@misc{28896,
  author       = {{Gerick, Julia and Eickelmann, Birgit}},
  publisher    = {{Universität Braunschweig/Universität Paderborn}},
  title        = {{{Ergebnisse der vertiefenden Untersuchung der Modellschulen ‚Lernen mit digitalen Medien‘ (Phase III) in Schleswig-Holstein mit Fokus auf der Gestaltung von Schule in der Zeit der Corona-Pandemie}}},
  year         = {{2020}},
}

@misc{28899,
  author       = {{Gerick, Julia and Eickelmann, Birgit}},
  publisher    = {{Universität Hamburg/Universität Paderborn}},
  title        = {{{Ergebnisse der wissenschaftlichen Begleitung der Evaluation der dritten Phase des Projekts ‚Lernen mit digitalen Medien‘ mit dem Schwerpunkt auf digitalen Medien im Fachunterricht an Modellschulen in Schleswig-Holstein}}},
  year         = {{2020}},
}

@article{28902,
  author       = {{Eickelmann, Birgit}},
  journal      = {{Fachmagazin für Schule in der digitalen Welt}},
  pages        = {{6--13}},
  title        = {{{Re-Definition der digitalisierungsbezogenen Schulleitungsfunktionen in der Pandemie-Zeit. Plan BD #02 Leadership}}},
  year         = {{2020}},
}

@article{28907,
  author       = {{Gerick, Julia and Eickelmann, Birgit and Vennemann, Mario}},
  journal      = {{Journal für Schulentwicklung}},
  number       = {{4}},
  pages        = {{8--14}},
  title        = {{{Digitalisierungsbezogene Professionalisierung von Lehrpersonen. Befunde zu Aktivitäten, Gelegenheiten und schulischen Prioritäten aus ICILS 2013 und ICILS 2018 im Vergleich}}},
  volume       = {{24}},
  year         = {{2020}},
}

@misc{28910,
  booktitle    = {{Journal für Schulentwicklung}},
  editor       = {{Eickelmann, Birgit and Kummer Wyss, Annemarie}},
  number       = {{4}},
  publisher    = {{Studienverlag}},
  title        = {{{Fortbildung im digitalen Zeitalter}}},
  volume       = {{24}},
  year         = {{2020}},
}

@inbook{27721,
  author       = {{Homt, Martina and Bloh, Bea and Grosser, Christine}},
  booktitle    = {{Forschendes Lernen in der Lehrer/innenbildung. Implikationen für Wissenschaft und Praxis}},
  editor       = {{Basten, M. and Mertens, C. and Schöning, A. and Wolf, E.}},
  pages        = {{165--176}},
  title        = {{{Die Einstellung angehender Lehrkräfte zu Forschendem Lernen im Praxissemester und Referendariat}}},
  year         = {{2020}},
}

@article{27826,
  author       = {{Drossel, Kerstin and Kampmeyer, Meike}},
  journal      = {{Friedrich Jahresheft #schuleDIGITAL}},
  pages        = {{58--59}},
  title        = {{{Lehrerkooperation im Zeitalter der Digitalisierung – Potenziale, Herausforderungen und Gelingensbedingungen}}},
  volume       = {{38}},
  year         = {{2020}},
}

@article{27827,
  author       = {{Drossel, Kerstin and Heldt, Melanie}},
  journal      = {{Schulmanagement}},
  number       = {{2}},
  pages        = {{36--39}},
  title        = {{{Die Rolle der Schulleitung in Kooperationsprozessen im Zeitalter der Digitalisierung}}},
  year         = {{2020}},
}

@inbook{27828,
  author       = {{Eickelmann, Birgit and Drossel, Kerstin}},
  booktitle    = {{Bewegungen - Beiträge zum 26. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft}},
  editor       = {{van Ackeren, Isabell and Bremer, Helmut and Kessl, Fabian and Koller, Hans Christoph and Pfaff, Nicolle and Rotter, Caroline and Klein, Dominique and Salaschek, Ulrich}},
  pages        = {{57--82}},
  publisher    = {{Barbara Budrich}},
  title        = {{{Lehrer*innenbildung und Digitalisierung - Konzepte und Entwicklungsperspektiven}}},
  year         = {{2020}},
}

@inbook{27829,
  author       = {{Drossel, Kerstin and Heldt, Melanie and Eickelmann, Birgit}},
  booktitle    = {{Bildung, Schule und Digitalisierung}},
  editor       = {{Kaspar, Kai and Becker-Mrotzek, Michael and Hofhues, Sandra and König, Johannes and Schmeinck, Daniela}},
  pages        = {{45--50}},
  publisher    = {{Waxmann}},
  title        = {{{Die Implementation digitaler Medien in den Unterricht gemeinsam gestalten: Lehrer*innenbildung durch medienbezogene Kooperation}}},
  year         = {{2020}},
}

@book{27832,
  author       = {{Eickelmann, Birgit and Drossel, Kerstin and Heldt, Melanie}},
  publisher    = {{Vodafone Stiftung}},
  title        = {{{Schule auf Distanz. Perspektiven und Empfehlungen für den Schulalltag. Eine repräsentative Befragung von Lehrkräften in Deutschland}}},
  year         = {{2020}},
}

@article{27833,
  author       = {{Eickelmann, Birgit and Drossel, Kerstin and Heldt, Melanie}},
  journal      = {{Schulmanagement. Fachzeitschrift für Schul- und Unterrichtsentwicklung}},
  number       = {{3}},
  pages        = {{28--31}},
  title        = {{{Vorteile digital fortgeschrittener Schulen in der Pandemie-Zeit. Ergebnisse einer repräsentativen Lehrkräftebefragung}}},
  volume       = {{51}},
  year         = {{2020}},
}

@article{27834,
  author       = {{Drossel, Kerstin and Heldt, Melanie}},
  journal      = {{Schulmagazin 5-10}},
  pages        = {{11--14}},
  title        = {{{Medienbezogene Lehrerkooperation. Kooperationsformen und thematische Schwerpunkte}}},
  year         = {{2020}},
}

@inbook{27835,
  author       = {{Drossel, Kerstin and Eickelmann, Birgit}},
  booktitle    = {{(Neue) Formen der Differenzierung. Schul- und Klassenprofilierung im Spannungsfeld gesellschaftlicher Teilhabe und sozialer Ungleichheit}},
  editor       = {{Keßler, Catharina I. and Nolte, Sonja}},
  pages        = {{181--197}},
  publisher    = {{Waxmann}},
  title        = {{{Digitalisierung als Schulprofil am Gymnasium - eine längsschnittliche Untersuchung zur Entwicklung der computerbezogenen Kompetenzen}}},
  year         = {{2020}},
}

@article{27837,
  abstract     = {{<jats:title>Abstract</jats:title><jats:sec>
<jats:title>Background</jats:title>
<jats:p>The ongoing digitalization poses new challenges for schools concerning students’ digital skills. In this context, the International Computer and Information Literacy Study (IEA-ICILS 2018) has identified substantial social disparities concerning computer and information literacy of grade 8 students. Furthermore, it has been observed that many schools, especially those located in socioeconomically challenged areas, are particularly engaged in supporting students’ digital literacy and innovatively designing learning processes with information and communications technology (ICT). Empirical studies have made it apparent that some schools have high average achievements concerning domains such as reading literacy and mathematics in spite of socioeconomically challenged student bodies. These schools are regarded as being organizationally resilient. This contribution focusses on these organizationally resilient schools with regard to the domain of computer and information literacy. It aims to investigate how these schools can be classified as a typology according to selected school and/or teacher characteristics.</jats:p>
</jats:sec><jats:sec>
<jats:title>Methods</jats:title>
<jats:p>As a first step, representative samples of IEA-ICILS 2018 are used to identify organizationally resilient schools by using students’ achievement measures (plausible values) and their background information regarding their families’ socio-economic status. In order to develop a typology, latent profile analyses (LPA) are conducted by using input and process indicators on the school level, which have been proven to be relevant for implementation through existing empirical research.</jats:p>
</jats:sec><jats:sec>
<jats:title>Results</jats:title>
<jats:p>About one twentieth of the schools examined in this contribution can be regarded as organizationally resilient and can be allocated onto a typology of three school types that are characterized by different school-level factors.</jats:p>
</jats:sec><jats:sec>
<jats:title>Conclusions</jats:title>
<jats:p>The international comparison permits the conclusion that the phenomenon of organizational resilience is also existent with regard to the content domain of computer and information literacy. However, the proportion of resilient schools is subject to considerable variation between countries.</jats:p>
</jats:sec>}},
  author       = {{Drossel, Kerstin and Eickelmann, Birgit and Vennemann, Mario}},
  issn         = {{2196-0739}},
  journal      = {{Large-scale Assessments in Education}},
  pages        = {{1--19}},
  title        = {{{Schools overcoming the digital divide: in depth analyses towards organizational resilience in the computer and information literacy domain}}},
  doi          = {{10.1186/s40536-020-00087-w}},
  volume       = {{8}},
  year         = {{2020}},
}

@inbook{27840,
  author       = {{Vennemann, Mario and Drossel, Kerstin and Eickelmann, Birgit}},
  booktitle    = {{ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich}},
  editor       = {{Eickelmann, Birgit and Labusch, Amelie and Drossel, Kerstin and Vennemann, Mario}},
  pages        = {{235--248}},
  publisher    = {{Waxmann}},
  title        = {{{Sozial- und migrationsbedingte Disparitäten in den computer- und informationsbezogenen Kompetenzen von Schülerinnen und Schülern}}},
  year         = {{2020}},
}

@inbook{27850,
  author       = {{Eickelmann, Birgit and Drossel, Kerstin and Gerick, Julia}},
  booktitle    = {{ICILS 2018 #NRW. Vertiefende Analysen und Befunde für Nordrhein-Westfalen im internationalen Vergleich}},
  editor       = {{Eickelmann, Birgit and Labusch, Amelie and Drossel, Kerstin and Vennemann, Mario}},
  pages        = {{123--136}},
  publisher    = {{Waxmann}},
  title        = {{{Die Perspektive der Schulleitung auf Prioritäten zum Lernen und Lehren mit digitalen Medien}}},
  year         = {{2020}},
}

@article{27859,
  author       = {{Heldt, Melanie and Drossel, Kerstin and Eickelmann, Birgit}},
  journal      = {{Schulmanagement-Handbuch}},
  number       = {{3}},
  pages        = {{19--37}},
  title        = {{{Lieber gemeinsam als alleine!? Ein Überblick über die Situation unterrichtsbezogener Lehrerkooperationen im Zeitalter der Digitalisierung in Deutschland}}},
  volume       = {{175}},
  year         = {{2020}},
}

@inbook{27860,
  author       = {{Tondeur, Jo and Petko, Dominik and Barma, Sylvie and Christensen, Rhonda and Drossel, Kerstin and Eichhorn, Koos and Knezek, Gerald and Mukama, Evode and Schmidt-Crawford, Denise and Starkey, Louise and Thabano Nleya, Paul}},
  booktitle    = {{Report of EDUsummIT 2019. Learners and learning contexts: new alignments for the digital age}},
  editor       = {{Fisser, Petra and Phillips, Michael}},
  pages        = {{70--75}},
  publisher    = {{EDUsummIT}},
  title        = {{{Advancing Conceptual Models of Technology Integration in Education: Implications for Researchers, Practitioners and Policymakers}}},
  year         = {{2020}},
}

@inbook{27863,
  author       = {{Drossel, Kerstin and Heldt, Melanie and Eickelmann, Birgit}},
  booktitle    = {{Bildung, Schule und Digitalisierung}},
  editor       = {{Kaspar, Kai and Becker-Mrozek, Michael and Hofhues, Sandra and König, Johannes and Schmeinck, Daniela}},
  pages        = {{45--50}},
  publisher    = {{Waxmann}},
  title        = {{{Lehrer*innenbildung durch medienbezogene Kooperation}}},
  year         = {{2020}},
}