Poster Presentation 20 — (How) Can Scientific Advice Promote Gifted Education in Schools? — Frederik Ahlgrimm, Ricarda Albrecht, Carolina Claus, & Jennifer Golanova
Monday, May 20, 2024, 5:00 – 7:00 pm, Student Union Ballroom, Rooms 330/331
In the Germany-wide project “Leistung macht Schule (LemaS)”, the development of gifted programs in schools was accompanied and investigated by scholars over a period of five years (Weigand et al. 2022). The study assumes that scientifically accompanied school development can help to highlight the effectiveness of school development measures (Hennen 2021). However, this is not necessarily the case (Buchberger et al. 2023). In a total of 18 focus group interviews, teachers and school administrators discussed conducive and obstructive conditions. In the analyses, these were assigned to four project-related and four school-internal conditions. Among the latter, the structurally meaningful location of the topic in the school, specific, focused working methods of all participants, characteristics of school management actions, and sufficient time and personnel resources were mentioned. Among the project-related conditions, a strength-oriented, appreciative process consultation, innovative content-related impulses, binding working methods, and opportunities for the exchange of practice and experience between schools were cited. The special role of scientists in advising and supporting schools is discussed against the background of other empirical results on school consulting.