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ForschungResearch
 

What makes effective area-based reform? Learning from Germany and England

Project members

Prof. Dr. Chris Brown (University of Portsmouth), Dr. Nina Bremm (University of Duisburg-Essen), Jun.-Prof. Dr. Pierre Tulowitzki

Duration

2018-2020

Description

The purpose of this study is to improve both the theoretical and practical understanding of how to maximize the impact of area-based approaches, especially in disadvantaged areas. More specifically, the aim of this project is to:
1) understand what can lead to the effective implementation of area-based approaches to educational reform in disadvantaged areas from an international
comparative perspective;
2) recontextualise those findings to the German context and propose a ‘best
practice’ blueprint for an area-based intervention that could be implemented
in Germany using the principles of a Design Based Research Approach.

Ties between school leadership, instructional practices, school climate and collaboration in schools – Re-Analysis of the Hamburg school inspection data

Project members

Dr. Marcus Pietsch (Leuphana University of Lüneburg) & Jun.-Prof. Dr. Pierre Tulowitzki

Duration

2017-2020

Description

The goal of this project is to analyze possible links between instructional practices, school climate and school leadership, taking into account a plethora of additional context variables. To achieve this, data from the Hamburg school inspection is analyzed. This includes data from standardized questionnaires based on internationally recognized instruments, interviews and classroom observations.

Using Data From Video Game Achievements To Support Formal Learning in Schools

Project members

Prof. Dr. Chris Brown (University of Portsmouth), Jun.-Prof. Dr. Pierre Tulowitzki, Dr. Nina Bremm (University of Duisburg-Essen)

Duration

2018-2019

Description

The aim of this project is to develop a theoretical frame as well as a practical tool to use achievement data from video games to support the development of competencies of children in the classroom. Achievements are indicative to some as a form of cultural capital, dubbed “gaming capital”. In a first step, selected achievements from selected games will be analyzed with regard to links to competencies relevant for teaching and learning in school (for example complex problem solving skills, emotional skills, communication skills); this will be followed by an upscaling process and the design of an in-school intervention.

School leadership and school improvement in an age of digitalization

Project members

Jun.-Prof. Dr. Pierre Tulowitzki & Prof. Dr. Julia Gerick (University of Hamburg)

Duration

2018-2020

Description

This project aims to research changes with regard to school leadership and school improvement as a result of digitalization and the increasing use of ICT in schools. This includes an analysis of possible changes in the role conceptualizations and tasks of school leaders and school staff as well as changes with regard to school improvement strategies. Special attention is paid to how digitalization has impacted schools on an organizational level.

Qualifications and professional development of school principals in Germany

Project members

Jun.-Prof. Dr. Pierre Tulowitzki, Imke Hinzen & Marvin Roller

Duration

2017-2019

Description

School principals in Germany are more than just teachers with additional administrative duties. They are expected to be leaders, managers, agents of school improvement as well as administrators and teachers. How are they prepared for these responsibilities? What kind of mandatory qualifications are necessary to become a school principal in Germany? How does this differ from state to state? These are the guiding questions for this project. In order to tackle them, legal texts and official regulations with regard to becoming a school principal are analyzed and compared.

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