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Publikation The learning potential of English as a lingua franca contexts in the eyes of study abroad students(Biblioteka Uniwersytecka w Poznaniu, 17.01.2024) Heinzmann, Sybille; Köylü, Zeynep; Ehrsam, Kristina01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Oral proficiency gains of study abroad students before and during the COVID-19 pandemic. A matched samples analysis(John Benjamins, 14.05.2024) Heinzmann, Sybille; Hilbe, Robert; Ehrsam, Kristina; Bleichenbacher, Lukas01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Returning to a new normal. Social and mental adaptation of study abroad returnees during the first wave of the COVID-19 pandemic(John Benjamins, 30.03.2023) Heinzmann, Sybille; Hilbe, Robert; Bleichenbacher, Lukas; Ehrsam, Kristina01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Studying abroad during the outbreak of the COVID-19 pandemic. Two case studies(Frontiers, 18.11.2022) Heinzmann, Sybille; Ehrsam, Kristina; Hilbe, Robert; Bleichenbacher, Lukas01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Development of productive language skills through language exchange in primary schools in Switzerland – An exploratory intervention study(De Gruyter, 27.08.2022) Heinzmann, Sybille; Paul, Seraina; Hilbe, Robert; Schallhart, Nicole; Cuenat, Mirjam Egli01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Student exchange in primary and secondary education and its effect on language gains, intercultural competence and language learning motivation. a systematic review of research in the European context(Routledge, 05.04.2024) Heinzmann, Sybille; Ferris, Catherine; Roderer, Thomas; Ehrsam, Kristina01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Shadowing school principals - What do we learn (anew)?(Taylor & Francis, 04/2024) Tulowitzki, Pierre; Köferli, Sara; Krein, UlrikeShadowing has been used for decades in educational leadership and management research. Yet, there appears to be little academic discussion of shadowing and its related forms or analyses of the method itself. This contribution attempts to further a reflection on shadowing by providing insights into its use as well as its pitfalls and merits. For this purpose, relevant studies from 2017 until 2023 making use of shadowing were analyzed. The results indicate that although the use of shadowing in educational leadership research has increased, methodological discussion and reflection of the method has been only limited.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Teacher collaboration to elevate student achievement?(Elsevier, 06/2025) Wullschleger, Andrea; Maag Merki, Katharina; Grob, Urs; Rechsteiner, Beat; Compagnoni, Miriam; Vörös, AndrásBackground Previous research on the relationship between teacher collaboration and student achievement yielded ambiguous results. From a theoretical perspective, an indirect association between high-quality teacher collaboration and student achievement is assumed, mediated by instructional quality. However, empirical evidence for this assumed theoretical mediation model is lacking. Aim This study analyses the relationship between the extent of high-quality teacher collaboration reported by teachers via social network ties and the development of fifth-grade students’ mathematics achievement over one school year. It examines whether and how this relationship is mediated by instructional quality assessed as effective teaching from the perspective of the students. Sample The sample included 80 primary school teachers and 770 fifth-grade students from the German-speaking part of Switzerland. Method A two-level structural equation model was applied, comprising two latent change models, one for instructional quality and one for mathematics achievement, to examine student survey data on instructional quality, student mathematics achievement tests, and teacher social network survey data on perceived high-quality teacher collaboration. Results The results revealed a significant positive indirect effect between high-quality teacher collaboration and student achievement, mediated by instructional quality. However, the direct effect between high-quality teacher collaboration and mathematics achievement, although positive, was not significant. Both the total and indirect effects of the model were significant. Conclusion This study underpins and extends previous findings emphasizing the significance of perceived high-quality teacher collaboration by demonstrating that these collaborations are crucial for fostering instructional quality and students’ mathematics achievement.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Die Vernetzung des Digitalen mit dem Analogen beim kindlichen und erwachsenen Lernen(Bad Heilbrunn, 2025) Weisshaupt, Mark; Longhino, Daniela; Frauscher, Eva; Imp, Christina; Stöckl, ClaudiaEin Schlüssel bei der Herausforderung des Lernens durch die Digitalisierung ist ein Begriff des Zusammenhangs zwischen dem Digitalen und dem Analogen als Vernetzung statt als Entgegensetzung. Im Beitrag wird ein Ansatz diskutiert, digitale Elemente als erfahrbare Bestandteile analoger Lernumgebungen und digital-analoger kultureller Praktiken zu konzeptualisieren. Exemplarische studentische Projekte werden analysiert, um diese Vernetzung kultursoziologisch, didaktisch und hochschuldidaktisch zu erfassen. Beim Projekt „fake vs. real“ werden Fragen an die Erfahr-, Mach- und Prüfbarkeit von Bildern gestellt. Beim Projekt „Binarisierung und vernetzte Geschichten“ werden verwandte Ordnungslogiken bei der Verkettung von Elementen in informatischer und kulturtechnischer Hinsicht deutlich. Fragen an die Rollen von Erwachsenen als Lernende und Lehrende werden fokussiert. Nach der Vernetzung rücken Kompetenzen der Grenzziehung im Medialen und Sozialen der digital-analogen Welt neu in den Fokus.04A - Beitrag SammelbandPublikation Kulturvergleichende Perspektiven auf Schulbegleitung/-assistenz. UK – Kanada – Island – Deutschland(24.04.2024) Köpfer, Andreas; Papke, Katharina06 - Präsentation