@misc{31600, author = {{Strauß, Sara}}, booktitle = {{Miranda: Multidisciplinary Peer-Reviewed Journal on the English-Speaking World}}, title = {{{"Silvia Pellicer-Ortín, Julia Tofantšuk (eds.), Women on the Move. Body, Memory and Femininity in Present-Day Transnational Diasporic Writing"}}}, volume = {{19}}, year = {{2019}}, } @book{31611, editor = {{Ballweg, Sandra and Kühn, Bärbel}}, publisher = {{Göttingen: Universitätsdrucke}}, title = {{{Portfolioarbeit im Kontext von Sprachenunterricht. Neue internationale Entwicklungen}}}, year = {{2019}}, } @inbook{31624, author = {{Ballweg, Sandra}}, booktitle = {{Produktion und Partizipation in Deutsch als Fremd- und Zweitsprache: Sprechen - Schreiben - Mitreden. Dokumentation der siebten Gesamtschweizerischen Tagung für Deutschlehrerinnen und Deutschlehrer}}, editor = {{Shafer, Naomi}}, pages = {{69--76}}, publisher = {{Universität Bern}}, title = {{{Schreibprozesse unterstützen: Der Einsatz von Portfolios und Schreibberatung im DaF- und DaZ-Unterricht}}}, year = {{2019}}, } @inbook{31622, author = {{Ballweg, Sandra}}, booktitle = {{Handbuch Mehrsprachigkeits- und Mehrkulturalitätsdidaktik}}, editor = {{Meißner, Franz-Josef and Fäcke, Christiane}}, pages = {{130--133}}, publisher = {{Narr Francke Attempto}}, title = {{{Portfolio im Kontext von Mehrsprachigkeit}}}, year = {{2019}}, } @inbook{31621, author = {{Ballweg, Sandra}}, booktitle = {{Handbuch Mehrsprachigkeits- und Mehrkulturalitätsdidaktik}}, editor = {{Meißner, Franz-Josef and Fäcke, Christiane}}, pages = {{265--270}}, publisher = {{Narr Francke Attempto}}, title = {{{Erst-, Zweit- und Mehrsprachenerwerb}}}, year = {{2019}}, } @book{31486, author = {{Böker, Ines}}, title = {{{Die Ethik der Widersetzlichkeit. Theoretische und literarische Transformationen der Antigone, Berlin u.a.: Peter Lang (Historisch-kritische Arbeiten zur deutschen Literatur) }}}, volume = {{61}}, year = {{2019}}, } @inbook{31658, author = {{Scharlau, Ingrid and Heuer, Claudia}}, booktitle = {{Wissenschaftliches Lesen und Schreiben vermitteln}}, editor = {{Wymann, Christian}}, publisher = {{Budrich Verlag}}, title = {{{Schnelles inhaltliches Feedback zu Entwürfen}}}, year = {{2019}}, } @inproceedings{31682, author = {{Stratmann, Lukas and Buse, Dominik S. and Heinovski, Julian and Klingler, Florian and Sommer, Christoph and Tünnermann, Jan and Scharlau, Ingrid and Dressler, Falko}}, booktitle = {{INFORMATIK 2019: 50 Jahre Gesellschaft für Informatik – Informatik für Gesellschaft (Workshop-Beiträge)}}, editor = {{Draude, Claude and Lange, Martin and Sick, Bernhard}}, pages = {{ 185 -- 194 }}, publisher = {{Gesellschaft für Informatik e.V.}}, title = {{{Psychological Feasibility of a Virtual Cycling Environment for Human-in-the-Loop Experiments}}}, doi = {{ 10.18420/inf2019_ws21 }}, year = {{2019}}, } @article{28687, abstract = {{Although there is considerable research on and knowledge about students’ conceptual-izations of learning or academic practices and skills, the variability of these conceptu-alizations has been consistently neglected.In the present study, we address this varia-bility in the field of academic readingwith the help of a novel approach. Drawing on qualitative metaphor analysis, we report a detailed system of students’ conceptual met-aphors of reading. Ourspecific methodologicalapproach to identify the structure of these conceptual metaphorsallowsto analyze subjective agency on a lexical as well as grammatical level.The conceptual metaphors we identified by this method are markedly variable, although they create an overall impression of medium to low agency, that is a reader who is only weakly active or potent. Interrater reliability of the coding system was very good. We also report and analyze the frequency of the conceptual metaphors ina sample of 143 texts written by bachelor students.}}, author = {{Scharlau, Ingrid and Körber, Miriam and Karsten, Andrea}}, issn = {{2295-3159}}, journal = {{Frontline Learning Research}}, keywords = {{metaphor, conceptual metaphor, metaphor analysis, academic reading, transitivity}}, number = {{4}}, pages = {{25 -- 57}}, title = {{{Plunging into a world? A novel approach to undergraduates’ metaphors of reading}}}, doi = {{10.14786/flr.v7i4.559}}, volume = {{9}}, year = {{2019}}, } @article{28986, abstract = {{With the present exploration, we aimed to answer the question whether distinct disciplinary cultures are present at today’s universities. To this purpose, we conducted 16 interviews with scholars from different disciplines. Qualitative analysis shows that disciplinary cultures in a narrow, epistemological sense (including forms of knowledge and work as well as organisation of teaching and learning) are perceived as distinct aspects of higher education and deemed important. Disciplinary cultures in a broader sense related to lifestyle and habitus, however, were hardly reported and not perceived as characteristic. Questions of social selectivity or inequality within universities were rarely touched in the interviews. Own cultures are typically described as rather heterogeneous, which is not the case for other cultures. Handling of possible cultures as well as differences by the interviewees turned out to be very cautious, at the same time restrained and respectful. Even where differences are observed or different values are revealed, there is little evidence of disputes. Consequences of these findings for research into disciplinary cultures and higher education are discussed.}}, author = {{Scharlau, Ingrid and Huber, Ludwig}}, journal = {{die hochschullehre}}, keywords = {{disciplinary culture, habitus, distinctions}}, title = {{{Welche Rolle spielen Fachkulturen heute? Bericht von einer Erkundungsstudie.}}}, volume = {{5}}, year = {{2019}}, }