since September 2015

• Scientific Director at the Institute of Educational Sciences / AG Sachunterrichtof the C.v.O. Uni. Oldenburg

April 2015

• Appointment at the PH Ludwigsburg (W3)

May 2014

• Habilitation in the field of educational science with a focus on "Didactics of subject teaching"

Since October 2013

• Representation of the professorship Didactics of Sachunterricht at the C.v.O. University of Oldenburg / Head of the working group Interdisciplinary Sachbildung/ Sachunterricht

since September 2011

• Secondment as a lecturer and research assistant at the Institute of Educational Sciences / Working Group Interdisciplinary Subject Education / Sachunterricht at the C.v.O. Uni. Oldenburg

since July 2008

• Transfer to the Lower Saxony School Inspectorate, work as a school inspector, extensive deployment in primary schools

July 2008

• Appointment as government school director

February 2007

• Successful participation in the admission procedure for school inspectors for promotion to the career of school inspector

January to June 2007

• Secondment to the Lower Saxony School Inspectorate

September to December 2006

• Successful participation in the qualification programme for school inspectors

WINTER TERM 2004/2005

• Substitute for the professorship "Interdisciplinary subject education / subject teaching" of Prof. Dr Astrid Kaiser (Fac. I) at the C. v. O. Uni. Oldenburg

since SS 2001

• Teaching assignments in FB 1 / School I at the C. v.O. Uni. Oldenburg

SUMMER TERM 2001

• Participating teacher in courses in FB 1 Pedagogy at the C.v.O. University of Oldenburg

since August 2001

• Rector of the VGS Lemwerder-West, Lemwerder

February 2000

• Doctorate (Dr. phil.) in FB 1 Pedagogy at the C. v. O. University of Oldenburg

August 1997

• Employment in the state service of Lower Saxony

Summer semester 1997 to winter semester 1999/00

• Doctoral studies in education

May 1997 August 1997

• Research assistant at the Institute of Educational Sciences 1 / FB 1 Pädagogik der C.v.O. Uni. Oldenburg

March 1997 to August 1997

• Lecturer at the adult education centre in Leer in the field of "German for Aussiedler"

November 1996 to August 1997

• Employee of the project "Study motives and study situation of Oldenburg students of the subjects social sciences, sociology and politics" at the C. v. O. Uni. Oldenburg

since 1996

• Member of the Educational Research Centre at the C. v. O. Uni. Oldenburg

September 1996

• Graduated with the second state examination for the teaching profession at primary and secondary schools

May 1995 to October 1996

• Trainee teacher at the Buchholz training seminar at Sittensen primary school

December 1994

• Graduated with the first state examination for the teaching profession at primary and lower secondary schools with the subjects German, Protestant religion and subject teaching

• Science-orientated activities outside the University of Oldenburg

since 2016

Active member of the scientific advisory board of the journal "Sachunterricht Weltwissen"

since 2014

Active member of the scientific advisory board of the journal "Grundschule"

2007-2008:

Co-development of the distance learning programme "School Management" at IQSH / C.A. University Kiel

since 2004

Lectures at conferences of the GDSU and DGfE, among others

since 2002

Repeated organisation of numerous further education events / workshops / training courses and lectures:

• as part of the ofz ("Oldenburger Fortbildungszentrum") and the diz (Didaktisches Zentrum der C.v.O. Uni. Oldenburg):

• as part of the "Pedagogical Week",

• as part of the "Parents' University",

• for the Association for Systemic Psychology in Oldenburg

• and the "Ostfriesische Hochschultage" and

• the "School Management" conference series, the Kiel School Management Symposium,

• for the "ESD Agency" project

• for various training providers for primary school teachers and nursery school teachers
• Advisor at conferences organised by the University of Vechta and the City of Leer on digital education

on the topics

• School anxiety in children and teachers, parental counselling for children with school performance difficulties, psychosocial stress in pupils, stress regulation in pupils and / or teachers, brain research,

• Starting school; promoting movement / perception and concentration in primary school

• School climate, school management, external evaluation of schools using the "School Quality Orientation Framework", creating mission statements as part of school programme work, school inspections, quality development in schools, teaching quality

• Implementing education for sustainable development (ESD) in science lessons

• Technology and basic scientific education in science lessons

• Implementation of workshop work in science lessons

• Implementation of multi-perspective non-fiction lessons with inclusive aspects in primary schools

• Performance assessment in science lessons

• Use of digital media in multi-perspective science lessons

• Participation in the academic self-administration of the University of Oldenburg

-Decentralised Equal Opportunities Officer of School I until 2018

-Chair of the Specialised Commission for Subject Teaching until 2018

-Member of the school-university dialogue group until 2017

Theses:

• Oldenburg, I. (1994). The educational problem of school anxiety. Causes, consequences and possibilities for change: Unpublished seminar paper for the teaching qualification examination for primary and secondary schools. Oldenburg: unpublished.
• Oldenburg, I. (1996). The use ofa psychological diagnostic tool as an aid to pupil observation for the differentiated assessment of achievement motivation – illustrated using a third-year pupil: Unpublished seminar paper for the second state examination for teaching at primary and secondary schools. Buchholz Nordhordheide: no publisher.

• Oldenburg, I. (2000). School-specific anxieties among children and how these are perceived by their class teachers: An empirical study of third and fourth year classes in primary schools and fifth and sixth year classes in urban and rural regions of Lower Saxony: Doctoral thesis. Oldenburg: no publisher given.

• Oldenburg, I. (2014). Perspectives on general studies as a multidimensional construct, with particular regard to key fundamental questions concerning the development of school quality: Habilitation thesis. Oldenburg: no publisher given.

Monographs and edited volumes:

• Oldenburg, I., Scholz, W.-D., Loeber, H.-D., Söller, A. & Krull, G. (1997). Studying the Social Sciences. An empirical study of study orientations and academic challenges faced by Diplom graduates in social sciences. Sociologists and Political Scientists in Faculty 3 at the University of Oldenburg. Oldenburg: BIS-Verlag.
  
• Oldenburg, I. (2001). School Anxiety. Oldenburg: Oldenburger Vor-Drucke.
  
• Oldenburg, I. (ed.). (2012). School and Inspection. 9 critical studies. Baltmannsweiler: Schneider.
  
• Oldenburg, I. (2013). School-specific anxieties in children and how they are perceived by their class teachers. An empirical study of Years 3 to 6 in Lower Saxony (2nd edition). Berlin: Rhombos.
  
• Becher, A., Miller, S., Oldenburg, I., Pech, D. & Schomaker, C. (Eds.). (2013). Communicative non-fiction teaching. Festschrift for Astrid Kaiser. Baltmannsweiler: Schneider.
  
• Oldenburg, I. & Oetken, M. (2014). Narrating, Representing, Reporting. Interdisciplinary Perspectives on Non-Fiction in Children’s and Young Adult Literature. Baltmannsweiler: Schneider.
  
• Oldenburg, I. & Schmitt, A. (in preparation, to be published in 2020) (eds.). Multi-perspective approaches to science and technology education. Braunschweig: Westermann.

• Oldenburg, I. & Wulf, J. (in preparation, to be published late 2019/early 2020): Teaching General Studies from Multiple Perspectives (working title). Book series. Baltmannsweiler: Schneider.

Articles in journals or anthologies:

• Oldenburg, I. (1997). How ‘progressive’ can the information society be? A plea for a self-assured pedagogy opposed to the reduction of pedagogy to techniques of media use. In M. Zöllner (ed.), From organised security to unexpected independence? Conference on Young Cultural Studies and Practice in Essen, 21–23 May 1997 (pp. 192–195). Cologne: Hanns Martin Schleyer Foundation.

• Oldenburg, I. (2000). Creating a ‘little letter monster’ as part of an interdisciplinary German and art lesson. FLOH’s Box of Ideas No. 26. Tips from teachers for teachers. 1st quarter 2000. Munich.

• Oldenburg, I. (2001). Anxiety – (not) an issue for today’s schoolchildren!? Reflections on pupils’ performance- and exam-related anxieties and how these are perceived by their teachers. In F. W. Busch & H. Schwab (Eds.), Intellectuality and Practical Politics (pp. 241–251). Oldenburg: BIS-Verlag.

• Oldenburg, I. (2002). School anxiety in children. Primary School, 7–8, 73–75.

• Brüdt, H. & Oldenburg, I. (2003). Plants and fertilisers. Grundschule, 3, 51–56.

• Oldenburg, I. (2003). Motivation – in practice: A truly vibrant person. Primary School, 4.

• Oldenburg, I. & Gerdes, D. (2003). Introductory Theses on Teaching and Learning from a Neurodidactic/Neuropedagogical Perspective (‘Brain-Based Learning and Teaching’). Available at: www.rpz-aurich.de, 2003. (currently available at: www.dr-dirk-gerdes.de/exemplarische-texte-aus-dem-rpz-kontext/Brain-based-Learning-and-Teaching/)

• Oldenburg, I. (2003). Children’s fears and how teachers can address them. Grundschule, 10, 34–37.

• Oldenburg, I. (2004). Sustainability in general studies – a teaching project on the topic of ‘soil’. In A. Kaiser & D. Pech (Eds.), The World as a Starting Point for General Studies. Volume 6 (pp. 154–166). Baltmannsweiler: Schneider.

• Oldenburg, I. (2005). Supporting children’s educational development through targeted parental guidance. In F. Hellmich (ed.), Teaching and learning according to IGLU – primary school education today (pp. 277–288). Oldenburg: Centre for Teaching and Learning, University of Oldenburg.

• Oldenburg, I. (2007). School inspection and quality development. Experiences from Lower Saxony. Schulmanagement, 6, 26–30.

• Oldenburg, I. & Mörking, D. (2008). Controlling in schools, Part 1. Practice-oriented quality development in schools. Lower Saxony School Administration, 3, 73–76.
• Oldenburg, I. & Mörking, D. (2008). Controlling in Schools, Part 2. Procedures for steering the process of quality development in schools. Lower Saxony School Administration, 4, 100–104.

• Mörking, D., Oldenburg, I., Schwank, E. & Sommer, N. (2011). The contribution of school inspection to school development: Can school inspection ‘save’ schools in difficulty? Lernende Schule, 56, 21–27.

• Oldenburg, I. & Mörking, D. (2012). School development between autonomy and evaluation-based management. In I. Oldenburg (ed.), School and Inspection – 9 Critical Studies (pp. 9–16). Baltmannsweiler: Schneider.

• Oldenburg, I. (2012). School inspection and quality development. On the classification of the inspection process, with particular reference to experiences in Lower Saxony. In I. Oldenburg (ed.), Schools and Inspection – 9 Critical Studies (pp. 73–84). Baltmannsweiler: Schneider.

• Oldenburg, I., Mörking, D., Sommer, N. & Schwank, E. (2012). Effects of the ‘Serious Deficiencies’ quality rating from the school inspection. Aspects of educational monitoring using the example of the follow-up inspection procedure. In I. Oldenburg (ed.), Schools and Inspection – 9 Critical Studies (pp. 137–148). Baltmannsweiler: Scheider.

• Oldenburg, I. & Mörking, D. (2012). Process design and controlling in dealing with inspection results. In I. Oldenburg (ed.), Schools and Inspection – 9 Critical Studies (pp. 149–176). Baltmannsweiler: Schneider.

• Oldenburg, I., Müller, M. & Würz, C. (2013). ‘Tomorrow’s democracy is not merely prepared by democracy in schools’. Learning about democracy in early years education. Kindergarten heute, 1, 28–33.

• Oldenburg, I. (2013). What does general studies actually look like today?! – Making the most of external evaluation. In H.-J. Fischer, H. Giest & D. Pech (Eds.), General Studies and its Didactics. Assessing the Current State and Developing Perspectives (pp. 231–238). Bad Heilbrunn: Klinghardt.

• Oldenburg, I. (2013). ‘Communicative general studies’: Implications for school practice in light of today’s school realities. In A. Becher, S. Miller, I. Oldenburg, D. Pech & C. Schomaker (Eds.), Communicative General Studies. Facets of Development (pp. 121–134). Baltmannsweiler: Schneider.

• Oldenburg, I., Mertens, A., Röbken, H. & Zierer, K. (2013). School inspections and teaching quality: What is the profile of general studies? Current trends in Lower Saxony. Journal of Educational Administration, 30/2, 45–58

• Oldenburg, I., Mertens, A., Röbken, H. & Zierer, K. (2013). Individual support and learning in a community?! A quality analysis of general studies. In B. Kopp, S. Martschinke, M. Munser-Kiefer, M. Haider, E. Kirschhoc, G. Ranger & G. Renner (Eds.), Individual Support and Learning in a Community (pp. 12–18). Wiesbaden: Springer.

• Oldenburg, I., Mertens, A., Röbken, H. & Zierer, K. (2013). Elementary science and social studies in German primary schools. A comprehensive analysis based on school inspection data. Journal of Educational Research, 1/1, 13–25.

• Oldenburg, I. & Kaiser, A. (2013). ‘Kräuter-Company’: Suggestions for communicative and action-oriented learning. *Lernchancen Heft*, 95.

• Oldenburg, I., & Brüdt, H. (2013). What do men have in the place where women have a womb? Sexuality: Answering children’s questions based on biological expertise. Grundschule Sachunterricht, 60, 22–26.

• Röbken, H., Mertens, A. & Oldenburg, I. (2013). Autonomous or participatory? Which decision-making model leads to greater satisfaction with all-day schooling? Die Ganztagsschule, 4, 1–15.

• Oldenburg, I. & Robbers, T. (2014). The ‘other’ you – experienced in and through school. In I. Oldenburg & M. Oetken (Eds.), Narrating. Representing. Reporting. Interdisciplinary Perspectives on Non-Fiction in Children’s and Young Adult Literature (pp. 221–228). Baltmannsweiler: Schneider.

• Oldenburg, I. (2014). The (underestimated) didactic potential of narrative non-fiction for children: exploring social science perspectives. In I. Oldenburg & M. Oetken (Eds.), Narrating. Presenting. Reporting. Interdisciplinary Perspectives on Non-Fiction in Children’s and Young Adult Literature (pp. 117–142). Baltmannsweiler: Schneider.

• Oldenburg, I. & Röbken, H. (2014). What kind of knowledge do practical journals in primary education provide? An empirical analysis of selected German journals. In M. Peschel (ed.), Supportive learning situations and a competence-oriented task culture (pp. 221–228). Bad Heilbrunn: Klinkhardt.

• Oldenburg, I. & Overberg, J. (2015). Why was school inspection abolished in Finland? An analysis from an expert perspective. Journal of Educational Administration, 1, 19–30.

• Oldenburg, I. & Lüpkes, J. (2015). Primary schools and the media as key actors in sex education: An empirical analysis from the perspective of primary school pupils. In H.-J. Fischer, H. Giest & K. Michalik (Eds.), Education in and through General Studies (pp. 197–202). Bad Heilbrunn: Klinkhardt.

• Lüpkes, J. & Oldenburg, I. (2015). Sex education – How much diversity can a democratic society tolerate? Sex education is social and political education. Grundschule, 3, 26–29.

• Lüpkes, J. & Oldenburg, I. (2015). A sensitive topic. How the current lines of discourse on ‘sex education’ are unfolding in society, schools and academia. Grundschule, 3, 6–9.

• Oldenburg, I. & Lüpkes, J. (2015). Sex education from *Bravo*? What children learn from the media and what consequences this has for schools. *Grundschule*, 3, 23–25.

• Oldenburg, I. (2015). Using the mouse in the classroom. Grundschule, 6, 26–27.

• Oldenburg, I. & Wulf, J. (2015). The refugee crisis in Europe – a teaching concept. Grundschule, 10, 42–43.

• Oldenburg, I. & Oetken, M. (2015). Stories of the child prodigy. Biographical picture books about Mozart. A set of criteria for ‘good’ non-fiction children’s books for learning through biographies. Grundschule, 9, 31–33.

• Oldenburg, I. & Overberg, J. (2015). Steering instead of control: The transformation of school inspection and supervision in Finland. In Search of Inspiration. Journal for School Development, 3, 26–31.

• Lüpkes, J. & Oldenburg, I. (2016). Treading the line of modesty with humour? Sex education as social education in Years 1 and 2. General Studies: World Knowledge, 1, 6–7.

• Oldenburg, I. & Lüpkes, J. (2016). Sex education and love. A big topic made easy with ‘Aunt Lisbeth and Love’. General Studies: World Knowledge, 1, 34–41.

• Lüpkes, J. & Oldenburg, I. (2016). More than just flowers, bees and the stork: taking the first steps towards addressing the topic of sexuality. Primary School General Studies, 2, 25–29.

• Oldenburg, I. (2016). ‘Increasingly prickly’ – on the tension between the state’s and parents’ educational responsibilities: de-escalation strategies for teachers. Primary School, 1, 12–14.

• Oldenburg, I. (2016). The staff advisory group – how do I organise a parents’ evening on sex education? Primary School, 3, 54.

• Oldenburg, I. & Brüdt, H. (2016). Forest floor. A teaching project on ‘Education for Sustainable Development (ESD)’ in Year 4. Sache Wort Zahl, 158–159, 70–79.

• Röbken, H. & Oldenburg, I. (2016). Leaderless (primary) schools: Management recommendations for sustainable leadership. Journal for School Development, 3, 39–44.

• Oldenburg, I. & Wulf, J. (2016). Taking measurements – but please do it properly! Support plans in practice. Primary School, 9, 6–9.

• Oldenburg, I. (2016). What are the benefits of support plans? Primary School, 9, 24.

• Oldenburg, I. (2016). Under pressure. Learning difficulties and behavioural problems among primary school pupils are often linked to (excessive) pressure to perform, which comes from parents. Primary School, 10, 14–16.

• Oldenburg, I. & Lüpkes, J. (2017). Sex education within the context of multi-perspective general studies. In H. Giest, A. Hartinger & S. Tänzer (Eds.), Multi-perspectivity in general studies (pp. 74–82). Bad Heilbrunn: Klinkhardt.

• Oldenburg, I. (2017). Offering added value. Encouraging rather than praising. Primary School, 2, 18–20.

• Oldenburg, I. & Rodríguez, F. (2017). Relating to the real world – learning makes sense! Grundschule, 2, 26–29.

• Oldenburg, I. & Seifert, S. (2017). Classroom management: the foundation of social learning. General Studies: World Knowledge, 4, 10–13.

• Oldenburg, I. & Lüpkes, J. (2017). Is it OK for me to praise myself sometimes? 14 questions to think about. General Studies: World Knowledge, 4, 45–46.
• Oldenburg, I. (2018). Max simply won’t speak. The long road to a diagnosis of ‘selective mutism’. Primary School, 10, 22–25.

• Oldenburg, I. (2018): Documenting and understanding experiments. Primary School 7, 26–29.
• Oldenburg, I. & Wulf, J. (2018). The honeybee – how important is it really? A Lernwerkstatt. General Studies: World Knowledge, 3, pp. 22–31.

• Oldenburg, I., Röbken, H., Schmitt, A. & Wachenfeld, P. (2018). Leadership challenges faced by acting headteachers in primary schools. Journal of Educational Administration, pp. 29–44.

• Röbken, H., Lemkuhl, P., Schütz, M. & Oldenburg, I. (2019, in preparation). School inspection as a routine reform (working title).

Editors of didactic and pedagogical journals:

• Oldenburg, I. & Lüpkes, J. (2015). The debate over love: Sex education in primary schools. Grundschule, 3.

• Oldenburg, I. & Lüpkes, J. (2016). Sex education in early years. Feelings, relationships, togetherness. Weltwissen Sachunterricht, 1.

• Oldenburg, I. (2016). Support Plans in Practice: We’re Taking Measure! Grundschule, 9.

• Oldenburg, I. (2017). Effectively tackling classroom disruptions. How to manage challenging educational situations and what support options are available to you. Grundschule, 1.

• Oldenburg, I. (2017). Sparking Motivation! How to inspire your pupils to learn. Primary School, 2.

• Oldenburg, I. & Lüpkes, J. (2017). My Class and I. Social Learning in General Studies. General Studies: World Knowledge, 4.

• Oldenburg, I. (2017). Language-sensitive teaching: The transition from everyday language to academic language is a challenge for every child. Primary School, 8.

• Oldenburg, I. (2018). Don’t Be Afraid of Tablets and the Like. Digital Media in Primary Schools. Primary School, 7.

• Oldenburg, I. (2019). Brilliant lessons with animals. Achieving learning objectives with dogs and other animals. Primary School, 1.

• Oldenburg, I. & Millmann, L. (2019), Inclusion Can Succeed. Primary School, 2.

• Oldenburg, I. (2019). A colourful mix. Identifying learning requirements and using them in the classroom. Primary School 6.

• Oldenburg, I. & Lüpkes, J. (2019). Intercultural Learning. General Studies: World Knowledge, 2.

Co-editors of textbooks for general studies

Team LUPE investigates. Media education. Bildungshaus Schulbuchverlage Westermann Schroedel Diesterweg (...)

• Society for the Didactics of Science Teaching (GDSU)

• German Society for Educational Science(DGfE)

• March 2016 to the end of 2017: Partnership with the ‘Haus der kleinen Forscher’ foundation (special funding from the Federal Ministry of Education and Research)

The non-profit “Haus der kleinen Forscher” foundation runs a nationwide initiative dedicated to the education of children of nursery and primary school age in the fields of science, mathematics and technology. Through its programmes, it supports educational specialists and teachers in guiding girls and boys on their journey of discovery through everyday life. The foundation’s partners include the Helmholtz Association, the Siemens Foundation, the Dietmar Hopp Foundation and the Deutsche Telekom Foundation. It is funded by the Federal Ministry of Education and Research.

• From January 2016: Lernwerkstatt Sachunterricht as a cooperation partner of Oldenburger Forscherbambini e.V. (www.forscherbambini.de) as part of the Technology/Lego Education kits programme for schools and nurseries.
  
• Development of the General Studies Lernwerkstatt based on a new concept
• Primary schools and the media as key players in sex education: An empirical analysis from the perspective of primary school pupils in Lower Saxony (in collaboration with Dipl.-Päd. Julia Lüpkes, General Studies Working Group, CvO University of Oldenburg)
• Leadership-free primary schools (in collaboration with Prof. Dr H. Röbken, professorship for Educational Management, CvO University of Oldenburg)

Completed:

• ‘Linking early childhood science education in the context of childcare centres with the training of trainee teachers in general studies’ (implementation of a regional education network); Funded by special grants from the ‘Haus der kleinen Forscher’ foundation (March 2016–December 2017)

• ‘Non-fiction books in general studies’ – Participation by C.v.O. University of Oldenburg in the annual ‘KIBUM’ (Children’s and Young People’s Book Fair) organised by the City of Oldenburg: Co-operation project between the Institute of Educational Sciences/General Studies Working Group, the Research Centre for Children’s and Young Adult Literature (OlFoKi / Dr M. Oetken) and the Institute of Art and Visual Culture / T. Robbers: Proposal to the EWE Foundation for partial funding (successfully reviewed in 2013)
• Leadership of the ‘Inclusive General Studies’ research group: research-based learning for the development and empirical testing of teaching and learning strategies for heterogeneous learning groups in inclusive general studies (the so-called FoL project: Research-Oriented Teaching at the University of Oldenburg); Funding from the BMBF (2012–2014)

Projects funded with third-party funding and research projects commencing before 2013:

• ‘Breaking down the boundaries of local stakeholder constellations? All-day schools as a catalyst’ (co-operation project with the ‘Educational Management’ research group / Prof. Dr Heinke Röbken at the C. v. O. University of Oldenburg; 2012–2013)
• Quality in General Studies – a comprehensive analysis of General Studies in Lower Saxony: the ‘SiNABS’ project (co-operation project with Prof. Dr K. Zierer / School Pedagogy and Prof. Dr H. Röbken / Educational Management; 2011–2013)
• Funding from the research-related portion of the programme budget of the Presidential Board of C. v. O. University of Oldenburg for the research project ‘What characterises a “good” school? An empirical analysis based on data from the Lower Saxony School Inspectorate’: Positive evaluation in 2011.
• Funding from the central research pool of C.v.O. University of Oldenburg to support the preparation of a proposal for a grant from the Ministry of Science and Higher Education (MWK) for the research project ‘Expertise among primary school teaching staff in the design of performance assessment tools for general studies’: Positive review 2004.
• School-specific anxieties among children and their perception by their class teachers. An empirical study of third and fourth year primary school classes and fifth and sixth year classes in urban and rural regions of Lower Saxony: Replication study 2004. Supported with funding from the DIZ Oldenburg