--- _id: '42951' abstract: - lang: eng text: 'PurposeInformation and communication technologies (ICT) has an increasing impact on schools. School leaders play a key role in this context as drivers of innovation including those related to ICT. Against this background, the study presented in this article focuses on school leadership and management activities with ICT and related challenges. It sought to analyze how frequently German school principals use ICT compared to principals in other countries, what distinct clusters of German principals could be identified in terms of ICT usage and how principals viewed ICT in schools and related challenges.Design/methodology/approachA mixed-methods approach was chosen, using quantitative data from both the international comparative large-scale assessment study ICILS 2018 and the explorative qualitative data from Germany. For the international comparison, the school principal data sets of the 12 international participants of the International Computer and Information Literacy Study (ICILS) 2018 were taken into account: Chile, Denmark, Finland, France, Germany, Italy, Kazakhstan, Republic of Korea, Luxembourg, Portugal, Uruguay and the United States. To look beyond averaged frequencies, a latent class analysis (LCA) was conducted to identify possible clusters of school leaders with distinct usage patterns of ICT for leadership and management activities.FindingsThe results indicate that, in general, German principals use ICT for leadership and management activities on a similar level as their international colleagues. However, they seem to communicate with education authorities significantly more often than their international colleagues, whereas representative activities (presentations, home page) are rather infrequent. The qualitative data point to significant barriers to fully harnessing the potential of using ICT for leadership, management and school improvement such as lack of competencies and lack of adequate support.Originality/valueTo the best of the authors’ knowledge, this is the first study that focuses on school leadership and management activities using ICT with such a data set. The results provide insights into how German principals use ICT to lead and manage their schools compared to their international counterparts. The qualitative data offers additional insights into possible reasons hindering a more effective use of ICT.' author: - first_name: Pierre full_name: Tulowitzki, Pierre last_name: Tulowitzki - first_name: Julia full_name: Gerick, Julia last_name: Gerick - first_name: Birgit full_name: Eickelmann, Birgit id: '40387' last_name: Eickelmann citation: ama: 'Tulowitzki P, Gerick J, Eickelmann B. The role of ICT for school leadership and management activities: an international comparison. International Journal of Educational Management. 2022;36(2):133-151. doi:10.1108/ijem-06-2021-0251' apa: 'Tulowitzki, P., Gerick, J., & Eickelmann, B. (2022). The role of ICT for school leadership and management activities: an international comparison. International Journal of Educational Management, 36(2), 133–151. https://doi.org/10.1108/ijem-06-2021-0251' bibtex: '@article{Tulowitzki_Gerick_Eickelmann_2022, title={The role of ICT for school leadership and management activities: an international comparison}, volume={36}, DOI={10.1108/ijem-06-2021-0251}, number={2}, journal={International Journal of Educational Management}, publisher={Emerald}, author={Tulowitzki, Pierre and Gerick, Julia and Eickelmann, Birgit}, year={2022}, pages={133–151} }' chicago: 'Tulowitzki, Pierre, Julia Gerick, and Birgit Eickelmann. “The Role of ICT for School Leadership and Management Activities: An International Comparison.” International Journal of Educational Management 36, no. 2 (2022): 133–51. https://doi.org/10.1108/ijem-06-2021-0251.' ieee: 'P. Tulowitzki, J. Gerick, and B. Eickelmann, “The role of ICT for school leadership and management activities: an international comparison,” International Journal of Educational Management, vol. 36, no. 2, pp. 133–151, 2022, doi: 10.1108/ijem-06-2021-0251.' mla: 'Tulowitzki, Pierre, et al. “The Role of ICT for School Leadership and Management Activities: An International Comparison.” International Journal of Educational Management, vol. 36, no. 2, Emerald, 2022, pp. 133–51, doi:10.1108/ijem-06-2021-0251.' short: P. Tulowitzki, J. Gerick, B. Eickelmann, International Journal of Educational Management 36 (2022) 133–151. date_created: 2023-03-13T12:27:49Z date_updated: 2023-05-08T09:03:39Z department: - _id: '462' doi: 10.1108/ijem-06-2021-0251 intvolume: ' 36' issue: '2' keyword: - Organizational Behavior and Human Resource Management - Education - Organizational Behavior and Human Resource Management - Education language: - iso: eng page: 133-151 publication: International Journal of Educational Management publication_identifier: issn: - 0951-354X publication_status: published publisher: Emerald status: public title: 'The role of ICT for school leadership and management activities: an international comparison' type: journal_article user_id: '14931' volume: 36 year: '2022' ... --- _id: '45172' abstract: - lang: eng text: ZusammenfassungIm Lehramtsstudium sollen Studierende grundlegende Fähigkeiten zur theoriegeleiteten Unterrichtsplanung erwerben. In Übereinstimmung mit Modellen zur professionellen Handlungskompetenz von Lehrkräften wird hierbei meist angenommen, dass das im Studienverlauf erworbene Professionswissen eine wesentliche Grundlage für den Aufbau von Fähigkeiten zur Unterrichtsplanung bildet. Lerngelegenheiten zur Anwendung dieses Professionswissens bieten vor allem schulpraktische Phasen im fortgeschrittenen Studienverlauf. Es wird aber ebenso angenommen, dass gerade Erfahrungen mit der Unterrichtsplanung den Aufbau von Professionswissen unterstützen. Der Zusammenhang zwischen dem Ausmaß des Professionswissens und der Entwicklung von Planungsfähigkeit ist bisher unzureichend empirisch geklärt. Eine besondere methodische Herausforderung besteht darin, Planungsfähigkeiten sowohl möglichst authentisch als auch auf standardisierte Weise zu erfassen. Zur Untersuchung des genannten Zusammenhangs wurde eine längsschnittliche Studie im Prä-Post-Design bei angehenden Physiklehrkräften (N = 68 im Längsschnitt) an vier Universitäten durchgeführt. Die Unterrichtsplanungsfähigkeit wurde mit Hilfe eines standardisierten Performanztests vor und nach dem Absolvieren eines Praxissemesters erfasst, indem als Standardsituation der Entwurf einer Unterrichtsstunde zum 3. Newton’schen Axiom unter definierten Zeitvorgaben im Praxissemester simuliert wurde. Zusätzlich wurden das fachliche, fachdidaktische und pädagogische Wissen der Studierenden mit Hilfe standardisierter Instrumente zu beiden Zeitpunkten erhoben, sowie die einschlägigen Lerngelegenheiten im Praxissemester über einen Fragebogen erfasst. Sowohl für Unterrichtsplanungsfähigkeit als auch für alle Wissensvariablen können Zuwächse im Praxissemester beobachtet werden. Cross-Lagged-Panel-Analysen zeigen, dass insbesondere die Ausprägung des fachdidaktischen und pädagogischen Wissens der Studierenden am Beginn des Praxissemesters die Entwicklung von Unterrichtsplanungsfähigkeit begünstigt. author: - first_name: Josef full_name: Riese, Josef id: '429' last_name: Riese orcid: 0000-0003-2927-2619 - first_name: Christoph full_name: Vogelsang, Christoph id: '4245' last_name: Vogelsang - first_name: Jan full_name: Schröder, Jan last_name: Schröder - first_name: Andreas full_name: Borowski, Andreas last_name: Borowski - first_name: Christoph full_name: Kulgemeyer, Christoph id: '84533' last_name: Kulgemeyer - first_name: Peter full_name: Reinhold, Peter id: '416' last_name: Reinhold - first_name: Horst full_name: Schecker, Horst last_name: Schecker citation: ama: 'Riese J, Vogelsang C, Schröder J, et al. Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen? Zeitschrift für Erziehungswissenschaft. 2022;25(4):843-867. doi:10.1007/s11618-022-01112-0' apa: 'Riese, J., Vogelsang, C., Schröder, J., Borowski, A., Kulgemeyer, C., Reinhold, P., & Schecker, H. (2022). Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen? Zeitschrift für Erziehungswissenschaft, 25(4), 843–867. https://doi.org/10.1007/s11618-022-01112-0' bibtex: '@article{Riese_Vogelsang_Schröder_Borowski_Kulgemeyer_Reinhold_Schecker_2022, title={Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?}, volume={25}, DOI={10.1007/s11618-022-01112-0}, number={4}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Riese, Josef and Vogelsang, Christoph and Schröder, Jan and Borowski, Andreas and Kulgemeyer, Christoph and Reinhold, Peter and Schecker, Horst}, year={2022}, pages={843–867} }' chicago: 'Riese, Josef, Christoph Vogelsang, Jan Schröder, Andreas Borowski, Christoph Kulgemeyer, Peter Reinhold, and Horst Schecker. “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?” Zeitschrift für Erziehungswissenschaft 25, no. 4 (2022): 843–67. https://doi.org/10.1007/s11618-022-01112-0.' ieee: 'J. Riese et al., “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?,” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 4, pp. 843–867, 2022, doi: 10.1007/s11618-022-01112-0.' mla: 'Riese, Josef, et al. “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 4, Springer Science and Business Media LLC, 2022, pp. 843–67, doi:10.1007/s11618-022-01112-0.' short: J. Riese, C. Vogelsang, J. Schröder, A. Borowski, C. Kulgemeyer, P. Reinhold, H. Schecker, Zeitschrift für Erziehungswissenschaft 25 (2022) 843–867. date_created: 2023-05-20T09:52:26Z date_updated: 2023-06-06T11:59:42Z department: - _id: '299' doi: 10.1007/s11618-022-01112-0 intvolume: ' 25' issue: '4' keyword: - Education language: - iso: ger page: 843-867 publication: Zeitschrift für Erziehungswissenschaft publication_identifier: issn: - 1434-663X - 1862-5215 publication_status: published publisher: Springer Science and Business Media LLC status: public title: 'Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?' type: journal_article user_id: '429' volume: 25 year: '2022' ... --- _id: '34820' abstract: - lang: eng text: The construct of noticing is considered to be of crucial importance for professional action of (prospective) physical education (PE) teachers in the context of (inclusive) PE. In order to implement the demands of inclusive PE teaching, noticingwith regard to processes of recognition proves to be particularly significant. Due to the relevance of physicality, the design of recognition relationships that encourage pupils' development results in specific requirements for the selective attention and the theory-based interpretation of processes of recognition and disregard in complex teaching situations. This facet of competence has hardly been studied so far, partly due to the lack of instruments for standardised assessment of this construct. In the context of this paper, the development and validation of a standardised, video vignette-based test instrument for the measurement of noticingwith regard to processes of recognition of prospective PE teachers is presented. The validation focuses on the content of the test and the internal structure of the instrument as well as on correlations with related constructs in terms of content. The results from three consecutive validation studies provide indications of the reliability and validity of the test score interpretation of the instrument ViProQiS_A. The findings so far indicate that the standardised measurement of noticingwith regard to processes of recognitionin inclusive PE could be realized on the basis of the test instrument developed here. article_type: original author: - first_name: Wiebke full_name: Langer, Wiebke last_name: Langer - first_name: Julia full_name: Bruns, Julia id: '72183' last_name: Bruns orcid: https://orcid.org/0000-0002-6604-5864 - first_name: Jan full_name: Erhorn, Jan last_name: Erhorn citation: ama: Langer W, Bruns J, Erhorn J. Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. German Journal of Exercise and Sport Research. 2022;52(3):386-397. doi:10.1007/s12662-022-00807-0 apa: Langer, W., Bruns, J., & Erhorn, J. (2022). Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. German Journal of Exercise and Sport Research, 52(3), 386–397. https://doi.org/10.1007/s12662-022-00807-0 bibtex: '@article{Langer_Bruns_Erhorn_2022, title={Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education}, volume={52}, DOI={10.1007/s12662-022-00807-0}, number={3}, journal={German Journal of Exercise and Sport Research}, publisher={Springer}, author={Langer, Wiebke and Bruns, Julia and Erhorn, Jan}, year={2022}, pages={386–397} }' chicago: 'Langer, Wiebke, Julia Bruns, and Jan Erhorn. “Development and Validation of a Video-Based Test Instrument to Measure Noticing with Regard to Processes Ofrecognition in Inclusive Physical Education.” German Journal of Exercise and Sport Research 52, no. 3 (2022): 386–97. https://doi.org/10.1007/s12662-022-00807-0.' ieee: 'W. Langer, J. Bruns, and J. Erhorn, “Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education,” German Journal of Exercise and Sport Research, vol. 52, no. 3, pp. 386–397, 2022, doi: 10.1007/s12662-022-00807-0.' mla: Langer, Wiebke, et al. “Development and Validation of a Video-Based Test Instrument to Measure Noticing with Regard to Processes Ofrecognition in Inclusive Physical Education.” German Journal of Exercise and Sport Research, vol. 52, no. 3, Springer, 2022, pp. 386–97, doi:10.1007/s12662-022-00807-0. short: W. Langer, J. Bruns, J. Erhorn, German Journal of Exercise and Sport Research 52 (2022) 386–397. date_created: 2022-12-22T09:22:45Z date_updated: 2023-06-20T19:10:42Z department: - _id: '97' - _id: '611' doi: 10.1007/s12662-022-00807-0 external_id: isi: - '000788945100004' intvolume: ' 52' isi: '1' issue: '3' keyword: - Physical education teacher education - Competence modelling and - measurement - Inclusive physical education - Video-based items - Noticing language: - iso: eng page: 386-397 publication: German Journal of Exercise and Sport Research publication_identifier: eissn: - 2509-3150 issn: - 2509-3142 publication_status: published publisher: Springer quality_controlled: '1' status: public title: Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education type: journal_article user_id: '49063' volume: 52 year: '2022' ... --- _id: '34819' abstract: - lang: eng text: Teachers expect facilitators to have own teaching experience as a teacher in order to be able to carry out effective teacher professional development programs. As part of the project EmMa(M), it is investigated, to which extent the teaching experience of facilitators influences the development of early childhood teachers' (n = 83) mathematical pedagogical content knowledge (MPCK) and early childhood teachers' enjoyment of mathematics in the context of a teacher professional development program. It turns out that the teaching experience of the facilitators has no influence on the development of early childhood teachers' MPCK, but favors the development of early childhood teachers' enjoyment of mathematics. Controlling for this increased enjoyment an influence of teaching experience on the development of early childhood teachers' MPCK emerges, but in favor of the participating facilitators who have no teaching experience but have a university degree. article_type: original author: - first_name: Maike full_name: Hagena, Maike last_name: Hagena - first_name: Julia full_name: Bruns, Julia id: '72183' last_name: Bruns orcid: https://orcid.org/0000-0002-6604-5864 - first_name: Hedwig full_name: Gasteiger, Hedwig last_name: Gasteiger citation: ama: Hagena M, Bruns J, Gasteiger H. Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft. Zeitschrift für Erziehungswissenschaft. 2022;25(6):1455–1480. doi:10.1007/s11618-022-01122-y apa: Hagena, M., Bruns, J., & Gasteiger, H. (2022). Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft. Zeitschrift für Erziehungswissenschaft, 25(6), 1455–1480. https://doi.org/10.1007/s11618-022-01122-y bibtex: '@article{Hagena_Bruns_Gasteiger_2022, title={Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft}, volume={25}, DOI={10.1007/s11618-022-01122-y}, number={6}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Vieweg-springer Fachmedien Wiesbaden Gmbh}, author={Hagena, Maike and Bruns, Julia and Gasteiger, Hedwig}, year={2022}, pages={1455–1480} }' chicago: 'Hagena, Maike, Julia Bruns, and Hedwig Gasteiger. “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft.” Zeitschrift für Erziehungswissenschaft 25, no. 6 (2022): 1455–1480. https://doi.org/10.1007/s11618-022-01122-y.' ieee: 'M. Hagena, J. Bruns, and H. Gasteiger, “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft,” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 6, pp. 1455–1480, 2022, doi: 10.1007/s11618-022-01122-y.' mla: Hagena, Maike, et al. “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft.” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 6, Springer Vieweg-springer Fachmedien Wiesbaden Gmbh, 2022, pp. 1455–1480, doi:10.1007/s11618-022-01122-y. short: M. Hagena, J. Bruns, H. Gasteiger, Zeitschrift für Erziehungswissenschaft 25 (2022) 1455–1480. date_created: 2022-12-22T09:22:45Z date_updated: 2023-06-20T19:10:11Z department: - _id: '611' - _id: '97' doi: 10.1007/s11618-022-01122-y external_id: isi: - '000852117800001' intvolume: ' 25' isi: '1' issue: '6' keyword: - Facilitator professional development - Early childhood teachers - Teaching - experience - Early mathematics education language: - iso: ger page: 1455–1480 publication: Zeitschrift für Erziehungswissenschaft publication_identifier: eissn: - 1862-5215 issn: - 1434-663X publication_status: published publisher: Springer Vieweg-springer Fachmedien Wiesbaden Gmbh quality_controlled: '1' status: public title: Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft type: journal_article user_id: '49063' volume: 25 year: '2022' ... --- _id: '46531' abstract: - lang: eng text: Compulsory schooling reforms are often used to estimate monetary returns to education. Such reforms are unrelated to individual characteristics and preferences and thus arguably able to eliminate selection bias. However, as these reforms affect a large number of individuals in the relevant age groups, they might have spillover effects on individuals not directly affected by the reform. Such spillover effects constitute a problem for identification and estimation of returns to schooling. As they are difficult to address, they are mostly ignored in the empirical literature. I show that the introduction of the compulsory ninth grade in Germany led to a labor supply shock that might have increased wages and employment of individuals who were not directly subject to the reform and were assumed not to be affected in previous research. To investigate in this kinds of spillover effects, I exploit the staggered introduction of the compulsory ninth grade across German federal states in a difference-in-differences approach. Based on large scale register and survey data, I find no evidence for persistent spillover effects for men. For women, however, my results suggest that the labor supply shock resulting from the reform may have led to a persistent increase in employment and wages. author: - first_name: Valentin full_name: Schiele, Valentin id: '53779' last_name: Schiele citation: ama: Schiele V. Labor Market Spillover Effects of a Compulsory Schooling Reform in Germany.; 2022. apa: Schiele, V. (2022). Labor market spillover effects of a compulsory schooling reform in Germany. bibtex: '@book{Schiele_2022, title={Labor market spillover effects of a compulsory schooling reform in Germany}, author={Schiele, Valentin}, year={2022} }' chicago: Schiele, Valentin. Labor Market Spillover Effects of a Compulsory Schooling Reform in Germany, 2022. ieee: V. Schiele, Labor market spillover effects of a compulsory schooling reform in Germany. 2022. mla: Schiele, Valentin. Labor Market Spillover Effects of a Compulsory Schooling Reform in Germany. 2022. short: V. Schiele, Labor Market Spillover Effects of a Compulsory Schooling Reform in Germany, 2022. date_created: 2023-08-16T09:45:46Z date_updated: 2023-08-20T17:57:42Z department: - _id: '281' keyword: - Compulsory schooling - Education - Spillover effects - Cohort size - Wages - Employment language: - iso: eng status: public title: Labor market spillover effects of a compulsory schooling reform in Germany type: working_paper user_id: '53779' 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: '40607' abstract: - lang: eng text: AbstractTeachers’ in-depth diagnostic thinking has been shown to be crucial for student-centered teaching as they need to perceive and interpret students’ understanding for well-informed decision-making on adaptive teaching practices. The paper presents a content-related approach to analyzing diagnostic thinking processes with respect to the mathematical knowledge elements that prospective teachers identify as students’ resources and obstacles. Prospective teachers’ challenge is that some relevant knowledge elements first have to be unpacked, because compact concepts (such as the place value concept) or procedures (such as for multi-digit multiplication) comprise several smaller knowledge elements (such as the positional property) that have to be made explicit for students to foster their learning processes adequately. Our study examines what knowledge elements prospective teachers perceive and interpret in a transcript vignettes on multi-digit multiplication (of decimal and natural numbers) and its underlying basic arithmetic concepts (place value understanding and meaning of multiplication) in written diagnostic judgments on students’ resources and obstacles (N = 196). A comparative design within the vignette is used to investigate how far the process of perceiving can be supported by thematic cues. The analysis reveals that those knowledge elements cued in the vignette by being already unpacked and explicitly addressed are perceived and interpreted more often (but with lower correctness) than those that are uncued and therefore have to be unpacked by the prospective teachers themselves. This confirms the need to prepare prospective teachers for unpacking mathematical concepts themselves. author: - first_name: Jennifer full_name: Dröse, Jennifer last_name: Dröse - first_name: Susanne full_name: Prediger, Susanne last_name: Prediger citation: ama: 'Dröse J, Prediger S. Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements. Journal für Mathematik-Didaktik. Published online 2022. doi:10.1007/s13138-022-00214-w' apa: 'Dröse, J., & Prediger, S. (2022). Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements. Journal Für Mathematik-Didaktik. https://doi.org/10.1007/s13138-022-00214-w' bibtex: '@article{Dröse_Prediger_2022, title={Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements}, DOI={10.1007/s13138-022-00214-w}, journal={Journal für Mathematik-Didaktik}, publisher={Springer Science and Business Media LLC}, author={Dröse, Jennifer and Prediger, Susanne}, year={2022} }' chicago: 'Dröse, Jennifer, and Susanne Prediger. “Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements.” Journal Für Mathematik-Didaktik, 2022. https://doi.org/10.1007/s13138-022-00214-w.' ieee: 'J. Dröse and S. Prediger, “Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements,” Journal für Mathematik-Didaktik, 2022, doi: 10.1007/s13138-022-00214-w.' mla: 'Dröse, Jennifer, and Susanne Prediger. “Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements.” Journal Für Mathematik-Didaktik, Springer Science and Business Media LLC, 2022, doi:10.1007/s13138-022-00214-w.' short: J. Dröse, S. Prediger, Journal Für Mathematik-Didaktik (2022). date_created: 2023-01-27T18:47:24Z date_updated: 2023-11-02T08:05:14Z department: - _id: '98' doi: 10.1007/s13138-022-00214-w keyword: - Education - General Mathematics language: - iso: eng publication: Journal für Mathematik-Didaktik publication_identifier: issn: - 0173-5322 - 1869-2699 publication_status: published publisher: Springer Science and Business Media LLC quality_controlled: '1' status: public title: 'Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements' type: journal_article user_id: '85820' 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 full_name: Malik, Sara last_name: Malik - first_name: Markus full_name: Leifeld, Markus last_name: Leifeld citation: ama: 'Rezat S, Malik S, 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., & 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 and Leifeld, Markus}, year={2022}, pages={215–236} }' chicago: 'Rezat, Sebastian, Sara 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. 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. Malik, M. Leifeld, International Journal of Science and Mathematics Education 20 (2022) 215–236. date_created: 2023-05-09T14:03:15Z date_updated: 2023-12-06T08:19:36Z 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: '34704' abstract: - lang: eng text: One of the most powerful events in the still young 21st century is certainly the outbreak of the coronavirus and the following COVID-19 pandemic. Massive economic as well as social distress caused worldwide devastation. In Germany, not only stores, factories, cultural facilities were closed, but also – for the first time in history – schools were closed nationwide. Closed working sites and vocational schools, as well as working sites, which remained open due to their systemic relevance, led to so far unknown challenges in Germany’s vocational education system. A very good example are the dual apprenticeships, such as trained retail salesman, which were only partially affected by closures. The main goal of education policy was to compensate personal communication and interaction via digital media. This article’s main aim is to reveal the strategies vocational schools have developed to overcome the challenges they had to face because of the pandemic. author: - first_name: Christian full_name: Sommer, Christian id: '33108' last_name: Sommer - first_name: Daniela full_name: Szczesny, Daniela id: '44658' last_name: Szczesny citation: ama: 'Sommer C, Szczesny D. Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie. In: Heisler D, Meier JA, eds. Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern. ; 2022:329-348. doi:10.3278/9783763972579' apa: Sommer, C., & Szczesny, D. (2022). Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie. In D. Heisler & J. A. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern. (pp. 329–348). https://doi.org/10.3278/9783763972579 bibtex: '@inbook{Sommer_Szczesny_2022, title={Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.}, 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.}, author={Sommer, Christian and Szczesny, Daniela}, editor={Heisler, Dietmar and Meier, Jörg A.}, year={2022}, pages={329–348} }' chicago: Sommer, Christian, and Daniela Szczesny. “Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.” 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 A. Meier, 329–48, 2022. https://doi.org/10.3278/9783763972579. ieee: C. Sommer and D. Szczesny, “Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.,” in Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern., D. Heisler and J. A. Meier, Eds. 2022, pp. 329–348. mla: Sommer, Christian, and Daniela Szczesny. “Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.” 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 A. Meier, 2022, pp. 329–48, doi:10.3278/9783763972579. short: 'C. Sommer, D. Szczesny, in: D. Heisler, J.A. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern., 2022, pp. 329–348.' date_created: 2022-12-21T11:45:14Z date_updated: 2023-12-06T13:36:49Z department: - _id: '451' doi: 10.3278/9783763972579 editor: - first_name: Dietmar full_name: Heisler, Dietmar last_name: Heisler - first_name: Jörg A. full_name: Meier, Jörg A. last_name: Meier keyword: - COVID-19 - Digitalization - Vocational education and training - Retail language: - iso: ger main_file_link: - url: https://library.oapen.org/handle/20.500.12657/57970 page: 329-348 publication: Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern. publication_status: published quality_controlled: '1' status: public title: Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie. type: book_chapter user_id: '33108' 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: '27491' abstract: - lang: eng text: ' Students often have a lack of understanding and awareness of where, how, and why personal data about them is collected and processed. Especially, when interacting with data-driven digital artifacts, an appropriate perception of the data collection and processing is necessary for self-determination. This dissertation deals with the development and evaluation of a concept called data awareness which aims to foster students’ self-determination interacting with data-driven digital artifacts.' author: - first_name: Lukas full_name: Höper, Lukas id: '58041' last_name: Höper citation: ama: 'Höper L. Developing and Evaluating the Concept Data Awareness for K12 Computing Education. In: 21st Koli Calling International Conference on Computing Education Research. Koli Calling ’21. Association for Computing Machinery; 2021. doi:10.1145/3488042.3490509' apa: Höper, L. (2021). Developing and Evaluating the Concept Data Awareness for K12 Computing Education. 21st Koli Calling International Conference on Computing Education Research. https://doi.org/10.1145/3488042.3490509 bibtex: '@inproceedings{Höper_2021, place={New York, NY, USA}, series={Koli Calling ’21}, title={Developing and Evaluating the Concept Data Awareness for K12 Computing Education}, DOI={10.1145/3488042.3490509}, booktitle={21st Koli Calling International Conference on Computing Education Research}, publisher={Association for Computing Machinery}, author={Höper, Lukas}, year={2021}, collection={Koli Calling ’21} }' chicago: 'Höper, Lukas. “Developing and Evaluating the Concept Data Awareness for K12 Computing Education.” In 21st Koli Calling International Conference on Computing Education Research. Koli Calling ’21. New York, NY, USA: Association for Computing Machinery, 2021. https://doi.org/10.1145/3488042.3490509.' ieee: 'L. Höper, “Developing and Evaluating the Concept Data Awareness for K12 Computing Education,” 2021, doi: 10.1145/3488042.3490509.' mla: Höper, Lukas. “Developing and Evaluating the Concept Data Awareness for K12 Computing Education.” 21st Koli Calling International Conference on Computing Education Research, Association for Computing Machinery, 2021, doi:10.1145/3488042.3490509. short: 'L. Höper, in: 21st Koli Calling International Conference on Computing Education Research, Association for Computing Machinery, New York, NY, USA, 2021.' date_created: 2021-11-16T07:59:49Z date_updated: 2022-01-06T06:57:40Z department: - _id: '67' doi: 10.1145/3488042.3490509 keyword: - data awareness - machine learning - data science education - data-driven digital artifacts - artificial intelligence language: - iso: eng place: New York, NY, USA publication: 21st Koli Calling International Conference on Computing Education Research publication_identifier: isbn: - '9781450384889' publisher: Association for Computing Machinery series_title: Koli Calling '21 status: public title: Developing and Evaluating the Concept Data Awareness for K12 Computing Education type: conference user_id: '21145' year: '2021' ... --- _id: '29720' author: - first_name: Don full_name: Passey, Don last_name: Passey - first_name: Torsten full_name: Brinda, Torsten last_name: Brinda - first_name: Bernard full_name: Cornu, Bernard last_name: Cornu - first_name: Jaana full_name: Holvikivi, Jaana last_name: Holvikivi - first_name: Cathy full_name: Lewin, Cathy last_name: Lewin - first_name: Johannes full_name: Magenheim, Johannes last_name: Magenheim - first_name: Raymond full_name: Morel, Raymond last_name: Morel - first_name: Javier full_name: Osorio, Javier last_name: Osorio - first_name: Arthur full_name: Tatnall, Arthur last_name: Tatnall - first_name: Barrie full_name: Thompson, Barrie last_name: Thompson - first_name: Mary full_name: Webb, Mary last_name: Webb citation: ama: 'Passey D, Brinda T, Cornu B, et al. Computers and Education – Recognising Opportunities and Managing Challenges. In: Goedicke M, Neuhold E, Rannenberg K, eds. Advancing Research in Information and Communication Technology. Vol AICT-600. IFIP Advances in Information and Communication Technology. Springer, Cham; 2021:129-152. doi:10.1007/978-3-030-81701-5_5' apa: 'Passey, D., Brinda, T., Cornu, B., Holvikivi, J., Lewin, C., Magenheim, J., Morel, R., Osorio, J., Tatnall, A., Thompson, B., & Webb, M. (2021). Computers and Education – Recognising Opportunities and Managing Challenges. In M. Goedicke, E. Neuhold, & K. Rannenberg (Eds.), Advancing Research in Information and Communication Technology: Vol. AICT-600 (pp. 129–152). Springer, Cham. https://doi.org/10.1007/978-3-030-81701-5_5' bibtex: '@inbook{Passey_Brinda_Cornu_Holvikivi_Lewin_Magenheim_Morel_Osorio_Tatnall_Thompson_et al._2021, series={IFIP Advances in Information and Communication Technology}, title={Computers and Education – Recognising Opportunities and Managing Challenges}, volume={AICT-600}, DOI={10.1007/978-3-030-81701-5_5}, booktitle={Advancing Research in Information and Communication Technology}, publisher={Springer, Cham}, author={Passey, Don and Brinda, Torsten and Cornu, Bernard and Holvikivi, Jaana and Lewin, Cathy and Magenheim, Johannes and Morel, Raymond and Osorio, Javier and Tatnall, Arthur and Thompson, Barrie and et al.}, editor={Goedicke, Michael and Neuhold, Erich and Rannenberg, Kai}, year={2021}, pages={129–152}, collection={IFIP Advances in Information and Communication Technology} }' chicago: Passey, Don, Torsten Brinda, Bernard Cornu, Jaana Holvikivi, Cathy Lewin, Johannes Magenheim, Raymond Morel, et al. “Computers and Education – Recognising Opportunities and Managing Challenges.” In Advancing Research in Information and Communication Technology, edited by Michael Goedicke, Erich Neuhold, and Kai Rannenberg, AICT-600:129–52. IFIP Advances in Information and Communication Technology. Springer, Cham, 2021. https://doi.org/10.1007/978-3-030-81701-5_5. ieee: D. Passey et al., “Computers and Education – Recognising Opportunities and Managing Challenges,” in Advancing Research in Information and Communication Technology, vol. AICT-600, M. Goedicke, E. Neuhold, and K. Rannenberg, Eds. Springer, Cham, 2021, pp. 129–152. mla: Passey, Don, et al. “Computers and Education – Recognising Opportunities and Managing Challenges.” Advancing Research in Information and Communication Technology, edited by Michael Goedicke et al., vol. AICT-600, Springer, Cham, 2021, pp. 129–52, doi:10.1007/978-3-030-81701-5_5. short: 'D. Passey, T. Brinda, B. Cornu, J. Holvikivi, C. Lewin, J. Magenheim, R. Morel, J. Osorio, A. Tatnall, B. Thompson, M. Webb, in: M. Goedicke, E. Neuhold, K. Rannenberg (Eds.), Advancing Research in Information and Communication Technology, Springer, Cham, 2021, pp. 129–152.' conference: name: IFIP International Federation for Information Processing 2021 date_created: 2022-02-02T08:24:58Z date_updated: 2022-02-02T12:00:18Z department: - _id: '67' doi: 10.1007/978-3-030-81701-5_5 editor: - first_name: Michael full_name: Goedicke, Michael last_name: Goedicke - first_name: 'Erich ' full_name: 'Neuhold, Erich ' last_name: Neuhold - first_name: Kai full_name: Rannenberg, Kai last_name: Rannenberg keyword: - Educational technologies - Education and technologies - Digital technologies and education - Information technologies - Communication technologies - Educational technologies and research - Educational technologies and pedagogical practices - Educational technologies and policy - Educational management and technologies - Professional development and educational technologies language: - iso: eng page: 129-152 publication: Advancing Research in Information and Communication Technology publication_identifier: eissn: - 1868-422X isbn: - 978-3-030-81700-8 publisher: Springer, Cham series_title: IFIP Advances in Information and Communication Technology status: public title: Computers and Education – Recognising Opportunities and Managing Challenges type: book_chapter user_id: '21145' volume: AICT-600 year: '2021' ... --- _id: '29728' abstract: - lang: eng text: 'Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years.Method: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. Findings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. Conclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future.' author: - first_name: Michael full_name: Goller, Michael id: '30984' last_name: Goller orcid: 0000-0002-2820-9178 - first_name: Carina full_name: Caruso, Carina last_name: Caruso - first_name: Christian full_name: Harteis, Christian id: '27503' last_name: Harteis orcid: https://orcid.org/0000-0002-3570-7626 citation: ama: 'Goller M, Caruso C, Harteis C. Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training. 2021;8(2):208-223. doi:10.13152/ijrvet.8.2.4' apa: 'Goller, M., Caruso, C., & Harteis, C. (2021). Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training, 8(2), 208–223. https://doi.org/10.13152/ijrvet.8.2.4' bibtex: '@article{Goller_Caruso_Harteis_2021, title={Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers}, volume={8}, DOI={10.13152/ijrvet.8.2.4}, number={2}, journal={International Journal for Research in Vocational Education and Training}, publisher={Uni Bremen Campus GmbH}, author={Goller, Michael and Caruso, Carina and Harteis, Christian}, year={2021}, pages={208–223} }' chicago: 'Goller, Michael, Carina Caruso, and Christian Harteis. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training 8, no. 2 (2021): 208–23. https://doi.org/10.13152/ijrvet.8.2.4.' ieee: 'M. Goller, C. Caruso, and C. Harteis, “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers,” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, pp. 208–223, 2021, doi: 10.13152/ijrvet.8.2.4.' mla: 'Goller, Michael, et al. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, Uni Bremen Campus GmbH, 2021, pp. 208–23, doi:10.13152/ijrvet.8.2.4.' short: M. Goller, C. Caruso, C. Harteis, International Journal for Research in Vocational Education and Training 8 (2021) 208–223. date_created: 2022-02-03T11:37:42Z date_updated: 2022-02-03T11:52:36Z department: - _id: '452' doi: 10.13152/ijrvet.8.2.4 intvolume: ' 8' issue: '2' keyword: - Education language: - iso: eng page: 208-223 publication: International Journal for Research in Vocational Education and Training publication_identifier: issn: - 2197-8646 - 2197-8638 publication_status: published publisher: Uni Bremen Campus GmbH status: public title: 'Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers' type: journal_article user_id: '74133' volume: 8 year: '2021' ... --- _id: '29098' abstract: - lang: ger text: 'National und international ist in den letzten Jahren ein vergrößertes Interesse an der Erforschung der Berufswahlmotivation von Studierenden des allgemeinen Lehramtes zu beobachten. Auch in der Wirtschaftspädagogik hat die empirische Auseinandersetzung mit den Beweggründen der Studien- und Berufswahl eine gewisse Tradition. Gleichzeitig muss bemängelt werden, dass die existierenden Untersuchungen einerseits bisher keine an die nationale und internationale Forschung anschlussfähigen Erhebungsinstrumente benutzten und andererseits regional nur einzelne Hochschulstandorte berücksichtigten. Die hier berichtete Studie nimmt sich dieses Forschungsdesiderates an. Hierzu wurden 879 Studierende der Wirtschaftspädagogik an zwölf deutschen Studienstandorten mit einem standardisierten Fragebogen, basierend auf dem bereits gut etablierten FIT-Choice-Ansatz, befragt. Auf Basis dieser Stichprobe werden folgende Forschungsfragen beantwortet: (1) Inwiefern eignet sich das FIT-Choice-Instrumentarium auch für Untersuchungen von Studierenden der Wirtschaftspädagogik?, (2) Welche Motive sowie Vorstellungen vom späteren Beruf liegen der Berufswahl der befragten Studierenden der Wirtschaftspädagogik zugrunde? und (3) Inwiefern unterscheiden sich die Berufswahlmotive sowie die Vorstellungen des späteren Berufs der befragten Wirtschaftspädagogikstudierenden in Hinblick auf das Geschlecht, eine vorherige Berufsausbildung sowie den späteren Berufswunsch? Die Validierung zeigt, dass sich der FIT-Choice-Ansatz größtenteils gut eignet, um auch Studierende der Wirtschaftspädagogik zu untersuchen. Darüber hinaus geben die Befunde vertiefte Einblicke in die Berufswahlmotivation angehender Wirtschaftspädagog*innen (z. B. hohe Relevanz des polyvalenten Studiencharakters).' author: - first_name: Michael full_name: Goller, Michael id: '30984' last_name: Goller orcid: 0000-0002-2820-9178 - first_name: Simone full_name: Ziegler, Simone last_name: Ziegler citation: ama: 'Goller M, Ziegler S. Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik. Zeitschrift für Berufsund Wirtschaftspädagogik. 2021;117(2):154-193. doi:10.25162/zbw-2021-0008' apa: 'Goller, M., & Ziegler, S. (2021). Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik. Zeitschrift für Berufsund Wirtschaftspädagogik, 117(2), 154–193. https://doi.org/10.25162/zbw-2021-0008' bibtex: '@article{Goller_Ziegler_2021, title={Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik}, volume={117}, DOI={10.25162/zbw-2021-0008}, number={2}, journal={Zeitschrift für Berufsund Wirtschaftspädagogik}, author={Goller, Michael and Ziegler, Simone}, year={2021}, pages={154–193} }' chicago: 'Goller, Michael, and Simone Ziegler. “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik.” Zeitschrift für Berufsund Wirtschaftspädagogik 117, no. 2 (2021): 154–93. https://doi.org/10.25162/zbw-2021-0008.' ieee: 'M. Goller and S. Ziegler, “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik,” Zeitschrift für Berufsund Wirtschaftspädagogik, vol. 117, no. 2, pp. 154–193, 2021, doi: 10.25162/zbw-2021-0008.' mla: 'Goller, Michael, and Simone Ziegler. “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik.” Zeitschrift für Berufsund Wirtschaftspädagogik, vol. 117, no. 2, 2021, pp. 154–93, doi:10.25162/zbw-2021-0008.' short: M. Goller, S. Ziegler, Zeitschrift für Berufsund Wirtschaftspädagogik 117 (2021) 154–193. date_created: 2021-12-22T16:50:32Z date_updated: 2022-02-03T13:29:36Z department: - _id: '452' doi: 10.25162/zbw-2021-0008 intvolume: ' 117' issue: '2' keyword: - Berufswahl - Motivation - Wirtschaftspädagogik - Berufliche Bildung - FIT-Choice - Lehramt - Career Choice - Business - Education - VET - FIT-Choice - Teacher Education language: - iso: ger page: 154-193 publication: Zeitschrift für Berufsund Wirtschaftspädagogik publication_identifier: issn: - 0172-2875 publication_status: published status: public title: 'Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik' type: journal_article user_id: '79910' volume: 117 year: '2021' ... --- _id: '33372' abstract: - lang: eng text: 'Academics may actively respond to the expectations of the academic status market, which have largely been shaped by the World University Rankings (WURs). This study empirically examines how academics’ citation patterns have changed in response to the rise of an “evaluation environment” in academia. We regard the WURs to be a macro-level trigger for cementing a bibliometric-based evaluation environment in academia. Our analyses of citation patterns in papers published in two higher education journals explicitly considered three distinct periods: the pre-WURs (1990–2003), the period of WURs implementation (2004–2010), and the period of adaption to WURs (2011–2017). We applied the nonparametric Kaplan–Meier method to compare first-citation speeds of papers published across the three periods. We found that not only has first-citation speed become faster, but first-citation probability has also increased following the emergence of the WURs. Applying Cox proportional hazard models to first-citation probabilities, we identified journal impact factors and third-party funding as factors influencing first-citation probability, while other author- and paper-related factors showed limited effects. We also found that the general effects of different factors on first-citation speeds have changed with the emergence of the WURs. The findings expand our understanding of the citation patterns of academics in the rise of WURs and provide practical grounds for research policy as well as higher education policy.' article_number: '9515' article_type: original author: - first_name: Soo Jeung full_name: Lee, Soo Jeung last_name: Lee - first_name: Christian full_name: Schneijderberg, Christian last_name: Schneijderberg - first_name: Yangson full_name: Kim, Yangson last_name: Kim - first_name: Isabel full_name: Steinhardt, Isabel id: '90339' last_name: Steinhardt orcid: https://orcid.org/0000-0002-2590-6189 citation: ama: Lee SJ, Schneijderberg C, Kim Y, Steinhardt I. Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds. Sustainability. 2021;13(17). doi:10.3390/su13179515 apa: Lee, S. J., Schneijderberg, C., Kim, Y., & Steinhardt, I. (2021). Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds. Sustainability, 13(17), Article 9515. https://doi.org/10.3390/su13179515 bibtex: '@article{Lee_Schneijderberg_Kim_Steinhardt_2021, title={Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds}, volume={13}, DOI={10.3390/su13179515}, number={179515}, journal={Sustainability}, publisher={MDPI AG}, author={Lee, Soo Jeung and Schneijderberg, Christian and Kim, Yangson and Steinhardt, Isabel}, year={2021} }' chicago: Lee, Soo Jeung, Christian Schneijderberg, Yangson Kim, and Isabel Steinhardt. “Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds.” Sustainability 13, no. 17 (2021). https://doi.org/10.3390/su13179515. ieee: 'S. J. Lee, C. Schneijderberg, Y. Kim, and I. Steinhardt, “Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds,” Sustainability, vol. 13, no. 17, Art. no. 9515, 2021, doi: 10.3390/su13179515.' mla: Lee, Soo Jeung, et al. “Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds.” Sustainability, vol. 13, no. 17, 9515, MDPI AG, 2021, doi:10.3390/su13179515. short: S.J. Lee, C. Schneijderberg, Y. Kim, I. Steinhardt, Sustainability 13 (2021). date_created: 2022-09-15T08:27:56Z date_updated: 2022-09-15T08:37:41Z ddc: - '300' department: - _id: '121' doi: 10.3390/su13179515 extern: '1' file: - access_level: closed content_type: application/pdf creator: isste date_created: 2022-09-15T08:36:50Z date_updated: 2022-09-15T08:36:50Z file_id: '33375' file_name: Lee et al. 2021 Academic Citations.pdf file_size: 2407463 relation: main_file success: 1 file_date_updated: 2022-09-15T08:36:50Z has_accepted_license: '1' intvolume: ' 13' issue: '17' keyword: - world university rankings - citation - first-citation speed - Minerva - Studies in Higher Education language: - iso: eng main_file_link: - open_access: '1' url: https://www.mdpi.com/2071-1050/13/17/9515 oa: '1' publication: Sustainability publication_identifier: issn: - 2071-1050 publication_status: published publisher: MDPI AG quality_controlled: '1' status: public title: Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds type: journal_article user_id: '90339' volume: 13 year: '2021' ... --- _id: '35202' abstract: - lang: eng text: "Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years.\r\n\r\nMethod: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. \r\n\r\nFindings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. \r\n\r\nConclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future." author: - first_name: Michael full_name: Goller, Michael id: '30984' last_name: Goller orcid: 0000-0002-2820-9178 - first_name: Carina full_name: Caruso, Carina id: '23123' last_name: Caruso - first_name: Christian full_name: Harteis, Christian id: '27503' last_name: Harteis orcid: https://orcid.org/0000-0002-3570-7626 citation: ama: 'Goller M, Caruso C, Harteis C. Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training. 2021;8(2):208–223. doi:10.13152/IJRVET.8.2.4.' apa: 'Goller, M., Caruso, C., & Harteis, C. (2021). Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training, 8(2), 208–223. https://doi.org/10.13152/IJRVET.8.2.4.' bibtex: '@article{Goller_Caruso_Harteis_2021, title={Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers}, volume={8}, DOI={10.13152/IJRVET.8.2.4.}, number={2}, journal={International Journal for Research in Vocational Education and Training}, author={Goller, Michael and Caruso, Carina and Harteis, Christian}, year={2021}, pages={208–223} }' chicago: 'Goller, Michael, Carina Caruso, and Christian Harteis. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training 8, no. 2 (2021): 208–223. https://doi.org/10.13152/IJRVET.8.2.4.' ieee: 'M. Goller, C. Caruso, and C. Harteis, “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers,” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, pp. 208–223, 2021, doi: 10.13152/IJRVET.8.2.4.' mla: 'Goller, Michael, et al. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, 2021, pp. 208–223, doi:10.13152/IJRVET.8.2.4.' short: M. Goller, C. Caruso, C. Harteis, International Journal for Research in Vocational Education and Training 8 (2021) 208–223. date_created: 2023-01-04T10:08:59Z date_updated: 2023-01-06T12:17:27Z doi: 10.13152/IJRVET.8.2.4. intvolume: ' 8' issue: '2' keyword: - Work-Based Learning - Organisational Change - Digital Competences - Qualitative Research - Digitalisation - Farming - Dairy - VET - Vocational Education and Training language: - iso: eng page: 208–223 publication: International Journal for Research in Vocational Education and Training publication_identifier: issn: - 2197-8646 publication_status: published status: public title: 'Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers' type: journal_article user_id: '86519' volume: 8 year: '2021' ... --- _id: '35139' abstract: - lang: ger text: 'Mentor*innen unterstützen Studierende u.a. bei der Planung, Durchführung und Reflexion von Unterricht. Obwohl Mentor*innen ein hoher Einfluss auf die Professionalisierung angehender Lehrkräfte zugeschrieben wird, gibt es nur wenige Studien, in denen die Perspektive von Mentor*innen beforscht wird. Dieser Beitrag zielt darauf, die Perspektive von Mentor*innen zu den Aufgaben der am Praxissemester beteiligten Lernorte sowie Veränderungsbedarfe zu explorieren. Hierzu werden Ergebnisse einer Interviewstudie mit 23 Mentor*innen vorgestellt, die zur Beantwortung nachstehender Forschungsfragen beitragen: (1) Welche Aufgaben haben die am Praxissemester beteiligten Lernorte und die dort tätigen Akteur*innen hinsichtlich der Vorbereitung, Unterstützung und Begleitung der Studierenden im Praxissemester aus Perspektive befragter Mentor*innen? (2) Was sind aus Sicht von Mentor*innen Veränderungsbedarfe hinsichtlich der Rahmenbedingungen bzw. Konzeption des Praxissemesters? Ein zentraler Befund der Studie ist, dass allen Lernorten attribuiert wird, dass diese Studierende auf die praktische Unterrichtstätigkeit vorbereiten sollen. Die Relevanz der Universitäten wird dabei allerdings als gering eingeschätzt. Auch theoretisch-reflexive Aspekte spielen in den Aussagen der meisten Mentor*innen keine Rolle. Veränderungsbedarf wird von den Mentor*innen vor allem in der Rolle des Zentrums für schulpraktische Lehrerausbildung und der Universität gesehen. Diese Befunde werden anschließend kritisch diskutiert. ' - lang: eng text: 'Mentors in long-term school internships are important learning resources for teacher students due to their support in planning, conducting, and reflection of students’ first teaching attempts. And although the literature attributes mentors an important role in teacher students’ professional development, only very few studies exist that investigate their particular perspectives on internships in teacher education. This contribution attempts to bridge this research gap in order to generate insights about how to effectively design teacher students’ learning during school internships. For this purpose, interviews with 23 teacher mentors were conducted and analysed to answer the following research questions: (1) What role do the different stakeholders play in teacher students’ professional development from the perspective of mentors? (2) What needs to be changed in terms of structural conditions as well as the conceptualisation of long-term school internships from the perspective of mentors? A central finding is that mentors strongly argue that students should be mainly prepared for practical teaching by all three stakeholders. However, the role of the university is seen less relevant than the two other actors’ role in this context. In addition, theoretical and reflective aspects are not perceived as highly important during the internship. A need for change is seen in the functions that the centre for practical teacher education as well as the university take over. All findings are critically discussed.' author: - 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: 'Caruso C, Goller M. Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe. Lehrerbildung auf dem Prüfstand. 2021;14(2):296-310.' apa: 'Caruso, C., & Goller, M. (2021). Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe. Lehrerbildung auf dem Prüfstand, 14(2), 296–310.' bibtex: '@article{Caruso_Goller_2021, title={Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe}, volume={14}, number={2}, journal={Lehrerbildung auf dem Prüfstand}, publisher={Universität Paderborn}, author={Caruso, Carina and Goller, Michael}, year={2021}, pages={296–310} }' chicago: 'Caruso, Carina, and Michael Goller. “Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe.” Lehrerbildung auf dem Prüfstand 14, no. 2 (2021): 296–310.' ieee: 'C. Caruso and M. Goller, “Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe,” Lehrerbildung auf dem Prüfstand, vol. 14, no. 2, pp. 296–310, 2021.' mla: 'Caruso, Carina, and Michael Goller. “Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe.” Lehrerbildung auf dem Prüfstand, vol. 14, no. 2, Universität Paderborn, 2021, pp. 296–310.' short: C. Caruso, M. Goller, Lehrerbildung auf dem Prüfstand 14 (2021) 296–310. date_created: 2023-01-03T12:51:50Z date_updated: 2023-01-06T12:21:39Z intvolume: ' 14' issue: '2' keyword: - Lehrerbildung - Mentoring - Praxissemester - Professionalisierung / internship - mentoring - professionalisation - teacher education language: - iso: ger main_file_link: - url: https://www.vep-landau.de/produkt/lehrerbildung-auf-dem-pruefstand-2021-14-2-kap-3-digital/ page: 296-310 publication: Lehrerbildung auf dem Prüfstand publication_identifier: issn: - "\t1867-2779" publication_status: published publisher: Universität Paderborn status: public title: 'Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe' type: journal_article user_id: '86519' volume: 14 year: '2021' ... --- _id: '35199' abstract: - lang: ger text: Der Beitrag verbindet die Sichtweisen verschiedener Professionalisierungsansätze mit der Frage nach der Gestaltung der (universitären) Begleitung angehender Lehrkräfte im Praxissemester. Dabei wird der Wert von Fallarbeit herausgearbeitet und beschrieben, wie eine Unterstützung angehender (Religions-)Lehrkräfte gestaltet sein müsste, um Entwicklung und Lernen im Praxissemester systematisch zu begleiten. Der Beitrag widmet sich daher zuerst den Rahmenbedingungen und Forschungsbefunden zu Langzeitpraktika und der Gestalt von Professionalisierung durch Praxis. Daran schließen sich Denkfiguren zur Unterstützung (religionspäda­gogischer) Professionalisierungsprozesse von angehenden Lehrkräften im Schulpraktikum durch rekonstruktive Fallarbeit an, aus Sicht etablierter Professionalisierungsansätze. - lang: eng text: ' The article combines the perspectives of different approaches to professionalization with strategies to support prospective teachers in internships at university. It aims at giving a description of how support for prospec-tive teachers should be designed to systematically accompany development and learning in internships. Thereforeit first addresses the framework conditions and research findings on long-term internships. This is followed by ideas to support professionalization processes of prospective teachers in school during their internship. The ad-vantages of reconstructive casework from the perspective of the approaches to professionalization are discussed.' alternative_title: - Denkfiguren zur Unterstützung der Professionalisierungsprozesse angehender Lehrkräfte im Praxissemester author: - first_name: Carina full_name: Caruso, Carina id: '23123' last_name: Caruso - first_name: Jan full_name: Woppowa, Jan last_name: Woppowa citation: ama: Caruso C, Woppowa J. Zur Relevanz von Fallarbeit. Religionspädagogische Beiträge Journal for Religion in Education . 2021;44(1):15–23. doi:10.20377/rpb-82 apa: Caruso, C., & Woppowa, J. (2021). Zur Relevanz von Fallarbeit. Religionspädagogische Beiträge. Journal for Religion in Education , 44(1), 15–23. https://doi.org/10.20377/rpb-82 bibtex: '@article{Caruso_Woppowa_2021, title={Zur Relevanz von Fallarbeit}, volume={44}, DOI={10.20377/rpb-82}, number={1}, journal={Religionspädagogische Beiträge. Journal for Religion in Education }, publisher={University of Bamberg Press}, author={Caruso, Carina and Woppowa, Jan}, year={2021}, pages={15–23} }' chicago: 'Caruso, Carina, and Jan Woppowa. “Zur Relevanz von Fallarbeit.” Religionspädagogische Beiträge. Journal for Religion in Education 44, no. 1 (2021): 15–23. https://doi.org/10.20377/rpb-82.' ieee: 'C. Caruso and J. Woppowa, “Zur Relevanz von Fallarbeit,” Religionspädagogische Beiträge. Journal for Religion in Education , vol. 44, no. 1, pp. 15–23, 2021, doi: 10.20377/rpb-82.' mla: Caruso, Carina, and Jan Woppowa. “Zur Relevanz von Fallarbeit.” Religionspädagogische Beiträge. Journal for Religion in Education , vol. 44, no. 1, University of Bamberg Press, 2021, pp. 15–23, doi:10.20377/rpb-82. short: C. Caruso, J. Woppowa, Religionspädagogische Beiträge. Journal for Religion in Education 44 (2021) 15–23. date_created: 2023-01-04T09:55:29Z date_updated: 2023-01-06T12:28:10Z doi: 10.20377/rpb-82 intvolume: ' 44' issue: '1' keyword: - Fallarbeit - Praxissemester - Professionalität - Professionalisierung - Lehrerinnen- und Lehrerbildung / casework - teacher education - internship - professionalization - professionalism language: - iso: ger page: 15–23 publication: 'Religionspädagogische Beiträge. Journal for Religion in Education ' publication_identifier: issn: - 2750 - 3941 publication_status: published publisher: University of Bamberg Press status: public title: Zur Relevanz von Fallarbeit type: journal_article user_id: '86519' volume: 44 year: '2021' ...