Mariella Knapp

Mariella Knapp
University of Vienna | UniWien · Institut für Bildungswissenschaft

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40
Publications
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43
Citations

Publications

Publications (40)
Article
Full-text available
Pre-service teachers often express a strong desire for more practical experience in teacher education, which requires teacher educators to consider new, meaningful opportunities for field experiences. This paper aims to bridge the gap between two 'practice worlds'-university teacher education and school practice-based on the example of the Austrian...
Article
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Student volunteering in the higher education context has been studied vastly over the last years. Kahu provided three valuable perspectives on student engagement including the behavioural, the psychological, and the sociocultural perspective on why and how students engage. This study adds a recognition perspective to student engagement, which has s...
Technical Report
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Social responsibility of universities as part of their “Third Mission” has become more and more popular in higher education. The Service Learning Approach stands out as a socially responsible teaching methodology; however, in many European higher education institutions the Service Learning Approach is still unknown. Current teaching material, toolk...
Article
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Social innovation in Austrian HEIs is discussed under the headline of their “Third Mission.” The HE sector is pressured to have more and more impact on society. Internationally speaking, many countries benefit from national policies and networks in the Third Sector, but policies in Austria were initiated only recently, in 2017, on a national level....
Article
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The implementation of a new school type has changed the context of school leadership in Austrian lower secondary schools. An interview study with 25 secondary‐school leaders was undertaken. The goal of the study was to inquire how school leaders conceptualise their role in the local policy adaptation of a centrally driven reform. The results indica...
Article
Full-text available
Education policies are socio-spatially sensitive and, depending on the local situation, can be interpreted and understood differently. The concept of perceived learning support spaces (e.g. student cooperation, student-teacher relationships) refers to an understanding that students’ school experiences are situated within the school. Using the examp...
Preprint
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This methodology toolkit provides an evidence-based insight into service learning and seven practical teaching approaches: 1) community-based research, 2) project-based learning, 3) (participatory) action research, 4) internships, 5) volunteering, 6) action-reflection methodologies and 7) social entrepreneurship.
Technical Report
Full-text available
This methodology toolkit provides an evidence-based insight into service learning and seven practical teaching approaches: 1) community-based research, 2) project-based learning, 3) (participatory) action research, 4) internships, 5) volunteering, 6) action-reflection methodologies and 7) social entrepreneurship.
Technical Report
Full-text available
The European Observatory of Service-Learning in Higher Education (EOSLHE) aims to enhance and disseminate the knowledge of service-learning (therein after S-L) in Higher Education in Europe as an educational approach that enhances students’ civic engagement and brings them closer to different social realities while allowing them to work in a real e...
Technical Report
Full-text available
CHAPTER 1: THE EUROPEAN OBSERVATORY CHAPTER 2: MAPPING EUROPEAN SERVICE-LEARNING EXPERIENCES CHAPTER 3: EUROPEAN ASSOCIATIONS & NETWORKS RELATING TO SERVICE-LEARNING AND COMMUNITY ENGAGEMENT IN HIGHER EDUCATION CHAPTER 4: PROJECTS FUNDED BY THE EUROPEAN UNION RELATED TO SERVICE LEARNING IN HIGHER EDUCATIONCHAPTER 5: THE STATUS OF SERVICE LEARNIN...
Chapter
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Social relationships are considered important resources connected to well-being in school, the perception of the class climate and cooperation in school and class. The social dynamics determine the concrete local situation in the class and can control events in the classroom. School transitions especially are events in which changes in social relat...
Chapter
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School leadership nowadays is confronted with ever-changing and fast-growing expectations of what schools should be able to achieve. However, school leadership is an embedded activity, i.e. much depends on the underlying structure and culture of schooling. For instance, different traditions of defining schooling play a significant role in defining...
Article
Full-text available
Tento clanek se zabýva otazkou volby skoly v situaci zavedeni noveho typu nižsi sekundarni skoly do vzdělavaciho systemu v Rakousku. V ramci selektivniho rakouskeho systemu se žaci musi po absolvovani ctyř let jednotne elementarni skoly rozhodnout mezi nižsi sekundarni skolou akademickeho ci neakademickeho typu. Tuto volbu mělo za cil odstranit zav...
Chapter
Vorliegender Beitrag bietet einen Überblick über bisher gesammelte Daten und zentrale Ergebnisse der NOESIS-Evaluation. Im Zentrum stehen hierbei die AkteurInnen selbst, insbesondere die SchülerInnen aber auch Lehrende und Eltern. Des Weiteren werden die wichtigsten Ergebnisse auf Ebene der Schulstandorte dargestellt und zusammenfassend diskutiert....
Chapter
Dieser Beitrag geht der Frage nach, ob das im NOESIS-Report 1 „Eine Schule für alle“ gelegte Postulat, dass sich das akademische Selbstkonzept als Capability erweisen kann, auch nach vier Jahren in der Neuen Niederösterreichischen Mittelschule (NNÖMS) noch haltbar ist. Ausgehend von der Annahme, dass Schulstrukturreformen im Kern wenig Tragweite fü...
Poster
Full-text available
Aus der Forschung ist bekannt, dass die Entwicklung des akademischen Selbstkonzeptes vor allem auf sozialen und dimensionalen Vergleichsprozessen basiert (Internal/External frame of reference Modell -Marsh, 1986). Laut Guay et al. (2010) kann auch angenommen werden, dass fachspezifische Selbstkonzepte, sowohl die Lernmotivation als auch die schulis...
Poster
Full-text available
Erfolg oder Misserfolg im Bildungswesen ist geprägt durch das dynamische Zusammenspiel inner- und außerschulischer Ressourcen, wenngleich der Forschungslage nach die außerschulischen Ressourcen oder Voraussetzungen weitgehend wirkungsmächtiger sind als innerschulische Prozesse (siehe dazu zusammenfassend Baumert, Stanat & Watermann, 2006; Becker &...
Chapter
Durch die Einführung neuer Unterrichtsformen wie dem selbständigen Arbeiten, dem individualisierten Lernen und der Projektarbeit in der Neuen Niederösterreichischen Mittelschule (NöMS) wird versucht dem alltäglichen Trott zu entgehen, Langeweile bei SchülerInnen zu vermindern, sowie für diese den Unterricht alltagsnäher, abwechslungsreicher und int...

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Projects

Projects (4)
Project
Geography of education has become an umbrella field for our special issue of the Journal of Pedagogy 1/2020. Geography connecting the elements of space has enabled to invite not only geographers but also researchers from other scientific disciplines who can express their thoughts on spatiality in education, hence deepening the interdisciplinary communication. Some authors met during regular conferences of the European Educational Research Association, especially within the network relating to the relationships between communities, families, and schooling. Other contributors met at the Interdisciplinary Symposium on Knowledge and Space, “Geographies of Schooling”, in Heidelberg, Germany, in 2016. Consequently, they make up a diverse team of scholars from seven countries all over the world, most frequently working at the institutes of geography or institutes of education. The special issue is available on https://content.sciendo.com/view/journals/jped/11/1/jped.11.issue-1.xml as an open access.
Archived project
In the wake of growing nationalism and anti-immigrant attitudes institutions of Higher Education are called upon to facilitate the development of “inclusive societies” (European Commission 2017). While internationalisation constitutes a top priority for most HEIs, its implementation in practice in the sense of ‘internationalisation at home’ remains lacking. Only rarely institutional practices are put into action aiming to further development of intercultural skills of students and staff or the strengthening of intercultural dialogue in the institutions. The aims of the SOLVINC project are to collect intercultural conflicts in higher education, using the critical incident methodology (Cohen-Emerique 2015). You can access our Critical Incident collection here: http://learningfromcultureshocks.eu/
Archived project
The ENGAGE STUDENTS project focuses on social responsibility of higher education institutions at students and teachers level. Strengthening the social dimension in education has been an important European priority, that has been accentuated even further by the Commission in the renewed EU agenda for Higher Education. Innovative curricula and teaching approaches are seen to contribute to reduce the current high skills gap between students and labour market needs. The project explores perspectives of teachers in higher education with applied course work and service learning - how, why, and under which conditions do teachers apply the service learning approach or other forms of applied course work?