Research on instructional quality systematically studies conditions of competence acquisition in instructional settings at general education schools – from the perspectives of learners, teachers and observers.
In the past 20 years, large-scale surveys and video studies have resulted in the emergence of a new knowledge base for modelling instructional quality that places cognitive activation, structured classroom management and a supportive learning climate in the foreground. Research on instructional quality at DIPF links to this development and seeks to find answers to the following questions: how reliable and generalisable across subjects and cultures is such a model? How useful is it in dealing with current calls for “individual support“ in heterogeneous classrooms environments? How can lessons be adaptively designed and what role do diagnostics play in the context of learning? How can theory-based training be provided for “good”, “individually supportive” teaching?
- Conditions and Consequences of Classroom Assessment
- IGEL – Individual support and adaptive learning environments in primary school
- elbe – Parental counseling at primary schools