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La Distance à la performance attendue : un indicateur des choix de l’enseignant en fonction du potentiel de chaque élève

Abstract : Some aspects of teaching practices could be the result of an adaptation to constraints coming from managing heterogeneous classes. This study deals with reading classes (reading new texts) in first grade et tries to analyze both the choice of the tasks proposed by the teachers and the students’ potentialities in those tasks. This article shows an indicator, the distance to expected achievement (DEA). For each student it measures the gap between what they can do and what they should be capable of in order to succeed in doing the task chosen by their teachers. The DEAs have recorded that every day teachers have to choose levels of difficulty that better suit the average students at the beginning of the school year. While the stakes are low for weak and good students (who do not change status during the year), some average students have the opportunity to make a lot more progress than others : the teachers seem to have to define a target group for their teaching in order to get the whole class to progress.
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https://halshs.archives-ouvertes.fr/halshs-03087117
Contributor : Audrey Murillo <>
Submitted on : Thursday, January 7, 2021 - 11:29:01 AM
Last modification on : Saturday, January 9, 2021 - 3:08:00 AM

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Jean-Jacques Maurice, Audrey Murillo. La Distance à la performance attendue : un indicateur des choix de l’enseignant en fonction du potentiel de chaque élève. Revue Française de Pédagogie, INRP/ENS éditions, 2008, pp.67-79. ⟨10.4000/rfp.827⟩. ⟨halshs-03087117⟩

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