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Research

Research of empirical school development and educational science at the IFS is conducted in interdisciplinary teams. Educational, psychological, and sociological theories are developed, applied to core themes of education research and empirically tested. Depending on the research project a wide range of research designs (e.g., longitudinal, large-scale, intervention), survey methods (including questionnaires, interviews, competence tests, and videography), and quantitative and qualitative methods of analyzes are utilized.  

The IFS is actively participating in the broader research community through publications, lectures, conference participation, and through interdisciplinary collaborative research projects at the national and international levels. In addition, the IFS maintains close contact with schools, and regional and national educational administration. This combination of knowledge transfer from and into educational practice and academic exchange with national and international research partners is a particular strength of the IFS. 


Research projects 

ASIP

The project examines the representativeness and validity of PISA 2018 in Sweden. For this purpose, ASIP considers on the one hand whether the PISA sample is representative or biased and analyzes on the other hand differences between the PISA tests, national tests and school grades.

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BERLIN-study

Educational choices and educational pathways within the context of structural changes in Berlin’s secondary school system.

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BIJU - Learning Processes, Educational Careers, and Psychosocial Development in Adolescence and Young Adulthood Study

The BIJU project assesses the development of adolescents and young adults placing a focus on the development of specific, particularly school-related contexts.

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Teaching during the Corona Pandemic

The study aims to gain empirical insights into teaching during the Corona pandemic in Germany. In particular, the focus was on the general conditions and effects as well as the teachers' experience of the Corona crisis.

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Cultural diversity approaches

The project studies how schools can manage and accommodate cultural diversity. Specifically, we examine how diversity approaches focusing on equality, pluralism or assimilation affect majority and minority students’ outcomes in Germany and in Belgium and how the different approaches interact with other factors at student, teacher, classroom and school levels.

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EkK Music

Aim of the project is the development and validation of a test to measure creative competence in the context of music in grades 5 and 6. This is connected with the question whether creative processes in the field of music can be described as competences.

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EQuaL-I

The project addresses the question of how the competence development of students of an education program can be effectively supported by a digital tool for recording and promoting Classroom Management.

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ETN OCCAM

The European Training Network OCCAM is an international research project that provides junior scientists with an international, intersectoral, and interdisciplinary research and training environment. The research questions encompass the fields of the integrity of educational measures, educational settings and processes, as well as governance of resources and decision making in the area of education.

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Falke

The aim of the project is the development of an adaptive, computer-based testing process for the measurement of readings skills and competencies of elementary grade students. Of particular importance in the instrument design is test fairness across all student groups.

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GeGa

A research project which is conducted by the Institute for Research on Education and School Development and the RAG Foundation in co-operation with the Ministry for Schools and Education of the Federal State of North Rhine-Westphalia. The project aims at supporting and promoting underprivileged students at schools in challenging circumstances in former mining areas by providing educational opportunities in the domains of language learning and self-regulation.

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KEGS-E - Competence Development in Elementary Schools – Enhancement Study

The study ‘Competence Development in Elementary Schools’ (KEGS) tracked competence development of students in the state of Brandenburg across five years in primary school (grades 2 to 6). The primary focus of the enhancement study lies on the role of individual differences in the experiences and behaviour of the students regarding their academic achievements and decisions regarding their educational careers.

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PIRLS-2021

The Progress in International Reading Literacy Study 2021 (PIRLS/IGLU 2021) examines the reading competence of primary school pupils at the end of grade 4. Due to the layout of the study, the pupils’ competences can be compared to those from different countries and parts of the world. PIRLS 2021 provides important knowledge in the context of international and national education monitoring.

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K4D

In the project K4D, concepts and formats of digital collaboration are developed in different departments of the TU Dortmund University to increase the didactic and methodological quality of teaching and learning processes through a substantial and collaborative use of digital media in university courses. The project team at the Center for Research on Education and School Development (IFS) is responsible for the scientific monitoring and evaluation of the project.

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Schule digital - der Länderindikator 2021

The study Schule digital - der Länderindikator 2021 (School Digital - the State Indicator 2021) examines the use of digital media in the classroom in depth in the German school system and in a comparison between the German states. Following up on the surveys conducted in 2015 to 2017, it is also possible to analyze trends in the further development of core areas of media education in schools.

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Lehrer-H

The study focuses on the attitudes and motivation of prospective teachers in terms of managing cultural, social, and performance heterogeneity in the classroom. Approaches are divided into cognitive, affective and behavioral components, and are understood as belonging to a teacher’s professional competence.

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LL digital

The Project LL digital addresses the effects of digital media on the language competences of grade school students in learn and test situations.

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Lesen 3-6 - Berlin Longitudinal Reading Study

Individual and social impact factors on the development of reading literacy, reading motivation and reading behaviour in the period from third to sixth form are analysed within the framework of a longitudinal study.

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MILES-HuGS - Primary and Secondary Social Background Effects at Different Points of Transition in the Education System

The project examines social disparities in educational success.

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NEPS

The National Education Panel Study analyzes educational processes in Germany. The IFS is responsible for the fourth phase (the transition from lower to upper secondary school) of NEPS.

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School integration of newly immigrated children: An environmental multilevel perspective

The aim of the project is to identify determinants of integration in school of refugee and newly immigrated children. The study focuses on children with experiences of displacement and on ethnic minorities from (South) Eastern Europe (e.g., Romani people) whose integration is a challenge for regions like the Ruhr area.

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STiLe

The project investigates the effect of stereotypes on vocabulary acquisition of learners in different age groups.

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Teach SEG

Effective teacher education and assessment are key tasks for all modern societies. By using the digital revolution for teacher education and assessment, the innovative project proposed will significantly advance teacher training and help improve classroom instruction.

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Test-M-I - Test-theory based Continuing Development of the Studiport– Online Math Test – Project I

The Studiport-Math test aims to assess incoming university students’ mathematical competences. Test-M will provide a test-theory based analysis for the Studiport-Math assessment test, which will allow for further development and evaluation of the test.

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TRAIN - Tradition and Innovation: Developmental processes at non-academic track secondary schools in Baden-Wuerttemberg and Saxony

“Tradition and Innovation: Developmental processes at non-academic track secondary schools in Baden-Wuerttemberg and Saxony” (TRAIN) is a study that focuses on the academic development of students in secondary schools in Baden-Wuerttemberg and Saxony.

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Quality of All-day

The project “Quality of All-day Provisions” opens up new perspectives after 15 years of research on All-day Schools. Further analyses of empirical data, literature reviews and knowledge transfer from research to practice will contribute to the development of the quality of all-day schools.

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Short film: International comparative school performance studies at IFS



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