Individualized Assignments, Group Work and Discussions: How They Interact With Class Size, Low Socioeconomic Status, and Second Language Learners
Individualized Assignments, Group Work and Discussions: How They Interact With Class Size, Low Socioeconomic Status, and Second Language Learners
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DOI：
10.3389/feduc.2020.00065
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发表时间：
2020-05-28
影响因子：
2.3
通讯作者：
Gebhardt, Markus
中科院分区：
文献类型：
--
作者：
DeVries, Jeffrey M.;Szardenings, Carsten;Gebhardt, Markus
多样的教学技巧是成功课堂的重要方面。学生和课堂因素，如能力水平，较低的社会经济地位，和/或母语可以与教学技术相互作用。以往的研究表明，每一种教学技术可能会更有效地为不同的学生或在不同的课堂情况下，但很少有研究直接探讨哪些因素与有效的教学技术。本研究使用国家教育小组研究（NEPS）的数据，在德国初中学生的研究小组工作，讨论，和个性化的作业对阅读和数学能力的变化在7日和9日年级之间的影响。此外，我们模拟了班级规模、第二语言学习者背景和较低社会经济地位与这些教学技术的相互作用。我们的结论是，小组工作涉及到更多的能力增长的第二语言学习者的数学，而课堂讨论涉及到第二语言学习者的增长较少。讨论涉及到小班的数学能力增长较少，而大班的数学能力增长较多。小组工作也与先前能力水平较高的儿童阅读能力增长较慢有关。研究结果进行了讨论，在现有的理论教学技术。
Varied teaching techniques are an important aspect of a successful classroom. Student and classroom factors such as ability level, lower socioeconomic status, and/or native language can interact with teaching techniques. Previous work suggests that each teaching technique may be more effective for different students or in different classroom situations, but few studies have directly examined which factors relate to effective teaching techniques. This study uses data for early secondary school students in Germany from the National Education Panel Study (NEPS) to examine the effects of group work, discussions, and individualized assignments on reading and math competency change between 7th and 9th grade. Additionally, we model the interactions of effects of class size, second language learners background, and lower socioeconomic status with these teaching techniques. We conclude that group work relates to more competency growth in math for second language learners, while classroom discussions relate to less growth for second language learners. Discussions relate to less growth in math competency for smaller classes and more growth in larger classes. Group work was also related to slower reading competency growth for children with a higher prior ability level. Findings are discussed in relation to existing theories of teaching techniques.