Brigitte Brisson, M.A.

Projects

• StEG – Study on the Development of All-Day Schools

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

• List of 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