In: Zeitschrift für Religionskunde / Revue de didactique des sciences des religions, 2015, no. 1, p. 72-84
Does the school curriculum of French-speaking Switzerland (Plan d’études romand) provide sufficient guidance for teachers to know how to teach ethics and religious cultures in an ethically correct way? A philosophical analysis of the central concepts of the intentions of the discipline makes clear the obligation to teach scientifically established knowledge, not to intrude on pupils’...
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In: La Lettre de l’Association AIRDF, 2012, vol. 52, p. 14-17
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In: Formation et pratiques d’enseignement en questions : revue des HEP de Suisse romande et du Tessin, 2015, no. 19, p. 165-181
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In: Schulmanagement, 2010, no. 3, p. 11-13
Schule kann nicht alles leisten. Neben den Lehrkräften sind es in aller Regel die Eltern, die die schulische Entwicklung der Kinder am meisten beeinflussen. Dieser Zusammenhang spricht für die Prüfung von Kooperationsmöglichkeiten zwischen Schule und Familie. Inzwischen existieren theoretisch fundierte Forschungsarbeiten, die dabei helfen können, diese Chancen besser zu nutzen.
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In: Schulpraktika in der Lehrerbildung: Theoretische Grundlagen, Konzeptionen, Prozesse und Effekte, 2014, p. 295-313
Using the development of the sophisticated competencies of inner differentiation as an example, the study examined how connections between theory and practice in classrooms can be established. Cooperative settings between the Teacher Training College and classroom practice were implemented, such as the participation of experienced teachers in the preparation course, workshops with mentor...
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In: International Journal of Educational Research, 2014, vol. 64, p. 12-25
Immigrant students usually report high levels of academic interest and motivation compared to their native peers. Given the important role that parents play in fostering their children’s academic motivation, this article focuses on aspects of parental involvement and analyzes possible mediator effects on the students’ reading motivation and achievement using structural equation modeling. The...
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In: Learning & Instruction, 2012, vol. 22, no. 2, p. 79-91
This study examined the effects of a school/home-based intervention program designed to enhance the reading motivation of Swiss fourth graders (N = 713). In order to identify the specific contribution of the home environment, the program was implemented in one group without (S group = school-based, N = 244) and in one group with (SH group = school/home-based, N = 225) parental participation. The...
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In: Diotime, 2010, vol. 46, p. 1-4
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In: Diotime, 2011, vol. 48, p. 1-6
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In: Childhood and philosophy, 2014, vol. 10, no. 19, p. 55-86
To develop children’s critical thinking to make them able to think autonomously, here is the goal many educational actors try to reach. This finality can be reached using appropriate methods. Practicing Philosophy for Children is as such a favoured method to reach this goal. Among the methods featuring a research community that philosophises, aporetic support favours the emergence of contrast,...
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