Literaturnachweis - Detailanzeige
Autor/inn/en | Bos, Wilfried; Scharenberg, Katja |
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Titel | Lernentwicklung in leistungshomogenen und -heterogenen Schulklassen. |
Quelle | Aus: Bos, Wilfried (Hrsg.); Klieme, Eckhard (Hrsg.); Köller, Olaf (Hrsg.): Schulische Lerngelegenheiten und Kompetenzentwicklung. Festschrift für Jürgen Baumert. Münster u.a.: Waxmann (2010) S. 173-194
PDF als Volltext |
Beigaben | grafische Darstellungen |
Sprache | deutsch |
Dokumenttyp | online; gedruckt; Sammelwerksbeitrag |
ISBN | 3-8309-2358-9; 978-3-8309-2358-9 |
Schlagwörter | Kompetenz; Mehrebenenanalyse; Einstellung (Psy); Eltern; Schuljahr 04; Schuljahr 07; Schuljahr 08; Schulleitung; Schulklasse; Schulform; Lehrer; Schüler; Lernerfolg; Schülerleistung; Lernen; Leistungsgruppe; Lerngruppe; Leseverstehen; Mathematische Kompetenz; Forschungsstand; Heterogenität; Homogenität; Wirkung; Individuum; Deutschland; Hamburg |
Abstract | How to best adjust education to meet the students' various preconditions and needs for learning has controversially been discussed among teachers and in educational research and politics. On the one hand, variance in achievement is seen as a chance and challenge. On the other hand, various measures at institutional or policy level work towards reducing the differences of educational achievement within learning groups. The question, however, is if all students can equally benefit from heterogeneous learning groups or if this is at the expense of either the high- or the low-achievers. In this study, [the authors] use data from the longitudinal study KESS in Hamburg to estimate the effect of achievement heterogeneity at class level on individual achievement over three points of measurement. First, they examine the extent of heterogeneity in reading and mathematics achievement at class level. Second, they analyse if heterogeneity at class level affects individual achievement. Multi-level analyses show that students' achievement in reading at the end of grade 6 is higher in heterogeneous classes than in homogeneous classes. With regard to mathematics achievement, however, the effect of classroom heterogeneity on individual achievement is neither significantly positive nor negative. (DIPF/Orig.). |
Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
Update | 2010/4 |