News at the IFS
IFS research report 2022–2023 published
In the newly published research report, the Center presents its research and teaching activities over the past two years.
50 years of the Center for Research on Education and School Development – Anniversary video
IFS anniversary video looks back on 50 years of school development research and provides insights into current and future research topics.
Completion of the project "School integration of newly immigrated children"
The MERCUR-funded joint project "School integration of newly immigrated children" was successfully completed.
Expert on Civic and Citizenship Education visits the IFS
Dr. Frank Reichert from the University of Hong Kong visits IFS for an exchange on civic and citizenship education.
IFS expertise on measuring the impact of social innovations in demand
Professor McElvany advises on impact measurement of social innovations at BMBF workshop.
Together for better education: Tuesdays for Education
Tuesdays for Education explores the question of how well prepared children are when they start school.
Interview on the educational situation of children with a migrant background
Professor McElvany spoke to WDR COSMO on the occasion of the publication of the PISA study on the educational situation of immigrant families.
Education Day - School performance studies provide indispensable information
On "Education Day", IFS emphasizes the importance of international school performance studies as a central cornerstone of evaluating the education…
PISA report underlines PIRLS results: Strengthening basic skills
Reducing the link between social background and educational success and overcoming the education crisis requires a strengthening of basic skills.
IFS Alumni Meeting – Focus on career paths
At the IFS alumni meeting, former and current IFS employees exchanged views on career paths outside the university.
International exchange on self-regulated learning
Professor Charlotte Dignath's team discussed self-regulated learning with experts from the University of Stavanger.
Article published in Social Psychology of Education
This study examines the association and connection of teachers’ prosociality with their well-being by engagement in family–school partnerships.