Projects
Individual Development
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MoBiLe
The project investigates the role of language and executive functions in cognitive and academic development of elementary school children. The focus is on the comparison of monolingual and bilingual children (especially children from immigrant families), who often differ in terms of their language abilities as well as their academic achievement.
UPWIND
The project UPWIND investigates associations of affective, motivational, and cognitive processes in students. It specifically targets differences between children that can inform easily implemented interventions that can be tailored to individual students.
Step-by-Step
A broad variety of professional modules, based on the psychoanalytical and interdisciplinary trauma research on the one hand and socio-pedagogical and educational concepts on the other hand, has been intended to offer “first steps” as a sort of first aid in the initial refugee reception Michaelisdorf and to initiate “second steps” to support the immediate and sustaining integration into Germany at the same time.
Sprachförderprofis
The project Sprachförderprofis offers a joint training program for kindergarten and elementary school teachers. The teachers learn to plan language support settings in small groups based on current insights from linguistics and language acquisition.
META-EF TRAIN
The project investigates the effects of metacognitive executive function training in children from low socioeconomic backgrounds with an emphasis on transfer to academic abilities. Children are recruited in Germany and the UK to ensure greater generalizability. We focus on two age groups (4-6 vs. 8-10 years) to examine whether there is a developmentally sensitive period for cognitive training interventions.
TRIO
The TRIO project examines the effects of a joint professionalization of kindergarten teachers and elementary school teachers in the field of language education.
SLICES
The project SLICES examines, whether the thin slices technique can be used to efficiently study educational processes in very large samples, such as they are common in large scale assessments. The study focuses on the “constructive handling of student errors” in the classroom, an indicator of teaching and learning that is considered to be of particular importance for adaptive interactions with heterogeneous groups of learners.
LeA-Training
The focus of project LeA-Training is to investigate a reading fluency training program. The project aims at identifying the underlying mechanisms resulting in reading improvement to effectively implement the training for children with reading difficulties.
ReLari
The ReLari project investigates the relationship between children’s and adolescents’ relative age and their learning performance in the school context.
UfEBB
The project UfEBB focuses on the education of under-three-years-old and the unequal conditions for development.