@inbook{52814,
  author       = {{Büttner, Denise and Roll , Heike}},
  booktitle    = {{Vermitteln - verbinden - verstehen. 46. Jahrestagung des Fachverbandes Deutsch als Fremd- und Zweitsprache an der Technischen Universität Chemnitz }},
  editor       = {{Hinzmann, Friederike and Storz, Coretta  and Hülsmann, Annemarie  and Rosner, Ulrike  and Dupke, Benjamin }},
  pages        = {{85--103}},
  publisher    = {{Universitätsverlag Göttingen}},
  title        = {{{„Zunge: Sprache“ Literarische Mehrsprachigkeit im Deutschunterricht am Beispiel der Erzählung „Mutterzunge“ von Emine Sevgi Özdamar}}},
  year         = {{2021}},
}

@inbook{54100,
  author       = {{Heise, Tillmann}},
  booktitle    = {{„Sehnsucht nach dem Leben“. Tradition und Innovation im Werk Hugo von Hofmannsthals}},
  editor       = {{Innerhofer, Roland and Ritz, Szilvia }},
  isbn         = {{9783706910620 }},
  pages        = {{25–37}},
  publisher    = {{praesens}},
  title        = {{{Das „geheime Europa“. Hugo von Hofmannsthals späte Parallelaktion zu Stefan Georges „geheimem Deutschland“ (1919–1923)}}},
  volume       = {{19}},
  year         = {{2021}},
}

@article{54097,
  author       = {{Heise, Tillmann}},
  journal      = {{Hofmannsthal-Jahrbuch}},
  pages        = {{259–280}},
  title        = {{{Das ‚Erfundene Gespräch‘ als transatlantischer Dialog. Gattungsvariationen und Gedankenexperimente in Hofmannsthals Gesprächsfragment "Brief ans Dial" (1925)}}},
  doi          = {{doi.org/10.5771/9783968218403}},
  volume       = {{29}},
  year         = {{2021}},
}

@article{54108,
  author       = {{Heise, Tillmann and Beßlich, Barbara}},
  issn         = {{0035-998 X}},
  journal      = {{Ruperto Carola Forschungsmagazin}},
  pages        = {{122–131 }},
  title        = {{{Verfreundete Europäer im Kampf mit der Moderne}}},
  volume       = {{17}},
  year         = {{2021}},
}

@misc{39054,
  author       = {{Süwolto, Leonie}},
  title        = {{{Moderne Heldin im antiken Gewand? Anne Webers „Annette, ein Heldinnenepos“}}},
  year         = {{2021}},
}

@article{55786,
  author       = {{Menke, Peter}},
  journal      = {{Spiel|Formen}},
  pages        = {{33--55}},
  title        = {{{Regel(er)klärungen in Gesellschaftsspielen. Eine gesprächsanalytische Perspektive}}},
  volume       = {{1}},
  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{38064,
  author       = {{Steigerwald, Jörn}},
  booktitle    = {{Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas.}},
  editor       = {{Schlieper, Hendrik and Tönnies, Merle}},
  publisher    = {{Harrassowitz}},
  title        = {{{ Haus-Komödien: Renaissancen des Lustspielsbei Ludovico Ariosto und William Shakespeare ("I Suppositi", "The Taming of the Shrew")}}},
  year         = {{2021}},
}

@inbook{40654,
  author       = {{Schuster, Britt-Marie}},
  booktitle    = {{ Text- und Diskurslinguistik}},
  editor       = {{Gansel, Christina and Spieß, Constanze}},
  publisher    = {{De Gruyter}},
  title        = {{{»Stilistik«}}},
  doi          = {{10.1515/wsk}},
  volume       = {{6}},
  year         = {{2021}},
}

@inbook{40657,
  author       = {{Schuster, Britt-Marie}},
  booktitle    = {{ Text- und Diskurslinguistik}},
  editor       = {{Gansel, Christina and Spieß, Constanze}},
  publisher    = {{De Gruyter}},
  title        = {{{»Abweichung«}}},
  doi          = {{10.1515/wsk}},
  volume       = {{6}},
  year         = {{2021}},
}

@inbook{40658,
  author       = {{Schuster, Britt-Marie}},
  booktitle    = {{ Text- und Diskurslinguistik}},
  editor       = {{Gansel, Christina and Spieß, Constanze}},
  publisher    = {{De Gruyter}},
  title        = {{{»abweichen«}}},
  doi          = {{10.1515/wsk}},
  volume       = {{6}},
  year         = {{2021}},
}

@article{31680,
  author       = {{Scharlau, Ingrid and Karsten, A. and Rohlfing, Katharina J.}},
  issn         = {{2030-1006}},
  journal      = {{Journal of Writing Research}},
  keywords     = {{Literature and Literary Theory, Linguistics and Language, Language and Linguistics, Education}},
  number       = {{vol. 12 issue 3}},
  pages        = {{493--529}},
  publisher    = {{ARLE (International Association for Research in L1 Education)}},
  title        = {{{Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing}}},
  doi          = {{10.17239/jowr-2021.12.03.01}},
  volume       = {{12}},
  year         = {{2021}},
}

@book{40920,
  editor       = {{Standke, Jan and Topalovic, Elvira}},
  issn         = {{0418-9426}},
  keywords     = {{General Earth and Planetary Sciences, General Environmental Science}},
  publisher    = {{Vandenhoeck & Ruprecht GmbH & Co, KG, Göttingen}},
  title        = {{{In Krisen erzählen – von Krisen erzählen. Sprachliche, literarische und mediale Dimensionen.}}},
  doi          = {{10.14220/mdge.2021.68.2.0}},
  volume       = {{68}},
  year         = {{2021}},
}

@book{37092,
  editor       = {{Plien, Christian and Topalovic, Elvira}},
  issn         = {{0418-9426}},
  keywords     = {{General Earth and Planetary Sciences, General Environmental Science}},
  publisher    = {{Vandenhoeck & Ruprecht GmbH & Co, KG, Göttingen}},
  title        = {{{Mehrdeutigkeiten}}},
  doi          = {{10.14220/mdge.2021.68.4.0}},
  volume       = {{68}},
  year         = {{2021}},
}

@article{37185,
  abstract     = {{<jats:p>Social robots have emerged as a new digital technology that is increasingly being implemented in the educational landscape. While social robots could be deployed to assist young children with their learning in a variety of different ways, the typical approach in educational practices is to supplement the learning process rather than to replace the human caregiver, e.g., the teacher, parent, educator or therapist. When functioning in the role of an educational assistant, social robots will likely constitute a part of a triadic interaction with the child and the human caregiver. Surprisingly, there is little research that systematically investigates the role of the caregiver by examining the ways in which children involve or check in with them during their interaction with another partner<jats:bold>—</jats:bold>a phenomenon that is known as social referencing. In the present study, we investigated social referencing in the context of a dyadic child–robot interaction. Over the course of four sessions within our longitudinal language-learning study, we observed how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers who were not actively involved in the language-learning procedure. The children participating in the study were randomly assigned to either an interaction with a social robot or a human partner. Our results revealed that all children across both conditions utilized social referencing behaviors to address their caregiver. However, we found that the children who interacted with the social robot did so significantly more frequently in each of the four sessions than those who interacted with the human partner. Further analyses showed that no significant change in their behavior over the course of the sessions could be observed. Findings are discussed with regard to the caregiver's role during children's interactions with social robots and the implications for future interaction design.</jats:p>}},
  author       = {{Tolksdorf, Nils F. and Crawshaw, Camilla E. and Rohlfing, Katharina}},
  issn         = {{2504-284X}},
  journal      = {{Frontiers in Education}},
  keywords     = {{Education}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction}}},
  doi          = {{10.3389/feduc.2020.569615}},
  volume       = {{5}},
  year         = {{2021}},
}