Dr. Brigitte Brisson
Associated Researcher
Teaching and Schooling
Projects
Curriculum
Since 05/2016 | Academic researcher in the project "Study on the Development of All-day Schools” (StEG) at DIPF in Frankfurt am Main |
12/2010 – 06/2016 |
Doctoral studies and work on the project on promoting motivation in mathematics teaching, (MoMa), Hector-Institute for Empirical Educational Research in 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 |
2010 | Master in Educational Studies, K.U. Leuven, Belgium |
2008 | Bachelor in European Studies (major subject) and Educational Science (minor subject), K.U. Eichstätt-Ingolstadt |
née Schreier |
Teaching experience
09/2014 – 12/2014 |
Teaching English and French at Ferdinand-von-Steinbeis-Schule Reutlingen (commercial school) |
04/2011 – 09/2013 |
Lecturer at the Institute of Educational Science, University of Tübingen, practical seminars on data assessment methods and quantitative data analysis in empirical educational research and social studies (Bachelor) |
Current work and research activities
- Student motivation in secondary education
- Implementation and evaluation of intervention studies
Publications
Selected publications
- 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.
- 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
last modified
Jan 25, 2021