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18 Ergebnisse
Bereich: Suchergebnisse
Publikation Kontinuität und Wandel am Beispiel des Landerziehungsheims Albisbrunn(Steirische Vereinigung für Menschen mit Behinderung (STVMB), 2024) Criblez, Lucien; Bühler, Patrick; Moser Opitz, Elisabeth; Deplazes, Daniel; Garz, Jona T.; Haymoz, Nives01B - Beitrag in Magazin oder ZeitungPublikation Social behavior, academic achievement, language skills, and peer rejection in elementary school classes. The moderating role of teacher feedback(Routledge, 2024) Garrote, Ariana; Diener, Marion; Hepberger, Brigitte; Kuratli Geeler, Susanne; Nesme, Celina; Moser Opitz, Elisabeth01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Kontinuität und Wandel der stationären Erziehung im 20. Jahrhundert. Zur Einführung(Chronos, 08/2024) Criblez, Lucien; Bühler, Patrick; Moser Opitz, Elisabeth; Deplazes, Daniel; Garz, Jona T.; Haymoz, Nives; Criblez, Lucien04A - Beitrag SammelbandPublikation 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, ElisabethAbstractAdaptive 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 ZeitschriftPublikation Grammatik der stationären Erziehung. Das Schweizer Heimwesen im Spiegel des Landerziehungsheims Albisbrunn 1924-1990(Schwabe, 2024) Deplazes, Daniel; Garz, Jona T.; Haymoz, Nives; Criblez, Lucien; Bühler, Patrick; Moser Opitz, Elisabeth; Barras, Vincent; Jungo, Alexandra; Sager, Fritz04A - Beitrag SammelbandPublikation 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 Franz04B - Beitrag KonferenzschriftPublikation Mathematische Kompetenzen von Schülerinnen und Schülern mit dem Förderschwerpunkt geistige Entwicklung. Eine Querschnittstudie(Pabst Science Publishers, 01.01.2015) Garrote, Ariana; Moser Opitz, Elisabeth; Ratz, Christoph01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Mathematische Kompetenzen von Schülerinnen und Schülern mit dem Förderschwerpunkt Geistige Entwicklung. Erste Ergebnisse einer Pilotstudie(Beltz Juventa, 01.01.2014) Moser Opitz, Elisabeth; Garrote, Ariana; Ratz, Christoph01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Die 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, Ariana01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Disentangling the relationship between mathematical achievement, social skills, and social status in inclusive classrooms(Pabst Science Publishers, 2021) Schnepel, Susanne; Garrote, Ariana; Moser Opitz, Elisabeth01A - Beitrag in wissenschaftlicher Zeitschrift