Isa Steinmann
Postdoktor
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Centre for Educational Measurement
English version of this page
E-post
isa.steinmann@cemo.uio.no
Telefon
+47 22844485
Rom
328
Brukernavn
Besøksadresse
Gaustadalléen 21
Hus C
plan 1
0373 Oslo
Postadresse
Postboks 1161 Blindern
0318 Oslo
Akademiske interesser
Isa Steinmann er postdoktor ved Centre for Educational Measurement på Universitetet i Oslo. I forskningen sin bruker hun vanligvis data fra internasjonale storskala undersøkelser for å finne ut hvordan utdanningssystemer og skoler påvirker elevenes prestasjoner og utdanningsforskjeller. På dette feltet liker hun å bruke metoder som tar sikte på kausal slutning fra observasjonsdata. En annen del av forskningen hennes undersøker hvordan egenskapene til de internasjonale storskalavurderingene påvirker resultatene deres og samhandler med svarerne.
Hennes fullstendige CV er tilgjengelig her.
Undervisning
- MAE4051 - Selected Topics in Educational Measurement: Analysis of Large-Scale Assessment Data
- MAE4051 - Selected Topics in Educational Measurement: Methods for Causal Inference in Educational Research
Bakgrunn
Isa Steinmann har en B.Sc. og M.Sc. i psykologi fra University of Münster og en doktorgrad i pedagogikk fra TU Dortmund University i Tyskland. Hun har jobbet som forsker ved TU Dortmund University og Universitetet i Oslo. Hun har ko-koordinert European Training Network OCCAM (http://www.etn-occam.eu) og har fungert som International Quality Observer for International Civic and Citizenship Study (ICCS) på vegne av International Association for the Evaluation of Educational Achievement (IEA).
Sentrale stipender og priser
- 2019 Rudolf Chaudoire-Preis [Rudolf Chaudoire Pris] fra TU Dortmund University, Tyskland
- Siden 10/2019 Postdoktorstipend ved internasjonal College for Interdisciplinary Educational Research (CIDER)
- 08/2019 – 03/2020 Gustafsson & Skrondal Visiting Scholarship fra CEMO, Universitetet i Oslo
- 04/2016 – 02/2019 Doktorgradsstipend fra Studienstiftung des deutschen Volkes [studierstiftelse for det tyske folket]
Publikasjoner
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Steinmann, Isa & Olsen, Rolf Vegar (2022). Equal opportunities for all? Analyzing within-country variation in school effectiveness. Large-scale Assessments in Education. ISSN 2196-0739. 10(1). doi: 10.1186/s40536-022-00120-0.
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Strello, Andrés; Strietholt, Rolf & Steinmann, Isa (2022). Does tracking increase segregation? International evidence on the effects of between-school tracking on social segregation across schools. Research in Social Stratification and Mobility. ISSN 0276-5624. 78. doi: 10.1016/j.rssm.2022.100689.
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Rosén, Monica; Steinmann, Isa & Wernersson, Inga (2022). Gender Differences in Achievement. I Nilsen, Trude; Stancel-Piątak, Agnes & Gustafsson, Jan-Eric (Red.), International Handbook of Comparative Large-Scale Studies in Education. Springer. ISSN 978-3-030-38298-8. doi: 10.1007/978-3-030-38298-8_46-1. Fulltekst i vitenarkiv
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Steinmann, Isa; Sanchez, Daniel; van Laar, Saskia & Braeken, Johan (2021). The impact of inconsistent responders to mixed-worded scales on inferences in international large-scale assessments. Assessment in education: Principles, Policy & Practice. ISSN 0969-594X. doi: 10.1080/0969594X.2021.2005302. Fulltekst i vitenarkiv
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Steinmann, Isa; Strietholt, Rolf & Braeken, Johan (2021). A Constrained Factor Mixture Analysis Model for Consistent and Inconsistent Respondents to Mixed-Worded Scales. Psychological methods. ISSN 1082-989X. doi: 10.1037/met0000392. Fulltekst i vitenarkiv
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Strello, Andrés; Strietholt, Rolf; Steinmann, Isa & Siepmann, Charlotte (2021). Early Tracking and Different Types of Inequalities in Achievement: Difference-in-Differences Evidence from 20 Years of Large-scale Assessments. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. 33, s. 139–167. doi: 10.1007/s11092-020-09346-4. Fulltekst i vitenarkiv
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Gladushyna, Olesya; Strietholt, Rolf & Steinmann, Isa (2020). Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science. Educational Assessment, Evaluation and Accountability. ISSN 1874-8597. doi: 10.1007/s11092-020-09352-6. Fulltekst i vitenarkiv
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Steinmann, Isa; Sanchez, Daniel; Van Laar, Saskia & Braeken, Johan (2022). How do inconsistent responders to mixed-worded questionnaire scales affect inferences in international large scale assessments? .
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Raabe, Isabel J. & Steinmann, Isa (2022). Why do Girls get Better Grades in School? .
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Strello, Andrés; Strietholt, Rolf; Steinmann, Isa & Siepmann, Charlotte (2022). Combining Two Decades of Evidence to Study the Effects of Tracking on Inequality and Segregation.
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Strello, Andrés; Strietholt, Rolf & Steinmann, Isa (2021). The Effect of Between-school Tracking on School Segregation: International Evidence on Socioeconomic and Gender Segregation.
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Steinmann, Isa & Olsen, Rolf Vegar (2021). Equality of school effectiveness in the Nordic countries.
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Steinmann, Isa (2021). Interview on International Mobility in Academia.
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Steinmann, Isa (2021). No, I don’t think I am no good at all! Double negation troubles in mixed-worded questionnaires.
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Steinmann, Isa & Rutkowski, Leslie (2021). The Link between Gender Gaps in Secondary School Enrollment and Achievement.
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Steinmann, Isa; Braeken, Johan & Strietholt, Rolf (2021). Identifying Inconsistent Respondents to Mixed-Worded Scales in Large-Scale Assessments.
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Gladushyna, Olesya; Strietholt, Rolf & Steinmann, Isa (2021). Educational Gap Among Fourth Graders: Subject-Specific Strength and Weaknesses by Country, Gender, and Language Background.
Publisert 5. okt. 2020 08:14
- Sist endret 24. mars 2022 15:36