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The Sequencing of Pre- and Post-viewing Activities in a Vocabulary Learning Study with Adolescent French L2 Learners
No full textThis study investigates the effect of presence and sequence of viewing activities on the learning of new words in French L2. It examined if there is a difference in perceived usefulness of pre- vs. post-viewing activity (RQ1) and whether the perceived usefulness corresponds to students’ vocabulary scores (RQ2). Eighty-seven adolescent, beginner French L2 students from Switzerland participated in the study. Fifty-one target words were selected from three captioned 13–15 min excerpts from the French TV series Plan Cœur (Netflix, 2018). The participants watched each excerpt in a different condition (episode only, episode and pre-viewing activity, episode and post-viewing activity). In the activities, the participants had to recognise the correct meaning (translation) of target words. Three immediate and one delayed meaning recognition vocabulary post-tests were administered to four upper-level classes (HI) and two lower-level classes (LO). Students’ learning beliefs were collected using a self-evaluation questionnaire. Results from the questionnaire showed that both LO and HI learners perceived the post-viewing activity as most beneficial. The descriptive analysis of the questionnaire further supported that learners’ beliefs concerning the usefulness of the pre-/post-viewing activities generally correspond to learners’ actual learning gains. These results highlight the importance of pre-/post-viewing activities when learning new vocabulary through audio-visual input in foreign language teaching
Effects of a literary intervention on interaction quality in small-group discussions in the upper elementary grades
Full text linkBackground
Literary discussions represent a promising interaction context for the development of social, linguistic, and cognitive skills among children and adolescents. The one-year intervention of this study is based on a critical-analytic approach (Gasser et al., 2022; Murphy et al., 2009), focusing on the argumentative and inclusive quality of interactions in small group discussions about high-quality children's literature.
Aims
The goal is to study the effectiveness of this literary intervention on observed socio-emotional and instructional interaction quality in small group discussions about a moral dilemma text.
Sample
The sample included 51 teachers and 159 small groups from fourth- and fifth-grade classrooms.
Method
The study is based on a cluster-randomized control group design with three measurement occasions, considering the multi-level structure of the data (L1: measurement occasions, L2: small groups, L3: teachers). Interaction quality in discussions was measured by the Classroom Assessment Scoring System (CLASS).
Results
Multilevel growth curve analyses show positive changes in both socio-emotional and instructional interaction quality in small group discussions in the intervention group, but not in the control group.
Conclusions
The results are discussed with reference to the potential of literary discussions for an integrated approach to promoting socio-emotional and academic learning
Social overload and fear of negative evaluation mediate the effect of neuroticism on classroom disruptions that predicts occupational problems in teachers over two years
Full text linkResearch on teacher stress has identified classroom disruptions as a major risk factor. However, teachers perceive classroom disruptions “through the lens” of their own personalities. This observational study involving 42 teachers (28 female, Mage = 39.66, SD = 11.99) aimed to compare teacher-perceived and observed classroom disruptions and examine how neuroticism, fear of negative evaluation, and social overload influence teachers’ perception of classroom disruptions. Moreover, longitudinal associations between perceived and observed classroom disruptions and occupational problems were investigated over two years. Results show that neuroticism, fear of negative evaluation, and social overload are positively associated with more perceived classroom disruptions. In this context, neuroticism does not directly lead to more perceived classroom disruptions, but the relationship is mediated by fear of negative evaluation and social overload. Moreover, perceived classroom disruptions were associated with an increase of occupational problems over two years.
Examining self-reports in combination with behavioral observation is crucial for better understanding teachers’ perception of classroom disruptions and identifying the personality traits and social stressors influencing perception for preventing teachers’ health problems. Teacher education must support teachers in dealing with fear of negative evaluation and social overload and recognize the longitudinal cumulative effects of biased perception on teacher stress. This can prevent teachers from leaving the profession early and keep burnout rates and costs low
Der Stadthitze auf den Fersen
No full textStädte und deren Bewohner:innen sind besonders stark von Hitzeextremen betroffen. Weshalb ist dies so und wie effektiv sind Maßnahmen zur Kühlung urbaner Räume? Mittels forschender Zugänge und anhand konkreter Beispiele aus Zürich und Bern gehen die Schüler:innen diesen Fragen nach und übertragen die Erkenntnisse auf ihren Wohnort
Sprachunterstützende Massnahmen im Teamteaching. Kooperative Praktiken von Regellehrpersonen, Schulischen Heilpädagog:innen und Logopäd:innen
Full text linkSchüler:innen mit Sprach-, Sprech- und Kommunikationsauffälligkeiten können mit verschiedenen sprachunterstützenden Massnahmen gefördert werden. Besonders effektiv können diese sein, wenn sie unterrichtsintegriert und im Teamteaching durchgeführt werden. Voraussetzung hierfür ist die Expertise unter anderem von Regellehrpersonen, Schulischen Heilpädagog:innen und Logopäd:innen. Wichtig ist aber auch, dass die Schulleitung für kooperationsförderliche Bedingungen sorgt. Der Artikel präsentiert und diskutiert die Ergebnisse der Studie «SpriCH». In dieser Befragung zeigte sich, dass die drei Berufsgruppen nur selten Teamteaching umsetzen. Auch das Handeln der Schulleitung nehmen sie eher negativ wahr. Dennoch beurteilten die Befragten ihre Arbeitssituation als zufriedenstellend
Politique linguistique familiale. Interview croisée entre Jésabel Robin et Simone Ganguillet
No full textJésabel Robin a passé son enfance au bord de l’Atlantique, près de Bordeaux, et a étudié dans divers pays anglophones (Angleterre, Irlande, États-Unis) avant de poser ses bagages dans la capitale suisse il y a plus de quinze ans. Ses enfants ont 10 et 12 ans. Simone Ganguillet est née à Berne, a étudié à Berne et à Fribourg, mais n’a jamais quitté Berne pour longtemps … sauf pour vivre six mois à la Guadeloupe avec ses trois enfants de 5, 7 et 9 ans, en 2023
Ein Band für alle Fälle. Multifunktions-Tool
No full textAm Schlüsselring, Karabiner oder direkt am Gegenstand befestigt, kennzeichnet ein multifunktionales Textiltool persönliche Dinge und macht sie gut greifbar. Ausserdem lassen sich Schlüssel, Smartphone oder Trinkflasche aufhängen oder um den Hals, über die Schulter oder an der Hüfte tragen.
Studierende der PHBern haben multifunktionale Bänder entwickelt und realisiert
On the Longitudinal Relationship Between Swiss Secondary Students’ Well-Being, School Engagement, and Academic Achievement: A Three-Wave Random Intercept Cross-Lagged Panel Analysis
Full text linkContemporary education systems face the challenge of fostering academic achievement while also keeping students engaged and maintaining their well-being. Previous research has shown that student well-being, school engagement, and academic achievement are related. However, both student well-being and school engagement tend to decline over the school years, particularly after the transition to secondary school. To investigate how the three constructs are reciprocally related over time, the present study employed a longitudinal random intercept cross-lagged panel model using data from N = 757 Swiss students over three years of lower secondary school. The results revealed reciprocal between-person effects between student well-being, school engagement, and academic achievement across measurement points. Unexpected within-person effects between the measurement points were found. The findings suggest that students with higher well-being are also more engaged and achieve higher grades, but the associations between the constructs may be influenced by third variables
Relationship between school and parents: A comparative analysis of the legislative framework in five different countries
Full text linkThe benefits of cooperation between school and parents for students’ well-being, learning, and academic development are widely acknowledged. However, schools often face challenges in establishing cooperative relations with parents, and teachers sometimes perceive interactions with parents as burdensome. Despite its assumed relevance in shaping parent-teacher relationships, the legal framework has received little attention in the previous literature. This article addresses this gap by conducting a comparative analysis of the legislative framework in five countries: Germany, Israel, Italy, the Netherlands, and Switzerland. The analysis focuses on how parental role is defined in the legislation, the terminology used to describe the parent-school relationship, and the extent to which cooperation and shared responsibilities are legally emphasized. The findings reveal that all countries examined include references to the cooperative nature of parent-school relationships in their current legislation, though the scope and specificity of individual and collective rights vary. The article concludes with a discussion on why legal frameworks are necessary but not sufficient for establishing effective cooperation between schools and parents
Stimulating career planning reflection in students' works through an online intervention
Full text linkContext: The transition from school to work requires adolescents to make significant career decisions during a phase of ongoing identity development. In Switzerland, vocational and academic pathways are well established, and career guidance is part of the school curriculum. Yet such guidance often focuses more on aligning students with available options than on fostering deeper self-reflection. Reflective self-awareness — the ability to critically examine one’s beliefs, goals, and influences — is key to enabling meaningful, informed career planning and long-term adaptability.
Approach: This study evaluates a four-year intervention (2021–2025) involving 1,748 students from grades 9 to 11 in reflective tasks using the online platform www.digibe.ch. It offers selfdirected reflection tasks aimed at fostering reflective self-awareness in career planning. Using linear mixed-effects models, we analysed associations between task-induced self-reflection, task completion, and metacognitive outcomes—criticality, insight, and self-clarity— accounting for individual and class-level variance. Motivation was controlled for and later included as a moderator in follow-up analyses.
Findings: Task-induced reflection was positively associated with criticality, insight, and selfclarity. Baseline dispositions strongly predicted follow-up outcomes. However, the number of tasks completed showed a complex relationship: motivated students benefited from completing more tasks, while less motivated students showed diminishing returns. Variation was mostly at the individual level, underscoring the personalized nature of career planning.
Conclusions: Reflective tasks can effectively promote key aspects of reflective self-awareness in career planning, especially when students are motivated. Digital tools like www.digibe.ch offer promising support for fostering deeper self-reflection in school settings. Future efforts should focus on integrating reflective practices into career education and supporting teachers in guiding students beyond immediate placement to long-term career development