Advisory Board / Wissenschaftlicher Beirat
The work of the editorial staff is accompanied by an advisory board with national and international members who have been newly appointed by the editor. The board will advise and assess the DDS regularly. In its constitution, the board represents different priorities and fields of activity and deliberately includes young scientists.
Members of the Advisory Board / Beiratsmitglieder
Prof. Dr. Herbert Altrichter has been full university professor at the Institute of Educational Science and Psychology at the University of Linz since 1996. He studied educational science and psychology at the University of Vienna, qualified as university lecturer for educational science at the University of Klagenfurt, and was associate professor for economic education at the University of Innsbruck. His focal interests are school development and educational governance, evaluation, qualitative research methods, new forms of learning, and teacher education.
Dr. Christine Biermann is didactic head of the “Laborschule” (experimental school) in Bielefeld. Amongst others, she published the monograph “How Will New Things Get Started at Schools?” – a fundamental question that touches a key concern of “Die Deutsche Schule”. The focal points of her work are gender-aware education, school development, and didactics.
From 1997 to 2013, Marianne Demmer was member of the Managing Board of Trade Union Education and Science (GEW) and responsible for the field "General Schools". She was born in 1947 and became a teacher for primary and lower secondary schools. Since 1970 she has been member of the GEW and had several functions in the Regional Association North Rhine-Westphalia. She is member of the Council of the University of Siegen.
Prof. Dr. Mats Ekholm is university professor for educational science at the University of Karlstadt, Sweden. Having studied philosophy at the University of Gothenburg, he did his doctorate in the social development of schools. For many years, he was president of Skolverket, the Swedish education agency. In 2003, he visited Germany as one of the four experts for the OECD teachers study.
Prof. Dr. Hans-Peter Füssel studied jurisprudence, economics, and political science. For nine years, he worked at the office of the Senator for Education and Science in Bremen, and for two years, he was academic staff member of the Max-Planck Institute for Human Development in Berlin. From 1987 to 2007 he held professorships in Hamburg und Bremen. From 2007 to 2014 he was professor for “Problems of Governance in Modern Education Systems” at the Humboldt University, Berlin; at the same time, he was Vice-Director of the Center for Planning and Financing in Education at the German Institute for International Educational Research (DIPF). Since 2014, he is Advisor to the Institute. The focal points of his work and his research are education law and education reporting. He is co-editorial of many renowned journals and president of the German Society for Educational Administration.
Prof. Dr. Friederike Heinzel is professor for educational science with emphasis on primary education at the University of Kassel. The focal points of her work and research are, amongst others, “Childhood and Primary School”, relations between generations, classroom interactions, and political socialization of women and girls.
Prof. Dr. Thomas Höhne has been Full Professor for Educational science, especially its political, societal and legal preconditions, at the Helmut Schmidt University Hamburg since 4/2012. Firstly, he studied German language and literature, philosophy, and educational science at the Universities of Mainz, Malaga and Frankfurt a.M. and received his magister degree in 1992; secondly, he made his diploma in educational sciences, sociology and psychology in 1996. In 2000, he did his doctorate about the theory of textbooks. In 2005, he habilitated, and in 2008 he was for the first time appointed professor for general educational science at the PH (University of Education) at Freiburg. His main focuses of interest lie on governance research in the educational field, New Political Economy and sociology of education, educational knowledge and educational media research, power relations and inequality in the educational system, habitus research, and discourse analysis.
Prof. Dr. Klaus Klemm, Essen, did a university training to be a high school teacher, received a doctorate in literature, and took a second degree in economic science. After some years of work at the Institute for School Development Research at the University of Dortmund, he headed the study group “Educational Research/Educational Planning” at the University of Essen (now University Duisburg/Essen) and was a member of several advisory boards.
Professor Dr. Eckhard Klieme, graduate mathematician and psychologist, did his doctorate about mathematical problem solving and habilitated in educational science at the FU Berlin. After occupations as academic staff member at the Institute for Test Development and Talent Research of the German National Academic Foundation in Bonn and at the Max-Planck Institute for Human Development in Berlin, he has been the director of the German Institute for International Educational Research (DIPF). The focal points of his work are fundamental research about the efficiency of schools and the quality of teaching, evaluation in the field of education, and internationally comparative educational research. He was a member of the national PISA consortium in 2000 and in 2006.
Prof. Dr. Katharina Maag Merki is Professor of Theoretical and Empirical Studies of Educational Processes in Schools at the University of Zurich. Until 2006 she had been professor for school pedagogy at the Teacher Training College in Freiburg/Breisgau. Before, she had led the research department for school quality and development at the University of Zurich. Subsequently, she worked as a junior professor for empirical educational research at the University of Frankfurt/Main and at the German Institute for International Educational Research (DIPF). Originally, she did a training to be a primary school teacher and studied pedagogy and psychology. The focal points of her research are competence development, the efficiency and the development of schools, and educational governance.
Rick Mintrop, Ph. D., is professor at the Graduate School of Education at the University of California, Berkeley, specializing in education policy, administration, and leadership. He is the director of the Doctoral Program in Leadership for Educational Equity, Berkeley’s program for school system executives. His recent research concentration is school quality, accountability, incentives, and school improvement.
Prof. Dr. Angelika Paseka has been professor for educational science at the University of Hamburg, with focus on school pedagogy with particular regard to profession research and profession development, since February 2010. After her teacher training (mathematics, geography, and economics), she studied sociology and pedagogy at the University of Vienna and habilitated in educational science at the Johannes Kepler University of Linz. From 1992 to 2010 she was professor for human sciences at the Pedagogical Academy/University at Vienna. She had numerous lectureships at different universities. Her main fields of work and research are profession and professionalization research, school development, qualitative research methods, gender studies in the educational sector, and the implementation of gender mainstreaming.
Prof. Dr. Nicolle Pfaff is professor for ethnical diversity and heterogeneity at the Institute for Educational Sciences at the University of Duisburg-Essen. From 2009 until 2012 she was junior professor for empirical school research with the focus on migration und integration at the educational department of the Georg August University Göttingen since 2009. Her priority areas of work are inequality studies with regard to education, school development research, and childhood and youth research..
Hermann Rademacker worked for many years at the German Youth Institute (DJI) in Munich. Earlier stages of his occupational career – having studied mathematics, physics, philosophy, and pedagogy – had been the Pedagogical Centre in Berlin, the Georg Westermann publishing house, the Teacher Training College in Lüneburg and the University of Bremen. The focal points of his work are social work at schools, cooperation between youth welfare and schools, the transition from school to occupation, school absenteeism, and all-day schools.
Prof. Dr. Sabine Reh is Director of the Research Library for the History of Education of the German Institute for International Educational Research (DIPF) in Berlin and Professor in the Department History of Education at the Humboldt University. Before she had been professor for general and historical educational science at the FU Berlin with focal points in school development research, teacher research, the social history of pedagogical institutions and professions, and on basic theoretical and methodological problems of reconstructive social research. She studied German language and literature, history, and educational science at the Universities of Gießen and Hamburg (state examinations to be a high school teacher), did her doctorate in 1992, and habilitated in 2002 in general educational science. Further stages of her occupational career were an academic assistantship in Hamburg, a deputy professorship in Vechta, and professorships in Freiburg/Breisgau and in Muenster.
Prof. Dr. Hans-Günther Rolff, Dortmund, became – after his graduation in sociology – academic staff member at the Max-Planck Institute for Human Development in Berlin and at the Institute of Social and Economic Research in the Hans Böckler Foundation in Düsseldorf, then personal consultant of the Senator for Education in Berlin and subdivision chief at the same administration. After that, he was appointed as professor for educational science at the Teacher Training College Ruhr, afterwards University of Dortmund. He became founder and director of the Institute for School Development Research at the University of Dortmund. Since his retirement in 2005, Rolff is scientific director of the Dortmund Academy for Educational Managers.
Prof. Andreas Schleicher is Head of the Indicators and Analysis Division (Directorate for Education) at the OECD in Paris; amongst others, he is the coordinator of the Programme for International Student Assessment (PISA). Having studied physics at the University of Hamburg and mathematics at the Deakin University in Australia, Schleicher worked – amongst others – as international coordinator for the IEA Reading Literacy Study at the University of Hamburg, for the International Association for Educational Achievement (IEA) in the Netherlands, and at the Centre for Educational Research and Innovation (CERI) of the OECD in Paris. He is also a honorary professor at the University of Heidelberg.
Dr. Gundel Schümer studied philosophy, German language and literature and educational science at the Universities of Tübingen and Hamburg and did her doctorate in educational science. She worked as teacher at a primary school, a secondary general school (Hauptschule) and an intermediate secondary school (Realschule) in Baden-Württemberg and as assistant lecturer in the University Department of Educational Sciences at the University of Hamburg. Until her retirement in 2006, she was academic staff member at the Centre of Educational Research at the Max-Planck-Institute for Human Development; the focal points of her research were context requirements for learning processes at school.
Jochen Schweitzer has changed from the editorial board of the DDS to the Advisory Council of the journal in 2009. He belonged more than twenty years, beween 1983 and 2009, to the editorial board of „Die Deutsche Schule“. He gained his great expertise with regard to topics of school practice, education policy and education research in numerous, quite different fields of occupation. Firstly, he was banker; then he changed to a teaching post. Since 1969, he was teacher at a vocational school at Muenster; from 1973 to 1977, he was lecturer at the “Institute for Educational Sciences” at the University of Muenster. Parallel to that, he got involved with the “German Education Union” (GEW); amongst others, he was chairman of the local committee at Muenster. In 1983, he was elected member of the directorate of the GEW; until 1989, he presided the department for educational policy. During the last term of office of the People’s Chamber of the GDR, he was engaged as referee for the SPD-fraction from March to October 1990; afterwards he became division manager in the newly founded Department of Education of Brandenburg at Potsdam. In 1992, he changed to Bremen where he worked as school inspector and as referee for general and supra-regional issues. Since the start-up phase of PISA in 1997, he cooperated as deputy of the German Conference of Cultural Ministers in the PISA bodies of the OECD and in Germany, lastly in the directorate of the PISA board and as chair of the Strategic Development Panel of PISA.
The focal points of Prof. Dr. Knut Schwippert’s research at the University of Hamburg are methods for large-scale assesments, school effectiveness, evaluation and monitoring of systems, feedback from large-scale assessments, and school and teaching research, especially with regard to heterogeneity. He is professor for educational science with focus on international education monitoring and reporting. After his university training to be a technical instructor, his doctorate at the Humboldt University at Berlin (1998) and his habilitation at the University of Hamburg (2004), he became professor at the Universities of Bochum und Münster. Beforehand, he worked at the International Association for the Evaluation of Educational Achievement (IEA) at Hamburg and at the Max-Planck-Institut for Human Development at Berlin. He was a member of the national IGLU project team in 2000 and in 2006.
Ulrich Steffens is educational scientist. During the last years, he worked at different State Institutes in the fields of educational planning, school development, and further training for teachers. From January 2013 until 2015 he was director of the Hessian State Supervisory School Authority at Wiesbaden, Department III "Evaluation and Quality Development".
Prof. Dr. Klaus-Jürgen Tillmann, Bielefeld, studied at Teacher Training Colleges to become teacher for primary and secondary general schools and did his doctorate in 1974 at the Teacher Training College Ruhr (afterwards University of Dortmund). Important stages of his professional career were his work as academic staff member at the Institute for School Development Research at the University of Dortmund, as professor for school pedagogy at the University of Hamburg (1979-1990), and as founding director of the “Pädagogisches Landesinstitut Brandenburg” (a regional educational institute for Brandenburg) at Ludwigsfelde/Potsdam (1991/92). Since 1993, Tillmann has been professor for school pedagogy at the University of Bielefeld and contemporaneously academic director of the “Laborschule” (experimental school). He was member of the national PISA consortium in 2000. The focal points of his work are empirical school and socialization research, theory of school and instruction, and reform development on secondary schools.
Prof. Dr. Manfred Weiß works at the German Institute for International Educational Research (DIPF) in Frankfurt/Main. He studied economics at the University of Frankfurt and did his doctorate at the Technical University of Berlin. He lectured at the Universities of Bern, Bochum, Buffalo (deputy professorship), Erfurt (honorary professorship), Frankfurt, Mannheim and Zurich. Weiß was member of the national PISA consortium in 2000, and from 2003 to 2005 he was head of the Research Committee “Economics of Education” of the “Verein für Socialpolitik” (the leading association of German speaking economists). The focal points of his work are economics of education, educational governance, and international school development.