[{"issue":"2","volume":8,"page":"208-223","type":"journal_article","publication":"International Journal for Research in Vocational Education and Training","keyword":["Education"],"user_id":"74133","abstract":[{"lang":"eng","text":"Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years.Method: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. Findings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. Conclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future."}],"doi":"10.13152/ijrvet.8.2.4","title":"Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers","date_updated":"2022-02-03T11:52:36Z","_id":"29728","status":"public","language":[{"iso":"eng"}],"year":"2021","publication_identifier":{"issn":["2197-8646","2197-8638"]},"publisher":"Uni Bremen Campus GmbH","date_created":"2022-02-03T11:37:42Z","department":[{"_id":"452"}],"publication_status":"published","citation":{"ama":"Goller M, Caruso C, Harteis C. Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training. 2021;8(2):208-223. doi:10.13152/ijrvet.8.2.4","apa":"Goller, M., Caruso, C., & Harteis, C. (2021). Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training, 8(2), 208–223. https://doi.org/10.13152/ijrvet.8.2.4","chicago":"Goller, Michael, Carina Caruso, and Christian Harteis. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training 8, no. 2 (2021): 208–23. https://doi.org/10.13152/ijrvet.8.2.4.","ieee":"M. Goller, C. Caruso, and C. Harteis, “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers,” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, pp. 208–223, 2021, doi: 10.13152/ijrvet.8.2.4.","mla":"Goller, Michael, et al. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, Uni Bremen Campus GmbH, 2021, pp. 208–23, doi:10.13152/ijrvet.8.2.4.","bibtex":"@article{Goller_Caruso_Harteis_2021, title={Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers}, volume={8}, DOI={10.13152/ijrvet.8.2.4}, number={2}, journal={International Journal for Research in Vocational Education and Training}, publisher={Uni Bremen Campus GmbH}, author={Goller, Michael and Caruso, Carina and Harteis, Christian}, year={2021}, pages={208–223} }","short":"M. Goller, C. Caruso, C. Harteis, International Journal for Research in Vocational Education and Training 8 (2021) 208–223."},"intvolume":" 8","author":[{"orcid":"0000-0002-2820-9178","first_name":"Michael","full_name":"Goller, Michael","last_name":"Goller","id":"30984"},{"full_name":"Caruso, Carina","first_name":"Carina","last_name":"Caruso"},{"orcid":"https://orcid.org/0000-0002-3570-7626","last_name":"Harteis","id":"27503","first_name":"Christian","full_name":"Harteis, Christian"}]},{"abstract":[{"text":"National und international ist in den letzten Jahren ein vergrößertes Interesse an der Erforschung der Berufswahlmotivation von Studierenden des allgemeinen Lehramtes zu beobachten. Auch in der Wirtschaftspädagogik hat die empirische Auseinandersetzung mit den Beweggründen der Studien- und Berufswahl eine gewisse Tradition. Gleichzeitig muss bemängelt werden, dass die existierenden Untersuchungen einerseits bisher keine an die nationale und internationale Forschung anschlussfähigen Erhebungsinstrumente benutzten und andererseits regional nur einzelne Hochschulstandorte berücksichtigten. Die hier berichtete Studie nimmt sich dieses Forschungsdesiderates an. Hierzu wurden 879 Studierende der Wirtschaftspädagogik an zwölf deutschen Studienstandorten mit einem standardisierten Fragebogen, basierend auf dem bereits gut etablierten FIT-Choice-Ansatz, befragt. Auf Basis dieser Stichprobe werden folgende Forschungsfragen beantwortet: (1) Inwiefern eignet sich das FIT-Choice-Instrumentarium auch für Untersuchungen von Studierenden der Wirtschaftspädagogik?, (2) Welche Motive sowie Vorstellungen vom späteren Beruf liegen der Berufswahl der befragten Studierenden der Wirtschaftspädagogik zugrunde? und (3) Inwiefern unterscheiden sich die Berufswahlmotive sowie die Vorstellungen des späteren Berufs der befragten Wirtschaftspädagogikstudierenden in Hinblick auf das Geschlecht, eine vorherige Berufsausbildung sowie den späteren Berufswunsch? Die Validierung zeigt, dass sich der FIT-Choice-Ansatz größtenteils gut eignet, um auch Studierende der Wirtschaftspädagogik zu untersuchen. Darüber hinaus geben die Befunde vertiefte Einblicke in die Berufswahlmotivation angehender Wirtschaftspädagog*innen (z. B. hohe Relevanz des polyvalenten Studiencharakters).","lang":"ger"}],"doi":"10.25162/zbw-2021-0008","title":"Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik","user_id":"79910","keyword":["Berufswahl","Motivation","Wirtschaftspädagogik","Berufliche Bildung","FIT-Choice","Lehramt","Career Choice","Business","Education","VET","FIT-Choice","Teacher Education"],"type":"journal_article","publication":"Zeitschrift für Berufsund Wirtschaftspädagogik","issue":"2","page":"154-193","volume":117,"intvolume":" 117","author":[{"last_name":"Goller","id":"30984","full_name":"Goller, Michael","first_name":"Michael","orcid":"0000-0002-2820-9178"},{"full_name":"Ziegler, Simone","first_name":"Simone","last_name":"Ziegler"}],"department":[{"_id":"452"}],"citation":{"chicago":"Goller, Michael, and Simone Ziegler. “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik.” Zeitschrift für Berufsund Wirtschaftspädagogik 117, no. 2 (2021): 154–93. https://doi.org/10.25162/zbw-2021-0008.","ieee":"M. Goller and S. Ziegler, “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik,” Zeitschrift für Berufsund Wirtschaftspädagogik, vol. 117, no. 2, pp. 154–193, 2021, doi: 10.25162/zbw-2021-0008.","ama":"Goller M, Ziegler S. Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik. Zeitschrift für Berufsund Wirtschaftspädagogik. 2021;117(2):154-193. doi:10.25162/zbw-2021-0008","apa":"Goller, M., & Ziegler, S. (2021). Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik. Zeitschrift für Berufsund Wirtschaftspädagogik, 117(2), 154–193. https://doi.org/10.25162/zbw-2021-0008","short":"M. Goller, S. Ziegler, Zeitschrift für Berufsund Wirtschaftspädagogik 117 (2021) 154–193.","mla":"Goller, Michael, and Simone Ziegler. “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik.” Zeitschrift für Berufsund Wirtschaftspädagogik, vol. 117, no. 2, 2021, pp. 154–93, doi:10.25162/zbw-2021-0008.","bibtex":"@article{Goller_Ziegler_2021, title={Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik}, volume={117}, DOI={10.25162/zbw-2021-0008}, number={2}, journal={Zeitschrift für Berufsund Wirtschaftspädagogik}, author={Goller, Michael and Ziegler, Simone}, year={2021}, pages={154–193} }"},"publication_status":"published","year":"2021","publication_identifier":{"issn":["0172-2875"]},"language":[{"iso":"ger"}],"status":"public","date_created":"2021-12-22T16:50:32Z","date_updated":"2022-02-03T13:29:36Z","_id":"29098"},{"oa":"1","user_id":"90339","main_file_link":[{"open_access":"1","url":"https://www.mdpi.com/2071-1050/13/17/9515"}],"keyword":["world university rankings","citation","first-citation speed","Minerva","Studies in Higher Education"],"has_accepted_license":"1","doi":"10.3390/su13179515","abstract":[{"lang":"eng","text":"Academics may actively respond to the expectations of the academic status market, which have largely been shaped by the World University Rankings (WURs). This study empirically examines how academics’ citation patterns have changed in response to the rise of an “evaluation environment” in academia. We regard the WURs to be a macro-level trigger for cementing a bibliometric-based evaluation environment in academia. Our analyses of citation patterns in papers published in two higher education journals explicitly considered three distinct periods: the pre-WURs (1990–2003), the period of WURs implementation (2004–2010), and the period of adaption to WURs (2011–2017). We applied the nonparametric Kaplan–Meier method to compare first-citation speeds of papers published across the three periods. We found that not only has first-citation speed become faster, but first-citation probability has also increased following the emergence of the WURs. Applying Cox proportional hazard models to first-citation probabilities, we identified journal impact factors and third-party funding as factors influencing first-citation probability, while other author- and paper-related factors showed limited effects. We also found that the general effects of different factors on first-citation speeds have changed with the emergence of the WURs. The findings expand our understanding of the citation patterns of academics in the rise of WURs and provide practical grounds for research policy as well as higher education policy."}],"file":[{"file_size":2407463,"file_name":"Lee et al. 2021 Academic Citations.pdf","creator":"isste","date_created":"2022-09-15T08:36:50Z","access_level":"closed","content_type":"application/pdf","file_id":"33375","date_updated":"2022-09-15T08:36:50Z","relation":"main_file","success":1}],"extern":"1","title":"Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds","issue":"17","article_number":"9515","volume":13,"type":"journal_article","quality_controlled":"1","ddc":["300"],"publication":"Sustainability","department":[{"_id":"121"}],"publication_status":"published","citation":{"mla":"Lee, Soo Jeung, et al. “Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds.” Sustainability, vol. 13, no. 17, 9515, MDPI AG, 2021, doi:10.3390/su13179515.","apa":"Lee, S. J., Schneijderberg, C., Kim, Y., & Steinhardt, I. (2021). Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds. Sustainability, 13(17), Article 9515. https://doi.org/10.3390/su13179515","ama":"Lee SJ, Schneijderberg C, Kim Y, Steinhardt I. Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds. Sustainability. 2021;13(17). doi:10.3390/su13179515","bibtex":"@article{Lee_Schneijderberg_Kim_Steinhardt_2021, title={Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds}, volume={13}, DOI={10.3390/su13179515}, number={179515}, journal={Sustainability}, publisher={MDPI AG}, author={Lee, Soo Jeung and Schneijderberg, Christian and Kim, Yangson and Steinhardt, Isabel}, year={2021} }","short":"S.J. Lee, C. Schneijderberg, Y. Kim, I. Steinhardt, Sustainability 13 (2021).","chicago":"Lee, Soo Jeung, Christian Schneijderberg, Yangson Kim, and Isabel Steinhardt. “Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds.” Sustainability 13, no. 17 (2021). https://doi.org/10.3390/su13179515.","ieee":"S. J. Lee, C. Schneijderberg, Y. Kim, and I. Steinhardt, “Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds,” Sustainability, vol. 13, no. 17, Art. no. 9515, 2021, doi: 10.3390/su13179515."},"intvolume":" 13","author":[{"last_name":"Lee","full_name":"Lee, Soo Jeung","first_name":"Soo Jeung"},{"first_name":"Christian","full_name":"Schneijderberg, Christian","last_name":"Schneijderberg"},{"last_name":"Kim","full_name":"Kim, Yangson","first_name":"Yangson"},{"orcid":"https://orcid.org/0000-0002-2590-6189","id":"90339","last_name":"Steinhardt","first_name":"Isabel","full_name":"Steinhardt, Isabel"}],"article_type":"original","date_updated":"2022-09-15T08:37:41Z","file_date_updated":"2022-09-15T08:36:50Z","_id":"33372","status":"public","year":"2021","publication_identifier":{"issn":["2071-1050"]},"language":[{"iso":"eng"}],"publisher":"MDPI AG","date_created":"2022-09-15T08:27:56Z"},{"publication":"International Journal for Research in Vocational Education and Training","type":"journal_article","volume":8,"page":"208–223","issue":"2","title":"Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers","doi":"10.13152/IJRVET.8.2.4.","abstract":[{"text":"Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years.\r\n\r\nMethod: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. \r\n\r\nFindings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. \r\n\r\nConclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future.","lang":"eng"}],"user_id":"86519","keyword":["Work-Based Learning","Organisational Change","Digital Competences","Qualitative Research","Digitalisation","Farming","Dairy","VET","Vocational Education and Training"],"date_created":"2023-01-04T10:08:59Z","status":"public","publication_identifier":{"issn":["2197-8646"]},"year":"2021","language":[{"iso":"eng"}],"_id":"35202","date_updated":"2023-01-06T12:17:27Z","author":[{"first_name":"Michael","full_name":"Goller, Michael","last_name":"Goller","id":"30984","orcid":"0000-0002-2820-9178"},{"id":"23123","last_name":"Caruso","full_name":"Caruso, Carina","first_name":"Carina"},{"first_name":"Christian","full_name":"Harteis, Christian","id":"27503","last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626"}],"intvolume":" 8","publication_status":"published","citation":{"ama":"Goller M, Caruso C, Harteis C. Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training. 2021;8(2):208–223. doi:10.13152/IJRVET.8.2.4.","apa":"Goller, M., Caruso, C., & Harteis, C. (2021). Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training, 8(2), 208–223. https://doi.org/10.13152/IJRVET.8.2.4.","chicago":"Goller, Michael, Carina Caruso, and Christian Harteis. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training 8, no. 2 (2021): 208–223. https://doi.org/10.13152/IJRVET.8.2.4.","ieee":"M. Goller, C. Caruso, and C. Harteis, “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers,” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, pp. 208–223, 2021, doi: 10.13152/IJRVET.8.2.4.","mla":"Goller, Michael, et al. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, 2021, pp. 208–223, doi:10.13152/IJRVET.8.2.4.","bibtex":"@article{Goller_Caruso_Harteis_2021, title={Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers}, volume={8}, DOI={10.13152/IJRVET.8.2.4.}, number={2}, journal={International Journal for Research in Vocational Education and Training}, author={Goller, Michael and Caruso, Carina and Harteis, Christian}, year={2021}, pages={208–223} }","short":"M. Goller, C. Caruso, C. Harteis, International Journal for Research in Vocational Education and Training 8 (2021) 208–223."}},{"author":[{"id":"23123","last_name":"Caruso","first_name":"Carina","full_name":"Caruso, Carina"},{"last_name":"Goller","id":"30984","full_name":"Goller, Michael","first_name":"Michael","orcid":"0000-0002-2820-9178"}],"intvolume":" 14","publication_status":"published","citation":{"short":"C. Caruso, M. Goller, Lehrerbildung auf dem Prüfstand 14 (2021) 296–310.","mla":"Caruso, Carina, and Michael Goller. “Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe.” Lehrerbildung auf dem Prüfstand, vol. 14, no. 2, Universität Paderborn, 2021, pp. 296–310.","bibtex":"@article{Caruso_Goller_2021, title={Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe}, volume={14}, number={2}, journal={Lehrerbildung auf dem Prüfstand}, publisher={Universität Paderborn}, author={Caruso, Carina and Goller, Michael}, year={2021}, pages={296–310} }","chicago":"Caruso, Carina, and Michael Goller. “Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe.” Lehrerbildung auf dem Prüfstand 14, no. 2 (2021): 296–310.","ieee":"C. Caruso and M. Goller, “Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe,” Lehrerbildung auf dem Prüfstand, vol. 14, no. 2, pp. 296–310, 2021.","apa":"Caruso, C., & Goller, M. (2021). Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe. Lehrerbildung auf dem Prüfstand, 14(2), 296–310.","ama":"Caruso C, Goller M. Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe. Lehrerbildung auf dem Prüfstand. 2021;14(2):296-310."},"publisher":"Universität Paderborn","date_created":"2023-01-03T12:51:50Z","status":"public","language":[{"iso":"ger"}],"publication_identifier":{"issn":["\t1867-2779"]},"year":"2021","_id":"35139","date_updated":"2023-01-06T12:21:39Z","title":"Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe","abstract":[{"lang":"ger","text":"Mentor*innen unterstützen Studierende u.a. bei der Planung, Durchführung und Reflexion von Unterricht. Obwohl Mentor*innen ein hoher Einfluss auf die Professionalisierung angehender Lehrkräfte zugeschrieben wird, gibt es nur wenige Studien, in denen die Perspektive von Mentor*innen beforscht wird. Dieser Beitrag zielt darauf, die Perspektive von Mentor*innen zu den Aufgaben der am Praxissemester beteiligten Lernorte sowie Veränderungsbedarfe zu explorieren. Hierzu werden Ergebnisse einer Interviewstudie mit 23 Mentor*innen vorgestellt, die zur Beantwortung nachstehender Forschungsfragen beitragen: (1) Welche Aufgaben haben die am Praxissemester beteiligten Lernorte und die dort tätigen Akteur*innen hinsichtlich der Vorbereitung, Unterstützung und Begleitung der Studierenden im Praxissemester aus Perspektive befragter Mentor*innen? (2) Was sind aus Sicht von Mentor*innen Veränderungsbedarfe hinsichtlich der Rahmenbedingungen bzw. Konzeption des Praxissemesters? Ein zentraler Befund der Studie ist, dass allen Lernorten attribuiert wird, dass diese Studierende auf die praktische Unterrichtstätigkeit vorbereiten sollen. Die Relevanz der Universitäten wird dabei allerdings als gering eingeschätzt. Auch theoretisch-reflexive Aspekte spielen in den Aussagen der meisten Mentor*innen keine Rolle. Veränderungsbedarf wird von den Mentor*innen vor allem in der Rolle des Zentrums für schulpraktische Lehrerausbildung und der Universität gesehen. Diese Befunde werden anschließend kritisch diskutiert. "},{"text":"Mentors in long-term school internships are important learning resources for teacher students due to their support in planning, conducting, and reflection of students’ first teaching attempts. And although the literature attributes mentors an important role in teacher students’ professional development, only very few studies exist that investigate their particular perspectives on internships in teacher education. This contribution attempts to bridge this research gap in order to generate insights about how to effectively design teacher students’ learning during school internships. For this purpose, interviews with 23 teacher mentors were conducted and analysed to answer the following research questions: (1) What role do the different stakeholders play in teacher students’ professional development from the perspective of mentors? (2) What needs to be changed in terms of structural conditions as well as the conceptualisation of long-term school internships from the perspective of mentors? A central finding is that mentors strongly argue that students should be mainly prepared for practical teaching by all three stakeholders. However, the role of the university is seen less relevant than the two other actors’ role in this context. In addition, theoretical and reflective aspects are not perceived as highly important during the internship. A need for change is seen in the functions that the centre for practical teacher education as well as the university take over. All findings are critically discussed.","lang":"eng"}],"keyword":["Lehrerbildung","Mentoring","Praxissemester","Professionalisierung / internship","mentoring","professionalisation","teacher education"],"main_file_link":[{"url":"https://www.vep-landau.de/produkt/lehrerbildung-auf-dem-pruefstand-2021-14-2-kap-3-digital/"}],"user_id":"86519","publication":"Lehrerbildung auf dem Prüfstand","type":"journal_article","volume":14,"page":"296-310","issue":"2"},{"publication":"Religionspädagogische Beiträge. Journal for Religion in Education ","type":"journal_article","volume":44,"page":"15–23","issue":"1","title":"Zur Relevanz von Fallarbeit","abstract":[{"lang":"ger","text":"Der Beitrag verbindet die Sichtweisen verschiedener Professionalisierungsansätze mit der Frage nach der Gestaltung der (universitären) Begleitung angehender Lehrkräfte im Praxissemester. Dabei wird der Wert von Fallarbeit herausgearbeitet und beschrieben, wie eine Unterstützung angehender (Religions-)Lehrkräfte gestaltet sein müsste, um Entwicklung und Lernen im Praxissemester systematisch zu begleiten. Der Beitrag widmet sich daher zuerst den Rahmenbedingungen und Forschungsbefunden zu Langzeitpraktika und der Gestalt von Professionalisierung durch Praxis. Daran schließen sich Denkfiguren zur Unterstützung (religionspäda­gogischer) Professionalisierungsprozesse von angehenden Lehrkräften im Schulpraktikum durch rekonstruktive Fallarbeit an, aus Sicht etablierter Professionalisierungsansätze."},{"text":" The article combines the perspectives of different approaches to professionalization with strategies to support prospective teachers in internships at university. It aims at giving a description of how support for prospec-tive teachers should be designed to systematically accompany development and learning in internships. Thereforeit first addresses the framework conditions and research findings on long-term internships. This is followed by ideas to support professionalization processes of prospective teachers in school during their internship. The ad-vantages of reconstructive casework from the perspective of the approaches to professionalization are discussed.","lang":"eng"}],"doi":"10.20377/rpb-82","alternative_title":["Denkfiguren zur Unterstützung der Professionalisierungsprozesse angehender Lehrkräfte im Praxissemester"],"user_id":"86519","keyword":["Fallarbeit","Praxissemester","Professionalität","Professionalisierung","Lehrerinnen- und Lehrerbildung / casework","teacher education","internship","professionalization","professionalism"],"publisher":"University of Bamberg Press","date_created":"2023-01-04T09:55:29Z","status":"public","year":"2021","publication_identifier":{"issn":["2750 - 3941"]},"language":[{"iso":"ger"}],"_id":"35199","date_updated":"2023-01-06T12:28:10Z","author":[{"full_name":"Caruso, Carina","first_name":"Carina","id":"23123","last_name":"Caruso"},{"last_name":"Woppowa","full_name":"Woppowa, Jan","first_name":"Jan"}],"intvolume":" 44","publication_status":"published","citation":{"mla":"Caruso, Carina, and Jan Woppowa. “Zur Relevanz von Fallarbeit.” Religionspädagogische Beiträge. Journal for Religion in Education , vol. 44, no. 1, University of Bamberg Press, 2021, pp. 15–23, doi:10.20377/rpb-82.","bibtex":"@article{Caruso_Woppowa_2021, title={Zur Relevanz von Fallarbeit}, volume={44}, DOI={10.20377/rpb-82}, number={1}, journal={Religionspädagogische Beiträge. Journal for Religion in Education }, publisher={University of Bamberg Press}, author={Caruso, Carina and Woppowa, Jan}, year={2021}, pages={15–23} }","short":"C. Caruso, J. Woppowa, Religionspädagogische Beiträge. Journal for Religion in Education 44 (2021) 15–23.","ama":"Caruso C, Woppowa J. Zur Relevanz von Fallarbeit. Religionspädagogische Beiträge Journal for Religion in Education . 2021;44(1):15–23. doi:10.20377/rpb-82","apa":"Caruso, C., & Woppowa, J. (2021). Zur Relevanz von Fallarbeit. Religionspädagogische Beiträge. Journal for Religion in Education , 44(1), 15–23. https://doi.org/10.20377/rpb-82","chicago":"Caruso, Carina, and Jan Woppowa. “Zur Relevanz von Fallarbeit.” Religionspädagogische Beiträge. Journal for Religion in Education 44, no. 1 (2021): 15–23. https://doi.org/10.20377/rpb-82.","ieee":"C. Caruso and J. Woppowa, “Zur Relevanz von Fallarbeit,” Religionspädagogische Beiträge. Journal for Religion in Education , vol. 44, no. 1, pp. 15–23, 2021, doi: 10.20377/rpb-82."}},{"citation":{"short":"C. Kulgemeyer, M. Kempin, A. Weißbach, A. Borowski, D. Buschhüter, P. Enkrott, P. Reinhold, J. Riese, H. Schecker, J. Schröder, C. Vogelsang, International Journal of Science Education 43 (2021) 3035–3057.","mla":"Kulgemeyer, Christoph, et al. “Exploring the Impact of Pre-Service Science Teachers’ Reflection Skills on the Development of Professional Knowledge during a Field Experience.” International Journal of Science Education, vol. 43, no. 18, Informa UK Limited, 2021, pp. 3035–57, doi:10.1080/09500693.2021.2006820.","bibtex":"@article{Kulgemeyer_Kempin_Weißbach_Borowski_Buschhüter_Enkrott_Reinhold_Riese_Schecker_Schröder_et al._2021, title={Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience}, volume={43}, DOI={10.1080/09500693.2021.2006820}, number={18}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Kulgemeyer, Christoph and Kempin, Maren and Weißbach, Anna and Borowski, Andreas and Buschhüter, David and Enkrott, Patrick and Reinhold, Peter and Riese, Josef and Schecker, Horst and Schröder, Jan and et al.}, year={2021}, pages={3035–3057} }","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.","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","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"},"publication_status":"published","department":[{"_id":"299"},{"_id":"33"}],"author":[{"first_name":"Christoph","full_name":"Kulgemeyer, Christoph","last_name":"Kulgemeyer"},{"last_name":"Kempin","full_name":"Kempin, Maren","first_name":"Maren"},{"full_name":"Weißbach, Anna","first_name":"Anna","last_name":"Weißbach"},{"last_name":"Borowski","first_name":"Andreas","full_name":"Borowski, Andreas"},{"last_name":"Buschhüter","first_name":"David","full_name":"Buschhüter, David"},{"last_name":"Enkrott","first_name":"Patrick","full_name":"Enkrott, Patrick"},{"last_name":"Reinhold","id":"416","first_name":"Peter","full_name":"Reinhold, Peter"},{"last_name":"Riese","first_name":"Josef","full_name":"Riese, Josef"},{"first_name":"Horst","full_name":"Schecker, Horst","last_name":"Schecker"},{"full_name":"Schröder, Jan","first_name":"Jan","last_name":"Schröder"},{"id":"4245","last_name":"Vogelsang","first_name":"Christoph","full_name":"Vogelsang, Christoph"}],"intvolume":" 43","_id":"35526","date_updated":"2023-01-09T15:29:10Z","date_created":"2023-01-09T15:28:50Z","publisher":"Informa UK Limited","year":"2021","publication_identifier":{"issn":["0950-0693","1464-5289"]},"language":[{"iso":"eng"}],"status":"public","user_id":"4245","keyword":["Education"],"title":"Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience","doi":"10.1080/09500693.2021.2006820","page":"3035-3057","volume":43,"issue":"18","publication":"International Journal of Science Education","type":"journal_article"},{"article_type":"original","author":[{"full_name":"Steinhardt, Isabel","first_name":"Isabel","id":"90339","last_name":"Steinhardt","orcid":"https://orcid.org/0000-0002-2590-6189"}],"intvolume":" 1","citation":{"mla":"Steinhardt, Isabel. “Students in the Spotlight: Using Collaborative Autoethnography to Build a Community of Learning in the Corona Crisis.” ISA Pedagogy Series, vol. 1, no. 1, International Sociology Association, 2021, pp. 42–59.","bibtex":"@article{Steinhardt_2021, title={Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis}, volume={1}, number={1}, journal={ISA Pedagogy Series}, publisher={International Sociology Association}, author={Steinhardt, Isabel}, year={2021}, pages={42–59} }","ama":"Steinhardt I. Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis. ISA Pedagogy Series. 2021;1(1):42-59.","apa":"Steinhardt, I. (2021). Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis. ISA Pedagogy Series, 1(1), 42–59.","short":"I. Steinhardt, ISA Pedagogy Series 1 (2021) 42–59.","chicago":"Steinhardt, Isabel. “Students in the Spotlight: Using Collaborative Autoethnography to Build a Community of Learning in the Corona Crisis.” ISA Pedagogy Series 1, no. 1 (2021): 42–59.","ieee":"I. Steinhardt, “Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis,” ISA Pedagogy Series, vol. 1, no. 1, pp. 42–59, 2021."},"publication_status":"published","department":[{"_id":"121"}],"date_created":"2023-01-13T09:21:52Z","publisher":"International Sociology Association","language":[{"iso":"eng"}],"year":"2021","status":"public","file_date_updated":"2023-01-13T09:19:55Z","_id":"36545","date_updated":"2023-01-13T09:21:57Z","title":"Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis","extern":"1","file":[{"success":1,"date_updated":"2023-01-13T09:19:55Z","relation":"main_file","date_created":"2023-01-13T09:19:55Z","content_type":"application/pdf","file_id":"36547","access_level":"closed","file_size":391202,"file_name":"2021 Steinhardt Students in the spotlight.pdf","creator":"isste"}],"abstract":[{"text":"Due to the Corona crisis, German Higher Education Institutions had to close their campuses in March and lecturers had to teach online. To understand how the Corona crisis affected students, first this article explains the structural and social inequalities in the German higher education system, using Tinto's (1975; 1997) student engagement theory. Second, the concept of Bergman-Rosamond et al. (2020) is used to analyze the challenges that Corona has raised for students, including current surveys. We found that the closure of the social space campus (and the Corona crisis as a whole) particularly hit hard those students who had previously been affected by (intersectional) inequality. Therefore, to lessen the specific challenges associated with the ad hoc transition to digital studying, the creation of a digital community of learning can help. We demonstrate how such a community can be created by the example seminar, \"Digital practices: an autoethnographic observation\". During the seminar, students recorded their digital technology use in a journal, and we analyzed the diary entries using the collaborate autoethnography method. The seminar example shows that this method is well suited for the development of a community of learning as it not only places students in the spotlight but as students work together on a topic they get to know each other, and a basis of trust is created through peer-feedback. Therefore, it was important to have a digital space (in this case Mahara) where the exchange could take place. The continuous insight into the students’ \"learning status\" enabled the lecturer to promote the learning and provide individual assistance for the students.","lang":"eng"}],"has_accepted_license":"1","main_file_link":[{"open_access":"1","url":"https://www.isaportal.org/resources/resource/students-in-the-spotlight-using-collaborative-autoethnography-to-build-a-community-of-learning-in-the-corona-crisis/"}],"keyword":["Intersectionality","inequality","gender","diversity","higher-education","crisis"],"oa":"1","user_id":"90339","quality_controlled":"1","ddc":["300"],"publication":"ISA Pedagogy Series","type":"journal_article","page":"42-59","volume":1,"issue":"1"},{"status":"public","publication_identifier":{"issn":["0256-2928","1878-5174"]},"year":"2021","language":[{"iso":"eng"}],"publisher":"Springer Science and Business Media LLC","date_created":"2023-11-09T12:13:37Z","date_updated":"2023-11-09T12:14:21Z","_id":"48732","intvolume":" 37","author":[{"full_name":"Scheunemann, Anne","first_name":"Anne","last_name":"Scheunemann"},{"first_name":"Theresa","full_name":"Schnettler, Theresa","last_name":"Schnettler"},{"first_name":"Julia","full_name":"Bobe, Julia","last_name":"Bobe"},{"full_name":"Fries, Stefan","first_name":"Stefan","last_name":"Fries"},{"last_name":"Grunschel","first_name":"Carola","full_name":"Grunschel, Carola"}],"publication_status":"published","citation":{"ieee":"A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, and C. Grunschel, “A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education,” European Journal of Psychology of Education, vol. 37, no. 4, pp. 1141–1164, 2021, doi: 10.1007/s10212-021-00571-z.","chicago":"Scheunemann, Anne, Theresa Schnettler, Julia Bobe, Stefan Fries, and Carola Grunschel. “A Longitudinal Analysis of the Reciprocal Relationship between Academic Procrastination, Study Satisfaction, and Dropout Intentions in Higher Education.” European Journal of Psychology of Education 37, no. 4 (2021): 1141–64. https://doi.org/10.1007/s10212-021-00571-z.","apa":"Scheunemann, A., Schnettler, T., Bobe, J., Fries, S., & Grunschel, C. (2021). A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education, 37(4), 1141–1164. https://doi.org/10.1007/s10212-021-00571-z","ama":"Scheunemann A, Schnettler T, Bobe J, Fries S, Grunschel C. A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education. 2021;37(4):1141-1164. doi:10.1007/s10212-021-00571-z","short":"A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, C. Grunschel, European Journal of Psychology of Education 37 (2021) 1141–1164.","bibtex":"@article{Scheunemann_Schnettler_Bobe_Fries_Grunschel_2021, title={A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education}, volume={37}, DOI={10.1007/s10212-021-00571-z}, number={4}, journal={European Journal of Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Scheunemann, Anne and Schnettler, Theresa and Bobe, Julia and Fries, Stefan and Grunschel, Carola}, year={2021}, pages={1141–1164} }","mla":"Scheunemann, Anne, et al. “A Longitudinal Analysis of the Reciprocal Relationship between Academic Procrastination, Study Satisfaction, and Dropout Intentions in Higher Education.” European Journal of Psychology of Education, vol. 37, no. 4, Springer Science and Business Media LLC, 2021, pp. 1141–64, doi:10.1007/s10212-021-00571-z."},"type":"journal_article","publication":"European Journal of Psychology of Education","issue":"4","volume":37,"page":"1141-1164","abstract":[{"lang":"eng","text":"AbstractStudent dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior."}],"doi":"10.1007/s10212-021-00571-z","title":"A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education","user_id":"81770","keyword":["Developmental and Educational Psychology","Education"]},{"status":"public","type":"journal_article","publication_identifier":{"issn":["0141-982X","1467-9639"]},"year":"2021","language":[{"iso":"eng"}],"publisher":"Wiley","publication":"Teaching Statistics","date_created":"2023-10-17T06:06:02Z","date_updated":"2023-10-17T06:13:03Z","issue":"S1","volume":43,"_id":"48109","doi":"10.1111/test.12283","intvolume":" 43","abstract":[{"text":"AbstractIn this paper, we will describe an introduction to Data Science for secondary school students. We will report on the design and implementation of an introductory unit on “Data and data detectives with CODAP” in which secondary school students used the online tool CODAP to explore real and meaningful survey data on leisure time activities and media use (so‐called JIM‐PB data) in a statistical project setting as a starting point for data science. The JIM‐PB data set served as a valuable data set that offered meaningful and exciting opportunities for data exploration for secondary school students, and CODAP proved to be a valuable tool for the first explorations of this data.","lang":"eng"}],"author":[{"first_name":"Daniel","full_name":"Frischemeier, Daniel","last_name":"Frischemeier"},{"full_name":"Biehler, Rolf","first_name":"Rolf","last_name":"Biehler"},{"full_name":"Podworny, Susanne","first_name":"Susanne","last_name":"Podworny"},{"last_name":"Budde","first_name":"Lea","full_name":"Budde, Lea"}],"title":"A first introduction to data science education in secondary schools: Teaching and learning about data exploration with CODAP using survey data","user_id":"30619","publication_status":"published","keyword":["Education","Statistics and Probability"],"citation":{"ama":"Frischemeier D, Biehler R, Podworny S, Budde L. A first introduction to data science education in secondary schools: Teaching and learning about data exploration with <scp>CODAP</scp> using survey data. Teaching Statistics. 2021;43(S1). doi:10.1111/test.12283","bibtex":"@article{Frischemeier_Biehler_Podworny_Budde_2021, title={A first introduction to data science education in secondary schools: Teaching and learning about data exploration with <scp>CODAP</scp> using survey data}, volume={43}, DOI={10.1111/test.12283}, number={S1}, journal={Teaching Statistics}, publisher={Wiley}, author={Frischemeier, Daniel and Biehler, Rolf and Podworny, Susanne and Budde, Lea}, year={2021} }","apa":"Frischemeier, D., Biehler, R., Podworny, S., & Budde, L. (2021). A first introduction to data science education in secondary schools: Teaching and learning about data exploration with <scp>CODAP</scp> using survey data. Teaching Statistics, 43(S1). https://doi.org/10.1111/test.12283","mla":"Frischemeier, Daniel, et al. “A First Introduction to Data Science Education in Secondary Schools: Teaching and Learning about Data Exploration with <scp>CODAP</Scp> Using Survey Data.” Teaching Statistics, vol. 43, no. S1, Wiley, 2021, doi:10.1111/test.12283.","ieee":"D. Frischemeier, R. Biehler, S. Podworny, and L. Budde, “A first introduction to data science education in secondary schools: Teaching and learning about data exploration with <scp>CODAP</scp> using survey data,” Teaching Statistics, vol. 43, no. S1, 2021, doi: 10.1111/test.12283.","short":"D. Frischemeier, R. Biehler, S. Podworny, L. Budde, Teaching Statistics 43 (2021).","chicago":"Frischemeier, Daniel, Rolf Biehler, Susanne Podworny, and Lea Budde. “A First Introduction to Data Science Education in Secondary Schools: Teaching and Learning about Data Exploration with <scp>CODAP</Scp> Using Survey Data.” Teaching Statistics 43, no. S1 (2021). https://doi.org/10.1111/test.12283."}},{"department":[{"_id":"97"},{"_id":"611"}],"citation":{"mla":"Bruns, Julia, et al. “Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat.” Journal für Mathematik-Didaktik, vol. 42, no. 2, Springer Science and Business Media LLC, 2021, pp. 581–623, doi:10.1007/s13138-021-00185-4.","apa":"Bruns, J., Unterhauser, E., & Gasteiger, H. (2021). Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat. Journal für Mathematik-Didaktik, 42(2), 581–623. https://doi.org/10.1007/s13138-021-00185-4","ama":"Bruns J, Unterhauser E, Gasteiger H. Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat. Journal für Mathematik-Didaktik. 2021;42(2):581-623. doi:10.1007/s13138-021-00185-4","bibtex":"@article{Bruns_Unterhauser_Gasteiger_2021, title={Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat}, volume={42}, DOI={10.1007/s13138-021-00185-4}, number={2}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Bruns, Julia and Unterhauser, Elisabeth and Gasteiger, Hedwig}, year={2021}, pages={581–623} }","short":"J. Bruns, E. Unterhauser, H. Gasteiger, Journal für Mathematik-Didaktik 42 (2021) 581–623.","chicago":"Bruns, Julia, Elisabeth Unterhauser, and Hedwig Gasteiger. “Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat.” Journal für Mathematik-Didaktik 42, no. 2 (2021): 581–623. https://doi.org/10.1007/s13138-021-00185-4.","ieee":"J. Bruns, E. Unterhauser, and H. Gasteiger, “Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat,” Journal für Mathematik-Didaktik, vol. 42, no. 2, pp. 581–623, 2021, doi: 10.1007/s13138-021-00185-4."},"publication_status":"published","intvolume":" 42","author":[{"orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","first_name":"Julia","last_name":"Bruns","id":"72183"},{"full_name":"Unterhauser, Elisabeth","first_name":"Elisabeth","last_name":"Unterhauser"},{"first_name":"Hedwig","full_name":"Gasteiger, Hedwig","last_name":"Gasteiger"}],"date_updated":"2023-10-23T11:14:59Z","_id":"34827","year":"2021","publication_identifier":{"issn":["0173-5322","1869-2699"]},"language":[{"iso":"ger"}],"status":"public","date_created":"2022-12-22T09:26:39Z","publisher":"Springer Science and Business Media LLC","user_id":"72183","keyword":["Education","General Mathematics"],"doi":"10.1007/s13138-021-00185-4","abstract":[{"lang":"eng","text":"ZusammenfassungZu den ersten geometrischen Begriffen, die Kinder bereits im Elementar- und Primarbereich lernen, zählen u. a. Viereck, Rechteck und Quadrat. Studien zeigen, dass Lernende bereits früh individuelle Vorstellungen, sog. individuelle Begriffskonzepte, zu diesen Begriffen aufbauen. Zwar wird die Entwicklung von Begriffsverständnis in verschiedenen mathematikdidaktischen Stufenmodellen dargestellt, diese sind jedoch generisch und beschreiben nicht explizit die Entwicklung der ersten individuellen Begriffskonzepte von Lernenden zu Viereck, Rechteck und Quadrat. Aus empirischer Sicht liegen verschiedene Studien vor, die einzelne Aspekte der individuellen Begriffskonzepte von Lernenden unterschiedlicher Altersgruppen zu diesen Begriffen ausleuchten. Um Begriffsbildungsprozesse aus empirischer Sicht detaillierter entlang der jeweils vorherrschenden individuellen Begriffskonzepte zu beschreiben, fehlen insbesondere Studien in der Grundschule, die alle vier Klassenstufen betrachten und dabei differenzierte Erkenntnisse zu verschiedenen theoretischen Indikatoren des Begriffsverständnisses liefern. Daher geht die vorliegende Studie der Frage nach, welches Verständnis der Begriffe Viereck, Rechteck und Quadrat Schülerinnen und Schüler der Jahrgangsstufen 1, 2, 3 und 4 zeigen. Dazu wurde eine Quasi-Längsschnittstudie mit N = 456 Grundschulkindern (ca. 100 pro Jahrgangsstufe) durchgeführt. Die Ergebnisse geben detaillierte Einblicke in die individuellen Begriffskonzepte der Lernenden und zeigen, dass Lernende zunehmend Eigenschaften der Figuren berücksichtigen, jedoch individuelle Begriffskonzepte über lange Zeit auch prototypisch geprägt sind. Implikationen dieser Ergebnisse für Forschung und Praxis werden diskutiert."}],"title":"Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat","issue":"2","page":"581-623","volume":42,"type":"journal_article","publication":"Journal für Mathematik-Didaktik","quality_controlled":"1"},{"date_updated":"2023-12-20T10:02:21Z","_id":"49891","status":"public","publication_identifier":{"issn":["1752-7066","1752-7074"]},"year":"2021","language":[{"iso":"eng"}],"publisher":"Intellect","date_created":"2023-12-20T08:57:17Z","publication_status":"published","citation":{"short":"T. Neuhausen, C. Wernicke, M. Ahlers, Journal of Music, Technology &amp; Education 13 (2021) 287–304.","mla":"Neuhausen, Timo, et al. “Technology-Centred Learning Processes as Digital Artistic Development: On the Reciprocal Effects of Conceptual Models, Metaphors and Presets.” Journal of Music, Technology &amp; Education, vol. 13, no. 2, Intellect, 2021, pp. 287–304, doi:10.1386/jmte_00027_1.","bibtex":"@article{Neuhausen_Wernicke_Ahlers_2021, title={Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets}, volume={13}, DOI={10.1386/jmte_00027_1}, number={2}, journal={Journal of Music, Technology &amp; Education}, publisher={Intellect}, author={Neuhausen, Timo and Wernicke, Carsten and Ahlers, Michael}, year={2021}, pages={287–304} }","chicago":"Neuhausen, Timo, Carsten Wernicke, and Michael Ahlers. “Technology-Centred Learning Processes as Digital Artistic Development: On the Reciprocal Effects of Conceptual Models, Metaphors and Presets.” Journal of Music, Technology &amp; Education 13, no. 2 (2021): 287–304. https://doi.org/10.1386/jmte_00027_1.","ieee":"T. Neuhausen, C. Wernicke, and M. Ahlers, “Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets,” Journal of Music, Technology &amp; Education, vol. 13, no. 2, pp. 287–304, 2021, doi: 10.1386/jmte_00027_1.","ama":"Neuhausen T, Wernicke C, Ahlers M. Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets. Journal of Music, Technology &amp; Education. 2021;13(2):287-304. doi:10.1386/jmte_00027_1","apa":"Neuhausen, T., Wernicke, C., & Ahlers, M. (2021). Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets. Journal of Music, Technology &amp; Education, 13(2), 287–304. https://doi.org/10.1386/jmte_00027_1"},"intvolume":" 13","author":[{"id":"99991","last_name":"Neuhausen","full_name":"Neuhausen, Timo","first_name":"Timo"},{"last_name":"Wernicke","first_name":"Carsten","full_name":"Wernicke, Carsten"},{"full_name":"Ahlers, Michael","first_name":"Michael","last_name":"Ahlers"}],"article_type":"original","issue":"2","volume":13,"page":"287-304","type":"journal_article","quality_controlled":"1","publication":"Journal of Music, Technology & Education","user_id":"99991","keyword":["Music","Education","Music Technology"],"main_file_link":[{"url":"https://intellectdiscover.com/content/journals/10.1386/jmte_00027_1"}],"abstract":[{"lang":"eng","text":"This case study looks at a self-directed learning process of a professional classical-trained musician adopting a previously unknown digital-material musical device. In order to achieve the desired artistic result, the musician has to modify his music-related action in favour of the device’s calls for action, which are shown to him by a preset session. For this purpose, a specific interface relation must be established in the connection between the user and the device. The case study is contrasted with data from its framing research project. Findings include aspects as affirmation or degrees of unfamiliarity and their respective impacts on the subject’s action repertoires. A model of learning in the context of digital media or interfaces is introduced and discussed. It offers a specific potential for identifying particularities of how meaning and functionality of digital-material musical devices are embedded into everyday artistic contexts."}],"doi":"10.1386/jmte_00027_1","title":"Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets"},{"status":"public","year":"2021","publication_identifier":{"issn":["2295-3159"]},"language":[{"iso":"eng"}],"publisher":"EARLI","related_material":{"link":[{"url":"https://journals.sfu.ca/flr/index.php/journal/article/view/669","relation":"confirmation"}]},"date_created":"2024-03-21T13:24:53Z","date_updated":"2024-03-21T16:24:39Z","_id":"52704","intvolume":" 9","author":[{"last_name":"Jenert","first_name":"Tobias","full_name":"Jenert, Tobias"},{"full_name":"Brahm, Taiga","first_name":"Taiga","last_name":"Brahm"}],"department":[{"_id":"208"}],"publication_status":"published","citation":{"chicago":"Jenert, Tobias, and Taiga Brahm. “The Interplay of Personal and Contextual Diversity during the First Year at Higher Education: Combining a Quantitative and a Qualitative Approach.” Frontline Learning Research 9, no. 2 (2021): 50–77. https://doi.org/10.14786/flr.v9i2.669.","ieee":"T. Jenert and T. Brahm, “The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach,” Frontline Learning Research, vol. 9, no. 2, pp. 50–77, 2021, doi: 10.14786/flr.v9i2.669.","ama":"Jenert T, Brahm T. The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach. Frontline Learning Research. 2021;9(2):50-77. doi:10.14786/flr.v9i2.669","apa":"Jenert, T., & Brahm, T. (2021). The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach. Frontline Learning Research, 9(2), 50–77. https://doi.org/10.14786/flr.v9i2.669","short":"T. Jenert, T. Brahm, Frontline Learning Research 9 (2021) 50–77.","mla":"Jenert, Tobias, and Taiga Brahm. “The Interplay of Personal and Contextual Diversity during the First Year at Higher Education: Combining a Quantitative and a Qualitative Approach.” Frontline Learning Research, vol. 9, no. 2, EARLI, 2021, pp. 50–77, doi:10.14786/flr.v9i2.669.","bibtex":"@article{Jenert_Brahm_2021, title={The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach}, volume={9}, DOI={10.14786/flr.v9i2.669}, number={2}, journal={Frontline Learning Research}, publisher={EARLI}, author={Jenert, Tobias and Brahm, Taiga}, year={2021}, pages={50–77} }"},"type":"journal_article","publication":"Frontline Learning Research","quality_controlled":"1","issue":"2","volume":9,"page":"50-77","doi":"10.14786/flr.v9i2.669","abstract":[{"text":"\r\nResearch on student transition into Higher Education (HE) has taken different theoretical perspectives. First, studies investigated personal variables such as students´ self-efficacy, emotions and motivation regarding the transition from school to HE. A second strand of research focused on contextual variables, for instance college effectiveness research. With this paper, we combine both the personal and the contextual approach. We aim to investigate the interaction between personal and contextual diversity during the transition into HE, taking into account students’ diversity in particular with regard to gender and individual characteristics, such as self-efficacy. We explored the heterogeneity in students’ personal characteristics by conducting a latent profile analysis (LPA) based on students’ intrinsic motivation, self-efficacy and anxiety before entering Higher Education. LPA resulted in three distinct profiles, with significant differences in how students perceived the first year. This finding suggests that students’ personal characteristics when entering Higher Education influence how they experience the study environment. To investigate the interplay between individual and contextual differences in more detail, we conducted a qualitative longitudinal study with 14 first-year students in parallel with the panel survey. We found that individual students react very differently to specific characteristics and events of the first-year environment. Our study adds to the growing body of research that aims to grasp the complexity of interactions between individual and contextual differences. Specifically, we illustrate how combining quantitative and qualitative methods can provide new insights into person-context interactions.\r\n","lang":"eng"}],"title":"The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach","oa":"1","user_id":"71994","main_file_link":[{"open_access":"1"}],"keyword":["Education"]},{"date_updated":"2024-04-18T07:51:53Z","_id":"53363","status":"public","publication_identifier":{"issn":["1863-9690","1863-9704"]},"year":"2021","language":[{"iso":"eng"}],"publisher":"Springer Science and Business Media LLC","date_created":"2024-04-09T06:50:36Z","department":[{"_id":"360"}],"publication_status":"published","citation":{"ama":"Rezat S, Fan L, Pepin B. Mathematics textbooks and curriculum resources as instruments for change. ZDM – Mathematics Education. 2021;53(6):1189-1206. doi:10.1007/s11858-021-01309-3","apa":"Rezat, S., Fan, L., & Pepin, B. (2021). Mathematics textbooks and curriculum resources as instruments for change. ZDM – Mathematics Education, 53(6), 1189–1206. https://doi.org/10.1007/s11858-021-01309-3","chicago":"Rezat, Sebastian, Lianghuo Fan, and Birgit Pepin. “Mathematics Textbooks and Curriculum Resources as Instruments for Change.” ZDM – Mathematics Education 53, no. 6 (2021): 1189–1206. https://doi.org/10.1007/s11858-021-01309-3.","ieee":"S. Rezat, L. Fan, and B. Pepin, “Mathematics textbooks and curriculum resources as instruments for change,” ZDM – Mathematics Education, vol. 53, no. 6, pp. 1189–1206, 2021, doi: 10.1007/s11858-021-01309-3.","mla":"Rezat, Sebastian, et al. “Mathematics Textbooks and Curriculum Resources as Instruments for Change.” ZDM – Mathematics Education, vol. 53, no. 6, Springer Science and Business Media LLC, 2021, pp. 1189–206, doi:10.1007/s11858-021-01309-3.","bibtex":"@article{Rezat_Fan_Pepin_2021, title={Mathematics textbooks and curriculum resources as instruments for change}, volume={53}, DOI={10.1007/s11858-021-01309-3}, number={6}, journal={ZDM – Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Rezat, Sebastian and Fan, Lianghuo and Pepin, Birgit}, year={2021}, pages={1189–1206} }","short":"S. Rezat, L. Fan, B. Pepin, ZDM – Mathematics Education 53 (2021) 1189–1206."},"intvolume":" 53","author":[{"last_name":"Rezat","id":"31132","full_name":"Rezat, Sebastian","first_name":"Sebastian"},{"last_name":"Fan","first_name":"Lianghuo","full_name":"Fan, Lianghuo"},{"first_name":"Birgit","full_name":"Pepin, Birgit","last_name":"Pepin"}],"issue":"6","volume":53,"page":"1189-1206","type":"journal_article","publication":"ZDM – Mathematics Education","user_id":"31132","keyword":["General Mathematics","Education"],"doi":"10.1007/s11858-021-01309-3","abstract":[{"lang":"eng","text":"AbstractIn this survey paper we aim to provide an overview of research on mathematics textbooks and, more broadly, curriculum resources as instruments for change related to mathematical content, instructional goals and practices, and student learning of mathematics. In particular, we elaborate on the following themes: (1) The role of curriculum resources as instruments for change from a theoretical perspective; (2) The design of curriculum resources to mediate the implementation of reform ideas and innovative practice; (3) Teachers’ influence on the implementation of change through curriculum resources; (4) Students’ influence on the implementation of change through curriculum resources; and (5) Evidence of curriculum resources yielding changes in student-related factors or variables. We claim that, whilst textbooks and curriculum resources are influential, they alone cannot change teachers’ teaching nor students’ learning practices in times of curricular change. Moreover, more knowledge is needed about features of curriculum resources that support the implementation of change. We contend that curriculum innovations are likely to be successful, if teachers and students are supported to co- and re-design the relevant curriculum trajectories and materials in line with the reform efforts and their own individual needs."}],"title":"Mathematics textbooks and curriculum resources as instruments for change"},{"user_id":"31132","keyword":["General Mathematics","Education"],"title":"How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies","abstract":[{"text":"AbstractOne of the most prevalent features of digital mathematics textbooks, compared to traditional ones, is the provision of automated feedback on students’ solutions. Since feedback is regarded as an important factor that influences learning, this is often seen as an affordance of digital mathematics textbooks. While there is a large body of mainly quantitative research on the effectiveness of feedback in general, very little is known about how feedback actually affects students’ individual content specific learning processes and conceptual development. A theoretical framework based on Rabardel’s theory of the instrument and Vergnaud’s theory of conceptual fields is developed to study qualitatively how feedback actually functions in the learning process. This framework was applied in a case study of two elementary school students’ learning processes when working on a probability task from a German 3rd grade digital textbook. The analysis allowed detailed reconstruction of how students made sense of the information provided by the feedback and adjusted their behavior accordingly. This in-depth analysis unveiled that feedback does not necessarily foster conceptual development in the desired way, and a correct solution does not always coincide with conceptual understanding. The results point to some obstacles that students face when working individually on tasks from digital mathematics textbooks with automated feedback, and indicate that feedback needs to be developed in design-based research cycles in order to yield the desired effects.","lang":"eng"}],"doi":"10.1007/s11858-021-01263-0","volume":53,"page":"1433-1445","issue":"6","publication":"ZDM Mathematics Education","quality_controlled":"1","type":"journal_article","publication_status":"published","citation":{"ama":"Rezat S. How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies. ZDM Mathematics Education. 2021;53(6):1433-1445. doi:10.1007/s11858-021-01263-0","apa":"Rezat, S. (2021). How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies. ZDM Mathematics Education, 53(6), 1433–1445. https://doi.org/10.1007/s11858-021-01263-0","ieee":"S. Rezat, “How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies,” ZDM Mathematics Education, vol. 53, no. 6, pp. 1433–1445, 2021, doi: 10.1007/s11858-021-01263-0.","chicago":"Rezat, Sebastian. “How Automated Feedback from a Digital Mathematics Textbook Affects Primary Students’ Conceptual Development: Two Case Studies.” ZDM Mathematics Education 53, no. 6 (2021): 1433–45. https://doi.org/10.1007/s11858-021-01263-0.","bibtex":"@article{Rezat_2021, title={How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies}, volume={53}, DOI={10.1007/s11858-021-01263-0}, number={6}, journal={ZDM Mathematics Education}, publisher={Springer}, author={Rezat, Sebastian}, year={2021}, pages={1433–1445} }","mla":"Rezat, Sebastian. “How Automated Feedback from a Digital Mathematics Textbook Affects Primary Students’ Conceptual Development: Two Case Studies.” ZDM Mathematics Education, vol. 53, no. 6, Springer, 2021, pp. 1433–45, doi:10.1007/s11858-021-01263-0.","short":"S. Rezat, ZDM Mathematics Education 53 (2021) 1433–1445."},"department":[{"_id":"360"}],"author":[{"id":"31132","last_name":"Rezat","full_name":"Rezat, Sebastian","first_name":"Sebastian"}],"intvolume":" 53","_id":"44683","date_updated":"2024-04-18T08:23:20Z","publisher":"Springer","date_created":"2023-05-09T13:01:30Z","status":"public","year":"2021","publication_identifier":{"issn":["1863-9690","1863-9704"]},"language":[{"iso":"eng"}]},{"intvolume":" 7","author":[{"last_name":"Pepin","full_name":"Pepin, Birgit","first_name":"Birgit"},{"id":"16274","last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf"},{"last_name":"Gueudet","full_name":"Gueudet, Ghislaine","first_name":"Ghislaine"}],"department":[{"_id":"363"}],"citation":{"apa":"Pepin, B., Biehler, R., & Gueudet, G. (2021). Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices. International Journal of Research in Undergraduate Mathematics Education, 7(2), 163–188. https://doi.org/10.1007/s40753-021-00139-8","bibtex":"@article{Pepin_Biehler_Gueudet_2021, title={Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices}, volume={7}, DOI={10.1007/s40753-021-00139-8}, number={2}, journal={International Journal of Research in Undergraduate Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Pepin, Birgit and Biehler, Rolf and Gueudet, Ghislaine}, year={2021}, pages={163–188} }","ama":"Pepin B, Biehler R, Gueudet G. Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices. International Journal of Research in Undergraduate Mathematics Education. 2021;7(2):163-188. doi:10.1007/s40753-021-00139-8","mla":"Pepin, Birgit, et al. “Mathematics in Engineering Education: A Review of the Recent Literature with a View towards Innovative Practices.” International Journal of Research in Undergraduate Mathematics Education, vol. 7, no. 2, Springer Science and Business Media LLC, 2021, pp. 163–88, doi:10.1007/s40753-021-00139-8.","ieee":"B. Pepin, R. Biehler, and G. Gueudet, “Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices,” International Journal of Research in Undergraduate Mathematics Education, vol. 7, no. 2, pp. 163–188, 2021, doi: 10.1007/s40753-021-00139-8.","chicago":"Pepin, Birgit, Rolf Biehler, and Ghislaine Gueudet. “Mathematics in Engineering Education: A Review of the Recent Literature with a View towards Innovative Practices.” International Journal of Research in Undergraduate Mathematics Education 7, no. 2 (2021): 163–88. https://doi.org/10.1007/s40753-021-00139-8.","short":"B. Pepin, R. Biehler, G. Gueudet, International Journal of Research in Undergraduate Mathematics Education 7 (2021) 163–188."},"publication_status":"published","publication_identifier":{"issn":["2198-9745","2198-9753"]},"year":"2021","language":[{"iso":"eng"}],"status":"public","date_created":"2023-01-10T10:43:08Z","publisher":"Springer Science and Business Media LLC","date_updated":"2024-04-18T09:48:52Z","_id":"35778","doi":"10.1007/s40753-021-00139-8","abstract":[{"lang":"eng","text":"AbstractThe aim of the special issue is to bring together important current international research on innovative teaching and learning practices in mathematics in engineering education, and to develop deeper understandings of the characteristics of current teaching and learning practices that can inform the design and implementation of future innovative practice. The focus of this review paper is to provide a state-of-the-art overview of this emerging field at the cross-roads between mathematics and engineering education, in addition to introducing the papers of this special issue. To guide this paper, we posed three review questions: (1) How can current (teaching/learning/study) practices of mathematics in engineering education be characterized with a view towards innovation?; (2) What are the ‘resources’ (cognitive, material, digital, social) used, and what are those that appear also well suited for innovative courses?; (3) What are promising innovative practices in mathematics in engineering education, and what are the implications for curriculum reform? Looking back across the studies we summarized in the review, we conclude that they are lagging behind the more fundamental changes that are happening in engineering education, whilst addressing selected aspects of innovative changes within the current system of engineering education. At the same time, the nine papers of this special issue contribute new perspectives for innovative practices in mathematics in engineering education, for a better understanding of current practices and for future research."}],"title":"Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices","user_id":"37888","keyword":["Education","Mathematics (miscellaneous)"],"type":"journal_article","publication":"International Journal of Research in Undergraduate Mathematics Education","issue":"2","page":"163-188","volume":7},{"author":[{"full_name":"Schürmann, Mirko","first_name":"Mirko","id":"59707","last_name":"Schürmann","orcid":"0000-0003-2646-085X"},{"last_name":"Panse","full_name":"Panse, Anja","first_name":"Anja"},{"last_name":"Shaikh","full_name":"Shaikh, Zain","first_name":"Zain"},{"id":"16274","last_name":"Biehler","first_name":"Rolf","full_name":"Biehler, Rolf"},{"last_name":"Schaper","full_name":"Schaper, Niclas","first_name":"Niclas"},{"last_name":"Liebendörfer","id":"30933","full_name":"Liebendörfer, Michael","first_name":"Michael","orcid":"0000-0001-9887-2074"},{"id":"220","last_name":"Hilgert","full_name":"Hilgert, Joachim","first_name":"Joachim"}],"intvolume":" 8","citation":{"ama":"Schürmann M, Panse A, Shaikh Z, et al. Consultation Phases in Mathematics Learning and Support Centres. International Journal of Research in Undergraduate Mathematics Education. 2021;8(1):94-120. doi:10.1007/s40753-021-00154-9","apa":"Schürmann, M., Panse, A., Shaikh, Z., Biehler, R., Schaper, N., Liebendörfer, M., & Hilgert, J. (2021). Consultation Phases in Mathematics Learning and Support Centres. International Journal of Research in Undergraduate Mathematics Education, 8(1), 94–120. https://doi.org/10.1007/s40753-021-00154-9","ieee":"M. Schürmann et al., “Consultation Phases in Mathematics Learning and Support Centres,” International Journal of Research in Undergraduate Mathematics Education, vol. 8, no. 1, pp. 94–120, 2021, doi: 10.1007/s40753-021-00154-9.","chicago":"Schürmann, Mirko, Anja Panse, Zain Shaikh, Rolf Biehler, Niclas Schaper, Michael Liebendörfer, and Joachim Hilgert. “Consultation Phases in Mathematics Learning and Support Centres.” International Journal of Research in Undergraduate Mathematics Education 8, no. 1 (2021): 94–120. https://doi.org/10.1007/s40753-021-00154-9.","bibtex":"@article{Schürmann_Panse_Shaikh_Biehler_Schaper_Liebendörfer_Hilgert_2021, title={Consultation Phases in Mathematics Learning and Support Centres}, volume={8}, DOI={10.1007/s40753-021-00154-9}, number={1}, journal={International Journal of Research in Undergraduate Mathematics Education}, publisher={Springer Science and Business Media LLC}, author={Schürmann, Mirko and Panse, Anja and Shaikh, Zain and Biehler, Rolf and Schaper, Niclas and Liebendörfer, Michael and Hilgert, Joachim}, year={2021}, pages={94–120} }","mla":"Schürmann, Mirko, et al. “Consultation Phases in Mathematics Learning and Support Centres.” International Journal of Research in Undergraduate Mathematics Education, vol. 8, no. 1, Springer Science and Business Media LLC, 2021, pp. 94–120, doi:10.1007/s40753-021-00154-9.","short":"M. Schürmann, A. Panse, Z. Shaikh, R. Biehler, N. Schaper, M. Liebendörfer, J. Hilgert, International Journal of Research in Undergraduate Mathematics Education 8 (2021) 94–120."},"publication_status":"published","department":[{"_id":"363"},{"_id":"423"},{"_id":"91"},{"_id":"625"}],"date_created":"2023-01-10T09:09:23Z","publisher":"Springer Science and Business Media LLC","publication_identifier":{"issn":["2198-9745","2198-9753"]},"year":"2021","language":[{"iso":"eng"}],"status":"public","_id":"35702","date_updated":"2024-04-18T10:09:08Z","title":"Consultation Phases in Mathematics Learning and Support Centres","abstract":[{"text":"AbstractMathematics Learning Support Centres are becoming more and more common in higher education both internationally and in Germany. Whereas it is clear that their quality largely depends on a functioning interaction in consultations, little is known about how such consultations proceed in detail. On the basis of models from the literature and recorded support sessions (N = 36), we constructed a process model that divides consultations into four ideal–typical phases. In the individual consultations, forward or backward leaps occur, but overall the model seems to describe the data well. A high intercoder reliability shows that it can be applied consistently on real data by different researchers. An analysis of the consultations between students and tutors shows that both mainly work on past attempts or thoughts of the students to solve the exercise or problems and on concrete strategies to solve a problem within the session. In contrast, very little time is dedicated to summarizing and reflecting the solution. The data allows for a more in-depth discussion of what constitutes quality in advising processes and how it might be further explored. Practically, the model may structure support sessions and help in focussing on different goals in different phases.","lang":"eng"}],"doi":"10.1007/s40753-021-00154-9","user_id":"37888","keyword":["Education","Mathematics (miscellaneous)"],"publication":"International Journal of Research in Undergraduate Mathematics Education","type":"journal_article","page":"94-120","volume":8,"issue":"1"},{"intvolume":" 24","author":[{"first_name":"Susanne","full_name":"Podworny, Susanne","last_name":"Podworny","id":"30619","orcid":"0000-0002-6313-5987"},{"last_name":"Biehler","id":"16274","full_name":"Biehler, Rolf","first_name":"Rolf"}],"department":[{"_id":"363"}],"publication_status":"published","citation":{"ieee":"S. Podworny and R. Biehler, “The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study,” Mathematical Thinking and Learning, vol. 24, no. 4, pp. 291–311, 2021, doi: 10.1080/10986065.2021.1922837.","chicago":"Podworny, Susanne, and Rolf Biehler. “The Process of Actively Building a Model for a Randomization Test – Insights into Learners’ Modeling Activities Based on a Case Study.” Mathematical Thinking and Learning 24, no. 4 (2021): 291–311. https://doi.org/10.1080/10986065.2021.1922837.","short":"S. Podworny, R. Biehler, Mathematical Thinking and Learning 24 (2021) 291–311.","ama":"Podworny S, Biehler R. The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study. Mathematical Thinking and Learning. 2021;24(4):291-311. doi:10.1080/10986065.2021.1922837","bibtex":"@article{Podworny_Biehler_2021, title={The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study}, volume={24}, DOI={10.1080/10986065.2021.1922837}, number={4}, journal={Mathematical Thinking and Learning}, publisher={Informa UK Limited}, author={Podworny, Susanne and Biehler, Rolf}, year={2021}, pages={291–311} }","apa":"Podworny, S., & Biehler, R. (2021). The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study. Mathematical Thinking and Learning, 24(4), 291–311. https://doi.org/10.1080/10986065.2021.1922837","mla":"Podworny, Susanne, and Rolf Biehler. “The Process of Actively Building a Model for a Randomization Test – Insights into Learners’ Modeling Activities Based on a Case Study.” Mathematical Thinking and Learning, vol. 24, no. 4, Informa UK Limited, 2021, pp. 291–311, doi:10.1080/10986065.2021.1922837."},"status":"public","language":[{"iso":"eng"}],"year":"2021","publication_identifier":{"issn":["1098-6065","1532-7833"]},"publisher":"Informa UK Limited","date_created":"2023-01-10T10:44:50Z","date_updated":"2024-04-18T10:12:50Z","_id":"35781","doi":"10.1080/10986065.2021.1922837","title":"The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study","keyword":["Developmental and Educational Psychology","Education","General Mathematics"],"user_id":"37888","type":"journal_article","publication":"Mathematical Thinking and Learning","issue":"4","volume":24,"page":"291-311"},{"publication":"Teaching Statistics","type":"journal_article","page":"S182-S189","volume":43,"issue":"S1","title":"A first introduction to data science education in secondary schools: Teaching and learning about data exploration withCODAPusing survey data","doi":"10.1111/test.12283","keyword":["Education","Statistics and Probability"],"user_id":"37888","date_created":"2023-01-10T10:16:44Z","publisher":"Wiley","language":[{"iso":"eng"}],"year":"2021","publication_identifier":{"issn":["0141-982X","1467-9639"]},"status":"public","_id":"35751","date_updated":"2024-04-18T10:12:44Z","author":[{"last_name":"Frischemeier","first_name":"Daniel","full_name":"Frischemeier, Daniel"},{"first_name":"Rolf","full_name":"Biehler, Rolf","id":"16274","last_name":"Biehler"},{"orcid":"0000-0002-6313-5987","id":"30619","last_name":"Podworny","first_name":"Susanne","full_name":"Podworny, Susanne"},{"id":"32443","last_name":"Budde","full_name":"Budde, Lea","first_name":"Lea"}],"intvolume":" 43","citation":{"mla":"Frischemeier, Daniel, et al. “A First Introduction to Data Science Education in Secondary Schools: Teaching and Learning about Data Exploration With<scp>CODAP</Scp>using Survey Data.” Teaching Statistics, vol. 43, no. S1, Wiley, 2021, pp. S182–89, doi:10.1111/test.12283.","bibtex":"@article{Frischemeier_Biehler_Podworny_Budde_2021, title={A first introduction to data science education in secondary schools: Teaching and learning about data exploration with<scp>CODAP</scp>using survey data}, volume={43}, DOI={10.1111/test.12283}, number={S1}, journal={Teaching Statistics}, publisher={Wiley}, author={Frischemeier, Daniel and Biehler, Rolf and Podworny, Susanne and Budde, Lea}, year={2021}, pages={S182–S189} }","short":"D. Frischemeier, R. Biehler, S. Podworny, L. Budde, Teaching Statistics 43 (2021) S182–S189.","apa":"Frischemeier, D., Biehler, R., Podworny, S., & Budde, L. (2021). A first introduction to data science education in secondary schools: Teaching and learning about data exploration with<scp>CODAP</scp>using survey data. Teaching Statistics, 43(S1), S182–S189. https://doi.org/10.1111/test.12283","ama":"Frischemeier D, Biehler R, Podworny S, Budde L. A first introduction to data science education in secondary schools: Teaching and learning about data exploration with<scp>CODAP</scp>using survey data. Teaching Statistics. 2021;43(S1):S182-S189. doi:10.1111/test.12283","chicago":"Frischemeier, Daniel, Rolf Biehler, Susanne Podworny, and Lea Budde. “A First Introduction to Data Science Education in Secondary Schools: Teaching and Learning about Data Exploration With<scp>CODAP</Scp>using Survey Data.” Teaching Statistics 43, no. S1 (2021): S182–89. https://doi.org/10.1111/test.12283.","ieee":"D. Frischemeier, R. Biehler, S. Podworny, and L. Budde, “A first introduction to data science education in secondary schools: Teaching and learning about data exploration with<scp>CODAP</scp>using survey data,” Teaching Statistics, vol. 43, no. S1, pp. S182–S189, 2021, doi: 10.1111/test.12283."},"publication_status":"published","department":[{"_id":"363"}]},{"issue":"2","volume":28,"page":"322-331","type":"journal_article","publication":"TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap","quality_controlled":"1","main_file_link":[{"open_access":"1","url":"https://journals.oslomet.no/index.php/techneA/article/view/4368/3843"}],"keyword":["Inclusion","basic needs","Technology Education","Primary Education","autonomy","competence","social relatedness"],"oa":"1","user_id":"71764","abstract":[{"text":"Research on technological educationininterdisciplinary scienceand socialstudies (Sachunterricht) in German primary schools emphasizes that childrenare generally interested in technology. While several STEAM initiatives point towards a growing recognition of technological literacy, the consideration of technology education ininterdisciplinaryscience and social studies is quite underrepresented in practice as well as in research and teacher training.Takinginto accountthe UN-CRPDclaims foran inclusive educational system andthus alsothe right to equally participate in a free society,participation in society through participation in technological development is a fundamental common goal of technological and inclusive education and part of widely recognized technological literacy.It is therefore not well understood how teaching and learning arrangementscan consider and satisfythe needs of all different students. The research project the present paper is part of tries to unveil the appearance of student’s basic needs in relation to technological educationfor all children. Thisinitial quantitative part of a grounded theory study examined the subjective significance of basic psychological needs in interdisciplinary science studies in primary educationto allow for a well-reasoned sample choice for subsequent interviews. Quantitative results point towards some revisions regarding the instrument used and several implications on the diversity of students ́needs in science and social studies. Future research is needed with larger samples for factor-analysis.","lang":"eng"}],"title":"Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools","date_updated":"2024-07-03T07:15:17Z","_id":"37644","status":"public","language":[{"iso":"eng"}],"year":"2021","publication_identifier":{"issn":["1893-1774"]},"publisher":"TECHNE SERIES","date_created":"2023-01-20T07:55:21Z","department":[{"_id":"588"}],"publication_status":"published","citation":{"short":"F. Schröer, C. Tenberge, TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap 28 (2021) 322–331.","mla":"Schröer, Franz, and Claudia Tenberge. “Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools.” TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap, vol. 28, no. 2, TECHNE SERIES, 2021, pp. 322–31.","bibtex":"@article{Schröer_Tenberge_2021, title={Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools}, volume={28}, number={2}, journal={TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap}, publisher={TECHNE SERIES}, author={Schröer, Franz and Tenberge, Claudia}, year={2021}, pages={322–331} }","chicago":"Schröer, Franz, and Claudia Tenberge. “Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools.” TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap 28, no. 2 (2021): 322–31.","ieee":"F. Schröer and C. Tenberge, “Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools,” TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap, vol. 28, no. 2, pp. 322–331, 2021.","ama":"Schröer F, Tenberge C. Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools. TECHNE SERIES - Forskning i slöjdpedagogik och slöjdvetenskap. 2021;28(2):322-331.","apa":"Schröer, F., & Tenberge, C. (2021). Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools. TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap, 28(2), 322–331."},"intvolume":" 28","author":[{"id":"71764","last_name":"Schröer","first_name":"Franz","full_name":"Schröer, Franz"},{"last_name":"Tenberge","id":"67302","first_name":"Claudia","full_name":"Tenberge, Claudia"}],"article_type":"original","conference":{"location":"Rauma (FIN)","start_date":"2021-04-27","name":"PATT38 - Technology in our Hands - Creative Pedagogy and Ambitious Teacher Education","end_date":"2021-04-30"}}]