Institut Forschung und Entwicklung

Dauerhafte URI für die Sammlunghttps://irf.fhnw.ch/handle/11654/59

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20214

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Autor:in: search.filters.author.Feldhoff, TobiasDateien dazu vorhanden?: Ja

Ergebnisse nach Hochschule und Institut

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  • Vorschaubild
    Publikation
    S-CLEVER. Schulentwicklung vor neuen Herausforderungen. Erste Ergebnisse der Schulleiter*innen-Befragung September und Oktober 2020 für die Schweiz
    (S-CLEVER, 2021) Feldhoff, Tobias; Rettinger, Tanja; Radisch, Falk; Arndt, Mona; Habeck, Larissa; Jude, Nina; Kriegbaum, Katharina; Maaz, Kai; Kielblock, Stephan; Maag Merki, Katharina; Wüst, Olivia; Suter, Francesca; Wullschleger, Andrea; Brauckmann-Sajkiewicz, Stefan
    05 - Forschungs- oder Arbeitsbericht
  • Vorschaubild
    Publikation
    S-CLEVER. Schulentwicklung vor neuen Herausforderungen. Erste Ergebnisse der Schulleiter*innen-Befragung September und Oktober 2020 für Deutschland
    (S-CLEVER, 2021) Feldhoff, Tobias; Rettinger, Tanja; Radisch, Falk; Arndt, Mona; Habeck, Larissa; Jude, Nina; Kriegbaum, Katharina; Maaz, Kai; Kielblock, Stephan; Maag Merki, Katharina; Wüst, Olivia; Suter, Francesca; Wullschleger, Andrea; Brauckmann-Sajkiewicz, Stefan
    05 - Forschungs- oder Arbeitsbericht
  • Vorschaubild
    Publikation
    S-CLEVER. Schulentwicklung vor neuen Herausforderungen. Erste Ergebnisse der Schulleiter*innen-Befragung September und Oktober 2020 für Österreich
    (S-CLEVER, 2021) Feldhoff, Tobias; Rettinger, Tanja; Radisch, Falk; Arndt, Mona; Habeck, Larissa; Jude, Nina; Kriegbaum, Katharina; Maaz, Kai; Kielblock, Stephan; Maag Merki, Katharina; Wüst, Olivia; Suter, Francesca; Wullschleger, Andrea; Brauckmann-Sajkiewicz, Stefan
    05 - Forschungs- oder Arbeitsbericht
  • Vorschaubild
    Publikation
    Regulation activities of teachers in secondary schools. Development of a theoretical framework and exploratory analyses in four secondary schools based on time sampling data
    (Springer, 2021) Maag Merki, Katharina; Grob, Urs W.; Rechsteiner, Beat; Wullschleger, Andrea; Schori, Nathanael; Rickenbacher, Anne; Oude Groote Beverborg, Arnoud; Feldhoff, Tobias; Maag Merki, Katharina; Radisch, Falk
    Previous research has revealed that teachers’ regulation activities in schools are most relevant for sustainable school improvement. However, previous studies have severe methodological and theoretical shortcomings. This paper presents the results of a mixed-method case study at four lower secondary schools, in which we developed a framework for understanding regulation activities and processes in schools and analyzed teachers’ regulation activities by using time sampling data of teachers’ performance-related and situation-specific day-to-day activities over 3 weeks. Our results revealed that teachers engage in regulation activities only relatively seldom. Significant differences between teachers were found that are systematically related to the teachers’ specific roles in the school. Teachers rated their regulation activities as especially beneficial for teaching, student learning, and teachers’ learning but as less beneficial for team and school development. Small differences between schools were identified. Further, the results revealed significant correlations between teachers’ perceived benefit of the daily activities and teachers’ daily satisfaction. Based on the results, it can be concluded that the newly developed method appears to be suitable for recording teachers’ daily regulation activities in a (relatively) valid manner and, consequently, for use as a complement to existing instruments. Limitations are discussed, and the need for further research is described.
    04A - Beitrag Sammelband