Wullschleger, Andrea

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Andrea
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Wullschleger, Andrea

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2019 - 201932020 - 202425
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Gerade angezeigt 1 - 10 von 29
  • Vorschaubild nicht verfügbar
    Publikation
    Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school
    (Elsevier, 12/2024) Compagnoni, Miriam; Rechsteiner, Beat; Gotsch, Flurin; Grob, Urs; Wullschleger, Andrea; Maag Merki, Katharina [in: Teaching and Teacher Education]
    In a 21-day study, 753 Swiss primary school teachers reported their daily professional development activities concerning the classroom, team, and school. Using experience sampling, we examined their effect on teachers’ well-being and experienced learning benefits for students, team, and school. Professional development activities for teaching occurred on 41% of workdays but were rare for team and school. Multilevel analyses highlighted both inter- and intraindividual associations with benefits and well-being. On days with professional development activities for the classroom, teachers reported increased stress but also recognized learning benefits. Teachers engaging in more professional development activities overall showed higher well-being and benefits.
    01A - Beitrag in wissenschaftlicher Zeitschrift
  • Vorschaubild nicht verfügbar
    Publikation
    Qualität von Schulsystemen. Theoretische Grundlagen und empirische Befunde
    (Springer VS, 20.02.2024) Maag Merki, Katharina; Wullschleger, Andrea; Altrichter, Herbert; Betz, Tanja; Feldhoff, Tobias; Bauer, Petra; Schmidt, Uwe; Schmid-Hertha, Bernhard [in: Handbuch Qualität in pädagogischen Feldern. Diskurse. Theoretische Grundlagen. Empirische Beiträge. Kritische Einwürfe]
    In diesem Kapitel geht es um den Beitrag der ‚Makroebene‘ des Schulsystems zur Qualität schulischer Prozesse und Ergebnisse. Nach einem Überblick über die Entwicklung des Forschungsbereiches werden im zweiten Abschnitt grundlegende Begriffe geklärt: Wie ist die Makroebene Schulsystem strukturiert und an welchen Merkmalen könnte ihre Qualität abgelesen werden? Danach wird der empirische Forschungsstand an drei Beispielen, der Erforschung von Schulstrukturen, des internationalen Vergleichs von Schüler:innenleistungen sowie der Untersuchung von Governance-Reformen diskutiert.
    04A - Beitrag Sammelband
  • Vorschaubild nicht verfügbar
    Publikation
    Dynamic pathways. Investigating the relationship between the changing landscape of educational leaders’ interaction routines and innovative climate
    (11.01.2024) Wullschleger, Andrea; Liou, Yi-Hwa; Vörös, András; Daly, Alan; Maag Merki, Katharina
    06 - Präsentation
  • Vorschaubild nicht verfügbar
    Publikation
    Qualität von Schulsystemen. Theoretische Grundlagen und empirische Befunde
    (Springer VS, 2024) Maag Merki, Katharina; Wullschleger, Andrea; Altrichter, Herbert; Betz, Tanja; Feldhoff, Tobias; Bauer, Petra; Schmidt, Uwe; Schmidt-Hertha, Bernhard [in: Handbuch Qualität in pädagogischen Feldern. Diskurse. Theoretische Grundlagen. Empirische Beiträge. Kritische Einwürfe]
    In diesem Kapitel geht es um den Beitrag der ‚Makroebene‘ des Schulsystems zur Qualität schulischer Prozesse und Ergebnisse. Nach einem Überblick über die Entwicklung des Forschungsbereiches werden im zweiten Abschnitt grundlegende Begriffe geklärt: Wie ist die Makroebene Schulsystem strukturiert und an welchen Merkmalen könnte ihre Qualität abgelesen werden? Danach wird der empirische Forschungsstand an drei Beispielen, der Erforschung von Schulstrukturen, des internationalen Vergleichs von Schüler:innenleistungen sowie der Untersuchung von Governance-Reformen diskutiert.
    04A - Beitrag Sammelband
  • Vorschaubild
    Publikation
    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 [in: Journal of Educational Change]
    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
  • Vorschaubild nicht verfügbar
    Publikation
    How effective is a high amount of teacher collaboration that is perceived as useful?
    (26.08.2023) Wullschleger, Andrea; Maag Merki, Katharina; Grob, Urs; Rechsteiner, Beat; Compagnoni, Miriam; Vörös, András
    06 - Präsentation
  • Vorschaubild nicht verfügbar
    Publikation
    Wie wirksam ist ein hohes Mass an nützlich wahrgenommenen Kooperationen?
    (29.06.2023) Wullschleger, Andrea; Maag Merki, Katharina; Grob, Urs; Rechsteiner, Beat; Compagnoni, Miriam
    06 - Präsentation
  • Vorschaubild
    Publikation
    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 [in: Zeitschrift für Pädagogische Psychologie]
    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
  • 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 [in: Teaching and Teacher Education]
    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 [in: Teaching and Teacher Education]
    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