Design-Based Research in Inclusive Reading Settings

Evaluations from a Reading Theatre Project

Abstract

This study explores the potential of Design-Based Research (DBR) in the context of inclusive German language education. Using theatre pedagogy as a vehicle for literacy and reading development, the project documents how DBR can and cannot foster collaboration among diverse stakeholders, including teachers, students, researchers, and school partners, while generating context-sensitive instructional practices. The study provides insights from three iterative theatre cycles, highlighting both the challenges and transformative potential of co-designed literacy interventions in inclusive classrooms.