@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{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{23774,
  author       = {{Schmitz, Lisa and Fechner, Sabine}},
  booktitle    = {{Building bridges across disciplines for transformative eduction and a sustainable future}},
  editor       = {{Eilks, Ingo and Markic, Silvia and Ralle, Bernd}},
  keywords     = {{sustainability education, students' questions}},
  pages        = {{321--326}},
  publisher    = {{Shaker Verlag}},
  title        = {{{Generation of students' questions through real-life contexts and their potential use for sustainability issues in chemistry education}}},
  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}},
}

@inbook{57890,
  abstract     = {{Within recent years, research on music learning in groups has increased. But the distinction between collaboration and cooperation is mostly unclear. This article aims to distinguish both concepts by presenting a study on popular music learning in groups (Godau, 2017) based on elements of the learning approach in Musical Futures (Green, 2008). As a result, the two concepts are seen as complementary. They form the poles of a continuum of collective learning: Collaboration characterizes the collective action toward the common goal. By contrast, cooperation occurs when group members act separately toward achieving the common goal. (DIPF/Orig.)}},
  author       = {{Godau, Marc}},
  booktitle    = {{Soziale Aspekte des Musiklernens}},
  editor       = {{Clausen, Bernd and Dreßler, Susanne}},
  keywords     = {{Kollaboration, Musik, Learning, Lernen, Musical education, Musikpädagogik, Pop music, Popmusik, Popular Music, Studie, Musikunterricht, Music lessons, Qualitative Forschung, Qualitative research, Teaching of music, Constructivism, Cooperation, Cooperative learning, Gruppe, Klassenmusizieren, Konstruktivismus, Kooperation, Kooperatives Lernen, Learning psychology, Lernpsychologie, Psychology of learning}},
  pages        = {{131–144}},
  publisher    = {{Waxmann}},
  title        = {{{Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe}}},
  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{32546,
  abstract     = {{This longitudinal study addresses the role of support given by parents and peers during the transition from university to work life. A sample of 64 German university students in their last year at the university completed scales from the Network of Relationships Inventory regarding general support, namely, instrumental aid and intimacy with mothers, fathers, romantic partners, and friends. Four years later, they assessed domain-specific support when looking for work, namely, joint exploration and instrumental support. Participants perceived receiving both types of support from all significant others. However, joint exploration was more important than instrumental support. They felt especially supported by romantic partners. Women received more support than did men. Both types of domain-specific support were explained by general modes of support assessed 4 years earlier. Whether parents, friends, and partners were perceived as helpful during the transition was explained mainly by joint exploration. Again, support from a partner was seen as especially helpful in contrast to help from parents and friends. The special significance of joint exploration underlines the benefit of counseling at the transition from university to work life.}},
  author       = {{Buhl, Heike M. and Noack, Peter and Kracke, Baerbel}},
  issn         = {{0894-8453}},
  journal      = {{Journal of Career Development}},
  keywords     = {{Organizational Behavior and Human Resource Management, General Psychology, Applied Psychology, Education}},
  number       = {{6}},
  pages        = {{523--535}},
  publisher    = {{SAGE Publications}},
  title        = {{{The Role of Parents and Peers in the Transition From University to Work Life}}},
  doi          = {{10.1177/0894845317720728}},
  volume       = {{45}},
  year         = {{2017}},
}

@article{35315,
  abstract     = {{In vielen Bundesländern ist ein Praxissemester obligatorischer Bestandteil der Lehramtsausbildung. Zunehmend wird untersucht, ob und in welcher Form Studierende die für diesen Ausbildungsabschnitt vorgesehenen Standards erreichen. Dabei fokussieren Untersuchungen primär bildungswissenschaftliche Kompetenzbereiche. Die Frage, inwiefern das Praxissemester zum Erwerb domänenspezifischer bzw. insbesondere fachdidaktischer Kompetenzen beiträgt, lässt sich als Forschungsdesiderat konstatieren. Es ist zudem unklar, wie bestimmte Lerngelegenheiten diesen Prozess beeinflussen. Um diesem Forschungsbedarf zu begegnen, wurde an der Universität Paderborn die interdisziplinäre Forschungsgruppe Fachdidaktische Forschung im Praxissemester gegründet. Ziel der gemeinsamen Arbeit ist es, auf Basis wissenschaftlicher Ergebnisse einen Beitrag zur Weiterentwicklung des Praxissemesters zu leisten. Am Praxissemester sind drei Ausbildungsorte beteiligt: Hochschulen, Zentren für schulpraktische Lehrerausbildung (ZfsL) und Schulen. Ein Schwerpunkt liegt daher auf der Untersuchung des kritisch-produktiven Verhältnisses von Hochschullehre und Praxis. Vor dem Hintergrund fachübergreifender Heuristiken zur Professionalisierung in der Lehrer/innenbildung, werden in diesem Artikel aktuelle Projekte der Forschungsgruppe und deren Kontexte vorgestellt und diskutiert.}},
  author       = {{Wosnitza, Christopher and Caruso, Carina and Vogelsang, Christoph}},
  issn         = {{ 2199-8825}},
  journal      = {{die hochschullehre}},
  keywords     = {{Praxissemester, Lehrer/innenbildung, Evaluation, Kompetenzentwicklung, Fachdidaktik / school internships, teacher education, evaluation, professional competence, subject matter education}},
  number       = {{1}},
  pages        = {{1--19}},
  publisher    = {{wbv}},
  title        = {{{Das Praxissemester fachdidaktisch in den Blick nehmen}}},
  doi          = {{10.3278/HSL1705W}},
  volume       = {{3}},
  year         = {{2017}},
}

@article{48322,
  author       = {{Prediger, Susanne and Wessel, Lena}},
  issn         = {{1434-663X}},
  journal      = {{Zeitschrift für Erziehungswissenschaft}},
  keywords     = {{Education}},
  number       = {{2}},
  pages        = {{361--382}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige?}}},
  doi          = {{10.1007/s11618-017-0785-8}},
  volume       = {{21}},
  year         = {{2017}},
}

@article{48323,
  author       = {{Schüler-Meyer, Alexander and Prediger, Susanne and Kuzu, Taha and Wessel, Lena and Redder, Angelika}},
  issn         = {{1571-0068}},
  journal      = {{International Journal of Science and Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  number       = {{2}},
  pages        = {{317--339}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding}}},
  doi          = {{10.1007/s10763-017-9857-8}},
  volume       = {{17}},
  year         = {{2017}},
}

@article{37456,
  author       = {{Paleczek, Lisa and Seifert, Susanne and Gasteiger-Klicpera, Barbara}},
  issn         = {{0033-3085}},
  journal      = {{Psychology in the Schools}},
  keywords     = {{Developmental and Educational Psychology, Education}},
  number       = {{3}},
  pages        = {{228--245}},
  publisher    = {{Wiley}},
  title        = {{{INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS}}},
  doi          = {{10.1002/pits.21993}},
  volume       = {{54}},
  year         = {{2017}},
}

@article{36481,
  abstract     = {{Recent studies highlight early childhood teachers’ mathematics-related competence. Developing this competence should be a main aspect of early childhood teachers’ education. This is, however, not the case in all countries. Consequently, high-quality professional development courses are needed. Based on research results, we developed a competence-oriented continuous professional development course ("EmMa") and examined the effects of "EmMa" by asking: How does "EmMa" affect the development of early childhood teachers’ i) mathematical content knowledge, ii) mathematical pedagogical content knowledge and iii) beliefs towards mathematics in general? To answer these questions, we conducted a pre-test/post-test study including a control group with 99 in-service early childhood teachers. Results show that the course affected teachers’ mathematical pedagogical content knowledge and static orientation towards mathematics positively. From this we conclude that scaling-up "EmMa" might be a suitable approach to bridge the gap between pre-service education with nearly no mathematics and the challenges of early mathematics education.}},
  author       = {{Bruns, Julia and Eichen, Lars and Gasteiger, Hedwig}},
  journal      = {{Mathematics Teacher Education and Development (MTED)}},
  keywords     = {{Beliefs, Competency Based Teacher Education, Control Groups, Early Childhood Education, Faculty Development, Foreign Countries, Inservice Teacher Education, Intervention, Mathematical Aptitude, Mathematics Skills, Pedagogical Content Knowledge, Preschool Teachers, Pretests Posttests, Professional Continuing Education, Statistical Analysis, Teacher Competency Testing}},
  number       = {{3}},
  pages        = {{76–93}},
  title        = {{{Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study}}},
  volume       = {{19}},
  year         = {{2017}},
}

@article{34826,
  author       = {{Eichen, Lars and Bruns, Julia}},
  issn         = {{2191-9194}},
  journal      = {{Frühe Bildung}},
  keywords     = {{competency development, early childhood mathematics education, professional development course}},
  number       = {{2}},
  pages        = {{67--73}},
  publisher    = {{Hogrefe & Huber Publishers}},
  title        = {{{Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen}}},
  doi          = {{10.1026/2191-9186/a000310}},
  volume       = {{6}},
  year         = {{2017}},
}

@article{32535,
  abstract     = {{In this study, we draw on person–environment fit theory to analyze whether academic success is best explained by individual abilities subjectively exceeding situational demands or by abilities matching the demands. Moreover, we disentangled effects of perceived abilities and subjective person–environment (P-E) fit on academic success. All in all, 693 teacher education students participated in an online questionnaire. Students were asked to rate general requirements of their academic programs (e.g., self-discipline) on a 5-point scale in terms of (1) their own abilities and (2) the perceived relevance for their studies. P-E fit was determined by difference scores between abilities and relevance ratings. Academic success was assessed by grades, perceived performance, and study satisfaction. Data were analyzed through structural equation modeling and suggest that academic success is best explained by a match between abilities and demands. Moreover, all three criteria for academic success were more strongly related to subjective fit than to subjective abilities.}},
  author       = {{Bohndick, Carla and Rosman, Tom and Kohlmeyer, Susanne and Buhl, Heike M.}},
  issn         = {{0018-1560}},
  journal      = {{Higher Education}},
  keywords     = {{Academic success, Person–environment fit theory, Demands–abilities fit, Higher education}},
  number       = {{5}},
  pages        = {{839--854}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory}}},
  doi          = {{10.1007/s10734-017-0173-6}},
  volume       = {{75}},
  year         = {{2017}},
}

@article{32536,
  abstract     = {{In contrast to other career choices, the teaching profession seems familiar to those interested in teaching because they have had the chance to observe teachers for years. This phenomenon is known as the apprenticeship of observation and manifests in naïve ideas and expectations of teaching among teacher students. Therefore, characteristics of students interested in becoming teachers are important for early teacher education and counselling. These characteristics include competencies and motives, but nothing is known about their relationship to each other. Following international teaching standards and the expectancy-value framework, this paper analyses associations between both. Three competencies (i.e. planning, communication and cooperation) and seven career choice motives were examined using a paper–pencil survey of 907 high school students. Altogether, 463 students were able to imagine becoming a teacher and were included in the analyses. SEM analyses showed that (1) of all the competencies, communication had the most associations with motives, (2) the motive ‘low difficulty of study’ is positively related to planning, (3) the findings regarding extrinsic motives are ambiguous, and (4) gender differences are marginal. Practical implications for early teacher education and counselling are discussed.}},
  author       = {{Bohndick, Carla and Kohlmeyer, Susanne and Buhl, Heike M.}},
  issn         = {{0260-7476}},
  journal      = {{Journal of Education for Teaching}},
  keywords     = {{Education}},
  number       = {{5}},
  pages        = {{566--580}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Competencies and career choice motives: characteristics of high school students interested in teacher education programmes}}},
  doi          = {{10.1080/02607476.2017.1355029}},
  volume       = {{43}},
  year         = {{2017}},
}

@article{32537,
  abstract     = {{Home literacy environment (HLE) makes an important contribution to children's reading acquisition in early years. Even though some research on children's perception exists, children's reports about HLE have been neglected. The present study focuses on N = 281 six-year-old's reports about HLE and its influences on literacy enjoyment, frequency, and early literacy skills. Parents' educational background was expected to predict children-perceived HLE. A positive impact of active HLE on literacy enjoyment and frequency were found. HLE also mediates the relation between parents' background and enjoyment. The importance of children's perspective on HLE regarding family literacy programs is discussed.}},
  author       = {{Wiescholek, Sabrina and Hilkenmeier, Johanna and Greiner, Christian and Buhl, Heike M.}},
  issn         = {{0270-2711}},
  journal      = {{Reading Psychology}},
  keywords     = {{Linguistics and Language, Developmental and Educational Psychology, Education}},
  number       = {{1}},
  pages        = {{41--68}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Six-year-olds' perception of home literacy environment and its influence on children's literacy enjoyment, frequency, and early literacy skills}}},
  doi          = {{10.1080/02702711.2017.1361495}},
  volume       = {{39}},
  year         = {{2017}},
}