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

Prof. Dr. Nele McElvany

Main research topics

  • Teaching/learning research in the school context
  • Assessment, development and promotion of literacy skills
  • Education, migration and social inequalities
  • Teaching quality and teacher competences
  • Educational-psychological diagnostics and large-scale assessments

Office hours

By appointment via E-Mail to Nele McElvany

Academic background

  • Habilitation (Psy­cho­lo­gy), 2009, Freie Uni­ver­si­tät Berlin
  • Dr. phil. in Psy­cho­lo­gy, 2006, Freie Uni­ver­si­tät Berlin
  • Dipl.-Psych., 2001, Freie Uni­ver­si­tät Berlin

Professional background

  • Since 09/2020: Vice Rector Research at TU Dortmund University
  • Since 07/2014: Executive Director of the IFS
  • Since 12/2009: Holder of the professorship for Empirical Educational Research (W3) at IFS
  • 10/2009-11/2009: Substitute of the professorship for Empirical Educational Research (W3) at IFS
  • 05/2002-12/2009: Research Assistant at the Max Planck Institute for Human Development, Berlin, Research Unit Educational Science and Systems (Prof. Dr. J. Baumert)

VITA

Further Information

Current Projects (Selection):

  • National Educational Panel Study (NEPS), project duration: since 01.01.2009
  • Study on the development of political and social competence in adolescence (EPKO), project duration: since 01.07.2021
  • Progress In Reading Literacy Study (PIRLS), project duration: 01.03.2019 – 31.03.2023
  • Collaborative teaching and learning with digital media in teacher education: mobile – professional – inclusive (K4D), project duration: 01.03.2020 – 31.12.2023
  • School integration of newly immigrated children: An environmental multilevel perspective (School Integration), project duration: 01.05.2020 – 31.10.2023
  • From Prediction to Agile Interventions in the Social Sciences (FAIR), project duration: 01.11.2021 – 31.10.2024
  • Career orientation competence in longitudinal section (BOKIL), project duration: 01.01.2022 – 31.12.2024
  • Shaping linguistic education together with elementary schools, families, and educational professionals: What works? (SPEAK), project duration: 01.10.2022 – 30.09.2026
  • Diversity-related attitudes (DIVE), project duration: 01.12.2022 – 31.12.2024

Past Projects (Selection):

  • PIRLS-Tranfer, project duration: 01.08.2022 – 31.01.2023
  • Teaching during the Corona pandemic 2021 (Corona-U 2021), project duration: 20.01.2021 – 30.04.2021
  • Teaching during the Corona Pandemic (Corona-U), project duration: 01.04.2020 – 31.12.2020
  • Learning and Assessment in the digital age (LL digital), project duration: 01.06.2019 – 30.11.2022
  • Effects and moderators of stereotype threat in vocabulary acquisition of students with a Turkish migration background on primary and secondary schools (Stereotype Threat), project duration: 01.06.2018 – 30.09.2022
  • Evidence-based Qualification of Students of an Education Program: Effective and Adaptive Classroom Management in Inclusive Settings (EQuaL-I), project duration: 01.04.2018 – 30.09.2021
  • Interest in Reading Texts (TiL), project duration: 01.02.2018 – 01.12.2018
  • Measuring and promoting the development of creativity in school (EkK Musik), project duration: 01.05.2017 – 30.06.2021
  • Trends in International Mathematics and Science Study 2019 - Teilprojekt "Unterrichtsqualität" (TIMSS 2019 - UQ), project duration: 01.03.2017 – 31.12.2020
  • Reading literacy against the background of social and cultural diversity: Differential meanings of item, student and instructional aspects in large scale assessments (LeseDif), project duration: 01.09.2016 – 31.12.2019
  • Motivation and Competence in Music (MoKoM), project duration: 01.04.2016 – 31.01.2019
  • Evaluation of Approaches and Methods of Multidisciplinary Reading Promotion in Primary Education (BiSS-EvalLesen), project duration: 01.08.2015 – 31.12.2018
  • Berlin Longitudinal Reading Study (LESEN 3-6), project duration: 01.01.2014 – 31.12.2020
  • Scientific evaluation of the trial phase of "Learning Longer Together" in North Rhine-Westphalia (Comprehensive School), project duration: 01.12.2013 – 30.04.2017
  • Language and Gender (SpraGe), project duration: 01.11.2013 – 31.12.2016
  • Examination of Test-fairness of Selected Large Scale Assessments for Core Student Sub-populations (Test-fairness), project duration: 01.01.2012 – 31.12.2014
  • Effectiveness of Vocabulary Support for Kindergarten and Primary School Children from Non-German Speaking Families (InterMut), project duration: 01.11.2011 – 31.10.2015
  • Self-efficacy of students with and without immigrant backgrounds: Differential forms of acquisition, diagnostic skills of teachers, and the importance for the development of performance (Se-Mig), project duration: 01.11.2011 – 31.03.2015
  • Potential of the First-language in the Support and Development of Language Skills and Competencies (POSTSPRACHE), project duration: 01.10.2010 – 31.12.2015
  • Development and Evaluation of Competency Models for Integrated Processing of Texts and Images, project duration: 01.10.2008 – 30.09.2014
  • Becker, M. & McElvany, N. (2018). The interplay of gender and social background: a longitudinal study of interaction effects in reading attitudes and behaviour. British Journal of Education Psychology, 88(4), 529–549. https://doi.org/10.1111/bjep.12199
  • Diedrich, J., Schiepe-Tiska, A., Ziernwald, L., Tupac-Yupanqui, A., Weis, M., McElvany, N. & Reiss, K. (2019). Lesebezogene Schülermerkmale in PISA 2018: Motivation, Leseverhalten, Selbstkonzept und Lesestrategiewissen.  In K. Reiss, M. Weis, E. Klieme & O. Köller (Hrsg.), PISA 2018 – Grundbildung im internationalen Vergleich, (S. 81-109), Münster: Waxmann.
  • Harju-Luukkainen, H. K., McElvany, N. & Stang, J. (Hrsg.) (2020). Monitoring of student achievement in the 21st century - European policy perspectives and assessment strategies. Cham: Springer International Publishing.
  • Kigel, R. M., McElvany, N. & Becker, M. (2015). Effects of immigrant background on text comprehension, vocabulary, and reading motivation: A longitudinal study. Learning and Instruction, 35, 73–84. doi: https://doi.org/10.1016/j.learninstruc.2014.10.001
  • McElvany, N., Bos, W., Holtappels, H. G. & Ohle-Peters, A. (Hrsg.). (2019). Bedingungen und Effekte von Lehrerbildung, Lehrkraftkompetenzen und Lehrkrafthandeln – Interdisziplinäre Perspektiven auf Forschung und Praxis (Dortmunder Symposium der Empirischen Bildungsforschung, Bd. 4). Münster: Waxmann.
  • McElvany, N., Ferdinand, H. D., Gebauer, M. M., Bos, W., Huelmann, T., Köller, O. & Schöber, C. (2018). Attainment-aspiration gap in students with a migration background: The role of self-efficacy. Learning and Individual Differences, 65, 159–166. https://doi.org/10.1016/j.lindif.2018.05.002 
  • McElvany, N., Kessels, U., Schwabe, F. & Kasper, D. (2017). Geschlecht und Lesekompetenz. In A. Hußmann, H. Wendt, W. Bos, A. Bremerich-Vos, D. Kasper, E.-M. Lankes, N. McElvany, T. C. Stubbe & R. Valtin (Hrsg.), IGLU 2016. Lesekompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich (S. 177–192).  Münster: Waxmann.
  • McElvany, N., Ohle, A., El-Khechen, W., Hardy, I. & Cinar, M. (2017). Förderung sprachlicher Kompetenzen – Das Potential der Familiensprache für den Wortschatzerwerb aus Texten. Zeitschrift für Pädagogische Psychologie, 31, 13–25. https://doi.org/10.1024/1010-0652/a000189
  • McElvany, N. & Schwabe, F. (2019). Gender gap in reading digitally? Examining the role of motivation and self-concept. Journal for Educational Research Online, 11(1), 145–165. https://doi.org/10.25656/01:16791
  • van Steensel, R. C., McElvany, N., Kurvers, J. J. & Herppich, S. (2011). How effective are family literacy programs? Results of a meta-analysis. Review of Educational Research, 81, 69–96. https://doi.org/10.3102/0034654310388819

Continuously

Working Group for Empirical Educational Research (AEPF), German Society for Educational Science (DGfE), German Society for Reading and Writing (DGLS), German Society for Psychology (DGPs), Society for Empirical Educational Research (GEBF)

Temporarily

American Educational Research Association (AERA), European Association for Research on Learning and Instruction (EARLI)

Since 2024

  • Chairwoman of the NEPS Network Committee

Since 2023

  • Member of the Advisory Board of the Roland Berger Stiftung

Since 2021

  • Member of the NEPS Network Commitee

Since 2019

  • LIfBi Research Affiliate
  • Associate Editor “Educational Assessment” (EA)

2019/2020

  • Mitglied der Findungskommission Rektorin/Rektor der TU Dortmund

Since 2018

  • Vorstandsmitglied von IEA Deutschland e.V.
  • Mitglied des wissenschaftlichen Beirats des ifo Bildungsbarometers
  • Mitglied der Arbeitsgruppen „Neuziehung Startkohorte 3“ und „Digitale Medien“ des Nationalen Bildungspanels (NEPS)

2018-2020

  • Mitglied des Akademischen Senats der TU Dortmund
  • Mitglied der Strukturkommission der TU Dortmund
  • Mitglied des Vermittlungsausschusses der TU Dortmund

2017-2020

  • Mitherausgeberin und Schriftleitung “Journal for Educational Research Online“ (JERO)
  • Mitglied der Jury zur Verleihung des GEBF-Nachwuchspreises

Since 2017

  • Mitglied im Aktionsrat Bildung
  • Mitglied des Beirats der Level-One Studie LEO 2017/2018 der Universität Hamburg

2016-2020

  • Mitglied des Fakultätsrats der Fakultät für Erziehungswissenschaft, Psychologie und Soziologie der TU Dortmund

2016-2018

  • Stellvertretendes Mitglied des Akademischen Senats der TU Dortmund

Since 2016

  • Mitglied des wissenschaftlichen Beirats der Nationalen Dekade für Alphabetisierung und Grundbildung (KMK der Länder/BMBF)
  • Mitglied im Council der Akademie für Bildungsforschung und Lehrerbildung (ABL) der Goethe-Universität Frankfurt

2014

  • Mitglied des Round Table der Rektorin zur Fachdidaktik an der TU Dortmund

2013/2014

  • Mitglied der Pearson International Reading Expert Group for PISA 2018

Seit 2013

  • Mitglied des Zentrums für Angewandte Psychologie an der TU Dortmund

2012-2020

  • Mitglied im Mundo-Beirat (Magazin der TU Dortmund)

2012-2016

  • Mentorin für junge Wissenschaftlerinnen in vier Mentoring-Programmen

2011-2012

  • Komm. Leitung des Zentrums für Angewandte Psychologie an der TU Dortmund

2011

  • Mitglied des Round Table der Rektorin zur Zukunft der Psychologie an der TU Dortmund

Since 2010

  • Mitglied der Strukturkommission der Fakultät Erziehungswissenschaft, Psychologie und Soziologie der TU Dortmund
  • Mitglied in Berufungskommissionen der Fakultät und der Universität
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