CA:PPA – Cognitive Activation: Perspectives and Practices in Application
Principal investigators:
Contributors:
Project objective:
Cognitive activation (CA) is one of the core dimensions of teaching quality and is closely associated with positive student learning outcomes (Klieme et al., 2001). Since research in this area has predominantly been output-oriented, it remains unclear how teachers understand and implement CA. Teaching quality analyses and initial study findings indicate that CA poses a challenge for teachers (Widmer & Hess, 2024). Our aim is to empirically investigate teachers’ knowledge and perspectives and to discuss them in the context of current conceptualizations (Reusser & Pauli, 2024).
About the project:
To clarify the extent to which teachers’ knowledge and practices align with theoretical conceptualizations of CA (e.g., Praetorius et al., 2018) and whether practical experiences can unfold new research perspectives, we conduct several online surveys with teachers, heads of teaching and learning (qualified teachers, responsible for overseeing teaching and learning quality at their school), and principals from various school types and regions across Germany. These surveys investigate how they understand CA and cognitively activating tasks (so far over 200 teachers have participated; further surveys are planned). In addition, the surveys capture the challenges teachers face in their daily school practice in the context of CA. Of particular interest is the question of how cognitively activating instruction can be designed for lower-achieving students. By analyzing current classroom practices and challenges, a practice-oriented, shared understanding of CA will be developed in dialogue with teachers.
Based on these findings, another goal of CA:PPA is to provide teachers with both comprehensive knowledge about the effectiveness of CA and practical guidance on how to implement it. For this purpose, professional development programs will be developed, carried out, and evaluated to support teachers in planning and implementing cognitively activating classroom settings.
Approach and methodology:
- Literature and document analysis for the theoretical conceptualization and operationalization of CA
- Qualitative and quantitative analyses (interviews, questionnaires, lesson observations) of teachers' perspectives and experiences with CA
- Cooperation with teachers to ensure practical relevance
- Conceptualization, implementation and evaluation of professional development programs
Duration:
Since May 2025
