Wullschleger, Andrea

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Wullschleger
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Andrea
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Wullschleger, Andrea

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2021 - 20222
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  • Vorschaubild
    Publikation
    Kindergarten educators’ affective-motivational dispositions. Examining enthusiasm for fostering mathematics in kindergarten
    (Routledge, 2022) Vogt, Franziska; Leuchter, Miriam; Dunekacke, Simone; Heinze, Aiso; Lindmeier, Anke; Kuratli Geeler, Susanne; Meier, Anuschka; Seemann, Selma; Wullschleger, Andrea; Moser Opitz, Elisabeth; Dunekacke, Simone; Jedogke, Aljoscha; Koinzer, Thomas; Eilerts, Katja; Jenssen, Lars [in: Early childhood teachers‘ professional competence in mathematics]
    Affective-motivational dispositions regarding the fostering of mathematics are an important aspect of early educators' professional competence, as educators are not following curricular programmes but need to seize moments in everyday activities and in play in order to foster mathematics. A variety of scales measuring variables of affective-motivational dispositions within a questionnaire were employed in a binational study involving 132 kindergarten educators in Germany and Switzerland. Based on the expectancy-value theory of motivation, the relations between educators' emotions regarding mathematics at school, the enthusiasm for mathematics as a subject, the value placed on mathematics and the expectancy of fostering mathematics successfully (self-efficacy) as well as the enthusiasm for fostering mathematics in kindergarten are examined. Following the analysis of correlations and the testing of a multiple regression model, it was found that enthusiasm for mathematics as a subject, importance of mathematics as a subject in kindergarten and self-efficacy predict enthusiasm for fostering mathematics, whereas the variable emotions regarding mathematics at school does not increase the variance explained. Self-efficacy, importance given to mathematics and enthusiasm for fostering mathematics are slightly higher in Switzerland than in Germany, which could be interpreted in light with the structural differences regarding kindergarten.
    04A - Beitrag Sammelband
  • Vorschaubild
    Publikation
    Regulation activities of teachers in secondary schools. Development of a theoretical framework and exploratory analyses in four secondary schools based on time sampling data
    (Springer, 2021) Maag Merki, Katharina; Grob, Urs W.; Rechsteiner, Beat; Wullschleger, Andrea; Schori, Nathanael; Rickenbacher, Anne; Oude Groote Beverborg, Arnoud; Feldhoff, Tobias; Maag Merki, Katharina; Radisch, Falk [in: Concept and design developments in school improvement research. Longitudinal, multilevel, and mixed methods and their relevance for educational accountability]
    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.
    04A - Beitrag Sammelband