@inbook{41938, author = {{Topalović, Elvira}}, booktitle = {{Wissenstransfer – Interdisziplinäre Zugänge zur Vermittlung von Magie- und Zauberei-Imaginationen}}, editor = {{Sieburg, Heinz and Voltmer, Rita and Weimann, Britta}}, pages = {{169–178}}, publisher = {{Luxemburg}}, title = {{{Schuld und Wahrheit in der sprachlichen Konstruktion von Hexen. Ein interdisziplinärer Zugang zu Kassibern und Protokollen.}}}, year = {{2017}}, } @inbook{53657, author = {{Janus, Richard}}, booktitle = {{Luther und die Reformation in internationalen Geschichtskulturen. Perspektiven für den Geschichtsunterricht}}, editor = {{Bernhard, Roland and Hinz, Felix and Maier, Robert}}, isbn = {{978-3-7370-0752-8}}, issn = {{2198-6320}}, pages = {{357--367}}, publisher = {{Vandenhoeck & Ruprecht}}, title = {{{Die Darstellung der Reformation in aktuellen historischen Romanen und Konsequenzen für die Kirchengeschichtsdidaktik}}}, volume = {{145}}, year = {{2017}}, } @misc{54269, author = {{Janus, Richard}}, booktitle = {{Jahrbuch zur Westfälischen Kirchengeschichte}}, pages = {{514--515}}, title = {{{Julia Winnebeck, Apostolikumstreitigkeiten, Diskussionen um Liturgie, Lehre und Kirchenverfassung in der preußischen Landeskirche 1871-1914, Leipzig 2016}}}, volume = {{113}}, year = {{2017}}, } @misc{54268, author = {{Janus, Richard}}, booktitle = {{Jahrbuch zur Westfälischen Kirchengeschichte}}, pages = {{516--517}}, title = {{{Nina Reusch, Populäre Geschichte im Kaiserreich. Familienzeitschriften als Akteure der deutschen Geschichtskultur 1890-1913, Berlin 2015}}}, volume = {{113}}, year = {{2017}}, } @book{46458, editor = {{Meister, Dorothee M. and Oevel, Gudrun}}, title = {{{E-Assessments in der Hochschulpraxis. Empfehlungen zur Verankerung von E-Assessments in NRW.}}}, year = {{2017}}, } @article{57146, author = {{Bürgel, Christoph and Siepmann, Dirk and Diversy, Sascha }}, journal = {{International Journal of Lexicography}}, number = {{1}}, pages = {{63--84}}, title = {{{The Corpus de référence du français contemporain (CRFC) as the first genre-diverse mega-corpus of French }}}, volume = {{30}}, year = {{2017}}, } @book{57148, editor = {{Bürgel, Christoph and Reimann, Daniel }}, title = {{{Sprachliche Mittel im Unterricht der romanischen Sprachen. Aussprache, Wortschatz und Morphosyntax in Zeiten der Kompetenzorientierung}}}, year = {{2017}}, } @article{57145, author = {{Bürgel, Christoph}}, journal = {{Der fremdsprachliche Unterricht Französisch}}, pages = {{9--15}}, title = {{{Ça vaut le coup – c’est sûr et certain ! Mit Phrasemen zu natürlichem Sprachgebrauch}}}, year = {{2017}}, } @article{57358, author = {{Bürgel, Christoph}}, journal = {{Varietäten des Spanischen im Fremdsprachenunterricht. Ihre Rolle in Schule, Hochschule, Lehrerbildung und Sprachzertifikaten}}, pages = {{115--137}}, publisher = {{ibidem}}, title = {{{Obereggen zur Anbanning nähesprachlicher Kommunikationsfähigkeit im Spanischunterricht}}}, year = {{2017}}, } @misc{56129, author = {{Priesching, Nicole}}, booktitle = {{Rottenburger Jahrbuch für Kirchengeschichte}}, pages = {{360–361}}, title = {{{Otto Weiß: Die Macht der Seherin von Altötting. Geisterglaube im Katholizismus des 19. Jahrhunderts. Kevelaer 2015}}}, volume = {{36}}, year = {{2017}}, } @article{45142, author = {{Wöhrle, J. and Franke, Sebastian and Kissgen, R.}}, journal = {{Rehabilitation Psychology}}, number = {{1}}, pages = {{83–91}}, title = {{{The German Multidimensional Attitude Scale Toward Persons With Disabilities (G-MAS): A Factor Analytical Study Among High-School Students}}}, doi = {{10.1037/rep0000170}}, volume = {{63}}, year = {{2017}}, } @article{45141, author = {{Franke, Sebastian and Kissgen, R. and Krischer, M. and Sevecke, K.}}, journal = {{Journal of Behavioral and Brain Science}}, pages = {{497--510}}, title = {{{Attachment in Children with ADHD}}}, doi = {{10.4236/jbbs.2017.711035}}, volume = {{7}}, year = {{2017}}, } @article{33563, author = {{Rezat, Sara and Rezat, Sebastian}}, journal = {{EURASIA Journal of Mathematics, Science & Technology Education 13 (7b)}}, pages = {{4157--4188}}, title = {{{Subject specific genres and genre awareness in integrated mathematics and language teaching}}}, year = {{2017}}, } @inproceedings{54415, author = {{Klar, Tilman-Mathies and Robben, Bernhard and Herzig, Bardo and Schelhowe, Heidi}}, booktitle = {{Bildungsräume. }}, editor = {{Igel, Christoph}}, isbn = {{978-3-8309-3720-3}}, location = {{Chemnitz}}, publisher = {{Waxmann}}, title = {{{Interaktionsdesign in Bildungsräumen für reflexive Erfahrung am Beispiel einer interaktiven Schwarminstallation}}}, year = {{2017}}, } @misc{60367, author = {{Hüllweg, Julia}}, booktitle = {{rezensionen:kommunikation:medien}}, title = {{{Rezension zu: Ursula Bredel, Christiane Maaß (2016): Leichte Sprache. Theoretische Grundlagen. Orientierung für die Praxis. Berlin: Dudenverlag.}}}, year = {{2017}}, } @inbook{43218, author = {{Knoll, Lisa}}, booktitle = {{ Finanzmarktsoziologie. Entscheidungen, Ungewissheit und Geldordnung}}, editor = {{Beyer, Jürgen and Senge, Konstanze}}, isbn = {{9783658179175}}, pages = {{107–124}}, publisher = {{Springer Fachmedien Wiesbaden}}, title = {{{Konventionen und Kompromisse auf Finanzmärkten}}}, doi = {{10.1007/978-3-658-17918-2_5}}, year = {{2017}}, } @article{32535, abstract = {{In this study, we draw on person–environment fit theory to analyze whether academic success is best explained by individual abilities subjectively exceeding situational demands or by abilities matching the demands. Moreover, we disentangled effects of perceived abilities and subjective person–environment (P-E) fit on academic success. All in all, 693 teacher education students participated in an online questionnaire. Students were asked to rate general requirements of their academic programs (e.g., self-discipline) on a 5-point scale in terms of (1) their own abilities and (2) the perceived relevance for their studies. P-E fit was determined by difference scores between abilities and relevance ratings. Academic success was assessed by grades, perceived performance, and study satisfaction. Data were analyzed through structural equation modeling and suggest that academic success is best explained by a match between abilities and demands. Moreover, all three criteria for academic success were more strongly related to subjective fit than to subjective abilities.}}, author = {{Bohndick, Carla and Rosman, Tom and Kohlmeyer, Susanne and Buhl, Heike M.}}, issn = {{0018-1560}}, journal = {{Higher Education}}, keywords = {{Academic success, Person–environment fit theory, Demands–abilities fit, Higher education}}, number = {{5}}, pages = {{839--854}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory}}}, doi = {{10.1007/s10734-017-0173-6}}, volume = {{75}}, year = {{2017}}, } @article{32536, abstract = {{In contrast to other career choices, the teaching profession seems familiar to those interested in teaching because they have had the chance to observe teachers for years. This phenomenon is known as the apprenticeship of observation and manifests in naïve ideas and expectations of teaching among teacher students. Therefore, characteristics of students interested in becoming teachers are important for early teacher education and counselling. These characteristics include competencies and motives, but nothing is known about their relationship to each other. Following international teaching standards and the expectancy-value framework, this paper analyses associations between both. Three competencies (i.e. planning, communication and cooperation) and seven career choice motives were examined using a paper–pencil survey of 907 high school students. Altogether, 463 students were able to imagine becoming a teacher and were included in the analyses. SEM analyses showed that (1) of all the competencies, communication had the most associations with motives, (2) the motive ‘low difficulty of study’ is positively related to planning, (3) the findings regarding extrinsic motives are ambiguous, and (4) gender differences are marginal. Practical implications for early teacher education and counselling are discussed.}}, author = {{Bohndick, Carla and Kohlmeyer, Susanne and Buhl, Heike M.}}, issn = {{0260-7476}}, journal = {{Journal of Education for Teaching}}, keywords = {{Education}}, number = {{5}}, pages = {{566--580}}, publisher = {{Informa UK Limited}}, title = {{{Competencies and career choice motives: characteristics of high school students interested in teacher education programmes}}}, doi = {{10.1080/02607476.2017.1355029}}, volume = {{43}}, year = {{2017}}, } @article{32537, abstract = {{Home literacy environment (HLE) makes an important contribution to children's reading acquisition in early years. Even though some research on children's perception exists, children's reports about HLE have been neglected. The present study focuses on N = 281 six-year-old's reports about HLE and its influences on literacy enjoyment, frequency, and early literacy skills. Parents' educational background was expected to predict children-perceived HLE. A positive impact of active HLE on literacy enjoyment and frequency were found. HLE also mediates the relation between parents' background and enjoyment. The importance of children's perspective on HLE regarding family literacy programs is discussed.}}, author = {{Wiescholek, Sabrina and Hilkenmeier, Johanna and Greiner, Christian and Buhl, Heike M.}}, issn = {{0270-2711}}, journal = {{Reading Psychology}}, keywords = {{Linguistics and Language, Developmental and Educational Psychology, Education}}, number = {{1}}, pages = {{41--68}}, publisher = {{Informa UK Limited}}, title = {{{Six-year-olds' perception of home literacy environment and its influence on children's literacy enjoyment, frequency, and early literacy skills}}}, doi = {{10.1080/02702711.2017.1361495}}, volume = {{39}}, year = {{2017}}, } @proceedings{60792, editor = {{Nettekoven, C and Reck, N and Pieczewski, J and Neuschmelting, V and Thiele, K and Grefkes, C and Goldbrunner, R and Lucas, C.W}}, number = {{10}}, pages = {{e333--e333}}, title = {{{P13 Congruency between speech-related areas investigated by fMRI and three rTMS protocols with different frequencies}}}, doi = {{https://doi.org/10.1016/j.clinph.2017.06.092 }}, volume = {{128}}, year = {{2017}}, }