Jana Groß Ophoff studied Psychology at the Freie Universität Berlin and the Albert Ludwigs-Universität Freiburg (DE). Afterwards, she worked as PhD research assistant and PhD candidate at the University of Koblenz-Landau (DE) in the project Vergleichsarbeiten in der Grundschule [Mandatory student performance test in German primary education] (VERA: Prof. Dr. I. Hosenfeld, Prof. Dr. A. Helmke). After completing her PhD (Dr. phil.), she focussed her research on the assessment of educational research literacy of students in the field of educational sciences within the project Learning the Science of Education (LeScEd, PI: Prof. Dr. M. Wirtz, funded by the German Federal Ministry of Education and Research) at the University of Education in Freiburg (DE). Between April 2019 and January 2021 she worked as post-doc researcher at the chair "Research on teachers and teacher education with special emphasis on subject-matter teaching and learning" (Prof. Dr. Colin Cramer) at the University of Tübingen (DE). There, she received the Venia Legendi for Educational Science (German: Erziehungswissenschaft). As part of Colin Cramer's research group, she was involved in a survey of German teachers and school leaders (Projekt LineS: 2019–2020). Since February 2021, she is professor of Educational Sciences (German: Bildungswissenschaften) at the University College of Teacher Education Vorarlberg (AT). Among others, she is responsible for the Austrian "Schulleitungsmonitor" since 2022 and is involved in projects as part of the funding initiative ‘Educational innovation needs educational research’. She has also been a member of the Quality Council for the National Education Report 2024 (Part 3) since 2023.

Selected publications

Groß Ophoff J., Brown C., & Helm C. (2023). Do pupils at research-informed schools actually perform better? Findings from a study at English schools. Frontiers in Education, 7, 1011241. doi.org/10.3389/feduc.2022.1011241

Schreck, A., Groß Ophoff, J. & Rott, B. (2023). Studying mathematics at university level. A sequential cohort study for investigating connotative aspects of epistemological beliefs. International Journal of Mathematical Education in Science and Technology.

Merk, S., Groß Ophoff, J., & Kelava, A. (2023). Rich data, poor information? Teachers’ perceptions of mean differences in graphical feedback from statewide tests. Learning and Instruction, 84, 101717. doi.org/10.1016/j.learninstruc.2022.101717.

Kart, A., Groß Ophoff, J., & Pham Xuan, R. (2022). Pre-service teachers’ attitudes about teaching and learning in multilingual classrooms. Insights from the Austrian-wide summer school programme in 2021. Language, Culture and Curriculum, 1-17.

Beuchel, P., Groß Ophoff, J., Cramer, C. & Hautzinger, M. (2022). Promoting Occupational Health and Teaching Quality: The Impact of a Mindfulness Intervention in Teacher Training. Teaching and Teacher Education, 114, 103703.

Brown, C. & Groß Ophoff, J. (2022). Exploring effective approaches for stimulating ideas-engagement amongst adults in England: Results from a Randomised Control Trial [version 1; peer review: 1 approved]. Emerald Open Research, 4(39). emeraldopenresearch.com/articles/4-39

Brown C., Luzmore, R. & Groß Ophoff, J. (2022, version 1, Open Access, awaiting review). Facilitating the ideas-informed society: a systematic review. Emerald Open Research, 4(25). emeraldopenresearch.com/articles/4-25/v1  

Brown C., Luzmore, R. & Groß Ophoff, J. (2022, version 1, Open Access, awaiting review). Anomie in the UK? Can cultural malaise threaten the fruition of the ideas-informed society? Emerald Open Research 2022, 4(28). https://doi.org/10.35241/emeraldopenres.14786.1

Brown, C., Groß Ophoff, J., Chadwick, K., & Parkinson, S. (2022, version 1, Open Access, im Review). Achieving the ‘ideas-informed’society. Results from a Structural Equation Model using survey data from England. Emerald Open Research, 4. https://emeraldopenresearch.com/articles/4-4

Groß Ophoff, J., & Egger, C. (2021). Assessment of German and Austrian students' Educational Research Literacy. Validation of a competency test based on cross-national comparisons. Studia Paedagogica, 26(4), 27-45. https://digilib.phil.muni.cz/handle/11222.digilib/144767

Böttcher-Oschmann, F., Groß Ophoff, J., & Thiel, F. (2021). Preparing teacher training students for evidence-based practice. Promoting students' research competencies in research-learning projects. Frontiers in Education. https://www.frontiersin.org/articles/10.3389/feduc.2021.642107/abstract

Brown, C., Poortman, C., Gray, H., Groß Ophoff, J., & Wharf, M. (2021). Facilitating collaborative reflective inquiry amongst teachers: What do we currently know?. International Journal of Educational Research, 105, 101695.

Groß Ophoff, J., Wolf, R., Schladitz, S. & Wirtz, M. (2017). Evidence-based reasoning in higher education: Development and validation of a test approach to assess Educational Research Literacy. Journal for Educational Research Online, 9 (2), 35-66.

Schladitz, S., Groß Ophoff, J. & Wirtz, M. (2017). Effects of different response formats in measuring educational research literacy. Journal for Educational Research Online, 9 (2), 137-155.

Groß Ophoff, J., Schladitz, S. & Wirtz, M. (2017). Differences in Research Literacy in Educational Science depending on Study Program and University. In J. Domenech i Soria, M. C. Vincent Vela, E. de la Poza & D. Blazquez (Hrsg.), Proceedings of the HEAd’17. 3rd International Conference on Higher Education Advances (S. 1193-1202). Valencia, Spain: Congress UPV.

Groß Ophoff, J., Schladitz, S., Leuders, J., Leuders, T. & Wirtz, M. (2015). Assessing the development of Educational Research Literacy. The effect of courses on research methods in studies of Educational Science. Peabody Journal of Education, 90(4), 560-573.

Full list of publications

Selected proceedings

Lehtomäki, E. ,Okkolin, M.,Coelho, L., Shingenge, F.,Neshilo, F.,Matengu, M.,Scheunpflug, A., Nyibizi, E, Nyiramana, C., Groß Ophoff, J. , Brown, C, Idris, K, Posti-Ahokas, H. (June 2024). Teachers and teacher educators in local /global professional learning communities. Presentation at the conference Reimagining Teachers and Teacher Education for Our Futures. UNESCO, University of Helsinki, Finnland.

Groß Ophoff, J., Pietsch, M., Kemethofer, D. & Pfurtscheller, J. (April 2024). Social and personal resources of school leaders. Presentation at the  2024 Annual Meeting of the American Educational Research Association (AERA), Philadelphia.

Groß Ophoff, J., Egger, C., Frey, A. & Dammerer, J. (January 2024). Trainee teachers inquiry habit of mind: A matter of prevailing attitudes or learning opportunities? Presentation in the session “Navigating ambiguity in teacher professional development” (Chair: K. Vanlommel), International Congress for School Effectiveness and Improvement (ICSEI), Dublin, Irland.

Zeilinger, H., Groß Ophoff, J., & Dammerer, J. (January 2024). Teacher leaders’ perception of their role in evidence-informed school decision-making processes. Presentation at the International Congress for School Effectiveness and Improvement (ICSEI), Dublin, Irland.

Groß Ophoff, J., Egger, C. , Frey, A. & Dammerer, J. (August 2023). Can the intention to use research in educational practice be fostered by research learning opportunities during teacher initial education? Presentation in the session “Can We Cross the Research-Practice Gap? New Perspectives to Teachers’ and Schools’ Engagement with Research” (Chair: M. Gaussel) at the European Conference on Educational Research (ECER), Glasgow, UK.

Groß Ophoff, J., & Lippert, A. (August 2023). Lessons learned: Are inquiry learning opportunities actually beneficial for student teachers’ research literacy? Presentation in the session  “Reflection and Reflexivity in the Context of Inquiry-Based Learning: Chances to Initiate Professionalization in Teacher Education?” (Chairs: J.-H. Hinzke & A. Paseka) at the European Conference on Educational Research (ECER), Glasgow, UK.

Groß Ophoff, J. & Brown, C. (Chairs) (April 2023). Bridging the research-practice gap: Interdisciplinary approaches to teachers’ and schools’ engagement with and in research. Symposium at the Annual Meeting der American Educational Research Association (AERA), Chicago, USA.

Groß Ophoff, J. (April 2023). What impact has research-related motivation on the level of pre-service teachers’ research competence? Beitrag im Symposium “Bridging the research-practice gap: Interdisciplinary approaches to teachers’ and schools’ engagement with and in research”. Annual Meeting der American Educational Research Association (AERA), Chicago, USA.

Jesacher-Rößler, L., Groß Ophoff, J., Kart, A., Klein, E. D., Pham Xuan, R. (January 2023). Austria - The Summer School - A Remedial Action for Vulnerable Groups? Presentation in the Learning Walkthrough “International Educational Follow-up Actions to the COVID-19-pandemic”, ICSEI 2023, Vina del Mar, Chile.

Merk, S., Groß Ophoff, J. & Bez, S. (September 2022). From Data to Information. Teacher’s Perceptions of Graphical Feedback Properties. Presentation in the session „Teachers’ use of data for decision making: perspectives on processes and preconditions”, Chair: J. Groß Ophoff) auf der EARLI SIG 18 & 23 Conference, Freiburg.

Groß Ophoff, J. & Brown, C. (April 2022). Enablers and Barriers to Research-Informed Education: Exploring international Perspectives. Invited session at the World Education Research Association (WERA) 2022 Focal Meeting in Kooperation mit der American Educational Research Association (AERA), San Diego, USA.

Groß Ophoff, J., Tulowitzki, P., Cramer, C. & Pietsch, M. (January 2022). The COVID-Pandemic From The Perspective Of German School Leaders. Presentation at he International Congress for School Effectiveness and Improvement (ICSEI) Virtual Congress 2022.

Brown, C., Poortman, C., & Groß Ophoff, J. (September 2021). Facilitating Collaborative Reflective Inquiry Amongst Teachers: Findings From A Systematic Review. Presentation at the European Conference on Educational Research – Online (ECER 2021), Genf.

Schreck, A., Groß Ophoff, J. & Rott, B. (September 2021). Connotative aspects of Epistemological Beliefs: A pseudo-longitudinal study with students of different mathematical pro-grams of study. Presentation at ther 27th Conference of Mathematical Views (MAVI27), Bremen.

Groß Ophoff, J. (January 2020). Assessment of Educational research Literacy in Higher Education. Development and validation of a Competence test. Presentation at the 33. International Congress for School Effectiveness and Improvement, Marrakesh, Morocco.

Groß Ophoff, J., ElKamel, H. (January 2020). Educational Research Literacy in Egypt and Germany. A comparison of Teacher Training students. Poster auf dem 33. International Congress for School Effectiveness and Improvement, Marrakesh, Marokko.

Kittel, D., Rollett, W., & Groß Ophoff, J. (August 2019). Changes in educational science research competencies among professional teachers in further education. Presentation at hte 18th Biennial EARLI Conference. Aachen.

Kiemer, K., Groß Ophoff, J., Hendriks, F., Seifried, E., & Menz, c. (August 2019). What is (needed to achieve) 'evidence-based teaching'? Rould Table at the 18th Biennal EARLI Conference. Aachen.

Groß Ophoff, J., Schladitz, S. & Wirtz, M. (July 2017). Differences in research literacy in Educational Science depending on study program and university . Presentation at the 3rd International Conference on Higher Education Advances (HEAd’17). Valencia, Spanien.

Schladitz, S., Groß Ophoff, J. & Wirtz, M. (July 2016). Effects of different response formats in measuring Educational Research Literacy. Presentation at the International Congress of Psychology (ICP), Yokohama, Japan.

Schladitz, S., Groß Ophoff, J. & Wirtz, M. (August 2013). Research Literacy in Educational Sciences - Development of an IRT-based Assessment. Poster at the Junior Researchers (JURE)-Preconference der 15th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), München.

Rummel, N., Spada, H., Groß Ophoff, J. & Schornstein, K. (September 2003). Was führt zu erfolgreicher Zusammenarbeit? Ergebnisse von Prozessanalysen netzbasierter Kooperation. Vortrag auf der 9. Tagung der Fachgruppe „Pädagogische Psychologie“ der Deutschen Gesellschaft für Psychologie. Universität Bielefeld.

Full list of presentations

• Austrian Society for Research and Development in Education (ÖFEB)

• German Society for Empirical Educational Research (GEBF)

• German Educational Research Association (DGfE)

• German Psychological Society (DGPs)


• American Educational Research Association (AERA):

  • Division H: Research, Evaluation, and Assessment in Schools
    (Chair for the International Relations Committee)

  • Division K: Teaching and Teacher Education

• International Congress for School Effectiveness and Improvement (ICSEI)
  Data Use Network (Network Coordinator)