[{"date_updated":"2024-01-10T08:25:03Z","_id":"50409","doi":"10.1111/bjep.12653","type":"journal_article","year":"2024","citation":{"short":"J. Schoenherr, British Journal of Educational Psychology (2024).","ieee":"J. Schoenherr, “Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value,” British Journal of Educational Psychology, 2024, doi: 10.1111/bjep.12653.","ama":"Schoenherr J. Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value. British Journal of Educational Psychology. Published online 2024. doi:10.1111/bjep.12653","apa":"Schoenherr, J. (2024). Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value. British Journal of Educational Psychology. https://doi.org/10.1111/bjep.12653","chicago":"Schoenherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility Value.” British Journal of Educational Psychology, 2024. https://doi.org/10.1111/bjep.12653.","bibtex":"@article{Schoenherr_2024, title={Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value}, DOI={10.1111/bjep.12653}, journal={British Journal of Educational Psychology}, publisher={Wiley}, author={Schoenherr, Johanna}, year={2024} }","mla":"Schoenherr, Johanna. “Personalizing Real‐world Problems: Posing Own Problems Increases Self‐efficacy Expectations, Intrinsic Value, Attainment Value, and Utility Value.” British Journal of Educational Psychology, Wiley, 2024, doi:10.1111/bjep.12653."},"language":[{"iso":"eng"}],"abstract":[{"text":"AbstractBackgroundReal‐world problems are important in math instruction, but they do not necessarily trigger students' task motivation. Personalizing real‐world problems by (1) matching problems to students' shared living environment (context personalization) and (2) asking students to pose their own problems (active personalization) might be two interventions to increase students' task motivation.AimIn the current study, we investigated the effects of context personalization and active personalization on students' self‐efficacy expectations, intrinsic value, attainment value, utility value, and cost.SampleThe participants were 28 fifth‐ and sixth‐grade students who voluntarily took part in a six‐month afterschool program in which they posed problems with the aim of creating a math walk in their hometown.MethodUsing a within‐subjects design, at the end of the afterschool program, the students rated their self‐efficacy expectations and task values for four self‐developed problems associated with their hometown, four peer‐developed problems associated with their hometown, and four instructor‐provided problems associated with unfamiliar locations.ResultsStudents reported higher self‐efficacy expectations, intrinsic value, attainment value, and utility value for active‐personalized than non‐personalized problems. To a lesser extent, context personalization promoted intrinsic value and attainment value. No effect was found for cost.ConclusionsActive personalization (i.e. asking students to pose their own real‐world problems) is suited to enhance students' task motivation, specifically their self‐efficacy expectations, intrinsic value, attainment value, and utility value. Context personalization still boosts students' intrinsic value and attainment value. Implementation in classroom instruction is discussed.","lang":"eng"}],"title":"Personalizing real‐world problems: Posing own problems increases self‐efficacy expectations, intrinsic value, attainment value, and utility value","user_id":"99409","keyword":["Developmental and Educational Psychology","Education"],"publication":"British Journal of Educational Psychology","author":[{"first_name":"Johanna","full_name":"Schoenherr, Johanna","last_name":"Schoenherr"}],"publisher":"Wiley","publication_identifier":{"issn":["0007-0998","2044-8279"]},"publication_status":"published","date_created":"2024-01-10T08:23:49Z","status":"public"},{"intvolume":" 7","_id":"37613","issue":"2","article_number":"9","main_file_link":[{"url":"https://www.mdpi.com/2414-4088/7/2/9","open_access":"1"}],"type":"journal_article","citation":{"mla":"Peeters, Hendrik, et al. “Does Augmented Reality Help to Understand Chemical Phenomena during Hands-On Experiments?–Implications for Cognitive Load and Learning.” Multimodal Technologies and Interaction, vol. 7, no. 2, 9, MDPI AG, 2023, doi:10.3390/mti7020009.","bibtex":"@article{Peeters_Habig_Fechner_2023, title={Does Augmented Reality Help to Understand Chemical Phenomena during Hands-On Experiments?–Implications for Cognitive Load and Learning}, volume={7}, DOI={10.3390/mti7020009}, number={29}, journal={Multimodal Technologies and Interaction}, publisher={MDPI AG}, author={Peeters, Hendrik and Habig, Sebastian and Fechner, Sabine}, year={2023} }","chicago":"Peeters, Hendrik, Sebastian Habig, and Sabine Fechner. “Does Augmented Reality Help to Understand Chemical Phenomena during Hands-On Experiments?–Implications for Cognitive Load and Learning.” Multimodal Technologies and Interaction 7, no. 2 (2023). https://doi.org/10.3390/mti7020009.","ama":"Peeters H, Habig S, Fechner S. Does Augmented Reality Help to Understand Chemical Phenomena during Hands-On Experiments?–Implications for Cognitive Load and Learning. Multimodal Technologies and Interaction. 2023;7(2). doi:10.3390/mti7020009","apa":"Peeters, H., Habig, S., & Fechner, S. (2023). Does Augmented Reality Help to Understand Chemical Phenomena during Hands-On Experiments?–Implications for Cognitive Load and Learning. Multimodal Technologies and Interaction, 7(2), Article 9. https://doi.org/10.3390/mti7020009","ieee":"H. Peeters, S. Habig, and S. Fechner, “Does Augmented Reality Help to Understand Chemical Phenomena during Hands-On Experiments?–Implications for Cognitive Load and Learning,” Multimodal Technologies and Interaction, vol. 7, no. 2, Art. no. 9, 2023, doi: 10.3390/mti7020009.","short":"H. Peeters, S. Habig, S. Fechner, Multimodal Technologies and Interaction 7 (2023)."},"year":"2023","abstract":[{"text":"Chemical phenomena are only observable on a macroscopic level, whereas they are explained by entities on a non-visible level. Students often demonstrate limited ability to link these different levels. Augmented reality (AR) offers the possibility to increase contiguity by embedding virtual models into hands-on experiments. Therefore, this paper presents a pre- and post-test study investigating how learning and cognitive load are influenced by AR during hands-on experiments. Three comparison groups (AR, animation and filmstrip), with a total of N = 104 German secondary school students, conducted and explained two hands-on experiments. Whereas the AR group was allowed to use an AR app showing virtual models of the processes on the submicroscopic level during the experiments, the two other groups were provided with the same dynamic or static models after experimenting. Results indicate no significant learning gain for the AR group in contrast to the two other groups. The perceived intrinsic cognitive load was higher for the AR group in both experiments as well as the extraneous load in the second experiment. It can be concluded that AR could not unleash its theoretically derived potential in the present study.","lang":"eng"}],"user_id":"49942","publication":"Multimodal Technologies and Interaction","keyword":["augmented reality","chemistry education","models","experiment","cognitive load"],"publisher":"MDPI AG","author":[{"id":"49942","last_name":"Peeters","full_name":"Peeters, Hendrik","orcid":"https://orcid.org/ 0000-0002-7143-3781","first_name":"Hendrik"},{"last_name":"Habig","first_name":"Sebastian","full_name":"Habig, Sebastian"},{"last_name":"Fechner","id":"54823","first_name":"Sabine","orcid":"0000-0001-5645-5870","full_name":"Fechner, Sabine"}],"date_created":"2023-01-19T15:02:21Z","status":"public","volume":7,"date_updated":"2023-01-19T15:05:59Z","oa":"1","doi":"10.3390/mti7020009","language":[{"iso":"eng"}],"title":"Does Augmented Reality Help to Understand Chemical Phenomena during Hands-On Experiments?–Implications for Cognitive Load and Learning","department":[{"_id":"386"}],"publication_identifier":{"issn":["2414-4088"]},"publication_status":"published"},{"_id":"39976","date_updated":"2023-01-25T11:50:56Z","language":[{"iso":"eng"}],"year":"2023","type":"journal_article","citation":{"ieee":"N. Janicki and C. Tenberge, “Technology education in elementary school using the example of ‘learning robots’ – development and evaluation of an in-service teacher training concept,” Australasian Journal of Technology Education.","short":"N. Janicki, C. Tenberge, Australasian Journal of Technology Education (n.d.).","bibtex":"@article{Janicki_Tenberge, title={Technology education in elementary school using the example of “learning robots” – development and evaluation of an in-service teacher training concept}, journal={Australasian Journal of Technology Education}, author={Janicki, Nicole and Tenberge, Claudia} }","mla":"Janicki, Nicole, and Claudia Tenberge. “Technology Education in Elementary School Using the Example of ‘learning Robots’ – Development and Evaluation of an in-Service Teacher Training Concept.” Australasian Journal of Technology Education.","chicago":"Janicki, Nicole, and Claudia Tenberge. “Technology Education in Elementary School Using the Example of ‘learning Robots’ – Development and Evaluation of an in-Service Teacher Training Concept.” Australasian Journal of Technology Education, n.d.","ama":"Janicki N, Tenberge C. Technology education in elementary school using the example of “learning robots” – development and evaluation of an in-service teacher training concept. Australasian Journal of Technology Education.","apa":"Janicki, N., & Tenberge, C. (n.d.). Technology education in elementary school using the example of “learning robots” – development and evaluation of an in-service teacher training concept. Australasian Journal of Technology Education."},"user_id":"50915","title":"Technology education in elementary school using the example of 'learning robots' – development and evaluation of an in-service teacher training concept","keyword":["technology education","teacher professionalisation","Computational Thinking","digitalization","learning robots"],"publication":"Australasian Journal of Technology Education","department":[{"_id":"588"}],"author":[{"first_name":"Nicole","full_name":"Janicki, Nicole","last_name":"Janicki","id":"50915"},{"last_name":"Tenberge","first_name":"Claudia","full_name":"Tenberge, Claudia"}],"date_created":"2023-01-25T11:50:07Z","status":"public","publication_status":"accepted"},{"title":"IngridKG: A FAIR Knowledge Graph of Graffiti","department":[{"_id":"574"},{"_id":"115"}],"publication_status":"published","publication_identifier":{"issn":["2052-4463"]},"project":[{"_id":"104","grant_number":"289287267","name":"INGRID: INGRID: Informationssystem Graffiti in Deutschland"}],"date_updated":"2023-06-06T09:17:10Z","doi":"10.1038/s41597-023-02199-8","language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"AbstractGraffiti is an urban phenomenon that is increasingly attracting the interest of the sciences. To the best of our knowledge, no suitable data corpora are available for systematic research until now. The Information System Graffiti in Germany project (Ingrid) closes this gap by dealing with graffiti image collections that have been made available to the project for public use. Within Ingrid, the graffiti images are collected, digitized and annotated. With this work, we aim to support the rapid access to a comprehensive data source on Ingrid targeted especially by researchers. In particular, we present IngridKG, an RDF knowledge graph of annotated graffiti, abides by the Linked Data and FAIR principles. We weekly update IngridKG by augmenting the new annotated graffiti to our knowledge graph. Our generation pipeline applies RDF data conversion, link discovery and data fusion approaches to the original data. The current version of IngridKG contains 460,640,154 triples and is linked to 3 other knowledge graphs by over 200,000 links. In our use case studies, we demonstrate the usefulness of our knowledge graph for different applications."}],"user_id":"6593","author":[{"first_name":"Mohamed Ahmed","full_name":"Sherif, Mohamed Ahmed","last_name":"Sherif"},{"first_name":"Ana Alexandra Morim","full_name":"da Silva, Ana Alexandra Morim","last_name":"da Silva"},{"last_name":"Pestryakova","first_name":"Svetlana","full_name":"Pestryakova, Svetlana"},{"last_name":"Ahmed","full_name":"Ahmed, Abdullah Fathi","first_name":"Abdullah Fathi"},{"last_name":"Niemann","first_name":"Sven","full_name":"Niemann, Sven"},{"full_name":"Ngomo, Axel-Cyrille Ngonga","first_name":"Axel-Cyrille Ngonga","last_name":"Ngomo"}],"publisher":"Springer Science and Business Media LLC","publication":"Scientific Data","keyword":["Library and Information Sciences","Statistics","Probability and Uncertainty","Computer Science Applications","Education","Information Systems","Statistics and Probability"],"volume":10,"status":"public","date_created":"2023-06-06T09:12:39Z","_id":"45484","intvolume":" 10","article_number":"318","issue":"1","type":"journal_article","year":"2023","citation":{"ama":"Sherif MA, da Silva AAM, Pestryakova S, Ahmed AF, Niemann S, Ngomo A-CN. IngridKG: A FAIR Knowledge Graph of Graffiti. Scientific Data. 2023;10(1). doi:10.1038/s41597-023-02199-8","apa":"Sherif, M. A., da Silva, A. A. M., Pestryakova, S., Ahmed, A. F., Niemann, S., & Ngomo, A.-C. N. (2023). IngridKG: A FAIR Knowledge Graph of Graffiti. Scientific Data, 10(1), Article 318. https://doi.org/10.1038/s41597-023-02199-8","chicago":"Sherif, Mohamed Ahmed, Ana Alexandra Morim da Silva, Svetlana Pestryakova, Abdullah Fathi Ahmed, Sven Niemann, and Axel-Cyrille Ngonga Ngomo. “IngridKG: A FAIR Knowledge Graph of Graffiti.” Scientific Data 10, no. 1 (2023). https://doi.org/10.1038/s41597-023-02199-8.","mla":"Sherif, Mohamed Ahmed, et al. “IngridKG: A FAIR Knowledge Graph of Graffiti.” Scientific Data, vol. 10, no. 1, 318, Springer Science and Business Media LLC, 2023, doi:10.1038/s41597-023-02199-8.","bibtex":"@article{Sherif_da Silva_Pestryakova_Ahmed_Niemann_Ngomo_2023, title={IngridKG: A FAIR Knowledge Graph of Graffiti}, volume={10}, DOI={10.1038/s41597-023-02199-8}, number={1318}, journal={Scientific Data}, publisher={Springer Science and Business Media LLC}, author={Sherif, Mohamed Ahmed and da Silva, Ana Alexandra Morim and Pestryakova, Svetlana and Ahmed, Abdullah Fathi and Niemann, Sven and Ngomo, Axel-Cyrille Ngonga}, year={2023} }","short":"M.A. Sherif, A.A.M. da Silva, S. Pestryakova, A.F. Ahmed, S. Niemann, A.-C.N. Ngomo, Scientific Data 10 (2023).","ieee":"M. A. Sherif, A. A. M. da Silva, S. Pestryakova, A. F. Ahmed, S. Niemann, and A.-C. N. Ngomo, “IngridKG: A FAIR Knowledge Graph of Graffiti,” Scientific Data, vol. 10, no. 1, Art. no. 318, 2023, doi: 10.1038/s41597-023-02199-8."}},{"date_updated":"2023-06-12T10:14:04Z","_id":"45562","doi":"10.1007/s11618-023-01154-y","language":[{"iso":"eng"}],"citation":{"short":"C. Kulgemeyer, J. Riese, C. Vogelsang, D. Buschhüter, A. Borowski, A. Weißbach, M. Jordans, P. Reinhold, H. Schecker, Zeitschrift Für Erziehungswissenschaft (2023).","ieee":"C. Kulgemeyer et al., “How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz,” Zeitschrift für Erziehungswissenschaft, 2023, doi: 10.1007/s11618-023-01154-y.","ama":"Kulgemeyer C, Riese J, Vogelsang C, et al. How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz. Zeitschrift für Erziehungswissenschaft. Published online 2023. doi:10.1007/s11618-023-01154-y","apa":"Kulgemeyer, C., Riese, J., Vogelsang, C., Buschhüter, D., Borowski, A., Weißbach, A., Jordans, M., Reinhold, P., & Schecker, H. (2023). How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz. Zeitschrift Für Erziehungswissenschaft. https://doi.org/10.1007/s11618-023-01154-y","chicago":"Kulgemeyer, Christoph, Josef Riese, Christoph Vogelsang, David Buschhüter, Andreas Borowski, Anna Weißbach, Melanie Jordans, Peter Reinhold, and Horst Schecker. “How Authenticity Impacts Validity: Developing a Model of Teacher Education Assessment and Exploring the Effects of the Digitisation of Assessment Methods Über Validität Und Authentizität: Effekte Des Transfers von Testinstrumenten in Ein Digitales Format Auf Die Erhobenen Aspekte Der Professionellen Handlungskompetenz.” Zeitschrift Für Erziehungswissenschaft, 2023. https://doi.org/10.1007/s11618-023-01154-y.","bibtex":"@article{Kulgemeyer_Riese_Vogelsang_Buschhüter_Borowski_Weißbach_Jordans_Reinhold_Schecker_2023, title={How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz}, DOI={10.1007/s11618-023-01154-y}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Kulgemeyer, Christoph and Riese, Josef and Vogelsang, Christoph and Buschhüter, David and Borowski, Andreas and Weißbach, Anna and Jordans, Melanie and Reinhold, Peter and Schecker, Horst}, year={2023} }","mla":"Kulgemeyer, Christoph, et al. “How Authenticity Impacts Validity: Developing a Model of Teacher Education Assessment and Exploring the Effects of the Digitisation of Assessment Methods Über Validität Und Authentizität: Effekte Des Transfers von Testinstrumenten in Ein Digitales Format Auf Die Erhobenen Aspekte Der Professionellen Handlungskompetenz.” Zeitschrift Für Erziehungswissenschaft, Springer Science and Business Media LLC, 2023, doi:10.1007/s11618-023-01154-y."},"type":"journal_article","year":"2023","abstract":[{"text":"AbstractBased on a literature review of studies on teachers’ professional competence and related assessment tools, this paper introduces a model of teacher education assessment. It is influenced by Miller’s (1990) framework of assessment in medical education and includes, among other aspects, performance assessments. This model is used to understand the potential effects of transferring assessment tools into a digital format with assessment feedback. Five examples for such a transfer will be discussed: three methods for various aspects of communication, a test for pedagogical content knowledge, and a test for content knowledge. All five are established instruments well-described in terms of validity. All five have recently been transferred into a digital format. The analysis of this transfer also reveals a potentially harmful effect of digital assessment. The closer an assessment instrument is to assessing action-related parts of professional competence, the more authenticity is required; however, digitisation tends to decrease this authenticity. This suggests that an increasing number of digital assessment tools in teacher education might result in an even more dominant focus on knowledge tests, ignoring other parts of professional competence. This article highlights the role of authenticity in validity and discusses the most suitable assessment format to address various parts of professional competence. It ends by highlighting the lessons learned from the transfer of assessment instruments into a digital format that other academic disciplines might find interesting.","lang":"eng"}],"user_id":"84746","title":"How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz","keyword":["Education"],"department":[{"_id":"299"}],"publication":"Zeitschrift für Erziehungswissenschaft","author":[{"first_name":"Christoph","full_name":"Kulgemeyer, Christoph","last_name":"Kulgemeyer","id":"84533"},{"last_name":"Riese","id":"429","first_name":"Josef","full_name":"Riese, Josef","orcid":"0000-0003-2927-2619"},{"id":"4245","last_name":"Vogelsang","full_name":"Vogelsang, Christoph","first_name":"Christoph"},{"first_name":"David","full_name":"Buschhüter, David","last_name":"Buschhüter"},{"first_name":"Andreas","full_name":"Borowski, Andreas","last_name":"Borowski"},{"first_name":"Anna","full_name":"Weißbach, Anna","last_name":"Weißbach"},{"first_name":"Melanie","full_name":"Jordans, Melanie","last_name":"Jordans"},{"id":"416","last_name":"Reinhold","full_name":"Reinhold, Peter","first_name":"Peter"},{"full_name":"Schecker, Horst","first_name":"Horst","last_name":"Schecker"}],"publisher":"Springer Science and Business Media LLC","date_created":"2023-06-10T12:23:06Z","status":"public","publication_status":"published","publication_identifier":{"issn":["1434-663X","1862-5215"]}},{"has_accepted_license":"1","status":"public","date_created":"2023-06-27T11:45:25Z","file":[{"content_type":"application/pdf","date_updated":"2023-07-13T09:40:02Z","success":1,"relation":"main_file","file_size":1460246,"creator":"maxh","file_id":"46041","access_level":"closed","file_name":"s11858-023-01505-3.pdf","date_created":"2023-07-13T09:40:02Z"}],"quality_controlled":"1","author":[{"id":"32202","last_name":"Hoffmann","orcid":"0000-0002-6964-7123","full_name":"Hoffmann, Max","first_name":"Max"},{"last_name":"Biehler","id":"16274","first_name":"Rolf","full_name":"Biehler, Rolf"}],"publisher":"Springer","keyword":["General Mathematics","Education"],"file_date_updated":"2023-07-13T09:40:02Z","publication":"ZDM – Mathematics Education","user_id":"32202","ddc":["510","370"],"article_type":"original","abstract":[{"lang":"eng","text":"Intending to counteract Klein’s second discontinuity in teacher education, we explored and applied the innovation of “interface ePortfolio” in the context of a geometry course for preservice teachers (PSTs). The tool offers the possibility of implementing the design principle of profession orientation. In the article, we theoretically clarify what we understand by this principle and locate our innovative concept against this theoretical background. We empirically investigate the extent to which counteraction against the second discontinuity is successful by analyzing reflection texts created in the interface ePortfolio, focusing on PSTs’ perspectives. Our qualitative content analysis shows that most of them perceive the innovation as helpful in the intended sense and indicates that the course concept, in general, and the interface ePortfolio, in particular, have helped establish relevant links between the course content and their later work as teachers."}],"citation":{"bibtex":"@article{Hoffmann_Biehler_2023, title={Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course}, DOI={10.1007/s11858-023-01505-3}, journal={ZDM – Mathematics Education}, publisher={Springer}, author={Hoffmann, Max and Biehler, Rolf}, year={2023} }","mla":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” ZDM – Mathematics Education, Springer, 2023, doi:10.1007/s11858-023-01505-3.","chicago":"Hoffmann, Max, and Rolf Biehler. “Implementing Profession Orientation as a Design Principle for Overcoming Klein’s Second Discontinuity – Preservice Teacher’s Perspectives on Interface Activities in the Context of a Geometry Course.” ZDM – Mathematics Education, 2023. https://doi.org/10.1007/s11858-023-01505-3.","apa":"Hoffmann, M., & Biehler, R. (2023). Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-023-01505-3","ama":"Hoffmann M, Biehler R. Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. ZDM – Mathematics Education. Published online 2023. doi:10.1007/s11858-023-01505-3","ieee":"M. Hoffmann and R. Biehler, “Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course,” ZDM – Mathematics Education, 2023, doi: 10.1007/s11858-023-01505-3.","short":"M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2023)."},"type":"journal_article","year":"2023","main_file_link":[{"open_access":"1","url":"https://link.springer.com/article/10.1007/s11858-023-01505-3"}],"_id":"45786","publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","department":[{"_id":"97"},{"_id":"643"}],"title":"Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course","language":[{"iso":"eng"}],"oa":"1","doi":"10.1007/s11858-023-01505-3","date_updated":"2023-07-13T09:41:20Z"},{"type":"journal_article","citation":{"short":"J. Bruns, M. Hagena, H. Gasteiger, Teaching and Teacher Education 132 (2023).","ieee":"J. Bruns, M. Hagena, and H. Gasteiger, “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?,” Teaching and Teacher Education, vol. 132, Art. no. 104270, 2023, doi: 10.1016/j.tate.2023.104270.","chicago":"Bruns, Julia, Maike Hagena, and Hedwig Gasteiger. “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?” Teaching and Teacher Education 132 (2023). https://doi.org/10.1016/j.tate.2023.104270.","apa":"Bruns, J., Hagena, M., & Gasteiger, H. (2023). Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? Teaching and Teacher Education, 132, Article 104270. https://doi.org/10.1016/j.tate.2023.104270","ama":"Bruns J, Hagena M, Gasteiger H. Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? Teaching and Teacher Education. 2023;132. doi:10.1016/j.tate.2023.104270","bibtex":"@article{Bruns_Hagena_Gasteiger_2023, title={Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?}, volume={132}, DOI={10.1016/j.tate.2023.104270}, number={104270}, journal={Teaching and Teacher Education}, publisher={Elsevier BV}, author={Bruns, Julia and Hagena, Maike and Gasteiger, Hedwig}, year={2023} }","mla":"Bruns, Julia, et al. “Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?” Teaching and Teacher Education, vol. 132, 104270, Elsevier BV, 2023, doi:10.1016/j.tate.2023.104270."},"year":"2023","_id":"46155","intvolume":" 132","article_number":"104270","keyword":["Education"],"publication":"Teaching and Teacher Education","author":[{"first_name":"Julia","full_name":"Bruns, Julia","last_name":"Bruns"},{"last_name":"Hagena","full_name":"Hagena, Maike","first_name":"Maike"},{"last_name":"Gasteiger","full_name":"Gasteiger, Hedwig","first_name":"Hedwig"}],"publisher":"Elsevier BV","volume":132,"date_created":"2023-07-26T08:55:26Z","status":"public","user_id":"72183","language":[{"iso":"eng"}],"date_updated":"2023-07-26T08:57:01Z","doi":"10.1016/j.tate.2023.104270","department":[{"_id":"611"}],"publication_identifier":{"issn":["0742-051X"]},"publication_status":"published","title":"Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects?"},{"language":[{"iso":"eng"}],"type":"journal_article","citation":{"ama":"Schoenherr J, Schukajlow S. Characterizing external visualization in mathematics education research: a scoping review. ZDM – Mathematics Education. Published online 2023. doi:10.1007/s11858-023-01494-3","apa":"Schoenherr, J., & Schukajlow, S. (2023). Characterizing external visualization in mathematics education research: a scoping review. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-023-01494-3","chicago":"Schoenherr, Johanna, and Stanislaw Schukajlow. “Characterizing External Visualization in Mathematics Education Research: A Scoping Review.” ZDM – Mathematics Education, 2023. https://doi.org/10.1007/s11858-023-01494-3.","mla":"Schoenherr, Johanna, and Stanislaw Schukajlow. “Characterizing External Visualization in Mathematics Education Research: A Scoping Review.” ZDM – Mathematics Education, Springer Science and Business Media LLC, 2023, doi:10.1007/s11858-023-01494-3.","bibtex":"@article{Schoenherr_Schukajlow_2023, title={Characterizing external visualization in mathematics education research: a scoping review}, DOI={10.1007/s11858-023-01494-3}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Schoenherr, Johanna and Schukajlow, Stanislaw}, year={2023} }","short":"J. Schoenherr, S. Schukajlow, ZDM – Mathematics Education (2023).","ieee":"J. Schoenherr and S. Schukajlow, “Characterizing external visualization in mathematics education research: a scoping review,” ZDM – Mathematics Education, 2023, doi: 10.1007/s11858-023-01494-3."},"year":"2023","doi":"10.1007/s11858-023-01494-3","date_updated":"2023-08-17T10:13:23Z","_id":"46569","status":"public","date_created":"2023-08-17T10:11:45Z","publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","publisher":"Springer Science and Business Media LLC","author":[{"last_name":"Schoenherr","first_name":"Johanna","full_name":"Schoenherr, Johanna"},{"last_name":"Schukajlow","full_name":"Schukajlow, Stanislaw","first_name":"Stanislaw"}],"keyword":["General Mathematics","Education"],"publication":"ZDM – Mathematics Education","user_id":"99409","title":"Characterizing external visualization in mathematics education research: a scoping review","abstract":[{"lang":"eng","text":"AbstractExternal visualization (i.e., physically embodied visualization) is central to the teaching and learning of mathematics. As external visualization is an important part of mathematics at all levels of education, it is diverse, and research on external visualization has become a wide and complex field. The aim of this scoping review is to characterize external visualizations in recent mathematics education research in order to develop a common ground and guide future research. A qualitative content analysis of the full texts of 130 studies published between 2018 and 2022 applied a deductive-inductive coding procedure to assess four dimensions: visualization product or process, type of visualization, media, and purpose. The analysis revealed different types of external visualizations including visualizations with physical resemblance ranging from pictorial to abstract visualizations as well as three types of visualizations with structural resemblance: length, area, and relational visualizations. Future research should include measures of visualization products or processes to help explain the demands and affordances that different types of visualizations present to learners and teachers."}]},{"intvolume":" 1006","_id":"46534","date_updated":"2023-08-20T17:51:42Z","citation":{"bibtex":"@book{Schmitz_Tawiah_2023, series={ Ruhr Economic Papers}, title={Life-cycle health effects of compulsory schooling}, volume={1006}, publisher={RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen}, author={Schmitz, Hendrik and Tawiah, Beatrice Baaba}, year={2023}, collection={ Ruhr Economic Papers} }","mla":"Schmitz, Hendrik, and Beatrice Baaba Tawiah. Life-Cycle Health Effects of Compulsory Schooling. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2023.","chicago":"Schmitz, Hendrik, and Beatrice Baaba Tawiah. Life-Cycle Health Effects of Compulsory Schooling. Vol. 1006. Ruhr Economic Papers. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2023.","ama":"Schmitz H, Tawiah BB. Life-Cycle Health Effects of Compulsory Schooling. Vol 1006. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen; 2023.","apa":"Schmitz, H., & Tawiah, B. B. (2023). Life-cycle health effects of compulsory schooling (Vol. 1006). RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen.","ieee":"H. Schmitz and B. B. Tawiah, Life-cycle health effects of compulsory schooling, vol. 1006. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2023.","short":"H. Schmitz, B.B. Tawiah, Life-Cycle Health Effects of Compulsory Schooling, RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2023."},"type":"working_paper","year":"2023","language":[{"iso":"eng"}],"series_title":" Ruhr Economic Papers","title":"Life-cycle health effects of compulsory schooling","user_id":"53779","abstract":[{"text":"We study the effect of education on health (hospital stays, number of diagnosed conditions, self-rated poor health, and obesity) over the life-cycle in Germany, using compulsory schooling reforms as a source of exogenous variation. Our results suggest a positive correlation of health and education which increases over the life-cycle. We do not, however, find any positive local average treatment effects of an additional year of schooling on health or health care utilization for individuals up to age 79. An exception is obesity, where positive effects of schooling start to be visible around age 60 and become very large in age group 75-79. The results in age group 75-79 need to be interpreted with caution, however, due to small sample size and possible problems of attrition.","lang":"eng"}],"volume":1006,"status":"public","date_created":"2023-08-16T09:51:10Z","publisher":"RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen","author":[{"id":"48879","last_name":"Schmitz","full_name":"Schmitz, Hendrik","first_name":"Hendrik"},{"id":"70577","last_name":"Tawiah","full_name":"Tawiah, Beatrice Baaba","first_name":"Beatrice Baaba"}],"department":[{"_id":"281"},{"_id":"475"}],"keyword":["Education","health","life-cycle effects","compulsory schooling"]},{"volume":1011,"status":"public","date_created":"2023-08-16T09:56:03Z","publisher":"RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen","author":[{"full_name":"Monsees, Daniel","first_name":"Daniel","last_name":"Monsees"},{"last_name":"Schmitz","id":"48879","first_name":"Hendrik","full_name":"Schmitz, Hendrik"}],"keyword":["COVID","influenza","vaccination","education","compulsory schooling"],"department":[{"_id":"281"},{"_id":"475"}],"title":"The effect of compulsory schooling on vaccination against COVID and Influenza","user_id":"53779","abstract":[{"text":"We study the effect of education on vaccination against COVID-19 and influenza in Germany and Europe. Our identification strategy makes use of changes in compulsory schooling laws and allows to estimate local average treatment effects for individuals between 59 and 91 years of age. We find no significant effect of an additional year of schooling on vaccination status in Germany. Pooling data from Europe, we conclude that schooling increases the likelihood to vaccinate against COVID by an economically negligible effect of one percentage point (zero for influenza). However, we find indications that additional schooling increases fear of side effects from COVID vaccination.","lang":"eng"}],"year":"2023","citation":{"ieee":"D. Monsees and H. Schmitz, The effect of compulsory schooling on vaccination against COVID and Influenza, vol. 1011. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2023.","short":"D. Monsees, H. Schmitz, The Effect of Compulsory Schooling on Vaccination against COVID and Influenza, RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2023.","mla":"Monsees, Daniel, and Hendrik Schmitz. The Effect of Compulsory Schooling on Vaccination against COVID and Influenza. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2023.","bibtex":"@book{Monsees_Schmitz_2023, series={ Ruhr Economic Papers}, title={The effect of compulsory schooling on vaccination against COVID and Influenza}, volume={1011}, publisher={RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen}, author={Monsees, Daniel and Schmitz, Hendrik}, year={2023}, collection={ Ruhr Economic Papers} }","ama":"Monsees D, Schmitz H. The Effect of Compulsory Schooling on Vaccination against COVID and Influenza. Vol 1011. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen; 2023.","apa":"Monsees, D., & Schmitz, H. (2023). The effect of compulsory schooling on vaccination against COVID and Influenza (Vol. 1011). RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen.","chicago":"Monsees, Daniel, and Hendrik Schmitz. The Effect of Compulsory Schooling on Vaccination against COVID and Influenza. Vol. 1011. Ruhr Economic Papers. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2023."},"type":"working_paper","language":[{"iso":"eng"}],"series_title":" Ruhr Economic Papers","intvolume":" 1011","_id":"46536","date_updated":"2023-08-20T17:59:18Z"},{"article_number":"104900","_id":"46760","year":"2023","citation":{"ieee":"T. Schubatzky, J.-P. Burde, R. Große-Heilmann, C. Haagen-Schützenhöfer, J. Riese, and D. Weiler, “Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media,” Computers & Education, Art. no. 104900, 2023, doi: 10.1016/j.compedu.2023.104900.","short":"T. Schubatzky, J.-P. Burde, R. Große-Heilmann, C. Haagen-Schützenhöfer, J. Riese, D. Weiler, Computers & Education (2023).","bibtex":"@article{Schubatzky_Burde_Große-Heilmann_Haagen-Schützenhöfer_Riese_Weiler_2023, title={Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media}, DOI={10.1016/j.compedu.2023.104900}, number={104900}, journal={Computers & Education}, publisher={Elsevier BV}, author={Schubatzky, Thomas and Burde, Jan-Philipp and Große-Heilmann, Rike and Haagen-Schützenhöfer, Claudia and Riese, Josef and Weiler, David}, year={2023} }","mla":"Schubatzky, Thomas, et al. “Predicting the Development of Digital Media PCK/TPACK: The Role of PCK, Motivation to Use Digital Media, Interest in and Previous Experience with Digital Media.” Computers & Education, 104900, Elsevier BV, 2023, doi:10.1016/j.compedu.2023.104900.","ama":"Schubatzky T, Burde J-P, Große-Heilmann R, Haagen-Schützenhöfer C, Riese J, Weiler D. Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media. Computers & Education. Published online 2023. doi:10.1016/j.compedu.2023.104900","apa":"Schubatzky, T., Burde, J.-P., Große-Heilmann, R., Haagen-Schützenhöfer, C., Riese, J., & Weiler, D. (2023). Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media. Computers & Education, Article 104900. https://doi.org/10.1016/j.compedu.2023.104900","chicago":"Schubatzky, Thomas, Jan-Philipp Burde, Rike Große-Heilmann, Claudia Haagen-Schützenhöfer, Josef Riese, and David Weiler. “Predicting the Development of Digital Media PCK/TPACK: The Role of PCK, Motivation to Use Digital Media, Interest in and Previous Experience with Digital Media.” Computers & Education, 2023. https://doi.org/10.1016/j.compedu.2023.104900."},"type":"journal_article","user_id":"429","ddc":["370"],"date_created":"2023-08-31T09:48:31Z","has_accepted_license":"1","status":"public","file":[{"creator":"riejon","file_id":"46761","file_size":4364880,"relation":"main_file","success":1,"content_type":"application/pdf","date_updated":"2023-08-31T09:49:30Z","date_created":"2023-08-31T09:49:30Z","file_name":"1-s2.0-S036013152300177X-main.pdf","access_level":"closed"}],"file_date_updated":"2023-08-31T09:49:30Z","publication":"Computers & Education","keyword":["Education","General Computer Science"],"author":[{"first_name":"Thomas","full_name":"Schubatzky, Thomas","last_name":"Schubatzky"},{"full_name":"Burde, Jan-Philipp","first_name":"Jan-Philipp","last_name":"Burde"},{"last_name":"Große-Heilmann","first_name":"Rike","full_name":"Große-Heilmann, Rike"},{"full_name":"Haagen-Schützenhöfer, Claudia","first_name":"Claudia","last_name":"Haagen-Schützenhöfer"},{"full_name":"Riese, Josef","orcid":"0000-0003-2927-2619","first_name":"Josef","id":"429","last_name":"Riese"},{"last_name":"Weiler","full_name":"Weiler, David","first_name":"David"}],"publisher":"Elsevier BV","doi":"10.1016/j.compedu.2023.104900","date_updated":"2023-09-04T12:03:30Z","language":[{"iso":"eng"}],"title":"Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media","publication_identifier":{"issn":["0360-1315"]},"publication_status":"published"},{"language":[{"iso":"eng"}],"doi":"10.18417/EMISA.18.7","date_updated":"2023-09-14T12:33:22Z","publication_status":"published","department":[{"_id":"423"}],"title":"Comparison of Required Competences and Task Material in Modeling Education","citation":{"mla":"Soyka, Chantal, et al. “Comparison of Required Competences and Task Material in Modeling Education.” Enterprise Modelling and Information Systems Architectures, vol. 18, 7, 2023, doi:10.18417/EMISA.18.7.","bibtex":"@article{Soyka_Ullrich_Striewe_Schaper_2023, title={Comparison of Required Competences and Task Material in Modeling Education}, volume={18}, DOI={10.18417/EMISA.18.7}, number={7}, journal={Enterprise Modelling and Information Systems Architectures}, author={Soyka, Chantal and Ullrich, Meike and Striewe, Michael and Schaper, Niclas}, year={2023} }","chicago":"Soyka, Chantal, Meike Ullrich, Michael Striewe, and Niclas Schaper. “Comparison of Required Competences and Task Material in Modeling Education.” Enterprise Modelling and Information Systems Architectures 18 (2023). https://doi.org/10.18417/EMISA.18.7.","ama":"Soyka C, Ullrich M, Striewe M, Schaper N. Comparison of Required Competences and Task Material in Modeling Education. Enterprise Modelling and Information Systems Architectures. 2023;18. doi:10.18417/EMISA.18.7","apa":"Soyka, C., Ullrich, M., Striewe, M., & Schaper, N. (2023). Comparison of Required Competences and Task Material in Modeling Education. Enterprise Modelling and Information Systems Architectures, 18, Article 7. https://doi.org/10.18417/EMISA.18.7","ieee":"C. Soyka, M. Ullrich, M. Striewe, and N. Schaper, “Comparison of Required Competences and Task Material in Modeling Education,” Enterprise Modelling and Information Systems Architectures, vol. 18, Art. no. 7, 2023, doi: 10.18417/EMISA.18.7.","short":"C. Soyka, M. Ullrich, M. Striewe, N. Schaper, Enterprise Modelling and Information Systems Architectures 18 (2023)."},"year":"2023","type":"journal_article","article_number":"7","_id":"47065","intvolume":" 18","has_accepted_license":"1","status":"public","date_created":"2023-09-14T12:24:03Z","volume":18,"file":[{"relation":"main_file","success":1,"content_type":"application/pdf","date_updated":"2023-09-14T12:29:05Z","file_id":"47068","creator":"csoyka","file_size":632368,"access_level":"closed","file_name":"emisaj_18_7.pdf","date_created":"2023-09-14T12:29:05Z"},{"file_id":"47069","creator":"csoyka","file_size":229381,"success":1,"relation":"main_file","content_type":"application/pdf","date_updated":"2023-09-14T12:30:14Z","file_name":"Supplementary material_Competence facets and task types.pdf","date_created":"2023-09-14T12:30:14Z","access_level":"closed"},{"access_level":"closed","file_name":"Supplementary material_Competence-oriented Task catalog.pdf","date_created":"2023-09-14T12:30:14Z","content_type":"application/pdf","date_updated":"2023-09-14T12:30:14Z","success":1,"relation":"main_file","file_size":348555,"creator":"csoyka","file_id":"47070"}],"author":[{"id":"83964","last_name":"Soyka","full_name":"Soyka, Chantal","orcid":"https://orcid.org/0000-0002-4881-5378","first_name":"Chantal"},{"last_name":"Ullrich","first_name":"Meike","full_name":"Ullrich, Meike"},{"last_name":"Striewe","first_name":"Michael","full_name":"Striewe, Michael"},{"last_name":"Schaper","full_name":"Schaper, Niclas","first_name":"Niclas"}],"quality_controlled":"1","file_date_updated":"2023-09-14T12:30:14Z","keyword":["conceptual modeling","higher education","competence-oriented assessment","task analysis","graphical modeling"],"publication":"Enterprise Modelling and Information Systems Architectures","user_id":"83964","ddc":["006","000","006"],"article_type":"original","abstract":[{"lang":"eng","text":"The reform of the European academic landscape with the introduction of bachelor's and master's degree programs has brought about several profound changes for teaching and assessment in higher education. With regard to the examination system, the shift towards output-oriented teaching is still one of the most significant challenges. Assessments have to be integrated into the teaching and learning arrangements and consistently aligned towards the intended learning outcomes. In particular, assessments should provide valid evidence that learners have acquired competences that are relevant for a specific domain. However, it seems that this didactic goal has not yet been fully achieved in modeling education in computer science. The aim of this study is to investigate whether typical task material used in exercises and exams in modeling education at selected German universities covers relevant competences required for graphical modeling. For this purpose, typical tasks in the field of modeling are first identified by means of a content-analytical procedure. Subsequently, it is determined which competence facets relevant for graphical modeling are addressed by the task types. By contrasting a competence model for modeling with the competences addressed by the tasks, a gap was identified between the required competences and the task material analyzed. In particular, the gap analysis shows the neglect of transversal competence facets as well as those related to the analysis and evaluation of models. The result of this paper is a classification of task types for modeling education and a specification of the competence facets addressed by these tasks. Recommendations for developing and assessing student's competences comprehensively are given."}]},{"publisher":"Elsevier BV","author":[{"last_name":"Schubatzky","full_name":"Schubatzky, Thomas","first_name":"Thomas"},{"last_name":"Burde","full_name":"Burde, Jan-Philipp","first_name":"Jan-Philipp"},{"last_name":"Große-Heilmann","id":"99511","first_name":"Rike Isabel","full_name":"Große-Heilmann, Rike Isabel","orcid":"0000-0001-8713-3014"},{"last_name":"Haagen-Schützenhöfer","full_name":"Haagen-Schützenhöfer, Claudia","first_name":"Claudia"},{"first_name":"Josef","orcid":"0000-0003-2927-2619","full_name":"Riese, Josef","last_name":"Riese","id":"429"},{"first_name":"David","full_name":"Weiler, David","last_name":"Weiler"}],"keyword":["Education","General Computer Science"],"publication":"Computers & Education","status":"public","date_created":"2023-09-15T12:57:53Z","volume":206,"user_id":"99511","citation":{"bibtex":"@article{Schubatzky_Burde_Große-Heilmann_Haagen-Schützenhöfer_Riese_Weiler_2023, title={Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media}, volume={206}, DOI={10.1016/j.compedu.2023.104900}, number={104900}, journal={Computers & Education}, publisher={Elsevier BV}, author={Schubatzky, Thomas and Burde, Jan-Philipp and Große-Heilmann, Rike Isabel and Haagen-Schützenhöfer, Claudia and Riese, Josef and Weiler, David}, year={2023} }","mla":"Schubatzky, Thomas, et al. “Predicting the Development of Digital Media PCK/TPACK: The Role of PCK, Motivation to Use Digital Media, Interest in and Previous Experience with Digital Media.” Computers & Education, vol. 206, 104900, Elsevier BV, 2023, doi:10.1016/j.compedu.2023.104900.","ama":"Schubatzky T, Burde J-P, Große-Heilmann RI, Haagen-Schützenhöfer C, Riese J, Weiler D. Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media. Computers & Education. 2023;206. doi:10.1016/j.compedu.2023.104900","apa":"Schubatzky, T., Burde, J.-P., Große-Heilmann, R. I., Haagen-Schützenhöfer, C., Riese, J., & Weiler, D. (2023). Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media. Computers & Education, 206, Article 104900. https://doi.org/10.1016/j.compedu.2023.104900","chicago":"Schubatzky, Thomas, Jan-Philipp Burde, Rike Isabel Große-Heilmann, Claudia Haagen-Schützenhöfer, Josef Riese, and David Weiler. “Predicting the Development of Digital Media PCK/TPACK: The Role of PCK, Motivation to Use Digital Media, Interest in and Previous Experience with Digital Media.” Computers & Education 206 (2023). https://doi.org/10.1016/j.compedu.2023.104900.","ieee":"T. Schubatzky, J.-P. Burde, R. I. Große-Heilmann, C. Haagen-Schützenhöfer, J. Riese, and D. Weiler, “Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media,” Computers & Education, vol. 206, Art. no. 104900, 2023, doi: 10.1016/j.compedu.2023.104900.","short":"T. Schubatzky, J.-P. Burde, R.I. Große-Heilmann, C. Haagen-Schützenhöfer, J. Riese, D. Weiler, Computers & Education 206 (2023)."},"type":"journal_article","year":"2023","intvolume":" 206","_id":"47085","article_number":"104900","department":[{"_id":"299"}],"publication_identifier":{"issn":["0360-1315"]},"publication_status":"published","title":"Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media","language":[{"iso":"eng"}],"date_updated":"2023-09-15T13:06:24Z","doi":"10.1016/j.compedu.2023.104900"},{"publication_identifier":{"issn":["1648-5831","2335-8971"]},"publication_status":"published","status":"public","date_created":"2023-09-21T11:24:41Z","publisher":"Vilnius University Press","author":[{"id":"3117","last_name":"Winkelnkemper","full_name":"Winkelnkemper, Felix","first_name":"Felix"},{"full_name":"Höper, Lukas","first_name":"Lukas","id":"58041","last_name":"Höper"},{"full_name":"Schulte, Carsten","first_name":"Carsten","id":"60311","last_name":"Schulte"}],"keyword":["Computer Science Applications","Communication","Education","General Engineering"],"publication":"Informatics in Education","department":[{"_id":"67"}],"title":"ARIadne – An Explanation Model for Digital Artefacts","user_id":"58041","abstract":[{"lang":"eng","text":"When it comes to mastering the digital world, the education system is more and more facing the task of making students competent and self-determined agents when interacting with digital artefacts. This task often falls to computing education. In the traditional fields of computing education, a plethora of models, guidelines, and principles exist, which help scholars and teachers identify what the relevant aspects are and which of them one should cover in the classroom. When it comes to explaining the world of digital artefacts, however, there is hardly any such guiding model. The ARIadne model introduced in this paper provides a means of explanation and exploration of digital artefacts which help teachers and students to do a subject analysis of digital artefacts by scrutinizing them from several perspectives. Instead of artificially separating aspects which target the same phenomena within different areas of education (like computing, ICT or media education), the model integrates technological aspects of digital artefacts and the relevant societal discourses of their usage, their impacts and the reasons behind their development into a coherent explanation model."}],"citation":{"ieee":"F. Winkelnkemper, L. Höper, and C. Schulte, “ARIadne – An Explanation Model for Digital Artefacts,” Informatics in Education, 2023, doi: 10.15388/infedu.2024.09.","short":"F. Winkelnkemper, L. Höper, C. Schulte, Informatics in Education (2023).","bibtex":"@article{Winkelnkemper_Höper_Schulte_2023, title={ARIadne – An Explanation Model for Digital Artefacts}, DOI={10.15388/infedu.2024.09}, journal={Informatics in Education}, publisher={Vilnius University Press}, author={Winkelnkemper, Felix and Höper, Lukas and Schulte, Carsten}, year={2023} }","mla":"Winkelnkemper, Felix, et al. “ARIadne – An Explanation Model for Digital Artefacts.” Informatics in Education, Vilnius University Press, 2023, doi:10.15388/infedu.2024.09.","chicago":"Winkelnkemper, Felix, Lukas Höper, and Carsten Schulte. “ARIadne – An Explanation Model for Digital Artefacts.” Informatics in Education, 2023. https://doi.org/10.15388/infedu.2024.09.","apa":"Winkelnkemper, F., Höper, L., & Schulte, C. (2023). ARIadne – An Explanation Model for Digital Artefacts. Informatics in Education. https://doi.org/10.15388/infedu.2024.09","ama":"Winkelnkemper F, Höper L, Schulte C. ARIadne – An Explanation Model for Digital Artefacts. Informatics in Education. Published online 2023. doi:10.15388/infedu.2024.09"},"year":"2023","type":"journal_article","language":[{"iso":"eng"}],"doi":"10.15388/infedu.2024.09","date_updated":"2023-09-21T11:26:11Z","_id":"47151"},{"page":"1-14","citation":{"mla":"Görel, Gamze, et al. “Primary School Teachers’ Perspectives on the Quality of Inclusive Education.” Teachers and Teaching, Informa UK Limited, 2023, pp. 1–14, doi:10.1080/13540602.2023.2252347.","bibtex":"@article{Görel_Franzen_Hellmich_2023, title={Primary school teachers’ perspectives on the quality of inclusive education}, DOI={10.1080/13540602.2023.2252347}, journal={Teachers and Teaching}, publisher={Informa UK Limited}, author={Görel, Gamze and Franzen, Katja and Hellmich, Frank}, year={2023}, pages={1–14} }","ama":"Görel G, Franzen K, Hellmich F. Primary school teachers’ perspectives on the quality of inclusive education. Teachers and Teaching. Published online 2023:1-14. doi:10.1080/13540602.2023.2252347","apa":"Görel, G., Franzen, K., & Hellmich, F. (2023). Primary school teachers’ perspectives on the quality of inclusive education. Teachers and Teaching, 1–14. https://doi.org/10.1080/13540602.2023.2252347","chicago":"Görel, Gamze, Katja Franzen, and Frank Hellmich. “Primary School Teachers’ Perspectives on the Quality of Inclusive Education.” Teachers and Teaching, 2023, 1–14. https://doi.org/10.1080/13540602.2023.2252347.","ieee":"G. Görel, K. Franzen, and F. Hellmich, “Primary school teachers’ perspectives on the quality of inclusive education,” Teachers and Teaching, pp. 1–14, 2023, doi: 10.1080/13540602.2023.2252347.","short":"G. Görel, K. Franzen, F. Hellmich, Teachers and Teaching (2023) 1–14."},"type":"journal_article","year":"2023","language":[{"iso":"eng"}],"doi":"10.1080/13540602.2023.2252347","date_updated":"2023-11-23T10:42:02Z","_id":"49153","publication_status":"published","publication_identifier":{"issn":["1354-0602","1470-1278"]},"date_created":"2023-11-23T10:38:19Z","status":"public","publication":"Teachers and Teaching","keyword":["Arts and Humanities (miscellaneous)","Education"],"publisher":"Informa UK Limited","author":[{"full_name":"Görel, Gamze","first_name":"Gamze","last_name":"Görel"},{"last_name":"Franzen","full_name":"Franzen, Katja","first_name":"Katja"},{"last_name":"Hellmich","full_name":"Hellmich, Frank","first_name":"Frank"}],"title":"Primary school teachers’ perspectives on the quality of inclusive education","user_id":"13345"},{"language":[{"iso":"ger"}],"doi":"10.20377/rpb-263","oa":"1","date_updated":"2023-12-19T14:04:52Z","publication_status":"published","publication_identifier":{"issn":["0173-0339"]},"title":"Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.","page":"127-129","citation":{"ieee":"J. M. Hüster, “Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.,” Religionspädagogische Beiträge, vol. 46, no. 1. Universitatsbibliothek Bamberg, pp. 127–129, 2023, doi: 10.20377/rpb-263.","short":"J.M. Hüster, Religionspädagogische Beiträge 46 (2023) 127–129.","mla":"Hüster, Jonas Maximilian. “Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.” Religionspädagogische Beiträge, vol. 46, no. 1, Universitatsbibliothek Bamberg, 2023, pp. 127–29, doi:10.20377/rpb-263.","bibtex":"@article{Hüster_2023, title={Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.}, volume={46}, DOI={10.20377/rpb-263}, number={1}, journal={Religionspädagogische Beiträge}, publisher={Universitatsbibliothek Bamberg}, author={Hüster, Jonas Maximilian}, year={2023}, pages={127–129} }","chicago":"Hüster, Jonas Maximilian. “Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.” Religionspädagogische Beiträge. Universitatsbibliothek Bamberg, 2023. https://doi.org/10.20377/rpb-263.","ama":"Hüster JM. Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten. Religionspädagogische Beiträge. 2023;46(1):127-129. doi:10.20377/rpb-263","apa":"Hüster, J. M. (2023). Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten. In Religionspädagogische Beiträge (Vol. 46, Issue 1, pp. 127–129). Universitatsbibliothek Bamberg. https://doi.org/10.20377/rpb-263"},"year":"2023","type":"review","main_file_link":[{"open_access":"1","url":"https://rpb-journal.de/index.php/rpb/article/view/263/285"}],"issue":"1","_id":"49116","intvolume":" 46","volume":46,"date_created":"2023-11-22T08:52:49Z","status":"public","keyword":["Religious studies","Education"],"publication":"Religionspädagogische Beiträge","author":[{"first_name":"Jonas Maximilian","full_name":"Hüster, Jonas Maximilian","last_name":"Hüster","id":"61443"}],"publisher":"Universitatsbibliothek Bamberg","user_id":"61443"},{"ddc":["370"],"user_id":"58041","abstract":[{"text":"In today's digital world, data-driven digital artefacts pose challenges for education, as many students lack an understanding of data and feel powerless when interacting with them. This article addresses these challenges and introduces the data awareness framework. It focuses on understanding data-driven technologies and reflecting on the role of data in everyday life. The paper also presents an empirical study on young school students' data awareness. The study involves a teaching unit on data awareness framed by a pretest-posttest design using a questionnaire on students' awareness and understanding of and reflection on data practices of data-driven digital artefacts. The study's findings indicate that the data awareness framework supports students in understanding data practices of data-driven digital artefacts. The findings also suggest that the framework encourages students to reflect on these data practices and think about their daily behaviour. Students learn a model about interactions with data-driven digital artefacts and use it to analyse data-driven applications. This approach appears to enable students to understand these artefacts from everyday life and reflect on these interactions. The work contributes to research on data and AI literacies and suggests a way to support students in developing self-determination and agency during interactions with data-driven digital artefacts.","lang":"eng"}],"article_type":"original","date_created":"2023-12-15T07:41:04Z","status":"public","has_accepted_license":"1","file_date_updated":"2023-12-20T09:30:36Z","keyword":["Library and Information Sciences","Computer Science Applications","Education"],"publication":"Information and Learning Sciences","author":[{"id":"58041","last_name":"Höper","full_name":"Höper, Lukas","first_name":"Lukas"},{"last_name":"Schulte","id":"60311","first_name":"Carsten","full_name":"Schulte, Carsten"}],"publisher":"Emerald","quality_controlled":"1","file":[{"relation":"main_file","content_type":"application/pdf","date_updated":"2023-12-20T09:30:36Z","file_id":"49892","creator":"hoeper","file_size":981184,"access_level":"open_access","file_name":"Höper und Schulte - Data Awareness Framework as part of Data Literacies - ILS - AAM version.pdf","date_created":"2023-12-20T09:24:12Z"}],"_id":"49655","type":"journal_article","citation":{"chicago":"Höper, Lukas, and Carsten Schulte. “The Data Awareness Framework as Part of Data Literacies in K-12 Education.” Information and Learning Sciences, 2023. https://doi.org/10.1108/ils-06-2023-0075.","ama":"Höper L, Schulte C. The data awareness framework as part of data literacies in K-12 education. Information and Learning Sciences. Published online 2023. doi:10.1108/ils-06-2023-0075","apa":"Höper, L., & Schulte, C. (2023). The data awareness framework as part of data literacies in K-12 education. Information and Learning Sciences. https://doi.org/10.1108/ils-06-2023-0075","mla":"Höper, Lukas, and Carsten Schulte. “The Data Awareness Framework as Part of Data Literacies in K-12 Education.” Information and Learning Sciences, Emerald, 2023, doi:10.1108/ils-06-2023-0075.","bibtex":"@article{Höper_Schulte_2023, title={The data awareness framework as part of data literacies in K-12 education}, DOI={10.1108/ils-06-2023-0075}, journal={Information and Learning Sciences}, publisher={Emerald}, author={Höper, Lukas and Schulte, Carsten}, year={2023} }","short":"L. Höper, C. Schulte, Information and Learning Sciences (2023).","ieee":"L. Höper and C. Schulte, “The data awareness framework as part of data literacies in K-12 education,” Information and Learning Sciences, 2023, doi: 10.1108/ils-06-2023-0075."},"year":"2023","title":"The data awareness framework as part of data literacies in K-12 education","publication_status":"published","publication_identifier":{"issn":["2398-5348","2398-5348"]},"department":[{"_id":"67"}],"doi":"10.1108/ils-06-2023-0075","oa":"1","date_updated":"2023-12-20T09:30:37Z","language":[{"iso":"eng"}]},{"doi":"10.1080/0020739x.2023.2184282","date_updated":"2024-03-25T10:09:21Z","_id":"52806","language":[{"iso":"eng"}],"year":"2023","type":"journal_article","citation":{"chicago":"Gilbert, H., M. Schürmann, M. Liebendörfer, D. Lawson, and M. Hodds. “Post-Pandemic Online Mathematics and Statistics Support: Practitioners’ Opinions in Germany and Great Britain & Ireland.” International Journal of Mathematical Education in Science and Technology, 2023, 1–26. https://doi.org/10.1080/0020739x.2023.2184282.","ama":"Gilbert H, Schürmann M, Liebendörfer M, Lawson D, Hodds M. Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain & Ireland. International Journal of Mathematical Education in Science and Technology. Published online 2023:1-26. doi:10.1080/0020739x.2023.2184282","apa":"Gilbert, H., Schürmann, M., Liebendörfer, M., Lawson, D., & Hodds, M. (2023). Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain & Ireland. International Journal of Mathematical Education in Science and Technology, 1–26. https://doi.org/10.1080/0020739x.2023.2184282","bibtex":"@article{Gilbert_Schürmann_Liebendörfer_Lawson_Hodds_2023, title={Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain & Ireland}, DOI={10.1080/0020739x.2023.2184282}, journal={International Journal of Mathematical Education in Science and Technology}, publisher={Informa UK Limited}, author={Gilbert, H. and Schürmann, M. and Liebendörfer, M. and Lawson, D. and Hodds, M.}, year={2023}, pages={1–26} }","mla":"Gilbert, H., et al. “Post-Pandemic Online Mathematics and Statistics Support: Practitioners’ Opinions in Germany and Great Britain & Ireland.” International Journal of Mathematical Education in Science and Technology, Informa UK Limited, 2023, pp. 1–26, doi:10.1080/0020739x.2023.2184282.","short":"H. Gilbert, M. Schürmann, M. Liebendörfer, D. Lawson, M. Hodds, International Journal of Mathematical Education in Science and Technology (2023) 1–26.","ieee":"H. Gilbert, M. Schürmann, M. Liebendörfer, D. Lawson, and M. Hodds, “Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain & Ireland,” International Journal of Mathematical Education in Science and Technology, pp. 1–26, 2023, doi: 10.1080/0020739x.2023.2184282."},"page":"1-26","user_id":"30933","title":"Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain & Ireland","status":"public","date_created":"2024-03-25T10:02:09Z","publication_status":"published","publication_identifier":{"issn":["0020-739X","1464-5211"]},"publisher":"Informa UK Limited","author":[{"first_name":"H.","full_name":"Gilbert, H.","last_name":"Gilbert"},{"first_name":"M.","full_name":"Schürmann, M.","last_name":"Schürmann"},{"first_name":"M.","full_name":"Liebendörfer, M.","last_name":"Liebendörfer"},{"last_name":"Lawson","first_name":"D.","full_name":"Lawson, D."},{"last_name":"Hodds","full_name":"Hodds, M.","first_name":"M."}],"publication":"International Journal of Mathematical Education in Science and Technology","keyword":["Applied Mathematics","Education","Mathematics (miscellaneous)"],"department":[{"_id":"10"},{"_id":"625"},{"_id":"34"},{"_id":"97"},{"_id":"98"}]},{"date_updated":"2022-03-13T19:14:34Z","doi":"10.1007/978-3-030-89582-2","language":[{"iso":"eng"}],"place":"Cham","related_material":{"link":[{"relation":"other","url":"https://link.springer.com/book/10.1007/978-3-030-89582-2#about"}]},"title":"Research Approaches on Workplace Learning","department":[{"_id":"452"}],"publication_status":"published","publication_identifier":{"issn":["2210-5549","2210-5557"],"isbn":["9783030895815","9783030895822"]},"editor":[{"last_name":"Harteis","id":"27503","first_name":"Christian","orcid":"https://orcid.org/0000-0002-3570-7626","full_name":"Harteis, Christian"},{"last_name":"Gijbels","full_name":"Gijbels, David","first_name":"David"},{"last_name":"Kyndt","first_name":"Eva","full_name":"Kyndt, Eva"}],"_id":"30291","citation":{"ieee":"C. Harteis, D. Gijbels, and E. Kyndt, Eds., Research Approaches on Workplace Learning. Cham: Springer International Publishing, 2022.","short":"C. Harteis, D. Gijbels, E. Kyndt, eds., Research Approaches on Workplace Learning, Springer International Publishing, Cham, 2022.","mla":"Harteis, Christian, et al., editors. Research Approaches on Workplace Learning. Springer International Publishing, 2022, doi:10.1007/978-3-030-89582-2.","bibtex":"@book{Harteis_Gijbels_Kyndt_2022, place={Cham}, title={Research Approaches on Workplace Learning}, DOI={10.1007/978-3-030-89582-2}, publisher={Springer International Publishing}, year={2022} }","ama":"Harteis C, Gijbels D, Kyndt E, eds. Research Approaches on Workplace Learning. Springer International Publishing; 2022. doi:10.1007/978-3-030-89582-2","apa":"Harteis, C., Gijbels, D., & Kyndt, E. (Eds.). (2022). Research Approaches on Workplace Learning. Springer International Publishing. https://doi.org/10.1007/978-3-030-89582-2","chicago":"Harteis, Christian, David Gijbels, and Eva Kyndt, eds. Research Approaches on Workplace Learning. Cham: Springer International Publishing, 2022. https://doi.org/10.1007/978-3-030-89582-2."},"year":"2022","type":"book_editor","abstract":[{"text":"The volume comprises a variety of research approaches that seek to explore and understand employees’ learning and development through and for work. Working life reveals challenges through technological, economic and societal development that can only rudimentarily be addressed by formal education and training. Workplace learning becomes more and more important for employees and enterprises to successfully cope with these challenges.\r\nWorkplace learning is a steadily growing field of educational research but it lacks so far a scholastic canon – there is rather a diversity of research approaches. This volume reflects this diversity by bringing together researchers from different countries and different theoretical backgrounds, presenting their current research on topics that all are relevant for understanding presages, processes and outcomes of workplace learning. Hence, this volume is of relevance for researchers as well as practitioners in the field and policy makers.","lang":"eng"}],"user_id":"50788","keyword":["new generation of researchersthe team level of workplace learningindividual level of workplace learningorganizational level of workplace learningsocietal level of workplace learninginterdependent cross-level research approachesWork AgencyWork-life perspectivesTeam learningTeam climateSocial influences on team learningKnowledge construction in teamsLearning cultureAcknowledgement of competencesTechnology and professional learningCreation of a learning eco-systemDiversity as a challenge for organisationsHigher education as preparation for WPLSocial support in networks and professional learningvocational and professional education"],"publisher":"Springer International Publishing","date_created":"2022-03-13T19:13:27Z","status":"public","alternative_title":["Insights from a Growing Field"]},{"user_id":"50788","abstract":[{"lang":"eng","text":"Context: The implementation of successful measures to support immigrants' integration in cultural, social, and economic life can be considered as one of today's greatest challenges for many societies. This is especially true for adolescent immigrants who have not yet been able to finish education or gain qualifications relevant to joining the labour market. That is why many receiving countries have developed and implemented special programmes that aim at supporting immigrants' integration by facilitating their employability. Unfortunately, not much is known about the process of implementing these programmes or about how education systems, schools, and teachers are dealing with the new situation and target group. In this contribution, the implementation, development, and challenges of German Vocational Integration Classes (VIC), as an example of comparable programmes in the EU, are investigated to address this research gap. The paper considers the following exploratory research questions: (a) What challenges have been experienced by teachers and social workers in the implementation of VIC as well as in the integration of immigrants into the labour market in recent years? (b) How can these challenges be met in the long run and how should VIC be developed to better achieve its aims? \r\n\r\nMethods: To answer these questions, a sequential qualitative study containing questionnaire and interview elements was conducted. First, teachers and social workers involved in VIC filled in a questionnaire about their experiences and experienced challenges in implementing VIC (N = 46). Then, supplementing interviews were conducted with participants from the first sample in order to generate further insights and to contextualise the findings from the first study part (N = 14). \r\n\r\nFindings: From the respondents' answers, it appears that the VIC programme is well implemented. The results show, however, that central challenges continue to exist. This concerns, for example, legal regulations or the development of adequate curricula, but also the scope and quality of language education. In addition, problems have also been identified with regard to students' culture-specific education and their individual attitudes. These prevailing problems seem to affect schooling and educational processes. In addition, respondents report feeling left alone to deal with problems and that their experiences from their daily work in VIC and with immigrants are not sufficiently taken into account in policy and school-related decisions. \r\n\r\nConclusions: Although VIC seems well implemented, key challenges remain in the view of the participants. It was found that teachers cannot solve many of the identified problems themselves, as they require action at the level of policy or school organisation. For staff, this can be accompanied by increased stress and demotivation. For the young immigrants, the existing challenges can have a long-term impact on school success and transition to vocational education and training. The study thus highlights the importance of targeted and holistic strategies to support immigrant integration through education. "}],"article_type":"original","volume":9,"date_created":"2022-04-19T09:01:26Z","status":"public","publication":"International Journal for Research in Vocational Education and Training","keyword":["Immigration","Educational Policy","Employability","Mixed Methods","VET","Vocational Education and Training","Transitions From Education and Training to Employment"],"author":[{"id":"30984","last_name":"Goller","full_name":"Goller, Michael","orcid":"0000-0002-2820-9178","first_name":"Michael"}],"issue":"1","_id":"30913","intvolume":" 9","page":"92-119","type":"journal_article","citation":{"ieee":"M. Goller, “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes,” International Journal for Research in Vocational Education and Training, vol. 9, no. 1, pp. 92–119, 2022, doi: https://doi.org/10.13152/IJRVET.9.1.5.","short":"M. Goller, International Journal for Research in Vocational Education and Training 9 (2022) 92–119.","mla":"Goller, Michael. “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes.” International Journal for Research in Vocational Education and Training, vol. 9, no. 1, 2022, pp. 92–119, doi:https://doi.org/10.13152/IJRVET.9.1.5.","bibtex":"@article{Goller_2022, title={Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes}, volume={9}, DOI={https://doi.org/10.13152/IJRVET.9.1.5}, number={1}, journal={International Journal for Research in Vocational Education and Training}, author={Goller, Michael}, year={2022}, pages={92–119} }","chicago":"Goller, Michael. “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes.” International Journal for Research in Vocational Education and Training 9, no. 1 (2022): 92–119. https://doi.org/10.13152/IJRVET.9.1.5.","ama":"Goller M. Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes. International Journal for Research in Vocational Education and Training. 2022;9(1):92-119. doi:https://doi.org/10.13152/IJRVET.9.1.5","apa":"Goller, M. (2022). Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes. International Journal for Research in Vocational Education and Training, 9(1), 92–119. https://doi.org/10.13152/IJRVET.9.1.5"},"year":"2022","title":"Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes","department":[{"_id":"452"}],"doi":"https://doi.org/10.13152/IJRVET.9.1.5","date_updated":"2022-04-19T09:01:49Z","language":[{"iso":"eng"}]},{"user_id":"58465","abstract":[{"lang":"eng","text":"Aspects of data science surround us in many contexts, for example regarding climate change, air pollution, and other environmental issues. To open the “data-science-black-box” for lower secondary school students we developed a data science project focussing on the analysis of self-collected environmental data. We embed this project in computer science education, which enables us to use a new knowledge-based programming approach for the data analysis within Jupyter Notebooks and the programming language Python. In this paper, we evaluate the second cycle of this project which took place in a ninth-grade computer science class. In particular, we present how the students coped with the professional tool of Jupyter Notebooks for doing statistical investigations and which insights they gained."}],"volume":21,"status":"public","date_created":"2022-07-08T12:06:48Z","publisher":"International Association for Statistical Education","author":[{"first_name":"SUSANNE","full_name":"PODWORNY, SUSANNE","last_name":"PODWORNY"},{"full_name":"Hüsing, Sven","first_name":"Sven","id":"58465","last_name":"Hüsing"},{"full_name":"SCHULTE, CARSTEN","first_name":"CARSTEN","last_name":"SCHULTE"}],"keyword":["Education","Statistics and Probability"],"publication":"STATISTICS EDUCATION RESEARCH JOURNAL","article_number":"6","issue":"2","_id":"32335","intvolume":" 21","year":"2022","type":"journal_article","citation":{"ama":"PODWORNY S, Hüsing S, SCHULTE C. A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS EDUCATION RESEARCH JOURNAL. 2022;21(2). doi:10.52041/serj.v21i2.46","apa":"PODWORNY, S., Hüsing, S., & SCHULTE, C. (2022). A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS EDUCATION RESEARCH JOURNAL, 21(2), Article 6. https://doi.org/10.52041/serj.v21i2.46","chicago":"PODWORNY, SUSANNE, Sven Hüsing, and CARSTEN SCHULTE. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” STATISTICS EDUCATION RESEARCH JOURNAL 21, no. 2 (2022). https://doi.org/10.52041/serj.v21i2.46.","mla":"PODWORNY, SUSANNE, et al. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” STATISTICS EDUCATION RESEARCH JOURNAL, vol. 21, no. 2, 6, International Association for Statistical Education, 2022, doi:10.52041/serj.v21i2.46.","bibtex":"@article{PODWORNY_Hüsing_SCHULTE_2022, title={A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING}, volume={21}, DOI={10.52041/serj.v21i2.46}, number={26}, journal={STATISTICS EDUCATION RESEARCH JOURNAL}, publisher={International Association for Statistical Education}, author={PODWORNY, SUSANNE and Hüsing, Sven and SCHULTE, CARSTEN}, year={2022} }","short":"S. PODWORNY, S. Hüsing, C. SCHULTE, STATISTICS EDUCATION RESEARCH JOURNAL 21 (2022).","ieee":"S. PODWORNY, S. Hüsing, and C. SCHULTE, “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING,” STATISTICS EDUCATION RESEARCH JOURNAL, vol. 21, no. 2, Art. no. 6, 2022, doi: 10.52041/serj.v21i2.46."},"title":"A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING","publication_status":"published","publication_identifier":{"issn":["1570-1824"]},"department":[{"_id":"67"}],"doi":"10.52041/serj.v21i2.46","date_updated":"2022-07-08T12:07:46Z","language":[{"iso":"eng"}]},{"volume":25,"date_created":"2022-02-25T09:46:50Z","status":"public","keyword":["Education"],"publication":"Zeitschrift für Erziehungswissenschaft","publisher":"Springer Science and Business Media LLC","author":[{"full_name":"Kärner, Tobias","first_name":"Tobias","last_name":"Kärner"},{"last_name":"Goller","id":"30984","first_name":"Michael","full_name":"Goller, Michael","orcid":"0000-0002-2820-9178"},{"first_name":"Caroline","full_name":"Bonnes, Caroline","last_name":"Bonnes"},{"last_name":"Maué","full_name":"Maué, Elisabeth","first_name":"Elisabeth"}],"user_id":"50788","abstract":[{"lang":"eng","text":"Zusammenfassung: Der Beitrag befasst sich mit der professionellen pädagogischen Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften, deren Beitrag für die Beanspruchung der Referendar*innen bisher noch nicht eingängig untersucht wurde. Das Ziel der Studie ist es, anhand einer Querschnittserhebung von 2583 Referendar*innen und ausgebildeten Lehrkräften, kompensatorische sowie verstärkende Effekte der Beziehungsdimensionen Transparenz, Fairness, Vertrauen und Ambivalenz auf die wahrgenommene Beanspruchung im Referendariat zu untersuchen. Die Analyse erfolgt mittels eines latent moderierten Strukturgleichungsansatzes. Die Ergebnisse zeigen, dass Belastungen durch die Kerntätigkeiten im Referendariat sowie Belastungen durch den Umgang mit Kolleg*innen im Lehrer*innenkollegium in signifikant positivem Zusammenhang mit resultierenden Beanspruchungsreaktionen stehen. Je transparenter, fairer und vertrauensvoller und je weniger ambivalent die Beziehung zur Seminarlehrkraft erlebt wird, desto geringer fallen die Beanspruchungsreaktionen aus. Die Ergebnisse werden hinsichtlich ihrer Relevanz für die Beziehungsarbeit im Referendariat als zentralem Ausbildungsbestandteil der zweiten Phase der Lehrer*innenausbildung diskutiert."}],"page":"687-719","year":"2022","type":"journal_article","citation":{"short":"T. Kärner, M. Goller, C. Bonnes, E. Maué, Zeitschrift für Erziehungswissenschaft 25 (2022) 687–719.","ieee":"T. Kärner, M. Goller, C. Bonnes, and E. Maué, “Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?,” Zeitschrift für Erziehungswissenschaft, vol. 25, pp. 687–719, 2022, doi: 10.1007/s11618-022-01065-4.","chicago":"Kärner, Tobias, Michael Goller, Caroline Bonnes, and Elisabeth Maué. “Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?” Zeitschrift für Erziehungswissenschaft 25 (2022): 687–719. https://doi.org/10.1007/s11618-022-01065-4.","ama":"Kärner T, Goller M, Bonnes C, Maué E. Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource? Zeitschrift für Erziehungswissenschaft. 2022;25:687-719. doi:10.1007/s11618-022-01065-4","apa":"Kärner, T., Goller, M., Bonnes, C., & Maué, E. (2022). Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource? Zeitschrift für Erziehungswissenschaft, 25, 687–719. https://doi.org/10.1007/s11618-022-01065-4","bibtex":"@article{Kärner_Goller_Bonnes_Maué_2022, title={Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?}, volume={25}, DOI={10.1007/s11618-022-01065-4}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Kärner, Tobias and Goller, Michael and Bonnes, Caroline and Maué, Elisabeth}, year={2022}, pages={687–719} }","mla":"Kärner, Tobias, et al. “Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?” Zeitschrift für Erziehungswissenschaft, vol. 25, Springer Science and Business Media LLC, 2022, pp. 687–719, doi:10.1007/s11618-022-01065-4."},"main_file_link":[{"url":"https://link.springer.com/article/10.1007/s11618-022-01065-4"}],"_id":"30105","intvolume":" 25","publication_status":"published","publication_identifier":{"issn":["1434-663X","1862-5215"]},"department":[{"_id":"452"}],"title":"Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?","language":[{"iso":"ger"}],"doi":"10.1007/s11618-022-01065-4","date_updated":"2022-11-08T19:42:59Z"},{"department":[{"_id":"4"}],"publication_identifier":{"issn":["1619-5515","2699-5506"]},"publication_status":"published","title":"Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung","language":[{"iso":"ger"}],"date_updated":"2022-12-05T13:26:35Z","doi":"10.31244/zfe.2022.02.02","publisher":"Waxmann","author":[{"last_name":"Bloh","full_name":"Bloh, Thiemo","first_name":"Thiemo"}],"quality_controlled":"1","publication":"Zeitschrift für Evaluation","keyword":["Strategy and Management","Applied Psychology","Social Sciences (miscellaneous)","Education","Communication","Statistics and Probability"],"volume":2022,"status":"public","date_created":"2022-12-05T13:25:58Z","abstract":[{"text":"Praxeologische Kompetenzansätze verstehen Kompetenz als sozial erlernt und folglich als relativ zum sozialen Kontext. Damit einher geht die Frage, wie solche praxeologisch gerahmten Kompetenzen eigentlich unabhängig von der sie hervorbringenden Praxis evaluiert werden können – und eben dadurch erst für einen breiteren Kompetenzdiskurs fruchtbar sind. Die Dokumentarische Evaluationsforschung bietet hierzu erste Anhaltspunkte, offenbart aber auch Grenzen, die mit dem Evaluationsverständnis zusammenhängen, sich jedoch in der Forschungspraxis so nicht finden lassen. Aus der Differenz zwischen Methode und Praxis dokumentarischer Evaluation lässt sich formulieren, wie eine praxeologische Evaluation gestaltet werden könnte. Dabei spielt die Formulierung von Referenzrahmen eine zentrale Rolle, welche einerseits der zu evaluierenden Praktik external sein, andererseits praktisch formuliert werden müssen, damit sie soziale Praktiken jenseits ihrer eigenen Sinnhaftigkeit evaluativ (er-)fassen können.","lang":"eng"}],"user_id":"69383","citation":{"short":"T. Bloh, Zeitschrift für Evaluation 2022 (2022) 193–215.","ieee":"T. Bloh, “Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung,” Zeitschrift für Evaluation, vol. 2022, no. 02, pp. 193–215, 2022, doi: 10.31244/zfe.2022.02.02.","chicago":"Bloh, Thiemo. “Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung.” Zeitschrift für Evaluation 2022, no. 02 (2022): 193–215. https://doi.org/10.31244/zfe.2022.02.02.","apa":"Bloh, T. (2022). Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung. Zeitschrift für Evaluation, 2022(02), 193–215. https://doi.org/10.31244/zfe.2022.02.02","ama":"Bloh T. Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung. Zeitschrift für Evaluation. 2022;2022(02):193-215. doi:10.31244/zfe.2022.02.02","mla":"Bloh, Thiemo. “Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung.” Zeitschrift für Evaluation, vol. 2022, no. 02, Waxmann, 2022, pp. 193–215, doi:10.31244/zfe.2022.02.02.","bibtex":"@article{Bloh_2022, title={Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung}, volume={2022}, DOI={10.31244/zfe.2022.02.02}, number={02}, journal={Zeitschrift für Evaluation}, publisher={Waxmann}, author={Bloh, Thiemo}, year={2022}, pages={193–215} }"},"type":"journal_article","year":"2022","page":"193-215","_id":"34200","intvolume":" 2022","issue":"02"},{"place":"Bielefeld","title":"Von der Not zur Tugend!?","editor":[{"last_name":"Heisler","full_name":"Heisler, Dietmar","first_name":"Dietmar"},{"first_name":"Jörg","full_name":"Meier, Jörg","last_name":"Meier"}],"publication_identifier":{"eisbn":["978-3-7639-7257-9"],"isbn":["978-3-7639-7146-6"]},"publication_status":"published","date_updated":"2023-01-06T12:15:31Z","doi":"10.3278/9783763972579","series_title":"Berufsbildung, Arbeit und Innovation","language":[{"iso":"ger"}],"abstract":[{"lang":"ger","text":"Der Begriff der „Zwangsdigitalisierung“ beschreibt, dass als eine Folge der Corona-Pandemie Präsenzformate durch digital gestützte Settings ersetzt werden sowie Alter- nativen zur Kommunikation und für das gemeinsame Arbeiten und Lernen in Präsenz gefunden werden mussten. Digital gestützte Lehr-Lernsettings scheinen seit dem ersten Lockdown sowohl an Schulen als auch an Hochschulen eine Möglichkeit dafür darzustellen, die Lern- und Entwicklungsprozesse (z. B. von Schülerinnen und Schülern, angehenden Lehrkräften) trotz physischer Distanz weiterzuführen. In diesem Beitrag werden die mit der Zwangsdigitalisierung an den Hochschulen verbundenen Chancen und Grenzen für die Entwicklung digitalisierungsbezogener Kompetenzen angehender Lehrkräfte herausgearbeitet. Dabei richtet sich der Blick auf den Wert von Erfahrungen für Lernen und Entwicklung. Zudem wird, gemäß der den Angebots-Nutzungs-Modellen inhärenten Logik einer „Wirkkette“, Bezug genommen auf Perspektiven von Studierenden, deren prospektiven Schülerinnen und Schülern sowie von Dozierenden."},{"lang":"eng","text":"The term forced digitization describes the fact that, as a consequence of the corona pandemic, face-to-face formats had to be replaced by digitally supported settings within a very short period of time, and alternatives had to be found for communication and for working and learning together in the classroom. Digitally supported instructional settings seem to be an important way to continue learning and development processes (e.g., of students, prospective teachers) despite physical distance in both schools and universities since the first lockdown. This paper elaborates on the opportunities and limitations of forced digitization in university teaching on the development of digitizationrelated competencies in prospective teachers. The article focuses on two theoretical conceptions: firstly, the value of experience for learning and development, secondly, the logic of supply-use models and their assumptions about learning and development. The article addresses the perspectives of students, their future pupils, and lecturers.\r\n"}],"user_id":"86519","author":[{"last_name":"Caruso","id":"23123","first_name":"Carina","full_name":"Caruso, Carina"},{"last_name":"Bruns","full_name":"Bruns, Marike","first_name":"Marike"},{"id":"27503","last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626","full_name":"Harteis, Christian","first_name":"Christian"}],"publisher":"wbv","keyword":["Hochschullehre","Lehrer:innenausbildung","Medienkompetenz / teacher education","teaching at university","media literacy"],"publication":"Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern","alternative_title":["Zwangsdigitalisierung durch die Corona-Pandemie als Impulsgeberin für die Gestaltung digital gestützter Hochschullehre in den Lehramtsstudiengängen"],"volume":65,"status":"public","date_created":"2023-01-06T11:22:04Z","_id":"35323","intvolume":" 65","citation":{"bibtex":"@inbook{Caruso_Bruns_Harteis_2022, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Von der Not zur Tugend!?}, volume={65}, DOI={10.3278/9783763972579}, booktitle={Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern}, publisher={wbv}, author={Caruso, Carina and Bruns, Marike and Harteis, Christian}, editor={Heisler, Dietmar and Meier, Jörg}, year={2022}, pages={137–157}, collection={Berufsbildung, Arbeit und Innovation} }","mla":"Caruso, Carina, et al. “Von der Not zur Tugend!?” Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, edited by Dietmar Heisler and Jörg Meier, vol. 65, wbv, 2022, pp. 137–157, doi:10.3278/9783763972579.","chicago":"Caruso, Carina, Marike Bruns, and Christian Harteis. “Von der Not zur Tugend!?” In Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, edited by Dietmar Heisler and Jörg Meier, 65:137–157. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv, 2022. https://doi.org/10.3278/9783763972579.","ama":"Caruso C, Bruns M, Harteis C. Von der Not zur Tugend!? In: Heisler D, Meier J, eds. Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern. Vol 65. Berufsbildung, Arbeit und Innovation. wbv; 2022:137–157. doi:10.3278/9783763972579","apa":"Caruso, C., Bruns, M., & Harteis, C. (2022). Von der Not zur Tugend!? In D. Heisler & J. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern (Vol. 65, pp. 137–157). wbv. https://doi.org/10.3278/9783763972579","ieee":"C. Caruso, M. Bruns, and C. Harteis, “Von der Not zur Tugend!?,” in Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, vol. 65, D. Heisler and J. Meier, Eds. Bielefeld: wbv, 2022, pp. 137–157.","short":"C. Caruso, M. Bruns, C. Harteis, in: D. Heisler, J. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, wbv, Bielefeld, 2022, pp. 137–157."},"type":"book_chapter","year":"2022","page":"137–157"},{"date_updated":"2023-01-06T12:16:56Z","doi":"10.1007/978-3-031-08518-5_20","series_title":"Professional and Practice-based Learning","language":[{"iso":"eng"}],"place":"Cham","title":"Q Method: Assessing Subjectivity Through Structured Ranking of Items","publication_status":"published","publication_identifier":{"eissn":["2210-5557"],"issn":["2210-5549"],"eisbn":["978-3-031-08518-5"],"isbn":["978-3-031-08517-8"]},"editor":[{"last_name":"Goller","first_name":"Michael","full_name":"Goller, Michael"},{"last_name":"Kyndt","full_name":"Kyndt, Eva","first_name":"Eva"},{"full_name":"Paloniemi, Susanna","first_name":"Susanna","last_name":"Paloniemi"},{"last_name":"Damşa ","full_name":"Damşa , Crina","first_name":"Crina"}],"intvolume":" 33","_id":"35325","page":"441–466","type":"book_chapter","citation":{"chicago":"Leidig, Susann, Hanna Köhler, Carina Caruso, and Michael Goller. “Q Method: Assessing Subjectivity Through Structured Ranking of Items.” In Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations, edited by Michael Goller, Eva Kyndt, Susanna Paloniemi, and Crina Damşa , 33:441–466. Professional and Practice-Based Learning. Cham: Springer , 2022. https://doi.org/10.1007/978-3-031-08518-5_20.","ama":"Leidig S, Köhler H, Caruso C, Goller M. Q Method: Assessing Subjectivity Through Structured Ranking of Items. In: Goller M, Kyndt E, Paloniemi S, Damşa C, eds. Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations. Vol 33. Professional and Practice-based Learning. Springer ; 2022:441–466. doi:10.1007/978-3-031-08518-5_20","apa":"Leidig, S., Köhler, H., Caruso, C., & Goller, M. (2022). Q Method: Assessing Subjectivity Through Structured Ranking of Items. In M. Goller, E. Kyndt, S. Paloniemi, & C. Damşa (Eds.), Methods for researching professional learning and development: Challenges, applications and empirical illustrations (Vol. 33, pp. 441–466). Springer . https://doi.org/10.1007/978-3-031-08518-5_20","bibtex":"@inbook{Leidig_Köhler_Caruso_Goller_2022, place={Cham}, series={Professional and Practice-based Learning}, title={Q Method: Assessing Subjectivity Through Structured Ranking of Items}, volume={33}, DOI={10.1007/978-3-031-08518-5_20}, booktitle={ Methods for researching professional learning and development: Challenges, applications and empirical illustrations}, publisher={Springer }, author={Leidig, Susann and Köhler, Hanna and Caruso, Carina and Goller, Michael}, editor={Goller, Michael and Kyndt, Eva and Paloniemi, Susanna and Damşa , Crina}, year={2022}, pages={441–466}, collection={Professional and Practice-based Learning} }","mla":"Leidig, Susann, et al. “Q Method: Assessing Subjectivity Through Structured Ranking of Items.” Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations, edited by Michael Goller et al., vol. 33, Springer , 2022, pp. 441–466, doi:10.1007/978-3-031-08518-5_20.","short":"S. Leidig, H. Köhler, C. Caruso, M. Goller, in: M. Goller, E. Kyndt, S. Paloniemi, C. Damşa (Eds.), Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations, Springer , Cham, 2022, pp. 441–466.","ieee":"S. Leidig, H. Köhler, C. Caruso, and M. Goller, “Q Method: Assessing Subjectivity Through Structured Ranking of Items,” in Methods for researching professional learning and development: Challenges, applications and empirical illustrations, vol. 33, M. Goller, E. Kyndt, S. Paloniemi, and C. Damşa , Eds. Cham: Springer , 2022, pp. 441–466."},"year":"2022","abstract":[{"text":"Q is an exploratory method used to elicit discrete patterns of subjectivity (e.g., subjective theories, beliefs). To be more concrete, Q method aims to identify homogeneous latent clusters of viewpoints towards a certain topic from a larger more heterogeneous set of (a priori unknown) different viewpoints held by respondents in the population. For this purpose, study participants are asked to sort qualitative statements concerning a certain topic (e.g., their beliefs toward something) into a grid roughly following a normal distribution indicating whether they agree or disagree with the given propositions. This results in a so-called Q-sort for each participant that then can be fed into a factor analysis that compares the different Q-sorts and groups them by similarity. In the first part of the chapter, Q method is introduced. The second part of the chapter describes a small study focusing on student teachers and their perspectives concerning upcoming long-term school internships.","lang":"eng"}],"user_id":"86519","keyword":["Q method","Subjectivity","Internships","Teacher education","Q sort"],"publication":" Methods for researching professional learning and development: Challenges, applications and empirical illustrations","author":[{"last_name":"Leidig","full_name":"Leidig, Susann","first_name":"Susann"},{"first_name":"Hanna","full_name":"Köhler, Hanna","last_name":"Köhler"},{"first_name":"Carina","full_name":"Caruso, Carina","last_name":"Caruso","id":"23123"},{"last_name":"Goller","id":"30984","first_name":"Michael","orcid":"0000-0002-2820-9178","full_name":"Goller, Michael"}],"publisher":"Springer ","volume":33,"date_created":"2023-01-06T11:47:17Z","status":"public"},{"title":"Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship","user_id":"4245","publication_identifier":{"issn":["0261-9768","1469-5928"]},"publication_status":"published","date_created":"2022-12-20T20:44:14Z","status":"public","publication":"European Journal of Teacher Education","department":[{"_id":"33"}],"keyword":["Education"],"author":[{"full_name":"Vogelsang, Christoph","first_name":"Christoph","id":"4245","last_name":"Vogelsang"},{"full_name":"Wiethoff, Christoph","first_name":"Christoph","id":"585","last_name":"Wiethoff"}],"publisher":"Informa UK Limited","doi":"10.1080/02619768.2022.2158808","date_updated":"2023-01-09T15:10:53Z","_id":"34639","page":"1-19","citation":{"short":"C. Vogelsang, C. Wiethoff, European Journal of Teacher Education (2022) 1–19.","ieee":"C. Vogelsang and C. Wiethoff, “Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship,” European Journal of Teacher Education, pp. 1–19, 2022, doi: 10.1080/02619768.2022.2158808.","chicago":"Vogelsang, Christoph, and Christoph Wiethoff. “Effects of School Closures during the COVID-19 Pandemic in Early 2020 on Prospective Teachers in a One-Semester School Internship.” European Journal of Teacher Education, 2022, 1–19. https://doi.org/10.1080/02619768.2022.2158808.","apa":"Vogelsang, C., & Wiethoff, C. (2022). Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship. European Journal of Teacher Education, 1–19. https://doi.org/10.1080/02619768.2022.2158808","ama":"Vogelsang C, Wiethoff C. Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship. European Journal of Teacher Education. Published online 2022:1-19. doi:10.1080/02619768.2022.2158808","bibtex":"@article{Vogelsang_Wiethoff_2022, title={Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship}, DOI={10.1080/02619768.2022.2158808}, journal={European Journal of Teacher Education}, publisher={Informa UK Limited}, author={Vogelsang, Christoph and Wiethoff, Christoph}, year={2022}, pages={1–19} }","mla":"Vogelsang, Christoph, and Christoph Wiethoff. “Effects of School Closures during the COVID-19 Pandemic in Early 2020 on Prospective Teachers in a One-Semester School Internship.” European Journal of Teacher Education, Informa UK Limited, 2022, pp. 1–19, doi:10.1080/02619768.2022.2158808."},"year":"2022","type":"journal_article","language":[{"iso":"eng"}]},{"title":"Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?","publication_status":"published","publication_identifier":{"issn":["1434-663X","1862-5215"]},"department":[{"_id":"299"},{"_id":"33"}],"doi":"10.1007/s11618-022-01112-0","date_updated":"2023-01-09T15:27:57Z","language":[{"iso":"ger"}],"user_id":"4245","abstract":[{"text":"ZusammenfassungIm Lehramtsstudium sollen Studierende grundlegende Fähigkeiten zur theoriegeleiteten Unterrichtsplanung erwerben. In Übereinstimmung mit Modellen zur professionellen Handlungskompetenz von Lehrkräften wird hierbei meist angenommen, dass das im Studienverlauf erworbene Professionswissen eine wesentliche Grundlage für den Aufbau von Fähigkeiten zur Unterrichtsplanung bildet. Lerngelegenheiten zur Anwendung dieses Professionswissens bieten vor allem schulpraktische Phasen im fortgeschrittenen Studienverlauf. Es wird aber ebenso angenommen, dass gerade Erfahrungen mit der Unterrichtsplanung den Aufbau von Professionswissen unterstützen. Der Zusammenhang zwischen dem Ausmaß des Professionswissens und der Entwicklung von Planungsfähigkeit ist bisher unzureichend empirisch geklärt. Eine besondere methodische Herausforderung besteht darin, Planungsfähigkeiten sowohl möglichst authentisch als auch auf standardisierte Weise zu erfassen. Zur Untersuchung des genannten Zusammenhangs wurde eine längsschnittliche Studie im Prä-Post-Design bei angehenden Physiklehrkräften (N = 68 im Längsschnitt) an vier Universitäten durchgeführt. Die Unterrichtsplanungsfähigkeit wurde mit Hilfe eines standardisierten Performanztests vor und nach dem Absolvieren eines Praxissemesters erfasst, indem als Standardsituation der Entwurf einer Unterrichtsstunde zum 3. Newton’schen Axiom unter definierten Zeitvorgaben im Praxissemester simuliert wurde. Zusätzlich wurden das fachliche, fachdidaktische und pädagogische Wissen der Studierenden mit Hilfe standardisierter Instrumente zu beiden Zeitpunkten erhoben, sowie die einschlägigen Lerngelegenheiten im Praxissemester über einen Fragebogen erfasst. Sowohl für Unterrichtsplanungsfähigkeit als auch für alle Wissensvariablen können Zuwächse im Praxissemester beobachtet werden. Cross-Lagged-Panel-Analysen zeigen, dass insbesondere die Ausprägung des fachdidaktischen und pädagogischen Wissens der Studierenden am Beginn des Praxissemesters die Entwicklung von Unterrichtsplanungsfähigkeit begünstigt.","lang":"eng"}],"volume":25,"status":"public","date_created":"2023-01-09T15:27:36Z","author":[{"first_name":"Josef","full_name":"Riese, Josef","last_name":"Riese"},{"first_name":"Christoph","full_name":"Vogelsang, Christoph","last_name":"Vogelsang","id":"4245"},{"full_name":"Schröder, Jan","first_name":"Jan","last_name":"Schröder"},{"full_name":"Borowski, Andreas","first_name":"Andreas","last_name":"Borowski"},{"last_name":"Kulgemeyer","first_name":"Christoph","full_name":"Kulgemeyer, Christoph"},{"first_name":"Peter","full_name":"Reinhold, Peter","last_name":"Reinhold","id":"416"},{"full_name":"Schecker, Horst","first_name":"Horst","last_name":"Schecker"}],"publisher":"Springer Science and Business Media LLC","publication":"Zeitschrift für Erziehungswissenschaft","keyword":["Education"],"issue":"4","intvolume":" 25","_id":"35524","citation":{"short":"J. Riese, C. Vogelsang, J. Schröder, A. Borowski, C. Kulgemeyer, P. Reinhold, H. Schecker, Zeitschrift für Erziehungswissenschaft 25 (2022) 843–867.","ieee":"J. Riese et al., “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?,” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 4, pp. 843–867, 2022, doi: 10.1007/s11618-022-01112-0.","chicago":"Riese, Josef, Christoph Vogelsang, Jan Schröder, Andreas Borowski, Christoph Kulgemeyer, Peter Reinhold, and Horst Schecker. “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?” Zeitschrift für Erziehungswissenschaft 25, no. 4 (2022): 843–67. https://doi.org/10.1007/s11618-022-01112-0.","apa":"Riese, J., Vogelsang, C., Schröder, J., Borowski, A., Kulgemeyer, C., Reinhold, P., & Schecker, H. (2022). Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen? Zeitschrift für Erziehungswissenschaft, 25(4), 843–867. https://doi.org/10.1007/s11618-022-01112-0","ama":"Riese J, Vogelsang C, Schröder J, et al. Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen? Zeitschrift für Erziehungswissenschaft. 2022;25(4):843-867. doi:10.1007/s11618-022-01112-0","mla":"Riese, Josef, et al. “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 4, Springer Science and Business Media LLC, 2022, pp. 843–67, doi:10.1007/s11618-022-01112-0.","bibtex":"@article{Riese_Vogelsang_Schröder_Borowski_Kulgemeyer_Reinhold_Schecker_2022, title={Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?}, volume={25}, DOI={10.1007/s11618-022-01112-0}, number={4}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Riese, Josef and Vogelsang, Christoph and Schröder, Jan and Borowski, Andreas and Kulgemeyer, Christoph and Reinhold, Peter and Schecker, Horst}, year={2022}, pages={843–867} }"},"year":"2022","type":"journal_article","page":"843-867"},{"department":[{"_id":"299"},{"_id":"33"}],"publication_status":"published","publication_identifier":{"issn":["2227-7102"]},"title":"Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience","language":[{"iso":"eng"}],"date_updated":"2023-01-09T15:27:20Z","doi":"10.3390/educsci12070479","author":[{"first_name":"Christoph","full_name":"Vogelsang, Christoph","last_name":"Vogelsang","id":"4245"},{"first_name":"Christoph","full_name":"Kulgemeyer, Christoph","last_name":"Kulgemeyer"},{"last_name":"Riese","first_name":"Josef","full_name":"Riese, Josef"}],"publisher":"MDPI AG","keyword":["Public Administration","Developmental and Educational Psychology","Education","Computer Science Applications","Computer Science (miscellaneous)","Physical Therapy","Sports Therapy and Rehabilitation"],"publication":"Education Sciences","volume":12,"status":"public","date_created":"2023-01-09T15:25:28Z","abstract":[{"text":"Following concepts describing lesson planning as a form of anticipatory reflection, preservice physics teachers’ reflection skills are assumed to be positively connected with their planning skills. However, empirical evidence on this is scarce. To explore how relations between these specific skills change over the course of a field experience controlling for influences of professional knowledge, we conduct a pre-post field study with N = 95 preservice physics teachers in a one-semester field experience. Content knowledge (CK) and pedagogical content knowledge (PCK) (paper-and-pencil tests), and reflection and planning skills (standardized performance assessments) were assessed before and after the field experience. Path analyses revealed almost no influence of reflection skills on planning skills. Reflections skills did not contribute to preservice teachers planning skills beyond knowledge, indicating both constructs might represent rather independent abilities. The results show the need for further development of models describing the development of teachers’ professional knowledge and skills in academic teacher education and for the development of concepts for a better integration of reflection and lesson planning in field experiences.","lang":"eng"}],"user_id":"4245","year":"2022","citation":{"bibtex":"@article{Vogelsang_Kulgemeyer_Riese_2022, title={Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience}, volume={12}, DOI={10.3390/educsci12070479}, number={7479}, journal={Education Sciences}, publisher={MDPI AG}, author={Vogelsang, Christoph and Kulgemeyer, Christoph and Riese, Josef}, year={2022} }","mla":"Vogelsang, Christoph, et al. “Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience.” Education Sciences, vol. 12, no. 7, 479, MDPI AG, 2022, doi:10.3390/educsci12070479.","ama":"Vogelsang C, Kulgemeyer C, Riese J. Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience. Education Sciences. 2022;12(7). doi:10.3390/educsci12070479","apa":"Vogelsang, C., Kulgemeyer, C., & Riese, J. (2022). Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience. Education Sciences, 12(7), Article 479. https://doi.org/10.3390/educsci12070479","chicago":"Vogelsang, Christoph, Christoph Kulgemeyer, and Josef Riese. “Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience.” Education Sciences 12, no. 7 (2022). https://doi.org/10.3390/educsci12070479.","ieee":"C. Vogelsang, C. Kulgemeyer, and J. Riese, “Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience,” Education Sciences, vol. 12, no. 7, Art. no. 479, 2022, doi: 10.3390/educsci12070479.","short":"C. Vogelsang, C. Kulgemeyer, J. Riese, Education Sciences 12 (2022)."},"type":"journal_article","intvolume":" 12","_id":"35522","article_number":"479","issue":"7"},{"status":"public","date_created":"2023-01-10T08:56:30Z","volume":53,"author":[{"last_name":"Liebendörfer","id":"30933","first_name":"Michael","full_name":"Liebendörfer, Michael","orcid":"0000-0001-9887-2074"},{"last_name":"Göller","first_name":"Robin","full_name":"Göller, Robin"},{"full_name":"Gildehaus, Lara","first_name":"Lara","last_name":"Gildehaus"},{"last_name":"Kortemeyer","full_name":"Kortemeyer, Jörg","first_name":"Jörg"},{"last_name":"Biehler","id":"16274","first_name":"Rolf","full_name":"Biehler, Rolf"},{"first_name":"Reinhard","full_name":"Hochmuth, Reinhard","last_name":"Hochmuth"},{"first_name":"Laura","full_name":"Ostsieker, Laura","last_name":"Ostsieker"},{"full_name":"Rode, Jana","first_name":"Jana","last_name":"Rode"},{"last_name":"Schaper","full_name":"Schaper, Niclas","first_name":"Niclas"}],"publisher":"Informa UK Limited","publication":"International Journal of Mathematical Education in Science and Technology","keyword":["Applied Mathematics","Education","Mathematics (miscellaneous)"],"user_id":"37888","type":"journal_article","citation":{"mla":"Liebendörfer, Michael, et al. “The Role of Learning Strategies for Performance in Mathematics Courses for Engineers.” International Journal of Mathematical Education in Science and Technology, vol. 53, no. 5, Informa UK Limited, 2022, pp. 1133–52, doi:10.1080/0020739x.2021.2023772.","bibtex":"@article{Liebendörfer_Göller_Gildehaus_Kortemeyer_Biehler_Hochmuth_Ostsieker_Rode_Schaper_2022, title={The role of learning strategies for performance in mathematics courses for engineers}, volume={53}, DOI={10.1080/0020739x.2021.2023772}, number={5}, journal={International Journal of Mathematical Education in Science and Technology}, publisher={Informa UK Limited}, author={Liebendörfer, Michael and Göller, Robin and Gildehaus, Lara and Kortemeyer, Jörg and Biehler, Rolf and Hochmuth, Reinhard and Ostsieker, Laura and Rode, Jana and Schaper, Niclas}, year={2022}, pages={1133–1152} }","apa":"Liebendörfer, M., Göller, R., Gildehaus, L., Kortemeyer, J., Biehler, R., Hochmuth, R., Ostsieker, L., Rode, J., & Schaper, N. (2022). The role of learning strategies for performance in mathematics courses for engineers. International Journal of Mathematical Education in Science and Technology, 53(5), 1133–1152. https://doi.org/10.1080/0020739x.2021.2023772","ama":"Liebendörfer M, Göller R, Gildehaus L, et al. The role of learning strategies for performance in mathematics courses for engineers. International Journal of Mathematical Education in Science and Technology. 2022;53(5):1133-1152. doi:10.1080/0020739x.2021.2023772","chicago":"Liebendörfer, Michael, Robin Göller, Lara Gildehaus, Jörg Kortemeyer, Rolf Biehler, Reinhard Hochmuth, Laura Ostsieker, Jana Rode, and Niclas Schaper. “The Role of Learning Strategies for Performance in Mathematics Courses for Engineers.” International Journal of Mathematical Education in Science and Technology 53, no. 5 (2022): 1133–52. https://doi.org/10.1080/0020739x.2021.2023772.","ieee":"M. Liebendörfer et al., “The role of learning strategies for performance in mathematics courses for engineers,” International Journal of Mathematical Education in Science and Technology, vol. 53, no. 5, pp. 1133–1152, 2022, doi: 10.1080/0020739x.2021.2023772.","short":"M. Liebendörfer, R. Göller, L. Gildehaus, J. Kortemeyer, R. Biehler, R. Hochmuth, L. Ostsieker, J. Rode, N. Schaper, International Journal of Mathematical Education in Science and Technology 53 (2022) 1133–1152."},"year":"2022","page":"1133-1152","issue":"5","intvolume":" 53","_id":"35685","publication_status":"published","publication_identifier":{"issn":["0020-739X","1464-5211"]},"department":[{"_id":"363"}],"title":"The role of learning strategies for performance in mathematics courses for engineers","language":[{"iso":"eng"}],"doi":"10.1080/0020739x.2021.2023772","date_updated":"2023-01-10T08:58:56Z"},{"user_id":"51082","keyword":["Education"],"publication":"International Journal of Science Education","author":[{"full_name":"Kulgemeyer, Christoph","first_name":"Christoph","last_name":"Kulgemeyer"},{"id":"51082","last_name":"Hörnlein","full_name":"Hörnlein, Madeleine","first_name":"Madeleine"},{"last_name":"Sterzing","first_name":"Fabian","full_name":"Sterzing, Fabian"}],"publisher":"Informa UK Limited","date_created":"2023-01-10T10:28:12Z","status":"public","volume":44,"_id":"35760","intvolume":" 44","issue":"11","page":"1855-1875","type":"journal_article","citation":{"mla":"Kulgemeyer, Christoph, et al. “Exploring the Effects of Physics Explainer Videos and Written Explanations on Declarative Knowledge and the Illusion of Understanding.” International Journal of Science Education, vol. 44, no. 11, Informa UK Limited, 2022, pp. 1855–75, doi:10.1080/09500693.2022.2100507.","bibtex":"@article{Kulgemeyer_Hörnlein_Sterzing_2022, title={Exploring the effects of physics explainer videos and written explanations on declarative knowledge and the illusion of understanding}, volume={44}, DOI={10.1080/09500693.2022.2100507}, number={11}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Kulgemeyer, Christoph and Hörnlein, Madeleine and Sterzing, Fabian}, year={2022}, pages={1855–1875} }","chicago":"Kulgemeyer, Christoph, Madeleine Hörnlein, and Fabian Sterzing. “Exploring the Effects of Physics Explainer Videos and Written Explanations on Declarative Knowledge and the Illusion of Understanding.” International Journal of Science Education 44, no. 11 (2022): 1855–75. https://doi.org/10.1080/09500693.2022.2100507.","ama":"Kulgemeyer C, Hörnlein M, Sterzing F. Exploring the effects of physics explainer videos and written explanations on declarative knowledge and the illusion of understanding. International Journal of Science Education. 2022;44(11):1855-1875. doi:10.1080/09500693.2022.2100507","apa":"Kulgemeyer, C., Hörnlein, M., & Sterzing, F. (2022). Exploring the effects of physics explainer videos and written explanations on declarative knowledge and the illusion of understanding. International Journal of Science Education, 44(11), 1855–1875. https://doi.org/10.1080/09500693.2022.2100507","ieee":"C. Kulgemeyer, M. Hörnlein, and F. Sterzing, “Exploring the effects of physics explainer videos and written explanations on declarative knowledge and the illusion of understanding,” International Journal of Science Education, vol. 44, no. 11, pp. 1855–1875, 2022, doi: 10.1080/09500693.2022.2100507.","short":"C. Kulgemeyer, M. Hörnlein, F. Sterzing, International Journal of Science Education 44 (2022) 1855–1875."},"year":"2022","title":"Exploring the effects of physics explainer videos and written explanations on declarative knowledge and the illusion of understanding","publication_identifier":{"issn":["0950-0693","1464-5289"]},"publication_status":"published","date_updated":"2023-01-10T12:37:29Z","doi":"10.1080/09500693.2022.2100507","language":[{"iso":"eng"}]},{"publication":"Statistics Education Research Journal","keyword":["Education","Statistics and Probability"],"publisher":"International Association for Statistical Education","author":[{"full_name":"Biehler, Rolf","first_name":"Rolf","id":"16274","last_name":"Biehler"},{"last_name":"De Veaux","first_name":"Richard","full_name":"De Veaux, Richard"},{"first_name":"Joachim","full_name":"Engel, Joachim","last_name":"Engel"},{"last_name":"Kazak","first_name":"Sibel","full_name":"Kazak, Sibel"},{"last_name":"Frischemeier","full_name":"Frischemeier, Daniel","first_name":"Daniel"}],"volume":21,"date_created":"2022-12-23T11:20:39Z","status":"public","abstract":[{"text":"A very warm welcome to this Special Issue of the Statistics Education Research Journal (SERJ) on data science education. Our hope is to give an overview of selected theoretical thoughts and empirical studies on data science education from a statistics education research perspective. Data science education is rapidly developing but research into data science education is still in its infancy. The current issue presents a snapshot of this developing field.","lang":"eng"}],"user_id":"37888","citation":{"ieee":"R. Biehler, R. De Veaux, J. Engel, S. Kazak, and D. Frischemeier, “Editorial: Research on Data Science Education,” Statistics Education Research Journal, vol. 21, no. 2, Art. no. 1, 2022, doi: 10.52041/serj.v21i2.606.","short":"R. Biehler, R. De Veaux, J. Engel, S. Kazak, D. Frischemeier, Statistics Education Research Journal 21 (2022).","bibtex":"@article{Biehler_De Veaux_Engel_Kazak_Frischemeier_2022, title={Editorial: Research on Data Science Education}, volume={21}, DOI={10.52041/serj.v21i2.606}, number={21}, journal={Statistics Education Research Journal}, publisher={International Association for Statistical Education}, author={Biehler, Rolf and De Veaux, Richard and Engel, Joachim and Kazak, Sibel and Frischemeier, Daniel}, year={2022} }","mla":"Biehler, Rolf, et al. “Editorial: Research on Data Science Education.” Statistics Education Research Journal, vol. 21, no. 2, 1, International Association for Statistical Education, 2022, doi:10.52041/serj.v21i2.606.","chicago":"Biehler, Rolf, Richard De Veaux, Joachim Engel, Sibel Kazak, and Daniel Frischemeier. “Editorial: Research on Data Science Education.” Statistics Education Research Journal 21, no. 2 (2022). https://doi.org/10.52041/serj.v21i2.606.","ama":"Biehler R, De Veaux R, Engel J, Kazak S, Frischemeier D. Editorial: Research on Data Science Education. Statistics Education Research Journal. 2022;21(2). doi:10.52041/serj.v21i2.606","apa":"Biehler, R., De Veaux, R., Engel, J., Kazak, S., & Frischemeier, D. (2022). Editorial: Research on Data Science Education. Statistics Education Research Journal, 21(2), Article 1. https://doi.org/10.52041/serj.v21i2.606"},"year":"2022","type":"journal_article","_id":"34920","intvolume":" 21","article_number":"1","issue":"2","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"363"}],"publication_identifier":{"issn":["1570-1824"]},"publication_status":"published","title":"Editorial: Research on Data Science Education","language":[{"iso":"eng"}],"date_updated":"2023-01-11T08:46:32Z","doi":"10.52041/serj.v21i2.606"},{"type":"journal_article","year":"2022","citation":{"apa":"Soyka, C., Schaper, N., Bender, E., Striewe, M., & Ullrich, M. (2022). Toward a Competence Model for Graphical Modeling. ACM Transactions on Computing Education, 23(1), Article 15. https://doi.org/10.1145/3567598","ama":"Soyka C, Schaper N, Bender E, Striewe M, Ullrich M. Toward a Competence Model for Graphical Modeling. ACM Transactions on Computing Education. 2022;23(1). doi:10.1145/3567598","chicago":"Soyka, Chantal, Niclas Schaper, Elena Bender, Michael Striewe, and Meike Ullrich. “Toward a Competence Model for Graphical Modeling.” ACM Transactions on Computing Education 23, no. 1 (2022). https://doi.org/10.1145/3567598.","mla":"Soyka, Chantal, et al. “Toward a Competence Model for Graphical Modeling.” ACM Transactions on Computing Education, vol. 23, no. 1, 15, Association for Computing Machinery, 2022, doi:10.1145/3567598.","bibtex":"@article{Soyka_Schaper_Bender_Striewe_Ullrich_2022, title={Toward a Competence Model for Graphical Modeling}, volume={23}, DOI={10.1145/3567598}, number={115}, journal={ACM Transactions on Computing Education}, publisher={Association for Computing Machinery}, author={Soyka, Chantal and Schaper, Niclas and Bender, Elena and Striewe, Michael and Ullrich, Meike}, year={2022} }","short":"C. Soyka, N. Schaper, E. Bender, M. Striewe, M. Ullrich, ACM Transactions on Computing Education 23 (2022).","ieee":"C. Soyka, N. Schaper, E. Bender, M. Striewe, and M. Ullrich, “Toward a Competence Model for Graphical Modeling,” ACM Transactions on Computing Education, vol. 23, no. 1, Art. no. 15, 2022, doi: 10.1145/3567598."},"article_number":"15","issue":"1","intvolume":" 23","_id":"33839","volume":23,"status":"public","date_created":"2022-10-20T12:58:12Z","quality_controlled":"1","author":[{"id":"83964","last_name":"Soyka","orcid":"https://orcid.org/0000-0002-4881-5378","full_name":"Soyka, Chantal","first_name":"Chantal"},{"full_name":"Schaper, Niclas","first_name":"Niclas","last_name":"Schaper"},{"full_name":"Bender, Elena","first_name":"Elena","last_name":"Bender"},{"full_name":"Striewe, Michael","first_name":"Michael","last_name":"Striewe"},{"last_name":"Ullrich","first_name":"Meike","full_name":"Ullrich, Meike"}],"publisher":"Association for Computing Machinery","keyword":["graphical modeling","conceptual modeling","computer science","competence model","higher education"],"publication":"ACM Transactions on Computing Education","user_id":"83964","article_type":"original","abstract":[{"lang":"eng","text":"Modeling is an integral part of many computing-related disciplines and thus also represents a curricular core component in computing education in tertiary education. Competence models in which modeling is integrated at least to some extent already exist in some of these disciplines. However, for the core component of graphical modeling, a competence model that illuminates the relevant competences in detail is still lacking. Therefore, we develop a competence model for graphical modeling with the aim to make teaching and especially assessments in the field more competence-oriented. This paper reports on the first two studies conducted to develop and validate the competence model for graphical modeling. In the first study, the structure of the competence model was developed based on theories and approaches of educational science. Competences relevant for graphical modeling were deductively derived from literature and existing university course descriptions using techniques of qualitative content analysis. The result of the first study is a preliminary competence model. In the second study, the preliminary competence model was reviewed by means of an expert rating in the modeling community. The competence model was revised and refined based on these findings and subsequent expert discussions. The main result of the investigation represents the competence model for graphical modeling (CMGM), which includes a total of 74 competence facets at different cognitive process levels in the five content areas of ”model understanding and interpreting”, ”model building and modifying”, ”values, attitudes, and beliefs”, ”metacognitive knowledge and skills”, and ”social-communicative skills”."}],"language":[{"iso":"eng"}],"doi":"10.1145/3567598","date_updated":"2023-01-18T10:08:08Z","publication_status":"published","department":[{"_id":"423"}],"title":"Toward a Competence Model for Graphical Modeling"},{"intvolume":" 113","_id":"37446","article_number":"101948","year":"2022","type":"journal_article","citation":{"bibtex":"@article{Seifert_Paleczek_2022, title={Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language}, volume={113}, DOI={10.1016/j.ijer.2022.101948}, number={101948}, journal={International Journal of Educational Research}, publisher={Elsevier BV}, author={Seifert, Susanne and Paleczek, Lisa}, year={2022} }","mla":"Seifert, Susanne, and Lisa Paleczek. “Comparing Tablet and Print Mode of a German Reading Comprehension Test in Grade 3: Influence of Test Order, Gender and Language.” International Journal of Educational Research, vol. 113, 101948, Elsevier BV, 2022, doi:10.1016/j.ijer.2022.101948.","ieee":"S. Seifert and L. Paleczek, “Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language,” International Journal of Educational Research, vol. 113, Art. no. 101948, 2022, doi: 10.1016/j.ijer.2022.101948.","chicago":"Seifert, Susanne, and Lisa Paleczek. “Comparing Tablet and Print Mode of a German Reading Comprehension Test in Grade 3: Influence of Test Order, Gender and Language.” International Journal of Educational Research 113 (2022). https://doi.org/10.1016/j.ijer.2022.101948.","ama":"Seifert S, Paleczek L. Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language. International Journal of Educational Research. 2022;113. doi:10.1016/j.ijer.2022.101948","apa":"Seifert, S., & Paleczek, L. (2022). Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language. International Journal of Educational Research, 113, Article 101948. https://doi.org/10.1016/j.ijer.2022.101948","short":"S. Seifert, L. Paleczek, International Journal of Educational Research 113 (2022)."},"user_id":"97270","publisher":"Elsevier BV","author":[{"id":"97270","last_name":"Seifert","full_name":"Seifert, Susanne","first_name":"Susanne"},{"last_name":"Paleczek","full_name":"Paleczek, Lisa","first_name":"Lisa"}],"publication":"International Journal of Educational Research","keyword":["Education"],"volume":113,"status":"public","date_created":"2023-01-18T16:12:10Z","date_updated":"2023-01-18T16:41:47Z","doi":"10.1016/j.ijer.2022.101948","language":[{"iso":"eng"}],"title":"Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language","department":[{"_id":"645"}],"publication_status":"published","publication_identifier":{"issn":["0883-0355"]}},{"abstract":[{"lang":"eng","text":" This paper investigates the implementation of a reading program designed for third grade elementary school classrooms in Austria. Using a mixed-methods approach, lesson types were identified, respective class compositions analyzed, and the effects on students’ reading gains examined. The results show that the lesson types seem to reflect learner group needs as students in the different lesson types profited similarly from the reading program. This supports the hypothesis that reading is a highly individualized process and leads to the conclusion that the instructional approach of the reading program investigated supports teachers in conducting reading lessons tailored to their students’ needs. "}],"title":"Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs","user_id":"97270","department":[{"_id":"645"}],"keyword":["Education"],"publication":"Journal of Education","publisher":"SAGE Publications","author":[{"last_name":"Kulmhofer-Bommer","first_name":"Andrea","full_name":"Kulmhofer-Bommer, Andrea"},{"id":"97270","last_name":"Seifert","full_name":"Seifert, Susanne","first_name":"Susanne"},{"last_name":"Paleczek","full_name":"Paleczek, Lisa","first_name":"Lisa"},{"last_name":"Gasteiger-Klicpera","first_name":"Barbara","full_name":"Gasteiger-Klicpera, Barbara"}],"publication_status":"published","publication_identifier":{"issn":["0022-0574","2515-5741"]},"date_created":"2023-01-18T16:07:57Z","status":"public","date_updated":"2023-01-18T16:44:07Z","_id":"37438","doi":"10.1177/00220574221112627","article_number":"002205742211126","year":"2022","citation":{"ieee":"A. Kulmhofer-Bommer, S. Seifert, L. Paleczek, and B. Gasteiger-Klicpera, “Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs,” Journal of Education, Art. no. 002205742211126, 2022, doi: 10.1177/00220574221112627.","short":"A. Kulmhofer-Bommer, S. Seifert, L. Paleczek, B. Gasteiger-Klicpera, Journal of Education (2022).","bibtex":"@article{Kulmhofer-Bommer_Seifert_Paleczek_Gasteiger-Klicpera_2022, title={Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs}, DOI={10.1177/00220574221112627}, number={002205742211126}, journal={Journal of Education}, publisher={SAGE Publications}, author={Kulmhofer-Bommer, Andrea and Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera, Barbara}, year={2022} }","mla":"Kulmhofer-Bommer, Andrea, et al. “Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs.” Journal of Education, 002205742211126, SAGE Publications, 2022, doi:10.1177/00220574221112627.","chicago":"Kulmhofer-Bommer, Andrea, Susanne Seifert, Lisa Paleczek, and Barbara Gasteiger-Klicpera. “Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs.” Journal of Education, 2022. https://doi.org/10.1177/00220574221112627.","apa":"Kulmhofer-Bommer, A., Seifert, S., Paleczek, L., & Gasteiger-Klicpera, B. (2022). Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs. Journal of Education, Article 002205742211126. https://doi.org/10.1177/00220574221112627","ama":"Kulmhofer-Bommer A, Seifert S, Paleczek L, Gasteiger-Klicpera B. Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs. Journal of Education. Published online 2022. doi:10.1177/00220574221112627"},"type":"journal_article","language":[{"iso":"eng"}]},{"language":[{"iso":"eng"}],"doi":"10.1016/j.ijer.2022.101938","date_updated":"2023-01-18T16:43:26Z","publication_status":"published","publication_identifier":{"issn":["0883-0355"]},"department":[{"_id":"645"}],"title":"A feasibility study of digital content use in inclusive, Austrian primary school practice","citation":{"ieee":"L. Paleczek, D. Ender, J. Berger, K. Prinz, and S. Seifert, “A feasibility study of digital content use in inclusive, Austrian primary school practice,” International Journal of Educational Research, vol. 112, Art. no. 101938, 2022, doi: 10.1016/j.ijer.2022.101938.","short":"L. Paleczek, D. Ender, J. Berger, K. Prinz, S. Seifert, International Journal of Educational Research 112 (2022).","mla":"Paleczek, Lisa, et al. “A Feasibility Study of Digital Content Use in Inclusive, Austrian Primary School Practice.” International Journal of Educational Research, vol. 112, 101938, Elsevier BV, 2022, doi:10.1016/j.ijer.2022.101938.","bibtex":"@article{Paleczek_Ender_Berger_Prinz_Seifert_2022, title={A feasibility study of digital content use in inclusive, Austrian primary school practice}, volume={112}, DOI={10.1016/j.ijer.2022.101938}, number={101938}, journal={International Journal of Educational Research}, publisher={Elsevier BV}, author={Paleczek, Lisa and Ender, Daniela and Berger, Jessica and Prinz, Katharina and Seifert, Susanne}, year={2022} }","chicago":"Paleczek, Lisa, Daniela Ender, Jessica Berger, Katharina Prinz, and Susanne Seifert. “A Feasibility Study of Digital Content Use in Inclusive, Austrian Primary School Practice.” International Journal of Educational Research 112 (2022). https://doi.org/10.1016/j.ijer.2022.101938.","ama":"Paleczek L, Ender D, Berger J, Prinz K, Seifert S. A feasibility study of digital content use in inclusive, Austrian primary school practice. International Journal of Educational Research. 2022;112. doi:10.1016/j.ijer.2022.101938","apa":"Paleczek, L., Ender, D., Berger, J., Prinz, K., & Seifert, S. (2022). A feasibility study of digital content use in inclusive, Austrian primary school practice. International Journal of Educational Research, 112, Article 101938. https://doi.org/10.1016/j.ijer.2022.101938"},"year":"2022","type":"journal_article","article_number":"101938","_id":"37440","intvolume":" 112","volume":112,"date_created":"2023-01-18T16:08:52Z","status":"public","publication":"International Journal of Educational Research","keyword":["Education"],"author":[{"last_name":"Paleczek","first_name":"Lisa","full_name":"Paleczek, Lisa"},{"last_name":"Ender","first_name":"Daniela","full_name":"Ender, Daniela"},{"last_name":"Berger","full_name":"Berger, Jessica","first_name":"Jessica"},{"last_name":"Prinz","first_name":"Katharina","full_name":"Prinz, Katharina"},{"last_name":"Seifert","id":"97270","first_name":"Susanne","full_name":"Seifert, Susanne"}],"publisher":"Elsevier BV","user_id":"97270"},{"abstract":[{"lang":"eng","text":"AbstractWhen the COVID-19 pandemic began, many universities switched to fully online teaching. This unexpected switching to online teaching was challenging for both teachers and students, and restrictions that were put in place because of pandemic made this challenge even greater. However, new ways of teaching might also open new opportunities for students’ learning. The research question driving our study was as follows: how do students regulate their learning and specifically their choice of resources and peer learning in university mathematics classes that are fully taught online as offered during the COVID-19 pandemic? We report on a longitudinal, qualitative study in which students recorded a brief audio diary twice a week over one whole semester (14 weeks). We focused on three students who completed 70 interviews in total and finished the semester with varying degrees of success. The results show how the students structured their studying (e.g., the roles that deadlines or synchronous teaching events played). They illustrate the strengths and limitations of digital materials provided by the lecturer and the use of complementary media. Further, the pandemic uncovered the double-edged role of simple, often anonymous exchanges (e.g., via Discord servers), with few binding forces for either side, and the significance of stable learning partnerships for students’ success. Our research highlights aspects that should be focal points when comparing traditional instruction and online instruction during the pandemic from a self-regulatory perspective. Practical implications refer to how these aspects can be combined sensibly in fully online courses, but also in blended learning contexts."}],"user_id":"30933","title":"First-year university students' self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study","keyword":["General Mathematics","Education"],"department":[{"_id":"10"}],"publication":"ZDM – Mathematics Education","author":[{"last_name":"Liebendörfer","full_name":"Liebendörfer, Michael","first_name":"Michael"},{"last_name":"Kempen","full_name":"Kempen, Leander","first_name":"Leander"},{"full_name":"Schukajlow, Stanislaw","first_name":"Stanislaw","last_name":"Schukajlow"}],"publisher":"Springer Science and Business Media LLC","date_created":"2023-01-18T22:22:25Z","status":"public","publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","_id":"37470","date_updated":"2023-01-18T22:44:06Z","doi":"10.1007/s11858-022-01444-5","language":[{"iso":"eng"}],"citation":{"ieee":"M. Liebendörfer, L. Kempen, and S. Schukajlow, “First-year university students’ self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study,” ZDM – Mathematics Education, 2022, doi: 10.1007/s11858-022-01444-5.","short":"M. Liebendörfer, L. Kempen, S. Schukajlow, ZDM – Mathematics Education (2022).","bibtex":"@article{Liebendörfer_Kempen_Schukajlow_2022, title={First-year university students’ self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study}, DOI={10.1007/s11858-022-01444-5}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Liebendörfer, Michael and Kempen, Leander and Schukajlow, Stanislaw}, year={2022} }","mla":"Liebendörfer, Michael, et al. “First-Year University Students’ Self-Regulated Learning during the COVID-19 Pandemic: A Qualitative Longitudinal Study.” ZDM – Mathematics Education, Springer Science and Business Media LLC, 2022, doi:10.1007/s11858-022-01444-5.","chicago":"Liebendörfer, Michael, Leander Kempen, and Stanislaw Schukajlow. “First-Year University Students’ Self-Regulated Learning during the COVID-19 Pandemic: A Qualitative Longitudinal Study.” ZDM – Mathematics Education, 2022. https://doi.org/10.1007/s11858-022-01444-5.","apa":"Liebendörfer, M., Kempen, L., & Schukajlow, S. (2022). First-year university students’ self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-022-01444-5","ama":"Liebendörfer M, Kempen L, Schukajlow S. First-year university students’ self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study. ZDM – Mathematics Education. Published online 2022. doi:10.1007/s11858-022-01444-5"},"year":"2022","type":"journal_article"},{"publication_identifier":{"issn":["2198-9745","2198-9753"]},"publication_status":"published","date_created":"2023-01-18T22:22:49Z","status":"public","department":[{"_id":"10"}],"keyword":["Education","Mathematics (miscellaneous)"],"publication":"International Journal of Research in Undergraduate Mathematics Education","author":[{"last_name":"Büdenbender-Kuklinski","first_name":"Christiane","full_name":"Büdenbender-Kuklinski, Christiane"},{"last_name":"Hochmuth","full_name":"Hochmuth, Reinhard","first_name":"Reinhard"},{"last_name":"Liebendörfer","first_name":"Michael","full_name":"Liebendörfer, Michael"}],"publisher":"Springer Science and Business Media LLC","title":"Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students","user_id":"30933","abstract":[{"lang":"eng","text":"AbstractAs earlier research results suggest that many mathematics teaching students criticize a missing relevance in their studies, we explore explanations and interrelationships of their relevance assessments. We aim at finding out how one could support the students in attributing relevance to their study programs. A two-fold model for relevance assessments in mathematics teacher education is proposed, consisting of relevance content and relevance reasons. We investigate students' relevance perceptions of mathematical topics and of topics’ complexities, as well as their rating of individual and societal/ vocational relevance reasons, all in relation to their perception of the relevance of their overall program of study. Contrary to earlier research findings, our results suggest that mathematics teaching students already do attribute relevance to many content areas and that a preparation for the teaching profession is not the only reason for them to assign relevance. There also seem to be many students who would attribute relevance if they could develop as individuals and pursue their interests. We suggest that giving students opportunities to set individual priorities in their studies could hence support their relevance assessments. As low relevance assessments seem to be connected to students’ motivational problems, students might profit from motivational support, as well."}],"year":"2022","citation":{"short":"C. Büdenbender-Kuklinski, R. Hochmuth, M. Liebendörfer, International Journal of Research in Undergraduate Mathematics Education (2022).","ieee":"C. Büdenbender-Kuklinski, R. Hochmuth, and M. Liebendörfer, “Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students,” International Journal of Research in Undergraduate Mathematics Education, 2022, doi: 10.1007/s40753-022-00188-7.","ama":"Büdenbender-Kuklinski C, Hochmuth R, Liebendörfer M. Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students. International Journal of Research in Undergraduate Mathematics Education. Published online 2022. doi:10.1007/s40753-022-00188-7","apa":"Büdenbender-Kuklinski, C., Hochmuth, R., & Liebendörfer, M. (2022). Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students. International Journal of Research in Undergraduate Mathematics Education. https://doi.org/10.1007/s40753-022-00188-7","chicago":"Büdenbender-Kuklinski, Christiane, Reinhard Hochmuth, and Michael Liebendörfer. “Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students.” International Journal of Research in Undergraduate Mathematics Education, 2022. https://doi.org/10.1007/s40753-022-00188-7.","bibtex":"@article{Büdenbender-Kuklinski_Hochmuth_Liebendörfer_2022, title={Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students}, DOI={10.1007/s40753-022-00188-7}, journal={International Journal of Research in Undergraduate Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Büdenbender-Kuklinski, Christiane and Hochmuth, Reinhard and Liebendörfer, Michael}, year={2022} }","mla":"Büdenbender-Kuklinski, Christiane, et al. “Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students.” International Journal of Research in Undergraduate Mathematics Education, Springer Science and Business Media LLC, 2022, doi:10.1007/s40753-022-00188-7."},"type":"journal_article","language":[{"iso":"eng"}],"doi":"10.1007/s40753-022-00188-7","date_updated":"2023-01-18T22:43:43Z","_id":"37472"},{"department":[{"_id":"43"},{"_id":"298"}],"publication_identifier":{"issn":["1434-663X","1862-5215"]},"publication_status":"published","title":"Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht: Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf Grundlage einer mehrdimensionalen Kompetenzstruktur","language":[{"iso":"ger"}],"date_updated":"2023-01-19T13:56:58Z","doi":"10.1007/s11618-022-01116-w","publisher":"Springer Science and Business Media LLC","quality_controlled":"1","author":[{"first_name":"Alexander","orcid":"0000-0003-1650-0440","full_name":"Kirsch, Alexander","last_name":"Kirsch","id":"59797"}],"keyword":["Education"],"publication":"Zeitschrift für Erziehungswissenschaft","volume":25,"status":"public","date_created":"2023-01-13T10:24:53Z","article_type":"original","abstract":[{"lang":"eng","text":"ZusammenfassungIm vorliegenden Beitrag werden nach ausführlicher theoretischer Diskussion des Kompetenzbegriffs und der Definition von Kompetenz als Können ein Modell sachunterrichtlicher Planungskompetenz sowie ein daran anschließendes Messinstrument vorgestellt. Im Hinblick auf den Einsatz dieses Instrumentes im Rahmen einer Evaluation des nordrhein-westfälischen Praxissemesters stellen sich Fragen nach der psychometrischen Struktur der Testauswertung. Da das Instrument sowohl zur Testung von Sachunterrichtsstudierenden mit dem Lehramtsprofil ‚Grundschule‘ als auch von Sachunterrichtsstudierenden mit sonderpädagogischem Schwerpunkt eingesetzt werden soll, ist zu zeigen, dass die Testergebnisse nicht durch den gewählten Studiengang beeinflusst werden. Im Beitrag werden Rohdaten aus einer Studie an der Universität Paderborn (n = 121) genutzt, um eine fünfdimensionale Modellstruktur gegen eine eindimensionale zu testen und empirisch gestützte Argumente für eine mehrdimensionale Skalierung zu generieren. Durch Differential-Item-Functioning-Analysen wird geprüft, ob die Itemschwierigkeiten mit dem Merkmal ‚Studiengang‘ interagieren, sodass sie sich trotz gleicher Kompetenzausprägung für Untersuchungsteilnehmende beider Studierendengruppen signifikant unterscheiden und zu einer diagnostischen Verzerrung führen würden. Abschließend wird der beispielhafte Einsatz des Instrumentes im Rahmen einer Wirksamkeitsanalyse in Bezug die Effektivität des nordrhein-westfälischen Praxissemesters an der Universität Paderborn (n = 26) dargelegt. Aus den differenzierten Ergebnissen werden unter anderem erste Hinweise auf Defizite in der Lehrerinnen- und Lehrerausbildung abgeleitet."}],"user_id":"59797","citation":{"ieee":"A. Kirsch, “Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht: Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf Grundlage einer mehrdimensionalen Kompetenzstruktur,” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 4, pp. 815–842, 2022, doi: 10.1007/s11618-022-01116-w.","short":"A. Kirsch, Zeitschrift für Erziehungswissenschaft 25 (2022) 815–842.","bibtex":"@article{Kirsch_2022, title={Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht: Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf Grundlage einer mehrdimensionalen Kompetenzstruktur}, volume={25}, DOI={10.1007/s11618-022-01116-w}, number={4}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Kirsch, Alexander}, year={2022}, pages={815–842} }","mla":"Kirsch, Alexander. “Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht: Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf Grundlage einer mehrdimensionalen Kompetenzstruktur.” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 4, Springer Science and Business Media LLC, 2022, pp. 815–42, doi:10.1007/s11618-022-01116-w.","chicago":"Kirsch, Alexander. “Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht: Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf Grundlage einer mehrdimensionalen Kompetenzstruktur.” Zeitschrift für Erziehungswissenschaft 25, no. 4 (2022): 815–42. https://doi.org/10.1007/s11618-022-01116-w.","ama":"Kirsch A. Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht: Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf Grundlage einer mehrdimensionalen Kompetenzstruktur. Zeitschrift für Erziehungswissenschaft. 2022;25(4):815-842. doi:10.1007/s11618-022-01116-w","apa":"Kirsch, A. (2022). Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht: Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf Grundlage einer mehrdimensionalen Kompetenzstruktur. Zeitschrift für Erziehungswissenschaft, 25(4), 815–842. https://doi.org/10.1007/s11618-022-01116-w"},"year":"2022","type":"journal_article","page":"815-842","_id":"36569","intvolume":" 25","issue":"4"},{"user_id":"50915","title":"Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern","publication":"Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. ","keyword":["technology education","teacher professionalisation","Computational Thinking","digitalization","learning robots"],"department":[{"_id":"588"}],"author":[{"first_name":"Nicole","full_name":"Janicki, Nicole","last_name":"Janicki","id":"50915"}],"date_created":"2023-01-22T14:09:52Z","status":"public","publication_status":"published","publication_identifier":{"unknown":["978-3-947868-03-2"]},"editor":[{"last_name":"Binder","first_name":"Martin","full_name":"Binder, Martin"},{"full_name":"Wiesmüller, Christian","first_name":"Christian","last_name":"Wiesmüller"},{"full_name":"Finkbeiner, Timo","first_name":"Timo","last_name":"Finkbeiner"}],"conference":{"end_date":"25.09.2021","location":"Mannheim","start_date":"24.09.2021","name":"23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung"},"_id":"37902","date_updated":"2023-01-25T11:50:51Z","language":[{"iso":"ger"}],"page":"266-286","year":"2022","type":"book_chapter","citation":{"ama":"Janicki N. Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern. In: Binder M, Wiesmüller C, Finkbeiner T, eds. Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. . ; 2022:266-286.","apa":"Janicki, N. (2022). Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern. In M. Binder, C. Wiesmüller, & T. Finkbeiner (Eds.), Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. (pp. 266–286).","chicago":"Janicki, Nicole. “Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern.” In Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. , edited by Martin Binder, Christian Wiesmüller, and Timo Finkbeiner, 266–86, 2022.","mla":"Janicki, Nicole. “Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern.” Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. , edited by Martin Binder et al., 2022, pp. 266–86.","bibtex":"@inbook{Janicki_2022, title={Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern}, booktitle={Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. }, author={Janicki, Nicole}, editor={Binder, Martin and Wiesmüller, Christian and Finkbeiner, Timo}, year={2022}, pages={266–286} }","short":"N. Janicki, in: M. Binder, C. Wiesmüller, T. Finkbeiner (Eds.), Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. , 2022, pp. 266–286.","ieee":"N. Janicki, “Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern,” in Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. , M. Binder, C. Wiesmüller, and T. Finkbeiner, Eds. 2022, pp. 266–286."}},{"citation":{"ieee":"Y. Fleischer, R. Biehler, and C. Schulte, “Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks,” Statistics Education Research Journal, vol. 21, no. 2, Art. no. 7, 2022, doi: 10.52041/serj.v21i2.61.","short":"Y. Fleischer, R. Biehler, C. Schulte, Statistics Education Research Journal 21 (2022).","bibtex":"@article{Fleischer_Biehler_Schulte_2022, title={Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks}, volume={21}, DOI={10.52041/serj.v21i2.61}, number={27}, journal={Statistics Education Research Journal}, publisher={International Association for Statistical Education}, author={Fleischer, Yannik and Biehler, Rolf and Schulte, Carsten}, year={2022} }","mla":"Fleischer, Yannik, et al. “Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks.” Statistics Education Research Journal, vol. 21, no. 2, 7, International Association for Statistical Education, 2022, doi:10.52041/serj.v21i2.61.","ama":"Fleischer Y, Biehler R, Schulte C. Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks. Statistics Education Research Journal. 2022;21(2). doi:10.52041/serj.v21i2.61","apa":"Fleischer, Y., Biehler, R., & Schulte, C. (2022). Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks. Statistics Education Research Journal, 21(2), Article 7. https://doi.org/10.52041/serj.v21i2.61","chicago":"Fleischer, Yannik, Rolf Biehler, and Carsten Schulte. “Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks.” Statistics Education Research Journal 21, no. 2 (2022). https://doi.org/10.52041/serj.v21i2.61."},"year":"2022","type":"journal_article","issue":"2","article_number":"7","_id":"35672","intvolume":" 21","date_created":"2023-01-10T08:48:23Z","status":"public","volume":21,"publication":"Statistics Education Research Journal","keyword":["Education","Statistics and Probability"],"author":[{"full_name":"Fleischer, Yannik","first_name":"Yannik","last_name":"Fleischer"},{"id":"16274","last_name":"Biehler","full_name":"Biehler, Rolf","first_name":"Rolf"},{"full_name":"Schulte, Carsten","first_name":"Carsten","id":"60311","last_name":"Schulte"}],"publisher":"International Association for Statistical Education","user_id":"60311","abstract":[{"text":"This study examines modelling with machine learning. In the context of a yearlong data science course, the study explores how upper secondary students apply machine learning with Jupyter Notebooks and document the modelling process as a computational essay incorporating the different steps of the CRISP-DM cycle. The students’ work is based on a teaching module about decision trees in machine learning and a worked example of such a modelling process. The study outlines the students’ performance in carrying out the machine learning technically and reasoning about bias in the data, different data preparation steps, the application context, and the resulting decision model. Furthermore, the context of the study and the theoretical backgrounds are presented.","lang":"eng"}],"language":[{"iso":"eng"}],"doi":"10.52041/serj.v21i2.61","date_updated":"2023-01-30T12:52:57Z","publication_status":"published","publication_identifier":{"issn":["1570-1824"]},"department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"363"},{"_id":"67"}],"title":"Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks"},{"issue":"2","_id":"42951","intvolume":" 36","page":"133-151","year":"2022","citation":{"ieee":"P. Tulowitzki, J. Gerick, and B. Eickelmann, “The role of ICT for school leadership and management activities: an international comparison,” International Journal of Educational Management, vol. 36, no. 2, pp. 133–151, 2022, doi: 10.1108/ijem-06-2021-0251.","short":"P. Tulowitzki, J. Gerick, B. Eickelmann, International Journal of Educational Management 36 (2022) 133–151.","bibtex":"@article{Tulowitzki_Gerick_Eickelmann_2022, title={The role of ICT for school leadership and management activities: an international comparison}, volume={36}, DOI={10.1108/ijem-06-2021-0251}, number={2}, journal={International Journal of Educational Management}, publisher={Emerald}, author={Tulowitzki, Pierre and Gerick, Julia and Eickelmann, Birgit}, year={2022}, pages={133–151} }","mla":"Tulowitzki, Pierre, et al. “The Role of ICT for School Leadership and Management Activities: An International Comparison.” International Journal of Educational Management, vol. 36, no. 2, Emerald, 2022, pp. 133–51, doi:10.1108/ijem-06-2021-0251.","chicago":"Tulowitzki, Pierre, Julia Gerick, and Birgit Eickelmann. “The Role of ICT for School Leadership and Management Activities: An International Comparison.” International Journal of Educational Management 36, no. 2 (2022): 133–51. https://doi.org/10.1108/ijem-06-2021-0251.","apa":"Tulowitzki, P., Gerick, J., & Eickelmann, B. (2022). The role of ICT for school leadership and management activities: an international comparison. International Journal of Educational Management, 36(2), 133–151. https://doi.org/10.1108/ijem-06-2021-0251","ama":"Tulowitzki P, Gerick J, Eickelmann B. The role of ICT for school leadership and management activities: an international comparison. International Journal of Educational Management. 2022;36(2):133-151. doi:10.1108/ijem-06-2021-0251"},"type":"journal_article","user_id":"14931","abstract":[{"lang":"eng","text":"PurposeInformation and communication technologies (ICT) has an increasing impact on schools. School leaders play a key role in this context as drivers of innovation including those related to ICT. Against this background, the study presented in this article focuses on school leadership and management activities with ICT and related challenges. It sought to analyze how frequently German school principals use ICT compared to principals in other countries, what distinct clusters of German principals could be identified in terms of ICT usage and how principals viewed ICT in schools and related challenges.Design/methodology/approachA mixed-methods approach was chosen, using quantitative data from both the international comparative large-scale assessment study ICILS 2018 and the explorative qualitative data from Germany. For the international comparison, the school principal data sets of the 12 international participants of the International Computer and Information Literacy Study (ICILS) 2018 were taken into account: Chile, Denmark, Finland, France, Germany, Italy, Kazakhstan, Republic of Korea, Luxembourg, Portugal, Uruguay and the United States. To look beyond averaged frequencies, a latent class analysis (LCA) was conducted to identify possible clusters of school leaders with distinct usage patterns of ICT for leadership and management activities.FindingsThe results indicate that, in general, German principals use ICT for leadership and management activities on a similar level as their international colleagues. However, they seem to communicate with education authorities significantly more often than their international colleagues, whereas representative activities (presentations, home page) are rather infrequent. The qualitative data point to significant barriers to fully harnessing the potential of using ICT for leadership, management and school improvement such as lack of competencies and lack of adequate support.Originality/valueTo the best of the authors’ knowledge, this is the first study that focuses on school leadership and management activities using ICT with such a data set. The results provide insights into how German principals use ICT to lead and manage their schools compared to their international counterparts. The qualitative data offers additional insights into possible reasons hindering a more effective use of ICT."}],"date_created":"2023-03-13T12:27:49Z","status":"public","volume":36,"publication":"International Journal of Educational Management","keyword":["Organizational Behavior and Human Resource Management","Education","Organizational Behavior and Human Resource Management","Education"],"publisher":"Emerald","author":[{"first_name":"Pierre","full_name":"Tulowitzki, Pierre","last_name":"Tulowitzki"},{"last_name":"Gerick","full_name":"Gerick, Julia","first_name":"Julia"},{"full_name":"Eickelmann, Birgit","first_name":"Birgit","id":"40387","last_name":"Eickelmann"}],"doi":"10.1108/ijem-06-2021-0251","date_updated":"2023-05-08T09:03:39Z","language":[{"iso":"eng"}],"title":"The role of ICT for school leadership and management activities: an international comparison","publication_identifier":{"issn":["0951-354X"]},"publication_status":"published","department":[{"_id":"462"}]},{"issue":"4","_id":"45172","intvolume":" 25","type":"journal_article","citation":{"ieee":"J. Riese et al., “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?,” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 4, pp. 843–867, 2022, doi: 10.1007/s11618-022-01112-0.","short":"J. Riese, C. Vogelsang, J. Schröder, A. Borowski, C. Kulgemeyer, P. Reinhold, H. Schecker, Zeitschrift für Erziehungswissenschaft 25 (2022) 843–867.","mla":"Riese, Josef, et al. “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 4, Springer Science and Business Media LLC, 2022, pp. 843–67, doi:10.1007/s11618-022-01112-0.","bibtex":"@article{Riese_Vogelsang_Schröder_Borowski_Kulgemeyer_Reinhold_Schecker_2022, title={Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?}, volume={25}, DOI={10.1007/s11618-022-01112-0}, number={4}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Riese, Josef and Vogelsang, Christoph and Schröder, Jan and Borowski, Andreas and Kulgemeyer, Christoph and Reinhold, Peter and Schecker, Horst}, year={2022}, pages={843–867} }","chicago":"Riese, Josef, Christoph Vogelsang, Jan Schröder, Andreas Borowski, Christoph Kulgemeyer, Peter Reinhold, and Horst Schecker. “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?” Zeitschrift für Erziehungswissenschaft 25, no. 4 (2022): 843–67. https://doi.org/10.1007/s11618-022-01112-0.","ama":"Riese J, Vogelsang C, Schröder J, et al. Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen? Zeitschrift für Erziehungswissenschaft. 2022;25(4):843-867. doi:10.1007/s11618-022-01112-0","apa":"Riese, J., Vogelsang, C., Schröder, J., Borowski, A., Kulgemeyer, C., Reinhold, P., & Schecker, H. (2022). Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen? Zeitschrift für Erziehungswissenschaft, 25(4), 843–867. https://doi.org/10.1007/s11618-022-01112-0"},"year":"2022","page":"843-867","user_id":"429","abstract":[{"text":"ZusammenfassungIm Lehramtsstudium sollen Studierende grundlegende Fähigkeiten zur theoriegeleiteten Unterrichtsplanung erwerben. In Übereinstimmung mit Modellen zur professionellen Handlungskompetenz von Lehrkräften wird hierbei meist angenommen, dass das im Studienverlauf erworbene Professionswissen eine wesentliche Grundlage für den Aufbau von Fähigkeiten zur Unterrichtsplanung bildet. Lerngelegenheiten zur Anwendung dieses Professionswissens bieten vor allem schulpraktische Phasen im fortgeschrittenen Studienverlauf. Es wird aber ebenso angenommen, dass gerade Erfahrungen mit der Unterrichtsplanung den Aufbau von Professionswissen unterstützen. Der Zusammenhang zwischen dem Ausmaß des Professionswissens und der Entwicklung von Planungsfähigkeit ist bisher unzureichend empirisch geklärt. Eine besondere methodische Herausforderung besteht darin, Planungsfähigkeiten sowohl möglichst authentisch als auch auf standardisierte Weise zu erfassen. Zur Untersuchung des genannten Zusammenhangs wurde eine längsschnittliche Studie im Prä-Post-Design bei angehenden Physiklehrkräften (N = 68 im Längsschnitt) an vier Universitäten durchgeführt. Die Unterrichtsplanungsfähigkeit wurde mit Hilfe eines standardisierten Performanztests vor und nach dem Absolvieren eines Praxissemesters erfasst, indem als Standardsituation der Entwurf einer Unterrichtsstunde zum 3. Newton’schen Axiom unter definierten Zeitvorgaben im Praxissemester simuliert wurde. Zusätzlich wurden das fachliche, fachdidaktische und pädagogische Wissen der Studierenden mit Hilfe standardisierter Instrumente zu beiden Zeitpunkten erhoben, sowie die einschlägigen Lerngelegenheiten im Praxissemester über einen Fragebogen erfasst. Sowohl für Unterrichtsplanungsfähigkeit als auch für alle Wissensvariablen können Zuwächse im Praxissemester beobachtet werden. Cross-Lagged-Panel-Analysen zeigen, dass insbesondere die Ausprägung des fachdidaktischen und pädagogischen Wissens der Studierenden am Beginn des Praxissemesters die Entwicklung von Unterrichtsplanungsfähigkeit begünstigt.","lang":"eng"}],"status":"public","date_created":"2023-05-20T09:52:26Z","volume":25,"publisher":"Springer Science and Business Media LLC","author":[{"last_name":"Riese","id":"429","first_name":"Josef","full_name":"Riese, Josef","orcid":"0000-0003-2927-2619"},{"last_name":"Vogelsang","id":"4245","first_name":"Christoph","full_name":"Vogelsang, Christoph"},{"last_name":"Schröder","first_name":"Jan","full_name":"Schröder, Jan"},{"full_name":"Borowski, Andreas","first_name":"Andreas","last_name":"Borowski"},{"id":"84533","last_name":"Kulgemeyer","full_name":"Kulgemeyer, Christoph","first_name":"Christoph"},{"full_name":"Reinhold, Peter","first_name":"Peter","id":"416","last_name":"Reinhold"},{"last_name":"Schecker","first_name":"Horst","full_name":"Schecker, Horst"}],"keyword":["Education"],"publication":"Zeitschrift für Erziehungswissenschaft","doi":"10.1007/s11618-022-01112-0","date_updated":"2023-06-06T11:59:42Z","language":[{"iso":"ger"}],"title":"Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?","publication_status":"published","publication_identifier":{"issn":["1434-663X","1862-5215"]},"department":[{"_id":"299"}]},{"abstract":[{"lang":"eng","text":"The construct of noticing is considered to be of crucial importance for professional action of (prospective) physical education (PE) teachers in the context of (inclusive) PE. In order to implement the demands of inclusive PE teaching, noticingwith regard to processes of recognition proves to be particularly significant. Due to the relevance of physicality, the design of recognition relationships that encourage pupils' development results in specific requirements for the selective attention and the theory-based interpretation of processes of recognition and disregard in complex teaching situations. This facet of competence has hardly been studied so far, partly due to the lack of instruments for standardised assessment of this construct. In the context of this paper, the development and validation of a standardised, video vignette-based test instrument for the measurement of noticingwith regard to processes of recognition of prospective PE teachers is presented. The validation focuses on the content of the test and the internal structure of the instrument as well as on correlations with related constructs in terms of content. The results from three consecutive validation studies provide indications of the reliability and validity of the test score interpretation of the instrument ViProQiS_A. The findings so far indicate that the standardised measurement of noticingwith regard to processes of recognitionin inclusive PE could be realized on the basis of the test instrument developed here."}],"article_type":"original","user_id":"49063","publication":"German Journal of Exercise and Sport Research","keyword":["Physical education teacher education","Competence modelling and","measurement","Inclusive physical education","Video-based items","Noticing"],"quality_controlled":"1","publisher":"Springer","author":[{"last_name":"Langer","first_name":"Wiebke","full_name":"Langer, Wiebke"},{"last_name":"Bruns","id":"72183","first_name":"Julia","full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864"},{"last_name":"Erhorn","first_name":"Jan","full_name":"Erhorn, Jan"}],"date_created":"2022-12-22T09:22:45Z","status":"public","volume":52,"intvolume":" 52","_id":"34820","issue":"3","page":"386-397","citation":{"mla":"Langer, Wiebke, et al. “Development and Validation of a Video-Based Test Instrument to Measure Noticing with Regard to Processes Ofrecognition in Inclusive Physical Education.” German Journal of Exercise and Sport Research, vol. 52, no. 3, Springer, 2022, pp. 386–97, doi:10.1007/s12662-022-00807-0.","bibtex":"@article{Langer_Bruns_Erhorn_2022, title={Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education}, volume={52}, DOI={10.1007/s12662-022-00807-0}, number={3}, journal={German Journal of Exercise and Sport Research}, publisher={Springer}, author={Langer, Wiebke and Bruns, Julia and Erhorn, Jan}, year={2022}, pages={386–397} }","ama":"Langer W, Bruns J, Erhorn J. Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. German Journal of Exercise and Sport Research. 2022;52(3):386-397. doi:10.1007/s12662-022-00807-0","apa":"Langer, W., Bruns, J., & Erhorn, J. (2022). Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. German Journal of Exercise and Sport Research, 52(3), 386–397. https://doi.org/10.1007/s12662-022-00807-0","chicago":"Langer, Wiebke, Julia Bruns, and Jan Erhorn. “Development and Validation of a Video-Based Test Instrument to Measure Noticing with Regard to Processes Ofrecognition in Inclusive Physical Education.” German Journal of Exercise and Sport Research 52, no. 3 (2022): 386–97. https://doi.org/10.1007/s12662-022-00807-0.","ieee":"W. Langer, J. Bruns, and J. Erhorn, “Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education,” German Journal of Exercise and Sport Research, vol. 52, no. 3, pp. 386–397, 2022, doi: 10.1007/s12662-022-00807-0.","short":"W. Langer, J. Bruns, J. Erhorn, German Journal of Exercise and Sport Research 52 (2022) 386–397."},"year":"2022","type":"journal_article","external_id":{"isi":["000788945100004"]},"title":"Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education","isi":"1","department":[{"_id":"97"},{"_id":"611"}],"publication_identifier":{"issn":["2509-3142"],"eissn":["2509-3150"]},"publication_status":"published","date_updated":"2023-06-20T19:10:42Z","doi":"10.1007/s12662-022-00807-0","language":[{"iso":"eng"}]},{"language":[{"iso":"ger"}],"doi":"10.1007/s11618-022-01122-y","date_updated":"2023-06-20T19:10:11Z","publication_status":"published","publication_identifier":{"issn":["1434-663X"],"eissn":["1862-5215"]},"department":[{"_id":"611"},{"_id":"97"}],"isi":"1","title":"Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft","external_id":{"isi":["000852117800001"]},"page":"1455–1480","citation":{"bibtex":"@article{Hagena_Bruns_Gasteiger_2022, title={Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft}, volume={25}, DOI={10.1007/s11618-022-01122-y}, number={6}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Vieweg-springer Fachmedien Wiesbaden Gmbh}, author={Hagena, Maike and Bruns, Julia and Gasteiger, Hedwig}, year={2022}, pages={1455–1480} }","mla":"Hagena, Maike, et al. “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft.” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 6, Springer Vieweg-springer Fachmedien Wiesbaden Gmbh, 2022, pp. 1455–1480, doi:10.1007/s11618-022-01122-y.","apa":"Hagena, M., Bruns, J., & Gasteiger, H. (2022). Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft. Zeitschrift für Erziehungswissenschaft, 25(6), 1455–1480. https://doi.org/10.1007/s11618-022-01122-y","ama":"Hagena M, Bruns J, Gasteiger H. Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft. Zeitschrift für Erziehungswissenschaft. 2022;25(6):1455–1480. doi:10.1007/s11618-022-01122-y","chicago":"Hagena, Maike, Julia Bruns, and Hedwig Gasteiger. “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft.” Zeitschrift für Erziehungswissenschaft 25, no. 6 (2022): 1455–1480. https://doi.org/10.1007/s11618-022-01122-y.","ieee":"M. Hagena, J. Bruns, and H. Gasteiger, “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft,” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 6, pp. 1455–1480, 2022, doi: 10.1007/s11618-022-01122-y.","short":"M. Hagena, J. Bruns, H. Gasteiger, Zeitschrift für Erziehungswissenschaft 25 (2022) 1455–1480."},"year":"2022","type":"journal_article","issue":"6","intvolume":" 25","_id":"34819","volume":25,"date_created":"2022-12-22T09:22:45Z","status":"public","publication":"Zeitschrift für Erziehungswissenschaft","keyword":["Facilitator professional development","Early childhood teachers","Teaching","experience","Early mathematics education"],"quality_controlled":"1","author":[{"full_name":"Hagena, Maike","first_name":"Maike","last_name":"Hagena"},{"id":"72183","last_name":"Bruns","full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia"},{"first_name":"Hedwig","full_name":"Gasteiger, Hedwig","last_name":"Gasteiger"}],"publisher":"Springer Vieweg-springer Fachmedien Wiesbaden Gmbh","user_id":"49063","abstract":[{"lang":"eng","text":"Teachers expect facilitators to have own teaching experience as a teacher in order to be able to carry out effective teacher professional development programs. As part of the project EmMa(M), it is investigated, to which extent the teaching experience of facilitators influences the development of early childhood teachers' (n = 83) mathematical pedagogical content knowledge (MPCK) and early childhood teachers' enjoyment of mathematics in the context of a teacher professional development program. It turns out that the teaching experience of the facilitators has no influence on the development of early childhood teachers' MPCK, but favors the development of early childhood teachers' enjoyment of mathematics. Controlling for this increased enjoyment an influence of teaching experience on the development of early childhood teachers' MPCK emerges, but in favor of the participating facilitators who have no teaching experience but have a university degree."}],"article_type":"original"},{"date_updated":"2023-08-20T17:57:42Z","_id":"46531","citation":{"mla":"Schiele, Valentin. Labor Market Spillover Effects of a Compulsory Schooling Reform in Germany. 2022.","bibtex":"@book{Schiele_2022, title={Labor market spillover effects of a compulsory schooling reform in Germany}, author={Schiele, Valentin}, year={2022} }","apa":"Schiele, V. (2022). Labor market spillover effects of a compulsory schooling reform in Germany.","ama":"Schiele V. Labor Market Spillover Effects of a Compulsory Schooling Reform in Germany.; 2022.","chicago":"Schiele, Valentin. Labor Market Spillover Effects of a Compulsory Schooling Reform in Germany, 2022.","ieee":"V. Schiele, Labor market spillover effects of a compulsory schooling reform in Germany. 2022.","short":"V. Schiele, Labor Market Spillover Effects of a Compulsory Schooling Reform in Germany, 2022."},"type":"working_paper","year":"2022","language":[{"iso":"eng"}],"abstract":[{"text":"Compulsory schooling reforms are often used to estimate monetary returns to education. Such reforms are unrelated to individual characteristics and preferences and thus arguably able to eliminate selection bias. However, as these reforms affect a large number of individuals in the relevant age groups, they might have spillover effects on individuals not directly affected by the reform. Such spillover effects constitute a problem for identification and estimation of returns to schooling. As they are difficult to address, they are mostly ignored in the empirical literature. I show that the introduction of the compulsory ninth grade in Germany led to a labor supply shock that might have increased wages and employment of individuals who were not directly subject to the reform and were assumed not to be affected in previous research. To investigate in this kinds of spillover effects, I exploit the staggered introduction of the compulsory ninth grade across German federal states in a difference-in-differences approach. Based on large scale register and survey data, I find no evidence for persistent spillover effects for men. For women, however, my results suggest that the labor supply shock resulting from the reform may have led to a persistent increase in employment and wages.","lang":"eng"}],"title":"Labor market spillover effects of a compulsory schooling reform in Germany","user_id":"53779","author":[{"first_name":"Valentin","full_name":"Schiele, Valentin","last_name":"Schiele","id":"53779"}],"keyword":["Compulsory schooling","Education","Spillover effects","Cohort size","Wages","Employment"],"department":[{"_id":"281"}],"status":"public","date_created":"2023-08-16T09:45:46Z"},{"citation":{"ieee":"M. Koppenborg and K. B. Klingsieck, “Group work and student procrastination,” Learning and Individual Differences, vol. 94, Art. no. 102117, 2022, doi: 10.1016/j.lindif.2022.102117.","short":"M. Koppenborg, K.B. Klingsieck, Learning and Individual Differences 94 (2022).","bibtex":"@article{Koppenborg_Klingsieck_2022, title={Group work and student procrastination}, volume={94}, DOI={10.1016/j.lindif.2022.102117}, number={102117}, journal={Learning and Individual Differences}, publisher={Elsevier BV}, author={Koppenborg, Markus and Klingsieck, Katrin B.}, year={2022} }","mla":"Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.” Learning and Individual Differences, vol. 94, 102117, Elsevier BV, 2022, doi:10.1016/j.lindif.2022.102117.","chicago":"Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.” Learning and Individual Differences 94 (2022). https://doi.org/10.1016/j.lindif.2022.102117.","apa":"Koppenborg, M., & Klingsieck, K. B. (2022). Group work and student procrastination. Learning and Individual Differences, 94, Article 102117. https://doi.org/10.1016/j.lindif.2022.102117","ama":"Koppenborg M, Klingsieck KB. Group work and student procrastination. Learning and Individual Differences. 2022;94. doi:10.1016/j.lindif.2022.102117"},"year":"2022","type":"journal_article","article_number":"102117","intvolume":" 94","_id":"35418","volume":94,"status":"public","date_created":"2023-01-08T16:14:36Z","author":[{"last_name":"Koppenborg","full_name":"Koppenborg, Markus","first_name":"Markus"},{"first_name":"Katrin B.","full_name":"Klingsieck, Katrin B.","last_name":"Klingsieck","id":"36716"}],"publisher":"Elsevier BV","publication":"Learning and Individual Differences","keyword":["Developmental and Educational Psychology","Education","Social Psychology"],"user_id":"14931","language":[{"iso":"eng"}],"doi":"10.1016/j.lindif.2022.102117","date_updated":"2023-11-08T08:30:24Z","publication_identifier":{"issn":["1041-6080"]},"publication_status":"published","department":[{"_id":"426"}],"title":"Group work and student procrastination"},{"keyword":["Education","Statistics and Probability"],"publication":"STATISTICS EDUCATION RESEARCH JOURNAL","publisher":"International Association for Statistical Education","author":[{"first_name":"SUSANNE","full_name":"PODWORNY, SUSANNE","last_name":"PODWORNY"},{"first_name":"SVEN","full_name":"HÜSING, SVEN","last_name":"HÜSING"},{"last_name":"SCHULTE","full_name":"SCHULTE, CARSTEN","first_name":"CARSTEN"}],"date_created":"2023-10-17T05:59:38Z","status":"public","volume":21,"abstract":[{"text":"Aspects of data science surround us in many contexts, for example regarding climate change, air pollution, and other environmental issues. To open the “data-science-black-box” for lower secondary school students we developed a data science project focussing on the analysis of self-collected environmental data. We embed this project in computer science education, which enables us to use a new knowledge-based programming approach for the data analysis within Jupyter Notebooks and the programming language Python. In this paper, we evaluate the second cycle of this project which took place in a ninth-grade computer science class. In particular, we present how the students coped with the professional tool of Jupyter Notebooks for doing statistical investigations and which insights they gained.","lang":"eng"}],"user_id":"30619","type":"journal_article","year":"2022","citation":{"mla":"PODWORNY, SUSANNE, et al. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” STATISTICS EDUCATION RESEARCH JOURNAL, vol. 21, no. 2, 6, International Association for Statistical Education, 2022, doi:10.52041/serj.v21i2.46.","bibtex":"@article{PODWORNY_HÜSING_SCHULTE_2022, title={A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING}, volume={21}, DOI={10.52041/serj.v21i2.46}, number={26}, journal={STATISTICS EDUCATION RESEARCH JOURNAL}, publisher={International Association for Statistical Education}, author={PODWORNY, SUSANNE and HÜSING, SVEN and SCHULTE, CARSTEN}, year={2022} }","ama":"PODWORNY S, HÜSING S, SCHULTE C. A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS EDUCATION RESEARCH JOURNAL. 2022;21(2). doi:10.52041/serj.v21i2.46","apa":"PODWORNY, S., HÜSING, S., & SCHULTE, C. (2022). A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS EDUCATION RESEARCH JOURNAL, 21(2), Article 6. https://doi.org/10.52041/serj.v21i2.46","chicago":"PODWORNY, SUSANNE, SVEN HÜSING, and CARSTEN SCHULTE. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” STATISTICS EDUCATION RESEARCH JOURNAL 21, no. 2 (2022). https://doi.org/10.52041/serj.v21i2.46.","ieee":"S. PODWORNY, S. HÜSING, and C. SCHULTE, “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING,” STATISTICS EDUCATION RESEARCH JOURNAL, vol. 21, no. 2, Art. no. 6, 2022, doi: 10.52041/serj.v21i2.46.","short":"S. PODWORNY, S. HÜSING, C. SCHULTE, STATISTICS EDUCATION RESEARCH JOURNAL 21 (2022)."},"intvolume":" 21","_id":"48108","issue":"2","article_number":"6","publication_status":"published","publication_identifier":{"issn":["1570-1824"]},"title":"A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING","date_updated":"2023-10-17T06:01:58Z","doi":"10.52041/serj.v21i2.46"},{"publication_status":"published","publication_identifier":{"issn":["1476-1270","1741-315X"]},"department":[{"_id":"186"},{"_id":"815"}],"title":"Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting","language":[{"iso":"eng"}],"doi":"10.1177/14761270221078605","date_updated":"2023-10-30T11:36:10Z","status":"public","date_created":"2023-10-10T10:04:38Z","volume":21,"author":[{"first_name":"Christoph","full_name":"Endenich, Christoph","last_name":"Endenich"},{"full_name":"Hahn, Rüdiger","first_name":"Rüdiger","last_name":"Hahn"},{"id":"100169","last_name":"Reimsbach","full_name":"Reimsbach, Daniel","first_name":"Daniel"},{"last_name":"Wickert","full_name":"Wickert, Christopher","first_name":"Christopher"}],"publisher":"SAGE Publications","publication":"Strategic Organization","keyword":["Strategy and Management","Industrial relations","Education","Business and International Management"],"user_id":"21810","abstract":[{"lang":"eng","text":" Integrated reporting has widely been promoted as the next evolutionary step in corporate disclosure, which would soon replace traditional reporting practices. Embedded in a zeitgeist that favors sustainability, this outlook would suggest high integrated reporting adoption rates among reporting organizations. Our analysis of integrated reporting in Germany from 2008 to 2019 shows, however, that organizations approached integrated reporting with a wait-and-see mentality. This approach cannot be described adequately by the existing conceptualizations of (partial) practice adoption. We therefore develop the notion of wait-and-see-ism, defined as the deliberate and potentially long-lasting postponement of a decision to adopt a practice while its further development is monitored silently. We see limited, though continuous, efforts to prepare for the prospect of adopting the practice of integrated reporting quickly at a later stage. Wait-and-see-ism expands on prior work on partial adoption by emphasizing its temporal dimension. This adds an important yet undertheorized option that organizations can employ to respond to ambiguous institutional demands, thus explaining the stalling of promising management practices. "}],"citation":{"ieee":"C. Endenich, R. Hahn, D. Reimsbach, and C. Wickert, “Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting,” Strategic Organization, vol. 21, no. 3, pp. 566–595, 2022, doi: 10.1177/14761270221078605.","short":"C. Endenich, R. Hahn, D. Reimsbach, C. Wickert, Strategic Organization 21 (2022) 566–595.","mla":"Endenich, Christoph, et al. “Wait-and-See-Ism as Partial Adoption of Management Practices: The Rise and Stall of Integrated Reporting.” Strategic Organization, vol. 21, no. 3, SAGE Publications, 2022, pp. 566–95, doi:10.1177/14761270221078605.","bibtex":"@article{Endenich_Hahn_Reimsbach_Wickert_2022, title={Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting}, volume={21}, DOI={10.1177/14761270221078605}, number={3}, journal={Strategic Organization}, publisher={SAGE Publications}, author={Endenich, Christoph and Hahn, Rüdiger and Reimsbach, Daniel and Wickert, Christopher}, year={2022}, pages={566–595} }","apa":"Endenich, C., Hahn, R., Reimsbach, D., & Wickert, C. (2022). Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting. Strategic Organization, 21(3), 566–595. https://doi.org/10.1177/14761270221078605","ama":"Endenich C, Hahn R, Reimsbach D, Wickert C. Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting. Strategic Organization. 2022;21(3):566-595. doi:10.1177/14761270221078605","chicago":"Endenich, Christoph, Rüdiger Hahn, Daniel Reimsbach, and Christopher Wickert. “Wait-and-See-Ism as Partial Adoption of Management Practices: The Rise and Stall of Integrated Reporting.” Strategic Organization 21, no. 3 (2022): 566–95. https://doi.org/10.1177/14761270221078605."},"year":"2022","type":"journal_article","page":"566-595","issue":"3","intvolume":" 21","_id":"47923"},{"language":[{"iso":"eng"}],"citation":{"ieee":"J. Dröse and S. Prediger, “Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements,” Journal für Mathematik-Didaktik, 2022, doi: 10.1007/s13138-022-00214-w.","short":"J. Dröse, S. Prediger, Journal Für Mathematik-Didaktik (2022).","bibtex":"@article{Dröse_Prediger_2022, title={Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements}, DOI={10.1007/s13138-022-00214-w}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Dröse, Jennifer and Prediger, Susanne}, year={2022} }","mla":"Dröse, Jennifer, and Susanne Prediger. “Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements.” Journal Für Mathematik-Didaktik, Springer Science and Business Media LLC, 2022, doi:10.1007/s13138-022-00214-w.","chicago":"Dröse, Jennifer, and Susanne Prediger. “Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements.” Journal Für Mathematik-Didaktik, 2022. https://doi.org/10.1007/s13138-022-00214-w.","ama":"Dröse J, Prediger S. Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements. Journal für Mathematik-Didaktik. Published online 2022. doi:10.1007/s13138-022-00214-w","apa":"Dröse, J., & Prediger, S. (2022). Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements. Journal Für Mathematik-Didaktik. https://doi.org/10.1007/s13138-022-00214-w"},"year":"2022","type":"journal_article","date_updated":"2023-11-02T08:05:14Z","_id":"40607","doi":"10.1007/s13138-022-00214-w","publication":"Journal für Mathematik-Didaktik","keyword":["Education","General Mathematics"],"department":[{"_id":"98"}],"publisher":"Springer Science and Business Media LLC","quality_controlled":"1","author":[{"full_name":"Dröse, Jennifer","first_name":"Jennifer","last_name":"Dröse"},{"first_name":"Susanne","full_name":"Prediger, Susanne","last_name":"Prediger"}],"date_created":"2023-01-27T18:47:24Z","status":"public","publication_identifier":{"issn":["0173-5322","1869-2699"]},"publication_status":"published","abstract":[{"lang":"eng","text":"AbstractTeachers’ in-depth diagnostic thinking has been shown to be crucial for student-centered teaching as they need to perceive and interpret students’ understanding for well-informed decision-making on adaptive teaching practices. The paper presents a content-related approach to analyzing diagnostic thinking processes with respect to the mathematical knowledge elements that prospective teachers identify as students’ resources and obstacles. Prospective teachers’ challenge is that some relevant knowledge elements first have to be unpacked, because compact concepts (such as the place value concept) or procedures (such as for multi-digit multiplication) comprise several smaller knowledge elements (such as the positional property) that have to be made explicit for students to foster their learning processes adequately. Our study examines what knowledge elements prospective teachers perceive and interpret in a transcript vignettes on multi-digit multiplication (of decimal and natural numbers) and its underlying basic arithmetic concepts (place value understanding and meaning of multiplication) in written diagnostic judgments on students’ resources and obstacles (N = 196). A comparative design within the vignette is used to investigate how far the process of perceiving can be supported by thematic cues. The analysis reveals that those knowledge elements cued in the vignette by being already unpacked and explicitly addressed are perceived and interpreted more often (but with lower correctness) than those that are uncued and therefore have to be unpacked by the prospective teachers themselves. This confirms the need to prepare prospective teachers for unpacking mathematical concepts themselves."}],"user_id":"85820","title":"Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements"},{"year":"2022","type":"journal_article","citation":{"short":"S. Rezat, S. Malik, M. Leifeld, International Journal of Science and Mathematics Education 20 (2022) 215–236.","ieee":"S. Rezat, S. Malik, and M. Leifeld, “Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation,” International Journal of Science and Mathematics Education, vol. 20, no. S1, pp. 215–236, 2022, doi: 10.1007/s10763-022-10309-y.","chicago":"Rezat, Sebastian, Sara Malik, and Markus Leifeld. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” International Journal of Science and Mathematics Education 20, no. S1 (2022): 215–36. https://doi.org/10.1007/s10763-022-10309-y.","apa":"Rezat, S., Malik, S., & Leifeld, M. (2022). Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. International Journal of Science and Mathematics Education, 20(S1), 215–236. https://doi.org/10.1007/s10763-022-10309-y","ama":"Rezat S, Malik S, Leifeld M. Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. International Journal of Science and Mathematics Education. 2022;20(S1):215-236. doi:10.1007/s10763-022-10309-y","bibtex":"@article{Rezat_Malik_Leifeld_2022, title={Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation}, volume={20}, DOI={10.1007/s10763-022-10309-y}, number={S1}, journal={International Journal of Science and Mathematics Education}, publisher={Springer}, author={Rezat, Sebastian and Malik, Sara and Leifeld, Markus}, year={2022}, pages={215–236} }","mla":"Rezat, Sebastian, et al. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” International Journal of Science and Mathematics Education, vol. 20, no. S1, Springer, 2022, pp. 215–36, doi:10.1007/s10763-022-10309-y."},"page":"215-236","intvolume":" 20","_id":"44689","issue":"S1","publisher":"Springer","author":[{"id":"31132","last_name":"Rezat","full_name":"Rezat, Sebastian","first_name":"Sebastian"},{"first_name":"Sara","full_name":"Malik, Sara","last_name":"Malik"},{"full_name":"Leifeld, Markus","first_name":"Markus","last_name":"Leifeld"}],"quality_controlled":"1","publication":"International Journal of Science and Mathematics Education","keyword":["General Mathematics","Education"],"status":"public","date_created":"2023-05-09T14:03:15Z","volume":20,"abstract":[{"lang":"eng","text":"AbstractEven in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that support the close reading of mathematical text have been suggested; however, descriptions and empirical evaluations of materials designed to support these activities are rare. We present the design and first evaluation cycle of materials developed in a design research project that aims to scaffold close reading of mathematical text. The materials were designed and evaluated in a German university course on elementary geometry for first-year teacher education students who study mathematics to become primary teachers. The reading strategies were explained and modeled for students in reading-strategy videos. Additionally, close reading of mathematical text was scaffolded by close-reading tasks and homework tasks and problems that build on the reading strategies and were specifically designed to foster understanding of the mathematical text. Survey data were collected from 296 students to evaluate their use of and attitude toward the different materials. The quantitative results indicate that students used the materials and were generally able to learn the course content by themselves. From all provided materials, they found the close-reading tasks most helpful. A qualitative analysis of answers to open questions revealed issues with different materials, particularly with the script, and requests for additional materials. The issues with the script were categorized inductively. The categories are presented as a qualitative result of the study and discussed."}],"user_id":"31132","language":[{"iso":"eng"}],"date_updated":"2023-12-06T08:19:36Z","doi":"10.1007/s10763-022-10309-y","publication_status":"published","publication_identifier":{"issn":["1571-0068","1573-1774"]},"title":"Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation"},{"main_file_link":[{"url":"https://library.oapen.org/handle/20.500.12657/57970"}],"citation":{"bibtex":"@inbook{Sommer_Szczesny_2022, title={Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.}, DOI={10.3278/9783763972579}, booktitle={Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern.}, author={Sommer, Christian and Szczesny, Daniela}, editor={Heisler, Dietmar and Meier, Jörg A.}, year={2022}, pages={329–348} }","mla":"Sommer, Christian, and Daniela Szczesny. “Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.” Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern., edited by Dietmar Heisler and Jörg A. Meier, 2022, pp. 329–48, doi:10.3278/9783763972579.","chicago":"Sommer, Christian, and Daniela Szczesny. “Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.” In Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern., edited by Dietmar Heisler and Jörg A. Meier, 329–48, 2022. https://doi.org/10.3278/9783763972579.","ama":"Sommer C, Szczesny D. Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie. In: Heisler D, Meier JA, eds. Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern. ; 2022:329-348. doi:10.3278/9783763972579","apa":"Sommer, C., & Szczesny, D. (2022). Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie. In D. Heisler & J. A. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern. (pp. 329–348). https://doi.org/10.3278/9783763972579","ieee":"C. Sommer and D. Szczesny, “Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.,” in Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern., D. Heisler and J. A. Meier, Eds. 2022, pp. 329–348.","short":"C. Sommer, D. Szczesny, in: D. Heisler, J.A. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern., 2022, pp. 329–348."},"type":"book_chapter","year":"2022","page":"329-348","_id":"34704","quality_controlled":"1","author":[{"full_name":"Sommer, Christian","first_name":"Christian","id":"33108","last_name":"Sommer"},{"first_name":"Daniela","full_name":"Szczesny, Daniela","last_name":"Szczesny","id":"44658"}],"publication":"Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern.","keyword":["COVID-19","Digitalization","Vocational education and training","Retail"],"status":"public","date_created":"2022-12-21T11:45:14Z","abstract":[{"lang":"eng","text":"One of the most powerful events in the still young 21st century is certainly the outbreak of the coronavirus and the following COVID-19 pandemic. Massive economic as well as social distress caused worldwide devastation. In Germany, not only stores, factories, cultural facilities were closed, but also – for the first time in history – schools were closed nationwide. Closed working sites and vocational schools, as well as working sites, which remained open due to their systemic relevance, led to so far unknown challenges in Germany’s vocational education system. A very good example are the dual apprenticeships, such as trained retail salesman, which were only partially affected by closures. The main goal of education policy was to compensate personal communication and interaction via digital media. This article’s main aim is to reveal the strategies vocational schools have developed to overcome the challenges they had to face because of the pandemic."}],"user_id":"33108","language":[{"iso":"ger"}],"date_updated":"2023-12-06T13:36:49Z","doi":"10.3278/9783763972579","department":[{"_id":"451"}],"editor":[{"last_name":"Heisler","first_name":"Dietmar","full_name":"Heisler, Dietmar"},{"last_name":"Meier","first_name":"Jörg A.","full_name":"Meier, Jörg A."}],"publication_status":"published","title":"Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie."},{"issue":"21","_id":"35111","intvolume":" 8","page":"299–312","type":"journal_article","year":"2022","citation":{"short":"T. Bloh, C. Caruso, die hochschullehre 8 (2022) 299–312.","ieee":"T. Bloh and C. Caruso, “Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung,” die hochschullehre, vol. 8, no. 21, pp. 299–312, 2022, doi: 10.3278/HSL2221W.","chicago":"Bloh, Thiemo, and Carina Caruso. “Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung.” die hochschullehre 8, no. 21 (2022): 299–312. https://doi.org/10.3278/HSL2221W.","apa":"Bloh, T., & Caruso, C. (2022). Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung. die hochschullehre, 8(21), 299–312. https://doi.org/10.3278/HSL2221W","ama":"Bloh T, Caruso C. Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung. die hochschullehre. 2022;8(21):299–312. doi:10.3278/HSL2221W","bibtex":"@article{Bloh_Caruso_2022, title={Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung}, volume={8}, DOI={10.3278/HSL2221W}, number={21}, journal={die hochschullehre}, publisher={wbv }, author={Bloh, Thiemo and Caruso, Carina}, year={2022}, pages={299–312} }","mla":"Bloh, Thiemo, and Carina Caruso. “Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung.” die hochschullehre, vol. 8, no. 21, wbv , 2022, pp. 299–312, doi:10.3278/HSL2221W."},"user_id":"86519","abstract":[{"lang":"ger","text":"Forschendes Lernen in der Lehrer:innenbildung ist seit der Ausweitung schulpraktischer Anteile bzw. der Einführung des sogenannten Praxissemesters eng verwoben mit der Lehrer:innenausbildung. Gleichzeitig wird bisher weitestgehend different beantwortet, was Forschendes Lernen ist und sein kann sowie warum es wie hochschuldidaktisch gerahmt wird und werden sollte. Der Beitrag widmet sich dieser Frage. Dabei zeigt sich einerseits, dass hochschuldidaktische Zugänge zur Realisierung Forschenden Lernens in der Lehrer:innenbildung erst vor dem Hintergrund theoretischer Annahmen zur Entwicklung von Lehrpersonen und deren Professionalität sowie zur Gestalt - gemeint ist hier der Beitrag zu dieser Entwicklung sowie der Anteil an Professionalität - Forschenden Lernens entwickelt werden können, eine solche Fundierung aber oftmals ausbleibt. Andererseits wird herausgearbeitet, inwiefern eine Differenz zwischen wissenschaftlicher Forschung und Forschung im Forschenden Lernen besteht. Daran anschließend wird eine habitustheoretische Fundierung Forschenden Lernens vorgestellt und es werden exemplarisch deren Implikationen für die Gestaltung Forschenden Lernens benannt. Abschließend wird anhand empirischer Rekonstruktionen beispielhaft eine praktische Umsetzung diskutiert."},{"text":"Research-based learning in teacher education has been closely interwoven with teacher education since the introduction of the so-called Praxissemester. Nonetheless research has so far largely an- swered differently what research-based learning is and how it should be framed in university learn- ing opportunities. This article addresses the question. On the one hand, it shows that university learning opportunities which would realize research-based learning in teacher education can only be developed against the background of theoretical assumptions about teacher professionalism and its development as well as the form of research-based learning. On the other hand, it is worked out to what extent there is a difference between scientific research and research in research-based learning. Subsequently, a habitus-theoretical foundation of research-based learning will be pre-\r\n300 Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung sented and their implications for the design of research-based learning will be named as examples,\r\nand empirical reconstructions will be used to discuss a practical implementation as an example.","lang":"eng"}],"volume":8,"alternative_title":[" Fragen, Erwägungen und Rekonstruktionen"],"date_created":"2023-01-02T13:38:50Z","status":"public","publication":"die hochschullehre","keyword":["Forschendes Lernen","Lehrer:innenausbildung","Praxissemester","Professionalisierung / Research-based learning","teacher education","internships","professionalization"],"publisher":"wbv ","author":[{"full_name":"Bloh, Thiemo","orcid":"0000-0002-2215-2924","first_name":"Thiemo","id":"69383","last_name":"Bloh"},{"last_name":"Caruso","id":"23123","first_name":"Carina","full_name":"Caruso, Carina"}],"doi":"10.3278/HSL2221W","date_updated":"2024-03-27T20:02:14Z","language":[{"iso":"ger"}],"title":"Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung","publication_identifier":{"issn":["2199-8825"]},"publication_status":"published"},{"author":[{"full_name":"Höper, Lukas","first_name":"Lukas","id":"58041","last_name":"Höper"}],"publisher":"Association for Computing Machinery","keyword":["data awareness","machine learning","data science education","data-driven digital artifacts","artificial intelligence"],"publication":"21st Koli Calling International Conference on Computing Education Research","department":[{"_id":"67"}],"publication_identifier":{"isbn":["9781450384889"]},"status":"public","date_created":"2021-11-16T07:59:49Z","place":"New York, NY, USA","abstract":[{"text":" Students often have a lack of understanding and awareness of where, how, and why personal data about them is collected and processed. Especially, when interacting with data-driven digital artifacts, an appropriate perception of the data collection and processing is necessary for self-determination. This dissertation deals with the development and evaluation of a concept called data awareness which aims to foster students’ self-determination interacting with data-driven digital artifacts.","lang":"eng"}],"title":"Developing and Evaluating the Concept Data Awareness for K12 Computing Education","user_id":"21145","series_title":"Koli Calling '21","citation":{"bibtex":"@inproceedings{Höper_2021, place={New York, NY, USA}, series={Koli Calling ’21}, title={Developing and Evaluating the Concept Data Awareness for K12 Computing Education}, DOI={10.1145/3488042.3490509}, booktitle={21st Koli Calling International Conference on Computing Education Research}, publisher={Association for Computing Machinery}, author={Höper, Lukas}, year={2021}, collection={Koli Calling ’21} }","mla":"Höper, Lukas. “Developing and Evaluating the Concept Data Awareness for K12 Computing Education.” 21st Koli Calling International Conference on Computing Education Research, Association for Computing Machinery, 2021, doi:10.1145/3488042.3490509.","ama":"Höper L. Developing and Evaluating the Concept Data Awareness for K12 Computing Education. In: 21st Koli Calling International Conference on Computing Education Research. Koli Calling ’21. Association for Computing Machinery; 2021. doi:10.1145/3488042.3490509","apa":"Höper, L. (2021). Developing and Evaluating the Concept Data Awareness for K12 Computing Education. 21st Koli Calling International Conference on Computing Education Research. https://doi.org/10.1145/3488042.3490509","chicago":"Höper, Lukas. “Developing and Evaluating the Concept Data Awareness for K12 Computing Education.” In 21st Koli Calling International Conference on Computing Education Research. Koli Calling ’21. New York, NY, USA: Association for Computing Machinery, 2021. https://doi.org/10.1145/3488042.3490509.","ieee":"L. Höper, “Developing and Evaluating the Concept Data Awareness for K12 Computing Education,” 2021, doi: 10.1145/3488042.3490509.","short":"L. Höper, in: 21st Koli Calling International Conference on Computing Education Research, Association for Computing Machinery, New York, NY, USA, 2021."},"year":"2021","type":"conference","language":[{"iso":"eng"}],"_id":"27491","date_updated":"2022-01-06T06:57:40Z","doi":"10.1145/3488042.3490509"},{"date_updated":"2022-02-02T12:00:18Z","doi":"10.1007/978-3-030-81701-5_5","series_title":"IFIP Advances in Information and Communication Technology","language":[{"iso":"eng"}],"title":"Computers and Education – Recognising Opportunities and Managing Challenges","department":[{"_id":"67"}],"publication_identifier":{"isbn":["978-3-030-81700-8"],"eissn":["1868-422X"]},"editor":[{"first_name":"Michael","full_name":"Goedicke, Michael","last_name":"Goedicke"},{"last_name":"Neuhold","first_name":"Erich ","full_name":"Neuhold, Erich "},{"last_name":"Rannenberg","full_name":"Rannenberg, Kai","first_name":"Kai"}],"conference":{"name":"IFIP International Federation for Information Processing 2021"},"_id":"29720","page":"129-152","citation":{"bibtex":"@inbook{Passey_Brinda_Cornu_Holvikivi_Lewin_Magenheim_Morel_Osorio_Tatnall_Thompson_et al._2021, series={IFIP Advances in Information and Communication Technology}, title={Computers and Education – Recognising Opportunities and Managing Challenges}, volume={AICT-600}, DOI={10.1007/978-3-030-81701-5_5}, booktitle={Advancing Research in Information and Communication Technology}, publisher={Springer, Cham}, author={Passey, Don and Brinda, Torsten and Cornu, Bernard and Holvikivi, Jaana and Lewin, Cathy and Magenheim, Johannes and Morel, Raymond and Osorio, Javier and Tatnall, Arthur and Thompson, Barrie and et al.}, editor={Goedicke, Michael and Neuhold, Erich and Rannenberg, Kai}, year={2021}, pages={129–152}, collection={IFIP Advances in Information and Communication Technology} }","mla":"Passey, Don, et al. “Computers and Education – Recognising Opportunities and Managing Challenges.” Advancing Research in Information and Communication Technology, edited by Michael Goedicke et al., vol. AICT-600, Springer, Cham, 2021, pp. 129–52, doi:10.1007/978-3-030-81701-5_5.","chicago":"Passey, Don, Torsten Brinda, Bernard Cornu, Jaana Holvikivi, Cathy Lewin, Johannes Magenheim, Raymond Morel, et al. “Computers and Education – Recognising Opportunities and Managing Challenges.” In Advancing Research in Information and Communication Technology, edited by Michael Goedicke, Erich Neuhold, and Kai Rannenberg, AICT-600:129–52. IFIP Advances in Information and Communication Technology. Springer, Cham, 2021. https://doi.org/10.1007/978-3-030-81701-5_5.","apa":"Passey, D., Brinda, T., Cornu, B., Holvikivi, J., Lewin, C., Magenheim, J., Morel, R., Osorio, J., Tatnall, A., Thompson, B., & Webb, M. (2021). Computers and Education – Recognising Opportunities and Managing Challenges. In M. Goedicke, E. Neuhold, & K. Rannenberg (Eds.), Advancing Research in Information and Communication Technology: Vol. AICT-600 (pp. 129–152). Springer, Cham. https://doi.org/10.1007/978-3-030-81701-5_5","ama":"Passey D, Brinda T, Cornu B, et al. Computers and Education – Recognising Opportunities and Managing Challenges. In: Goedicke M, Neuhold E, Rannenberg K, eds. Advancing Research in Information and Communication Technology. Vol AICT-600. IFIP Advances in Information and Communication Technology. Springer, Cham; 2021:129-152. doi:10.1007/978-3-030-81701-5_5","ieee":"D. Passey et al., “Computers and Education – Recognising Opportunities and Managing Challenges,” in Advancing Research in Information and Communication Technology, vol. AICT-600, M. Goedicke, E. Neuhold, and K. Rannenberg, Eds. Springer, Cham, 2021, pp. 129–152.","short":"D. Passey, T. Brinda, B. Cornu, J. Holvikivi, C. Lewin, J. Magenheim, R. Morel, J. Osorio, A. Tatnall, B. Thompson, M. Webb, in: M. Goedicke, E. Neuhold, K. Rannenberg (Eds.), Advancing Research in Information and Communication Technology, Springer, Cham, 2021, pp. 129–152."},"type":"book_chapter","year":"2021","user_id":"21145","publication":"Advancing Research in Information and Communication Technology","keyword":["Educational technologies","Education and technologies","Digital technologies and education","Information technologies","Communication technologies","Educational technologies and research","Educational technologies and pedagogical practices","Educational technologies and policy","Educational management and technologies","Professional development and educational technologies"],"publisher":"Springer, Cham","author":[{"first_name":"Don","full_name":"Passey, Don","last_name":"Passey"},{"full_name":"Brinda, Torsten","first_name":"Torsten","last_name":"Brinda"},{"first_name":"Bernard","full_name":"Cornu, Bernard","last_name":"Cornu"},{"full_name":"Holvikivi, Jaana","first_name":"Jaana","last_name":"Holvikivi"},{"first_name":"Cathy","full_name":"Lewin, Cathy","last_name":"Lewin"},{"last_name":"Magenheim","first_name":"Johannes","full_name":"Magenheim, Johannes"},{"last_name":"Morel","full_name":"Morel, Raymond","first_name":"Raymond"},{"last_name":"Osorio","full_name":"Osorio, Javier","first_name":"Javier"},{"last_name":"Tatnall","first_name":"Arthur","full_name":"Tatnall, Arthur"},{"full_name":"Thompson, Barrie","first_name":"Barrie","last_name":"Thompson"},{"last_name":"Webb","first_name":"Mary","full_name":"Webb, Mary"}],"volume":"AICT-600","date_created":"2022-02-02T08:24:58Z","status":"public"},{"citation":{"ieee":"M. Goller, C. Caruso, and C. Harteis, “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers,” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, pp. 208–223, 2021, doi: 10.13152/ijrvet.8.2.4.","short":"M. Goller, C. Caruso, C. Harteis, International Journal for Research in Vocational Education and Training 8 (2021) 208–223.","mla":"Goller, Michael, et al. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, Uni Bremen Campus GmbH, 2021, pp. 208–23, doi:10.13152/ijrvet.8.2.4.","bibtex":"@article{Goller_Caruso_Harteis_2021, title={Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers}, volume={8}, DOI={10.13152/ijrvet.8.2.4}, number={2}, journal={International Journal for Research in Vocational Education and Training}, publisher={Uni Bremen Campus GmbH}, author={Goller, Michael and Caruso, Carina and Harteis, Christian}, year={2021}, pages={208–223} }","apa":"Goller, M., Caruso, C., & Harteis, C. (2021). Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training, 8(2), 208–223. https://doi.org/10.13152/ijrvet.8.2.4","ama":"Goller M, Caruso C, Harteis C. Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training. 2021;8(2):208-223. doi:10.13152/ijrvet.8.2.4","chicago":"Goller, Michael, Carina Caruso, and Christian Harteis. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training 8, no. 2 (2021): 208–23. https://doi.org/10.13152/ijrvet.8.2.4."},"year":"2021","type":"journal_article","page":"208-223","_id":"29728","intvolume":" 8","issue":"2","author":[{"last_name":"Goller","id":"30984","first_name":"Michael","full_name":"Goller, Michael","orcid":"0000-0002-2820-9178"},{"full_name":"Caruso, Carina","first_name":"Carina","last_name":"Caruso"},{"last_name":"Harteis","id":"27503","first_name":"Christian","full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626"}],"publisher":"Uni Bremen Campus GmbH","publication":"International Journal for Research in Vocational Education and Training","keyword":["Education"],"status":"public","date_created":"2022-02-03T11:37:42Z","volume":8,"abstract":[{"lang":"eng","text":"Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years.Method: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. Findings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. Conclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future."}],"user_id":"74133","language":[{"iso":"eng"}],"date_updated":"2022-02-03T11:52:36Z","doi":"10.13152/ijrvet.8.2.4","department":[{"_id":"452"}],"publication_identifier":{"issn":["2197-8646","2197-8638"]},"publication_status":"published","title":"Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers"},{"issue":"2","intvolume":" 117","_id":"29098","year":"2021","citation":{"short":"M. Goller, S. Ziegler, Zeitschrift für Berufsund Wirtschaftspädagogik 117 (2021) 154–193.","ieee":"M. Goller and S. Ziegler, “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik,” Zeitschrift für Berufsund Wirtschaftspädagogik, vol. 117, no. 2, pp. 154–193, 2021, doi: 10.25162/zbw-2021-0008.","chicago":"Goller, Michael, and Simone Ziegler. “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik.” Zeitschrift für Berufsund Wirtschaftspädagogik 117, no. 2 (2021): 154–93. https://doi.org/10.25162/zbw-2021-0008.","apa":"Goller, M., & Ziegler, S. (2021). Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik. Zeitschrift für Berufsund Wirtschaftspädagogik, 117(2), 154–193. https://doi.org/10.25162/zbw-2021-0008","ama":"Goller M, Ziegler S. Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik. Zeitschrift für Berufsund Wirtschaftspädagogik. 2021;117(2):154-193. doi:10.25162/zbw-2021-0008","mla":"Goller, Michael, and Simone Ziegler. “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik.” Zeitschrift für Berufsund Wirtschaftspädagogik, vol. 117, no. 2, 2021, pp. 154–93, doi:10.25162/zbw-2021-0008.","bibtex":"@article{Goller_Ziegler_2021, title={Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik}, volume={117}, DOI={10.25162/zbw-2021-0008}, number={2}, journal={Zeitschrift für Berufsund Wirtschaftspädagogik}, author={Goller, Michael and Ziegler, Simone}, year={2021}, pages={154–193} }"},"type":"journal_article","page":"154-193","user_id":"79910","abstract":[{"lang":"ger","text":"National und international ist in den letzten Jahren ein vergrößertes Interesse an der Erforschung der Berufswahlmotivation von Studierenden des allgemeinen Lehramtes zu beobachten. Auch in der Wirtschaftspädagogik hat die empirische Auseinandersetzung mit den Beweggründen der Studien- und Berufswahl eine gewisse Tradition. Gleichzeitig muss bemängelt werden, dass die existierenden Untersuchungen einerseits bisher keine an die nationale und internationale Forschung anschlussfähigen Erhebungsinstrumente benutzten und andererseits regional nur einzelne Hochschulstandorte berücksichtigten. Die hier berichtete Studie nimmt sich dieses Forschungsdesiderates an. Hierzu wurden 879 Studierende der Wirtschaftspädagogik an zwölf deutschen Studienstandorten mit einem standardisierten Fragebogen, basierend auf dem bereits gut etablierten FIT-Choice-Ansatz, befragt. Auf Basis dieser Stichprobe werden folgende Forschungsfragen beantwortet: (1) Inwiefern eignet sich das FIT-Choice-Instrumentarium auch für Untersuchungen von Studierenden der Wirtschaftspädagogik?, (2) Welche Motive sowie Vorstellungen vom späteren Beruf liegen der Berufswahl der befragten Studierenden der Wirtschaftspädagogik zugrunde? und (3) Inwiefern unterscheiden sich die Berufswahlmotive sowie die Vorstellungen des späteren Berufs der befragten Wirtschaftspädagogikstudierenden in Hinblick auf das Geschlecht, eine vorherige Berufsausbildung sowie den späteren Berufswunsch? Die Validierung zeigt, dass sich der FIT-Choice-Ansatz größtenteils gut eignet, um auch Studierende der Wirtschaftspädagogik zu untersuchen. Darüber hinaus geben die Befunde vertiefte Einblicke in die Berufswahlmotivation angehender Wirtschaftspädagog*innen (z. B. hohe Relevanz des polyvalenten Studiencharakters)."}],"volume":117,"status":"public","date_created":"2021-12-22T16:50:32Z","author":[{"orcid":"0000-0002-2820-9178","full_name":"Goller, Michael","first_name":"Michael","id":"30984","last_name":"Goller"},{"full_name":"Ziegler, Simone","first_name":"Simone","last_name":"Ziegler"}],"publication":"Zeitschrift für Berufsund Wirtschaftspädagogik","keyword":["Berufswahl","Motivation","Wirtschaftspädagogik","Berufliche Bildung","FIT-Choice","Lehramt","Career Choice","Business","Education","VET","FIT-Choice","Teacher Education"],"doi":"10.25162/zbw-2021-0008","date_updated":"2022-02-03T13:29:36Z","language":[{"iso":"ger"}],"title":"Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik","publication_status":"published","publication_identifier":{"issn":["0172-2875"]},"department":[{"_id":"452"}]},{"language":[{"iso":"eng"}],"date_updated":"2022-09-15T08:37:41Z","doi":"10.3390/su13179515","oa":"1","department":[{"_id":"121"}],"publication_identifier":{"issn":["2071-1050"]},"publication_status":"published","title":"Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds","main_file_link":[{"url":"https://www.mdpi.com/2071-1050/13/17/9515","open_access":"1"}],"type":"journal_article","year":"2021","citation":{"apa":"Lee, S. J., Schneijderberg, C., Kim, Y., & Steinhardt, I. (2021). Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds. Sustainability, 13(17), Article 9515. https://doi.org/10.3390/su13179515","ama":"Lee SJ, Schneijderberg C, Kim Y, Steinhardt I. Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds. Sustainability. 2021;13(17). doi:10.3390/su13179515","chicago":"Lee, Soo Jeung, Christian Schneijderberg, Yangson Kim, and Isabel Steinhardt. “Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds.” Sustainability 13, no. 17 (2021). https://doi.org/10.3390/su13179515.","bibtex":"@article{Lee_Schneijderberg_Kim_Steinhardt_2021, title={Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds}, volume={13}, DOI={10.3390/su13179515}, number={179515}, journal={Sustainability}, publisher={MDPI AG}, author={Lee, Soo Jeung and Schneijderberg, Christian and Kim, Yangson and Steinhardt, Isabel}, year={2021} }","mla":"Lee, Soo Jeung, et al. “Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds.” Sustainability, vol. 13, no. 17, 9515, MDPI AG, 2021, doi:10.3390/su13179515.","short":"S.J. Lee, C. Schneijderberg, Y. Kim, I. Steinhardt, Sustainability 13 (2021).","ieee":"S. J. Lee, C. Schneijderberg, Y. Kim, and I. Steinhardt, “Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds,” Sustainability, vol. 13, no. 17, Art. no. 9515, 2021, doi: 10.3390/su13179515."},"_id":"33372","intvolume":" 13","article_number":"9515","issue":"17","publisher":"MDPI AG","quality_controlled":"1","author":[{"last_name":"Lee","full_name":"Lee, Soo Jeung","first_name":"Soo Jeung"},{"last_name":"Schneijderberg","first_name":"Christian","full_name":"Schneijderberg, Christian"},{"full_name":"Kim, Yangson","first_name":"Yangson","last_name":"Kim"},{"last_name":"Steinhardt","id":"90339","first_name":"Isabel","orcid":"https://orcid.org/0000-0002-2590-6189","full_name":"Steinhardt, Isabel"}],"keyword":["world university rankings","citation","first-citation speed","Minerva","Studies in Higher Education"],"publication":"Sustainability","file_date_updated":"2022-09-15T08:36:50Z","file":[{"date_updated":"2022-09-15T08:36:50Z","content_type":"application/pdf","relation":"main_file","success":1,"file_size":2407463,"file_id":"33375","creator":"isste","access_level":"closed","file_name":"Lee et al. 2021 Academic Citations.pdf","date_created":"2022-09-15T08:36:50Z"}],"volume":13,"has_accepted_license":"1","status":"public","date_created":"2022-09-15T08:27:56Z","extern":"1","article_type":"original","abstract":[{"lang":"eng","text":"Academics may actively respond to the expectations of the academic status market, which have largely been shaped by the World University Rankings (WURs). This study empirically examines how academics’ citation patterns have changed in response to the rise of an “evaluation environment” in academia. We regard the WURs to be a macro-level trigger for cementing a bibliometric-based evaluation environment in academia. Our analyses of citation patterns in papers published in two higher education journals explicitly considered three distinct periods: the pre-WURs (1990–2003), the period of WURs implementation (2004–2010), and the period of adaption to WURs (2011–2017). We applied the nonparametric Kaplan–Meier method to compare first-citation speeds of papers published across the three periods. We found that not only has first-citation speed become faster, but first-citation probability has also increased following the emergence of the WURs. Applying Cox proportional hazard models to first-citation probabilities, we identified journal impact factors and third-party funding as factors influencing first-citation probability, while other author- and paper-related factors showed limited effects. We also found that the general effects of different factors on first-citation speeds have changed with the emergence of the WURs. The findings expand our understanding of the citation patterns of academics in the rise of WURs and provide practical grounds for research policy as well as higher education policy."}],"ddc":["300"],"user_id":"90339"},{"publication_identifier":{"issn":["2197-8646"]},"publication_status":"published","title":"Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers","language":[{"iso":"eng"}],"date_updated":"2023-01-06T12:17:27Z","doi":"10.13152/IJRVET.8.2.4.","author":[{"orcid":"0000-0002-2820-9178","full_name":"Goller, Michael","first_name":"Michael","id":"30984","last_name":"Goller"},{"full_name":"Caruso, Carina","first_name":"Carina","id":"23123","last_name":"Caruso"},{"full_name":"Harteis, Christian","orcid":"https://orcid.org/0000-0002-3570-7626","first_name":"Christian","id":"27503","last_name":"Harteis"}],"keyword":["Work-Based Learning","Organisational Change","Digital Competences","Qualitative Research","Digitalisation","Farming","Dairy","VET","Vocational Education and Training"],"publication":"International Journal for Research in Vocational Education and Training","volume":8,"status":"public","date_created":"2023-01-04T10:08:59Z","abstract":[{"text":"Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years.\r\n\r\nMethod: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. \r\n\r\nFindings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. \r\n\r\nConclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future.","lang":"eng"}],"user_id":"86519","year":"2021","type":"journal_article","citation":{"bibtex":"@article{Goller_Caruso_Harteis_2021, title={Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers}, volume={8}, DOI={10.13152/IJRVET.8.2.4.}, number={2}, journal={International Journal for Research in Vocational Education and Training}, author={Goller, Michael and Caruso, Carina and Harteis, Christian}, year={2021}, pages={208–223} }","mla":"Goller, Michael, et al. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, 2021, pp. 208–223, doi:10.13152/IJRVET.8.2.4.","chicago":"Goller, Michael, Carina Caruso, and Christian Harteis. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training 8, no. 2 (2021): 208–223. https://doi.org/10.13152/IJRVET.8.2.4.","ama":"Goller M, Caruso C, Harteis C. Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training. 2021;8(2):208–223. doi:10.13152/IJRVET.8.2.4.","apa":"Goller, M., Caruso, C., & Harteis, C. (2021). Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training, 8(2), 208–223. https://doi.org/10.13152/IJRVET.8.2.4.","ieee":"M. Goller, C. Caruso, and C. Harteis, “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers,” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, pp. 208–223, 2021, doi: 10.13152/IJRVET.8.2.4.","short":"M. Goller, C. Caruso, C. Harteis, International Journal for Research in Vocational Education and Training 8 (2021) 208–223."},"page":"208–223","_id":"35202","intvolume":" 8","issue":"2"},{"issue":"2","intvolume":" 14","_id":"35139","citation":{"chicago":"Caruso, Carina, and Michael Goller. “Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe.” Lehrerbildung auf dem Prüfstand 14, no. 2 (2021): 296–310.","ama":"Caruso C, Goller M. Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe. Lehrerbildung auf dem Prüfstand. 2021;14(2):296-310.","apa":"Caruso, C., & Goller, M. (2021). Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe. Lehrerbildung auf dem Prüfstand, 14(2), 296–310.","bibtex":"@article{Caruso_Goller_2021, title={Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe}, volume={14}, number={2}, journal={Lehrerbildung auf dem Prüfstand}, publisher={Universität Paderborn}, author={Caruso, Carina and Goller, Michael}, year={2021}, pages={296–310} }","mla":"Caruso, Carina, and Michael Goller. “Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe.” Lehrerbildung auf dem Prüfstand, vol. 14, no. 2, Universität Paderborn, 2021, pp. 296–310.","short":"C. Caruso, M. Goller, Lehrerbildung auf dem Prüfstand 14 (2021) 296–310.","ieee":"C. Caruso and M. Goller, “Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe,” Lehrerbildung auf dem Prüfstand, vol. 14, no. 2, pp. 296–310, 2021."},"year":"2021","type":"journal_article","page":"296-310","main_file_link":[{"url":"https://www.vep-landau.de/produkt/lehrerbildung-auf-dem-pruefstand-2021-14-2-kap-3-digital/"}],"user_id":"86519","abstract":[{"lang":"ger","text":"Mentor*innen unterstützen Studierende u.a. bei der Planung, Durchführung und Reflexion von Unterricht. Obwohl Mentor*innen ein hoher Einfluss auf die Professionalisierung angehender Lehrkräfte zugeschrieben wird, gibt es nur wenige Studien, in denen die Perspektive von Mentor*innen beforscht wird. Dieser Beitrag zielt darauf, die Perspektive von Mentor*innen zu den Aufgaben der am Praxissemester beteiligten Lernorte sowie Veränderungsbedarfe zu explorieren. Hierzu werden Ergebnisse einer Interviewstudie mit 23 Mentor*innen vorgestellt, die zur Beantwortung nachstehender Forschungsfragen beitragen: (1) Welche Aufgaben haben die am Praxissemester beteiligten Lernorte und die dort tätigen Akteur*innen hinsichtlich der Vorbereitung, Unterstützung und Begleitung der Studierenden im Praxissemester aus Perspektive befragter Mentor*innen? (2) Was sind aus Sicht von Mentor*innen Veränderungsbedarfe hinsichtlich der Rahmenbedingungen bzw. Konzeption des Praxissemesters? Ein zentraler Befund der Studie ist, dass allen Lernorten attribuiert wird, dass diese Studierende auf die praktische Unterrichtstätigkeit vorbereiten sollen. Die Relevanz der Universitäten wird dabei allerdings als gering eingeschätzt. Auch theoretisch-reflexive Aspekte spielen in den Aussagen der meisten Mentor*innen keine Rolle. Veränderungsbedarf wird von den Mentor*innen vor allem in der Rolle des Zentrums für schulpraktische Lehrerausbildung und der Universität gesehen. Diese Befunde werden anschließend kritisch diskutiert. "},{"lang":"eng","text":"Mentors in long-term school internships are important learning resources for teacher students due to their support in planning, conducting, and reflection of students’ first teaching attempts. And although the literature attributes mentors an important role in teacher students’ professional development, only very few studies exist that investigate their particular perspectives on internships in teacher education. This contribution attempts to bridge this research gap in order to generate insights about how to effectively design teacher students’ learning during school internships. For this purpose, interviews with 23 teacher mentors were conducted and analysed to answer the following research questions: (1) What role do the different stakeholders play in teacher students’ professional development from the perspective of mentors? (2) What needs to be changed in terms of structural conditions as well as the conceptualisation of long-term school internships from the perspective of mentors? A central finding is that mentors strongly argue that students should be mainly prepared for practical teaching by all three stakeholders. However, the role of the university is seen less relevant than the two other actors’ role in this context. In addition, theoretical and reflective aspects are not perceived as highly important during the internship. A need for change is seen in the functions that the centre for practical teacher education as well as the university take over. All findings are critically discussed."}],"volume":14,"status":"public","date_created":"2023-01-03T12:51:50Z","publisher":"Universität Paderborn","author":[{"full_name":"Caruso, Carina","first_name":"Carina","id":"23123","last_name":"Caruso"},{"last_name":"Goller","id":"30984","first_name":"Michael","orcid":"0000-0002-2820-9178","full_name":"Goller, Michael"}],"keyword":["Lehrerbildung","Mentoring","Praxissemester","Professionalisierung / internship","mentoring","professionalisation","teacher education"],"publication":"Lehrerbildung auf dem Prüfstand","date_updated":"2023-01-06T12:21:39Z","language":[{"iso":"ger"}],"title":"Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe","publication_status":"published","publication_identifier":{"issn":["\t1867-2779"]}},{"_id":"35199","intvolume":" 44","issue":"1","page":"15–23","type":"journal_article","citation":{"chicago":"Caruso, Carina, and Jan Woppowa. “Zur Relevanz von Fallarbeit.” Religionspädagogische Beiträge. Journal for Religion in Education 44, no. 1 (2021): 15–23. https://doi.org/10.20377/rpb-82.","ama":"Caruso C, Woppowa J. Zur Relevanz von Fallarbeit. Religionspädagogische Beiträge Journal for Religion in Education . 2021;44(1):15–23. doi:10.20377/rpb-82","apa":"Caruso, C., & Woppowa, J. (2021). Zur Relevanz von Fallarbeit. Religionspädagogische Beiträge. Journal for Religion in Education , 44(1), 15–23. https://doi.org/10.20377/rpb-82","bibtex":"@article{Caruso_Woppowa_2021, title={Zur Relevanz von Fallarbeit}, volume={44}, DOI={10.20377/rpb-82}, number={1}, journal={Religionspädagogische Beiträge. Journal for Religion in Education }, publisher={University of Bamberg Press}, author={Caruso, Carina and Woppowa, Jan}, year={2021}, pages={15–23} }","mla":"Caruso, Carina, and Jan Woppowa. “Zur Relevanz von Fallarbeit.” Religionspädagogische Beiträge. Journal for Religion in Education , vol. 44, no. 1, University of Bamberg Press, 2021, pp. 15–23, doi:10.20377/rpb-82.","short":"C. Caruso, J. Woppowa, Religionspädagogische Beiträge. Journal for Religion in Education 44 (2021) 15–23.","ieee":"C. Caruso and J. Woppowa, “Zur Relevanz von Fallarbeit,” Religionspädagogische Beiträge. Journal for Religion in Education , vol. 44, no. 1, pp. 15–23, 2021, doi: 10.20377/rpb-82."},"year":"2021","abstract":[{"lang":"ger","text":"Der Beitrag verbindet die Sichtweisen verschiedener Professionalisierungsansätze mit der Frage nach der Gestaltung der (universitären) Begleitung angehender Lehrkräfte im Praxissemester. Dabei wird der Wert von Fallarbeit herausgearbeitet und beschrieben, wie eine Unterstützung angehender (Religions-)Lehrkräfte gestaltet sein müsste, um Entwicklung und Lernen im Praxissemester systematisch zu begleiten. Der Beitrag widmet sich daher zuerst den Rahmenbedingungen und Forschungsbefunden zu Langzeitpraktika und der Gestalt von Professionalisierung durch Praxis. Daran schließen sich Denkfiguren zur Unterstützung (religionspädagogischer) Professionalisierungsprozesse von angehenden Lehrkräften im Schulpraktikum durch rekonstruktive Fallarbeit an, aus Sicht etablierter Professionalisierungsansätze."},{"text":" The article combines the perspectives of different approaches to professionalization with strategies to support prospective teachers in internships at university. It aims at giving a description of how support for prospec-tive teachers should be designed to systematically accompany development and learning in internships. Thereforeit first addresses the framework conditions and research findings on long-term internships. This is followed by ideas to support professionalization processes of prospective teachers in school during their internship. The ad-vantages of reconstructive casework from the perspective of the approaches to professionalization are discussed.","lang":"eng"}],"user_id":"86519","keyword":["Fallarbeit","Praxissemester","Professionalität","Professionalisierung","Lehrerinnen- und Lehrerbildung / casework","teacher education","internship","professionalization","professionalism"],"publication":"Religionspädagogische Beiträge. Journal for Religion in Education ","author":[{"id":"23123","last_name":"Caruso","full_name":"Caruso, Carina","first_name":"Carina"},{"full_name":"Woppowa, Jan","first_name":"Jan","last_name":"Woppowa"}],"publisher":"University of Bamberg Press","volume":44,"alternative_title":["Denkfiguren zur Unterstützung der Professionalisierungsprozesse angehender Lehrkräfte im Praxissemester"],"date_created":"2023-01-04T09:55:29Z","status":"public","date_updated":"2023-01-06T12:28:10Z","doi":"10.20377/rpb-82","language":[{"iso":"ger"}],"title":"Zur Relevanz von Fallarbeit","publication_identifier":{"issn":["2750 - 3941"]},"publication_status":"published"},{"title":"Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience","publication_identifier":{"issn":["0950-0693","1464-5289"]},"publication_status":"published","department":[{"_id":"299"},{"_id":"33"}],"doi":"10.1080/09500693.2021.2006820","date_updated":"2023-01-09T15:29:10Z","language":[{"iso":"eng"}],"user_id":"4245","date_created":"2023-01-09T15:28:50Z","status":"public","volume":43,"publication":"International Journal of Science Education","keyword":["Education"],"publisher":"Informa UK Limited","author":[{"full_name":"Kulgemeyer, Christoph","first_name":"Christoph","last_name":"Kulgemeyer"},{"first_name":"Maren","full_name":"Kempin, Maren","last_name":"Kempin"},{"first_name":"Anna","full_name":"Weißbach, Anna","last_name":"Weißbach"},{"last_name":"Borowski","full_name":"Borowski, Andreas","first_name":"Andreas"},{"first_name":"David","full_name":"Buschhüter, David","last_name":"Buschhüter"},{"last_name":"Enkrott","first_name":"Patrick","full_name":"Enkrott, Patrick"},{"first_name":"Peter","full_name":"Reinhold, Peter","last_name":"Reinhold","id":"416"},{"last_name":"Riese","first_name":"Josef","full_name":"Riese, Josef"},{"full_name":"Schecker, Horst","first_name":"Horst","last_name":"Schecker"},{"last_name":"Schröder","first_name":"Jan","full_name":"Schröder, Jan"},{"full_name":"Vogelsang, Christoph","first_name":"Christoph","id":"4245","last_name":"Vogelsang"}],"issue":"18","intvolume":" 43","_id":"35526","page":"3035-3057","year":"2021","type":"journal_article","citation":{"chicago":"Kulgemeyer, Christoph, Maren Kempin, Anna Weißbach, Andreas Borowski, David Buschhüter, Patrick Enkrott, Peter Reinhold, et al. “Exploring the Impact of Pre-Service Science Teachers’ Reflection Skills on the Development of Professional Knowledge during a Field Experience.” International Journal of Science Education 43, no. 18 (2021): 3035–57. https://doi.org/10.1080/09500693.2021.2006820.","ama":"Kulgemeyer C, Kempin M, Weißbach A, et al. Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience. International Journal of Science Education. 2021;43(18):3035-3057. doi:10.1080/09500693.2021.2006820","apa":"Kulgemeyer, C., Kempin, M., Weißbach, A., Borowski, A., Buschhüter, D., Enkrott, P., Reinhold, P., Riese, J., Schecker, H., Schröder, J., & Vogelsang, C. (2021). Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience. International Journal of Science Education, 43(18), 3035–3057. https://doi.org/10.1080/09500693.2021.2006820","mla":"Kulgemeyer, Christoph, et al. “Exploring the Impact of Pre-Service Science Teachers’ Reflection Skills on the Development of Professional Knowledge during a Field Experience.” International Journal of Science Education, vol. 43, no. 18, Informa UK Limited, 2021, pp. 3035–57, doi:10.1080/09500693.2021.2006820.","bibtex":"@article{Kulgemeyer_Kempin_Weißbach_Borowski_Buschhüter_Enkrott_Reinhold_Riese_Schecker_Schröder_et al._2021, title={Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience}, volume={43}, DOI={10.1080/09500693.2021.2006820}, number={18}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Kulgemeyer, Christoph and Kempin, Maren and Weißbach, Anna and Borowski, Andreas and Buschhüter, David and Enkrott, Patrick and Reinhold, Peter and Riese, Josef and Schecker, Horst and Schröder, Jan and et al.}, year={2021}, pages={3035–3057} }","short":"C. Kulgemeyer, M. Kempin, A. Weißbach, A. Borowski, D. Buschhüter, P. Enkrott, P. Reinhold, J. Riese, H. Schecker, J. Schröder, C. Vogelsang, International Journal of Science Education 43 (2021) 3035–3057.","ieee":"C. Kulgemeyer et al., “Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience,” International Journal of Science Education, vol. 43, no. 18, pp. 3035–3057, 2021, doi: 10.1080/09500693.2021.2006820."}},{"date_updated":"2023-01-11T10:05:36Z","doi":"10.1111/test.12279","language":[{"iso":"eng"}],"title":"Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"363"}],"publication_identifier":{"issn":["0141-982X","1467-9639"]},"publication_status":"published","intvolume":" 43","_id":"35737","page":"S133-S142","type":"journal_article","citation":{"apa":"Biehler, R., & Fleischer, Y. (2021). Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks. Teaching Statistics, 43, S133–S142. https://doi.org/10.1111/test.12279","ama":"Biehler R, Fleischer Y. Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks. Teaching Statistics. 2021;43:S133-S142. doi:10.1111/test.12279","chicago":"Biehler, Rolf, and Yannik Fleischer. “Introducing Students to Machine Learning with Decision Trees Using CODAP and Jupyter Notebooks.” Teaching Statistics 43 (2021): S133–42. https://doi.org/10.1111/test.12279.","mla":"Biehler, Rolf, and Yannik Fleischer. “Introducing Students to Machine Learning with Decision Trees Using CODAP and Jupyter Notebooks.” Teaching Statistics, vol. 43, Wiley, 2021, pp. S133–42, doi:10.1111/test.12279.","bibtex":"@article{Biehler_Fleischer_2021, title={Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks}, volume={43}, DOI={10.1111/test.12279}, journal={Teaching Statistics}, publisher={Wiley}, author={Biehler, Rolf and Fleischer, Yannik}, year={2021}, pages={S133–S142} }","short":"R. Biehler, Y. Fleischer, Teaching Statistics 43 (2021) S133–S142.","ieee":"R. Biehler and Y. Fleischer, “Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks,” Teaching Statistics, vol. 43, pp. S133–S142, 2021, doi: 10.1111/test.12279."},"year":"2021","user_id":"37888","keyword":["Education","Statistics and Probability"],"publication":"Teaching Statistics","author":[{"first_name":"Rolf","full_name":"Biehler, Rolf","last_name":"Biehler","id":"16274"},{"first_name":"Yannik","full_name":"Fleischer, Yannik","last_name":"Fleischer"}],"publisher":"Wiley","volume":43,"date_created":"2023-01-10T10:08:32Z","status":"public"},{"language":[{"iso":"eng"}],"date_updated":"2023-01-11T10:09:03Z","doi":"10.1111/test.12283","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"363"}],"publication_status":"published","publication_identifier":{"issn":["0141-982X","1467-9639"]},"title":"A first introduction to data science education in secondary schools: Teaching and learning about data exploration withCODAPusing survey data","page":"S182-S189","type":"journal_article","year":"2021","citation":{"ieee":"D. Frischemeier, R. Biehler, S. Podworny, and L. Budde, “A first introduction to data science education in secondary schools: Teaching and learning about data exploration with<scp>CODAP</scp>using survey data,” Teaching Statistics, vol. 43, no. S1, pp. S182–S189, 2021, doi: 10.1111/test.12283.","short":"D. Frischemeier, R. Biehler, S. Podworny, L. Budde, Teaching Statistics 43 (2021) S182–S189.","bibtex":"@article{Frischemeier_Biehler_Podworny_Budde_2021, title={A first introduction to data science education in secondary schools: Teaching and learning about data exploration with<scp>CODAP</scp>using survey data}, volume={43}, DOI={10.1111/test.12283}, number={S1}, journal={Teaching Statistics}, publisher={Wiley}, author={Frischemeier, Daniel and Biehler, Rolf and Podworny, Susanne and Budde, Lea}, year={2021}, pages={S182–S189} }","mla":"Frischemeier, Daniel, et al. “A First Introduction to Data Science Education in Secondary Schools: Teaching and Learning about Data Exploration With<scp>CODAP</Scp>using Survey Data.” Teaching Statistics, vol. 43, no. S1, Wiley, 2021, pp. S182–89, doi:10.1111/test.12283.","chicago":"Frischemeier, Daniel, Rolf Biehler, Susanne Podworny, and Lea Budde. “A First Introduction to Data Science Education in Secondary Schools: Teaching and Learning about Data Exploration With<scp>CODAP</Scp>using Survey Data.” Teaching Statistics 43, no. S1 (2021): S182–89. https://doi.org/10.1111/test.12283.","ama":"Frischemeier D, Biehler R, Podworny S, Budde L. A first introduction to data science education in secondary schools: Teaching and learning about data exploration with<scp>CODAP</scp>using survey data. Teaching Statistics. 2021;43(S1):S182-S189. doi:10.1111/test.12283","apa":"Frischemeier, D., Biehler, R., Podworny, S., & Budde, L. (2021). A first introduction to data science education in secondary schools: Teaching and learning about data exploration with<scp>CODAP</scp>using survey data. Teaching Statistics, 43(S1), S182–S189. https://doi.org/10.1111/test.12283"},"intvolume":" 43","_id":"35751","issue":"S1","keyword":["Education","Statistics and Probability"],"publication":"Teaching Statistics","author":[{"last_name":"Frischemeier","full_name":"Frischemeier, Daniel","first_name":"Daniel"},{"first_name":"Rolf","full_name":"Biehler, Rolf","last_name":"Biehler","id":"16274"},{"last_name":"Podworny","full_name":"Podworny, Susanne","first_name":"Susanne"},{"first_name":"Lea","full_name":"Budde, Lea","last_name":"Budde","id":"32443"}],"publisher":"Wiley","date_created":"2023-01-10T10:16:44Z","status":"public","volume":43,"user_id":"37888"},{"title":"Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices","publication_status":"published","publication_identifier":{"issn":["2198-9745","2198-9753"]},"department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"363"}],"doi":"10.1007/s40753-021-00139-8","date_updated":"2023-01-11T10:19:25Z","language":[{"iso":"eng"}],"user_id":"37888","abstract":[{"text":"AbstractThe aim of the special issue is to bring together important current international research on innovative teaching and learning practices in mathematics in engineering education, and to develop deeper understandings of the characteristics of current teaching and learning practices that can inform the design and implementation of future innovative practice. The focus of this review paper is to provide a state-of-the-art overview of this emerging field at the cross-roads between mathematics and engineering education, in addition to introducing the papers of this special issue. To guide this paper, we posed three review questions: (1) How can current (teaching/learning/study) practices of mathematics in engineering education be characterized with a view towards innovation?; (2) What are the ‘resources’ (cognitive, material, digital, social) used, and what are those that appear also well suited for innovative courses?; (3) What are promising innovative practices in mathematics in engineering education, and what are the implications for curriculum reform? Looking back across the studies we summarized in the review, we conclude that they are lagging behind the more fundamental changes that are happening in engineering education, whilst addressing selected aspects of innovative changes within the current system of engineering education. At the same time, the nine papers of this special issue contribute new perspectives for innovative practices in mathematics in engineering education, for a better understanding of current practices and for future research.","lang":"eng"}],"status":"public","date_created":"2023-01-10T10:43:08Z","volume":7,"author":[{"last_name":"Pepin","full_name":"Pepin, Birgit","first_name":"Birgit"},{"id":"16274","last_name":"Biehler","full_name":"Biehler, Rolf","first_name":"Rolf"},{"full_name":"Gueudet, Ghislaine","first_name":"Ghislaine","last_name":"Gueudet"}],"publisher":"Springer Science and Business Media LLC","keyword":["Education","Mathematics (miscellaneous)"],"publication":"International Journal of Research in Undergraduate Mathematics Education","issue":"2","intvolume":" 7","_id":"35778","type":"journal_article","year":"2021","citation":{"bibtex":"@article{Pepin_Biehler_Gueudet_2021, title={Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices}, volume={7}, DOI={10.1007/s40753-021-00139-8}, number={2}, journal={International Journal of Research in Undergraduate Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Pepin, Birgit and Biehler, Rolf and Gueudet, Ghislaine}, year={2021}, pages={163–188} }","mla":"Pepin, Birgit, et al. “Mathematics in Engineering Education: A Review of the Recent Literature with a View towards Innovative Practices.” International Journal of Research in Undergraduate Mathematics Education, vol. 7, no. 2, Springer Science and Business Media LLC, 2021, pp. 163–88, doi:10.1007/s40753-021-00139-8.","ama":"Pepin B, Biehler R, Gueudet G. Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices. International Journal of Research in Undergraduate Mathematics Education. 2021;7(2):163-188. doi:10.1007/s40753-021-00139-8","apa":"Pepin, B., Biehler, R., & Gueudet, G. (2021). Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices. International Journal of Research in Undergraduate Mathematics Education, 7(2), 163–188. https://doi.org/10.1007/s40753-021-00139-8","chicago":"Pepin, Birgit, Rolf Biehler, and Ghislaine Gueudet. “Mathematics in Engineering Education: A Review of the Recent Literature with a View towards Innovative Practices.” International Journal of Research in Undergraduate Mathematics Education 7, no. 2 (2021): 163–88. https://doi.org/10.1007/s40753-021-00139-8.","ieee":"B. Pepin, R. Biehler, and G. Gueudet, “Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices,” International Journal of Research in Undergraduate Mathematics Education, vol. 7, no. 2, pp. 163–188, 2021, doi: 10.1007/s40753-021-00139-8.","short":"B. Pepin, R. Biehler, G. Gueudet, International Journal of Research in Undergraduate Mathematics Education 7 (2021) 163–188."},"page":"163-188"},{"user_id":"37888","volume":24,"date_created":"2023-01-10T10:44:50Z","status":"public","keyword":["Developmental and Educational Psychology","Education","General Mathematics"],"publication":"Mathematical Thinking and Learning","publisher":"Informa UK Limited","author":[{"last_name":"Podworny","first_name":"Susanne","full_name":"Podworny, Susanne"},{"full_name":"Biehler, Rolf","first_name":"Rolf","id":"16274","last_name":"Biehler"}],"issue":"4","_id":"35781","intvolume":" 24","page":"291-311","citation":{"ieee":"S. Podworny and R. Biehler, “The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study,” Mathematical Thinking and Learning, vol. 24, no. 4, pp. 291–311, 2021, doi: 10.1080/10986065.2021.1922837.","short":"S. Podworny, R. Biehler, Mathematical Thinking and Learning 24 (2021) 291–311.","bibtex":"@article{Podworny_Biehler_2021, title={The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study}, volume={24}, DOI={10.1080/10986065.2021.1922837}, number={4}, journal={Mathematical Thinking and Learning}, publisher={Informa UK Limited}, author={Podworny, Susanne and Biehler, Rolf}, year={2021}, pages={291–311} }","mla":"Podworny, Susanne, and Rolf Biehler. “The Process of Actively Building a Model for a Randomization Test – Insights into Learners’ Modeling Activities Based on a Case Study.” Mathematical Thinking and Learning, vol. 24, no. 4, Informa UK Limited, 2021, pp. 291–311, doi:10.1080/10986065.2021.1922837.","chicago":"Podworny, Susanne, and Rolf Biehler. “The Process of Actively Building a Model for a Randomization Test – Insights into Learners’ Modeling Activities Based on a Case Study.” Mathematical Thinking and Learning 24, no. 4 (2021): 291–311. https://doi.org/10.1080/10986065.2021.1922837.","ama":"Podworny S, Biehler R. The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study. Mathematical Thinking and Learning. 2021;24(4):291-311. doi:10.1080/10986065.2021.1922837","apa":"Podworny, S., & Biehler, R. (2021). The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study. Mathematical Thinking and Learning, 24(4), 291–311. https://doi.org/10.1080/10986065.2021.1922837"},"type":"journal_article","year":"2021","title":"The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study","publication_status":"published","publication_identifier":{"issn":["1098-6065","1532-7833"]},"department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"363"}],"doi":"10.1080/10986065.2021.1922837","date_updated":"2023-01-11T10:20:20Z","language":[{"iso":"eng"}]},{"status":"public","has_accepted_license":"1","date_created":"2023-01-13T09:21:52Z","volume":1,"file":[{"file_id":"36547","creator":"isste","file_size":391202,"relation":"main_file","success":1,"date_updated":"2023-01-13T09:19:55Z","content_type":"application/pdf","file_name":"2021 Steinhardt Students in the spotlight.pdf","date_created":"2023-01-13T09:19:55Z","access_level":"closed"}],"publisher":"International Sociology Association","author":[{"full_name":"Steinhardt, Isabel","orcid":"https://orcid.org/0000-0002-2590-6189","first_name":"Isabel","id":"90339","last_name":"Steinhardt"}],"quality_controlled":"1","file_date_updated":"2023-01-13T09:19:55Z","keyword":["Intersectionality","inequality","gender","diversity","higher-education","crisis"],"publication":"ISA Pedagogy Series","user_id":"90339","ddc":["300"],"article_type":"original","abstract":[{"lang":"eng","text":"Due to the Corona crisis, German Higher Education Institutions had to close their campuses in March and lecturers had to teach online. To understand how the Corona crisis affected students, first this article explains the structural and social inequalities in the German higher education system, using Tinto's (1975; 1997) student engagement theory. Second, the concept of Bergman-Rosamond et al. (2020) is used to analyze the challenges that Corona has raised for students, including current surveys. We found that the closure of the social space campus (and the Corona crisis as a whole) particularly hit hard those students who had previously been affected by (intersectional) inequality. Therefore, to lessen the specific challenges associated with the ad hoc transition to digital studying, the creation of a digital community of learning can help. We demonstrate how such a community can be created by the example seminar, \"Digital practices: an autoethnographic observation\". During the seminar, students recorded their digital technology use in a journal, and we analyzed the diary entries using the collaborate autoethnography method. The seminar example shows that this method is well suited for the development of a community of learning as it not only places students in the spotlight but as students work together on a topic they get to know each other, and a basis of trust is created through peer-feedback. Therefore, it was important to have a digital space (in this case Mahara) where the exchange could take place. The continuous insight into the students’ \"learning status\" enabled the lecturer to promote the learning and provide individual assistance for the students."}],"extern":"1","type":"journal_article","citation":{"ieee":"I. Steinhardt, “Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis,” ISA Pedagogy Series, vol. 1, no. 1, pp. 42–59, 2021.","short":"I. Steinhardt, ISA Pedagogy Series 1 (2021) 42–59.","bibtex":"@article{Steinhardt_2021, title={Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis}, volume={1}, number={1}, journal={ISA Pedagogy Series}, publisher={International Sociology Association}, author={Steinhardt, Isabel}, year={2021}, pages={42–59} }","mla":"Steinhardt, Isabel. “Students in the Spotlight: Using Collaborative Autoethnography to Build a Community of Learning in the Corona Crisis.” ISA Pedagogy Series, vol. 1, no. 1, International Sociology Association, 2021, pp. 42–59.","chicago":"Steinhardt, Isabel. “Students in the Spotlight: Using Collaborative Autoethnography to Build a Community of Learning in the Corona Crisis.” ISA Pedagogy Series 1, no. 1 (2021): 42–59.","ama":"Steinhardt I. Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis. ISA Pedagogy Series. 2021;1(1):42-59.","apa":"Steinhardt, I. (2021). Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis. ISA Pedagogy Series, 1(1), 42–59."},"year":"2021","page":"42-59","main_file_link":[{"url":"https://www.isaportal.org/resources/resource/students-in-the-spotlight-using-collaborative-autoethnography-to-build-a-community-of-learning-in-the-corona-crisis/","open_access":"1"}],"issue":"1","intvolume":" 1","_id":"36545","publication_status":"published","department":[{"_id":"121"}],"title":"Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis","language":[{"iso":"eng"}],"oa":"1","date_updated":"2023-01-13T09:21:57Z"},{"title":"Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen","publication_status":"published","publication_identifier":{"issn":["2366-6145","2366-6218"]},"department":[{"_id":"36"},{"_id":"117"},{"_id":"31"},{"_id":"423"}],"doi":"10.1007/s11612-021-00574-w","date_updated":"2023-01-18T07:53:10Z","language":[{"iso":"ger"}],"user_id":"59707","article_type":"original","abstract":[{"text":"ZusammenfassungIn diesem Beitrag der Zeitschrift Gruppe. Interaktion. Organisation. (GIO) wird das Instrument zur Diagnose pädagogischer Kompetenzen von Pflegelehrpersonen (PädKomPflege) vorgestellt.Die Berufsbildung in der Pflege ist durch sich verändernde inhaltliche und gesetzliche Anforderungen geprägt. Verschiedene landesspezifische rechtliche Vorgaben führen zu einem sehr heterogenen Bild von Qualifikationen und Kompetenzen der Pflegelehrpersonen. Die Anrechnung bereits erworbener Kompetenzen auf pflegepädagogische Studiengänge sowie die Kompetenzerfassung und -bilanzierung in Berufsbildungseinrichtungen spielt daher eine wichtige Rolle. Vor diesem Hintergrund wurde das Instrument PädKomPflege entwickelt und erprobt. Grundlage des Kompetenzmodells sind die Empfehlungen der Kultusministerkonferenz (2004) zu den Standards für die (allgemeine) Lehrerbildung sowie Expertenworkshops und -interviews mit PflegedidaktikerInnen. Die empirische Erprobung erfolgte an einer Stichprobe von 1096 Pflegelehrpersonen. Psychometrische Analysen auf Grundlage der klassischen Testtheorie sowie IRT-basierte Analysen führten zu einer Überarbeitung des Instruments, welches nun als zweisprachiges Online-Self-Assessmenttool (eng./deut.) vorliegt. Die Validierung der deutschsprachigen Version fand anhand von 545 TeilnehmerInnen im Jahr 2016 statt, sodass ein geprüftes Instrument mit 54 Items in den fünf Hauptskalen (Unterricht, Beurteilung, Beratung, Lernortkooperation sowie Organisations- und Schulentwicklung) und 18 Subskalen zur Verfügung steht.Sowohl klassische als auch probabilistische Testgütekriterien werden erfüllt. Die Skalen weisen hohe interne Konsistenzen auf (α > 0,80) und sind überwiegend konstruktvalide. So lassen sich für 17 der 18 Subskalen ordinale Raschmodelle anpassen. Auf der Ebene der Hauptskalen können Partial Credit Modelle für alle Items von modellkonformen Subskalen einer Hauptskala angepasst werden. Das Instrument kann zur individuellen Kompetenzdiagnostik, zur Identifikation von Bildungsbedarfen in Schulen des Gesundheitswesens und im Kontext beruflicher Bildungsprozesse genutzt werden. In der Onlineversion erhalten Teilnehmende abschließend ein individuelles Kompetenzprofil mit möglichen Vergleichswerten. Das Tool kann begleitend zu Qualifizierungsprozessen als Monitoring-Instrument oder zur individuellen Kompetenzbilanzierung eingesetzt werden.","lang":"eng"}],"status":"public","date_created":"2023-01-18T07:51:55Z","publisher":"Springer Science and Business Media LLC","author":[{"first_name":"Mirko","orcid":"0000-0003-2646-085X","full_name":"Schürmann, Mirko","last_name":"Schürmann","id":"59707"},{"id":"3211","last_name":"Bender","full_name":"Bender, Elena","first_name":"Elena"},{"last_name":"Grebe","first_name":"Christian","full_name":"Grebe, Christian"}],"quality_controlled":"1","publication":"Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)","keyword":["Organizational Behavior and Human Resource Management","Applied Psychology","Developmental and Educational Psychology","Education","Social Psychology"],"_id":"37231","year":"2021","citation":{"short":"M. Schürmann, E. Bender, C. Grebe, Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO) (2021).","ieee":"M. Schürmann, E. Bender, and C. Grebe, “Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen,” Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO), 2021, doi: 10.1007/s11612-021-00574-w.","apa":"Schürmann, M., Bender, E., & Grebe, C. (2021). Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen. Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO). https://doi.org/10.1007/s11612-021-00574-w","ama":"Schürmann M, Bender E, Grebe C. Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen. Gruppe Interaktion Organisation Zeitschrift für Angewandte Organisationspsychologie (GIO). Published online 2021. doi:10.1007/s11612-021-00574-w","chicago":"Schürmann, Mirko, Elena Bender, and Christian Grebe. “Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen.” Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO), 2021. https://doi.org/10.1007/s11612-021-00574-w.","bibtex":"@article{Schürmann_Bender_Grebe_2021, title={Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen}, DOI={10.1007/s11612-021-00574-w}, journal={Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO)}, publisher={Springer Science and Business Media LLC}, author={Schürmann, Mirko and Bender, Elena and Grebe, Christian}, year={2021} }","mla":"Schürmann, Mirko, et al. “Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen.” Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO), Springer Science and Business Media LLC, 2021, doi:10.1007/s11612-021-00574-w."},"type":"journal_article"},{"doi":"10.14361/9783839457061","_id":"37274","date_updated":"2023-01-18T10:18:54Z","language":[{"iso":"eng"}],"page":"312","type":"book","year":"2021","citation":{"bibtex":"@book{Dahmen_2021, title={Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}, DOI={10.14361/9783839457061}, publisher={Bielefeld University Press}, author={Dahmen, Stephan}, year={2021} }","mla":"Dahmen, Stephan. Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press, 2021, doi:10.14361/9783839457061.","apa":"Dahmen, S. (2021). Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press. https://doi.org/10.14361/9783839457061","ama":"Dahmen S. Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press; 2021. doi:10.14361/9783839457061","chicago":"Dahmen, Stephan. Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press, 2021. https://doi.org/10.14361/9783839457061.","ieee":"S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press, 2021.","short":"S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action, Bielefeld University Press, 2021."},"user_id":"48187","title":"Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action","abstract":[{"lang":"eng","text":"How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects."}],"date_created":"2023-01-18T10:18:09Z","status":"public","keyword":["Youth","Welfare State","Transitions","Human Service Organizations","Institutional Ethnography","Activation","Sociology of Conventions","Work","Education","Educational Research","Sociology of Education","Social Pedagogy","History of Education","Bielefeld University Press"],"department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"author":[{"last_name":"Dahmen","id":"95659","first_name":"Stephan","full_name":"Dahmen, Stephan"}],"publisher":"Bielefeld University Press"},{"abstract":[{"text":"How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.","lang":"eng"}],"user_id":"48187","title":"Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action","publisher":"Bielefeld University Press","author":[{"last_name":"Dahmen","first_name":"Stephan","full_name":"Dahmen, Stephan"}],"keyword":["Youth","Welfare State","Transitions","Human Service Organizations","Institutional Ethnography","Activation","Sociology of Conventions","Work","Education","Educational Research","Sociology of Education","Social Pedagogy","History of Education","Bielefeld University Press"],"department":[{"_id":"723"},{"_id":"724"}],"status":"public","date_created":"2023-01-18T10:14:30Z","_id":"37273","date_updated":"2023-01-18T10:16:56Z","doi":"10.14361/9783839457061","language":[{"iso":"eng"}],"year":"2021","citation":{"bibtex":"@book{Dahmen_2021, title={Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}, DOI={10.14361/9783839457061}, publisher={Bielefeld University Press}, author={Dahmen, Stephan}, year={2021} }","mla":"Dahmen, Stephan. Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press, 2021, doi:10.14361/9783839457061.","chicago":"Dahmen, Stephan. Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press, 2021. https://doi.org/10.14361/9783839457061.","ama":"Dahmen S. Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press; 2021. doi:10.14361/9783839457061","apa":"Dahmen, S. (2021). Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press. https://doi.org/10.14361/9783839457061","ieee":"S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press, 2021.","short":"S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action, Bielefeld University Press, 2021."},"type":"book","page":"312"},{"type":"journal_article","year":"2021","citation":{"short":"S. Seifert, L. Paleczek, Electronic Journal of E-Learning 19 (2021) pp336-348.","ieee":"S. Seifert and L. Paleczek, “Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation,” Electronic Journal of e-Learning, vol. 19, no. 5, pp. pp336-348, 2021, 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","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","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.","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.","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} }"},"page":"pp336-348","issue":"5","_id":"37445","intvolume":" 19","volume":19,"status":"public","date_created":"2023-01-18T16:11:52Z","author":[{"full_name":"Seifert, Susanne","first_name":"Susanne","id":"97270","last_name":"Seifert"},{"full_name":"Paleczek, Lisa","first_name":"Lisa","last_name":"Paleczek"}],"publisher":"Academic Conferences International Ltd","keyword":["Computer Science Applications","Education"],"publication":"Electronic Journal of e-Learning","user_id":"97270","abstract":[{"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. ","lang":"eng"}],"language":[{"iso":"eng"}],"doi":"10.34190/ejel.19.5.2467","date_updated":"2023-01-18T16:46:03Z","publication_identifier":{"issn":["1479-4403"]},"publication_status":"published","department":[{"_id":"645"}],"title":"Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation"},{"volume":26,"status":"public","date_created":"2023-01-18T16:10:52Z","publisher":"Springer Science and Business Media LLC","author":[{"id":"97270","last_name":"Seifert","full_name":"Seifert, Susanne","first_name":"Susanne"}],"publication":"Technology, Knowledge and Learning","keyword":["Computer Science Applications","Human-Computer Interaction","Education","Mathematics (miscellaneous)"],"user_id":"97270","abstract":[{"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.","lang":"eng"}],"citation":{"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} }","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.","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.","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","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.","short":"S. Seifert, Technology, Knowledge and Learning 26 (2021) 383–405."},"type":"journal_article","year":"2021","page":"383-405","issue":"2","intvolume":" 26","_id":"37443","publication_identifier":{"issn":["2211-1662","2211-1670"]},"publication_status":"published","department":[{"_id":"645"}],"title":"Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade","language":[{"iso":"eng"}],"doi":"10.1007/s10758-021-09490-w","date_updated":"2023-01-18T16:45:42Z"},{"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","user_id":"97270","publisher":"Informa UK Limited","author":[{"last_name":"Krammer","first_name":"Mathias","full_name":"Krammer, Mathias"},{"first_name":"Susanne","full_name":"Seifert, Susanne","last_name":"Seifert","id":"97270"},{"last_name":"Gasteiger-Klicpera","full_name":"Gasteiger-Klicpera, Barbara","first_name":"Barbara"}],"department":[{"_id":"645"}],"publication":"Educational Studies","keyword":["Education"],"publication_identifier":{"issn":["0305-5698","1465-3400"]},"publication_status":"published","status":"public","date_created":"2023-01-18T16:08:23Z","date_updated":"2023-01-18T16:44:56Z","_id":"37439","doi":"10.1080/03055698.2021.1875320","citation":{"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} }","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.","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.","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","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.","short":"M. Krammer, S. Seifert, B. Gasteiger-Klicpera, Educational Studies (2021) 1–19."},"year":"2021","type":"journal_article","page":"1-19","language":[{"iso":"eng"}]},{"title":"Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten","department":[{"_id":"645"}],"publication_identifier":{"issn":["0007-1013","1467-8535"]},"publication_status":"published","date_updated":"2023-01-18T16:45:24Z","doi":"10.1111/bjet.13163","language":[{"iso":"eng"}],"user_id":"97270","keyword":["Education"],"publication":"British Journal of Educational Technology","publisher":"Wiley","author":[{"first_name":"Lisa","full_name":"Paleczek, Lisa","last_name":"Paleczek"},{"id":"97270","last_name":"Seifert","full_name":"Seifert, Susanne","first_name":"Susanne"},{"first_name":"Martin","full_name":"Schöfl, Martin","last_name":"Schöfl"}],"volume":52,"date_created":"2023-01-18T16:10:22Z","status":"public","intvolume":" 52","_id":"37442","issue":"6","page":"2145-2161","year":"2021","citation":{"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.","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} }","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","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.","short":"L. Paleczek, S. Seifert, M. Schöfl, British Journal of Educational Technology 52 (2021) 2145–2161."},"type":"journal_article"},{"title":"Teaching and learning in a multilingual Europe: findings from a cross-European study","publication_identifier":{"issn":["0256-2928","1878-5174"]},"publication_status":"published","department":[{"_id":"645"}],"doi":"10.1007/s10212-020-00523-z","date_updated":"2023-01-18T16:48:47Z","language":[{"iso":"eng"}],"user_id":"97270","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."}],"date_created":"2023-01-18T16:25:43Z","status":"public","volume":37,"publication":"European Journal of Psychology of Education","keyword":["Developmental and Educational Psychology","Education"],"publisher":"Springer Science and Business Media LLC","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"},{"last_name":"Mifsud","full_name":"Mifsud, C. L.","first_name":"C. L."},{"last_name":"Bourke","full_name":"Bourke, L.","first_name":"L."},{"last_name":"Vilageliu","full_name":"Vilageliu, O.","first_name":"O."},{"first_name":"E.","full_name":"Bešić, E.","last_name":"Bešić"},{"full_name":"Seifert, Susanne","first_name":"Susanne","id":"97270","last_name":"Seifert"},{"first_name":"B.","full_name":"Gasteiger-Klicpera, B.","last_name":"Gasteiger-Klicpera"},{"last_name":"Ralli","full_name":"Ralli, A.","first_name":"A."},{"last_name":"Dimakos","full_name":"Dimakos, I.","first_name":"I."},{"last_name":"Karpava","first_name":"S.","full_name":"Karpava, S."},{"last_name":"Martins","first_name":"M.","full_name":"Martins, M."},{"last_name":"Sousa","first_name":"O.","full_name":"Sousa, O."},{"last_name":"Castro","first_name":"S.","full_name":"Castro, S."},{"last_name":"Søndergaard Knudsen","full_name":"Søndergaard Knudsen, H. B.","first_name":"H. B."},{"first_name":"P.","full_name":"Donau, P.","last_name":"Donau"},{"last_name":"Haznedar","full_name":"Haznedar, B.","first_name":"B."},{"last_name":"Mikulajová","first_name":"M.","full_name":"Mikulajová, M."},{"first_name":"N.","full_name":"Gerdzhikova, N.","last_name":"Gerdzhikova"}],"issue":"2","_id":"37455","intvolume":" 37","page":"293-320","type":"journal_article","year":"2021","citation":{"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.","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.","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.","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","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","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} }","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."}},{"keyword":["Education","General Mathematics"],"publication":"Teaching Mathematics and its Applications: An International Journal of the IMA","publisher":"Oxford University Press (OUP)","author":[{"last_name":"Büchele","first_name":"Stefan","full_name":"Büchele, Stefan"},{"last_name":"Liebendörfer","full_name":"Liebendörfer, Michael","first_name":"Michael"},{"last_name":"Lankeit","full_name":"Lankeit, Elisa","first_name":"Elisa"}],"date_created":"2023-01-18T22:23:50Z","status":"public","volume":40,"abstract":[{"text":"Abstract\n Due to the COVID-19 crisis, many courses have been offered digitally. Using data from n = 1,173 business students participating in a preparatory mathematics course at a German university that covered the same content as in 2018, 2019 and 2020, we examine how students’ participation and the effect of the preparatory course changed. The data show that the participation rate has fallen slightly, but students’ participation is rather similar to preceding years. Interestingly, students have participated more intensively. There are clear signs of dishonesty in the self-test (use of a calculator) and significant changes in predictors of performance. In particular, the effect of students’ engagement in the course on their performance substantially increased. Further, we found a gender gap in performance affecting women. Finally, the data show that digital courses can be as effective as on-campus courses.","lang":"eng"}],"user_id":"30933","page":"478-496","type":"journal_article","year":"2021","citation":{"apa":"Büchele, S., Liebendörfer, M., & Lankeit, E. (2021). Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university. Teaching Mathematics and Its Applications: An International Journal of the IMA, 40(4), 478–496. https://doi.org/10.1093/teamat/hrab013","ama":"Büchele S, Liebendörfer M, Lankeit E. Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university. Teaching Mathematics and its Applications: An International Journal of the IMA. 2021;40(4):478-496. doi:10.1093/teamat/hrab013","chicago":"Büchele, Stefan, Michael Liebendörfer, and Elisa Lankeit. “Increasing the Effect of a Remedial Mathematics Course by Switching to an Online Format during the COVID-19 Crisis: Evidence from a German University.” Teaching Mathematics and Its Applications: An International Journal of the IMA 40, no. 4 (2021): 478–96. https://doi.org/10.1093/teamat/hrab013.","bibtex":"@article{Büchele_Liebendörfer_Lankeit_2021, title={Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university}, volume={40}, DOI={10.1093/teamat/hrab013}, number={4}, journal={Teaching Mathematics and its Applications: An International Journal of the IMA}, publisher={Oxford University Press (OUP)}, author={Büchele, Stefan and Liebendörfer, Michael and Lankeit, Elisa}, year={2021}, pages={478–496} }","mla":"Büchele, Stefan, et al. “Increasing the Effect of a Remedial Mathematics Course by Switching to an Online Format during the COVID-19 Crisis: Evidence from a German University.” Teaching Mathematics and Its Applications: An International Journal of the IMA, vol. 40, no. 4, Oxford University Press (OUP), 2021, pp. 478–96, doi:10.1093/teamat/hrab013.","short":"S. Büchele, M. Liebendörfer, E. Lankeit, Teaching Mathematics and Its Applications: An International Journal of the IMA 40 (2021) 478–496.","ieee":"S. Büchele, M. Liebendörfer, and E. Lankeit, “Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university,” Teaching Mathematics and its Applications: An International Journal of the IMA, vol. 40, no. 4, pp. 478–496, 2021, doi: 10.1093/teamat/hrab013."},"intvolume":" 40","_id":"37474","issue":"4","department":[{"_id":"10"}],"publication_identifier":{"issn":["0268-3679","1471-6976"]},"publication_status":"published","title":"Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university","language":[{"iso":"eng"}],"date_updated":"2023-01-18T22:47:00Z","doi":"10.1093/teamat/hrab013"},{"page":"436-454","year":"2021","citation":{"chicago":"Kempen, Leander, and Michael Liebendörfer. “University Students’ Fully Digital Study of Mathematics: An Identification of Student-Groups via Their Resources Usage and a Characterization by Personal and Affective Characteristics.” Teaching Mathematics and Its Applications: An International Journal of the IMA 40, no. 4 (2021): 436–54. https://doi.org/10.1093/teamat/hrab020.","apa":"Kempen, L., & Liebendörfer, M. (2021). University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics. Teaching Mathematics and Its Applications: An International Journal of the IMA, 40(4), 436–454. https://doi.org/10.1093/teamat/hrab020","ama":"Kempen L, Liebendörfer M. University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics. Teaching Mathematics and its Applications: An International Journal of the IMA. 2021;40(4):436-454. doi:10.1093/teamat/hrab020","mla":"Kempen, Leander, and Michael Liebendörfer. “University Students’ Fully Digital Study of Mathematics: An Identification of Student-Groups via Their Resources Usage and a Characterization by Personal and Affective Characteristics.” Teaching Mathematics and Its Applications: An International Journal of the IMA, vol. 40, no. 4, Oxford University Press (OUP), 2021, pp. 436–54, doi:10.1093/teamat/hrab020.","bibtex":"@article{Kempen_Liebendörfer_2021, title={University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics}, volume={40}, DOI={10.1093/teamat/hrab020}, number={4}, journal={Teaching Mathematics and its Applications: An International Journal of the IMA}, publisher={Oxford University Press (OUP)}, author={Kempen, Leander and Liebendörfer, Michael}, year={2021}, pages={436–454} }","short":"L. Kempen, M. Liebendörfer, Teaching Mathematics and Its Applications: An International Journal of the IMA 40 (2021) 436–454.","ieee":"L. Kempen and M. Liebendörfer, “University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics,” Teaching Mathematics and its Applications: An International Journal of the IMA, vol. 40, no. 4, pp. 436–454, 2021, doi: 10.1093/teamat/hrab020."},"type":"journal_article","_id":"37473","intvolume":" 40","issue":"4","publication":"Teaching Mathematics and its Applications: An International Journal of the IMA","keyword":["Education","General Mathematics"],"author":[{"first_name":"Leander","full_name":"Kempen, Leander","last_name":"Kempen"},{"full_name":"Liebendörfer, Michael","first_name":"Michael","last_name":"Liebendörfer"}],"publisher":"Oxford University Press (OUP)","date_created":"2023-01-18T22:23:40Z","status":"public","volume":40,"abstract":[{"lang":"eng","text":"Abstract\n We investigated university students’ study of mathematics in the digital setting context of the COVID-19 pandemic. We gathered data from a survey of 89 students enrolled in a ‘Linear Algebra 1’ course including affective variables, learning strategies, social relatedness and resources considered useful. The results indicate students’ high effort and self-regulation and a high variation in affective characteristics and social relatedness. All the traditional aspects of mathematics teaching (lecture, tutorials and lecture notes) were rated as particularly useful. In addition, the videos from external resources were rated as equally useful as the teaching team’s videos. In contrast, traditional literature such as textbooks was rarely considered useful. The most useful resource rated was communication with peers, underlining the important role of social learning despite fully digital learning environments. Finally, a cluster analysis based on students’ rated usefulness of the resources led to three different user-types. Whereas the ‘digitals’ find the external digital resources very useful (videos, webpages, etc.), the ‘traditionalists’ rate the digitalized traditional resources best (lecture, tutorials, etc.). All resources receive uniformly good ratings from a third group (‘all resource users’). We reflect on our findings in light of the pandemic and describe directions for future research."}],"user_id":"30933","language":[{"iso":"eng"}],"date_updated":"2023-01-18T22:49:44Z","doi":"10.1093/teamat/hrab020","department":[{"_id":"10"}],"publication_status":"published","publication_identifier":{"issn":["0268-3679","1471-6976"]},"title":"University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics"},{"author":[{"last_name":"Schröer","id":"71764","first_name":"Franz","full_name":"Schröer, Franz"},{"full_name":"Tenberge, Claudia","first_name":"Claudia","id":"67302","last_name":"Tenberge"}],"publisher":"TECHNE SERIES","quality_controlled":"1","keyword":["Inclusion","basic needs","Technology Education","Primary Education","autonomy","competence","social relatedness"],"publication":"TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap","volume":28,"status":"public","date_created":"2023-01-20T07:55:21Z","article_type":"original","abstract":[{"lang":"eng","text":"Research on technological educationininterdisciplinary scienceand socialstudies (Sachunterricht) in German primary schools emphasizes that childrenare generally interested in technology. While several STEAM initiatives point towards a growing recognition of technological literacy, the consideration of technology education ininterdisciplinaryscience and social studies is quite underrepresented in practice as well as in research and teacher training.Takinginto accountthe UN-CRPDclaims foran inclusive educational system andthus alsothe right to equally participate in a free society,participation in society through participation in technological development is a fundamental common goal of technological and inclusive education and part of widely recognized technological literacy.It is therefore not well understood how teaching and learning arrangementscan consider and satisfythe needs of all different students. The research project the present paper is part of tries to unveil the appearance of student’s basic needs in relation to technological educationfor all children. Thisinitial quantitative part of a grounded theory study examined the subjective significance of basic psychological needs in interdisciplinary science studies in primary educationto allow for a well-reasoned sample choice for subsequent interviews. Quantitative results point towards some revisions regarding the instrument used and several implications on the diversity of students ́needs in science and social studies. Future research is needed with larger samples for factor-analysis."}],"user_id":"67302","main_file_link":[{"open_access":"1","url":"https://journals.oslomet.no/index.php/techneA/article/view/4368/3843"}],"citation":{"ieee":"F. Schröer and C. Tenberge, “Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools,” TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap, vol. 28, no. 2, pp. 322–331, 2021.","short":"F. Schröer, C. Tenberge, TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap 28 (2021) 322–331.","bibtex":"@article{Schröer_Tenberge_2021, title={Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools}, volume={28}, number={2}, journal={TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap}, publisher={TECHNE SERIES}, author={Schröer, Franz and Tenberge, Claudia}, year={2021}, pages={322–331} }","mla":"Schröer, Franz, and Claudia Tenberge. “Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools.” TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap, vol. 28, no. 2, TECHNE SERIES, 2021, pp. 322–31.","chicago":"Schröer, Franz, and Claudia Tenberge. “Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools.” TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap 28, no. 2 (2021): 322–31.","apa":"Schröer, F., & Tenberge, C. (2021). Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools. TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap, 28(2), 322–331.","ama":"Schröer F, Tenberge C. Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools. TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap. 2021;28(2):322-331."},"type":"journal_article","year":"2021","page":"322-331","intvolume":" 28","_id":"37644","conference":{"end_date":"2021-04-30","location":"Rauma (FIN)","name":"PATT38 - Technology in our Hands - Creative Pedagogy and Ambitious Teacher Education","start_date":"2021-04-27"},"issue":"2","department":[{"_id":"588"}],"publication_status":"published","publication_identifier":{"issn":["1893-1774"]},"title":"Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools","language":[{"iso":"eng"}],"date_updated":"2023-01-25T16:16:05Z","oa":"1"},{"intvolume":" 12","_id":"31680","issue":"vol. 12 issue 3","page":"493-529","type":"journal_article","citation":{"short":"I. Scharlau, A. Karsten, K.J. Rohlfing, Journal of Writing Research 12 (2021) 493–529.","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.","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","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.","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} }","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."},"year":"2021","user_id":"14931","publication":"Journal of Writing Research","keyword":["Literature and Literary Theory","Linguistics and Language","Language and Linguistics","Education"],"author":[{"first_name":"Ingrid","full_name":"Scharlau, Ingrid","orcid":"0000-0003-2364-9489","last_name":"Scharlau","id":"451"},{"first_name":"A.","full_name":"Karsten, A.","last_name":"Karsten"},{"last_name":"Rohlfing","id":"50352","first_name":"Katharina J.","full_name":"Rohlfing, Katharina J."}],"publisher":"ARLE (International Association for Research in L1 Education)","date_created":"2022-06-06T13:49:01Z","status":"public","volume":12,"date_updated":"2023-02-01T12:14:52Z","doi":"10.17239/jowr-2021.12.03.01","language":[{"iso":"eng"}],"title":"Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing","department":[{"_id":"749"},{"_id":"424"}],"publication_identifier":{"issn":["2030-1006","2294-3307"]},"publication_status":"published"},{"author":[{"last_name":"Tolksdorf","full_name":"Tolksdorf, Nils F.","first_name":"Nils F."},{"last_name":"Crawshaw","first_name":"Camilla E.","full_name":"Crawshaw, Camilla E."},{"id":"50352","last_name":"Rohlfing","full_name":"Rohlfing, Katharina","first_name":"Katharina"}],"publisher":"Frontiers Media SA","keyword":["Education"],"publication":"Frontiers in Education","volume":5,"status":"public","date_created":"2023-01-17T20:22:49Z","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."}],"user_id":"14931","type":"journal_article","citation":{"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} }","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.","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.","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","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","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.","short":"N.F. Tolksdorf, C.E. Crawshaw, K. Rohlfing, Frontiers in Education 5 (2021)."},"year":"2021","_id":"37185","intvolume":" 5","department":[{"_id":"749"}],"publication_identifier":{"issn":["2504-284X"]},"publication_status":"published","title":"Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction","language":[{"iso":"eng"}],"date_updated":"2023-02-01T11:59:32Z","doi":"10.3389/feduc.2020.569615"},{"title":"Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden","publication_status":"published","publication_identifier":{"issn":["0885-6257","1469-591X"]},"department":[{"_id":"4"},{"_id":"556"}],"doi":"10.1080/08856257.2021.1911523","date_updated":"2023-05-17T09:05:19Z","language":[{"iso":"eng"}],"user_id":"12978","volume":37,"date_created":"2023-04-24T13:52:07Z","status":"public","publication":"European Journal of Special Needs Education","keyword":["Developmental and Educational Psychology","Health Professions (miscellaneous)","Education"],"author":[{"full_name":"DeVries, Jeffrey M.","first_name":"Jeffrey M.","last_name":"DeVries"},{"last_name":"Knickenberg","full_name":"Knickenberg, Margarita","first_name":"Margarita"},{"last_name":"Trygger","first_name":"Maria","full_name":"Trygger, Maria"}],"publisher":"Informa UK Limited","issue":"3","_id":"44151","intvolume":" 37","page":"511-525","year":"2021","type":"journal_article","citation":{"short":"J.M. DeVries, M. Knickenberg, M. Trygger, European Journal of Special Needs Education 37 (2021) 511–525.","ieee":"J. M. DeVries, M. Knickenberg, and M. Trygger, “Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden,” European Journal of Special Needs Education, vol. 37, no. 3, pp. 511–525, 2021, doi: 10.1080/08856257.2021.1911523.","apa":"DeVries, J. M., Knickenberg, M., & Trygger, M. (2021). Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden. European Journal of Special Needs Education, 37(3), 511–525. https://doi.org/10.1080/08856257.2021.1911523","ama":"DeVries JM, Knickenberg M, Trygger M. Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden. European Journal of Special Needs Education. 2021;37(3):511-525. doi:10.1080/08856257.2021.1911523","chicago":"DeVries, Jeffrey M., Margarita Knickenberg, and Maria Trygger. “Academic Self-Concept, Perceptions of Inclusion, Special Needs and Gender: Evidence from Inclusive Classes in Sweden.” European Journal of Special Needs Education 37, no. 3 (2021): 511–25. https://doi.org/10.1080/08856257.2021.1911523.","mla":"DeVries, Jeffrey M., et al. “Academic Self-Concept, Perceptions of Inclusion, Special Needs and Gender: Evidence from Inclusive Classes in Sweden.” European Journal of Special Needs Education, vol. 37, no. 3, Informa UK Limited, 2021, pp. 511–25, doi:10.1080/08856257.2021.1911523.","bibtex":"@article{DeVries_Knickenberg_Trygger_2021, title={Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden}, volume={37}, DOI={10.1080/08856257.2021.1911523}, number={3}, journal={European Journal of Special Needs Education}, publisher={Informa UK Limited}, author={DeVries, Jeffrey M. and Knickenberg, Margarita and Trygger, Maria}, year={2021}, pages={511–525} }"}},{"_id":"45177","intvolume":" 43","issue":"18","page":"3035-3057","type":"journal_article","citation":{"short":"C. Kulgemeyer, M. Kempin, A. Weißbach, A. Borowski, D. Buschhüter, P. Enkrott, P. Reinhold, J. Riese, H. Schecker, J. Schröder, C. Vogelsang, International Journal of Science Education 43 (2021) 3035–3057.","ieee":"C. Kulgemeyer et al., “Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience,” International Journal of Science Education, vol. 43, no. 18, pp. 3035–3057, 2021, doi: 10.1080/09500693.2021.2006820.","chicago":"Kulgemeyer, Christoph, Maren Kempin, Anna Weißbach, Andreas Borowski, David Buschhüter, Patrick Enkrott, Peter Reinhold, et al. “Exploring the Impact of Pre-Service Science Teachers’ Reflection Skills on the Development of Professional Knowledge during a Field Experience.” International Journal of Science Education 43, no. 18 (2021): 3035–57. https://doi.org/10.1080/09500693.2021.2006820.","ama":"Kulgemeyer C, Kempin M, Weißbach A, et al. Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience. International Journal of Science Education. 2021;43(18):3035-3057. doi:10.1080/09500693.2021.2006820","apa":"Kulgemeyer, C., Kempin, M., Weißbach, A., Borowski, A., Buschhüter, D., Enkrott, P., Reinhold, P., Riese, J., Schecker, H., Schröder, J., & Vogelsang, C. (2021). Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience. International Journal of Science Education, 43(18), 3035–3057. https://doi.org/10.1080/09500693.2021.2006820","bibtex":"@article{Kulgemeyer_Kempin_Weißbach_Borowski_Buschhüter_Enkrott_Reinhold_Riese_Schecker_Schröder_et al._2021, title={Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience}, volume={43}, DOI={10.1080/09500693.2021.2006820}, number={18}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Kulgemeyer, Christoph and Kempin, Maren and Weißbach, Anna and Borowski, Andreas and Buschhüter, David and Enkrott, Patrick and Reinhold, Peter and Riese, Josef and Schecker, Horst and Schröder, Jan and et al.}, year={2021}, pages={3035–3057} }","mla":"Kulgemeyer, Christoph, et al. “Exploring the Impact of Pre-Service Science Teachers’ Reflection Skills on the Development of Professional Knowledge during a Field Experience.” International Journal of Science Education, vol. 43, no. 18, Informa UK Limited, 2021, pp. 3035–57, doi:10.1080/09500693.2021.2006820."},"year":"2021","user_id":"84746","publication":"International Journal of Science Education","keyword":["Education"],"author":[{"full_name":"Kulgemeyer, Christoph","first_name":"Christoph","id":"84533","last_name":"Kulgemeyer"},{"last_name":"Kempin","full_name":"Kempin, Maren","first_name":"Maren"},{"full_name":"Weißbach, Anna","first_name":"Anna","last_name":"Weißbach"},{"last_name":"Borowski","first_name":"Andreas","full_name":"Borowski, Andreas"},{"first_name":"David","full_name":"Buschhüter, David","last_name":"Buschhüter"},{"last_name":"Enkrott","first_name":"Patrick","full_name":"Enkrott, Patrick"},{"first_name":"Peter","full_name":"Reinhold, Peter","last_name":"Reinhold","id":"416"},{"first_name":"Josef","full_name":"Riese, Josef","last_name":"Riese","id":"429"},{"full_name":"Schecker, Horst","first_name":"Horst","last_name":"Schecker"},{"last_name":"Schröder","first_name":"Jan","full_name":"Schröder, Jan"},{"id":"4245","last_name":"Vogelsang","full_name":"Vogelsang, Christoph","first_name":"Christoph"}],"publisher":"Informa UK Limited","date_created":"2023-05-20T10:17:33Z","status":"public","volume":43,"date_updated":"2023-05-31T07:52:50Z","doi":"10.1080/09500693.2021.2006820","language":[{"iso":"eng"}],"title":"Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience","department":[{"_id":"299"}],"publication_identifier":{"issn":["0950-0693","1464-5289"]},"publication_status":"published"},{"language":[{"iso":"eng"}],"date_updated":"2023-06-20T19:04:34Z","doi":"10.1002/rev3.3255","department":[{"_id":"611"},{"_id":"97"}],"isi":"1","publication_identifier":{"issn":["2049-6613"]},"publication_status":"published","external_id":{"isi":["000614156400001"]},"title":"Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review","citation":{"ieee":"J. Bruns, H. Gasteiger, and C. Strahl, “Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review,” Review of Education, vol. 9, no. 2, pp. 500–538, 2021, doi: 10.1002/rev3.3255.","short":"J. Bruns, H. Gasteiger, C. Strahl, Review of Education 9 (2021) 500–538.","bibtex":"@article{Bruns_Gasteiger_Strahl_2021, title={Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review}, volume={9}, DOI={10.1002/rev3.3255}, number={2}, journal={Review of Education}, publisher={Wiley}, author={Bruns, Julia and Gasteiger, Hedwig and Strahl, Carolin}, year={2021}, pages={500–538} }","mla":"Bruns, Julia, et al. “Conceptualising and Measuring Domain-Specific Content Knowledge of Early Childhood Educators: A Systematic Review.” Review of Education, vol. 9, no. 2, Wiley, 2021, pp. 500–38, doi:10.1002/rev3.3255.","chicago":"Bruns, Julia, Hedwig Gasteiger, and Carolin Strahl. “Conceptualising and Measuring Domain-Specific Content Knowledge of Early Childhood Educators: A Systematic Review.” Review of Education 9, no. 2 (2021): 500–538. https://doi.org/10.1002/rev3.3255.","ama":"Bruns J, Gasteiger H, Strahl C. Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review. Review of Education. 2021;9(2):500-538. doi:10.1002/rev3.3255","apa":"Bruns, J., Gasteiger, H., & Strahl, C. (2021). Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review. Review of Education, 9(2), 500–538. https://doi.org/10.1002/rev3.3255"},"type":"journal_article","year":"2021","page":"500-538","intvolume":" 9","_id":"34822","issue":"2","quality_controlled":"1","publisher":"Wiley","author":[{"full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia","id":"72183","last_name":"Bruns"},{"last_name":"Gasteiger","first_name":"Hedwig","full_name":"Gasteiger, Hedwig"},{"last_name":"Strahl","first_name":"Carolin","full_name":"Strahl, Carolin"}],"keyword":["content knowledge","domain-specific learning","early childhood education","teacher knowledge"],"publication":"Review of Education","volume":9,"status":"public","date_created":"2022-12-22T09:22:46Z","article_type":"review","abstract":[{"lang":"eng","text":"The role of domain-specific content knowledge is discussed controversially for the early childhood context. Therefore, this review aims at untangling the research on domain-specific content knowledge for early childhood educators by systematically reviewing the conceptual and operational definition of and results on early childhood educators' content knowledge in different domains. Using the scientific databases ERIC, PsycInfo and Web of Sciences, we identified 36 studies on early childhood educators' domain-specific content knowledge. By comparing these studies, we found that conceptualizations of early childhood educators' content knowledge move on a continuum between a scientific related perspective and a practice related perspective. The scientific related perspective defines content knowledge as the knowledge of key concepts, facts and rules of the domain integrating knowledge taught in primary, secondary or upper secondary school. The practice related perspective includes knowledge of key concepts, facts and rules of the domain limited to the knowledge explicitly relevant for teaching in early childhood education as well as selected domain-specific knowledge of children and teaching. Our review shows that the results and implications drawn by the study authors depend on how these authors conceptualize early childhood educators' content knowledge on this continuum. Further research, therefore, needs to consider carefully how early childhood educators' content knowledge is conceptualized. The paper further discusses gaps in this research field, such as validating methods for measuring early childhood educators' content knowledge or implementing more rigorous experimental designs to examine effects of early childhood educators' content knowledge."}],"user_id":"49063"},{"language":[{"iso":"eng"}],"year":"2021","citation":{"apa":"Schiele, V., & Schmitz, H. (2021). Understanding cognitive decline in older ages: The role of health shocks (Vol. 919). RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen.","ama":"Schiele V, Schmitz H. Understanding Cognitive Decline in Older Ages: The Role of Health Shocks. Vol 919. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen; 2021.","chicago":"Schiele, Valentin, and Hendrik Schmitz. Understanding Cognitive Decline in Older Ages: The Role of Health Shocks. Vol. 919. Ruhr Economic Papers. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2021.","bibtex":"@book{Schiele_Schmitz_2021, series={ Ruhr Economic Papers}, title={Understanding cognitive decline in older ages: The role of health shocks}, volume={919}, publisher={RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen}, author={Schiele, Valentin and Schmitz, Hendrik}, year={2021}, collection={ Ruhr Economic Papers} }","mla":"Schiele, Valentin, and Hendrik Schmitz. Understanding Cognitive Decline in Older Ages: The Role of Health Shocks. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2021.","short":"V. Schiele, H. Schmitz, Understanding Cognitive Decline in Older Ages: The Role of Health Shocks, RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2021.","ieee":"V. Schiele and H. Schmitz, Understanding cognitive decline in older ages: The role of health shocks, vol. 919. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2021."},"type":"working_paper","series_title":" Ruhr Economic Papers","date_updated":"2023-08-20T17:53:54Z","_id":"46540","intvolume":" 919","date_created":"2023-08-16T10:47:00Z","status":"public","volume":919,"department":[{"_id":"281"},{"_id":"475"}],"keyword":["Cognitive decline","health shocks","retirement","education","event study"],"publisher":"RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen","author":[{"full_name":"Schiele, Valentin","first_name":"Valentin","id":"53779","last_name":"Schiele"},{"id":"48879","last_name":"Schmitz","full_name":"Schmitz, Hendrik","first_name":"Hendrik"}],"user_id":"53779","title":"Understanding cognitive decline in older ages: The role of health shocks","abstract":[{"lang":"eng","text":"Individual cognitive functioning declines over time. We seek to understand how adverse physical health shocks in older ages contribute to this development. By use of event-study methods and data from the USA, England and several countries in Continental Europe we find evidence that health shocks lead to an immediate and persistent decline in cognitive functioning. This robust finding holds in all regions representing different health insurance systems and seems to be independent of underlying individual demographic characteristics such as sex and age. We also ask whether variables that are susceptible to policy action can reduce the negative consequences of a health shock. Our results suggest that neither compulsory education nor retirement regulations moderate the effects, thus emphasizing the importance of maintaining good physical health in old age for cognitive functioning."}]},{"publication_status":"published","publication_identifier":{"issn":["0256-2928","1878-5174"]},"title":"A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education","language":[{"iso":"eng"}],"date_updated":"2023-11-09T12:14:21Z","doi":"10.1007/s10212-021-00571-z","author":[{"last_name":"Scheunemann","full_name":"Scheunemann, Anne","first_name":"Anne"},{"first_name":"Theresa","full_name":"Schnettler, Theresa","last_name":"Schnettler"},{"full_name":"Bobe, Julia","first_name":"Julia","last_name":"Bobe"},{"full_name":"Fries, Stefan","first_name":"Stefan","last_name":"Fries"},{"first_name":"Carola","full_name":"Grunschel, Carola","last_name":"Grunschel"}],"publisher":"Springer Science and Business Media LLC","keyword":["Developmental and Educational Psychology","Education"],"publication":"European Journal of Psychology of Education","status":"public","date_created":"2023-11-09T12:13:37Z","volume":37,"abstract":[{"lang":"eng","text":"AbstractStudent dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior."}],"user_id":"81770","year":"2021","citation":{"chicago":"Scheunemann, Anne, Theresa Schnettler, Julia Bobe, Stefan Fries, and Carola Grunschel. “A Longitudinal Analysis of the Reciprocal Relationship between Academic Procrastination, Study Satisfaction, and Dropout Intentions in Higher Education.” European Journal of Psychology of Education 37, no. 4 (2021): 1141–64. https://doi.org/10.1007/s10212-021-00571-z.","ama":"Scheunemann A, Schnettler T, Bobe J, Fries S, Grunschel C. A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education. 2021;37(4):1141-1164. doi:10.1007/s10212-021-00571-z","apa":"Scheunemann, A., Schnettler, T., Bobe, J., Fries, S., & Grunschel, C. (2021). A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education, 37(4), 1141–1164. https://doi.org/10.1007/s10212-021-00571-z","bibtex":"@article{Scheunemann_Schnettler_Bobe_Fries_Grunschel_2021, title={A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education}, volume={37}, DOI={10.1007/s10212-021-00571-z}, number={4}, journal={European Journal of Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Scheunemann, Anne and Schnettler, Theresa and Bobe, Julia and Fries, Stefan and Grunschel, Carola}, year={2021}, pages={1141–1164} }","mla":"Scheunemann, Anne, et al. “A Longitudinal Analysis of the Reciprocal Relationship between Academic Procrastination, Study Satisfaction, and Dropout Intentions in Higher Education.” European Journal of Psychology of Education, vol. 37, no. 4, Springer Science and Business Media LLC, 2021, pp. 1141–64, doi:10.1007/s10212-021-00571-z.","short":"A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, C. Grunschel, European Journal of Psychology of Education 37 (2021) 1141–1164.","ieee":"A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, and C. Grunschel, “A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education,” European Journal of Psychology of Education, vol. 37, no. 4, pp. 1141–1164, 2021, doi: 10.1007/s10212-021-00571-z."},"type":"journal_article","page":"1141-1164","_id":"48732","intvolume":" 37","issue":"4"},{"publication_status":"published","publication_identifier":{"issn":["0141-982X","1467-9639"]},"title":"A first introduction to data science education in secondary schools: Teaching and learning about data exploration with CODAP using survey data","language":[{"iso":"eng"}],"date_updated":"2023-10-17T06:13:03Z","doi":"10.1111/test.12283","author":[{"first_name":"Daniel","full_name":"Frischemeier, Daniel","last_name":"Frischemeier"},{"full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler"},{"full_name":"Podworny, Susanne","first_name":"Susanne","last_name":"Podworny"},{"last_name":"Budde","full_name":"Budde, Lea","first_name":"Lea"}],"publisher":"Wiley","publication":"Teaching Statistics","keyword":["Education","Statistics and Probability"],"volume":43,"status":"public","date_created":"2023-10-17T06:06:02Z","abstract":[{"lang":"eng","text":"AbstractIn this paper, we will describe an introduction to Data Science for secondary school students. We will report on the design and implementation of an introductory unit on “Data and data detectives with CODAP” in which secondary school students used the online tool CODAP to explore real and meaningful survey data on leisure time activities and media use (so‐called JIM‐PB data) in a statistical project setting as a starting point for data science. The JIM‐PB data set served as a valuable data set that offered meaningful and exciting opportunities for data exploration for secondary school students, and CODAP proved to be a valuable tool for the first explorations of this data."}],"user_id":"30619","type":"journal_article","year":"2021","citation":{"chicago":"Frischemeier, Daniel, Rolf Biehler, Susanne Podworny, and Lea Budde. “A First Introduction to Data Science Education in Secondary Schools: Teaching and Learning about Data Exploration with <scp>CODAP</Scp> Using Survey Data.” Teaching Statistics 43, no. S1 (2021). https://doi.org/10.1111/test.12283.","apa":"Frischemeier, D., Biehler, R., Podworny, S., & Budde, L. (2021). A first introduction to data science education in secondary schools: Teaching and learning about data exploration with <scp>CODAP</scp> using survey data. Teaching Statistics, 43(S1). https://doi.org/10.1111/test.12283","ama":"Frischemeier D, Biehler R, Podworny S, Budde L. A first introduction to data science education in secondary schools: Teaching and learning about data exploration with <scp>CODAP</scp> using survey data. Teaching Statistics. 2021;43(S1). doi:10.1111/test.12283","mla":"Frischemeier, Daniel, et al. “A First Introduction to Data Science Education in Secondary Schools: Teaching and Learning about Data Exploration with <scp>CODAP</Scp> Using Survey Data.” Teaching Statistics, vol. 43, no. S1, Wiley, 2021, doi:10.1111/test.12283.","bibtex":"@article{Frischemeier_Biehler_Podworny_Budde_2021, title={A first introduction to data science education in secondary schools: Teaching and learning about data exploration with <scp>CODAP</scp> using survey data}, volume={43}, DOI={10.1111/test.12283}, number={S1}, journal={Teaching Statistics}, publisher={Wiley}, author={Frischemeier, Daniel and Biehler, Rolf and Podworny, Susanne and Budde, Lea}, year={2021} }","short":"D. Frischemeier, R. Biehler, S. Podworny, L. Budde, Teaching Statistics 43 (2021).","ieee":"D. Frischemeier, R. Biehler, S. Podworny, and L. Budde, “A first introduction to data science education in secondary schools: Teaching and learning about data exploration with <scp>CODAP</scp> using survey data,” Teaching Statistics, vol. 43, no. S1, 2021, doi: 10.1111/test.12283."},"_id":"48109","intvolume":" 43","issue":"S1"},{"language":[{"iso":"ger"}],"date_updated":"2023-10-23T11:14:59Z","doi":"10.1007/s13138-021-00185-4","department":[{"_id":"97"},{"_id":"611"}],"publication_identifier":{"issn":["0173-5322","1869-2699"]},"publication_status":"published","title":"Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat","page":"581-623","year":"2021","type":"journal_article","citation":{"apa":"Bruns, J., Unterhauser, E., & Gasteiger, H. (2021). Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat. Journal für Mathematik-Didaktik, 42(2), 581–623. https://doi.org/10.1007/s13138-021-00185-4","ama":"Bruns J, Unterhauser E, Gasteiger H. Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat. Journal für Mathematik-Didaktik. 2021;42(2):581-623. doi:10.1007/s13138-021-00185-4","chicago":"Bruns, Julia, Elisabeth Unterhauser, and Hedwig Gasteiger. “Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat.” Journal für Mathematik-Didaktik 42, no. 2 (2021): 581–623. https://doi.org/10.1007/s13138-021-00185-4.","bibtex":"@article{Bruns_Unterhauser_Gasteiger_2021, title={Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat}, volume={42}, DOI={10.1007/s13138-021-00185-4}, number={2}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Bruns, Julia and Unterhauser, Elisabeth and Gasteiger, Hedwig}, year={2021}, pages={581–623} }","mla":"Bruns, Julia, et al. “Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat.” Journal für Mathematik-Didaktik, vol. 42, no. 2, Springer Science and Business Media LLC, 2021, pp. 581–623, doi:10.1007/s13138-021-00185-4.","short":"J. Bruns, E. Unterhauser, H. Gasteiger, Journal für Mathematik-Didaktik 42 (2021) 581–623.","ieee":"J. Bruns, E. Unterhauser, and H. Gasteiger, “Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat,” Journal für Mathematik-Didaktik, vol. 42, no. 2, pp. 581–623, 2021, doi: 10.1007/s13138-021-00185-4."},"intvolume":" 42","_id":"34827","issue":"2","publication":"Journal für Mathematik-Didaktik","keyword":["Education","General Mathematics"],"quality_controlled":"1","publisher":"Springer Science and Business Media LLC","author":[{"first_name":"Julia","full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","id":"72183"},{"last_name":"Unterhauser","full_name":"Unterhauser, Elisabeth","first_name":"Elisabeth"},{"last_name":"Gasteiger","first_name":"Hedwig","full_name":"Gasteiger, Hedwig"}],"date_created":"2022-12-22T09:26:39Z","status":"public","volume":42,"abstract":[{"lang":"eng","text":"ZusammenfassungZu den ersten geometrischen Begriffen, die Kinder bereits im Elementar- und Primarbereich lernen, zählen u. a. Viereck, Rechteck und Quadrat. Studien zeigen, dass Lernende bereits früh individuelle Vorstellungen, sog. individuelle Begriffskonzepte, zu diesen Begriffen aufbauen. Zwar wird die Entwicklung von Begriffsverständnis in verschiedenen mathematikdidaktischen Stufenmodellen dargestellt, diese sind jedoch generisch und beschreiben nicht explizit die Entwicklung der ersten individuellen Begriffskonzepte von Lernenden zu Viereck, Rechteck und Quadrat. Aus empirischer Sicht liegen verschiedene Studien vor, die einzelne Aspekte der individuellen Begriffskonzepte von Lernenden unterschiedlicher Altersgruppen zu diesen Begriffen ausleuchten. Um Begriffsbildungsprozesse aus empirischer Sicht detaillierter entlang der jeweils vorherrschenden individuellen Begriffskonzepte zu beschreiben, fehlen insbesondere Studien in der Grundschule, die alle vier Klassenstufen betrachten und dabei differenzierte Erkenntnisse zu verschiedenen theoretischen Indikatoren des Begriffsverständnisses liefern. Daher geht die vorliegende Studie der Frage nach, welches Verständnis der Begriffe Viereck, Rechteck und Quadrat Schülerinnen und Schüler der Jahrgangsstufen 1, 2, 3 und 4 zeigen. Dazu wurde eine Quasi-Längsschnittstudie mit N = 456 Grundschulkindern (ca. 100 pro Jahrgangsstufe) durchgeführt. Die Ergebnisse geben detaillierte Einblicke in die individuellen Begriffskonzepte der Lernenden und zeigen, dass Lernende zunehmend Eigenschaften der Figuren berücksichtigen, jedoch individuelle Begriffskonzepte über lange Zeit auch prototypisch geprägt sind. Implikationen dieser Ergebnisse für Forschung und Praxis werden diskutiert."}],"user_id":"72183"},{"title":"How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies","publication_identifier":{"issn":["1863-9690","1863-9704"]},"publication_status":"published","doi":"10.1007/s11858-021-01263-0","date_updated":"2023-12-06T08:20:59Z","language":[{"iso":"eng"}],"user_id":"31132","abstract":[{"lang":"eng","text":"AbstractOne of the most prevalent features of digital mathematics textbooks, compared to traditional ones, is the provision of automated feedback on students’ solutions. Since feedback is regarded as an important factor that influences learning, this is often seen as an affordance of digital mathematics textbooks. While there is a large body of mainly quantitative research on the effectiveness of feedback in general, very little is known about how feedback actually affects students’ individual content specific learning processes and conceptual development. A theoretical framework based on Rabardel’s theory of the instrument and Vergnaud’s theory of conceptual fields is developed to study qualitatively how feedback actually functions in the learning process. This framework was applied in a case study of two elementary school students’ learning processes when working on a probability task from a German 3rd grade digital textbook. The analysis allowed detailed reconstruction of how students made sense of the information provided by the feedback and adjusted their behavior accordingly. This in-depth analysis unveiled that feedback does not necessarily foster conceptual development in the desired way, and a correct solution does not always coincide with conceptual understanding. The results point to some obstacles that students face when working individually on tasks from digital mathematics textbooks with automated feedback, and indicate that feedback needs to be developed in design-based research cycles in order to yield the desired effects."}],"date_created":"2023-05-09T13:01:30Z","status":"public","volume":53,"keyword":["General Mathematics","Education"],"publication":"ZDM Mathematics Education","publisher":"Springer","quality_controlled":"1","author":[{"id":"31132","last_name":"Rezat","full_name":"Rezat, Sebastian","first_name":"Sebastian"}],"issue":"6","intvolume":" 53","_id":"44683","page":"1433-1445","year":"2021","type":"journal_article","citation":{"ieee":"S. Rezat, “How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies,” ZDM Mathematics Education, vol. 53, no. 6, pp. 1433–1445, 2021, doi: 10.1007/s11858-021-01263-0.","short":"S. Rezat, ZDM Mathematics Education 53 (2021) 1433–1445.","mla":"Rezat, Sebastian. “How Automated Feedback from a Digital Mathematics Textbook Affects Primary Students’ Conceptual Development: Two Case Studies.” ZDM Mathematics Education, vol. 53, no. 6, Springer, 2021, pp. 1433–45, doi:10.1007/s11858-021-01263-0.","bibtex":"@article{Rezat_2021, title={How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies}, volume={53}, DOI={10.1007/s11858-021-01263-0}, number={6}, journal={ZDM Mathematics Education}, publisher={Springer}, author={Rezat, Sebastian}, year={2021}, pages={1433–1445} }","apa":"Rezat, S. (2021). How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies. ZDM Mathematics Education, 53(6), 1433–1445. https://doi.org/10.1007/s11858-021-01263-0","ama":"Rezat S. How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies. ZDM Mathematics Education. 2021;53(6):1433-1445. doi:10.1007/s11858-021-01263-0","chicago":"Rezat, Sebastian. “How Automated Feedback from a Digital Mathematics Textbook Affects Primary Students’ Conceptual Development: Two Case Studies.” ZDM Mathematics Education 53, no. 6 (2021): 1433–45. https://doi.org/10.1007/s11858-021-01263-0."}},{"page":"287-304","year":"2021","type":"journal_article","citation":{"ieee":"T. Neuhausen, C. Wernicke, and M. Ahlers, “Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets,” Journal of Music, Technology & Education, vol. 13, no. 2, pp. 287–304, 2021, doi: 10.1386/jmte_00027_1.","short":"T. Neuhausen, C. Wernicke, M. Ahlers, Journal of Music, Technology & Education 13 (2021) 287–304.","mla":"Neuhausen, Timo, et al. “Technology-Centred Learning Processes as Digital Artistic Development: On the Reciprocal Effects of Conceptual Models, Metaphors and Presets.” Journal of Music, Technology & Education, vol. 13, no. 2, Intellect, 2021, pp. 287–304, doi:10.1386/jmte_00027_1.","bibtex":"@article{Neuhausen_Wernicke_Ahlers_2021, title={Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets}, volume={13}, DOI={10.1386/jmte_00027_1}, number={2}, journal={Journal of Music, Technology & Education}, publisher={Intellect}, author={Neuhausen, Timo and Wernicke, Carsten and Ahlers, Michael}, year={2021}, pages={287–304} }","apa":"Neuhausen, T., Wernicke, C., & Ahlers, M. (2021). Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets. Journal of Music, Technology & Education, 13(2), 287–304. https://doi.org/10.1386/jmte_00027_1","ama":"Neuhausen T, Wernicke C, Ahlers M. Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets. Journal of Music, Technology & Education. 2021;13(2):287-304. doi:10.1386/jmte_00027_1","chicago":"Neuhausen, Timo, Carsten Wernicke, and Michael Ahlers. “Technology-Centred Learning Processes as Digital Artistic Development: On the Reciprocal Effects of Conceptual Models, Metaphors and Presets.” Journal of Music, Technology & Education 13, no. 2 (2021): 287–304. https://doi.org/10.1386/jmte_00027_1."},"main_file_link":[{"url":"https://intellectdiscover.com/content/journals/10.1386/jmte_00027_1"}],"issue":"2","_id":"49891","intvolume":" 13","date_created":"2023-12-20T08:57:17Z","status":"public","volume":13,"keyword":["Music","Education","Music Technology"],"publication":"Journal of Music, Technology & Education","publisher":"Intellect","quality_controlled":"1","author":[{"first_name":"Timo","full_name":"Neuhausen, Timo","last_name":"Neuhausen","id":"99991"},{"last_name":"Wernicke","full_name":"Wernicke, Carsten","first_name":"Carsten"},{"last_name":"Ahlers","first_name":"Michael","full_name":"Ahlers, Michael"}],"user_id":"99991","abstract":[{"text":"This case study looks at a self-directed learning process of a professional classical-trained musician adopting a previously unknown digital-material musical device. In order to achieve the desired artistic result, the musician has to modify his music-related action in favour of the device’s calls for action, which are shown to him by a preset session. For this purpose, a specific interface relation must be established in the connection between the user and the device. The case study is contrasted with data from its framing research project. Findings include aspects as affirmation or degrees of unfamiliarity and their respective impacts on the subject’s action repertoires. A model of learning in the context of digital media or interfaces is introduced and discussed. It offers a specific potential for identifying particularities of how meaning and functionality of digital-material musical devices are embedded into everyday artistic contexts.","lang":"eng"}],"article_type":"original","language":[{"iso":"eng"}],"doi":"10.1386/jmte_00027_1","date_updated":"2023-12-20T10:02:21Z","publication_status":"published","publication_identifier":{"issn":["1752-7066","1752-7074"]},"title":"Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets"},{"issue":"1","intvolume":" 8","_id":"35702","page":"94-120","year":"2021","type":"journal_article","citation":{"ieee":"M. Schürmann et al., “Consultation Phases in Mathematics Learning and Support Centres,” International Journal of Research in Undergraduate Mathematics Education, vol. 8, no. 1, pp. 94–120, 2021, doi: 10.1007/s40753-021-00154-9.","short":"M. Schürmann, A. Panse, Z. Shaikh, R. Biehler, N. Schaper, M. Liebendörfer, J. Hilgert, International Journal of Research in Undergraduate Mathematics Education 8 (2021) 94–120.","bibtex":"@article{Schürmann_Panse_Shaikh_Biehler_Schaper_Liebendörfer_Hilgert_2021, title={Consultation Phases in Mathematics Learning and Support Centres}, volume={8}, DOI={10.1007/s40753-021-00154-9}, number={1}, journal={International Journal of Research in Undergraduate Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Schürmann, Mirko and Panse, Anja and Shaikh, Zain and Biehler, Rolf and Schaper, Niclas and Liebendörfer, Michael and Hilgert, Joachim}, year={2021}, pages={94–120} }","mla":"Schürmann, Mirko, et al. “Consultation Phases in Mathematics Learning and Support Centres.” International Journal of Research in Undergraduate Mathematics Education, vol. 8, no. 1, Springer Science and Business Media LLC, 2021, pp. 94–120, doi:10.1007/s40753-021-00154-9.","chicago":"Schürmann, Mirko, Anja Panse, Zain Shaikh, Rolf Biehler, Niclas Schaper, Michael Liebendörfer, and Joachim Hilgert. “Consultation Phases in Mathematics Learning and Support Centres.” International Journal of Research in Undergraduate Mathematics Education 8, no. 1 (2021): 94–120. https://doi.org/10.1007/s40753-021-00154-9.","ama":"Schürmann M, Panse A, Shaikh Z, et al. Consultation Phases in Mathematics Learning and Support Centres. International Journal of Research in Undergraduate Mathematics Education. 2021;8(1):94-120. doi:10.1007/s40753-021-00154-9","apa":"Schürmann, M., Panse, A., Shaikh, Z., Biehler, R., Schaper, N., Liebendörfer, M., & Hilgert, J. (2021). Consultation Phases in Mathematics Learning and Support Centres. International Journal of Research in Undergraduate Mathematics Education, 8(1), 94–120. https://doi.org/10.1007/s40753-021-00154-9"},"user_id":"49063","abstract":[{"lang":"eng","text":"AbstractMathematics Learning Support Centres are becoming more and more common in higher education both internationally and in Germany. Whereas it is clear that their quality largely depends on a functioning interaction in consultations, little is known about how such consultations proceed in detail. On the basis of models from the literature and recorded support sessions (N = 36), we constructed a process model that divides consultations into four ideal–typical phases. In the individual consultations, forward or backward leaps occur, but overall the model seems to describe the data well. A high intercoder reliability shows that it can be applied consistently on real data by different researchers. An analysis of the consultations between students and tutors shows that both mainly work on past attempts or thoughts of the students to solve the exercise or problems and on concrete strategies to solve a problem within the session. In contrast, very little time is dedicated to summarizing and reflecting the solution. The data allows for a more in-depth discussion of what constitutes quality in advising processes and how it might be further explored. Practically, the model may structure support sessions and help in focussing on different goals in different phases."}],"volume":8,"date_created":"2023-01-10T09:09:23Z","status":"public","publication":"International Journal of Research in Undergraduate Mathematics Education","keyword":["Education","Mathematics (miscellaneous)"],"publisher":"Springer Science and Business Media LLC","author":[{"full_name":"Schürmann, Mirko","orcid":"0000-0003-2646-085X","first_name":"Mirko","id":"59707","last_name":"Schürmann"},{"last_name":"Panse","first_name":"Anja","full_name":"Panse, Anja"},{"last_name":"Shaikh","first_name":"Zain","full_name":"Shaikh, Zain"},{"last_name":"Biehler","id":"16274","first_name":"Rolf","full_name":"Biehler, Rolf"},{"first_name":"Niclas","full_name":"Schaper, Niclas","last_name":"Schaper"},{"first_name":"Michael","full_name":"Liebendörfer, Michael","orcid":"0000-0001-9887-2074","last_name":"Liebendörfer","id":"30933"},{"first_name":"Joachim","full_name":"Hilgert, Joachim","last_name":"Hilgert","id":"220"}],"doi":"10.1007/s40753-021-00154-9","date_updated":"2024-02-19T06:26:14Z","language":[{"iso":"eng"}],"title":"Consultation Phases in Mathematics Learning and Support Centres","publication_status":"published","publication_identifier":{"issn":["2198-9745","2198-9753"]},"department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"363"},{"_id":"423"},{"_id":"91"}]},{"language":[{"iso":"eng"}],"oa":"1","doi":"10.14786/flr.v9i2.669","date_updated":"2024-03-21T16:24:39Z","publication_identifier":{"issn":["2295-3159"]},"publication_status":"published","department":[{"_id":"208"}],"related_material":{"link":[{"relation":"confirmation","url":"https://journals.sfu.ca/flr/index.php/journal/article/view/669"}]},"title":"The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach","citation":{"mla":"Jenert, Tobias, and Taiga Brahm. “The Interplay of Personal and Contextual Diversity during the First Year at Higher Education: Combining a Quantitative and a Qualitative Approach.” Frontline Learning Research, vol. 9, no. 2, EARLI, 2021, pp. 50–77, doi:10.14786/flr.v9i2.669.","bibtex":"@article{Jenert_Brahm_2021, title={The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach}, volume={9}, DOI={10.14786/flr.v9i2.669}, number={2}, journal={Frontline Learning Research}, publisher={EARLI}, author={Jenert, Tobias and Brahm, Taiga}, year={2021}, pages={50–77} }","apa":"Jenert, T., & Brahm, T. (2021). The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach. Frontline Learning Research, 9(2), 50–77. https://doi.org/10.14786/flr.v9i2.669","ama":"Jenert T, Brahm T. The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach. Frontline Learning Research. 2021;9(2):50-77. doi:10.14786/flr.v9i2.669","chicago":"Jenert, Tobias, and Taiga Brahm. “The Interplay of Personal and Contextual Diversity during the First Year at Higher Education: Combining a Quantitative and a Qualitative Approach.” Frontline Learning Research 9, no. 2 (2021): 50–77. https://doi.org/10.14786/flr.v9i2.669.","ieee":"T. Jenert and T. Brahm, “The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach,” Frontline Learning Research, vol. 9, no. 2, pp. 50–77, 2021, doi: 10.14786/flr.v9i2.669.","short":"T. Jenert, T. Brahm, Frontline Learning Research 9 (2021) 50–77."},"type":"journal_article","year":"2021","page":"50-77","main_file_link":[{"open_access":"1"}],"issue":"2","_id":"52704","intvolume":" 9","status":"public","date_created":"2024-03-21T13:24:53Z","volume":9,"quality_controlled":"1","publisher":"EARLI","author":[{"full_name":"Jenert, Tobias","first_name":"Tobias","last_name":"Jenert"},{"first_name":"Taiga","full_name":"Brahm, Taiga","last_name":"Brahm"}],"publication":"Frontline Learning Research","keyword":["Education"],"user_id":"71994","abstract":[{"text":"\r\nResearch on student transition into Higher Education (HE) has taken different theoretical perspectives. First, studies investigated personal variables such as students´ self-efficacy, emotions and motivation regarding the transition from school to HE. A second strand of research focused on contextual variables, for instance college effectiveness research. With this paper, we combine both the personal and the contextual approach. We aim to investigate the interaction between personal and contextual diversity during the transition into HE, taking into account students’ diversity in particular with regard to gender and individual characteristics, such as self-efficacy. We explored the heterogeneity in students’ personal characteristics by conducting a latent profile analysis (LPA) based on students’ intrinsic motivation, self-efficacy and anxiety before entering Higher Education. LPA resulted in three distinct profiles, with significant differences in how students perceived the first year. This finding suggests that students’ personal characteristics when entering Higher Education influence how they experience the study environment. To investigate the interplay between individual and contextual differences in more detail, we conducted a qualitative longitudinal study with 14 first-year students in parallel with the panel survey. We found that individual students react very differently to specific characteristics and events of the first-year environment. Our study adds to the growing body of research that aims to grasp the complexity of interactions between individual and contextual differences. Specifically, we illustrate how combining quantitative and qualitative methods can provide new insights into person-context interactions.\r\n","lang":"eng"}]},{"place":"Bielefeld","title":"Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II","department":[{"_id":"67"}],"publication_status":"published","editor":[{"last_name":"Vollmer","full_name":"Vollmer, Thomas","first_name":"Thomas"},{"full_name":"Karges, Torben","first_name":"Torben","last_name":"Karges"},{"last_name":"Richter","first_name":"Tim","full_name":"Richter, Tim"},{"last_name":"Schlömer","first_name":"Britta","full_name":"Schlömer, Britta"},{"full_name":"Schütt-Sayed, Sören","first_name":"Sören","last_name":"Schütt-Sayed"}],"date_updated":"2022-01-12T17:04:10Z","doi":"https://doi.org/10.3278/6004722w","oa":"1","series_title":"Berufsbildung, Arbeit und Innovation","language":[{"iso":"ger"}],"abstract":[{"text":"Die Themen „Big Data“, „Künstliche Intelligenz und „Data Science“ werden seit einiger Zeit nicht nur in der breiten Öffentlichkeit kontrovers diskutiert, sondern stellen für die Ausbildung in den IT- und IT-nahen Berufen schon heute neue Herausforderungen dar, die in Zukunft durch die gesellschaftliche und technologische Weiterentwicklung hin zu einer Datengesellschaft noch größer werden.\r\nAn dieser Stelle stellt sich die Frage, welche Aspekte dieses großen Themenkomplexes für Schule und Ausbildung von Wichtigkeit sind und wie diese Themen sinnstiftend und gewinnbringend in die informatische Ausbildung in verschiedenen Bildungsgängen integriert werden können. Im Rahmen des von uns im Jahr 2017 organisierten Symposiums zum Thema „Data Science“ wurden für die Bildung relevante Aspekte erörtert, wodurch als Kernelemente für den Unterricht Algorithmen der Künstlichen Intelligenz und ihre Anwendung in Industrie und Gesellschaft, Explorationen von Big Data sowie der Umgang mit eigenen Daten in sozialen Netzwerken herausgearbeitet wurden. Ziel ist, aus diesen Themenbereichen sowohl ein umfassendes Curriculum als auch Module für verschiedene Unterrichtsszenarien zu entwickeln und zu erproben. Durch diese Materialien soll es Lehrkräften aus der Informatik, Mathematik oder Technik ermöglicht werden, diese Themen auf Basis des Curriculums und der erprobten Unterrichtskonzepte selbst zu unterrichten.\r\nHierfür wurde im Rahmen des Projekts ProDaBi (Projekt Data Science und Big Data in der Schule, https://www.prodabi.de), initiiert von der Telekom Stiftung, ein experimenteller Projektkurs entwickelt, den wir mit Schüler:innen der Sekundarstufe II an der Universität Paderborn im Schuljahr 2018/19 durchführten. Dieser Kurs enthält neben einem Modul zur Exploration von Big Data und einem weiteren Modul zum Maschinellen Lernen als Teil der Künstlichen Intelligenz auch eine Projektphase, die es in Zusammenarbeit mit lokalen Unternehmen den Schüler:innen\r\nermöglicht, das Erlernte in ein reales Data Science-Projekt einzubringen. Aus den Erfahrungen dieses Projektkurses sowie den parallel durchgeführten Erprobungen einzelner Bausteine auch mit beruflichen Schulen werden ab dem Schuljahr 2019/20 die hierfür verwendeten Materialien weiterentwickelt und weiteren Kooperationspartnern zur Erprobung zur Verfügung gestellt. Damit wurden zum Ende des Projekts nicht nur vollständige Unterrichtsmaterialien, sondern auch ein umfassendes Curriculum entwickelt.","lang":"ger"},{"lang":"eng","text":"The topics ”Big Data”, “Artificial Intelligence” and “Data Science” are controversially discussed among the general public, but they present new challenges for training in IT and IT-related professions. These challenges will become more important in the future as a result of further social and technological development towards a data society.\r\nAt this point, the question arises as to which aspects of this large complex of topics are important for school and education, and how these topics can be integrated in a meaningful and profitable way into informatics education in vocational education. In 2017, we organized a symposium towards the topic “Data Science” and discussed relevant aspects for general and vocational education. Algorithms of artificial intelligence and their application in industry and society, explorations of Big Data as well as the handling of one's own data in social networks were worked out as core elements for teaching. For this reason, our aim is to develop a comprehensive curriculum on this topic from these subject areas and to develop and test modules for various teaching scenarios in order to enable teachers from computer science, mathematics or technology to teach these topics themselves.\r\nFor this purpose, an experimental project course was developed within the framework of the ProDaBi project (Project Data Science and Big Data at School, https://www.prodabi.de), which we conducted with students from upper secondary classes at the University of Paderborn in the school year 2018/19. In this course we try to address all these aspects. This course consists of several modules: One module has been designed to teach the exploration of Big Data. Another module encompasses aspects of machine learning as part of artificial intelligence. The course concludes in a project phase which, in cooperation with local companies, will enable the students to apply what they have learned into a real Data Science project. Based on the experiences of this project course and the parallel testing of individual modules with vocational schools, we will further develop the material and make it available to other cooperation partners for testing, so that not only complete teaching materials but also a comprehensive curriculum will have been developed until the end of the project."}],"user_id":"32312","keyword":["Berufsbildung","vocational education","Ausbildung","training","berufliche Weiterbildung","advanced vocational education","Digitalisierung","digitalization","Unterricht","teaching","Lehrmethode","teaching method","Interdisziplinarität","interdisciplinarity","Fachdidaktik","subject didactics","Curriculum","curriculum","gewerblich-technischer Beruf","vocational/technical occupation","Fachkraft","specialist","Qualifikationsanforderungen","qualification requirements","Kompetenz","competence","Lehrerbildung","teacher training","Bundesrepublik Deutschland","Federal Republic of Germany"],"publication":"Sammelband der 27. Fachtagung der BAG Berufliche Bildung","publisher":"wbv Media GmbH & Co. KG","author":[{"last_name":"Opel","id":"72932","first_name":"Simone Anna","full_name":"Opel, Simone Anna"},{"last_name":"Schlichtig","id":"32312","first_name":"Michael","full_name":"Schlichtig, Michael"}],"volume":55,"date_created":"2022-01-12T16:43:38Z","status":"public","conference":{"location":"Siegen","name":"20. Hochschultage Berufliche Bildung (HTBB) \"Digitale Welt - Bildung und Arbeit in Transformationsgesellschaften\".","start_date":"2019-03-11","end_date":"2019-03-13"},"_id":"29298","intvolume":" 55","main_file_link":[{"open_access":"1","url":"https://library.oapen.org/handle/20.500.12657/43933"}],"page":"176-194","type":"conference","citation":{"bibtex":"@inproceedings{Opel_Schlichtig_2020, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II}, volume={55}, DOI={https://doi.org/10.3278/6004722w}, booktitle={Sammelband der 27. Fachtagung der BAG Berufliche Bildung}, publisher={wbv Media GmbH & Co. KG}, author={Opel, Simone Anna and Schlichtig, Michael}, editor={Vollmer, Thomas and Karges, Torben and Richter, Tim and Schlömer, Britta and Schütt-Sayed, Sören}, year={2020}, pages={176–194}, collection={Berufsbildung, Arbeit und Innovation} }","mla":"Opel, Simone Anna, and Michael Schlichtig. “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II.” Sammelband der 27. Fachtagung der BAG Berufliche Bildung, edited by Thomas Vollmer et al., vol. 55, wbv Media GmbH & Co. KG, 2020, pp. 176–94, doi:https://doi.org/10.3278/6004722w.","chicago":"Opel, Simone Anna, and Michael Schlichtig. “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II.” In Sammelband der 27. Fachtagung der BAG Berufliche Bildung, edited by Thomas Vollmer, Torben Karges, Tim Richter, Britta Schlömer, and Sören Schütt-Sayed, 55:176–94. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv Media GmbH & Co. KG, 2020. https://doi.org/10.3278/6004722w.","apa":"Opel, S. A., & Schlichtig, M. (2020). Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II. In T. Vollmer, T. Karges, T. Richter, B. Schlömer, & S. Schütt-Sayed (Eds.), Sammelband der 27. Fachtagung der BAG Berufliche Bildung (Vol. 55, pp. 176–194). wbv Media GmbH & Co. KG. https://doi.org/10.3278/6004722w","ama":"Opel SA, Schlichtig M. Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II. In: Vollmer T, Karges T, Richter T, Schlömer B, Schütt-Sayed S, eds. Sammelband der 27. Fachtagung der BAG Berufliche Bildung. Vol 55. Berufsbildung, Arbeit und Innovation. wbv Media GmbH & Co. KG; 2020:176-194. doi:https://doi.org/10.3278/6004722w","ieee":"S. A. Opel and M. Schlichtig, “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II,” in Sammelband der 27. Fachtagung der BAG Berufliche Bildung, Siegen, 2020, vol. 55, pp. 176–194, doi: https://doi.org/10.3278/6004722w.","short":"S.A. Opel, M. Schlichtig, in: T. Vollmer, T. Karges, T. Richter, B. Schlömer, S. Schütt-Sayed (Eds.), Sammelband der 27. Fachtagung der BAG Berufliche Bildung, wbv Media GmbH & Co. KG, Bielefeld, 2020, pp. 176–194."},"year":"2020"},{"oa":"1","doi":"10.3233/efi-190308","date_updated":"2022-09-15T08:39:32Z","language":[{"iso":"eng"}],"title":"Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar","publication_status":"published","publication_identifier":{"issn":["0167-8329","1875-8649"]},"department":[{"_id":"477"}],"issue":"3","_id":"29246","intvolume":" 36","type":"journal_article","citation":{"apa":"Steinhardt, I. (2020). Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar. Education for Information, 36(3), 263–279. https://doi.org/10.3233/efi-190308","ama":"Steinhardt I. Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar. Education for Information. 2020;36(3):263-279. doi:10.3233/efi-190308","chicago":"Steinhardt, Isabel. “Learning Open Science by Doing Open Science. A Reflection of a Qualitative Research Project-Based Seminar.” Education for Information 36, no. 3 (2020): 263–79. https://doi.org/10.3233/efi-190308.","mla":"Steinhardt, Isabel. “Learning Open Science by Doing Open Science. A Reflection of a Qualitative Research Project-Based Seminar.” Education for Information, vol. 36, no. 3, IOS Press, 2020, pp. 263–79, doi:10.3233/efi-190308.","bibtex":"@article{Steinhardt_2020, title={Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar}, volume={36}, DOI={10.3233/efi-190308}, number={3}, journal={Education for Information}, publisher={IOS Press}, author={Steinhardt, Isabel}, year={2020}, pages={263–279} }","short":"I. Steinhardt, Education for Information 36 (2020) 263–279.","ieee":"I. Steinhardt, “Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar,” Education for Information, vol. 36, no. 3, pp. 263–279, 2020, doi: 10.3233/efi-190308."},"year":"2020","page":"263-279","main_file_link":[{"open_access":"1"}],"user_id":"90339","ddc":["300"],"article_type":"original","abstract":[{"lang":"eng","text":"Openness in science and education is increasing in importance within the digital knowledge society. So far, less attention has been paid to teaching Open Science in bachelor’s degrees or in qualitative methods. Therefore, the aim of this article is to use a seminar example to explore what Open Science practices can be taught in qualitative research and how digital tools can be involved. The seminar focused on the following practices: Open data practices, the practice of using the free and open source tool “Collaborative online Interpretation, the practice of participating, cooperating, collaborating and contributing through participatory technologies and in social (based) networks. To learn Open Science practices, the students were involved in a qualitative research project about “Use of digital technologies for the study and habitus of students”. The study shows the practices of Open Data are easy to teach, whereas the use of free and open source tools and participatory technologies for collaboration, participation, cooperation and contribution is more difficult. In addition, a cultural shift would have to take place within German universities to promote Open Science practices in general."}],"extern":"1","has_accepted_license":"1","status":"public","date_created":"2022-01-11T15:56:37Z","volume":36,"file":[{"file_name":"2020 Steinhardt Learning Open Science.pdf","date_created":"2022-09-15T08:38:44Z","access_level":"closed","file_size":3745348,"file_id":"33376","creator":"isste","content_type":"application/pdf","date_updated":"2022-09-15T08:38:44Z","relation":"main_file","success":1}],"publisher":"IOS Press","author":[{"id":"90339","last_name":"Steinhardt","full_name":"Steinhardt, Isabel","orcid":"https://orcid.org/0000-0002-2590-6189","first_name":"Isabel"}],"quality_controlled":"1","publication":"Education for Information","file_date_updated":"2022-09-15T08:38:44Z","keyword":["Open Science","Open Education Practices","Library and Information Sciences","Education","Information Systems"]},{"issue":"1","intvolume":" 28","_id":"35301","page":"212–234","type":"journal_article","citation":{"short":"C. Caruso, O. Reis, Österreichische Religionspädagogische Forum 28 (2020) 212–234.","ieee":"C. Caruso and O. Reis, “„Sie sind doch eine Medienklasse!“,” Österreichische Religionspädagogische Forum, vol. 28, no. 1, pp. 212–234, 2020, doi: 10.25364/10.28:2020.1.12.","chicago":"Caruso, Carina, and Oliver Reis. “„Sie sind doch eine Medienklasse!“.” Österreichische Religionspädagogische Forum 28, no. 1 (2020): 212–234. https://doi.org/10.25364/10.28:2020.1.12.","ama":"Caruso C, Reis O. „Sie sind doch eine Medienklasse!“. Österreichische Religionspädagogische Forum. 2020;28(1):212–234. doi:10.25364/10.28:2020.1.12","apa":"Caruso, C., & Reis, O. (2020). „Sie sind doch eine Medienklasse!“. Österreichische Religionspädagogische Forum, 28(1), 212–234. https://doi.org/10.25364/10.28:2020.1.12","mla":"Caruso, Carina, and Oliver Reis. “„Sie sind doch eine Medienklasse!“.” Österreichische Religionspädagogische Forum, vol. 28, no. 1, Universitätsbibliothek Graz, 2020, pp. 212–234, doi:10.25364/10.28:2020.1.12.","bibtex":"@article{Caruso_Reis_2020, title={„Sie sind doch eine Medienklasse!“}, volume={28}, DOI={10.25364/10.28:2020.1.12}, number={1}, journal={ Österreichische Religionspädagogische Forum}, publisher={Universitätsbibliothek Graz}, author={Caruso, Carina and Reis, Oliver}, year={2020}, pages={212–234} }"},"year":"2020","user_id":"86519","abstract":[{"text":"Ausgehend von Ergebnissen zur Mediennutzung und Ausführungen zur Medienkompetenz fokussiert der Beitrag digitale Praktiken im Religionsunterricht. Zur Analyse der mit der Digitalisierung verbundenen Transformation digitaler Praktiken wird die Akteur-Netzwerk-Theorie dargestellt sowie die Begriffe Digitalisierung und Digitalität definiert. Anhand einer Vignette (dichte Beschreibung) wird der Frage nachgegangen, wie sich Lehrkräfte auf Herausforderungen von Digitalität einlassen (können), inwiefern sie digitale Praktiken eröffnen und inwiefern diese mit traditionellen Praktiken verbunden sind.","lang":"ger"},{"text":"Based on results on media usage and explanations on skills related to media, the article focuses on digital practices in religious education. To analyze the transformation of digital practices associated with digitization, the actor-network-theory is presented and the terms digitization and digitality are defined. One vignette (in the form of a description of one lesson) exploratively explore the question of how teachers are able to accept the challenge of digitality, to what extent they open digital practices and to what extent these are linked to traditional practices.\r\n","lang":"eng"}],"volume":28,"alternative_title":["Digitalisierte Praktiken im Religionsunterricht und Implikationen für das professionelle Han- deln von Lehrkräften"],"date_created":"2023-01-05T14:21:05Z","status":"public","publication":" Österreichische Religionspädagogische Forum","keyword":["Digitale Praktiken","Digitalisierung","Medienkompetenz","Professionalisierung","Religionsunterricht / digital practices","digitization","digital literacy","teachers' professional development","religious education"],"author":[{"full_name":"Caruso, Carina","first_name":"Carina","id":"23123","last_name":"Caruso"},{"first_name":"Oliver","full_name":"Reis, Oliver","last_name":"Reis"}],"publisher":"Universitätsbibliothek Graz","doi":"10.25364/10.28:2020.1.12","date_updated":"2023-01-06T12:06:35Z","language":[{"iso":"ger"}],"title":"„Sie sind doch eine Medienklasse!“","publication_status":"published"},{"intvolume":" 56","_id":"35836","page":"33–51","type":"book_chapter","year":"2020","citation":{"short":"A. Berisha-Gawlowski, C. Caruso, M. Goller, C. Harteis, in: D. Heisler, J. Meier (Eds.), Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung, wbv, Bielefeld, 2020, pp. 33–51.","ieee":"A. Berisha-Gawlowski, C. Caruso, M. Goller, and C. Harteis, “Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung,” in Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung, vol. 56, D. Heisler and J. Meier, Eds. Bielefeld: wbv, 2020, pp. 33–51.","chicago":"Berisha-Gawlowski, Angelina , Carina Caruso, Michael Goller, and Christian Harteis. “Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung.” In Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung, edited by Dietmar Heisler and Jörg Meier, 56:33–51. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv, 2020. https://doi.org/10.3278/6004725w.","apa":"Berisha-Gawlowski, A., Caruso, C., Goller, M., & Harteis, C. (2020). Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung. In D. Heisler & J. Meier (Eds.), Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung (Vol. 56, pp. 33–51). wbv. https://doi.org/10.3278/6004725w","ama":"Berisha-Gawlowski A, Caruso C, Goller M, Harteis C. Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung. In: Heisler D, Meier J, eds. Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung. Vol 56. Berufsbildung, Arbeit und Innovation. wbv; 2020:33–51. doi:10.3278/6004725w","mla":"Berisha-Gawlowski, Angelina, et al. “Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung.” Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung, edited by Dietmar Heisler and Jörg Meier, vol. 56, wbv, 2020, pp. 33–51, doi:10.3278/6004725w.","bibtex":"@inbook{Berisha-Gawlowski_Caruso_Goller_Harteis_2020, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung}, volume={56}, DOI={10.3278/6004725w}, booktitle={Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung}, publisher={wbv}, author={Berisha-Gawlowski, Angelina and Caruso, Carina and Goller, Michael and Harteis, Christian}, editor={Heisler, Dietmar and Meier, Jörg}, year={2020}, pages={33–51}, collection={Berufsbildung, Arbeit und Innovation} }"},"user_id":"86519","abstract":[{"lang":"ger","text":"Digitalisierung ist derzeit ein viel diskutiertes Thema. Mit ihr werden derart tief grei- fende Veränderungen der Gesellschaft und Arbeitswelt erwartet, dass sie häufig als digitale Revolution bezeichnet wird. Gleichzeitig wirft die Auseinandersetzung mit diesen antizipierten Veränderungen viele noch unbeantwortete Fragen auf. Diese umfassen unter anderem Überlegungen hinsichtlich des Substitutionspotenzials menschlicher Arbeit durch die Digitalisierung, die Frage nach der Ausgestaltung der Rolle des Menschen in der Industrie 4.0 und schließlich Erwägungen in Bezug auf die Vorbereitung und Begleitung von Beschäftigten in der digitalen Transformation. Der vorliegende Beitrag gibt Aufschluss über die Dimensionen der Digitalisierung und die derzeit diskutierten Entwicklungslinien; er befasst sich weiterhin mit den sich daraus ergebenden Herausforderungen und Bedeutungen für die industrielle Arbeit und die Beschäftigten. Abschließend werden daraus abzuleitende Implikationen für die berufliche und allgemeine Bildung diskutiert."},{"lang":"eng","text":"Digitalization is currently a widely discussed topic. It is expected to bring such far-reaching changes in society and the working environment that it is often described as digital revolution. At the same time, dealing with these changes raises many unresolved questions. These include considerations on the substitution potential of human labor through digitalization, the question of how the role of humans in digitalized work may be shaped and, finally, considerations on how to prepare and support employees in the digital transformation. This article provides information about the dimensions of digitization and the lines of development currently under discussion; it also addresses the resulting challenges and effects on industrial work and employees. Finally, implications for the vocational and general education are discussed."}],"date_created":"2023-01-10T12:39:26Z","status":"public","volume":56,"keyword":["Digitalisierung","Industrie 4.0","Arbeit 4.0","berufliche Aus- und Weiterbildung","allgemeine Bildung / digitalization","industry 4.0","work 4.0","vocational education and training","general education"],"publication":"Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung","publisher":"wbv","author":[{"full_name":"Berisha-Gawlowski, Angelina ","first_name":"Angelina ","last_name":"Berisha-Gawlowski"},{"id":"23123","last_name":"Caruso","full_name":"Caruso, Carina","first_name":"Carina"},{"orcid":"0000-0002-2820-9178","full_name":"Goller, Michael","first_name":"Michael","id":"30984","last_name":"Goller"},{"last_name":"Harteis","id":"27503","first_name":"Christian","orcid":"https://orcid.org/0000-0002-3570-7626","full_name":"Harteis, Christian"}],"doi":"10.3278/6004725w","date_updated":"2023-01-10T12:39:31Z","language":[{"iso":"ger"}],"series_title":"Berufsbildung, Arbeit und Innovation","title":"Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung","place":"Bielefeld","publication_identifier":{"isbn":["978-3-7639-6158-0"]},"publication_status":"published","editor":[{"first_name":"Dietmar","full_name":"Heisler, Dietmar","last_name":"Heisler"},{"last_name":"Meier","full_name":"Meier, Jörg","first_name":"Jörg"}]},{"date_updated":"2023-01-11T10:18:30Z","doi":"10.1080/02619768.2020.1793950","language":[{"iso":"eng"}],"title":"Motivation of out-of-field teachers for participating in professional development courses in mathematics","department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"363"}],"publication_identifier":{"issn":["0261-9768","1469-5928"]},"publication_status":"published","_id":"35701","intvolume":" 44","issue":"5","page":"688-705","year":"2020","citation":{"bibtex":"@article{Lünne_Schnell_Biehler_2020, title={Motivation of out-of-field teachers for participating in professional development courses in mathematics}, volume={44}, DOI={10.1080/02619768.2020.1793950}, number={5}, journal={European Journal of Teacher Education}, publisher={Informa UK Limited}, author={Lünne, Steffen and Schnell, Susanne and Biehler, Rolf}, year={2020}, pages={688–705} }","mla":"Lünne, Steffen, et al. “Motivation of Out-of-Field Teachers for Participating in Professional Development Courses in Mathematics.” European Journal of Teacher Education, vol. 44, no. 5, Informa UK Limited, 2020, pp. 688–705, doi:10.1080/02619768.2020.1793950.","chicago":"Lünne, Steffen, Susanne Schnell, and Rolf Biehler. “Motivation of Out-of-Field Teachers for Participating in Professional Development Courses in Mathematics.” European Journal of Teacher Education 44, no. 5 (2020): 688–705. https://doi.org/10.1080/02619768.2020.1793950.","ama":"Lünne S, Schnell S, Biehler R. Motivation of out-of-field teachers for participating in professional development courses in mathematics. European Journal of Teacher Education. 2020;44(5):688-705. doi:10.1080/02619768.2020.1793950","apa":"Lünne, S., Schnell, S., & Biehler, R. (2020). Motivation of out-of-field teachers for participating in professional development courses in mathematics. European Journal of Teacher Education, 44(5), 688–705. https://doi.org/10.1080/02619768.2020.1793950","ieee":"S. Lünne, S. Schnell, and R. Biehler, “Motivation of out-of-field teachers for participating in professional development courses in mathematics,” European Journal of Teacher Education, vol. 44, no. 5, pp. 688–705, 2020, doi: 10.1080/02619768.2020.1793950.","short":"S. Lünne, S. Schnell, R. Biehler, European Journal of Teacher Education 44 (2020) 688–705."},"type":"journal_article","user_id":"37888","keyword":["Education"],"publication":"European Journal of Teacher Education","author":[{"last_name":"Lünne","first_name":"Steffen","full_name":"Lünne, Steffen"},{"full_name":"Schnell, Susanne","first_name":"Susanne","last_name":"Schnell"},{"id":"16274","last_name":"Biehler","full_name":"Biehler, Rolf","first_name":"Rolf"}],"publisher":"Informa UK Limited","volume":44,"date_created":"2023-01-10T09:08:17Z","status":"public"},{"title":"Students’ Understanding of the Derivative Concept in the Context of Mathematics for Economics","publication_status":"published","publication_identifier":{"issn":["0173-5322","1869-2699"]},"department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"363"}],"doi":"10.1007/s13138-020-00174-z","date_updated":"2023-01-11T10:36:53Z","language":[{"iso":"eng"}],"user_id":"37888","abstract":[{"lang":"eng","text":"AbstractThe derivative concept plays a major role in economics. However, its use in economics is very heterogeneous, sometimes inconsistent, and contradicts students’ prior knowledge from school. This applies in particular to the common economic interpretation of the derivative as the amount of change while increasing the production by one unit. Hence, in calculus courses for economics students, learners should acquire an understanding of the derivative that is mathematically acceptable and connected to their prior knowledge, but which also takes into account its practical use in economics. In this paper we first develop a theoretical model describing such an understanding of the derivative for economics students. We then present an exploratory study investigating the extent to which economics students have such an understanding after their calculus course. The results indicate that many of them might not have acquired this kind of understanding, in particular concerning the common economic interpretation of the derivative. The study furthermore yields possible gaps in students’ understanding and possible misconceptions."}],"volume":42,"status":"public","date_created":"2023-01-10T11:45:46Z","author":[{"first_name":"Frank","full_name":"Feudel, Frank","last_name":"Feudel"},{"last_name":"Biehler","id":"16274","first_name":"Rolf","full_name":"Biehler, Rolf"}],"publisher":"Springer Science and Business Media LLC","keyword":["Education","General Mathematics"],"publication":"Journal für Mathematik-Didaktik","issue":"1","_id":"35822","intvolume":" 42","type":"journal_article","year":"2020","citation":{"chicago":"Feudel, Frank, and Rolf Biehler. “Students’ Understanding of the Derivative Concept in the Context of Mathematics for Economics.” Journal Für Mathematik-Didaktik 42, no. 1 (2020): 273–305. https://doi.org/10.1007/s13138-020-00174-z.","apa":"Feudel, F., & Biehler, R. (2020). Students’ Understanding of the Derivative Concept in the Context of Mathematics for Economics. Journal Für Mathematik-Didaktik, 42(1), 273–305. https://doi.org/10.1007/s13138-020-00174-z","ama":"Feudel F, Biehler R. Students’ Understanding of the Derivative Concept in the Context of Mathematics for Economics. Journal für Mathematik-Didaktik. 2020;42(1):273-305. doi:10.1007/s13138-020-00174-z","mla":"Feudel, Frank, and Rolf Biehler. “Students’ Understanding of the Derivative Concept in the Context of Mathematics for Economics.” Journal Für Mathematik-Didaktik, vol. 42, no. 1, Springer Science and Business Media LLC, 2020, pp. 273–305, doi:10.1007/s13138-020-00174-z.","bibtex":"@article{Feudel_Biehler_2020, title={Students’ Understanding of the Derivative Concept in the Context of Mathematics for Economics}, volume={42}, DOI={10.1007/s13138-020-00174-z}, number={1}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Feudel, Frank and Biehler, Rolf}, year={2020}, pages={273–305} }","short":"F. Feudel, R. Biehler, Journal Für Mathematik-Didaktik 42 (2020) 273–305.","ieee":"F. Feudel and R. Biehler, “Students’ Understanding of the Derivative Concept in the Context of Mathematics for Economics,” Journal für Mathematik-Didaktik, vol. 42, no. 1, pp. 273–305, 2020, doi: 10.1007/s13138-020-00174-z."},"page":"273-305"},{"intvolume":" 51","_id":"36373","issue":"4","page":"629-630","year":"2020","type":"review","citation":{"mla":"Pöllmann, Andreas. “Transforming Study Abroad: A Handbook.” Compare: A Journal of Comparative and International Education, vol. 51, no. 4, Informa UK Limited, 2020, pp. 629–30, doi:10.1080/03057925.2020.1769882.","bibtex":"@article{Pöllmann_2020, title={Transforming study abroad: a handbook}, volume={51}, DOI={10.1080/03057925.2020.1769882}, number={4}, journal={Compare: A Journal of Comparative and International Education}, publisher={Informa UK Limited}, author={Pöllmann, Andreas}, year={2020}, pages={629–630} }","chicago":"Pöllmann, Andreas. “Transforming Study Abroad: A Handbook.” Compare: A Journal of Comparative and International Education. Informa UK Limited, 2020. https://doi.org/10.1080/03057925.2020.1769882.","apa":"Pöllmann, A. (2020). Transforming study abroad: a handbook. In Compare: A Journal of Comparative and International Education (Vol. 51, Issue 4, pp. 629–630). Informa UK Limited. https://doi.org/10.1080/03057925.2020.1769882","ama":"Pöllmann A. Transforming study abroad: a handbook. Compare: A Journal of Comparative and International Education. 2020;51(4):629-630. doi:10.1080/03057925.2020.1769882","ieee":"A. Pöllmann, “Transforming study abroad: a handbook,” Compare: A Journal of Comparative and International Education, vol. 51, no. 4. Informa UK Limited, pp. 629–630, 2020, doi: 10.1080/03057925.2020.1769882.","short":"A. Pöllmann, Compare: A Journal of Comparative and International Education 51 (2020) 629–630."},"user_id":"77437","keyword":["Education"],"publication":"Compare: A Journal of Comparative and International Education","publisher":"Informa UK Limited","author":[{"last_name":"Pöllmann","first_name":"Andreas","full_name":"Pöllmann, Andreas"}],"date_created":"2023-01-12T10:25:08Z","status":"public","volume":51,"alternative_title":["by Neriko Musha Doerr, New York/Oxford, Berghahn Books, 2019, 232 pp., $135.00/£99.00 (hardback), ISBN 978-1-78920-115-4"],"date_updated":"2023-01-12T10:47:07Z","doi":"10.1080/03057925.2020.1769882","language":[{"iso":"eng"}],"title":"Transforming study abroad: a handbook","department":[{"_id":"453"}],"publication_status":"published","publication_identifier":{"issn":["0305-7925","1469-3623"]}},{"title":"Mathematics learning support centres in Germany—an overview","publication_status":"published","publication_identifier":{"issn":["0268-3679","1471-6976"]},"department":[{"_id":"34"},{"_id":"10"},{"_id":"97"},{"_id":"363"},{"_id":"423"}],"doi":"10.1093/teamat/hraa007","date_updated":"2023-01-17T23:32:01Z","language":[{"iso":"eng"}],"user_id":"14931","abstract":[{"lang":"eng","text":"Abstract\r\n Mathematics learning support centres (MLSC) are widely established and evaluated in English-speaking countries (such as the UK, Ireland and Australia). In most of these countries, several national surveys on MLSCs exist. They give an overview of the number of MLSCs as well as their characteristics in these countries. In Germany, there is a lack of studies on MLSCs and the landscape of MLSCs has not been described yet. This article presents basic information concerning counts of MLSCs and their characteristics at universities. Based on a three-step approach of analysing university homepages and additional personal contact via email or phone calls, we gathered typical MLSC features (e.g. staff quantities and qualification, opening and support hours, supported study programmes). We analysed 190 universities from a web-based register on study programmes. In total, we found 61 MLSCs located at 51 German universities. Another 16 support centres were specialized on mathematics didactics, which means they focussed on didactical and methodological support for preservice teacher students and often provided different teaching materials. Thirty-eight centres were located at universities (62.3%) and 23 MLSCs at universities of applied sciences and comparable universities (37.7%). The MLSCs were different in their sizes of staff and opening hours, and both the numbers of staff and the service hours differed greatly. The student groups MLSCs at German universities focus on differ concerning characteristics like study programme or semester. We will provide the main categories describing these groups. We seek to answer research questions concerning the characteristics of MLSCs in Germany and discuss the results compared to international findings. This information is useful for further international collaborative research, for example a standardized international survey. From a national perspective, these findings support networking and collaborations between the MLSCs as well. As some German MLSCs are facing financial cuts, these results might help in gaining additional funding."}],"volume":40,"status":"public","date_created":"2023-01-10T09:14:31Z","author":[{"id":"59707","last_name":"Schürmann","orcid":"0000-0003-2646-085X","full_name":"Schürmann, Mirko","first_name":"Mirko"},{"full_name":"Gildehaus, Lara","first_name":"Lara","last_name":"Gildehaus"},{"full_name":"Liebendörfer, Michael","orcid":"0000-0001-9887-2074","first_name":"Michael","id":"30933","last_name":"Liebendörfer"},{"full_name":"Schaper, Niclas","first_name":"Niclas","last_name":"Schaper"},{"last_name":"Biehler","id":"16274","first_name":"Rolf","full_name":"Biehler, Rolf"},{"last_name":"Hochmuth","first_name":"Reinhard","full_name":"Hochmuth, Reinhard"},{"first_name":"Christiane","full_name":"Kuklinski, Christiane","last_name":"Kuklinski"},{"last_name":"Lankeit","first_name":"Elisa","full_name":"Lankeit, Elisa"}],"publisher":"Oxford University Press (OUP)","publication":"Teaching Mathematics and its Applications: An International Journal of the IMA","keyword":["Education","General Mathematics"],"issue":"2","_id":"35712","intvolume":" 40","citation":{"short":"M. Schürmann, L. Gildehaus, M. Liebendörfer, N. Schaper, R. Biehler, R. Hochmuth, C. Kuklinski, E. Lankeit, Teaching Mathematics and Its Applications: An International Journal of the IMA 40 (2020) 99–113.","ieee":"M. Schürmann et al., “Mathematics learning support centres in Germany—an overview,” Teaching Mathematics and its Applications: An International Journal of the IMA, vol. 40, no. 2, pp. 99–113, 2020, doi: 10.1093/teamat/hraa007.","ama":"Schürmann M, Gildehaus L, Liebendörfer M, et al. Mathematics learning support centres in Germany—an overview. Teaching Mathematics and its Applications: An International Journal of the IMA. 2020;40(2):99-113. doi:10.1093/teamat/hraa007","apa":"Schürmann, M., Gildehaus, L., Liebendörfer, M., Schaper, N., Biehler, R., Hochmuth, R., Kuklinski, C., & Lankeit, E. (2020). Mathematics learning support centres in Germany—an overview. Teaching Mathematics and Its Applications: An International Journal of the IMA, 40(2), 99–113. https://doi.org/10.1093/teamat/hraa007","chicago":"Schürmann, Mirko, Lara Gildehaus, Michael Liebendörfer, Niclas Schaper, Rolf Biehler, Reinhard Hochmuth, Christiane Kuklinski, and Elisa Lankeit. “Mathematics Learning Support Centres in Germany—an Overview.” Teaching Mathematics and Its Applications: An International Journal of the IMA 40, no. 2 (2020): 99–113. https://doi.org/10.1093/teamat/hraa007.","mla":"Schürmann, Mirko, et al. “Mathematics Learning Support Centres in Germany—an Overview.” Teaching Mathematics and Its Applications: An International Journal of the IMA, vol. 40, no. 2, Oxford University Press (OUP), 2020, pp. 99–113, doi:10.1093/teamat/hraa007.","bibtex":"@article{Schürmann_Gildehaus_Liebendörfer_Schaper_Biehler_Hochmuth_Kuklinski_Lankeit_2020, title={Mathematics learning support centres in Germany—an overview}, volume={40}, DOI={10.1093/teamat/hraa007}, number={2}, journal={Teaching Mathematics and its Applications: An International Journal of the IMA}, publisher={Oxford University Press (OUP)}, author={Schürmann, Mirko and Gildehaus, Lara and Liebendörfer, Michael and Schaper, Niclas and Biehler, Rolf and Hochmuth, Reinhard and Kuklinski, Christiane and Lankeit, Elisa}, year={2020}, pages={99–113} }"},"type":"journal_article","year":"2020","page":"99-113"},{"conference":{"location":"Flensburg","name":"21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019","start_date":"2019-09-20","end_date":"2019-09-21"},"_id":"37610","page":"119-141","year":"2020","type":"book_chapter","citation":{"bibtex":"@inbook{Schröer_2020, place={Karlsruhe}, title={Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts}, booktitle={Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main}, publisher={BE.ER Konzept}, author={Schröer, Franz}, editor={Binder, Martin and Wiesmüller, Christian and Finkbeiner, Timo}, year={2020}, pages={119–141} }","mla":"Schröer, Franz. “Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts.” Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main, edited by Martin Binder et al., BE.ER Konzept, 2020, pp. 119–41.","ama":"Schröer F. Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts. In: Binder M, Wiesmüller C, Finkbeiner T, eds. Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main. BE.ER Konzept; 2020:119-141.","apa":"Schröer, F. (2020). Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts. In M. Binder, C. Wiesmüller, & T. Finkbeiner (Eds.), Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main (pp. 119–141). BE.ER Konzept.","chicago":"Schröer, Franz. “Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts.” In Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main, edited by Martin Binder, Christian Wiesmüller, and Timo Finkbeiner, 119–41. Karlsruhe: BE.ER Konzept, 2020.","ieee":"F. Schröer, “Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts,” in Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main, M. Binder, C. Wiesmüller, and T. Finkbeiner, Eds. Karlsruhe: BE.ER Konzept, 2020, pp. 119–141.","short":"F. Schröer, in: M. Binder, C. Wiesmüller, T. Finkbeiner (Eds.), Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main, BE.ER Konzept, Karlsruhe, 2020, pp. 119–141."},"user_id":"71764","abstract":[{"text":"Der Gedanke einer inklusiven Schule als einer Schule für alle Kinder ist, wenn auch aus der Perspektive von 100 Jahren Grundschule erst kürzlich durch die UN-Konvention über die Rechte von Menschen mit Behinderung (United Nations 2006) verstärkt, als an das Bildungssystem gerichtete Anforderung unbestritten. Die Didaktik des Sachunterrichts als wissenschaftliche Disziplin und als Instanz technikbezogenen Lernens in der Grundschule hat sich dem Thema Inklusion mit den Untersuchungen von Seitz (2005) und Schomaker (2000), für eine fachdidaktische Disziplin vergleichsweise früh zugewendet (Pech & Schomaker 2013, S. 341). Pech, Schomaker & Simon (2018, S. 12ff.) arbeiten jedoch an begrifflichen Unschärfen in einschlägigen Veröffentlichungen heraus, dass es in der Sachunterrichtsdidaktik bis heute keinen systematischen Diskurs darüber gibt, wie Inklusion zu verstehen, zu entwickeln und zu implementieren ist. Die allgemeinpädagogisch unter anderem von Feuser (2011, S. 89) für das Bildungssystem formulierte Entwicklungsaufgabe von der Segregation über die Integration zur Inklusion findet sich in Abhängigkeit von der Perspektive unterschiedlich definiert in der Sachunterrichts- bzw. Fachdidaktik wieder. Da bei der Definition von inklusivem Sachunterricht unterschiedliche wissenschaftliche Kontexte (z.B. sonderpädagogische, inklusionspädagogische oder allgemeindidaktische) zur Argumentation herangezogen werden, ist im Folgenden häufiger von der Rekontextualisierung von Inklusion in der Fachdidaktik die Rede. Die Berücksichtigung von Lernbedürfnissen und die Nutzung von individuellen Potenzialen stellt eine sich in der Sachunterrichtsdidaktik (u.a. Lichtblau 2014, S. 204; Simon 2014, S. 241; Pech, Schomaker & Simon 2018, 15f.) wie in der allgemeinen Pädagogik (Feuser 1989, S. 9; Schumann 2009, S. 51; Preuß 2018, S. 81) wiederholende Rekontextualisierung zur Beschreibung inklusiven Unterrichts dar. Potenzialorientierte (fach-)didaktische Überlegungen, also solche, die eine Orientierung an in Personen liegenden Defiziten auf der einen und standardisierten Normen auf der anderen Seite ablehnen und den Blick vermehrt auf die im Individuum, dem Fach oder einem Lerngegenstand liegenden Potenziale für eine gleichberechtigte und gleichwertige Partizipation aller Lernenden richten (Simon 2019, S. 114), erfahren derzeit vermehrt Aufmerksamkeit. Die Berücksichtigung individueller Lernbedürfnisse auf der anderen Seite bleibt in einschlägigen Veröffentlichungen dagegen oftmals theoretisch unreflektiert.\r\nAusgehend davon leistet das vorgestellte Dissertationsvorhaben mit Blick auf technikbezogenes Lernen im Sachunterricht der Grundschule einen theoriebildend angelegten Beitrag zur Verbindung von erziehungswissenschaftlicher und sachunterrichtsdidaktischer Inklusionsforschung am Lerngegenstand\r\n Technik. Die Studie ist, ob der Offenheit des Forschungsfeldes bezogen auf technikbezogenen Sachunterricht im Kontext von Inklusion, überwiegend qualitativ-rekonstruktiv angelegt. Unter der Rekontextualisierung von Inklusion als Berücksichtigung zunehmend vielfältiger Lernbedürfnisse im Sachunterricht, fragt die Studie nach der Beschaffenheit und Dimensionen der Verschiedenheit von Lernbedürfnissen sowie Möglichkeiten bzw. Hindernissen auf dem Weg zu ihrer Berücksichtigung. ","lang":"ger"}],"date_created":"2023-01-19T14:53:29Z","status":"public","publication":"Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main","keyword":["Inclusion","Sachunterricht","basic needs","technology education"],"publisher":"BE.ER Konzept","author":[{"first_name":"Franz","full_name":"Schröer, Franz","last_name":"Schröer","id":"71764"}],"date_updated":"2023-01-19T14:53:43Z","language":[{"iso":"ger"}],"title":"Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts","place":"Karlsruhe","publication_identifier":{"isbn":["978-3-947868-02-5"]},"publication_status":"published","editor":[{"first_name":"Martin","full_name":"Binder, Martin","last_name":"Binder"},{"last_name":"Wiesmüller","first_name":"Christian","full_name":"Wiesmüller, Christian"},{"first_name":"Timo","full_name":"Finkbeiner, Timo","last_name":"Finkbeiner"}],"department":[{"_id":"588"}]},{"title":"Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective","publication_status":"published","publication_identifier":{"issn":["1875-4791","1875-4805"]},"department":[{"_id":"603"},{"_id":"749"}],"doi":"10.1007/s12369-020-00622-3","date_updated":"2023-02-01T12:16:11Z","language":[{"iso":"eng"}],"user_id":"14931","ddc":["300"],"abstract":[{"text":"In child–robot interaction (cHRI) research, many studies pursue the goal to develop interactive systems that can be applied in everyday settings. For early education, increasingly, the setting of a kindergarten is targeted. However, when cHRI and research are brought into a kindergarten, a range of ethical and related procedural aspects have to be considered and dealt with.While ethical models elaborated within other human–robot interaction settings, e.g., assisted living contexts, can provide some important indicators for relevant issues, we argue that it is important to start developing a systematic approach to identify and tackle those ethical issues which rise with cHRI in kindergarten settings on a more global level and address the impact of the technology from a macroperspective beyond the effects on the individual. Based on our experience in conducting studies with children in general and pedagogical considerations on the role of the institution of kindergarten in specific, in this paper,we enfold some relevant aspects that have barely been addressed in an explicit way in current cHRI research. Four areas are analyzed and key ethical issues are identified in each area: (1) the institutional setting of a kindergarten, (2) children as a vulnerable group, (3) the caregivers’ role, and (4) pedagogical concepts. With our considerations, we aim at (i) broadening\r\nthe methodology of the current studies within the area of cHRI, (ii) revalidate it based on our comprehensive empirical\r\nexperience with research in kindergarten settings, both laboratory and real-world contexts, and (iii) provide a framework for the development of a more systematic approach to address the ethical issues in cHRI research within kindergarten settings.","lang":"eng"}],"date_created":"2021-09-14T20:55:57Z","has_accepted_license":"1","status":"public","file":[{"file_size":489035,"file_id":"24459","creator":"innem","date_updated":"2021-09-14T20:56:41Z","content_type":"application/pdf","success":1,"relation":"main_file","file_name":"Tolksdorf_etal_2020.pdf","date_created":"2021-09-14T20:56:41Z","access_level":"closed"}],"file_date_updated":"2021-09-14T20:56:41Z","publication":"International Journal of Social Robotics","keyword":["Robot ethics · Kindergarten settings · Child–robot interaction · Early childhood education"],"author":[{"last_name":"Tolksdorf","first_name":"Nils F.","full_name":"Tolksdorf, Nils F."},{"last_name":"Siebert","full_name":"Siebert, Scarlet","first_name":"Scarlet"},{"last_name":"Zorn","full_name":"Zorn, Isabel","first_name":"Isabel"},{"last_name":"Horwath","first_name":"Ilona","full_name":"Horwath, Ilona"},{"id":"50352","last_name":"Rohlfing","full_name":"Rohlfing, Katharina J.","first_name":"Katharina J."}],"quality_controlled":"1","_id":"24458","page":"129-140","citation":{"apa":"Tolksdorf, N. F., Siebert, S., Zorn, I., Horwath, I., & Rohlfing, K. J. (2020). Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective. International Journal of Social Robotics, 129–140. https://doi.org/10.1007/s12369-020-00622-3","ama":"Tolksdorf NF, Siebert S, Zorn I, Horwath I, Rohlfing KJ. Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective. International Journal of Social Robotics. Published online 2020:129-140. doi:10.1007/s12369-020-00622-3","chicago":"Tolksdorf, Nils F., Scarlet Siebert, Isabel Zorn, Ilona Horwath, and Katharina J. Rohlfing. “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective.” International Journal of Social Robotics, 2020, 129–40. https://doi.org/10.1007/s12369-020-00622-3.","mla":"Tolksdorf, Nils F., et al. “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective.” International Journal of Social Robotics, 2020, pp. 129–40, doi:10.1007/s12369-020-00622-3.","bibtex":"@article{Tolksdorf_Siebert_Zorn_Horwath_Rohlfing_2020, title={Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective}, DOI={10.1007/s12369-020-00622-3}, journal={International Journal of Social Robotics}, author={Tolksdorf, Nils F. and Siebert, Scarlet and Zorn, Isabel and Horwath, Ilona and Rohlfing, Katharina J.}, year={2020}, pages={129–140} }","short":"N.F. Tolksdorf, S. Siebert, I. Zorn, I. Horwath, K.J. Rohlfing, International Journal of Social Robotics (2020) 129–140.","ieee":"N. F. Tolksdorf, S. Siebert, I. Zorn, I. Horwath, and K. J. Rohlfing, “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective,” International Journal of Social Robotics, pp. 129–140, 2020, doi: 10.1007/s12369-020-00622-3."},"type":"journal_article","year":"2020"}]