ES11_krieg.pdf

Classes with a special emphasis (so-called profile classes) represent a central element of current school development processes and are considered as one of the most prominent ways of practical implementation of school autonomy. At the secondary level, profile classes in music and science (music and...

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Έκδοση: Universitätsverlag Göttingen 2022
id oapen-20.500.12657-59805
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spelling oapen-20.500.12657-598052022-12-02T03:17:09Z Interessenentwicklung im Kontext von Klassenprofilierung in der Sekundarstufe I Krieg, Maria educational science profile classes new learning bic Book Industry Communication::J Society & social sciences::JN Education Classes with a special emphasis (so-called profile classes) represent a central element of current school development processes and are considered as one of the most prominent ways of practical implementation of school autonomy. At the secondary level, profile classes in music and science (music and STEM classes) are becoming increasingly popular. Specific features of profile classes (including additional lessons, innovative and practice-based teaching and learning formats, and the involvement of student labs) are associated with various pedagogical potentials – especially in terms of fostering students’ interest and their self-concept. However, there is a research gap regarding the development of students’ subject-related interests and their self-concept in profile classes at the secondary level. The findings of the present study indicate differences in the development of the interests in music and science as well as the domain-specific self-concept between music classes, STEM classes and classes without a specific profile. Using cross-lagged-panel-models, the longitudinal relations among interest and self-concept are estimated in addition to the correlations of the constructs within each wave and the autoregressive effects within each construct over time. In this regard, differences in the cross-lagged panel models between profile classes and classes without a specific profile are examined. The results allow an evaluation of the potential of profile classes in order to promote students’ interest and self-concept and offer a variety of implications for pedagogical practice. 2022-12-01T04:30:45Z 2022-12-01T04:30:45Z 2022 book https://library.oapen.org/handle/20.500.12657/59805 ger application/pdf Attribution-ShareAlike 4.0 International ES11_krieg.pdf Universitätsverlag Göttingen 10.17875/gup2022-1950 10.17875/gup2022-1950 ffaff15c-73ed-45cd-8be1-56a881b51f62 open access
institution OAPEN
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language ger
description Classes with a special emphasis (so-called profile classes) represent a central element of current school development processes and are considered as one of the most prominent ways of practical implementation of school autonomy. At the secondary level, profile classes in music and science (music and STEM classes) are becoming increasingly popular. Specific features of profile classes (including additional lessons, innovative and practice-based teaching and learning formats, and the involvement of student labs) are associated with various pedagogical potentials – especially in terms of fostering students’ interest and their self-concept. However, there is a research gap regarding the development of students’ subject-related interests and their self-concept in profile classes at the secondary level. The findings of the present study indicate differences in the development of the interests in music and science as well as the domain-specific self-concept between music classes, STEM classes and classes without a specific profile. Using cross-lagged-panel-models, the longitudinal relations among interest and self-concept are estimated in addition to the correlations of the constructs within each wave and the autoregressive effects within each construct over time. In this regard, differences in the cross-lagged panel models between profile classes and classes without a specific profile are examined. The results allow an evaluation of the potential of profile classes in order to promote students’ interest and self-concept and offer a variety of implications for pedagogical practice.
title ES11_krieg.pdf
spellingShingle ES11_krieg.pdf
title_short ES11_krieg.pdf
title_full ES11_krieg.pdf
title_fullStr ES11_krieg.pdf
title_full_unstemmed ES11_krieg.pdf
title_sort es11_krieg.pdf
publisher Universitätsverlag Göttingen
publishDate 2022
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