[{"department":[{"_id":"462"}],"type":"journal_article","date_created":"2024-02-21T13:28:22Z","citation":{"apa":"Eickelmann, B. (2021). Gelingende digitale Schulentwicklung in der Post-Pandemiezeit. <i>SchulVerwaltung Spezial</i>, <i>23</i>(5), 196–199.","ieee":"B. Eickelmann, “Gelingende digitale Schulentwicklung in der Post-Pandemiezeit,” <i>SchulVerwaltung Spezial</i>, vol. 23, no. 5, pp. 196–199, 2021.","short":"B. Eickelmann, SchulVerwaltung Spezial 23 (2021) 196–199.","chicago":"Eickelmann, Birgit. “Gelingende digitale Schulentwicklung in der Post-Pandemiezeit.” <i>SchulVerwaltung Spezial</i> 23, no. 5 (2021): 196–199.","mla":"Eickelmann, Birgit. “Gelingende digitale Schulentwicklung in der Post-Pandemiezeit.” <i>SchulVerwaltung Spezial</i>, vol. 23, no. 5, 2021, pp. 196–199.","ama":"Eickelmann B. Gelingende digitale Schulentwicklung in der Post-Pandemiezeit. <i>SchulVerwaltung Spezial</i>. 2021;23(5):196–199.","bibtex":"@article{Eickelmann_2021, title={Gelingende digitale Schulentwicklung in der Post-Pandemiezeit}, volume={23}, number={5}, journal={SchulVerwaltung Spezial}, author={Eickelmann, Birgit}, year={2021}, pages={196–199} }"},"issue":"5","publication":"SchulVerwaltung Spezial","volume":23,"user_id":"49063","language":[{"iso":"ger"}],"_id":"51689","page":"196–199","intvolume":"        23","publication_status":"published","date_updated":"2024-02-21T13:28:25Z","author":[{"id":"40387","first_name":"Birgit","last_name":"Eickelmann","full_name":"Eickelmann, Birgit"}],"status":"public","year":"2021","title":"Gelingende digitale Schulentwicklung in der Post-Pandemiezeit"},{"language":[{"iso":"ger"}],"_id":"29072","user_id":"50923","status":"public","title":"Gelingende digitale Schulentwicklung in der Post-Pandemiezeit","year":"2021","author":[{"full_name":"Eickelmann, Birgit","first_name":"Birgit","last_name":"Eickelmann"}],"publication_status":"submitted","date_updated":"2024-02-21T13:57:03Z","date_created":"2021-12-20T13:28:51Z","type":"journal_article","department":[{"_id":"462"}],"publication":"SchulVerwaltung Spezial 2021","citation":{"mla":"Eickelmann, Birgit. “Gelingende digitale Schulentwicklung in der Post-Pandemiezeit.” <i>SchulVerwaltung Spezial 2021</i>.","ama":"Eickelmann B. Gelingende digitale Schulentwicklung in der Post-Pandemiezeit. <i>SchulVerwaltung Spezial 2021</i>.","bibtex":"@article{Eickelmann, title={Gelingende digitale Schulentwicklung in der Post-Pandemiezeit}, journal={SchulVerwaltung Spezial 2021}, author={Eickelmann, Birgit} }","apa":"Eickelmann, B. (n.d.). Gelingende digitale Schulentwicklung in der Post-Pandemiezeit. <i>SchulVerwaltung Spezial 2021</i>.","ieee":"B. Eickelmann, “Gelingende digitale Schulentwicklung in der Post-Pandemiezeit,” <i>SchulVerwaltung Spezial 2021</i>.","chicago":"Eickelmann, Birgit. “Gelingende digitale Schulentwicklung in der Post-Pandemiezeit.” <i>SchulVerwaltung Spezial 2021</i>, n.d.","short":"B. Eickelmann, SchulVerwaltung Spezial 2021 (n.d.)."}},{"date_updated":"2024-02-21T13:57:04Z","author":[{"full_name":"Buhl, Heike M.","first_name":"Heike M.","last_name":"Buhl"},{"full_name":"Bonanati, Sabrina","first_name":"Sabrina","last_name":"Bonanati"},{"full_name":"Eickelmann, Birgit","last_name":"Eickelmann","first_name":"Birgit","id":"40387"}],"year":"2021","title":"Schule in der digitalen Welt","status":"public","user_id":"50923","_id":"29065","language":[{"iso":"ger"}],"publisher":"Hogrefe","citation":{"bibtex":"@book{Buhl_Bonanati_Eickelmann_2021, place={Göttingen}, title={Schule in der digitalen Welt}, publisher={Hogrefe}, author={Buhl, Heike M. and Bonanati, Sabrina and Eickelmann, Birgit}, year={2021} }","ama":"Buhl HM, Bonanati S, Eickelmann B. <i>Schule in der digitalen Welt</i>. Hogrefe; 2021.","mla":"Buhl, Heike M., et al. <i>Schule in der digitalen Welt</i>. Hogrefe, 2021.","short":"H.M. Buhl, S. Bonanati, B. Eickelmann, Schule in der digitalen Welt, Hogrefe, Göttingen, 2021.","chicago":"Buhl, Heike M., Sabrina Bonanati, and Birgit Eickelmann. <i>Schule in der digitalen Welt</i>. Göttingen: Hogrefe, 2021.","ieee":"H. M. Buhl, S. Bonanati, and B. Eickelmann, <i>Schule in der digitalen Welt</i>. Göttingen: Hogrefe, 2021.","apa":"Buhl, H. M., Bonanati, S., &#38; Eickelmann, B. (2021). <i>Schule in der digitalen Welt</i>. Hogrefe."},"department":[{"_id":"462"}],"type":"book","date_created":"2021-12-20T13:14:31Z","place":"Göttingen"},{"date_created":"2021-11-25T16:33:54Z","type":"research_data","department":[{"_id":"462"}],"citation":{"mla":"Eickelmann, Birgit, et al. <i>The Younger Generation’s Views on How Their Education Is Preparing Them for the Digital Age against the Background of COVID-19</i>. DigiGen - working paper series, 2021.","ama":"Eickelmann B, Barbovschi M, Casamassima G, et al. <i>The Younger Generation’s Views on How Their Education Is Preparing Them for the Digital Age against the Background of COVID-19</i>. DigiGen - working paper series; 2021.","bibtex":"@book{Eickelmann_Barbovschi_Casamassima_Drossel_Gudmundsdottir_Holmarsdottir_Kazani_Mifsud_Parsanoglou_Port_et al._2021, title={The younger generation’s views on how their education is preparing them for the digital age against the background of COVID-19}, publisher={DigiGen - working paper series}, author={Eickelmann, Birgit and Barbovschi, Monica and Casamassima, Gianna and Drossel, Kerstin and Gudmundsdottir, Greta Björk and Holmarsdottir, Halla Bjork and Kazani, Aggeliki and Mifsud, Louise and Parsanoglou, Dimitris and Port, Sonja and et al.}, year={2021} }","apa":"Eickelmann, B., Barbovschi, M., Casamassima, G., Drossel, K., Gudmundsdottir, G. B., Holmarsdottir, H. B., Kazani, A., Mifsud, L., Parsanoglou, D., Port, S., Sisask, M., Symeonaki, M., &#38; Teidla-Kunitsõn, G. (2021). <i>The younger generation’s views on how their education is preparing them for the digital age against the background of COVID-19</i>. DigiGen - working paper series.","ieee":"B. Eickelmann <i>et al.</i>, <i>The younger generation’s views on how their education is preparing them for the digital age against the background of COVID-19</i>. DigiGen - working paper series, 2021.","chicago":"Eickelmann, Birgit, Monica Barbovschi, Gianna Casamassima, Kerstin Drossel, Greta Björk Gudmundsdottir, Halla Bjork Holmarsdottir, Aggeliki Kazani, et al. <i>The Younger Generation’s Views on How Their Education Is Preparing Them for the Digital Age against the Background of COVID-19</i>. DigiGen - working paper series, 2021.","short":"B. Eickelmann, M. Barbovschi, G. Casamassima, K. Drossel, G.B. Gudmundsdottir, H.B. Holmarsdottir, A. Kazani, L. Mifsud, D. Parsanoglou, S. Port, M. Sisask, M. Symeonaki, G. Teidla-Kunitsõn, The Younger Generation’s Views on How Their Education Is Preparing Them for the Digital Age against the Background of COVID-19, DigiGen - working paper series, 2021."},"publisher":"DigiGen - working paper series","_id":"27875","user_id":"103823","year":"2021","title":"The younger generation’s views on how their education is preparing them for the digital age against the background of COVID-19","status":"public","author":[{"full_name":"Eickelmann, Birgit","first_name":"Birgit","last_name":"Eickelmann","id":"40387"},{"full_name":"Barbovschi, Monica","first_name":"Monica","last_name":"Barbovschi"},{"full_name":"Casamassima, Gianna","last_name":"Casamassima","first_name":"Gianna","id":"41118"},{"first_name":"Kerstin","last_name":"Drossel","full_name":"Drossel, Kerstin","id":"48921"},{"first_name":"Greta Björk","last_name":"Gudmundsdottir","full_name":"Gudmundsdottir, Greta Björk"},{"last_name":"Holmarsdottir","first_name":"Halla Bjork","full_name":"Holmarsdottir, Halla Bjork"},{"full_name":"Kazani, Aggeliki","last_name":"Kazani","first_name":"Aggeliki"},{"full_name":"Mifsud, Louise","last_name":"Mifsud","first_name":"Louise"},{"full_name":"Parsanoglou, Dimitris","first_name":"Dimitris","last_name":"Parsanoglou"},{"first_name":"Sonja","last_name":"Port","full_name":"Port, Sonja"},{"full_name":"Sisask, Merike","first_name":"Merike","last_name":"Sisask"},{"last_name":"Symeonaki","first_name":"Maria","full_name":"Symeonaki, Maria"},{"full_name":"Teidla-Kunitsõn, Gertha","first_name":"Gertha","last_name":"Teidla-Kunitsõn"}],"date_updated":"2024-03-20T10:25:44Z"},{"date_created":"2021-11-25T16:28:47Z","department":[{"_id":"462"}],"type":"research_data","citation":{"ieee":"S. Ayllón <i>et al.</i>, <i>Digital diversity across Europe. Policy brief September 2021 of Working Package 2 “Mapping digital transformations across Europe” in Horizon-2020-Project DigiGen</i>. DigiGen - working paper series, 2021.","apa":"Ayllón, S., Casamassima, G., Drossel, K., Eickelmann, B., Hyggen, C., Lado, S., Port, S., &#38; Broekstra, N. (2021). <i>Digital diversity across Europe. Policy brief September 2021 of Working Package 2 “Mapping digital transformations across Europe” in Horizon-2020-Project DigiGen</i>. DigiGen - working paper series.","short":"S. Ayllón, G. Casamassima, K. Drossel, B. Eickelmann, C. Hyggen, S. Lado, S. Port, N. Broekstra, Digital Diversity across Europe. Policy Brief September 2021 of Working Package 2 “Mapping Digital Transformations across Europe” in Horizon-2020-Project DigiGen, DigiGen - working paper series, 2021.","chicago":"Ayllón, Sara, Gianna Casamassima, Kerstin Drossel, Birgit Eickelmann, Christer Hyggen, Samuel Lado, Sonja Port, and Nienke Broekstra. <i>Digital Diversity across Europe. Policy Brief September 2021 of Working Package 2 “Mapping Digital Transformations across Europe” in Horizon-2020-Project DigiGen</i>. DigiGen - working paper series, 2021.","mla":"Ayllón, Sara, et al. <i>Digital Diversity across Europe. Policy Brief September 2021 of Working Package 2 “Mapping Digital Transformations across Europe” in Horizon-2020-Project DigiGen</i>. DigiGen - working paper series, 2021.","bibtex":"@book{Ayllón_Casamassima_Drossel_Eickelmann_Hyggen_Lado_Port_Broekstra_2021, title={Digital diversity across Europe. Policy brief September 2021 of Working Package 2 “Mapping digital transformations across Europe” in Horizon-2020-Project DigiGen}, publisher={DigiGen - working paper series}, author={Ayllón, Sara and Casamassima, Gianna and Drossel, Kerstin and Eickelmann, Birgit and Hyggen, Christer and Lado, Samuel and Port, Sonja and Broekstra, Nienke}, year={2021} }","ama":"Ayllón S, Casamassima G, Drossel K, et al. <i>Digital Diversity across Europe. Policy Brief September 2021 of Working Package 2 “Mapping Digital Transformations across Europe” in Horizon-2020-Project DigiGen</i>. DigiGen - working paper series; 2021."},"publisher":"DigiGen - working paper series","_id":"27874","user_id":"103823","author":[{"full_name":"Ayllón, Sara","first_name":"Sara","last_name":"Ayllón"},{"id":"41118","full_name":"Casamassima, Gianna","first_name":"Gianna","last_name":"Casamassima"},{"id":"48921","full_name":"Drossel, Kerstin","first_name":"Kerstin","last_name":"Drossel"},{"last_name":"Eickelmann","first_name":"Birgit","full_name":"Eickelmann, Birgit","id":"40387"},{"full_name":"Hyggen, Christer","first_name":"Christer","last_name":"Hyggen"},{"full_name":"Lado, Samuel","last_name":"Lado","first_name":"Samuel"},{"first_name":"Sonja","last_name":"Port","full_name":"Port, Sonja"},{"last_name":"Broekstra","first_name":"Nienke","full_name":"Broekstra, Nienke"}],"title":"Digital diversity across Europe. Policy brief September 2021 of Working Package 2 'Mapping digital transformations across Europe' in Horizon-2020-Project DigiGen","status":"public","year":"2021","date_updated":"2024-03-20T10:25:26Z"},{"department":[{"_id":"460"},{"_id":"298"}],"type":"conference","date_created":"2023-01-11T14:01:17Z","place":"Frankfurt am Main","citation":{"ieee":"F. Hellmich, F. K. Hoya, J. R. Schulze, A. Kirsch, E. Blumberg, and S. Schwab, “Kooperatives Lernen von Lehramtsstudierenden im Zusammenhang mit ihrer Qualifizierung für den inklusiven naturwissenschaftlichen Sachunterricht der Grundschule – Schlussfolgerungen und Implikationen. Vortrag. Abschlussveranstaltung der Förderlinie ‘Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung’ des Bundesministeriums für Bildung und Forschung (BMBF),” 2021.","apa":"Hellmich, F., Hoya, F. K., Schulze, J. R., Kirsch, A., Blumberg, E., &#38; Schwab, S. (2021). <i>Kooperatives Lernen von Lehramtsstudierenden im Zusammenhang mit ihrer Qualifizierung für den inklusiven naturwissenschaftlichen Sachunterricht der Grundschule – Schlussfolgerungen und Implikationen. Vortrag. Abschlussveranstaltung der Förderlinie “Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung” des Bundesministeriums für Bildung und Forschung (BMBF)</i>.","chicago":"Hellmich, Frank, Fabian Karl Hoya, Jan Roland Schulze, Alexander Kirsch, Eva Blumberg, and Susanne Schwab. “Kooperatives Lernen von Lehramtsstudierenden Im Zusammenhang Mit Ihrer Qualifizierung Für Den Inklusiven Naturwissenschaftlichen Sachunterricht Der Grundschule – Schlussfolgerungen Und Implikationen. Vortrag. Abschlussveranstaltung Der Förderlinie ‘Qualifizierung Der Pädagogischen Fachkräfte Für Inklusive Bildung’ Des Bundesministeriums Für Bildung Und Forschung (BMBF).” Frankfurt am Main: Goethe-Universität Frankfurt am Main, 2021.","short":"F. Hellmich, F.K. Hoya, J.R. Schulze, A. Kirsch, E. Blumberg, S. Schwab, in: Goethe-Universität Frankfurt am Main, Frankfurt am Main, 2021.","mla":"Hellmich, Frank, et al. <i>Kooperatives Lernen von Lehramtsstudierenden Im Zusammenhang Mit Ihrer Qualifizierung Für Den Inklusiven Naturwissenschaftlichen Sachunterricht Der Grundschule – Schlussfolgerungen Und Implikationen. Vortrag. Abschlussveranstaltung Der Förderlinie “Qualifizierung Der Pädagogischen Fachkräfte Für Inklusive Bildung” Des Bundesministeriums Für Bildung Und Forschung (BMBF)</i>. Goethe-Universität Frankfurt am Main, 2021.","bibtex":"@inproceedings{Hellmich_Hoya_Schulze_Kirsch_Blumberg_Schwab_2021, place={Frankfurt am Main}, title={Kooperatives Lernen von Lehramtsstudierenden im Zusammenhang mit ihrer Qualifizierung für den inklusiven naturwissenschaftlichen Sachunterricht der Grundschule – Schlussfolgerungen und Implikationen. Vortrag. Abschlussveranstaltung der Förderlinie “Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung” des Bundesministeriums für Bildung und Forschung (BMBF)}, publisher={Goethe-Universität Frankfurt am Main}, author={Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Kirsch, Alexander and Blumberg, Eva and Schwab, Susanne}, year={2021} }","ama":"Hellmich F, Hoya FK, Schulze JR, Kirsch A, Blumberg E, Schwab S. Kooperatives Lernen von Lehramtsstudierenden im Zusammenhang mit ihrer Qualifizierung für den inklusiven naturwissenschaftlichen Sachunterricht der Grundschule – Schlussfolgerungen und Implikationen. Vortrag. Abschlussveranstaltung der Förderlinie “Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung” des Bundesministeriums für Bildung und Forschung (BMBF). In: Goethe-Universität Frankfurt am Main; 2021."},"user_id":"57672","publisher":"Goethe-Universität Frankfurt am Main","_id":"36180","language":[{"iso":"eng"}],"date_updated":"2024-05-12T10:37:22Z","author":[{"id":"26282","full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"},{"id":"10600","first_name":"Fabian Karl","last_name":"Hoya","full_name":"Hoya, Fabian Karl"},{"id":"29492","full_name":"Schulze, Jan Roland","first_name":"Jan Roland","last_name":"Schulze"},{"id":"59797","full_name":"Kirsch, Alexander","orcid":"0000-0003-1650-0440","last_name":"Kirsch","first_name":"Alexander"},{"full_name":"Blumberg, Eva","last_name":"Blumberg","first_name":"Eva","id":"37549"},{"last_name":"Schwab","first_name":"Susanne","full_name":"Schwab, Susanne"}],"title":"Kooperatives Lernen von Lehramtsstudierenden im Zusammenhang mit ihrer Qualifizierung für den inklusiven naturwissenschaftlichen Sachunterricht der Grundschule – Schlussfolgerungen und Implikationen. Vortrag. Abschlussveranstaltung der Förderlinie \"Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung\" des Bundesministeriums für Bildung und Forschung (BMBF)","year":"2021","status":"public"},{"keyword":["Fachdidaktik Sozialpädagogik     Kritische Bildungstheorie     Emanzipation und Mündigkeit"],"type":"journal_article","department":[{"_id":"724"},{"_id":"36"}],"date_created":"2023-01-16T10:03:46Z","abstract":[{"text":"Viele Wege führen in die sozialpädagogische Praxis, doch nach wie vor stellt sich die Frage, wie sozialpädagogisches Handeln gelernt und gelehrt werden kann. Unter Bezugnahme auf kritisch bildungstheoretisch-fundierte Ansätze plädiert der Beitrag für eine Weiterentwicklung einer kritischen Didaktik der beruflichen Fachrichtung Sozialpädagogik.","lang":"ger"}],"publication":"Sozial Extra","citation":{"mla":"Göddertz, Nina. “Sozialpädagogische Qualifizierungen weiterdenken.” <i>Sozial Extra</i>, Springer, 2021, doi:<a href=\"https://doi.org/10.1007/s12054-021-00414-7\">10.1007/s12054-021-00414-7</a>.","ama":"Göddertz N. Sozialpädagogische Qualifizierungen weiterdenken. <i>Sozial Extra</i>. Published online 2021. doi:<a href=\"https://doi.org/10.1007/s12054-021-00414-7\">10.1007/s12054-021-00414-7</a>","bibtex":"@article{Göddertz_2021, title={Sozialpädagogische Qualifizierungen weiterdenken}, DOI={<a href=\"https://doi.org/10.1007/s12054-021-00414-7\">10.1007/s12054-021-00414-7</a>}, journal={Sozial Extra}, publisher={Springer}, author={Göddertz, Nina}, year={2021} }","apa":"Göddertz, N. (2021). Sozialpädagogische Qualifizierungen weiterdenken. <i>Sozial Extra</i>. <a href=\"https://doi.org/10.1007/s12054-021-00414-7\">https://doi.org/10.1007/s12054-021-00414-7</a>","ieee":"N. Göddertz, “Sozialpädagogische Qualifizierungen weiterdenken,” <i>Sozial Extra</i>, 2021, doi: <a href=\"https://doi.org/10.1007/s12054-021-00414-7\">10.1007/s12054-021-00414-7</a>.","short":"N. Göddertz, Sozial Extra (2021).","chicago":"Göddertz, Nina. “Sozialpädagogische Qualifizierungen weiterdenken.” <i>Sozial Extra</i>, 2021. <a href=\"https://doi.org/10.1007/s12054-021-00414-7\">https://doi.org/10.1007/s12054-021-00414-7</a>."},"user_id":"48187","doi":"10.1007/s12054-021-00414-7","_id":"36900","publisher":"Springer","language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2023-01-17T08:23:30Z","article_type":"original","year":"2021","status":"public","title":"Sozialpädagogische Qualifizierungen weiterdenken","author":[{"full_name":"Göddertz, Nina","last_name":"Göddertz","first_name":"Nina","id":"94171"}]},{"type":"journal_article","department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"date_created":"2023-01-18T10:22:30Z","abstract":[{"text":"Spätestens mit der Einführung des Bundeskinderschutzgesetzes haben standardisierte Risikoeinschätzungsinstrumente auch in Deutschland eine Ausweitung erfahren. Der Beitrag gibt einen kurzen Einblick in die disparate Landschaft der in Deutschland verwendeten Einschätzungsinstrumente. Auch wenn risikostatische Entscheidungsinstrumente (noch) nicht vorliegen, hat der vermehrte Einsatz standardisierter Einschätzungs- und Dokumentationsinstrumente im Kinderschutz das Potenzial, die lokale Fallpraxis nachhaltig zu beeinflussen. Mit der Einführung standardisierter Einschätzungsinstrumente ist die Hoffnung verbunden, sozialarbeiterische Einschätzungen über Risiken durch verbindliche Verfahren zu verbessern. Dabei gerät leicht aus dem Blick, dass die Anwendung von standardisierten Risikoeinschätzungsverfahren im Organisationshandeln sehr unterschiedliche Funktionen haben kann und lokale Fallpraxis in spezifischer Weise anleitet und strukturiert. Standardisierte Risikoeinschätzungsverfahren koppeln lokale Praxis stärker an organisatorische Vorgaben, beeinflussen durch ihre Konstruktionsweise die Sicht auf den Fall und reduzieren meist komplexe Fallverläufe in vermeintlich deskriptiv eindeutige Kategorien. Damit ist nicht zuletzt die Gefahr verbunden, dass sich die institutionelle Aufmerksamkeit von ko-produktiven Elementen der Leistungserbringung hin zu einem präventiven Managen von potenziellen Gefährdungsrisiken verschiebt.","lang":"eng"}],"publication":"Sozial Extra","issue":"1","citation":{"short":"S. Dahmen, Sozial Extra 45 (2021).","ama":"Dahmen S. Risikoeinschätzungsinstrumente im Kinderschutz. Zwischen Standardisierung und situierter Anwendung. <i>Sozial Extra</i>. 2021;45(1). doi:<a href=\"https://doi.org/10.1007/s12054-020-00349-5\">10.1007/s12054-020-00349-5</a>","chicago":"Dahmen, Stephan. “Risikoeinschätzungsinstrumente Im Kinderschutz. Zwischen Standardisierung Und Situierter Anwendung.” <i>Sozial Extra</i> 45, no. 1 (2021). <a href=\"https://doi.org/10.1007/s12054-020-00349-5\">https://doi.org/10.1007/s12054-020-00349-5</a>.","bibtex":"@article{Dahmen_2021, title={Risikoeinschätzungsinstrumente im Kinderschutz. Zwischen Standardisierung und situierter Anwendung}, volume={45}, DOI={<a href=\"https://doi.org/10.1007/s12054-020-00349-5\">10.1007/s12054-020-00349-5</a>}, number={1}, journal={Sozial Extra}, publisher={Springer Nature}, author={Dahmen, Stephan}, year={2021} }","mla":"Dahmen, Stephan. “Risikoeinschätzungsinstrumente Im Kinderschutz. Zwischen Standardisierung Und Situierter Anwendung.” <i>Sozial Extra</i>, vol. 45, no. 1, Springer Nature, 2021, doi:<a href=\"https://doi.org/10.1007/s12054-020-00349-5\">10.1007/s12054-020-00349-5</a>.","apa":"Dahmen, S. (2021). Risikoeinschätzungsinstrumente im Kinderschutz. Zwischen Standardisierung und situierter Anwendung. <i>Sozial Extra</i>, <i>45</i>(1). <a href=\"https://doi.org/10.1007/s12054-020-00349-5\">https://doi.org/10.1007/s12054-020-00349-5</a>","ieee":"S. Dahmen, “Risikoeinschätzungsinstrumente im Kinderschutz. Zwischen Standardisierung und situierter Anwendung,” <i>Sozial Extra</i>, vol. 45, no. 1, 2021, doi: <a href=\"https://doi.org/10.1007/s12054-020-00349-5\">10.1007/s12054-020-00349-5</a>."},"doi":"10.1007/s12054-020-00349-5","user_id":"48187","volume":45,"_id":"37276","publisher":"Springer Nature","language":[{"iso":"eng"}],"date_updated":"2023-01-18T10:23:04Z","intvolume":"        45","status":"public","year":"2021","title":"Risikoeinschätzungsinstrumente im Kinderschutz. Zwischen Standardisierung und situierter Anwendung","author":[{"first_name":"Stephan","last_name":"Dahmen","full_name":"Dahmen, Stephan","id":"95659"}]},{"doi":"10.14361/9783839457061","user_id":"48187","publisher":"Bielefeld University Press","_id":"37274","language":[{"iso":"eng"}],"page":"312","date_updated":"2023-01-18T10:18:54Z","author":[{"first_name":"Stephan","last_name":"Dahmen","full_name":"Dahmen, Stephan","id":"95659"}],"title":"Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action","year":"2021","status":"public","department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"keyword":["Youth","Welfare State","Transitions","Human Service Organizations","Institutional Ethnography","Activation","Sociology of Conventions","Work","Education","Educational Research","Sociology of Education","Social Pedagogy","History of Education","Bielefeld University Press"],"type":"book","date_created":"2023-01-18T10:18:09Z","abstract":[{"lang":"eng","text":"How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects."}],"citation":{"ama":"Dahmen S. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press; 2021. doi:<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>","bibtex":"@book{Dahmen_2021, title={Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}, DOI={<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>}, publisher={Bielefeld University Press}, author={Dahmen, Stephan}, year={2021} }","mla":"Dahmen, Stephan. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021, doi:<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>.","chicago":"Dahmen, Stephan. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021. <a href=\"https://doi.org/10.14361/9783839457061\">https://doi.org/10.14361/9783839457061</a>.","short":"S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action, Bielefeld University Press, 2021.","apa":"Dahmen, S. (2021). <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press. <a href=\"https://doi.org/10.14361/9783839457061\">https://doi.org/10.14361/9783839457061</a>","ieee":"S. Dahmen, <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021."}},{"language":[{"iso":"eng"}],"_id":"37273","publisher":"Bielefeld University Press","page":"312","user_id":"48187","doi":"10.14361/9783839457061","author":[{"first_name":"Stephan","last_name":"Dahmen","full_name":"Dahmen, Stephan"}],"title":"Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action","year":"2021","status":"public","date_updated":"2023-01-18T10:16:56Z","date_created":"2023-01-18T10:14:30Z","department":[{"_id":"723"},{"_id":"724"}],"type":"book","keyword":["Youth","Welfare State","Transitions","Human Service Organizations","Institutional Ethnography","Activation","Sociology of Conventions","Work","Education","Educational Research","Sociology of Education","Social Pedagogy","History of Education","Bielefeld University Press"],"citation":{"ieee":"S. Dahmen, <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021.","apa":"Dahmen, S. (2021). <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press. <a href=\"https://doi.org/10.14361/9783839457061\">https://doi.org/10.14361/9783839457061</a>","short":"S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action, Bielefeld University Press, 2021.","chicago":"Dahmen, Stephan. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021. <a href=\"https://doi.org/10.14361/9783839457061\">https://doi.org/10.14361/9783839457061</a>.","mla":"Dahmen, Stephan. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021, doi:<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>.","bibtex":"@book{Dahmen_2021, title={Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}, DOI={<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>}, publisher={Bielefeld University Press}, author={Dahmen, Stephan}, year={2021} }","ama":"Dahmen S. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press; 2021. doi:<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>"},"abstract":[{"text":"How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.","lang":"eng"}]},{"date_created":"2023-01-18T10:23:24Z","department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"type":"journal_article","citation":{"ieee":"S. Dahmen, “Technologien in Kindheit und Familie. Einführung in den Schwerpunkt.,” <i>Zeitschrift für Soziologie der Erziehung und Sozialisation</i>, vol. 41, no. H.3, pp. 243–247, 2021.","mla":"Dahmen, Stephan. “Technologien in Kindheit Und Familie. Einführung in Den Schwerpunkt.” <i>Zeitschrift Für Soziologie Der Erziehung Und Sozialisation</i>, vol. 41, no. H.3, 2021, pp. 243–247.","apa":"Dahmen, S. (2021). Technologien in Kindheit und Familie. Einführung in den Schwerpunkt. <i>Zeitschrift Für Soziologie Der Erziehung Und Sozialisation</i>, <i>41</i>(H.3), 243–247.","bibtex":"@article{Dahmen_2021, title={Technologien in Kindheit und Familie. Einführung in den Schwerpunkt.}, volume={41}, number={H.3}, journal={Zeitschrift für Soziologie der Erziehung und Sozialisation}, author={Dahmen, Stephan}, year={2021}, pages={243–247} }","ama":"Dahmen S. Technologien in Kindheit und Familie. Einführung in den Schwerpunkt. <i>Zeitschrift für Soziologie der Erziehung und Sozialisation</i>. 2021;41(H.3):243–247.","short":"S. Dahmen, Zeitschrift Für Soziologie Der Erziehung Und Sozialisation 41 (2021) 243–247.","chicago":"Dahmen, Stephan. “Technologien in Kindheit Und Familie. Einführung in Den Schwerpunkt.” <i>Zeitschrift Für Soziologie Der Erziehung Und Sozialisation</i> 41, no. H.3 (2021): 243–247."},"publication":"Zeitschrift für Soziologie der Erziehung und Sozialisation","issue":"H.3","_id":"37277","language":[{"iso":"eng"}],"page":"243–247","volume":41,"user_id":"48187","author":[{"id":"95659","last_name":"Dahmen","first_name":"Stephan","full_name":"Dahmen, Stephan"}],"status":"public","title":"Technologien in Kindheit und Familie. Einführung in den Schwerpunkt.","year":"2021","intvolume":"        41","date_updated":"2023-01-18T10:23:52Z"},{"publication":"Social Inclusion","issue":"3","abstract":[{"text":"<jats:p>In the last decade, the German transition system has witnessed the large‐scale introduction of so‐called “analysis of potentials” (&lt;em&gt;Potenzialanalysen&lt;/em&gt;) in secondary compulsory schooling. In most German Länder, 8th graders must participate in a two‐day assessment center which combines psychometric testing with observations of their social and professional competencies in pre‐specified tasks. The programmatic aim of these assessments is to “introduce pupils early to choosing a job” (Bundesministerium für Bildung und Forschung [BMBF], 2017, p. 2) as well as to enhance the propensity of pupils to “take responsibility for their own future” (BMBF, 2017, p. 9). In the context of the German school‐to‐work system, the introduction of these new forms of diagnostics bear witness to a new preventive political rationality that aims at reducing the entry age into upper secondary education, reduce the recourse to so‐called “transition measures” and optimizing transitions into an apprenticeship market that is characterized by structural inequalities and “mismatch” between pupils’ job aspirations and the offers in apprenticeship places. However, little is known on the role of competency testing devices for the construction of further trajectories and aspirations and their role in the reproduction of inequalities in transitions from school to work. Based on an in‐depth analysis of policy documents and competency profiles (the documents handed out to the pupils after undergoing testing), the article reconstructs the political rationale for the introduction of the so‐called &lt;em&gt;Potenzialanalysen&lt;/em&gt;. Based on a Foucauldian framework, we show how pupils are constructed as “competent” subjects. We show that competency assessments are part and parcel of a political rationality that aims at the promotion of a specific (future‐oriented, optimized, self‐regulated) relation to one’s own biographical future on the side of the pupils. Our results demonstrate that competency profiles construct the process of choosing a job as an individualized project of the self and that they invisibilize structural barriers and power relations. In doing so, competency assessments potentially contribute to the reproduction of inequalities in post‐secondary education through delegating “cooling out” processes from institutional gatekeepers to the interiority of persons.</jats:p>","lang":"eng"}],"date_created":"2023-01-18T10:33:25Z","type":"journal_article","keyword":["Sociology and Political Science","Social Psychology"],"department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"title":"Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?","year":"2021","author":[{"id":"95659","first_name":"Stephan","last_name":"Dahmen","full_name":"Dahmen, Stephan"}],"publication_identifier":{"issn":["2183-2803"]},"date_updated":"2023-01-18T10:34:09Z","publication_status":"published","intvolume":"         9","language":[{"iso":"eng"}],"doi":"10.17645/si.v9i3.4354","citation":{"ama":"Dahmen S. Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing? <i>Social Inclusion</i>. 2021;9(3):347-360. doi:<a href=\"https://doi.org/10.17645/si.v9i3.4354\">10.17645/si.v9i3.4354</a>","bibtex":"@article{Dahmen_2021, title={Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?}, volume={9}, DOI={<a href=\"https://doi.org/10.17645/si.v9i3.4354\">10.17645/si.v9i3.4354</a>}, number={3}, journal={Social Inclusion}, publisher={Cogitatio}, author={Dahmen, Stephan}, year={2021}, pages={347–360} }","mla":"Dahmen, Stephan. “Constructing the ‘Competent’ Pupil: Optimizing Human Futures Through Testing?” <i>Social Inclusion</i>, vol. 9, no. 3, Cogitatio, 2021, pp. 347–60, doi:<a href=\"https://doi.org/10.17645/si.v9i3.4354\">10.17645/si.v9i3.4354</a>.","short":"S. Dahmen, Social Inclusion 9 (2021) 347–360.","chicago":"Dahmen, Stephan. “Constructing the ‘Competent’ Pupil: Optimizing Human Futures Through Testing?” <i>Social Inclusion</i> 9, no. 3 (2021): 347–60. <a href=\"https://doi.org/10.17645/si.v9i3.4354\">https://doi.org/10.17645/si.v9i3.4354</a>.","apa":"Dahmen, S. (2021). Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing? <i>Social Inclusion</i>, <i>9</i>(3), 347–360. <a href=\"https://doi.org/10.17645/si.v9i3.4354\">https://doi.org/10.17645/si.v9i3.4354</a>","ieee":"S. Dahmen, “Constructing the ‘Competent’ Pupil: Optimizing Human Futures Through Testing?,” <i>Social Inclusion</i>, vol. 9, no. 3, pp. 347–360, 2021, doi: <a href=\"https://doi.org/10.17645/si.v9i3.4354\">10.17645/si.v9i3.4354</a>."},"status":"public","page":"347-360","_id":"37285","publisher":"Cogitatio","user_id":"48187","volume":9},{"date_updated":"2023-01-19T10:23:03Z","publication_status":"published","author":[{"full_name":"Vochatzer, Stefanie","last_name":"Vochatzer","first_name":"Stefanie","id":"95153"},{"full_name":"Schröder,  Sarah","last_name":"Schröder","first_name":" Sarah"},{"first_name":"Christian","last_name":"Fischer","full_name":"Fischer, Christian"}],"status":"public","title":"Fortbildung to go: Twitter als Ratgeber für Lehrkräfte","year":"2021","alternative_title":["LEAD Schule"],"user_id":"48187","language":[{"iso":"ger"}],"_id":"37545","citation":{"ama":"Vochatzer S, Schröder  Sarah, Fischer C. <i>Fortbildung to go: Twitter als Ratgeber für Lehrkräfte</i>.; 2021.","bibtex":"@book{Vochatzer_Schröder_Fischer_2021, title={Fortbildung to go: Twitter als Ratgeber für Lehrkräfte}, author={Vochatzer, Stefanie and Schröder,  Sarah and Fischer, Christian}, year={2021} }","mla":"Vochatzer, Stefanie, et al. <i>Fortbildung to go: Twitter als Ratgeber für Lehrkräfte</i>. 2021.","short":"S. Vochatzer,  Sarah Schröder, C. Fischer, Fortbildung to go: Twitter als Ratgeber für Lehrkräfte, 2021.","chicago":"Vochatzer, Stefanie,  Sarah Schröder, and Christian Fischer. <i>Fortbildung to go: Twitter als Ratgeber für Lehrkräfte</i>, 2021.","apa":"Vochatzer, S., Schröder,  Sarah, &#38; Fischer, C. (2021). <i>Fortbildung to go: Twitter als Ratgeber für Lehrkräfte</i>.","ieee":"S. Vochatzer,  Sarah Schröder, and C. Fischer, <i>Fortbildung to go: Twitter als Ratgeber für Lehrkräfte</i>. 2021."},"department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"type":"misc","keyword":["Lehren Digitale Medien Bildungsforschung Weiterbildung Lehrkraft Social Media Förderung"],"date_created":"2023-01-19T10:22:55Z"},{"date_created":"2023-01-19T10:32:04Z","type":"journal_article","department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"publication":"POSITIONEN","citation":{"ama":"Vochatzer S. Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung. <i>POSITIONEN</i>. Published online 2021:65-71.","bibtex":"@article{Vochatzer_2021, title={Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung}, journal={POSITIONEN}, author={Vochatzer, Stefanie}, year={2021}, pages={65–71} }","mla":"Vochatzer, Stefanie. “Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung.” <i>POSITIONEN</i>, 2021, pp. 65–71.","short":"S. Vochatzer, POSITIONEN (2021) 65–71.","chicago":"Vochatzer, Stefanie. “Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung.” <i>POSITIONEN</i>, 2021, 65–71.","apa":"Vochatzer, S. (2021). Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung. <i>POSITIONEN</i>, 65–71.","ieee":"S. Vochatzer, “Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung,” <i>POSITIONEN</i>, pp. 65–71, 2021."},"page":"65-71","language":[{"iso":"ger"}],"_id":"37549","user_id":"48187","title":"Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung","status":"public","year":"2021","author":[{"id":"95153","last_name":"Vochatzer","first_name":"Stefanie","full_name":"Vochatzer, Stefanie"}],"date_updated":"2023-01-19T10:32:54Z","publication_status":"published"},{"place":"Berlin","date_created":"2023-01-10T09:18:11Z","department":[{"_id":"460"},{"_id":"298"}],"type":"book_chapter","citation":{"bibtex":"@inbook{Kirsch_Blumberg_Hellmich_Hoya_2021, place={Berlin}, title={Kooperativ Forschen(d) lernen im inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-32568-8_20\">10.1007/978-3-658-32568-8_20</a>}, booktitle={Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken }, publisher={Springer }, author={Kirsch, Alexander and Blumberg, Eva and Hellmich, Frank and Hoya, Fabian Karl}, editor={Caruso, Carina and Harteis, Christian  and Gröschner, Alexander}, year={2021}, pages={349–372} }","ama":"Kirsch A, Blumberg E, Hellmich F, Hoya FK. Kooperativ Forschen(d) lernen im inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester. In: Caruso C, Harteis C, Gröschner A, eds. <i>Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken </i>. Springer ; 2021:349–372. doi:<a href=\"https://doi.org/10.1007/978-3-658-32568-8_20\">10.1007/978-3-658-32568-8_20</a>","mla":"Kirsch, Alexander, et al. “Kooperativ Forschen(d) lernen im inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester.” <i>Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken </i>, edited by Carina Caruso et al., Springer , 2021, pp. 349–372, doi:<a href=\"https://doi.org/10.1007/978-3-658-32568-8_20\">10.1007/978-3-658-32568-8_20</a>.","short":"A. Kirsch, E. Blumberg, F. Hellmich, F.K. Hoya, in: C. Caruso, C. Harteis, A. Gröschner (Eds.), Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken , Springer , Berlin, 2021, pp. 349–372.","chicago":"Kirsch, Alexander, Eva Blumberg, Frank Hellmich, and Fabian Karl Hoya. “Kooperativ Forschen(d) lernen im inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester.” In <i>Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken </i>, edited by Carina Caruso, Christian  Harteis, and Alexander Gröschner, 349–372. Berlin: Springer , 2021. <a href=\"https://doi.org/10.1007/978-3-658-32568-8_20\">https://doi.org/10.1007/978-3-658-32568-8_20</a>.","ieee":"A. Kirsch, E. Blumberg, F. Hellmich, and F. K. Hoya, “Kooperativ Forschen(d) lernen im inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester,” in <i>Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken </i>, C. Caruso, C. Harteis, and A. Gröschner, Eds. Berlin: Springer , 2021, pp. 349–372.","apa":"Kirsch, A., Blumberg, E., Hellmich, F., &#38; Hoya, F. K. (2021). Kooperativ Forschen(d) lernen im inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester. In C. Caruso, C. Harteis, &#38; A. Gröschner (Eds.), <i>Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken </i> (pp. 349–372). Springer . <a href=\"https://doi.org/10.1007/978-3-658-32568-8_20\">https://doi.org/10.1007/978-3-658-32568-8_20</a>"},"publication":"Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken ","publisher":"Springer ","_id":"35713","language":[{"iso":"ger"}],"page":"349–372","editor":[{"first_name":"Carina","last_name":"Caruso","full_name":"Caruso, Carina"},{"full_name":"Harteis, Christian ","last_name":"Harteis","first_name":"Christian "},{"first_name":"Alexander","last_name":"Gröschner","full_name":"Gröschner, Alexander"}],"doi":"10.1007/978-3-658-32568-8_20","user_id":"59797","author":[{"id":"59797","last_name":"Kirsch","first_name":"Alexander","full_name":"Kirsch, Alexander"},{"full_name":"Blumberg, Eva","first_name":"Eva","last_name":"Blumberg","id":"37549"},{"full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank","id":"26282"},{"last_name":"Hoya","first_name":"Fabian Karl","full_name":"Hoya, Fabian Karl","id":"10600"}],"year":"2021","title":"Kooperativ Forschen(d) lernen im inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester","status":"public","date_updated":"2023-01-19T13:47:48Z","publication_status":"published"},{"citation":{"ieee":"F. K. Hoya, J. R. Schulze, E. Blumberg, and F. Hellmich, “Effects of teacher feedback on children’s self-concepts and motivation in science lessons. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. ‘Education and Citizenship: Learning and Instruction and the Shaping of Futures,’” 2021.","apa":"Hoya, F. K., Schulze, J. R., Blumberg, E., &#38; Hellmich, F. (2021). <i>Effects of teacher feedback on children’s self-concepts and motivation in science lessons. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures.”</i>","mla":"Hoya, Fabian Karl, et al. <i>Effects of Teacher Feedback on Children’s Self-Concepts and Motivation in Science Lessons. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures.”</i> Gothenburg, Sweden, 2021.","bibtex":"@inproceedings{Hoya_Schulze_Blumberg_Hellmich_2021, place={University of Gothenburg}, title={Effects of teacher feedback on children’s self-concepts and motivation in science lessons. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures”}, publisher={Gothenburg, Sweden}, author={Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}, year={2021} }","chicago":"Hoya, Fabian Karl, Jan Roland Schulze, Eva Blumberg, and Frank Hellmich. “Effects of Teacher Feedback on Children’s Self-Concepts and Motivation in Science Lessons. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. ‘Education and Citizenship: Learning and Instruction and the Shaping of Futures.’” University of Gothenburg: Gothenburg, Sweden, 2021.","short":"F.K. Hoya, J.R. Schulze, E. Blumberg, F. Hellmich, in: Gothenburg, Sweden, University of Gothenburg, 2021.","ama":"Hoya FK, Schulze JR, Blumberg E, Hellmich F. Effects of teacher feedback on children’s self-concepts and motivation in science lessons. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures.” In: Gothenburg, Sweden; 2021."},"type":"conference","department":[{"_id":"460"},{"_id":"298"}],"place":"University of Gothenburg","date_created":"2023-01-11T13:41:00Z","date_updated":"2023-01-19T15:44:51Z","status":"public","year":"2021","title":"Effects of teacher feedback on children’s self-concepts and motivation in science lessons. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures”","author":[{"id":"10600","full_name":"Hoya, Fabian Karl","first_name":"Fabian Karl","last_name":"Hoya"},{"id":"29492","full_name":"Schulze, Jan Roland","last_name":"Schulze","first_name":"Jan Roland"},{"id":"37549","first_name":"Eva","last_name":"Blumberg","full_name":"Blumberg, Eva"},{"id":"26282","first_name":"Frank","last_name":"Hellmich","full_name":"Hellmich, Frank"}],"user_id":"37549","publisher":"Gothenburg, Sweden","_id":"36159","language":[{"iso":"eng"}]},{"user_id":"37549","language":[{"iso":"eng"}],"_id":"36131","date_updated":"2023-01-19T15:44:46Z","author":[{"full_name":"Hoya, Fabian Karl","last_name":"Hoya","first_name":"Fabian Karl","id":"10600"},{"id":"29492","full_name":"Schulze, Jan Roland","first_name":"Jan Roland","last_name":"Schulze"},{"id":"37549","last_name":"Blumberg","first_name":"Eva","full_name":"Blumberg, Eva"},{"full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank","id":"26282"}],"status":"public","year":"2021","title":"The role of teacher feedback for children’s self-concepts and motivation in primary school science lessons. 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