Abstract:

In a context where more and more actors are concerned with the issues of equity and efficiency in education, differentiated instruction is put forward as a measure to promote school engagement and achievement for all students. In Quebec (Canada), a particular emphasis is placed on the importance of taking into account the specific needs of students’ from disadvantaged backgrounds to prevent school dropout (MELS, 2007). Various researches have focused on the effects of practices that are adapted to at risk students’ specific needs on their learning, particularly in reading and writing (Dubé et al, 2013;. Montésinos -Gelet et al, 2011;. Nootens et al, 2012;. Turcotte et al, 2010) and in mathematics (Roux, 2003. Xin et al., 2002; Ysseldyke et al, 2003). As put forward by recent researches, several pedagogical practices are effective with at risk students, such as supporting students’ autonomy (eg. teaching metacognitive and self-regulation strategies), using differentiated formative assessment (eg. use of self-assessments) and taking into account the interests and preferences of students (eg. offer choices to students, use flexible groupings, etc.) (Bissonnette et al, 2010; Hattie, 2008; Roy, 2014; Scheerens, 2007). Paradoxically, these types of practices are used less frequently by teachers in disadvantaged areas who tend to provide a more restrictive learning environment that limits student autonomy and leaves little leeway in the choice of strategies or work arrangements (Moldoveanu & Da Silveira, 2015; Paré, 2011). To promote the use of differentiated practices that have been proven effective for at risk students by school professionals, several researchers recommend the implementation of collaborative action research (Archambault et al, 2015. Guay et al, 2010; Moldoveanu & Da Silveira, 2015). Based on an exhaustive literature review of research conducted in disadvantaged areas on the effets of differentiated practices on at-risk students' learning and school engagement, we documented the roles assumed by researchers participating in this type of collaborative approach in supporting the use of research knowledge on differentiated instruction by stakeholders. In light of this analysis, we will highlight the challenges and contributions of collaborative approaches to support change of practices among school professionals.

Keywords:

Differenciated instruction, research knowledge, disadvantaged areas, Quebec, Canada.