[{"type":"journal_article","department":[{"_id":"427"}],"date_created":"2022-08-03T04:20:35Z","project":[{"name":"Elternsprechtage - Kooperation zwischen Elternhaus und Schule","_id":"382"}],"publication":"SCHULE inklusiv","citation":{"ieee":"J. Hilkenmeier, C. Greiner, and H. M. Buhl, “Das Elterngespräch aus Forschungsperspektive. Strategien zur Förderung elterlichen Engagements,” <i>SCHULE inklusiv</i>, vol. 5, pp. 46–47, 2019.","mla":"Hilkenmeier, Johanna, et al. “Das Elterngespräch aus Forschungsperspektive. Strategien zur Förderung elterlichen Engagements.” <i>SCHULE inklusiv</i>, vol. 5, 2019, pp. 46–47.","apa":"Hilkenmeier, J., Greiner, C., &#38; Buhl, H. M. (2019). Das Elterngespräch aus Forschungsperspektive. Strategien zur Förderung elterlichen Engagements. <i>SCHULE inklusiv</i>, <i>5</i>, 46–47.","bibtex":"@article{Hilkenmeier_Greiner_Buhl_2019, title={Das Elterngespräch aus Forschungsperspektive. Strategien zur Förderung elterlichen Engagements}, volume={5}, journal={SCHULE inklusiv}, author={Hilkenmeier, Johanna and Greiner, Christian and Buhl, Heike M.}, year={2019}, pages={46–47} }","chicago":"Hilkenmeier, Johanna, Christian Greiner, and Heike M. Buhl. “Das Elterngespräch aus Forschungsperspektive. Strategien zur Förderung elterlichen Engagements.” <i>SCHULE inklusiv</i> 5 (2019): 46–47.","ama":"Hilkenmeier J, Greiner C, Buhl HM. Das Elterngespräch aus Forschungsperspektive. Strategien zur Förderung elterlichen Engagements. <i>SCHULE inklusiv</i>. 2019;5:46-47.","short":"J. Hilkenmeier, C. Greiner, H.M. Buhl, SCHULE inklusiv 5 (2019) 46–47."},"user_id":"90826","volume":5,"page":"46-47","_id":"32552","language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2025-08-12T08:28:21Z","intvolume":"         5","year":"2019","title":"Das Elterngespräch aus Forschungsperspektive. Strategien zur Förderung elterlichen Engagements","status":"public","author":[{"full_name":"Hilkenmeier, Johanna","last_name":"Hilkenmeier","first_name":"Johanna"},{"full_name":"Greiner, Christian","last_name":"Greiner","first_name":"Christian"},{"id":"27152","full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M."}]},{"publication":"Psychologiedidaktik und Evaluation XII","date_created":"2022-08-03T03:48:30Z","type":"book_chapter","department":[{"_id":"427"}],"year":"2018","title":"Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis im Master des Lehramtsstudiums","author":[{"full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M.","id":"27152"},{"first_name":"Carla","last_name":"Bohndick","full_name":"Bohndick, Carla"},{"first_name":"Sabrina","last_name":"Bonanati","full_name":"Bonanati, Sabrina"},{"first_name":"Christian","last_name":"Greiner","full_name":"Greiner, Christian"},{"last_name":"Hilkenmeier","first_name":"Johanna","full_name":"Hilkenmeier, Johanna"},{"full_name":"Kordts-Freudinger, Robert","last_name":"Kordts-Freudinger","first_name":"Robert"}],"publication_status":"published","date_updated":"2022-08-29T06:11:49Z","main_file_link":[{"url":"https://pada.psycharchives.org/bitstream/4ecbf0ef-507f-4e25-b146-c147fcca9da2","open_access":"1"}],"language":[{"iso":"ger"}],"doi":"10.23668/PSYCHARCHIVES.1057","citation":{"bibtex":"@inbook{Buhl_Bohndick_Bonanati_Greiner_Hilkenmeier_Kordts-Freudinger_2018, place={Aachen}, title={Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis im Master des Lehramtsstudiums}, DOI={<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.1057\">10.23668/PSYCHARCHIVES.1057</a>}, booktitle={Psychologiedidaktik und Evaluation XII}, publisher={Shaker}, author={Buhl, Heike M. and Bohndick, Carla and Bonanati, Sabrina and Greiner, Christian and Hilkenmeier, Johanna and Kordts-Freudinger, Robert}, editor={Krämer, Michael and Preiser, Siegfried and Brusdevlins, Kerstin}, year={2018}, pages={351–357} }","ama":"Buhl HM, Bohndick C, Bonanati S, Greiner C, Hilkenmeier J, Kordts-Freudinger R. Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis im Master des Lehramtsstudiums. In: Krämer M, Preiser S, Brusdevlins K, eds. <i>Psychologiedidaktik und Evaluation XII</i>. Shaker; 2018:351-357. doi:<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.1057\">10.23668/PSYCHARCHIVES.1057</a>","mla":"Buhl, Heike M., et al. “Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis im Master des Lehramtsstudiums.” <i>Psychologiedidaktik und Evaluation XII</i>, edited by Michael Krämer et al., Shaker, 2018, pp. 351–57, doi:<a href=\"https://doi.org/10.23668/PSYCHARCHIVES.1057\">10.23668/PSYCHARCHIVES.1057</a>.","short":"H.M. Buhl, C. Bohndick, S. Bonanati, C. Greiner, J. Hilkenmeier, R. Kordts-Freudinger, in: M. Krämer, S. Preiser, K. Brusdevlins (Eds.), Psychologiedidaktik und Evaluation XII, Shaker, Aachen, 2018, pp. 351–357.","chicago":"Buhl, Heike M., Carla Bohndick, Sabrina Bonanati, Christian Greiner, Johanna Hilkenmeier, and Robert Kordts-Freudinger. “Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis im Master des Lehramtsstudiums.” In <i>Psychologiedidaktik und Evaluation XII</i>, edited by Michael Krämer, Siegfried Preiser, and Kerstin Brusdevlins, 351–57. Aachen: Shaker, 2018. <a href=\"https://doi.org/10.23668/PSYCHARCHIVES.1057\">https://doi.org/10.23668/PSYCHARCHIVES.1057</a>.","ieee":"H. M. Buhl, C. Bohndick, S. Bonanati, C. Greiner, J. Hilkenmeier, and R. Kordts-Freudinger, “Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis im Master des Lehramtsstudiums,” in <i>Psychologiedidaktik und Evaluation XII</i>, M. Krämer, S. Preiser, and K. Brusdevlins, Eds. Aachen: Shaker, 2018, pp. 351–357.","apa":"Buhl, H. M., Bohndick, C., Bonanati, S., Greiner, C., Hilkenmeier, J., &#38; Kordts-Freudinger, R. (2018). Fallbasierte Modulabschlussprüfungen zur Verzahnung von Theorie und Praxis im Master des Lehramtsstudiums. In M. Krämer, S. Preiser, &#38; K. Brusdevlins (Eds.), <i>Psychologiedidaktik und Evaluation XII</i> (pp. 351–357). Shaker. <a href=\"https://doi.org/10.23668/PSYCHARCHIVES.1057\">https://doi.org/10.23668/PSYCHARCHIVES.1057</a>"},"place":"Aachen","oa":"1","status":"public","page":"351-357","_id":"32547","publisher":"Shaker","user_id":"42165","editor":[{"full_name":"Krämer, Michael","last_name":"Krämer","first_name":"Michael"},{"first_name":"Siegfried","last_name":"Preiser","full_name":"Preiser, Siegfried"},{"last_name":"Brusdevlins","first_name":"Kerstin","full_name":"Brusdevlins, Kerstin"}]},{"volume":11,"user_id":"27152","publisher":"Springer Science and Business Media LLC","_id":"32543","page":"199-213","status":"public","oa":"1","project":[{"name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium","_id":"377"}],"citation":{"bibtex":"@article{Frey_Buhl_2018, title={Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert}, volume={11}, DOI={<a href=\"https://doi.org/10.1007/s42278-018-0026-0\">10.1007/s42278-018-0026-0</a>}, number={2}, journal={Zeitschrift für Grundschulforschung}, publisher={Springer Science and Business Media LLC}, author={Frey, Anne and Buhl, Heike M.}, year={2018}, pages={199–213} }","chicago":"Frey, Anne, and Heike M. Buhl. “Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert.” <i>Zeitschrift für Grundschulforschung</i> 11, no. 2 (2018): 199–213. <a href=\"https://doi.org/10.1007/s42278-018-0026-0\">https://doi.org/10.1007/s42278-018-0026-0</a>.","ama":"Frey A, Buhl HM. Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert. <i>Zeitschrift für Grundschulforschung</i>. 2018;11(2):199-213. doi:<a href=\"https://doi.org/10.1007/s42278-018-0026-0\">10.1007/s42278-018-0026-0</a>","short":"A. Frey, H.M. Buhl, Zeitschrift für Grundschulforschung 11 (2018) 199–213.","ieee":"A. Frey and H. M. Buhl, “Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert,” <i>Zeitschrift für Grundschulforschung</i>, vol. 11, no. 2, pp. 199–213, 2018, doi: <a href=\"https://doi.org/10.1007/s42278-018-0026-0\">10.1007/s42278-018-0026-0</a>.","mla":"Frey, Anne, and Heike M. Buhl. “Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert.” <i>Zeitschrift für Grundschulforschung</i>, vol. 11, no. 2, Springer Science and Business Media LLC, 2018, pp. 199–213, doi:<a href=\"https://doi.org/10.1007/s42278-018-0026-0\">10.1007/s42278-018-0026-0</a>.","apa":"Frey, A., &#38; Buhl, H. M. (2018). Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert. <i>Zeitschrift für Grundschulforschung</i>, <i>11</i>(2), 199–213. <a href=\"https://doi.org/10.1007/s42278-018-0026-0\">https://doi.org/10.1007/s42278-018-0026-0</a>"},"doi":"10.1007/s42278-018-0026-0","language":[{"iso":"ger"}],"main_file_link":[{"url":"https://link.springer.com/content/pdf/10.1007/s42278-018-0026-0.pdf","open_access":"1"}],"intvolume":"        11","publication_status":"published","date_updated":"2025-07-16T08:43:49Z","author":[{"first_name":"Anne","last_name":"Frey","full_name":"Frey, Anne"},{"id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"}],"publication_identifier":{"issn":["1865-3553","2523-3181"]},"title":"Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert","year":"2018","department":[{"_id":"427"}],"type":"journal_article","keyword":["Grundschule","Lehrerbildung","Reflexion","Theorie-PraxisVerzahnung","Hochschuldidaktik","Professionstheorie"],"date_created":"2022-08-03T03:20:30Z","abstract":[{"lang":"ger","text":"Die Professionalisierung von Grundschullehrkräften mit den\r\nspeziellen an sie gestellten Anforderungen sowie den Erwartungen der Studierenden\r\nbewegt sich zwischen der Notwendigkeit einer wissenschaftlich-konzeptuellen Basis\r\nund der Ausrichtung auf die schulische Praxis. Verbindendes Element ist eine gut angeleitete Reflexion. Dieser Dreiklang wird professionstheoretisch begründet, wobei\r\nunterschiedliche Ansätze jeweils eigene Impulse für die Lehrerbildung leisten. Vor\r\ndiesem Hintergrund werden Curricula und hochschuldidaktische Maßnahmen diskutiert. Exemplarisch werden Projekte beschrieben, die in unterschiedlichen Formaten\r\nzur Reflexion von Praxis auf theoretischer Basis anregen."}],"publication":"Zeitschrift für Grundschulforschung","issue":"2"},{"abstract":[{"lang":"eng","text":"This study investigates how different factors in regard to intergenerational relationships are associated with emotional support\r\ngiven by adults to their parents. The analysis focuses on adult children and their parents in a representative German sample.\r\nData were obtained from the second wave of the German Family Panel (pairfam) consisting of 2064 women and 1841 men.\r\nResults show that transfer of emotional support by the adult children was especially associated not only with received emotional support from parents, but also with affection, conflicts, and expectations concerning parents. A moderator analysis\r\nfocuses on gender and showed differences for the association between given support by adults and conflicts between mothers\r\nand fathers. For the offspring, no gender effects were found."}],"issue":"4","publication":"Journal of Adult Development","department":[{"_id":"427"}],"keyword":["Intergenerational relationships","Emotional support","Solidarity","Adult children","Gender"],"type":"journal_article","date_created":"2022-08-03T03:19:32Z","intvolume":"        25","date_updated":"2025-07-16T08:44:10Z","publication_status":"published","author":[{"first_name":"Sabrina","last_name":"Sommer","full_name":"Sommer, Sabrina"},{"id":"27152","last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M."}],"publication_identifier":{"issn":["1068-0667","1573-3440"]},"title":"Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents","year":"2018","doi":"10.1007/s10804-018-9296-y","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://link.springer.com/content/pdf/10.1007/s10804-018-9296-y.pdf"}],"project":[{"grant_number":"281828538","_id":"372","name":"Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern"}],"citation":{"bibtex":"@article{Sommer_Buhl_2018, title={Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>}, number={4}, journal={Journal of Adult Development}, publisher={Springer Science and Business Media LLC}, author={Sommer, Sabrina and Buhl, Heike M.}, year={2018}, pages={286–296} }","ama":"Sommer S, Buhl HM. Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>. 2018;25(4):286-296. doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>","short":"S. Sommer, H.M. Buhl, Journal of Adult Development 25 (2018) 286–296.","chicago":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i> 25, no. 4 (2018): 286–96. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>.","ieee":"S. Sommer and H. M. Buhl, “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents,” <i>Journal of Adult Development</i>, vol. 25, no. 4, pp. 286–296, 2018, doi: <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>.","mla":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i>, vol. 25, no. 4, Springer Science and Business Media LLC, 2018, pp. 286–96, doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>.","apa":"Sommer, S., &#38; Buhl, H. M. (2018). Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>, <i>25</i>(4), 286–296. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>"},"oa":"1","status":"public","volume":25,"user_id":"27152","publisher":"Springer Science and Business Media LLC","_id":"32542","page":"286-296"},{"publication_status":"published","date_updated":"2025-07-16T08:43:29Z","intvolume":"         9","year":"2018","title":"Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung","author":[{"full_name":"Kohlmeyer, Susanne","last_name":"Kohlmeyer","first_name":"Susanne"},{"last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152"}],"series_title":"Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik","language":[{"iso":"ger"}],"publication":"Heterogenität im Klassenzimmer","type":"book_chapter","department":[{"_id":"427"}],"date_created":"2022-08-03T03:34:56Z","status":"public","user_id":"27152","volume":9,"editor":[{"last_name":"Büttner","first_name":"Gerhard","full_name":"Büttner, Gerhard"},{"full_name":"Mendl, Hans","first_name":"Hans","last_name":"Mendl"},{"first_name":"Oliver","last_name":"Reis","full_name":"Reis, Oliver"},{"first_name":"Hanna","last_name":"Roose","full_name":"Roose, Hanna"}],"page":"116 - 131","_id":"32544","project":[{"_id":"377","name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium"}],"citation":{"mla":"Kohlmeyer, Susanne, and Heike M. Buhl. “Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung.” <i>Heterogenität im Klassenzimmer</i>, edited by Gerhard Büttner et al., vol. 9, 2018, pp. 116–31.","bibtex":"@inbook{Kohlmeyer_Buhl_2018, place={Babenhausen}, series={Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik}, title={Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung}, volume={9}, booktitle={Heterogenität im Klassenzimmer}, author={Kohlmeyer, Susanne and Buhl, Heike M.}, editor={Büttner, Gerhard and Mendl, Hans and Reis, Oliver and Roose, Hanna}, year={2018}, pages={116–131}, collection={Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik} }","ama":"Kohlmeyer S, Buhl HM. Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung. In: Büttner G, Mendl H, Reis O, Roose H, eds. <i>Heterogenität im Klassenzimmer</i>. Vol 9. Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik. ; 2018:116-131.","ieee":"S. Kohlmeyer and H. M. Buhl, “Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung,” in <i>Heterogenität im Klassenzimmer</i>, vol. 9, G. Büttner, H. Mendl, O. Reis, and H. Roose, Eds. Babenhausen, 2018, pp. 116–131.","apa":"Kohlmeyer, S., &#38; Buhl, H. M. (2018). Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung. In G. Büttner, H. Mendl, O. Reis, &#38; H. Roose (Eds.), <i>Heterogenität im Klassenzimmer</i> (Vol. 9, pp. 116–131).","chicago":"Kohlmeyer, Susanne, and Heike M. Buhl. “Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung.” In <i>Heterogenität im Klassenzimmer</i>, edited by Gerhard Büttner, Hans Mendl, Oliver Reis, and Hanna Roose, 9:116–31. Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik. Babenhausen, 2018.","short":"S. Kohlmeyer, H.M. Buhl, in: G. Büttner, H. Mendl, O. Reis, H. Roose (Eds.), Heterogenität im Klassenzimmer, Babenhausen, 2018, pp. 116–131."},"place":"Babenhausen"},{"department":[{"_id":"427"}],"type":"book_chapter","place":"Paderborn","date_created":"2022-08-03T01:37:55Z","project":[{"_id":"377","name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium"}],"citation":{"mla":"Buhl, Heike M., et al. “Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium.” <i>Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn</i>, edited by Birgit Riegraf et al., 2018, pp. 24–27.","ama":"Buhl HM, Kohlmeyer S, Mertens D, Bohndick C. Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium. In: Riegraf B, Meister DM, Reinhold P, Schaper N, Temps TT, Universität Paderborn, eds. <i>Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn</i>. ; 2018:24-27.","bibtex":"@inbook{Buhl_Kohlmeyer_Mertens_Bohndick_2018, place={Paderborn}, title={Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium}, booktitle={Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn}, author={Buhl, Heike M. and Kohlmeyer, Susanne and Mertens, Dennis and Bohndick, Carla}, editor={Riegraf, Birgit and Meister, Dorothee M. and Reinhold, Peter and Schaper, Niclas and Temps, Timon T. and Universität Paderborn}, year={2018}, pages={24–27} }","apa":"Buhl, H. M., Kohlmeyer, S., Mertens, D., &#38; Bohndick, C. (2018). Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium. In B. Riegraf, D. M. Meister, P. Reinhold, N. Schaper, T. T. Temps, &#38; Universität Paderborn (Eds.), <i>Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn</i> (pp. 24–27).","ieee":"H. M. Buhl, S. Kohlmeyer, D. Mertens, and C. Bohndick, “Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium,” in <i>Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn</i>, B. Riegraf, D. M. Meister, P. Reinhold, N. Schaper, T. T. Temps, and Universität Paderborn, Eds. Paderborn, 2018, pp. 24–27.","chicago":"Buhl, Heike M., Susanne Kohlmeyer, Dennis Mertens, and Carla Bohndick. “Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium.” In <i>Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn</i>, edited by Birgit Riegraf, Dorothee M. Meister, Peter Reinhold, Niclas Schaper, Timon T. Temps, and Universität Paderborn, 24–27. Paderborn, 2018.","short":"H.M. Buhl, S. Kohlmeyer, D. Mertens, C. Bohndick, in: B. Riegraf, D.M. Meister, P. Reinhold, N. Schaper, T.T. Temps, Universität Paderborn (Eds.), Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn, Paderborn, 2018, pp. 24–27."},"publication":"Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn","editor":[{"first_name":"Birgit","last_name":"Riegraf","full_name":"Riegraf, Birgit"},{"full_name":"Meister, Dorothee M.","last_name":"Meister","first_name":"Dorothee M."},{"full_name":"Reinhold, Peter","last_name":"Reinhold","first_name":"Peter"},{"full_name":"Schaper, Niclas","last_name":"Schaper","first_name":"Niclas"},{"last_name":"Temps","first_name":"Timon T.","full_name":"Temps, Timon T."}],"user_id":"27152","_id":"32541","language":[{"iso":"ger"}],"page":"24 - 27","date_updated":"2025-07-16T08:44:45Z","publication_status":"published","author":[{"id":"27152","first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M."},{"last_name":"Kohlmeyer","first_name":"Susanne","full_name":"Kohlmeyer, Susanne"},{"last_name":"Mertens","first_name":"Dennis","full_name":"Mertens, Dennis"},{"first_name":"Carla","last_name":"Bohndick","full_name":"Bohndick, Carla"}],"corporate_editor":["Universität Paderborn"],"status":"public","title":"Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium","year":"2018"},{"language":[{"iso":"eng"}],"doi":"10.1007/s10804-018-9296-y","title":"Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents","year":"2018","author":[{"full_name":"Sommer, Sabrina","first_name":"Sabrina","last_name":"Sommer","id":"36251"},{"full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl","id":"27152"}],"publication_identifier":{"issn":["1068-0667","1573-3440"]},"publication_status":"published","date_updated":"2026-03-17T11:24:34Z","intvolume":"        25","date_created":"2023-11-28T12:06:41Z","keyword":["Life-span and Life-course Studies","Developmental and Educational Psychology","Experimental and Cognitive Psychology"],"type":"journal_article","department":[{"_id":"427"}],"issue":"4","publication":"Journal of Adult Development","page":"286-296","_id":"49267","publisher":"Springer Science and Business Media LLC","user_id":"90826","volume":25,"status":"public","citation":{"short":"S. Sommer, H.M. Buhl, Journal of Adult Development 25 (2018) 286–296.","chicago":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i> 25, no. 4 (2018): 286–96. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>.","ieee":"S. Sommer and H. M. Buhl, “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents,” <i>Journal of Adult Development</i>, vol. 25, no. 4, pp. 286–296, 2018, doi: <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>.","apa":"Sommer, S., &#38; Buhl, H. M. (2018). Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>, <i>25</i>(4), 286–296. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>","bibtex":"@article{Sommer_Buhl_2018, title={Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>}, number={4}, journal={Journal of Adult Development}, publisher={Springer Science and Business Media LLC}, author={Sommer, Sabrina and Buhl, Heike M.}, year={2018}, pages={286–296} }","ama":"Sommer S, Buhl HM. Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>. 2018;25(4):286-296. doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>","mla":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i>, vol. 25, no. 4, Springer Science and Business Media LLC, 2018, pp. 286–96, doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>."},"project":[{"_id":"372","name":"Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern"}]},{"type":"journal_article","keyword":["Life-span and Life-course Studies","Developmental and Educational Psychology","Experimental and Cognitive Psychology"],"date_created":"2023-11-28T12:18:36Z","issue":"4","publication":"Journal of Adult Development","doi":"10.1007/s10804-018-9296-y","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2026-03-17T11:24:30Z","intvolume":"        25","title":"Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents","year":"2018","author":[{"id":"36251","last_name":"Sommer","first_name":"Sabrina","full_name":"Sommer, Sabrina"},{"id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"}],"publication_identifier":{"issn":["1068-0667","1573-3440"]},"project":[{"_id":"372","name":"Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern"}],"citation":{"mla":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i>, vol. 25, no. 4, Springer Science and Business Media LLC, 2018, pp. 286–96, doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>.","ama":"Sommer S, Buhl HM. Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>. 2018;25(4):286-296. doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>","bibtex":"@article{Sommer_Buhl_2018, title={Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>}, number={4}, journal={Journal of Adult Development}, publisher={Springer Science and Business Media LLC}, author={Sommer, Sabrina and Buhl, Heike M.}, year={2018}, pages={286–296} }","apa":"Sommer, S., &#38; Buhl, H. M. (2018). Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>, <i>25</i>(4), 286–296. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>","ieee":"S. Sommer and H. M. Buhl, “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents,” <i>Journal of Adult Development</i>, vol. 25, no. 4, pp. 286–296, 2018, doi: <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>.","short":"S. Sommer, H.M. Buhl, Journal of Adult Development 25 (2018) 286–296.","chicago":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i> 25, no. 4 (2018): 286–96. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>."},"user_id":"90826","volume":25,"page":"286-296","_id":"49279","publisher":"Springer Science and Business Media LLC","status":"public"},{"date_created":"2022-08-03T03:36:25Z","keyword":["Lesesozialisation","Familiale Erziehung","Familienklima","Kindliche Bildung","Bildungserwartungen","Häusliche Anregung","Home literacy environment","Vorlesen","Literacy"],"type":"book_chapter","department":[{"_id":"427"}],"publication":"Handbuch Entwicklungs- und Erziehungspsychologie","abstract":[{"text":"Deutliche Unterschiede im Bildungserfolg von Kindern abhängig vom familialen Hintergrund zeigen, dass, ungeachtet der schulischen Bemühungen um die kindliche Bildung, die Familie weiterhin ein wesentlicher Einflussfaktor ist. Vor diesem Hintergrund werden im Folgenden die Wege erörtert, über die sich diese Einflüsse realisieren. Nach einem Überblick zu einschlägigen Prozessen werden in diesem Beitrag familiale Wirkungszusammenhänge am Beispiel der Lesesozialisation genauer beleuchtet. Vor diesem Hintergrund werden abschließend Programme zur Förderung der familialen Unterstützung diskutiert.","lang":"ger"}],"main_file_link":[{"url":"https://link.springer.com/content/pdf/10.1007/978-3-642-54061-5_10-1.pdf","open_access":"1"}],"language":[{"iso":"ger"}],"doi":"10.1007/978-3-642-54061-5_10-1","year":"2017","title":"Bildung und Lesesozialisation im Elternhaus","author":[{"id":"27152","last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M."},{"first_name":"Johanna","last_name":"Hilkenmeier","full_name":"Hilkenmeier, Johanna"}],"publication_identifier":{"isbn":["9783642540615"]},"publication_status":"published","date_updated":"2022-08-29T05:21:25Z","place":"Berlin","oa":"1","citation":{"mla":"Buhl, Heike M., and Johanna Hilkenmeier. “Bildung und Lesesozialisation im Elternhaus.” <i>Handbuch Entwicklungs- und Erziehungspsychologie</i>, edited by Bärbel Kracke and Peter Noack, Springer, 2017, pp. 163–79, doi:<a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-1\">10.1007/978-3-642-54061-5_10-1</a>.","bibtex":"@inbook{Buhl_Hilkenmeier_2017, place={Berlin}, title={Bildung und Lesesozialisation im Elternhaus}, DOI={<a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-1\">10.1007/978-3-642-54061-5_10-1</a>}, booktitle={Handbuch Entwicklungs- und Erziehungspsychologie}, publisher={Springer}, author={Buhl, Heike M. and Hilkenmeier, Johanna}, editor={Kracke, Bärbel and Noack, Peter}, year={2017}, pages={163–179} }","ama":"Buhl HM, Hilkenmeier J. Bildung und Lesesozialisation im Elternhaus. In: Kracke B, Noack P, eds. <i>Handbuch Entwicklungs- und Erziehungspsychologie</i>. Springer; 2017:163-179. doi:<a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-1\">10.1007/978-3-642-54061-5_10-1</a>","ieee":"H. M. Buhl and J. Hilkenmeier, “Bildung und Lesesozialisation im Elternhaus,” in <i>Handbuch Entwicklungs- und Erziehungspsychologie</i>, B. Kracke and P. Noack, Eds. Berlin: Springer, 2017, pp. 163–179.","apa":"Buhl, H. M., &#38; Hilkenmeier, J. (2017). Bildung und Lesesozialisation im Elternhaus. In B. Kracke &#38; P. Noack (Eds.), <i>Handbuch Entwicklungs- und Erziehungspsychologie</i> (pp. 163–179). Springer. <a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-1\">https://doi.org/10.1007/978-3-642-54061-5_10-1</a>","short":"H.M. Buhl, J. Hilkenmeier, in: B. Kracke, P. Noack (Eds.), Handbuch Entwicklungs- und Erziehungspsychologie, Springer, Berlin, 2017, pp. 163–179.","chicago":"Buhl, Heike M., and Johanna Hilkenmeier. “Bildung und Lesesozialisation im Elternhaus.” In <i>Handbuch Entwicklungs- und Erziehungspsychologie</i>, edited by Bärbel Kracke and Peter Noack, 163–79. Berlin: Springer, 2017. <a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-1\">https://doi.org/10.1007/978-3-642-54061-5_10-1</a>."},"page":"163-179","_id":"32545","publisher":"Springer","user_id":"42165","editor":[{"full_name":"Kracke, Bärbel","first_name":"Bärbel","last_name":"Kracke"},{"first_name":"Peter","last_name":"Noack","full_name":"Noack, Peter"}],"status":"public"},{"abstract":[{"text":"This longitudinal study addresses the role of support given by parents and peers during the transition from university to work life. A sample of 64 German university students in their last year at the university completed scales from the Network of Relationships Inventory regarding general support, namely, instrumental aid and intimacy with mothers, fathers, romantic partners, and friends. Four years later, they assessed domain-specific support when looking for work, namely, joint exploration and instrumental support. Participants perceived receiving both types of support from all significant others. However, joint exploration was more important than instrumental support. They felt especially supported by romantic partners. Women received more support than did men. Both types of domain-specific support were explained by general modes of support assessed 4 years earlier. Whether parents, friends, and partners were perceived as helpful during the transition was explained mainly by joint exploration. Again, support from a partner was seen as especially helpful in contrast to help from parents and friends. The special significance of joint exploration underlines the benefit of counseling at the transition from university to work life.","lang":"eng"}],"issue":"6","publication":"Journal of Career Development","department":[{"_id":"427"}],"keyword":["Organizational Behavior and Human Resource Management","General Psychology","Applied Psychology","Education"],"type":"journal_article","date_created":"2022-08-03T03:42:53Z","intvolume":"        45","publication_status":"published","date_updated":"2022-08-29T06:10:00Z","publication_identifier":{"issn":["0894-8453","1556-0856"]},"author":[{"full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M.","id":"27152"},{"full_name":"Noack, Peter","last_name":"Noack","first_name":"Peter"},{"last_name":"Kracke","first_name":"Baerbel","full_name":"Kracke, Baerbel"}],"year":"2017","title":"The Role of Parents and Peers in the Transition From University to Work Life","doi":"10.1177/0894845317720728","language":[{"iso":"eng"}],"citation":{"short":"H.M. Buhl, P. Noack, B. Kracke, Journal of Career Development 45 (2017) 523–535.","chicago":"Buhl, Heike M., Peter Noack, and Baerbel Kracke. “The Role of Parents and Peers in the Transition From University to Work Life.” <i>Journal of Career Development</i> 45, no. 6 (2017): 523–35. <a href=\"https://doi.org/10.1177/0894845317720728\">https://doi.org/10.1177/0894845317720728</a>.","apa":"Buhl, H. M., Noack, P., &#38; Kracke, B. (2017). The Role of Parents and Peers in the Transition From University to Work Life. <i>Journal of Career Development</i>, <i>45</i>(6), 523–535. <a href=\"https://doi.org/10.1177/0894845317720728\">https://doi.org/10.1177/0894845317720728</a>","ieee":"H. M. Buhl, P. Noack, and B. Kracke, “The Role of Parents and Peers in the Transition From University to Work Life,” <i>Journal of Career Development</i>, vol. 45, no. 6, pp. 523–535, 2017, doi: <a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>.","ama":"Buhl HM, Noack P, Kracke B. The Role of Parents and Peers in the Transition From University to Work Life. <i>Journal of Career Development</i>. 2017;45(6):523-535. doi:<a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>","bibtex":"@article{Buhl_Noack_Kracke_2017, title={The Role of Parents and Peers in the Transition From University to Work Life}, volume={45}, DOI={<a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>}, number={6}, journal={Journal of Career Development}, publisher={SAGE Publications}, author={Buhl, Heike M. and Noack, Peter and Kracke, Baerbel}, year={2017}, pages={523–535} }","mla":"Buhl, Heike M., et al. “The Role of Parents and Peers in the Transition From University to Work Life.” <i>Journal of Career Development</i>, vol. 45, no. 6, SAGE Publications, 2017, pp. 523–35, doi:<a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>."},"status":"public","volume":45,"user_id":"42165","_id":"32546","publisher":"SAGE Publications","page":"523-535"},{"oa":"1","citation":{"chicago":"Bohndick, Carla, Tom Rosman, Susanne Kohlmeyer, and Heike M. Buhl. “The Interplay between Subjective Abilities and Subjective Demands and Its Relationship with Academic Success. An Application of the Person–Environment Fit Theory.” <i>Higher Education</i> 75, no. 5 (2017): 839–54. <a href=\"https://doi.org/10.1007/s10734-017-0173-6\">https://doi.org/10.1007/s10734-017-0173-6</a>.","short":"C. Bohndick, T. Rosman, S. Kohlmeyer, H.M. Buhl, Higher Education 75 (2017) 839–854.","ama":"Bohndick C, Rosman T, Kohlmeyer S, Buhl HM. The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory. <i>Higher Education</i>. 2017;75(5):839-854. doi:<a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>","bibtex":"@article{Bohndick_Rosman_Kohlmeyer_Buhl_2017, title={The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory}, volume={75}, DOI={<a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>}, number={5}, journal={Higher Education}, publisher={Springer Science and Business Media LLC}, author={Bohndick, Carla and Rosman, Tom and Kohlmeyer, Susanne and Buhl, Heike M.}, year={2017}, pages={839–854} }","mla":"Bohndick, Carla, et al. “The Interplay between Subjective Abilities and Subjective Demands and Its Relationship with Academic Success. An Application of the Person–Environment Fit Theory.” <i>Higher Education</i>, vol. 75, no. 5, Springer Science and Business Media LLC, 2017, pp. 839–54, doi:<a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>.","apa":"Bohndick, C., Rosman, T., Kohlmeyer, S., &#38; Buhl, H. M. (2017). The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory. <i>Higher Education</i>, <i>75</i>(5), 839–854. <a href=\"https://doi.org/10.1007/s10734-017-0173-6\">https://doi.org/10.1007/s10734-017-0173-6</a>","ieee":"C. Bohndick, T. Rosman, S. Kohlmeyer, and H. M. Buhl, “The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory,” <i>Higher Education</i>, vol. 75, no. 5, pp. 839–854, 2017, doi: <a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>."},"project":[{"name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium","_id":"377"}],"publisher":"Springer Science and Business Media LLC","_id":"32535","page":"839-854","volume":75,"user_id":"27152","status":"public","date_created":"2022-08-03T01:12:49Z","department":[{"_id":"427"}],"type":"journal_article","keyword":["Academic success","Person–environment fit theory","Demands–abilities fit","Higher education"],"issue":"5","publication":"Higher Education","abstract":[{"text":"In this study, we draw on person–environment fit theory to analyze whether academic success is best explained by individual abilities subjectively exceeding situational demands or by abilities matching the demands. Moreover, we disentangled effects of perceived abilities and subjective person–environment (P-E) fit on academic success. All in all, 693 teacher education students participated in an online questionnaire. Students were asked to rate general requirements of their academic programs (e.g., self-discipline) on a 5-point scale in terms of (1) their own abilities and (2) the perceived relevance for their studies. P-E fit was determined by difference scores between abilities and relevance ratings. Academic success was assessed by grades, perceived performance, and study satisfaction. Data were analyzed through structural equation modeling and suggest that academic success is best explained by a match between abilities and demands. Moreover, all three criteria for academic success were more strongly related to subjective fit than to subjective abilities.","lang":"eng"}],"language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://link.springer.com/content/pdf/10.1007/s10734-017-0173-6.pdf"}],"doi":"10.1007/s10734-017-0173-6","author":[{"full_name":"Bohndick, Carla","last_name":"Bohndick","first_name":"Carla"},{"first_name":"Tom","last_name":"Rosman","full_name":"Rosman, Tom"},{"last_name":"Kohlmeyer","first_name":"Susanne","full_name":"Kohlmeyer, Susanne"},{"last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152"}],"publication_identifier":{"issn":["0018-1560","1573-174X"]},"title":"The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory","year":"2017","intvolume":"        75","date_updated":"2025-07-16T08:47:02Z","publication_status":"published"},{"abstract":[{"text":"In contrast to other career choices, the teaching profession seems familiar to those interested in teaching because they have had the chance to observe teachers for years. This phenomenon is known as the apprenticeship of observation and manifests in naïve ideas and expectations of teaching among teacher students. Therefore, characteristics of students interested in becoming teachers are important for early teacher education and counselling. These characteristics include competencies and motives, but nothing is known about their relationship to each other. Following international teaching standards and the expectancy-value framework, this paper analyses associations between both. Three competencies (i.e. planning, communication and cooperation) and seven career choice motives were examined using a paper–pencil survey of 907 high school students. Altogether, 463 students were able to imagine becoming a teacher and were included in the analyses. SEM analyses showed that (1) of all the competencies, communication had the most associations with motives, (2) the motive ‘low difficulty of study’ is positively related to planning, (3) the findings regarding extrinsic motives are ambiguous, and (4) gender differences are marginal. Practical implications for early teacher education and counselling are discussed.","lang":"eng"}],"issue":"5","publication":"Journal of Education for Teaching","type":"journal_article","keyword":["Education"],"department":[{"_id":"427"}],"date_created":"2022-08-03T01:14:22Z","publication_status":"published","date_updated":"2025-07-16T08:46:37Z","intvolume":"        43","year":"2017","title":"Competencies and career choice motives: characteristics of high school students interested in teacher education programmes","author":[{"full_name":"Bohndick, Carla","last_name":"Bohndick","first_name":"Carla"},{"first_name":"Susanne","last_name":"Kohlmeyer","full_name":"Kohlmeyer, Susanne"},{"full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M.","id":"27152"}],"publication_identifier":{"issn":["0260-7476","1360-0540"]},"doi":"10.1080/02607476.2017.1355029","language":[{"iso":"eng"}],"project":[{"name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium","_id":"377"}],"citation":{"bibtex":"@article{Bohndick_Kohlmeyer_Buhl_2017, title={Competencies and career choice motives: characteristics of high school students interested in teacher education programmes}, volume={43}, DOI={<a href=\"https://doi.org/10.1080/02607476.2017.1355029\">10.1080/02607476.2017.1355029</a>}, number={5}, journal={Journal of Education for Teaching}, publisher={Informa UK Limited}, author={Bohndick, Carla and Kohlmeyer, Susanne and Buhl, Heike M.}, year={2017}, pages={566–580} }","short":"C. Bohndick, S. Kohlmeyer, H.M. Buhl, Journal of Education for Teaching 43 (2017) 566–580.","ama":"Bohndick C, Kohlmeyer S, Buhl HM. Competencies and career choice motives: characteristics of high school students interested in teacher education programmes. <i>Journal of Education for Teaching</i>. 2017;43(5):566-580. doi:<a href=\"https://doi.org/10.1080/02607476.2017.1355029\">10.1080/02607476.2017.1355029</a>","chicago":"Bohndick, Carla, Susanne Kohlmeyer, and Heike M. Buhl. “Competencies and Career Choice Motives: Characteristics of High School Students Interested in Teacher Education Programmes.” <i>Journal of Education for Teaching</i> 43, no. 5 (2017): 566–80. <a href=\"https://doi.org/10.1080/02607476.2017.1355029\">https://doi.org/10.1080/02607476.2017.1355029</a>.","ieee":"C. Bohndick, S. Kohlmeyer, and H. M. Buhl, “Competencies and career choice motives: characteristics of high school students interested in teacher education programmes,” <i>Journal of Education for Teaching</i>, vol. 43, no. 5, pp. 566–580, 2017, doi: <a href=\"https://doi.org/10.1080/02607476.2017.1355029\">10.1080/02607476.2017.1355029</a>.","mla":"Bohndick, Carla, et al. “Competencies and Career Choice Motives: Characteristics of High School Students Interested in Teacher Education Programmes.” <i>Journal of Education for Teaching</i>, vol. 43, no. 5, Informa UK Limited, 2017, pp. 566–80, doi:<a href=\"https://doi.org/10.1080/02607476.2017.1355029\">10.1080/02607476.2017.1355029</a>.","apa":"Bohndick, C., Kohlmeyer, S., &#38; Buhl, H. M. (2017). Competencies and career choice motives: characteristics of high school students interested in teacher education programmes. <i>Journal of Education for Teaching</i>, <i>43</i>(5), 566–580. <a href=\"https://doi.org/10.1080/02607476.2017.1355029\">https://doi.org/10.1080/02607476.2017.1355029</a>"},"status":"public","user_id":"27152","volume":43,"page":"566-580","publisher":"Informa UK Limited","_id":"32536"},{"user_id":"27152","volume":39,"page":"41-68","_id":"32537","publisher":"Informa UK Limited","status":"public","project":[{"name":"LIFE - Lesen in Familie erleben","_id":"381"}],"citation":{"short":"S. Wiescholek, J. Hilkenmeier, C. Greiner, H.M. Buhl, Reading Psychology 39 (2017) 41–68.","ama":"Wiescholek S, Hilkenmeier J, Greiner C, Buhl HM. Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills. <i>Reading Psychology</i>. 2017;39(1):41-68. doi:<a href=\"https://doi.org/10.1080/02702711.2017.1361495\">10.1080/02702711.2017.1361495</a>","chicago":"Wiescholek, Sabrina, Johanna Hilkenmeier, Christian Greiner, and Heike M. Buhl. “Six-Year-Olds’ Perception of Home Literacy Environment and Its Influence on Children’s Literacy Enjoyment, Frequency, and Early Literacy Skills.” <i>Reading Psychology</i> 39, no. 1 (2017): 41–68. <a href=\"https://doi.org/10.1080/02702711.2017.1361495\">https://doi.org/10.1080/02702711.2017.1361495</a>.","bibtex":"@article{Wiescholek_Hilkenmeier_Greiner_Buhl_2017, title={Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills}, volume={39}, DOI={<a href=\"https://doi.org/10.1080/02702711.2017.1361495\">10.1080/02702711.2017.1361495</a>}, number={1}, journal={Reading Psychology}, publisher={Informa UK Limited}, author={Wiescholek, Sabrina and Hilkenmeier, Johanna and Greiner, Christian and Buhl, Heike M.}, year={2017}, pages={41–68} }","apa":"Wiescholek, S., Hilkenmeier, J., Greiner, C., &#38; Buhl, H. M. (2017). Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills. <i>Reading Psychology</i>, <i>39</i>(1), 41–68. <a href=\"https://doi.org/10.1080/02702711.2017.1361495\">https://doi.org/10.1080/02702711.2017.1361495</a>","mla":"Wiescholek, Sabrina, et al. “Six-Year-Olds’ Perception of Home Literacy Environment and Its Influence on Children’s Literacy Enjoyment, Frequency, and Early Literacy Skills.” <i>Reading Psychology</i>, vol. 39, no. 1, Informa UK Limited, 2017, pp. 41–68, doi:<a href=\"https://doi.org/10.1080/02702711.2017.1361495\">10.1080/02702711.2017.1361495</a>.","ieee":"S. Wiescholek, J. Hilkenmeier, C. Greiner, and H. M. Buhl, “Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills,” <i>Reading Psychology</i>, vol. 39, no. 1, pp. 41–68, 2017, doi: <a href=\"https://doi.org/10.1080/02702711.2017.1361495\">10.1080/02702711.2017.1361495</a>."},"doi":"10.1080/02702711.2017.1361495","language":[{"iso":"eng"}],"date_updated":"2025-07-16T08:46:09Z","publication_status":"published","intvolume":"        39","title":"Six-year-olds' perception of home literacy environment and its influence on children's literacy enjoyment, frequency, and early literacy skills","year":"2017","publication_identifier":{"issn":["0270-2711","1521-0685"]},"author":[{"full_name":"Wiescholek, Sabrina","last_name":"Wiescholek","first_name":"Sabrina"},{"full_name":"Hilkenmeier, Johanna","first_name":"Johanna","last_name":"Hilkenmeier"},{"full_name":"Greiner, Christian","last_name":"Greiner","first_name":"Christian"},{"id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"}],"keyword":["Linguistics and Language","Developmental and Educational Psychology","Education"],"type":"journal_article","department":[{"_id":"427"}],"date_created":"2022-08-03T01:15:27Z","abstract":[{"lang":"eng","text":"Home literacy environment (HLE) makes an important contribution to children's reading acquisition in early years. Even though some research on children's perception exists, children's reports about HLE have been neglected. The present study focuses on N = 281 six-year-old's reports about HLE and its influences on literacy enjoyment, frequency, and early literacy skills. Parents' educational background was expected to predict children-perceived HLE. A positive impact of active HLE on literacy enjoyment and frequency were found. HLE also mediates the relation between parents' background and enjoyment. The importance of children's perspective on HLE regarding family literacy programs is discussed."}],"issue":"1","publication":"Reading Psychology"},{"language":[{"iso":"ger"}],"article_number":"256 - 269","doi":"10.2378/peu2017.art18d","publication_identifier":{"issn":["0342-183X"]},"author":[{"first_name":"Johanna","last_name":"Hilkenmeier","full_name":"Hilkenmeier, Johanna"},{"full_name":"Wiescholek, Sabrina","first_name":"Sabrina","last_name":"Wiescholek"},{"id":"27152","full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M."}],"year":"2017","title":"Motivationsförderung am Elternsprechtag. Zum Zusammenhang zwischen eingeschätzter Leseleistung, Lehrer- und Elternverhalten","intvolume":"        64","date_updated":"2025-08-12T08:29:12Z","publication_status":"published","date_created":"2022-08-03T01:18:06Z","department":[{"_id":"427"}],"type":"journal_article","issue":"4","publication":"Psychologie in Erziehung und Unterricht","abstract":[{"lang":"ger","text":"Eltern und Lehrkräfte kommen zweimal jährlich an Elternsprechtagen zusammen, um über leistungsrelevante Merkmale des Schulkindes zu sprechen und seine Schullaufbahn voranzubringen. Merkmale dieser Gespräche wurden bisher kaum systematisch untersucht. Der Beitrag geht vor dem Hintergrund der Selbstbestimmungstheorie der Frage nach, wie elterliche Motivation und schließlich elterliches Unterstützungsverhalten im Gespräch am Elternsprechtag mittels einer strukturgebenden, autonomieunterstützenden und wertschätzenden Beratung durch die Lehrkraft gefördert werden kann. Hierzu wurden 271 Eltern am Elternsprechtag sowie drei bis vier Wochen danach befragt. Die angenommene dimensionale Struktur des Gesprächsverhaltens der Lehrkräfte konnte in Teilen bestätigt werden: Eine konfirmatorische Faktorenanalyse ergab, dass Eltern die selbstbestimmungstheoretisch abgeleiteten Dimensionen Wertschätzung, Autonomieunterstützung und Strukturgebung im Gespräch wahrnehmen. Zudem konnte gezeigt werden, dass bei schwachen Leseleistungen des Kindes sowohl Eltern ihr Unterstützungsverhalten anpassen, als auch Lehrkräfte sich mehr um die Motivationsförderung der Eltern bemühen. Dabei wurde der Zusammenhang zwischen der Einschätzung der Leseleistung und einer Veränderung im Unterstützungsverhalten durch die wahrgenommene Autonomieunterstützung mediiert: Fühlen sich Eltern also im Gespräch von der Lehrkraft in ihrer Autonomie unterstützt, berichten sie danach häufiger, ihr Unterstützungsverhalten verändert zu haben."}],"publisher":"Ernst Reinhardt, GmbH & Co. KG","_id":"32539","volume":64,"user_id":"90826","status":"public","citation":{"ieee":"J. Hilkenmeier, S. Wiescholek, and H. M. Buhl, “Motivationsförderung am Elternsprechtag. Zum Zusammenhang zwischen eingeschätzter Leseleistung, Lehrer- und Elternverhalten,” <i>Psychologie in Erziehung und Unterricht</i>, vol. 64, no. 4, Art. no. 256–269, 2017, doi: <a href=\"https://doi.org/10.2378/peu2017.art18d\">10.2378/peu2017.art18d</a>.","apa":"Hilkenmeier, J., Wiescholek, S., &#38; Buhl, H. M. (2017). Motivationsförderung am Elternsprechtag. Zum Zusammenhang zwischen eingeschätzter Leseleistung, Lehrer- und Elternverhalten. <i>Psychologie in Erziehung und Unterricht</i>, <i>64</i>(4), Article 256–269. <a href=\"https://doi.org/10.2378/peu2017.art18d\">https://doi.org/10.2378/peu2017.art18d</a>","short":"J. Hilkenmeier, S. Wiescholek, H.M. Buhl, Psychologie in Erziehung und Unterricht 64 (2017).","chicago":"Hilkenmeier, Johanna, Sabrina Wiescholek, and Heike M. Buhl. “Motivationsförderung am Elternsprechtag. Zum Zusammenhang zwischen eingeschätzter Leseleistung, Lehrer- und Elternverhalten.” <i>Psychologie in Erziehung und Unterricht</i> 64, no. 4 (2017). <a href=\"https://doi.org/10.2378/peu2017.art18d\">https://doi.org/10.2378/peu2017.art18d</a>.","mla":"Hilkenmeier, Johanna, et al. “Motivationsförderung am Elternsprechtag. Zum Zusammenhang zwischen eingeschätzter Leseleistung, Lehrer- und Elternverhalten.” <i>Psychologie in Erziehung und Unterricht</i>, vol. 64, no. 4, 256–269, Ernst Reinhardt, GmbH &#38; Co. KG, 2017, doi:<a href=\"https://doi.org/10.2378/peu2017.art18d\">10.2378/peu2017.art18d</a>.","bibtex":"@article{Hilkenmeier_Wiescholek_Buhl_2017, title={Motivationsförderung am Elternsprechtag. Zum Zusammenhang zwischen eingeschätzter Leseleistung, Lehrer- und Elternverhalten}, volume={64}, DOI={<a href=\"https://doi.org/10.2378/peu2017.art18d\">10.2378/peu2017.art18d</a>}, number={4256–269}, journal={Psychologie in Erziehung und Unterricht}, publisher={Ernst Reinhardt, GmbH &#38; Co. KG}, author={Hilkenmeier, Johanna and Wiescholek, Sabrina and Buhl, Heike M.}, year={2017} }","ama":"Hilkenmeier J, Wiescholek S, Buhl HM. Motivationsförderung am Elternsprechtag. Zum Zusammenhang zwischen eingeschätzter Leseleistung, Lehrer- und Elternverhalten. <i>Psychologie in Erziehung und Unterricht</i>. 2017;64(4). doi:<a href=\"https://doi.org/10.2378/peu2017.art18d\">10.2378/peu2017.art18d</a>"},"project":[{"_id":"381","name":"LIFE - Lesen in Familie erleben"},{"name":"Elternsprechtage - Kooperation zwischen Elternhaus und Schule","_id":"382"}]},{"place":"Hohengehren","project":[{"name":"Elternsprechtage - Kooperation zwischen Elternhaus und Schule","_id":"382"}],"citation":{"chicago":"Hilkenmeier, Johanna, and Heike M. Buhl. “Zur Bedeutung des Gesprächs am Elternsprechtag – Ein Blick in die Forschung.” In <i>Handbuch zur Kooperation und Kommunikation mit Eltern</i>, edited by Gernot Aich, Christina Kuboth, Martin Gartmeier, and Daniela Sauer, 1:76–85. Hohengehren: Schneider-Verlag, 2017.","short":"J. Hilkenmeier, H.M. Buhl, in: G. Aich, C. Kuboth, M. Gartmeier, D. Sauer (Eds.), Handbuch zur Kooperation und Kommunikation mit Eltern, Schneider-Verlag, Hohengehren, 2017, pp. 76–85.","apa":"Hilkenmeier, J., &#38; Buhl, H. M. (2017). Zur Bedeutung des Gesprächs am Elternsprechtag – Ein Blick in die Forschung. In G. Aich, C. Kuboth, M. Gartmeier, &#38; D. Sauer (Eds.), <i>Handbuch zur Kooperation und Kommunikation mit Eltern</i> (Vol. 1, pp. 76–85). Schneider-Verlag.","ieee":"J. Hilkenmeier and H. M. Buhl, “Zur Bedeutung des Gesprächs am Elternsprechtag – Ein Blick in die Forschung,” in <i>Handbuch zur Kooperation und Kommunikation mit Eltern</i>, vol. 1, G. Aich, C. Kuboth, M. Gartmeier, and D. Sauer, Eds. Hohengehren: Schneider-Verlag, 2017, pp. 76–85.","ama":"Hilkenmeier J, Buhl HM. Zur Bedeutung des Gesprächs am Elternsprechtag – Ein Blick in die Forschung. In: Aich G, Kuboth C, Gartmeier M, Sauer D, eds. <i>Handbuch zur Kooperation und Kommunikation mit Eltern</i>. Vol 1. Schneider-Verlag; 2017:76-85.","bibtex":"@inbook{Hilkenmeier_Buhl_2017, place={Hohengehren}, title={Zur Bedeutung des Gesprächs am Elternsprechtag – Ein Blick in die Forschung}, volume={1}, booktitle={Handbuch zur Kooperation und Kommunikation mit Eltern}, publisher={Schneider-Verlag}, author={Hilkenmeier, Johanna and Buhl, Heike M.}, editor={Aich, Gernot and Kuboth, Christina and Gartmeier, Martin and Sauer, Daniela}, year={2017}, pages={76–85} }","mla":"Hilkenmeier, Johanna, and Heike M. Buhl. “Zur Bedeutung des Gesprächs am Elternsprechtag – Ein Blick in die Forschung.” <i>Handbuch zur Kooperation und Kommunikation mit Eltern</i>, edited by Gernot Aich et al., vol. 1, Schneider-Verlag, 2017, pp. 76–85."},"editor":[{"last_name":"Aich","first_name":"Gernot","full_name":"Aich, Gernot"},{"last_name":"Kuboth","first_name":"Christina","full_name":"Kuboth, Christina"},{"first_name":"Martin","last_name":"Gartmeier","full_name":"Gartmeier, Martin"},{"last_name":"Sauer","first_name":"Daniela","full_name":"Sauer, Daniela"}],"volume":1,"user_id":"90826","_id":"32534","publisher":"Schneider-Verlag","page":"76 - 85","status":"public","department":[{"_id":"427"}],"type":"book_chapter","date_created":"2022-08-03T00:49:03Z","abstract":[{"lang":"ger","text":"Auf Forschungsbefunden basierend wird erörtert, welche Relevanz Elternsprechtage an der Schule haben und inwieweit Elternsprechtage zur Förderung elterlichen Schulengagements genutzt werden können. Die Ausführungen münden in folgenden Feststellungen: (1) Elterliches Unterstützungsverhalten kann förderlich für die schulische Entwicklung des Kindes sein. (2) Motivationale Variablen, wie etwa das Rollenverständnis und Kompetenzerleben der Eltern, erhöhen die Wahrscheinlichkeit für elterliches Unterstützungsverhalten. (3) Eine Möglichkeit für Lehrkräfte, elterliche Motivation zu fördern, ist die direkte Kommunikation am Elternsprechtag. (4) Unabhängig von den Gesprächsinhalten ist am Elternsprechtag die Gesprächsqualität zu beachten. (5) Wesentliche Elemente der Gesprächsqualität am Elternsprechtag sind aus motivationspsychologischer Perspektive: Wertschätzung, Autonomieunterstützung, Strukturgebung und (wenig) Kontrolle."}],"publication":"Handbuch zur Kooperation und Kommunikation mit Eltern","language":[{"iso":"ger"}],"intvolume":"         1","date_updated":"2025-08-12T08:30:48Z","publication_status":"published","author":[{"first_name":"Johanna","last_name":"Hilkenmeier","full_name":"Hilkenmeier, Johanna"},{"first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M.","id":"27152"}],"title":"Zur Bedeutung des Gesprächs am Elternsprechtag – Ein Blick in die Forschung","year":"2017"},{"page":"102 - 113","_id":"32540","user_id":"90826","volume":9,"status":"public","oa":"1","citation":{"apa":"Buhl, H. M., &#38; Hilkenmeier, J. (2017). Professionalism in parent-teacher conversations: Aspects, determinants, and consequences. A competence-oriented discussion. <i>Journal of Educational Research Online</i>, <i>9</i>(3), 102–113. <a href=\"https://doi.org/10.25656/01:15303\">https://doi.org/10.25656/01:15303</a>","ieee":"H. M. Buhl and J. Hilkenmeier, “Professionalism in parent-teacher conversations: Aspects, determinants, and consequences. A competence-oriented discussion,” <i>Journal of Educational Research Online</i>, vol. 9, no. 3, pp. 102–113, 2017, doi: <a href=\"https://doi.org/10.25656/01:15303\">10.25656/01:15303</a>.","chicago":"Buhl, Heike M., and Johanna Hilkenmeier. “Professionalism in Parent-Teacher Conversations: Aspects, Determinants, and Consequences. A Competence-Oriented Discussion.” <i>Journal of Educational Research Online</i> 9, no. 3 (2017): 102–13. <a href=\"https://doi.org/10.25656/01:15303\">https://doi.org/10.25656/01:15303</a>.","short":"H.M. Buhl, J. Hilkenmeier, Journal of Educational Research Online 9 (2017) 102–113.","mla":"Buhl, Heike M., and Johanna Hilkenmeier. “Professionalism in Parent-Teacher Conversations: Aspects, Determinants, and Consequences. A Competence-Oriented Discussion.” <i>Journal of Educational Research Online</i>, vol. 9, no. 3, 2017, pp. 102–13, doi:<a href=\"https://doi.org/10.25656/01:15303\">10.25656/01:15303</a>.","ama":"Buhl HM, Hilkenmeier J. Professionalism in parent-teacher conversations: Aspects, determinants, and consequences. A competence-oriented discussion. <i>Journal of Educational Research Online</i>. 2017;9(3):102-113. doi:<a href=\"https://doi.org/10.25656/01:15303\">10.25656/01:15303</a>","bibtex":"@article{Buhl_Hilkenmeier_2017, title={Professionalism in parent-teacher conversations: Aspects, determinants, and consequences. A competence-oriented discussion}, volume={9}, DOI={<a href=\"https://doi.org/10.25656/01:15303\">10.25656/01:15303</a>}, number={3}, journal={Journal of Educational Research Online}, author={Buhl, Heike M. and Hilkenmeier, Johanna}, year={2017}, pages={102–113} }"},"project":[{"_id":"382","name":"Elternsprechtage - Kooperation zwischen Elternhaus und Schule"}],"main_file_link":[{"url":"https://www.pedocs.de/volltexte/2018/15303/pdf/JERO_2017_3_Buhl_Hilkenmeier_Professionalism_in_parent-teacher.pdf","open_access":"1"}],"language":[{"iso":"eng"}],"doi":"10.25656/01:15303","year":"2017","title":"Professionalism in parent-teacher conversations: Aspects, determinants, and consequences. A competence-oriented discussion","author":[{"id":"27152","first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M."},{"full_name":"Hilkenmeier, Johanna","first_name":"Johanna","last_name":"Hilkenmeier"}],"publication_identifier":{"issn":["1866-6671"]},"date_updated":"2025-08-12T08:29:54Z","publication_status":"published","intvolume":"         9","date_created":"2022-08-03T01:22:13Z","type":"journal_article","department":[{"_id":"427"}],"issue":"3","publication":"Journal of Educational Research Online"},{"oa":"1","citation":{"apa":"Buhl, H. M., &#38; Hilkenmeier, J. (2017). Editorial Gespräche zwischen Eltern und Lehrkräften. <i>Psychologie in Erziehung und Unterricht</i>, <i>64</i>(4), 241–242. <a href=\"https://doi.org/10.2378/peu2017.art20d\">https://doi.org/10.2378/peu2017.art20d</a>","ieee":"H. M. Buhl and J. Hilkenmeier, “Editorial Gespräche zwischen Eltern und Lehrkräften,” <i>Psychologie in Erziehung und Unterricht</i>, vol. 64, no. 4, pp. 241–242, 2017, doi: <a href=\"https://doi.org/10.2378/peu2017.art20d\">10.2378/peu2017.art20d</a>.","short":"H.M. Buhl, J. Hilkenmeier, Psychologie in Erziehung und Unterricht 64 (2017) 241–242.","chicago":"Buhl, Heike M., and Johanna Hilkenmeier. “Editorial Gespräche zwischen Eltern und Lehrkräften.” <i>Psychologie in Erziehung und Unterricht</i> 64, no. 4 (2017): 241–42. <a href=\"https://doi.org/10.2378/peu2017.art20d\">https://doi.org/10.2378/peu2017.art20d</a>.","mla":"Buhl, Heike M., and Johanna Hilkenmeier. “Editorial Gespräche zwischen Eltern und Lehrkräften.” <i>Psychologie in Erziehung und Unterricht</i>, vol. 64, no. 4, 2017, pp. 241–42, doi:<a href=\"https://doi.org/10.2378/peu2017.art20d\">10.2378/peu2017.art20d</a>.","ama":"Buhl HM, Hilkenmeier J. Editorial Gespräche zwischen Eltern und Lehrkräften. <i>Psychologie in Erziehung und Unterricht</i>. 2017;64(4):241-242. doi:<a href=\"https://doi.org/10.2378/peu2017.art20d\">10.2378/peu2017.art20d</a>","bibtex":"@article{Buhl_Hilkenmeier_2017, title={Editorial Gespräche zwischen Eltern und Lehrkräften}, volume={64}, DOI={<a href=\"https://doi.org/10.2378/peu2017.art20d\">10.2378/peu2017.art20d</a>}, number={4}, journal={Psychologie in Erziehung und Unterricht}, author={Buhl, Heike M. and Hilkenmeier, Johanna}, year={2017}, pages={241–242} }"},"project":[{"name":"Elternsprechtage - Kooperation zwischen Elternhaus und Schule","_id":"382"}],"page":"241 - 242","_id":"32538","user_id":"90826","volume":64,"status":"public","date_created":"2022-08-03T01:16:21Z","keyword":["Developmental and Educational Psychology"],"type":"journal_article","department":[{"_id":"427"}],"issue":"4","publication":"Psychologie in Erziehung und Unterricht","main_file_link":[{"url":"https://www.reinhardt-journals.de/index.php/peu/article/view/3081/4354","open_access":"1"}],"language":[{"iso":"ger"}],"doi":"10.2378/peu2017.art20d","year":"2017","title":"Editorial Gespräche zwischen Eltern und Lehrkräften","publication_identifier":{"issn":["0342-183X"]},"author":[{"first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M.","id":"27152"},{"full_name":"Hilkenmeier, Johanna","last_name":"Hilkenmeier","first_name":"Johanna"}],"publication_status":"published","date_updated":"2025-08-12T08:30:36Z","intvolume":"        64"},{"project":[{"name":"Elternsprechtage - Kooperation zwischen Elternhaus und Schule","_id":"382"}],"issue":"4","publication":"Psychologie in Erziehung und Unterricht","citation":{"mla":"Buhl, Heike M., and Johanna Hilkenmeier, editors. “Gespräche Zwischen Eltern Und Lehrkräften.” <i>Psychologie in Erziehung Und Unterricht</i>, vol. 64, no. 4, 2017.","bibtex":"@book{Buhl_Hilkenmeier_2017, title={Gespräche zwischen Eltern und Lehrkräften}, volume={64}, number={4}, journal={Psychologie in Erziehung und Unterricht}, year={2017} }","ama":"Buhl HM, Hilkenmeier J, eds. <i>Gespräche Zwischen Eltern Und Lehrkräften</i>. Vol 64.; 2017.","ieee":"H. M. Buhl and J. Hilkenmeier, Eds., <i>Gespräche zwischen Eltern und Lehrkräften</i>, vol. 64, no. 4. 2017.","apa":"Gespräche zwischen Eltern und Lehrkräften. (2017). In H. M. Buhl &#38; J. Hilkenmeier (Eds.), <i>Psychologie in Erziehung und Unterricht</i> (Vol. 64, Issue 4).","chicago":"Buhl, Heike M., and Johanna Hilkenmeier, eds. <i>Gespräche Zwischen Eltern Und Lehrkräften</i>. <i>Psychologie in Erziehung Und Unterricht</i>. Vol. 64, 2017.","short":"H.M. Buhl, J. Hilkenmeier, eds., Gespräche Zwischen Eltern Und Lehrkräften, 2017."},"type":"journal_editor","department":[{"_id":"427"}],"date_created":"2022-08-29T05:56:08Z","date_updated":"2025-08-12T08:30:20Z","intvolume":"        64","title":"Gespräche zwischen Eltern und Lehrkräften","status":"public","year":"2017","user_id":"90826","volume":64,"editor":[{"id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"},{"full_name":"Hilkenmeier, Johanna","first_name":"Johanna","last_name":"Hilkenmeier"}],"_id":"33218","language":[{"iso":"eng"}]},{"type":"book_chapter","department":[{"_id":"427"}],"place":"Berlin","date_created":"2022-08-03T00:43:54Z","abstract":[{"lang":"ger","text":"Der  Beitrag  stellt  pädagogisch-psychologische  Perspektiven  auf  sprachliche Bildung dar. Um zu einem Verständnis der Disziplin zu gelangen, werden methodische  Zugänge  der  Psychologie  als  empirischer  Wissenschaft  sowie  ihr  Blick  auf  Bildung,  Sprache  und  sprachliche  Bildung  dargestellt.  Es  kristallisiert  sich  heraus,  dass der Begriff der Bildung in der Pädagogischen Psychologie selten verwendet wird, seine Inhalte aber in Form von Kompetenz, z. B. Lesekompetenz, wie auch von Literacy Gegenstand der Pädagogischen Psychologie sind. Zwei Teilaspekte der Thematik werden vertieft: Zum einen wird sprachliche Bildung als Wissenserwerb anhand von Texten  betrachtet.  Herangezogen  wird  dabei  ein  kognitionspsychologischer  Zugang  zum  Textverstehen,  ergänzend  werden  die  Lesemotivation  wie  auch  Lesestrategien berücksichtigt.  Zum  anderen  wird  aus  einer  sozialisationstheoretischen  Perspektive  betrachtet, wie Kinder den Zugang zu Sprache finden. Wir fokussieren dabei v. a. auf den Kontext der Familie und betrachten Family-Literacy-Programme. In allen Teilbereichen werden Konzepte der Beschreibung und Erklärung um Interventionsansätze ergänzt."}],"publication":"Handbuch Sprache in der Bildung","citation":{"short":"H.M. Buhl, S. Wiescholek, in: J. Kilian, B. Brouër, D. Lüttenberg (Eds.), Handbuch Sprache in der Bildung, de Gruyter, Berlin, 2016, pp. 48–67.","chicago":"Buhl, Heike M., and Sabrina Wiescholek. “Zur sprachlichen Bildung aus der Perspektive der Pädagogischen Psychologie.” In <i>Handbuch Sprache in der Bildung</i>, edited by Jörg Kilian, Birgit Brouër, and Dina Lüttenberg, 48–67. Berlin: de Gruyter, 2016.","apa":"Buhl, H. M., &#38; Wiescholek, S. (2016). Zur sprachlichen Bildung aus der Perspektive der Pädagogischen Psychologie. In J. Kilian, B. Brouër, &#38; D. Lüttenberg (Eds.), <i>Handbuch Sprache in der Bildung</i> (pp. 48–67). de Gruyter.","ieee":"H. M. Buhl and S. Wiescholek, “Zur sprachlichen Bildung aus der Perspektive der Pädagogischen Psychologie,” in <i>Handbuch Sprache in der Bildung</i>, J. Kilian, B. Brouër, and D. Lüttenberg, Eds. Berlin: de Gruyter, 2016, pp. 48–67.","ama":"Buhl HM, Wiescholek S. Zur sprachlichen Bildung aus der Perspektive der Pädagogischen Psychologie. In: Kilian J, Brouër B, Lüttenberg D, eds. <i>Handbuch Sprache in der Bildung</i>. de Gruyter; 2016:48-67.","bibtex":"@inbook{Buhl_Wiescholek_2016, place={Berlin}, title={Zur sprachlichen Bildung aus der Perspektive der Pädagogischen Psychologie}, booktitle={Handbuch Sprache in der Bildung}, publisher={de Gruyter}, author={Buhl, Heike M. and Wiescholek, Sabrina}, editor={Kilian, Jörg and Brouër, Birgit and Lüttenberg, Dina}, year={2016}, pages={48–67} }","mla":"Buhl, Heike M., and Sabrina Wiescholek. “Zur sprachlichen Bildung aus der Perspektive der Pädagogischen Psychologie.” <i>Handbuch Sprache in der Bildung</i>, edited by Jörg Kilian et al., de Gruyter, 2016, pp. 48–67."},"user_id":"42165","editor":[{"full_name":"Kilian, Jörg","first_name":"Jörg","last_name":"Kilian"},{"full_name":"Brouër, Birgit","first_name":"Birgit","last_name":"Brouër"},{"full_name":"Lüttenberg, Dina","last_name":"Lüttenberg","first_name":"Dina"}],"page":"48 - 67","_id":"32532","publisher":"de Gruyter","language":[{"iso":"ger"}],"date_updated":"2022-08-29T05:18:01Z","publication_status":"published","year":"2016","status":"public","title":"Zur sprachlichen Bildung aus der Perspektive der Pädagogischen Psychologie","author":[{"first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M.","id":"27152"},{"full_name":"Wiescholek, Sabrina","last_name":"Wiescholek","first_name":"Sabrina"}]},{"volume":8,"user_id":"42165","_id":"32531","language":[{"iso":"ger"}],"page":"209 - 232","intvolume":"         8","date_updated":"2022-08-29T05:16:26Z","publication_status":"published","author":[{"full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas"},{"full_name":"Israel, Georg","first_name":"Georg","last_name":"Israel"},{"full_name":"Bentler, Annette","last_name":"Bentler","first_name":"Annette"},{"last_name":"Berning","first_name":"Hanna","full_name":"Berning, Hanna"},{"full_name":"Bredt, Claudia","last_name":"Bredt","first_name":"Claudia"},{"id":"27152","full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M."},{"full_name":"Düsing, Elke","last_name":"Düsing","first_name":"Elke"},{"last_name":"Eilerts","first_name":"Katja","full_name":"Eilerts, Katja"},{"last_name":"Günnewig","first_name":"Kathrin","full_name":"Günnewig, Kathrin"},{"full_name":"Trattwal, Hermann","first_name":"Hermann","last_name":"Trattwal"},{"full_name":"Watson, Christina","first_name":"Christina","last_name":"Watson"}],"year":"2015","status":"public","title":"Ein ausbildungsbezogenes Berufsfähigkeitsprofil für angehende Lehrkräfte im Bereich allgemeiner pädagogischer Kompetenz – ein Werkstattbericht","department":[{"_id":"427"}],"type":"journal_article","date_created":"2022-08-03T00:40:05Z","citation":{"ama":"Seifert A, Israel G, Bentler A, et al. Ein ausbildungsbezogenes Berufsfähigkeitsprofil für angehende Lehrkräfte im Bereich allgemeiner pädagogischer Kompetenz – ein Werkstattbericht. <i>Lehrerbildung auf dem Prüfstand</i>. 2015;8(2):209-232.","bibtex":"@article{Seifert_Israel_Bentler_Berning_Bredt_Buhl_Düsing_Eilerts_Günnewig_Trattwal_et al._2015, title={Ein ausbildungsbezogenes Berufsfähigkeitsprofil für angehende Lehrkräfte im Bereich allgemeiner pädagogischer Kompetenz – ein Werkstattbericht}, volume={8}, number={2}, journal={Lehrerbildung auf dem Prüfstand}, author={Seifert, Andreas and Israel, Georg and Bentler, Annette and Berning, Hanna and Bredt, Claudia and Buhl, Heike M. and Düsing, Elke and Eilerts, Katja and Günnewig, Kathrin and Trattwal, Hermann and et al.}, year={2015}, pages={209–232} }","mla":"Seifert, Andreas, et al. “Ein ausbildungsbezogenes Berufsfähigkeitsprofil für angehende Lehrkräfte im Bereich allgemeiner pädagogischer Kompetenz – ein Werkstattbericht.” <i>Lehrerbildung auf dem Prüfstand</i>, vol. 8, no. 2, 2015, pp. 209–32.","short":"A. Seifert, G. Israel, A. Bentler, H. Berning, C. Bredt, H.M. Buhl, E. Düsing, K. Eilerts, K. Günnewig, H. Trattwal, C. Watson, Lehrerbildung auf dem Prüfstand 8 (2015) 209–232.","chicago":"Seifert, Andreas, Georg Israel, Annette Bentler, Hanna Berning, Claudia Bredt, Heike M. Buhl, Elke Düsing, et al. “Ein ausbildungsbezogenes Berufsfähigkeitsprofil für angehende Lehrkräfte im Bereich allgemeiner pädagogischer Kompetenz – ein Werkstattbericht.” <i>Lehrerbildung auf dem Prüfstand</i> 8, no. 2 (2015): 209–32.","apa":"Seifert, A., Israel, G., Bentler, A., Berning, H., Bredt, C., Buhl, H. M., Düsing, E., Eilerts, K., Günnewig, K., Trattwal, H., &#38; Watson, C. (2015). Ein ausbildungsbezogenes Berufsfähigkeitsprofil für angehende Lehrkräfte im Bereich allgemeiner pädagogischer Kompetenz – ein Werkstattbericht. <i>Lehrerbildung auf dem Prüfstand</i>, <i>8</i>(2), 209–232.","ieee":"A. Seifert <i>et al.</i>, “Ein ausbildungsbezogenes Berufsfähigkeitsprofil für angehende Lehrkräfte im Bereich allgemeiner pädagogischer Kompetenz – ein Werkstattbericht,” <i>Lehrerbildung auf dem Prüfstand</i>, vol. 8, no. 2, pp. 209–232, 2015."},"issue":"2","publication":"Lehrerbildung auf dem Prüfstand"}]