@inproceedings{36211, author = {{Franzen, Katja and Hellmich, Frank}}, publisher = {{University of Glasgow}}, title = {{{How can primary school teachers’ self-efficacy beliefs in inclusive education be explained? Single Paper. ECER 2020 (European Conference on Educational Research). “Educational Research (Re)connecting Communities”}}}, year = {{2020}}, } @inproceedings{36232, author = {{Löper, Marwin Felix and Hellmich, Frank and Trauntschnig, Mike and Schwab, Susanne }}, publisher = {{Quebec City}}, title = {{{The role of contact experiences for primary school children’s attitudes towards peers with special educational needs. Single Paper. 10th SELF International Conference. “SELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Science”}}}, year = {{2020}}, } @inproceedings{36231, author = {{Hellmich, Frank and Löper, Marwin Felix and Görel, Gamze}}, publisher = {{Quebec City}}, title = {{{Effects of primary school teachers’ self-efficacy beliefs and their attitudes on their everyday day practices in inclusive education. Single Paper. 10th SELF International Conference. “SELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Science”}}}, year = {{2020}}, } @inproceedings{36217, author = {{Löper, Marwin Felix and Hellmich, Frank}}, publisher = {{University of Glasgow}}, title = {{{Determinants for primary school students’ attitudes towards peers with special educational needs in their social and emotional development. Single Paper. ECER 2020 (European Conference on Educational Research). “Educational Research (Re)connecting Communities”}}}, year = {{2020}}, } @inproceedings{36234, author = {{Hoya, Fabian Karl and Hellmich, Frank}}, publisher = {{Quebec City}}, title = {{{Effects of parental feedback on children’s reading motivation and their reading comprehension. Single Paper. 10th SELF International Conference. “SELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Science”}}}, year = {{2020}}, } @inproceedings{36184, author = {{Hellmich, Frank}}, publisher = {{University College London}}, title = {{{Discussion on the panel “Inclusion: Perceptions, attitudes and relationships” (Moderator: Christoph Müller, Discussants: Anita Bexkens, Frank Hellmich & Timo Lüke). EARLI SIG 15 Biennial Conference 2020 `Special Educational Needs´. “Learning difficulties and inclusion: Challenges (and solutions) for the future”}}}, year = {{2020}}, } @inproceedings{36192, author = {{Görel, Gamze and Löper, Marwin Felix and Hellmich, Frank}}, publisher = {{University College London}}, title = {{{Predictors for teachers’ intentions to deal with heterogeneity in (non-)inclusive primary schools. Single Paper. EARLI SIG 15 Biennial Conference 2020 `Special Educational Needs´. “Learning difficulties and inclusion: Challenges (and solutions) for the future”}}}, year = {{2020}}, } @inproceedings{36186, author = {{Hellmich, Frank and Löper, Marwin Felix and Schwab, Susanne}}, publisher = {{University College London}}, title = {{{Children’s contact experiences and their attitudes towards peers with special educational needs. Single Paper. EARLI SIG 15 Biennial Conference 2020 `Special Educational Needs´. “Learning difficulties and inclusion: Challenges (and solutions) for the future”}}}, year = {{2020}}, } @inproceedings{36189, author = {{Görel, Gamze and Hellmich, Frank}}, publisher = {{University College London}}, title = {{{Primary school principals’ perspective on requirements for the implementation of inclusive education. Single Paper. EARLI SIG 15 Biennial Conference 2020 `Special Educational Needs´. “Learning difficulties and inclusion: Challenges (and solutions) for the future”}}}, year = {{2020}}, } @inproceedings{36194, author = {{Löper, Marwin Felix and Hellmich, Frank}}, publisher = {{University College London}}, title = {{{Determinants of children’s attitudes towards peers with special educational needs. Single Paper. EARLI SIG 15 Biennial Conference 2020 `Special Educational Needs´. “Learning difficulties and inclusion: Challenges (and solutions) for the future”}}}, year = {{2020}}, } @inproceedings{36188, author = {{Franzen, Katja and Hellmich, Frank}}, publisher = {{ University College London}}, title = {{{Predictors of primary school teachers’ self-efficacy for inclusive education. Poster Presentation. EARLI SIG 15 Biennial Conference 2020 `Special Educational Needs´. “Learning difficulties and inclusion: Challenges (and solutions) for the future”}}}, year = {{2020}}, } @inbook{40247, author = {{Herzig, Bardo}}, booktitle = {{Mobile Medien im Schulkontext, Medienbildung und Gesellschaft}}, editor = {{Meister, D. M. and Mindt, I.}}, isbn = {{978-36582903992}}, pages = {{7--28}}, publisher = {{Springer}}, title = {{{Digitalisierung - Revolution des Lernens? }}}, doi = {{10.1007/978-3-658-29039-9_2}}, volume = {{41}}, year = {{2020}}, } @article{39825, author = {{Plöger, Wilfried and Krepf, Matthias and Scholl, Daniel and Seifert, Andreas}}, journal = {{Teacher Education Quaterly}}, number = {{2}}, pages = {{134--157}}, title = {{{Analytical Competence of Teachers – Assessing the Construct Validity by Means of Mixed Methods and Drawing Consequences for Teacher Education.}}}, volume = {{47}}, year = {{2020}}, } @article{40291, author = {{Herzig, Bardo and Klar, T.-M. and Martin, A. and Meister, D. M.}}, issn = {{1424-3636}}, journal = {{MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}}, number = {{39}}, publisher = {{Hochschule Zürich}}, title = {{{Editorial: Orientierungen in der digitalen Welt}}}, doi = {{10.21240/mpaed/39/2020.12.12.X}}, year = {{2020}}, } @inproceedings{36209, author = {{Schulze, Jan Roland and Hoya, Fabian Karl and Blumberg, Eva and Hellmich, Frank}}, publisher = {{University of Glasgow}}, title = {{{Effects of pre-service teachers’ collaborative planning lessons on their professional self-concepts. Single Paper. ECER 2020 (European Conference on Educational Research). “Educational Research (Re)connecting Communities”}}}, year = {{2020}}, } @article{39819, abstract = {{Ausgehend von einem Forschungsvorhaben, welches sich für die Wahrnehmung und Entwicklung von professionellen Kompetenzen von Bachelorstudierenden während einer Praxisphase interessiert, wurde ein Erhebungsinstrument zusammengestellt, das sich am kompetenztheoretischen Professionsverständnis nach Baumert & Kunter (2006) orientiert. Weil die zu untersuchende Praxisphase am Standort Bielefeld bildungswissenschaftlich verankert ist und eine Konkretisierung des Fragebogens hinsichtlich der modularen Anforderungen stattfand, bilden sich in der Konsequenz neben einer bildungswissenschaftlichen Ausrichtung auch Schwerpunkte ab, die sich in didaktischen und diagnostischen Kompetenzen sowie im Umgang mit Heterogenität zeigen. In dem Beitrag wird ein neu zusammengestelltes Erhebungsinstrument vorgestellt. Dies meint konkret, dass Entscheidungen für die Verwendung von bewährten (Sub-)Skalen offengelegt wer-den; entsprechend werden die modularen wie theoriegeleiteten Argumente für einzelne (Sub-)Skalen innerhalb der Erläuterung der einzelnen Kompetenzfacetten im Detail aufgeführt.}}, author = {{Pieper, Catania and Kottmann, Brigitte and Miller, Susanne}}, journal = {{HLZ - Herausforderung Lehrer_innenbildung, Zeitschrift zur Konzeption, Gestaltung und Diskussion}}, number = {{1}}, pages = {{184--200}}, title = {{{Professionelle Kompetenzwahrnehmung von Lehramtsstudierenden in Praxisphasen. Zusammenstellung eines Erhebungsinstruments mit den Schwerpunkten auf diagnostischen und didaktischen Kompetenzen sowie dem Umgang mit Heterogenität}}}, doi = {{10.4119/HLZ-3201}}, volume = {{3}}, year = {{2020}}, } @inbook{40665, author = {{Schuster, Britt-Marie}}, booktitle = {{ Text- und Diskurslinguistik}}, editor = {{Gansel, Christina and Spieß, Constanze}}, publisher = {{De Gruyter}}, title = {{{»Gestaltungsmittel«}}}, doi = {{10.1515/wsk}}, volume = {{6}}, year = {{2020}}, } @inbook{40663, author = {{Schuster, Britt-Marie}}, booktitle = {{ Text- und Diskurslinguistik}}, editor = {{Gansel, Christina and Spieß, Constanze}}, publisher = {{De Gruyter}}, title = {{{»Anspielung«}}}, doi = {{10.1515/wsk}}, volume = {{6}}, year = {{2020}}, } @inbook{40661, author = {{Schuster, Britt-Marie}}, booktitle = {{ Text- und Diskurslinguistik}}, editor = {{Gansel, Christina and Spieß, Constanze}}, publisher = {{De Gruyter}}, title = {{{»Briefsorte«}}}, doi = {{10.1515/wsk}}, volume = {{6}}, year = {{2020}}, } @inbook{40660, author = {{Schuster, Britt-Marie}}, booktitle = {{ Text- und Diskurslinguistik}}, editor = {{Gansel, Christina and Spieß, Constanze}}, publisher = {{De Gruyter}}, title = {{{»Gestalt«}}}, doi = {{10.1515/wsk}}, volume = {{6}}, year = {{2020}}, } @inbook{40664, author = {{Schuster, Britt-Marie}}, booktitle = {{ Text- und Diskurslinguistik}}, editor = {{Gansel, Christina and Spieß, Constanze}}, publisher = {{De Gruyter}}, title = {{{»Bricolage«}}}, doi = {{10.1515/wsk}}, volume = {{6}}, year = {{2020}}, } @misc{30983, author = {{Schubert, Katrin}}, booktitle = {{WSK Band 6 (Wörterbücher zur Sprach- und Kommunikationswissenschaft): Text- und Diskurslinguistik.}}, editor = {{Gansel, Christina and Spieß, Constanze}}, title = {{{Okkasionalismus}}}, volume = {{Band 6}}, year = {{2020}}, } @misc{30982, author = {{Schubert, Katrin}}, booktitle = {{WSK Band 6 (Wörterbücher zur Sprach- und Kommunikationswissenschaft): Text- und Diskurslinguistik.}}, editor = {{Gansel, Christina and Spieß, Constanze}}, title = {{{Neologismus}}}, volume = {{Band 6}}, year = {{2020}}, } @misc{30981, author = {{Schubert, Katrin}}, booktitle = {{WSK Band 6 (Wörterbücher zur Sprach- und Kommunikationswissenschaft): Text- und Diskurslinguistik.}}, editor = {{Gansel, Christina and Spieß, Constanze}}, title = {{{Archaismus}}}, volume = {{Band 6}}, year = {{2020}}, } @book{32463, author = {{Bonanati, Sabrina and Greiner, Christian and Gruchel, Nicole and Buhl, Heike M.}}, publisher = {{Springer}}, title = {{{ Lesekompetenz fördern. Ein Manual für das LIFE-Programm zur Stärkung der Zusammenarbeit von Schule und Elternhaus}}}, year = {{2020}}, } @inproceedings{24903, author = {{Tolksdorf, Nils Frederik and Viertel, Fanziska and Rohlfing, Katharina J.}}, booktitle = {{Companion of the 2020 ACM/IEEE International Conference on Human-Robot Interaction}}, title = {{{Do Shy Children Behave Differently than Non-shy Children in a Long-term Child-robot Interaction?}}}, doi = {{10.1145/3371382.3378367}}, year = {{2020}}, } @inproceedings{24904, author = {{Tolksdorf, Nils Frederik and Rohlfing, Katharina J.}}, booktitle = {{2020 29th IEEE International Conference on Robot and Human Interactive Communication (RO-MAN)}}, title = {{{Parents’ Views on Using Social Robots for Language Learning}}}, doi = {{10.1109/ro-man47096.2020.9223540}}, year = {{2020}}, } @article{20260, author = {{Crawshaw, Camilla E. and Kern, Friederike and Mertens, Ulrich and Rohlfing, Katharina}}, journal = {{Frontiers in Psychology}}, title = {{{Children’s Narrative Elaboration After Reading a Storybook Versus Viewing a Video}}}, doi = {{10.3389/fpsyg.2020.569891}}, volume = {{11}}, year = {{2020}}, } @article{39836, author = {{Vogt, Annika and Stiel, Stephanie and Heckel, Maria and Goebel, Swantje and Mai, Sandra Stephanie and Seifert, Andreas and Gerlach, Christina and Ostgathe, Christoph and Weber, Martin }}, journal = {{Health and Quality of Life Outcomes}}, number = {{311}}, pages = {{2--15}}, title = {{{Assessment of the quality of end-of-life care: translation and validation of the German version of the “Care of the Dying Evaluation” (CODE-GER) – a questionnaire for bereaved relatives.}}}, volume = {{18}}, year = {{2020}}, } @inbook{40245, author = {{Herzig, Bardo}}, booktitle = {{Digital?! Perspektiven der Digitalisierung für den Lehrerberuf und die Lehrerbildung (Beiträge zur Lehrerbildung und Bildungsforschung, Band 5)}}, editor = {{Rothland, M. and Herrlinger, S.}}, isbn = {{978-3830942320}}, pages = {{35--50}}, publisher = {{Waxmann}}, title = {{{Digitalisierung, Medienbildung und Medienkompetenz. Verhältnisbestimmungen und Implikationen für die Lehrerbildung und den Lehrerberuf.}}}, year = {{2020}}, } @article{40255, author = {{Herzig, Bardo}}, journal = {{TELEVIZION 33/2020/2}}, number = {{33}}, pages = {{1--6}}, title = {{{Medienkompetenz. Modellierung, Messung und Bedeutung in Zeiten der Coronapandemie}}}, year = {{2020}}, } @article{40284, author = {{Herzig, Bardo}}, issn = {{0947-2746}}, journal = {{Schulmagazin 5-10: Impulse für kreativen Unterricht}}, number = {{4}}, pages = {{7--11}}, publisher = {{Friedrich}}, title = {{{Bildung in der digitalen Welt. Digitalisierungsbezogene Kompetenzen von Lehrpersonen}}}, year = {{2020}}, } @article{40288, author = {{Herzig, Bardo}}, journal = {{Zeitschrift für Grundschulforschung}}, number = {{13}}, pages = {{1--18}}, publisher = {{Springer}}, title = {{{Medienbildung in der Grundschule - ein konzeptioneller Beitrag zur Auseinandersetzung mit (digitalen) Medien.}}}, doi = {{10.1007/s42278-019-00064-5}}, year = {{2020}}, } @inproceedings{40310, author = {{Decius, Julian and Schaper, Niclas and Seifert, Andreas}}, booktitle = {{9th PDRnet Research Symposium}}, location = {{Antwerpen}}, title = {{{Investigating the Hen-Egg-Problem: A Cross-Lagged-Panel Approach to Informal Workplace Learning and Working Conditions.}}}, year = {{2020}}, } @article{40297, author = {{Herzig, Bardo and Martin, A.}}, issn = {{1424-3636}}, journal = {{Medienpädagogik. Zeitschrift für Theorie und Praxis der Medienbildung}}, number = {{37}}, pages = {{283--298}}, publisher = {{DGfE}}, title = {{{Schulische Medienbildung im Spannungsfeld von Medienpädagogik und Fachdidaktik}}}, year = {{2020}}, } @book{40311, editor = {{Herzig, Bardo and Klar, T.-M. and Martin, A. and Meister, D. M.}}, issn = {{1424-3636}}, pages = {{210}}, publisher = {{Hochschule Zürich}}, title = {{{Orientierungen in der digitalen Welt}}}, doi = {{10.21240/mpaed/39/2020.12.12.X}}, volume = {{39}}, year = {{2020}}, } @article{39817, abstract = {{In the mentoring programme project “Schule für alle” (“School for all”) at the University of Bielefeld in North Rhine-Westphalia, university students of primary or special education support a child who is in a situation of crisis for more than one year. In addition, the university students receive ongoing, systematic university support (cf. Kottmann, 2007, p. 32; Kottmann, 2014, p. 380).The accompanying research by “Schule für alle” focuses on the professionalization processes of student teachers during practical phases at universities; accordingly, control groups were included on a pro rata basis. In the pre-post design, all students completed a questionnaire (cf. Pieper, Kottmann & Miller, 2018, p. 294), the evaluation of which shows few changes in the professional perception of competence. Students of the mentoring programme also regularly reflected on their practical experience. Based on the objective hermeneutics it was discovered that the conception of the project supports the process of perceiving, acknowledging and becoming more sensitive in regard to heterogeneous realities in life (cf. Pieper & Kottmann 2019b, p. 312) and that students can consciously perceive and reflect their own normative expectations (cf. Pieper & Kottmann 2019a, p. 79).The article primarily presents the results of the pre-post survey in detail and adds insights into the qualitative evaluation processes. In the conclusion, the potential of the project and mentoring programmes in general, specifically for teacher training students, is described.}}, author = {{Kottmann, Brigitte and Pieper, Catania}}, issn = {{2064-2199}}, journal = {{Hungarian Educational Research Journal}}, keywords = {{professionalization of teacher training students, practical university phases, teacher training at universities, men-toring programmes}}, number = {{3}}, pages = {{232--251}}, title = {{{Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases}}}, doi = {{10.1556/063.2020.00022}}, volume = {{10}}, year = {{2020}}, } @inbook{39823, author = {{Pieper, Catania and Kottmann, Brigitte}}, booktitle = {{Diversität und soziale Ungleichheit. Herausforderungen an die Integrationsleistung der Grundschule}}, editor = {{Skorsetz, Nina and Bonanati, Marina and Kucharz, Diemut}}, isbn = {{9783658275297}}, pages = {{310--314}}, publisher = {{Springer VS}}, title = {{{Kindliche Lebenswirklichkeit aus der Perspektive von Lehramtsstudierenden: „Ich verstehe jetzt, warum er in der Schule so motiviert ist!“}}}, doi = {{10.1007/978-3-658-27529-7_50}}, year = {{2020}}, } @inbook{39816, author = {{Kottmann, Brigitte and Alena, Lensker}}, booktitle = {{Hochschul­lernwerkstätten – Elemente von Hochschulentwicklung? Ein Rückblick auf 15 Jahre Hochschul­lernwerkstatt in Halle und andernorts}}, editor = {{Rumpf, Dielinde and Kramer, Kathrin and Schöps, Miriam and Winter, Stephanie}}, pages = {{216--225}}, publisher = {{Klinkhardt}}, title = {{{Die Lernwerkstatt und der Studiengang „Integrierte Sonderpädagogik“ an der Universität Bielefeld: Impulse, Synergien und Reflexionen}}}, year = {{2020}}, } @inbook{37544, author = {{Vochatzer, Stefanie}}, booktitle = {{ Friedrich Wilhelm Dörpfeld Lehrerideale im 19. Jahrhundert }}, editor = {{Engelmann, Sebastian }}, isbn = {{9783657788545 }}, publisher = {{Brill | Schöningh }}, title = {{{Lehrideale und ihre Rolle in der (Ver-)Achtung der Pädagogik}}}, year = {{2020}}, } @inbook{40977, author = {{Silvestri, Marco and Seng, Eva- Maria}}, booktitle = {{Le chantier cathédral en Europe. Diffusion et sauvegarde des savoirs, savoir-faire et matériaux du Moyen Âge à nos jours}}, editor = {{Chave et. al., Isabel }}, pages = {{57–69}}, title = {{{Die Wiedereinrichtung der Dombauhütten in Europa im 19. und 20. Jahrhundert}}}, year = {{2020}}, } @inbook{39960, author = {{Sackel, Johanna}}, booktitle = {{Nord/Süd Perspektiven auf eine globale Konstellation}}, editor = {{Fiebrig, Steffen and Dinkel, Jürgen and Reichherzer, Frank}}, isbn = {{ 9783110676006}}, location = {{Leipzig}}, pages = {{455}}, publisher = {{De Gruyter Oldenbourg}}, title = {{{Solidarität vs. Ressourcensouveränität? Die dritte Seerechtskonferenz als Herausforderung für die Süd-Süd-Beziehungen }}}, year = {{2020}}, } @inbook{20210, author = {{Rohlfing, Katharina and Grimminger, Angela and Wrede, Britta}}, booktitle = {{International perspectives on digital media and early literacy: The impact of digital devices on learning, language acquisition and social interaction.}}, editor = {{Rohlfing, Katharina and Müller-Brauers, Claudia}}, title = {{{The role of caregivers in keeping a child-robot interaction going.}}}, year = {{2020}}, } @article{24458, abstract = {{In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with.While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper,we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening the methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical experience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.}}, author = {{Tolksdorf, Nils F. and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}}, issn = {{1875-4791}}, journal = {{International Journal of Social Robotics}}, keywords = {{Robot ethics · Kindergarten settings · Child–robot interaction · Early childhood education}}, pages = {{129--140}}, title = {{{Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective}}}, doi = {{10.1007/s12369-020-00622-3}}, year = {{2020}}, } @article{20257, author = {{Kohlmeyer, Theresa and Reis, Oliver and Viertel, Franziska and Rohlfing, Katharina}}, journal = {{Theo Web}}, title = {{{Wie meinst du das? - Begriffserwerb im Religionsunterricht }}}, doi = {{10.23770/tw0137}}, year = {{2020}}, } @book{20256, editor = {{Rohlfing, Katharina J. and Müller-Brauers, Claudia}}, isbn = {{9780429321399}}, title = {{{International Perspectives on Digital Media and Early Literacy}}}, doi = {{10.4324/9780429321399}}, year = {{2020}}, } @article{20241, author = {{Tolksdorf, Nils Frederik and Siebert, Scarlet and Zorn, Isabel and Horwarth, Ilona and Rohlfing, Katharina}}, journal = {{International Journal of Social Robotics}}, title = {{{Ethical considerations of applying robots in kindergarten settings: Towards an approach from a macroperspective.}}}, doi = {{10.1007/s12369-020-00622-3}}, year = {{2020}}, } @article{20198, author = {{Lüke, Carina and Ritterfeld, Ute and Grimminger, Angela and Rohlfing, Katharina and Liszkowski, Ulf}}, journal = {{Frontiers in Psychology 11}}, title = {{{Integrated Communication System: Gesture and language acquisition in typically developing children and children with LD and DLD}}}, doi = {{10.3389/fpsyg.2020.00118}}, year = {{2020}}, } @misc{40924, author = {{Topalović, Elvira and Uhl, Benjamin}}, publisher = {{Braunschweig: Westermann}}, title = {{{Hören – Sprechen – Lesen – Schreiben. Basale Sprachfähigkeiten.}}}, year = {{2020}}, } @misc{40923, author = {{Topalović, Elvira and Uhl, Benjamin }}, publisher = {{Braunschweig: Westermann}}, title = {{{Hören – Sprechen – Lesen – Schreiben. Basale Sprachfähigkeiten.}}}, year = {{2020}}, }