@book{29065,
  author       = {{Buhl, Heike M. and Bonanati, Sabrina and Eickelmann, Birgit}},
  publisher    = {{Hogrefe}},
  title        = {{{Schule in der digitalen Welt}}},
  year         = {{2021}},
}

@misc{27875,
  author       = {{Eickelmann, Birgit and Barbovschi, Monica and Casamassima, Gianna and Drossel, Kerstin and Gudmundsdottir, Greta Björk and Holmarsdottir, Halla Bjork and Kazani, Aggeliki and Mifsud, Louise and Parsanoglou, Dimitris and Port, Sonja and Sisask, Merike and Symeonaki, Maria and Teidla-Kunitsõn, Gertha}},
  publisher    = {{DigiGen - working paper series}},
  title        = {{{The younger generation’s views on how their education is preparing them for the digital age against the background of COVID-19}}},
  year         = {{2021}},
}

@misc{27874,
  author       = {{Ayllón, Sara and Casamassima, Gianna and Drossel, Kerstin and Eickelmann, Birgit and Hyggen, Christer and Lado, Samuel and Port, Sonja and Broekstra, Nienke}},
  publisher    = {{DigiGen - working paper series}},
  title        = {{{Digital diversity across Europe. Policy brief September 2021 of Working Package 2 'Mapping digital transformations across Europe' in Horizon-2020-Project DigiGen}}},
  year         = {{2021}},
}

@inbook{52814,
  author       = {{Büttner, Denise and Roll , Heike}},
  booktitle    = {{Vermitteln - verbinden - verstehen. 46. Jahrestagung des Fachverbandes Deutsch als Fremd- und Zweitsprache an der Technischen Universität Chemnitz }},
  editor       = {{Hinzmann, Friederike and Storz, Coretta  and Hülsmann, Annemarie  and Rosner, Ulrike  and Dupke, Benjamin }},
  pages        = {{85--103}},
  publisher    = {{Universitätsverlag Göttingen}},
  title        = {{{„Zunge: Sprache“ Literarische Mehrsprachigkeit im Deutschunterricht am Beispiel der Erzählung „Mutterzunge“ von Emine Sevgi Özdamar}}},
  year         = {{2021}},
}

@article{35702,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Mathematics Learning Support Centres are becoming more and more common in higher education both internationally and in Germany. Whereas it is clear that their quality largely depends on a functioning interaction in consultations, little is known about how such consultations proceed in detail. On the basis of models from the literature and recorded support sessions (N = 36), we constructed a process model that divides consultations into four ideal–typical phases. In the individual consultations, forward or backward leaps occur, but overall the model seems to describe the data well. A high intercoder reliability shows that it can be applied consistently on real data by different researchers. An analysis of the consultations between students and tutors shows that both mainly work on past attempts or thoughts of the students to solve the exercise or problems and on concrete strategies to solve a problem within the session. In contrast, very little time is dedicated to summarizing and reflecting the solution. The data allows for a more in-depth discussion of what constitutes quality in advising processes and how it might be further explored. Practically, the model may structure support sessions and help in focussing on different goals in different phases.</jats:p>}},
  author       = {{Schürmann, Mirko and Panse, Anja and Shaikh, Zain and Biehler, Rolf and Schaper, Niclas and Liebendörfer, Michael and Hilgert, Joachim}},
  issn         = {{2198-9745}},
  journal      = {{International Journal of Research in Undergraduate Mathematics Education}},
  keywords     = {{Education, Mathematics (miscellaneous)}},
  number       = {{1}},
  pages        = {{94--120}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Consultation Phases in Mathematics Learning and Support Centres}}},
  doi          = {{10.1007/s40753-021-00154-9}},
  volume       = {{8}},
  year         = {{2021}},
}

@book{52854,
  editor       = {{Janus, Richard and Keuchen, Marion}},
  isbn         = {{978-3-643-15025-7}},
  pages        = {{318}},
  publisher    = {{LIT-Verlag}},
  title        = {{{Musik als Lebensmittel. Kulturwissenschaftlich-theologische Rationen für ein Jahr}}},
  volume       = {{8}},
  year         = {{2021}},
}

@inbook{53729,
  author       = {{Reis, Oliver}},
  booktitle    = {{Habitusbildung in der Studieneingangsphase. Reflexionen zu einem hybriden Modell}},
  editor       = {{Becker, Patrick and Kumpmann, Christina}},
  pages        = {{13--27}},
  title        = {{{Die Studieneingangsphase. Einführung in die hochschuldidaktische Herausforderung und Entwicklung eines Kriterienrasters unter Bedingungen der Digitalisierung}}},
  year         = {{2021}},
}

@inbook{53728,
  author       = {{Reis, Oliver}},
  booktitle    = {{Theologiestudium im digitalen Zeitalter}},
  editor       = {{Burke, Andree and Hiepel, Ludger and Niggemeier, Volker and Zimmermann, Barbara}},
  pages        = {{67--86}},
  publisher    = {{Kohlhammer}},
  title        = {{{Transformationen des hochschuldidaktischen Dreiecks im Kontext der Digitalisierung}}},
  year         = {{2021}},
}

@inbook{53730,
  author       = {{Reis, Oliver}},
  booktitle    = {{Habitusbildung in der Studieneingangsphase. Reflexionen zu einem hybriden Modell}},
  editor       = {{Becker, Patrick and Kumpmann, Christina}},
  pages        = {{115--139}},
  title        = {{{Digitalisierung als Motor einer neuen (totalen) Form der instruktionsorientierten Lernsteuerung?}}},
  year         = {{2021}},
}

@misc{53749,
  author       = {{Reis, Oliver}},
  booktitle    = {{ThPQ}},
  pages        = {{317–333}},
  title        = {{{Kraml, Martina: Anderes ist möglich. Eine theologiedidaktische Studie zu Kontingenz im Raum der Wissenschaften (Kommunikative Theologie 19). Matthias Grünewald Verlag, Ostfildern 2018. (490)}}},
  volume       = {{169}},
  year         = {{2021}},
}

@inbook{53045,
  author       = {{Burke, Rebekka and Hackstedt, Carola and Hofmeister, Lisa and Kolk, Matthias and Rakowski, Jana and Reis, Oliver}},
  booktitle    = {{Projektbericht 1: Modelle, Transformationen, Corona-Erfahrungen}},
  pages        = {{17--41}},
  title        = {{{Wenn Gremien in die Jahre kommen…Wie baut man die Gremienstruktur in den Pastoralen Räumen um, damit sich Gemeinden zukunftsfähig entwickeln können?}}},
  year         = {{2021}},
}

@inbook{53048,
  author       = {{Rakowski, Jana and Reis, Oliver}},
  booktitle    = {{Projektbericht 1: Modelle, Transformationen, Corona-Erfahrungen}},
  pages        = {{108--133}},
  title        = {{{Steuerung vs. Kontingenz: die Umsetzung gesetzter und realer Strukturinterventionen}}},
  year         = {{2021}},
}

@inbook{53046,
  author       = {{Reis, Oliver}},
  booktitle    = {{Projektbericht 1: Modelle, Transformationen, Corona-Erfahrungen}},
  pages        = {{43--62}},
  title        = {{{Zur Differenz zwischen Modell und Gemeindeentwicklung in der Praxis}}},
  year         = {{2021}},
}

@book{53043,
  editor       = {{Reis, Oliver and Kolk, Matthias and Burke, Rebekka and Hofmeister, Lisa}},
  title        = {{{Modellprojekt Entwicklung der ehrenamtlichen Mitverantwortung, Projektbericht 1: Modelle, Transformationen, Corona-Erfahrungen}}},
  year         = {{2021}},
}

@article{53031,
  author       = {{Reis, Oliver}},
  journal      = {{Theo-Web}},
  number       = {{2}},
  pages        = {{81–92}},
  title        = {{{„Wer alles hinterfragen will, muss mit dem Boden der Tatsachen anfangen“. Narrative und ihre Funktionen, Chancen und Grenzen in der religionspädagogischen Forschung}}},
  volume       = {{20}},
  year         = {{2021}},
}

@article{53029,
  author       = {{Brandstetter, Bettina and Reis, Oliver and Wenig, Eva and Yagdi, Senol}},
  journal      = {{Pädagogische Horizonte}},
  number       = {{1}},
  pages        = {{1--16}},
  title        = {{{Professionstypen in interreligiösen Lehrer*innenteams Die Wiederkehr der Materialkerygmatik in der Religionsdidaktik}}},
  volume       = {{4}},
  year         = {{2021}},
}

@article{53028,
  author       = {{Brandstetter, Bettina and Reis, Oliver and Wenig, Eva and Yagdi, Senol}},
  journal      = {{Pädagogische Horizonte}},
  number       = {{1}},
  pages        = {{1--15}},
  title        = {{{Nebeneinander ohne Konflikte. Die multiprofessionelle Struktur interreligiöser Lehrgemeinschaften}}},
  volume       = {{4}},
  year         = {{2021}},
}

@article{53030,
  author       = {{Reis, Oliver and Kempfer, Karin and Hußmann, Stephan and Gärtner, Claudia}},
  journal      = {{ÖRF}},
  pages        = {{89–109}},
  title        = {{{Zum scheinbar mühelosen Wechsel zwischen Welten. Hürden im Erwerb von Differenzkompetenz aus interfachdidaktischer Perspektive}}},
  doi          = {{10.25364/10.29:2021.1.6}},
  volume       = {{29}},
  year         = {{2021}},
}

@inbook{52994,
  author       = {{Reis, Oliver and Lenze, Alina and Johanna, Nagels and Potthast, Fabian}},
  booktitle    = {{Jahrbuch für Religionspädagogik}},
  editor       = {{Altmeyer, Stefan and Grümme, Bernhard and Kohler-Spiegel, Helga and Naurath, Elisabeth and Schröder, Bernd and Schweitzer, Friedrich}},
  pages        = {{160--168}},
  publisher    = {{VAndenhoek & Ruprecht}},
  title        = {{{Wie sehen sprachsensible Aufgabenstellungen für den Religionsunterricht aus?}}},
  volume       = {{37}},
  year         = {{2021}},
}

@inbook{52993,
  author       = {{Reis, Oliver}},
  booktitle    = {{Handbuch ethische Bildung. Religionspädagogische Fokussierungen}},
  editor       = {{Lindner, Konstantin and Zimmermann, Mirjam}},
  pages        = {{236--242}},
  title        = {{{Ethische Bildung im Religionsunterricht konstruktivistisch analysieren und ermöglichen}}},
  year         = {{2021}},
}