@article{20686, abstract = {{Die Philosophiegeschichte, die heute gelehrt wird präsentiert sich als ein Kanon, der von "großen Männern" dominiert wird. Doch das ist nicht richtig und vor allem, es war nicht immer so. Es gab großartige und einflussreiche Denkerinnen, von Hildegard von Bingen bis Hannah Arendt und Edith Stein, "in allen Ländern und zu allen Zeiten", wie der aufgeklärte Historiograph Jakob Brucker 1745 in seiner Philosophiegeschichte schrieb. }}, author = {{Hagengruber, Ruth}}, journal = {{philosophie Magazin}}, keywords = {{women philosophers, stolen history, Ruth Hagengruber}}, number = {{13}}, pages = {{8--14}}, title = {{{Die gestohlene Geschichte}}}, year = {{2019}}, } @article{15493, author = {{Hagengruber, Ruth Edith}}, issn = {{0930-6633}}, journal = {{Konsens}}, keywords = {{Interview, Europe, Women, Diversity}}, pages = {{43--44}}, publisher = {{Deutscher Akademikerinnenbund}}, title = {{{Frauen aus der Mitte Deutschlands}}}, year = {{2019}}, } @article{13549, author = {{Hagengruber, Ruth Edith}}, issn = {{0026-9662}}, journal = {{British Journal for the History of Philosophy. Vol. 27}}, number = {{4}}, publisher = {{Routledge}}, title = {{{Women Philosophers in Early Modern Philosophy}}}, doi = {{10.1080/09608788.2019.1610861}}, year = {{2019}}, } @inbook{12726, abstract = {{In seiner Auseinandersetzung mit Immanuel Kant bestreitet Johann August Eberhard Kants Anspruch, in seiner Transzendentalphilosophie die Reichweite und Grenzen des Verstandes auf neue, zuvor nicht dagewesene Weise definiert zu haben. Eberhard dagegen meint die Prinzipien und Grundbegriffe transzendentalphilosophischer Erkenntniskritik schon aus der Leibniz-Wolffschen Schule ableiten zu k{\"o}nnen. An einschl{\"a}giger Stelle -- im dritten Teil seiner Ausf{\"u}hrungen {\"U}ber den wesentlichen Unterschied der Erkenntnis durch die Sinne und durch den Verstand -- belegt er diese Behauptung mit einem Verweis auf die {\glqq}Definition{\grqq} der Erscheinung in den Institutions physiques der Philosophin und Mathematikerin Du Ch{\^a}telet.}}, author = {{Hagengruber, Ruth Edith}}, booktitle = {{Emilie Du Châtelet und die deutsche Aufklärung}}, editor = {{Hagengruber, Ruth and Hecht, Hartmut}}, isbn = {{978-3-658-14021-2}}, pages = {{173--195}}, publisher = {{Springer Fachmedien Wiesbaden; Imprint: Springer VS}}, title = {{{Émilie Du Châtelet zwischen Leibniz und Kant. Du Châtelet in der Eberhard-Kant-Kontroverse}}}, doi = {{10.1007/978-3-658-14022-9{\textunderscore }6}}, volume = {{24}}, year = {{2019}}, } @article{12778, author = {{Hagengruber, Ruth Edith and Hutton, Sarah}}, issn = {{0960-8788}}, journal = {{British Journal for the History of Philosophy}}, number = {{4}}, pages = {{673--683}}, title = {{{Introduction}}}, doi = {{10.1080/09608788.2019.1610861}}, volume = {{27}}, year = {{2019}}, } @inbook{31658, author = {{Scharlau, Ingrid and Heuer, Claudia}}, booktitle = {{Wissenschaftliches Lesen und Schreiben vermitteln}}, editor = {{Wymann, Christian}}, publisher = {{Budrich Verlag}}, title = {{{Schnelles inhaltliches Feedback zu Entwürfen}}}, year = {{2019}}, } @inproceedings{31682, author = {{Stratmann, Lukas and Buse, Dominik S. and Heinovski, Julian and Klingler, Florian and Sommer, Christoph and Tünnermann, Jan and Scharlau, Ingrid and Dressler, Falko}}, booktitle = {{INFORMATIK 2019: 50 Jahre Gesellschaft für Informatik – Informatik für Gesellschaft (Workshop-Beiträge)}}, editor = {{Draude, Claude and Lange, Martin and Sick, Bernhard}}, pages = {{ 185 -- 194 }}, publisher = {{Gesellschaft für Informatik e.V.}}, title = {{{Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments}}}, doi = {{ 10.18420/inf2019_ws21 }}, year = {{2019}}, } @article{28687, abstract = {{Although there is considerable research on and knowledge about students’ conceptual-izations of learning or academic practices and skills, the variability of these conceptu-alizations has been consistently neglected.In the present study, we address this varia-bility in the field of academic readingwith the help of a novel approach. Drawing on qualitative metaphor analysis, we report a detailed system of students’ conceptual met-aphors of reading. Ourspecific methodologicalapproach to identify the structure of these conceptual metaphorsallowsto analyze subjective agency on a lexical as well as grammatical level.The conceptual metaphors we identified by this method are markedly variable, although they create an overall impression of medium to low agency, that is a reader who is only weakly active or potent. Interrater reliability of the coding system was very good. We also report and analyze the frequency of the conceptual metaphors ina sample of 143 texts written by bachelor students.}}, author = {{Scharlau, Ingrid and Körber, Miriam and Karsten, Andrea}}, issn = {{2295-3159}}, journal = {{Frontline Learning Research}}, keywords = {{metaphor, conceptual metaphor, metaphor analysis, academic reading, transitivity}}, number = {{4}}, pages = {{25 -- 57}}, title = {{{Plunging into a world? A novel approach to undergraduates’ metaphors of reading}}}, doi = {{10.14786/flr.v7i4.559}}, volume = {{9}}, year = {{2019}}, } @article{28986, abstract = {{With the present exploration, we aimed to answer the question whether distinct disciplinary cultures are present at today’s universities. To this purpose, we conducted 16 interviews with scholars from different disciplines. Qualitative analysis shows that disciplinary cultures in a narrow, epistemological sense (including forms of knowledge and work as well as organisation of teaching and learning) are perceived as distinct aspects of higher education and deemed important. Disciplinary cultures in a broader sense related to lifestyle and habitus, however, were hardly reported and not perceived as characteristic. Questions of social selectivity or inequality within universities were rarely touched in the interviews. Own cultures are typically described as rather heterogeneous, which is not the case for other cultures. Handling of possible cultures as well as differences by the interviewees turned out to be very cautious, at the same time restrained and respectful. Even where differences are observed or different values are revealed, there is little evidence of disputes. Consequences of these findings for research into disciplinary cultures and higher education are discussed.}}, author = {{Scharlau, Ingrid and Huber, Ludwig}}, journal = {{die hochschullehre}}, keywords = {{disciplinary culture, habitus, distinctions}}, title = {{{Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie.}}}, volume = {{5}}, year = {{2019}}, } @book{12775, editor = {{Hagengruber, Ruth Edith and Hecht, Hartmut}}, isbn = {{9783658140229}}, publisher = {{Springer}}, title = {{{Emilie Du Châtelet und die deutsche Aufklärung. Vol. 3. Philosophie History of Science Frauen in Philosophie und Wissenschaft. Women Philosophers and Scientists}}}, doi = {{10.1007/978-3-658-14022-9}}, year = {{2019}}, } @inbook{12777, author = {{Hagengruber, Ruth Edith and Hecht, Hartmut}}, booktitle = {{Emilie du Châtelet und die deutsche Aufklärung}}, editor = {{Hagengruber, Ruth and Hecht, Hartmut}}, isbn = {{978-3-658-14021-2}}, pages = {{5--12}}, publisher = {{Springe}}, title = {{{Emilie Du Châtelet und ihre Wirkung in Deutschland}}}, year = {{2019}}, } @book{12085, abstract = {{In diesem Band werden neueste Forschungen zur Physikerin, Mathematikerin und Philosophin Emilie Du Châtelet (1706-1749) vorgestellt. Emilie Du Châtelet genoss in der deutschen Aufklärung eine hohe Reputation. Sie verband Leibniz Metaphysik mit der Physik von Newton und gelangte zu erstaunlichen Ergebnissen, die die Physik auf den Weg zu Einsteins Energieformel führte. Ihre Werke wurden sofort ins Deutsche übersetzt, Kant nimmt in seiner ersten Dissertation von 1747 auf sie Bezug. Die Sammlung stellt Texte vor, die den Einfluss der deutschen Aufklärung auf Du Châtelets und Du Châtelets Einfluss auf die deutsche Philosophie diskutieren. Die großen Namen der Epoche stehen hier zur Debatte, Leibniz, Wolff, Boskovic, Euler, Friedrich II, Voltaire, La Mettrie und viele weitere Größen der Aufklärung werden in ihrem Zusammenhang mit Du Châtelet vorgestellt. }}, editor = {{Hagengruber, Ruth and Hecht, Hartmut}}, isbn = {{ISBN 978-3-658-14022-9}}, keywords = {{Emilie Du Châtelet, Immanuel Kant, Leibniz, Aufklärung, Christian Wolff, Luise Gottsched}}, pages = {{420}}, publisher = {{Springer}}, title = {{{Emilie Du Châtelet und die deutsche Aufklärung}}}, volume = {{3 }}, year = {{2019}}, } @article{12933, abstract = {{Abstract · Émilie Du Châtelet (1706-1749), Laura Bassi (1711-1778), and Luise Gottsched (1713-1762) were three philosophers and scientists of outstanding im-portance in their epoch. However, the attribution of importance and reputation to women’s intellectual achievements in this period is a case of its own. This paper investigates the methodical attempt of 18th century historiography, presenting the example of Jakob Brucker and his Pinacoteca to relocate intellectual women in his history of philosophy and science. The relative integration of women into the 18th century intellectual sphere is the starting point of this methodical investigation to retrace its ‘why and how’. Keywords : Emilie Du Châtelet, Luise Gottsched, Laura Bassi, History, Philoso-phy, Science.}}, author = {{Hagengruber, Ruth}}, journal = {{Bruniana & Campanelliana}}, keywords = {{Keywords : Emilie Du Châtelet, Luise Gottsched, Laura Bassi, History, Philosophy, Science.}}, number = {{Studi 18}}, publisher = {{Fabrizio Serra Roma Pisa }}, title = {{{Relocating Women in the History of Philosophy and Science. Emilie Du Châtelet (1706-1749), Laura Bassi (1711-1778), and Luise Gottsched (1713-1762) in Brucker’s Pinacotheca}}}, volume = {{Suppl XLIII}}, year = {{2019}}, } @article{15494, author = {{Hagengruber, Ruth}}, issn = {{09306633}}, journal = {{Konsens}}, keywords = {{Maria von Welser, Women, Media, War, Women in War, Refugees}}, number = {{2019}}, pages = {{20--22}}, publisher = {{Deutscher Akademikerinnen Bund}}, title = {{{Zur Ehrenpromotion von Maria von Welser an der Fakultät für Kulturwissenschaften der Universität Paderborn}}}, volume = {{2019}}, year = {{2019}}, } @article{12082, author = {{Hagengruber, Ruth and Hutton, Sarah}}, issn = {{0960-8788}}, journal = {{British Journal for the History of Philosophy}}, number = {{4}}, pages = {{673--683}}, title = {{{Introduction}}}, doi = {{10.1080/09608788.2019.1610861}}, volume = {{27}}, year = {{2019}}, } @article{43208, author = {{Knoll, Lisa and Senge, Konstanze}}, journal = {{Historical Social Research}}, number = {{2}}, pages = {{155--174}}, title = {{{Public Debt Management between Discipline and Creativity: Accounting for Energy Performance Contracts in Germany}}}, doi = {{10.12759/hsr.44.2019.2.155-174}}, volume = {{44}}, year = {{2019}}, } @article{43210, author = {{Knoll, Lisa}}, journal = {{Historical Social Research}}, number = {{1}}, pages = {{231--257}}, title = {{{Sustainable Markets and the State: Taxation, Cap-and-Trade, Pay-for-Success, and Nudging}}}, volume = {{44 }}, year = {{2019}}, } @article{28992, abstract = {{ Abstract. Academic writing is a complex and demanding activity that plays an important role in self-regulated learning settings within higher education. Self-efficacy and self-regulation are crucial factors for success and failure in academic writing. Because of the lack of adequate instruments, assessment of these factors is still limited. This paper introduces a scale for the assessment of self-efficacy for self-regulation of academic writing (SSAW). We deductively developed the SSAW scale and then conducted three studies in order to test and validate the scale. The first study ( N = 121) resulted in a brief scale with good psychometric properties. The second study ( N = 660) showed the scale’s factorial validity. The third study ( N = 188) provided evidence for the convergent validity of the SSAW scale. In sum, these studies yield a reliable, valid, and economic scale. The results are discussed with regard to the usefulness of the SSAW scale for research and practice in higher education. }}, author = {{Golombek, Christiane and Klingsieck, Katrin B. and Scharlau, Ingrid}}, issn = {{1015-5759}}, journal = {{European Journal of Psychological Assessment}}, number = {{5}}, pages = {{751 -- 761}}, title = {{{Assessing Self-Efficacy for Self-Regulation of Academic Writing: Development and validation of a scale}}}, doi = {{10.1027/1015-5759/a000452}}, volume = {{35}}, year = {{2019}}, } @inbook{31657, abstract = {{Die Forderung nach evidenzbasierter Arbeit verbreitet sich zunehmend auch in der Hochschuldidaktik. In diesem Beitrag wird das Konzept der Evidenzbasierung kritisch analysiert und geprüft, ob bzw. unter welchen Bedingungen, es für die Bewertung schreibdidaktischer Arbeit taugt. Zudem werden alternative Überlegungen dazu, wie der Nutzen schreibdidaktischer Maßnahmen erkundet und geprüft werden kann, entwickelt.}}, author = {{Scharlau, Ingrid and Klingsieck, Katrin B.}}, booktitle = {{Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg?}}, editor = {{Hirsch-Weber, Andreas and Loesch, Cristina and Scherer, Stefan}}, pages = {{207 -- 226}}, publisher = {{Beltz (Juventa)}}, title = {{{Zur Positionierung der Forschung an Schreibzentren}}}, year = {{2019}}, } @article{46949, author = {{Klingsieck, Katrin B. and Marker, Rabea}}, journal = {{die hochschullehre}}, number = {{2019}}, pages = {{825--838}}, title = {{{Zweifel am Studium. Konzeptuelle Überlegungen und eine erste empirische Annäherung}}}, volume = {{5}}, year = {{2019}}, }