INVITED TALK



INTERVIEWS



Interview mit mit Eucor

(The Euopean Campus)

 

Thema: Zuhause bleiben und Zusammenarbeiten

 

Datum: 8. Mai 2020


Interview mit  der Basler Zeitung

 

Thema: Sind Buben intelligenter?

 

Datum: 17. April 2020


JUST PUBLISHED


Makarova, E. & Kassis, W. (Eds.) (2022). Understanding School Success of Migrant Students: An International Perspective. MDPI: Basel. 

 

Special Issue Guest Editors: 

Makarova, E. & Kassis, W. (2022). Understanding School Success of Migrant Students: An International Perspective. Education Sciences, 12(2):69, online under: https://www.mdpi.com/2227-7102/12/2/69.

 


Keller, Ch., Makarova, E. & Döring, A. K. (2021). Förderung der Exploration im Berufswahlprozess mit Serious Games am Beispiel von like2be. In Weyland, U., Ziegler, B., Driesel-Lange, K., &| Kruse, A. (Hrsg.), Entwicklungen und Perspektiven in der Berufsorientierung: Stand und Herausforderungen (135-155). Bonn: Bundesinstitut für Berufsbildung.

Makarova, E., Lindner, J. & Wenger, N. (2021). Gendersensible Lehrmittel und Unterrichtsgestaltung: Eine Studie zur Perspektive von Physiklehrpersonen der Sekundarstufe II. In S. Burren & S. Larcher (Hrsg.), Geschlecht, Bildung, Profession – Genderfragen und Professionsentwicklung in pädagogischen Feldern (p. 106-127). Leverkusen: Barbara Budrich Verlag.

Audran, J., Kaqinari, T., Kern, D. & Makarova, E. (2021). Les enseignants du supérieur

face à l’enseignement en ligne « obligé ». Quels changements dans leur rapport au numérique éducatif ? Distances et médiations des savoirs, 35, 1-13.

Makarova, E., Schmoelz, A., Proyer, M., Kremsner, G., Prummer, S. & Renggli, S. (2021). International Perspectives on Digital Games and Inclusion. Digital Culture & Education, 13(2), 1-5.

  Keller, Ch., Doering, A. K. & Makarova E. (2021). The Potential of Serious Games to Foster Learning among Children and Adolescents with Disabilities: A Systematic Review. Digital Culture & Education, 13(2), 6-36.

 

 

 

 

 

Kaqinari, T. Makarova, E., Audran, J., Doering, A. K, Göbel, K., Kern, D. (2021). The switch to online teaching during the first COVID-19 lockdown: A comparative study at four European universities. Journal of University Teaching & Learning Practice, 18(5), online.


Sidler, P., Kassis, W., Makarova, E. & Janouscha, C. (2021). Assessing attitudes towards mutual acculturation in multicultural schools: Conceptualisation and validation of a four-dimensional mutual acculturation attitudes scale. International Journal of Intercultural Relations, 84, 300-314.


Makarova, E., Döring, A. K., Auer, P., ‘t Gilde, J., & Birman, D. (2021). School adjustment of ethnic minority youth: a qualitative and quantitative research synthesis of family-related risk and resource factors. Educational Review (published online 15 April 2021).


Makarova, E. (Ed.) (2020). Acculturation and School Adjustment of Minority Students School and Family-Related Factors (1st Edition). Abingdon: Routledge.


Göbel, K., Makarova, E., Neuber, K. & Kaqinari, T. (2021). Der Übergang zur digitalen Lehre an den Universitäten Duisburg-Essen und Basel in Zeiten der Corona-Pandemie. In U. Dittler & C. Kreidl (Hrsg.). Wie Corona die Hochschullehre verändert - Erfahrungen und Gedanken aus der Krise (p. 351-374). Wiesbaden: Springer Nature Verlag.


Bosson, J. K., Jurek, P., Vandello, J. A.,... Makarova, E., … et al. (2021). Psychometric Properties and Correlates of Precarious Manhood Beliefs in 62 NationsJournal of Cross-Cultural Psychology (published online March 4, 2021).


PROJECTS


Leadership of the reserach project:

University teachers in a challenging situation 

 A Study on the transition from conventional teaching to online teaching during the coronavirus-related educational challenges


The Formation of Children's Values in School:

A Study on Value Development Among Primary School Children in Switzerland and the United Kingdom

September 2020 - August 2024


How gender-equal are images of occupations?

The Swiss Federal Office for Gender Equality (FOGE) supports the project with grants under the Equal Opportunities Act

 


Towards Gender Equality in Education – 

Analyzing Teachers᾽ Preconceptions about Gender

The Swiss study is part of the cross-cultural comparative study Towards Gender Harmony – Understanding the Relationship between Masculinity Threat and Gender Equality Across CulturesThe project is supported by a HARMONIA 9 grant from the National Science Centre in Poland (2017/26/M/HS6/00360) awarded to Dr. Kosakowska-Berezecka, University of Gdansk.