Instructional processes in inclusive learning settings: Influences of teacher-student interactions and student-student interactions on academic achievement and learning behavior of primary school students

根据Helmke(2010)的学习和教学模式，本研究项目的主要目标是考察包容性学习环境如何影响小学生学习成绩和学习行为的变化。根据最近对全纳教育的研究，预计特别是个性化教学形式与学生学业和个人能力的变化呈正相关。此外，我们的目标是分析师生互动和学生互动与学业成绩和学习行为指标之间的关系。在我们的假设中，教师-学生和学生-学生互动的强度和质量被指定为解释个性化教学对学生学习成绩和学习行为变化的假设效应的中介角色。计划中的调查应在两个学年的三个测量点的纵向课堂研究中实现。十个全纳学习班，大约四年级和五年级将有250名学生陪同。在每个测量点，都使用书面的标准化测量来收集学生在阅读、写作和数学方面的学习成绩信息。此外，问卷调查还被用来评估学生的学业和社会自我概念，他们的学习兴趣，以及学生自我报告的学习和教学质量(例如，课堂气氛)。此外，数学和德语领域的教学将由训练有素的研究助理系统和全面地观察。通过评估教学过程及其对不同学生群体的影响，我们的目标是明确在哪些教学条件下全纳教育特别有效。这些调查结果有助于证实有效的全纳教育模式，并有助于加强小学教师培训的质量。

Based on Helmke's (2010) model of learning and instruction, the present research project's key objective is to examine how inclusive learning settings influence changes in the academic achievement and learning behavior of primary school students. Building on recent research in inclusive education, it is anticipated that especially forms of individualized instruction are positively correlated with changes in students' academic and personal competences. Further, our aim is to analyze how teacher-student interactions and student-student interactions would be correlated with indicators of academic achievement and learning behavior. In our hypothesis, the intensity and quality of teacher-student and student-student interactions is assigned a mediational role in explaining the hypothesized effects of individualized instruction on students' changes in academic achievement and learning behavior. The planned investigations should be realized within a longitudinal classroom study with three measurement points across two school years. Ten inclusive learning classes with approx. 250 students will be accompanied in the fourth and fifth grade. At each measurement point, written standardized measures are used to collect information on students' academic achievement in reading, writing and mathematics. Further, questionnaire measures are used to assess students' academic and social self-concepts, their interests in learning, and students' self-reported quality of learning and instruction (e.g., classroom climate). Moreover, instruction in the domains of mathematics and German will be systematically and comprehensively observed by trained research assistants. By assessing instructional processes and its effects on different groups of students, our aim is to specify under which instructional conditions inclusive education is especially effective. These findings can contribute to corroborate models of effective inclusive education as well as to strengthen the quality of primary school teacher training.