Garrote, Ariana
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Zusammensetzung von Regelklassen mit Grundanforderungen und Sonderschulklassen: Welche Rolle spielen der sonderpädagogische Förderbedarf, die Leistung, das Verhalten und askriptive Merkmale?
2024-06-08, Neuenschwander, Markus, Garrote, Ariana
Effects of school form, teacher network with the labour market and teacher's informative-practical-instrumental support on person-environment fit of students with low academic achievement
2023-10-19, Carli, Manuel, Neuenschwander, Markus, Garrote, Ariana
Teachers’ expectations of students’ academic achievement levels as a predictor of student social outcomes
2022-08-24, Garrote, Ariana, Neuenschwander, Markus
Modifying biased teacher expectations in mathematics and German. A teacher intervention study
2021-04-06, Neuenschwander, Markus, Mayland, Camille, Niederbacher, Edith, Garrote, Ariana
Students’ migration backgrounds and low socioeconomic status can bias teacher expectations of student achievement in mathematics and German. The main goal of this intervention study was to inform, raise awareness, and provide opportunities to implement behaviors to modify primary school teachers’ biased achievement expectations. Before and after the implementation of the teacher training, data were collected using teacher, student, and parent questionnaires and student achievement tests in mathematics and German. Regression analyses using a sample of 860 students from Grades 4 to 6 from 75 classes showed that students’ migration backgrounds and socioeconomic status biased teacher expectations for pretests in mathematics and German. After the intervention, expectations in mathematics were unbiased by students’ migration background among teachers in the test group, in contrast to the control group. This study provides evidence for strategies to modify biased teacher expectations through teacher training.
Grouping nationalities based on students’ estimation of stereotype contents in Switzerland
2024-03-26, Neuenschwander, Markus, Garrote, Ariana, Huttasch, Michelle
Social stereotypes influence people’s perceptions of nationalities. To categorize the stereotypes about existing nationalities in Switzerland, the stereotype content model can be used. People with nationalities that are associated with low warmth and competence are at risk of being perceived as outgroup members and of being discriminated against, whereas people with nationalities that are rated as high in warmth and competence are more likely to be perceived as ingroup members and are therefore better accepted. Warmth is negatively associated with competition while competence is positively associated with status. Students (N = 101) from various universities in the German-speaking part of Switzerland rated 70 nationalities along the dimensions of warmth, competence, competition, and status. The cluster analyses revealed four groups of nationalities along the dimensions warmth and competence. Levels in status and competition differed between those four clusters. In line with prior research, a negative relationship was found between competition and warmth and a positive relationship between status and competence. These findings allow to understand social stereotypes of nationalities based on empirical evidence. More importantly, the clusters can be used in future studies to compare groups of people with different nationalities who have specific stereotyping experiences.
Bildungsungleichheit und soziale Reproduktion von Bildungsabschlüssen
2023-10-18, Neuenschwander, Markus, Ramseier, Lukas, Garrote, Ariana
Wie Familienmerkmale und Lernverhalten von Schüler*innen den Effekt von Herkunft auf den Lernzuwachs im Fernunterricht während der COVID-19 Pandemie erklären – eine mehrperspektivische Analyse
2022-07-04, Neuenschwander, Markus, Niederbacher, Edith, Garrote, Ariana
Die COVID-19 Pandemie führte im Frühling 2020 zu einer unerwarteten flächendeckenden Unterbrechung des Präsenzunterrichts in allen Schulen der Schweiz und zur Einführung von Fernunterricht. Durch die Verlagerung des Unterrichts in die Familie könnten die ungleichen familiären Ressourcen zu einer Verstärkung der Herkunftseffekte auf den Lernzuwachs der Schüler*innen führen. Wie sehr hatten der sozioökonomische Status und die Familiensprache von Schüler*innen einen Effekt auf den Lernzuwachs während des Fernunterrichts? Diese Frage wurde mit einer Stichprobe von 1321 Schüler*innen, 851 Erziehungsberechtigten und 108 Klassenlehrpersonen aus der Nordwestschweiz, die im Juni/Juli 2020 einen Online-Fragebogen ausfüllten, bearbeitet. Ein Pfadmodell mit Berücksichtigung der Mehrebenenstruktur der Daten zeigte vergleichbare Ergebnisse für die Primarstufe und die Sekundarstufe I sowie für Mädchen und Jungen. Der sozioökonomische Status erklärte den Lernzuwachs im Lehrpersonenurteil vermittelt über das Leistungsniveau der Schüler*innen (Lehrpersonenurteil). Die Familiensprache hat einen indirekten Effekt über das Leistungsniveau der Schüler*innen auf den Lernzuwachs. Das Leistungsniveau der Schüler*innen, die Selbstwirksamkeitserwartung der Eltern und die Verfügbarkeit eines ruhigen Lernortes im Schülerurteil erklären, vermittelt über das Lernverhalten im Elternurteil, den Lernzuwachs der Schüler*innen. Das Modell liefert eine Erklärung zu Bildungsungleichheit während des Fernunterrichts. Allerdings sind in den vorliegenden Daten die Effekte des sozioökonomischen Status und der Fremdsprachigkeit auf den Lernzuwachs nicht stärker als in vergleichbaren Studien zur Situation vor der Pandemie. Die wenigen Wochen Fernunterricht haben daher möglicherweise weniger zu einer Verstärkung der Bildungsungleichheit beigetragen als befürchtet.
Eltern- und Lehrpersonerwartungen sowie Leistungen und Anstrengungsbereitschaft von Jugendlichen als Determinanten von intergenerationaler Bildungsmobilität
2024-03-18, Neuenschwander, Markus, Ramseier, Lukas, Garrote, Ariana
Wie Familienmerkmale und Lernverhalten von Schüler*innen den Effekt von Herkunft auf den Lernzuwachs im Fernunterricht, während der Covid-19-Pandemie erklären – eine mehrperspektivische Analyse
2022-09-13, Garrote, Ariana, Neuenschwander, Markus, Niederbacher, Edith
Teacher expectations and parental stress during emergency distance learning and their relationship to students’ perception
2021-09-17, Garrote, Ariana, Niederbacher, Edith, Hofmann, Jan, Rösti, Ilona, Neuenschwander, Markus
School closures in spring 2020 caused by the COVID-19 pandemic were an unprecedented and drastic event for students, parents, and teachers. The unplanned adaptation of classroom instruction to emergency distance learning was necessary to ensure continued education. In this new learning environment, teachers formed expectations for student academic achievement gains, which in turn affected the opportunities for students to learn. Parents faced new challenges in supporting their children’s learning. According to parenting stress models, such drastic events can be a stress factor for parents, which in turn affects their children’s adjustment. This study analyzed the extent to which parents and teachers affected the perceptions of students in compulsory school toward distance learning through processes at home (individual level) and at the class level with data from multiple informants. On an individual level, the relationship between parents’ perceived threat of COVID-19 and their stress due to distance learning and students’ perceived threat of COVID-19 and their perception of distance learning were examined. Students’ learning behavior was accounted for as a variable related to their perception of distance learning. At the class level, the explanatory character of teacher expectations and class-aggregated achievement gains were examined. Data on students in grades 4 to 8, parents, and teachers in Switzerland were collected with standardized online questionnaires after the period of school closures. A subsample of 539 students, 539 parents, and 83 teachers was analyzed. The results of multilevel structural equation modeling suggested that students had a more positive perception of distance learning if they were able to learn more autonomously (i.e., more motivated and concentrated than in regular classroom instruction) and if their parents felt less stressed in the distance learning setting. Parents were more stressed if they perceived COVID-19 as a threat. Students’ perception of the COVID-19 threat was related to their parents’ perception but did not explain students’ learning behavior. At the class level, if teachers expected high academic achievement gains in distance learning, the average academic achievement gains of a class were greater. The greater the achievement gains were, the more positive the collective student perception of distance learning was.