[{"publication":"INTED2018 Proceedings","abstract":[{"text":"Inter- and transdisciplinary research are new demands in Higher Education. Aiming to enhance the social relevance, usability and sustainability of technological products and solutions, society and public institutions such as research funding organizations increasingly expect engineers to include inter- and transdisciplinary approaches into the development of new technologies. Engineering research and education, however, are particularly challenging areas to realize inter- and transdisciplinary collaborations, for manifold reasons.\r\nThis contribution presents methods and results of an inter- and transdisciplinary research and education strategy designed to meet the particular requirements of engineers and engineering students. It starts with a brief discussion of typical challenges regarding inter- and transdisciplinary approaches in engineering (research topics, research culture, skills, time, and barriers of lay people to involve in technology development). Secondly, it presents the methods developed to overcome those challenges within the context of the NRW Fortschrittskolleg \"Light - Efficient - Mobile\" (FK LEM). Founded in 2014, the FK LEM is a PhD programm focuses on lightweight construction, but with a special emphasis on how lightweight technologies are connected to different areas of society, to societal actors and technology users, and to the needs of a diversity of social groups. In order to explore these connections, we organized three workshops to bring public service, civil society, industry, practitioners and engineers together to discuss the perceived needs in those areas, and the potential of lightweight solutions. Topically, the workshops were dedicated to the fields of Rescue & Security Services; Care, Mobility & Assisted Living; and Sustainable Ressources & Climate Protection. Methodologically, we applied a pragmatic but valid approach to focus groups and discourse analysis. Results of the workshops in terms of directions for future research, epistemological and ethical dimensions of lightweight engineering are presented in the third part of our contribution. Finally, we discuss how our method and experience can be transferred into other engineering and educational contexts. With other words, how empowering students, engineers and the public to involve in inter- and transdisciplinary engineering processes can be achieved, and how this empowerment supports the development of innovative technologies as well as engineers’ skills to design technology in line with societies’ needs and challenges.","lang":"eng"}],"date_created":"2021-09-14T21:30:25Z","file":[{"date_created":"2021-09-14T21:31:21Z","creator":"innem","success":1,"content_type":"application/pdf","file_id":"24469","file_size":259154,"access_level":"closed","file_name":"Horwath_etal_2018.pdf","date_updated":"2021-09-14T21:31:21Z","relation":"main_file"}],"department":[{"_id":"603"}],"type":"conference","keyword":["Lightweight Design","Interdisciplinarity","Transdisciplinarity","Higher Education","Research Methods"],"author":[{"full_name":"Horwath, Ilona","first_name":"Ilona","last_name":"Horwath"},{"last_name":"Dohmeier-Fischer","first_name":"Silvia","full_name":"Dohmeier-Fischer, Silvia"},{"first_name":"Nathalie","last_name":"Weiß-Borkowski","full_name":"Weiß-Borkowski, Nathalie"},{"full_name":"Tröster, Thomas","first_name":"Thomas","last_name":"Tröster"}],"title":"FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING","year":"2018","date_updated":"2022-04-21T18:18:23Z","publication_status":"published","language":[{"iso":"eng"}],"doi":"10.21125/inted.2018.1651","citation":{"ama":"Horwath I, Dohmeier-Fischer S, Weiß-Borkowski N, Tröster T. FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING. In: <i>INTED2018 Proceedings</i>. ; 2018. doi:<a href=\"https://doi.org/10.21125/inted.2018.1651\">10.21125/inted.2018.1651</a>","bibtex":"@inproceedings{Horwath_Dohmeier-Fischer_Weiß-Borkowski_Tröster_2018, title={FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING}, DOI={<a href=\"https://doi.org/10.21125/inted.2018.1651\">10.21125/inted.2018.1651</a>}, booktitle={INTED2018 Proceedings}, author={Horwath, Ilona and Dohmeier-Fischer, Silvia and Weiß-Borkowski, Nathalie and Tröster, Thomas}, year={2018} }","mla":"Horwath, Ilona, et al. “FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING.” <i>INTED2018 Proceedings</i>, 2018, doi:<a href=\"https://doi.org/10.21125/inted.2018.1651\">10.21125/inted.2018.1651</a>.","short":"I. Horwath, S. Dohmeier-Fischer, N. Weiß-Borkowski, T. Tröster, in: INTED2018 Proceedings, 2018.","chicago":"Horwath, Ilona, Silvia Dohmeier-Fischer, Nathalie Weiß-Borkowski, and Thomas Tröster. “FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING.” In <i>INTED2018 Proceedings</i>, 2018. <a href=\"https://doi.org/10.21125/inted.2018.1651\">https://doi.org/10.21125/inted.2018.1651</a>.","apa":"Horwath, I., Dohmeier-Fischer, S., Weiß-Borkowski, N., &#38; Tröster, T. (2018). FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING. <i>INTED2018 Proceedings</i>. <a href=\"https://doi.org/10.21125/inted.2018.1651\">https://doi.org/10.21125/inted.2018.1651</a>","ieee":"I. Horwath, S. Dohmeier-Fischer, N. Weiß-Borkowski, and T. Tröster, “FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING,” 2018, doi: <a href=\"https://doi.org/10.21125/inted.2018.1651\">10.21125/inted.2018.1651</a>."},"file_date_updated":"2021-09-14T21:31:21Z","quality_controlled":"1","status":"public","has_accepted_license":"1","_id":"24468","ddc":["620"],"user_id":"83744"},{"volume":61,"user_id":"95559","publisher":"Elsevier BV","_id":"34498","page":"11-20","status":"public","oa":"1","citation":{"chicago":"Gorges, Julia, Phillip Neumann, Elke Wild, Daniela Stranghöner, and Birgit Lütje-Klose. “Reciprocal Effects between Self-Concept of Ability and Performance: A Longitudinal Study of Children with Learning Disabilities in Inclusive versus Exclusive Elementary Education.” <i>Learning and Individual Differences</i> 61 (2018): 11–20. <a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">https://doi.org/10.1016/j.lindif.2017.11.005</a>.","short":"J. Gorges, P. Neumann, E. Wild, D. Stranghöner, B. Lütje-Klose, Learning and Individual Differences 61 (2018) 11–20.","ieee":"J. Gorges, P. Neumann, E. Wild, D. Stranghöner, and B. Lütje-Klose, “Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education,” <i>Learning and Individual Differences</i>, vol. 61, pp. 11–20, 2018, doi: <a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">10.1016/j.lindif.2017.11.005</a>.","apa":"Gorges, J., Neumann, P., Wild, E., Stranghöner, D., &#38; Lütje-Klose, B. (2018). Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. <i>Learning and Individual Differences</i>, <i>61</i>, 11–20. <a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">https://doi.org/10.1016/j.lindif.2017.11.005</a>","bibtex":"@article{Gorges_Neumann_Wild_Stranghöner_Lütje-Klose_2018, title={Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education}, volume={61}, DOI={<a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">10.1016/j.lindif.2017.11.005</a>}, journal={Learning and Individual Differences}, publisher={Elsevier BV}, author={Gorges, Julia and Neumann, Phillip and Wild, Elke and Stranghöner, Daniela and Lütje-Klose, Birgit}, year={2018}, pages={11–20} }","ama":"Gorges J, Neumann P, Wild E, Stranghöner D, Lütje-Klose B. Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. <i>Learning and Individual Differences</i>. 2018;61:11-20. doi:<a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">10.1016/j.lindif.2017.11.005</a>","mla":"Gorges, Julia, et al. “Reciprocal Effects between Self-Concept of Ability and Performance: A Longitudinal Study of Children with Learning Disabilities in Inclusive versus Exclusive Elementary Education.” <i>Learning and Individual Differences</i>, vol. 61, Elsevier BV, 2018, pp. 11–20, doi:<a href=\"https://doi.org/10.1016/j.lindif.2017.11.005\">10.1016/j.lindif.2017.11.005</a>."},"doi":"10.1016/j.lindif.2017.11.005","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://www.sciencedirect.com/science/article/pii/S1041608017302030"}],"intvolume":"        61","publication_status":"published","date_updated":"2023-01-10T19:42:56Z","author":[{"full_name":"Gorges, Julia","first_name":"Julia","last_name":"Gorges"},{"id":"95559","first_name":"Phillip","last_name":"Neumann","full_name":"Neumann, Phillip"},{"full_name":"Wild, Elke","first_name":"Elke","last_name":"Wild"},{"last_name":"Stranghöner","first_name":"Daniela","full_name":"Stranghöner, Daniela"},{"last_name":"Lütje-Klose","first_name":"Birgit","full_name":"Lütje-Klose, Birgit"}],"publication_identifier":{"issn":["1041-6080"]},"year":"2018","title":"Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education","department":[{"_id":"479"}],"keyword":["BiLieF","Special educational needs","Learning disability","Academic selfconcept of ability","Reciprocal effects model","Inclusive education"],"type":"journal_article","date_created":"2022-12-17T13:20:47Z","extern":"1","abstract":[{"text":"Ample empirical research from regular school settings documents reciprocal effects between academic performance and academic self-concept of ability (ASC), supporting what is known as a reciprocal effects model (REM). The present article investigates a REM in the domain of reading performance in a sample of elementary students with special educational needs in learning (SEN-L) who received special educational support in exclusive versus inclusive settings (N = 446). In exclusive settings, SEN-L students attend special schools and are completely separated from regular students. By contrast, SEN-L students in inclusive settings attend regular schools and are educated in classes with regular students. In both settings, SEN-L students are not graded and taught based on individual learning goals, which may affect reciprocal effects between ASC and reading performance. In addition, given that special education for SEN-L students relies heavily on individual reference standards to evaluate performance, we tested individual performance growth of SEN-L students as a predictor of ASC. Analyses of a longitudinal dataset across 3rd and 4th grade revealed some cross-lagged effects and an effect of performance growth on ASC in exclusive settings in particular. The discussion focuses on the role of individualized instruction, grades, peer groups, and individual versus social reference standards for reciprocal effects between ASC and performance as well as practical implications.\r\n","lang":"eng"}],"publication":"Learning and Individual Differences"},{"language":[{"iso":"eng"}],"doi":"10.1007/s11858-018-0980-y","year":"2018","title":"Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements","author":[{"id":"85190","full_name":"Wessel, Lena","first_name":"Lena","last_name":"Wessel"},{"last_name":"Erath","first_name":"Kirstin","full_name":"Erath, Kirstin"}],"publication_identifier":{"issn":["1863-9690","1863-9704"]},"date_updated":"2024-04-18T09:04:31Z","publication_status":"published","intvolume":"        50","date_created":"2023-10-19T09:28:27Z","type":"journal_article","keyword":["General Mathematics","Education"],"department":[{"_id":"643"}],"issue":"6","publication":"ZDM","page":"1053-1064","_id":"48321","publisher":"Springer Science and Business Media LLC","user_id":"37888","volume":50,"status":"public","citation":{"mla":"Wessel, Lena, and Kirstin Erath. “Theoretical Frameworks for Designing and Analyzing Language-Responsive Mathematics Teaching–Learning Arrangements.” <i>ZDM</i>, vol. 50, no. 6, Springer Science and Business Media LLC, 2018, pp. 1053–64, doi:<a href=\"https://doi.org/10.1007/s11858-018-0980-y\">10.1007/s11858-018-0980-y</a>.","bibtex":"@article{Wessel_Erath_2018, title={Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements}, volume={50}, DOI={<a href=\"https://doi.org/10.1007/s11858-018-0980-y\">10.1007/s11858-018-0980-y</a>}, number={6}, journal={ZDM}, publisher={Springer Science and Business Media LLC}, author={Wessel, Lena and Erath, Kirstin}, year={2018}, pages={1053–1064} }","ama":"Wessel L, Erath K. Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements. <i>ZDM</i>. 2018;50(6):1053-1064. doi:<a href=\"https://doi.org/10.1007/s11858-018-0980-y\">10.1007/s11858-018-0980-y</a>","ieee":"L. Wessel and K. Erath, “Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements,” <i>ZDM</i>, vol. 50, no. 6, pp. 1053–1064, 2018, doi: <a href=\"https://doi.org/10.1007/s11858-018-0980-y\">10.1007/s11858-018-0980-y</a>.","apa":"Wessel, L., &#38; Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements. <i>ZDM</i>, <i>50</i>(6), 1053–1064. <a href=\"https://doi.org/10.1007/s11858-018-0980-y\">https://doi.org/10.1007/s11858-018-0980-y</a>","chicago":"Wessel, Lena, and Kirstin Erath. “Theoretical Frameworks for Designing and Analyzing Language-Responsive Mathematics Teaching–Learning Arrangements.” <i>ZDM</i> 50, no. 6 (2018): 1053–64. <a href=\"https://doi.org/10.1007/s11858-018-0980-y\">https://doi.org/10.1007/s11858-018-0980-y</a>.","short":"L. Wessel, K. Erath, ZDM 50 (2018) 1053–1064."}},{"quality_controlled":"1","citation":{"chicago":"Kuklinski, Christiane, Elena Leis, Michael Liebendörfer, Reinhard Hochmuth, Rolf Biehler, Elisa Lankeit, Silke Neuhaus, Niclas Schaper, and Mirko Schürmann. “Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture Focused on Problem-Solving.” In <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>, edited by V. Durand-Guerrier, R. Hochmuth, S. Goodchild, and N.M. Hogstad, 527–36. Kristiansand, Norway: INDRUM Network, University of Agder, 2018.","short":"C. Kuklinski, E. Leis, M. Liebendörfer, R. Hochmuth, R. Biehler, E. Lankeit, S. Neuhaus, N. Schaper, M. Schürmann, in: V. Durand-Guerrier, R. Hochmuth, S. Goodchild, N.M. Hogstad (Eds.), Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018), INDRUM Network, University of Agder, Kristiansand, Norway, 2018, pp. 527–536.","apa":"Kuklinski, C., Leis, E., Liebendörfer, M., Hochmuth, R., Biehler, R., Lankeit, E., Neuhaus, S., Schaper, N., &#38; Schürmann, M. (2018). Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving. In V. Durand-Guerrier, R. Hochmuth, S. Goodchild, &#38; N. M. Hogstad (Eds.), <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i> (pp. 527–536). INDRUM Network, University of Agder.","ieee":"C. Kuklinski <i>et al.</i>, “Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving,” in <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>, 2018, pp. 527–536.","ama":"Kuklinski C, Leis E, Liebendörfer M, et al. Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving. In: Durand-Guerrier V, Hochmuth R, Goodchild S, Hogstad NM, eds. <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>. INDRUM Network, University of Agder; 2018:527-536.","bibtex":"@inproceedings{Kuklinski_Leis_Liebendörfer_Hochmuth_Biehler_Lankeit_Neuhaus_Schaper_Schürmann_2018, place={Kristiansand, Norway}, title={Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving}, booktitle={Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)}, publisher={INDRUM Network, University of Agder}, author={Kuklinski, Christiane and Leis, Elena and Liebendörfer, Michael and Hochmuth, Reinhard and Biehler, Rolf and Lankeit, Elisa and Neuhaus, Silke and Schaper, Niclas and Schürmann, Mirko}, editor={Durand-Guerrier, V. and Hochmuth, R. and Goodchild, S. and Hogstad, N.M.}, year={2018}, pages={527–536} }","mla":"Kuklinski, Christiane, et al. “Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture Focused on Problem-Solving.” <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>, edited by V. Durand-Guerrier et al., INDRUM Network, University of Agder, 2018, pp. 527–36."},"oa":"1","place":"Kristiansand, Norway","status":"public","editor":[{"full_name":"Durand-Guerrier, V.","last_name":"Durand-Guerrier","first_name":"V."},{"last_name":"Hochmuth","first_name":"R.","full_name":"Hochmuth, R."},{"last_name":"Goodchild","first_name":"S.","full_name":"Goodchild, S."},{"full_name":"Hogstad, N.M.","first_name":"N.M.","last_name":"Hogstad"}],"user_id":"14931","_id":"8575","publisher":"INDRUM Network, University of Agder","page":"527-536","abstract":[{"text":"The transition from high school to university mathematics has proven to be difficult for many students but especially for pre-service secondary teachers. To support these students at mastering this transition, various universities have introduced support measures of various kinds. The WiGeMath project developed a taxonomy that makes it possible to describe and compare these measures concerning their goals as well as their frame characteristics. We will exemplify the use of the taxonomy in the description of one specific innovative measure that was part of the WiGeMath evaluations. Moreover, we will present first results concerning the goal-fulfilment of this measure concerning affective characteristics of the student cohort and their predominant beliefs.","lang":"eng"}],"extern":"1","publication":"Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)","department":[{"_id":"10"}],"type":"conference","keyword":["Beliefs.","Motivational developments","Novel approaches to teaching","Teacher education","Transition to and across university mathematics"],"date_created":"2019-03-25T15:35:42Z","date_updated":"2023-01-17T23:36:13Z","author":[{"full_name":"Kuklinski, Christiane","first_name":"Christiane","last_name":"Kuklinski"},{"full_name":"Leis, Elena","first_name":"Elena","last_name":"Leis"},{"first_name":"Michael","orcid":"0000-0001-9887-2074","last_name":"Liebendörfer","full_name":"Liebendörfer, Michael","id":"30933"},{"last_name":"Hochmuth","first_name":"Reinhard","full_name":"Hochmuth, Reinhard"},{"full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler","id":"16274"},{"full_name":"Lankeit, Elisa","first_name":"Elisa","last_name":"Lankeit"},{"full_name":"Neuhaus, Silke","last_name":"Neuhaus","first_name":"Silke"},{"first_name":"Niclas","last_name":"Schaper","full_name":"Schaper, Niclas"},{"full_name":"Schürmann, Mirko","orcid":"0000-0003-2646-085X","last_name":"Schürmann","first_name":"Mirko","id":"59707"}],"title":"Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving","year":"2018","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://hal.archives-ouvertes.fr/INDRUM2018/public/Indrum2018Proceedings.pdf"}]},{"citation":{"apa":"Kulgemeyer, C., &#38; Riese, J. (2018). From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations. <i>Journal of Research in Science Teaching</i>, <i>55</i>, 1–26. <a href=\"https://doi.org/10.1002/tea.21457\">https://doi.org/10.1002/tea.21457</a>","ieee":"C. Kulgemeyer and J. Riese, “From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations,” <i>Journal of Research in Science Teaching</i>, vol. 55, pp. 1–26, 2018, doi: <a href=\"https://doi.org/10.1002/tea.21457\">10.1002/tea.21457</a>.","chicago":"Kulgemeyer, Christoph, and Josef Riese. “From Professional Knowledge to Professional Performance: The Impact of CK and PCK on Teaching Quality in Explaining Situations.” <i>Journal of Research in Science Teaching</i> 55 (2018): 1–26. <a href=\"https://doi.org/10.1002/tea.21457\">https://doi.org/10.1002/tea.21457</a>.","short":"C. Kulgemeyer, J. Riese, Journal of Research in Science Teaching 55 (2018) 1–26.","mla":"Kulgemeyer, Christoph, and Josef Riese. “From Professional Knowledge to Professional Performance: The Impact of CK and PCK on Teaching Quality in Explaining Situations.” <i>Journal of Research in Science Teaching</i>, vol. 55, Wiley, 2018, pp. 1–26, doi:<a href=\"https://doi.org/10.1002/tea.21457\">10.1002/tea.21457</a>.","ama":"Kulgemeyer C, Riese J. From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations. <i>Journal of Research in Science Teaching</i>. 2018;55:1-26. doi:<a href=\"https://doi.org/10.1002/tea.21457\">10.1002/tea.21457</a>","bibtex":"@article{Kulgemeyer_Riese_2018, title={From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations}, volume={55}, DOI={<a href=\"https://doi.org/10.1002/tea.21457\">10.1002/tea.21457</a>}, journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Kulgemeyer, Christoph and Riese, Josef}, year={2018}, pages={1–26} }"},"_id":"45197","publisher":"Wiley","page":"1-26","volume":55,"user_id":"84746","status":"public","date_created":"2023-05-22T15:35:02Z","department":[{"_id":"299"}],"type":"journal_article","keyword":["Education"],"publication":"Journal of Research in Science Teaching","language":[{"iso":"eng"}],"doi":"10.1002/tea.21457","author":[{"full_name":"Kulgemeyer, Christoph","first_name":"Christoph","last_name":"Kulgemeyer","id":"84533"},{"full_name":"Riese, Josef","last_name":"Riese","first_name":"Josef","id":"429"}],"publication_identifier":{"issn":["0022-4308"]},"title":"From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations","year":"2018","intvolume":"        55","date_updated":"2023-05-31T07:52:23Z","publication_status":"published"},{"status":"public","title":"Generation of students' questions through real-life contexts and their potential use for sustainability issues in chemistry education","year":"2018","author":[{"last_name":"Schmitz","first_name":"Lisa","full_name":"Schmitz, Lisa"},{"id":"54823","full_name":"Fechner, Sabine","orcid":"0000-0001-5645-5870","first_name":"Sabine","last_name":"Fechner"}],"publication_status":"published","date_updated":"2025-12-05T13:12:32Z","page":"321-326","_id":"23774","language":[{"iso":"eng"}],"publisher":"Shaker Verlag","user_id":"54823","editor":[{"full_name":"Eilks, Ingo","last_name":"Eilks","first_name":"Ingo"},{"full_name":"Markic, Silvia","last_name":"Markic","first_name":"Silvia"},{"last_name":"Ralle","first_name":"Bernd","full_name":"Ralle, Bernd"}],"publication":"Building bridges across disciplines for transformative eduction and a sustainable future","citation":{"ieee":"L. Schmitz and S. Fechner, “Generation of students’ questions through real-life contexts and their potential use for sustainability issues in chemistry education,” in <i>Building bridges across disciplines for transformative eduction and a sustainable future</i>, I. Eilks, S. Markic, and B. Ralle, Eds. Aachen: Shaker Verlag, 2018, pp. 321–326.","mla":"Schmitz, Lisa, and Sabine Fechner. “Generation of Students’ Questions through Real-Life Contexts and Their Potential Use for Sustainability Issues in Chemistry Education.” <i>Building Bridges across Disciplines for Transformative Eduction and a Sustainable Future</i>, edited by Ingo Eilks et al., Shaker Verlag, 2018, pp. 321–26.","apa":"Schmitz, L., &#38; Fechner, S. (2018). Generation of students’ questions through real-life contexts and their potential use for sustainability issues in chemistry education. In I. Eilks, S. Markic, &#38; B. Ralle (Eds.), <i>Building bridges across disciplines for transformative eduction and a sustainable future</i> (pp. 321–326). Shaker Verlag.","bibtex":"@inbook{Schmitz_Fechner_2018, place={Aachen}, title={Generation of students’ questions through real-life contexts and their potential use for sustainability issues in chemistry education}, booktitle={Building bridges across disciplines for transformative eduction and a sustainable future}, publisher={Shaker Verlag}, author={Schmitz, Lisa and Fechner, Sabine}, editor={Eilks, Ingo and Markic, Silvia and Ralle, Bernd}, year={2018}, pages={321–326} }","chicago":"Schmitz, Lisa, and Sabine Fechner. “Generation of Students’ Questions through Real-Life Contexts and Their Potential Use for Sustainability Issues in Chemistry Education.” In <i>Building Bridges across Disciplines for Transformative Eduction and a Sustainable Future</i>, edited by Ingo Eilks, Silvia Markic, and Bernd Ralle, 321–26. Aachen: Shaker Verlag, 2018.","ama":"Schmitz L, Fechner S. Generation of students’ questions through real-life contexts and their potential use for sustainability issues in chemistry education. In: Eilks I, Markic S, Ralle B, eds. <i>Building Bridges across Disciplines for Transformative Eduction and a Sustainable Future</i>. Shaker Verlag; 2018:321-326.","short":"L. Schmitz, S. Fechner, in: I. Eilks, S. Markic, B. Ralle (Eds.), Building Bridges across Disciplines for Transformative Eduction and a Sustainable Future, Shaker Verlag, Aachen, 2018, pp. 321–326."},"quality_controlled":"1","date_created":"2021-09-04T21:04:54Z","place":"Aachen","keyword":["sustainability education","students' questions"],"type":"book_chapter","department":[{"_id":"386"}]},{"language":[{"iso":"eng"}],"series_title":"Musikpädagogische Forschung","year":"2018","title":"Apps in der musikpädagogischen Praxis. Eine explorative Studie zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich","author":[{"full_name":"Godau, Marc","first_name":"Marc","last_name":"Godau","id":"98877"}],"date_updated":"2024-12-30T14:45:21Z","intvolume":"        38","date_created":"2024-12-30T14:43:51Z","type":"book_chapter","keyword":["Musical education","Musikpädagogik","Musikunterricht","Deployment of media","Medien","Medieneinsatz","Mobile Computing","Music lessons","Qualitative Forschung","Qualitative research","Teaching of music","Use of media"],"department":[{"_id":"131"},{"_id":"36"},{"_id":"129"},{"_id":"540"}],"publication":"Musikpädagogik und Kulturwissenschaft","extern":"1","abstract":[{"lang":"eng","text":"This article provides an insight into a qualitative research project concerning music educational practices with mobile music technologies. Based on social systems theory, this grounded-theory study observes how groups in two extracurricular music classes construct different technologies (e. g., iPads, mixers, ear phones) within the emergence of (reflexive) expectations as social structures. The results reveal five categories of technologies: technology as an instrument-toy-alternator that supports motivation, as a medium for knowledge and learning, as an adjusting device used for socio-aesthetic decision making, as a didactical tool for task-based situations, and as an isolator for inner differentiation by focusing aural perception. (DIPF/Orig.)"}],"page":"237–249","_id":"57891","publisher":"Waxmann","user_id":"99991","volume":38,"editor":[{"last_name":"Cvetko","first_name":"Alexander J.","full_name":"Cvetko, Alexander J."},{"full_name":"Rolle, Christian","last_name":"Rolle","first_name":"Christian"}],"status":"public","place":"Münster, New York","citation":{"apa":"Godau, M. (2018). Apps in der musikpädagogischen Praxis. Eine explorative Studie zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich. In A. J. Cvetko &#38; C. Rolle (Eds.), <i>Musikpädagogik und Kulturwissenschaft</i> (Vol. 38, pp. 237–249). Waxmann.","mla":"Godau, Marc. “Apps in Der Musikpädagogischen Praxis. Eine Explorative Studie Zur Kommunikativen Konstruktion von Mobilen Technologien Im Schulischen Nachmittagsbereich.” <i>Musikpädagogik Und Kulturwissenschaft</i>, edited by Alexander J. Cvetko and Christian Rolle, vol. 38, Waxmann, 2018, pp. 237–249.","ieee":"M. Godau, “Apps in der musikpädagogischen Praxis. Eine explorative Studie zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich,” in <i>Musikpädagogik und Kulturwissenschaft</i>, vol. 38, A. J. Cvetko and C. Rolle, Eds. Münster, New York: Waxmann, 2018, pp. 237–249.","ama":"Godau M. Apps in der musikpädagogischen Praxis. Eine explorative Studie zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich. In: Cvetko AJ, Rolle C, eds. <i>Musikpädagogik Und Kulturwissenschaft</i>. Vol 38. Musikpädagogische Forschung. Waxmann; 2018:237–249.","short":"M. Godau, in: A.J. Cvetko, C. Rolle (Eds.), Musikpädagogik Und Kulturwissenschaft, Waxmann, Münster, New York, 2018, pp. 237–249.","chicago":"Godau, Marc. “Apps in Der Musikpädagogischen Praxis. Eine Explorative Studie Zur Kommunikativen Konstruktion von Mobilen Technologien Im Schulischen Nachmittagsbereich.” In <i>Musikpädagogik Und Kulturwissenschaft</i>, edited by Alexander J. Cvetko and Christian Rolle, 38:237–249. Musikpädagogische Forschung. Münster, New York: Waxmann, 2018.","bibtex":"@inbook{Godau_2018, place={Münster, New York}, series={Musikpädagogische Forschung}, title={Apps in der musikpädagogischen Praxis. Eine explorative Studie zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich}, volume={38}, booktitle={Musikpädagogik und Kulturwissenschaft}, publisher={Waxmann}, author={Godau, Marc}, editor={Cvetko, Alexander J. and Rolle, Christian}, year={2018}, pages={237–249}, collection={Musikpädagogische Forschung} }"},"quality_controlled":"1"},{"main_file_link":[{"open_access":"1"}],"language":[{"iso":"eng"}],"series_title":"Musikpädagogische Forschung","date_updated":"2025-02-06T10:52:25Z","year":"2018","title":"Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte","author":[{"id":"98877","last_name":"Godau","first_name":"Marc","full_name":"Godau, Marc"}],"keyword":["Interview","Lehrer","Musical education","Musikpädagogik","Musikunterricht","Teacher","Music lessons","Qualitative Forschung","Qualitative research","Teaching of music","Object","Objekt","Ding","Handlung","Practice","Praxis","Probationary teacher training","Referendariat"],"type":"book_chapter","department":[{"_id":"131"},{"_id":"36"},{"_id":"129"},{"_id":"540"}],"date_created":"2024-12-30T14:43:14Z","extern":"1","abstract":[{"text":"During the past decade, there has been an increase of pedagogical research under conditions of posthuman theories, such as the Actor Network Theory or post-phenomenology. Yet, there has not been much research on the materiality of music pedagogical practices. This article introduces an ongoing grounded-theory study on the role of things (e.g., music instruments, black board, or digital devices) within the music classroom. Results from the analysis of group discussions and interviews with student teachers show tensions between personal preferences, school conventions, and material conventions within the process of introducing things into the classroom. (DIPF/Orig.)","lang":"eng"}],"publication":"Soziale Aspekte des Musiklernens","user_id":"99991","editor":[{"last_name":"Clausen","first_name":"Bernd","full_name":"Clausen, Bernd"},{"first_name":"Susanne","last_name":"Dreßler","full_name":"Dreßler, Susanne"}],"page":"43–55","_id":"57889","publisher":"Waxmann","status":"public","oa":"1","place":"Münster, New York","quality_controlled":"1","citation":{"ieee":"M. Godau, “Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte,” in <i>Soziale Aspekte des Musiklernens</i>, B. Clausen and S. Dreßler, Eds. Münster, New York: Waxmann, 2018, pp. 43–55.","mla":"Godau, Marc. “Wie Kommen Die Dinge in Den Musikunterricht? Zur Materialität Musikpädagogischer Praxis Am Beispiel Divergierender Orientierungen Im Kontext Unterrichtsbezogenen Handelns Angehender Lehrkräfte.” <i>Soziale Aspekte Des Musiklernens</i>, edited by Bernd Clausen and Susanne Dreßler, Waxmann, 2018, pp. 43–55.","apa":"Godau, M. (2018). Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte. In B. Clausen &#38; S. Dreßler (Eds.), <i>Soziale Aspekte des Musiklernens</i> (pp. 43–55). Waxmann.","bibtex":"@inbook{Godau_2018, place={Münster, New York}, series={Musikpädagogische Forschung}, title={Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte}, booktitle={Soziale Aspekte des Musiklernens}, publisher={Waxmann}, author={Godau, Marc}, editor={Clausen, Bernd and Dreßler, Susanne}, year={2018}, pages={43–55}, collection={Musikpädagogische Forschung} }","short":"M. Godau, in: B. Clausen, S. Dreßler (Eds.), Soziale Aspekte Des Musiklernens, Waxmann, Münster, New York, 2018, pp. 43–55.","ama":"Godau M. Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen Handelns angehender Lehrkräfte. In: Clausen B, Dreßler S, eds. <i>Soziale Aspekte Des Musiklernens</i>. Musikpädagogische Forschung. Waxmann; 2018:43–55.","chicago":"Godau, Marc. “Wie Kommen Die Dinge in Den Musikunterricht? Zur Materialität Musikpädagogischer Praxis Am Beispiel Divergierender Orientierungen Im Kontext Unterrichtsbezogenen Handelns Angehender Lehrkräfte.” In <i>Soziale Aspekte Des Musiklernens</i>, edited by Bernd Clausen and Susanne Dreßler, 43–55. Musikpädagogische Forschung. Münster, New York: Waxmann, 2018."}},{"date_created":"2024-12-30T14:43:32Z","type":"book_chapter","keyword":["Kollaboration","Musik","Learning","Lernen","Musical education","Musikpädagogik","Pop music","Popmusik","Popular Music","Studie","Musikunterricht","Music lessons","Qualitative Forschung","Qualitative research","Teaching of music","Constructivism","Cooperation","Cooperative learning","Gruppe","Klassenmusizieren","Konstruktivismus","Kooperation","Kooperatives Lernen","Learning psychology","Lernpsychologie","Psychology of learning"],"department":[{"_id":"131"},{"_id":"36"},{"_id":"129"},{"_id":"540"}],"publication":"Soziale Aspekte des Musiklernens","extern":"1","abstract":[{"lang":"eng","text":"Within recent years, research on music learning in groups has increased. But the distinction between collaboration and cooperation is mostly unclear. This article aims to distinguish both concepts by presenting a study on popular music learning in groups (Godau, 2017) based on elements of the learning approach in Musical Futures (Green, 2008). As a result, the two concepts are seen as complementary. They form the poles of a continuum of collective learning: Collaboration characterizes the collective action toward the common goal. By contrast, cooperation occurs when group members act separately toward achieving the common goal. (DIPF/Orig.)"}],"main_file_link":[{"open_access":"1"}],"series_title":"Musikpädagogische Forschung","language":[{"iso":"eng"}],"title":"Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe","year":"2018","author":[{"full_name":"Godau, Marc","last_name":"Godau","first_name":"Marc","id":"98877"}],"date_updated":"2025-02-06T10:52:47Z","place":"Münster, New York","oa":"1","citation":{"bibtex":"@inbook{Godau_2018, place={Münster, New York}, series={Musikpädagogische Forschung}, title={Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe}, booktitle={Soziale Aspekte des Musiklernens}, publisher={Waxmann}, author={Godau, Marc}, editor={Clausen, Bernd and Dreßler, Susanne}, year={2018}, pages={131–144}, collection={Musikpädagogische Forschung} }","short":"M. Godau, in: B. Clausen, S. Dreßler (Eds.), Soziale Aspekte Des Musiklernens, Waxmann, Münster, New York, 2018, pp. 131–144.","ama":"Godau M. Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe. In: Clausen B, Dreßler S, eds. <i>Soziale Aspekte Des Musiklernens</i>. Musikpädagogische Forschung. Waxmann; 2018:131–144.","chicago":"Godau, Marc. “Kollaboration Und Kooperation Beim Klassenmusizieren Mit Populärer Musik. Musikmachen in Der Schule Im Spannungsfeld von Lernen Mit Der Gruppe Und Für Die Gruppe.” In <i>Soziale Aspekte Des Musiklernens</i>, edited by Bernd Clausen and Susanne Dreßler, 131–144. Musikpädagogische Forschung. Münster, New York: Waxmann, 2018.","ieee":"M. Godau, “Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe,” in <i>Soziale Aspekte des Musiklernens</i>, B. Clausen and S. Dreßler, Eds. Münster, New York: Waxmann, 2018, pp. 131–144.","mla":"Godau, Marc. “Kollaboration Und Kooperation Beim Klassenmusizieren Mit Populärer Musik. Musikmachen in Der Schule Im Spannungsfeld von Lernen Mit Der Gruppe Und Für Die Gruppe.” <i>Soziale Aspekte Des Musiklernens</i>, edited by Bernd Clausen and Susanne Dreßler, Waxmann, 2018, pp. 131–144.","apa":"Godau, M. (2018). Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe. In B. Clausen &#38; S. Dreßler (Eds.), <i>Soziale Aspekte des Musiklernens</i> (pp. 131–144). Waxmann."},"quality_controlled":"1","page":"131–144","_id":"57890","publisher":"Waxmann","user_id":"99991","editor":[{"full_name":"Clausen, Bernd","last_name":"Clausen","first_name":"Bernd"},{"full_name":"Dreßler, Susanne","last_name":"Dreßler","first_name":"Susanne"}],"status":"public"},{"language":[{"iso":"spa"}],"article_number":"83","doi":"10.24320/redie.2018.20.1.1461","author":[{"full_name":"Pöllmann, Andreas","first_name":"Andreas","last_name":"Pöllmann","orcid":"0000-0002-9090-2547","id":"77437"}],"publication_identifier":{"issn":["1607-4041"]},"year":"2018","title":"La formación intercultural de los futuros maestros mexicanos de secundaria","intvolume":"        20","publication_status":"published","date_updated":"2026-08-24T14:07:03Z","date_created":"2023-01-12T10:55:18Z","keyword":["Education"],"type":"journal_article","issue":"1","publication":"Revista Electrónica de Investigación Educativa","extern":"1","abstract":[{"lang":"eng","text":"<jats:p>La provisión de oportunidades para el aprendizaje intercultural a través del contacto con “lo extranjero” es fundamental para el bienestar cultural, social y económico de los países multiculturales. El contexto mexicano es de particular interés tanto por su extraordinaria diversidad sociocultural como por sus niveles epidémicos de analfabetismo intercultural. Con base en una encuesta realizada a 189 estudiantes de la Escuela Normal Superior de México, el presente artículo explora (i) la importancia percibida del contacto con “lo extranjero” como parte de la formación magisterial, (ii) el interés existente por la participación en algún programa de intercambio internacional y (iii) el nivel de experiencias concretas con “lo extranjero”. A partir de una serie de estadísticas descriptivas –que demuestran las percepciones, intereses y experiencias de los futuros maestros de secundaria– se manifiesta la importancia de un mayor compromiso institucional y gubernamental con la formación intercultural del magisterio normalista.</jats:p>"}],"publisher":"Revista Electronica de Investigacin Educativa","_id":"36400","volume":20,"user_id":"77437","status":"public","citation":{"mla":"Pöllmann, Andreas. “La formación intercultural de los futuros maestros mexicanos de secundaria.” <i>Revista Electrónica de Investigación Educativa</i>, vol. 20, no. 1, 83, Revista Electronica de Investigacin Educativa, 2018, doi:<a href=\"https://doi.org/10.24320/redie.2018.20.1.1461\">10.24320/redie.2018.20.1.1461</a>.","bibtex":"@article{Pöllmann_2018, title={La formación intercultural de los futuros maestros mexicanos de secundaria}, volume={20}, DOI={<a href=\"https://doi.org/10.24320/redie.2018.20.1.1461\">10.24320/redie.2018.20.1.1461</a>}, number={183}, journal={Revista Electrónica de Investigación Educativa}, publisher={Revista Electronica de Investigacin Educativa}, author={Pöllmann, Andreas}, year={2018} }","ama":"Pöllmann A. La formación intercultural de los futuros maestros mexicanos de secundaria. <i>Revista Electrónica de Investigación Educativa</i>. 2018;20(1). doi:<a href=\"https://doi.org/10.24320/redie.2018.20.1.1461\">10.24320/redie.2018.20.1.1461</a>","ieee":"A. Pöllmann, “La formación intercultural de los futuros maestros mexicanos de secundaria,” <i>Revista Electrónica de Investigación Educativa</i>, vol. 20, no. 1, Art. no. 83, 2018, doi: <a href=\"https://doi.org/10.24320/redie.2018.20.1.1461\">10.24320/redie.2018.20.1.1461</a>.","apa":"Pöllmann, A. (2018). La formación intercultural de los futuros maestros mexicanos de secundaria. <i>Revista Electrónica de Investigación Educativa</i>, <i>20</i>(1), Article 83. <a href=\"https://doi.org/10.24320/redie.2018.20.1.1461\">https://doi.org/10.24320/redie.2018.20.1.1461</a>","short":"A. Pöllmann, Revista Electrónica de Investigación Educativa 20 (2018).","chicago":"Pöllmann, Andreas. “La formación intercultural de los futuros maestros mexicanos de secundaria.” <i>Revista Electrónica de Investigación Educativa</i> 20, no. 1 (2018). <a href=\"https://doi.org/10.24320/redie.2018.20.1.1461\">https://doi.org/10.24320/redie.2018.20.1.1461</a>."}},{"citation":{"chicago":"Buhl, Heike M., Peter Noack, and Baerbel Kracke. “The Role of Parents and Peers in the Transition From University to Work Life.” <i>Journal of Career Development</i> 45, no. 6 (2017): 523–35. <a href=\"https://doi.org/10.1177/0894845317720728\">https://doi.org/10.1177/0894845317720728</a>.","short":"H.M. Buhl, P. Noack, B. Kracke, Journal of Career Development 45 (2017) 523–535.","ieee":"H. M. Buhl, P. Noack, and B. Kracke, “The Role of Parents and Peers in the Transition From University to Work Life,” <i>Journal of Career Development</i>, vol. 45, no. 6, pp. 523–535, 2017, doi: <a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>.","apa":"Buhl, H. M., Noack, P., &#38; Kracke, B. (2017). The Role of Parents and Peers in the Transition From University to Work Life. <i>Journal of Career Development</i>, <i>45</i>(6), 523–535. <a href=\"https://doi.org/10.1177/0894845317720728\">https://doi.org/10.1177/0894845317720728</a>","bibtex":"@article{Buhl_Noack_Kracke_2017, title={The Role of Parents and Peers in the Transition From University to Work Life}, volume={45}, DOI={<a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>}, number={6}, journal={Journal of Career Development}, publisher={SAGE Publications}, author={Buhl, Heike M. and Noack, Peter and Kracke, Baerbel}, year={2017}, pages={523–535} }","ama":"Buhl HM, Noack P, Kracke B. The Role of Parents and Peers in the Transition From University to Work Life. <i>Journal of Career Development</i>. 2017;45(6):523-535. doi:<a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>","mla":"Buhl, Heike M., et al. “The Role of Parents and Peers in the Transition From University to Work Life.” <i>Journal of Career Development</i>, vol. 45, no. 6, SAGE Publications, 2017, pp. 523–35, doi:<a href=\"https://doi.org/10.1177/0894845317720728\">10.1177/0894845317720728</a>."},"page":"523-535","publisher":"SAGE Publications","_id":"32546","user_id":"42165","volume":45,"status":"public","date_created":"2022-08-03T03:42:53Z","type":"journal_article","keyword":["Organizational Behavior and Human Resource Management","General Psychology","Applied Psychology","Education"],"department":[{"_id":"427"}],"publication":"Journal of Career Development","issue":"6","abstract":[{"text":"This longitudinal study addresses the role of support given by parents and peers during the transition from university to work life. A sample of 64 German university students in their last year at the university completed scales from the Network of Relationships Inventory regarding general support, namely, instrumental aid and intimacy with mothers, fathers, romantic partners, and friends. Four years later, they assessed domain-specific support when looking for work, namely, joint exploration and instrumental support. Participants perceived receiving both types of support from all significant others. However, joint exploration was more important than instrumental support. They felt especially supported by romantic partners. Women received more support than did men. Both types of domain-specific support were explained by general modes of support assessed 4 years earlier. Whether parents, friends, and partners were perceived as helpful during the transition was explained mainly by joint exploration. Again, support from a partner was seen as especially helpful in contrast to help from parents and friends. The special significance of joint exploration underlines the benefit of counseling at the transition from university to work life.","lang":"eng"}],"language":[{"iso":"eng"}],"doi":"10.1177/0894845317720728","title":"The Role of Parents and Peers in the Transition From University to Work Life","year":"2017","publication_identifier":{"issn":["0894-8453","1556-0856"]},"author":[{"id":"27152","last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M."},{"full_name":"Noack, Peter","last_name":"Noack","first_name":"Peter"},{"full_name":"Kracke, Baerbel","first_name":"Baerbel","last_name":"Kracke"}],"publication_status":"published","date_updated":"2022-08-29T06:10:00Z","intvolume":"        45"},{"intvolume":"         3","publication_status":"published","date_updated":"2023-01-09T15:10:03Z","publication_identifier":{"issn":[" 2199-8825"]},"author":[{"first_name":"Christopher","last_name":"Wosnitza","full_name":"Wosnitza, Christopher"},{"id":"23123","first_name":"Carina","last_name":"Caruso","full_name":"Caruso, Carina"},{"id":"4245","full_name":"Vogelsang, Christoph","first_name":"Christoph","last_name":"Vogelsang"}],"title":"Das Praxissemester fachdidaktisch in den Blick nehmen","year":"2017","alternative_title":["Zugänge einer interdisziplinären Forschungsgruppe an der Universität Paderborn"],"doi":"10.3278/HSL1705W","language":[{"iso":"ger"}],"abstract":[{"lang":"ger","text":"In vielen Bundesländern ist ein Praxissemester obligatorischer Bestandteil der Lehramtsausbildung. Zunehmend wird untersucht, ob und in welcher Form Studierende die für diesen Ausbildungsabschnitt vorgesehenen Standards erreichen. Dabei fokussieren Untersuchungen primär bildungswissenschaftliche Kompetenzbereiche. Die Frage, inwiefern das Praxissemester zum Erwerb domänenspezifischer bzw. insbesondere fachdidaktischer Kompetenzen beiträgt, lässt sich als Forschungsdesiderat konstatieren. Es ist zudem unklar, wie bestimmte Lerngelegenheiten diesen Prozess beeinflussen. Um diesem Forschungsbedarf zu begegnen, wurde an der Universität Paderborn die interdisziplinäre Forschungsgruppe Fachdidaktische Forschung im Praxissemester gegründet. Ziel der gemeinsamen Arbeit ist es, auf Basis wissenschaftlicher Ergebnisse einen Beitrag zur Weiterentwicklung des Praxissemesters zu leisten. Am Praxissemester sind drei Ausbildungsorte beteiligt: Hochschulen, Zentren für schulpraktische Lehrerausbildung (ZfsL) und Schulen. Ein Schwerpunkt liegt daher auf der Untersuchung des kritisch-produktiven Verhältnisses von Hochschullehre und Praxis. Vor dem Hintergrund fachübergreifender Heuristiken zur Professionalisierung in der Lehrer/innenbildung, werden in diesem Artikel aktuelle Projekte der Forschungsgruppe und deren Kontexte vorgestellt und diskutiert."},{"lang":"eng","text":"During the most master degree programs for teacher education in Germany, prospective teachers have to do an internship lasting one semester at a school (practical semester). Recent educational research focuses on the effectiveness of these internships, questioning how prospective teachers develop professional competencies for teaching. Most projects mainly consider more general aspects of professional competence, like pedagogical knowledge. Therefore, there is a need for research taking into account aspects of teachers’ professional competence when teaching their subjects, like pedagogical content knowledge. To fill this gap, the interdisciplinary research group “Subject matter education research on practical semesters” was founded at Paderborn University. This group connects subject matter education researchers from different institutes to discuss their own and develop collaborative projects. Main objective of this group is to generate insights for the further development of long term internships in teacher training based on empirical evidence. Three institutions are involved in the organization of practical semesters in Germany: universities, the Centers for practical teacher training and the internship schools. Given this organizational situation, the research group in particular takes a closer look at the relationship between theory and practice in teacher training. In this article different projects focusing on different domains (religious education, history, physics, physical education, science for primary schools) are described and discussed regarding general models of teachers’ professional competence.\r\n"}],"publication":"die hochschullehre","issue":"1","department":[{"_id":"33"}],"keyword":["Praxissemester","Lehrer/innenbildung","Evaluation","Kompetenzentwicklung","Fachdidaktik / school internships","teacher education","evaluation","professional competence","subject matter education"],"type":"journal_article","date_created":"2023-01-06T06:45:22Z","status":"public","volume":3,"user_id":"4245","_id":"35315","publisher":"wbv","page":"1-19","citation":{"ieee":"C. Wosnitza, C. Caruso, and C. Vogelsang, “Das Praxissemester fachdidaktisch in den Blick nehmen,” <i>die hochschullehre</i>, vol. 3, no. 1, pp. 1–19, 2017, doi: <a href=\"https://doi.org/10.3278/HSL1705W\">10.3278/HSL1705W</a>.","apa":"Wosnitza, C., Caruso, C., &#38; Vogelsang, C. (2017). Das Praxissemester fachdidaktisch in den Blick nehmen. <i>die hochschullehre</i>, <i>3</i>(1), 1–19. <a href=\"https://doi.org/10.3278/HSL1705W\">https://doi.org/10.3278/HSL1705W</a>","short":"C. Wosnitza, C. Caruso, C. Vogelsang, die hochschullehre 3 (2017) 1–19.","chicago":"Wosnitza, Christopher, Carina Caruso, and Christoph Vogelsang. “Das Praxissemester fachdidaktisch in den Blick nehmen.” <i>die hochschullehre</i> 3, no. 1 (2017): 1–19. <a href=\"https://doi.org/10.3278/HSL1705W\">https://doi.org/10.3278/HSL1705W</a>.","mla":"Wosnitza, Christopher, et al. “Das Praxissemester fachdidaktisch in den Blick nehmen.” <i>die hochschullehre</i>, vol. 3, no. 1, wbv, 2017, pp. 1–19, doi:<a href=\"https://doi.org/10.3278/HSL1705W\">10.3278/HSL1705W</a>.","bibtex":"@article{Wosnitza_Caruso_Vogelsang_2017, title={Das Praxissemester fachdidaktisch in den Blick nehmen}, volume={3}, DOI={<a href=\"https://doi.org/10.3278/HSL1705W\">10.3278/HSL1705W</a>}, number={1}, journal={die hochschullehre}, publisher={wbv}, author={Wosnitza, Christopher and Caruso, Carina and Vogelsang, Christoph}, year={2017}, pages={1–19} }","ama":"Wosnitza C, Caruso C, Vogelsang C. Das Praxissemester fachdidaktisch in den Blick nehmen. <i>die hochschullehre</i>. 2017;3(1):1-19. doi:<a href=\"https://doi.org/10.3278/HSL1705W\">10.3278/HSL1705W</a>"}},{"issue":"2","publication":"Zeitschrift für Erziehungswissenschaft","department":[{"_id":"643"}],"keyword":["Education"],"type":"journal_article","date_created":"2023-10-19T09:30:06Z","intvolume":"        21","publication_status":"published","date_updated":"2024-04-18T09:04:21Z","author":[{"last_name":"Prediger","first_name":"Susanne","full_name":"Prediger, Susanne"},{"first_name":"Lena","last_name":"Wessel","full_name":"Wessel, Lena","id":"85190"}],"publication_identifier":{"issn":["1434-663X","1862-5215"]},"title":"Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige?","year":"2017","alternative_title":["Differential analysis of effectiveness for two interventions in mathematics","Differentielle Analysen zur Wirksamkeit zweier Interventionen in Mathematik"],"doi":"10.1007/s11618-017-0785-8","language":[{"iso":"ger"}],"citation":{"bibtex":"@article{Prediger_Wessel_2017, title={Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige?}, volume={21}, DOI={<a href=\"https://doi.org/10.1007/s11618-017-0785-8\">10.1007/s11618-017-0785-8</a>}, number={2}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Prediger, Susanne and Wessel, Lena}, year={2017}, pages={361–382} }","ama":"Prediger S, Wessel L. Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige? <i>Zeitschrift für Erziehungswissenschaft</i>. 2017;21(2):361-382. doi:<a href=\"https://doi.org/10.1007/s11618-017-0785-8\">10.1007/s11618-017-0785-8</a>","mla":"Prediger, Susanne, and Lena Wessel. “Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige?” <i>Zeitschrift für Erziehungswissenschaft</i>, vol. 21, no. 2, Springer Science and Business Media LLC, 2017, pp. 361–82, doi:<a href=\"https://doi.org/10.1007/s11618-017-0785-8\">10.1007/s11618-017-0785-8</a>.","chicago":"Prediger, Susanne, and Lena Wessel. “Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige?” <i>Zeitschrift für Erziehungswissenschaft</i> 21, no. 2 (2017): 361–82. <a href=\"https://doi.org/10.1007/s11618-017-0785-8\">https://doi.org/10.1007/s11618-017-0785-8</a>.","short":"S. Prediger, L. Wessel, Zeitschrift für Erziehungswissenschaft 21 (2017) 361–382.","ieee":"S. Prediger and L. Wessel, “Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige?,” <i>Zeitschrift für Erziehungswissenschaft</i>, vol. 21, no. 2, pp. 361–382, 2017, doi: <a href=\"https://doi.org/10.1007/s11618-017-0785-8\">10.1007/s11618-017-0785-8</a>.","apa":"Prediger, S., &#38; Wessel, L. (2017). Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige? <i>Zeitschrift für Erziehungswissenschaft</i>, <i>21</i>(2), 361–382. <a href=\"https://doi.org/10.1007/s11618-017-0785-8\">https://doi.org/10.1007/s11618-017-0785-8</a>"},"status":"public","volume":21,"user_id":"37888","_id":"48322","publisher":"Springer Science and Business Media LLC","page":"361-382"},{"user_id":"37888","volume":17,"page":"317-339","_id":"48323","publisher":"Springer Science and Business Media LLC","status":"public","citation":{"mla":"Schüler-Meyer, Alexander, et al. “Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding.” <i>International Journal of Science and Mathematics Education</i>, vol. 17, no. 2, Springer Science and Business Media LLC, 2017, pp. 317–39, doi:<a href=\"https://doi.org/10.1007/s10763-017-9857-8\">10.1007/s10763-017-9857-8</a>.","bibtex":"@article{Schüler-Meyer_Prediger_Kuzu_Wessel_Redder_2017, title={Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding}, volume={17}, DOI={<a href=\"https://doi.org/10.1007/s10763-017-9857-8\">10.1007/s10763-017-9857-8</a>}, number={2}, journal={International Journal of Science and Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Schüler-Meyer, Alexander and Prediger, Susanne and Kuzu, Taha and Wessel, Lena and Redder, Angelika}, year={2017}, pages={317–339} }","ama":"Schüler-Meyer A, Prediger S, Kuzu T, Wessel L, Redder A. Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding. <i>International Journal of Science and Mathematics Education</i>. 2017;17(2):317-339. doi:<a href=\"https://doi.org/10.1007/s10763-017-9857-8\">10.1007/s10763-017-9857-8</a>","ieee":"A. Schüler-Meyer, S. Prediger, T. Kuzu, L. Wessel, and A. Redder, “Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding,” <i>International Journal of Science and Mathematics Education</i>, vol. 17, no. 2, pp. 317–339, 2017, doi: <a href=\"https://doi.org/10.1007/s10763-017-9857-8\">10.1007/s10763-017-9857-8</a>.","apa":"Schüler-Meyer, A., Prediger, S., Kuzu, T., Wessel, L., &#38; Redder, A. (2017). Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding. <i>International Journal of Science and Mathematics Education</i>, <i>17</i>(2), 317–339. <a href=\"https://doi.org/10.1007/s10763-017-9857-8\">https://doi.org/10.1007/s10763-017-9857-8</a>","chicago":"Schüler-Meyer, Alexander, Susanne Prediger, Taha Kuzu, Lena Wessel, and Angelika Redder. “Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding.” <i>International Journal of Science and Mathematics Education</i> 17, no. 2 (2017): 317–39. <a href=\"https://doi.org/10.1007/s10763-017-9857-8\">https://doi.org/10.1007/s10763-017-9857-8</a>.","short":"A. Schüler-Meyer, S. Prediger, T. Kuzu, L. Wessel, A. Redder, International Journal of Science and Mathematics Education 17 (2017) 317–339."},"doi":"10.1007/s10763-017-9857-8","language":[{"iso":"eng"}],"date_updated":"2024-04-18T09:04:07Z","publication_status":"published","intvolume":"        17","title":"Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding","year":"2017","publication_identifier":{"issn":["1571-0068","1573-1774"]},"author":[{"full_name":"Schüler-Meyer, Alexander","first_name":"Alexander","last_name":"Schüler-Meyer"},{"last_name":"Prediger","first_name":"Susanne","full_name":"Prediger, Susanne"},{"last_name":"Kuzu","first_name":"Taha","full_name":"Kuzu, Taha"},{"last_name":"Wessel","first_name":"Lena","full_name":"Wessel, Lena","id":"85190"},{"full_name":"Redder, Angelika","last_name":"Redder","first_name":"Angelika"}],"keyword":["General Mathematics","Education"],"type":"journal_article","department":[{"_id":"643"}],"date_created":"2023-10-19T09:31:20Z","issue":"2","publication":"International Journal of Science and Mathematics Education"},{"status":"public","publisher":"Wiley","_id":"37456","page":"228-245","volume":54,"user_id":"97270","citation":{"bibtex":"@article{Paleczek_Seifert_Gasteiger-Klicpera_2017, title={INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS}, volume={54}, DOI={<a href=\"https://doi.org/10.1002/pits.21993\">10.1002/pits.21993</a>}, number={3}, journal={Psychology in the Schools}, publisher={Wiley}, author={Paleczek, Lisa and Seifert, Susanne and Gasteiger-Klicpera, Barbara}, year={2017}, pages={228–245} }","short":"L. Paleczek, S. Seifert, B. Gasteiger-Klicpera, Psychology in the Schools 54 (2017) 228–245.","ama":"Paleczek L, Seifert S, Gasteiger-Klicpera B. INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS. <i>Psychology in the Schools</i>. 2017;54(3):228-245. doi:<a href=\"https://doi.org/10.1002/pits.21993\">10.1002/pits.21993</a>","chicago":"Paleczek, Lisa, Susanne Seifert, and Barbara Gasteiger-Klicpera. “INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS.” <i>Psychology in the Schools</i> 54, no. 3 (2017): 228–45. <a href=\"https://doi.org/10.1002/pits.21993\">https://doi.org/10.1002/pits.21993</a>.","ieee":"L. Paleczek, S. Seifert, and B. Gasteiger-Klicpera, “INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS,” <i>Psychology in the Schools</i>, vol. 54, no. 3, pp. 228–245, 2017, doi: <a href=\"https://doi.org/10.1002/pits.21993\">10.1002/pits.21993</a>.","mla":"Paleczek, Lisa, et al. “INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS.” <i>Psychology in the Schools</i>, vol. 54, no. 3, Wiley, 2017, pp. 228–45, doi:<a href=\"https://doi.org/10.1002/pits.21993\">10.1002/pits.21993</a>.","apa":"Paleczek, L., Seifert, S., &#38; Gasteiger-Klicpera, B. (2017). INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS. <i>Psychology in the Schools</i>, <i>54</i>(3), 228–245. <a href=\"https://doi.org/10.1002/pits.21993\">https://doi.org/10.1002/pits.21993</a>"},"author":[{"first_name":"Lisa","last_name":"Paleczek","full_name":"Paleczek, Lisa"},{"full_name":"Seifert, Susanne","last_name":"Seifert","first_name":"Susanne","id":"97270"},{"last_name":"Gasteiger-Klicpera","first_name":"Barbara","full_name":"Gasteiger-Klicpera, Barbara"}],"publication_identifier":{"issn":["0033-3085"]},"title":"INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS","year":"2017","intvolume":"        54","publication_status":"published","date_updated":"2023-01-18T16:49:02Z","language":[{"iso":"eng"}],"alternative_title":["Accuracy: Teachers Judging Reading Abilities"],"doi":"10.1002/pits.21993","issue":"3","publication":"Psychology in the Schools","date_created":"2023-01-18T16:26:52Z","department":[{"_id":"645"}],"type":"journal_article","keyword":["Developmental and Educational Psychology","Education"]},{"volume":19,"user_id":"49063","_id":"36481","page":"76–93","status":"public","quality_controlled":"1","citation":{"mla":"Bruns, Julia, et al. “Mathematics-Related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study.” <i>Mathematics Teacher Education and Development (MTED)</i>, vol. 19, no. 3, 2017, pp. 76–93.","bibtex":"@article{Bruns_Eichen_Gasteiger_2017, title={Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study}, volume={19}, number={3}, journal={Mathematics Teacher Education and Development (MTED)}, author={Bruns, Julia and Eichen, Lars and Gasteiger, Hedwig}, year={2017}, pages={76–93} }","ama":"Bruns J, Eichen L, Gasteiger H. Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study. <i>Mathematics Teacher Education and Development (MTED)</i>. 2017;19(3):76–93.","ieee":"J. Bruns, L. Eichen, and H. Gasteiger, “Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study,” <i>Mathematics Teacher Education and Development (MTED)</i>, vol. 19, no. 3, pp. 76–93, 2017.","apa":"Bruns, J., Eichen, L., &#38; Gasteiger, H. (2017). Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study. <i>Mathematics Teacher Education and Development (MTED)</i>, <i>19</i>(3), 76–93.","short":"J. Bruns, L. Eichen, H. Gasteiger, Mathematics Teacher Education and Development (MTED) 19 (2017) 76–93.","chicago":"Bruns, Julia, Lars Eichen, and Hedwig Gasteiger. “Mathematics-Related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study.” <i>Mathematics Teacher Education and Development (MTED)</i> 19, no. 3 (2017): 76–93."},"language":[{"iso":"eng"}],"intvolume":"        19","date_updated":"2023-06-20T19:01:36Z","publication_status":"published","author":[{"id":"72183","first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia"},{"full_name":"Eichen, Lars","last_name":"Eichen","first_name":"Lars"},{"full_name":"Gasteiger, Hedwig","first_name":"Hedwig","last_name":"Gasteiger"}],"year":"2017","title":"Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study","department":[{"_id":"611"},{"_id":"97"}],"type":"journal_article","keyword":["Beliefs","Competency Based Teacher Education","Control Groups","Early Childhood Education","Faculty Development","Foreign Countries","Inservice Teacher Education","Intervention","Mathematical Aptitude","Mathematics Skills","Pedagogical Content Knowledge","Preschool Teachers","Pretests Posttests","Professional Continuing Education","Statistical Analysis","Teacher Competency Testing"],"date_created":"2023-01-12T15:28:13Z","abstract":[{"text":"Recent studies highlight early childhood teachers’ mathematics-related competence. Developing this competence should be a main aspect of early childhood teachers’ education. This is, however, not the case in all countries. Consequently, high-quality professional development courses are needed. Based on research results, we developed a competence-oriented continuous professional development course (\"EmMa\") and examined the effects of \"EmMa\" by asking: How does \"EmMa\" affect the development of early childhood teachers’ i) mathematical content knowledge, ii) mathematical pedagogical content knowledge and iii) beliefs towards mathematics in general? To answer these questions, we conducted a pre-test/post-test study including a control group with 99 in-service early childhood teachers. Results show that the course affected teachers’ mathematical pedagogical content knowledge and static orientation towards mathematics positively. From this we conclude that scaling-up \"EmMa\" might be a suitable approach to bridge the gap between pre-service education with nearly no mathematics and the challenges of early mathematics education.","lang":"eng"}],"extern":"1","issue":"3","publication":"Mathematics Teacher Education and Development (MTED)"},{"_id":"34826","publisher":"Hogrefe & Huber Publishers","page":"67-73","volume":6,"user_id":"49063","status":"public","external_id":{"isi":["000405986200003"]},"isi":"1","citation":{"apa":"Eichen, L., &#38; Bruns, J. (2017). Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen. <i>Frühe Bildung</i>, <i>6</i>(2), 67–73. <a href=\"https://doi.org/10.1026/2191-9186/a000310\">https://doi.org/10.1026/2191-9186/a000310</a>","ieee":"L. Eichen and J. Bruns, “Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen,” <i>Frühe Bildung</i>, vol. 6, no. 2, pp. 67–73, 2017, doi: <a href=\"https://doi.org/10.1026/2191-9186/a000310\">10.1026/2191-9186/a000310</a>.","chicago":"Eichen, Lars, and Julia Bruns. “Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen.” <i>Frühe Bildung</i> 6, no. 2 (2017): 67–73. <a href=\"https://doi.org/10.1026/2191-9186/a000310\">https://doi.org/10.1026/2191-9186/a000310</a>.","short":"L. Eichen, J. Bruns, Frühe Bildung 6 (2017) 67–73.","mla":"Eichen, Lars, and Julia Bruns. “Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen.” <i>Frühe Bildung</i>, vol. 6, no. 2, Hogrefe &#38; Huber Publishers, 2017, pp. 67–73, doi:<a href=\"https://doi.org/10.1026/2191-9186/a000310\">10.1026/2191-9186/a000310</a>.","ama":"Eichen L, Bruns J. Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen. <i>Frühe Bildung</i>. 2017;6(2):67-73. doi:<a href=\"https://doi.org/10.1026/2191-9186/a000310\">10.1026/2191-9186/a000310</a>","bibtex":"@article{Eichen_Bruns_2017, title={Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen}, volume={6}, DOI={<a href=\"https://doi.org/10.1026/2191-9186/a000310\">10.1026/2191-9186/a000310</a>}, number={2}, journal={Frühe Bildung}, publisher={Hogrefe &#38; Huber Publishers}, author={Eichen, Lars and Bruns, Julia}, year={2017}, pages={67–73} }"},"quality_controlled":"1","language":[{"iso":"ger"}],"doi":"10.1026/2191-9186/a000310","author":[{"last_name":"Eichen","first_name":"Lars","full_name":"Eichen, Lars"},{"full_name":"Bruns, Julia","last_name":"Bruns","first_name":"Julia","orcid":"https://orcid.org/0000-0002-6604-5864","id":"72183"}],"publication_identifier":{"eissn":["2191-9194"],"issn":["2191-9186"]},"title":"Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen","year":"2017","article_type":"original","intvolume":"         6","publication_status":"published","date_updated":"2023-06-20T19:02:55Z","date_created":"2022-12-22T09:22:46Z","department":[{"_id":"97"},{"_id":"611"}],"type":"journal_article","keyword":["competency development","early childhood mathematics education","professional development course"],"issue":"2","publication":"Frühe Bildung","extern":"1"},{"citation":{"bibtex":"@article{Bohndick_Rosman_Kohlmeyer_Buhl_2017, title={The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory}, volume={75}, DOI={<a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>}, number={5}, journal={Higher Education}, publisher={Springer Science and Business Media LLC}, author={Bohndick, Carla and Rosman, Tom and Kohlmeyer, Susanne and Buhl, Heike M.}, year={2017}, pages={839–854} }","ama":"Bohndick C, Rosman T, Kohlmeyer S, Buhl HM. The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory. <i>Higher Education</i>. 2017;75(5):839-854. doi:<a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>","short":"C. Bohndick, T. Rosman, S. Kohlmeyer, H.M. Buhl, Higher Education 75 (2017) 839–854.","chicago":"Bohndick, Carla, Tom Rosman, Susanne Kohlmeyer, and Heike M. Buhl. “The Interplay between Subjective Abilities and Subjective Demands and Its Relationship with Academic Success. An Application of the Person–Environment Fit Theory.” <i>Higher Education</i> 75, no. 5 (2017): 839–54. <a href=\"https://doi.org/10.1007/s10734-017-0173-6\">https://doi.org/10.1007/s10734-017-0173-6</a>.","ieee":"C. Bohndick, T. Rosman, S. Kohlmeyer, and H. M. Buhl, “The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory,” <i>Higher Education</i>, vol. 75, no. 5, pp. 839–854, 2017, doi: <a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>.","apa":"Bohndick, C., Rosman, T., Kohlmeyer, S., &#38; Buhl, H. M. (2017). The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory. <i>Higher Education</i>, <i>75</i>(5), 839–854. <a href=\"https://doi.org/10.1007/s10734-017-0173-6\">https://doi.org/10.1007/s10734-017-0173-6</a>","mla":"Bohndick, Carla, et al. “The Interplay between Subjective Abilities and Subjective Demands and Its Relationship with Academic Success. An Application of the Person–Environment Fit Theory.” <i>Higher Education</i>, vol. 75, no. 5, Springer Science and Business Media LLC, 2017, pp. 839–54, doi:<a href=\"https://doi.org/10.1007/s10734-017-0173-6\">10.1007/s10734-017-0173-6</a>."},"project":[{"name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium","_id":"377"}],"oa":"1","status":"public","publisher":"Springer Science and Business Media LLC","_id":"32535","page":"839-854","volume":75,"user_id":"27152","publication":"Higher Education","issue":"5","abstract":[{"lang":"eng","text":"In this study, we draw on person–environment fit theory to analyze whether academic success is best explained by individual abilities subjectively exceeding situational demands or by abilities matching the demands. Moreover, we disentangled effects of perceived abilities and subjective person–environment (P-E) fit on academic success. All in all, 693 teacher education students participated in an online questionnaire. Students were asked to rate general requirements of their academic programs (e.g., self-discipline) on a 5-point scale in terms of (1) their own abilities and (2) the perceived relevance for their studies. P-E fit was determined by difference scores between abilities and relevance ratings. Academic success was assessed by grades, perceived performance, and study satisfaction. Data were analyzed through structural equation modeling and suggest that academic success is best explained by a match between abilities and demands. Moreover, all three criteria for academic success were more strongly related to subjective fit than to subjective abilities."}],"date_created":"2022-08-03T01:12:49Z","department":[{"_id":"427"}],"type":"journal_article","keyword":["Academic success","Person–environment fit theory","Demands–abilities fit","Higher education"],"publication_identifier":{"issn":["0018-1560","1573-174X"]},"author":[{"full_name":"Bohndick, Carla","first_name":"Carla","last_name":"Bohndick"},{"first_name":"Tom","last_name":"Rosman","full_name":"Rosman, Tom"},{"full_name":"Kohlmeyer, Susanne","first_name":"Susanne","last_name":"Kohlmeyer"},{"full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M.","id":"27152"}],"year":"2017","title":"The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory","intvolume":"        75","date_updated":"2025-07-16T08:47:02Z","publication_status":"published","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://link.springer.com/content/pdf/10.1007/s10734-017-0173-6.pdf"}],"doi":"10.1007/s10734-017-0173-6"},{"status":"public","user_id":"27152","volume":43,"page":"566-580","_id":"32536","publisher":"Informa UK Limited","project":[{"name":"LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang zum Lehramtsstudium","_id":"377"}],"citation":{"bibtex":"@article{Bohndick_Kohlmeyer_Buhl_2017, title={Competencies and career choice motives: characteristics of high school students interested in teacher education programmes}, volume={43}, DOI={<a href=\"https://doi.org/10.1080/02607476.2017.1355029\">10.1080/02607476.2017.1355029</a>}, number={5}, journal={Journal of Education for Teaching}, publisher={Informa UK Limited}, author={Bohndick, Carla and Kohlmeyer, Susanne and Buhl, Heike M.}, year={2017}, pages={566–580} }","chicago":"Bohndick, Carla, Susanne Kohlmeyer, and Heike M. Buhl. “Competencies and Career Choice Motives: Characteristics of High School Students Interested in Teacher Education Programmes.” <i>Journal of Education for Teaching</i> 43, no. 5 (2017): 566–80. <a href=\"https://doi.org/10.1080/02607476.2017.1355029\">https://doi.org/10.1080/02607476.2017.1355029</a>.","short":"C. Bohndick, S. Kohlmeyer, H.M. Buhl, Journal of Education for Teaching 43 (2017) 566–580.","ama":"Bohndick C, Kohlmeyer S, Buhl HM. Competencies and career choice motives: characteristics of high school students interested in teacher education programmes. <i>Journal of Education for Teaching</i>. 2017;43(5):566-580. doi:<a href=\"https://doi.org/10.1080/02607476.2017.1355029\">10.1080/02607476.2017.1355029</a>","ieee":"C. Bohndick, S. Kohlmeyer, and H. M. Buhl, “Competencies and career choice motives: characteristics of high school students interested in teacher education programmes,” <i>Journal of Education for Teaching</i>, vol. 43, no. 5, pp. 566–580, 2017, doi: <a href=\"https://doi.org/10.1080/02607476.2017.1355029\">10.1080/02607476.2017.1355029</a>.","mla":"Bohndick, Carla, et al. “Competencies and Career Choice Motives: Characteristics of High School Students Interested in Teacher Education Programmes.” <i>Journal of Education for Teaching</i>, vol. 43, no. 5, Informa UK Limited, 2017, pp. 566–80, doi:<a href=\"https://doi.org/10.1080/02607476.2017.1355029\">10.1080/02607476.2017.1355029</a>.","apa":"Bohndick, C., Kohlmeyer, S., &#38; Buhl, H. M. (2017). Competencies and career choice motives: characteristics of high school students interested in teacher education programmes. <i>Journal of Education for Teaching</i>, <i>43</i>(5), 566–580. <a href=\"https://doi.org/10.1080/02607476.2017.1355029\">https://doi.org/10.1080/02607476.2017.1355029</a>"},"date_updated":"2025-07-16T08:46:37Z","publication_status":"published","intvolume":"        43","year":"2017","title":"Competencies and career choice motives: characteristics of high school students interested in teacher education programmes","publication_identifier":{"issn":["0260-7476","1360-0540"]},"author":[{"full_name":"Bohndick, Carla","last_name":"Bohndick","first_name":"Carla"},{"last_name":"Kohlmeyer","first_name":"Susanne","full_name":"Kohlmeyer, Susanne"},{"id":"27152","full_name":"Buhl, Heike M.","last_name":"Buhl","first_name":"Heike M."}],"doi":"10.1080/02607476.2017.1355029","language":[{"iso":"eng"}],"abstract":[{"lang":"eng","text":"In contrast to other career choices, the teaching profession seems familiar to those interested in teaching because they have had the chance to observe teachers for years. This phenomenon is known as the apprenticeship of observation and manifests in naïve ideas and expectations of teaching among teacher students. Therefore, characteristics of students interested in becoming teachers are important for early teacher education and counselling. These characteristics include competencies and motives, but nothing is known about their relationship to each other. Following international teaching standards and the expectancy-value framework, this paper analyses associations between both. Three competencies (i.e. planning, communication and cooperation) and seven career choice motives were examined using a paper–pencil survey of 907 high school students. Altogether, 463 students were able to imagine becoming a teacher and were included in the analyses. SEM analyses showed that (1) of all the competencies, communication had the most associations with motives, (2) the motive ‘low difficulty of study’ is positively related to planning, (3) the findings regarding extrinsic motives are ambiguous, and (4) gender differences are marginal. Practical implications for early teacher education and counselling are discussed."}],"publication":"Journal of Education for Teaching","issue":"5","keyword":["Education"],"type":"journal_article","department":[{"_id":"427"}],"date_created":"2022-08-03T01:14:22Z"},{"year":"2017","title":"Six-year-olds' perception of home literacy environment and its influence on children's literacy enjoyment, frequency, and early literacy skills","publication_identifier":{"issn":["0270-2711","1521-0685"]},"author":[{"full_name":"Wiescholek, Sabrina","first_name":"Sabrina","last_name":"Wiescholek"},{"first_name":"Johanna","last_name":"Hilkenmeier","full_name":"Hilkenmeier, Johanna"},{"last_name":"Greiner","first_name":"Christian","full_name":"Greiner, Christian"},{"id":"27152","last_name":"Buhl","first_name":"Heike M.","full_name":"Buhl, Heike M."}],"publication_status":"published","date_updated":"2025-07-16T08:46:09Z","intvolume":"        39","language":[{"iso":"eng"}],"doi":"10.1080/02702711.2017.1361495","publication":"Reading Psychology","issue":"1","abstract":[{"lang":"eng","text":"Home literacy environment (HLE) makes an important contribution to children's reading acquisition in early years. Even though some research on children's perception exists, children's reports about HLE have been neglected. The present study focuses on N = 281 six-year-old's reports about HLE and its influences on literacy enjoyment, frequency, and early literacy skills. Parents' educational background was expected to predict children-perceived HLE. A positive impact of active HLE on literacy enjoyment and frequency were found. HLE also mediates the relation between parents' background and enjoyment. The importance of children's perspective on HLE regarding family literacy programs is discussed."}],"date_created":"2022-08-03T01:15:27Z","keyword":["Linguistics and Language","Developmental and Educational Psychology","Education"],"type":"journal_article","department":[{"_id":"427"}],"status":"public","page":"41-68","publisher":"Informa UK Limited","_id":"32537","user_id":"27152","volume":39,"citation":{"chicago":"Wiescholek, Sabrina, Johanna Hilkenmeier, Christian Greiner, and Heike M. Buhl. “Six-Year-Olds’ Perception of Home Literacy Environment and Its Influence on Children’s Literacy Enjoyment, Frequency, and Early Literacy Skills.” <i>Reading Psychology</i> 39, no. 1 (2017): 41–68. <a href=\"https://doi.org/10.1080/02702711.2017.1361495\">https://doi.org/10.1080/02702711.2017.1361495</a>.","short":"S. Wiescholek, J. Hilkenmeier, C. Greiner, H.M. Buhl, Reading Psychology 39 (2017) 41–68.","ama":"Wiescholek S, Hilkenmeier J, Greiner C, Buhl HM. Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills. <i>Reading Psychology</i>. 2017;39(1):41-68. doi:<a href=\"https://doi.org/10.1080/02702711.2017.1361495\">10.1080/02702711.2017.1361495</a>","bibtex":"@article{Wiescholek_Hilkenmeier_Greiner_Buhl_2017, title={Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills}, volume={39}, DOI={<a href=\"https://doi.org/10.1080/02702711.2017.1361495\">10.1080/02702711.2017.1361495</a>}, number={1}, journal={Reading Psychology}, publisher={Informa UK Limited}, author={Wiescholek, Sabrina and Hilkenmeier, Johanna and Greiner, Christian and Buhl, Heike M.}, year={2017}, pages={41–68} }","mla":"Wiescholek, Sabrina, et al. “Six-Year-Olds’ Perception of Home Literacy Environment and Its Influence on Children’s Literacy Enjoyment, Frequency, and Early Literacy Skills.” <i>Reading Psychology</i>, vol. 39, no. 1, Informa UK Limited, 2017, pp. 41–68, doi:<a href=\"https://doi.org/10.1080/02702711.2017.1361495\">10.1080/02702711.2017.1361495</a>.","apa":"Wiescholek, S., Hilkenmeier, J., Greiner, C., &#38; Buhl, H. M. (2017). Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills. <i>Reading Psychology</i>, <i>39</i>(1), 41–68. <a href=\"https://doi.org/10.1080/02702711.2017.1361495\">https://doi.org/10.1080/02702711.2017.1361495</a>","ieee":"S. Wiescholek, J. Hilkenmeier, C. Greiner, and H. M. Buhl, “Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills,” <i>Reading Psychology</i>, vol. 39, no. 1, pp. 41–68, 2017, doi: <a href=\"https://doi.org/10.1080/02702711.2017.1361495\">10.1080/02702711.2017.1361495</a>."},"project":[{"name":"LIFE - Lesen in Familie erleben","_id":"381"}]}]