Titel
Differentiation and Grouping Practices as a Response to Heterogeneity – Teachers’ Implementation of Inclusive Teaching Approaches in Regular, Inclusive and Special Classrooms
Autor*in
Lena Nusser
Leibniz Institute for Educational Trajectories
Autor*in
Karin Gehrer
Leibniz Institute for Educational Trajectories
... show all
Abstract
Addressing students’ individual needs is a crucial component of inclusive teaching. However, empirical evidence comparing practices such as differentiation and grouping strategies within inclusive, regular and special classes is still lacking. The present study contrasts these settings using data from the German National Educational Panel Study (NEPS). Data from 1034 teachers (755 regular, 89 inclusive, 190 special teachers) teaching the subject German in secondary school (grade 5 to grade 8) were used. Results show the highest use of differentiation in special school classes. Teachers’ use the majority of grouping practices to a similar extent when comparing the three educational settings. Class size and the number of students with migration background were predictors for teachers’ use of differentiation, whereas patterns of grouping strategies were predicted by students’ gender and teachers’ experience.
Stichwort
differentiationgroupingstudents’ heterogeneityteaching practicesinclusive educationspecial education
Objekt-Typ
Sprache
Englisch [eng]
Persistent identifier
Erschienen in
Titel
Frontiers in Psychology
Band
12
ISSN
1664-1078
Erscheinungsdatum
2021
Publication
Frontiers Media SA
Erscheinungsdatum
2021
Zugänglichkeit
Rechteangabe
© 2021 Lindner, Nusser, Gehrer and Schwab

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