Relationship Structure, Autonomy and Social Inclusion in School - Participation and Well-being in Pedagogical Relations (BASiS - Studie)
Third party funded individual grant
Acronym: BASiS - Studie
Start date : 01.04.2020
End date : 31.03.2023
Website: https://www.basis-studie.de
Project details
Scientific Abstract
The quality of pedagogical relationships between students, teachers and parents plays an important role for all school stakeholders in experiencing self-determination, social inclusion and well-being. The basic study aims to examine the characteristics of pedagogical relationships in schools that have won the "German School Award" and to uncover connections with other constructs that are important in the school context. Against the background of the self-determination theory (Ryan & Deci, 2017) as well as the empowerment concept (Schwalb & Theunissen, 2009), pedagogical relationships between pupils, teachers and parents and their significance for the perception of self-determination, social inclusion, personal competence and school well-being (Hascher, 2004) are systematically investigated. Based on a mixed-methods design, characteristics of pedagogical relationships at the student, teacher and school level in prize-winning schools at primary and secondary level will be analysed in three project phases. The results of the analyses of standardised questionnaire surveys, guideline interviews, document analyses and observations will be used to design a pedagogical workshop as well as training and further education offers at universities and school authorities.
Involved:
Contributing FAU Organisations:
Funding Source
andere Förderorganisation
Robert Bosch Stiftung GmbH
Forschungsprogramm des Deutschen Schulpreises: Wie geht gute Schule? – Forschen für die Praxis“
Robert Bosch Stiftung GmbH
Forschungsprogramm des Deutschen Schulpreises: Wie geht gute Schule? – Forschen für die Praxis
