Evaluation of Language Support in the Subject Classes of Secondary Level I (EvaFA)

The project dealt with the development and use of subject-specific and subject-didactically oriented language education materials and measures of seven evaluated BiSS associations. In cooperation with local actors, measures for language education were documented and jointly developed within the framework of the evaluation. In doing so, it was particularly important to take into account the heterogeneous starting points and objectives of the language education networks. Taking up this heterogeneity as both a challenge and a resource, the project pursued the goal of documenting the implicit knowledge of language education implemented in the support institutions and thus documenting alternative implementations of language education in the subject lessons for teachers as well as for the administration and thus opening up perspectives for own or accompanied support initiatives. The present findings show that process quality oriented towards characteristics of good teaching can be achieved equally in additive and everyday integrated support concepts. In terms of concept development, the teachers pursuing an everyday integrated support approach proved to be more constructive and explanatory than the teachers who implemented an additive support approach, both in terms of working with materials and in terms of cooperation. (IQB)

Observation.Field.Nonparticipant

SelfAdministeredQuestionnaire

MeasurementsAndTests.Educational

Longitudinal.CohortEventBased

Oberservational Design

Teachers (N=29);
Students from grade 5 to 10 (N=804)

Non-Probability Sample: Respondent-assisted Sample

Publication Place: Berlin

Survey Unit: Teachers; Parents; Students###

Availability Type: Delivery

application required: https://www.iqb.hu-berlin.de/fdz/fdz/Datenzugang/SUF-Antrag/FormularSUFs