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Haldimann, Manuela; Morinaj, Iuliia; Hascher, Tina (2023). The Role of Dyadic Teacher-Student Relationships for Primary School Teachers' Well-Being. International journal of environmental research and public health, 20(5) MDPI 10.3390/ijerph20054053
Hascher, Tina; Kramer, Rolf-Torsten; Pallesen, Hilke (2023). Schulklima und Schulkultur. In: Hascher, Tina; Idel, Til-Sebastian; Helsper, Werner (eds.) Handbuch Schulforschung (3. Aufl.). Springer reference (pp. 1-30). Wiesbaden: Springer 10.1007/978-3-658-24734-8_24-1
Gröschner, Alexander; Hascher, Tina (2022). Praxisphasen in der Lehrerinnen- und Lehrerbildung. In: Harring, Marius; Rohlfs, Carsten; Gläser-Zikuda, Michaela (eds.) Handbuch Schulpädagogik (pp. 706-720). Münster: Waxmann
Girnat, Boris; Hascher, Tina (2021). Swiss student beliefs on constructivist and transmissive learning in mathematics at the end of lower secondary education—results of a large-scale assessment of basic mathematical competencies (ÜGK) 2016. Unterrichtswissenschaft, 49(4), pp. 525-546. Springer 10.1007/s42010-021-00136-5
Hascher, Tina; Waber, Jennifer (2021). Teacher well-being: A systematic review of the research literature from the year 2000–2019. Educational research review, 34, p. 100411. Elsevier 10.1016/j.edurev.2021.100411
Waber, Jennifer; Hagenauer, Gerda; Hascher, Tina; de Zordo, Lea (2021). Emotions in social interactions in pre-service teachers’ team practica. Teachers and teaching: theory and practice, 27(6), pp. 520-541. Taylor & Francis 10.1080/13540602.2021.1977271
Hascher, Tina; Beltman, Susan; Mansfield, Caroline (2021). Teacher wellbeing and resilience: Towards an integrative model. Educational research, 63(4), pp. 416-439. Routledge, Taylor & Francis 10.1080/00131881.2021.1980416
Hascher, Tina; Idel, Till-Sebastian; Helsper, Werner (eds.) (2021). Handbuch Schulforschung (3. Aufl.). Springer reference live. Wiesbaden: Springer 10.1007/978-3-658-24734-8
Ittner, Doris; Hascher, Tina (2021). Towards a model of teacher's moral health: Professional satisfaction, moral emotions and teacher ethos. In: Oser, Fritz; Heinrichs, Karin; Bauer, Johannes; Lovat, Terence (eds.) The International Handbook of Teacher Ethos (pp. 211-234). Cham: Springer 10.1007/978-3-030-73644-6_14
Schmid, Anne; Morinaj, Iuliia; Hascher, Tina (2021). On the relation between school alienation and social school climate (In Press). Swiss journal of educational research, 43(3), pp. 451-463. Bern Open Publishing 10.24452/sjer.43.3.8
Winkler, Anja; Freisler-Mühlemann, Daniela; Hascher, Tina; Böhlen, Larissa; Ammann, Christiane (2021). Chancen professioneller Entwicklung für Praxislehrpersonen durch Mentoring im Langzeitpraktikum. In: Reintjes, Christian; Idel, Till-Sebastian; Bellenberg, Gabriele; Thönes, Kathi V. (eds.) Schulpraktische Studien und Professionalisierung: Kohärenzambitionen und alternativen Zugängen zum Lehrberuf. Schulpraktische Studien und Professionalisierung: Vol. 6 (pp. 85-99). Münster: Waxmann
Marcin, Kaja; Morinaj, Iuliia; Hascher, Tina (2019). The relationship between alienation from learning and student needs in Swiss primary and secondary schools. Zeitschrift für Pädagogische Psychologie, 34(1), pp. 35-49. Hogrefe 10.1024/1010-0652/a000249
Morinaj, Julia; Scharf, Jan; Grecu, Alyssa; Hadjar, Andreas; Hascher, Tina; Marcin, Kaja (2017). School Alienation: A Construct Validation Study. Frontline Learning Research, 5(2), pp. 36-59. EARLI 10.14786/flr.v5i2.298
