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Lutz, Stephanie ; Frey, Anne ; Rank, Astrid ; Gebhardt, Markus

InClass – an instrument to assess classroom management in inclusive and special education with a focus on heterogeneous learning groups

Lutz, Stephanie , Frey, Anne , Rank, Astrid und Gebhardt, Markus (2024) InClass – an instrument to assess classroom management in inclusive and special education with a focus on heterogeneous learning groups. Frontiers in Education 9, S. 1316059.

Veröffentlichungsdatum dieses Volltextes: 04 Apr 2024 11:28
Artikel
DOI zum Zitieren dieses Dokuments: 10.5283/epub.57862


Zusammenfassung

Organizing lessons for heterogeneous learning groups is a challenge for student teachers and novice teachers. To observe and improve classroom management during student teaching, we have developed an assessment tool. The aim of this study is to evaluate and improve the instrument “Scale for Classroom Management in Inclusive Schools (InClass)” with data from 480 student teachers in internships at ...

Organizing lessons for heterogeneous learning groups is a challenge for student teachers and novice teachers. To observe and improve classroom management during student teaching, we have developed an assessment tool. The aim of this study is to evaluate and improve the instrument “Scale for Classroom Management in Inclusive Schools (InClass)” with data from 480 student teachers in internships at elementary or special schools in Germany and Austria.
The instrument consists of the three dimensions Adaptive Teaching Scale (ATS),
Relationship Scale (RS), Behavior Management Scale (BMS). Confirmatory factor
analyses revealed good reliable values (CFI = 0.97, TLI = 0.96, RMSEA = 0.06,
SRMR = 0.04) for the three-factor InClass model and could confirm the
theoretically developed scales. The latent correlations were between r = 0.74
and r = 0.63. Teachers in elementary schools also showed latent correlations
between the three dimensions and their assessment of the implementation of
inclusive education in the school ranging from r = 0.51 to r = 0.84. In order to
meet the individual needs of all students, with and without special educational
needs (SEN), novice teachers in particular should be supported in dealing with
heterogeneous learning groups and in using effective classroom management.
Instruments such as InClass help student teachers evaluate and reflect on
instruction and therefore have an important contribution to teacher education.



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Details

DokumentenartArtikel
Titel eines Journals oder einer ZeitschriftFrontiers in Education
Verlag:Frontiers
Band:9
Seitenbereich:S. 1316059
Datum22 Februar 2024
InstitutionenHumanwissenschaften > Institut für Erziehungswissenschaften
Identifikationsnummer
WertTyp
10.3389/feduc.2024.1316059DOI
Stichwörter / Keywordsclassroom management, InClass, inclusive education, special education, student teachers, special educational needs (SEN)
Dewey-Dezimal-Klassifikation300 Sozialwissenschaften > 370 Erziehung, Schul- und Bildungswesen
StatusVeröffentlicht
BegutachtetJa, diese Version wurde begutachtet
An der Universität Regensburg entstandenJa
URN der UB Regensburgurn:nbn:de:bvb:355-epub-578624
Dokumenten-ID57862

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