Isa Steinmann

Image of Isa Steinmann
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Phone +47 22844485
Room 328
Username
Visiting address Gaustadalleen 21 Hus C plan 1 0349 OSLO
Postal address Postboks 1161 Blindern 0318 OSLO

Academic interests

In course of my Gustafsson & Skrondal Visiting Scholarship, I am currently a researcher at the Centre for Educational Measurement at the University of Oslo (CEMO). Otherwise I am a researcher at the Center for Research on Education and School Development (IFS) at TU Dortmund University. I am co-coordinating the European Training Network OCCAM (http://www.etn-occam.eu). My main research interests lie in the field of educational effectiveness research focusing the outcomes student achievement and educational inequality, as well as in the field of international comparative research. A full CV can be found here.

Background

  • Since 10/2019 PostDoc Fellowship at the College for Interdisciplinary Educational Research (CIDER)

  • 04/2015 – 02/2019 Education at TU Dortmund University (Dr. phil.)

  • 04/2016 – 02/2019 Doctoral scholarship of the Studienstiftung des deutschen Volkes (German Academic Scholarship Foundation)

  • 10/2012 – 11/2014 Psychology at University of Münster (Master of Science)

  • 10/2009 – 07/2012 Psychology at University of Münster (Bachelor of Science)

Awards

  • Rudolf Chaudoire Award 2019

Central publications

  • Strietholt, R., Gustafsson, J.-E., Hogrebe, N., Rolfe, V., Rosén, M., Steinmann, I., & Yang Hansen, K. (2019). The Impact of Education Policies on Socioeconomic Inequality in Student Achievement: A Review of Comparative Studies. In L. Volante, S. V. Schnepf, J. Jerrim, & D. A. Klinger (eds.): Socioeconomic Inequality and Student Outcomes: National Trends, Policies, and Practices (pp. 17–38). New York, NY: Springer. https://doi.org/10.1007/978-981-13-9863-6
  • Steinmann, I. & Strietholt, R. (2019). Effekte nachmittäglicher Bildungsangebote auf sprachliche Kompetenzentwicklungen. Zeitschrift für Pädagogik, 65(2), 285–306.
  • Steinmann, I., Strietholt, R. & Caro, D. (2019). Participation in Extracurricular Activities and Student Achievement: Evidence from German All-Day Schools. School Effectiveness and School Improvement, 30(2), 155–176. https://doi.org/10.1080/09243453.2018.1540435
  • Steinmann, I. & Strietholt, R. (2018). Student Achievement and Educational Inequality in Half- and All-Day Schools: Evidence from Germany. International Journal for Research on Extended Education, 6(2), 175–198. https://doi.org/10.3224/ijree.v6i2.08

  • Steinmann, I. (2018). Ganztagsschulen als neue Organisationsformen – Entwicklungen und Evaluation. Enzyklopädie Erziehungswissenschaft Online, 1–21. https://doi.org/10.3262/EEO08180405

  • Steinmann, I., Zieger, L. R., Hogrebe, N., & Strietholt, R. (2016). Lesen Kinder, die nicht in der Kita waren, am Ende der Grundschule schlechter? In R. Strietholt, W. Bos, H. G.Holtappels, & N. McElvany (Eds.): Jahrbuch der Schulentwicklung Band 19: Daten, Beispiele und Perspektiven (pp. 161–185). Weinheim, Basel: Beltz Juventa

  • Steinmann, I., Wendt, H., & Bos, W. (2016). Leistungsdisparität von Grundschulkindern mit und ohne Migrationshintergrund im Lichte von IGLU/TIMSS 2011. In T. Goll, M. Oberle, & S. Rappenglück (Eds.): Herausforderung Migration: Perspektiven der politischen Bildung (pp. 22–32). Schwalbach, Taunus: Wochenschau-Verlag

Central presentations

  • Steinmann, I. (2019, September). Achievement Effects of Extracurricular Homework Support and Remedial Education for Non-Native Speakers in Germany. Presentation at the WERA-IRN Extended Education Conference, Stockholm

  • Steinmann, I., Strietholt, R., & Rosén, M. (2019, April). International Reading Gaps between Boys and Girls from 1970-2011. Presentation at the American Educational Research Association (AERA) Annual Meeting, Toronto

  • Steinmann, I. & Strietholt, R. (2018, April). Does Participating in All-Day Programs Enhance Student Achievement in Germany? Roundtable discussion at the American Educational Research Association (AERA) Annual Meeting, New York City

  • Steinmann, I. & Strietholt, R. (2018, February). Ganztags- versus Halbtagsschule: Effekte auf Leistungsniveau und Bildungsungleichheit. Presentation at the Tagung Gesellschaft für Empirische Bildungsforschung (GEBF), Basel

  • Steinmann, I. & Strietholt, R. (2017, December). Effects of Participating in All-Day Schooling Programs on Student Achievement. The Case of Germany. Presentation at the WERA-IRN Extended Education Conference, Bamberg

  • Steinmann, I. & Strietholt, R. (2017, August). All-Day Schooling and Student Achievement: What Works in Germany? Presentation at the European Conference on Educational Research (ECER), Copenhagen

  • Strietholt, R., Steinmann, I., & Rosén, M. (2017, June). International Gender Gap Trends in Reading over 40 Years – Results from Linking IEA Studies. Presentation at the 7th IEA International Research Conference (IRC), Prague

  • Steinmann, I., Hogrebe, N., Strietholt, R., & Zieger, L. (2016, September). The Effect of Preschool on Later Reading Literacy: Results for Germany Using Propensity Score Matching. Presentation at the Earli SIG 18&23 Joint Conference, Oslo

  • Steinmann, I., Strietholt, R., & Bos, W. (2016, March). Effekte nachmittäglicher Betreuung und Förderung auf sprachliche Leistungsmaße. Presentation at the Tagung Gesellschaft für Empirische Bildungsforschung (GEBF), Berlin

  • Steinmann, I. & Strietholt, R. (2015, April). Modeling the Latent Structure of Rosenberg’s Self-Esteem Scale. Combining Continuous and Categorical Variables. Poster presentation at the American Educational Research Association (AERA) Annual Meeting, Chicago

  • Steinmann, I., Strietholt, R., & Bos, W. (2014, March). Eine Untersuchung der latenten Struktur von Rosenbergs Selbstwertskala im Rahmen von Factor Mixture Modeling. Presentation at the Tagung Gesellschaft Empirische Bildungsforschung (GEBF), Frankfurt

 

 

 

 

Published Dec. 5, 2019 11:47 AM - Last modified Dec. 6, 2019 12:24 PM