Unterrichts- und Lehr-Lern-Forschung

Lüders, Manfred; Rauin, Udo

doi:10.1007/978-3-663-10249-6_28

Cited by 19 publications

(4 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The model seems practicable because it can be implemented to differing degrees and with differing focuses; it is flexible enough to be adapted to different contexts and conditions (e.g., different schools, classes, etc.). From the perspective of instructional research, it is also worth noting that the risk of negative effects on academic outcomes -as have been found for some radical concepts of "open education" (Giaconia & Hedges, 1982;Gruehn, 2000;Lüders & Rauin, 2004) -is limited: unlike radical reform concepts, the ETL model includes forms of direct instruction, which numerous empirical studies have shown to play an important role in student learning (see, e.e., Brophy, 1999;Helmke, 2009). Given the ETL model's positive effects on student perceptions and experiences of instruction -and in view of findings from international empirical studies demonstrating positive effects of student-oriented instruction and good teacher-student relations (Cornelius-White, 2007) -one potential point of intervention for developing teacher expertise in the culture of teaching and learning would therefore be to encourage the more widespread implementation of the ETL reform model.…”

Section: Resultsmentioning

confidence: 99%

Expertise in Mathematics Instruction: Advancing Research and Practice from an International Perspective

Kaiser

2010

Expertise in Mathematics Instruction

View full text Add to dashboard Cite

This chapter draws on data and findings from several video studies to describe the quality of mathematics teaching in Switzerland. The focus is on features of instructional practice and quality as core components of classroom behavior that reflect the teacher's expertise in creating optimal learning opportunities. The didactic triangle is used as the basis for describing the profile of expertise in Swiss mathematics instruction in terms of three interdependent dimensions of instructional quality. A core element of this pofile can be identified in Swiss mathematics teachers' particular strengths in the culture of communication, support and relationships. Findings also paint a generally positive picture of the culture of teaching, learning and understanding (e.g., methods and choreography of teaching) in Swiss mathematics classrooms. However, the culture of objectives, materials and tasks proves to be rather average in international comparison in several respects (level of mathematical content, characteristics of the problems set and the way they are worked on in lessons). In particular, there seems to be room for improvement in the specific context of the didactics of mathematics (e.g., the level of cognitive and mathematical challenge) Abstract This chapter draws on data and findings from several video studies to describe the quality of mathematics teaching in Switzerland. The focus is on features of instructional practice and quality as core components of classroom behavior that reflect the teacher's expertise in creating optimal learning opportunities. The didactic triangle is used as the basis for describing the profile of expertise in Swiss mathematics instruction in terms of three interdependent dimensions of instructional quality. A core element of this profile can be identified in Swiss mathematics teachers' particular strengths in the culture of communication, support and relationships. Findings also paint a generally positive picture of the culture of teaching, learning and understanding (e.g., methods and choreography of teaching) in Swiss mathematics classrooms. However, the culture of objectives, materials and tasks proves to be rather average in international comparison in several respects (level of mathematical content, characteristics of the problems set and the way they are worked on in lessons). In particular, there seems to be room for improvement in the specific context of the didactics of mathematics (e.g., the level of cognitive and mathematical challenge).

show abstract

Section: Resultsmentioning

confidence: 99%

Expertise in Mathematics Instruction: Advancing Research and Practice from an International Perspective

Kaiser

2010

Expertise in Mathematics Instruction

View full text Add to dashboard Cite

show abstract

“…This is especially important in heterogeneous classes, in which student performance highly differs. Some studies show that differentiated instruction has advantages for social learning compared to traditional teaching (e.g., Lüders & Rauin, 2004;Trautmann & Wischer, 2011). Especially, cooperative approaches such as peerassisted learning strategies or reciprocal teaching involving tutors and tutees of different ability levels (Chatoupis & Vagenas, 2018;Fuchs et al, 1997;Hattie, 2009;Palincsar & Brown, 1984;Pilten, 2016) stimulate classroom settings and lead students to perceive performance-related heterogeneity in the classroom positively.…”

Section: Discussionmentioning

confidence: 99%

Students’ attitudes towards performance heterogeneity and their relation to contextual factors

2021

View full text Add to dashboard Cite

Previous studies examining attitudes towards performance heterogeneity have focused on attitudes among teachers. However, positive attitudes towards the school environment are also assumed to be conducive for students. The aim of this paper is to examine students’ attitudes towards performance heterogeneity with a sample of 784 5th-grade students. Based on the three-component theory of attitudes (Eagly & Chaiken, 1993), we investigated whether students’ attitudes towards performance heterogeneity are positive or negative. Furthermore, we analyzed contextual relations, focusing on whether students’ attitudes are linked to performance heterogeneity in the classroom and to a teachers’ behavior to manage performance heterogeneity. Descriptive statistics show that students’ attitudes towards performance heterogeneity are rather positive. Multi-level structural equation models reveal that contextual rather than individual characteristics relate to students’ attitudes towards performance heterogeneity. Accordingly, students in heterogeneous classes show a more positive attitude towards performance heterogeneity than students in less heterogeneous classes. In addition, a teachers’ capability of professionally managing heterogeneity is positively associated with students’ attitudes towards performance heterogeneity. Accordingly, students’ show more positive attitudes if teachers implement rules, effectively manage disruptions, orient themselves towards temporal reference norms, cultivate a positive error culture, and differentiate instruction in the classroom. We will discuss our results and consider implications for psychological aspects of education and learning.

show abstract

“…Kinder können in einem solchen Unterricht also selbst entscheiden, wo, wann und mit wem sie lernen, die Inhalte sind aber meist festgelegt (Hartinger, 2005). Viele Untersuchungen finden Vorteile des Offenen Unterrichts für das Erreichen nicht-fachlicher Ziele, wie etwa Motivation, Interesse, Selbstvertrauen und Selbstständigkeit (Lüders & Rauin, 2004). Beim Erreichen fachlicher Ziele finden sich im Vergleich zu geschlossenen, lehrerzentrierten Formen des Unterrichts hingegen keine Vorteile; einige Studien finden klare Nachteile (Lüders & Rauin, 2004), andere berichten keine Unterschiede (Giaconia & Hedges, 1982;Pauli, Reusser & Grob, 2010).…”

Section: Herausforderungen Und Grenzen Der Inneren Differenzierungunclassified

Umgang mit Heterogenität in Schule und Unterricht

2023

View full text Add to dashboard Cite

Jeder Schüler ist anders und die Heterogenität in Schulen nimmt zu. Das Studienbuch stellt den "state of the art" der Forschung zur Heterogenität in Schule und Unterricht dar und fasst die aktuelle Diskussion für Studierende des Lehramts sowie der Erziehungswissenschaft präzise und verständlich zusammen. Die Beiträge repräsentieren den nationalen und internationalen Forschungsstand und sind verständlich geschrieben.

show abstract

Unterrichts- und Lehr-Lern-Forschung

Cited by 19 publications

References 38 publications

Expertise in Mathematics Instruction: Advancing Research and Practice from an International Perspective

Expertise in Mathematics Instruction: Advancing Research and Practice from an International Perspective

Students’ attitudes towards performance heterogeneity and their relation to contextual factors

Umgang mit Heterogenität in Schule und Unterricht

Contact Info

Product

Resources

About