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Guill, Karin

Karin Guill

Dr. phil., Dipl.-Psych.

Contact

dpt. Educational Research
phone +49-(0)431-880-4360
address Olshausenstraße 62, D-24118 Kiel
room 129, Neufeldtstraße

Education

2010 Doctorate in Educational Research, TU Dortmund University
2010 Master of Arts in Theology, University of Cologne
2007 Diplom (Ger.) in Psychology, University of Cologne
2002 - 2010 Studies in Psychology, Catholic Theology und Philosophy at Freie Universität Berlin, University of Bonn and University of Cologne

Professional Activity

since 2012 Research scientist, IPN – Leibniz Institute for Science and Mathematics Education
2007 - 2012 Research scientist (and doctoral candidate until 2010), Institute for School Development Research, TU Dortmund University

Research Interests

Predictors and effects of attending private tutoring (shadow education)
Transition points in the educational systems
Effects of tracking and student composition

Current Projects

MILES - Methodological Issues in Longitudinal Educational Studies
Conditions for Succesful Tutoring: A Reanalysis of LAU and KESS Data

Selected Publications

Guill, K., Lüdtke, O. & Köller, O. (in print). Qualität von Nachhilfeunterricht und ihre Korrelate. Zeitschrift für Pädagogische Psychologie.
Guill, K. & Bos, W.. (2014). Effectiveness of private tutoring in mathematics with regard to subjective and objective indicators of academic achievement. Evidence from a German secondary school sample. Journal for Educational Research Online, 6 (1), 34-67.
Guill, K. & Spinath, B. (2014). Special Issue Editorial. Effects of private tutoring. Journal for Educational Research Online, 6 (1), 7-11.
Guill, K. & Gröhlich, C. (2013). Individuelle Lernentwicklung im gegliederten Schulsystem der Bundesrepublik Deutschland [Individual learning development in Germany’s tracked school system]. In: K. Schwippert, M. Bonsen & N. Berkemeyer (Hrsg.), Schul- und Bildungsforschung. Diskussionen, Befunde und Perspektiven (S. 51-69). Münster: Waxmann.
Guill, K. & Bonsen, M. (2011). Prädiktoren der Inanspruchnahme von Nachhilfeunterricht am Beginn der Sekundarstufe I[Predictors of private tutoring at the beginning of secondary schooling]. Empirische Pädagogik, 25 (3), 307-330.

Publications in the research information system

all publications recorded in PURE

Download list of publications

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