Identification and Fostering of High-Achieving Students

Lisa Ziernwald, Research associate TUM

The dissertation project is titled Identification and Fostering of High-Achieving Students and examines the topic based on two sub projects.

Study 1 - Identifying High-Achieving Students

The first part of this dissertation examines the extent to which different identification approaches and performance indicators affect the formation of subgroups of high-achieving students. In addition, the  determined subgroups of high-achieving students are more precisely characterized by motivational-affective properties. This multidimensional description appropriate to the subgroups of high-achieving students is intended to facilitate an individually adapted promotion of high-achieving students. The analyses are carried out based on data from PISA 2012 and 2013 as well as the IQB country comparison 2012.

Working title of the article: Identifying and Characterizing High-Achieving Students: The Role of Achievement and Motivational-Affective Characteristics

Study 2 - Fostering High-Achieving Students

The second part of this dissertation is a systematic review and examines the extent to which differentiation measures in the regular classroom a) are used for high-achieving students, b) are considered useful by relevant stakeholders (e.g. teachers and students themselves) and c) prove effective. The fourth question is which aspects support or hinder the implementation of differentiation measures in the regular classroom. The results are prepared both in the context of an English-language scientific publication and in the context of a German-language practical brochure.

Working title of the article: Fostering High-Achieving Students Through Differentiation in Regular Classrooms – A Systematic Review

Doctoral Supervisor: Prof. Dr. Kristina Reiss

Mentor: Prof. Dr. Anja Schiepe-Tiska, Prof. Dr. Sarah Hofer➚

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