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

Q3 Social Sciences
Raphael Koßmann
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引用次数: 0

Abstract

Abstract 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.
学生遵纪守法行为的表象之下:异质班级中的个体如何定位自己以课程内容为基础的要求
摘要 通过完成 "任务",即完成教师为他们布置的任务,学生发展了他们的学科技能。在课堂环境中,他们可以相互感知对方的能力。因此,除了学习内容外,学生还必须在课堂上对基于内容的任务进行情感和行动定位。可以观察到哪些相应的反应模式是一个有待研究的问题,尤其是在全纳课堂中,与课程一致教学的学生和有特殊教育学习需求(SEN-L)的学生之间的比较。因此,在这项初步研究中,我们对 20 个半结构式访谈进行了审查,其中询问了学生们在上一堂课中学到了什么以及如何学到的。数据分析采用了混合方法。可以重建独特的定位模式,这些模式与学生的内容理解水平没有严格的联系。此外,有特殊教育需要的学生和没有特殊教育需要的学生的定位模式没有明显差异,这也可能是由于在相应的课程中全面使用了差异化教学方法。在大约一半的访谈中,学生的反应模式表明他们表面上服从课堂安排,但内心却与课堂保持距离。
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来源期刊
Journal of Pedagogy
Journal of Pedagogy Social Sciences-Education
CiteScore
1.10
自引率
0.00%
发文量
5
审稿时长
20 weeks
期刊介绍: The Journal of Pedagogy (JoP) publishes outstanding educational research from a wide range of conceptual, theoretical, and empirical traditions. Diverse perspectives, critiques, and theories related to pedagogy – broadly conceptualized as intentional and political teaching and learning across many spaces, disciplines, and discourses – are welcome, from authors seeking a critical, international audience for their work. All manuscripts of sufficient complexity and rigor will be given full review. In particular, JoP seeks to publish scholarship that is critical of oppressive systems and the ways in which traditional and/or “commonsensical” pedagogical practices function to reproduce oppressive conditions and outcomes. Scholarship focused on macro, micro and meso level educational phenomena are welcome. JoP encourages authors to analyse and create alternative spaces within which such phenomena impact on and influence pedagogical practice in many different ways, from classrooms to forms of public pedagogy, and the myriad spaces in between. Manuscripts should be written for a broad, diverse, international audience of either researchers and/or practitioners. Accepted manuscripts will be available free to the public through JoP’s open-access policies, as well as featured in Elsevier''s Scopus indexing service, ERIC, and others.
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