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Aus theoretischer Sicht existieren verschiedene Merkmale, die einen Einfluss auf die individuelle Entwicklung der Rechtschreibkompetenz von Grundschulkindern ausüben können. Um diese zu analysieren, wurden in der vorliegenden Studie Schreibungen von 607 Schülerinnen und Schülern zu drei Messzeitpunkten (Anfang Klasse 2, Ende Klasse 2, Ende Klasse 3) untersucht. Zur Bestimmung des Rechtschreibkompetenzniveaus wurden Schülerinnen und Schüler mittels latenter Profilanalyse zu den drei Profilen Buchstabenentdeckende (überwiegend nicht lautgetreue Schreibungen), Phonemprofis (überwiegend lautgetreue Schreibungen) und Rechtschreibspezialisten (vor allem korrekte Schreibungen) zugeordnet. Mittels logistischer Regressionen wurde geprüft, welche Zusammenhänge zwischen den individuellen Merkmalen Geschlecht, kognitive Grundfähigkeiten und Arbeitsverhalten und den Zuordnungen zu einem Profil sowie den Wechseln zwischen den Profilen bestehen. Unter Kontrolle des Arbeitsverhaltens zeigten sich keine signifikanten Zusammenhänge mit dem Geschlecht oder der kognitiven Grundfähigkeit. Hingegen konnten bedeutsame Zusammenhänge des Arbeitsverhaltens sowohl mit der Zuordnung zu den Profilen als auch mit den Wechseln zwischen den Profilen Phonemprofis und Rechtschreibspezialisten gefunden werden.
Teachers, as role models, are crucial in promoting inclusion in society through their actions. Being perceived as fair by their students is linked to students' feelings of belonging in school. In addition, their decisions of resource allocations also affect students' academic success. Both aspects underpin the importance of teachers' views on justice. This article aims to investigate what teachers consider to be just and how teacher characteristics and situational factors affect justice ratings of hypothetical student-teacher-interactions. In an experimental design, we randomly varied the description of the interacting student in text vignettes regarding his/her special educational need (SEN) (situational factor). We also collected data on teachers' attitudes toward inclusion and experiences with persons with disabilities (individual factors). A sample of in-service teachers in Germany (N = 2,254) rated randomized versions of two text vignettes. To also consider the effect of professional status, a sample of pre-service teachers (N = 275) did the same. Linear mixed effect models point to a negative effect of the SEN on justice ratings, meaning situations in which the interacting student is described with a SEN were rated less just compared to the control condition. As the interacting student in the situations was treated worse than the rest, this was indicative for the application of the need principle. Teachers with more positive attitudes toward inclusion rated the vignettes as significantly less just. Professional status also had a negative effect on justice ratings, with in-service teachers rating the interactions significantly lower than the pre-service teachers. Our results suggest that the teachers applied the principle of need in their ratings. Implications for inclusive teaching practices and future research are discussed further.
Mittendrin oder nur dabei?
(2017)
In der vorliegenden Studie wurde das Ausmaß der sozialen Partizipation von Grundschülerinnen und Grundschülern mit einem und ohne festgestelltem sonderpädagogischem Förderbedarf (SPF) untersucht. Insgesamt wurden N = 1436 Schüler der 2. und 3. Jahrgangsstufe mittels Fragebögen zum peerbezogenen Klassenklima, zur Einschätzung der eigenen sozialen Integration, zum Gefühl des Angenommen-Seins durch die Lehrkraft und zur Anzahl ihrer Freundschaften befragt. Mithilfe des Propensity Score Matching-Verfahrens wurden den Schülern mit einem festgestellten SPF in den Bereichen Lernen, emotionale und soziale Entwicklung oder Sprache (N = 91) basierend auf theoretisch und empirisch abgeleiteten Hintergrundvariablen statistische Zwillinge ohne SPF zugeordnet. Zu den Hintergrundvariablen zählten familiäre, leistungs- und verhaltensbezogene Merkmale. Der Vergleich der Schüler mit einem festgestellten SPF mit ihren statistischen Zwillingen ohne SPF lieferte keine Hinweise auf einen Zusammenhang zwischen dem Status eines SPF und der sozialen Partizipation.
The goal of the present study was to analyze how students' attitudes towards inclusive education develop over the course of a school year and how these attitudes relate to students' peer relations. Sixth- and seventh-graders of 44 inclusive classes filled out a questionnaire at two measurement points within one school year to assess attitudes towards inclusive education and peer relations. Applying multilevel regression analyses it turned out that changes in peer relations over time were positively predicted by students' attitudes towards instructional adaptations for students with behaviour difficulties. Further, students with self-perceived behavior difficulties reported lower scores for peer relations compared to students without self-perceived difficulties.
Results are discussed with respect to structural factors and individual characteristics affecting inclusive education.
The objective of this study was to determine the relationship between having a special educational needs background (SEN) and the likelihood of having friends in inclusive classes. We assumed that a combination of individual, dyadic and contextual variables can sufficiently explain the relation between a SEN diagnosis and the likelihood of friendship. Data analysis was based on a cross-sectional sample of students (N = 1241) in second and third grade primary-school classes. To address the different levels adequately, the present study improves upon previous research in two ways: First, the sociometric data were analyzed with the p2 model, a specialized multilevel network model. Second, the study focused solely on friendships and emphasized the concept’s unique features with respect to inclusive education. Data analysis indicated that students with SEN had a decreased probability of becoming friends with their classmates compared to students without SEN. Even when individual, dyadic, and contextual variables were included into the model, the association between a SEN diagnosis and the likelihood of friendship persisted. The implications of the results are discussed with respect to their implications for inclusive teaching practice.