The Dark Side of Detracking: Mixed-Ability Classrooms Negatively Affect Low Achievers’ Academic Self-Concept

Fleischmann, Moritz; Hübner, Nicolas; Nagengast, Benjamin; Trautwein, Ulrich

doi:10.31234/osf.io/kb7we

Cited by 2 publications

(2 citation statements)

References 22 publications

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“…. Academic selfconcept is a student's motivation regarding beliefs about his or her abilities in academic achievement (Fleischmann et al, 2023).…”

Section: Introduction Backgroundmentioning

confidence: 99%

Improving Students' Positive Self-Concept through the P5 Program at SMP N 13 Surakarta

Ikhsan,

Saputra,

Sholikhah

et al. 2023

ABDIMAS

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School education is a learning process that aims to develop potential with a planned effort. In developing students' potential, it is necessary to form a positive self-concept of students. This study aims to find out how to increase students' positive self-concept using the independent learning curriculum that focuses on the P5 program. The method used is Focus Group Discussion which is a method used to obtain qualitative research data by gathering a small group of people to discuss a particular topic. The research informants for this research were the learning committee team at SMP Negeri 13 Surakarta, consisting of 8 people. From the results of the FGDs that have been conducted, it can be concluded that the independent learning curriculum can improve students' positive self-concept, especially in the P5 program. Because students will be taught to prepare performances independently and are required to cooperate with one another. On the other hand, the teacher can assess the process of activities according to the theme and accompany them directly. The teacher also directs all students to work according to their respective job desks, so that this P5 activity will be felt as a joint activity. In addition, periodic theme changes are also carried out in the application of P5 so that students do not get bored.

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“…. Academic selfconcept is a student's motivation regarding beliefs about his or her abilities in academic achievement (Fleischmann et al, 2023).…”

Section: Introduction Backgroundmentioning

confidence: 99%

Improving Students' Positive Self-Concept through the P5 Program at SMP N 13 Surakarta

Ikhsan,

Saputra,

Sholikhah

et al. 2023

ABDIMAS

View full text Add to dashboard Cite

show abstract

“…Asking pupils, especially those struggling with learning problems, whether they feel well supported by their teachers leads to predominantly positive assessments (de Boer, Kuijper, 2021;Lindner, Alnahdi, Wahl, Schwab, 2019). In particular, pupils with general learning difficulties seem to benefit from the transnational reform toward inclusive schooling because they usually acquire higher skill levels in inclusive settings than in special schools (Krämer et al, 2021) -even if inclusive schooling, for them, is associated with stronger negative reference group effects concerning their academic self-concept and enjoyment of learning (Kocaj, Kuhl, Jansen, Pant, Stanat, 2018;Fleischmann, Hübner, Nagengast, Trautwein, 2023).…”

Section: Introductionmentioning

confidence: 99%

Beneath the surface of compliant pupil behaviour: On how individuals in heterogeneous classes position themselves towards lessons’ content-based requirements

Koßmann

2023

Journal of Pedagogy

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By complying with their “job”, i.e., completing the tasks set for them by teachers, pupils develop their subject skills. They do this in a classroom setting where they can perceive each other regarding their abilities. Besides content learning, pupils, thus, also have to position themselves emotionally and action-practically towards the content-based tasks in the class context. Which corresponding reaction patterns are observable is an open research question, especially concerning the comparison between pupils taught curriculum-accordantly and those with special educational needs in learning (SEN-L) when educated in inclusive classrooms. Therefore, for this preliminary study, twenty semi-structured interviews were examined, in which the pupils were asked about what and how they had learned in the previous lessons. Data analyses were carried out using a mixed-methods approach. Distinct positioning patterns could be reconstructed, which were not strictly linked to the pupils’ level of content understanding. Furthermore, there were no significant differences between the positioning patterns of pupils with and without SEN-L, which could also be due to the comprehensive use of differentiated instruction methods in the respective lessons. In about half of the interviews, reaction patterns emerged that indicated superficially compliant participation in class but inward distancing.

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The Dark Side of Detracking: Mixed-Ability Classrooms Negatively Affect Low Achievers’ Academic Self-Concept

Cited by 2 publications

References 22 publications

Improving Students' Positive Self-Concept through the P5 Program at SMP N 13 Surakarta

Improving Students' Positive Self-Concept through the P5 Program at SMP N 13 Surakarta

Beneath the surface of compliant pupil behaviour: On how individuals in heterogeneous classes position themselves towards lessons’ content-based requirements

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