L’inclusion au Luxembourg : définitions, opinions et disposition à la mise en œuvre de pratiques éducatives inclusives

in LUCET; SCRIPT (Eds.) Rapport National sur l´Éducation au Luxembourg 2021 (2021)

Befunde aus dem nationalen Bildungsmonitoring ÉpStan vor dem Hintergrund der COVID-19- Pandemie

in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

Outcomes of Inclusive Education: Investigating Students’ Social Inclusion, Emotional Inclusion and Academic Self-Concept [symposium discussant]

Scientific Conference (2021, September 08)

Teacher expectations and emotions concerning students with special needs or immigrant background

Scientific Conference (2021, August 23)

Teachers are faced with increasingly heterogenous student groups, whereby the successful inclusion of all students largely depend on teachers´ competence and attitudes. Attitudes are understood as a ... [more ▼]

Teachers are faced with increasingly heterogenous student groups, whereby the successful inclusion of all students largely depend on teachers´ competence and attitudes. Attitudes are understood as a multifaceted construct with cognitive, affective and conative components. In the current study we investigated to what extent teachers´ expectations concerning students´ academic performance - reflecting the cognitive component of attitudes - varied as a function of specific student characteristics (special educational needs and immigrant background). In addition, we assessed teachers´ emotions - reflecting the affective component of attitudes - concerning the inclusion of these students in mainstream education. Result confirmed previous findings that teachers´ expectations and emotions vary as a function of student characteristics. Teachers had lower expectations of the academic performance of students with learning difficulties than students with challenging behaviour, whereby the estimates of German proficiency were also affected by the immigrant background of the student. Teachers felt however less positive about the inclusion of students with challenging behaviour than of students with learning difficulties, regardless of the immigrant background of the student. Results will be discussed in relation to theory and their practical implications. [less ▲]

Increasing the diversity of the teacher workforce: Socio-political challenges to reducing inequalities in access to teacher education programs.

in Frontiers in Education (2021), 6

Cross-border migration leads to a diversification of societies, which is reflected in the education system, where classrooms are composed of students with heterogeneous cultural, linguistic, socio ... [more ▼]

Cross-border migration leads to a diversification of societies, which is reflected in the education system, where classrooms are composed of students with heterogeneous cultural, linguistic, socio-economic characteristics. However, this diversity is only to a limited extent reflected in the teacher population, even though teachers from different backgrounds can bring specific intercultural competencies, have more positive attitudes toward multicultural heterogeneity and act as role models. To facilitate the diversification of the teaching profession, it is imperative that the cohorts of students entering teacher education programs represent the diversity of societies, however studies have shown students with migration background or from families with lower socio-economic status are underrepresented in such programs. This study considered the demographic constellation of applicants for admission into the teacher education program in Luxembourg (2015-2019) and investigated to what extent the admission process (dis)advantages certain groups. Results revealed that although applications come from diverse backgrounds, proficiency in the country´s native languages poses a disadvantage for students with migration background. In addition, applicants coming from more privileged families stand a better chance of being admitted. Results are interpreted within the framework of social mobility and social reproduction. Implications for the admission to the teachers education program are discussed. [less ▲]

What´s in a diagnosis: The Effect of Externalizing and Internalizing Students´ Behaviour on Pre-service Teachers' Classroom Management and Interaction Strategies

in British Journal of Educational Psychology (2021), 91(4), 1185-1201

Background. All over the word, classrooms are getting more and more diverse and teachers are required to effectively manage these classes even when students have special education needs (SEN). Aims. The ... [more ▼]

Background. All over the word, classrooms are getting more and more diverse and teachers are required to effectively manage these classes even when students have special education needs (SEN). Aims. The study aimed to investigate classroom management strategies and interpersonal teacher behaviour in relation to students internalizing and externalizing behaviour, whereby we varied the diagnosis of special educational needs. Sample. Two hundred and fifty-four German pre-service teachers (143 female) with a mean age of 26.04 years participated in the study. Method. Using an experimental between-subjects design, a fictitious student was described as exhibiting either internalizing or externalizing behaviour. Additionally, we varied whether the student was diagnosed as having SEN or not. The participants were asked to indicate which strategies they would apply and how they would interact with students. Results. Results showed that teacher interaction in response to both students with internalizing and externalizing behaviour approached ideal interpersonal teacher behaviour (i.e. high level of cooperativeness with certain level of dominance), whereas pre-service teachers applied all classroom management strategies to minimize effects of student behaviour on learning time. Although pre-service teachers adapted their responses based on type of behaviour, they only made allowances for internalizing behaviour while their response to externalizing behaviour did not vary much as a function of a SEN diagnosis. Conclusions. Together, these findings highlight the importance of providing preservice teachers with the pedagogical knowledge concerning effective classroom management and flexible use of strategies in response to diverse student needs in inclusive classrooms. [less ▲]

Differenzialdiagnose und weitere Aspekte

in Ugen, Sonja; Schiltz, Christine; Fischbach, Antoine (Eds.) et al Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen (2021)

Lernstörungen im multilingualen Kontext: Diagnose und Hilfestellungen.

Book published by Melusina Press (2021)

Um Kinder mit einer Lernstörung durch möglichst angepasste Hilfsmaßnahmen unterstützen zu können, ist eine umfassende Diagnostik maßgeblich. Die Diagnostik von Lernstörungen stellt vor allem in ... [more ▼]

Um Kinder mit einer Lernstörung durch möglichst angepasste Hilfsmaßnahmen unterstützen zu können, ist eine umfassende Diagnostik maßgeblich. Die Diagnostik von Lernstörungen stellt vor allem in multilingualen Kontexten - wie in Luxemburg - eine Herausforderung dar. Auch werden derzeit vorwiegend im Ausland entwickelte diagnostische Tests durchgeführt, welche die luxemburgischen Besonderheiten, wie etwa das Erlernen der schriftsprachlichen und mathematischen Kompetenzen in einer Zweit- oder Drittsprache, nicht berücksichtigen. Ausgehend vom aktuellen Forschungs- und Wissensstand wird ein vertieftes Verständnis im Hinblick auf Lese- und Rechtschreibstörungen und Rechenstörungen dargelegt. Darauf aufbauend werden diagnostische Vorgehensweisen sowie pädagogische Hilfsmaßnahmen mithilfe von Erfahrungswerten praktizierender Fachkräfte aus dem luxemburgischen Förderbereich vorgestellt. [less ▲]

Der Einfluss von Aus- und Weiterbildungsmodulen auf die wahrgenommene Kompetenz und Einstellung von Lehrkräften zur Inklusive Bildung

in LUCET; SCRIPT (Eds.) Nationaler Bildungsbericht Luxemburg 2021 (2021)

Teachers’ information processing and judgement accuracy: effects of information consistency and accountability

in European Journal of Psychology of Education (2020), 35(3), 675-702

Research has shown that teachers are able to adapt their processing strategy of student information to situational demands, whereby they flexibly use either an automatic and category-based strategy or a ... [more ▼]

Research has shown that teachers are able to adapt their processing strategy of student information to situational demands, whereby they flexibly use either an automatic and category-based strategy or a controlled and information-integrating strategy. However, the effect of teachers’ accountability for task and the consistency of student information on strategy use is less clear. In two experimental studies, teachers were presented with consistent and inconsistent student profiles, whereby accountability levels were systematically varied. In the first study, the attention to and memory of information were investigated as indicators of changes in information processing strategy. In the second study, resulting changes in judgement accuracy were investigated. Results of study 1 provided support for the theoretical assumption that people apply the category-based strategy when confronted with consistent information under low accountability conditions, while inconsistent information and high accountability conditions led to the use of information-integration strategy. Results of study 2 showed that teachers’ judgement accuracy generally increased in relation to high accountability conditions and to lesser extent profile consistency, whereby inaccuracy reflected both under- and overestimation of student ability. The combined results suggest that the use of differential information processing strategies not only leads to differences in the attention to and processing of information, but also results in differences in the quality of judgements and decision making, especially under high accountability conditions. [less ▲]