Andrea Wullschleger

Chair of the Center for Research on Teachers' Professional Development

University of Applied Sciences and Arts Northwestern Switzerland

Switzerland

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About

Andrea Wullschleger is the Chair of the Center for Research on Teachers' Professional Development at the University of Applied Sciences and Arts Northwestern Switzerland. Her research focuses on educational change, teacher collaboration, and adaptive learning support, as evidenced by her recent articles on topics such as the impact of COVID-19 on student competencies, school improvement strategies, and the quality of mathematical learning in kindergarten. Andrea's work aims to enhance teaching practices and foster effective teamwork within educational settings.

Articles (10)

Year:

2024

Year:

2023

Year:

2023

Year:

2023

Year:

2023

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2022

Year:

2022

Year:

2022

Year:

2022

Year:

2022

Collaborators (8)

Beat Rechsteiner

University of Zurich

SWITZERLAND

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Eva Kyndt

Professor

Swinburne University of Technology

AUSTRALIA

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András Vörös

University of Birmingham

UNITED KINGDOM

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Lisa Schäfer

Johannes Gutenberg Universität Mainz

GERMANY

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Miriam Compagnoni

University of Zurich

SWITZERLAND

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Anke Lindmeier

Full professor

Friedrich Schiller University Jena

GERMANY

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Katharina Maag Merki

University of Zurich

SWITZERLAND

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Elisabeth Moser Opitz

University of Zurich

SWITZERLAND

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Andrea Wullschleger

Research Interests

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About

Articles (10)

Bridging gaps: a systematic literature review of brokerage in educational change

No Loss, No Gain? COVID-19 school closures and Swiss fifth-graders' competencies and self-concept in mathematics

Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning

Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations

Improving teaching, teamwork, and school organization: Collaboration networks in school teams

Preconditions of teachers’ collaborative practice

Konzeptualisierung und Messung der Qualität der adaptiven Lernunterstützung in Lernsituationen mit mathematischen Regelspielen im Kindergarten. Eine Studie in Deutschland und der Schweiz

Teachers involved in school improvement: Analyzing mediating mechanisms of teachers’ boundary-crossing activities between leadership perception and teacher involvement

Wird Kooperation als nützlich wahrgenommen und zeigen sich bereichsspezifische Unterschiede? Soziale Netzwerkanalysen in Schulteams in Bezug zu drei Schulentwicklungsbereichen

School teams’ regulation strategies for dealing with school-external expectations for school improvement

Collaborators (8)

Beat Rechsteiner

Eva Kyndt

András Vörös

Lisa Schäfer

Miriam Compagnoni

Anke Lindmeier

Katharina Maag Merki

Elisabeth Moser Opitz

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