Adaptivity and teaching quality in individualized lessons (Ada*Q)
Principal investigators:
Prof. Dr. Jasmin Decristan (University of Wuppertal)
Prof. Dr. Hanna Dumont (University of Potsdam)
Prof. Dr. Benjamin Fauth (Institute for Educational Analyses Baden-Württemberg and University of Tübingen)
Research assistants:
Nora Fröhlich
Dr. Ann-Kathrin Jaekel
Dr. Simon Ohl
Dr. Katharina Schnitzler
Thora Schwarze
About the Project:
Every year since 2006, the Robert Bosch Stiftung and the Heidehof Stiftung have honored schools that are role models for school development in Germany with the German School Award. The criterium for such an award is a comprehensive understanding of education with six quality areas: Achievement, dealing with diversity, teaching quality, responsibility, school life, and school as a learning institution.
As part of the program "How does a good school work? - Research for Educational Practice" , the excellent educational practice of the German School Award winning schools was systematically examined. Our project "Adaptivity and teaching quality in individualized lessons" aims to generate scientific findings and practical knowledge on how to deal productively with heterogeneity in the classroom based on the expertise of teachers in the award-winning schools. The focus here was on primary schools, as this is where the heterogeneity of students is greatest and differentiation and individualization are therefore particularly important. With regard to the adaptivity of teaching, the project took a closer look at how well teaching fits with students' individual learning requirements. In addition, we took a closer look at teaching quality in terms of the three basic dimensions of classroom management, constructive support and cognitive activation, as well as the degree of adaptivity in the differentiated and individualized lessons at the award-winning primary schools.
To this end, the quality and adaptivity of the lessons was assessed and analysed at the level of the so-called surface and deepl-level structures. The aim was to find out under which conditions concepts of differentiation and individualisation are actually effective. Within the project, established instruments of empirical educational research were adapted to better account the educational practice pf the award-winning schools.
Finally, the research findings will be published in scientific journals and in contributions for the educational practice.
Duration:
04/2018 - 03/2021
Funded by:
Robert Bosch Foundation
