. “Les Gestes Professionnels Et Le Jeu Des Postures De L’enseignant Dans La Classe: Un Multi-agenda De Préoccupations Enchâssées [Professional Gestures and the Play of the Teacher’s Postures in the Classroom: A Multi-agenda of Embedded Concerns].” Éducation & Didactique 3 (3): 29–48. doi:https://doi.org/10.4000/educationdidactique.543.
  • Carver, C. S., and M. F. Scheier. 1998. On the Self-regulation of Behavior. New York: Cambridge University Press. doi:https://doi.org/10.1017/CBO9781139174794.
  • Clerc, A., and D. Martin. 2011. “L’étude Collective D’une Leçon, Une Démarche De Formation Pour Développer Et Évaluer La Construction Des Compétences Professionnelles Des Futurs Enseignants. [The Collective Study of a Lesson, a Training Approach to Develop and Evaluate the Construction of Professional Skills of Future Teachers].” Revue Internationale De Pédagogie De L ’Enseignement Supérieur 27 (2). http://ripes.revues.org/514.
  • Colognesi, S., and S. Lucchini 2016. “Mise à l'épreuve de deux dispositifs pour développer l'écriture en milieu scolaire [Testing of two instructional programs to develop writing in schools].” Enfance, 2016(2), 193–215
  • Colognesi, S., and S. Lucchini, S. 2018. “Enseigner l’écriture : l’impact des étayages et des interactions entre pairs sur le développement de la compétence scripturale[Teaching Writing: The Impact of scaffolding and peer interaction on the development of writing skills].” Canadian Journal of Education, 41(1): 514–540
  • Colognesi, S., C. Piret, S. Demorsy, and E. Barbier. 2020. “Teaching Writing—With or Without Metacognition?: An Exploratory Study of 11- to 12-Year-Old Students Writing A Book Review.” International Electronic Journal Of Elementary Education, 12(5): 459–470.
  • Colognesi, S., and C. Van Nieuwenhoven, C. 2016. “La métacognition comme tremplin pour l’apprentissage de l’écriture [Metacognition as a springboard for learning to write].” In S. Cartier et B. Noél (Eds.), De la métacognition à l’apprentissage autorégulé [From metacognition to self-regulated learning], edited by S. Cartier et and B. Noél, 111–126. Bruxelles: De Boeck Supérieur.
  • Coppe, T., V. März, M. Decuypere, F. Springuel, and S. Colognesi 2018. “Ouvrir la boite noire du travail de préparation de l’enseignant : essai de modélisation et d’illustra- tion autour du choix et de l’évolution d’un document support de cours, [Opening the black box of course preparation: presenting a model and illustration of the choice and development of course material].” In Revue française de pédagogie, 204(3): 17–31.
  • Conseil Supérieur Pédagogique. 2011. Référentiel Des Compétences De L’enseignant [Teacher Competency Framework]. Bruxelles: Fédération Wallonie Bruxelles.
  • Coppe, T., V. März, M. Decuypere, F. Springuel, and S. Colognesi. 2018. “Ouvrir la boite noire du travail de préparation de l’enseignant : essai de modélisation et d’illustra- tion autour du choix et de l’évolution d’un document support de cours, [Opening the black box of course preparation: presenting a model and illustration of the choice and development of course material].” Revue française de pédagogie, 204(3): 17–31
  • De Pietro, J. F. 2015. “Formats D’activités Et Statut Des Objets À Enseigner/évaluer [Activity Formats and Status of Objects to Be Taught/evaluated].” Formation Et Pratiques D’enseignement En Questions 19: 43–53.
  • De Vecchi, G., and N. Carmona-Magnaldi. 2002. Faire Vivre De Véritables Situations-problèmes [School for Learning]. Paris: Hachette Education.
  • Deprit, A., and C. Van Nieuwenhoven. 2018. “Comment Les Étudiants Se Préparent-ils Aux Stages. Ressources Exploitées Et Choix Stratégiques [How Do Students Prepare for Internships? Resources Exploited and Strategic Choices].” Revue Canadienne De L’éducation 41 (3): 726–752. https://journals.sfu.ca/cje/index.php/cje-rce/article/view/3284.
  • Deprit, A., V. März, and C. Van Nieuwenhoven. 2019. “Parmi Ressources Mobilisées Par L’étudiant Pour Planifier Son Stage, Quel Rôle Réserve-t-il Au Formateur Institutionnel? [Among the Resources Mobilized by the Student to Plan His Internship, What Role Does He Reserve for the Institutional Trainer?].” Revue Suisse Des Sciences De l’Education 41 (1): 1–19. doi:https://doi.org/10.24452/sjer.41.1.14.
  • Eccles, J. S., and A. Wigfield. 2002. “Motivational Beliefs, Values and Goals.” Annual Review of Psychology 53: 109–132. doi:https://doi.org/10.1146/annurev.psych.53.100901.135153.
  • Efklides, A. 2008. “Metacognition: Defining Its Facets and Levels of Functioning in Relation to Self- and Co-regulation.” European Psychologist 13: 277–287. doi:https://doi.org/10.1027/1016-9040.13.4.277.
  • Fayol, M., and B. Schneuwly. 1987. “La Mise En Texte Et Ses Problèmes [Texting and Its Problems].” In Apprendre/enseigner À Produire Des Textes Écrits: Actes Du 3e Colloque International De Didactique Du Français, Namur 09-1986 [Learn/teach to Produce Written Texts]. edited by J.-L. Chiss, J.-P. Laurent, J.-C. Meyer, H. Romian, and B. Schneuwly, 223–239. Bruxelles: De Boeck. https://archive-ouverte.unige.ch/unige:31453
  • Fredricks, J. A., P. C. Blumenfeld, and A. H. Paris. 2004. “School Engagement: Potential of the Concept, State of the Evidence.” Review of Educational Research 74 (1): 59–109. doi:https://doi.org/10.3102/00346543074001059.
  • Given, L. 2008. “Typological Analysis.” In The SAGE Encyclopedia of Qualitative Research Methods, edited by L.M. Given. 901–902. Thousand Oaks: Sage Pulications.
  • Goigoux, R. 2018. “Les Schèmes De Régulation De L’activité Des Enseignants [Schemes for Regulating Teachers’ Activities].” Recherches En Éducation 33: 42–51.
  • Hadar, L., and D. Brody. 2010. “From Isolation to Symphonic Harmony: Building a Professional Development Community among Teacher Educators.” Teaching and Teacher Education 26 (8): 1641–1651. doi:https://doi.org/10.1016/j.tate.2010.06.015.
  • Hanin, V. 2018. “Une Approche Tridimensionnelle De La Résolution De Problèmes Mathématiques Chez Les Élèves En Fin D’enseignement Primaire [A Three-Dimensional Approach to Mathematical Problem Solving in Late Primary School Students].” Thèse de doctorat. Université catholique de Louvain.
  • Hanin, V., and C. Van Nieuwenhoven. 2019. “Emotional and Motivational Relationship of Elementary Students to Mathematical Problem-solving: A Person-centered Approach.” European Journal of Psychology of Education 34 (4): 705–730. doi:https://doi.org/10.1007/s10212-018-00411-7.
  • Jacobs, J. E., S. Lanza, D. Osgood, J. S. Eccles, and A. Wigfield. 2002. “Changes in Children’s Self-competence and Values: Gender and Domain Differences across Grades One through Twelve.” Child Development 73: 509–527. doi:https://doi.org/10.1111/1467-8624.00421.
  • Jimerson, S. R., E. Campos, and J. L. Greif. 2003. “Toward an Understanding of Definitions and Measures of School Engagement and Related Terms.” The California School Psychologist 8 (1): 7–27. doi:https://doi.org/10.1007/BF03340893.
  • Karabenick, S. A., Ed. 2013. Advances in Help-seeking Research and Applications: The Role of Emerging Technologies. Charlotte, NC: Information Age Publishing.
  • Ko, J., P. Sammons, and L. Bakkum. 2014. Effective Teaching: A Review of Research and Evidence. Hong Kong: Hong Kong Institute of Education; England: CfBT Education Trust.
  • Law, J. 2009. “Actor Network Theory and Material Semiotics.” In The New Blackwell Companion to Social Theory, edited by B. S. Turner, 141–158, Oxford: Blackwell Publishing.
  • Lery Santos, M. M., J.-F. Bonnefon, and A. Tricot. 2019. “Do Learners Declining to Seek Help Conform to Rational Principles?” Thinking and Reasoning. doi:https://doi.org/10.1080/13546783.2019.1577756.
  • Loughland, T., and D. Alonzo. 2019. “Teacher Adaptive Practices: A Key Factor in Teachers’ Implementation of Assessment for Learning.” Australian Journal of Teacher Education 44 (7). https://ro.ecu.edu.au/ajte/vol44/iss7/2.
  • Maingueneau, D. 1999. “Analysing Self-constituting Discourses.” Discourse Studies 1 (2): 175–200. doi:https://doi.org/10.1177/1461445699001002003.
  • Marcoin, D., and F. Calame-Gippet. 1999. “Des Dispositifs Didactiques Et Pédagogiques Pour Construire La Lecture Littéraire À I’école [School for Learning].” Repères, Recherches En Didactique Du Français Langue Maternelle 19: 61. https://www.persee.fr/doc/reper_1157-1330_1999_num_19_1_2291.
  • Martin, A. J. 2017. “Adaptability—what It Is and What It Is Not: Comment on Chandra and Leong (2016).” American Psychologist 72 (7): 696–698. doi:https://doi.org/10.1037/amp0000163.
  • Martin, A. J., R. J. Collie, H. Nejad, S. Colmar, and G. A. D. Liem. 2015. Adaptability Scale - Domain Specific. Sydney, Australia: Educational Psychology Research Group, University of New South Wales.
  • Mayer, R. 2004. “Should There Be a Three-strikes Rule against Pure Discovery Learning? The Case for Guided Methods of Instruction.” American Psychologist 59 (1): 14–19. doi:https://doi.org/10.1037/0003-066X.59.1.14.
  • MEQ. 2001. La Formation À L’enseignement – Les Orientations –les Compétences Professionnelles [Teacher Training - Orientations - Vocational Competences]. Québec: Gouvernement du Québec.
  • Merriam, S. B. 1988. Case Study Research in Education: A Qualitative Approach. San Francisco: Jossey-Bass.
  • Muir, T., K. Beswick, and J. Williamson. 2008. ““I’m Not Very Good at Solving Problems”: An Exploration of Students’ Problem Solving Behaviours.” The Journal of Mathematical Behavior 27: 228–241. doi:https://doi.org/10.1016/j.jmathb.2008.04.003.
  • Pecherberty, B. 2003. “Enseignants Du Secondaire En Difficulté: Dynamiques Psychiques Et Conflits Identitaires [Secondary School Teachers in Difficulty: Psychological Dynamics and Identity Conflicts].” Nouvelle Revue De l’AIS 21: 157–171.
  • Rey, B. 2015. “Tâches, Devoirs, Exercices: Des Construction Historico-sociales [Tasks, Homework, Exercises: Historical and Social Construction].” Formation Et Pratiques D’enseignement En Question 2015 (19): 21–29. http://revuedeshep.ch/pdf/19/2015-Rey-FPEQ-19.pdf.
  • Rey, B., V. Carette, A. Defrance, and S. Kahn. 2006. Les Compétences À L’école: Apprentissage Et Évaluation [Skills at School: Learning and Assessment]. Bruxelles: De Boeck.
  • Ronveaux, C. 2014. “L’archi-élève Lecteur En Progression Entre Tâche, Activité Et Performance De Lecture [The Arch-pupil Reader in Progress between Task, Activity and Reading Performance].” In Didactique Du Français: Du Côté Des Élèves. Comprendre Les Discours Et Les Pratiques Des Apprenants [Didactics of French: On the Students’ Side. Understanding Learners’ Discourses and Practices], edited by B. Daunay and J.-L. Dufays, 123–138, Bruxelles: De Boeck. https://archive-ouverte.unige.ch/unige:84005.
  • Rousseau, L., Y. Gauthier, and J. Caron. 2018. “L’utilité Des « Styles D’apprentissage » VAK (Visuel, Auditif, Kinesthésique) En Éducation: Entre L’hypothèse De Recherche Et Le Mythe Scientifique [The Usefulness of VAK (Visual, Auditory, Kinesthetic) “Learning Styles” in Education: Between the Research Hypothesis and Scientific Myths].” Revue De Psychoéducation 47 (2): 409–448. doi:https://doi.org/10.7202/1054067ar.
  • Ruys, I., H. V. Keer, and A. Aelterman. 2012. “Examining Pre-service Teacher Competence in Lesson Planning Pertaining to Collaborative Learning.” Journal of Curriculum Studies 44 (3): 349–379. doi:https://doi.org/10.1080/00220272.2012.675355.
  • Sander, E., H. Gros, and K. Gvozdic. 2018. Les Neurosciences En Education [Neurosciences in Education]. Paris: Retz.
  • Schunk, D. H. 2001. “Social Cognitive Theory and Self-regulated Learning.” In Self-regulated Learning and Academic Chievement: Theoretical Perspectives, edited by B. J. Zimmerman and D. H. Schunk, 125–152. Mahwah, NJ: Erlbaum.
  • Tardif, J. 1992. Pour Un Enseignement Stratégique: L’apport De La Psychologie Cognitive [For Strategic Teaching: The Contribution of Cognitive Psychology]. Montréal: Éditions Logiques.
  • Tobias, S., and T. M. Duffy, Eds. 2009. Constructivist Instruction: Success or Failure? New York, NY: Routledge/Taylor & Francis Group.
  • Tochon, F. V. 1989. “À Quoi Pensent Les Enseignants Quand Ils Planifient Leurs Cours? [What Do Teachers Think about When They Plan Their Courses?].” Revue Française De Pédagogie 1989 (86): 23–33. doi:https://doi.org/10.3406/rfp.1989.1425.
  • Tricot, A. 2017. L’innovation Pédagogique [Pedagogical Innovation]. Paris: Retz.
  • Vinson, T. 2006. “Good Transitions: Through the Eyes of Primary and Secondary Principals.” https://ses.library.usyd.edu.au/bitstream/2123/1916/1/Good_Transitions_Paper.pdf
  • Wigfield, A., S. L. Klauda, and J. Cambria. 2011. “Influences on the Development of Academic Self-regulatory Processes.” In Handbook of Self-regulation of Learning and Performance, edited by B. Zimmerman and D. Schunk, 33–48. New-York: Routledge.
  • Zimmerman, B. J. 2001. “Theories of Self-regulated Learning and Academic Achievement: An Overview and Analysis.” In Self-regulated Learning and Academic Achievement: Theoretical Perspectives, edited by B. Zimmerman and D. H. Schunk, 1–36. New-York: Routledge.
  • Zimmerman, B. J., and M. Campillo. 2003. “Motivating Self-regulated Problem Solvers.” In The Psychology of Problem Solving, edited by J. E. Davidson and R. J. Sternberg, 233–262. New York: Cambridge University Press. doi:https://doi.org/10.1017/CBO9780511615771.009.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.