Annual Report 2012 - Université du Luxembourg - University of ...

FACULTY OF LANGUAGE AND LITERATURE, HUMANITIES, ARTS AND EDUCATIONLCMILanguages, Culture,Media and IdentitiesAnnual Report 2012

ContentsIntroduction 04The LCMI Research Unit 05No one-way street, please! 06Rankings conceal more than they reveal 08Research Fields 10Multilingualism in Education and Society 10Tracing Learning Processes 16History and Theory of Education and Curriculum 17Professionalization of actors in educational fields 22Research on Dynamics in Interaction, Communication and Activity (DICA) 26People and Awards 28Projects 30Publications 323

IntroductionPublic awards, granted research proposalsand publication lists are thecore indicators of academic successor failure. LCMI, the Research UnitLanguage, Culture, Media, and Identities,has been successful in all ofthese indicators: The number of scientificpublications has increasedfrom 115 (in 2011) to 146 (in 2012).Three research projects have beenaccepted, where the raised money amountsto nearly 2.5 million euros: an INTER ProjectEducating future citizens: Curriculum andthe formation of the nation-state of multilingualsocieties in Luxembourg and Switzerlandfunded by the FNR and the SNF (PI:Prof. Dr. Daniel Tröhler), an FNR funded projectFabricating Modern Societies: Industriesof Reform as Educational Responsesto Societal Challenges (ca. 1880-1930) (PI:Assoc.- Prof. Dr. Karin Priem), and an SNFfunded project The Lower Schools in Switzerlandat the End of the Ancien Regime)(UL Partner: Prof. Dr. Daniel Tröhler).Two proposals for supporting early careerscholars have been successful: an AFRPost-Doc grant was awarded for Dr. JintingWu (China) for the project Making Chineseimmigrants in Europe: Politics of Schoolingand Transnational Mobility in Luxembourgand the Netherlands and an AFR PhD grantwas awarded to Annie Flore Made Mbe(Cameroon) for the project Etude sociolinguistiquesur les pratiques linguistiquesau sein de familles multilingues vivant auGrand-Duché de Luxembourg.Five members of LCMI have been involvedin four prestigious awards. Sarah VascoCorreia received the award of the bestmaster thesis by the Robert KriepsFoundation Luxembourg, and Dr. InekePit-ten Cate and Dipl.-Psych. ThomasHörstermann received the 2nd bestpaper prize awarded by the EERA (EuropeanEducation Research Association) atthe European Conference on EducationalResearch. Prof. Dr. Daniel Tröhler receivedthe Outstanding Book Award by the AERA(American Educational Research Association)for his monograph Languages ofEducation. Protestant Legacies, NationalIdentities, and Global Aspirations (2011),and Prof. Dr. Justin J. W. Powell receivedthe same award as co-author of the bookComparing Special Education. Origins toContemporary Paradoxes (2011).Quantifiable data such as the ones mentionedabove are one way to identify indicatorsof success, the (difficult to measure)culture of cooperation in administrationand research another. Based on the establishedorganizational structures with Rulesand Regulations, regular meetings of thegoverning body and the immense work inthe four individual research fields, LCMI isdeveloping a stimulating academic culturein which the members exchange researchquestions and results with students, PhDcandidates, and visiting scholars from allover the world. Our thanks and appreciationis owed to our excellent administrativesupport members, Marianne Graffé, AndreaHake and the research facilitators LiljaKristjansdottir, Sofia Pacheco & SolangeWirtz!In the end, success depends on every individualmember of the research unit, andwe very warmly welcome Francine Uwera,Giulia Torresin, Kasper Juffermans, RichardMoreau, Frank Ragutt, Erica Uusitalo,Solange Wirtz, Jinting Wu, and ProfessorJustin J. W. Powell – the two latter beingintroduced in greater detail in this AnnualReport – to the LCMI research unit! Weare really happy and grateful to have suchexcellent colleagues strengthening ouracademic profile, culture and outcomes.Daniel TröhlerJean-Jacques WeberHeads of the Research Unit4

The Language, Culture, Media and Identities(LCMI) research unitThe LCMI research unit’s primary focusis on the scientific analysis of processeson myriad levels, such as educational systems,schools, curriculum, instruction,and individuals. The goal is to deepen thegeneral understanding of how educationand educational systems develop, findwise ways to continue to develop them,identify the different factors that influencethem – on local, national, and globallevels – and figure out ways to analyseand optimize learning processes, specificallyin multilingual settings.LCMI research is organized into four separatefields:• History and Theory of Education andCurriculum – focuses on the comparativeanalysis of the developmentalhistory of educational concepts, practices,and systems;• Multilingualism in Education andSo ciety – examines the challengesand opportunities of multilingualismas they relate to educational systems,teachers, and learners;• Professionalization of actors in educationalfields – analyses decision-makingprocesses in careers in educationand develops tools to professionalizethese processes;• Tracing learning processes – analysesthe diverse ways in which learners andteachers interact and how such communicationinforms the character ofthe learning process.LCMI’s strong interdisciplinary approachdraws on diverse theories and methodologiesfrom the fields of socio logy, educationalsciences, history, linguistics, psychology,and political science. LCMI is partof a global network of leading pedagogicaland education research centers. Thestudies conducted by LCMI scholars contributeto the better understanding, morethoughtful reform, and innovate developmentof educational systems, especially inmultilingual & multicultural societies.5

No one-waystreet, please!Education in a multicultural society is becoming more of a reality - one that bringswith it many awesome opportunities but certain challenges as well. LCMI researcherJinting Wu is interested in studying the experience of Chinese immigrants in Luxembourgand the Netherlands. How do Chinese children here experience school,in what ways are they forced to adapt, what are some of the difficulties, how dothey contribute to the classroom and the school? These are only a few of the manyquestions that have piqued the interest of educational anthropologist Jinting Wu.Dr. Wu has seen quite a lot of the world.Since the Fall of 2012, she works as a postdocat the University of Luxembourg’s LCMIresearch unit. Prior to this, she earned herPh.D. degree at the University of Wisconsin,Madison, her Master’s in Boston, Massachusetts,majority dominates while the minority isrequired to assimilate,” explains Wu. Theresult: much of the knowledge is lost, a trueexchange and associated victory for everyoneare relegated to the position of wishfulthinking - even in the educational system.and her Bachelor’s in Shanghai,China. Jinting Wu’s academic career hasbeen dedicated to an important topic -one that is rapidly gathering momentum:education in a multicultural world that ischaracterized by rapid social changes andThe latter provides the researcher with herfocus: “The goal of my latest project is toexamine how children of Chinese immigrantsmaster their education in the Luxembourgianand Dutch school systems.”mobility. As part ofThere are severalher dissertation, JintingWu studied the„The word multiculturalismis ambiguousreasons for this. “Forone, the number ofschool system in aChinese immigrantsand often has a negativerural part of China,to Luxembourg andwhich is becoming underpinning.“ the Netherlands ismore and more dominatedLCMI researcher Jinting Wu growing steadily;by tourism andthey are becominglabor migration. Now, in Luxembourg, sheis taking the topic to the next, global level:What is the Chinese immigrants’ experienceof the Western European educationalsystem in a multicultural setting, specificallyin Luxembourg and the Netherlands?an increasingly more important immigrantgroup. For another, they are getting a lot ofpublic attention because of their positiveattitude towards education.” In this context,it becomes important to look at howChinese children and youths adjust to thelocal school system, adapt to it, enrich it -“The word multiculturalism is ambiguousand often has a negative underpinning,”and at the ways in which both sides couldpotentially benefit from each other.explains Dr. Wu. On the one hand, there isthe hope, especially in Western cultures,that immigration will introduce not only anew workforce but also cultural impulsesthat will help make the country more colorfuland dynamic. “But often enough, theterm also makes clear that there does exista cultural hierarchy in which the culturalAn anthropologist by trade, Jinting Wu’spreferred method of study is called participantobservation. “I basically follow familiesand their school age children aroundin their daily lives. My goal is to observeand document their experience in and outof the school - but also, what the school’sexperience is of the children and theirfamilies.” For this to work, the contact withthe schools and the families had to firstbe established. Here, the LCMI setting iscoming in handy because the research unitalready had a number of successful collaborationswith the local schools.However, Jinting Wu is also hoping to useanother venue, one the Chinese have introducedto Europe: ancillary schools thatmeet on the weekends. According to JintingWu, these types of schools were first setup decades ago, when Chinese immigrants6

What is the Chinese immigrants’ experienceof the Western European educational systemin a multicultural setting, specifically in Luxembourgand the Netherlands?LCMI researcher Jinting Wuwere still mostly employed in restaurants.“It was really important to the parentsthat their kids should have an exceptionaleducation and career opportunities theythemselves never had. Which is why theygot together and paid Chinese teachers toinstruct their kids on the weekends.” Lateron, successful business people and eventhe Chinese government became importantsources of funding for these schools.In addition, the schools have another,identity-forming function - as a meetingplace where people get together, exchangeideas, and cultivate common traditions. It isthrough these ancillary schools that JintingWu is hoping to get in contact with familieswho would be willing to welcome her intotheir school and family life.Jinting Wu is keen on finding out what thelife of Chinese kids, their families, theirteachers and classmates looks like, theways in which they influence each other, andwhat the differences are between Luxembourgand the Netherlands. “My field workwill take time, because I have to observepeople in their lives and then document itafterwards for purposes of analysis.” But Wuis certain that she will get good returns onher investment. “It is my sincere hope that Iwill be making some contribution to raisingawareness about multiculturalism as a formof partnership, in which everyone knows fullwell that they can benefit from one another.As opposed to a one-way street, in which, inorder to belong, one group is forced to giveup its identity.”7

Rankings conceal morethan they revealThe notion that education is essential for the future of society is widespread. Yet what conclusions can be drawn from thisprinciple remains a topic of debate among policymakers and scholars, parents and teachers alike. Justin Powell conductscomparative research on educational systems to enliven such discussions with lessons from other countries – and toenable innovative decision-making.8

„Access to education is crucial in decidingeach person’s chances in life as well as thefuture directions of society.“LCMI Professor Justin PowellJustin Powell is convinced. “I firmly believethat education is the most importanttopic of our time,” says the LCMI professorof sociology of education at theUniversity of Luxembourg. “Access toeducation is crucial in deciding each person’schances in life as well as the futuredirections of society.” On the one hand,this conviction makes Powell part of theEuropean, even the global, consensusthat education is important. On the otherhand, he argues that “even when education’sunique importance is recognized,all too often false conclusions are drawn,with inequalities maintained or exacerbated,”says Powell. “Educational systemsare resilient and complex, with uncoordinatedreforms bringing about unintendedconsequences. Without evidence anddefinite guidelines, funding is frequentlydistributed indiscriminately rather thanstrategically.”That’s a rather harsh verdict, Mr. Powell!How do you suggest we go about changingthis sorry state of affairs? “Educationalsystems are often reduced to limitedoutcome measures, with benchmarks andrankings increasingly used to pit differentsystems against each other. Yet, thisapproach is superficial, as it ignores theapproaches, methods, and processes thatshaped each educational system in thefirst place. If we wish to truly learn fromone another, we have to analyze the ideas,values, and interests behind these longitudinalprocesses and compare them.Then, understanding fundamental similaritiesand differences, we can aspire toimprove schooling.”In September 2012, Powell, an Americanwho spent much of his scientificcareer in Berlin and Göttingen, arrived inLuxembourg. For him, the University ofLuxembourg is an excellent setting forresearch and teaching: “The University’srecent founding, its embeddedness inworldwide scientific developments, andits multicultural environment all providelearning opportunities – and objectsto study. Luxembourg provides an idealcase study to examine the ways in whichnational, European, and global ideas converge.in 169 countries emphasizes the globalsignificance of reforms to make schoolingmore inclusive.At a cultural and linguistic cross-roads, Luxembourg offers chances toexa mine contemporary issues of growthand sustainability.” His goal is to unite differentpoints of view by building a multidisciplinaryteam within LCMI. “If we areto glean beneficial insights from comparingeducational systems and policies andtheir consequences over time, we have todo the hard work of bringing the perspectivesof education, sociology, history, andpolitical science together.”While the political levels analyzed aredistinctly different, from region to stateto country to a confederation of stateslike the European Union, the fundamentalissues of continuity and change aresimilar. Yet often the higher the level, themore complex the reforms become. Oneexample he likes to cite is the Europeanizationof higher education and vocationaltraining, evidenced by the Bologna andCopenhagen processes. “There clearlyhas been very real commitment to collaboratingObviously, Powell, a comparativist bytraining, is well aware that the foundingof the University of Luxembourg wasexceptional. “Luxembourgat the European level and tobring diverse regions into agreement toenhance mobility and equity. Yet in whichideas, standards andseems to haveregulations these pro-„Educational systemsadvantageously usedcesses consist andits small size to make are resistant to their impact on educationalfundamental decisionsabout educational policyreform since so manydifferent groups are systems hadbeen rarely systemati-strategically, withcally captured.” At theaffected by them.“clear-cut emphasesWissen schaftszentrumin terms of content.”LCMI Professor Justin Powell Berlin für Sozialforschung,In larger, especiallyPowell andfederalist countries, such decision-makingand coordination can be far morechallenging. “This makes the analysis ofinstitutional design and reform acrosscountries all the more relevant,” he says.his research group did just that: examinecontents and outcomes of political processesof supra national coordination tounder stand the emergent European modelof skill formation.“Insights from comparative and historicalresearch enable us to avoid repeating pastmistakes – and may inspire reforms basedon the successes of other countries.”“Educational systems are resistant toreform since so many different groupsare affected by them,” says Justin Powell.This, then, makes it all the more importantPowell doesn’t perform process analysessimply to study how universities develop.He is just as interested in special andinclusive education programs. The goal allover Europe, indeed worldwide, is to moveaway from segregated schools and separateclassrooms to embrace a more inclusiveapproach that focuses on recognizingdiversity and optimally supporting individuallearners attain their goals. The ratificationto carefully study the facts, to comparedifferent systems without losing sightof their respective origins and characteristics.“Only when students, parents,teachers, researchers, and policy makerscomprehend the contexts of educationalsystems and the conditions of theirdevelopment will we together achieve thechanges necessary to make educationaccessible, fair, and outstanding.”of the United Nations Conventionon the Rights of People with Disabilities9

Multilingualism in Education and SocietyMichael Byram (University of Durham). Language education policies and identity formation in the European context. CampusWalferdange, 22 March 2012.Heike Niesen (University of Luxembourg). The assessment of students’ competencies in the foreign language classroom. Leslundis du plurilinguisme. Campus Walferdange, 16 April 2012.Georges Lüdi (Universität Basel). „Was ist Mehrsprachigkeit?“ Einige Konsequenzen konkurrierender Vorstellungen von Laienund Sprachwissenschaftlern. Les lundis du plurilinguisme. Campus Walferdange, 14 May 2012.Barbara Schmenk (University of Waterloo, Canada). Barbie and Ken on the Road to Multilingualism. Campus Walferdange,6 December 2012.15

Research Field:Tracing LearningProcessesWie Menschen miteinander lernenFür die Wissenschaftler des Research Field „Tracing LearningProcesses“ steht ein kommunikativer Lernbegriff im Fokusder wissenschaftlichen Arbeit: Die Forscher analysieren denProzess, wie Menschen miteinander, voneinander und mit Hilfe vonGegenständen lernen. Anhand von Videoanalysen untersuchen siedas komplexe Zusammenspiel von Sprache, Mimik und Bewegunglernender Menschen, um die Bedeutung dieser Interaktionen fürdas Lernen besser zu verstehen.On-going research projectsCoLeaP - Collaborative Learning among Peers (2011-2014)This qualitative research project is developing a methodological design and a theoretical framework in order to grasp collaborativelearning processes among peers at a micro level. In 2012 we organised our data, conducted fine-grained analyses and presented ourfirst results at international conferences. In time to come we shall continue our analyses and we expect to gain new knowledge aboutcollaborative learning processes among young children.Outcomes: Paper presentation at the 6th International Conference on Multimodality, London; paper presentation at the 21.Jahrestagung der Kommission Grundschulforschung und Pädagogik der Primarstufe der DGfE ‘Individuelle Förderung und Lernen in derGemeinschaft’, Nürnberg; paper publication in the conference proceedings of the 14e Colloque AIFREF (Association Internationale deFormation et de Recherche en Education Familiale), Luxembourg.Conferences / Workshops / SymposiumsVideoanalyse (with Prof. Dr. Hubert Knoblauch, TU Berlin) – Campus Walferdange, Luxembourg, 3 - 4 May 2012 - UL organiser: CoLeaP16

Research Field:History and Theoryof Education and CurriculumThe research field “History and Theory of Education andCurriculum” analyses the development of the educationalsystems in modern and late modern times. It focuses in particularon the organization and the content of the citizens’ training,the question of fairness and inequality in education, as well asthe effects of migration and globalization. The subject matterof educational systems is processed by the research field at alllevels – from pre-school to schooling, from on-the-job-trainingto university. Within the agenda of the research field, its teammembers work together co-operatively and interdisciplinary bycombining internationally acknowledged research approaches fromthe fields of history, sociology, and pedagogy. The close involvementof the research field in the international research community hastherefore a particular advantage.Combining historical and social approaches results not only in newmodels for researching the development of schooling systems butalso in considerable advantages in terms of analyses of currentproblem areas in the education sector. Thus, for instance, theresearch field’s scientists are involved in the evaluation of today’sschool reforms, as made concrete in 2012 with the evaluation of theprimary school reform in Luxembourg (introduced in 2009).The research fields’ expertise relates to one challenge in particular,namely: the reproduction of social disparities, which is often relatedto the question of migration. Facing continuous challenges in thisarea as an industrial site since the mid-19th century, Luxembourgis of special interest here as a case study enabling the improvementof new interdisciplinary models.The research field’s activity not only shows from high-rankedarticles in leading scientific journals. Its scientists have alsoreceived generous funding for their research projects, and moreoverobtained distinguished prizes – in 2012, for instance, OutstandingBook Awards by the American Educational Research Association.17

History and Theory of Education and CurriculumFinalized research projectsBILREF - Bilan de la réforme de l’école fondamentale (2012-2013)Principal Investigator: Daniel Tröhler - Team: Peter Voss, Andreas Hadjar, Thomas Lenz, Ragnhild Barbu - Funding: Ministry ofEducation, LuxembourgOne of the most important school reform initiatives of the last decades in the Grand Duchy of Luxembourg was the reform of theprimary school in 2009 and the establishment of a „école fondamentale“. An evaluation of the reformed primary education after threeyears was coupled with the new law. To complement the internal evaluation of the reform and to ensure the independence of theexternal evaluation, the „Ministère de l’éducation nationale et de la formation professionnelle“ in spring 2012 asked an LCMI researchteam to draw up a critical report on the status of the reform and to identify successes and problems with the implementation of thenew law. To this end, comprehensive quantitative and qualitative surveys regarding the opinions of primary school teachers, schoolcommittees, presidents of school committees, school inspectors, advisory teachers (instituteurs-ressources) and parents about thereform were realized.Outcomes: The „Rapport d’expertise sur le bilan de la réforme de l’école fondamentale“ was presented to the public at a pressconference on 24 January, 2013.INVEST - Internationalization of Vocational and Higher Education Systems in Transition: Comparing National Dynamicsof Institutional Change (2009-2012).Principal Investigators: Justin Powell, Heike Solga - Team: Nadine Bernhard, Lukas Graf, Claudia Finger, Anne Piezunka, KerstinAlbrecht - In collaboration with: Social Science Research Center Berlin (WZB) - Funding: DFG (Deutsche Forschungsgemeinschaft)Cross-nationally comparative, the INVEST-project investigated institutional change at the nexus of higher education and vocationaltraining in Europe, especially Germany. Linking within-case historical process tracing and cross-national comparisons of educationalsystems, we distinguished between regulative (policies), normative (standards), and cultural-cognitive (ideas) dimensions of skillformation institutions. We examined persistence and change as these systems reacted to international pressures, in particular due tothe Bologna and Copenhagen processes.Outcomes: While the institutional divide between vocational education and training and higher education in Austria, Germany, andSwitzerland remains broadly stable, new types of hybrid organizational forms have emerged, spanning the boundary between thesetwo organizational fields. In France, the degree of permeability is still limited due to normative and cultural barriers. In many signatorycountries to the Bologna and Copenhagen processes, Europeanization has reconfigured the relationship between VET and HE. Reformsand supranational coordination processes facilitate the diffusion of this model worldwide. Content analyses show that this emergentEuropean model in skill formation consists of a bricolage of institutional elements from countries long influential in education: Germany,France, Great Britain and USA. Instead of Americanization, we found strengthened Europeanization.On-going research projectsCritical edition of the complete works and correspondence of Pestalozzi / Letters sent to Pestalozzi (2004-2014)Pestalozzi belongs to the most cited persons in the field of education. Both, his works and his letters have been published in anexemplary edition starting in 1927. To date, 43 volumes in these two series and an index volume have been published. However, theletters sent to Pestalozzi have not been published yet, and the project focuses mainly on this third (and last) series: the completeletters written to Pestalozzi. So far, almost 3000 letters written to Pestalozzi have been examined and readied for the volumes as wellas critically annotated following our own editing concept.Outcomes: The fourth volume, including the letters sent in the years from 1814 to the middle of 1817, has been finalized and waspublished in May 2012. Volume five, including letters sent between July 1817 and 1821, has been edited and will be published in May 2013.18

History and Theory of Education and CurriculumCritical Edition of the Correspondence of Wilhelm Flitner / Vol. 3 (1926-1933) and 4 (1934-1949): Letters from andsent to Wilhelm Flitner (2009-2019)As unique historical sources documenting a whole correspondence network with manifold exchanges on political and educational issuesthe letters from and sent to Flitner mirror the intellectual history of Germany and parts of Europe. The third and the fourth volume giveparticular inside to how intellectuals positioned and repositioned themselves in the ideological struggles of the Nazi Regime and howeducation was established as an academic discipline by editing a journal (“Die Erziehung”).Outcomes: All letters to and from Flitner are put in alphabetical order and within each correspondence in chronological order. Inaddition, all letters written by Flitner, which survived in private and public collections, have been obtained as photocopies. In addition tothe correspondences, Flitners diaries and other documents have been made available by the family to help with annotating the lettersselected for publication.Higher Education Development and Science Productivity in Knowledge Societies: Comparing Germany, the UnitedStates, Japan, China, Taiwan and Qatar (2012-2014)Higher education expansion affects not only occupations and labor markets, but also the capacity for science in competing “knowledgesocieties”. Utilizing data from Thomson Reuters’ Web of Science (1900–2011), this project comparatively examines investments inhigher education, capacity-building, and scientific productivity. Examining journal publications, we analyze how universities, investmentsin higher education and science, international collaborations, and scientific networks have changed since 1900, creating the conditionsfor the “knowledge society”. How has the rise of higher education affected key science countries that represent different models:Germany, USA, Japan, China, Taiwan, and Qatar?The Lower Schools in Switzerland at the End of the Ancien Regime. An Analysis of the Stapfer School Inquiry 1799(2009-2015)The research project is concerned with the so-called “Stapfer-Enquête” of 1799. This survey provided a snapshot of all existing lowerschools in Switzerland by means of a standardized questionnaire with around 60 different questions. There is data available fromapproximately 2500 schools. In the project they are transcribed and made online available for further research.Outcomes: In 2012 the first part of the project has been finalized, and the data of two Swiss cantons are accessible online, providingmyriads of data about schooling around 1800. On occasion of an international conference in September 2012 the results were presentedto a broad public at the University of Berne, and shortly later the first PhD in the context of the project has been successfully defended(“outstanding”) by the candidate Ingrid Brühwiler at the University of Luxembourg.REFRAIN - The Renewal of the Family: Formative Representations in Portraits and Genre Paintings from the 16th tothe 19th Century (2011-2014)REFRAIN analyses the historical importance of visual media and explores images as conveyers of social and cultural patterns. Theresearch project is concentrated on the illustration of families in portraits and genre paintings, which are analysed in order to identifystructures in depiction as well as in perception. All in all two central aspects will be focused: the process of standardization of the familyvisualized in the paintings, and the paintings themselves as a mean of standardization.Outcomes: The main outcome of 2012 is the creation and the compilation of an image database as the basic tool for further research.In order to design a database suitable for the projects specific needs, descriptive keywords were defined and all collected paintingswere labeled. A presentation of the image database of REFRAIN and related research questions has been presented at the conference„Fotografie und Film im Archiv. Sammeln – Bewahren – Erforschen“ in Berlin and will be published.19

History and Theory of Education and CurriculumSIHICS - Schooling as institutional heritage in cultural settings: Luxembourg’s school history (2010-2013)The general research task of this project is to reconstruct the cultural idiosyncrasy of one particular school system – here theLuxembourgish – based on its own historical institutionalization. To achieve this reconstruction three aims have to be met: First of all, theinstitutional heritage of the Luxembourgish school system has to be detected. We will achieve this using a combination of historical andsociological approaches to education. The second aim is the identification of the cultural idiosyncrasy of this heritage, which can be done byinternational comparison with neighbouring countries. The third aim is to critically discuss the validity of the theoretical discussion on globaldevelopments in education on the basis of the concrete example of Luxembourg. The results will show how the aspirations of a globalizedculture transported via international organizations and their tools (PISA, for instance) affect the local culture in terms of structuring theschool system, and how these cultural adaptations, negotiations and transformations affect the inner activities of schooling.Outcomes: 1 workshop, several publications (3 book chapters, 1 journal article, 1 public outreach)Accepted research projects to start in 2013:FAMOSO - Fabricating Modern Societies: Industries of Reform as Educational Responses to Societal Challenges (ca. 1880-1930) -Principal Investigator: Assoc.- Prof. Dr. Karin Priem - Funding: Fonds National de recherche (FNR)EFC-LS - Educating the future citizens: Curriculum and the formation of multilingual societies in Luxembourg and Switzerland -Principal Investigator: Prof. Dr. Daniel Tröhler - Funding: Fonds National de recherche (FNR) / Swiss National Science Foundation (SNF)Defended PhD ThesisIngrid Brühwiler: Die Finanzierung des niederen Schulwesens in der frühen Neuzeit. - Supervision: Prof. Dr. Daniel TröhlerOn-going PhD thesesSusanne Backes: Educational inequalities in the Luxembourgish educational system from a comparative perspective. -Supervision: Assoc.- Prof. Dr. Andreas HadjarRegula Bürgi: The emergence of an international education bureaucracy after 1960. - Supervision: Prof. Dr. Daniel TröhlerNadine Geisler: The Luxembourgian pedagogical idiosyncrasy seen through the teaching of the recent past. - Supervision:Prof. Dr. Daniel TröhlerCatherina Schreiber: Die Konstruktion des Staatsbürgers im Luxemburger Curriculum im 19. und 20. Jahrhundert. - Supervision:Prof. Dr. Daniel TröhlerWataru Uehara: Morality and education. - Supervision: Assoc.- Prof. Dr. Andreas Hadjar20

History and Theory of Education and CurriculumConferences / Workshops / SymposiumsKarin Priem (University of Luxembourg) and Christine Mayer (Universität Hamburg): Zirkulationen pädagogischen Wissens. Symposium(SY 21), 23. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft, Osnabrück, March 2012.Karin Priem (University of Luxembourg) and Lynn Fendler (Michigan State University): Symposium 42.033. Haptic History: InternationalStudies of Touchable Things (and Other Lacunae) in Educational History, American Educational Research Association (AERA),Vancouver, April 2012.Geert Thyssen (University of Luxembourg) and Karin Priem (University of Luxembourg): Symposium: Texts, Images, Materials and Spaces:Local, National and International Sites of Display. International Standing Conference for The History of Education (ISCHE), Geneva, June 2012.Kerstin te Heesen (University of Luxembourg): Pädagogische Reflexionen in Malerei und Fotografie, Arbeitsgruppe, 23. Kongress derDeutschen Gesellschaft für Erziehungswissenschaft, Osnabrück, March 2012.SIHICS: Bildung und Religion. Invited experts: Dr. Rebekka Horlacher (Zürich), Dr. Jean-Luc Le Cam (Brest/Quimper), Prof. Dr. FritzOsterwalder (Bern), Prof. Dr. Markus Wriedt (Frankfurt am Main/Milwaukee), 23 November 2012Symposium: The erection of school systems in the 19th century: A national or international affair? International StandingConference for the History of Education (ISCHE), Geneva 27-30 June 2012 – Organizer: Daniel TröhlerInvited Lectures (organised by the research field)Prof. Dr. William Pinar (University of British Columbia): The End of Public Education in the United States, 17 September 2012Prof. Dr. Jaap Dronkers (Maastricht University): Differences between the relative educational performance of 15-year old migrantdaughters and sons and the gender inequality in countries of origin and destination, 23 October 2012Prof. Dr. David F. Labaree (Stanford University): Balancing Access and Advantage in the History of American Schooling, 20 November201221

Research Field:Professionalization of actorsin educational fieldsDas Urteil von Lehrkräften über Schülerinnen und Schülerbei der Vergabe von Noten – insbesondere aber auch beider Empfehlung zur oder Entscheidung über den Besuch einerweiterführenden Schule – ist für den Lebensweg junger Menschenvon fundamentaler Bedeutung. Im Zentrum der Aktivitäten desResearch Field „Professionalization of actors in educationalfields“ steht deshalb die Entwicklung von Kompetenzmodellenzum Urteilen und Handeln von Lehrkräften. Damit wird der hohenBedeutung Rechnung getragen, die der Professionalisierung vonAkteuren in erziehungswissenschaftlichen Feldern sowohl durchdie Grundlagenforschung als auch durch die anwendungsorientierteWissenschaft beigemessen werden muss.Die Wissenschaftlerinnen und Wissenschaftler des ResearchFields verbinden in ihrer Arbeit pädagogisch-diagnostischeAnsätze mit Methoden und Theorien aus der Kognitions- undSozialpsychologie: Sie untersuchen experimentell, welche Faktoren– etwa Ausmaß der empfundenen Verantwortlichkeit, oder derArbeitsbelastung – die Urteilbildung bei Lehrkräften beeinflussen.Theorien aus der Sozialpsychologie kommen zum Einsatz, um diedabei auftretende Spannung zwischen der Urteilsbegründung mitHilfe von Stereotypen einerseits, mit Hilfe von eher objektivenBeobachtungen zur Leistungsentwicklung der Schülerinnen undSchüler andererseits zu erklären.Das Research Field geht in seiner Forschung über die Analyseder diagnostischen Kompetenz von Lehrkräften hinaus: DieWissenschaftler entwickeln konkrete Konzepte für die pädagogischePraxis, mit denen die Urteils- und Handlungskompetenz vonLehrkräften geschult und professionalisiert werden kann. Dazuanalysieren die Forscher des Research Fields die Interaktionzwischen Lehrenden und Lernenden, um die Merkmaleprofessionellen Lehr-Lernhandelns herausarbeiten und Strategienfür das Training von Lehrkräften in diesem Kontext entwickeln zukönnen.22

Professionalization of actors in educational fieldsFinalized research projectsOEKOVALID - Diagnostic competence of primary school teachers in estimating future school achievements:Ecological validity of vignettes (2010-2012)The project investigates whether the use of written case vignettes in educational research can be considered as an ecologically validprocedure. It compares teachers’ judgments on case vignettes with judgments on real students and more contextualized case descriptions.Principal Investigator: Prof. Dr. Sabine Krolak-Schwerdt – Team: Dipl.-Psych. Thomas Hörstermann – In collaboration with: Prof. Dr.Cornelia Gräsel (Bergische Universität Wuppertal) – Funding: Fonds National de la Recherche (FNR) / Deutsche Forschungsgemeinschaft(DFG)Outcomes: The project was finished in 2012. The results of the project did not indicate any impairment of the ecological validity ofcase vignettes in educational research. The work of the project is continued in the on-going follow-up project OEKOVALID II.TRANSEC – Students’ transition from primary to secondary school: Cognitive determinants and prognostic validityof teachers’ transition decisions (2009-2012)Principal Investigators: Prof. Dr. Sabine Krolak-Schwerdt and Prof. Dr. Romain Martin - Team: Dr. Florian Klapproth, Dr. SabineGlock, Dr. Matthias Böhmer – In collaboration with: Michel Lanners (Ministry of Education), Livius Palazzari (Ministry of Education),Prof. Dr. Cornelia Gräsel (Bergische Universität Wuppertal, BUW), Dr. Monique Reichert (University of Luxembourg)Funding: Fonds National de la Recherche (FNR)In 2012, the Transec project has been successfully finished.Outcomes: Although school marks and test scores in 6th grade are the best predictors for tracking decisions, immigration studentsare disadvantaged, as they are more frequently oriented to lower school tracks than native students. Experimental results show thatincreasing teachers’ accountability reduces the impact of students’ immigrant status on tracking decisions. The comparison of theexperimental results with real-life tracking decisions shows that experimental findings are externally valid.On-going research projectsCATKRI – Clinical analysis of secondary school student teachers’ personal relation to knowledge in connection withtheir construction of a professional identity (2011-2014)The main hypothesis is that teaching styles also depend on subjective relationship to knowledge and skills. In this context, studentteachers are forced to face the question of their personal relation to knowledge, their relation to the transmission of knowledge andskills, and to their choice of career. The aim of this project is to link theories of biography and professionalization by consideringsubjectivity and singularity in research.Outcomes: In 2012 three articles were published and one is accepted for publication in 2013. One poster and three contributions werepresented at international conferences. For 2013, one contribution for an international conference is accepted and one is in review.OEKOVALID 2 - Diagnostic competence of primary school teachers in estimating future school achievements:Development and testing of a competence model (2012-2013)This follow-up project develops a model of teachers’ diagnostic competence in making school transition recommendations focusing ondifferent information processing strategies and on the ecological as well as predictive validity of teachers’ judgments.Outcomes: In 2012, we started an experimental study investigating the impact of school context information on teachers’ informationprocessing. Additionally, a survey assessing students’ post-primary school development was initialized to address predictive validity.23

Professionalization of actors in educational fieldsPREVAL - Predictive validity of school placement decisions of primary school teachers in Luxembourg (2011-2014)This project focuses on the quality of the selection of students from primary school in order to assign them to different tracks insecondary school in Luxembourg. One of the aims of this project is to develop and apply measures of predictive validity that overcomemethodological weaknesses of prior approaches.Outcomes: As first outcomes, we accomplished several papers and presentations that will be published or held in 2013.TRANSINTER: School transitions from primary to secondary school: Development of intervention strategies toimprove the quality of teachers’ transition decisions (2011-2014)This project addresses the transition of Luxembourgish students from primary to secondary school. Our aim is to develop and evaluateintervention and training programs to improve teachers’ decision-making competencies.Outcomes: We have designed and validated study tools and conducted the first experiments and trainings. Results have beenpresented at an international conference and a best poster prize was awarded by the European Educational Research Association.On-going PhD thesesThomas Hörstermann: Comparison of regression-based modeling approaches for judgment data in educational settings.Supervision: Prof. Dr. Sabine Krolak-SchwerdtCarrie Kovacs: Social cognitive determinants of educational achievement judgments.Supervision: Prof. Dr. Sabine Krolak-SchwerdtMariya Markova: Effects of pre-service teachers’ attitudes, competence, and self-efficacy on the judgment of students withdifferent migration backgrounds and special educational needs.Supervision: Prof. Dr. Sabine Krolak-Schwerdt, Dr. Ineke Pit-ten Cate & Dr. Sabine GlockPaule Schaltz: The impact of the track level on academic achievement.Supervision: Prof. Dr. Sabine Krolak-Schwerdt, Dr. Florian KlapprothConferences / Workshops / Symposiums“Psychanalyse et pédagogie” comme “méthodes dangereuses” (Invitation à un groupe de travail) – Campus Walferdange, Luxembourg,October 2012 – Organizer: Dr. Jean-Marie WeberWorkshop “Diagnostische Kompetenz von Grundschullehrkräften bei der Erstellung der Übergangsempfehlung” – Campus Walferdange,Luxembourg, 7 March 2012 – Organizer: Prof. Dr. Sabine Krolak-Schwerdt, Dr. Sabine Glock, Dr. Florian Klapproth, Dr. MatthiasBöhmer24

Professionalization of actors in educational fieldsInvited lectures (organised by the research field)Prof. Dr. Jürgen Baumert (Max-Planck-Institut Berlin, Germany) Cumulative advantage: Is there a Matthew effect in reading andmathematics in elementary school? 22 February 2012, Campus WalferdangeProf. Brian Butterworth (Institute of Cognitive Neuroscience, UCL, London) Dyscalculia: From brain to education, 29 February 2012,Campus WalferdangeProf. Dr. Rainer Bromme (Westfälische Wilhelms-Universität Münster, Germany) Whom to ask, whom to believe? Studies onlaypersons’ deference to expert knowledge in a digital world, 7 March 2012, Campus WalferdangeProf. Dr. Jan Vermunt (University of Utrecht, Netherlands) Teacher learning and professional development, 21 March 2012, CampusWalferdangeProf. Dr. Hans-Christoph Nürk (University Hospital Aachen, Germany) Whorf reloaded: On the influences of language on basicmathematical processing and development, 28 March 2012, Campus WalferdangeProf. Dr. Cordula Artelt (Otto-Friedrich-Universität Bamberg, Germany) Assessment of competencies of teachers, 11 April 2012,Campus WalferdangeProf. Dr. Bernhard Schmitz (Technische Universität Darmstadt, Germany) Training of diagnostic and counseling competence, 25April 2012, Campus WalferdangeAssoc.- Prof. Dr. Liane Kaufmann (Health and Life Sciences University Hall, Austria) Crucial differences between adult anddevelopmental calculation models and their implications for math education, 2 May 2012, Campus WalferdangeAssoc.- Prof. Dr. Christine Schiltz (University of Luxembourg) Number and space interact. But how are they influenced by cognitivedevelopment and math education? 23 May 2012, Campus WalferdangeProf. Dr. Bert De Smedt (Department of Educational Sciences, KUL, Belgium) Connecting cognitive neuroscience and education: atransdisciplinary approach to understand individual differences in mathematics achievement, 6 June 2012, Campus Walferdange25

Research on Dynamics in Interaction,Communication and Activity (DICA)Putting diversity, multi-mediality and multi-modalityat its centre, the LCMI/SnT-based research group onDynamics in Interaction, Communication and Activity,headed by Prof. Dr. Charles Max, undertakes developmentalresearch on human and social aspects of technologymediated interactions within complex sociodigitalecosystems.Basic and applied research is emphasising on• Situated practices of living, working and participating insocio-digital activity systems.• Interactions within multi-device environments and throughincreasingly smart interfaces.• Impacts of digital technologies and media use on learning,development and community building.• New forms of cultural expression and technology mediatedparticipation.The research group is studying interactive processes “in the wild”through comprehensive process-tracking research methods, e.g.data-driven interaction analysis or tool-bound activity research.It has ample expertise in the field of the analysis of learning anddevelopment in general, at all ages and within highly diversified -language and culture - settings. Developmental research projectsfoster collaboration, innovation and new forms of agency withininter-related activity systems and beyond organizational, institutional,cultural, or linguistic boundaries as well as the training oftrainers and experts in the area.Finalized research projectsin three different European countries, i.e. Austria (Linz), UK (Coventry)and Finland (Jyväskylä). These events generated rich dialoguesbetween academic and professional/economic partners.Outcomes of the project have been presented by the projectteam at the Eapril Conference 2012 in Jyväskylä.The European ‘Language learning and social media’ network(2010-2012) with 13 international partners (universities, mediacompanies, youth agencies) organised a final symposium in Septemberin Poland (Warsaw). Several presentations about the projectwork which is focussing on Social inclusion, Multilingualism,Formal/non-formal learning, Interculturality, Socializing in web2.0 communities have been dissemminated at European promotionalevents such as at Expolangues in Paris (February), EuropeanDay of Languages (Warsaw) or the European expert seminar‘Social Media and Lesser Used Languages’ in the Netherlands(Leeuwarden Fryslân). A new key dialogue on “tandem learningapproaches” has been launched by the UL team based on experiencesin UL academic programs.The research project „Fundamental English – FUNDENG“ (2009-2012) investigates English as a second language in classroomcontexts at secondary school level. Data has been gathered indifferent classrooms of Luxembourg public schools and theEuropean School. The data is analysed through interactionalapproaches (e.g. Conversational Analysis). The outcomes regardinggrammatical acquisition, language uptake and classroominteraction allow to refine, consolidate and develop approachesto studying multilingualism.On-going research projectsThree research projects have been successfully concluded in 2012.The European project ‘Quicker steps’ (2011-2012) on collaborationbetween higher education and working life had a very busysecond year with three working weeks and open conference daysThe EU project “Improving web strategies and social media presenceof LLP projects–web2LLP” aims to enhance disseminationstrategies of Life Long Learning projects through by providing personalisedsupport and training on the use of social media. The projectwas successfully launched with a kickoff meeting in Luxem-26

ourg in early Marchand a follow-up meetingin Florence in earlyOctober. In 2012, theteam contributed with adesktop analysis on socialmedia uptake and two videotutorials to the ongoing projectwork. Currently, the projectteam is preparing the online andf2f training sessions, that will betaught in Spring 2013.The UL internal project “sciPADS:Creative Inquiry with ipads and CloudLearning in Elemetary Science” (Codiscile-a2)has been started in three publicfundamental schools and the EuropeanSchool 2. The challenges of the first projectyear dealt with providing the IT equipmentto the schools, implementing the cloudservices in the local IT architecturesand solving technologicalissues related tointernet connectivityand access of thelocal schools. Thedata gathering processin the differentschools will start fromearly 2013 on.The three years project “multi-LITERACIES” was initiated mid-June2012. It receives European funding forwor king on illiterate adults in multilingual, highly technologyoriented contexts. First results were already presentedin the Asia-Pacific, Australia and the UK.27

People and AwardsProfessors, Emeritusand invited ProfessorsDaniel Tröhler, Head of UnitJean-Jacques Weber, Vice-Head of UnitMichael ByramAdelheid HuSabine Krolak-SchwerdtCharles MaxThomas PopkewitzDominique PortanteJustin PowellAssociate ProfessorsIngrid de Saint-GeorgesSabine EhrhartAndreas HadjarClaudine KirschKarin PriemPatrick SunnenSenior lecturersMartine Ahlborn-GrosbuschBéatrice ArendPierre FixmerGérard GretschMarie-Anne Hansen-PaulyVic JovanovicNancy MorysJean-Marie WeberResearch scientistsRagnhild BarbuMatthias BöhmerPost-Doc researchersJulia Herfordt-StöpelKasper JuffermansThomas LenzKristian MortensenGeert ThyssenJoan Barbara Travers SimonPeter VossJinting WuExternal expertsMarie-Paule Maurer-HettoKarl WeberResearch AssociatesNeiloufar FamilySabine GlockThomas HörstermannFlorian KlapprothRichard MoreauIneke Pit-ten CateFrank RaguttAnne RohstockJu-Youn SongJulia StrohmerMonika SujbertKerstin te HeesenErica UusitaloKaterina ZourouPhD candidatesClaudia AlbaneseSusanne BackesPhilippe BlancaRegula BürgiNadine GeislerCarrie KovacsAdrienne Lambo OuafoMariya MarkovaPaule SchaltzCatherina SchreiberStefan Karl SerweRahel StoikeSarah Vasco CorreiaFrancine UweraStudent assistantsJoël BambergEkaterina BelousovaViktoria BoretskaPia BraunAlexander DreggerSandra HäbelFranziska HirtEmel InceClare Connelly JaquithAniko KahlertLouisa KirchenKatja KolbGina LammarGeorges LemmerAnna Verena LilienthalYasmine MahmoudFrank Mounom MbongGaby MullerShaghayegh Nadimi AmiriDiego PardoSimona PronckuteChristina SchererOlga SelivanovaAdministrative andTechnical SupportMarianne GrafféAndrea HakeLilja KristjansdottirSofia PachecoGiulia TorresinSolange WirtzFulbright GrantsMaya AltaracCaroline GaliatsosFrauke SteinmeierSarah Jacqueline WatsonIndividual awardsComparing Special Education: Origins to Contemporary Paradoxes, co-authored by John G. Richardson andJustin J.W. Powell, was published by Stanford University Press in 2011 and received the 2012 Outstanding BookAward of the American Educational Research Association, Division B.–Daniel Tröhler received the Outstanding Book Award by the AERA (American Educational Research Association) forhis monograph Languages of Education. Protestant Legacies, National Identities, and Global Aspirations.–Sarah Vasco Correia received the award for the best master thesis by Robert Krieps Foundation–Dr. Ineke Pit-ten Cate and Dipl.-Psych. Thomas Hörstermann received the 2nd best paper prize, awardedby the European Education Research Assocation (EERA) at the European Conference on Educational Research, 201228

Nations represented at LCMILCMI FiguresPersonnelScientific Activities000010022Said goodbye toWelcomedProfessorS 1INVITED Professors 2Associate Professors 1Senior lecturers 0Post-doc researchers 2PhD candidates 2Research Scientists 0Research Associates 2Administrative & Technical support 2Major running projectsFinalized research projectsNewly accepted research projectsPhD defencesInternational Conferences organized by LCMIAuthored booksEdited booksArticles Published in refereed journalsArticles published in refereed conference proceedingsBook ChaptersOther scientific publications148214584514462929

2013 On-GOinG LCMi ReseaRCh PROjeCtsProjects AccronymPrincipalInvestigatorResearchers Partners Funding scheme DurationProjects funded by the fonds national de la recherche (fnr) - corecollaborative learning among Peers COLEAP Assoc.- Prof. Dr. PatrickSunnenDr. Pierre Fixmer / Dr. Béatrice Arend/ Dr. Monika SujbertFNR-CORE 2011-2014fabricating Modern societies: industries of reform aseducational responses to societal challenges (ca. 1880-1930)FAMOSO Assoc.- Prof. Dr. KarinPriemDr. Geert Thyssen / Dr. FrederikHerman / N.N.Centre National de l‘Audiovisuel / Archives Nationales/ Prof. Dr. Hans Manfred Bock (Universität Kassel undParis-Sorbonne) / Prof. Dr. Robert Hariman (NorthwesternUniversity) / Dr. Siân Lliwen Roberts (Universityof Birmingham) / Prof. Dr. Meike G. Werner (VanderbiltUniversity)FNR-CORE 2013-2016Predictive Validity of school Placement decisions ofPrimary school teachers in luxembourgPREVAL Dr. Florian Klapproth Paule Schaltz Livius Palazzari (Ministry of Education) / Jos Bertemes(Ministry of Education)FNR-CORE 2011-2014schooling as institutional heritage in cultural settings SIHICS Prof. Dr. Daniel Tröhler Dr. Thomas Lenz / Dr. Anne Rohstock/ Dr. Peter VossProf. Dr. Bernd Zymek / Prof. Dr. Fritz Osterwalder /Dr. Norbert GrubeFNR-CORE 2010-2013school transitions from Primary to secondary school:development of intervention strategies to improve theQuality of teachers‘ transition decisionsTRANS INTER Prof. Dr. Sabine Krolak-SchwerdtDr. Ineke Pit-ten-Cate / Dipl. - Psych.Mariya Markova / Dr. Sabine GlockJos Bertemes (Ministry of Education) / Prof. Dr. CorneliaGräsel (Bergische Universität Wuppertal, BUW)FNR-CORE 2011-2014Projects funded by the fonds national de la recherche (fnr) - intereducating the future citizens: curriculum and theformation of multilingual socities in luxembourg andswitzerlandEFC-LS Prof. Dr. Daniel Tröhler Prof. Dr. Danièle Tosato-Rigo / MichèleHofmann / Lukas Boser / Ragnhild Barbu,Emilie Délivré, Barbara RothmüllerUniversiy of Lausanne FNR-INTER 2013-2016diagnostic competence of Primary school teachers inestimating future school achievements: development andtesting of a competence ModelOEKO VALID2 Prof. Dr. Sabine Krolak-SchwerdtDr. Sabine Glock Prof. Dr. Cornelia Gräsel (Bergische Universität Wuppertal,BUW)FNR-INTER 2012-2014Projects funded by luxeMbourgish Ministriesbilan de la réforme de l‘ecole fondamentale BILREF Prof. Dr. Daniel Tröhler Assoc.-Prof.Dr. Andreas Hadjar / Dr.Thomas Lenz / Dr. Peter Voss / Dipl.-Soz. Ragnhild BarbuMinistry of Education Luxembourg 2012-2013

Projects funded by other funding agenciesthe atlas of Pidgin and creole language structures APICS Assoc.- Prof. Dr. SabineEhrhartMax-Planck-Institute Leipzig 2006-2013critical edition of the complete Works and correspondenceof Pestalozzi / letters sent to PestalozziProf. Dr. Daniel Tröhler Dr. Rebekka HORLACHER / Dr. NorbertGRUBE / Claudia MÄDER / Sandra AE-BERSOLD / Luca GODENZI / BarbaraCALUORISwiss National Science Foundation (SNF) 2000-2014higher education development and science Productivityin Knowledge societies:comparing germany, the united states, japan, china,taiwan and QatarProf. Dr. Justin Powell Prof. Dr. David P. Baker / Prof. Dr.John Christ / Prof. Dr. Kazunori Shima/ Prof. Dr. Manfred Stock / Prof. Dr.Liang ZhangPenn State University / Georgetown Univ. of Qatar /Hiroshima University / Institut für HochschulforschungHoF-WittenbergQatar National Research Foundation 2012-2015the lower schools in switzerland at the end of the ancienregime. an analysis of the stapfer school inquiry 1799Prof. Dr. Fritz Osterwalder Prof. Dr. Daniel Tröhler / Prof. Dr.Heinrich SchmidtSwiss National Science Foundation (SNF) 2012-2015(2nd part)bilinguisme et construction des savoirs disciplinaires:une approche du fle/fos en contact avec les languesde l'ecoTANDEM Assoc.- Prof. Dr. SabineEhrhartCoralie Tairraz Agence Universitaire de la Francophonie 2012-2014internal research Projects (ul)clinical analysis of secondary school student teachers'personal relation to Knowledge in connection with theirconstruction of a Professional identityCATKRI Dr. Jean-Marie Weber Dr. Julia Strohmer HEP Lausanne UL 2011-2014ecology of language contact in natural settings forchildren and young adultsNATURALINK Assoc.- Prof. Dr. SabineEhrhartSarah Vasco Correia University of Montpellier / University of Barcelona /University of KasselUL 2011-2014the renewal of the family: formative representations inPortraits and genre Paintings from the 16th to the 19thcenturyREFRAIN Assoc.- Prof. Dr. Karin Priem Dr. Kerstin te Heesen UL 2011-2015other funded Projectscritical edition of the correspondence of Wilhelm flitner/ Vol. 3 (1926-1933) and 4 (1934-1949): letters from andsent to Wilhelm flitnerAssoc.- Prof. Dr. KarinPriemProf. Dr. Dr. Rainer Hering / Assoc.-Prof. Dr. Meike WernerUniversität Hamburg / Vanderbilt University Thyssen Stiftung / Toepfer Stiftung /Vanderbilt University2009-2019

PublicationsArend, BéatriceSunnen, P., Arend, B., Fixmer, P.: « Sibling Stories » - L’invasion deschercheurs. Réflexions méthodologiques et déon tologiques sur laconstruction d’observables vidéo en contexte familial. Actes du 14eColloque AIFREF (Association Internationale de Formation et deRecherche en Education Familiale), 2012, pp. 141-146, ISBN: 978-99959-779-0-0Backes, SusanneBackes, S.: “Funktionieren musst du wie eine Maschine” - Leben undÜberleben in deutschen und österreichischen Kinderheimen der 1950erund 1960er Jahre, Weinheim, Beltz Juventa, 2012, ISBN: 9783779928034Barbu, RagnhildTröhler, D., Barbu, R.: Los sistemas educativos: perspectiva histórica, cultural ysociológica, Barcelona, Octaedro, 2012, ISBN: 978-84-9921-348-4Tröhler, D., Barbu, R.: Introducción. In D. Tröhler & R. Barbu (Eds.) Los sistemaseducativos: perspectiva histórica, cultural y sociológica, Barcelona,Octaedro, 2012, pp. 9-12, ISBN: 9788499213484Tröhler, D., Hadjar, A., Lenz, T., Voss, P., Barbu, R.: Rapport d’ex pertise sur lebilan de la réforme de l’école fondamentale. Universität Luxemburg.ISBN: 978-2-87995-100Böhmer MatthiasGlock, S., Krolak-Schwerdt, S., Klapproth, F. & Böhmer, M. (2012). Improvingteachers’ judgments: Accountability affects teachers’ trackingdecisions. International Journal of Technology and Inclusive Education.Klapproth, F., Glock, S., Böhmer, M., Krolak-Schwerdt, S. & Martin, R. (2012).School placement decisions in Luxembourg: Do teachers meet theEducation Ministry’s standards? The Literacy Information and ComputerEducation Journal.Krolak-Schwerdt, S., Böhmer, M. & Gräsel, C. (2012). Leistungs beurteilungenvon Schulkindern: Welche Rolle spielen Ziele und Expertise derLehrkraft? [Students’ achievement judgments: The role of teachers’goals and expertise.] Zeitschrift für Entwicklungspsychologie undPädagogische Psychologie, 44, 111-122.Böhmer, M., Glock, S., Klapproth, F. & Krolak-Schwerdt, S.(2012). Verantwortlichkeit als Moderator der Qualität vonÜbergangsempfehlungen: Zwei Experimentalstudien. In R. Riemann(Hrsg.) 48. Kongress der Deutschen Gesellschaft für Psychologie (S.486). Lengerich: Pabst.Glock, S., Klapproth, F., Böhmer, M. & Krolak-Schwerdt, S. (2012). Accountabilityas a moderator of teachers’ tracking decisions: Two experimentalstudies. In C. A. Shoniregun & G. A. Akmayeva (Ed.), Ireland InternationalConference on Education – IICE 2012 proceedings (S. 238-243). Basildon,UK: Infonomics Society. ISBN 978-1-908320-063Klapproth, F., Glock, S., Böhmer, M., Krolak-Schwerdt, S. & Martin, R. (2012). Dosocial variables affect school placement decisions in Luxembourg? In C.A. Shoniregun & G. A. Akmayeva (Ed.), Ireland International Conference onEducation – IICE 2012 proceedings (S. 163-168). Basildon, UK: InfonomicsSociety. ISBN 978-1-908320-063.Bürgi, RegulaBürgi, R.: Bypassing Federal Education Policies. The OECD and the Caseof Switzerland, Bildungsgeschichte. International Journal for theHistoriography of Education, vol. 2, no. 1, 2012, pp. 24-35de Saint-Georges, Ingridde Saint-Georges, I.: Anticipatory Discourse. In C. A. Chapelle (Ed.) TheEncyclopedia of Applied Linguistics, Wiley-Blackwell, 2012, pp. 118-124de Saint-Georges, I.: Context in the Analysis of Discourse and Interaction.In C. A. Chapelle (Ed.) The Encyclopedia of Applied Linguistics, Wiley-Blackwell, 2012, pp. 920-926de Saint-Georges, I.: Analyse des pratiques langagières et retombées pratiquespour le terrain: se situer et construire un projet “impliqué” ou “engagé”.In F. Pugnière-Savedra, F. Sitri & M. Veniard, (Eds.) L’analyse dudiscourse dans la société: engagement du chercheur et demandesociale., Paris, Honoré Champion, Paris 2012, pp. 119 – 140de Saint-Georges, I.: Nouvelles épistémologies en analyse du discours et desinteractions: le paradigme de la Mediated Discourse Analysis, SEMEN,2012, pp. 51-68Ehrhart, SabineEhrhart, S.: L’écologie des langues de contact - Le tayo, créole de Nouvelle-Calédonie, Paris, L’Harmattan, 2012, ISBN: 978-2-296- 96942-1Cichon, P., Ehrhart, S., Stegu, M.: Les politiques linguistiques implicites etexplicites en domaine francophone, Berlin, Avinus, 2012, ISBN: 978-3-86938-041-4Ehrhart, S.: Une « écologie du plurilinguisme »: les classes multiculturelles auLuxembourg In J. - Y. Trépos (Ed.) Les dispositifs modestes du souci.Expérimentation, réflexivité et modélisation dans l’intervention sociale,Nancy, Presses Universitaires de Nancy, 2012, pp. 61-74.Ehrhart, S.: Mehrsprachige Strategien in unterschiedlichen KontextenzwischenDschungel und Baumschuler? In K. Jungbluth & B. Jańczac(Eds.) 1, 2, 3: meine Sprache, deine Sprache, unsere Sprache ?Mehrsprachigkeit aus deutscher Perspektive, Niemeyer Verlag, ImprintDe Gruyter, 2012, pp. 31-44Ehrhart, S.: Une nouvelle vision de recherche pour les politiques linguistiquesfrancophones. In P. Cichon, S. Ehrhart, & M. Stegu (Eds.) Les politiqueslinguistiques implicites et explicites en domaine francophone, Berlin,Avinus, Berlin 2012, pp. 21-30, ISBN: 978-3-86938-041-4Ehrhart, S.: Der Umgang mit der sprachlichen Vielfalt in der LuxemburgerSpillschoul. In J. Mazurkiewicz-Sokołowska, W. Westphal, & A. Gąszczyk(Eds.) Mehrsprachigkeit und Spracherwerb in Theorie und Praxis,Hamburg, Verlag Dr. Kovac, 2012, pp. 63-74, ISBN: 978-3830063421Ehrhart, S., Hendery, R.: Palmerston English. In B. Kortmann & K. Lunkenheimer(Eds.) The Mouton World Atlas of Variation in English, De GruyterMouton, Berlin/New York 2012, pp. 628-642 ISBN: 978-3-11-028012-8Ehrhart, S.: L’écologie des langues créoles, transfert. 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Priem, K., König, G. M., Casale, R.: Einleitung. Die Materialität der Erziehung:Kulturelle und soziale Aspekte pädagogischer Objekte, Beltz, 2012, pp.7-13, ISBN: 978-3-407-41159-4Jovanovic, V., Priem, K.: Multikulturalität und Mehrsprachigkeit. LehrerinnenundLehrerbildung in Luxemburg, Lehrer Lernen Migration. In E.Rangosch-Schneck (Hrsg). Außen- und Innenperspektiven einer“interkulturellen Lehrerbildung”, Schneider Verlag, Hohengehren 2012,pp. 83-98, ISBN: 9783834011206Priem, Karin: Rezension: Dietz Bering: Die Epoche der Intellektuellen 1898-2001. Geburt - Begriff - Grabmal. Berlin: Berlin Univerity Press, 2010.Bildungsgeschichte. International Journal for the Historiography ofEducation (IJHE), vol.1, 2012, pp. 123-127, ISSN: 2192-4295Rohstock, AnneRohstock, A., Schreiber, C.: The Grand Duchy on the Grand Tour: a historicalstudy of student migration in Luxembourg, Paedagogica HistoricaInternational Journal of the History of Education ifirst paper, 2012, pp.1-20Rohstock, A., Tröhler, D.: From the Past to the Future: Changing Agendas inTeacher Education between the 19th and the 21st Century, Encounterson Education / Encuentros sobre Educación / Rencontres surl’Éducation, vol. 13, 2012, pp. 43-70, ISSN: 1494-4936Rohstock, A.: La historia de la enseñanza superior. Consideracionesconceptuales sobre el futuro de un campo de studio. In D. Tröhler & R.Barbu (Eds.) Los sistemas educativos: perspectiva histórica, culturaly sociológica, Barcelona, Octaedro, Barcelona 2012, pp. 91-104, ISBN:978-84-9921-348-4Rohstock, A., Lenz, T.: A National Path to Internationalization: EducationalReforms in Luxembourg, 1945–70. In C. Aubry, & J. Westberg (Eds.)History of Schooling. Politics and local practice, Peter Lang, Frankfurtam Main, Berlin, Bern, Bruxelles, New York, Oxford, Wien 2012, pp. 108-126, ISBN: 978-3-631-63367-0Rohstock, A.: Haben Putzfrauen akademischen Sachverstand? In M. Löhnig, M.Preisner & T. Schlemmer (Eds.) Das Bundesverfassungsgerichtsurteilzur Gruppenhoch schule im Jahr 1973, Reform und Revolte Eine Rechtsgeschichteder 1960er und 1970er Jahre, Mohr Siebeck, Tübingen 2012,pp. 51-61, ISBN: 978-3-16-152317-5Rohstock, A.: “’Some Things Never Change.’ The (Re) Invention of Humboldtin Western Higher Education Systems.” In P. Siljander & A. Kivel(Eds.) Theories of Bildung and Growth. Connections and Controversiesbetween Continental European Educational Thinking and AmericanPragmatism, Rotterdam: Sense Publishers, 2012, pp. 169-186Rohstock, A.: Kein Vollzeitrepublikaner - die Findung des Demokraten TheodorEschenburg (1904-1999). In B. Hein & M. Kittel (Eds.) Gesichterder Demokratie. Portraits zur deutschen Zeitgeschichte, München,Oldenbourg Verlag, München 2012, pp. 193-210Rohstock, A.: „Boom“ oder „Krise“? Hochschulpolitik in Frankreich undWestdeutschland vor den Herausforderungen der 1960er Jahre. In B.Gotto, H. Möller & J. Mondot (Hrsg. ) Krisen und Krisenbewusstsein inDeutschland und Frankreich in den 1960er Jahren, Oldenburg, 2012, pp.45-58, ISBN: 978-3-486-71289-6Rohstock, A.: (book review) Stuart J. Hilwig: Italy and 1968. Youthful unrest andDemocratic Culture, sehepunkte, no. 2, 2012, pp. 1-1Rohstock, A.: (book review) Walter Rüegg (Hg.): Geschichte der Universität inEuropa. Band IV: Vom Zweiten Weltkrieg bis zum Ende des zwanzigstenJahrhundert., München: C.H.Beck 2010, sehepunkte 12 (2012), Nr. 1[15.01.2012], URL: http://www.sehepunkte.de /2012/01/18886.html, no.1, 2012, pp. 1-1Rohstock, A.: (book review) Andrew Hartman: Education and the Cold War, IJHEBildungsgeschichte. International Journal for the Historiography ofEducation, no. 1, 2012, pp. 118-121Rohstock, A.: (book review) Rohwedder, Uwe: Kalter Krieg undHochschulreform. Der Verband Deutscher Studentenschaften in derfrühen Bundesrepublik (1949-1969). http://hsozkult.geschichte.huberlin.de/rezensionen/2012-3-160,2012, pp. 1-1Rohstock, A., Schreiber, C.: Netzwerke der Elite. Luxemburger Studentenzirkelals Instrumente der Inklusion und Exklusion, forum - für Politik,Gesellschaft und Kultur in Luxemburg, no. 314, 2012, pp. 33-35Schreiber, CatherinaSchreiber, C.: Comme compagne de l’homme, comme épouse et notammentcomme mère. Staatsbürgerinnenerziehung in Luxemburg zwischenrhetorischer Homogenität und curricularer Heterogenität, Hémecht.Revue d’histoire luxembourgeoise, vol. 3/2012, pp. 5-21Schreiber, C.: Genuine Internetdaten als historische Quellen – Entwurfeiner korrealistischen Quellentheorie, Zeitschrift für digitaleGeschichtswissenschaften, vol. 1, no. 1, 2012, pp. 1-15Rohstock, A., Schreiber, C.: The Grand Duchy on the Grand Tour: a historicalstudy of student migration in Luxembourg, Paedagogica HistoricaInternational Journal of the History of Education ifirst paper, 2012, pp.1-20Schreiber, C.: Schlüsseldokument: Wildgänse rauschen durch die Nacht (WalterFlex) (Frühjahr 1915). In H. Altrichter (Hrsg.) 100(0) Schlüsseldokumentezur deutschen Geschichte im 20. Jahrhundert (Internetedition),Universität Erlangen-Nürnberg und Bayerische StaatsbibliothekMünchen, 2012, pp. 1-6Rohstock, A., Schreiber, C.: Netzwerke der Elite. Luxemburger Studentenzirkelals Instrumente der Inklusion und Exklusion, forum - für Politik,Gesellschaft und Kultur in Luxemburg, no. 314, 2012, pp. 33-35Revilla, M., Schreiber, C.: Studentische Lebenswelten in denUniversitätskulturen Frankreichs, Deutschlands und Nordamerikas - EinWerkstattbericht, Universitäts kulturen – L’Université en perspective –The Future of the University, transcript, 2012, pp. 243-259Schreiber, C.: (book review) Klaus-Peter Horn/Jörg-W. Link (Hrsg.):Erziehungsverhältnisse im Nationalsozialismus, Bildungsgeschichte.International Journal for the Historiography of Education, no. 1, 2012,pp. 120-123Song, Ju YounSong, J., Zourou, K. (2012), ‘How LLP projects use Internet and social mediafor communication purposes: a desktop research’. In C. Stracke (Ed.)The future of Learning Innovations and Learning quality: how do they fittogether? Proceedings of the LINQ conference, pp. 114-123.Ziegler, G., Song, J., Kracheel, M., Moser, H. A. (2012): Analysing criticalinteraction instances in collaborative concurrent engineering: satellitedevelopment, International Journal of Product Development, 17, 153-169. DOI: 10.1504/IJPD.2012.051157Strohmer, JuliaWeber, J.-M., Strohmer, J.: Professionalisierung und subjektive Bezügezum Wissen und Nicht-Wissen im Rahmen von LehrerInnenbildung,Transfert, vol. printemps, 2012, pp. 18-18Strohmer, J.: Zum Begriff der Professionalität und Professio nalisierung inder Pädagogik - Ein Streifzug durch die deutschsprachige Literatur,Transfert, vol. printemps, 2012, pp. 8-11Sujbert, MonikaSujbert, M. & Seifert, A.: Bildungspläne: Das Bild vom Kind ist vielfältig undwidersprüchlich. Der Übergang vom Kindergarten zur Grundschulebleibt eine Herausforderung. In: Tacheles. Zeitung für die Mitglieder desLandesverbandes Katholischer Kindertagesstätten. 1/12, 47, pp. 4-5Sunnen, PatrickSunnen, P., Arend, B., Fixmer, P.: « Sibling Stories » - L’invasion deschercheurs. Réflexions méthodologiques et déontologiques sur laconstruction d’observables vidéo en contexte familial. Actes du 14eColloque AIFREF (Association Internationale de Formation et deRecherche en Education Familiale), 2012, pp. 141-146, ISBN: 978-99959-779-0-0te Heesen, Kerstinte Heesen, K.: Das Truckwerk in der Frühen Neuzeit - Zur Historiographie derBildung Erwachsener mittels Medien. In B. Schäffer, M. Schemmann& O. Dörner (Hrsg.) Erwachsenenbildung im Kontext. TheoretischeRahmungen, empirische Spielräume und praktische Regulative, wbv,2012, pp. 169 - 188, ISBN: 978-3-7639-5027-0Thyssen, GeertThyssen, G.: Mapping a Space of Biography: Karl Triebold and the Waldschuleof Senne I-Bielefeld (c. 1923-1939), History of Education, vol. 41, no. 4,2012, pp. 457-467, ISSN: 0046-760XThyssen, G., Depaepe, M.: The Sacralization of Childhood in a SecularizedWorld: Another Paradox in the History of Education? An Explorationof the Problem on the Basis of the open-Air School Diesterweg inHeide-Kalmthout. In M. Depaepe (Ed.) Between Educationalization andAppropriation. Selected Writings on the History of Modern EducationalSystems, Leuven, Leuven University Press, 2012, pp. 89-117, ISBN: 97890 5867 917 8Thyssen, G.: Christophe Knebeler and Denis Scuto, Belval: Passé, Présent etAvenir d’un Site Luxembourgeois Exceptionnel (1911-2011), Esch-sur-Alzette: Éditions Le Phare, Hémecht. Revue d’Histoire Luxembourgeoise,vol. 64, 4, pp. 161-162, ISSN: 0018-0270.Travers Simon, Joan BarbaraTravers Simon, J.: Furrows in the field or down in the jungle: re-memberingdomestic literacy in the early years, Language and Literacy, vol. 14, no.3, 2012, pp. 1-22, ISSN: 1496-0974Simon, J.: Shaking Thoughts - an Anthology of Creative Writing, London,FeedARead, 2012, ISBN: 978-1-78176-033-8Simon, J.B.: Until Forever Becomes the End - an Anthology of Creative Writing,London, FeedARead, 2012, ISBN: 978-1-78176-527-235

Tröhler, DanielCaluori, B., Horlacher, R., Tröhler, D.: Publizieren als Netzwerk strategie. DieGesamtausgabe der Werke Pestalozzis., Zeitschrift für Pädagogik, vol.58, no. 6, 2012, pp. 877-897, ISSN: 0044-3247Rohstock, A.,Tröhler, D.: From the Past to the Future: Changing Agendas inTeacher Education between the 19th and the 21st Century, Encounterson Education / Encuentros sobre Educación / Rencontres surl’Éducation, vol. 13, 2012, pp. 43-70, ISSN: 1494-4936Tröhler, D.: Introduction: Do We Have Good Reasons to Commemorate Rousseauin 2012? Studies in Philosophy and Education, vol. 31, 2012, pp. 431-434,ISSN: 0039-3746Tröhler, D.: Rousseau’s Emile or the fear of passions, Studies in Philosophy andEducation, vol. 31, no. 5, 2012, pp. 477-489, ISSN: 0039-3746Arlettaz, S., Rahud de Mortages, R., Tröhler, D., Würgler, A., Zurbuchen, S.:Menschenrechte und moderne Verfassung. Die Schweiz im Übergangvom 18. zum 19. Jahrhundert - Akten des Kolloquiums an der UniversitätFreiburg/Schweiz, 18.-20. November 2010, Geneva, Slatkine, 2012, ISBN:978-2-05-102454-9Horlacher, R., Tröhler, D.: Sämtliche Briefe an Johann Heinrich Pestalozzi -Kritische Ausgabe - Band 4: 1814–Juli 1817, Zürich, NZZ Libro, 2012,ISBN: 978-3-03823-757-0Tröhler, D., Barbu, R.: Los sistemas educativos: perspectiva histórica, cultural ysociológica, Barcelona, Octaedro, 2012, ISBN: 978-84-9921-348-4Tröhler, D.: El lenguaje global sobre política y perspectivas de la investigacióneducative. In D. Tröhler & R. Barbu (Eds.) Los sistemas educativos:perspectiva histórica, cultural y sociológica, Barcelona, Octaedro, 2012,pp. 59-76, ISBN: 9788499213484Tröhler, D.: Die Schule und die Religion der modernen Pädagogik, Was gehenuns ‘die anderen’ an? In. M. Domsgen, H. Schluss, & M. Spenn (Hrsg)Schule und Religion in der Säkularität, Vandenhoeck & Ruprecht, 2012,pp. 49-64, ISBN: 9783525701645Tröhler, D.: Was ist gute empirische Unterrichtsforschung? Ein Plädoyerfür die vergessene reflexive Qualität von Wissenschaft. In S. Doff(Hrsg.) Fremdsprachenunterricht empirisch erforschen. Grundlagen –Methoden – Anwendung, Tübingen, Narr Verlag, 2012, pp. 34-47, ISBN:978-3-8233-6721-5Tröhler, D.: The German idea of Bildung and the Anti-Western Idology. InP. Siljander, A. Kivelä & A. Sutinen (Eds.) Theories of Bildung andGrowth. Connections and Controversies between Continental EuropeanEducational Thinking and American Pragmatism, Rotterdam, SensePublishers, 2012, pp. 149-164, ISBN: 978-94-6209-029-3Tröhler, D., Barbu, R.: Introducción. In D. Tröhler & R. Barbu (Eds.) Los sistemaseducativos: perspectiva histórica, cultural y sociológica, Barcelona,Octaedro, 2012, pp. 9-12, ISBN: 9788499213484Tröhler, D., Hadjar, A., Lenz, T., Voss, P., Barbu, R.: Rapport d’expertise sur lebilan de la réforme de l’école fondamentale. Universität Luxemburg.ISBN: 978-2-87995-100Tröhler, D.: Fin du régime napoléonien, Congrès de Vienne et avenir incertainde l’Europe: ‘À l’innocence’ …., l’essai de Pestalozzi et son contexte,Johann Heinrich Pestalozzi. À l’innocence, à la gravité et à la noblessed’âme de mon époque et de ma patrie. Considérations sur l’actualité,Lausanne, Lep Editions, Lausanne 2012, pp. 9-23, ISBN: 978-2-606-00986-1Tröhler, D. & Soëtard, M.: Johann Heinrich Pestalozzi. À l’innocence, à la gravitéet à la noblesse d’âme de mon époque et de ma patrie. Considérationssur l’actualité., Lausanne, Lep Editions, 2012, ISBN: 978-2-606-00986-1Vasco Correia SarahVasco Correia, S.: Experts non-reconnus, Forum, no. n° 324, décembre 2012,pp. 44-45Voss, PeterVoss, P.: Der bürokratische Wendepunkt von 1843. Die Primärschule im Prozessder Luxemburger National staatsbildung des 19. Jahrhunderts, In M.Geiss & A. De Vincenti (Hrsg.) Verwaltete Schule: Geschichte undGegenwart, Wiesbaden 2012, pp. 53-70Voss, P.: The Establishment and Significance of the ‘Luxemburger Schulbote’,1844-1942 - “... until we possess our own school periodical in bothlanguages”. In C. Aubry & J. Westberg (Eds.) History of Schooling:Politics and Local Practice, Peter Lang Frankfurt am Main, 2012, pp.205-232, ISBN: 978-3-631-63367-0Voss, P.: Rezension von L. Américi, O. Raveux (éd.): Mutations et reconversionsdes espaces de production (XVIIIe - XXIe siècle), Aix-en-Provence(UMR TELEMME), 2011, 124 p. (Rives méditerranéennes, 38), Francia-Recensio, Frühe Neuzeit - Revolution - Empire (1500-1815), vol. 2012,no. 4, Deutsches Historisches Institut Paris, 2012, pp. 1-1Voss, P.: Rezension von G. Buti, G. Le Bouëdec (éd.): Les petits ports. Usages,réseaux et sociétés littorales (XVe-XIXe siècle), Aix en Provence(UMR TELEMME) 2010, 156 p. (Rives méditerranéennes, 35), Francia-Recensio, 2012-1, Frühe Neuzeit - Revolution - Empire (1500-1815), vol.no. 1, 2012, pp. 1-1, ISSN: 2103-4001Tröhler, D., Hadjar, A., Lenz, T., Voss, P., Barbu, R.: Rapport d’expertise sur lebilan de la réforme de l’école fonda mentale. Universität Luxemburg.ISBN: 978-2-87995-100Weber, Jean-JacquesWeber, J.-J., Horner, K.: The trilingual Luxembourgish school system inhistorical perspective: progress or regress?, Language, Culture andCurriculum, vol. 25, no. 1, Routledge, 2012, pp. 3-15, ISSN: 0790-8318Weber, J.-J., Horner, K.: Introducing Multilingualism - A Social Approach,Routledge, 2012, ISBN: 9780415609982Weber, J.-J.: Ne pas réinventer la roue! L’éducation multilingue au Pays Basqueet en Afrique du Sud (et les leçons qu’on peut en tirer), FORUM fürPolitik, Gesellschaft und Kultur, vol. 324, 2012, pp. 39-40Weber, Jean-MarieWeber, J.-M.: Training tutors for student teachers in primary and secondaryschool, Higher Education Research network Journal, Hern-j, Dr. Ian M.Kinchin, 2012, pp. 67-75, ISSN: 978-0-9558633-8-7Weber, J.-M.: La formation de terrain: un métier impossible et de l’impossible.,Actes de la recherche de la HEP-Bejune Entre innovations et réformesdans des enseignants, Sous la direction de: Marcelo Giglio et StephanieBoéchat-Heer, 2012, pp. 61-72, ISBN: ISSN 1660-7210Weber, J.-M.: Rencontre entre formateur de terrain et enseignant-stagiaire: l’impact de la relation tutoriale sur l’acte formatif, Actes du colloqueOUFOREP 7 mai 2012 - 1 octobre 2012 Les actes du colloque “Outilspour la formation, l’éducation et la prévention : contributions de lapsychologie et des sciences de l’éducation - OUFOREP. 6 et 7 juin 2011- Nantes”,, vol. 2, Christine GAUX et Isabelle VINATIER (éds.), 2012, pp.151-157Weber, J.-M.: Effets sur le développement personnel et professionnel del’analyse des pratiques à partir de séquences de cours filmées, Actesdu Colloque OUFOUREP 6-7 juin 2011 Nantes Outils pour la formation,l’éducation et la prévention: contribution de la psychologie et dessciences de l’éducation, vol. 2, CREC; CREN;ERT 50, LABECO, LAREF, PPIAssociation pour la recherche sur le développement des compétences,2012, pp. 93-99Weber, J.-M.: Glaube in der Moderne: nur noch Option? Hans Joas’ Sichtzu Moderne und Säkularisierung, Forum für Politik, Gesellschaft undKultur, vol. Nr 324, no. Dezember, Forum ASBL, 2012, pp. 53-56, ISSN:1680-2322Weber, J.-M.: Hans Joas: Die Sakralität der Person Ein wertvoller Beitrag nichtnur zur Genealogie der Menschenrechte, IJHE Bildungsgeschichte,, vol.2, 2012, pp. 261- 264, ISSN: 2192-4295Weber, J.-M.: Freudianische Herausforderung: Pädagogik im Dienste derArtikulation von Singularität und Kollek tivität, Transfert, JournalSemestriel De La Formation Pédagogique Des Enseignants-StagiairesDu Secondaire, vol. Printemps 2012, Université Du Luxembourg/FacultéDes Lettres, Des Sciences Humaines, Des Arts et des Sciences deL’Education, 2012, pp. 12-17Weber, J.-M.: Tutorat L’Acte formatif, Transfert, Journal Semsetriel De LaFormation Pédagogique des Enseignants du Secondaire, vol. Printemps2012, Université du Luxembourg/Faculté Des Sciences Humaines, DesArts Et Des Sciences de l’Education, 2012, pp. 2-7Weber, J.-M., Strohmer, J.: Professionalisierung und subjektive Bezügezum Wissen und Nicht-Wissen im Rahmen von LehrerInnenbildung,Transfert, vol. printemps, 2012, pp. 18-18Wu, JintingWu, J.: A Sermon as Counter Sermon on Educational Research., InternationalJournal for the Historiography of Education, vol. 2, 2012, pp. 102-105Wu, J.: Disenchantment and Participatory Limits of Compulsory Education:Lessons from Southwest China, Compare: A Journal of Comparative andInternational Education, vol. 42, no. 4, 2012, pp. 621-645Wu, J. (2012). “Governing Suzhi and Curriculum Reform in Rural Ethnic China:Viewpoints From the Miao and Dong Communities in Qiandongnan.”Curriculum Inquiry, 42 (5): 652-681.36

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