Data base

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

Kooperative Praxis von Assistenzpersonen und Lehrpersonen im Unterricht der Regelschule (KoPrAss) PHSG
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How teaching assistants and teachers cooperate with each other during lessons (KoPrAss)

The use of teaching assistants is becoming increasingly common in schools. However, most teaching assistants do not have any educational training. Their role is to provide teachers with support in dealing with heterogeneous classes and in integrating children with special needs. 

Institut
Institute for Research into Teaching and Learning
Leitung
Prof. Dr. Franziska Vogt
Prof. Dr. Bea Zumwald
SpriKiDS PHSG
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Language support in everyday kindergarten activities using dialect and standard languages (SpriKiDS)

In the Lake Constance region, an area characterised by dialects, education approaches are posed with the question of whether it makes more sense for a teacher to communicate with pupils in dialect or in standard language, especially when dealing with multilingual children.

Institut
Institute for Research into Teaching and Learning
Leitung
Prof. Dr. Franziska Vogt
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STEM at schools

This project focuses on boosting pupils’ enthusiasm for the subjects of mathematics, IT, science and technology – also known as MINT subjects in German.

Institut
Institute for Science Teacher Education
Leitung
Prof. Dr. Nicolas Robin
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Youth in Eastern Switzerland

Youth, that is, the period between childhood and adulthood, has long been seen as a phase of life in its own right in modern societies.

Institut
Institute for Education and Society
Leitung
Prof. Dr. Michael Beck
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Career paths of care professionals 

The ProCom study analyses the career paths of health care professionals (Fachfrauen/-männer Gesundheit – FaGe) and care professionals (Fachfrauen/-männer Betreuung – FaBe). In view of the shortage of qualified personnel in the care sector, the study investigates the factors that cause people to remain in the profession and take further education/qualification measures with a care sector focus. The theoretical basis for the study is a model developed by Singh et al. (2013), which is based on the Social Cognitive Career Theory (Lent et al., 1994; 2000). For the study, the contents of this model have been adapted according to the circumstances of health care professionals and care professionals. In total, 265 health care professionals and 268 care professionals from the cantons of St.Gallen and Zurich took part in the online survey.

Institut
Institute of Research on Teaching Profession and on Development of Competencies
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Enabling risk groups to successfully transition into vocational training (GÜRB) 

Successfully transitioning from school to vocational training, and from there into the employment market, is key for young people to be able to integrate into society and the world of work.

Institut
Institute of Research on Teaching Profession and on Development of Competencies
Leitung
Prof. Dr. Christian Brühwiler
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Jules Verne’s children – technology campus

The PHSG’s «Jules Verne’s children – technology campus» project seeks to encourage younger generations to develop a greater interest in nature and technology.

Institut
Institute for Science Teacher Education
Leitung
Prof. Dr. Nicolas Robin
Robert Furrer
WILMA PHSG
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Learning about mathematics (WILMA)

What characterises didactic expertise in kindergarten-level mathematics teaching? This is the research focus of the binational research project WILMA.

Institut
Institute for Research into Teaching and Learning
Leitung
Prof. Dr. Franziska Vogt
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Learning with rubrics (LERU)

The rubrics used set out the criteria for assessing different levels of in-lesson performance with regard to a specific field or subject. These levels correspond with those described in the new curricular framework Lehrplan 21 or in national educational targets. If lessons are designed to impart skills and competences, pupils do not just acquire knowledge, they also learn how to put this knowledge to the test and, via increasingly difficult challenges, are provided with opportunities to expand it. Through such lessons, pupils learn how to use their acquired knowledge flexibly and competently. The accompanying assessment criteria are intended to show pupils what is required of them in the specific learning situations. They also help pupils manage their learning processes and serve to structure effective feedback sessions between teachers and pupils.

Institut
Institute of Research on Teaching Profession and on Development of Competencies
Leitung
Prof. Dr. Robbert Smit
Prof. Thomas Birri
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NaTech 7, 8 & 9

Development of new teaching materials for science and technology lessons at lower secondary school level that comply with the requirements of the Lehrplan 21 curricular framework.

Institut
Institute for Science Teacher Education
Leitung
Prof. Dr. Patrick Kunz
Bild Testsysteme
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Subject-specific methodological development of learning and testing systems

The department for learning and testing systems at the Lehrmittelverlag St.Gallen educational publishing company collaborates with various PHSG departments with a view to optimising and updating the tasks and exercises contained in tools designed to promote learning and assess individual academic levels.

Institut
Institute for Language Teacher Education
Leitung
Dr. Thomas Roderer

Competence-oriented practical training (KOMPRA)

The KOMPRA project focuses on promoting efficient, targeted and continual skills development.

Institut
Institute of Research on Teaching Profession and on Development of Competencies
Leitung
Prof. Dr. Samuel Krattenmacher
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On-site monitoring in day care centres and playgroups

Together with the Competence Centre for Integration and Equality, the PHSG offers a further training course on monitoring language development and encouraging parental involvement during day care centre and playgroup activities.

Institut
Institute for Research into Teaching and Learning
Leitung
Prof. Dr. Franziska Vogt
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Scholastic language acquisition during the transition phase from primary to secondary school (MSE)

From primary school level onwards, all pupils in Switzerland are taught a second national language, as well as English as a foreign language. The joint project implemented by the PHSG and the FHNW School of Education and funded by the Swiss National Science Foundation investigates the reading, writing and oral skills of pupils in grades 6 and 7 in the subjects of German, French and English (languages prescribed for schools in German-speaking Switzerland), taking into account various personal characteristics. It seeks to analyse how their language skills develop during the transition from primary to secondary school, and to examine the extent to which pupils’ knowledge of other languages benefits them when they learn a foreign language.

Institut
Institute of Research on Teaching Profession and on Development of Competencies
Leitung
Prof. Dr. Christian Brühwiler
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The Assessment of the Achievement of Basic Educational Competences (ÜGK/COFO/VECOF)

The ÜGK project constitutes the first performance assessment to be conducted across the Swiss compulsory education system and using Swiss measurement tools. All Swiss cantons participate in the assessment by providing a representative sample.

Institut
Institute of Research on Teaching Profession and on Development of Competencies
Leitung
Prof. Dr. Christian Brühwiler
Gender in der Kita PHSG
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Gender in day care centres

While men are increasingly choosing to work as childcarers in day care centres, they are still a minority in the profession. The project  «Gender in day care centres: working together to promote the increased inclusion of men» aims to make it easier for men to enter and remain in the childcare profession.

Institut
Institute for Research into Teaching and Learning
Leitung
Prof. Dr. Franziska Vogt