Supervision of Master's theses

Would you like to write your Master's thesis with me as your supervisor and reviewer?

Then come to my office hours, (sample) requests for supervision by email will not be answered! You can only get a final confirmation from me if you have a concrete topic and, if possible, an exposé! Of course, we can also discuss a topic together in advance.

I prefer to supervise work in the following subject areas:

• Teacher professionalisation,
• didactic models,
• lesson planning,
• teaching methodology,
• classroom management & dealing with disruption,
• Differentiation in the classroom,
• Learning strategies,
• self-regulated learning and
• feedback.

All theses should contain an empirical component, i.e. for example a questionnaire survey, a (classroom) observation, an experiment or interview study (etc.) should be planned, carried out and analysed in the chosen subject area of the Master's thesis.

Theses within my own current research are also possible!

For information on the formalities involved in writing a Master's thesis, please refer to the guidelines provided on the left.

_{Examples of previous supervised Master's theses:}

• _{Absenteeism during studies}
• _{An investigation into motivation and motivation in art lessons}
• _{How does the self-assessment of students' planning skills change over the course of the general school internship?}
• _{Quality criteria of class tests - a qualitative interview study}
• _{Inclusion - challenges and consequences}
• _{Teacher feedback in self-regulated learning - a qualitative video analysis of feedback conversations at IGS Flötenteich}
• _{The role of feedback in self-regulated learning - An empirical questionnaire study on the effectiveness of feedback questionnaires at IGS Flötenteich}
• _{Counselling and feedback at school - An interview study on individual learning guidance at IGS Flötenteich}
• _{Lesson planning by students during the ASP module}
• _{Extracurricular use of English-language media and its relationship to academic performance in the subject of English}
• _{Who knows didactic models? Knowledge of lesson planning during the training programme}
• _{Anxiety about the future - an empirical study in secondary level I}
• _{Gender differences in ability self-concept? A questionnaire study on the ability self-concept of pupils}
• _{A qualitative study on the planning behaviour of teachers}
• _{A quantitative questionnaire study on planning models in general didactics - a comparison of the results of students, trainee teachers and teachers}
• _{Didactic models - How do teachers plan their lessons?}
• _{Quantitative questionnaire study on planning models in general didactics}
• _{The blank page - the possibility of developing creativity under the influence of inhibiting factors}
• _{Self-regulated learning in third graders}
• _{Learning strategies in Realschule and Gymnasium - An empirical study}
• _{On competences and strategies in reading - An empirical study in primary school}
• _{Children's learning strategies for independent work using the example of homework}
• _{Do children use metacognitive learning strategies? - A qualitative interview study at the end of primary school}
• _{Open lessons at the Laborschule Bielefeld - possibilities and limitations}
• _{Learning strategies in English lessons - A quantitative study with children in year 6}
• _{Which learning strategies do children use when working on maths problems?}
• _{Learning strategies in grammar school history lessons - A quantitative study on the use of learning strategies in year 8 pupils}
• _{Self-regulated learning of fourth graders - A quantitative study on gender differences}
• _{Learning strategies in lower secondary school - An empirical study with a questionnaire}
• _{Aptitude, motivation and learning strategies - A study on the correlation between pupils' self-assessment of their foreign language skills and their use of learning strategies in English lessons}
• _{Theatre for all? An evaluation of the Enter programme at the Oldenburg State Theatre}
• _{Self-directed learning in lower secondary school}
• _{Possibilities of violence prevention in primary and lower secondary schools - a comparative study}
• _{Institutional discrimination against children with a migration background in the German school system}
• _{Learning to understand school structures through comparison - A critical examination of aspects of the Australian school system}
• _{Learning development reports and grade reports in comparison}
• _{Addiction prevention at school - Investigation of pupils' knowledge about drugs in the course of an addiction prevention programme for lower secondary level}