Individualized assignments, group work and discussions

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dc.contributor.authorDeVries, Jeffrey M.
dc.contributor.authorSzardenings, Carsten
dc.contributor.authorDoebler, Philipp
dc.contributor.authorGebhardt, Markus
dc.date.accessioned2020-07-02T14:01:10Z
dc.date.available2020-07-02T14:01:10Z
dc.date.issued2020-05-28
dc.description.abstractVaried teaching techniques are an important aspect of a successful classroom. Student and classroom factors such as ability level, lower socioeconomic status, and/or native language can interact with teaching techniques. Previous work suggests that each teaching technique may be more effective for different students or in different classroom situations, but few studies have directly examined which factors relate to effective teaching techniques. This study uses data for early secondary school students in Germany from the National Education Panel Study (NEPS) to examine the effects of group work, discussions, and individualized assignments on reading and math competency change between 7th and 9th grade. Additionally, we model the interactions of effects of class size, second language learners background, and lower socioeconomic status with these teaching techniques. We conclude that group work relates to more competency growth in math for second language learners, while classroom discussions relate to less growth for second language learners. Discussions relate to less growth in math competency for smaller classes and more growth in larger classes. Group work was also related to slower reading competency growth for children with a higher prior ability level. Findings are discussed in relation to existing theories of teaching techniques.en
dc.identifier.urihttp://hdl.handle.net/2003/39191
dc.identifier.urihttp://dx.doi.org/10.17877/DE290R-21109
dc.language.isoende
dc.relation.ispartofseriesFrontiers in education;Vol. 5. 2020, Artikel Nr. 65
dc.rightsCC BY 4.0
dc.subjectSocioeconomic statusen
dc.subjectNon-native speakersen
dc.subjectSecond language learnersen
dc.subjectDiscussions, group worken
dc.subject.ddc370
dc.subject.rswkFremdsprachede
dc.subject.rswkMehrsprachigkeitde
dc.subject.rswkChancengleichheitde
dc.subject.rswkSoziale Herkunftde
dc.subject.rswkBildungde
dc.subject.rswkKindde
dc.subject.rswkSchulede
dc.subject.rswkGruppenarbeitde
dc.subject.rswkDiskussionde
dc.titleIndividualized assignments, group work and discussionsen
dc.title.alternativehow they interact with class size, low socioeconomic status, and second language learnersen
dc.typeTextde
dc.type.publicationtypearticlede
dcterms.accessRightsopen access
eldorado.secondarypublicationtruede
eldorado.secondarypublication.primarycitationFrontiers in education. Vol. 5. 2020, Artikel Nr. 65de
eldorado.secondarypublication.primaryidentifierhttps://doi.org/10.3389/feduc.2020.00065de

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