School Intervention Research

Adaptivity and teaching quality in individualised lessons (Ada*Q)

Project management:

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)

 

Staff members:

Britta Wenzel

Thora Schwarze

Dr Simon Ohl

Dr Katharina Schnitzler

Nora Fröhlich

 

Project description:

Every year since 2006, the Robert Bosch Stiftung and the Heidehof Stiftung have honoured schools that are role models for school development in Germany with the German School Award. The basis 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 programme "How does a good school work? - Research for Practice" programme, the excellent school practice of the German School Award winning schools is to be systematically researched. Our project "Adaptivity and teaching quality in individualised lessons" aims to generate scientific findings and practical knowledge on how to deal productively with heterogeneity in the classroom based on the expertise available in the award-winning schools. The focus here is on primary schools, as this is where the heterogeneity of pupils is greatest and differentiation and individualisation are therefore particularly important. With regard to the adaptability of teaching, the project will take a closer look at the question of how well teaching characteristics and pupils' individual learning requirements fit together. In addition, we will take 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 individualised lessons at the award-winning primary schools.

 

To this end, the quality and adaptivity of the lessons will first be described and analysed at the level of the so-called visual and in-depth structures. The effects of visual and in-depth structures will then be analysed. The aim is to find out under which conditions concepts of differentiation and individualisation are actually effective. To this end, established procedures and instruments of empirical educational research are combined and implemented with innovative survey methods and an explicitly practice-orientated approach.

Finally, the research findings will be interpreted and discussed together with the participating primary schools. In addition, a handout for educational practice will be produced for the broader dissemination of the project results (in addition to scientific publications).

 

Duration:

04/2018 - 03/2021

 

Funded by:

Robert Bosch Stiftung