Differentiation and Grouping Practices as a Response to Heterogeneity – Teachers’ Implementation of Inclusive Teaching Approaches in Regular, Inclusive and Special Classrooms

Autor(en)

Katharina-Theresa Lindner, Lena Nusser, Karin Gehrer, Susanne Schwab

Abstrakt

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.

Organisation(en)

Institut für Lehrer*innenbildung, Institut für Bildungswissenschaft

Externe Organisation(en)

Leibnitz-Institut für Bildungsverläufe, North-West University

Journal

Frontiers in Psychology

Band

12

Anzahl der Seiten

16

ISSN

1664-1078

DOI

https://doi.org/10.3389/fpsyg.2021.676482

Publikationsdatum

09-2021

Peer-reviewed

Ja

ÖFOS 2012

503032 Lehr- und Lernforschung

Schlagwörter

ASJC Scopus Sachgebiete

Allgemeine Psychologie

Link zum Portal

https://ucrisportal.univie.ac.at/de/publications/04667034-829b-46e3-9601-868e749d13f7