SURE pilot study: Improving quality in inclusive mainstream classrooms to increase educational opportunities
Category Project
Ausgangslage und Ziele
The Teaching through Interactions framework (Hamre et al., 2013) postulates that the quality of teacher-student interactions (emotional supports, classroom organization, specific instructional supports, school motivation) has an important effect on the school and psychosocial development especially of children with risk factors (special education needs, migration background). Studies have shown that high-quality teacher-student interactions can offset risk factors (Hamre & Pianta, 2001; Hamre & Pianta, 2005; Ladd & Burgess, 2001; Meehan et al., 2003). For this reason, it is worthwhile to improve the quality of teacher-student interactions. It could be centrally important particularly in inclusive mainstream classrooms, as these are characterized by the risk factors mentioned above. However, the cooperation between classroom teachers and school-level special education teachers in inclusive education is a challenge regarding high-quality teacher-student interactions (Pool Maag & Moser Opitz, 2014; Reusser et al., 2013). For this reason, the aim of this pilot study is to support, for the first time, classroom teacher/school-level special education teacher teaching teams in improving teacher-student interactions through the video-based ‘cooperative teaching approach’.
Facts
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Duration05.201904.2020
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Project number
5_60
Project Team
Cooperations
Financial support
Publications
- Gestaltung des integrativen Unterrichts. Pilotstudie SURE: Steigerung der Unterrichtsinteraktionen in integrativen Regelklassen.Workshop HfH,Zürich, Schweiz.
- Pilotstudie SURE: Messung und Veränderung der Qualität von Unterrichts-interaktionen zur Entwicklung des inklusiven Unterrichts.HfH Online Forschungskolloquium,Zürich, Schweiz.
- (2021).Unterstützung bei der Gestaltung von Unterrichtsinteraktionen: Was sich Schulische Heilpädagoginnen und Heilpädagogen für den integrativen Unterricht wünschen.Schweizerische Zeitschrift für Heilpädagogik ,27(9),42–49.