Rechsteiner, Beat, Miriam Compagnoni, Andrea Wullschleger, Urs Grob, Flurin Gotsch, and Katharina Maag Merki (2025)Teachers as team players? Exploring the relationship between collaborative practice, professional development, and work-related stress using diary data. Journal of Professional Capital and Community.

Wullschleger, Andrea, Katharina Maag Merki, Urs Grob, Beat Rechsteiner, Miriam Compagnoni, and András Vörös (2025)Teacher collaboration to elevate student achievement? Learning and Instruction 97: 102104.

• DOI: 10.1016/j.learninstruc.2025.102104

Compagnoni, Miriam, Beat Rechsteiner, Flurin Gotsch, Urs Grob, Andrea Wullschleger, and Katharina Maag Merki (2024)Everyday, every week, all at once? An experience sampling study on teachers’ professional development for the classroom, team, and school. Teaching and Teacher Education 152: 104771.hange, 25(2), 305–339.

• DOI: 10.1016/j.tate.2024.104771

Beat Rechsteiner, Eva Kyndt, Miriam Compagnoni, Andrea Wullschleger, Katharina Maag Merki (2023)Bridging gaps: a systematic literature review of brokerage in educational change. Journal of Educational Change.

• DOI: 10.1007/s10833-023-09493-7

Miriam Compagnoni, Beat Rechsteiner, Urs Grob, Nicole Bayer, Andrea Wullschleger, Katharina Maag Merki (2023)No Loss, No Gain? Covid-19 school closures and Swiss fifth-graders’ competencies and self-concept in mathematics. Zeitschrift für Pädagogische Psychologie.

• DOI: 10.1024/1010-0652/a000366

Beat Rechsteiner; Miriam Compagnoni; Andrea Wullschleger; Lisa Maria Schäfer; Ariane Rickenbacher; Katharina Maag Merki (2022)Teachers involved in school improvement: Analyzing mediating mechanisms of teachers’ boundary-crossing activities between leadership perception and teacher involvement. Teaching and Teacher Education.

• DOI: 10.1016/j.tate.2022.103774

Rechsteiner, Beat; Compagnoni, Miriam; Merki, Katharina Maag; Wullschleger, Andrea (2022)«Title does not dictate behavior»: Associations of formal, structural, and behavioral brokerage with school staff members’ professional well-being. Frontiers in Psychology.

• DOI: 10.3389/FPSYG.2022.885616

Rechsteiner, Beat; Compagnoni, Miriam; Wullschleger, Andrea; Merki, Katharina Maag (2021)Teachers’ Implicit Theories of Professional Abilities in the Domain of School Improvement. Frontiers in Education.

• DOI: 10.3389/FEDUC.2021.635473

Compagnoni, Miriam; Losenno Kelsey (2020)«I’m the best! Or am I?»: Academic self-concepts and self-regulation in kindergarten. Frontline Learning Research.

• DOI: 10.14786/flr.v8i2.605

Miriam Compagnoni; Sieber, Vanda; Job, Veronika (2020)My brain needs a break: kindergarteners’ willpower theories are related to behavioral self-regulation. Frontiers in Psychology.

• DOI: 10.3389/fpsyg.2020.601724

Miriam Compagnoni; Yves Karlen; Katharina Maag Merki (2019)Play it safe or play to learn: mindsets and behavioral self-regulation in kindergarten. Metacognition and Learning.

• DOI: 10.1007/s11409-019-09190-y

Karlen, Yves; Compagnoni, Miriam (2017)Implicit theory of writing ability: Relationship to metacognitive strategy knowledge and strategy use in academic writing. Psychology Learning and Teaching.

• DOI: 10.1177/1475725716682887

Karlen, Yves; Bühlmann, Franziska; Compagnoni, Miriam; Pfaffhauser, Rico; Schuler, Nadine; Zimmerli, Claudia (2022)Überfachliche Kompetenzen stärken. Anregungen für die Planung, Förderung und Einschätzung überfachlicher Kompetenzen.

• https://irf.fhnw.ch/entities/publication/0ecfb3b2-b71d-4b62-9eaf-e8b41fb8d46d

Compagnoni, Miriam und Felix Magri (2021)Pädagogik und Didaktik. In: Stiftung für SZPI (Hrsg.), Mundgesund. Lehrmittel zur Mundgesundheitsförderung in der Schule (2. vollständig überarbeitete Auflage). S. 82–149.

Moser, Miriam und Astrid Moser (2005)20 Portionen Volleyball. ZKM. ISBN 978-3-03794-097-6.

European Commission Directorate-General for Education and Culture (2017)Study on governance and management policies in school education systems. Final report. Luxembourg: Publication Office of the European Union. Die Fallanalyse Schweiz wurde von Miriam Compagnoni und von Katharina Maag Merki durchgeführt.

• DOI: 10.2766/590826