Short vita:
Gabriele Hörl is a Senior Scientist at the Department of Educational Science at the Paris Lodron University of Salzburg, where she works in research and teaching. Before completing her doctorate at the PLUS in 2010, she studied Education (major in Counseling – Intervention – Supervision) and Sociology and majored in interdisciplinary Gender Studies. She is a graduate of the international university course Media Naturae at the University of Natural Resources and Life Sciences, Vienna. For over 15 years, she contributed her expertise as a member of the Interdisciplinary Expert Council for Gender Studies at PLUS at university level. She has headed the Editorial Office of the Journal for Educational Research since it was founded in 2011.
Main areas of work and research:
- Academic beliefs, expectations and strategies of parents
- Predictors of success in teacher training and in the teaching profession
- Evaluation of existing school models
- All-day school research
- Career development, student counseling tests
Publications (selected):
- Eder, F., Oberwimmer, K. & Hörl, G. (2021). Biographical and socio-structural characteristics of student teachers. In: Eder, F. & Hörl, G. (eds.), The future teachers: Origin, personality traits and fit to the profession. Wiesbaden: Springer VS-Verlag, pp. 27-52.
- Hofmann, F., Eder, F. & Hörl, G. (2021). The future teachers – Implications and consequences for the recruitment and admission of applicants. In: Eder, F. & Hörl, G. (Eds.), The future teachers: Origin, personality traits and fit to the profession. Wiesbaden: Springer VS-Verlag, pp. 289-307.
- Gniewosz, B., Wiesner, C. & Hörl, G. (2019). A system of orientation frameworks for school quality in Germany and Austria. In: Ditton, H. & Tippelt, R. (eds.), Quality, professionalization and monitoring in the education system. Münster: Waxmann Verlag, pp. 45-60.
- Brunnauer, C., Hörl, G. & Schutzhart, I. (eds.) (2015). Gender and ageing. Interdisciplinary considerations. Wiesbaden: Springer VS.
- Hörl, G., Bacher, J., Dämon, K., Lachmayr, N. & Popp, U. (2013). All-day school forms – National and international experiences, lessons for the future. In: B. Herzog-Punzenberger & M. Bruneforth (eds.): National Education Report Austria 2012.
- Eder, F. & Hörl, G. (eds.) (2010). Schule auf dem Prüfstand: Hauptschule und gymnasiale Unterstufe im Spiegel der Forschung. Vienna: LIT Verlag.
