Changes in Need-Supportive Teaching over the Course of One School Year: Differences between Students with Special Educational Needs and Typically Developing Students

Autor/inn/en	Loopers, J. H,; Kupers, W. E.; de Boer, A. A.; Minnaert, A. E. M. G.
Titel	Changes in Need-Supportive Teaching over the Course of One School Year: Differences between Students with Special Educational Needs and Typically Developing Students
Quelle	In: European Journal of Special Needs Education, 38 (2023) 5, S.688-703 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loopers, J. H,) ORCID (Kupers, W. E.) ORCID (de Boer, A. A.) ORCID (Minnaert, A. E. M. G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2022.2159279
Schlagwörter	Special Needs Students; Special Education; Self Determination; Teaching Methods; Teacher Student Relationship; Secondary School Students; Prevocational Education + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Special needs education; Sonderpädagogik; Sonderschulwesen; Selbstbestimmung; Teaching method; Lehrmethode; Unterrichtsmethode; Teacher student relationships; Lehrer-Schüler-Beziehung; Sekundarschüler; Enterprise education; Vorberufliche Bildung
Abstract	According to self-determination theory, need-supportive teaching is an important aspect of teacher-student interactions. It involves supporting the basic psychological needs of autonomy, competence, and relatedness. In this study, we observed need-supportive teaching in teacher-student interactions with students with special educational needs (SEN) and typically developing students in pre-vocational secondary education. Need-supportive teaching was coded in teacher-student interactions in 59 lessons across 7 classes. Teachers interacted just as often with students with SEN as they did with students without SEN. Multilevel analysis indicates that teachers provided higher levels of need support to students with behavioural problems. Autonomy support increased slightly throughout the school year. The provision of structure was erratic at first, with the highest level halfway through the school year and the lowest at the end. Involvement declined halfway through the school year and stabilised thereafter. These patterns were largely the same for students with SEN, albeit with more fluctuations between lessons. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01