Main research areas

Running time:

April 2024 to March 2026

Funding/Financing:

“Stiftung Innovation in der Hochschullehre” under the auspices of the Töpfer Stiftung gGmbH

Persons/institutions involved:

Friedrich-Alexander-University Erlangen-Nuremberg

Chair of Education, specialising in media education:
Prof. Dr. Rudolf Kammerl

Chair of Computational Linguistics:
Prof. Dr. Stephanie Evert

Chair of German Linguistics:
Dr. Christine Ganslmayer

Chair of School Pedagogy with a focus on empirical teaching research;
Prof. Dr. Michaela Gläser-Zikuda

Project team Chair of School Pedagogy with a focus on empirical teaching research:

Prof. Dr. Michaela Gläser-Zikuda (Project management)

Tina Myrica-Daunicht (Research assistant)

Lea Plößl (Associated research assistant)

Dr. Florian Hofmann (Associated research assistant)

Brief information on the project:

PING stands for ‘Prompt Higher Learning’ and is funded in the ‘Freiraum 2023’ funding line by the Foundation for Innovation in Higher Education. PING aims to support university lecturers and students in educational science and related degree programmes in their acquisition of skills in the use of AI-supported (writing) tools on the one hand, and to sensitise them to the opportunities and risks of such digital applications on the other.

The interdisciplinary research project will be implemented jointly by the Chairs of Education with a focus on media education (Prof. Dr. Rudolf Kammerl), Computational Linguistics (Prof. Dr. Stephanie Evert), German Linguistics (Dr. Christine Ganslmayer) and School Education with a focus on empirical teaching research (Prof. Dr. Michaela Gläser-Zikuda) in the form of specifically designed project seminars, which will be evaluated.

Project schedule:

In the winter semester 2024/25, interdisciplinary basic workshops on the functioning of AI chatbots and the analysis and evaluation of text features will initially take place under the direction of Prof. Dr. Evert and Dr. Ganslmayer, as well as educational science project seminars on the development and testing of teaching-learning scenarios with AI-supported writing tools under the direction of Prof. Dr. Kammerl.

In the summer semester 2025, this will be followed by educational science project seminars to evaluate and reflect on the teaching-learning scenarios under the direction of Prof. Dr. Kammerl and Prof. Dr. Gläser-Zikuda. At the same time, the project will be evaluated with regard to the further development of university teaching (Prof. Dr. Gläser-Zikuda).

In the winter semester 2025/26, the project seminar series will be concluded with an interdisciplinary future workshop of all project participants at FAU Erlangen-Nuremberg. The final event will be supported by the ILI (Institut für Lern-Innovation, FAU-Kompetenzzentrum für Digitale Bildung). Results of the project will be presented in various university committees at FAU and published scientifically.

Persons/institutions involved:

FAU Erlangen-Nuremberg
Chair of Educational Psychology and Excellence Research:
Prof Dr Albert Ziegler, PD Dr Marion Händel

Chair of Education with a focus on media education:
Prof Dr Rudolf Kammerl

Institute for Learning Innovations:
Prof Dr Svenja Bedenlier

Chair of School Pedagogy with a focus on empirical teaching research:
Prof Dr Michaela Gläser-Zikuda

Brief information on the project:

What demands are placed on teachers and students in digital teaching formats, how do students deal with new teaching formats and what effects does the short-term switch to digital teaching formats have? An interdisciplinary research group at FAU is investigating these questions using an online survey. Students are cordially invited to take part in the survey.

In the 2020 summer semester, FAU will have to switch almost completely to digital teaching formats due to the coronavirus pandemic. Nevertheless, the current situation with changed teaching and learning conditions poses a particular challenge for everyone involved. A newly formed interdisciplinary research group with academics from various subject areas is therefore investigating how well the switch to digital teaching formats is succeeding, what consequences this will have for everyone involved and whether sustainable structures can be created.

Using online surveys, the research group aims to gain insights into the requirements, coping strategies and effects of the switch to digital teaching formats. The survey will use established and standardised measurement instruments to make a comprehensive contribution to the question of how students at FAU react to the switch to digital teaching and learning formats at various levels. The results of the survey will be used directly to improve digital teaching at FAU.

Further information on the project:

http://www.psycho.ewf.uni-erlangen.de/fau-e-learning-monitoring.shtml

Running time:

April 2020 until March 2023

Sponsors/Funding:

Robert Bosch Foundation

Persons/institutions involved:

Chair of School Education at the Friedrich-Alexander-University Erlangen-Nuremberg
Chair holder: Prof. Dr. Michaela Gläser-Zikuda
Research assistants: Felix Hufschmid, Lisa Pösse

University of Wuppertal
Institute for Educational Research in the School of Education
Department: Teaching, learning and classroom research
Dr. Stefan Markus

University of Vienna
Centre for Teacher Education
Department of Educational Sciences
Prof. Dr. Susanne Schwab

Ludwig-Maximilians-University Munich (LMU)
Faculty of Psychology and Education
Chair of Primary School Education and Primary School Didactics
Chair holder: Prof. Dr. phil. Katrin Lohrmann; Research assistant: Cornelia Reich

Brief information on the project:

To the project website

In the last twenty years, pedagogical relationships have increasingly become the focus of the discourse on successful teaching, as positive relationships between teachers and pupils have a positive effect on both the emotional-motivational well-being (Lohrmann & Hartinger, 2014) and the learning success of pupils (Hattie & Yates, 2015), as well as on the motivation and health of teachers (Aldrup et al., 2018). For parents, on the other hand, pedagogical relationships are linked to the school climate and satisfaction with the school (Veith, 2016). Relationships at applicant and winner schools of the German School Award are described as particularly positive. Positive relationships are characterised, for example, by a wide range of opportunities to develop individual interests or by cooperation between teachers, pupils and parents that is characterised by recognition and participation (Fauser et al., 2008; Veith, 2016). Nevertheless, there are still no empirical findings on the conditions and characteristics of successful educational relationships at these ideal schools.

The criterion for successful relationships should be the well-being of the pupils and their personal assessment (control-value theory, Pekrun & Perry, 2014) of their social integration (pupil-teacher relationships and peer relationships; Schwab, 2016), their competence and self-determination (Ryan & Deci, 2017), as well as the pupil-perceived autonomy of their teachers and parents.about schools, but are carried out together with with The aim of the BASiS study is to develop an evidence-based seminar and training concept for schools, universities and training institutions. The aim of the BASiS study is to develop an evidence-based seminar and further training concept, which is to be established through corresponding programmes at schools, universities and further training institutions.

The applicant and award-winning schools as well as the German School Academy are important partners in the research process and in the development of professionalisation measures.

Literature:

• Aldrup, K., Klusmann, U., Lüdtke, O., Göllner, R., & Trautwein, U. (2018). Student misbehavior and teacher well-being: Testing the mediating role of the teacher-student relationship. Learning and Instruction, 58, 126–136.
• Fauser, P., Prenzel, M. & Schratz, M. (Hrsg.) (2008). Was für Schulen! Wie gute Schule gemacht wird –Werkzeuge exzellenter Praxis. Der Deutsche Schulpreis 2008. Seelze: Klett Kallmeyer.
• Hattie, J. & Yates, G. (2015). Lernen sichtbar machen aus psychologischer Perspektive. Überarbeitete deutschsprachige Ausgabe von Visible Learning and the Science of How We Learn. Baltmannsweiler: Schneider Hohengehren.
• Lohrmann, K. & Hartinger, A. (2014). Lernemotionen, Lernmotivation und Interesse. In W. Einsiedler, M. Götz, A. Hartinger, F. Heinzel, J. Kahlert & U. Sandfuchs (Hrsg.), Handbuch Grundschulpädagogik und Grundschuldidaktik (S. 275-279). 4. Auflage. Bad Heilbrunn: Klinkhardt.
• Markus, S. (2019). Autonomieunterstützung und emotionales Erleben in der Sekundarstufe Effekte der Öffnung von Unterricht auf Lern- und Leistungsemotionen. Unveröffentlichte Dissertation, FAU Erlangen-Nürnberg.
• Pekrun, R., & Perry, R. P. (2014). Control-value theory of achievement emotions. In R. Pekrun & L. Linnenbrink-Garcia (Eds.), Educational psychology handbook series. International handbook of emotions in education (p. 120–141). Routledge/Taylor & Francis Group.
• Ryan, R. M. & Deci, E. L. (2017). Self-determination theory. Basic psychological needs in motivation development and wellness. New York: The Guilford Press.
• Schwab, S. (2016). Erfassung von sozialer Partizipation – Übereinstimmung zwischen Selbst- und Fremdsicht von Schülern mit und ohne sonderpädagogischen Förderbedarf. Zeitschrift für Pädagogische Psychologie, 30(4), 227-236.
• Veith, H. (2016). Gute Schulen investieren in ihre Kultur. Die Perspektive der Wissenschaft. In S.-I. Beutel, K. Höhmann, H.A. Pant, & M. Schratz (Hrsg.), Handbuch Gute Schule. Sechs Qualitätsbereiche für eine zukunftsweisende Praxis, 116-129. Seelze: Klett Kallmeyer.

Running time:

since 01/09/2017

Persons/institutions involved:

FAU Erlangen-Nuremberg
Chair of School Pedagogy with a focus on empirical teaching research
Chair holder: Prof. Dr. Michaela Gläser-Zikuda
Research associates: Dr. Florian HofmannMelanie Stephan, M.A.; Dr. Barbara Jacob, Katharina Fuchs, M.A.
Research assistants: Jana Eder, Maximilian Höldl, Matthias Weber

University of Wuppertal
Institute for Educational Research in the School of Education
Department of Methodology and Didactics with a focus on learning and emotional and social development
Stefan Markus, research assistant

Brief information on the project:

Teaching and learning are associated with a variety of emotions, but this area has hardly been investigated in higher education research to date (Hagenauer et al., 2017). Previous research in higher education teaching has focussed in particular on teachers’ perceptions of teaching and their teaching concepts (Kember & Kwan, 2000; Postareff & Lindblom-Ylänne, 2011). The present study therefore analyses the emotions of students and teachers and their mutual relationship based on Pekrun’s (2006) control-value approach. In a quasi-experimental mixed-methods study with pre- and post-measurements, the variation of the teaching concept (student-centred versus teacher-centred) is used to test whether positive learning emotions predominate in a student-centred teaching setting and which teaching phases and didactic-methodological conditions are associated with positive and negative emotions.
The participants in this study are student teachers who attended a seminar in school pedagogy in the winter semester 2017/18, which was offered by two lecturers. A total of 6 sessions were videotaped for the study, which were designed to be both student-centred and teacher-centred. In addition, standardised questionnaires were used before and after the seminars.
The sample comprised 219 voluntarily participating student teachers of school education in seminar groups of between 22 and 34 participants. The average age of the students

Literature:

• Hagenauer, G., Gläser-Zikuda, M., & Moschner, B. (2017, online first). University students’ emotions, life-satisfaction and study commitment: a self-determination theoretical perspective. Journal of Further and Higher Education, 27(2), 1–19. Doi: 10.1080/0309877X.2017.1323189
• Hofmann, F.; Stephan, M.; Fuchs, K.; Jakob, B.; Markus, S. & Gläser-Zikuda, M. (2018). Lernemotionen von Lehramtsstudierenden – macht der Lehransatz einen Unterschied? Posterbeitrag auf der AEPF-Tagung in Lüneburg.
• Kember, D. & K. Kwan (2000). Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science 28, 469–90.
• Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, Vol. 18, Issue 4, 315–341.
• Postareff, L. & Lindblom-Ylänne, S. (2011). Emotions and confidence within teaching in higher education. Studies in Higher Education vol. 36, no. 7, 799–813.

Running time:

September 2023 to August 2026

Promotion/financing:

DiTraBilVa stands for ‘Digital Transformation and Education under Consideration of Diversity’ and is a Funding programme for young researchers in empirical educational researchwho are interested in topics relating to digitalisation and heterogeneity. DiTraBilVa is being developed in collaboration with Friedrich-Alexander-University Erlangen-Nuremberg and the University of Augsburg and is funded by the Federal Ministry of Education and Research (BMBF).

Project partner:

Project team Chair of School Pedagogy specialising in empirical teaching research:

Prof. Dr. Michaela Gläser-Zikuda (composite line)

Ann-Kathrin Quarda-Häussler (research assistant)

Tina Myrica-Daunicht (research assistant)

Brief information on the project:

Digital transformation processes have an impact on the current and future education of people and social cohesion represent a particular challenge. The proposed programme is aimed at scientists in early career phases (Master’s students, doctoral students and postdocs) and aims to systematically introduce scientists in early career phases to the two fields of action mentioned above and the related current interdisciplinary and international state of research and to support them in the independent development of scientific positions. In addition, participants acquire key skills of excellent scientific practice in emp. Educational research, including competences with a view to practical transfer, and they are given the opportunity to network academically with each other and at national and international level.

An interdisciplinary group of proven colleagues and excellent researchers in the early stages of their careers from the two applicant universities of Erlangen-Nuremberg and Augsburg, as well as national and international experts from the two fields of action who have already confirmed their participation in the form of a letter of intent, will accompany the participants as speakers and mentors throughout the entire funding period. Numerous practice partners offer the participants important insights into the field of action and represent potential cooperation partners.

Several events are organised each year as part of the DiTraBilVa project series. As this is a cooperation between FAU Nuremberg-Erlangen and the University of Augsburg, the events are held at both locations. During the course of the project, the events take place both in person and online.

Running time:

June 2023 to December 2025

Promotion/financing:

DiSo-SGW is part of the Competence Centre Languages/Society/Economy in the competence network learning:digital. learning:digital is funded by the European Union – NextGenerationEU and supported by the Federal Ministry of Education and Research.
Homepage: https://lernen.digital/verbuende/diso-sgw/

Project partner:

Project team Chair of School Pedagogy specialising in empirical teaching research:

Prof. Dr. Michaela Gläser-Zikuda (Project management)

Lea Plößl (research assistant)

Johanna Greger (research assistant)

Isabelle Martin (research assistant)

Tina Myrica-Daunicht (research assistant)

Brief information on the project:

The digital revolution is fundamentally changing schools and teaching. The project ‘Digital sovereignty as the goal of pioneering teacher training for languages, social sciences and economics in the digital world’ (DiSo-SGW) is therefore aimed at expanding the digital sovereignty of teachers in the Subjects German, German as a second and foreign language, English, French, Spanish, religion/ethics, geography, history, social sciences, politics and economics.

In DiSo-SGW digital media are not only focussed on from the perspective of practical use in subject-related teaching and learning. The development and deepening of a personal-reflective attitude towards the associated opportunities and risks also plays a decisive role. The aim of the joint project is also to establish closer links between educational research, educational practice and educational administration. As part of the project, teams from science and school practice working across Germany are developing, testing, evaluating and optimising practical training and further education modules to strengthen digital sovereignty for teachers. These empirically tested further education and training modules will then be communicated and implemented via state and nationwide teacher training institutions.

The Project team at the Chair of School Education with a focus on empirical teaching research under the direction of Prof. Dr. Michaela Gläser-Zikuda is primarily concerned with the Optimisation, testing and implementation of digital and AI-based portfolio apps as part of the training programmes for teachers. The aim is to make the portfolio approach a fruitful professionalisation concept for building digital sovereignty in all subjects of the projects. Teachers should be given the opportunity to document their learning processes as part of the training events as well as their own teaching experiences, to reflect on them with the help of prompts and to work on them co-constructively for lesson design.

Running time:

June 2023 to December 2025

Promotion/financing:

Diets is part of the music/art/sport competence centre in the learning:digital competence network. learning:digital is funded by the European Union – NextGenerationEU and supported by the Federal Ministry of Education and Research.
Homepage: https://lernen.digital/verbuende/diaes

Project partner:

Project team Chair of School Pedagogy specialising in empirical teaching research:

Prof. Dr. Michaela Gläser-Zikuda (Project management)

Lea Plößl (research assistant)

Johanna Greger (research assistant)

Isabelle Martin (research assistant)

Tina Myrica-Daunicht (research assistant)

Brief information on the project:

In Diets digital media are not only focussed on from the perspective of practical use in subject-related teaching and learning. The development and deepening of a personal-reflective attitude towards the associated opportunities and risks also plays a decisive role. The aim of the joint project is also to establish closer links between educational research, educational practice and educational administration. As part of the project, teams from science and school practice working across Germany are developing, testing, evaluating and optimising practical training and further education modules to strengthen digital sovereignty for teachers. These empirically tested further education and training modules will then be communicated and implemented via state and nationwide teacher training institutions.

The Project team at the Chair of School Education with a focus on empirical teaching research under the direction of Prof. Dr. Michaela Gläser-Zikuda is primarily concerned with the Optimisation, testing and implementation of digital and AI-based portfolio apps as part of the training programmes for teachers. The aim is to make the portfolio approach a fruitful professionalisation concept for building digital sovereignty in all subjects of the projects. Teachers should be given the opportunity to document their learning processes as part of the training events as well as their own teaching experiences, to reflect on them with the help of prompts and to work on them co-constructively for lesson design.

Project summary:

The project entitled Teaching Practice Partnership Model in Pre-Service Teacher Education (INSHIP) aims to develop educational innovation in the area of higher education through a complementary partnership model for teaching practice (TP) in initial teacher education. The project follows four main objectives: (1) Provision of appropriate educational opportunities for student teachers in the course of TP, (2) Enhancement of the professional competencies of academic staff in the in-service course of TP (CPD-INSHIP course), (3) Operationalization of tools and guidance materials for implementation of TP (INSHIP-toolkit) (4) Development of Professional Learning Network in TP (INSHIP-PLN).
INSHIP-project derives from an international consortium of experts in the field of teacher education, and is evidence-based. Its background is a socio-constructivist paradigm, at the forefront of which is situational learning of student teachers, and the role of collaboration and professional learning communities in bridging the gap between theory and practice in teacher education, which can be exceeded in an authentic learning context, i.e. in the concrete work environments. Moreover, in the course of the TP student teachers become professionally socialised, evolving their professional identity on the basis of shared attitudes and values within the teaching and learning community. Finally, the active participation of students in their future work environments contributes to their professional promotion, as the particular school gets to know the individual students during the TP course, which provides for a higher level of security of the institution in the employment of the graduates.
The main achievement of the project will be the INSHIP-model, which will take the form of four basic elements covering the educational principles of strategic complementary partnership collaboration, professional socialisation, the student teachers TP competencies, and quality indicators for TP, with its own developed evaluation system. Supporting the INSHIP-model, the CPD-INSHIP course for academic staff will be developed and piloted within the project, as well as the INSHIP-toolkit and INSHIP-PLN fostering the spread of the professional learning community in TP by using INSHIP-portal, attending various professional meetings and using the materials produced in INSHIP. The INSHIP-project aims to bring together a total of 96 education professionals for INSHIP transnational teaching / learning / training events. It is planned to engage with another 150 education professionals for professional dissemination events taking place ones simultaneously across 6 partner countries and 120 participants in the INSHIP final conference. It is expected to gradually involve more education professionals across the participating countries who will benefit INSHIP-PLN, as well as other project outputs over time.

Partners:

University of Ljubljana, Slovenia (Coordinator)
Masarykova Univerzita, Czech Republic
Universidad de Alicante, Spain
University of Primorska, Faculty of management, Slovenia
University of Erlangen-Nuremberg, Germany

INSHIP web page:

http://inship.splet.arnes.si/

Running time:

since 2016

Persons/institutions involved:

FAU Erlangen-Nuremberg
Chair of School Pedagogy with a focus on empirical teaching research
Chair holder: Prof. Dr. Michaela Gläser-Zikuda
Research assistant: Isabelle Grassmé

Saarland University
Chair of Empirical Educational Research
Chair holder: Prof. Dr. Roland Brünken
Research assistant: Dr. Antje Biermann

Brief information on the project:

In recent years, the demand for a competency orientation in teacher education (Kunter et al., 2011) as well as a stronger practical orientation and upgrading of internships in the degree programme has led above all to an expansion in the amount of time spent in practical phases and to new approaches to more intensive learning support by universities (Gröschner & Seidel, 2012). Although practical components in the degree programme are considered a central building block for the professionalisation of prospective teachers, empirical studies indicate that it is not yet clear whether internships have a truly positive effect on teacher training (Hascher, 2012).
The support provided by teachers at the university and mentors at the placement schools plays a special role in this context. The ‘Lehr:werkstatt’ is a project currently being carried out to organise internships for secondary school and grammar school teachers in Bavaria and Baden-Württemberg (Eberhard von Kuenheim Foundation, 2016). Student teachers work together with a teacher for an entire school year. It can be assumed that this 1:1 mentoring creates a more intensive relationship and collaboration between the trainee teacher and students, a higher proportion of teaching experiments and intensive and individualised learning opportunities. The cooperation project focusses in various sub-studies

Publications:

• Grassmé, I., Biermann, Gläser-Zikuda, M. & Brünken, R. (in Vorb.) Lerngelegenheiten in unterschiedlichen Praktika und ihre Bedeutung für die Kompetenzen von Lehramtsstudierenden. In M. Rothland & I. Biederbeck (Hrsg.), Beiträge zur Lehrerbildung und Bildungsforschung (BzLB). Münster: Waxmann.
• Grassmé, I., Biermann, A., Gläser-Zikuda, M. & Brünken, R. (2017). Kompetenzentwicklung in Schulpraktika. Eine kooperative empirische Studie der Friedrich-Alexander-Universität Erlangen-Nürnberg und der Universität des Saarlandes zur Kompetenzentwicklung von Lehramtsstudierenden in den Schulpraktika. Posterpräsentation im Rahmen der Jahrestagung 2017 der Konferenz für Grundschulpädagogik und -didaktik an bayerischen Universitäten am Standort Nürnberg.
• Grassmé, I. & Gläser-Zikuda, M. (2016). Betreuungsqualität und Kompetenzentwicklung in Praxisphasen der Lehrerbildung. Eine empirische Studie zur Wirksamkeit der Lehr:werkstatt unter besonderer Berücksichtigung der Klassenführungskompetenz. Vortrag im Rahmen des Doktorandenkolloquiums an der Universität des Saarlandes (12.07.2016).
• Grassmé, I., Biermann, A., Gläser-Zikuda, M. & Brünken, R. (2016). Lerngelegenheiten und Kompetenzentwicklung im Praktikum. Eine kooperative Forschungsstudie der Friedrich-Alexander-Universität Erlangen Nürnberg und der Universität des Saarlandes zur Kompetenzentwicklung von Lehramtsstudierenden im Praktikum. Posterpräsentation auf der AEPF Tagung: Rostock.

Cooperation partners:

Dr. Antje Biermann und Prof. Dr. Roland Brünken

Literatur:

• Eberhard von Kuenheim Stiftung der BMW AG (2016). Die Lehrwerkstatt. URL: http://www.lehrwerkstatt.org/ [Zugriff am 10.03.2017].
• Gröschner, A. & Seidel, T. (2012). Lernbegleitung im Praktikum. Befunde und Innovationen im Kontext der Reform der Lehrerbildung. In W. Schubarth, K. Speck, A. Seidel, C. Gottmann, C. Kamm & M. Krohn (Hrsg.), Studium nach Bologna: Praxisbezüge stärken?! Praktika als Brücke zwischen Hochschule und Arbeitsmarkt. Befunde und Perspektiven (S. 171–183). Wiesbaden: VS Verlag für Sozialwissenschaften.
• Hascher, T. (2012). Forschung zur Bedeutung von Schul- und Unterrichtspraktika in der Lehrerinnen- und Lehrerbildung. Beiträge zur Lehrerbildung, 30 (1), 87–98.
• Kunter, M., Kleickmann, T., Klusmann, U. & Richter, D. (2011). Die Entwicklung professioneller Kompetenz von Lehrkräften. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss & M. Neubrand (Hrsg.), Professionelle Kompetenz von Lehrkräften: Ergebnisse aus dem Forschungsprogramm COACTIV (S. 55–68). Münster: Waxmann.

Running time:

March 2021 until August 2024

Sponsors/Funding:

Federal Ministry of Education and Research (BMBF)

Persons/institutions involved:

FAU Erlangen-Nuremberg

Chair of School Pedagogy with a focus on empirical teaching research

Prof. Dr. Michaela Gläser-Zikuda, Dr. Florian Hofmann

Research assistants: Jessica Schießl, M.A., Chengming Zhang

Free University of Berlin

Prof Dr. Ralf Romeike, Didactics of Computer Science

Prof. Dr. Christoph Benzmüller, Dahlem Center for Machine Learning and Robotics

Prof. Dr. Tim Landgraf, Dahlem Center for Machine Learning and Robotics

Brief information on the project:

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Artificial intelligence (AI) is also increasingly being used in education (Marr, 2018) and is thus influencing digital university teaching and digital teaching in schools. AI technologies enable individualised learning support in the context of university teaching and it is assumed that they make a potential contribution to the professionalisation of teachers, among other things. However, a dilemma is emerging at this point: on the one hand, the technologies are said to offer extensive opportunities, but on the other hand, there is often a defensive attitude among teachers and learners due to uncertainties. As scepticism towards AI technologies is particularly prevalent among student teachers, this poses a particular challenge for teacher training.

The PetraKIP project aims to exploit the potential benefits of AI to support the learning processes of student teachers with the help of a personalised AI-based portfolio. AI can provide individualised feedback and more complex learning dialogues (Satow, 2017), the ability to reflect and motivation to learn can be promoted through AI-generated feedback (Gibson et al., 2017) and confidence in the chosen course of study can be increased (Klebanov et al., 2017). The portfolio approach is explicitly suitable for promoting self-regulated learning (Gläser-Zikuda et al., 2010) and the ability to reflect – two aspects that are considered essential for professionalisation (Hofmann et al., 2016). However, students tend not to accept conventional portfolios (Ziegelbauer & Gläser-Zikuda, 2013) and hardly recognise the potential benefits (Brouër, 2007; Fütterer, 2019).

The aim of the project is therefore to develop and establish an AI-supported professionalisation portfolio in teacher training.

The digital portfolio ‘metapholio’ (https://metapholio.ch/) is used as a starting point and further developed into an AI-based, personalised learning system.

Student teachers and university lecturers at both participating universities will be surveyed at several points in time using quantitative and qualitative methods. The identification of usage habits as well as attitudes, prejudices, uncertainties and knowledge on the part of the students with regard to AI systems are recorded, as are individual conditions for successful use of the AI support systems in the portfolio. The significance of the AI portfolio for the development of self-regulated learning and professionalisation as well as for the acceptance, education and maturity of student teachers in relation to AI will also be investigated. In addition, the possible effectiveness of the AI portfolio with regard to the use of various prompts and feedback formats will be systematically examined.

Literature:

• Brouer, B. (2007). Mit Portfolios schreibend das Lernen reflektieren. In M. Gläser-Zikuda (Hrsg.). Lerntagebuch und Portfolio auf dem Prüfstand. Empirische Pädagogik, 21(2), S. 157–173.
• Fütterer, T. (2019). Professional Development Portfolios im Vorbereitungsdienst. Die Wirksamkeit von Lernumgebungen auf die Qualität der Portfolioarbeit. Wiesbaden: Springer VS.
• Gibson, A., Aitken, A., Sándor, Á., Buckingham Shum, S., Tsingos-Lucas, C., & Knight, S. (2017). Reflective writing analytics for actionable feedback. In A. Wise, P. H. Winne, G. Lynch, X. Ochoa, I. Molenaar, S. Dawson, & M. Hatala (Eds.), Proceedings of the seventh international learning analytics & knowledge conference (S. 153–162). ACM. https://doi.org/10.1145/3027385.3027436
• Gläser-Zikuda, M. (2015). ePortfolios in Higher Education. In M. Spector (Eds.), Encyclopedia of Educational Technology. (pp. 275 – 277). Los Angeles: SAGE.
• Gläser-Zikuda, M., Voigt, C., & Rohde, J. (2010). Förderung selbstregulierten Lernens bei Lehramtsstudierenden durch portfoliobasierte Selbstreflexion. Empirische Pädagogik, 21(2), S. 142–165.
• Hofmann, F., Wolf, N., Klaß, S., Grassmé, I., Gläser-Zikuda, M. (2016). Portfolios in der LehrerInnenbildung: Ein aktueller Überblick zur empirischen Befundlage. In M. Boos, A. Krämer & M. Kricke (Hrsg.), Portfolioarbeit phasenübergreifend gestalten: Konzepte, Ideen und Anregungen aus der LehrerInnenbildung (S. 23–39). Münster & New York: Waxmann.
• Klebanov, B. B., Burstein, J., Harackiewicz, J. M., Priniski, S. J. & Mulholland, M. (2017). Reflective Writing About the Utility Value of Science as a Tool for Increasing STEM Motivation and Retention – Can AI Help Scale Up? International Journal of Artificial Intelligence in Education, 27(4), S. 791–818. https://doi.org/10.1007/s40593-017-0141-4
• Marr, B. (2018). How Is AI Used In Education — Real World Examples Of Today And A Peek Into The Future. Retrieved July, 29th 2021 at https://www.forbes.com/sites/bernardmarr/2018/07/25/how-is-ai-used-in-education-real-world-examples-of-today-and-a-peek-into-the-future/#36e55e39586e
• Satow, L. (2017). Chatbots as Teaching Assistants: Introducing a Model for Learning Facilitation by AI Bots. Abgerufen am 29. Juli 2021 von https://blogs.sap.com/2017/07/12/chatbots-as-teaching-assistants-introducing-a-model-for-learning-facilitation-by-ai-bots/
• Ziegelbauer, S., Ziegelbauer, C., Limprecht, S. & Gläser-Zikuda, M. (2013). Bedingungen für gelingende Portfolioarbeit in der Lehrerinnen- und Lehrerbildung: Empiriebasierte Entwicklung eines adaptiven Portfoliokonzepts. In B. Koch-Priewe, T. Leonhard, A. Pineker & J. C. Störtländer (Hrsg.), Portfolio in der LehrerInnenbildung. Konzepte und empirische Befunde. (S. 112–121). Bad Heilbrunn: Klinkhardt.

Running time:

August 2023 until March 2026

Promotion/financing:

LeadCom is part of the competence centre for school development in the learning:digital competence network. learning:digital is funded by the European Union – NextGenerationEU and supported by the Federal Ministry of Education and Research.
Homepage: https://lernen.digital/verbuende/leadcom/

Project partner:

Friedrich-Alexander-Universität Erlangen-Nürnberg (network coordination)
Ansbach University of Applied Sciences
Otto-Friedrich-University Bamberg
University of Bielefeld
Braunschweig University of Technology
Rhineland-Palatinate University of Technology Kaiserslautern-Landau
University of Cologne
Johannes Gutenberg University Mainz
Nuremberg University of Technology
University of Paderborn
University of Education Schwäbisch Gmünd

Project team Chair of School Pedagogy specialising in empirical teaching research:

Prof. Dr. Michaela Gläser-Zikuda (Project management)

Berit Breins (research assistant)

Julia Ortwig (research assistant)

Ann-Kathrin Quarda (research assistant)

Luisa Laubmann (student assistant)

Brief information on the project:

In the LeadCom project network, eleven universities as well as numerous schools and transfer partners are involved in the development and implementation of training and counselling offers for Professionalisation of school management and teachers involved in digital school development at general and vocational schools.

With a view to future-oriented digital school development, the focus is on Designing a digital communication and cooperation practice and the associated Change in digital leadership at schools.

LeadCom aims to develop a training and support system for school leaders and teachers involved in digital school development. To this end, project partners are implementing four work packages in cooperation with institutions in the states of Baden-Württemberg, Bavaria, Hamburg, Hesse, Lower Saxony, North Rhine-Westphalia and Rhineland-Palatinate, which will result in corresponding training and counselling modules:

(1) The creation of a digital communication and cooperation culture at schools and among the partners involved in the competence centre,
(2) the development and testing of concepts to strengthen digital leadership among school administrators or leaders and multipliers in this area,
(3) designing and implementing training and counselling programmes on digital leadership and digital communication and collaboration, and
(4) ensuring the transfer into school practice.

The implementation of the training and counselling offers will be longitudinally evaluated. The training and counselling services are offered as Open Educational Resources (OER) digitally available nationwide made.

The project team at the Chair of School Pedagogy, specialising in empirical teaching research, is primarily concerned with the Quality assurance and evaluation of LeadCom. This includes the formative evaluation of programmes in 14 sub-projects as well as the longitudinal summative evaluation of the overall project as part of a mixed method design. The team is also involved in developing the content of the training programmes in the sub-project ‘Well-Being in the context of digital communication’.

Running time:

November 2022 until June 2025

Promotion/financing:

Free State of Thuringia with funds from the European Social Fund Plus

Participating institutions:

Chair of School Pedagogy with a focus on empirical teaching research
Thuringian Ministry of Education, Youth and Sport (TMBJS)
Thuringian Institute for Teacher Training, Curriculum Development and Media (ThILLM)

Project management:

Prof. Dr. Michaela Gläser-Zikuda

Project team members:

• Lisa Pösse
• Isabell Martin
• Jessica Schiessl
• Bernadette Eberhardt
• Dr. Heinfried Habeck

Brief information on the project:

Funded by the Free State of Thuringia from the European Social Fund Plus, the Chair of School Pedagogy specialising in empirical teaching research at Friedrich-Alexander-University Erlangen-Nuremberg is conducting a scientific study on school and teaching quality in the context of reducing school drop-out rates at mainstream schools in Thuringia in cooperation with the Thuringian Ministry of Education, Youth and Sport (TMBJS).

The current funding period comprises a further development and expansion of the ESF project. The objectives of the professional and scientific process support with various sub-measures focus on school development at individual school level and school network work as well as cooperation with and sustainable implementation of training and further education programmes in all phases of teacher training in Thuringia with the aim of preventing school alienation and school dropout. These measures are evidence-based and based on document analyses and survey results at ESF schools in order to initiate and support school development processes and intended changes at an individual and school level.

In the first area of the measure, individual school support (Module I) The programme is implemented primarily with a view to school and personnel development as well as school network work with a focus on lesson development. In order to ensure the sustainability of all measures, all phases of teacher training, i.e. initial and in-service teacher training, are to be integrated in Thuringia (Module II).

The second area relates to the scientific recording, measurement, analysis and thus identification of relevant factors influencing school alienation, namely at individual and social level as well as at school and teaching level. The schools receive analyses of the current situation (school-specific reports) with the aim of using them for further school development (Module III).

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Running time:

August 2021 until July 2022

Promotion/financing:

Free State of Thuringia from the European Social Fund (ESF)

Participating institutions:

Chair of School Pedagogy with a focus on empirical teaching research
Thuringian Ministry of Education, Youth and Sport (TMBJS)
Society for Labour and Economic Development of the Free State of Thuringia mbH (GFAW)
Thuringian Institute for Teacher Training, Curriculum Development and Media (ThILLM)

Promotion/financing:

Free State of Thuringia with funds from the European Social Fund (ESF)

Project management:

Prof. Dr. Michaela Gläser-Zikuda

Project team members:

• Felix Hufschmid
• Lisa Pösse
• Isabell Martin
• Hanna Velling
• Jessica Schiessl

Brief information on the project:

Funded by the Free State of Thuringia from the European Social Fund, the Chair of School Pedagogy specialising in empirical teaching research at Friedrich-Alexander-University Erlangen-Nuremberg, in cooperation with the Thuringian Ministry of Education, Youth and Sport (TMBJS), is conducting a scientific study on school and teaching quality in the context of reducing school dropout rates at mainstream schools in Thuringia.

Dropping out of school is a complex process that can have an immense impact on the future of young people (Stamm, 2012). The reasons why pupils withdraw from school are manifold and partly lie within the school institution (Tippelt, 2011; Seeliger, 2016); among other things, poor school performance, attitudes towards learning and school, problems with teachers and fellow pupils, but also the family background lead to a higher probability of leaving school without a qualification (Hennemann, Hagen, Hillenbrand, 2010; Seeliger, 2016; Stamm, 2012). It is particularly problematic that pupils who leave school early are not only exposed to considerable disadvantages in their further education and have poorer chances of making the transition to work (Seeliger, 2016), but also lose social contacts at school and an important reference group, their peer group. This leads to (further) marginalisation and can have a problematic impact on social participation.

Despite positive developments, school dropout rates in Thuringia continue to exceed the targets agreed by the federal and state governments (Autorengruppe Bildungsberichterstattung, 2020, p. 144). The aim of this scientific monitoring is therefore to analyse the individual, social and school-related conditions of early school leaving. In addition to providing data-based feedback to individual schools, the results will be used to develop support options and practical recommendations for reducing the school dropout rate as part of school development measures.

Literature:

Autorengruppe Bildungsberichterstattung (2020). Bildung in Deutschland. Ein indikatorengestützter Bericht mit einer Analyse zu Bildung in einer digitalisierten Welt. Bielefeld: wbv Media.

Hennemann, T., Hagen, T. & Hillenbrand, C. (2010). Dropout aus der Schule. Empirisch abgesicherte Risikofaktoren und wirksame pädagogische Maßnahmen. Sonderpädagogik 2(3), 26-47.

Seeliger, S. (2016). Schulabsentismus und Schuldropout. Fallanalysen zur Erfassung eines Phänomens. Wiesbaden: Springer VS

Stamm, M. (2012). Schulabbrecher in unserem Bildungssystem. Wiesbaden: Springer VS

Tippelt, R. (2011). Drop out im Bildungssystem. Situation und Prävention. Zeitschrift für Pädagogik 57(2), 145-152.

Running time:

April 2017 until March 2020

Promotion/financing:

Robert Bosch Foundation

Project management:

• Prof. Dr. Manfred Pirner (Chair of Religious Education and Didactics of Religious Education)
• Prof. Dr. Michaela Gläser-Zikuda (Chair of School Education with a focus on empirical teaching research)
• Prof. Dr. Dieter Spanhel
• Dr. Klaus Wild

Project team members:

• Susanne Wild

Project description:

The Competence Centre for School Development and Evaluation is a working unit of the Chair of School Pedagogy with a focus on empirical teaching research and the Chair of Religious Education and Didactics of Protestant Religious Education at Friedrich-Alexander-Universität Erlangen-Nürnberg. With the so-called ‘perception- and value-oriented school development’ (short: WWSE^®) offers a package for schools and educational institutions that supports internal evaluation and school development.

In Germany, depending on the federal state and school authority, internal school evaluation is either mandatory or practised on a voluntary basis. The aim is to assess the strengths and challenges of the individual school and to be able to deal with them productively.

Key elements of WWSE^® are the empirically validated questionnaire, which is continuously developed in several school and school profile-specific versions, and the modular process in which the schools are supported.

The project has further developed the instruments of the WWSE^® on a scientific, theoretical and empirical basis.

Further information on WWSE^® and the competence centre for school development and evaluation can be found here.

Running time:

March 2019 until June 2022

Promotion/financing:

Free State of Thuringia from the European Social Fund (ESF)

Participating institutions:

Chair of School Pedagogy with a focus on empirical teaching research
Thuringian Ministry of Education, Youth and Sport (TMBJS)
Society for Labour and Economic Development of the Free State of Thuringia mbH (GFAW)
Thuringian Institute for Teacher Training, Curriculum Development and Media (ThILLM)

Promotion/financing:

Free State of Thuringia with funds from the European Social Fund (ESF)

Project management:

Prof. Dr. Michaela Gläser-Zikuda

Project team members:

• Katharina Fuchs
• Simon Meyer
• Melike Ömerogullari
• Shirin Saparova
• Matthias Buhn

Brief description of the project:

Funded by the Free State of Thuringia from the European Social Fund, the Chair of School Pedagogy specialising in empirical teaching research at Friedrich-Alexander-University Erlangen-Nuremberg, in cooperation with the Thuringian Ministry of Education, Youth and Sport (TMBJS) and the Thuringian Institute for Teacher Training, Curriculum Development and Media (ThILLM), is carrying out scientific process support for school network work in Thuringia.
By pooling specific competences and resources, the cooperation of schools within a school network offers individual schools the opportunity to take advantage of learning opportunities and development impulses that would remain unused without external cooperation (Dresselhaus, 2006). School network work can thus contribute to school development regionally, nationally and internationally through the systematic utilisation of synergy effects (Berkemeyer et al., 2008; Rößler, Gläser-Zikuda, Bonitz & Anderegg, 2017). For example, networks can also be effective in reducing the school dropout rate. School networks should operate with a clear objective and be intensively maintained and structured. Scientific process support offers the opportunity to support school networks in this regard through continuous monitoring and expert input.
In order to identify development potential at the individual school, school development conditions are recorded on the basis of data and reported back to the individual network schools in the form of school-specific portfolios. In addition, the culture of reflection at network schools with regard to school development processes to reduce the school dropout rate is systematically promoted by establishing a multiplier system. Further education and training programmes are also offered. In addition to actively supporting the educational work of the network schools, the effectiveness of school network work in terms of reducing the school dropout rate is also examined as part of the scientific monitoring. Finally, evidence-based tips and practical recommendations for successful school network work will be generated in comparison to schools without network work.

Literature:

Berkemeyer, N., Manitius, V. & Müthing, K. (2008). „Schulen im Team“. Erste empirische Befunde. In N. Berkemeyer, W. Bos, V. Manitius & K. Müthing (Hrsg.), Unterrichtsentwicklung in Netzwerken. Konzeptionen, Befunde, Perspektiven (S. 329–341). Münster: Waxmann.
Dresselhaus, G. (2006). Netzwerkarbeit und neue Lernkultur. Theoretische Grundlagen und praktische Hinweise für eine zukunftsfähige Bildungsregion. Münster: Waxmann.
Rößler, L.; Gläser-Zikuda, M.; Bonitz, M. & Anderegg, N. (2017). Innovation durch Transformation in transnationalen Netzwerken am Beispiel des deutschsprachigen Netzwerkes für Innovative Learning Environments (ILE). Journal für Schulentwicklung 21(2), 8-15.

Running time:

February 2020 until January 2023

Sponsors/Funding:

Robert Bosch Foundation

Project management:

Prof. Dr. Michaela Gläser-Zikuda

Project team members:

N.N.

Brief description of the project:

The InLiVe project is based on school development counselling and aims to systematically support network-based school development on the basis of the OECD criteria (OECD, 2013) for innovative learning environments, to expand it nationwide and to establish it sustainably.
For this reason, school networks in Thuringia (cf. Gläser-Zikuda et al., 2014) and other German federal states are to receive intensive support and school development advisors are to be systematically qualified for this challenging task, both with regard to the principles of school network work and the design of innovative learning environments. By bundling the new competences at key points in the school support system, setting up a multiplier system, involving cooperation partners and providing practical examples and other materials, school development is to be strengthened in the long term.
The project relates to the German-speaking ILE network (http://www.spaed.ewf.uni-erlangen.de/forschung/schul-und-unterrichtsforschung/deutschsprachiges-ile-netzwerk/), which has existed since 2014 and pursues the goal of international cooperation with a view to school development (Rößler et al., 2017).

Literature:

Gläser-Zikuda, M., Baumgart, K., Herzer, G., Kemper, R., König-Wendel, J. & Wenke, F. (2014). Schulentwicklung in Thüringen – das Startprojekt E.i.L. (“Entwicklung innovativer Lernumgebungen”). In A. Jantowski (Hrsg.), ThILLM. 2014. Unterricht im Spannungsfeld zwischen Kompetenz- und Standardorientierung (S. 71-81). Bad Berka: ThILLM.
OECD (Ed.) (2013). Innovative Learning Environments. Educational Research and Innovation: OECD Publishing.
Rößler, L.; Gläser-Zikuda, M.; Bonitz, M. & Anderegg, N. (2017). Innovation durch Transformation in transnationalen Netzwerken am Beispiel des deutschsprachigen Netzwerkes für Innovative Learning Environments (ILE). Journal für Schulentwicklung 21(2), 8-15.

Project start:

01.10.2015

Project management:

Prof. Dr. Michaela Gläser-Zikuda

Project participants:

→ Baumgart, Kerstin
→ Keilbar, Gudrun
→ Stephan, Melanie
→ Poss, Simone
→ Berliner, Thomas
→ Uplegger, Kathrin
→ Schorr, Margarete
→ Lang, Oliver
→ Schratz, Michael
→ Agostini, Evi
→ Ammann, Markus
→ Rössler, Livia
→ Nárosy, Thomas
→ Hostettler, Ueli
→ Anderegg, Niels
→ Westfall-Greiter, Tanja
→ Schratz, Barbara
→ Schubert, Andreas
→ Schwarz, Johanna Erika
→ Diendorfer, Helga
→ Wobak, Maria
→ Hofbauer, Christoph
→ Köstenbauer, Andrea
→ Schmied, Claudia

Brief information on the project:

What is ILE?
ILE stands for ‘Innovative Learning Environments’ and is an international study conducted under the responsibility of the OECD’s Centre for Educational Research and Innovation (CERI). In particular, the ILE project analysed how young people learn today and under what conditions they can learn better. In a total of three project phases between 2008 and 2015, a conceptual collaboration, analysis and compilation of 125 case studies of innovative learning environments worldwide and their further development were realised. To a certain extent, the study aims to serve as a ‘blueprint’ for the ‘learning-side’ further development of education systems in the OECD area – across all system levels. In order to transfer the scientific findings of the study into practice, the ‘ILE 7+3 – Framework’ was developed, which describes the core of innovative learning environments on the basis of seven learning principles, while three development dimensions outline the direction for a dynamic implementation of the pedagogical core.

The 7 learning principles of ILE
1. the learner and his/her learning are at the centre.
2. learning should take place in a social context and as often as possible in a co-operative manner
3. the motivation of the students and their feelings are important for learning
4. the individual differences between the individuals should be recognised and one should be aware of the different prior knowledge.
5. Every learner needs demanding challenges without being overwhelmed.
6. forms of performance measurement should be chosen that actually check the specified goals and include formative feedback.
7. a learning space should be created that extends beyond the school and its classrooms. Such a learning space should enable cross-references as well as networking between subjects and activities both within and outside the school.
(translated from Dumont et.al. 2010 p. 6-7; see also OECD 2013, et al. p. 154)

These learning principles are also supported by findings from international empirical teaching and learning research (Boekaerts, 1999; Hattie, 2009; Shavelson, 2003 and others)

3 Innovation dimensions of ILE
1. to further develop the core pedagogical process in an evidence-informed and collaborative manner
2. enable development dynamics through strong ‘learning leadership’.
3. opening up and engaging in partnerships that promote innovation.

Guiding principle and objective
The German-speaking ILE network, which was founded in 2015, takes up the suggestions and results of the ILE study and stimulates innovation through scientific analyses, intensive discourse, publications and public relations work.
The guiding principle is the assumption that everyone in an educational context is a learner and that teachers are responsible for designing learning environments that are conducive to learning. In line with this principle, all endeavours of the German-speaking ILE network are directed towards learners. As the members see themselves as learners, the German-speaking ILE network co-operates in partnership and networks at eye level between practice, science and educational administration. All activities are in the service of learners. The network sees itself as a bridge builder, hub and source of inspiration for the design of innovative learning environments at schools in German-speaking countries.

Further information can be found in this presentation.

Running time:

January 2017 until December 2019

Sponsors/Funding:

Catholic School Organisation Bavaria

Persons/institutions involved:

Chair of School Education at the Friedrich-Alexander-University Erlangen-Nuremberg
Chair holder: Prof. Dr. Michaela Gläser-Zikuda
Research associates: Simon Meyer, Katharina Fuchs, Ramona Obermeier

Brief information on the project:

Funded by the Katholische Schulwerk Bayern (https://www.schulwerk-bayern.de/schulwerk.html), the Chair of School Pedagogy at Friedrich-Alexander-Universität Erlangen-Nürnberg is conducting an evaluation of the school development project ‘Stärkende Lebenswelten’ (Strengthening Lifeworlds) at Catholic schools.
‘Strengthening Lifeworlds’ aims to use the FamilyTeam (for parents; Graf & Walper, 2003; Graf, 2013) and ClassTeam (for teachers; Graf & Bauer, 2009) training programmes to bring family and school closer together in terms of relationships and education, thereby positively influencing the development of pupils. By promoting relationship and self-regulation skills on the part of teachers and parents as well as their more intensive cooperation, it is assumed that pupils will be positively influenced in terms of their personal development, resilience, self-regulation skills and emotional and social competence. Ultimately, this is also linked to the assumption that their learning process and performance will be promoted. In addition to the target group of pupils, teachers and parents will also be analysed with regard to self-regulation and emotional stability. It is also planned to analyse various factors at the micro, meso and macro levels.
In the course of the evaluation, in cooperation with the Katholisches Schulwerk Bayern, a total of around 32 secondary schools with 60 classes will be recruited, which will be divided into a full treatment group (class team and family team), two partial treatment groups (either class team or family team) and a control group (no training) according to their participation in the training programmes. As part of a quasi-experimental study design with a pre- and post-measurement as well as two follow-up measurements, the assumed effects are tested on the basis of standardised instruments. Qualitative methods (group discussion and participant observation) are used for in-depth and case-based analyses at both pupil and teacher level.

Literature:

• Graf, J. (2013). FamilienTeam – das Miteinander stärken: Das Geheimnis glücklichen Zusammenlebens (2. Aufl.). Freiburg: Kreuz.
• Graf, J. & Bauer, S. (2009). KlasseTeam: Emotionale Kompetenz von Lehrkräften und Kindern im Grundschulalter stärken. Unveröffentl. Kursleiter-Manual für das Lehrertraining. München: Ludwig-Maximilians-Universität München.
• Graf, J. & Walper, S. (2003). FamilienTeam: Das Miteinander stärken. Unveröffentl. Kursleiter-Manual für das Elterntraining. München: Ludwig-Maximilians-Universität München.
• Meyer, S., Obermeier, R., Zauner, D., Zauner, S. & Gläser-Zikuda, M. (under review). Zur Bedeutung von Trainingsprogrammen für die Förderung der Selbstwirksamkeit von Lehrkräften – das Beispiel KlasseTeam.
• Meyer, S. & Gläser-Zikuda, M. (under review). Zur Bedeutung individueller und kontextueller Einflussfaktoren auf Lern- und Leistungsemotionen zu Beginn der Sekundarstufe – eine mehrebenenanalytische Betrachtung.

Running time:

2019 to 2021

Sponsors/Funding:

Christliches Jugenddorfwerk Deutschlands gemeinnütziger e. V. (CJD)

Participating institutions:

Chair of School Pedagogy with a focus on empirical teaching research

Professorship for Music Education

Chair of Religious Education and Didactics of Protestant Religious Education

Project management:

• Prof. Dr. Michaela Gläser-Zikuda
• Prof. Dr. Wolfgang Pfeiffer
• Prof. Dr. Manfred Pirner

Project team members:

Melike Ömerogullari

Brief description of the project:

CJD Panorama aims to support children from different socio-cultural backgrounds using a music education approach. By learning to play an orchestral instrument, children should recognise their own potential and develop it. Musical education should enable children to participate in culture and create a framework in which they can strengthen their personality and social skills.

Panorama will be scientifically monitored for two school years from the 2019/2020 school year. The target group for the evaluation is children aged 3 to 13. The assumed effects of the project will be analysed on the basis of a pre-post design with treatment-control group methods. Of particular interest is how Panorama affects personality development, social skills and musical abilities and whether Panorama children develop differently compared to children who do not take part in Panorama. A quasi-experimental design with a mixed methods approach will be used, including both quantitative (questionnaires and tests) and qualitative methods (individual interviews and participant observation).

Running time:

January 2018 until January 2021

Sponsors/Funding:

German Research Foundation

Persons/institutions involved:

12 universities and research institutes in Germany, Austria and Switzerland are involved in this interdisciplinary network. The network comprises 15 young researchers and experts from the fields of sociology, political science, educational science and psychology.

Speaker:

Dr. Felix Knappertsbusch, Professor of Methods of Empirical Social Research and Statistics, University of the Federal Armed Forces Hamburg

Co-operation partner:

Prof. Dr. Michaela Gläser-Zikuda, Chair of School Pedagogy with a focus on empirical teaching research, Friedrich-Alexander University Erlangen-Nuremberg

Brief information on the project:

The network Mixed Methods and Multimethod Research in Empirical Social Research, which consists of members from various disciplines, aims to expand the interdisciplinary and international exchange between different approaches to method-integrative research. The network’s activities are orientated towards current methodological problem areas, including the method-integrative analysis of causality, integrative methods of data collection and analysis as well as quality criteria for method-integrative research. Prof. Dr. Michaela Gläser-Zikuda is a member of the network.

Further information:

https://www.hsu-hh.de/methoden/team/knappertsbusch/mixed-methods-network