Falk Radisch
Biographic Data
| ID | 5128085 |
|---|---|
| NAME | Falk Radisch |
| GIVEN NAMES | Falk |
| FAMILY NAME | Radisch |
| SIGNATURE | RADISCH F |
| AFFILIATIONS | University of Rostock |
| ORCID | 0000-0002-9076-4826 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Alle gleichermaßen belastet? Eine Typisierung von Schulen während der Pandemie. Empirische Befunde einer trinationalen Längsschnittstudie
Im Schuljahr 2020/2021 waren Schulen aufgrund der Corona-Pandemie vor vielfältige Herausforderungen gestellt. Lehren und Lernen musste an sich ständig ändernde, wenig vorhersehbare Bedingungen angepasst werden und dabei die heterogenen Voraussetzungen der Schulen berücksichtigen. Der vorliegende Beitrag beschäftigt sich mit der Frage, inwiefern sich Schulen bezogen auf den Umgang mit der Pandemie aus Sicht der Schulleitungen unterscheiden und übe…
Effects of pre-pandemic school improvement and digital learning on schools during the Covid-19 pandemic
After the outbreak of the COVID-19 pandemic, schools had to continuously adapt to new pandemic-related regulations and challenges, including the ad hoc transition to remote learning. According to theories on school improvement and professionalisation, sharing knowledge and experiences with digital learning is helpful when dealing with related issues. However, no existing empirical studies analyse longitudinally how pre-pandemic experiences with s…
Theory Application in School and Meaning-Oriented Learning Opportunities at University—Resources for Teaching Quality
(1) In this study, we analyse the impact that research and practice orientation offered at university (first phase) have on theory application and teaching quality in an in-service training programme (second phase). The connection between these two phases has been poorly examined. Therefore, we examine this connection using a longitudinal study. (2) The analysis is based on data from 1417 pre-service and later student teachers who participated in…
Unique Problems Require Unique Solutions—Models and Problems of Linking School Effectiveness and School Improvement
The article aims to outline the proposals for linking school effectiveness research and school improvement that are currently relevant in international discussion and to ask how they deal with the ‘technology deficit’ at the level of model improvement. We will first show the difference between school improvement and school effectiveness. Then, we outline areas showing basic problems associated with linking school effectiveness and school improvem…
Was nicht passt, wird passend gemacht!“
Methodologische Implikationen der Ganztagsschulforschung
Gestaltungsmerkmale und Effekte ganztägiger Angebote im Grundschulbereich
Gestaltungsmerkmale und Effekte ganztägiger Angebote im Grundschulbereich
Was nicht passt, wird passend gemacht!“
Methodologische Implikationen der Ganztagsschulforschung
Unique Problems Require Unique Solutions—Models and Problems of Linking School Effectiveness and School Improvement
The article aims to outline the proposals for linking school effectiveness research and school improvement that are currently relevant in international discussion and to ask how they deal with the ‘technology deficit’ at the level of model improvement. We will first show the difference between school improvement and school effectiveness. Then, we outline areas showing basic problems associated with linking school effectiveness and school improvem…
Theory Application in School and Meaning-Oriented Learning Opportunities at University—Resources for Teaching Quality
(1) In this study, we analyse the impact that research and practice orientation offered at university (first phase) have on theory application and teaching quality in an in-service training programme (second phase). The connection between these two phases has been poorly examined. Therefore, we examine this connection using a longitudinal study. (2) The analysis is based on data from 1417 pre-service and later student teachers who participated in…
Effects of pre-pandemic school improvement and digital learning on schools during the Covid-19 pandemic
After the outbreak of the COVID-19 pandemic, schools had to continuously adapt to new pandemic-related regulations and challenges, including the ad hoc transition to remote learning. According to theories on school improvement and professionalisation, sharing knowledge and experiences with digital learning is helpful when dealing with related issues. However, no existing empirical studies analyse longitudinally how pre-pandemic experiences with s…
Alle gleichermaßen belastet? Eine Typisierung von Schulen während der Pandemie. Empirische Befunde einer trinationalen Längsschnittstudie
Im Schuljahr 2020/2021 waren Schulen aufgrund der Corona-Pandemie vor vielfältige Herausforderungen gestellt. Lehren und Lernen musste an sich ständig ändernde, wenig vorhersehbare Bedingungen angepasst werden und dabei die heterogenen Voraussetzungen der Schulen berücksichtigen. Der vorliegende Beitrag beschäftigt sich mit der Frage, inwiefern sich Schulen bezogen auf den Umgang mit der Pandemie aus Sicht der Schulleitungen unterscheiden und übe…
Psychology (4 works) · Sociology and Education Studies (4 works) · Educational Assessment and Improvement (3 works) · Mathematics education (3 works) · Computer Science (2 works) · COVID-19 and Mental Health (2 works) · Education Methods and Technologies (2 works) · 2019-20 coronavirus outbreak (1 works) · Art (1 works) · Chemistry (1 works)