Institut Forschung und Entwicklung

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

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Thema: search.filters.subject.School improvement

Ergebnisse nach Hochschule und Institut

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  • Vorschaubild
    Publikation
    Improving teaching, teamwork, and school organization. Collaboration networks in school teams
    (Elsevier, 01/2023) Wullschleger, Andrea; Vörös, András; Rechsteiner, Beat; Rickenbacher, Ariane; Maag Merki, Katharina
    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
  • Vorschaubild
    Publikation
    Teachers involved in school improvement. Analyzing mediating mechanisms of teachers’ boundary-crossing activities between leadership perception and teacher involvement
    (Elsevier, 08/2022) Rechsteiner, Beat; Compagnoni, Miriam; Wullschleger, Andrea; Schäfer, Lisa Maria; Rickenbacher, Ariane; Maag Merki, Katharina
    Teachers are drivers for change in school improvement. However, not all teachers participate in further developing schools' educational practice. This study aimed to understand conditional factors in teachers' involvement. To this end, we analyzed teachers' leadership perception and boundary-crossing activities aimed at increasing professional capital. Structural equation modeling analyses based on a sample of N ¼ 1232 teachers at N ¼ 59 schools indicated partial mediations of cognitive and social boundarycrossing activities on the relationship between leadership perception and involvement. This study contributes to the literature by illuminating the potential of teachers’ activities to enhance professional capital for school improvement.
    01A - Beitrag in wissenschaftlicher Zeitschrift