Articles with public access mandates - Franziska VogtLearn more
Not available anywhere: 2
Conceptualizing and Measuring the Quality of Adaptive Learning Support in Kindergarten Using Mathematical Board Games. A Study in Germany and Switzerland
A Meier-Wyder, A Wullschleger, A Lindmeier, A Heinze, M Leuchter, ...
Journal fur Mathematik-didaktik 43 (2), 405-434, 2022
Mandates: Swiss National Science Foundation, German Research Foundation
Spielintegrierte mathematische Förderung im Kindergarten. Eine Videoanalyse der mathematischen Aktivitäten der Kinder bei einem Regelspiel
R Stebler, F Vogt, I Wolf, B Hauser, K Rechsteiner
Journal für Mathematik-Didaktik 34, 149-175, 2013
Mandates: Swiss National Science Foundation
Available somewhere: 13
Developing adaptive teaching competency through coaching
F Vogt, M Rogalla
Teaching and teacher education 25 (8), 1051-1060, 2009
Mandates: Swiss National Science Foundation
Learning through play–pedagogy and learning outcomes in early childhood mathematics
F Vogt, B Hauser, R Stebler, K Rechsteiner, C Urech
Innovative approaches in early childhood mathematics, 127-141, 2020
Mandates: Swiss National Science Foundation
The same and the other: Male childcare workers managing identity dissonance
JC Nentwich, W Poppen, S Schälin, F Vogt
International Review of Sociology 23 (2), 326-345, 2013
Mandates: Swiss National Science Foundation
The potential of stimulated recall for investigating self-regulation processes in inquiry learning with primary school students
AM Meier, F Vogt
Perspectives in Science 5, 45-53, 2015
Mandates: Swiss National Science Foundation
Play-based mathematics in kindergarten. A video analysis of children’s mathematical behaviour while playing a board game in small groups
R Stebler, F Vogt, I Wolf, B Hauser, K Rechsteiner
Journal für Mathematik-Didaktik 34 (2), 149-175, 2013
Mandates: Swiss National Science Foundation
Adaptive teaching competency. Effects on quality of instruction and learning outcomes
C Brühwiler, F Vogt
Journal for educational research online 12 (1), 119-142, 2020
Mandates: Swiss National Science Foundation
Modelling early childhood teachers’ mathematics-specific professional competence and its differential growth through professional development–an aspect of structural validity
A Lindmeier, S Seemann, S Kuratli-Geeler, A Wullschleger, S Dunekacke, ...
Research in Mathematics Education 22 (2), 168-187, 2020
Mandates: Swiss National Science Foundation, German Research Foundation
Teaching assistants and teachers providing instructional support for pupils with SEN: results from a video study in Swiss classrooms
F Vogt, A Koechlin, A Truniger, B Zumwald
Teaching Assistants, Inclusion and Special Educational Needs, 125-142, 2022
Mandates: Swiss National Science Foundation
Improving the quality of adaptive learning support provided by kindergarten teachers in play-based mathematical learning situations
A Wullschleger, A Lindmeier, A Heinze, A Meier-Wyder, M Leuchter, ...
European Early Childhood Education Research Journal 31 (2), 225-242, 2023
Mandates: Swiss National Science Foundation, German Research Foundation
Early childhood teachers' mathematics-specific professional competence and its relation to the quality of learning support
A Lindmeier, S Seemann, A Wullschleger, A Meyer-Wyder, M Leuchter, ...
Universidade Estadual de Campinas. Faculdade de Educação, 2021
Mandates: Swiss National Science Foundation, German Research Foundation
Konzeptualisierung und Messung der Qualität der adaptiven Lernunterstützung in Lernsituationen mit mathematischen Regelspielen im Kindergarten. Eine Studie in Deutschland und …
A Meier-Wyder, A Wullschleger, A Lindmeier, A Heinze, M Leuchter, ...
Journal für Mathematik-Didaktik 43 (2), 405-434, 2022
Mandates: Swiss National Science Foundation, German Research Foundation
Competência profissional de professores que ensinam matemática e sua relação com a qualidade instrucional
A Lindmeier, S Seemann, A Wullschleger, A Meier-Wyder, M Leuchter, ...
Zetetike 29, online, 2021
Mandates: Swiss National Science Foundation, German Research Foundation
Ist Aktionsbezogene Kompetenz von Erzieherinnen differenziell förderbar? Eine Validierungsstudie
A Lindmeier, S Seemann, S Kuratli-Geeler, A Wullschleger, S Dunekacke, ...
WTM Verlag, 2020
Mandates: Swiss National Science Foundation, German Research Foundation
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