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Katharina Maag Merki

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University of Zurich

Switzerland

Research Interests

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Recent Grants

Grant: Open

Regulationsstrategien von Lehrpersonen zur Adaption von Routinen der Unterrichtsentwicklung. Eine Interventionsstudie in Primarschulen zur Förderung der Regulationskompetenzen von Lehrpersonen und der Unterrichtsqualität (R2-UE)

Open Date: 2023-08-01

Close Date: 2027-01-31

Grant: Close

School Improvement Capacity for Academic Learning. Eine mehrebenenanalytische Prozess- und Wirkungsanalyse in Primarschulen in unterschiedlichen kantonalen Governance-Systemen

Open Date: 2018-09-01

Close Date: 2022-12-31

Grant: Close

Selbstreguliertes Lernen und Maturaarbeit (SelMa) - Eine Prozess- und Wirkungsanalyse

Open Date: 2015-02-01

Close Date: 2018-10-31

Grant: Close

Langzeiteffekte der Implementation neuer Steuerungsstrukturen im Schulwesen. Eine multidimensionale Analyse am Beispiel zentraler Abiturprüfungen

Open Date: 2011-01-01

Close Date: 2014-12-31

Grant: Close

Die Implementation neuer Steuerungsstrukturen im Schulwesen am Beispiel zentraler Abiturprüfungen. Eine Analyse der Effekte unter Berücksichtigung multipler Indikatoren

Open Date: 2007-01-01

Close Date: 2011-12-31

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Collaborators (12)

Beat Rechsteiner

University of Zurich

SWITZERLAND

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Eva Kyndt

Professor

Deakin University

AUSTRALIA

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Alan Daly

Professor and Director

University of California, San Diego

UNITED STATES

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Stefan Brauckmann-Sajkiewicz

University of Klagenfurt

AUSTRIA

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András Vörös

University of Birmingham

UNITED KINGDOM

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Francesca Suter

Professor

Pädagogische Hochschule Schwyz

SWITZERLAND

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Joshua Weidlich

Assistant Professor

University of Zurich

SWITZERLAND

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Nina Jude

Professor

Heidelberg University

GERMANY

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Simon Luger

Senior Teaching and Research Assistant, PhD

University of Zurich

SWITZERLAND

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Miriam Compagnoni

University of Zurich

SWITZERLAND

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Nicolette van Halem

Academic, Assistant Professor

University of Amsterdam

NETHERLANDS

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Andrea Wullschleger

Professor, Head of Institute

University of Applied Sciences and Arts Northwestern Switzerland

SWITZERLAND

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Katharina Maag Merki

Research Interests

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Recent Grants

Articles (22)

Do task type and partner role matter? An experience sampling study on the perceived benefit of teacher collaboration in Swiss primary schools

Teacher efficacy: Unveiling the dimensional structure and validity of teachers' individual and team-referenced efficacy ratings

Alle gleichermaßen belastet? Eine Typisierung von Schulen während der Pandemie. Empirische Befunde einer trinationalen Längsschnittstudie

Teachers as team players? Exploring the relationship between collaborative practice, professional development, and work-related stress using diary data

Collaboration on school improvement under different educational accountability systems in two countries

Teacher, peer, or AI? Comparing effects of feedback sources in higher education

Comparative analysis of teacher collaboration on school improvement: exploring social networks using a meta-analytic approach to exponential random graph models

Die Schule als Pädagogische Handlungseinheit im Lichte aktueller Forschungsbefunde

Teacher collaboration to elevate student achievement?

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

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

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

Effects of pre-pandemic school improvement and digital learning on schools during the COVID-19 pandemic

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

Wird Kooperation als nützlich wahrgenommen und zeigen sich bereichsspezifische Unterschiede?

Was zeichnet eine hohe Schulentwicklungskapazität aus?

Preconditions of teachers’ collaborative practice

Preconditions of teachers’ collaborative practice

"Title does not dictate behavior": Associations of formal, structural, and behavioral brokerage with school staff members' professional well-being

“Title does not dictate behavior”: Associations of formal, structural, and behavioral brokerage with school staff members’ professional well-being

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

Collaborators (12)

Beat Rechsteiner

Eva Kyndt

Alan Daly

Stefan Brauckmann-Sajkiewicz

András Vörös

Francesca Suter

Joshua Weidlich

Nina Jude

Simon Luger

Miriam Compagnoni

Nicolette van Halem

Andrea Wullschleger

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