[{"author":[{"first_name":"Julian","last_name":"Decius","full_name":"Decius, Julian"},{"last_name":"Schaper","full_name":"Schaper, Niclas","first_name":"Niclas"},{"full_name":"Seifert, Andreas","id":"693","last_name":"Seifert","first_name":"Andreas"}],"date_created":"2023-02-01T14:13:29Z","date_updated":"2023-02-01T14:26:59Z","conference":{"start_date":"02.07.2018","name":"JURE Congress","location":"Antwerpen","end_date":"02.07.2018"},"title":"The Role of Informal Learning as a Mediator Between Learning Culture and Work-Related Learning Outcomes.","quality_controlled":"1","publication_status":"published","citation":{"ieee":"J. Decius, N. Schaper, and A. Seifert, “The Role of Informal Learning as a Mediator Between Learning Culture and Work-Related Learning Outcomes.,” presented at the JURE Congress, Antwerpen, 2018.","chicago":"Decius, Julian, Niclas Schaper, and Andreas Seifert. “The Role of Informal Learning as a Mediator Between Learning Culture and Work-Related Learning Outcomes.” In <i>JURE Congress</i>, 2018.","ama":"Decius J, Schaper N, Seifert A. The Role of Informal Learning as a Mediator Between Learning Culture and Work-Related Learning Outcomes. In: <i>JURE Congress</i>. ; 2018.","bibtex":"@inproceedings{Decius_Schaper_Seifert_2018, title={The Role of Informal Learning as a Mediator Between Learning Culture and Work-Related Learning Outcomes.}, booktitle={JURE Congress}, author={Decius, Julian and Schaper, Niclas and Seifert, Andreas}, year={2018} }","mla":"Decius, Julian, et al. “The Role of Informal Learning as a Mediator Between Learning Culture and Work-Related Learning Outcomes.” <i>JURE Congress</i>, 2018.","short":"J. Decius, N. Schaper, A. Seifert, in: JURE Congress, 2018.","apa":"Decius, J., Schaper, N., &#38; Seifert, A. (2018). The Role of Informal Learning as a Mediator Between Learning Culture and Work-Related Learning Outcomes. <i>JURE Congress</i>. JURE Congress, Antwerpen."},"year":"2018","department":[{"_id":"33"},{"_id":"427"}],"user_id":"693","_id":"41377","language":[{"iso":"eng"}],"publication":"JURE Congress","type":"conference_abstract","status":"public"},{"date_created":"2023-02-01T14:22:37Z","author":[{"first_name":"Julian","last_name":"Decius","full_name":"Decius, Julian"},{"first_name":"Niclas","last_name":"Schaper","full_name":"Schaper, Niclas"},{"id":"693","full_name":"Seifert, Andreas","last_name":"Seifert","first_name":"Andreas"}],"date_updated":"2023-02-01T14:26:11Z","conference":{"start_date":"13.09.2018","name":"EARLI SIG 14 Conference","location":"Genf","end_date":"13.09.2018"},"title":"Personal and Organizational Antecedents of Informal Learning in the Workplace.","quality_controlled":"1","publication_status":"published","citation":{"ama":"Decius J, Schaper N, Seifert A. Personal and Organizational Antecedents of Informal Learning in the Workplace. In: <i>EARLI SIG 14 Conference</i>. ; 2018.","ieee":"J. Decius, N. Schaper, and A. Seifert, “Personal and Organizational Antecedents of Informal Learning in the Workplace.,” presented at the EARLI SIG 14 Conference, Genf, 2018.","chicago":"Decius, Julian, Niclas Schaper, and Andreas Seifert. “Personal and Organizational Antecedents of Informal Learning in the Workplace.” In <i>EARLI SIG 14 Conference</i>, 2018.","apa":"Decius, J., Schaper, N., &#38; Seifert, A. (2018). Personal and Organizational Antecedents of Informal Learning in the Workplace. <i>EARLI SIG 14 Conference</i>. EARLI SIG 14 Conference, Genf.","mla":"Decius, Julian, et al. “Personal and Organizational Antecedents of Informal Learning in the Workplace.” <i>EARLI SIG 14 Conference</i>, 2018.","bibtex":"@inproceedings{Decius_Schaper_Seifert_2018, title={Personal and Organizational Antecedents of Informal Learning in the Workplace.}, booktitle={EARLI SIG 14 Conference}, author={Decius, Julian and Schaper, Niclas and Seifert, Andreas}, year={2018} }","short":"J. Decius, N. Schaper, A. Seifert, in: EARLI SIG 14 Conference, 2018."},"year":"2018","department":[{"_id":"33"},{"_id":"427"}],"user_id":"693","_id":"41378","language":[{"iso":"eng"}],"publication":"EARLI SIG 14 Conference","type":"conference_abstract","status":"public"},{"language":[{"iso":"ger"}],"user_id":"693","department":[{"_id":"33"},{"_id":"427"}],"_id":"41380","status":"public","type":"conference_abstract","publication":"Arbeitsgruppe der Didaktik der Physik","conference":{"name":"Arbeitsgruppe der Didaktik der Physik","start_date":"28.06.2018","end_date":"28.06.2018","location":"Paderborn"},"title":"Aspekte bildungswissenschaftlicher Kompetenz. Ansätze, Ergebnisse, Implikationen.","date_created":"2023-02-01T14:29:16Z","author":[{"last_name":"Seifert","full_name":"Seifert, Andreas","id":"693","first_name":"Andreas"}],"date_updated":"2023-02-01T14:29:38Z","citation":{"apa":"Seifert, A. (2018). Aspekte bildungswissenschaftlicher Kompetenz. Ansätze, Ergebnisse, Implikationen. <i>Arbeitsgruppe der Didaktik der Physik</i>. Arbeitsgruppe der Didaktik der Physik, Paderborn.","short":"A. Seifert, in: Arbeitsgruppe der Didaktik der Physik, 2018.","mla":"Seifert, Andreas. “Aspekte bildungswissenschaftlicher Kompetenz. Ansätze, Ergebnisse, Implikationen.” <i>Arbeitsgruppe der Didaktik der Physik</i>, 2018.","bibtex":"@inproceedings{Seifert_2018, title={Aspekte bildungswissenschaftlicher Kompetenz. Ansätze, Ergebnisse, Implikationen.}, booktitle={Arbeitsgruppe der Didaktik der Physik}, author={Seifert, Andreas}, year={2018} }","ama":"Seifert A. Aspekte bildungswissenschaftlicher Kompetenz. Ansätze, Ergebnisse, Implikationen. In: <i>Arbeitsgruppe der Didaktik der Physik</i>. ; 2018.","ieee":"A. Seifert, “Aspekte bildungswissenschaftlicher Kompetenz. Ansätze, Ergebnisse, Implikationen.,” presented at the Arbeitsgruppe der Didaktik der Physik, Paderborn, 2018.","chicago":"Seifert, Andreas. “Aspekte bildungswissenschaftlicher Kompetenz. Ansätze, Ergebnisse, Implikationen.” In <i>Arbeitsgruppe der Didaktik der Physik</i>, 2018."},"year":"2018","publication_status":"published","quality_controlled":"1"},{"title":"Einheitlich, doch nicht ganz: Zur Fachdidaktik des Hochschul- und Schulfachs Psychologie.","volume":51,"date_created":"2022-06-05T01:21:46Z","author":[{"last_name":"Scharlau","orcid":"0000-0003-2364-9489","id":"451","full_name":"Scharlau, Ingrid","first_name":"Ingrid"}],"date_updated":"2023-02-28T08:12:05Z","intvolume":"        51","page":"35 - 38","citation":{"mla":"Scharlau, Ingrid. “Einheitlich, doch nicht ganz: Zur Fachdidaktik des Hochschul- und Schulfachs Psychologie.” <i>Psychologieunterricht</i>, vol. 51, 2018, pp. 35–38.","short":"I. Scharlau, Psychologieunterricht 51 (2018) 35–38.","bibtex":"@article{Scharlau_2018, title={Einheitlich, doch nicht ganz: Zur Fachdidaktik des Hochschul- und Schulfachs Psychologie.}, volume={51}, journal={Psychologieunterricht}, author={Scharlau, Ingrid}, year={2018}, pages={35–38} }","apa":"Scharlau, I. (2018). Einheitlich, doch nicht ganz: Zur Fachdidaktik des Hochschul- und Schulfachs Psychologie. <i>Psychologieunterricht</i>, <i>51</i>, 35–38.","ama":"Scharlau I. Einheitlich, doch nicht ganz: Zur Fachdidaktik des Hochschul- und Schulfachs Psychologie. <i>Psychologieunterricht</i>. 2018;51:35-38.","ieee":"I. Scharlau, “Einheitlich, doch nicht ganz: Zur Fachdidaktik des Hochschul- und Schulfachs Psychologie.,” <i>Psychologieunterricht</i>, vol. 51, pp. 35–38, 2018.","chicago":"Scharlau, Ingrid. “Einheitlich, doch nicht ganz: Zur Fachdidaktik des Hochschul- und Schulfachs Psychologie.” <i>Psychologieunterricht</i> 51 (2018): 35–38."},"year":"2018","publication_status":"published","language":[{"iso":"ger"}],"keyword":["Unterrichtsfach Psychologie"],"department":[{"_id":"424"}],"user_id":"42165","_id":"31655","status":"public","publication":"Psychologieunterricht","type":"journal_article"},{"keyword":["Grundschule","Lehrerbildung","Reflexion","Theorie-PraxisVerzahnung","Hochschuldidaktik","Professionstheorie"],"language":[{"iso":"ger"}],"publication":"Zeitschrift für Grundschulforschung","abstract":[{"lang":"ger","text":"Die Professionalisierung von Grundschullehrkräften mit den\r\nspeziellen an sie gestellten Anforderungen sowie den Erwartungen der Studierenden\r\nbewegt sich zwischen der Notwendigkeit einer wissenschaftlich-konzeptuellen Basis\r\nund der Ausrichtung auf die schulische Praxis. Verbindendes Element ist eine gut angeleitete Reflexion. Dieser Dreiklang wird professionstheoretisch begründet, wobei\r\nunterschiedliche Ansätze jeweils eigene Impulse für die Lehrerbildung leisten. Vor\r\ndiesem Hintergrund werden Curricula und hochschuldidaktische Maßnahmen diskutiert. Exemplarisch werden Projekte beschrieben, die in unterschiedlichen Formaten\r\nzur Reflexion von Praxis auf theoretischer Basis anregen."}],"publisher":"Springer Science and Business Media LLC","date_created":"2022-08-03T03:20:30Z","title":"Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert","issue":"2","year":"2018","project":[{"name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium","_id":"377"}],"_id":"32543","user_id":"27152","department":[{"_id":"427"}],"type":"journal_article","status":"public","date_updated":"2025-07-16T08:43:49Z","oa":"1","author":[{"full_name":"Frey, Anne","last_name":"Frey","first_name":"Anne"},{"id":"27152","full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M."}],"volume":11,"main_file_link":[{"open_access":"1","url":"https://link.springer.com/content/pdf/10.1007/s42278-018-0026-0.pdf"}],"doi":"10.1007/s42278-018-0026-0","publication_status":"published","publication_identifier":{"issn":["1865-3553","2523-3181"]},"citation":{"ama":"Frey A, Buhl HM. Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert. <i>Zeitschrift für Grundschulforschung</i>. 2018;11(2):199-213. doi:<a href=\"https://doi.org/10.1007/s42278-018-0026-0\">10.1007/s42278-018-0026-0</a>","ieee":"A. Frey and H. M. Buhl, “Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert,” <i>Zeitschrift für Grundschulforschung</i>, vol. 11, no. 2, pp. 199–213, 2018, doi: <a href=\"https://doi.org/10.1007/s42278-018-0026-0\">10.1007/s42278-018-0026-0</a>.","chicago":"Frey, Anne, and Heike M. Buhl. “Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert.” <i>Zeitschrift für Grundschulforschung</i> 11, no. 2 (2018): 199–213. <a href=\"https://doi.org/10.1007/s42278-018-0026-0\">https://doi.org/10.1007/s42278-018-0026-0</a>.","mla":"Frey, Anne, and Heike M. Buhl. “Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert.” <i>Zeitschrift für Grundschulforschung</i>, vol. 11, no. 2, Springer Science and Business Media LLC, 2018, pp. 199–213, doi:<a href=\"https://doi.org/10.1007/s42278-018-0026-0\">10.1007/s42278-018-0026-0</a>.","bibtex":"@article{Frey_Buhl_2018, title={Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert}, volume={11}, DOI={<a href=\"https://doi.org/10.1007/s42278-018-0026-0\">10.1007/s42278-018-0026-0</a>}, number={2}, journal={Zeitschrift für Grundschulforschung}, publisher={Springer Science and Business Media LLC}, author={Frey, Anne and Buhl, Heike M.}, year={2018}, pages={199–213} }","short":"A. Frey, H.M. Buhl, Zeitschrift für Grundschulforschung 11 (2018) 199–213.","apa":"Frey, A., &#38; Buhl, H. M. (2018). Professionalisierung von Grundschullehrkräften – wissenschaftlich fundiert, praxisorientiert und reflexionsbasiert. <i>Zeitschrift für Grundschulforschung</i>, <i>11</i>(2), 199–213. <a href=\"https://doi.org/10.1007/s42278-018-0026-0\">https://doi.org/10.1007/s42278-018-0026-0</a>"},"page":"199-213","intvolume":"        11"},{"publication_status":"published","publication_identifier":{"issn":["1068-0667","1573-3440"]},"citation":{"apa":"Sommer, S., &#38; Buhl, H. M. (2018). Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>, <i>25</i>(4), 286–296. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>","short":"S. Sommer, H.M. Buhl, Journal of Adult Development 25 (2018) 286–296.","bibtex":"@article{Sommer_Buhl_2018, title={Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>}, number={4}, journal={Journal of Adult Development}, publisher={Springer Science and Business Media LLC}, author={Sommer, Sabrina and Buhl, Heike M.}, year={2018}, pages={286–296} }","mla":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i>, vol. 25, no. 4, Springer Science and Business Media LLC, 2018, pp. 286–96, doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>.","ieee":"S. Sommer and H. M. Buhl, “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents,” <i>Journal of Adult Development</i>, vol. 25, no. 4, pp. 286–296, 2018, doi: <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>.","chicago":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i> 25, no. 4 (2018): 286–96. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>.","ama":"Sommer S, Buhl HM. Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>. 2018;25(4):286-296. doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>"},"page":"286-296","intvolume":"        25","date_updated":"2025-07-16T08:44:10Z","oa":"1","author":[{"first_name":"Sabrina","last_name":"Sommer","full_name":"Sommer, Sabrina"},{"first_name":"Heike M.","id":"27152","full_name":"Buhl, Heike M.","last_name":"Buhl"}],"volume":25,"main_file_link":[{"open_access":"1","url":"https://link.springer.com/content/pdf/10.1007/s10804-018-9296-y.pdf"}],"doi":"10.1007/s10804-018-9296-y","type":"journal_article","status":"public","project":[{"name":"Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern","_id":"372","grant_number":"281828538"}],"_id":"32542","user_id":"27152","department":[{"_id":"427"}],"issue":"4","year":"2018","publisher":"Springer Science and Business Media LLC","date_created":"2022-08-03T03:19:32Z","title":"Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents","publication":"Journal of Adult Development","abstract":[{"text":"This study investigates how different factors in regard to intergenerational relationships are associated with emotional support\r\ngiven by adults to their parents. The analysis focuses on adult children and their parents in a representative German sample.\r\nData were obtained from the second wave of the German Family Panel (pairfam) consisting of 2064 women and 1841 men.\r\nResults show that transfer of emotional support by the adult children was especially associated not only with received emotional support from parents, but also with affection, conflicts, and expectations concerning parents. A moderator analysis\r\nfocuses on gender and showed differences for the association between given support by adults and conflicts between mothers\r\nand fathers. For the offspring, no gender effects were found.","lang":"eng"}],"keyword":["Intergenerational relationships","Emotional support","Solidarity","Adult children","Gender"],"language":[{"iso":"eng"}]},{"editor":[{"first_name":"Gerhard","last_name":"Büttner","full_name":"Büttner, Gerhard"},{"first_name":"Hans","last_name":"Mendl","full_name":"Mendl, Hans"},{"first_name":"Oliver","last_name":"Reis","full_name":"Reis, Oliver"},{"last_name":"Roose","full_name":"Roose, Hanna","first_name":"Hanna"}],"status":"public","type":"book_chapter","publication":"Heterogenität im Klassenzimmer","language":[{"iso":"ger"}],"project":[{"_id":"377","name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium"}],"_id":"32544","user_id":"27152","series_title":"Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik","department":[{"_id":"427"}],"year":"2018","place":"Babenhausen","citation":{"apa":"Kohlmeyer, S., &#38; Buhl, H. M. (2018). Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung. In G. Büttner, H. Mendl, O. Reis, &#38; H. Roose (Eds.), <i>Heterogenität im Klassenzimmer</i> (Vol. 9, pp. 116–131).","short":"S. Kohlmeyer, H.M. Buhl, in: G. Büttner, H. Mendl, O. Reis, H. Roose (Eds.), Heterogenität im Klassenzimmer, Babenhausen, 2018, pp. 116–131.","mla":"Kohlmeyer, Susanne, and Heike M. Buhl. “Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung.” <i>Heterogenität im Klassenzimmer</i>, edited by Gerhard Büttner et al., vol. 9, 2018, pp. 116–31.","bibtex":"@inbook{Kohlmeyer_Buhl_2018, place={Babenhausen}, series={Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik}, title={Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung}, volume={9}, booktitle={Heterogenität im Klassenzimmer}, author={Kohlmeyer, Susanne and Buhl, Heike M.}, editor={Büttner, Gerhard and Mendl, Hans and Reis, Oliver and Roose, Hanna}, year={2018}, pages={116–131}, collection={Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik} }","ieee":"S. Kohlmeyer and H. M. Buhl, “Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung,” in <i>Heterogenität im Klassenzimmer</i>, vol. 9, G. Büttner, H. Mendl, O. Reis, and H. Roose, Eds. Babenhausen, 2018, pp. 116–131.","chicago":"Kohlmeyer, Susanne, and Heike M. Buhl. “Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung.” In <i>Heterogenität im Klassenzimmer</i>, edited by Gerhard Büttner, Hans Mendl, Oliver Reis, and Hanna Roose, 9:116–31. Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik. Babenhausen, 2018.","ama":"Kohlmeyer S, Buhl HM. Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung. In: Büttner G, Mendl H, Reis O, Roose H, eds. <i>Heterogenität im Klassenzimmer</i>. Vol 9. Religion lernen. Jahrbuch für konstruktivistische Religionsdidaktik. ; 2018:116-131."},"page":"116 - 131","intvolume":"         9","publication_status":"published","title":"Ist das denn noch normal? - Normalität und Inklusion in der Lehrerbildung","date_updated":"2025-07-16T08:43:29Z","author":[{"first_name":"Susanne","full_name":"Kohlmeyer, Susanne","last_name":"Kohlmeyer"},{"full_name":"Buhl, Heike M.","id":"27152","last_name":"Buhl","first_name":"Heike M."}],"date_created":"2022-08-03T03:34:56Z","volume":9},{"publication_status":"published","citation":{"chicago":"Buhl, Heike M., Susanne Kohlmeyer, Dennis Mertens, and Carla Bohndick. “Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium.” In <i>Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn</i>, edited by Birgit Riegraf, Dorothee M. Meister, Peter Reinhold, Niclas Schaper, Timon T. Temps, and Universität Paderborn, 24–27. Paderborn, 2018.","ieee":"H. M. Buhl, S. Kohlmeyer, D. Mertens, and C. Bohndick, “Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium,” in <i>Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn</i>, B. Riegraf, D. M. Meister, P. Reinhold, N. Schaper, T. T. Temps, and Universität Paderborn, Eds. Paderborn, 2018, pp. 24–27.","ama":"Buhl HM, Kohlmeyer S, Mertens D, Bohndick C. Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium. In: Riegraf B, Meister DM, Reinhold P, Schaper N, Temps TT, Universität Paderborn, eds. <i>Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn</i>. ; 2018:24-27.","short":"H.M. Buhl, S. Kohlmeyer, D. Mertens, C. Bohndick, in: B. Riegraf, D.M. Meister, P. Reinhold, N. Schaper, T.T. Temps, Universität Paderborn (Eds.), Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn, Paderborn, 2018, pp. 24–27.","bibtex":"@inbook{Buhl_Kohlmeyer_Mertens_Bohndick_2018, place={Paderborn}, title={Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium}, booktitle={Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn}, author={Buhl, Heike M. and Kohlmeyer, Susanne and Mertens, Dennis and Bohndick, Carla}, editor={Riegraf, Birgit and Meister, Dorothee M. and Reinhold, Peter and Schaper, Niclas and Temps, Timon T. and Universität Paderborn}, year={2018}, pages={24–27} }","mla":"Buhl, Heike M., et al. “Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium.” <i>Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn</i>, edited by Birgit Riegraf et al., 2018, pp. 24–27.","apa":"Buhl, H. M., Kohlmeyer, S., Mertens, D., &#38; Bohndick, C. (2018). Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium. In B. Riegraf, D. M. Meister, P. Reinhold, N. Schaper, T. T. Temps, &#38; Universität Paderborn (Eds.), <i>Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn</i> (pp. 24–27)."},"page":"24 - 27","corporate_editor":["Universität Paderborn"],"year":"2018","place":"Paderborn","author":[{"first_name":"Heike M.","full_name":"Buhl, Heike M.","id":"27152","last_name":"Buhl"},{"first_name":"Susanne","full_name":"Kohlmeyer, Susanne","last_name":"Kohlmeyer"},{"last_name":"Mertens","full_name":"Mertens, Dennis","first_name":"Dennis"},{"first_name":"Carla","last_name":"Bohndick","full_name":"Bohndick, Carla"}],"date_created":"2022-08-03T01:37:55Z","date_updated":"2025-07-16T08:44:45Z","title":"Lehramtsnavi: Beratungsorientiertes Self-Assessment im Lehramtsstudium","type":"book_chapter","publication":"Heterogenität als Chance: Bilanz und Perspektiven des Qualitätspakt Lehre-Projekts an der Universität Paderborn","status":"public","editor":[{"full_name":"Riegraf, Birgit","last_name":"Riegraf","first_name":"Birgit"},{"full_name":"Meister, Dorothee M.","last_name":"Meister","first_name":"Dorothee M."},{"last_name":"Reinhold","full_name":"Reinhold, Peter","first_name":"Peter"},{"first_name":"Niclas","full_name":"Schaper, Niclas","last_name":"Schaper"},{"full_name":"Temps, Timon T.","last_name":"Temps","first_name":"Timon T."}],"user_id":"27152","department":[{"_id":"427"}],"project":[{"name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium","_id":"377"}],"_id":"32541","language":[{"iso":"ger"}]},{"status":"public","publication":"Journal of Adult Development","type":"journal_article","keyword":["Life-span and Life-course Studies","Developmental and Educational Psychology","Experimental and Cognitive Psychology"],"language":[{"iso":"eng"}],"_id":"49267","project":[{"name":"Interdependenz in der Beziehung zwischen Erwachsenen und ihren Eltern","_id":"372"}],"department":[{"_id":"427"}],"user_id":"90826","year":"2018","intvolume":"        25","page":"286-296","citation":{"bibtex":"@article{Sommer_Buhl_2018, title={Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents}, volume={25}, DOI={<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>}, number={4}, journal={Journal of Adult Development}, publisher={Springer Science and Business Media LLC}, author={Sommer, Sabrina and Buhl, Heike M.}, year={2018}, pages={286–296} }","short":"S. Sommer, H.M. Buhl, Journal of Adult Development 25 (2018) 286–296.","mla":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i>, vol. 25, no. 4, Springer Science and Business Media LLC, 2018, pp. 286–96, doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>.","apa":"Sommer, S., &#38; Buhl, H. M. (2018). Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>, <i>25</i>(4), 286–296. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>","ama":"Sommer S, Buhl HM. Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents. <i>Journal of Adult Development</i>. 2018;25(4):286-296. doi:<a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>","ieee":"S. Sommer and H. M. Buhl, “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents,” <i>Journal of Adult Development</i>, vol. 25, no. 4, pp. 286–296, 2018, doi: <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">10.1007/s10804-018-9296-y</a>.","chicago":"Sommer, Sabrina, and Heike M. Buhl. “Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents.” <i>Journal of Adult Development</i> 25, no. 4 (2018): 286–96. <a href=\"https://doi.org/10.1007/s10804-018-9296-y\">https://doi.org/10.1007/s10804-018-9296-y</a>."},"publication_identifier":{"issn":["1068-0667","1573-3440"]},"publication_status":"published","issue":"4","title":"Intergenerational Transfers: Associations with Adult Children’s Emotional Support of Their Parents","doi":"10.1007/s10804-018-9296-y","publisher":"Springer Science and Business Media LLC","date_updated":"2026-03-17T11:24:34Z","volume":25,"author":[{"first_name":"Sabrina","last_name":"Sommer","id":"36251","full_name":"Sommer, Sabrina"},{"first_name":"Heike M.","id":"27152","full_name":"Buhl, Heike M.","last_name":"Buhl"}],"date_created":"2023-11-28T12:06:41Z"},{"type":"book_chapter","editor":[{"first_name":"Melanie","full_name":"Brinkschulte, Melanie","last_name":"Brinkschulte"},{"last_name":"Kreitz","full_name":"Kreitz, David","first_name":"David"}],"status":"public","_id":"32162","user_id":"42165","series_title":"Theorie und Praxis der Schreibwissenschaft","department":[{"_id":"424"}],"publication_status":"published","publication_identifier":{"isbn":["9783763957569"]},"place":"Bielefeld","citation":{"apa":"Karsten, A. (2017). Videokonfrontation als Methode für die angewandte Schreibforschung. Zwischen Investigation und Intervention. In M. Brinkschulte &#38; D. Kreitz (Eds.), <i>Qualitative Methoden in der Schreibforschung</i> (Vol. 1, pp. 63–84). wbv. <a href=\"https://doi.org/10.3278/6004549w\">https://doi.org/10.3278/6004549w</a>","mla":"Karsten, Andrea. “Videokonfrontation als Methode für die angewandte Schreibforschung. Zwischen Investigation und Intervention.” <i>Qualitative Methoden in der Schreibforschung</i>, edited by Melanie Brinkschulte and David Kreitz, vol. 1, wbv, 2017, pp. 63–84, doi:<a href=\"https://doi.org/10.3278/6004549w\">10.3278/6004549w</a>.","bibtex":"@inbook{Karsten_2017, place={Bielefeld}, series={Theorie und Praxis der Schreibwissenschaft}, title={Videokonfrontation als Methode für die angewandte Schreibforschung. Zwischen Investigation und Intervention}, volume={1}, DOI={<a href=\"https://doi.org/10.3278/6004549w\">10.3278/6004549w</a>}, booktitle={Qualitative Methoden in der Schreibforschung}, publisher={wbv}, author={Karsten, Andrea}, editor={Brinkschulte, Melanie and Kreitz, David}, year={2017}, pages={63–84}, collection={Theorie und Praxis der Schreibwissenschaft} }","short":"A. Karsten, in: M. Brinkschulte, D. Kreitz (Eds.), Qualitative Methoden in der Schreibforschung, wbv, Bielefeld, 2017, pp. 63–84.","ama":"Karsten A. Videokonfrontation als Methode für die angewandte Schreibforschung. Zwischen Investigation und Intervention. In: Brinkschulte M, Kreitz D, eds. <i>Qualitative Methoden in der Schreibforschung</i>. Vol 1. Theorie und Praxis der Schreibwissenschaft. wbv; 2017:63-84. doi:<a href=\"https://doi.org/10.3278/6004549w\">10.3278/6004549w</a>","ieee":"A. Karsten, “Videokonfrontation als Methode für die angewandte Schreibforschung. Zwischen Investigation und Intervention,” in <i>Qualitative Methoden in der Schreibforschung</i>, vol. 1, M. Brinkschulte and D. Kreitz, Eds. Bielefeld: wbv, 2017, pp. 63–84.","chicago":"Karsten, Andrea. “Videokonfrontation als Methode für die angewandte Schreibforschung. Zwischen Investigation und Intervention.” In <i>Qualitative Methoden in der Schreibforschung</i>, edited by Melanie Brinkschulte and David Kreitz, 1:63–84. Theorie und Praxis der Schreibwissenschaft. Bielefeld: wbv, 2017. <a href=\"https://doi.org/10.3278/6004549w\">https://doi.org/10.3278/6004549w</a>."},"intvolume":"         1","page":"63 - 84","date_updated":"2022-07-18T09:23:54Z","author":[{"first_name":"Andrea","last_name":"Karsten","full_name":"Karsten, Andrea","id":"53917"}],"volume":1,"doi":"10.3278/6004549w","publication":"Qualitative Methoden in der Schreibforschung","language":[{"iso":"ger"}],"year":"2017","publisher":"wbv","date_created":"2022-06-25T07:29:30Z","title":"Videokonfrontation als Methode für die angewandte Schreibforschung. Zwischen Investigation und Intervention"},{"language":[{"iso":"ger"}],"publication":"Qualitative Methoden in der Schreibforschung ","publisher":"wbv","date_created":"2022-06-25T07:34:22Z","title":"Zwei Varianten qualitativer Textanalyse zur Identifikation von Stimme(n) in Texten","year":"2017","_id":"32163","department":[{"_id":"424"}],"user_id":"42165","series_title":"Theorie und Praxis der Schreibwissenschaft","type":"book_chapter","editor":[{"last_name":"Brinkschulte","full_name":"Brinkschulte, Melanie","first_name":"Melanie"},{"first_name":"David","full_name":"Kreitz, David","last_name":"Kreitz"}],"status":"public","date_updated":"2022-07-18T09:23:29Z","volume":1,"author":[{"first_name":"Andrea","last_name":"Karsten","full_name":"Karsten, Andrea","id":"53917"},{"first_name":"Ingrid","full_name":"Stock, Ingrid","last_name":"Stock"}],"publication_identifier":{"isbn":["9783763957569"]},"publication_status":"published","place":"Bielefeld","intvolume":"         1","page":"189 - 207","citation":{"ama":"Karsten A, Stock I. Zwei Varianten qualitativer Textanalyse zur Identifikation von Stimme(n) in Texten. In: Brinkschulte M, Kreitz D, eds. <i>Qualitative Methoden in der Schreibforschung </i>. Vol 1. Theorie und Praxis der Schreibwissenschaft. wbv; 2017:189-207.","ieee":"A. Karsten and I. Stock, “Zwei Varianten qualitativer Textanalyse zur Identifikation von Stimme(n) in Texten,” in <i>Qualitative Methoden in der Schreibforschung </i>, vol. 1, M. Brinkschulte and D. Kreitz, Eds. Bielefeld: wbv, 2017, pp. 189–207.","chicago":"Karsten, Andrea, and Ingrid Stock. “Zwei Varianten qualitativer Textanalyse zur Identifikation von Stimme(n) in Texten.” In <i>Qualitative Methoden in der Schreibforschung </i>, edited by Melanie Brinkschulte and David Kreitz, 1:189–207. Theorie und Praxis der Schreibwissenschaft. Bielefeld: wbv, 2017.","apa":"Karsten, A., &#38; Stock, I. (2017). Zwei Varianten qualitativer Textanalyse zur Identifikation von Stimme(n) in Texten. In M. Brinkschulte &#38; D. Kreitz (Eds.), <i>Qualitative Methoden in der Schreibforschung </i> (Vol. 1, pp. 189–207). wbv.","mla":"Karsten, Andrea, and Ingrid Stock. “Zwei Varianten qualitativer Textanalyse zur Identifikation von Stimme(n) in Texten.” <i>Qualitative Methoden in der Schreibforschung </i>, edited by Melanie Brinkschulte and David Kreitz, vol. 1, wbv, 2017, pp. 189–207.","bibtex":"@inbook{Karsten_Stock_2017, place={Bielefeld}, series={Theorie und Praxis der Schreibwissenschaft}, title={Zwei Varianten qualitativer Textanalyse zur Identifikation von Stimme(n) in Texten}, volume={1}, booktitle={Qualitative Methoden in der Schreibforschung }, publisher={wbv}, author={Karsten, Andrea and Stock, Ingrid}, editor={Brinkschulte, Melanie and Kreitz, David}, year={2017}, pages={189–207}, collection={Theorie und Praxis der Schreibwissenschaft} }","short":"A. Karsten, I. Stock, in: M. Brinkschulte, D. Kreitz (Eds.), Qualitative Methoden in der Schreibforschung , wbv, Bielefeld, 2017, pp. 189–207."}},{"intvolume":"        79","page":"1593 - 1614","citation":{"apa":"Krüger, A., Tünnermann, J., &#38; Scharlau, I. (2017). Measuring and modeling salience with the theory of visual attention. <i>Attention, Perception, &#38; Psychophysics</i>, <i>79</i>(6), 1593–1614. <a href=\"https://doi.org/10.3758/s13414-017-1325-6\">https://doi.org/10.3758/s13414-017-1325-6</a>","short":"A. Krüger, J. Tünnermann, I. Scharlau, Attention, Perception, &#38; Psychophysics 79 (2017) 1593–1614.","bibtex":"@article{Krüger_Tünnermann_Scharlau_2017, title={Measuring and modeling salience with the theory of visual attention.}, volume={79}, DOI={<a href=\"https://doi.org/10.3758/s13414-017-1325-6\">10.3758/s13414-017-1325-6</a>}, number={6}, journal={Attention, Perception, &#38; Psychophysics}, author={Krüger, Alexander and Tünnermann, Jan and Scharlau, Ingrid}, year={2017}, pages={1593–1614} }","mla":"Krüger, Alexander, et al. “Measuring and Modeling Salience with the Theory of Visual Attention.” <i>Attention, Perception, &#38; Psychophysics</i>, vol. 79, no. 6, 2017, pp. 1593–614, doi:<a href=\"https://doi.org/10.3758/s13414-017-1325-6\">10.3758/s13414-017-1325-6</a>.","ama":"Krüger A, Tünnermann J, Scharlau I. Measuring and modeling salience with the theory of visual attention. <i>Attention, Perception, &#38; Psychophysics</i>. 2017;79(6):1593-1614. doi:<a href=\"https://doi.org/10.3758/s13414-017-1325-6\">10.3758/s13414-017-1325-6</a>","ieee":"A. Krüger, J. Tünnermann, and I. Scharlau, “Measuring and modeling salience with the theory of visual attention.,” <i>Attention, Perception, &#38; Psychophysics</i>, vol. 79, no. 6, pp. 1593–1614, 2017, doi: <a href=\"https://doi.org/10.3758/s13414-017-1325-6\">10.3758/s13414-017-1325-6</a>.","chicago":"Krüger, Alexander, Jan Tünnermann, and Ingrid Scharlau. “Measuring and Modeling Salience with the Theory of Visual Attention.” <i>Attention, Perception, &#38; Psychophysics</i> 79, no. 6 (2017): 1593–1614. <a href=\"https://doi.org/10.3758/s13414-017-1325-6\">https://doi.org/10.3758/s13414-017-1325-6</a>."},"publication_identifier":{"issn":["1943-3921"]},"publication_status":"published","doi":"10.3758/s13414-017-1325-6","volume":79,"author":[{"full_name":"Krüger, Alexander","last_name":"Krüger","first_name":"Alexander"},{"first_name":"Jan","last_name":"Tünnermann","full_name":"Tünnermann, Jan"},{"first_name":"Ingrid","id":"451","full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau"}],"date_updated":"2022-06-06T14:08:05Z","status":"public","type":"journal_article","article_type":"original","department":[{"_id":"424"}],"user_id":"42165","_id":"6075","year":"2017","issue":"6","title":"Measuring and modeling salience with the theory of visual attention.","date_created":"2018-12-10T07:05:04Z","abstract":[{"lang":"eng","text":"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"}],"publication":"Attention, Perception, & Psychophysics","language":[{"iso":"eng"}],"keyword":["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"]},{"abstract":[{"lang":"eng","text":"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.\r\nTo 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."}],"status":"public","type":"journal_article","publication":"Journal of Visualized Experiments","language":[{"iso":"eng"}],"_id":"28979","user_id":"42165","department":[{"_id":"424"}],"year":"2017","citation":{"bibtex":"@article{Tünnermann_Krüger_Scharlau_2017, title={Measuring Attention and Visual Processing Speed by Model-based Analysis of Temporal-order Judgments}, DOI={<a href=\"https://doi.org/10.3791/54856\">10.3791/54856</a>}, journal={Journal of Visualized Experiments}, author={Tünnermann, Jan and Krüger, Alexander and Scharlau, Ingrid}, year={2017} }","short":"J. Tünnermann, A. Krüger, I. Scharlau, Journal of Visualized Experiments (2017).","mla":"Tünnermann, Jan, et al. “Measuring Attention and Visual Processing Speed by Model-Based Analysis of Temporal-Order Judgments.” <i>Journal of Visualized Experiments</i>, 2017, doi:<a href=\"https://doi.org/10.3791/54856\">10.3791/54856</a>.","apa":"Tünnermann, J., Krüger, A., &#38; Scharlau, I. (2017). Measuring Attention and Visual Processing Speed by Model-based Analysis of Temporal-order Judgments. <i>Journal of Visualized Experiments</i>. <a href=\"https://doi.org/10.3791/54856\">https://doi.org/10.3791/54856</a>","ieee":"J. Tünnermann, A. Krüger, and I. Scharlau, “Measuring Attention and Visual Processing Speed by Model-based Analysis of Temporal-order Judgments,” <i>Journal of Visualized Experiments</i>, 2017, doi: <a href=\"https://doi.org/10.3791/54856\">10.3791/54856</a>.","chicago":"Tünnermann, Jan, Alexander Krüger, and Ingrid Scharlau. “Measuring Attention and Visual Processing Speed by Model-Based Analysis of Temporal-Order Judgments.” <i>Journal of Visualized Experiments</i>, 2017. <a href=\"https://doi.org/10.3791/54856\">https://doi.org/10.3791/54856</a>.","ama":"Tünnermann J, Krüger A, Scharlau I. Measuring Attention and Visual Processing Speed by Model-based Analysis of Temporal-order Judgments. <i>Journal of Visualized Experiments</i>. Published online 2017. doi:<a href=\"https://doi.org/10.3791/54856\">10.3791/54856</a>"},"publication_status":"published","publication_identifier":{"issn":["1940-087X"]},"title":"Measuring Attention and Visual Processing Speed by Model-based Analysis of Temporal-order Judgments","doi":"10.3791/54856","date_updated":"2022-06-06T16:18:39Z","author":[{"full_name":"Tünnermann, Jan","last_name":"Tünnermann","first_name":"Jan"},{"full_name":"Krüger, Alexander","last_name":"Krüger","first_name":"Alexander"},{"orcid":"0000-0003-2364-9489","last_name":"Scharlau","full_name":"Scharlau, Ingrid","id":"451","first_name":"Ingrid"}],"date_created":"2021-12-15T13:48:33Z"},{"doi":"10.1007/978-3-658-14268-1_24","title":"Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase","author":[{"last_name":"Steinhausen","full_name":"Steinhausen, Julia","first_name":"Julia"},{"first_name":"Ingrid","id":"451","full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau"}],"date_created":"2022-06-05T00:31:30Z","date_updated":"2022-06-06T21:02:16Z","publisher":"Springer VS","citation":{"ama":"Steinhausen J, Scharlau I. Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase. In: Petersen R, Budde M, Brocke PS, Doebert G, Rudack H, Wolf H, eds. <i>Praxishandbuch Mentoring in der Wissenschaft</i>. Springer VS; 2017:315-330. doi:<a href=\"https://doi.org/10.1007/978-3-658-14268-1_24\">10.1007/978-3-658-14268-1_24</a>","ieee":"J. Steinhausen and I. Scharlau, “Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase,” in <i>Praxishandbuch Mentoring in der Wissenschaft</i>, R. Petersen, M. Budde, P. S. Brocke, G. Doebert, H. Rudack, and H. Wolf, Eds. Wiesbaden: Springer VS, 2017, pp. 315–330.","chicago":"Steinhausen, Julia, and Ingrid Scharlau. “Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase.” In <i>Praxishandbuch Mentoring in der Wissenschaft</i>, edited by Renate Petersen, Mechthild Budde, Pia Simone Brocke, Gitta Doebert, Helga Rudack, and Henrike Wolf, 315–30. Wiesbaden: Springer VS, 2017. <a href=\"https://doi.org/10.1007/978-3-658-14268-1_24\">https://doi.org/10.1007/978-3-658-14268-1_24</a>.","bibtex":"@inbook{Steinhausen_Scharlau_2017, place={Wiesbaden}, title={Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-14268-1_24\">10.1007/978-3-658-14268-1_24</a>}, booktitle={Praxishandbuch Mentoring in der Wissenschaft}, publisher={Springer VS}, author={Steinhausen, Julia and Scharlau, Ingrid}, editor={Petersen, Renate and Budde, Mechthild and Brocke, Pia Simone and Doebert, Gitta and Rudack, Helga and Wolf, Henrike}, year={2017}, pages={315–330} }","short":"J. Steinhausen, I. Scharlau, in: R. Petersen, M. Budde, P.S. Brocke, G. Doebert, H. Rudack, H. Wolf (Eds.), Praxishandbuch Mentoring in der Wissenschaft, Springer VS, Wiesbaden, 2017, pp. 315–330.","mla":"Steinhausen, Julia, and Ingrid Scharlau. “Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase.” <i>Praxishandbuch Mentoring in der Wissenschaft</i>, edited by Renate Petersen et al., Springer VS, 2017, pp. 315–30, doi:<a href=\"https://doi.org/10.1007/978-3-658-14268-1_24\">10.1007/978-3-658-14268-1_24</a>.","apa":"Steinhausen, J., &#38; Scharlau, I. (2017). Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase. In R. Petersen, M. Budde, P. S. Brocke, G. Doebert, H. Rudack, &#38; H. Wolf (Eds.), <i>Praxishandbuch Mentoring in der Wissenschaft</i> (pp. 315–330). Springer VS. <a href=\"https://doi.org/10.1007/978-3-658-14268-1_24\">https://doi.org/10.1007/978-3-658-14268-1_24</a>"},"page":"315 - 330","place":"Wiesbaden","year":"2017","publication_status":"published","publication_identifier":{"isbn":["9783658142674"],"eisbn":["9783658142681"]},"language":[{"iso":"ger"}],"user_id":"42165","department":[{"_id":"424"}],"_id":"31649","status":"public","editor":[{"last_name":"Petersen","full_name":"Petersen, Renate","first_name":"Renate"},{"first_name":"Mechthild","last_name":"Budde","full_name":"Budde, Mechthild"},{"first_name":"Pia Simone","full_name":"Brocke, Pia Simone","last_name":"Brocke"},{"first_name":"Gitta","full_name":"Doebert, Gitta","last_name":"Doebert"},{"full_name":"Rudack, Helga","last_name":"Rudack","first_name":"Helga"},{"full_name":"Wolf, Henrike","last_name":"Wolf","first_name":"Henrike"}],"type":"book_chapter","publication":"Praxishandbuch Mentoring in der Wissenschaft"},{"type":"book_chapter","publication":"Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag","status":"public","editor":[{"last_name":"Webler","full_name":"Webler, Wolff-Dietrich","first_name":"Wolff-Dietrich"},{"full_name":"Jung-Paarmann, Helga","last_name":"Jung-Paarmann","first_name":"Helga"}],"user_id":"42165","department":[{"_id":"424"}],"_id":"31650","language":[{"iso":"ger"}],"publication_status":"published","publication_identifier":{"isbn":["978-3-946017-06-6"]},"citation":{"chicago":"Scharlau, Ingrid. “Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern.” In <i>Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag</i>, edited by Wolff-Dietrich Webler and Helga Jung-Paarmann, 229–42. Bielefeld: UVW, 2017.","ieee":"I. Scharlau, “Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern,” in <i>Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag</i>, W.-D. Webler and H. Jung-Paarmann, Eds. Bielefeld: UVW, 2017, pp. 229–242.","ama":"Scharlau I. Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern. In: Webler W-D, Jung-Paarmann H, eds. <i>Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag</i>. UVW; 2017:229-242.","bibtex":"@inbook{Scharlau_2017, place={Bielefeld}, title={Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern}, booktitle={Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag}, publisher={UVW}, author={Scharlau, Ingrid}, editor={Webler, Wolff-Dietrich and Jung-Paarmann, Helga}, year={2017}, pages={229–242} }","short":"I. Scharlau, in: W.-D. Webler, H. Jung-Paarmann (Eds.), Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag, UVW, Bielefeld, 2017, pp. 229–242.","mla":"Scharlau, Ingrid. “Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern.” <i>Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag</i>, edited by Wolff-Dietrich Webler and Helga Jung-Paarmann, UVW, 2017, pp. 229–42.","apa":"Scharlau, I. (2017). Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern. In W.-D. Webler &#38; H. Jung-Paarmann (Eds.), <i>Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag</i> (pp. 229–242). UVW."},"page":"229 - 242","year":"2017","place":"Bielefeld","author":[{"first_name":"Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","full_name":"Scharlau, Ingrid","id":"451"}],"date_created":"2022-06-05T00:43:45Z","date_updated":"2022-06-06T21:01:18Z","publisher":"UVW","title":"Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern"},{"language":[{"iso":"ger"}],"keyword":["Lesesozialisation","Familiale Erziehung","Familienklima","Kindliche Bildung","Bildungserwartungen","Häusliche Anregung","Home literacy environment","Vorlesen","Literacy"],"publication":"Handbuch Entwicklungs- und Erziehungspsychologie","abstract":[{"text":"Deutliche Unterschiede im Bildungserfolg von Kindern abhängig vom familialen Hintergrund zeigen, dass, ungeachtet der schulischen Bemühungen um die kindliche Bildung, die Familie weiterhin ein wesentlicher Einflussfaktor ist. Vor diesem Hintergrund werden im Folgenden die Wege erörtert, über die sich diese Einflüsse realisieren. Nach einem Überblick zu einschlägigen Prozessen werden in diesem Beitrag familiale Wirkungszusammenhänge am Beispiel der Lesesozialisation genauer beleuchtet. Vor diesem Hintergrund werden abschließend Programme zur Förderung der familialen Unterstützung diskutiert.","lang":"ger"}],"date_created":"2022-08-03T03:36:25Z","publisher":"Springer","title":"Bildung und Lesesozialisation im Elternhaus","year":"2017","user_id":"42165","department":[{"_id":"427"}],"_id":"32545","type":"book_chapter","status":"public","editor":[{"first_name":"Bärbel","last_name":"Kracke","full_name":"Kracke, Bärbel"},{"first_name":"Peter","last_name":"Noack","full_name":"Noack, Peter"}],"author":[{"full_name":"Buhl, Heike M.","id":"27152","last_name":"Buhl","first_name":"Heike M."},{"last_name":"Hilkenmeier","full_name":"Hilkenmeier, Johanna","first_name":"Johanna"}],"date_updated":"2022-08-29T05:21:25Z","oa":"1","main_file_link":[{"open_access":"1","url":"https://link.springer.com/content/pdf/10.1007/978-3-642-54061-5_10-1.pdf"}],"doi":"10.1007/978-3-642-54061-5_10-1","publication_status":"published","publication_identifier":{"isbn":["9783642540615"]},"citation":{"short":"H.M. Buhl, J. Hilkenmeier, in: B. Kracke, P. Noack (Eds.), Handbuch Entwicklungs- und Erziehungspsychologie, Springer, Berlin, 2017, pp. 163–179.","mla":"Buhl, Heike M., and Johanna Hilkenmeier. “Bildung und Lesesozialisation im Elternhaus.” <i>Handbuch Entwicklungs- und Erziehungspsychologie</i>, edited by Bärbel Kracke and Peter Noack, Springer, 2017, pp. 163–79, doi:<a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-1\">10.1007/978-3-642-54061-5_10-1</a>.","bibtex":"@inbook{Buhl_Hilkenmeier_2017, place={Berlin}, title={Bildung und Lesesozialisation im Elternhaus}, DOI={<a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-1\">10.1007/978-3-642-54061-5_10-1</a>}, booktitle={Handbuch Entwicklungs- und Erziehungspsychologie}, publisher={Springer}, author={Buhl, Heike M. and Hilkenmeier, Johanna}, editor={Kracke, Bärbel and Noack, Peter}, year={2017}, pages={163–179} }","apa":"Buhl, H. M., &#38; Hilkenmeier, J. (2017). Bildung und Lesesozialisation im Elternhaus. In B. Kracke &#38; P. Noack (Eds.), <i>Handbuch Entwicklungs- und Erziehungspsychologie</i> (pp. 163–179). Springer. <a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-1\">https://doi.org/10.1007/978-3-642-54061-5_10-1</a>","ama":"Buhl HM, Hilkenmeier J. Bildung und Lesesozialisation im Elternhaus. In: Kracke B, Noack P, eds. <i>Handbuch Entwicklungs- und Erziehungspsychologie</i>. Springer; 2017:163-179. doi:<a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-1\">10.1007/978-3-642-54061-5_10-1</a>","ieee":"H. M. Buhl and J. Hilkenmeier, “Bildung und Lesesozialisation im Elternhaus,” in <i>Handbuch Entwicklungs- und Erziehungspsychologie</i>, B. Kracke and P. Noack, Eds. Berlin: Springer, 2017, pp. 163–179.","chicago":"Buhl, Heike M., and Johanna Hilkenmeier. “Bildung und Lesesozialisation im Elternhaus.” In <i>Handbuch Entwicklungs- und Erziehungspsychologie</i>, edited by Bärbel Kracke and Peter Noack, 163–79. Berlin: Springer, 2017. <a href=\"https://doi.org/10.1007/978-3-642-54061-5_10-1\">https://doi.org/10.1007/978-3-642-54061-5_10-1</a>."},"page":"163-179","place":"Berlin"},{"issue":"6","year":"2017","date_created":"2022-08-03T03:42:53Z","publisher":"SAGE Publications","title":"The Role of Parents and Peers in the Transition From University to Work Life","publication":"Journal of Career Development","abstract":[{"lang":"eng","text":"This longitudinal study addresses the role of support given by parents and peers during the transition from university to work life. A sample of 64 German university students in their last year at the university completed scales from the Network of Relationships Inventory regarding general support, namely, instrumental aid and intimacy with mothers, fathers, romantic partners, and friends. Four years later, they assessed domain-specific support when looking for work, namely, joint exploration and instrumental support. Participants perceived receiving both types of support from all significant others. However, joint exploration was more important than instrumental support. They felt especially supported by romantic partners. Women received more support than did men. Both types of domain-specific support were explained by general modes of support assessed 4 years earlier. Whether parents, friends, and partners were perceived as helpful during the transition was explained mainly by joint exploration. Again, support from a partner was seen as especially helpful in contrast to help from parents and friends. The special significance of joint exploration underlines the benefit of counseling at the transition from university to work life."}],"language":[{"iso":"eng"}],"keyword":["Organizational Behavior and Human Resource Management","General Psychology","Applied Psychology","Education"],"publication_identifier":{"issn":["0894-8453","1556-0856"]},"publication_status":"published","page":"523-535","intvolume":"        45","citation":{"ama":"Buhl HM, Noack P, Kracke B. The Role of Parents and Peers in the Transition From University to Work Life. <i>Journal of Career Development</i>. 2017;45(6):523-535. doi:<a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>","ieee":"H. M. Buhl, P. Noack, and B. Kracke, “The Role of Parents and Peers in the Transition From University to Work Life,” <i>Journal of Career Development</i>, vol. 45, no. 6, pp. 523–535, 2017, doi: <a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>.","chicago":"Buhl, Heike M., Peter Noack, and Baerbel Kracke. “The Role of Parents and Peers in the Transition From University to Work Life.” <i>Journal of Career Development</i> 45, no. 6 (2017): 523–35. <a href=\"https://doi.org/10.1177/0894845317720728\">https://doi.org/10.1177/0894845317720728</a>.","mla":"Buhl, Heike M., et al. “The Role of Parents and Peers in the Transition From University to Work Life.” <i>Journal of Career Development</i>, vol. 45, no. 6, SAGE Publications, 2017, pp. 523–35, doi:<a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>.","bibtex":"@article{Buhl_Noack_Kracke_2017, title={The Role of Parents and Peers in the Transition From University to Work Life}, volume={45}, DOI={<a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>}, number={6}, journal={Journal of Career Development}, publisher={SAGE Publications}, author={Buhl, Heike M. and Noack, Peter and Kracke, Baerbel}, year={2017}, pages={523–535} }","short":"H.M. Buhl, P. Noack, B. Kracke, Journal of Career Development 45 (2017) 523–535.","apa":"Buhl, H. M., Noack, P., &#38; Kracke, B. (2017). The Role of Parents and Peers in the Transition From University to Work Life. <i>Journal of Career Development</i>, <i>45</i>(6), 523–535. <a href=\"https://doi.org/10.1177/0894845317720728\">https://doi.org/10.1177/0894845317720728</a>"},"volume":45,"author":[{"full_name":"Buhl, Heike M.","id":"27152","last_name":"Buhl","first_name":"Heike M."},{"full_name":"Noack, Peter","last_name":"Noack","first_name":"Peter"},{"first_name":"Baerbel","last_name":"Kracke","full_name":"Kracke, Baerbel"}],"date_updated":"2022-08-29T06:10:00Z","doi":"10.1177/0894845317720728","type":"journal_article","status":"public","department":[{"_id":"427"}],"user_id":"42165","_id":"32546"},{"citation":{"ama":"Scharlau I, Golombek C, Klingsieck KB. Zugänge zur Erfassung der Schreibkompetenzen von Studierenden in lehrnahen Untersuchungen: Ein Methodenkompass. <i>die hochschullehre</i>. 2017;3.","chicago":"Scharlau, Ingrid, Christiane Golombek, and Katrin B. Klingsieck. “Zugänge zur Erfassung der Schreibkompetenzen von Studierenden in lehrnahen Untersuchungen: Ein Methodenkompass.” <i>die hochschullehre</i> 3 (2017).","ieee":"I. Scharlau, C. Golombek, and K. B. Klingsieck, “Zugänge zur Erfassung der Schreibkompetenzen von Studierenden in lehrnahen Untersuchungen: Ein Methodenkompass,” <i>die hochschullehre</i>, vol. 3, 2017.","bibtex":"@article{Scharlau_Golombek_Klingsieck_2017, title={Zugänge zur Erfassung der Schreibkompetenzen von Studierenden in lehrnahen Untersuchungen: Ein Methodenkompass}, volume={3}, journal={die hochschullehre}, author={Scharlau, Ingrid and Golombek, Christiane and Klingsieck, Katrin B.}, year={2017} }","short":"I. Scharlau, C. Golombek, K.B. Klingsieck, die hochschullehre 3 (2017).","mla":"Scharlau, Ingrid, et al. “Zugänge zur Erfassung der Schreibkompetenzen von Studierenden in lehrnahen Untersuchungen: Ein Methodenkompass.” <i>die hochschullehre</i>, vol. 3, 2017.","apa":"Scharlau, I., Golombek, C., &#38; Klingsieck, K. B. (2017). Zugänge zur Erfassung der Schreibkompetenzen von Studierenden in lehrnahen Untersuchungen: Ein Methodenkompass. <i>die hochschullehre</i>, <i>3</i>."},"intvolume":"         3","year":"2017","publication_status":"published","main_file_link":[{"open_access":"1","url":"http://www.hochschullehre.org/?p=922"}],"title":"Zugänge zur Erfassung der Schreibkompetenzen von Studierenden in lehrnahen Untersuchungen: Ein Methodenkompass","date_created":"2018-12-10T07:45:22Z","author":[{"first_name":"Ingrid","full_name":"Scharlau, Ingrid","id":"451","orcid":"0000-0003-2364-9489","last_name":"Scharlau"},{"full_name":"Golombek, Christiane","last_name":"Golombek","first_name":"Christiane"},{"id":"36716","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","first_name":"Katrin B."}],"volume":3,"date_updated":"2023-01-08T16:34:55Z","oa":"1","status":"public","abstract":[{"text":"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.","lang":"ger"}],"type":"journal_article","publication":"die hochschullehre","language":[{"iso":"ger"}],"user_id":"36716","department":[{"_id":"424"},{"_id":"31"}],"_id":"6099"},{"language":[{"iso":"eng"}],"user_id":"36716","department":[{"_id":"31"}],"_id":"29119","status":"public","type":"journal_article","publication":"Social Psychology of Education","doi":"10.1007/s11218-017-9386-x","title":"Do procrastination-friendly environments make students delay unnecessarily?","author":[{"first_name":"Kent","last_name":"Nordby","full_name":"Nordby, Kent"},{"last_name":"Klingsieck","id":"36716","full_name":"Klingsieck, Katrin B.","first_name":"Katrin B."},{"first_name":"Frode","last_name":"Svartdal","full_name":"Svartdal, Frode"}],"date_created":"2021-12-23T11:47:09Z","date_updated":"2023-01-08T16:33:19Z","citation":{"chicago":"Nordby, Kent, Katrin B. Klingsieck, and Frode Svartdal. “Do Procrastination-Friendly Environments Make Students Delay Unnecessarily?” <i>Social Psychology of Education</i>, 2017, 491–512. <a href=\"https://doi.org/10.1007/s11218-017-9386-x\">https://doi.org/10.1007/s11218-017-9386-x</a>.","ieee":"K. Nordby, K. B. Klingsieck, and F. Svartdal, “Do procrastination-friendly environments make students delay unnecessarily?,” <i>Social Psychology of Education</i>, pp. 491–512, 2017, doi: <a href=\"https://doi.org/10.1007/s11218-017-9386-x\">10.1007/s11218-017-9386-x</a>.","ama":"Nordby K, Klingsieck KB, Svartdal F. Do procrastination-friendly environments make students delay unnecessarily? <i>Social Psychology of Education</i>. Published online 2017:491-512. doi:<a href=\"https://doi.org/10.1007/s11218-017-9386-x\">10.1007/s11218-017-9386-x</a>","apa":"Nordby, K., Klingsieck, K. B., &#38; Svartdal, F. (2017). Do procrastination-friendly environments make students delay unnecessarily? <i>Social Psychology of Education</i>, 491–512. <a href=\"https://doi.org/10.1007/s11218-017-9386-x\">https://doi.org/10.1007/s11218-017-9386-x</a>","short":"K. Nordby, K.B. Klingsieck, F. Svartdal, Social Psychology of Education (2017) 491–512.","mla":"Nordby, Kent, et al. “Do Procrastination-Friendly Environments Make Students Delay Unnecessarily?” <i>Social Psychology of Education</i>, 2017, pp. 491–512, doi:<a href=\"https://doi.org/10.1007/s11218-017-9386-x\">10.1007/s11218-017-9386-x</a>.","bibtex":"@article{Nordby_Klingsieck_Svartdal_2017, title={Do procrastination-friendly environments make students delay unnecessarily?}, DOI={<a href=\"https://doi.org/10.1007/s11218-017-9386-x\">10.1007/s11218-017-9386-x</a>}, journal={Social Psychology of Education}, author={Nordby, Kent and Klingsieck, Katrin B. and Svartdal, Frode}, year={2017}, pages={491–512} }"},"page":"491-512","year":"2017","publication_status":"published","publication_identifier":{"issn":["1381-2890","1573-1928"]}},{"citation":{"ieee":"K. B. Klingsieck, “Die Selbstwirksamkeit zum Diagnostizieren lern- und leistungsrelevanter Merkmale in der inklusiven Schule – Entwicklung und Erprobung einer Skala,” . <i>Lehrerbildung auf dem Prüfstand</i>, vol. 10, pp. 55–66, 2017.","chicago":"Klingsieck, Katrin B. “Die Selbstwirksamkeit Zum Diagnostizieren Lern- Und Leistungsrelevanter Merkmale in Der Inklusiven Schule – Entwicklung Und Erprobung Einer Skala.” . <i>. Lehrerbildung Auf Dem Prüfstand</i> 10 (2017): 55–66.","ama":"Klingsieck KB. Die Selbstwirksamkeit zum Diagnostizieren lern- und leistungsrelevanter Merkmale in der inklusiven Schule – Entwicklung und Erprobung einer Skala. . <i>Lehrerbildung auf dem Prüfstand</i>. 2017;10:55-66.","mla":"Klingsieck, Katrin B. “Die Selbstwirksamkeit Zum Diagnostizieren Lern- Und Leistungsrelevanter Merkmale in Der Inklusiven Schule – Entwicklung Und Erprobung Einer Skala.” . <i>. Lehrerbildung Auf Dem Prüfstand</i>, vol. 10, 2017, pp. 55–66.","bibtex":"@article{Klingsieck_2017, title={Die Selbstwirksamkeit zum Diagnostizieren lern- und leistungsrelevanter Merkmale in der inklusiven Schule – Entwicklung und Erprobung einer Skala}, volume={10}, journal={. Lehrerbildung auf dem Prüfstand}, author={Klingsieck, Katrin B.}, year={2017}, pages={55–66} }","short":"K.B. Klingsieck, . . Lehrerbildung Auf Dem Prüfstand 10 (2017) 55–66.","apa":"Klingsieck, K. B. (2017). Die Selbstwirksamkeit zum Diagnostizieren lern- und leistungsrelevanter Merkmale in der inklusiven Schule – Entwicklung und Erprobung einer Skala. . <i>. Lehrerbildung Auf Dem Prüfstand</i>, <i>10</i>, 55–66."},"page":"55-66","intvolume":"        10","year":"2017","author":[{"first_name":"Katrin B.","last_name":"Klingsieck","id":"36716","full_name":"Klingsieck, Katrin B."}],"date_created":"2023-09-09T16:06:15Z","volume":10,"date_updated":"2023-11-08T08:25:35Z","title":"Die Selbstwirksamkeit zum Diagnostizieren lern- und leistungsrelevanter Merkmale in der inklusiven Schule – Entwicklung und Erprobung einer Skala","type":"journal_article","publication":". Lehrerbildung auf dem Prüfstand","status":"public","user_id":"14931","department":[{"_id":"426"}],"_id":"46936","language":[{"iso":"eng"}]}]