@article{34816,
  abstract     = {{<jats:title>Zusammenfassung</jats:title><jats:p>Frühe mathematische Bildung findet in der Kindertagesstätte insbesondere in spontanen Alltagssituationen statt. Damit diese Alltagssituationen zu natürlichen Lernsituationen für die Kinder werden, müssen (angehende) frühpädagogische Fachkräfte zunächst das mathematische Potenzial in diesen Situationen erkennen. Diese Fähigkeit zur <jats:italic>situativen Beobachtung und Wahrnehmung </jats:italic>ist bisher unzureichend erforscht, was unter anderem auf begrenzte Methoden zur standardisierten Erfassung dieses Konstrukts zurückzuführen ist. Um diesem Bedarf zu begegnen, wurde das videobasierte Testinstrument <jats:italic>Vimas_num</jats:italic> zur Erfassung der Fähigkeit zur situativen Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mengen und Zahlen entwickelt. Auf der Grundlage von drei aufeinander aufbauenden Studien wird die Validität verschiedener Aspekte der Testwertinterpretation untersucht. Die Ergebnisse geben Hinweise auf die Validität der Testwertinterpretation in Bezug auf den Testinhalt, die interne Struktur des Tests und die Zusammenhänge mit theoretisch verbundenen Konstrukten.</jats:p>}},
  author       = {{Bruns, Julia and Strahl, Carolin and Gasteiger, Hedwig}},
  issn         = {{0340-4099}},
  journal      = {{Unterrichtswissenschaft}},
  keywords     = {{Education}},
  number       = {{3}},
  pages        = {{345--371}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments}}},
  doi          = {{10.1007/s42010-020-00091-7}},
  volume       = {{49}},
  year         = {{2020}},
}

@article{45180,
  author       = {{Kulgemeyer, Christoph and Borowski, Andreas and Buschhüter, David and Enkrott, Patrick and Kempin, Maren and Reinhold, Peter and Riese, Josef and Schecker, Horst and Schröder, Jan and Vogelsang, Christoph}},
  issn         = {{0022-4308}},
  journal      = {{Journal of Research in Science Teaching}},
  keywords     = {{Education}},
  pages        = {{1--29}},
  publisher    = {{Wiley}},
  title        = {{{Professional knowledge affects action-related skills: The development of preservice physics teachers’ explaining skills during a field experience}}},
  doi          = {{10.1002/tea.21632}},
  volume       = {{57}},
  year         = {{2020}},
}

@article{23747,
  author       = {{Witte, Thomas and Hanemann, Stefan and Sommerfeld, Herbert and Temmen, Katrin and Fechner, Sabine}},
  issn         = {{0944-5846}},
  journal      = {{CHEMKON}},
  keywords     = {{digital, technology, teacher education}},
  number       = {{4}},
  pages        = {{193--198}},
  title        = {{{Selbstbau eines digitalen Low-Cost-Fotometers für den Chemieunterricht}}},
  doi          = {{10.1002/ckon.201900026}},
  volume       = {{27}},
  year         = {{2020}},
}

@article{24462,
  abstract     = {{This article offers new insight into students’ responses to Womens’
and Gender Studies (WGS) classes by overcoming the self-selection
bias hitherto inherent in the field. Exploring the experiences of 1406
students (770 women, 636 men) of a university with a WGS
requirement across all study programmes, we examine the
prevailing discourses on WGS, participants’ (dis)agreement as well
as personal and professional benefits gained through WGS.
Additionally, we evaluate the perceived value of WGS for
themselves, in society, and of WGS opportunities in higher
education. Findings reveal a gender bias regarding discourses,
experience, benefit, and value, with 70.1% women and 32.4% men
supporting the idea of WGS as a mandatory subject. Women’s
support indicates a need for tools to negotiate gender issues,
while men’s resistance serves to defend male privileges. We
conclude that a requirement of WGS classes amplifies the
potential for both – resistance and change.}},
  author       = {{Horwath, Ilona and Diabl, Christian}},
  issn         = {{0954-0253}},
  journal      = {{Gender and Education}},
  keywords     = {{Education policy, equality, higher education, critical pedagogies, gender mainstreaming, curriculum}},
  pages        = {{1109--1126}},
  title        = {{{Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement}}},
  doi          = {{10.1080/09540253.2019.1608355}},
  year         = {{2019}},
}

@article{33438,
  author       = {{Knickenberg, Margarita and Zurbriggen, Carmen and Venetz, Martin and Schwab, Susanne and Gebhardt, Markus}},
  issn         = {{0885-6257}},
  journal      = {{European Journal of Special Needs Education}},
  keywords     = {{Developmental and Educational Psychology, Health Professions (miscellaneous), Education}},
  number       = {{3}},
  pages        = {{287--302}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Assessing dimensions of inclusion from students’ perspective – measurement invariance across students with learning disabilities in different educational settings}}},
  doi          = {{10.1080/08856257.2019.1646958}},
  volume       = {{35}},
  year         = {{2019}},
}

@misc{36375,
  author       = {{Pöllmann, Andreas}},
  booktitle    = {{Compare: A Journal of Comparative and International Education}},
  issn         = {{0305-7925}},
  keywords     = {{Education}},
  number       = {{8}},
  pages        = {{1222--1223}},
  publisher    = {{Informa UK Limited}},
  title        = {{{European educational research (re)constructed: institutional change in Germany, the United Kingdom, Norway, and the European Union}}},
  doi          = {{10.1080/03057925.2019.1665260}},
  volume       = {{50}},
  year         = {{2019}},
}

@article{46156,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Although the teaching of vocabulary in mathematics lessons is requested in content- and language-integrated lesson designs, the clarification of the specific lexical language demands is still an open question for many mathematical topics. In a content- and language-integrated lesson design towards understanding the concept of equivalent fractions, the vocabulary (words and phrases) used by 17 students has been analyzed with qualitative means of data analysis. The qualitative in-depth analyses underline the importance of meaning-related vocabulary for making structural relations between the fractions in view explicit. Quantitative analyses of inventoried vocabulary for the four categories “self-initiated by students,” “triggered by teaching material,” “triggered by teacher,” or “triggered by peers” show the relations of collective and autonomous vocabularies from which the students retrieve their lexical means in oral and written language production.</jats:p>}},
  author       = {{Wessel, Lena}},
  issn         = {{1033-2170}},
  journal      = {{Mathematics Education Research Journal}},
  keywords     = {{Education, General Mathematics}},
  number       = {{4}},
  pages        = {{653--681}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses}}},
  doi          = {{10.1007/s13394-019-00284-z}},
  volume       = {{32}},
  year         = {{2019}},
}

@inproceedings{48409,
  author       = {{Wessel, Lena}},
  booktitle    = {{Eleventh Congress of the European Society for Research in Mathematics Education (CERME11)}},
  editor       = {{Jankvist, Uffe Thomas and van den Heuvel-Panhuizen, Marja and Veldhuis, Michiel}},
  keywords     = {{Vocational education, language, percentages, scaffolding, design research}},
  number       = {{12}},
  publisher    = {{Freudenthal Group}},
  title        = {{{How theories of language-responsive mathematics can inform teaching designs for vocational mathematics}}},
  volume       = {{TWG07}},
  year         = {{2019}},
}

@article{48324,
  author       = {{Barwell, Richard and Wessel, Lena and Parra, Aldo}},
  issn         = {{1479-4802}},
  journal      = {{Research in Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{2}},
  pages        = {{113--118}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Language diversity and mathematics education: new developments}}},
  doi          = {{10.1080/14794802.2019.1638824}},
  volume       = {{21}},
  year         = {{2019}},
}

@inproceedings{34121,
  abstract     = {{The first impression is important in many aspects of human decision-making. In mobile apps, this impression can be influenced by an onboarding process. In addition, not only the user experience (UX) can be improved via onboarding, but also the user can get a very good didactical introduction to a new topic or different functionalities of an app.
Therefore, this study examines different onboarding types and develops an onboarding process into an Augmented Reality (AR) based mobile application (app) that teaches students how to use and operate electro-technical laboratory equipment. This onboarding process is then assessed by students through a subsequent questionnaire in terms of attractiveness, functionality, and novelty. The results of this field study serve to examine this first prototype for possible optimizations and to further develop the app accordingly.}},
  author       = {{Alptekin, Mesut and Temmen, Katrin}},
  booktitle    = {{2019 IEEE Global Engineering Education Conference (EDUCON)}},
  keywords     = {{Augmented Reality, Laboratory Training, Engineering Education, Progressive Onboarding}},
  location     = {{Dubai, UAE}},
  pages        = {{1047--1054}},
  title        = {{{Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory}}},
  doi          = {{10.1109/EDUCON.2019.8725038}},
  year         = {{2019}},
}

@inbook{34123,
  abstract     = {{Through technological progress during recent years, Augmented Reality (AR) technology can be used on ordinary smartphones with applications (Apps) in many formal and informal learning environments and educational institutions (e.g. [1, 2]). It is emerging as a suitable technology for teaching psychomotor skills. Simultaneously, gamification has become increasingly popular in the teaching field, providing famous examples, such as Duolingo (for the acquisition of foreign languages) or Codecademy (for learning programming languages) [3]. Many papers have already highlighted the beneficial aspects of gamification and AR for education and teaching (e.g. [1, 2, 4, 5]. While gamification is useful for improving students’ motivation and engagement, AR can be applied to teach them operational skills without any time, costs and place constraints. Hence, this opens up numerous possibilities and forms to combine these two aspects (AR and gamification) for higher education teaching. However, there has been less research focusing on how gamification and AR can be combined in a useful manner to keep up students’ initial motivation aroused through novelty effects of AR learning environments. Accordingly, this paper will present such a gamification concept for an AR based virtual preparation laboratory training to overcome the risk of demotivation, once AR will settle as a mainstream technology such as learning videos. The focus of the AR-App – presently being developed at the University of Paderborn – is to remedy the students’ lack of practical skills when operating electro-technical laboratory equipment during their compulsory laboratory training.}},
  author       = {{Alptekin, Mesut and Temmen, Katrin}},
  booktitle    = {{The Challenges of the Digital Transformation in Education}},
  isbn         = {{9783030119317}},
  issn         = {{2194-5357}},
  keywords     = {{Augmented Reality, Laboratory Training, Engineering Education, Gamification}},
  location     = {{Kos Island, Greece}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training}}},
  doi          = {{10.1007/978-3-030-11932-4_54}},
  year         = {{2019}},
}

@inbook{57886,
  abstract     = {{The research and development project Postdigital Popular Music Pedagogy (PPP) aims at the development of a music pedagogical program oriented towards informal learning in bands. Using the actor network theory, and thus investigating songwriting as a sociomaterial process, we present, exemplify, and discuss the results of the exploration of informal practices. The song as an actor network transforms through several spaces and phases. The starting point is the socio-technical constellation in which the events and the maturation of ideas as organisms are made probable. From there, an iteration of adaptation to musical-aesthetic standards and physical ability begins: The recording, internal publishing, and rehearsing phases, translate the idea from the workpiece to the object of dispatch into technical requirements. This is completed by the publication phase, in which the song idea is presented as a standardized product in several online and offline contexts. (DIPF/Orig.)}},
  author       = {{Godau, Marc and Haenisch, Matthias}},
  booktitle    = {{Praxen und Diskurse aus Sicht musikpädagogischer Forschung}},
  editor       = {{Weidner, Verena and Rolle, Christian}},
  keywords     = {{Praxeologie, Informal learning, Informelles Lernen, Komponieren, Learning, Lernen, Musical Composition, Musical education, Musician, Musiker, Musikpädagogik, Pop music, Popmusik, Popular Music, Prozess, Studie}},
  pages        = {{51–67}},
  publisher    = {{Waxmann}},
  title        = {{{How popular musicians learn in the postdigital age. Ergebnisse einer Studie zur Soziomaterialität des Songwritings von Bands in informellen Kontexten}}},
  year         = {{2019}},
}

@inproceedings{24468,
  abstract     = {{Inter- and transdisciplinary research are new demands in Higher Education. Aiming to enhance the social relevance, usability and sustainability of technological products and solutions, society and public institutions such as research funding organizations increasingly expect engineers to include inter- and transdisciplinary approaches into the development of new technologies. Engineering research and education, however, are particularly challenging areas to realize inter- and transdisciplinary collaborations, for manifold reasons.
This contribution presents methods and results of an inter- and transdisciplinary research and education strategy designed to meet the particular requirements of engineers and engineering students. It starts with a brief discussion of typical challenges regarding inter- and transdisciplinary approaches in engineering (research topics, research culture, skills, time, and barriers of lay people to involve in technology development). Secondly, it presents the methods developed to overcome those challenges within the context of the NRW Fortschrittskolleg "Light - Efficient - Mobile" (FK LEM). Founded in 2014, the FK LEM is a PhD programm focuses on lightweight construction, but with a special emphasis on how lightweight technologies are connected to different areas of society, to societal actors and technology users, and to the needs of a diversity of social groups. In order to explore these connections, we organized three workshops to bring public service, civil society, industry, practitioners and engineers together to discuss the perceived needs in those areas, and the potential of lightweight solutions. Topically, the workshops were dedicated to the fields of Rescue & Security Services; Care, Mobility & Assisted Living; and Sustainable Ressources & Climate Protection. Methodologically, we applied a pragmatic but valid approach to focus groups and discourse analysis. Results of the workshops in terms of directions for future research, epistemological and ethical dimensions of lightweight engineering are presented in the third part of our contribution. Finally, we discuss how our method and experience can be transferred into other engineering and educational contexts. With other words, how empowering students, engineers and the public to involve in inter- and transdisciplinary engineering processes can be achieved, and how this empowerment supports the development of innovative technologies as well as engineers’ skills to design technology in line with societies’ needs and challenges.}},
  author       = {{Horwath, Ilona and Dohmeier-Fischer, Silvia and Weiß-Borkowski, Nathalie and Tröster, Thomas}},
  booktitle    = {{INTED2018 Proceedings}},
  keywords     = {{Lightweight Design, Interdisciplinarity, Transdisciplinarity, Higher Education, Research Methods}},
  title        = {{{FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING}}},
  doi          = {{10.21125/inted.2018.1651}},
  year         = {{2018}},
}

@article{34498,
  abstract     = {{Ample empirical research from regular school settings documents reciprocal effects between academic performance and academic self-concept of ability (ASC), supporting what is known as a reciprocal effects model (REM). The present article investigates a REM in the domain of reading performance in a sample of elementary students with special educational needs in learning (SEN-L) who received special educational support in exclusive versus inclusive settings (N = 446). In exclusive settings, SEN-L students attend special schools and are completely separated from regular students. By contrast, SEN-L students in inclusive settings attend regular schools and are educated in classes with regular students. In both settings, SEN-L students are not graded and taught based on individual learning goals, which may affect reciprocal effects between ASC and reading performance. In addition, given that special education for SEN-L students relies heavily on individual reference standards to evaluate performance, we tested individual performance growth of SEN-L students as a predictor of ASC. Analyses of a longitudinal dataset across 3rd and 4th grade revealed some cross-lagged effects and an effect of performance growth on ASC in exclusive settings in particular. The discussion focuses on the role of individualized instruction, grades, peer groups, and individual versus social reference standards for reciprocal effects between ASC and performance as well as practical implications.
}},
  author       = {{Gorges, Julia and Neumann, Phillip and Wild, Elke and Stranghöner, Daniela and Lütje-Klose, Birgit}},
  issn         = {{1041-6080}},
  journal      = {{Learning and Individual Differences}},
  keywords     = {{BiLieF, Special educational needs, Learning disability, Academic selfconcept of ability, Reciprocal effects model, Inclusive education}},
  pages        = {{11--20}},
  publisher    = {{Elsevier BV}},
  title        = {{{Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education}}},
  doi          = {{10.1016/j.lindif.2017.11.005}},
  volume       = {{61}},
  year         = {{2018}},
}

@article{36400,
  abstract     = {{<jats:p>La provisión de oportunidades para el aprendizaje intercultural a través del contacto con “lo extranjero” es fundamental para el bienestar cultural, social y económico de los países multiculturales. El contexto mexicano es de particular interés tanto por su extraordinaria diversidad sociocultural como por sus niveles epidémicos de analfabetismo intercultural. Con base en una encuesta realizada a 189 estudiantes de la Escuela Normal Superior de México, el presente artículo explora (i) la importancia percibida del contacto con “lo extranjero” como parte de la formación magisterial, (ii) el interés existente por la participación en algún programa de intercambio internacional y (iii) el nivel de experiencias concretas con “lo extranjero”. A partir de una serie de estadísticas descriptivas –que demuestran las percepciones, intereses y experiencias de los futuros maestros de secundaria– se manifiesta la importancia de un mayor compromiso institucional y gubernamental con la formación intercultural del magisterio normalista.</jats:p>}},
  author       = {{Pöllmann, Andreas}},
  issn         = {{1607-4041}},
  journal      = {{Revista Electrónica de Investigación Educativa}},
  keywords     = {{Education}},
  number       = {{1}},
  publisher    = {{Revista Electronica de Investigacin Educativa}},
  title        = {{{La formación intercultural de los futuros maestros mexicanos de secundaria}}},
  doi          = {{10.24320/redie.2018.20.1.1461}},
  volume       = {{20}},
  year         = {{2018}},
}

@article{48321,
  author       = {{Wessel, Lena and Erath, Kirstin}},
  issn         = {{1863-9690}},
  journal      = {{ZDM}},
  keywords     = {{General Mathematics, Education}},
  number       = {{6}},
  pages        = {{1053--1064}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements}}},
  doi          = {{10.1007/s11858-018-0980-y}},
  volume       = {{50}},
  year         = {{2018}},
}

@inproceedings{8575,
  abstract     = {{The transition from high school to university mathematics has proven to be difficult for many students but especially for pre-service secondary teachers. To support these students at mastering this transition, various universities have introduced support measures of various kinds. The WiGeMath project developed a taxonomy that makes it possible to describe and compare these measures concerning their goals as well as their frame characteristics. We will exemplify the use of the taxonomy in the description of one specific innovative measure that was part of the WiGeMath evaluations. Moreover, we will present first results concerning the goal-fulfilment of this measure concerning affective characteristics of the student cohort and their predominant beliefs.}},
  author       = {{Kuklinski, Christiane and Leis, Elena and Liebendörfer, Michael and Hochmuth, Reinhard and Biehler, Rolf and Lankeit, Elisa and Neuhaus, Silke and Schaper, Niclas and Schürmann, Mirko}},
  booktitle    = {{Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)}},
  editor       = {{Durand-Guerrier, V. and Hochmuth, R. and Goodchild, S. and Hogstad, N.M.}},
  keywords     = {{Beliefs., Motivational developments, Novel approaches to teaching, Teacher education, Transition to and across university mathematics}},
  pages        = {{527--536}},
  publisher    = {{INDRUM Network, University of Agder}},
  title        = {{{Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving}}},
  year         = {{2018}},
}

@article{45197,
  author       = {{Kulgemeyer, Christoph and Riese, Josef}},
  issn         = {{0022-4308}},
  journal      = {{Journal of Research in Science Teaching}},
  keywords     = {{Education}},
  pages        = {{1--26}},
  publisher    = {{Wiley}},
  title        = {{{From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations}}},
  doi          = {{10.1002/tea.21457}},
  volume       = {{55}},
  year         = {{2018}},
}

@inbook{57891,
  abstract     = {{This article provides an insight into a qualitative research project concerning music educational practices with mobile music technologies. Based on social systems theory, this grounded-theory study observes how groups in two extracurricular music classes construct different technologies (e. g., iPads, mixers, ear phones) within the emergence of (reflexive) expectations as social structures. The results reveal five categories of technologies: technology as an instrument-toy-alternator that supports motivation, as a medium for knowledge and learning, as an adjusting device used for socio-aesthetic decision making, as a didactical tool for task-based situations, and as an isolator for inner differentiation by focusing aural perception. (DIPF/Orig.)}},
  author       = {{Godau, Marc}},
  booktitle    = {{Musikpädagogik und Kulturwissenschaft}},
  editor       = {{Cvetko, Alexander J. and Rolle, Christian}},
  keywords     = {{Musical education, Musikpädagogik, Musikunterricht, Deployment of media, Medien, Medieneinsatz, Mobile Computing, Music lessons, Qualitative Forschung, Qualitative research, Teaching of music, Use of media}},
  pages        = {{237–249}},
  publisher    = {{Waxmann}},
  title        = {{{Apps in der musikpädagogischen Praxis. Eine explorative Studie zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich}}},
  volume       = {{38}},
  year         = {{2018}},
}

@inbook{57889,
  abstract     = {{During the past decade, there has been an increase of pedagogical research under conditions of posthuman theories, such as the Actor Network Theory or post-phenomenology. Yet, there has not been much research on the materiality of music pedagogical practices. This article introduces an ongoing grounded-theory study on the role of things (e.g., music instruments, black board, or digital devices) within the music classroom. Results from the analysis of group discussions and interviews with student teachers show tensions between personal preferences, school conventions, and material conventions within the process of introducing things into the classroom. (DIPF/Orig.)}},
  author       = {{Godau, Marc}},
  booktitle    = {{Soziale Aspekte des Musiklernens}},
  editor       = {{Clausen, Bernd and Dreßler, Susanne}},
  keywords     = {{Interview, Lehrer, Musical education, Musikpädagogik, Musikunterricht, Teacher, Music lessons, Qualitative Forschung, Qualitative research, Teaching of music, Object, Objekt, Ding, Handlung, Practice, Praxis, Probationary teacher training, Referendariat}},
  pages        = {{43–55}},
  publisher    = {{Waxmann}},
  title        = {{{Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte}}},
  year         = {{2018}},
}