A Matter of Resources? – Students' Academic Self-Concept, Social Inclusion and School Well-being in Inclusive Education

Goldan, Janka; Hoffmann, Lisa; Schwab, Susanne

doi:10.1108/s1479-363620210000015008

Cited by 7 publications

(5 citation statements)

References 25 publications

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“…Destaca como principal fortaleza el uso que se da a los recursos humanos y materiales para favorecer la adquisición de las competencias básicas de los y las estudiantes, lo que favorecerá que se sientan seguros de que el alumnado alcanzará las metas propuestas (Valenzuela et al, 2014). Esta premisa es esencial si se quiere llevar a cabo una respuesta educativa inclusiva basada en un modelo equitativo y de calidad (Blanco, 2006;Goldan et al, 2021;Paseka & Schwab, 2020).…”

Section: Discusión Y Conclusionesunclassified

“…Basándonos en este planteamiento legislativo la escuela, como institución educativa, deberá disponer de recursos ajustados a las características de cada estudiante para que todos se sientan acogidos, seguros y convencidos de que alcanzarán las metas propuestas (Goldan et al, 2021;Valenzuela et al, 2014), por lo que la disposición de recursos de acuerdo a las necesidades del alumnado -así como los servicios específicos que se le proporcionen-, se estima como uno de los diez criterios de éxito a la hora de definir un sistema educativo de calidad (Paseka & Schwab, 2020). De hecho, un centro con una amplia variedad de recursos propiciará que los maestros los tengan en cuenta a la hora de planificar sus actividades en el aula.…”

Section: Introductionunclassified

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Estudio sobre el uso inclusivo de recursos en educación primaria desde la perspectiva del profesorado

Arnaiz-Sánchez,

Jurado López,

Caballero García

et al. 2023

publicaciones

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Atender la diversidad del alumnado desde el paradigma de la inclusión requiere que los centros educativos realicen procesos de autorreflexión que les ayuden a analizar cuáles son las fortalezas y debilidades que dificultan la plena participación de todo el alumnado. El objetivo de esta investigación fue analizar las fortalezas y barreras en el uso y disposición de los recursos presentes en un colegio concertado en la etapa de educación primaria. Se realizó un estudio de caso de corte descriptivo y cuantitativo, en el que se analizó la opinión de 23 profesionales encuestados a través del instrumento “Guía de Autoevaluación de Centro para la Atención a la Diversidad (ACADI)”, en concreto, la dimensión referida a “Recursos”. Los resultados mostraron como principales fortalezas la finalidad que el centro da a los recursos existentes en el mismo, la accesibilidad a sus instalaciones, la participación de las familias y la coordinación entre el profesorado para responder a la diversidad del centro. Como barreras para favorecer la inclusión se detectaron la falta de recursos para que el profesorado pueda poner en práctica su formación, la escasez de ayudas técnicas para el alumnado que las requiera, la carencia de actividades de formación para el profesorado, así como la escasa consideración de partir de los intereses del alumnado para construir el currículo. Las conclusiones muestran que conocer los recursos facilitadores y obstaculizadores presentes en este centro, para la inclusión educativa de su alumnado, posibilitará el emprendimiento de líneas de mejora en el camino hacia una educación de calidad con todos y para todos.

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Section: Discusión Y Conclusionesunclassified

Section: Introductionunclassified

Estudio sobre el uso inclusivo de recursos en educación primaria desde la perspectiva del profesorado

Arnaiz-Sánchez,

Jurado López,

Caballero García

et al. 2023

publicaciones

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“…Henceforth, children from low socio-economic backgrounds tend to have negative attitudes towards education and further develop negative mathematics self-concept as compared to their counterparts from well-equipped families (Li et al, 2020). Availability of resources plays a noticeable role to shape how children view themselves and the importance of education (Goldan et al, 2021). Parents with high SES tend to set reasonable high academic expectations for their children and fund those set expectations (Butler & Le, 2018).…”

Section: Socio-economic Models and Mathematics Self-conceptmentioning

confidence: 99%

Socio-economic status predicts mathematics self-concept: A correlational study in OR Tambo Inland District

Nogobo,

Kalariparampil

2023

J. indep. teach. learn. (Online)

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The current study explored the level to which socio-economic status predicts mathematics self-concept. A correlational and regression research designs were used. The study was carried out in OR Tambo Inland District in the Eastern Cape Province. The sample size comprised of 351 Grade 9 mathematics students, of which 171 were girls and 180 were boys. For generalizability purposes and fair distribution and representation of the sample across the population, both rural and urban geographical locations were represented by three schools each. The level of socio-economic status and mathematics self-concept was measured by use of a standardized questionnaire. The data collection tool was tested valid and reliable. Statistical Package for the Social Sciences (SPSS) was used to perform regression and correlation analysis. The research findings depict that mathematics self-concept was heavily influenced by socio-economic status of a parent. Furthermore, mathematics self-concept varied according to the socio-economic status and the variation was statistically significant. Recommendations were made to all implicated stakeholders to improvise strategies of improving mathematics self-concept despite the family’s economic hardships.

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“…However, despite the fact that DI has been identified as a teaching quality domain (Maulana et al, 2020) and teachers recognize the necessity to implement it (Valiandes & Neophytou, 2018), international research reports that teachers rarely make use of DI practices (Neve et al, 2015; Schleicher, 2016). Reasons for the rare implementation could be due to the fact that DI is considered a complex practice (van Geel et al, 2019), that teachers' feel unprepared to meet students' heterogeneity (Idol, 2006; Letzel & Otto, 2019; Pozas & Letzel, 2019; Pozas et al, 2019) or the lack of resources (Goldan et al, 2021). However, being able to offer high‐quality teaching, and therefore, address all students' learning needs is also part of teachers’ professionalization and competence that every educator should develop during both teacher education and in‐service teaching (Baumert & Kunter, 2006; KMK, 2019; Schwab et al, 2021).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Challenging but positive! – An exploration into teacher attitude profiles towards differentiated instruction (DI) in Germany

Letzel

Pozas

Schneider

2022

Brit J of Edu Psychol

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Background Research has highlighted that personal characteristics such as teachers’ attitudes play an important role in the implementation of inclusive education. However, there are only a few studies that have shed empirical evidence on the relationship of attitudes and inclusive teaching approaches, such as differentiated instruction. In this vein, the present study tackles this research gap and aims to explore teachers’ attitudes specifically towards the inclusive practice of DI in Germany. Aims The present study aimed to investigate teacher profiles based on their attitudes towards differentiated instruction, as well as further to explore whether teachers differentiated instructional implementation varies between the teacher profiles. Sample The sample consists of 450 teachers (Mage = 42.89, SD = 10.48, 65% female), from different school tracks in Germany. Methods A two‐step cluster analysis was performed in order to identify teacher attitude profiles concerning their implementation of differentiated instruction. Moreover, an analysis of variance was conducted in order to identify variations in terms of the implementation of differentiated instruction across the three clusters. Results Results from the cluster analyses indicate three distinct teacher attitude profiles: Cluster 1 ‘The valuing‐teacher’, Cluster 2 ‘The non‐valuing‐teacher’ and Cluster 3 ‘The challenged‐but‐valuing‐teacher’. Moreover, the findings reveal gender and school track differences between the three teacher attitude profiles. Lastly, an analysis of variance indicated that teachers’ differentiated instruction practice varied significantly across the clusters. Conclusions The findings from the present study indicate that teachers not only perceive the value of DI but also the insufficient resources. Thus, it can be assumed that teachers identify both the ‘positive’ and the ‘negative’ aspect of DI, and more importantly, they can recognize both attitude domains towards DI in a similar or different level. Consequently, the results show that attitudes in the context of inclusion cannot be characterised as continuum with two distinct poles.

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A Matter of Resources? – Students' Academic Self-Concept, Social Inclusion and School Well-being in Inclusive Education

Cited by 7 publications

References 25 publications

Estudio sobre el uso inclusivo de recursos en educación primaria desde la perspectiva del profesorado

Estudio sobre el uso inclusivo de recursos en educación primaria desde la perspectiva del profesorado

Socio-economic status predicts mathematics self-concept: A correlational study in OR Tambo Inland District

Challenging but positive! – An exploration into teacher attitude profiles towards differentiated instruction (DI) in Germany

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