Les regroupements pédagogiques au secondaire : un portrait de leurs modalités de mise en œuvre et de leur répartition au sein des écoles et du système éducatif québécois
DOI:
https://doi.org/10.53967/cje-rce.6843Keywords:
pedagogical grouping practices, academic groupings, particular programs of study, selective criteria, school segregation, segregating practicesAbstract
Pedagogical grouping practices (e.g., specialized educational programs, special education) that place students according to their abilities, needs, or interests are becoming increasingly widespread, despite the limited scientific consensus regarding their actual effects. This article documents the phenomenon with respect to its psychosocial and academic effects on students, as well as its segregating nature, which fuels ongoing debates. It then presents an overview of the implementation of these programs in light of certain factors likely to make their deployment more equitable and to improve their effects. The 130 principals who responded to electronic questionnaires come from 52 public and private secondary schools. The results show that 94.2% of the schools in the sample offer at least one specialized study program (SSP), that 17 types of such programs exist (mainly Sport-Study and Arts-Study), and that special education or alternative pathway classes (SE/AP) are present in 69.3% of institutions, primarily in the public sector. Their implementation (e.g., selective criteria, distribution within the school and within the Quebec education system) is diverse and varies from one school to another, with marked differences according to the type of institution (private/public). As the first portrait of this kind conducted in Quebec, the conclusions invite reflection on the effects of these groupings on students’ personal, academic, and social development, as well as on adjustments that could make these practices more inclusive while preserving their motivational dimension.
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