Influence des modules de formation initiale et continue sur les compétences perçues et l’attitude des enseignant(e)s vis-à-vis de l’éducation inclusive

in LUCET; SCRIPT (Eds.) Rapport national sur l’éducation au Luxembourg 2021 (2021)

Teacher expectations and emotions concerning students with special needs or immigrant background

Scientific Conference (2021, August 23)

Teachers are faced with increasingly heterogenous student groups, whereby the successful inclusion of all students largely depend on teachers´ competence and attitudes. Attitudes are understood as a ... [more ▼]

Teachers are faced with increasingly heterogenous student groups, whereby the successful inclusion of all students largely depend on teachers´ competence and attitudes. Attitudes are understood as a multifaceted construct with cognitive, affective and conative components. In the current study we investigated to what extent teachers´ expectations concerning students´ academic performance - reflecting the cognitive component of attitudes - varied as a function of specific student characteristics (special educational needs and immigrant background). In addition, we assessed teachers´ emotions - reflecting the affective component of attitudes - concerning the inclusion of these students in mainstream education. Result confirmed previous findings that teachers´ expectations and emotions vary as a function of student characteristics. Teachers had lower expectations of the academic performance of students with learning difficulties than students with challenging behaviour, whereby the estimates of German proficiency were also affected by the immigrant background of the student. Teachers felt however less positive about the inclusion of students with challenging behaviour than of students with learning difficulties, regardless of the immigrant background of the student. Results will be discussed in relation to theory and their practical implications. [less ▲]

Inequalities in teacher reports on students’ inclusion at school

Scientific Conference (2021, August)

Theoretical background: With the ratification of the UN Convention of Rights of Persons with Disabilities (CRPD) on 26 March 2009, Germany has made the commitment – as have 181 other countries – to ... [more ▼]

Theoretical background: With the ratification of the UN Convention of Rights of Persons with Disabilities (CRPD) on 26 March 2009, Germany has made the commitment – as have 181 other countries – to guarantee non-discriminatory access to inclusive and high-quality teaching at all levels of the (general) educational system. The much-noticed Article 24 of the UN CRPD demands that participating states ensure, among others, effective and personalized support measures in inclusive learning settings to maximize academic as well as social and emotional development of all learners. Access to the general educational system is a prerequisite, but not a sufficient condition for successful inclusion (Powell & Hadjar, 2016). Students´ wellbeing is regarded as an important indicator of the quality of inclusion and as one of the main aims of inclusive education (Kullmann et al., 2015). As such, responding to student diversity has brought about new challenges for teachers. In order to meet diversity challenges in classroom, it is critical that teachers adapt their instructional practices. In this regard, teacher’s ability to accurately assess a student’s subjective wellbeing is supposed to support each student’s personal and academic development. However, while teachers’ assessment accuracy for students’ academic achievement and cognitive abilities is in general relatively adequate, the agreement between self-reports and teacher reports of socio-emotional aspects is rather low (Machts et al., 2016). The low to moderate consistencies suggest the occurrence of an assessment bias. Recent findings indicate that especially student’s gender and the status special educational needs (SEN) influence teachers’ assessment accuracy of students’ inclusion at school (Schwab et al., 2020). Teacher characteristics such as their self-efficacy and their attitudes towards inclusion are regarded as fundamental for successfully implementing inclusive education (Gebhardt et al., 2015). Teachers’ responsibility is related to the teachers’ belief in their ability to influence students and with positive attitudes towards teaching in heterogenous classrooms (Halvorsen et al., 2009). Furthermore, teachers with more job experience are better able to judge students’ performance (Van Ophuysen, 2006). In this line of thought, teachers’ assessment bias represented as stigmatization effects could ultimately lead to increasing educational inequalities. Even though to date several studies investigated the accuracy of teacher judgments, teachers’ assessment accuracy with respect to students’ emotional inclusion has been largely neglected in previous research. In this regard, the present study investigates, first, the consistency of the self-reports and the teacher reports of students‘ emotional well-being, social inclusion and academic self-concept. Second, we address the question whether students’ gender, first language and SEN can explain teachers’ assessment accuracy of students’ inclusion in school. Third, the possible influence of teachers’ job experience, self-efficacy and attitudes towards inclusion as well as their responsibility for every student on teachers´ assessment accuracy is also part of our study. Method: Data are from the project “Inklusion in der Sekundarstufe I in Deutschland” (INSIDE). The sample consisted of 3772 grade 6 students (Mage = 12.6 years, SDage = 0.62) from 231 schools and 432 teachers. To assess students’ emotional well-being, social participation and academic self-concept, both students and teachers were asked to fill out the German Version of the Perceptions of Inclusion Questionnaire (PIQ; Venetz et al., 2015). In the project INSIDE, the PIQ items with negative wording were not included. Additionally, teachers filled out the Self-efficacy for Inclusive Teaching Questionnaire (Bosse & Spörer, 2014), the Attitudes towards an Inclusive Education System Questionnaire (Lüke & Grosche, 2017) and an adapted version of the Teacher Responsibility Scale (Lauermann & Karabenick, 2013). Analyses were performed in Mplus Version 8.0. Given the nested structure of the data, we used the complex sample option. First, we applied a correlated trait-correlated method minus one [CT-C(M-1)] model (Eid et al., 2003) to examine the consistency of student self-reports and teacher ratings. To address the second and third research questions, we fitted a CT-C(M-1) model with covariates and latent interaction effects (Koch et al., 2018). Results: Research question 1: How consistent are self-reports and teacher reports of students‘ emotional well-being, social inclusion and academic self-concept? Results showed low to moderate consistencies between self-reports and teacher reports (12–33%). The consistency between teachers’ reports and self-reports of students’ emotional well-being and social inclusion is rather low. The consistency for academic self-concept is somewhat higher. Research question 2: Do the students’ gender, first language and the status special educational needs (SEN) predict teachers’ assessment accuracy regarding students’ inclusion? The students’ gender and the status SEN were important predictors for the assessment bias. Teachers underestimate the academic self-concept of students with the status SEN (compared to students without SEN) – and to a smaller extent also their social inclusion and emotional well-being. Moreover, they tend to overestimate girls’ subjective well-being. Research question 3: Do the teachers’ job experience, self-efficacy and attitudes towards inclusion as well as their responsibility for every student predict teachers’ assessment accuracy of students’ inclusion? The bias could partly be explained by teachers’ self-efficacy and attitudes towards inclusion and their responsibility for every student. Teachers’ assessment (in-)accuracy regarding students’ subjective well-being could be predicted only to a small extent by the teachers’ self-efficacy and attitudes towards inclusion and their responsibility for every student. The findings will be discussed in terms of their significance for educational inequalities. Implications for practice and recommendations for future research will be given. [less ▲]

Der Einfluss von Aus- und Weiterbildungsmodulen auf die wahrgenommene Kompetenz und Einstellung von Lehrkräften zur Inklusive Bildung

in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

Stereotype Erwartungen hinsichtlich Schüler*innen mit sonderpädagogischem Förderbedarf oder Migrationshintergrund: Leistungseinschätzung und Lehrergefühle.

Scientific Conference (2020, March)

Talententwicklung in Mathematik und Naturwissenschaft in der Grundschule

Poster (2020, February)

Die Einstellungen von Lehrpersonen gegenüber Schüler*innen ethnischer Minoritäten und Schüler*innen mit sonderpädagogischem Förderbedarf: Ein Forschungsüberblick

in Glock, Sabine; Kleen, Hannah (Eds.) Stereotype in der Schule (2020)

In diesem Artikel wird ein Forschungsüberblick über Einstellungen sowohl gegenüber Schüler*innen ethnischer Minoritäten als auch gegenüber Schüler*innen mit sonderpädagogischem Förderbedarf sowie ... [more ▼]

In diesem Artikel wird ein Forschungsüberblick über Einstellungen sowohl gegenüber Schüler*innen ethnischer Minoritäten als auch gegenüber Schüler*innen mit sonderpädagogischem Förderbedarf sowie gegenüber Inklusion gegeben. Lehrkrafteinstellungen gelten als wichtiger Faktor einerseits bezüglich einer erfolgreichen Inklusion von Schüler*innen mit sonderpädagogischem Förderbedarf, andererseits aber auch, wenn es um ethnische Ungleichheiten geht. Aus diesem Grund sind gerade Schüler*innen ethnischer Minoritäten interessant, da diese häufig als sogenannte „Bildungsverlierer“ gelten. Der Überblick geht dabei sowohl auf implizite als auch auf explizite Einstellungen von Lehrkräften und Lehramtsstudierenden ein und führt die Relevanz moderierender Variablen, wie die Berufserfahrung oder den Kontakt, auf. Darüber hinaus wird auf die Relation zwischen Einstellungen und Verhalten eingegangen. Es zeigt sich, dass für Schüler*innen ethnischer Minoritäten sowie für Schüler*innen mit sonderpädagogischem Förderbedarf die impliziten Einstellungen negativ und die expliziten positiv sind. Darüber hinaus zeigt sich, dass die Einstellungen nicht stabil sind, sondern je nach zusätzlicher moderierender Variable variieren. Insbesondere bei den Einstellungen gegenüber Schüler*innen ethnischer Minoritäten lässt sich ein Zusammenhang zwischen Einstellungen und Verhalten von Lehrkräften finden. Die bisherige Forschung wird hinsichtlich möglicher zukünftiger Forschung und praktischer Implikationen diskutiert. [less ▲]

Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs

in International Journal of Inclusive Education (2020), 24

The aim of the current study was to investigate attitudes of Luxemburgish adults toward students with special educational needs (SEN) and their inclusion into mainstream schools. Positive attitudes can ... [more ▼]

The aim of the current study was to investigate attitudes of Luxemburgish adults toward students with special educational needs (SEN) and their inclusion into mainstream schools. Positive attitudes can facilitate inclusion, furthering the acceptance of students with SEN. Implicit and explicit attitudes may have differential impact on behaviour toward students with SEN, however, to date, there is little research combining explicit and implicit attitudes measurement tools. Participants (N = 161) completed an evaluative priming task, the Attitudes Toward Inclusive Education in the Population questionnaire as well as the German version of the Attitudes toward Inclusive Education Scale. Results show that participants expressed positive attitudes toward inclusive education in general. Participantś implicit attitudes toward students with differing types of SEN varied, with neutral attitudes toward students with learning difficulties and negative attitudes toward students with challenging behaviour. In addition, participantś explicit attitudes toward the inclusion of students with learning difficulties or challenging behaviour in mainstream classrooms were negative. In sum, although people may support the general idea of inclusion, when asked about their attitudes toward students with specific types of SEN, and the inclusion of these students in mainstream schools, participantś attitudes were rather negative. The implications of these findings for the inclusion and acceptance of students with SEN in education and society are discussed. [less ▲]

LUPE – Leistung unterstützen, Potenziale entdecken. Ein Projekt zur materialgestützten Förderung diagnostischer Fähigkeiten von Grundschullehrpersonen im Mathematik- und Sachunterricht

in Weigand, Gabriele; Fischer, Christian; Käpnick, Friedhelm (Eds.) et al Leistung macht Schule: Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler (2020)

Zur Unterstützung der Entwicklung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler setzt das LemaS-Teilprojekt 20 LUPE bei den diagnostischen Kompetenzen der ... [more ▼]

Zur Unterstützung der Entwicklung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler setzt das LemaS-Teilprojekt 20 LUPE bei den diagnostischen Kompetenzen der Lehrpersonen an. Basis hierfür ist ein Talententwicklungsmodell mit spezifischem Bezug zur Leistungsentwicklung in den MINT-Fächern (Mathematik und Sachunterricht – Bereich Natur & Technik) während der Grundschulzeit. Dieses Modell wird im LUPE-Projekt entwickelt, indem die Perspektiven von Wissenschaft und Praxis nutzbringend zusammengebracht und integriert werden. Aufbauend auf dem Talententwicklungsmodell werden fachspezifische Materialen entwickelt, in der Praxis erprobt und formativ evaluiert. Diese Materialien sollen Grundschullehrpersonen in den MINT-Fächern dabei unterstützen, aktiv und strukturiert Leistungspotenziale bei ihren Schülerinnen und Schülern zu suchen und zu finden – Strategien der psychologischen Diagnostik ergänzen die pädagogische Diagnostik im Schulalltag. Die Materialien, die von den Lehrpersonen im Unterricht flexibel eingesetzt werden können, kombinieren unterschiedliche Ansätze wie Verhaltensbeobachtungsmethoden, Interviews und diagnostisches Aufgabenmaterial. Es ist zu erwarten, dass das LUPE-Projekt die diagnostischen Fähigkeiten von Grundschullehrpersonen zur Erkennung (potenziell) leistungsstarker Schülerinnen und Schüler erhöht: Ihre Beobachtungsfähigkeit wird geschult und ihre Aufmerksamkeit auf alle Schülerinnen und Schüler gelenkt – und damit auch auf potenziell besonders leistungsfähige Schülerinnen und Schüler, die ansonsten eher unterschätzt oder übersehen werden. Zudem wird der Unterricht um Situationen angereichert, in denen Potenzial gezeigt und erkannt werden kann. [less ▲]

Need for Cognition across school tracks: The importance of learning environments

Scientific Conference (2019, November 06)