The Institute aims to transfer the results of its empirical research into educational practice. In order to identify which factors facilitate the implementation in the classroom, DIPF works closely together with practitioners in the field, educational administration and politics.
In many ways, DIPF is actively engaged at the interface of research, politics and practice in education. DIPF accompanies reform processes and pilot projects and offers its conceptual and methodological expertise as well as its infrastructures for the purpose of transferring findings from science into pedagogical practice. On the one hand, the Institute assesses whether and how measures are effective, investigating student achievement, decisions for transition and instructional quality. On the other hand, the Institute aims to identify the conditions necessary for an implementation of scientifically proven measures in everyday settings in child day-care institutions and schools. Thereby, DIPF intends to contribute to a targeted realisation of educational reforms. DIPF aims to systematically study implementation factors and respective processes and contribute its experience from implementation projects. A specific research agenda has therefore been planned. In this context, different logics of action and time frames of diverse stakeholders in the education system need to be considered. It is thus necessary to engage in intensive communication with politicians and practitioners.
- BONUS study: Scientific monitoring and evaluation of the Bonus Program for schools in challenging circumstances in Berlin
- Educational choices and educational pathways within the context of structural changes in Berlin’s secondary school system (BERLIN study)
- PELIKAN – Perspectives of Early Childhood Educators on the Implementation of Compensatory Education in Kindergarten
- Science [makes] practice: what works well in instruction?
- StEG – Study on the Development of All-Day Schools
- iLearn – Individual Formative Assessment for Adaptive Support of Children with Reading Difficulties