Auflistung nach Autor:in "Grob, Urs"

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Der Einfluss der Unterrichtsgestaltung auf Fachinteresse und Mathematikleistungen
(Waxmann, 03.02.2010) Waldis Weber, Monika; Grob, Urs; Reusser, Kurt; Pauli, Christine; Reusser, Kurt; Pauli, Christine; Waldis Weber, Monika
04A - Beitrag Sammelband
Der schweizerische Mathematikunterricht aus der Sicht von Schülerinnen und Schülern und in der Perspektive hoch-inferenter Beobachterurteile
(Waxmann, 03.02.2010) Waldis Weber, Monika; Grob, Urs; Waldis Weber, Monika; Grob, Urs; Pauli, Christine; Reusser, Kurt
04A - Beitrag Sammelband
«Erweiterte Lehr- und Lernformen» im Mathematikunterricht der Deutschschweiz
(Springer, 2003) Pauli, Christine; Reusser, Kurt; Waldis Weber, Monika; Grob, Urs
01A - Beitrag in wissenschaftlicher Zeitschrift
Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school
(Elsevier, 12/2024) Compagnoni, Miriam; Rechsteiner, Beat; Gotsch, Flurin; Grob, Urs; Wullschleger, Andrea; Maag Merki, Katharina
In a 21-day study, 753 Swiss primary school teachers reported their daily professional development activities concerning the classroom, team, and school. Using experience sampling, we examined their effect on teachers’ well-being and experienced learning benefits for students, team, and school. Professional development activities for teaching occurred on 41% of workdays but were rare for team and school. Multilevel analyses highlighted both inter- and intraindividual associations with benefits and well-being. On days with professional development activities for the classroom, teachers reported increased stress but also recognized learning benefits. Teachers engaging in more professional development activities overall showed higher well-being and benefits.
01A - Beitrag in wissenschaftlicher Zeitschrift
How effective is a high amount of teacher collaboration that is perceived as useful?
(26.08.2023) Wullschleger, Andrea; Maag Merki, Katharina; Grob, Urs; Rechsteiner, Beat; Compagnoni, Miriam; Vörös, András
06 - Präsentation
No Loss, No Gain? COVID-19 school closures and Swiss fifth-graders' competencies and self-concept in mathematics
(Hogrefe, 21.06.2023) Compagnoni, Miriam; Rechsteiner, Beat; Grob, Urs; Bayer, Nicole; Wullschleger, Andrea; Maag Merki, Katharina
COVID-19-related school closures in spring 2020 interrupted learning routines and posed a great challenge for students' competencies acquisition and self-concepts. Concerns about possible learning losses due to school closures, especially for disadvantaged students, are justified, but the currently available empirical evidence is still scarce, varies greatly with regard to context, and neglects reciprocal effects of competencies and self-concept. To address these shortcomings, this paper first provides insights on the effect that the 8 weeks of school closures had on Swiss primary school students' math competencies. IRT-based math tests were used to cross-sectionally compare data from 1,299 students in Grade 5 in late spring 2020 shortly after the reopening of schools with data from a previous year's cohort ( n = 11,314) using propensity score matching. The results revealed no significant differences in math competencies and no evidence of an increase in inequality when children with not German (vs German) as their first language were studied. Second, changes in math self-concepts in the school year 2019/20, when the pandemic first hit, as well as reciprocal effects of math competencies and math self-concept were assessed longitudinally ( n = 1,299) using random intercept cross-lagged panel models based on three measurement points. Results showed that higher math self-concept and positive change in math self-concept over the time of school closures were related to higher learning gains. Different development trajectories for children with German (vs not German) first language emerged. The study therefore fosters a better understanding of the effect that pandemic-induced school closures had on learning and relativizes the feared negative effects on math competencies caused by short school closures.
01A - Beitrag in wissenschaftlicher Zeitschrift
Politische Bildung und Persönlichkeitsförderung als Qualitätskriterien von Bildungssystemen. Bericht der Schweizer Arbeitsgruppe Cross-Curricular-Competencies von Network A des INES-Projekts der OECD
(Pädagogisches Intitut der Universität Zürich, 1996) Fend, Helmut; Grob, Urs; Kassis, Wassilis; Büeler, Xaver
05 - Forschungs- oder Arbeitsbericht
Preconditions of teachers’ collaborative practice. New insights based on time-sampling data
(European Association for Research on Learning and Instruction, 13.04.2022) Maag Merki, Katharina; Grob, Urs; Rechsteiner, Beat; Rickenbacher, Ariane; Wullschleger, Andrea
Previous findings on the preconditions of teachers’ collaboration are inconsistent. This might be related to the research methods used to assess the teachers’ collaborative practice. Retrospective assessments by self-report on a relatively general level prevail. The validity of these self-reports is limited, however. In contrast, time-sampling methods have the potential to investigate collaborative practice specifically and longitudinally as a day-to-day process over time validly. But to date, no research on collaborative activities in schools based on time-sampling methods is available. In this study, we extended the current state of research by analysing the variability and preconditions of teachers’ collaboration at four secondary schools over three weeks based on time-sampling data collected by a newly developed online practice log. Recorded were collaborative activities outside of teaching with a focus on administrative and organisational tasks and on school subject-specific tasks. The results revealed that teachers’ collaborative activities varied significantly between weekdays, showing a linear decrease from Monday to Friday, regardless of the content of collaboration. Collaboration that focused on administrative-organisational tasks seemed to be quite stable over the weeks and was hardly influenced by teachers’ individual characteristics. Instead, collaborative activities that focused on school subject-specific tasks varied significantly between weeks; moreover, they were influenced by teachers’ leadership role and gender. The results indicate that rather stable routinised patterns of day-to-day collaboration over the weeks decrease the influence of teachers’ individual characteristics. Hence, by collecting data that is closer to content-specific day-to-day collaborative activities, time-sampling methods can be seen as a driver for new insights.
01A - Beitrag in wissenschaftlicher Zeitschrift
Psychische Gesundheit im Lebensverlauf. Die geschlechtsspezifische Bedeutung von sozial-emotionalen Beziehungen
(Springer VS, 2009) Sandmeier Rupena, Anita; Fend, Helmut; Berger, Fred; Grob, Urs
04A - Beitrag Sammelband
School teams’ regulation strategies for dealing with school-external expectations for school improvement
(SAGE, 29.04.2022) Wullschleger, Andrea; Rickenbacher, Ariane; Rechsteiner, Beat; Grob, Urs; Maag Merki, Katharina
School-external expectations regarding implementation of reforms and innovations often do not lead to successful school improvement processes in schools. To better understand these processes in schools, this paper aims to investigate school improvement processes on a deep level by focusing on cognitive, metacognitive, and motivational regulation strategies used by school teams and by exploring what school-external and school-internal factors are related to this strategy use. Principals, teachers, and specialist teachers ( N = 1328) at 59 primary schools responded to an online questionnaire indicating their school’s use of regulation strategies on school improvement. Results from descriptive, variance, and hierarchical multiple regression analyses revealed that school teams use all forms of school-based regulation strategies but that schools differ significantly in their strategy use. These differences were mainly explained more by school-internal deeper structures (e.g., task cohesion) and less by school-internal surface structures (e.g., school size) and not at all by school-external factors (e.g., governance systems).
01A - Beitrag in wissenschaftlicher Zeitschrift
Schulentwicklungskapazität als Voraussetzung für die Optimierung von schulischen Prozessen
(03/2020) Wullschleger, Andrea; Maag Merki, Katharina; Rechsteiner, Beat; Schori, Nathanael; Grob, Urs
06 - Präsentation
Schulentwicklungskapazität als Voraussetzung für die Qualitätsentwicklung von schulischen Prozessen. Eine Bilanz
(16.03.2022) Wullschleger, Andrea; Maag Merki, Katharina; Rechsteiner, Beat; Schäfer, Lisa Maria; Rickenbacher, Ariane; Grob, Urs; Marusic-Würscher, Claudia
06 - Präsentation
Teaching quality in kindergarten. professional development and quality of adaptive learning support enhances mathematical competency
(Springer, 2024) Dunekacke, Simone; Wullschleger, Andrea; Grob, Urs; Heinze, Aiso; Lindmeier, Anke; Vogt, Franziska; Kuratli Geeler, Susanne; Leuchter, Miriam; Meier-Wyder, Anuschka; Seemann, Selma; Moser Opitz, Elisabeth
AbstractAdaptive learning support provided by kindergarten teachers before and after (macro-adaptive learning support) as well as during mathematical learning activities (micro-adaptive learning support) is a cross-cutting concept of teaching quality. Effective adaptive learning support enhances children’s learning. However, providing it is challenging and teachers need professional development (PD) to improve the quality of their support. This study investigates the mediating role of teaching quality between PD programs for kindergarten teachers and the development of children’s mathematical competency. 122 kindergarten teachers and their 825 pupils participated in the study. The teachers were randomly assigned to three groups. Two groups attended PD sessions designed to foster either macro- or micro-adaptive learning support. The third was the materials-only control group. The data was analyzed using a self-developed rating instrument focusing on generic and domain-specific elements of teaching quality related to macro- and micro-adaptive learning support. The multilevel latent change model analysis revealed that the PD programs had positive and significant effects on the teaching quality of kindergarten teachers. A significant positive relationship was also found between micro-adaptive learning support and changes in children’s mathematical competency. However, an indirect effect of teaching quality could not be detected, and the PD programs did not have a total effect on children’s mathematical competency. The study reinforces the importance of PD that specifically targets macro- and micro-adaptive learning support for kindergarten teachers. The mediation between PD and mathematical competency development requires further investigation.
01A - Beitrag in wissenschaftlicher Zeitschrift
Wie wirksam ist ein hohes Mass an nützlich wahrgenommenen Kooperationen?
(29.06.2023) Wullschleger, Andrea; Maag Merki, Katharina; Grob, Urs; Rechsteiner, Beat; Compagnoni, Miriam
06 - Präsentation