Cooperative student feedback for text revision in elementary school German lessons (KoText)

Project title:Cooperativestudent feedback in text revisionin elementary school German lessons (KoText)
Abstract:The project examines the feedback given by learners to texts written by classmates. In essence, it examines the extent to which the degree of structure of a learning environment and the intensity of social relationships within a group of pupils influence the quality of the feedback and the written texts. From a total of 357 pupils (16 classes), 44 groups (3 children each) were formed. All groups were videotaped during the cooperation phase. The writing conference and the text magnifier were examined comparatively as learning environments.
Project Leader:

Prof. Dr. Friederike Heinzel, heinzel@uni-kassel.de
Prof. Dr. Frank Lipowsky, lipowsky@uni-kassel.de
Prof. Dr. Norbert Kruse, norbert.kruse@uni-kassel.de

DurationCompleted
Funded byGerman Research Foundation (DFG)
Own funds
  1. Reichardt, A. & Kruse, N. (2018). Von Kritikern und Ko-Autoren - Zur Sozialität des Schreibunterrichts oder: Wie Grundschulkinder gemeinsam an/mit ihren Texten arbeiten. In C. Bär & B. Uhl (Eds.), Texte schreiben in der Grundschule - Zugänge zur kindlichen Perspektive (pp. 181-204). Berlin: Cornelsen.
  2. Eckermann, T. (2017). Children and their peers in cooperative learning. Working on difference - creating differences. Wiesbaden: VS Verlag für Sozialwissenschaften.
  3. Eckermann, T. & Heinzel, F. (2016). Children as Social Actors and Addressees? Reflections on the Constitution of Actors and (Student) Subjects in Elementary School Peer Cultures. In F. Esser, M. Baader, T. Betz & B. Hungerland (Eds.), Reconceptualizing Agency and Childhood - New perspectives in Childhood Studies (pp. 256-270). London: Routledge.
  4. Eckermann, T., Heinzel, F. & Kreher, S. (2016). The image of the child as an object of childhood and primary school research - Methodological considerations on images of childhood and their observers. Journal for Primary School Research (ZfG), 2, 88-101.
  5. Eckermann, T. & Heinzel, F. (2015). Children as actors and addressees? - Practical theoretical considerations on the constitution of actors and (pupil) subjects. Journal for the Sociology of Education and Socialization (ZSE), 1, 25-38.
  6. Eckermann, T. (2015). (Un-)Doing Inclusion - How children become "special" among their peers. In D. Blömer, M. Lichtblau, A.-K. Jüttner, K. Koch, M. Krüger & R. Werning (Eds.), Perspectives on inclusive education. Living and learning differently together. Yearbook Primary School Research. Vol. 18 (pp. 273-278). Wiesbaden: Springer VS.
  7. Reichardt, A. (2015). Spelling in the text space. Modeling writing competence in elementary school. Cologne contributions to language didactics. Vol. 9. Duisburg: Gilles & Francke.
  8. Kruse, N., Ehlich, K., Maubach, B. & Reichardt, A. (eds.) (2014). Unconventionality in learner texts. On the function of divergence and ambiguity in text writing. Berlin: Erich Schmidt Verlag.
  9. Kruse, N., Maubach, B. & Reichardt, A. (2014). Conventional and unconventional in learner texts by primary school children - A plea for a change in assessment practice. In N. Kruse, K. Ehlich, B. Maubach & A. Reichardt (Eds.), Unconventionality in le arner texts. On the function of divergence and ambiguity in text writing (pp. 185-217). Berlin: Erich Schmidt Verlag.
  10. Kruse, N. & Reichardt, A. (2014). Evaluating children's texts. Criteria-based feedback on text features. Grundschule Deutsch, 11(43), 10-11 (+ material section).
  11. Reichardt, A., Kruse, N. & Lipowsky, F. (2014). Text revision with writing conference or text magnifier - On the influence of the writing environment on the quality of student texts. Didaktik Deutsch, 19(36), 64-85.
  12. Eckermann, T., Heinzel, F. & Lipowsky, F. (2013). On the quality of student-student interaction in cooperative learning with text magnifier and writing conference - Which structuring aids are beneficial? Journal for Primary School Research 6(2), 157-170.
  13. Eckermann, T. & Heinzel, F. (2013). Established and outsiders - how children deal with heterogeneity in cooperative learning. In J. Budde (Ed.), Fuzzy stakes: (Re-) producing heterogeneity in the school field (Studies in school and educational research, Vol. 42) (pp. 187-210). Wiesbaden: VS-Verlag.
  14. Heinzel, F., Kruse, N., Lipowsky, F., Eckermann, T., Ludwig, M. & Reichardt, A. (2013). Cooperative student feedback in text revision in elementary school German lessons (KoText). Schulpädagogik heute, 7(4), n. p.
  15. Lipowsky, F., Herrmann, M., Ludwig, M., Eckermann, T., Heinzel, F. & Kruse, N. (2013). Text revision in primary school classrooms - What influence do learning environments and group social cohesion have? Teaching Science, (41)1, 38-56.
  16. Reichardt, A., Kruse, N., Heinzel, F., Lipowsky, F., Ludwig, M. & Eckermann, T. (2012). Of mermen and zombie fish. Investigating the influence of student feedback. Die Grundschulzeitschrift, 258/259(26), 20-23.
  17. Kruse, N., Reichardt, A., Herrmann, M., Heinzel, F. & Lipowsky, F. (2012). On the quality of children's texts. Development of an assessment instrument in elementary school. Didactics of German, 18(32), 87-110.
  18. Reichardt, A. (2012). Process or concept - Which writing strategies do pupils use? From text analysis to writing advice in the classroom. In P. Hüttis-Graff & C. Jantzen (Eds.), Learning to revise - revising as learning (pp. 111-141). Freiburg: Fillibach.
  19. Herrmann, M. & Ludwig, M. (2011). Transitions in group work - Observation of a writing conference from the DFG project KoText. In D. Kuchartz, T. Irion & B. Reinhoffer (Eds.), Grundlegende Bildung ohne Brüche. Yearbook of primary school research. Vol. 15 (pp. 171-174). Wiesbaden: VS Verlag für Sozialwissenschaften.
  20. Eckermann, T., Herrmann, M., Heinzel, F., Lipowsky, F. & Schoreit, E. (2010). Are higher-achieving students also more popular? - On the relationship between peer status, achievement and self-concept in elementary school German lessons. Journal for Primary School Research, 3(2), 34-46.
  21. Kruse, N. (2010). Developing revision skills in elementary school. Grundschulunterricht Deutsch, 57(3), 4-7.
  22. Reichardt, A. (2010). Text magnification as written feedback in writing. How text revision activities are integrated into the writing process. Grundschulunterricht Deutsch, 57(3), 21-24.
  23. Reichardt, A. & Ludwig, M. (2010). Text magnifying glass and writing conference - Two revision methods in text writing. In Grundschulunterricht Deutsch, 57(3), 37-44.
  24. Ludwig, M. & Kruse, N. (2010). Acquiring revision skills - learning tasks and teaching arrangements. Grundschulunterricht Deutsch, 57(3), 8-15.