[{"status":"public","editor":[{"last_name":"Binder","full_name":"Binder, Martin","first_name":"Martin"},{"first_name":"Christian","full_name":"Wiesmüller, Christian","last_name":"Wiesmüller"},{"first_name":"Timo","last_name":"Finkbeiner","full_name":"Finkbeiner, Timo"}],"publication":"Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. ","type":"book_chapter","language":[{"iso":"ger"}],"keyword":["technology education","teacher professionalisation","Computational Thinking","digitalization","learning robots"],"department":[{"_id":"588"}],"user_id":"50915","_id":"37902","page":"266-286","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. Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. . ; 2022:266-286.","chicago":"Janicki, Nicole. “Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern.” In Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. , 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 Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. , M. Binder, C. Wiesmüller, and T. Finkbeiner, Eds. 2022, pp. 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, & 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. (pp. 266–286).","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.","mla":"Janicki, Nicole. “Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern.” Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021. , edited by Martin Binder et al., 2022, pp. 266–86.","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} }"},"year":"2022","publication_identifier":{"unknown":["978-3-947868-03-2"]},"publication_status":"published","conference":{"start_date":"24.09.2021","name":"23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung","location":"Mannheim","end_date":"25.09.2021"},"title":"Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern","date_created":"2023-01-22T14:09:52Z","author":[{"last_name":"Janicki","id":"50915","full_name":"Janicki, Nicole","first_name":"Nicole"}],"date_updated":"2023-01-25T11:50:51Z"},{"title":"The role of ICT for school leadership and management activities: an international comparison","doi":"10.1108/ijem-06-2021-0251","date_updated":"2023-05-08T09:03:39Z","publisher":"Emerald","author":[{"first_name":"Pierre","last_name":"Tulowitzki","full_name":"Tulowitzki, Pierre"},{"first_name":"Julia","full_name":"Gerick, Julia","last_name":"Gerick"},{"full_name":"Eickelmann, Birgit","id":"40387","last_name":"Eickelmann","first_name":"Birgit"}],"date_created":"2023-03-13T12:27:49Z","volume":36,"year":"2022","citation":{"chicago":"Tulowitzki, Pierre, Julia Gerick, and Birgit Eickelmann. “The Role of ICT for School Leadership and Management Activities: An International Comparison.” International Journal of Educational Management 36, no. 2 (2022): 133–51. https://doi.org/10.1108/ijem-06-2021-0251.","ieee":"P. Tulowitzki, J. Gerick, and B. Eickelmann, “The role of ICT for school leadership and management activities: an international comparison,” International Journal of Educational Management, vol. 36, no. 2, pp. 133–151, 2022, doi: 10.1108/ijem-06-2021-0251.","ama":"Tulowitzki P, Gerick J, Eickelmann B. The role of ICT for school leadership and management activities: an international comparison. International Journal of Educational Management. 2022;36(2):133-151. doi:10.1108/ijem-06-2021-0251","apa":"Tulowitzki, P., Gerick, J., & Eickelmann, B. (2022). The role of ICT for school leadership and management activities: an international comparison. International Journal of Educational Management, 36(2), 133–151. https://doi.org/10.1108/ijem-06-2021-0251","short":"P. Tulowitzki, J. Gerick, B. Eickelmann, International Journal of Educational Management 36 (2022) 133–151.","mla":"Tulowitzki, Pierre, et al. “The Role of ICT for School Leadership and Management Activities: An International Comparison.” International Journal of Educational Management, vol. 36, no. 2, Emerald, 2022, pp. 133–51, doi:10.1108/ijem-06-2021-0251.","bibtex":"@article{Tulowitzki_Gerick_Eickelmann_2022, title={The role of ICT for school leadership and management activities: an international comparison}, volume={36}, DOI={10.1108/ijem-06-2021-0251}, number={2}, journal={International Journal of Educational Management}, publisher={Emerald}, author={Tulowitzki, Pierre and Gerick, Julia and Eickelmann, Birgit}, year={2022}, pages={133–151} }"},"intvolume":" 36","page":"133-151","publication_status":"published","publication_identifier":{"issn":["0951-354X"]},"issue":"2","keyword":["Organizational Behavior and Human Resource Management","Education","Organizational Behavior and Human Resource Management","Education"],"language":[{"iso":"eng"}],"_id":"42951","user_id":"14931","department":[{"_id":"462"}],"abstract":[{"lang":"eng","text":"PurposeInformation and communication technologies (ICT) has an increasing impact on schools. School leaders play a key role in this context as drivers of innovation including those related to ICT. Against this background, the study presented in this article focuses on school leadership and management activities with ICT and related challenges. It sought to analyze how frequently German school principals use ICT compared to principals in other countries, what distinct clusters of German principals could be identified in terms of ICT usage and how principals viewed ICT in schools and related challenges.Design/methodology/approachA mixed-methods approach was chosen, using quantitative data from both the international comparative large-scale assessment study ICILS 2018 and the explorative qualitative data from Germany. For the international comparison, the school principal data sets of the 12 international participants of the International Computer and Information Literacy Study (ICILS) 2018 were taken into account: Chile, Denmark, Finland, France, Germany, Italy, Kazakhstan, Republic of Korea, Luxembourg, Portugal, Uruguay and the United States. To look beyond averaged frequencies, a latent class analysis (LCA) was conducted to identify possible clusters of school leaders with distinct usage patterns of ICT for leadership and management activities.FindingsThe results indicate that, in general, German principals use ICT for leadership and management activities on a similar level as their international colleagues. However, they seem to communicate with education authorities significantly more often than their international colleagues, whereas representative activities (presentations, home page) are rather infrequent. The qualitative data point to significant barriers to fully harnessing the potential of using ICT for leadership, management and school improvement such as lack of competencies and lack of adequate support.Originality/valueTo the best of the authors’ knowledge, this is the first study that focuses on school leadership and management activities using ICT with such a data set. The results provide insights into how German principals use ICT to lead and manage their schools compared to their international counterparts. The qualitative data offers additional insights into possible reasons hindering a more effective use of ICT."}],"status":"public","type":"journal_article","publication":"International Journal of Educational Management"},{"abstract":[{"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.","lang":"eng"}],"publication":"German Journal of Exercise and Sport Research","keyword":["Physical education teacher education","Competence modelling and","measurement","Inclusive physical education","Video-based items","Noticing"],"language":[{"iso":"eng"}],"external_id":{"isi":["000788945100004"]},"year":"2022","quality_controlled":"1","issue":"3","title":"Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education","publisher":"Springer","date_created":"2022-12-22T09:22:45Z","status":"public","type":"journal_article","article_type":"original","isi":"1","_id":"34820","department":[{"_id":"97"},{"_id":"611"}],"user_id":"49063","page":"386-397","intvolume":" 52","citation":{"apa":"Langer, W., Bruns, J., & Erhorn, J. (2022). Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. German Journal of Exercise and Sport Research, 52(3), 386–397. https://doi.org/10.1007/s12662-022-00807-0","short":"W. Langer, J. Bruns, J. Erhorn, German Journal of Exercise and Sport Research 52 (2022) 386–397.","bibtex":"@article{Langer_Bruns_Erhorn_2022, title={Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education}, volume={52}, DOI={10.1007/s12662-022-00807-0}, number={3}, journal={German Journal of Exercise and Sport Research}, publisher={Springer}, author={Langer, Wiebke and Bruns, Julia and Erhorn, Jan}, year={2022}, pages={386–397} }","mla":"Langer, Wiebke, et al. “Development and Validation of a Video-Based Test Instrument to Measure Noticing with Regard to Processes Ofrecognition in Inclusive Physical Education.” German Journal of Exercise and Sport Research, vol. 52, no. 3, Springer, 2022, pp. 386–97, doi:10.1007/s12662-022-00807-0.","ieee":"W. Langer, J. Bruns, and J. Erhorn, “Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education,” German Journal of Exercise and Sport Research, vol. 52, no. 3, pp. 386–397, 2022, doi: 10.1007/s12662-022-00807-0.","chicago":"Langer, Wiebke, Julia Bruns, and Jan Erhorn. “Development and Validation of a Video-Based Test Instrument to Measure Noticing with Regard to Processes Ofrecognition in Inclusive Physical Education.” German Journal of Exercise and Sport Research 52, no. 3 (2022): 386–97. https://doi.org/10.1007/s12662-022-00807-0.","ama":"Langer W, Bruns J, Erhorn J. Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. German Journal of Exercise and Sport Research. 2022;52(3):386-397. doi:10.1007/s12662-022-00807-0"},"publication_identifier":{"eissn":["2509-3150"],"issn":["2509-3142"]},"publication_status":"published","doi":"10.1007/s12662-022-00807-0","date_updated":"2023-06-20T19:10:42Z","volume":52,"author":[{"full_name":"Langer, Wiebke","last_name":"Langer","first_name":"Wiebke"},{"last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia","id":"72183","first_name":"Julia"},{"first_name":"Jan","last_name":"Erhorn","full_name":"Erhorn, Jan"}]},{"abstract":[{"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.","lang":"eng"}],"publication":"Zeitschrift für Erziehungswissenschaft","language":[{"iso":"ger"}],"keyword":["Facilitator professional development","Early childhood teachers","Teaching","experience","Early mathematics education"],"external_id":{"isi":["000852117800001"]},"year":"2022","issue":"6","quality_controlled":"1","title":"Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft","date_created":"2022-12-22T09:22:45Z","publisher":"Springer Vieweg-springer Fachmedien Wiesbaden Gmbh","status":"public","type":"journal_article","isi":"1","article_type":"original","department":[{"_id":"611"},{"_id":"97"}],"user_id":"49063","_id":"34819","intvolume":" 25","page":"1455–1480","citation":{"chicago":"Hagena, Maike, Julia Bruns, and Hedwig Gasteiger. “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft.” Zeitschrift für Erziehungswissenschaft 25, no. 6 (2022): 1455–1480. https://doi.org/10.1007/s11618-022-01122-y.","ieee":"M. Hagena, J. Bruns, and H. Gasteiger, “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft,” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 6, pp. 1455–1480, 2022, doi: 10.1007/s11618-022-01122-y.","ama":"Hagena M, Bruns J, Gasteiger H. Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft. Zeitschrift für Erziehungswissenschaft. 2022;25(6):1455–1480. doi:10.1007/s11618-022-01122-y","bibtex":"@article{Hagena_Bruns_Gasteiger_2022, title={Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft}, volume={25}, DOI={10.1007/s11618-022-01122-y}, number={6}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Vieweg-springer Fachmedien Wiesbaden Gmbh}, author={Hagena, Maike and Bruns, Julia and Gasteiger, Hedwig}, year={2022}, pages={1455–1480} }","mla":"Hagena, Maike, et al. “Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft.” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 6, Springer Vieweg-springer Fachmedien Wiesbaden Gmbh, 2022, pp. 1455–1480, doi:10.1007/s11618-022-01122-y.","short":"M. Hagena, J. Bruns, H. Gasteiger, Zeitschrift für Erziehungswissenschaft 25 (2022) 1455–1480.","apa":"Hagena, M., Bruns, J., & Gasteiger, H. (2022). Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft. Zeitschrift für Erziehungswissenschaft, 25(6), 1455–1480. https://doi.org/10.1007/s11618-022-01122-y"},"publication_identifier":{"eissn":["1862-5215"],"issn":["1434-663X"]},"publication_status":"published","doi":"10.1007/s11618-022-01122-y","volume":25,"author":[{"first_name":"Maike","last_name":"Hagena","full_name":"Hagena, Maike"},{"full_name":"Bruns, Julia","id":"72183","orcid":"https://orcid.org/0000-0002-6604-5864","last_name":"Bruns","first_name":"Julia"},{"last_name":"Gasteiger","full_name":"Gasteiger, Hedwig","first_name":"Hedwig"}],"date_updated":"2023-06-20T19:10:11Z"},{"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."}],"year":"2022","status":"public","citation":{"apa":"Schiele, V. (2022). Labor market spillover effects of a compulsory schooling reform in Germany.","mla":"Schiele, Valentin. Labor Market Spillover Effects of a Compulsory Schooling Reform in Germany. 2022.","short":"V. Schiele, Labor Market Spillover Effects of a Compulsory Schooling Reform in Germany, 2022.","bibtex":"@book{Schiele_2022, title={Labor market spillover effects of a compulsory schooling reform in Germany}, author={Schiele, Valentin}, year={2022} }","ama":"Schiele V. Labor Market Spillover Effects of a Compulsory Schooling Reform in Germany.; 2022.","chicago":"Schiele, Valentin. Labor Market Spillover Effects of a Compulsory Schooling Reform in Germany, 2022.","ieee":"V. Schiele, Labor market spillover effects of a compulsory schooling reform in Germany. 2022."},"type":"working_paper","keyword":["Compulsory schooling","Education","Spillover effects","Cohort size","Wages","Employment"],"title":"Labor market spillover effects of a compulsory schooling reform in Germany","language":[{"iso":"eng"}],"_id":"46531","date_updated":"2023-08-20T17:57:42Z","department":[{"_id":"281"}],"author":[{"first_name":"Valentin","last_name":"Schiele","full_name":"Schiele, Valentin","id":"53779"}],"user_id":"53779","date_created":"2023-08-16T09:45:46Z"},{"date_updated":"2025-05-16T10:32:07Z","author":[{"first_name":"Christian","id":"33108","full_name":"Sommer, Christian","last_name":"Sommer"},{"full_name":"Szczesny, Daniela","id":"44658","last_name":"Szczesny","first_name":"Daniela"}],"date_created":"2022-12-21T11:45:14Z","title":"Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.","main_file_link":[{"url":"https://library.oapen.org/handle/20.500.12657/57970"}],"doi":"10.3278/9783763972579","publication_status":"published","quality_controlled":"1","year":"2022","citation":{"ama":"Sommer C, Szczesny D. Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie. In: Heisler D, Meier JA, eds. Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern. ; 2022:329-348. doi:10.3278/9783763972579","chicago":"Sommer, Christian, and Daniela Szczesny. “Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.” In Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern., edited by Dietmar Heisler and Jörg A. Meier, 329–48, 2022. https://doi.org/10.3278/9783763972579.","ieee":"C. Sommer and D. Szczesny, “Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.,” in Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern., D. Heisler and J. A. Meier, Eds. 2022, pp. 329–348.","apa":"Sommer, C., & Szczesny, D. (2022). Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie. In D. Heisler & J. A. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern. (pp. 329–348). https://doi.org/10.3278/9783763972579","bibtex":"@inbook{Sommer_Szczesny_2022, title={Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.}, DOI={10.3278/9783763972579}, booktitle={Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern.}, author={Sommer, Christian and Szczesny, Daniela}, editor={Heisler, Dietmar and Meier, Jörg A.}, year={2022}, pages={329–348} }","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.","mla":"Sommer, Christian, and Daniela Szczesny. “Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie.” Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern., edited by Dietmar Heisler and Jörg A. Meier, 2022, pp. 329–48, doi:10.3278/9783763972579."},"page":"329-348","_id":"34704","user_id":"33108","department":[{"_id":"451"}],"keyword":["COVID-19","Digitalization","Vocational education and training","Retail"],"language":[{"iso":"ger"}],"type":"book_chapter","publication":"Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern.","abstract":[{"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.","lang":"eng"}],"editor":[{"first_name":"Dietmar","full_name":"Heisler, Dietmar","last_name":"Heisler"},{"full_name":"Meier, Jörg A.","last_name":"Meier","first_name":"Jörg A."}],"status":"public"},{"issue":"11","publication_status":"published","publication_identifier":{"issn":["0950-0693","1464-5289"]},"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. International Journal of Science Education. 2022;44(11):1855-1875. doi:10.1080/09500693.2022.2100507","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.” International Journal of Science Education 44, no. 11 (2022): 1855–75. https://doi.org/10.1080/09500693.2022.2100507.","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,” International Journal of Science Education, vol. 44, no. 11, pp. 1855–1875, 2022, doi: 10.1080/09500693.2022.2100507.","apa":"Kulgemeyer, C., Hörnlein, M., & Sterzing, F. G. (2022). Exploring the effects of physics explainer videos and written explanations on declarative knowledge and the illusion of understanding. 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Sterzing, International Journal of Science Education 44 (2022) 1855–1875."},"page":"1855-1875","intvolume":" 44","year":"2022","author":[{"first_name":"Christoph","last_name":"Kulgemeyer","id":"84533","full_name":"Kulgemeyer, Christoph"},{"id":"51082","full_name":"Hörnlein, Madeleine","last_name":"Hörnlein","orcid":"https://orcid.org/0000-0002-4220-930X","first_name":"Madeleine"},{"first_name":"Fabian Gabriel","last_name":"Sterzing","id":"76974","full_name":"Sterzing, Fabian Gabriel"}],"date_created":"2023-01-10T10:28:12Z","volume":44,"publisher":"Informa UK Limited","date_updated":"2024-12-12T14:29:49Z","doi":"10.1080/09500693.2022.2100507","title":"Exploring the effects of physics explainer videos and written explanations on declarative knowledge and the illusion of understanding","type":"journal_article","publication":"International Journal of Science Education","status":"public","user_id":"51082","department":[{"_id":"864"}],"_id":"35760","language":[{"iso":"eng"}],"keyword":["Education"]},{"keyword":["Education"],"language":[{"iso":"ger"}],"abstract":[{"text":"ZusammenfassungIm Lehramtsstudium sollen Studierende grundlegende Fähigkeiten zur theoriegeleiteten Unterrichtsplanung erwerben. In Übereinstimmung mit Modellen zur professionellen Handlungskompetenz von Lehrkräften wird hierbei meist angenommen, dass das im Studienverlauf erworbene Professionswissen eine wesentliche Grundlage für den Aufbau von Fähigkeiten zur Unterrichtsplanung bildet. Lerngelegenheiten zur Anwendung dieses Professionswissens bieten vor allem schulpraktische Phasen im fortgeschrittenen Studienverlauf. Es wird aber ebenso angenommen, dass gerade Erfahrungen mit der Unterrichtsplanung den Aufbau von Professionswissen unterstützen. Der Zusammenhang zwischen dem Ausmaß des Professionswissens und der Entwicklung von Planungsfähigkeit ist bisher unzureichend empirisch geklärt. Eine besondere methodische Herausforderung besteht darin, Planungsfähigkeiten sowohl möglichst authentisch als auch auf standardisierte Weise zu erfassen. Zur Untersuchung des genannten Zusammenhangs wurde eine längsschnittliche Studie im Prä-Post-Design bei angehenden Physiklehrkräften (N = 68 im Längsschnitt) an vier Universitäten durchgeführt. Die Unterrichtsplanungsfähigkeit wurde mit Hilfe eines standardisierten Performanztests vor und nach dem Absolvieren eines Praxissemesters erfasst, indem als Standardsituation der Entwurf einer Unterrichtsstunde zum 3. Newton’schen Axiom unter definierten Zeitvorgaben im Praxissemester simuliert wurde. Zusätzlich wurden das fachliche, fachdidaktische und pädagogische Wissen der Studierenden mit Hilfe standardisierter Instrumente zu beiden Zeitpunkten erhoben, sowie die einschlägigen Lerngelegenheiten im Praxissemester über einen Fragebogen erfasst. Sowohl für Unterrichtsplanungsfähigkeit als auch für alle Wissensvariablen können Zuwächse im Praxissemester beobachtet werden. Cross-Lagged-Panel-Analysen zeigen, dass insbesondere die Ausprägung des fachdidaktischen und pädagogischen Wissens der Studierenden am Beginn des Praxissemesters die Entwicklung von Unterrichtsplanungsfähigkeit begünstigt.","lang":"eng"}],"publication":"Zeitschrift für Erziehungswissenschaft","title":"Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?","publisher":"Springer Science and Business Media LLC","date_created":"2023-05-20T09:52:26Z","year":"2022","quality_controlled":"1","issue":"4","_id":"45172","user_id":"4245","department":[{"_id":"299"},{"_id":"33"}],"status":"public","type":"journal_article","doi":"10.1007/s11618-022-01112-0","date_updated":"2025-12-03T09:09:38Z","author":[{"id":"429","full_name":"Riese, Josef","orcid":"0000-0003-2927-2619","last_name":"Riese","first_name":"Josef"},{"id":"4245","full_name":"Vogelsang, Christoph","orcid":"0000-0002-5804-1855","last_name":"Vogelsang","first_name":"Christoph"},{"full_name":"Schröder, Jan","last_name":"Schröder","first_name":"Jan"},{"last_name":"Borowski","full_name":"Borowski, Andreas","first_name":"Andreas"},{"first_name":"Christoph","full_name":"Kulgemeyer, Christoph","id":"84533","last_name":"Kulgemeyer"},{"full_name":"Reinhold, Peter","id":"416","last_name":"Reinhold","first_name":"Peter"},{"first_name":"Horst","last_name":"Schecker","full_name":"Schecker, Horst"}],"volume":25,"citation":{"chicago":"Riese, Josef, Christoph Vogelsang, Jan Schröder, Andreas Borowski, Christoph Kulgemeyer, Peter Reinhold, and Horst Schecker. “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?” Zeitschrift für Erziehungswissenschaft 25, no. 4 (2022): 843–67. https://doi.org/10.1007/s11618-022-01112-0.","ieee":"J. Riese et al., “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?,” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 4, pp. 843–867, 2022, doi: 10.1007/s11618-022-01112-0.","ama":"Riese J, Vogelsang C, Schröder J, et al. Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen? Zeitschrift für Erziehungswissenschaft. 2022;25(4):843-867. doi:10.1007/s11618-022-01112-0","apa":"Riese, J., Vogelsang, C., Schröder, J., Borowski, A., Kulgemeyer, C., Reinhold, P., & Schecker, H. (2022). Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen? Zeitschrift für Erziehungswissenschaft, 25(4), 843–867. https://doi.org/10.1007/s11618-022-01112-0","short":"J. Riese, C. Vogelsang, J. Schröder, A. Borowski, C. Kulgemeyer, P. Reinhold, H. Schecker, Zeitschrift für Erziehungswissenschaft 25 (2022) 843–867.","mla":"Riese, Josef, et al. “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 4, Springer Science and Business Media LLC, 2022, pp. 843–67, doi:10.1007/s11618-022-01112-0.","bibtex":"@article{Riese_Vogelsang_Schröder_Borowski_Kulgemeyer_Reinhold_Schecker_2022, title={Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?}, volume={25}, DOI={10.1007/s11618-022-01112-0}, number={4}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Riese, Josef and Vogelsang, Christoph and Schröder, Jan and Borowski, Andreas and Kulgemeyer, Christoph and Reinhold, Peter and Schecker, Horst}, year={2022}, pages={843–867} }"},"page":"843-867","intvolume":" 25","publication_status":"published","publication_identifier":{"issn":["1434-663X","1862-5215"]}},{"author":[{"full_name":"Riese, Josef","id":"429","orcid":"0000-0003-2927-2619","last_name":"Riese","first_name":"Josef"},{"full_name":"Vogelsang, Christoph","id":"4245","last_name":"Vogelsang","orcid":"0000-0002-5804-1855","first_name":"Christoph"},{"last_name":"Schröder","full_name":"Schröder, Jan","first_name":"Jan"},{"full_name":"Borowski, Andreas","last_name":"Borowski","first_name":"Andreas"},{"full_name":"Kulgemeyer, Christoph","last_name":"Kulgemeyer","first_name":"Christoph"},{"id":"416","full_name":"Reinhold, Peter","last_name":"Reinhold","first_name":"Peter"},{"first_name":"Horst","full_name":"Schecker, Horst","last_name":"Schecker"}],"date_created":"2023-05-11T11:11:41Z","volume":25,"date_updated":"2025-12-03T09:08:21Z","publisher":"Springer Science and Business Media LLC","doi":"10.1007/s11618-022-01112-0","title":"Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?","issue":"4","publication_status":"published","publication_identifier":{"issn":["1434-663X","1862-5215"]},"quality_controlled":"1","citation":{"bibtex":"@article{Riese_Vogelsang_Schröder_Borowski_Kulgemeyer_Reinhold_Schecker_2022, title={Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?}, volume={25}, DOI={10.1007/s11618-022-01112-0}, number={4}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Riese, Josef and Vogelsang, Christoph and Schröder, Jan and Borowski, Andreas and Kulgemeyer, Christoph and Reinhold, Peter and Schecker, Horst}, year={2022}, pages={843–867} }","short":"J. Riese, C. Vogelsang, J. Schröder, A. Borowski, C. Kulgemeyer, P. Reinhold, H. Schecker, Zeitschrift für Erziehungswissenschaft 25 (2022) 843–867.","mla":"Riese, Josef, et al. “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 4, Springer Science and Business Media LLC, 2022, pp. 843–67, doi:10.1007/s11618-022-01112-0.","apa":"Riese, J., Vogelsang, C., Schröder, J., Borowski, A., Kulgemeyer, C., Reinhold, P., & Schecker, H. (2022). Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen? Zeitschrift für Erziehungswissenschaft, 25(4), 843–867. https://doi.org/10.1007/s11618-022-01112-0","ieee":"J. Riese et al., “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?,” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 4, pp. 843–867, 2022, doi: 10.1007/s11618-022-01112-0.","chicago":"Riese, Josef, Christoph Vogelsang, Jan Schröder, Andreas Borowski, Christoph Kulgemeyer, Peter Reinhold, and Horst Schecker. “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?” Zeitschrift für Erziehungswissenschaft 25, no. 4 (2022): 843–67. https://doi.org/10.1007/s11618-022-01112-0.","ama":"Riese J, Vogelsang C, Schröder J, et al. Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen? 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Es wird aber ebenso angenommen, dass gerade Erfahrungen mit der Unterrichtsplanung den Aufbau von Professionswissen unterstützen. Der Zusammenhang zwischen dem Ausmaß des Professionswissens und der Entwicklung von Planungsfähigkeit ist bisher unzureichend empirisch geklärt. Eine besondere methodische Herausforderung besteht darin, Planungsfähigkeiten sowohl möglichst authentisch als auch auf standardisierte Weise zu erfassen. Zur Untersuchung des genannten Zusammenhangs wurde eine längsschnittliche Studie im Prä-Post-Design bei angehenden Physiklehrkräften (N = 68 im Längsschnitt) an vier Universitäten durchgeführt. Die Unterrichtsplanungsfähigkeit wurde mit Hilfe eines standardisierten Performanztests vor und nach dem Absolvieren eines Praxissemesters erfasst, indem als Standardsituation der Entwurf einer Unterrichtsstunde zum 3. Newton’schen Axiom unter definierten Zeitvorgaben im Praxissemester simuliert wurde. Zusätzlich wurden das fachliche, fachdidaktische und pädagogische Wissen der Studierenden mit Hilfe standardisierter Instrumente zu beiden Zeitpunkten erhoben, sowie die einschlägigen Lerngelegenheiten im Praxissemester über einen Fragebogen erfasst. Sowohl für Unterrichtsplanungsfähigkeit als auch für alle Wissensvariablen können Zuwächse im Praxissemester beobachtet werden. Cross-Lagged-Panel-Analysen zeigen, dass insbesondere die Ausprägung des fachdidaktischen und pädagogischen Wissens der Studierenden am Beginn des Praxissemesters die Entwicklung von Unterrichtsplanungsfähigkeit begünstigt.","lang":"eng"}]},{"user_id":"4245","department":[{"_id":"299"},{"_id":"33"}],"_id":"35524","status":"public","type":"journal_article","doi":"10.1007/s11618-022-01112-0","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","last_name":"Borowski","full_name":"Borowski, Andreas"},{"first_name":"Christoph","last_name":"Kulgemeyer","full_name":"Kulgemeyer, Christoph"},{"first_name":"Peter","full_name":"Reinhold, Peter","id":"416","last_name":"Reinhold"},{"first_name":"Horst","full_name":"Schecker, Horst","last_name":"Schecker"}],"volume":25,"date_updated":"2025-12-03T09:10:43Z","citation":{"bibtex":"@article{Riese_Vogelsang_Schröder_Borowski_Kulgemeyer_Reinhold_Schecker_2022, title={Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?}, volume={25}, DOI={10.1007/s11618-022-01112-0}, number={4}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Riese, Josef and Vogelsang, Christoph and Schröder, Jan and Borowski, Andreas and Kulgemeyer, Christoph and Reinhold, Peter and Schecker, Horst}, year={2022}, pages={843–867} }","short":"J. Riese, C. Vogelsang, J. Schröder, A. Borowski, C. Kulgemeyer, P. Reinhold, H. Schecker, Zeitschrift für Erziehungswissenschaft 25 (2022) 843–867.","mla":"Riese, Josef, et al. “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 4, Springer Science and Business Media LLC, 2022, pp. 843–67, doi:10.1007/s11618-022-01112-0.","apa":"Riese, J., Vogelsang, C., Schröder, J., Borowski, A., Kulgemeyer, C., Reinhold, P., & Schecker, H. (2022). Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen? Zeitschrift für Erziehungswissenschaft, 25(4), 843–867. https://doi.org/10.1007/s11618-022-01112-0","ama":"Riese J, Vogelsang C, Schröder J, et al. Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen? Zeitschrift für Erziehungswissenschaft. 2022;25(4):843-867. doi:10.1007/s11618-022-01112-0","ieee":"J. Riese et al., “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?,” Zeitschrift für Erziehungswissenschaft, vol. 25, no. 4, pp. 843–867, 2022, doi: 10.1007/s11618-022-01112-0.","chicago":"Riese, Josef, Christoph Vogelsang, Jan Schröder, Andreas Borowski, Christoph Kulgemeyer, Peter Reinhold, and Horst Schecker. “Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?” Zeitschrift für Erziehungswissenschaft 25, no. 4 (2022): 843–67. https://doi.org/10.1007/s11618-022-01112-0."},"page":"843-867","intvolume":" 25","publication_status":"published","publication_identifier":{"issn":["1434-663X","1862-5215"]},"language":[{"iso":"ger"}],"keyword":["Education"],"abstract":[{"lang":"eng","text":"ZusammenfassungIm Lehramtsstudium sollen Studierende grundlegende Fähigkeiten zur theoriegeleiteten Unterrichtsplanung erwerben. In Übereinstimmung mit Modellen zur professionellen Handlungskompetenz von Lehrkräften wird hierbei meist angenommen, dass das im Studienverlauf erworbene Professionswissen eine wesentliche Grundlage für den Aufbau von Fähigkeiten zur Unterrichtsplanung bildet. Lerngelegenheiten zur Anwendung dieses Professionswissens bieten vor allem schulpraktische Phasen im fortgeschrittenen Studienverlauf. Es wird aber ebenso angenommen, dass gerade Erfahrungen mit der Unterrichtsplanung den Aufbau von Professionswissen unterstützen. Der Zusammenhang zwischen dem Ausmaß des Professionswissens und der Entwicklung von Planungsfähigkeit ist bisher unzureichend empirisch geklärt. Eine besondere methodische Herausforderung besteht darin, Planungsfähigkeiten sowohl möglichst authentisch als auch auf standardisierte Weise zu erfassen. Zur Untersuchung des genannten Zusammenhangs wurde eine längsschnittliche Studie im Prä-Post-Design bei angehenden Physiklehrkräften (N = 68 im Längsschnitt) an vier Universitäten durchgeführt. Die Unterrichtsplanungsfähigkeit wurde mit Hilfe eines standardisierten Performanztests vor und nach dem Absolvieren eines Praxissemesters erfasst, indem als Standardsituation der Entwurf einer Unterrichtsstunde zum 3. Newton’schen Axiom unter definierten Zeitvorgaben im Praxissemester simuliert wurde. Zusätzlich wurden das fachliche, fachdidaktische und pädagogische Wissen der Studierenden mit Hilfe standardisierter Instrumente zu beiden Zeitpunkten erhoben, sowie die einschlägigen Lerngelegenheiten im Praxissemester über einen Fragebogen erfasst. Sowohl für Unterrichtsplanungsfähigkeit als auch für alle Wissensvariablen können Zuwächse im Praxissemester beobachtet werden. Cross-Lagged-Panel-Analysen zeigen, dass insbesondere die Ausprägung des fachdidaktischen und pädagogischen Wissens der Studierenden am Beginn des Praxissemesters die Entwicklung von Unterrichtsplanungsfähigkeit begünstigt."}],"publication":"Zeitschrift für Erziehungswissenschaft","title":"Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen?","date_created":"2023-01-09T15:27:36Z","publisher":"Springer Science and Business Media LLC","year":"2022","issue":"4","quality_controlled":"1"},{"year":"2021","title":"Computers and Education – Recognising Opportunities and Managing Challenges","date_created":"2022-02-02T08:24:58Z","publisher":"Springer, Cham","publication":"Advancing Research in Information and Communication Technology","language":[{"iso":"eng"}],"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"],"citation":{"chicago":"Passey, Don, Torsten Brinda, Bernard Cornu, Jaana Holvikivi, Cathy Lewin, Johannes Magenheim, Raymond Morel, et al. “Computers and Education – Recognising Opportunities and Managing Challenges.” In Advancing Research in Information and Communication Technology, edited by Michael Goedicke, Erich Neuhold, and Kai Rannenberg, AICT-600:129–52. IFIP Advances in Information and Communication Technology. Springer, Cham, 2021. https://doi.org/10.1007/978-3-030-81701-5_5.","ieee":"D. Passey et al., “Computers and Education – Recognising Opportunities and Managing Challenges,” in Advancing Research in Information and Communication Technology, vol. AICT-600, M. Goedicke, E. Neuhold, and K. Rannenberg, Eds. Springer, Cham, 2021, pp. 129–152.","ama":"Passey D, Brinda T, Cornu B, et al. Computers and Education – Recognising Opportunities and Managing Challenges. In: Goedicke M, Neuhold E, Rannenberg K, eds. Advancing Research in Information and Communication Technology. Vol AICT-600. IFIP Advances in Information and Communication Technology. Springer, Cham; 2021:129-152. doi:10.1007/978-3-030-81701-5_5","apa":"Passey, D., Brinda, T., Cornu, B., Holvikivi, J., Lewin, C., Magenheim, J., Morel, R., Osorio, J., Tatnall, A., Thompson, B., & Webb, M. (2021). Computers and Education – Recognising Opportunities and Managing Challenges. In M. Goedicke, E. Neuhold, & K. Rannenberg (Eds.), Advancing Research in Information and Communication Technology: Vol. AICT-600 (pp. 129–152). Springer, Cham. https://doi.org/10.1007/978-3-030-81701-5_5","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.","mla":"Passey, Don, et al. “Computers and Education – Recognising Opportunities and Managing Challenges.” Advancing Research in Information and Communication Technology, edited by Michael Goedicke et al., vol. AICT-600, Springer, Cham, 2021, pp. 129–52, doi:10.1007/978-3-030-81701-5_5.","bibtex":"@inbook{Passey_Brinda_Cornu_Holvikivi_Lewin_Magenheim_Morel_Osorio_Tatnall_Thompson_et al._2021, series={IFIP Advances in Information and Communication Technology}, title={Computers and Education – Recognising Opportunities and Managing Challenges}, volume={AICT-600}, DOI={10.1007/978-3-030-81701-5_5}, booktitle={Advancing Research in Information and Communication Technology}, publisher={Springer, Cham}, author={Passey, Don and Brinda, Torsten and Cornu, Bernard and Holvikivi, Jaana and Lewin, Cathy and Magenheim, Johannes and Morel, Raymond and Osorio, Javier and Tatnall, Arthur and Thompson, Barrie and et al.}, editor={Goedicke, Michael and Neuhold, Erich and Rannenberg, Kai}, year={2021}, pages={129–152}, collection={IFIP Advances in Information and Communication Technology} }"},"page":"129-152","publication_identifier":{"isbn":["978-3-030-81700-8"],"eissn":["1868-422X"]},"doi":"10.1007/978-3-030-81701-5_5","conference":{"name":"IFIP International Federation for Information Processing 2021"},"author":[{"first_name":"Don","last_name":"Passey","full_name":"Passey, Don"},{"full_name":"Brinda, Torsten","last_name":"Brinda","first_name":"Torsten"},{"first_name":"Bernard","last_name":"Cornu","full_name":"Cornu, Bernard"},{"last_name":"Holvikivi","full_name":"Holvikivi, Jaana","first_name":"Jaana"},{"last_name":"Lewin","full_name":"Lewin, Cathy","first_name":"Cathy"},{"first_name":"Johannes","full_name":"Magenheim, Johannes","last_name":"Magenheim"},{"full_name":"Morel, Raymond","last_name":"Morel","first_name":"Raymond"},{"first_name":"Javier","last_name":"Osorio","full_name":"Osorio, Javier"},{"first_name":"Arthur","full_name":"Tatnall, Arthur","last_name":"Tatnall"},{"full_name":"Thompson, Barrie","last_name":"Thompson","first_name":"Barrie"},{"first_name":"Mary","last_name":"Webb","full_name":"Webb, Mary"}],"volume":"AICT-600","date_updated":"2022-02-02T12:00:18Z","status":"public","editor":[{"first_name":"Michael","full_name":"Goedicke, Michael","last_name":"Goedicke"},{"full_name":"Neuhold, Erich ","last_name":"Neuhold","first_name":"Erich "},{"last_name":"Rannenberg","full_name":"Rannenberg, Kai","first_name":"Kai"}],"type":"book_chapter","user_id":"21145","series_title":"IFIP Advances in Information and Communication Technology","department":[{"_id":"67"}],"_id":"29720"},{"publication_identifier":{"issn":["2197-8646","2197-8638"]},"publication_status":"published","issue":"2","year":"2021","intvolume":" 8","page":"208-223","citation":{"ieee":"M. Goller, C. Caruso, and C. Harteis, “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers,” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, pp. 208–223, 2021, doi: 10.13152/ijrvet.8.2.4.","chicago":"Goller, Michael, Carina Caruso, and Christian Harteis. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training 8, no. 2 (2021): 208–23. https://doi.org/10.13152/ijrvet.8.2.4.","ama":"Goller M, Caruso C, Harteis C. Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training. 2021;8(2):208-223. doi:10.13152/ijrvet.8.2.4","short":"M. Goller, C. Caruso, C. Harteis, International Journal for Research in Vocational Education and Training 8 (2021) 208–223.","mla":"Goller, Michael, et al. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, Uni Bremen Campus GmbH, 2021, pp. 208–23, doi:10.13152/ijrvet.8.2.4.","bibtex":"@article{Goller_Caruso_Harteis_2021, title={Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers}, volume={8}, DOI={10.13152/ijrvet.8.2.4}, number={2}, journal={International Journal for Research in Vocational Education and Training}, publisher={Uni Bremen Campus GmbH}, author={Goller, Michael and Caruso, Carina and Harteis, Christian}, year={2021}, pages={208–223} }","apa":"Goller, M., Caruso, C., & Harteis, C. (2021). Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training, 8(2), 208–223. https://doi.org/10.13152/ijrvet.8.2.4"},"date_updated":"2022-02-03T11:52:36Z","publisher":"Uni Bremen Campus GmbH","volume":8,"date_created":"2022-02-03T11:37:42Z","author":[{"full_name":"Goller, Michael","id":"30984","last_name":"Goller","orcid":"0000-0002-2820-9178","first_name":"Michael"},{"first_name":"Carina","full_name":"Caruso, Carina","last_name":"Caruso"},{"first_name":"Christian","full_name":"Harteis, Christian","id":"27503","orcid":"https://orcid.org/0000-0002-3570-7626","last_name":"Harteis"}],"title":"Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers","doi":"10.13152/ijrvet.8.2.4","publication":"International Journal for Research in Vocational Education and Training","type":"journal_article","abstract":[{"lang":"eng","text":"Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years.Method: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. Findings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. Conclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future."}],"status":"public","_id":"29728","department":[{"_id":"452"}],"user_id":"74133","keyword":["Education"],"language":[{"iso":"eng"}]},{"issue":"2","publication_identifier":{"issn":["0172-2875"]},"publication_status":"published","page":"154-193","intvolume":" 117","citation":{"apa":"Goller, M., & Ziegler, S. (2021). Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik. Zeitschrift für Berufsund Wirtschaftspädagogik, 117(2), 154–193. https://doi.org/10.25162/zbw-2021-0008","short":"M. Goller, S. Ziegler, Zeitschrift für Berufsund Wirtschaftspädagogik 117 (2021) 154–193.","bibtex":"@article{Goller_Ziegler_2021, title={Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik}, volume={117}, DOI={10.25162/zbw-2021-0008}, number={2}, journal={Zeitschrift für Berufsund Wirtschaftspädagogik}, author={Goller, Michael and Ziegler, Simone}, year={2021}, pages={154–193} }","mla":"Goller, Michael, and Simone Ziegler. “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik.” Zeitschrift für Berufsund Wirtschaftspädagogik, vol. 117, no. 2, 2021, pp. 154–93, doi:10.25162/zbw-2021-0008.","ama":"Goller M, Ziegler S. Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik. Zeitschrift für Berufsund Wirtschaftspädagogik. 2021;117(2):154-193. doi:10.25162/zbw-2021-0008","ieee":"M. Goller and S. Ziegler, “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik,” Zeitschrift für Berufsund Wirtschaftspädagogik, vol. 117, no. 2, pp. 154–193, 2021, doi: 10.25162/zbw-2021-0008.","chicago":"Goller, Michael, and Simone Ziegler. “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik.” Zeitschrift für Berufsund Wirtschaftspädagogik 117, no. 2 (2021): 154–93. https://doi.org/10.25162/zbw-2021-0008."},"year":"2021","volume":117,"date_created":"2021-12-22T16:50:32Z","author":[{"full_name":"Goller, Michael","id":"30984","orcid":"0000-0002-2820-9178","last_name":"Goller","first_name":"Michael"},{"last_name":"Ziegler","full_name":"Ziegler, Simone","first_name":"Simone"}],"date_updated":"2022-02-03T13:29:36Z","doi":"10.25162/zbw-2021-0008","title":"Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik","publication":"Zeitschrift für Berufsund Wirtschaftspädagogik","type":"journal_article","status":"public","abstract":[{"lang":"ger","text":"National und international ist in den letzten Jahren ein vergrößertes Interesse an der Erforschung der Berufswahlmotivation von Studierenden des allgemeinen Lehramtes zu beobachten. Auch in der Wirtschaftspädagogik hat die empirische Auseinandersetzung mit den Beweggründen der Studien- und Berufswahl eine gewisse Tradition. Gleichzeitig muss bemängelt werden, dass die existierenden Untersuchungen einerseits bisher keine an die nationale und internationale Forschung anschlussfähigen Erhebungsinstrumente benutzten und andererseits regional nur einzelne Hochschulstandorte berücksichtigten. Die hier berichtete Studie nimmt sich dieses Forschungsdesiderates an. Hierzu wurden 879 Studierende der Wirtschaftspädagogik an zwölf deutschen Studienstandorten mit einem standardisierten Fragebogen, basierend auf dem bereits gut etablierten FIT-Choice-Ansatz, befragt. Auf Basis dieser Stichprobe werden folgende Forschungsfragen beantwortet: (1) Inwiefern eignet sich das FIT-Choice-Instrumentarium auch für Untersuchungen von Studierenden der Wirtschaftspädagogik?, (2) Welche Motive sowie Vorstellungen vom späteren Beruf liegen der Berufswahl der befragten Studierenden der Wirtschaftspädagogik zugrunde? und (3) Inwiefern unterscheiden sich die Berufswahlmotive sowie die Vorstellungen des späteren Berufs der befragten Wirtschaftspädagogikstudierenden in Hinblick auf das Geschlecht, eine vorherige Berufsausbildung sowie den späteren Berufswunsch? Die Validierung zeigt, dass sich der FIT-Choice-Ansatz größtenteils gut eignet, um auch Studierende der Wirtschaftspädagogik zu untersuchen. Darüber hinaus geben die Befunde vertiefte Einblicke in die Berufswahlmotivation angehender Wirtschaftspädagog*innen (z. B. hohe Relevanz des polyvalenten Studiencharakters)."}],"department":[{"_id":"452"}],"user_id":"79910","_id":"29098","language":[{"iso":"ger"}],"keyword":["Berufswahl","Motivation","Wirtschaftspädagogik","Berufliche Bildung","FIT-Choice","Lehramt","Career Choice","Business","Education","VET","FIT-Choice","Teacher Education"]},{"publication":"Sustainability","file":[{"content_type":"application/pdf","success":1,"relation":"main_file","date_updated":"2022-09-15T08:36:50Z","creator":"isste","date_created":"2022-09-15T08:36:50Z","file_size":2407463,"file_name":"Lee et al. 2021 Academic Citations.pdf","access_level":"closed","file_id":"33375"}],"abstract":[{"lang":"eng","text":"Academics may actively respond to the expectations of the academic status market, which have largely been shaped by the World University Rankings (WURs). This study empirically examines how academics’ citation patterns have changed in response to the rise of an “evaluation environment” in academia. We regard the WURs to be a macro-level trigger for cementing a bibliometric-based evaluation environment in academia. Our analyses of citation patterns in papers published in two higher education journals explicitly considered three distinct periods: the pre-WURs (1990–2003), the period of WURs implementation (2004–2010), and the period of adaption to WURs (2011–2017). We applied the nonparametric Kaplan–Meier method to compare first-citation speeds of papers published across the three periods. We found that not only has first-citation speed become faster, but first-citation probability has also increased following the emergence of the WURs. Applying Cox proportional hazard models to first-citation probabilities, we identified journal impact factors and third-party funding as factors influencing first-citation probability, while other author- and paper-related factors showed limited effects. We also found that the general effects of different factors on first-citation speeds have changed with the emergence of the WURs. The findings expand our understanding of the citation patterns of academics in the rise of WURs and provide practical grounds for research policy as well as higher education policy."}],"language":[{"iso":"eng"}],"ddc":["300"],"keyword":["world university rankings","citation","first-citation speed","Minerva","Studies in Higher Education"],"issue":"17","quality_controlled":"1","year":"2021","date_created":"2022-09-15T08:27:56Z","publisher":"MDPI AG","title":"Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds","type":"journal_article","status":"public","user_id":"90339","department":[{"_id":"121"}],"_id":"33372","extern":"1","file_date_updated":"2022-09-15T08:36:50Z","article_number":"9515","article_type":"original","publication_status":"published","publication_identifier":{"issn":["2071-1050"]},"has_accepted_license":"1","citation":{"chicago":"Lee, Soo Jeung, Christian Schneijderberg, Yangson Kim, and Isabel Steinhardt. “Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds.” Sustainability 13, no. 17 (2021). https://doi.org/10.3390/su13179515.","ieee":"S. J. Lee, C. Schneijderberg, Y. Kim, and I. Steinhardt, “Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds,” Sustainability, vol. 13, no. 17, Art. no. 9515, 2021, doi: 10.3390/su13179515.","ama":"Lee SJ, Schneijderberg C, Kim Y, Steinhardt I. Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds. Sustainability. 2021;13(17). doi:10.3390/su13179515","apa":"Lee, S. J., Schneijderberg, C., Kim, Y., & Steinhardt, I. (2021). Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds. Sustainability, 13(17), Article 9515. https://doi.org/10.3390/su13179515","short":"S.J. Lee, C. Schneijderberg, Y. Kim, I. Steinhardt, Sustainability 13 (2021).","mla":"Lee, Soo Jeung, et al. “Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds.” Sustainability, vol. 13, no. 17, 9515, MDPI AG, 2021, doi:10.3390/su13179515.","bibtex":"@article{Lee_Schneijderberg_Kim_Steinhardt_2021, title={Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds}, volume={13}, DOI={10.3390/su13179515}, number={179515}, journal={Sustainability}, publisher={MDPI AG}, author={Lee, Soo Jeung and Schneijderberg, Christian and Kim, Yangson and Steinhardt, Isabel}, year={2021} }"},"intvolume":" 13","author":[{"full_name":"Lee, Soo Jeung","last_name":"Lee","first_name":"Soo Jeung"},{"first_name":"Christian","last_name":"Schneijderberg","full_name":"Schneijderberg, Christian"},{"first_name":"Yangson","last_name":"Kim","full_name":"Kim, Yangson"},{"first_name":"Isabel","last_name":"Steinhardt","orcid":"https://orcid.org/0000-0002-2590-6189","full_name":"Steinhardt, Isabel","id":"90339"}],"volume":13,"oa":"1","date_updated":"2022-09-15T08:37:41Z","main_file_link":[{"url":"https://www.mdpi.com/2071-1050/13/17/9515","open_access":"1"}],"doi":"10.3390/su13179515"},{"publication_status":"published","publication_identifier":{"issn":["2197-8646"]},"issue":"2","year":"2021","citation":{"ama":"Goller M, Caruso C, Harteis C. Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training. 2021;8(2):208–223. doi:10.13152/IJRVET.8.2.4.","chicago":"Goller, Michael, Carina Caruso, and Christian Harteis. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training 8, no. 2 (2021): 208–223. https://doi.org/10.13152/IJRVET.8.2.4.","ieee":"M. Goller, C. Caruso, and C. Harteis, “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers,” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, pp. 208–223, 2021, doi: 10.13152/IJRVET.8.2.4.","mla":"Goller, Michael, et al. “Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers.” International Journal for Research in Vocational Education and Training, vol. 8, no. 2, 2021, pp. 208–223, doi:10.13152/IJRVET.8.2.4.","short":"M. Goller, C. Caruso, C. Harteis, International Journal for Research in Vocational Education and Training 8 (2021) 208–223.","bibtex":"@article{Goller_Caruso_Harteis_2021, title={Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers}, volume={8}, DOI={10.13152/IJRVET.8.2.4.}, number={2}, journal={International Journal for Research in Vocational Education and Training}, author={Goller, Michael and Caruso, Carina and Harteis, Christian}, year={2021}, pages={208–223} }","apa":"Goller, M., Caruso, C., & Harteis, C. (2021). Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training, 8(2), 208–223. https://doi.org/10.13152/IJRVET.8.2.4."},"page":"208–223","intvolume":" 8","date_updated":"2023-01-06T12:17:27Z","date_created":"2023-01-04T10:08:59Z","author":[{"last_name":"Goller","orcid":"0000-0002-2820-9178","full_name":"Goller, Michael","id":"30984","first_name":"Michael"},{"last_name":"Caruso","id":"23123","full_name":"Caruso, Carina","first_name":"Carina"},{"orcid":"https://orcid.org/0000-0002-3570-7626","last_name":"Harteis","id":"27503","full_name":"Harteis, Christian","first_name":"Christian"}],"volume":8,"title":"Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers","doi":"10.13152/IJRVET.8.2.4.","type":"journal_article","publication":"International Journal for Research in Vocational Education and Training","abstract":[{"text":"Purpose: This study aims at investigating how digitalisation (in the sense of industry 4.0) has changed the work of farmers and how they experience the changes from more traditional work to digitalised agriculture. It also investigates what knowledge farmers require on digitalised farms and how they acquire it. Dairy farming was used as domain of investigation since it, unlike other industries, has strongly been affected by digitalisation throughout the last years.\r\n\r\nMethod: Exploratory interviews with 10 livestock farmers working on digitalised dairy farms were analysed using qualitative content analysis. A deductive and inductive coding strategy was used. \r\n\r\nFindings: Farming work has changed from more manual tasks towards symbol manipulation and data processing. Farmers must be able to use computers and other digital devices to retrieve and analyse sensor data that allow them to monitor and control the processes on their farm. For this new kind of work, farmers require elaborated mental models that link traditional farming knowledge with knowledge about digital systems, including a strong understanding of production processes underlying their farm. Learning is mostly based on instructions offered by manufacturers of the new technology as well as informal and non-formal learning modes. Even younger farmers report that digital technology was not sufficiently covered in their (vocational) degrees. In general, farmers emphasises the positive effects of digitalisation both on their working as well as private life. \r\n\r\nConclusions: Farmers should be aware of the opportunities as well as the potential drawbacks of the digitalisation of work processes in agriculture. Providers of agricultural education (like vocational schools or training institutes) need to incorporate the knowledge and skills required to work in digitalised environments (e.g., data literacy) in their syllabi. Further studies are required to assess how digitalisation changes farming practices and what knowledge as well as skills linked to these developments are required in the future.","lang":"eng"}],"status":"public","_id":"35202","user_id":"86519","keyword":["Work-Based Learning","Organisational Change","Digital Competences","Qualitative Research","Digitalisation","Farming","Dairy","VET","Vocational Education and Training"],"language":[{"iso":"eng"}]},{"main_file_link":[{"url":"https://www.vep-landau.de/produkt/lehrerbildung-auf-dem-pruefstand-2021-14-2-kap-3-digital/"}],"author":[{"id":"23123","full_name":"Caruso, Carina","last_name":"Caruso","first_name":"Carina"},{"full_name":"Goller, Michael","id":"30984","last_name":"Goller","orcid":"0000-0002-2820-9178","first_name":"Michael"}],"volume":14,"date_updated":"2023-01-06T12:21:39Z","citation":{"apa":"Caruso, C., & Goller, M. (2021). Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe. Lehrerbildung auf dem Prüfstand, 14(2), 296–310.","mla":"Caruso, Carina, and Michael Goller. “Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe.” Lehrerbildung auf dem Prüfstand, vol. 14, no. 2, Universität Paderborn, 2021, pp. 296–310.","short":"C. Caruso, M. Goller, Lehrerbildung auf dem Prüfstand 14 (2021) 296–310.","bibtex":"@article{Caruso_Goller_2021, title={Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe}, volume={14}, number={2}, journal={Lehrerbildung auf dem Prüfstand}, publisher={Universität Paderborn}, author={Caruso, Carina and Goller, Michael}, year={2021}, pages={296–310} }","ama":"Caruso C, Goller M. Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe. Lehrerbildung auf dem Prüfstand. 2021;14(2):296-310.","ieee":"C. Caruso and M. Goller, “Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe,” Lehrerbildung auf dem Prüfstand, vol. 14, no. 2, pp. 296–310, 2021.","chicago":"Caruso, Carina, and Michael Goller. “Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe.” Lehrerbildung auf dem Prüfstand 14, no. 2 (2021): 296–310."},"page":"296-310","intvolume":" 14","publication_status":"published","publication_identifier":{"issn":["\t1867-2779"]},"user_id":"86519","_id":"35139","status":"public","type":"journal_article","title":"Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe","date_created":"2023-01-03T12:51:50Z","publisher":"Universität Paderborn","year":"2021","issue":"2","language":[{"iso":"ger"}],"keyword":["Lehrerbildung","Mentoring","Praxissemester","Professionalisierung / internship","mentoring","professionalisation","teacher education"],"abstract":[{"text":"Mentor*innen unterstützen Studierende u.a. bei der Planung, Durchführung und Reflexion von Unterricht. Obwohl Mentor*innen ein hoher Einfluss auf die Professionalisierung angehender Lehrkräfte zugeschrieben wird, gibt es nur wenige Studien, in denen die Perspektive von Mentor*innen beforscht wird. Dieser Beitrag zielt darauf, die Perspektive von Mentor*innen zu den Aufgaben der am Praxissemester beteiligten Lernorte sowie Veränderungsbedarfe zu explorieren. Hierzu werden Ergebnisse einer Interviewstudie mit 23 Mentor*innen vorgestellt, die zur Beantwortung nachstehender Forschungsfragen beitragen: (1) Welche Aufgaben haben die am Praxissemester beteiligten Lernorte und die dort tätigen Akteur*innen hinsichtlich der Vorbereitung, Unterstützung und Begleitung der Studierenden im Praxissemester aus Perspektive befragter Mentor*innen? (2) Was sind aus Sicht von Mentor*innen Veränderungsbedarfe hinsichtlich der Rahmenbedingungen bzw. Konzeption des Praxissemesters? Ein zentraler Befund der Studie ist, dass allen Lernorten attribuiert wird, dass diese Studierende auf die praktische Unterrichtstätigkeit vorbereiten sollen. Die Relevanz der Universitäten wird dabei allerdings als gering eingeschätzt. Auch theoretisch-reflexive Aspekte spielen in den Aussagen der meisten Mentor*innen keine Rolle. Veränderungsbedarf wird von den Mentor*innen vor allem in der Rolle des Zentrums für schulpraktische Lehrerausbildung und der Universität gesehen. Diese Befunde werden anschließend kritisch diskutiert. ","lang":"ger"},{"lang":"eng","text":"Mentors in long-term school internships are important learning resources for teacher students due to their support in planning, conducting, and reflection of students’ first teaching attempts. And although the literature attributes mentors an important role in teacher students’ professional development, only very few studies exist that investigate their particular perspectives on internships in teacher education. This contribution attempts to bridge this research gap in order to generate insights about how to effectively design teacher students’ learning during school internships. For this purpose, interviews with 23 teacher mentors were conducted and analysed to answer the following research questions: (1) What role do the different stakeholders play in teacher students’ professional development from the perspective of mentors? (2) What needs to be changed in terms of structural conditions as well as the conceptualisation of long-term school internships from the perspective of mentors? A central finding is that mentors strongly argue that students should be mainly prepared for practical teaching by all three stakeholders. However, the role of the university is seen less relevant than the two other actors’ role in this context. In addition, theoretical and reflective aspects are not perceived as highly important during the internship. A need for change is seen in the functions that the centre for practical teacher education as well as the university take over. All findings are critically discussed."}],"publication":"Lehrerbildung auf dem Prüfstand"},{"issue":"1","publication_status":"published","publication_identifier":{"issn":["2750 - 3941"]},"citation":{"ieee":"C. Caruso and J. Woppowa, “Zur Relevanz von Fallarbeit,” Religionspädagogische Beiträge. Journal for Religion in Education , vol. 44, no. 1, pp. 15–23, 2021, doi: 10.20377/rpb-82.","chicago":"Caruso, Carina, and Jan Woppowa. “Zur Relevanz von Fallarbeit.” Religionspädagogische Beiträge. Journal for Religion in Education 44, no. 1 (2021): 15–23. https://doi.org/10.20377/rpb-82.","ama":"Caruso C, Woppowa J. Zur Relevanz von Fallarbeit. Religionspädagogische Beiträge Journal for Religion in Education . 2021;44(1):15–23. doi:10.20377/rpb-82","bibtex":"@article{Caruso_Woppowa_2021, title={Zur Relevanz von Fallarbeit}, volume={44}, DOI={10.20377/rpb-82}, number={1}, journal={Religionspädagogische Beiträge. Journal for Religion in Education }, publisher={University of Bamberg Press}, author={Caruso, Carina and Woppowa, Jan}, year={2021}, pages={15–23} }","short":"C. Caruso, J. Woppowa, Religionspädagogische Beiträge. Journal for Religion in Education 44 (2021) 15–23.","mla":"Caruso, Carina, and Jan Woppowa. “Zur Relevanz von Fallarbeit.” Religionspädagogische Beiträge. Journal for Religion in Education , vol. 44, no. 1, University of Bamberg Press, 2021, pp. 15–23, doi:10.20377/rpb-82.","apa":"Caruso, C., & Woppowa, J. (2021). Zur Relevanz von Fallarbeit. Religionspädagogische Beiträge. Journal for Religion in Education , 44(1), 15–23. https://doi.org/10.20377/rpb-82"},"page":"15–23","intvolume":" 44","year":"2021","author":[{"first_name":"Carina","full_name":"Caruso, Carina","id":"23123","last_name":"Caruso"},{"first_name":"Jan","last_name":"Woppowa","full_name":"Woppowa, Jan"}],"date_created":"2023-01-04T09:55:29Z","volume":44,"publisher":"University of Bamberg Press","date_updated":"2023-01-06T12:28:10Z","doi":"10.20377/rpb-82","title":"Zur Relevanz von Fallarbeit","type":"journal_article","publication":"Religionspädagogische Beiträge. Journal for Religion in Education ","status":"public","abstract":[{"text":"Der Beitrag verbindet die Sichtweisen verschiedener Professionalisierungsansätze mit der Frage nach der Gestaltung der (universitären) Begleitung angehender Lehrkräfte im Praxissemester. Dabei wird der Wert von Fallarbeit herausgearbeitet und beschrieben, wie eine Unterstützung angehender (Religions-)Lehrkräfte gestaltet sein müsste, um Entwicklung und Lernen im Praxissemester systematisch zu begleiten. Der Beitrag widmet sich daher zuerst den Rahmenbedingungen und Forschungsbefunden zu Langzeitpraktika und der Gestalt von Professionalisierung durch Praxis. Daran schließen sich Denkfiguren zur Unterstützung (religionspädagogischer) Professionalisierungsprozesse von angehenden Lehrkräften im Schulpraktikum durch rekonstruktive Fallarbeit an, aus Sicht etablierter Professionalisierungsansätze.","lang":"ger"},{"text":" The article combines the perspectives of different approaches to professionalization with strategies to support prospective teachers in internships at university. It aims at giving a description of how support for prospec-tive teachers should be designed to systematically accompany development and learning in internships. Thereforeit first addresses the framework conditions and research findings on long-term internships. This is followed by ideas to support professionalization processes of prospective teachers in school during their internship. The ad-vantages of reconstructive casework from the perspective of the approaches to professionalization are discussed.","lang":"eng"}],"user_id":"86519","_id":"35199","alternative_title":["Denkfiguren zur Unterstützung der Professionalisierungsprozesse angehender Lehrkräfte im Praxissemester"],"language":[{"iso":"ger"}],"keyword":["Fallarbeit","Praxissemester","Professionalität","Professionalisierung","Lehrerinnen- und Lehrerbildung / casework","teacher education","internship","professionalization","professionalism"]},{"year":"2021","issue":"18","title":"Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience","publisher":"Informa UK Limited","date_created":"2023-01-09T15:28:50Z","publication":"International Journal of Science Education","keyword":["Education"],"language":[{"iso":"eng"}],"citation":{"bibtex":"@article{Kulgemeyer_Kempin_Weißbach_Borowski_Buschhüter_Enkrott_Reinhold_Riese_Schecker_Schröder_et al._2021, title={Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience}, volume={43}, DOI={10.1080/09500693.2021.2006820}, number={18}, journal={International Journal of Science Education}, publisher={Informa UK Limited}, author={Kulgemeyer, Christoph and Kempin, Maren and Weißbach, Anna and Borowski, Andreas and Buschhüter, David and Enkrott, Patrick and Reinhold, Peter and Riese, Josef and Schecker, Horst and Schröder, Jan and et al.}, year={2021}, pages={3035–3057} }","short":"C. Kulgemeyer, M. Kempin, A. Weißbach, A. Borowski, D. Buschhüter, P. Enkrott, P. Reinhold, J. Riese, H. Schecker, J. Schröder, C. Vogelsang, International Journal of Science Education 43 (2021) 3035–3057.","mla":"Kulgemeyer, Christoph, et al. “Exploring the Impact of Pre-Service Science Teachers’ Reflection Skills on the Development of Professional Knowledge during a Field Experience.” International Journal of Science Education, vol. 43, no. 18, Informa UK Limited, 2021, pp. 3035–57, doi:10.1080/09500693.2021.2006820.","apa":"Kulgemeyer, C., Kempin, M., Weißbach, A., Borowski, A., Buschhüter, D., Enkrott, P., Reinhold, P., Riese, J., Schecker, H., Schröder, J., & Vogelsang, C. (2021). Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience. International Journal of Science Education, 43(18), 3035–3057. https://doi.org/10.1080/09500693.2021.2006820","ama":"Kulgemeyer C, Kempin M, Weißbach A, et al. Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience. International Journal of Science Education. 2021;43(18):3035-3057. doi:10.1080/09500693.2021.2006820","ieee":"C. Kulgemeyer et al., “Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience,” International Journal of Science Education, vol. 43, no. 18, pp. 3035–3057, 2021, doi: 10.1080/09500693.2021.2006820.","chicago":"Kulgemeyer, Christoph, Maren Kempin, Anna Weißbach, Andreas Borowski, David Buschhüter, Patrick Enkrott, Peter Reinhold, et al. “Exploring the Impact of Pre-Service Science Teachers’ Reflection Skills on the Development of Professional Knowledge during a Field Experience.” International Journal of Science Education 43, no. 18 (2021): 3035–57. https://doi.org/10.1080/09500693.2021.2006820."},"page":"3035-3057","intvolume":" 43","publication_status":"published","publication_identifier":{"issn":["0950-0693","1464-5289"]},"doi":"10.1080/09500693.2021.2006820","date_updated":"2023-01-09T15:29:10Z","author":[{"last_name":"Kulgemeyer","full_name":"Kulgemeyer, Christoph","first_name":"Christoph"},{"first_name":"Maren","full_name":"Kempin, Maren","last_name":"Kempin"},{"first_name":"Anna","last_name":"Weißbach","full_name":"Weißbach, Anna"},{"first_name":"Andreas","last_name":"Borowski","full_name":"Borowski, Andreas"},{"last_name":"Buschhüter","full_name":"Buschhüter, David","first_name":"David"},{"first_name":"Patrick","last_name":"Enkrott","full_name":"Enkrott, Patrick"},{"first_name":"Peter","last_name":"Reinhold","id":"416","full_name":"Reinhold, Peter"},{"last_name":"Riese","full_name":"Riese, Josef","first_name":"Josef"},{"first_name":"Horst","full_name":"Schecker, Horst","last_name":"Schecker"},{"full_name":"Schröder, Jan","last_name":"Schröder","first_name":"Jan"},{"last_name":"Vogelsang","id":"4245","full_name":"Vogelsang, Christoph","first_name":"Christoph"}],"volume":43,"status":"public","type":"journal_article","_id":"35526","user_id":"4245","department":[{"_id":"299"},{"_id":"33"}]},{"language":[{"iso":"eng"}],"ddc":["300"],"keyword":["Intersectionality","inequality","gender","diversity","higher-education","crisis"],"publication":"ISA Pedagogy Series","file":[{"file_size":391202,"file_id":"36547","access_level":"closed","file_name":"2021 Steinhardt Students in the spotlight.pdf","date_updated":"2023-01-13T09:19:55Z","date_created":"2023-01-13T09:19:55Z","creator":"isste","success":1,"relation":"main_file","content_type":"application/pdf"}],"abstract":[{"lang":"eng","text":"Due to the Corona crisis, German Higher Education Institutions had to close their campuses in March and lecturers had to teach online. To understand how the Corona crisis affected students, first this article explains the structural and social inequalities in the German higher education system, using Tinto's (1975; 1997) student engagement theory. Second, the concept of Bergman-Rosamond et al. (2020) is used to analyze the challenges that Corona has raised for students, including current surveys. We found that the closure of the social space campus (and the Corona crisis as a whole) particularly hit hard those students who had previously been affected by (intersectional) inequality. Therefore, to lessen the specific challenges associated with the ad hoc transition to digital studying, the creation of a digital community of learning can help. We demonstrate how such a community can be created by the example seminar, \"Digital practices: an autoethnographic observation\". During the seminar, students recorded their digital technology use in a journal, and we analyzed the diary entries using the collaborate autoethnography method. The seminar example shows that this method is well suited for the development of a community of learning as it not only places students in the spotlight but as students work together on a topic they get to know each other, and a basis of trust is created through peer-feedback. Therefore, it was important to have a digital space (in this case Mahara) where the exchange could take place. The continuous insight into the students’ \"learning status\" enabled the lecturer to promote the learning and provide individual assistance for the students."}],"date_created":"2023-01-13T09:21:52Z","publisher":"International Sociology Association","title":"Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis","issue":"1","quality_controlled":"1","year":"2021","user_id":"90339","department":[{"_id":"121"}],"_id":"36545","file_date_updated":"2023-01-13T09:19:55Z","extern":"1","article_type":"original","type":"journal_article","status":"public","author":[{"id":"90339","full_name":"Steinhardt, Isabel","last_name":"Steinhardt","orcid":"https://orcid.org/0000-0002-2590-6189","first_name":"Isabel"}],"volume":1,"date_updated":"2023-01-13T09:21:57Z","oa":"1","main_file_link":[{"open_access":"1","url":"https://www.isaportal.org/resources/resource/students-in-the-spotlight-using-collaborative-autoethnography-to-build-a-community-of-learning-in-the-corona-crisis/"}],"publication_status":"published","has_accepted_license":"1","citation":{"ama":"Steinhardt I. Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis. ISA Pedagogy Series. 2021;1(1):42-59.","ieee":"I. Steinhardt, “Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis,” ISA Pedagogy Series, vol. 1, no. 1, pp. 42–59, 2021.","chicago":"Steinhardt, Isabel. “Students in the Spotlight: Using Collaborative Autoethnography to Build a Community of Learning in the Corona Crisis.” ISA Pedagogy Series 1, no. 1 (2021): 42–59.","apa":"Steinhardt, I. (2021). Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis. ISA Pedagogy Series, 1(1), 42–59.","mla":"Steinhardt, Isabel. “Students in the Spotlight: Using Collaborative Autoethnography to Build a Community of Learning in the Corona Crisis.” ISA Pedagogy Series, vol. 1, no. 1, International Sociology Association, 2021, pp. 42–59.","bibtex":"@article{Steinhardt_2021, title={Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis}, volume={1}, number={1}, journal={ISA Pedagogy Series}, publisher={International Sociology Association}, author={Steinhardt, Isabel}, year={2021}, pages={42–59} }","short":"I. Steinhardt, ISA Pedagogy Series 1 (2021) 42–59."},"page":"42-59","intvolume":" 1"},{"language":[{"iso":"eng"}],"keyword":["Developmental and Educational Psychology","Education"],"publication":"European Journal of Psychology of Education","abstract":[{"lang":"eng","text":"AbstractStudent dropout is a multi-causal process. Different theoretical models on student dropout consider dysfunctional study behavior (e.g., academic procrastination) and low study satisfaction as possible determinants of students’ dropout intentions during their university studies. However, these models neglect contemporary conceptualizations that assume reverse relationships between dropout intentions and other determinants of the dropout process. Until now, empirical evidence on these assumptions is scant. The present three-wave longitudinal study explored the reciprocal relationships between academic procrastination, study satisfaction, and dropout intentions over one semester. To this end, we used data of N = 326 undergraduate students enrolled in mathematics and law. Our latent cross-lagged panel model replicated existing empirical cross-sectional findings between the variables (i.e., academic procrastination, study satisfaction, and dropout intentions). Regarding the longitudinal relations, as expected, the cross-lagged effects showed that higher dropout intentions significantly related to subsequent higher academic procrastination and lower study satisfaction. Unexpectedly, academic procrastination did not significantly relate to subsequent dropout intentions. Additionally, higher study satisfaction significantly associated with subsequent higher dropout intentions—possibly due to unfulfilled expectations. Further, higher study satisfaction significantly related to subsequent higher procrastination—possibly due to more confidence among satisfied students. Our results broaden the view on dropout intentions as part of the dynamic interplay of student dropout determinants and the need to refine dropout models’ assumptions accordingly. Practically, realistic expectations seem important to reduce dropout intentions. Further, student counselors should have a closer look at the reasons for academic procrastination to develop individual solutions for this dysfunctional behavior."}],"date_created":"2023-11-09T12:13:37Z","publisher":"Springer Science and Business Media LLC","title":"A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education","issue":"4","year":"2021","user_id":"81770","_id":"48732","type":"journal_article","status":"public","volume":37,"author":[{"full_name":"Scheunemann, Anne","last_name":"Scheunemann","first_name":"Anne"},{"first_name":"Theresa","last_name":"Schnettler","full_name":"Schnettler, Theresa"},{"first_name":"Julia","full_name":"Bobe, Julia","last_name":"Bobe"},{"first_name":"Stefan","full_name":"Fries, Stefan","last_name":"Fries"},{"last_name":"Grunschel","full_name":"Grunschel, Carola","first_name":"Carola"}],"date_updated":"2023-11-09T12:14:21Z","doi":"10.1007/s10212-021-00571-z","publication_identifier":{"issn":["0256-2928","1878-5174"]},"publication_status":"published","intvolume":" 37","page":"1141-1164","citation":{"ama":"Scheunemann A, Schnettler T, Bobe J, Fries S, Grunschel C. A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education. 2021;37(4):1141-1164. doi:10.1007/s10212-021-00571-z","ieee":"A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, and C. Grunschel, “A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education,” European Journal of Psychology of Education, vol. 37, no. 4, pp. 1141–1164, 2021, doi: 10.1007/s10212-021-00571-z.","chicago":"Scheunemann, Anne, Theresa Schnettler, Julia Bobe, Stefan Fries, and Carola Grunschel. “A Longitudinal Analysis of the Reciprocal Relationship between Academic Procrastination, Study Satisfaction, and Dropout Intentions in Higher Education.” European Journal of Psychology of Education 37, no. 4 (2021): 1141–64. https://doi.org/10.1007/s10212-021-00571-z.","apa":"Scheunemann, A., Schnettler, T., Bobe, J., Fries, S., & Grunschel, C. (2021). A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education, 37(4), 1141–1164. https://doi.org/10.1007/s10212-021-00571-z","bibtex":"@article{Scheunemann_Schnettler_Bobe_Fries_Grunschel_2021, title={A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education}, volume={37}, DOI={10.1007/s10212-021-00571-z}, number={4}, journal={European Journal of Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Scheunemann, Anne and Schnettler, Theresa and Bobe, Julia and Fries, Stefan and Grunschel, Carola}, year={2021}, pages={1141–1164} }","short":"A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, C. Grunschel, European Journal of Psychology of Education 37 (2021) 1141–1164.","mla":"Scheunemann, Anne, et al. “A Longitudinal Analysis of the Reciprocal Relationship between Academic Procrastination, Study Satisfaction, and Dropout Intentions in Higher Education.” European Journal of Psychology of Education, vol. 37, no. 4, Springer Science and Business Media LLC, 2021, pp. 1141–64, doi:10.1007/s10212-021-00571-z."}}]