Prof. Dr. Camilla Rjosk
Professor of School Development
Campus Golm
Building 24 - Room 2.69
Karl-Liebknecht-Straße 24 - 25
14476 Potsdam
consulting hours
after arrangement
Academic and occupational background:
since 04/2023 | Full professorship of school development, University of Potsdam |
since 04/2023 | Junior research group leader of the project “Multidimensional Heterogeneity in the Classroom: Measurement, Effects, Mechanisms (MuHiK)” funded by the Federal Ministry of Education and Research (BMBF), University of Potsdam |
04/2021 – 03/2023 | Junior research group leader of the project “Multidimensional Heterogeneity in the Classroom: Measurement, Effects, Mechanisms (MuHiK)” funded by the Federal Ministry of Education and Research (BMBF), Institute for Educational Quality Improvement (IQB) at Humboldt-Universität zu Berlin |
04/2016-03/2021 | Researcher [postdoc] at the Institute for Educational Quality Improvement (IQB) at Humboldt-Universität zu Berlin (area: foreign languages) |
12/2015 | Doctoral degree in Psychology at Humboldt-Universität zu Berlin, Title of dissertation: Zuwanderungsbezogene Klassenzusammensetzung: Messung sowie direkte und vermittelte Effekte auf Leistung und psychosoziale Schülermerkmale [[Immigration-related classroom composition: Its measurement as well as direct and mediated effects on achievement and psychosocial outcomes] |
08/2015 – 05/2018 | Researcher [predoc - postdoc] at the Institute for Educational Quality Improvement (IQB) at Humboldt-Universität zu Berlin (area: trends in student achievement 2016) |
11/2010 – 07/2015 | Researcher [predoc] at the Institute for Educational Quality Improvement (IQB) at Humboldt-Universität zu Berlin (areas: General University Entrance Qualification and seconday education level I) |
10/2009 – 09/2010 | Researcher [predoc.] at Max Planck Institute for Human Development Berlin and Institute for School Development Research Dortmund (project: Text-Picture-Integration) |
10/2008 | Diploma in Psychology, Freie Universität Berlin |
Research Interests:
- Heterogeneity in student groups
- Compositional effects
- Cognitive and psychosocial student development
- Diagnostic skills of teachers and expectancy effects
- Characteristics of instructional quality
Selected publications:
Henschel, S., Heppt, B., Rjosk, C. & Weirich, S. (2022). Zuwanderungsbezogene Disparitäten. In P. Stanat, S. Schipolowski, R. Schneider, K. Sachse, S. Weirich & S. Henschel (Hrsg.), IQB-Bildungstrend 2021. Kompetenzen in den Fächern Deutsch und Mathematik am Ende der 4. Jahrgangsstufe im dritten Ländervergleich (S. 151-189). Münster: Waxmann. Link
Rjosk, C. (2022). Dispersion of student achievement and classroom composition. In T. Nilsen, A. Stancel-Piᶏtak, & J.-E. Gustafsson (Eds.), International Handbook of Comparative Large-Scale Studies in Education. Perspectives and Findings. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-38298-8_47-1
Rjosk, C., Richter, D., Lüdtke, O., & Eccles, J. S. (2017). Ethnic composition and heterogeneity in the classroom–Their measurement and relationship with student outcomes. Journal of Educational Psychology, 109, 1188–1204. doi: 10.1037/edu0000185
Stanat, P., Schipolowski, S., Rjosk, C., Weirich, S. & Haag, N. (2017). IQB-Bildungstrend 2016. Kompetenzen in den Fächern Deutsch und Mathematik am Ende der 4. Jahrgangsstufe im zweiten Ländervergleich. Münster: Waxmann. Link
Timmermans, A. C., Rubie-Davies, C. M., & Rjosk, C. (2018). Pygmalion’s 50th anniversary: The state of the art in teacher expectation research (Special issue). Educational Research and Evaluation, 24(3-5). https://doi.org/10.1080/13803611.2018.1548785
Selected conference presentations:
Rjosk, C., Lorenz, G., Hascher, S., Hou, C. & Lüdtke, O. (2023, März). Meta-analytic review: Effekte der Leistungsheterogenität in Schulklassen und Schulen auf Schüler:innenleistung. Vortrag auf dem 10. Kongress der Gesellschaft für Empirische Bildungsforschung (GEBF), Essen.
Rjosk, C. & Lorenz, G., (2022, März). Zusammenhänge zwischen multidimensionaler Heterogenität in Schulkassen und dem sozialen Zusammenhalt unter Jugendlichen. Vortrag auf der 9. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Bamberg (digitale Veranstaltung).
Rjosk, C., Schotte, K., Hachfeld, A. & Stanat, P. (2017, März). Zuwanderungsbezogene Klassenzusammensetzung und multikulturelle Überzeugungen von Lehrkräften: Zusammenhänge mit dem Lernerfolg der Schülerinnen und Schüler. In H. Dumont & F. Stäbler (Chairs), Der Einfluss der Schul- und Klassenkomposition auf die sozial-emotionale Entwicklung von Schülerinnen und Schülern. Symposium auf der 5. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Heidelberg.
Rjosk, C., Seuring, J., & Stanat, P. (2015, August). Language minority classroom composition: Do peers affect students’ language achievement? Paper presented at the 16th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Cyprus, Greece.
Rjosk, C., Richter, D., Lüdtke, O., Stanat, P., & Eccles, J. S. (2015, April). Ethnic composition and heterogeneity in the classroom – Measurement and relationship with student outcomes. In E. Ruzek (Chair), Student heterogeneity in the classroom: Precursors and links to outcomes. Symposium conducted at the 2015 Annual Meeting of the American Educational Research Association (AERA), Chicago, IL, USA.