@inbook{26648, author = {{Hellmich, Frank and Löper, Marwin Felix and Görel, Gamze and Pfahl, Rebecca}}, booktitle = {{Inklusiver Unterricht in der Grundschule}}, editor = {{Hellmich, Frank and Blumberg, Eva}}, pages = {{98--121}}, publisher = {{Kohlhammer}}, title = {{{Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule}}}, year = {{2017}}, } @article{26674, abstract = {{ 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 = {{Hellmich, Frank and Hoya, Fabian Karl}}, issn = {{2190-8370}}, journal = {{Zeitschrift für Psychologie}}, number = {{2}}, pages = {{117--126}}, title = {{{Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback}}}, doi = {{10.1027/2151-2604/a000288}}, volume = {{225}}, year = {{2017}}, } @article{26675, author = {{Hellmich, Frank and Hoya, Fabian Karl}}, issn = {{0342-183X}}, journal = {{Psychologie in Erziehung und Unterricht}}, number = {{4}}, pages = {{290--304}}, title = {{{Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter}}}, doi = {{10.2378/peu2017.art09d}}, volume = {{64}}, year = {{2017}}, } @inbook{26709, author = {{Löper, Marwin Felix and Hellmich, Frank}}, booktitle = {{Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik}}, editor = {{ Laubenstein, Désirée and Scheer , David}}, pages = {{135--142}}, publisher = {{Klinkhardt}}, title = {{{Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung}}}, year = {{2017}}, } @book{26724, editor = {{Hellmich, Frank and Blumberg, Eva}}, publisher = {{Kohlhammer}}, title = {{{ Inklusiver Unterricht in der Grundschule}}}, year = {{2017}}, } @book{3600, abstract = {{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. The work received the American Educational Research Association (AERA) Workplace Learning SIG 2017 Dissertation of the Year Award.}}, author = {{Goller, Michael}}, isbn = {{978-3-658-18285-4}}, keywords = {{Workplace learning, Agency, Expertise}}, pages = {{373}}, publisher = {{Springer}}, title = {{{Human agency at work: An active approach towards expertise development}}}, doi = {{10.1007/978-3-658-18286-1}}, year = {{2017}}, } @inbook{3676, author = {{Harteis, Christian}}, booktitle = {{Competence-based Vocational and Professional Education}}, editor = {{Mulder, Martin}}, pages = {{971----984}}, publisher = {{Springer}}, title = {{{Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-based Vocational and Professional Education and Training}}}, year = {{2017}}, } @article{3679, author = {{Rausch, Andreas and Seifried, Jürgen and Harteis, Christian}}, journal = {{Journal of Workplace Learning}}, number = {{5}}, pages = {{374----393}}, title = {{{Emotions, coping and learning in error situations in the workplace}}}, volume = {{29}}, year = {{2017}}, } @inbook{3680, author = {{Goller, Michael and Harteis, Christian}}, booktitle = {{Agency at Work}}, editor = {{Goller, Michael and Paloniemi, Susanna}}, pages = {{85----103}}, publisher = {{Springer}}, title = {{{Human agency at work: Towards a clarification and operationalisation of the concept}}}, year = {{2017}}, } @article{3690, author = {{Harteis, Christian and Gartmeier, Martin}}, journal = {{Journal of Workplace Learning}}, number = {{5}}, pages = {{322--325}}, title = {{{Learning from errors in workplace settings}}}, volume = {{29}}, year = {{2017}}, } @inbook{3691, author = {{Harteis, Christian and Festner, Dagmar and Bauer, Johannes}}, booktitle = {{Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen}}, editor = {{Bernholt, Andrea and Gruber, Hans and Moschner, Barbara}}, pages = {{195--212}}, publisher = {{Waxmann}}, title = {{{Epistemische Überzeugungen Beschäftigter und ihre Bedeutung für berufliches Lernen}}}, year = {{2017}}, } @misc{28912, booktitle = {{Lernende Schule}}, editor = {{Eickelmann, Birgit and Klinger, Udo}}, number = {{79}}, title = {{{Digitalisierung in der Schule}}}, volume = {{20}}, year = {{2017}}, } @article{27605, author = {{Drossel, Kerstin and Gröhlich, Carola}}, journal = {{Schulmanagement}}, pages = {{18--21}}, title = {{{Multiprofessionelle Kooperation in der Schule: Forschungsbefunde und Handlungsperspektiven für Schulleitungen }}}, volume = {{1}}, year = {{2017}}, } @article{27606, author = {{Drossel, Kerstin and Eickelmann, Birgit and Gerick, Julia}}, journal = {{Education and Information Technologies}}, number = {{2}}, pages = {{551--573}}, title = {{{Predictors of Teachers’ Use of ICT in School – the Relevance of School Characteristics, Teachers’ Attitudes and Teacher Collaboration}}}, doi = {{10.1007/s10639-016-9476-y}}, volume = {{22}}, year = {{2017}}, } @article{27607, author = {{Drossel, Kerstin and Eickelmann, Birgit and Schulz-Zander, Renate}}, journal = {{European Educational Research Journal}}, number = {{6}}, pages = {{781--799}}, title = {{{Determinants of teachers’ collaborative use of information and communications technology for teaching and learning: A European perspective}}}, doi = {{10.1177%2F1474904116655811}}, volume = {{16}}, year = {{2017}}, } @article{27610, author = {{Drossel, Kerstin}}, journal = {{Journal für Schulentwicklung}}, number = {{3}}, pages = {{54--55}}, publisher = {{Klinkhardt}}, title = {{{Rezension des Buches von Jasmin Bastian und Stefan Aufenanger: Tablets in Schule und Unterricht. Forschungsergebnisse zum Einsatz digitaler Medien}}}, volume = {{21}}, year = {{2017}}, } @article{27611, author = {{Drossel, Kerstin and Eickelmann, Birgit}}, issn = {{2196-0739}}, journal = {{Large-scale Assessments in Education}}, number = {{5}}, pages = {{1--13}}, title = {{{Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills}}}, doi = {{10.1186/s40536-017-0053-7}}, volume = {{19}}, year = {{2017}}, } @article{27612, author = {{Eickelmann, Birgit and Drossel, Kerstin}}, journal = {{Dreizehn - Zeitschrift für Jugendsozialarbeit}}, pages = {{24--29}}, title = {{{Digitale Bildung – ein neue Perspektive auf Bildungsgerechtigkeit?}}}, volume = {{18}}, year = {{2017}}, } @article{27613, abstract = {{Der kompetente Umgang mit Informations- und Kommunikationstechnologien (ICT) gewinnt im Zuge des Wandels zur Informations- und Wissensgesellschaft zunehmend an Bedeutung. Die International Computer and Information Literacy Study (ICILS 2013) erfasst in diesem Zusammenhang erstmals computer- und informationsbezogene Kompetenzen computerbasiert im internationalen Vergleich. Theoretische Überlegungen und empirische Befunde postulieren dabei einen Zusammenhang der erfassten Kompetenzdomäne mit der Lesekompetenz der Schülerinnen und Schüler. Eine empirische Untersuchung dieses Zusammenhangs steht bislang allerdings noch aus und ist das Anliegen dieses Beitrags. Um diesem Desiderat nachzugehen, werden die repräsentativen Schülerdaten aus ICILS 2013 für Deutschland herangezogen. Dabei wird die Untersuchung des Zusammenhangs der beiden Konstrukte möglich, da in Deutschland national ein Lesetest ergänzt wurde, den die Achtklässlerinnen und Achtklässler zusätzlich bearbeitet haben. Die Pfadanalyse zeigt, dass Lesen einen mittleren direkten Effekt von .452 auf die computer- und informationsbezogenen Kompetenzen aufweist.}}, author = {{Eickelmann, Birgit and Drossel, Kerstin}}, journal = {{Medienimpulse}}, title = {{{Computer- und informationsbezogene Kompetenzen in der IEA Studie ICILS 2013 und der Zusammenhang mit der Lesekompetenz}}}, doi = {{10.21243/MI-04-17-08}}, volume = {{4}}, year = {{2017}}, } @inbook{27796, author = {{Drossel, Kerstin and Eickelmann, Birgit}}, booktitle = {{Tomorrow's Learning: Involving Everyone. Learning with and about Technologies and Computing}}, editor = {{Tatnall, Arthur and Webb, Mary}}, issn = {{1868-4238}}, pages = {{114--124}}, publisher = {{Springer International Publishing}}, title = {{{The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy}}}, doi = {{10.1007/978-3-319-74310-3_14}}, year = {{2017}}, }