Urs Moser
Biographic Data
| ID | 4139347 |
|---|---|
| NAME | Urs Moser |
| GIVEN NAMES | Urs |
| FAMILY NAME | Moser |
| SIGNATURE | MOSER U |
| AFFILIATIONS | University of Zurich |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Putting an Explanatory Understanding into a Predictive Perspective
Complementing widely used explanatory models in the educational sciences that pinpoint the resources and characteristics for explaining students’ distinct educational transitions, this paper departs from methodological traditions and evaluates the predictive power of established concepts: to what extent can we actually predict school track enrollment based on a plethora of well-known explanatory factors derived from previous research? Predictive …
Ambiguity in European seasonal comparative research
Summer break study designs are used in educational research to disentangle school from non-school contributions to social performance gaps. The summer breaks provide a natural experimental setting that allows for the measurement of learning progress when school is not in session, which can help to capture the unfolding of social disparities in learning that are the result of non-school influences. Seasonal comparative research has a longer tradit…
Educational gains of in‐person vs. distance learning in primary and secondary schools
Using data from a computer‐based formative feedback system, we compare learning gains in the 8 weeks of school closures related to the COVID‐19 pandemic in Switzerland with learning gains in the 8 weeks before these school closures. The school performance in mathematics and language of N = 28,685 pupils is modelled in second‐order piecewise latent growth models with strict measurement invariance for the two periods under investigation. While seco…
Counting Young Carers in Switzerland – A Study of Prevalence
An online survey of children in school grades 4–9 (mostly aged 10–15) was conducted in order to determine the prevalence of young carers in Switzerland using a 2‐stage stratified sampling approach. 4082 respondents were drawn from 230 schools. A total of 3991 respondents were included in the analysis and of these 307 (7.7%) were identified as young carers. The population estimate of prevalence was 7.9 per cent. This suggests that there are around…
Lerngelegenheiten und Grundbildung
Der internationale Schulleistungsvergleich PISA wurde anhand der alltagsbezogenen Grundbildung in Lesen, Mathematik und Naturwissenschaften durchgeführt, die auf den Nutzen im täglichen Leben ausgerichtet ist. Inwieweit diese alltagsbezogene Grundbildung zu den Lerngelegenheiten im Unterricht gehört, wurde nicht berücksichtig. In einer Sekundäranalyse wurde deshalb überprüft, welche der PISA-Testaufgaben von Expertinnen und Experten sowie von Leh…
No prominent works on this page.
Lerngelegenheiten und Grundbildung
Der internationale Schulleistungsvergleich PISA wurde anhand der alltagsbezogenen Grundbildung in Lesen, Mathematik und Naturwissenschaften durchgeführt, die auf den Nutzen im täglichen Leben ausgerichtet ist. Inwieweit diese alltagsbezogene Grundbildung zu den Lerngelegenheiten im Unterricht gehört, wurde nicht berücksichtig. In einer Sekundäranalyse wurde deshalb überprüft, welche der PISA-Testaufgaben von Expertinnen und Experten sowie von Leh…
Counting Young Carers in Switzerland – A Study of Prevalence
An online survey of children in school grades 4–9 (mostly aged 10–15) was conducted in order to determine the prevalence of young carers in Switzerland using a 2‐stage stratified sampling approach. 4082 respondents were drawn from 230 schools. A total of 3991 respondents were included in the analysis and of these 307 (7.7%) were identified as young carers. The population estimate of prevalence was 7.9 per cent. This suggests that there are around…
Ambiguity in European seasonal comparative research
Summer break study designs are used in educational research to disentangle school from non-school contributions to social performance gaps. The summer breaks provide a natural experimental setting that allows for the measurement of learning progress when school is not in session, which can help to capture the unfolding of social disparities in learning that are the result of non-school influences. Seasonal comparative research has a longer tradit…
Educational gains of in‐person vs. distance learning in primary and secondary schools
Using data from a computer‐based formative feedback system, we compare learning gains in the 8 weeks of school closures related to the COVID‐19 pandemic in Switzerland with learning gains in the 8 weeks before these school closures. The school performance in mathematics and language of N = 28,685 pupils is modelled in second‐order piecewise latent growth models with strict measurement invariance for the two periods under investigation. While seco…
Putting an Explanatory Understanding into a Predictive Perspective
Complementing widely used explanatory models in the educational sciences that pinpoint the resources and characteristics for explaining students’ distinct educational transitions, this paper departs from methodological traditions and evaluates the predictive power of established concepts: to what extent can we actually predict school track enrollment based on a plethora of well-known explanatory factors derived from previous research? Predictive …
Psychology (3 works) · School Choice and Performance (3 works) · Computer Science (2 works) · Educational Assessment and Improvement (2 works) · Mathematics (2 works) · Mathematics education (2 works) · Medicine (2 works) · Online Learning and Analytics (2 works) · Political science (2 works) · Sociology (2 works)