ABIBA | Meta – Overcoming Educational Barriers: Learning Environments, Educational Success and Social Participation

The aim of the project is to network and support the research projects on the reduction of educational barriers, to produce research syntheses on previous knowledge, to conduct research on transfer and to communicate the new findings.

Abitur Examination Practices and Respective Essays From 1882 to 1972

The project "Abitur examination practices and respective essays from 1882 to 1972. Knowledge (re)presentation in a historical-practeological pilot project" successfully competed in the Leibniz Competition 2016, funding line for innovative projects. The project focused on historic transformation processes of exam practices which were compared across Prussia, Bavaria, Baden and Wuerttemberg.

Accompanying Design and Research for the Startchancen Programme

In the research network “Scientific support and research for the Startchancen programme”, scientists from 19 institutions accompany and support the federal states and the federal government in the implementation of the Startchancen programme in an evidence-based and needs-based manner.

ACHILLES – Assessing Daily Changes in Individual Prerequisites of Learning Success

The project ACHILLES examined the relationships between volitional, emotional, and cognitive processes in medical students preparing for their final exam. It further investigated whether these couplings can be changed by a technology-supported intervention.

Adaptive Learning Environments

The project "Adaptive Learning Environments" investigates which individual preconditions teachers conceive as risk factors regarding academic achievement, which instructions they give to assist children individually and when and why they give these instructions.

ADHD – Attention-Deficit Hyperactivity Disorder

The project ADHD studied various aspects of Attention-Deficit Hyperactivity Disorder (ADHD) and self-regulation. The project was founded in Constance in 2002 by Caterina Gawrilow. Since April 2009, the project ADHD has been incorporated in the IDeA Center.

Adult Basic Skills in Literacy and Numeracy in Denmark

The TBA Centre contributes to a follow-up study on PIAAC’s first cycle in Denmark which is carried out by VIVE, an independent research and analysis center operating under the Danish Ministry of Social Affairs and the Interior. The TBA Centre’s tasks involve the preparation of the technical delivery of the computer-based assessment as well as the psychometric aspects of the design, data processing, and scaling.

alea.schule – Platform for Formative Assessment

Computer-based assessment can be precious by allowing instant feedback to teachers and students, for instance, in formative assessment contexts.

ALICE – Analyzing Learning for Individualized Competence Development in Mathematics and Science Education

In the project, students' learning during mathematics and science lessons is evaluated on the basis of data from students' interaction with digital technologies. A theoretical and methodological basis for improved individualization of instruction is being created.

AltSRL - Assessing Alternative Measures of Self-Regulated Learning

This project assesses the existing alternative SRL measures to create a comprehensive overview of available instruments and to compare which tools most accurately assess learners' SRL based on its measurement properties.

AMSel – ADHS-Meta-Analysis on the Effectiveness of Self-Regulation Interventions

In AMSel we are conducting a meta-analysis on previous studies on the effectiveness of SR training for the emotional and academic well-being of students with ADHD.

Analyzing and Fostering Learning for the development of Competence

The project aims to gain insights into how the extensive amount of data on content learning processes generated during the processing of digital learning units can be automatically evaluated and made available to teachers in almost real time. Against this background, it should be possible to develop assistance systems for students and teachers and thus personalized learning at school.

AR4STE(A)M – Use Gamification Strategies and Augmented Reality for Innovative STE(A)M Learning

The AR4STE(A)M project is a strategic partnership, supported by the European Commission, to raise awareness of the importance of choosing STE(A)M studies in pursuing successful careers, especially among young students.

ASK – Alignment and School Development Capacities from the Perspective of Schools and School Supervisors

How do principals and school supervisory authorities work together to promote development at schools in socially challenging situations? What opportunities and challenges do they face? These and further questions are explored in the project.

Assessment of Student Achievements in German and English as a Foreign Language

The DIPF chaired and co-ordinated a scientific consortium for analysing the development of language competencies at 220 schools in Germany in the school year of 2003/2004.

Automatic Coding of Free Text Formats for Elaborated Educational Measurement

The project AKTeur aims at establishing an interdisciplinary cooperation network and a broad technological basis for automatic coding of free text formats in different scenarios.

BALU – Belief Revision through Autonomous Learning in Ugandan School Children

The project examines how self-directed learning influences belief revision of scientific concepts in Ugandan school children. It investigates whether the positive effect of autonomy on learning, well-documented in Western contexts, also holds in a cultural setting where social relatedness is prioritised over individual autonomy.

Berlin Longitudinal Reading Study (LESEN 3 – 6)

Individual and social impact factors on the development of reading literacy, reading motivation and reading behaviour in the period from third to sixth form were analysed within the framework of a longitudinal study.

BIJU – Learning Processes, Educational Careers, and Psychosocial Development in Adolescence and Young Adulthood Study

The BIJU project assesses the development of adolescents and young adults placing a focus on the development of specific, particularly school-related contexts.

BiLTex – Bilingual Learning Settings to Foster Text Comprehension

The project BiLTex examined potential differences between bilingual and monolingual learning environments for promoting text comprehension. While in monolingual learning environments all information and actions are presented or occur in German, bilingual learning environments implement heritage languages systematically. BiLTex investigated whether the inclusion of the heritage language has a positive effect on text comprehension and the learning experience in general for bilingual children.