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

Metacognition and learning, 2019-12, Vol.14 (3), p.291-314

2019

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

Frontiers in psychology, 2022-07, Vol.13, p.885616-885616

2022

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Concept and Design Developments in School Improvement Research: Longitudinal, Multilevel and Mixed Methods and Their Relevance for Educational Accountability

1st ed. 2021., 2021

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

Research in education (Manchester), 2024-05, Vol.118 (1), p.26-48

2024

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Empirische Bildungsforschung im deutschsprachigen Raum. Rückblick und Ausblick

Schweizerischen Zeitschrift für Bildungswissenschaften, 2021-04, Vol.43 (1), p.41-50

Maag Merki, Katharina

2021

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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

Learning and individual differences, 2019-08, Vol.74, p.101757, Article 101757

2019

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Zentralabitur: Die längsschnittliche Analyse der Wirkungen der Einführung zentraler Abiturprüfungen in Deutschland

Merki, Katharina Maag

1. Aufl., 2012

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

Frontiers in education (Lausanne), 2021-03, Vol.6

2021

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Educational Governance Als Forschungsperspektive: Strategien. Methoden. Ansätze

2., erw. Aufl. 2014, 2014

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

Journal of educational change, 2023-09, Vol.24 (3), p.583-604

2023

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

Teaching and teacher education, 2023-01, Vol.121, p.103909, Article 103909

2023

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Handbuch Neue Steuerung im Schulsystem

1. Aufl., 2010

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

Teaching and teacher education, 2022-08, Vol.116, p.103774, Article 103774

2022

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Gemeinsames Prüfen: Eine Fallanalyse in Gymnasien der Schweiz

1. Aufl. 2017 edition., 2017

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No Loss, No Gain? COVID-19 school closures and Swiss fifth-graders' competencies and self-concept in mathematics

Zeitschrift für pädagogische Psychologie (Bern, Switzerland), 2023-06

2023

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Effects of pre-pandemic school improvement and digital learning on schools during the COVID-19 pandemic

School leadership & management, 2024-01, Vol.44 (1), p.57-75

2024

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Support of students in primary schools: a comparative case study in a selective education system

Journal of curriculum studies, 2021-05, Vol.53 (3), p.279-297

2021

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Educational Governance

Die deutsche Schule, 2015, Vol.107 (4), p.396-410

2015

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Handbuch Neue Steuerung Im Schulsystem

2., überarbeitete und aktualisierte Aufl. 2016, 2015

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Avoiding Methodological Biases in Meta-Analysis: Use of Online Versus Offline Individual Participant Data (IPD) in Educational Psychology

Zeitschrift für Psychologie, 2016-01, Vol.224 (3), p.157-167

2016

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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

Educational assessment, evaluation and accountability, 2017-02, Vol.29 (1), p.23-54

2017

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Conducting intervention studies on school improvement

Journal of educational administration, 2014-09, Vol.52 (5), p.590-616

Maag Merki, Katharina

2014

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Conducting intervention studies on school improvement: An analysis of possibilities and constraints based on an intervention study of teacher cooperation

Journal of educational administration, 2014-07, Vol.52 (5), p.590-616

2014

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

School effectiveness and school improvement, 2015-01, Vol.26 (1), p.4-9

2015

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Comparability of semester and exit exam grades: long-term effect of the implementation of state-wide exit exams

School effectiveness and school improvement, 2015-01, Vol.26 (1), p.57-74

2015

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

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

Concept and Design Developments in School Improvement Research: Longitudinal, Multilevel and Mixed Methods and Their Relevance for Educational Accountability

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

Empirische Bildungsforschung im deutschsprachigen Raum. Rückblick und Ausblick

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

Zentralabitur: Die längsschnittliche Analyse der Wirkungen der Einführung zentraler Abiturprüfungen in Deutschland

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

Educational Governance Als Forschungsperspektive: Strategien. Methoden. Ansätze

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

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

Handbuch Neue Steuerung im Schulsystem

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

Gemeinsames Prüfen: Eine Fallanalyse in Gymnasien der Schweiz

No Loss, No Gain? COVID-19 school closures and Swiss fifth-graders' competencies and self-concept in mathematics

Effects of pre-pandemic school improvement and digital learning on schools during the COVID-19 pandemic

Support of students in primary schools: a comparative case study in a selective education system

Educational Governance

Handbuch Neue Steuerung Im Schulsystem

Avoiding Methodological Biases in Meta-Analysis: Use of Online Versus Offline Individual Participant Data (IPD) in Educational Psychology

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

Conducting intervention studies on school improvement

Conducting intervention studies on school improvement: An analysis of possibilities and constraints based on an intervention study of teacher cooperation

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

Comparability of semester and exit exam grades: long-term effect of the implementation of state-wide exit exams

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