Résumés
Résumé
Nous étudions la transition entre une école primaire et un collège (premier cycle du secondaire). Nous comparons, d’un côté, les élèves issus d’une école primaire proposant une pédagogie centrée sur l’élève ; de l’autre, les élèves issus d’une école proposant une pédagogie centrée sur l’enseignant. Nous comparons leurs performances scolaires et certaines dimensions psychologiques mesurées à l’aide d’un questionnaire. Sur le plan scolaire, aucune différence n’est constatée. Sur le plan psychologique, les élèves issus d’une pédagogie centrée sur l’élève font preuve d’une grande habileté sociale et relationnelle sans qu’il soit pour autant possible d’évoquer de plus grandes capacités d’adaptation.
Mots-clés :
- pédagogie centrée sur l’enseignant,
- pédagogie centrée sur l’élève,
- transition scolaire,
- habiletés sociales et relationnelles,
- adaptation à un nouvel environnement scolaire
Abstract
This article focuses on the issue of transition from a child-centered primary school to a teacher-centered secondary school. We compare the schooling of two groups of pupils, one coming from child-centered classes with one of pupils from teacher-centered classes, comparing their academic achievement and some psychological dimensions assessed using psychometrical tools. The results indicate that on the academic level there is no difference between the two groups. On the psychological level, children from child-centered classes demonstrate greater social and relational skills, however it is not possible to evoke better adaptation capacities.
Keywords:
- child centered pedagogy,
- teacher-centered pedagogy,
- school transition,
- social and relational skills,
- adaptation to a new school environment
Resumen
Estudiamos la transición entre una escuela primaria que propone una pedagogía centrada en el alumno y un colegio que utiliza una pedagogía centrada en el docente. Comparamos dos grupos : de un lado, los alumnos procedentes de una escuela primaria con una pedagogía centrada en el alumno, del otro, los alumnos procedentes de una escuela con una pedagogía centrada en el docente. Comparamos el rendimiento escolar y algunas dimensiones psicológicas evaluadas mediante un cuestionario. En el plan escolar no se observa ninguna diferencia. En el plan psicológico, los alumnos procedentes de las clases con pedagogía centrada en el alumno demuestran una gran habilidad social y relacional sin que sea posible por ello hablar de mayores capacidades de adaptación.
Palabras clave:
- pedagogía centrada en el docente,
- pedagogía centrada en el alumno,
- transición escolar,
- habilidades sociales y relacionales,
- adaptación a un nuevo entorno escolar
Parties annexes
Bibliographie
- Austin, S. and Joseph, S. (1996). Assessment of bully/victim problems in 8 to 11 year-olds. British journal of educational psychology, 66, 447-456.
- Ausubel, D. (1964). Some psychological and educational limitations of learning by discovery. The arithmetic teacher, 11, 290-302.
- Avanzini, G. et Ferrero, M. (1976). Comparison of the techniques of Freinet and the traditional methods of teaching. Bulletin de psychologie, 30(10-13), 455-467.
- Balint, E. (2004). L’enfant malade de l’école. Paris, France : L’Harmattan.
- Barrett, K. and Campos, J. (1987). Perspectives on emotional development : a functionalist approach to emotions. In J. Osofsky (ed.), Handbook of infant development. New York, New York : Wiley.
- Bonnéry, S. (2007). Comprendre l’échec scolaire : élèves en difficultés et dispositifs pédagogiques. Paris, France : Éditions La Dispute.
- Brown, B. B., Clasen, D. R. and Eicher, S. A. (1986). Perceptions of peer pressure, peer conformity dispositions, and self-reported behavior among adolescents. Developmental psychology, 22(4), 521.
- Bruner, J. (1961). The art of discovery. Harvard educational review, 31, 21-32.
- Burts, D., Hart, C., Charlesworth, R. and Kirk, L. (1990). A comparison of frequencies of stress behaviors observed in kindergarten children in classrooms with developmentally appropriate and developmentally inappropriate instructional practices. Early childhood research quarterly, 5, 407-423.
- Carra, C. et Faggianelli, D. (2003). Violences à l’école : tendances internationales de la recherche en sociologie. Déviance et société, 27, 205-225.
- Carra, C. et Pagoni, M. (2007). Construction des normes et violences scolaires. Dans Y. Reuter (dir.), Une école Freinet. Fonctionnements et effets d’une pédagogie alternative en milieu populaire. Paris, France : L’Harmattan.
- Castonguay, M. (2011). Efficacité enseignement et formation à l’enseignement (Thèse de doctorat non publiée), Université Laval, Québec.
- Chall, J. (2000). The academic achievement challenge. What really works in the classroom. New York, New York : Guilford Press.
- Christenson, S., Reschly, A. and Wiley, C. (2012). Preface. In S. Christenson, A. Reschly and Wiley, C. (eds), The handbook of research on student engagement. New York, New York : Springer.
- Cole, K., Dale, P. and Mills, P. (1991). Individual differences in language delayed children’s responses to direct and interactive preschool instruction. Topics in early childhood special education, 11(1), 99-124.
- Connac, S. (2009). Apprendre avec les pédagogies coopératives : démarches et outils pour l’école. Issy-les-Moulineaux, France : ESF éditeur.
- Coopersmith, S. (1981). The antecedents of self-esteem. Palo Alto, California : Consulting psychologists press.
- Cowie, H. and Olafsson, R. (2000). The role of peer support in helping the victims of bullying in a school with high levels of aggression. School psychology international, 21(1), 79-95.
- Curby, T., Rimm-Kaufman, S. and Ponitz, C. (2009). Teacher–child interactions and children’s achievement trajectories across kindergarten and first grade. Journal of educational psychology, 101, 912-925.
- Davidson, L. and Demaray, M. (2007). Social support as a moderator between victimization and internalizing-externalizing distress from bullying. School psychology review, 36(3), 383-405.
- Debarbieux, E., Garnier, A., Montoya, Y. et Tichit, L. (1999). La Violence en milieu scolaire. Le désordre des choses. Paris, France : ESF éditeur.
- de Léonardis, M. et Prêteur, Y. (2007). L’expérience scolaire, estime de soi et valeur accordée à l’école à l’adolescence. Dans A. Florin et P. Vrignaud (dir.), Réussir à l’école : les effets des dimensions conatives en éducation. Rennes, France : Presses de l’Univesrité de Rennes.
- Deslandes, R., Potvin, P. et Leclerc, D. (1999). Validation québécoise de l’échelle de l’autonomie de l’adolescent. Science et comportement, 27(1), 37-51.
- Desouza, E. and Ribeiro, J. (2005). Bullying and sexual harassment among Brazilian high school students. Journal of interpersonal violence, 20(9), 1018-1038.
- Engelmann, S. (1992). War against the schools’ academic child abuse. Portland, Oregon : Halcyon house.
- Farrell, A., Meyer, A. and White, K. (2001). Evaluation of responding in peaceful and positive ways (RIPP) : a school-based prevention program for reducing violence among urban adolescents. Journal of clinical child psychology, 30(4), 451-463.
- Favre, D. (2007). Transformer la violence de l’élève : Cerveau, motivations et apprentissage. Paris, France : Dunod Éditeur.
- Finn, J. and Zimmer, K. (2012). Student engagement : What is it ? Why does it matter ? In A. Christenson, L. Reschly and Wylie, C. (eds), The handbook of research on student engagement. New York, New York : Springer.
- Fredricks, A., Blumenfeld, C. and Paris, H. (2004). School engagement : potential of the concept, state of the evidence. Review of educational research, 74(1), 59-109.
- Frick, P., Kamphaus, R., Lahey, B. and Loeber, R. (1991). Academic underachievement and the disruptive behavior disorders. Journal of consulting child psychology, 21, 273-305.
- Galand, B., Philippot, P., Petit, S., Born, M. et Buidin, G. (2004). Regards croisés sur les phénomènes de violence en milieu scolaire : élèves et équipes éducatives. Revue des sciences de l’éducation, 30(3), 465-486.
- Glaser, R., Horn, M., Arthur, M., Hawkins, J. and Catalano, R. F. (2005). Measurement properties of the communities that care youth survey across demographic groups. Journal of quantitative criminology, 21(1), 73-102.
- Goumaz, G. (1991). Enseignant-enseigné : une estime de réciproque. Genève, Suisse : Édition des sables.
- Graham, S. and Bellmore, A. (2007). Peer victimization and mental health during early adolescence. Theory into practice, 46(2), 138-146.
- Gresham, F. and Elliott, S. (1990). The social skills rating system. Circle Pines, Minnesota : American guidance service.
- Grills, A. and Ollendick, T. (2002). Peer victimization, global self-worth, and anxiety in middle school children. Journal of clinical child and adolescent psychology, 31, 59-68.
- Guerrero, L. and Jones, S. (2003). Differences in one’s own and one’s partner’s perceptions of social skills as a function of attachment style. Communication quarterly, 51(3), 277-295.
- Hamre, B. and Pianta, R. (2001). Early teacher-child relationships and the trajectory of children’s school outcomes through eighth grade. Child development, 72, 625-638.
- Henricsson, L. and Rydell, A. (2004). Elementary school children with behavior problems : Teacher-child relations and self-perception. A prospective study. Merrill-palmer quarterly, 50, 111-138.
- Hoover-Dempsey, K., Walker, J., Sandler, H., Whetsel, D., Green, C., Wilkins, A. and Closson, K. (2005). Why do parents become involved ? Research findings and implications. Elementary school journal, 106(2), 105.
- Hughes, J. (2011). Longitudinal effects of teacher and student perceptions of teacher–student relationship qualities on academic adjustment. Elementary school journal, 112, 38-60.
- Hughes, J., Luo, W., Kwok, O. and Loyd, L. (2008). Teacher–student support, effortful engagement, and achievement : a three year longitudinal study. Journal of educational psychology, 100, 1-14.
- Jobin, V. et Gauthier, C. (2008). Nature de la pédagogie différenciée et analyse des recherches portant sur l’efficacité de cette pratique pédagogique. Brock education journal, 18(1), 34-45.
- Joing, I., Mikulovic, J. et Bui-Xuan, G. (2010). Vers une responsabilité fonctionnelle des institutions scolaires. International journal of violence and school, 11, 33-71.
- Kahn, S. (2009). À la recherche du cycle perdu. Mise en place des cycles d’apprentissage dans les écoles primaires de trois pays : Belgique, France, Québec. Lille, France : Association nationale de la recherche et de la technologie (ANRT).
- Karnes, M., Shwedel, A. and Williams, M. (1983). A comparison of five approaches for educating young children from low-income homes. In Consortium for Longitudinal Studies Staff (ed.), As the twig is bent : lasting effects of preschool programs. Hillsdale, New Jersey : Lawrence Erlbaum Associates.
- Kirschner, P., Sweller, J. and Clark, R. (2006). Why minimal guidance during instruction does not work : an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry based teaching. Educational psychologist, 41, 75-86.
- Lane, K., Givner, C. and Pierson, M. (2004). Teacher expectations of student behavior : social skills necessary for success in elementary school classrooms. Journal of special education, 38, 104-111.
- Lazarus, R. (1968). Patterns of adjustment and human effectiveness. New York, New York : McGraw-Hill.
- Lewis, A. (1982). An experimental evaluation of a direct instruction programme with remedial readers in a comprehensive school. Educational psychology, 2(2), 121-135.
- Mantzicopoulos, P. and Neuharth-Pritchett, S. (2003). Development and validation of a measure to assess head start children’s appraisals of teacher support. Journal of school psychology, 41, 431-451.
- Marlowe, H. (1986). Social intelligence : evidence for multidimensionality and construct independence. Journal of educational psychology, 78, 52-58.
- Marzano, R., Pickering, D. and Hefelbower, T. (2010). The highly engaged classroom. Bloomington, United Kingdom : Marzano research laboratory.
- 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.
- Meir, C., DiPerna, J. and Oster, M. (2006). Importance of social skills in the elementary grades. Education and treatment of children, 29, 1-11.
- Miller, L. and Bizzell, R. (1983). Long-term effects of four preschool programs : sixth, seventh, and eighth grades. Child development, 54(3), 727.
- Mosley, B. and Plue, W. (1980). A comparative study of four curriculum programs for disadvantaged preschool children. Hattiesburg, Missouri : University of Southern Mississippi.
- Oubrayrie, N., de Léonardis, M. and Safont, C. (1994). Un outil pour l’évaluation de l’estime de soi chez l’adolescent : l’ETES. Revue européenne de psychologie appliquée, 44(4), 309-318.
- Pain, J. (1992). Écoles : violence ou pédagogie ? Vigneux, France : Matrice.
- Peters, D. (2011). Montessori transitions into, within and beyond. Parents league review, 126-129.
- Reynolds, A., Temple, J., Robertson, D. and Mann, E. (2001). Long-term effects of an early childhood intervention on educational achievement and juvenile arrest : a 15-year follow-up of low-income children in public schools. Journal of the American medical association, 285(18), 2339-2346.
- Robbes, B. (2011). L’autorité éducative dans la classe : douze situations pour apprendre à l’exercer. Issy-les-Moulineaux, France : ESF éditeur.
- Salmivalli, C. (2001). Feeling good about oneself, being bad to others ? Remarks on self-esteem, hostility, and aggressive behavior. Aggression and violent behavior, 6(4), 375-393.
- Santor, D., Messervey, D. and Kusumakar, V. (2000). Measuring peer pressure, popularity, and conformity in adolescent boys and girls : predicting school performance, sexual attitudes, and substance abuse. Journal of youth and adolescence, 29(2), 163-182.
- Schaufeli, W. and Bakker, A. (2004). Job demands, job resources, and their relationship with burnout and engagement : a multi-sample study. Journal of organizational behavior, 25, 293-315.
- Schweinhart, L. and Weikart, D. (1997). Lasting differences : the high/scope preschool curriculum comparison study through age 23. Ypsilanti, Michigan : HighScope press.
- Shankland, R. (2009). Pédagogies nouvelles et compétences psychosociales, de l’apprentissage à l’école à l’entrée dans l’enseignement supérieur. Paris, France : L’Harmattan.
- Shulman, L. and Keisler, E. (1966). Learning by discovery : a critical appraisal. Chicago, Illinois : Rand McNally.
- Slaby, R. (1989). An evaluation of a violence prevention program : health program for urban youth. Newton, Massachusetts : Education development center.
- Slavin, R. (2002). Evidence-based education policies : transforming educational practice and research. Educational researcher, 31(7), 15-21.
- Stipek, D. and Feiler, R. (1995). Effects of different instructional approaches on young children’s achievement and motivation. Child development, 66(1), 209-223.
- Suchaut, B. (2010). Efficacité pédagogique des classes à cours double à l’école primaire : le cas du cours préparatoire. Revue française de pédagogie, 173, 51-66.
- Sweller, J. (2003). Evolution of human cognitive architecture. In B. Ross (ed.), The psychology of learning and motivation. New York, New York : Academic press.
- Tomlinson, C. and Allan, S. (2000). Leadership for differentiating schools and classrooms. Alexandria, Virginia : Association for supervision and curriculum development.
- Weimer, M. (2002). Learner-centered teaching : five key changes to practice. San Francisco, California : Jossey-Bass.
- Yüksel, G. (2004). Sosyal beceri envanteri. Ankara, Turquey : Asil Yaymevi.