Institut Forschung und Entwicklung

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The cycle of violence. Effects of violence experience, behavior, and attitudes on adolescents’ peer rejection networks
(Frontiers Research Foundation, 2024) Favre, Céline Anne; Garrote, Ariana; Kassis, Wassilis; Bacher, Janine; Wullschleger, Andrea; Aksoy, Dilan
Previous research on adolescent peer networks has mainly focused on friendship networks and their association with violence, but very limited research is available on peer rejection networks. This lack of knowledge hinders the effectiveness of preventing peer rejection and its negative effects. Based on the theory of the cycle of violence, the present study examines the extent to which parental physical abuse experiences, aggressive behavior toward peers and acceptance of violence are related to peer rejection networks at school. Social network analysis with a stochastic actor-oriented model of longitudinal data collected from high school students (Wave 1, n = 620; Wave 2, n = 590) confirms that adolescents who frequently use aggression toward their peers are more likely to be rejected, especially if those adolescents have experienced abuse. Similarly, peers are more likely to reject adolescents with high levels of accepting violence. The results also show that aggression toward peers generally tends to decrease over time but not for adolescents who reject a larger number of students. For students who reject many peers, aggression frequency increases. From the perspective of resilience theory, peer rejection, when combined with aggression toward peers and acceptance of violence, particularly in female adolescents, creates a significant risk factor for socio-emotional development. Therefore, tackling violence attitudes, experiences and behavior in the school environment and at home is crucial in overcoming the cycle of violence.
01A - Beitrag in wissenschaftlicher Zeitschrift
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
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
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
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
Ist Aktionsbezogene Kompetenz von Erzieherinnen differenziell förderbar? Eine Validierungsstudie
(WTM Verlag, 2020) Lindmeier, Anke; Seemann, Selma; Kuratli-Geeler, Susanne; Wullschleger, Andrea; Dunekacke, Simone; Leuchter, Miriam; Vogt, Franziska; Moser Opitz, Elisabeth; Heinze, Aiso; Siller, Hans-Stefan; Weigel, Wolfgang; Wörler, Jan Franz
04B - Beitrag Konferenzschrift
“Title does not dictate behavior”. Associations of formal, structural, and behavioral brokerage with school staff members’ professional well-being
(Frontiers Research Foundation, 2022) Rechsteiner, Beat; Compagnoni, Miriam; Maag Merki, Katharina; Wullschleger, Andrea
Individuals in brokerage positions are vital when further developing complex organizations with multiple subgroups only loosely coupled to each other. Network theorists have conceptualized an individual’s brokerage as the degree to which a person occupies a bridging position between disconnected others. Research outside the school context has indicated for quite some time that an individual’s social capital in the form of brokerage is positively associated with professional development—not only on a collective but also on an individual level. Schools are without any doubt complex organizations with multiple loosely connected stakeholders involved when further developing their educational practice. Thus, it is not surprising that in recent years, the concept of brokerage has gained interest in research on school improvement as well. Up to now, in school improvement research brokerage has been operationalized in different ways: as individuals’ formal entitlement to act as intermediaries (formal brokerage), their position within a social network (structural brokerage), or their behavior when linking disconnected groups of staff members (behavioral brokerage). As these perspectives have often been examined separately, this study, as a first step, aimed to simultaneously assess school staff members’ formal, structural, and behavioral brokerage, and examine their degree of interrelatedness. In a second step, associations of brokerage with professional well-being were analyzed. Even though there is evidence for the positive impact of brokerage on professional development, only little is known about its associations with professional well-being. In a third step, interaction effects were examined when formal brokerage is congruent or incongruent with other facets of brokerage. Based on a sample of 1,316 school staff members at 51 primary schools in the German-speaking part of Switzerland, we conducted both bivariate correlational and multiple-group structural equation modeling analyses. The findings revealed that formal, structural, and behavioral brokerage are interrelated facets. However, formal entitlement did not determine either structural position or behavior. Moreover, brokerage within schools was only partially related to professional well-being. In the discussion section, the study’s key contributions and practical implications are presented in detail.
01A - Beitrag in wissenschaftlicher Zeitschrift
Bridging 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
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
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
Teachers’ implicit theories of professional abilities in the domain of school improvement
(Frontiers Research Foundation, 10.03.2021) Rechsteiner, Beat; Compagnoni, Miriam; Wullschleger, Andrea; Maag Merki, Katharina
Numerous studies show positive effects of students’ malleable implicit theories of their abilities on their self-regulated learning and learning achievements, especially when domain-specific implicit theories are assessed. It is reasonable to assume that this relationship also exists on the teacher level. What role do teachers’ implicit theories of professional abilities play for school improvement. In a sample of Swiss primary school teachers at schools, we analyzed how teachers’ malleable (vs. fixed) implicit theories of professional abilities are related to collective metacognitive and emotional-motivational regulation activities and to the perception that the school is on the right track to improvement.
01A - Beitrag in wissenschaftlicher Zeitschrift

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