Katharina Resch
Biographic Data
| ID | 5011096 |
|---|---|
| NAME | Katharina Resch |
| GIVEN NAMES | Katharina |
| FAMILY NAME | Resch |
| SIGNATURE | RESCH K |
| AFFILIATIONS | University of Vienna |
| ORCID | 0000-0002-5532-8105 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 19 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Understanding and Addressing Teacher Shortages in Austria
Teacher shortages have become a global phenomenon, affecting educational systems across many countries. However, the strategies adopted to address it differ considerably. This study gives a first, detailed account of the reasons and effects of teacher shortages in Austria. For this purpose, a number of documents were analysed: 120 newspaper reports (to mirror the public debate), 43 parliamentary questions and ministerial responses (to mirror the …
Exploring a low sense of social belonging in first-generation students in post-pandemic university in Austria
The study explores the social belonging of first-generation students in a large university in Austria after the pandemic. While social belonging is a complex notion and nebulous to define, this study applies n enhanced concept of student engagement, which views student engagement as active involvement and social belonging on behalf of a student, and as integration and social support measures on behalf of the university. A strong sense of social b…
Retired teachers return to school to tackle teacher shortages in Austrian schools. An untapped reserve or emergency response
There are a number of policy responses to the acute teacher shortages, such as young teachers entering the profession while still studying or initiating new routes into the profession for career changers, but a dearth of extant studies about the return of retired teachers to school to counteract staff shortages. The current study aims to show which routes lead to returning to school or for refusing to return, and which factors play a role in post…
Moving up or moving on? Educational pathways of students in German language support classes in Austria
Social inequalities in international student mobility
In recent years, research on international student mobility (ISM) has increased considerably. One recurring topic within this emerging interdisciplinary research field deals with the various social inequalities that exist in relation to accessing and participating in this form of mobility. However, while methodological and empirical aspects are becoming ever more refined, there is a paucity of discussion in relation to its theoretical concerns. A…
Overcoming the theory-practice divide in teacher education with the ‘Partner School Programme’. A conceptual mapping
Pre-service teachers often express a strong desire for more practical experience in teacher education, which requires teacher educators to consider new, meaningful opportunities for field experiences. This paper aims to bridge the gap between two ‘practice worlds’ – university teacher education and school practice – based on the example of the Austrian ‘Partner School Programme’ in order to overcome the theory-practice divide. In this conceptual …
Student voice in higher education diversity policies
Taking the lead for campus-community-partnerships in Austria
Higher education institutions (HEIs) have been going through far-reaching processes of transformation in terms of their missions in teaching, research, and societal impact. Contrary to their previous understanding and mission, Austrian universities are now increasingly required to contribute evidence from research and teaching to meet social challenges and to cooperate with community partners. This forces an understanding of HEIs as a driver for …
Digital participation in traumatic brain injury
Background Individuals with chronic traumatic brain injury (TBI) are often affected by communication disorders which might have an impact on their social participation. Due to possible cognitive and communicative disabilities, as well as impairments of social cognitive skills, individuals with TBI have been observed to exhibit difficulties in maintaining and establishing social relationships, resulting in a greater risk of social isolation. This …
Preparing German pre‐service teachers in special needs education for school development—Can we do otherwise
Although school development can be viewed as an emerging responsibility of teachers, special needs education in Germany does not leave sufficient room for non‐teaching tasks, leading to a knowledge gap in the professionalisation of pre‐service teachers with regard to school development upon entering the profession. This study focused on the preparedness of pre‐service teachers in school development as a professional task at the end of their initi…
Exploring the effects of the Covid-19 emergency remote education on students’ social and academic integration in higher education in Austria
This article analyses the effects of the COVID-19 pandemic on university students’ social and academic integration, based on Tinto’s integration theory. A total of 640 university students in Austria completed an online survey pertaining to academic and social integration during the home-learning period. Results indicate that social integration and academic integration decreased significantly during the lockdown period in the beginning of 2020. Th…
Teacher’s perceptions of separate language learning models for students with immigrant background in Austrian schools
The majority of European educational systems regard the provision of high-quality language and learning support for students with immigrant background as the greatest challenge and consider separate language support classes as ‘the solution’ to the educational disadvantages these students face. Austria recently implemented separate language support programmes (‘German language support classes and courses = GLSCC’) for students with beginner-level…
From policy to practice
In 2018/2019, the Government of Austria instituted a new language support model to Austrian schools that included segregated language support measures for non-fluent German-speaking students. The central research aim of the paper is to investigate how the implementation of this new language support model compares to the policy requirement by examining different models of implementation. In the framework of the initial phases of the project 'A mul…
Facilitating Intercultural Encounters with International Students
Higher education has become increasingly mobile and international, with many students taking the opportunity to study abroad during their studies. When they do so, forming and maintaining social networks is fundamental for their development of a sense of social inclusion. According to Coleman’s model of concentric circles, international students can establish networks with students from their own country (inner circle), with other international s…
Inclusion does not solely apply to students with disabilities
Several studies have investigated (pre-service) teachers’ attitudes toward inclusion. However, most have focused on teachers’ attitudes toward the inclusion of students with disabilities. The understanding of inclusive education has expanded to the provision of educational opportunities to all students, not only those with a disability. This study investigates the attitudes of 899 Austrian pre-service teachers towards inclusion using a revised ve…
Using the Service-Learning approach to bridge the gap between theory and practice in teacher education
Service-Learning stands out as a teaching approach that connects theory and practice by giving students the opportunity both to participate in a service that meets community needs and to reflect on the experience in class in order to gain a deeper understanding of the course content and an enhanced sense of civic engagement. The advantages of Service-Learning for inclusive education have recently been underpinned by studies, in which pre-service …
Embedding Social Innovation and Service Learning in Higher Education's Third Sector Policy Developments in Austria
Social innovation in Austrian HEIs is discussed under the headline of their “Third Mission”. The HE sector is pressured to have more and more impact on society. Internationally speaking, many countries benefit from national policies and networks in the Third Sector, but policies in Austria were initiated only recently, in 2017, on a national level. Interestingly, the service learning approach as an innovative and socially responsible teaching met…
Unsichtbare Übersetzung?
Evidence-based health promotion for older people and instrumentalisation
Health promotion (HP) amongst older people is an increasingly prominent policy concern for governments. The development of an evidence-base and the advocacy of effective interventions in the light of this act as legitimation tools for the overall HP phenomenon - assisting the growth of state and non-state funding for public health initiatives for older people. In structuring decision-making as to which individual projects/initiatives receive fund…
From policy to practice
In 2018/2019, the Government of Austria instituted a new language support model to Austrian schools that included segregated language support measures for non-fluent German-speaking students. The central research aim of the paper is to investigate how the implementation of this new language support model compares to the policy requirement by examining different models of implementation. In the framework of the initial phases of the project 'A mul…
Using the Service-Learning approach to bridge the gap between theory and practice in teacher education
Service-Learning stands out as a teaching approach that connects theory and practice by giving students the opportunity both to participate in a service that meets community needs and to reflect on the experience in class in order to gain a deeper understanding of the course content and an enhanced sense of civic engagement. The advantages of Service-Learning for inclusive education have recently been underpinned by studies, in which pre-service …
Teacher’s perceptions of separate language learning models for students with immigrant background in Austrian schools
The majority of European educational systems regard the provision of high-quality language and learning support for students with immigrant background as the greatest challenge and consider separate language support classes as ‘the solution’ to the educational disadvantages these students face. Austria recently implemented separate language support programmes (‘German language support classes and courses = GLSCC’) for students with beginner-level…
Inclusion does not solely apply to students with disabilities
Several studies have investigated (pre-service) teachers’ attitudes toward inclusion. However, most have focused on teachers’ attitudes toward the inclusion of students with disabilities. The understanding of inclusive education has expanded to the provision of educational opportunities to all students, not only those with a disability. This study investigates the attitudes of 899 Austrian pre-service teachers towards inclusion using a revised ve…
Social inequalities in international student mobility
In recent years, research on international student mobility (ISM) has increased considerably. One recurring topic within this emerging interdisciplinary research field deals with the various social inequalities that exist in relation to accessing and participating in this form of mobility. However, while methodological and empirical aspects are becoming ever more refined, there is a paucity of discussion in relation to its theoretical concerns. A…
Evidence-based health promotion for older people and instrumentalisation
Health promotion (HP) amongst older people is an increasingly prominent policy concern for governments. The development of an evidence-base and the advocacy of effective interventions in the light of this act as legitimation tools for the overall HP phenomenon - assisting the growth of state and non-state funding for public health initiatives for older people. In structuring decision-making as to which individual projects/initiatives receive fund…
Unsichtbare Übersetzung?
Embedding Social Innovation and Service Learning in Higher Education's Third Sector Policy Developments in Austria
Social innovation in Austrian HEIs is discussed under the headline of their “Third Mission”. The HE sector is pressured to have more and more impact on society. Internationally speaking, many countries benefit from national policies and networks in the Third Sector, but policies in Austria were initiated only recently, in 2017, on a national level. Interestingly, the service learning approach as an innovative and socially responsible teaching met…
Facilitating Intercultural Encounters with International Students
Higher education has become increasingly mobile and international, with many students taking the opportunity to study abroad during their studies. When they do so, forming and maintaining social networks is fundamental for their development of a sense of social inclusion. According to Coleman’s model of concentric circles, international students can establish networks with students from their own country (inner circle), with other international s…
Inclusion does not solely apply to students with disabilities
Several studies have investigated (pre-service) teachers’ attitudes toward inclusion. However, most have focused on teachers’ attitudes toward the inclusion of students with disabilities. The understanding of inclusive education has expanded to the provision of educational opportunities to all students, not only those with a disability. This study investigates the attitudes of 899 Austrian pre-service teachers towards inclusion using a revised ve…
Using the Service-Learning approach to bridge the gap between theory and practice in teacher education
Service-Learning stands out as a teaching approach that connects theory and practice by giving students the opportunity both to participate in a service that meets community needs and to reflect on the experience in class in order to gain a deeper understanding of the course content and an enhanced sense of civic engagement. The advantages of Service-Learning for inclusive education have recently been underpinned by studies, in which pre-service …
Student voice in higher education diversity policies
Taking the lead for campus-community-partnerships in Austria
Higher education institutions (HEIs) have been going through far-reaching processes of transformation in terms of their missions in teaching, research, and societal impact. Contrary to their previous understanding and mission, Austrian universities are now increasingly required to contribute evidence from research and teaching to meet social challenges and to cooperate with community partners. This forces an understanding of HEIs as a driver for …
Digital participation in traumatic brain injury
Background Individuals with chronic traumatic brain injury (TBI) are often affected by communication disorders which might have an impact on their social participation. Due to possible cognitive and communicative disabilities, as well as impairments of social cognitive skills, individuals with TBI have been observed to exhibit difficulties in maintaining and establishing social relationships, resulting in a greater risk of social isolation. This …
Preparing German pre‐service teachers in special needs education for school development—Can we do otherwise
Although school development can be viewed as an emerging responsibility of teachers, special needs education in Germany does not leave sufficient room for non‐teaching tasks, leading to a knowledge gap in the professionalisation of pre‐service teachers with regard to school development upon entering the profession. This study focused on the preparedness of pre‐service teachers in school development as a professional task at the end of their initi…
Exploring the effects of the Covid-19 emergency remote education on students’ social and academic integration in higher education in Austria
This article analyses the effects of the COVID-19 pandemic on university students’ social and academic integration, based on Tinto’s integration theory. A total of 640 university students in Austria completed an online survey pertaining to academic and social integration during the home-learning period. Results indicate that social integration and academic integration decreased significantly during the lockdown period in the beginning of 2020. Th…
Teacher’s perceptions of separate language learning models for students with immigrant background in Austrian schools
The majority of European educational systems regard the provision of high-quality language and learning support for students with immigrant background as the greatest challenge and consider separate language support classes as ‘the solution’ to the educational disadvantages these students face. Austria recently implemented separate language support programmes (‘German language support classes and courses = GLSCC’) for students with beginner-level…
From policy to practice
In 2018/2019, the Government of Austria instituted a new language support model to Austrian schools that included segregated language support measures for non-fluent German-speaking students. The central research aim of the paper is to investigate how the implementation of this new language support model compares to the policy requirement by examining different models of implementation. In the framework of the initial phases of the project 'A mul…
Overcoming the theory-practice divide in teacher education with the ‘Partner School Programme’. A conceptual mapping
Pre-service teachers often express a strong desire for more practical experience in teacher education, which requires teacher educators to consider new, meaningful opportunities for field experiences. This paper aims to bridge the gap between two ‘practice worlds’ – university teacher education and school practice – based on the example of the Austrian ‘Partner School Programme’ in order to overcome the theory-practice divide. In this conceptual …
Exploring a low sense of social belonging in first-generation students in post-pandemic university in Austria
The study explores the social belonging of first-generation students in a large university in Austria after the pandemic. While social belonging is a complex notion and nebulous to define, this study applies n enhanced concept of student engagement, which views student engagement as active involvement and social belonging on behalf of a student, and as integration and social support measures on behalf of the university. A strong sense of social b…
Retired teachers return to school to tackle teacher shortages in Austrian schools. An untapped reserve or emergency response
There are a number of policy responses to the acute teacher shortages, such as young teachers entering the profession while still studying or initiating new routes into the profession for career changers, but a dearth of extant studies about the return of retired teachers to school to counteract staff shortages. The current study aims to show which routes lead to returning to school or for refusing to return, and which factors play a role in post…
Moving up or moving on? Educational pathways of students in German language support classes in Austria
Social inequalities in international student mobility
In recent years, research on international student mobility (ISM) has increased considerably. One recurring topic within this emerging interdisciplinary research field deals with the various social inequalities that exist in relation to accessing and participating in this form of mobility. However, while methodological and empirical aspects are becoming ever more refined, there is a paucity of discussion in relation to its theoretical concerns. A…
Understanding and Addressing Teacher Shortages in Austria
Teacher shortages have become a global phenomenon, affecting educational systems across many countries. However, the strategies adopted to address it differ considerably. This study gives a first, detailed account of the reasons and effects of teacher shortages in Austria. For this purpose, a number of documents were analysed: 120 newspaper reports (to mirror the public debate), 43 parliamentary questions and ministerial responses (to mirror the …
Political science (12 works) · Psychology (11 works) · Pedagogy (9 works) · Sociology (9 works) · Mathematics education (8 works) · Medicine (6 works) · Computer Science (5 works) · German (5 works) · Public relations (5 works) · Business (4 works)