---
_id: '26648'
author:
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
- first_name: Marwin Felix
full_name: Löper, Marwin Felix
id: '26693'
last_name: Löper
- first_name: Gamze
full_name: Görel, Gamze
id: '13345'
last_name: Görel
- first_name: Rebecca
full_name: Pfahl, Rebecca
last_name: Pfahl
citation:
ama: 'Hellmich F, Löper MF, Görel G, Pfahl R. Einstellungen von Kindern gegenüber
Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation
im inklusiven Unterricht der Grundschule. In: Hellmich F, Blumberg E, eds. Inklusiver
Unterricht in der Grundschule. Kohlhammer; 2017:98-121.'
apa: Hellmich, F., Löper, M. F., Görel, G., & Pfahl, R. (2017). Einstellungen
von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen
der sozialen Partizipation im inklusiven Unterricht der Grundschule. In F. Hellmich
& E. Blumberg (Eds.), Inklusiver Unterricht in der Grundschule (pp.
98–121). Kohlhammer.
bibtex: '@inbook{Hellmich_Löper_Görel_Pfahl_2017, place={Stuttgart}, title={Einstellungen
von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen
der sozialen Partizipation im inklusiven Unterricht der Grundschule}, booktitle={Inklusiver
Unterricht in der Grundschule}, publisher={Kohlhammer}, author={Hellmich, Frank
and Löper, Marwin Felix and Görel, Gamze and Pfahl, Rebecca}, editor={Hellmich,
Frank and Blumberg, Eva}, year={2017}, pages={98–121} }'
chicago: 'Hellmich, Frank, Marwin Felix Löper, Gamze Görel, and Rebecca Pfahl. “Einstellungen
von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen
der sozialen Partizipation im inklusiven Unterricht der Grundschule.” In Inklusiver
Unterricht in der Grundschule, edited by Frank Hellmich and Eva Blumberg,
98–121. Stuttgart: Kohlhammer, 2017.'
ieee: 'F. Hellmich, M. F. Löper, G. Görel, and R. Pfahl, “Einstellungen von Kindern
gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen
Partizipation im inklusiven Unterricht der Grundschule,” in Inklusiver Unterricht
in der Grundschule, F. Hellmich and E. Blumberg, Eds. Stuttgart: Kohlhammer,
2017, pp. 98–121.'
mla: Hellmich, Frank, et al. “Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem
Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht
der Grundschule.” Inklusiver Unterricht in der Grundschule, edited by Frank
Hellmich and Eva Blumberg, Kohlhammer, 2017, pp. 98–121.
short: 'F. Hellmich, M.F. Löper, G. Görel, R. Pfahl, in: F. Hellmich, E. Blumberg
(Eds.), Inklusiver Unterricht in der Grundschule, Kohlhammer, Stuttgart, 2017,
pp. 98–121.'
date_created: 2021-10-21T07:56:22Z
date_updated: 2022-01-06T06:57:24Z
department:
- _id: '460'
editor:
- first_name: Frank
full_name: Hellmich, Frank
last_name: Hellmich
- first_name: Eva
full_name: Blumberg, Eva
last_name: Blumberg
language:
- iso: ger
page: 98-121
place: Stuttgart
publication: Inklusiver Unterricht in der Grundschule
publication_identifier:
unknown:
- 978-3-17-025999-7
publisher: Kohlhammer
status: public
title: Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf
als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule
type: book_chapter
user_id: '57672'
year: '2017'
...
---
_id: '26674'
abstract:
- lang: eng
text: Abstract. Parents’ and teachers’ effort feedback is considered to
be an important prerequisite for children’s implicit theories of intelligence
and their academic self-concepts as well as for their learning and achievement
motivation. Therefore, our study examines whether differences in N = 685 primary
school students’ implicit theories, their reading self-concepts, and their reading
motivation can be predicted by their perceptions of their parents’ and teachers’
effort feedback on reading processes. The results of a structural equation model
show that children’s perceptions of their parents’ effort feedback predict their
implicit theories, their reading self-concepts, and their reading motivation.
The correlation between children’s perceived parental effort feedback and their
intrinsic reading motivation is mediated by their implicit theories. Children’s
implicit theories and their reading motivation cannot be predicted by their perceptions
of their teachers’ effort feedback.
author:
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
- first_name: Fabian Karl
full_name: Hoya, Fabian Karl
id: '10600'
last_name: Hoya
citation:
ama: Hellmich F, Hoya FK. Primary school students’ implicit theories and their reading
motivation. The role of parents’ and teachers’ effort feedback. Zeitschrift
für Psychologie. 2017;225(2):117-126. doi:10.1027/2151-2604/a000288
apa: Hellmich, F., & Hoya, F. K. (2017). Primary school students’ implicit theories
and their reading motivation. The role of parents’ and teachers’ effort feedback.
Zeitschrift Für Psychologie, 225(2), 117–126. https://doi.org/10.1027/2151-2604/a000288
bibtex: '@article{Hellmich_Hoya_2017, title={Primary school students’ implicit theories
and their reading motivation. The role of parents’ and teachers’ effort feedback},
volume={225}, DOI={10.1027/2151-2604/a000288},
number={2}, journal={Zeitschrift für Psychologie}, author={Hellmich, Frank and
Hoya, Fabian Karl}, year={2017}, pages={117–126} }'
chicago: 'Hellmich, Frank, and Fabian Karl Hoya. “Primary School Students’ Implicit
Theories and Their Reading Motivation. The Role of Parents’ and Teachers’ Effort
Feedback.” Zeitschrift Für Psychologie 225, no. 2 (2017): 117–26. https://doi.org/10.1027/2151-2604/a000288.'
ieee: 'F. Hellmich and F. K. Hoya, “Primary school students’ implicit theories and
their reading motivation. The role of parents’ and teachers’ effort feedback,”
Zeitschrift für Psychologie, vol. 225, no. 2, pp. 117–126, 2017, doi: 10.1027/2151-2604/a000288.'
mla: Hellmich, Frank, and Fabian Karl Hoya. “Primary School Students’ Implicit Theories
and Their Reading Motivation. The Role of Parents’ and Teachers’ Effort Feedback.”
Zeitschrift Für Psychologie, vol. 225, no. 2, 2017, pp. 117–26, doi:10.1027/2151-2604/a000288.
short: F. Hellmich, F.K. Hoya, Zeitschrift Für Psychologie 225 (2017) 117–126.
date_created: 2021-10-21T11:13:30Z
date_updated: 2022-01-06T06:57:25Z
department:
- _id: '460'
doi: 10.1027/2151-2604/a000288
intvolume: ' 225'
issue: '2'
language:
- iso: eng
page: 117-126
publication: Zeitschrift für Psychologie
publication_identifier:
issn:
- 2190-8370
- 2151-2604
publication_status: published
status: public
title: Primary school students’ implicit theories and their reading motivation. The
role of parents’ and teachers’ effort feedback
type: journal_article
user_id: '57672'
volume: 225
year: '2017'
...
---
_id: '26675'
author:
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
- first_name: Fabian Karl
full_name: Hoya, Fabian Karl
id: '10600'
last_name: Hoya
citation:
ama: 'Hellmich F, Hoya FK. Empirische Arbeit: Wahrgenommenes positives Feedback
zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation
von Kindern im Grundschulalter. Psychologie in Erziehung und Unterricht.
2017;64(4):290-304. doi:10.2378/peu2017.art09d'
apa: 'Hellmich, F., & Hoya, F. K. (2017). Empirische Arbeit: Wahrgenommenes
positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit
der Lesemotivation von Kindern im Grundschulalter. Psychologie in Erziehung
und Unterricht, 64(4), 290–304. https://doi.org/10.2378/peu2017.art09d'
bibtex: '@article{Hellmich_Hoya_2017, title={Empirische Arbeit: Wahrgenommenes positives
Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation
von Kindern im Grundschulalter}, volume={64}, DOI={10.2378/peu2017.art09d},
number={4}, journal={Psychologie in Erziehung und Unterricht}, author={Hellmich,
Frank and Hoya, Fabian Karl}, year={2017}, pages={290–304} }'
chicago: 'Hellmich, Frank, and Fabian Karl Hoya. “Empirische Arbeit: Wahrgenommenes
positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit
der Lesemotivation von Kindern im Grundschulalter.” Psychologie in Erziehung
und Unterricht 64, no. 4 (2017): 290–304. https://doi.org/10.2378/peu2017.art09d.'
ieee: 'F. Hellmich and F. K. Hoya, “Empirische Arbeit: Wahrgenommenes positives
Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation
von Kindern im Grundschulalter,” Psychologie in Erziehung und Unterricht,
vol. 64, no. 4, pp. 290–304, 2017, doi: 10.2378/peu2017.art09d.'
mla: 'Hellmich, Frank, and Fabian Karl Hoya. “Empirische Arbeit: Wahrgenommenes
positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit
der Lesemotivation von Kindern im Grundschulalter.” Psychologie in Erziehung
und Unterricht, vol. 64, no. 4, 2017, pp. 290–304, doi:10.2378/peu2017.art09d.'
short: F. Hellmich, F.K. Hoya, Psychologie in Erziehung und Unterricht 64 (2017)
290–304.
date_created: 2021-10-21T11:15:04Z
date_updated: 2022-01-06T06:57:25Z
department:
- _id: '460'
doi: 10.2378/peu2017.art09d
intvolume: ' 64'
issue: '4'
language:
- iso: ger
page: 290-304
publication: Psychologie in Erziehung und Unterricht
publication_identifier:
issn:
- 0342-183X
publication_status: published
status: public
title: 'Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus
und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter'
type: journal_article
user_id: '57672'
volume: 64
year: '2017'
...
---
_id: '26709'
author:
- first_name: Marwin Felix
full_name: Löper, Marwin Felix
id: '26693'
last_name: Löper
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Löper MF, Hellmich F. Soziale Selbstkonzepte von Kindern im Grundschulalter
und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen
Entwicklung. In: Laubenstein D, Scheer D, eds. Sonderpädagogik zwischen Wirksamkeitsforschung
und Gesellschaftskritik. Klinkhardt; 2017:135-142.'
apa: Löper, M. F., & Hellmich, F. (2017). Soziale Selbstkonzepte von Kindern
im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in
der sozial-emotionalen Entwicklung. In D. Laubenstein & D. Scheer (Eds.),
Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik
(pp. 135–142). Klinkhardt.
bibtex: '@inbook{Löper_Hellmich_2017, place={Bad Heilbrunn}, title={Soziale Selbstkonzepte
von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf
in der sozial-emotionalen Entwicklung}, booktitle={Sonderpädagogik zwischen Wirksamkeitsforschung
und Gesellschaftskritik}, publisher={Klinkhardt}, author={Löper, Marwin Felix
and Hellmich, Frank}, editor={ Laubenstein, Désirée and Scheer , David}, year={2017},
pages={135–142} }'
chicago: 'Löper, Marwin Felix, and Frank Hellmich. “Soziale Selbstkonzepte von Kindern
im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in
der sozial-emotionalen Entwicklung.” In Sonderpädagogik zwischen Wirksamkeitsforschung
und Gesellschaftskritik, edited by Désirée Laubenstein and David Scheer ,
135–42. Bad Heilbrunn: Klinkhardt, 2017.'
ieee: 'M. F. Löper and F. Hellmich, “Soziale Selbstkonzepte von Kindern im Grundschulalter
und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen
Entwicklung,” in Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik,
D. Laubenstein and D. Scheer , Eds. Bad Heilbrunn: Klinkhardt, 2017, pp. 135–142.'
mla: Löper, Marwin Felix, and Frank Hellmich. “Soziale Selbstkonzepte von Kindern
im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in
der sozial-emotionalen Entwicklung.” Sonderpädagogik zwischen Wirksamkeitsforschung
und Gesellschaftskritik, edited by Désirée Laubenstein and David Scheer ,
Klinkhardt, 2017, pp. 135–42.
short: 'M.F. Löper, F. Hellmich, in: D. Laubenstein, D. Scheer (Eds.), Sonderpädagogik
zwischen Wirksamkeitsforschung und Gesellschaftskritik, Klinkhardt, Bad Heilbrunn,
2017, pp. 135–142.'
date_created: 2021-10-21T12:42:58Z
date_updated: 2022-01-06T06:57:26Z
department:
- _id: '460'
editor:
- first_name: Désirée
full_name: ' Laubenstein, Désirée'
last_name: ' Laubenstein'
- first_name: David
full_name: Scheer , David
last_name: 'Scheer '
language:
- iso: ger
page: 135-142
place: Bad Heilbrunn
publication: Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik
publisher: Klinkhardt
status: public
title: Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen
gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung
type: book_chapter
user_id: '57672'
year: '2017'
...
---
_id: '26724'
citation:
ama: Hellmich F, Blumberg E, eds. Inklusiver Unterricht in der Grundschule.
Kohlhammer; 2017.
apa: Hellmich, F., & Blumberg, E. (Eds.). (2017). Inklusiver Unterricht
in der Grundschule. Kohlhammer.
bibtex: '@book{Hellmich_Blumberg_2017, place={Stuttgart}, title={ Inklusiver Unterricht
in der Grundschule}, publisher={Kohlhammer}, year={2017} }'
chicago: 'Hellmich, Frank, and Eva Blumberg, eds. Inklusiver Unterricht in der
Grundschule. Stuttgart: Kohlhammer, 2017.'
ieee: 'F. Hellmich and E. Blumberg, Eds., Inklusiver Unterricht in der Grundschule.
Stuttgart: Kohlhammer, 2017.'
mla: Hellmich, Frank, and Eva Blumberg, editors. Inklusiver Unterricht in der
Grundschule. Kohlhammer, 2017.
short: F. Hellmich, E. Blumberg, eds., Inklusiver Unterricht in der Grundschule,
Kohlhammer, Stuttgart, 2017.
date_created: 2021-10-22T07:28:23Z
date_updated: 2022-01-06T06:57:26Z
department:
- _id: '460'
editor:
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
- first_name: Eva
full_name: Blumberg, Eva
last_name: Blumberg
language:
- iso: ger
place: Stuttgart
publisher: Kohlhammer
status: public
title: ' Inklusiver Unterricht in der Grundschule'
type: book_editor
user_id: '57672'
year: '2017'
...
---
_id: '3600'
abstract:
- lang: eng
text: "Michael Goller gives a structured overview of the current discourses of human
agency in relation to professional learning and development. Based on this discussion,
the author develops a theoretical framework including human agency as an individual
feature (i. e., a disposition) as well as a set of self-initiated and goal-directed
behaviours that are assumed to affect employees’ learning and development (e.
g., crafting of new work experiences). He then further specifies this theoretical
framework and investigates it empirically in the domain of geriatric care nursing.
Based on the findings of the three empirical studies conducted, the author discusses
the relevance of human agency for the development of professional expertise of
geriatric care nurses.\r\n\r\nThe work received the American Educational Research
Association (AERA) Workplace Learning SIG 2017 Dissertation of the Year Award."
author:
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
citation:
ama: 'Goller M. Human Agency at Work: An Active Approach towards Expertise Development.
Wiesbaden: Springer; 2017. doi:10.1007/978-3-658-18286-1'
apa: 'Goller, M. (2017). Human agency at work: An active approach towards expertise
development. Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-18286-1'
bibtex: '@book{Goller_2017, place={Wiesbaden}, title={Human agency at work: An active
approach towards expertise development}, DOI={10.1007/978-3-658-18286-1},
publisher={Springer}, author={Goller, Michael}, year={2017} }'
chicago: 'Goller, Michael. Human Agency at Work: An Active Approach towards Expertise
Development. Wiesbaden: Springer, 2017. https://doi.org/10.1007/978-3-658-18286-1.'
ieee: 'M. Goller, Human agency at work: An active approach towards expertise
development. Wiesbaden: Springer, 2017.'
mla: 'Goller, Michael. Human Agency at Work: An Active Approach towards Expertise
Development. Springer, 2017, doi:10.1007/978-3-658-18286-1.'
short: 'M. Goller, Human Agency at Work: An Active Approach towards Expertise Development,
Springer, Wiesbaden, 2017.'
date_created: 2018-07-23T09:29:39Z
date_updated: 2022-01-06T06:59:27Z
department:
- _id: '452'
doi: 10.1007/978-3-658-18286-1
keyword:
- Workplace learning
- Agency
- Expertise
language:
- iso: eng
main_file_link:
- url: https://link.springer.com/book/10.1007%2F978-3-658-18286-1
page: '373'
place: Wiesbaden
publication_identifier:
isbn:
- 978-3-658-18285-4
publication_status: published
publisher: Springer
quality_controlled: '1'
status: public
title: 'Human agency at work: An active approach towards expertise development'
type: book
user_id: '30984'
year: '2017'
...
---
_id: '3676'
author:
- first_name: Christian
full_name: Harteis, Christian
id: '27503'
last_name: Harteis
orcid: https://orcid.org/0000-0002-3570-7626
citation:
ama: 'Harteis C. Intuition as Crucial Component of Professional Competence: Its
Relevance for Competence-based Vocational and Professional Education and Training.
In: Mulder M, ed. Competence-Based Vocational and Professional Education.
Dordrecht: Springer; 2017:971--984.'
apa: 'Harteis, C. (2017). Intuition as Crucial Component of Professional Competence:
Its Relevance for Competence-based Vocational and Professional Education and Training.
In M. Mulder (Ed.), Competence-based Vocational and Professional Education
(pp. 971--984). Dordrecht: Springer.'
bibtex: '@inbook{Harteis_2017, place={Dordrecht}, title={Intuition as Crucial Component
of Professional Competence: Its Relevance for Competence-based Vocational and
Professional Education and Training}, booktitle={Competence-based Vocational and
Professional Education}, publisher={Springer}, author={Harteis, Christian}, editor={Mulder,
MartinEditor}, year={2017}, pages={971--984} }'
chicago: 'Harteis, Christian. “Intuition as Crucial Component of Professional Competence:
Its Relevance for Competence-Based Vocational and Professional Education and Training.”
In Competence-Based Vocational and Professional Education, edited by Martin
Mulder, 971--984. Dordrecht: Springer, 2017.'
ieee: 'C. Harteis, “Intuition as Crucial Component of Professional Competence: Its
Relevance for Competence-based Vocational and Professional Education and Training,”
in Competence-based Vocational and Professional Education, M. Mulder, Ed.
Dordrecht: Springer, 2017, pp. 971--984.'
mla: 'Harteis, Christian. “Intuition as Crucial Component of Professional Competence:
Its Relevance for Competence-Based Vocational and Professional Education and Training.”
Competence-Based Vocational and Professional Education, edited by Martin
Mulder, Springer, 2017, pp. 971--984.'
short: 'C. Harteis, in: M. Mulder (Ed.), Competence-Based Vocational and Professional
Education, Springer, Dordrecht, 2017, pp. 971--984.'
date_created: 2018-07-23T13:21:51Z
date_updated: 2022-01-06T06:59:29Z
department:
- _id: '452'
editor:
- first_name: Martin
full_name: Mulder, Martin
last_name: Mulder
page: 971--984
place: Dordrecht
publication: Competence-based Vocational and Professional Education
publisher: Springer
status: public
title: 'Intuition as Crucial Component of Professional Competence: Its Relevance for
Competence-based Vocational and Professional Education and Training'
type: book_chapter
user_id: '27503'
year: '2017'
...
---
_id: '3679'
author:
- first_name: Andreas
full_name: Rausch, Andreas
last_name: Rausch
- first_name: Jürgen
full_name: Seifried, Jürgen
last_name: Seifried
- first_name: Christian
full_name: Harteis, Christian
id: '27503'
last_name: Harteis
orcid: https://orcid.org/0000-0002-3570-7626
citation:
ama: Rausch A, Seifried J, Harteis C. Emotions, coping and learning in error situations
in the workplace. Journal of Workplace Learning. 2017;29(5):374--393.
apa: Rausch, A., Seifried, J., & Harteis, C. (2017). Emotions, coping and learning
in error situations in the workplace. Journal of Workplace Learning, 29(5),
374--393.
bibtex: '@article{Rausch_Seifried_Harteis_2017, title={Emotions, coping and learning
in error situations in the workplace}, volume={29}, number={5}, journal={Journal
of Workplace Learning}, author={Rausch, Andreas and Seifried, Jürgen and Harteis,
Christian}, year={2017}, pages={374--393} }'
chicago: 'Rausch, Andreas, Jürgen Seifried, and Christian Harteis. “Emotions, Coping
and Learning in Error Situations in the Workplace.” Journal of Workplace Learning
29, no. 5 (2017): 374--393.'
ieee: A. Rausch, J. Seifried, and C. Harteis, “Emotions, coping and learning in
error situations in the workplace,” Journal of Workplace Learning, vol.
29, no. 5, pp. 374--393, 2017.
mla: Rausch, Andreas, et al. “Emotions, Coping and Learning in Error Situations
in the Workplace.” Journal of Workplace Learning, vol. 29, no. 5, 2017,
pp. 374--393.
short: A. Rausch, J. Seifried, C. Harteis, Journal of Workplace Learning 29 (2017)
374--393.
date_created: 2018-07-23T13:26:07Z
date_updated: 2022-01-06T06:59:29Z
department:
- _id: '452'
intvolume: ' 29'
issue: '5'
page: 374--393
publication: Journal of Workplace Learning
status: public
title: Emotions, coping and learning in error situations in the workplace
type: journal_article
user_id: '27503'
volume: 29
year: '2017'
...
---
_id: '3680'
author:
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
- first_name: Christian
full_name: Harteis, Christian
id: '27503'
last_name: Harteis
orcid: https://orcid.org/0000-0002-3570-7626
citation:
ama: 'Goller M, Harteis C. Human agency at work: Towards a clarification and operationalisation
of the concept. In: Goller M, Paloniemi S, eds. Agency at Work. Cham: Springer;
2017:85--103.'
apa: 'Goller, M., & Harteis, C. (2017). Human agency at work: Towards a clarification
and operationalisation of the concept. In M. Goller & S. Paloniemi (Eds.),
Agency at Work (pp. 85--103). Cham: Springer.'
bibtex: '@inbook{Goller_Harteis_2017, place={Cham}, title={Human agency at work:
Towards a clarification and operationalisation of the concept}, booktitle={Agency
at Work}, publisher={Springer}, author={Goller, Michael and Harteis, Christian},
editor={Goller, Michael and Paloniemi, SusannaEditors}, year={2017}, pages={85--103}
}'
chicago: 'Goller, Michael, and Christian Harteis. “Human Agency at Work: Towards
a Clarification and Operationalisation of the Concept.” In Agency at Work,
edited by Michael Goller and Susanna Paloniemi, 85--103. Cham: Springer, 2017.'
ieee: 'M. Goller and C. Harteis, “Human agency at work: Towards a clarification
and operationalisation of the concept,” in Agency at Work, M. Goller and
S. Paloniemi, Eds. Cham: Springer, 2017, pp. 85--103.'
mla: 'Goller, Michael, and Christian Harteis. “Human Agency at Work: Towards a Clarification
and Operationalisation of the Concept.” Agency at Work, edited by Michael
Goller and Susanna Paloniemi, Springer, 2017, pp. 85--103.'
short: 'M. Goller, C. Harteis, in: M. Goller, S. Paloniemi (Eds.), Agency at Work,
Springer, Cham, 2017, pp. 85--103.'
date_created: 2018-07-23T13:28:38Z
date_updated: 2022-01-06T06:59:30Z
department:
- _id: '452'
editor:
- first_name: Michael
full_name: Goller, Michael
last_name: Goller
- first_name: Susanna
full_name: Paloniemi, Susanna
last_name: Paloniemi
page: 85--103
place: Cham
publication: Agency at Work
publisher: Springer
status: public
title: 'Human agency at work: Towards a clarification and operationalisation of the
concept'
type: book_chapter
user_id: '27503'
year: '2017'
...
---
_id: '3690'
author:
- first_name: Christian
full_name: Harteis, Christian
id: '27503'
last_name: Harteis
orcid: https://orcid.org/0000-0002-3570-7626
- first_name: Martin
full_name: Gartmeier, Martin
last_name: Gartmeier
citation:
ama: Harteis C, Gartmeier M. Learning from errors in workplace settings. Journal
of Workplace Learning. 2017;29(5):322-325.
apa: Harteis, C., & Gartmeier, M. (2017). Learning from errors in workplace
settings. Journal of Workplace Learning, 29(5), 322–325.
bibtex: '@article{Harteis_Gartmeier_2017, title={Learning from errors in workplace
settings}, volume={29}, number={5}, journal={Journal of Workplace Learning}, author={Harteis,
Christian and Gartmeier, Martin}, year={2017}, pages={322–325} }'
chicago: 'Harteis, Christian, and Martin Gartmeier. “Learning from Errors in Workplace
Settings.” Journal of Workplace Learning 29, no. 5 (2017): 322–25.'
ieee: C. Harteis and M. Gartmeier, “Learning from errors in workplace settings,”
Journal of Workplace Learning, vol. 29, no. 5, pp. 322–325, 2017.
mla: Harteis, Christian, and Martin Gartmeier. “Learning from Errors in Workplace
Settings.” Journal of Workplace Learning, vol. 29, no. 5, 2017, pp. 322–25.
short: C. Harteis, M. Gartmeier, Journal of Workplace Learning 29 (2017) 322–325.
date_created: 2018-07-24T08:14:59Z
date_updated: 2022-01-06T06:59:30Z
department:
- _id: '452'
intvolume: ' 29'
issue: '5'
page: 322-325
publication: Journal of Workplace Learning
status: public
title: Learning from errors in workplace settings
type: journal_article
user_id: '27503'
volume: 29
year: '2017'
...
---
_id: '3691'
author:
- first_name: Christian
full_name: Harteis, Christian
id: '27503'
last_name: Harteis
orcid: https://orcid.org/0000-0002-3570-7626
- first_name: Dagmar
full_name: Festner, Dagmar
last_name: Festner
- first_name: Johannes
full_name: Bauer, Johannes
last_name: Bauer
citation:
ama: 'Harteis C, Festner D, Bauer J. Epistemische Überzeugungen Beschäftigter und
ihre Bedeutung für berufliches Lernen. In: Bernholt A, Gruber H, Moschner B, eds.
Wissen Und Lernen. Wie Epistemische Überzeugungen Schule, Universität Und Arbeitswelt
Beeinflussen. Münster: Waxmann; 2017:195-212.'
apa: 'Harteis, C., Festner, D., & Bauer, J. (2017). Epistemische Überzeugungen
Beschäftigter und ihre Bedeutung für berufliches Lernen. In A. Bernholt, H. Gruber,
& B. Moschner (Eds.), Wissen und Lernen. Wie epistemische Überzeugungen
Schule, Universität und Arbeitswelt beeinflussen (pp. 195–212). Münster: Waxmann.'
bibtex: '@inbook{Harteis_Festner_Bauer_2017, place={Münster}, title={Epistemische
Überzeugungen Beschäftigter und ihre Bedeutung für berufliches Lernen}, booktitle={Wissen
und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt
beeinflussen}, publisher={Waxmann}, author={Harteis, Christian and Festner, Dagmar
and Bauer, Johannes}, editor={Bernholt, Andrea and Gruber, Hans and Moschner,
BarbaraEditors}, year={2017}, pages={195–212} }'
chicago: 'Harteis, Christian, Dagmar Festner, and Johannes Bauer. “Epistemische
Überzeugungen Beschäftigter Und Ihre Bedeutung Für Berufliches Lernen.” In Wissen
Und Lernen. Wie Epistemische Überzeugungen Schule, Universität Und Arbeitswelt
Beeinflussen, edited by Andrea Bernholt, Hans Gruber, and Barbara Moschner,
195–212. Münster: Waxmann, 2017.'
ieee: 'C. Harteis, D. Festner, and J. Bauer, “Epistemische Überzeugungen Beschäftigter
und ihre Bedeutung für berufliches Lernen,” in Wissen und Lernen. Wie epistemische
Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, A. Bernholt,
H. Gruber, and B. Moschner, Eds. Münster: Waxmann, 2017, pp. 195–212.'
mla: Harteis, Christian, et al. “Epistemische Überzeugungen Beschäftigter Und Ihre
Bedeutung Für Berufliches Lernen.” Wissen Und Lernen. Wie Epistemische Überzeugungen
Schule, Universität Und Arbeitswelt Beeinflussen, edited by Andrea Bernholt
et al., Waxmann, 2017, pp. 195–212.
short: 'C. Harteis, D. Festner, J. Bauer, in: A. Bernholt, H. Gruber, B. Moschner
(Eds.), Wissen Und Lernen. Wie Epistemische Überzeugungen Schule, Universität
Und Arbeitswelt Beeinflussen, Waxmann, Münster, 2017, pp. 195–212.'
date_created: 2018-07-24T08:17:09Z
date_updated: 2022-01-06T06:59:30Z
department:
- _id: '452'
editor:
- first_name: Andrea
full_name: Bernholt, Andrea
last_name: Bernholt
- first_name: Hans
full_name: Gruber, Hans
last_name: Gruber
- first_name: Barbara
full_name: Moschner, Barbara
last_name: Moschner
page: 195-212
place: Münster
publication: Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität
und Arbeitswelt beeinflussen
publisher: Waxmann
status: public
title: Epistemische Überzeugungen Beschäftigter und ihre Bedeutung für berufliches
Lernen
type: book_chapter
user_id: '27503'
year: '2017'
...
---
_id: '28912'
citation:
ama: Eickelmann B, Klinger U, eds. Digitalisierung in der Schule. Vol 20.;
2017.
apa: Digitalisierung in der Schule. (2017). In B. Eickelmann & U. Klinger (Eds.),
Lernende Schule (Vol. 20, Issue 79).
bibtex: '@book{Eickelmann_Klinger_2017, title={Digitalisierung in der Schule}, volume={20},
number={79}, journal={Lernende Schule}, year={2017} }'
chicago: Eickelmann, Birgit, and Udo Klinger, eds. Digitalisierung in der Schule.
Lernende Schule. Vol. 20, 2017.
ieee: B. Eickelmann and U. Klinger, Eds., Digitalisierung in der Schule,
vol. 20, no. 79. 2017.
mla: Eickelmann, Birgit, and Udo Klinger, editors. “Digitalisierung in der Schule.”
Lernende Schule, vol. 20, no. 79, 2017.
short: B. Eickelmann, U. Klinger, eds., Digitalisierung in der Schule, 2017.
date_created: 2021-12-15T09:32:13Z
date_updated: 2022-01-06T06:58:41Z
department:
- _id: '462'
editor:
- first_name: Birgit
full_name: Eickelmann, Birgit
id: '40387'
last_name: Eickelmann
- first_name: Udo
full_name: Klinger, Udo
last_name: Klinger
intvolume: ' 20'
issue: '79'
language:
- iso: ger
publication: Lernende Schule
status: public
title: Digitalisierung in der Schule
type: journal_editor
user_id: '50923'
volume: 20
year: '2017'
...
---
_id: '27605'
author:
- first_name: Kerstin
full_name: Drossel, Kerstin
last_name: Drossel
- first_name: Carola
full_name: Gröhlich, Carola
last_name: Gröhlich
citation:
ama: 'Drossel K, Gröhlich C. Multiprofessionelle Kooperation in der Schule: Forschungsbefunde
und Handlungsperspektiven für Schulleitungen . Schulmanagement. 2017;1:18-21.'
apa: 'Drossel, K., & Gröhlich, C. (2017). Multiprofessionelle Kooperation in
der Schule: Forschungsbefunde und Handlungsperspektiven für Schulleitungen . Schulmanagement,
1, 18–21.'
bibtex: '@article{Drossel_Gröhlich_2017, title={Multiprofessionelle Kooperation
in der Schule: Forschungsbefunde und Handlungsperspektiven für Schulleitungen
}, volume={1}, journal={Schulmanagement}, author={Drossel, Kerstin and Gröhlich,
Carola}, year={2017}, pages={18–21} }'
chicago: 'Drossel, Kerstin, and Carola Gröhlich. “Multiprofessionelle Kooperation
in der Schule: Forschungsbefunde und Handlungsperspektiven für Schulleitungen
.” Schulmanagement 1 (2017): 18–21.'
ieee: 'K. Drossel and C. Gröhlich, “Multiprofessionelle Kooperation in der Schule:
Forschungsbefunde und Handlungsperspektiven für Schulleitungen ,” Schulmanagement,
vol. 1, pp. 18–21, 2017.'
mla: 'Drossel, Kerstin, and Carola Gröhlich. “Multiprofessionelle Kooperation in
der Schule: Forschungsbefunde und Handlungsperspektiven für Schulleitungen .”
Schulmanagement, vol. 1, 2017, pp. 18–21.'
short: K. Drossel, C. Gröhlich, Schulmanagement 1 (2017) 18–21.
date_created: 2021-11-20T09:33:02Z
date_updated: 2022-01-06T06:57:43Z
department:
- _id: '462'
intvolume: ' 1'
language:
- iso: ger
page: 18-21
publication: Schulmanagement
status: public
title: 'Multiprofessionelle Kooperation in der Schule: Forschungsbefunde und Handlungsperspektiven
für Schulleitungen '
type: journal_article
user_id: '50923'
volume: 1
year: '2017'
...
---
_id: '27606'
author:
- first_name: Kerstin
full_name: Drossel, Kerstin
id: '48921'
last_name: Drossel
- first_name: Birgit
full_name: Eickelmann, Birgit
id: '40387'
last_name: Eickelmann
- first_name: Julia
full_name: Gerick, Julia
last_name: Gerick
citation:
ama: Drossel K, Eickelmann B, Gerick J. Predictors of Teachers’ Use of ICT in School
– the Relevance of School Characteristics, Teachers’ Attitudes and Teacher Collaboration.
Education and Information Technologies. 2017;22(2):551-573. doi:10.1007/s10639-016-9476-y
apa: Drossel, K., Eickelmann, B., & Gerick, J. (2017). Predictors of Teachers’
Use of ICT in School – the Relevance of School Characteristics, Teachers’ Attitudes
and Teacher Collaboration. Education and Information Technologies, 22(2),
551–573. https://doi.org/10.1007/s10639-016-9476-y
bibtex: '@article{Drossel_Eickelmann_Gerick_2017, title={Predictors of Teachers’
Use of ICT in School – the Relevance of School Characteristics, Teachers’ Attitudes
and Teacher Collaboration}, volume={22}, DOI={10.1007/s10639-016-9476-y},
number={2}, journal={Education and Information Technologies}, author={Drossel,
Kerstin and Eickelmann, Birgit and Gerick, Julia}, year={2017}, pages={551–573}
}'
chicago: 'Drossel, Kerstin, Birgit Eickelmann, and Julia Gerick. “Predictors of
Teachers’ Use of ICT in School – the Relevance of School Characteristics, Teachers’
Attitudes and Teacher Collaboration.” Education and Information Technologies
22, no. 2 (2017): 551–73. https://doi.org/10.1007/s10639-016-9476-y.'
ieee: 'K. Drossel, B. Eickelmann, and J. Gerick, “Predictors of Teachers’ Use of
ICT in School – the Relevance of School Characteristics, Teachers’ Attitudes and
Teacher Collaboration,” Education and Information Technologies, vol. 22,
no. 2, pp. 551–573, 2017, doi: 10.1007/s10639-016-9476-y.'
mla: Drossel, Kerstin, et al. “Predictors of Teachers’ Use of ICT in School – the
Relevance of School Characteristics, Teachers’ Attitudes and Teacher Collaboration.”
Education and Information Technologies, vol. 22, no. 2, 2017, pp. 551–73,
doi:10.1007/s10639-016-9476-y.
short: K. Drossel, B. Eickelmann, J. Gerick, Education and Information Technologies
22 (2017) 551–573.
date_created: 2021-11-20T09:37:13Z
date_updated: 2022-01-06T06:57:43Z
department:
- _id: '462'
doi: 10.1007/s10639-016-9476-y
intvolume: ' 22'
issue: '2'
language:
- iso: eng
page: 551-573
publication: Education and Information Technologies
status: public
title: Predictors of Teachers’ Use of ICT in School – the Relevance of School Characteristics,
Teachers’ Attitudes and Teacher Collaboration
type: journal_article
user_id: '50923'
volume: 22
year: '2017'
...
---
_id: '27607'
author:
- first_name: Kerstin
full_name: Drossel, Kerstin
id: '48921'
last_name: Drossel
- first_name: Birgit
full_name: Eickelmann, Birgit
id: '40387'
last_name: Eickelmann
- first_name: Renate
full_name: Schulz-Zander, Renate
last_name: Schulz-Zander
citation:
ama: 'Drossel K, Eickelmann B, Schulz-Zander R. Determinants of teachers’ collaborative
use of information and communications technology for teaching and learning: A
European perspective. European Educational Research Journal. 2017;16(6):781-799.
doi:10.1177%2F1474904116655811'
apa: 'Drossel, K., Eickelmann, B., & Schulz-Zander, R. (2017). Determinants
of teachers’ collaborative use of information and communications technology for
teaching and learning: A European perspective. European Educational Research
Journal, 16(6), 781–799. https://doi.org/10.1177%2F1474904116655811'
bibtex: '@article{Drossel_Eickelmann_Schulz-Zander_2017, title={Determinants of
teachers’ collaborative use of information and communications technology for teaching
and learning: A European perspective}, volume={16}, DOI={10.1177%2F1474904116655811},
number={6}, journal={European Educational Research Journal}, author={Drossel,
Kerstin and Eickelmann, Birgit and Schulz-Zander, Renate}, year={2017}, pages={781–799}
}'
chicago: 'Drossel, Kerstin, Birgit Eickelmann, and Renate Schulz-Zander. “Determinants
of Teachers’ Collaborative Use of Information and Communications Technology for
Teaching and Learning: A European Perspective.” European Educational Research
Journal 16, no. 6 (2017): 781–99. https://doi.org/10.1177%2F1474904116655811.'
ieee: 'K. Drossel, B. Eickelmann, and R. Schulz-Zander, “Determinants of teachers’
collaborative use of information and communications technology for teaching and
learning: A European perspective,” European Educational Research Journal,
vol. 16, no. 6, pp. 781–799, 2017, doi: 10.1177%2F1474904116655811.'
mla: 'Drossel, Kerstin, et al. “Determinants of Teachers’ Collaborative Use of Information
and Communications Technology for Teaching and Learning: A European Perspective.”
European Educational Research Journal, vol. 16, no. 6, 2017, pp. 781–99,
doi:10.1177%2F1474904116655811.'
short: K. Drossel, B. Eickelmann, R. Schulz-Zander, European Educational Research
Journal 16 (2017) 781–799.
date_created: 2021-11-20T09:42:56Z
date_updated: 2022-01-06T06:57:43Z
ddc:
- '370'
department:
- _id: '462'
doi: 10.1177%2F1474904116655811
file:
- access_level: closed
content_type: application/pdf
creator: sschall
date_created: 2021-11-20T09:45:00Z
date_updated: 2021-11-20T09:45:00Z
file_id: '27608'
file_name: Determinants of teachers’ collaborative use of information and communications
technology for teaching and learning A European perspective.pdf
file_size: 127533
relation: main_file
success: 1
file_date_updated: 2021-11-20T09:45:00Z
has_accepted_license: '1'
intvolume: ' 16'
issue: '6'
language:
- iso: eng
page: 781-799
publication: European Educational Research Journal
status: public
title: 'Determinants of teachers’ collaborative use of information and communications
technology for teaching and learning: A European perspective'
type: journal_article
user_id: '50923'
volume: 16
year: '2017'
...
---
_id: '27610'
author:
- first_name: Kerstin
full_name: Drossel, Kerstin
id: '48921'
last_name: Drossel
citation:
ama: 'Drossel K. Rezension des Buches von Jasmin Bastian und Stefan Aufenanger:
Tablets in Schule und Unterricht. Forschungsergebnisse zum Einsatz digitaler Medien.
Journal für Schulentwicklung. 2017;21(3):54-55.'
apa: 'Drossel, K. (2017). Rezension des Buches von Jasmin Bastian und Stefan Aufenanger:
Tablets in Schule und Unterricht. Forschungsergebnisse zum Einsatz digitaler Medien.
Journal für Schulentwicklung, 21(3), 54–55.'
bibtex: '@article{Drossel_2017, title={Rezension des Buches von Jasmin Bastian und
Stefan Aufenanger: Tablets in Schule und Unterricht. Forschungsergebnisse zum
Einsatz digitaler Medien}, volume={21}, number={3}, journal={Journal für Schulentwicklung},
publisher={Klinkhardt}, author={Drossel, Kerstin}, year={2017}, pages={54–55}
}'
chicago: 'Drossel, Kerstin. “Rezension des Buches von Jasmin Bastian und Stefan
Aufenanger: Tablets in Schule und Unterricht. Forschungsergebnisse zum Einsatz
digitaler Medien.” Journal für Schulentwicklung 21, no. 3 (2017): 54–55.'
ieee: 'K. Drossel, “Rezension des Buches von Jasmin Bastian und Stefan Aufenanger:
Tablets in Schule und Unterricht. Forschungsergebnisse zum Einsatz digitaler Medien,”
Journal für Schulentwicklung, vol. 21, no. 3, pp. 54–55, 2017.'
mla: 'Drossel, Kerstin. “Rezension des Buches von Jasmin Bastian und Stefan Aufenanger:
Tablets in Schule und Unterricht. Forschungsergebnisse zum Einsatz digitaler Medien.”
Journal für Schulentwicklung, vol. 21, no. 3, Klinkhardt, 2017, pp. 54–55.'
short: K. Drossel, Journal für Schulentwicklung 21 (2017) 54–55.
date_created: 2021-11-20T09:52:04Z
date_updated: 2022-01-06T06:57:43Z
department:
- _id: '462'
intvolume: ' 21'
issue: '3'
language:
- iso: ger
page: 54-55
publication: Journal für Schulentwicklung
publisher: Klinkhardt
status: public
title: 'Rezension des Buches von Jasmin Bastian und Stefan Aufenanger: Tablets in
Schule und Unterricht. Forschungsergebnisse zum Einsatz digitaler Medien'
type: journal_article
user_id: '50923'
volume: 21
year: '2017'
...
---
_id: '27611'
author:
- first_name: Kerstin
full_name: Drossel, Kerstin
id: '48921'
last_name: Drossel
- first_name: Birgit
full_name: Eickelmann, Birgit
id: '40387'
last_name: Eickelmann
citation:
ama: 'Drossel K, Eickelmann B. 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. Large-scale Assessments in Education.
2017;19(5):1-13. doi:10.1186/s40536-017-0053-7'
apa: 'Drossel, K., & Eickelmann, B. (2017). 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. Large-Scale Assessments
in Education, 19(5), 1–13. https://doi.org/10.1186/s40536-017-0053-7'
bibtex: '@article{Drossel_Eickelmann_2017, 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}, volume={19}, DOI={10.1186/s40536-017-0053-7},
number={5}, journal={Large-scale Assessments in Education}, author={Drossel, Kerstin
and Eickelmann, Birgit}, year={2017}, pages={1–13} }'
chicago: 'Drossel, Kerstin, and Birgit Eickelmann. “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.” Large-Scale Assessments
in Education 19, no. 5 (2017): 1–13. https://doi.org/10.1186/s40536-017-0053-7.'
ieee: 'K. Drossel and B. Eickelmann, “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,” Large-scale Assessments in Education,
vol. 19, no. 5, pp. 1–13, 2017, doi: 10.1186/s40536-017-0053-7.'
mla: 'Drossel, Kerstin, and Birgit Eickelmann. “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.” Large-Scale Assessments
in Education, vol. 19, no. 5, 2017, pp. 1–13, doi:10.1186/s40536-017-0053-7.'
short: K. Drossel, B. Eickelmann, Large-Scale Assessments in Education 19 (2017)
1–13.
date_created: 2021-11-20T09:53:33Z
date_updated: 2022-01-06T06:57:43Z
department:
- _id: '462'
doi: 10.1186/s40536-017-0053-7
intvolume: ' 19'
issue: '5'
language:
- iso: eng
page: 1-13
publication: Large-scale Assessments in Education
publication_identifier:
issn:
- 2196-0739
publication_status: published
status: public
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'
type: journal_article
user_id: '50923'
volume: 19
year: '2017'
...
---
_id: '27612'
author:
- first_name: Birgit
full_name: Eickelmann, Birgit
id: '40387'
last_name: Eickelmann
- first_name: Kerstin
full_name: Drossel, Kerstin
id: '48921'
last_name: Drossel
citation:
ama: Eickelmann B, Drossel K. Digitale Bildung – ein neue Perspektive auf Bildungsgerechtigkeit?
Dreizehn - Zeitschrift für Jugendsozialarbeit. 2017;18:24-29.
apa: Eickelmann, B., & Drossel, K. (2017). Digitale Bildung – ein neue Perspektive
auf Bildungsgerechtigkeit? Dreizehn - Zeitschrift für Jugendsozialarbeit,
18, 24–29.
bibtex: '@article{Eickelmann_Drossel_2017, title={Digitale Bildung – ein neue Perspektive
auf Bildungsgerechtigkeit?}, volume={18}, journal={Dreizehn - Zeitschrift für
Jugendsozialarbeit}, author={Eickelmann, Birgit and Drossel, Kerstin}, year={2017},
pages={24–29} }'
chicago: 'Eickelmann, Birgit, and Kerstin Drossel. “Digitale Bildung – ein neue
Perspektive auf Bildungsgerechtigkeit?” Dreizehn - Zeitschrift für Jugendsozialarbeit
18 (2017): 24–29.'
ieee: B. Eickelmann and K. Drossel, “Digitale Bildung – ein neue Perspektive auf
Bildungsgerechtigkeit?,” Dreizehn - Zeitschrift für Jugendsozialarbeit,
vol. 18, pp. 24–29, 2017.
mla: Eickelmann, Birgit, and Kerstin Drossel. “Digitale Bildung – ein neue Perspektive
auf Bildungsgerechtigkeit?” Dreizehn - Zeitschrift für Jugendsozialarbeit,
vol. 18, 2017, pp. 24–29.
short: B. Eickelmann, K. Drossel, Dreizehn - Zeitschrift für Jugendsozialarbeit
18 (2017) 24–29.
date_created: 2021-11-20T09:56:36Z
date_updated: 2022-01-06T06:57:43Z
department:
- _id: '462'
intvolume: ' 18'
language:
- iso: ger
page: 24-29
publication: Dreizehn - Zeitschrift für Jugendsozialarbeit
status: public
title: Digitale Bildung – ein neue Perspektive auf Bildungsgerechtigkeit?
type: journal_article
user_id: '50923'
volume: 18
year: '2017'
...
---
_id: '27613'
abstract:
- lang: eng
text: 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:
- first_name: Birgit
full_name: Eickelmann, Birgit
id: '40387'
last_name: Eickelmann
- first_name: Kerstin
full_name: Drossel, Kerstin
id: '48921'
last_name: Drossel
citation:
ama: Eickelmann B, Drossel K. Computer- und informationsbezogene Kompetenzen in
der IEA Studie ICILS 2013 und der Zusammenhang mit der Lesekompetenz. Medienimpulse.
2017;4. doi:10.21243/MI-04-17-08
apa: Eickelmann, B., & Drossel, K. (2017). Computer- und informationsbezogene
Kompetenzen in der IEA Studie ICILS 2013 und der Zusammenhang mit der Lesekompetenz.
Medienimpulse, 4. https://doi.org/10.21243/MI-04-17-08
bibtex: '@article{Eickelmann_Drossel_2017, title={Computer- und informationsbezogene
Kompetenzen in der IEA Studie ICILS 2013 und der Zusammenhang mit der Lesekompetenz},
volume={4}, DOI={10.21243/MI-04-17-08},
journal={Medienimpulse}, author={Eickelmann, Birgit and Drossel, Kerstin}, year={2017}
}'
chicago: Eickelmann, Birgit, and Kerstin Drossel. “Computer- und informationsbezogene
Kompetenzen in der IEA Studie ICILS 2013 und der Zusammenhang mit der Lesekompetenz.”
Medienimpulse 4 (2017). https://doi.org/10.21243/MI-04-17-08.
ieee: 'B. Eickelmann and K. Drossel, “Computer- und informationsbezogene Kompetenzen
in der IEA Studie ICILS 2013 und der Zusammenhang mit der Lesekompetenz,” Medienimpulse,
vol. 4, 2017, doi: 10.21243/MI-04-17-08.'
mla: Eickelmann, Birgit, and Kerstin Drossel. “Computer- und informationsbezogene
Kompetenzen in der IEA Studie ICILS 2013 und der Zusammenhang mit der Lesekompetenz.”
Medienimpulse, vol. 4, 2017, doi:10.21243/MI-04-17-08.
short: B. Eickelmann, K. Drossel, Medienimpulse 4 (2017).
date_created: 2021-11-20T09:58:10Z
date_updated: 2022-01-06T06:57:43Z
department:
- _id: '462'
doi: 10.21243/MI-04-17-08
intvolume: ' 4'
language:
- iso: ger
publication: Medienimpulse
status: public
title: Computer- und informationsbezogene Kompetenzen in der IEA Studie ICILS 2013
und der Zusammenhang mit der Lesekompetenz
type: journal_article
user_id: '50923'
volume: 4
year: '2017'
...
---
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author:
- first_name: Kerstin
full_name: Drossel, Kerstin
id: '48921'
last_name: Drossel
- first_name: Birgit
full_name: Eickelmann, Birgit
id: '40387'
last_name: Eickelmann
citation:
ama: 'Drossel K, Eickelmann B. The Use of Tablets in Secondary Schools and Its Relationship
with Computer Literacy. In: Tatnall A, Webb M, eds. Tomorrow’s Learning: Involving
Everyone. Learning with and about Technologies and Computing. Springer International
Publishing; 2017:114-124. doi:10.1007/978-3-319-74310-3_14'
apa: 'Drossel, K., & Eickelmann, B. (2017). The Use of Tablets in Secondary
Schools and Its Relationship with Computer Literacy. In A. Tatnall & M. Webb
(Eds.), Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies
and Computing (pp. 114–124). Springer International Publishing. https://doi.org/10.1007/978-3-319-74310-3_14'
bibtex: '@inbook{Drossel_Eickelmann_2017, place={Cham}, title={The Use of Tablets
in Secondary Schools and Its Relationship with Computer Literacy}, DOI={10.1007/978-3-319-74310-3_14},
booktitle={Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies
and Computing}, publisher={Springer International Publishing}, author={Drossel,
Kerstin and Eickelmann, Birgit}, editor={Tatnall, Arthur and Webb, Mary}, year={2017},
pages={114–124} }'
chicago: 'Drossel, Kerstin, and Birgit Eickelmann. “The Use of Tablets in Secondary
Schools and Its Relationship with Computer Literacy.” In Tomorrow’s Learning:
Involving Everyone. Learning with and about Technologies and Computing, edited
by Arthur Tatnall and Mary Webb, 114–24. Cham: Springer International Publishing,
2017. https://doi.org/10.1007/978-3-319-74310-3_14.'
ieee: 'K. Drossel and B. Eickelmann, “The Use of Tablets in Secondary Schools and
Its Relationship with Computer Literacy,” in Tomorrow’s Learning: Involving
Everyone. Learning with and about Technologies and Computing, A. Tatnall and
M. Webb, Eds. Cham: Springer International Publishing, 2017, pp. 114–124.'
mla: 'Drossel, Kerstin, and Birgit Eickelmann. “The Use of Tablets in Secondary
Schools and Its Relationship with Computer Literacy.” Tomorrow’s Learning:
Involving Everyone. Learning with and about Technologies and Computing, edited
by Arthur Tatnall and Mary Webb, Springer International Publishing, 2017, pp.
114–24, doi:10.1007/978-3-319-74310-3_14.'
short: 'K. Drossel, B. Eickelmann, in: A. Tatnall, M. Webb (Eds.), Tomorrow’s Learning:
Involving Everyone. Learning with and about Technologies and Computing, Springer
International Publishing, Cham, 2017, pp. 114–124.'
date_created: 2021-11-25T12:03:48Z
date_updated: 2022-01-06T06:57:45Z
ddc:
- '370'
department:
- _id: '462'
doi: 10.1007/978-3-319-74310-3_14
editor:
- first_name: Arthur
full_name: Tatnall, Arthur
last_name: Tatnall
- first_name: Mary
full_name: Webb, Mary
last_name: Webb
file:
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content_type: application/pdf
creator: sschall
date_created: 2021-11-25T13:37:42Z
date_updated: 2021-11-25T13:37:42Z
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language:
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page: 114-124
place: Cham
publication: 'Tomorrow''s Learning: Involving Everyone. Learning with and about Technologies
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publisher: Springer International Publishing
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title: The Use of Tablets in Secondary Schools and Its Relationship with Computer
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...