Vol. 43 No. 3 (2021): Varia

Published: 2021-12-21

Varia

School leadership in between daily tasks and strategic school improvement – theses from a qualitative workplace analysis from the perspective of key actors

Christoph Kruse, Stephan Gerhard Huber

349-365
- pdf (German)
Supporting self-regulated teaching. Designing a digital app to support data-based decision-making

Lionel Alvarez, Kostanca Cuko, Stéphanie Boéchat-Heer, Pierre-François Coen

366-375
- PDF (French)
Impact of economic and social change on the educational participation of young people in Basel-City, Fribourg, Lucerne and Neuchâtel 1950-1985

Miriam Baumeister, Valérie Bürgy, Aurore Müller

376-389
- PDF (German)
In search of an ecosystem balance in participatory research settings

Liane Dionne, Lorraine Savoie-Zajc

390-401
- PDF (French)
Resilience development and trajectories of teachers from the French-speaking part of Switzerland

Alexandre Fetelian, Nicolas Perrin, Jonas Masdonati

402-414
- PDF (French)
Higher Education Research in Switzerland. Authors and Topics from 2009 to 2018

Carole Probst, Christian Wassmer

415-429
- PDF (German)
Home education in the French-speaking part of Switzerland: Portrait of families, parental motivations and educational practices

Christine Brabant, Tristan Donzé, Murielle Favre Perret, Philipp Bubenzer

430-450
- PDF (French)
On the Relation between School Alienation and Social School Climate

Anne Schmid, Julia Morinaj, Tina Hascher

451-463
- PDF
“So I had to give it up”: The role of social support for career persistence or attrition in a qualitative sample of second career teachers

Catherine Bauer, Larissa Maria Trösch, Dilan Aksoy

464-475
- PDF
Testing of a training scenario, consisting of improvisation exercises, for the development of interactive skills among teachers in the process of professional integration

Jean-Pierre Pelletier

476-489
- PDF (French)

Review

Chatelain, N., Miserez-Caperos, C. et Steffen, G. (2020). Interagir dans la diversité à l’école. Regards pluriels. HEP Bejune,144 p.

Andreea Capitanescu Benetti

490-491
- PDF (French)
Labhart, D. (2019). Interdisziplinäre Teams in inklusiven Schulen. Eine ethnografische Studie zu Fallbesprechungen in multiprofessionellen Gruppen. transcript. 276 S.

Denis Hänzi

492-493
- PDF (German)
Straube-Heinze, K. & Heinze, C. (2021). Lesen lernen im Nationalsozialismus. Theoriekonzepte, Kindheitsbilder, Bildungspolitik. transcript Verlag. 387 S.

Franka Marquardt

494-495
- PDF (German)
Poucet, B. (Ed) (2021). L’Éducation en tension(s). Artois Presses Université. 280 p.

Manuel Perrenoud

496-497
- PDF (French)
Huber, J., Camp M.-A., Blanchard, O., Chatelain, S., Joliat F., Steiner, R. & Zurmühle, J. (Hrsg.) (2021). Kulturen der Schulmusik in der Schweiz. Les cultures de l’enseignement musical à l’école en Suisse. Chronos Verlag. 200 S.

Barbara Schweizer

498-499
- PDF (German)

Vol. 43 No. 3 (2021): Varia

Varia

School leadership in between daily tasks and strategic school improvement – theses from a qualitative workplace analysis from the perspective of key actors

Supporting self-regulated teaching. Designing a digital app to support data-based decision-making

Impact of economic and social change on the educational participation of young people in Basel-City, Fribourg, Lucerne and Neuchâtel 1950-1985

In search of an ecosystem balance in participatory research settings

Resilience development and trajectories of teachers from the French-speaking part of Switzerland

Higher Education Research in Switzerland. Authors and Topics from 2009 to 2018

Home education in the French-speaking part of Switzerland: Portrait of families, parental motivations and educational practices

On the Relation between School Alienation and Social School Climate

“So I had to give it up”: The role of social support for career persistence or attrition in a qualitative sample of second career teachers

Testing of a training scenario, consisting of improvisation exercises, for the development of interactive skills among teachers in the process of professional integration

Review

Chatelain, N., Miserez-Caperos, C. et Steffen, G. (2020). Interagir dans la diversité à l’école. Regards pluriels. HEP Bejune,144 p.

Labhart, D. (2019). Interdisziplinäre Teams in inklusiven Schulen. Eine ethnografische Studie zu Fallbesprechungen in multiprofessionellen Gruppen. transcript. 276 S.

Straube-Heinze, K. & Heinze, C. (2021). Lesen lernen im Nationalsozialismus. Theoriekonzepte, Kindheitsbilder, Bildungspolitik. transcript Verlag. 387 S.

Poucet, B. (Ed) (2021). L’Éducation en tension(s). Artois Presses Université. 280 p.

Huber, J., Camp M.-A., Blanchard, O., Chatelain, S., Joliat F., Steiner, R. & Zurmühle, J. (Hrsg.) (2021). Kulturen der Schulmusik in der Schweiz. Les cultures de l’enseignement musical à l’école en Suisse. Chronos Verlag. 200 S.

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