We start a new research project
School Improvement Capacity for Academic Learning (SIC) – The key to pupils’ successful learning development. A longitudinal analysis of 100 primary schools in German-speaking Switzerland (2018 – 2022)
A school’s capacity to support school development processes has a crucial influence on its pupils’ learning development. Thus, to develop an effective schooling system, it is vital to understand how schools can effectively foster their pupils’ capabilities, and to understand what makes schools successful.
This study will be conducted from 2018 to 2022 and is supported by the Swiss National Science Foundation (Schweizerischer Nationalfonds, SNF).
More information can be found on the project website: www.ife.uzh.ch/sic
Compagnoni, M., Karlen, Y. & Maag Merki, K. Metacognition Learning (2019). Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten https://doi.org/10.1007/s11409-019-09190-y
Suter, F., Hirt, C., Karlen, Y. & Maag Merki, K. (2018, August). Help seeking while writing a school-leaving certificate paper (PDF, 705 KB).
We congratulate Miriam Compagnoni to the first poster award at Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Basel, Switzerland, February 2018.
Compagnoni, M. & Karlen, Y. (2018). Man kann immer klüger und klüger werden. Implicite Theorien und Selbstregulation im Kindergarten.
We congratulate and are very happy that Carmen Hirt was nominated for the Best Poster Award at the EARLI Conference for Research on Learning and Instruction 2017 in Tampere, Finland.
|Katharina Maag Merki's research paper 'Conducting intervention studies on school improvement: An analysis of possibilities and constraints based on an intervention study of teacher cooperation' has been awarded as Highly Commended by the 2015 Emerald Literati Network Paper Awards for Excellence.
Free download of the article from Emerald Insight.