@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}}, } @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{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}}, }