Funded by ZSBH

The research focus for the Center for School, Education and Higher Education (ZSBH) supports thematically relevant projects at the Johannes Gutenberg University Mainz within the framework of calls for proposals. Funding is primarily provided for projects in the field of school, education and higher education research that serve the further thematic development and expansion of the research focus.


This research project aims at making a contribution to teacher training in music education. By means of videotaped sequences of music lessons at a secondary school in Rhineland-Palatinate, this project in the field of music pedagogy and inclusion examines which subject positions are assumed in recognition practices in inclusive music lessons and to what extent participation in group music-making in classroom settings is made possible. This study also aims at raising an inclusion-oriented attitude towards inclusive and exclusive mechanisms in music pedagogical research.

The presented doctoral dissertation project investigates how processes of subjectivity in group music making settings can lead to processes of inclusion and exclusion (Budde & Hummrich, 2013). Based on the specific notion of recognition as a reciprocal process of addressing (Balzer & Ricken, 2010) and as a discursive determination of identity (Butler, 2001), the project is carried out based on the video interactional analysis (Tuma et al., 2013) and the addressing analytical approach (Kuhlmann et al., 2017). Examining addressings and re-addressings on the (non-)verbal level in connection with the spatial and bodily dimension enables the reconstruction of subjectivation processes and underlying subjectivation logics. With these results, exclusive mechanism of power in the context of school and (music) lesson can be revealed to support reflexive interactions with (vulnerable) individuals in pedagogical situations.

This project is carried out by Veronika Phung, M. Ed., (Hochschule für Musik Mainz) and supervised by Prof. Dr. V. Krupp.

The intended research project aims to contribute to higher education research by identifying moral issues among researchers and their stress-related effects.

The German Academic Fixed-Term Contract Act (WissZeitVG) in combination with the pressure to publish is an example of a job demand that researchers have to deal with in their everyday work. Do such job demands conflict with moral values and do such demands lead to moral stress or demotivation? This question will be investigated in the planned research project. The question will be addressed within the framework of a longitudinal study.

The planned study will allow for the analysis of current moral demands and individual moral states (moral strain and moral injury) of researchers, as well as the impact of such moral demands on psychological outcomes.

This project is carried out by Annika Müller, M. Ed.

This project aims to investigate the constitution of pedagogical action in medical organizations, taking into account institutional and organizational aspects.

Since the 13th Federal Report on Children and Youth called for a stronger interlocking of service for children, young people, and families with healthcare – especially pediatrics (Bundestag 2009) – there are increasing efforts to establish pedagogical offers in medical institutions. The interprofessional work in these medical institutions often takes place in interprofessional teams within a medical institution. Pedagogical professionals work in teams, which are part of an organizational culture (Engel/Göhlich 2022, 82) and find themselves within it. In order to successfully interlock the service for children, young people and families with pediatrics and to improve the protection of children and adolescents, it is important to also understand the organizational theoretical perspective of how pediatric action can take place in socio-pedagogical institutions.

The present project is based on the question of how pedagogical action in socio-pediatric centers is constructed through institutional and organizational aspects and processes of interprofessional learning. This will be examined by using a discourse-based and analytical investigation.

This initial exploration of organizational conditions of pedagogical action in medical organizations allows a profound discourse on the conditions of pedagogical action in medical organizations.

This project is carried out by Anna Kirchner, M.A.


The aim of the project is to develop a teaching concept for medical interviewing for medical students, which qualifies for communication with the relatives of suddenly deceased patients and the associated request for organ donation.

An extremely important criterion as a reason for the low number of postmortem donors in Germany is the extremely difficult and unpleasant conversation for all sides with relatives of dying, i. e. brain-dead patients who are eligible for organ donation. It is therefore not gladly conducted by the medical profession, in passing or not at all (McGough & Chopek, 1990). A temporal equalization is proposed (Jöbges et al., 2019): empathetic communication about the imminent death of the patient and then sensitively, without time pressure, the question of organ donation. This requires knowledge and skills of patient-oriented conversation, comprehensible information transfer, the communication of a negative message, risk communication and participatory decision-making, so that trust in the doctor is not clouded, but promoted.

In integration into an existing course concept, we would like to develop a teaching program of medical communication for medical students based on the necessity of this overall situation, which has remained unchanged for years, of the unsatisfactory low number of postmortem organ donors actually available compared to other European countries.

It is to be carried out in a first semester as an elective seminar (20 students) and in a second semester then also in the compulsory course of Medical Psychology and Medical Sociology (225 students). In addition, the project aims to elucidate and address attitude-related and psychosocial determinants of postmortem organ donation agreement depending on the attitudes of relatives (actor´s role) and the physician (student´s role) as well as effects of physician-patient communication.

The project leaders are Univ.-Prof. Katja Petrowski and Dr. Sabine Fischbeck, MME.

Based on videographed music lessons at a secondary school in Rhineland-Palatinate, the research project in the field of music pedagogy and inclusion examines which subject positions are assumed in recognition practices in inclusive music lessons and to what extent participation in music-making in classroom settings is made possible. Based on a specific notion of recognition as a reciprocal process of addressing (Balzer & Ricken, 2010) and as a discursive determination of identity (Butler, 2001), the project is carried out based on a practice-theoretical (Reckwitz, 2003) and addressing analytical approach (Kuhlmann et al., 2017). By means of videotaping (Dinkelaker & Herrle, 2009) and video-stimulated recall interviews (Schneider-Binkl, 2018), the study examines how recognition practices and mechanisms of inclusivity and exclusion are found in music lessons during music-making situations among students, both with and without special needs. Furthermore, the reciprocal positioning and subjectification between teacher and students and among learners is investigated and reconstructed.

This research project contributes to findings in teacher music education. By means of videotaped sequences of music lessons and further training sessions for teachers, different modes of behaviour and measures promoting inclusion can be experienced and understood in classroom music-making settings.

The project is carried by Veronika Phung, M. Ed., at the Hochschule für Musik Mainz (Mainz School of Music), supervised by Univ.-Prof. Dr. V. Krupp.

The DiPart-M project examines links between language use and acquisition of music skills during music lessons with the aim of developing literacy in music. The research focus lies on class discussions about music, which constitute a large part of subject-specific discourse and can be described as a key moment of learning because cognitively demanding moments of knowledge acquisition interlink firmly with language use.

As part of a qualitative, videotaped study, we investigate how such discourses among students take place, how students participate in music education, and how processes of understanding of music-related contents are expressed verbally. The analysis of surface structures and deep structures is done within the framework of segmentation analyses (Dinkelaker & Herrle, 2009) and conversation-analytical (Deppermann, 2008) and inter-actional, discourse-analytical (Quasthoff, Heller & Morek, 2017) methodology.

The results of this project contribute to modelling discourse competency and literacy in music. In addition, they contribute to the development of measures for the language-aided design of music lessons and to the targeted increase of music teachers’ and students’ awareness of the importance (and impact) of language use during music lessons.

The project is carried by Isabel Winter, M.Ed..

Considering the societal issue that neither a space free of authority/power nor a space free of discrimination can exist, the planned study targets the empirical reconstruction of deconstruction processes and modes of discriminatory epistemologies and practices among students. At the same time, learning processes and learning modes will be reconstructed that focus on the criticism of power and domination from an intersectional perspective. The place of investigation is a research workshop/seminar that is part of the Social Work course of studies at ASH Berlin; this is a seminar that focuses on critiquing any form of discrimination and misuse of power. This is a two-semester course and consists of a theoretical part and a practice-oriented part.The central questions address three things: First, they focus on students’ processes and modes of learning and discussion when dealing with criticism of power and domination on an intersectional level. Second, they address how this knowledge is applied in practice and, third, they deal with the analysis of the effects of the teaching concept based on empirical findings.

Data collection for this study follows a three-step process: Data will be collected using narrative interviews with students at three different points in time: The students will be interviewed at the beginning of the first semester, at the end of the first semester, and at the end of the second semester. Thus, the uttering of intersectional criticism of power and domination will be recorded at different points in time in order to reconstruct the gradual acquisition of knowledge and its impact on practice.Therefore, with the methodological comparing/contrasting of the data from step one (prior to the start of the semester), with step two (after the theoretical part), and step three (after the practical part), the unlearning of discriminatory patterns of interpretation and practices are reconstructed, and so are the learn processes and modes and patterns of interpretation and practices that shed a new light on the issue of discrimination. To this end, conclusions can be drawn about the qualitative nature of the semester.

It is the aim of the research to develop aids of orientation for the conceptualization and design of a seminar that deals with criticism of discrimination, which, in contrast to previous theoretical design recommendations, have an empirical foundation of high quality.

The project is carried out by Purnima Vater, a scholarship holder at the Graduiertenkolleg (postgraduate research group) “Bildungsprozesse in der diskriminierungskritischen Hochschullehre” at JGU in Mainz.

This project explores the potential of two relatively new linguistic approaches (the so-called prototype approach and transition phenomena approach) in teaching parts of speech in German language lessons using an intervention study in schools in grade 6.

These two approaches allow a more holistic view on the parts of speech: Firstly, the lexical-semantic dominance (nouns denote persons and things; verbs denote activities; adjectives denote properties) can be broken by taking into account other noteworthy aspects and characteristics of the words (e.g. inflection and especially the position of the word in the sentence). Secondly, the focus of teaching is shifted from pure factual knowledge towards grammatical skills, beliefs, and conceptions concerning the parts of speech, which may contribute to an improvement of capitalization of nouns (cf. Elsner 2019: 80). Although these approaches were sufficiently modelled in linguistics and language didactics, their transfer to school practice has still not materialized (cf. Geilfuß-Wolfgang/Ponitka 2020; Döring/Geilfuß-Wolfgang 2016; Menzel 2008; Storrer 2007). Therefore, the objective of the project is to investigate the impact of a teaching unit on prototypical and non-prototypical members of nouns, verbs and adjectives, and transition phenomena between these word categories on 6th-graders’ knowledge about parts of speech. The study is based on a controlled, quasi-experimental comparison group design with pre-post-follow-up measurement.

The project is carried out by Johanna Campean.



The aim of the project is to develop a teaching concept on physician-patient communication for medical students that qualifies them to communicate with COVID-19 vaccination doubters and opponents. In addition, attitudinal and psychosocial determinants of the ultimate uptake of the COVID-19 vaccination depending on the attitude of the (simulation) patients as well as the future doctor are to be explained and discussed. It is important for them to learn to empathically understand both the emotional and cognitive aspects of patients' vaccination-related attitudes and to strengthen the counterpart's intrinsic motivation to change without putting pressure on the patient (Motivational Interviewing in COVID-19, WHO, 2021; risk communication). Likewise, a change in the vaccination-related attitude of the (simulation) patient depending on the quality of the interview will be investigated (pre-post comparison; subj. effects of the consultation). To determine emotional and cognitive attitudinal aspects of vaccination, a previously developed questionnaire will be used (Vaccination Attitudes Examination VAX, Martin & Petrie, 2017) and correlations to an ad hoc developed physician-related attitude scale on the perceived vaccination motivation of the (peer-)physician will be examined. We hypothesise that with better assessment of the conversation (checklists), vaccination motivation will be higher. The developed concept of physician conversation in case of COVID19 vaccination doubts included follow-up perspectives, as the exercise concept could also be adopted in other clinical subjects of medicine. The results of the study will be reported back to the students (n = 225) and discussed in the course.

Projektleiterinnen sind Frau Univ.-Prof. Katja Petrowski und Dr. Sabine Fischbeck, MME.

The project investigates the reception and negotiation of discrimination critique in school and out-of-school education. Focusing on defence mechanisms and disturbances in teaching/learning processen, we analyse how a) appropriation processes (i.e. educational processes of addressees, both individually and in relation to group dynamics) and b) strategies mediators use to productively accompany appropriation processes even against the background of emerging defence mechanisms (professionalisation in the field of education). Our data are protocols from participant observation in school and extracurricular lectures about discrimination critique, interviews with teachers, and group discussions with teachers and students. Evaluation methods are qualitative-reconstructive and ethnographically driven (Atkinson 2008; Emerson et al. 2008, Geertz 1987, Hirschauer 2001).

Project leaders are Jun.-Prof. Constantin Wagner and Dr. Yalız Akbaba.

The project’s goal is to examine if and to what extent app-based, customized (individually adapted) measures of differentiation that are applied in elementary schools in fourth grade during (natural) science lessons, that are characterized by experiments, influence students‘ cognitive activity (Fauth & Leuders 2018; Merk et al. 2021; Rakoczy 2010) and students‘ perceived competence (Deci & Ryan 1993). The study is conducted based on a research design that focuses on experiments with an experimental group and a control group. During a pre-study and post-study, the effects of the treatment (the use of the app) on students‘ perceived experience of competence and on students‘ cognitive activity will be measured and recorded. By help of the app, a formative, diagnostic assessment can be made during one teaching unit/lesson at five different points in time on the topic of „displacement of water“ also, with this app, a classification in three different levels of difficulty is possible. It is assumed that the customized learning support features and measures provided to the students by the app (such as prompts or additional video clips) will lead to/will promote an adequate and stable cognitive activity that corresponds to the given level of competence (see, f.ex. Irion & Scheiter 2008) as well as to a positive students‘ perceived competence.

Jun.-Prof.'in Katrin Gabriel-Busse and Anna Thede are in charge of this research project and responsible for its undertaking.


In the field of German language support, pedagogical professionals are faced with issues of tension that exist between effective language support and teaching-related othering processes regarding children and their parents. In addition to the possibility of increasing language skills, and thus the educational opportunities of children through targeted support in German, these children are, at the same time, considered as „children at risk“ with regard to language under diagnostic legitimation. This (language-related) deficit marking implies a forward-looking note especially at educational transitions. The institutional transition, therefore, becomes a challenge in several aspects. These dynamics are also accompanied by the fact that language skills in German, are centrally involved in hegemonic production practices of difference, belonging, and non-belonging in educational institutions (Mecheril & Quehl, 2015). Through secondary analysis of qualitative interview data from the SPRÜNGE evaluation study „SPRachförderung im Übergang KindergarteN-Grundschule Evaluieren“, 2016-2019 (‚Evaluating language support at the transition from Kindergarten to Primary School‘, 2016-2019), which was conducted with teachers of early education and primary school teachers, the project aims to gain insight into how children and their parents are conceptualized by pedagogical professionals.

Publications and lectures resulting from the project:

  • Kämpfe, K. (in review). Ein- und Ausschlüsse von Eltern in der Sprachförderung – Konstruktionen der Differenz frühpädagogischer Fachkräfte. Zeitschrift für erziehungswissenschaftliche Migrationsforschung.
  • Language support in ECEC institutions in Germany. Professionals’ conceptualizations of (non-)involvement and (non-)belonging of parents. Lecture at WERA 2021 Virtual Focal Meeting, Santiago de Compostela (online), July 2021.
  • Sprachförderung in Kita. Perspektiven auf (Nicht-)Beteiligung und (Nicht-)Zugehörigkeit von Eltern. Lecture at DGfE Sektionstagung empirische Bildungsforschung, Johannes Gutenberg-Universität Mainz (online), September 2021.
  • Armutsbezogene Kindheitsforschung und pädagogische Praxis. Am Beispiel: Positionierungen von Eltern durch pädagogische Fachkräfte. Lecture at Digitaler Fachtag „Intersektionalität und Differenz im Kontext erziehungswissenschaftlicher Kindheitsforschung – Annäherungen an das Verhältnis von Forschung und pädagogischer Praxis“, Bergische Universität Wuppertal (online), February 2022.
  • Sprachideologisches Wissen in Kindheitskonzepten frühpädagogischer Fachkräfte im Kontext Deutschförderung. Lecture at ÖDaF-Jahrestagung 2022: „Wer sind ich? Identität*en und Zugehörigkeit*en im Lehren und Lernen von Deutsch als Fremd- und Zweitsprache“, Vienna (online), February 2022.

Jun.-Prof.'in Dr. Karin Kämpfe (PH Schwäbisch Gmünd, Social pedagogy and pedagogy of early childhood) is in charge of this research project and responsible for its undertaking.

Several standardized testing instruments have meanwhile become available to measure the knowledge of Economics and Economics didactics of prospective Economics teachers. In order to understand the following issues: How do the results of these testing instruments come about; which strategies are used in this process; whether written instructions, tables, or the design of answer options are in fact used in finding the correct answer, eye-tracking offers different diagnostic approaches due to its increase in user-friendliness. Presently, there is still a lack of examinations that focus on how differences in knowledge of Economics and knowledge of Economics didactics manifest themselves in the eye movements of prospective Economics teachers, and to what extent the task at hand matters or previously acquired content knowledge matters. The project aims to identify and analyze differences in problem-solving and learning behaviours of prospective teachers that display different levels of previous knowledge using eye-moving metrics.

Publications resulting from the project:

  • Brückner, S. (2021). Eye Tracking-Analyse des Dunning-Kruger-Effekts von Lehramtsstudierenden beim Lösen eines ökonomischen Tests. Vortrag auf der Jahrestagung Sektion für Berufs- und Wirtschaftspädagogik am 17. September 2021.
  • Brückner, S. & Zlatkin-Troitschanskaia, O. (submitted). Effects of Students’ Study Progress in Economics on Their Visual Attention and Task-solving on an Economic Knowledge Test. Paper to be presented at the European Conference on Educational Research.
  • Brückner, S. & Zlatkin-Troitschanskaia, O. (in review) The Role of Confidence in the Gaze Bias Effect among Trainee Teachers in Economics — Results from a Digital Assessment of Content Knowledge. Empirical Research in Vocational Education Training.
  • Brückner, S., Kohmer, A., Bültmann, A.-K. & Zlatkin-Troitschanskaia, O. (in prep.). Individuelle und lernmedienbezogene Einflussfaktoren auf die Wahrnehmung und Lösung eines wirtschaftswissenschaftlichen und wirtschaftsdidaktischen Wissenstests. Zeitschrift für Berufs- und Wirtschaftspädagogik.
  • Brückner, S. & Schneider, J. (in prep.). Visualization of university students gaze solving a teachers professional knowledge test in economics education. Empirical Research in Vocational Education and Training.

Dr. Sebastian Brückner is in charge of this research project and responsible for its undertaking.

Learning in cooperation with other students and working in groups are effective learning settings for students. Due to the Covid-19 pandemic, online working in groups has become important for university teaching. However, when working in groups online, group composition can be a challenging issue. Group formation based on algorithm has the potential to enable and promote positive social interacting, despite social distance, and helps to create a sense of belonging to the assigned group. In our project, a field experiment in Computer-Supported Collaborative Learning (CSCL) is used to systematically vary students‘ group formation on the basis of psychological criteria in order to examine their impact on student performance and satisfaction. Previous studies (Bellhäuser et al., 2018; Müller et al., 2021) have shown that the software is suitable for use in empirical studies. With this research project, we pursue the goal of establishing guidelines for effective working in groups and the improvement of group composition so that all group members can benefit from noticeable learning growth.

Adrienne Müller and Dr. Henrik Bellhäuser are in charge of this research project and responsible for its undertaking.


In leading industrialized nations, the students‘ knowledge of Economics is currently the focus of many discussions. Not only in Germany, but also in Japan and China, there is a lively debate about the extent to which Economics knowledge plays a sufficient part in the curriculum, and which students‘ personal traits contribute to a successful acquisition of knowledge of Economics. The proposed project is based on the use of the Test of Economic Literacy, TEL, in Germany, Japan, and China. In these countries, a common instrument was adapted that allows the assessment/measurement of knowledge of Economics in an objective, reliable and valid way. Combining the data, evaluating the findings, and then publishing these findings is a big challenge given the existence of language and cultural differences between the countries. The project contributes to the combination of data sets, to developing a joint evaluation strategy with the international cooperation partners, and to presenting the findings from the analyses to the national and international scientific community.

Publications resulting from the project:

  • Happ, R. (2020). International-vergleichende Analysen von ökonomischen Kompetenzen bei jungen Erwachsenen. Zeitschrift für Berufs- und Wirtschaftspädagogik, 116(3), 456-472.
  • Happ, R., Kato, M., & Rüter, I. (2021). Results from the Test of Economic Literacy in Germany and Japan – a critical discussion on the gender effect. Citizenship, Social and Economics Education, 20(1), 48-68.
  • Happ, R., Schmidt, S. & Feng, H. (in prep.). The economic knowledge of German and Chinese students in comparison - the effect of gender, interest of the students and educational background of the parents on the economic knowledge. International Journal of Chinese Education.
  • Happ, R., Schmidt, S., Zlatkin-Troitschanskaia, O. & Walstad, B. (in prep.). Economic knowledge of high school students in the United States and Germany – the effects of gender and the preferred language of communication. Journal of Economic Education.

PD Dr. Roland Happ (University Leipzig, Vocational education with a focus on business) is in charge of this research project and responsible for its undertaking.

In addition to sports-related offers, homework supervision (or study periods) are the quantitatively most common offers at all-day schools. So far, the perspectives of parents and the problems regarding the responsibility of teachers as well as the cooperation between school and youth welfare have been researched for homework supervision as an offer in all-day schools. Research shows that parents tend to express dissatisfaction with the homework supervision in all-day schools, whilst teachers usually only feel responsible for their own subject and tend not to know the individual learning requirements and goals of the students.
However, in homework research, the perspectives of students on school homework supervision has yet hardly been discussed. To fill this gap, contrastive case studies between the different schools and the organizational form (homework supervision vs. study periods time) are examined with regard to the research questions. By processing the data from the StEG tandem study, a DFG-funding (German Research Foundation) proposal is then drawn up.

Publications resulting from the project:

  • Sauerwein, M. & Rother, P. (i.E.). Teilhabe und Anerkennung statt Chancengerechtigkeit - eine sozialpädagogische Perspektive auf Ganztagsschule. In M. Jörgens, J. Sander & S. Werner (Hrsg.), Lesesozialisation und Medien. Lesen im Ganztag: systematische Leseförderung in systemischer Perspektive. Weinheim und München: Beltz Juventa.
  • Rother, P., Bebek, C., Haude, C., Idel, T.-S., Graßhoff, G. & Sauerwein, M. (2021). Ganztags-Settings als Arenen „multiprofessioneller“ Diskurse und Praktiken. In K. Kunze, D. Petersen, G. Bellenberg, M. Fabel-Lamla, J.-H. Hinzke, A. Moldenhauer, L. Peukert, C. Reintjes & K. te Poel (Hrsg.), Studien zur Professionsforschung und Lehrerbildung. Kooperation - Koordination - Kollegialität. Befunde und Diskurse zum (multi-)professionellen Zusammenwirken pädagogischer Akteur*innen an Schulen (S. 209-226). Bad Heilbrunn: Klinkhardt.
  • Sauerwein, M. & Rother, P. (2022). Hilfestellung in der Hausaufgabenbetreuung und den Lernzeiten aus der Perspektive von Schüler*innen. Zeitschrift für Erziehungswissenschaft (ZfE). Vorab-Onlinepublikation.
  • Rother, P. & Sauerwein, M. (i.E.). Hausaufgaben in Ganztagsschulen: Informelle Strategien von Schüler*innen. In K. Bräu, P. Rother & L. Fuhrmann (Hrsg.), Die verborgenen Seiten der Hausaufgaben. Beltz Juventa: Weinheim.
  • Rother, P. & Sauerwein, M. (March 2022). Stolpersteine und Chancen beim Auswerten von und Publizieren mit (qualitativen) Sekundärdaten. Methodisch/methodologische Reflexionen. Workshop with Lecture at Arbeitstagung „Qualitative Sekundäranalysen in der Bildungsforschung. Erkenntnisse, Erfahrungen, Perspektiven“ Goethe-Universität, Frankfurt am Main.

Dr. Pia Rother (Institute for Educational Science, AG General Educational Science) and Prof. Dr. Markus Sauerwein (Fliedner University of Applied Sciences Düsseldorf, theories of social work, international social work) are in charge of this research project and responsible for its undertaking.


In this interdisciplinary research project, processes of language learning and processes of education in interactions during lessons are examined from a didactic (subject-related) and social science perspective for schools with and without inclusion. An innovative research design that consists of documentary, video-based classroom research, analyses of linguistics and methods of language acquisition will be used. This is a highly relevant and innovative contribution to current school and lesson research. In particular, the reconstruction of subject-related learning in and its combined consideration of inclusion and exclusion stresses the existence and effect of virulent challenges in teacher education. Therefore, the joint project is a significant contribution to the thematic and interdisciplinary development of the ZSBH, the Center for School, Education, and Higher Education research.

Publications resulting from the project:

  • Hackbarth, A. & Ludwig, J. (2021). Fachlichkeit im Fall von Inklusion. Kasuistische Reflexion der Praxis (schrift)sprachlichen Lernens. In A. Großhauser, A. Köpfer & H. Siegismund (Hrsg.), Inklusion und Deutsch als Zweitsprache als Querschnittsaufgaben in der Lehrer*innenbildung – Konzeptuelle Entwicklungslinien und hochschuldidaktische Zugänge. Trier: Wissenschaftlicher Verlag.
  • Hackbarth, A., Ludwig, J. & Müller, A. (2021). (Hrsg.). Fachunterricht und Inklusion. Zeitschrift für Inklusion, 2.
  • Hackbarth, A., Ludwig, J. & Müller, A. (in prep.). Language learning under conditions of (complex) impairments. Documentary reconstruction of video-based interactions in heterogeneous learning groups. In M. Martens, B. Asbrand, T. Buchborn, J. Menthe (Hrsg.), Dokumentarische Unterrichtsforschung in den Fachdidaktiken. Theoretische Grundlagen und Forschungspraxis. Wiesbaden: VS-Verlag.
  • Hackbarth, A., Ludwig, J. & Müller, A. (i.E.). Wissen und Können im Grammatikunterricht. Eine praxeologische Perspektivierung von Passungsverhältnissen in Interaktionen. In M. Martens, B. Asbrand, T. Buchborn, J. Menthe (Hrsg.). Dokumentarische Unterrichtsforschung in den Fachdidaktiken. Theoretische Grundlagen und Forschungspraxis. Wiesbaden: VS-Verlag.

Furthermore, a workshop was organized in November of 2019 on the topic of „Praxeologische und fachwissenschaftliche Erforschung von Fachunterricht“ (‚Praxeological and scientific research of subject-related lessons‘).

Prof.'in Dr. Anja Hackbarth (University Bielefeld, School development and school research) and Prof.'in Dr. Anja Müller (Deutsches Institut, Language acquisition and language didactics of German) are in charge of this research project and responsible for its undertaking.

The ability to effectively implement and apply self-management strategies in one’s own learning is a key qualification that plays a decisive role in one’s academic success. However, many students lack appropriate strategies of self-regulation. Therefore, it is the goal of this research project to support university students in the promotion of self-managed learning with the help of digital learning planners and individual feedback. To this end, students are asked to complete a digital and structured learning planner every day for five weeks, in the morning and in the evening. The learning planner contains open-ended and closed-ended questions about several key points in self-managed learning (e.g., goal setting, motivation, time investment). Based on the answers that the students provide, individual feedback is automatically generated. This research project, thus, serves to document self-managed learning over time. For example, how do learning strategies change over time, i.e. over the given five weeks? Also, the impact of individual feedback on learning behaviour, that the student displays the next day, will be investigated. How does feedback provided in the evening affect learning behaviour the next day? Based on theoretical (pre)assumptions and the students‘ own preliminary notes, it is likely that feedback triggers a reflection on one’s own way/method of learning and, thus, has a positive effect on the learning behaviour the next day. Hence, feedback can be seen as a measure of intervention that helps students in their efforts to use self-managed learning strategies.

Publications and lectures resulting from the project:

  • Theobald, M. (2021). Self-regulated learning training programs enhance university students’ academic performance, self-regulated learning strategies, and motivation: A meta-analysis. Contemporary Educational Psychology, 66.
  • Theobald, M., & Bellhäuser, H. (2021). Mind the gap! Unmet time schedules predict university students’ negative affect during the examination phase. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 51, 190–203.
  • Bellhäuser, H., Dignath, C., & Theobald, M. (in review). Daily automated feedback enhances self-regulated learning: A longitudinal randomized field experiment.
  • Theobald, M., & Bellhäuser, H. (2022). How am I going and where to next? Elaborated feedback improves university students’ self-regulated learning and performance.
  • Theobald, M. (2019). Effektivität von Trainingsprogrammen zur Steigerung des Selbstregulierten Lernens an der Universität: Eine Meta-Analyse. Lecture at 17. Fachgruppentagung Pädagogische Psychologie (PAEPSY), Leipzig, 09.-12.09.2019.
  • Theobald, M., & Bellhäuser, H. (2019). “Versuche Dir morgen Ziele zu setzen!” – Tägliches individuelles Feedback und Lerntagebücher als Intervention zur Steigerung des selbstregulierten Lernens. Lecture at 17. Fachgruppentagung Pädagogische Psychologie (PAEPSY), Leipzig, 09.-12.09.2019.

Dr. Maria Theobald (DIPF, Individualized support) and Dr. Henrik Bellhäuser (Psychology in the educational sciences) are in charge of this research project and responsible for its undertaking.

The research project examines a specific case that is based on historical facts and that deals with the GDR and the southern part of Africa. This historical case has so far not been empirically researched from the perspective of transnational education, not even on an international level – the so-called „GDR-children of Namibia“. Between 1979 and 1989, about 430 Namibian children were brought to the GDR from refugee camps in Angola and Zambia as part of a project that was politically intended and controlled. Its goal was to train and educate the Namibian children so that they could become the future elite of Namibia. Organized by the SWAPO (South-West Africa People’s Organisation), the Namibian liberation movement, and by the GDR-government, the project was started during the battle for independence in Namibia. The children grow up transnationally between SWAPO and the GDR. They spent their childhood in a home (socialist care facility) in Bellin in Mecklenburg. There, they were educated by both Namibian pedagogues and teachers, who had accompanied them, and by pedagogues and teachers from the GDR. In the neighbouring village of Zehna, they attended elementary school and later the Schule der Freundschaft (School of Friendship), a school and boarding school complex in Stassfurt near the city of Madgeburg. In addition to technical education, they were also educated in politics and ideology, following the principles of socialism. The education was based on the curriculum in place in the GDR, but, at the same time, showed a link to Namibia through language, songs, dances, and the celebration of traditional festivals. With the political change in Germany (Die Wende) and Namibia’s attainment of independence in the years 1989/90, the children (and adolescents) were repatriated to Namibia, fully unprepared. Once there, they were faced with social exclusion and prejudice as for a black person, it is a stigma to be a former-GDRer and to speak German. Due to the marginal standing in Namibian society, the biographies range from social advancement to social decline, and they provide information that ranges from staying (in Namibia), to leaving (to Germany, or other countries), to commuting (between Namibia, Germany, and other countries). These biographies further show cases of either integration in or isolation from Namibian society, ranging from cases of recognition/high social standing to (physical) abuse. The goal of the proposed research project is to reconstruct biographies, both flight biographies and transnational biographies (with a focus on education), based on the dimensions of heterogenuity and inequality. The following aspects were used to guide our investigation: a) life stage (childhood, adolescence, adulthood), b) socio-economic status, SWAPO family background (children of functionaries)/war orphans, c) gender, d) colour of skin, e) language, and f) nationality. Due to its international background and based on its intersectional context, the project investigates when and how these aspects come together and affect social positioning in Namibian society. The goal of this project is to prepare and submit a proposal with the DFG, the German Research Foundation.

Publications resulting from the project:

  • Müller, K., Niekrenz, Y., Schmitt, C., Krishnamurthy, S. & Witte, M. D. (2020). An analysis of metaphors in the biographies of the ‘GDR children of Namibia’. African Studies, 79(2), 173- 191.
  • Schmitt, C. & Witte, M. D. (2019). Refugees across the generations. Generational relations between the 'GDR children of Namibia' and their children. Journal of Ethnic and Migration Studies, 47(17), 4118-4134.
  • Schmitt, C., Müller, K. & Witte, M. D. (2019). Vulnerability and Oral History. The Biography of a ‘GDR-Child of Namibia’ as a Narrative of Being Hurt. Childhood Vulnerability Journal, 2, 3-16.
  • Schmitt, C. & Witte, M. D. (2018). “You are special”: othering in biographies of “GDR children from Namibia”. Ethnic and Racial Studies, 41(7), 1352-1369.

Prof. Dr. Matthias D. Witte (Institute for Educational Sciences, AG Social Pedagogy), Prof.'in Dr. Caroline Schmitt (University Klagenfurt, Transnational Migration and Solidarity Research) and Karin Müller, M.A. are in charge of this research project and responsible for its undertaking.

This workshop was organized in the context of Higher Education research. Participants are representatives from the pillar Higher Education Research of the ZSBH, the Center for School, Education, and Higher Education research, academic colleagues from Sociology and Higher Education studies (from South Africa, Mozambique, and Ghana), and academic colleagues from Sociology and Anthropology (from Algeria). Scientists from the field of Natural Sciences are also welcome provided  that they participate in international project coordination (ACADEMY, EU-INTRA-AFRICA, Algeria). Neither a specific research pathway has been determined nor a specific reserach area, since, at this point, we seek to find ways and opportunities for academic cooperation among higher education research institutions with regard to the professional training of doctoral candidates, while taking the different degrees of personal mobility into account.

The workshop was organized and held by Leonie Schoelen, M.A..