@article{32546, abstract = {{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.}}, author = {{Buhl, Heike M. and Noack, Peter and Kracke, Baerbel}}, issn = {{0894-8453}}, journal = {{Journal of Career Development}}, keywords = {{Organizational Behavior and Human Resource Management, General Psychology, Applied Psychology, Education}}, number = {{6}}, pages = {{523--535}}, publisher = {{SAGE Publications}}, title = {{{The Role of Parents and Peers in the Transition From University to Work Life}}}, doi = {{10.1177/0894845317720728}}, volume = {{45}}, year = {{2017}}, } @article{6099, abstract = {{Ziel dieses Beitrags ist die Vorstellung und Diskussion unterschiedlicher Methoden zur Erfassung von hochschulischen Lernprozessen. Den konzeptuellen Rahmen dafür bietet das Scholarship of Teaching and Learning (SoTL). Am Beispiel von Schreibkompetenzen werden Analysen von Textproben, Selbsteinschätzungen per Fragebogen und Interview, Protokolle lauten Denkens und standardisierte Testverfahren vorgestellt. Die Vor- und Nachteile jeder Methode werden anhand exemplarischer Fragestellungen diskutiert. Abschließend reflektiert der Beitrag die Frage, wie SoTL von Überlegungen aus mixed-methods-Ansätzen profitieren kann.}}, author = {{Scharlau, Ingrid and Golombek, Christiane and Klingsieck, Katrin B.}}, journal = {{die hochschullehre}}, title = {{{Zugänge zur Erfassung der Schreibkompetenzen von Studierenden in lehrnahen Untersuchungen: Ein Methodenkompass}}}, volume = {{3}}, year = {{2017}}, } @article{29119, author = {{Nordby, Kent and Klingsieck, Katrin B. and Svartdal, Frode}}, issn = {{1381-2890}}, journal = {{Social Psychology of Education}}, pages = {{491--512}}, title = {{{Do procrastination-friendly environments make students delay unnecessarily?}}}, doi = {{10.1007/s11218-017-9386-x}}, year = {{2017}}, } @inbook{12780, author = {{Hagengruber, Ruth Edith and Karpenko, Kateryna}}, booktitle = {{Gender. Ecologia}}, editor = {{Karpenko, Kateryna}}, pages = {{15--18}}, title = {{{Ecofeminist Standpoint of Economic Growth}}}, year = {{2017}}, } @inproceedings{12083, author = {{Hagengruber, Ruth and Karpenko, Kataryna}}, booktitle = {{Gender. Ecologia.}}, editor = {{Karpenko, Katarina}}, location = {{Medical University, Charkiw}}, pages = {{15--18}}, title = {{{Ecofeminist Standpoint of Economic Growth}}}, year = {{2017}}, } @inbook{43219, author = {{Knoll, Lisa}}, booktitle = {{Neo-Institutionalismus – Revisited. Bilanz und Weiterentwicklungen aus Sicht der Geschlechterforschung}}, editor = {{Funder, Maria }}, pages = {{97--122}}, publisher = {{Nomos}}, title = {{{World Polity in der Krise? Eine Diskussion aus der Perspektive der Soziologie der Kritik mit einem besonderen Fokus auf die Frage der „Geschlechtergerechtigkeit“}}}, year = {{2017}}, } @article{46936, author = {{Klingsieck, Katrin B.}}, journal = {{. Lehrerbildung auf dem Prüfstand}}, pages = {{55--66}}, title = {{{Die Selbstwirksamkeit zum Diagnostizieren lern- und leistungsrelevanter Merkmale in der inklusiven Schule – Entwicklung und Erprobung einer Skala}}}, volume = {{10}}, year = {{2017}}, } @book{48817, editor = {{Luft, Sebastian and Wehrle, Maren}}, isbn = {{9783476026019}}, publisher = {{J.B. Metzler}}, title = {{{Husserl-Handbuch}}}, doi = {{10.1007/978-3-476-05417-3}}, year = {{2017}}, } @book{48954, editor = {{Luft, Sebastian and Wehrle, Maren}}, isbn = {{9783476026019}}, publisher = {{J.B. Metzler}}, title = {{{Husserl-Handbuch}}}, doi = {{10.1007/978-3-476-05417-3}}, year = {{2017}}, } @book{50630, editor = {{Albus, Vanessa and Frank, Magnus and Geier, Thomas}}, title = {{{Sprachliche Bildung im Philosophieunterricht. (Rezension: Ralf Glitza: Vanessa Albus / Magnus Frank / Thomas Geier: Sprachliche Bildung im Philosophieunterricht, in: Zeitschrift für Didaktik der Philosophie und Ethik, 3/2017, S. 100-101.)}}}, year = {{2017}}, } @book{50631, editor = {{Albus, Vanessa}}, title = {{{John Locke, Zeitschrift für Didaktik der Philosophie und Ethik}}}, volume = {{3}}, year = {{2017}}, } @inbook{50678, author = {{Albus, Vanessa and Jost, Leif Marvin}}, booktitle = {{Sprachliche Bildung im Philosophieunterricht}}, editor = {{Albus, Vanessa and Frank, Magnus and Geier, Thomasx}}, pages = {{219--232}}, title = {{{Kants kategorischer Imperativ im sprachsensiblen Philosophieunterricht. Sapere Aude – Habe Mut, dich Primärquellen zu bedienen}}}, year = {{2017}}, } @inbook{50676, author = {{Albus, Vanessa and Frank, Magnus and Geier, Thomas}}, booktitle = {{Sprachliche Bildung im Philosophieunterricht}}, editor = {{Albus, Vanessa and Frank, Magnus and Geier, Thomas}}, pages = {{21--38}}, title = {{{Sprachbildung durch Sprachphilosophie im Philosophieunterricht}}}, year = {{2017}}, } @inbook{50675, author = {{Albus, Vanessa and Frank, Magnus and Geier, Thomas}}, booktitle = {{Sprachliche Bildung im Philosophieunterricht}}, editor = {{Albus, Vanessa and Frank, Magnus and Geier, Thomas}}, pages = {{1--20}}, title = {{{Sprachliche Bildung im Philosophieunterricht}}}, year = {{2017}}, } @inbook{50681, author = {{Albus, Vanessa}}, booktitle = {{Menschenrechte und Religionsunterricht. Jahrbuch der Religionspädagogik 2017}}, editor = {{Altmeyer, Stefan and Englert, Rudolf and Kohler-Spiegel, Helga and Naurath, Elisabeth and Schröder, Bernd and Schweitzer, Friedrich}}, pages = {{134--142}}, title = {{{Menschenrechte im Philosophie- und Ethikunterricht}}}, year = {{2017}}, } @article{50682, author = {{Albus, Vanessa}}, journal = {{Zeitschrift für Didaktik der Philosophie und Ethik}}, pages = {{3--9}}, title = {{{John Locke und der Kanon}}}, volume = {{3}}, year = {{2017}}, } @article{50683, author = {{Albus, Vanessa}}, journal = {{Zeitschrift für Didaktik der Philosophie und Ethik}}, pages = {{103--109}}, title = {{{John Locke im Portrait. Typus und Individuum}}}, volume = {{3}}, year = {{2017}}, } @misc{50712, author = {{Albus, Vanessa}}, booktitle = {{Zeitschrift für Didaktik der Philosophie und Ethik}}, pages = {{77--78}}, title = {{{Gunter Scholtz: Philosophie des Meeres, Hamburg: mare, 2016. 288 S.}}}, volume = {{2}}, year = {{2017}}, } @misc{18727, author = {{Peckhaus, Volker}}, booktitle = {{zbMATH Open, Zbl. 1372.01004}}, title = {{{Morscher, Edgar, Bernard Bolzanos Lehre von Grund und Folge. Eine axiomatische Rekonstruktion, Academia Verlag: Sankt Augustin 2016 (Beiträge zur Bolzano-Forschung; 37)}}}, year = {{2017}}, } @misc{18728, author = {{Peckhaus, Volker}}, booktitle = {{zbMATH Open, Zbl. 1379.01004}}, title = {{{Tho, Tzuchien, Vis vim vi: Declinations of Force in Leibniz’s Dynamics, Springer: Cham 2017 (Studies in History and Philosophy of Science; 46)}}}, year = {{2017}}, }