The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes: an exploratory study

Abstract

Germany historically responded to student diversity by tracking students into different schools beginning with grade 5. In the last decades, sociopolitical changes, such as an increase in “German-as-a-second-language” speaking students (GSL), have increased diversity in all tracks and have forced schools to consider forms of individualization. This has opened up the scientific debate in Germany on merits and limitations of individualization for different student groups within a tracked system and heterogeneous classes. The aim of the present exploratory study was to examine how individualized teaching (i.e., teacher self-reported individualized teaching practices and individual reference norm orientation) is related to student-perceived teaching quality. Additionally, we considered moderation effects of classroom composition in relation to achievement and proportion of GSL students. Longitudinal data came from 35 mathematics classes with 659 9th and 10th grade students. Results showed significant relation between teacher self-reported individualized teaching practices and individual reference norm orientation and monitoring. Regarding the composition effects, the proportion of GSL students in class moderated the relation between teacher self-reported individual reference norm orientation and cognitive activation. Our findings contribute to the growing body of evidence that classroom composition can differentially impact the relation between teachers’ behaviors and students’ perceptions of teaching quality.

Personalized Learning Strategy as a Tool to Improve Academic Performance and Motivation of Students

“…The present paper considers personalization as an educational interaction focused on student interests, activity, and initiative, as well as the reflective position of the teacher. Therefore, there may be a different relationship between the behavioral components of personalization, the orientations and sub-aspects of the quality of learning due to the Small number of studies devoted to the issue (Hachfeld & Lazarides, 2020). Our analysis was based on the assumptions that personalized learning strategies in modern vocational education play a huge role as they affect academic performance and student motivation.…”

Tracing the signal from teachers to students: How teachers’ motivational beliefs longitudinally relate to student interest through student-reported teaching practices.

“…These variables likely moderate the relations between the constructs under investigation in the present study. Previous research has shown that the cognitive and motivational composition of the classroom (e.g., classes with high vs. low average achievement levels) may relate to students’ perceptions of teaching practices (Fauth et al, 2021; Hachfeld & Lazarides, 2021) and that resources and demands in schools are relevant for the relations between teacher motivation and (self-reported) teaching practices (Collie, 2021; Lazarides et al, 2020). Future research is advised to consider these and other relevant context variables.…”

Computer-assisted instruction versus inquiry-based learning: The importance of working memory capacity

“…Second, and more importantly, the tutoring modes in CAI ensure structured support adapted to each student’s learning pace [ 82 ]. This entails more regular feedback than in IBL simply because teachers working with large classes have limited time and attention, making it difficult to support each student individually [ 83 ]. Although student peers may provide some degree of feedback during IBL, the quality of this feedback may not be as valid and reliable as a teacher’s expert feedback [ 84 ].…”