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Institute of Education

Educational Science with focus on Theory and Empirical Research on Educational Processes in Schools

Welcome, Team

Towards good schools in a complex world

Theoretical and empirical analysis of students’ school education processes are at the center of our research interests. We place particular emphasis on students’ self-regulated learning, i.e. students’ ability to plan, monitor and change their own learning, should their learning goals not be achieved. We are interested in which conditions enable optimal education processes and what effects these have on students' learning and development. Of particular importance is the question of how the education system can be designed to provide all students with the opportunity to achieve education goals appropriate to their abilities

In order to answer these questions, we are investigating school education processes, while taking the empirical and theoretical state of research in school effectivity, school development research, educational governance research and self-regulation research into consideration. By means of varying methodological procedures, not only the actions of various actors like teachers, parents and students will be considered, but also their motivations, goals or strategies to plan, monitor and, if necessary, adjust their own actions to new challenges.

Weiterführende Informationen

The central aim of our work

The central aim is to use the findings of research to improve the quality of concrete school practices and of the education system, so that inequalities in education can be reduced and equality of opportunity promoted.

Katharina Maag Merki gewinnt UZH Mentoring Award 2021

Katharina Maag Merki erhält als eine von drei Gewinner:innen den UZH Mentoring Award 2021 des Graduate Campus. Mit diesem Award werden Betreuer:innen von Doktoraten an der UZH für hervorragende Betreuung und Nachwuchsförderung ausgezeichnet.

Agenda Institut für Erziehungswissenschaft - Lehrstuhl Prof. Maag Merki