Auflistung nach Autor:in "Maag Merki, Katharina"
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- PublikationAdapting routines in schools when facing challenging situations. Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning(Springer, 07.07.2022) Maag Merki, Katharina; Wullschleger, Andrea; Rechsteiner, Beat [in: Journal of Educational Change]Routines play a major role in educational change in schools. But what happens if the routines performed by school staff fail to deal successfully with current challenges? What strategies aid adaptation of the routines in a specific situation? Up to now, there exists no comprehensive concept for understanding why and at what points the adapting of routines in schools in a specific situation takes a favorable or unfavorable direction. To address this gap, we propose extending theories on routines by considering theories on self-regulated and collectively regulated learning. We consider these theories to be a beneficial complement because of their broad theoretical, methodological, and empirical research base. We argue that these theories enhance the understanding of adapting routines to specific challenging situations in schools. We present a newly developed theoretical framework for dealing with specific challenging situations in schools as an interplay between routines and regulation processes. Finally, important research questions regarding the suggested approach are discussed.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationBeurteilung der Abituraufgaben und Korrekturhinweise(VS Verlag für Sozialwissenschaften, 2012) Appius, Stephanie; Holmeier, Monika; Maag Merki, Katharina [in: Zentralabitur. Die längsschnittliche Analyse der Prozesse und Wirkungen der Einführung zentraler Abiturprüfungen in zwei Bundesländern]04A - Beitrag Sammelband
- PublikationBezugsnormorientierung im Unterricht im Kontext zentraler Abiturprüfungen(VS Verlag für Sozialwissenschaften, 2012) Holmeier, Monika; Maag Merki, Katharina [in: Zentralabitur. Die längsschnittliche Analyse der Prozesse und Wirkungen der Einführung zentraler Abiturprüfungen in zwei Bundesländern]04A - Beitrag Sammelband
- PublikationBridging gaps: a systematic literature review of brokerage in educational change(Springer, 07.10.2023) Rechsteiner, Beat; Kyndt, Eva; Compagnoni, Miriam; Wullschleger, Andrea; Maag Merki, Katharina; Wullschleger, Andrea [in: Journal of Educational Change]Bridging gaps between educational stakeholders at the classroom, school, and system levels is essential to achieve sustainable change in primary and secondary education. However, transferring knowledge or building capacity within this network of loosely coupled stakeholders is demanding. The concept holds promise for studying these complex patterns of interaction, as it refers to how specific actors link loosely coupled or disconnected individuals. However, different research traditions, in terms of theoretical frameworks and methodological approaches, and various stakeholders examined in their role as bridge builders make understanding the role of brokers, brokering, and brokerage in changing educational practice challenging. Therefore, the purpose of this study is to provide an overview of the current literature on these concepts in educational change research. In a systematic literature review based on 42 studies, we analyzed each study’s theoretical assumptions, methodological approach, scope in terms of stakeholders involved, and empirical findings. First, the literature review revealed that research on educational change refers to four different theoretical frameworks when focusing on brokers, brokering, or brokerage. Second, our results indicate that predominantly qualitative approaches have been applied. Third, using content network graphs, we identified teachers and principals as among the most frequently analyzed brokers. Fourth, four relevant aspects of the empirical findings are presented: brokers’ personal characteristics, conditions that enable brokering, successful brokering strategies, and outcomes of brokerage. Finally, we outline a future research agenda based on the empirical evidence base and shortcomings.01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationChanges in student attributions due to the implementation of central exit exams(Springer, 2011) Oerke, Britta; Maag Merki, Katharina; Holmeier, Monika; Jäger, Daniela Julia [in: Educational Assessment, Evaluation and Accountability]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationComparability of semester and exit exam grades: Long-term effect of the implementation of state-wide exit exams(Taylor & Francis, 2015) Maag Merki, Katharina; Holmeier, Monika [in: School Effectiveness and School Improvement]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationDer Akteurzentrierte Institutionalismus als Heuristik für Educational Governance-Studien: Das Beispiel der Institutionalisierung des Qualitätsmanagementverfahrens Q2E. Das Beispiel der Institutionalisierung des Qualitätsmanagementverfahrens Q2E(Verlag für Sozialwissenschaften, 27.11.2011) Kunz Heim, Doris; Rindlisbacher, Simone; Maag Merki, Katharina; Langer, Roman; Altrichter, Herbert [in: Educational Governance als Forschungsperspektive : Strategien. Methoden. Ansätze]04A - Beitrag Sammelband
- PublikationDie Effekte der Einführung zentraler Abiturprüfungen auf die Unterrichtsgestaltung in Leistungskursen in der gymnasialen Oberstufe(Springer, 08.05.2013) Maag Merki, Katharina; Holmeier, Monika; Jäger, Daniela Julia; Oerke, Britta [in: Unterrichtswissenschaft]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationDie Implementation zentraler Abiturprüfungen. Erste Ergebnisse zu den Effekten der Einführung auf das schulische Handeln der Lehrpersonen(Waxmann, 2008) Maag Merki, Katharina; Holmeier, Monika; Lankes, Eva-Maria [in: Pädagogische Professionalität als Gegenstand empirischer Forschung]04B - Beitrag Konferenzschrift
- PublikationDie Wirkung von unterschiedlichen Formen von co-teaching auf die von den Schülerinnen und Schülern wahrgenommene Unterrichtsqualität in inklusiven Klassen(Springer, 26.04.2021) Moser Opitz, Elisabeth; Maag Merki, Katharina; Pfaffhauser, Rico; Stöckli, Meret; Garrote, Ariana [in: Unterrichtswissenschaft]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationDynamic pathways. Investigating the relationship between the changing landscape of educational leaders’ interaction routines and innovative climate(11.01.2024) Wullschleger, Andrea; Liou, Yi-Hwa; Vörös, András; Daly, Alan; Maag Merki, Katharina06 - Präsentation
- PublikationEducational Effectiveness Theory. Further developements in a multilevel context(Routledge, 2017) Maag Merki, Katharina; Emmerich, Marcus; Holmeier, Monika03 - Sammelband
- PublikationEin neuer Blick auf Schulentwicklung. Das Zusammenspiel zwischen impliziten und expliziten Prozessen der Weiterentwicklung der Einzelschule(Springer, 2021) Maag Merki, Katharina; Wullschleger, Andrea; Rechsteiner, Beat; Moldenhauer, Anna; Asbrand, Barbara; Hummrich, Merle; Idell, Till-Sebastian [in: Schulentwicklung als Theorieprojekt. Forschungsperspektiven auf Veränderungsprozesse von Schule]In diesem Beitrag wird, ausgehend von Theorien des organisationalen Lernens und des selbstregulierten Lernens, das Zusammenspiel zwischen impliziten, relativ stabilen und expliziten, systematisch gestalteten Prozessen der Schulentwicklung untersucht. Wir argumentieren, dass es die Analyse dieses Zusammenspiels besser ermöglicht herauszuarbeiten, welche stabilen Orientierungen und Praktiken den Schulentwicklungsalltag der Akteur*innen in der Schule prägen sowie wann und in welchen Situationen diese impliziten, routinierten Prozesse unterbrochen werden, weil sie für die Bearbeitung spezifischer schulinterner oder schulexterner Herausforderungen nicht (mehr) funktional sind bzw. zu sein scheinen. Es wird ein theoretisches Rahmenmodell entwickelt, dessen Potential für die Schulentwicklungsforschung aufgezeigt wird, dessen Schwächen aber auch diskutiert werden.04A - Beitrag Sammelband
- PublikationEveryday, 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: Teaching and Teacher Education]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
- PublikationFaire Noten für alle...?! Längerfristige Effekte der Implementation zentraler Abiturprüfungen(04.07.2012) Holmeier, Monika; Maué, Elisabeth; Maag Merki, Katharina06 - Präsentation
- PublikationFurther development of educational effectiveness theory in a multilevel context: from theory to methodology and from empirical evidence back to theory(Taylor & Francis, 2015) Maag Merki, Katharina; Emmerich, Marcus; Holmeier, Monika [in: School Effectiveness and School Improvement]01A - Beitrag in wissenschaftlicher Zeitschrift
- PublikationGemeinsames Prüfen: Eine Fallanalyse in Gymnasien der Schweiz(Springer VS, 2017) Holmeier, Monika; Maag Merki, Katharina; Hirt, Carmen02 - Monographie
- PublikationGleiche Leistung für alle!? Zentralabitur und Chancengleichheit(12.03.2013) Holmeier, Monika; Maag Merki, Katharina06 - Präsentation
- PublikationHow 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, András06 - Präsentation
- PublikationImproving teaching, teamwork, and school organization. Collaboration networks in school teams(Elsevier, 01/2023) Wullschleger, Andrea; Vörös, András; Rechsteiner, Beat; Rickenbacher, Ariane; Maag Merki, Katharina [in: Teaching and Teacher Education]Whereas previous studies on teacher collaboration have focused almost exclusively on improving teaching, this paper investigates collaboration in three highly important school improvement areas. Data for three collaboration networks were collected in four secondary schools in Switzerland in 2018 on teachers exploring new ideas on teaching (teaching improvement), teamwork (team improvement), and school organization (organizational improvement). Using social network analysis, we examined to what extent the collaboration networks overlap, how network structures differ, and what factors explain these differences. The results revealed substantial differences between collaboration in the three areas. This suggests that future research should examine collaboration from a multidimensional network perspective.01A - Beitrag in wissenschaftlicher Zeitschrift
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