Improving Education Opportunities through Networked Systems: Findings from a Longitudinal Study in Switzerland

Autor/inn/en	Huber, Stephan Gerhard; Tulowitzki, Pierre; Schwander, Marius
Titel	Improving Education Opportunities through Networked Systems: Findings from a Longitudinal Study in Switzerland
Quelle	(2017), (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Educational Opportunities; Longitudinal Studies; Foreign Countries; Networks; Educational Cooperation; Informal Education; Teaching Methods; Learning Processes; Models; Educational Theories; Program Descriptions; Educational Change; Network Analysis; Governance; Teacher Attitudes; Comparative Analysis; Minority Groups; Immigrants; School Districts; Outcomes of Education; Elementary Secondary Education; Family School Relationship; Educational Improvement; Administrator Attitudes; Active Learning; Extracurricular Activities; Switzerland + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Ausland; Education; cooperation; Kooperation; Informelle Bildung; Nichtformale Bildung; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Analogiemodell; Educational theory; Theory of education; Bildungstheorie; Bildungsreform; Netzplantechnik; Educational policy; Financing; Steuerung; Bildung; Erziehung; Bildungspolitik; Finanzierung; Lehrerverhalten; Ethnische Minderheit; Immigrant; Immigrantin; Immigranten; School district; Schulbezirk; Lernleistung; Schulerfolg; Teaching improvement; Unterrichtsentwicklung; Aktives Lernen; Außerunterrichtliche Aktivität; Schweiz
Abstract	This proposal reports on the theoretical underpinnings and first findings from a five-year longitudinal study (2013-2018) on networked systems in Switzerland. The aim is to assess which conditions lead to a higher functional quality of cooperation between agents in the education sector as well as to assess the possible impact of networked systems on the educational contexts they are located in. The theoretical framework for the study is derived from Helmut Fend's and Andreas Helmke's opportunity-use model which characterizes aspects between teaching and learning in a classroom. This model was to allow for a more detailed analysis of the context of formal and non-formal educational settings. This proposal is based on the findings from the first three years of research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01