FID

The specialised information service “Educational Science and Educational Research” (Fachinformationsdienst Erziehungswissenschaft und Bildungsforschung) renders a contribution to a supply of scientific information, across locations in Germany. It aims at delivering the scientific resources required by education scientists for their particular research needs quickly and directly – preferably in digital format. The Information Centre for Education and the Research Library for the History of Education at DIPF collaborate closely with three other co-operation partners and the pertinent community in developing services with a priority on the following disciplines:

  • Education science
  • Educational research
  • Subject didactics
  • Higher education research
  • Research on textbooks and educational media
  • History of education

FID services have largely been integrated into the German Education Portal, which the project partners are supporting in order to create a comprehensive search and documentation area and subject-related service portal.

The specialized information service FID is monitored by an advisory board that brings together subject-specific and librarian expertise, and usage is continually being evaluated.

Profan

The Profan project focused on using process data to predict successful work on tasks in the domains of complex problem solving and reading of digital texts. To this end, data from a computer-based assessment for PISA 2012 was examined. Suitable indicators were built to demonstrate which particular processes of the two competence domains are not sufficiently mastered by students who failed or only partially succeeded in solving the tasks. The indicators were subsequently checked for their appropriateness regarding the explanation of differences in the achievement of students from distinct sociodemographic groups. Based on the information thus gained, a prototypical formative assessment item was finally developed for each of the two domains.

COACTIV-expeRt

How do teachers develop into experts in teaching? How well do studies and preparatory service prepare them for the profession? These central questions of teacher (education) research were investigated in the COACTIV-expeRt project funded by the German Research Foundation. The aim was to investigate the long-term development of teachers’ professional competence and to identify resources for positive development as well as risk factors for unfavourable development. In addition, it was analysed how sustainable the professional competence acquired during studies and preparatory service predicts later success in the teaching profession. The data basis was the COACTIV teacher traineeship study, in which more than 800 teacher candidates were surveyed from 2007 to 2009 during their pre-service training on central aspects of professional competence, on characteristics of their personality and on the learning opportunities in the pre-service training. In several sub-studies, the aspects of professional competence and various indicators of professional success among these participants, who now have an average of 10 years of professional experience were investigated.

This study aims to investigate the long-term professionalisation of teachers and the development of their professional competence. In addition, the study examines indicators of professional success and attempts to identify resources for positive professional development as well as risk factors for rather unfavourable development of teachers.

VideT

The aim of the project “VideT: Communicating the research process – a video-based transfer tool for students” is to clarify the influence of various parameters on the understanding of research processes and scientific findings, on attitudes and on the credibility of science and researchers. In order to achieve the project goals, this interdisciplinary joint project combines competencies from the natural and social sciences as well as from educational research. The aim of the joint project is to develop a video-based transfer instrument for communicating empirical scientific research processes and to test it prototypically in school laboratories with schoolchildren. In addition to testing the instrument in schools and student laboratories, the accompanying scientific research will analyze parameters that condition and influence the success of the transfer. The topic of the videos is the research of the Leibniz Institute of Zoo and Wildlife Research (IZW) on the ecology of bats and the effects of human activities on these animals.

Federal Institute for Population Research (BiB)

The Federal Institute for Population Research (BiB) investigates the causes and consequences of demographic change.In an advisory capacity, the BiB is in contact with the federal government and federal ministries and advises them on the basis of scientific research. As part of the advisory cooperation, the BiB supports the Federal Government in international cooperation on population issues within the framework of the United Nations. Informing the public about demographic change and the Institute’s research findings is another important task. The Institute was founded in 1973 and is since then is based in Wiesbaden, Hesse.

As part of the advisory cooperation, the BiB supports the Federal Government in international cooperation on population issues within the framework of the United Nations.Informing the public about demographic change and the Institute’s research findings is another central task.

The Institute is a federal departmental research institution and is part of the portfolio of the Federal Ministry of the Interior and Home Affairs.

Important works and tasks:

  • Research: Research is a central task at the BiB. It is the basis for sound advice and information. One of its core tasks is the continuous monitoring of demographic trends. Other areas of focus include the three research areas of family and fertility, migration and mobility, and demographic change and ageing. In addition, the Education and Human Capital research group, which was newly formed in 2021, investigates the importance of education for population development in Germany. One example of this is the study “Why children from potentially disadvantaged families are less likely to attend daycare – even if they need it” which was conducted on behalf of the Friedrich Ebert Foundation.
  • Policy advice: On the basis of the institute’s own research findings, the institute advises the federal government and federal ministries. Information, interpretation of demographic trends and the preparation of scientific expertise represent core competencies in policy advice. At the level of international cooperation within the framework of the United Nations, the BiB advises and supports the federal government on population issues.
  • Information: The BiB publishes the results of its research in numerous publications. In more than 430 charts, maps and tables, the BiB regularly publishes information on demographic facts for Germany, Europe and the world.

SchuMaS

In the federal-state initiative SchuMaS – “Schule macht stark”, researchers from 13 institutions are working with a total of 200 schools to develop measures to improve the learning conditions and performance of socially disadvantaged students. The common feature of the selected 200 schools is the socially challenging situation in which the schools find themselves and the more difficult conditions for teaching and learning that accompany this. These conditions are: Increased language support needs, high staff turnover, parent homes at risk of poverty. The current pandemic situation is also not ignored. 

The actual success of the students is the main focus of “SchuMaS”. The overall goal of the project is to improve the educational opportunities of socially disadvantaged students and thus reduce social inequalities.
Particular attention is paid to improving the basic mathematical skills, learning motivation and social skills of the students. 

In relation to the special requirements of the schools, four thematic fields of action are in the foreground, for which individual measures are to be developed in close scientific and practical cooperation. These are:

1. to further develop teaching – with a special focus on mathematics and German,
2. to qualify the pedagogical staff working at the schools in a more targeted way, taking into account the specific conditions of schools in socially challenging situations,
3. further develop schools as an organization, school culture and leadership, and
4. to promote learning outside the classroom and support in the social environment.

In four regional centers of the interdisciplinary research network, the 200 participating schools are advised and supported in mastering their challenges in close cooperation with the state institutes, quality development agencies and school supervisory authorities. The scientific monitoring and evaluation is carried out by other working groups of the project network, the results of which are to be used to produce a recommendation for action after five years, which can be used as a handout to other schools in challenging situations.

Acquisiton of Knowledge in Geometry

How do basic competencies in geometry develop?

The project of the Leibniz Center of Excellence for Early Childhood Education focused on the promotion of children’s basic geometry competencies in preschool and the first years of school. The focus was on recognition and categorization of geometric figures as well as spatial navigation. The overarching question was how these basic geometry competencies can be enhanced and which role linguistic interactions play in this process. The project also seeked to identify whether promoting geometry competencies has an effect on processing of quantities and numbers or on arithmetic skills.

COLD

For actively participating in school, daily life or at work excellent German language skills are needed. While learning a new languague teachers have a key role in teaching German as a second language. The project COLD (Competencies of school teachers and adult educators in teaching German as a second language in linguistically diverse classrooms) focuses on the following questions:

  • What skills and knowledge do teachers have?
  • How do they structure their lessons?
  • Are there any differences between school teachers and adult educators?

The project is a cooperation between DIE and the MI and is led by the DIE.

From April 2019 until September 2022 researchers will focus on professional competencies of school teachers and adult educators in teaching German as a second language in linguistically heterogeneous groups. The project adresses the special needs in teaching and didactics which occured through the immigration of children, teenagers and adults. The surveys take place in real teaching situations in preparatory classes and integration courses.

The interdisciplinary project team includes experts in adult education, subject-related didactics German/German as a second language, empirical educational research, linguistics, computer lingustics, and psychology. The project is mainly performed by PhD students so that a special focus on promoting young researches is set.

German Education Index

The German Education Index (FIS Bildung Literaturdatenbank) presents the most comprehensive compilation of educationally relevant references in the German language area. This service predominantly targets educational science (research and training), but it also delivers comprehensive services to educational practitioners (pre-primary school, primary and secondary education, special needs education etc.). The database records scholarly literature from all of the disciplines in educational science, as well as educational policy papers and practice-related texts and materials. Printed and online material published after 1980 is indexed: Journal articles, collective works, contributions to collective works, and monographs are described by keywords and occasionally abstracts. Users are assisted in obtaining titles by direct links indicating where journals are held in German libraries and other links informing about the obtainability of journals.

The Assessment of Teacher’s Instructional Quality in National Large-Scale Studies

Instructional design is of crucial significance in students’ educational progress. It is often possible to make connections between aspects of classroom management, student-orientation, or the level of stimulus with the learning progress in mathematics or German. However, measuring or assessing such qualitative characteristics remains a great challenge.

The project addressed the quality of student evaluations. Both established analytical models for the evaluation of nested verdicts were reviewed and frequently used survey instruments (items) were processed.