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<p>This article reports on a&#xa0;quasi-experimental longitudinal study on multi-grade learning in grades&#xa0;3 and&#xa0;4 (<i>N</i> = 665). It examines whether a&#xa0;cluster of school classes can be identified in which children demonstrate both good learning success (in reading) and positive self-concept development (referred as “best practice classes”), and whether this cluster differs from other clusters in selected characteristics of teaching quality (as perceived by the pupils). Considering the class structure, multilevel regression analyses show above-average differences in favor of the best practice classes. The students feel better supported by their peers, perceive themselves as more self-determined and perceive the lessons as clearer.</p>

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Unterrichtsqualität beim jahrgangsgemischten Lernen – Ein Blick in „Optimalklassen“

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月14日

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  • Meike Munser-Kiefer,
  • Sabine Martschinke,
  • Alfred Lindl,
  • Andreas Hartinger

摘要

This article reports on a quasi-experimental longitudinal study on multi-grade learning in grades 3 and 4 (N = 665). It examines whether a cluster of school classes can be identified in which children demonstrate both good learning success (in reading) and positive self-concept development (referred as “best practice classes”), and whether this cluster differs from other clusters in selected characteristics of teaching quality (as perceived by the pupils). Considering the class structure, multilevel regression analyses show above-average differences in favor of the best practice classes. The students feel better supported by their peers, perceive themselves as more self-determined and perceive the lessons as clearer.