Clearing House Lessons

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Clearing House Lessons
founding July 2015
responsible TUM School of Education, Tina Seidel
Seat Munich, Germany
Action space German-speaking area
main emphasis Teacher training, education science, evidence-based
method Systematic overview work, meta-analyzes, science communication
Website http://www.clearinghouse-unterricht.de/

The Clearing House class is a project of the TUM School of Education, the faculty for teacher training and educational research at the Technical University of Munich . The project sees itself as an interface between educational research and educational practice and pursues the (long-term) goal of promoting and supporting evidence-based action in the classroom. It is aimed primarily at teacher trainers as central multipliers in the training and further education of teachers. To this end, the Clearing House for teaching summarizes the constantly developing state of research from teaching research, locates high-quality research findings and prepares them on its information platform for teaching practice. The project is funded by the Federal Ministry of Education and Research as a sub-project of Teach @ TUM as part of the teacher training quality offensive.

Concept and concept history

The term clearing house (English clearing house or clearing house ) was originally introduced in the English-speaking world for a clearing house of banks, in which checks and bills of different banks can be exchanged and offset against each other. The advantages of such central clearing companies are that they can bundle transactions, minimize risks, facilitate exchange, mediate between supply and demand and ensure compliance with legal obligations.

In the meantime, the meaning of the term has expanded: Today it is generally used for facilities that serve as a transfer point for goods, services or information and thus mediate between supply and demand. In the field of nature conservation and development cooperation, the so-called clearing house mechanism has established itself as a practically applied model of an information, communication and cooperation system in order to better network different actors.

As a scientific procedure, a "clearing house" aims to classify the currently best available state of research, taking various quality criteria into account, to condense results from numerous individual studies and to derive key statements that can be summarized in order to enable technical and professional decisions on this basis of evidence.

Medicine was one of the first scientific disciplines to adapt the procedure: Institutes and experts worldwide work together in networks such as the Cochrane Collaboration to create, disseminate and keep up-to-date systematic reviews for the evaluation of medical therapies and specific research questions. This so-called evidence-based medicine is intended to support the transfer of knowledge between research and medical practice and serve as a scientific basis for decisions in medical practice.

Analogous to medicine, education is also about promoting evidence-based action by practitioners, i.e. teachers. In the field of educational research, the clearing house process has so far been implemented primarily in English-speaking countries (e.g. What Works Clearinghouse, Education Facilities, Best Evidence Encyclopedia, or Campbell Collaboration from the USA). The clearing house teaching of the TU Munich sees itself as the first "clearing house" in the educational sciences for the German-speaking area.

requirements

Since the so-called "PISA shock" in 2001 and the below-average performance of German students in various national and international student comparison studies, a public debate has flared up on how the German education system and thus the quality of teaching can be improved. Orientation was promised and is being promised by educational research. However, the abundance of studies and their complexity make it difficult for practitioners to gain an overview and access to scientific knowledge. The Clearing House Tuition aims to close this gap . As an interface between educational research and practice, the clearing house teaching pursues the goal of strengthening evidence-based practice in teacher training by preparing current research in a target group-oriented manner.

Evidence-based teacher training

The main idea behind evidence-based teacher training is to take into account the constantly evolving level of knowledge in the various school-relevant research areas - e.g. B. in empirical educational research, teaching / learning research, the learning sciences etc. - to make it an integral part of the professional knowledge of teachers. Future teachers should be provided with empirically tested knowledge that is relevant to their professional work, for example about which teaching approaches promise the greatest learning success under which conditions.

Teacher trainers act as intermediaries who incorporate research findings into their courses, events and lectures and thus systematically integrate them into the training and further education of teachers.

With the large number of published scientific findings, a clearing house has an important key function: It should filter relevant and meaningful research and check the quality of the research findings according to standardized criteria. This target-oriented provision of current research findings is a first step in improving the flow of information between research and practice in teacher training.

Process and research basis

The clearing house lessons cover subject complexes within the MINT area (ie the school subjects mathematics, computer science, natural sciences and technology) of the secondary level, which are both highly topical in practice ('hot in practice') and well examined in research are ('hot in research'). The Clearing House class observes the international research landscape in the field of MINT subjects and systematically collects current findings in a research database.

Since educational science topics only permit a strict experimental principle and comparative studies with randomization and double blindness to a limited extent, empirical educational research has a large amount of meaningful evidence available that is based on different research designs (e.g. correlative questionnaire studies, quasi-experimental studies). If sufficient evidence is available on a topic, individual examinations and primary studies are synthesized. These research syntheses in the form of meta-analyzes form the basis for the preparation and provision of current evidence in clearing house lessons .

The search and selection of the relevant meta-analyzes is based on common standards for systematic overview work (e.g. the systematic search in various databases, pre-defined inclusion and exclusion criteria, intersubjective selection, etc.). The quality of selected studies is also checked using established catalogs of criteria.

In addition, the Clearing House teaching identifies gaps in the state of research and creates its own research syntheses.

Knowledge dissemination

In order to make it easier for practitioners, but primarily all teacher trainers, to have access to current research findings, the Clearing House class prepares the relevant meta-analyzes with regard to their target group: The essential findings are summarized, classified and the studies in understandable German language rated. In addition, the team of experts from the clearing house lessons derives a conclusion for the teaching practice from the results and briefly presents an individual study from the meta-analysis for illustration. These so-called short reviews are the central information offered by the clearing house lessons . They are freely accessible on the project website and can be used directly in the training and further education of teachers. The clearing house class plans to expand this offer with further supporting materials on so-called topic sets.

An integral part of the creation and optimization process of these short reviews is the collaboration with practitioners from teacher training: Through an (iterative) prototyping process with regular feedback on relevance, interest and usefulness for teacher training, high scientific quality is combined with an optimized fit for various target groups . The structure and further development of the clearing house lessons are also accompanied by a series of evaluation studies. These relate both to the products of the clearing house teaching - and in particular to the usefulness for teacher training practice - as well as to the online platform and its user-friendliness.

literature

  • Rainer Bromme, Manfred Prenzel, Michael Jäger: Empirical educational research and evidence-based educational policy . In: Journal for Educational Science . No. 17, 2014, ISSN  1862-5215 , pp. 3–54.
  • Tina Seidel, Maximilian Knogler, Sog Yee Mok, Andreas Hetmanek, Freydis Vogel, Maria Bannert, Eva-Maria Lankes and Johannes Bauer: Research promotes education. The clearing house lessons . In: Journal for Teacher Education. Topic: Reforms - focus on quality offensive teacher training . No. 17, 2017, pp. 23-28 ( online ).
  • Tina Seidel, Sog Yee Mok, Andreas Hetmanek, Maximilian Knogler: Meta-analyzes on teaching research and their contribution to the implementation of a clearing house for teacher training . In: Journal for Educational Research . No. 3, 2017, ISSN  2190-6904 , pp. 311-325 ( online ).
  • Alexander Gröschner, Tina Seidel: Evidence-based teacher training: The contribution of educational research to the design of educational practice . In: Journal for Teacher Education . No. 15, 2015, pp. 9–15 ( online ).
  • Robert Slavin: Perspectives on evidence-based research in education - What works? Issues in synthesizing educational program evaluations . In: Educational Researcher . No. 37, 2008, ISSN  0013-189X , pp. 5-14.

Web links

Individual evidence

  1. ↑ a b What is the CHM? ( Memento of November 30, 2005 in the Internet Archive ) (Memento of November 30, 2005 in the Internet Archive)
  2. ↑ a b c d e Tina Seidel, Sog Yee Mok, Andreas Hetmanek, Maximilian Knogler: Meta-analyzes for teaching research and their contribution to the implementation of clearing house lessons for teacher training . In: Journal for Educational Research . No. 3, 2017, ISSN  2190-6904 , pp. 311-325 ( online ).
  3. ^ A b Martin Spiewak: Educational research. Studies without end. In: DIE ZEIT , No. 50, 2014 ( online ). Retrieved August 22, 2017.
  4. ^ Martin Spiewak: "Clearing House Lessons". What teachers need to learn. In: DIE ZEIT , No. 31, 2017 ( online ). Retrieved August 22, 2017.
  5. ↑ Alexander Gröschner, Tina Seidel: Evidence-based teacher training: The contribution of educational research to the design of educational practice . In: Journal for Teacher Education . No. 15, 2015, pp. 9–15 ( online ).
  6. ↑ a b c Tina Seidel, Maximilian Knogler, Sog Yee Mok, Andreas Hetmanek, Freydis Vogel, Maria Bannert, Eva-Maria Lankes and Johannes Bauer: Research promotes education. The clearing house lessons . In: Journal for Teacher Education. Topic: Reforms - focus on quality offensive teacher training . No. 17, 2017, pp. 23-28 ( online ).
  7. ^ Robert Abelson: Statistics as Principled Argument . Erlbaum, Mahwah NJ, 1995, ISBN 978-0-8058-0528-4 .