The effects of pedagogical practices on learning
n° 65, september 2011
Author(s) : Annie Feyfant
The purpose of this literature review is to identify effective pedagogical practices. Several currents of thought in recent educational research have examined the concept of ‘educational effectiveness’. A review of recent research in this area might focus on the teacher effect or the school effect. Research on effectiveness combines several factors that are assumed to promote learning. One major focus of research in this area is explicit teaching and learning – an approach that involves guiding students in the learning process. According to the proponents of the explicit approach, the strength of their educational model is its use of conclusive data (evidence-based education) and meta-analyses. The statistical method used in this approach has generated some controversy. The assumption is that it is important to measure differences between indicators, but also to consider a whole range of variables (including context variables) that meta-analyses (however numerous) cannot possibly measure. In contrast to this model, the advocates of Freinet pedagogy, constructivism and socio-constructivism often emphasize the need to take account of students, and not merely academic knowledge or the perspective of teachers in their practice. However, given the many examples of effectiveness based on different models (which are sometimes opposed and often juxtaposed), it is difficult to define an ideal-type model. The literature on this issue (in both English and French) has had much to say on effective literacy practices. This study provides some descriptive evidence aimed at highlighting key methodological approaches and theoretical assumptions in this area.
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