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