@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}}, } @proceedings{60790, editor = {{Pieczewski, J and Nettekoven, C and Neuschmelting, V and Thiele, K and Hoevels, M and Reck, N and Tittgemeyer, M and Grefkes, C and Goldbrunner, R and Lucas, C.W}}, number = {{10}}, pages = {{e332}}, title = {{{P12 Integrating nTMS motor mapping of the M1 tongue area into diffusion tractography to reconstruct motor-speech pathways. }}}, doi = {{https://doi.org/10.1016/j.clinph.2017.06.091 }}, volume = {{128}}, year = {{2017}}, } @proceedings{60793, editor = {{Pieczewski, J and Nettekoven, C and Neuschmelting, V and Thiele, K and Goldbrunner, R and Lucas, C.W}}, number = {{3}}, pages = {{e126--e127}}, title = {{{P228 Better tolerability and lower mean intensities favour higher-frequent stimulation as compared to 10 Hz online-rTMS for language mapping: A test–retest reliability study in healthy volunteers}}}, doi = {{https://doi.org/10.1016/j.clinph.2016.10.345 }}, volume = {{128}}, year = {{2017}}, } @proceedings{60791, editor = {{Lucas, C.W and Pieczewski, J and Nettekoven, C and Neuschmelting, V and Thiele, K and Goldbrunner, R and Grefkes, C}}, number = {{10}}, pages = {{e333}}, title = {{{P14 Motor component of speech errors in rTMS language mapping}}}, doi = {{https://doi.org/10.1016/j.clinph.2017.06.093 }}, volume = {{128}}, year = {{2017}}, } @article{32539, abstract = {{Eltern und Lehrkräfte kommen zweimal jährlich an Elternsprechtagen zusammen, um über leistungsrelevante Merkmale des Schulkindes zu sprechen und seine Schullaufbahn voranzubringen. Merkmale dieser Gespräche wurden bisher kaum systematisch untersucht. Der Beitrag geht vor dem Hintergrund der Selbstbestimmungstheorie der Frage nach, wie elterliche Motivation und schließlich elterliches Unterstützungsverhalten im Gespräch am Elternsprechtag mittels einer strukturgebenden, autonomieunterstützenden und wertschätzenden Beratung durch die Lehrkraft gefördert werden kann. Hierzu wurden 271 Eltern am Elternsprechtag sowie drei bis vier Wochen danach befragt. Die angenommene dimensionale Struktur des Gesprächsverhaltens der Lehrkräfte konnte in Teilen bestätigt werden: Eine konfirmatorische Faktorenanalyse ergab, dass Eltern die selbstbestimmungstheoretisch abgeleiteten Dimensionen Wertschätzung, Autonomieunterstützung und Strukturgebung im Gespräch wahrnehmen. Zudem konnte gezeigt werden, dass bei schwachen Leseleistungen des Kindes sowohl Eltern ihr Unterstützungsverhalten anpassen, als auch Lehrkräfte sich mehr um die Motivationsförderung der Eltern bemühen. Dabei wurde der Zusammenhang zwischen der Einschätzung der Leseleistung und einer Veränderung im Unterstützungsverhalten durch die wahrgenommene Autonomieunterstützung mediiert: Fühlen sich Eltern also im Gespräch von der Lehrkraft in ihrer Autonomie unterstützt, berichten sie danach häufiger, ihr Unterstützungsverhalten verändert zu haben.}}, author = {{Hilkenmeier, Johanna and Wiescholek, Sabrina and Buhl, Heike M.}}, issn = {{0342-183X}}, journal = {{Psychologie in Erziehung und Unterricht}}, number = {{4}}, publisher = {{Ernst Reinhardt, GmbH & Co. KG}}, title = {{{Motivationsförderung am Elternsprechtag. Zum Zusammenhang zwischen eingeschätzter Leseleistung, Lehrer- und Elternverhalten}}}, doi = {{10.2378/peu2017.art18d}}, volume = {{64}}, year = {{2017}}, } @inbook{32534, abstract = {{Auf Forschungsbefunden basierend wird erörtert, welche Relevanz Elternsprechtage an der Schule haben und inwieweit Elternsprechtage zur Förderung elterlichen Schulengagements genutzt werden können. Die Ausführungen münden in folgenden Feststellungen: (1) Elterliches Unterstützungsverhalten kann förderlich für die schulische Entwicklung des Kindes sein. (2) Motivationale Variablen, wie etwa das Rollenverständnis und Kompetenzerleben der Eltern, erhöhen die Wahrscheinlichkeit für elterliches Unterstützungsverhalten. (3) Eine Möglichkeit für Lehrkräfte, elterliche Motivation zu fördern, ist die direkte Kommunikation am Elternsprechtag. (4) Unabhängig von den Gesprächsinhalten ist am Elternsprechtag die Gesprächsqualität zu beachten. (5) Wesentliche Elemente der Gesprächsqualität am Elternsprechtag sind aus motivationspsychologischer Perspektive: Wertschätzung, Autonomieunterstützung, Strukturgebung und (wenig) Kontrolle.}}, author = {{Hilkenmeier, Johanna and Buhl, Heike M.}}, booktitle = {{Handbuch zur Kooperation und Kommunikation mit Eltern}}, editor = {{Aich, Gernot and Kuboth, Christina and Gartmeier, Martin and Sauer, Daniela}}, pages = {{76 -- 85}}, publisher = {{Schneider-Verlag}}, title = {{{Zur Bedeutung des Gesprächs am Elternsprechtag – Ein Blick in die Forschung}}}, volume = {{1}}, year = {{2017}}, } @article{32540, author = {{Buhl, Heike M. and Hilkenmeier, Johanna}}, issn = {{1866-6671}}, journal = {{Journal of Educational Research Online}}, number = {{3}}, pages = {{102 -- 113}}, title = {{{Professionalism in parent-teacher conversations: Aspects, determinants, and consequences. A competence-oriented discussion}}}, doi = {{10.25656/01:15303}}, volume = {{9}}, year = {{2017}}, } @article{32538, author = {{Buhl, Heike M. and Hilkenmeier, Johanna}}, issn = {{0342-183X}}, journal = {{Psychologie in Erziehung und Unterricht}}, keywords = {{Developmental and Educational Psychology}}, number = {{4}}, pages = {{241 -- 242}}, title = {{{Editorial Gespräche zwischen Eltern und Lehrkräften}}}, doi = {{10.2378/peu2017.art20d}}, volume = {{64}}, year = {{2017}}, } @misc{33218, booktitle = {{Psychologie in Erziehung und Unterricht}}, editor = {{Buhl, Heike M. and Hilkenmeier, Johanna}}, number = {{4}}, title = {{{Gespräche zwischen Eltern und Lehrkräften}}}, volume = {{64}}, year = {{2017}}, } @inproceedings{58786, author = {{Wirth, Robert}}, booktitle = {{Imperial Middlebrow: Cross-colonial encounters and expressions of power in middlebrow literature and culture, 1890-1940}}, title = {{{Notions of India in A.J. Cronin’s Hatter’s Castle}}}, year = {{2017}}, } @inproceedings{58787, author = {{Wirth, Robert}}, booktitle = {{Britain in Europe / Europe in Britain}}, title = {{{Putting the ‘Great’ Back Into Great Britain}}}, year = {{2017}}, } @misc{58777, booktitle = {{Litteraria Pragensia: Studies in Literature and Culture}}, editor = {{Procházka, Martin and Poncarová, Petra Johana}}, issn = {{0862-8424}}, number = {{53}}, pages = {{101--122}}, title = {{{Cultural and Textual Appropriation in Alan Bissett's Boyracers}}}, volume = {{27}}, year = {{2017}}, }