Le niveau de difficulté des tâches scolaires : des marges de manœuvre limitées pour les enseignants

Abstract : This article concerns first-grade teachers' activity, during reading lessons ; our study deals with the difficulty level of tasks that these teachers present to their students. Our hypothesis is that teachers have developed implicit practical knowledge and skills which lead them to adjust the difficulty level of questions they ask their students. So as to maintain a workable classroom situation given the heterogeneous nature of the class, teachers would be bound to choose tasks which are more adapted to some students than to others. The distance to expected performance and the percentage of right answers indicators show that teachers have little wiggle room when they choose the difficulty level of a task. Their choices facilitate progress of some middle-achieving and high-achieving students.
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Audrey Murillo. Le niveau de difficulté des tâches scolaires : des marges de manœuvre limitées pour les enseignants. Carrefours de l'éducation, Armand Colin, 2010, pp.79-93. ⟨halshs-00806644⟩

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