Data base

Find out more about our research activities: Our data base provides you with a variety of research projects and different results.

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Online-supported assessment and support of reading skills for students with reading difficulties

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

Institut
Institute for Educational Assessment
Leitung
Dr. phil. Valentin Unger
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iPAL

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

Institut
Institute of Research on Teaching Profession and on Development of Competencies
Jugendliche mit Puzzleteilen
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Promotion of lecturers in the training of VET professionals

The project aims at developing and implementing a qualification program for lecturers at universities of teacher education in the field of vocational education.

Institut
Institute of Research on Teaching Profession and on Development of Competencies
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Sociocultural Background Kids

The project "Sociocultural Background Kids" (SoMeKids) aims to develop a new student questionnaire to measure the sociocultural background of young kids in 2nd grade.

Institut
Institute for Educational Assessment
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Digital Education

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

Institut
Institute of Research on Teaching Profession and on Development of Competencies
Leitung
Prof. Dr. Doreen Holtsch
Studierende Unterwegs
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Befragung von Kantonsschülerinnen und Kantonsschülern (BEKASUS)

The project investigates how students at cantonal baccalaureate schools experience and assess various aspects of school, everyday life, and society.

Institut
Institute of Research on Teaching Profession and on Development of Competencies
Leitung
Prof. Dr. Anja Gebhardt
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Construction of instruction-sensitive test items (COINS)

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

Institut
Institute for Educational Assessment
Leitung
Prof. Dr. Jan Hochweber
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Plurilingual grammar cards

Institut
Institute for Language Teacher Education
Leitung
Mara De Zanet
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Self-organized learning modules for Italian at lower secondary school level, Grisons

Institut
Institute for Language Teacher Education
Leitung
Dr. phil. Mathias Picenoni
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Plurilingual teacher education

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.

Institut
Institute for Language Teacher Education
Leitung
Mara De Zanet
Gebäude Europäische Union
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TIP ADULT

Institut
Institute for Educational Assessment
Leitung
Prof. Dr. Michael Kickmeier-Rust
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Formative feedback for mathematical reasoning (FEMAR)

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.

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Promoting interdisciplinary skills in vocational education and training (D-ÜFK)

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

Institut
Institute of Research on Teaching Profession and on Development of Competencies
Leitung
Prof. Dr. Samuel Krattenmacher
Jugendliche mit besonderem Bildungsbedarf
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Jugendliche mit besonderem Bildungsbedarf (JUBB)

The project investigates the extent to which adolescents with a special need for support during the transition into vocational education and training receive assistance that meets their needs by providing them a variety of transitional options. 

Institut
Institute of Research on Teaching Profession and on Development of Competencies
Leitung
Prof. Dr. Anja Gebhardt
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Development of assessment grids for literary and linguistic competences at the end of upper secondary school

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.

Institut
Institute for Language Teacher Education
Leitung
Dr. Linda Grimm
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Assessment of language teachers’ profession-related language competences

Institut
Institute for Language Teacher Education
Leitung
Prof. Dr. Lukas Bleichenbacher
Prof. lic. phil. Wilfrid Kuster
Dr. Thomas Roderer