[{"place":"Bad Heilbrunn","date_created":"2021-10-21T07:50:15Z","type":"book_chapter","department":[{"_id":"460"}],"publication":"Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik","citation":{"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.","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.","short":"G. Görel, F. Hellmich, in: D. Laubenstein, D. Scheer  (Eds.), Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik, Klinkhardt, Bad Heilbrunn, 2017, pp. 143–150.","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.","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."},"page":"143-150","_id":"26646","publisher":"Klinkhardt","language":[{"iso":"ger"}],"user_id":"57672","editor":[{"full_name":"Laubenstein, Désirée ","first_name":"Désirée ","last_name":"Laubenstein"},{"last_name":"Scheer ","first_name":"David ","full_name":"Scheer , David "}],"title":"Erfahrungen, Einstellungen und Motivation von Studierenden des Grundschullehramts in Hinblick auf den inklusiven Unterricht.","year":"2017","status":"public","author":[{"id":"13345","first_name":"Gamze","last_name":"Görel","full_name":"Görel, Gamze"},{"id":"26282","full_name":"Hellmich, Frank","first_name":"Frank","last_name":"Hellmich"}],"publication_identifier":{"isbn":["978-3-7815-2200-8"]},"date_updated":"2022-01-06T06:57:24Z"},{"year":"2017","status":"public","title":"Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education","publication_identifier":{"issn":["1471-3802"]},"author":[{"full_name":"Schwab, Susanne","first_name":"Susanne","last_name":"Schwab"},{"id":"26282","full_name":"Hellmich, Frank","first_name":"Frank","last_name":"Hellmich"},{"id":"13345","full_name":"Görel, Gamze","first_name":"Gamze","last_name":"Görel"}],"publication_status":"published","date_updated":"2022-01-06T06:57:24Z","intvolume":"        17","page":"205-217","language":[{"iso":"eng"}],"_id":"26647","user_id":"57672","doi":"10.1111/1471-3802.12379","volume":17,"publication":"Journal of Research in Special Educational Needs","issue":"3","citation":{"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>.","short":"S. Schwab, F. Hellmich, G. Görel, Journal of Research in Special Educational Needs 17 (2017) 205–217.","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>."},"date_created":"2021-10-21T07:50:54Z","type":"journal_article","department":[{"_id":"460"}]},{"type":"book_chapter","department":[{"_id":"460"}],"place":"Stuttgart","date_created":"2021-10-21T07:56:22Z","publication":"Inklusiver Unterricht in der Grundschule","citation":{"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.","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.","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.","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} }","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."},"user_id":"57672","editor":[{"full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"},{"first_name":"Eva","last_name":"Blumberg","full_name":"Blumberg, Eva"}],"page":"98-121","language":[{"iso":"ger"}],"_id":"26648","publisher":"Kohlhammer","date_updated":"2022-01-06T06:57:24Z","title":"Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule","year":"2017","status":"public","publication_identifier":{"unknown":["978-3-17-025999-7"]},"author":[{"last_name":"Hellmich","first_name":"Frank","full_name":"Hellmich, Frank","id":"26282"},{"full_name":"Löper, Marwin Felix","last_name":"Löper","first_name":"Marwin Felix","id":"26693"},{"first_name":"Gamze","last_name":"Görel","full_name":"Görel, Gamze","id":"13345"},{"first_name":"Rebecca","last_name":"Pfahl","full_name":"Pfahl, Rebecca"}]},{"page":"117-126","_id":"26674","user_id":"57672","volume":225,"status":"public","citation":{"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>","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>."},"language":[{"iso":"eng"}],"doi":"10.1027/2151-2604/a000288","year":"2017","title":"Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback","publication_identifier":{"issn":["2190-8370","2151-2604"]},"author":[{"id":"26282","last_name":"Hellmich","first_name":"Frank","full_name":"Hellmich, Frank"},{"first_name":"Fabian Karl","last_name":"Hoya","full_name":"Hoya, Fabian Karl","id":"10600"}],"publication_status":"published","date_updated":"2022-01-06T06:57:25Z","intvolume":"       225","date_created":"2021-10-21T11:13:30Z","type":"journal_article","department":[{"_id":"460"}],"issue":"2","publication":"Zeitschrift für Psychologie","abstract":[{"lang":"eng","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>"}]},{"page":"290-304","_id":"26675","language":[{"iso":"ger"}],"doi":"10.2378/peu2017.art09d","user_id":"57672","volume":64,"status":"public","year":"2017","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":[{"last_name":"Hellmich","first_name":"Frank","full_name":"Hellmich, Frank","id":"26282"},{"first_name":"Fabian Karl","last_name":"Hoya","full_name":"Hoya, 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":{"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>.","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} }","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>","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>.","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>","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."}},{"date_created":"2021-10-21T12:42:58Z","place":"Bad Heilbrunn","department":[{"_id":"460"}],"type":"book_chapter","citation":{"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.","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.","short":"M.F. Löper, F. Hellmich, in: D.  Laubenstein, D. Scheer  (Eds.), Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik, Klinkhardt, Bad Heilbrunn, 2017, pp. 135–142.","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.","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.","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.","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} }"},"publication":"Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik","_id":"26709","language":[{"iso":"ger"}],"publisher":"Klinkhardt","page":"135-142","editor":[{"last_name":" Laubenstein","first_name":"Désirée","full_name":" Laubenstein, Désirée"},{"last_name":"Scheer ","first_name":"David","full_name":"Scheer , David"}],"user_id":"57672","author":[{"last_name":"Löper","first_name":"Marwin Felix","full_name":"Löper, Marwin Felix","id":"26693"},{"full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank","id":"26282"}],"status":"public","title":"Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung","year":"2017","date_updated":"2022-01-06T06:57:26Z"},{"citation":{"chicago":"Hellmich, Frank, and Eva Blumberg, eds. <i> Inklusiver Unterricht in der Grundschule</i>. Stuttgart: Kohlhammer, 2017.","short":"F. Hellmich, E. Blumberg, eds.,  Inklusiver Unterricht in der Grundschule, Kohlhammer, Stuttgart, 2017.","apa":"Hellmich, F., &#38; Blumberg, E. (Eds.). (2017). <i> Inklusiver Unterricht in der Grundschule</i>. Kohlhammer.","ieee":"F. Hellmich and E. Blumberg, Eds., <i> Inklusiver Unterricht in der Grundschule</i>. Stuttgart: Kohlhammer, 2017.","ama":"Hellmich F, Blumberg E, eds. <i> Inklusiver Unterricht in der Grundschule</i>. Kohlhammer; 2017.","bibtex":"@book{Hellmich_Blumberg_2017, place={Stuttgart}, title={ Inklusiver Unterricht in der Grundschule}, publisher={Kohlhammer}, year={2017} }","mla":"Hellmich, Frank, and Eva Blumberg, editors. <i> Inklusiver Unterricht in der Grundschule</i>. Kohlhammer, 2017."},"type":"book_editor","department":[{"_id":"460"}],"date_created":"2021-10-22T07:28:23Z","place":"Stuttgart","date_updated":"2022-01-06T06:57:26Z","title":" Inklusiver Unterricht in der Grundschule","year":"2017","status":"public","user_id":"57672","editor":[{"id":"26282","last_name":"Hellmich","first_name":"Frank","full_name":"Hellmich, Frank"},{"full_name":"Blumberg, Eva","last_name":"Blumberg","first_name":"Eva"}],"language":[{"iso":"ger"}],"_id":"26724","publisher":"Kohlhammer"},{"title":"Decision Taking, Confidence and Risk Management in Banks from Early Modernity to the 20th Century","status":"public","year":"2017","publication_identifier":{"isbn":["9783319420752","9783319420769"]},"date_updated":"2022-01-06T06:57:29Z","publication_status":"published","_id":"26862","language":[{"iso":"eng"}],"doi":"10.1007/978-3-319-42076-9","user_id":"89037","editor":[{"full_name":"Schönhärl, Korinna","first_name":"Korinna","orcid":"0000-0002-7967-3261","last_name":"Schönhärl","id":"89037"}],"citation":{"ieee":"K. Schönhärl, Ed., <i>Decision Taking, Confidence and Risk Management in Banks from Early Modernity to the 20th Century</i>. Cham, 2017.","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>","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>.","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>.","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} }","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>"},"related_material":{"link":[{"relation":"confirmation","url":"https://www.springer.com/de/book/9783319420752"}]},"extern":"1","place":"Cham","date_created":"2021-10-25T15:08:20Z","type":"book_editor","department":[{"_id":"445"}]},{"place":"Wiesbaden","quality_controlled":"1","citation":{"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.","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>.","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>.","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} }"},"user_id":"30984","_id":"3600","publisher":"Springer","page":"373","status":"public","department":[{"_id":"452"}],"keyword":["Workplace learning","Agency","Expertise"],"type":"book","date_created":"2018-07-23T09:29:39Z","abstract":[{"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.","lang":"eng"}],"doi":"10.1007/978-3-658-18286-1","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://link.springer.com/book/10.1007%2F978-3-658-18286-1"}],"date_updated":"2022-01-06T06:59:27Z","publication_status":"published","author":[{"last_name":"Goller","first_name":"Michael","orcid":"0000-0002-2820-9178","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"},{"page":"971--984","publisher":"Springer","_id":"3676","user_id":"27503","editor":[{"last_name":"Mulder","first_name":"Martin","full_name":"Mulder, Martin"}],"year":"2017","title":"Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-based Vocational and Professional Education and Training","status":"public","author":[{"id":"27503","first_name":"Christian","last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626","full_name":"Harteis, Christian"}],"date_updated":"2022-01-06T06:59:29Z","place":"Dordrecht","date_created":"2018-07-23T13:21:51Z","type":"book_chapter","department":[{"_id":"452"}],"publication":"Competence-based Vocational and Professional Education","citation":{"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.","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} }","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.","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.","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.","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."}},{"citation":{"ieee":"A. Rausch, J. Seifried, and C. Harteis, “Emotions, coping and learning in error situations in the workplace,” <i>Journal of Workplace Learning</i>, vol. 29, no. 5, pp. 374--393, 2017.","apa":"Rausch, A., Seifried, J., &#38; Harteis, C. (2017). Emotions, coping and learning in error situations in the workplace. <i>Journal of Workplace Learning</i>, <i>29</i>(5), 374--393.","mla":"Rausch, Andreas, et al. “Emotions, Coping and Learning in Error Situations in the Workplace.” <i>Journal of Workplace Learning</i>, vol. 29, no. 5, 2017, pp. 374--393.","bibtex":"@article{Rausch_Seifried_Harteis_2017, title={Emotions, coping and learning in error situations in the workplace}, volume={29}, number={5}, journal={Journal of Workplace Learning}, author={Rausch, Andreas and Seifried, Jürgen and Harteis, Christian}, year={2017}, pages={374--393} }","ama":"Rausch A, Seifried J, Harteis C. Emotions, coping and learning in error situations in the workplace. <i>Journal of Workplace Learning</i>. 2017;29(5):374--393.","short":"A. Rausch, J. Seifried, C. Harteis, Journal of Workplace Learning 29 (2017) 374--393.","chicago":"Rausch, Andreas, Jürgen Seifried, and Christian Harteis. “Emotions, Coping and Learning in Error Situations in the Workplace.” <i>Journal of Workplace Learning</i> 29, no. 5 (2017): 374--393."},"publication":"Journal of Workplace Learning","issue":"5","department":[{"_id":"452"}],"type":"journal_article","date_created":"2018-07-23T13:26:07Z","intvolume":"        29","date_updated":"2022-01-06T06:59:29Z","author":[{"first_name":"Andreas","last_name":"Rausch","full_name":"Rausch, Andreas"},{"full_name":"Seifried, Jürgen","first_name":"Jürgen","last_name":"Seifried"},{"full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626","last_name":"Harteis","first_name":"Christian","id":"27503"}],"year":"2017","title":"Emotions, coping and learning in error situations in the workplace","status":"public","volume":29,"user_id":"27503","_id":"3679","page":"374--393"},{"citation":{"ama":"Goller M, Harteis C. Human agency at work: Towards a clarification and operationalisation of the concept. In: Goller M, Paloniemi S, eds. <i>Agency at Work</i>. Cham: Springer; 2017:85--103.","bibtex":"@inbook{Goller_Harteis_2017, place={Cham}, title={Human agency at work: Towards a clarification and operationalisation of the concept}, booktitle={Agency at Work}, publisher={Springer}, author={Goller, Michael and Harteis, Christian}, editor={Goller, Michael and Paloniemi, SusannaEditors}, year={2017}, pages={85--103} }","mla":"Goller, Michael, and Christian Harteis. “Human Agency at Work: Towards a Clarification and Operationalisation of the Concept.” <i>Agency at Work</i>, edited by Michael Goller and Susanna Paloniemi, Springer, 2017, pp. 85--103.","chicago":"Goller, Michael, and Christian Harteis. “Human Agency at Work: Towards a Clarification and Operationalisation of the Concept.” In <i>Agency at Work</i>, edited by Michael Goller and Susanna Paloniemi, 85--103. Cham: Springer, 2017.","short":"M. Goller, C. Harteis, in: M. Goller, S. Paloniemi (Eds.), Agency at Work, Springer, Cham, 2017, pp. 85--103.","apa":"Goller, M., &#38; Harteis, C. (2017). Human agency at work: Towards a clarification and operationalisation of the concept. In M. Goller &#38; S. Paloniemi (Eds.), <i>Agency at Work</i> (pp. 85--103). Cham: Springer.","ieee":"M. Goller and C. Harteis, “Human agency at work: Towards a clarification and operationalisation of the concept,” in <i>Agency at Work</i>, M. Goller and S. Paloniemi, Eds. Cham: Springer, 2017, pp. 85--103."},"publication":"Agency at Work","department":[{"_id":"452"}],"type":"book_chapter","date_created":"2018-07-23T13:28:38Z","place":"Cham","date_updated":"2022-01-06T06:59:30Z","author":[{"id":"30984","full_name":"Goller, Michael","first_name":"Michael","orcid":"0000-0002-2820-9178","last_name":"Goller"},{"id":"27503","full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626","first_name":"Christian","last_name":"Harteis"}],"title":"Human agency at work: Towards a clarification and operationalisation of the concept","year":"2017","status":"public","editor":[{"full_name":"Goller, Michael","last_name":"Goller","first_name":"Michael"},{"full_name":"Paloniemi, Susanna","first_name":"Susanna","last_name":"Paloniemi"}],"user_id":"27503","publisher":"Springer","_id":"3680","page":"85--103"},{"department":[{"_id":"452"}],"type":"journal_article","date_created":"2018-07-24T08:14:59Z","citation":{"mla":"Harteis, Christian, and Martin Gartmeier. “Learning from Errors in Workplace Settings.” <i>Journal of Workplace Learning</i>, vol. 29, no. 5, 2017, pp. 322–25.","bibtex":"@article{Harteis_Gartmeier_2017, title={Learning from errors in workplace settings}, volume={29}, number={5}, journal={Journal of Workplace Learning}, author={Harteis, Christian and Gartmeier, Martin}, year={2017}, pages={322–325} }","ama":"Harteis C, Gartmeier M. Learning from errors in workplace settings. <i>Journal of Workplace Learning</i>. 2017;29(5):322-325.","ieee":"C. Harteis and M. Gartmeier, “Learning from errors in workplace settings,” <i>Journal of Workplace Learning</i>, vol. 29, no. 5, pp. 322–325, 2017.","apa":"Harteis, C., &#38; Gartmeier, M. (2017). Learning from errors in workplace settings. <i>Journal of Workplace Learning</i>, <i>29</i>(5), 322–325.","short":"C. Harteis, M. Gartmeier, Journal of Workplace Learning 29 (2017) 322–325.","chicago":"Harteis, Christian, and Martin Gartmeier. “Learning from Errors in Workplace Settings.” <i>Journal of Workplace Learning</i> 29, no. 5 (2017): 322–25."},"publication":"Journal of Workplace Learning","issue":"5","volume":29,"user_id":"27503","_id":"3690","page":"322-325","intvolume":"        29","date_updated":"2022-01-06T06:59:30Z","author":[{"full_name":"Harteis, Christian","first_name":"Christian","last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626","id":"27503"},{"last_name":"Gartmeier","first_name":"Martin","full_name":"Gartmeier, Martin"}],"status":"public","year":"2017","title":"Learning from errors in workplace settings"},{"department":[{"_id":"452"}],"type":"book_chapter","place":"Münster","date_created":"2018-07-24T08:17:09Z","citation":{"apa":"Harteis, C., Festner, D., &#38; Bauer, J. (2017). Epistemische Überzeugungen Beschäftigter und ihre Bedeutung für berufliches Lernen. In A. Bernholt, H. Gruber, &#38; B. Moschner (Eds.), <i>Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen</i> (pp. 195–212). Münster: Waxmann.","ieee":"C. Harteis, D. Festner, and J. Bauer, “Epistemische Überzeugungen Beschäftigter und ihre Bedeutung für berufliches Lernen,” in <i>Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen</i>, A. Bernholt, H. Gruber, and B. Moschner, Eds. Münster: Waxmann, 2017, pp. 195–212.","short":"C. Harteis, D. Festner, J. Bauer, in: A. Bernholt, H. Gruber, B. Moschner (Eds.), Wissen Und Lernen. Wie Epistemische Überzeugungen Schule, Universität Und Arbeitswelt Beeinflussen, Waxmann, Münster, 2017, pp. 195–212.","chicago":"Harteis, Christian, Dagmar Festner, and Johannes Bauer. “Epistemische Überzeugungen Beschäftigter Und Ihre Bedeutung Für Berufliches Lernen.” In <i>Wissen Und Lernen. Wie Epistemische Überzeugungen Schule, Universität Und Arbeitswelt Beeinflussen</i>, edited by Andrea Bernholt, Hans Gruber, and Barbara Moschner, 195–212. Münster: Waxmann, 2017.","mla":"Harteis, Christian, et al. “Epistemische Überzeugungen Beschäftigter Und Ihre Bedeutung Für Berufliches Lernen.” <i>Wissen Und Lernen. Wie Epistemische Überzeugungen Schule, Universität Und Arbeitswelt Beeinflussen</i>, edited by Andrea Bernholt et al., Waxmann, 2017, pp. 195–212.","ama":"Harteis C, Festner D, Bauer J. Epistemische Überzeugungen Beschäftigter und ihre Bedeutung für berufliches Lernen. In: Bernholt A, Gruber H, Moschner B, eds. <i>Wissen Und Lernen. Wie Epistemische Überzeugungen Schule, Universität Und Arbeitswelt Beeinflussen</i>. Münster: Waxmann; 2017:195-212.","bibtex":"@inbook{Harteis_Festner_Bauer_2017, place={Münster}, title={Epistemische Überzeugungen Beschäftigter und ihre Bedeutung für berufliches Lernen}, booktitle={Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen}, publisher={Waxmann}, author={Harteis, Christian and Festner, Dagmar and Bauer, Johannes}, editor={Bernholt, Andrea and Gruber, Hans and Moschner, BarbaraEditors}, year={2017}, pages={195–212} }"},"publication":"Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen","editor":[{"first_name":"Andrea","last_name":"Bernholt","full_name":"Bernholt, Andrea"},{"first_name":"Hans","last_name":"Gruber","full_name":"Gruber, Hans"},{"first_name":"Barbara","last_name":"Moschner","full_name":"Moschner, Barbara"}],"user_id":"27503","_id":"3691","publisher":"Waxmann","page":"195-212","date_updated":"2022-01-06T06:59:30Z","author":[{"id":"27503","last_name":"Harteis","first_name":"Christian","orcid":"https://orcid.org/0000-0002-3570-7626","full_name":"Harteis, Christian"},{"first_name":"Dagmar","last_name":"Festner","full_name":"Festner, Dagmar"},{"full_name":"Bauer, Johannes","last_name":"Bauer","first_name":"Johannes"}],"year":"2017","title":"Epistemische Überzeugungen Beschäftigter und ihre Bedeutung für berufliches Lernen","status":"public"},{"language":[{"iso":"ger"}],"_id":"28912","volume":20,"editor":[{"first_name":"Birgit","last_name":"Eickelmann","full_name":"Eickelmann, Birgit","id":"40387"},{"last_name":"Klinger","first_name":"Udo","full_name":"Klinger, Udo"}],"user_id":"50923","title":"Digitalisierung in der Schule","year":"2017","status":"public","intvolume":"        20","date_updated":"2022-01-06T06:58:41Z","date_created":"2021-12-15T09:32:13Z","department":[{"_id":"462"}],"type":"journal_editor","citation":{"ieee":"B. Eickelmann and U. Klinger, Eds., <i>Digitalisierung in der Schule</i>, vol. 20, no. 79. 2017.","apa":"Digitalisierung in der Schule. (2017). In B. Eickelmann &#38; U. Klinger (Eds.), <i>Lernende Schule</i> (Vol. 20, Issue 79).","chicago":"Eickelmann, Birgit, and Udo Klinger, eds. <i>Digitalisierung in der Schule</i>. <i>Lernende Schule</i>. Vol. 20, 2017.","short":"B. Eickelmann, U. Klinger, eds., Digitalisierung in der Schule, 2017.","mla":"Eickelmann, Birgit, and Udo Klinger, editors. “Digitalisierung in der Schule.” <i>Lernende Schule</i>, vol. 20, no. 79, 2017.","bibtex":"@book{Eickelmann_Klinger_2017, title={Digitalisierung in der Schule}, volume={20}, number={79}, journal={Lernende Schule}, year={2017} }","ama":"Eickelmann B, Klinger U, eds. <i>Digitalisierung in der Schule</i>. Vol 20.; 2017."},"publication":"Lernende Schule","issue":"79"},{"publication":"Schulmanagement","citation":{"bibtex":"@article{Drossel_Gröhlich_2017, title={Multiprofessionelle Kooperation in der Schule: Forschungsbefunde und Handlungsperspektiven für Schulleitungen }, volume={1}, journal={Schulmanagement}, author={Drossel, Kerstin and Gröhlich, Carola}, year={2017}, pages={18–21} }","ama":"Drossel K, Gröhlich C. Multiprofessionelle Kooperation in der Schule: Forschungsbefunde und Handlungsperspektiven für Schulleitungen . <i>Schulmanagement</i>. 2017;1:18-21.","mla":"Drossel, Kerstin, and Carola Gröhlich. “Multiprofessionelle Kooperation in der Schule: Forschungsbefunde und Handlungsperspektiven für Schulleitungen .” <i>Schulmanagement</i>, vol. 1, 2017, pp. 18–21.","chicago":"Drossel, Kerstin, and Carola Gröhlich. “Multiprofessionelle Kooperation in der Schule: Forschungsbefunde und Handlungsperspektiven für Schulleitungen .” <i>Schulmanagement</i> 1 (2017): 18–21.","short":"K. Drossel, C. Gröhlich, Schulmanagement 1 (2017) 18–21.","ieee":"K. Drossel and C. Gröhlich, “Multiprofessionelle Kooperation in der Schule: Forschungsbefunde und Handlungsperspektiven für Schulleitungen ,” <i>Schulmanagement</i>, vol. 1, pp. 18–21, 2017.","apa":"Drossel, K., &#38; Gröhlich, C. (2017). Multiprofessionelle Kooperation in der Schule: Forschungsbefunde und Handlungsperspektiven für Schulleitungen . <i>Schulmanagement</i>, <i>1</i>, 18–21."},"type":"journal_article","department":[{"_id":"462"}],"date_created":"2021-11-20T09:33:02Z","date_updated":"2022-01-06T06:57:43Z","intvolume":"         1","title":"Multiprofessionelle Kooperation in der Schule: Forschungsbefunde und Handlungsperspektiven für Schulleitungen ","status":"public","year":"2017","author":[{"first_name":"Kerstin","last_name":"Drossel","full_name":"Drossel, Kerstin"},{"first_name":"Carola","last_name":"Gröhlich","full_name":"Gröhlich, Carola"}],"user_id":"50923","volume":1,"page":"18-21","language":[{"iso":"ger"}],"_id":"27605"},{"doi":"10.1007/s10639-016-9476-y","user_id":"50923","volume":22,"page":"551-573","language":[{"iso":"eng"}],"_id":"27606","date_updated":"2022-01-06T06:57:43Z","intvolume":"        22","status":"public","title":"Predictors of Teachers’ Use of ICT in School – the Relevance of School Characteristics, Teachers’ Attitudes and Teacher Collaboration","year":"2017","author":[{"full_name":"Drossel, Kerstin","last_name":"Drossel","first_name":"Kerstin","id":"48921"},{"id":"40387","full_name":"Eickelmann, Birgit","first_name":"Birgit","last_name":"Eickelmann"},{"full_name":"Gerick, Julia","first_name":"Julia","last_name":"Gerick"}],"type":"journal_article","department":[{"_id":"462"}],"date_created":"2021-11-20T09:37:13Z","issue":"2","publication":"Education and Information Technologies","citation":{"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} }","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.","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>","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>.","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>","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>."}},{"year":"2017","title":"Determinants of teachers’ collaborative use of information and communications technology for teaching and learning: A European perspective","author":[{"last_name":"Drossel","first_name":"Kerstin","full_name":"Drossel, Kerstin","id":"48921"},{"id":"40387","first_name":"Birgit","last_name":"Eickelmann","full_name":"Eickelmann, Birgit"},{"last_name":"Schulz-Zander","first_name":"Renate","full_name":"Schulz-Zander, Renate"}],"date_updated":"2022-01-06T06:57:43Z","intvolume":"        16","language":[{"iso":"eng"}],"doi":"10.1177%2F1474904116655811","publication":"European Educational Research Journal","issue":"6","file":[{"creator":"sschall","date_created":"2021-11-20T09:45:00Z","date_updated":"2021-11-20T09:45:00Z","relation":"main_file","access_level":"closed","file_size":127533,"file_name":"Determinants of teachers’ collaborative use of information and communications technology for teaching and learning A European perspective.pdf","content_type":"application/pdf","success":1,"file_id":"27608"}],"date_created":"2021-11-20T09:42:56Z","type":"journal_article","department":[{"_id":"462"}],"status":"public","has_accepted_license":"1","page":"781-799","_id":"27607","ddc":["370"],"user_id":"50923","volume":16,"file_date_updated":"2021-11-20T09:45:00Z","citation":{"bibtex":"@article{Drossel_Eickelmann_Schulz-Zander_2017, title={Determinants of teachers’ collaborative use of information and communications technology for teaching and learning: A European perspective}, volume={16}, DOI={<a href=\"https://doi.org/10.1177%2F1474904116655811\">10.1177%2F1474904116655811</a>}, number={6}, journal={European Educational Research Journal}, author={Drossel, Kerstin and Eickelmann, Birgit and Schulz-Zander, Renate}, year={2017}, pages={781–799} }","ama":"Drossel K, Eickelmann B, Schulz-Zander R. Determinants of teachers’ collaborative use of information and communications technology for teaching and learning: A European perspective. <i>European Educational Research Journal</i>. 2017;16(6):781-799. doi:<a href=\"https://doi.org/10.1177%2F1474904116655811\">10.1177%2F1474904116655811</a>","mla":"Drossel, Kerstin, et al. “Determinants of Teachers’ Collaborative Use of Information and Communications Technology for Teaching and Learning: A European Perspective.” <i>European Educational Research Journal</i>, vol. 16, no. 6, 2017, pp. 781–99, doi:<a href=\"https://doi.org/10.1177%2F1474904116655811\">10.1177%2F1474904116655811</a>.","short":"K. Drossel, B. Eickelmann, R. Schulz-Zander, European Educational Research Journal 16 (2017) 781–799.","chicago":"Drossel, Kerstin, Birgit Eickelmann, and Renate Schulz-Zander. “Determinants of Teachers’ Collaborative Use of Information and Communications Technology for Teaching and Learning: A European Perspective.” <i>European Educational Research Journal</i> 16, no. 6 (2017): 781–99. <a href=\"https://doi.org/10.1177%2F1474904116655811\">https://doi.org/10.1177%2F1474904116655811</a>.","ieee":"K. Drossel, B. Eickelmann, and R. Schulz-Zander, “Determinants of teachers’ collaborative use of information and communications technology for teaching and learning: A European perspective,” <i>European Educational Research Journal</i>, vol. 16, no. 6, pp. 781–799, 2017, doi: <a href=\"https://doi.org/10.1177%2F1474904116655811\">10.1177%2F1474904116655811</a>.","apa":"Drossel, K., Eickelmann, B., &#38; Schulz-Zander, R. (2017). Determinants of teachers’ collaborative use of information and communications technology for teaching and learning: A European perspective. <i>European Educational Research Journal</i>, <i>16</i>(6), 781–799. <a href=\"https://doi.org/10.1177%2F1474904116655811\">https://doi.org/10.1177%2F1474904116655811</a>"}},{"publication":"Journal für Schulentwicklung","issue":"3","citation":{"mla":"Drossel, Kerstin. “Rezension des Buches von Jasmin Bastian und Stefan Aufenanger: Tablets in Schule und Unterricht. Forschungsergebnisse zum Einsatz digitaler Medien.” <i>Journal für Schulentwicklung</i>, vol. 21, no. 3, Klinkhardt, 2017, pp. 54–55.","bibtex":"@article{Drossel_2017, title={Rezension des Buches von Jasmin Bastian und Stefan Aufenanger: Tablets in Schule und Unterricht. Forschungsergebnisse zum Einsatz digitaler Medien}, volume={21}, number={3}, journal={Journal für Schulentwicklung}, publisher={Klinkhardt}, author={Drossel, Kerstin}, year={2017}, pages={54–55} }","ama":"Drossel K. Rezension des Buches von Jasmin Bastian und Stefan Aufenanger: Tablets in Schule und Unterricht. Forschungsergebnisse zum Einsatz digitaler Medien. <i>Journal für Schulentwicklung</i>. 2017;21(3):54-55.","ieee":"K. Drossel, “Rezension des Buches von Jasmin Bastian und Stefan Aufenanger: Tablets in Schule und Unterricht. Forschungsergebnisse zum Einsatz digitaler Medien,” <i>Journal für Schulentwicklung</i>, vol. 21, no. 3, pp. 54–55, 2017.","apa":"Drossel, K. (2017). Rezension des Buches von Jasmin Bastian und Stefan Aufenanger: Tablets in Schule und Unterricht. Forschungsergebnisse zum Einsatz digitaler Medien. <i>Journal für Schulentwicklung</i>, <i>21</i>(3), 54–55.","chicago":"Drossel, Kerstin. “Rezension des Buches von Jasmin Bastian und Stefan Aufenanger: Tablets in Schule und Unterricht. Forschungsergebnisse zum Einsatz digitaler Medien.” <i>Journal für Schulentwicklung</i> 21, no. 3 (2017): 54–55.","short":"K. Drossel, Journal für Schulentwicklung 21 (2017) 54–55."},"type":"journal_article","department":[{"_id":"462"}],"date_created":"2021-11-20T09:52:04Z","date_updated":"2022-01-06T06:57:43Z","intvolume":"        21","year":"2017","status":"public","title":"Rezension des Buches von Jasmin Bastian und Stefan Aufenanger: Tablets in Schule und Unterricht. Forschungsergebnisse zum Einsatz digitaler Medien","author":[{"full_name":"Drossel, Kerstin","last_name":"Drossel","first_name":"Kerstin","id":"48921"}],"user_id":"50923","volume":21,"page":"54-55","_id":"27610","language":[{"iso":"ger"}],"publisher":"Klinkhardt"},{"publication_status":"published","date_updated":"2022-01-06T06:57:43Z","intvolume":"        19","title":"Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills","year":"2017","status":"public","publication_identifier":{"issn":["2196-0739"]},"author":[{"last_name":"Drossel","first_name":"Kerstin","full_name":"Drossel, Kerstin","id":"48921"},{"first_name":"Birgit","last_name":"Eickelmann","full_name":"Eickelmann, Birgit","id":"40387"}],"user_id":"50923","doi":"10.1186/s40536-017-0053-7","volume":19,"page":"1-13","language":[{"iso":"eng"}],"_id":"27611","issue":"5","publication":"Large-scale Assessments in Education","citation":{"ieee":"K. Drossel and B. Eickelmann, “Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills,” <i>Large-scale Assessments in Education</i>, vol. 19, no. 5, pp. 1–13, 2017, doi: <a href=\"https://doi.org/10.1186/s40536-017-0053-7\">10.1186/s40536-017-0053-7</a>.","apa":"Drossel, K., &#38; Eickelmann, B. (2017). Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills. <i>Large-Scale Assessments in Education</i>, <i>19</i>(5), 1–13. <a href=\"https://doi.org/10.1186/s40536-017-0053-7\">https://doi.org/10.1186/s40536-017-0053-7</a>","chicago":"Drossel, Kerstin, and Birgit Eickelmann. “Teachers’ Participation in Professional Development Concerning the Implementation of New Technologies in Class: A Latent Class Analysis of Teachers and the Relationship with the Use of Computers, ICT Self-Efficacy and Emphasis on Teaching ICT Skills.” <i>Large-Scale Assessments in Education</i> 19, no. 5 (2017): 1–13. <a href=\"https://doi.org/10.1186/s40536-017-0053-7\">https://doi.org/10.1186/s40536-017-0053-7</a>.","short":"K. Drossel, B. Eickelmann, Large-Scale Assessments in Education 19 (2017) 1–13.","mla":"Drossel, Kerstin, and Birgit Eickelmann. “Teachers’ Participation in Professional Development Concerning the Implementation of New Technologies in Class: A Latent Class Analysis of Teachers and the Relationship with the Use of Computers, ICT Self-Efficacy and Emphasis on Teaching ICT Skills.” <i>Large-Scale Assessments in Education</i>, vol. 19, no. 5, 2017, pp. 1–13, doi:<a href=\"https://doi.org/10.1186/s40536-017-0053-7\">10.1186/s40536-017-0053-7</a>.","bibtex":"@article{Drossel_Eickelmann_2017, title={Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills}, volume={19}, DOI={<a href=\"https://doi.org/10.1186/s40536-017-0053-7\">10.1186/s40536-017-0053-7</a>}, number={5}, journal={Large-scale Assessments in Education}, author={Drossel, Kerstin and Eickelmann, Birgit}, year={2017}, pages={1–13} }","ama":"Drossel K, Eickelmann B. Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills. <i>Large-scale Assessments in Education</i>. 2017;19(5):1-13. doi:<a href=\"https://doi.org/10.1186/s40536-017-0053-7\">10.1186/s40536-017-0053-7</a>"},"type":"journal_article","department":[{"_id":"462"}],"date_created":"2021-11-20T09:53:33Z"}]