SYNERGIE – Systematic, Sustainable and Evidence-Oriented Professional Development in Schools

The SYNERGIE project aims to qualify school administrators to plan professional development activities tailored to their schools' needs. To this end, a modular professional development series for principlas is being developed and evaluated.

SysKo-BNE – Measuring System Competence as an Indicator in the Field Of Education for Sustainable Development

The aim of the SysKo-BNE project is to develop an indicator of system competence in the field of education for sustainable development.

Systematic Review: Interventions for Improving Language Skills in Three to Six-Year-Old Children

The project "Interventions for Improving Language Skills in Three to Six-Year-Old Children in Day-Care Facilities in German-Speaking Countries: A Systematic Review " aimed to give an overview over which interventions exist for improving language skills in the children’s first language and national language of instruction in German-speaking countries. Moreover, it reviewed the current knowledge regarding which language intervention approaches will (or can) deliver which effects in the context of specific institutional and individual conditions.

TaLC – Teacher Language in Classrooms

In the TaLC project, we examine the language used by teachers in the classroom. We are particularly interested in teaching quality characteristics and possible biases in teachers´ language. The overarching aim is to better understand the mechanisms of language in the classroom.

TALIS Video Study for Germany

The TALIS Video Study for Germany assesses mathematics instruction in 85 classrooms in Germany based on video recordings, questionnaires, and tests.

Teaching and Learning International Survey – Video Study (TALIS-Video)

The TALIS Video Study is an international study on school instruction which assesses the effectiveness of mathematics education in different countries.

TeaCop – Teachers and the Covid 19 pandemic

The TeaCop study investigates which individual and school factors contribute to teachers' successful professional adaptation to pandemic-related challenges. Further, we examine aspects of the teachers’ instructional quality and their professional well-being.

Tebelin – Teacher Beliefs about Inclusive Education

How do teachers think about inclusive education? We investigate in-service and preservice teachers’ beliefs and knowledge about inclusive education as well as which role beliefs and knowledge play for teachers’ classroom practice, by using diverse research methods.

Technology-Oriented Assessment of Professional Competencies in Nursing

TEMA is a co-operative project that aims at the development and implementation of a computer-based test procedure for the assessment of competencies in nursing and caring. As a first pilot project for the cluster of “nursing and caring professions“, the co-operative project focuses on the exemplary field of nursing and caring for elderly people.

The Multidimensional Self-concept in School Contexts: Extending Empirical Findings

This project aimed to extend existing empirical self-concept research and theory in school contexts. For this purpose, open research questions were considered, focusing on the internal structure of self-concept, its determination, outcome relations, and gender and age effects.

Thinking Education Across Borders – Wilhelm Rein's Pedagogical Correspondence Estate

The BBF prepares the pedagogical letter estate of the educationalist Wilhelm Rein as a digital source corpus and makes it permanently available as a reusable resource via its editing platform.

TPL-basics – Conditions of acquiring operational knowledge for solving technical problems

Through technical innovation, new appliances, such as smart home systems, find their way into our everyday life. However, before we can use them purposefully, we often have to learn how to handle them appropriately. In the project TPL-basics, we are investigating this acquisition of operational knowledge.

Tradition and Innovation: Developmental processes at non-academic track secondary schools in Baden-Wuerttemberg and Saxony

“Tradition and Innovation: Developmental processes at non-academic track secondary schools in Baden-Wuerttemberg and Saxony” (TRAIN) is a study that focuses on the academic development of students in secondary schools in Baden-Wuerttemberg and Saxony.

Transformation of the Jahrbuch für Historische Bildungsforschung (JHB) into an Open Access Journal

In the project funded by the DFG, the »Jahrbuch für Historische Bildungsforschung (JHB)« will be transformed into a a hybrid – print and online – open access journal. Thus, the continuity of the JHB will be ensured and at same time raised to a new technical level in terms of digital scholarly communication and the digital humanities.

Transitions in Different Educational Systems (TIDES) – making use of educational opportunities

The project “Transitions in Different Educational Systems” (TIDES) assesses the permeability of education systems in Germany and Switzerland as well as social disparities at the transition into post-compulsory training and education.

TRIO – Language Education in Early Child Care Centers

Collaboration between elementary school and kindergarten – language education in early child care centers

TwiSt – Impact of Transfer: An Exploratory Project

The project TwiSt explored whether and how the impact of transfer could be measured qualitatively and quantitatively. Possible indicators were composed for the transfer activities of the DIPF.

ÜFA – Transition from the Educational System to the Labor Market of Professionals in Early Childhood Education

The project ÜFA is a nationwide longitudinal survey about conditions of employment of professionals in early childhood education.

UPWIND – Understanding and Improving Daily Cognitive and Affective Within-Child Dynamics in the School Context

The project UPWIND investigated relations among affective, motivational, and cognitive processes in students. The aim was to develop easy to implement interventions tailored to individual children by targeting differences in these processes between children.

ViolAA – Teachers‘ Reaction to Norm Violations at School

Using different methodological approaches (experimental vignette studies, ambulatory assessment and behavioural observations), this project examines teachers‘ reactions to students‘ misbehavior at school.