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Department of Educational Sciences and Psychology
[Translate to English:] © Orbon_Alija​/​istock.com

Prof. Dr. Birgit Heppt

Main research topics

  • Diagnostics, promotion and development of (educational) language competences in monolingual and multilingual learners
  • Implementation and evaluation of language education programmes
  • Professionalisation of teachers and specialists in the context of linguistic and migration-related heterogeneity
  • Recording and effectiveness of teaching processes

Office hours

By appointment via E-Mail to Birgit Heppt

Academic background

  • 2024: Completion of the Habilitation in Psychology, Humboldt University of Berlin
  • 2016: Dr. rer. nat. in Psy­cho­lo­gy, Humboldt University of Berlin
  • 2009: Diplom in Psychology, Ludwig-Maximilians-Universität München

Professional background

  • Since 07/2024: Professorship for Empirical Educational Research in the School Context, TU Dortmund University
  • Since 10/2022–06/2024: Head of the KoPaS project, Humboldt University of Berlin in cooperation with the IQB
  • 10/2021–09/2022: Substitute for the Professorship of Educational Psychology, Institute of Educational Sciences, Humboldt University of Berlin
  • 01/2013–09/2021: Research assistant, Humboldt University of Berlin in cooperation with the Institute for Quality Development in Education (IQB)
    11/2015–02/2016: Research assistant, Chair of Psychology I - Developmental Psychology, Otto-Friedrich-University Bamberg
    11/2009–12/2012: Research Assistant, Department of Empirical Educational Research, Free University of Berlin

VITA

Download CV Birgit Heppt

Further information

Laufende Projekte:

  • Multiprofessionelle Kooperation zur fachbezogenen Sprachbildung im schulischen Ganztag (KoPaS), project duration: 01.10.2022 - 30.09.2026
  • Heppt, B., Henschel, S., Hardy, I. & Gabler, K. (2023). Instructional support in inquiry-based elementary school science classes: How does it relate to students’ science content knowledge and academic language proficiency? European Journal of Psychology of Education, 38, 1377–1401. https://doi.org/10.1007/s10212-022-00653-6
  • Henschel, S., Heppt, B. & Hardy, I. (2023). Structure and associations of science vocabulary, general academic vocabulary, and science knowledge. The Journal of Educational Research, 116(6), 356–370. https://doi.org/10.1080/00220671.2023.2269545
  • Heppt, B., Henschel, S., Hardy, I., Hettmannsperger-Lippolt, R., Gabler, K., Sontag, C., Mannel, S. & Stanat, P. (2022). Professional development for language support in science classrooms: Evaluating effects for elementary school teachers. Teaching and Teacher Education, 109, 103518. https://doi.org/10.1016/j.tate.2021.103518
  • Heppt, B., Olczyk, M. & Volodina, A. (2022). Number of books at home as an indicator of socioeconomic status: Examining its extensions and their incremental validity for student achievement. Social Psychology of Education, 25, 903–928. https://doi.org/10.1007/s11218-022-09704-8
  • Volodina, A., Heppt, B. & Weinert, S. (2021). Relations between the comprehension of connectives and school performance in primary school. Learning and Instruction, 74, 101430. https://doi.org/10.1016/j.learninstruc.2020.101430
  • Heppt, B. & Stanat, P. (2020). Development of academic language comprehension of German monolinguals and dual language learners. Contemporary Educational Psychology, 62, 1–15. https://doi.org/10.1016/j.cedpsych.2020.101868
  • Heppt, B., Köhne-Fuetterer, J., Eglinsky, J., Volodina, A., Stanat, P. & Weinert, S. (2020). BiSpra 2-4. Test zur Erfassung bildungssprachlicher Kompetenzen bei Grundschulkindern der Jahrgangsstufen 2 bis 4. Münster: Waxmann. http://www.waxmann.com/buch4175
  • Heppt, B., Henschel, S., & Haag, N. (2016). Everyday and academic language comprehension: Investigating their relationships with school success and challenges for language minority learners. Learning and Individual Differences, 47, 244–251. https://doi.org/10.1016/j.lindif.2016.01.004
  • Heppt, B., Haag, N., Böhme, K., & Stanat, P. (2015). The role of academic-language features for reading comprehension of language-minority students and students from low-SES families. Reading Research Quarterly, 50(1), 61–82. https://doi.org/10.1002/rrq.83
  • Haag, N., Heppt, B., Stanat, P., Kuhl, P., & Pant, H. A. (2013). Second language learners' performance in mathematics: Disentangling the effects of academic language features. Learning and Instruction, 28, 24–34. https://doi.org/10.1016/j.learninstruc.2013.04.001

 

  • College for Interdisciplinary Educational Research (CIDER)
  • Deutsche Gesellschaft für Psychologie (DGPs); Fachgruppe für Pädagogische Psychologie
  • European Association for Research on Learning and Instruction (EARLI)
  • IDeA-Zentrum (Individual Development and Adaptive Education of Children at Risk)
  • Gesellschaft für Empirische Bildungsforschung (GEBF)

Member of the Ombudskommission des IQB (2009-2024)

Member of the Arbeitsgruppe für gute wissenschaftliche Praxis des IQB (2019-2020)

Member of the Arbeitsgruppe Wissenschaftskommunikation des IQB (2020-2024)

Collaboration with specialised journals:

Member of the scientific advisory board of the journal Research on Language (https://researchonlanguage.de/) (since 2024)

Organisation of scientific conferences:

  • CIDER-Abschlusskonferenz, Cohort III (2022-2023)
  • International Organizing Committee der JURE Pre-Conference 2013 in München (2011-2013)
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