Data base

This project is carried out in cooperation between Heidelberg University of Education (Germany) and St.Gallen University of Teacher Education.

The project explores the feasibility of international comparisons of critical thinking, using performance assessments.

The role of digital activities in the development of social competence and civic participation in a comparison of formal and non-formal educational contexts. 

Ensuring the instructional sensitivity of tests or test items is an important prerequisite for drawing valid inferences on the quantity and quality of teaching.

This project examines the plurilingual offer introduced at the PHSG with the new curriculum for secondary school level I in 2017/18.

The first and running part of the project focuses on the lecturers’ actual realization of these plurilingual offers, as well as on the lecturers’ beliefs on plurilingual education.

Subsequently, the project further aims to examine how the lecturers’ plurilingual offers are received and used by the students, what the students’ beliefs on these plurilingual offers are, and how these beliefs change throughout their studies.

The goal of the project is a comprehensive review of the plurilingual language teacher education at the PHSG, in order to determine its added value in comparison to the monolingual education of language teachers.

Ziel des Forschungsprojektes ist somit eine Bestandesaufnahme der mehrsprachigen Ausbildung von Fremdsprachlehrpersonen an der PHSG, um den Mehrwert gegenüber der sprachspezifischen Ausbildung zu evaluieren.

Our study examines the effects of teachers' feedback based on a rubric for mathematical reasoning. Specifically, we observe outcomes related to primary students' achievement, self-regulation, and self-efficacy beliefs. Further, we are interested in differences between teachers' feedback quality. Our sample comprises around 45 classes in two Swiss regions. Feedback is conceptualized as formative feedback for students' learning in classroom situations. Mathematical reasoning is defined according the Swiss curriculum 21 as verifying or falsifying their solutions based on explanations and calculations.

The project promotes the development of interdisciplinary skills through the establishment of beneficial cooperation in learning areas and learning venues.

The aim of this project is to develop grids for the summative assessment of pupils’ linguistic and literary reading skills at the end of upper secondary education (Gymnasium), for German, French and Italian as foreign languages.