Patricia Schuler Braunschweig
Biographic Data
| ID | 8902329 |
|---|---|
| NAME | Patricia Schuler Braunschweig |
| GIVEN NAMES | Patricia Schuler |
| FAMILY NAME | Braunschweig |
| SIGNATURE | BRAUNSCHWEIG P S |
| AFFILIATIONS | Zurich University of Teacher Education |
| VERIFIED | No |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Children’s perspectives on institutionalised leisure-focused Extended Education in Australia, Sweden and Switzerland
Extended Education is a term that refers to complementary education services provided to children in the hours outside school. In some global contexts, Extended Education provide a combination of leisure, play, care and education. This article investigates children’s perceptions of leisure-focused Extended Education in three countries: Australia, Sweden and Switzerland. Leisure is an important element of childhood and is afforded the status of a …
Sports activities in extended education—their leading role for educational development
Introduction Physical inactivity represents a global challenge that calls for early intervention, particularly during childhood. Schools are uniquely positioned to influence children’s current and future physical activity behaviors. The introduction of all-day schools creates an opportunity to integrate diverse sports-oriented activities throughout the school day. In Zurich, the implementation of all-day schools in primary schools led to the deve…
“Why do I do what I do?” The meaning of work from the perspective of social pedagogues as informal leaders in all-day schools
The number of all-day schools in Switzerland is growing fast. However, the development of new guidelines and regulations in this field is lagging. In their unique position, the professionals not only execute but also define and lead educational practices in all-day schools. In the present study, problem-based group interviews were conducted with extended educational staff in schools in urban Switzerland to review their educational practices and t…
Tagesschulen
Ambivalenzen eines erweiterten Bildungsbegriffs an Tagesschulen. Befunde aus einer qualitativen Untersuchung mit Lehrkräften und sozialpädagogischen Fachkräften an Tagesschulen in Zürich
Mit dem Ausbau von Tagesschulen in der Schweiz gehen programmatische Ansprüche eines erweiterten Bildungsbegriffs zur klassischen Schulpädagogik einher. Inwiefern diese umgesetzt werden, ist bislang nicht eindeutig beantwortet. Deshalb geht der vorliegende Beitrag sowohl von einer dreifachen Bildungsorganisation gemäss der formalen, non-formalen und informellen Bildung (Züchner 2013) als auch von den darin stattfindenden Handlungen von Lehrkräfte…
Predictive validity of a competence-based admission test − mentors’ assessment of student teachers’ occupational aptitude
The aim of this longitudinal study was to gain an understanding of how Swiss student teachers (n = 253), who had passed a competence-based admission test, were assessed by their mentors after the first year of teaching. The results revealed a high correlation between the students’ initial cross-curricular competencies (CCC) and their mentors’ subsequent assessment. A regression analysis showed that the students’ initial CCC had the strongest impa…
Pädagogische Zuständigkeiten in Tagesschulen
Diskurs Kindheits- und Jugendforschung versteht sich als Forum für wichtige Ergebnisse der Kindheits- und Jugendforschung, für Theoriebildung und für Fragen der (gesellschafts- und bildungspolitischen sowie pädagogischen) Praxis
No prominent works on this page.
Pädagogische Zuständigkeiten in Tagesschulen
Diskurs Kindheits- und Jugendforschung versteht sich als Forum für wichtige Ergebnisse der Kindheits- und Jugendforschung, für Theoriebildung und für Fragen der (gesellschafts- und bildungspolitischen sowie pädagogischen) Praxis
Tagesschulen
Ambivalenzen eines erweiterten Bildungsbegriffs an Tagesschulen. Befunde aus einer qualitativen Untersuchung mit Lehrkräften und sozialpädagogischen Fachkräften an Tagesschulen in Zürich
Mit dem Ausbau von Tagesschulen in der Schweiz gehen programmatische Ansprüche eines erweiterten Bildungsbegriffs zur klassischen Schulpädagogik einher. Inwiefern diese umgesetzt werden, ist bislang nicht eindeutig beantwortet. Deshalb geht der vorliegende Beitrag sowohl von einer dreifachen Bildungsorganisation gemäss der formalen, non-formalen und informellen Bildung (Züchner 2013) als auch von den darin stattfindenden Handlungen von Lehrkräfte…
Predictive validity of a competence-based admission test − mentors’ assessment of student teachers’ occupational aptitude
The aim of this longitudinal study was to gain an understanding of how Swiss student teachers (n = 253), who had passed a competence-based admission test, were assessed by their mentors after the first year of teaching. The results revealed a high correlation between the students’ initial cross-curricular competencies (CCC) and their mentors’ subsequent assessment. A regression analysis showed that the students’ initial CCC had the strongest impa…
Sports activities in extended education—their leading role for educational development
Introduction Physical inactivity represents a global challenge that calls for early intervention, particularly during childhood. Schools are uniquely positioned to influence children’s current and future physical activity behaviors. The introduction of all-day schools creates an opportunity to integrate diverse sports-oriented activities throughout the school day. In Zurich, the implementation of all-day schools in primary schools led to the deve…
“Why do I do what I do?” The meaning of work from the perspective of social pedagogues as informal leaders in all-day schools
The number of all-day schools in Switzerland is growing fast. However, the development of new guidelines and regulations in this field is lagging. In their unique position, the professionals not only execute but also define and lead educational practices in all-day schools. In the present study, problem-based group interviews were conducted with extended educational staff in schools in urban Switzerland to review their educational practices and t…
Children’s perspectives on institutionalised leisure-focused Extended Education in Australia, Sweden and Switzerland
Extended Education is a term that refers to complementary education services provided to children in the hours outside school. In some global contexts, Extended Education provide a combination of leisure, play, care and education. This article investigates children’s perceptions of leisure-focused Extended Education in three countries: Australia, Sweden and Switzerland. Leisure is an important element of childhood and is afforded the status of a …
Philosophy (4 works) · Humanities (3 works) · Sociology and Education Studies (3 works) · Computer Science (2 works) · Diverse Education Studies and Reforms (2 works) · Engineering (2 works) · Engineering ethics (2 works) · Global Educational Policies and Reforms (2 works) · Mathematics education (2 works) · Pedagogy (2 works)