ESPEN
Emotional, social, and psychological development of primary school students
© ESPEN The research project ESPEN investigates how the emotional, social, and psychological development of primary school students can be supported. In particular, the design of classroom instruction and social relationships within the class are being examined. The aim is to identify the conditions in schools that foster the mental health of children with and without risk factors. The project is based on the self-determination theory, which describes autonomy, competence, and social relatedness as essential needs for psychological well-being.
Project team: Prof. Dr. Jürgen Wilbert (Universität Potsdam), Prof.‘in Dr. Karolina Urton (Universität Münster), Dr. Johanna Krull (Universität Köln), Prof. Dr. Thomas Hennemann (Universität Köln), Dr. Jannis Bosch (Universität Potsdam), Ella Baer (Universität Potsdam), Gesa Klemp (Universität Münster)
Diversity sensitive assessment and fair grading
The project aims to improve the assessment skills of student teachers in an educational context. Teachers' diagnostic competence is a central area of teacher training. This is especially true with regard to the individual support within a heterogeneous student population. The project will develop and test digital modules for long-term use in teacher training. These modules will not only convey knowledge but will also include practical components that will allow students to receive feedback on the development of their diagnostic and reflective skills. The digital teaching units will allow for in-depth self-study by students, complementing the face-to-face courses. In addition, the course offerings are supplemented by "spotlight" lectures by (inter)national scientists.
Project team: Prof. Dr. Till Utesch, Prof.‘in Dr. Karolina Urton, Alina Peters, Jan Beck, Tabea Meierjohann (Universität Münster)
Project duration: 2022-2023
Moki „inclusive“ – The child in view
In addition to the family environment, the school environment plays a decisive role in the development of children and young people. However, if we take a look at those with a higher need for support, what the school offers on its own is usually not sufficient. Here, a prevention-oriented cooperation of intra- and extra-curricular professions is central in order to provide children, young people and their families with the best possible help. Therefore, education and training partnerships play a decisive role, which include not only the parents and the intra-school professions but also the school environment with its support systems. As a result, prevention-oriented, coordinated and high-quality support for children and young people as well as families requires cooperation between the various actors established in the school infrastructure. The co-constructive cooperation which arises should be characterized by an intensive professional exchange between the various actors, in which they relate their individual knowledge reciprocally, thereby making it possible for each to acquire new knowledge and developing joint strategies for action. The aim of the project is to establish and evaluate a coordinated and multi-professional cooperation between youth welfare services, schools and the municipal integration services, at the school as a place of life which includes the family system.
Project team:
Prof. Dr. Thomas Hennemann (University of Cologne), Prof.‘in Dr. Karolina Urton (University Munster), Sophia Hertel, Annika Bartling, Estella Schubert (University of Cologne)
Cooperation partners:
Bergische Diakonie gGmbH, City of Monheim on the Rhine, Primary school on Lerchenweg with its all-day sponsor AWO Bezirksverband Niederrhein e.V., Peter-Ustinov Gesamtschule
Project duration: 2020-2023
Publication:
Urton, K., Hertel, S., & Hennemann, T. (2021). Umsetzung und Evaluation eines multiprofessionellen und systemübergreifenden Inklusionskonzeptes für Kinder und Jugendliche im Schulalter. ESE - Emotionale und Soziale Entwicklung in der Pädagogik der Erziehungshilfe und bei Verhaltensstörungen 3, 3, 164-171. https://doi.org/10.25656/01:22605