Kai Maaz

from Wikipedia, the free encyclopedia

Kai Maaz (* 1972 ) is a German educational researcher. Since 2013 he has been professor of sociology with a focus on education systems and society at the Johann Wolfgang Goethe University in Frankfurt am Main and at the Leibniz Institute for Research and Information in Education (DIPF) .

Life

Kai Maaz studied social pedagogy at the Catholic University of Social Sciences in Berlin (FH diploma 1998) and social sciences at the Humboldt University in Berlin (diploma 2002). Following a doctoral scholarship at the Max Planck Institute for Human Development in the research area Educational Science and Education Systems headed by Jürgen Baumert (2002 to 2005), where he then worked as a research assistant until 2009 and as a research group leader from 2009 to 2010, he joined in 2006 PhD in education from the Free University of Berlin. In 2008 he completed his habilitation in educational science at the Free University of Berlin and in 2010 he accepted a professorship for quantitative methods in educational sciences at the University of Potsdam . Since 2013 he has been director of the “Structure and Control of Education” department at the Leibniz Institute for Educational Research and Information (DIPF) (with locations in Frankfurt am Main and Berlin) and at the same time Professor of Sociology with a focus on educational systems and society at Johann Wolfgang Goethe University Frankfurt am Main . Since 2014 he has been spokesman for the group of authors of the National Education Report .

Since 2019, in addition to heading his department at DIPF, he has also been the managing director of the entire institute.

Awards

Current focus of work and research

Kai Maaz's work and research focuses on the intersection of sociological, educational and psychological educational research . Thematically, he and his team work in the following areas, among others: educational monitoring and control, evaluation of school structures, educational programs and schools , social disparities in educational acquisition over the life and educational path, educational biographies and transition decisions taking into account individual, institutional and contextual influencing variables as well as research syntheses and Systematic reviews . In addition to the ongoing national educational reporting, various accompanying studies and evaluations of educational reforms and school policy measures have recently been part of the central academic work of Kai Maaz and his staff. Among other things, they examined the school structure reforms in Berlin and Bremen as well as the Berlin bonus program to support schools in difficult situations

Fonts (selection)

  • Kai Maaz, Hanna Dumont: Inequalities in educational attainment according to social origin, migration background and gender . In: Olaf Köller, Marcus Hasselhorn, Friedrich W. Hesse, Kai Maaz, Josef Schrader, Heike Solga, C. Katharina Spieß, Karin Zimmer (eds.): The education system in Germany: Existence and potential . Verlag Julius Klinkhardt, Bad Heilbrunn 2019, ISBN 978-3-8252-4785-0 , p. 299-332 .
  • Hanna Dumont, Denise Klinge, Kai Maaz: The Many (Subtle) Ways Parents Game the System: Mixed-method Evidence on the Transition into Secondary-school Tracks in Germany . In: Sociology of Education . tape 92 , no. 2 , 2019, p. 199-228 , doi : 10.1177 / 0038040719838223 (English).
  • Kai Maaz, M. Baethge, P. Brugger, S. Kühne, T. Rauschenbach, U. Rockmann, H.-G. Roßbach, A. Wolter (= author group educational reporting): Education in Germany. An indicator-based report with an analysis of the effects and benefits of education . wbv Media, Bielefeld 2018, ISBN 978-3-7639-5964-8 , doi : 10.3278 / 6001820fw .
  • Kai Maaz, S. Kühne: Indicator-based educational reporting . In: Rudolf Tippelt, Bernhard Schmidt-Hertha (Hrsg.): Handbuch Bildungsforschung . 4th completely revised edition. Springer, Wiesbaden 2018, ISBN 978-3-531-19980-1 , pp. 375-396 , doi : 10.1007 / 978-3-531-20002-6_15-1 .
  • Kai Maaz, Jürgen Baumert, Marko Neumann, Michael Becker, Hanna Dumont: Development of a new school structure in the Berlin school system. Selected findings from the BERLIN study on the evaluation of the Berlin school structure reform . In: Heinz Günter Holtappels (Hrsg.): Development and quality of the German school system - recent empirical findings and development tendencies . Waxmann Verlag, Münster 2017, ISBN 978-3-8309-3626-8 , pp. 75-103 .
  • Kai Maaz, Anna Bachsleitner, Jürgen Baumert, Hanna Dumont, Marko Neumann, Susanne Radmann, Michael Becker: Socio-cultural disparities in educational success before and after the school structure reform in Berlin . In: Marko Neumann, Michael Becker, Jürgen Baumert, Kai Maaz, Olaf Köller (eds.): Two-tier structure in the German school system. Potential and challenges in Berlin . Waxmann Verlag, Münster 2017, ISBN 978-3-8309-3628-2 , p. 361-424 .
  • Kai Maaz, Jürgen Baumert, Marko Neumann, Michael Becker, Hanna Dumont (eds.): The Berlin school structure reform. Assessment by the actors involved and consequences of the new transition procedure from primary school to secondary school . Waxmann Verlag, Münster 2013, ISBN 978-3-8309-7946-3 .
  • Kai Maaz, Gabriel Nagy: The transition from primary school to secondary schools in the secondary school system: definition, specification and quantification of primary and secondary effects of origin . In: Jürgen Baumert, Kai Maaz, Ulrich Trautwein (Ed.): Journal for Educational Science . Educational decisions. Special issue 12-2009. VS Verlag für Sozialwissenschaften, 2010, ISBN 978-3-531-92216-4 , p. 153-182 , doi : 10.1007 / 978-3-531-92216-4_7 .
  • Kai Maaz, Ulrich Trautwein, Oliver Lüdtke, Jürgen Baumert: Educational Transitions and Differential Learning Environments: How Explicit Between-School Tracking Contributes to Social Inequality in Educational Outcomes . In: Child Development Perspectives . tape 2 , no. 2 , 2008, doi : 10.1111 / j.1750-8606.2008.00048.x (English).
  • Kai Maaz: Social background and university entrance. Effects of institutional opening in the education system. VS Verlag für Sozialwissenschaften, Wiesbaden 2006, ISBN 978-3-531-90441-2 , doi : 10.1007 / 978-3-531-90441-2 .

Web links and sources

Individual evidence

  1. ↑ Philip Stirm: Control of education between system and individual. Leibniz Institute for Research and Information in Education (DIPF) , November 28, 2013, accessed on February 14, 2020 (press release).
  2. ↑ a b c Kai Maaz. DIPF , accessed on February 14, 2020 (available under “About the person”).
  3. ↑ Philip Stirm: New executive management of the DIPF. Leibniz Institute for Research and Information in Education (DIPF) , November 15, 2019, accessed on February 14, 2020 (press release).
  4. ^ Education in Germany. Leibniz Institute for Research and Information in Education (DIPF) , November 6, 2018, accessed on February 14, 2020 (digital versions of all national educational reports and the associated data). Direct download of the 2018 report as PDF .
  5. ↑ Susanne Vieth-Entus: Weak students do not benefit yet. In: Der Tagesspiegel . March 16, 2017, accessed February 14, 2020 .
  6. ↑ Antje Stürmann: General conditions good, equipment bad. In: Weserkurier . March 5, 2018, accessed February 14, 2020 .
  7. ↑ Andreas Abel: Funding helps focus schools. In: Berliner Morgenpost . September 22, 2018, accessed February 14, 2020 .
personal data
SURNAME Maaz, Kai
BRIEF DESCRIPTION German educational researcher
DATE OF BIRTH 1972