Session Information
04 SES 12 C, Construction of Differences
Parallel Paper Session
Contribution
The encouragement of the development of a realistic self-concept of the children in their classes is an important challenge for school teachers (Beutel & Hinz, 2008; Kammermeyer & Martschinke, 2003; Krause, Wiesmann & Hannich, 2004; Prücher, 2002). Children who know about their strengths and weaknesses can work on the competences, which need to be improved, more effectively.
The study accompanied first-grade students and their teachers looking at the development of the children’s self-concepts concerning their mathematical competences. Looking at inclusive classes with children who have visual impairments, the aim has been to find out whether there are differences in the self-concept development of the children with and without visual impairment and how teachers cope with the special needs of their students.
The multidimensional self-concept model of Shavelson, Hubner und Stanton (1976) is used as theoretical framework as well as the discourse on inclusive education (Schnell & Sander, 2004) and the “mathe 2000”-project which focuses on effective teaching techniques in math lessons (Wittmann, 2003).
Method
Expected Outcomes
References
Beutel, S.-I. & Hinz, R. (2008). Schulanfang im Wandel. Selbstkonzepte der Kinder als pädagogische Aufgabe. Berlin: LIT. Kammermeyer, G. & Martschinke, S. (2003). Schulleistung und Fähigkeitsselbstbild im Anfangsunterricht - Ergebnisse aus dem KILIA-Projekt. Empirische Pädagogik, 17, 486–503. Krause, C., Wiesmann, U. & Hannich, H.-J. (2004). Subjektive Befindlichkeit und Selbstwertgefühl von Grundschulkindern. Lengerich: Pabst Science Publishers. Prücher, F. (2002). Selbstkonzepte von Grundschulkindern. Eine empirische Untersuchung über das Selbstkonzept sozialer Integration und das Selbstkonzept allgemeiner Fähigkeiten von Kindern der ersten Grundschulklasse. Osnabrück: Der Andere Verlag. Schnell, I. & Sander, A. (Eds.) (2004). Inklusive Pädagogik. Bad Heilbrunn: Klinkhardt. Shavelson, R. J., Hubner, J. J. & Stanton, G. C. (1976). Self-concept: Validation of Construct Interpretations. Review of Educational Research, 46, 407–441. Sundermann, B. & Selter, C. (2006). Beurteilen und Fördern im Mathematikunterricht. Gute Aufgaben - Differenzierte Arbeiten - Ermutigende Rückmeldungen. Berlin: Cornelsen Scriptor. Walthes, R. (2005). Einführung in die Blinden- und Sehbehindertenpädagogik. München: Reinhardt. Wittmann, E. Ch. (2003). Design von Lernumgebungen für die mathematische Frühförderung. In: G. Faust, M. Götz, H. Hacker, H. & H.-G. Rossbach (Eds.), Anschlussfähige Bildungsprozesse im Elementar- und Primarbereich (pp. 49-63). Bad Heilbrunn: Klinkhardt.
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