Regulation activities of teachers in secondary schools. Development of a theoretical framework and exploratory analyses in four secondary schools based on time sampling data
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Autor:innen
Maag Merki, Katharina
Grob, Urs W.
Rechsteiner, Beat
Schori, Nathanael
Rickenbacher, Anne
Autor:in (Körperschaft)
Publikationsdatum
2021
Typ der Arbeit
Studiengang
Typ
04A - Beitrag Sammelband
Herausgeber:innen
Oude Groote Beverborg, Arnoud
Feldhoff, Tobias
Maag Merki, Katharina
Radisch, Falk
Herausgeber:in (Körperschaft)
Betreuer:in
Übergeordnetes Werk
Concept and design developments in school improvement research. Longitudinal, multilevel, and mixed methods and their relevance for educational accountability
Themenheft
DOI der Originalpublikation
Link
Reihe / Serie
Reihennummer
Jahrgang / Band
Ausgabe / Nummer
Seiten / Dauer
257-301
Patentnummer
Verlag / Herausgebende Institution
Springer
Verlagsort / Veranstaltungsort
Wiesbaden
Auflage
Version
Programmiersprache
Abtretungsempfänger:in
Praxispartner:in/Auftraggeber:in
Zusammenfassung
Previous research has revealed that teachers’ regulation activities in schools are most relevant for sustainable school improvement. However, previous studies have severe methodological and theoretical shortcomings. This paper presents the results of a mixed-method case study at four lower secondary schools, in which we developed a framework for understanding regulation activities and processes in schools and analyzed teachers’ regulation activities by using time sampling data of teachers’ performance-related and situation-specific day-to-day activities over 3 weeks. Our results revealed that teachers engage in regulation activities only relatively seldom. Significant differences between teachers were found that are systematically related to the teachers’ specific roles in the school. Teachers rated their regulation activities as especially beneficial for teaching, student learning, and teachers’ learning but as less beneficial for team and school development. Small differences between schools were identified. Further, the results revealed significant correlations between teachers’ perceived benefit of the daily activities and teachers’ daily satisfaction. Based on the results, it can be concluded that the newly developed method appears to be suitable for recording teachers’ daily regulation activities in a (relatively) valid manner and, consequently, for use as a complement to existing instruments. Limitations are discussed, and the need for further research is described.
Schlagwörter
Fachgebiet (DDC)
Veranstaltung
Startdatum der Ausstellung
Enddatum der Ausstellung
Startdatum der Konferenz
Enddatum der Konferenz
Datum der letzten Prüfung
ISBN
978-3-030-69344-2
978-3-030-69347-3
978-3-030-69345-9
978-3-030-69347-3
978-3-030-69345-9
ISSN
Sprache
Englisch
Während FHNW Zugehörigkeit erstellt
Nein
Zukunftsfelder FHNW
Publikationsstatus
Veröffentlicht
Begutachtung
Peer-Review der ganzen Publikation
Open Access-Status
Gold
Lizenz
Zitation
Maag Merki, K., Grob, U. W., Rechsteiner, B., Wullschleger, A., Schori, N., & Rickenbacher, A. (2021). Regulation activities of teachers in secondary schools. Development of a theoretical framework and exploratory analyses in four secondary schools based on time sampling data. In A. Oude Groote Beverborg, T. Feldhoff, K. Maag Merki, & F. Radisch (Eds.), Concept and design developments in school improvement research. Longitudinal, multilevel, and mixed methods and their relevance for educational accountability (pp. 257–301). Springer. https://doi.org/10.1007/978-3-030-69345-9_12