In educational science the perspective of students is obtained in many different ways. To a large extent, this happens by scanning of the students’ achievements (e.g. “Pisa”), to a smaller extent educational science aims for a stronger integration of the views and opinions of children and students. Thiessen (1997) for example, defines three steps of students’ activities in a research process: (1) Knowing about students’ perspectives, (2) acting on behalf of students’ perspectives and finally (3) working with students perspectives. In my research project I endeavour to put a fourth level into action: (4) Acting with students in partnership, to improve and change their lifeworld conditions (cf. Groundwater-Smith 1999). In the presented research project students tackle their schools as a part of their reality of life. In contrast to the projects of Narin (2003) or Yonezawa & Jones (2007), in which the research group was formed from a group of volunteers who got paid, this project seeks means and possibilities to incorporate the research project into everyday school life. The research project is designed in a way that most projects can be conducted as school projects that fit into the approved curriculum of the schools. The research project aims to improve the learning strategies that children apply intuitionally (curiousness, direct handling with the world et cetera) and to professionalize these strategies up to scientific performances. Students should become qualified to study and research independently and autonomously even beyond their schooldays (cf. Egan-Robertson & Bloome 1998, Christensen & James 2000). Following Rubin and Johns (2007) this project makes a significant contribution to school- and educational research and the development of school itself. Since students are not just used as informants but participate as active researchers, this study promises more meaningful and valid results. Students can enhance the research of the reality of school through their knowledge and experiences (cf. Fielding 2001). Furthermore, the peer-on-peer-design offers new perspectives and views not just for school research but also for the school and the students themselves (cf. Alder & Sandor, 1990).

Students of two schools in the second Viennese district are taking part in this research project. The main focus is the evaluation of the research process (action research framework). The whole project is designed for a two year period: In the first year students explore the reality of their schools (first order action research). In the second year the students will evaluate the practice of their partner schools. The analysis and evaluation of the whole research project results from interviews and reflexions with teachers and students about the course of the process (second order action research).

The main objective of this research project is to design model settings for action-based student-research that can be integrated into the daily procedures of school with the maximal profit for students, teachers and the school-organization. Problems that might be encountered include: - On the part of the students: The switch to independent work can be challenging (cf. Rudduck & Flutter 2004). Taking this into account, the question appears how students can be supported throughout the whole research process in order to make autonomous research possible? - the teachers: A student-research project implies a radical change from the typical social roles of teachers and students. Therefore problems and insecurities can emerge that have to be managed constructively. - the system: Projects can disturb the regular procedures of organizations (cf. Heintel & Krainz 2001). How can research projects of students be integrated into the regular procedures of a school?