Projects of the division for Empirical Educational Research

On this page you can find a list of all current and concluded third-party funded projects.   


  • Co3 Learn: Innovative Digital Collaboration for Teaching and Learning, Scientific Monitoring

    Funding: Stiftung Innovation in der Hochschullehre/ Töpfer Stiftung  [Foundation Innovation in University Teaching/ Töpfer Foundation]

    Project manager
    Focus Scientific Monitoring: Lysann Zander; Focus project development: Cornelis Kater, Dirk Lanwert, Julius Othmer
    Technische Universität Braunschweig, Georg-August-Universität Göttingen, Leibniz Universität Hannover

    Duration: 2021-2024

  • Effects and Moderators of Stereotype Threat in Vocabulary Learning of Students with Turkish Background in Elementary and Secondary Schools

    Funded by: DFG - German Research Foundation

    Project managers: Prof. Dr. Lysann Zander, Prof. Dr. Bettina Hannover and Prof. Dr. Nele McElvany

    Further project team members: M.Sc. Elisabeth Höhne; M.Ed. Edwina Albrecht 

    Duration: 2018-2022

    Description of the project:
    Stereotype threat (ST) describes the situation in which the knowledge of a negative stereotype about a group, to which one belongs (i.e. gender, ethnic group), causes a threat to confirm this stereotype. It was shown in various studies that under the same performance prerequisites, ST causes loss of performance. It is unresolved whether this effect only affects performance situations or learning situations as well. Further it is unresolved, whether or not ST can explain why Turkish students, a group of students confronted with extremely negative performance stereotypes, achieve on average lower language competences in German. There are only a few studies on student and teacher characteristics that moderate the effect of ST in learning situations. In addition to previous research the proposed research project shall examine implicit and explicit ST in a language learning situation. Features of German and Turkish students (extent of identification with the school, language competence, receiving culture and origin) and teachers (ethnic background, personal theories about causes for different learning successes of German and Turkish students, speaking encouragement in a ST situation) shall be examined as potential moderators of the effect of ST. Therefore, two different age groups (children in 4th grade and adolescents in 8th grade), and students of different school forms (primary and secondary schools) will be considered and relevant features of ST mechanisms during the learning process will be documented. Experimental study designs are chosen, through which a comparison of multiple intervention conditions in language learning situations lead to causal conclusions. Interventions can be prepared through which the language learning process in German can be supported for children and adolescents in school with a Turkish background.

  • Evaluation of the Certification Mark 'Excellent Digital School' in Berlin

    Funded by: Berlin Senate Department for Education, Youth and Families

    Project manager: Prof. Dr. Lysann Zander 

    Further project team members: Dr. phil. Thorsten Henke, M. Sc. Elisabeth Höhne

    Duration: 2018-2019

  • Intervention Project to Reduce Students' Dropout in STEM Subjects

    Project managers: Prof. Dr. Lysann Zander

    Partners: Prof. Dr. Margareta Esponda  

    Further project team members: M. Sc. Elisabeth Höhne

    Duration: 2016-2018

  • Intervention Program for the Improvement of the Social Integration of Children and Adolescents with a Refugee Background (PAI)

    Funded by: Robert Bosch Foundation

    Project managers: Prof. Dr. Bettina Hannover and Dr. habil Lysann Zander

    Further project team members: Laura Trölenberg

    Duration: 2016-2018

    Description of the project:
    It is the goal of the project to support immigrated children and adolescents in developing a positive identity as a member of the receiving culture Germany. Further it is about integrating different concepts of gender, that may be connected to the original culture and receiving culture, into a non-conflict identity. Moreover, there is a special need for action at the moment in relation to the social integration of migrated children when moving from the so-called Welcome Classes to regular classes. For achieving these aims dyadic peer relations (companionships) are to be established in a quasi-experimental design in school (or other education institutions). Every student with a refugee background from a Welcome Class is paired with a socialized peer from a regular class and is accompanied by volunteers or research team members to establish a relation on a level playing field. The ‘Belonging Intervention’ is based on techniques that are successfully established in America when integrating people of ethnic minorities in academic settings.  This project differs from other projects in which partnerships and mentorships with refugees are established in aspects of “ Eyelevel”, implementation in the organized context of an academic situation, companion of the partnership by a mentor, and through the scientific evaluation of the effect (by using extensive psychometric testing, sociometric questioning and survey of observation data). The efficacy of all interventions is evaluated in a quasi-experimental trial design with repeated measurements over a period of two and a half years. First results concerning the efficacy of the intervention can be provided after a half year.

  • The Influence of Musical-Creative Projects on the Educational Development of Adolescents

    Funded by: Federal Ministry of Education and Research (BMBF)

    Project managers: Prof. Dr. Bettina Hannover and Dr. Lysann Zander

    Research assistants: Dipl.-Psych. Madeleine Kreutzmann and Dipl.-Psych. Judith Becker

    Student assistants: Maria Jung, Heike Jäger, Ellen Mettke and Hagen Troschke

    Duration: 2009-2013

    Description of the project:
    For several years, a nation-wide variety of projects, with the focus on cultural education, convey a creative and active approach to music and dance, for students with different social heritages and talents. The experiences of a succeeded social, pedagogical, artistic and interpersonal process can have positive impact on the educational development of the children and adolescents.

    Aim of this research project, funded by the Federal Ministry of Education and Research, is to identify the pedagogical-psychological factors that trigger these positive developments, by evaluating selected well-established projects (i.e. Zukunft@BPhil of the Berlin Philharmonic Orchestra, TanzZeit). Main research interest is to identify the particularity of the process structures and the effect of participation on student and teacher sides by using quantitative and qualitative research methods. Furthermore, the spillover effects of a participation onto the school life are to be identified.




  • Applied Programming for Engineers and Students of the Masters of Education Program

    Funded by: Ministry of Science and Culture of Lower Saxony; Innovative Teaching and Learning Concepts: Innovation plus

    Project managers: Prof. Dr. Lysann Zander, M. Sc. Marius Bittner

    Duration: 2022-2023

  • Growing Together – Digital: Development and Implementation of a Digital Intervention Program for the Social Integration of recently Immigrated Children and Adolescents with Teaching Students

    Funded by: LSE - Leibniz School of Education; University Quality Improvement Funds for Teacher Education

    Project managers: Prof. Dr. Lysann Zander,  M. Ed. Jannika Haase

    Duration: 2021-2023

    Description of the project:
    The development of teaching students’ competencies in dealing with (cultural) heterogeneity and with the social integration of refugee and recently immigrated school children and adolescents continue to gain importance. Further, due to the increasing importance of digital teaching at schools and universities, there is a particular need for enabling teaching students to develop and implement digital teaching and learning formats that promote the social integration of recently immigrated children and adolescents. Both teaching students and school teachers are currently searching for solutions while facing the challenge of encouraging recently immigrated children and children raised up in Germany to establish positive and supportive relationships in remote learning environments.

    The main goal of the project is to translate an existing project, which has been implemented in schools with proven positive results, into a digital format with teaching students, teachers and experts in digital teaching and learning (film, media, design, graphics) (for the already existing project PAI - Peer-Assisted Social and Identificatory Integration of Refugee Students, see concluded projects).

    Teaching students at the Leibniz University Hannover actively and constructively participate in developing digital teaching formats while they engage in cooperative work with already practicing teachers by creating ideas together and implementing these ideas at schools. In addition, the goal of the project is to establish, intensify, and consolidate (existing) cooperation structures between teaching students, instructors at the Leibniz University Hannover, teachers, and experts in digital teaching and learning. On a structural level, this can facilitate students’ transition from universities to the teaching profession and interlink the three phases of studying teaching programs (studying, traineeship/entry into the profession, further training). The project aims to promote competencies in dealing with inclusion and heterogeneity and (digital) media competence among prospective teachers and thus facilitates teachers’ dealing with challenging situations in digital learning environments after graduation. For the long-term implementation of the digital intervention sessions, a video and material platform will be created for future seminars.