Low-threshold teaching of school competencies under challenging everyday conditions
Brief description:
The gap between the state of scientific knowledge and practical implementation of the corresponding findings is extraordinarily wide in inclusive school life. Hardly any empirically gained insight into the effective teaching of reading, writing or arithmetic skills finds its way into the practice of shared learning. Decisions on how to teach the central cultural techniques to children and adolescents with very heterogeneous achievement levels in the classroom are all too often based on subjective experiences or ideological convictions. As a consequence, students with unfavourable learning and developmental conditions fall more and more behind expectations, which further reduces their already low chances of finding a solid training or job.
The most important reasons why school policy-makers, school administrators and teachers rarely draw on empirical knowledge when choosing teaching and support methods for collaborative learning are (1) that this knowledge is often difficult to access and (2) that its implementation in everyday life often seems impractical. The goal of our project is to design and evaluate interventions for essential developmental steps on the way to PISA competence level III in the area of reading, writing and arithmetic for all students that can be integrated as smoothly and easily as possible into the established processes of a school.
Project partners:
Dr. Karolina Urton
Prof. Dr. Jürgen Wilbert (University of Potsdam)
Ongoing qualification work:
Jennifer Karnes (PhD), Marco Sperling (PhD)
Selected literature:
Grünke, M., Urton, K. & Karnes, J. (2018). The effects of a brief touch point intervention for children with intellectual developmental disabilities (IDD). Journal of Educational and Developmental Psychology, 8, 187-197.
Lauth, G. W. Grünke, M. & Brunstein, J. C. (2014). Interventionen bei Lernstörungen: Förderung, Training und Therapie in der Praxis. Göttingen: Hogrefe.
Wilbert, J. & Grünke, M. (2015). Kontrollierte Einzelfallforschung. In S. Ellinger & K. Koch (Hrsg.), Forschungsmethoden in der Heil- und Sonderpädagogik (S. 100–105). Göttingen: Hogrefe.