Current research
Clinical analysis of secondary school student teachers' personal relation to knowledge in connection with their construction of a professional identity - CATRKI
We start with the hypothesis that teaching styles also depend on subjective relationships to knowledge and skills. In this context, student teachers are forced to face the question of their personal relation to knowledge, their relation to the transmission of knowledge and skills, and to their choice of career.
Coordination:
Dr. Jean-Marie Weber
Collaborators:
Dr. Julia Strohmer
Funding:
University of Luxembourg
Duration:
2011-2014
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CoLeaP - Collaborative Learning among Peers
Building upon the insights and findings of the university-funded exploratory project "Processes of Collaborative Learning among Siblings" (2008-2010), we shall extend and deepen our investigations on how young cross-age peers collaboratively learn while coping with literacy and technology activities.
Coordination:
Associate Prof. Dr. Patrick Sunnen
Collaborators:
Dr. Béatrice Arendt
,
Dr. Pierre Fixmer
,
Dr. Monika Sujbert
Funding:
Fonds National de la Recherche (FNR)
Duration:
2011-2014
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Critical edition of the complete works and correspondence of Pestalozzi / Letters sent to Pestalozzi
Pestalozzi belongs to the most cited persons in the field of education. Both, his works and his letters have been published in an exemplary edition starting in 1927.
Duration:
Prof. Dr. Daniel Tröhler
Funding:
Swiss National Science Foundation (SNF), University of Zurich, Teachers College Zurich
Duration:
2000-2014
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Diagnostic competence of primary school teachers in estimating future school achievements: Ecological validity of vignettes - OEKOVALID
The project deals with teachers‘ competency in assessing students in order to make school transition recommendations.
Coordination:
Prof. Dr. Sabine Krolak-Schwerdt
Collaborators:
Dipl.-Psych.
Thomas Hörstermann
In cooperation with:
Prof. Dr. Cornelia Gräsel (Bergische Universität Wuppertal, BUW) and Dipl.-Psych. Ines Nölle (BUW)
Funding:
Fonds National de la Recherche (FNR), Deutsche Forschungsgemeinschaft (DFG)
Duration:
2010-2012
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FUNDAamental ENGlish – in early plurilingual learning settings: inventory, competence development, insights for designing learning
Coordination: Associate Prof. Dr. Gudrun Ziegler (until 31 August 2011)Collaborators: Natalia Maria Durus, Olcay Sert, Dr. Neiloufar Family
Funding: University of Luxembourg
Duration: 2009–2012 (+ info)
Language learning and social media: 6 key dialogues
By placing “language learning and social media” at the core of the network, the 13 partner institutions of national, European and international reach will examine 6 key dimensions.
Coordination:
Dr. Katerina Zourou
Prof. Dr. Charles Max
Funding:
Lifelong Learning Programme
Duration:
2010-2012
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NATURALINK - Ecology of Language Contact in Natural Settings for Children and Young Adults
The main objective of NATURALINK is to observe plurilingual practices in Luxembourg, through a qualitative research approach situated mainly on the meso-scale of applied sociolinguistics.
Coordination:
Associate Prof. Dr. Sabine Ehrhart
Collaborators:
Sarah Vasco
Funding:
University of Luxembourg
Duration:
2011-2014
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Predictive validity of school placement decisions of primary school teachers in Luxembourg - PREVAL
The project focuses on the quality of the selection of students from primary school in order to assign them to different tracks in secondary school in Luxembourg.
Coordination:
Dr. Florian Klapproth
,
Prof. Dr. Sabine Krolak-Schwerdt
Collaborators:
Paule Schaltz
In cooperation with:
Jos Bertemes and Livius Palazzari (Ministry of Education)
Funding:
Fonds National de la Recherche (FNR)
Duration:
2011-2014
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REFRAIN - The Renewal of the Family: Formative Representations in Portraits and Genre Paintings from the 16th to the 19th Century
Regarding the current educational discourse and its emphasis on the importance of visual media, the research project is focussed on the illustration of families in different epochs. The historical perception of family life will be identified according to different artistic periods: their specific patterns of design and concepts which are assumed to represent, shape, and question cultural patterns.
Coordination:
Associate Prof. Dr. Karin Priem
Collaborators:
Dr. Kerstin te Heesen
Funding:
University of Luxembourg
Duration:
2011-2014
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SIHICS - Schooling as Institutional Heritage in Cultural Settings
Today, educational questions in both research and policy are discussed on an international or even global level. While national educational policies are trying to adapt their educational systems to international accepted standards (formal structures, curriculum, contents) – some more voluntarily, others more with monetary incentives of the World Bank or other global organizations – educational research is trying to analyse the processes, identify its historical roots, valuate the desirability, and evaluate the impacts and effects.
Coordination:
Prof. Dr. Daniel Tröhler
Dr. Thomas Lenz
Dr. Anne Rohstock
Dr. Peter Voss
Funding:
Fonds National de la Recherche (FNR)
Duration:
2010-2013
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The Lower Schools in Switzerland at the End of the Ancien Regime. An Analysis of the Stapfer School Inquiry 1799
The research project is concerned with the so-called “Stapfer-Enquête” of 1799. This survey provided a snapshot of all existing lower schools in Switzerland by means of a standardised questionnaire. There is data available from approximately 2500 schools.
Coordination:
Prof. Dr. Fritz Osterwalder
Collaborators:
Prof. Dr. Daniel Tröhler
, Prof. Dr. Heinrich Schmidt, Prof. Dr. Alfred Messerli
Funding:
Swiss National Science Foundation (SNF)
Duration:
2009–2012 (first part) and 2012-2015 (second part)
Website:
www.stapferenquete.ch
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School transitions from primary to secondary school: Development of intervention strategies to improve the quality of teachers' transition decisions - TRANSINTER
This project addresses the transition of Luxembourgish students from primary to secondary school. On the basis of empirical evidence that teachers' diagnostic competences in evaluating students' achievement performance are relatively low and may thus lead to erroneous transition decisions, we develop and evaluate intervention and training programs to improve teachers' decision competences.
Coordination:
Prof. Dr. Sabine Krolak-Schwerdt
Collaborators:
Dr. Ineke Martha Pit-Ten-Cate
,
Dr. Sabine Glock
,
Dipl.-Psych. Maria Markova
In cooperation with:
Jos Bertemes (Ministry of Education), Prof. Dr. Cornelia Gräsel (Bergische Universität Wuppertal, BUW)
Funding:
Fonds National de la Recherche (FNR)
Duration:
2011-2014
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Students’ transition from primary to secondary school: Cognitive determinants and prognostic validity of teachers’ transition decisions - TRANSEC
This project addresses the transition of Luxembourgish students from primary to secondary school. In particular, we investigate (1) the cognitive processes of teachers which determine the choice of the future school type and (2) the prognostic validity of teachers’ transition decisions.
Coordination:
Prof. Dr. Sabine Krolak-Schwerdt
and
Prof. Dr. Romain Martin
Collaborators:
Dr. Florian Klapproth
,
Dr. Sabine Glock
,
Dr. Matthias Böhmer
In cooperation with:
Michel Lanners (Ministry of Education), Livius Palazzari (Ministry of Education), Prof. Dr. Cornelia Gräsel (Bergische Universität Wuppertal, BUW), Dr. Monique Reichert (University of Luxembourg)
Funding:
Fonds National de la Recherche (FNR)
Duration:
2009-2012
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