Miriam Compagnoni
Biographic Data
| ID | 4460422 |
|---|---|
| NAME | Miriam Compagnoni |
| GIVEN NAMES | Miriam |
| FAMILY NAME | Compagnoni |
| SIGNATURE | COMPAGNONI M |
| AFFILIATIONS | University of Zurich |
| ORCID | 0000-0002-7850-129X |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Do not blame the teacher
This study examines how parents’ beliefs about failure, specifically, whether failure is perceived as debilitating or as an opportunity for learning, are associated with adolescents’ relationships with teachers in lower secondary education. Drawing on research on parental belief systems and developmental perspectives on early adolescence, we propose that parental failure mindsets shape how parents interpret teachers’ competence, with implications…
Do task type and partner role matter? An experience sampling study on the perceived benefit of teacher collaboration in Swiss primary schools
Via ESM, we collected 5625 collaborative activities from 596 teachers. • Collaborative activities are often unrelated to instruction or student learning. • Collaboration on instruction and student learning are viewed as more beneficial. • Collaboration with special needs teachers focuses mainly on individual students. • School tasks involving instruction tasks are more beneficial than school tasks alone. Collaboration, an essential part of teache…
Improving children’s self-regulation and executive functions
Self-regulation―comprising behavioral and emotional regulation and cognitive processes (i.e., executive functions)―is pivotal for children’s social development and achievement. Parents, especially mothers, can promote children’s self-regulation, however, relevant parental interventions are scarce. Moreover, showing appropriate self-regulation strategies in different contexts can be challenging for collectivistic-oriented immigrant children living…
Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school
Teachers involved in school improvement
Teachers are drivers for change in school improvement. However, not all teachers participate in further developing schools' educational practice. This study aimed to understand conditional factors in teachers' involvement. To this end, we analyzed teachers' leadership perception and boundary-crossing activities aimed at increasing professional capital. Structural equation modeling analyses based on a sample of N = 1232 teachers at N = 59 schools …
Teachers’ Implicit Theories of Professional Abilities in the Domain of School Improvement
Numerous studies show positive effects of students’ malleable implicit theories of their abilities on their self-regulated learning and learning achievements ( Yeager and Dweck, 2012 ; Burnette et al., 2013 ), especially when domain-specific implicit theories are assessed ( Costa and Faria, 2018 ). Thinking of school improvement as a collective learning process for the teaching staff, it is reasonable to assume that this relationship also exists …
Teachers’ Implicit Theories of Professional Abilities in the Domain of School Improvement
Numerous studies show positive effects of students’ malleable implicit theories of their abilities on their self-regulated learning and learning achievements ( Yeager and Dweck, 2012 ; Burnette et al., 2013 ), especially when domain-specific implicit theories are assessed ( Costa and Faria, 2018 ). Thinking of school improvement as a collective learning process for the teaching staff, it is reasonable to assume that this relationship also exists …
Teachers involved in school improvement
Teachers are drivers for change in school improvement. However, not all teachers participate in further developing schools' educational practice. This study aimed to understand conditional factors in teachers' involvement. To this end, we analyzed teachers' leadership perception and boundary-crossing activities aimed at increasing professional capital. Structural equation modeling analyses based on a sample of N = 1232 teachers at N = 59 schools …
Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school
Improving children’s self-regulation and executive functions
Self-regulation―comprising behavioral and emotional regulation and cognitive processes (i.e., executive functions)―is pivotal for children’s social development and achievement. Parents, especially mothers, can promote children’s self-regulation, however, relevant parental interventions are scarce. Moreover, showing appropriate self-regulation strategies in different contexts can be challenging for collectivistic-oriented immigrant children living…
Do not blame the teacher
This study examines how parents’ beliefs about failure, specifically, whether failure is perceived as debilitating or as an opportunity for learning, are associated with adolescents’ relationships with teachers in lower secondary education. Drawing on research on parental belief systems and developmental perspectives on early adolescence, we propose that parental failure mindsets shape how parents interpret teachers’ competence, with implications…
Do task type and partner role matter? An experience sampling study on the perceived benefit of teacher collaboration in Swiss primary schools
Via ESM, we collected 5625 collaborative activities from 596 teachers. • Collaborative activities are often unrelated to instruction or student learning. • Collaboration on instruction and student learning are viewed as more beneficial. • Collaboration with special needs teachers focuses mainly on individual students. • School tasks involving instruction tasks are more beneficial than school tasks alone. Collaboration, an essential part of teache…
Early Childhood Education and Development (3 works) · Mathematics education (3 works) · Pedagogy (3 works) · Perception (3 works) · Psychology (3 works) · Teacher Education and Leadership Studies (3 works) · Cognition (2 works) · Educational and Psychological Assessments (2 works) · Experience sampling method (2 works) · Parental Involvement in Education (2 works)