Leistungsentwicklung in jahrgangsgemischten und jahrgangshomogenen dritten und vierten Klassen
Munser-Kiefer M, Martschinke S, Lindl A, Hartinger A (2021)
Publication Type: Journal article
Publication year: 2021
Journal
DOI: 10.1007/s42010-021-00132-9
Abstract
This paper presents a quasi-experimental longitudinal study about the performance development of multi-grade and mono-grade students in third and fourth grade (n = 1644, 68 multi-grade classes and 57 mono-grade classes) at three measurement times. The results of the matched sample show with comparable starting values at the beginning of the third grade no differences at the end of the fourth grade. The performance development up to the end of the third grade, however, shows a small overall effect in favor of multi-grade classes. In addition, differential effects are examined for different ability groups: At the end of the third grade, positive significant small or medium effects of the multi-grade classes can be seen in the top three performance quartiles. At the end of the fourth grade, however, only children from the lowest performance quartile tend to benefit from the multi-grade composition. The study points to the importance of differential effects depending on age or level of proficiency, which suggest underlying changes in the deep structure of lessons und provides suggestions for further development of multi-grade teaching.
Authors with CRIS profile
Sabine Martschinke
Lehrstuhl für Grundschulpädagogik und -didaktik mit dem Schwerpunkt Umgang mit Heterogenität
Involved external institutions
Germany (DE)How to cite
APA:
Munser-Kiefer, M., Martschinke, S., Lindl, A., & Hartinger, A. (2021). Leistungsentwicklung in jahrgangsgemischten und jahrgangshomogenen dritten und vierten Klassen. Unterrichtswissenschaft : Zeitschrift für Lernforschung. https://dx.doi.org/10.1007/s42010-021-00132-9
MLA:
Munser-Kiefer, Meike, et al. "Leistungsentwicklung in jahrgangsgemischten und jahrgangshomogenen dritten und vierten Klassen." Unterrichtswissenschaft : Zeitschrift für Lernforschung (2021).
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