@article{TetzlaffHartmannDumontetal.2022, author = {Tetzlaff, Leonard and Hartmann, Ulrike and Dumont, Hanna and Brod, Garvin}, title = {Assessing individualized instruction in the classroom}, series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI)}, volume = {82}, journal = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI)}, publisher = {Elsevier}, address = {Oxford}, issn = {0959-4752}, doi = {10.1016/j.learninstruc.2022.101655}, pages = {10}, year = {2022}, abstract = {In this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live obser-vations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students' ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualized instruction in the classroom.}, language = {en} } @book{MaazBaumertNeumannetal.2013, author = {Maaz, Kai and Baumert, J{\"u}rgen and Neumann, Marko and Becker, Michael and Dumont, Hanna}, title = {Die Berliner Schulstrukturreform : Bewertung durch die beteiligten Akteure und Konsequenzen des neuen {\"U}bergangsverfahrens von der Grundschule in die weiterf{\"u}hrenden Schulen}, publisher = {Waxmann}, address = {M{\"u}nster}, isbn = {978-3-8309-2946-8}, pages = {304 S.}, year = {2013}, language = {de} } @article{DumontReady2023, author = {Dumont, Hanna and Ready, Douglas D. D.}, title = {On the promise of personalized learning for educational equity}, series = {npj science of learning}, volume = {8}, journal = {npj science of learning}, number = {1}, publisher = {Nature Publishing Group}, address = {London}, issn = {2056-7936}, doi = {10.1038/s41539-023-00174-x}, pages = {6}, year = {2023}, abstract = {Students enter school with a vast range of individual differences, resulting from the complex interplay between genetic dispositions and unequal environmental conditions. Schools thus face the challenge of organizing instruction and providing equal opportunities for students with diverse needs. Schools have traditionally managed student heterogeneity by sorting students both within and between schools according to their academic ability. However, empirical evidence suggests that such tracking approaches increase inequalities. In more recent years, driven largely by technological advances, there have been calls to embrace students' individual differences in the classroom and to personalize students' learning experiences. A central justification for personalized learning is its potential to improve educational equity. In this paper, we discuss whether and under which conditions personalized learning can indeed increase equity in K-12 education by bringing together empirical and theoretical insights from different fields, including the learning sciences, philosophy, psychology, and sociology. We distinguish between different conceptions of equity and argue that personalized learning is unlikely to result in "equality of outcomes" and, by definition, does not provide "equality of inputs". However, if implemented in a high-quality way, personalized learning is in line with "adequacy" notions of equity, which aim to equip all students with the basic competencies to participate in society as active members and to live meaningful lives.}, language = {en} } @article{DumontNeumannNagyetal.2013, author = {Dumont, Hanna and Neumann, Marko and Nagy, Gabriel and Becker, Michael and Rose, Norman and Trautwein, Ulrich}, title = {Class composition Effects in non-academic lower secondary school tracks in the state of Baden-W{\"u}rttemberg}, series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis}, volume = {60}, journal = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis}, number = {3}, publisher = {Reinhardt}, address = {M{\"u}nchen}, issn = {0342-183X}, doi = {10.2378/peu2013.art16d}, pages = {198 -- 213}, year = {2013}, abstract = {The study investigates the effects of classroom composition (average ability, achievement, and socio-economic background, proportion of immigrant students) on the development in mathematics achievement, and reading literacy from grade 5 to 6. The study draws on a sample of N=1892 students in vocational track schools (Hauptschule) and intermediate track schools (Realschule) in Baden-Wuerttemberg, Germany. After controlling for school type, and between-school differences in student intake characteristics, none of the compositional characteristics showed a statistically significant effect on achievement development. School track was associated with the development of reading literacy even after controlling for individual differences; however, this relationship lost its statistical significance after the composition of the student body was additionally taken into account.}, language = {de} } @article{DumontNeumannMaazetal.2013, author = {Dumont, Hanna and Neumann, Marko and Maaz, Kai and Trautwein, Ulrich}, title = {The effect of student body composition on academic achievement International and National Evidence}, series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis}, volume = {60}, journal = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis}, number = {3}, publisher = {Reinhardt}, address = {M{\"u}nchen}, issn = {0342-183X}, doi = {10.2378/peu2013.art14d}, pages = {163 -- 183}, year = {2013}, abstract = {This paper reviews empirical evidence on the effect of the composition of a student body on academic achievement of students. After defining the term composition effect, methodological aspects regarding the study of composition effects are considered. International and national evidence for the composition of a student body with respect to students' abilities, social, and ethnic background is then presented. Whereas international studies find evidence for social, ethnic, and achievement composition variables, national studies reveal that mean achievement level of a school or class is the most important composition variable in Germany. However, this effect is confounded with school track and social composition, which itself exerts a small incremental effect. Ethnic composition, however, does not seem to play an important role. The paper closes with a presentation of the underlying processes of composition effects and a discussion on how the composition of a student body is considered in school governance practices.}, language = {de} } @article{ChmielewskiDumontTrautwein2013, author = {Chmielewski, Anna K. and Dumont, Hanna and Trautwein, Ulrich}, title = {Tracking Effects Depend on Tracking Type}, series = {American Educational Research Journal}, volume = {50}, journal = {American Educational Research Journal}, number = {5}, publisher = {Sage}, address = {Thousand Oaks, Calif.}, issn = {0002-8312}, doi = {10.3102/0002831213489843}, pages = {926 -- 957}, year = {2013}, abstract = {The aim of the present study was to examine how different types of tracking— between-school streaming, within-school streaming, and course-by-course tracking—shape students' mathematics self-concept. This was done in an internationally comparative framework using data from the Programme for International Student Assessment (PISA). After controlling for individual and track mean achievement, results indicated that generally for students in course-by-course tracking, high-track students had higher mathematics self-concepts and low-track students had lower mathematics self-concepts. For students in between-school and within-school streaming, the reverse pat- tern was found. These findings suggest a solution to the ongoing debate about the effects of tracking on students' academic self-concept and suggest that the reference groups to which students compare themselves differ according to the type of tracking.}, language = {en} } @misc{ChmielewskiDumontTrautwein2013, author = {Chmielewski, Anna K. and Dumont, Hanna and Trautwein, Ulrich}, title = {Tracking effects depend on tracking type}, series = {American educational research journal}, volume = {50}, journal = {American educational research journal}, number = {5}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-404052}, pages = {33}, year = {2013}, abstract = {The aim of the present study was to examine how different types of tracking— between-school streaming, within-school streaming, and course-by-course tracking—shape students' mathematics self-concept. This was done in an internationally comparative framework using data from the Programme for International Student Assessment (PISA). After controlling for individual and track mean achievement, results indicated that generally for students in course-by-course tracking, high-track students had higher mathematics self-concepts and low-track students had lower mathematics self-concepts. For students in between-school and within-school streaming, the reverse pattern was found. These findings suggest a solution to the ongoing debate about the effects of tracking on students' academic self-concept and suggest that the reference groups to which students compare themselves differ according to the type of tracking.}, language = {en} }