No abstract

Regarding research on inclusive education, it is unknown whether differences in classroom composition provide unequal opportunities for educational outcomes of students with special educational needs (SEN). We investigated effects of student characteristics and classroom composition on reading achievement and social participation of SEN students. Based on a sample of 50 mainstream classes (1,025 Grade 4 students, 137 with SEN) in German primary schools, multilevel analyses showed that SEN students achieved lower in reading and perceived a lower social participation than other classmates. SEN status did not interact with gender, migration background, socioeconomic status, and cognitive ability affecting reading achievement or social participation. There was no evidence of classroom composition effects on the association between SEN status and reading achievement or social participation at the student level: Regarding the observed indicators, we found no significant evidence that inclusive classrooms offer unequal opportunities for learning and social development of primary-school students with SEN.

No abstract

The aim of this volume was to give a comprehensive overview of the current state of the research on student perceptions of and student feedback on teaching. This chapter provides a resume of the important theoretical considerations and empirical evidence the authors contributed to this volume. First, evidence concerning the validity of student perceptions of teaching quality is discussed, highlighting the quality of the questionnaires used and accompanying materials provided by their authors. In the next step, empirical findings are summarized on student and teacher characteristics that can influence important processes within the feedback cycle. Subsequently, it is emphasized that the effectiveness of student feedback on teaching is significantly related to the nature of the individual school’s feedback culture. Furthermore, it is argued that the efficacy of student feedback depends on whether teachers are provided with a high level of support, when making use of the feedback information to improve their teaching practices. As the literature review impressively documents‚ teachers, teaching, and ultimately students can benefit substantially from student feedback on teaching in schools.

No abstract