Tübingen Center for Randomized Controlled Field Trials

Das Hector-Institut hat sich in den letzten zehn Jahren zu einem führenden Institut für die Planung, Durchführung und Auswertung von Interventionsstudien im Bildungsbereich entwickelt. Das Tübingen Center for Randomized Controlled Field Trials bündelt diese Erfahrung mit dem Ziel, die Kapazitäten für die Durchführung innovativer randomisierter Feldstudien auszubauen. Unter der Leitung von Professor Benjamin Nagengast soll das Zentrum den Weg für die nächste Generation von randomisierten Feldstudien ebnen, die auf psychologischen und pädagogischen Theorien basieren und diese gleichzeitig voranbringen, und die systematisch die neuesten Technologien nutzen, um Lern- und Motivationsprozesse zu untersuchen.

Weitere Informationen finden Sie in Kürze hier.

Ausgewählte Publikationen

Bertram, C., Wagner, W., & Trautwein, U. (2017). Learning historical thinking with oral history interviews. A cluster randomized controlled intervention study of oral history interviews in history lessons. American Educational Research Journal, 54(3), 444-484. https://doi.org/10.3102/0002831217694833
Brisson, B. M., Hulleman, C. S., Häfner, I., Gaspard, H., Flunger, B., Dicke, A.-L., Trautwein, U., & Nagengast, B. (2020). Who sticks to the instructions—and does it matter? Antecedents and consequences of students’ fidelity to a classroom-based relevance intervention. Zeitschrift für Erziehungswissenschaft, 23, 121-144. https://doi.org/10.1007/s11618-019-00922-z
Brisson, B. M., Dicke, A.-L., Gaspard, H., Häfner, I., Flunger, B., Nagengast, B., & Trautwein, U. (2017). Short intervention, sustained effects: Promoting students’ competence beliefs, effort, and achievement in mathematics. American Educational Research Journal, 54(6), 1048-1078. https://doi.org/10.3102/0002831217716084
Gaspard, H., Dicke, A.-L., Flunger, B., Brisson, B., Häfner, I., Nagengast, B., & Trautwein, U. (2015). Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51, 1226-1240. https://doi.org/10.1037/dev0000028
Gaspard, H., Parrisius, C., Piesch, H., Kleinhansl, M., Wille, E., Nagengast, B., Trautwein, U., & Hulleman, C. S. (2021). The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms. Journal of Educational Psychology. Advance online publication. https://dx.doi.org/10.1037/edu0000663
Herbein, E., Golle, J., Tibus, M., Schiefer, J., Trautwein, U., & Zettler, I. (2018). Fostering elementary school children's public speaking skills: A randomized controlled trial. Learning and Instruction, 55, 158–168. https://doi.org/10.1016/j.learninstruc.2017.10.008
Itzek-Greulich, H., Flunger, B., Vollmer, C., Nagengast, B., Rehm, M. & Trautwein, U. (2017). Effectiveness of lab-work learning environments in and out of school: A cluster randomized study. Contemporary Educational Psychology, 48, 98-115. https://doi.org/10.1016/j.cedpsych.2016.09.005
Nagengast, B., Brisson, B.M., Hulleman, C.S., Gaspard, H., Häfner, I., & Trautwein, U. (2018). Learning more from educational interventions studies: Estimating complier average causal effects in a relevance intervention. Journal of Experimental Education, 86, 105-123. https://doi.org/10.1080/00220973.2017.1289359
Schiefer, J., Stark, L., Gaspard, H., Wille, E., Trautwein, U., & Golle, J. (2021). Scaling up an extracurricular science intervention for elementary school students: It works, and girls benefit more from it than boys. Journal of Educational Psychology, 113, 784-807. https://dx.doi.org/10.1037/edu0000630
Schiefer, J., Golle, J., Tibus, M., Herbein, E., Gindele, V., Trautwein, U., & Oschatz, K. (2019). Effects of an extracurricular science intervention on elementary school children's epistemic beliefs: A randomized controlled trial. British Journal of Educational Psychology, 90(2), 382–402. https://doi.org/10.1111/bjep.12301
Volk, C., Haible, S., Demetriou, Y., Krustrup, P., Thiel, A., Trautwein, U., Wagner, W., Höner, O. & Sudeck, G. (2021). Effects of a physical education intervention program for ninth graders on physical activity-related health competence – findings from the GEKOS cluster randomized controlled trial. Psychology of Sport and Exercise, 55, 101923. https://www.doi.org/10.1016/j.psychsport.2021.101923