This issue of the journal Repères presents ten articles dealing with spelling teaching practices in primary school and middle school and their effects on students' performances. They illustrate the current transformations of these practices and what they require in terms of teacher professional development.

Since its introduction in France by the Ferry Act of March 28, 1882, compulsory education may be provided at home, rather than in public or private schools.The studies compiled in this issue provide guidelines for addressing this little-known phenomenon, which, given its statistical evolution ,is likely to develop further.

This issue examines two perspectives on the concept of progression, regarding reading and writing through the youth album. The first concerns the order in which learning contents are planned. The second regards the development of reading and writing skills.

With variances due to contexts, the training of education personnel has gradually integrated tackling ethnocultural discrimination. Based on research on the school biases that trigger discrimination and on analysis of dedicated training experiences, this issue encourages reflecting on the relevance and efficiency of training contents and devices.

Following on from Volume 150 dealing with five historiographical studies on pupils history, this issue offers five contributions that examine various questions related to archives, printed sources and statistical surveys and highlight the methodological dimensions of writing this specific History

This special issue focuses on parent-teachers supervising their children's schooling. The four articles featured provide complementary perspectives of these parental practices.

The reader will find analyses, reflection and testimonials on the complex and "intermittent" relationships between the worlds of research and political decision-making at both national and local.