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

Qualification theses:

• Oldenburg, I. (1994). The pedagogical problem of school anxiety. Causes, consequences and possibilities for change: Unpublished seminar paper for the examination for the teaching profession at primary and lower secondary schools. Oldenburg: o.V..
• Oldenburg, I. (1996). The application of apsychological diagnostic tool as a pupil observation aid for the differentiated development of achievement motivation - demonstrated in a third school year: Unpublished seminar paper for the second state examination for the teaching profession at primary and lower secondary schools. Buchholz Nordhordheide: n.d..

• Oldenburg, I. (2000). School-specific fears of children and their perception by their class teachers: An empirical study of third and fourth grades at primary schools and fifth and sixth grades in urban and rural regions of Lower Saxony: Dissertation. Oldenburg: n.d..

• Oldenburg, I. (2014). Perspectives of subject teaching as a multidimensional construct with special consideration of relevant basic questions of school quality development: Habilitation. Oldenburg: n.d..

Monographs and editorships:

• Oldenburg, I., Scholz, W.-D., Loeber, H.-D., Söller, A. & Krull, G. (1997). Studying in the social sciences. An empirical study on study orientations and study problems of Diplom social science students. Sociologists and political scientists in Department 3 of 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 fears of children and their perception by their class teachers. An empirical study of third to sixth grades in Lower Saxony (2nd edition). Berlin: Rhombos.
  
• Becher, A., Miller, S., Oldenburg, I., Pech, D. & Schomaker, C. (Eds.). ( 2013). Communicative subject 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, forthcoming 2020) (eds.). Multi-perspective approaches to science and technology education. Brunswick: Westermann.

• Oldenburg, I. & Wulf, J. (in preparation, to be published in late 2019/early 2020): Sachunterricht vielperspektivisch unterrichten (working title). Book series. Baltmannsweiler: Schneider.

Articles in journals or anthologies:

• Oldenburg, I. (1997). How reform pedagogical can the information society be? A plea for a self-confident pedagogy against a reduction of pedagogy to techniques of media use. In M. Zöllner (ed.), Von der organisierten Geborgenheit zur unerwarteten Selbständigkeit? Congress on Young Cultural Studies and Practice in Essen, 21-23 May 1997 (pp. 192-195). Cologne: Hanns Martin Schleyer Foundation.

• Oldenburg, I. (2000). The making of a "letter monster" as part of an interdisciplinary German and art lesson. FLOHs Ideenkiste 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 examination-specific anxieties and their perception 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. Primary School, 3, 51-56.

• Oldenburg, I. (2003). Motivating - practical: A truly living person. Primary school, 4.

• Oldenburg, I. & Gerdes, D. (2003). Introductory theses on teaching and learning under neurodidactic/neuropedagogical aspects ("Brain-Based Learning and Teaching"). 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 counter them. Primary School, 10, 34-37.

• Oldenburg, I. (2004). Sustainability in science lessons - a teaching project on the topic of "soil". In A. Kaiser & D. Pech (Eds.), Die Welt als Ausgangspunkt des Sachunterrichts. Volume 6 (pp. 154-166). Baltmannsweiler: Schneider.

• Oldenburg, I. (2005). Supporting children at school through targeted parental counselling. In F. Hellmich (Ed.), Lehren und Lernen nach IGLU - Grundschulunterricht heute (pp. 277-288). Oldenburg: Didactic Centre of the University of Oldenburg.

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

• Oldenburg, I. & Mörking, D. (2008). Controlling in schools, part 1. practice-orientated quality development in schools. School Administration Lower Saxony, 3, 73-76.
• Oldenburg, I. & Mörking, D. (2008). Controlling in schools, Part 2. Procedures for process control of school quality development in schools. School Administration Lower Saxony, 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? Learning School, 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 categorisation of the inspection procedure, with special consideration of experiences in Lower Saxony. In I. Oldenburg (Ed.), School and inspection - 9 critical studies (pp. 73-84). Baltmannsweiler: Scheider.

• Oldenburg, I., Mörking, D., Sommer, N. & Schwank, E. (2012). Effects of the school inspection's quality judgement "Serious deficiencies". Aspects of educational monitoring using the example of the post-inspection procedure. In I. Oldenburg (Ed.), School 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.), School and inspection - 9 critical studies (pp. 149-176). Baltmannsweiler: Schneider.

• Oldenburg, I., Müller, M. & Würz, C. (2013). "Tomorrow's democracy is not only prepared by democracy at school". Learning democracy in elementary education. Kindergarten today, 1, 28-33.

• Oldenburg, I. (2013). What does today's subject teaching actually look like? - Utilising the opportunities of external evaluation. In H.-J. Fischer, H. Giest & D. Pech (Eds.), Sachunterricht und seine Didaktik. Examining the status quo and developing perspectives (pp. 231-238). Bad Heilbrunn: Klinghardt.

• Oldenburg, I. (2013). "Communicatively active non-fiction teaching": Implications for school practice in the face of today's school realities. In A. Becher, S. Miller, I. Oldenburg, D. Pech & C. Schomaker (Eds.), Kommunikativer Sachunterricht. Facets of development (pp. 121-134). Baltmannsweiler. Schneider.

• Oldenburg, I., Mertens, A., Röbken, H. & Zierer, K. (2013). School inspection and teaching quality: What profile does subject teaching show? 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 community! A quality analysis of subject teaching. In B. Kopp, S. Martschinke, M. Munser-Kiefer, M. Haider, E. Kirschhoc, G. Ranger & G. Renner (Eds.), Individual support and learning in the 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-active learning. Learning opportunities issue, 95.

• Oldenburg, I., & Brüdt, H. (2013). What do men have where women's wombs are? Sexuality: Answering children's questions on the basis of biological expertise. Primary school subject teaching, 60, 22-26.

• Röbken, H., Mertens, A. & Oldenburg, I. (2013). Autonomous or participatory? Which decision-making constellation leads to greater satisfaction with the all-day school? The all-day school, 4, 1-15.

• Oldenburg, I. & Robbers, T. (2014). The other you - experienced in and through school. In I. Oldenburg & M. Oetken (Eds.), Erzählen. Represent. Report. 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: Unlocking social science perspectives. In I. Oldenburg & M. Oetken (Eds.), Erzählen. Represent. Report. 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 deliver? An empirical analysis of selected German journals. In M. Peschel (Ed.), Conducive learning situations and 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 school and media as main actors of sexual education: An empirical analysis from the perspective of primary school pupils. In H.-J. Fischer, H. Giest & K. Michalik (Eds.), Bildung im und durch Sachunterricht (pp. 197-202). Bad Heilbrunn: Klinkhardt.

• Lüpkes, J. & Oldenburg, I. (2015). Sexual education - How much diversity can a democratic society withstand? Sex education is social and political education. Primary School, 3, 26-29.

• Lüpkes, J. & Oldenburg, I. (2015). A sensitive topic. How the current lines of discourse on "sexual education" in society, schools and science are running. Primary School, 3, 6-9.

• Oldenburg, I. & Lüpkes, J. (2015). Sex education from Bravo? What children learn from the media and what consequences this has for school. Primary School, 3, 23-25.

• Oldenburg, I. (2015). In class with the mouse. Primary School, 6, 26-27.

• Oldenburg, I. & Wulf, J. (2015). Refugee movement in Europe - a teaching concept. Primary School, 10, 42-43.

• Oldenburg, I. & Oetken, M. (2015). Stories of the child prodigy. Biographical picture books about Mozart. A catalogue of criteria for "good" children's non-fiction books for learning from biographies. Primary School, 9, 31-33.

• Oldenburg, I. & Overberg, J. (2015). Steering instead of control: Transformation of school inspection and school supervision in Finland. In search of inspiration. Journal for School Development, 3, 26-31.

• Lüpkes, J. & Oldenburg, I. (2016). Along the shame line with humour? Sex education as social education in grades 1 and 2 Sachunterricht Weltwissen, 1, 6-7.

• Oldenburg, I. & Lüpkes, J. (2016). Sex education and love. A big topic made easy with "Aunt Lisbeth and love". Sachunterricht World Knowledge, 1, 34-41.

• Lüpkes, J. & Oldenburg, I. (2016). More than little flowers, bees and storks: daring first approaches to the content area of sexuality. Primary school science lessons, 2, 25-29.

• Oldenburg, I. (2016). "Immer kratzbürstiger" - on the tension between the state's and parents' educational mandate: de-escalation strategies for teachers. Primary School, 1, 12-14.

• Oldenburg, I. (2016). Collegial advice - 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. Thing Word Number, 158-159, 70-79.

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

• Oldenburg, I. & Wulf, J. (2016). Take measure - but please do it right! 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 stress. Performance difficulties and behavioural problems of primary school pupils are often related to (too) great pressure to perform that comes from the parents. Primary School, 10, 14-16.

• Oldenburg, I. & Lüpkes, J. (2017). Sexual education in the field of tension of multi-perspective subject teaching. In H. Giest, A. Hartinger & S. Tänzer (Eds.), Multi-perspectivity in subject teaching (pp. 74-82). Bad Heilbrunn: Klinkhardt.

• Oldenburg, I. (2017). Offering added value. Encourage instead of praise. Primary school, 2, 18-20.

• Oldenburg, I. & Rodríguez, F. (2017). Lifeworld relevance - learning makes sense! Primary School, 2, 26-29.

• Oldenburg, I. & Seifert, S. (2017). Classroom management. The basis of social learning. Subject teaching world knowledge, 4, 10-13.

• Oldenburg, I. & Lüpkes, J. (2017). Can I praise myself sometimes? 14 questions to think about. Subject teaching world knowledge, 4, 45-46.
• Oldenburg, I. (2018). Max just won't talk. 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 honey bee - how important is it really? A learning workshop. Sachunterricht World Knowledge, 3, pp. 22-31.

• Oldenburg, I., Röbken, H., Schmitt, A. & Wachenfeld, P. (2018). Leadership challenges of provisional primary school headmasters. Journal of Educational Administration, pp. 29-44.

• Röbken, H., Lemkuhl, P., Schütz, M. & Oldenburg, I. ( 2019, in preparation). School Inspection as Routinised Reform (working title).

Editorships of didactic and pedagogical journals:

• Oldenburg, I. & Lüpkes, J. (2015). Controversy about love: Sexual education in primary school. Primary school, 3.

• Oldenburg, I. & Lüpkes, J. (2016). Sex education in the early years classroom. Feelings, relationships, togetherness. World knowledge non-fiction teaching, 1.

• Oldenburg, I. (2016). Support plans in practice: We take measure! Primary school, 9.

• Oldenburg, I. (2017). Countering classroom disruptions effectively. How you can deal with educational problem situations and what support options are available to you. Primary school, 1.

• Oldenburg, I. (2017). Awaken motivation! How to inspire your pupils to learn. Primary school, 2.

• Oldenburg, I. & Lüpkes, J. (2017). My class and me. Social learning in science lessons. Sachunterricht world knowledge, 4.

• Oldenburg, I. (2017). Language-sensitive teaching: Switching from everyday to educational language is a challenge for every child. Primary school, 8.

• Oldenburg, I. (2018). No fear of tablets and co. digital media in primary school. Primary school, 7.

• Oldenburg, I. (2019). Beastly good lessons. Achieving learning goals with dogs and co. Primary school, 1.

• Oldenburg, I. & Millmann, L. (2019), Inclusion can succeed. Primary school, 2.

• Oldenburg, I. (2019). Colourful bag. Recognising learning prerequisites and using them for teaching. Primary school 6.

• Oldenburg, I. & Lüpkes, J. (2019). Intercultural learning. Subject teaching world knowledge, 2.

Co-editorship of textbooks for non-fiction teaching

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: Cooperation partner with the "Haus der kleinen Forscher" foundation (special funding from the Federal Ministry of Education and Research)

The non-profit foundation "Haus der kleinen Forscher" (Little Scientists' House) is involved in a nationwide initiative for the education of children of nursery and primary school age in the fields of science, maths and technology. With its programmes, it supports educational subjects and teachers in accompanying girls and boys on their journey of discovery through everyday life. The foundation's partners are the Helmholtz Association, the Siemens Foundation, the Dietmar Hopp Foundation and the German Telekom Foundation. It is funded by the Federal Ministry of Education and Research.

• From January 2016: Lernwerkstatt Sachunterricht as a cooperation partner of the Oldenburger Forscherbambini e.V. (www.forscherbambini.de) as part of the technology/Lego education boxes for schools and daycare centres.
  
• Development of the Sachunterricht learning workshop according to a new concept
• Primary school and media as main actors in sexual education: An empirical analysis from the perspective of primary school pupils in Lower Saxony (together with Dipl.-Päd. Julia Lüpkes, AG Sachunterricht, CvO University Oldenburg)
• Leadershipless primary schools (together with Prof. Dr H. Röbken, professorship for educational management, CvO University of Oldenburg)

completed:

• "Networking early childhood basic science education in daycare centres and the training of student teachers in non-fiction teaching" (implementation of a regional education network); funded by special funding from the "Haus der kleinen Forscher" foundation (03/2016-12/2017)

• "The non-fiction book in non-fiction teaching" - participation of the 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/ AG Sachunterricht, the Research Centre for Children's and Youth Literature (OlFoKi / Dr M. Oetken and the Institute of Art and Visual Culture / T. Robbers: proposal to the EWE Foundation for partial funding (successful review in 2013)
• Head of the research group "Inclusive Sachunterricht": Research-based learning for the development and empirical testing of teaching-learning strategies for heterogeneous learning groups in inclusive Sachunterricht (so-called FoL project research-oriented teaching at the University of Oldenburg); funded by the BMBF (2012-2014)

Third-party funding and research projects starting before 2013:

• "Dissolution of boundaries of municipal actor constellations? All-day school as an impulse" (co-operation project with the "Education Management" department / Prof. Dr Heinke Röbken of the C. v. O. University of Oldenburg; 2012-2013)
• Quality in subject teaching - a comprehensive analysis of subject teaching in Lower Saxony: "SiNABS" project (co-operation project with Prof. Dr K. Zierer / School Education and Prof. Dr H. Röbken / Education Management; 2011-2013)
• Funding from the research-related part of the programme budget Presidential Board of the 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 Inspection": Positive evaluation 2011.
• Funds from the central research pool of the C.v.O. University of Oldenburg to support the preparation of a proposal to the MWK for the research project "Expertise knowledge in primary school colleges in the construction of performance measurement instruments for subject teaching": Positive review 2004.
• School-specific fears of children and their perception by their class teachers. An empirical study of third and fourth grades at primary schools and fifth and sixth grades in urban and rural regions of Lower Saxony: Replication study 2004. Supported with funding from DIZ Oldenburg