---
_id: '37234'
author:
- first_name: Christian
full_name: Grebe, Christian
last_name: Grebe
- first_name: Mirko
full_name: Schürmann, Mirko
id: '59707'
last_name: Schürmann
orcid: 0000-0003-2646-085X
- first_name: Änne-Dörte
full_name: Latteck, Änne-Dörte
last_name: Latteck
citation:
ama: Grebe C, Schürmann M, Latteck Ä-D. Die Health Professionals Competence Scales
(HePCoS) Zur Kompetenzerfassung in Den Gesundheitsfachberufen. Technical Report.
LibreCat University; 2021. doi:10.13140/RG.2.2.13480.08967/1
apa: Grebe, C., Schürmann, M., & Latteck, Ä.-D. (2021). Die Health Professionals
Competence Scales (HePCoS) zur Kompetenzerfassung in den Gesundheitsfachberufen.
Technical Report. LibreCat University. https://doi.org/10.13140/RG.2.2.13480.08967/1
bibtex: '@book{Grebe_Schürmann_Latteck_2021, title={Die Health Professionals Competence
Scales (HePCoS) zur Kompetenzerfassung in den Gesundheitsfachberufen. Technical
Report}, DOI={10.13140/RG.2.2.13480.08967/1},
publisher={LibreCat University}, author={Grebe, Christian and Schürmann, Mirko
and Latteck, Änne-Dörte}, year={2021} }'
chicago: Grebe, Christian, Mirko Schürmann, and Änne-Dörte Latteck. Die Health
Professionals Competence Scales (HePCoS) Zur Kompetenzerfassung in Den Gesundheitsfachberufen.
Technical Report. LibreCat University, 2021. https://doi.org/10.13140/RG.2.2.13480.08967/1.
ieee: C. Grebe, M. Schürmann, and Ä.-D. Latteck, Die Health Professionals Competence
Scales (HePCoS) zur Kompetenzerfassung in den Gesundheitsfachberufen. Technical
Report. LibreCat University, 2021.
mla: Grebe, Christian, et al. Die Health Professionals Competence Scales (HePCoS)
Zur Kompetenzerfassung in Den Gesundheitsfachberufen. Technical Report. LibreCat
University, 2021, doi:10.13140/RG.2.2.13480.08967/1.
short: C. Grebe, M. Schürmann, Ä.-D. Latteck, Die Health Professionals Competence
Scales (HePCoS) Zur Kompetenzerfassung in Den Gesundheitsfachberufen. Technical
Report, LibreCat University, 2021.
date_created: 2023-01-18T07:54:49Z
date_updated: 2023-01-18T08:00:08Z
department:
- _id: '36'
- _id: '117'
- _id: '31'
- _id: '423'
doi: 10.13140/RG.2.2.13480.08967/1
publisher: LibreCat University
status: public
title: Die Health Professionals Competence Scales (HePCoS) zur Kompetenzerfassung
in den Gesundheitsfachberufen. Technical Report
type: research_data
user_id: '59707'
year: '2021'
...
---
_id: '33748'
abstract:
- lang: eng
text: Zusammenfassung. In der Arbeit 4.0 ist durch neue Beschäftigungsmöglichkeiten
für Mitarbeitende eine Langzeitbindung an ein Unternehmen seltener. Unternehmen
reagieren mit flexibilisierten Arbeitsplätzen, um diesem Wunsch der Mitarbeitenden
nachzukommen. Flexibilisierung reduziert die Absicht das Unternehmen zu verlassen.
Dabei ist wichtig, räumliche und zeitliche Flexibilisierung zu differenzieren.
Außerdem gewinnen individuelle Werte bezüglich Stabilität und Kontinuität an Bedeutung
und können den Bindungswunsch stärken. Hauptziel dieser Untersuchung ist, anhand
eines kontroll- und ressourcentheoretisch fundierten Rahmens in zwei aufeinander
aufbauenden Studien ( N = 448, N = 202) die (potenziell unterschiedlich starken)
Zusammenhänge von zeitlicher und räumlicher Flexibilisierung mit Mitarbeitendenbindung
zu analysieren und zu prüfen, ob sich diese Zusammenhänge bestätigen lassen, wenn
zusätzlich individuelle Werte in die Analyse einbezogen werden. Die Ergebnisse
zeigen, dass zeitliche und räumliche Flexibilisierung unterschiedlich mit der
Bleibeabsicht zusammenhängen. Während zeitliche Flexibilisierung positive Zusammenhänge
zeigt, finden sich in Bezug auf räumliche Flexibilisierung keine Zusammenhänge.
Werte bezüglich Stabilität und Kontinuität scheinen dabei nicht mit einer stärkeren
Mitarbeitendenbindung zusammenzuhängen.
author:
- first_name: Elena
full_name: Bender, Elena
id: '3211'
last_name: Bender
- first_name: Mirko
full_name: Schürmann, Mirko
id: '59707'
last_name: Schürmann
orcid: 0000-0003-2646-085X
- first_name: Ute
full_name: Poethke, Ute
last_name: Poethke
- first_name: Chantal
full_name: Soyka, Chantal
id: '83964'
last_name: Soyka
orcid: https://orcid.org/0000-0002-4881-5378
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: und Jens
full_name: Rowold, und Jens
last_name: Rowold
citation:
ama: Bender E, Schürmann M, Poethke U, Soyka C, Schaper N, Rowold und J. Die Rolle
von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von individuellen
Werten für Mitarbeitendenbindung in der Arbeitswelt 4.0. Zeitschrift
für Arbeits- und Organisationspsychologie A&O. 2021;66(1):14-30. doi:10.1026/0932-4089/a000364
apa: Bender, E., Schürmann, M., Poethke, U., Soyka, C., Schaper, N., & Rowold, und
J. (2021). Die Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung
von individuellen Werten für Mitarbeitendenbindung in der Arbeitswelt
4.0. Zeitschrift für Arbeits- und Organisationspsychologie A&O,
66(1), 14–30. https://doi.org/10.1026/0932-4089/a000364
bibtex: '@article{Bender_Schürmann_Poethke_Soyka_Schaper_Rowold_2021, title={Die
Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von individuellen
Werten für Mitarbeitendenbindung in der Arbeitswelt 4.0}, volume={66},
DOI={10.1026/0932-4089/a000364},
number={1}, journal={Zeitschrift für Arbeits- und Organisationspsychologie A&O},
publisher={Hogrefe Publishing Group}, author={Bender, Elena and Schürmann, Mirko
and Poethke, Ute and Soyka, Chantal and Schaper, Niclas and Rowold, und Jens},
year={2021}, pages={14–30} }'
chicago: 'Bender, Elena, Mirko Schürmann, Ute Poethke, Chantal Soyka, Niclas Schaper,
and und Jens Rowold. “Die Rolle von arbeitsplatzbezogener Flexibilisierung und
die Betrachtung von individuellen Werten für Mitarbeitendenbindung in
der Arbeitswelt 4.0.” Zeitschrift für Arbeits- und Organisationspsychologie
A&O 66, no. 1 (2021): 14–30. https://doi.org/10.1026/0932-4089/a000364.'
ieee: 'E. Bender, M. Schürmann, U. Poethke, C. Soyka, N. Schaper, and und J. Rowold,
“Die Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von
individuellen Werten für Mitarbeitendenbindung in der Arbeitswelt 4.0,”
Zeitschrift für Arbeits- und Organisationspsychologie A&O, vol.
66, no. 1, pp. 14–30, 2021, doi: 10.1026/0932-4089/a000364.'
mla: Bender, Elena, et al. “Die Rolle von arbeitsplatzbezogener Flexibilisierung
und die Betrachtung von individuellen Werten für Mitarbeitendenbindung
in der Arbeitswelt 4.0.” Zeitschrift für Arbeits- und Organisationspsychologie
A&O, vol. 66, no. 1, Hogrefe Publishing Group, 2021, pp. 14–30, doi:10.1026/0932-4089/a000364.
short: E. Bender, M. Schürmann, U. Poethke, C. Soyka, N. Schaper, und J. Rowold,
Zeitschrift für Arbeits- und Organisationspsychologie A&O 66 (2021) 14–30.
date_created: 2022-10-17T11:47:21Z
date_updated: 2023-01-18T10:10:27Z
department:
- _id: '423'
doi: 10.1026/0932-4089/a000364
intvolume: ' 66'
issue: '1'
keyword:
- Organizational Behavior and Human Resource Management
- Applied Psychology
language:
- iso: ger
page: 14-30
publication: Zeitschrift für Arbeits- und Organisationspsychologie A&O
publication_identifier:
issn:
- 0932-4089
- 2190-6270
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Die Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von
individuellen Werten für Mitarbeitendenbindung in der Arbeitswelt 4.0
type: journal_article
user_id: '83964'
volume: 66
year: '2021'
...
---
_id: '37276'
abstract:
- lang: eng
text: Spätestens mit der Einführung des Bundeskinderschutzgesetzes haben standardisierte
Risikoeinschätzungsinstrumente auch in Deutschland eine Ausweitung erfahren. Der
Beitrag gibt einen kurzen Einblick in die disparate Landschaft der in Deutschland
verwendeten Einschätzungsinstrumente. Auch wenn risikostatische Entscheidungsinstrumente
(noch) nicht vorliegen, hat der vermehrte Einsatz standardisierter Einschätzungs-
und Dokumentationsinstrumente im Kinderschutz das Potenzial, die lokale Fallpraxis
nachhaltig zu beeinflussen. Mit der Einführung standardisierter Einschätzungsinstrumente
ist die Hoffnung verbunden, sozialarbeiterische Einschätzungen über Risiken durch
verbindliche Verfahren zu verbessern. Dabei gerät leicht aus dem Blick, dass die
Anwendung von standardisierten Risikoeinschätzungsverfahren im Organisationshandeln
sehr unterschiedliche Funktionen haben kann und lokale Fallpraxis in spezifischer
Weise anleitet und strukturiert. Standardisierte Risikoeinschätzungsverfahren
koppeln lokale Praxis stärker an organisatorische Vorgaben, beeinflussen durch
ihre Konstruktionsweise die Sicht auf den Fall und reduzieren meist komplexe Fallverläufe
in vermeintlich deskriptiv eindeutige Kategorien. Damit ist nicht zuletzt die
Gefahr verbunden, dass sich die institutionelle Aufmerksamkeit von ko-produktiven
Elementen der Leistungserbringung hin zu einem präventiven Managen von potenziellen
Gefährdungsrisiken verschiebt.
author:
- first_name: Stephan
full_name: Dahmen, Stephan
id: '95659'
last_name: Dahmen
citation:
ama: Dahmen S. Risikoeinschätzungsinstrumente im Kinderschutz. Zwischen Standardisierung
und situierter Anwendung. Sozial Extra. 2021;45(1). doi:10.1007/s12054-020-00349-5
apa: Dahmen, S. (2021). Risikoeinschätzungsinstrumente im Kinderschutz. Zwischen
Standardisierung und situierter Anwendung. Sozial Extra, 45(1).
https://doi.org/10.1007/s12054-020-00349-5
bibtex: '@article{Dahmen_2021, title={Risikoeinschätzungsinstrumente im Kinderschutz.
Zwischen Standardisierung und situierter Anwendung}, volume={45}, DOI={10.1007/s12054-020-00349-5},
number={1}, journal={Sozial Extra}, publisher={Springer Nature}, author={Dahmen,
Stephan}, year={2021} }'
chicago: Dahmen, Stephan. “Risikoeinschätzungsinstrumente Im Kinderschutz. Zwischen
Standardisierung Und Situierter Anwendung.” Sozial Extra 45, no. 1 (2021).
https://doi.org/10.1007/s12054-020-00349-5.
ieee: 'S. Dahmen, “Risikoeinschätzungsinstrumente im Kinderschutz. Zwischen Standardisierung
und situierter Anwendung,” Sozial Extra, vol. 45, no. 1, 2021, doi: 10.1007/s12054-020-00349-5.'
mla: Dahmen, Stephan. “Risikoeinschätzungsinstrumente Im Kinderschutz. Zwischen
Standardisierung Und Situierter Anwendung.” Sozial Extra, vol. 45, no.
1, Springer Nature, 2021, doi:10.1007/s12054-020-00349-5.
short: S. Dahmen, Sozial Extra 45 (2021).
date_created: 2023-01-18T10:22:30Z
date_updated: 2023-01-18T10:23:04Z
department:
- _id: '723'
- _id: '724'
- _id: '36'
doi: 10.1007/s12054-020-00349-5
intvolume: ' 45'
issue: '1'
language:
- iso: eng
publication: Sozial Extra
publisher: Springer Nature
status: public
title: Risikoeinschätzungsinstrumente im Kinderschutz. Zwischen Standardisierung und
situierter Anwendung
type: journal_article
user_id: '48187'
volume: 45
year: '2021'
...
---
_id: '37274'
abstract:
- lang: eng
text: How are activation programs for the young unemployed implemented? How do street-level
bureaucrats deal with competing rationalities and demands for action? Transition
policies increasingly aim at promoting self-regulation and constructing employable
subjects. Stephan Dahmen explores the practical regulation of biographical transitions
in activation programs for the young unemployed by focusing on the interactive
accomplishment of activation work. The study reveals how the critical tensions
of activation policies are continually re-interpreted and adapted to local contingencies
and describes the various organisational technologies used for creating employable
subjects.
author:
- first_name: Stephan
full_name: Dahmen, Stephan
id: '95659'
last_name: Dahmen
citation:
ama: Dahmen S. Regulating Transitions from School to Work. An Institutional Ethnography
of Activation Work in Action. Bielefeld University Press; 2021. doi:10.14361/9783839457061
apa: Dahmen, S. (2021). Regulating Transitions from School to Work. An Institutional
Ethnography of Activation Work in Action. Bielefeld University Press. https://doi.org/10.14361/9783839457061
bibtex: '@book{Dahmen_2021, title={Regulating Transitions from School to Work. An
Institutional Ethnography of Activation Work in Action}, DOI={10.14361/9783839457061},
publisher={Bielefeld University Press}, author={Dahmen, Stephan}, year={2021}
}'
chicago: Dahmen, Stephan. Regulating Transitions from School to Work. An Institutional
Ethnography of Activation Work in Action. Bielefeld University Press, 2021.
https://doi.org/10.14361/9783839457061.
ieee: S. Dahmen, Regulating Transitions from School to Work. An Institutional
Ethnography of Activation Work in Action. Bielefeld University Press, 2021.
mla: Dahmen, Stephan. Regulating Transitions from School to Work. An Institutional
Ethnography of Activation Work in Action. Bielefeld University Press, 2021,
doi:10.14361/9783839457061.
short: S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography
of Activation Work in Action, Bielefeld University Press, 2021.
date_created: 2023-01-18T10:18:09Z
date_updated: 2023-01-18T10:18:54Z
department:
- _id: '723'
- _id: '724'
- _id: '36'
doi: 10.14361/9783839457061
keyword:
- Youth
- Welfare State
- Transitions
- Human Service Organizations
- Institutional Ethnography
- Activation
- Sociology of Conventions
- Work
- Education
- Educational Research
- Sociology of Education
- Social Pedagogy
- History of Education
- Bielefeld University Press
language:
- iso: eng
page: '312'
publisher: Bielefeld University Press
status: public
title: Regulating Transitions from School to Work. An Institutional Ethnography of
Activation Work in Action
type: book
user_id: '48187'
year: '2021'
...
---
_id: '37273'
abstract:
- lang: eng
text: How are activation programs for the young unemployed implemented? How do street-level
bureaucrats deal with competing rationalities and demands for action? Transition
policies increasingly aim at promoting self-regulation and constructing employable
subjects. Stephan Dahmen explores the practical regulation of biographical transitions
in activation programs for the young unemployed by focusing on the interactive
accomplishment of activation work. The study reveals how the critical tensions
of activation policies are continually re-interpreted and adapted to local contingencies
and describes the various organisational technologies used for creating employable
subjects.
author:
- first_name: Stephan
full_name: Dahmen, Stephan
last_name: Dahmen
citation:
ama: Dahmen S. Regulating Transitions from School to Work. An Institutional Ethnography
of Activation Work in Action. Bielefeld University Press; 2021. doi:10.14361/9783839457061
apa: Dahmen, S. (2021). Regulating Transitions from School to Work. An Institutional
Ethnography of Activation Work in Action. Bielefeld University Press. https://doi.org/10.14361/9783839457061
bibtex: '@book{Dahmen_2021, title={Regulating Transitions from School to Work. An
Institutional Ethnography of Activation Work in Action}, DOI={10.14361/9783839457061},
publisher={Bielefeld University Press}, author={Dahmen, Stephan}, year={2021}
}'
chicago: Dahmen, Stephan. Regulating Transitions from School to Work. An Institutional
Ethnography of Activation Work in Action. Bielefeld University Press, 2021.
https://doi.org/10.14361/9783839457061.
ieee: S. Dahmen, Regulating Transitions from School to Work. An Institutional
Ethnography of Activation Work in Action. Bielefeld University Press, 2021.
mla: Dahmen, Stephan. Regulating Transitions from School to Work. An Institutional
Ethnography of Activation Work in Action. Bielefeld University Press, 2021,
doi:10.14361/9783839457061.
short: S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography
of Activation Work in Action, Bielefeld University Press, 2021.
date_created: 2023-01-18T10:14:30Z
date_updated: 2023-01-18T10:16:56Z
department:
- _id: '723'
- _id: '724'
doi: 10.14361/9783839457061
keyword:
- Youth
- Welfare State
- Transitions
- Human Service Organizations
- Institutional Ethnography
- Activation
- Sociology of Conventions
- Work
- Education
- Educational Research
- Sociology of Education
- Social Pedagogy
- History of Education
- Bielefeld University Press
language:
- iso: eng
page: '312'
publisher: Bielefeld University Press
status: public
title: Regulating Transitions from School to Work. An Institutional Ethnography of
Activation Work in Action
type: book
user_id: '48187'
year: '2021'
...
---
_id: '37277'
author:
- first_name: Stephan
full_name: Dahmen, Stephan
id: '95659'
last_name: Dahmen
citation:
ama: Dahmen S. Technologien in Kindheit und Familie. Einführung in den Schwerpunkt.
Zeitschrift für Soziologie der Erziehung und Sozialisation. 2021;41(H.3):243–247.
apa: Dahmen, S. (2021). Technologien in Kindheit und Familie. Einführung in den
Schwerpunkt. Zeitschrift Für Soziologie Der Erziehung Und Sozialisation,
41(H.3), 243–247.
bibtex: '@article{Dahmen_2021, title={Technologien in Kindheit und Familie. Einführung
in den Schwerpunkt.}, volume={41}, number={H.3}, journal={Zeitschrift für Soziologie
der Erziehung und Sozialisation}, author={Dahmen, Stephan}, year={2021}, pages={243–247}
}'
chicago: 'Dahmen, Stephan. “Technologien in Kindheit Und Familie. Einführung in
Den Schwerpunkt.” Zeitschrift Für Soziologie Der Erziehung Und Sozialisation
41, no. H.3 (2021): 243–247.'
ieee: S. Dahmen, “Technologien in Kindheit und Familie. Einführung in den Schwerpunkt.,”
Zeitschrift für Soziologie der Erziehung und Sozialisation, vol. 41, no.
H.3, pp. 243–247, 2021.
mla: Dahmen, Stephan. “Technologien in Kindheit Und Familie. Einführung in Den Schwerpunkt.”
Zeitschrift Für Soziologie Der Erziehung Und Sozialisation, vol. 41, no.
H.3, 2021, pp. 243–247.
short: S. Dahmen, Zeitschrift Für Soziologie Der Erziehung Und Sozialisation 41
(2021) 243–247.
date_created: 2023-01-18T10:23:24Z
date_updated: 2023-01-18T10:23:52Z
department:
- _id: '723'
- _id: '724'
- _id: '36'
intvolume: ' 41'
issue: H.3
language:
- iso: eng
page: 243–247
publication: Zeitschrift für Soziologie der Erziehung und Sozialisation
status: public
title: Technologien in Kindheit und Familie. Einführung in den Schwerpunkt.
type: journal_article
user_id: '48187'
volume: 41
year: '2021'
...
---
_id: '37285'
abstract:
- lang: eng
text: In the last decade, the German transition system has witnessed the
large‐scale introduction of so‐called “analysis of potentials” (<em>Potenzialanalysen</em>)
in secondary compulsory schooling. In most German Länder, 8th graders must participate
in a two‐day assessment center which combines psychometric testing with observations
of their social and professional competencies in pre‐specified tasks. The programmatic
aim of these assessments is to “introduce pupils early to choosing a job” (Bundesministerium
für Bildung und Forschung [BMBF], 2017, p. 2) as well as to enhance the propensity
of pupils to “take responsibility for their own future” (BMBF, 2017, p. 9). In
the context of the German school‐to‐work system, the introduction of these new
forms of diagnostics bear witness to a new preventive political rationality that
aims at reducing the entry age into upper secondary education, reduce the recourse
to so‐called “transition measures” and optimizing transitions into an apprenticeship
market that is characterized by structural inequalities and “mismatch” between
pupils’ job aspirations and the offers in apprenticeship places. However, little
is known on the role of competency testing devices for the construction of further
trajectories and aspirations and their role in the reproduction of inequalities
in transitions from school to work. Based on an in‐depth analysis of policy documents
and competency profiles (the documents handed out to the pupils after undergoing
testing), the article reconstructs the political rationale for the introduction
of the so‐called <em>Potenzialanalysen</em>. Based on a Foucauldian
framework, we show how pupils are constructed as “competent” subjects. We show
that competency assessments are part and parcel of a political rationality that
aims at the promotion of a specific (future‐oriented, optimized, self‐regulated)
relation to one’s own biographical future on the side of the pupils. Our results
demonstrate that competency profiles construct the process of choosing a job as
an individualized project of the self and that they invisibilize structural barriers
and power relations. In doing so, competency assessments potentially contribute
to the reproduction of inequalities in post‐secondary education through delegating
“cooling out” processes from institutional gatekeepers to the interiority of persons.
author:
- first_name: Stephan
full_name: Dahmen, Stephan
id: '95659'
last_name: Dahmen
citation:
ama: 'Dahmen S. Constructing the “Competent” Pupil: Optimizing Human Futures Through
Testing? Social Inclusion. 2021;9(3):347-360. doi:10.17645/si.v9i3.4354'
apa: 'Dahmen, S. (2021). Constructing the “Competent” Pupil: Optimizing Human Futures
Through Testing? Social Inclusion, 9(3), 347–360. https://doi.org/10.17645/si.v9i3.4354'
bibtex: '@article{Dahmen_2021, title={Constructing the “Competent” Pupil: Optimizing
Human Futures Through Testing?}, volume={9}, DOI={10.17645/si.v9i3.4354},
number={3}, journal={Social Inclusion}, publisher={Cogitatio}, author={Dahmen,
Stephan}, year={2021}, pages={347–360} }'
chicago: 'Dahmen, Stephan. “Constructing the ‘Competent’ Pupil: Optimizing Human
Futures Through Testing?” Social Inclusion 9, no. 3 (2021): 347–60. https://doi.org/10.17645/si.v9i3.4354.'
ieee: 'S. Dahmen, “Constructing the ‘Competent’ Pupil: Optimizing Human Futures
Through Testing?,” Social Inclusion, vol. 9, no. 3, pp. 347–360, 2021,
doi: 10.17645/si.v9i3.4354.'
mla: 'Dahmen, Stephan. “Constructing the ‘Competent’ Pupil: Optimizing Human Futures
Through Testing?” Social Inclusion, vol. 9, no. 3, Cogitatio, 2021, pp.
347–60, doi:10.17645/si.v9i3.4354.'
short: S. Dahmen, Social Inclusion 9 (2021) 347–360.
date_created: 2023-01-18T10:33:25Z
date_updated: 2023-01-18T10:34:09Z
department:
- _id: '723'
- _id: '724'
- _id: '36'
doi: 10.17645/si.v9i3.4354
intvolume: ' 9'
issue: '3'
keyword:
- Sociology and Political Science
- Social Psychology
language:
- iso: eng
page: 347-360
publication: Social Inclusion
publication_identifier:
issn:
- 2183-2803
publication_status: published
publisher: Cogitatio
status: public
title: 'Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?'
type: journal_article
user_id: '48187'
volume: 9
year: '2021'
...
---
_id: '37435'
alternative_title:
- Eine korpuspragmatische Studie zu Sprachgebrauchsmustern im Umfeld des Lexems Angst
in Online-Zeitungen
author:
- first_name: Christopher
full_name: Georgi, Christopher
id: '78730'
last_name: Georgi
citation:
ama: 'Georgi C. Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser
Panik“. In: Angstkonstruktionen. De Gruyter; 2021:219–264. doi:10.1515/9783110729603-009'
apa: Georgi, C. (2021). Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser
Panik“. In Angstkonstruktionen (pp. 219–264). De Gruyter. https://doi.org/10.1515/9783110729603-009
bibtex: '@inbook{Georgi_2021, place={Berlin}, title={Angstkonstruktionen zwischen
„sinnvoller Vorsicht und sinnloser Panik“}, DOI={10.1515/9783110729603-009},
booktitle={Angstkonstruktionen}, publisher={De Gruyter}, author={Georgi, Christopher},
year={2021}, pages={219–264} }'
chicago: 'Georgi, Christopher. “Angstkonstruktionen zwischen „sinnvoller Vorsicht
und sinnloser Panik“.” In Angstkonstruktionen, 219–264. Berlin: De Gruyter,
2021. https://doi.org/10.1515/9783110729603-009.'
ieee: 'C. Georgi, “Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser
Panik“,” in Angstkonstruktionen, Berlin: De Gruyter, 2021, pp. 219–264.'
mla: Georgi, Christopher. “Angstkonstruktionen zwischen „sinnvoller Vorsicht und
sinnloser Panik“.” Angstkonstruktionen, De Gruyter, 2021, pp. 219–264,
doi:10.1515/9783110729603-009.
short: 'C. Georgi, in: Angstkonstruktionen, De Gruyter, Berlin, 2021, pp. 219–264.'
date_created: 2023-01-18T15:05:52Z
date_updated: 2023-01-18T15:06:52Z
department:
- _id: '745'
doi: 10.1515/9783110729603-009
language:
- iso: ger
page: 219–264
place: Berlin
publication: Angstkonstruktionen
publication_status: published
publisher: De Gruyter
status: public
title: Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“
type: book_chapter
user_id: '78730'
year: '2021'
...
---
_id: '37445'
abstract:
- lang: eng
text: 'A prerequisite for child reading support at school is adequate assessment.
Embedding (repeated) assessment into daily teaching routine is often challenging
for teachers in terms of time and organization. The use of digital tools can help
teachers in the assessment process (in preparation, evaluation, documentation,
etc.). A digital assessment tool (Graz Reading Comprehension test: GraLeV), focusing
on assessing reading comprehension skills in Grades 3 and 4 is currently being
developed in Austria. This reading assessment covers reading comprehension at
the word, sentence, and text level. Text level is assessed via two subtests (Subtest
I: presentation of nonsense-stories and corresponding questions, and Subtest II:
maze selection). The other levels consist of one subtest each. This paper focusses
on the subtests at text level. More specifically, the paper reports the results
of two studies. Study 1 describes the development phases and the first piloting
of these two subtests (data collection: 10/2019-12/2019). Testing 273 students
with preliminary versions of the subtests (Subtest I: 30 items, Subtest II: 60
items) produced information on (a) item difficulty, (b) item discriminatory power,
and (c) time limits for future speed testing. Items not meeting the required quality
criteria were excluded. The final version of Subtest I consists of 16 questions
referring to eight different, short, nonsense-texts. Its testing time (without
instructions) is three minutes. The final version of the Subtest II consists of
2 texts each with 15 maze selections (30 items) and testing time is 100 seconds.
The internal consistency is found to be good for Subtest I (α=.87) and Subtest
II (α=.78 to .80). Study 2 reports on testing for validity and retest-reliability
(data collection: 09/2020-11/2020). Student scores in another reading comprehension
test, together with teacher assessments of reading comprehension, were used to
assess congruent validity. Divergent validity was assessed using teacher assessments
of mathematical and socio-emotional skills. As expected, the correlations with
the congruent measures were higher than those with the divergent measures. A subsample
was tested twice with the GraLeV. Retest-reliability was acceptable for Subtest
II. However, the scores obtained at time 2 were higher compared to those at time
1 in both subtests. This is probably the result of increased student familiarity
with the digital device and the digital test environment at time 2. The results
are discussed in the light of teachers’ needs for standardized digital assessments
in order to facilitate the tailoring of student reading support. '
author:
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
citation:
ama: 'Seifert S, Paleczek L. Digitally Assessing Text Comprehension in Grades 3-4:
Test Development and Validation. Electronic Journal of e-Learning. 2021;19(5):pp336-348.
doi:10.34190/ejel.19.5.2467'
apa: 'Seifert, S., & Paleczek, L. (2021). Digitally Assessing Text Comprehension
in Grades 3-4: Test Development and Validation. Electronic Journal of E-Learning,
19(5), pp336-348. https://doi.org/10.34190/ejel.19.5.2467'
bibtex: '@article{Seifert_Paleczek_2021, title={Digitally Assessing Text Comprehension
in Grades 3-4: Test Development and Validation}, volume={19}, DOI={10.34190/ejel.19.5.2467},
number={5}, journal={Electronic Journal of e-Learning}, publisher={Academic Conferences
International Ltd}, author={Seifert, Susanne and Paleczek, Lisa}, year={2021},
pages={pp336-348} }'
chicago: 'Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension
in Grades 3-4: Test Development and Validation.” Electronic Journal of E-Learning
19, no. 5 (2021): pp336-348. https://doi.org/10.34190/ejel.19.5.2467.'
ieee: 'S. Seifert and L. Paleczek, “Digitally Assessing Text Comprehension in Grades
3-4: Test Development and Validation,” Electronic Journal of e-Learning,
vol. 19, no. 5, pp. pp336-348, 2021, doi: 10.34190/ejel.19.5.2467.'
mla: 'Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension
in Grades 3-4: Test Development and Validation.” Electronic Journal of E-Learning,
vol. 19, no. 5, Academic Conferences International Ltd, 2021, pp. pp336-348, doi:10.34190/ejel.19.5.2467.'
short: S. Seifert, L. Paleczek, Electronic Journal of E-Learning 19 (2021) pp336-348.
date_created: 2023-01-18T16:11:52Z
date_updated: 2023-01-18T16:46:03Z
department:
- _id: '645'
doi: 10.34190/ejel.19.5.2467
intvolume: ' 19'
issue: '5'
keyword:
- Computer Science Applications
- Education
language:
- iso: eng
page: pp336-348
publication: Electronic Journal of e-Learning
publication_identifier:
issn:
- 1479-4403
publication_status: published
publisher: Academic Conferences International Ltd
status: public
title: 'Digitally Assessing Text Comprehension in Grades 3-4: Test Development and
Validation'
type: journal_article
user_id: '97270'
volume: 19
year: '2021'
...
---
_id: '37443'
abstract:
- lang: eng
text: 'AbstractThe range of teaching materials
now available is becoming increasingly diverse. Despite this, however, the use
and influence of textbooks in teaching still remains very high. When instructing
reading comprehension, teachers often use textbooks as the basis for teaching
in language lessons. Establishing a good match between textbooks and the skills
to be acquired is therefore essential. In this paper, I investigate whether textbooks
used in Austrian schools can adequately support the teaching of reading comprehension
skills. Since reading comprehension is the basis for acquiring knowledge in all
subjects, science textbooks are examined in addition to (German) language lesson
textbooks. Thus, the content pages of four language textbooks and four science
textbooks for fourth and sixth grade were analysed in terms of five different
categories, i.e. general structural setup, learning goals, text types, text structures,
and activities. The results reveal clear variations with respect to learning goals
in language textbooks. For example, the extent to which reading comprehension
is addressed ranges from 13.64 to 69.70%, depending on the book used. Although
not addressed as a learning goal in the science textbooks, reading comprehension
is often presupposed, especially in sixth grade. While the instruction of reading
comprehension ought to entail coverage of reading strategies, this is often neglected,
or only dealt with indirectly. Given the diversity of textbooks analysed, it seems
all the more important to stress that teachers should: 1) clarify the goals and
teaching strategies of a book before using it, 2) become aware of strategies that
support the development of students'' reading comprehension, and 3) use textbooks
as a complementary (and not sole) tool to support reading comprehension in all
subjects.'
author:
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
citation:
ama: Seifert S. Is Reading Comprehension Taken for Granted? An Analysis of Austrian
Textbooks in Fourth and Sixth Grade. Technology, Knowledge and Learning.
2021;26(2):383-405. doi:10.1007/s10758-021-09490-w
apa: Seifert, S. (2021). Is Reading Comprehension Taken for Granted? An Analysis
of Austrian Textbooks in Fourth and Sixth Grade. Technology, Knowledge and
Learning, 26(2), 383–405. https://doi.org/10.1007/s10758-021-09490-w
bibtex: '@article{Seifert_2021, title={Is Reading Comprehension Taken for Granted?
An Analysis of Austrian Textbooks in Fourth and Sixth Grade}, volume={26}, DOI={10.1007/s10758-021-09490-w},
number={2}, journal={Technology, Knowledge and Learning}, publisher={Springer
Science and Business Media LLC}, author={Seifert, Susanne}, year={2021}, pages={383–405}
}'
chicago: 'Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis
of Austrian Textbooks in Fourth and Sixth Grade.” Technology, Knowledge and
Learning 26, no. 2 (2021): 383–405. https://doi.org/10.1007/s10758-021-09490-w.'
ieee: 'S. Seifert, “Is Reading Comprehension Taken for Granted? An Analysis of Austrian
Textbooks in Fourth and Sixth Grade,” Technology, Knowledge and Learning,
vol. 26, no. 2, pp. 383–405, 2021, doi: 10.1007/s10758-021-09490-w.'
mla: Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis
of Austrian Textbooks in Fourth and Sixth Grade.” Technology, Knowledge and
Learning, vol. 26, no. 2, Springer Science and Business Media LLC, 2021, pp.
383–405, doi:10.1007/s10758-021-09490-w.
short: S. Seifert, Technology, Knowledge and Learning 26 (2021) 383–405.
date_created: 2023-01-18T16:10:52Z
date_updated: 2023-01-18T16:45:42Z
department:
- _id: '645'
doi: 10.1007/s10758-021-09490-w
intvolume: ' 26'
issue: '2'
keyword:
- Computer Science Applications
- Human-Computer Interaction
- Education
- Mathematics (miscellaneous)
language:
- iso: eng
page: 383-405
publication: Technology, Knowledge and Learning
publication_identifier:
issn:
- 2211-1662
- 2211-1670
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks
in Fourth and Sixth Grade
type: journal_article
user_id: '97270'
volume: 26
year: '2021'
...
---
_id: '37439'
author:
- first_name: Mathias
full_name: Krammer, Mathias
last_name: Krammer
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Barbara
full_name: Gasteiger-Klicpera, Barbara
last_name: Gasteiger-Klicpera
citation:
ama: Krammer M, Seifert S, Gasteiger-Klicpera B. The presence of students identified
as having special needs as a moderating effect on their classmates’ reading comprehension
scores in relation to other major class composition effects. Educational Studies.
Published online 2021:1-19. doi:10.1080/03055698.2021.1875320
apa: Krammer, M., Seifert, S., & Gasteiger-Klicpera, B. (2021). The presence
of students identified as having special needs as a moderating effect on their
classmates’ reading comprehension scores in relation to other major class composition
effects. Educational Studies, 1–19. https://doi.org/10.1080/03055698.2021.1875320
bibtex: '@article{Krammer_Seifert_Gasteiger-Klicpera_2021, title={The presence of
students identified as having special needs as a moderating effect on their classmates’
reading comprehension scores in relation to other major class composition effects},
DOI={10.1080/03055698.2021.1875320},
journal={Educational Studies}, publisher={Informa UK Limited}, author={Krammer,
Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}, year={2021}, pages={1–19}
}'
chicago: Krammer, Mathias, Susanne Seifert, and Barbara Gasteiger-Klicpera. “The
Presence of Students Identified as Having Special Needs as a Moderating Effect
on Their Classmates’ Reading Comprehension Scores in Relation to Other Major Class
Composition Effects.” Educational Studies, 2021, 1–19. https://doi.org/10.1080/03055698.2021.1875320.
ieee: 'M. Krammer, S. Seifert, and B. Gasteiger-Klicpera, “The presence of students
identified as having special needs as a moderating effect on their classmates’
reading comprehension scores in relation to other major class composition effects,”
Educational Studies, pp. 1–19, 2021, doi: 10.1080/03055698.2021.1875320.'
mla: Krammer, Mathias, et al. “The Presence of Students Identified as Having Special
Needs as a Moderating Effect on Their Classmates’ Reading Comprehension Scores
in Relation to Other Major Class Composition Effects.” Educational Studies,
Informa UK Limited, 2021, pp. 1–19, doi:10.1080/03055698.2021.1875320.
short: M. Krammer, S. Seifert, B. Gasteiger-Klicpera, Educational Studies (2021)
1–19.
date_created: 2023-01-18T16:08:23Z
date_updated: 2023-01-18T16:44:56Z
department:
- _id: '645'
doi: 10.1080/03055698.2021.1875320
keyword:
- Education
language:
- iso: eng
page: 1-19
publication: Educational Studies
publication_identifier:
issn:
- 0305-5698
- 1465-3400
publication_status: published
publisher: Informa UK Limited
status: public
title: The presence of students identified as having special needs as a moderating
effect on their classmates’ reading comprehension scores in relation to other major
class composition effects
type: journal_article
user_id: '97270'
year: '2021'
...
---
_id: '37442'
author:
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Martin
full_name: Schöfl, Martin
last_name: Schöfl
citation:
ama: Paleczek L, Seifert S, Schöfl M. Comparing digital to print assessment of receptive
vocabulary with GraWo‐KiGa in Austrian kindergarten. British Journal of Educational
Technology. 2021;52(6):2145-2161. doi:10.1111/bjet.13163
apa: Paleczek, L., Seifert, S., & Schöfl, M. (2021). Comparing digital to print
assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten. British
Journal of Educational Technology, 52(6), 2145–2161. https://doi.org/10.1111/bjet.13163
bibtex: '@article{Paleczek_Seifert_Schöfl_2021, title={Comparing digital to print
assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten},
volume={52}, DOI={10.1111/bjet.13163},
number={6}, journal={British Journal of Educational Technology}, publisher={Wiley},
author={Paleczek, Lisa and Seifert, Susanne and Schöfl, Martin}, year={2021},
pages={2145–2161} }'
chicago: 'Paleczek, Lisa, Susanne Seifert, and Martin Schöfl. “Comparing Digital
to Print Assessment of Receptive Vocabulary with GraWo‐KiGa in Austrian Kindergarten.”
British Journal of Educational Technology 52, no. 6 (2021): 2145–61. https://doi.org/10.1111/bjet.13163.'
ieee: 'L. Paleczek, S. Seifert, and M. Schöfl, “Comparing digital to print assessment
of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten,” British
Journal of Educational Technology, vol. 52, no. 6, pp. 2145–2161, 2021, doi:
10.1111/bjet.13163.'
mla: Paleczek, Lisa, et al. “Comparing Digital to Print Assessment of Receptive
Vocabulary with GraWo‐KiGa in Austrian Kindergarten.” British Journal of Educational
Technology, vol. 52, no. 6, Wiley, 2021, pp. 2145–61, doi:10.1111/bjet.13163.
short: L. Paleczek, S. Seifert, M. Schöfl, British Journal of Educational Technology
52 (2021) 2145–2161.
date_created: 2023-01-18T16:10:22Z
date_updated: 2023-01-18T16:45:24Z
department:
- _id: '645'
doi: 10.1111/bjet.13163
intvolume: ' 52'
issue: '6'
keyword:
- Education
language:
- iso: eng
page: 2145-2161
publication: British Journal of Educational Technology
publication_identifier:
issn:
- 0007-1013
- 1467-8535
publication_status: published
publisher: Wiley
status: public
title: Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa
in Austrian kindergarten
type: journal_article
user_id: '97270'
volume: 52
year: '2021'
...
---
_id: '37455'
abstract:
- lang: eng
text: AbstractSchool classrooms within the EU are
multilingual learning environments. The diversity of pupils in classrooms raises
significant challenges for teachers, but to date, there are no data from large-scale
surveys that compare views within and across European countries. A bespoke questionnaire
was designed to examine views of current classroom learning environments with
respect to the multilingualism. The questionnaire was piloted and subsequently
completed by 2792 teachers across different European countries. Eleven countries
provided sufficient data for analyses. Results from structural equation modelling
showed that teachers’ attitudes could be reliably measured across Europe with
the use of carefully devised questionnaire, whose loading and factor structure
remained invariant across countries. Teachers’ views about multilingualism were
most challenged by the numbers of children in their classes, not the percentage
of multilingual pupils in the class. Countries differed in how they perceived
multilingualism, with their differences leading to distinctive country clusters.
Gender and education level (elementary vs. secondary) differences were also observed
irrespective of country. These findings enhance our understanding of the role
that the characteristics of teachers and their classrooms play in a multilingual
setting across diverse European settings. The practical relevance of the results
and new opportunities for teacher training are discussed.
author:
- first_name: J. E.
full_name: Dockrell, J. E.
last_name: Dockrell
- first_name: T. C.
full_name: Papadopoulos, T. C.
last_name: Papadopoulos
- first_name: C. L.
full_name: Mifsud, C. L.
last_name: Mifsud
- first_name: L.
full_name: Bourke, L.
last_name: Bourke
- first_name: O.
full_name: Vilageliu, O.
last_name: Vilageliu
- first_name: E.
full_name: Bešić, E.
last_name: Bešić
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: B.
full_name: Gasteiger-Klicpera, B.
last_name: Gasteiger-Klicpera
- first_name: A.
full_name: Ralli, A.
last_name: Ralli
- first_name: I.
full_name: Dimakos, I.
last_name: Dimakos
- first_name: S.
full_name: Karpava, S.
last_name: Karpava
- first_name: M.
full_name: Martins, M.
last_name: Martins
- first_name: O.
full_name: Sousa, O.
last_name: Sousa
- first_name: S.
full_name: Castro, S.
last_name: Castro
- first_name: H. B.
full_name: Søndergaard Knudsen, H. B.
last_name: Søndergaard Knudsen
- first_name: P.
full_name: Donau, P.
last_name: Donau
- first_name: B.
full_name: Haznedar, B.
last_name: Haznedar
- first_name: M.
full_name: Mikulajová, M.
last_name: Mikulajová
- first_name: N.
full_name: Gerdzhikova, N.
last_name: Gerdzhikova
citation:
ama: 'Dockrell JE, Papadopoulos TC, Mifsud CL, et al. Teaching and learning in a
multilingual Europe: findings from a cross-European study. European Journal
of Psychology of Education. 2021;37(2):293-320. doi:10.1007/s10212-020-00523-z'
apa: 'Dockrell, J. E., Papadopoulos, T. C., Mifsud, C. L., Bourke, L., Vilageliu,
O., Bešić, E., Seifert, S., Gasteiger-Klicpera, B., Ralli, A., Dimakos, I., Karpava,
S., Martins, M., Sousa, O., Castro, S., Søndergaard Knudsen, H. B., Donau, P.,
Haznedar, B., Mikulajová, M., & Gerdzhikova, N. (2021). Teaching and learning
in a multilingual Europe: findings from a cross-European study. European Journal
of Psychology of Education, 37(2), 293–320. https://doi.org/10.1007/s10212-020-00523-z'
bibtex: '@article{Dockrell_Papadopoulos_Mifsud_Bourke_Vilageliu_Bešić_Seifert_Gasteiger-Klicpera_Ralli_Dimakos_et
al._2021, title={Teaching and learning in a multilingual Europe: findings from
a cross-European study}, volume={37}, DOI={10.1007/s10212-020-00523-z},
number={2}, journal={European Journal of Psychology of Education}, publisher={Springer
Science and Business Media LLC}, author={Dockrell, J. E. and Papadopoulos, T.
C. and Mifsud, C. L. and Bourke, L. and Vilageliu, O. and Bešić, E. and Seifert,
Susanne and Gasteiger-Klicpera, B. and Ralli, A. and Dimakos, I. and et al.},
year={2021}, pages={293–320} }'
chicago: 'Dockrell, J. E., T. C. Papadopoulos, C. L. Mifsud, L. Bourke, O. Vilageliu,
E. Bešić, Susanne Seifert, et al. “Teaching and Learning in a Multilingual Europe:
Findings from a Cross-European Study.” European Journal of Psychology of Education
37, no. 2 (2021): 293–320. https://doi.org/10.1007/s10212-020-00523-z.'
ieee: 'J. E. Dockrell et al., “Teaching and learning in a multilingual Europe:
findings from a cross-European study,” European Journal of Psychology of Education,
vol. 37, no. 2, pp. 293–320, 2021, doi: 10.1007/s10212-020-00523-z.'
mla: 'Dockrell, J. E., et al. “Teaching and Learning in a Multilingual Europe: Findings
from a Cross-European Study.” European Journal of Psychology of Education,
vol. 37, no. 2, Springer Science and Business Media LLC, 2021, pp. 293–320, doi:10.1007/s10212-020-00523-z.'
short: J.E. Dockrell, T.C. Papadopoulos, C.L. Mifsud, L. Bourke, O. Vilageliu, E.
Bešić, S. Seifert, B. Gasteiger-Klicpera, A. Ralli, I. Dimakos, S. Karpava, M.
Martins, O. Sousa, S. Castro, H.B. Søndergaard Knudsen, P. Donau, B. Haznedar,
M. Mikulajová, N. Gerdzhikova, European Journal of Psychology of Education 37
(2021) 293–320.
date_created: 2023-01-18T16:25:43Z
date_updated: 2023-01-18T16:48:47Z
department:
- _id: '645'
doi: 10.1007/s10212-020-00523-z
intvolume: ' 37'
issue: '2'
keyword:
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 293-320
publication: European Journal of Psychology of Education
publication_identifier:
issn:
- 0256-2928
- 1878-5174
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Teaching and learning in a multilingual Europe: findings from a cross-European
study'
type: journal_article
user_id: '97270'
volume: 37
year: '2021'
...
---
_id: '37504'
author:
- first_name: Jutta
full_name: Weber, Jutta
id: '31494'
last_name: Weber
citation:
ama: 'Weber J. Artificial Intelligence in the Age of Technoscience. In: Elliott
A, ed. Routledge Social Science Handbook of Artificial Intelligence. Routledge;
2021:58-73 preprint.'
apa: Weber, J. (2021). Artificial Intelligence in the Age of Technoscience. In A.
Elliott (Ed.), Routledge Social Science Handbook of Artificial Intelligence
(pp. 58-73 preprint). Routledge.
bibtex: '@inbook{Weber_2021, place={New York / London}, title={Artificial Intelligence
in the Age of Technoscience}, booktitle={Routledge Social Science Handbook of
Artificial Intelligence}, publisher={Routledge}, author={Weber, Jutta}, editor={Elliott,
Anthony}, year={2021}, pages={58-73 preprint} }'
chicago: 'Weber, Jutta. “Artificial Intelligence in the Age of Technoscience.” In
Routledge Social Science Handbook of Artificial Intelligence, edited by
Anthony Elliott, 58-73 preprint. New York / London: Routledge, 2021.'
ieee: 'J. Weber, “Artificial Intelligence in the Age of Technoscience,” in Routledge
Social Science Handbook of Artificial Intelligence, A. Elliott, Ed. New York
/ London: Routledge, 2021, pp. 58-73 preprint.'
mla: Weber, Jutta. “Artificial Intelligence in the Age of Technoscience.” Routledge
Social Science Handbook of Artificial Intelligence, edited by Anthony Elliott,
Routledge, 2021, pp. 58-73 preprint.
short: 'J. Weber, in: A. Elliott (Ed.), Routledge Social Science Handbook of Artificial
Intelligence, Routledge, New York / London, 2021, pp. 58-73 preprint.'
date_created: 2023-01-19T07:00:29Z
date_updated: 2023-01-19T07:27:41Z
department:
- _id: '411'
editor:
- first_name: Anthony
full_name: Elliott, Anthony
last_name: Elliott
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://juttaweber.eu/wordpress/wp-content/uploads/2021/08/Weber_Prietl_AI-in-the-age-of-technoscience_PrePrint.pdf
oa: '1'
page: 58-73 preprint
place: New York / London
publication: Routledge Social Science Handbook of Artificial Intelligence
publication_status: epub_ahead
publisher: Routledge
status: public
title: Artificial Intelligence in the Age of Technoscience
type: encyclopedia_article
user_id: '14932'
year: '2021'
...
---
_id: '37545'
alternative_title:
- LEAD Schule
author:
- first_name: Stefanie
full_name: Vochatzer, Stefanie
id: '95153'
last_name: Vochatzer
- first_name: ' Sarah'
full_name: Schröder, Sarah
last_name: Schröder
- first_name: Christian
full_name: Fischer, Christian
last_name: Fischer
citation:
ama: 'Vochatzer S, Schröder Sarah, Fischer C. Fortbildung to go: Twitter als
Ratgeber für Lehrkräfte.; 2021.'
apa: 'Vochatzer, S., Schröder, Sarah, & Fischer, C. (2021). Fortbildung
to go: Twitter als Ratgeber für Lehrkräfte.'
bibtex: '@book{Vochatzer_Schröder_Fischer_2021, title={Fortbildung to go: Twitter
als Ratgeber für Lehrkräfte}, author={Vochatzer, Stefanie and Schröder, Sarah
and Fischer, Christian}, year={2021} }'
chicago: 'Vochatzer, Stefanie, Sarah Schröder, and Christian Fischer. Fortbildung
to go: Twitter als Ratgeber für Lehrkräfte, 2021.'
ieee: 'S. Vochatzer, Sarah Schröder, and C. Fischer, Fortbildung to go: Twitter
als Ratgeber für Lehrkräfte. 2021.'
mla: 'Vochatzer, Stefanie, et al. Fortbildung to go: Twitter als Ratgeber für
Lehrkräfte. 2021.'
short: 'S. Vochatzer, Sarah Schröder, C. Fischer, Fortbildung to go: Twitter als
Ratgeber für Lehrkräfte, 2021.'
date_created: 2023-01-19T10:22:55Z
date_updated: 2023-01-19T10:23:03Z
department:
- _id: '723'
- _id: '724'
- _id: '36'
keyword:
- Lehren Digitale Medien Bildungsforschung Weiterbildung Lehrkraft Social Media Förderung
language:
- iso: ger
publication_status: published
status: public
title: 'Fortbildung to go: Twitter als Ratgeber für Lehrkräfte'
type: misc
user_id: '48187'
year: '2021'
...
---
_id: '37549'
author:
- first_name: Stefanie
full_name: Vochatzer, Stefanie
id: '95153'
last_name: Vochatzer
citation:
ama: Vochatzer S. Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in
die Mädchenerziehung der Spätaufklärung. POSITIONEN. Published online 2021:65-71.
apa: Vochatzer, S. (2021). Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke
in die Mädchenerziehung der Spätaufklärung. POSITIONEN, 65–71.
bibtex: '@article{Vochatzer_2021, title={Caroline Rudolphis „Gemälde weiblicher
Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung}, journal={POSITIONEN},
author={Vochatzer, Stefanie}, year={2021}, pages={65–71} }'
chicago: Vochatzer, Stefanie. “Caroline Rudolphis „Gemälde weiblicher Erziehung“.
Einblicke in die Mädchenerziehung der Spätaufklärung.” POSITIONEN, 2021,
65–71.
ieee: S. Vochatzer, “Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke
in die Mädchenerziehung der Spätaufklärung,” POSITIONEN, pp. 65–71, 2021.
mla: Vochatzer, Stefanie. “Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke
in die Mädchenerziehung der Spätaufklärung.” POSITIONEN, 2021, pp. 65–71.
short: S. Vochatzer, POSITIONEN (2021) 65–71.
date_created: 2023-01-19T10:32:04Z
date_updated: 2023-01-19T10:32:54Z
department:
- _id: '723'
- _id: '724'
- _id: '36'
language:
- iso: ger
page: 65-71
publication: POSITIONEN
publication_status: published
status: public
title: Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung
der Spätaufklärung
type: journal_article
user_id: '48187'
year: '2021'
...
---
_id: '35713'
author:
- first_name: Alexander
full_name: Kirsch, Alexander
id: '59797'
last_name: Kirsch
- first_name: Eva
full_name: Blumberg, Eva
id: '37549'
last_name: Blumberg
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
- first_name: Fabian Karl
full_name: Hoya, Fabian Karl
id: '10600'
last_name: Hoya
citation:
ama: 'Kirsch A, Blumberg E, Hellmich F, Hoya FK. Kooperativ Forschen(d) lernen im
inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis verzahnter Ansatz
zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester. In: Caruso
C, Harteis C, Gröschner A, eds. Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen
aus der Perspektive von Fachdidaktiken . Springer ; 2021:349–372. doi:10.1007/978-3-658-32568-8_20'
apa: Kirsch, A., Blumberg, E., Hellmich, F., & Hoya, F. K. (2021). Kooperativ
Forschen(d) lernen im inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis
verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester.
In C. Caruso, C. Harteis, & A. Gröschner (Eds.), Theorie und Praxis in
der Lehrerbildung. Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken
(pp. 349–372). Springer . https://doi.org/10.1007/978-3-658-32568-8_20
bibtex: '@inbook{Kirsch_Blumberg_Hellmich_Hoya_2021, place={Berlin}, title={Kooperativ
Forschen(d) lernen im inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis
verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester},
DOI={10.1007/978-3-658-32568-8_20},
booktitle={Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen aus
der Perspektive von Fachdidaktiken }, publisher={Springer }, author={Kirsch, Alexander
and Blumberg, Eva and Hellmich, Frank and Hoya, Fabian Karl}, editor={Caruso,
Carina and Harteis, Christian and Gröschner, Alexander}, year={2021}, pages={349–372}
}'
chicago: 'Kirsch, Alexander, Eva Blumberg, Frank Hellmich, and Fabian Karl Hoya.
“Kooperativ Forschen(d) lernen im inklusiven Sachunterricht der Primarstufe –
Ein Theorie-Praxis verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden
auf das Praxissemester.” In Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen
aus der Perspektive von Fachdidaktiken , edited by Carina Caruso, Christian Harteis,
and Alexander Gröschner, 349–372. Berlin: Springer , 2021. https://doi.org/10.1007/978-3-658-32568-8_20.'
ieee: 'A. Kirsch, E. Blumberg, F. Hellmich, and F. K. Hoya, “Kooperativ Forschen(d)
lernen im inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis verzahnter
Ansatz zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester,”
in Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen aus der
Perspektive von Fachdidaktiken , C. Caruso, C. Harteis, and A. Gröschner,
Eds. Berlin: Springer , 2021, pp. 349–372.'
mla: Kirsch, Alexander, et al. “Kooperativ Forschen(d) lernen im inklusiven Sachunterricht
der Primarstufe – Ein Theorie-Praxis verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden
auf das Praxissemester.” Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen
aus der Perspektive von Fachdidaktiken , edited by Carina Caruso et al., Springer
, 2021, pp. 349–372, doi:10.1007/978-3-658-32568-8_20.
short: 'A. Kirsch, E. Blumberg, F. Hellmich, F.K. Hoya, in: C. Caruso, C. Harteis,
A. Gröschner (Eds.), Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen
aus der Perspektive von Fachdidaktiken , Springer , Berlin, 2021, pp. 349–372.'
date_created: 2023-01-10T09:18:11Z
date_updated: 2023-01-19T13:47:48Z
department:
- _id: '460'
- _id: '298'
doi: 10.1007/978-3-658-32568-8_20
editor:
- first_name: Carina
full_name: Caruso, Carina
last_name: Caruso
- first_name: 'Christian '
full_name: 'Harteis, Christian '
last_name: Harteis
- first_name: Alexander
full_name: Gröschner, Alexander
last_name: Gröschner
language:
- iso: ger
page: 349–372
place: Berlin
publication: 'Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen aus
der Perspektive von Fachdidaktiken '
publication_status: published
publisher: 'Springer '
status: public
title: Kooperativ Forschen(d) lernen im inklusiven Sachunterricht der Primarstufe
– Ein Theorie-Praxis verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden
auf das Praxissemester
type: book_chapter
user_id: '59797'
year: '2021'
...
---
_id: '36159'
author:
- first_name: Fabian Karl
full_name: Hoya, Fabian Karl
id: '10600'
last_name: Hoya
- first_name: Jan Roland
full_name: Schulze, Jan Roland
id: '29492'
last_name: Schulze
- first_name: Eva
full_name: Blumberg, Eva
id: '37549'
last_name: Blumberg
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Hoya FK, Schulze JR, Blumberg E, Hellmich F. Effects of teacher feedback on
children’s self-concepts and motivation in science lessons. 19th Biennial EARLI
(European Association for Research on Learning and Instruction) Conference 2021.
“Education and Citizenship: Learning and Instruction and the Shaping of Futures.”
In: Gothenburg, Sweden; 2021.'
apa: 'Hoya, F. K., Schulze, J. R., Blumberg, E., & Hellmich, F. (2021). Effects
of teacher feedback on children’s self-concepts and motivation in science lessons.
19th Biennial EARLI (European Association for Research on Learning and Instruction)
Conference 2021. “Education and Citizenship: Learning and Instruction and the
Shaping of Futures.”'
bibtex: '@inproceedings{Hoya_Schulze_Blumberg_Hellmich_2021, place={University of
Gothenburg}, title={Effects of teacher feedback on children’s self-concepts and
motivation in science lessons. 19th Biennial EARLI (European Association for Research
on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning
and Instruction and the Shaping of Futures”}, publisher={Gothenburg, Sweden},
author={Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva and Hellmich,
Frank}, year={2021} }'
chicago: 'Hoya, Fabian Karl, Jan Roland Schulze, Eva Blumberg, and Frank Hellmich.
“Effects of Teacher Feedback on Children’s Self-Concepts and Motivation in Science
Lessons. 19th Biennial EARLI (European Association for Research on Learning and
Instruction) Conference 2021. ‘Education and Citizenship: Learning and Instruction
and the Shaping of Futures.’” University of Gothenburg: Gothenburg, Sweden, 2021.'
ieee: 'F. K. Hoya, J. R. Schulze, E. Blumberg, and F. Hellmich, “Effects of teacher
feedback on children’s self-concepts and motivation in science lessons. 19th Biennial
EARLI (European Association for Research on Learning and Instruction) Conference
2021. ‘Education and Citizenship: Learning and Instruction and the Shaping of
Futures,’” 2021.'
mla: 'Hoya, Fabian Karl, et al. Effects of Teacher Feedback on Children’s Self-Concepts
and Motivation in Science Lessons. 19th Biennial EARLI (European Association for
Research on Learning and Instruction) Conference 2021. “Education and Citizenship:
Learning and Instruction and the Shaping of Futures.” Gothenburg, Sweden,
2021.'
short: 'F.K. Hoya, J.R. Schulze, E. Blumberg, F. Hellmich, in: Gothenburg, Sweden,
University of Gothenburg, 2021.'
date_created: 2023-01-11T13:41:00Z
date_updated: 2023-01-19T15:44:51Z
department:
- _id: '460'
- _id: '298'
language:
- iso: eng
place: University of Gothenburg
publisher: Gothenburg, Sweden
status: public
title: 'Effects of teacher feedback on children’s self-concepts and motivation in
science lessons. 19th Biennial EARLI (European Association for Research on Learning
and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction
and the Shaping of Futures”'
type: conference
user_id: '37549'
year: '2021'
...
---
_id: '36131'
author:
- first_name: Fabian Karl
full_name: Hoya, Fabian Karl
id: '10600'
last_name: Hoya
- first_name: Jan Roland
full_name: Schulze, Jan Roland
id: '29492'
last_name: Schulze
- first_name: Eva
full_name: Blumberg, Eva
id: '37549'
last_name: Blumberg
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Hoya FK, Schulze JR, Blumberg E, Hellmich F. The role of teacher feedback
for children’s self-concepts and motivation in primary school science lessons.
Single Paper. ECER 2021 (European Conference on Educational Research). “Education
and Society: expectations, prescriptions, reconciliations.” In: ; 2021.'
apa: 'Hoya, F. K., Schulze, J. R., Blumberg, E., & Hellmich, F. (2021). The
role of teacher feedback for children’s self-concepts and motivation in primary
school science lessons. Single Paper. ECER 2021 (European Conference on Educational
Research). “Education and Society: expectations, prescriptions, reconciliations.”'
bibtex: '@inproceedings{Hoya_Schulze_Blumberg_Hellmich_2021, title={The role of
teacher feedback for children’s self-concepts and motivation in primary school
science lessons. Single Paper. ECER 2021 (European Conference on Educational Research).
“Education and Society: expectations, prescriptions, reconciliations”}, author={Hoya,
Fabian Karl and Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}, year={2021}
}'
chicago: 'Hoya, Fabian Karl, Jan Roland Schulze, Eva Blumberg, and Frank Hellmich.
“The Role of Teacher Feedback for Children’s Self-Concepts and Motivation in Primary
School Science Lessons. Single Paper. ECER 2021 (European Conference on Educational
Research). ‘Education and Society: Expectations, Prescriptions, Reconciliations,’”
2021.'
ieee: 'F. K. Hoya, J. R. Schulze, E. Blumberg, and F. Hellmich, “The role of teacher
feedback for children’s self-concepts and motivation in primary school science
lessons. Single Paper. ECER 2021 (European Conference on Educational Research).
‘Education and Society: expectations, prescriptions, reconciliations,’” 2021.'
mla: 'Hoya, Fabian Karl, et al. The Role of Teacher Feedback for Children’s Self-Concepts
and Motivation in Primary School Science Lessons. Single Paper. ECER 2021 (European
Conference on Educational Research). “Education and Society: Expectations, Prescriptions,
Reconciliations.” 2021.'
short: 'F.K. Hoya, J.R. Schulze, E. Blumberg, F. Hellmich, in: 2021.'
date_created: 2023-01-11T13:10:18Z
date_updated: 2023-01-19T15:44:46Z
department:
- _id: '460'
- _id: '298'
language:
- iso: eng
status: public
title: 'The role of teacher feedback for children’s self-concepts and motivation in
primary school science lessons. Single Paper. ECER 2021 (European Conference on
Educational Research). “Education and Society: expectations, prescriptions, reconciliations”'
type: conference
user_id: '37549'
year: '2021'
...
---
_id: '36181'
author:
- first_name: Timm
full_name: Albers, Timm
id: '48393'
last_name: Albers
- first_name: Agnes
full_name: Filipiak, Agnes
last_name: Filipiak
- first_name: Katja
full_name: Franzen, Katja
id: '75124'
last_name: Franzen
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Albers T, Filipiak A, Franzen K, Hellmich F. Inklusionskompetenz von Lehramtsstudierenden
im Vergleich dreier europäischer Bildungssysteme – Ergebnisse aus dem Forschungsprojekt.
Vortrag. Abschlussveranstaltung der Förderlinie “Qualifizierung der pädagogischen
Fachkräfte für inklusive Bildung” des Bundesministeriums für Bildung und Forschung
(BMBF). In: Goethe-Universität Frankfurt am Main; 2021.'
apa: Albers, T., Filipiak, A., Franzen, K., & Hellmich, F. (2021). Inklusionskompetenz
von Lehramtsstudierenden im Vergleich dreier europäischer Bildungssysteme – Ergebnisse
aus dem Forschungsprojekt. Vortrag. Abschlussveranstaltung der Förderlinie “Qualifizierung
der pädagogischen Fachkräfte für inklusive Bildung” des Bundesministeriums für
Bildung und Forschung (BMBF).
bibtex: '@inproceedings{Albers_Filipiak_Franzen_Hellmich_2021, place={Frankfurt
am Main}, title={Inklusionskompetenz von Lehramtsstudierenden im Vergleich dreier
europäischer Bildungssysteme – Ergebnisse aus dem Forschungsprojekt. Vortrag.
Abschlussveranstaltung der Förderlinie “Qualifizierung der pädagogischen Fachkräfte
für inklusive Bildung” des Bundesministeriums für Bildung und Forschung (BMBF)},
publisher={Goethe-Universität Frankfurt am Main}, author={Albers, Timm and Filipiak,
Agnes and Franzen, Katja and Hellmich, Frank}, year={2021} }'
chicago: 'Albers, Timm, Agnes Filipiak, Katja Franzen, and Frank Hellmich. “Inklusionskompetenz
von Lehramtsstudierenden Im Vergleich Dreier Europäischer Bildungssysteme – Ergebnisse
Aus Dem Forschungsprojekt. Vortrag. Abschlussveranstaltung Der Förderlinie ‘Qualifizierung
Der Pädagogischen Fachkräfte Für Inklusive Bildung’ Des Bundesministeriums Für
Bildung Und Forschung (BMBF).” Frankfurt am Main: Goethe-Universität Frankfurt
am Main, 2021.'
ieee: T. Albers, A. Filipiak, K. Franzen, and F. Hellmich, “Inklusionskompetenz
von Lehramtsstudierenden im Vergleich dreier europäischer Bildungssysteme – Ergebnisse
aus dem Forschungsprojekt. Vortrag. Abschlussveranstaltung der Förderlinie ‘Qualifizierung
der pädagogischen Fachkräfte für inklusive Bildung’ des Bundesministeriums für
Bildung und Forschung (BMBF),” 2021.
mla: Albers, Timm, et al. Inklusionskompetenz von Lehramtsstudierenden Im Vergleich
Dreier Europäischer Bildungssysteme – Ergebnisse Aus Dem Forschungsprojekt. Vortrag.
Abschlussveranstaltung Der Förderlinie “Qualifizierung Der Pädagogischen Fachkräfte
Für Inklusive Bildung” Des Bundesministeriums Für Bildung Und Forschung (BMBF).
Goethe-Universität Frankfurt am Main, 2021.
short: 'T. Albers, A. Filipiak, K. Franzen, F. Hellmich, in: Goethe-Universität
Frankfurt am Main, Frankfurt am Main, 2021.'
date_created: 2023-01-11T14:04:59Z
date_updated: 2023-01-25T17:48:53Z
department:
- _id: '460'
language:
- iso: eng
place: Frankfurt am Main
publisher: Goethe-Universität Frankfurt am Main
status: public
title: Inklusionskompetenz von Lehramtsstudierenden im Vergleich dreier europäischer
Bildungssysteme – Ergebnisse aus dem Forschungsprojekt. Vortrag. Abschlussveranstaltung
der Förderlinie "Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung"
des Bundesministeriums für Bildung und Forschung (BMBF)
type: conference
user_id: '57672'
year: '2021'
...