---
_id: '45141'
author:
- first_name: Sebastian
full_name: Franke, Sebastian
id: '89449'
last_name: Franke
- first_name: R.
full_name: Kissgen, R.
last_name: Kissgen
- first_name: M.
full_name: Krischer, M.
last_name: Krischer
- first_name: K.
full_name: Sevecke, K.
last_name: Sevecke
citation:
ama: Franke S, Kissgen R, Krischer M, Sevecke K. Attachment in Children with ADHD.
Journal of Behavioral and Brain Science. 2017;7:497-510. doi:10.4236/jbbs.2017.711035
apa: Franke, S., Kissgen, R., Krischer, M., & Sevecke, K. (2017). Attachment
in Children with ADHD. Journal of Behavioral and Brain Science, 7,
497–510. https://doi.org/10.4236/jbbs.2017.711035
bibtex: '@article{Franke_Kissgen_Krischer_Sevecke_2017, title={Attachment in Children
with ADHD}, volume={7}, DOI={10.4236/jbbs.2017.711035},
journal={Journal of Behavioral and Brain Science}, author={Franke, Sebastian and
Kissgen, R. and Krischer, M. and Sevecke, K.}, year={2017}, pages={497–510} }'
chicago: 'Franke, Sebastian, R. Kissgen, M. Krischer, and K. Sevecke. “Attachment
in Children with ADHD.” Journal of Behavioral and Brain Science 7 (2017):
497–510. https://doi.org/10.4236/jbbs.2017.711035.'
ieee: 'S. Franke, R. Kissgen, M. Krischer, and K. Sevecke, “Attachment in Children
with ADHD,” Journal of Behavioral and Brain Science, vol. 7, pp. 497–510,
2017, doi: 10.4236/jbbs.2017.711035.'
mla: Franke, Sebastian, et al. “Attachment in Children with ADHD.” Journal of
Behavioral and Brain Science, vol. 7, 2017, pp. 497–510, doi:10.4236/jbbs.2017.711035.
short: S. Franke, R. Kissgen, M. Krischer, K. Sevecke, Journal of Behavioral and
Brain Science 7 (2017) 497–510.
date_created: 2023-05-19T09:15:05Z
date_updated: 2024-12-17T09:13:32Z
department:
- _id: '591'
doi: 10.4236/jbbs.2017.711035
extern: '1'
intvolume: ' 7'
language:
- iso: eng
page: 497-510
publication: Journal of Behavioral and Brain Science
publication_status: published
status: public
title: Attachment in Children with ADHD
type: journal_article
user_id: '1112'
volume: 7
year: '2017'
...
---
_id: '33563'
author:
- first_name: Sara
full_name: Rezat, Sara
id: '58338'
last_name: Rezat
- first_name: Sebastian
full_name: Rezat, Sebastian
id: '31132'
last_name: Rezat
citation:
ama: Rezat S, Rezat S. Subject specific genres and genre awareness in integrated
mathematics and language teaching. EURASIA Journal of Mathematics, Science
& Technology Education 13 (7b). Published online 2017:4157-4188.
apa: Rezat, S., & Rezat, S. (2017). Subject specific genres and genre awareness
in integrated mathematics and language teaching. EURASIA Journal of Mathematics,
Science & Technology Education 13 (7b), 4157–4188.
bibtex: '@article{Rezat_Rezat_2017, title={Subject specific genres and genre awareness
in integrated mathematics and language teaching}, journal={EURASIA Journal of
Mathematics, Science & Technology Education 13 (7b)}, author={Rezat, Sara
and Rezat, Sebastian}, year={2017}, pages={4157–4188} }'
chicago: Rezat, Sara, and Sebastian Rezat. “Subject specific genres and genre awareness
in integrated mathematics and language teaching.” EURASIA Journal of Mathematics,
Science & Technology Education 13 (7b), 2017, 4157–88.
ieee: S. Rezat and S. Rezat, “Subject specific genres and genre awareness in integrated
mathematics and language teaching,” EURASIA Journal of Mathematics, Science
& Technology Education 13 (7b), pp. 4157–4188, 2017.
mla: Rezat, Sara, and Sebastian Rezat. “Subject specific genres and genre awareness
in integrated mathematics and language teaching.” EURASIA Journal of Mathematics,
Science & Technology Education 13 (7b), 2017, pp. 4157–88.
short: S. Rezat, S. Rezat, EURASIA Journal of Mathematics, Science & Technology
Education 13 (7b) (2017) 4157–4188.
date_created: 2022-10-08T01:06:00Z
date_updated: 2025-03-04T08:57:25Z
department:
- _id: '463'
- _id: '360'
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://doi.org/10.12973/eurasia.2017.00805a
oa: '1'
page: 4157-4188
publication: EURASIA Journal of Mathematics, Science & Technology Education 13 (7b)
quality_controlled: '1'
status: public
title: Subject specific genres and genre awareness in integrated mathematics and language
teaching
type: journal_article
user_id: '58338'
year: '2017'
...
---
_id: '54415'
author:
- first_name: Tilman-Mathies
full_name: Klar, Tilman-Mathies
id: '35771'
last_name: Klar
- first_name: Bernhard
full_name: Robben, Bernhard
last_name: Robben
- first_name: Bardo
full_name: Herzig, Bardo
id: '217'
last_name: Herzig
- first_name: Heidi
full_name: Schelhowe, Heidi
last_name: Schelhowe
citation:
ama: 'Klar T-M, Robben B, Herzig B, Schelhowe H. Interaktionsdesign in Bildungsräumen
für reflexive Erfahrung am Beispiel einer interaktiven Schwarminstallation. In:
Igel C, ed. Bildungsräume. . Waxmann; 2017.'
apa: Klar, T.-M., Robben, B., Herzig, B., & Schelhowe, H. (2017). Interaktionsdesign
in Bildungsräumen für reflexive Erfahrung am Beispiel einer interaktiven Schwarminstallation.
In C. Igel (Ed.), Bildungsräume. . Waxmann.
bibtex: '@inproceedings{Klar_Robben_Herzig_Schelhowe_2017, place={Münster; New York},
title={Interaktionsdesign in Bildungsräumen für reflexive Erfahrung am Beispiel
einer interaktiven Schwarminstallation}, booktitle={Bildungsräume. }, publisher={Waxmann},
author={Klar, Tilman-Mathies and Robben, Bernhard and Herzig, Bardo and Schelhowe,
Heidi}, editor={Igel, Christoph}, year={2017} }'
chicago: 'Klar, Tilman-Mathies, Bernhard Robben, Bardo Herzig, and Heidi Schelhowe.
“Interaktionsdesign in Bildungsräumen für reflexive Erfahrung am Beispiel einer
interaktiven Schwarminstallation.” In Bildungsräume. , edited by Christoph
Igel. Münster; New York: Waxmann, 2017.'
ieee: T.-M. Klar, B. Robben, B. Herzig, and H. Schelhowe, “Interaktionsdesign in
Bildungsräumen für reflexive Erfahrung am Beispiel einer interaktiven Schwarminstallation,”
in Bildungsräume. , Chemnitz, 2017.
mla: Klar, Tilman-Mathies, et al. “Interaktionsdesign in Bildungsräumen für reflexive
Erfahrung am Beispiel einer interaktiven Schwarminstallation.” Bildungsräume.
, edited by Christoph Igel, Waxmann, 2017.
short: 'T.-M. Klar, B. Robben, B. Herzig, H. Schelhowe, in: C. Igel (Ed.), Bildungsräume.
, Waxmann, Münster; New York, 2017.'
conference:
end_date: 08.09.2017
location: Chemnitz
name: Proceedings der 25. Jahrestagung der Gesellschaft für Medien in der Wissenschaft.
start_date: 05.09.2017
date_created: 2024-05-22T09:26:14Z
date_updated: 2025-04-01T08:04:57Z
department:
- _id: '459'
editor:
- first_name: Christoph
full_name: Igel, Christoph
last_name: Igel
language:
- iso: ger
place: Münster; New York
publication: 'Bildungsräume. '
publication_identifier:
isbn:
- 978-3-8309-3720-3
publication_status: published
publisher: Waxmann
status: public
title: Interaktionsdesign in Bildungsräumen für reflexive Erfahrung am Beispiel einer
interaktiven Schwarminstallation
type: conference
user_id: '66956'
year: '2017'
...
---
_id: '60367'
author:
- first_name: Julia
full_name: Hüllweg, Julia
id: '7247'
last_name: Hüllweg
citation:
ama: 'Hüllweg J. Rezension zu: Ursula Bredel, Christiane Maaß (2016): Leichte Sprache.
Theoretische Grundlagen. Orientierung für die Praxis. Berlin: Dudenverlag. rezensionen:kommunikation:medien.
Published online 2017.'
apa: 'Hüllweg, J. (2017). Rezension zu: Ursula Bredel, Christiane Maaß (2016): Leichte
Sprache. Theoretische Grundlagen. Orientierung für die Praxis. Berlin: Dudenverlag.
In rezensionen:kommunikation:medien.'
bibtex: '@article{Hüllweg_2017, title={Rezension zu: Ursula Bredel, Christiane Maaß
(2016): Leichte Sprache. Theoretische Grundlagen. Orientierung für die Praxis.
Berlin: Dudenverlag.}, journal={rezensionen:kommunikation:medien}, author={Hüllweg,
Julia}, year={2017} }'
chicago: 'Hüllweg, Julia. “Rezension zu: Ursula Bredel, Christiane Maaß (2016):
Leichte Sprache. Theoretische Grundlagen. Orientierung für die Praxis. Berlin:
Dudenverlag.” rezensionen:kommunikation:medien, 2017.'
ieee: 'J. Hüllweg, “Rezension zu: Ursula Bredel, Christiane Maaß (2016): Leichte
Sprache. Theoretische Grundlagen. Orientierung für die Praxis. Berlin: Dudenverlag.,”
rezensionen:kommunikation:medien. 2017.'
mla: 'Hüllweg, Julia. “Rezension zu: Ursula Bredel, Christiane Maaß (2016): Leichte
Sprache. Theoretische Grundlagen. Orientierung für die Praxis. Berlin: Dudenverlag.”
rezensionen:kommunikation:medien, 2017.'
short: J. Hüllweg, rezensionen:kommunikation:medien (2017).
date_created: 2025-06-25T09:04:39Z
date_updated: 2025-06-26T07:48:37Z
department:
- _id: '5'
language:
- iso: ger
publication: rezensionen:kommunikation:medien
related_material:
link:
- relation: confirmation
url: http://www.rkm-journal.de/archives/20419
status: public
title: 'Rezension zu: Ursula Bredel, Christiane Maaß (2016): Leichte Sprache. Theoretische
Grundlagen. Orientierung für die Praxis. Berlin: Dudenverlag.'
type: review
user_id: '7247'
year: '2017'
...
---
_id: '43218'
author:
- first_name: Lisa
full_name: Knoll, Lisa
id: '88789'
last_name: Knoll
citation:
ama: 'Knoll L. Konventionen und Kompromisse auf Finanzmärkten. In: Beyer J, Senge
K, eds. Finanzmarktsoziologie. Entscheidungen, Ungewissheit Und Geldordnung.
Springer Fachmedien Wiesbaden; 2017:107–124. doi:10.1007/978-3-658-17918-2_5'
apa: Knoll, L. (2017). Konventionen und Kompromisse auf Finanzmärkten. In J. Beyer
& K. Senge (Eds.), Finanzmarktsoziologie. Entscheidungen, Ungewissheit
und Geldordnung (pp. 107–124). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-17918-2_5
bibtex: '@inbook{Knoll_2017, place={Wiesbaden}, title={Konventionen und Kompromisse
auf Finanzmärkten}, DOI={10.1007/978-3-658-17918-2_5},
booktitle={ Finanzmarktsoziologie. Entscheidungen, Ungewissheit und Geldordnung},
publisher={Springer Fachmedien Wiesbaden}, author={Knoll, Lisa}, editor={Beyer,
Jürgen and Senge, Konstanze}, year={2017}, pages={107–124} }'
chicago: 'Knoll, Lisa. “Konventionen Und Kompromisse Auf Finanzmärkten.” In
Finanzmarktsoziologie. Entscheidungen, Ungewissheit Und Geldordnung, edited
by Jürgen Beyer and Konstanze Senge, 107–124. Wiesbaden: Springer Fachmedien Wiesbaden,
2017. https://doi.org/10.1007/978-3-658-17918-2_5.'
ieee: 'L. Knoll, “Konventionen und Kompromisse auf Finanzmärkten,” in Finanzmarktsoziologie.
Entscheidungen, Ungewissheit und Geldordnung, J. Beyer and K. Senge, Eds.
Wiesbaden: Springer Fachmedien Wiesbaden, 2017, pp. 107–124.'
mla: Knoll, Lisa. “Konventionen Und Kompromisse Auf Finanzmärkten.” Finanzmarktsoziologie.
Entscheidungen, Ungewissheit Und Geldordnung, edited by Jürgen Beyer and Konstanze
Senge, Springer Fachmedien Wiesbaden, 2017, pp. 107–124, doi:10.1007/978-3-658-17918-2_5.
short: 'L. Knoll, in: J. Beyer, K. Senge (Eds.), Finanzmarktsoziologie. Entscheidungen,
Ungewissheit Und Geldordnung, Springer Fachmedien Wiesbaden, Wiesbaden, 2017,
pp. 107–124.'
date_created: 2023-03-30T08:32:01Z
date_updated: 2025-06-30T14:33:14Z
department:
- _id: '121'
doi: 10.1007/978-3-658-17918-2_5
editor:
- first_name: Jürgen
full_name: Beyer, Jürgen
last_name: Beyer
- first_name: Konstanze
full_name: Senge, Konstanze
last_name: Senge
extern: '1'
language:
- iso: eng
page: 107–124
place: Wiesbaden
publication: ' Finanzmarktsoziologie. Entscheidungen, Ungewissheit und Geldordnung'
publication_identifier:
isbn:
- '9783658179175'
- '9783658179182'
publication_status: published
publisher: Springer Fachmedien Wiesbaden
status: public
title: Konventionen und Kompromisse auf Finanzmärkten
type: book_chapter
user_id: '88789'
year: '2017'
...
---
_id: '32535'
abstract:
- lang: eng
text: In this study, we draw on person–environment fit theory to analyze whether
academic success is best explained by individual abilities subjectively exceeding
situational demands or by abilities matching the demands. Moreover, we disentangled
effects of perceived abilities and subjective person–environment (P-E) fit on
academic success. All in all, 693 teacher education students participated in an
online questionnaire. Students were asked to rate general requirements of their
academic programs (e.g., self-discipline) on a 5-point scale in terms of (1) their
own abilities and (2) the perceived relevance for their studies. P-E fit was determined
by difference scores between abilities and relevance ratings. Academic success
was assessed by grades, perceived performance, and study satisfaction. Data were
analyzed through structural equation modeling and suggest that academic success
is best explained by a match between abilities and demands. Moreover, all three
criteria for academic success were more strongly related to subjective fit than
to subjective abilities.
author:
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
- first_name: Tom
full_name: Rosman, Tom
last_name: Rosman
- first_name: Susanne
full_name: Kohlmeyer, Susanne
last_name: Kohlmeyer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Bohndick C, Rosman T, Kohlmeyer S, Buhl HM. The interplay between subjective
abilities and subjective demands and its relationship with academic success. An
application of the person–environment fit theory. Higher Education. 2017;75(5):839-854.
doi:10.1007/s10734-017-0173-6
apa: Bohndick, C., Rosman, T., Kohlmeyer, S., & Buhl, H. M. (2017). The interplay
between subjective abilities and subjective demands and its relationship with
academic success. An application of the person–environment fit theory. Higher
Education, 75(5), 839–854. https://doi.org/10.1007/s10734-017-0173-6
bibtex: '@article{Bohndick_Rosman_Kohlmeyer_Buhl_2017, title={The interplay between
subjective abilities and subjective demands and its relationship with academic
success. An application of the person–environment fit theory}, volume={75}, DOI={10.1007/s10734-017-0173-6},
number={5}, journal={Higher Education}, publisher={Springer Science and Business
Media LLC}, author={Bohndick, Carla and Rosman, Tom and Kohlmeyer, Susanne and
Buhl, Heike M.}, year={2017}, pages={839–854} }'
chicago: 'Bohndick, Carla, Tom Rosman, Susanne Kohlmeyer, and Heike M. Buhl. “The
Interplay between Subjective Abilities and Subjective Demands and Its Relationship
with Academic Success. An Application of the Person–Environment Fit Theory.” Higher
Education 75, no. 5 (2017): 839–54. https://doi.org/10.1007/s10734-017-0173-6.'
ieee: 'C. Bohndick, T. Rosman, S. Kohlmeyer, and H. M. Buhl, “The interplay between
subjective abilities and subjective demands and its relationship with academic
success. An application of the person–environment fit theory,” Higher Education,
vol. 75, no. 5, pp. 839–854, 2017, doi: 10.1007/s10734-017-0173-6.'
mla: Bohndick, Carla, et al. “The Interplay between Subjective Abilities and Subjective
Demands and Its Relationship with Academic Success. An Application of the Person–Environment
Fit Theory.” Higher Education, vol. 75, no. 5, Springer Science and Business
Media LLC, 2017, pp. 839–54, doi:10.1007/s10734-017-0173-6.
short: C. Bohndick, T. Rosman, S. Kohlmeyer, H.M. Buhl, Higher Education 75 (2017)
839–854.
date_created: 2022-08-03T01:12:49Z
date_updated: 2025-07-16T08:47:02Z
department:
- _id: '427'
doi: 10.1007/s10734-017-0173-6
intvolume: ' 75'
issue: '5'
keyword:
- Academic success
- Person–environment fit theory
- Demands–abilities fit
- Higher education
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/content/pdf/10.1007/s10734-017-0173-6.pdf
oa: '1'
page: 839-854
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: Higher Education
publication_identifier:
issn:
- 0018-1560
- 1573-174X
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: The interplay between subjective abilities and subjective demands and its relationship
with academic success. An application of the person–environment fit theory
type: journal_article
user_id: '27152'
volume: 75
year: '2017'
...
---
_id: '32536'
abstract:
- lang: eng
text: In contrast to other career choices, the teaching profession seems familiar
to those interested in teaching because they have had the chance to observe teachers
for years. This phenomenon is known as the apprenticeship of observation and manifests
in naïve ideas and expectations of teaching among teacher students. Therefore,
characteristics of students interested in becoming teachers are important for
early teacher education and counselling. These characteristics include competencies
and motives, but nothing is known about their relationship to each other. Following
international teaching standards and the expectancy-value framework, this paper
analyses associations between both. Three competencies (i.e. planning, communication
and cooperation) and seven career choice motives were examined using a paper–pencil
survey of 907 high school students. Altogether, 463 students were able to imagine
becoming a teacher and were included in the analyses. SEM analyses showed that
(1) of all the competencies, communication had the most associations with motives,
(2) the motive ‘low difficulty of study’ is positively related to planning, (3)
the findings regarding extrinsic motives are ambiguous, and (4) gender differences
are marginal. Practical implications for early teacher education and counselling
are discussed.
author:
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
- first_name: Susanne
full_name: Kohlmeyer, Susanne
last_name: Kohlmeyer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: 'Bohndick C, Kohlmeyer S, Buhl HM. Competencies and career choice motives:
characteristics of high school students interested in teacher education programmes.
Journal of Education for Teaching. 2017;43(5):566-580. doi:10.1080/02607476.2017.1355029'
apa: 'Bohndick, C., Kohlmeyer, S., & Buhl, H. M. (2017). Competencies and career
choice motives: characteristics of high school students interested in teacher
education programmes. Journal of Education for Teaching, 43(5),
566–580. https://doi.org/10.1080/02607476.2017.1355029'
bibtex: '@article{Bohndick_Kohlmeyer_Buhl_2017, title={Competencies and career choice
motives: characteristics of high school students interested in teacher education
programmes}, volume={43}, DOI={10.1080/02607476.2017.1355029},
number={5}, journal={Journal of Education for Teaching}, publisher={Informa UK
Limited}, author={Bohndick, Carla and Kohlmeyer, Susanne and Buhl, Heike M.},
year={2017}, pages={566–580} }'
chicago: 'Bohndick, Carla, Susanne Kohlmeyer, and Heike M. Buhl. “Competencies and
Career Choice Motives: Characteristics of High School Students Interested in Teacher
Education Programmes.” Journal of Education for Teaching 43, no. 5 (2017):
566–80. https://doi.org/10.1080/02607476.2017.1355029.'
ieee: 'C. Bohndick, S. Kohlmeyer, and H. M. Buhl, “Competencies and career choice
motives: characteristics of high school students interested in teacher education
programmes,” Journal of Education for Teaching, vol. 43, no. 5, pp. 566–580,
2017, doi: 10.1080/02607476.2017.1355029.'
mla: 'Bohndick, Carla, et al. “Competencies and Career Choice Motives: Characteristics
of High School Students Interested in Teacher Education Programmes.” Journal
of Education for Teaching, vol. 43, no. 5, Informa UK Limited, 2017, pp. 566–80,
doi:10.1080/02607476.2017.1355029.'
short: C. Bohndick, S. Kohlmeyer, H.M. Buhl, Journal of Education for Teaching 43
(2017) 566–580.
date_created: 2022-08-03T01:14:22Z
date_updated: 2025-07-16T08:46:37Z
department:
- _id: '427'
doi: 10.1080/02607476.2017.1355029
intvolume: ' 43'
issue: '5'
keyword:
- Education
language:
- iso: eng
page: 566-580
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: Journal of Education for Teaching
publication_identifier:
issn:
- 0260-7476
- 1360-0540
publication_status: published
publisher: Informa UK Limited
status: public
title: 'Competencies and career choice motives: characteristics of high school students
interested in teacher education programmes'
type: journal_article
user_id: '27152'
volume: 43
year: '2017'
...
---
_id: '32537'
abstract:
- lang: eng
text: Home literacy environment (HLE) makes an important contribution to children's
reading acquisition in early years. Even though some research on children's perception
exists, children's reports about HLE have been neglected. The present study focuses
on N = 281 six-year-old's reports about HLE and its influences on literacy enjoyment,
frequency, and early literacy skills. Parents' educational background was expected
to predict children-perceived HLE. A positive impact of active HLE on literacy
enjoyment and frequency were found. HLE also mediates the relation between parents'
background and enjoyment. The importance of children's perspective on HLE regarding
family literacy programs is discussed.
author:
- first_name: Sabrina
full_name: Wiescholek, Sabrina
last_name: Wiescholek
- first_name: Johanna
full_name: Hilkenmeier, Johanna
last_name: Hilkenmeier
- first_name: Christian
full_name: Greiner, Christian
last_name: Greiner
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Wiescholek S, Hilkenmeier J, Greiner C, Buhl HM. Six-year-olds’ perception
of home literacy environment and its influence on children’s literacy enjoyment,
frequency, and early literacy skills. Reading Psychology. 2017;39(1):41-68.
doi:10.1080/02702711.2017.1361495
apa: Wiescholek, S., Hilkenmeier, J., Greiner, C., & Buhl, H. M. (2017). Six-year-olds’
perception of home literacy environment and its influence on children’s literacy
enjoyment, frequency, and early literacy skills. Reading Psychology, 39(1),
41–68. https://doi.org/10.1080/02702711.2017.1361495
bibtex: '@article{Wiescholek_Hilkenmeier_Greiner_Buhl_2017, title={Six-year-olds’
perception of home literacy environment and its influence on children’s literacy
enjoyment, frequency, and early literacy skills}, volume={39}, DOI={10.1080/02702711.2017.1361495},
number={1}, journal={Reading Psychology}, publisher={Informa UK Limited}, author={Wiescholek,
Sabrina and Hilkenmeier, Johanna and Greiner, Christian and Buhl, Heike M.}, year={2017},
pages={41–68} }'
chicago: 'Wiescholek, Sabrina, Johanna Hilkenmeier, Christian Greiner, and Heike
M. Buhl. “Six-Year-Olds’ Perception of Home Literacy Environment and Its Influence
on Children’s Literacy Enjoyment, Frequency, and Early Literacy Skills.” Reading
Psychology 39, no. 1 (2017): 41–68. https://doi.org/10.1080/02702711.2017.1361495.'
ieee: 'S. Wiescholek, J. Hilkenmeier, C. Greiner, and H. M. Buhl, “Six-year-olds’
perception of home literacy environment and its influence on children’s literacy
enjoyment, frequency, and early literacy skills,” Reading Psychology, vol.
39, no. 1, pp. 41–68, 2017, doi: 10.1080/02702711.2017.1361495.'
mla: Wiescholek, Sabrina, et al. “Six-Year-Olds’ Perception of Home Literacy Environment
and Its Influence on Children’s Literacy Enjoyment, Frequency, and Early Literacy
Skills.” Reading Psychology, vol. 39, no. 1, Informa UK Limited, 2017,
pp. 41–68, doi:10.1080/02702711.2017.1361495.
short: S. Wiescholek, J. Hilkenmeier, C. Greiner, H.M. Buhl, Reading Psychology
39 (2017) 41–68.
date_created: 2022-08-03T01:15:27Z
date_updated: 2025-07-16T08:46:09Z
department:
- _id: '427'
doi: 10.1080/02702711.2017.1361495
intvolume: ' 39'
issue: '1'
keyword:
- Linguistics and Language
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 41-68
project:
- _id: '381'
name: LIFE - Lesen in Familie erleben
publication: Reading Psychology
publication_identifier:
issn:
- 0270-2711
- 1521-0685
publication_status: published
publisher: Informa UK Limited
status: public
title: Six-year-olds' perception of home literacy environment and its influence on
children's literacy enjoyment, frequency, and early literacy skills
type: journal_article
user_id: '27152'
volume: 39
year: '2017'
...
---
_id: '60792'
citation:
ama: Nettekoven C, Reck N, Pieczewski J, et al., eds. P13 Congruency between
Speech-Related Areas Investigated by FMRI and Three RTMS Protocols with Different
Frequencies. Vol 128.; 2017:e333-e333. doi:https://doi.org/10.1016/j.clinph.2017.06.092
apa: Nettekoven, C., Reck, N., Pieczewski, J., Neuschmelting, V., Thiele, K., Grefkes,
C., Goldbrunner, R., & Lucas, C. W. (Eds.). (2017). P13 Congruency between
speech-related areas investigated by fMRI and three rTMS protocols with different
frequencies (Vol. 128, Issue 10, pp. e333–e333). https://doi.org/10.1016/j.clinph.2017.06.092
bibtex: '@book{Nettekoven_Reck_Pieczewski_ Neuschmelting_Thiele_Grefkes_Goldbrunner_Lucas_2017,
series={Clinical Neurophysiology}, title={P13 Congruency between speech-related
areas investigated by fMRI and three rTMS protocols with different frequencies},
volume={128}, DOI={https://doi.org/10.1016/j.clinph.2017.06.092
}, number={10}, year={2017}, pages={e333–e333}, collection={Clinical Neurophysiology}
}'
chicago: Nettekoven, C, N Reck, J Pieczewski, V Neuschmelting, K Thiele, C Grefkes,
R Goldbrunner, and C.W Lucas, eds. P13 Congruency between Speech-Related Areas
Investigated by FMRI and Three RTMS Protocols with Different Frequencies.
Vol. 128. Clinical Neurophysiology, 2017. https://doi.org/10.1016/j.clinph.2017.06.092 .
ieee: C. Nettekoven et al., Eds., P13 Congruency between speech-related
areas investigated by fMRI and three rTMS protocols with different frequencies,
vol. 128, no. 10. 2017, pp. e333–e333.
mla: Nettekoven, C., et al., editors. P13 Congruency between Speech-Related Areas
Investigated by FMRI and Three RTMS Protocols with Different Frequencies.
no. 10, 2017, pp. e333–e333, doi:https://doi.org/10.1016/j.clinph.2017.06.092 .
short: C. Nettekoven, N. Reck, J. Pieczewski, V. Neuschmelting, K. Thiele, C. Grefkes,
R. Goldbrunner, C.W. Lucas, eds., P13 Congruency between Speech-Related Areas
Investigated by FMRI and Three RTMS Protocols with Different Frequencies, 2017.
date_created: 2025-07-27T22:33:34Z
date_updated: 2025-07-28T23:26:19Z
department:
- _id: '890'
doi: 'https://doi.org/10.1016/j.clinph.2017.06.092 '
editor:
- first_name: C
full_name: Nettekoven, C
last_name: Nettekoven
- first_name: N
full_name: Reck, N
last_name: Reck
- first_name: J
full_name: Pieczewski, J
last_name: Pieczewski
- first_name: V
full_name: ' Neuschmelting, V'
last_name: ' Neuschmelting'
- first_name: K
full_name: Thiele, K
last_name: Thiele
- first_name: C
full_name: Grefkes, C
last_name: Grefkes
- first_name: R
full_name: Goldbrunner, R
last_name: Goldbrunner
- first_name: C.W
full_name: Lucas, C.W
last_name: Lucas
intvolume: ' 128'
issue: '10'
language:
- iso: eng
page: e333-e333
publication_status: published
series_title: Clinical Neurophysiology
status: public
title: P13 Congruency between speech-related areas investigated by fMRI and three
rTMS protocols with different frequencies
type: conference_editor
user_id: '71124'
volume: 128
year: '2017'
...
---
_id: '60790'
citation:
ama: Pieczewski J, Nettekoven C, Neuschmelting V, et al., eds. P12 Integrating
NTMS Motor Mapping of the M1 Tongue Area into Diffusion Tractography to Reconstruct
Motor-Speech Pathways. . Vol 128.; 2017:e332. doi:https://doi.org/10.1016/j.clinph.2017.06.091
apa: Pieczewski, J., Nettekoven, C., Neuschmelting, V., Thiele, K., Hoevels, M.,
Reck, N., Tittgemeyer, M., Grefkes, C., Goldbrunner, R., & Lucas, C. W. (Eds.).
(2017). P12 Integrating nTMS motor mapping of the M1 tongue area into diffusion
tractography to reconstruct motor-speech pathways. (Vol. 128, Issue 10, p.
e332). https://doi.org/10.1016/j.clinph.2017.06.091
bibtex: '@book{Pieczewski_Nettekoven_Neuschmelting_Thiele_ Hoevels_Reck_Tittgemeyer_Grefkes_Goldbrunner_Lucas_2017,
title={P12 Integrating nTMS motor mapping of the M1 tongue area into diffusion
tractography to reconstruct motor-speech pathways. }, volume={128}, DOI={https://doi.org/10.1016/j.clinph.2017.06.091 }, number={10}, year={2017},
pages={e332} }'
chicago: Pieczewski, J, C Nettekoven, V Neuschmelting, K Thiele, M Hoevels, N Reck,
M Tittgemeyer, C Grefkes, R Goldbrunner, and C.W Lucas, eds. P12 Integrating
NTMS Motor Mapping of the M1 Tongue Area into Diffusion Tractography to Reconstruct
Motor-Speech Pathways. . Vol. 128, 2017. https://doi.org/10.1016/j.clinph.2017.06.091 .
ieee: J. Pieczewski et al., Eds., P12 Integrating nTMS motor mapping
of the M1 tongue area into diffusion tractography to reconstruct motor-speech
pathways. , vol. 128, no. 10. 2017, p. e332.
mla: Pieczewski, J., et al., editors. P12 Integrating NTMS Motor Mapping of
the M1 Tongue Area into Diffusion Tractography to Reconstruct Motor-Speech Pathways.
. no. 10, 2017, p. e332, doi:https://doi.org/10.1016/j.clinph.2017.06.091 .
short: J. Pieczewski, C. Nettekoven, V. Neuschmelting, K. Thiele, M. Hoevels, N.
Reck, M. Tittgemeyer, C. Grefkes, R. Goldbrunner, C.W. Lucas, eds., P12 Integrating
NTMS Motor Mapping of the M1 Tongue Area into Diffusion Tractography to Reconstruct
Motor-Speech Pathways. , 2017.
date_created: 2025-07-27T22:24:58Z
date_updated: 2025-07-28T23:25:41Z
department:
- _id: '890'
doi: 'https://doi.org/10.1016/j.clinph.2017.06.091 '
editor:
- first_name: J
full_name: Pieczewski, J
last_name: Pieczewski
- first_name: C
full_name: Nettekoven, C
last_name: Nettekoven
- first_name: V
full_name: Neuschmelting, V
last_name: Neuschmelting
- first_name: K
full_name: Thiele, K
last_name: Thiele
- first_name: M
full_name: ' Hoevels, M'
last_name: ' Hoevels'
- first_name: N
full_name: Reck, N
last_name: Reck
- first_name: M
full_name: Tittgemeyer, M
last_name: Tittgemeyer
- first_name: C
full_name: Grefkes, C
last_name: Grefkes
- first_name: R
full_name: Goldbrunner, R
last_name: Goldbrunner
- first_name: C.W
full_name: Lucas, C.W
last_name: Lucas
intvolume: ' 128'
issue: '10'
language:
- iso: eng
page: e332
publication_status: published
status: public
title: 'P12 Integrating nTMS motor mapping of the M1 tongue area into diffusion tractography
to reconstruct motor-speech pathways. '
type: conference_editor
user_id: '71124'
volume: 128
year: '2017'
...
---
_id: '60793'
citation:
ama: 'Pieczewski J, Nettekoven C, Neuschmelting V, Thiele K, Goldbrunner R, Lucas
CW, eds. P228 Better Tolerability and Lower Mean Intensities Favour Higher-Frequent
Stimulation as Compared to 10 Hz Online-RTMS for Language Mapping: A Test–Retest
Reliability Study in Healthy Volunteers. Vol 128.; 2017:e126-e127. doi:https://doi.org/10.1016/j.clinph.2016.10.345
'
apa: 'Pieczewski, J., Nettekoven, C., Neuschmelting, V., Thiele, K., Goldbrunner,
R., & Lucas, C. W. (Eds.). (2017). P228 Better tolerability and lower mean
intensities favour higher-frequent stimulation as compared to 10 Hz online-rTMS
for language mapping: A test–retest reliability study in healthy volunteers
(Vol. 128, Issue 3, pp. e126–e127). https://doi.org/10.1016/j.clinph.2016.10.345 '
bibtex: '@book{Pieczewski_Nettekoven_Neuschmelting_Thiele_Goldbrunner_Lucas_2017,
series={Clinical Neurophysiology}, title={P228 Better tolerability and lower mean
intensities favour higher-frequent stimulation as compared to 10 Hz online-rTMS
for language mapping: A test–retest reliability study in healthy volunteers},
volume={128}, DOI={https://doi.org/10.1016/j.clinph.2016.10.345
}, number={3}, year={2017}, pages={e126–e127}, collection={Clinical Neurophysiology}
}'
chicago: 'Pieczewski, J, C Nettekoven, V Neuschmelting, K Thiele, R Goldbrunner,
and C.W Lucas, eds. P228 Better Tolerability and Lower Mean Intensities Favour
Higher-Frequent Stimulation as Compared to 10 Hz Online-RTMS for Language Mapping:
A Test–Retest Reliability Study in Healthy Volunteers. Vol. 128. Clinical
Neurophysiology, 2017. https://doi.org/10.1016/j.clinph.2016.10.345
.'
ieee: 'J. Pieczewski, C. Nettekoven, V. Neuschmelting, K. Thiele, R. Goldbrunner,
and C. W. Lucas, Eds., P228 Better tolerability and lower mean intensities
favour higher-frequent stimulation as compared to 10 Hz online-rTMS for language
mapping: A test–retest reliability study in healthy volunteers, vol. 128,
no. 3. 2017, pp. e126–e127.'
mla: 'Pieczewski, J., et al., editors. P228 Better Tolerability and Lower Mean
Intensities Favour Higher-Frequent Stimulation as Compared to 10 Hz Online-RTMS
for Language Mapping: A Test–Retest Reliability Study in Healthy Volunteers.
no. 3, 2017, pp. e126–27, doi:https://doi.org/10.1016/j.clinph.2016.10.345 .'
short: 'J. Pieczewski, C. Nettekoven, V. Neuschmelting, K. Thiele, R. Goldbrunner,
C.W. Lucas, eds., P228 Better Tolerability and Lower Mean Intensities Favour Higher-Frequent
Stimulation as Compared to 10 Hz Online-RTMS for Language Mapping: A Test–Retest
Reliability Study in Healthy Volunteers, 2017.'
date_created: 2025-07-27T22:39:17Z
date_updated: 2025-07-28T23:26:46Z
department:
- _id: '890'
doi: 'https://doi.org/10.1016/j.clinph.2016.10.345 '
editor:
- first_name: J
full_name: Pieczewski, J
last_name: Pieczewski
- first_name: C
full_name: Nettekoven, C
last_name: Nettekoven
- first_name: V
full_name: Neuschmelting, V
last_name: Neuschmelting
- first_name: K
full_name: Thiele, K
last_name: Thiele
- first_name: R
full_name: Goldbrunner, R
last_name: Goldbrunner
- first_name: C.W
full_name: Lucas, C.W
last_name: Lucas
intvolume: ' 128'
issue: '3'
language:
- iso: eng
page: e126-e127
publication_status: published
series_title: Clinical Neurophysiology
status: public
title: 'P228 Better tolerability and lower mean intensities favour higher-frequent
stimulation as compared to 10 Hz online-rTMS for language mapping: A test–retest
reliability study in healthy volunteers'
type: conference_editor
user_id: '71124'
volume: 128
year: '2017'
...
---
_id: '60791'
citation:
ama: Lucas CW, Pieczewski J, Nettekoven C, et al., eds. P14 Motor Component of
Speech Errors in RTMS Language Mapping. Vol 128.; 2017:e333. doi:https://doi.org/10.1016/j.clinph.2017.06.093
apa: Lucas, C. W., Pieczewski, J., Nettekoven, C., Neuschmelting, V., Thiele, K.,
Goldbrunner, R., & Grefkes, C. (Eds.). (2017). P14 Motor component of speech
errors in rTMS language mapping (Vol. 128, Issue 10, p. e333). https://doi.org/10.1016/j.clinph.2017.06.093
bibtex: '@book{Lucas_Pieczewski_Nettekoven_Neuschmelting_Thiele_Goldbrunner_Grefkes_2017,
series={Clinical Neurophysiology}, title={P14 Motor component of speech errors
in rTMS language mapping}, volume={128}, DOI={https://doi.org/10.1016/j.clinph.2017.06.093 }, number={10}, year={2017},
pages={e333}, collection={Clinical Neurophysiology} }'
chicago: Lucas, C.W, J Pieczewski, C Nettekoven, V Neuschmelting, K Thiele, R Goldbrunner,
and C Grefkes, eds. P14 Motor Component of Speech Errors in RTMS Language Mapping.
Vol. 128. Clinical Neurophysiology, 2017. https://doi.org/10.1016/j.clinph.2017.06.093 .
ieee: C. W. Lucas et al., Eds., P14 Motor component of speech errors in
rTMS language mapping, vol. 128, no. 10. 2017, p. e333.
mla: Lucas, C. W., et al., editors. P14 Motor Component of Speech Errors in RTMS
Language Mapping. no. 10, 2017, p. e333, doi:https://doi.org/10.1016/j.clinph.2017.06.093 .
short: C.W. Lucas, J. Pieczewski, C. Nettekoven, V. Neuschmelting, K. Thiele, R.
Goldbrunner, C. Grefkes, eds., P14 Motor Component of Speech Errors in RTMS Language
Mapping, 2017.
date_created: 2025-07-27T22:29:13Z
date_updated: 2025-07-28T23:26:37Z
department:
- _id: '890'
doi: 'https://doi.org/10.1016/j.clinph.2017.06.093 '
editor:
- first_name: C.W
full_name: Lucas, C.W
last_name: Lucas
- first_name: J
full_name: Pieczewski, J
last_name: Pieczewski
- first_name: C
full_name: Nettekoven, C
last_name: Nettekoven
- first_name: V
full_name: Neuschmelting, V
last_name: Neuschmelting
- first_name: K
full_name: Thiele, K
last_name: Thiele
- first_name: R
full_name: Goldbrunner, R
last_name: Goldbrunner
- first_name: C
full_name: Grefkes, C
last_name: Grefkes
intvolume: ' 128'
issue: '10'
language:
- iso: eng
page: e333
publication_status: published
series_title: Clinical Neurophysiology
status: public
title: P14 Motor component of speech errors in rTMS language mapping
type: conference_editor
user_id: '71124'
volume: 128
year: '2017'
...
---
_id: '32539'
abstract:
- lang: ger
text: 'Eltern und Lehrkräfte kommen zweimal jährlich an Elternsprechtagen zusammen,
um über leistungsrelevante Merkmale des Schulkindes zu sprechen und seine Schullaufbahn
voranzubringen. Merkmale dieser Gespräche wurden bisher kaum systematisch untersucht.
Der Beitrag geht vor dem Hintergrund der Selbstbestimmungstheorie der Frage nach,
wie elterliche Motivation und schließlich elterliches Unterstützungsverhalten
im Gespräch am Elternsprechtag mittels einer strukturgebenden, autonomieunterstützenden
und wertschätzenden Beratung durch die Lehrkraft gefördert werden kann. Hierzu
wurden 271 Eltern am Elternsprechtag sowie drei bis vier Wochen danach befragt.
Die angenommene dimensionale Struktur des Gesprächsverhaltens der Lehrkräfte konnte
in Teilen bestätigt werden: Eine konfirmatorische Faktorenanalyse ergab, dass
Eltern die selbstbestimmungstheoretisch abgeleiteten Dimensionen Wertschätzung,
Autonomieunterstützung und Strukturgebung im Gespräch wahrnehmen. Zudem konnte
gezeigt werden, dass bei schwachen Leseleistungen des Kindes sowohl Eltern ihr
Unterstützungsverhalten anpassen, als auch Lehrkräfte sich mehr um die Motivationsförderung
der Eltern bemühen. Dabei wurde der Zusammenhang zwischen der Einschätzung der
Leseleistung und einer Veränderung im Unterstützungsverhalten durch die wahrgenommene
Autonomieunterstützung mediiert: Fühlen sich Eltern also im Gespräch von der Lehrkraft
in ihrer Autonomie unterstützt, berichten sie danach häufiger, ihr Unterstützungsverhalten
verändert zu haben.'
article_number: 256 - 269
author:
- first_name: Johanna
full_name: Hilkenmeier, Johanna
last_name: Hilkenmeier
- first_name: Sabrina
full_name: Wiescholek, Sabrina
last_name: Wiescholek
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Hilkenmeier J, Wiescholek S, Buhl HM. Motivationsförderung am Elternsprechtag.
Zum Zusammenhang zwischen eingeschätzter Leseleistung, Lehrer- und Elternverhalten.
Psychologie in Erziehung und Unterricht. 2017;64(4). doi:10.2378/peu2017.art18d
apa: Hilkenmeier, J., Wiescholek, S., & Buhl, H. M. (2017). Motivationsförderung
am Elternsprechtag. Zum Zusammenhang zwischen eingeschätzter Leseleistung, Lehrer-
und Elternverhalten. Psychologie in Erziehung und Unterricht, 64(4),
Article 256–269. https://doi.org/10.2378/peu2017.art18d
bibtex: '@article{Hilkenmeier_Wiescholek_Buhl_2017, title={Motivationsförderung
am Elternsprechtag. Zum Zusammenhang zwischen eingeschätzter Leseleistung, Lehrer-
und Elternverhalten}, volume={64}, DOI={10.2378/peu2017.art18d},
number={4256–269}, journal={Psychologie in Erziehung und Unterricht}, publisher={Ernst
Reinhardt, GmbH & Co. KG}, author={Hilkenmeier, Johanna and Wiescholek, Sabrina
and Buhl, Heike M.}, year={2017} }'
chicago: Hilkenmeier, Johanna, Sabrina Wiescholek, and Heike M. Buhl. “Motivationsförderung
am Elternsprechtag. Zum Zusammenhang zwischen eingeschätzter Leseleistung, Lehrer-
und Elternverhalten.” Psychologie in Erziehung und Unterricht 64, no. 4
(2017). https://doi.org/10.2378/peu2017.art18d.
ieee: 'J. Hilkenmeier, S. Wiescholek, and H. M. Buhl, “Motivationsförderung am Elternsprechtag.
Zum Zusammenhang zwischen eingeschätzter Leseleistung, Lehrer- und Elternverhalten,”
Psychologie in Erziehung und Unterricht, vol. 64, no. 4, Art. no. 256–269,
2017, doi: 10.2378/peu2017.art18d.'
mla: Hilkenmeier, Johanna, et al. “Motivationsförderung am Elternsprechtag. Zum
Zusammenhang zwischen eingeschätzter Leseleistung, Lehrer- und Elternverhalten.”
Psychologie in Erziehung und Unterricht, vol. 64, no. 4, 256–269, Ernst
Reinhardt, GmbH & Co. KG, 2017, doi:10.2378/peu2017.art18d.
short: J. Hilkenmeier, S. Wiescholek, H.M. Buhl, Psychologie in Erziehung und Unterricht
64 (2017).
date_created: 2022-08-03T01:18:06Z
date_updated: 2025-08-12T08:29:12Z
department:
- _id: '427'
doi: 10.2378/peu2017.art18d
intvolume: ' 64'
issue: '4'
language:
- iso: ger
project:
- _id: '381'
name: LIFE - Lesen in Familie erleben
- _id: '382'
name: Elternsprechtage - Kooperation zwischen Elternhaus und Schule
publication: Psychologie in Erziehung und Unterricht
publication_identifier:
issn:
- 0342-183X
publication_status: published
publisher: Ernst Reinhardt, GmbH & Co. KG
status: public
title: Motivationsförderung am Elternsprechtag. Zum Zusammenhang zwischen eingeschätzter
Leseleistung, Lehrer- und Elternverhalten
type: journal_article
user_id: '90826'
volume: 64
year: '2017'
...
---
_id: '32534'
abstract:
- lang: ger
text: 'Auf Forschungsbefunden basierend wird erörtert, welche Relevanz Elternsprechtage
an der Schule haben und inwieweit Elternsprechtage zur Förderung elterlichen Schulengagements
genutzt werden können. Die Ausführungen münden in folgenden Feststellungen: (1)
Elterliches Unterstützungsverhalten kann förderlich für die schulische Entwicklung
des Kindes sein. (2) Motivationale Variablen, wie etwa das Rollenverständnis und
Kompetenzerleben der Eltern, erhöhen die Wahrscheinlichkeit für elterliches Unterstützungsverhalten.
(3) Eine Möglichkeit für Lehrkräfte, elterliche Motivation zu fördern, ist die
direkte Kommunikation am Elternsprechtag. (4) Unabhängig von den Gesprächsinhalten
ist am Elternsprechtag die Gesprächsqualität zu beachten. (5) Wesentliche Elemente
der Gesprächsqualität am Elternsprechtag sind aus motivationspsychologischer Perspektive:
Wertschätzung, Autonomieunterstützung, Strukturgebung und (wenig) Kontrolle.'
author:
- first_name: Johanna
full_name: Hilkenmeier, Johanna
last_name: Hilkenmeier
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: 'Hilkenmeier J, Buhl HM. Zur Bedeutung des Gesprächs am Elternsprechtag – Ein
Blick in die Forschung. In: Aich G, Kuboth C, Gartmeier M, Sauer D, eds. Handbuch
zur Kooperation und Kommunikation mit Eltern. Vol 1. Schneider-Verlag; 2017:76-85.'
apa: Hilkenmeier, J., & Buhl, H. M. (2017). Zur Bedeutung des Gesprächs am Elternsprechtag
– Ein Blick in die Forschung. In G. Aich, C. Kuboth, M. Gartmeier, & D. Sauer
(Eds.), Handbuch zur Kooperation und Kommunikation mit Eltern (Vol. 1,
pp. 76–85). Schneider-Verlag.
bibtex: '@inbook{Hilkenmeier_Buhl_2017, place={Hohengehren}, title={Zur Bedeutung
des Gesprächs am Elternsprechtag – Ein Blick in die Forschung}, volume={1}, booktitle={Handbuch
zur Kooperation und Kommunikation mit Eltern}, publisher={Schneider-Verlag}, author={Hilkenmeier,
Johanna and Buhl, Heike M.}, editor={Aich, Gernot and Kuboth, Christina and Gartmeier,
Martin and Sauer, Daniela}, year={2017}, pages={76–85} }'
chicago: 'Hilkenmeier, Johanna, and Heike M. Buhl. “Zur Bedeutung des Gesprächs
am Elternsprechtag – Ein Blick in die Forschung.” In Handbuch zur Kooperation
und Kommunikation mit Eltern, edited by Gernot Aich, Christina Kuboth, Martin
Gartmeier, and Daniela Sauer, 1:76–85. Hohengehren: Schneider-Verlag, 2017.'
ieee: 'J. Hilkenmeier and H. M. Buhl, “Zur Bedeutung des Gesprächs am Elternsprechtag
– Ein Blick in die Forschung,” in Handbuch zur Kooperation und Kommunikation
mit Eltern, vol. 1, G. Aich, C. Kuboth, M. Gartmeier, and D. Sauer, Eds. Hohengehren:
Schneider-Verlag, 2017, pp. 76–85.'
mla: Hilkenmeier, Johanna, and Heike M. Buhl. “Zur Bedeutung des Gesprächs am Elternsprechtag
– Ein Blick in die Forschung.” Handbuch zur Kooperation und Kommunikation mit
Eltern, edited by Gernot Aich et al., vol. 1, Schneider-Verlag, 2017, pp.
76–85.
short: 'J. Hilkenmeier, H.M. Buhl, in: G. Aich, C. Kuboth, M. Gartmeier, D. Sauer
(Eds.), Handbuch zur Kooperation und Kommunikation mit Eltern, Schneider-Verlag,
Hohengehren, 2017, pp. 76–85.'
date_created: 2022-08-03T00:49:03Z
date_updated: 2025-08-12T08:30:48Z
department:
- _id: '427'
editor:
- first_name: Gernot
full_name: Aich, Gernot
last_name: Aich
- first_name: Christina
full_name: Kuboth, Christina
last_name: Kuboth
- first_name: Martin
full_name: Gartmeier, Martin
last_name: Gartmeier
- first_name: Daniela
full_name: Sauer, Daniela
last_name: Sauer
intvolume: ' 1'
language:
- iso: ger
page: 76 - 85
place: Hohengehren
project:
- _id: '382'
name: Elternsprechtage - Kooperation zwischen Elternhaus und Schule
publication: Handbuch zur Kooperation und Kommunikation mit Eltern
publication_status: published
publisher: Schneider-Verlag
status: public
title: Zur Bedeutung des Gesprächs am Elternsprechtag – Ein Blick in die Forschung
type: book_chapter
user_id: '90826'
volume: 1
year: '2017'
...
---
_id: '32540'
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Johanna
full_name: Hilkenmeier, Johanna
last_name: Hilkenmeier
citation:
ama: 'Buhl HM, Hilkenmeier J. Professionalism in parent-teacher conversations: Aspects,
determinants, and consequences. A competence-oriented discussion. Journal of
Educational Research Online. 2017;9(3):102-113. doi:10.25656/01:15303'
apa: 'Buhl, H. M., & Hilkenmeier, J. (2017). Professionalism in parent-teacher
conversations: Aspects, determinants, and consequences. A competence-oriented
discussion. Journal of Educational Research Online, 9(3), 102–113.
https://doi.org/10.25656/01:15303'
bibtex: '@article{Buhl_Hilkenmeier_2017, title={Professionalism in parent-teacher
conversations: Aspects, determinants, and consequences. A competence-oriented
discussion}, volume={9}, DOI={10.25656/01:15303},
number={3}, journal={Journal of Educational Research Online}, author={Buhl, Heike
M. and Hilkenmeier, Johanna}, year={2017}, pages={102–113} }'
chicago: 'Buhl, Heike M., and Johanna Hilkenmeier. “Professionalism in Parent-Teacher
Conversations: Aspects, Determinants, and Consequences. A Competence-Oriented
Discussion.” Journal of Educational Research Online 9, no. 3 (2017): 102–13.
https://doi.org/10.25656/01:15303.'
ieee: 'H. M. Buhl and J. Hilkenmeier, “Professionalism in parent-teacher conversations:
Aspects, determinants, and consequences. A competence-oriented discussion,” Journal
of Educational Research Online, vol. 9, no. 3, pp. 102–113, 2017, doi: 10.25656/01:15303.'
mla: 'Buhl, Heike M., and Johanna Hilkenmeier. “Professionalism in Parent-Teacher
Conversations: Aspects, Determinants, and Consequences. A Competence-Oriented
Discussion.” Journal of Educational Research Online, vol. 9, no. 3, 2017,
pp. 102–13, doi:10.25656/01:15303.'
short: H.M. Buhl, J. Hilkenmeier, Journal of Educational Research Online 9 (2017)
102–113.
date_created: 2022-08-03T01:22:13Z
date_updated: 2025-08-12T08:29:54Z
department:
- _id: '427'
doi: 10.25656/01:15303
intvolume: ' 9'
issue: '3'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.pedocs.de/volltexte/2018/15303/pdf/JERO_2017_3_Buhl_Hilkenmeier_Professionalism_in_parent-teacher.pdf
oa: '1'
page: 102 - 113
project:
- _id: '382'
name: Elternsprechtage - Kooperation zwischen Elternhaus und Schule
publication: Journal of Educational Research Online
publication_identifier:
issn:
- 1866-6671
publication_status: published
status: public
title: 'Professionalism in parent-teacher conversations: Aspects, determinants, and
consequences. A competence-oriented discussion'
type: journal_article
user_id: '90826'
volume: 9
year: '2017'
...
---
_id: '32538'
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Johanna
full_name: Hilkenmeier, Johanna
last_name: Hilkenmeier
citation:
ama: Buhl HM, Hilkenmeier J. Editorial Gespräche zwischen Eltern und Lehrkräften.
Psychologie in Erziehung und Unterricht. 2017;64(4):241-242. doi:10.2378/peu2017.art20d
apa: Buhl, H. M., & Hilkenmeier, J. (2017). Editorial Gespräche zwischen Eltern
und Lehrkräften. Psychologie in Erziehung und Unterricht, 64(4),
241–242. https://doi.org/10.2378/peu2017.art20d
bibtex: '@article{Buhl_Hilkenmeier_2017, title={Editorial Gespräche zwischen Eltern
und Lehrkräften}, volume={64}, DOI={10.2378/peu2017.art20d},
number={4}, journal={Psychologie in Erziehung und Unterricht}, author={Buhl, Heike
M. and Hilkenmeier, Johanna}, year={2017}, pages={241–242} }'
chicago: 'Buhl, Heike M., and Johanna Hilkenmeier. “Editorial Gespräche zwischen
Eltern und Lehrkräften.” Psychologie in Erziehung und Unterricht 64, no.
4 (2017): 241–42. https://doi.org/10.2378/peu2017.art20d.'
ieee: 'H. M. Buhl and J. Hilkenmeier, “Editorial Gespräche zwischen Eltern und Lehrkräften,”
Psychologie in Erziehung und Unterricht, vol. 64, no. 4, pp. 241–242, 2017,
doi: 10.2378/peu2017.art20d.'
mla: Buhl, Heike M., and Johanna Hilkenmeier. “Editorial Gespräche zwischen Eltern
und Lehrkräften.” Psychologie in Erziehung und Unterricht, vol. 64, no.
4, 2017, pp. 241–42, doi:10.2378/peu2017.art20d.
short: H.M. Buhl, J. Hilkenmeier, Psychologie in Erziehung und Unterricht 64 (2017)
241–242.
date_created: 2022-08-03T01:16:21Z
date_updated: 2025-08-12T08:30:36Z
department:
- _id: '427'
doi: 10.2378/peu2017.art20d
intvolume: ' 64'
issue: '4'
keyword:
- Developmental and Educational Psychology
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.reinhardt-journals.de/index.php/peu/article/view/3081/4354
oa: '1'
page: 241 - 242
project:
- _id: '382'
name: Elternsprechtage - Kooperation zwischen Elternhaus und Schule
publication: Psychologie in Erziehung und Unterricht
publication_identifier:
issn:
- 0342-183X
publication_status: published
status: public
title: Editorial Gespräche zwischen Eltern und Lehrkräften
type: journal_article
user_id: '90826'
volume: 64
year: '2017'
...
---
_id: '33218'
citation:
ama: Buhl HM, Hilkenmeier J, eds. Gespräche Zwischen Eltern Und Lehrkräften.
Vol 64.; 2017.
apa: Gespräche zwischen Eltern und Lehrkräften. (2017). In H. M. Buhl & J. Hilkenmeier
(Eds.), Psychologie in Erziehung und Unterricht (Vol. 64, Issue 4).
bibtex: '@book{Buhl_Hilkenmeier_2017, title={Gespräche zwischen Eltern und Lehrkräften},
volume={64}, number={4}, journal={Psychologie in Erziehung und Unterricht}, year={2017}
}'
chicago: Buhl, Heike M., and Johanna Hilkenmeier, eds. Gespräche Zwischen Eltern
Und Lehrkräften. Psychologie in Erziehung Und Unterricht. Vol. 64,
2017.
ieee: H. M. Buhl and J. Hilkenmeier, Eds., Gespräche zwischen Eltern und Lehrkräften,
vol. 64, no. 4. 2017.
mla: Buhl, Heike M., and Johanna Hilkenmeier, editors. “Gespräche Zwischen Eltern
Und Lehrkräften.” Psychologie in Erziehung Und Unterricht, vol. 64, no.
4, 2017.
short: H.M. Buhl, J. Hilkenmeier, eds., Gespräche Zwischen Eltern Und Lehrkräften,
2017.
date_created: 2022-08-29T05:56:08Z
date_updated: 2025-08-12T08:30:20Z
department:
- _id: '427'
editor:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Johanna
full_name: Hilkenmeier, Johanna
last_name: Hilkenmeier
intvolume: ' 64'
issue: '4'
language:
- iso: eng
project:
- _id: '382'
name: Elternsprechtage - Kooperation zwischen Elternhaus und Schule
publication: Psychologie in Erziehung und Unterricht
status: public
title: Gespräche zwischen Eltern und Lehrkräften
type: journal_editor
user_id: '90826'
volume: 64
year: '2017'
...
---
_id: '58786'
author:
- first_name: Robert
full_name: Wirth, Robert
id: '43040'
last_name: Wirth
citation:
ama: 'Wirth R. Notions of India in A.J. Cronin’s Hatter’s Castle. In: Imperial
Middlebrow: Cross-Colonial Encounters and Expressions of Power in Middlebrow Literature
and Culture, 1890-1940. ; 2017.'
apa: 'Wirth, R. (2017). Notions of India in A.J. Cronin’s Hatter’s Castle. Imperial
Middlebrow: Cross-Colonial Encounters and Expressions of Power in Middlebrow Literature
and Culture, 1890-1940.'
bibtex: '@inproceedings{Wirth_2017, place={University of Reading, England}, title={Notions
of India in A.J. Cronin’s Hatter’s Castle}, booktitle={Imperial Middlebrow: Cross-colonial
encounters and expressions of power in middlebrow literature and culture, 1890-1940},
author={Wirth, Robert}, year={2017} }'
chicago: 'Wirth, Robert. “Notions of India in A.J. Cronin’s Hatter’s Castle.” In
Imperial Middlebrow: Cross-Colonial Encounters and Expressions of Power in
Middlebrow Literature and Culture, 1890-1940. University of Reading, England,
2017.'
ieee: R. Wirth, “Notions of India in A.J. Cronin’s Hatter’s Castle,” 2017.
mla: 'Wirth, Robert. “Notions of India in A.J. Cronin’s Hatter’s Castle.” Imperial
Middlebrow: Cross-Colonial Encounters and Expressions of Power in Middlebrow Literature
and Culture, 1890-1940, 2017.'
short: 'R. Wirth, in: Imperial Middlebrow: Cross-Colonial Encounters and Expressions
of Power in Middlebrow Literature and Culture, 1890-1940, University of Reading,
England, 2017.'
date_created: 2025-02-23T16:17:16Z
date_updated: 2026-03-10T16:05:32Z
department:
- _id: '381'
language:
- iso: eng
place: University of Reading, England
publication: 'Imperial Middlebrow: Cross-colonial encounters and expressions of power
in middlebrow literature and culture, 1890-1940'
status: public
title: Notions of India in A.J. Cronin’s Hatter’s Castle
type: conference
user_id: '43040'
year: '2017'
...
---
_id: '58787'
author:
- first_name: Robert
full_name: Wirth, Robert
id: '43040'
last_name: Wirth
citation:
ama: 'Wirth R. Putting the ‘Great’ Back Into Great Britain. In: Britain in Europe
/ Europe in Britain. ; 2017.'
apa: Wirth, R. (2017). Putting the ‘Great’ Back Into Great Britain. Britain in
Europe / Europe in Britain.
bibtex: '@inproceedings{Wirth_2017, place={University of Portsmouth, England}, title={Putting
the ‘Great’ Back Into Great Britain}, booktitle={Britain in Europe / Europe in
Britain}, author={Wirth, Robert}, year={2017} }'
chicago: Wirth, Robert. “Putting the ‘Great’ Back Into Great Britain.” In Britain
in Europe / Europe in Britain. University of Portsmouth, England, 2017.
ieee: R. Wirth, “Putting the ‘Great’ Back Into Great Britain,” 2017.
mla: Wirth, Robert. “Putting the ‘Great’ Back Into Great Britain.” Britain in
Europe / Europe in Britain, 2017.
short: 'R. Wirth, in: Britain in Europe / Europe in Britain, University of Portsmouth,
England, 2017.'
date_created: 2025-02-23T16:18:27Z
date_updated: 2026-03-10T16:05:26Z
department:
- _id: '381'
language:
- iso: eng
place: University of Portsmouth, England
publication: Britain in Europe / Europe in Britain
status: public
title: Putting the ‘Great’ Back Into Great Britain
type: conference
user_id: '43040'
year: '2017'
...
---
_id: '58777'
citation:
ama: Procházka M, Poncarová PJ, eds. Cultural and Textual Appropriation in Alan
Bissett’s Boyracers. Vol 27.; 2017:101-122.
apa: 'Cultural and Textual Appropriation in Alan Bissett’s Boyracers. (2017). In
M. Procházka & P. J. Poncarová (Eds.), Litteraria Pragensia: Studies in
Literature and Culture (Vol. 27, Issue 53, pp. 101–122).'
bibtex: '@book{Procházka_Poncarová_2017, title={Cultural and Textual Appropriation
in Alan Bissett’s Boyracers}, volume={27}, number={53}, journal={Litteraria Pragensia:
Studies in Literature and Culture}, year={2017}, pages={101–122} }'
chicago: 'Procházka, Martin, and Petra Johana Poncarová, eds. Cultural and Textual
Appropriation in Alan Bissett’s Boyracers. Litteraria Pragensia: Studies
in Literature and Culture. Vol. 27, 2017.'
ieee: M. Procházka and P. J. Poncarová, Eds., Cultural and Textual Appropriation
in Alan Bissett’s Boyracers, vol. 27, no. 53. 2017, pp. 101–122.
mla: 'Procházka, Martin, and Petra Johana Poncarová, editors. “Cultural and Textual
Appropriation in Alan Bissett’s Boyracers.” Litteraria Pragensia: Studies in
Literature and Culture, vol. 27, no. 53, 2017, pp. 101–22.'
short: M. Procházka, P.J. Poncarová, eds., Cultural and Textual Appropriation in
Alan Bissett’s Boyracers, 2017.
date_created: 2025-02-23T15:52:24Z
date_updated: 2026-03-10T16:09:07Z
department:
- _id: '381'
editor:
- first_name: Martin
full_name: Procházka, Martin
last_name: Procházka
- first_name: Petra Johana
full_name: Poncarová, Petra Johana
last_name: Poncarová
intvolume: ' 27'
issue: '53'
language:
- iso: eng
page: 101-122
publication: 'Litteraria Pragensia: Studies in Literature and Culture'
publication_identifier:
issn:
- 0862-8424
publication_status: published
status: public
title: Cultural and Textual Appropriation in Alan Bissett's Boyracers
type: journal_editor
user_id: '43040'
volume: 27
year: '2017'
...