Dr. Brigitte Brisson

  Brisson Koordinatorin


School Structure and Reforms

Educational Governance

Rostocker Straße 6
60323 Frankfurt am Main

+49 (0)69-24708-197




PhD in Educational Sciences, University of Tübingen
M.Ed. in Teaching (subjects: English and French), University of Tübingen
M.A. in Educational Studies, Catholic University of Leuven, Belgien
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


    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
    last modified Jul 02, 2021