Prof. Dr. Martin Brunner
Inhaber der Professur
Campus Golm
Haus 24, Raum 1.70
Karl-Liebknecht-Str. 24-25
14476 Potsdam
Sprechzeiten
nach Vereinbarung
Forschungsinteressen
- Kognitive Kompetenzen
- Sozio-emotionale Kompetenzen
- Large-Scale Assessment
- Integrative Daten Analyse
- Individual Participant Meta-Analyse
- Studienplanung / Power-Analyse
Kurzbiografie
| Seit 2017 | Professor für Quantitative Methoden in den Bildungswissenschaften an der Universität Potsdam |
| 2012 - 2017 | Professor für Evaluation und Qualitätssicherung im Bildungswesen an der Freien Universität Berlin |
| 2012 - 2017 | Wissenschaftlicher Leiter und Geschäftsführer des Instituts für Schulqualität der Länder Berlin und Brandenburg (ISQ) |
| 2009 - 2012 | Professor für Edumetrie/Psychometrie und differentielle Psychologie an der Universität Luxemburg |
| 2006 - 2009 | Wissenschaftlicher Mitarbeiter (Post-Doc) an der Universität Luxemburg |
| 2005 - 2006 | Wissenschaftlicher Mitarbeiter (Post-Doc) am Max-Planck-Institut für Bildungsforschung, Forschungsbereich Erziehungswissenschaft und Bildungssysteme |
| 2006 | Promotion in Psychologie an der Humboldt-Universität zu Berlin |
| 2002 - 2006 | Promotionsstipendiat am Max-Planck-Institut für Bildungsforschung, Forschungsbereich Erziehungswissenschaft und Bildungssysteme |
| 2002 | Diplom-Psychologe, Universität Mannheim |
Ausgewählte Publikationen
Publikationsverzeichnis auf Google Scholar
Brunner, M., Keller, L., Stallasch, S. E., Kretschmann, J., Hasl, A., Preckel, F., Lüdtke, O., & Hedges, L. V. (2023). Meta-analyzing individual participant data from studies with complex survey designs: A tutorial on using the two-stage approach for data from educational large-scale assessments. Research Synthesis Methods, 14(1), 5–35. https://doi.org/10.1002/jrsm.1584 Preprint: 10.31234/osf.io/t79vk
Keller, L. K., Preckel, F., & Brunner, M. (2021). Nonlinear relations between achievement and academic self-concepts in elementary and secondary school: An integrative data analysis across 13 countries. Journal of Educational Psychology, 113(3), 585–604. https://doi.org/10.1037/edu0000533
Stallasch, S. E., Lüdtke, O., Artelt, C., & Brunner, M. (2021). Multilevel Design Parameters to Plan Cluster-Randomized Intervention Studies on Student Achievement in Elementary and Secondary School. Journal of Research on Educational Effectiveness, 14(1), 172–206. https://doi.org/10.1080/19345747.2020.1823539
Hasl, A., Kretschmann, J., Richter, D., Voelke, M. & Brunner, M. (2019). Investigating Core Assumptions of the "American Dream": Historical Changes in How Adolescents’ Socioeconomic Status, IQ, and GPA are Related to Key Life Outcomes in Adulthood. Psychology and Aging, 34, 1055-1076.
Brunner, M., Keller, U., Wenger, M. , Fischbach, A. & Lüdtke, O. (2017). Between-School Variation in Students’ Achievement, Motivation, Affect, and Learning Strategies: Results from 81 Countries for Planning Group-Randomized Trials in Education. Journal of Research on Educational Effectiveness. DOI: 10.1080/19345747.2017.1375584
Spengler, M., Brunner, M., Damian, R., Roberts, B., Lüdtke, O. & Martin R. (2015). Does it help to be a responsible student? Student characteristics and behaviors at age 12 predict occupational success 40 years later over and above childhood IQ and parental SES. Developmental Psychology, 51, 1329-1340. (* PI)
Brunner, M., Pant, H. A. & Stanat, P. (2014). Diagnostik und Evaluation. In: Seidel, T. & Krapp, A. (Hrsg.): Lehrbuch Pädagogische Psychologie (S. 484-515). Weinheim: Beltz.
Sonnleitner, P., Keller, U., Martin, R., & Brunner, M. (2013). Students’ complex problem solving abilities: Their structure and relations to reasoning ability and educational success. Intelligence, 41, 289–305.
Brunner, M., Nagy, G. & Wilhelm, O. (2012). A tutorial on hierarchically-structured constructs. Journal of Personality, 80, 796-846. ONLINE-SUPPLEMENT.
Brunner, M. & Martin, R. (Hrsg.) (2011). Die MAGRIP-Studie (1968-2009). Wie beeinflussen sozio-kognitive Merkmale von Kindern im Grundschulalter und ihre Bildungswege ihr späteres Leben als Erwachsene in Luxemburg?. Luxemburg: Universität Luxemburg, Forschungseinheit EMACS. REPORT.
Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A. & Martin, R. (2010). The structure of academic self-concepts revisited: The nested Marsh/Shavelson model. Journal of Educational Psychology, 102, 964-981.
Baumert, J., Lüdtke, O., Trautwein, U. & Brunner, M., (2009). Large-scale student assessment studies measure the results of processes of knowledge acquisition: Evidence in support of the distinction between intelligence and student achievement. Educational Research Review, 4, 165-176.
Brunner, M. (2008). No g in education? Learning and Individual Differences, 18, 152-165.
Brunner, M., Lüdtke, O. & Trautwein, U. (2008). The internal/external frame of reference model revisited: Incorporating general cognitive ability and general academic self-concept. Multivariate Behavioral Research, 43, 137-172.
Krauss, S., Brunner, M., Kunter, M., Baumert, J., Blum, W., Neubrand, M. & Jordan, A. (2008). Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology, 100, 716-725.
Brunner, M., Artelt, C., Krauss, S. & Baumert, J. (2007). Coaching for the PISA test. Learning and Instruction, 17, 111-122.
Brunner, M. & Süß, H.-M. (2005). Analyzing the reliability of multidimensional measures: An example from intelligence research. Educational and Psychological Measurement, 65, 227-240.