Projects
TschAu
The project aims to develop a standardized achievement test for students in grades three to six, which can be used to assess specific competences and impairments in written expression.
ÜFA
The project ÜFA is a nationwide longitudinal survey about conditions of employment of professionals in early childhood education.
UfEBB
The project UfEBB focuses on the education of under-three-years-old and the unequal conditions for development.
ULe
The project ULe studies children’s out-of-school learning spaces in an urban context.
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.
Vari
This project investigates how preschool children cope with linguistic variation. The focus is on the acquisition of adjectives such as big, clean or yellow. The project thus contributes to the question of how children acquire the grammatical rules of their first language and the meaning of utterances when the linguistic input is ambiguous.
ViolAA
The project uses different methodological approaches (experimental vignette studies, ambulatory assessment and behavioural observations) to investigate teachers’ reactions to student misbehaviour at school.
ViWa
Visual perception in children is known to serve as an early indicator of learning and achievement disorders. The project ViWa focuses on the development of visual perception and its relationship to math precursor skills and social-emotional competencies in children aged four to ten years.
VokSi
Vocabulary learning is easier when the learner is active, either by making a prediction about the possible translation of the foreign word, or by making gestures at the same time. The aim of this project was to investigate these learning activities in more detail and to look more closely at the effects of their interaction.
WieSeL
The WieSeL project is concerned with teachers’ self-regulation skills. It focuses on the question of which aspects of teachers’ professional competence support the promotion of self-regulation in school children’s learning.