[{"date_created":"2023-01-18T10:18:09Z","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"],"type":"book","department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"citation":{"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","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.","short":"S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action, Bielefeld University Press, 2021.","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.","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."},"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"}],"page":"312","publisher":"Bielefeld University Press","_id":"37274","language":[{"iso":"eng"}],"doi":"10.14361/9783839457061","user_id":"48187","title":"Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action","year":"2021","status":"public","author":[{"id":"95659","full_name":"Dahmen, Stephan","first_name":"Stephan","last_name":"Dahmen"}],"date_updated":"2023-01-18T10:18:54Z"},{"date_updated":"2023-01-18T10:16:56Z","status":"public","year":"2021","title":"Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action","author":[{"full_name":"Dahmen, Stephan","first_name":"Stephan","last_name":"Dahmen"}],"user_id":"48187","doi":"10.14361/9783839457061","page":"312","language":[{"iso":"eng"}],"_id":"37273","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"}],"citation":{"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.","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","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} }","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.","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."},"type":"book","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"}],"date_created":"2023-01-18T10:14:30Z"},{"keyword":["Computer Science Applications","Education"],"type":"journal_article","department":[{"_id":"645"}],"date_created":"2023-01-18T16:11:52Z","abstract":[{"lang":"eng","text":"A prerequisite for child reading support at school is adequate assessment. Embedding (repeated) assessment into daily teaching routine is often challenging for teachers in terms of time and organization. The use of digital tools can help teachers in the assessment process (in preparation, evaluation, documentation, etc.). A digital assessment tool (Graz Reading Comprehension test: GraLeV), focusing on assessing reading comprehension skills in Grades 3 and 4 is currently being developed in Austria. This reading assessment covers reading comprehension at the word, sentence, and text level. Text level is assessed via two subtests (Subtest I: presentation of nonsense-stories and corresponding questions, and Subtest II: maze selection). The other levels consist of one subtest each. This paper focusses on the subtests at text level. More specifically, the paper reports the results of two studies. Study 1 describes the development phases and the first piloting of these two subtests (data collection: 10/2019-12/2019). Testing 273 students with preliminary versions of the subtests (Subtest I: 30 items, Subtest II: 60 items) produced information on (a) item difficulty, (b) item discriminatory power, and (c) time limits for future speed testing. Items not meeting the required quality criteria were excluded. The final version of Subtest I consists of 16 questions referring to eight different, short, nonsense-texts. Its testing time (without instructions) is three minutes. The final version of the Subtest II consists of 2 texts each with 15 maze selections (30 items) and testing time is 100 seconds. The internal consistency is found to be good for Subtest I (α=.87) and Subtest II (α=.78 to .80). Study 2 reports on testing for validity and retest-reliability (data collection: 09/2020-11/2020). Student scores in another reading comprehension test, together with teacher assessments of reading comprehension, were used to assess congruent validity. Divergent validity was assessed using teacher assessments of mathematical and socio-emotional skills. As expected, the correlations with the congruent measures were higher than those with the divergent measures. A subsample was tested twice with the GraLeV. Retest-reliability was acceptable for Subtest II. However, the scores obtained at time 2 were higher compared to those at time 1 in both subtests. This is probably the result of increased student familiarity with the digital device and the digital test environment at time 2. The results are discussed in the light of teachers’ needs for standardized digital assessments in order to facilitate the tailoring of student reading support. "}],"issue":"5","publication":"Electronic Journal of e-Learning","doi":"10.34190/ejel.19.5.2467","language":[{"iso":"eng"}],"date_updated":"2023-01-18T16:46:03Z","publication_status":"published","intvolume":" 19","year":"2021","title":"Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation","publication_identifier":{"issn":["1479-4403"]},"author":[{"id":"97270","last_name":"Seifert","first_name":"Susanne","full_name":"Seifert, Susanne"},{"first_name":"Lisa","last_name":"Paleczek","full_name":"Paleczek, Lisa"}],"citation":{"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.","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","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} }","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","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.","short":"S. Seifert, L. Paleczek, Electronic Journal of E-Learning 19 (2021) pp336-348.","chicago":"Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation.” Electronic Journal of E-Learning 19, no. 5 (2021): pp336-348. https://doi.org/10.34190/ejel.19.5.2467."},"user_id":"97270","volume":19,"page":"pp336-348","_id":"37445","publisher":"Academic Conferences International Ltd","status":"public"},{"issue":"2","publication":"Technology, Knowledge and Learning","abstract":[{"lang":"eng","text":"AbstractThe range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects."}],"date_created":"2023-01-18T16:10:52Z","department":[{"_id":"645"}],"keyword":["Computer Science Applications","Human-Computer Interaction","Education","Mathematics (miscellaneous)"],"type":"journal_article","publication_identifier":{"issn":["2211-1662","2211-1670"]},"author":[{"id":"97270","first_name":"Susanne","last_name":"Seifert","full_name":"Seifert, Susanne"}],"year":"2021","title":"Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade","intvolume":" 26","date_updated":"2023-01-18T16:45:42Z","publication_status":"published","language":[{"iso":"eng"}],"doi":"10.1007/s10758-021-09490-w","citation":{"ama":"Seifert S. Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade. Technology, Knowledge and Learning. 2021;26(2):383-405. doi:10.1007/s10758-021-09490-w","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.","short":"S. Seifert, Technology, Knowledge and Learning 26 (2021) 383–405.","chicago":"Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade.” Technology, Knowledge and Learning 26, no. 2 (2021): 383–405. https://doi.org/10.1007/s10758-021-09490-w.","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."},"status":"public","publisher":"Springer Science and Business Media LLC","_id":"37443","page":"383-405","volume":26,"user_id":"97270"},{"status":"public","year":"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","publication_identifier":{"issn":["0305-5698","1465-3400"]},"author":[{"last_name":"Krammer","first_name":"Mathias","full_name":"Krammer, Mathias"},{"full_name":"Seifert, Susanne","first_name":"Susanne","last_name":"Seifert","id":"97270"},{"full_name":"Gasteiger-Klicpera, Barbara","last_name":"Gasteiger-Klicpera","first_name":"Barbara"}],"date_updated":"2023-01-18T16:44:56Z","publication_status":"published","page":"1-19","language":[{"iso":"eng"}],"_id":"37439","publisher":"Informa UK Limited","doi":"10.1080/03055698.2021.1875320","user_id":"97270","publication":"Educational Studies","citation":{"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.","short":"M. Krammer, S. Seifert, B. Gasteiger-Klicpera, Educational Studies (2021) 1–19.","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.","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","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."},"date_created":"2023-01-18T16:08:23Z","type":"journal_article","keyword":["Education"],"department":[{"_id":"645"}]},{"citation":{"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","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.","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.","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","short":"L. Paleczek, S. Seifert, M. Schöfl, British Journal of Educational Technology 52 (2021) 2145–2161.","chicago":"Paleczek, Lisa, Susanne Seifert, and Martin Schöfl. “Comparing Digital to Print Assessment of Receptive Vocabulary with GraWo‐KiGa in Austrian Kindergarten.” British Journal of Educational Technology 52, no. 6 (2021): 2145–61. https://doi.org/10.1111/bjet.13163.","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} }"},"status":"public","_id":"37442","publisher":"Wiley","page":"2145-2161","volume":52,"user_id":"97270","issue":"6","publication":"British Journal of Educational Technology","date_created":"2023-01-18T16:10:22Z","department":[{"_id":"645"}],"type":"journal_article","keyword":["Education"],"publication_identifier":{"issn":["0007-1013","1467-8535"]},"author":[{"full_name":"Paleczek, Lisa","last_name":"Paleczek","first_name":"Lisa"},{"last_name":"Seifert","first_name":"Susanne","full_name":"Seifert, Susanne","id":"97270"},{"last_name":"Schöfl","first_name":"Martin","full_name":"Schöfl, Martin"}],"title":"Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten","year":"2021","intvolume":" 52","date_updated":"2023-01-18T16:45:24Z","publication_status":"published","language":[{"iso":"eng"}],"doi":"10.1111/bjet.13163"},{"issue":"2","publication":"European Journal of Psychology of Education","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","department":[{"_id":"645"}],"keyword":["Developmental and Educational Psychology","Education"],"type":"journal_article","publication_identifier":{"issn":["0256-2928","1878-5174"]},"author":[{"full_name":"Dockrell, J. E.","first_name":"J. E.","last_name":"Dockrell"},{"full_name":"Papadopoulos, T. C.","last_name":"Papadopoulos","first_name":"T. C."},{"last_name":"Mifsud","first_name":"C. L.","full_name":"Mifsud, C. L."},{"full_name":"Bourke, L.","last_name":"Bourke","first_name":"L."},{"last_name":"Vilageliu","first_name":"O.","full_name":"Vilageliu, O."},{"full_name":"Bešić, E.","first_name":"E.","last_name":"Bešić"},{"last_name":"Seifert","first_name":"Susanne","full_name":"Seifert, Susanne","id":"97270"},{"first_name":"B.","last_name":"Gasteiger-Klicpera","full_name":"Gasteiger-Klicpera, B."},{"full_name":"Ralli, A.","first_name":"A.","last_name":"Ralli"},{"full_name":"Dimakos, I.","last_name":"Dimakos","first_name":"I."},{"full_name":"Karpava, S.","first_name":"S.","last_name":"Karpava"},{"full_name":"Martins, M.","first_name":"M.","last_name":"Martins"},{"first_name":"O.","last_name":"Sousa","full_name":"Sousa, O."},{"full_name":"Castro, S.","last_name":"Castro","first_name":"S."},{"full_name":"Søndergaard Knudsen, H. B.","first_name":"H. B.","last_name":"Søndergaard Knudsen"},{"last_name":"Donau","first_name":"P.","full_name":"Donau, P."},{"full_name":"Haznedar, B.","first_name":"B.","last_name":"Haznedar"},{"full_name":"Mikulajová, M.","last_name":"Mikulajová","first_name":"M."},{"first_name":"N.","last_name":"Gerdzhikova","full_name":"Gerdzhikova, N."}],"year":"2021","title":"Teaching and learning in a multilingual Europe: findings from a cross-European study","intvolume":" 37","date_updated":"2023-01-18T16:48:47Z","publication_status":"published","language":[{"iso":"eng"}],"doi":"10.1007/s10212-020-00523-z","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.","chicago":"Dockrell, J. E., T. C. Papadopoulos, C. L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, Susanne Seifert, et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.” European Journal of Psychology of Education 37, no. 2 (2021): 293–320. https://doi.org/10.1007/s10212-020-00523-z.","ieee":"J. E. Dockrell et al., “Teaching and learning in a multilingual Europe: findings from a cross-European study,” European Journal of Psychology of Education, vol. 37, no. 2, pp. 293–320, 2021, doi: 10.1007/s10212-020-00523-z.","apa":"Dockrell, J. E., Papadopoulos, T. C., Mifsud, C. L., Bourke, L., Vilageliu, O., Bešić, E., Seifert, S., Gasteiger-Klicpera, B., Ralli, A., Dimakos, I., Karpava, S., Martins, M., Sousa, O., Castro, S., Søndergaard Knudsen, H. B., Donau, P., Haznedar, B., Mikulajová, M., & Gerdzhikova, N. (2021). Teaching and learning in a multilingual Europe: findings from a cross-European study. European Journal of Psychology of Education, 37(2), 293–320. https://doi.org/10.1007/s10212-020-00523-z","bibtex":"@article{Dockrell_Papadopoulos_Mifsud_Bourke_Vilageliu_Bešić_Seifert_Gasteiger-Klicpera_Ralli_Dimakos_et al._2021, title={Teaching and learning in a multilingual Europe: findings from a cross-European study}, volume={37}, DOI={10.1007/s10212-020-00523-z}, number={2}, journal={European Journal of Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Dockrell, J. E. and Papadopoulos, T. C. and Mifsud, C. L. and Bourke, L. and Vilageliu, O. and Bešić, E. and Seifert, Susanne and Gasteiger-Klicpera, B. and Ralli, A. and Dimakos, I. and et al.}, year={2021}, pages={293–320} }","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","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."},"status":"public","_id":"37455","publisher":"Springer Science and Business Media LLC","page":"293-320","volume":37,"user_id":"97270"},{"date_created":"2023-01-18T22:23:50Z","department":[{"_id":"10"}],"keyword":["Education","General Mathematics"],"type":"journal_article","publication":"Teaching Mathematics and its Applications: An International Journal of the IMA","issue":"4","abstract":[{"lang":"eng","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."}],"language":[{"iso":"eng"}],"doi":"10.1093/teamat/hrab013","publication_identifier":{"issn":["0268-3679","1471-6976"]},"author":[{"full_name":"Büchele, Stefan","last_name":"Büchele","first_name":"Stefan"},{"last_name":"Liebendörfer","first_name":"Michael","full_name":"Liebendörfer, Michael"},{"full_name":"Lankeit, Elisa","first_name":"Elisa","last_name":"Lankeit"}],"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","year":"2021","intvolume":" 40","date_updated":"2023-01-18T22:47:00Z","publication_status":"published","citation":{"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.","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} }","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","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.","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","short":"S. Büchele, M. Liebendörfer, E. Lankeit, Teaching Mathematics and Its Applications: An International Journal of the IMA 40 (2021) 478–496.","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."},"publisher":"Oxford University Press (OUP)","_id":"37474","page":"478-496","volume":40,"user_id":"30933","status":"public"},{"language":[{"iso":"eng"}],"doi":"10.1093/teamat/hrab020","year":"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","publication_identifier":{"issn":["0268-3679","1471-6976"]},"author":[{"full_name":"Kempen, Leander","first_name":"Leander","last_name":"Kempen"},{"full_name":"Liebendörfer, Michael","last_name":"Liebendörfer","first_name":"Michael"}],"publication_status":"published","date_updated":"2023-01-18T22:49:44Z","intvolume":" 40","date_created":"2023-01-18T22:23:40Z","type":"journal_article","keyword":["Education","General Mathematics"],"department":[{"_id":"10"}],"issue":"4","publication":"Teaching Mathematics and its Applications: An International Journal of the IMA","abstract":[{"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.","lang":"eng"}],"page":"436-454","_id":"37473","publisher":"Oxford University Press (OUP)","user_id":"30933","volume":40,"status":"public","citation":{"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.","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","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} }","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","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.","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.","short":"L. Kempen, M. Liebendörfer, Teaching Mathematics and Its Applications: An International Journal of the IMA 40 (2021) 436–454."}},{"user_id":"14931","volume":12,"page":"493-529","_id":"31680","publisher":"ARLE (International Association for Research in L1 Education)","status":"public","citation":{"short":"I. Scharlau, A. Karsten, K.J. Rohlfing, Journal of Writing Research 12 (2021) 493–529.","chicago":"Scharlau, Ingrid, A. Karsten, and Katharina J. Rohlfing. “Building, Emptying out, or Dreaming? Action Structures and Space in Students’ Metaphors of Academic Writing.” Journal of Writing Research 12, no. vol. 12 issue 3 (2021): 493–529. https://doi.org/10.17239/jowr-2021.12.03.01.","ieee":"I. Scharlau, A. Karsten, and K. J. Rohlfing, “Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing,” Journal of Writing Research, vol. 12, no. vol. 12 issue 3, pp. 493–529, 2021, doi: 10.17239/jowr-2021.12.03.01.","apa":"Scharlau, I., Karsten, A., & Rohlfing, K. J. (2021). Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing. Journal of Writing Research, 12(vol. 12 issue 3), 493–529. https://doi.org/10.17239/jowr-2021.12.03.01","bibtex":"@article{Scharlau_Karsten_Rohlfing_2021, title={Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing}, volume={12}, DOI={10.17239/jowr-2021.12.03.01}, number={vol. 12 issue 3}, journal={Journal of Writing Research}, publisher={ARLE (International Association for Research in L1 Education)}, author={Scharlau, Ingrid and Karsten, A. and Rohlfing, Katharina J.}, year={2021}, pages={493–529} }","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","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."},"doi":"10.17239/jowr-2021.12.03.01","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2023-02-01T12:14:52Z","intvolume":" 12","title":"Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing","year":"2021","author":[{"id":"451","last_name":"Scharlau","orcid":"0000-0003-2364-9489","first_name":"Ingrid","full_name":"Scharlau, Ingrid"},{"first_name":"A.","last_name":"Karsten","full_name":"Karsten, A."},{"full_name":"Rohlfing, Katharina J.","last_name":"Rohlfing","first_name":"Katharina J.","id":"50352"}],"publication_identifier":{"issn":["2030-1006","2294-3307"]},"keyword":["Literature and Literary Theory","Linguistics and Language","Language and Linguistics","Education"],"type":"journal_article","department":[{"_id":"749"},{"_id":"424"}],"date_created":"2022-06-06T13:49:01Z","issue":"vol. 12 issue 3","publication":"Journal of Writing Research"},{"_id":"37185","publisher":"Frontiers Media SA","volume":5,"user_id":"14931","status":"public","citation":{"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.","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","short":"N.F. Tolksdorf, C.E. Crawshaw, K. Rohlfing, Frontiers in Education 5 (2021).","chicago":"Tolksdorf, Nils F., Camilla E. Crawshaw, and Katharina Rohlfing. “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.” Frontiers in Education 5 (2021). https://doi.org/10.3389/feduc.2020.569615.","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.","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} }","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"},"language":[{"iso":"eng"}],"doi":"10.3389/feduc.2020.569615","publication_identifier":{"issn":["2504-284X"]},"author":[{"full_name":"Tolksdorf, Nils F.","first_name":"Nils F.","last_name":"Tolksdorf"},{"full_name":"Crawshaw, Camilla E.","last_name":"Crawshaw","first_name":"Camilla E."},{"id":"50352","full_name":"Rohlfing, Katharina","first_name":"Katharina","last_name":"Rohlfing"}],"title":"Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction","year":"2021","intvolume":" 5","publication_status":"published","date_updated":"2023-02-01T11:59:32Z","date_created":"2023-01-17T20:22:49Z","department":[{"_id":"749"}],"type":"journal_article","keyword":["Education"],"publication":"Frontiers in Education","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."}]},{"citation":{"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} }","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","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","short":"J.M. DeVries, M. Knickenberg, M. Trygger, European Journal of Special Needs Education 37 (2021) 511–525.","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."},"status":"public","volume":37,"user_id":"12978","publisher":"Informa UK Limited","_id":"44151","page":"511-525","publication":"European Journal of Special Needs Education","issue":"3","department":[{"_id":"4"},{"_id":"556"}],"type":"journal_article","keyword":["Developmental and Educational Psychology","Health Professions (miscellaneous)","Education"],"date_created":"2023-04-24T13:52:07Z","intvolume":" 37","publication_status":"published","date_updated":"2023-05-17T09:05:19Z","publication_identifier":{"issn":["0885-6257","1469-591X"]},"author":[{"full_name":"DeVries, Jeffrey M.","first_name":"Jeffrey M.","last_name":"DeVries"},{"full_name":"Knickenberg, Margarita","first_name":"Margarita","last_name":"Knickenberg"},{"first_name":"Maria","last_name":"Trygger","full_name":"Trygger, Maria"}],"year":"2021","title":"Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden","doi":"10.1080/08856257.2021.1911523","language":[{"iso":"eng"}]},{"date_created":"2022-12-22T09:22:46Z","department":[{"_id":"611"},{"_id":"97"}],"keyword":["content knowledge","domain-specific learning","early childhood education","teacher knowledge"],"type":"journal_article","issue":"2","publication":"Review of Education","abstract":[{"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.","lang":"eng"}],"language":[{"iso":"eng"}],"doi":"10.1002/rev3.3255","publication_identifier":{"issn":["2049-6613"]},"author":[{"full_name":"Bruns, Julia","orcid":"https://orcid.org/0000-0002-6604-5864","first_name":"Julia","last_name":"Bruns","id":"72183"},{"full_name":"Gasteiger, Hedwig","last_name":"Gasteiger","first_name":"Hedwig"},{"full_name":"Strahl, Carolin","last_name":"Strahl","first_name":"Carolin"}],"title":"Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review","year":"2021","article_type":"review","intvolume":" 9","publication_status":"published","date_updated":"2023-06-20T19:04:34Z","external_id":{"isi":["000614156400001"]},"citation":{"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.","short":"J. Bruns, H. Gasteiger, C. Strahl, Review of Education 9 (2021) 500–538.","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","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.","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","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."},"isi":"1","quality_controlled":"1","publisher":"Wiley","_id":"34822","page":"500-538","volume":9,"user_id":"49063","status":"public"},{"department":[{"_id":"281"},{"_id":"475"}],"keyword":["Cognitive decline","health shocks","retirement","education","event study"],"type":"working_paper","date_created":"2023-08-16T10:47:00Z","abstract":[{"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.","lang":"eng"}],"citation":{"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} }","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.","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.","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.","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.","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."},"volume":919,"user_id":"53779","_id":"46540","publisher":"RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen","language":[{"iso":"eng"}],"series_title":" Ruhr Economic Papers","intvolume":" 919","date_updated":"2023-08-20T17:53:54Z","author":[{"id":"53779","full_name":"Schiele, Valentin","first_name":"Valentin","last_name":"Schiele"},{"id":"48879","full_name":"Schmitz, Hendrik","first_name":"Hendrik","last_name":"Schmitz"}],"status":"public","title":"Understanding cognitive decline in older ages: The role of health shocks","year":"2021"},{"author":[{"last_name":"Höper","first_name":"Lukas","full_name":"Höper, Lukas","id":"58041"}],"publication_identifier":{"isbn":["9781450384889"]},"title":"Developing and Evaluating the Concept Data Awareness for K12 Computing Education","year":"2021","date_updated":"2024-09-16T08:32:39Z","series_title":"Koli Calling '21","language":[{"iso":"eng"}],"doi":"10.1145/3488042.3490509","publication":"21st Koli Calling International Conference on Computing Education Research","abstract":[{"lang":"eng","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."}],"date_created":"2021-11-16T07:59:49Z","department":[{"_id":"67"}],"keyword":["data awareness","machine learning","data science education","data-driven digital artifacts","artificial intelligence"],"type":"conference","status":"public","_id":"27491","publisher":"Association for Computing Machinery","user_id":"58041","citation":{"short":"L. Höper, in: 21st Koli Calling International Conference on Computing Education Research, Association for Computing Machinery, New York, NY, USA, 2021.","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.","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","ieee":"L. Höper, “Developing and Evaluating the Concept Data Awareness for K12 Computing Education,” 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","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."},"quality_controlled":"1","place":"New York, NY, USA"},{"doi":"10.1080/09500693.2021.2006820","language":[{"iso":"eng"}],"intvolume":" 43","date_updated":"2025-12-03T09:04:43Z","publication_status":"published","author":[{"id":"84533","first_name":"Christoph","last_name":"Kulgemeyer","full_name":"Kulgemeyer, Christoph"},{"first_name":"Maren","last_name":"Kempin","full_name":"Kempin, Maren"},{"full_name":"Weißbach, Anna","last_name":"Weißbach","first_name":"Anna"},{"last_name":"Borowski","first_name":"Andreas","full_name":"Borowski, Andreas"},{"full_name":"Buschhüter, David","last_name":"Buschhüter","first_name":"David"},{"first_name":"Patrick","last_name":"Enkrott","full_name":"Enkrott, Patrick"},{"id":"416","last_name":"Reinhold","first_name":"Peter","full_name":"Reinhold, Peter"},{"last_name":"Riese","orcid":"0000-0003-2927-2619","first_name":"Josef","full_name":"Riese, Josef","id":"429"},{"last_name":"Schecker","first_name":"Horst","full_name":"Schecker, Horst"},{"full_name":"Schröder, Jan","first_name":"Jan","last_name":"Schröder"},{"full_name":"Vogelsang, Christoph","orcid":"0000-0002-5804-1855","first_name":"Christoph","last_name":"Vogelsang","id":"4245"}],"publication_identifier":{"issn":["0950-0693","1464-5289"]},"title":"Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience","year":"2021","department":[{"_id":"299"},{"_id":"33"}],"type":"journal_article","keyword":["Education"],"date_created":"2023-05-20T10:17:33Z","issue":"18","publication":"International Journal of Science Education","volume":43,"user_id":"4245","publisher":"Informa UK Limited","_id":"45177","page":"3035-3057","status":"public","quality_controlled":"1","citation":{"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} }","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.","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.","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","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.","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."}},{"status":"public","publisher":"Waxmann","_id":"57884","page":"155–172","volume":41,"editor":[{"full_name":"Hasselhorn, Johannes","first_name":"Johannes","last_name":"Hasselhorn"},{"last_name":"Kautny","first_name":"Oliver","full_name":"Kautny, Oliver"},{"first_name":"Friedrich","last_name":"Platz","full_name":"Platz, Friedrich"}],"user_id":"99991","citation":{"mla":"Eusterbrock, Linus, et al. “Von ’inspirierenden Orten’ Und ’Safe Places’. Die Ästhetische Nutzung von Orten in Der Appmusikpraxis.” Musikpädagogik Im Spannungsfeld von Reflexion Und Intervention, edited by Johannes Hasselhorn et al., vol. 41, Waxmann, 2021, pp. 155–172.","ama":"Eusterbrock L, Godau M, Haenisch M, Krebs M, Rolle C. Von ’inspirierenden Orten’ und ’Safe Places’. Die ästhetische Nutzung von Orten in der Appmusikpraxis. In: Hasselhorn J, Kautny O, Platz F, eds. Musikpädagogik Im Spannungsfeld von Reflexion Und Intervention. Vol 41. Musikpädagogische Forschung. Waxmann; 2021:155–172.","bibtex":"@inbook{Eusterbrock_Godau_Haenisch_Krebs_Rolle_2021, place={Münster, New York}, series={Musikpädagogische Forschung}, title={Von ’inspirierenden Orten’ und ’Safe Places’. Die ästhetische Nutzung von Orten in der Appmusikpraxis}, volume={41}, booktitle={Musikpädagogik im Spannungsfeld von Reflexion und Intervention}, publisher={Waxmann}, author={Eusterbrock, Linus and Godau, Marc and Haenisch, Matthias and Krebs, Matthias and Rolle, Christian}, editor={Hasselhorn, Johannes and Kautny, Oliver and Platz, Friedrich}, year={2021}, pages={155–172}, collection={Musikpädagogische Forschung} }","apa":"Eusterbrock, L., Godau, M., Haenisch, M., Krebs, M., & Rolle, C. (2021). Von ’inspirierenden Orten’ und ’Safe Places’. Die ästhetische Nutzung von Orten in der Appmusikpraxis. In J. Hasselhorn, O. Kautny, & F. Platz (Eds.), Musikpädagogik im Spannungsfeld von Reflexion und Intervention (Vol. 41, pp. 155–172). Waxmann.","ieee":"L. Eusterbrock, M. Godau, M. Haenisch, M. Krebs, and C. Rolle, “Von ’inspirierenden Orten’ und ’Safe Places’. Die ästhetische Nutzung von Orten in der Appmusikpraxis,” in Musikpädagogik im Spannungsfeld von Reflexion und Intervention, vol. 41, J. Hasselhorn, O. Kautny, and F. Platz, Eds. Münster, New York: Waxmann, 2021, pp. 155–172.","short":"L. Eusterbrock, M. Godau, M. Haenisch, M. Krebs, C. Rolle, in: J. Hasselhorn, O. Kautny, F. Platz (Eds.), Musikpädagogik Im Spannungsfeld von Reflexion Und Intervention, Waxmann, Münster, New York, 2021, pp. 155–172.","chicago":"Eusterbrock, Linus, Marc Godau, Matthias Haenisch, Matthias Krebs, and Christian Rolle. “Von ’inspirierenden Orten’ Und ’Safe Places’. Die Ästhetische Nutzung von Orten in Der Appmusikpraxis.” In Musikpädagogik Im Spannungsfeld von Reflexion Und Intervention, edited by Johannes Hasselhorn, Oliver Kautny, and Friedrich Platz, 41:155–172. Musikpädagogische Forschung. Münster, New York: Waxmann, 2021."},"place":"Münster, New York","oa":"1","author":[{"full_name":"Eusterbrock, Linus","last_name":"Eusterbrock","first_name":"Linus"},{"id":"98877","last_name":"Godau","first_name":"Marc","full_name":"Godau, Marc"},{"last_name":"Haenisch","first_name":"Matthias","full_name":"Haenisch, Matthias"},{"full_name":"Krebs, Matthias","last_name":"Krebs","first_name":"Matthias"},{"last_name":"Rolle","first_name":"Christian","full_name":"Rolle, Christian"}],"year":"2021","title":"Von ’inspirierenden Orten’ und ’Safe Places’. Die ästhetische Nutzung von Orten in der Appmusikpraxis","intvolume":" 41","date_updated":"2025-02-06T10:51:28Z","language":[{"iso":"eng"}],"series_title":"Musikpädagogische Forschung","main_file_link":[{"open_access":"1"}],"publication":"Musikpädagogik im Spannungsfeld von Reflexion und Intervention","extern":"1","abstract":[{"lang":"eng","text":"Although music apps are becoming increasingly popular, there has been little research on informal music practices with apps. This article presents findings of an ongoing study on learning processes and aesthetic experiences with informal appmusic practices. In particular, it discusses the aesthetic practices (Reckwitz, 2008b) of using specific places for making music. In our grounded theory study (Charmaz, 2014) we collected data using interviews, participant observation and videography. As exemplary cases, this article presents two analyses of the use of ‘inspiring places’ and ‘safe places’. The results suggest that perceiving the atmosphere is a fundamental prerequisite for both places. Additionally, the results shed light on aesthetic aspects of mobile music making. (DIPF/Orig.)"}],"date_created":"2024-12-30T14:42:12Z","department":[{"_id":"131"},{"_id":"36"},{"_id":"129"},{"_id":"540"}],"type":"book_chapter","keyword":["Education","Ästhetik","Schul- und Bildungswesen","Informal learning","Informelles Lernen","Musical education","Musikpädagogik","Anwendung","Ästhetische Erfahrung","Grounded Theory","Längsschnittuntersuchung","Learning process","Lernprozess","Longitudinal analysis","Longitudinal study","Mobiles Gerät","Music reading","Musizieren","Erziehung"]},{"user_id":"32312","volume":55,"editor":[{"first_name":"Thomas","last_name":"Vollmer","full_name":"Vollmer, Thomas"},{"first_name":"Torben","last_name":"Karges","full_name":"Karges, Torben"},{"first_name":"Tim","last_name":"Richter","full_name":"Richter, Tim"},{"full_name":"Schlömer, Britta","first_name":"Britta","last_name":"Schlömer"},{"last_name":"Schütt-Sayed","first_name":"Sören","full_name":"Schütt-Sayed, Sören"}],"page":"176-194","publisher":"wbv Media GmbH & Co. KG","_id":"29298","status":"public","conference":{"end_date":"2019-03-13","location":"Siegen","name":"20. Hochschultage Berufliche Bildung (HTBB) \"Digitale Welt - Bildung und Arbeit in Transformationsgesellschaften\".","start_date":"2019-03-11"},"oa":"1","place":"Bielefeld","citation":{"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.","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.","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","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.","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","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."},"doi":"https://doi.org/10.3278/6004722w","main_file_link":[{"url":"https://library.oapen.org/handle/20.500.12657/43933","open_access":"1"}],"language":[{"iso":"ger"}],"series_title":"Berufsbildung, Arbeit und Innovation","publication_status":"published","date_updated":"2022-01-12T17:04:10Z","intvolume":" 55","year":"2020","title":"Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II","author":[{"id":"72932","last_name":"Opel","first_name":"Simone Anna","full_name":"Opel, Simone Anna"},{"full_name":"Schlichtig, Michael","first_name":"Michael","last_name":"Schlichtig","id":"32312"}],"type":"conference","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"],"department":[{"_id":"67"}],"date_created":"2022-01-12T16:43:38Z","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."}],"publication":"Sammelband der 27. Fachtagung der BAG Berufliche Bildung"},{"department":[{"_id":"477"}],"type":"journal_article","keyword":["Open Science","Open Education Practices","Library and Information Sciences","Education","Information Systems"],"date_created":"2022-01-11T15:56:37Z","file":[{"creator":"isste","date_created":"2022-09-15T08:38:44Z","date_updated":"2022-09-15T08:38:44Z","relation":"main_file","access_level":"closed","file_size":3745348,"file_name":"2020 Steinhardt Learning Open Science.pdf","success":1,"content_type":"application/pdf","file_id":"33376"}],"abstract":[{"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.","lang":"eng"}],"extern":"1","issue":"3","publication":"Education for Information","doi":"10.3233/efi-190308","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1"}],"intvolume":" 36","article_type":"original","date_updated":"2022-09-15T08:39:32Z","publication_status":"published","author":[{"full_name":"Steinhardt, Isabel","last_name":"Steinhardt","orcid":"https://orcid.org/0000-0002-2590-6189","first_name":"Isabel","id":"90339"}],"publication_identifier":{"issn":["0167-8329","1875-8649"]},"title":"Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar","year":"2020","oa":"1","quality_controlled":"1","citation":{"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.","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","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.","short":"I. Steinhardt, Education for Information 36 (2020) 263–279.","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} }","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"},"file_date_updated":"2022-09-15T08:38:44Z","volume":36,"ddc":["300"],"user_id":"90339","_id":"29246","publisher":"IOS Press","page":"263-279","has_accepted_license":"1","status":"public"},{"status":"public","page":"212–234","publisher":"Universitätsbibliothek Graz","_id":"35301","user_id":"86519","volume":28,"citation":{"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","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.","short":"C. Caruso, O. Reis, Österreichische Religionspädagogische Forum 28 (2020) 212–234.","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.","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.","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","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","title":"„Sie sind doch eine Medienklasse!“","author":[{"id":"23123","full_name":"Caruso, Carina","first_name":"Carina","last_name":"Caruso"},{"last_name":"Reis","first_name":"Oliver","full_name":"Reis, Oliver"}],"date_updated":"2023-01-06T12:06:35Z","publication_status":"published","intvolume":" 28","language":[{"iso":"ger"}],"doi":"10.25364/10.28:2020.1.12","alternative_title":["Digitalisierte Praktiken im Religionsunterricht und Implikationen für das professionelle Han- deln von Lehrkräften"],"issue":"1","publication":" Österreichische Religionspädagogische Forum","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"},{"lang":"eng","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"}],"date_created":"2023-01-05T14:21:05Z","keyword":["Digitale Praktiken","Digitalisierung","Medienkompetenz","Professionalisierung","Religionsunterricht / digital practices","digitization","digital literacy","teachers' professional development","religious education"],"type":"journal_article"}]