Activities and news from the Scientific Area of Expertise (WKF) "Research on Education and Schooling"
Under the umbrella of the Scientific Area of Expertise (WKF) "Research on Education and Schooling", its members carry out a variety of projects with partners from within and outside the WKF. News about the various activities resulting from this work, such as project progress and completion, publications, events and lectures, can be found here.
NEPS stage 5 successfully launched at the IFS
NEPS stage 5 focuses on the upper secondary school and integrates upstream and downstream transitions into its research perspective.
Nele McElvany speaks in the Family Affairs Committee of the German Bundestag
Nele McElvany speaks as an expert at the public hearing in the Family Affairs Committee of the German Bundestag on the "Children's Future Program"
Tuesdays for Education 12.03. "School resources and priorities"
Educational equity: Scarcer resources for schools in economically disadvantaged areas.
Project launched to promote reading with the help of artificial intelligence
IFS launches co-operation project to promote reading skills through artificial intelligence and digital stories “Lese-KI:DS”.
International exchange on Stereotype Threat with the Université Grenoble Alpes
Justine Stang-Rabrig presents current findings on the topics of attitudes and stereotype threat in the school context.
Practice booklet “IGLU 2021 Kompakt” published
The practice booklet “IGLU 2021 Kompakt” with study results, effective reading promotion and implementation in school practice has been published.
IFS at NEPS annual meeting and master plan meeting
At the NEPS Annual General Meeting, Nele McElvany was elected Chair of the Network Committee and Michael Becker presented Stage 5.
2nd National Research Coordinator meeting for PIRLS 2026 in Copenhagen
Around 130 experts met in Copenhagen at the 2nd NRC meeting to discuss the development of test materials for the new PIRLS 2026 study.
Tuesdays for Education on February 13 on gender differences
Boys perceive lessons as less motivating – gender differences in reading skills persist.
