Erich Ramseier
Biographic Data
| ID | 4139411 |
|---|---|
| NAME | Erich Ramseier |
| GIVEN NAMES | Erich |
| FAMILY NAME | Ramseier |
| SIGNATURE | RAMSEIER E |
| AFFILIATIONS | Pädagogische Hochschule Bern |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 7 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2001 |
| LATEST PUBLICATION YEAR | 2021 |
| H-INDEX | 2 |
Förderung ab Geburt mit dem Programm «PAT – Mit Eltern Lernen»
Die RCT-Studie ZEPPELIN untersucht die Wirksamkeit des Programms «PAT – Mit Eltern lernen» rund um Zürich. 132 Familien mit psychosozialen Belastungen (z.B. Armut und Migration) wurden während der ersten drei Lebensjahre ihrer Kinder zu Hause unterstützt. Die 116 Familien der Kontrollgruppe erhielten neben den allgemeinen Angeboten der Gemeinden keine Intervention. Dieser Beitrag zeigt, dass die frühe Förderung auch zwei Jahre nach Programmende w…
Class- and subject teachers’ self-efficacy and emotional stability and students’ perceptions of the teacher–student relationship, classroom management, and classroom disruptions
The results of the present study show a distinctive pattern for class teachers and subject teachers. In class teachers, high self-rated emotional stability and self-efficacy are associated with a more positive evaluation (compared to student ratings) of the teacher-student relationship and classroom management skills but not teacher perceptions of student misbehavior. On the contrary, subject teachers' firm self-efficacy beliefs are associated wi…
Effects of home-based early intervention on child outcomes
Mediating Role of Maternal Sensitivity
Home‐visiting programs have gained increasing importance in family‐centered prevention and intervention. However, few studies have examined the mechanisms underlying early intervention treatment effects. The goal of this study is to analyze the mediating role of maternal sensitivity in enhancing language development with the home‐visiting program Parents as Teachers (PAT). Data were collected and analyzed within the ongoing, long‐term ZEPPELIN st…
Validation of competence models for developing education standards
Following PISA 2000, Switzerland launched a project called HarmoS (Harmonization of obligatory School) to develop binding education standards for compulsory education in the three language regions of the country. These standards for four subject areas are based on models of competence. Part of the development is an empirical study to validate these competence models. The present article describes the design, methods, and some results of this vali…
Herkunft, Leistung und Bildungschancen im gegliederten Bildungssystem
Seit dem Vorliegen der für die Schweiz ernüchternden PISA-Ergebnisse wird die Frage nach der Gerechtigkeit unserer Bildungssysteme wieder verstärkt diskutiert. Im vorliegenden Beitrag werden Aspekte der Chancengleichheit unter Berücksichtigung allgemeiner kognitiver Grundfähigkeiten detailliert untersucht. Neben dem Einfluss individueller Herkunftsmerkmale wird auch der Beitrag der Schule zur Erklärung fachlicher Leistungsunterschiede herangezoge…
Scientific literacy of upper-secondary students
Effects of home-based early intervention on child outcomes
Mediating Role of Maternal Sensitivity
Home‐visiting programs have gained increasing importance in family‐centered prevention and intervention. However, few studies have examined the mechanisms underlying early intervention treatment effects. The goal of this study is to analyze the mediating role of maternal sensitivity in enhancing language development with the home‐visiting program Parents as Teachers (PAT). Data were collected and analyzed within the ongoing, long‐term ZEPPELIN st…
Validation of competence models for developing education standards
Following PISA 2000, Switzerland launched a project called HarmoS (Harmonization of obligatory School) to develop binding education standards for compulsory education in the three language regions of the country. These standards for four subject areas are based on models of competence. Part of the development is an empirical study to validate these competence models. The present article describes the design, methods, and some results of this vali…
Scientific literacy of upper-secondary students
Herkunft, Leistung und Bildungschancen im gegliederten Bildungssystem
Seit dem Vorliegen der für die Schweiz ernüchternden PISA-Ergebnisse wird die Frage nach der Gerechtigkeit unserer Bildungssysteme wieder verstärkt diskutiert. Im vorliegenden Beitrag werden Aspekte der Chancengleichheit unter Berücksichtigung allgemeiner kognitiver Grundfähigkeiten detailliert untersucht. Neben dem Einfluss individueller Herkunftsmerkmale wird auch der Beitrag der Schule zur Erklärung fachlicher Leistungsunterschiede herangezoge…
Validation of competence models for developing education standards
Following PISA 2000, Switzerland launched a project called HarmoS (Harmonization of obligatory School) to develop binding education standards for compulsory education in the three language regions of the country. These standards for four subject areas are based on models of competence. Part of the development is an empirical study to validate these competence models. The present article describes the design, methods, and some results of this vali…
Mediating Role of Maternal Sensitivity
Home‐visiting programs have gained increasing importance in family‐centered prevention and intervention. However, few studies have examined the mechanisms underlying early intervention treatment effects. The goal of this study is to analyze the mediating role of maternal sensitivity in enhancing language development with the home‐visiting program Parents as Teachers (PAT). Data were collected and analyzed within the ongoing, long‐term ZEPPELIN st…
Effects of home-based early intervention on child outcomes
Förderung ab Geburt mit dem Programm «PAT – Mit Eltern Lernen»
Die RCT-Studie ZEPPELIN untersucht die Wirksamkeit des Programms «PAT – Mit Eltern lernen» rund um Zürich. 132 Familien mit psychosozialen Belastungen (z.B. Armut und Migration) wurden während der ersten drei Lebensjahre ihrer Kinder zu Hause unterstützt. Die 116 Familien der Kontrollgruppe erhielten neben den allgemeinen Angeboten der Gemeinden keine Intervention. Dieser Beitrag zeigt, dass die frühe Förderung auch zwei Jahre nach Programmende w…
Class- and subject teachers’ self-efficacy and emotional stability and students’ perceptions of the teacher–student relationship, classroom management, and classroom disruptions
The results of the present study show a distinctive pattern for class teachers and subject teachers. In class teachers, high self-rated emotional stability and self-efficacy are associated with a more positive evaluation (compared to student ratings) of the teacher-student relationship and classroom management skills but not teacher perceptions of student misbehavior. On the contrary, subject teachers' firm self-efficacy beliefs are associated wi…
Psychology (5 works) · Early Childhood Education and Development (4 works) · Medicine (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Developmental psychology (3 works) · Mathematics education (3 works) · Parental Involvement in Education (3 works) · Social Psychology (3 works) · Art (2 works) · Clinical Psychology (2 works)