„Public education at the crossroads“: Diskussionsteilnehmer kurz vorgestellt



Ein Videotrailer mit Kurzvorstellung der einzelnen Teilnehmerinnen und Teilnehmern einer ice-Podiumsdiskussion am Vorabend zur AERA 2018 (13. – 17. April) im Deutschen Wissenschaftshaus in New York. Diskussionsthema war die Zukunft des öffentlichen Bildungswesens in einer zunehmend globalisierten Welt.

(Bildungs-)Bericht aus Shanghai

Die Shanghai International Studies University. Foto: DIPF

Die Trends in unserem Bildungssystem beobachten nicht nur deutsche Medien und Bildungsforschende genau. Auch im Reich der Mitte hat man reges Interesse an Bildung in Deutschland. An der Shanghai International Studies University (SISU) gibt es seit 2014 ein Informations- und Forschungszentrum, das Entwicklungen im deutschen Bildungssystem analysiert und für das chinesische Publikum aufbereitet – in Zusammenarbeit mit dem Deutschen Institut für Internationale Pädagogische Forschung (DIPF). Professor Dr.  Hans-Peter Füssel, ehemaliger Stellvertretender Leiter der Abteilung Steuerung und Finanzierung des Bildungswesens (heute Struktur und Steuerung des Bildungswesens) am DIPF, war im Herbst 2017 vor Ort. Wir haben nachgefragt, welche Themen in Shanghai gerade besonders unter die Lupe genommen werden.


Technology Based Assessment … in Afghanistan

Foto: Nasir Mahboob

Am Zentrum für technologiebasiertes Assessment (TBA-Zentrum) des DIPF entwickeln und erforschen Fachleute aus den unterschiedlichsten Disziplinen gemeinsam computerbasierte Verfahren zur Erfassung von Lernergebnissen. Die Teams vereinen Expertise aus Psychologie, Informatik, Psychometrie und Ingenieurswesen. Sie unterstützen Erhebungen wie das Nationale Bildungspanel oder die internationalen PISA-Studien. Jüngstes Beispiel: Das Zentrum begleitet im Rahmen eines GIZ-Projektes ein Verfahren, mit dem in Afghanistan Schülerinnen und Schülern für die Aufnahme in Modellschulen ausgewählt werden. Dr. Jean-Paul Reeff hat die Arbeiten koordiniert, Angelika Sichma war dafür zuständig, die am DIPF und der Universität Luxemburg entwickelten Aufgaben für die computergestützte Kompetenzmessung aufzubereiten. Wir haben die beiden in Frankfurt zum Gespräch getroffen.

Technology Based Assessment … in Afghanistan_ENGLISH


“Science communication is successful when we have an impact on society”

Professor Eckhard Klieme, Director of the Department of Educational Quality and Evaluation at DIPF

Educational research has often been criticised as being too theoretical and inaccessible to a non-academic audience. Especially large scale assessments have been accused of reducing learning to achievement and performance rankings, failing to take into account the realities of the classroom. At a plenary debate on the challenges and potentials of science communication organised by the College for Interdisciplinary Educational Research (CIDER) and the Leibniz Education Research Network Alliance (LERN) in Berlin in January 2017, one of the challenges discussed was how educational researchers can ensure educational practitioners benefit from their findings. One of the panellists was Professor Eckhard Klieme, Director of the Department of Educational Quality and Evaluation at DIPF. We met him after the discussion to find out about his view on the collaboration between researchers and practitioners, why he feels it is important that young researchers sometimes think beyond publications and why it is sometimes easier to turn to English in science communication.


“If you don’t know the answer, don’t pretend you do.” Challenges and potentials in science communication

The panel from left to right: Prof. Martin Heinrich, Dr. Jean-Paul Reeff, Arwen Cross, Prof. C. Katharina Spieß, Prof. Eckhard Klieme

Interdisciplinary cooperation in educational research can present a challenge to young scientists. The fields they come from vary from pedagogy to sociology to psychology, all with their own rules, paradigms and ways of operating. A workshop organised by the College for Interdisciplinary Educational Research (CIDER) and the Leibniz Education Research Network Alliance (LERN) held in Berlin in January 2017 brought researchers with different backgrounds together and offered them the opportunity to present and discuss their current work. The workshop included a plenary debate on the challenges and potentials of science communication, an issue any educational researcher will be confronted with sooner or later in their career. In accordance with the idea of interdisciplinarity, the panellists also came from different backgrounds, ranging from economics to innovation management and international cooperation. We were at the event to hear their stance on the current status of science communication. One thing quickly became clear: The audiences of science communication are as diverse as the scientific approaches underlying educational research.

By Stephanie Pauly


Lokale (Micro)Services in der global vernetzten virtuellen Forschungswelt – die Frankfurter Forschungsbibliothek des DIPF

Simon Rettelbach

Von Dr. Simon Rettelbach
„Nicht weniger als ein neues Wissenschaftsparadigma hat die Wissenschaftstheorie unter dem Schlagwort e-Science für „enhanced Science“ ausgerufen: Der Terminus steht für neue Arbeitstechniken, Werkzeuge und Kommunikationsplattformen in einer digitalen und ubiquitär – also allgegenwärtig – vernetzten Umwelt. Und tatsächlich haben sich Forschung und Wissenschaft unter diesen Voraussetzungen grundlegend verändert. Neue (und nicht mehr ganz so neue) Webtechnologien erleichtern die Kommunikation und Kollaboration der Forscherinnen und Forscher dramatisch. Sehen sich diese zudem noch der Bewegung der Open Science verpflichtet, bieten ihnen Webplattformen Möglichkeiten, auch ein breites Publikum außerhalb des Elfenbeinturms der Wissenschaft an ihren Erkenntnisgewinnen partizipieren zu lassen.

Welche Rolle aber spielt die Frankfurter Forschungsbibliothek als Instituts- und pädagogische Spezialbibliothek des DIPF in einer Welt, in der jede Publikation weltweit nur einen Klick entfernt ist, der Forschungsprozess zunehmend virtualisiert und Forschungsergebnisse tagesaktuell in die Welt gebloggt werden?


„Rising awareness for the importance of critical reading“

Professor Dominique Lafontaine is an associate and regular visitor to DIPF. Since a sabbatical in 2012, the expert for reading literacy, comparative studies, teaching and learning processes, quantitative methods, development of cognitive and non-cognitive instruments has kept close ties with the institute. During a stay in Frankfurt earlier this year, she talked to dipfblog.com about the cooperation of her research center – the aSPe (Analysis of Systems and Practices in Education) – and the German PISA team at DIPF.

IMG_1265 - Kopie - Kopie
Dominique Lafontaine is currently president of the Department Education and Training and of the research unit Evaluation and quality in education (EQUALE) at Université de Liège. She has been involved in several large-scale assessment programs, both at a national and international level – among them PISA.

Question: “What is your relation with DIPF? How did you get in contact?”

Lafontaine: “In 2012, I made a sabbatical six months stay at DIPF. I had met Eckhard Klieme a couple of times in PISA and EARLI biannual meetings, and I appreciated a lot his expertise about comparative international studies. During my stay, I was mainly involved in the PISA 2015 contextual questionnaires development, collaborating with Nina Jude, Susanne Kuger, Sonja Bayer and Svenja Vieluf. I was also involved in different activities such as the PHDipf Academy, the DFG research group… It was very fruitful to discover the DIPF – this famous research center, and to notice the amount of permanent resources dedicated to research in education in Germany.  Obviously, I had some goals for my research stay, but the benefits were beyond my expectations. The main and unexpected benefit was reminding me the importance of theoretical foundations. I had been involved in international studies since the early nineties as a national project manager in IEA studies and then in PISA, I was also a member of the PISA reading expert group since the beginning of PISA 2000, so I had a long experience in the development of questionnaires. At DIPF, I learned how paramount it is to be rigorous at the conceptual level, how to articulate constructs and empirical data, and became more aware about methodological issues such as response styles and cross-cultural biases. In addition, before coming at DIPF, I did not know that one of Klieme’s main interests was teaching processes, which is also a subject I teach at the Université de Liège. I also observed how Professor Klieme supervises and supports the researchers and especially the Ph-D students. I was really impressed by his capacity to support the scholars‘ own thinking and development, and I learned from him. After six months, I felt quite a strong sense of belonging to the DIPF, and beyond professional relationships, I have some strong bonds of friendships with several people here. Individual collaborations are still going on (joint communications and papers), and I am still involved in some activities such as the PHDipf-academy. I am an associate partner of the DIPF. In 2014, Professor Klieme was made docteur Honoris causa of University of Liège, so the links are strong and in both directions.”


Lust auf Argentinien?

Was passiert eigentlich in der Bildungsforschung in Argentinien? Die Teilnehmerinnen und Teilnehmer des 25. Kongresses der Deutschen Gesellschaft für Erziehungswissenschaft werden am kommenden Wochenende einen Einblick erhalten – denn das erste Mal in der Geschichte der Tagung gibt es ein Gastland. Wissenschaftlerinnen und Wissenschaftler aus dem südamerikanischen Staat präsentieren ihre Arbeit in Vorträgen und Workshops.

Link zum Dossier

Das große Bild – mit welchen Themen sich die Bildungsforschung in Argentinien befasst, welche Institutionen und Organisationen das Feld bestimmen – zeichnet ein Dossier von DIPF-Mitarbeiterin Nadia Cohen mit wichtigen Links und Kontakten, Themen und Trends für Forschende. Die Redakteurin betreut am Informationszentrum Bildung das Portal „Bildung Weltweit“ und erklärt, worauf sie bei der Recherche, Systematisierung und Aufbereitung geachtet hat:


Welcome at DIPF, David Kaplan!

He is working towards rendering a 200-year old idea serviceable to educational research, became a methodologist almost by accident and is now our guest at DIPF. In an interview with DIPFblog, Professor Ph.D. David Kaplan from the University of Wisconsin-Madison, a specialist in applied statistics for educational research, talks about his life as a Humboldt fellow in Germany, different ways of working, and Bayesian statistics.

kaplan_für_blog Weiterlesen

„Dyslexic readers face different challenges in reading of different orthographies“

Dr. Irit Bar-Kochva is a scholarship holder at DIPF.
Dr. Irit Bar-Kochva is a scholarship holder at DIPF.

THREE QUESTIONS TO Irit Bar-Kochva, scholarship holder at DIPF, researches the development of successful learning and specifically lexical intervention in reading. In our interview, she explains why German and Spanish children learn reading very fast compared to English pupils and how readers who struggle with dyslexia might be helped.