DIPF aims to create a scientific basis for overcoming challenges in the education system. In this way, equitable participation in education is to be made possible and individual support continuously improved.
In order to research differential educational conditions and trajectories, researchers take into account individual, institutional and structural levels of the education system as well as their interactions. The researchers thus aim at making educational processes succeed and remove barriers in pre-school, school and university educational settings.
In this regard, DIPF has a broad range of expertise. Here, researchers evaluate educational reforms and examine them with regard to the interaction of structures and individual learning conditions. The individual prerequisites for successful learning are a focal point. Research is conducted on how children and adolescents can be individually supported in an optimal way, and which risk factors have a negative impact on school-related competences and socio-emotional well-being.
In order to further expand educational offers in kindergartens, schools and universities, the Institute researches teaching in heterogeneous learning groups, with a particular focus on professionalising educational staff. They should learn, for example, how teaching works differently given different individual prerequisites and how learners with special needs can be better supported.
Projects
- AMSel – ADHS-Meta-Analysis on the Effectiveness of Self-Regulation Interventions
- BRISE – Bremen Initiative to Foster Early Childhood Development
- BiLTex – Bilingual Learning Settings to Foster Text Comprehension
- COACTIV-expeRt – Development and Impact of Teachers’ Professional Competence – A Longitudinal Study over 10 Years
- DiFA – Digital Formative Assessment – Unfolding its full potential by combining psychometrics with learning analytics
- E-CER – In Search for the Good Teacher – Centre for Excellence in Research
- EABU – Emergence and Reducation of Educational Inequalities in Childhood and Adolescence
- EAGLeS – English Acquisition in German Learning Disabled Students
- EMMA – The Role of Emotions and Metacognitive Processes for Goal Revision
- ESel – Effectiveness of Self-Regulation Training
- EiKlar – EEG in the classroom
- Evaluation of the preparatory service in the State of North Rhine-Westphalia
- ExTra – Experiences during the Transition out of Upper Secondary Education
- FLINK – How to Read Fluently: Individual Intervention of Reading Competencies
- FePrax – Diagnostic Practice for the Purpose of Determining Special Educational Needs as well as Disparities between German Federal States within the Framework of the UN Convention on the Rights of Persons with Disabilities
- GEN-CORE – Generic Critical Online Reasoning in Higher Education
- GeoChild – Development of Geometrical Competences in Early Childhood
- GoThink – Really True? How Gestures Affect Logical Thinking in Children
- Hector – Scientific Support for the Hector Children's Academies in Hessen and Baden-Württemberg
- InSel – Recognise Internalising Symptoms and Respond Professionally
- KONTEXT Grundschule – Cooperatively Created InfoTEXTs for Primary Schools
- KoaLa – Cognitively Activating and Collaborative Learning Opportunities
- LEGA – Elementary School Age Reading Strategies
- LONDI 2 – Implementation and Evaluation of the LONDI Platform for Diagnosis and Remediation of Learning Disorders
- LeA-Training – Learning Acceleration Training
- MORAL – Socio-Moral Development of Children and Adolescents
- MeBis – Multilingualism in Educational Settings: Practices and Attitudes of Teachers, Parents and Children towards Multilingualism
- MotivO – Reading Motivation and Reading Achievement across Orthographies
- NEOS Study – Scientific Monitoring of the New Upper Secondary School in Schleswig-Holstein
- National Report on Education
- NawiSelf*digital – Using Digital Media to Foster Self-Regulation in Primary School Science Classrooms
- PREDICT – Prediction Generation as a Tool to Activate Children’s Prior Knowledge and Improve Learning
- PuS-SeL – Problem solving and Strategies – Self-regulation of Learning
- RABE 2 – Risk Factors and Consequences of Learning Difficulties up to Early Adulthood
- SchiWa – Schools in Times of Change
- SchuMaS - Schule macht stark
- SchuWaMi – School Change in a Society Shaped by Migration – School Culture(s) in the Current Context of Forced Migration
- 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
- SysKo-BNE – Measuring System Competence as an Indicator in the Field Of Education for Sustainable Development
- TeaCop – Teachers and the Covid 19 pandemic
- Tebelin – Teacher Beliefs about Inclusive Education
- The Multidimensional Self-concept in School Contexts: Extending Empirical Findings
- UPWIND – Understanding and Improving Daily Cognitive and Affective Within-Child Dynamics in the School Context
- WieSeL – Knowledge, Application, Promotion: Self-Regulation Competence of Teachers
- ZIB – Centre for International Student Assessment