[{"_id":"28669","language":[{"iso":"eng"}],"page":"1-13","volume":5,"user_id":"50923","doi":"10.1186/s40536-017-0037-7","publication_identifier":{"issn":["2196-0739"]},"author":[{"first_name":"Julia","last_name":"Gerick","full_name":"Gerick, Julia"},{"full_name":"Eickelmann, Birgit","first_name":"Birgit","last_name":"Eickelmann","id":"40387"},{"first_name":"Wilfried","last_name":"Bos","full_name":"Bos, Wilfried"}],"year":"2017","status":"public","title":"School-level predictors for the use of ICT in schools and students’ CIL in international comparison","intvolume":"         5","publication_status":"published","date_updated":"2022-01-06T06:58:16Z","date_created":"2021-12-12T13:18:05Z","department":[{"_id":"462"}],"type":"journal_article","citation":{"ieee":"J. Gerick, B. Eickelmann, and W. Bos, “School-level predictors for the use of ICT in schools and students’ CIL in international comparison,” <i>Large-scale Assessments in Education</i>, vol. 5, no. 1, pp. 1–13, 2017, doi: <a href=\"https://doi.org/10.1186/s40536-017-0037-7\">10.1186/s40536-017-0037-7</a>.","apa":"Gerick, J., Eickelmann, B., &#38; Bos, W. (2017). School-level predictors for the use of ICT in schools and students’ CIL in international comparison. <i>Large-Scale Assessments in Education</i>, <i>5</i>(1), 1–13. <a href=\"https://doi.org/10.1186/s40536-017-0037-7\">https://doi.org/10.1186/s40536-017-0037-7</a>","short":"J. Gerick, B. Eickelmann, W. Bos, Large-Scale Assessments in Education 5 (2017) 1–13.","chicago":"Gerick, Julia, Birgit Eickelmann, and Wilfried Bos. “School-Level Predictors for the Use of ICT in Schools and Students’ CIL in International Comparison.” <i>Large-Scale Assessments in Education</i> 5, no. 1 (2017): 1–13. <a href=\"https://doi.org/10.1186/s40536-017-0037-7\">https://doi.org/10.1186/s40536-017-0037-7</a>.","mla":"Gerick, Julia, et al. “School-Level Predictors for the Use of ICT in Schools and Students’ CIL in International Comparison.” <i>Large-Scale Assessments in Education</i>, vol. 5, no. 1, 2017, pp. 1–13, doi:<a href=\"https://doi.org/10.1186/s40536-017-0037-7\">10.1186/s40536-017-0037-7</a>.","bibtex":"@article{Gerick_Eickelmann_Bos_2017, title={School-level predictors for the use of ICT in schools and students’ CIL in international comparison}, volume={5}, DOI={<a href=\"https://doi.org/10.1186/s40536-017-0037-7\">10.1186/s40536-017-0037-7</a>}, number={1}, journal={Large-scale Assessments in Education}, author={Gerick, Julia and Eickelmann, Birgit and Bos, Wilfried}, year={2017}, pages={1–13} }","ama":"Gerick J, Eickelmann B, Bos W. School-level predictors for the use of ICT in schools and students’ CIL in international comparison. <i>Large-scale Assessments in Education</i>. 2017;5(1):1-13. doi:<a href=\"https://doi.org/10.1186/s40536-017-0037-7\">10.1186/s40536-017-0037-7</a>"},"issue":"1","publication":"Large-scale Assessments in Education"},{"department":[{"_id":"462"}],"type":"journal_article","date_created":"2021-12-12T13:19:16Z","citation":{"chicago":"Drossel, Kerstin, Birgit Eickelmann, and Julia Gerick. “Predictors of Teachers’ Use of ICT in School – the Relevance of School Characteristics, Teachers’ Attitudes and Teacher Collaboration.” <i>Education and Information Technologies</i> 22, no. 2 (2017): 551–73. <a href=\"https://doi.org/10.1007/s10639-016-9476-y\">https://doi.org/10.1007/s10639-016-9476-y</a>.","short":"K. Drossel, B. Eickelmann, J. Gerick, Education and Information Technologies 22 (2017) 551–573.","apa":"Drossel, K., Eickelmann, B., &#38; Gerick, J. (2017). Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration. <i>Education and Information Technologies</i>, <i>22</i>(2), 551–573. <a href=\"https://doi.org/10.1007/s10639-016-9476-y\">https://doi.org/10.1007/s10639-016-9476-y</a>","ieee":"K. Drossel, B. Eickelmann, and J. Gerick, “Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration,” <i>Education and Information Technologies</i>, vol. 22, no. 2, pp. 551–573, 2017, doi: <a href=\"https://doi.org/10.1007/s10639-016-9476-y\">10.1007/s10639-016-9476-y</a>.","ama":"Drossel K, Eickelmann B, Gerick J. Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration. <i>Education and Information Technologies</i>. 2017;22(2):551-573. doi:<a href=\"https://doi.org/10.1007/s10639-016-9476-y\">10.1007/s10639-016-9476-y</a>","bibtex":"@article{Drossel_Eickelmann_Gerick_2017, title={Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration}, volume={22}, DOI={<a href=\"https://doi.org/10.1007/s10639-016-9476-y\">10.1007/s10639-016-9476-y</a>}, number={2}, journal={Education and Information Technologies}, author={Drossel, Kerstin and Eickelmann, Birgit and Gerick, Julia}, year={2017}, pages={551–573} }","mla":"Drossel, Kerstin, et al. “Predictors of Teachers’ Use of ICT in School – the Relevance of School Characteristics, Teachers’ Attitudes and Teacher Collaboration.” <i>Education and Information Technologies</i>, vol. 22, no. 2, 2017, pp. 551–73, doi:<a href=\"https://doi.org/10.1007/s10639-016-9476-y\">10.1007/s10639-016-9476-y</a>."},"issue":"2","publication":"Education and Information Technologies","volume":22,"doi":"10.1007/s10639-016-9476-y","user_id":"50923","_id":"28670","language":[{"iso":"eng"}],"page":"551-573","intvolume":"        22","date_updated":"2022-01-06T06:58:16Z","publication_status":"published","author":[{"last_name":"Drossel","first_name":"Kerstin","full_name":"Drossel, Kerstin","id":"48921"},{"last_name":"Eickelmann","first_name":"Birgit","full_name":"Eickelmann, Birgit","id":"40387"},{"full_name":"Gerick, Julia","first_name":"Julia","last_name":"Gerick"}],"publication_identifier":{"issn":["1360-2357","1573-7608"]},"year":"2017","status":"public","title":"Predictors of teachers’ use of ICT in school – the relevance of school characteristics, teachers’ attitudes and teacher collaboration"},{"publication_status":"published","date_updated":"2022-01-06T06:58:16Z","intvolume":"        22","status":"public","title":"ICT use in mathematics lessons and the mathematics achievement of secondary school students by international comparison: Which role do school level factors play?","year":"2017","publication_identifier":{"issn":["1360-2357","1573-7608"]},"author":[{"first_name":"Birgit","last_name":"Eickelmann","full_name":"Eickelmann, Birgit","id":"40387"},{"last_name":"Gerick","first_name":"Julia","full_name":"Gerick, Julia"},{"full_name":"Koop, Christian","last_name":"Koop","first_name":"Christian"}],"user_id":"50923","doi":"10.1007/s10639-016-9498-5","volume":22,"page":"1527-1551","_id":"28671","language":[{"iso":"eng"}],"issue":"4","publication":"Education and Information Technologies","citation":{"bibtex":"@article{Eickelmann_Gerick_Koop_2017, title={ICT use in mathematics lessons and the mathematics achievement of secondary school students by international comparison: Which role do school level factors play?}, volume={22}, DOI={<a href=\"https://doi.org/10.1007/s10639-016-9498-5\">10.1007/s10639-016-9498-5</a>}, number={4}, journal={Education and Information Technologies}, author={Eickelmann, Birgit and Gerick, Julia and Koop, Christian}, year={2017}, pages={1527–1551} }","ama":"Eickelmann B, Gerick J, Koop C. ICT use in mathematics lessons and the mathematics achievement of secondary school students by international comparison: Which role do school level factors play? <i>Education and Information Technologies</i>. 2017;22(4):1527-1551. doi:<a href=\"https://doi.org/10.1007/s10639-016-9498-5\">10.1007/s10639-016-9498-5</a>","mla":"Eickelmann, Birgit, et al. “ICT Use in Mathematics Lessons and the Mathematics Achievement of Secondary School Students by International Comparison: Which Role Do School Level Factors Play?” <i>Education and Information Technologies</i>, vol. 22, no. 4, 2017, pp. 1527–51, doi:<a href=\"https://doi.org/10.1007/s10639-016-9498-5\">10.1007/s10639-016-9498-5</a>.","chicago":"Eickelmann, Birgit, Julia Gerick, and Christian Koop. “ICT Use in Mathematics Lessons and the Mathematics Achievement of Secondary School Students by International Comparison: Which Role Do School Level Factors Play?” <i>Education and Information Technologies</i> 22, no. 4 (2017): 1527–51. <a href=\"https://doi.org/10.1007/s10639-016-9498-5\">https://doi.org/10.1007/s10639-016-9498-5</a>.","short":"B. Eickelmann, J. Gerick, C. Koop, Education and Information Technologies 22 (2017) 1527–1551.","ieee":"B. Eickelmann, J. Gerick, and C. Koop, “ICT use in mathematics lessons and the mathematics achievement of secondary school students by international comparison: Which role do school level factors play?,” <i>Education and Information Technologies</i>, vol. 22, no. 4, pp. 1527–1551, 2017, doi: <a href=\"https://doi.org/10.1007/s10639-016-9498-5\">10.1007/s10639-016-9498-5</a>.","apa":"Eickelmann, B., Gerick, J., &#38; Koop, C. (2017). ICT use in mathematics lessons and the mathematics achievement of secondary school students by international comparison: Which role do school level factors play? <i>Education and Information Technologies</i>, <i>22</i>(4), 1527–1551. <a href=\"https://doi.org/10.1007/s10639-016-9498-5\">https://doi.org/10.1007/s10639-016-9498-5</a>"},"type":"journal_article","department":[{"_id":"462"}],"date_created":"2021-12-12T13:20:40Z"},{"citation":{"mla":"Eickelmann, Birgit, and Mario Vennemann. “Teachers‘ Attitudes and Beliefs Regarding ICT in Teaching and Learning in European Countries.” <i>European Educational Research Journal</i>, vol. 16, no. 6, 2017, pp. 733–61, doi:<a href=\"https://doi.org/10.1177/1474904117725899\">10.1177/1474904117725899</a>.","ama":"Eickelmann B, Vennemann M. Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European countries. <i>European Educational Research Journal</i>. 2017;16(6):733-761. doi:<a href=\"https://doi.org/10.1177/1474904117725899\">10.1177/1474904117725899</a>","bibtex":"@article{Eickelmann_Vennemann_2017, title={Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European countries}, volume={16}, DOI={<a href=\"https://doi.org/10.1177/1474904117725899\">10.1177/1474904117725899</a>}, number={6}, journal={European Educational Research Journal}, author={Eickelmann, Birgit and Vennemann, Mario}, year={2017}, pages={733–761} }","apa":"Eickelmann, B., &#38; Vennemann, M. (2017). Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European countries. <i>European Educational Research Journal</i>, <i>16</i>(6), 733–761. <a href=\"https://doi.org/10.1177/1474904117725899\">https://doi.org/10.1177/1474904117725899</a>","ieee":"B. Eickelmann and M. Vennemann, “Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European countries,” <i>European Educational Research Journal</i>, vol. 16, no. 6, pp. 733–761, 2017, doi: <a href=\"https://doi.org/10.1177/1474904117725899\">10.1177/1474904117725899</a>.","chicago":"Eickelmann, Birgit, and Mario Vennemann. “Teachers‘ Attitudes and Beliefs Regarding ICT in Teaching and Learning in European Countries.” <i>European Educational Research Journal</i> 16, no. 6 (2017): 733–61. <a href=\"https://doi.org/10.1177/1474904117725899\">https://doi.org/10.1177/1474904117725899</a>.","short":"B. Eickelmann, M. Vennemann, European Educational Research Journal 16 (2017) 733–761."},"status":"public","page":"733-761","_id":"28672","user_id":"50923","volume":16,"issue":"6","publication":"European Educational Research Journal","abstract":[{"text":"<jats:p> In the debate on the integration of information and communication technologies (ICT) into schools, the beliefs and attitudes of teachers towards ICT in teaching and learning have always been regarded as central criteria for successful implementation of new technologies. In this context, a study in 2013 by the International Association for the Evaluation of Educational Achievement, IEA, provided insights into teachers’ beliefs regarding ICT and showed that perceptions of the pedagogical advantages of technologies differ between countries. With regard to this finding, this paper seeks to determine whether there is a typology of teachers with different attitudes towards the potential of ICTs for learning. This question is addressed by conducting latent class analyses on a sample of teacher data from three European countries – the Czech Republic, Germany and Norway. Furthermore, the paper investigates how the use of computers by teachers varies between the groups to which these teachers can be assigned. In doing so the research reported at hand connects, arguably for the first time, representative data on teacher typologies of attitudes towards and beliefs about ICT in teaching and learning with data on computer use in schools. </jats:p>","lang":"eng"}],"date_created":"2021-12-12T13:21:42Z","type":"journal_article","department":[{"_id":"462"}],"title":"Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European countries","year":"2017","author":[{"last_name":"Eickelmann","first_name":"Birgit","full_name":"Eickelmann, Birgit","id":"40387"},{"first_name":"Mario","last_name":"Vennemann","full_name":"Vennemann, Mario"}],"publication_identifier":{"issn":["1474-9041","1474-9041"]},"date_updated":"2022-01-06T06:58:16Z","publication_status":"published","intvolume":"        16","language":[{"iso":"eng"}],"doi":"10.1177/1474904117725899"},{"status":"public","volume":16,"user_id":"50923","_id":"28673","page":"707-715","citation":{"chicago":"Gerick, Julia, Birgit Eickelmann, and Wilfried Bos. “The International Computer and Information Literacy Study from a European Perspective: Introduction to the Special Issue.” <i>European Educational Research Journal</i> 16, no. 6 (2017): 707–15. <a href=\"https://doi.org/10.1177/1474904117735417\">https://doi.org/10.1177/1474904117735417</a>.","short":"J. Gerick, B. Eickelmann, W. Bos, European Educational Research Journal 16 (2017) 707–715.","apa":"Gerick, J., Eickelmann, B., &#38; Bos, W. (2017). The international computer and information literacy study from a European perspective: Introduction to the Special Issue. <i>European Educational Research Journal</i>, <i>16</i>(6), 707–715. <a href=\"https://doi.org/10.1177/1474904117735417\">https://doi.org/10.1177/1474904117735417</a>","ieee":"J. Gerick, B. Eickelmann, and W. Bos, “The international computer and information literacy study from a European perspective: Introduction to the Special Issue,” <i>European Educational Research Journal</i>, vol. 16, no. 6, pp. 707–715, 2017, doi: <a href=\"https://doi.org/10.1177/1474904117735417\">10.1177/1474904117735417</a>.","ama":"Gerick J, Eickelmann B, Bos W. The international computer and information literacy study from a European perspective: Introduction to the Special Issue. <i>European Educational Research Journal</i>. 2017;16(6):707-715. doi:<a href=\"https://doi.org/10.1177/1474904117735417\">10.1177/1474904117735417</a>","bibtex":"@article{Gerick_Eickelmann_Bos_2017, title={The international computer and information literacy study from a European perspective: Introduction to the Special Issue}, volume={16}, DOI={<a href=\"https://doi.org/10.1177/1474904117735417\">10.1177/1474904117735417</a>}, number={6}, journal={European Educational Research Journal}, author={Gerick, Julia and Eickelmann, Birgit and Bos, Wilfried}, year={2017}, pages={707–715} }","mla":"Gerick, Julia, et al. “The International Computer and Information Literacy Study from a European Perspective: Introduction to the Special Issue.” <i>European Educational Research Journal</i>, vol. 16, no. 6, 2017, pp. 707–15, doi:<a href=\"https://doi.org/10.1177/1474904117735417\">10.1177/1474904117735417</a>."},"intvolume":"        16","date_updated":"2022-01-06T06:58:16Z","publication_status":"published","publication_identifier":{"issn":["1474-9041","1474-9041"]},"author":[{"last_name":"Gerick","first_name":"Julia","full_name":"Gerick, Julia"},{"first_name":"Birgit","last_name":"Eickelmann","full_name":"Eickelmann, Birgit","id":"40387"},{"full_name":"Bos, Wilfried","first_name":"Wilfried","last_name":"Bos"}],"title":"The international computer and information literacy study from a European perspective: Introduction to the Special Issue","year":"2017","doi":"10.1177/1474904117735417","language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"<jats:p> The International Computer and Information Literacy Study (ICILS 2013) provides, for the first time, information about students’ computer and information literacy (CIL), as well as its acquisition, based on a computer-based test for students and background questionnaires. Among the 21 education systems that participated in ICILS 2013, there are 12 European countries, making secondary comparative in-depth analyses at a European level particularly fruitful. Accordingly, while the four articles in this Special Issue each deal with different topics and adopt different methodologies, they all share a common element and provide European comparisons in the ICILS context. The editorial in turn outlines the aim of the ICILS 2013 study and its relevance for European education research as well as its contextual framework and approach to the measurement of students’ CIL. The potential and challenges of such large-scale assessment studies are also discussed. </jats:p>"}],"issue":"6","publication":"European Educational Research Journal","department":[{"_id":"462"}],"type":"journal_article","date_created":"2021-12-12T13:24:15Z"},{"date_created":"2021-12-12T13:25:51Z","place":"Cham","department":[{"_id":"462"}],"type":"book_chapter","citation":{"chicago":"Drossel, Kerstin, and Birgit Eickelmann. “The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy.” In <i>Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing </i>, edited by Arthur Tatnall and Mary Webb, 114–24. Cham: Springer International Publishing, 2017. <a href=\"https://doi.org/10.1007/978-3-319-74310-3_14\">https://doi.org/10.1007/978-3-319-74310-3_14</a>.","short":"K. Drossel, B. Eickelmann, in: A. Tatnall, M. Webb (Eds.), Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing , Springer International Publishing, Cham, 2017, pp. 114–124.","apa":"Drossel, K., &#38; Eickelmann, B. (2017). The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy. In A. Tatnall &#38; M. Webb (Eds.), <i>Tomorrow’s learning: involving everyone. Learning with and about technologies and computing </i> (pp. 114–124). Springer International Publishing. <a href=\"https://doi.org/10.1007/978-3-319-74310-3_14\">https://doi.org/10.1007/978-3-319-74310-3_14</a>","ieee":"K. Drossel and B. Eickelmann, “The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy,” in <i>Tomorrow’s learning: involving everyone. Learning with and about technologies and computing </i>, A. Tatnall and M. Webb, Eds. Cham: Springer International Publishing, 2017, pp. 114–124.","ama":"Drossel K, Eickelmann B. The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy. In: Tatnall A, Webb M, eds. <i>Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing </i>. Springer International Publishing; 2017:114-124. doi:<a href=\"https://doi.org/10.1007/978-3-319-74310-3_14\">10.1007/978-3-319-74310-3_14</a>","bibtex":"@inbook{Drossel_Eickelmann_2017, place={Cham}, title={The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy}, DOI={<a href=\"https://doi.org/10.1007/978-3-319-74310-3_14\">10.1007/978-3-319-74310-3_14</a>}, booktitle={Tomorrow’s learning: involving everyone. Learning with and about technologies and computing }, publisher={Springer International Publishing}, author={Drossel, Kerstin and Eickelmann, Birgit}, editor={Tatnall, Arthur and Webb, Mary}, year={2017}, pages={114–124} }","mla":"Drossel, Kerstin, and Birgit Eickelmann. “The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy.” <i>Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing </i>, edited by Arthur Tatnall and Mary Webb, Springer International Publishing, 2017, pp. 114–24, doi:<a href=\"https://doi.org/10.1007/978-3-319-74310-3_14\">10.1007/978-3-319-74310-3_14</a>."},"publication":"Tomorrow's learning: involving everyone. Learning with and about technologies and computing ","language":[{"iso":"eng"}],"_id":"28675","publisher":"Springer International Publishing","page":"114-124","editor":[{"full_name":"Tatnall, Arthur","last_name":"Tatnall","first_name":"Arthur"},{"full_name":"Webb, Mary","last_name":"Webb","first_name":"Mary"}],"user_id":"50923","doi":"10.1007/978-3-319-74310-3_14","author":[{"id":"48921","full_name":"Drossel, Kerstin","first_name":"Kerstin","last_name":"Drossel"},{"id":"40387","full_name":"Eickelmann, Birgit","last_name":"Eickelmann","first_name":"Birgit"}],"publication_identifier":{"issn":["1868-4238","1868-422X"]},"year":"2017","status":"public","title":"The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy","publication_status":"published","date_updated":"2022-01-06T06:58:16Z"},{"place":"Bonn","file_date_updated":"2021-12-12T13:31:32Z","citation":{"chicago":"Eickelmann, Birgit. “Schulische Medienkompetenzförderung.” In <i>Medienkompetenz. Herausforderung für Politik, politische Bildung und Medienbildung</i>, edited by Harald Gapski, Monika Oberle, and Walter Staufer, 146–54. Bonn: Bundeszentrale für Politische Bildung, 2017.","short":"B. Eickelmann, in: H. Gapski, M. Oberle, W. Staufer (Eds.), Medienkompetenz. Herausforderung für Politik, politische Bildung und Medienbildung, Bundeszentrale für Politische Bildung, Bonn, 2017, pp. 146–154.","ieee":"B. Eickelmann, “Schulische Medienkompetenzförderung,” in <i>Medienkompetenz. Herausforderung für Politik, politische Bildung und Medienbildung</i>, H. Gapski, M. Oberle, and W. Staufer, Eds. Bonn: Bundeszentrale für Politische Bildung, 2017, pp. 146–154.","apa":"Eickelmann, B. (2017). Schulische Medienkompetenzförderung. In H. Gapski, M. Oberle, &#38; W. Staufer (Eds.), <i>Medienkompetenz. Herausforderung für Politik, politische Bildung und Medienbildung</i> (pp. 146–154). Bundeszentrale für Politische Bildung.","bibtex":"@inbook{Eickelmann_2017, place={Bonn}, title={Schulische Medienkompetenzförderung}, booktitle={Medienkompetenz. Herausforderung für Politik, politische Bildung und Medienbildung}, publisher={Bundeszentrale für Politische Bildung}, author={Eickelmann, Birgit}, editor={Gapski, Harald and Oberle, Monika and Staufer, Walter}, year={2017}, pages={146–154} }","ama":"Eickelmann B. Schulische Medienkompetenzförderung. In: Gapski H, Oberle M, Staufer W, eds. <i>Medienkompetenz. Herausforderung für Politik, politische Bildung und Medienbildung</i>. Bundeszentrale für Politische Bildung; 2017:146-154.","mla":"Eickelmann, Birgit. “Schulische Medienkompetenzförderung.” <i>Medienkompetenz. Herausforderung für Politik, politische Bildung und Medienbildung</i>, edited by Harald Gapski et al., Bundeszentrale für Politische Bildung, 2017, pp. 146–54."},"page":"146-154","_id":"28676","publisher":"Bundeszentrale für Politische Bildung","ddc":["370"],"user_id":"50923","editor":[{"full_name":"Gapski, Harald","first_name":"Harald","last_name":"Gapski"},{"full_name":"Oberle, Monika","first_name":"Monika","last_name":"Oberle"},{"full_name":"Staufer, Walter","last_name":"Staufer","first_name":"Walter"}],"status":"public","has_accepted_license":"1","file":[{"date_created":"2021-12-12T13:31:32Z","creator":"sschall","content_type":"application/pdf","success":1,"file_id":"28677","date_updated":"2021-12-12T13:31:32Z","relation":"main_file","file_size":431934,"access_level":"closed","file_name":"2_5_Eickelmann_Schulische_Medienkompetenzfoerderung_ba.pdf"}],"date_created":"2021-12-12T13:31:52Z","type":"book_chapter","department":[{"_id":"462"}],"publication":"Medienkompetenz. Herausforderung für Politik, politische Bildung und Medienbildung","language":[{"iso":"ger"}],"title":"Schulische Medienkompetenzförderung","year":"2017","author":[{"full_name":"Eickelmann, Birgit","first_name":"Birgit","last_name":"Eickelmann","id":"40387"}],"date_updated":"2022-01-06T06:58:17Z"},{"user_id":"76026","main_file_link":[{"url":"https://sib.fm/interviews/2017/11/22/ponjat-kak-oni-tikajut","open_access":"1"}],"_id":"25846","language":[{"iso":"eng"}],"publisher":"sib.fm","date_updated":"2022-01-06T06:57:13Z","title":"Понять, как они тикают [Verstehen, wie sie ticken]. Interview on CLIL conducted by Ирина Долженко [Irina Dolzhenko] on behalf of sib.fm","status":"public","year":"2017","author":[{"last_name":"Dolzhenko","first_name":"Irina","full_name":"Dolzhenko, Irina"},{"last_name":"Rumlich","first_name":"Dominik","orcid":"0000-0001-8682-450X","full_name":"Rumlich, Dominik","id":"76026"}],"type":"misc","oa":"1","department":[{"_id":"36"},{"_id":"1"},{"_id":"612"}],"date_created":"2021-10-08T06:21:31Z","extern":"1","citation":{"apa":"Dolzhenko, I., &#38; Rumlich, D. (2017). <i>Понять, как они тикают [Verstehen, wie sie ticken]. Interview on CLIL conducted by Ирина Долженко [Irina Dolzhenko] on behalf of sib.fm</i>. sib.fm.","mla":"Dolzhenko, Irina, and Dominik Rumlich. <i>Понять, Как Они Тикают [Verstehen, Wie Sie Ticken]. Interview on CLIL Conducted by Ирина Долженко [Irina Dolzhenko] on Behalf of Sib.Fm</i>. sib.fm, 2017.","ieee":"I. Dolzhenko and D. Rumlich, <i>Понять, как они тикают [Verstehen, wie sie ticken]. Interview on CLIL conducted by Ирина Долженко [Irina Dolzhenko] on behalf of sib.fm</i>. sib.fm, 2017.","ama":"Dolzhenko I, Rumlich D. <i>Понять, Как Они Тикают [Verstehen, Wie Sie Ticken]. Interview on CLIL Conducted by Ирина Долженко [Irina Dolzhenko] on Behalf of Sib.Fm</i>. sib.fm; 2017.","short":"I. Dolzhenko, D. Rumlich, Понять, Как Они Тикают [Verstehen, Wie Sie Ticken]. Interview on CLIL Conducted by Ирина Долженко [Irina Dolzhenko] on Behalf of Sib.Fm, sib.fm, 2017.","chicago":"Dolzhenko, Irina, and Dominik Rumlich. <i>Понять, Как Они Тикают [Verstehen, Wie Sie Ticken]. Interview on CLIL Conducted by Ирина Долженко [Irina Dolzhenko] on Behalf of Sib.Fm</i>. sib.fm, 2017.","bibtex":"@book{Dolzhenko_Rumlich_2017, title={Понять, как они тикают [Verstehen, wie sie ticken]. Interview on CLIL conducted by Ирина Долженко [Irina Dolzhenko] on behalf of sib.fm}, publisher={sib.fm}, author={Dolzhenko, Irina and Rumlich, Dominik}, year={2017} }"}},{"date_created":"2021-10-21T07:31:42Z","type":"journal_article","department":[{"_id":"460"}],"issue":"1","publication":"Empirische Sonderpädagogik","citation":{"chicago":"Hellmich, Frank, Fabian Karl Hoya, Gamze Görel, and Susanne Schwab. “Unter welchen Voraussetzungen kooperieren Grundschullehrkräfte im inklusiven Unterricht? Eine Studie zu den Bedingungen der Kooperationsbereitschaft von Grundschullehrerinnen und -lehrern im inklusiven Unterricht.” <i>Empirische Sonderpädagogik</i> 9, no. 1 (2017): 36–51. <a href=\"https://doi.org/10.25656/01:14874\">https://doi.org/10.25656/01:14874</a>.","short":"F. Hellmich, F.K. Hoya, G. Görel, S. Schwab, Empirische Sonderpädagogik 9 (2017) 36–51.","apa":"Hellmich, F., Hoya, F. K., Görel, G., &#38; Schwab, S. (2017). Unter welchen Voraussetzungen kooperieren Grundschullehrkräfte im inklusiven Unterricht? Eine Studie zu den Bedingungen der Kooperationsbereitschaft von Grundschullehrerinnen und -lehrern im inklusiven Unterricht. <i>Empirische Sonderpädagogik</i>, <i>9</i>(1), 36–51. <a href=\"https://doi.org/10.25656/01:14874\">https://doi.org/10.25656/01:14874</a>","ieee":"F. Hellmich, F. K. Hoya, G. Görel, and S. Schwab, “Unter welchen Voraussetzungen kooperieren Grundschullehrkräfte im inklusiven Unterricht? Eine Studie zu den Bedingungen der Kooperationsbereitschaft von Grundschullehrerinnen und -lehrern im inklusiven Unterricht,” <i>Empirische Sonderpädagogik</i>, vol. 9, no. 1, pp. 36–51, 2017, doi: <a href=\"https://doi.org/10.25656/01:14874\">10.25656/01:14874</a>.","ama":"Hellmich F, Hoya FK, Görel G, Schwab S. Unter welchen Voraussetzungen kooperieren Grundschullehrkräfte im inklusiven Unterricht? Eine Studie zu den Bedingungen der Kooperationsbereitschaft von Grundschullehrerinnen und -lehrern im inklusiven Unterricht. <i>Empirische Sonderpädagogik</i>. 2017;9(1):36-51. doi:<a href=\"https://doi.org/10.25656/01:14874\">10.25656/01:14874</a>","bibtex":"@article{Hellmich_Hoya_Görel_Schwab_2017, title={Unter welchen Voraussetzungen kooperieren Grundschullehrkräfte im inklusiven Unterricht? Eine Studie zu den Bedingungen der Kooperationsbereitschaft von Grundschullehrerinnen und -lehrern im inklusiven Unterricht}, volume={9}, DOI={<a href=\"https://doi.org/10.25656/01:14874\">10.25656/01:14874</a>}, number={1}, journal={Empirische Sonderpädagogik}, author={Hellmich, Frank and Hoya, Fabian Karl and Görel, Gamze and Schwab, Susanne}, year={2017}, pages={36–51} }","mla":"Hellmich, Frank, et al. “Unter welchen Voraussetzungen kooperieren Grundschullehrkräfte im inklusiven Unterricht? Eine Studie zu den Bedingungen der Kooperationsbereitschaft von Grundschullehrerinnen und -lehrern im inklusiven Unterricht.” <i>Empirische Sonderpädagogik</i>, vol. 9, no. 1, 2017, pp. 36–51, doi:<a href=\"https://doi.org/10.25656/01:14874\">10.25656/01:14874</a>."},"abstract":[{"text":"Als wichtige Bedingungen für die Realisierung inklusiven Unterrichts in der Grundschule gelten Kooperationen von Grund- und Sonderschullehrkräften. Bislang ist wenig darüber bekannt, unter welchen Voraussetzungen Grundschullehrkräfte Bereitschaft zur Kooperation im inklusiven Unterricht zeigen. Vor diesem Hintergrund haben wir 168 Grundschullehrkräfte einerseits zu ihrer Kooperationsbereitschaft im inklusiven Unterricht und andererseits zu ihren Einstellungen zur Inklusion und zur Teamarbeit, ihren Erfahrungen aus dem integrativen bzw. inklusiven Unterricht sowie ihren Selbstwirksamkeitsüberzeugungen für die Gestaltung des inklusiven Unterrichts befragt. Die Ergebnisse aus einem Strukturgleichungsmodell geben Hinweise auf die Bedeutungen der Einstellungen zur Teamarbeit und der Erfahrungen aus dem integrativen bzw. inklusiven Unterricht für die Kooperationsbereitschaft der Grundschullehrkräfte. (DIPF/Orig.)","lang":"eng"},{"text":"Cooperation between primary school teachers and special education teachers is an important prerequisite in inclusive education. Until now, little is known about the willingness of primary school teachers to cooperate with special education teachers in inclusive schools. Therefore, we investigated 168 primary school teachers’ willingness to cooperate in inclusive education, their attitudes towards inclusion, their experiences in joint education of students with and without special educational needs, their self-efficacy beliefs and their attitudes regarding teamwork. The results of a structural equation model illustrate the importance of attitudes regarding teamwork and primary school teachers’ experiences in joint education of students with and without special educational needs for their willingness to cooperate in inclusive education. (DIPF/Orig.)","lang":"eng"}],"page":"36-51","_id":"26642","language":[{"iso":"ger"}],"doi":"10.25656/01:14874","user_id":"57672","volume":9,"status":"public","title":"Unter welchen Voraussetzungen kooperieren Grundschullehrkräfte im inklusiven Unterricht? Eine Studie zu den Bedingungen der Kooperationsbereitschaft von Grundschullehrerinnen und -lehrern im inklusiven Unterricht","year":"2017","author":[{"id":"26282","last_name":"Hellmich","first_name":"Frank","full_name":"Hellmich, Frank"},{"id":"10600","full_name":"Hoya, Fabian Karl","last_name":"Hoya","first_name":"Fabian Karl"},{"id":"13345","full_name":"Görel, Gamze","last_name":"Görel","first_name":"Gamze"},{"last_name":"Schwab","first_name":"Susanne","full_name":"Schwab, Susanne"}],"date_updated":"2022-01-06T06:57:24Z","intvolume":"         9"},{"citation":{"ieee":"F. Hellmich, G. Görel, and S. Schwab, “Motivation für die Beschäftigung mit Inklusion während des Studiums bei Studierenden des Lehramts an Grundschulen,” in <i>Profession und Disziplin - Grundschulpädagogik im Diskurs</i>, vol. 22, S. Miller, B. Holler-Nowitzki, B. Kottmann, S. Lesemann, B. Letmathe-Henkel, N. Meyer , R. Schroeder, and K. Velten, Eds. Wiesbaden: Springer VS, 2017, pp. 282–288.","apa":"Hellmich, F., Görel, G., &#38; Schwab, S. (2017). Motivation für die Beschäftigung mit Inklusion während des Studiums bei Studierenden des Lehramts an Grundschulen. In S. Miller, B. Holler-Nowitzki, B. Kottmann, S. Lesemann, B. Letmathe-Henkel, N. Meyer , R. Schroeder, &#38; K. Velten (Eds.), <i>Profession und Disziplin - Grundschulpädagogik im Diskurs</i> (Vol. 22, pp. 282–288). Springer VS. <a href=\"https://doi.org/10.1007/978-3-658-13502-7_35\">https://doi.org/10.1007/978-3-658-13502-7_35</a>","chicago":"Hellmich, Frank, Gamze Görel, and Susanne Schwab. “Motivation für die Beschäftigung mit Inklusion während des Studiums bei Studierenden des Lehramts an Grundschulen.” In <i>Profession und Disziplin - Grundschulpädagogik im Diskurs</i>, edited by Susanne  Miller, Birgit  Holler-Nowitzki, Brigitte  Kottmann, Svenja  Lesemann, Birte  Letmathe-Henkel, Nikolas  Meyer , René  Schroeder, and Katrin  Velten, 22:282–88. Wiesbaden: Springer VS, 2017. <a href=\"https://doi.org/10.1007/978-3-658-13502-7_35\">https://doi.org/10.1007/978-3-658-13502-7_35</a>.","short":"F. Hellmich, G. Görel, S. Schwab, in: S. Miller, B. Holler-Nowitzki, B. Kottmann, S. Lesemann, B. Letmathe-Henkel, N. Meyer , R. Schroeder, K. Velten (Eds.), Profession und Disziplin - Grundschulpädagogik im Diskurs, Springer VS, Wiesbaden, 2017, pp. 282–288.","mla":"Hellmich, Frank, et al. “Motivation für die Beschäftigung mit Inklusion während des Studiums bei Studierenden des Lehramts an Grundschulen.” <i>Profession und Disziplin - Grundschulpädagogik im Diskurs</i>, edited by Susanne  Miller et al., vol. 22, Springer VS, 2017, pp. 282–88, doi:<a href=\"https://doi.org/10.1007/978-3-658-13502-7_35\">10.1007/978-3-658-13502-7_35</a>.","bibtex":"@inbook{Hellmich_Görel_Schwab_2017, place={Wiesbaden}, title={Motivation für die Beschäftigung mit Inklusion während des Studiums bei Studierenden des Lehramts an Grundschulen}, volume={22}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-13502-7_35\">10.1007/978-3-658-13502-7_35</a>}, booktitle={Profession und Disziplin - Grundschulpädagogik im Diskurs}, publisher={Springer VS}, author={Hellmich, Frank and Görel, Gamze and Schwab, Susanne}, editor={Miller, Susanne  and Holler-Nowitzki, Birgit  and Kottmann, Brigitte  and Lesemann, Svenja  and Letmathe-Henkel, Birte  and Meyer , Nikolas  and Schroeder, René  and Velten, Katrin }, year={2017}, pages={282–288} }","ama":"Hellmich F, Görel G, Schwab S. Motivation für die Beschäftigung mit Inklusion während des Studiums bei Studierenden des Lehramts an Grundschulen. In: Miller S, Holler-Nowitzki B, Kottmann B, et al., eds. <i>Profession und Disziplin - Grundschulpädagogik im Diskurs</i>. Vol 22. Springer VS; 2017:282-288. doi:<a href=\"https://doi.org/10.1007/978-3-658-13502-7_35\">10.1007/978-3-658-13502-7_35</a>"},"place":"Wiesbaden","status":"public","publisher":"Springer VS","_id":"26643","page":"282-288","volume":22,"editor":[{"full_name":"Miller, Susanne ","first_name":"Susanne ","last_name":"Miller"},{"last_name":"Holler-Nowitzki","first_name":"Birgit ","full_name":"Holler-Nowitzki, Birgit "},{"full_name":"Kottmann, Brigitte ","first_name":"Brigitte ","last_name":"Kottmann"},{"last_name":"Lesemann","first_name":"Svenja ","full_name":"Lesemann, Svenja "},{"first_name":"Birte ","last_name":"Letmathe-Henkel","full_name":"Letmathe-Henkel, Birte "},{"last_name":"Meyer ","first_name":"Nikolas ","full_name":"Meyer , Nikolas "},{"full_name":"Schroeder, René ","first_name":"René ","last_name":"Schroeder"},{"full_name":"Velten, Katrin ","first_name":"Katrin ","last_name":"Velten"}],"user_id":"57672","publication":"Profession und Disziplin - Grundschulpädagogik im Diskurs","date_created":"2021-10-21T07:35:56Z","department":[{"_id":"460"}],"type":"book_chapter","author":[{"first_name":"Frank","last_name":"Hellmich","full_name":"Hellmich, Frank","id":"26282"},{"first_name":"Gamze","last_name":"Görel","full_name":"Görel, Gamze","id":"13345"},{"first_name":"Susanne","last_name":"Schwab","full_name":"Schwab, Susanne"}],"year":"2017","title":"Motivation für die Beschäftigung mit Inklusion während des Studiums bei Studierenden des Lehramts an Grundschulen","intvolume":"        22","publication_status":"published","date_updated":"2022-01-06T06:57:24Z","language":[{"iso":"ger"}],"doi":"10.1007/978-3-658-13502-7_35"},{"user_id":"57672","editor":[{"last_name":"Laubenstein","first_name":"Désirée ","full_name":"Laubenstein, Désirée "},{"full_name":"Scheer , David ","last_name":"Scheer ","first_name":"David "}],"page":"143-150","_id":"26646","publisher":"Klinkhardt","language":[{"iso":"ger"}],"date_updated":"2022-01-06T06:57:24Z","title":"Erfahrungen, Einstellungen und Motivation von Studierenden des Grundschullehramts in Hinblick auf den inklusiven Unterricht.","status":"public","year":"2017","publication_identifier":{"isbn":["978-3-7815-2200-8"]},"author":[{"last_name":"Görel","first_name":"Gamze","full_name":"Görel, Gamze","id":"13345"},{"full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank","id":"26282"}],"type":"book_chapter","department":[{"_id":"460"}],"date_created":"2021-10-21T07:50:15Z","place":"Bad Heilbrunn","publication":"Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik","citation":{"ieee":"G. Görel and F. Hellmich, “Erfahrungen, Einstellungen und Motivation von Studierenden des Grundschullehramts in Hinblick auf den inklusiven Unterricht.,” in <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i>, D. Laubenstein and D. Scheer , Eds. Bad Heilbrunn: Klinkhardt, 2017, pp. 143–150.","apa":"Görel, G., &#38; Hellmich, F. (2017). Erfahrungen, Einstellungen und Motivation von Studierenden des Grundschullehramts in Hinblick auf den inklusiven Unterricht. In D. Laubenstein &#38; D. Scheer  (Eds.), <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i> (pp. 143–150). Klinkhardt.","chicago":"Görel, Gamze, and Frank Hellmich. “Erfahrungen, Einstellungen und Motivation von Studierenden des Grundschullehramts in Hinblick auf den inklusiven Unterricht.” In <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i>, edited by Désirée  Laubenstein and David  Scheer , 143–50. Bad Heilbrunn: Klinkhardt, 2017.","short":"G. Görel, F. Hellmich, in: D. Laubenstein, D. Scheer  (Eds.), Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik, Klinkhardt, Bad Heilbrunn, 2017, pp. 143–150.","mla":"Görel, Gamze, and Frank Hellmich. “Erfahrungen, Einstellungen und Motivation von Studierenden des Grundschullehramts in Hinblick auf den inklusiven Unterricht.” <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i>, edited by Désirée  Laubenstein and David  Scheer , Klinkhardt, 2017, pp. 143–50.","bibtex":"@inbook{Görel_Hellmich_2017, place={Bad Heilbrunn}, title={Erfahrungen, Einstellungen und Motivation von Studierenden des Grundschullehramts in Hinblick auf den inklusiven Unterricht.}, booktitle={Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik}, publisher={Klinkhardt}, author={Görel, Gamze and Hellmich, Frank}, editor={Laubenstein, Désirée  and Scheer , David }, year={2017}, pages={143–150} }","ama":"Görel G, Hellmich F. Erfahrungen, Einstellungen und Motivation von Studierenden des Grundschullehramts in Hinblick auf den inklusiven Unterricht. In: Laubenstein D, Scheer  D, eds. <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i>. Klinkhardt; 2017:143-150."}},{"citation":{"short":"S. Schwab, F. Hellmich, G. Görel, Journal of Research in Special Educational Needs 17 (2017) 205–217.","chicago":"Schwab, Susanne, Frank Hellmich, and Gamze Görel. “Self-Efficacy of Prospective Austrian and German Primary School Teachers Regarding the Implementation of Inclusive Education.” <i>Journal of Research in Special Educational Needs</i> 17, no. 3 (2017): 205–17. <a href=\"https://doi.org/10.1111/1471-3802.12379\">https://doi.org/10.1111/1471-3802.12379</a>.","apa":"Schwab, S., Hellmich, F., &#38; Görel, G. (2017). Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education. <i>Journal of Research in Special Educational Needs</i>, <i>17</i>(3), 205–217. <a href=\"https://doi.org/10.1111/1471-3802.12379\">https://doi.org/10.1111/1471-3802.12379</a>","ieee":"S. Schwab, F. Hellmich, and G. Görel, “Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education,” <i>Journal of Research in Special Educational Needs</i>, vol. 17, no. 3, pp. 205–217, 2017, doi: <a href=\"https://doi.org/10.1111/1471-3802.12379\">10.1111/1471-3802.12379</a>.","ama":"Schwab S, Hellmich F, Görel G. Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education. <i>Journal of Research in Special Educational Needs</i>. 2017;17(3):205-217. doi:<a href=\"https://doi.org/10.1111/1471-3802.12379\">10.1111/1471-3802.12379</a>","bibtex":"@article{Schwab_Hellmich_Görel_2017, title={Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education}, volume={17}, DOI={<a href=\"https://doi.org/10.1111/1471-3802.12379\">10.1111/1471-3802.12379</a>}, number={3}, journal={Journal of Research in Special Educational Needs}, author={Schwab, Susanne and Hellmich, Frank and Görel, Gamze}, year={2017}, pages={205–217} }","mla":"Schwab, Susanne, et al. “Self-Efficacy of Prospective Austrian and German Primary School Teachers Regarding the Implementation of Inclusive Education.” <i>Journal of Research in Special Educational Needs</i>, vol. 17, no. 3, 2017, pp. 205–17, doi:<a href=\"https://doi.org/10.1111/1471-3802.12379\">10.1111/1471-3802.12379</a>."},"publication":"Journal of Research in Special Educational Needs","issue":"3","department":[{"_id":"460"}],"type":"journal_article","date_created":"2021-10-21T07:50:54Z","intvolume":"        17","date_updated":"2022-01-06T06:57:24Z","publication_status":"published","author":[{"full_name":"Schwab, Susanne","last_name":"Schwab","first_name":"Susanne"},{"full_name":"Hellmich, Frank","first_name":"Frank","last_name":"Hellmich","id":"26282"},{"id":"13345","last_name":"Görel","first_name":"Gamze","full_name":"Görel, Gamze"}],"publication_identifier":{"issn":["1471-3802"]},"year":"2017","status":"public","title":"Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education","volume":17,"doi":"10.1111/1471-3802.12379","user_id":"57672","_id":"26647","language":[{"iso":"eng"}],"page":"205-217"},{"user_id":"57672","editor":[{"full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"},{"full_name":"Blumberg, Eva","last_name":"Blumberg","first_name":"Eva"}],"page":"98-121","_id":"26648","language":[{"iso":"ger"}],"publisher":"Kohlhammer","date_updated":"2022-01-06T06:57:24Z","year":"2017","title":"Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule","status":"public","publication_identifier":{"unknown":["978-3-17-025999-7"]},"author":[{"id":"26282","first_name":"Frank","last_name":"Hellmich","full_name":"Hellmich, Frank"},{"id":"26693","full_name":"Löper, Marwin Felix","last_name":"Löper","first_name":"Marwin Felix"},{"last_name":"Görel","first_name":"Gamze","full_name":"Görel, Gamze","id":"13345"},{"full_name":"Pfahl, Rebecca","first_name":"Rebecca","last_name":"Pfahl"}],"type":"book_chapter","department":[{"_id":"460"}],"place":"Stuttgart","date_created":"2021-10-21T07:56:22Z","publication":"Inklusiver Unterricht in der Grundschule","citation":{"mla":"Hellmich, Frank, et al. “Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule.” <i>Inklusiver Unterricht in der Grundschule</i>, edited by Frank Hellmich and Eva Blumberg, Kohlhammer, 2017, pp. 98–121.","ama":"Hellmich F, Löper MF, Görel G, Pfahl R. Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule. In: Hellmich F, Blumberg E, eds. <i>Inklusiver Unterricht in der Grundschule</i>. Kohlhammer; 2017:98-121.","bibtex":"@inbook{Hellmich_Löper_Görel_Pfahl_2017, place={Stuttgart}, title={Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule}, booktitle={Inklusiver Unterricht in der Grundschule}, publisher={Kohlhammer}, author={Hellmich, Frank and Löper, Marwin Felix and Görel, Gamze and Pfahl, Rebecca}, editor={Hellmich, Frank and Blumberg, Eva}, year={2017}, pages={98–121} }","apa":"Hellmich, F., Löper, M. F., Görel, G., &#38; Pfahl, R. (2017). Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule. In F. Hellmich &#38; E. Blumberg (Eds.), <i>Inklusiver Unterricht in der Grundschule</i> (pp. 98–121). Kohlhammer.","ieee":"F. Hellmich, M. F. Löper, G. Görel, and R. Pfahl, “Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule,” in <i>Inklusiver Unterricht in der Grundschule</i>, F. Hellmich and E. Blumberg, Eds. Stuttgart: Kohlhammer, 2017, pp. 98–121.","short":"F. Hellmich, M.F. Löper, G. Görel, R. Pfahl, in: F. Hellmich, E. Blumberg (Eds.), Inklusiver Unterricht in der Grundschule, Kohlhammer, Stuttgart, 2017, pp. 98–121.","chicago":"Hellmich, Frank, Marwin Felix Löper, Gamze Görel, and Rebecca Pfahl. “Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule.” In <i>Inklusiver Unterricht in der Grundschule</i>, edited by Frank Hellmich and Eva Blumberg, 98–121. Stuttgart: Kohlhammer, 2017."}},{"year":"2017","title":"Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback","author":[{"id":"26282","full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"},{"full_name":"Hoya, Fabian Karl","first_name":"Fabian Karl","last_name":"Hoya","id":"10600"}],"publication_identifier":{"issn":["2190-8370","2151-2604"]},"date_updated":"2022-01-06T06:57:25Z","publication_status":"published","intvolume":"       225","language":[{"iso":"eng"}],"doi":"10.1027/2151-2604/a000288","issue":"2","publication":"Zeitschrift für Psychologie","abstract":[{"text":"<jats:p> Abstract. Parents’ and teachers’ effort feedback is considered to be an important prerequisite for children’s implicit theories of intelligence and their academic self-concepts as well as for their learning and achievement motivation. Therefore, our study examines whether differences in N = 685 primary school students’ implicit theories, their reading self-concepts, and their reading motivation can be predicted by their perceptions of their parents’ and teachers’ effort feedback on reading processes. The results of a structural equation model show that children’s perceptions of their parents’ effort feedback predict their implicit theories, their reading self-concepts, and their reading motivation. The correlation between children’s perceived parental effort feedback and their intrinsic reading motivation is mediated by their implicit theories. Children’s implicit theories and their reading motivation cannot be predicted by their perceptions of their teachers’ effort feedback. </jats:p>","lang":"eng"}],"date_created":"2021-10-21T11:13:30Z","type":"journal_article","department":[{"_id":"460"}],"status":"public","page":"117-126","_id":"26674","user_id":"57672","volume":225,"citation":{"ieee":"F. Hellmich and F. K. Hoya, “Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback,” <i>Zeitschrift für Psychologie</i>, vol. 225, no. 2, pp. 117–126, 2017, doi: <a href=\"https://doi.org/10.1027/2151-2604/a000288\">10.1027/2151-2604/a000288</a>.","apa":"Hellmich, F., &#38; Hoya, F. K. (2017). Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback. <i>Zeitschrift Für Psychologie</i>, <i>225</i>(2), 117–126. <a href=\"https://doi.org/10.1027/2151-2604/a000288\">https://doi.org/10.1027/2151-2604/a000288</a>","short":"F. Hellmich, F.K. Hoya, Zeitschrift Für Psychologie 225 (2017) 117–126.","chicago":"Hellmich, Frank, and Fabian Karl Hoya. “Primary School Students’ Implicit Theories and Their Reading Motivation. The Role of Parents’ and Teachers’ Effort Feedback.” <i>Zeitschrift Für Psychologie</i> 225, no. 2 (2017): 117–26. <a href=\"https://doi.org/10.1027/2151-2604/a000288\">https://doi.org/10.1027/2151-2604/a000288</a>.","mla":"Hellmich, Frank, and Fabian Karl Hoya. “Primary School Students’ Implicit Theories and Their Reading Motivation. The Role of Parents’ and Teachers’ Effort Feedback.” <i>Zeitschrift Für Psychologie</i>, vol. 225, no. 2, 2017, pp. 117–26, doi:<a href=\"https://doi.org/10.1027/2151-2604/a000288\">10.1027/2151-2604/a000288</a>.","bibtex":"@article{Hellmich_Hoya_2017, title={Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback}, volume={225}, DOI={<a href=\"https://doi.org/10.1027/2151-2604/a000288\">10.1027/2151-2604/a000288</a>}, number={2}, journal={Zeitschrift für Psychologie}, author={Hellmich, Frank and Hoya, Fabian Karl}, year={2017}, pages={117–126} }","ama":"Hellmich F, Hoya FK. Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback. <i>Zeitschrift für Psychologie</i>. 2017;225(2):117-126. doi:<a href=\"https://doi.org/10.1027/2151-2604/a000288\">10.1027/2151-2604/a000288</a>"}},{"page":"290-304","language":[{"iso":"ger"}],"_id":"26675","doi":"10.2378/peu2017.art09d","user_id":"57672","volume":64,"year":"2017","status":"public","title":"Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter","publication_identifier":{"issn":["0342-183X"]},"author":[{"full_name":"Hellmich, Frank","first_name":"Frank","last_name":"Hellmich","id":"26282"},{"full_name":"Hoya, Fabian Karl","last_name":"Hoya","first_name":"Fabian Karl","id":"10600"}],"date_updated":"2022-01-06T06:57:25Z","publication_status":"published","intvolume":"        64","date_created":"2021-10-21T11:15:04Z","type":"journal_article","department":[{"_id":"460"}],"publication":"Psychologie in Erziehung und Unterricht","issue":"4","citation":{"ama":"Hellmich F, Hoya FK. Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter. <i>Psychologie in Erziehung und Unterricht</i>. 2017;64(4):290-304. doi:<a href=\"https://doi.org/10.2378/peu2017.art09d\">10.2378/peu2017.art09d</a>","bibtex":"@article{Hellmich_Hoya_2017, title={Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter}, volume={64}, DOI={<a href=\"https://doi.org/10.2378/peu2017.art09d\">10.2378/peu2017.art09d</a>}, number={4}, journal={Psychologie in Erziehung und Unterricht}, author={Hellmich, Frank and Hoya, Fabian Karl}, year={2017}, pages={290–304} }","mla":"Hellmich, Frank, and Fabian Karl Hoya. “Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter.” <i>Psychologie in Erziehung und Unterricht</i>, vol. 64, no. 4, 2017, pp. 290–304, doi:<a href=\"https://doi.org/10.2378/peu2017.art09d\">10.2378/peu2017.art09d</a>.","chicago":"Hellmich, Frank, and Fabian Karl Hoya. “Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter.” <i>Psychologie in Erziehung und Unterricht</i> 64, no. 4 (2017): 290–304. <a href=\"https://doi.org/10.2378/peu2017.art09d\">https://doi.org/10.2378/peu2017.art09d</a>.","short":"F. Hellmich, F.K. Hoya, Psychologie in Erziehung und Unterricht 64 (2017) 290–304.","apa":"Hellmich, F., &#38; Hoya, F. K. (2017). Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter. <i>Psychologie in Erziehung und Unterricht</i>, <i>64</i>(4), 290–304. <a href=\"https://doi.org/10.2378/peu2017.art09d\">https://doi.org/10.2378/peu2017.art09d</a>","ieee":"F. Hellmich and F. K. Hoya, “Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter,” <i>Psychologie in Erziehung und Unterricht</i>, vol. 64, no. 4, pp. 290–304, 2017, doi: <a href=\"https://doi.org/10.2378/peu2017.art09d\">10.2378/peu2017.art09d</a>."}},{"title":"Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung","year":"2017","status":"public","author":[{"first_name":"Marwin Felix","last_name":"Löper","full_name":"Löper, Marwin Felix","id":"26693"},{"full_name":"Hellmich, Frank","first_name":"Frank","last_name":"Hellmich","id":"26282"}],"date_updated":"2022-01-06T06:57:26Z","page":"135-142","publisher":"Klinkhardt","_id":"26709","language":[{"iso":"ger"}],"user_id":"57672","editor":[{"first_name":"Désirée","last_name":" Laubenstein","full_name":" Laubenstein, Désirée"},{"last_name":"Scheer ","first_name":"David","full_name":"Scheer , David"}],"publication":"Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik","citation":{"chicago":"Löper, Marwin Felix, and Frank Hellmich. “Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung.” In <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i>, edited by Désirée  Laubenstein and David Scheer , 135–42. Bad Heilbrunn: Klinkhardt, 2017.","short":"M.F. Löper, F. Hellmich, in: D.  Laubenstein, D. Scheer  (Eds.), Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik, Klinkhardt, Bad Heilbrunn, 2017, pp. 135–142.","ieee":"M. F. Löper and F. Hellmich, “Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung,” in <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i>, D.  Laubenstein and D. Scheer , Eds. Bad Heilbrunn: Klinkhardt, 2017, pp. 135–142.","apa":"Löper, M. F., &#38; Hellmich, F. (2017). Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung. In D.  Laubenstein &#38; D. Scheer  (Eds.), <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i> (pp. 135–142). Klinkhardt.","bibtex":"@inbook{Löper_Hellmich_2017, place={Bad Heilbrunn}, title={Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung}, booktitle={Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik}, publisher={Klinkhardt}, author={Löper, Marwin Felix and Hellmich, Frank}, editor={ Laubenstein, Désirée and Scheer , David}, year={2017}, pages={135–142} }","ama":"Löper MF, Hellmich F. Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung. In:  Laubenstein D, Scheer  D, eds. <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i>. Klinkhardt; 2017:135-142.","mla":"Löper, Marwin Felix, and Frank Hellmich. “Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung.” <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i>, edited by Désirée  Laubenstein and David Scheer , Klinkhardt, 2017, pp. 135–42."},"place":"Bad Heilbrunn","date_created":"2021-10-21T12:42:58Z","type":"book_chapter","department":[{"_id":"460"}]},{"department":[{"_id":"460"}],"type":"book_editor","place":"Stuttgart","date_created":"2021-10-22T07:28:23Z","citation":{"short":"F. Hellmich, E. Blumberg, eds.,  Inklusiver Unterricht in der Grundschule, Kohlhammer, Stuttgart, 2017.","chicago":"Hellmich, Frank, and Eva Blumberg, eds. <i> Inklusiver Unterricht in der Grundschule</i>. Stuttgart: Kohlhammer, 2017.","ieee":"F. Hellmich and E. Blumberg, Eds., <i> Inklusiver Unterricht in der Grundschule</i>. Stuttgart: Kohlhammer, 2017.","apa":"Hellmich, F., &#38; Blumberg, E. (Eds.). (2017). <i> Inklusiver Unterricht in der Grundschule</i>. Kohlhammer.","bibtex":"@book{Hellmich_Blumberg_2017, place={Stuttgart}, title={ Inklusiver Unterricht in der Grundschule}, publisher={Kohlhammer}, year={2017} }","ama":"Hellmich F, Blumberg E, eds. <i> Inklusiver Unterricht in der Grundschule</i>. Kohlhammer; 2017.","mla":"Hellmich, Frank, and Eva Blumberg, editors. <i> Inklusiver Unterricht in der Grundschule</i>. Kohlhammer, 2017."},"editor":[{"full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank","id":"26282"},{"last_name":"Blumberg","first_name":"Eva","full_name":"Blumberg, Eva"}],"user_id":"57672","_id":"26724","language":[{"iso":"ger"}],"publisher":"Kohlhammer","date_updated":"2022-01-06T06:57:26Z","status":"public","title":" Inklusiver Unterricht in der Grundschule","year":"2017"},{"date_created":"2021-10-25T15:08:20Z","place":"Cham","type":"book_editor","department":[{"_id":"445"}],"citation":{"short":"K. Schönhärl, ed., Decision Taking, Confidence and Risk Management in Banks from Early Modernity to the 20th Century, Cham, 2017.","chicago":"Schönhärl, Korinna, ed. <i>Decision Taking, Confidence and Risk Management in Banks from Early Modernity to the 20th Century</i>. Cham, 2017. <a href=\"https://doi.org/10.1007/978-3-319-42076-9\">https://doi.org/10.1007/978-3-319-42076-9</a>.","apa":"Schönhärl, K. (Ed.). (2017). <i>Decision Taking, Confidence and Risk Management in Banks from Early Modernity to the 20th Century</i>. <a href=\"https://doi.org/10.1007/978-3-319-42076-9\">https://doi.org/10.1007/978-3-319-42076-9</a>","ieee":"K. Schönhärl, Ed., <i>Decision Taking, Confidence and Risk Management in Banks from Early Modernity to the 20th Century</i>. Cham, 2017.","ama":"Schönhärl K, ed. <i>Decision Taking, Confidence and Risk Management in Banks from Early Modernity to the 20th Century</i>.; 2017. doi:<a href=\"https://doi.org/10.1007/978-3-319-42076-9\">10.1007/978-3-319-42076-9</a>","bibtex":"@book{Schönhärl_2017, place={Cham}, title={Decision Taking, Confidence and Risk Management in Banks from Early Modernity to the 20th Century}, DOI={<a href=\"https://doi.org/10.1007/978-3-319-42076-9\">10.1007/978-3-319-42076-9</a>}, year={2017} }","mla":"Schönhärl, Korinna, editor. <i>Decision Taking, Confidence and Risk Management in Banks from Early Modernity to the 20th Century</i>. 2017, doi:<a href=\"https://doi.org/10.1007/978-3-319-42076-9\">10.1007/978-3-319-42076-9</a>."},"extern":"1","related_material":{"link":[{"relation":"confirmation","url":"https://www.springer.com/de/book/9783319420752"}]},"language":[{"iso":"eng"}],"_id":"26862","user_id":"89037","doi":"10.1007/978-3-319-42076-9","editor":[{"first_name":"Korinna","orcid":"0000-0002-7967-3261","last_name":"Schönhärl","full_name":"Schönhärl, Korinna","id":"89037"}],"title":"Decision Taking, Confidence and Risk Management in Banks from Early Modernity to the 20th Century","year":"2017","status":"public","publication_identifier":{"isbn":["9783319420752","9783319420769"]},"publication_status":"published","date_updated":"2022-01-06T06:57:29Z"},{"date_created":"2018-07-23T09:29:39Z","department":[{"_id":"452"}],"type":"book","keyword":["Workplace learning","Agency","Expertise"],"abstract":[{"lang":"eng","text":"Michael Goller gives a structured overview of the current discourses of human agency in relation to professional learning and development. Based on this discussion, the author develops a theoretical framework including human agency as an individual feature (i. e., a disposition) as well as a set of self-initiated and goal-directed behaviours that are assumed to affect employees’ learning and development (e. g., crafting of new work experiences). He then further specifies this theoretical framework and investigates it empirically in the domain of geriatric care nursing. Based on the findings of the three empirical studies conducted, the author discusses the relevance of human agency for the development of professional expertise of geriatric care nurses.\r\n\r\nThe work received the American Educational Research Association (AERA) Workplace Learning SIG 2017 Dissertation of the Year Award."}],"language":[{"iso":"eng"}],"main_file_link":[{"url":"https://link.springer.com/book/10.1007%2F978-3-658-18286-1"}],"doi":"10.1007/978-3-658-18286-1","author":[{"orcid":"0000-0002-2820-9178","first_name":"Michael","last_name":"Goller","full_name":"Goller, Michael","id":"30984"}],"publication_identifier":{"isbn":["978-3-658-18285-4"]},"year":"2017","title":"Human agency at work: An active approach towards expertise development","publication_status":"published","date_updated":"2022-01-06T06:59:27Z","place":"Wiesbaden","citation":{"ama":"Goller M. <i>Human Agency at Work: An Active Approach towards Expertise Development</i>. Wiesbaden: Springer; 2017. doi:<a href=\"https://doi.org/10.1007/978-3-658-18286-1\">10.1007/978-3-658-18286-1</a>","bibtex":"@book{Goller_2017, place={Wiesbaden}, title={Human agency at work: An active approach towards expertise development}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-18286-1\">10.1007/978-3-658-18286-1</a>}, publisher={Springer}, author={Goller, Michael}, year={2017} }","mla":"Goller, Michael. <i>Human Agency at Work: An Active Approach towards Expertise Development</i>. Springer, 2017, doi:<a href=\"https://doi.org/10.1007/978-3-658-18286-1\">10.1007/978-3-658-18286-1</a>.","short":"M. Goller, Human Agency at Work: An Active Approach towards Expertise Development, Springer, Wiesbaden, 2017.","chicago":"Goller, Michael. <i>Human Agency at Work: An Active Approach towards Expertise Development</i>. Wiesbaden: Springer, 2017. <a href=\"https://doi.org/10.1007/978-3-658-18286-1\">https://doi.org/10.1007/978-3-658-18286-1</a>.","apa":"Goller, M. (2017). <i>Human agency at work: An active approach towards expertise development</i>. Wiesbaden: Springer. <a href=\"https://doi.org/10.1007/978-3-658-18286-1\">https://doi.org/10.1007/978-3-658-18286-1</a>","ieee":"M. Goller, <i>Human agency at work: An active approach towards expertise development</i>. Wiesbaden: Springer, 2017."},"quality_controlled":"1","_id":"3600","publisher":"Springer","page":"373","user_id":"30984","status":"public"},{"publisher":"Springer","_id":"3676","page":"971--984","editor":[{"last_name":"Mulder","first_name":"Martin","full_name":"Mulder, Martin"}],"user_id":"27503","author":[{"full_name":"Harteis, Christian","last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626","first_name":"Christian","id":"27503"}],"status":"public","year":"2017","title":"Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-based Vocational and Professional Education and Training","date_updated":"2022-01-06T06:59:29Z","date_created":"2018-07-23T13:21:51Z","place":"Dordrecht","department":[{"_id":"452"}],"type":"book_chapter","citation":{"ama":"Harteis C. Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-based Vocational and Professional Education and Training. In: Mulder M, ed. <i>Competence-Based Vocational and Professional Education</i>. Dordrecht: Springer; 2017:971--984.","bibtex":"@inbook{Harteis_2017, place={Dordrecht}, title={Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-based Vocational and Professional Education and Training}, booktitle={Competence-based Vocational and Professional Education}, publisher={Springer}, author={Harteis, Christian}, editor={Mulder, MartinEditor}, year={2017}, pages={971--984} }","mla":"Harteis, Christian. “Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-Based Vocational and Professional Education and Training.” <i>Competence-Based Vocational and Professional Education</i>, edited by Martin Mulder, Springer, 2017, pp. 971--984.","short":"C. Harteis, in: M. Mulder (Ed.), Competence-Based Vocational and Professional Education, Springer, Dordrecht, 2017, pp. 971--984.","chicago":"Harteis, Christian. “Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-Based Vocational and Professional Education and Training.” In <i>Competence-Based Vocational and Professional Education</i>, edited by Martin Mulder, 971--984. Dordrecht: Springer, 2017.","apa":"Harteis, C. (2017). Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-based Vocational and Professional Education and Training. In M. Mulder (Ed.), <i>Competence-based Vocational and Professional Education</i> (pp. 971--984). Dordrecht: Springer.","ieee":"C. Harteis, “Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-based Vocational and Professional Education and Training,” in <i>Competence-based Vocational and Professional Education</i>, M. Mulder, Ed. Dordrecht: Springer, 2017, pp. 971--984."},"publication":"Competence-based Vocational and Professional Education"}]