Saskia Baer
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Dr.
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Baer
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Saskia
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+41 71 224 2634
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  • Publication
    Fostering team competences in schools by guided reflexivity
    (EARLI European Association for Research on Learning and Instruction, 2013-08-27)
    Bauer-Klebl, Annette
    ;
    Raatz, Saskia
    Cooperative learning is a popular method for classroom teaching since it makes it possible to consider individual differences as well as to achieve various educational goals (academic as well as social). Additionally, it corresponds with the socio-constructivist notion of learning (Antil et al., 1998). Many different factors influencing the effectiveness of cooperative learning have been identified (Abrami & Chambers, 1996). In recent team research there is a strong empirical evidence for the positive effect of reflexivity on group effectiveness and performance, mainly in organizational settings (e.g. West, 2000; West et al., 1997, Carter and West, 1998; De Dreu, 2002, 2007; Hoegl and Parboteeah, 2006). This study examines the effect of guided reflection on team processes, team performance and additionally on team competences in the context of team work in schools, based on West's (1996, 2000) concept of reflexivity. So far a reflexivity intervention has been developed, which is now tested within teamwork in regular subject-specific classes regarding its effectiveness. The study comprises a longitudinal analysis in the field by running two conditions, a control condition and a group reflexivity condition. The relationship between team reflexivity and team competencies and task-related effectiveness is evaluated by relevant constructs like for example team competencies, the reflexive behavior regarding task-related as well as social team processes or various control variables at different measuring times.
    Type: conference paper
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/88816
  • Publication
    Development and validation of a self-report instrument for exploring team work in schools
    (European Association for Research on Learning and Instruction, 2011-08-30)
    Brahm, Taiga
    ;
    Bauer-Klebl, Annette
    ;
    Raatz, Saskia
    Cooperative learning is a popular method for classroom teaching since it makes it possible to accommodate for individual differences as well as to achieve various educational goals (academic as well as social). Additionally, it aligns with the socio-constructivist notion of learning (Antil et al., 1998). However, when looking at everyday practice in classrooms, cooperative learning seems to not always be able to hold its promises. One reason for this might be that certain framing conditions are neglected in classroom practice which would be necessary for the effectiveness of cooperative learning (Abrami & Chambers, 1996). Due to the complexity of teamwork, it is a challenge for teachers to identify the reasons why teamwork in the classroom does not lead to the results expected. This study aims at developing and validating a self-report instrument for assessing team work at schools and for providing teachers with hints on how to improve teamwork in their classrooms. The instrument will be validated with about 400 students of at least 4 different schools. The scales are theoretically founded and cover relevant aspects of teamwork at school. All instruments were either originally developed for usage in schools or adapted to the school context. Even though further validation is necessary, the first results are already quite promising. They show that the basic structure of the questionnaires is valid and that the instruments are reliable. Thus, this study provides a valuable instrument for both practitioners and researchers.
    Type: conference paper
    URL: https://earli.org/sites/default/files/2017-03/BookofAbstractsandSummaries.pdf
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/93650
  • Publication
    Type: book section
    URI: https://www.alexandria.unisg.ch/handle/20.500.14171/89873