[{"series_title":"Linguistik – Impulse & Tendenzen","_id":"37132","publisher":"De Gruyter","language":[{"iso":"ger"}],"editor":[{"first_name":"Mark","last_name":"Dang-Anh","full_name":"Dang-Anh, Mark"},{"full_name":"Meer, Dorothee","last_name":"Meer","first_name":"Dorothee"},{"full_name":"Wyss, Eva L.","last_name":"Wyss","first_name":"Eva L."}],"doi":"10.1515/9783110759082-004","user_id":"17386","author":[{"last_name":"Schuster","first_name":"Britt-Marie","full_name":"Schuster, Britt-Marie","id":"17386"}],"title":"Widersprechen als diskursive Praktik. Illustriert an der Widerstandskommunikation gegen den Nationalsozialismus (1933–1945)","status":"public","year":"2021","date_updated":"2023-10-12T15:51:46Z","publication_status":"published","place":"Berlin, Boston","date_created":"2023-01-17T14:26:02Z","department":[{"_id":"745"}],"type":"book_chapter","keyword":["Kommunikationsgeschichte"],"citation":{"ama":"Schuster B-M. Widersprechen als diskursive Praktik. Illustriert an der Widerstandskommunikation gegen den Nationalsozialismus (1933–1945). In: Dang-Anh M, Meer D, Wyss EL, eds. <i>Protest, Protestieren, Protestkommunikation</i>. Linguistik – Impulse &#38; Tendenzen. De Gruyter; 2021. doi:<a href=\"https://doi.org/10.1515/9783110759082-004\">10.1515/9783110759082-004</a>","bibtex":"@inbook{Schuster_2021, place={Berlin, Boston}, series={Linguistik – Impulse &#38; Tendenzen}, title={Widersprechen als diskursive Praktik. Illustriert an der Widerstandskommunikation gegen den Nationalsozialismus (1933–1945)}, DOI={<a href=\"https://doi.org/10.1515/9783110759082-004\">10.1515/9783110759082-004</a>}, booktitle={Protest, Protestieren, Protestkommunikation}, publisher={De Gruyter}, author={Schuster, Britt-Marie}, editor={Dang-Anh, Mark and Meer, Dorothee and Wyss, Eva L.}, year={2021}, collection={Linguistik – Impulse &#38; Tendenzen} }","mla":"Schuster, Britt-Marie. “Widersprechen als diskursive Praktik. Illustriert an der Widerstandskommunikation gegen den Nationalsozialismus (1933–1945).” <i>Protest, Protestieren, Protestkommunikation</i>, edited by Mark Dang-Anh et al., De Gruyter, 2021, doi:<a href=\"https://doi.org/10.1515/9783110759082-004\">10.1515/9783110759082-004</a>.","chicago":"Schuster, Britt-Marie. “Widersprechen als diskursive Praktik. Illustriert an der Widerstandskommunikation gegen den Nationalsozialismus (1933–1945).” In <i>Protest, Protestieren, Protestkommunikation</i>, edited by Mark Dang-Anh, Dorothee Meer, and Eva L. Wyss. Linguistik – Impulse &#38; Tendenzen. Berlin, Boston: De Gruyter, 2021. <a href=\"https://doi.org/10.1515/9783110759082-004\">https://doi.org/10.1515/9783110759082-004</a>.","short":"B.-M. Schuster, in: M. Dang-Anh, D. Meer, E.L. Wyss (Eds.), Protest, Protestieren, Protestkommunikation, De Gruyter, Berlin, Boston, 2021.","apa":"Schuster, B.-M. (2021). Widersprechen als diskursive Praktik. Illustriert an der Widerstandskommunikation gegen den Nationalsozialismus (1933–1945). In M. Dang-Anh, D. Meer, &#38; E. L. Wyss (Eds.), <i>Protest, Protestieren, Protestkommunikation</i>. De Gruyter. <a href=\"https://doi.org/10.1515/9783110759082-004\">https://doi.org/10.1515/9783110759082-004</a>","ieee":"B.-M. Schuster, “Widersprechen als diskursive Praktik. Illustriert an der Widerstandskommunikation gegen den Nationalsozialismus (1933–1945),” in <i>Protest, Protestieren, Protestkommunikation</i>, M. Dang-Anh, D. Meer, and E. L. Wyss, Eds. Berlin, Boston: De Gruyter, 2021."},"publication":"Protest, Protestieren, Protestkommunikation"},{"type":"book_chapter","keyword":["Textsemantik"],"department":[{"_id":"745"}],"date_created":"2023-01-17T14:23:42Z","place":"Berlin, Boston","publication":"Sprache des Sterbens – Sprache des Todes. Linguistische und interdisziplinäre Perspektivierungen eines zentralen Aspekts menschlichen Daseins","citation":{"short":"B.-M. Schuster, N.M. Wilk, in: C. Braun (Ed.), Sprache des Sterbens – Sprache des Todes. Linguistische und interdisziplinäre Perspektivierungen eines zentralen Aspekts menschlichen Daseins, De Gruyter, Berlin, Boston, 2021.","chicago":"Schuster, Britt-Marie, and Nicole M. Wilk. “Bedeutungsvarianz und sozialer Stil.” In <i>Sprache des Sterbens – Sprache des Todes. Linguistische und interdisziplinäre Perspektivierungen eines zentralen Aspekts menschlichen Daseins</i>, edited by Christian Braun. Reihe Germanistische Linguistik. Berlin, Boston: De Gruyter, 2021. <a href=\"https://doi.org/10.1515/9783110694734-010\">https://doi.org/10.1515/9783110694734-010</a>.","ieee":"B.-M. Schuster and N. M. Wilk, “Bedeutungsvarianz und sozialer Stil,” in <i>Sprache des Sterbens – Sprache des Todes. Linguistische und interdisziplinäre Perspektivierungen eines zentralen Aspekts menschlichen Daseins</i>, C. Braun, Ed. Berlin, Boston: De Gruyter, 2021.","apa":"Schuster, B.-M., &#38; Wilk, N. M. (2021). Bedeutungsvarianz und sozialer Stil. In C. Braun (Ed.), <i>Sprache des Sterbens – Sprache des Todes. Linguistische und interdisziplinäre Perspektivierungen eines zentralen Aspekts menschlichen Daseins</i>. De Gruyter. <a href=\"https://doi.org/10.1515/9783110694734-010\">https://doi.org/10.1515/9783110694734-010</a>","bibtex":"@inbook{Schuster_Wilk_2021, place={Berlin, Boston}, series={Reihe Germanistische Linguistik}, title={Bedeutungsvarianz und sozialer Stil}, DOI={<a href=\"https://doi.org/10.1515/9783110694734-010\">10.1515/9783110694734-010</a>}, booktitle={Sprache des Sterbens – Sprache des Todes. Linguistische und interdisziplinäre Perspektivierungen eines zentralen Aspekts menschlichen Daseins}, publisher={De Gruyter}, author={Schuster, Britt-Marie and Wilk, Nicole M.}, editor={Braun, Christian}, year={2021}, collection={Reihe Germanistische Linguistik} }","ama":"Schuster B-M, Wilk NM. Bedeutungsvarianz und sozialer Stil. In: Braun C, ed. <i>Sprache des Sterbens – Sprache des Todes. Linguistische und interdisziplinäre Perspektivierungen eines zentralen Aspekts menschlichen Daseins</i>. Reihe Germanistische Linguistik. De Gruyter; 2021. doi:<a href=\"https://doi.org/10.1515/9783110694734-010\">10.1515/9783110694734-010</a>","mla":"Schuster, Britt-Marie, and Nicole M. Wilk. “Bedeutungsvarianz und sozialer Stil.” <i>Sprache des Sterbens – Sprache des Todes. Linguistische und interdisziplinäre Perspektivierungen eines zentralen Aspekts menschlichen Daseins</i>, edited by Christian Braun, De Gruyter, 2021, doi:<a href=\"https://doi.org/10.1515/9783110694734-010\">10.1515/9783110694734-010</a>."},"user_id":"17386","doi":"10.1515/9783110694734-010","editor":[{"last_name":"Braun","first_name":"Christian","full_name":"Braun, Christian"}],"_id":"37130","publisher":"De Gruyter","language":[{"iso":"ger"}],"series_title":"Reihe Germanistische Linguistik","publication_status":"published","date_updated":"2023-10-12T15:52:18Z","title":"Bedeutungsvarianz und sozialer Stil","status":"public","year":"2021","author":[{"id":"17386","last_name":"Schuster","first_name":"Britt-Marie","full_name":"Schuster, Britt-Marie"},{"full_name":"Wilk, Nicole M.","first_name":"Nicole M.","last_name":"Wilk"}]},{"keyword":["Explainability","process ofexplaining andunderstanding","explainable artificial systems"],"type":"journal_article","department":[{"_id":"603"},{"_id":"749"},{"_id":"424"},{"_id":"67"},{"_id":"574"},{"_id":"184"},{"_id":"757"},{"_id":"54"},{"_id":"178"}],"file":[{"date_created":"2023-11-20T16:33:51Z","creator":"haebumb","content_type":"application/pdf","file_id":"49081","date_updated":"2023-11-20T16:33:51Z","relation":"main_file","file_size":626217,"access_level":"open_access","file_name":"2020-12-01_explainability_final_version.pdf"}],"date_created":"2021-09-14T20:52:57Z","abstract":[{"text":"One objective of current research in explainable intelligent systems is to implement social aspects in order to increase the relevance of explanations. In this paper, we argue that a novel conceptual framework is needed to overcome shortcomings of existing AI systems with little attention to processes of interaction and learning. Drawing from research in interaction and development, we first outline the novel conceptual framework that pushes the design of AI systems toward true interactivity with an emphasis on the role of the partner and social relevance. We propose that AI systems will be able to provide a meaningful and relevant explanation only if the process of explaining is extended to active contribution of both partners that brings about dynamics that is modulated by different levels of analysis. Accordingly, our conceptual framework comprises monitoring and scaffolding as key concepts and claims that the process of explaining is not only modulated by the interaction between explainee and explainer but is embedded into a larger social context in which conventionalized and routinized behaviors are established. We discuss our conceptual framework in relation to the established objectives of transparency and autonomy that are raised for the design of explainable AI systems currently.","lang":"eng"}],"issue":"3","publication":"IEEE Transactions on Cognitive and Developmental Systems","doi":"10.1109/tcds.2020.3044366","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2023-12-05T10:15:02Z","article_type":"original","intvolume":"        13","title":"Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems","year":"2021","publication_identifier":{"issn":["2379-8920","2379-8939"]},"author":[{"id":"50352","last_name":"Rohlfing","first_name":"Katharina J.","full_name":"Rohlfing, Katharina J."},{"first_name":"Philipp","last_name":"Cimiano","full_name":"Cimiano, Philipp"},{"id":"451","full_name":"Scharlau, Ingrid","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid"},{"last_name":"Matzner","first_name":"Tobias","full_name":"Matzner, Tobias","id":"65695"},{"full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M.","id":"27152"},{"full_name":"Buschmeier, Hendrik","first_name":"Hendrik","last_name":"Buschmeier"},{"full_name":"Esposito, Elena","first_name":"Elena","last_name":"Esposito"},{"first_name":"Angela","last_name":"Grimminger","full_name":"Grimminger, Angela","id":"57578"},{"last_name":"Hammer","first_name":"Barbara","full_name":"Hammer, Barbara"},{"first_name":"Reinhold","last_name":"Haeb-Umbach","full_name":"Haeb-Umbach, Reinhold","id":"242"},{"first_name":"Ilona","last_name":"Horwath","full_name":"Horwath, Ilona","id":"68836"},{"full_name":"Hüllermeier, Eyke","last_name":"Hüllermeier","first_name":"Eyke","id":"48129"},{"first_name":"Friederike","last_name":"Kern","full_name":"Kern, Friederike"},{"last_name":"Kopp","first_name":"Stefan","full_name":"Kopp, Stefan"},{"id":"72497","full_name":"Thommes, Kirsten","last_name":"Thommes","first_name":"Kirsten"},{"id":"65716","full_name":"Ngonga Ngomo, Axel-Cyrille","first_name":"Axel-Cyrille","last_name":"Ngonga Ngomo"},{"full_name":"Schulte, Carsten","first_name":"Carsten","last_name":"Schulte","id":"60311"},{"full_name":"Wachsmuth, Henning","first_name":"Henning","last_name":"Wachsmuth","id":"3900"},{"full_name":"Wagner, Petra","last_name":"Wagner","first_name":"Petra"},{"full_name":"Wrede, Britta","first_name":"Britta","last_name":"Wrede"}],"oa":"1","quality_controlled":"1","project":[{"_id":"109","grant_number":"438445824","name":"TRR 318: TRR 318 - Erklärbarkeit konstruieren"}],"file_date_updated":"2023-11-20T16:33:51Z","citation":{"mla":"Rohlfing, Katharina J., et al. “Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems.” <i>IEEE Transactions on Cognitive and Developmental Systems</i>, vol. 13, no. 3, 2021, pp. 717–28, doi:<a href=\"https://doi.org/10.1109/tcds.2020.3044366\">10.1109/tcds.2020.3044366</a>.","bibtex":"@article{Rohlfing_Cimiano_Scharlau_Matzner_Buhl_Buschmeier_Esposito_Grimminger_Hammer_Haeb-Umbach_et al._2021, title={Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems}, volume={13}, DOI={<a href=\"https://doi.org/10.1109/tcds.2020.3044366\">10.1109/tcds.2020.3044366</a>}, number={3}, journal={IEEE Transactions on Cognitive and Developmental Systems}, author={Rohlfing, Katharina J. and Cimiano, Philipp and Scharlau, Ingrid and Matzner, Tobias and Buhl, Heike M. and Buschmeier, Hendrik and Esposito, Elena and Grimminger, Angela and Hammer, Barbara and Haeb-Umbach, Reinhold and et al.}, year={2021}, pages={717–728} }","ama":"Rohlfing KJ, Cimiano P, Scharlau I, et al. Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems. <i>IEEE Transactions on Cognitive and Developmental Systems</i>. 2021;13(3):717-728. doi:<a href=\"https://doi.org/10.1109/tcds.2020.3044366\">10.1109/tcds.2020.3044366</a>","ieee":"K. J. Rohlfing <i>et al.</i>, “Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems,” <i>IEEE Transactions on Cognitive and Developmental Systems</i>, vol. 13, no. 3, pp. 717–728, 2021, doi: <a href=\"https://doi.org/10.1109/tcds.2020.3044366\">10.1109/tcds.2020.3044366</a>.","apa":"Rohlfing, K. J., Cimiano, P., Scharlau, I., Matzner, T., Buhl, H. M., Buschmeier, H., Esposito, E., Grimminger, A., Hammer, B., Haeb-Umbach, R., Horwath, I., Hüllermeier, E., Kern, F., Kopp, S., Thommes, K., Ngonga Ngomo, A.-C., Schulte, C., Wachsmuth, H., Wagner, P., &#38; Wrede, B. (2021). Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems. <i>IEEE Transactions on Cognitive and Developmental Systems</i>, <i>13</i>(3), 717–728. <a href=\"https://doi.org/10.1109/tcds.2020.3044366\">https://doi.org/10.1109/tcds.2020.3044366</a>","short":"K.J. Rohlfing, P. Cimiano, I. Scharlau, T. Matzner, H.M. Buhl, H. Buschmeier, E. Esposito, A. Grimminger, B. Hammer, R. Haeb-Umbach, I. Horwath, E. Hüllermeier, F. Kern, S. Kopp, K. Thommes, A.-C. Ngonga Ngomo, C. Schulte, H. Wachsmuth, P. Wagner, B. Wrede, IEEE Transactions on Cognitive and Developmental Systems 13 (2021) 717–728.","chicago":"Rohlfing, Katharina J., Philipp Cimiano, Ingrid Scharlau, Tobias Matzner, Heike M. Buhl, Hendrik Buschmeier, Elena Esposito, et al. “Explanation as a Social Practice: Toward a Conceptual Framework for the Social Design of AI Systems.” <i>IEEE Transactions on Cognitive and Developmental Systems</i> 13, no. 3 (2021): 717–28. <a href=\"https://doi.org/10.1109/tcds.2020.3044366\">https://doi.org/10.1109/tcds.2020.3044366</a>."},"user_id":"42933","ddc":["300"],"volume":13,"page":"717-728","_id":"24456","has_accepted_license":"1","status":"public"},{"publication":"Journal of Writing Research","issue":"3","abstract":[{"text":"The aim of the present study is to bring new momentum into research on students’\r\nunderstanding of academic writing. Drawing on the idea that metaphors give insight into\r\nimplicit conceptions of abstract entities and processes, we developed a detailed and\r\ndifferentiated set of conceptual metaphors that can be used to study student ideas about\r\nwriting in research, teaching, and interventions. A large sample of undergraduates produced\r\ntheir everyday understanding of writing in short texts beginning with a self-generated\r\nmetaphor. Based on theories from cognitive linguistics, the conceptual metaphors in their\r\ntexts were analyzed in terms of their action quality (transitivity) and spatiality (spatial\r\nprimitives). The undergraduates’ conceptualizations were very heterogeneous. Most\r\nmetaphors depart strongly from scientific approaches to academic writing within cognitive\r\npsychology and sociocultural theory. Roughly half of the metaphors could be collated to one\r\nof four metaphor systems. Depending on the desired degree of abstraction or concreteness,\r\nconceptual metaphors or metaphor systems can be employed in further studies to illuminate\r\nthinking about writing.","lang":"eng"}],"date_created":"2021-12-13T10:30:14Z","keyword":["metaphor analysis","academic writing","transitivity","spatial primitives"],"type":"journal_article","department":[{"_id":"424"},{"_id":"749"}],"year":"2021","title":"Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing","author":[{"id":"451","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid","full_name":"Scharlau, Ingrid"},{"full_name":"Karsten, Andrea","orcid":"0000-0003-0194-2000","first_name":"Andrea","last_name":"Karsten","id":"53917"},{"id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing"}],"publication_identifier":{"issn":["2030-1006","2294-3307"]},"publication_status":"published","date_updated":"2023-12-21T08:38:01Z","intvolume":"        12","main_file_link":[{"open_access":"1"}],"language":[{"iso":"eng"}],"doi":"10.17239/jowr-2021.12.03.01","citation":{"bibtex":"@article{Scharlau_Karsten_Rohlfing_2021, title={Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing}, volume={12}, DOI={<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>}, number={3}, journal={Journal of Writing Research}, author={Scharlau, Ingrid and Karsten, Andrea and Rohlfing, Katharina}, year={2021}, pages={493–529} }","ama":"Scharlau I, Karsten A, Rohlfing K. Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing. <i>Journal of Writing Research</i>. 2021;12(3):493-529. doi:<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>","short":"I. Scharlau, A. Karsten, K. Rohlfing, Journal of Writing Research 12 (2021) 493–529.","chicago":"Scharlau, Ingrid, Andrea Karsten, and Katharina Rohlfing. “Building, Emptying out, or Dreaming? Action Structures and Space in Undergraduates’ Metaphors of Academic Writing.” <i>Journal of Writing Research</i> 12, no. 3 (2021): 493–529. <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">https://doi.org/10.17239/jowr-2021.12.03.01</a>.","ieee":"I. Scharlau, A. Karsten, and K. Rohlfing, “Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing,” <i>Journal of Writing Research</i>, vol. 12, no. 3, pp. 493–529, 2021, doi: <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>.","mla":"Scharlau, Ingrid, et al. “Building, Emptying out, or Dreaming? Action Structures and Space in Undergraduates’ Metaphors of Academic Writing.” <i>Journal of Writing Research</i>, vol. 12, no. 3, 2021, pp. 493–529, doi:<a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">10.17239/jowr-2021.12.03.01</a>.","apa":"Scharlau, I., Karsten, A., &#38; Rohlfing, K. (2021). Building, emptying out, or dreaming? Action structures and space in undergraduates’ metaphors of academic writing. <i>Journal of Writing Research</i>, <i>12</i>(3), 493–529. <a href=\"https://doi.org/10.17239/jowr-2021.12.03.01\">https://doi.org/10.17239/jowr-2021.12.03.01</a>"},"oa":"1","status":"public","page":"493-529","_id":"28696","user_id":"53917","volume":12},{"type":"book_editor","oa":"1","department":[{"_id":"464"}],"date_created":"2022-10-12T07:46:26Z","citation":{"chicago":"Kißling, Magdalena, ed. <i>Kinder- und Jugendliteratur intermedial. Unterrichtsanregungen und -materialien zum literarischen Lernen im Medienverbund anhand von Emil und die Detektive (Gym/Ge) und Jakob der Lügner (BK); erstellt von Masterstudierenden der Universität Paderborn</i>. Universitätsbibliothek Paderborn 2021, 2021.","short":"M. Kißling, ed., Kinder- und Jugendliteratur intermedial. Unterrichtsanregungen und -materialien zum literarischen Lernen im Medienverbund anhand von Emil und die Detektive (Gym/Ge) und Jakob der Lügner (BK); erstellt von Masterstudierenden der Universität Paderborn, Universitätsbibliothek Paderborn 2021, 2021.","ieee":"M. Kißling, Ed., <i>Kinder- und Jugendliteratur intermedial. Unterrichtsanregungen und -materialien zum literarischen Lernen im Medienverbund anhand von Emil und die Detektive (Gym/Ge) und Jakob der Lügner (BK); erstellt von Masterstudierenden der Universität Paderborn</i>. Universitätsbibliothek Paderborn 2021, 2021.","apa":"Kißling, M. (Ed.). (2021). <i>Kinder- und Jugendliteratur intermedial. Unterrichtsanregungen und -materialien zum literarischen Lernen im Medienverbund anhand von Emil und die Detektive (Gym/Ge) und Jakob der Lügner (BK); erstellt von Masterstudierenden der Universität Paderborn</i>. Universitätsbibliothek Paderborn 2021.","bibtex":"@book{Kißling_2021, title={Kinder- und Jugendliteratur intermedial. Unterrichtsanregungen und -materialien zum literarischen Lernen im Medienverbund anhand von Emil und die Detektive (Gym/Ge) und Jakob der Lügner (BK); erstellt von Masterstudierenden der Universität Paderborn}, publisher={Universitätsbibliothek Paderborn 2021}, year={2021} }","ama":"Kißling M, ed. <i>Kinder- und Jugendliteratur intermedial. Unterrichtsanregungen und -materialien zum literarischen Lernen im Medienverbund anhand von Emil und die Detektive (Gym/Ge) und Jakob der Lügner (BK); erstellt von Masterstudierenden der Universität Paderborn</i>. Universitätsbibliothek Paderborn 2021; 2021.","mla":"Kißling, Magdalena, editor. <i>Kinder- und Jugendliteratur intermedial. Unterrichtsanregungen und -materialien zum literarischen Lernen im Medienverbund anhand von Emil und die Detektive (Gym/Ge) und Jakob der Lügner (BK); erstellt von Masterstudierenden der Universität Paderborn</i>. Universitätsbibliothek Paderborn 2021, 2021."},"user_id":"86552","editor":[{"last_name":"Kißling","first_name":"Magdalena","full_name":"Kißling, Magdalena"}],"main_file_link":[{"open_access":"1","url":"https://digital.ub.uni-paderborn.de/urn/urn:nbn:de:hbz:466:2-39919https://digital.ub.uni-paderborn.de/urn/urn:nbn:de:hbz:466:2-39919"}],"publisher":"Universitätsbibliothek Paderborn 2021","_id":"33698","language":[{"iso":"ger"}],"date_updated":"2024-01-04T19:48:33Z","status":"public","title":"Kinder- und Jugendliteratur intermedial. Unterrichtsanregungen und -materialien zum literarischen Lernen im Medienverbund anhand von Emil und die Detektive (Gym/Ge) und Jakob der Lügner (BK); erstellt von Masterstudierenden der Universität Paderborn","year":"2021"},{"publication":"Studia Germanica Posnaniensia","citation":{"ama":"Kißling M, Neumeier MM. Obsolete Männlichkeit. Serienästhetisches Lernen an geschlechtskodierten Körperbildern in der Romanadaption BABYLON BERLIN. <i>Studia Germanica Posnaniensia</i>. 2021;XLI:131-146.","bibtex":"@article{Kißling_Neumeier_2021, title={Obsolete Männlichkeit. Serienästhetisches Lernen an geschlechtskodierten Körperbildern in der Romanadaption BABYLON BERLIN}, volume={XLI}, journal={Studia Germanica Posnaniensia}, author={Kißling, Magdalena and Neumeier, Maya Marie}, year={2021}, pages={131–146} }","mla":"Kißling, Magdalena, and Maya Marie Neumeier. “Obsolete Männlichkeit. Serienästhetisches Lernen an geschlechtskodierten Körperbildern in der Romanadaption BABYLON BERLIN.” <i>Studia Germanica Posnaniensia</i>, vol. XLI, 2021, pp. 131–46.","chicago":"Kißling, Magdalena, and Maya Marie Neumeier. “Obsolete Männlichkeit. Serienästhetisches Lernen an geschlechtskodierten Körperbildern in der Romanadaption BABYLON BERLIN.” <i>Studia Germanica Posnaniensia</i> XLI (2021): 131–46.","short":"M. Kißling, M.M. 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Verfreundete Europäer im Kampf mit der Moderne. <i>Ruperto Carola Forschungsmagazin</i>. 2021;17:122–131.","bibtex":"@article{Heise_Beßlich_2021, title={Verfreundete Europäer im Kampf mit der Moderne}, volume={17}, journal={Ruperto Carola Forschungsmagazin}, author={Heise, Tillmann and Beßlich, Barbara}, year={2021}, pages={122–131} }","mla":"Heise, Tillmann, and Barbara Beßlich. “Verfreundete Europäer im Kampf mit der Moderne.” <i>Ruperto Carola Forschungsmagazin</i>, vol. 17, 2021, pp. 122–131."},"type":"journal_article","department":[{"_id":"5"}],"date_created":"2024-05-08T14:17:55Z"},{"status":"public","year":"2021","title":"Moderne Heldin im antiken Gewand? Anne Webers „Annette, ein Heldinnenepos“","author":[{"id":"7616","full_name":"Süwolto, Leonie","first_name":"Leonie","last_name":"Süwolto"}],"publication_status":"published","date_updated":"2024-08-15T06:51:53Z","main_file_link":[{"url":"https://www.gender-blog.de/beitrag/moderne-heldin-anne-weber/"}],"language":[{"iso":"ger"}],"_id":"39054","user_id":"71743","citation":{"short":"L. Süwolto, Moderne Heldin im antiken Gewand? Anne Webers „Annette, ein Heldinnenepos“, 2021.","chicago":"Süwolto, Leonie. <i>Moderne Heldin im antiken Gewand? Anne Webers „Annette, ein Heldinnenepos“</i>, 2021.","ieee":"L. Süwolto, <i>Moderne Heldin im antiken Gewand? Anne Webers „Annette, ein Heldinnenepos“</i>. 2021.","apa":"Süwolto, L. (2021). <i>Moderne Heldin im antiken Gewand? Anne Webers „Annette, ein Heldinnenepos“</i>.","bibtex":"@book{Süwolto_2021, title={Moderne Heldin im antiken Gewand? Anne Webers „Annette, ein Heldinnenepos“}, author={Süwolto, Leonie}, year={2021} }","ama":"Süwolto L. <i>Moderne Heldin im antiken Gewand? Anne Webers „Annette, ein Heldinnenepos“</i>.; 2021.","mla":"Süwolto, Leonie. <i>Moderne Heldin im antiken Gewand? Anne Webers „Annette, ein Heldinnenepos“</i>. 2021."},"date_created":"2023-01-24T08:48:48Z","type":"misc","department":[{"_id":"116"}]},{"year":"2021","title":"Regel(er)klärungen in Gesellschaftsspielen. Eine gesprächsanalytische Perspektive","status":"public","author":[{"id":"59649","first_name":"Peter","last_name":"Menke","full_name":"Menke, Peter"}],"date_updated":"2024-08-27T16:45:43Z","publication_status":"published","intvolume":"         1","page":"33-55","_id":"55786","language":[{"iso":"ger"}],"user_id":"59649","volume":1,"publication":"Spiel|Formen","citation":{"apa":"Menke, P. (2021). Regel(er)klärungen in Gesellschaftsspielen. Eine gesprächsanalytische Perspektive. <i>Spiel|Formen</i>, <i>1</i>, 33–55.","ieee":"P. Menke, “Regel(er)klärungen in Gesellschaftsspielen. Eine gesprächsanalytische Perspektive,” <i>Spiel|Formen</i>, vol. 1, pp. 33–55, 2021.","short":"P. Menke, Spiel|Formen 1 (2021) 33–55.","chicago":"Menke, Peter. “Regel(er)klärungen in Gesellschaftsspielen. Eine gesprächsanalytische Perspektive.” <i>Spiel|Formen</i> 1 (2021): 33–55.","mla":"Menke, Peter. “Regel(er)klärungen in Gesellschaftsspielen. Eine gesprächsanalytische Perspektive.” <i>Spiel|Formen</i>, vol. 1, 2021, pp. 33–55.","ama":"Menke P. Regel(er)klärungen in Gesellschaftsspielen. Eine gesprächsanalytische Perspektive. <i>Spiel|Formen</i>. 2021;1:33-55.","bibtex":"@article{Menke_2021, title={Regel(er)klärungen in Gesellschaftsspielen. Eine gesprächsanalytische Perspektive}, volume={1}, journal={Spiel|Formen}, author={Menke, Peter}, year={2021}, pages={33–55} }"},"date_created":"2024-08-27T16:45:31Z","type":"journal_article","department":[{"_id":"115"}]},{"page":"219–264","publisher":"De Gruyter","_id":"37435","language":[{"iso":"ger"}],"doi":"10.1515/9783110729603-009","user_id":"78730","alternative_title":["Eine korpuspragmatische Studie zu Sprachgebrauchsmustern im Umfeld des Lexems Angst in Online-Zeitungen"],"status":"public","title":"Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“","year":"2021","author":[{"full_name":"Georgi, Christopher","first_name":"Christopher","last_name":"Georgi","id":"78730"}],"date_updated":"2023-01-18T15:06:52Z","publication_status":"published","place":"Berlin","date_created":"2023-01-18T15:05:52Z","type":"book_chapter","department":[{"_id":"745"}],"publication":"Angstkonstruktionen","citation":{"ama":"Georgi C. Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“. In: <i>Angstkonstruktionen</i>. De Gruyter; 2021:219–264. doi:<a href=\"https://doi.org/10.1515/9783110729603-009\">10.1515/9783110729603-009</a>","bibtex":"@inbook{Georgi_2021, place={Berlin}, title={Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“}, DOI={<a href=\"https://doi.org/10.1515/9783110729603-009\">10.1515/9783110729603-009</a>}, booktitle={Angstkonstruktionen}, publisher={De Gruyter}, author={Georgi, Christopher}, year={2021}, pages={219–264} }","mla":"Georgi, Christopher. “Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“.” <i>Angstkonstruktionen</i>, De Gruyter, 2021, pp. 219–264, doi:<a href=\"https://doi.org/10.1515/9783110729603-009\">10.1515/9783110729603-009</a>.","chicago":"Georgi, Christopher. “Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“.” In <i>Angstkonstruktionen</i>, 219–264. Berlin: De Gruyter, 2021. <a href=\"https://doi.org/10.1515/9783110729603-009\">https://doi.org/10.1515/9783110729603-009</a>.","short":"C. Georgi, in: Angstkonstruktionen, De Gruyter, Berlin, 2021, pp. 219–264.","apa":"Georgi, C. (2021). Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“. In <i>Angstkonstruktionen</i> (pp. 219–264). De Gruyter. <a href=\"https://doi.org/10.1515/9783110729603-009\">https://doi.org/10.1515/9783110729603-009</a>","ieee":"C. Georgi, “Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“,” in <i>Angstkonstruktionen</i>, Berlin: De Gruyter, 2021, pp. 219–264."}},{"language":[{"iso":"eng"}],"doi":"10.34190/ejel.19.5.2467","publication_identifier":{"issn":["1479-4403"]},"author":[{"last_name":"Seifert","first_name":"Susanne","full_name":"Seifert, Susanne","id":"97270"},{"last_name":"Paleczek","first_name":"Lisa","full_name":"Paleczek, Lisa"}],"title":"Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation","year":"2021","intvolume":"        19","date_updated":"2023-01-18T16:46:03Z","publication_status":"published","date_created":"2023-01-18T16:11:52Z","department":[{"_id":"645"}],"keyword":["Computer Science Applications","Education"],"type":"journal_article","publication":"Electronic Journal of e-Learning","issue":"5","abstract":[{"lang":"eng","text":"<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>"}],"_id":"37445","publisher":"Academic Conferences International Ltd","page":"pp336-348","volume":19,"user_id":"97270","status":"public","citation":{"bibtex":"@article{Seifert_Paleczek_2021, title={Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation}, volume={19}, DOI={<a href=\"https://doi.org/10.34190/ejel.19.5.2467\">10.34190/ejel.19.5.2467</a>}, number={5}, journal={Electronic Journal of e-Learning}, publisher={Academic Conferences International Ltd}, author={Seifert, Susanne and Paleczek, Lisa}, year={2021}, pages={pp336-348} }","ama":"Seifert S, Paleczek L. Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation. <i>Electronic Journal of e-Learning</i>. 2021;19(5):pp336-348. doi:<a href=\"https://doi.org/10.34190/ejel.19.5.2467\">10.34190/ejel.19.5.2467</a>","mla":"Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation.” <i>Electronic Journal of E-Learning</i>, vol. 19, no. 5, Academic Conferences International Ltd, 2021, pp. pp336-348, doi:<a href=\"https://doi.org/10.34190/ejel.19.5.2467\">10.34190/ejel.19.5.2467</a>.","chicago":"Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation.” <i>Electronic Journal of E-Learning</i> 19, no. 5 (2021): pp336-348. <a href=\"https://doi.org/10.34190/ejel.19.5.2467\">https://doi.org/10.34190/ejel.19.5.2467</a>.","short":"S. Seifert, L. Paleczek, Electronic Journal of E-Learning 19 (2021) pp336-348.","ieee":"S. Seifert and L. Paleczek, “Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation,” <i>Electronic Journal of e-Learning</i>, vol. 19, no. 5, pp. pp336-348, 2021, doi: <a href=\"https://doi.org/10.34190/ejel.19.5.2467\">10.34190/ejel.19.5.2467</a>.","apa":"Seifert, S., &#38; Paleczek, L. (2021). Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation. <i>Electronic Journal of E-Learning</i>, <i>19</i>(5), pp336-348. <a href=\"https://doi.org/10.34190/ejel.19.5.2467\">https://doi.org/10.34190/ejel.19.5.2467</a>"}},{"abstract":[{"text":"<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>","lang":"eng"}],"issue":"2","publication":"Technology, Knowledge and Learning","keyword":["Computer Science Applications","Human-Computer Interaction","Education","Mathematics (miscellaneous)"],"type":"journal_article","department":[{"_id":"645"}],"date_created":"2023-01-18T16:10:52Z","publication_status":"published","date_updated":"2023-01-18T16:45:42Z","intvolume":"        26","year":"2021","title":"Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade","publication_identifier":{"issn":["2211-1662","2211-1670"]},"author":[{"id":"97270","full_name":"Seifert, Susanne","first_name":"Susanne","last_name":"Seifert"}],"doi":"10.1007/s10758-021-09490-w","language":[{"iso":"eng"}],"citation":{"ama":"Seifert S. Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade. <i>Technology, Knowledge and Learning</i>. 2021;26(2):383-405. doi:<a href=\"https://doi.org/10.1007/s10758-021-09490-w\">10.1007/s10758-021-09490-w</a>","bibtex":"@article{Seifert_2021, title={Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade}, volume={26}, DOI={<a href=\"https://doi.org/10.1007/s10758-021-09490-w\">10.1007/s10758-021-09490-w</a>}, number={2}, journal={Technology, Knowledge and Learning}, publisher={Springer Science and Business Media LLC}, author={Seifert, Susanne}, year={2021}, pages={383–405} }","mla":"Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade.” <i>Technology, Knowledge and Learning</i>, vol. 26, no. 2, Springer Science and Business Media LLC, 2021, pp. 383–405, doi:<a href=\"https://doi.org/10.1007/s10758-021-09490-w\">10.1007/s10758-021-09490-w</a>.","short":"S. Seifert, Technology, Knowledge and Learning 26 (2021) 383–405.","chicago":"Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade.” <i>Technology, Knowledge and Learning</i> 26, no. 2 (2021): 383–405. <a href=\"https://doi.org/10.1007/s10758-021-09490-w\">https://doi.org/10.1007/s10758-021-09490-w</a>.","apa":"Seifert, S. (2021). Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade. <i>Technology, Knowledge and Learning</i>, <i>26</i>(2), 383–405. <a href=\"https://doi.org/10.1007/s10758-021-09490-w\">https://doi.org/10.1007/s10758-021-09490-w</a>","ieee":"S. Seifert, “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade,” <i>Technology, Knowledge and Learning</i>, vol. 26, no. 2, pp. 383–405, 2021, doi: <a href=\"https://doi.org/10.1007/s10758-021-09490-w\">10.1007/s10758-021-09490-w</a>."},"status":"public","user_id":"97270","volume":26,"page":"383-405","publisher":"Springer Science and Business Media LLC","_id":"37443"},{"page":"1-19","language":[{"iso":"eng"}],"_id":"37439","publisher":"Informa UK Limited","doi":"10.1080/03055698.2021.1875320","user_id":"97270","status":"public","year":"2021","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","author":[{"full_name":"Krammer, Mathias","last_name":"Krammer","first_name":"Mathias"},{"id":"97270","last_name":"Seifert","first_name":"Susanne","full_name":"Seifert, Susanne"},{"first_name":"Barbara","last_name":"Gasteiger-Klicpera","full_name":"Gasteiger-Klicpera, Barbara"}],"publication_identifier":{"issn":["0305-5698","1465-3400"]},"date_updated":"2023-01-18T16:44:56Z","publication_status":"published","date_created":"2023-01-18T16:08:23Z","keyword":["Education"],"type":"journal_article","department":[{"_id":"645"}],"publication":"Educational Studies","citation":{"apa":"Krammer, M., Seifert, S., &#38; Gasteiger-Klicpera, B. (2021). 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. <i>Educational Studies</i>, 1–19. <a href=\"https://doi.org/10.1080/03055698.2021.1875320\">https://doi.org/10.1080/03055698.2021.1875320</a>","ieee":"M. Krammer, S. Seifert, and B. Gasteiger-Klicpera, “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,” <i>Educational Studies</i>, pp. 1–19, 2021, doi: <a href=\"https://doi.org/10.1080/03055698.2021.1875320\">10.1080/03055698.2021.1875320</a>.","short":"M. Krammer, S. Seifert, B. Gasteiger-Klicpera, Educational Studies (2021) 1–19.","chicago":"Krammer, Mathias, Susanne Seifert, and Barbara Gasteiger-Klicpera. “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.” <i>Educational Studies</i>, 2021, 1–19. <a href=\"https://doi.org/10.1080/03055698.2021.1875320\">https://doi.org/10.1080/03055698.2021.1875320</a>.","mla":"Krammer, Mathias, et al. “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.” <i>Educational Studies</i>, Informa UK Limited, 2021, pp. 1–19, doi:<a href=\"https://doi.org/10.1080/03055698.2021.1875320\">10.1080/03055698.2021.1875320</a>.","ama":"Krammer M, Seifert S, Gasteiger-Klicpera B. 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. <i>Educational Studies</i>. Published online 2021:1-19. doi:<a href=\"https://doi.org/10.1080/03055698.2021.1875320\">10.1080/03055698.2021.1875320</a>","bibtex":"@article{Krammer_Seifert_Gasteiger-Klicpera_2021, 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={<a href=\"https://doi.org/10.1080/03055698.2021.1875320\">10.1080/03055698.2021.1875320</a>}, journal={Educational Studies}, publisher={Informa UK Limited}, author={Krammer, Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}, year={2021}, pages={1–19} }"}},{"user_id":"97270","volume":52,"page":"2145-2161","_id":"37442","publisher":"Wiley","status":"public","citation":{"apa":"Paleczek, L., Seifert, S., &#38; Schöfl, M. (2021). Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten. <i>British Journal of Educational Technology</i>, <i>52</i>(6), 2145–2161. <a href=\"https://doi.org/10.1111/bjet.13163\">https://doi.org/10.1111/bjet.13163</a>","mla":"Paleczek, Lisa, et al. “Comparing Digital to Print Assessment of Receptive Vocabulary with GraWo‐KiGa in Austrian Kindergarten.” <i>British Journal of Educational Technology</i>, vol. 52, no. 6, Wiley, 2021, pp. 2145–61, doi:<a href=\"https://doi.org/10.1111/bjet.13163\">10.1111/bjet.13163</a>.","ieee":"L. Paleczek, S. Seifert, and M. Schöfl, “Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten,” <i>British Journal of Educational Technology</i>, vol. 52, no. 6, pp. 2145–2161, 2021, doi: <a href=\"https://doi.org/10.1111/bjet.13163\">10.1111/bjet.13163</a>.","chicago":"Paleczek, Lisa, Susanne Seifert, and Martin Schöfl. “Comparing Digital to Print Assessment of Receptive Vocabulary with GraWo‐KiGa in Austrian Kindergarten.” <i>British Journal of Educational Technology</i> 52, no. 6 (2021): 2145–61. <a href=\"https://doi.org/10.1111/bjet.13163\">https://doi.org/10.1111/bjet.13163</a>.","short":"L. Paleczek, S. Seifert, M. Schöfl, British Journal of Educational Technology 52 (2021) 2145–2161.","ama":"Paleczek L, Seifert S, Schöfl M. Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten. <i>British Journal of Educational Technology</i>. 2021;52(6):2145-2161. doi:<a href=\"https://doi.org/10.1111/bjet.13163\">10.1111/bjet.13163</a>","bibtex":"@article{Paleczek_Seifert_Schöfl_2021, title={Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten}, volume={52}, DOI={<a href=\"https://doi.org/10.1111/bjet.13163\">10.1111/bjet.13163</a>}, number={6}, journal={British Journal of Educational Technology}, publisher={Wiley}, author={Paleczek, Lisa and Seifert, Susanne and Schöfl, Martin}, year={2021}, pages={2145–2161} }"},"doi":"10.1111/bjet.13163","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2023-01-18T16:45:24Z","intvolume":"        52","title":"Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten","year":"2021","publication_identifier":{"issn":["0007-1013","1467-8535"]},"author":[{"full_name":"Paleczek, Lisa","first_name":"Lisa","last_name":"Paleczek"},{"id":"97270","first_name":"Susanne","last_name":"Seifert","full_name":"Seifert, Susanne"},{"full_name":"Schöfl, Martin","first_name":"Martin","last_name":"Schöfl"}],"keyword":["Education"],"type":"journal_article","department":[{"_id":"645"}],"date_created":"2023-01-18T16:10:22Z","publication":"British Journal of Educational Technology","issue":"6"},{"author":[{"full_name":"Dockrell, J. E.","last_name":"Dockrell","first_name":"J. E."},{"first_name":"T. C.","last_name":"Papadopoulos","full_name":"Papadopoulos, T. C."},{"first_name":"C. L.","last_name":"Mifsud","full_name":"Mifsud, C. L."},{"first_name":"L.","last_name":"Bourke","full_name":"Bourke, L."},{"full_name":"Vilageliu, O.","first_name":"O.","last_name":"Vilageliu"},{"full_name":"Bešić, E.","last_name":"Bešić","first_name":"E."},{"id":"97270","first_name":"Susanne","last_name":"Seifert","full_name":"Seifert, Susanne"},{"full_name":"Gasteiger-Klicpera, B.","first_name":"B.","last_name":"Gasteiger-Klicpera"},{"full_name":"Ralli, A.","first_name":"A.","last_name":"Ralli"},{"full_name":"Dimakos, I.","first_name":"I.","last_name":"Dimakos"},{"last_name":"Karpava","first_name":"S.","full_name":"Karpava, S."},{"full_name":"Martins, M.","last_name":"Martins","first_name":"M."},{"first_name":"O.","last_name":"Sousa","full_name":"Sousa, O."},{"full_name":"Castro, S.","last_name":"Castro","first_name":"S."},{"full_name":"Søndergaard Knudsen, H. B.","last_name":"Søndergaard Knudsen","first_name":"H. B."},{"last_name":"Donau","first_name":"P.","full_name":"Donau, P."},{"full_name":"Haznedar, B.","last_name":"Haznedar","first_name":"B."},{"last_name":"Mikulajová","first_name":"M.","full_name":"Mikulajová, M."},{"last_name":"Gerdzhikova","first_name":"N.","full_name":"Gerdzhikova, N."}],"publication_identifier":{"issn":["0256-2928","1878-5174"]},"title":"Teaching and learning in a multilingual Europe: findings from a cross-European study","year":"2021","intvolume":"        37","date_updated":"2023-01-18T16:48:47Z","publication_status":"published","language":[{"iso":"eng"}],"doi":"10.1007/s10212-020-00523-z","publication":"European Journal of Psychology of Education","issue":"2","abstract":[{"lang":"eng","text":"<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>"}],"date_created":"2023-01-18T16:25:43Z","department":[{"_id":"645"}],"keyword":["Developmental and Educational Psychology","Education"],"type":"journal_article","status":"public","_id":"37455","publisher":"Springer Science and Business Media LLC","page":"293-320","volume":37,"user_id":"97270","citation":{"mla":"Dockrell, J. E., et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.” <i>European Journal of Psychology of Education</i>, vol. 37, no. 2, Springer Science and Business Media LLC, 2021, pp. 293–320, doi:<a href=\"https://doi.org/10.1007/s10212-020-00523-z\">10.1007/s10212-020-00523-z</a>.","bibtex":"@article{Dockrell_Papadopoulos_Mifsud_Bourke_Vilageliu_Bešić_Seifert_Gasteiger-Klicpera_Ralli_Dimakos_et al._2021, title={Teaching and learning in a multilingual Europe: findings from a cross-European study}, volume={37}, DOI={<a href=\"https://doi.org/10.1007/s10212-020-00523-z\">10.1007/s10212-020-00523-z</a>}, number={2}, journal={European Journal of Psychology of Education}, publisher={Springer Science and Business Media LLC}, 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 et al.}, year={2021}, pages={293–320} }","ama":"Dockrell JE, Papadopoulos TC, Mifsud CL, et al. Teaching and learning in a multilingual Europe: findings from a cross-European study. <i>European Journal of Psychology of Education</i>. 2021;37(2):293-320. doi:<a href=\"https://doi.org/10.1007/s10212-020-00523-z\">10.1007/s10212-020-00523-z</a>","ieee":"J. E. Dockrell <i>et al.</i>, “Teaching and learning in a multilingual Europe: findings from a cross-European study,” <i>European Journal of Psychology of Education</i>, vol. 37, no. 2, pp. 293–320, 2021, doi: <a href=\"https://doi.org/10.1007/s10212-020-00523-z\">10.1007/s10212-020-00523-z</a>.","apa":"Dockrell, J. E., Papadopoulos, T. C., Mifsud, C. L., Bourke, L., Vilageliu, O., Bešić, E., Seifert, S., Gasteiger-Klicpera, B., Ralli, A., Dimakos, I., Karpava, S., Martins, M., Sousa, O., Castro, S., Søndergaard Knudsen, H. B., Donau, P., Haznedar, B., Mikulajová, M., &#38; Gerdzhikova, N. (2021). Teaching and learning in a multilingual Europe: findings from a cross-European study. <i>European Journal of Psychology of Education</i>, <i>37</i>(2), 293–320. <a href=\"https://doi.org/10.1007/s10212-020-00523-z\">https://doi.org/10.1007/s10212-020-00523-z</a>","short":"J.E. Dockrell, T.C. Papadopoulos, C.L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, S. Seifert, B. Gasteiger-Klicpera, A. Ralli, I. Dimakos, S. Karpava, M. Martins, O. Sousa, S. Castro, H.B. Søndergaard Knudsen, P. Donau, B. Haznedar, M. Mikulajová, N. Gerdzhikova, European Journal of Psychology of Education 37 (2021) 293–320.","chicago":"Dockrell, J. E., T. C. Papadopoulos, C. L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, Susanne Seifert, et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.” <i>European Journal of Psychology of Education</i> 37, no. 2 (2021): 293–320. <a href=\"https://doi.org/10.1007/s10212-020-00523-z\">https://doi.org/10.1007/s10212-020-00523-z</a>."}}]