Differenzierung im gymnasialen Mathematik und Deutschunterricht - vor allem bei guten Diagnostiker/innen und in heterogenen Klassen?
Miriam Vock, Andrea Westphal, Anna Gronostaj, Rico Emmrich y Peter Harych
Cite this publication as
Miriam Vock, Andrea Westphal, Anna Gronostaj, Rico Emmrich, Peter Harych, Differenzierung im gymnasialen Mathematik und Deutschunterricht - vor allem bei guten Diagnostiker/innen und in heterogenen Klassen? (2016), Beltz Juventa, 69469 Weinheim, ISSN: 0044-3247, 2016 #01, S.131
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Descripción / Abstract
Zusammenfassung: Das Anliegen der vorliegenden Studie ist es, zu prüfen, inwiefern eine differenzierende Unterrichtspraxis in den Fächern Mathematik und Deutsch im Zusammenhang mit der Wahrnehmung von Leistungsheterogenität und der Diagnosegenauigkeit von Lehrkräften steht. Der Untersuchung lagen Leistungsdaten aus den Vergleichsarbeiten (VERA-8) und Lehrerurteile über N = 1803 Schüler/innen der achten Jahrgangsstufe an Gymnasien im Land Brandenburg zugrunde sowie Schülereinschätzungen zur Differenzierung im Unterricht. Hierarchische Regressionsanalysen zeigen, dass Mathematiklehrkräfte aus Sicht der Schüler/innen umso stärker differenzierend unterrichten, je besser sie die Leistungsstände der Schüler/innen einschätzen können. Im Fach Deutsch findet differenzierender Unterricht in geringerem Umfang statt und es zeigen sich keine Zusammenhänge mit der Diagnosegenauigkeit.
Schlagworte: Binnendifferenzierung, Diagnosekompetenzen, Leistungsheterogenität, Unterrichtsqualität, Lehrerprofessionalisierung
Abstract: The aim of the present study is to examine in how far a differentiating teaching practice in Math and German lessons is linked with the perception of heterogeneity in student performance and with the teachers´ diagnostic accuracy. The study is based on performance data from comparative tests (VERA-8) and teacher assessments of N = 1803 students attending 8th grade at grammar schools in the federal state of Brandenburg and on student assessments on differentiation in teaching. Hierarchical regression analyses show that, from the students´ perspective, Math teachers differentiate the more in their teaching the better they are able to assess the students´ performance level. In German lessons, differentiating forms of teaching are less often applied and there are no links with diagnostic accuracy.
Keywords: Differentiated Instruction, Diagnostic Competency, Heterogeneity of Abilities, Teaching Quality, Teacher Professionalization
Schlagworte: Binnendifferenzierung, Diagnosekompetenzen, Leistungsheterogenität, Unterrichtsqualität, Lehrerprofessionalisierung
Abstract: The aim of the present study is to examine in how far a differentiating teaching practice in Math and German lessons is linked with the perception of heterogeneity in student performance and with the teachers´ diagnostic accuracy. The study is based on performance data from comparative tests (VERA-8) and teacher assessments of N = 1803 students attending 8th grade at grammar schools in the federal state of Brandenburg and on student assessments on differentiation in teaching. Hierarchical regression analyses show that, from the students´ perspective, Math teachers differentiate the more in their teaching the better they are able to assess the students´ performance level. In German lessons, differentiating forms of teaching are less often applied and there are no links with diagnostic accuracy.
Keywords: Differentiated Instruction, Diagnostic Competency, Heterogeneity of Abilities, Teaching Quality, Teacher Professionalization