Leibniz Institute for Research and Information in Education (DIPF)
The Leibniz Institute for Research and Information in Education (DIPF) is a central institution in the field of educational research and educational information. It was founded in 1951 in Frankfurt am Main. DIPF supports educational research, educational practice, educational policy and educational administration on the basis of scientific infrastructure services as well as research and educational system evaluations. As a member of the Leibniz Association, DIPF aligns fundamental research with innovative developmental work and its implementation to the benefit of society. More than 300 staff members, half of them researchers and scientists, are engaged in fundamental research with innovative developmental work and its implementation. Research topics span individual, institutional and systemic aspects of education. They are complemented by studies on the history of education and computer science approaches to education. Worldwide, DIPF is engaged in projects and cooperates with universities and research institutions as well as scientific infrastructure institutions. Owing to its librarian, archival and information science services, DIPF is a central access point regarding documentation for all topics relevant to education.
Partner’s role in the project
DIPF’s main responsibility will concern the evaluation of the project. To assure validly and reliably measured impacts, DIPF will play an active role in all project phases (especially the HAND in HAND assessment and HAND in HAND field trials). Moreover, DIPF will closely collaborate with the TUM and help develop the HAND in HAND assessment. As a delegated body, DIPF will also assure the transferability of the project findings to the national policy level.
Read more: http://www.dipf.de/en/dipf-news
Staff members involved in the project
Svenja holds a PhD in Psychology ( thesis title: “Öğretmek or Enseñar? A cross-national study of teachers’ professional competence and teaching quality”). She is a post-doc researcher within the Educational Quality and Evaluation Department at DIPF. Her main research interests include teaching quality and school effectiveness with a focus on addressing heterogeneity in classrooms as well as transcultural teaching and learning. Svenja has been involved in several national and international large-scale surveys: “Assessment of student achievements in German and English as a foreign language” (DESI), the “OECD Teaching and Learning International Survey” (TALIS), and the “Programme for International Student Assessment” (PISA). She was a fellow in the College for Interdisciplinary Educational Research, jointly funded by the Federal Ministry of Education and Research (BMBF), the Jacobs Foundation and six Leibniz Institutes (www.ciderweb.org). Currently, she is one of the heads of the DFG project “Modeling educational effectiveness and equity at the school level” (MeChS).
Mojca Rožman is an academic staff member in the Educational Quality and Evaluation Department at the Leibniz Institute for Research and Information in Education (DIPF). She holds a PhD in Statistics for Social Sciences (thesis title: “Effect of sample composition in the estimation of item parameters and proficiency estimation in international large-scale assessments”). She is presently involved in questionnaire development for PISA 2018. In the past, she contributed to different IEA studies conducted in Slovenia (TIMSS, PIRLS, TALIS, SITES). She is interested in the methodology and secondary analyses of international large-scale assessments.
Nina holds a PhD in Psychology (thesis title “Environmental competence: the interplay between connection with nature and environmental knowledge in promoting ecological behaviour”). She is a post-doc researcher in the Educational Quality and Evaluation Department at DIPF. Her primary research interests include environmental education/environmental competence, (global) citizenship education/global competence, and large-scale assessment. For PISA 2018, Nina has been involved in questionnaire development for the “global competence” area) and in data analysis on the international level. For PISA 2015, also on the international level, she developed questionnaire material to measure the students’ socio-economic background, coordinated the national adaptations of the questionnaires and was involved in data analyses. Further, she was engaged in evaluating the “living and learning democracy” project.