---
_id: '37132'
author:
- first_name: Britt-Marie
full_name: Schuster, Britt-Marie
id: '17386'
last_name: Schuster
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.
Protest, Protestieren, Protestkommunikation. Linguistik – Impulse &
Tendenzen. De Gruyter; 2021. doi:10.1515/9783110759082-004'
apa: Schuster, B.-M. (2021). Widersprechen als diskursive Praktik. Illustriert an
der Widerstandskommunikation gegen den Nationalsozialismus (1933–1945). In M.
Dang-Anh, D. Meer, & E. L. Wyss (Eds.), Protest, Protestieren, Protestkommunikation.
De Gruyter. https://doi.org/10.1515/9783110759082-004
bibtex: '@inbook{Schuster_2021, place={Berlin, Boston}, series={Linguistik – Impulse
& Tendenzen}, title={Widersprechen als diskursive Praktik. Illustriert an
der Widerstandskommunikation gegen den Nationalsozialismus (1933–1945)}, DOI={10.1515/9783110759082-004},
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 & Tendenzen}
}'
chicago: 'Schuster, Britt-Marie. “Widersprechen als diskursive Praktik. Illustriert
an der Widerstandskommunikation gegen den Nationalsozialismus (1933–1945).” In
Protest, Protestieren, Protestkommunikation, edited by Mark Dang-Anh, Dorothee
Meer, and Eva L. Wyss. Linguistik – Impulse & Tendenzen. Berlin, Boston: De
Gruyter, 2021. https://doi.org/10.1515/9783110759082-004.'
ieee: 'B.-M. Schuster, “Widersprechen als diskursive Praktik. Illustriert an der
Widerstandskommunikation gegen den Nationalsozialismus (1933–1945),” in Protest,
Protestieren, Protestkommunikation, M. Dang-Anh, D. Meer, and E. L. Wyss,
Eds. Berlin, Boston: De Gruyter, 2021.'
mla: Schuster, Britt-Marie. “Widersprechen als diskursive Praktik. Illustriert an
der Widerstandskommunikation gegen den Nationalsozialismus (1933–1945).” Protest,
Protestieren, Protestkommunikation, edited by Mark Dang-Anh et al., De Gruyter,
2021, doi:10.1515/9783110759082-004.
short: 'B.-M. Schuster, in: M. Dang-Anh, D. Meer, E.L. Wyss (Eds.), Protest, Protestieren,
Protestkommunikation, De Gruyter, Berlin, Boston, 2021.'
date_created: 2023-01-17T14:26:02Z
date_updated: 2023-10-12T15:51:46Z
department:
- _id: '745'
doi: 10.1515/9783110759082-004
editor:
- first_name: Mark
full_name: Dang-Anh, Mark
last_name: Dang-Anh
- first_name: Dorothee
full_name: Meer, Dorothee
last_name: Meer
- first_name: Eva L.
full_name: Wyss, Eva L.
last_name: Wyss
keyword:
- Kommunikationsgeschichte
language:
- iso: ger
place: Berlin, Boston
publication: Protest, Protestieren, Protestkommunikation
publication_status: published
publisher: De Gruyter
series_title: Linguistik – Impulse & Tendenzen
status: public
title: Widersprechen als diskursive Praktik. Illustriert an der Widerstandskommunikation
gegen den Nationalsozialismus (1933–1945)
type: book_chapter
user_id: '17386'
year: '2021'
...
---
_id: '37130'
author:
- first_name: Britt-Marie
full_name: Schuster, Britt-Marie
id: '17386'
last_name: Schuster
- first_name: Nicole M.
full_name: Wilk, Nicole M.
last_name: Wilk
citation:
ama: 'Schuster B-M, Wilk NM. Bedeutungsvarianz und sozialer Stil. In: Braun C, ed.
Sprache des Sterbens – Sprache des Todes. Linguistische und interdisziplinäre
Perspektivierungen eines zentralen Aspekts menschlichen Daseins. Reihe Germanistische
Linguistik. De Gruyter; 2021. doi:10.1515/9783110694734-010'
apa: Schuster, B.-M., & Wilk, N. M. (2021). Bedeutungsvarianz und sozialer Stil.
In C. Braun (Ed.), Sprache des Sterbens – Sprache des Todes. Linguistische
und interdisziplinäre Perspektivierungen eines zentralen Aspekts menschlichen
Daseins. De Gruyter. https://doi.org/10.1515/9783110694734-010
bibtex: '@inbook{Schuster_Wilk_2021, place={Berlin, Boston}, series={Reihe Germanistische
Linguistik}, title={Bedeutungsvarianz und sozialer Stil}, DOI={10.1515/9783110694734-010},
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} }'
chicago: 'Schuster, Britt-Marie, and Nicole M. Wilk. “Bedeutungsvarianz und sozialer
Stil.” In Sprache des Sterbens – Sprache des Todes. Linguistische und interdisziplinäre
Perspektivierungen eines zentralen Aspekts menschlichen Daseins, edited by
Christian Braun. Reihe Germanistische Linguistik. Berlin, Boston: De Gruyter,
2021. https://doi.org/10.1515/9783110694734-010.'
ieee: 'B.-M. Schuster and N. M. Wilk, “Bedeutungsvarianz und sozialer Stil,” in
Sprache des Sterbens – Sprache des Todes. Linguistische und interdisziplinäre
Perspektivierungen eines zentralen Aspekts menschlichen Daseins, C. Braun,
Ed. Berlin, Boston: De Gruyter, 2021.'
mla: Schuster, Britt-Marie, and Nicole M. Wilk. “Bedeutungsvarianz und sozialer
Stil.” Sprache des Sterbens – Sprache des Todes. Linguistische und interdisziplinäre
Perspektivierungen eines zentralen Aspekts menschlichen Daseins, edited by
Christian Braun, De Gruyter, 2021, doi:10.1515/9783110694734-010.
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.'
date_created: 2023-01-17T14:23:42Z
date_updated: 2023-10-12T15:52:18Z
department:
- _id: '745'
doi: 10.1515/9783110694734-010
editor:
- first_name: Christian
full_name: Braun, Christian
last_name: Braun
keyword:
- Textsemantik
language:
- iso: ger
place: Berlin, Boston
publication: Sprache des Sterbens – Sprache des Todes. Linguistische und interdisziplinäre
Perspektivierungen eines zentralen Aspekts menschlichen Daseins
publication_status: published
publisher: De Gruyter
series_title: Reihe Germanistische Linguistik
status: public
title: Bedeutungsvarianz und sozialer Stil
type: book_chapter
user_id: '17386'
year: '2021'
...
---
_id: '24456'
abstract:
- lang: eng
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.
article_type: original
author:
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
- first_name: Philipp
full_name: Cimiano, Philipp
last_name: Cimiano
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Tobias
full_name: Matzner, Tobias
id: '65695'
last_name: Matzner
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Hendrik
full_name: Buschmeier, Hendrik
last_name: Buschmeier
- first_name: Elena
full_name: Esposito, Elena
last_name: Esposito
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
- first_name: Barbara
full_name: Hammer, Barbara
last_name: Hammer
- first_name: Reinhold
full_name: Haeb-Umbach, Reinhold
id: '242'
last_name: Haeb-Umbach
- first_name: Ilona
full_name: Horwath, Ilona
id: '68836'
last_name: Horwath
- first_name: Eyke
full_name: Hüllermeier, Eyke
id: '48129'
last_name: Hüllermeier
- first_name: Friederike
full_name: Kern, Friederike
last_name: Kern
- first_name: Stefan
full_name: Kopp, Stefan
last_name: Kopp
- first_name: Kirsten
full_name: Thommes, Kirsten
id: '72497'
last_name: Thommes
- first_name: Axel-Cyrille
full_name: Ngonga Ngomo, Axel-Cyrille
id: '65716'
last_name: Ngonga Ngomo
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
- first_name: Henning
full_name: Wachsmuth, Henning
id: '3900'
last_name: Wachsmuth
- first_name: Petra
full_name: Wagner, Petra
last_name: Wagner
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
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. IEEE Transactions
on Cognitive and Developmental Systems. 2021;13(3):717-728. doi:10.1109/tcds.2020.3044366'
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., & Wrede, B. (2021). Explanation as a Social Practice: Toward
a Conceptual Framework for the Social Design of AI Systems. IEEE Transactions
on Cognitive and Developmental Systems, 13(3), 717–728. https://doi.org/10.1109/tcds.2020.3044366'
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={10.1109/tcds.2020.3044366},
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} }'
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.”
IEEE Transactions on Cognitive and Developmental Systems 13, no. 3 (2021):
717–28. https://doi.org/10.1109/tcds.2020.3044366.'
ieee: 'K. J. Rohlfing et al., “Explanation as a Social Practice: Toward a
Conceptual Framework for the Social Design of AI Systems,” IEEE Transactions
on Cognitive and Developmental Systems, vol. 13, no. 3, pp. 717–728, 2021,
doi: 10.1109/tcds.2020.3044366.'
mla: 'Rohlfing, Katharina J., et al. “Explanation as a Social Practice: Toward a
Conceptual Framework for the Social Design of AI Systems.” IEEE Transactions
on Cognitive and Developmental Systems, vol. 13, no. 3, 2021, pp. 717–28,
doi:10.1109/tcds.2020.3044366.'
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.
date_created: 2021-09-14T20:52:57Z
date_updated: 2023-12-05T10:15:02Z
ddc:
- '300'
department:
- _id: '603'
- _id: '749'
- _id: '424'
- _id: '67'
- _id: '574'
- _id: '184'
- _id: '757'
- _id: '54'
- _id: '178'
doi: 10.1109/tcds.2020.3044366
file:
- access_level: open_access
content_type: application/pdf
creator: haebumb
date_created: 2023-11-20T16:33:51Z
date_updated: 2023-11-20T16:33:51Z
file_id: '49081'
file_name: 2020-12-01_explainability_final_version.pdf
file_size: 626217
relation: main_file
file_date_updated: 2023-11-20T16:33:51Z
has_accepted_license: '1'
intvolume: ' 13'
issue: '3'
keyword:
- Explainability
- process ofexplaining andunderstanding
- explainable artificial systems
language:
- iso: eng
oa: '1'
page: 717-728
project:
- _id: '109'
grant_number: '438445824'
name: 'TRR 318: TRR 318 - Erklärbarkeit konstruieren'
publication: IEEE Transactions on Cognitive and Developmental Systems
publication_identifier:
issn:
- 2379-8920
- 2379-8939
publication_status: published
quality_controlled: '1'
status: public
title: 'Explanation as a Social Practice: Toward a Conceptual Framework for the Social
Design of AI Systems'
type: journal_article
user_id: '42933'
volume: 13
year: '2021'
...
---
_id: '28696'
abstract:
- lang: eng
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."
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Andrea
full_name: Karsten, Andrea
id: '53917'
last_name: Karsten
orcid: 0000-0003-0194-2000
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Scharlau I, Karsten A, Rohlfing K. Building, emptying out, or dreaming? Action
structures and space in undergraduates’ metaphors of academic writing. Journal
of Writing Research. 2021;12(3):493-529. doi:10.17239/jowr-2021.12.03.01
apa: Scharlau, I., Karsten, A., & Rohlfing, K. (2021). Building, emptying out,
or dreaming? Action structures and space in undergraduates’ metaphors of academic
writing. Journal of Writing Research, 12(3), 493–529. https://doi.org/10.17239/jowr-2021.12.03.01
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={10.17239/jowr-2021.12.03.01},
number={3}, journal={Journal of Writing Research}, author={Scharlau, Ingrid and
Karsten, Andrea and Rohlfing, Katharina}, year={2021}, pages={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.” Journal of Writing Research 12, no. 3 (2021): 493–529.
https://doi.org/10.17239/jowr-2021.12.03.01.'
ieee: 'I. Scharlau, A. Karsten, and K. Rohlfing, “Building, emptying out, or dreaming?
Action structures and space in undergraduates’ metaphors of academic writing,”
Journal of Writing Research, vol. 12, no. 3, pp. 493–529, 2021, doi: 10.17239/jowr-2021.12.03.01.'
mla: Scharlau, Ingrid, et al. “Building, Emptying out, or Dreaming? Action Structures
and Space in Undergraduates’ Metaphors of Academic Writing.” Journal of Writing
Research, vol. 12, no. 3, 2021, pp. 493–529, doi:10.17239/jowr-2021.12.03.01.
short: I. Scharlau, A. Karsten, K. Rohlfing, Journal of Writing Research 12 (2021)
493–529.
date_created: 2021-12-13T10:30:14Z
date_updated: 2023-12-21T08:38:01Z
department:
- _id: '424'
- _id: '749'
doi: 10.17239/jowr-2021.12.03.01
intvolume: ' 12'
issue: '3'
keyword:
- metaphor analysis
- academic writing
- transitivity
- spatial primitives
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 493-529
publication: Journal of Writing Research
publication_identifier:
issn:
- 2030-1006
- 2294-3307
publication_status: published
status: public
title: Building, emptying out, or dreaming? Action structures and space in undergraduates’
metaphors of academic writing
type: journal_article
user_id: '53917'
volume: 12
year: '2021'
...
---
_id: '33698'
citation:
ama: Kißling M, 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.
apa: Kißling, M. (Ed.). (2021). 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.
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} }'
chicago: Kißling, Magdalena, 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., 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.
mla: Kißling, Magdalena, editor. 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.
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.
date_created: 2022-10-12T07:46:26Z
date_updated: 2024-01-04T19:48:33Z
department:
- _id: '464'
editor:
- first_name: Magdalena
full_name: Kißling, Magdalena
last_name: Kißling
language:
- iso: ger
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
oa: '1'
publisher: Universitätsbibliothek Paderborn 2021
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
type: book_editor
user_id: '86552'
year: '2021'
...
---
_id: '32318'
author:
- first_name: Magdalena
full_name: Kißling, Magdalena
id: '86552'
last_name: Kißling
- first_name: Maya Marie
full_name: Neumeier, Maya Marie
last_name: Neumeier
citation:
ama: Kißling M, Neumeier MM. Obsolete Männlichkeit. Serienästhetisches Lernen an
geschlechtskodierten Körperbildern in der Romanadaption BABYLON BERLIN. Studia
Germanica Posnaniensia. 2021;XLI:131-146.
apa: Kißling, M., & Neumeier, M. M. (2021). Obsolete Männlichkeit. Serienästhetisches
Lernen an geschlechtskodierten Körperbildern in der Romanadaption BABYLON BERLIN.
Studia Germanica Posnaniensia, 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} }'
chicago: 'Kißling, Magdalena, and Maya Marie Neumeier. “Obsolete Männlichkeit. Serienästhetisches
Lernen an geschlechtskodierten Körperbildern in der Romanadaption BABYLON BERLIN.”
Studia Germanica Posnaniensia XLI (2021): 131–46.'
ieee: M. Kißling and M. M. Neumeier, “Obsolete Männlichkeit. Serienästhetisches
Lernen an geschlechtskodierten Körperbildern in der Romanadaption BABYLON BERLIN,”
Studia Germanica Posnaniensia, vol. XLI, pp. 131–146, 2021.
mla: Kißling, Magdalena, and Maya Marie Neumeier. “Obsolete Männlichkeit. Serienästhetisches
Lernen an geschlechtskodierten Körperbildern in der Romanadaption BABYLON BERLIN.”
Studia Germanica Posnaniensia, vol. XLI, 2021, pp. 131–46.
short: M. Kißling, M.M. Neumeier, Studia Germanica Posnaniensia XLI (2021) 131–146.
date_created: 2022-07-04T11:48:48Z
date_updated: 2024-01-05T13:03:53Z
department:
- _id: '464'
language:
- iso: ger
page: '131-146 '
publication: Studia Germanica Posnaniensia
quality_controlled: '1'
status: public
title: Obsolete Männlichkeit. Serienästhetisches Lernen an geschlechtskodierten Körperbildern
in der Romanadaption BABYLON BERLIN
type: journal_article
user_id: '86552'
volume: ' XLI '
year: '2021'
...
---
_id: '39610'
author:
- first_name: Rita
full_name: Morrien, Rita
id: '363'
last_name: Morrien
citation:
ama: 'Morrien R. “Abgrund Mensch”: Judith Kuckarts Um- und Weiterschriften der “westfälischen
Heimatdichterin” Annette von Droste-Hülshoff. In: Canaris J, Elit S, eds. Arbeitsbuch
Judith Kuckart. Erzählen - Theater - Tanz. Vol 9. Literarisches Leben heute.
Peter Lang; 2021:189-218.'
apa: 'Morrien, R. (2021). “Abgrund Mensch”: Judith Kuckarts Um- und Weiterschriften
der “westfälischen Heimatdichterin” Annette von Droste-Hülshoff. In J. Canaris
& S. Elit (Eds.), Arbeitsbuch Judith Kuckart. Erzählen - Theater - Tanz
(Vol. 9, pp. 189–218). Peter Lang.'
bibtex: '@inbook{Morrien_2021, place={Berlin, Bern u.a.}, series={Literarisches
Leben heute}, title={“Abgrund Mensch”: Judith Kuckarts Um- und Weiterschriften
der “westfälischen Heimatdichterin” Annette von Droste-Hülshoff}, volume={9},
booktitle={Arbeitsbuch Judith Kuckart. Erzählen - Theater - Tanz}, publisher={Peter
Lang}, author={Morrien, Rita}, editor={Canaris, Johanna and Elit, Stefan}, year={2021},
pages={189–218}, collection={Literarisches Leben heute} }'
chicago: 'Morrien, Rita. “‘Abgrund Mensch’: Judith Kuckarts Um- und Weiterschriften
der ‘westfälischen Heimatdichterin’ Annette von Droste-Hülshoff.” In Arbeitsbuch
Judith Kuckart. Erzählen - Theater - Tanz, edited by Johanna Canaris and Stefan
Elit, 9:189–218. Literarisches Leben heute. Berlin, Bern u.a.: Peter Lang, 2021.'
ieee: 'R. Morrien, “‘Abgrund Mensch’: Judith Kuckarts Um- und Weiterschriften der
‘westfälischen Heimatdichterin’ Annette von Droste-Hülshoff,” in Arbeitsbuch
Judith Kuckart. Erzählen - Theater - Tanz, vol. 9, J. Canaris and S. Elit,
Eds. Berlin, Bern u.a.: Peter Lang, 2021, pp. 189–218.'
mla: 'Morrien, Rita. “‘Abgrund Mensch’: Judith Kuckarts Um- und Weiterschriften
der ‘westfälischen Heimatdichterin’ Annette von Droste-Hülshoff.” Arbeitsbuch
Judith Kuckart. Erzählen - Theater - Tanz, edited by Johanna Canaris and Stefan
Elit, vol. 9, Peter Lang, 2021, pp. 189–218.'
short: 'R. Morrien, in: J. Canaris, S. Elit (Eds.), Arbeitsbuch Judith Kuckart.
Erzählen - Theater - Tanz, Peter Lang, Berlin, Bern u.a., 2021, pp. 189–218.'
date_created: 2023-01-24T14:05:55Z
date_updated: 2024-02-09T20:07:03Z
department:
- _id: '465'
editor:
- first_name: Johanna
full_name: Canaris, Johanna
last_name: Canaris
- first_name: Stefan
full_name: Elit, Stefan
last_name: Elit
intvolume: ' 9'
language:
- iso: ger
page: 189-218
place: Berlin, Bern u.a.
publication: Arbeitsbuch Judith Kuckart. Erzählen - Theater - Tanz
publication_identifier:
isbn:
- '9783631843079'
publication_status: published
publisher: Peter Lang
series_title: Literarisches Leben heute
status: public
title: '''Abgrund Mensch'': Judith Kuckarts Um- und Weiterschriften der ''westfälischen
Heimatdichterin'' Annette von Droste-Hülshoff'
type: book_chapter
user_id: '363'
volume: 9
year: '2021'
...
---
_id: '39613'
author:
- first_name: Rita
full_name: Morrien, Rita
id: '363'
last_name: Morrien
citation:
ama: 'Morrien R. “Ich gehe durch andere Räume. Ich gehe durch eure Träume.” - (Nicht-)Orte
der Liebe in Judith Kuckarts “Kein Sturm, nur Wetter.” In: Elit S, Canaris J,
eds. Arbeitsbuch Judith Kuckart. Vol 9. Literarisches Leben heute. Peter
Lang; 2021:103-116.'
apa: Morrien, R. (2021). “Ich gehe durch andere Räume. Ich gehe durch eure Träume.”
- (Nicht-)Orte der Liebe in Judith Kuckarts “Kein Sturm, nur Wetter.” In S. Elit
& J. Canaris (Eds.), Arbeitsbuch Judith Kuckart (Vol. 9, pp. 103–116).
Peter Lang.
bibtex: '@inbook{Morrien_2021, place={Berlin, Bern u.a.}, series={Literarisches
Leben heute}, title={“Ich gehe durch andere Räume. Ich gehe durch eure Träume.”
- (Nicht-)Orte der Liebe in Judith Kuckarts “Kein Sturm, nur Wetter”}, volume={9},
booktitle={Arbeitsbuch Judith Kuckart}, publisher={Peter Lang}, author={Morrien,
Rita}, editor={Elit, Stefan and Canaris, Johanna}, year={2021}, pages={103–116},
collection={Literarisches Leben heute} }'
chicago: 'Morrien, Rita. “‘Ich gehe durch andere Räume. Ich gehe durch eure Träume.’
- (Nicht-)Orte der Liebe in Judith Kuckarts ‘Kein Sturm, nur Wetter.’” In Arbeitsbuch
Judith Kuckart, edited by Stefan Elit and Johanna Canaris, 9:103–16. Literarisches
Leben heute. Berlin, Bern u.a.: Peter Lang, 2021.'
ieee: 'R. Morrien, “‘Ich gehe durch andere Räume. Ich gehe durch eure Träume.’ -
(Nicht-)Orte der Liebe in Judith Kuckarts ‘Kein Sturm, nur Wetter,’” in Arbeitsbuch
Judith Kuckart, vol. 9, S. Elit and J. Canaris, Eds. Berlin, Bern u.a.: Peter
Lang, 2021, pp. 103–116.'
mla: Morrien, Rita. “‘Ich gehe durch andere Räume. Ich gehe durch eure Träume.’
- (Nicht-)Orte der Liebe in Judith Kuckarts ‘Kein Sturm, nur Wetter.’” Arbeitsbuch
Judith Kuckart, edited by Stefan Elit and Johanna Canaris, vol. 9, Peter Lang,
2021, pp. 103–16.
short: 'R. Morrien, in: S. Elit, J. Canaris (Eds.), Arbeitsbuch Judith Kuckart,
Peter Lang, Berlin, Bern u.a., 2021, pp. 103–116.'
date_created: 2023-01-24T14:11:21Z
date_updated: 2024-02-09T20:06:34Z
department:
- _id: '465'
editor:
- first_name: Stefan
full_name: Elit, Stefan
last_name: Elit
- first_name: Johanna
full_name: Canaris, Johanna
last_name: Canaris
intvolume: ' 9'
language:
- iso: ger
page: 103-116
place: Berlin, Bern u.a.
publication: Arbeitsbuch Judith Kuckart
publication_identifier:
unknown:
- '9783631843079'
publication_status: published
publisher: Peter Lang
series_title: Literarisches Leben heute
status: public
title: '"Ich gehe durch andere Räume. Ich gehe durch eure Träume." - (Nicht-)Orte
der Liebe in Judith Kuckarts "Kein Sturm, nur Wetter"'
type: book_chapter
user_id: '363'
volume: 9
year: '2021'
...
---
_id: '52814'
author:
- first_name: Denise
full_name: Büttner, Denise
id: '100819'
last_name: Büttner
- first_name: Heike
full_name: Roll , Heike
last_name: 'Roll '
citation:
ama: 'Büttner D, Roll H. „Zunge: Sprache“ Literarische Mehrsprachigkeit im Deutschunterricht
am Beispiel der Erzählung „Mutterzunge“ von Emine Sevgi Özdamar. In: Hinzmann
F, Storz C, Hülsmann A, Rosner U, Dupke B, eds. Vermitteln - verbinden - verstehen.
46. Jahrestagung des Fachverbandes Deutsch als Fremd- und Zweitsprache an der
Technischen Universität Chemnitz . Universitätsverlag Göttingen; 2021:85-103.'
apa: 'Büttner, D., & Roll , H. (2021). „Zunge: Sprache“ Literarische Mehrsprachigkeit
im Deutschunterricht am Beispiel der Erzählung „Mutterzunge“ von Emine Sevgi Özdamar.
In F. Hinzmann, C. Storz, A. Hülsmann, U. Rosner, & B. Dupke (Eds.), Vermitteln
- verbinden - verstehen. 46. Jahrestagung des Fachverbandes Deutsch als Fremd-
und Zweitsprache an der Technischen Universität Chemnitz (pp. 85–103). Universitätsverlag
Göttingen.'
bibtex: '@inbook{Büttner_Roll _2021, place={Göttingen}, title={„Zunge: Sprache“
Literarische Mehrsprachigkeit im Deutschunterricht am Beispiel der Erzählung „Mutterzunge“
von Emine Sevgi Özdamar}, booktitle={Vermitteln - verbinden - verstehen. 46. Jahrestagung
des Fachverbandes Deutsch als Fremd- und Zweitsprache an der Technischen Universität
Chemnitz }, publisher={Universitätsverlag Göttingen}, author={Büttner, Denise
and Roll , Heike}, editor={Hinzmann, Friederike and Storz, Coretta and Hülsmann,
Annemarie and Rosner, Ulrike and Dupke, Benjamin }, year={2021}, pages={85–103}
}'
chicago: 'Büttner, Denise, and Heike Roll . “„Zunge: Sprache“ Literarische Mehrsprachigkeit
im Deutschunterricht am Beispiel der Erzählung „Mutterzunge“ von Emine Sevgi Özdamar.”
In Vermitteln - verbinden - verstehen. 46. Jahrestagung des Fachverbandes Deutsch
als Fremd- und Zweitsprache an der Technischen Universität Chemnitz , edited
by Friederike Hinzmann, Coretta Storz, Annemarie Hülsmann, Ulrike Rosner, and
Benjamin Dupke, 85–103. Göttingen: Universitätsverlag Göttingen, 2021.'
ieee: 'D. Büttner and H. Roll , “„Zunge: Sprache“ Literarische Mehrsprachigkeit
im Deutschunterricht am Beispiel der Erzählung „Mutterzunge“ von Emine Sevgi Özdamar,”
in Vermitteln - verbinden - verstehen. 46. Jahrestagung des Fachverbandes Deutsch
als Fremd- und Zweitsprache an der Technischen Universität Chemnitz , F. Hinzmann,
C. Storz, A. Hülsmann, U. Rosner, and B. Dupke, Eds. Göttingen: Universitätsverlag
Göttingen, 2021, pp. 85–103.'
mla: 'Büttner, Denise, and Heike Roll . “„Zunge: Sprache“ Literarische Mehrsprachigkeit
im Deutschunterricht am Beispiel der Erzählung „Mutterzunge“ von Emine Sevgi Özdamar.”
Vermitteln - verbinden - verstehen. 46. Jahrestagung des Fachverbandes Deutsch
als Fremd- und Zweitsprache an der Technischen Universität Chemnitz , edited
by Friederike Hinzmann et al., Universitätsverlag Göttingen, 2021, pp. 85–103.'
short: 'D. Büttner, H. Roll , in: F. Hinzmann, C. Storz, A. Hülsmann, U. Rosner,
B. Dupke (Eds.), Vermitteln - verbinden - verstehen. 46. Jahrestagung des Fachverbandes
Deutsch als Fremd- und Zweitsprache an der Technischen Universität Chemnitz ,
Universitätsverlag Göttingen, Göttingen, 2021, pp. 85–103.'
date_created: 2024-03-25T10:11:41Z
date_updated: 2024-04-02T13:03:32Z
department:
- _id: '468'
editor:
- first_name: Friederike
full_name: Hinzmann, Friederike
last_name: Hinzmann
- first_name: 'Coretta '
full_name: 'Storz, Coretta '
last_name: Storz
- first_name: 'Annemarie '
full_name: 'Hülsmann, Annemarie '
last_name: Hülsmann
- first_name: 'Ulrike '
full_name: 'Rosner, Ulrike '
last_name: Rosner
- first_name: 'Benjamin '
full_name: 'Dupke, Benjamin '
last_name: Dupke
language:
- iso: ger
page: 85-103
place: Göttingen
publication: 'Vermitteln - verbinden - verstehen. 46. Jahrestagung des Fachverbandes
Deutsch als Fremd- und Zweitsprache an der Technischen Universität Chemnitz '
publication_status: published
publisher: Universitätsverlag Göttingen
status: public
title: '„Zunge: Sprache“ Literarische Mehrsprachigkeit im Deutschunterricht am Beispiel
der Erzählung „Mutterzunge“ von Emine Sevgi Özdamar'
type: book_chapter
user_id: '80828'
year: '2021'
...
---
_id: '54100'
author:
- first_name: Tillmann
full_name: Heise, Tillmann
id: '103827'
last_name: Heise
citation:
ama: 'Heise T. Das „geheime Europa“. Hugo von Hofmannsthals späte Parallelaktion
zu Stefan Georges „geheimem Deutschland“ (1919–1923). In: Innerhofer R, Ritz S,
eds. „Sehnsucht nach dem Leben“. Tradition und Innovation im Werk Hugo von
Hofmannsthals. Vol 19. Österreich-Studien Szeged. praesens; 2021:25–37.'
apa: Heise, T. (2021). Das „geheime Europa“. Hugo von Hofmannsthals späte Parallelaktion
zu Stefan Georges „geheimem Deutschland“ (1919–1923). In R. Innerhofer & S.
Ritz (Eds.), „Sehnsucht nach dem Leben“. Tradition und Innovation im Werk Hugo
von Hofmannsthals (Vol. 19, pp. 25–37). praesens.
bibtex: '@inbook{Heise_2021, place={Wien}, series={Österreich-Studien Szeged}, title={Das
„geheime Europa“. Hugo von Hofmannsthals späte Parallelaktion zu Stefan Georges
„geheimem Deutschland“ (1919–1923)}, volume={19}, booktitle={„Sehnsucht nach dem
Leben“. Tradition und Innovation im Werk Hugo von Hofmannsthals}, publisher={praesens},
author={Heise, Tillmann}, editor={Innerhofer, Roland and Ritz, Szilvia }, year={2021},
pages={25–37}, collection={Österreich-Studien Szeged} }'
chicago: 'Heise, Tillmann. “Das „geheime Europa“. Hugo von Hofmannsthals späte Parallelaktion
zu Stefan Georges „geheimem Deutschland“ (1919–1923).” In „Sehnsucht nach dem
Leben“. Tradition und Innovation im Werk Hugo von Hofmannsthals, edited by
Roland Innerhofer and Szilvia Ritz, 19:25–37. Österreich-Studien Szeged. Wien:
praesens, 2021.'
ieee: 'T. Heise, “Das „geheime Europa“. Hugo von Hofmannsthals späte Parallelaktion
zu Stefan Georges „geheimem Deutschland“ (1919–1923),” in „Sehnsucht nach dem
Leben“. Tradition und Innovation im Werk Hugo von Hofmannsthals, vol. 19,
R. Innerhofer and S. Ritz, Eds. Wien: praesens, 2021, pp. 25–37.'
mla: Heise, Tillmann. “Das „geheime Europa“. Hugo von Hofmannsthals späte Parallelaktion
zu Stefan Georges „geheimem Deutschland“ (1919–1923).” „Sehnsucht nach dem
Leben“. Tradition und Innovation im Werk Hugo von Hofmannsthals, edited by
Roland Innerhofer and Szilvia Ritz, vol. 19, praesens, 2021, pp. 25–37.
short: 'T. Heise, in: R. Innerhofer, S. Ritz (Eds.), „Sehnsucht nach dem Leben“.
Tradition und Innovation im Werk Hugo von Hofmannsthals, praesens, Wien, 2021,
pp. 25–37.'
date_created: 2024-05-08T14:03:23Z
date_updated: 2024-07-03T13:35:07Z
department:
- _id: '5'
editor:
- first_name: Roland
full_name: Innerhofer, Roland
last_name: Innerhofer
- first_name: 'Szilvia '
full_name: 'Ritz, Szilvia '
last_name: Ritz
intvolume: ' 19'
language:
- iso: ger
page: 25–37
place: Wien
publication: „Sehnsucht nach dem Leben“. Tradition und Innovation im Werk Hugo von
Hofmannsthals
publication_identifier:
isbn:
- '9783706910620 '
publisher: praesens
series_title: Österreich-Studien Szeged
status: public
title: Das „geheime Europa“. Hugo von Hofmannsthals späte Parallelaktion zu Stefan
Georges „geheimem Deutschland“ (1919–1923)
type: book_chapter
user_id: '103827'
volume: 19
year: '2021'
...
---
_id: '54097'
author:
- first_name: Tillmann
full_name: Heise, Tillmann
id: '103827'
last_name: Heise
citation:
ama: Heise T. Das ‚Erfundene Gespräch‘ als transatlantischer Dialog. Gattungsvariationen
und Gedankenexperimente in Hofmannsthals Gesprächsfragment “Brief ans Dial” (1925).
Hofmannsthal-Jahrbuch. 2021;29:259–280. doi:doi.org/10.5771/9783968218403
apa: Heise, T. (2021). Das ‚Erfundene Gespräch‘ als transatlantischer Dialog. Gattungsvariationen
und Gedankenexperimente in Hofmannsthals Gesprächsfragment “Brief ans Dial” (1925).
Hofmannsthal-Jahrbuch, 29, 259–280. https://doi.org/doi.org/10.5771/9783968218403
bibtex: '@article{Heise_2021, title={Das ‚Erfundene Gespräch‘ als transatlantischer
Dialog. Gattungsvariationen und Gedankenexperimente in Hofmannsthals Gesprächsfragment
“Brief ans Dial” (1925)}, volume={29}, DOI={doi.org/10.5771/9783968218403},
journal={Hofmannsthal-Jahrbuch}, author={Heise, Tillmann}, year={2021}, pages={259–280}
}'
chicago: 'Heise, Tillmann. “Das ‚Erfundene Gespräch‘ als transatlantischer Dialog.
Gattungsvariationen und Gedankenexperimente in Hofmannsthals Gesprächsfragment
‘Brief ans Dial’ (1925).” Hofmannsthal-Jahrbuch 29 (2021): 259–280. https://doi.org/doi.org/10.5771/9783968218403.'
ieee: 'T. Heise, “Das ‚Erfundene Gespräch‘ als transatlantischer Dialog. Gattungsvariationen
und Gedankenexperimente in Hofmannsthals Gesprächsfragment ‘Brief ans Dial’ (1925),”
Hofmannsthal-Jahrbuch, vol. 29, pp. 259–280, 2021, doi: doi.org/10.5771/9783968218403.'
mla: Heise, Tillmann. “Das ‚Erfundene Gespräch‘ als transatlantischer Dialog. Gattungsvariationen
und Gedankenexperimente in Hofmannsthals Gesprächsfragment ‘Brief ans Dial’ (1925).”
Hofmannsthal-Jahrbuch, vol. 29, 2021, pp. 259–280, doi:doi.org/10.5771/9783968218403.
short: T. Heise, Hofmannsthal-Jahrbuch 29 (2021) 259–280.
date_created: 2024-05-08T13:59:39Z
date_updated: 2024-07-03T13:35:22Z
department:
- _id: '5'
doi: doi.org/10.5771/9783968218403
intvolume: ' 29'
language:
- iso: ger
page: 259–280
publication: Hofmannsthal-Jahrbuch
publication_identifier:
unknown:
- 978-3-96821-839-7
status: public
title: Das ‚Erfundene Gespräch‘ als transatlantischer Dialog. Gattungsvariationen
und Gedankenexperimente in Hofmannsthals Gesprächsfragment "Brief ans Dial" (1925)
type: journal_article
user_id: '103827'
volume: 29
year: '2021'
...
---
_id: '54108'
author:
- first_name: Tillmann
full_name: Heise, Tillmann
id: '103827'
last_name: Heise
- first_name: Barbara
full_name: Beßlich, Barbara
last_name: Beßlich
citation:
ama: Heise T, Beßlich B. Verfreundete Europäer im Kampf mit der Moderne. Ruperto
Carola Forschungsmagazin. 2021;17:122–131.
apa: Heise, T., & Beßlich, B. (2021). Verfreundete Europäer im Kampf mit der
Moderne. Ruperto Carola Forschungsmagazin, 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} }'
chicago: 'Heise, Tillmann, and Barbara Beßlich. “Verfreundete Europäer im Kampf
mit der Moderne.” Ruperto Carola Forschungsmagazin 17 (2021): 122–131.'
ieee: T. Heise and B. Beßlich, “Verfreundete Europäer im Kampf mit der Moderne,”
Ruperto Carola Forschungsmagazin, vol. 17, pp. 122–131, 2021.
mla: Heise, Tillmann, and Barbara Beßlich. “Verfreundete Europäer im Kampf mit der
Moderne.” Ruperto Carola Forschungsmagazin, vol. 17, 2021, pp. 122–131.
short: T. Heise, B. Beßlich, Ruperto Carola Forschungsmagazin 17 (2021) 122–131.
date_created: 2024-05-08T14:17:55Z
date_updated: 2024-07-03T13:25:17Z
department:
- _id: '5'
intvolume: ' 17'
language:
- iso: ger
page: '122–131 '
publication: Ruperto Carola Forschungsmagazin
publication_identifier:
issn:
- 0035-998 X
status: public
title: Verfreundete Europäer im Kampf mit der Moderne
type: journal_article
user_id: '103827'
volume: 17
year: '2021'
...
---
_id: '39054'
author:
- first_name: Leonie
full_name: Süwolto, Leonie
id: '7616'
last_name: Süwolto
citation:
ama: Süwolto L. Moderne Heldin im antiken Gewand? Anne Webers „Annette, ein Heldinnenepos“.;
2021.
apa: Süwolto, L. (2021). Moderne Heldin im antiken Gewand? Anne Webers „Annette,
ein Heldinnenepos“.
bibtex: '@book{Süwolto_2021, title={Moderne Heldin im antiken Gewand? Anne Webers
„Annette, ein Heldinnenepos“}, author={Süwolto, Leonie}, year={2021} }'
chicago: Süwolto, Leonie. Moderne Heldin im antiken Gewand? Anne Webers „Annette,
ein Heldinnenepos“, 2021.
ieee: L. Süwolto, Moderne Heldin im antiken Gewand? Anne Webers „Annette, ein
Heldinnenepos“. 2021.
mla: Süwolto, Leonie. Moderne Heldin im antiken Gewand? Anne Webers „Annette,
ein Heldinnenepos“. 2021.
short: L. Süwolto, Moderne Heldin im antiken Gewand? Anne Webers „Annette, ein Heldinnenepos“,
2021.
date_created: 2023-01-24T08:48:48Z
date_updated: 2024-08-15T06:51:53Z
department:
- _id: '116'
language:
- iso: ger
main_file_link:
- url: https://www.gender-blog.de/beitrag/moderne-heldin-anne-weber/
publication_status: published
status: public
title: Moderne Heldin im antiken Gewand? Anne Webers „Annette, ein Heldinnenepos“
type: misc
user_id: '71743'
year: '2021'
...
---
_id: '55786'
author:
- first_name: Peter
full_name: Menke, Peter
id: '59649'
last_name: Menke
citation:
ama: Menke P. Regel(er)klärungen in Gesellschaftsspielen. Eine gesprächsanalytische
Perspektive. Spiel|Formen. 2021;1:33-55.
apa: Menke, P. (2021). Regel(er)klärungen in Gesellschaftsspielen. Eine gesprächsanalytische
Perspektive. Spiel|Formen, 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} }'
chicago: 'Menke, Peter. “Regel(er)klärungen in Gesellschaftsspielen. Eine gesprächsanalytische
Perspektive.” Spiel|Formen 1 (2021): 33–55.'
ieee: P. Menke, “Regel(er)klärungen in Gesellschaftsspielen. Eine gesprächsanalytische
Perspektive,” Spiel|Formen, vol. 1, pp. 33–55, 2021.
mla: Menke, Peter. “Regel(er)klärungen in Gesellschaftsspielen. Eine gesprächsanalytische
Perspektive.” Spiel|Formen, vol. 1, 2021, pp. 33–55.
short: P. Menke, Spiel|Formen 1 (2021) 33–55.
date_created: 2024-08-27T16:45:31Z
date_updated: 2024-08-27T16:45:43Z
department:
- _id: '115'
intvolume: ' 1'
language:
- iso: ger
page: 33-55
publication: Spiel|Formen
publication_status: published
status: public
title: Regel(er)klärungen in Gesellschaftsspielen. Eine gesprächsanalytische Perspektive
type: journal_article
user_id: '59649'
volume: 1
year: '2021'
...
---
_id: '37435'
alternative_title:
- Eine korpuspragmatische Studie zu Sprachgebrauchsmustern im Umfeld des Lexems Angst
in Online-Zeitungen
author:
- first_name: Christopher
full_name: Georgi, Christopher
id: '78730'
last_name: Georgi
citation:
ama: 'Georgi C. Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser
Panik“. In: Angstkonstruktionen. De Gruyter; 2021:219–264. doi:10.1515/9783110729603-009'
apa: Georgi, C. (2021). Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser
Panik“. In Angstkonstruktionen (pp. 219–264). De Gruyter. https://doi.org/10.1515/9783110729603-009
bibtex: '@inbook{Georgi_2021, place={Berlin}, title={Angstkonstruktionen zwischen
„sinnvoller Vorsicht und sinnloser Panik“}, DOI={10.1515/9783110729603-009},
booktitle={Angstkonstruktionen}, publisher={De Gruyter}, author={Georgi, Christopher},
year={2021}, pages={219–264} }'
chicago: 'Georgi, Christopher. “Angstkonstruktionen zwischen „sinnvoller Vorsicht
und sinnloser Panik“.” In Angstkonstruktionen, 219–264. Berlin: De Gruyter,
2021. https://doi.org/10.1515/9783110729603-009.'
ieee: 'C. Georgi, “Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser
Panik“,” in Angstkonstruktionen, Berlin: De Gruyter, 2021, pp. 219–264.'
mla: Georgi, Christopher. “Angstkonstruktionen zwischen „sinnvoller Vorsicht und
sinnloser Panik“.” Angstkonstruktionen, De Gruyter, 2021, pp. 219–264,
doi:10.1515/9783110729603-009.
short: 'C. Georgi, in: Angstkonstruktionen, De Gruyter, Berlin, 2021, pp. 219–264.'
date_created: 2023-01-18T15:05:52Z
date_updated: 2023-01-18T15:06:52Z
department:
- _id: '745'
doi: 10.1515/9783110729603-009
language:
- iso: ger
page: 219–264
place: Berlin
publication: Angstkonstruktionen
publication_status: published
publisher: De Gruyter
status: public
title: Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“
type: book_chapter
user_id: '78730'
year: '2021'
...
---
_id: '37445'
abstract:
- lang: eng
text: '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. '
author:
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
citation:
ama: 'Seifert S, Paleczek L. Digitally Assessing Text Comprehension in Grades 3-4:
Test Development and Validation. Electronic Journal of e-Learning. 2021;19(5):pp336-348.
doi:10.34190/ejel.19.5.2467'
apa: 'Seifert, S., & Paleczek, L. (2021). Digitally Assessing Text Comprehension
in Grades 3-4: Test Development and Validation. Electronic Journal of E-Learning,
19(5), pp336-348. https://doi.org/10.34190/ejel.19.5.2467'
bibtex: '@article{Seifert_Paleczek_2021, title={Digitally Assessing Text Comprehension
in Grades 3-4: Test Development and Validation}, volume={19}, DOI={10.34190/ejel.19.5.2467},
number={5}, journal={Electronic Journal of e-Learning}, publisher={Academic Conferences
International Ltd}, author={Seifert, Susanne and Paleczek, Lisa}, year={2021},
pages={pp336-348} }'
chicago: 'Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension
in Grades 3-4: Test Development and Validation.” Electronic Journal of E-Learning
19, no. 5 (2021): pp336-348. https://doi.org/10.34190/ejel.19.5.2467.'
ieee: 'S. Seifert and L. Paleczek, “Digitally Assessing Text Comprehension in Grades
3-4: Test Development and Validation,” Electronic Journal of e-Learning,
vol. 19, no. 5, pp. pp336-348, 2021, doi: 10.34190/ejel.19.5.2467.'
mla: 'Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension
in Grades 3-4: Test Development and Validation.” Electronic Journal of E-Learning,
vol. 19, no. 5, Academic Conferences International Ltd, 2021, pp. pp336-348, doi:10.34190/ejel.19.5.2467.'
short: S. Seifert, L. Paleczek, Electronic Journal of E-Learning 19 (2021) pp336-348.
date_created: 2023-01-18T16:11:52Z
date_updated: 2023-01-18T16:46:03Z
department:
- _id: '645'
doi: 10.34190/ejel.19.5.2467
intvolume: ' 19'
issue: '5'
keyword:
- Computer Science Applications
- Education
language:
- iso: eng
page: pp336-348
publication: Electronic Journal of e-Learning
publication_identifier:
issn:
- 1479-4403
publication_status: published
publisher: Academic Conferences International Ltd
status: public
title: 'Digitally Assessing Text Comprehension in Grades 3-4: Test Development and
Validation'
type: journal_article
user_id: '97270'
volume: 19
year: '2021'
...
---
_id: '37443'
abstract:
- lang: eng
text: 'AbstractThe 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.'
author:
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
citation:
ama: Seifert S. Is Reading Comprehension Taken for Granted? An Analysis of Austrian
Textbooks in Fourth and Sixth Grade. Technology, Knowledge and Learning.
2021;26(2):383-405. doi:10.1007/s10758-021-09490-w
apa: Seifert, S. (2021). Is Reading Comprehension Taken for Granted? An Analysis
of Austrian Textbooks in Fourth and Sixth Grade. Technology, Knowledge and
Learning, 26(2), 383–405. https://doi.org/10.1007/s10758-021-09490-w
bibtex: '@article{Seifert_2021, title={Is Reading Comprehension Taken for Granted?
An Analysis of Austrian Textbooks in Fourth and Sixth Grade}, volume={26}, DOI={10.1007/s10758-021-09490-w},
number={2}, journal={Technology, Knowledge and Learning}, publisher={Springer
Science and Business Media LLC}, author={Seifert, Susanne}, year={2021}, pages={383–405}
}'
chicago: 'Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis
of Austrian Textbooks in Fourth and Sixth Grade.” Technology, Knowledge and
Learning 26, no. 2 (2021): 383–405. https://doi.org/10.1007/s10758-021-09490-w.'
ieee: 'S. Seifert, “Is Reading Comprehension Taken for Granted? An Analysis of Austrian
Textbooks in Fourth and Sixth Grade,” Technology, Knowledge and Learning,
vol. 26, no. 2, pp. 383–405, 2021, doi: 10.1007/s10758-021-09490-w.'
mla: Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis
of Austrian Textbooks in Fourth and Sixth Grade.” Technology, Knowledge and
Learning, vol. 26, no. 2, Springer Science and Business Media LLC, 2021, pp.
383–405, doi:10.1007/s10758-021-09490-w.
short: S. Seifert, Technology, Knowledge and Learning 26 (2021) 383–405.
date_created: 2023-01-18T16:10:52Z
date_updated: 2023-01-18T16:45:42Z
department:
- _id: '645'
doi: 10.1007/s10758-021-09490-w
intvolume: ' 26'
issue: '2'
keyword:
- Computer Science Applications
- Human-Computer Interaction
- Education
- Mathematics (miscellaneous)
language:
- iso: eng
page: 383-405
publication: Technology, Knowledge and Learning
publication_identifier:
issn:
- 2211-1662
- 2211-1670
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks
in Fourth and Sixth Grade
type: journal_article
user_id: '97270'
volume: 26
year: '2021'
...
---
_id: '37439'
author:
- first_name: Mathias
full_name: Krammer, Mathias
last_name: Krammer
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Barbara
full_name: Gasteiger-Klicpera, Barbara
last_name: Gasteiger-Klicpera
citation:
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. Educational Studies.
Published online 2021:1-19. doi:10.1080/03055698.2021.1875320
apa: Krammer, M., Seifert, S., & 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. Educational Studies, 1–19. https://doi.org/10.1080/03055698.2021.1875320
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={10.1080/03055698.2021.1875320},
journal={Educational Studies}, publisher={Informa UK Limited}, author={Krammer,
Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}, year={2021}, pages={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.” Educational Studies, 2021, 1–19. https://doi.org/10.1080/03055698.2021.1875320.
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,”
Educational Studies, pp. 1–19, 2021, doi: 10.1080/03055698.2021.1875320.'
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.” Educational Studies,
Informa UK Limited, 2021, pp. 1–19, doi:10.1080/03055698.2021.1875320.
short: M. Krammer, S. Seifert, B. Gasteiger-Klicpera, Educational Studies (2021)
1–19.
date_created: 2023-01-18T16:08:23Z
date_updated: 2023-01-18T16:44:56Z
department:
- _id: '645'
doi: 10.1080/03055698.2021.1875320
keyword:
- Education
language:
- iso: eng
page: 1-19
publication: Educational Studies
publication_identifier:
issn:
- 0305-5698
- 1465-3400
publication_status: published
publisher: Informa UK Limited
status: public
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
type: journal_article
user_id: '97270'
year: '2021'
...
---
_id: '37442'
author:
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Martin
full_name: Schöfl, Martin
last_name: Schöfl
citation:
ama: Paleczek L, Seifert S, Schöfl M. Comparing digital to print assessment of receptive
vocabulary with GraWo‐KiGa in Austrian kindergarten. British Journal of Educational
Technology. 2021;52(6):2145-2161. doi:10.1111/bjet.13163
apa: Paleczek, L., Seifert, S., & Schöfl, M. (2021). Comparing digital to print
assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten. British
Journal of Educational Technology, 52(6), 2145–2161. https://doi.org/10.1111/bjet.13163
bibtex: '@article{Paleczek_Seifert_Schöfl_2021, title={Comparing digital to print
assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten},
volume={52}, DOI={10.1111/bjet.13163},
number={6}, journal={British Journal of Educational Technology}, publisher={Wiley},
author={Paleczek, Lisa and Seifert, Susanne and Schöfl, Martin}, year={2021},
pages={2145–2161} }'
chicago: 'Paleczek, Lisa, Susanne Seifert, and Martin Schöfl. “Comparing Digital
to Print Assessment of Receptive Vocabulary with GraWo‐KiGa in Austrian Kindergarten.”
British Journal of Educational Technology 52, no. 6 (2021): 2145–61. https://doi.org/10.1111/bjet.13163.'
ieee: 'L. Paleczek, S. Seifert, and M. Schöfl, “Comparing digital to print assessment
of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten,” British
Journal of Educational Technology, vol. 52, no. 6, pp. 2145–2161, 2021, doi:
10.1111/bjet.13163.'
mla: Paleczek, Lisa, et al. “Comparing Digital to Print Assessment of Receptive
Vocabulary with GraWo‐KiGa in Austrian Kindergarten.” British Journal of Educational
Technology, vol. 52, no. 6, Wiley, 2021, pp. 2145–61, doi:10.1111/bjet.13163.
short: L. Paleczek, S. Seifert, M. Schöfl, British Journal of Educational Technology
52 (2021) 2145–2161.
date_created: 2023-01-18T16:10:22Z
date_updated: 2023-01-18T16:45:24Z
department:
- _id: '645'
doi: 10.1111/bjet.13163
intvolume: ' 52'
issue: '6'
keyword:
- Education
language:
- iso: eng
page: 2145-2161
publication: British Journal of Educational Technology
publication_identifier:
issn:
- 0007-1013
- 1467-8535
publication_status: published
publisher: Wiley
status: public
title: Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa
in Austrian kindergarten
type: journal_article
user_id: '97270'
volume: 52
year: '2021'
...
---
_id: '37455'
abstract:
- lang: eng
text: AbstractSchool 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.
author:
- first_name: J. E.
full_name: Dockrell, J. E.
last_name: Dockrell
- first_name: T. C.
full_name: Papadopoulos, T. C.
last_name: Papadopoulos
- first_name: C. L.
full_name: Mifsud, C. L.
last_name: Mifsud
- first_name: L.
full_name: Bourke, L.
last_name: Bourke
- first_name: O.
full_name: Vilageliu, O.
last_name: Vilageliu
- first_name: E.
full_name: Bešić, E.
last_name: Bešić
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: B.
full_name: Gasteiger-Klicpera, B.
last_name: Gasteiger-Klicpera
- first_name: A.
full_name: Ralli, A.
last_name: Ralli
- first_name: I.
full_name: Dimakos, I.
last_name: Dimakos
- first_name: S.
full_name: Karpava, S.
last_name: Karpava
- first_name: M.
full_name: Martins, M.
last_name: Martins
- first_name: O.
full_name: Sousa, O.
last_name: Sousa
- first_name: S.
full_name: Castro, S.
last_name: Castro
- first_name: H. B.
full_name: Søndergaard Knudsen, H. B.
last_name: Søndergaard Knudsen
- first_name: P.
full_name: Donau, P.
last_name: Donau
- first_name: B.
full_name: Haznedar, B.
last_name: Haznedar
- first_name: M.
full_name: Mikulajová, M.
last_name: Mikulajová
- first_name: N.
full_name: Gerdzhikova, N.
last_name: Gerdzhikova
citation:
ama: 'Dockrell JE, Papadopoulos TC, Mifsud CL, et al. Teaching and learning in a
multilingual Europe: findings from a cross-European study. European Journal
of Psychology of Education. 2021;37(2):293-320. doi:10.1007/s10212-020-00523-z'
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., & Gerdzhikova, N. (2021). Teaching and learning
in a multilingual Europe: findings from a cross-European study. European Journal
of Psychology of Education, 37(2), 293–320. https://doi.org/10.1007/s10212-020-00523-z'
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={10.1007/s10212-020-00523-z},
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} }'
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.” European Journal of Psychology of Education
37, no. 2 (2021): 293–320. https://doi.org/10.1007/s10212-020-00523-z.'
ieee: 'J. E. Dockrell et al., “Teaching and learning in a multilingual Europe:
findings from a cross-European study,” European Journal of Psychology of Education,
vol. 37, no. 2, pp. 293–320, 2021, doi: 10.1007/s10212-020-00523-z.'
mla: 'Dockrell, J. E., et al. “Teaching and Learning in a Multilingual Europe: Findings
from a Cross-European Study.” European Journal of Psychology of Education,
vol. 37, no. 2, Springer Science and Business Media LLC, 2021, pp. 293–320, doi:10.1007/s10212-020-00523-z.'
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.
date_created: 2023-01-18T16:25:43Z
date_updated: 2023-01-18T16:48:47Z
department:
- _id: '645'
doi: 10.1007/s10212-020-00523-z
intvolume: ' 37'
issue: '2'
keyword:
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 293-320
publication: European Journal of Psychology of Education
publication_identifier:
issn:
- 0256-2928
- 1878-5174
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Teaching and learning in a multilingual Europe: findings from a cross-European
study'
type: journal_article
user_id: '97270'
volume: 37
year: '2021'
...