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

Colognesi, Stéphane; Gouin, Josée-Anne

doi:10.1080/02671522.2020.1849376

Cited by 7 publications

(5 citation statements)

References 33 publications

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“…Consequently, these seasoned educators are capable of efficiently addressing challenges that may arise during lessons, thereby maintaining a productive classroom atmosphere conducive to learning. In addition, they demonstrate an increased ability to adapt their teaching to the diverse needs of students, which novice teachers lack (Colognesi & Gouin, 2022). It is also worth noting that at some point during this period, often after 15 years in the profession, teachers' career development can have a vertical trajectory, where they may want to move to other positions (researcher, supervisor, principal).…”

Section: Teachers' Career Stages and Concerns Over Timementioning

confidence: 99%

“…Teacher behaviour in relation to student achievement and teacher support for students have been shown to be major determinants of student success at school (Maulana et al, 2017). Support means being able to adapt interventions according to the diversity of students' needs and reactions (Allal, 2020;Colognesi & Gouin, 2022;Hattie, 2003). However, this has been shown to be complex for teachers (Loughland & Alonzo, 2019), especially for beginning teachers, who are more focused on themselves as teachers.…”

Section: Research-recommended Teaching Practicesmentioning

confidence: 99%

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Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers

Colognesi,

Coppe,

Leroux

et al. 2024

British Educational Res J

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Research has highlighted the advantages of specific practices for enhancing student learning. However, the adoption of these practices varies among teachers. This disparity raises fundamental questions: Why do certain teachers use these practices while others do not? Does the use of these practices depend on the career stage of the teachers? This paper analyses the practices adopted by teachers at different career stages. We used a mixed‐methods approach, combining a questionnaire (n = 300) and three focus group discussions (n = 13). The results revealed significant variability in the use of pedagogical practices among novice, experienced and senior teachers. Experienced and senior teachers demonstrate a deeper understanding of adapting teaching methods to student needs, establishing clear objectives and providing feedback. However, certain practices, such as metacognition, remain underused at all career stages. The study highlights the need for professional development concerning these practices, while emphasising the challenge of their implementation.

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Section: Teachers' Career Stages and Concerns Over Timementioning

confidence: 99%

Section: Research-recommended Teaching Practicesmentioning

confidence: 99%

Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers

Colognesi,

Coppe,

Leroux

et al. 2024

British Educational Res J

Self Cite

View full text Add to dashboard Cite

show abstract

“…In particular, using differentiated instruction reduces adverse reference group effects on the lower-achieving pupils' academic self-concept (Roy, Guay, Valois, 2015). Nevertheless, "teaching to the middle of the class" (Fields, 1999, p. 12; see as well Labhart, Pool Maag, Moser Opitz, 2018, p. 82;Colognesi & Gouin, 2022) -or even to a level below the class average (Rieser, Decristan, 2023, pp. 10-11) -seems to be the standard orientation, whereas differentiated instruction methods are used as ancillary instruments (Labhart et al, 2018;Pozas et al, 2020).…”

Section: A Key Challenge Not Only For Inclusive Teaching: Dealing Wit...mentioning

confidence: 99%

“…Particularly the condition that everyone is supposed to do 'the same job' in a learning group may evoke "reflexive positioning", i.e., "assigning positions to oneself" (Kayi-Aydar, Miller, 2018, p. 81). Surprisingly little explorative research has been done on how pupils deal with the content-based tasks in lessons and which attitudes are involved (Pollmanns, 2019;Colognesi, Gouin, 2022), especially concerning the comparison between curriculum accordantly taught pupils and those with special educational needs in learning (SEN-L) when educated in inclusive classrooms (Kayi-Aydar, Miller, 2018, p. 90). This is where the present preliminary work comes in: first, to provide teachers with clues about less apparent types of pupil participation and, second, to close a bit of the gap between philosophical and psychological approaches in educational research (Gruschka, 2019;Biesta, 2020).…”

Section: Introductionmentioning

confidence: 99%

Beneath the surface of compliant pupil behaviour: On how individuals in heterogeneous classes position themselves towards lessons’ content-based requirements

Koßmann

2023

Journal of Pedagogy

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By complying with their “job”, i.e., completing the tasks set for them by teachers, pupils develop their subject skills. They do this in a classroom setting where they can perceive each other regarding their abilities. Besides content learning, pupils, thus, also have to position themselves emotionally and action-practically towards the content-based tasks in the class context. Which corresponding reaction patterns are observable is an open research question, especially concerning the comparison between pupils taught curriculum-accordantly and those with special educational needs in learning (SEN-L) when educated in inclusive classrooms. Therefore, for this preliminary study, twenty semi-structured interviews were examined, in which the pupils were asked about what and how they had learned in the previous lessons. Data analyses were carried out using a mixed-methods approach. Distinct positioning patterns could be reconstructed, which were not strictly linked to the pupils’ level of content understanding. Furthermore, there were no significant differences between the positioning patterns of pupils with and without SEN-L, which could also be due to the comprehensive use of differentiated instruction methods in the respective lessons. In about half of the interviews, reaction patterns emerged that indicated superficially compliant participation in class but inward distancing.

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“…Primary school teachers' skills and perceived control were found to be related to their tendency to implement data-driven decision making (Prenger and Schildkamp, 2018). Nevertheless, it may be complicated for teachers to plan relevant pedagogical adaptations based on learners' needs (Colognesi and Gouin, 2022) and to measure learners' performance regularly before formal assessment (Gaitas and Alves Martins, 2017), as they are, for example, occupied with classroom management (Schelling and Rubenstein, 2021). In addition, the decision-making processes for differentiation are poorly documented in the literature (Puzio et al, 2020).…”

Section: Teachers' Difficulties In Implementing Progress Monitoring A...mentioning

confidence: 99%

Co-creating tools to monitor first graders’ progress in reading: a balancing act between perceived usefulness, flexibility, and workload

Francotte,

Colognesi,

Coertjens

2023

Front. Educ.

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IntroductionEducational inequalities – i.e., the achievement gaps between pupils from disadvantaged backgrounds and their peers from advantaged backgrounds – are present in many OECD countries. This is particularly problematic in reading, which is a predictor of future academic and social success. To reduce this reading achievement gap, recent meta-analyses point toward progress monitoring: regularly measuring pupils’ mastery levels and differentiating instruction accordingly. However, the research recommendations only slowly make their way to teaching habits, particularly because teachers may consider progress monitoring difficult and cumbersome to implement. To avoid such difficulties, partnerships between teachers and researchers have been recommended. These allow teachers’ complex realities to be taken into account and, consequently, tools to be designed that are meaningful and feasible for practitioners.MethodUsing an iterative and participatory process inspired by practice-embedded research, the present research set out to (1) co-construct tools to monitor first-graders’ progress in reading, and (2) examine how these tools met teachers’ needs. Five teachers in the French-speaking part of Belgium co-constructed four tools during four focus groups. The transcribed discussions were analyzed using an interactional framework containing three areas of knowledge: shared, accepted, and disputed.Results and DiscussionThe results indicated three shared needs: perceived usefulness, flexibility of the tools, and a desire to limit the workload. In addition, teachers accepted that, between them, needs varied regarding the goal for progress monitoring and the format of the evaluation. They had lengthy discussions on balancing workload and perceived utility, leading them to conclude that there were two groups of teachers. The first group questioned the added value of the progress monitoring tools in relation to their habitual practice. The second group on the other hand described the added value for the teacher, certainly when aiming to grasp the level and difficulties of struggling pupils. This second group had fewer years of teaching experience and described their classroom practice as less organized compared to the teachers from the first group. Theoretical and practical implications of these findings are discussed below.

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

Cited by 7 publications

References 33 publications

Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers

Does pedagogical metamorphosis exist? Exploring the practices of primary school teachers at different stages of their careers

Beneath the surface of compliant pupil behaviour: On how individuals in heterogeneous classes position themselves towards lessons’ content-based requirements

Co-creating tools to monitor first graders’ progress in reading: a balancing act between perceived usefulness, flexibility, and workload

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