Accompanying research

Accompanying school research is empirical school and educational research . It has existed as an independent discipline since 1992 and is an effective innovation and research tool in, with and for schools.

Contents of school accompanying research

As an action-oriented research approach, school-based research is dependent on specific methods, some of which must be developed and evaluated in-house in the course of the research projects. Research is always carried out in specific, topic-oriented projects. The aim of the research is to use the knowledge to achieve competence. In detail:

methodology

In a team and with scientific support, teachers research their own lessons in a practical, process and action-oriented manner, develop innovative approaches for the development of lessons and schools and evaluate them . Thus, for the teachers involved, their own educational activity is also the subject of research. In the sense of scientific honesty, this requires a special methodology that allows subjective perceptions, but always integrates them into an objective context . Frequently used research methods are group interviews , research diaries and the so-called research portfolio , which, as a newly developed method, has itself become the subject of research.

Projects

Accompanying school research always takes place in specific projects that work on a specific research question for a limited time. These projects are defined for primary, secondary or cross-school levels. For a better understanding, here are examples of the titles of three accompanying school research projects:

• District as a place of learning - at home in a foreign country
• Unmodern experiences - learning from the premodern
• E-learning as an opportunity for heterogeneity

Hundreds of projects have now been carried out, the results of which have been documented in final reports. These reports are made available to interested parties free of charge.

aims

The aim of school-based research is to improve teaching. Researching emerging phenomena and new possibilities makes it easier for teachers to develop relevant strategies for action as well as the acquisition of action competence .

The Northern Association of School Accompanying Research

The Nordverbund Schulbegleitforschung, founded in 1996, is a network of researchers, researching teachers and employees from school-related institutions that conduct school-related research at universities and schools in northern Germany.

Web links

• Accompanying research. on: lis.bremen.de
• nordverbund-schulbegleitforschung.de

literature

• H. Altrichter, P. Posch: Teachers explore their teaching, an introduction to the methods of action research . Bad Heilbrunn 2006. klinkhardt.de
• J. Bastian, A. Combe: Case-oriented school development research: The school experiment "Profiloberstufe" at the Max Brauer School . Policy advice through educational research. The example: school development in Hamburg. Opladen 2001, pp. 171-188.
• A. Combe: Interpretative school accompanying research - conceptual considerations. In: G. Breidenstein et al. (Hrsg.): Forum Qualitative Schulforschung 2. Interpretative teaching and school accompanying research. Opladen 2002, pp. 29-37.
• E. Eckert, W. Fichten: School accompanying research. Expectations, results, effects . Münster 2005. waxmann.com
• I. Kemnade (Ed.): School accompanying research as a support system for school development . Bremen 2003.
• I. Kemnade: Accompanying school research in Bremen . Bremen 2007.