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This study investigates the effects of an alternative approach to grade retention, known as a "remediation measure." This measure was tested in 2010–2011 in two high schools in Quebec (Canada) and its effects on students' achievement motivation were analyzed. Specifically, the evolution of general and domain‐specific expectancy and value perceptions of 74 students who failed Grade 8 and experienced this measure (Mage = 14.81 years) were compared with those of 42 same‐age peers (Mage = 14.84 years) who graduated to Grade 9. This evolution was also examined as a function of teachers' support and friends' school attitudes. This measure appeared to have a favorable effect on competence beliefs, in general, and in French. However, the results did not reveal any moderating effects of teacher support and friends' school attitudes. Findings are discussed in light of research evidence concerning the role of social influence on achievement motivation. Highlights: The remediation measure shared common characteristics with grade retention, but did not solely rely on the revision of certain class materials. The remediation measure had a favorable effect on competence beliefs, both in general and in French. [ABSTRACT FROM AUTHOR]

Although flexible classroom design has seen a resurgence of interest in schools over the past decade, relatively little research has yet focused on the practice. This exploratory study draws a portrait of teachers' perceptions of their motivations and inspirations to opt for this practice, their intentions and their way of implementing it, the challenges encountered, the perceived benefits, as well as the resources and the support they were able to count on. To do this, 27 primary school teachers wereinterviewed in relation to these dimensions and 6 of them also participated in semi-structured individual interviews. The results indicate that flexible classroom design could promote differentiation by better meeting the needs of students, as well as those of teachers. Despite a growing interest for flexible classrooms in this past decade, few studies have been initiated to investigate this strategy. This exploratory study focusses on teachers' motivations and inspirations, intentions and ways of implementing flexible classroom, challenges encountered, perceived benefits, and available resources and support helping to promote this type of layout. To do so, an online survey was conducted with 27 elementary school teachers to get their perception about the aforementioned topics; 6 of them also participated in an individual semi-structured interview. Results show that flexible classrooms may result in enhancing differentiated instruction, as it has the potential to answer pupils' needs, as well as meeting some needs of teachers themselves. [ABSTRACT FROM AUTHOR]