[{"_id":"37446","user_id":"97270","department":[{"_id":"645"}],"article_number":"101948","keyword":["Education"],"language":[{"iso":"eng"}],"type":"journal_article","publication":"International Journal of Educational Research","status":"public","publisher":"Elsevier BV","date_updated":"2023-01-18T16:41:47Z","author":[{"id":"97270","full_name":"Seifert, Susanne","last_name":"Seifert","first_name":"Susanne"},{"first_name":"Lisa","last_name":"Paleczek","full_name":"Paleczek, Lisa"}],"date_created":"2023-01-18T16:12:10Z","volume":113,"title":"Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language","doi":"10.1016/j.ijer.2022.101948","publication_status":"published","publication_identifier":{"issn":["0883-0355"]},"year":"2022","citation":{"short":"S. Seifert, L. Paleczek, International Journal of Educational Research 113 (2022).","bibtex":"@article{Seifert_Paleczek_2022, title={Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language}, volume={113}, DOI={<a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">10.1016/j.ijer.2022.101948</a>}, number={101948}, journal={International Journal of Educational Research}, publisher={Elsevier BV}, author={Seifert, Susanne and Paleczek, Lisa}, year={2022} }","mla":"Seifert, Susanne, and Lisa Paleczek. “Comparing Tablet and Print Mode of a German Reading Comprehension Test in Grade 3: Influence of Test Order, Gender and Language.” <i>International Journal of Educational Research</i>, vol. 113, 101948, Elsevier BV, 2022, doi:<a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">10.1016/j.ijer.2022.101948</a>.","apa":"Seifert, S., &#38; Paleczek, L. (2022). Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language. <i>International Journal of Educational Research</i>, <i>113</i>, Article 101948. <a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">https://doi.org/10.1016/j.ijer.2022.101948</a>","ama":"Seifert S, Paleczek L. Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language. <i>International Journal of Educational Research</i>. 2022;113. doi:<a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">10.1016/j.ijer.2022.101948</a>","ieee":"S. Seifert and L. Paleczek, “Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language,” <i>International Journal of Educational Research</i>, vol. 113, Art. no. 101948, 2022, doi: <a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">10.1016/j.ijer.2022.101948</a>.","chicago":"Seifert, Susanne, and Lisa Paleczek. “Comparing Tablet and Print Mode of a German Reading Comprehension Test in Grade 3: Influence of Test Order, Gender and Language.” <i>International Journal of Educational Research</i> 113 (2022). <a href=\"https://doi.org/10.1016/j.ijer.2022.101948\">https://doi.org/10.1016/j.ijer.2022.101948</a>."},"intvolume":"       113"},{"user_id":"97270","department":[{"_id":"645"}],"_id":"37441","language":[{"iso":"eng"}],"type":"journal_article","publication":"European Conference on e-Learning","status":"public","abstract":[{"text":"<jats:p>The present study investigates eight Grade-4 classes (9- to 12-year-olds, 52.1% girls) who worked on at least 10 lessons using project RegioDiff material. The study focuses on one of these lessons (including nine text passages and corresponding tasks) and on students with low (19 students, percentile &lt;15) and high reading skills (29 students, percentile &gt; 70). While students were working with the material, screencasts were recorded (30h). The construct “task performance” (processing time, response accuracy, and task engagement) was then analysed using the screencasts.&#x0D;\r\nThe analysis revealed that the two groups differed significantly in the processing time of two tasks, but not in the total time spent on all nine tasks. Significant differences were revealed also for general task engagement. Task engagement was highly correlated with processing time. Participants with higher reading skills spent more time on the tasks and were more engaged than participants with lower reading skills. However, we did not find any differences in terms of answer accuracy. This indicates that task difficulty and student reading skills were well matched.&#x0D;\r\nThe study also shows how tasks may be adapted or augmented in order to match the learning environment more closely to student learning needs.</jats:p>","lang":"eng"}],"date_created":"2023-01-18T16:09:32Z","author":[{"full_name":"Paleczek, Lisa","last_name":"Paleczek","first_name":"Lisa"},{"last_name":"Ender","full_name":"Ender, Daniela","first_name":"Daniela"},{"last_name":"Kogler","full_name":"Kogler, Andrea","first_name":"Andrea"},{"first_name":"Susanne","last_name":"Seifert","id":"97270","full_name":"Seifert, Susanne"}],"volume":21,"publisher":"Academic Conferences International Ltd","date_updated":"2023-01-18T16:42:50Z","doi":"10.34190/ecel.21.1.680","title":"Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials","issue":"1","publication_status":"published","publication_identifier":{"issn":["2048-8645","2048-8637"]},"citation":{"apa":"Paleczek, L., Ender, D., Kogler, A., &#38; Seifert, S. (2022). Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials. <i>European Conference on E-Learning</i>, <i>21</i>(1), 338–347. <a href=\"https://doi.org/10.34190/ecel.21.1.680\">https://doi.org/10.34190/ecel.21.1.680</a>","mla":"Paleczek, Lisa, et al. “Comparing Student High and Low Reading Performance with Differentiated Digital Reading Materials.” <i>European Conference on E-Learning</i>, vol. 21, no. 1, Academic Conferences International Ltd, 2022, pp. 338–47, doi:<a href=\"https://doi.org/10.34190/ecel.21.1.680\">10.34190/ecel.21.1.680</a>.","short":"L. Paleczek, D. Ender, A. Kogler, S. Seifert, European Conference on E-Learning 21 (2022) 338–347.","bibtex":"@article{Paleczek_Ender_Kogler_Seifert_2022, title={Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials}, volume={21}, DOI={<a href=\"https://doi.org/10.34190/ecel.21.1.680\">10.34190/ecel.21.1.680</a>}, number={1}, journal={European Conference on e-Learning}, publisher={Academic Conferences International Ltd}, author={Paleczek, Lisa and Ender, Daniela and Kogler, Andrea and Seifert, Susanne}, year={2022}, pages={338–347} }","chicago":"Paleczek, Lisa, Daniela Ender, Andrea Kogler, and Susanne Seifert. “Comparing Student High and Low Reading Performance with Differentiated Digital Reading Materials.” <i>European Conference on E-Learning</i> 21, no. 1 (2022): 338–47. <a href=\"https://doi.org/10.34190/ecel.21.1.680\">https://doi.org/10.34190/ecel.21.1.680</a>.","ieee":"L. Paleczek, D. Ender, A. Kogler, and S. Seifert, “Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials,” <i>European Conference on e-Learning</i>, vol. 21, no. 1, pp. 338–347, 2022, doi: <a href=\"https://doi.org/10.34190/ecel.21.1.680\">10.34190/ecel.21.1.680</a>.","ama":"Paleczek L, Ender D, Kogler A, Seifert S. Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials. <i>European Conference on e-Learning</i>. 2022;21(1):338-347. doi:<a href=\"https://doi.org/10.34190/ecel.21.1.680\">10.34190/ecel.21.1.680</a>"},"intvolume":"        21","page":"338-347","year":"2022"},{"publication_status":"published","publication_identifier":{"issn":["0022-0574","2515-5741"]},"year":"2022","citation":{"short":"A. Kulmhofer-Bommer, S. Seifert, L. Paleczek, B. Gasteiger-Klicpera, Journal of Education (2022).","bibtex":"@article{Kulmhofer-Bommer_Seifert_Paleczek_Gasteiger-Klicpera_2022, title={Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs}, DOI={<a href=\"https://doi.org/10.1177/00220574221112627\">10.1177/00220574221112627</a>}, number={002205742211126}, journal={Journal of Education}, publisher={SAGE Publications}, author={Kulmhofer-Bommer, Andrea and Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera, Barbara}, year={2022} }","mla":"Kulmhofer-Bommer, Andrea, et al. “Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs.” <i>Journal of Education</i>, 002205742211126, SAGE Publications, 2022, doi:<a href=\"https://doi.org/10.1177/00220574221112627\">10.1177/00220574221112627</a>.","apa":"Kulmhofer-Bommer, A., Seifert, S., Paleczek, L., &#38; Gasteiger-Klicpera, B. (2022). Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs. <i>Journal of Education</i>, Article 002205742211126. <a href=\"https://doi.org/10.1177/00220574221112627\">https://doi.org/10.1177/00220574221112627</a>","ama":"Kulmhofer-Bommer A, Seifert S, Paleczek L, Gasteiger-Klicpera B. Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs. <i>Journal of Education</i>. Published online 2022. doi:<a href=\"https://doi.org/10.1177/00220574221112627\">10.1177/00220574221112627</a>","chicago":"Kulmhofer-Bommer, Andrea, Susanne Seifert, Lisa Paleczek, and Barbara Gasteiger-Klicpera. “Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs.” <i>Journal of Education</i>, 2022. <a href=\"https://doi.org/10.1177/00220574221112627\">https://doi.org/10.1177/00220574221112627</a>.","ieee":"A. Kulmhofer-Bommer, S. Seifert, L. Paleczek, and B. Gasteiger-Klicpera, “Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs,” <i>Journal of Education</i>, Art. no. 002205742211126, 2022, doi: <a href=\"https://doi.org/10.1177/00220574221112627\">10.1177/00220574221112627</a>."},"date_updated":"2023-01-18T16:44:07Z","publisher":"SAGE Publications","author":[{"full_name":"Kulmhofer-Bommer, Andrea","last_name":"Kulmhofer-Bommer","first_name":"Andrea"},{"first_name":"Susanne","id":"97270","full_name":"Seifert, Susanne","last_name":"Seifert"},{"last_name":"Paleczek","full_name":"Paleczek, Lisa","first_name":"Lisa"},{"first_name":"Barbara","last_name":"Gasteiger-Klicpera","full_name":"Gasteiger-Klicpera, Barbara"}],"date_created":"2023-01-18T16:07:57Z","title":"Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs","doi":"10.1177/00220574221112627","type":"journal_article","publication":"Journal of Education","abstract":[{"text":"<jats:p> This paper investigates the implementation of a reading program designed for third grade elementary school classrooms in Austria. Using a mixed-methods approach, lesson types were identified, respective class compositions analyzed, and the effects on students’ reading gains examined. The results show that the lesson types seem to reflect learner group needs as students in the different lesson types profited similarly from the reading program. This supports the hypothesis that reading is a highly individualized process and leads to the conclusion that the instructional approach of the reading program investigated supports teachers in conducting reading lessons tailored to their students’ needs. </jats:p>","lang":"eng"}],"status":"public","_id":"37438","user_id":"97270","department":[{"_id":"645"}],"article_number":"002205742211126","keyword":["Education"],"language":[{"iso":"eng"}]},{"year":"2022","citation":{"mla":"Paleczek, Lisa, et al. “A Feasibility Study of Digital Content Use in Inclusive, Austrian Primary School Practice.” <i>International Journal of Educational Research</i>, vol. 112, 101938, Elsevier BV, 2022, doi:<a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">10.1016/j.ijer.2022.101938</a>.","short":"L. Paleczek, D. Ender, J. Berger, K. Prinz, S. Seifert, International Journal of Educational Research 112 (2022).","bibtex":"@article{Paleczek_Ender_Berger_Prinz_Seifert_2022, title={A feasibility study of digital content use in inclusive, Austrian primary school practice}, volume={112}, DOI={<a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">10.1016/j.ijer.2022.101938</a>}, number={101938}, journal={International Journal of Educational Research}, publisher={Elsevier BV}, author={Paleczek, Lisa and Ender, Daniela and Berger, Jessica and Prinz, Katharina and Seifert, Susanne}, year={2022} }","apa":"Paleczek, L., Ender, D., Berger, J., Prinz, K., &#38; Seifert, S. (2022). A feasibility study of digital content use in inclusive, Austrian primary school practice. <i>International Journal of Educational Research</i>, <i>112</i>, Article 101938. <a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">https://doi.org/10.1016/j.ijer.2022.101938</a>","ama":"Paleczek L, Ender D, Berger J, Prinz K, Seifert S. A feasibility study of digital content use in inclusive, Austrian primary school practice. <i>International Journal of Educational Research</i>. 2022;112. doi:<a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">10.1016/j.ijer.2022.101938</a>","chicago":"Paleczek, Lisa, Daniela Ender, Jessica Berger, Katharina Prinz, and Susanne Seifert. “A Feasibility Study of Digital Content Use in Inclusive, Austrian Primary School Practice.” <i>International Journal of Educational Research</i> 112 (2022). <a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">https://doi.org/10.1016/j.ijer.2022.101938</a>.","ieee":"L. Paleczek, D. Ender, J. Berger, K. Prinz, and S. Seifert, “A feasibility study of digital content use in inclusive, Austrian primary school practice,” <i>International Journal of Educational Research</i>, vol. 112, Art. no. 101938, 2022, doi: <a href=\"https://doi.org/10.1016/j.ijer.2022.101938\">10.1016/j.ijer.2022.101938</a>."},"intvolume":"       112","publication_status":"published","publication_identifier":{"issn":["0883-0355"]},"title":"A feasibility study of digital content use in inclusive, Austrian primary school practice","doi":"10.1016/j.ijer.2022.101938","publisher":"Elsevier BV","date_updated":"2023-01-18T16:43:26Z","author":[{"full_name":"Paleczek, Lisa","last_name":"Paleczek","first_name":"Lisa"},{"first_name":"Daniela","full_name":"Ender, Daniela","last_name":"Ender"},{"first_name":"Jessica","last_name":"Berger","full_name":"Berger, Jessica"},{"first_name":"Katharina","full_name":"Prinz, Katharina","last_name":"Prinz"},{"id":"97270","full_name":"Seifert, Susanne","last_name":"Seifert","first_name":"Susanne"}],"date_created":"2023-01-18T16:08:52Z","volume":112,"status":"public","type":"journal_article","publication":"International Journal of Educational Research","article_number":"101938","keyword":["Education"],"language":[{"iso":"eng"}],"_id":"37440","user_id":"97270","department":[{"_id":"645"}]},{"language":[{"iso":"eng"}],"_id":"35871","department":[{"_id":"460"},{"_id":"298"}],"user_id":"59797","abstract":[{"lang":"eng","text":"<jats:p>Inklusion ist als Thema aus dem deutschen Bildungssystem nicht mehr wegzudenken und trotzdem stellt sie weiterhin eine Herausforderung auf unterschiedlichen Ebenen dar. Die Qualifizierung der pädagogischen Fachkräfte ist dabei neben der Bereitstellung adäquater Rahmenbedingungen als ein besonders wichtiges Handlungsfeld zu betrachten. Die Bände der Reihe „Qualifizierung für Inklusion“ greifen den bestehenden Forschungs- und Entwicklungsbedarf auf und geben einen Überblick über die Ergebnisse der vom BMBF im Rahmen des Programms „Qualifzierung der pädagogischen Fachkräfte für inklusive Bildung“ geförderten Forschungsprojekte. Adressiert werden damit sowohl Wissenschaftler:innen als auch mit dem Themenfeld Inklusion befasste Personen und Institutionen der Aus-, Fort- und Weiterbildung, der Bildungsadministration und der Bildungspolitik. Der zweite Band der Reihe versammelt die Vorstellung von Projekten, Ergebnissen und Materialien, die sich dem Bildungsbereich der Grundschule zuordnen lassen. Die Reihe besteht aus drei weiteren Bänden, in denen die Ergebnisse zur Qualifizierung für Inklusion im Elementarbereich (Band 1), in der Sekundarstufe (Band 3) sowie in der Berufsschule, Hochschule und Erwachsenenbildung (Band 4) vorgestellt werden.</jats:p>"}],"editor":[{"last_name":"Buchhaupt","full_name":"Buchhaupt, Felix","first_name":"Felix"},{"full_name":"Becker, Jonas","last_name":"Becker","first_name":"Jonas"},{"first_name":"Dieter","full_name":"Katzenbach, Dieter","last_name":"Katzenbach"},{"first_name":"Deborah","full_name":"Lutz, Deborah","last_name":"Lutz"},{"last_name":"Strecker","full_name":"Strecker, Alica","first_name":"Alica"},{"full_name":"Urban, Michael","last_name":"Urban","first_name":"Michael"}],"status":"public","publication":"Qualifizierung für Inklusion. Grundschule ","type":"book_chapter","title":"Kooperatives Unterrichten von Studierenden des Lehramts an Grund- und Förderschulen als Vorbereitung auf den inklusiven naturwissenschaftlichen Sachunterricht","doi":"10.31244/9783830995135","date_updated":"2023-01-19T13:48:11Z","publisher":"Waxmann ","volume":2,"date_created":"2023-01-10T14:02:18Z","author":[{"full_name":"Hellmich, Frank","id":"26282","last_name":"Hellmich","first_name":"Frank"},{"id":"10600","full_name":"Hoya, Fabian Karl","last_name":"Hoya","first_name":"Fabian Karl"},{"first_name":"Jan Roland","last_name":"Schulze","id":"29492","full_name":"Schulze, Jan Roland"},{"first_name":"Alexander","id":"59797","full_name":"Kirsch, Alexander","last_name":"Kirsch"},{"full_name":"Blumberg, Eva","id":"37549","last_name":"Blumberg","first_name":"Eva"},{"first_name":"Susanne","last_name":"Schwab","full_name":"Schwab, Susanne"}],"year":"2022","place":"Münster","page":"47-61","intvolume":"         2","citation":{"ama":"Hellmich F, Hoya FK, Schulze JR, Kirsch A, Blumberg E, Schwab S. Kooperatives Unterrichten von Studierenden des Lehramts an Grund- und Förderschulen als Vorbereitung auf den inklusiven naturwissenschaftlichen Sachunterricht. In: Buchhaupt F, Becker J, Katzenbach D, Lutz D, Strecker A, Urban M, eds. <i>Qualifizierung Für Inklusion. Grundschule </i>. Vol 2. Waxmann ; 2022:47-61. doi:<a href=\"https://doi.org/10.31244/9783830995135\">10.31244/9783830995135</a>","chicago":"Hellmich, Frank, Fabian Karl Hoya, Jan Roland Schulze, Alexander Kirsch, Eva Blumberg, and Susanne Schwab. “Kooperatives Unterrichten von Studierenden Des Lehramts an Grund- Und Förderschulen Als Vorbereitung Auf Den Inklusiven Naturwissenschaftlichen Sachunterricht.” In <i>Qualifizierung Für Inklusion. Grundschule </i>, edited by Felix Buchhaupt, Jonas Becker, Dieter Katzenbach, Deborah Lutz, Alica Strecker, and Michael Urban, 2:47–61. Münster: Waxmann , 2022. <a href=\"https://doi.org/10.31244/9783830995135\">https://doi.org/10.31244/9783830995135</a>.","ieee":"F. Hellmich, F. K. Hoya, J. R. Schulze, A. Kirsch, E. Blumberg, and S. Schwab, “Kooperatives Unterrichten von Studierenden des Lehramts an Grund- und Förderschulen als Vorbereitung auf den inklusiven naturwissenschaftlichen Sachunterricht,” in <i>Qualifizierung für Inklusion. Grundschule </i>, vol. 2, F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker, and M. Urban, Eds. Münster: Waxmann , 2022, pp. 47–61.","apa":"Hellmich, F., Hoya, F. K., Schulze, J. R., Kirsch, A., Blumberg, E., &#38; Schwab, S. (2022). Kooperatives Unterrichten von Studierenden des Lehramts an Grund- und Förderschulen als Vorbereitung auf den inklusiven naturwissenschaftlichen Sachunterricht. In F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker, &#38; M. Urban (Eds.), <i>Qualifizierung für Inklusion. Grundschule </i> (Vol. 2, pp. 47–61). Waxmann . <a href=\"https://doi.org/10.31244/9783830995135\">https://doi.org/10.31244/9783830995135</a>","short":"F. Hellmich, F.K. Hoya, J.R. Schulze, A. Kirsch, E. Blumberg, S. Schwab, in: F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker, M. Urban (Eds.), Qualifizierung Für Inklusion. Grundschule , Waxmann , Münster, 2022, pp. 47–61.","mla":"Hellmich, Frank, et al. “Kooperatives Unterrichten von Studierenden Des Lehramts an Grund- Und Förderschulen Als Vorbereitung Auf Den Inklusiven Naturwissenschaftlichen Sachunterricht.” <i>Qualifizierung Für Inklusion. Grundschule </i>, edited by Felix Buchhaupt et al., vol. 2, Waxmann , 2022, pp. 47–61, doi:<a href=\"https://doi.org/10.31244/9783830995135\">10.31244/9783830995135</a>.","bibtex":"@inbook{Hellmich_Hoya_Schulze_Kirsch_Blumberg_Schwab_2022, place={Münster}, title={Kooperatives Unterrichten von Studierenden des Lehramts an Grund- und Förderschulen als Vorbereitung auf den inklusiven naturwissenschaftlichen Sachunterricht}, volume={2}, DOI={<a href=\"https://doi.org/10.31244/9783830995135\">10.31244/9783830995135</a>}, booktitle={Qualifizierung für Inklusion. Grundschule }, publisher={Waxmann }, author={Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Kirsch, Alexander and Blumberg, Eva and Schwab, Susanne}, editor={Buchhaupt, Felix and Becker, Jonas and Katzenbach, Dieter and Lutz, Deborah and Strecker, Alica and Urban, Michael}, year={2022}, pages={47–61} }"},"publication_identifier":{"isbn":["9783830945130"]},"publication_status":"published"},{"language":[{"iso":"ger"}],"_id":"33524","user_id":"58338","department":[{"_id":"463"}],"editor":[{"full_name":"Franken, Anna Ulrike","last_name":"Franken","first_name":"Anna Ulrike"},{"last_name":"Pertzel","full_name":"Pertzel, Eva","first_name":"Eva"}],"status":"public","type":"book_chapter","publication":"12 Perspektiven auf den Deutschunterricht. Wissenswertes für Deutschlehrkräfte. ","title":" Texte im Deutschunterricht.","publisher":"Ministerium für Schule und Bildung des Landes NRW/QUA-LiS NRW","date_updated":"2023-01-20T08:47:11Z","author":[{"first_name":"Sara","id":"58338","full_name":"Rezat, Sara","last_name":"Rezat"}],"date_created":"2022-10-06T04:21:07Z","year":"2022","place":"Düsseldorf","citation":{"mla":"Rezat, Sara. “ Texte im Deutschunterricht.” <i>12 Perspektiven auf den Deutschunterricht. Wissenswertes für Deutschlehrkräfte. </i>, edited by Anna Ulrike Franken and Eva Pertzel, Ministerium für Schule und Bildung des Landes NRW/QUA-LiS NRW, 2022, pp. 177–214.","bibtex":"@inbook{Rezat_2022, place={Düsseldorf}, title={ Texte im Deutschunterricht.}, booktitle={12 Perspektiven auf den Deutschunterricht. Wissenswertes für Deutschlehrkräfte. }, publisher={Ministerium für Schule und Bildung des Landes NRW/QUA-LiS NRW}, author={Rezat, Sara}, editor={Franken, Anna Ulrike and Pertzel, Eva}, year={2022}, pages={177–214} }","short":"S. Rezat, in: A.U. Franken, E. Pertzel (Eds.), 12 Perspektiven auf den Deutschunterricht. Wissenswertes für Deutschlehrkräfte. , Ministerium für Schule und Bildung des Landes NRW/QUA-LiS NRW, Düsseldorf, 2022, pp. 177–214.","apa":"Rezat, S. (2022).  Texte im Deutschunterricht. In A. U. Franken &#38; E. Pertzel (Eds.), <i>12 Perspektiven auf den Deutschunterricht. Wissenswertes für Deutschlehrkräfte. </i> (pp. 177–214). Ministerium für Schule und Bildung des Landes NRW/QUA-LiS NRW.","ama":"Rezat S.  Texte im Deutschunterricht. In: Franken AU, Pertzel E, eds. <i>12 Perspektiven auf den Deutschunterricht. Wissenswertes für Deutschlehrkräfte. </i>. Ministerium für Schule und Bildung des Landes NRW/QUA-LiS NRW; 2022:177-214.","ieee":"S. Rezat, “ Texte im Deutschunterricht.,” in <i>12 Perspektiven auf den Deutschunterricht. Wissenswertes für Deutschlehrkräfte. </i>, A. U. Franken and E. Pertzel, Eds. Düsseldorf: Ministerium für Schule und Bildung des Landes NRW/QUA-LiS NRW, 2022, pp. 177–214.","chicago":"Rezat, Sara. “ Texte im Deutschunterricht.” In <i>12 Perspektiven auf den Deutschunterricht. Wissenswertes für Deutschlehrkräfte. </i>, edited by Anna Ulrike Franken and Eva Pertzel, 177–214. 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