---
_id: '24468'
abstract:
- lang: eng
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."
author:
- first_name: Ilona
full_name: Horwath, Ilona
last_name: Horwath
- first_name: Silvia
full_name: Dohmeier-Fischer, Silvia
last_name: Dohmeier-Fischer
- first_name: Nathalie
full_name: Weiß-Borkowski, Nathalie
last_name: Weiß-Borkowski
- first_name: Thomas
full_name: Tröster, Thomas
last_name: Tröster
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: INTED2018 Proceedings. ; 2018. doi:10.21125/inted.2018.1651'
apa: 'Horwath, I., Dohmeier-Fischer, S., Weiß-Borkowski, N., & Tröster, T. (2018).
FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS
IN LIGHTWEIGHT ENGINEERING. INTED2018 Proceedings. https://doi.org/10.21125/inted.2018.1651'
bibtex: '@inproceedings{Horwath_Dohmeier-Fischer_Weiß-Borkowski_Tröster_2018, title={FROM
EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT
ENGINEERING}, DOI={10.21125/inted.2018.1651},
booktitle={INTED2018 Proceedings}, author={Horwath, Ilona and Dohmeier-Fischer,
Silvia and Weiß-Borkowski, Nathalie and Tröster, Thomas}, year={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 INTED2018 Proceedings,
2018. https://doi.org/10.21125/inted.2018.1651.'
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: 10.21125/inted.2018.1651.'
mla: 'Horwath, Ilona, et al. “FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY
RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING.” INTED2018 Proceedings, 2018,
doi:10.21125/inted.2018.1651.'
short: 'I. Horwath, S. Dohmeier-Fischer, N. Weiß-Borkowski, T. Tröster, in: INTED2018
Proceedings, 2018.'
date_created: 2021-09-14T21:30:25Z
date_updated: 2022-04-21T18:18:23Z
ddc:
- '620'
department:
- _id: '603'
doi: 10.21125/inted.2018.1651
file:
- access_level: closed
content_type: application/pdf
creator: innem
date_created: 2021-09-14T21:31:21Z
date_updated: 2021-09-14T21:31:21Z
file_id: '24469'
file_name: Horwath_etal_2018.pdf
file_size: 259154
relation: main_file
success: 1
file_date_updated: 2021-09-14T21:31:21Z
has_accepted_license: '1'
keyword:
- Lightweight Design
- Interdisciplinarity
- Transdisciplinarity
- Higher Education
- Research Methods
language:
- iso: eng
publication: INTED2018 Proceedings
publication_status: published
quality_controlled: '1'
status: public
title: 'FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS
IN LIGHTWEIGHT ENGINEERING'
type: conference
user_id: '83744'
year: '2018'
...
---
_id: '34498'
abstract:
- lang: eng
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"
author:
- first_name: Julia
full_name: Gorges, Julia
last_name: Gorges
- first_name: Phillip
full_name: Neumann, Phillip
id: '95559'
last_name: Neumann
- first_name: Elke
full_name: Wild, Elke
last_name: Wild
- first_name: Daniela
full_name: Stranghöner, Daniela
last_name: Stranghöner
- first_name: Birgit
full_name: Lütje-Klose, Birgit
last_name: Lütje-Klose
citation:
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.
Learning and Individual Differences. 2018;61:11-20. doi:10.1016/j.lindif.2017.11.005'
apa: 'Gorges, J., Neumann, P., Wild, E., Stranghöner, D., & 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. Learning and Individual Differences, 61,
11–20. https://doi.org/10.1016/j.lindif.2017.11.005'
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={10.1016/j.lindif.2017.11.005},
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} }'
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.” Learning and Individual Differences 61
(2018): 11–20. https://doi.org/10.1016/j.lindif.2017.11.005.'
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,” Learning and Individual Differences, vol. 61, pp. 11–20, 2018,
doi: 10.1016/j.lindif.2017.11.005.'
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.” Learning and Individual Differences,
vol. 61, Elsevier BV, 2018, pp. 11–20, doi:10.1016/j.lindif.2017.11.005.'
short: J. Gorges, P. Neumann, E. Wild, D. Stranghöner, B. Lütje-Klose, Learning
and Individual Differences 61 (2018) 11–20.
date_created: 2022-12-17T13:20:47Z
date_updated: 2023-01-10T19:42:56Z
department:
- _id: '479'
doi: 10.1016/j.lindif.2017.11.005
extern: '1'
intvolume: ' 61'
keyword:
- BiLieF
- Special educational needs
- Learning disability
- Academic selfconcept of ability
- Reciprocal effects model
- Inclusive education
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.sciencedirect.com/science/article/pii/S1041608017302030
oa: '1'
page: 11-20
publication: Learning and Individual Differences
publication_identifier:
issn:
- 1041-6080
publication_status: published
publisher: Elsevier BV
status: public
title: 'Reciprocal effects between self-concept of ability and performance: A longitudinal
study of children with learning disabilities in inclusive versus exclusive elementary
education'
type: journal_article
user_id: '95559'
volume: 61
year: '2018'
...
---
_id: '48321'
author:
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
- first_name: Kirstin
full_name: Erath, Kirstin
last_name: Erath
citation:
ama: Wessel L, Erath K. Theoretical frameworks for designing and analyzing language-responsive
mathematics teaching–learning arrangements. ZDM. 2018;50(6):1053-1064.
doi:10.1007/s11858-018-0980-y
apa: Wessel, L., & Erath, K. (2018). Theoretical frameworks for designing and
analyzing language-responsive mathematics teaching–learning arrangements. ZDM,
50(6), 1053–1064. https://doi.org/10.1007/s11858-018-0980-y
bibtex: '@article{Wessel_Erath_2018, title={Theoretical frameworks for designing
and analyzing language-responsive mathematics teaching–learning arrangements},
volume={50}, DOI={10.1007/s11858-018-0980-y},
number={6}, journal={ZDM}, publisher={Springer Science and Business Media LLC},
author={Wessel, Lena and Erath, Kirstin}, year={2018}, pages={1053–1064} }'
chicago: 'Wessel, Lena, and Kirstin Erath. “Theoretical Frameworks for Designing
and Analyzing Language-Responsive Mathematics Teaching–Learning Arrangements.”
ZDM 50, no. 6 (2018): 1053–64. https://doi.org/10.1007/s11858-018-0980-y.'
ieee: 'L. Wessel and K. Erath, “Theoretical frameworks for designing and analyzing
language-responsive mathematics teaching–learning arrangements,” ZDM, vol.
50, no. 6, pp. 1053–1064, 2018, doi: 10.1007/s11858-018-0980-y.'
mla: Wessel, Lena, and Kirstin Erath. “Theoretical Frameworks for Designing and
Analyzing Language-Responsive Mathematics Teaching–Learning Arrangements.” ZDM,
vol. 50, no. 6, Springer Science and Business Media LLC, 2018, pp. 1053–64, doi:10.1007/s11858-018-0980-y.
short: L. Wessel, K. Erath, ZDM 50 (2018) 1053–1064.
date_created: 2023-10-19T09:28:27Z
date_updated: 2024-04-18T09:04:31Z
department:
- _id: '643'
doi: 10.1007/s11858-018-0980-y
intvolume: ' 50'
issue: '6'
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 1053-1064
publication: ZDM
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Theoretical frameworks for designing and analyzing language-responsive mathematics
teaching–learning arrangements
type: journal_article
user_id: '37888'
volume: 50
year: '2018'
...
---
_id: '8575'
abstract:
- lang: eng
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.
author:
- first_name: Christiane
full_name: Kuklinski, Christiane
last_name: Kuklinski
- first_name: Elena
full_name: Leis, Elena
last_name: Leis
- first_name: Michael
full_name: Liebendörfer, Michael
id: '30933'
last_name: Liebendörfer
orcid: 0000-0001-9887-2074
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Elisa
full_name: Lankeit, Elisa
last_name: Lankeit
- first_name: Silke
full_name: Neuhaus, Silke
last_name: Neuhaus
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Mirko
full_name: Schürmann, Mirko
id: '59707'
last_name: Schürmann
orcid: 0000-0003-2646-085X
citation:
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. 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; 2018:527-536.'
apa: Kuklinski, C., Leis, E., Liebendörfer, M., Hochmuth, R., Biehler, R., Lankeit,
E., Neuhaus, S., Schaper, N., & 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,
& 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) (pp. 527–536). INDRUM Network, University of Agder.
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}
}'
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 Proceedings of the Second
Conference of the International Network for Didactic Research in University Mathematics
(INDRUM 2018, 5-7 April 2018), edited by V. Durand-Guerrier, R. Hochmuth,
S. Goodchild, and N.M. Hogstad, 527–36. Kristiansand, Norway: INDRUM Network,
University of Agder, 2018.'
ieee: C. Kuklinski et al., “Evaluating Innovative Measures in University
Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving,”
in Proceedings of the Second Conference of the International Network for Didactic
Research in University Mathematics (INDRUM 2018, 5-7 April 2018), 2018, pp.
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.”
Proceedings of the Second Conference of the International Network for Didactic
Research in University Mathematics (INDRUM 2018, 5-7 April 2018), edited by
V. Durand-Guerrier et al., INDRUM Network, University of Agder, 2018, pp. 527–36.
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.'
date_created: 2019-03-25T15:35:42Z
date_updated: 2023-01-17T23:36:13Z
department:
- _id: '10'
editor:
- first_name: V.
full_name: Durand-Guerrier, V.
last_name: Durand-Guerrier
- first_name: R.
full_name: Hochmuth, R.
last_name: Hochmuth
- first_name: S.
full_name: Goodchild, S.
last_name: Goodchild
- first_name: N.M.
full_name: Hogstad, N.M.
last_name: Hogstad
extern: '1'
keyword:
- Beliefs.
- Motivational developments
- Novel approaches to teaching
- Teacher education
- Transition to and across university mathematics
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://hal.archives-ouvertes.fr/INDRUM2018/public/Indrum2018Proceedings.pdf
oa: '1'
page: 527-536
place: Kristiansand, Norway
publication: 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
quality_controlled: '1'
status: public
title: Evaluating Innovative Measures in University Mathematics – The Case of Affective
Outcomes in a Lecture focused on Problem-Solving
type: conference
user_id: '14931'
year: '2018'
...
---
_id: '45197'
author:
- first_name: Christoph
full_name: Kulgemeyer, Christoph
id: '84533'
last_name: Kulgemeyer
- first_name: Josef
full_name: Riese, Josef
id: '429'
last_name: Riese
citation:
ama: 'Kulgemeyer C, Riese J. From professional knowledge to professional performance:
The impact of CK and PCK on teaching quality in explaining situations. Journal
of Research in Science Teaching. 2018;55:1-26. doi:10.1002/tea.21457'
apa: 'Kulgemeyer, C., & Riese, J. (2018). From professional knowledge to professional
performance: The impact of CK and PCK on teaching quality in explaining situations.
Journal of Research in Science Teaching, 55, 1–26. https://doi.org/10.1002/tea.21457'
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={10.1002/tea.21457},
journal={Journal of Research in Science Teaching}, publisher={Wiley}, author={Kulgemeyer,
Christoph and Riese, Josef}, year={2018}, pages={1–26} }'
chicago: 'Kulgemeyer, Christoph, and Josef Riese. “From Professional Knowledge to
Professional Performance: The Impact of CK and PCK on Teaching Quality in Explaining
Situations.” Journal of Research in Science Teaching 55 (2018): 1–26. https://doi.org/10.1002/tea.21457.'
ieee: 'C. Kulgemeyer and J. Riese, “From professional knowledge to professional
performance: The impact of CK and PCK on teaching quality in explaining situations,”
Journal of Research in Science Teaching, vol. 55, pp. 1–26, 2018, doi:
10.1002/tea.21457.'
mla: 'Kulgemeyer, Christoph, and Josef Riese. “From Professional Knowledge to Professional
Performance: The Impact of CK and PCK on Teaching Quality in Explaining Situations.”
Journal of Research in Science Teaching, vol. 55, Wiley, 2018, pp. 1–26,
doi:10.1002/tea.21457.'
short: C. Kulgemeyer, J. Riese, Journal of Research in Science Teaching 55 (2018)
1–26.
date_created: 2023-05-22T15:35:02Z
date_updated: 2023-05-31T07:52:23Z
department:
- _id: '299'
doi: 10.1002/tea.21457
intvolume: ' 55'
keyword:
- Education
language:
- iso: eng
page: 1-26
publication: Journal of Research in Science Teaching
publication_identifier:
issn:
- 0022-4308
publication_status: published
publisher: Wiley
status: public
title: 'From professional knowledge to professional performance: The impact of CK
and PCK on teaching quality in explaining situations'
type: journal_article
user_id: '84746'
volume: 55
year: '2018'
...
---
_id: '23774'
author:
- first_name: Lisa
full_name: Schmitz, Lisa
last_name: Schmitz
- first_name: Sabine
full_name: Fechner, Sabine
id: '54823'
last_name: Fechner
orcid: 0000-0001-5645-5870
citation:
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. Building Bridges across Disciplines for
Transformative Eduction and a Sustainable Future. Shaker Verlag; 2018:321-326.'
apa: Schmitz, L., & 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, & B. Ralle (Eds.), Building bridges
across disciplines for transformative eduction and a sustainable future (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 Building Bridges across Disciplines for Transformative
Eduction and a Sustainable Future, edited by Ingo Eilks, Silvia Markic, and
Bernd Ralle, 321–26. Aachen: Shaker Verlag, 2018.'
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 Building bridges across disciplines for transformative eduction and a sustainable
future, 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.” Building Bridges across Disciplines for Transformative Eduction
and a Sustainable Future, edited by Ingo Eilks et al., Shaker Verlag, 2018,
pp. 321–26.
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.'
date_created: 2021-09-04T21:04:54Z
date_updated: 2025-12-05T13:12:32Z
department:
- _id: '386'
editor:
- first_name: Ingo
full_name: Eilks, Ingo
last_name: Eilks
- first_name: Silvia
full_name: Markic, Silvia
last_name: Markic
- first_name: Bernd
full_name: Ralle, Bernd
last_name: Ralle
keyword:
- sustainability education
- students' questions
language:
- iso: eng
page: 321-326
place: Aachen
publication: Building bridges across disciplines for transformative eduction and a
sustainable future
publication_status: published
publisher: Shaker Verlag
quality_controlled: '1'
status: public
title: Generation of students' questions through real-life contexts and their potential
use for sustainability issues in chemistry education
type: book_chapter
user_id: '54823'
year: '2018'
...
---
_id: '57891'
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.)'
author:
- first_name: Marc
full_name: Godau, Marc
id: '98877'
last_name: Godau
citation:
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. Musikpädagogik Und Kulturwissenschaft. Vol
38. Musikpädagogische Forschung. Waxmann; 2018:237–249.'
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 & C. Rolle (Eds.), Musikpädagogik und Kulturwissenschaft
(Vol. 38, pp. 237–249). Waxmann.
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} }'
chicago: 'Godau, Marc. “Apps in Der Musikpädagogischen Praxis. Eine Explorative
Studie Zur Kommunikativen Konstruktion von Mobilen Technologien Im Schulischen
Nachmittagsbereich.” In Musikpädagogik Und Kulturwissenschaft, edited by
Alexander J. Cvetko and Christian Rolle, 38:237–249. Musikpädagogische Forschung.
Münster, New York: Waxmann, 2018.'
ieee: 'M. Godau, “Apps in der musikpädagogischen Praxis. Eine explorative Studie
zur kommunikativen Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich,”
in Musikpädagogik und Kulturwissenschaft, vol. 38, A. J. Cvetko and C.
Rolle, Eds. Münster, New York: Waxmann, 2018, pp. 237–249.'
mla: Godau, Marc. “Apps in Der Musikpädagogischen Praxis. Eine Explorative Studie
Zur Kommunikativen Konstruktion von Mobilen Technologien Im Schulischen Nachmittagsbereich.”
Musikpädagogik Und Kulturwissenschaft, edited by Alexander J. Cvetko and
Christian Rolle, vol. 38, Waxmann, 2018, pp. 237–249.
short: 'M. Godau, in: A.J. Cvetko, C. Rolle (Eds.), Musikpädagogik Und Kulturwissenschaft,
Waxmann, Münster, New York, 2018, pp. 237–249.'
date_created: 2024-12-30T14:43:51Z
date_updated: 2024-12-30T14:45:21Z
department:
- _id: '131'
- _id: '36'
- _id: '129'
- _id: '540'
editor:
- first_name: Alexander J.
full_name: Cvetko, Alexander J.
last_name: Cvetko
- first_name: Christian
full_name: Rolle, Christian
last_name: Rolle
extern: '1'
intvolume: ' 38'
keyword:
- Musical education
- Musikpädagogik
- Musikunterricht
- Deployment of media
- Medien
- Medieneinsatz
- Mobile Computing
- Music lessons
- Qualitative Forschung
- Qualitative research
- Teaching of music
- Use of media
language:
- iso: eng
page: 237–249
place: Münster, New York
publication: Musikpädagogik und Kulturwissenschaft
publisher: Waxmann
quality_controlled: '1'
series_title: Musikpädagogische Forschung
status: public
title: Apps in der musikpädagogischen Praxis. Eine explorative Studie zur kommunikativen
Konstruktion von mobilen Technologien im schulischen Nachmittagsbereich
type: book_chapter
user_id: '99991'
volume: 38
year: '2018'
...
---
_id: '57889'
abstract:
- lang: eng
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.)
author:
- first_name: Marc
full_name: Godau, Marc
id: '98877'
last_name: Godau
citation:
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. Soziale Aspekte
Des Musiklernens. Musikpädagogische Forschung. Waxmann; 2018:43–55.'
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 & S. Dreßler
(Eds.), Soziale Aspekte des Musiklernens (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} }'
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 Soziale Aspekte Des
Musiklernens, edited by Bernd Clausen and Susanne Dreßler, 43–55. Musikpädagogische
Forschung. Münster, New York: Waxmann, 2018.'
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 Soziale Aspekte des
Musiklernens, 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.” Soziale Aspekte Des Musiklernens,
edited by Bernd Clausen and Susanne Dreßler, Waxmann, 2018, pp. 43–55.
short: 'M. Godau, in: B. Clausen, S. Dreßler (Eds.), Soziale Aspekte Des Musiklernens,
Waxmann, Münster, New York, 2018, pp. 43–55.'
date_created: 2024-12-30T14:43:14Z
date_updated: 2025-02-06T10:52:25Z
department:
- _id: '131'
- _id: '36'
- _id: '129'
- _id: '540'
editor:
- first_name: Bernd
full_name: Clausen, Bernd
last_name: Clausen
- first_name: Susanne
full_name: Dreßler, Susanne
last_name: Dreßler
extern: '1'
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
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 43–55
place: Münster, New York
publication: Soziale Aspekte des Musiklernens
publisher: Waxmann
quality_controlled: '1'
series_title: Musikpädagogische Forschung
status: public
title: Wie kommen die Dinge in den Musikunterricht? Zur Materialität musikpädagogischer
Praxis am Beispiel divergierender Orientierungen im Kontext unterrichtsbezogenen
Handelns angehender Lehrkräfte
type: book_chapter
user_id: '99991'
year: '2018'
...
---
_id: '57890'
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.)'
author:
- first_name: Marc
full_name: Godau, Marc
id: '98877'
last_name: Godau
citation:
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. Soziale Aspekte Des Musiklernens.
Musikpädagogische Forschung. Waxmann; 2018:131–144.'
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 & S. Dreßler (Eds.), Soziale Aspekte
des Musiklernens (pp. 131–144). Waxmann.
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} }'
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 Soziale Aspekte Des Musiklernens, 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 Soziale Aspekte des Musiklernens, 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.” Soziale Aspekte Des Musiklernens, edited by Bernd Clausen
and Susanne Dreßler, Waxmann, 2018, pp. 131–144.
short: 'M. Godau, in: B. Clausen, S. Dreßler (Eds.), Soziale Aspekte Des Musiklernens,
Waxmann, Münster, New York, 2018, pp. 131–144.'
date_created: 2024-12-30T14:43:32Z
date_updated: 2025-02-06T10:52:47Z
department:
- _id: '131'
- _id: '36'
- _id: '129'
- _id: '540'
editor:
- first_name: Bernd
full_name: Clausen, Bernd
last_name: Clausen
- first_name: Susanne
full_name: Dreßler, Susanne
last_name: Dreßler
extern: '1'
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
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
page: 131–144
place: Münster, New York
publication: Soziale Aspekte des Musiklernens
publisher: Waxmann
quality_controlled: '1'
series_title: Musikpädagogische Forschung
status: public
title: Kollaboration und Kooperation beim Klassenmusizieren mit Populärer Musik. Musikmachen
in der Schule im Spannungsfeld von Lernen mit der Gruppe und für die Gruppe
type: book_chapter
user_id: '99991'
year: '2018'
...
---
_id: '36400'
abstract:
- lang: eng
text: 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.
article_number: '83'
author:
- first_name: Andreas
full_name: Pöllmann, Andreas
id: '77437'
last_name: Pöllmann
orcid: 0000-0002-9090-2547
citation:
ama: Pöllmann A. La formación intercultural de los futuros maestros mexicanos de
secundaria. Revista Electrónica de Investigación Educativa. 2018;20(1).
doi:10.24320/redie.2018.20.1.1461
apa: Pöllmann, A. (2018). La formación intercultural de los futuros maestros mexicanos
de secundaria. Revista Electrónica de Investigación Educativa, 20(1),
Article 83. https://doi.org/10.24320/redie.2018.20.1.1461
bibtex: '@article{Pöllmann_2018, title={La formación intercultural de los futuros
maestros mexicanos de secundaria}, volume={20}, DOI={10.24320/redie.2018.20.1.1461},
number={183}, journal={Revista Electrónica de Investigación Educativa}, publisher={Revista
Electronica de Investigacin Educativa}, author={Pöllmann, Andreas}, year={2018}
}'
chicago: Pöllmann, Andreas. “La formación intercultural de los futuros maestros
mexicanos de secundaria.” Revista Electrónica de Investigación Educativa
20, no. 1 (2018). https://doi.org/10.24320/redie.2018.20.1.1461.
ieee: 'A. Pöllmann, “La formación intercultural de los futuros maestros mexicanos
de secundaria,” Revista Electrónica de Investigación Educativa, vol. 20,
no. 1, Art. no. 83, 2018, doi: 10.24320/redie.2018.20.1.1461.'
mla: Pöllmann, Andreas. “La formación intercultural de los futuros maestros mexicanos
de secundaria.” Revista Electrónica de Investigación Educativa, vol. 20,
no. 1, 83, Revista Electronica de Investigacin Educativa, 2018, doi:10.24320/redie.2018.20.1.1461.
short: A. Pöllmann, Revista Electrónica de Investigación Educativa 20 (2018).
date_created: 2023-01-12T10:55:18Z
date_updated: 2026-08-24T14:07:03Z
doi: 10.24320/redie.2018.20.1.1461
extern: '1'
intvolume: ' 20'
issue: '1'
keyword:
- Education
language:
- iso: spa
publication: Revista Electrónica de Investigación Educativa
publication_identifier:
issn:
- 1607-4041
publication_status: published
publisher: Revista Electronica de Investigacin Educativa
status: public
title: La formación intercultural de los futuros maestros mexicanos de secundaria
type: journal_article
user_id: '77437'
volume: 20
year: '2018'
...
---
_id: '32546'
abstract:
- lang: eng
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.
author:
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
- first_name: Peter
full_name: Noack, Peter
last_name: Noack
- first_name: Baerbel
full_name: Kracke, Baerbel
last_name: Kracke
citation:
ama: Buhl HM, Noack P, Kracke B. The Role of Parents and Peers in the Transition
From University to Work Life. Journal of Career Development. 2017;45(6):523-535.
doi:10.1177/0894845317720728
apa: Buhl, H. M., Noack, P., & Kracke, B. (2017). The Role of Parents and Peers
in the Transition From University to Work Life. Journal of Career Development,
45(6), 523–535. https://doi.org/10.1177/0894845317720728
bibtex: '@article{Buhl_Noack_Kracke_2017, title={The Role of Parents and Peers in
the Transition From University to Work Life}, volume={45}, DOI={10.1177/0894845317720728},
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}
}'
chicago: 'Buhl, Heike M., Peter Noack, and Baerbel Kracke. “The Role of Parents
and Peers in the Transition From University to Work Life.” Journal of Career
Development 45, no. 6 (2017): 523–35. https://doi.org/10.1177/0894845317720728.'
ieee: 'H. M. Buhl, P. Noack, and B. Kracke, “The Role of Parents and Peers in the
Transition From University to Work Life,” Journal of Career Development,
vol. 45, no. 6, pp. 523–535, 2017, doi: 10.1177/0894845317720728.'
mla: Buhl, Heike M., et al. “The Role of Parents and Peers in the Transition From
University to Work Life.” Journal of Career Development, vol. 45, no. 6,
SAGE Publications, 2017, pp. 523–35, doi:10.1177/0894845317720728.
short: H.M. Buhl, P. Noack, B. Kracke, Journal of Career Development 45 (2017) 523–535.
date_created: 2022-08-03T03:42:53Z
date_updated: 2022-08-29T06:10:00Z
department:
- _id: '427'
doi: 10.1177/0894845317720728
intvolume: ' 45'
issue: '6'
keyword:
- Organizational Behavior and Human Resource Management
- General Psychology
- Applied Psychology
- Education
language:
- iso: eng
page: 523-535
publication: Journal of Career Development
publication_identifier:
issn:
- 0894-8453
- 1556-0856
publication_status: published
publisher: SAGE Publications
status: public
title: The Role of Parents and Peers in the Transition From University to Work Life
type: journal_article
user_id: '42165'
volume: 45
year: '2017'
...
---
_id: '35315'
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"
alternative_title:
- Zugänge einer interdisziplinären Forschungsgruppe an der Universität Paderborn
author:
- first_name: Christopher
full_name: Wosnitza, Christopher
last_name: Wosnitza
- first_name: Carina
full_name: Caruso, Carina
id: '23123'
last_name: Caruso
- first_name: Christoph
full_name: Vogelsang, Christoph
id: '4245'
last_name: Vogelsang
citation:
ama: Wosnitza C, Caruso C, Vogelsang C. Das Praxissemester fachdidaktisch in den
Blick nehmen. die hochschullehre. 2017;3(1):1-19. doi:10.3278/HSL1705W
apa: Wosnitza, C., Caruso, C., & Vogelsang, C. (2017). Das Praxissemester fachdidaktisch
in den Blick nehmen. die hochschullehre, 3(1), 1–19. https://doi.org/10.3278/HSL1705W
bibtex: '@article{Wosnitza_Caruso_Vogelsang_2017, title={Das Praxissemester fachdidaktisch
in den Blick nehmen}, volume={3}, DOI={10.3278/HSL1705W},
number={1}, journal={die hochschullehre}, publisher={wbv}, author={Wosnitza, Christopher
and Caruso, Carina and Vogelsang, Christoph}, year={2017}, pages={1–19} }'
chicago: 'Wosnitza, Christopher, Carina Caruso, and Christoph Vogelsang. “Das Praxissemester
fachdidaktisch in den Blick nehmen.” die hochschullehre 3, no. 1 (2017):
1–19. https://doi.org/10.3278/HSL1705W.'
ieee: 'C. Wosnitza, C. Caruso, and C. Vogelsang, “Das Praxissemester fachdidaktisch
in den Blick nehmen,” die hochschullehre, vol. 3, no. 1, pp. 1–19, 2017,
doi: 10.3278/HSL1705W.'
mla: Wosnitza, Christopher, et al. “Das Praxissemester fachdidaktisch in den Blick
nehmen.” die hochschullehre, vol. 3, no. 1, wbv, 2017, pp. 1–19, doi:10.3278/HSL1705W.
short: C. Wosnitza, C. Caruso, C. Vogelsang, die hochschullehre 3 (2017) 1–19.
date_created: 2023-01-06T06:45:22Z
date_updated: 2023-01-09T15:10:03Z
department:
- _id: '33'
doi: 10.3278/HSL1705W
intvolume: ' 3'
issue: '1'
keyword:
- Praxissemester
- Lehrer/innenbildung
- Evaluation
- Kompetenzentwicklung
- Fachdidaktik / school internships
- teacher education
- evaluation
- professional competence
- subject matter education
language:
- iso: ger
page: 1-19
publication: die hochschullehre
publication_identifier:
issn:
- ' 2199-8825'
publication_status: published
publisher: wbv
status: public
title: Das Praxissemester fachdidaktisch in den Blick nehmen
type: journal_article
user_id: '4245'
volume: 3
year: '2017'
...
---
_id: '48322'
alternative_title:
- Differential analysis of effectiveness for two interventions in mathematics
- Differentielle Analysen zur Wirksamkeit zweier Interventionen in Mathematik
author:
- first_name: Susanne
full_name: Prediger, Susanne
last_name: Prediger
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
citation:
ama: Prediger S, Wessel L. Brauchen mehrsprachige Jugendliche eine andere fach-
und sprachintegrierte Förderung als einsprachige? Zeitschrift für Erziehungswissenschaft.
2017;21(2):361-382. doi:10.1007/s11618-017-0785-8
apa: Prediger, S., & Wessel, L. (2017). Brauchen mehrsprachige Jugendliche eine
andere fach- und sprachintegrierte Förderung als einsprachige? Zeitschrift
für Erziehungswissenschaft, 21(2), 361–382. https://doi.org/10.1007/s11618-017-0785-8
bibtex: '@article{Prediger_Wessel_2017, title={Brauchen mehrsprachige Jugendliche
eine andere fach- und sprachintegrierte Förderung als einsprachige?}, volume={21},
DOI={10.1007/s11618-017-0785-8},
number={2}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer
Science and Business Media LLC}, author={Prediger, Susanne and Wessel, Lena},
year={2017}, pages={361–382} }'
chicago: 'Prediger, Susanne, and Lena Wessel. “Brauchen mehrsprachige Jugendliche
eine andere fach- und sprachintegrierte Förderung als einsprachige?” Zeitschrift
für Erziehungswissenschaft 21, no. 2 (2017): 361–82. https://doi.org/10.1007/s11618-017-0785-8.'
ieee: 'S. Prediger and L. Wessel, “Brauchen mehrsprachige Jugendliche eine andere
fach- und sprachintegrierte Förderung als einsprachige?,” Zeitschrift für Erziehungswissenschaft,
vol. 21, no. 2, pp. 361–382, 2017, doi: 10.1007/s11618-017-0785-8.'
mla: Prediger, Susanne, and Lena Wessel. “Brauchen mehrsprachige Jugendliche eine
andere fach- und sprachintegrierte Förderung als einsprachige?” Zeitschrift
für Erziehungswissenschaft, vol. 21, no. 2, Springer Science and Business
Media LLC, 2017, pp. 361–82, doi:10.1007/s11618-017-0785-8.
short: S. Prediger, L. Wessel, Zeitschrift für Erziehungswissenschaft 21 (2017)
361–382.
date_created: 2023-10-19T09:30:06Z
date_updated: 2024-04-18T09:04:21Z
department:
- _id: '643'
doi: 10.1007/s11618-017-0785-8
intvolume: ' 21'
issue: '2'
keyword:
- Education
language:
- iso: ger
page: 361-382
publication: Zeitschrift für Erziehungswissenschaft
publication_identifier:
issn:
- 1434-663X
- 1862-5215
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte
Förderung als einsprachige?
type: journal_article
user_id: '37888'
volume: 21
year: '2017'
...
---
_id: '48323'
author:
- first_name: Alexander
full_name: Schüler-Meyer, Alexander
last_name: Schüler-Meyer
- first_name: Susanne
full_name: Prediger, Susanne
last_name: Prediger
- first_name: Taha
full_name: Kuzu, Taha
last_name: Kuzu
- first_name: Lena
full_name: Wessel, Lena
id: '85190'
last_name: Wessel
- first_name: Angelika
full_name: Redder, Angelika
last_name: Redder
citation:
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. International Journal of Science and Mathematics
Education. 2017;17(2):317-339. doi:10.1007/s10763-017-9857-8
apa: Schüler-Meyer, A., Prediger, S., Kuzu, T., Wessel, L., & 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. International Journal of Science
and Mathematics Education, 17(2), 317–339. https://doi.org/10.1007/s10763-017-9857-8
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={10.1007/s10763-017-9857-8},
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} }'
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.” International
Journal of Science and Mathematics Education 17, no. 2 (2017): 317–39. https://doi.org/10.1007/s10763-017-9857-8.'
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,” International Journal of Science and Mathematics
Education, vol. 17, no. 2, pp. 317–339, 2017, doi: 10.1007/s10763-017-9857-8.'
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.”
International Journal of Science and Mathematics Education, vol. 17, no.
2, Springer Science and Business Media LLC, 2017, pp. 317–39, doi:10.1007/s10763-017-9857-8.
short: A. Schüler-Meyer, S. Prediger, T. Kuzu, L. Wessel, A. Redder, International
Journal of Science and Mathematics Education 17 (2017) 317–339.
date_created: 2023-10-19T09:31:20Z
date_updated: 2024-04-18T09:04:07Z
department:
- _id: '643'
doi: 10.1007/s10763-017-9857-8
intvolume: ' 17'
issue: '2'
keyword:
- General Mathematics
- Education
language:
- iso: eng
page: 317-339
publication: International Journal of Science and Mathematics Education
publication_identifier:
issn:
- 1571-0068
- 1573-1774
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
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
type: journal_article
user_id: '37888'
volume: 17
year: '2017'
...
---
_id: '37456'
alternative_title:
- 'Accuracy: Teachers Judging Reading Abilities'
author:
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Barbara
full_name: Gasteiger-Klicpera, Barbara
last_name: Gasteiger-Klicpera
citation:
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. Psychology in the Schools. 2017;54(3):228-245. doi:10.1002/pits.21993'
apa: 'Paleczek, L., Seifert, S., & Gasteiger-Klicpera, B. (2017). INFLUENCES
ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE
STUDENTS: A MULTILEVEL ANALYSIS. Psychology in the Schools, 54(3),
228–245. https://doi.org/10.1002/pits.21993'
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={10.1002/pits.21993},
number={3}, journal={Psychology in the Schools}, publisher={Wiley}, author={Paleczek,
Lisa and Seifert, Susanne and Gasteiger-Klicpera, Barbara}, year={2017}, pages={228–245}
}'
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.” Psychology in the Schools 54, no. 3 (2017):
228–45. https://doi.org/10.1002/pits.21993.'
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,” Psychology in the Schools, vol. 54, no. 3, pp. 228–245, 2017,
doi: 10.1002/pits.21993.'
mla: 'Paleczek, Lisa, et al. “INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING
ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS.” Psychology
in the Schools, vol. 54, no. 3, Wiley, 2017, pp. 228–45, doi:10.1002/pits.21993.'
short: L. Paleczek, S. Seifert, B. Gasteiger-Klicpera, Psychology in the Schools
54 (2017) 228–245.
date_created: 2023-01-18T16:26:52Z
date_updated: 2023-01-18T16:49:02Z
department:
- _id: '645'
doi: 10.1002/pits.21993
intvolume: ' 54'
issue: '3'
keyword:
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 228-245
publication: Psychology in the Schools
publication_identifier:
issn:
- 0033-3085
publication_status: published
publisher: Wiley
status: public
title: 'INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND
THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS'
type: journal_article
user_id: '97270'
volume: 54
year: '2017'
...
---
_id: '36481'
abstract:
- lang: eng
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.'
author:
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
- first_name: Lars
full_name: Eichen, Lars
last_name: Eichen
- first_name: Hedwig
full_name: Gasteiger, Hedwig
last_name: Gasteiger
citation:
ama: 'Bruns J, Eichen L, Gasteiger H. Mathematics-related Competence of Early Childhood
Teachers Visiting a Continuous Professional Development Course: An Intervention
Study. Mathematics Teacher Education and Development (MTED). 2017;19(3):76–93.'
apa: 'Bruns, J., Eichen, L., & Gasteiger, H. (2017). Mathematics-related Competence
of Early Childhood Teachers Visiting a Continuous Professional Development Course:
An Intervention Study. Mathematics Teacher Education and Development (MTED),
19(3), 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} }'
chicago: 'Bruns, Julia, Lars Eichen, and Hedwig Gasteiger. “Mathematics-Related
Competence of Early Childhood Teachers Visiting a Continuous Professional Development
Course: An Intervention Study.” Mathematics Teacher Education and Development
(MTED) 19, no. 3 (2017): 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,” Mathematics Teacher Education and Development (MTED),
vol. 19, no. 3, pp. 76–93, 2017.'
mla: 'Bruns, Julia, et al. “Mathematics-Related Competence of Early Childhood Teachers
Visiting a Continuous Professional Development Course: An Intervention Study.”
Mathematics Teacher Education and Development (MTED), vol. 19, no. 3, 2017,
pp. 76–93.'
short: J. Bruns, L. Eichen, H. Gasteiger, Mathematics Teacher Education and Development
(MTED) 19 (2017) 76–93.
date_created: 2023-01-12T15:28:13Z
date_updated: 2023-06-20T19:01:36Z
department:
- _id: '611'
- _id: '97'
extern: '1'
intvolume: ' 19'
issue: '3'
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
language:
- iso: eng
page: 76–93
publication: Mathematics Teacher Education and Development (MTED)
publication_status: published
quality_controlled: '1'
status: public
title: 'Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous
Professional Development Course: An Intervention Study'
type: journal_article
user_id: '49063'
volume: 19
year: '2017'
...
---
_id: '34826'
article_type: original
author:
- first_name: Lars
full_name: Eichen, Lars
last_name: Eichen
- first_name: Julia
full_name: Bruns, Julia
id: '72183'
last_name: Bruns
orcid: https://orcid.org/0000-0002-6604-5864
citation:
ama: Eichen L, Bruns J. Interventionsstudie zur Entwicklung mathematikbezogener
Einstellungen frühpädagogischer Fachpersonen. Frühe Bildung. 2017;6(2):67-73.
doi:10.1026/2191-9186/a000310
apa: Eichen, L., & Bruns, J. (2017). Interventionsstudie zur Entwicklung mathematikbezogener
Einstellungen frühpädagogischer Fachpersonen. Frühe Bildung, 6(2),
67–73. https://doi.org/10.1026/2191-9186/a000310
bibtex: '@article{Eichen_Bruns_2017, title={Interventionsstudie zur Entwicklung
mathematikbezogener Einstellungen frühpädagogischer Fachpersonen}, volume={6},
DOI={10.1026/2191-9186/a000310},
number={2}, journal={Frühe Bildung}, publisher={Hogrefe & Huber Publishers},
author={Eichen, Lars and Bruns, Julia}, year={2017}, pages={67–73} }'
chicago: 'Eichen, Lars, and Julia Bruns. “Interventionsstudie zur Entwicklung mathematikbezogener
Einstellungen frühpädagogischer Fachpersonen.” Frühe Bildung 6, no. 2 (2017):
67–73. https://doi.org/10.1026/2191-9186/a000310.'
ieee: 'L. Eichen and J. Bruns, “Interventionsstudie zur Entwicklung mathematikbezogener
Einstellungen frühpädagogischer Fachpersonen,” Frühe Bildung, vol. 6, no.
2, pp. 67–73, 2017, doi: 10.1026/2191-9186/a000310.'
mla: Eichen, Lars, and Julia Bruns. “Interventionsstudie zur Entwicklung mathematikbezogener
Einstellungen frühpädagogischer Fachpersonen.” Frühe Bildung, vol. 6, no.
2, Hogrefe & Huber Publishers, 2017, pp. 67–73, doi:10.1026/2191-9186/a000310.
short: L. Eichen, J. Bruns, Frühe Bildung 6 (2017) 67–73.
date_created: 2022-12-22T09:22:46Z
date_updated: 2023-06-20T19:02:55Z
department:
- _id: '97'
- _id: '611'
doi: 10.1026/2191-9186/a000310
extern: '1'
external_id:
isi:
- '000405986200003'
intvolume: ' 6'
isi: '1'
issue: '2'
keyword:
- competency development
- early childhood mathematics education
- professional development course
language:
- iso: ger
page: 67-73
publication: Frühe Bildung
publication_identifier:
eissn:
- 2191-9194
issn:
- 2191-9186
publication_status: published
publisher: Hogrefe & Huber Publishers
quality_controlled: '1'
status: public
title: Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer
Fachpersonen
type: journal_article
user_id: '49063'
volume: 6
year: '2017'
...
---
_id: '32535'
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.
author:
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
- first_name: Tom
full_name: Rosman, Tom
last_name: Rosman
- first_name: Susanne
full_name: Kohlmeyer, Susanne
last_name: Kohlmeyer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
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. Higher Education. 2017;75(5):839-854.
doi:10.1007/s10734-017-0173-6
apa: Bohndick, C., Rosman, T., Kohlmeyer, S., & 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. Higher
Education, 75(5), 839–854. https://doi.org/10.1007/s10734-017-0173-6
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={10.1007/s10734-017-0173-6},
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} }'
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.” Higher
Education 75, no. 5 (2017): 839–54. https://doi.org/10.1007/s10734-017-0173-6.'
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,” Higher Education,
vol. 75, no. 5, pp. 839–854, 2017, doi: 10.1007/s10734-017-0173-6.'
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.” Higher Education, vol. 75, no. 5, Springer Science and Business
Media LLC, 2017, pp. 839–54, doi:10.1007/s10734-017-0173-6.
short: C. Bohndick, T. Rosman, S. Kohlmeyer, H.M. Buhl, Higher Education 75 (2017)
839–854.
date_created: 2022-08-03T01:12:49Z
date_updated: 2025-07-16T08:47:02Z
department:
- _id: '427'
doi: 10.1007/s10734-017-0173-6
intvolume: ' 75'
issue: '5'
keyword:
- Academic success
- Person–environment fit theory
- Demands–abilities fit
- Higher education
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/content/pdf/10.1007/s10734-017-0173-6.pdf
oa: '1'
page: 839-854
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: Higher Education
publication_identifier:
issn:
- 0018-1560
- 1573-174X
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: The interplay between subjective abilities and subjective demands and its relationship
with academic success. An application of the person–environment fit theory
type: journal_article
user_id: '27152'
volume: 75
year: '2017'
...
---
_id: '32536'
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.
author:
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
- first_name: Susanne
full_name: Kohlmeyer, Susanne
last_name: Kohlmeyer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: 'Bohndick C, Kohlmeyer S, Buhl HM. Competencies and career choice motives:
characteristics of high school students interested in teacher education programmes.
Journal of Education for Teaching. 2017;43(5):566-580. doi:10.1080/02607476.2017.1355029'
apa: 'Bohndick, C., Kohlmeyer, S., & Buhl, H. M. (2017). Competencies and career
choice motives: characteristics of high school students interested in teacher
education programmes. Journal of Education for Teaching, 43(5),
566–580. https://doi.org/10.1080/02607476.2017.1355029'
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={10.1080/02607476.2017.1355029},
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.” Journal of Education for Teaching 43, no. 5 (2017):
566–80. https://doi.org/10.1080/02607476.2017.1355029.'
ieee: 'C. Bohndick, S. Kohlmeyer, and H. M. Buhl, “Competencies and career choice
motives: characteristics of high school students interested in teacher education
programmes,” Journal of Education for Teaching, vol. 43, no. 5, pp. 566–580,
2017, doi: 10.1080/02607476.2017.1355029.'
mla: 'Bohndick, Carla, et al. “Competencies and Career Choice Motives: Characteristics
of High School Students Interested in Teacher Education Programmes.” Journal
of Education for Teaching, vol. 43, no. 5, Informa UK Limited, 2017, pp. 566–80,
doi:10.1080/02607476.2017.1355029.'
short: C. Bohndick, S. Kohlmeyer, H.M. Buhl, Journal of Education for Teaching 43
(2017) 566–580.
date_created: 2022-08-03T01:14:22Z
date_updated: 2025-07-16T08:46:37Z
department:
- _id: '427'
doi: 10.1080/02607476.2017.1355029
intvolume: ' 43'
issue: '5'
keyword:
- Education
language:
- iso: eng
page: 566-580
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: Journal of Education for Teaching
publication_identifier:
issn:
- 0260-7476
- 1360-0540
publication_status: published
publisher: Informa UK Limited
status: public
title: 'Competencies and career choice motives: characteristics of high school students
interested in teacher education programmes'
type: journal_article
user_id: '27152'
volume: 43
year: '2017'
...
---
_id: '32537'
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.
author:
- first_name: Sabrina
full_name: Wiescholek, Sabrina
last_name: Wiescholek
- first_name: Johanna
full_name: Hilkenmeier, Johanna
last_name: Hilkenmeier
- first_name: Christian
full_name: Greiner, Christian
last_name: Greiner
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
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. Reading Psychology. 2017;39(1):41-68.
doi:10.1080/02702711.2017.1361495
apa: Wiescholek, S., Hilkenmeier, J., Greiner, C., & 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. Reading Psychology, 39(1),
41–68. https://doi.org/10.1080/02702711.2017.1361495
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={10.1080/02702711.2017.1361495},
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} }'
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.” Reading
Psychology 39, no. 1 (2017): 41–68. https://doi.org/10.1080/02702711.2017.1361495.'
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,” Reading Psychology, vol.
39, no. 1, pp. 41–68, 2017, doi: 10.1080/02702711.2017.1361495.'
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.” Reading Psychology, vol. 39, no. 1, Informa UK Limited, 2017,
pp. 41–68, doi:10.1080/02702711.2017.1361495.
short: S. Wiescholek, J. Hilkenmeier, C. Greiner, H.M. Buhl, Reading Psychology
39 (2017) 41–68.
date_created: 2022-08-03T01:15:27Z
date_updated: 2025-07-16T08:46:09Z
department:
- _id: '427'
doi: 10.1080/02702711.2017.1361495
intvolume: ' 39'
issue: '1'
keyword:
- Linguistics and Language
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 41-68
project:
- _id: '381'
name: LIFE - Lesen in Familie erleben
publication: Reading Psychology
publication_identifier:
issn:
- 0270-2711
- 1521-0685
publication_status: published
publisher: Informa UK Limited
status: public
title: Six-year-olds' perception of home literacy environment and its influence on
children's literacy enjoyment, frequency, and early literacy skills
type: journal_article
user_id: '27152'
volume: 39
year: '2017'
...