Katharina Maag Merki

发表

Reliability and Validity Analyses of a Newly Developed Test to Assess Learning Strategy Knowledge

Yves Karlen, Katharina Maag Merki, Erich Ramseier, 2013, Journal of Cognitive Education and Psychology.

Further development of educational effectiveness theory in a multilevel context: from theory to methodology and from empirical evidence back to theory

Monika Holmeier, Katharina Maag Merki, M. Emmerich, 2015 .

Adapting routines in schools when facing challenging situations: Extending previous theories on routines by considering theories on self-regulated and collectively regulated learning

Katharina Maag Merki, A. Wullschleger, B. Rechsteiner, 2022, Journal of Educational Change.

“Title does not dictate behavior”: Associations of formal, structural, and behavioral brokerage with school staff members’ professional well-being

Katharina Maag Merki, A. Wullschleger, B. Rechsteiner, 2022, Frontiers in Psychology.

Teachers involved in school improvement: Analyzing mediating mechanisms of teachers’ boundary-crossing activities between leadership perception and teacher involvement

Katharina Maag Merki, A. Wullschleger, B. Rechsteiner, 2022, Teaching and Teacher Education.

School teams’ regulation strategies for dealing with school-external expectations for school improvement

U. Grob, Katharina Maag Merki, A. Wullschleger, 2022, Research in Education.

Long-term effects of the implementation of state-wide exit exams: a multilevel regression analysis of mediation effects of teaching practices on students’ motivational orientations

Britta Oerke, Katharina Maag Merki, 2016, Educational Assessment, Evaluation and Accountability.

Improving teaching, teamwork, and school organization: Collaboration networks in school teams

András Vörös, Katharina Maag Merki, A. Wullschleger, 2023, Teaching and Teacher Education.

Teachers’ Implicit Theories of Professional Abilities in the Domain of School Improvement

Katharina Maag Merki, A. Wullschleger, B. Rechsteiner, 2021, Frontiers in Education.

The role of implicit theories in students' grit, achievement goals, intrinsic and extrinsic motivation, and achievement in the context of a long-term challenging task

Yves Karlen, C. Hirt, Katharina Maag Merki, 2019, Learning and Individual Differences.

Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten

Yves Karlen, Katharina Maag Merki, Miriam Compagnoni, 2019, Metacognition and Learning.

Long-term effects of the implementation of state-wide exit exams: a multilevel regression analysis of mediation effects of teaching practices on students’ motivational orientations

Britta Oerke, Katharina Maag Merki, 2017 .

Regulation Activities of Teachers in Secondary Schools: Development of a Theoretical Framework and Exploratory Analyses in Four Secondary Schools Based on Time Sampling Data

U. Grob, Katharina Maag Merki, A. Wullschleger, 2021 .

Changes in student attributions due to the implementation of central exit exams

Britta Oerke, Monika Holmeier, Katharina Maag Merki, 2011 .

Bridging gaps: a systematic literature review of brokerage in educational change

Katharina Maag Merki, B. Rechsteiner, Miriam Compagnoni, 2023, Journal of educational change.

Statewide low-stakes tests and a teaching to the test effect? An analysis of teacher survey data from two German states

Britta Oerke, Monika Holmeier, Katharina Maag Merki, 2012 .