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Supervision of Qualification Theses of Prof. Dr. Winnie-Karen Giera

Bachelor’s Theses

  • 02/2021 Katja Ischner (Leuphana University of Lüneburg), Bachelor’s thesis “Self-Regulated Writing in the Core Curriculum: Implementing Self-Regulated Writing Using the Example of SRSD in the Core Curriculum of Lower Secondary Schools at the Beginning of Secondary Level I”, second examiner
  • 11/2021 Anastasia Zhuravel (University of Potsdam), Bachelor’s thesis “Differentiated Lesson Development Using the Example of an English Lesson on the Topic ‘Malcolm X’ in Year 8”, second examiner
  • 05/2022 Lina Nagel (University of Potsdam), Bachelor’s thesis “The Initial Learning Profile of a Year 7 Cohort in Reading Competence Following the Transition from Primary to Secondary School”, first examiner
  • 08/2022 Lilly Woltersdorf (University of Potsdam), Bachelor’s thesis “Dramatic Interpretation in Literature Teaching: Impulses for Lesson Design Using the Example of Max Frisch’s Andorra”, first examiner
  • 09/2022 Regina Schuller (University of Potsdam), Bachelor’s thesis “Developmental Psychological and Didactic Therapeutic Approaches in Integrative Learning Therapy at the Alphabetic Developmental Stage for Learners with Dyslexia: The Example of the Duden Institute”, second examiner
  • 09/2023 Eric Graßnick (University of Potsdam), Bachelor’s thesis “The Development of Persuasiveness in Dialectical Argumentative Essays within the Teaching Project ‘Fair Debating and Argumentation’”, first examiner
  • 10/2023 Diana Sebald (University of Potsdam), Bachelor’s thesis “Quality Criteria of Pedagogical Arrangements: From the Planning Process to the Reflection of a Theatre Project within a Holiday Programme at the University of Potsdam”, first examiner
  • 02/2024 Laura Arndt (University of Potsdam), Bachelor’s thesis “Project Report: A Theatre Project in a Year 8 Class to Promote Writing Competence”, first examiner
  • 03/2024 Ronja Felicatas Uhlig (University of Potsdam), Bachelor’s thesis “Representations of Gender in Contemporary Children’s Literature Using the Example of ‘Die Medlevinger’ by Kirsten Boie”, second examiner
  • 04/2024 Walid Khaled Badawie (University of Potsdam), Bachelor’s thesis “Opportunities and Challenges in the Systematic Design of Service-Learning Programmes Using the Example of Reflective Discussions with Participating Students”, first examiner
  • 05/2024 Julia Polomski (University of Potsdam), Bachelor’s thesis “Debating Societies: A Comparison between Germany and the United Kingdom”, first examiner
  • 08/2024 Sarah Schultz (University of Potsdam), Bachelor’s thesis “Writing Reports: Promoting Writing Competence in Primary Education Using the SRSD Approach”, first examiner
  • 11/2024 Elisabeth Kolpakov (University of Potsdam), Bachelor’s thesis “Reading Promotion for Physically Disabled Pupils in Extra- and In-School Contexts”, first examiner
  • 12/2024 Susanne Strach (Humboldt University of Berlin), Bachelor’s thesis “Which Sub-Skills of Reading Can Be Observed in Primary School Children during the Performance of a Reader’s Theatre Based on Video Recordings?”, second examiner
  • 03/2025 Taraneh Shapar (University of Potsdam), Bachelor’s thesis “The Influence of Experienced Social Interaction on the Reading Process of Year 7 Pupils Based on a Qualitative Profile Analysis”, primary supervisor
  • 04/2025 Julia Balik (University of Potsdam), Bachelor’s thesis “Language Support Methods in Mathematics Education: Supporting Pupils with Low Reading Competence in Understanding and Solving Mathematical Word Problems”, primary supervisor

Master’s Theses

  • 10/2023 Aydan Aliyeva (University of Potsdam), Master’s thesis “The Impact of the COVID-19 Pandemic on the Inclusion of Digital Interactive Learning Games: The Example of a Learning Group in Azerbaijan”, second examiner
  • 11/2023 Lina Nagel (University of Potsdam), Master’s thesis “The Impact of Reflective Discussions on Teachers’ Classroom Management in German Lessons within the Context of a Theatre Project”, first examiner
  • 06/2024 Justine Schmid (University of Potsdam), Master’s thesis “Theoretical and Practical Engagement with Inclusive Education at Grammar Schools in Brandenburg, Incorporating the Potsdam Model of Inclusive Didactic Teaching Developed by the Chair of Inclusive German Didactics at the University of Potsdam”, second examiner
  • 11/2024 Anna-Lena Spitzner (University of Potsdam), Master’s thesis “Analysis and Optimisation of Comparative Assessments: An Investigation into the Effectiveness of Operators and the Further Development of Possible Task Formats in the Subject of German”, first examiner
  • 12/2024 Lisanne Letzner (Freie Universität Berlin), Master’s thesis “The Impact of Working in Writing Dyads and Triads on Pupils’ Perception of Self-Concept, Classroom-Related Emotions, Social Competence, and Classroom Climate in Year 7 German Lessons”
  • 10/2025 Lilly Woltersdorf (University of Potsdam), Master’s thesis “Measuring Reading Competence during a Theatre Project: A Comparative Study Using the SLS and LGVT”, primary supervisor

Doctoral Theses (PhD Supervision)

  • Lucas Deutzmann (Germany)

Since 1 August 2021, Lucas Deutzmann has held a position as a research associate at the Junior Professorship of Inclusive German Didactics within the project “Fair Debating and Argumentation”. His second supervisor was Professor Dr Christoph Schroeder at the Institute of German Studies, University of Potsdam. He submitted his doctoral dissertation in January 2024 entitled “Building a Learning Scaffold: Teaching the Writing of Dialectical Argumentative Essays through the SRSD Approach”. The dissertation was assessed in July 2024 with the grade magna cum laude and externally reviewed by Professor Dr Markus Linnemann (University of Koblenz). The imprimatur was granted by the Dean in November 2024. The dissertation was published in spring 2025:

Deutzmann, L. (2025). “Building a Learning Scaffold” – Teaching the Writing of Dialectical Argumentative Essays through the SRSD Approach. Doctoral dissertation. TeachInc Series, Vol. 2. Potsdam University Press.

  • Yoganjana S. Menike (Sri Lanka)

Since the winter semester 2021/22, Yoganjana S. Menike has been pursuing her doctorate as an external doctoral candidate under my supervision. In her doctoral project (2022–2025), she investigated the development of German language teaching in Sri Lanka. As a Senior Lecturer in German as a Foreign Language at Sabaragamuwa University of Sri Lanka, she came to Germany as part of her doctoral studies. Her second supervisor was Professor Thorsten Roelcke at the Technical University of Berlin. She regularly participated in doctoral colloquia at both institutions. As part of her empirical study, she implemented teaching materials from the project “Fair Debating and Argumentation” through twelve trained teachers of German in Sri Lanka. She submitted her dissertation in spring 2025; the viva voce took place in November 2025. The overall result was magna cum laude.

  • Susanne Stadlmayr (Austria)

Since June 2024, Susanne Stadlmayr has been working on her doctoral dissertation entitled “Inclusive German Didactics for the Special Educational Focus on Hearing and Communication”. Her research examines the effectiveness of a professional development programme for teachers aimed at promoting inclusive German language practice for hearing-impaired pupils, with a particular focus on reading and writing instruction at a special school.

  • Anja Karen Kölling

Since November 2025, Anja Karen Kölling’s doctoral project has been situated within a design-based research framework, combining qualitative and quantitative methods. The aim is to develop and evaluate intervention concepts grounded in drama pedagogy and embodied learning to promote pronunciation and reading competence—particularly reading fluency and intelligibility—among lower secondary school learners.

  • Mariesa Kecskemeti

Since November 2025, Mariesa Kecskemeti has been working within the DFG-funded project “Q+ASA” (GI 1972/2-1). Her doctoral research seeks to make complex argumentative structures in discursive essays transparent, assessable, and teachable by further developing an annotation procedure and empirically testing it in school settings within a design-based research framework.