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Quelles pratiques privilégier dans les classes à années multiples?

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Author(s)
Lataille-Démoré, Diane
Keywords
classe
s à niveaux multiples
pratiques pédagogiques
stratégies

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URI
http://hdl.handle.net/20.500.12424/1175
Online Access
http://mje.mcgill.ca/article/view/1051
Abstract
RÉSUMÉ. Tant à l’échelle planétaire que locale, la pérennité des classes à années multiples ne fait plus aucun doute. Et quoique les défis inhérents à ce type de classe soient bien documentés, les recherches et les initiatives visant à faciliter la tâche des enseignants de ces classes demeurent rares et fragmentées. Ce texte présente une initiative d’appui auprès d’enseignants de classes à années multiples en Ontario français dans le domaine des pratiques pédagogiques, les recherches à l’échelle mondiale qui ont inspiré cette initiative ainsi que les conclusions qui en découlent. WHICH PRACTICES OPTIMIZE LEARNING IN A COMBINED GRADE CLASS? ABSTRACT. In Canada and elsewhere in the world, teachers of combined grade classrooms seek out practices that promote academic achievement despite the challenges inherent in this type of classroom. This article presents an initiative aimed at supporting teachers of combined grade classrooms in the French-speaking schools of Ontario in their search for effective pedagogical practices, the research supporting the initiative, and its results.         
Date
2009-02-26
Type
info:eu-repo/semantics/article
Identifier
oai:ojs.ejournal.library.mcgill.ca:article/1051
http://mje.mcgill.ca/article/view/1051
Collections
McGill Journal of Education

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