Designing and testing a new concept for inquiry-based literature teaching

Design Principles, Development and Adaptation of a Large-Scale Intervention Study in Denmark. Contribution to a special issue Systematically Designed Literature Classroom Interventions: Design Principles, Development and Implementation, edited by Marloes Schrijvers, Karen Murphy, and Gert Rijlaarsdam.

Thomas Illum Hansen, Nikolaj Frydensbjerg Elf, Stig Toke Gissel, Tom Steffensen

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Resumé

Departing from a newly developed phenomenological inquiry-based approach to literature, this article examines the process of designing, developing, and refining a large multi-pronged intervention program in Danish lower secondary schools (86 schools, 265 classes, 5531 students), including randomized controlled trials in 72 schools. In order to offer greater insight into the complex causality between design, process, output, and outcome, the intervention process is described by means of an initial program theory, a pre-study with three reviews of available evidence and practice, and a Design Based Research (DBR) process with iterations and interconnected phases: small-scale interventions, a pilot study, and three rounds of large-scale interventions with randomized controlled trials with different samples. This article focuses particularly on the crucial decision points at which participants change their role, and redesigns contribute to a deeper insight into the social mechanisms of the complex intervention.
OriginalsprogEngelsk
TidsskriftL1-Educational Studies in Language and Literature
Vol/bind19
Sider (fra-til)1-32
ISSN1578-6617
StatusUdgivet - 27. aug. 2019

Fingeraftryk

Denmark
classroom
Teaching
role change
school class
research process
causality
secondary school
literature
Testing
Classroom Intervention
school
evidence
student
Randomized Controlled Trial

Citer dette

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abstract = "Departing from a newly developed phenomenological inquiry-based approach to literature, this article examines the process of designing, developing, and refining a large multi-pronged intervention program in Danish lower secondary schools (86 schools, 265 classes, 5531 students), including randomized controlled trials in 72 schools. In order to offer greater insight into the complex causality between design, process, output, and outcome, the intervention process is described by means of an initial program theory, a pre-study with three reviews of available evidence and practice, and a Design Based Research (DBR) process with iterations and interconnected phases: small-scale interventions, a pilot study, and three rounds of large-scale interventions with randomized controlled trials with different samples. This article focuses particularly on the crucial decision points at which participants change their role, and redesigns contribute to a deeper insight into the social mechanisms of the complex intervention.",
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AU - Gissel, Stig Toke

AU - Steffensen, Tom

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AB - Departing from a newly developed phenomenological inquiry-based approach to literature, this article examines the process of designing, developing, and refining a large multi-pronged intervention program in Danish lower secondary schools (86 schools, 265 classes, 5531 students), including randomized controlled trials in 72 schools. In order to offer greater insight into the complex causality between design, process, output, and outcome, the intervention process is described by means of an initial program theory, a pre-study with three reviews of available evidence and practice, and a Design Based Research (DBR) process with iterations and interconnected phases: small-scale interventions, a pilot study, and three rounds of large-scale interventions with randomized controlled trials with different samples. This article focuses particularly on the crucial decision points at which participants change their role, and redesigns contribute to a deeper insight into the social mechanisms of the complex intervention.

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