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New practical handbook „Integration of Newly Immigrated Children and Adolescents without Knowledge of German. Opportunities, Challenges and Perspectives“ published

buchcover

07.12.2016 – The practical handbook reports on experiences and conditions of successful dealing with immigrated pupils of 13 Ganz In-schools, who have no knowledge of German. Organizational and legal framework conditions are discussed as well as possible obstacles. This practical handbook provides hints and comments of teachers concerning school organization, teaching and social integration. These practical solutions are developed on the basis of practice and can function as tools in further practice.

 

Results from TIMSS 2015 published

TIMSS2015

23.11.2016 – In 2015 Germany participated for the third time in the Trends in International Mathematics and Science Study (TIMSS 2015). The results from TIMSS 2015 have been published at a press conference in Berlin at 11 a.m. on November 29, 2016. Materials for this press conference and further information on the study are available from the following website:

 

Länderindikator 2016 has been published

Länderindikator_2016_Titelseite

23.11.2016 – The representative study Länderindikator 2016 provides the second cycle of findings on media education in the German school system. This educational monitoring represents the status quo of the implementation of digital media in teaching and learning processes in schools for all 16 federal states, which allows for specific impetus for school development in each state. Considering the domains of schools’ equipment with digital media, instructional use of digital media as well as fostering students’ media-related competencies, developments since the Länderindikator 2015 can be revealed. Moreover, the Länderindikator 2016 introduces teachers’ media-related competencies as a new focus.

 

The 19th annual of school development has been published

coverjahrbuch

23.11.2016 – The new annual of school development (in German) compiles papers on experimental, cross-sectional, and longitudinal studies that address some of the most significant areas in school research. The respective studies deal with institutional effects, different actors, and the life course of children. A particular focus is educational inequality.
For more information: https://www.beltz.de/de/fachmedien/paedagogik/buecher/produkt_produktdetails/33470-jahrbuch_der_schulentwicklung_band_19.html

 

1st Dortmund education dialogue encourages to interdisciplinary exchange

bildungsdialog

19.10.2016 – "To be well received in schools - chances and challenges for integration of young refugees"
On September 29th 2016 participants from educational praxis, administration, politics and research on education met to investigate supporting possibilities for integration of young refugees. Three thematically focused kick-off speeches were presented additional to a panel discussion with Minister Sylvia Löhrmann. Participants highlighted the thematically variance and successful shift between science and practical perspectives.

 

Successful Integration? Refugees in Schools

integration

26.04.2016 – The integration of more than one hundred thousand refugee minors is a central prevailing challenge of the education systems. The IFS Education Dialogue “Settling in the Schools – Chances and Challenges during the Integration Process of Refugee Minors” on September 29, 2016 aims at transferring scientific findings to educational practitioners, and at facilitating exchange between educational administration, politics, practice and science.

 

New book series- "Dortmund Symposium on Empirical Educational Research"

Tagungsband Neuerscheinung

16.03.2016 – What are the criteria and effects of good instruction? The first volume of the new book series "Dortmund Symposium on Empirical Educational Research" is dedicated to this question. Experts from the fields of educational science, psychology, and pedagogy summarize the state of research and present new research results. The new series documents the results of the annual Dortmund Symposium is published by Waxmann Publishing Co.

 

Press Release: All All-Day Schools Are Not the Same

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24.02.2016 – German all-day schools (Ganztagsschulen) offer a comprehensive array of educational programs, but are not based on uniform standards and are structured very differently. This is one of the results of a recent, nationwide survey of school directors conducted as part of the long-term study on the development of all-day schools (StEG). The recently published report is based on a representative survey conducted from March to May 2015 of 1,500 school principals from all-day schools.

 

New Appointments in the Scientific Committee of the IFS

Kombineu

18.01.2016 – Professor Heike Solga and Professor Holger Horz were appointed to the Scientific Committee of the IFS in December 2015. Professor Solga is director of the Berlin Social Science Center and Professor Horz is the scientific director of educational psychology at the Goethe University in Frankfurt and the Executive Director of the Academy for Educational Research and Teacher Training. The IFS welcomes you both and looks forward to working together!
At the same time Professor Herbert Altrichter has retired his position after many years on the Scientific Committee at the IFS. The Institute thanks him sincerely for his thoughtful inspiration and wishes him all the success for the future.

 

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TU Dortmund
Campus Nord (CDI Gebäude)
Vogelpothsweg 78
44227 Dortmund

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