Personal
Born:	1963, Kellinghusen, Germany
Citizenship:	German
Education
2001:	Habilitation in Psychology (University of Potsdam)
1997:	Dissertation (Ph.D.) in Psychology (University of Kiel)
1991:	Diploma (M.A.) in Psychology (University of Kiel)
Academic Positions
2009 - :	Director at the Leibniz Institute for Science Education (IPN) and Full Professor of Educational Research at the University of Kiel
2004 - 2009:	Founding Director of the Institute for Educational Progress and Full Professor of Educational Research at Humboldt University, Berlin
2002 - 2004:	Full Professor of Educational Psychology at the University of Erlangen-Nuremberg
2001 - 2002:	Senior researcher at the Max Planck Institute for Human Development, Berlin
1996 - 2001:	Scientific researcher at the Max Planck Institute for Human Development, Berlin
1991 - 1996:	Ph.D. student at the Leibniz Institute for Science Education (IPN)

  Full list of publications (pdf file)

Becker, M., Lüdtke, O., Trautwein, U., Köller, O. & Baumert, J. (2012). The differential effects of school tracking on psychometric intelligence: Do academic-track schools make students smarter? Journal of Educational Psychology, 104, 682-699.

Köller, O. & Parchmann, I. (2012). Competencies: The German notion of learning outcomes. In S. Bernholt, K. Neumann, & P. Nentwig (Eds.), Making it tangible - Learning outcomes in science education (pp. 165-185). Münster: Waxmann.

Kolovou, A., van den Heuvel-Panhuizen, M. & Köller, O. (in press). An intervention including an online game to raise sixth graders' performance in early algebra. Journal for Research in Mathematics Education.

Kröner, S., Vock, M., Robitzsch, A. & Köller, O. (2012). Highbrow Cultural Activities, Social Background and Openness in Lower-Secondary Level Students. Journal for Educational Research Online (JERO), 4, 165-190.

Leucht, M., Preiß-Buchheit, J., Pant, H. A. & Köller, O. (in press). Sometimes less is more: Educational effectiveness of English as a foreign language instruction in German classrooms. School Effectiveness and School Improvement.

Marsh, H. W., Lüdtke, O., Nagengast, B., Trautwein, U. Morin, A. J. S. & Köller, O. (2012). Classroom climate and contextual effects: Conceptual and methodological issues in the evaluation of group-level effects. Educational Psychologist, 47, 106-124.

Möller, J., Retelsdorf, J., Köller, O. & Marsh, H. W. (2011). The reciprocal I/E model: An integration of models of relations between academic achievement and self-concept. American Educational Research Journal, 48, 1315 - 1346.

Retelsdorf, J., Becker, M., Köller, O. & Möller, J. (2012). Reading development in a tracked school system: A longitudinal study over 3 years using propensity score matching. British Journal of Educational Psychology, 82, 647-671.

Retelsdorf, J., Köller, O. & Möller, J. (2011). On the effects of motivation on reading performance growth in secondary school. Learning and Instruction, 21, 550 - 559.

Saß, S., Wittwer, J., Senkbeil, M. & Köller, O. (2012): Pictures in test items: Effects on test difficulty and response time. Applied Cognitive Psychology, 26, 70 - 81.

Tiffin-Richards, S. P., Pant, H. A., & Köller, O. (in press): Setting standards for English foreign language assessment: Methodology, validation and a degree of arbitrariness. Educational Measurement: Issues and Practice.

Vock, M., Köller, O. & Nagy, G. (in press). Vocational interests of intellectually gifted and highly achieving young adults. British Journal of Educational Psychology.

Zimmermann, F., Schütte, K., Takinen, P. & Köller, O. (in press). Worse grades for misbehavior? Differential reciprocal effects of externalizing problem behavior and measures of achievement. Journal of Educational Psychology.