---
_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. <i>International Journal
    of Mathematical Education in Science and Technology</i>. 2022;53(5):1133-1152.
    doi:<a href="https://doi.org/10.1080/0020739x.2021.2023772">10.1080/0020739x.2021.2023772</a>
  apa: Liebendörfer, M., Göller, R., Gildehaus, L., Kortemeyer, J., Biehler, R., Hochmuth,
    R., Ostsieker, L., Rode, J., &#38; Schaper, N. (2022). The role of learning strategies
    for performance in mathematics courses for engineers. <i>International Journal
    of Mathematical Education in Science and Technology</i>, <i>53</i>(5), 1133–1152.
    <a href="https://doi.org/10.1080/0020739x.2021.2023772">https://doi.org/10.1080/0020739x.2021.2023772</a>
  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={<a href="https://doi.org/10.1080/0020739x.2021.2023772">10.1080/0020739x.2021.2023772</a>},
    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.”
    <i>International Journal of Mathematical Education in Science and Technology</i>
    53, no. 5 (2022): 1133–52. <a href="https://doi.org/10.1080/0020739x.2021.2023772">https://doi.org/10.1080/0020739x.2021.2023772</a>.'
  ieee: 'M. Liebendörfer <i>et al.</i>, “The role of learning strategies for performance
    in mathematics courses for engineers,” <i>International Journal of Mathematical
    Education in Science and Technology</i>, vol. 53, no. 5, pp. 1133–1152, 2022,
    doi: <a href="https://doi.org/10.1080/0020739x.2021.2023772">10.1080/0020739x.2021.2023772</a>.'
  mla: Liebendörfer, Michael, et al. “The Role of Learning Strategies for Performance
    in Mathematics Courses for Engineers.” <i>International Journal of Mathematical
    Education in Science and Technology</i>, vol. 53, no. 5, Informa UK Limited, 2022,
    pp. 1133–52, doi:<a href="https://doi.org/10.1080/0020739x.2021.2023772">10.1080/0020739x.2021.2023772</a>.
  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: <jats:p>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.</jats:p>
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. <i>Statistics Education
    Research Journal</i>. 2022;21(2). doi:<a href="https://doi.org/10.52041/serj.v21i2.61">10.52041/serj.v21i2.61</a>
  apa: Fleischer, F. Y., Biehler, R., &#38; Schulte, C. (2022). Teaching and Learning
    Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks. <i>Statistics
    Education Research Journal</i>, <i>21</i>(2), Article 7. <a href="https://doi.org/10.52041/serj.v21i2.61">https://doi.org/10.52041/serj.v21i2.61</a>
  bibtex: '@article{Fleischer_Biehler_Schulte_2022, title={Teaching and Learning Data-Driven
    Machine Learning with Educationally Designed Jupyter Notebooks}, volume={21},
    DOI={<a href="https://doi.org/10.52041/serj.v21i2.61">10.52041/serj.v21i2.61</a>},
    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.”
    <i>Statistics Education Research Journal</i> 21, no. 2 (2022). <a href="https://doi.org/10.52041/serj.v21i2.61">https://doi.org/10.52041/serj.v21i2.61</a>.
  ieee: 'F. Y. Fleischer, R. Biehler, and C. Schulte, “Teaching and Learning Data-Driven
    Machine Learning with Educationally Designed Jupyter Notebooks,” <i>Statistics
    Education Research Journal</i>, vol. 21, no. 2, Art. no. 7, 2022, doi: <a href="https://doi.org/10.52041/serj.v21i2.61">10.52041/serj.v21i2.61</a>.'
  mla: Fleischer, Franz Yannik, et al. “Teaching and Learning Data-Driven Machine
    Learning with Educationally Designed Jupyter Notebooks.” <i>Statistics Education
    Research Journal</i>, vol. 21, no. 2, 7, International Association for Statistical
    Education, 2022, doi:<a href="https://doi.org/10.52041/serj.v21i2.61">10.52041/serj.v21i2.61</a>.
  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'
...
---
_id: '33839'
abstract:
- lang: eng
  text: Modeling is an integral part of many computing-related disciplines and thus
    also represents a curricular core component in computing education in tertiary
    education. Competence models in which modeling is integrated at least to some
    extent already exist in some of these disciplines. However, for the core component
    of graphical modeling, a competence model that illuminates the relevant competences
    in detail is still lacking. Therefore, we develop a competence model for graphical
    modeling with the aim to make teaching and especially assessments in the field
    more competence-oriented. This paper reports on the first two studies conducted
    to develop and validate the competence model for graphical modeling. In the first
    study, the structure of the competence model was developed based on theories and
    approaches of educational science. Competences relevant for graphical modeling
    were deductively derived from literature and existing university course descriptions
    using techniques of qualitative content analysis. The result of the first study
    is a preliminary competence model. In the second study, the preliminary competence
    model was reviewed by means of an expert rating in the modeling community. The
    competence model was revised and refined based on these findings and subsequent
    expert discussions. The main result of the investigation represents the competence
    model for graphical modeling (CMGM), which includes a total of 74 competence facets
    at different cognitive process levels in the five content areas of ”model understanding
    and interpreting”, ”model building and modifying”, ”values, attitudes, and beliefs”,
    ”metacognitive knowledge and skills”, and ”social-communicative skills”.
article_number: '15'
article_type: original
author:
- first_name: Chantal
  full_name: Soyka, Chantal
  id: '83964'
  last_name: Soyka
  orcid: https://orcid.org/0000-0002-4881-5378
- first_name: Niclas
  full_name: Schaper, Niclas
  last_name: Schaper
- first_name: Elena
  full_name: Bender, Elena
  last_name: Bender
- first_name: Michael
  full_name: Striewe, Michael
  last_name: Striewe
- first_name: Meike
  full_name: Ullrich, Meike
  last_name: Ullrich
citation:
  ama: Soyka C, Schaper N, Bender E, Striewe M, Ullrich M. Toward a Competence Model
    for Graphical Modeling. <i>ACM Transactions on Computing Education</i>. 2022;23(1).
    doi:<a href="https://doi.org/10.1145/3567598">10.1145/3567598</a>
  apa: Soyka, C., Schaper, N., Bender, E., Striewe, M., &#38; Ullrich, M. (2022).
    Toward a Competence Model for Graphical Modeling. <i>ACM Transactions on Computing
    Education</i>, <i>23</i>(1), Article 15. <a href="https://doi.org/10.1145/3567598">https://doi.org/10.1145/3567598</a>
  bibtex: '@article{Soyka_Schaper_Bender_Striewe_Ullrich_2022, title={Toward a Competence
    Model for Graphical Modeling}, volume={23}, DOI={<a href="https://doi.org/10.1145/3567598">10.1145/3567598</a>},
    number={115}, journal={ACM Transactions on Computing Education}, publisher={Association
    for Computing Machinery}, author={Soyka, Chantal and Schaper, Niclas and Bender,
    Elena and Striewe, Michael and Ullrich, Meike}, year={2022} }'
  chicago: Soyka, Chantal, Niclas Schaper, Elena Bender, Michael Striewe, and Meike
    Ullrich. “Toward a Competence Model for Graphical Modeling.” <i>ACM Transactions
    on Computing Education</i> 23, no. 1 (2022). <a href="https://doi.org/10.1145/3567598">https://doi.org/10.1145/3567598</a>.
  ieee: 'C. Soyka, N. Schaper, E. Bender, M. Striewe, and M. Ullrich, “Toward a Competence
    Model for Graphical Modeling,” <i>ACM Transactions on Computing Education</i>,
    vol. 23, no. 1, Art. no. 15, 2022, doi: <a href="https://doi.org/10.1145/3567598">10.1145/3567598</a>.'
  mla: Soyka, Chantal, et al. “Toward a Competence Model for Graphical Modeling.”
    <i>ACM Transactions on Computing Education</i>, vol. 23, no. 1, 15, Association
    for Computing Machinery, 2022, doi:<a href="https://doi.org/10.1145/3567598">10.1145/3567598</a>.
  short: C. Soyka, N. Schaper, E. Bender, M. Striewe, M. Ullrich, ACM Transactions
    on Computing Education 23 (2022).
date_created: 2022-10-20T12:58:12Z
date_updated: 2023-01-18T10:08:08Z
department:
- _id: '423'
doi: 10.1145/3567598
intvolume: '        23'
issue: '1'
keyword:
- graphical modeling
- conceptual modeling
- computer science
- competence model
- higher education
language:
- iso: eng
publication: ACM Transactions on Computing Education
publication_status: published
publisher: Association for Computing Machinery
quality_controlled: '1'
status: public
title: Toward a Competence Model for Graphical Modeling
type: journal_article
user_id: '83964'
volume: 23
year: '2022'
...
---
_id: '37446'
article_number: '101948'
author:
- first_name: Susanne
  full_name: Seifert, Susanne
  id: '97270'
  last_name: Seifert
- first_name: Lisa
  full_name: Paleczek, Lisa
  last_name: Paleczek
citation:
  ama: 'Seifert S, Paleczek L. Comparing tablet and print mode of a german reading
    comprehension test in grade 3: Influence of test order, gender and language. <i>International
    Journal of Educational Research</i>. 2022;113. doi:<a href="https://doi.org/10.1016/j.ijer.2022.101948">10.1016/j.ijer.2022.101948</a>'
  apa: 'Seifert, S., &#38; Paleczek, L. (2022). Comparing tablet and print mode of
    a german reading comprehension test in grade 3: Influence of test order, gender
    and language. <i>International Journal of Educational Research</i>, <i>113</i>,
    Article 101948. <a href="https://doi.org/10.1016/j.ijer.2022.101948">https://doi.org/10.1016/j.ijer.2022.101948</a>'
  bibtex: '@article{Seifert_Paleczek_2022, title={Comparing tablet and print mode
    of a german reading comprehension test in grade 3: Influence of test order, gender
    and language}, volume={113}, DOI={<a href="https://doi.org/10.1016/j.ijer.2022.101948">10.1016/j.ijer.2022.101948</a>},
    number={101948}, journal={International Journal of Educational Research}, publisher={Elsevier
    BV}, author={Seifert, Susanne and Paleczek, Lisa}, year={2022} }'
  chicago: 'Seifert, Susanne, and Lisa Paleczek. “Comparing Tablet and Print Mode
    of a German Reading Comprehension Test in Grade 3: Influence of Test Order, Gender
    and Language.” <i>International Journal of Educational Research</i> 113 (2022).
    <a href="https://doi.org/10.1016/j.ijer.2022.101948">https://doi.org/10.1016/j.ijer.2022.101948</a>.'
  ieee: 'S. Seifert and L. Paleczek, “Comparing tablet and print mode of a german
    reading comprehension test in grade 3: Influence of test order, gender and language,”
    <i>International Journal of Educational Research</i>, vol. 113, Art. no. 101948,
    2022, doi: <a href="https://doi.org/10.1016/j.ijer.2022.101948">10.1016/j.ijer.2022.101948</a>.'
  mla: 'Seifert, Susanne, and Lisa Paleczek. “Comparing Tablet and Print Mode of a
    German Reading Comprehension Test in Grade 3: Influence of Test Order, Gender
    and Language.” <i>International Journal of Educational Research</i>, vol. 113,
    101948, Elsevier BV, 2022, doi:<a href="https://doi.org/10.1016/j.ijer.2022.101948">10.1016/j.ijer.2022.101948</a>.'
  short: S. Seifert, L. Paleczek, International Journal of Educational Research 113
    (2022).
date_created: 2023-01-18T16:12:10Z
date_updated: 2023-01-18T16:41:47Z
department:
- _id: '645'
doi: 10.1016/j.ijer.2022.101948
intvolume: '       113'
keyword:
- Education
language:
- iso: eng
publication: International Journal of Educational Research
publication_identifier:
  issn:
  - 0883-0355
publication_status: published
publisher: Elsevier BV
status: public
title: 'Comparing tablet and print mode of a german reading comprehension test in
  grade 3: Influence of test order, gender and language'
type: journal_article
user_id: '97270'
volume: 113
year: '2022'
...
---
_id: '37438'
abstract:
- lang: eng
  text: <jats:p> This paper investigates the implementation of a reading program designed
    for third grade elementary school classrooms in Austria. Using a mixed-methods
    approach, lesson types were identified, respective class compositions analyzed,
    and the effects on students’ reading gains examined. The results show that the
    lesson types seem to reflect learner group needs as students in the different
    lesson types profited similarly from the reading program. This supports the hypothesis
    that reading is a highly individualized process and leads to the conclusion that
    the instructional approach of the reading program investigated supports teachers
    in conducting reading lessons tailored to their students’ needs. </jats:p>
article_number: '002205742211126'
author:
- first_name: Andrea
  full_name: Kulmhofer-Bommer, Andrea
  last_name: Kulmhofer-Bommer
- first_name: Susanne
  full_name: Seifert, Susanne
  id: '97270'
  last_name: Seifert
- first_name: Lisa
  full_name: Paleczek, Lisa
  last_name: Paleczek
- first_name: Barbara
  full_name: Gasteiger-Klicpera, Barbara
  last_name: Gasteiger-Klicpera
citation:
  ama: 'Kulmhofer-Bommer A, Seifert S, Paleczek L, Gasteiger-Klicpera B. Bending and
    Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students
    Needs. <i>Journal of Education</i>. Published online 2022. doi:<a href="https://doi.org/10.1177/00220574221112627">10.1177/00220574221112627</a>'
  apa: 'Kulmhofer-Bommer, A., Seifert, S., Paleczek, L., &#38; Gasteiger-Klicpera,
    B. (2022). Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program
    to Their Students Needs. <i>Journal of Education</i>, Article 002205742211126.
    <a href="https://doi.org/10.1177/00220574221112627">https://doi.org/10.1177/00220574221112627</a>'
  bibtex: '@article{Kulmhofer-Bommer_Seifert_Paleczek_Gasteiger-Klicpera_2022, title={Bending
    and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students
    Needs}, DOI={<a href="https://doi.org/10.1177/00220574221112627">10.1177/00220574221112627</a>},
    number={002205742211126}, journal={Journal of Education}, publisher={SAGE Publications},
    author={Kulmhofer-Bommer, Andrea and Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera,
    Barbara}, year={2022} }'
  chicago: 'Kulmhofer-Bommer, Andrea, Susanne Seifert, Lisa Paleczek, and Barbara
    Gasteiger-Klicpera. “Bending and Bowing: How Teachers Adapt a Vocabulary-Based
    Reading Program to Their Students Needs.” <i>Journal of Education</i>, 2022. <a
    href="https://doi.org/10.1177/00220574221112627">https://doi.org/10.1177/00220574221112627</a>.'
  ieee: 'A. Kulmhofer-Bommer, S. Seifert, L. Paleczek, and B. Gasteiger-Klicpera,
    “Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to
    Their Students Needs,” <i>Journal of Education</i>, Art. no. 002205742211126,
    2022, doi: <a href="https://doi.org/10.1177/00220574221112627">10.1177/00220574221112627</a>.'
  mla: 'Kulmhofer-Bommer, Andrea, et al. “Bending and Bowing: How Teachers Adapt a
    Vocabulary-Based Reading Program to Their Students Needs.” <i>Journal of Education</i>,
    002205742211126, SAGE Publications, 2022, doi:<a href="https://doi.org/10.1177/00220574221112627">10.1177/00220574221112627</a>.'
  short: A. Kulmhofer-Bommer, S. Seifert, L. Paleczek, B. Gasteiger-Klicpera, Journal
    of Education (2022).
date_created: 2023-01-18T16:07:57Z
date_updated: 2023-01-18T16:44:07Z
department:
- _id: '645'
doi: 10.1177/00220574221112627
keyword:
- Education
language:
- iso: eng
publication: Journal of Education
publication_identifier:
  issn:
  - 0022-0574
  - 2515-5741
publication_status: published
publisher: SAGE Publications
status: public
title: 'Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program
  to Their Students Needs'
type: journal_article
user_id: '97270'
year: '2022'
...
---
_id: '37440'
article_number: '101938'
author:
- first_name: Lisa
  full_name: Paleczek, Lisa
  last_name: Paleczek
- first_name: Daniela
  full_name: Ender, Daniela
  last_name: Ender
- first_name: Jessica
  full_name: Berger, Jessica
  last_name: Berger
- first_name: Katharina
  full_name: Prinz, Katharina
  last_name: Prinz
- first_name: Susanne
  full_name: Seifert, Susanne
  id: '97270'
  last_name: Seifert
citation:
  ama: Paleczek L, Ender D, Berger J, Prinz K, Seifert S. A feasibility study of digital
    content use in inclusive, Austrian primary school practice. <i>International Journal
    of Educational Research</i>. 2022;112. doi:<a href="https://doi.org/10.1016/j.ijer.2022.101938">10.1016/j.ijer.2022.101938</a>
  apa: Paleczek, L., Ender, D., Berger, J., Prinz, K., &#38; Seifert, S. (2022). A
    feasibility study of digital content use in inclusive, Austrian primary school
    practice. <i>International Journal of Educational Research</i>, <i>112</i>, Article
    101938. <a href="https://doi.org/10.1016/j.ijer.2022.101938">https://doi.org/10.1016/j.ijer.2022.101938</a>
  bibtex: '@article{Paleczek_Ender_Berger_Prinz_Seifert_2022, title={A feasibility
    study of digital content use in inclusive, Austrian primary school practice},
    volume={112}, DOI={<a href="https://doi.org/10.1016/j.ijer.2022.101938">10.1016/j.ijer.2022.101938</a>},
    number={101938}, journal={International Journal of Educational Research}, publisher={Elsevier
    BV}, author={Paleczek, Lisa and Ender, Daniela and Berger, Jessica and Prinz,
    Katharina and Seifert, Susanne}, year={2022} }'
  chicago: Paleczek, Lisa, Daniela Ender, Jessica Berger, Katharina Prinz, and Susanne
    Seifert. “A Feasibility Study of Digital Content Use in Inclusive, Austrian Primary
    School Practice.” <i>International Journal of Educational Research</i> 112 (2022).
    <a href="https://doi.org/10.1016/j.ijer.2022.101938">https://doi.org/10.1016/j.ijer.2022.101938</a>.
  ieee: 'L. Paleczek, D. Ender, J. Berger, K. Prinz, and S. Seifert, “A feasibility
    study of digital content use in inclusive, Austrian primary school practice,”
    <i>International Journal of Educational Research</i>, vol. 112, Art. no. 101938,
    2022, doi: <a href="https://doi.org/10.1016/j.ijer.2022.101938">10.1016/j.ijer.2022.101938</a>.'
  mla: Paleczek, Lisa, et al. “A Feasibility Study of Digital Content Use in Inclusive,
    Austrian Primary School Practice.” <i>International Journal of Educational Research</i>,
    vol. 112, 101938, Elsevier BV, 2022, doi:<a href="https://doi.org/10.1016/j.ijer.2022.101938">10.1016/j.ijer.2022.101938</a>.
  short: L. Paleczek, D. Ender, J. Berger, K. Prinz, S. Seifert, International Journal
    of Educational Research 112 (2022).
date_created: 2023-01-18T16:08:52Z
date_updated: 2023-01-18T16:43:26Z
department:
- _id: '645'
doi: 10.1016/j.ijer.2022.101938
intvolume: '       112'
keyword:
- Education
language:
- iso: eng
publication: International Journal of Educational Research
publication_identifier:
  issn:
  - 0883-0355
publication_status: published
publisher: Elsevier BV
status: public
title: A feasibility study of digital content use in inclusive, Austrian primary school
  practice
type: journal_article
user_id: '97270'
volume: 112
year: '2022'
...
---
_id: '37470'
abstract:
- lang: eng
  text: '<jats:title>Abstract</jats:title><jats:p>When the COVID-19 pandemic began,
    many universities switched to fully online teaching. This unexpected switching
    to online teaching was challenging for both teachers and students, and restrictions
    that were put in place because of pandemic made this challenge even greater. However,
    new ways of teaching might also open new opportunities for students’ learning.
    The research question driving our study was as follows: how do students regulate
    their learning and specifically their choice of resources and peer learning in
    university mathematics classes that are fully taught online as offered during
    the COVID-19 pandemic? We report on a longitudinal, qualitative study in which
    students recorded a brief audio diary twice a week over one whole semester (14 weeks).
    We focused on three students who completed 70 interviews in total and finished
    the semester with varying degrees of success. The results show how the students
    structured their studying (e.g., the roles that deadlines or synchronous teaching
    events played). They illustrate the strengths and limitations of digital materials
    provided by the lecturer and the use of complementary media. Further, the pandemic
    uncovered the double-edged role of simple, often anonymous exchanges (e.g., via
    Discord servers), with few binding forces for either side, and the significance
    of stable learning partnerships for students’ success. Our research highlights
    aspects that should be focal points when comparing traditional instruction and
    online instruction during the pandemic from a self-regulatory perspective. Practical
    implications refer to how these aspects can be combined sensibly in fully online
    courses, but also in blended learning contexts.</jats:p>'
author:
- first_name: Michael
  full_name: Liebendörfer, Michael
  last_name: Liebendörfer
- first_name: Leander
  full_name: Kempen, Leander
  last_name: Kempen
- first_name: Stanislaw
  full_name: Schukajlow, Stanislaw
  last_name: Schukajlow
citation:
  ama: 'Liebendörfer M, Kempen L, Schukajlow S. First-year university students’ self-regulated
    learning during the COVID-19 pandemic: a qualitative longitudinal study. <i>ZDM
    – Mathematics Education</i>. Published online 2022. doi:<a href="https://doi.org/10.1007/s11858-022-01444-5">10.1007/s11858-022-01444-5</a>'
  apa: 'Liebendörfer, M., Kempen, L., &#38; Schukajlow, S. (2022). First-year university
    students’ self-regulated learning during the COVID-19 pandemic: a qualitative
    longitudinal study. <i>ZDM – Mathematics Education</i>. <a href="https://doi.org/10.1007/s11858-022-01444-5">https://doi.org/10.1007/s11858-022-01444-5</a>'
  bibtex: '@article{Liebendörfer_Kempen_Schukajlow_2022, title={First-year university
    students’ self-regulated learning during the COVID-19 pandemic: a qualitative
    longitudinal study}, DOI={<a href="https://doi.org/10.1007/s11858-022-01444-5">10.1007/s11858-022-01444-5</a>},
    journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
    Media LLC}, author={Liebendörfer, Michael and Kempen, Leander and Schukajlow,
    Stanislaw}, year={2022} }'
  chicago: 'Liebendörfer, Michael, Leander Kempen, and Stanislaw Schukajlow. “First-Year
    University Students’ Self-Regulated Learning during the COVID-19 Pandemic: A Qualitative
    Longitudinal Study.” <i>ZDM – Mathematics Education</i>, 2022. <a href="https://doi.org/10.1007/s11858-022-01444-5">https://doi.org/10.1007/s11858-022-01444-5</a>.'
  ieee: 'M. Liebendörfer, L. Kempen, and S. Schukajlow, “First-year university students’
    self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal
    study,” <i>ZDM – Mathematics Education</i>, 2022, doi: <a href="https://doi.org/10.1007/s11858-022-01444-5">10.1007/s11858-022-01444-5</a>.'
  mla: 'Liebendörfer, Michael, et al. “First-Year University Students’ Self-Regulated
    Learning during the COVID-19 Pandemic: A Qualitative Longitudinal Study.” <i>ZDM
    – Mathematics Education</i>, Springer Science and Business Media LLC, 2022, doi:<a
    href="https://doi.org/10.1007/s11858-022-01444-5">10.1007/s11858-022-01444-5</a>.'
  short: M. Liebendörfer, L. Kempen, S. Schukajlow, ZDM – Mathematics Education (2022).
date_created: 2023-01-18T22:22:25Z
date_updated: 2023-01-18T22:44:06Z
department:
- _id: '10'
doi: 10.1007/s11858-022-01444-5
keyword:
- General Mathematics
- Education
language:
- iso: eng
publication: ZDM – Mathematics Education
publication_identifier:
  issn:
  - 1863-9690
  - 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'First-year university students'' self-regulated learning during the COVID-19
  pandemic: a qualitative longitudinal study'
type: journal_article
user_id: '30933'
year: '2022'
...
---
_id: '37472'
abstract:
- lang: eng
  text: <jats:title>Abstract</jats:title><jats:p>As earlier research results suggest
    that many mathematics teaching students criticize a missing relevance in their
    studies, we explore explanations and interrelationships of their relevance assessments.
    We aim at finding out how one could support the students in attributing relevance
    to their study programs. A two-fold model for relevance assessments in mathematics
    teacher education is proposed, consisting of relevance content and relevance reasons.
    We investigate students' relevance perceptions of mathematical topics and of topics’
    complexities, as well as their rating of individual and societal/ vocational relevance
    reasons, all in relation to their perception of the relevance of their overall
    program of study. Contrary to earlier research findings, our results suggest that
    mathematics teaching students already do attribute relevance to many content areas
    and that a preparation for the teaching profession is not the only reason for
    them to assign relevance. There also seem to be many students who would attribute
    relevance if they could develop as individuals and pursue their interests. We
    suggest that giving students opportunities to set individual priorities in their
    studies could hence support their relevance assessments. As low relevance assessments
    seem to be connected to students’ motivational problems, students might profit
    from motivational support, as well.</jats:p>
author:
- first_name: Christiane
  full_name: Büdenbender-Kuklinski, Christiane
  last_name: Büdenbender-Kuklinski
- first_name: Reinhard
  full_name: Hochmuth, Reinhard
  last_name: Hochmuth
- first_name: Michael
  full_name: Liebendörfer, Michael
  last_name: Liebendörfer
citation:
  ama: Büdenbender-Kuklinski C, Hochmuth R, Liebendörfer M. Exploring the Perceived
    Relevance of University Mathematics Studies by First-Semester Teaching Students.
    <i>International Journal of Research in Undergraduate Mathematics Education</i>.
    Published online 2022. doi:<a href="https://doi.org/10.1007/s40753-022-00188-7">10.1007/s40753-022-00188-7</a>
  apa: Büdenbender-Kuklinski, C., Hochmuth, R., &#38; Liebendörfer, M. (2022). Exploring
    the Perceived Relevance of University Mathematics Studies by First-Semester Teaching
    Students. <i>International Journal of Research in Undergraduate Mathematics Education</i>.
    <a href="https://doi.org/10.1007/s40753-022-00188-7">https://doi.org/10.1007/s40753-022-00188-7</a>
  bibtex: '@article{Büdenbender-Kuklinski_Hochmuth_Liebendörfer_2022, title={Exploring
    the Perceived Relevance of University Mathematics Studies by First-Semester Teaching
    Students}, DOI={<a href="https://doi.org/10.1007/s40753-022-00188-7">10.1007/s40753-022-00188-7</a>},
    journal={International Journal of Research in Undergraduate Mathematics Education},
    publisher={Springer Science and Business Media LLC}, author={Büdenbender-Kuklinski,
    Christiane and Hochmuth, Reinhard and Liebendörfer, Michael}, year={2022} }'
  chicago: Büdenbender-Kuklinski, Christiane, Reinhard Hochmuth, and Michael Liebendörfer.
    “Exploring the Perceived Relevance of University Mathematics Studies by First-Semester
    Teaching Students.” <i>International Journal of Research in Undergraduate Mathematics
    Education</i>, 2022. <a href="https://doi.org/10.1007/s40753-022-00188-7">https://doi.org/10.1007/s40753-022-00188-7</a>.
  ieee: 'C. Büdenbender-Kuklinski, R. Hochmuth, and M. Liebendörfer, “Exploring the
    Perceived Relevance of University Mathematics Studies by First-Semester Teaching
    Students,” <i>International Journal of Research in Undergraduate Mathematics Education</i>,
    2022, doi: <a href="https://doi.org/10.1007/s40753-022-00188-7">10.1007/s40753-022-00188-7</a>.'
  mla: Büdenbender-Kuklinski, Christiane, et al. “Exploring the Perceived Relevance
    of University Mathematics Studies by First-Semester Teaching Students.” <i>International
    Journal of Research in Undergraduate Mathematics Education</i>, Springer Science
    and Business Media LLC, 2022, doi:<a href="https://doi.org/10.1007/s40753-022-00188-7">10.1007/s40753-022-00188-7</a>.
  short: C. Büdenbender-Kuklinski, R. Hochmuth, M. Liebendörfer, International Journal
    of Research in Undergraduate Mathematics Education (2022).
date_created: 2023-01-18T22:22:49Z
date_updated: 2023-01-18T22:43:43Z
department:
- _id: '10'
doi: 10.1007/s40753-022-00188-7
keyword:
- Education
- Mathematics (miscellaneous)
language:
- iso: eng
publication: International Journal of Research in Undergraduate Mathematics Education
publication_identifier:
  issn:
  - 2198-9745
  - 2198-9753
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Exploring the Perceived Relevance of University Mathematics Studies by First-Semester
  Teaching Students
type: journal_article
user_id: '30933'
year: '2022'
...
---
_id: '36569'
abstract:
- lang: eng
  text: <jats:title>Zusammenfassung</jats:title><jats:p>Im vorliegenden Beitrag werden
    nach ausführlicher theoretischer Diskussion des Kompetenzbegriffs und der Definition
    von Kompetenz als Können ein Modell sachunterrichtlicher Planungskompetenz sowie
    ein daran anschließendes Messinstrument vorgestellt. Im Hinblick auf den Einsatz
    dieses Instrumentes im Rahmen einer Evaluation des nordrhein-westfälischen Praxissemesters
    stellen sich Fragen nach der psychometrischen Struktur der Testauswertung. Da
    das Instrument sowohl zur Testung von Sachunterrichtsstudierenden mit dem Lehramtsprofil
    ‚Grundschule‘ als auch von Sachunterrichtsstudierenden mit sonderpädagogischem
    Schwerpunkt eingesetzt werden soll, ist zu zeigen, dass die Testergebnisse nicht
    durch den gewählten Studiengang beeinflusst werden. Im Beitrag werden Rohdaten
    aus einer Studie an der Universität Paderborn (<jats:italic>n</jats:italic> = 121)
    genutzt, um eine fünfdimensionale Modellstruktur gegen eine eindimensionale zu
    testen und empirisch gestützte Argumente für eine mehrdimensionale Skalierung
    zu generieren. Durch Differential-Item-Functioning-Analysen wird geprüft, ob die
    Itemschwierigkeiten mit dem Merkmal ‚Studiengang‘ interagieren, sodass sie sich
    trotz gleicher Kompetenzausprägung für Untersuchungsteilnehmende beider Studierendengruppen
    signifikant unterscheiden und zu einer diagnostischen Verzerrung führen würden.
    Abschließend wird der beispielhafte Einsatz des Instrumentes im Rahmen einer Wirksamkeitsanalyse
    in Bezug die Effektivität des nordrhein-westfälischen Praxissemesters an der Universität
    Paderborn (<jats:italic>n</jats:italic> = 26) dargelegt. Aus den differenzierten
    Ergebnissen werden unter anderem erste Hinweise auf Defizite in der Lehrerinnen-
    und Lehrerausbildung abgeleitet.</jats:p>
article_type: original
author:
- first_name: Alexander
  full_name: Kirsch, Alexander
  id: '59797'
  last_name: Kirsch
  orcid: 0000-0003-1650-0440
citation:
  ama: 'Kirsch A. Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht:
    Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf
    Grundlage einer mehrdimensionalen Kompetenzstruktur. <i>Zeitschrift für Erziehungswissenschaft</i>.
    2022;25(4):815-842. doi:<a href="https://doi.org/10.1007/s11618-022-01116-w">10.1007/s11618-022-01116-w</a>'
  apa: 'Kirsch, A. (2022). Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht:
    Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf
    Grundlage einer mehrdimensionalen Kompetenzstruktur. <i>Zeitschrift für Erziehungswissenschaft</i>,
    <i>25</i>(4), 815–842. <a href="https://doi.org/10.1007/s11618-022-01116-w">https://doi.org/10.1007/s11618-022-01116-w</a>'
  bibtex: '@article{Kirsch_2022, title={Messung von Unterrichtsplanungskompetenz im
    Fach Sachunterricht: Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte
    auf Grundlage einer mehrdimensionalen Kompetenzstruktur}, volume={25}, DOI={<a
    href="https://doi.org/10.1007/s11618-022-01116-w">10.1007/s11618-022-01116-w</a>},
    number={4}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer
    Science and Business Media LLC}, author={Kirsch, Alexander}, year={2022}, pages={815–842}
    }'
  chicago: 'Kirsch, Alexander. “Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht:
    Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf
    Grundlage einer mehrdimensionalen Kompetenzstruktur.” <i>Zeitschrift für Erziehungswissenschaft</i>
    25, no. 4 (2022): 815–42. <a href="https://doi.org/10.1007/s11618-022-01116-w">https://doi.org/10.1007/s11618-022-01116-w</a>.'
  ieee: 'A. Kirsch, “Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht:
    Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf
    Grundlage einer mehrdimensionalen Kompetenzstruktur,” <i>Zeitschrift für Erziehungswissenschaft</i>,
    vol. 25, no. 4, pp. 815–842, 2022, doi: <a href="https://doi.org/10.1007/s11618-022-01116-w">10.1007/s11618-022-01116-w</a>.'
  mla: 'Kirsch, Alexander. “Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht:
    Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf
    Grundlage einer mehrdimensionalen Kompetenzstruktur.” <i>Zeitschrift für Erziehungswissenschaft</i>,
    vol. 25, no. 4, Springer Science and Business Media LLC, 2022, pp. 815–42, doi:<a
    href="https://doi.org/10.1007/s11618-022-01116-w">10.1007/s11618-022-01116-w</a>.'
  short: A. Kirsch, Zeitschrift für Erziehungswissenschaft 25 (2022) 815–842.
date_created: 2023-01-13T10:24:53Z
date_updated: 2023-01-19T13:56:58Z
department:
- _id: '43'
- _id: '298'
doi: 10.1007/s11618-022-01116-w
intvolume: '        25'
issue: '4'
keyword:
- Education
language:
- iso: ger
page: 815-842
publication: Zeitschrift für Erziehungswissenschaft
publication_identifier:
  issn:
  - 1434-663X
  - 1862-5215
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: 'Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht: Empirische
  Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf Grundlage einer
  mehrdimensionalen Kompetenzstruktur'
type: journal_article
user_id: '59797'
volume: 25
year: '2022'
...
---
_id: '37902'
author:
- first_name: Nicole
  full_name: Janicki, Nicole
  id: '50915'
  last_name: Janicki
citation:
  ama: 'Janicki N. Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext
    der technischen Bildung an Grundschulen am Beispiel von Lernrobotern. In: Binder
    M, Wiesmüller C, Finkbeiner T, eds. <i>Technik: Verstehen wir, was wir nutzen!?
    - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung
    in Mannheim vom 24.-25. September 2021. </i>. ; 2022:266-286.'
  apa: 'Janicki, N. (2022). Entwicklung und Evaluation eines Fortbildungskonzepts
    im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern.
    In M. Binder, C. Wiesmüller, &#38; T. Finkbeiner (Eds.), <i>Technik: Verstehen
    wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft
    für Technische Bildung in Mannheim vom 24.-25. September 2021. </i> (pp. 266–286).'
  bibtex: '@inbook{Janicki_2022, title={Entwicklung und Evaluation eines Fortbildungskonzepts
    im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern},
    booktitle={Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung
    der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September
    2021. }, author={Janicki, Nicole}, editor={Binder, Martin and Wiesmüller, Christian
    and Finkbeiner, Timo}, year={2022}, pages={266–286} }'
  chicago: 'Janicki, Nicole. “Entwicklung und Evaluation eines Fortbildungskonzepts
    im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern.”
    In <i>Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung
    der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September
    2021. </i>, edited by Martin Binder, Christian Wiesmüller, and Timo Finkbeiner,
    266–86, 2022.'
  ieee: 'N. Janicki, “Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext
    der technischen Bildung an Grundschulen am Beispiel von Lernrobotern,” in <i>Technik:
    Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen
    Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. </i>,
    M. Binder, C. Wiesmüller, and T. Finkbeiner, Eds. 2022, pp. 266–286.'
  mla: 'Janicki, Nicole. “Entwicklung und Evaluation eines Fortbildungskonzepts im
    Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern.”
    <i>Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung
    der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September
    2021. </i>, edited by Martin Binder et al., 2022, pp. 266–86.'
  short: 'N. Janicki, in: M. Binder, C. Wiesmüller, T. Finkbeiner (Eds.), Technik:
    Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen
    Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. ,
    2022, pp. 266–286.'
conference:
  end_date: 25.09.2021
  location: Mannheim
  name: 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung
  start_date: 24.09.2021
date_created: 2023-01-22T14:09:52Z
date_updated: 2023-01-25T11:50:51Z
department:
- _id: '588'
editor:
- first_name: Martin
  full_name: Binder, Martin
  last_name: Binder
- first_name: Christian
  full_name: Wiesmüller, Christian
  last_name: Wiesmüller
- first_name: Timo
  full_name: Finkbeiner, Timo
  last_name: Finkbeiner
keyword:
- technology education
- teacher professionalisation
- Computational Thinking
- digitalization
- learning robots
language:
- iso: ger
page: 266-286
publication: 'Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung
  der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September
  2021. '
publication_identifier:
  unknown:
  - 978-3-947868-03-2
publication_status: published
status: public
title: Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen
  Bildung an Grundschulen am Beispiel von Lernrobotern
type: book_chapter
user_id: '50915'
year: '2022'
...
---
_id: '42951'
abstract:
- lang: eng
  text: '<jats:sec><jats:title content-type="abstract-subheading">Purpose</jats:title><jats:p>Information
    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.</jats:p></jats:sec><jats:sec><jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title><jats:p>A
    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 <jats:italic>International Computer
    and Information Literacy Study</jats:italic> (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.</jats:p></jats:sec><jats:sec><jats:title
    content-type="abstract-subheading">Findings</jats:title><jats:p>The 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.</jats:p></jats:sec><jats:sec><jats:title
    content-type="abstract-subheading">Originality/value</jats:title><jats:p>To 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.</jats:p></jats:sec>'
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. <i>International Journal
    of Educational Management</i>. 2022;36(2):133-151. doi:<a href="https://doi.org/10.1108/ijem-06-2021-0251">10.1108/ijem-06-2021-0251</a>'
  apa: 'Tulowitzki, P., Gerick, J., &#38; Eickelmann, B. (2022). The role of ICT for
    school leadership and management activities: an international comparison. <i>International
    Journal of Educational Management</i>, <i>36</i>(2), 133–151. <a href="https://doi.org/10.1108/ijem-06-2021-0251">https://doi.org/10.1108/ijem-06-2021-0251</a>'
  bibtex: '@article{Tulowitzki_Gerick_Eickelmann_2022, title={The role of ICT for
    school leadership and management activities: an international comparison}, volume={36},
    DOI={<a href="https://doi.org/10.1108/ijem-06-2021-0251">10.1108/ijem-06-2021-0251</a>},
    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.”
    <i>International Journal of Educational Management</i> 36, no. 2 (2022): 133–51.
    <a href="https://doi.org/10.1108/ijem-06-2021-0251">https://doi.org/10.1108/ijem-06-2021-0251</a>.'
  ieee: 'P. Tulowitzki, J. Gerick, and B. Eickelmann, “The role of ICT for school
    leadership and management activities: an international comparison,” <i>International
    Journal of Educational Management</i>, vol. 36, no. 2, pp. 133–151, 2022, doi:
    <a href="https://doi.org/10.1108/ijem-06-2021-0251">10.1108/ijem-06-2021-0251</a>.'
  mla: 'Tulowitzki, Pierre, et al. “The Role of ICT for School Leadership and Management
    Activities: An International Comparison.” <i>International Journal of Educational
    Management</i>, vol. 36, no. 2, Emerald, 2022, pp. 133–51, doi:<a href="https://doi.org/10.1108/ijem-06-2021-0251">10.1108/ijem-06-2021-0251</a>.'
  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: '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. <i>German Journal of Exercise and Sport Research</i>. 2022;52(3):386-397.
    doi:<a href="https://doi.org/10.1007/s12662-022-00807-0">10.1007/s12662-022-00807-0</a>
  apa: Langer, W., Bruns, J., &#38; Erhorn, J. (2022). Development and validation
    of a video-based test instrument to measure noticing with regard to processes
    ofrecognition in inclusive physical education. <i>German Journal of Exercise and
    Sport Research</i>, <i>52</i>(3), 386–397. <a href="https://doi.org/10.1007/s12662-022-00807-0">https://doi.org/10.1007/s12662-022-00807-0</a>
  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={<a href="https://doi.org/10.1007/s12662-022-00807-0">10.1007/s12662-022-00807-0</a>},
    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.” <i>German Journal of Exercise
    and Sport Research</i> 52, no. 3 (2022): 386–97. <a href="https://doi.org/10.1007/s12662-022-00807-0">https://doi.org/10.1007/s12662-022-00807-0</a>.'
  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,” <i>German Journal of Exercise and Sport Research</i>,
    vol. 52, no. 3, pp. 386–397, 2022, doi: <a href="https://doi.org/10.1007/s12662-022-00807-0">10.1007/s12662-022-00807-0</a>.'
  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.” <i>German Journal of Exercise and Sport Research</i>, vol. 52, no.
    3, Springer, 2022, pp. 386–97, doi:<a href="https://doi.org/10.1007/s12662-022-00807-0">10.1007/s12662-022-00807-0</a>.
  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. <i>Zeitschrift für Erziehungswissenschaft</i>.
    2022;25(6):1455–1480. doi:<a href="https://doi.org/10.1007/s11618-022-01122-y">10.1007/s11618-022-01122-y</a>
  apa: Hagena, M., Bruns, J., &#38; Gasteiger, H. (2022). Einfluss der Berufserfahrung
    von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen
    zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft. <i>Zeitschrift
    für Erziehungswissenschaft</i>, <i>25</i>(6), 1455–1480. <a href="https://doi.org/10.1007/s11618-022-01122-y">https://doi.org/10.1007/s11618-022-01122-y</a>
  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={<a href="https://doi.org/10.1007/s11618-022-01122-y">10.1007/s11618-022-01122-y</a>},
    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.” <i>Zeitschrift
    für Erziehungswissenschaft</i> 25, no. 6 (2022): 1455–1480. <a href="https://doi.org/10.1007/s11618-022-01122-y">https://doi.org/10.1007/s11618-022-01122-y</a>.'
  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,” <i>Zeitschrift
    für Erziehungswissenschaft</i>, vol. 25, no. 6, pp. 1455–1480, 2022, doi: <a href="https://doi.org/10.1007/s11618-022-01122-y">10.1007/s11618-022-01122-y</a>.'
  mla: Hagena, Maike, et al. “Einfluss der Berufserfahrung von Multiplikatorinnen
    und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen
    Bildung. Zeitschrift Für Erziehungswissenschaft.” <i>Zeitschrift für Erziehungswissenschaft</i>,
    vol. 25, no. 6, Springer Vieweg-springer Fachmedien Wiesbaden Gmbh, 2022, pp.
    1455–1480, doi:<a href="https://doi.org/10.1007/s11618-022-01122-y">10.1007/s11618-022-01122-y</a>.
  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. <i>Labor Market Spillover Effects of a Compulsory Schooling Reform
    in Germany</i>.; 2022.
  apa: Schiele, V. (2022). <i>Labor market spillover effects of a compulsory schooling
    reform in Germany</i>.
  bibtex: '@book{Schiele_2022, title={Labor market spillover effects of a compulsory
    schooling reform in Germany}, author={Schiele, Valentin}, year={2022} }'
  chicago: Schiele, Valentin. <i>Labor Market Spillover Effects of a Compulsory Schooling
    Reform in Germany</i>, 2022.
  ieee: V. Schiele, <i>Labor market spillover effects of a compulsory schooling reform
    in Germany</i>. 2022.
  mla: Schiele, Valentin. <i>Labor Market Spillover Effects of a Compulsory Schooling
    Reform in Germany</i>. 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: '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. <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s).
    Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb
    und bei Bildungsträgern.</i> ; 2022:329-348. doi:<a href="https://doi.org/10.3278/9783763972579">10.3278/9783763972579</a>'
  apa: Sommer, C., &#38; 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 &#38; J. A. Meier (Eds.), <i>Berufsausbildung zwischen Hygienemaßnahmen
    und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung
    in Schule, im Betrieb und bei Bildungsträgern.</i> (pp. 329–348). <a href="https://doi.org/10.3278/9783763972579">https://doi.org/10.3278/9783763972579</a>
  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={<a href="https://doi.org/10.3278/9783763972579">10.3278/9783763972579</a>},
    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 <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die
    schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei
    Bildungsträgern.</i>, edited by Dietmar Heisler and Jörg A. Meier, 329–48, 2022.
    <a href="https://doi.org/10.3278/9783763972579">https://doi.org/10.3278/9783763972579</a>.
  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 <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die
    schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei
    Bildungsträgern.</i>, 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.”
    <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die
    schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei
    Bildungsträgern.</i>, edited by Dietmar Heisler and Jörg A. Meier, 2022, pp. 329–48,
    doi:<a href="https://doi.org/10.3278/9783763972579">10.3278/9783763972579</a>.
  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: 2025-05-16T10:32:07Z
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: '35760'
author:
- first_name: Christoph
  full_name: Kulgemeyer, Christoph
  id: '84533'
  last_name: Kulgemeyer
- first_name: Madeleine
  full_name: Hörnlein, Madeleine
  id: '51082'
  last_name: Hörnlein
  orcid: https://orcid.org/0000-0002-4220-930X
- first_name: Fabian Gabriel
  full_name: Sterzing, Fabian Gabriel
  id: '76974'
  last_name: Sterzing
citation:
  ama: Kulgemeyer C, Hörnlein M, Sterzing FG. Exploring the effects of physics explainer
    videos and written explanations on declarative knowledge and the illusion of understanding.
    <i>International Journal of Science Education</i>. 2022;44(11):1855-1875. doi:<a
    href="https://doi.org/10.1080/09500693.2022.2100507">10.1080/09500693.2022.2100507</a>
  apa: Kulgemeyer, C., Hörnlein, M., &#38; Sterzing, F. G. (2022). Exploring the effects
    of physics explainer videos and written explanations on declarative knowledge
    and the illusion of understanding. <i>International Journal of Science Education</i>,
    <i>44</i>(11), 1855–1875. <a href="https://doi.org/10.1080/09500693.2022.2100507">https://doi.org/10.1080/09500693.2022.2100507</a>
  bibtex: '@article{Kulgemeyer_Hörnlein_Sterzing_2022, title={Exploring the effects
    of physics explainer videos and written explanations on declarative knowledge
    and the illusion of understanding}, volume={44}, DOI={<a href="https://doi.org/10.1080/09500693.2022.2100507">10.1080/09500693.2022.2100507</a>},
    number={11}, journal={International Journal of Science Education}, publisher={Informa
    UK Limited}, author={Kulgemeyer, Christoph and Hörnlein, Madeleine and Sterzing,
    Fabian Gabriel}, year={2022}, pages={1855–1875} }'
  chicago: 'Kulgemeyer, Christoph, Madeleine Hörnlein, and Fabian Gabriel Sterzing.
    “Exploring the Effects of Physics Explainer Videos and Written Explanations on
    Declarative Knowledge and the Illusion of Understanding.” <i>International Journal
    of Science Education</i> 44, no. 11 (2022): 1855–75. <a href="https://doi.org/10.1080/09500693.2022.2100507">https://doi.org/10.1080/09500693.2022.2100507</a>.'
  ieee: 'C. Kulgemeyer, M. Hörnlein, and F. G. Sterzing, “Exploring the effects of
    physics explainer videos and written explanations on declarative knowledge and
    the illusion of understanding,” <i>International Journal of Science Education</i>,
    vol. 44, no. 11, pp. 1855–1875, 2022, doi: <a href="https://doi.org/10.1080/09500693.2022.2100507">10.1080/09500693.2022.2100507</a>.'
  mla: Kulgemeyer, Christoph, et al. “Exploring the Effects of Physics Explainer Videos
    and Written Explanations on Declarative Knowledge and the Illusion of Understanding.”
    <i>International Journal of Science Education</i>, vol. 44, no. 11, Informa UK
    Limited, 2022, pp. 1855–75, doi:<a href="https://doi.org/10.1080/09500693.2022.2100507">10.1080/09500693.2022.2100507</a>.
  short: C. Kulgemeyer, M. Hörnlein, F.G. Sterzing, International Journal of Science
    Education 44 (2022) 1855–1875.
date_created: 2023-01-10T10:28:12Z
date_updated: 2024-12-12T14:29:49Z
department:
- _id: '864'
doi: 10.1080/09500693.2022.2100507
intvolume: '        44'
issue: '11'
keyword:
- Education
language:
- iso: eng
page: 1855-1875
publication: International Journal of Science Education
publication_identifier:
  issn:
  - 0950-0693
  - 1464-5289
publication_status: published
publisher: Informa UK Limited
status: public
title: Exploring the effects of physics explainer videos and written explanations
  on declarative knowledge and the illusion of understanding
type: journal_article
user_id: '51082'
volume: 44
year: '2022'
...
---
_id: '45172'
abstract:
- lang: eng
  text: <jats:title>Zusammenfassung</jats:title><jats:p>Im 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 (<jats:italic>N</jats:italic> = 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.</jats:p>
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
  orcid: 0000-0002-5804-1855
- 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? <i>Zeitschrift für Erziehungswissenschaft</i>.
    2022;25(4):843-867. doi:<a href="https://doi.org/10.1007/s11618-022-01112-0">10.1007/s11618-022-01112-0</a>'
  apa: 'Riese, J., Vogelsang, C., Schröder, J., Borowski, A., Kulgemeyer, C., Reinhold,
    P., &#38; Schecker, H. (2022). Entwicklung von Unterrichtsplanungsfähigkeit im
    Fach Physik: Welchen Einfluss hat Professionswissen? <i>Zeitschrift für Erziehungswissenschaft</i>,
    <i>25</i>(4), 843–867. <a href="https://doi.org/10.1007/s11618-022-01112-0">https://doi.org/10.1007/s11618-022-01112-0</a>'
  bibtex: '@article{Riese_Vogelsang_Schröder_Borowski_Kulgemeyer_Reinhold_Schecker_2022,
    title={Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss
    hat Professionswissen?}, volume={25}, DOI={<a href="https://doi.org/10.1007/s11618-022-01112-0">10.1007/s11618-022-01112-0</a>},
    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?” <i>Zeitschrift für Erziehungswissenschaft</i>
    25, no. 4 (2022): 843–67. <a href="https://doi.org/10.1007/s11618-022-01112-0">https://doi.org/10.1007/s11618-022-01112-0</a>.'
  ieee: 'J. Riese <i>et al.</i>, “Entwicklung von Unterrichtsplanungsfähigkeit im
    Fach Physik: Welchen Einfluss hat Professionswissen?,” <i>Zeitschrift für Erziehungswissenschaft</i>,
    vol. 25, no. 4, pp. 843–867, 2022, doi: <a href="https://doi.org/10.1007/s11618-022-01112-0">10.1007/s11618-022-01112-0</a>.'
  mla: 'Riese, Josef, et al. “Entwicklung von Unterrichtsplanungsfähigkeit im Fach
    Physik: Welchen Einfluss hat Professionswissen?” <i>Zeitschrift für Erziehungswissenschaft</i>,
    vol. 25, no. 4, Springer Science and Business Media LLC, 2022, pp. 843–67, doi:<a
    href="https://doi.org/10.1007/s11618-022-01112-0">10.1007/s11618-022-01112-0</a>.'
  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: 2025-12-03T09:09:38Z
department:
- _id: '299'
- _id: '33'
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
quality_controlled: '1'
status: public
title: 'Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss
  hat Professionswissen?'
type: journal_article
user_id: '4245'
volume: 25
year: '2022'
...
---
_id: '44766'
abstract:
- lang: eng
  text: <jats:title>Zusammenfassung</jats:title><jats:p>Im 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 (<jats:italic>N</jats:italic> = 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.</jats:p>
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
  orcid: 0000-0002-5804-1855
- 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
  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? <i>Zeitschrift für Erziehungswissenschaft</i>.
    2022;25(4):843-867. doi:<a href="https://doi.org/10.1007/s11618-022-01112-0">10.1007/s11618-022-01112-0</a>'
  apa: 'Riese, J., Vogelsang, C., Schröder, J., Borowski, A., Kulgemeyer, C., Reinhold,
    P., &#38; Schecker, H. (2022). Entwicklung von Unterrichtsplanungsfähigkeit im
    Fach Physik: Welchen Einfluss hat Professionswissen? <i>Zeitschrift für Erziehungswissenschaft</i>,
    <i>25</i>(4), 843–867. <a href="https://doi.org/10.1007/s11618-022-01112-0">https://doi.org/10.1007/s11618-022-01112-0</a>'
  bibtex: '@article{Riese_Vogelsang_Schröder_Borowski_Kulgemeyer_Reinhold_Schecker_2022,
    title={Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss
    hat Professionswissen?}, volume={25}, DOI={<a href="https://doi.org/10.1007/s11618-022-01112-0">10.1007/s11618-022-01112-0</a>},
    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?” <i>Zeitschrift für Erziehungswissenschaft</i>
    25, no. 4 (2022): 843–67. <a href="https://doi.org/10.1007/s11618-022-01112-0">https://doi.org/10.1007/s11618-022-01112-0</a>.'
  ieee: 'J. Riese <i>et al.</i>, “Entwicklung von Unterrichtsplanungsfähigkeit im
    Fach Physik: Welchen Einfluss hat Professionswissen?,” <i>Zeitschrift für Erziehungswissenschaft</i>,
    vol. 25, no. 4, pp. 843–867, 2022, doi: <a href="https://doi.org/10.1007/s11618-022-01112-0">10.1007/s11618-022-01112-0</a>.'
  mla: 'Riese, Josef, et al. “Entwicklung von Unterrichtsplanungsfähigkeit im Fach
    Physik: Welchen Einfluss hat Professionswissen?” <i>Zeitschrift für Erziehungswissenschaft</i>,
    vol. 25, no. 4, Springer Science and Business Media LLC, 2022, pp. 843–67, doi:<a
    href="https://doi.org/10.1007/s11618-022-01112-0">10.1007/s11618-022-01112-0</a>.'
  short: J. Riese, C. Vogelsang, J. Schröder, A. Borowski, C. Kulgemeyer, P. Reinhold,
    H. Schecker, Zeitschrift für Erziehungswissenschaft 25 (2022) 843–867.
date_created: 2023-05-11T11:11:41Z
date_updated: 2025-12-03T09:08:21Z
department:
- _id: '33'
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
quality_controlled: '1'
status: public
title: 'Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss
  hat Professionswissen?'
type: journal_article
user_id: '4245'
volume: 25
year: '2022'
...
---
_id: '35524'
abstract:
- lang: eng
  text: <jats:title>Zusammenfassung</jats:title><jats:p>Im 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 (<jats:italic>N</jats:italic> = 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.</jats:p>
author:
- first_name: Josef
  full_name: Riese, Josef
  last_name: Riese
- first_name: Christoph
  full_name: Vogelsang, Christoph
  id: '4245'
  last_name: Vogelsang
  orcid: 0000-0002-5804-1855
- 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
  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? <i>Zeitschrift für Erziehungswissenschaft</i>.
    2022;25(4):843-867. doi:<a href="https://doi.org/10.1007/s11618-022-01112-0">10.1007/s11618-022-01112-0</a>'
  apa: 'Riese, J., Vogelsang, C., Schröder, J., Borowski, A., Kulgemeyer, C., Reinhold,
    P., &#38; Schecker, H. (2022). Entwicklung von Unterrichtsplanungsfähigkeit im
    Fach Physik: Welchen Einfluss hat Professionswissen? <i>Zeitschrift für Erziehungswissenschaft</i>,
    <i>25</i>(4), 843–867. <a href="https://doi.org/10.1007/s11618-022-01112-0">https://doi.org/10.1007/s11618-022-01112-0</a>'
  bibtex: '@article{Riese_Vogelsang_Schröder_Borowski_Kulgemeyer_Reinhold_Schecker_2022,
    title={Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss
    hat Professionswissen?}, volume={25}, DOI={<a href="https://doi.org/10.1007/s11618-022-01112-0">10.1007/s11618-022-01112-0</a>},
    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?” <i>Zeitschrift für Erziehungswissenschaft</i>
    25, no. 4 (2022): 843–67. <a href="https://doi.org/10.1007/s11618-022-01112-0">https://doi.org/10.1007/s11618-022-01112-0</a>.'
  ieee: 'J. Riese <i>et al.</i>, “Entwicklung von Unterrichtsplanungsfähigkeit im
    Fach Physik: Welchen Einfluss hat Professionswissen?,” <i>Zeitschrift für Erziehungswissenschaft</i>,
    vol. 25, no. 4, pp. 843–867, 2022, doi: <a href="https://doi.org/10.1007/s11618-022-01112-0">10.1007/s11618-022-01112-0</a>.'
  mla: 'Riese, Josef, et al. “Entwicklung von Unterrichtsplanungsfähigkeit im Fach
    Physik: Welchen Einfluss hat Professionswissen?” <i>Zeitschrift für Erziehungswissenschaft</i>,
    vol. 25, no. 4, Springer Science and Business Media LLC, 2022, pp. 843–67, doi:<a
    href="https://doi.org/10.1007/s11618-022-01112-0">10.1007/s11618-022-01112-0</a>.'
  short: J. Riese, C. Vogelsang, J. Schröder, A. Borowski, C. Kulgemeyer, P. Reinhold,
    H. Schecker, Zeitschrift für Erziehungswissenschaft 25 (2022) 843–867.
date_created: 2023-01-09T15:27:36Z
date_updated: 2025-12-03T09:10:43Z
department:
- _id: '299'
- _id: '33'
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
quality_controlled: '1'
status: public
title: 'Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss
  hat Professionswissen?'
type: journal_article
user_id: '4245'
volume: 25
year: '2022'
...
---
_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. <i>Advancing Research in Information and Communication Technology</i>. Vol
    AICT-600. IFIP Advances in Information and Communication Technology. Springer,
    Cham; 2021:129-152. doi:<a href="https://doi.org/10.1007/978-3-030-81701-5_5">10.1007/978-3-030-81701-5_5</a>'
  apa: 'Passey, D., Brinda, T., Cornu, B., Holvikivi, J., Lewin, C., Magenheim, J.,
    Morel, R., Osorio, J., Tatnall, A., Thompson, B., &#38; Webb, M. (2021). Computers
    and Education – Recognising Opportunities and Managing Challenges. In M. Goedicke,
    E. Neuhold, &#38; K. Rannenberg (Eds.), <i>Advancing Research in Information and
    Communication Technology: Vol. AICT-600</i> (pp. 129–152). Springer, Cham. <a
    href="https://doi.org/10.1007/978-3-030-81701-5_5">https://doi.org/10.1007/978-3-030-81701-5_5</a>'
  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={<a href="https://doi.org/10.1007/978-3-030-81701-5_5">10.1007/978-3-030-81701-5_5</a>},
    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 <i>Advancing Research in Information
    and Communication Technology</i>, edited by Michael Goedicke, Erich  Neuhold,
    and Kai Rannenberg, AICT-600:129–52. IFIP Advances in Information and Communication
    Technology. Springer, Cham, 2021. <a href="https://doi.org/10.1007/978-3-030-81701-5_5">https://doi.org/10.1007/978-3-030-81701-5_5</a>.
  ieee: D. Passey <i>et al.</i>, “Computers and Education – Recognising Opportunities
    and Managing Challenges,” in <i>Advancing Research in Information and Communication
    Technology</i>, 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.” <i>Advancing Research in Information and Communication Technology</i>,
    edited by Michael Goedicke et al., vol. AICT-600, Springer, Cham, 2021, pp. 129–52,
    doi:<a href="https://doi.org/10.1007/978-3-030-81701-5_5">10.1007/978-3-030-81701-5_5</a>.
  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'
...