This study examined the use of inclusive practices by 1,373 Quebec teachers to promote prosocial ... more This study examined the use of inclusive practices by 1,373 Quebec teachers to promote prosocial behaviour, according to their individual and contextual characteristics. Two questionnaires were used: a sociodemographic and a validated Classroom Behaviour Management Practices Inventory (N = 68 items; 2 dimensions/7 scales α = .70 to .90). Results from descriptive and univariate variance analysis showed that proactive /positive dimension practices (e.g., rules, instructional, reinforcement-based) are used more frequently than reductive dimension practices (e.g., educational consequences), although some of the latter are frequently used. Hierarchical models indicate significant interrelationships with teachers characteristics and the scales of classroom behaviour management practices, but for a small proportion of explained variance.
Using the ecological model of Bronfenbrenner (1979), the purpose of this study was to document th... more Using the ecological model of Bronfenbrenner (1979), the purpose of this study was to document the perceptions of primary school stakeholders concerning the favorable and unfavorable conditions that support inclusive education with student presenting emotional and behavioral disorders (EBD), more specifically about the characteristics of the students (onto) and the school environment (micro). Based on a qualitative interpretative approach, interviews were conducted with 58 school stakeholders at five Quebec primary schools. The results of content analysis for ontosystem showed that school stakeholders perceived the characteristics of students with EBD from a deficit perspective, which relied on perceptions that students do not have sufficient skills for inclusive education to be considered. From the microsystemic perspective, participants reported that inclusive education is fostered by the quality of relationships between students and school stakeholders, the educational practices,...
En contexte inclusif, gérer la classe de manière à répondre à la diversité des besoins des élèves... more En contexte inclusif, gérer la classe de manière à répondre à la diversité des besoins des élèves représente un défi complexe pour les enseignants. Face aux comportements difficiles, ils sont nombreux à recourir au retrait de classe; une pratique fréquemment utilisée auprès des élèves présentant des difficultés comportementales. Mettant à profit la voix des principaux concernés, cet article vise à documenter leurs perceptions concernant le retrait de classe. À l’aide d’un devis de recherche descriptif et narratif, des entrevues individuelles ont été réalisées avec quatorze élèves présentant des difficultés comportementales scolarisés en classe d’adaptation scolaire au secondaire et soumises à une analyse thématique par catégorisation émergente. Les analyses ont permis d’identifier six conditions d’efficacité et six types de retraits qui ont été classés en fonction de leur efficacité perçue par les participants. Les résultats permettent de formuler plusieurs recommandations susceptib...
Teachers’ personal efficiency has an important influence on a range of variables that are directl... more Teachers’ personal efficiency has an important influence on a range of variables that are directly related to student success. Among these, teachers have collaborative educational practices and preferred methods for dealing with poor behavior in the classroom. This article presents a literature review in order to profile the main theoretical models that explain teachers’ personal efficiency and its effects on the experiences of both teachers and students with behavioral difficulties in school.Keywords: Personal efficiency in teaching, behavioral disorders, classroom managementLe sentiment d’efficacité personnelle de l’enseignant exerce une influence importante sur une multitude de variables responsables de la réussite des élèves. Parmi celles-ci, on retrouve les pratiques éducatives et collaboratives des enseignants et les méthodes privilégiées pour composer avec l’indiscipline en classe. Le présent article présente une recension des écrits permettant de comprendre les relations ent...
This study examined the use of inclusive practices by 1,373 Quebec teachers to promote prosocial ... more This study examined the use of inclusive practices by 1,373 Quebec teachers to promote prosocial behaviour, according to their individual and contextual characteristics. Two questionnaires were used: a sociodemographic and a validated Classroom Behaviour Management Practices Inventory (N = 68 items; 2 dimensions/7 scales α = .70 to .90). Results from descriptive and univariate variance analysis showed that proactive /positive dimension practices (e.g., rules, instructional, reinforcement-based) are used more frequently than reductive dimension practices (e.g., educational consequences), although some of the latter are frequently used. Hierarchical models indicate significant interrelationships with teachers characteristics and the scales of classroom behaviour management practices, but for a small proportion of explained variance.
Using the ecological model of Bronfenbrenner (1979), the purpose of this study was to document th... more Using the ecological model of Bronfenbrenner (1979), the purpose of this study was to document the perceptions of primary school stakeholders concerning the favorable and unfavorable conditions that support inclusive education with student presenting emotional and behavioral disorders (EBD), more specifically about the characteristics of the students (onto) and the school environment (micro). Based on a qualitative interpretative approach, interviews were conducted with 58 school stakeholders at five Quebec primary schools. The results of content analysis for ontosystem showed that school stakeholders perceived the characteristics of students with EBD from a deficit perspective, which relied on perceptions that students do not have sufficient skills for inclusive education to be considered. From the microsystemic perspective, participants reported that inclusive education is fostered by the quality of relationships between students and school stakeholders, the educational practices,...
En contexte inclusif, gérer la classe de manière à répondre à la diversité des besoins des élèves... more En contexte inclusif, gérer la classe de manière à répondre à la diversité des besoins des élèves représente un défi complexe pour les enseignants. Face aux comportements difficiles, ils sont nombreux à recourir au retrait de classe; une pratique fréquemment utilisée auprès des élèves présentant des difficultés comportementales. Mettant à profit la voix des principaux concernés, cet article vise à documenter leurs perceptions concernant le retrait de classe. À l’aide d’un devis de recherche descriptif et narratif, des entrevues individuelles ont été réalisées avec quatorze élèves présentant des difficultés comportementales scolarisés en classe d’adaptation scolaire au secondaire et soumises à une analyse thématique par catégorisation émergente. Les analyses ont permis d’identifier six conditions d’efficacité et six types de retraits qui ont été classés en fonction de leur efficacité perçue par les participants. Les résultats permettent de formuler plusieurs recommandations susceptib...
Teachers’ personal efficiency has an important influence on a range of variables that are directl... more Teachers’ personal efficiency has an important influence on a range of variables that are directly related to student success. Among these, teachers have collaborative educational practices and preferred methods for dealing with poor behavior in the classroom. This article presents a literature review in order to profile the main theoretical models that explain teachers’ personal efficiency and its effects on the experiences of both teachers and students with behavioral difficulties in school.Keywords: Personal efficiency in teaching, behavioral disorders, classroom managementLe sentiment d’efficacité personnelle de l’enseignant exerce une influence importante sur une multitude de variables responsables de la réussite des élèves. Parmi celles-ci, on retrouve les pratiques éducatives et collaboratives des enseignants et les méthodes privilégiées pour composer avec l’indiscipline en classe. Le présent article présente une recension des écrits permettant de comprendre les relations ent...
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