Research at the University School

Download 6th commission report of the external structure and evaluation commission of the Dresden University School trial for the year 2025 (pdf)
A current overview of members can be found in the 4th commission report for the year 2023.

Download 5th commission report of the external structure and evaluation commission of the Dresden University School trial for the year 2024 (pdf)
A current overview of members can be found in the 4th commission report for the year 2023.

News on the publication of the report

Significant for the further development of the education system and teacher training - Evaluation Commission presents report on the University School Dresden, TUD News, May 20, 2025

Download 4. Kommissionsbericht der externen Struktur- und Evaluationskommission des Schulversuchs Universitätsschule Dresden für das Jahr 2023 (mit Übersicht der Mitglieder, pdf)

News zur Berichtsveröffentlichung

Evaluationskommission bescheinigt Universitätsschule hohe Innovationskraft – und mahnt nachhaltige Strukturen an, TUD News, 8. Juli 24

Download 3. Kommissionsbericht der externen Struktur- und Evaluationskommission des Schulversuchs Universitätsschule Dresden für das Jahr 2022 (mit Übersicht der Mitglieder, pdf)

News zur Berichtsveröffentlichung

„Wir hoffen auf Bereit­stel­lung der notwendigen Ressourcen“ – Struktur- und Evaluationskom­mission zur Universitäts­schule Dresden legt dritten Bericht vor, News Universitätsschule Dresden, 18. Juli 2023

Universitäts­schule Dresden: Struktur- und Evaluationskom­mission fordert Kontinuität, TUD-News zum 3. Bericht des Gremiums, 18. Juli 2023

Download 2. Kommissionsbericht der externen Struktur- und Evaluationskommission des Schulversuchs Universitätsschule Dresden für das Jahr 2021 (pdf)

News zur Berichtsveröffentlichung

"Innovative pädagogische Entwicklungsar­beit“ - Zweiter Bericht der Struktur- und Evaluationskom­mission zum Schulversuch Universitäts­schule Dresden, TUD-News vom 24. März 2022

Download 1. Kommissionsbericht: Kurzdarstellung der Ergebnisse der Struktur- und Evaluationskommission des Schulversuchs „Universitätsschule Dresden für das Jahr 2020 (pdf)

News zur Berichtsveröffentlichung

Struktur- und Evaluationskom­mission zum Schulversuch Universitäts­schule Dresden legt ersten Bericht vor, TUD-News vom 20. Dezember 2020

• Significant for the further development of the education system and teacher training - Evaluation commission presents report on Dresden University School, May 20, 2025

• Learning house for Dresden University School delayed - structural commission sounds the alarm, February 6, 2025

• Shaping school development in the culture of digitality - BMBF joint projects start at the ForUS University School Research Center, December 16, 2024

• Vignettes in the accompanying research at the University School Dresden - Review of VignA Symposium South Africa, December 6, 2024

• Learning paths, theory-practice interlinking, skills development - publications by the ForUS research unit in fall 2024, November 29, 2024

• State examination theses in the teaching profession in the field of educational sciences at the ForUS University School Research Centre - current topics and registration for the summer semester 2025, November 21, 2024

• University School Dresden project - conferences and dates in the fall, September 10, 2024

• Evaluation commission attests University School high innovative strength - and calls for sustainable structures, TUD News, July 8, 2024

• Competence development at the University School Dresden in comparison - ForUS research center conducts tests at Dresden schools, TUD News, June 20, 2024

• ForUS research center grows - Small research group accompanies the school of the future, TUD News, September 4, 2023

• Dresden University School: Structure and Evaluation Commission calls for continuity, TUD News on the committee's 3rd report, July 18, 2023

  "We hope for the provision of the necessary resources" - Structure and Evaluation Commission for the University School Dresden presents third report, News Universitätsschule Dresden, July 18, 2023

• State examination theses in the teaching profession in the field of educational sciences at the University School Research Unit (ForUs) in the winter semester 2024/25, TUD News, May 22, 2024

• "Innovative pedagogical development work" - Second report of the Structure and Evaluation Commission on the Dresden University School trial, TUD News, March 24, 2022

• ForUS - Research Center University School for the School of the Future founded, TUD-News from March 15, 2022

• Structural and Evaluation Commission for the Dresden University School Trial presents first report, TUD-News from December 20, 2020

The chapter discusses pedagogical methods and tools that promote individual growth in collaborative school learning processes, emphasizing applied educational research at Europe’s largest real lab, The University School Dresden, with 800 students, 50 teachers, and multidisciplinary scientists. Daily activities involve quick feedback loops, continuous testing, and method/tool refinement for impactful learning. This chapter explores (a) “Learning paths” for guiding individual development, (b) the “Logbook” for planning personalized learning, and (c) the “Lapbook” for project-based activities with peers. These methods align with cultural-historical theory’s view of learning and development. This chapter spotlights tools developed by the research team to enhance self-regulated learning, vital for cultural-historical theory-based learning environments. Initial evidence suggests that (a) tools should align with student development and (b) teachers need continuous professionalization for optimal utility.

Designing Tools for Supporting Self-Regulated Learning in Collaborative Learning Environment: Understanding from the University School Dresden. 10.5772/intechopen.113882. Langner, Anke & Pesch, Marlis. (2023).

At the Dresden University School, the goal is to have a student body that is representative of the population of the city of Dresden. The composition of the student body in the 2026/27 will be described in terms of distribution across grade levels, gender, parents’ academic or vocational qualifications, and native language. Further details can be found in the information on the concept of the Dresden University School.

Langner, A. (2026). Demographie der Schüler:innen der Universitätsschule Dresden im Schuljahr 2026/27. Stand September 2026, TU Dresden, Pdf (in German) for Download

Goal-setting meetings (ZVG) are a key tool for ongoing learning support at the Dresden University School and help students plan and reflect on their learning. This study explores how students, learning mentors, and parents perceive ZVG and identifies the potential and areas for improvement from their perspectives. To this end, guided interviews were conducted with students (n = 3), and standardized online questionnaires were administered to learning mentors (n = 11) and parents (n = 139). The results show a predominantly positive assessment of the ZVG across all stakeholder groups. Students experience the discussions in particular as a structuring and orienting support for their learning process. Learning mentors emphasize above all the dialogic and relationship-building function, but see a need for improvement regarding the systematic formulation of goals and the promotion of personal responsibility. Parents rate the transparency and informational value of the meetings particularly positively. At the same time, the findings point to potential for improvement in goal-setting, documentation, and organizational framework conditions. The study thus provides initial empirical insights into regular goal-setting meetings as a tool for continuous learning process support and highlights their potential for fostering self-regulated learning.

Bartels, H., Ritter, M. & Bartsch-Klobcic, L. (2026). Zwischen Begleitung und Selbstregu­lation: Zielvereinbarungsgespräche als Instrument der Lernprozess­begleitung und Unterstützung selbstregulierten Lernens. Schulpraxis Entwickeln – Journal für Forschungsbasierte Schulent­wicklung, 6(1), 1–22. https://doi.org/10.58652/spe.2026.6.p1-22 

Personnel Development as Reflected in School Leadership and Academic Support

This article examines leadership practices related to personnel development at the Dresden University School (USD) based on a qualitative analysis of Messenger communications between school and academic leadership. The focus is on the categories of duty of care, professionalization, and working conditions, which are reconstructed as intertwined dimensions of school (staff) development processes. The analysis shows how leadership practices in a dynamic school pilot project mediate between structural demands, individual stressors, and collective professionalization processes. At the same time, it becomes clear that sustainable personnel development can only succeed through the interplay of stable organizational structures and continuous learning cultures. This article discusses the implications for personnel development in the context of a shortage of qualified personnel, school expansion, and organizational innovation, and reflects on the methodological limitations of the data type.

Langner, A., Ritter, M. & Schmidt, K. (2026). Personalentwicklung im Spiegel schulischer Leitung und wissenschaftlicher Begleitung. PraxisForschungLeh­rer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung, (8)1, 111–140. https://doi.org/10.11576/pflb-9096

© Springer VS

Development of student-centered teaching and learning formats at the Dresden University School.

The book shows how newly developed learning formats that focus on project work and self-regulated learning do justice to the increasing heterogeneity of students. Using the example of the Dresden University School, it illustrates how academic and school stakeholders as well as a (digital) school organization are geared towards enabling student-centered learning. The articles describe the collaborative development of the project work, the co-constructive management of lesson development, the support provided by digital media and the implementation using the design-based research approach. In addition, the evaluation using standardized procedures and the applied research data management are described and critically questioned.

The editors: Prof. Anke Langner is holder of the Chair of Education / Inclusive Education at the TUD Dresden University of Technology and academic director of the University School Research Center (ForUS) at TUD. All other editors are Research Associates at the Dresden University School Research Center.
Find further information on the authors and a table of contents (in German) in this  Pdf on the publisher's page.

See the publisher's website (Springer VS): Entwicklung von schüler:innenzentrierten Lehr-Lernformaten an der Universitätsschule Dresden. Anke Langner, Matthias Ritter, Marlis Pesch, Christoph Haßler, Hannah Bartels, Ralf Christoph, Wiebke Bergjürgen

Supporting Individual and Social Regulation of Learning Processes in Project-Based Learning

This article first summarizes and critically examines the current state of research on self-regulated learning and social regulation processes in cooperative/collaborative project work. Subsequently, these aspects are related to the concept of the Dresden University School, and two examples are used to illustrate the methods and tools employed at the Dresden University School to support both individual and collective regulatory processes in cooperative/collaborative learning settings. The article concludes with a critical examination of the challenges that may arise from the development and implementation of such methods and tools, as well as an outlook.

Pesch, M. & Langner, A (2026). Individuelle und soziale Regulation von Lernprozessen im Projektunterricht unterstützen. In: A. Langner et al. (eds.), Entwicklung von schüler:innenzentrierten Lehr-Lernformaten an der Universitätsschule Dresden. Springer VS (pp. 9-40), DOI: 10.1007/978-3-658-49053-9_2

Design-Based Research – Applying the Method to the Example of the (Further) Development of Project Work

Using the example of the (further) development of cooperative/collaborative project work and learning support materials, this paper illustrates how, following the Design-Based Research (DBR) approach, continuous processes of change and adaptation took place in instructional development. Project work has been implemented as a central teaching and learning format over the past five school years at the University School Dresden (USD), involving various stakeholders. The article concludes with a critical examination of the DBR method, both in relation to its implementation to date and its planned future implementation.

Langner, A., Pesch, M. & Ritter, M. (2026). Design-Based Research – Anwendung der Methode am Beispiel der (Weiter-)Entwicklung der Projektarbeit. In: A. Langner et al. (eds.). Entwicklung von schüler:innenzentrierten Lehr-Lernformaten an der Universitätsschule Dresden. Springer VS (pp. 41-66), DOI: 10.1007/978-3-658-49053-9_3

Curriculum development as a co-constructive process involving academic and school leadership

This article examines instructional development in the context of a school pilot project—the Dresden University School (USD)—through the lens of collaboration between school and academic leadership. In this context, instructional development is understood as a collaborative process involving various school stakeholders aimed at designing learning formats—in the case of the USD, the two core elements of project work and self-regulated learning (SRL)—while explicitly taking into account the organizational conditions of the school. The data used consists of chat messages and, in particular, audio messages between school and academic leadership from the years 2020 and 2023. These data provide an authentic insight into everyday communication and are characterized through content analysis along the discussed thematic areas of instructional development: learning formats, learning process support, digitalization, rhythmic structuring, and inclusion. The results illustrate that instructional development should be understood as a dynamic process that is significantly pre-structured by the administration and creates the organizational framework for instructional development by teachers. The pedagogical concept of the USD serves as a guideline in this regard. When implementing the concept in school settings, school administrators face challenges, particularly with regard to: other stakeholders (teachers, parents), the technical infrastructure, collaboration with trans-local stakeholders (school authorities), and systemic requirements (e.g., grading). The intensive exchange between school administrators and academic leaders serves as an example of a research-practice partnership.

Ritter, M., Langner, A. & Weigel, A. (2026). Unterrichtsentwicklung als ko-konstruktiver Prozess von wissenschaftlicher und schulischer Leitung. In: A. Langner et al. (eds.). Entwicklung von schüler:innenzentrierten Lehr-Lernformaten an der Universitätsschule Dresden. Springer VS (pp. 67-96), DOI: 10.1007/978-3-658-49053-9_4

Vignettes as a research approach

This article aims to present vignette research as part of the accompanying research conducted at the Dresden University School (USD) and to explain the steps involved in its development in the field. Using selected classroom vignettes, it traces students’ learning moments and reconstructs possibilities for pedagogical action from the perspective of learning facilitators at the University School. In this way, the article uses a multi-perspective approach to identify individual aspects of the learning process of selected students, which contribute to an understanding of students’ learning processes and address questions of professional development.

Bartels, H. & Bergjürgen, W. & Langner, A. (2026). Vignetten als Forschungszugang. In: A. Langner et al. (eds.). Entwicklung von schüler:innenzentrierten Lehr-Lernformaten an der Universitätsschule Dresden. Springer VS (pp. 97-116), DOI: 10.1007/978-3-658-49053-9_5

Results of standardized assessments and their significance for the development of new teaching and learning formats

Following the decisions of the Conference of Ministers of Education (KMK) in the early 2000s, nationwide standardized assessments of student achievement were introduced into educational evaluation. By conducting annual standardized achievement assessments at the University School—now in its third year—as well as assessments at four comparison schools, the University School of Dresden fulfills its mandate for educational evaluation. For this purpose, the University School uses the Hamburg Writing Test (HSP) and the German Mathematics Test (DEMAT). In this article, a selection of this collected data is examined and interpreted, focusing on the fifth grade and a longitudinal analysis of student development. The results show that the University School’s scores have remained relatively stable within the average range over two years and are comparable to those of the comparison schools—with the exception of the Gymnasium. The longitudinal analysis of students’ individual developmental trajectories reveals highly heterogeneous developments for the HSP. For the DEMAT, a clear decline in performance is evident among the majority of students starting in the fourth grade. The significance of these results for the development of new teaching and learning formats at the University School is examined in greater detail in the concluding discussion.

Haßler, C. & Pesch, M. & Ritter, M. (2026). Ergebnisse standardisierter Lernstandserhebungen und deren Bedeutung für die Entwicklung neuer Lehr-Lernformate. In: A. Langner et al. (eds.). Entwicklung von schüler:innenzentrierten Lehr-Lernformaten an der Universitätsschule Dresden. Springer VS (pp. 116-152), https://doi.org/10.1007/978-3-658-49053-9_6 

Data-Driven School Development

Data-driven school development has gained prominence in the discourse on school development following efforts to expand digital infrastructure in schools since the COVID-19 pandemic. This discourse is not new; rather, it can be understood as a continuation of the discussion on data-based school development. Previous efforts to promote more data-driven school development have fallen short of expectations. Using the example of the Dresden University School (USD) pilot project, this article aims to demonstrate how data is generated by all stakeholders involved to reorient learning and the organization of learning within a culture of digitality in schools. It also illustrates how this data can be used both to support students’ learning processes and to help the school, as a learning organization, successfully organize learning for all.

Bergjürgen, W., Christoph, R. & Langner, A. (2026). Datafizierte Schulentwicklung. In: A. Langner et al. (eds.). Entwicklung von schüler:innenzentrierten Lehr-Lernformaten an der Universitätsschule Dresden. Springer VS (pp. 153-183), DOI: 10.1007/978-3-658-49053-9_7

Research Data Management at the University School Research Unit

This article describes the research data management (RDM) measures implemented by the Research Center for the Scientific Support of the Dresden University School (USD). The Research Unit’s goal is to establish a structured, long-term, and adaptable approach to handling the diverse data generated in the context of school development and educational research. RDM is understood as a dynamic, cyclical process that goes beyond linear workflows and also integrates legal and organizational requirements. Initial implementations—the introduction of identifiers, the use of shared drives, and a metadata format—form an important foundation. Nevertheless, challenges remain, particularly regarding the systematic linking, automation, and long-term usability of sensitive research data.

Ritter, M. & Langner, A. (2026). Forschungsdatenmanagement an der Forschungsstelle Universitätsschule. In: A. Langner et al. (eds.). Entwicklung von schüler:innenzentrierten Lehr-Lernformaten an der Universitätsschule Dresden. Springer VS ( pp.185-215), DOI: 10.1007/978-3-658-49053-9_8

Project-Based Learning in Upper Secondary Education

The more strictly standardized diplomas are regulated by (federal) inter-state agreements, the more difficult it becomes to approach learning from the students’ perspective. Learning and development paths are not comparable, and even formalized exams or written tests cannot establish this comparability. This article aims to demonstrate how it is possible to maintain the project-based learning at the Dresden University School (USD) and the requirements of upper secondary education as the core of the learning process, while still complying with the guidelines of the Standing Conference of the Ministers of Education and Cultural Affairs (KMK) and the Saxon State Ministry of Education and Cultural Affairs (SMK).

Langner, A., Heß, M., Helbing, P. & Bruntsch, S. (2026). Projektarbeit in der Sekundarstufe II. In: A. Langner et al. (eds.). Entwicklung von schüler:innenzentrierten Lehr-Lernformaten an der Universitätsschule Dresden. Springer VS (pp. 217-242), DOI: 10.1007/978-3-658-49053-9_9

Since the 2021/22 school year, pupils at Dresden University School have been taking part in standardized tests to assess their learning status. This article presents and discusses the learning progress of students at Dresden University School in the 2023/24 school year. Learning levels were assessed using the German Mathematics Test (DEMAT) and the Hamburg Writing Test (HSP). Both are standardized tests with different objectives: DEMAT aims to clearly differentiate between higher- and lower-performing students in terms of mathematical abilities that are closely aligned with the curriculum. The HSP is intended as a tool for assessing existing spelling strategies with a focus on deriving specific support and therefore differentiates much more strongly in the area of students who still have difficulties here. In their differentiation, the tests aim, on the one hand, to identify students with very good mathematical skills and, on the other hand, to identify students with conspicuous, possibly insufficient orthographic skills.

In addition, it should be noted at this point that the two test procedures only take into account certain aspects of the learning status of students (at the university school). A comprehensive understanding of education includes not only traditional cultural techniques such as writing, arithmetic, and reading, but also other skills, such as the ability to learn independently and in cooperative learning settings. The present results therefore only reflect one aspect of the students' learning status.

In this article, the results of students who were in grades 2 to 9 in the 2023/24 school year are compared with the results of students in previous school years (2021/22 and 2022/23) in the same grade. Secondly, the results of grades 3 to 6 at the university school are compared with the same grades at other schools in Dresden (different types of schools). 

Article in German: Haßler, C., Langner, A., Pesch, M. & Ritter, M. (2025). Mathematische und Recht­schreib­kompetenzen der Schüler:innen an der Universitätsschule Dresden. Analyse in den Jahrgängen 2 bis 9 im Schuljahr 2023/24. peDOCS - Open Access-Publikationen für Erziehungswissenschaft & Bildungsforschung. https://doi.org/10.25656/01:34535

This text introduces the QualiPro consortium project. The project aims to generate research results on the quality of learning process support that are empirically evident (in a broad understanding of the term; see van Ackeren et al., 2013) and at the same time applicable and connectable to the school practice of teachers. In this way, suitable, transferable models of successful quality development are generated for transfer, which are related to enabling individual educational and developmental paths for pupils. Four schools with different profiles are working together with universities using the design-based research approach. The text presents the starting points, approaches and results of the locations in order to visualise the differences in practice as well as the similarities in the questions and approaches.

On the website of the Chair of Education / inclusive education, you will find information about QualiPro „Qualität von Lernprozessbegleitung: Versuchs- und Universitätsschulen als Entwicklungs- und Transferakteur:innen“ (“Quality of learning process support: Experimental and university schools as development and transfer actors) and other third-party funded and collaborative projects of the chair.

Read article (in German): Lernprozessbegleitung ko-konstruktiv gestalten und entwickeln: Ausgangslagen, Vorgehensweisen und Ergebnisse des ersten Schritts des DBR-Prozesses im Verbundprojekt „QualiPro“. Asbrand, B., Bartels, H., Döring, S., Fiedler-Ebke, W., Fink, S., Krull, L., Langner, A., Marten, M., Textor, A., Wilke, Y. (2025) in: WE_OS-Jb – Jahrbuch Der Wissenschaftlichen Einrichtung Oberstufen-Kolleg, 8 (1), 244–284. https://doi.org/10.11576/we_os-8670

Logbooks as a Tool for Promoting Self-Regulated Learning

This article explores how students at the Dresden University School use logbooks as a tool for planning and implementing their learning. Based on a longitudinal qualitative content analysis, logbook entries were evaluated over three school years to gain insights into individual development processes of self-regulated learning. The results show three different patterns of logbook use: an increasingly differentiated and coherent usage profile, a continuously stable and moderately expanded approach, and an episodic, situationally fluctuating pattern. These differences relate primarily to pre-action planning and action-based processing of learning modules and point to different ways of acquiring self-regulatory strategies. The analysis was deliberately exploratory and could not take all SRL phases into account equally; in particular, the reflection phase was not considered. Nevertheless, the study reveals how learners develop individual forms of goal setting and process control in everyday school life and how logbooks can be used as a diagnostic tool to support such development processes. The longitudinal perspective offers valuable insights for the design of learning support and school development in open, self-directed learning settings.

Read article (in German): Langner, A. (2025). Logbücher als Instrument zur Förderung des selbstregulier­ten Lernens. Schulpraxis Entwickeln – Journal für Forschungsbasierte Schulentwick­lung, 5(1), 85–103. https://doi.org/10.58652/spe.2025.5.p85-103

School as an Organized Practice: Negotiation Processes Between School and Academic Leadership During the Establishment Phase of a Pilot School

This article examines organizational development from a praxeological perspective using the example of the Dresden University School, a state experimental school under the responsibility of science and practice. Based on transcribed voice messages between school and scientific management from 2020 and 2023, it reconstructs how organizational development processes are generated in everyday management activities. The theoretical framework is based on practice-theoretical considerations of the duality of structure and action, as well as the dimensions of materiality, temporality, and implicit logics of social practice. The analysis shows that organization is not primarily determined by formal structures, but arises from the situational interplay of material conditions, temporal rhythms, and habitualized patterns of interpretation. Material artifacts such as spatial infrastructure or digital systems, cyclical planning processes, and implicit knowledge-based routines shape management practices as much as political and administrative framework conditions. The findings illustrate that organizational development should be understood as a processual, relational context that is brought about in practice. The article thus makes an empirically based contribution to organizational education research and exemplifies how research-practice partnerships can make dynamic school development processes visible in situ. 

Langner, A., Ritter, M. & Schmidt, K. (2025). Schule als organisierte Praxis: Aus­hand­lungsprozesse zwischen schulischer und wissenschaftlicher Leitung in der Etablierungs­phase einer Versuchsschule. Schulpraxis Entwickeln – Journal für Forschungsbasierte Schul­entwicklung, 5(1), 70–84. https://doi.org/10.58652/spe.2025.5.p70-84

Making Career Guidance Gender-Sensitive? A Comparison of Students’ and Teachers’ Assessments of Career-Related School Initiatives

The study compares the perception and evaluation of career guidance in schools from the perspective of students (N = 1,614) and teachers (N = 242) at secondary schools in Saxony. The study examined the perceived relevance of career guidance in the classroom, the teaching and classroom atmosphere, the use of practical learning methods and materials, key teaching characteristics (cognitive activation, relevance to everyday life, enthusiasm), as well as awareness, usefulness, and desire for career guidance measures. The results show clear differences between the two groups: teachers consistently rate career relevance, teaching quality, and classroom atmosphere more positively, while students are more critical and express more nuanced assessments. Practice-oriented formats (e.g., internships) are appreciated by both groups, whereas offerings with a gender-specific focus or little relevance to everyday life are rated more cautiously. In addition, there are significant gender-specific differences in the perception of individual measures and teaching aspects, particularly in terms of support, use of materials, and desired offerings. In addition, significant gender-specific differences are evident, particularly in the fact that boys perceive lessons as more career-oriented and tend to express greater confidence in their decision-making and self-efficacy, while girls are more critical of the relevance to everyday life, use of materials, and support, and more often want additional offerings. The findings underscore the need to integrate more practical content, to design gender-sensitive approaches in a reflective manner, and to specifically align the perspectives of students and teachers in order to increase the effectiveness of career guidance in schools. 

Burger, S. & Jacob, K. E. (2025). Berufsorientierung geschlechtersensibel gestalten? Ein Vergleich von Schüler:innen und Lehrkräften zur Einschätzung berufsbezogener schulischer Maßnahmen. Schulpraxis Entwickeln – Journal für Forschungsbasierte Schulentwicklung, 5(1), 37–69. https://doi.org/10.58652/spe.2025.5.p37-69  

“We need to talk again.” Topics related to school development and negotiation processes between school administration and academic leadership.

The article ""We need to talk to each other again" - Thematic areas of school development and negotiation processes between school management and academic management" describes the school development of the Dresden University School trial from the perspective of the academic and school management. Based on the evaluation of transcribed text and audio messages (chat data from a messenger) between the two people in charge, the first step was to present content-analyzed topics based on the three areas of school development according to Rolff (2016). It can be seen that it is predominantly organizational development topics (71%) that are discussed with each other. In a second step, the data was analyzed with regard to the negotiation process between school management and academic management using the example of the decision to hold a so-called parent academy. This made it possible to derive initial insights into formats for the actions of science and school in a co-constructive school development process and to describe the relationship between science and the practical field of school as an example.

Read article (in German): Ritter, M., Langner, A., Pesch, M., Bartels, H. & Haßler, C. (2025). „Wir müssen nochmal miteinander sprechen“. Themenfelder der Schulentwicklung und Aushandlungsprozes­se zwischen Schulleitung und wissenschaftlicher Leitung. Schulpraxis – Entwickeln – Erforschen. Konzepte und Praxis entwicklungsorientier­ter Bildungsforschung (S. 95-113). Verlag Julius Klinkhardt. https://doi.org/10.35468/6204-05

About the volume "Schulpraxis - Entwickeln - Erforschen: Concepts and practice of development-oriented educational research"

© Verlag Julius Klinkhardt

Following the title "Schulpraxis - Entwickeln - Erforschen: Konzepte und Praxis entwicklungsorientierter Bildungsforschung", the authors of this volume present various approaches as well as current projects and reflect on them with a view to theoretical and methodological issues at the interface of research and development.
Development-oriented educational research explicitly operates at the interface between research and development. School practice is developed and researched at the same time and the development of school practice is in turn made the subject of research.
The spectrum of research formats includes didactic development research, design (based) research, lesson study, practice and action research as well as sociological evaluation research.

The volume can be downloaded from the website of the publisher Julius Klickhardt and is available with an interactive table of contents in the utb elibrary.

At Dresden University School (USD), the aim is to depict a representative student body in relation to the population of the city of Dresden. The composition of the student body in the 2025/26 school year is described in terms of the distribution of year groups, gender, parents' educational and vocational qualifications and languages spoken at home. In the 2025/26 school year, 780 children and young people study at the USD in grades 1-10. The school is further growing up to grade 12.
More details can be found in the information on the concept of the Dresden University School.

Ritter, M. & Langner, A. (2025). Demographie der Schüler:innen der Universitätsschule Dresden im Schuljahr 2025/26, as of October 2025,  TU Dresden,  Pdf (in German) for Download

“What Are They Actually Doing There?”: Vignette Research as a University-Level Pedagogical Approach to Research-Based Learning.

Research-based learning has become increasingly important in teacher training because it is seen as an opportunity for teacher training students to acquire practical professional skills in addition to academic skills. This article describes the use of vignette research as an approach to research-based learning in the context of a seminar with the University School Dresden (USD). The aim of the approach is to enable teacher training students to gain a scientific and reflective approach to school practice. The article describes the approach taken in the seminar and outlines the potential of vignette research for (teacher training) students. To this end, it presents the materials created, the seminar plan, the phases of vignette creation, and other supporting materials for implementing research-based learning. 

Read article (in German): Bartels, H. & Ritter, M. (2025). „Was machen die da eigentlich?“: Vignetten­forschung als ein hochschuldidaktischer Zugang für Forschendes Lernen. Die Materialwerkstatt. Zeitschrift für Konzepte und Arbeitsmaterialien für Lehrer*innen­bildung und Unterricht. (DiMawe), 7(1), 78–90. https://doi.org/10.11576/dimawe-8311

At the Dresden University School, the goal is to have a student body that is representative of the population of the city of Dresden. The composition of the student body in the 2026/27 will be described in terms of distribution across grade levels, gender, parents’ academic or vocational qualifications, and native language. Further details can be found in the information on the concept of the Dresden University School.

Ritter, M. & Langner, A. (2025). Demographie der Schüler:innen der Universitätsschule Dresden im Schuljahr 2024/25. Stand Juni 2025, TU Dresden, Pdf (in German) for Download

Space creates structure, and structures create space: School spaces from the perspective of the Dresden University School

The article describes the development of the Dresden University School (USD) along the struggle to build a school. The USD, which has been operating as a public pilot school since 2019, pursues an innovative learning concept that aims to enable individual development paths in cooperative learning environments and is methodically designed as project work. The school space and its design plays a central role in the USD concept, as it has a significant influence on learning and the organization of the school. Since its construction, the USD has been housed in a classic GDR school building designed for teacher-centered instruction. The spatial conditions pose a challenge as they are not suitable for the needs of modern learning. The number of students will grow to around 1,000 by the 2027/28 school year, the year in which they reach the Abitur level, along with a teaching staff of around 90 teachers respectively educators, which implies a need for more space. In order to cope with the lack of space, interim solutions such as container buildings were established and a new school building was designed, which poses further educational, organizational and, above all, educational policy challenges. Despite some challenges, such as the lack of rooms for specific content and the need for interim solutions, solutions were found for the use of the school space that not only promote learning itself, but also social interaction and personal development.

Read article (in German): Langner, A. & Ritter, M. (2024). Raum schafft Struktur und Strukturen schaf­fen Raum: Schulraum aus Sicht der Universitätsschule Dresden. WE_OS Jahrbuch – Jahresbericht Forschungs- und Entwicklungsplan der Wissenschaftlichen Einrich­tung Oberstufen-Kolleg der Universität Bielefeld, 7(1), 110–127. https://doi.org/10.11576/we_os-7629

Teacher shortage in Germany as a challenge in the education system and an opportunity for school development - Editorial on the 3rd edition by Anke Langner & Matthias Ritter in: Spe - Schulpraxis entwickeln. Vol. 4 No.2 (2024), pp. I-IV

The editorial briefly discusses the shortage of teachers in Germany as one of the biggest challenges the education system is currently facing. Three levels are highlighted that can be seen as an opportunity for school development. At the teaching level (1), more self-regulated learning could also relieve the burden on teachers. Early involvement of students in practice could ultimately strengthen professionalization (2) and opening up schools to the social environment (3) could also relieve the burden on teachers. The contributions to the issue are then outlined.

Ritter, M., & Langner, A. (2024). Editorial. Schulpraxis Entwickeln – Journal für Forschungsbasierte Schulentwicklung, 4(2), I-IV. https://doi.org/10.58652/spe.2024.4.pI-IV

Once a Week at the Internship: Career Guidance at the Dresden University School

Vocational orientation in schools is a topic that has become increasingly important in educational science discourse over the last 15 years, despite the fact that there are only limited studies on the conceptual implementation of vocational orientation in schools in close cooperation with companies. This article aims to close this gap to some extent by outlining the concept of the weekly practical day ("Freitagspraktikum") in companies in the 7th and 8th grades of the University School Dresden and evaluating interviews with students on the implementation of the practical day.

Langner, A. & Glöckner, V. (2024). Einmal wöchentlich ins Praktikum: Berufs­orientie­rung an der Universitätsschule Dresden. Schulpraxis Entwickeln – Journal für Forschungs­basierte Schulentwicklung, 4(2), 47–62. https://doi.org/10.58652/spe.2024.4.p47-62

“I always choose the modules that don’t take as long …”: How do students at the University School choose learning materials when they are free to do so on their own?

The article shows how pupils select learning materials (Lernbausteine) in a more self-regulated environment if they can decide for themselves. Using the example of Dresden University School, the role of intrinsic and extrinsic motivation, social influences and the design of learning materials is examined. A qualitative study based on guided interviews with learners analyzes the decision-making factors, including interest, prior knowledge, prospects of success and external framework conditions such as the school structure.

Wagner, L. S. (2024). „Ich mach immer die Bausteine, die nicht so lange dau­ern …“: Wie wählen sich Schülerinnen und Schüler an der Universitätsschule Lernmaterial aus, wenn sie dies selbstbestimmt tun können?. Schulpraxis Ent­wickeln – Journal für For­schungs­basierte Schulentwicklung, 4(2), 1–15. https://doi.org/10.58652/spe.2024.4.p1-15

Research Findings on Data- and Evidence-Based School Development: A Systematic Literature Review

In view of the ever-evolving digitalization, data has become an integral part of our society. This also applies to the education sector, which means that schools must also adapt to these developments. Within educational research, data- and evidence-based school development plays an essential role in this regard by addressing how schools collect, analyze and use data to improve school processes. The aim of this study is to identify and systematize the current state of research on data-based school development by means of a systematic literature review. The chosen search strategy in two subject-specific (FIS Bildung, ERIC) and two scientific (APA PsycInfo, WoS) databases made it possible to identify 14 publications from the last few years from 2019 to 2024 inclusive. The results show different, but nevertheless similar research in terms of research interest and focus. The publications included in the systematic review can be divided into five categories. These clearly show that research on data teams, research on school leaders, research on instruments for the use of internal school data, research on data-based teaching development and research on the general use of data for school development describe the field of research on data-based school development.

Wienke, M. & Ritter, M. (2024). Forschungsergebnisse der daten- und evidenz­basier­ten Schulentwicklung: Eine systematische Literaturrecherche. Schulpraxis Entwickeln – Journal für Forschungsbasierte Schulentwicklung, 4(2), 16–46. https://doi.org/10.58652/ spe.2024.4.p16-46

Mathematical and spelling skills of pupils at the University School Dresden. Analysis in grades 2 to 8 in the school year 2022/23

Since the 2021/22 school year, pupils at Dresden University School have been taking part in standardized tests to assess their learning status. This article presents and discusses the learning status of pupils at Dresden University School in the 2022/23 school year. The learning status was assessed using the Hamburg Writing Sample (Hamburger Schreibprobe HSP) and the German Mathematics Test (Deutscher Mathematiktest DEMAT). Both are standardized tests that have different objectives: the DEMAT aims to clearly differentiate between higher and lower-performing students in terms of mathematical skills that are very closely aligned with the curriculum. The HSP sees itself as an instrument for recording existing spelling strategies with a focus on deriving specific support and therefore differentiates much more strongly in the area of pupils who still have difficulties here. In their differentiation, the tests are thus aimed on the one hand at highlighting students with very good math skills and on the other hand at conspicuous, possibly insufficiently developed orthographic skills.

In addition, it should be critically noted at this point that the two test procedures only take into account partial aspects of the learning level of pupils (at university school). A comprehensive understanding of education (Langner & Pesch, forthcoming; OECD, 2019) takes into account not only traditional cultural techniques such as writing, arithmetic and reading, but also other skills such as the ability to self-regulate learning and learning in cooperative learning settings. The results presented here therefore only represent one aspect of the pupils' learning status.

In this article, the results of students who were in years 2 to 8 in the 2022/23 school year are compared with the results of students in the previous year (2021/22 school year) in the same grade. Secondly, the results of Years 3 and 5 at the university school are compared with the same year groups at other schools (different types of school).

Haßler, C., Langner, A., Pesch, M. & Ritter, M. (2024). Mathematische und Recht­schreib­kompetenzen der Schüler:innen an der Universitätsschule Dresden. Analyse in den Jahrgängen 2 bis 8 im Schuljahr 2022/23. peDOCS - Open Access-Publikationen für Erziehungswissenschaft & Bildungsforschung. https://doi.org/10.25656/01:31937

At the Dresden University School, the goal is to have a student body that is representative of the population of the city of Dresden. The composition of the student body in the 2026/27 will be described in terms of distribution across grade levels, gender, parents’ academic or vocational qualifications, and native language. Further details can be found in the information on the concept of the Dresden University School.

© TU Dresden

The Dresden University School does not have a fixed school district. For the first time, this report includes an overview of the distribution of students’ places of residence by ZIP code within the Dresden metropolitan area and neighboring towns.

Ritter, M. & Langner, A. (2024). Demographie der Schüler:innen der Universitätsschule Dresden im Schuljahr 2023/24. Stand Juni 2024, TU Dresden, Pdf (in German) for Download

Ritter, M. & Langner, A. (2024). Demographie der Schüler:innen der Universitätsschule Dresden im Schuljahr 2023/24. Stand Juni 2024, TU Dresden, PDF available for download

The chapter discusses pedagogical methods and tools that promote individual growth in collaborative school learning processes, emphasizing applied educational research at Europe’s largest real lab, The University School Dresden, with 800 students, 50 teachers, and multidisciplinary scientists. Daily activities involve quick feedback loops, continuous testing, and method/tool refinement for impactful learning. This chapter explores (a) “Learning paths” for guiding individual development, (b) the “Logbook” for planning personalized learning, and (c) the “Lapbook” for project-based activities with peers. These methods align with cultural-historical theory’s view of learning and development. This chapter spotlights tools developed by the research team to enhance self-regulated learning, vital for cultural-historical theory-based learning environments. Initial evidence suggests that (a) tools should align with student development and (b) teachers need continuous professionalization for optimal utility.

Langner, A. & Pesch, M. (2023). Designing Tools for Supporting Self-Regulated Lear­ning in Collaborative Learning Environment: Understanding from the Uni­versity School Dresden. In: Rodríguez Pérez, C., Shohel, M. M. C. & Meltzoff, K. (Hrsg.), Inclusive Pedagogy in Contemporary Education (S. 135–158). IntechOpen. https://doi.org/ 2010.5772/intechopen.113882

The Youth School

Cultural-historical theory characterizes the development between the ages of 12 and 14 as a crisis in which the higher psychological functions are fundamentally rearranged. As part of this reorganization, it becomes possible and necessary for the individual to think about themselves - to search for themselves. The development of an individual identity comes to the fore for the individual student and learning at school recedes into the background, becoming an almost unmanageable challenge for some students. The aim of this article is to describe this challenge and, based on this, to ask about possible other paths in school. With the format of the youth school, a possible response from schools to the processes of change among students is formulated.

Langner, A. & Wiechmann, K. (2024). Die Jugendschule. Schulpraxis Entwickeln – Journal für Forschungsbasierte Schulentwicklung, 2(1), 1–16. https://doi.org/10.58652/spe.2023.2.p1_16

Systematic literature review on the use of standardized achievement tests in the classroom 

Standardized achievement tests are mainly established in the context of
(inter)national education monitoring in the German education system. In addition, they also offer the opportunity to provide teachers with important feedback on the learning progress of students and thus influence the design of lessons. This paper presents a systematic literature review on the formative use of standardized achievement tests in the school or classroom context. To this end, a database search was conducted using the PSYNDEXplus, FIS Bildung, ERIC and Academic Search Elite databases. Three areas of application of standardized tests in a formative context could be categorized: for the early detection of school career risk (1), for checking the effectiveness and predictive power of student performance (2) and for preparing for summative standardized achievement tests (3).

The results show that standardized achievement tests and formative assessments are increasingly computer-based and thus automated and time-effective in order to relieve teachers in performance diagnostics. The results imply that teachers have professional deficits in the use and analysis of (digital) test and assessment data. Based on the current state of research, the focus of classroom performance assessment is prospectively more likely to be on various methods and modes of formative assessment than on the explicit use of standardized performance tests.

Zenker, H. D. (2024). Systematische Literaturrecherche zur Nutzung von stan­dardi­sierten Leistungstests im Unterricht. Schulpraxis Entwickeln – Journal für Forschungs­basierte Schulentwicklung, 2(1), 17–43. https://doi.org/10.58652/spe.2023.2.p17_43

Parent Communication and Involvement at the Dresden University School

The involvement of parents in the school development process and the importance of parental work in schools are neglected topics in the discourse of school pedagogy. The aim of this article is to address this topic with a qualitative interview survey of parents and guardians at Dresden University School. The central topic of the interviews is the communication between parents and learning companions and, above all, the feedback on the learning and development situation of the students.

Wank, H. L. H. (2024). Elternkommunikation und -mitwirkung an der Universi­täts­schule. Schulpraxis Entwickeln – Journal für Forschungsbasierte Schulentwick­lung, 2(1), 44–56. https://doi.org/10.58652/spe.2023.2.p44_56

How do students at the Dresden University School perceive feedback on their learning process?

In its concept, the University School Dresden places particular emphasis on the implementation of feedback for all students that accompanies the learning process. With the help of student interviews, the aim is to find out how feedback has been implemented at the university school from the students' perspective. From the description of the current feedback structures, the students should outline how they would like feedback to help them develop their learning process. The results from three guided interviews are presented in the article and implications for practice at the University School Dresden are discussed.

Börner, T. (2024). Wie nehmen Schüler:innen der Universitätsschule Dresden Rück­mel­dung zu ihrem Lernprozess wahr?. Schulpraxis Entwickeln – Journal für Forschungs­basierte Schulentwicklung, 2(1), 57–68. https://doi.org/10.58652/spe.2023.2.p57_68

The Use of Digital Media at the Dresden University School from the Students' Perspective

The concept of the school trial Dresden University School is designed to integrate digital media into the learning process of the students and into the organizational process of the school in such a way that it can be a support system for the development of each individual student. This 4.5-year integration of digital media into students' learning processes could be reflected in usage habits or knowledge of digital media. To investigate this question, the student questionnaire from the ICILS 2018 was carried out with students. The results are presented and discussed in this article.

Langner, A., & Ritter, M. (2024). Nutzung digitaler Medien an der Universitäts­schule aus Sicht der Schüler:innen. Schulpraxis Entwickeln – Journal für Forschungsbasierte Schul­entwicklung, 2(1), 69–80. https://doi.org/10.58652/spe.2023.2.p69_80

Thinking About Digitalization from the Perspective of Pedagogical Practice

What lessons should we take from the COVID-19 experience to shape the future roles and functions of schools and instruction? How will teaching and learning “after” COVID-19 be further developed through digital technologies in challenging subject-specific instruction to better achieve educational goals? Do the retrospective perspectives on the school-based COVID-19 experiences—that is, those of teachers and school administrators—differ significantly from those of education policymakers? Will the “Permanent Scientific Commission of the Conference of Ministers of Education,” established in parallel with the COVID-19 pandemic, become a new, truly science-based steering instrument for school and education policy through its recommendations?

The authors—representing the Philologists’ Association, education policy, school administration, educational sciences, pedagogy, educational psychology, subject-specific didactics, and medicine—address these and other questions in the fourteenth volume of the series „Gymnasium – Bildung – Gesellschaft“ (“Gymnasium – Education – Society”),  edited by Susanne Lin-Klitzing, David Di Fuccia, and Thomas Gaube. Information about the volume is available on the publisher’s website.

Langner, A. (2023). Digitalisierung vom pädagogischen Handeln aus denken. In: S. Lin-Klitzing, S., Di Fuccia, D. & Gaube, T. (Hrsg.), Schule nach Corona –was haben wir gelernt? (S. 55-74). Julius Klinkhardt.

Project Work as a Tool for Optimizing School Organizational Structures

The aim of this paper is to present the link between the organization of school and pedagogical action using the example of the school trial “University School Dresden”. We mainly focus the theoretical foundation and the description of the current implementation of the methodical-didactical instrument of projects coupled with digitalization with reference to the discourse of organizational pedagogy. Finally we are discussing how the organization of learning can be optimized with the organizational principle of project work.

Koerber, R, & Langner, A. (2023). Projektarbeit als Instrument zur Optimierung schulorganisatorischer Strukturen. In: Weber, S., Fahrenwald, C. & Schröer, A. (Hrsg.), Jahrbuch Organisationspädagogik „Organisationen optimieren?“: Beiträge zum DGfE Kongress „Optimierung“ (S. 181-194). Springer VS.  https://doi.org/10.1007/978-3-658-36008-5_11

Learning Paths: Enabling Individual Development Trajectories in School through a Digitally Supported Documentation System

Supporting students’ individual learning paths within the school setting requires a tool. For the Dresden University School pilot project, learning paths represent one such potential tool. The learning paths developed over the past two years are presented here in terms of their function: to document the learning process of each individual student, thereby enabling an understanding of learning and developmental processes. This, in turn, forms the basis for designing learning environments and fostering a culture of appreciative feedback. These functions are contextualized with reference to cultural-historical theory.

Langner, A. (2023). Lernpfade: Individuelle Entwicklungswege in der Schule durch digital gestütztes Dokumentationssystem ermöglichen. PraxisForschung­Lehrer*innen­Bildung. Zeitschrift für Schul- und Professionsentwicklung. (PFLB), 5(1), 1–17. https://doi. org/10.11576/pflb-6181

Beyond the Classroom: Community Lost, Saved, or Liberated?

This article examines the effects of the elimination of fixed class structures at the Dresden University School on students’ social interactions. The focus is on the assumption that, on the one hand, the elimination of fixed class groups leads to an expansion of the space for interaction and thus to an increase in the potential number of possible social contacts; on the other hand, however, the elimination of the class group as a structure of opportunity may also reduce the certainty of expectations, which would reduce both the number and quality of social contacts. To investigate this, all approximately 200 first-year students at the Dresden University School were surveyed about their social contacts, and the resulting network structure was compared with corresponding structures at comparable “regular” schools. The results showed that the University School had denser and more branched contact structures characterized by comparable stability and higher reciprocity. The number of relatively poorly integrated students was slightly lower at the University School than the average at the comparison schools.

Kuhnt, M. (2023). Jenseits des Klassenverbandes: Community Lost, Saved or Libera­ted?. PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Profes­sionsentwick­lung. (PFLB), 5(1), 134–161. https://doi.org/10.11576/pflb-6488

At the University School, the goal is to have a student body that is representative of the population of the city of Dresden. The composition of the University School’s student body for the 2022–23 school year will be described in terms of distribution across grade levels, gender,or vocational qualifications of the parents, and in terms of native language. Details on the target demographics can be found in the information on the concept of the Dresden University School.

Ritter, M. & Langner, A. (2023). Demographie der Schüler:innen der Universitätsschule Dresden im Schuljahr 2022/23. As of May 2023, TU Dresden, PDF available for download

“Individualizing Learning Through Flexible Timetabling”—An Example of Organizational Development in Schools

This article examines the significance of lesson planning for the development of instruction and school organization. Based on cultural-historical theory, there is a call for schools to facilitate individualized learning paths. This goal cannot be achieved through traditional timetable planning because instruction must conform to the underlying rigid framework.

Since current research on timetable planning also fails to adequately account for students’ individual developmental paths, there is a need for flexible timetable planning that enables the implementation of new teaching formats in school practice. Consequently, a proposal is put forward on how such flexible timetable planning can be developed through an iterative process involving school practitioners, educational researchers, and IT specialists, thereby supporting and promoting school development processes.

Langner, A., Hölscher, M., & Buscher, U. (2022). „Lernen individualisieren durch flexib­le Stundenplanung“ – ein Beispiel für Organisationsentwicklung in Schule. Schulpraxis Entwickeln – Journal für Forschungsbasierte Schulentwicklung, 1(1), 1–13. https://doi.org/ 10.58652/spe.2022.1.p1-13

A Pilot School Project as a School for My Child: What Motivations Do Parents Associate with This Decision?

In light of current discussions regarding school autonomy and the right to shape the school environment, the need for full-day care, and an increasing focus on the “optimal” development of the child, parents’ choice of school has become highly significant. This article exploratively presents and discusses parents’ motivations for choosing a school based on surveys (N=255, N=418) conducted at the state-approved pilot school Universitätsschule Dresden (USD).

Nearly 90% of parents cited the school’s educational philosophy and the appropriate development for their own child as their primary motives. These survey data were supported by content analyses of open-ended responses. Accordingly, the USD differs significantly from “traditional” public schools, where pragmatic reasons—such as proximity to home in particular—are cited as motives for school choice.

Ritter, M., Bartels, H., & Winkler, A. (2022). Ein Schulversuch als Schule für mein Kind: Welche Motive verbinden Eltern mit dieser Entscheidung?. Schulpraxis Entwickeln – Journal für Forschungsbasierte Schulentwicklung, 1(1), 14–28. https://doi.org/10.58652/ spe.2022.1.p14-28

Dieser als Prozessbericht angelegte Artikel skizziert das Verhältnis von zu gestaltender Schulpraxis und Schulforschung am Beispiel des Schulversuchs „Universitätsschule Dresden“, indem das Wirken der jeweiligen Akteur:innen (Schüler:innen, Eltern, Studierende, Lehrer:innen und Wissenschaftler:innen) vorgestellt wird. Exemplarisch wird die Zusammenarbeit aller Akteur:innen mit dem Ziel der gemeinsamen Gestaltung der Schule charakterisiert, um Merkmale für den Ko-Konstruktionsprozess von Bildungspraxis und Bildungsforschung abzuleiten.

Schule entwickeln über ein wechselseitiges Gestalten von Schulpraxis und Wissenschaft - Anke Langner, Matthias Ritter in Schulpraxis entwickeln - Journal für forschungsbasierte Schulentwicklung Bd. 1 Nr. 1 (2022), S. 29-46

The “Youth School” Concept at the Dresden University School: Shaping Serious Challenges

The Dresden University School, established by the TUD Dresden University of Technology, follows in the tradition of the so-called “laboratory schools.” It was born out of the idea of shaping school development based on scientific findings. Beginning with a brief overview of the developmental psychological foundations of the cultural-historical theory and the didactic model (developmentally-based didactics) underlying the scientific concept of this school pilot, selected elements of its implementation to date are presented: project-based learning, a culture of feedback, the role of space, the role of learning facilitators, time accounts for students and learning facilitators, structuring the school day, and transparency in the learning process. Finally, the paper explains how the school is addressing the associated challenges for learning—and consequently for school organization—through the digitization of the school.

Koerber, R. (2022). Das Konzept „Jugendschule“ an der Universitätsschule Dresden: Herausforderungen mit Ernstcharakter gestalten. WE_OS Jahrbuch – Jahresbericht Forschungs- und Entwicklungsplan der Wissenschaftlichen Einrichtung Oberstufen-Kolleg der Universität Bielefeld, 5(1), 117–127. https://doi.org/10.11576/we_os-5940

At the Dresden University School, the goal is to have a student body that is representative of the population of the city of Dresden. The composition of the student body at the Dresden University School for the 2020–21 school year will be described in terms of distribution across grade levels, gender,or vocational qualifications of the parents, and in terms of native language.

Ritter, M. & Langner, A. (2022). Demographics of Students at the Dresden University School in the 2021/22 School Year. As of May 2022, TU Dresden, Pdf (in German) for Download

At the University School Dresden, the starting point for the pedagogical development is the determination that learning takes place in dialogue as described by cultural-historical theory (e.g., Vygotskij, 2002); or, according to constructivism, learning is understood as co-construction process between students as well as between students and teachers. This paper presents the concept and implementation of project work as the core of the teaching-learning setting at the University School Dresden. In a first step, the concept of project work with its premises and characteristics is outlined, before project work is exemplified for three age groups. The didactic-methodical implementation and also the introduction of the pupils to the project work are elaborated. After the differentiation of project work at the primary, the intermediate and the advanced levels, two aspects of the implementation of project work are examined in more detail: on the one hand, the standardization of school processes which aim at enabling individualized development in cooperative learning processes via project work, and, on the other hand, the connection between project work and digitalization. Finally, the current implementation of project work at the University School Dresden is outlined as a co-construction process of practice and science.

Read article (in German): Projektarbeit: Struktur und Methode, Anke Langner, Maxi Heß & Katja Wiechmann in WE_OS-Jahrbuch Bd. 4  Nr. 1 (2021): Herausforderungen und Perspektiven für die Oberstufe

Walking interviews provide access to spatial practices and spatial knowledge in a variety of ways. The article introduces the method of doing and analysing walking interviews, presents basic findings of a university project seminar and discusses didactical possibilities of integrating walking interviews into learning processes in the sense of research-based learning. Walking interviews can be a methodological approach for participatory research and extracurricular learning, especially for issues of urban geography and the student’s examination of their local area.

Read article (in German): “Walk and Talk”: Exploring the neighbourhood of schools with walking interviews. Anke Langner, Matthias Naumann & Nicole Raschke in GW_ Unterricht 164 (4/2021): Humangeographie meets Geographiedidaktik

The article discuses theoretically how cooperation among students and teachers changed in its intensity and functionality for learning during the significant changes of the institution school due to the Corona-pandemic restrictions. Those changes are to be analysed in their influence on individual development and potentials. Selected explorative interviews with teachers and parents about their perception on the crisis and its caused changes may add a practical per-spective from school to the pedagogical theory.

Read article (in German): Corona - eine Krise für die Kooperation?, Anke Langner & Clemens Milker in QfI - Qualifizierung für Inklusion - Bd. 3 Nr. 1 (2021): Schule

Das Lernen während des Lockdowns stellt für Schüler*innen, Eltern und Lehrer*innen eine Herausforderung dar. Anhand von Interviews mit Lernbegleiter*innen und Eltern, die zur Schulgemeinschaft des Schulversuchs „Universitätsschule Dresden“ gehören, werden Herausforderungen, aber auch Ressourcen dieser Schulschließungen skizziert. Dies ist der Ausgangspunkt, um das Verhältnis von Digitalisierung und Bildungsprozessen näher zu betrachten, wie auch, um die Umsetzungsmöglichkeiten durch den bzw. die Lehrer*in eines begleiteten und kooperativen Lernprozesses zu untersuchen. Auf der Basis dieser Erkenntnisse werden notwendige Ableitungen für den schulischen Bildungsprozess diskutiert.

Schule ohne Schule – Perspektiven von Eltern und Lernbegleiter*innen, Anke Langner in PraxisForschungLehrer*innenBildung - Zeitschrift für Schul- und Professionsentwicklung Bd. 2 Nr. 6 (2020): Schulische Bildung in Zeiten der Pandemie. Befunde, Konzepte und Erfahrungen mit Blick auf Schul- und Unterrichtsorganisation, Bildungsgerechtigkeit und Lehrpraxis - S. 100-122

An der Universitätsschule ist es das Ziel eine repräsentative Schüler*innenschaft in Bezug auf die Bevölkerung der Stadt Dresden abzubilden. Die Zusammensetzung der Schüler­*innenschaft der Universitäts­schule im Schuljahr 2020/21 wird hin­­sicht­­lich der Verteilung auf die Jahr­gänge, dem Geschlecht, dem schulischen- bzw. dem berufs­­bil­den­den Abschluss der Eltern und hinsichtlich der Herkunfts­spra­che beschrie­ben. Details zur Zieldemographie finden Sie in den Informationen zum Konzept der Universitätsschule Dresden.

Artikel zum Download (Pdf): Demographie der Schüler*innen der Universitätsschule im Schuljahr 2020/21, Stand September 2020, Dr. Matthias Ritter & Prof. Dr. Anke Langner

Die Technische Universität Dresden (TUD) begleitet seit dem Schuljahr 2019/20 den auf 15 Jahre angelegten Schulversuch „Universitätsschule Dresden“. Der Schulversuch zeichnet sich durch die Ermöglichung von individuellen Entwicklungswegen in kooperativen Lernprozessen aus. Das Lernmanagement und die Schulorganisation erfolgen digital gestützt. Neben den dadurch entstandenen Daten werden systematisch Daten über den Lern- und Entwicklungsprozess der Schüler*innen sowie über die schulorganisatorischen Prozesse erhoben. Im vorliegenden Beitrag werden die grundlegende Forschungsausrichtung und das methodische Vorgehen durch eine Einbettung in die jeweiligen Diskurse (Schul- und Unterrichtsentwicklung, Lern- und Entwicklungsforschung, Professionalisierungs- und Einstellungsforschung) dargelegt.

Zum Artikel Das Reallabor Universitätsschule Dresden – forschungsmethodische Grundlagen, Anke Langner, Matthias Ritter, Marlis Pesch in Praxis­Forschung­Lehrer*­innen­Bildung - Zeitschrift für Schul- und Professionsentwicklung (PFLB), Bd. 2 Nr. 1 (2020) – Ausgabe 2, 23-48

In diesem Beitrag wird ein Modell des gemeinsamen Lernens in der Schule und des Lernens auf Distanz in Zeiten von Corona im Rahmen des Schulversuchs Universitätsschule Dresden vorgestellt. Ausgehend von einem kurzen Einblick in das Lernen in dem Schulversuch während der amtlich angeordneten Schulschließung wird das Modell charakterisiert, in dem der Schulversuch seit Schulöffnung am 18. Mai 2020 in der Grund- und Oberschule das Lernen in Gruppen in einem Wechsel zwischen direktem Schulbesuch und Lernen im häuslichen Umfeld ermöglicht. Im Besonderen hervorgehoben werden das Verhältnis von digital gestütztem Lernen und sozialem, direktem Austausch wie auch die pädagogische Methode – das Lernen in Projekten – als der pädagogische Kern des aktuellen Lernens in der Zeit nach Kontaktsperren und der Maßgabe des Social Distancing.

Zum Artikel: Der konzeptionelle Kern des Schulversuchs der „Universitätsschule Dresden“ im Corona-Test. Maßnahmenpaket zum gemeinsamen Lernen trotz Distanz im Modellversuch, Anke Langner & Maxi Heß in Praxis­Forschung­Lehrer*­innen­Bildung - Zeitschrift für Schul- und Professionsentwicklung, Bd. 2 Nr. 1 (2020) – Ausgabe 2, 83-96

Die Dresdner Universitätsschule ist eine Versuchsschule, an der innovative Formen des Lehrens, Lernens und Zusammenlebens aller Schülerinnen und Schüler erarbeitet und erprobt werden. Durch die direkte Verbindung mit der Forschung und Lehramtsausbildung an der TU Dresden sollen Lehrkräfte stärker als bisher auf die neuen Herausforderungen von Schule vorbereitet werden können. Prof. Dr. Anke Langner erläutert den Modellversuch und dessen wissenschaftliche Begleitung.

Zum Artikel: Schule der Zukunft – wie an der Universitätsschule Dresden moderne Lehr- und Lernmethoden erforscht werden, Anke Langner im Newsletter QLB – Qualitätsoffensive Lehrerbildung (BMBF) 01/2020, 02.03.2020

© Universitätsschule Dresden

An der Universitätsschule Dresden ist es das Ziel eine repräsentative Schüler:innenschaft in Be­zug auf die Bevölkerung der Stadt Dresden abzubilden. Die Zusammensetzung der Schüler­:innenschaft der Universitäts­schule Dresden wird hin­­sicht­­lich der Verteilung auf die Jahr­gänge, dem Geschlecht, dem schulischen- bzw. dem berufs­­bil­den­den Abschluss der Eltern und hinsichtlich der Herkunfts­spra­che beschrie­ben. Details zur Zieldemographie finden Sie in den Informationen zum Konzept der Universitätsschule Dresden.

Artikel zum Download (Pdf): Demographie der Schüler:innen der Universitätsschule Dresden im Schuljahr 2019/20, Stand Juni 2020, Dr. Matthias Ritter & Prof. Dr. Anke Langner

The University School Dresden, established by Technische Universität Dresden, follows the tradition of the so-called Laboratory Schools. It originated from the idea of shaping school development based on scientific findings. Starting with a brief presentation of the developmental psychological foundations of the cultural-historical theory (by Vigotskij) and the didactic model (developmental logic didactics) of the school pilot project's scientific concept, selected elements of the school implementation to date are presented: learning in projects, feedback culture, role of the room, role of the learning facilitators, time accounts for pupils and learning facilitators, rhythmisation of the school day and traceability of the learning process. Finally, the article explains how the associated challenges for learning and consequently school organisation are met through the digitalisation of the school.

Read article (in German): Die Universitätsschule Dresden – Das Schulkonzept, Anke Langner & Maxi Heß in WE_OS-Jahrbuch Bd. 3 (2020): Kooperation von Universitäten und Schulen – Gründungsschrift des Verbunds Universitäts- und Versuchsschulen (VUVS).

Since its founding in 2019, the Dresden University School pilot project has been testing and researching what a school of the future might look like. In this guest article, Prof. Anke Langner, the academic director of the Dresden University School, describes how the Dresden real-world lab is using great creativity to design school organization based on the individual learning paths of all students—and how this is made possible through the use of digital tools.

The Forum Bildung Digitalisierung is committed to the successful digital transformation of the school system. The organization is guided by the goal of equitable education that enables all children and young people to actively participate in a digitally shaped society. In the online magazine Plan BD , you ’ll find articles on the topic of schools in the culture of digitality.

Read the article Schule der Zukunft zwischen Digitalisierung, Chancengerechtigkeit und neuer Lernkultur - die Universitätsschule Dresden (“The School of the Future: Between Digitalization, Equal Opportunity, and a New Learning Culture—The Dresden University School.) In: Das Online-Magazin für Schule in der Kultur der Digitalität. Anke Langner (2026).

© Pädagogischen Führung PädF / Wolters Kluwer

The special issue "Universitäts- und Versuchsschulen als Impulsgeber für das Schulsystem?" (University and experimental schools as catalysts for the school system?) published by the journal Pädagogische Führung PädF asks what exactly these schools offer that other innovative schools do not. In the article "Leitungshandeln im Spannungsfeld von Erneuerung, Evidenz und Systemlogik" (Management actions in the field of tension between renewal, evidence, and system logic), the scientific director at TU Dresden, Prof. Dr. Anke Langner, and school principal Maxi Heß focus on school as a system of joint development.

"The Dresden University School (USD) is more than a school experiment – it is a space of possibility. Its innovative potential lies not only in testing new forms of teaching or digitally supported learning processes, but in a fundamental change of perspective: here, school is not conceived as an institution for imparting knowledge, but as a system of joint development. Learning, teaching, and research are not separate activities, but expressions of the same process—the attempt to shape education as a living relationship between people."

The journal Pädagogische Führung supports readers in their pedagogical and managerial roles in a practical, up-to-date and scientifically sound manner. The journal keeps readers up to date with current educational discussions on key school-related topics.
Pädagogische Führung (PädF) answers questions on pedagogy and school management. Each issue deals with a key topic and provides information on current education policy news and international trends. School portraits, reviews and decisions on school law round off the offer.

Read articel: Leitungshandeln im Spannungsfeld von Erneuerung, Evidenz und Systemlogik.. In: PädF - Pädagogische Führung 2/2026: Universitäts- und Versuchsschulen als Impulsgeber für das Schulsystem? Anke Langner & Maxi Heß
We would like to thank the editorial team for granting us the rights to publish this article.

© Wolter Kluwer

University schools want to realize close and constructive cooperation between science, teacher training and school practice in order to enable reflective practical experience during studies and to test innovative school structures and forms of teaching.

To the article: University schools. A new publication in the educational landscape. Heiner Ullrich in SchulVerwaltung Hessen-Rheinland-Pfalz - Fachzeitschrift für Schulentwicklung und Schulmanagement, issue 9/2025, p. 228 ff.
After expiry of the exclusive rights of use, the article is available for free download from December 2025. Many thanks to the editors!

SchulVerwaltung Hessen/Rheinland-Pfalz is the specialist journal for school managers, school management staff, middle management and school supervisory staff in Hesse and Rhineland-Palatinate.

Teaching at Dresden University School is essentially made up of projects. Students have to manage and advance their learning themselves as much as possible in exchange with other students. How can they learn to do this? And what role do teachers play in this?

In the special issue "Learning in projects", Prof. Anke Langner, head of accompanying research at TU Dresden, and Pia Heyne, responsible for the development of learning formats including project work in the extended school management team and learning facilitator in the youth and qualification level in the subject-specific perspective of languages, explain how the core component of the pedagogical concept is implemented in everyday learning.

PÄDAGOGIK is Germany's leading journal for school education. PÄDAGOGIK offers practical information and materials for lesson planning and school organization in a detailed thematic focus. Each issue of PÄDAGOGIK features a series of articles and sections on school law, controversies, reviews, new publications, and a magazine section including materials and event listings. 

Schüler:innen in der Projektarbeit begleiten (Accompanying pupils in project work). Journal PÄDAGOGIK 7-8/2025: Lernen in Projekten (Learning in projects). Anke Langner & Pia Heyne.

After expiry of the exclusive rights of use, the article is available for free download: Schüler:innen in der Projektarbeit begleiten. Zeitschrift Pädagogik 7-8/2025: Lernen in Projekten. Pia Heyne & Anke Langner

Bildung ist nichts, was über den Menschen hinweg geschehen kann, sondern ein Prozess, den nur das Subjekt für sich vollzieht. Wie dies angebahnt werden kann, zeigen ausgewählte Lern- und Unterstützungsformate in der Universitätsschule Dresden.

Anke Langner und Marlis Pesch: Schule soll bilden, aber wie? Mit und in Projekten zunehmend selbstbestimmt lernen, In: Friedrich Jahresheft "Bildung", Ausgabe 43/2025

In the themed issue "Visions of a sustainable school" of the magazine Pädagogische Führung, Anke Langner, Academic Director at TU Dresden, and Maxi Heß, Head of School, explain how they and the school community are "shaping school for the future now" in the University School Dresden school trial.

"Learning at the University School Dresden is cross-grade, interdisciplinary, inclusive, all-day, multilingual, self-determined, cooperative and digitally supported by the school and learning management software for all members of the school community. The school trial is being designed in a co-constructive process of research and school practice."

Shaping school for the future now. PädF - Pädagogische Führung 1/2025: Visions of a sustainable school. Anke Langner & Maxi Heß

The journal Pädagogische Führung supports readers in their pedagogical and managerial roles in a practical, up-to-date and scientifically sound manner. The journal keeps readers up to date with current educational discussions on key school-related topics.
Pädagogische Führung (PädF) answers questions on pedagogy and school management. Each issue deals with a key topic and provides information on current education policy news and international trends. School portraits, reviews and decisions on school law round off the offer.

© Friedrich verlag

Wenn Leistungen erbracht werden, was wird dann bewertet? Die Anstrengung auf dem Weg dahin und der Zugewinn an Wissen und Erkenntnissen gegenüber dem, was man am Anfang gewusst oder gekonnt hat? Häufig zählt nur das Ergebnis.

Leistungsbewertungen in Form von Noten müssen sich immer vorhalten lassen, dass sie nur punktuell abprüfen, zwangsläufig zu wenige Aspekte mit einbeziehen und subjektiven Kriterien unterliegen. Darum richten sich an Schule immer mehr Forderungen nach individuelleren, offeneren Leistungsbewertungen.

Welche Leistung sich tatsächlich hinter einem Ergebnis verbirgt, ist leichter zu ermitteln, wenn der Lernprozess begleitet und dokumentiert wird. Damit dieser Prozess für alle Beteiligten transparenter wird, hat die Universitätsschule Dresden Lernpfade entwickelt.

Anke Langner und Maxi Heß: „Lernpfade von Schüler:innen organisieren, begleiten, bewerten. Digitale Lern- und Leistungsdokumentation an der Universitätsschule Dresden“ In: Leistung bewerten, Klasse leiten | Ausgabe Nr. 29/2024

Im Mai 2024 fand in Dresden der Bundeskongress für längeres gemeinsames Lernen statt. Im Rahmen der mehrtägigen Veranstaltung luden die  ersten beiden öffentlichen Gemeinschaftsschulen - Campus Cordis im Dresdner Norden und Universitätsschule Dresden (USD) im Süden der Stadt - zu Hospitationen ein. Der Bericht "Universitätsgemeinschaftsschule Dresden – eine Schule, die von sich reden macht" über den Lerntag an der USD von Susanne Gondermann ist nun in der Reihe DIE SCHULE für alle im Sonderheft GGG Spezial - Schule kann anders! erschienen. 

Eine ausführliche Version des Hosiptationsberichts stellen wir auf der Webseite des gemeinsamen Schulversuchs von TU Dresden und Stadt Dresden zur Verfügung: Susanne Gondermann: "Universitätsgemeinschaftsschule Dresden – eine Schule, die von sich reden macht".

Das gesamte Heft mit einer Kurzversion des Hospitationsberichts ist auf der Webseite des Veranstalters GGG - Verband für Schulen des gemeinsamen Lernens e. V. verfügbar:

Universitätsgemeinschaftsschule Dresden – eine Schule, die von sich reden macht. 2024 I 3 Die Schule für alle, GGG Spezial "Schule kann anders! Bundeskongress in Dresden – was bleibt – was war – was folgt". Susanne Gondermann. S.22-23.
Online-Ausgabe und Download als PDF

2013 wurde an der Technischen Universität Dresden die Professur für Inklusive Bildung neu eingerichtet. In der Lehre zeigte sich, dass das Thema Inklusion in Sachsen an Schulen weniger Realität war als zum Beispiel in Nordrhein-Westfalen. Die Student:innen erkannten jedoch, dass das Thema so neu gar nicht war, und so entwickelten Mitarbeiter:innen und Student:innen an der TU Dresden in Zukunftswerkstätten die Idee eines Schulversuchs, in dem alle Schüler:innen miteinander lernen können.

Auf der Suche nach der besten Lösung. Die Universitätsschule Dresden – ein Weg zu einer inklusionssensiblen Schule. Zeitschrift bildung+ schule digital zum Thema Erkenntnisgewinn: Neue Wege im Wissenschafts-Praxis-Transfer. Anke Langner & Maxi Heß

Hier können Sie das Heft 1/2024 Zeitschrift bildung+ schule digital "Erkenntnisgewinn: Neue Wege im Wissenschafts-Praxis-Transfer" mit dem Themenschwerpunkt "Universitätsschulen. Beispiele für gelingenen Transfer aus Dresden, Köln und Leipzig" online lesen.

When fewer teachers are responsible for more students, students' self-organization becomes more important. Dresden University School shows how innovative learning arrangements can be combined with digital tools.

In the special issue "Working differently in times of teacher shortages", Anke Langner and Maxi Heß present the concept of the University School Dresden and how it organizes educational work in order to provide students with educational opportunities that are conducive to learning despite a shortage of staff.

PÄDAGOGIK is Germany's leading journal for school education. PÄDAGOGIK offers practical information and materials for lesson planning and school organization in a detailed thematic focus. Each issue of PÄDAGOGIK features a series of articles and sections on school law, controversies, reviews, new publications, and a magazine section including materials and event listings. 

Selbstregulation in der agilen Schule (Self-regulation in the agile school). PÄDAGOGIK 1/2024: Anders arbeiten in Zeiten des Lehrkräftemangels (Working differently in times of teacher shortages). Anke Langner & Maxi Heß

After expiry of the exclusive rights of use, the article is available for free download from January 2025: Self-regulation in the agile school. Zeitschrift Pädagogik 1/2024: Working differently in times of teacher shortages. Anke Langner & Maxi Heß

Die Zeitschrift Schule leiten begleitet Schulleiterinnen und Schulleiter durch ihren herausfordernden Alltag. Vier Mal im Jahr erscheinen Themenhefte zu Führung und Kommunikation, Schulentwicklung und Administration. Im Themenheft "Zukunft der Schule - Entwicklung gestalten" geht es darum, wie Schule auf aktuelle Probleme wie Klimakrise, Fachkräftemangel, Digitalisierung und Infragestellen der Demokratie reagieren kann. Anke Langner stellt als praktisches Beispiel die Universitätsschule Dresden vor. Dort erprobt man unter wissenschaftlicher Begleitung innovative Formen des Lehrens und Lernens. Das Konzept zielt auf Umsetzung individueller Entwicklungswege in kooperativen Lernprozessen. Dabei geht es neben didaktischen Formaten auch um eine digital gestützte Schulorganisation.

Lernen und Forschen in einer Schule der Zukunft. Die Universitätsschule Dresden. (Kostenpflichtiger Artikel) Schule leiten Nr. 29/2022. Themenheft "Zukunft der Schule - Entwicklung gestalten"

PÄDAGOGIK ist die führende schulpädagogische Fachzeitschrift in Deutschland. PÄDAGOGIK bietet in einem ausführlichen Themenschwerpunkt praxisnahe Informationen und Materialien zur Gestaltung von Unterricht und Schule. PÄDAGOGIK bietet in jedem Heft einen Serienbeitrag und die Rubriken Schulrecht, Kontrovers, Rezensionen, Neuerscheinungen und Magazin einschließlich Materialien und Terminhinweisen.

Im Themenheft "Ganztag gestalten" stellen Anke und Langner und Maxi Heß das Konzept der Universitätsschule vor: "Seit einigen Jahren wächst die Zahl jener Schulen, die in enger Kooperation mit einer Universität entwickelt und gesteuert werden. Es liegt in der Natur der Sache, dass sie Konzepte umsetzen, die theoretisch gut begründet, in der Praxis aber selten anzutreffen sind. Ein Beispiel kommt aus Dresden."

Die Universitätsschule Dresden. Zeitschrift Pädagogik 2/2022. Serie "Ungewöhnliche Schulen, Folge 2". Anke Langner & Maxi Heß (Download des Artikels als Pdf)

At the University School Dresden, the starting point for the pedagogical development is the determination that learning takes place in dialogue as described by cultural-historical theory (e.g., Vygotskij, 2002); or, according to constructivism, learning is understood as co-construction process between students as well as between students and teachers. This paper presents the concept and implementation of project work as the core of the teaching-learning setting at the University School Dresden. In a first step, the concept of project work with its premises and characteristics is outlined, before project work is exemplified for three age groups. The didactic-methodical implementation and also the introduction of the pupils to the project work are elaborated. After the differentiation of project work at the primary, the intermediate and the advanced levels, two aspects of the implementation of project work are examined in more detail: on the one hand, the standardization of school processes which aim at enabling individualized development in cooperative learning processes via project work, and, on the other hand, the connection between project work and digitalization. Finally, the current implementation of project work at the University School Dresden is outlined as a co-construction process of practice and science.

Read article (in German): Projektarbeit: Struktur und Methode, Anke Langner, Maxi Heß & Katja Wiechmann in WE_OS-Jahrbuch Bd. 4  Nr. 1 (2021): Herausforderungen und Perspektiven für die Oberstufe

In diesem Beitrag wird ein Modell des gemeinsamen Lernens in der Schule und des Lernens auf Distanz in Zeiten von Corona im Rahmen des Schulversuchs Universitätsschule Dresden vorgestellt. Ausgehend von einem kurzen Einblick in das Lernen in dem Schulversuch während der amtlich angeordneten Schulschließung wird das Modell charakterisiert, in dem der Schulversuch seit Schulöffnung am 18. Mai 2020 in der Grund- und Oberschule das Lernen in Gruppen in einem Wechsel zwischen direktem Schulbesuch und Lernen im häuslichen Umfeld ermöglicht. Im Besonderen hervorgehoben werden das Verhältnis von digital gestütztem Lernen und sozialem, direktem Austausch wie auch die pädagogische Methode – das Lernen in Projekten – als der pädagogische Kern des aktuellen Lernens in der Zeit nach Kontaktsperren und der Maßgabe des Social Distancing.

Zum Artikel: Der konzeptionelle Kern des Schulversuchs der „Universitätsschule Dresden“ im Corona-Test. Maßnahmenpaket zum gemeinsamen Lernen trotz Distanz im Modellversuch, Anke Langner & Maxi Heß in Praxis­Forschung­Lehrer*­innen­Bildung - Zeitschrift für Schul- und Professionsentwicklung, Bd. 2 Nr. 1 (2020) – Ausgabe 2, 83-96