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<p>The concept of individualized instruction responds to increasing heterogeneity within classrooms. However, qualitative studies point out that individualized instruction may limit the exchange among students, lead to isolated learning processes, and neglect the importance of classroom community. For this reason, some researchers are concerned that individualized instruction may come at the expense of social learning. In fact, students’ sense of community has received little attention in research on individualized instruction. The present paper has two goals: The first goal was to develop an instrument for assessing students’ sense of community in the classroom, that includes the aspects of <i>connectedness and mutual support</i> and <i>appreciation of heterogeneity</i>. The second goal was to investigate associations between sense of community, teaching quality, and individualized instruction. The study was based on a&#xa0;sample of <i>N</i> = 542 third and fourth grade students of 49&#xa0;mixed-age and same-age classrooms from nine elementary schools that won the German School Award and practice individualized instruction. The sense of community scale showed good reliability and a&#xa0;substantial amount of variance at the group level. Multilevel regression models showed a&#xa0;positive association of sense of community with teaching quality. In mixed-grade classrooms, i.e., classrooms with a&#xa0;high degree of heterogeneity, sense of community was lower than in same-age classrooms. Furthermore, the association between sense of community and teaching quality was higher in same-age classrooms. There was no association between sense of community and individualized instruction, indicating that individualization and community are not mutually exclusive in the classroom.</p>

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Gemeinschaft trotz Individualisierung? Der Zusammenhang des Gemeinschaftsgefühls mit Unterrichtsqualität und individualisierter Unterrichtsgestaltung in heterogenen Lerngruppen

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2025年5月21日

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  • Simon Ohl,
  • Jasmin Decristan,
  • Benjamin Fauth,
  • Hanna Dumont

摘要

The concept of individualized instruction responds to increasing heterogeneity within classrooms. However, qualitative studies point out that individualized instruction may limit the exchange among students, lead to isolated learning processes, and neglect the importance of classroom community. For this reason, some researchers are concerned that individualized instruction may come at the expense of social learning. In fact, students’ sense of community has received little attention in research on individualized instruction. The present paper has two goals: The first goal was to develop an instrument for assessing students’ sense of community in the classroom, that includes the aspects of connectedness and mutual support and appreciation of heterogeneity. The second goal was to investigate associations between sense of community, teaching quality, and individualized instruction. The study was based on a sample of N = 542 third and fourth grade students of 49 mixed-age and same-age classrooms from nine elementary schools that won the German School Award and practice individualized instruction. The sense of community scale showed good reliability and a substantial amount of variance at the group level. Multilevel regression models showed a positive association of sense of community with teaching quality. In mixed-grade classrooms, i.e., classrooms with a high degree of heterogeneity, sense of community was lower than in same-age classrooms. Furthermore, the association between sense of community and teaching quality was higher in same-age classrooms. There was no association between sense of community and individualized instruction, indicating that individualization and community are not mutually exclusive in the classroom.