---
_id: '66093'
abstract:
- lang: eng
text: "Taking pupils’ diverse needs into account is considered a central requirement
of inclusive education (Booth & Ainscow, 2016). These needs are—according to Ainscow’s
(2007) inclusive turn—not primarily ‘special educational needs’, but diverse needs
of all learners. For the rather segregated German educational system, this endeavour
applies especially to primary education, where needs are still developing and
pupils are not yet assigned to different types of schooling according to their
needs and abilities.\r\n\r\nDespite a substantial amount of research on pupils’
basic psychological needs for autonomy, competence and social relatedness (Ryan
et al., 2022), strategies that technology education teachers apply in this regard
are not yet well understood. Besides interventional studies on technology education,
indicating effectiveness of self‑directed and action‑oriented teaching and learning,
there is a dearth of research on how teachers address different needs as a routine.\r\n\r\nThe
purpose of the presented study is therefore to investigate and systematize actions
and strategies teachers apply, and to specify how pupils' needs are considered
when teaching technology education on a given topic.\r\n\r\nThe overall study
used a mixed-methods approach to the question how pupils’ needs are characterized
by themselves and by their teachers, and how they were taken into account in a
lesson adapted and delivered by the teachers. In the sub-study presented here,
participating primary school teachers were interviewed about their consideration
of pupils’ needs whilst planning and conducting a technology education unit on
the functionality of robots.\r\n\r\nThe results gained from qualitative content
analysis of the interviews indicate that although the anticipation of different
needs is considered challenging, teachers possess a substantiate amount of practices
and strategies to take them into account.\r\n\r\nThe paper systematizes the practices
teachers described in structured interviews within strategies and discusses the
contribution of taking basic needs into account for inclusive technology education."
alternative_title:
- On Teachers’ Practices and Strategies to Teach Technology Inclusively at Primary
Level
author:
- first_name: Franz
full_name: Schröer, Franz
last_name: Schröer
- first_name: Claudia
full_name: Tenberge, Claudia
last_name: Tenberge
citation:
ama: 'Schröer F, Tenberge C. “They Really Need to Handle, Inspect, and Experience
Things.” In: Linköping Electronic Conference Proceedings. Vol 218. Linköping
University Electronic Press; 2026. doi:10.3384/ecp213.1455'
apa: Schröer, F., & Tenberge, C. (2026). “They Really Need to Handle, Inspect,
and Experience Things.” Linköping Electronic Conference Proceedings, 218.
https://doi.org/10.3384/ecp213.1455
bibtex: '@inproceedings{Schröer_Tenberge_2026, title={“They Really Need to Handle,
Inspect, and Experience Things”}, volume={218}, DOI={10.3384/ecp213.1455},
booktitle={Linköping Electronic Conference Proceedings}, publisher={Linköping
University Electronic Press}, author={Schröer, Franz and Tenberge, Claudia}, year={2026}
}'
chicago: Schröer, Franz, and Claudia Tenberge. “‘They Really Need to Handle, Inspect,
and Experience Things.’” In Linköping Electronic Conference Proceedings,
Vol. 218. Linköping University Electronic Press, 2026. https://doi.org/10.3384/ecp213.1455.
ieee: 'F. Schröer and C. Tenberge, “‘They Really Need to Handle, Inspect, and Experience
Things,’” in Linköping Electronic Conference Proceedings, 2026, vol. 218,
doi: 10.3384/ecp213.1455.'
mla: Schröer, Franz, and Claudia Tenberge. “‘They Really Need to Handle, Inspect,
and Experience Things.’” Linköping Electronic Conference Proceedings, vol.
218, Linköping University Electronic Press, 2026, doi:10.3384/ecp213.1455.
short: 'F. Schröer, C. Tenberge, in: Linköping Electronic Conference Proceedings,
Linköping University Electronic Press, 2026.'
date_created: 2026-06-30T13:04:31Z
date_updated: 2026-06-30T13:09:02Z
department:
- _id: '588'
doi: 10.3384/ecp213.1455
intvolume: ' 218'
keyword:
- Technology Education
- Inclusion
- Basic Needs
- Robotics
- Mixed Methods
- Teachers' Abilities
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://ecp.ep.liu.se/index.php/patt/article/view/1455
oa: '1'
publication: Linköping Electronic Conference Proceedings
publication_identifier:
issn:
- 1650-3686
- 1650-3740
publication_status: published
publisher: Linköping University Electronic Press
quality_controlled: '1'
status: public
title: “They Really Need to Handle, Inspect, and Experience Things”
type: conference
user_id: '71764'
volume: 218
year: '2026'
...
---
_id: '46537'
abstract:
- lang: eng
text: 'We study effects of retirement on cognitive abilities (up to ten years after
retirement) using data from 21 countries in Continental Europe, England, and the
US, and exploiting early-retirement thresholds for identification. For this purpose,
combines event-study estimations with the marginal treatment effect framework
to allow for effect heterogeneity. This helps to decompose event-study estimates
into true medium-run effects of retirement and effects driven by differential
retirement preferences. Our results suggest considerable negative effects of retirement
on cognitive abilities. We also detect substantial effect heterogeneity: Those
who retire as early as possible are not affected while those who retire later
exhibit negative effects.'
author:
- first_name: Hendrik
full_name: Schmitz, Hendrik
id: '48879'
last_name: Schmitz
- first_name: Matthias
full_name: Westphal, Matthias
id: '64661'
last_name: Westphal
citation:
ama: Schmitz H, Westphal M. The Dynamic and Heterogeneous Effects of Retirement
on Cognitive Decline. Vol 918. RWI - Leibniz-Institut für Wirtschaftsforschung,
Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen;
2021.
apa: Schmitz, H., & Westphal, M. (2021). The dynamic and heterogeneous effects
of retirement on cognitive decline (Vol. 918). RWI - Leibniz-Institut für
Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University
of Duisburg-Essen.
bibtex: '@book{Schmitz_Westphal_2021, series={ Ruhr Economic Papers}, title={The
dynamic and heterogeneous effects of retirement on cognitive decline}, volume={918},
publisher={RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum,
TU Dortmund University, University of Duisburg-Essen}, author={Schmitz, Hendrik
and Westphal, Matthias}, year={2021}, collection={ Ruhr Economic Papers} }'
chicago: Schmitz, Hendrik, and Matthias Westphal. The Dynamic and Heterogeneous
Effects of Retirement on Cognitive Decline. Vol. 918. Ruhr Economic Papers.
RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund
University, University of Duisburg-Essen, 2021.
ieee: H. Schmitz and M. Westphal, The dynamic and heterogeneous effects of retirement
on cognitive decline, vol. 918. RWI - Leibniz-Institut für Wirtschaftsforschung,
Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen,
2021.
mla: Schmitz, Hendrik, and Matthias Westphal. The Dynamic and Heterogeneous Effects
of Retirement on Cognitive Decline. RWI - Leibniz-Institut für Wirtschaftsforschung,
Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen,
2021.
short: H. Schmitz, M. Westphal, The Dynamic and Heterogeneous Effects of Retirement
on Cognitive Decline, RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University
Bochum, TU Dortmund University, University of Duisburg-Essen, 2021.
date_created: 2023-08-16T10:02:17Z
date_updated: 2023-08-20T17:54:49Z
department:
- _id: '281'
- _id: '475'
intvolume: ' 918'
keyword:
- Cognitive abilities
- retirement
- event study
- marginal treatment effects
language:
- iso: eng
publisher: RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum,
TU Dortmund University, University of Duisburg-Essen
series_title: ' Ruhr Economic Papers'
status: public
title: The dynamic and heterogeneous effects of retirement on cognitive decline
type: working_paper
user_id: '53779'
volume: 918
year: '2021'
...
---
_id: '32535'
abstract:
- lang: eng
text: In this study, we draw on person–environment fit theory to analyze whether
academic success is best explained by individual abilities subjectively exceeding
situational demands or by abilities matching the demands. Moreover, we disentangled
effects of perceived abilities and subjective person–environment (P-E) fit on
academic success. All in all, 693 teacher education students participated in an
online questionnaire. Students were asked to rate general requirements of their
academic programs (e.g., self-discipline) on a 5-point scale in terms of (1) their
own abilities and (2) the perceived relevance for their studies. P-E fit was determined
by difference scores between abilities and relevance ratings. Academic success
was assessed by grades, perceived performance, and study satisfaction. Data were
analyzed through structural equation modeling and suggest that academic success
is best explained by a match between abilities and demands. Moreover, all three
criteria for academic success were more strongly related to subjective fit than
to subjective abilities.
author:
- first_name: Carla
full_name: Bohndick, Carla
last_name: Bohndick
- first_name: Tom
full_name: Rosman, Tom
last_name: Rosman
- first_name: Susanne
full_name: Kohlmeyer, Susanne
last_name: Kohlmeyer
- first_name: Heike M.
full_name: Buhl, Heike M.
id: '27152'
last_name: Buhl
citation:
ama: Bohndick C, Rosman T, Kohlmeyer S, Buhl HM. The interplay between subjective
abilities and subjective demands and its relationship with academic success. An
application of the person–environment fit theory. Higher Education. 2017;75(5):839-854.
doi:10.1007/s10734-017-0173-6
apa: Bohndick, C., Rosman, T., Kohlmeyer, S., & Buhl, H. M. (2017). The interplay
between subjective abilities and subjective demands and its relationship with
academic success. An application of the person–environment fit theory. Higher
Education, 75(5), 839–854. https://doi.org/10.1007/s10734-017-0173-6
bibtex: '@article{Bohndick_Rosman_Kohlmeyer_Buhl_2017, title={The interplay between
subjective abilities and subjective demands and its relationship with academic
success. An application of the person–environment fit theory}, volume={75}, DOI={10.1007/s10734-017-0173-6},
number={5}, journal={Higher Education}, publisher={Springer Science and Business
Media LLC}, author={Bohndick, Carla and Rosman, Tom and Kohlmeyer, Susanne and
Buhl, Heike M.}, year={2017}, pages={839–854} }'
chicago: 'Bohndick, Carla, Tom Rosman, Susanne Kohlmeyer, and Heike M. Buhl. “The
Interplay between Subjective Abilities and Subjective Demands and Its Relationship
with Academic Success. An Application of the Person–Environment Fit Theory.” Higher
Education 75, no. 5 (2017): 839–54. https://doi.org/10.1007/s10734-017-0173-6.'
ieee: 'C. Bohndick, T. Rosman, S. Kohlmeyer, and H. M. Buhl, “The interplay between
subjective abilities and subjective demands and its relationship with academic
success. An application of the person–environment fit theory,” Higher Education,
vol. 75, no. 5, pp. 839–854, 2017, doi: 10.1007/s10734-017-0173-6.'
mla: Bohndick, Carla, et al. “The Interplay between Subjective Abilities and Subjective
Demands and Its Relationship with Academic Success. An Application of the Person–Environment
Fit Theory.” Higher Education, vol. 75, no. 5, Springer Science and Business
Media LLC, 2017, pp. 839–54, doi:10.1007/s10734-017-0173-6.
short: C. Bohndick, T. Rosman, S. Kohlmeyer, H.M. Buhl, Higher Education 75 (2017)
839–854.
date_created: 2022-08-03T01:12:49Z
date_updated: 2025-07-16T08:47:02Z
department:
- _id: '427'
doi: 10.1007/s10734-017-0173-6
intvolume: ' 75'
issue: '5'
keyword:
- Academic success
- Person–environment fit theory
- Demands–abilities fit
- Higher education
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://link.springer.com/content/pdf/10.1007/s10734-017-0173-6.pdf
oa: '1'
page: 839-854
project:
- _id: '377'
name: 'LehramtsNavi: Weiterentwicklungsorientiertes Self-Assessment am Übergang
zum Lehramtsstudium'
publication: Higher Education
publication_identifier:
issn:
- 0018-1560
- 1573-174X
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: The interplay between subjective abilities and subjective demands and its relationship
with academic success. An application of the person–environment fit theory
type: journal_article
user_id: '27152'
volume: 75
year: '2017'
...
---
_id: '4692'
author:
- first_name: Oliver
full_name: Müller, Oliver
id: '72849'
last_name: Müller
- first_name: Theresa
full_name: Schmiedel, Theresa
last_name: Schmiedel
- first_name: Elena
full_name: Gorbacheva, Elena
last_name: Gorbacheva
- first_name: Jan
full_name: vom Brocke, Jan
last_name: vom Brocke
citation:
ama: 'Müller O, Schmiedel T, Gorbacheva E, vom Brocke J. Towards a typology of business
process management professionals: identifying patterns of competences through
latent semantic analysis. Enterprise Information Systems. 2016;(1):50--80.
doi:10.1080/17517575.2014.923514'
apa: 'Müller, O., Schmiedel, T., Gorbacheva, E., & vom Brocke, J. (2016). Towards
a typology of business process management professionals: identifying patterns
of competences through latent semantic analysis. Enterprise Information Systems,
(1), 50--80. https://doi.org/10.1080/17517575.2014.923514'
bibtex: '@article{Müller_Schmiedel_Gorbacheva_vom Brocke_2016, title={Towards a
typology of business process management professionals: identifying patterns of
competences through latent semantic analysis}, DOI={10.1080/17517575.2014.923514},
number={1}, journal={Enterprise Information Systems}, author={Müller, Oliver and
Schmiedel, Theresa and Gorbacheva, Elena and vom Brocke, Jan}, year={2016}, pages={50--80}
}'
chicago: 'Müller, Oliver, Theresa Schmiedel, Elena Gorbacheva, and Jan vom Brocke.
“Towards a Typology of Business Process Management Professionals: Identifying
Patterns of Competences through Latent Semantic Analysis.” Enterprise Information
Systems, no. 1 (2016): 50--80. https://doi.org/10.1080/17517575.2014.923514.'
ieee: 'O. Müller, T. Schmiedel, E. Gorbacheva, and J. vom Brocke, “Towards a typology
of business process management professionals: identifying patterns of competences
through latent semantic analysis,” Enterprise Information Systems, no.
1, pp. 50--80, 2016.'
mla: 'Müller, Oliver, et al. “Towards a Typology of Business Process Management
Professionals: Identifying Patterns of Competences through Latent Semantic Analysis.”
Enterprise Information Systems, no. 1, 2016, pp. 50--80, doi:10.1080/17517575.2014.923514.'
short: O. Müller, T. Schmiedel, E. Gorbacheva, J. vom Brocke, Enterprise Information
Systems (2016) 50--80.
date_created: 2018-10-12T08:30:10Z
date_updated: 2022-01-06T07:01:18Z
doi: 10.1080/17517575.2014.923514
extern: '1'
issue: '1'
keyword:
- abilities
- business process management
- competences
- knowledge
- latent semantic analysis
- professionals
- skills
- typology
language:
- iso: eng
page: 50--80
publication: Enterprise Information Systems
publication_identifier:
issn:
- '17517583'
status: public
title: 'Towards a typology of business process management professionals: identifying
patterns of competences through latent semantic analysis'
type: journal_article
user_id: '72849'
year: '2016'
...
---
_id: '17278'
abstract:
- lang: eng
text: This paper investigates the influence of feedback provided by an autonomous
robot (BIRON) on users’ discursive behavior. A user study is described during
which users show objects to the robot. The results of the experiment indicate,
that the robot’s verbal feedback utterances cause the humans to adapt their own
way of speaking. The changes in users’ verbal behavior are due to their beliefs
about the robots knowledge and abilities. In this paper they are identified and
grouped. Moreover, the data implies variations in user behavior regarding gestures.
Unlike speech, the robot was not able to give feedback with gestures. Due to the
lack of feedback, users did not seem to have a consistent mental representation
of the robot’s abilities to recognize gestures. As a result, changes between different
gestures are interpreted to be unconscious variations accompanying speech.
author:
- first_name: Manja
full_name: Lohse, Manja
last_name: Lohse
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
- first_name: Gerhard
full_name: Sagerer, Gerhard
last_name: Sagerer
citation:
ama: 'Lohse M, Rohlfing K, Wrede B, Sagerer G. “Try something else!” — When users
change their discursive behavior in human-robot interaction. In: ; 2008:3481-3486.
doi:10.1109/ROBOT.2008.4543743'
apa: Lohse, M., Rohlfing, K., Wrede, B., & Sagerer, G. (2008). “Try something
else!” — When users change their discursive behavior in human-robot interaction.
3481–3486. https://doi.org/10.1109/ROBOT.2008.4543743
bibtex: '@inproceedings{Lohse_Rohlfing_Wrede_Sagerer_2008, title={“Try something
else!” — When users change their discursive behavior in human-robot interaction},
DOI={10.1109/ROBOT.2008.4543743},
author={Lohse, Manja and Rohlfing, Katharina and Wrede, Britta and Sagerer, Gerhard},
year={2008}, pages={3481–3486} }'
chicago: Lohse, Manja, Katharina Rohlfing, Britta Wrede, and Gerhard Sagerer. “‘Try
Something Else!’ — When Users Change Their Discursive Behavior in Human-Robot
Interaction,” 3481–86, 2008. https://doi.org/10.1109/ROBOT.2008.4543743.
ieee: 'M. Lohse, K. Rohlfing, B. Wrede, and G. Sagerer, “‘Try something else!’ —
When users change their discursive behavior in human-robot interaction,” 2008,
pp. 3481–3486, doi: 10.1109/ROBOT.2008.4543743.'
mla: Lohse, Manja, et al. “Try Something Else!” — When Users Change Their Discursive
Behavior in Human-Robot Interaction. 2008, pp. 3481–86, doi:10.1109/ROBOT.2008.4543743.
short: 'M. Lohse, K. Rohlfing, B. Wrede, G. Sagerer, in: 2008, pp. 3481–3486.'
date_created: 2020-06-24T13:02:49Z
date_updated: 2023-02-01T13:08:20Z
department:
- _id: '749'
doi: 10.1109/ROBOT.2008.4543743
keyword:
- discursive behavior
- autonomous robot
- BIRON
- man-machine systems
- robot abilities
- robot knowledge
- user gestures
- robot verbal feedback utterance
- speech processing
- user verbal behavior
- service robots
- human-robot interaction
- human computer interaction
- gesture recognition
language:
- iso: eng
page: 3481-3486
publication_identifier:
isbn:
- 1050-4729
status: public
title: “Try something else!” — When users change their discursive behavior in human-robot
interaction
type: conference
user_id: '14931'
year: '2008'
...