Vol. 42 No. 2 (2020): Verification of the Attainment of Basic Competencies in Switzerland at the end of compulsory school

Published: 2020-10-14

Editorial

• Die Überprüfung des Erreichens mathematischer Grundkompetenzen in der Schweiz am Ende der obligatorischen Schulbildung

  Christian Brühwiler, Andrea B. Erzinger, Christian Nidegger, Miriam Salvisberg

  293-304

  • PDF (German)
  • PDF (French)

Thematic contribution

• Impact of schools on student performance. A study based on the ÜGK 2016 survey

  Franck Petrucci, Alice Ambrosetti, Francesca Crotta, Christian Nidegger

  305-322

  • PDF (German)

• School grades and base competencies in mathematics of the 11th HarmoS year students in Ticino

  Francesca Crotta, Miriam Salvisberg, Giovanna Zanolla

  323-342

  • PDF (Italian)

• Attainment of basic competencies and mathematics teaching quality from students’ point of view

  Andrea B. Erzinger, Boris Eckstein, Christian Brühwiler

  343-366

  • PDF (German)

• Swiss adolescents’ well-being in school

  Tina Hascher, Gerda Hagenauer

  367-390

  • PDF

• Why do women so rarely become STEM professionals? The role of discrepancy between mathematics skills and self-concept

  Ben Jann, Sandra Hupka-Brunner

  391-413

  • PDF (German)

• The relationship between student motivation and mathematics achievement in the Assessment of Basic Competencies (ÜGK) 2016

  Boris Girnat, Gerda Hagenauer, Tina Hascher

  414-438

  • PDF (German)

Varia

• Prescriptions and conceptions of school equality in the development of summative assessments

  Marc Luisoni, Isabelle Monnard

  439-460

  • PDF (French)

• Lifelong learning governance and International Organisations

  Mihaela Viorica Rusitoru, Arto Kallioniemi, Alison Taysum

  461-481

  • PDF

• Understand teachers’ apparent resistance to reforms: case of secondary school’s «cantonal assessments» in Waldensian physical education

  Annabelle Virginie Grandchamp, Grégory Quin, Jacques Méard

  482-500

  • PDF (French)

• Preservice Teachers in Switzerland: Effects of a Thinking Journal on Self-Efficacy Beliefs Regarding Behaviour Management

  Malika Susan Dessibourg

  501-523

  • PDF

Review

• Dolz, Joaquim & Gagnon, Roxane (Dir.) (2018). Former à enseigner la production écrite. Presses Universitaires du Septentrion. 516 pages.

  Sandrine Aeby Daghé

  524-525

  • PDF (French)

• Metz, Peter (2019). «Schulen auf besonnter Höhe». Gründung und Entwicklung von alpinen Mittelschulen in der Schweiz. Tardis Verlag. 366 S.

  Kira Zena Ammann

  526-527

  • PDF (German)

• Collectif Didactique pour enseigner (2019). Didactique pour enseigner.

  Romaine Carrupt

  528-530

  • PDF (French)

• Kubandt, Melanie & Schütz, Julia (Hrsg.) (2020). Methoden und Methodologien in der erziehungswissenschaftlichen Geschlechterforschung.

  Edgar Forster

  531-532

  • PDF (German)

• Kollender, E. (2020). Eltern – Schule – Migrationsgesellschaft. Neuformation von rassistischen Ein- und Ausschlüssen in Zeiten neoliberaler Staatlichkeit. transcript. 373 p.

  Carola Mantel

  533-534

  • PDF (German)

• Olivier Maulini (2019). Éduquer entre engagement et lucidité.

  David Piot

  535-536

  • PDF (French)