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Research Interest

Research Interests of the Chair:

Current Research Projects:

Duration:

since 01.09.2017

 

Participants:

FAU Erlangen-Nuremberg
Research and Teaching Unit for School Education and Instructional Research
Chair: Prof. Dr. Michaela Gläser-Zikuda
Research Assistants: Dr. Florian Hofmann, Melanie Stephan, M.A., Dr. Barbara Jacob, Katharina Fuchs
Student Assistants: Jana Eder, Maximilian Höldl, Matthias Weber

Bergische University Wuppertal
Institute for educational research at the School of Education
Task assignment methodology and didactic in the special educational needs learning, as well as es emotional and social development
Research Assistant: Stefan Markus

 

Short Information on the Project:

Teaching and learning are associated with a variety of emotions, but this area has hardly been examined in university research (Hagenauer et al., 2017). Previous research in university teaching has focused in particular on the teaching perception of teachers and their teaching concepts (Kember & Kwan, 2000; Postareff & Lindblom-Ylänne, 2011). The present study, therefore, examines the emotions of students and teachers as well as their mutual relation based on Pekrun’s (2006) control-value approach. In a quasi-experimental mixed-methods study with pre- and post-measurements, a variation of the teaching concept (student-centered versus teacher-centered) is used to check whether positive learning emotions predominate in a student-oriented teaching setting and with which teaching phases and didactic-methodological conditions are associated with positive and negative emotions .
The participants in this study are teaching students who took a seminar in school education in the winter semester 2017/18, which was offered by two lecturers. For the study, a total of 6 sessions, which were designed to be student-oriented and teacher-centered, were videographed. In addition, standardized questionnaires were used before and after the seminar events.
The sample comprises 219 voluntarily participating in teaching students in school education in seminar groups between 22 and 34 participants. The average age of the students is 21 years (SD = 4.3), 79 percent of them are female, 92 percent study in the first university semester. In addition to socio-demographic data, the study-related self-efficacy, perceived quality of the course, learning and performance emotions (AEQ), trait emotions in school pedagogical courses (content-related control and content-related value), autonomy and support, student participation, learning and performance motivation, general life satisfaction, well-being and Study satisfaction and interest. The data is currently evaluated on the one hand on the basis of variance analysis with repeated measurement and on the other hand on the basis of a structuring qualitative content analysis of the video data (cf.Hofmann et al., 2018).

 

Literature:

  • Hagenauer, G., Gläser-Zikuda, M., & Moschner, B. (2017, online first). University students’ emotions, life-satisfaction and study commitment: a self-determination theoretical perspective. Journal of Further and Higher Education, 27(2), 1–19. DOI: 10.1080/0309877X.2017.1323189
  • Hofmann, F.; Stephan, M.; Fuchs, K.; Jakob, B.; Markus, S. & Gläser-Zikuda, M. (2018). Lernemotionen von Lehramtsstudierenden – macht der Lehransatz einen Unterschied? Posterbeitrag auf der AEPF-Tagung in Lüneburg.
  • Kember, D. & K. Kwan (2000). Lecturers’ approaches to teaching and their relationship to conceptions of good teaching. Instructional Science 28, 469–90.
  • Pekrun, R. (2006). The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries, and Implications for Educational Research and Practice. Educational Psychology Review, Vol. 18, Issue 4, 315–341.
  • Postareff, L. & Lindblom-Ylänne, S. (2011). Emotions and confidence within teaching in higher education. Studies in Higher Education vol. 36, no. 7, 799–813.

Current Research Projects:

Current Research Projects:

Current Research Projects:

 

Short Information on the Project:

The project entitled Teaching Practice Partnership Model in Pre-Service Teacher Education (INSHIP) aims to develop educational innovation in the area of higher education through a complementary partnership model for teaching practice (TP) in initial teacher education. The project follows four main objectives: (1) Provision of appropriate educational opportunities for student teachers in the course of TP, (2) Enhancement of the professional competencies of academic staff in the in-service course of TP (CPD-INSHIP course), (3) Operationalization of tools and guidance materials for implementation of TP (INSHIP-toolkit) (4) Development of Professional Learning Network in TP (INSHIP-PLN).
INSHIP-project derives from an international consortium of experts in the field of teacher education, and is evidence-based. Its background is a socio-constructivist paradigm, at the forefront of which is situational learning of student teachers, and the role of collaboration and professional learning communities in bridging the gap between theory and practice in teacher education, which can be exceeded in an authentic learning context, i.e. in the concrete work environments. Moreover, in the course of the TP student teachers become professionally socialized, evolving their professional identity on the basis of shared attitudes and values within the teaching and learning community. Finally, the active participation of students in their future work environments contributes to their professional promotion, as the particular school gets to know the individual students during the TP course, which provides for a higher level of security of the institution in the employment of the graduates.
The main achievement of the project will be the INSHIP-model, which will take the form of four basic elements covering the educational principles of strategic complementary partnership collaboration, professional socialization, the student teachers TP competencies, and quality indicators for TP, with its own developed evaluation system. Supporting the INSHIP-model, the CPD-INSHIP course for academic staff will be developed and piloted within the project, as well as the INSHIP-toolkit and INSHIP-PLN fostering the spread of the professional learning community in TP by using INSHIP-portal, attending various professional meetings and using the materials produced in INSHIP. The INSHIP-project aims to bring together a total of 96 education professionals for INSHIP transnational teaching / learning / training events. It is planned to engage with another 150 education professionals for professional dissemination events taking place ones simultaneously across 6 partner countries and 120 participants in the INSHIP final conference. It is expected to gradually involve more education professionals across the participating countries who will benefit INSHIP-PLN, as well as other project outputs over time.

 

Participating Institutions:

University of Ljubljana, Slovenia (Coordinator)
Masarykova Univerzita, Czech Republic
Universidad de Alicante, Spain
Universite Lyon 1 Claude Bernard, France
University of Erlangen-Nuremberg, Germany

 

INSHIP web page:

http://inship.splet.arnes.si/

Durarion:

since 2016

 

Participating Institutions:

FAU Erlangen-Nürnberg
Lehrstuhl für Schulpädagogik mit dem Schwerpunkt empirische Unterrichtsforschung
Lehrstuhlinhaberin: Prof. Dr. Michaela Gläser-Zikuda
Wissenschaftliche Mitarbeiterin: Isabelle Grassmé

Universität des Saarlandes
Lehrstuhl für empirische Bildungsforschung
Lehrstuhlinhaber: Prof. Dr. Roland Brünken
Wissenschaftliche Mitarbeiterin: Dr. Antje Biermann

 

Short Information on the Project:

The demand for an orientation toward competences in teacher education (Kunter et al. 2011), as well as growing demand for a stronger orientation towards on the job experiences and a revaluation of internships during the studies, mainly lead to the growth of the time frames for internship periods and new approaches for more intense learning mentoring by the universities (Gröschner & Seidel, 2012). Even though interships and on the job trainings count as central components in the professionalization of students pursuing the teaching profession but empiric studies point out that a clear answer if internships have a positive effect on teacher education can not be given (Hascher, 2012).
The supervision of lecturers on the site of universities and mentoring on the site of the interships schools has an important role in this context. The „Lehr: Werkstatt“ (teaching workshop) is a current project working on the design of internships at secondary modern schools and Gymnasiums for aspiring teachers in Bavaria and Baden-Württemberg (Eberhard von Kuenheim Stiftung, 2016). Students pursuing a teaching certificate work together with a teacher at the internship school for a complete school year. Assuming the close mentoring leads to an more intensive correlation and cooperation and therefore the amount of teaching attempts and additionally individually aligned learning opportunities will be created. The cooperation project focuses in different sub-studies on the quality of internship periods during the teaching profession study program and compares in particular the intership „Lehr:Werkstatt“ to other internships, amongst others the University of Saarbrücken. The second focus of this research project lies in the individual and contextual conditions of the competence development of students obtaining a teaching certificate.

 

Publications:

  • Grassmé, I., Biermann, Gläser-Zikuda, M. & Brünken, R. (in Vorb.) Lerngelegenheiten in unterschiedlichen Praktika und ihre Bedeutung für die Kompetenzen von Lehramtsstudierenden. In M. Rothland & I. Biederbeck (Hrsg.), Beiträge zur Lehrerbildung und Bildungsforschung (BzLB). Münster: Waxmann.
  • Grassmé, I., Biermann, A., Gläser-Zikuda, M. & Brünken, R. (2017). Kompetenzentwicklung in Schulpraktika. Eine kooperative empirische Studie der Friedrich-Alexander-Universität Erlangen-Nürnberg und der Universität des Saarlandes zur Kompetenzentwicklung von Lehramtsstudierenden in den Schulpraktika. Posterpräsentation im Rahmen der Jahrestagung 2017 der Konferenz für Grundschulpädagogik und -didaktik an bayerischen Universitäten am Standort Nürnberg.
  • Grassmé, I. & Gläser-Zikuda, M. (2016). Betreuungsqualität und Kompetenzentwicklung in Praxisphasen der Lehrerbildung. Eine empirische Studie zur Wirksamkeit der Lehr:werkstatt unter besonderer Berücksichtigung der Klassenführungskompetenz. Vortrag im Rahmen des Doktorandenkolloquiums an der Universität des Saarlandes (12.07.2016).
  • Grassmé, I., Biermann, A., Gläser-Zikuda, M. & Brünken, R. (2016). Lerngelegenheiten und Kompetenzentwicklung im Praktikum. Eine kooperative Forschungsstudie der Friedrich-Alexander-Universität Erlangen Nürnberg und der Universität des Saarlandes zur Kompetenzentwicklung von Lehramtsstudierenden im Praktikum. Posterpräsentation auf der AEPF Tagung: Rostock.

 

Cooperation partners:

Dr. Antje Biermann and Prof. Dr. Roland Brünken

 

Literature:

  • Eberhard von Kuenheim Stiftung der BMW AG (2016). Die Lehrwerkstatt. URL: http://www.lehrwerkstatt.org/ [Zugriff am 10.03.2017].
  • Gröschner, A. & Seidel, T. (2012). Lernbegleitung im Praktikum. Befunde und Innovationen im Kontext der Reform der Lehrerbildung. In W. Schubarth, K. Speck, A. Seidel, C. Gottmann, C. Kamm & M. Krohn (Hrsg.), Studium nach Bologna: Praxisbezüge stärken?! Praktika als Brücke zwischen Hochschule und Arbeitsmarkt. Befunde und Perspektiven (S. 171–183). Wiesbaden: VS Verlag für Sozialwissenschaften.
  • Hascher, T. (2012). Forschung zur Bedeutung von Schul- und Unterrichtspraktika in der Lehrerinnen- und Lehrerbildung. Beiträge zur Lehrerbildung, 30 (1), 87–98.
  • Kunter, M., Kleickmann, T., Klusmann, U. & Richter, D. (2011). Die Entwicklung professioneller Kompetenz von Lehrkräften. In M. Kunter, J. Baumert, W. Blum, U. Klusmann, S. Krauss & M. Neubrand (Hrsg.), Professionelle Kompetenz von Lehrkräften: Ergebnisse aus dem Forschungsprogramm COACTIV (S. 55–68). Münster: Waxmann.

Current Research Projects:

Duration:

January 2017 – December 2019

 

Funding:

Katholisches Schulwerk Bayern

 

Participants:

Chair for Research and Teaching Unit for School Education and Instructional Research a Friedrich-Alexander University Erlangen Nuremberg.
Chairholder: Prof. Dr. Michaela Gläser-Zikuda
Research Assistants: Simon Meyer, Katharina Fuchs, Ramona Obermeier

 

Short Information on the Project:

Supported by the Katholisches Schulwerk Bayern the evaluation of the school development project „Stärkende Lebenswelten“ at catholic schools is performed by the professorial chair in school education at the Friedrich-Alexander-University Erlangen-Nuremberg
„Stärkende Lebenswelten“ aims to positively influence the development of the pupils by connecting family and schools more with each other in regards of relation and education through the training programs „FamilienTeam“ („Family Team“ – for parents; Graf & Walper 2003; Graf 2013) and „KlasseTeam“ („class Team“ – for teachers; Graf & Bauer, 2009). Assuming that by supporting the relation and self-regulation competencies for teaching personal and parents as well as an intensified cooperation between them, pupils are positively influenced in their personality development, resilience, ability for self -regulation as well as in regards for their emotional and social competences. Connected to this is also the assumption that their learning process as well as their performance are aided. Next to the target group of pupils, teachers and parents are examined in regards of their self-regulation and emotional stability. Additionally, the analysis of the different factors on the micro-, meso-, and macro levels is intended.
In the course of the evaluation, in cooperation with the Katholisches Schulwerk Bayern, a total of approx. 32 secondary schools with 60 classes were recruited, and grouped according to their participation in the trainings programs in one of these groups: one complete treatment („KlasseTeam“ and „FamilienTeam“), two partial treatment groups (either „KlasseTeam“ or „FamilienTeam“) and one control group (no training). In the framework of a quasi-experimental research design the assumed effects are verified using one pre- and post measure as well as two follow up measures basing on standardized instruments. For deepened and individual case-based analysis qualitative methods (group discussion, participating observation) are used on pupil as well as on teacher level.

 

Literature:

  • Graf, J. (2013). FamilienTeam – das Miteinander stärken: Das Geheimnis glücklichen Zusammenlebens (2. Aufl.). Freiburg: Kreuz.
  • Graf, J. & Bauer, S. (2009). KlasseTeam: Emotionale Kompetenz von Lehrkräften und Kindern im Grundschulalter stärken. Unveröffentl. Kursleiter-Manual für das Lehrertraining. München: Ludwig-Maximilians-Universität München.
  • Graf, J. & Walper, S. (2003). FamilienTeam: Das Miteinander stärken. Unveröffentl. Kursleiter-Manual für das Elterntraining. München: Ludwig-Maximilians-Universität München.
  • Meyer, S., Obermeier, R., Zauner, D., Zauner, S. & Gläser-Zikuda, M. (under review). Zur Bedeutung von Trainingsprogrammen für die Förderung der Selbstwirksamkeit von Lehrkräften – das Beispiel KlasseTeam.
  • Meyer, S. & Gläser-Zikuda, M. (under review). Zur Bedeutung individueller und kontextueller Einflussfaktoren auf Lern- und Leistungsemotionen zu Beginn der Sekundarstufe – eine mehrebenenanalytische Betrachtung.

Duration:

01.04.2017 – 31.03.2020

 

Funding:

Robert Bosch Stiftung

 

Participants:

  • Prof. Dr. Manfred Pirner (Lehrstuhl für Religionspädagogik und Didaktik des Religionsunterrichts)
  • Prof. Dr. Michaela Gläser-Zikuda (Lehrstuhl für Schulpädagogik mit dem Schwerpunkt empirische Unterrichtsforschung)
  • Prof. Dr. Dieter Spanhel
  • Dr. Klaus Wild

 

Project Assistant:

  • Susanne Wild

 

Short Information on the Project:

The competence center for school development and evaluation is a sub-area of ​​the chair research and teaching unit for school education and instructional research as well as the chair for religious education and didactics of Protestant religious education at Friedrich Alexander University Erlangen-Nuremberg. With the so-called “perception and value-oriented school development” (short: WWSE®) it offers a package for schools and educational institutions that supports internal evaluation and school development.
In Germany, depending on the federal state and school authority, internal school evaluation is mandatory or is practiced on a voluntary basis. The aim is to assess strengths and challenges at the individual school and to be able to deal with them productively.
Significant elements of WWSE® are the empirically verified questionnaire, which is continuously developed in several school type and school profile-specific forms, and the modular process in which the schools are accompanied.
The aim of the project is to further develop the WWSE® instruments on a scientific, theoretical, and empirical basis.

Further information on WWSE® and the competence center for school development and evaluation can be found here.

 

Duration:

March 2019 – December 2021

Funding:

Free State of Thuringia with funds from the European Social Fund (ESF)

Participating Institutions:

Chair for Research and Teaching Unit for School Education and Instructional Research
Thüringer Ministerium für Bildung, Jugend und Sport (TMBJS)
Gesellschaft für Arbeits- und Wirtschaftsförderung des Freistaats Thüringen mbH (GFAW)
Thüringer Institut für Lehrerfortbildung, Lehrplanentwicklung und Medien (ThILLM)

Funding:

Free State of Thuringia with funds from the European Social Fund (ESF)

Project Leader:

Prof. Dr. Michaela Gläser-Zikuda

Project Assitants:

Short Information on the Project:

Funded by the Free State of Thuringia with funds from the European Social Fund, the Chair for the Research and Teaching Unit for School Education and Instructional Research at the Friedrich-Alexander University Erlangen-Nuremberg in cooperation with the Thuringian Ministry of Education, Youth and Sport (TMBJS) and the Thuringian Institute for Teacher Training, Curriculum development and media (ThILLM) through a scientific process support for school network work in Thuringia.
The cooperation of schools within the framework of a school network offers a single school, by bundling specific skills and resources, the opportunity to take advantage of learning opportunities and development impulses that would not be used without external cooperation (Dresselhaus, 2006). School network work can thus contribute to school development regionally, nationally and internationally through the systematic use of synergy effects (Berkemeyer et al., 2008; Rößler, Gläser-Zikuda, Bonitz & Anderegg, 2017). For example, networks can also be effective in reducing early school leaving. School networks should act with a clear objective and should be maintained or structured intensively. Through ongoing support and professional input, scientific process monitoring offers the opportunity to support the school networks in this regard.
In order to demonstrate development potential at the individual school, school development conditions are recorded based on data and reported back to the individual network schools in the form of school-specific portfolios. In addition, the culture of reflection at network schools with regard to school development processes to lower the dropout rate is systematically promoted by the establishment of a multiplier system. In addition, further education and training measures are offered. In addition to actively supporting the educational work of the network schools, the effectiveness of school network work with regard to reducing the dropout rate is also examined as part of the scientific support. In comparison to schools without network work, evidence-based tips and practical recommendations for successful school networking are then generated.

Literature:

Berkemeyer, N., Manitius, V. & Müthing, K. (2008). „Schulen im Team“. Erste empirische Befunde. In N. Berkemeyer, W. Bos, V. Manitius & K. Müthing (Hrsg.), Unterrichtsentwicklung in Netzwerken. Konzeptionen, Befunde, Perspektiven (S. 329–341). Münster: Waxmann.
Dresselhaus, G. (2006). Netzwerkarbeit und neue Lernkultur. Theoretische Grundlagen und praktische Hinweise für eine zukunftsfähige Bildungsregion. Münster: Waxmann.
Rößler, L.; Gläser-Zikuda, M.; Bonitz, M. & Anderegg, N. (2017). Innovation durch Transformation in transnationalen Netzwerken am Beispiel des deutschsprachigen Netzwerkes für Innovative Learning Environments (ILE). Journal für Schulentwicklung 21(2), 8-15.

 

Duration:

2019 – 2021

Funding:

Christliches Jugenddorfwerk Deutschlands gemeinnütziger e. V. (CJD)

Participating Institutions:

Chair for Research and Teaching Unit for School Education and Instructional Research

Professorship for music education

Chair of Religious Education and Didactics of Protestant Religious Education

Project leaders:

Project Assistant:

Melike Ömerogullari

Short Information on the Project:

CJD Panorama aims to support children from different socio-cultural backgrounds using a music education approach. By learning an orchestral instrument, children should recognize their own potential and develop it. Musical education should enable children to participate in culture and provide a framework in which they can strengthen their personality and social skills.
From the 2019/2020 school year, Panorama will be scientifically supported for two school years. The target group of the evaluation are children aged 3 to 13 years. The assumed effects of the project are examined on the basis of a pre-post design with treatment control group procedures. Of particular interest is how Panorama affects personal development, social skills and musical skills, and whether Panorama children develop differently from children who do not take part in Panorama. A quasi-experimental design with a mixed-methods approach is used, which provides both quantitative (questionnaires and tests) and qualitative methods (individual interviews and participant observation).

Duration:

February 2020 – January 2023

Funding:

Robert-Bosch-Stiftung

Project Leader:

Prof. Dr. Michaela Gläser-Zikuda

Project Assistants:

N.N.

Short Information on the Project:

The InLiVe project is based on school development advice and aims to systematically support network-based school development based on the OECD criteria (OECD, 2013) on innovative learning environments, to expand it nationwide, and to establish it sustainably.
For this reason, school networks in Thuringia (cf.Gläser-Zikuda et al., 2014) and other German federal states are to be accompanied intensively and school development consultants are to be systematically qualified for this demanding task, both with regard to the principles of school network work and with regard to designing innovative learning environments. School development is to be sustainably strengthened by bundling the new skills at key points in the school support system, establishing a multiplier system, integrating cooperation partners, and providing practical examples and other materials.
The project refers to the German-speaking ILE network (http://www.spaed.ewf.uni-erlangen.de/forschung/schul-und-unterrichtsforschung/deutschsprachiges-ile-netzwerk/), which has existed since 2014 and is the goal of one international cooperation with a view to school development (Rößler et al., 2017).

Literature:

Gläser-Zikuda, M., Baumgart, K., Herzer, G., Kemper, R., König-Wendel, J. & Wenke, F. (2014). Schulentwicklung in Thüringen – das Startprojekt E.i.L. (“Entwicklung innovativer Lernumgebungen”). In A. Jantowski (Hrsg.), ThILLM. 2014. Unterricht im Spannungsfeld zwischen Kompetenz- und Standardorientierung (S. 71-81). Bad Berka: ThILLM.
OECD (Ed.) (2013). Innovative Learning Environments. Educational Research and Innovation: OECD Publishing.
Rößler, L.; Gläser-Zikuda, M.; Bonitz, M. & Anderegg, N. (2017). Innovation durch Transformation in transnationalen Netzwerken am Beispiel des deutschsprachigen Netzwerkes für Innovative Learning Environments (ILE). Journal für Schulentwicklung 21(2), 8-15.

 

Current Research Projects:

 

Logo DFG

Duration:

January 2018 – January 2021

 

Funding:

Deutsche Forschungsgemeinschaft

 

Participating Institutions:

12 universities and research Institutes in Germany, Austria, and Switzerland are involved in this interdisciplinary network. 15 experts and junior researchers from sociology, political science, educational science, and psychology are part of this Network.

 

Spokesperson:

Dr. Felix Knappertsbusch, a professorship in methods for empirical social research and statistics, University of the Bundeswehr Hamburg

 

Cooperation Partner:

FAU Erlangen-Nuremberg
Research and Teaching Unit for School Education and Instructional Research
Chair: Prof. Dr. Michaela Gläser-Zikuda

 

Short Information on the Project :

The aim of the Mixed Methods and Multimethod Research network in empirical social research, which consists of members from various disciplines, is to expand the interdisciplinary and international exchange between different approaches to method-integrative research. The network activity is based on current methodological problem areas, including the method-integrative analysis of causality, integrative methods of data collection and analysis as well as quality criteria of method-integrative research. Prof. Dr. Michaela Gläser-Zikuda is a member of the network.

 

Further Information:

https://www.hsu-hh.de/methoden/team/knappertsbusch/mixed-methods-network