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The Relationship Between Student Well-Being and Teacher–Student and Student–Student Relationships: A Longitudinal Approach Among Secondary School Students in Switzerland
Full text linkThe rapid changes in today’s world pose a great challenge to student wellbeing, especially in secondary school, where age-related transitions occur. Many school systems have recognized the importance of fostering both academic achievement and student well-being. Classroom relationships with teachers and peers play a key role in students’ academic, social, and emotional development, yet little is known about their longitudinal and reciprocal effects on well-being. This study adopts a multidimensional approach to student well-being, examining its relations with teacher–student closeness and conflict, as well as student–student cohesion, using two waves of data one year apart in a structural equation model (SEM). The participants were Grade 7 (N = 757) and Grade 8 (N = 720) students in Switzerland. The findings reveal no significant associations between student well-being, teacher–student closeness, and peer cohesion. However, teacher–student conflict at measurement point 1 is positively associated with physical complaints and social problems at measurement point 2, while a positive academic self-concept negatively predicts teacher–student conflict over time. These results highlight the impact of teacher–student conflict on student well-being and suggest enhancing the academic self-concept could help mitigate such conflicts. Insights into these relations can help educators and researchers identify and develop useful strategies for promoting student well-being
Feeling well and doing well. The mediating role of school engagement in the relationship between student well-being and academic achievement
Full text linkStudents’ well-being has become an important part of education policy in many countries. Research shows that well-being contributes to students’ engagement in school, thereby supporting academic achievement. However, prior research has often neglected the interplay and multidimensionality of the constructs. The present study applied a six-dimensional student well-being model and a three-component school engagement model to untangle the differential associations of positive and negative well-being dimensions with the components of school engagement and academic achievement. Longitudinal mediation analyses using a sample of N = 754 Swiss secondary school students and two measurement points (Grade 7 and Grade 8) revealed differential associations of well-being dimensions with engagement components, but no direct effects on academic achievement. Enjoyment in school, as a dimension of student well-being, had an indirect effect on academic achievement, mediated through behavioral engagement. The results imply that fostering students’ enjoyment in school may be a promising strategy to enhance their behavioral engagement and, in turn, promote their academic achievement
The longitudinal contribution of working memory and visuomotor integration to early and developing handwriting fluency
Full text linkAcquiring fluent handwriting in the first school years is crucial for academic achievement as attentional resources become available for more complex tasks. Yet, the role of cognitive and motor processes in developing handwriting fluency (as opposed to handwriting products) remains unclear. Therefore, this study investigated the longitudinal effects of working memory and visuomotor integration on handwriting fluency (number of inversions in velocity, pen stops, and pen lifts) in 364 children in their first year of handwriting tuition (Mage = 7.0 years) at three measurement points. We used cross-lagged structural equation models. Results revealed that handwriting fluency becomes independent of working memory early in development. Further, handwriting fluency predicted visuomotor integration skills, while visuomotor integration did not predict handwriting fluency. These findings imply that handwriting becomes independent early, and yields benefits for visuomotor integration, highlighting the relevance of early handwriting practice.
Educational relevance statement: In our study on early handwriting development, we found that a child’s previous handwriting fluency (i.e., pen movement fluency) strongly predicts their current handwriting fluency. While factors like working memory and visuomotor integration are linked to handwriting fluency, they do not necessarily contribute to its improvement over time. This highlights the importance of consistent handwriting practice and educational interventions to enhance handwriting fluency at the beginning of school. Moreover, fostering handwriting fluency can also potentially payback for developing fundamental motor skills (i.e., visuomotor integration)
School Experiments and Educational Innovation: A Comparative Analysis of Swiss State Legislation
Full text linkSpiegelungen spielend entdecken
No full textBeim Ausprobieren lernen Kinder intuitiv und nachhaltig. Ihre Vermutungen und Schlussfolgerungen sind wesentliche Lernschritte auf dem Weg zu physikalischem Wissen
Technik und Design Kartenspiel Textil
No full textDas Kartenspiel Werkzeuge Textil ergänzt die bewährte Lehrmittelreihe «Technik und Design» und folgt dabei den Verfahren des Lernhefts. Die Karten ermöglichen das Spielen verschiedener Kartenspiele und bieten Schüler*innen die Möglichkeit, auf spielerische Weise den Umgang mit textilen Werkzeugen zu erlernen
The challenges of doing research on migrants' inclusion and pathways into VET and employment
Full text linkContext: Conducting research with migrants and refugees is essential for promoting inclusion and equity in VET, but it involves specific theoretical, methodological, and ethical challenges.
Approach: Five projects from Sweden, England, and Switzerland explored these challenges using diverse research designs and theoretical frameworks.
Findings: Common issues include the lack of suitable theories, ethical concerns in working with migrants and refugees, language-related difficulties, risks of misinterpretation, and difficulties in translating findings into policy.
Conclusions: Addressing these challenges and advancing research on VET and migration necessitates cross-national exchange, a shared understanding, and collaboration to develop more inclusive approaches that enhance outcomes for migrants and refugees
Buchbesprechung: Reinfried, S. (Hrsg.). (2023). Geographie unterrichten lernen. Die Didaktik der Geographie. Berlin: Cornelsen, 424 Seiten
Full text linkAus- und Weiterbildung der Mitarbeitenden und Leitungspersonen in schulergänzenden Tagesstrukturen der Schweiz. Projekt CONSENT, Bericht 1
No full textWie im Einleitungsbericht beschrieben, spielen die schulergänzenden Tagesstrukturen (SET) eine immer wichtigere Rolle im Bildungssystem. Mit dem Ausbau dieser Angebote ist in den letzten Jahren auch die Nachfrage nach Personal gestiegen, die nicht ausschliesslich durch (sozial)pädagogisch ausgebildete Personen gedeckt werden kann und (je nach Kanton) auch nicht muss. Dies führt dazu, dass Personen mit unterschiedlichen Berufsbiografien und Bildungswegen in diesen Angeboten arbeiten. Gleichzeitig gibt es berufliche Grundausbildungen, die auch auf die Arbeit in SET ausgerichtet sind, wie die Ausbildung zur Fachperson Betreuung Kinder (FaBe Kin), Kindheitspädagogik HF oder Sozialpädagogik HF. Daneben gibt es auch Studienrichtungen (z.B. soziale Arbeit oder sozio-kulturelle Animation) und andere Ausbildungen, die gut für die Arbeit in SET geeignet sind, jedoch in den jeweiligen Rahmenlehr- und Bildungsplänen nicht darauf verwiesen wird, dass die Arbeit in SET zu ihrem Berufsauftrag gehört. Das berufliche Selbstverständnis unterscheidet sich je nach Ausbildung, ebenso wie die Kompetenzen, die damit erworben werden. Gleichzeitig gibt es derzeit kein allgemeingültiges Verständnis darüber, welche Weiterbildungen Mitarbeitende ohne (sozial)pädagogische Grundbildung befähigen sollen, in SET zu arbeiten. Vor diesem Hintergrund wird die folgende Fragestellung bearbeitet: Welche Kompetenzen können Mitarbeitende in SET in bestehenden Aus- und Weiterbildungsangeboten erwerben? Dazu wird einleitend die gesetzliche Ausgangslage auf nationaler und kantonaler Ebene beleuchtet, gefolgt von einer zusammenfassenden Übersicht über das aktuelle Angebot der Aus- und Weiterbildungsmöglichkeiten des Personals in SET. Der zentrale Fokus liegt im Anschluss auf der Analyse dieser bestehenden Weiterbildungsangebote. Schliesslich wird diskutiert, welche Chancen und Herausforderungen durch die derzeitige Vielfalt der Inhalte von Aus- und Weiterbildungsangebote entstehen
