GSC 1028: Learning, Educational Achievement and Life Course Development: An Integrated Research and Training Programme

GSC 1028：学习、教育成就和生命历程发展：综合研究和培训计划

• 批准号: 194491240
• 金额: --
• 依托单位: Eberhard Karls Universität Tübingen
• 依托单位国家: 德国
• 项目类别: Graduate Schools
• 财政年份: 2012
• 资助国家: 德国
• 起止时间: 2011-12-31 至 2018-12-31
• 项目状态: 已结题
• 来源: https://gepris.dfg.de/gepris/projekt/194491240?language=en
• 关键词: GSC; 1028; Learning; Educational; Achievement

Despite a broad willingness in many countries to implement an evidence-based approach in educational policy, this process is severely impeded by a shortage of empirical data on "what works" in education and by a shortage of qualified experts. The Graduate School on Learning, Educational Achievement and Life Course Development (LEAD) will address seven key questions in the context of evidence-based education. To this end, the Interlinked Disciplinary Excellence Approach (IDEA) will build on existing excellence in Tübingen in six core research fields and integrate that disciplinary expertise within a broader framework. The IDEA approach highlights disciplinary excellence and describes conditions for successful interdisciplinary collaboration. Five critical LEAD Intersections have been defined for the implementation of IDEA principles. A particular strength of the Graduate School will be the use and development of innovative study designs and measurement approaches as well as sophisticated data analysis approaches. The LEADing Research Center will assist graduate students and researchers aiming to achieve the highest standards in all aspects of their empirical work, including a "What Works Summary" of their research. The Graduate School will further develop existing structures in the area of empirical educational research, which is a priority field for the University of Tübingen. With its focus on finding "best answers to real problems", the Graduate School will fit perfectly within the Tübingen academic profile of "Research - Relevance - Responsibility". The Graduate School aims to stimulate outstanding doctoral research on education-related issues and to maintain first-rate standards in all respects. The Graduate School will admit about 20 students per year. It will build on and integrate several existing coordinated research programmes and graduate schools within a professional, internationally oriented, structured graduate programme. Important elements will include a training and supervision concept that builds on both experience in running successful doctoral training programmes and an explicit framework of competencies to be acquired; an understanding that the training of future researchers and professionals is not restricted to the doctorate level; a strong international focus; the integrated goal of defining standards of excellence in the field of evidence-based education more generally; a commitment to increasing gender equality and supporting family-oriented work environments; and the integration of relevance and responsibility throughout the programme.

尽管许多国家普遍愿意在教育政策中采取循证办法，但由于缺乏关于教育“有效办法”的经验数据和缺乏合格专家，这一进程受到严重阻碍。学习、教育成就和生命历程发展研究生院将在循证教育的背景下解决七个关键问题。为此，相互关联的学科卓越方法（IDEA）将建立在蒂宾根现有的六个核心研究领域的卓越基础上，并将该学科专业知识整合到更广泛的框架中。IDEA方法强调学科卓越，并描述了成功的跨学科合作的条件。为执行民主选举倡议的原则，确定了五个关键的牵头交叉点。研究生院的一个特殊优势将是创新研究设计和测量方法以及复杂的数据分析方法的使用和开发。领先的研究中心将协助研究生和研究人员，旨在实现他们的实证工作的各个方面的最高标准，包括他们的研究的“什么工作总结”。研究生院将进一步发展经验教育研究领域的现有结构，这是蒂宾根大学的优先领域。其重点是寻找“真实的问题的最佳答案”，研究生院将完全符合“研究-相关性-责任”的蒂宾根学术形象。研究生院旨在促进教育相关问题的优秀博士研究，并在各方面保持一流的标准。研究生院每年招收约20名学生。它将建立和整合现有的几个协调的研究方案和研究生院的专业，面向国际，结构化的研究生课程。重要的内容将包括一个培训和监督概念，该概念建立在成功举办博士培训方案的经验和有待获得的明确能力框架的基础上;认识到未来研究人员和专业人员的培训不限于博士一级;一个强有力的国际重点;确定更普遍的循证教育领域的卓越标准的综合目标;致力于促进两性平等和支持面向家庭的工作环境;以及在整个方案中纳入相关性和责任。

项目成果

Signals foster multimedia learning by supporting integration of highlighted text and diagram elements

• DOI: 10.1016/j.learninstruc.2014.11.002
• 发表时间: 2015-04-01
• 期刊: LEARNING AND INSTRUCTION
• 影响因子: 6.2
• 作者: Scheiter, Katharina;Eitel, Alexander
• 通讯作者: Eitel, Alexander

Unemotional traits predict early processing deficit for fearful expressions in young violent offenders: an investigation using continuous flash suppression

• DOI: 10.1017/s0033291714001287
• 发表时间: 2014-06
• 期刊: Psychological Medicine
• 影响因子: 6.9
• 作者: A. Jusyte;S. Mayer;E. Künzel;M. Hautzinger;M. Schönenberg

A test-based approach of Modeling and Measuring Technological Pedagogical Knowledge

• DOI: 10.1016/j.compedu.2019.103645
• 发表时间: 2019-12-01
• 期刊: COMPUTERS & EDUCATION
• 影响因子: 12
• 作者: Lachner, Andreas;Backfisch, Iris;Stuermer, Kathleen
• 通讯作者: Stuermer, Kathleen

Increased arithmetic complexity is associated with domain-general but not domain-specific magnitude processing in children: A simultaneous fNIRS-EEG study

• DOI: 10.3758/s13415-017-0508-x
• 发表时间: 2017-05
• 期刊: Cognitive, Affective, & Behavioral Neuroscience
• 作者: M. Soltanlou;C. Artemenko;T. Dresler;F. Haeussinger;A. Fallgatter;A. Ehlis;H. Nuerk

Talent Development in Achievement Domains: A Psychological Framework for Within- and Cross-Domain Research

• DOI: 10.1177/1745691619895030
• 发表时间: 2020-03-20
• 期刊: PERSPECTIVES ON PSYCHOLOGICAL SCIENCE
• 影响因子: 12.6
• 作者: Preckel, Franzis;Golle, Jessika;Worrell, Frank C.
• 通讯作者: Worrell, Frank C.