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

全纳学习环境中的教学过程：师生互动和生生互动对小学生学业成绩和学习行为的影响

• 批准号: 270241616
• 负责人: Professorin Dr. Nadine Spörer
• 金额: --
• 依托单位: Lehrstuhl für Psychologische Grundschulpädagogik
• 依托单位国家: 德国
• 项目类别: Research Grants
• 财政年份: 2014
• 资助国家: 德国
• 起止时间: 2013-12-31 至 2019-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/270241616?language=en
• 关键词: Instructional; processes; inclusive; learning; settings

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.

本研究以黑尔姆克（2010）的学习与教学模式为基础，探讨全纳学习环境对小学生学习成绩和学习行为的影响。根据最近对包容性教育的研究，预计特别是个别化教学形式与学生的学术和个人能力的变化呈正相关。此外，我们的目的是分析师生互动和学生互动将如何与学业成绩和学习行为的指标相关。在我们的假设中，教师与学生和学生与学生的互动的强度和质量被分配的中介作用，在解释个性化教学对学生的学习成绩和学习行为的变化的假设效果。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。十个包容性的学习课程，大约。250名学生将在四年级和五年级陪同。在每个测量点，采用书面标准化测量，收集学生在阅读、写作和数学方面的学业成绩信息。此外，问卷测量用于评估学生的学术和社会自我概念，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，我们的目标是具体说明在何种教学条件下包容性教育特别有效。这些研究结果有助于证实有效的包容性教育模式，并提高小学教师培训的质量。