Cornelia Schoor

PD Dr, EDUCATIONAL RESEARCH

______________________________________________________________________

Office: Leibniz Institute for Educational Trajectories (LIfBi), Wilhelmsplatz 3, Room: WP3/00.27, 96047 Bamberg, Germany

______________________________________________________________________

E-Mail: cornelia.schoor@lifbi.de

Phone: +49 (0)951/863-3439

______________________________________________________________________

Pillar 1: Education, Personal Development and Learning from Early Childhood to Adulthood

______________________________________________________________________

// CURRENT POSITIONS

Post-Doc in the project 'Data Literacy' at Leibniz Institute for Educational Trajectories
Faculty Member of the Bamberg Graduate School of Social Sciences

.......................................................................................................................................................

// SUPERVISION

PD Dr Cornelia Schoor is particularly interested in supervising doctoral students in the areas of multiple document comprehension, digital and data literacy, and beliefs about science.

.......................................................................................................................................................

// RESEARCH

Her research focuses on teaching and learning with digital media, multiple text comprehension, beliefs about science, motivation, collaborative learning and socially regulated learning.

........................................................................................................................................................

// SELECTED PUBLICATIONS

Schoor, C., Rouet, J.-F., & Britt, M. A. (2023). Effects of context and discrepancy when reading multiple documents. Reading and Writing, 36, 1111-1143. https://doi.org/10.1007/s11145-022-10321-2

Schoor, C., Rouet, J.-F., Artelt, C., Mahlow, N., Hahnel, C., Kroehne, U., & Goldhammer, F. (2021). Readers' perceived task demands and their relation to multiple document comprehension strategies and outcome. Learning and Individual Differences, 88, 102018. doi.org/10.1016/j.lindif.2021.102018

Schoor, C., Hahnel, C., Artelt, C., Reimann, D., Kröhne, U., & Goldhammer, F. (2020). Entwicklung und Skalierung eines Tests zur Erfassung des Verständnisses multipler Dokumente von Studierenden. Diagnostica, 66, 123-135.

........................................................................................................................................................

PD Dr Schoor's website at the Department of Educational Research and at the Leibniz Institute for Educational Trajectories (LIfBi)

........................................................................................................................................................