Lernen im jahrgangsgemischten Unterricht

Wagener, Matthea

doi:10.1007/978-3-658-03402-3_2

Cited by 8 publications

(14 citation statements)

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“…Previous research on helping in educational settings can be categorized into two major strands of research that approach helping either more quantitatively, from the perspective of educational psychology (e.g., Nelson-Le Gall and Gumerman, 1984;Newman, 1990Newman, , 2002Newman and Goldin, 1990;Ryan and Shim, 2012;Schenke et al, 2015), or more qualitatively, from the domain of educational science (e.g., Oswald and Krappmann, 1988;Kauke and Auhagen, 1996;Zornemann, 1999;Campana Schleusener, 2012;Koole, 2012;Melander, 2012;Wagener, 2014;Svahn and Melander Bowden, 2019). While works from educational psychology tend to focus on the individual, those from educational science focus on helping as an interaction.…”

Section: Helping In Educational Settingsmentioning

confidence: 99%

“…At the same time, it is often assumed that students' help processes need to be improved in order to promote learning. To find out how to increase the effectiveness of helping for learning, internal and external factors influencing help, such as cognitive and affective abilities (Newman and Goldin, 1990;Karabenick and Knapp, 1991;Tobias and Everson, 2002), the quality of group interactions and group dynamics (Kempler and Linnenbrink, 2006;Webb et al, 2006), and the social composition of groups (Oswald and Krappmann, 1988;Zornemann, 1999;Campana Schleusener, 2012;Wagener, 2014) were identified. In these studies, the actual interactive contexts and moral orders in which spontaneous help is given in the classroom have so far remained unconsidered.…”

Section: Introductionmentioning

confidence: 99%

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Helping as a Concurrent Activity: How Students Engage in Small Groups While Pursuing Classroom Tasks

Wakke

Heller

2022

Front. Psychol.

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This study examines interactions in which students help each other with their learning during classroom instruction, forming groups in the process. From a conversation analytic perspective, helping is assumed to be a sequentially organized activity jointly accomplished by the participants. As an activity that proceeds alongside other ongoing classroom activities, helping can be conceived as part of a multiactivity that poses students with multi-faceted interactional and moral challenges. While previous research on helping in educational contexts has primarily focused on the influence of helping on learning outcomes and social dynamics in helping interactions, the present study investigates how students cope with the intricacies of moral commitments inherent in helping as a concurrent activity. The aim of this paper is two-fold. First, we aim to elaborate on how students’ dual involvements – i.e., their involvement in classroom activities while simultaneously providing help – manifest in the ways in which groups are constituted, maintained, and dissolved. The analyses reveal that both the compatibility of helping with the activity already in progress as well as the students’ problem definition are consequential for the sequential and bodily-spatial unfolding of the help interaction, inducing different arrangements that constitute a continuum, at each end of which there is a dominant orientation toward the shared space of helping or toward the individual/collective space. Furthermore, from a methodological perspective, our study aims to demonstrate the extent to which multimodal interaction analysis is applicable when examining naturally occurring groups, in this case, in interactive processes of helping. The study is based on a data corpus that comprises video recordings of mathematics and German lessons from two fifth-grade classrooms.

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Section: Helping In Educational Settingsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Helping as a Concurrent Activity: How Students Engage in Small Groups While Pursuing Classroom Tasks

Wakke

Heller

2022

Front. Psychol.

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“…B. Brück, 2018;Dümmler, Helbig & Renner, 2006;Grittner & Wagener, 2018;Gysin, 2018;Kucharz & Wagener, 2005;Kucharz & Wagener, 2009;Laging, 1995a;Matz & Knauf, 2010;Trautmann, 2002;Wagener, 2014). Die meisten, vorrangig internationalen, Forschungsüberblicke und Metaanalysen bestätigen die Gleichwertigkeit von jahrgangsreinen und jahrgangsgemischten Klassen hinsichtlich der kognitiven Leistungen.…”

Section: Potenziale Für Die Lernenden Aus Empirischer Sichtunclassified

“…In einer viel zitierten älteren Analyse von 56 internationalen Studien findet Veenman, 1995, zwischen Schulen, die Jahrgangsmischung aus pragmatischen Gründen führen, und solchen, die sie pädagogisch initiiert haben, zudem weder (wesentliche) Unterschiede in der Lernleistung der Schüler/innen noch in den sozial-emotionalen Fähigkeiten (Veenman, 1995, S. 319 (Kim, 1996, Veenman, 1995, Veenman, 1996 zum jahrgangsgemischten Unterricht berechnet (Hattie, 2015, S. 109). Kennzeichnend für die Forschung zur Jahrgangsmischung vor allem im deutschsprachigen Raum ist, dass sich die vorhandenen Erkenntnisse bis auf wenige Ausnahmen wie die eben erwähnte IQB-Studie (Kuhl et al, 2013), die Berliner JüLiG 3/4-Studie zum gegenseitigen Helfen (Wagener, 2010;Wagener, 2014) sowie die Untersuchungen von Munser-Kiefer, Martschinke & Hartinger, 2017a, Munser-Kiefer, Martschinke & Hartinger, 2017b, und Munser-Kiefer, Martschinke & Hartinger, 2018 (Kurz & Weiß, 2016, S. 32).…”

Section: Potenziale Für Die Lernenden Aus Empirischer Sichtunclassified

Schule entwickeln: Jahrgangsmischung in der Grundschule. Eine empirische Studie zur pragmatisch bedingten Initiierung und Implementierung aus Sicht von Schulleitungen und Lehrkräften

Sonnleitner¹

2021

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Neben pädagogischen Gründen erlebt die Jahrgangsmischung in der gegenwärtigen deutschen Bildungslandschaft vor allem unter dem Motto „kurze Beine, kurze Wege“ sowie aufgrund von schulorganisatorischen Anlässen eine Renaissance. Vor dem theoretischen Hintergrund der innovationsspezifischen Implikationen der Jahrgangsmischung, des Phasenverlaufs und der Bedingungen von Schulentwicklung sowie der Struktur professionellen Handelns im Aufgabenfeld Schulentwicklung geht die qualitative Interviewstudie der übergeordneten Frage nach, wie jahrgangsübergreifendes Lernen aus pragmatischen Gründen an Grundschulen initiiert und implementiert wird. Die Arbeit gibt einen Einblick in die einzelschulischen Entwicklungsprozesse sowie die Umstände demografie- und ressourcenbedingter, von den Schulbehörden verordneter Jahrgangsmischung. Es wird deutlich, wie herausfordernd es für Schulleitungen und Lehrkräfte ist, den jahrgangsbezogenen (homogenisierenden) Blick zu weiten. Die Daten zeigen aber auch einen Professionalisierungsschub durch diesen Schulentwicklungsprozess, sodass Jahrgangsmischung – trotz der Verordnung „von oben“ – dennoch als Motor für einen veränderten Umgang mit Heterogenität fungieren kann. (DIPF/Orig.)

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“…While there is a strong political will to implement this reform -Berlin for example has already realised the introduction of age-mixed classes for all of its primary schoolsonly a few research projects explore children's and their teachers' daily practices, relationships and experiences in age-mixed classrooms (Kucharz and Wagener 2007;Panagiotopoulou 2007;Campagna-Schleusener 2012;Wagener 2014). Some of these studies welcome age-mixed grouping as a way to reinforce children's self-directed leaning, their cooperation and help.…”

Section: Introductionmentioning

confidence: 99%

Social orders and interactions among children in age-mixed classes in primary schools – new perspectives from a synthesis of ethnographic data

Huf

Raggl

2015

Ethnography and Education

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The article synthesises data from two ethnographic projects, which both explore interactions of children in age-mixed groups in primary schools. It illuminates critical perspectives on social orders and children's interactions in age-mixed classes by showing how pupils in age-mixed groups become involved in power relations and how the teacher's authority and institutional rules are intricately interwoven into the social orders of the peer culture. The article highlights children's complicity with the teacher and her expectations and accordingly questions the notion of an increase of children's autonomy in age-mixed groups.

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Lernen im jahrgangsgemischten Unterricht

Cited by 8 publications

References 0 publications

Helping as a Concurrent Activity: How Students Engage in Small Groups While Pursuing Classroom Tasks

Helping as a Concurrent Activity: How Students Engage in Small Groups While Pursuing Classroom Tasks

Schule entwickeln: Jahrgangsmischung in der Grundschule. Eine empirische Studie zur pragmatisch bedingten Initiierung und Implementierung aus Sicht von Schulleitungen und Lehrkräften

Social orders and interactions among children in age-mixed classes in primary schools – new perspectives from a synthesis of ethnographic data

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