Projects
Adaptive Education
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meRLe
The meRLe project explores ways to promote German reading skills using multilingual-sensitive reciprocal teaching in primary education.
PREDICT
This project evaluates the potential of predictions generated by students to improve their learning. Further, it investigates the mechanisms that determine its success and asks whether there are age-related differences in its effectiveness.
iLearn
This project evaluates the potential of computerized formative assessment to support reading acquisition of children with reading difficulties. Formative assessment enables teachers to adapt their teaching methods to the individual learning progress of their students.
RESI
The project RESI investigates the relationship between individual cognitive variables and arithmetic strategies in primary-school children.
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.
SelF
The project SelF deals with the implementation of specific self-regulatory strategies in different areas of application.
BiPeer
BiPeer explores ways to support German reading competency of Turkish-German bilingual primary school children using peer-learning methods.
ADHD-ML
We investigated intelligent methods to predict hyperactivity in children using accelerometer data. We considered the classification of recorded time-series as well as segmentation tasks.
NeO
The discussion regarding “more male nurses in kindergardens” is currently present internationally. The public discussion involves multiple attributes for girls and boys as well as for their female and male nurses. The NeO Project sheds light on the nurses’ perspectives regarding the meaning of gender within early childhood education.