@inproceedings{41378, author = {{Decius, Julian and Schaper, Niclas and Seifert, Andreas}}, booktitle = {{EARLI SIG 14 Conference}}, location = {{Genf}}, title = {{{Personal and Organizational Antecedents of Informal Learning in the Workplace.}}}, year = {{2018}}, } @inproceedings{41380, author = {{Seifert, Andreas}}, booktitle = {{Arbeitsgruppe der Didaktik der Physik}}, location = {{Paderborn}}, title = {{{Aspekte bildungswissenschaftlicher Kompetenz. Ansätze, Ergebnisse, Implikationen.}}}, year = {{2018}}, } @article{31655, author = {{Scharlau, Ingrid}}, journal = {{Psychologieunterricht}}, keywords = {{Unterrichtsfach Psychologie}}, pages = {{35 -- 38}}, title = {{{Einheitlich, doch nicht ganz: Zur Fachdidaktik des Hochschul- und Schulfachs Psychologie.}}}, volume = {{51}}, year = {{2018}}, } @article{32543, abstract = {{Die Professionalisierung von Grundschullehrkräften mit den speziellen an sie gestellten Anforderungen sowie den Erwartungen der Studierenden bewegt sich zwischen der Notwendigkeit einer wissenschaftlich-konzeptuellen Basis und der Ausrichtung auf die schulische Praxis. Verbindendes Element ist eine gut angeleitete Reflexion. Dieser Dreiklang wird professionstheoretisch begründet, wobei unterschiedliche Ansätze jeweils eigene Impulse für die Lehrerbildung leisten. Vor diesem Hintergrund werden Curricula und hochschuldidaktische Maßnahmen diskutiert. Exemplarisch werden Projekte beschrieben, die in unterschiedlichen Formaten zur Reflexion von Praxis auf theoretischer Basis anregen.}}, author = {{Frey, Anne and Buhl, Heike M.}}, issn = {{1865-3553}}, journal = {{Zeitschrift für Grundschulforschung}}, keywords = {{Grundschule, Lehrerbildung, Reflexion, Theorie-PraxisVerzahnung, Hochschuldidaktik, Professionstheorie}}, number = {{2}}, pages = {{199--213}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert}}}, doi = {{10.1007/s42278-018-0026-0}}, volume = {{11}}, year = {{2018}}, } @article{32542, abstract = {{This study investigates how different factors in regard to intergenerational relationships are associated with emotional support given by adults to their parents. The analysis focuses on adult children and their parents in a representative German sample. Data were obtained from the second wave of the German Family Panel (pairfam) consisting of 2064 women and 1841 men. Results 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 focuses on gender and showed differences for the association between given support by adults and conflicts between mothers and fathers. For the offspring, no gender effects were found.}}, author = {{Sommer, Sabrina and Buhl, Heike M.}}, issn = {{1068-0667}}, journal = {{Journal of Adult Development}}, keywords = {{Intergenerational relationships, Emotional support, Solidarity, Adult children, Gender}}, number = {{4}}, pages = {{286--296}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}}}, doi = {{10.1007/s10804-018-9296-y}}, volume = {{25}}, year = {{2018}}, } @inbook{32544, author = {{Kohlmeyer, Susanne and Buhl, Heike M.}}, booktitle = {{Heterogenität im Klassenzimmer}}, editor = {{Büttner, Gerhard and Mendl, Hans and Reis, Oliver and Roose, Hanna}}, pages = {{116 -- 131}}, title = {{{Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung}}}, volume = {{9}}, year = {{2018}}, } @inbook{32541, author = {{Buhl, Heike M. and Kohlmeyer, Susanne and Mertens, Dennis and Bohndick, Carla}}, booktitle = {{Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn}}, editor = {{Riegraf, Birgit and Meister, Dorothee M. and Reinhold, Peter and Schaper, Niclas and Temps, Timon T.}}, pages = {{24 -- 27}}, title = {{{Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium}}}, year = {{2018}}, } @article{49267, author = {{Sommer, Sabrina and Buhl, Heike M.}}, issn = {{1068-0667}}, journal = {{Journal of Adult Development}}, keywords = {{Life-span and Life-course Studies, Developmental and Educational Psychology, Experimental and Cognitive Psychology}}, number = {{4}}, pages = {{286--296}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}}}, doi = {{10.1007/s10804-018-9296-y}}, volume = {{25}}, year = {{2018}}, } @inbook{32162, author = {{Karsten, Andrea}}, booktitle = {{Qualitative Methoden in der Schreibforschung}}, editor = {{Brinkschulte, Melanie and Kreitz, David}}, isbn = {{9783763957569}}, pages = {{63 -- 84}}, publisher = {{wbv}}, title = {{{Videokonfrontation als Methode für die angewandte Schreibforschung. Zwischen Investigation und Intervention}}}, doi = {{10.3278/6004549w}}, volume = {{1}}, year = {{2017}}, } @inbook{32163, author = {{Karsten, Andrea and Stock, Ingrid}}, booktitle = {{Qualitative Methoden in der Schreibforschung }}, editor = {{Brinkschulte, Melanie and Kreitz, David}}, isbn = {{9783763957569}}, pages = {{189 -- 207}}, publisher = {{wbv}}, title = {{{Zwei Varianten qualitativer Textanalyse zur Identifikation von Stimme(n) in Texten}}}, volume = {{1}}, year = {{2017}}, } @article{6075, abstract = {{For almost three decades, the theory of visual attention (TVA) has been successful in mathematically describing and explaining a wide variety of phenomena in visual selection and recognition with high quantitative precision. Interestingly, the influence of feature contrast on attention has been included in TVA only recently, although it has been extensively studied outside the TVA framework. The present approach further develops this extension of TVA’s scope by measuring and modeling salience. An empirical measure of salience is achieved by linking different (orientation and luminance) contrasts to a TVA parameter. In the modeling part, the function relating feature contrasts to salience is described mathematically and tested against alternatives by Bayesian model comparison. This model comparison reveals that the power function is an appropriate model of salience growth in the dimensions of orientation and luminance contrast. Furthermore, if contrasts from the two dimensions are comb}}, author = {{Krüger, Alexander and Tünnermann, Jan and Scharlau, Ingrid}}, issn = {{1943-3921}}, journal = {{Attention, Perception, & Psychophysics}}, keywords = {{Salience, Visual attention, Bayesian inference, Theory of visual attention, Computational modeling, Inference, Object Recognition, Theories, Visual Perception, Visual Attention, Luminance, Perceptual Orientation, Statistical Probability, Stimulus Salience, Computational Modeling}}, number = {{6}}, pages = {{1593 -- 1614}}, title = {{{Measuring and modeling salience with the theory of visual attention.}}}, doi = {{10.3758/s13414-017-1325-6}}, volume = {{79}}, year = {{2017}}, } @article{28979, abstract = {{This protocol describes how to conduct temporal-order experiments to measure visual processing speed and the attentional resource distribution. The proposed method is based on a new and synergistic combination of three components: the temporal-order judgments (TOJ) paradigm, Bundesen's Theory of Visual Attention (TVA), and a hierarchical Bayesian estimation framework. The method provides readily interpretable parameters, which are supported by the theoretical and neurophysiological underpinnings of TVA. Using TOJs, TVA-based estimates can be obtained for a broad range of stimuli, whereas traditional paradigms used with TVA are mainly limited to letters and digits. Finally, the meaningful parameters of the proposed model allow for the establishment of a hierarchical Bayesian model. Such a statistical model allows assessing results in one coherent analysis both on the subject and the group level. To demonstrate the feasibility and versatility of this new approach, three experiments are reported with attention manipulations in synthetic pop-out displays, natural images, and a cued letter-report paradigm.}}, author = {{Tünnermann, Jan and Krüger, Alexander and Scharlau, Ingrid}}, issn = {{1940-087X}}, journal = {{Journal of Visualized Experiments}}, title = {{{Measuring Attention and Visual Processing Speed by Model-based Analysis of Temporal-order Judgments}}}, doi = {{10.3791/54856}}, year = {{2017}}, } @inbook{31649, author = {{Steinhausen, Julia and Scharlau, Ingrid}}, booktitle = {{Praxishandbuch Mentoring in der Wissenschaft}}, editor = {{Petersen, Renate and Budde, Mechthild and Brocke, Pia Simone and Doebert, Gitta and Rudack, Helga and Wolf, Henrike}}, isbn = {{9783658142674}}, pages = {{315 -- 330}}, publisher = {{Springer VS}}, title = {{{Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase}}}, doi = {{10.1007/978-3-658-14268-1_24}}, year = {{2017}}, } @inbook{31650, author = {{Scharlau, Ingrid}}, booktitle = {{Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag}}, editor = {{Webler, Wolff-Dietrich and Jung-Paarmann, Helga}}, isbn = {{978-3-946017-06-6}}, pages = {{229 -- 242}}, publisher = {{UVW}}, title = {{{Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern}}}, year = {{2017}}, } @inbook{32545, abstract = {{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.}}, author = {{Buhl, Heike M. and Hilkenmeier, Johanna}}, booktitle = {{Handbuch Entwicklungs- und Erziehungspsychologie}}, editor = {{Kracke, Bärbel and Noack, Peter}}, isbn = {{9783642540615}}, keywords = {{Lesesozialisation, Familiale Erziehung, Familienklima, Kindliche Bildung, Bildungserwartungen, Häusliche Anregung, Home literacy environment, Vorlesen, Literacy}}, pages = {{163--179}}, publisher = {{Springer}}, title = {{{Bildung und Lesesozialisation im Elternhaus}}}, doi = {{10.1007/978-3-642-54061-5_10-1}}, year = {{2017}}, } @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}}, } @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}}, } @inbook{8570, author = {{Liebendörfer, Michael and Hochmuth, Reinhard and Biehler, Rolf and Schaper, Niclas and Kuklinski, Christiane and Khellaf, Sarah and Colberg, Christoph and Schürmann, Mirko and Rothe, Lukas}}, booktitle = {{Proceedings of the Tenth Congress of the European Society for Research in Mathematics Education (CERME10, February 1 – 5, 2017)}}, editor = {{Dooley, T. and Gueudet, Ghislaine}}, keywords = {{Ziele der Lehre}}, pages = {{2177--2184}}, publisher = {{DCU Institute of Education & ERME}}, title = {{{A framework for goal dimensions of mathematics learning support in universities}}}, year = {{2017}}, }