Karin Guill
Dr. phil., Dipl.-Psych.
Ed. Research and Ed. Psychology
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
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Predictors and effects of attending private tutoring (shadow education) |
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Transition points in the educational systems |
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Effects of tracking and student composition |
Current Projects
Selected Publications
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Guill, K., Ömeroğulları, M., & Köller, O. (2021). Intensity and content of private tutoring lessons during German secondary schooling: effects on students’ grades and test achievement. European Journal of Psychology of Education, 36. doi: 10.1007/s10212-021-00581-x |
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Guill, K. (2020). Editorial. Qualität der Hausaufgabenhilfe in Elternhaus, Schule und Nachhilfeunterricht. Psychologie in Erziehung und Unterricht, 67(4), 241–242, doi: 10.2378/peu2020.art20d |
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Guill, K., Lüdtke, O., & Schwanenberg, J. (2020). 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, 46(2), 437–457. doi: 10.1002/BERJ.3586 |
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Guill, K., Lüdtke, O., & Köller, O. (2020). 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, 90(2), 282-300. doi: 10.1111/bjep.12281 |
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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 |
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Publications in the research information system
Download list of publications
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