@techreport{29522, author = {{Schönhärl, Korinna}}, title = {{{Bis repetita non placent. Griechische Finanzkontrolle im 19. Jahrhundert und in der Gegenwart im Vergleich}}}, year = {{2017}}, } @article{29322, author = {{Bührmann, Thorsten and Huschitt, H. and Wiethoff, Christoph}}, journal = {{SchulVerwaltung spezial - Zeitschrift für Schulgestaltung und Schulentwicklung}}, number = {{3}}, pages = {{115--118}}, title = {{{Fortbildung mit systemischem Blick}}}, volume = {{19}}, year = {{2017}}, } @inbook{29735, abstract = {{The present volume has aimed to cover a broad range of approaches to agency at work, exploring its relationship with professional learning and development. Thus, the chapters included in this book have discussed the role of agency in learning and development, considering a variety of working life contexts and applying both conceptual and empirical perspectives. This final chapter provides an overview of both the conceptual approaches and the empirical implementations. We see the perspectives as complementary. From the content of the book, we discern the phenomena as falling on two main dimensions, clustering at opposite ends of these dimensions. Thus, the following contrasts are evidenced: (a) agency understood as a personal capacity, vs. agency as behaviour, and (b) agency as an individual phenomenon, vs. agency as a collective phenomenon. All the chapters emphasise that agency is needed for learning and development. However, they differ in how they view the relationships between the concepts. They also exhibit differences in the empirical decisions taken and the research strategies chosen. In this concluding chapter, we discuss the main similarities and differences emerging from the chapters. We also highlight avenues for future research on agency and its relationship with professional learning.}}, author = {{Paloniemi, Susanna and Goller, Michael}}, booktitle = {{Agency at work: An agentic perspective on professional learning and development}}, editor = {{Goller, Michael and Paloniemi, Susanna}}, isbn = {{9783319609423}}, issn = {{2210-5549}}, keywords = {{Agency, Workplace learning, Professional development}}, pages = {{465--478}}, publisher = {{Springer International Publishing}}, title = {{{The Multifaceted Nature of Agency and Professional Learning}}}, doi = {{10.1007/978-3-319-60943-0_23}}, year = {{2017}}, } @inbook{29734, author = {{Goller, Michael and Paloniemi, Susanna}}, booktitle = {{Professional and Practice-based Learning}}, editor = {{Springer, Cham}}, isbn = {{9783319609423}}, issn = {{2210-5549}}, publisher = {{Springer International Publishing}}, title = {{{Agency at Work, Learning and Professional Development: An Introduction}}}, doi = {{10.1007/978-3-319-60943-0_1}}, year = {{2017}}, } @inbook{31220, author = {{van Laak, Lothar}}, booktitle = {{Literatur und Politik. Zwischen Engagement und „Neuer Subjektivität“}}, editor = {{Schmitz, Michael}}, pages = {{5--13}}, publisher = {{WVT}}, title = {{{Medien, Macht, Medienmacht: Wolfgang Koeppens Das Treibhaus (1953) und Heinrich Bölls Die verlorene Ehre der Katharina Blum (1974)}}}, year = {{2017}}, } @inbook{31219, author = {{van Laak, Lothar}}, booktitle = {{Intermedialität in der Frühen Neuzeit. Formen - Funktionen - Konzepte}}, editor = {{Robert, Jörg}}, pages = {{137--151}}, publisher = {{de Gruyter}}, title = {{{Einbildungskraft und Intermedialität bei Friedrich von Spee und Catharina Regina von Greiffenberg}}}, year = {{2017}}, } @inbook{31353, author = {{Elit, Stefan}}, booktitle = {{Dialoggedicht / Dialogue Poem. Studien zur deutschen, englischen und romanischen Lyrik / Studies in German, English and Romance Language Poetry (Germanisch-Romanische Monatsschrift. Beiheft 84)}}, editor = {{Bischoff, Christina Johanna and Kinzel, Till and Mildorf, Jarmila}}, pages = {{259--275}}, title = {{{Spielarten des Dialoggedichts in der deutschsprachigen Galanterie}}}, year = {{2017}}, } @inbook{31352, author = {{Elit, Stefan}}, booktitle = {{Arbeitsbuch John von Düffel. Stimmen geben – Stimmen erzählen (Literarisches Leben heute 6)}}, editor = {{Bremer, Kai and Grumt Suárez, Melanie}}, pages = {{183--199}}, title = {{{Fortpflanzungsnöte der Gegenwart in John von Düffels Roman "Beste Jahre"}}}, year = {{2017}}, } @inbook{31561, author = {{Egidi, Margreth}}, booktitle = {{Anerkennung und die Möglichkeiten der Gabe. Literaturwissenschaftliche Beiträge, unter Mitarbeit von Malena Ratzke und Britta Wittchen (Hamburger Beiträge zur Germanistik 58)}}, editor = {{Baisch, Martin}}, pages = {{353--396}}, title = {{{„Gabe, Tausch und êre in der Alexiuslegende“}}}, year = {{2017}}, } @inbook{31560, author = {{Egidi, Margreth}}, booktitle = {{Im Gewand der Tugend: Grenzfiguren der Aufrichtigkeit}}, editor = {{Bunke, Simon and Mihaylova, Katerina}}, pages = {{43--54}}, title = {{{„Die Figur des Liebenden – Aporien der Kommunikation im mittelhochdeutschen Minnesang“}}}, year = {{2017}}, } @misc{31594, author = {{Frenzel, Beate and Günther, Katrin and Knauff, Michaele and Lüttgens, Philipp and Runskat, Tanja}}, title = {{{Was bringen Schülerinnen und Schüler am Übergang von der Erst- in die Anschlussförderung mit? Eine Handreichung von Lehrerinnen und Lehrern für Lehrerinnen und Lehrer}}}, year = {{2017}}, } @misc{31605, author = {{Altun, Tülay and Bollmann, Laura and Borowski, Damaris and Eberhart, Sieglinde and Frenzel, Beate and Gretsch, Petra and Günther, Katrin and Harren, Inga and Hinderer, Marcel and Kniffka, Gabriele and Mavruk, Gülsah and Neuer, Birgi and Peuschel, Kristina and Rommel, Jacqueline and Rudolphi, Laura and Schöler, Marianne and Teusch, Mona and van Wylick, Zita}}, publisher = {{Schroedel}}, title = {{{Intro Deutsch als Zweitsprache. Kursbuch zur Vorbereitung auf den Regelunterricht der Sekundarstufe. Hrsg.: Gabriele Kniffka, Birgit Neuer}}}, year = {{2017}}, } @book{31606, editor = {{Altun, Tülay and Günther, Katrin and Lipkowski, E. and Cakir-Dikkaya, Y.}}, publisher = {{Cornelsen}}, title = {{{DaZ für den Fachunterricht der Sekundarstufe I. Gesellschaftswissenschaften Klasse 5-10. Materialien, Tipps, Hilfen und Methoden.}}}, year = {{2017}}, } @article{6075, abstract = {{For almost three decades, the theory of visual attention (TVA) has been successful in mathematically describing and explaining a wide variety of phenomena in visual selection and recognition with high quantitative precision. Interestingly, the influence of feature contrast on attention has been included in TVA only recently, although it has been extensively studied outside the TVA framework. The present approach further develops this extension of TVA’s scope by measuring and modeling salience. An empirical measure of salience is achieved by linking different (orientation and luminance) contrasts to a TVA parameter. In the modeling part, the function relating feature contrasts to salience is described mathematically and tested against alternatives by Bayesian model comparison. This model comparison reveals that the power function is an appropriate model of salience growth in the dimensions of orientation and luminance contrast. Furthermore, if contrasts from the two dimensions are comb}}, author = {{Krüger, Alexander and Tünnermann, Jan and Scharlau, Ingrid}}, issn = {{1943-3921}}, journal = {{Attention, Perception, & Psychophysics}}, keywords = {{Salience, Visual attention, Bayesian inference, Theory of visual attention, Computational modeling, Inference, Object Recognition, Theories, Visual Perception, Visual Attention, Luminance, Perceptual Orientation, Statistical Probability, Stimulus Salience, Computational Modeling}}, number = {{6}}, pages = {{1593 -- 1614}}, title = {{{Measuring and modeling salience with the theory of visual attention.}}}, doi = {{10.3758/s13414-017-1325-6}}, volume = {{79}}, year = {{2017}}, } @article{28979, abstract = {{This protocol describes how to conduct temporal-order experiments to measure visual processing speed and the attentional resource distribution. The proposed method is based on a new and synergistic combination of three components: the temporal-order judgments (TOJ) paradigm, Bundesen's Theory of Visual Attention (TVA), and a hierarchical Bayesian estimation framework. The method provides readily interpretable parameters, which are supported by the theoretical and neurophysiological underpinnings of TVA. Using TOJs, TVA-based estimates can be obtained for a broad range of stimuli, whereas traditional paradigms used with TVA are mainly limited to letters and digits. Finally, the meaningful parameters of the proposed model allow for the establishment of a hierarchical Bayesian model. Such a statistical model allows assessing results in one coherent analysis both on the subject and the group level. To demonstrate the feasibility and versatility of this new approach, three experiments are reported with attention manipulations in synthetic pop-out displays, natural images, and a cued letter-report paradigm.}}, author = {{Tünnermann, Jan and Krüger, Alexander and Scharlau, Ingrid}}, issn = {{1940-087X}}, journal = {{Journal of Visualized Experiments}}, title = {{{Measuring Attention and Visual Processing Speed by Model-based Analysis of Temporal-order Judgments}}}, doi = {{10.3791/54856}}, year = {{2017}}, } @inbook{31649, author = {{Steinhausen, Julia and Scharlau, Ingrid}}, booktitle = {{Praxishandbuch Mentoring in der Wissenschaft}}, editor = {{Petersen, Renate and Budde, Mechthild and Brocke, Pia Simone and Doebert, Gitta and Rudack, Helga and Wolf, Henrike}}, isbn = {{9783658142674}}, pages = {{315 -- 330}}, publisher = {{Springer VS}}, title = {{{Gegen das weibliche Cooling-out in der Wissenschaft. Mentoring für Frauen in der Promotionsphase}}}, doi = {{10.1007/978-3-658-14268-1_24}}, year = {{2017}}, } @inbook{31650, author = {{Scharlau, Ingrid}}, booktitle = {{Zwischen Wissenschaftsforschung, Wissenschaftspropädeutik und Hochschulpolitik. Hochschuldidaktik als lebendige Werkstatt. Festschrift für Ludwig Huber zum 80. Geburtstag}}, editor = {{Webler, Wolff-Dietrich and Jung-Paarmann, Helga}}, isbn = {{978-3-946017-06-6}}, pages = {{229 -- 242}}, publisher = {{UVW}}, title = {{{Diese Linie sollte man verlängern: Zum Verhältnis der Hochschuldidaktik zu den Fächern}}}, year = {{2017}}, } @inbook{32545, abstract = {{Deutliche Unterschiede im Bildungserfolg von Kindern abhängig vom familialen Hintergrund zeigen, dass, ungeachtet der schulischen Bemühungen um die kindliche Bildung, die Familie weiterhin ein wesentlicher Einflussfaktor ist. Vor diesem Hintergrund werden im Folgenden die Wege erörtert, über die sich diese Einflüsse realisieren. Nach einem Überblick zu einschlägigen Prozessen werden in diesem Beitrag familiale Wirkungszusammenhänge am Beispiel der Lesesozialisation genauer beleuchtet. Vor diesem Hintergrund werden abschließend Programme zur Förderung der familialen Unterstützung diskutiert.}}, author = {{Buhl, Heike M. and Hilkenmeier, Johanna}}, booktitle = {{Handbuch Entwicklungs- und Erziehungspsychologie}}, editor = {{Kracke, Bärbel and Noack, Peter}}, isbn = {{9783642540615}}, keywords = {{Lesesozialisation, Familiale Erziehung, Familienklima, Kindliche Bildung, Bildungserwartungen, Häusliche Anregung, Home literacy environment, Vorlesen, Literacy}}, pages = {{163--179}}, publisher = {{Springer}}, title = {{{Bildung und Lesesozialisation im Elternhaus}}}, doi = {{10.1007/978-3-642-54061-5_10-1}}, year = {{2017}}, } @article{32546, abstract = {{This longitudinal study addresses the role of support given by parents and peers during the transition from university to work life. A sample of 64 German university students in their last year at the university completed scales from the Network of Relationships Inventory regarding general support, namely, instrumental aid and intimacy with mothers, fathers, romantic partners, and friends. Four years later, they assessed domain-specific support when looking for work, namely, joint exploration and instrumental support. Participants perceived receiving both types of support from all significant others. However, joint exploration was more important than instrumental support. They felt especially supported by romantic partners. Women received more support than did men. Both types of domain-specific support were explained by general modes of support assessed 4 years earlier. Whether parents, friends, and partners were perceived as helpful during the transition was explained mainly by joint exploration. Again, support from a partner was seen as especially helpful in contrast to help from parents and friends. The special significance of joint exploration underlines the benefit of counseling at the transition from university to work life.}}, author = {{Buhl, Heike M. and Noack, Peter and Kracke, Baerbel}}, issn = {{0894-8453}}, journal = {{Journal of Career Development}}, keywords = {{Organizational Behavior and Human Resource Management, General Psychology, Applied Psychology, Education}}, number = {{6}}, pages = {{523--535}}, publisher = {{SAGE Publications}}, title = {{{The Role of Parents and Peers in the Transition From University to Work Life}}}, doi = {{10.1177/0894845317720728}}, volume = {{45}}, year = {{2017}}, } @misc{33074, author = {{Ulrich, Tanja}}, title = {{{Grammatikerwerb und grammatische Störungen im Kindesalter. Ergebnisse des Forschungsprojekts GED 4-9 und ihre Implikationen für sprachdiagnostische und - therapeutische Methoden}}}, year = {{2017}}, }