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Experimental and Theoretical Psychology

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TSER NatCCC-PS Partner

Partner in this TSER NatCCC-PS project

1) Ministère de l'Education Nationale et de la Formation Professionnelle (MENFP), Luxembourg: Service de Coordination de la Recherche et de l'Innovation Pédagogiques et Technologiques (SCRIPT), represented by Dr. Jean-Paul Reeff (coordinator of the network)

Dr. Reeff has significant experience in the fields of research, research management and politics. Having directed two projects on Problem Solving and as the project director of both the Luxembourg Indicators Project and of a major project on "New Assessment Procedures in Vocational Training", he is familiar with the research topics of the network. He is the Luxembourg representative in Network A of OECD, Luxembourg representative in the Board of Participating Countries and the National Coordinator of the study. Due to his position as head of the evaluation unit in the Ministry and his participation in various international/EU activities (IEA, FREREF, Network of Policy Makers etc.), his role as coordinator guarantees a strong connection between research activities and political demands.

2) Institut für Bildungsforschung (IBF), Bonn, Germany, represented by Dipl.-Psych, Judith Ebach and Dipl.-Psych. Klaudia Haase

IBF has significant experience in the field of curriculum development and in the development and evaluation of assessment procedures, both at a national and international level. Special emphasis has been given in the past few years to developing concepts and procedures for authentic assessment and assessment of key qualifications, especially in the domain of vocational education. IBF provides expertise in the field of vocational training and is an excellent partner for linking political demands to research work. Also, in the field of general education, IBF developed and evaluated diagnostic means. In this context, IBF developed instruments to assess several aspects of Problem Solving thinking (planning, systemic thinking). IBF has a well-balanced staff of researchers and non-research collaborators. Thus it is well prepared for its "interface role" between politics and research.

Dipl.-Psych. Judith Ebach has experience with the development and evaluation of diagnostic instruments primarily concerning general education. She specialises in the assessment of systemic thinking and of Problem Solving competencies in school-related environments. Together with Dr. Klieme (MPI), she developed a test for (cross-subject) Problem Solving ability for a large-scale survey involving 7th Graders.

Dipl.-Psych. Klaudia Haase has experience with assessment procedures in vocational training in different areas. She developed concepts and also conducted workshops and trainings for members of several boards of examination in vocational education.

3) Max-Planck-Institut für Bildungsforschung (Max Planck Institute for Human Development, Centre of Educational Research), Berlin, Germany, represented by Dr. Eckhard Klieme

This Institute is one of the most prominent institutions for empirical educational research in Germany. Its main focus is on basic research in teaching and learning. Actually, the MPI is doing a large longitudinal study on the interaction between the individual development of adolescents (with regard to psycho-social factors, motivational and cognitive factors, including CCC), the institutional environment and the actual classroom-based teaching-learning-activities. Another project deals with constructivist teaching of transferable knowledge in science. In addition to these basic research projects, the MPI played a prominent role within several IEA surveys, namely within TIMSS and TIMSS-Video. The institute enhanced the design for TIMSS and TIMSS-Video in Germany in a way that allowed for in depth-analysis of teaching style, of teachers and students belief systems etc.

Dr. Klieme is a trained mathematician and psychologist with broad experience in educational psychology, namely in research on mathematical and science Problem Solving, and in educational measurement. He conducted several training experiments, evaluated educational programs and developed several tests for secondary, vocational and higher education. Most of this work has to do with instructional goals such as reasoning, Problem Solving ability, systemic thinking, and key competencies in general. Dr. Klieme is now in charge of the TIMSS-Video project at the MPI and is also involved in conceptual and analytical work on the TIMSS survey. His research actually focuses on constructivist teaching and the enhancement of Problem Solving abilities.

4) Centre for School Development (Zentrum für Schulentwicklung, ZSE), Department II (Abteilung II: Evaluation und Schulforschung), represented by Mag. Erich Svecnik

The centre is engaged in fundamental research and developmental work. It provides advice on the planning and implementation of pilot projects in connection with the development and assessment of theories and also monitors and evaluates selected pilot and school development projects. Increasingly, particular emphasis is given by Department II to the evaluation-based development of teaching modules. Arising directly from the context of increased autonomy in schools and resulting discussion about the quality of schools, the question of implementing measures for autonomy is of central importance - not least of all for pupils. In this respect it is clear that methods of instruction which provide for a greater degree of individualisation are essential. At the moment Department II is, among other things, preparing an instruction module entitled "Critical Thinking". In addition, together with representatives of the education departments of universities, teacher training colleges, in-service training centres and education authorities, they are considering how the quality of schools can be ensured. Selected school development projects are monitored and evaluated: The implementation of new learning methods associated with changes in the present structure of lower secondary education, for example, and the transition from lower secondary to vocational schools. Finally, Department II maintains contact with working parties outside Austria and collaborates in international projects.

5) University of Groningen, Department of Sociology, represented by Prof. Dr. Jules Peschar

The Department of Sociology, in particular the chair of sociology of education (Peschar), has a 25-year tradition of and high expertise in conducting longitudinal studies on the educational career. Originally the focus was on the impact of intellectual competencies and social background on achievement, both in a national and international comparative frame. More recent a.o. the impact of financial, cultural and social resources is being studied. The chair of sociology of education has been in charge of some of the largest national evaluation programmes on educational and curriculum innovation in the Netherlands.

The Department is one of the three partners in the ICS (the national post graduate school in theory and mesurement in the social sciences) in which the highest expertise on advanced statistical modelling and measurement models is available.

Prof. Peschar --member of the OECD Network A on educational outcomes since 1988-- was in charge of preparing the CCC dossier for the OECD (cf. Prepared for Life?, authored by him and Sietske Waslander) and within these activities he and his co-worker and international coordinator Sietske Waslander made important advances in the field of developing indicators for Problem Solving. They are responsible for the previously agreed upon segment of the CCC component of the survey in the year 2000. Furthermore Peschar is a member of one of the functional expert groups for the international prime contractor of the OECD study. Prof. Peschar is the outstanding expert of the last years OECD work on CCC and represents the sociology point of view. His participation in the network guarantees a tight cooperation with OECD activities.

6) University of Heidelberg, Department of Experimental Psychology, represented by Prof. Dr. Joachim Funke

Prof. Funke, director of the Heidelberg Institute of Psychology, is one of the leading experts in the field of Complex Problem Solving research, having 20 years of experience in the field. His work had and still has the highest impact on the research activities in the field. Representing the domain of Cognitive Science, it is expected that his work will result in major paradigm shifts in the survey techniques. Prof. Funke has given fresh impetus to the field of Complex Problem Solving not only in basic research but also with respect to applications from his research in such divergent areas as comsumer electronics (especially VCR design), management diagnostics (managerial Problem Solving), and assessment of planning competencies in neuropsychologically disabled persons by means of video-clips.

Prof. Funke will exert major effort to developing new instruments for assessing complex Problem Solving by means of computer simulated systems which have to be explored and controlled by subjects. Also, his emphasis on an integrated assessment of cognitive and emotional aspects of intelligent behavior guarantees a broad approach which can overcome the traditional restrictions of simple paper-and-pencil-based assessment procedures.

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Last modified on 28.11.2001 by JF.