Dr. Brigitte Brisson

Curriculum

Qualification

2018

PhD in Educational Sciences, University of Tübingen

2016

M.Ed. in Teaching (subjects: English and French), University of Tübingen

2010

M.A. in Educational Studies, Catholic University of Leuven, Belgien

2008

B.A. in European Studies (major) and Educational Sciences (minor), Catholic University of Eichstätt-Ingolstadt
née. Schreier

Professional Activities

Since 05/2021

Scientific coordinator of the project “Quality of All-day Provisions” (GTS-Bilanz) at DIPF Frankfurt/M

03/2020 – 02/2021

Substitute teacher, Collège Jacqueline Auriol de Villeneuve-Tolosane, Lycée Général et Technologique Rive Gauche de Toulouse, France

05/2016 – 12/2019

Scientific coordinator of the project “StEG-Tandem”, a subproject of the “Study on the Development of All-day Schools” (StEG), DIPF Frankfurt/M.

12/2010 – 06/2016

Doctoral student stipend, project “Promoting motivation in mathematics teaching” (MoMa), University of Tübingen

02/2014 – 04/2014

Visiting researcher to Professor Chris S. Hulleman, Center for the Advanced Study of Teaching and Learning, University of Virginia, USA

Teaching experience

04/2018 – 09/2018

Lecturer, Goethe University Frankfurt/M., Institute of Educational Science: seminar „Theoretical approaches and promotion of motivation to learn at school“ (Bachelor / Master)

04/2011 – 09/2013

Lecturer, University of Tübingen, Institute of Educational Science: seminars on data assessment methods and quantitative data analysis in empirical educational research and social studies (Bachelor)

Current work and research activities

• School development through cooperative learning at all-day schools
• Homework and study periods at all-day schools
• Student motivation in secondary education
• Implementation and evaluation of intervention studies

Publications

• List of Publications

Selected publications

• Dohrmann, J., Brisson, B. M., & Kielblock, S. (2021). Aufgabenbearbeitung mit Peer Mentoring: Wirkungen bei den jüngeren Schülerinnen und Schülern. In S. Kielblock, B. Arnoldt, N. Fischer, J. M. Gaiser & H. G. Holtappels (Hrsg.), Individuelle Förderung in der Ganztagsschule (pp. 105–119). Weinheim: Beltz Juventa.
• Brisson, B. M., Häfner, I., Gaspard, H., Flunger, B., Dicke, A.-L., Trautwein, U. et al. (2020). Who sticks to the instructions—and does it matter? Antecedents and effects of student responsiveness to a classroom-based motivation intervention. Zeitschrift für Erziehungswissenschaft, 23, 121–144. DOI: 10.1007/s11618-019-00922-z.
• Brisson, B. M., Dicke, A.-L., Gaspard, H., Häfner, I., Flunger, B., Nagengast, B. et al. (2017). Short intervention, sustained effects: Promoting students’ math competence beliefs, effort, and achievement. American Educational Research Journal, 54 (6), 1048–1078. DOI:10.3102/0002831217716084
• Nagengast, B., Brisson, B. M., Hulleman, C. S., Gaspard, H., Häfner, I. & Trautwein, U. (2017). Learning more from educational intervention studies. Estimating complier average causal effects in a relevance intervention. The Journal of Experimental Education, 37 (1), 1–19. DOI: 10.1080/00220973.2017.1289359
• Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B. M., Häfner, I., Trautwein, U. et al. (2015). More value through greater differentiation. Gender differences in value beliefs about math. Journal of Educational Psychology, 107 (3), 663–677. DOI: 10.1037/edu0000003
• Schreier, B. M., Dicke, A.-L., Gaspard, H., Häfner, I., Flunger, B., Lüdtke, O. et al. (2014). Der Wert der Mathematik im Klassenzimmer. Die Bedeutung relevanzbezogener Unterrichtsmerkmale für die Wertüberzeugungen der Schülerinnen und Schüler. Zeitschrift für Erziehungswissenschaft, 17 (2), 225–255. DOI: 10.1007/s11618-014-0537-y
• Goos, M., Schreier, B. M., Knipprath, H. M. E., Fraine, B. de, van Damme, J. & Trautwein, U. (2013). How can cross-country differences in the practice of grade retention be explained? A closer look at national educational policy factors. Comparative Education Review, 57 (1), 54–84. DOI: 10.1086/667655