--- _id: '48689' article_number: '2' author: - first_name: Constanze full_name: Niederhaus, Constanze last_name: Niederhaus - first_name: Matthias full_name: Prikoszovits, Matthias last_name: Prikoszovits citation: ama: 'Niederhaus C, Prikoszovits M. DaF und DaZ im Kontext Deutsch für den Beruf: Schnittstellen und Divergenzen. Deutsch als Fremdsprache. 2023;(2). doi:10.37307/j.2198-2430.2023.02.02' apa: 'Niederhaus, C., & Prikoszovits, M. (2023). DaF und DaZ im Kontext Deutsch für den Beruf: Schnittstellen und Divergenzen. Deutsch als Fremdsprache, 2, Article 2. https://doi.org/10.37307/j.2198-2430.2023.02.02' bibtex: '@article{Niederhaus_Prikoszovits_2023, title={DaF und DaZ im Kontext Deutsch für den Beruf: Schnittstellen und Divergenzen}, DOI={10.37307/j.2198-2430.2023.02.02}, number={22}, journal={Deutsch als Fremdsprache}, publisher={Erich Schmidt Verlag GmbH & Co. KG}, author={Niederhaus, Constanze and Prikoszovits, Matthias}, year={2023} }' chicago: 'Niederhaus, Constanze, and Matthias Prikoszovits. “DaF und DaZ im Kontext Deutsch für den Beruf: Schnittstellen und Divergenzen.” Deutsch als Fremdsprache, no. 2 (2023). https://doi.org/10.37307/j.2198-2430.2023.02.02.' ieee: 'C. Niederhaus and M. Prikoszovits, “DaF und DaZ im Kontext Deutsch für den Beruf: Schnittstellen und Divergenzen,” Deutsch als Fremdsprache, no. 2, Art. no. 2, 2023, doi: 10.37307/j.2198-2430.2023.02.02.' mla: 'Niederhaus, Constanze, and Matthias Prikoszovits. “DaF und DaZ im Kontext Deutsch für den Beruf: Schnittstellen und Divergenzen.” Deutsch als Fremdsprache, no. 2, 2, Erich Schmidt Verlag GmbH & Co. KG, 2023, doi:10.37307/j.2198-2430.2023.02.02.' short: C. Niederhaus, M. Prikoszovits, Deutsch als Fremdsprache (2023). date_created: 2023-11-08T14:08:52Z date_updated: 2024-12-21T15:39:30Z doi: 10.37307/j.2198-2430.2023.02.02 issue: '2' keyword: - Computer Science Applications - History - Education language: - iso: ger publication: Deutsch als Fremdsprache publication_identifier: issn: - 2198-2430 publication_status: published publisher: Erich Schmidt Verlag GmbH & Co. KG status: public title: 'DaF und DaZ im Kontext Deutsch für den Beruf: Schnittstellen und Divergenzen' type: journal_article user_id: '54999' year: '2023' ... --- _id: '66479' abstract: - lang: eng text: "Sense of belonging at school (SoBaS) is a basic requirement for every student and\r\na major inclusivity goal for educational institutions. In the present study, we re-\r\nport on a self-evaluation of the Laborschule Bielefeld (LS; Germany) covering\r\n­ SoBaS. LS is an inclusive experimental comprehensive school with more than for-\r\nty years of experience concerning a non-segregative and diversity-friendly school\r\nculture. Based on propensity score matching, the study investigated whether the\r\nSoBaS scores of the students at this inclusive experimental school (N= 115) differ\r\nfrom the students visiting inclusive classes in regular state-run comprehensive\r\nschools (N= 2376). Furthermore, we examined the factors in the students’ educa-\r\ntional environment at LS that may potentially influence their SoBaS. The results\r\nindicate that the students attending the LS experienced a higher SoBaS. In additi-\r\non, certain aspects of LS's teaching and interaction culture were identified as aus-\r\npicious factors for accomplishing high levels of students’ SoBaS." article_type: original author: - first_name: Rabea full_name: Marker, Rabea last_name: Marker - first_name: Harry full_name: Kullmann, Harry id: '77972' last_name: Kullmann orcid: 0000-0001-5488-5105 - first_name: Dominik full_name: Zentarra, Dominik last_name: Zentarra - first_name: Sabine full_name: Geist, Sabine last_name: Geist - first_name: Birgit full_name: Lütje-Klose, Birgit last_name: Lütje-Klose citation: ama: Marker R, Kullmann H, Zentarra D, Geist S, Lütje-Klose B. Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors. Journal for Educational Research Online. 2023;15(2):250-273. doi:10.31244/jero.2023.02.06 apa: Marker, R., Kullmann, H., Zentarra, D., Geist, S., & Lütje-Klose, B. (2023). Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors. Journal for Educational Research Online, 15(2), 250–273. https://doi.org/10.31244/jero.2023.02.06 bibtex: '@article{Marker_Kullmann_Zentarra_Geist_Lütje-Klose_2023, title={Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors}, volume={15}, DOI={10.31244/jero.2023.02.06}, number={2}, journal={Journal for Educational Research Online}, publisher={Waxmann}, author={Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}, year={2023}, pages={250–273} }' chicago: 'Marker, Rabea, Harry Kullmann, Dominik Zentarra, Sabine Geist, and Birgit Lütje-Klose. “Sense of Belonging at School as a Quality Measure of Inclusion – Comparing the Inclusive Experimental School Laborschule Bielefeld with Regular Inclusive Comprehensive Schools and Investigating the Determining Factors.” Journal for Educational Research Online 15, no. 2 (2023): 250–73. https://doi.org/10.31244/jero.2023.02.06.' ieee: 'R. Marker, H. Kullmann, D. Zentarra, S. Geist, and B. Lütje-Klose, “Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors,” Journal for Educational Research Online, vol. 15, no. 2, pp. 250–273, 2023, doi: 10.31244/jero.2023.02.06.' mla: Marker, Rabea, et al. “Sense of Belonging at School as a Quality Measure of Inclusion – Comparing the Inclusive Experimental School Laborschule Bielefeld with Regular Inclusive Comprehensive Schools and Investigating the Determining Factors.” Journal for Educational Research Online, vol. 15, no. 2, Waxmann, 2023, pp. 250–73, doi:10.31244/jero.2023.02.06. short: R. Marker, H. Kullmann, D. Zentarra, S. Geist, B. Lütje-Klose, Journal for Educational Research Online 15 (2023) 250–273. date_created: 2026-07-14T08:12:06Z date_updated: 2026-08-22T12:07:07Z department: - _id: '556' doi: 10.31244/jero.2023.02.06 intvolume: ' 15' issue: '2' jel: - I24 keyword: - sense of belonging - inclusive education - secondary school - social-emotional needs language: - iso: eng main_file_link: - open_access: '1' url: https://www.pedocs.de/volltexte/2025/32500/pdf/JERO_2023_2_Marker_et_al_Sense_of_Belonging.pdf oa: '1' page: 250-273 publication: Journal for Educational Research Online publication_identifier: issn: - 1866-6671 publication_status: published publisher: Waxmann quality_controlled: '1' status: public title: Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors type: journal_article user_id: '105186' volume: 15 year: '2023' ... --- _id: '31023' abstract: - lang: eng text: "Research in inclusive education reveals multiple studies that explore the efforts of individual stakeholders to create an equitable educational experience for students with disabilities. However, these individual efforts are often examined discretely, compartmentalising the contributions of various stakeholders. As a consequence, the complex interplay between these contributions has not been fully\r\nexplored, with the capacity for a rich network of support being assumed rather than explicitly constructed. This report draws on the personal reflections of nine academics in the field of inclusive\r\neducation from Australia, Canada, Germany, Greece, Italy, and Switzerland. Serving as both contributors and participants, this study draws together their personal interpretations and their exper-\r\ntise regarding the value of collective and collaborative inclusive education. Inductive thematic analysis of participant reflections yielded the view that stakeholders working together within an educational setting, offers more effective and appropriate opportunities to support learners with additional needs." article_type: original author: - first_name: 'Pearl ' full_name: 'Subban, Pearl ' last_name: Subban - first_name: Brent full_name: Bradford, Brent last_name: Bradford - first_name: Umesh full_name: Sharma, Umesh last_name: Sharma - first_name: Tim full_name: Loreman, Tim last_name: Loreman - first_name: Elias full_name: Avramidis, Elias last_name: Avramidis - first_name: Harry full_name: Kullmann, Harry id: '77972' last_name: Kullmann orcid: 0000-0001-5488-5105 - first_name: Caroline full_name: Sahli Lozano, Caroline last_name: Sahli Lozano - first_name: Alessandra full_name: Romano, Alessandra last_name: Romano - first_name: Stuart full_name: Woodcock, Stuart last_name: Woodcock citation: ama: Subban P, Bradford B, Sharma U, et al. Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. European Journal of Special Needs Education. 2023;37:291–302. doi:10.1080/08856257.2022.2059632 apa: Subban, P., Bradford, B., Sharma, U., Loreman, T., Avramidis, E., Kullmann, H., Sahli Lozano, C., Romano, A., & Woodcock, S. (2023). Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. European Journal of Special Needs Education, 37, 291–302. https://doi.org/10.1080/08856257.2022.2059632 bibtex: '@article{Subban_Bradford_Sharma_Loreman_Avramidis_Kullmann_Sahli Lozano_Romano_Woodcock_2023, title={Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education}, volume={37}, DOI={10.1080/08856257.2022.2059632}, journal={European Journal of Special Needs Education}, author={Subban, Pearl and Bradford, Brent and Sharma, Umesh and Loreman, Tim and Avramidis, Elias and Kullmann, Harry and Sahli Lozano, Caroline and Romano, Alessandra and Woodcock, Stuart}, year={2023}, pages={291–302} }' chicago: 'Subban, Pearl , Brent Bradford, Umesh Sharma, Tim Loreman, Elias Avramidis, Harry Kullmann, Caroline Sahli Lozano, Alessandra Romano, and Stuart Woodcock. “Does It Really Take a Village to Raise a Child? Reflections on the Need for Collective Responsibility in Inclusive Education.” European Journal of Special Needs Education 37 (2023): 291–302. https://doi.org/10.1080/08856257.2022.2059632.' ieee: 'P. Subban et al., “Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education,” European Journal of Special Needs Education, vol. 37, pp. 291–302, 2023, doi: 10.1080/08856257.2022.2059632.' mla: Subban, Pearl, et al. “Does It Really Take a Village to Raise a Child? Reflections on the Need for Collective Responsibility in Inclusive Education.” European Journal of Special Needs Education, vol. 37, 2023, pp. 291–302, doi:10.1080/08856257.2022.2059632. short: P. Subban, B. Bradford, U. Sharma, T. Loreman, E. Avramidis, H. Kullmann, C. Sahli Lozano, A. Romano, S. Woodcock, European Journal of Special Needs Education 37 (2023) 291–302. date_created: 2022-05-03T06:52:48Z date_updated: 2026-08-22T12:27:42Z department: - _id: '556' doi: 10.1080/08856257.2022.2059632 intvolume: ' 37' jel: - I24 keyword: - Inclusive education - inclusive schools - school leadership - school community - village mindset language: - iso: eng main_file_link: - open_access: '1' url: https://www.tandfonline.com/doi/epdf/10.1080/08856257.2022.2059632?needAccess=true oa: '1' page: 291–302 publication: European Journal of Special Needs Education publication_status: published quality_controlled: '1' status: public title: Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education type: journal_article user_id: '105186' volume: 37 year: '2023' ... --- _id: '30291' abstract: - lang: eng text: "The volume comprises a variety of research approaches that seek to explore and understand employees’ learning and development through and for work. Working life reveals challenges through technological, economic and societal development that can only rudimentarily be addressed by formal education and training. Workplace learning becomes more and more important for employees and enterprises to successfully cope with these challenges.\r\nWorkplace learning is a steadily growing field of educational research but it lacks so far a scholastic canon – there is rather a diversity of research approaches. This volume reflects this diversity by bringing together researchers from different countries and different theoretical backgrounds, presenting their current research on topics that all are relevant for understanding presages, processes and outcomes of workplace learning. Hence, this volume is of relevance for researchers as well as practitioners in the field and policy makers." alternative_title: - Insights from a Growing Field citation: ama: Harteis C, Gijbels D, Kyndt E, eds. Research Approaches on Workplace Learning. Springer International Publishing; 2022. doi:10.1007/978-3-030-89582-2 apa: Harteis, C., Gijbels, D., & Kyndt, E. (Eds.). (2022). Research Approaches on Workplace Learning. Springer International Publishing. https://doi.org/10.1007/978-3-030-89582-2 bibtex: '@book{Harteis_Gijbels_Kyndt_2022, place={Cham}, title={Research Approaches on Workplace Learning}, DOI={10.1007/978-3-030-89582-2}, publisher={Springer International Publishing}, year={2022} }' chicago: 'Harteis, Christian, David Gijbels, and Eva Kyndt, eds. Research Approaches on Workplace Learning. Cham: Springer International Publishing, 2022. https://doi.org/10.1007/978-3-030-89582-2.' ieee: 'C. Harteis, D. Gijbels, and E. Kyndt, Eds., Research Approaches on Workplace Learning. Cham: Springer International Publishing, 2022.' mla: Harteis, Christian, et al., editors. Research Approaches on Workplace Learning. Springer International Publishing, 2022, doi:10.1007/978-3-030-89582-2. short: C. Harteis, D. Gijbels, E. Kyndt, eds., Research Approaches on Workplace Learning, Springer International Publishing, Cham, 2022. date_created: 2022-03-13T19:13:27Z date_updated: 2022-03-13T19:14:34Z department: - _id: '452' doi: 10.1007/978-3-030-89582-2 editor: - first_name: Christian full_name: Harteis, Christian id: '27503' last_name: Harteis orcid: https://orcid.org/0000-0002-3570-7626 - first_name: David full_name: Gijbels, David last_name: Gijbels - first_name: Eva full_name: Kyndt, Eva last_name: Kyndt keyword: - new generation of researchersthe team level of workplace learningindividual level of workplace learningorganizational level of workplace learningsocietal level of workplace learninginterdependent cross-level research approachesWork AgencyWork-life perspectivesTeam learningTeam climateSocial influences on team learningKnowledge construction in teamsLearning cultureAcknowledgement of competencesTechnology and professional learningCreation of a learning eco-systemDiversity as a challenge for organisationsHigher education as preparation for WPLSocial support in networks and professional learningvocational and professional education language: - iso: eng place: Cham publication_identifier: isbn: - '9783030895815' - '9783030895822' issn: - 2210-5549 - 2210-5557 publication_status: published publisher: Springer International Publishing related_material: link: - relation: other url: https://link.springer.com/book/10.1007/978-3-030-89582-2#about status: public title: Research Approaches on Workplace Learning type: book_editor user_id: '50788' year: '2022' ... --- _id: '30913' abstract: - lang: eng text: "Context: The implementation of successful measures to support immigrants' integration in cultural, social, and economic life can be considered as one of today's greatest challenges for many societies. This is especially true for adolescent immigrants who have not yet been able to finish education or gain qualifications relevant to joining the labour market. That is why many receiving countries have developed and implemented special programmes that aim at supporting immigrants' integration by facilitating their employability. Unfortunately, not much is known about the process of implementing these programmes or about how education systems, schools, and teachers are dealing with the new situation and target group. In this contribution, the implementation, development, and challenges of German Vocational Integration Classes (VIC), as an example of comparable programmes in the EU, are investigated to address this research gap. The paper considers the following exploratory research questions: (a) What challenges have been experienced by teachers and social workers in the implementation of VIC as well as in the integration of immigrants into the labour market in recent years? (b) How can these challenges be met in the long run and how should VIC be developed to better achieve its aims? \r\n\r\nMethods: To answer these questions, a sequential qualitative study containing questionnaire and interview elements was conducted. First, teachers and social workers involved in VIC filled in a questionnaire about their experiences and experienced challenges in implementing VIC (N = 46). Then, supplementing interviews were conducted with participants from the first sample in order to generate further insights and to contextualise the findings from the first study part (N = 14). \r\n\r\nFindings: From the respondents' answers, it appears that the VIC programme is well implemented. The results show, however, that central challenges continue to exist. This concerns, for example, legal regulations or the development of adequate curricula, but also the scope and quality of language education. In addition, problems have also been identified with regard to students' culture-specific education and their individual attitudes. These prevailing problems seem to affect schooling and educational processes. In addition, respondents report feeling left alone to deal with problems and that their experiences from their daily work in VIC and with immigrants are not sufficiently taken into account in policy and school-related decisions. \r\n\r\nConclusions: Although VIC seems well implemented, key challenges remain in the view of the participants. It was found that teachers cannot solve many of the identified problems themselves, as they require action at the level of policy or school organisation. For staff, this can be accompanied by increased stress and demotivation. For the young immigrants, the existing challenges can have a long-term impact on school success and transition to vocational education and training. The study thus highlights the importance of targeted and holistic strategies to support immigrant integration through education. " article_type: original author: - first_name: Michael full_name: Goller, Michael id: '30984' last_name: Goller orcid: 0000-0002-2820-9178 citation: ama: Goller M. Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes. International Journal for Research in Vocational Education and Training. 2022;9(1):92-119. doi:https://doi.org/10.13152/IJRVET.9.1.5 apa: Goller, M. (2022). Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes. International Journal for Research in Vocational Education and Training, 9(1), 92–119. https://doi.org/10.13152/IJRVET.9.1.5 bibtex: '@article{Goller_2022, title={Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes}, volume={9}, DOI={https://doi.org/10.13152/IJRVET.9.1.5}, number={1}, journal={International Journal for Research in Vocational Education and Training}, author={Goller, Michael}, year={2022}, pages={92–119} }' chicago: 'Goller, Michael. “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes.” International Journal for Research in Vocational Education and Training 9, no. 1 (2022): 92–119. https://doi.org/10.13152/IJRVET.9.1.5.' ieee: 'M. Goller, “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes,” International Journal for Research in Vocational Education and Training, vol. 9, no. 1, pp. 92–119, 2022, doi: https://doi.org/10.13152/IJRVET.9.1.5.' mla: Goller, Michael. “Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes.” International Journal for Research in Vocational Education and Training, vol. 9, no. 1, 2022, pp. 92–119, doi:https://doi.org/10.13152/IJRVET.9.1.5. short: M. Goller, International Journal for Research in Vocational Education and Training 9 (2022) 92–119. date_created: 2022-04-19T09:01:26Z date_updated: 2022-04-19T09:01:49Z department: - _id: '452' doi: https://doi.org/10.13152/IJRVET.9.1.5 intvolume: ' 9' issue: '1' keyword: - Immigration - Educational Policy - Employability - Mixed Methods - VET - Vocational Education and Training - Transitions From Education and Training to Employment language: - iso: eng page: 92-119 publication: International Journal for Research in Vocational Education and Training status: public title: Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes type: journal_article user_id: '50788' volume: 9 year: '2022' ... --- _id: '32335' abstract: - lang: eng text: Aspects of data science surround us in many contexts, for example regarding climate change, air pollution, and other environmental issues. To open the “data-science-black-box” for lower secondary school students we developed a data science project focussing on the analysis of self-collected environmental data. We embed this project in computer science education, which enables us to use a new knowledge-based programming approach for the data analysis within Jupyter Notebooks and the programming language Python. In this paper, we evaluate the second cycle of this project which took place in a ninth-grade computer science class. In particular, we present how the students coped with the professional tool of Jupyter Notebooks for doing statistical investigations and which insights they gained. article_number: '6' author: - first_name: SUSANNE full_name: PODWORNY, SUSANNE last_name: PODWORNY - first_name: Sven full_name: Hüsing, Sven id: '58465' last_name: Hüsing - first_name: CARSTEN full_name: SCHULTE, CARSTEN last_name: SCHULTE citation: ama: 'PODWORNY S, Hüsing S, SCHULTE C. A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS EDUCATION RESEARCH JOURNAL. 2022;21(2). doi:10.52041/serj.v21i2.46' apa: 'PODWORNY, S., Hüsing, S., & SCHULTE, C. (2022). A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS EDUCATION RESEARCH JOURNAL, 21(2), Article 6. https://doi.org/10.52041/serj.v21i2.46' bibtex: '@article{PODWORNY_Hüsing_SCHULTE_2022, title={A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING}, volume={21}, DOI={10.52041/serj.v21i2.46}, number={26}, journal={STATISTICS EDUCATION RESEARCH JOURNAL}, publisher={International Association for Statistical Education}, author={PODWORNY, SUSANNE and Hüsing, Sven and SCHULTE, CARSTEN}, year={2022} }' chicago: 'PODWORNY, SUSANNE, Sven Hüsing, and CARSTEN SCHULTE. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” STATISTICS EDUCATION RESEARCH JOURNAL 21, no. 2 (2022). https://doi.org/10.52041/serj.v21i2.46.' ieee: 'S. PODWORNY, S. Hüsing, and C. SCHULTE, “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING,” STATISTICS EDUCATION RESEARCH JOURNAL, vol. 21, no. 2, Art. no. 6, 2022, doi: 10.52041/serj.v21i2.46.' mla: 'PODWORNY, SUSANNE, et al. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” STATISTICS EDUCATION RESEARCH JOURNAL, vol. 21, no. 2, 6, International Association for Statistical Education, 2022, doi:10.52041/serj.v21i2.46.' short: S. PODWORNY, S. Hüsing, C. SCHULTE, STATISTICS EDUCATION RESEARCH JOURNAL 21 (2022). date_created: 2022-07-08T12:06:48Z date_updated: 2022-07-08T12:07:46Z department: - _id: '67' doi: 10.52041/serj.v21i2.46 intvolume: ' 21' issue: '2' keyword: - Education - Statistics and Probability language: - iso: eng publication: STATISTICS EDUCATION RESEARCH JOURNAL publication_identifier: issn: - 1570-1824 publication_status: published publisher: International Association for Statistical Education status: public title: 'A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING' type: journal_article user_id: '58465' volume: 21 year: '2022' ... --- _id: '30105' abstract: - lang: eng text: 'Zusammenfassung: Der Beitrag befasst sich mit der professionellen pädagogischen Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften, deren Beitrag für die Beanspruchung der Referendar*innen bisher noch nicht eingängig untersucht wurde. Das Ziel der Studie ist es, anhand einer Querschnittserhebung von 2583 Referendar*innen und ausgebildeten Lehrkräften, kompensatorische sowie verstärkende Effekte der Beziehungsdimensionen Transparenz, Fairness, Vertrauen und Ambivalenz auf die wahrgenommene Beanspruchung im Referendariat zu untersuchen. Die Analyse erfolgt mittels eines latent moderierten Strukturgleichungsansatzes. Die Ergebnisse zeigen, dass Belastungen durch die Kerntätigkeiten im Referendariat sowie Belastungen durch den Umgang mit Kolleg*innen im Lehrer*innenkollegium in signifikant positivem Zusammenhang mit resultierenden Beanspruchungsreaktionen stehen. Je transparenter, fairer und vertrauensvoller und je weniger ambivalent die Beziehung zur Seminarlehrkraft erlebt wird, desto geringer fallen die Beanspruchungsreaktionen aus. Die Ergebnisse werden hinsichtlich ihrer Relevanz für die Beziehungsarbeit im Referendariat als zentralem Ausbildungsbestandteil der zweiten Phase der Lehrer*innenausbildung diskutiert.' author: - first_name: Tobias full_name: Kärner, Tobias last_name: Kärner - first_name: Michael full_name: Goller, Michael id: '30984' last_name: Goller orcid: 0000-0002-2820-9178 - first_name: Caroline full_name: Bonnes, Caroline last_name: Bonnes - first_name: Elisabeth full_name: Maué, Elisabeth last_name: Maué citation: ama: 'Kärner T, Goller M, Bonnes C, Maué E. Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource? Zeitschrift für Erziehungswissenschaft. 2022;25:687-719. doi:10.1007/s11618-022-01065-4' apa: 'Kärner, T., Goller, M., Bonnes, C., & Maué, E. (2022). Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource? Zeitschrift für Erziehungswissenschaft, 25, 687–719. https://doi.org/10.1007/s11618-022-01065-4' bibtex: '@article{Kärner_Goller_Bonnes_Maué_2022, title={Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?}, volume={25}, DOI={10.1007/s11618-022-01065-4}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Kärner, Tobias and Goller, Michael and Bonnes, Caroline and Maué, Elisabeth}, year={2022}, pages={687–719} }' chicago: 'Kärner, Tobias, Michael Goller, Caroline Bonnes, and Elisabeth Maué. “Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?” Zeitschrift für Erziehungswissenschaft 25 (2022): 687–719. https://doi.org/10.1007/s11618-022-01065-4.' ieee: 'T. Kärner, M. Goller, C. Bonnes, and E. Maué, “Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?,” Zeitschrift für Erziehungswissenschaft, vol. 25, pp. 687–719, 2022, doi: 10.1007/s11618-022-01065-4.' mla: 'Kärner, Tobias, et al. “Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?” Zeitschrift für Erziehungswissenschaft, vol. 25, Springer Science and Business Media LLC, 2022, pp. 687–719, doi:10.1007/s11618-022-01065-4.' short: T. Kärner, M. Goller, C. Bonnes, E. Maué, Zeitschrift für Erziehungswissenschaft 25 (2022) 687–719. date_created: 2022-02-25T09:46:50Z date_updated: 2022-11-08T19:42:59Z department: - _id: '452' doi: 10.1007/s11618-022-01065-4 intvolume: ' 25' keyword: - Education language: - iso: ger main_file_link: - url: https://link.springer.com/article/10.1007/s11618-022-01065-4 page: 687-719 publication: Zeitschrift für Erziehungswissenschaft publication_identifier: issn: - 1434-663X - 1862-5215 publication_status: published publisher: Springer Science and Business Media LLC status: public title: 'Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource?' type: journal_article user_id: '50788' volume: 25 year: '2022' ... --- _id: '34200' abstract: - lang: eng text: Praxeologische Kompetenzansätze verstehen Kompetenz als sozial erlernt und folglich als relativ zum sozialen Kontext. Damit einher geht die Frage, wie solche praxeologisch gerahmten Kompetenzen eigentlich unabhängig von der sie hervorbringenden Praxis evaluiert werden können – und eben dadurch erst für einen breiteren Kompetenzdiskurs fruchtbar sind. Die Dokumentarische Evaluationsforschung bietet hierzu erste Anhaltspunkte, offenbart aber auch Grenzen, die mit dem Evaluationsverständnis zusammenhängen, sich jedoch in der Forschungspraxis so nicht finden lassen. Aus der Differenz zwischen Methode und Praxis dokumentarischer Evaluation lässt sich formulieren, wie eine praxeologische Evaluation gestaltet werden könnte. Dabei spielt die Formulierung von Referenzrahmen eine zentrale Rolle, welche einerseits der zu evaluierenden Praktik external sein, andererseits praktisch formuliert werden müssen, damit sie soziale Praktiken jenseits ihrer eigenen Sinnhaftigkeit evaluativ (er-)fassen können. author: - first_name: Thiemo full_name: Bloh, Thiemo last_name: Bloh citation: ama: Bloh T. Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung. Zeitschrift für Evaluation. 2022;2022(02):193-215. doi:10.31244/zfe.2022.02.02 apa: Bloh, T. (2022). Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung. Zeitschrift für Evaluation, 2022(02), 193–215. https://doi.org/10.31244/zfe.2022.02.02 bibtex: '@article{Bloh_2022, title={Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung}, volume={2022}, DOI={10.31244/zfe.2022.02.02}, number={02}, journal={Zeitschrift für Evaluation}, publisher={Waxmann}, author={Bloh, Thiemo}, year={2022}, pages={193–215} }' chicago: 'Bloh, Thiemo. “Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung.” Zeitschrift für Evaluation 2022, no. 02 (2022): 193–215. https://doi.org/10.31244/zfe.2022.02.02.' ieee: 'T. Bloh, “Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung,” Zeitschrift für Evaluation, vol. 2022, no. 02, pp. 193–215, 2022, doi: 10.31244/zfe.2022.02.02.' mla: Bloh, Thiemo. “Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung.” Zeitschrift für Evaluation, vol. 2022, no. 02, Waxmann, 2022, pp. 193–215, doi:10.31244/zfe.2022.02.02. short: T. Bloh, Zeitschrift für Evaluation 2022 (2022) 193–215. date_created: 2022-12-05T13:25:58Z date_updated: 2022-12-05T13:26:35Z department: - _id: '4' doi: 10.31244/zfe.2022.02.02 intvolume: ' 2022' issue: '02' keyword: - Strategy and Management - Applied Psychology - Social Sciences (miscellaneous) - Education - Communication - Statistics and Probability language: - iso: ger page: 193-215 publication: Zeitschrift für Evaluation publication_identifier: issn: - 1619-5515 - 2699-5506 publication_status: published publisher: Waxmann quality_controlled: '1' status: public title: Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung type: journal_article user_id: '69383' volume: 2022 year: '2022' ... --- _id: '35323' abstract: - lang: ger text: Der Begriff der „Zwangsdigitalisierung“ beschreibt, dass als eine Folge der Corona-Pandemie Präsenzformate durch digital gestützte Settings ersetzt werden sowie Alter- nativen zur Kommunikation und für das gemeinsame Arbeiten und Lernen in Präsenz gefunden werden mussten. Digital gestützte Lehr-Lernsettings scheinen seit dem ersten Lockdown sowohl an Schulen als auch an Hochschulen eine Möglichkeit dafür darzustellen, die Lern- und Entwicklungsprozesse (z. B. von Schülerinnen und Schülern, angehenden Lehrkräften) trotz physischer Distanz weiterzuführen. In diesem Beitrag werden die mit der Zwangsdigitalisierung an den Hochschulen verbundenen Chancen und Grenzen für die Entwicklung digitalisierungsbezogener Kompetenzen angehender Lehrkräfte herausgearbeitet. Dabei richtet sich der Blick auf den Wert von Erfahrungen für Lernen und Entwicklung. Zudem wird, gemäß der den Angebots-Nutzungs-Modellen inhärenten Logik einer „Wirkkette“, Bezug genommen auf Perspektiven von Studierenden, deren prospektiven Schülerinnen und Schülern sowie von Dozierenden. - lang: eng text: "The term forced digitization describes the fact that, as a consequence of the corona pandemic, face-to-face formats had to be replaced by digitally supported settings within a very short period of time, and alternatives had to be found for communication and for working and learning together in the classroom. Digitally supported instructional settings seem to be an important way to continue learning and development processes (e.g., of students, prospective teachers) despite physical distance in both schools and universities since the first lockdown. This paper elaborates on the opportunities and limitations of forced digitization in university teaching on the development of digitizationrelated competencies in prospective teachers. The article focuses on two theoretical conceptions: firstly, the value of experience for learning and development, secondly, the logic of supply-use models and their assumptions about learning and development. The article addresses the perspectives of students, their future pupils, and lecturers.\r\n" alternative_title: - Zwangsdigitalisierung durch die Corona-Pandemie als Impulsgeberin für die Gestaltung digital gestützter Hochschullehre in den Lehramtsstudiengängen author: - first_name: Carina full_name: Caruso, Carina id: '23123' last_name: Caruso - first_name: Marike full_name: Bruns, Marike last_name: Bruns - first_name: Christian full_name: Harteis, Christian id: '27503' last_name: Harteis orcid: https://orcid.org/0000-0002-3570-7626 citation: ama: 'Caruso C, Bruns M, Harteis C. Von der Not zur Tugend!? In: Heisler D, Meier J, eds. Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern. Vol 65. Berufsbildung, Arbeit und Innovation. wbv; 2022:137–157. doi:10.3278/9783763972579' apa: Caruso, C., Bruns, M., & Harteis, C. (2022). Von der Not zur Tugend!? In D. Heisler & J. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern (Vol. 65, pp. 137–157). wbv. https://doi.org/10.3278/9783763972579 bibtex: '@inbook{Caruso_Bruns_Harteis_2022, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Von der Not zur Tugend!?}, volume={65}, DOI={10.3278/9783763972579}, booktitle={Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern}, publisher={wbv}, author={Caruso, Carina and Bruns, Marike and Harteis, Christian}, editor={Heisler, Dietmar and Meier, Jörg}, year={2022}, pages={137–157}, collection={Berufsbildung, Arbeit und Innovation} }' chicago: 'Caruso, Carina, Marike Bruns, and Christian Harteis. “Von der Not zur Tugend!?” In Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, edited by Dietmar Heisler and Jörg Meier, 65:137–157. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv, 2022. https://doi.org/10.3278/9783763972579.' ieee: 'C. Caruso, M. Bruns, and C. Harteis, “Von der Not zur Tugend!?,” in Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, vol. 65, D. Heisler and J. Meier, Eds. Bielefeld: wbv, 2022, pp. 137–157.' mla: Caruso, Carina, et al. “Von der Not zur Tugend!?” Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, edited by Dietmar Heisler and Jörg Meier, vol. 65, wbv, 2022, pp. 137–157, doi:10.3278/9783763972579. short: 'C. Caruso, M. Bruns, C. Harteis, in: D. Heisler, J. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, wbv, Bielefeld, 2022, pp. 137–157.' date_created: 2023-01-06T11:22:04Z date_updated: 2023-01-06T12:15:31Z doi: 10.3278/9783763972579 editor: - first_name: Dietmar full_name: Heisler, Dietmar last_name: Heisler - first_name: Jörg full_name: Meier, Jörg last_name: Meier intvolume: ' 65' keyword: - Hochschullehre - Lehrer:innenausbildung - Medienkompetenz / teacher education - teaching at university - media literacy language: - iso: ger page: 137–157 place: Bielefeld publication: Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern publication_identifier: eisbn: - 978-3-7639-7257-9 isbn: - 978-3-7639-7146-6 publication_status: published publisher: wbv series_title: Berufsbildung, Arbeit und Innovation status: public title: Von der Not zur Tugend!? type: book_chapter user_id: '86519' volume: 65 year: '2022' ... --- _id: '35325' abstract: - lang: eng text: Q is an exploratory method used to elicit discrete patterns of subjectivity (e.g., subjective theories, beliefs). To be more concrete, Q method aims to identify homogeneous latent clusters of viewpoints towards a certain topic from a larger more heterogeneous set of (a priori unknown) different viewpoints held by respondents in the population. For this purpose, study participants are asked to sort qualitative statements concerning a certain topic (e.g., their beliefs toward something) into a grid roughly following a normal distribution indicating whether they agree or disagree with the given propositions. This results in a so-called Q-sort for each participant that then can be fed into a factor analysis that compares the different Q-sorts and groups them by similarity. In the first part of the chapter, Q method is introduced. The second part of the chapter describes a small study focusing on student teachers and their perspectives concerning upcoming long-term school internships. author: - first_name: Susann full_name: Leidig, Susann last_name: Leidig - first_name: Hanna full_name: Köhler, Hanna last_name: Köhler - first_name: Carina full_name: Caruso, Carina id: '23123' last_name: Caruso - first_name: Michael full_name: Goller, Michael id: '30984' last_name: Goller orcid: 0000-0002-2820-9178 citation: ama: 'Leidig S, Köhler H, Caruso C, Goller M. Q Method: Assessing Subjectivity Through Structured Ranking of Items. In: Goller M, Kyndt E, Paloniemi S, Damşa C, eds. Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations. Vol 33. Professional and Practice-based Learning. Springer ; 2022:441–466. doi:10.1007/978-3-031-08518-5_20' apa: 'Leidig, S., Köhler, H., Caruso, C., & Goller, M. (2022). Q Method: Assessing Subjectivity Through Structured Ranking of Items. In M. Goller, E. Kyndt, S. Paloniemi, & C. Damşa (Eds.), Methods for researching professional learning and development: Challenges, applications and empirical illustrations (Vol. 33, pp. 441–466). Springer . https://doi.org/10.1007/978-3-031-08518-5_20' bibtex: '@inbook{Leidig_Köhler_Caruso_Goller_2022, place={Cham}, series={Professional and Practice-based Learning}, title={Q Method: Assessing Subjectivity Through Structured Ranking of Items}, volume={33}, DOI={10.1007/978-3-031-08518-5_20}, booktitle={ Methods for researching professional learning and development: Challenges, applications and empirical illustrations}, publisher={Springer }, author={Leidig, Susann and Köhler, Hanna and Caruso, Carina and Goller, Michael}, editor={Goller, Michael and Kyndt, Eva and Paloniemi, Susanna and Damşa , Crina}, year={2022}, pages={441–466}, collection={Professional and Practice-based Learning} }' chicago: 'Leidig, Susann, Hanna Köhler, Carina Caruso, and Michael Goller. “Q Method: Assessing Subjectivity Through Structured Ranking of Items.” In Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations, edited by Michael Goller, Eva Kyndt, Susanna Paloniemi, and Crina Damşa , 33:441–466. Professional and Practice-Based Learning. Cham: Springer , 2022. https://doi.org/10.1007/978-3-031-08518-5_20.' ieee: 'S. Leidig, H. Köhler, C. Caruso, and M. Goller, “Q Method: Assessing Subjectivity Through Structured Ranking of Items,” in Methods for researching professional learning and development: Challenges, applications and empirical illustrations, vol. 33, M. Goller, E. Kyndt, S. Paloniemi, and C. Damşa , Eds. Cham: Springer , 2022, pp. 441–466.' mla: 'Leidig, Susann, et al. “Q Method: Assessing Subjectivity Through Structured Ranking of Items.” Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations, edited by Michael Goller et al., vol. 33, Springer , 2022, pp. 441–466, doi:10.1007/978-3-031-08518-5_20.' short: 'S. Leidig, H. Köhler, C. Caruso, M. Goller, in: M. Goller, E. Kyndt, S. Paloniemi, C. Damşa (Eds.), Methods for Researching Professional Learning and Development: Challenges, Applications and Empirical Illustrations, Springer , Cham, 2022, pp. 441–466.' date_created: 2023-01-06T11:47:17Z date_updated: 2023-01-06T12:16:56Z doi: 10.1007/978-3-031-08518-5_20 editor: - first_name: Michael full_name: Goller, Michael last_name: Goller - first_name: Eva full_name: Kyndt, Eva last_name: Kyndt - first_name: Susanna full_name: Paloniemi, Susanna last_name: Paloniemi - first_name: Crina full_name: Damşa , Crina last_name: 'Damşa ' intvolume: ' 33' keyword: - Q method - Subjectivity - Internships - Teacher education - Q sort language: - iso: eng page: 441–466 place: Cham publication: ' Methods for researching professional learning and development: Challenges, applications and empirical illustrations' publication_identifier: eisbn: - 978-3-031-08518-5 eissn: - 2210-5557 isbn: - 978-3-031-08517-8 issn: - 2210-5549 publication_status: published publisher: 'Springer ' series_title: Professional and Practice-based Learning status: public title: 'Q Method: Assessing Subjectivity Through Structured Ranking of Items' type: book_chapter user_id: '86519' volume: 33 year: '2022' ... --- _id: '34639' author: - first_name: Christoph full_name: Vogelsang, Christoph id: '4245' last_name: Vogelsang - first_name: Christoph full_name: Wiethoff, Christoph id: '585' last_name: Wiethoff citation: ama: Vogelsang C, Wiethoff C. Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship. European Journal of Teacher Education. Published online 2022:1-19. doi:10.1080/02619768.2022.2158808 apa: Vogelsang, C., & Wiethoff, C. (2022). Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship. European Journal of Teacher Education, 1–19. https://doi.org/10.1080/02619768.2022.2158808 bibtex: '@article{Vogelsang_Wiethoff_2022, title={Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship}, DOI={10.1080/02619768.2022.2158808}, journal={European Journal of Teacher Education}, publisher={Informa UK Limited}, author={Vogelsang, Christoph and Wiethoff, Christoph}, year={2022}, pages={1–19} }' chicago: Vogelsang, Christoph, and Christoph Wiethoff. “Effects of School Closures during the COVID-19 Pandemic in Early 2020 on Prospective Teachers in a One-Semester School Internship.” European Journal of Teacher Education, 2022, 1–19. https://doi.org/10.1080/02619768.2022.2158808. ieee: 'C. Vogelsang and C. Wiethoff, “Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship,” European Journal of Teacher Education, pp. 1–19, 2022, doi: 10.1080/02619768.2022.2158808.' mla: Vogelsang, Christoph, and Christoph Wiethoff. “Effects of School Closures during the COVID-19 Pandemic in Early 2020 on Prospective Teachers in a One-Semester School Internship.” European Journal of Teacher Education, Informa UK Limited, 2022, pp. 1–19, doi:10.1080/02619768.2022.2158808. short: C. Vogelsang, C. Wiethoff, European Journal of Teacher Education (2022) 1–19. date_created: 2022-12-20T20:44:14Z date_updated: 2023-01-09T15:10:53Z department: - _id: '33' doi: 10.1080/02619768.2022.2158808 keyword: - Education language: - iso: eng page: 1-19 publication: European Journal of Teacher Education publication_identifier: issn: - 0261-9768 - 1469-5928 publication_status: published publisher: Informa UK Limited status: public title: Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship type: journal_article user_id: '4245' year: '2022' ... --- _id: '35522' abstract: - lang: eng text: Following concepts describing lesson planning as a form of anticipatory reflection, preservice physics teachers’ reflection skills are assumed to be positively connected with their planning skills. However, empirical evidence on this is scarce. To explore how relations between these specific skills change over the course of a field experience controlling for influences of professional knowledge, we conduct a pre-post field study with N = 95 preservice physics teachers in a one-semester field experience. Content knowledge (CK) and pedagogical content knowledge (PCK) (paper-and-pencil tests), and reflection and planning skills (standardized performance assessments) were assessed before and after the field experience. Path analyses revealed almost no influence of reflection skills on planning skills. Reflections skills did not contribute to preservice teachers planning skills beyond knowledge, indicating both constructs might represent rather independent abilities. The results show the need for further development of models describing the development of teachers’ professional knowledge and skills in academic teacher education and for the development of concepts for a better integration of reflection and lesson planning in field experiences. article_number: '479' author: - first_name: Christoph full_name: Vogelsang, Christoph id: '4245' last_name: Vogelsang - first_name: Christoph full_name: Kulgemeyer, Christoph last_name: Kulgemeyer - first_name: Josef full_name: Riese, Josef last_name: Riese citation: ama: Vogelsang C, Kulgemeyer C, Riese J. Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience. Education Sciences. 2022;12(7). doi:10.3390/educsci12070479 apa: Vogelsang, C., Kulgemeyer, C., & Riese, J. (2022). Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience. Education Sciences, 12(7), Article 479. https://doi.org/10.3390/educsci12070479 bibtex: '@article{Vogelsang_Kulgemeyer_Riese_2022, title={Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience}, volume={12}, DOI={10.3390/educsci12070479}, number={7479}, journal={Education Sciences}, publisher={MDPI AG}, author={Vogelsang, Christoph and Kulgemeyer, Christoph and Riese, Josef}, year={2022} }' chicago: Vogelsang, Christoph, Christoph Kulgemeyer, and Josef Riese. “Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience.” Education Sciences 12, no. 7 (2022). https://doi.org/10.3390/educsci12070479. ieee: 'C. Vogelsang, C. Kulgemeyer, and J. Riese, “Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience,” Education Sciences, vol. 12, no. 7, Art. no. 479, 2022, doi: 10.3390/educsci12070479.' mla: Vogelsang, Christoph, et al. “Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience.” Education Sciences, vol. 12, no. 7, 479, MDPI AG, 2022, doi:10.3390/educsci12070479. short: C. Vogelsang, C. Kulgemeyer, J. Riese, Education Sciences 12 (2022). date_created: 2023-01-09T15:25:28Z date_updated: 2023-01-09T15:27:20Z department: - _id: '299' - _id: '33' doi: 10.3390/educsci12070479 intvolume: ' 12' issue: '7' keyword: - Public Administration - Developmental and Educational Psychology - Education - Computer Science Applications - Computer Science (miscellaneous) - Physical Therapy - Sports Therapy and Rehabilitation language: - iso: eng publication: Education Sciences publication_identifier: issn: - 2227-7102 publication_status: published publisher: MDPI AG status: public title: Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience type: journal_article user_id: '4245' volume: 12 year: '2022' ... --- _id: '35418' article_number: '102117' author: - first_name: Markus full_name: Koppenborg, Markus last_name: Koppenborg - first_name: Katrin B. full_name: Klingsieck, Katrin B. id: '36716' last_name: Klingsieck citation: ama: Koppenborg M, Klingsieck KB. Group work and student procrastination. Learning and Individual Differences. 2022;94. doi:10.1016/j.lindif.2022.102117 apa: Koppenborg, M., & Klingsieck, K. B. (2022). Group work and student procrastination. Learning and Individual Differences, 94, Article 102117. https://doi.org/10.1016/j.lindif.2022.102117 bibtex: '@article{Koppenborg_Klingsieck_2022, title={Group work and student procrastination}, volume={94}, DOI={10.1016/j.lindif.2022.102117}, number={102117}, journal={Learning and Individual Differences}, publisher={Elsevier BV}, author={Koppenborg, Markus and Klingsieck, Katrin B.}, year={2022} }' chicago: Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.” Learning and Individual Differences 94 (2022). https://doi.org/10.1016/j.lindif.2022.102117. ieee: 'M. Koppenborg and K. B. Klingsieck, “Group work and student procrastination,” Learning and Individual Differences, vol. 94, Art. no. 102117, 2022, doi: 10.1016/j.lindif.2022.102117.' mla: Koppenborg, Markus, and Katrin B. Klingsieck. “Group Work and Student Procrastination.” Learning and Individual Differences, vol. 94, 102117, Elsevier BV, 2022, doi:10.1016/j.lindif.2022.102117. short: M. Koppenborg, K.B. Klingsieck, Learning and Individual Differences 94 (2022). date_created: 2023-01-08T16:14:36Z date_updated: 2023-11-08T08:30:24Z department: - _id: '426' doi: 10.1016/j.lindif.2022.102117 intvolume: ' 94' keyword: - Developmental and Educational Psychology - Education - Social Psychology language: - iso: eng publication: Learning and Individual Differences publication_identifier: issn: - 1041-6080 publication_status: published publisher: Elsevier BV status: public title: Group work and student procrastination type: journal_article user_id: '14931' volume: 94 year: '2022' ... --- _id: '48108' abstract: - lang: eng text: Aspects of data science surround us in many contexts, for example regarding climate change, air pollution, and other environmental issues. To open the “data-science-black-box” for lower secondary school students we developed a data science project focussing on the analysis of self-collected environmental data. We embed this project in computer science education, which enables us to use a new knowledge-based programming approach for the data analysis within Jupyter Notebooks and the programming language Python. In this paper, we evaluate the second cycle of this project which took place in a ninth-grade computer science class. In particular, we present how the students coped with the professional tool of Jupyter Notebooks for doing statistical investigations and which insights they gained. article_number: '6' author: - first_name: SUSANNE full_name: PODWORNY, SUSANNE last_name: PODWORNY - first_name: SVEN full_name: HÜSING, SVEN last_name: HÜSING - first_name: CARSTEN full_name: SCHULTE, CARSTEN last_name: SCHULTE citation: ama: 'PODWORNY S, HÜSING S, SCHULTE C. A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS EDUCATION RESEARCH JOURNAL. 2022;21(2). doi:10.52041/serj.v21i2.46' apa: 'PODWORNY, S., HÜSING, S., & SCHULTE, C. (2022). A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS EDUCATION RESEARCH JOURNAL, 21(2), Article 6. https://doi.org/10.52041/serj.v21i2.46' bibtex: '@article{PODWORNY_HÜSING_SCHULTE_2022, title={A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING}, volume={21}, DOI={10.52041/serj.v21i2.46}, number={26}, journal={STATISTICS EDUCATION RESEARCH JOURNAL}, publisher={International Association for Statistical Education}, author={PODWORNY, SUSANNE and HÜSING, SVEN and SCHULTE, CARSTEN}, year={2022} }' chicago: 'PODWORNY, SUSANNE, SVEN HÜSING, and CARSTEN SCHULTE. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” STATISTICS EDUCATION RESEARCH JOURNAL 21, no. 2 (2022). https://doi.org/10.52041/serj.v21i2.46.' ieee: 'S. PODWORNY, S. HÜSING, and C. SCHULTE, “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING,” STATISTICS EDUCATION RESEARCH JOURNAL, vol. 21, no. 2, Art. no. 6, 2022, doi: 10.52041/serj.v21i2.46.' mla: 'PODWORNY, SUSANNE, et al. “A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING.” STATISTICS EDUCATION RESEARCH JOURNAL, vol. 21, no. 2, 6, International Association for Statistical Education, 2022, doi:10.52041/serj.v21i2.46.' short: S. PODWORNY, S. HÜSING, C. SCHULTE, STATISTICS EDUCATION RESEARCH JOURNAL 21 (2022). date_created: 2023-10-17T05:59:38Z date_updated: 2023-10-17T06:01:58Z doi: 10.52041/serj.v21i2.46 intvolume: ' 21' issue: '2' keyword: - Education - Statistics and Probability publication: STATISTICS EDUCATION RESEARCH JOURNAL publication_identifier: issn: - 1570-1824 publication_status: published publisher: International Association for Statistical Education status: public title: 'A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING' type: journal_article user_id: '30619' volume: 21 year: '2022' ... --- _id: '47923' abstract: - lang: eng text: Integrated reporting has widely been promoted as the next evolutionary step in corporate disclosure, which would soon replace traditional reporting practices. Embedded in a zeitgeist that favors sustainability, this outlook would suggest high integrated reporting adoption rates among reporting organizations. Our analysis of integrated reporting in Germany from 2008 to 2019 shows, however, that organizations approached integrated reporting with a wait-and-see mentality. This approach cannot be described adequately by the existing conceptualizations of (partial) practice adoption. We therefore develop the notion of wait-and-see-ism, defined as the deliberate and potentially long-lasting postponement of a decision to adopt a practice while its further development is monitored silently. We see limited, though continuous, efforts to prepare for the prospect of adopting the practice of integrated reporting quickly at a later stage. Wait-and-see-ism expands on prior work on partial adoption by emphasizing its temporal dimension. This adds an important yet undertheorized option that organizations can employ to respond to ambiguous institutional demands, thus explaining the stalling of promising management practices. author: - first_name: Christoph full_name: Endenich, Christoph last_name: Endenich - first_name: Rüdiger full_name: Hahn, Rüdiger last_name: Hahn - first_name: Daniel full_name: Reimsbach, Daniel id: '100169' last_name: Reimsbach - first_name: Christopher full_name: Wickert, Christopher last_name: Wickert citation: ama: 'Endenich C, Hahn R, Reimsbach D, Wickert C. Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting. Strategic Organization. 2022;21(3):566-595. doi:10.1177/14761270221078605' apa: 'Endenich, C., Hahn, R., Reimsbach, D., & Wickert, C. (2022). Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting. Strategic Organization, 21(3), 566–595. https://doi.org/10.1177/14761270221078605' bibtex: '@article{Endenich_Hahn_Reimsbach_Wickert_2022, title={Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting}, volume={21}, DOI={10.1177/14761270221078605}, number={3}, journal={Strategic Organization}, publisher={SAGE Publications}, author={Endenich, Christoph and Hahn, Rüdiger and Reimsbach, Daniel and Wickert, Christopher}, year={2022}, pages={566–595} }' chicago: 'Endenich, Christoph, Rüdiger Hahn, Daniel Reimsbach, and Christopher Wickert. “Wait-and-See-Ism as Partial Adoption of Management Practices: The Rise and Stall of Integrated Reporting.” Strategic Organization 21, no. 3 (2022): 566–95. https://doi.org/10.1177/14761270221078605.' ieee: 'C. Endenich, R. Hahn, D. Reimsbach, and C. Wickert, “Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting,” Strategic Organization, vol. 21, no. 3, pp. 566–595, 2022, doi: 10.1177/14761270221078605.' mla: 'Endenich, Christoph, et al. “Wait-and-See-Ism as Partial Adoption of Management Practices: The Rise and Stall of Integrated Reporting.” Strategic Organization, vol. 21, no. 3, SAGE Publications, 2022, pp. 566–95, doi:10.1177/14761270221078605.' short: C. Endenich, R. Hahn, D. Reimsbach, C. Wickert, Strategic Organization 21 (2022) 566–595. date_created: 2023-10-10T10:04:38Z date_updated: 2023-10-30T11:36:10Z department: - _id: '186' - _id: '815' doi: 10.1177/14761270221078605 intvolume: ' 21' issue: '3' keyword: - Strategy and Management - Industrial relations - Education - Business and International Management language: - iso: eng page: 566-595 publication: Strategic Organization publication_identifier: issn: - 1476-1270 - 1741-315X publication_status: published publisher: SAGE Publications status: public title: 'Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting' type: journal_article user_id: '21810' volume: 21 year: '2022' ... --- _id: '35111' abstract: - lang: ger text: Forschendes Lernen in der Lehrer:innenbildung ist seit der Ausweitung schulpraktischer Anteile bzw. der Einführung des sogenannten Praxissemesters eng verwoben mit der Lehrer:innenausbildung. Gleichzeitig wird bisher weitestgehend different beantwortet, was Forschendes Lernen ist und sein kann sowie warum es wie hochschuldidaktisch gerahmt wird und werden sollte. Der Beitrag widmet sich dieser Frage. Dabei zeigt sich einerseits, dass hochschuldidaktische Zugänge zur Realisierung Forschenden Lernens in der Lehrer:innenbildung erst vor dem Hintergrund theoretischer Annahmen zur Entwicklung von Lehrpersonen und deren Professionalität sowie zur Gestalt - gemeint ist hier der Beitrag zu dieser Entwicklung sowie der Anteil an Professionalität - Forschenden Lernens entwickelt werden können, eine solche Fundierung aber oftmals ausbleibt. Andererseits wird herausgearbeitet, inwiefern eine Differenz zwischen wissenschaftlicher Forschung und Forschung im Forschenden Lernen besteht. Daran anschließend wird eine habitustheoretische Fundierung Forschenden Lernens vorgestellt und es werden exemplarisch deren Implikationen für die Gestaltung Forschenden Lernens benannt. Abschließend wird anhand empirischer Rekonstruktionen beispielhaft eine praktische Umsetzung diskutiert. - lang: eng text: "Research-based learning in teacher education has been closely interwoven with teacher education since the introduction of the so-called Praxissemester. Nonetheless research has so far largely an- swered differently what research-based learning is and how it should be framed in university learn- ing opportunities. This article addresses the question. On the one hand, it shows that university learning opportunities which would realize research-based learning in teacher education can only be developed against the background of theoretical assumptions about teacher professionalism and its development as well as the form of research-based learning. On the other hand, it is worked out to what extent there is a difference between scientific research and research in research-based learning. Subsequently, a habitus-theoretical foundation of research-based learning will be pre-\r\n300 Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung sented and their implications for the design of research-based learning will be named as examples,\r\nand empirical reconstructions will be used to discuss a practical implementation as an example." alternative_title: - ' Fragen, Erwägungen und Rekonstruktionen' author: - first_name: Thiemo full_name: Bloh, Thiemo id: '69383' last_name: Bloh orcid: 0000-0002-2215-2924 - first_name: Carina full_name: Caruso, Carina id: '23123' last_name: Caruso citation: ama: Bloh T, Caruso C. Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung. die hochschullehre. 2022;8(21):299–312. doi:10.3278/HSL2221W apa: Bloh, T., & Caruso, C. (2022). Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung. die hochschullehre, 8(21), 299–312. https://doi.org/10.3278/HSL2221W bibtex: '@article{Bloh_Caruso_2022, title={Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung}, volume={8}, DOI={10.3278/HSL2221W}, number={21}, journal={die hochschullehre}, publisher={wbv }, author={Bloh, Thiemo and Caruso, Carina}, year={2022}, pages={299–312} }' chicago: 'Bloh, Thiemo, and Carina Caruso. “Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung.” die hochschullehre 8, no. 21 (2022): 299–312. https://doi.org/10.3278/HSL2221W.' ieee: 'T. Bloh and C. Caruso, “Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung,” die hochschullehre, vol. 8, no. 21, pp. 299–312, 2022, doi: 10.3278/HSL2221W.' mla: Bloh, Thiemo, and Carina Caruso. “Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung.” die hochschullehre, vol. 8, no. 21, wbv , 2022, pp. 299–312, doi:10.3278/HSL2221W. short: T. Bloh, C. Caruso, die hochschullehre 8 (2022) 299–312. date_created: 2023-01-02T13:38:50Z date_updated: 2024-03-27T20:02:14Z doi: 10.3278/HSL2221W intvolume: ' 8' issue: '21' keyword: - Forschendes Lernen - Lehrer:innenausbildung - Praxissemester - Professionalisierung / Research-based learning - teacher education - internships - professionalization language: - iso: ger page: 299–312 publication: die hochschullehre publication_identifier: issn: - 2199-8825 publication_status: published publisher: 'wbv ' status: public title: Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung type: journal_article user_id: '86519' volume: 8 year: '2022' ... --- _id: '44689' abstract: - lang: eng text: AbstractEven in the digital age, learning mathematics at an academic level still requires much reading of mathematical text. Research has shown that reading mathematical text requires readers to engage with all the structures of the book and with its pedagogical voice, making connections, and plausible reasoning. Specific practices and strategies that support the close reading of mathematical text have been suggested; however, descriptions and empirical evaluations of materials designed to support these activities are rare. We present the design and first evaluation cycle of materials developed in a design research project that aims to scaffold close reading of mathematical text. The materials were designed and evaluated in a German university course on elementary geometry for first-year teacher education students who study mathematics to become primary teachers. The reading strategies were explained and modeled for students in reading-strategy videos. Additionally, close reading of mathematical text was scaffolded by close-reading tasks and homework tasks and problems that build on the reading strategies and were specifically designed to foster understanding of the mathematical text. Survey data were collected from 296 students to evaluate their use of and attitude toward the different materials. The quantitative results indicate that students used the materials and were generally able to learn the course content by themselves. From all provided materials, they found the close-reading tasks most helpful. A qualitative analysis of answers to open questions revealed issues with different materials, particularly with the script, and requests for additional materials. The issues with the script were categorized inductively. The categories are presented as a qualitative result of the study and discussed. author: - first_name: Sebastian full_name: Rezat, Sebastian id: '31132' last_name: Rezat - first_name: Sara Naseem full_name: Malik, Sara Naseem id: '38640' last_name: Malik - first_name: Markus full_name: Leifeld, Markus last_name: Leifeld citation: ama: 'Rezat S, Malik SN, Leifeld M. Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. International Journal of Science and Mathematics Education. 2022;20(S1):215-236. doi:10.1007/s10763-022-10309-y' apa: 'Rezat, S., Malik, S. N., & Leifeld, M. (2022). Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. International Journal of Science and Mathematics Education, 20(S1), 215–236. https://doi.org/10.1007/s10763-022-10309-y' bibtex: '@article{Rezat_Malik_Leifeld_2022, title={Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation}, volume={20}, DOI={10.1007/s10763-022-10309-y}, number={S1}, journal={International Journal of Science and Mathematics Education}, publisher={Springer}, author={Rezat, Sebastian and Malik, Sara Naseem and Leifeld, Markus}, year={2022}, pages={215–236} }' chicago: 'Rezat, Sebastian, Sara Naseem Malik, and Markus Leifeld. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” International Journal of Science and Mathematics Education 20, no. S1 (2022): 215–36. https://doi.org/10.1007/s10763-022-10309-y.' ieee: 'S. Rezat, S. N. Malik, and M. Leifeld, “Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation,” International Journal of Science and Mathematics Education, vol. 20, no. S1, pp. 215–236, 2022, doi: 10.1007/s10763-022-10309-y.' mla: 'Rezat, Sebastian, et al. “Scaffolding Close Reading of Mathematical Text in Pre-Service Primary Teacher Education at the Tertiary Level: Design and Evaluation.” International Journal of Science and Mathematics Education, vol. 20, no. S1, Springer, 2022, pp. 215–36, doi:10.1007/s10763-022-10309-y.' short: S. Rezat, S.N. Malik, M. Leifeld, International Journal of Science and Mathematics Education 20 (2022) 215–236. date_created: 2023-05-09T14:03:15Z date_updated: 2024-04-18T08:22:47Z department: - _id: '360' doi: 10.1007/s10763-022-10309-y intvolume: ' 20' issue: S1 keyword: - General Mathematics - Education language: - iso: eng page: 215-236 publication: International Journal of Science and Mathematics Education publication_identifier: issn: - 1571-0068 - 1573-1774 publication_status: published publisher: Springer quality_controlled: '1' status: public title: 'Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation' type: journal_article user_id: '31132' volume: 20 year: '2022' ... --- _id: '34920' abstract: - lang: eng text: A very warm welcome to this Special Issue of the Statistics Education Research Journal (SERJ) on data science education. Our hope is to give an overview of selected theoretical thoughts and empirical studies on data science education from a statistics education research perspective. Data science education is rapidly developing but research into data science education is still in its infancy. The current issue presents a snapshot of this developing field. article_number: '1' author: - first_name: Rolf full_name: Biehler, Rolf id: '16274' last_name: Biehler - first_name: Richard full_name: De Veaux, Richard last_name: De Veaux - first_name: Joachim full_name: Engel, Joachim last_name: Engel - first_name: Sibel full_name: Kazak, Sibel last_name: Kazak - first_name: Daniel full_name: Frischemeier, Daniel last_name: Frischemeier citation: ama: 'Biehler R, De Veaux R, Engel J, Kazak S, Frischemeier D. Editorial: Research on Data Science Education. Statistics Education Research Journal. 2022;21(2). doi:10.52041/serj.v21i2.606' apa: 'Biehler, R., De Veaux, R., Engel, J., Kazak, S., & Frischemeier, D. (2022). Editorial: Research on Data Science Education. Statistics Education Research Journal, 21(2), Article 1. https://doi.org/10.52041/serj.v21i2.606' bibtex: '@article{Biehler_De Veaux_Engel_Kazak_Frischemeier_2022, title={Editorial: Research on Data Science Education}, volume={21}, DOI={10.52041/serj.v21i2.606}, number={21}, journal={Statistics Education Research Journal}, publisher={International Association for Statistical Education}, author={Biehler, Rolf and De Veaux, Richard and Engel, Joachim and Kazak, Sibel and Frischemeier, Daniel}, year={2022} }' chicago: 'Biehler, Rolf, Richard De Veaux, Joachim Engel, Sibel Kazak, and Daniel Frischemeier. “Editorial: Research on Data Science Education.” Statistics Education Research Journal 21, no. 2 (2022). https://doi.org/10.52041/serj.v21i2.606.' ieee: 'R. Biehler, R. De Veaux, J. Engel, S. Kazak, and D. Frischemeier, “Editorial: Research on Data Science Education,” Statistics Education Research Journal, vol. 21, no. 2, Art. no. 1, 2022, doi: 10.52041/serj.v21i2.606.' mla: 'Biehler, Rolf, et al. “Editorial: Research on Data Science Education.” Statistics Education Research Journal, vol. 21, no. 2, 1, International Association for Statistical Education, 2022, doi:10.52041/serj.v21i2.606.' short: R. Biehler, R. De Veaux, J. Engel, S. Kazak, D. Frischemeier, Statistics Education Research Journal 21 (2022). date_created: 2022-12-23T11:20:39Z date_updated: 2024-04-18T09:45:53Z department: - _id: '363' doi: 10.52041/serj.v21i2.606 intvolume: ' 21' issue: '2' keyword: - Education - Statistics and Probability language: - iso: eng publication: Statistics Education Research Journal publication_identifier: issn: - 1570-1824 publication_status: published publisher: International Association for Statistical Education status: public title: 'Editorial: Research on Data Science Education' type: journal_article user_id: '37888' volume: 21 year: '2022' ... --- _id: '35685' author: - first_name: Michael full_name: Liebendörfer, Michael id: '30933' last_name: Liebendörfer orcid: 0000-0001-9887-2074 - first_name: Robin full_name: Göller, Robin last_name: Göller - first_name: Lara full_name: Gildehaus, Lara last_name: Gildehaus - first_name: Jörg full_name: Kortemeyer, Jörg last_name: Kortemeyer - first_name: Rolf full_name: Biehler, Rolf id: '16274' last_name: Biehler - first_name: Reinhard full_name: Hochmuth, Reinhard last_name: Hochmuth - first_name: Laura full_name: Ostsieker, Laura last_name: Ostsieker - first_name: Jana full_name: Rode, Jana last_name: Rode - first_name: Niclas full_name: Schaper, Niclas last_name: Schaper citation: ama: Liebendörfer M, Göller R, Gildehaus L, et al. The role of learning strategies for performance in mathematics courses for engineers. International Journal of Mathematical Education in Science and Technology. 2022;53(5):1133-1152. doi:10.1080/0020739x.2021.2023772 apa: Liebendörfer, M., Göller, R., Gildehaus, L., Kortemeyer, J., Biehler, R., Hochmuth, R., Ostsieker, L., Rode, J., & Schaper, N. (2022). The role of learning strategies for performance in mathematics courses for engineers. International Journal of Mathematical Education in Science and Technology, 53(5), 1133–1152. https://doi.org/10.1080/0020739x.2021.2023772 bibtex: '@article{Liebendörfer_Göller_Gildehaus_Kortemeyer_Biehler_Hochmuth_Ostsieker_Rode_Schaper_2022, title={The role of learning strategies for performance in mathematics courses for engineers}, volume={53}, DOI={10.1080/0020739x.2021.2023772}, number={5}, journal={International Journal of Mathematical Education in Science and Technology}, publisher={Informa UK Limited}, author={Liebendörfer, Michael and Göller, Robin and Gildehaus, Lara and Kortemeyer, Jörg and Biehler, Rolf and Hochmuth, Reinhard and Ostsieker, Laura and Rode, Jana and Schaper, Niclas}, year={2022}, pages={1133–1152} }' chicago: 'Liebendörfer, Michael, Robin Göller, Lara Gildehaus, Jörg Kortemeyer, Rolf Biehler, Reinhard Hochmuth, Laura Ostsieker, Jana Rode, and Niclas Schaper. “The Role of Learning Strategies for Performance in Mathematics Courses for Engineers.” International Journal of Mathematical Education in Science and Technology 53, no. 5 (2022): 1133–52. https://doi.org/10.1080/0020739x.2021.2023772.' ieee: 'M. Liebendörfer et al., “The role of learning strategies for performance in mathematics courses for engineers,” International Journal of Mathematical Education in Science and Technology, vol. 53, no. 5, pp. 1133–1152, 2022, doi: 10.1080/0020739x.2021.2023772.' mla: Liebendörfer, Michael, et al. “The Role of Learning Strategies for Performance in Mathematics Courses for Engineers.” International Journal of Mathematical Education in Science and Technology, vol. 53, no. 5, Informa UK Limited, 2022, pp. 1133–52, doi:10.1080/0020739x.2021.2023772. short: M. Liebendörfer, R. Göller, L. Gildehaus, J. Kortemeyer, R. Biehler, R. Hochmuth, L. Ostsieker, J. Rode, N. Schaper, International Journal of Mathematical Education in Science and Technology 53 (2022) 1133–1152. date_created: 2023-01-10T08:56:30Z date_updated: 2024-04-18T10:08:30Z department: - _id: '363' - _id: '625' doi: 10.1080/0020739x.2021.2023772 intvolume: ' 53' issue: '5' keyword: - Applied Mathematics - Education - Mathematics (miscellaneous) language: - iso: eng page: 1133-1152 publication: International Journal of Mathematical Education in Science and Technology publication_identifier: issn: - 0020-739X - 1464-5211 publication_status: published publisher: Informa UK Limited status: public title: The role of learning strategies for performance in mathematics courses for engineers type: journal_article user_id: '37888' volume: 53 year: '2022' ... --- _id: '35672' abstract: - lang: eng text: This study examines modelling with machine learning. In the context of a yearlong data science course, the study explores how upper secondary students apply machine learning with Jupyter Notebooks and document the modelling process as a computational essay incorporating the different steps of the CRISP-DM cycle. The students’ work is based on a teaching module about decision trees in machine learning and a worked example of such a modelling process. The study outlines the students’ performance in carrying out the machine learning technically and reasoning about bias in the data, different data preparation steps, the application context, and the resulting decision model. Furthermore, the context of the study and the theoretical backgrounds are presented. article_number: '7' author: - first_name: Franz Yannik full_name: Fleischer, Franz Yannik id: '42660' last_name: Fleischer orcid: https://orcid.org/0000-0003-0318-0329 - first_name: Rolf full_name: Biehler, Rolf id: '16274' last_name: Biehler - first_name: Carsten full_name: Schulte, Carsten id: '60311' last_name: Schulte citation: ama: Fleischer FY, Biehler R, Schulte C. Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks. Statistics Education Research Journal. 2022;21(2). doi:10.52041/serj.v21i2.61 apa: Fleischer, F. Y., Biehler, R., & Schulte, C. (2022). Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks. Statistics Education Research Journal, 21(2), Article 7. https://doi.org/10.52041/serj.v21i2.61 bibtex: '@article{Fleischer_Biehler_Schulte_2022, title={Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks}, volume={21}, DOI={10.52041/serj.v21i2.61}, number={27}, journal={Statistics Education Research Journal}, publisher={International Association for Statistical Education}, author={Fleischer, Franz Yannik and Biehler, Rolf and Schulte, Carsten}, year={2022} }' chicago: Fleischer, Franz Yannik, Rolf Biehler, and Carsten Schulte. “Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks.” Statistics Education Research Journal 21, no. 2 (2022). https://doi.org/10.52041/serj.v21i2.61. ieee: 'F. Y. Fleischer, R. Biehler, and C. Schulte, “Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks,” Statistics Education Research Journal, vol. 21, no. 2, Art. no. 7, 2022, doi: 10.52041/serj.v21i2.61.' mla: Fleischer, Franz Yannik, et al. “Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks.” Statistics Education Research Journal, vol. 21, no. 2, 7, International Association for Statistical Education, 2022, doi:10.52041/serj.v21i2.61. short: F.Y. Fleischer, R. Biehler, C. Schulte, Statistics Education Research Journal 21 (2022). date_created: 2023-01-10T08:48:23Z date_updated: 2024-08-21T10:04:41Z department: - _id: '363' - _id: '67' doi: 10.52041/serj.v21i2.61 intvolume: ' 21' issue: '2' keyword: - Education - Statistics and Probability language: - iso: eng publication: Statistics Education Research Journal publication_identifier: issn: - 1570-1824 publication_status: published publisher: International Association for Statistical Education status: public title: Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks type: journal_article user_id: '37888' volume: 21 year: '2022' ...