Guill, Karin

Karin Guill

Dr. phil., Dipl.-Psych.
Ed. Research and Ed. Psychology

Contact

phone +49-(0)431-880-4360
address Olshausenstraße 62, D-24118 Kiel
room 1 Wissenschaftspark, Kuhnkestr.2

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

2019 - present Head of the Junior Research Group “The Role of Teacher Characteristics and Additional Teaching Opportunities in Supporting Low-Achieving Students” at the IPN, Kiel
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

IMPULSE - ntervention in Mathematics to Professionally Support Low-Achieving Students
MILES - Methodological Issues in Longitudinal Educational Studies
GeliNU - Conditions for Succesful Tutoring: A Reanalysis of LAU and KESS Data

Selected Publications

Guill, K., Lüdtke, O., & Schwanenberg, J. (2019). A two-level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany: The role of individual learning support in the classroom. British Educational Research Journal. doi: 10.1002/BERJ.3586
Guill, K., Lüdtke, O. & Köller, O. (2019). Assessing the instructional quality of private tutoring and effects on student outcomes: Analyses from the German National Educational Panel Study. British Journal of Educational Psychology. doi: 10.1111/bjep.12281
Guill, K. & Lintorf, K. (2019). Private tutoring when stakes are high: insights from the transition from primary to secondary school in Germany. International Journal of Educational Development 65, 172–182. doi: 10.1016/j.ijedudev.2018.08.001
Guill, K., Lüdtke, O. & Köller, O. (2017). Qualität von Nachhilfeunterricht und ihre Korrelate. Zeitschrift für Pädagogische Psychologie, 31 (1), 87–93. doi: 10.1024/1010-0652/a000188
Guill, K., Lüdtke, O. & Köller, O. (2017). Academic tracking is related to gains in students’ intelligence over four years: Evidence from a propensity score matching study. Learning and Instruction, 47. 43-52. Doi: 10.1016/j.learninstruc.2016.10.001

Publications in the research information system

all publications recorded in PURE

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