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Double bind: Research results and practitioners’ actions regarding at-risk students

Double bind: Research results and practitioners’ actions regarding at-risk students . Michèle Prince. Research results.

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Double bind: Research results and practitioners’ actions regarding at-risk students

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  1. Double bind:Research results and practitioners’ actions regarding at-risk students Michèle Prince

  2. Research results • For nearly 100 years, research has shown that grade retention does not present benefits to students having academic or behavioral problems compared to similar students who have not repeated. • In fact, grade retention is consistently associated with negative outcomes. • Grade retention is associated with increased behavioral problems. • Retained students experience lower self-esteem and lower rates of school attendance. • Grade retention is one the most powerful predictors of dropping out of high school, regardless of when retention occurs. • However, in practice, grade retention is common. Michèle Prince - CRIRES- Universté Laval - 3 Juillet 2013

  3. Tensions/contradictions Main tension between • consistent research results showing the ineffectiveness of grade retention and its disastrous consequences for student and • « societal » beliefs (teachers, parents, students) notion of academic achievement Therefore • Tensions between researchers and practitioners • Tensions between parents and innovative practitioners • Tensions between practitioners and scholar line management • Tensions between students and school • Tensions within the practitioner that lead to a loss of meaning, and disillusion Michèle Prince - CRIRES- Universté Laval - 3 Juillet 2013

  4. Ways out • Classroom-based earning communities or networked learning communities / School-based professional learning communities (this requires strong management leadership) • Communities of practice (including delocalized ones) • There are examples in innovative Quebec schools • Change lab : necessary for an entire district or educational system Michèle Prince - CRIRES- Universté Laval - 3 Juillet 2013

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