Prof. Dr. Hanna Gaspard
Mail: hanna.gaspardtu-dortmundde
Institut für Schulentwicklungsforschung
Phone: 0231 / 755 - 7846
Martin-Schmeißer-Weg 13 | Raum 104
The campus of the TU Dortmund University is located near the freeway junction Dortmund West, where the Sauerland line A45 crosses the Ruhr expressway B1/A40. The Dortmund-Eichlinghofen exit on the A45 leads to the South Campus, the Dortmund-Dorstfeld exit on the A40 leads to the North Campus. The university is signposted at both exits. All FAIR PIs have offices on the North Campus. FAIR's main offices will be located a bit off the North Campus on Martin-Schmeisser-Weg 17 (parking behind the building).
The "Dortmund Universität" S-Bahn station is located directly on the North Campus. From there, the S-Bahn line S1 runs every 15 or 30 minutes to Dortmund main station and in the opposite direction to Düsseldorf main station via Bochum, Essen and Duisburg. In addition, the university can be reached by bus lines 445, 447 and 462. Timetable information can be found on the homepage of the Verkehrsverbundes Rhein-Ruhr, and DSW21 also offer an interactive route network map.
From Dortmund Airport, the AirportExpress takes just over 20 minutes to Dortmund main station and from there to the university by S-Bahn. A wider range of international flight connections is offered by Düsseldorf Airport, about 60 kilometers away, which can be reached directly by S-Bahn from the university's train station.
One of the landmarks of the TU Dortmund is the H-Bahn. Line 1 runs every 10 minutes between Dortmund Eichlinghofen and the Technology Center via Campus South and Dortmund University S, while Line 2 commutes every 5 minutes between Campus North and Campus South. It covers this distance in two minutes.
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Mail: hanna.gaspardtu-dortmundde
Institut für Schulentwicklungsforschung
Phone: 0231 / 755 - 7846
Martin-Schmeißer-Weg 13 | Raum 104
Parrisius, C., Gaspard, H., Zitzmann, S., Trautwein, U., & Nagengast, B. (2022). The “situative nature” of competence and value beliefs and the predictive power of autonomy support: A multilevel investigation of repeated observations. Journal of Educational Psychology, 114(4), 791–814. https://doi.org/10.1037/edu0000680. https://doi.org/10.1037/edu0000680
Gaspard, H., Parrisius, C., Piesch, H., Kleinhansl, M., Wille, E., Nagengast, B., Trautwein, U., & Hulleman, C. S. (2021). The potential of relevance interventions for scaling up: A cluster-randomized trial testing the effectiveness of a relevance intervention in math classrooms. Journal of Educational Psychology, 113(8), 1507–1528. https://doi.org/10.1037/edu0000663
Gaspard, H., & Lauermann, F. (2021). Emotionally and motivationally supportive classrooms: A state-trait analysis of lesson- and classroom-specific variation in teacher- and student-reported teacher enthusiasm and student engagement. Learning and Instruction, 75, Article 101494. https://doi.org/10.1016/j.learninstruc.2021.101494
Gaspard, H., Lauermann, F., Rose, N., Wigfield, A., & Eccles, J. S. (2020). Cross-domain trajectories of students' ability self-concepts and intrinsic values in math and language arts. Child Development, 91(5), 1800-1818. doi.org/1111/cdev.13343
Parrisius, C., Gaspard, H., Trautwein, U., & Nagengast, B. (2020). The transmission of values from math teachers to their ninth-grade students: Different mechanisms for different value dimensions? Contemporary Educational Psychology, 62, Article 101891. https://doi.org/10.1016/j.cedpsych.2020.101891
Gaspard, H., Wille, E., Wormington, S. V., & Hulleman, C. S. (2019). How are upper secondary school students’ expectancy-value profiles associated with achievement and university STEM major? A cross-domain comparison. Contemporary Educational Psychology, 58, 149-162. https://doi.org/10.1016/j.cedpsych.2019.02.005
Gaspard, H., Wigfield, A., Jiang, Y., Nagengast, B., Trautwein, U., & Marsh, H. W. (2018). Dimensional comparisons: How academic track students’ achievements are related to their expectancy and value beliefs across multiple domains. Contemporary Educational Psychology, 52, 1-14. https://doi.org/10.1016/j.cedpsych.2017.10.003
Gaspard, H., Häfner, I., Parrisius, C., Trautwein, U, & Nagengast, B. (2017). Assessing task values in five subjects during secondary school: Measurement structure and mean level differences across grade level, gender, and academic subject. Contemporary Educational Psychology, 48, 67-84. https://doi.org/10.1016/j.cedpsych.2016.09.003
Gaspard, H., Dicke, A.-L., Flunger, B., Brisson, B. M., Häfner, I., Nagengast, B., & Trautwein, U. (2015). Fostering adolescents’ value beliefs for mathematics with a relevance intervention in the classroom. Developmental Psychology, 51(9), 1226-1240. https://doi.org/10.1037/dev000002
Gaspard, H., Dicke, A.-L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107(3), 663-677. https://doi.org/10.1037/edu0000003