Jürgen Baumert
Director Emeritus
Schooling and Individual Development in Adolescence and Adulthood (BIJU)
Bilingual Alphabetization in Multicultural Societies: Evaluation of Berlin's State Europe Schools (EUROPA Study)
Academic and Psychosocial Adjustment of Immigrant Youth (Secondary Analyses)
Jürgen Baumert's work focuses on learning and instruction, schooling and the life course, bilingual education in multicultural societies, and academic and psychosocial adjustment of immigrant youth. These research projects are conducted in cooperation with DIPF | Leibniz Institute for Research and Information in Education in Frankfurt (Kai Maaz), the Leibniz Institute for Science and Mathematics Education in Kiel (IPN; Olaf Köller), Christian-Albrechts-Universität zu Kiel (Jens Möller), the Institute for Research on School Development at TU Dortmund University (Michael Becker), the University of Hamburg (Jenny Wagner), the University of Bamberg (Cordula Artelt) and the University of Michigan, Ann Arbor (Kai S. Cortina).
Schooling and Individual Development in Adolescence and Adulthood (BIJU)
The longitudinal BIJU Study on Learning Processes, Educational and Occupational Careers, and Psychosocial Development in Adolescence and Adulthood was initiated in 1991. The BIJU sample of school classes comprises some 8,000 students from 212 secondary schools of all types in the states of Berlin, Mecklenburg-Vorpommern, North Rhine-Westphalia, and Saxony-Anhalt. The eighth wave of data collection took place in 2017, when most participants were 38 years old. The longitudinal study is being continued in cooperation with the University of Hamburg (Jenny Wagner, project director; Naemi Brandt), the TU Dortmund University (Michael Becker, project director), the IPN in Kiel (Olaf Köller), and the University of Michigan, Ann Arbor (Kai S. Cortina). The study was funded by the Strategic Innovation Fund of the President of the Max Planck Society.
Key Reference
Bilingual Alphabetization in Multicultural Societies: Evaluation of Berlin's State Europe Schools (EUROPA Study)
The key objective of the EUROPA Study, which was initiated in 2013, is to examine whether bilingual alphabetization in two-way immersion is a suitable instrument for reducing the educational disadvantage of immigrant children. Drawing on a longitudinal, extended evaluation of Berlin's State Europe Schools (SESBs), we aimed to derive benchmarks for the outcomes of two-way immersion for children from German-speaking and non-German-speaking families. In addition, we tested the hypotheses that (a) positive transfer occurs from the first to the second language providing that a critical threshold of language proficiency has been reached, and (b) children who learn to read and write in two languages are at a general advantage in terms of the development of executive functions. The quasi-experimental study included a longitudinal component at elementary school level and was conducted in cooperation with the Christian-Albrechts-Universität zu Kiel (Jens Möller), the IPN in Kiel (Olaf Köller), and the Mercator Institute for Literacy and Language Education at the University of Cologne (Michael Becker-Mrotzek). It was funded by the state of Berlin and the Mercator Foundation.
Key References
Academic and Psychosocial Adjustment of Immigrant Youth: Secondary Analyses of Starting Cohort 4 of the National Educational Panel Study (NEPS-SC4) and the BERLIN-Study/Evaluation of Secondary School Reform in Berlin
These analyses focus on the academic and psychosocial adjustment of adolescents and young adults with an immigration background and the transition from school to vocational training, pre-college programs, higher education, and the labor market. The analyses are conducted in cooperation with Cordula Artelt (University of Bamberg), Michael Becker (TU Dortmund University), Kai Maaz and Marco Neumann (DIPF), Malte Jansen (Institute for Educational Quality Improvement, IQB, at Humboldt-Universität zu Berlin) and Olaf Köller (IPN).
Key References