Abstracts
Résumé
Les interactions en classe influencent la réussite éducative de tous les élèves. Le modèle Teaching Through Interactions (Hamre et Pianta, 2007) définit celles qui prennent place entre les élèves et l’enseignant selon trois domaines et dix dimensions. Bien qu’une grille d’observation permette de faire un portrait de classe, celle-ci ne tient pas compte de la perception des élèves qui est pourtant identifiée comme une composante-clé aux pratiques inclusives. Conséquemment, un questionnaire a été développé et validé pour brosser un portrait des interactions en classe telles que perçues par des élèves québécois de 4e, 5e et 6e année (n = 574, 53 % filles). Les analyses suggèrent que l’outil est valide, quoique certaines nuances doivent être considérées. Les indices de cohérence interne sont satisfaisants sur les trois domaines (α > 0,8) tandis qu’ils sont faibles à acceptables selon les dix dimensions (0,51 < α < 0,78). Des analyses factorielles confirmatoires soutiennent la structure à trois domaines et dix dimensions (X2/dl < 5, IAC > 0,8, RCMEA < 0,6). Les réponses des élèves suggèrent qu’ils entretiennent des perceptions favorables des interactions de leur classe pour les trois domaines (3,87 < M < 4,04 sur 5) et que le « Respect du point de vue de l’élève » est la dimension la plus faible. Ces résultats laissent envisager que le questionnaire est un outil complémentaire pour les enseignants et autres intervenants scolaires afin de les orienter sur des cibles d’intervention favorisant les interactions de la classe, en prenant appui sur l’expérience des élèves.
Mots-clés :
- interactions en classe,
- perceptions des élèves,
- validation d’un questionnaire,
- pratiques inclusives,
- interventions scolaires
Abstract
Classroom interactions influence the educational success of all students. The Teaching Through Interactions framework (Hamre & Pianta, 2007) defines interactions between students and teacher according to three domains and ten dimensions. Although a validated observation tool can be used to draw a portrait of classroom interactions, it does not provide information on student perceptions which have been identified as a key component of inclusive pratices. Therefore, a questionnaire was developed and validated to portrait classroom interactions as perceived by Quebec students in grades 4, 5 and 6 (n = 574, 53% girls). Analysis suggest that the questionnaire is valid, although somes nuances must be considered. Internal consistency reliability are good on all three domains (α > 0,8) while they are questionable to acceptable on the dimensions (0,51 < α < 0,78). Confirmatory factor analysis support the theoretical model based on 3 domains and 10 dimensions (X2/dl < 5, IAC > 0,8, RCMEA < 0,6). Student responses suggests that they have favorable perceptions of their classroom interactions for all three domain (3,87 < M < 4,04 on a 5 points score) and indicate that ‘Regard for Student Perspectives’ is the weakest dimension. These results suggest that the questionnaire is a valid and useful complementary tool for teachers and other school stakeholders to guide them on specific intervention targets to foster classroom interactions, based on students’ school experience.
Keywords:
- classroom interactions,
- students’ perception,
- validation of a questionnaire,
- inclusive practices,
- school interventions
Appendices
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