Andrea Wullschleger
Biographic Data
| ID | 6508111 |
|---|---|
| NAME | Andrea Wullschleger |
| GIVEN NAMES | Andrea |
| FAMILY NAME | Wullschleger |
| SIGNATURE | WULLSCHLEGER A |
| AFFILIATIONS | University of Zurich |
| ORCID | 0000-0003-4390-3835 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Teacher efficacy
Teachers' efficacy beliefs shape their engagement, resilience, and instructional quality. Although teachers' individual efficacy (IE) has been widely studied, its conceptual and empirical distinction from team-referenced efficacy (TRE), that is, individual teachers' beliefs about their team's capabilities, remains unclear. This study investigated the relationship between IE and TRE using survey data from 1,362 primary school teachers in Switzerla…
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…
Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school
Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations
Adaptive learning support is a key element of high quality preschool education and includes the planning of learning situations and teacher–child interactions. The provision of effective adaptive learning support in kindergarten is challenging. This longitudinal experimental study examined the impact of two professional development programs on 132 kindergarten teachers. One program focused on teacher–child interactions (micro-adaptive learning su…
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 …
Improving teaching, teamwork, and school organization
Whereas previous studies on teacher collaboration have focused almost exclusively on improving teaching, this paper investigates collaboration in three highly important school improvement areas. Data for three collaboration networks were collected in four secondary schools in Switzerland in 2018 on teachers exploring new ideas on teaching (teaching improvement), teamwork (team improvement), and school organization (organizational improvement). Us…
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 …
Ein neuer Blick auf Schulentwicklung. Das Zusammenspiel zwischen impliziten und expliziten Prozessen der Weiterentwicklung der Einzelschule
Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school
Improving teaching, teamwork, and school organization
Whereas previous studies on teacher collaboration have focused almost exclusively on improving teaching, this paper investigates collaboration in three highly important school improvement areas. Data for three collaboration networks were collected in four secondary schools in Switzerland in 2018 on teachers exploring new ideas on teaching (teaching improvement), teamwork (team improvement), and school organization (organizational improvement). Us…
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 …
Ein neuer Blick auf Schulentwicklung. Das Zusammenspiel zwischen impliziten und expliziten Prozessen der Weiterentwicklung der Einzelschule
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 …
Improving teaching, teamwork, and school organization
Whereas previous studies on teacher collaboration have focused almost exclusively on improving teaching, this paper investigates collaboration in three highly important school improvement areas. Data for three collaboration networks were collected in four secondary schools in Switzerland in 2018 on teachers exploring new ideas on teaching (teaching improvement), teamwork (team improvement), and school organization (organizational improvement). Us…
Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations
Adaptive learning support is a key element of high quality preschool education and includes the planning of learning situations and teacher–child interactions. The provision of effective adaptive learning support in kindergarten is challenging. This longitudinal experimental study examined the impact of two professional development programs on 132 kindergarten teachers. One program focused on teacher–child interactions (micro-adaptive learning su…
Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school
Teacher efficacy
Teachers' efficacy beliefs shape their engagement, resilience, and instructional quality. Although teachers' individual efficacy (IE) has been widely studied, its conceptual and empirical distinction from team-referenced efficacy (TRE), that is, individual teachers' beliefs about their team's capabilities, remains unclear. This study investigated the relationship between IE and TRE using survey data from 1,362 primary school teachers in Switzerla…
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…
Mathematics education (5 works) · Psychology (5 works) · Pedagogy (4 works) · Teacher Education and Leadership Studies (4 works) · Collaborative Teaching and Inclusion (3 works) · Computer Science (2 works) · Early Childhood Education and Development (2 works) · Educational Assessment and Improvement (2 works) · Experience sampling method (2 works) · Parental Involvement in Education (2 works)