Empirical Education Research
The Education Research Unit deals with questions of the interplay of social change, system changes, heterogeneity and inequality as well as preconditions for educational processes in different educational systems on different levels of the educational system. One focus is on empirical school research, with a particular emphasis on macrosystemic approaches and questions of school development. The other focus lies on questions of teacher education policy and practice from an international and comparative perspective, researching the development of European teacher education, the continuum of teacher learning, and the professional development of teacher educators.
Internationality characterizes us as a team and is an integral part of our research: We currently serve in various international networks and bodies striving to promote educational science and teacher education worldwide. These include the Teacher Education Policy in Europe (TEPE), European Doctorate in Teacher Education (EDiTE), International Forum for Teacher Educator Development (InFo-TED), European Association for Research on Learning and Instruction (EARLI), European Educational Research Association (EERA), Deutsche Gesellschaft für Erziehungswissenschaft (DGFE), Österreichische Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB), Rethink Education and Science in Iraq (RESI), International Association of the Evaluation of Educational Achievement (IEA). As the founder of the Rethink Education and Science in Iraq (RESI) university partnership, Prof. Dr. Heike Wendt was selected as a Finalist for the Falling Walls Science Breakthroughs of the Year 2021 in the category Future Learning.
Current research projects
- Inclusion through digital school development - barriers and solutions as a result of Covid-19 (In-DIG-developments)
- Trends in International Mathematics and Science Study (TIMSS)
- Rethink Education and Science in Iraq (RESI)
- Research capacity building to strengthen Empirical Education Research on Social Cohesion and Equity in Kosovo (EduReaKos)
- Teacher Educators’ Professional Development in an International Context: A Comparative Study of Policy Developments and Local Practices
Symeonidis, V., & Schwarz, Johanna F. (Hg.) (2021). Erfahrungen verstehen – (Nicht-)Verstehen erfahren. Potential und Grenzen der Vignetten- und Anekdotenforschung in Annäherung an das Phänomen Verstehen. Innsbruck, Wien: Studienverlag. ISBN 978-3-7065-6045-0
Schwippert,K., Kasper, D., Köller, O., McElvany, N., Selter, C., Steffensky, M., Wendt, H. (Hg.) TIMSS 2019. Mathematische und naturwissenschaftliche Kompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich. Münster. Waxmann. 2020. doi:10.31244/9783830993193
Wendt, H., Schwippert, K., Walter, D., Steffensky, M. & Schulz-Heidorf, K. (2020). Germany. In: Mullis, I. V. S., Martin, M. O., (Hg.): TIMSS 2019 Encyclopedia: Education Policy and Curriculum in Mathematics and Science (S. 1-16). Boston. Boston College, TIMSS & PIRLS International Study Center.