Empirical educational research

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The Educational Science is an interdisciplinary field of research that deals mainly with the standardized measurement of characteristics of education quality and results of institutionalized education. To her in addition to the wear of Education , the sociology , the psychology and the economics of education at. It has its roots in the 1960s and experienced a significant upswing after the PISA shock in 2000. As with the TIMSS study before it, the PISA study of 2000 showed that the German school system showed two main deficits in an international comparison : The students' competencies were only mediocre and the relationship between educational success and social background was unusually strong. In the meantime, clear improvements can be seen for Germany in both areas. However, the higher level achieved is apparently difficult to maintain. Other large international and national comparative studies such as IGLU ( PIRLS ) or the PIAAC study are to be seen as milestones in empirical educational research, plus there are many smaller projects in which the effectiveness of education is examined. Evaluation studies in the education sector are also often carried out by empirical educational researchers. Numerous new professorships with this denomination have been established in the past 20 years. Empirical educational research has established itself. Although the focus is predominantly quantitative, there are also a variety of qualitative approaches and numerous projects in which both methodologies are linked. Empirical educational research is specifically funded by a federal framework program in Germany.

Subject of empirical educational research

The subject of empirical educational research is primarily the characteristics of the measurable quality of educational processes and results, in particular competencies such as mathematical, scientific and reading skills. But social skills and attitudes as well as emotional experience, motivation or abilities to use new technologies are measured and related to other variables. The international comparative studies of the OECD with their rankings receive special attention . However, empirical educational research goes far beyond that. It tries to develop and check models of the quality of education that enable a targeted improvement of institutionalized education. In doing so, it makes contributions to advising politicians, but also to support the educational professions. From an international perspective, the concept of evidence-based education is attracting increasing attention. By this it is meant that measures in the education sector should be selected and implemented on a solid empirical basis. Recently, studies on the transfer of knowledge from educational research to educational practice have been increasingly tackled.

Methods

Since the focus was initially primarily on the measurement of competencies, special test procedures based on item response theory or probabilistic test theory, which are suitable for objective international comparisons, were developed. Because it is also a matter of precisely determining the strength of effects, data analyzes with analyzes of variance and regression analyzes are carried out and, in addition to the significance , effect sizes are always reported. Large-scale projects (large-scale assessments) are usually designed as time series studies so that changes can be identified.

people

Empirical educational research in Germany was promoted by researchers such as Jürgen Baumert , Hartmut Ditton, Eckhard Klieme , Wilfried Bos, Manfred Prenzel , Cornelia Gräsel, Karin Zimmer, Olaf Köller, Horst Weishaupt, Birgit Spinath, Andreas Helmke . Young scientists emerge from the large comparative studies mentioned, so that large-scale projects such as PISA and IGLU also have a training function.

Institutions

Literature / sources

  • K.-O. Bauer : Quality of education. In: H.-D. Zollondz, M. Ketting, R. Pfundtner (Ed.): Lexicon quality management. de Gruyter, Berlin / Boston 2016, pp. 99–104.
  • K.-O. Bauer, N. Logemann (Ed.): Effective education. For the effectiveness and efficiency of educational processes. Waxmann, Münster 2012.
  • J. Baumert : Achievements, performance and performance limits of empirical educational research. The example of large-scale assessment studies between science and politics. In: Z. Erziehungswiss. Suppl 1, No. 19, 2016, pp. 215-253.
  • J. Baumert, C. Artelt, E. Klieme, J. Neubrand, M. Prenzel, U. Schiefele, W. Schneider, K.-J Tillmann, M. Weiß (eds.): PISA 2000 - a differentiated look at the States of the Federal Republic of Germany. Leske + Budrich, Opladen 2003.
  • J. Baumert, W. Bos, R. Lehmann (Eds.): TIMSS / III. Third international mathematics and science study. Leske + Budrich, Opladen 2000.
  • J. Baumert, E. Klieme, M. Neubrand, M. Prenzel, U. Schiefele, W. Schneider, P. Stanat, Tillmann, K.-J., Weiß, M. (Eds.): PISA 2000 Basic Competencies of Schoolgirls and students in an international comparison. Leske + Budrich, Opladen 2001.
  • J. Baumert, M. Kunter: Professional competence of teachers. In: Journal for Educational Science. Volume 9, 2006, pp. 469-520.
  • W. Bos, S. Hornberg, K.-H. Arnold, G. Faust, L. Fried, E.-M. Lankes, K. Schwippert, R. Valtin: IGLU 2006. Reading skills of primary school children in an international comparison. Waxmann, Münster 2007.
  • C. Gräsel: What is empirical educational research? In: H. Reinders, H. Ditton, C. Gräsel, B. Gniewosz (eds.): Empirical educational research. Structures and methods. Springer, Wiesbaden 2015, pp. 15–30.
  • J. Hartig, E. Klieme, D. Leutner (Eds.): Assessments of competencies in educational contexts. Hogrefe, Göttingen 2008.
  • J. Hattie: Making learning visible. Schneider Verlag Hohengehren, Baltmannsweiler 2013.
  • A. Helmke: Quality of teaching. Capture, evaluate, improve. Kallmeyer, Seelze 2003, ISBN 3-7800-1004-6 .
  • O. Köller, M. Knigge, B. Tesch: Language skills in a country comparison. Findings of the first country comparison to review the educational standards for the secondary school leaving certificate in the subjects German, English and French. IQB, Berlin 2010.
  • P. Zedler, H. Döbert: Educational research in education. In: R. Tippelt, B. Schmidt (Hrsg.): Handbuch Bildungsforschung. VS Verlag, Wiesbaden 2010, pp. 23–45.

Individual evidence

  1. ^ Framework program Empirical Educational Research From : foerderinfo.bund.de, accessed on June 10, 2019