#Proforis PHSG
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"Du schreibst sechs plus zwei, ich schreibe zwei plus sechs.“ Nutzen von mathematischen Beziehungen, Mustern und Strukturen in Fördersituationen von Tandems mit besonderen Schwierigkeiten beim Mathematiklernen.
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Impact of the Covid-19 pandemic on school digitization and students’ learning gains
No full textSchweizerischer NationalfondsPublishe
Fachdidaktik und Diversität. Curriculare Verankerung in der Lehrpersonenbildung
No full text„Diversitätskompetenz“ zählt zunehmend zu den Professionskompetenzen von Lehrpersonen, um den Herausforderungen chancengerechter Bildung im Kontext von Pluralisierung und Inklusion gerecht zu werden. Die Pädagogischen Hochschulen sind gefordert, ihren Beitrag zum Aufbau dieser Kompetenz zu leisten. Neben der Bearbeitung struktureller Fragen sind Möglichkeiten zur fachdidaktischen und curricularen Verankerung auszuloten. Hier setzt das Projekt „Fachdidaktik und Diversität“ an. Das Projekt beleuchtet, wie Diversität und Inklusion aktuell in den Fachdidaktiken behandelt und in die Lehrpersonenbildung integriert werden. Exemplarisch wurden Möglichkeiten zur nachhaltigen Verankerung der Themen Diversität, Inklusion und Chancengerechtigkeit in den Fachcurricula herausgearbeitet, um den systematischen Aufbau von Diversitätskompetenz bei angehenden Lehrpersonen im Studienverlauf zu fördern.swissuniversitiesPublishe
Entwicklung eines Erhebungsinstruments für das sprachförderrrelevante Wissen
No full textSchweizerischer NationalfondsPublishe
Teacher expectations and their relations with primary school students’ achievement, self-concept, and anxiety in mathematics
No full textTeacher expectations not only relate positively to student achievement, but also to student beliefs such as their self-concept. Nevertheless, most studies focus on the relations with student achievement, followed by studies on beliefs. Beliefs are a significant determinant of academic success and can include student self-concept or emotions, such as anxiety. The extent to which anxiety can be influenced by teacher expectations has been investigated in very few studies. This paper examined how teacher expectations related to changes in student achievement, self-concept, and anxiety in mathematics within a school year. The data were from a longitudinal study “Outcomes of teacher education”, funded by the Swiss National Science Foundation and based on 28 teachers and 509 primary school students. Teacher expectations were operationalized using the residual approach. Student mathematics achievement was assessed via a standardized mathematics test and their self-concept as well as their mathematics anxiety via a questionnaire. The multi-level structure was considered in the analyses, because the interclass-correlation of student mathematics achievement exceeded the critical value of 10%. The results showed that teacher expectations were positively related to student achievement as well as self-concept and negatively related to anxiety towards mathematics. The change in the explained variance was small (self-concept and anxiety) to large (achievement). The results extend findings on the expectation effect in the classroom, as they focus not only on student achievement but also on student beliefs and are discussed regarding their significance for academic success.Schweizerischer NationalfondsPublishe
