Educational science with a focus on inclusion-oriented diagnostics

Platform data is certainly not the most important thing, but it at least provides an approximation of the reception of one's own research. So it's also a good opportunity to take a quick look: Timo Lüke's publications have now been read more than 50,000 times on the scientific social network ResearchGate. The ResearchGate Interest Score currently stands at over 1,100. The fact that so many reads have come together is the result of the great projects that are supported by all team members in the department. Even if such figures should be taken with a pinch of salt, they show that research in the field of inclusion-oriented diagnostics is attracting considerable interest.
Or to put it another way: you shouldn't put too much stock in these figures, but we would still like to take a moment to congratulate ourselves on 50,000 reads.

During the 2026 team retreat in Kassel, the full team met to review ongoing work and spark new initiatives. The intensive discussions and shared time on site strengthened team spirit and set important impulses for the months ahead.

At the Pacific Coast Research Conference (February 4–6), Timo Lüke, together with Christine A. Espin (Leiden University, Netherlands) and Moritz Börnert-Ringleb (Leibniz University Hannover), presented the symposium “Bridging the Assessment-to-Instruction Gap: Insights from International Research.”
The symposium showcased findings from a workshop held in the Netherlands in June, focusing on key challenges and potential solutions for linking assessment and instruction. Particular attention was given to the design of assessments, the analysis of student progress data, and the effective use of this data to inform teaching.

In addition, Timo Lüke presented a poster titled “Implementing Inclusive Education: Testing Transfer Models of Teacher Training.”