Zobrazeno 1 - 10
of 102
pro vyhledávání: '"Tina, Hascher"'
Publikováno v:
International Journal of Educational Research Open, Vol 7, Iss , Pp 100346- (2024)
Teacher well-being is becoming increasingly important in research and in education policy. However, studies that investigate the well-being of pre-service teachers empirically are still scarce and tend to use instruments that assess general well-bein
Externí odkaz:
https://doaj.org/article/e3e28704f63d44a5ba354661e7cd425f
Publikováno v:
International Journal of Educational Research Open, Vol 6, Iss , Pp 100318- (2024)
Student well-being has gained prominence on both the scientific and political agendas, as it is recognized as a crucial skill in addressing the economic, ecological, and social challenges of the 21st century. Relationships that students form with tea
Externí odkaz:
https://doaj.org/article/d2e81afaf489439b8a2cd4fea5516ef8
Autor:
Minh-Ly Do, Tina Hascher
Publikováno v:
Frontline Learning Research, Vol 11, Iss 1 (2023)
Paired field placement is an important element of teacher education where student teachers can acquire professional cooperative skills through team teaching. However, little is known about challenges that student teachers face during team teaching. A
Externí odkaz:
https://doaj.org/article/52c811378f8445748683b7e111f3d309
Autor:
Nicolas Banholzer, Kathrin Zürcher, Philipp Jent, Pascal Bittel, Lavinia Furrer, Matthias Egger, Tina Hascher, Lukas Fenner
Publikováno v:
PLoS Medicine, Vol 20, Iss 5, p e1004226 (2023)
BackgroundGrowing evidence suggests an important contribution of airborne transmission to the overall spread of Severe Acute Respiratory Syndrome Coronavirus 2 (SARS-CoV-2), in particular via smaller particles called aerosols. However, the contributi
Externí odkaz:
https://doaj.org/article/e22dd6eddee846b1af46b3584777ab90
Autor:
Julia Niederhauser, Tina Hascher
Publikováno v:
Schweizerische Zeitschrift für Bildungswissenschaften, Vol 44, Iss 3 (2022)
Leistungsbeurteilung hat insbesondere bei schulischen Übergängen einen weitreichenden Einfluss und stellt entsprechend hohe Anforderungen an Lehrpersonen. Die vorliegende Studie untersucht deshalb Spannungsfel-der, Freiheitsgrade und Herausforderun
Externí odkaz:
https://doaj.org/article/dd36f359e2a344b395467e12e7ed5d59
Publikováno v:
Schweizerische Zeitschrift für Bildungswissenschaften, Vol 43, Iss 3 (2021)
In recent years, scholars have referred to school alienation as a severe problem that affects the socio-emotional and cognitive development of students. In this study, the authors examined how the relationships with teachers and classmates are associ
Externí odkaz:
https://doaj.org/article/3de4fc2e5de74a9e9674217fc8a045dd
Publikováno v:
Frontiers in Psychology, Vol 12 (2021)
During sudden school closures in spring 2020 due to the COVID-19 pandemic, teachers had to move to distance teaching. This unprecedented situation could be expected to influence teacher well-being and schools as organizations. This article reports a
Externí odkaz:
https://doaj.org/article/e6219e015e464219a50375460449b9d5
Publikováno v:
Schweizerische Zeitschrift für Bildungswissenschaften, Vol 42, Iss 2 (2020)
Auf der Basis der Erwartungs-mal-Wert-Theorie (Eccles et al., 1983) wird anhand der Schweizer ÜGK-Daten 2016 der Zusammenhang zwischen motivationalen Variablen und Mathematikleistung bei N = 11’131 Schüler/innen am Ende der obligatorischen Schulz
Externí odkaz:
https://doaj.org/article/45ca35ae373d43a9b83d4cd6a08be370
Autor:
Tina Hascher, Gerda Hagenauer
Publikováno v:
Schweizerische Zeitschrift für Bildungswissenschaften, Vol 42, Iss 2 (2020)
Student well-being is an issue with regard to educational effectiveness. However, little is known about Swiss students’ well-being in school. This study was conducted in the context of the project “Überprüfung des Erreichens der Grundkompetenze
Externí odkaz:
https://doaj.org/article/aff486710ad34422bd40c1aae024422d
Autor:
Miriam Grüning, Tina Hascher
Publikováno v:
Zeitschrift für Hochschulentwicklung, Vol 14, Iss 4 (2019)
Whitchurch (2010) entwickelte ein Phasenmodell, welches Akteurinnen/Akteure durchlaufen, wenn unterschiedliche Gruppen im sog. „dritten Raum“ zusammenarbeiten. Unter Zuhilfenahme dieses Modells wurde die Zusammenarbeit von Hochschulen und Schulen
Externí odkaz:
https://doaj.org/article/ed66b969c8224527900ca7eb7c764adb