@book{19470,
editor = {{Freitag, Werner and Gorissen, Stefan and Schilp, Thomas and Seng, Eva- Maria and Westphal, Siegrid}},
publisher = {{Aschendorff}},
title = {{{Westfalen in der Vormoderne. Studien zur mittelalterlichen und frühneuzeitlichen Landesgeschichte (bislang 32 Bände, Herausgebertätigkeit Reihe)}}},
year = {{2020}},
}
@book{19471,
editor = {{Saage, Richard and Reese-Schäfer, Walter and Seng, Eva- Maria}},
publisher = {{LIT}},
title = {{{Politica et Ars. Interdisziplinäre Studien zur politischen Ideen- und Kulturgeschichte (bislang 26 Bände, Herausgebertätigkeit Reihe)}}},
year = {{2020}},
}
@book{19472,
editor = {{Göttmann, Frank and Seng, Eva- Maria and Wittig, Michael}},
publisher = {{sh, nun Schöningh}},
title = {{{Paderborner Historische Forschungen (bislang 18 Bände, Herausgebertätigkeit Reihe)}}},
year = {{2020}},
}
@book{19568,
editor = {{Eke, Norbert Otto and Besch, Werner and Geulen, Eva and Klein, Thomas and Oellers, Norbert and Peters, Ursula and Steinecke, Hartmut and Tervooren, Helmut}},
publisher = {{Erich Schmidt}},
title = {{{Zeitschrift für deutsche Philologie (Herausgebertätigkeit von Norbert Otto Eke ab Bd. 123, 2004)}}},
year = {{2020}},
}
@article{19684,
abstract = {{Peer-Berater*innen nehmen während eines Beratungsgespräches teilweise intuitiv, teilweise bewusst verschiedene
Rollen ein. Dieser Artikel soll einen Beitrag zur Reflexion über das Spannungsverhältnis zwischen der Experten- und
Prozessberatungsrolle leisten, um die Selbstprofessionalisierung in der Rolleneinnahme zu fördern. Dafür werden
auf theoretischer Ebene die konträren Arbeitsweisen beleuchtet, auf denen beide Rollen basieren. Zur Betrachtung
von möglichen Einflussfaktoren auf die Rolleneinnahme wird ein selbst entwickeltes Modell präsentiert, welches zum
Austausch über diese Faktoren motivieren soll. Zuletzt wird eine praktische Möglichkeit zur gezielten Reflexion über
die eigene Rolleneinnahme anhand eines Fragebogens vorgeschlagen.}},
author = {{Lebock, Sarah}},
journal = {{Journal der Schreibberatung}},
keywords = {{Expertenberatung, Prozessberatung, Rolleneinnahme, Selbstprofessionalisierung}},
location = {{Köln }},
number = {{1}},
pages = {{59--70}},
publisher = {{wbv}},
title = {{{Wann bin ich wer? Peer-Berater*innen im Spannungsverhältnis}}},
doi = {{10.3278/JOS2001W008}},
volume = {{19}},
year = {{2020}},
}
@article{28242,
abstract = {{Abstract
Background
Due to the increasing use of information and communication technology, computer-related skills are important for all students in order to participate in the digital age (Fraillon, J., Ainley, J., Schulz, W., Friedman, T. & Duckworth, D. (2019). Preparing for life in a digital world: IEA International Computer and Information Literacy Study 2018 International Report. Amsterdam: International Association for the Evaluation of Educational Achievement (IEA). Retrieved from https://www.iea.nl/sites/default/files/2019-11/ICILS%202019%20Digital%20final%2004112019.pdf). Educational systems play a key role in the mediation of these skills (Eickelmann. Second Handbook of Information Technology in Primary and Secondary Education. Cham: Springer, 2018). However, previous studies have shown differences in students’ computer and information literacy (CIL). Although various approaches have been used to explain these differences, process data, such as response times, have never been taken into consideration. Based on data from the IEA-study ICILS 2013 of the Czech Republic, Denmark and Germany, this secondary analysis examines to what extent response times can be used as an explanatory approach for differences in CIL also within different groups of students according to student background characteristics (gender, socioeconomic background and immigrant background).
Methods
First, two processing profiles using a latent profile analysis (Oberski, D. (2016). Mixture Models: Latent Profile and Latent Class Analysis. In J. Robertson & M. Kaptein (Eds.), Modern Statistical Methods for HCI (pp. 275–287). Switzerland: Springer. 10.1007/978-3-319-26633-6) based on response times are determined—a fast and a slow processing profile. To detect how these profiles are related to students’ CIL, also in conjunction with students’ background characteristics (socioeconomic and immigrant background), descriptive statistics are used.
Results
The results show that in the Czech Republic and Germany, students belonging to the fast processing profile have on average significantly higher CIL than students allocated to the slow processing profile. In Denmark, there are no significant differences. Concerning the student background characteristics in the Czech Republic, there are significant negative time-on-task effects for all groups except for students with an immigrant background and students with a high parental occupational status. There are no significant differences in Denmark. For Germany, a significant negative time-on-task effect can be found among girls. However, the other examined indicators for Germany are ambiguous.
Conclusions
The results show that process data can be used to explain differences in students’ CIL: In the Czech Republic and Germany, there is a correlation between response times and CIL (significant negative time-on-task effect). Further analysis should also consider other aspects of CIL (e.g. reading literacy). What becomes clear, however, is that when interpreting and explaining differences in competence, data should also be included that relates to the completion process during testing.
}},
author = {{Heldt, Melanie and Massek, Corinna and Drossel, Kerstin and Eickelmann, Birgit}},
issn = {{2196-0739}},
journal = {{Large-scale Assessments in Education}},
number = {{1}},
pages = {{1--20}},
title = {{{The relationship between differences in students’ computer and information literacy and response times: an analysis of IEA-ICILS data}}},
doi = {{10.1186/s40536-020-00090-1}},
volume = {{8}},
year = {{2020}},
}
@article{28351,
abstract = {{This article investigates learners’ accounts of and reactions to interlocutors’ evaluations of their L2 pronunciation. Previous studies demonstrate both the pervasiveness of social evaluation processes in native and non-native speaker interactions and the impact of learners’ beliefs about pronunciation on their learning and communicative behavior. Adding to these strands of research, this project sheds light on how learners perceive evaluative reactions to their accents by native speakers and the relationship between such evaluations and learners’ reported evaluative, emotional and behavioral responses. The study draws on 8 international students at a German university. The data were collected in semi-structured interviews and analyzed within the framework of qualitative content analysis. The results give insight into conditions and strategies that may support learners in establishing constructive interpretations of the effects of their accents on their social acceptance.}},
author = {{Müller, Mareike and Settinieri, Julia}},
journal = {{Fremdsprachen Lehren und Lernen}},
number = {{2}},
pages = {{46--63}},
title = {{{"Solange dieser Mann gut Deutsch sprechen kann, ist auch kein Problem...": Evaluative Reaktionen auf einen L2-Akzent aus Sicht von Sprecher*innen}}},
doi = {{10.2357/FLuL-2020-0018}},
volume = {{49}},
year = {{2020}},
}
@inbook{26638,
author = {{Franzen, Katja and Görel, Gamze and Hellmich, Frank and Filipiak, Agnes and Albers, Timm}},
booktitle = {{Sonderpädagogik und Bildungsforschung – Fremde Schwestern?}},
editor = {{Grosche, Michael and Decristan, Jasmin and Urton, Karolina and Jansen, Nina C. and Bruns, Gunnar and Ehl , Birgit }},
pages = {{176--180}},
publisher = {{Klinkhardt}},
title = {{{Qualifizierung von Studierenden des Grund- und Förderschullehramts für den inklusiven Unterricht in der Grundschule}}},
year = {{2020}},
}
@misc{26639,
author = {{Hassani, Sepideh and Aroni, Katerina and Schwab, Susanne and Resch, Katharina and Toulia, Anastasia and Alves, Silvia and Görel, Gamze and Löper, Marwin Felix and Avramidis, Elias and Silveira- Maia, Mónica and Sanches-Ferreira, Manuela and Hellmich, Frank}},
publisher = {{University of Vienna}},
title = {{{School-based interventions to support student participation. A comparison of different programs. Results from the FRIEND-SHIP project}}},
doi = {{10.25365/PHAIDRA.147}},
year = {{2020}},
}
@inbook{26665,
author = {{Hoya, Fabian Karl and Schulze, Jan Roland and Hellmich, Frank}},
booktitle = {{Sonderpädagogik und Bildungsforschung – Fremde Schwestern?}},
editor = {{ Grosche, Michael and Decristan, Jasmin and Urton, Karolina and Jansen, Nina C. and Bruns, Gunnar and Ehl, Birgit }},
pages = {{225--229}},
publisher = {{Klinkhardt}},
title = {{{Unterschiede in den Einstellungen zur Teamarbeit im inklusiven Unterricht zwischen Studierenden des Grund- und Förderschullehramts}}},
year = {{2020}},
}
@inbook{26681,
author = {{Harteis, Christian and Billett, Stephen and Gruber, Hans}},
booktitle = {{Implizites Wissen. Berufs- und wirtschaftspädagogische Annäherungen}},
editor = {{Neuweg, Georg and Hermkes, Rico and Bonowski, Tim}},
isbn = {{9783763960071}},
pages = {{155--174}},
publisher = {{wbv}},
title = {{{Expertiseentwicklung: Umwandlung von Wissen in Können}}},
year = {{2020}},
}
@book{26696,
author = {{Löper, Marwin Felix}},
publisher = {{Springer VS}},
title = {{{Einstellungen von Kindern gegenüber Peers mit Förderbedarf: Die Rolle persönlicher Ressourcen für die soziale Partizipation. }}},
year = {{2020}},
}
@inbook{26703,
author = {{Löper, Marwin Felix and Hellmich, Frank}},
booktitle = {{Sonderpädagogik und Bildungsforschung – Fremde Schwestern? }},
editor = {{Grosche , Michael and Decristan, Jasmin and Urton, Karolina and Jansen, Nina C. and Bruns, Gunnar and Ehl, Birgit }},
pages = {{192--197}},
publisher = {{Klinkhardt}},
title = {{{Determinanten für die Einstellungen von Grundschulkindern gegenüber Peers mit einem sonderpädagogischen Förderbedarf in der emotionalen und sozialen Entwicklung}}},
year = {{2020}},
}
@inbook{28831,
author = {{Fugmann, Martin and Eickelmann, Birgit and Neubauer, Daniel}},
booktitle = {{Digitalisierung – Neue Aufgaben der Schulleitung}},
editor = {{Teichert, Jörg and Ratajczak, Britta}},
pages = {{31--40}},
publisher = {{Beltz-Verlag}},
title = {{{Schule zeitgemäß leiten – Perspektiven für die Schulleitungsqualifizierung in einer digitalisierten Welt}}},
year = {{2020}},
}
@book{28836,
author = {{Eickelmann, Birgit}},
publisher = {{Medienberatung NRW}},
title = {{{Lehrkräfte in der digitalisierten Welt. Orientierungsrahmen für die Lehrerausbildung und Lehrerfortbildung in NRW}}},
year = {{2020}},
}
@article{28837,
author = {{Eickelmann, Birgit and Labusch, Amelie}},
journal = {{Friedrich Jahresheft 2020 #schuleDIGITAL}},
pages = {{116--117}},
title = {{{Die Perspektive der Schülerinnen und Schüler auf ihre digitale Zukunft. Ergebnisse der Studie ICILS 2018}}},
volume = {{38}},
year = {{2020}},
}
@article{28838,
author = {{Eickelmann, Birgit}},
journal = {{Friedrich Jahresheft #schuleDIGITAL}},
pages = {{38--42}},
title = {{{Zukunftsfähige Schulentwicklung in der digitalisierten Welt. Qualität und Nachhaltigkeit als Erfolgsfaktoren}}},
volume = {{38}},
year = {{2020}},
}
@misc{28839,
booktitle = {{Friedrich Jahresheft #schuleDIGITAL}},
editor = {{Aufenanger, Stefan and Eickelmann, Birgit and Feindt, Andreas and Kamin, Anna-Maria}},
title = {{{Digitale Bildung}}},
volume = {{38}},
year = {{2020}},
}
@article{28840,
author = {{Eickelmann, Birgit}},
journal = {{Friedrich Jahresheft #schuleDIGITAL}},
pages = {{12--13}},
title = {{{ICILS 2018 – Wo steht Deutschland im internationalen Vergleich?}}},
volume = {{38}},
year = {{2020}},
}
@article{28841,
author = {{Eickelmann, Birgit}},
journal = {{Zeitschrift Schulmanagement. Fachzeitschrift für Schul- und Unterrichtsentwicklung}},
number = {{2}},
pages = {{20--23}},
title = {{{Ergebnisse der ICILS-2018-Studie. Unterrichtliche Nutzung digitaler Medien in Deutschland im internationalen Vergleich und zukunftsfähige Perspektiven}}},
volume = {{51}},
year = {{2020}},
}