DE/EN

Current projects:

Was ist das edu lab?
Das educational lab im Lakeside Science and Technology Park ist ein Forschungslabor für neue Formen der Bildung, Aus- und Weiterbildung. Innovative Lehr- und Lernformen werden in konkreten Bildungsformaten forschend entwickelt, erprobt und umgesetzt und mit Unterstützung der Begleitforschung weiterentwickelt. Inhaltlich fokussiert das educational lab auf MINT-Fächer (Mathematik, Informatik, Naturwissenschaft und Technik) und zielt auf die Begeisterung der AdressatInnen für Wissenschaft, Forschung, Entrepreneurship und Internationalität ab.
Mit dem educational lab entsteht eine Plattform, auf der Lehrende und Lernende aller Altersstufen, Forschende und an Forschung interessierte Personen aus der breiten Öffentlichkeit, etablierte und angehende WissenschaftlerInnen aufeinandertreffen. Worum es geht ist, Kooperation zwischen Wissenschaft und Praxis, zwischen Forschung und Entwicklung, zwischen Information, Unterhaltung und einem aktiven Ausprobieren und Gestalten zu ermöglichen, um Menschen für Wissenschaft und Forschung mit speziellem Fokus auf MINT-Fächer sowie Forschung und Entwicklung, Entrepreneurship und Internationalität zu begeistern, ihren Forschungsgeist zu wecken oder zu vertiefen und eigenen Umsetzungswillen wie Erfindergeist zu wecken.
Die Module sind in sich funktionierende Formate und Organisationseinheiten, die unter dem Dach des edu lab arbeiten. Nähere Informationen unter http://www.lakeside-scitec.com/forschung-bildung/educational-lab/educational-lab

Begleit- und Interventionsforschungsprojekt
Die Begleitforschung „Arbeitsprogramme und Aufgaben zur Entwicklung, zum Aufbau und zur wissenschaftlichen Begleitung des ‚educational lab‘ im Lakeside Park“ konzentriert sich auf die Gesamtentwicklung des edu lab als Sozial- und kreativem Bildungsraum (Organisationsforschung), als Kommunikationsplattform und fokussiert darüber hinaus im Besonderen das Zusammenspiel zwischen wissenschaftlicher Forschung und Bildung. Das Begleitforschungsprojekt konzentriert sich auf die Begleitung der Umsetzung der innovativen Bildungsangebote bzw. beforscht mit Hilfe qualitativer Methoden die innovativen (Weiter-)Bildungskonzepte und -projekte. Zudem wird inhaltlich im Bereich des Wissenstransfers, der transdisziplinären Interventionsforschung und der Organisationsentwicklung gearbeitet. Im Rahmen der wissenschaftlichen Begleitforschung wird forschende Reflexion zu den vielfältigen Bildungsaktivitäten angeboten, in eigens dafür eingerichteten Kommunikationsprozessen soll Weiterentwicklung ermöglicht, die Entwicklung innovativer Ideen gefördert und Kooperation unterstützt werden.

Team:

Ruth Lerchster

Gloria Strohmaier

Larissa Krainer

Martina Ukowitz

Anliegen des Forschungsprojekts ist es zu untersuchen, ob durch einen Erwerb praktischen und theoretischen Wissens um Psychoanalytische Pädagogik es Lehrer/innen gelingt, eine verstehende Haltung gegenüber Schüler/innen und gegenüber ihren eigenen inneren Konflikten einzunehmen und dadurch ihre Erziehungs- und Bildungsaufgaben besser wahrnehmen zu können. Ausgangspunkt für die Forschung sind diefolgenden drei Ebenen: Erstens der theoretische Wissenserwerb über psychoanalytische Pädagogik, zweitens das Wissen über die Umsetzung in die pädagogische Praxis und drittens das Einnehmen einer inneren Haltung und somit das Vollziehen des theoretischen und praktischen Wissens in der eigenen Praxis. Die dritte Ebene steht im Zentrum des Forschungsinteresses. Es soll untersucht werden, inwiefern ein Transfer von den Ebenen 1 und 2 auf die 3. Ebene möglich ist. 1. Theoretisches Wissen über psychoanalytische Pädagogik 2. Wissen über die Umsetzung in die Pädagogik 3. Einnehmen einer innere Haltung und Umsetzen des theoretischen und praktischen psychoanalytischen Wissens in die eigene Praxis Das Forschungsdesign sieht als Sample die Teilnehmer/innen des Lehrgangs vor. Die Besonderheit des konzipierten Forschungsdesigns zeichnet sich durch den kombinierten Einsatz qualitativer Erhebungstechniken • Teilstrukturierte/narrative Interviews • Expert/inneninterviews • Dokumentation über die pädagogische Praxis sowie deren Auswertung aus. Die Quellen umfassen • die eigene Einschätzung der Teilnehmer/innen, • die Einschätzung der Lehrenden über die Teilnehmer/innen sowie • die Produkte der Teilnehmer/innen während der Universitätslehrgänge Die verinnerlichte Haltung und das Umsetzen des theoretischen und praktischen psychoanalytischen Wissens in die eigene Praxis wird anhand von drei Dimensionen – Selbstreflexivität, Beziehungsfähigkeit und Kreativität/Arbeitsfähigkeit, die für eine Veränderung bzw. für einen Lernprozess innerhalb des Lehrgangs relevant sind untersucht.

Team:

Agnes Turner

Team:

Alexander Brenner

Renate Hübner

Franz Rauch

Caroline Weberhofer

Richard Kromp Filippina Risopoulos Christian Rammel Robert Sposato

Based on research investigating the skills development of teachers, an online counselling programme for planning the teaching career is developed, evaluated and adapted within the scope of an international cooperation arrangement. It includes information texts about the teaching profession, reports from everyday school life, and self-exploration techniques to aid the individual in the assessment of personal interest in and potential for a variety of functions in the educational sector (e.g. as teacher, administrator or teacher trainer). In addition to these offers aimed at the target group comprising teachers, CCT also provides special tools for professionals, who hope to use the programme for the purposes of counselling, teacher training, or research.
Further information about CCT is available at: http://www.cct-austria.at/

Team:

Johannes Mayr

Florian Müller

ENSITE (ENvironmental Socio-Scientific Issues in Initial Teacher Education) supports the development of future science and maths (from now on referred to as science) teachers’ environmental citizenship and related teaching competences.

Team:

Stefan Zehetmeier

IMST_Logo_RGB
IMST is a flexible support system. The aim is to support teachers in the implementation of innovations in MINDT instruction (German abbreviation for Mathematics, Informatics, Natural Science, German, Technology) at Austrian schools. IMST uses two support approaches: topic-specific support and support in regional networks.

The solution approach of IMST consists of scientists accompanying teachers in their endeavours to improve instruction. Networks serve as places of exchange, where teachers and teacher trainers can communicate their experiences of instruction and school. IMST has an impact on the individual instruction, and also on the structures in the educational sphere: teachers carry out innovative instructional and school projects and collaborate in networks. At the same time, IMST offers much more: University Colleges of Teacher Education and Universities work together closely in the thematic programmes. Representatives of the State Educational Boards also participate in the networks. Thus, apart from long-term structural discussions, stable cooperation arrangements can be established, providing access to the benefits of synergies within the education system.

Further information is available at http://www.imst.ac.at

Team:

Konrad Krainer (Project lead)

Franz Rauch (Deputy project lead)

Heimo Senger (Deputy project lead)

Building on earlier own studies and on results gained by other researchers, we explore which classroom management strategies produce which consequences under which conditions. The conditions considered include the characteristics of the acting teachers (e.g. their personality structure) and of the pupils or classes (e.g. their performance level), as well as of the context (e.g. the subject being taught or the type of school). Research efforts aim at producing fundamental insights about the field of research on the one hand, and at the development of offers of support (e.g. diagnostic tools) for teachers, who wish to further enhance their skills in classroom management, on the other hand.

Further information is available at Classroom Management

Team:

Johannes Mayr

Teacher Motivation (German abbreviation LeMo) – This project investigates the conditions and effects of teacher motivation: The research project addresses the conditions and effects of both pupils and teachers. Moreover, the correlation of the qualities of the professional motivation of teachers and lesson planning as well as the learning motivation of pupils is explored. Standardised survey instruments have been continuously deployed since 2006, in order to question several thousand pupils and their teachers.

Team:

Barbara Hanfstingl

Florian Müller

The “Linz Assessment Sheet on Classroom Management” (German abbreviation LDK) is a questionnaire designed to investigate the leadership practice of teachers. It emerged from studies looking at classroom management together with practical experiences gained from teacher education.

The LDK has been designed with those student teachers and teachers in mind, who wish to achieve clarity with regard to their pedagogical action and the framework conditions thereof, in order to continue to develop their action. The LDK is also suitable for use as a research instrument.

Further information is available at Linz Assessment Sheet on Classroom Management (LDK)

Team:

Johannes Mayr

This key research area involves the analysis of learning motivation and interest in diverse learning settings. As such, individual learning conditions and learning environments are examined in conjunction with learning motivation and thematic interest.

Research questions include:
Which learning environment conditions motivate learners?
What demotivates pupils, students or teachers?
How is the teachers’ motivation to work linked to the pupils’ motivation to learn?

Why are certain learners more successful at remaining motivated and interested in the long term?
What influence does personality exert upon the learning motivation and the perception of learning environments?
Which cultural differences can be identified?

Theoretical concepts (a brief overview)

Two conceptually closely related theories form the basis of the research area:
The Self-Determination Theory (SDT) (Deci & Ryan, 2002) and the pedagogical-psychological Interest Theory (Krapp, 1992). It is assumed that, amongst others, the satisfaction of the basic psychological need for autonomy, skills, and social inclusion promotes self-determined learning motivation and thematic interest in the long term. Scholars also study the extent to which aspects of a constructivist teaching-learning philosophy are interlinked with (self-determined) motivation and interest. Additionally, on the level of the individual, personality traits and attitudes relevant to learning are collected and analysed in the context of the perception of the learning environment, as well as the motivation and the interest.

Areas of interest

Student learning at university, learning in school instruction, conditions and impacts of the teachers’ motivation to work.

Instruments

An instrument used to record the motivational regulation amongst pupils was revised for German-speaking countries. The questionnaire is an adapted and extended version of the “Academic Self-Regulation Questionnaire” (SRQ-A) following Ryan & Connell (1989). Test-statistical parameters as well as preliminary studies on the validity indicate the good applicability of the instrument for instructional research and practice. A revised version of the questionnaire has been available since 2011.

Furthermore, a questionnaire was developed, which comprises the perceived support of the three basic needs as well as the scales for structure and “giving a rational” in classroom instruction.
Additional questionnaires addressing the (learning) motivation and the determination of conditions relevant to motivation (e.g. teacher and student questionnaires) are available from the authors: Florian.Mueller [ÄT] aau.at

Available questionnaires

SRQ-A[G]-2007: Scales for motivational regulation for learning by pupils (research report No. 1)
SRQ-A[G]-2011: Scales for motivational regulation for learning by pupils (research report No. 5)
SBN-S-2011: Scales for perceived basic needs support of pupils
SMR-L-2015: Scales for motivational regulation for learning (diagnostics)

Team:

Irina Andreitz

Barbara Hanfstingl

Florian Müller

Elisabeth Swatek

oekolog_logo_kleinThe aim of the ÖKOLOG (German abbreviation) Programme is to make schools and University Colleges of Teacher Education (German abbreviation: PH) more ecological. Environmental education is firmly embedded as part of the school programme. With 450 ÖKOLOG schools at all school levels and 6 ÖKOLOG Colleges of Teacher Education, it is the largest network for school and the environment in Austria today. For the past 15 years, ÖKOLOG schools and Colleges of Teacher Education have been delivering an important contribution to sustainability education and to school development in Austria. ÖKOLOG intends to encourage and motivate schools to further increase their activities in a variety of action areas (e.g. energy, water, waste, health, school climate, social issues and values). This not only involves the realisation of numerous projects revolving around the topic of sustainability, but also represents the endeavour to establish a sustainable structure. Working in collaboration with the Austrian Federal Ministry of Education and Women’s Affairs (BMBF), the IUS has been responsible for coordinating the ÖKOLOG Programme and Network since March 2015.

Further information is available at http://www.oekolog.at/

Team:

Astrid Brandstätter

Mira Dulle

Franz Rauch

logo_parrise
During the term of the project (2014–2017), PARRISE intends to contribute to the development of a scientifically educated society, whose citizens participate in research and innovation processes (Responsible Research and Innovation – RRI). It is hoped that this will succeed by the application of two educational approaches, which are often taught independently of one another in schools: Inquiry-Based Science Education (IBSE) and Socio-Scientific Issues-Based Learning (SSI). This integrative approach is called Socio-Scientific Inquiry-Based Learning (SSIBL).

PARRISE aims to develop materials, tools, and in- and pre-service professionalization courses for Natural Science teachers, based on the SSIBL approach and on the established best practice of the project partners. Tried and tested practices will be reflected with a view to the RRI approach, and will be developed further by an international “community of learners”, which has already integrated RRI into its teaching and learning processes. Accordingly, a multidisciplinary team as well as network activities between teachers, teacher trainers and educational researchers will be developed. As one of 18 project partners, the IUS will contribute to the development of teaching materials and the professionalization of teachers.

Further information is available at http://www.parrise.eu/home

Team:

Franz Rauch

The main objective of this quantitative project is to gain insights into the extent to which the results reported back to schools from the standardised evaluations of level of learning find their way into specific measures implemented by school administrations aimed at quality assurance.

Furthermore, the project aims to investigate which consequences these measures of the school administrations yield in the schools, and which effects can be observed in the results of a school in subsequent learning level evaluations.

Team:

Stefan Brauckmann

Erfolgreiche schulische Bildungsprozesse sind – neben den Lernvoraussetzungen von Schüler/innen – insbesondere auch vom Handeln der Lehrer/innen und damit auch von deren kognitiven und nicht-kognitiven Handlungsdispositionen abhängig. Damit kommt der Auswahl von Personen für Lehramtsstudien eine zentrale Rolle zu. Neben geeigneten Attrahierungsstrategien und einer wirkungsvollen Lehrer/innenausbildung lassen sich für den Lehrer/innenberuf geeignete Personen vor allem durch Maßnahmen der Selbst- und der Fremdselektion rekrutieren. Das österreichweite Kooperationsprojekt entwickelt neues dreistufiges, theoretisch und empirisch fundiertes Verfahren zur Auswahl von Lehramtsstudierenden, welches für den Einsatz an österreichischen Universitäten und Pädagogischen Hochschulen konzipiert wird, wobei grundlegende Konzepte und Befunde der Lehrer/innenbildungsforschung und der psychologischen Eignungsdiagnostik, im Speziellen der Personalauswahl, Berücksichtigung finden. Das dreistufige Verfahren besteht aus (1.) einem nicht-selektiven Self-Assessment Verfahren, welches eine Selbsterkundung auf Basis von motivationalen, persönlichkeitsstrukturellen und biografischen Merkmalen ermöglicht und umfangreiche Informationen zum Lehrer/innenberuf bereitstellt. (2.) werden durch standardisierte psychologische Tests allgemeine kognitive Funktionen, sprachliche, emotionale und kreativitätsbezogene Kompetenzen sowie ausgewählte Persönlichkeitsmerkmale erfasst. (3.) In einem Face-to-Face-Assessment werden auf standardisierte Weise verbale und nonverbale Kommunikationsfähigkeit, kognitive Entscheidungsfähigkeit und Selbstreflexionskompetenz ermittelt. TESAT evaluiert das Verfahren und baut ab 2015 eine umfassende Längsschnittstudie auf, die neben ausbildungsbezogenen Kriterien aus Studium und Praktikum auch Erfolgskriterien der Tätigkeit im Lehrer/innenberuf erfassen soll.

Team:

Florian Müller

Aljoscha Neubauer, Georg Krammer, Corinna Koschmieder, Barbara Pflanzl, Jürgen Presch, Hubert Schau

Team:

Irina Andreitz

Stefan Brauckmann

Barbara Hanfstingl

Johannes Mayr

Florian Müller

PH Wien, KPH Wien/Krems, PH Niederösterreich, PH Oberösterreich, PPH der Diözese Linz, PH Salzburg, PH Tirol, KPH Edith Stein, PH Vorarlberg, PH Kärnten, PH Steiermark, KPH Graz, PH Burgenland

Team:

Josefine Jaritz

Franz Rauch

Gloria Strohmaier

Agnes Turner

Caroline Weberhofer

Daniel Barben; Paula Brezovec; Wilfried Elmenreich; Nina Hampl; Robert Gennaro Sposato; Kirsten von Elverfeldt; Bettina Gruber; Hans Karl Peterlini; Anke Uhlenwinkel; Martina Ukowitz; Jonas Moremi Zeil; Norbert Wohlgemuth; Max-Peter Menzel; Peter Mandl; Christoph Klemenjak; Horst Kanzian; Ekanki Sharma

This accompanying research aims to achieve the following objectives: to be able to give an account of the university certificate programmes, to identify approaches for the improvement of the design of these and similar programmes, to gain generalizable knowledge about the efficacy of teacher education, and to create and further develop survey procedures, which can also be applied in other studies concerning teacher education. The research follows a longitudinal design, taking into account the input, the ongoing processes, and the output of the programmes. This is carried out against the theoretical background of a so-called offer-utilisation-model. Using online surveys, participants are questioned about their admission prerequisites, the perceived learning opportunities and their utilisation, as well as their skills development. In order to obtain “objective” indications alongside the self-assessments of the participants regarding the effect of the further education, additional measures include the use of a video lesson sequence at the beginning and at the end of the programme, which the participants analyse according to didactic considerations. The accompanying scientific research is financed from the budget provided for the university certificate programmes.

Team:

Florian Müller

Past projects:

Ziel dieser Studie ist eine gründliche Analyse und Bewertung von Evidenzen aus Ländern, in denen bereits seit vielen Jahren Schulrankings veröffentlicht werden (z.B. GB, USA, NL). Zu berücksichtigen sind dabei die Unterschiede zwischen den Schulsystemen, wegen derer eine Verallgemeinerung von Erfahrungen oder ein Transfer von Erkenntnissen nicht immer möglich ist. Mehrere Problemfelder sind dabei zu untersuchen und grundsätzlich zu klären:

  • Sind die Kriterien für das Ranking einwandfrei und auch fair, d.h. werden alle wesentlichen Qualitäten einer Schule berücksichtigt?
  • Hat das Ranking nachweisbare Verbesserungen oder Verschlechterungen der Schulorganisation und der Schülerleistungen zur Folge?
  • Gibt es kollaterale Effekte, mit denen man bei der Einführung der Rankings nicht gerechnet hat? Wie kann mit diesen umgegangen werden?
  • Welche Konsequenzen werden aus den Schulrankings gezogen, die darüber hinausgehen, Informationen für die Öffentlichkeit zur Verfügung zu stellen? (Z.B. finanzielle Einbußen für Schulen, die schlecht abschneiden; bzw. massive Unterstützungsangebote wie in NL.) Welche Folgen haben diese Maßnahmen für die Funktionstüchtigkeit des ganzen Bildungssystems?
  • Wie werden die Schulrankings von der Bevölkerung gesehen? Wie von den Schüler/innen und Lehrer/innen?

Methodisch wird diese Studie sich auf die veröffentlichte Literatur aus den ausgewählten Ländern stützen, und zwar einerseits auf die Gesetzestexte und Bestimmungen der nationalen Bildungsadministrationen, andererseits auf akademische Untersuchungen und Begleitforschungen. Ein besonderes Gewicht spielen dabei die Studien der OECD, in denen der Umgang mit Leistungsmessungen in verschiedenen Ländern verglichen und im Detail analysiert wird (“Synergies for Better Learning“;  “Review of Evaluation and Assessment in Education“).

In einem Resümee werden schließlich die Vor- und Nachteile einer Veröffentlichung von Schulrankings abgewogen und für die spezifische Situation in Österreich Empfehlungen abgegeben.

Team:

Franz Rauch

Thomas Stern

Ziel: Auseinandersetzung mit zentralen gegenwärtigen und zukünftigen Entwicklungen des Fachunterrichts in Österreich, im Speziellen auf eine Stärkung der Kompetenz der Lehrpersonen, das eigene Fach im Kontext eines Fächerbündels zu verstehen und darauf aufbauend ein integratives Curriculum in einer fächerbezogenen Domäne zu entwickeln.

Team:

Stefan Zehetmeier

Weiterqualifizierung für Lehrende an den Pädagogischen Hochschulen sowie Lehrkräfte in den Bereichen Fachdidaktik und Pädagogik, unter besonderer Berücksichtigung von Bildungsstandards und kompetenzorientiertem Unterricht.

Team:

Stefan Zehetmeier

Das Ziel des Schulmentoring-Programms in Klagenfurt ist es, sogenannte Tandems, bestehend Volksschulkindern und Studierenden, zu organisieren. Diese Tandems treffen sich regelmäßig zu fest vereinbarten Terminen, unter der Woche oder am Wochenende, über ein Schuljahr bzw. zwei Studien-Semester.

Die Zielgruppe des „Schulmentoring-Projekts“ sind SchülerInnen im Alter von 8 bis 10 Jahren, die aus sozial benachteiligten Familiensituationen oder Familien mit besonderen Erschwernissen stammen, oder Familien die erst seit Kurzem in Österreich leben.

Schüler und Schülerinnen der Praxisvolksschule der PH Kärnten werden einmal in der Woche kostenfrei in der Freizeit von Studenten und Studentinnen der AAU begleitet, um voneinander zu lernen, die Bildungsmotivation und Schulorientierung der SchülerInnen zu fördern und sie mit den Inhalten österreichischer Kultur und Bildungsinstitutionen vertraut zumachen.

Download Folder (PDF)
BBBS Klagenfurt_Bericht Big Day

Team:

Barbara Hanfstingl

Brigitte Jenull (Institut für Psychologie)

The BONUS Study examines the implementation and the consequences of the Bonus Programme and applies both a process accompanying and a results oriented perspective. In doing so, it considers questions relating, on the one hand, to the evaluation and implementation of the Bonus Programme and, on the other hand, to experiences gained from the programme and to the effects it has produced.
In order to achieve this, the management teams of all schools participating in the programme complete a written survey in the academic years 2013/14, 2014/15 and 2016/17, not least in order to identify possible optimisation points in the programme. Based on the first management team survey, a selection of schools is made. Members of the teaching staff at the selected schools are asked about their assessment of the Bonus Programme, using a standardised questionnaire deployed in the academic years 2014/15 and 2016/17.
Furthermore, guided interviews are conducted with the teaching staff and with the administration of the schools, granting a closer look at the concrete implementation of the Bonus Programme and the respective associated logics of action. In addition, using data from school statistics, a comparison is drawn between schools participating and not participating in the programme, and an in-depth analysis of the student body of schools in Berlin with varying levels of dispensation for learning resources, is performed.

Team:

Stefan Brauckmann

The LEAD COMPASS project (funded by the Open University of Cyprus) seeks to investigate school leadership in middle schools in Cyprus, which are underperforming and/ or performing lower than expected, given the composition of the student body and the community from which they are drawn. The main aim of the LEAD COMPASS project is to identify schools, which are underperforming and have good pre-requisites (high socio-economic status-SES, parental and local community involvement) and those which have low or bad pre-requisites (low socio-economic status-SES, negative parental and local community involvement, low tax base). In particular, the project examines the effects of school principals’ characteristics, styles, and strategies in underperforming schools, with good and bad pre-requisites, as well as investigates the reasons which (simultaneously) keep them from achieving success or suffering failure.

Specifically, the objectives of the LEAD COMPASS project are the following:

  •  To identify and examine the characteristics, strategies and contexts of school leadership and management in a range of underperforming schools with good and bad pre-requisites.
  •  To identify and examine the potential involvement and school principals’ strategies on improving the schools’ core routines in the underperforming schools, and in particular on the improvement of students’ academic achievements.
  •  To investigate principals’ life history and identity in order to collect information and be in a better position to develop improved and state of the art programs for school leaders of the future.

The realization of the aforementioned objectives is based upon qualitative research through multi-perspective case studies. This research study will be linked with research projects such as the International Successful School Principalship Project (ISSPP), enabling comparison of underperforming schools across various contexts (especially Greece, Austria, and the UK). The main activities, which will be implemented in this project, concern both theoretical and empirical investigations. Firstly, a literature review will be carried out on current knowledge and state of the art about underperforming schools through the leadership perspective. Drawing on the existing literature the interview protocols will be designed (and/or re-designed) and piloted and data will be collected and analyzed. In particular, the process of school selection will be based on specific criteria. The results will be disseminated through academic journals and conferences.

The significance of the LEAD COMPASS project revolves around the effort to deepen our understanding of the school’s leadership role, as well as to investigate the schools’ core routines (school structure and culture, teachers, students, parents and community relations) in the underperforming schools. In conjunction, this research study will reveal school principals’ efforts and strategies to promote the best potential to students’ academic achievements. In addition to that, through the research approach of school principals’ “life history and identity”, we will be in a better position to develop state of the art programs to prepare school leaders for the future.

Team:

Stefan Brauckmann

Petros Pashiardis

Team:

Martina Damej

Judith Koren

Vesna Kucher

MitarbeiterInnen Funktion Zeitraum Elisabeth Jaksche-Hoffman (iProjektleiterin) Samantha Clay (extern) Petra Gaggl (extern)

Survey and analysis of the fields of work, responsibilities, professional qualifications, as well as communication formats and networks of the subject-specific state working groups for secondary academic schools (AHS), state coordinators for the school leaving examination (BLK), BIST coordinators and SQA coordinators. Data is collected through questionnaires and telephone interviews.

Team:

Franz Rauch

STEM PD Net aims on improving quality of STEM teacher professional development (PD) delivered in Europe on a large scale and supporting STEM teaching through strengthening partnerships with and among PD practice.

To deal with the increasingly complex reality in class, which has accelerated in the last years, teachers need support through PD activities to adopt new integrative methods. This need is particularly pronounced in STEM teaching (Science, Technology, Engineering and Mathematics) since STEM is a field in which all pupils, including migrants or those from disadvantaged backgrounds, should acquire appropriate skills in order to ensure their participation in work and life.

Nowadays, the need for high-quality STEM teacher PD and the promotion of approaches that allow teachers to deal with complex classroom realities has been recognized. This can be seen in policy documents and reports such as the new Science Education for Responsible Citizenship (2015) report. It is also evidenced by the recent trend in Europe to establish PD centres to promote STEM teacher PD. What has not yet been achieved is to deliver the highest possible quality, based on findings from research, practice, different contexts, subjects and countries. Too often, therefore, PD activities do not lead to necessary changes in classroom practice.

Hence, our overall aim is to improve the quality and relevance of STEM teacher PD on a large scale, and to do so by strengthening the position, work and knowledge base of STEM PD centres across Europe: through transnational exchange and mutual learning in a stable European PD centre network, through linking research with practice, through developing urgently required ready-to-use

guidelines and reference materials for STEM PD providers.

To have the widest possible impact specialized STEM PD centres will be working together in this project and set up a European network. They are united by their mission to improve STEM teacher PD and bring together a wide range of different expertise.

The aims of the project are:

Improving quality of STEM teacher PD delivered in Europe on a large scale by:

(1) setting up research-based criteria for high-quality PD and enriching these with good-practice examples

(2) developing ready-to-use guidelines on how to feasibly measure the success of teacher PD in day-to-day settings as a mean of quality assurance in relation to (1),

(3) developing a catalogue for PD providers showcasing good-practice examples on how to prepare teachers to deal with diversity.

(4) collating a commented collection of STEM PD material allowing PD providers to easily find and select materials with a focus on their purpose, content, quality and potential.

Further Information: http://stem-pd-net.eu/en/project/

Team:

Stefan Zehetmeier

Edith Schneider

Interdisciplinary Exploration of Qualitative Research Methods for Profession Research with a Focus on Gender and Natural Science

Today’s teacher education research gives great relevance to issues concerning the development of professional knowledge in terms of didactical, theoretical and practical knowledge (Fischer 2010). The Professional Content Knowledge Model (PCK) developed by Shulman (1987) takes centre stage in the discussion about the understanding Natural Science teachers have of their profession. PCK regards itself as an amalgam of specialised knowledge, general pedagogical knowledge and context knowledge, and distinguishes between specialists and teachers who own the ability to transform a specialised subject into a “learning subject”.

However, instructional action does not exclusively depend on explicit knowledge, but rather is guided by deeply internalised, subjective theories of teaching and learning. Similarly, intention for pedagogical action and actual action occasionally diverge in the course of instruction, as unconscious structures take effect. It is precisely these implicit theories that we hope to uncover here, tracing the interaction between gender and subject (Lembens & Bartosch, 2012). We investigate the extent to which these structures influence instructional action and what forms the awareness of modes of action takes.

Based on the parallel research project (“Case Studies and Train the Trainer on Gender and Diversity in new PFL” Bartosch 2015) [1], the research project at hand undertakes to perform a continuative and data triangulating analysis of implicit theories in instructional action. A group discussion, interviews and class observations are evaluated according to the Documentary Method (Bohnsack/Nohl/Przyborski) and are subsequently presented and discussed as case studies (Yin).

The aim of the interdisciplinary research project is to explore instructional action from a variety of theoretical and disciplinary approaches (Gender Studies, Didactics, Educational Theory, Sociology, Psychology), and to make the results thus gained available to practitioners.

Team:

Agnes Turner

Ilse Bartosch, Anja Lembens, Bernhard Müller (Universität Wien)

Team:

Franz Rauch

Caroline Weberhofer

Kirsten von Elverfeldt; Lilia Maria Schmalzl; Jonas Moremi Zeil; Stephanie Preiml; Jaqueline Müller

Objectives of STRAND 1 are to:

• identify the criteria used to define successful leadership in each participating country

• investigate and analyse the knowledge, skills and dispositions which successful school leaders use in implementing leadership practices across a range of successful primary and secondary schools in different countries and in different policy and social contexts

• identify those leadership practices that are uniquely important to large vs small schools, urban vs rural schools, schools with homogenous vs diverse student populations, and high vs low poverty schools

• explore the relationship between leadership values, practices, broader social and school specific conditions, and student outcomes in different countries.

Team:

Stefan Brauckmann

logo_keyCoMath_webThe project “Developing Key Competences by Mathematics Education” (KeyCoMath) aims at the development of students’ key competences in primary and secondary schools. Didactic concepts, teaching and learning material as well as corresponding assessment methods for mathematics education are developed, tested, evaluated and disseminated on the European level. “KeyCoMath” uses the power of initial and in-service teacher education to put innovative pedagogical and didactical approaches into practice.
Key competences are necessary for all citizens for personal fulfilment, active citizenship, social inclusion and employability in a knowledge society. The project “KeyCoMath” develops, implements, and evaluates ways of working according to the “European Reference Framework of Key Competences for Lifelong Learning” in mathematics education.
“KeyCoMath” aims at fundamental changes of pupils’ learning. A shift towards more active, exploratory, self-regulated, autonomous, communicative and collaborative learning is intended. This way of doing mathematics helps to develop a broad variety of key competences. Weitere Informationen finden Sie unter http://www.keycomath.eu/

Team:

Konrad Krainer

Stefan Zehetmeier

Das Erasmus+ Projekt LINKS  wird die internationale Vernetzung des Projekts IMST am Institut für Unterrichts- und Schulentwicklung in den kommenden drei Jahren verstärken. Das Akronym steht für Learning from Innovation and Networking in STEM und analysiert innovative Entwicklungen wie strategische Möglichkeiten in den gesellschaftlich relevanten Wissensfeldern Science, Technology, Engineering und Mathematics. Im internationalen Austausch untersucht und reflektiert das Projektteam wie die kontinuierliche Professionalisierung von Lehrenden in den MINT Fächern gelingen kann. Gemeinsam mit den neun Partnerorganisationen aus Frankreich, Italien, Finnland und Großbritannien wird am Austausch und an der Verbreitung innovativer guter Praxis gearbeitet. Nicht zuletzt ist es eines der Projektziele, Empfehlungen für die strategische Entwicklung des Politikfeldes zu formulieren und somit das gemeinsame europäische Netzwerk zu stärken.

Team:

Doris Arztmann

Petra Korenjak

Franz Rauch

Stefan Zehetmeier

Andrea Frantz-Pittner

Silvia Grabner

Im nationalen Bildungsbericht werden von Expertinnen und Experten Daten und wissenschaftliche Erkenntnisse über das Bildungswesen aufbereitet, die dann für Politik und Verwaltung als Steuerungswissen dienen sollen. In vielen Ländern sind Bildungsberichte heute wichtige Grundlagen evidenzbasierter bildungspolitischer Entscheidungen.

Team:

Konrad Krainer

Data about the educational sector is compiled and prepared for publication in the National Report on Education, which serves policy-makers and public administration as relevant control knowledge. Today, many countries regard reports on education as important foundations for evidence based educational policy decisions.

Team:

Konrad Krainer

Resilience and its many facets. A content validation study of the resilience construct on the basis of the psychosociogenetic approach and the content-structure-scaling-procedure (CSS)

Since it was first described by Emmy Werner (Werner & Smith, 2982), resilience has become a catchphrase, both in the sphere of research and in psychotherapeutic and economic consultancy. It was originally used to refer to a type of psychological power of resistance. Observing street children on Kauai, Emmy Werner noticed that some of them were able to lead successful lives as adults, despite experiencing difficult and debilitating personal circumstances.

After the initial notion that ascribed strong innate facets to resilience, the idea subsequently shifted to develop along the lines of the trainability of resilience, in the sense of a deliberate expansion of resources and personal strengths (e.g. Welter-Enderlin & Hildenbrand, 2010). In recent times, resilience training courses are actively advertised, targeting individuals and entire organisations alike, such as courses and training events focusing on resilience, for instance for managers (http://resilienz-ausbildung.de, http://www.fff-online.com/themenuebersicht/general-management/seminar/resilienz-training.html?tid=15647), for resilience for the job (Buchacher, Kölblinger, Roth & Wimmer, 2015), but also for persons working in caring professions (Thomet & Richter, 2012).

What seems clear in all this is that the term resilience very quickly acquired various meanings (e.g. innate power of resistance, personal resources, availability of personal resources, other people as resilience factors, coaching) and that very similar constructs were not brought face to face with resilience in terms of meaning (e.g. salutogenesis, autopoiesis, power of resistance, self-efficacy). What is certain is that various schools of psychology studied, described and investigated phenomena similar to resilience as observed by Emmy Werner, but that they labelled these differently, and, most significantly, did not relate them to each other.

All these different approaches did not contradict each other, or did so only partially, while in part they complemented and overlapped each other in their significance. Consequently, resilience research offers the opportunity to observe the problem of déjà variables (Hagger, 2014). What this describes is the circumstance, which frequently occurs in research, where one and the same phenomenon is described using differing terms, or where differing phenomena are described using one and the same term. Déjà variables present a thorny problem for researchers, as they can considerably and erratically restrict the replicability of studies, often rendering the outcome unsuitable for use in psychological practice due to inaccuracy. This is precisely the point the planned study will focus on.

Team:

Barbara Hanfstingl

Ingrid Koller

Bei der Entwicklung der innerpsychischen Räume wird der Fokus auf physische, psychische und soziale Dimensionen zur adäquaten Teilhabe aller Menschen an Bildung gerichtet, wie dies in der aktuellen Diskussion um, Bindung, Bildung und beliefs geschieht. PädagogInnen verfügen zu Beginn ihres Studiums nur bedingt über mentale Kapazitäten, um konstruktive sowie destruktive Impulse zu containen. Dabei ist es von entscheidender Relevanz eigene innerpsychische Vorgänge sowie jene der Lernenden in Kohärenz zu bringen, das Verstehen zu lernen und in Lehr-Lernprozesse zu transformieren.

Team:

Agnes Turner

Tillmann Kreuzer

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