The effect of class composition on cross-curricular competences – Students with special educational needs in regular classes in lower secondary education

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Sammanfattning

This study investigates how the proportion of SEN students in regular classes is related to the student-level and class-level cross-curricular competences. The data (N = 5368) come from a large-scale, longitudinal assessment study conducted on students at the beginning and end of lower secondary education in a Finnish metropolitan area. The results of the multilevel regression models showed that students in regular classes with SEN students performed on average lower than students in classes without SEN students, and that the proportion of students with SEN in class weakly predicted negatively the ninth-grade test scores. Furthermore, SEN students seemed to perform at the same level regardless of the proportion of other SEN students in class. However, students without SEN in classes with SEN students performed slightly lower than their peers in classes without SEN students in the ninth-grade assessment even when the initial differences related to placement were taken into account.
Originalspråkengelska
TidskriftLearning and Instruction
Volym58
Sidor (från-till)80-87
Antal sidor8
ISSN0959-4752
DOI
StatusPublicerad - dec 2018
MoE-publikationstypA1 Tidskriftsartikel-refererad

Vetenskapsgrenar

  • 516 Pedagogik

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@article{35ee498f2a154da2952fd8b86534f247,
title = "The effect of class composition on cross-curricular competences – Students with special educational needs in regular classes in lower secondary education",
abstract = "This study investigates how the proportion of SEN students in regular classes is related to the student-level and class-level cross-curricular competences. The data (N = 5368) come from a large-scale, longitudinal assessment study conducted on students at the beginning and end of lower secondary education in a Finnish metropolitan area. The results of the multilevel regression models showed that students in regular classes with SEN students performed on average lower than students in classes without SEN students, and that the proportion of students with SEN in class weakly predicted negatively the ninth-grade test scores. Furthermore, SEN students seemed to perform at the same level regardless of the proportion of other SEN students in class. However, students without SEN in classes with SEN students performed slightly lower than their peers in classes without SEN students in the ninth-grade assessment even when the initial differences related to placement were taken into account.",
keywords = "516 Educational sciences, class composition, special educational needs, tiered-support model, cross-cultural competence, Longitudinal study, inclusive education, ACHIEVEMENT, SCHOOLS, IMPACT, DISABILITIES, ABILITY, PUPILS",
author = "Ninja Hienonen and Meri Lintuvuori and Markku Jahnukainen and Risto Hotulainen and Mari-Pauliina Vainikainen",
year = "2018",
month = "12",
doi = "10.1016/j.learninstruc.2018.05.005",
language = "English",
volume = "58",
pages = "80--87",
journal = "Learning and Instruction",
issn = "0959-4752",
publisher = "Elsevier Scientific Publ. Co",

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TY - JOUR

T1 - The effect of class composition on cross-curricular competences – Students with special educational needs in regular classes in lower secondary education

AU - Hienonen, Ninja

AU - Lintuvuori, Meri

AU - Jahnukainen, Markku

AU - Hotulainen, Risto

AU - Vainikainen, Mari-Pauliina

PY - 2018/12

Y1 - 2018/12

N2 - This study investigates how the proportion of SEN students in regular classes is related to the student-level and class-level cross-curricular competences. The data (N = 5368) come from a large-scale, longitudinal assessment study conducted on students at the beginning and end of lower secondary education in a Finnish metropolitan area. The results of the multilevel regression models showed that students in regular classes with SEN students performed on average lower than students in classes without SEN students, and that the proportion of students with SEN in class weakly predicted negatively the ninth-grade test scores. Furthermore, SEN students seemed to perform at the same level regardless of the proportion of other SEN students in class. However, students without SEN in classes with SEN students performed slightly lower than their peers in classes without SEN students in the ninth-grade assessment even when the initial differences related to placement were taken into account.

AB - This study investigates how the proportion of SEN students in regular classes is related to the student-level and class-level cross-curricular competences. The data (N = 5368) come from a large-scale, longitudinal assessment study conducted on students at the beginning and end of lower secondary education in a Finnish metropolitan area. The results of the multilevel regression models showed that students in regular classes with SEN students performed on average lower than students in classes without SEN students, and that the proportion of students with SEN in class weakly predicted negatively the ninth-grade test scores. Furthermore, SEN students seemed to perform at the same level regardless of the proportion of other SEN students in class. However, students without SEN in classes with SEN students performed slightly lower than their peers in classes without SEN students in the ninth-grade assessment even when the initial differences related to placement were taken into account.

KW - 516 Educational sciences

KW - class composition

KW - special educational needs

KW - tiered-support model

KW - cross-cultural competence

KW - Longitudinal study

KW - inclusive education

KW - ACHIEVEMENT

KW - SCHOOLS

KW - IMPACT

KW - DISABILITIES

KW - ABILITY

KW - PUPILS

U2 - 10.1016/j.learninstruc.2018.05.005

DO - 10.1016/j.learninstruc.2018.05.005

M3 - Article

VL - 58

SP - 80

EP - 87

JO - Learning and Instruction

JF - Learning and Instruction

SN - 0959-4752

ER -