Projects
Professionalization
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ViolAA
The project uses different methodological approaches (experimental vignette studies, ambulatory assessment and behavioural observations) to investigate teachers’ reactions to student misbehaviour at school.
Strive-Up
The project examines the ideas parents of 6-10 year old children have about their child’s future social status (desire to maintain status vs. desire for upward mobility). We analyse to what extent the desire to maintain status vs. the desire for upward mobility differs according to socio-economic status (SES) and migration background, and what role this desire for status plays in parents’ educational aspirations and in the educational decisions made by families.
NO BIAS
The project aims to investigate the accuracy of judgement of trainee and experienced teachers. In particular, it focuses on the influence of stereotypes. Process data will be used to investigate teachers’ information processing and the influence of stereotypes on it, and to develop approaches to reduce the influence of stereotypes on judgements.
MespE
MespE focuses on teachers’ attitudes towards their pupils’ migration-related multilingualism. The effects of these attitudes on teachers’ judgments and expectations will be examined, and the findings will be used to design appropriate intervention measures (professionalisation/training concepts) to initiate the associated reflection processes.
KoPaS
The project focuses on the individual support of primary school children from different learning backgrounds and languages of origin by the professionals involved in all-day schooling, as well as on gaining insights into the effects of lesson design on the individual development of pupils.
GeKiSch
This project analyses the importance of low-threshold schooling and learning opportunities in initial reception centres in Hesse for the development, learning and integration process of children and adolescents. The aim is to identify the psychosocial needs of children in the developmental phase of school age and ultimately the challenges for educational practice in the school context and to formulate recommendations for policy and practice.
BiLTex
The IDeA project BiLTex investigates potential differences between bilingual and monolingual learning environments for text comprehension. Whereas in monolingual learning environments all information and actions are available or take place in German, in bilingual learning environments the mother tongue is systematically included. BilTex aims to investigate whether the inclusion of the language of origin has a positive effect on text comprehension and the learning experience of pupils growing up bilingually.
DiSeGel
The interdisciplinary network focuses on emotional violence by educational professionals towards children and young people. The network members examine how emotional violence as a phenomenon can be understood theoretically and dealt with empirically.
SPEAK-Phonology
The research project SPEAK-Phonology is a part of the joint project SPEAK (https://www.validierungsfoerderung.de/validierungsprojekte/speak). This part of the project focuses on developing standard values for a nonword repetiton test that was specifically constructed with multilingual children in mind. Standard values will be calculated for multilingual children between the ages of 4 and 8 and will take their individual biographies of acquisition into account.