Maxie Kilbury

Maxie Kilbury is a Researcher at the Institute of Education and Psychology within the School Pedagogy and School Improvement Research group at the Free University of Berlin, where she has worked since 2020. Her research focuses on video-based interventions for teacher education and classroom management, particularly addressing disruptive student behaviors through evidence-based methodologies.

Her academic background includes a Master of Arts in Educational Science from Humboldt University of Berlin (2014-2017) and a Bachelor of Arts in Educational Science and French from the same institution (2011-2014). She also served as a German teacher abroad in France (2018-2019) and as a student assistant at the Institute for School Quality of Berlin and Brandenburg (2013-2017).

Her primary research domains include Teacher Education, Classroom Management, and Educational Psychology, with specialized expertise in video-based assessment tools and digital learning environments. Current projects examine school effectiveness in socially segregated contexts, video-based professional development, and principal feedback interventions.

Recent publications reveal a strong trend toward developing validated video methodologies for teacher training, emphasizing staged scenarios of classroom disruptions and digital resource design. Her work bridges educational psychology with practical teacher preparation, focusing on enhancing professional noticing and reasoning skills through technology-enhanced pedagogy.

Kilbury actively contributes to major research initiatives including Evidence-Based Governance in German Education (SteBis), K2teach video facilities, and FEED-UB feedback interventions. She collaborates extensively with the School Pedagogy and School Improvement Research team at FU Berlin, presenting findings at national conferences like the Society for Empirical Educational Research and the German Psychological Society.