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Main research topics
- Educational trajectories
- Educational inequalities
- Learning in formal and non-formal educational settings
- School Alienation
- Mixed-Methods-Research
Sprechzeiten
by apointment
Academic background
- 2019: PhD in Sociology, University of Luxembourg
- 2015: M.A:, Conflict Studies, Augsburg University
- 2011: B.A. Social Sciences, Justus Liebig University Gießen
Professional background
- Currently working in the project “The German Educational Panel Study (NEPS)- Stage 4” at the IFS
- Since 09/2020 assistant lecturer with fixed-term contract at the IFS
- 09/2019-08/2020 Research assistant (Postdoc) at the Institute of Education and Society, University of Luxembourg
- 09/2015-08/2019 Research assistant (PhD) at the Institute of Education and Society, University of Luxembourg
Vita
Further Information
Current Projects:
-
National Educational Panel Study (NEPS), project duration: since 01.01.2009
Past projects:
- Pädagogisches Personal in Einrichtungen der non-formalen Bildung in Luxemburg (PerSEALux)
- Schulentfremdung in der Schweiz und in Luxemburg (SASAL)
- Hadjar, A./Grecu, A./ Scharf, J./ de Moll, F./Morinaj, T./ Hascher, T. (2021): Changes in school alienation profiles among secondary school students and the role of teaching style: Results from a longitudinal study in Luxembourg and Switzerland. International Journal of Educational Research, 105. doi.org/10.1016/j.ijer.2020.101697.
- Grecu, A. (2020): Die Entwicklung der Entfremdung vom Lernen in der unteren Sekundarstufe in Luxemburg: Der Beitrag differenzieller schulischer Lern- und Entwicklungsmilieus. Beltz Juventa.
- Grecu, A./Hascher, T./Hadjar, A. (2019): Teachers’ images of the ideal student as a marker for school culture and its role for school alienation during the transition from primary to secondary education in Luxembourg. Studia paedagogica, 24(2), 85-108.
- Scharf, J., Hadjar, A., Grecu, A. (2019): Applying social production function theory to benefits of schooling: the concept of values of education. British Journal of Sociology of Education, 40(7), 847-867.
- Morinaj, J.; Scharf, J.; Grecu, A.; Hadjar, A.; Hascher, T.; Marcin, K. (2017): School Alienation. A Construct Validation Study. Frontline Learning Research, 5(2), 36-59.
- DGS – Sektionstagung „Bildung und soziale Ungleichheit" – Bamberg, Deutschland (03/2020) Beitrag: „Eine Typologie des schulbezogenen Habitus von Schülerinnen und Schülern an luxemburgischen Sekundarschulen zur quantitativen Analyse von Ungleichheiten.“ (mit F. de Moll, A. Hadjar)
- GEBF – Potsdam, Deutschland (03/2020) Beitrag: „Bildungsforschung als Habitusforschung? Eine Mixed-Methods-Studie zum Schülerhabitus in Luxemburg.“ (mit F. de Moll)
- ECER – Hamburg, Deutschland (09/2019) Symposium: „Classroom Climate and School Alienation in Primary Schools in Luxembourg: The Role of Teaching Styles and Teacher-Student Relationship.” (mit A. Hadjar)
- ESA – Manchester, Großbritannien (08/2019) Beitrag: „Classroom Climate and School Alienation in Primary Schools in Luxembourg: The Role of Teaching Styles and Teacher-Student Relationship.” (mit A. Hadjar)
- ISA World Congress of Sociology – Toronto, Kanada (07/2018) Beitrag: „How Classroom Composition Impacts Alienation from Learning Among Different Student Groups: A Study of Secondary Schools in Luxembourg and the Swiss Canton of Berne”. (mit J. Scharf, A. Hadjar)