Teacher and Teaching Quality
The department of Teacher and Teaching Quality (TTQ) focuses on the investigation of quality and effectiveness of educational processes.
About
The Department for Teacher and Teaching Quality deals with the quality and effectiveness of pedagogical processes in instructional settings, schools and universities – in both its research and science services. A priority is placed on researching the professionalization of pedagogical staff. These tasks require a conceptual description and assessment of academic achievement, competencies and other individual variables as prerequisites to successful learning.
The research and services are committed to an understanding of empirical educational research which emphasises a need for interdisciplinary and transdisciplinary collaboration and methodological diversity. A diverse methodological approach is chosen which comprises multi-cohort longitudinal studies on competence development, video analyses, intervention studies, laboratory experiments for the analysis of learning processes, secondary analyses as well as computer-based test and survey instruments. The following thematic priorities are focused
- Teachers‘ professional competencies
- Multi-criterial assessment of instructional effects
- Measurement and modelling of learning processes and learning outcomes
The Department participates in international large-scale assessments such as PISA and the TALIS video study for Germany. At a national level, it is involved in the Centre for International Student Assessment (ZIB) and the National Education Panel Study (NEPS). The Department co-ordinates the Leibniz network for instructional research.
The Department strives to provide practically relevant knowledge for successful teaching and learning processes and delivers a contribution to teacher professionalization.
Department Units
Educational Measurement
Researchers of the research unit Educational Measurement address the question how theoretical models of educational constructs and effects of learning opportunities on their acquisition can be incorporated into psychometric models.
Diversity and Education
The unit Diversity and Education focusses on diversity in educational institutions by examining the role of different dimensions of diversity (e.g., gender, social or cultural background) for educational opportunities and educational decisions as well as relations between different dimensions of diversity and social belonging in educational settings.
Self-regulation of Learning
The Emmy Noether group SeLFI (Promoting and Instructing Self-regulation of Learning) looks at individual and contextual factors that influence self-regulation as well as their effects on learning processes. Both teachers and learners are focused by the intervention studies on the promotion of self-regulation.
Teaching and Learning in School Contexts
The unit Teaching and Learning in School Contexts studies instructional processes that are particularly suitable for promoting students’ cognitive and motivational developments respectively how teachers can succeed in creating such conducive learning environments.
Technology Based Assessment
The research and service unit Technology Based Assessment deals with the development and empirical evaluation of technology-based measurement methods (e.g., new item formats, test administration effects, response processes, automated scoring). The research unit is part of the cross-departmental TBA Centre developing innovations in the field of technology-based assessment.
Management
Director
Heads of Units
Prof. Dr. Johannes Hartig, Educational Measurement
Prof. Dr. Hanna Beißert, Diversity and Education
Dr. Charlotte Dignath, Self-regulation of Learning
Prof. Dr. Mareike Kunter, Teaching and Learning in School Contexts
Prof. Dr. Frank Goldhammer, Technology Based Assessment
Contact
Projects
- AMSel – ADHS-Meta-analysis on the effectiveness of Self-regulation interventions
- COACTIV-expeRt – Development and impact of teachers’ professional competence – A longitudinal study over 10 years
- Campus Schools Frankfurt
- Centre for International Student Assessment
- DiFA - Digital Formative Assessment
- DiFA – Digital Formative Assessment – Unfolding its full potential by combining psychometrics with learning analytics
- DiSO – Digital Teaching/Learning & Student Outcomes: A Second Order Meta-Analysis
- E-CER – In Search for the Good Teacher – Centre for Excellence in Research
- ESel – Effectiveness of Self-Regulation Training
- EiKlar – EEG in the classroom
- Evaluation of the preparatory service in the State of North Rhine-Westphalia
- HAND IN HAND – Empowering teachers across Europe to deal with social, emotional and diversity-related career challenges
- INCLASS – Inclusion of Children on the Autism Spectrum in School
- KoaLa – Cognitively Activating and Collaborative Learning Opportunities
- MASK – Modeling of integrated academic-language compentences
- MYSKILLS – Identifying professional competencies (BKE)
- NEPS TBT: Work Package Technology Based Testing
- NawiSelf*digital – Using Digital Media to Foster Self-Regulation in Primary School Science Classrooms
- PuS-SeL – Problem solving and Strategies – Self-regulation of Learning
- ReCo – Automatically Processing Text Responses from Large-Scale Assessments
- SchuMaS - Schule macht stark
- SchuWaMi – School Change in a Society shaped by migration – School Culture(s) in the current context of forced migration
- Slice-Up – The Thin Slices Procedure: Application to Instruction and the Analysis of Judgement Processes
- Stereo-Disk - Stereotypes as obstacles for professional diagnostics in an inclusive school context
- Stereo-no-GO – Gender- and Origin-based Inequalities in Programs for Gifted Children
- TPL-basics – Conditions of acquiring operational knowledge for solving technical problems
- TeaCop – Teachers and the Covid 19 pandemic
- Tebelin – Teacher Beliefs about Inclusive Education
- WieSeL – Knowledge, Application, Promotion: Self-Regulation Competence of Teachers
Staff
- Dr. Anindito Aditomo, Associated Researcher
- Nico Andersen, Doctoral Candidate, Technology Based Assessment
- Dr. Franziska Baier-Mosch, Academic Staff, Teaching and Learning in School Contexts
- Dr. Lukas Begrich, Academic Staff, Teaching and Learning in School Contexts
- Prof. Dr. Hanna Beißert, Head of Unit, Diversity and Education
- Daniel Bengs, Academic Staff, Technology Based Assessment
- Dr. Janine Buchholz, Associated Researcher, Educational Measurement
- Dr. Susanne Böse, Associated Researcher, Adaptive Education and Migration
- Prof. Dr. Jasmin Decristan, Associated Researcher, Teaching and Schooling
- Ximena Delgado Osorio, Doctoral Candidate, Educational Measurement
- Tobias Deribo, Doctoral Candidate, Technology Based Assessment
- Prof. Dr. Charlotte Dignath, Associated Researcher, Supporting Learning Processes
- Philine Drake, Doctoral Candidate, Educational Measurement
- Dr. Beate Eichmann, Academic Staff, Technology Based Assessment
- Simone Emmenlauer, Member of Staff, Teaching and Learning in School Contexts
- Dr. Lena Engelhardt, Academic Staff, Technology Based Assessment
- Katharina Fink, Doctoral Candidate, Diversity and Education
- Prof. Dr. Frank Goldhammer, Head of Unit, Technology Based Assessment
- Dr. Carolin Hahnel, Post-doc Researcher, Technology Based Assessment
- Dr. Scott Harrison, Associated Researcher, Technology Based Assessment
- Prof. Dr. Johannes Hartig, Head of Unit, Educational Measurement
- Dr. Ulrike Hartmann, Academic Staff, Teaching and Learning in School Contexts
- Nick Gerrit Hasche, Academic Staff, Research Data for Education
- Astrid Henkel, Assistant, Technology Based Assessment
- Benjamin Herbert, Associated Researcher, Teaching and Schooling
- Prof. Dr. Jan Hochweber, Associated Researcher, Teaching and Schooling
- Nathalie John, Doctoral Candidate, Teaching and Learning in School Contexts
- Prof. Dr. Nina Jude, Associated Researcher, Teaching and Schooling
- Verena Jörg, Doctoral Candidate, Teaching and Learning in School Contexts
- Hannah Kleen, Academic Staff, Teacher and Teaching Quality
- Prof. Dr. Eckhard Klieme, Research Fellow, Teacher and Teaching Quality
- Dr. Ulf Kröhne, Post-doc Researcher, Technology Based Assessment
- Prof. Dr. Mareike Kunter, Director, Teaching and Learning in School Contexts
- Dr. Carmen Köhler, Post-doc Researcher, Educational Measurement
- Johanna Leck, Associated Researcher, Teaching and Schooling
- Dr. Marit Kristine List, Post-doc Researcher, Educational Measurement
- Michaela Menstell, Coordinator, Teaching and Learning in School Contexts
- Dr. Alexander Naumann, Post-doc Researcher, Educational Measurement
- Lothar Persic-Beck, Academic Staff, Technology Based Assessment
- Nora Ries, Doctoral Candidate, Teaching and Learning in School Contexts
- Dr. Nina Roczen, Academic Staff, Teaching and Schooling
- Dr. Mojca Rozman, Academic Staff, Educational Measurement
- Christina Röper, Member of Staff, Technology Based Assessment
- Charlotte Schell, Doctoral Candidate, Teaching and Learning in School Contexts
- Dr. Raphaela Schlicht-Schmälzle, Academic Staff, Teaching and Learning in School Contexts
- Dr. Jürgen Schneider, Academic Staff, Teaching and Learning in School Contexts
- Patrick Schreyer, Associated Researcher, Teaching and Schooling
- Marcus Schrickel, Doctoral Candidate, Technology Based Assessment
- David Simon, Doctoral Candidate, Teaching and Learning in School Contexts
- René Staab, Academic Staff, Teaching and Learning in School Contexts
- Dr. Brigitte Steinert, Associated Researcher, Teacher and Teaching Quality
- Stefanie Sterzel, Assistant, Teaching and Learning in School Contexts
- Leonard Tetzlaff, Doctoral Candidate, Individualised Interventions
- Dr. Desiree Theis, Academic Staff, Teaching and Schooling
- Antje Thiele, Academic Librarian, Teaching and Learning in School Contexts
- Felix Wagner, Software Engineer, Technology Based Assessment
- Dr. Kristin Wolf, Academic Staff, Teaching and Learning in School Contexts
- Dr. Fabian Zehner, Post-doc Researcher, Technology Based Assessment
- Bernadette van Berk, Associated Researcher, Supporting Learning Processes