@article{33748,
  abstract     = {{<jats:p> Zusammenfassung. In der Arbeit 4.0 ist durch neue Beschäftigungsmöglichkeiten für Mitarbeitende eine Langzeitbindung an ein Unternehmen seltener. Unternehmen reagieren mit flexibilisierten Arbeitsplätzen, um diesem Wunsch der Mitarbeitenden nachzukommen. Flexibilisierung reduziert die Absicht das Unternehmen zu verlassen. Dabei ist wichtig, räumliche und zeitliche Flexibilisierung zu differenzieren. Außerdem gewinnen individuelle Werte bezüglich Stabilität und Kontinuität an Bedeutung und können den Bindungswunsch stärken. Hauptziel dieser Untersuchung ist, anhand eines kontroll- und ressourcentheoretisch fundierten Rahmens in zwei aufeinander aufbauenden Studien ( N = 448, N = 202) die (potenziell unterschiedlich starken) Zusammenhänge von zeitlicher und räumlicher Flexibilisierung mit Mitarbeitendenbindung zu analysieren und zu prüfen, ob sich diese Zusammenhänge bestätigen lassen, wenn zusätzlich individuelle Werte in die Analyse einbezogen werden. Die Ergebnisse zeigen, dass zeitliche und räumliche Flexibilisierung unterschiedlich mit der Bleibeabsicht zusammenhängen. Während zeitliche Flexibilisierung positive Zusammenhänge zeigt, finden sich in Bezug auf räumliche Flexibilisierung keine Zusammenhänge. Werte bezüglich Stabilität und Kontinuität scheinen dabei nicht mit einer stärkeren Mitarbeitendenbindung zusammenzuhängen. </jats:p>}},
  author       = {{Bender, Elena and Schürmann, Mirko and Poethke, Ute and Soyka, Chantal and Schaper, Niclas and Rowold, und Jens}},
  issn         = {{0932-4089}},
  journal      = {{Zeitschrift für Arbeits- und Organisationspsychologie A&amp;O}},
  keywords     = {{Organizational Behavior and Human Resource Management, Applied Psychology}},
  number       = {{1}},
  pages        = {{14--30}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Die Rolle von arbeitsplatzbezogener Flexibilisierung und die Betrachtung von individuellen Werten           für Mitarbeitendenbindung in der Arbeitswelt 4.0}}},
  doi          = {{10.1026/0932-4089/a000364}},
  volume       = {{66}},
  year         = {{2021}},
}

@article{37276,
  abstract     = {{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.}},
  author       = {{Dahmen, Stephan}},
  journal      = {{Sozial Extra}},
  number       = {{1}},
  publisher    = {{Springer Nature}},
  title        = {{{Risikoeinschätzungsinstrumente im Kinderschutz. Zwischen Standardisierung und situierter Anwendung}}},
  doi          = {{10.1007/s12054-020-00349-5}},
  volume       = {{45}},
  year         = {{2021}},
}

@book{37274,
  abstract     = {{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.}},
  author       = {{Dahmen, Stephan}},
  keywords     = {{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}},
  pages        = {{312}},
  publisher    = {{Bielefeld University Press}},
  title        = {{{Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}}},
  doi          = {{10.14361/9783839457061}},
  year         = {{2021}},
}

@book{37273,
  abstract     = {{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.}},
  author       = {{Dahmen, Stephan}},
  keywords     = {{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}},
  pages        = {{312}},
  publisher    = {{Bielefeld University Press}},
  title        = {{{Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}}},
  doi          = {{10.14361/9783839457061}},
  year         = {{2021}},
}

@article{37277,
  author       = {{Dahmen, Stephan}},
  journal      = {{Zeitschrift für Soziologie der Erziehung und Sozialisation}},
  number       = {{H.3}},
  pages        = {{243–247}},
  title        = {{{Technologien in Kindheit und Familie. Einführung in den Schwerpunkt.}}},
  volume       = {{41}},
  year         = {{2021}},
}

@article{37285,
  abstract     = {{<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>}},
  author       = {{Dahmen, Stephan}},
  issn         = {{2183-2803}},
  journal      = {{Social Inclusion}},
  keywords     = {{Sociology and Political Science, Social Psychology}},
  number       = {{3}},
  pages        = {{347--360}},
  publisher    = {{Cogitatio}},
  title        = {{{Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?}}},
  doi          = {{10.17645/si.v9i3.4354}},
  volume       = {{9}},
  year         = {{2021}},
}

@article{37289,
  author       = {{Graefe, Grit and Temmen, Katrin}},
  journal      = {{Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V.}},
  number       = {{02/2021}},
  pages        = {{46--54}},
  publisher    = {{DBB Verlag}},
  title        = {{{Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik?}}},
  year         = {{2021}},
}

@phdthesis{37396,
  author       = {{Fiedler, Moritz}},
  publisher    = {{Dr. Kovac}},
  title        = {{{Development of a Strategic Controlling Concept}}},
  year         = {{2021}},
}

@article{37404,
  author       = {{Menzefricke, Jörn Steffen and Wiederkehr, Ingrid and Koldewey, Christian and Dumitrescu, Roman}},
  issn         = {{2212-8271}},
  journal      = {{Procedia CIRP}},
  keywords     = {{General Medicine}},
  pages        = {{241--246}},
  publisher    = {{Elsevier BV}},
  title        = {{{Maturity-based Development of Strategic Thrusts for Socio-technical Risks}}},
  doi          = {{10.1016/j.procir.2021.11.041}},
  volume       = {{104}},
  year         = {{2021}},
}

@techreport{37136,
  abstract     = {{This study examines the relation between voluntary audit and the cost of debt in private firms. We use a sample of 4,058 small private firms operating in the period 2006‐2017 that are not subject to mandatory audits. Firms decide for a voluntary audit of financial statements either because the economic setting in which they operate effectively forces them to do so (e.g., ownership complexity, export‐oriented supply chain, subsidiary status) or because firm fundamentals and/or financial reporting practices limit their access to financial debt, both reflected in earnings quality. We use these factors to model the decision for voluntary audit. In the outcome analyses, we find robust evidence that voluntary audits are associated with higher, rather than lower, interest rate by up to 3.0 percentage points. This effect is present regardless of the perceived audit quality (Big‐4 vs. non‐Big‐4), but is stronger for non‐Big‐4 audits where auditees have a stronger position relative to auditors. Audited firms’ earnings are less informative about future operating performance relative to unaudited counterparts. We conclude that voluntary audits facilitate access to financial debt for firms with higher risk that may otherwise have no access to this form of financing. The price paid is reflected in higher interest rates charged to firms with voluntary audits – firms with higher information and/or fundamental risk.}},
  author       = {{Ichev, Riste and Koren, Jernej and Kosi, Urska and Sitar Sustar, Katarina and Valentincic, Aljosa}},
  keywords     = {{private firms, voluntary audit, cost of debt, self‐selection bias, risk}},
  title        = {{{Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk}}},
  year         = {{2021}},
}

@inbook{37435,
  author       = {{Georgi, Christopher}},
  booktitle    = {{Angstkonstruktionen}},
  pages        = {{219–264}},
  publisher    = {{De Gruyter}},
  title        = {{{Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“}}},
  doi          = {{10.1515/9783110729603-009}},
  year         = {{2021}},
}

@article{37445,
  abstract     = {{<jats:p>A prerequisite for child reading support at school is adequate assessment. Embedding (repeated) assessment into daily teaching routine is often challenging for teachers in terms of time and organization. The use of digital tools can help teachers in the assessment process (in preparation, evaluation, documentation, etc.). A digital assessment tool (Graz Reading Comprehension test: GraLeV), focusing on assessing reading comprehension skills in Grades 3 and 4 is currently being developed in Austria. This reading assessment covers reading comprehension at the word, sentence, and text level. Text level is assessed via two subtests (Subtest I: presentation of nonsense-stories and corresponding questions, and Subtest II: maze selection). The other levels consist of one subtest each. This paper focusses on the subtests at text level. More specifically, the paper reports the results of two studies. Study 1 describes the development phases and the first piloting of these two subtests (data collection: 10/2019-12/2019). Testing 273 students with preliminary versions of the subtests (Subtest I: 30 items, Subtest II: 60 items) produced information on (a) item difficulty, (b) item discriminatory power, and (c) time limits for future speed testing. Items not meeting the required quality criteria were excluded. The final version of Subtest I consists of 16 questions referring to eight different, short, nonsense-texts. Its testing time (without instructions) is three minutes. The final version of the Subtest II consists of 2 texts each with 15 maze selections (30 items) and testing time is 100 seconds. The internal consistency is found to be good for Subtest I (α=.87) and Subtest II (α=.78 to .80). Study 2 reports on testing for validity and retest-reliability (data collection: 09/2020-11/2020). Student scores in another reading comprehension test, together with teacher assessments of reading comprehension, were used to assess congruent validity. Divergent validity was assessed using teacher assessments of mathematical and socio-emotional skills. As expected, the correlations with the congruent measures were higher than those with the divergent measures. A subsample was tested twice with the GraLeV. Retest-reliability was acceptable for Subtest II. However, the scores obtained at time 2 were higher compared to those at time 1 in both subtests. This is probably the result of increased student familiarity with the digital device and the digital test environment at time 2. The results are discussed in the light of teachers’ needs for standardized digital assessments in order to facilitate the tailoring of student reading support.  </jats:p>}},
  author       = {{Seifert, Susanne and Paleczek, Lisa}},
  issn         = {{1479-4403}},
  journal      = {{Electronic Journal of e-Learning}},
  keywords     = {{Computer Science Applications, Education}},
  number       = {{5}},
  pages        = {{pp336--348}},
  publisher    = {{Academic Conferences International Ltd}},
  title        = {{{Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation}}},
  doi          = {{10.34190/ejel.19.5.2467}},
  volume       = {{19}},
  year         = {{2021}},
}

@article{37443,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>The range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.</jats:p>}},
  author       = {{Seifert, Susanne}},
  issn         = {{2211-1662}},
  journal      = {{Technology, Knowledge and Learning}},
  keywords     = {{Computer Science Applications, Human-Computer Interaction, Education, Mathematics (miscellaneous)}},
  number       = {{2}},
  pages        = {{383--405}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade}}},
  doi          = {{10.1007/s10758-021-09490-w}},
  volume       = {{26}},
  year         = {{2021}},
}

@article{37439,
  author       = {{Krammer, Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}},
  issn         = {{0305-5698}},
  journal      = {{Educational Studies}},
  keywords     = {{Education}},
  pages        = {{1--19}},
  publisher    = {{Informa UK Limited}},
  title        = {{{The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects}}},
  doi          = {{10.1080/03055698.2021.1875320}},
  year         = {{2021}},
}

@article{37442,
  author       = {{Paleczek, Lisa and Seifert, Susanne and Schöfl, Martin}},
  issn         = {{0007-1013}},
  journal      = {{British Journal of Educational Technology}},
  keywords     = {{Education}},
  number       = {{6}},
  pages        = {{2145--2161}},
  publisher    = {{Wiley}},
  title        = {{{Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten}}},
  doi          = {{10.1111/bjet.13163}},
  volume       = {{52}},
  year         = {{2021}},
}

@article{37455,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.</jats:p>}},
  author       = {{Dockrell, J. E. and Papadopoulos, T. C. and Mifsud, C. L. and Bourke, L. and Vilageliu, O. and Bešić, E. and Seifert, Susanne and Gasteiger-Klicpera, B. and Ralli, A. and Dimakos, I. and Karpava, S. and Martins, M. and Sousa, O. and Castro, S. and Søndergaard Knudsen, H. B. and Donau, P. and Haznedar, B. and Mikulajová, M. and Gerdzhikova, N.}},
  issn         = {{0256-2928}},
  journal      = {{European Journal of Psychology of Education}},
  keywords     = {{Developmental and Educational Psychology, Education}},
  number       = {{2}},
  pages        = {{293--320}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Teaching and learning in a multilingual Europe: findings from a cross-European study}}},
  doi          = {{10.1007/s10212-020-00523-z}},
  volume       = {{37}},
  year         = {{2021}},
}

@inbook{37485,
  author       = {{Rach, Stefanie and Liebendörfer, Michael}},
  booktitle    = {{Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft für Didaktik der Mathematik (GDM) (1.-25. März 2021)}},
  editor       = {{Hein, Kerstin and Heil, Cathleen and Ruwisch, Silke and Prediger, Susanne}},
  isbn         = {{978-3-95987-184-6}},
  pages        = {{247–248}},
  publisher    = {{WTM-Verlag für wissenschaftliche Texte und Medien}},
  title        = {{{Die Bedeutung affektiver Merkmale beim Mathematiklernen}}},
  year         = {{2021}},
}

@article{37474,
  abstract     = {{<jats:title>Abstract</jats:title>
               <jats:p>Due to the COVID-19 crisis, many courses have been offered digitally. Using data from n = 1,173 business students participating in a preparatory mathematics course at a German university that covered the same content as in 2018, 2019 and 2020, we examine how students’ participation and the effect of the preparatory course changed. The data show that the participation rate has fallen slightly, but students’ participation is rather similar to preceding years. Interestingly, students have participated more intensively. There are clear signs of dishonesty in the self-test (use of a calculator) and significant changes in predictors of performance. In particular, the effect of students’ engagement in the course on their performance substantially increased. Further, we found a gender gap in performance affecting women. Finally, the data show that digital courses can be as effective as on-campus courses.</jats:p>}},
  author       = {{Büchele, Stefan and Liebendörfer, Michael and Lankeit, Elisa}},
  issn         = {{0268-3679}},
  journal      = {{Teaching Mathematics and its Applications: An International Journal of the IMA}},
  keywords     = {{Education, General Mathematics}},
  number       = {{4}},
  pages        = {{478--496}},
  publisher    = {{Oxford University Press (OUP)}},
  title        = {{{Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university}}},
  doi          = {{10.1093/teamat/hrab013}},
  volume       = {{40}},
  year         = {{2021}},
}

@article{37483,
  abstract     = {{Das gymnasiale Lehramtsstudium der Mathematik ist an deutschen Universitäten unterschiedlich organisiert. Traditionell wurden am Studienbeginn die Fachvorlesungen zur Analysis und Linearen Algebra gemeinsam mit Fachstudierenden gehört. In jüngerer Zeit verbreiten sich alternative Modelle z. B. mit Brückenvorlesungen, die oft spezifisch für das Gymnasiallehramt angeboten werden. Sie können gemeinsame Veranstaltungen mit Fachstudierenden ergänzen oder ersetzen. Dieser Beitrag zeigt auf, welche Modelle wie häufig verbreitet sind, und spricht an, welche hochschuldidaktischen Fragen an der Studiengestaltung hängen.}},
  author       = {{Gildehaus, Lara and Göller, Robin and Liebendörfer, Michael}},
  issn         = {{2512-9155}},
  journal      = {{Mitteilungen der Gesellschaft für Didaktik der Mathematik}},
  number       = {{111}},
  pages        = {{27–32}},
  title        = {{{Gymnasiales Lehramt Mathematik studieren – eine Übersicht zur Studienorganisation in Deutschland}}},
  volume       = {{47}},
  year         = {{2021}},
}

@inproceedings{37481,
  author       = {{Vajen, Bastian and Gildehaus, Lara and Liebendörfer, Michael and Wolf, Christoph}},
  booktitle    = {{Schriftenreihe der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft und das vermeintliche Neutralitätsgebot}},
  editor       = {{Kenner, Steve and Oeftering, T.}},
  pages        = {{188–200}},
  publisher    = {{Wochenschau}},
  title        = {{{Mathematisierung als Herausforderung für die politische Bildung}}},
  year         = {{2021}},
}