[{"quality_controlled":"1","publication":"Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017","citation":{"apa":"Seifert, A., Schaper, N., &#38; König, Jo. (2017). Learning to Practice (LtP): Ermittlung der Kompetenzentwicklung im Praxissemester – Pädagogisches Wissen und Kompetenzeinschätzungen. <i>Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017</i>. Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017, Essen.","ieee":"A. Seifert, N. Schaper, and Jo. König, “Learning to Practice (LtP): Ermittlung der Kompetenzentwicklung im Praxissemester – Pädagogisches Wissen und Kompetenzeinschätzungen.,” presented at the Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017, Essen, 2017.","short":"A. Seifert, N. Schaper, Jo. König, in: Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017, 2017.","chicago":"Seifert, Andreas, Niclas Schaper, and JOhannes König. “Learning to Practice (LtP): Ermittlung der Kompetenzentwicklung im Praxissemester – Pädagogisches Wissen und Kompetenzeinschätzungen.” In <i>Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017</i>, 2017.","mla":"Seifert, Andreas, et al. “Learning to Practice (LtP): Ermittlung der Kompetenzentwicklung im Praxissemester – Pädagogisches Wissen und Kompetenzeinschätzungen.” <i>Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017</i>, 2017.","ama":"Seifert A, Schaper N, König Jo. Learning to Practice (LtP): Ermittlung der Kompetenzentwicklung im Praxissemester – Pädagogisches Wissen und Kompetenzeinschätzungen. In: <i>Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017</i>. ; 2017.","bibtex":"@inproceedings{Seifert_Schaper_König_2017, title={Learning to Practice (LtP): Ermittlung der Kompetenzentwicklung im Praxissemester – Pädagogisches Wissen und Kompetenzeinschätzungen.}, booktitle={Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017}, author={Seifert, Andreas and Schaper, Niclas and König, JOhannes}, year={2017} }"},"type":"conference_abstract","department":[{"_id":"33"},{"_id":"427"}],"date_created":"2023-02-01T15:04:26Z","publication_status":"published","date_updated":"2023-02-01T15:04:29Z","status":"public","year":"2017","title":"Learning to Practice (LtP): Ermittlung der Kompetenzentwicklung im Praxissemester – Pädagogisches Wissen und Kompetenzeinschätzungen.","author":[{"full_name":"Seifert, Andreas","first_name":"Andreas","last_name":"Seifert","id":"693"},{"full_name":"Schaper, Niclas","last_name":"Schaper","first_name":"Niclas"},{"last_name":"König","first_name":"JOhannes","full_name":"König, JOhannes"}],"conference":{"start_date":"23.11.2017","name":"Vortrag auf dem NRW-Netzwerktreffen Lehrerbildung 2017","location":"Essen","end_date":"23.11.2017"},"user_id":"693","_id":"41390","language":[{"iso":"ger"}]},{"department":[{"_id":"144"},{"_id":"427"}],"type":"conference_abstract","date_created":"2023-02-01T15:02:16Z","quality_controlled":"1","citation":{"mla":"Seifert, Andreas, and Niclas Schaper. “Veränderungen des bildungswissenschaftlichen Wissens und der subjektiven Kompetenzeinschätzungen von Studierenden im Praxissemester.” <i>2. Internationalen Kongress „Lernen in der Praxis.“</i>, 2017.","bibtex":"@inproceedings{Seifert_Schaper_2017, title={Veränderungen des bildungswissenschaftlichen Wissens und der subjektiven Kompetenzeinschätzungen von Studierenden im Praxissemester.}, booktitle={2. Internationalen Kongress „Lernen in der Praxis.“}, author={Seifert, Andreas and Schaper, Niclas}, year={2017} }","ama":"Seifert A, Schaper N. Veränderungen des bildungswissenschaftlichen Wissens und der subjektiven Kompetenzeinschätzungen von Studierenden im Praxissemester. In: <i>2. Internationalen Kongress „Lernen in der Praxis.“</i>. ; 2017.","ieee":"A. Seifert and N. Schaper, “Veränderungen des bildungswissenschaftlichen Wissens und der subjektiven Kompetenzeinschätzungen von Studierenden im Praxissemester.,” presented at the 2. Internationalen Kongress „Lernen in der Praxis.“, Bochum, 2017.","apa":"Seifert, A., &#38; Schaper, N. (2017). Veränderungen des bildungswissenschaftlichen Wissens und der subjektiven Kompetenzeinschätzungen von Studierenden im Praxissemester. <i>2. Internationalen Kongress „Lernen in der Praxis.“</i>. 2. Internationalen Kongress „Lernen in der Praxis.“, Bochum.","chicago":"Seifert, Andreas, and Niclas Schaper. “Veränderungen des bildungswissenschaftlichen Wissens und der subjektiven Kompetenzeinschätzungen von Studierenden im Praxissemester.” In <i>2. Internationalen Kongress „Lernen in der Praxis.“</i>, 2017.","short":"A. Seifert, N. Schaper, in: 2. Internationalen Kongress „Lernen in der Praxis.“, 2017."},"publication":"2. Internationalen Kongress „Lernen in der Praxis.“","user_id":"693","_id":"41389","language":[{"iso":"ger"}],"date_updated":"2023-02-01T15:17:03Z","publication_status":"published","conference":{"name":"2. Internationalen Kongress „Lernen in der Praxis.“","start_date":"06.03.2017","location":"Bochum","end_date":"08.03.2017"},"author":[{"id":"693","full_name":"Seifert, Andreas","first_name":"Andreas","last_name":"Seifert"},{"first_name":"Niclas","last_name":"Schaper","full_name":"Schaper, Niclas"}],"title":"Veränderungen des bildungswissenschaftlichen Wissens und der subjektiven Kompetenzeinschätzungen von Studierenden im Praxissemester.","status":"public","year":"2017"},{"type":"conference_abstract","department":[{"_id":"33"},{"_id":"427"}],"date_created":"2023-02-01T15:00:10Z","quality_controlled":"1","publication":"Forschungskolloquium der Psychologie","citation":{"chicago":"Seifert, Andreas. “Die Befragungen im bildungswissenschaftlichen Studium an der Universität Paderborn: Ansatz, Ergebnisse, Implikationen, Verbesserungsmöglichkeiten.” In <i>Forschungskolloquium der Psychologie</i>, 2017.","short":"A. Seifert, in: Forschungskolloquium der Psychologie, 2017.","ieee":"A. Seifert, “Die Befragungen im bildungswissenschaftlichen Studium an der Universität Paderborn: Ansatz, Ergebnisse, Implikationen, Verbesserungsmöglichkeiten.,” presented at the Forschungskolloquium der Psychologie, Paderborn, 2017.","apa":"Seifert, A. (2017). Die Befragungen im bildungswissenschaftlichen Studium an der Universität Paderborn: Ansatz, Ergebnisse, Implikationen, Verbesserungsmöglichkeiten. <i>Forschungskolloquium der Psychologie</i>. Forschungskolloquium der Psychologie, Paderborn.","bibtex":"@inproceedings{Seifert_2017, title={Die Befragungen im bildungswissenschaftlichen Studium an der Universität Paderborn: Ansatz, Ergebnisse, Implikationen, Verbesserungsmöglichkeiten.}, booktitle={Forschungskolloquium der Psychologie}, author={Seifert, Andreas}, year={2017} }","ama":"Seifert A. Die Befragungen im bildungswissenschaftlichen Studium an der Universität Paderborn: Ansatz, Ergebnisse, Implikationen, Verbesserungsmöglichkeiten. In: <i>Forschungskolloquium der Psychologie</i>. ; 2017.","mla":"Seifert, Andreas. “Die Befragungen im bildungswissenschaftlichen Studium an der Universität Paderborn: Ansatz, Ergebnisse, Implikationen, Verbesserungsmöglichkeiten.” <i>Forschungskolloquium der Psychologie</i>, 2017."},"user_id":"693","language":[{"iso":"ger"}],"_id":"41388","publication_status":"published","date_updated":"2023-02-01T15:17:18Z","year":"2017","title":"Die Befragungen im bildungswissenschaftlichen Studium an der Universität Paderborn: Ansatz, Ergebnisse, Implikationen, Verbesserungsmöglichkeiten.","status":"public","author":[{"last_name":"Seifert","first_name":"Andreas","full_name":"Seifert, Andreas","id":"693"}],"conference":{"location":"Paderborn","name":"Forschungskolloquium der Psychologie","start_date":"21.12.2017","end_date":"21.12.2017"}},{"place":"Wiesbaden","citation":{"bibtex":"@inbook{Knoll_2017, place={Wiesbaden}, title={Konventionen und Kompromisse auf Finanzmärkten}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-17918-2_5\">10.1007/978-3-658-17918-2_5</a>}, booktitle={ Finanzmarktsoziologie. Entscheidungen, Ungewissheit und Geldordnung}, publisher={Springer Fachmedien Wiesbaden}, author={Knoll, Lisa}, editor={Beyer, Jürgen and Senge, Konstanze}, year={2017}, pages={107–124} }","ama":"Knoll L. Konventionen und Kompromisse auf Finanzmärkten. In: Beyer J, Senge K, eds. <i> Finanzmarktsoziologie. Entscheidungen, Ungewissheit Und Geldordnung</i>. Springer Fachmedien Wiesbaden; 2017:107–124. doi:<a href=\"https://doi.org/10.1007/978-3-658-17918-2_5\">10.1007/978-3-658-17918-2_5</a>","mla":"Knoll, Lisa. “Konventionen Und Kompromisse Auf Finanzmärkten.” <i> Finanzmarktsoziologie. Entscheidungen, Ungewissheit Und Geldordnung</i>, edited by Jürgen Beyer and Konstanze Senge, Springer Fachmedien Wiesbaden, 2017, pp. 107–124, doi:<a href=\"https://doi.org/10.1007/978-3-658-17918-2_5\">10.1007/978-3-658-17918-2_5</a>.","short":"L. Knoll, in: J. Beyer, K. Senge (Eds.),  Finanzmarktsoziologie. Entscheidungen, Ungewissheit Und Geldordnung, Springer Fachmedien Wiesbaden, Wiesbaden, 2017, pp. 107–124.","chicago":"Knoll, Lisa. “Konventionen Und Kompromisse Auf Finanzmärkten.” In <i> Finanzmarktsoziologie. Entscheidungen, Ungewissheit Und Geldordnung</i>, edited by Jürgen Beyer and Konstanze Senge, 107–124. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. <a href=\"https://doi.org/10.1007/978-3-658-17918-2_5\">https://doi.org/10.1007/978-3-658-17918-2_5</a>.","ieee":"L. Knoll, “Konventionen und Kompromisse auf Finanzmärkten,” in <i> Finanzmarktsoziologie. Entscheidungen, Ungewissheit und Geldordnung</i>, J. Beyer and K. Senge, Eds. Wiesbaden: Springer Fachmedien Wiesbaden, 2017, pp. 107–124.","apa":"Knoll, L. (2017). Konventionen und Kompromisse auf Finanzmärkten. In J. Beyer &#38; K. Senge (Eds.), <i> Finanzmarktsoziologie. Entscheidungen, Ungewissheit und Geldordnung</i> (pp. 107–124). Springer Fachmedien Wiesbaden. <a href=\"https://doi.org/10.1007/978-3-658-17918-2_5\">https://doi.org/10.1007/978-3-658-17918-2_5</a>"},"editor":[{"first_name":"Jürgen","last_name":"Beyer","full_name":"Beyer, Jürgen"},{"first_name":"Konstanze","last_name":"Senge","full_name":"Senge, Konstanze"}],"user_id":"88789","_id":"43218","publisher":"Springer Fachmedien Wiesbaden","page":"107–124","status":"public","department":[{"_id":"121"}],"type":"book_chapter","date_created":"2023-03-30T08:32:01Z","extern":"1","publication":" Finanzmarktsoziologie. Entscheidungen, Ungewissheit und Geldordnung","doi":"10.1007/978-3-658-17918-2_5","language":[{"iso":"eng"}],"date_updated":"2025-06-30T14:33:14Z","publication_status":"published","publication_identifier":{"isbn":["9783658179175","9783658179182"]},"author":[{"id":"88789","full_name":"Knoll, Lisa","last_name":"Knoll","first_name":"Lisa"}],"title":"Konventionen und Kompromisse auf Finanzmärkten","year":"2017"},{"year":"2017","title":"The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory","publication_identifier":{"issn":["0018-1560","1573-174X"]},"author":[{"first_name":"Carla","last_name":"Bohndick","full_name":"Bohndick, Carla"},{"first_name":"Tom","last_name":"Rosman","full_name":"Rosman, Tom"},{"full_name":"Kohlmeyer, Susanne","first_name":"Susanne","last_name":"Kohlmeyer"},{"id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"}],"publication_status":"published","date_updated":"2025-07-16T08:47:02Z","intvolume":"        75","main_file_link":[{"open_access":"1","url":"https://link.springer.com/content/pdf/10.1007/s10734-017-0173-6.pdf"}],"language":[{"iso":"eng"}],"doi":"10.1007/s10734-017-0173-6","publication":"Higher Education","issue":"5","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"}],"date_created":"2022-08-03T01:12:49Z","type":"journal_article","keyword":["Academic success","Person–environment fit theory","Demands–abilities fit","Higher education"],"department":[{"_id":"427"}],"status":"public","page":"839-854","publisher":"Springer Science and Business Media LLC","_id":"32535","user_id":"27152","volume":75,"citation":{"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} }","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>.","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>","short":"C. Bohndick, T. Rosman, S. Kohlmeyer, H.M. Buhl, Higher Education 75 (2017) 839–854.","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>.","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>"},"project":[{"_id":"377","name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium"}],"oa":"1"},{"date_created":"2022-08-03T01:14:22Z","keyword":["Education"],"type":"journal_article","department":[{"_id":"427"}],"issue":"5","publication":"Journal of Education for Teaching","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"}],"language":[{"iso":"eng"}],"doi":"10.1080/02607476.2017.1355029","title":"Competencies and career choice motives: characteristics of high school students interested in teacher education programmes","year":"2017","author":[{"full_name":"Bohndick, Carla","last_name":"Bohndick","first_name":"Carla"},{"full_name":"Kohlmeyer, Susanne","last_name":"Kohlmeyer","first_name":"Susanne"},{"last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152"}],"publication_identifier":{"issn":["0260-7476","1360-0540"]},"publication_status":"published","date_updated":"2025-07-16T08:46:37Z","intvolume":"        43","citation":{"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>.","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} }","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>","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>.","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>."},"project":[{"name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium","_id":"377"}],"page":"566-580","publisher":"Informa UK Limited","_id":"32536","user_id":"27152","volume":43,"status":"public"},{"project":[{"name":"LIFE - Lesen in Familie erleben","_id":"381"}],"citation":{"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>.","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>.","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>","short":"S. Wiescholek, J. Hilkenmeier, C. Greiner, H.M. Buhl, Reading Psychology 39 (2017) 41–68.","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} }"},"user_id":"27152","volume":39,"page":"41-68","publisher":"Informa UK Limited","_id":"32537","status":"public","type":"journal_article","keyword":["Linguistics and Language","Developmental and Educational Psychology","Education"],"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","doi":"10.1080/02702711.2017.1361495","language":[{"iso":"eng"}],"date_updated":"2025-07-16T08:46:09Z","publication_status":"published","intvolume":"        39","year":"2017","title":"Six-year-olds' perception of home literacy environment and its influence on children's literacy enjoyment, frequency, and early literacy skills","publication_identifier":{"issn":["0270-2711","1521-0685"]},"author":[{"full_name":"Wiescholek, Sabrina","last_name":"Wiescholek","first_name":"Sabrina"},{"last_name":"Hilkenmeier","first_name":"Johanna","full_name":"Hilkenmeier, Johanna"},{"first_name":"Christian","last_name":"Greiner","full_name":"Greiner, Christian"},{"id":"27152","first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M."}]},{"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."}],"date_created":"2022-08-03T01:18:06Z","type":"journal_article","department":[{"_id":"427"}],"title":"Motivationsförderung am Elternsprechtag. Zum Zusammenhang zwischen eingeschätzter Leseleistung, Lehrer- und Elternverhalten","year":"2017","author":[{"first_name":"Johanna","last_name":"Hilkenmeier","full_name":"Hilkenmeier, Johanna"},{"full_name":"Wiescholek, Sabrina","first_name":"Sabrina","last_name":"Wiescholek"},{"id":"27152","last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M."}],"publication_identifier":{"issn":["0342-183X"]},"publication_status":"published","date_updated":"2025-08-12T08:29:12Z","intvolume":"        64","article_number":"256 - 269","language":[{"iso":"ger"}],"doi":"10.2378/peu2017.art18d","citation":{"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>","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} }","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>.","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>.","short":"J. Hilkenmeier, S. Wiescholek, H.M. Buhl, Psychologie in Erziehung und Unterricht 64 (2017).","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>","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>."},"project":[{"name":"LIFE - Lesen in Familie erleben","_id":"381"},{"_id":"382","name":"Elternsprechtage - Kooperation zwischen Elternhaus und Schule"}],"status":"public","_id":"32539","publisher":"Ernst Reinhardt, GmbH & Co. KG","user_id":"90826","volume":64},{"page":"76 - 85","publisher":"Schneider-Verlag","_id":"32534","user_id":"90826","editor":[{"full_name":"Aich, Gernot","last_name":"Aich","first_name":"Gernot"},{"full_name":"Kuboth, Christina","first_name":"Christina","last_name":"Kuboth"},{"last_name":"Gartmeier","first_name":"Martin","full_name":"Gartmeier, Martin"},{"last_name":"Sauer","first_name":"Daniela","full_name":"Sauer, Daniela"}],"volume":1,"status":"public","place":"Hohengehren","citation":{"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.","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.","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.","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.","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} }","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.","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."},"project":[{"_id":"382","name":"Elternsprechtage - Kooperation zwischen Elternhaus und Schule"}],"language":[{"iso":"ger"}],"year":"2017","title":"Zur Bedeutung des Gesprächs am Elternsprechtag – Ein Blick in die Forschung","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"}],"date_updated":"2025-08-12T08:30:48Z","publication_status":"published","intvolume":"         1","date_created":"2022-08-03T00:49:03Z","type":"book_chapter","department":[{"_id":"427"}],"publication":"Handbuch zur Kooperation und Kommunikation mit Eltern","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."}]},{"intvolume":"         9","date_updated":"2025-08-12T08:29:54Z","publication_status":"published","author":[{"id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"},{"full_name":"Hilkenmeier, Johanna","first_name":"Johanna","last_name":"Hilkenmeier"}],"publication_identifier":{"issn":["1866-6671"]},"title":"Professionalism in parent-teacher conversations: Aspects, determinants, and consequences. A competence-oriented discussion","year":"2017","doi":"10.25656/01:15303","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://www.pedocs.de/volltexte/2018/15303/pdf/JERO_2017_3_Buhl_Hilkenmeier_Professionalism_in_parent-teacher.pdf"}],"issue":"3","publication":"Journal of Educational Research Online","department":[{"_id":"427"}],"type":"journal_article","date_created":"2022-08-03T01:22:13Z","status":"public","volume":9,"user_id":"90826","_id":"32540","page":"102 - 113","project":[{"_id":"382","name":"Elternsprechtage - Kooperation zwischen Elternhaus und Schule"}],"citation":{"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} }","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>","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>.","short":"H.M. Buhl, J. Hilkenmeier, Journal of Educational Research Online 9 (2017) 102–113.","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>.","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>.","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>"},"oa":"1"},{"status":"public","page":"241 - 242","_id":"32538","user_id":"90826","volume":64,"citation":{"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>.","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>","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>.","short":"H.M. Buhl, J. Hilkenmeier, Psychologie in Erziehung und Unterricht 64 (2017) 241–242.","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>.","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} }","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>"},"project":[{"name":"Elternsprechtage - Kooperation zwischen Elternhaus und Schule","_id":"382"}],"oa":"1","year":"2017","title":"Editorial Gespräche zwischen Eltern und Lehrkräften","publication_identifier":{"issn":["0342-183X"]},"author":[{"full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl","id":"27152"},{"first_name":"Johanna","last_name":"Hilkenmeier","full_name":"Hilkenmeier, Johanna"}],"date_updated":"2025-08-12T08:30:36Z","publication_status":"published","intvolume":"        64","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","publication":"Psychologie in Erziehung und Unterricht","issue":"4","date_created":"2022-08-03T01:16:21Z","keyword":["Developmental and Educational Psychology"],"type":"journal_article","department":[{"_id":"427"}]},{"date_updated":"2025-08-12T08:30:20Z","intvolume":"        64","status":"public","title":"Gespräche zwischen Eltern und Lehrkräften","year":"2017","user_id":"90826","editor":[{"id":"27152","full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"},{"first_name":"Johanna","last_name":"Hilkenmeier","full_name":"Hilkenmeier, Johanna"}],"volume":64,"language":[{"iso":"eng"}],"_id":"33218","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"},{"doi":"10.3278/JOS1601W013","main_file_link":[{"url":"https://www.wbv.de/shop/geistes-und-sozialwissenschaften/schreibwissenschaft/shop/detail/name/_/0/1/JOS1601W013/facet/JOS1601W013///////nb/0/category/1743.html","open_access":"1"}],"language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2022-07-18T09:24:29Z","year":"2016","title":"Schreiben eine Stimme geben. Über die Beziehung von lautem Sprechen und Schreiben im Schreibprozess","author":[{"full_name":"Lohmeier, Yvonne","last_name":"Lohmeier","first_name":"Yvonne"},{"id":"53917","full_name":"Karsten, Andrea","first_name":"Andrea","last_name":"Karsten"}],"keyword":["Schreibberatung","Schreibdidaktik","Schreibprozess","Sprache"],"type":"journal_article","department":[{"_id":"424"}],"date_created":"2022-06-26T06:59:13Z","publication":"JoSch – Journal der Schreibberatung","issue":"11","user_id":"42165","page":"13 - 23","_id":"32164","publisher":"wbv","status":"public","oa":"1","citation":{"short":"Y. Lohmeier, A. Karsten, JoSch – Journal der Schreibberatung (2016) 13–23.","chicago":"Lohmeier, Yvonne, and Andrea Karsten. “Schreiben eine Stimme geben. Über die Beziehung von lautem Sprechen und Schreiben im Schreibprozess.” <i>JoSch – Journal der Schreibberatung</i>, no. 11 (2016): 13–23. <a href=\"https://doi.org/10.3278/JOS1601W013\">https://doi.org/10.3278/JOS1601W013</a>.","ieee":"Y. Lohmeier and A. Karsten, “Schreiben eine Stimme geben. Über die Beziehung von lautem Sprechen und Schreiben im Schreibprozess,” <i>JoSch – Journal der Schreibberatung</i>, no. 11, pp. 13–23, 2016, doi: <a href=\"https://doi.org/10.3278/JOS1601W013\">10.3278/JOS1601W013</a>.","apa":"Lohmeier, Y., &#38; Karsten, A. (2016). Schreiben eine Stimme geben. Über die Beziehung von lautem Sprechen und Schreiben im Schreibprozess. <i>JoSch – Journal der Schreibberatung</i>, <i>11</i>, 13–23. <a href=\"https://doi.org/10.3278/JOS1601W013\">https://doi.org/10.3278/JOS1601W013</a>","bibtex":"@article{Lohmeier_Karsten_2016, title={Schreiben eine Stimme geben. Über die Beziehung von lautem Sprechen und Schreiben im Schreibprozess}, DOI={<a href=\"https://doi.org/10.3278/JOS1601W013\">10.3278/JOS1601W013</a>}, number={11}, journal={JoSch – Journal der Schreibberatung}, publisher={wbv}, author={Lohmeier, Yvonne and Karsten, Andrea}, year={2016}, pages={13–23} }","ama":"Lohmeier Y, Karsten A. Schreiben eine Stimme geben. Über die Beziehung von lautem Sprechen und Schreiben im Schreibprozess. <i>JoSch – Journal der Schreibberatung</i>. 2016;(11):13-23. doi:<a href=\"https://doi.org/10.3278/JOS1601W013\">10.3278/JOS1601W013</a>","mla":"Lohmeier, Yvonne, and Andrea Karsten. “Schreiben eine Stimme geben. Über die Beziehung von lautem Sprechen und Schreiben im Schreibprozess.” <i>JoSch – Journal der Schreibberatung</i>, no. 11, wbv, 2016, pp. 13–23, doi:<a href=\"https://doi.org/10.3278/JOS1601W013\">10.3278/JOS1601W013</a>."}},{"editor":[{"last_name":"Brüning","first_name":"Barbara","full_name":"Brüning, Barbara"}],"user_id":"49063","_id":"13537","language":[{"iso":"ger"}],"publisher":"Cornelsen","page":"133–143","publication_status":"published","date_updated":"2022-12-08T23:12:16Z","author":[{"id":"198","first_name":"Ruth","orcid":"https://orcid.org/0000-0003-3360-6335","last_name":"Hagengruber","full_name":"Hagengruber, Ruth"}],"year":"2016","title":"Philosophinnen in der Schule","status":"public","department":[{"_id":"519"}],"type":"book_chapter","date_created":"2019-09-30T14:41:18Z","place":"Berlin","citation":{"apa":"Hagengruber, R. (2016). Philosophinnen in der Schule. In B. Brüning (Ed.), <i>Ethik/Philosophie Didaktik. Praxishandbuch für die Sekundarstufe I und II</i> (pp. 133–143). Cornelsen.","mla":"Hagengruber, Ruth. “Philosophinnen in der Schule.” <i>Ethik/Philosophie Didaktik. Praxishandbuch für die Sekundarstufe I und II</i>, edited by Barbara Brüning, Cornelsen, 2016, pp. 133–143.","ieee":"R. Hagengruber, “Philosophinnen in der Schule,” in <i>Ethik/Philosophie Didaktik. Praxishandbuch für die Sekundarstufe I und II</i>, B. Brüning, Ed. Berlin: Cornelsen, 2016, pp. 133–143.","short":"R. Hagengruber, in: B. Brüning (Ed.), Ethik/Philosophie Didaktik. Praxishandbuch für die Sekundarstufe I und II, Cornelsen, Berlin, 2016, pp. 133–143.","ama":"Hagengruber R. Philosophinnen in der Schule. In: Brüning B, ed. <i>Ethik/Philosophie Didaktik. Praxishandbuch für die Sekundarstufe I und II</i>. Cornelsen; 2016:133–143.","chicago":"Hagengruber, Ruth. “Philosophinnen in der Schule.” In <i>Ethik/Philosophie Didaktik. Praxishandbuch für die Sekundarstufe I und II</i>, edited by Barbara Brüning, 133–143. Berlin: Cornelsen, 2016.","bibtex":"@inbook{Hagengruber_2016, place={Berlin}, title={Philosophinnen in der Schule}, booktitle={Ethik/Philosophie Didaktik. Praxishandbuch für die Sekundarstufe I und II}, publisher={Cornelsen}, author={Hagengruber, Ruth}, editor={Brüning, Barbara}, year={2016}, pages={133–143} }"},"publication":"Ethik/Philosophie Didaktik. Praxishandbuch für die Sekundarstufe I und II"},{"status":"public","title":"The Long-Lasting Tradition of Women Philosophers as an Insight into the History of Ideas","year":"2016","author":[{"id":"198","orcid":"https://orcid.org/0000-0003-3360-6335","last_name":"Hagengruber","first_name":"Ruth Edith","full_name":"Hagengruber, Ruth Edith"}],"date_updated":"2022-12-08T23:16:26Z","page":"6-8","language":[{"iso":"eng"}],"_id":"13540","user_id":"49063","publication":"Materials of the Inter-University Scientific Conference with International Participation","citation":{"chicago":"Hagengruber, Ruth Edith. “The Long-Lasting Tradition of Women Philosophers as an Insight into the History of Ideas.” In <i>Materials of the Inter-University Scientific Conference with International Participation</i>, 6–8, 2016.","ama":"Hagengruber RE. The Long-Lasting Tradition of Women Philosophers as an Insight into the History of Ideas. In: <i>Materials of the Inter-University Scientific Conference with International Participation</i>. ; 2016:6-8.","short":"R.E. Hagengruber, in: Materials of the Inter-University Scientific Conference with International Participation, 2016, pp. 6–8.","bibtex":"@inproceedings{Hagengruber_2016, title={The Long-Lasting Tradition of Women Philosophers as an Insight into the History of Ideas}, booktitle={Materials of the Inter-University Scientific Conference with International Participation}, author={Hagengruber, Ruth Edith}, year={2016}, pages={6–8} }","mla":"Hagengruber, Ruth Edith. “The Long-Lasting Tradition of Women Philosophers as an Insight into the History of Ideas.” <i>Materials of the Inter-University Scientific Conference with International Participation</i>, 2016, pp. 6–8.","apa":"Hagengruber, R. E. (2016). The Long-Lasting Tradition of Women Philosophers as an Insight into the History of Ideas. <i>Materials of the Inter-University Scientific Conference with International Participation</i>, 6–8.","ieee":"R. E. Hagengruber, “The Long-Lasting Tradition of Women Philosophers as an Insight into the History of Ideas,” in <i>Materials of the Inter-University Scientific Conference with International Participation</i>, 2016, pp. 6–8."},"date_created":"2019-09-30T14:46:32Z","type":"conference","department":[{"_id":"519"}]},{"user_id":"90339","volume":11,"page":"225-237","_id":"29250","status":"public","oa":"1","quality_controlled":"1","citation":{"ieee":"I. Steinhardt, “Habitussensibilisierung durch Videoanalysen von Lehramtsstudierenden,” <i>Zeitschrift für Hochschulentwicklung</i>, vol. 11, no. 1, pp. 225–237, 2016, doi: <a href=\"https://doi.org/10.3217/zfhe-11-01/13\">10.3217/zfhe-11-01/13</a>.","apa":"Steinhardt, I. (2016). Habitussensibilisierung durch Videoanalysen von Lehramtsstudierenden. <i>Zeitschrift für Hochschulentwicklung</i>, <i>11</i>(1), 225–237. <a href=\"https://doi.org/10.3217/zfhe-11-01/13\">https://doi.org/10.3217/zfhe-11-01/13</a>","short":"I. Steinhardt, Zeitschrift für Hochschulentwicklung 11 (2016) 225–237.","chicago":"Steinhardt, Isabel. “Habitussensibilisierung durch Videoanalysen von Lehramtsstudierenden.” <i>Zeitschrift für Hochschulentwicklung</i> 11, no. 1 (2016): 225–37. <a href=\"https://doi.org/10.3217/zfhe-11-01/13\">https://doi.org/10.3217/zfhe-11-01/13</a>.","mla":"Steinhardt, Isabel. “Habitussensibilisierung durch Videoanalysen von Lehramtsstudierenden.” <i>Zeitschrift für Hochschulentwicklung</i>, vol. 11, no. 1, 2016, pp. 225–37, doi:<a href=\"https://doi.org/10.3217/zfhe-11-01/13\">10.3217/zfhe-11-01/13</a>.","bibtex":"@article{Steinhardt_2016, title={Habitussensibilisierung durch Videoanalysen von Lehramtsstudierenden}, volume={11}, DOI={<a href=\"https://doi.org/10.3217/zfhe-11-01/13\">10.3217/zfhe-11-01/13</a>}, number={1}, journal={Zeitschrift für Hochschulentwicklung}, author={Steinhardt, Isabel}, year={2016}, pages={225–237} }","ama":"Steinhardt I. Habitussensibilisierung durch Videoanalysen von Lehramtsstudierenden. <i>Zeitschrift für Hochschulentwicklung</i>. 2016;11(1):225-237. doi:<a href=\"https://doi.org/10.3217/zfhe-11-01/13\">10.3217/zfhe-11-01/13</a>"},"doi":"10.3217/zfhe-11-01/13","main_file_link":[{"open_access":"1"}],"language":[{"iso":"ger"}],"date_updated":"2022-01-11T16:31:36Z","publication_status":"published","intvolume":"        11","article_type":"original","title":"Habitussensibilisierung durch Videoanalysen von Lehramtsstudierenden","year":"2016","author":[{"id":"90339","full_name":"Steinhardt, Isabel","orcid":"https://orcid.org/0000-0002-2590-6189","first_name":"Isabel","last_name":"Steinhardt"}],"type":"journal_article","department":[{"_id":"477"}],"date_created":"2022-01-11T16:29:55Z","issue":"1","publication":"Zeitschrift für Hochschulentwicklung"},{"status":"public","volume":12,"user_id":"42165","funded_apc":"1","_id":"6071","page":"20 - 38","citation":{"ieee":"A. Krüger, J. Tünnermann, and I. Scharlau, “Fast and conspicuous? Quantifying salience with the theory of visual attention.,” <i>Advances in Cognitive Psychology</i>, vol. 12, no. 1, pp. 20–38, 2016, doi: <a href=\"https://doi.org/10.5709/acp-0184-1\">10.5709/acp-0184-1</a>.","apa":"Krüger, A., Tünnermann, J., &#38; Scharlau, I. (2016). Fast and conspicuous? Quantifying salience with the theory of visual attention. <i>Advances in Cognitive Psychology</i>, <i>12</i>(1), 20–38. <a href=\"https://doi.org/10.5709/acp-0184-1\">https://doi.org/10.5709/acp-0184-1</a>","chicago":"Krüger, Alexander, Jan Tünnermann, and Ingrid Scharlau. “Fast and Conspicuous? Quantifying Salience with the Theory of Visual Attention.” <i>Advances in Cognitive Psychology</i> 12, no. 1 (2016): 20–38. <a href=\"https://doi.org/10.5709/acp-0184-1\">https://doi.org/10.5709/acp-0184-1</a>.","short":"A. Krüger, J. Tünnermann, I. Scharlau, Advances in Cognitive Psychology 12 (2016) 20–38.","mla":"Krüger, Alexander, et al. “Fast and Conspicuous? Quantifying Salience with the Theory of Visual Attention.” <i>Advances in Cognitive Psychology</i>, vol. 12, no. 1, 2016, pp. 20–38, doi:<a href=\"https://doi.org/10.5709/acp-0184-1\">10.5709/acp-0184-1</a>.","bibtex":"@article{Krüger_Tünnermann_Scharlau_2016, title={Fast and conspicuous? Quantifying salience with the theory of visual attention.}, volume={12}, DOI={<a href=\"https://doi.org/10.5709/acp-0184-1\">10.5709/acp-0184-1</a>}, number={1}, journal={Advances in Cognitive Psychology}, author={Krüger, Alexander and Tünnermann, Jan and Scharlau, Ingrid}, year={2016}, pages={20–38} }","ama":"Krüger A, Tünnermann J, Scharlau I. Fast and conspicuous? Quantifying salience with the theory of visual attention. <i>Advances in Cognitive Psychology</i>. 2016;12(1):20-38. doi:<a href=\"https://doi.org/10.5709/acp-0184-1\">10.5709/acp-0184-1</a>"},"oa":"1","intvolume":"        12","publication_status":"published","date_updated":"2022-06-06T16:21:09Z","publication_identifier":{"issn":["1895-1171"]},"author":[{"last_name":"Krüger","first_name":"Alexander","full_name":"Krüger, Alexander"},{"first_name":"Jan","last_name":"Tünnermann","full_name":"Tünnermann, Jan"},{"id":"451","last_name":"Scharlau","first_name":"Ingrid","orcid":"0000-0003-2364-9489","full_name":"Scharlau, Ingrid"}],"title":"Fast and conspicuous? Quantifying salience with the theory of visual attention.","year":"2016","doi":"10.5709/acp-0184-1","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"http://ac-psych.org/en/download-pdf/volume/12/issue/1/id/185"}],"abstract":[{"lang":"eng","text":"Particular differences between an object and its surrounding cause salience, guide attention, and improve performance in various tasks. While much research has been dedicated to identifying which feature dimensions contribute to salience, much less regard has been paid to the quantitative strength of the salience caused by feature differences. Only a few studies systematically related salience effects to a common salience measure, and they are partly outdated in the light of new findings on the time course of salience effects. We propose Bundesen’s Theory of Visual Attention (TV A) as a theoretical basis for measuring salience and introduce an empirical and modeling approach to link this theory to data retrieved from temporal-order judgments. With this procedure, TV A becomes applicable to a broad range of salience-related stimulus material. Three experiments with orientation pop-out displays demonstrate the feasibility of the method. A 4th experiment substantiates its applicability t"}],"publication":"Advances in Cognitive Psychology","issue":"1","department":[{"_id":"424"}],"keyword":["salience","visual attention","Bayesian inference","theory of visual attention","computational modeling","Visual Attention","Computational Modeling","Inference","Judgment","Statistical Probability"],"type":"journal_article","date_created":"2018-12-10T07:04:15Z"},{"oa":"1","citation":{"apa":"Tünnermann, J., &#38; Scharlau, I. (2016). Peripheral visual cues: Their fate in processing and effects on attention and temporal-order perception. <i>Frontiers in Psychology</i>, <i>7</i>. <a href=\"https://doi.org/10.3389/fpsyg.2016.01442\">https://doi.org/10.3389/fpsyg.2016.01442</a>","ieee":"J. Tünnermann and I. Scharlau, “Peripheral visual cues: Their fate in processing and effects on attention and temporal-order perception.,” <i>Frontiers in Psychology</i>, vol. 7, 2016, doi: <a href=\"https://doi.org/10.3389/fpsyg.2016.01442\">10.3389/fpsyg.2016.01442</a>.","chicago":"Tünnermann, Jan, and Ingrid Scharlau. “Peripheral Visual Cues: Their Fate in Processing and Effects on Attention and Temporal-Order Perception.” <i>Frontiers in Psychology</i> 7 (2016). <a href=\"https://doi.org/10.3389/fpsyg.2016.01442\">https://doi.org/10.3389/fpsyg.2016.01442</a>.","short":"J. Tünnermann, I. Scharlau, Frontiers in Psychology 7 (2016).","mla":"Tünnermann, Jan, and Ingrid Scharlau. “Peripheral Visual Cues: Their Fate in Processing and Effects on Attention and Temporal-Order Perception.” <i>Frontiers in Psychology</i>, vol. 7, 2016, doi:<a href=\"https://doi.org/10.3389/fpsyg.2016.01442\">10.3389/fpsyg.2016.01442</a>.","ama":"Tünnermann J, Scharlau I. Peripheral visual cues: Their fate in processing and effects on attention and temporal-order perception. <i>Frontiers in Psychology</i>. 2016;7. doi:<a href=\"https://doi.org/10.3389/fpsyg.2016.01442\">10.3389/fpsyg.2016.01442</a>","bibtex":"@article{Tünnermann_Scharlau_2016, title={Peripheral visual cues: Their fate in processing and effects on attention and temporal-order perception.}, volume={7}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2016.01442\">10.3389/fpsyg.2016.01442</a>}, journal={Frontiers in Psychology}, author={Tünnermann, Jan and Scharlau, Ingrid}, year={2016} }"},"_id":"6080","user_id":"42165","volume":7,"status":"public","date_created":"2018-12-10T07:06:09Z","type":"journal_article","keyword":["cueing","temporal-order judgements","theory of visual attention (TVA)","peripheral cue","processing speed","stimulus encoding","prior entry","Attention","Cues","Face Perception","Judgment"],"department":[{"_id":"424"}],"publication":"Frontiers in Psychology","abstract":[{"lang":"eng","text":"Peripheral visual cues lead to large shifts in psychometric distributions of temporal-order judgments. In one view, such shifts are attributed to attention speeding up processing of the cued stimulus, so-called prior entry. However, sometimes these shifts are so large that it is unlikely that they are caused by attention alone. Here we tested the prevalent alternative explanation that the cue is sometimes confused with the target on a perceptual level, bolstering the shift of the psychometric function. We applied a novel model of cued temporal-order judgments, derived from Bundesen’s Theory of Visual Attention.We found that cue–target confusions indeed contribute to shifting psychometric functions. However, cue-induced changes in the processing rates of the target stimuli play an important role, too. At smaller cueing intervals, the cue increased the processing speed of the target. At larger intervals, inhibition of return was predominant. Earlier studies of cued TOJs were insensitive"}],"main_file_link":[{"open_access":"1","url":"https://www.frontiersin.org/articles/10.3389/fpsyg.2016.01442/full"}],"language":[{"iso":"eng"}],"doi":"10.3389/fpsyg.2016.01442","year":"2016","title":"Peripheral visual cues: Their fate in processing and effects on attention and temporal-order perception.","publication_identifier":{"issn":["1664-1078"]},"author":[{"full_name":"Tünnermann, Jan","last_name":"Tünnermann","first_name":"Jan"},{"id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","first_name":"Ingrid","orcid":"0000-0003-2364-9489"}],"publication_status":"published","date_updated":"2022-06-06T16:29:50Z","intvolume":"         7"},{"editor":[{"last_name":"Beck","first_name":"Karin","full_name":"Beck, Karin"},{"full_name":"Bothe, Thorsten","first_name":"Thorsten","last_name":"Bothe"},{"full_name":"Glaser, Thomas","first_name":"Thomas","last_name":"Glaser"},{"full_name":"Heuer, Claudia","last_name":"Heuer","first_name":"Claudia"},{"first_name":"Julia","last_name":"Schütz","full_name":"Schütz, Julia"},{"full_name":"Seifert, Andreas","first_name":"Andreas","last_name":"Seifert"}],"user_id":"42165","_id":"31494","language":[{"iso":"ger"}],"publisher":"Waxmann","page":"141 - 152","publication_status":"published","date_updated":"2022-06-06T21:03:34Z","author":[{"last_name":"Heß","first_name":"Christiane","full_name":"Heß, Christiane"},{"id":"451","first_name":"Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid"}],"publication_identifier":{"isbn":["978-3-8309-3492-9"]},"title":"(Un)diszipliniertes Schreiben? Schreiben lehren und lernen im Studium und in den Fächern an der Leuphana Universität","status":"public","year":"2016","department":[{"_id":"424"}],"type":"book_chapter","date_created":"2022-05-30T01:45:06Z","place":"Münster","extern":"1","citation":{"ama":"Heß C, Scharlau I. (Un)diszipliniertes Schreiben? Schreiben lehren und lernen im Studium und in den Fächern an der Leuphana Universität. In: Beck K, Bothe T, Glaser T, Heuer C, Schütz J, Seifert A, eds. <i>Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College</i>. Waxmann; 2016:141-152.","bibtex":"@inbook{Heß_Scharlau_2016, place={Münster}, title={(Un)diszipliniertes Schreiben? Schreiben lehren und lernen im Studium und in den Fächern an der Leuphana Universität}, booktitle={Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College}, publisher={Waxmann}, author={Heß, Christiane and Scharlau, Ingrid}, editor={Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}, year={2016}, pages={141–152} }","mla":"Heß, Christiane, and Ingrid Scharlau. “(Un)diszipliniertes Schreiben? Schreiben lehren und lernen im Studium und in den Fächern an der Leuphana Universität.” <i>Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College</i>, edited by Karin Beck et al., Waxmann, 2016, pp. 141–52.","chicago":"Heß, Christiane, and Ingrid Scharlau. “(Un)diszipliniertes Schreiben? Schreiben lehren und lernen im Studium und in den Fächern an der Leuphana Universität.” In <i>Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College</i>, edited by Karin Beck, Thorsten Bothe, Thomas Glaser, Claudia Heuer, Julia Schütz, and Andreas Seifert, 141–52. Münster: Waxmann, 2016.","short":"C. Heß, I. Scharlau, in: K. Beck, T. Bothe, T. Glaser, C. Heuer, J. Schütz, A. Seifert (Eds.), Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College, Waxmann, Münster, 2016, pp. 141–152.","apa":"Heß, C., &#38; Scharlau, I. (2016). (Un)diszipliniertes Schreiben? Schreiben lehren und lernen im Studium und in den Fächern an der Leuphana Universität. In K. Beck, T. Bothe, T. Glaser, C. Heuer, J. Schütz, &#38; A. Seifert (Eds.), <i>Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College</i> (pp. 141–152). Waxmann.","ieee":"C. Heß and I. Scharlau, “(Un)diszipliniertes Schreiben? Schreiben lehren und lernen im Studium und in den Fächern an der Leuphana Universität,” in <i>Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College</i>, K. Beck, T. Bothe, T. Glaser, C. Heuer, J. Schütz, and A. Seifert, Eds. Münster: Waxmann, 2016, pp. 141–152."},"publication":"Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College"},{"date_created":"2022-05-30T01:40:58Z","place":"Münster","type":"book_chapter","department":[{"_id":"424"}],"publication":"Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College","citation":{"chicago":"Huber, Ludwig, and Ingrid Scharlau. “‘Das zu riskieren, ist schon eine große Tat’: Ludwig Huber im Gespräch mit Ingrid Scharlau.” In <i>Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College</i>, edited by Karin Beck, Thorsten Bothe, Thomas Glaser, Claudia Heuer, Julia Schütz, and Andreas Seifert, 269–79. Münster: Waxmann, 2016.","short":"L. Huber, I. Scharlau, in: K. Beck, T. Bothe, T. Glaser, C. Heuer, J. Schütz, A. Seifert (Eds.), Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College, Waxmann, Münster, 2016, pp. 269–279.","ieee":"L. Huber and I. Scharlau, “‘Das zu riskieren, ist schon eine große Tat’: Ludwig Huber im Gespräch mit Ingrid Scharlau,” in <i>Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College</i>, K. Beck, T. Bothe, T. Glaser, C. Heuer, J. Schütz, and A. Seifert, Eds. Münster: Waxmann, 2016, pp. 269–279.","apa":"Huber, L., &#38; Scharlau, I. (2016). “Das zu riskieren, ist schon eine große Tat”: Ludwig Huber im Gespräch mit Ingrid Scharlau. In K. Beck, T. Bothe, T. Glaser, C. Heuer, J. Schütz, &#38; A. Seifert (Eds.), <i>Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College</i> (pp. 269–279). Waxmann.","bibtex":"@inbook{Huber_Scharlau_2016, place={Münster}, title={“Das zu riskieren, ist schon eine große Tat”: Ludwig Huber im Gespräch mit Ingrid Scharlau}, booktitle={Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College}, publisher={Waxmann}, author={Huber, Ludwig and Scharlau, Ingrid}, editor={Beck, Karin and Bothe, Thorsten and Glaser, Thomas and Heuer, Claudia and Schütz, Julia and Seifert, Andreas}, year={2016}, pages={269–279} }","ama":"Huber L, Scharlau I. “Das zu riskieren, ist schon eine große Tat”: Ludwig Huber im Gespräch mit Ingrid Scharlau. In: Beck K, Bothe T, Glaser T, Heuer C, Schütz J, Seifert A, eds. <i>Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College</i>. Waxmann; 2016:269-279.","mla":"Huber, Ludwig, and Ingrid Scharlau. “‘Das zu riskieren, ist schon eine große Tat’: Ludwig Huber im Gespräch mit Ingrid Scharlau.” <i>Bildung und Hochschule: Impulse für Studium und Lehre am Beispiel des Leuphana College</i>, edited by Karin Beck et al., Waxmann, 2016, pp. 269–79."},"extern":"1","page":"269 - 279","language":[{"iso":"ger"}],"_id":"31493","publisher":"Waxmann","user_id":"42165","editor":[{"full_name":"Beck, Karin","last_name":"Beck","first_name":"Karin"},{"first_name":"Thorsten","last_name":"Bothe","full_name":"Bothe, Thorsten"},{"full_name":"Glaser, Thomas","first_name":"Thomas","last_name":"Glaser"},{"last_name":"Heuer","first_name":"Claudia","full_name":"Heuer, Claudia"},{"last_name":"Schütz","first_name":"Julia","full_name":"Schütz, Julia"},{"full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas"}],"status":"public","year":"2016","title":"\"Das zu riskieren, ist schon eine große Tat\": Ludwig Huber im Gespräch mit Ingrid Scharlau","author":[{"full_name":"Huber, Ludwig","last_name":"Huber","first_name":"Ludwig"},{"id":"451","orcid":"0000-0003-2364-9489","first_name":"Ingrid","last_name":"Scharlau","full_name":"Scharlau, Ingrid"}],"publication_identifier":{"isbn":["978-3-8309-3492-9"]},"publication_status":"published","date_updated":"2022-06-06T21:04:06Z"}]