Hector-Institut für Empirische Bildungsforschung

Prof. Dr. Christian Fischer

Christian Fischer ist Tenure Track-Professor für Educational Effectiveness. Seine Forschungsinteressen liegen an der Schnittstelle von MINT-Forschung, Lehrerbildung und Digitalisierung. In seiner empirischen Forschung untersucht er Faktoren, die zur Verbesserung der Educational Effectiveness beitragen. Insbesondere ist er daran interessiert, wie digitale Werkzeuge und Medien Lehr- und Lernprozesse verändern. So untersucht er in aktuellen Projekten in den USA die Teilnahme an und die Effekte von Lehrerfortbildungen während einer nationalen Curriculum-Reform in den Naturwissenschaften sowie Einflussfaktoren auf Lernerfolge in der universitären Bildung. In seiner Forschung verwendet er eine große Spannbreite an Methoden - von Data Science Ansätzen der Learning Analytics und des Educational Data Minings bis hin zu traditionelleren experimentellen und quasi-experimentellen Untersuchungsplänen für kausale Inferenz und fragebogenbasierte Untersuchungen.

Vor seinem Ruf an die Universität Tübingen war Christian Fischer Distinguished Postdoctoral Scholar an der University of California, Irvine unter der Leitung von Mark Warschauer und Richard Arum. Er promovierte an der School of Education der University of Michigan in Learning Technologies und erhielt den nationalen Dissertationspreis der Association of Teacher Educators. Zuvor studierte er Erziehungswissenschaft, Physik und Mathematik an der Ruhr-Universität Bochum, der ETH Zürich und der University of California, Berkeley.

Publikationen

Zeitschriftenartikel

  • Zhou, N., Nguyen, H., Fischer, C., Richardson, D., & Warschauer, M. (in press). High school teachers' self-efficacy in computer science classrooms. Transactions on Computing Education.
  • Rosenberg, J. M., Reid, J. W., Dyer, E., Koehler, M., Fischer, C., & McKenna, T. J. (in press). Idle Chatter or Compelling Conversation? The Potential of the Social Media-based #NGSSchat Network for Supporting Science Education Reform Efforts. Journal of Research in Science Teachinghttps://doi.org/10.31219/osf.io/uwza6
  • Fischer, C., Pardos, Z., Baker, R. S., Williams., J. J., Smyth, P., Yu, R., Slater, S., Baker, R., & Warschauer, M. (2020). Mining big data in education: Affordances and challenges. Review of Research in Education, 44(1), 130-160. https://doi.org/10.3102/0091732X20903304 [request pdf]
  • Fischer, C., Foster, B., McCoy, A., Lawrenz, F., Dede, C., Eisenkraft, A., Fishman, B., Frumin, K., & Levy, A. (2020). Identifying levers related to student performance on high-stakes science exams: Examining school, teaching, teacher, and professional development characteristics. Teachers College Record, 122(2). [request pdf]
  • Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer, M. (2020). Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes. The Internet and Higher Education, 45, 1-9. https://doi.org/10.1016/j.iheduc.2019.100710 [request pdf]
  • Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer, M. (2020). Data on online and face-to-face course enrollments in a public research university during summer terms. Data in Brief, 29, 1-10. https://doi.org/10.1016/j.dib.2020.105320 [request pdf]
  • Nguyen, H., Wu, L. L., Fischer, C., Washington, G., & Warschauer, M. (2020). Increasing success in college: Examining the impact of a project-based introductory engineering course. Journal of Engineering Education, 1-18. https://doi.org/10.1002/jee.20319 [request pdf]
  • Baker, R., Xu, D., Park, J., Yu, R., Li, Q., Cung, B., Fischer, C., Rodriguez, F., Warschauer, M. & Smyth, P. (2020). The Benefits and Caveats of Using Clickstream Data to Understand Student Self-Regulatory Behaviors: Opening the Black Box of Learning Processes. International Journal of Educational Technology in Higher Education, 17(13), 1-24. https://doi.org/10.1186/s41239-020-00187-1 [request pdf]
  • McCoy, A., Levy, A., Frumin, K., Lawrenz, F., Dede, C., Eisenkraft, A., Fischer, C., Fishman, B., & Foster, B. (2020). From the inside out: Teacher responses to the AP curriculum redesign. Journal of Science Teacher Education, 31(2), 208-225. https://doi.org/10.1080/1046560X.2019.1685630 [request pdf]
  • Carpenter, J., Rosenberg, J. M., Dousay, T. A., Romero-Hall, E., Trust, T., Kessler, A., Phillips, M., Morrison, S., Fischer, C., & Krutka, D. (2020). What Should Teacher Educators Know about Technology? Perspectives and Self-Assessments. Teaching and Teacher Education, 95. https://doi.org/10.1016/j.tate.2020.103124 [request pdf]
  • Fischer, C., Fishman, B., & Schoenebeck, S. (2019). New contexts for professional learning: Analyzing high school science teachers’ engagement on Twitter. AERA Open, 5(4), 1-20. https://doi.org/10.1177/2332858419894252
  • Fischer, C., Xu, D., Rodriguez, F., Denaro, K., & Warschauer, M. (2019). Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes. The Internet and Higher Education. Advance online publication. doi: 10.1016/j.iheduc.2019.100710 [request pdf]
  • Fischer, C., Zhou, N., Rodriguez, F., Warschauer, M., & King, S. (2019). Improving college student success in organic chemistry: Impact of an online preparatory course. Journal of Chemical Education, 96(5), 857-864. doi: 10.1021/acs.jchemed.8b01008 [request pdf]
  • Fischer, C., McCoy, A., Foster, B., Eisenkraft, A., & Lawrenz, F. (2019). Use of the stages of concerns questionnaire in a national top-down reform effort. Teaching and Teacher Education, 80, 13-26. doi: 10.1016/j.tate.2018.12.019 [request pdf]
  • Zhou, N., Fischer, C., Rodriguez, F., Warschauer, M, & King, S. (2019). Exploring how enrolling in an online organic chemistry preparation course relates to students' self-efficacy. Journal of Computing in Higher Educationdoi: 10.1007/s12528-019-09244-9 [request pdf]
  • Fischer, C., Eisenkraft, A., Fishman, B., Hübner, N., & Lawrenz, F. (2018). Adapting to the large-scale Advanced Placement chemistry reform: An examination of teachers’ challenges and instructional practices. Journal of Chemical Education, 95(10), 1701–1710. doi: 10.1021/acs.jchemed.8b00151 [request pdf]
  • Fischer, C., Fishman, B., Dede, C., Eisenkraft, E., Foster, B., Frumin, K., Lawrenz, F., Levy, A., & McCoy, A. (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform. Teaching and Teacher Education, 72, 107-121. doi: 10.1016/j.tate.2018.02.011  [request pdf]
  • Frumin, K., Dede, C., Fischer, C., Fishman, B., Eisenkraft, A., Foster, B., Levy, A., Lawrenz, F., & McCoy, A. (2018). Adapting to large-scale changes in Advanced Placement biology, chemistry, and physics: The impact of online teacher communities. International Journal of Science Education, 40(4), 397-420. doi: 10.1080/09500693.2018.1424962 [request pdf]
  • Fischer, C., Fishman, B., Levy, A., Eisenkraft, A., Dede, C., Lawrenz, F., Jia, Y., Kook, J., Frumin, K., & McCoy, A. (2016). When do students in low-SES schools perform better-than-expected on a high-stakes test? Analyzing school, teacher, teaching, and professional development characteristics. Urban Education. Advance online publication. doi: 10.1177/0042085916668953 [request pdf]

Beiträge in Tagungsbänden

Buchkapitel

  • King, S., Zhou, N., Fischer, C., Rodriguez, F., & Warschauer, M. (in press). Enhancing student learning and retention in organic chemistry: Benefits of an online organic chemistry preparatory course. In (Eds.), Enhancing Student Retention in Introductory Chemistry Courses: Practical Strategies (pp. XX-XX). Washington, DC: American Chemical Association. doi: 10.1021/bk-2019-1341.ch009

Konferenzbeiträge

  • Nguyen, H., Fischer, C., Witherspoon, E., Feng, Y., Fiorini, S., & Schunn, C. (2020, June). Examining the Impact of Advanced Placement Course Credit Policies on Student Performance in Science Gateway Courses. Poster presented at the Sloan Equity and Inclusion in STEM Introductory Courses Meeting, Irvine, CA.
  • Nguyen, H., Wu, L. L., Lim, K. Y., Fischer, C., Washington, G., & Warschauer, M. (2020, June). Collaboration Patterns and Design Practices in First-Year Project-Based Engineering. Paper to be presented at the 2020 American Society for Engineering Education Conference and Exposition, Montreal, Canada.
  • Rodriguez, F., Lee, H. R., Fischer, C., Rutherford, T., & Warschauer, M. (2020, April). Can Learning Analytics Help Us Understand Differences in Behaviors and Achievement Among Diverse Learners? Results from an Online Chemistry Course. Poster at the 2020 AERA Satellite Conference on Educational Data Science, Palo Alto, CA. (Conference canceled)
  • Rosenberg, J., Dyer, E., Anderson, D., & Fischer, C. (2020, April). If you’re happy and you know it, post a tweet? A study of the sentiment of posts to the #NGSSchat hashtag on Twitter. Poster at the 2020 AERA Satellite Conference on Educational Data Science, Palo Alto, CA. (Conference canceled)
  • Fischer, C., Nguyen, H., Feng. Y., Fiorini, S., Kalender, Y., Schunn, C., Vincent-Ruz, P., Whitcomb, K., Witherspoon, E., & Warschauer, M. (2020, April). Advanced Placement Course Credit and Undergraduate Student Success in STEM Gateway Courses. Paper at the 2020 annual meeting of the American Educational Research Association, San Francisco, CA. (Conference canceled)
  • Rosenberg, J. M., Reid, J. W., Dyer, E., Koehler, M. J., Fischer, C., & McKenna, T. J. (2020, April). A New Context for Professional Networks: Understanding the Social Structure of #NGSSChat through Social Network Analysis. Paper at the 2020 annual meeting of the American Educational Research Association, San Francisco, CA. (Conference canceled)
  • Jacob, S., Garcia, L., Montoya, J., Nguyen, H., Prado, Y., Stehberger, D., Barquin, B., Marsland, B., Fischer, C., Richardson, D., & Warschauer, M. (2020, April). CONECTAR: Collaborative Network of Grade 3-5 Educators for Computational Thinking for English Learners. Roundtable at the Presidential Session at the 2020 annual meeting of the American Educational Research Association, San Francisco, CA. (Conference canceled)
  • Fischer, C. (2020, March). Leveraging Big Data to Enhance Educational Effectiveness: Examples from Teacher Education and Higher Education. Paper at the 2020 annual meeting of the Leibniz Education Research Network, Frankfurt, Germany. (Conference canceled)
  • Fischer, C., Fishman, B., & Schoenebeck, S. (2020, March). Lehrerbildung in den sozialen Netzwerken: Twitter als Lehrerfortbildung?[Social media in teacher education: Twitter as a form of professional development?]. Paper at the 8th annual GEBF conference, Potsdam, Germany. (Conference canceled)
  • Hübner, N., Fischer, C., Göllner, R., Fishman, B., Lawrenz, F., & Eisenkraft, A. (2020, March). One Size Fits All? Differentielle Erträge verschiedener Lehrerfortbildungsformen zur Advanced Placement Reform in den Naturwissenschaften [One size fits all? Differential impacts of professional development formats related to the Advanced Placement reform in the sciences]. Paper at the 8th annual GEBF conference, Potsdam, Germany. (Conference canceled)
  • Fütterer, T., Hübner, N., Fischer, C., & Stürmer, K. (2020, March). Muster der Fortbildungsaktivität von Lehrpersonen im Längsschnitt[Longitudinal analysis of teacher professional development patterns]. Paper at the 8th annual GEBF conference, Potsdam, Germany. (Conference canceled)
  • Warschauer, M., Rodriguez, F., Fischer, C., Rivas, M., Orona, G., Yu, R., McPartlan, P., Li, Q., Cung, B., Baker, R., Rutherford, T., Sato, B., & Xu, D. (2019, December). How and why to support self-regulation among online learners. Paper to be presented at the 34th Directors of Educational Technology / California Higher Education Annual Meeting, San Diego, CA.
  • Fischer, C., Baker, R., Li, Q., Orona, G., & Warschauer, M. (2019, April). Does course-taking increase distal student success? Examining impacts on college graduation rates and time-to-degree. Paper presented at the 2019 annual meeting of the American Educational Research Association, Toronto, Canada.
  • Reid, J. W., Rosenberg, J. M., Koehler, M. J., Fischer, C., & McKenna, T. J. (2019, April). An exploration of #NGSSchat through social network analysis. Paper presented at the 2019 annual international conference of the National Association of Research in Science Teaching, Baltimore, MD
  • Rosenberg, J. M., Reid, J., Koehler, M. J., Fischer, C., & McKenna, T. J. (2019, January). Bridging the Gap or Stuck in Silos? A Social Network Analysis of the Science Education-Focused Twitter Hashtag #NGSSchat. Paper presented at the Association for Science Teacher Education International Meeting, Savannah, GA. FINALIST JOHN C. PARK AWARD
  • Fischer, C., Baker, R., Li, Q., Rodriguez, F., Xu, D., & Warschauer, M. (2018, October). Online learning in higher education: Examining short-term and distal outcomes. Poster presented at the 2018 CRESST Conference, Los Angeles, CA.
  • King, S. M., Rodriguez, F., Fischer, C., & Zhou, N., (2018, July). Enhancing student learning and retention in organic chemistry: Benefits of an online organic chemistry preparatory course. Paper presented at the 25th Biennial Conference on Chemical Education, Notre Dame, IN.
  • Fischer, C., Orona, G., McPartlan, P., & Yu, R. (2018, May). Summer Sessions at a Large Public Research University: Evaluating Student Success in Undergraduate Online Courses. Paper presented at the Digital Learning in the Humanities and Beyond Symposium, Irvine, CA.
  • Fischer, C., Fishman, B., & Schoenebeck, S. (2018, April). Professional development in 140 characters? Analyzing Twitter as a professional learning platform for science teachers. Paper presented at the 2018 annual meeting of the American Educational Research Association, New York, NY.
  • Fischer, C., Foster, B., McCoy, A., Eisenkraft, A., Levy, A., Fishman, B., Dede, C., Frumin, K., & Lawrenz, F. (2017, August). National curriculum revision and teacher professional development: The understanding professional development and adoption variation related to revised Advanced Placement curriculum (PD-RAP) project. Poster presented at the 12th Conference of the European Science Education Research Association, Dublin, Ireland.
  • Eisenkraft, A., Fishman, B., Dede, C., Frumin, K., Levy, A., Fischer, C., Lawrenz, F., & McCoy, A. (2017, April). Which professional development improves AP scores? Paper presented at the 2017 National Conference on Science Education of the National Science Teachers Association, Los Angeles, CA.
  • Fischer, C. (2017, March). Exploring science teachers’ engagement on Twitter: How microblogging complements traditional professional development. Paper presented at the 2017 GSCO/BET Graduate Student Research Conference, Ann Arbor, MI.
  • Eisenkraft, A., McCoy, A., Kook, J., Levy, A., Jia, Y., Fishman, B., Fischer, C., Dede, C., Frumin, K., & Lawrenz, F. (2016, April). The AP Science Redesign: Teachers’ Perspectives on their Schools’ AP Culture and Implications for Student Success. Paper presented at the 2016 annual international conference of the National Association of Research in Science Teaching, Baltimore, MD.
  • Frumin, K., Fischer, C., Dede, C., Fishman, B., Eisenkraft, A., Jia., Y., Levy, A., Lawrenz, F., & McCoy, A. (2016, April). Non-users, lurkers, and posters: Profiles of engagement in a large-scale online teacher community. Paper presented at the 2016 annual meeting of the American Educational Research Association, Washington, DC.
  • Eisenkraft, A., McCoy, A., Fishman, B., Fischer, C., Kook, J., Levy, A., Jia, Y., Dede, C., Frumin, K., & Lawrenz, F. (2016, March). Supporting large scale change in science education: Understanding professional development and adoption variation related to revised advanced placement curriculum. Paper presented at the 2016 National Conference on Science Education of the National Science Teachers Association, Nashville, TN.
  • Fischer, C. (2016, March). Navigating a large-scale science reform: The difference between being the only AP teacher in a school and having local colleagues. Paper presented at the 2016 GSCO/BET Graduate Student Research Conference, Ann Arbor, MI.
  • Kneff, T., Huynh, M., Fischer, C., Hwang, H., & Yankson, K. (2015, September). “Borrowing” from Britain: A typology of the educational systems of India, Jamaica, Hong Kong, New Zealand, and Ghana. Paper presented at the 2015 focal meeting of the World Education Research Association, Budapest, Hungary.
  • Eisenkraft, A., Levy, A., McCoy, A., Frumin, K., Dede, C., Fishman, B., Fischer, C., Kook, J., & Lawrenz, F. (2015, July). Preparing for the AP Redesign: Science Teachers’ Professional Development Choices and Student Outcomes. Paper presented at the 2015 College Board AP Annual Conference, Austin, TX.
  • Fischer, C., Fishman, B., Levy, A., Eisenkraft, A., Dede, C., Lawrenz, F., Kook, J., Frumin, K., & McCoy, A. (2015, April). When low-SES students perform better-than-expected on a standardized test: The role of professional development. Paper presented at the 2015 annual meeting of the American Educational Research Association, Chicago, IL.
  • Eisenkraft, A., McCoy, A., Levy, A., Lawrenz, F., Kook, J., Fishman, B., Fischer, C., Dede, C., & Frumin, K. (2015, April). Supporting large scale change in science education: What we have learned so far. Paper presented at the 2015 annual international conference of the National Association of Research in Science Teaching, Chicago, IL.
  • Fischer, C. (2015, March). Supporting low-SES students to perform better-than-expected on the AP science examinations: The impact of professional development. Paper presented at the 2015 GSCO/BET Graduate Student Research Conference, Ann Arbor, MI.
  • Kneff, T., Fischer, C., Huynh, M., Hwang, H., & Yankson, K. (2015, March). “Borrowing” from Britain: Comparing the educational systems of India, Jamaica, Hong Kong, New Zealand, and Ghana. Paper presented at the 2015 GSCO/BET Graduate Student Research Conference, Ann Arbor, MI.
  • Fischer, C. (2015, March). Implementing digital technologies for learners in standards-based science instruction: Designing a professional development workshop. Roundtable presented at the 2015 GSCO/BET Graduate Student Research Conference, Ann Arbor, MI.
  • Eisenkraft, A., Fishman, B., McCoy, A., Levy, A., Kook, J., Fischer, C., Frumin, K., Dede, C., & Lawrenz, F. (2015, March). Professional development for the revised AP science courses. Paper presented at the 2015 National Conference on Science Education of the National Science Teachers Association, Chicago, IL.
  • Fishman, B., Fischer, C., Kook, J., Levy, A., Jia, Y., Eisenkraft, A., McCoy, A., Lawrenz, F., Dede, C., & Frumin, K.  (2014, April). Professional development for the redesigned AP Biology exam: Teacher participation patterns and student outcomes. Paper presented at the 2014 annual meeting of the American Educational Research Association, Philadelphia, PA.
  • Fischer, C., Urch, R., Neumann, I., & Tjus, J. (2013, February). Planetenbahnen im Schülerlabor [Planetary orbits in a school laboratory]. Poster presented at the 2013 spring meeting of the German Physical Society, Jena, Germany.

Eingeladene Vorträge

  • Fischer, C. (2020, July). Effektivität von Online-Lehre im Hochschulkontext [Examining the Educational Effectiveness of Online Learning in Higher Education]. Invited talk presented at the Virtual Lecture Series of the Faculty of Economics and Social Sciences, University of Tübingen, Germany.
  • Fischer, C. (2019, October). The impact of Advanced Placement credit policies on student success in STEM gateway courses. Invited talk to be presented at the Causal Inference in Education Research Seminar Series, University of Michigan, Ann Arbor.
  • Fischer, C. (2019, October). Pathways to improve educational effectiveness: Examples from higher education and teacher education. Keynote address at the LEAD-Retreat in Heiligkreuztal, Eberhard Karls University of Tübingen, Germany.
  • Fischer, C. (2019, May). Learning analytics in the wild: Examples of micro-, meso-, and macro-level big data in educational contexts. Invited talk at the UCI Learning Analytics Group, University of California, Irvine.
  • Fischer, C. (2019, April). Leveraging technologies to enhance education systems: Insights from large-scale studies in K-12 and university settings. Invited talk at the School of Education Brown Bag Seminar Series, University of California, Irvine.
  • Fischer, C. (2019, February). Examining forms and frames for science teacher learning related to large-scale reforms. Invited talk at the 2019 annual meeting of the Association of Teacher Educators, Atlanta, GA.
  • Fischer, C. (2018, March). How can online learning environments transform educational landscapes? Examples from science teacher education and higher education. Invited talk at the FOCUS Seminar Series, University of California, Irvine.
  • Fischer, C. (2017, October). Understanding technology-enhanced forms of professional development: Teachers' adoption of a national science curriculum reform in the United States. Invited talk at the Hector Research Institute of Education Sciences and Psychology at the Eberhard Karls University of Tübingen, Germany.

Workshops

  • Fischer, C. (2019, March). How to use R-Markdown effectively. Workshop led at the Introduction to R for Educational Data Science Workshop Series, Irvine, CA.
  • Fischer, C. (2018, May). Applied social network analysis for educational research with the open source software Gephi. Workshop led at the Digital Learning in the Humanities and Beyond Symposium, Irvine, CA.
  • Fischer, C. (2016, March). Introduction to qualitative data analysis with NVivo. Workshop led at the School of Education of the University of Michigan, Ann Arbor.
  • Fischer, C. (2016, March). Introduction to Qualitative Comparative Analysis with the software programs fsQCA and Tosmana. Workshop led at the School of Education of the University of Michigan, Ann Arbor.
  • Fischer, C. & Dershimer, R. C. (2014, December). Teaching secondary school science: Technology workshop. Workshop led at the School of Education of the University of Michigan, Ann Arbor.
  • Fischer, C. (2012, December). Die Physik der Musikinstrumente [The physics of musical instruments]. Workshop led at the Department of Physics of the Ruhr University Bochum, Germany.

Curriculum Vitae

Seit Oktober 2019
Tenure Track-Professor für Educational Effectiveness

Hector-Institut für Empirische Bildungsforschung, Eberhard Karls Universität Tübingen

2019
Ruf auf eine Tenure Track-Professur

für Instructional Technology and Learning Sciences, Utah State University, USA

2019
Ruf auf eine Tenure Track-Professur

für Learning Design and Technology, North Carolina State University, USA

2019
Ruf auf eine Juniorprofessur (W1)

für die Methoden der Empirischen Bildungsforschung, Universität Hamburg

2019
Ruf auf eine Juniorprofessur (W1)

für E-Learning in Hochschulen und Erwachsenenbildung, Friedrich-Alexander Universität Erlangen-Nürnberg

2017 - 2019
Distinguished Postdoctoral Scholar

Teaching and Learning Research Center, School of Education, University of California, Irvine

2013 - 2017
Doktorand an der School of Education

University of Michigan, Ann Arbor

2017
Doctor of Philosophy

(Educational Studies/Learning Technologies), University of Michigan, Ann Arbor

2007-2013
Studium der Erziehungswissenschaft, Physik und Mathematik

Ruhr-Universität Bochum, ETH Zürich und University of California, Berkeley

2013
Master of Science (Physik)

Ruhr-Universität Bochum

2013
Master of Education (Physik, Mathematik)

Ruhr-Universität Bochum

2013
Erste Staatsprüfung für das Lehramt an Gymnasien und Gesamtschulen (Physik, Mathematik)

Ruhr-Universität Bochum

2010
Bachelor of Arts (Physik, Mathematik)

Ruhr-Universität Bochum