The impact of instructional strategies on student activity in heterogeneous classes - a pilot-study Institute for Secondary Education & Department of Teacher Education . Johann Wolfgang Goethe-University Frankfurt am Main Jasmin Römer & Johannes Appel . Contact:
[email protected]
INTRODUCTION Following the results of the Student Teacher Achievement Ratio - study (STAR), there are supposedly a number of strategies used by teachers to deal with the challenge of teaching a heterogenous class (Boyd-Zaharias & Bain, 2000). For lack of observation data the appropriate action of the teachers could not be described closer, though. Similar to this, the DESIsurvey shows ascertained qualities of teachers that are critical to student achievement (Helmke et al., 2003), but the associated processes and instructional strategies could not be identified yet. Further on the positive influence of smaller class sizes has already been approved by several studies. Especially social minorities, social disadvantaged children and educationally challenged students seem to benefit from small classes. In contrast to these findings the german SCHOLASTIK-survey claims that teachers in larger classes use more efficient classroom management techniques and engage in more supporting activities (Helmke & Weinert, 1997). In a nutshell, there are slight positive effects of smaller class sizes (Hedges, 2000), but we find no results concerning classes featuring a high percentage of immigrants or problematic students. The present study explores these desiderata by using multiple methods of research and describing lessons from different perspectives. On the basis of Annevelink (2004) and Anderson (2002) the following model was built and will be tested at the end of the research process.
MODEL
Diagnostic Competence
Adaptivity
Archievement Test (Students)
Lesson Assesment (Students)
Student Engagement In Learning
Heterogeinity
Class Size
Use Of Time
METHOD
OBJECTIVE
Sample: 6 classes (6th form, out of 5 secondary schools)
Description and analysis of strategies to deal with heterogeneity and different class sizes.
DATA SOURCES Video observation of 4 lessons in subject English with 2 HD-cameras and 2 microphones in each class.
QUESTIONS Which strategies are used ? Which impacts do they have on student engagement and learning?
Data collection and codings by using the software INTERACT 9 Paper & Pencil survey (students)
PROCESS SCHEDULE Work Progress March 2010
Pre-Test (Student Achievement) Video Recordings Technical Post-Production Generating Data Basis („Base Codings“) Analysis
HYPOTHESES 1. Smaller classes a) are more efficient in time using. b) allow more adaptivity of instruction. 2. The more efficient the use of time, the greater the student engagement in learning. 3. The greater the amount of heterogeinity, the smaller the student engagement in learning, moderated by the adaptivity of instruction
Variables
Operationalisation
Class Size
Class List
Heterogeinity
• Distribution of students on 3 groups of performance (achievement test) • Variance in first language
Use of Time
Amounts of Speaking for • Classroom Management • Working Periods
• Instructional Time • unused/disruptions
Student • Expert rating of students‘ behavior engagement in • Student questionnaire on each lesson, containing contribution, learning learning progress and joy Diagnostic competence
• Knowledge about students and their specific mistakes • Correlation between grades and achievement test • Processes in classroom
Adaptivity
Adequacy/variability of tasks
REFERENCES Anderson, L.W. (2000). Why should reduced class size lead to increased student achievement? In M. C. Wang & J. D. Finn. How small classes help teachers do their best (pp. 3-24). Philadelphia: Temple University Center for Research in Human Development and Education. Annevelink, E. (2004): Class size: linking teaching and learning. Diss. UT Universiteit Twente. Enschede: Print Partners Ipskamp. Boyd-Zaharias, J. & Bain, H. P. (2000). Early and New Findings from Tennessee’s project STAR. In M. C. Wang & J. D. Finn (Eds.), How small classes help teachers do their best (pp. 65-97). Philadelphia: Temple University Center for Research in Human Development and Education. Hedges, L. V. (2000). Using Converging Evidence in policy Formation: The Case of Class Size Research. Evaluation and Research in Education, 14 (3&4), 193-205. Helmke, A. & Weinert, F.E. (1997). Bedingungsfaktoren schulischer Leistungen. In F.E. Weinert (Eds.), Psychologie des Unterrichts und der Schule. Enzyklopädie der Psychologie, Vol. 3, S. 71-176). Göttingen: Hogrefe. Helmke, A., Goebel, K., Hosenfeld, I., Schrader, F.-W., Vo, T. A. T. & Wagner, W. (2003). Zur Rolle des Unterrichts im Projekt DESI. Empirische Pädagogik, 17 (3), 396-411
