The project compares monolingual and bilingual learning environments for multilingual pupils in fourth and fifth grade in German-English bilingual schools.
Education through Language and Writing (Bildung durch Sprache und Schrift, BiSS) is a research and development programme, in which groups of child day care centres and schools work together closely in order to exchange their experiences and to implement coordinated language education measures. In March 2020 the second phase of the project ("BiSS-Transfer") has been started.
The exploratory study examines best practices to support the exchange of knowledge between educational practice and research. For this purpose, international bi-directional transfer structures are being analysed and their transferability to the German Education Server is evaluated.
With two sub-projects, the cooperative project aims to gain new insights into how visual literacy as a core construct within cultural education can be empirically measured („BKKB-Assessment”/HSD) and how art instruction can foster visual literacy („BKKB-Instruction”/DIPF).
The aim of the BONUS study is the scientific monitoring and evaluation of the Bonus Program. In this Program the state of Berlin provides funding to schools in challenging circumstances in order to reduce the influence of family background on educational success.
The Bremen Initiative to Foster Early Childhood Development (BRISE) systematically investigates the effects of early childhood intervention. BRISE systematically links early childhood and preschool programmes into a chain of interventions.
How can educational researchers, school practitioners and (initial) teacher training in Frankfurt and the surrounding area collaborate and benefit from each other with a long-term perspective? In the Campus Schools Programme, we are establishing strong and sustainable collaborations at the interface between theory and practice and develop them further together.
The CaTS project focuses on a further development of traditional formative summative assessment opportunities in a university context. The project aims at the development, operation and evaluation of computer-adaptive tests in university education, in different disciplines (computer science and educational science/teacher education).
The planned project aims at using computer based assessment in formative diagnostics via feedback of the diagnostical information in teaching practice.
As a contact point for eHumanities, CEDIFOR aims to support research in the humanities and social sciences with qualitative orientation. In this context, DIPF specifically addresses transdisciplinary and national educational research.
CERES is an international research network that brings together and supports various efforts to develop digital learning technologies. The network creates collaborative opportunities to advance science in the field of children and technology quickly and effectively.
The College for Interdisciplinary Educational Research (CIDER) is an interdisciplinary program for promoting young researchers in the field of empirical educational research. CIDER actively supports the building of an international interdisciplinary network by supporting young scientists, fostering their independence, and supporting interdisciplinary collaborations.
The College for Interdisciplinary Educational Research (CIDER) is an interdisciplinary program for promoting early career researchers in the field of empirical educational research – especially at the beginning of their postdoc phase. CIDER aims to foster their independence and to support interdisciplinary networking and collaborations.
This interdisciplinary research project investigates systematically Child Language Brokering (CLB) – informal translation practices by multilingual students – in German-speaking schools. It explorse children’s and teachers’ perspectives on CLB, its interactional patterns, and its educational potential.
Building on the COACTIV-R study on the development of teachers' professional competence during career entry, the COACTIV-expeRt study examines factors of longer-term professionalisation and indicators of professional success of the teachers, who now have an average of 10 years of professional experience.
The goal of the COINS project is to identify key features of instructionally sensitive test items that can be considered in the development of standardised achievement tests.
The project inspects teachers’ user practices in dealing with digital teaching resources and particularly Open Educational Resources (OER). A needs-oriented further development of the Social-Bookmarking tool Edutags is targeted.
In a subproject of the BMBF Programme “Lernen vor Ort“ (“Learning in the Community“), which is funded for a duration of three years, the project team will develop and establish an “Communal Educational Monitoring“ in 40 participating communities.