The Learning Variability Network Exchange (LEVANTE) brings together researchers from around the world aiming to capture the richness and diversity of child development and learning.
Only by conducting open-access, cutting-edge research can we enhance our knowledge on learning and developmental variability.
Delve into the science of learning variability, explore cutting-edge research, and discover practical insights to enhance learning for all.
Home » Bern University of Teacher Education, Switzerland
The LEVANTE site at the Bern University of Teacher Education, co-led by Principal Investigator Luciano Gasser together with Sergej Wüthrich and Caroline Sahli Lozano focuses on how classroom interactions and school environments shape variability in children’s learning and development in the early years of primary education in Switzerland.
The research examines how factors at the level of the child, classroom, and school interact to influence developmental trajectories. The project combines LEVANTE measures with data from the Swiss SWING study, integrating classroom observations, child-level assessments, and information on school climate and resources.
Using longitudinal and observational data, the site investigates which classroom practices and school conditions support different groups of learners, particularly those at developmental risk.
Principal Investigator
Luciano Gasser is a Professor at the Bern University of Teacher Education in Switzerland, where he leads research on learning and development in schools. His work focuses on how classroom interactions and school environments shape children’s learning and development, particularly in the early years of primary education.
His research combines child-level assessments with detailed observations of classroom processes and school contexts. He examines influences at the child, classroom, and school level to understand how different learning environments support children with diverse strengths and needs.
Co-Principal Investigator
Sergej Wüthrich is a Professor at the Bern University of Teacher Education in Switzerland, specializing in educational inequalities and inclusive education. His research focuses on how school contexts, team cultures, and inclusive practices shape children’s learning trajectories, particularly for those at developmental risk.
He examines how school resources, team climate, and classroom processes relate to individual child outcomes. His work takes a multilevel perspective to understand which school conditions and supports matter most for different groups of learners.
Caroline Sahli Lozano is a Professor at the Bern University of Teacher Education in Switzerland, working in the field of educational sociology. Her research focuses on how the social organization of schools, institutional cultures, and team dynamics shape teaching practices and students’ development.
She studies how individual characteristics, peer relations, classroom processes, and school-level conditions interact to influence learning trajectories. Drawing on longitudinal data and multilevel modeling, her work examines how differences between students, classrooms, and schools shape learning over time.