---
_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'
...
---
_id: '38064'
author:
- first_name: Jörn
full_name: Steigerwald, Jörn
id: '37947'
last_name: Steigerwald
citation:
ama: 'Steigerwald J. Haus-Komödien: Renaissancen des Lustspielsbei Ludovico Ariosto
und William Shakespeare (“I Suppositi”, “The Taming of the Shrew”). In: Schlieper
H, Tönnies M, eds. Gattung und Geschlecht. Konventionen und Transformationen
eines Paradigmas. Harrassowitz; 2021.'
apa: 'Steigerwald, J. (2021). Haus-Komödien: Renaissancen des Lustspielsbei Ludovico
Ariosto und William Shakespeare (“I Suppositi”, “The Taming of the Shrew”). In
H. Schlieper & M. Tönnies (Eds.), Gattung und Geschlecht. Konventionen
und Transformationen eines Paradigmas. Harrassowitz.'
bibtex: '@inbook{Steigerwald_2021, place={Wiesbaden}, title={ Haus-Komödien: Renaissancen
des Lustspielsbei Ludovico Ariosto und William Shakespeare (“I Suppositi”, “The
Taming of the Shrew”)}, booktitle={Gattung und Geschlecht. Konventionen und Transformationen
eines Paradigmas.}, publisher={Harrassowitz}, author={Steigerwald, Jörn}, editor={Schlieper,
Hendrik and Tönnies, Merle}, year={2021} }'
chicago: 'Steigerwald, Jörn. “ Haus-Komödien: Renaissancen des Lustspielsbei Ludovico
Ariosto und William Shakespeare (‘I Suppositi’, ‘The Taming of the Shrew’).” In
Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas.,
edited by Hendrik Schlieper and Merle Tönnies. Wiesbaden: Harrassowitz, 2021.'
ieee: 'J. Steigerwald, “ Haus-Komödien: Renaissancen des Lustspielsbei Ludovico
Ariosto und William Shakespeare (‘I Suppositi’, ‘The Taming of the Shrew’),” in
Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas.,
H. Schlieper and M. Tönnies, Eds. Wiesbaden: Harrassowitz, 2021.'
mla: 'Steigerwald, Jörn. “ Haus-Komödien: Renaissancen des Lustspielsbei Ludovico
Ariosto und William Shakespeare (‘I Suppositi’, ‘The Taming of the Shrew’).” Gattung
und Geschlecht. Konventionen und Transformationen eines Paradigmas., edited
by Hendrik Schlieper and Merle Tönnies, Harrassowitz, 2021.'
short: 'J. Steigerwald, in: H. Schlieper, M. Tönnies (Eds.), Gattung und Geschlecht.
Konventionen und Transformationen eines Paradigmas., Harrassowitz, Wiesbaden,
2021.'
date_created: 2023-01-23T10:22:06Z
date_updated: 2023-01-23T10:22:09Z
department:
- _id: '116'
editor:
- first_name: Hendrik
full_name: Schlieper, Hendrik
last_name: Schlieper
- first_name: Merle
full_name: Tönnies, Merle
last_name: Tönnies
language:
- iso: ger
place: Wiesbaden
publication: Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas.
publication_status: published
publisher: Harrassowitz
status: public
title: ' Haus-Komödien: Renaissancen des Lustspielsbei Ludovico Ariosto und William
Shakespeare ("I Suppositi", "The Taming of the Shrew")'
type: book_chapter
user_id: '29963'
year: '2021'
...
---
_id: '40654'
author:
- first_name: Britt-Marie
full_name: Schuster, Britt-Marie
id: '17386'
last_name: Schuster
citation:
ama: 'Schuster B-M. »Stilistik«. In: Gansel C, Spieß C, eds. Text- und Diskurslinguistik.
Vol 6. Wörterbücher zur Sprach- und Kommunikationswissenschaft (WSK). De Gruyter;
2021. doi:10.1515/wsk'
apa: Schuster, B.-M. (2021). »Stilistik«. In C. Gansel & C. Spieß (Eds.),
Text- und Diskurslinguistik (Vol. 6). De Gruyter. https://doi.org/10.1515/wsk
bibtex: '@inbook{Schuster_2021, place={Online-Datenbank}, series={Wörterbücher zur
Sprach- und Kommunikationswissenschaft (WSK)}, title={»Stilistik«}, volume={6},
DOI={10.1515/wsk}, booktitle={ Text-
und Diskurslinguistik}, publisher={De Gruyter}, author={Schuster, Britt-Marie},
editor={Gansel, Christina and Spieß, Constanze}, year={2021}, collection={Wörterbücher
zur Sprach- und Kommunikationswissenschaft (WSK)} }'
chicago: 'Schuster, Britt-Marie. “»Stilistik«.” In Text- und Diskurslinguistik,
edited by Christina Gansel and Constanze Spieß, Vol. 6. Wörterbücher zur Sprach-
und Kommunikationswissenschaft (WSK). Online-Datenbank: De Gruyter, 2021. https://doi.org/10.1515/wsk.'
ieee: 'B.-M. Schuster, “»Stilistik«,” in Text- und Diskurslinguistik, vol.
6, C. Gansel and C. Spieß, Eds. Online-Datenbank: De Gruyter, 2021.'
mla: Schuster, Britt-Marie. “»Stilistik«.” Text- und Diskurslinguistik,
edited by Christina Gansel and Constanze Spieß, vol. 6, De Gruyter, 2021, doi:10.1515/wsk.
short: 'B.-M. Schuster, in: C. Gansel, C. Spieß (Eds.), Text- und Diskurslinguistik,
De Gruyter, Online-Datenbank, 2021.'
date_created: 2023-01-30T11:03:43Z
date_updated: 2023-01-30T11:16:03Z
department:
- _id: '745'
doi: 10.1515/wsk
editor:
- first_name: Christina
full_name: Gansel, Christina
last_name: Gansel
- first_name: Constanze
full_name: Spieß, Constanze
last_name: Spieß
intvolume: ' 6'
language:
- iso: ger
place: Online-Datenbank
publication: ' Text- und Diskurslinguistik'
publication_status: published
publisher: De Gruyter
series_title: Wörterbücher zur Sprach- und Kommunikationswissenschaft (WSK)
status: public
title: »Stilistik«
type: book_chapter
user_id: '17386'
volume: 6
year: '2021'
...
---
_id: '40657'
author:
- first_name: Britt-Marie
full_name: Schuster, Britt-Marie
id: '17386'
last_name: Schuster
citation:
ama: 'Schuster B-M. »Abweichung«. In: Gansel C, Spieß C, eds. Text- Und Diskurslinguistik.
Vol 6. Wörterbücher zur Sprach- und Kommunikationswissenschaft (WSK). De Gruyter;
2021. doi:10.1515/wsk'
apa: Schuster, B.-M. (2021). »Abweichung«. In C. Gansel & C. Spieß (Eds.),
Text- und Diskurslinguistik (Vol. 6). De Gruyter. https://doi.org/10.1515/wsk
bibtex: '@inbook{Schuster_2021, series={Wörterbücher zur Sprach- und Kommunikationswissenschaft
(WSK)}, title={»Abweichung«}, volume={6}, DOI={10.1515/wsk},
booktitle={ Text- und Diskurslinguistik}, publisher={De Gruyter}, author={Schuster,
Britt-Marie}, editor={Gansel, Christina and Spieß, Constanze}, year={2021}, collection={Wörterbücher
zur Sprach- und Kommunikationswissenschaft (WSK)} }'
chicago: Schuster, Britt-Marie. “»Abweichung«.” In Text- Und Diskurslinguistik,
edited by Christina Gansel and Constanze Spieß, Vol. 6. Wörterbücher Zur Sprach-
Und Kommunikationswissenschaft (WSK). De Gruyter, 2021. https://doi.org/10.1515/wsk.
ieee: B.-M. Schuster, “»Abweichung«,” in Text- und Diskurslinguistik, vol.
6, C. Gansel and C. Spieß, Eds. De Gruyter, 2021.
mla: Schuster, Britt-Marie. “»Abweichung«.” Text- Und Diskurslinguistik,
edited by Christina Gansel and Constanze Spieß, vol. 6, De Gruyter, 2021, doi:10.1515/wsk.
short: 'B.-M. Schuster, in: C. Gansel, C. Spieß (Eds.), Text- Und Diskurslinguistik,
De Gruyter, 2021.'
date_created: 2023-01-30T11:11:25Z
date_updated: 2023-01-30T11:16:33Z
department:
- _id: '745'
doi: 10.1515/wsk
editor:
- first_name: Christina
full_name: Gansel, Christina
last_name: Gansel
- first_name: Constanze
full_name: Spieß, Constanze
last_name: Spieß
intvolume: ' 6'
language:
- iso: eng
publication: ' Text- und Diskurslinguistik'
publisher: De Gruyter
series_title: Wörterbücher zur Sprach- und Kommunikationswissenschaft (WSK)
status: public
title: »Abweichung«
type: book_chapter
user_id: '17386'
volume: 6
year: '2021'
...
---
_id: '40658'
author:
- first_name: Britt-Marie
full_name: Schuster, Britt-Marie
id: '17386'
last_name: Schuster
citation:
ama: 'Schuster B-M. »abweichen«. In: Gansel C, Spieß C, eds. Text- Und Diskurslinguistik.
Vol 6. Wörterbücher zur Sprach- und Kommunikationswissenschaft (WSK). De Gruyter;
2021. doi:10.1515/wsk'
apa: Schuster, B.-M. (2021). »abweichen«. In C. Gansel & C. Spieß (Eds.),
Text- und Diskurslinguistik (Vol. 6). De Gruyter. https://doi.org/10.1515/wsk
bibtex: '@inbook{Schuster_2021, series={Wörterbücher zur Sprach- und Kommunikationswissenschaft
(WSK)}, title={»abweichen«}, volume={6}, DOI={10.1515/wsk},
booktitle={ Text- und Diskurslinguistik}, publisher={De Gruyter}, author={Schuster,
Britt-Marie}, editor={Gansel, Christina and Spieß, Constanze}, year={2021}, collection={Wörterbücher
zur Sprach- und Kommunikationswissenschaft (WSK)} }'
chicago: Schuster, Britt-Marie. “»abweichen«.” In Text- Und Diskurslinguistik,
edited by Christina Gansel and Constanze Spieß, Vol. 6. Wörterbücher Zur Sprach-
Und Kommunikationswissenschaft (WSK). De Gruyter, 2021. https://doi.org/10.1515/wsk.
ieee: B.-M. Schuster, “»abweichen«,” in Text- und Diskurslinguistik, vol.
6, C. Gansel and C. Spieß, Eds. De Gruyter, 2021.
mla: Schuster, Britt-Marie. “»abweichen«.” Text- Und Diskurslinguistik,
edited by Christina Gansel and Constanze Spieß, vol. 6, De Gruyter, 2021, doi:10.1515/wsk.
short: 'B.-M. Schuster, in: C. Gansel, C. Spieß (Eds.), Text- Und Diskurslinguistik,
De Gruyter, 2021.'
date_created: 2023-01-30T11:11:56Z
date_updated: 2023-01-30T11:18:06Z
department:
- _id: '745'
doi: 10.1515/wsk
editor:
- first_name: Christina
full_name: Gansel, Christina
last_name: Gansel
- first_name: Constanze
full_name: Spieß, Constanze
last_name: Spieß
intvolume: ' 6'
language:
- iso: eng
publication: ' Text- und Diskurslinguistik'
publisher: De Gruyter
series_title: Wörterbücher zur Sprach- und Kommunikationswissenschaft (WSK)
status: public
title: »abweichen«
type: book_chapter
user_id: '17386'
volume: 6
year: '2021'
...
---
_id: '31680'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: A.
full_name: Karsten, A.
last_name: Karsten
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: Scharlau I, Karsten A, Rohlfing KJ. Building, emptying out, or dreaming? Action
structures and space in students’ metaphors of academic writing. Journal of
Writing Research. 2021;12(vol. 12 issue 3):493-529. doi:10.17239/jowr-2021.12.03.01
apa: Scharlau, I., Karsten, A., & Rohlfing, K. J. (2021). Building, emptying
out, or dreaming? Action structures and space in students’ metaphors of academic
writing. Journal of Writing Research, 12(vol. 12 issue 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 students’ metaphors of academic writing},
volume={12}, DOI={10.17239/jowr-2021.12.03.01},
number={vol. 12 issue 3}, journal={Journal of Writing Research}, publisher={ARLE
(International Association for Research in L1 Education)}, author={Scharlau, Ingrid
and Karsten, A. and Rohlfing, Katharina J.}, year={2021}, pages={493–529} }'
chicago: 'Scharlau, Ingrid, A. Karsten, and Katharina J. Rohlfing. “Building, Emptying
out, or Dreaming? Action Structures and Space in Students’ Metaphors of Academic
Writing.” Journal of Writing Research 12, no. vol. 12 issue 3 (2021): 493–529.
https://doi.org/10.17239/jowr-2021.12.03.01.'
ieee: 'I. Scharlau, A. Karsten, and K. J. Rohlfing, “Building, emptying out, or
dreaming? Action structures and space in students’ metaphors of academic writing,”
Journal of Writing Research, vol. 12, no. vol. 12 issue 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 Students’ Metaphors of Academic Writing.” Journal of Writing Research,
vol. 12, no. vol. 12 issue 3, ARLE (International Association for Research in
L1 Education), 2021, pp. 493–529, doi:10.17239/jowr-2021.12.03.01.
short: I. Scharlau, A. Karsten, K.J. Rohlfing, Journal of Writing Research 12 (2021)
493–529.
date_created: 2022-06-06T13:49:01Z
date_updated: 2023-02-01T12:14:52Z
department:
- _id: '749'
- _id: '424'
doi: 10.17239/jowr-2021.12.03.01
intvolume: ' 12'
issue: vol. 12 issue 3
keyword:
- Literature and Literary Theory
- Linguistics and Language
- Language and Linguistics
- Education
language:
- iso: eng
page: 493-529
publication: Journal of Writing Research
publication_identifier:
issn:
- 2030-1006
- 2294-3307
publication_status: published
publisher: ARLE (International Association for Research in L1 Education)
status: public
title: Building, emptying out, or dreaming? Action structures and space in students’
metaphors of academic writing
type: journal_article
user_id: '14931'
volume: 12
year: '2021'
...
---
_id: '40920'
citation:
ama: Standke J, Topalovic E, eds. In Krisen erzählen – von Krisen erzählen. Sprachliche,
literarische und mediale Dimensionen. Vol 68. Vandenhoeck & Ruprecht GmbH
& Co, KG, Göttingen; 2021. doi:10.14220/mdge.2021.68.2.0
apa: Standke, J., & Topalovic, E. (Eds.). (2021). In Krisen erzählen – von
Krisen erzählen. Sprachliche, literarische und mediale Dimensionen. (Vol.
68). Vandenhoeck & Ruprecht GmbH & Co, KG, Göttingen. https://doi.org/10.14220/mdge.2021.68.2.0
bibtex: '@book{Standke_Topalovic_2021, title={In Krisen erzählen – von Krisen erzählen.
Sprachliche, literarische und mediale Dimensionen.}, volume={68}, DOI={10.14220/mdge.2021.68.2.0},
publisher={Vandenhoeck & Ruprecht GmbH & Co, KG, Göttingen}, year={2021}
}'
chicago: Standke, Jan, and Elvira Topalovic, eds. In Krisen erzählen – von Krisen
erzählen. Sprachliche, literarische und mediale Dimensionen. Vol. 68. Vandenhoeck
& Ruprecht GmbH & Co, KG, Göttingen, 2021. https://doi.org/10.14220/mdge.2021.68.2.0.
ieee: J. Standke and E. Topalovic, Eds., In Krisen erzählen – von Krisen erzählen.
Sprachliche, literarische und mediale Dimensionen., vol. 68. Vandenhoeck &
Ruprecht GmbH & Co, KG, Göttingen, 2021.
mla: Standke, Jan, and Elvira Topalovic, editors. In Krisen erzählen – von Krisen
erzählen. Sprachliche, literarische und mediale Dimensionen. Vandenhoeck &
Ruprecht GmbH & Co, KG, Göttingen, 2021, doi:10.14220/mdge.2021.68.2.0.
short: J. Standke, E. Topalovic, eds., In Krisen erzählen – von Krisen erzählen.
Sprachliche, literarische und mediale Dimensionen., Vandenhoeck & Ruprecht
GmbH & Co, KG, Göttingen, 2021.
date_created: 2023-01-30T12:19:40Z
date_updated: 2023-01-31T12:56:15Z
department:
- _id: '36'
- _id: '115'
- _id: '463'
doi: 10.14220/mdge.2021.68.2.0
editor:
- first_name: Jan
full_name: Standke, Jan
last_name: Standke
- first_name: Elvira
full_name: Topalovic, Elvira
id: '23088'
last_name: Topalovic
intvolume: ' 68'
keyword:
- General Earth and Planetary Sciences
- General Environmental Science
language:
- iso: ger
publication_identifier:
issn:
- 0418-9426
- 2196-8756
publication_status: published
publisher: Vandenhoeck & Ruprecht GmbH & Co, KG, Göttingen
status: public
title: In Krisen erzählen – von Krisen erzählen. Sprachliche, literarische und mediale
Dimensionen.
type: book_editor
user_id: '23088'
volume: 68
year: '2021'
...
---
_id: '37092'
citation:
ama: Plien C, Topalovic E, eds. Mehrdeutigkeiten. Vol 68. Vandenhoeck &
Ruprecht GmbH & Co, KG, Göttingen; 2021. doi:10.14220/mdge.2021.68.4.0
apa: Plien, C., & Topalovic, E. (Eds.). (2021). Mehrdeutigkeiten (Vol.
68). Vandenhoeck & Ruprecht GmbH & Co, KG, Göttingen. https://doi.org/10.14220/mdge.2021.68.4.0
bibtex: '@book{Plien_Topalovic_2021, title={Mehrdeutigkeiten}, volume={68}, DOI={10.14220/mdge.2021.68.4.0},
publisher={Vandenhoeck & Ruprecht GmbH & Co, KG, Göttingen}, year={2021}
}'
chicago: Plien, Christian, and Elvira Topalovic, eds. Mehrdeutigkeiten. Vol.
68. Vandenhoeck & Ruprecht GmbH & Co, KG, Göttingen, 2021. https://doi.org/10.14220/mdge.2021.68.4.0.
ieee: C. Plien and E. Topalovic, Eds., Mehrdeutigkeiten, vol. 68. Vandenhoeck
& Ruprecht GmbH & Co, KG, Göttingen, 2021.
mla: Plien, Christian, and Elvira Topalovic, editors. Mehrdeutigkeiten. Vandenhoeck
& Ruprecht GmbH & Co, KG, Göttingen, 2021, doi:10.14220/mdge.2021.68.4.0.
short: C. Plien, E. Topalovic, eds., Mehrdeutigkeiten, Vandenhoeck & Ruprecht
GmbH & Co, KG, Göttingen, 2021.
date_created: 2023-01-17T12:55:36Z
date_updated: 2023-01-31T12:55:33Z
department:
- _id: '43'
- _id: '36'
- _id: '463'
doi: 10.14220/mdge.2021.68.4.0
editor:
- first_name: Christian
full_name: Plien, Christian
last_name: Plien
- first_name: Elvira
full_name: Topalovic, Elvira
id: '23088'
last_name: Topalovic
intvolume: ' 68'
keyword:
- General Earth and Planetary Sciences
- General Environmental Science
language:
- iso: ger
publication_identifier:
issn:
- 0418-9426
- 2196-8756
publication_status: published
publisher: Vandenhoeck & Ruprecht GmbH & Co, KG, Göttingen
status: public
title: Mehrdeutigkeiten
type: book_editor
user_id: '23088'
volume: 68
year: '2021'
...
---
_id: '37185'
abstract:
- lang: eng
text: Social robots have emerged as a new digital technology that is increasingly
being implemented in the educational landscape. While social robots could be deployed
to assist young children with their learning in a variety of different ways, the
typical approach in educational practices is to supplement the learning process
rather than to replace the human caregiver, e.g., the teacher, parent, educator
or therapist. When functioning in the role of an educational assistant, social
robots will likely constitute a part of a triadic interaction with the child and
the human caregiver. Surprisingly, there is little research that systematically
investigates the role of the caregiver by examining the ways in which children
involve or check in with them during their interaction with another partner—a
phenomenon that is known as social referencing. In the present study, we investigated
social referencing in the context of a dyadic child–robot interaction. Over the
course of four sessions within our longitudinal language-learning study, we observed
how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers
who were not actively involved in the language-learning procedure. The children
participating in the study were randomly assigned to either an interaction with
a social robot or a human partner. Our results revealed that all children across
both conditions utilized social referencing behaviors to address their caregiver.
However, we found that the children who interacted with the social robot did so
significantly more frequently in each of the four sessions than those who interacted
with the human partner. Further analyses showed that no significant change in
their behavior over the course of the sessions could be observed. Findings are
discussed with regard to the caregiver's role during children's interactions with
social robots and the implications for future interaction design.
author:
- first_name: Nils F.
full_name: Tolksdorf, Nils F.
last_name: Tolksdorf
- first_name: Camilla E.
full_name: Crawshaw, Camilla E.
last_name: Crawshaw
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Tolksdorf NF, Crawshaw CE, Rohlfing K. Comparing the Effects of a Different
Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.
Frontiers in Education. 2021;5. doi:10.3389/feduc.2020.569615
apa: Tolksdorf, N. F., Crawshaw, C. E., & Rohlfing, K. (2021). Comparing the
Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social
Referencing in Interaction. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.569615
bibtex: '@article{Tolksdorf_Crawshaw_Rohlfing_2021, title={Comparing the Effects
of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing
in Interaction}, volume={5}, DOI={10.3389/feduc.2020.569615},
journal={Frontiers in Education}, publisher={Frontiers Media SA}, author={Tolksdorf,
Nils F. and Crawshaw, Camilla E. and Rohlfing, Katharina}, year={2021} }'
chicago: Tolksdorf, Nils F., Camilla E. Crawshaw, and Katharina Rohlfing. “Comparing
the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s
Social Referencing in Interaction.” Frontiers in Education 5 (2021). https://doi.org/10.3389/feduc.2020.569615.
ieee: 'N. F. Tolksdorf, C. E. Crawshaw, and K. Rohlfing, “Comparing the Effects
of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing
in Interaction,” Frontiers in Education, vol. 5, 2021, doi: 10.3389/feduc.2020.569615.'
mla: Tolksdorf, Nils F., et al. “Comparing the Effects of a Different Social Partner
(Social Robot vs. Human) on Children’s Social Referencing in Interaction.” Frontiers
in Education, vol. 5, Frontiers Media SA, 2021, doi:10.3389/feduc.2020.569615.
short: N.F. Tolksdorf, C.E. Crawshaw, K. Rohlfing, Frontiers in Education 5 (2021).
date_created: 2023-01-17T20:22:49Z
date_updated: 2023-02-01T11:59:32Z
department:
- _id: '749'
doi: 10.3389/feduc.2020.569615
intvolume: ' 5'
keyword:
- Education
language:
- iso: eng
publication: Frontiers in Education
publication_identifier:
issn:
- 2504-284X
publication_status: published
publisher: Frontiers Media SA
status: public
title: Comparing the Effects of a Different Social Partner (Social Robot vs. Human)
on Children's Social Referencing in Interaction
type: journal_article
user_id: '14931'
volume: 5
year: '2021'
...