Vol. 45 No. 3 (2023): Varia

Varia

Subject-specific quality profiles of spelling instruction in Germany and Switzerland

Maja Wiprächtiger, Ruven Stahns, Michael Schurig, Susanne Riegler, Romana Harcsa

228-241
- PDF (Deutsch)
Relationships of collaboration and power between specialist teachers and mainstream teachers in inclusive schools

Amandine Gouttefarde

242-252
- PDF (Français)
Core Practices as an opportunity for networking during the practical semester

Judith Schellenbach-Zell, Roswitha Ritter, Sarah Sommer, Kathrin Fussangel

253-264
- PDF (Deutsch)
Factors associated with teacher job satisfaction: An investigation using TALIS 2018 Data

Djily Diagne

265-277
- PDF
Empirical differentiation of task types - an explorative study

Sebastian Stuppan, Markus Wilhelm, Katrin Bölsterli Bardy

278-292
- PDF (Deutsch)
Grammar school curricula in multilingual Switzerland: a subject-specific analysis of educational goals, transdisciplinary and disciplinary competences exemplified by economic education

Nicole Ackermann, Thomas Ruoss

293-306
- PDF (Deutsch)
The impact of the Montessori Education on early number learning in French pre-schools

Marie-Caroline Croset, Philippine Courtier, Marie-Line Gardes

307-319
- PDF (Français)
Support from special education teachers for learners with special educational needs - inter- and intra-cantonal heterogeneity in terms of target group and implementation

Caroline Sahli Lozano, Fabian Setz, Sergej Wüthrich, Matthias Wicki

320-334
- PDF (Deutsch)
Diversity and singularity of training conditions in special education teaching during internships: a comparison with actual working conditions

Coralie Delorme

335-345
- PDF (Français)
Accessing the practical epistemologies of teacher and students to understand the shaping of the enacted curriculum

Mathilde Musard, Maël Le Paven, David Bezeau

346-357
- PDF (Français)

Review

Laudatio

Nachwuchsförderpreis der SGBF 2022 an Carmen N. Hirt

Doris Edelmann

365-366
- PDF (Deutsch)

Varia

Subject-specific quality profiles of spelling instruction in Germany and Switzerland

Relationships of collaboration and power between specialist teachers and mainstream teachers in inclusive schools

Core Practices as an opportunity for networking during the practical semester

Factors associated with teacher job satisfaction: An investigation using TALIS 2018 Data

Empirical differentiation of task types - an explorative study

Grammar school curricula in multilingual Switzerland: a subject-specific analysis of educational goals, transdisciplinary and disciplinary competences exemplified by economic education

The impact of the Montessori Education on early number learning in French pre-schools

Support from special education teachers for learners with special educational needs - inter- and intra-cantonal heterogeneity in terms of target group and implementation

Diversity and singularity of training conditions in special education teaching during internships: a comparison with actual working conditions

Accessing the practical epistemologies of teacher and students to understand the shaping of the enacted curriculum

Review

Dupriez, V., Périsset, D., et Tardif, M. (dir.) (2023). Les pénuries dans l’enseignement : marchés du travail, attractivité et expériences. Presses de l'Université Laval, 206 p.

Chambonnière, G. (2022). L’oral au cœur des apprentissages. ESF. 228 p.

Nachbauer, M. (2023). Die Effekte von Schule auf Leistungsentwicklung und Leistungsunterschiede nach sozialer Herkunft. Eine Längsschnittstudie zu Ursachen von und Maßnahmen gegen Bildungsungleichheiten. Waxmann. 327 S.

Geiss, M. (2022). Das Kapital der Bildung. Pädagogische Ambitionen der Schweizer Privatwirtschaft im 20. Jahrhundert. Chronos. 378 S.

Laudatio

Nachwuchsförderpreis der SGBF 2022 an Carmen N. Hirt

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