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Elisabeth Moser Opitz

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University of Zurich

Switzerland

Research Interests

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Professors in Switzerland Professors in Education Education professors in Switzerland

About

Elisabeth Moser Opitz is an Assistant Professor at the University of Zurich, Switzerland. Her research focuses on inclusive education, mathematical competence development, and adaptive learning support, particularly in early education settings. Recent articles highlight her work on peer rejection, teacher feedback, and the impact of inclusive practices on students with intellectual disabilities.

Recent Grants

Grant: Close

The effect of segregated and inclusive education, teaching quality, and teacher characteristics on students in secondary school

Open Date: 2022-08-01

Close Date: 2026-07-31

Grant: Close

'Grammatik' der stationären Erziehung im Kontext - Kontinuität und Wandel am Beispiel des Landerziehungsheims Albisbrunn im 20. Jahrhundert

Open Date: 2018-09-01

Close Date: 2023-01-31

Grant: Close

What makes special education teachers special? Disentangling the effects of teachers’ professional competence in inclusive classrooms

Open Date: 2018-08-01

Close Date: 2023-07-31

Grant: Close

Structure of early childhood educators' domain-specific professional competencies and their effects on the quality of mathematical instructional situations in kindergarten and on children's increase in mathematical competencies.

Open Date: 2015-08-01

Close Date: 2019-01-31

Grant: Close

Challenges in Learning and Instruction

Open Date: 2014-08-01

Close Date: 2014-10-31

Articles (18)

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2022

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2021

Collaborators (8)

Michael Grosche

Bergische Universität Wuppertal

GERMANY

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Franziska Vogt

Director

St.Gallen University of Teacher Education

SWITZERLAND

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Simon Luger

Senior Teaching and Research Assistant, PhD

University of Zurich

SWITZERLAND

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Rachel Sermier Dessemontet

Professor

SWITZERLAND

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Anke Lindmeier

Chair of Mathematics Education Research

Friedrich Schiller University Jena

GERMANY

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Ariana Garrote

University of Basel

SWITZERLAND

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Mireille Tabin

Senior research and teaching assistant

University of Zurich

SWITZERLAND

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Andrea Wullschleger

Professor, Head of Institute

University of Applied Sciences and Arts Northwestern Switzerland

SWITZERLAND

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Elisabeth Moser Opitz

Research Interests

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About

Recent Grants

Articles (18)

Benachteiligung durch Differenzierungsmaßnahmen? Wie soziale Herkunft und Migrationshintergrund die Zuweisung von nachteilsausgleichenden Maßnahmen und individuellen Lernzielen auf der Sekundarstufe I bestimmen

Allocation of low‐threshold special educational support in lower secondary education: The role of individual and class‐level characteristics

The benefits of inclusive education: a systematic review of student achievement in secondary schools

Peer rejection and negative teacher feedback: a person-centred approach for identifying students at risk in Swiss elementary classrooms

The role of teacher attitudes and collaboration for inclusive teaching practices

Social behavior, academic achievement, language skills, and peer rejection in elementary school classes: the moderating role of teacher feedback

Fostering Computation Competence with Non-Counting Strategies and Conceptual Subitizing in Grade 1: An Intervention Study in Inclusive Classrooms

Assessment of computation competence and non-count strategy use in addition and subtraction in Grade 1

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

Individuelle Lernunterstützung in der Arbeitsphase einer standardisierten Mathematikstunde im ersten Schuljahr – eine Videostudie

Kooperation von Lehrkräften zur Umsetzung von inklusivem Unterricht – notwendige Bedingung, zu einfach gedacht oder überbewerteter Faktor?

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

The impact of inclusive education on the mathematical progress of pupils with intellectual disabilities

Conceptualizing and Measuring the Quality of Adaptive Learning Support in Kindergarten Using Mathematical Board Games. A Study in Germany and Switzerland

Diagnostisches und didaktisches Handeln verbinden: Entwicklung eines Prozessmodells auf der Grundlage von Erkenntnissen aus der pädagogischen Diagnostik und der Förderdiagnostik

The Interrelationship of Diagnosis and Teaching: Developing a Process Model Incorporating Knowledge of Educational Diagnostics and Individual Education Plans

Kindergarten educators' affective-motivational dispositions Examining enthusiasm for fostering mathematics in kindergarten

Die Wirkung von unterschiedlichen Formen von co-teaching auf die von den Schülerinnen und Schülern wahrgenommene Unterrichtsqualität in inklusiven Klassen

Collaborators (8)

Michael Grosche

Franziska Vogt

Simon Luger

Rachel Sermier Dessemontet

Anke Lindmeier

Ariana Garrote

Mireille Tabin

Andrea Wullschleger

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