Educational science with a focus on inclusion-oriented diagnostics

A kick-off event held at Science Park Kassel on June 11, 2026, marked the launch of the KleVer project, in which Timo Lüke and Jasmin Klostermeier are participating. Together with representatives from schools, educational administration, and academia, key topics of the project such as multiprofessional collaboration, cooperative learning, feedback, process support, and sustainable school development were discussed. The insights gained will be incorporated into the scientifically supported professional development series during the 2026-2027 school year.

Platform data certainly isn’t the most important thing, but it does at least provide an indication of how one’s research is being received. That’s why it’s a good opportunity to take a quick look: Timo Lüke’s publications have now been viewed more than 50,000 times on the academic social network ResearchGate. The ResearchGate Interest Score currently stands at over 1,100. The fact that so many reads have been accumulated is the result of the outstanding projects carried out by all team members in our field. Even though such metrics should be taken with a grain of salt, they do demonstrate that research in the field of inclusion-oriented diagnostics is generating considerable interest.
Or to put it another way: We shouldn’t read too much into these numbers, but we’d still like to take a moment to celebrate over 50,000 views.

As part of the 2026 team retreat, the entire team met in Kassel. Together, we discussed existing projects and launched new ideas. The in-depth discussions and the time we spent together there further strengthened our team spirit and provided important momentum for the coming months.

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.”