The research alliance “SchuMaS – Schule macht stark” accompanies and supports the development of 200 primary and secondary schools in challenging circumstances across Germany.
The project Stereo-Disk investigates how stereotypes of teachers in inclusive school contexts affect students' assessments and develops support formats to reduce their influence.
The SYNERGIE project aims to qualify school administrators to plan professional development activities tailored to their schools' needs. To this end, a modular professional development series for principlas is being developed and evaluated.
In the TaLC project, we examine the language used by teachers in the classroom. We are particularly interested in teaching quality characteristics and possible biases in teachers´ language. The overarching aim is to better understand the mechanisms of language in the classroom.
This project aims to extend existing empirical self-concept research and theory in school contexts. For this purpose, open research questions are considered, focusing on the internal structure of self-concept, its determination, outcome relations, and gender and age effects.
The BBF prepares the pedagogical letter estate of the educationalist Wilhelm Rein as a digital source corpus and makes it permanently available as a reusable resource via its editing platform.
Through technical innovation, new appliances, such as smart home systems, find their way into our everyday life. However, before we can use them purposefully, we often have to learn how to handle them appropriately. In the project TPL-basics, we are investigating this acquisition of operational knowledge.
In the project funded by the DFG, the »Jahrbuch für Historische Bildungsforschung (JHB)« will be transformed into a a hybrid – print and online – open access journal. Thus, the continuity of the JHB will be ensured and at same time raised to a new technical level in terms of digital scholarly communication and the digital humanities.
Using different methodological approaches (experimental vignette studies, ambulatory assessment and behavioural observations), this project examines teachers‘ reactions to students‘ misbehavior at school.
The WieSeL project deals with the self-regulatory competence of teachers. The focus is on identifying which aspects of teacher competence support teachers’ promotion of self-regulation of learning among their students.
The project zEbra examines the associations between the use of social media and well-being among children and adolescents. Measuring instruments are being developed that validly assess smartphone use of different social media platforms and the social interactions that take place online.
The Centre for International Student Assessment (ZIB) joins the implementation of the PISA studies in Germany and German research on international large-scale assessments.