Teachers' Individual Frame of Reference and Students' Academic Self-Concept in Inclusive Classes

• In Event: Inclusive Education in Practice

Abstract

According to the Big-Fish-Little-Pond Effect (BFLPE), students in high-ability schools usually show lower academic self-concepts (ASC) than those in low-ability schools. However, this negative reference group effect might be prevented by teachers’ preference of individual frame of reference (IFR). The present study examined how teachers’ IFR affects the BFLPE. Our analyses were based on a cross-sectional representative study with 821 students (Grades 5-7) attending inclusive classrooms in secondary schools in Germany. Our comprehensive school sample did not confirm the BFLPE. Nevertheless, we found disadvantages regarding lower ASC for students with special educational needs (SEN). Our study revealed teachers’ IFR as an effective strategy to enhance students’ ASC in inclusive classrooms, especially of those with SEN.

Authors

• Evangelia Kouka, University of Education - Freiburg

• Sebastian Röhl, University of Tübingen

• Katja Scharenberg, University of Education Freiburg