%0 Journal Article
%T L¡¯aide individualis¨¦e dans un coll¨¨ge RAR : pr¨¦sentation et analyse critique
%A Alain Marchive
%J Questions Vives : Recherches en ¨¦ducation
%D 2011
%I Universit¨¦ de Provence
%R 10.4000/questionsvives.352
%X L¡¯aide individualis¨¦e est au principe des principaux dispositifs mis en place par les coll¨¨ges appartenant aux R¨¦seaux Ambition R¨¦ussite (RAR) cr¨¦¨¦s en 2006, en vue d¡¯atteindre les objectifs d¡¯am¨¦lioration des performances scolaires assign¨¦s ¨¤ ces   zones d¡¯excellence p¨¦dagogique  . Apr¨¨s avoir pr¨¦sent¨¦ le cadre g¨¦n¨¦ral qui a pr¨¦sid¨¦ ¨¤ la mise en  uvre des RAR et les conceptions p¨¦dagogiques qui les sous-tendent, l¡¯auteur s¡¯appuie sur l¡¯observation des actions d¡¯aide dans un coll¨¨ge RAR et des entretiens men¨¦s aupr¨¨s des professeurs d¡¯une classe de 6e, des professeurs r¨¦f¨¦rents RAR et des assistants p¨¦dagogiques, pour d¨¦crire et analyser les actions d¡¯aide mises en  uvre. Les principales questions soulev¨¦es concernent la compatibilit¨¦ entre le traitement individualis¨¦ des difficult¨¦s scolaires et la logique didactique de l¡¯enseignement collectif dans la classe, l¡¯¨¦valuation des actions d¡¯aide et leur fonction effective, le caract¨¨re ambigu de ces dispositifs. Elles reviennent ¨¤ poser la question centrale ¨¤ laquelle est confront¨¦ tout professeur, ¨¤ savoir celle de la gestion de l¡¯h¨¦t¨¦rog¨¦n¨¦it¨¦. Personalized help lies at the core of the main plans of action set up by secondary schools which are members of R¨¦seaux Ambition R¨¦ussite (RAR) networks. These networks were created in 2006 with the aim to improve the academic performances of pupils schooled in these areas of teaching excellence. Following a presentation of the general framework and of the teaching conceptions that presided over the implementation of RAR networks, the author describes and analyzes the various actions set up in a secondary school belonging to a RAR network. To back up his work, he uses interviews carried out with teachers of a class of 6¨¨me, with RAR referring teachers, and with teaching assistants. The main questions that are raised concern the compatibility between the personalized treatment of academic difficulties and the didactic logic of collective class teaching, the assessment of the actions set up and their effective role, and the ambiguous nature of these plans. All this actually relates to the central question which any teacher has to face, that is the wide range of academic performances in a class.
%K personalized help
%K secondary school
%K priority education zone (ZEP)
%K ambition and success network (RAR)
%K aide individualis¨¦e
%K coll¨¨ge
%K ZEP
%K RAR
%K h¨¦t¨¦rog¨¦n¨¦it¨¦
%U http://questionsvives.revues.org/352