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Isa Steinmann is a postdoctoral researcher at the Centre for Educational Measurement at the University of Oslo (CEMO) in Norway and at the Center for Research on Education and School Development (IFS) at TU Dortmund University in Germany. She is co-coordinating the European Training Network OCCAM (http://www.etn-occam.eu). In her research, she mostly uses international large-scale assessment data for secondary analysis to determine how education systems and schools affect student achievement and educational inequalities. In this field, she enjoys applying methods that aim for causal inference from observational data. Another strand of her research investigates how properties of the international large-scale assessments affect their results and interact with the respondents.

Martin-Schmeißer-Weg 13
Institut für Schulentwicklungsforschung
44227 Dortmund

Institut für Schulentwicklungsforschung
Technische Universität Dortmund
Vogelpothsweg 78
44227 Dortmund

Raum Martin-Schmeißer-Weg 13 / 108

Curriculum Vitae

Click here to access full CV in English.

Work Experience

• Since 10/2020 Postdoctoral fellow at the Centre for Educational Measurement (CEMO) at the University of Oslo

• Since 10/2020 Researcher (Wissenschaftliche Mitarbeiterin) at the IFS at TU Dortmund University

• 08/2019 – 03/2020 Researcher at the Centre for Educational Measurement (CEMO) at the University of Oslo

• 03/2019 – 09/2020 Researcher (Akademische Rätin) at the IFS at TU Dortmund University

• 02/2016 – 04/2016 International Quality Observer on behalf of the International Association for the Evaluation of Educational Achievement (IEA) in the context of the International Civic and Citizenship Education Study (ICCS)

• 01/2015 – 02/2019 Researcher (Wissenschaftliche Mitarbeiterin) at the IFS at TU Dortmund University

• 09/2014 – 11/2014 Research internship at University of Gothenburg

• 10/2012 – 12/2014 Student Research Assistant at the IFS at TU Dortmund University

• 02/2012 – 03/2012 School-psychological internship

• 12/2011 – 09/2012 Student Research Assistant at University of Münster

• 08/2011 – 09/2011 Research internship at Queen’s University Belfast

Education and Further Training

• Since 10/2019 Postdoctoral Fellowship at the College for Interdisciplinary Educational Research (CIDER)

• 04/2015 – 02/2019 Education at TU Dortmund University (Dr. phil., grade ‘summa cum laude’)

• 04/2016 – 02/2019 Doctoral scholarship of the Studienstiftung des deutschen Volkes (German Academic Scholarship Foundation)

• 04/2015 – 03/2017 Certificate of Professional Didactics in Higher Education

• 10/2012 – 11/2014 Psychology at University of Münster (Master of Science)

• 10/2009 – 07/2012 Psychology at University of Münster (Bachelor of Science)

Central Publications

• Steinmann, I., Strietholt, R., & Braeken, J. (accepted). A Constrained Factor Mixture Analysis Model for Consistent and Inconsistent Respondents to Mixed-Worded Scales. Psychological Methods

• Strello, A., Strietholt, R., Steinmann, I., & Siepmann, C. (accepted). Early Tracking and Different Types of Inequalities in Achievement: Difference-in-Differences Evidence from 20 Years of Large-scale Assessments. Educational Assessment, Evaluation and Accountability

• Gladushyna, O., Strietholt, R. & Steinmann, I. (2020). Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science. Educational Assessment, Evaluation and Accountability. https://doi.org/10.1007/s11092-020-09352-6 

• Strietholt, R., Gustafsson, J.-E., Hogrebe, N., Rolfe, V., Rosén, M., Steinmann, I., & Yang Hansen, K. (2019). The Impact of Education Policies on Socioeconomic Inequality in Student Achievement: A Review of Comparative Studies. In L. Volante, S. V. Schnepf, J. Jerrim, & D. A. Klinger (eds.): Socioeconomic Inequality and Student Outcomes: National Trends, Policies, and Practices (pp. 17–38). New York, NY: Springer. https://doi.org/10.1007/978-981-13-9863-6

• Steinmann, I. & Strietholt, R. (2019). Effekte nachmittäglicher Bildungsangebote auf sprachliche Kompetenzentwicklungen. Zeitschrift für Pädagogik, 65(2), 285–306. https://doi.org/10.3262/ZP1902285

• Steinmann, I., Strietholt, R. & Caro, D. (2019). Participation in Extracurricular Activities and Student Achievement: Evidence from German All-Day Schools. School Effectiveness and School Improvement, 30(2), 155–176. https://doi.org/10.1080/09243453.2018.1540435

• Steinmann, I. & Strietholt, R. (2018). Student Achievement and Educational Inequality in Half- and All-Day Schools: Evidence from Germany. International Journal for Research on Extended Education, 6(2), 175–198. https://doi.org/10.3224/ijree.v6i2.08

• Steinmann, I. (2018). Ganztagsschulen als neue Organisationsformen – Entwicklungen und Evaluation. Enzyklopädie Erziehungswissenschaft Online, 1–21. https://doi.org/10.3262/EEO08180405

• Steinmann, I., Zieger, L. R., Hogrebe, N., & Strietholt, R. (2016). Lesen Kinder, die nicht in der Kita waren, am Ende der Grundschule schlechter? In R. Strietholt, W. Bos, H. G.Holtappels, & N. McElvany (Eds.): Jahrbuch der Schulentwicklung Band 19: Daten, Beispiele und Perspektiven (pp. 161–185). Weinheim, Basel: Beltz Juventa

• Steinmann, I., Wendt, H., & Bos, W. (2016). Leistungsdisparität von Grundschulkindern mit und ohne Migrationshintergrund im Lichte von IGLU/TIMSS 2011. In T. Goll, M. Oberle, & S. Rappenglück (Eds.): Herausforderung Migration: Perspektiven der politischen Bildung (pp. 22–32). Schwalbach, Taunus: Wochenschau-Verlag

Central Presentations

• Steinmann, I. (2019, September). Achievement Effects of Extracurricular Homework Support and Remedial Education for Non-Native Speakers in Germany. Presentation at the WERA-IRN Extended Education Conference, Stockholm, Sweden

• Steinmann, I., Strietholt, R., & Rosén, M. (2019, April). International Reading Gaps between Boys and Girls from 1970-2011. Presentation at the American Educational Research Association (AERA) Annual Meeting, Toronto, Canada

• Steinmann, I. & Strietholt, R. (2018, April). Does Participating in All-Day Programs Enhance Student Achievement in Germany? Roundtable discussion at the American Educational Research Association (AERA) Annual Meeting, New York City, United States of America

• Steinmann, I. & Strietholt, R. (2018, February). Ganztags- versus Halbtagsschule: Effekte auf Leistungsniveau und Bildungsungleichheit. Presentation at the Tagung Gesellschaft für Empirische Bildungsforschung (GEBF), Basel, Switzerland

• Steinmann, I. & Strietholt, R. (2017, December). Effects of Participating in All-Day Schooling Programs on Student Achievement. The Case of Germany. Presentation at the WERA-IRN Extended Education Conference, Bamberg, Germany

• Steinmann, I. & Strietholt, R. (2017, August). All-Day Schooling and Student Achievement: What Works in Germany? Presentation at the European Conference on Educational Research (ECER), Copenhagen, Denmark

• Strietholt, R., Steinmann, I., & Rosén, M. (2017, June). International Gender Gap Trends in Reading over 40 Years – Results from Linking IEA Studies. Presentation at the 7th IEA International Research Conference (IRC), Prague, Czech Republic

• Steinmann, I., Hogrebe, N., Strietholt, R., & Zieger, L. (2016, September). The Effect of Preschool on Later Reading Literacy: Results for Germany Using Propensity Score Matching. Presentation at the Earli SIG 18&23 Joint Conference, Oslo, Norway

• Steinmann, I., Strietholt, R., & Bos, W. (2016, March). Effekte nachmittäglicher Betreuung und Förderung auf sprachliche Leistungsmaße. Presentation at the Tagung Gesellschaft für Empirische Bildungsforschung (GEBF), Berlin, Germany

• Steinmann, I. & Strietholt, R. (2015, April). Modeling the Latent Structure of Rosenberg’s Self-Esteem Scale. Combining Continuous and Categorical Variables. Poster presentation at the American Educational Research Association (AERA) Annual Meeting, Chicago, United States of America

• Steinmann, I., Strietholt, R., & Bos, W. (2014, March). Eine Untersuchung der latenten Struktur von Rosenbergs Selbstwertskala im Rahmen von Factor Mixture Modeling. Presentation at the Tagung Gesellschaft Empirische Bildungsforschung (GEBF), Frankfurt, Germany

Symposia

• Steinmann, I., Strietholt, R., & Gustafsson, J.-E. (2020, conference cancelled). Outcomes in International Large-Scale Assessments Part I: The Connection between Home and School. Symposium at the European Conference on Educational Research (ECER), Glasgow, United Kingdom

• Steinmann, I., Strietholt, R., & Gustafsson, J.-E. (2020, conference cancelled). Outcomes in International Large-Scale Assessments Part II: Teacher and School Factors. Symposium at the European Conference on Educational Research (ECER), Glasgow, United Kingdom

• Steinmann, I., Strietholt, R., & Gustafsson, J.-E. (2020, conference cancelled). Outcomes in International Large-Scale Assessments Part III: Country-Level Conditions for Student Learning. Symposium at the European Conference on Educational Research (ECER), Glasgow, United Kingdom

• Steinmann, I., Strietholt, R., & Gustafsson, J.-E. (2020, conference cancelled). Outcomes in International Large-Scale Assessments Part IV: Consistency of Measures and Scales. Symposium at the European Conference on Educational Research (ECER), Glasgow, United Kingdom

• Steinmann, I., Strietholt, R., & Gustafsson, J.-E. (2020, conference cancelled). Outcomes in International Large-Scale Assessments Part V: Consequences of Methodological Choices. Symposium at the European Conference on Educational Research (ECER), Glasgow, United Kingdom

• Steinmann, I. & Strietholt, R. (2020, conference cancelled). Using International Large-Scale Assessments to Study Educational Effectiveness. Symposium at the American Educational Research Association (AERA) Annual Meeting, San Francisco, United States of America

• Gustafsson, J.-E., Rosén, M., Steinmann, I. & Strietholt, R. (2019, August). Outcomes and Their Determinants in International Comparative Assessments Part I. Symposium at the European Conference on Educational Research (ECER), Hamburg, Germany

• Gustafsson, J.-E., Rosén, M., Steinmann, I. & Strietholt, R. (2019, August). Outcomes and Their Determinants in International Comparative Assessments Part II. Symposium at the European Conference on Educational Research (ECER), Hamburg, Germany

• Gustafsson, J.-E., Rosén, M., Steinmann, I. & Strietholt, R. (2019, August). Outcomes and Their Determinants in International Comparative Assessments Part III. Symposium at the European Conference on Educational Research (ECER), Hamburg, Germany

Teaching

• Winter term 2020 Seminar for Master students in assessment, measurement and evaluation at the University of Oslo: Analysis of large-scale assessment data

• Summer term 2020 Seminar for Bachelor students at TU Dortmund University: Questionnaire development

• 09/2019 Workshop for PhD students of the European Training Network OCCAM: Presentation skills

• Summer term 2019 Seminar for Master and PhD students at TU Dortmund University: Causal inference from observational data: propensity score matching in R

• 02/2019 Workshop for researchers of the Study on the Development of All-Day Schools (StEG): Propensity score matching in R

• 10/2018 Workshop for PhD students of the European Training Network OCCAM: OCCAM diversity workshop

• Summer term 2017 Seminar for Master and PhD students at TU Dortmund University: Latent variables and multi-level analysis in Mplus

• 03/2017 Workshop for PhD students at TU Dortmund University: Questionnaire development

• Summer term 2015 Seminar for Bachelor students in education at TU Dortmund University: Research lab: Triangulation – Focus questionnaire development

• Winter term 2014/2015 Seminar for Master students in education and teacher training at TU Dortmund University: All-day-schooling from a school developmental perspective

• 09/2013 – 04/2014 SPSS application workshops at University of Münster

• 04/2012 – 01/2013 Seminars for communication and team-building