Multi-grade teaching practices in Austrian and Finnish primary schools

Hyry-Beihammer, Eeva Kaisa; Hascher, Tina

doi:10.1016/j.ijer.2015.07.002

Cited by 53 publications

(31 citation statements)

References 19 publications

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“…Mixed-age classes (the joint education of children with heterogeneous abilities from pre-school to the fourth grade) have been advocated in certain countries, such as Austria and Finland, as a means to incorporate diverse learning rates in primary school classes. While there are certainly many challenges inherent in effectuating such an approach (Hyry-Beihammer & Hascher, 2015), it has been promoted as one that can have 'obvious' benefits at the cognitive, emotional and social levels (European Agency for Development in Special Needs Education, 2003, p. 29).…”

Section: Capability Equality: From Theory To Practice In Inclusive Edmentioning

confidence: 99%

Equality of What? The Capability Approach and the Right to Education for Persons with Disabilities

Broderick

2018

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The right to education is indispensable in unlocking other substantive human rights and in ensuring full and equal participation of persons with disabilities in mainstream society. The cornerstone of Article 24 of the United Nations Convention on the Rights of Persons with Disabilities seeks to ensure access to inclusive education for persons with disabilities on an equal basis with others as well as the full development of human potential. Since the adoption of the Convention, there has been much theorising about inclusive education; however, there has been little focus on the meaning of equality in the context of the right to education for persons with disabilities. The capability approach, developed by Amartya Sen and further refined by Martha Nussbaum, focuses on ensuring equality and developing human potential. It is often viewed as a tool that can be used to overcome the limitations of traditional equality assessments in the educational sphere, which only measure resources and outcomes. This article explores whether the capability approach can offer new insights into the vision of educational equality contained in the Convention and how that vision can be implemented at the national level.

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Section: Capability Equality: From Theory To Practice In Inclusive Edmentioning

confidence: 99%

Equality of What? The Capability Approach and the Right to Education for Persons with Disabilities

Broderick

2018

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“…For the first time since the country school debates, the authors of newer studies are increasingly shifting their perspectives to questions of educational science and pedagogy. An explicit focus is now being laid on how teaching in mixed-graded teaching settings is practiced, what differences can be made out in curricula, how student groups are formed, how subjects are organized, and how peer tutoring and differentiating take place (e.g., Hyry-Beihammer & Hascher, 2015;Raggl, 2011, 2015.…”

Section: Changes In Small School Location Network In Rural Areas Fromentioning

confidence: 99%

A Multilevel View of Small Schools: Changing Systems in Baden-Württemberg and Vorarlberg

Kramer

2019

Knowledge and Space

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Owing to demographic changes, discussions concerning the quality of small schools have increased in European countries. Two opposing schooling paradigms form this discussion’s backdrop: Advocacy of and opposition to small schools. How the discussion on the “making of schools” is conducted depends on preferred education policies and ideological affiliations, as well as on national state or economic situations. Numerous actors on a number of different spatial levels are involved in determining concrete school parameters, e.g., system structures via school planning, traffic planning, teacher allocation and organizing school routines. The multilevel view on small schools introduced here identifies an array of factors that influence the making of schools, i.e., societal processes, structures and systems, groups of actors and individuals. The author’s empirical research in Baden-Württemberg and Vorarlberg covers 25 years, and the pioneering comprehensive multilevel view on issues related to the making of small schools illustrates its importance for spatial planning.

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“…Die Jahrgangsklasse ist eine verwaltungstechnische Einheit […] Mit der Einführung von altersgemischten Gruppen entfällt die Gleichschrittigkeit und Vereinheitlichung des Lernens (Laging, 2003, S. 20) Trotz der grundsätzlichen Problematisierung der Jahrgangsklasse ist der jahrgangsbezogene Abteilungsunterricht 4 auch in Mehrjahrgangsklassennebst weiteren Organisationsformen altersdurchmischten Lernens 5 -verbreitet (Brunner, 2017;Hyry-Beihammer & Hascher, 2015;Rossbach, 2003).…”

Section: Theoretische Grundlagen Schulstruktur Und Altersheterogenitätunclassified

“…B. Mulryan-Kyne, 2004;Raggl, 2011) und mehrheitlich jahrgangsgetrennt arbeiten (Brunner, 2017;Hyry-Beihammer & Hascher, 2015;Rossbach, 2003). Es ist deshalb offen, inwiefern es gelingt, durch die Schaffung von Mehrjahrgangsklassen vermehrt Formen von Binnendifferenzierung zu implementieren.…”

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Gestaltungsmuster des Mathematikunterrichts in Jahrgangs- und Mehrjahrgangsklassen – Zwei Kantone im Vergleich

Brunner¹,

Imhof²

2017

SJER

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In der vorliegenden Studie wurde in den Kantonen Thurgau und Graubünden geprüft, inwiefern sich der selbstberichtete Einsatz bestimmter Unterrichts- und Sozialformen im Mathematikunterricht in Jahrgangs- und Mehrjahrgangsklassen der Primarschule unterscheidet. Die Befragung wurde bei erfahrenen Lehrpersonen und bei solchen, die am Beginn ihrer professionellen Laufbahn stehen, durchgeführt. Der Datensatz lässt Vergleiche zwischen den Kantonen, zwischen Experten und Novizen sowie zwischen Jahrgangs- und Mehrjahrgangsklassen zu. Die Ergebnisse zeigen, dass sich bezüglich selbstberichteter Gestaltung von Mathematikunterricht weit mehr Gemeinsamkeiten als Unterschiede zeigen. Zudem konnten sechs Faktoren extrahiert werden, die als unterschiedliche Gestaltungsprofile interpretiert werden können.

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Multi-grade teaching practices in Austrian and Finnish primary schools

Cited by 53 publications

References 19 publications

Equality of What? The Capability Approach and the Right to Education for Persons with Disabilities

Equality of What? The Capability Approach and the Right to Education for Persons with Disabilities

A Multilevel View of Small Schools: Changing Systems in Baden-Württemberg and Vorarlberg

Gestaltungsmuster des Mathematikunterrichts in Jahrgangs- und Mehrjahrgangsklassen – Zwei Kantone im Vergleich

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