Contribution
Description: In this study two comprehensive schools in the city of Hamburg will be researched. As a reaction to the PISA studies (BAUMERT/KLIEME ET AL., 2001) these schools have recently made radical reforms in their approach to teaching. Based on Scandinavian examples, the focus has been changed from teacher-centred teaching to pupil-centred learning. This transformation on the one hand aims to help the pupils develop into democratic citizens and on the other to impart the ability to educate themselves. The classes are heterogenic in their constellation to achieve the first. To achieve the second individual learning has been introduced in the subjects German, mathematics and foreign languages. In this way, the schools expect that their pupils will not only obtain knowledge of the subject, but that they will also be able to regulate their own learning process. They will be able to prepare, conduct, adjust and assess their own learning activity and to keep their concentration and motivation during the process (SCHREIBER, 1998; BOECKAERTS, 1999; LEUTNER/LEOPOLD, 2003). In becoming self-regulated the pupil can not be completely free of guidance (KONRAD/TRAUB, 1999). The schools support the pupils in their development by handing tools such as logbooks, week plans and skill grids.
This qualitative study will inventory how different types of pupils make use of the given tools, how they develop in using the tools and which aims they achieve over the period of one year.
Methodology: " Guided interviews with pupils will be carried out and analysed on the basis of grounded theory and/or qualitative contents analysis. By means of these interviews development portraits (HELLMER, 2005) will be created,
" Work processes and -products of self-regulated learning will be documented and analysed.
Conclusions: This study aims to generate theses on the (development in) use of supporting tools for self-regulated learning by different types of pupils in comprehensive reform schools in Hamburg. In addition, the reform school pupils' achievements in self-regulated learning will be compared with those of pupils from regular comprehensive schools. This will be done in cooperation with the Hamburg Landesinstitut für Lehrerbildung und Schulentwicklung.
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