[{"publication":"Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)","abstract":[{"lang":"eng","text":"In our paper, we present a study in which we investigate which strategies pre-service teachers (PSTs) use to find and, if necessary, reject possible candidates for congruence theorems for quadrilaterals. This study was conducted before the PTSs attended a university geometry course. In this way, statements about learning prerequisites can be made. For the study, we analyzed group discussions of PSTs to identify typical approaches and evaluate them from a mathematical perspective. The results can be considered for the further development of courses for PSTs and generate hypotheses\r\nfor further research."}],"file":[{"date_updated":"2025-01-02T10:42:21Z","creator":"maxh","date_created":"2025-01-02T10:42:21Z","file_size":315111,"access_level":"closed","file_name":"2024_Hoffmann_Schlueter_CongruenceQuadrilaterals.pdf","file_id":"57896","content_type":"application/pdf","success":1,"relation":"main_file"}],"keyword":["Teachers’ and students’ practices at university level","Transition to","across and from university mathematics","Teaching and learning of specific topics in university mathematics","Congruence","Quadrilaterals"],"ddc":["370","510"],"language":[{"iso":"eng"}],"quality_controlled":"1","year":"2024","publisher":"Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM","date_created":"2025-01-02T10:45:53Z","title":"How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?","type":"conference","editor":[{"full_name":"González-Martín, Alejandro S.","last_name":"González-Martín","first_name":"Alejandro S."},{"full_name":"Gueudet, Ghislaine","last_name":"Gueudet","first_name":"Ghislaine"},{"first_name":"Ignasi","full_name":"Florensa, Ignasi","last_name":"Florensa"},{"first_name":"Nathan","last_name":"Lombard","full_name":"Lombard, Nathan"}],"status":"public","_id":"57895","department":[{"_id":"97"},{"_id":"643"}],"user_id":"32202","file_date_updated":"2025-01-02T10:42:21Z","has_accepted_license":"1","publication_status":"published","place":"Barcelona","citation":{"chicago":"Hoffmann, Max, and Sarah Schlüter. “How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?” In <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>, edited by Alejandro S. González-Martín, Ghislaine Gueudet, Ignasi Florensa, and Nathan Lombard. Barcelona: Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, 2024.","ieee":"M. Hoffmann and S. Schlüter, “How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?,” in <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>, 2024.","mla":"Hoffmann, Max, and Sarah Schlüter. “How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?” <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>, edited by Alejandro S. González-Martín et al., Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, 2024.","bibtex":"@inproceedings{Hoffmann_Schlüter_2024, place={Barcelona}, title={How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?}, booktitle={Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)}, publisher={Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM}, author={Hoffmann, Max and Schlüter, Sarah}, editor={González-Martín, Alejandro S. and Gueudet, Ghislaine and Florensa, Ignasi and Lombard, Nathan}, year={2024} }","short":"M. Hoffmann, S. Schlüter, in: A.S. González-Martín, G. Gueudet, I. Florensa, N. Lombard (Eds.), Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024), Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM, Barcelona, 2024.","ama":"Hoffmann M, Schlüter S. How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals? In: González-Martín AS, Gueudet G, Florensa I, Lombard N, eds. <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>. Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM; 2024.","apa":"Hoffmann, M., &#38; Schlüter, S. (2024). How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals? In A. S. González-Martín, G. Gueudet, I. Florensa, &#38; N. Lombard (Eds.), <i>Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)</i>. Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM."},"oa":"1","date_updated":"2025-01-02T10:45:59Z","author":[{"first_name":"Max","full_name":"Hoffmann, Max","id":"32202","orcid":"0000-0002-6964-7123","last_name":"Hoffmann"},{"last_name":"Schlüter","full_name":"Schlüter, Sarah","first_name":"Sarah"}],"main_file_link":[{"open_access":"1","url":"https://indrum2024.sciencesconf.org/data/pages/Proceedings_INDRUM2024.pdf"}]},{"title":"Student Teachers ’ Knowledge of Congruence before a University Course on Geometry","publisher":"University of Hannover and INDRUM.","date_created":"2022-06-12T11:07:34Z","year":"2023","quality_controlled":"1","keyword":["Teaching and learning of specific topics in university mathematics","Transition to","across and from university mathematics","Student Teachers","Geometry","Congruence","Double Discontinuity."],"ddc":["370","510"],"language":[{"iso":"eng"}],"file":[{"file_id":"43096","file_name":"HoffmannBiehler2022_indrum_congruence.pdf","access_level":"closed","file_size":201942,"date_created":"2023-03-25T10:01:03Z","creator":"maxh","date_updated":"2023-03-25T10:01:03Z","relation":"main_file","success":1,"content_type":"application/pdf"}],"publication":"Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)","main_file_link":[{"url":"https://hal.univ-reims.fr/INDRUM2022/","open_access":"1"}],"date_updated":"2023-03-25T10:11:35Z","oa":"1","author":[{"full_name":"Hoffmann, Max","id":"32202","orcid":"0000-0002-6964-7123","last_name":"Hoffmann","first_name":"Max"},{"id":"16274","full_name":"Biehler, Rolf","last_name":"Biehler","first_name":"Rolf"}],"place":"Hannover","citation":{"chicago":"Hoffmann, Max, and Rolf Biehler. “Student Teachers ’ Knowledge of Congruence before a University Course on Geometry.” In <i>Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)</i>, edited by Marı́a Trigueros, Berta Barquero, Reinhard Hochmuth, and Jana Peters. Hannover: University of Hannover and INDRUM., 2023.","ieee":"M. Hoffmann and R. Biehler, “Student Teachers ’ Knowledge of Congruence before a University Course on Geometry,” in <i>Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)</i>, 2023.","ama":"Hoffmann M, Biehler R. Student Teachers ’ Knowledge of Congruence before a University Course on Geometry. In: Trigueros M, Barquero B, Hochmuth R, Peters J, eds. <i>Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)</i>. University of Hannover and INDRUM.; 2023.","short":"M. Hoffmann, R. Biehler, in: M. Trigueros, B. Barquero, R. Hochmuth, J. Peters (Eds.), Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022), University of Hannover and INDRUM., Hannover, 2023.","mla":"Hoffmann, Max, and Rolf Biehler. “Student Teachers ’ Knowledge of Congruence before a University Course on Geometry.” <i>Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)</i>, edited by Marı́a Trigueros et al., University of Hannover and INDRUM., 2023.","bibtex":"@inproceedings{Hoffmann_Biehler_2023, place={Hannover}, title={Student Teachers ’ Knowledge of Congruence before a University Course on Geometry}, booktitle={Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)}, publisher={University of Hannover and INDRUM.}, author={Hoffmann, Max and Biehler, Rolf}, editor={Trigueros, Marı́a and Barquero, Berta and Hochmuth, Reinhard and Peters, Jana}, year={2023} }","apa":"Hoffmann, M., &#38; Biehler, R. (2023). Student Teachers ’ Knowledge of Congruence before a University Course on Geometry. In M. Trigueros, B. Barquero, R. Hochmuth, &#38; J. Peters (Eds.), <i>Proceedings of the Fourth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)</i>. University of Hannover and INDRUM."},"has_accepted_license":"1","publication_status":"published","file_date_updated":"2023-03-25T10:01:03Z","_id":"31849","department":[{"_id":"97"}],"user_id":"32202","editor":[{"last_name":"Trigueros","full_name":"Trigueros, Marı́a","first_name":"Marı́a"},{"first_name":"Berta","full_name":"Barquero, Berta","last_name":"Barquero"},{"full_name":"Hochmuth, Reinhard","last_name":"Hochmuth","first_name":"Reinhard"},{"first_name":"Jana","full_name":"Peters, Jana","last_name":"Peters"}],"status":"public","type":"conference"},{"year":"2022","title":"Von der Not zur Tugend!?","publisher":"wbv","date_created":"2023-01-06T11:22:04Z","abstract":[{"text":"Der Begriff der „Zwangsdigitalisierung“ beschreibt, dass als eine Folge der Corona-Pandemie Präsenzformate durch digital gestützte Settings ersetzt werden sowie Alter- nativen zur Kommunikation und für das gemeinsame Arbeiten und Lernen in Präsenz gefunden werden mussten. Digital gestützte Lehr-Lernsettings scheinen seit dem ersten Lockdown sowohl an Schulen als auch an Hochschulen eine Möglichkeit dafür darzustellen, die Lern- und Entwicklungsprozesse (z. B. von Schülerinnen und Schülern, angehenden Lehrkräften) trotz physischer Distanz weiterzuführen. In diesem Beitrag werden die mit der Zwangsdigitalisierung an den Hochschulen verbundenen Chancen und Grenzen für die Entwicklung digitalisierungsbezogener Kompetenzen angehender Lehrkräfte herausgearbeitet. Dabei richtet sich der Blick auf den Wert von Erfahrungen für Lernen und Entwicklung. Zudem wird, gemäß der den Angebots-Nutzungs-Modellen inhärenten Logik einer „Wirkkette“, Bezug genommen auf Perspektiven von Studierenden, deren prospektiven Schülerinnen und Schülern sowie von Dozierenden.","lang":"ger"},{"text":"The term forced digitization describes the fact that, as a consequence of the corona pandemic, face-to-face formats had to be replaced by digitally supported settings within a very short period of time, and alternatives had to be found for communication and for working and learning together in the classroom. Digitally supported instructional settings seem to be an important way to continue learning and development processes (e.g., of students, prospective teachers) despite physical distance in both schools and universities since the first lockdown. This paper elaborates on the opportunities and limitations of forced digitization in university teaching on the development of digitizationrelated competencies in prospective teachers. The article focuses on two theoretical conceptions: firstly, the value of experience for learning and development, secondly, the logic of supply-use models and their assumptions about learning and development. The article addresses the perspectives of students, their future pupils, and lecturers.\r\n","lang":"eng"}],"publication":"Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern","keyword":["Hochschullehre","Lehrer:innenausbildung","Medienkompetenz / teacher education","teaching at university","media literacy"],"language":[{"iso":"ger"}],"place":"Bielefeld","citation":{"ama":"Caruso C, Bruns M, Harteis C. Von der Not zur Tugend!? In: Heisler D, Meier J, eds. <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i>. Vol 65. Berufsbildung, Arbeit und Innovation. wbv; 2022:137–157. doi:<a href=\"https://doi.org/10.3278/9783763972579\">10.3278/9783763972579</a>","ieee":"C. Caruso, M. Bruns, and C. Harteis, “Von der Not zur Tugend!?,” in <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i>, vol. 65, D. Heisler and J. Meier, Eds. Bielefeld: wbv, 2022, pp. 137–157.","chicago":"Caruso, Carina, Marike Bruns, and Christian Harteis. “Von der Not zur Tugend!?” In <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i>, edited by Dietmar Heisler and Jörg Meier, 65:137–157. Berufsbildung, Arbeit und Innovation. Bielefeld: wbv, 2022. <a href=\"https://doi.org/10.3278/9783763972579\">https://doi.org/10.3278/9783763972579</a>.","apa":"Caruso, C., Bruns, M., &#38; Harteis, C. (2022). Von der Not zur Tugend!? In D. Heisler &#38; J. Meier (Eds.), <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i> (Vol. 65, pp. 137–157). wbv. <a href=\"https://doi.org/10.3278/9783763972579\">https://doi.org/10.3278/9783763972579</a>","mla":"Caruso, Carina, et al. “Von der Not zur Tugend!?” <i>Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern</i>, edited by Dietmar Heisler and Jörg Meier, vol. 65, wbv, 2022, pp. 137–157, doi:<a href=\"https://doi.org/10.3278/9783763972579\">10.3278/9783763972579</a>.","short":"C. Caruso, M. Bruns, C. Harteis, in: D. Heisler, J. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern, wbv, Bielefeld, 2022, pp. 137–157.","bibtex":"@inbook{Caruso_Bruns_Harteis_2022, place={Bielefeld}, series={Berufsbildung, Arbeit und Innovation}, title={Von der Not zur Tugend!?}, volume={65}, DOI={<a href=\"https://doi.org/10.3278/9783763972579\">10.3278/9783763972579</a>}, booktitle={Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern}, publisher={wbv}, author={Caruso, Carina and Bruns, Marike and Harteis, Christian}, editor={Heisler, Dietmar and Meier, Jörg}, year={2022}, pages={137–157}, collection={Berufsbildung, Arbeit und Innovation} }"},"page":"137–157","intvolume":"        65","publication_status":"published","publication_identifier":{"eisbn":["978-3-7639-7257-9"],"isbn":["978-3-7639-7146-6"]},"doi":"10.3278/9783763972579","date_updated":"2023-01-06T12:15:31Z","author":[{"first_name":"Carina","id":"23123","full_name":"Caruso, Carina","last_name":"Caruso"},{"first_name":"Marike","last_name":"Bruns","full_name":"Bruns, Marike"},{"first_name":"Christian","id":"27503","full_name":"Harteis, Christian","last_name":"Harteis","orcid":"https://orcid.org/0000-0002-3570-7626"}],"volume":65,"editor":[{"first_name":"Dietmar","full_name":"Heisler, Dietmar","last_name":"Heisler"},{"first_name":"Jörg","last_name":"Meier","full_name":"Meier, Jörg"}],"status":"public","type":"book_chapter","alternative_title":["Zwangsdigitalisierung durch die Corona-Pandemie als Impulsgeberin für die Gestaltung digital gestützter Hochschullehre in den Lehramtsstudiengängen"],"_id":"35323","user_id":"86519","series_title":"Berufsbildung, Arbeit und Innovation"},{"user_id":"71540","department":[{"_id":"468"}],"_id":"28349","article_type":"original","type":"journal_article","status":"public","author":[{"last_name":"Drumm","full_name":"Drumm, Sandra","first_name":"Sandra"},{"first_name":"Mareike","id":"71540","full_name":"Müller, Mareike","last_name":"Müller"},{"first_name":"Nadja","last_name":"Stenzel","full_name":"Stenzel, Nadja"}],"volume":48,"date_updated":"2022-01-06T06:58:02Z","doi":"10.1515/infodaf-2021-0069","publication_status":"published","publication_identifier":{"issn":["2511-0853","0724-9616"]},"citation":{"chicago":"Drumm, Sandra, Mareike Müller, and Nadja Stenzel. “Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie.” <i>Informationen Deutsch als Fremdsprache</i> 48, no. 5 (2021): 496–515. <a href=\"https://doi.org/10.1515/infodaf-2021-0069\">https://doi.org/10.1515/infodaf-2021-0069</a>.","ieee":"S. Drumm, M. Müller, and N. Stenzel, “Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie,” <i>Informationen Deutsch als Fremdsprache</i>, vol. 48, no. 5, pp. 496–515, 2021, doi: <a href=\"https://doi.org/10.1515/infodaf-2021-0069\">10.1515/infodaf-2021-0069</a>.","ama":"Drumm S, Müller M, Stenzel N. Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie. <i>Informationen Deutsch als Fremdsprache</i>. 2021;48(5):496-515. doi:<a href=\"https://doi.org/10.1515/infodaf-2021-0069\">10.1515/infodaf-2021-0069</a>","bibtex":"@article{Drumm_Müller_Stenzel_2021, title={Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie}, volume={48}, DOI={<a href=\"https://doi.org/10.1515/infodaf-2021-0069\">10.1515/infodaf-2021-0069</a>}, number={5}, journal={Informationen Deutsch als Fremdsprache}, author={Drumm, Sandra and Müller, Mareike and Stenzel, Nadja}, year={2021}, pages={496–515} }","mla":"Drumm, Sandra, et al. “Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie.” <i>Informationen Deutsch als Fremdsprache</i>, vol. 48, no. 5, 2021, pp. 496–515, doi:<a href=\"https://doi.org/10.1515/infodaf-2021-0069\">10.1515/infodaf-2021-0069</a>.","short":"S. Drumm, M. Müller, N. Stenzel, Informationen Deutsch als Fremdsprache 48 (2021) 496–515.","apa":"Drumm, S., Müller, M., &#38; Stenzel, N. (2021). Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie. <i>Informationen Deutsch als Fremdsprache</i>, <i>48</i>(5), 496–515. <a href=\"https://doi.org/10.1515/infodaf-2021-0069\">https://doi.org/10.1515/infodaf-2021-0069</a>"},"page":"496-515","intvolume":"        48","language":[{"iso":"ger"}],"keyword":["German language courses at university","interaction","digital space","language learning/teaching via videoconference"],"publication":"Informationen Deutsch als Fremdsprache","abstract":[{"text":"Das Auftreten der COVID-19-Pandemie stellt Fremdsprachenkurse vielerorts vor Herausforderungen. Unter Zuhilfenahme diverser digitaler Tools werden nicht nur Lernmaterialien online geteilt, sondern auch die Interaktion zwischen Lehrenden und Lernenden sowie der Lernenden untereinander in den virtuellen Raum verlagert. Qualitative Interviews mit den Beteiligten erfassen, wie diese mit den Herausforderungen videogestützten Sprachunterrichts umgehen und welche Strategien sie wählen, um Sprachenlernen zu ermöglichen. Die Ergebnisse zeigen auf, wo seitens der Kursorganisation und -durchführung Handlungsbedarf besteht.\r\n-----\r\nThe rise of the COVID-19 pandemic challenges the teaching and learning of foreign languages at many institutions. The implementation of various digital tools aids not only the online sharing of learning materials, but also shifts teacher-learner and learner-learner interaction to the virtual space. Via qualitative interviews, this study examines how both teachers and learners handle the challenges of language instruction based on videoconferences, and what strategies they employ to enable language learning. The results highlight areas in need of improvement in terms of course organization and facilitation.","lang":"ger"}],"date_created":"2021-12-07T10:32:28Z","title":"Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während der COVID-19-Pandemie","issue":"5","year":"2021"},{"file":[{"date_updated":"2022-09-15T08:36:50Z","creator":"isste","date_created":"2022-09-15T08:36:50Z","file_size":2407463,"access_level":"closed","file_name":"Lee et al. 2021 Academic Citations.pdf","file_id":"33375","content_type":"application/pdf","success":1,"relation":"main_file"}],"abstract":[{"text":"<jats:p>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.</jats:p>","lang":"eng"}],"publication":"Sustainability","language":[{"iso":"eng"}],"ddc":["300"],"keyword":["world university rankings","citation","first-citation speed","Minerva","Studies in Higher Education"],"year":"2021","issue":"17","quality_controlled":"1","title":"Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds","date_created":"2022-09-15T08:27:56Z","publisher":"MDPI AG","status":"public","type":"journal_article","file_date_updated":"2022-09-15T08:36:50Z","extern":"1","article_number":"9515","article_type":"original","user_id":"90339","department":[{"_id":"121"}],"_id":"33372","citation":{"ama":"Lee SJ, Schneijderberg C, Kim Y, Steinhardt I. Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds. <i>Sustainability</i>. 2021;13(17). doi:<a href=\"https://doi.org/10.3390/su13179515\">10.3390/su13179515</a>","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.” <i>Sustainability</i> 13, no. 17 (2021). <a href=\"https://doi.org/10.3390/su13179515\">https://doi.org/10.3390/su13179515</a>.","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,” <i>Sustainability</i>, vol. 13, no. 17, Art. no. 9515, 2021, doi: <a href=\"https://doi.org/10.3390/su13179515\">10.3390/su13179515</a>.","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={<a href=\"https://doi.org/10.3390/su13179515\">10.3390/su13179515</a>}, number={179515}, journal={Sustainability}, publisher={MDPI AG}, author={Lee, Soo Jeung and Schneijderberg, Christian and Kim, Yangson and Steinhardt, Isabel}, year={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.” <i>Sustainability</i>, vol. 13, no. 17, 9515, MDPI AG, 2021, doi:<a href=\"https://doi.org/10.3390/su13179515\">10.3390/su13179515</a>.","short":"S.J. Lee, C. Schneijderberg, Y. Kim, I. Steinhardt, Sustainability 13 (2021).","apa":"Lee, S. J., Schneijderberg, C., Kim, Y., &#38; Steinhardt, I. (2021). Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds. <i>Sustainability</i>, <i>13</i>(17), Article 9515. <a href=\"https://doi.org/10.3390/su13179515\">https://doi.org/10.3390/su13179515</a>"},"intvolume":"        13","publication_status":"published","publication_identifier":{"issn":["2071-1050"]},"has_accepted_license":"1","main_file_link":[{"url":"https://www.mdpi.com/2071-1050/13/17/9515","open_access":"1"}],"doi":"10.3390/su13179515","author":[{"full_name":"Lee, Soo Jeung","last_name":"Lee","first_name":"Soo Jeung"},{"first_name":"Christian","last_name":"Schneijderberg","full_name":"Schneijderberg, Christian"},{"full_name":"Kim, Yangson","last_name":"Kim","first_name":"Yangson"},{"last_name":"Steinhardt","orcid":"https://orcid.org/0000-0002-2590-6189","id":"90339","full_name":"Steinhardt, Isabel","first_name":"Isabel"}],"volume":13,"date_updated":"2022-09-15T08:37:41Z","oa":"1"},{"type":"book","abstract":[{"lang":"eng","text":"How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects."}],"status":"public","_id":"37274","department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"user_id":"48187","keyword":["Youth","Welfare State","Transitions","Human Service Organizations","Institutional Ethnography","Activation","Sociology of Conventions","Work","Education","Educational Research","Sociology of Education","Social Pedagogy","History of Education","Bielefeld University Press"],"language":[{"iso":"eng"}],"year":"2021","page":"312","citation":{"ieee":"S. Dahmen, <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021.","chicago":"Dahmen, Stephan. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021. <a href=\"https://doi.org/10.14361/9783839457061\">https://doi.org/10.14361/9783839457061</a>.","ama":"Dahmen S. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press; 2021. doi:<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>","bibtex":"@book{Dahmen_2021, title={Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}, DOI={<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>}, publisher={Bielefeld University Press}, author={Dahmen, Stephan}, year={2021} }","mla":"Dahmen, Stephan. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021, doi:<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>.","short":"S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action, Bielefeld University Press, 2021.","apa":"Dahmen, S. (2021). <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press. <a href=\"https://doi.org/10.14361/9783839457061\">https://doi.org/10.14361/9783839457061</a>"},"publisher":"Bielefeld University Press","date_updated":"2023-01-18T10:18:54Z","date_created":"2023-01-18T10:18:09Z","author":[{"first_name":"Stephan","id":"95659","full_name":"Dahmen, Stephan","last_name":"Dahmen"}],"title":"Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action","doi":"10.14361/9783839457061"},{"year":"2021","page":"312","citation":{"short":"S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action, Bielefeld University Press, 2021.","bibtex":"@book{Dahmen_2021, title={Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}, DOI={<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>}, publisher={Bielefeld University Press}, author={Dahmen, Stephan}, year={2021} }","mla":"Dahmen, Stephan. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021, doi:<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>.","apa":"Dahmen, S. (2021). <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press. <a href=\"https://doi.org/10.14361/9783839457061\">https://doi.org/10.14361/9783839457061</a>","ama":"Dahmen S. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press; 2021. doi:<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>","ieee":"S. Dahmen, <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021.","chicago":"Dahmen, Stephan. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021. <a href=\"https://doi.org/10.14361/9783839457061\">https://doi.org/10.14361/9783839457061</a>."},"publisher":"Bielefeld University Press","date_updated":"2023-01-18T10:16:56Z","author":[{"full_name":"Dahmen, Stephan","last_name":"Dahmen","first_name":"Stephan"}],"date_created":"2023-01-18T10:14:30Z","title":"Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action","doi":"10.14361/9783839457061","type":"book","abstract":[{"text":"How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.","lang":"eng"}],"status":"public","_id":"37273","department":[{"_id":"723"},{"_id":"724"}],"user_id":"48187","keyword":["Youth","Welfare State","Transitions","Human Service Organizations","Institutional Ethnography","Activation","Sociology of Conventions","Work","Education","Educational Research","Sociology of Education","Social Pedagogy","History of Education","Bielefeld University Press"],"language":[{"iso":"eng"}]},{"status":"public","type":"journal_article","department":[{"_id":"479"}],"user_id":"77753","_id":"39817","intvolume":"        10","page":"232-251","citation":{"apa":"Kottmann, B., &#38; Pieper, C. (2020). Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases. <i>Hungarian Educational Research Journal</i>, <i>10</i>(3), 232–251. <a href=\"https://doi.org/10.1556/063.2020.00022\">https://doi.org/10.1556/063.2020.00022</a>","short":"B. Kottmann, C. Pieper, Hungarian Educational Research Journal 10 (2020) 232–251.","bibtex":"@article{Kottmann_Pieper_2020, title={Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases}, volume={10}, DOI={<a href=\"https://doi.org/10.1556/063.2020.00022\">10.1556/063.2020.00022</a>}, number={3}, journal={Hungarian Educational Research Journal}, author={Kottmann, Brigitte and Pieper, Catania}, year={2020}, pages={232–251} }","mla":"Kottmann, Brigitte, and Catania Pieper. “Project ‘Schule Für Alle’ as a Mentoring Programme in University Teacher Education: Professionalization Processes of Student Teachers in Different Practical University Phases.” <i>Hungarian Educational Research Journal</i>, vol. 10, no. 3, 2020, pp. 232–51, doi:<a href=\"https://doi.org/10.1556/063.2020.00022\">10.1556/063.2020.00022</a>.","chicago":"Kottmann, Brigitte, and Catania Pieper. “Project ‘Schule Für Alle’ as a Mentoring Programme in University Teacher Education: Professionalization Processes of Student Teachers in Different Practical University Phases.” <i>Hungarian Educational Research Journal</i> 10, no. 3 (2020): 232–51. <a href=\"https://doi.org/10.1556/063.2020.00022\">https://doi.org/10.1556/063.2020.00022</a>.","ieee":"B. Kottmann and C. Pieper, “Project ‘Schule für alle’ as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases,” <i>Hungarian Educational Research Journal</i>, vol. 10, no. 3, pp. 232–251, 2020, doi: <a href=\"https://doi.org/10.1556/063.2020.00022\">10.1556/063.2020.00022</a>.","ama":"Kottmann B, Pieper C. Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases. <i>Hungarian Educational Research Journal</i>. 2020;10(3):232-251. doi:<a href=\"https://doi.org/10.1556/063.2020.00022\">10.1556/063.2020.00022</a>"},"publication_identifier":{"eissn":["2064-2199"]},"has_accepted_license":"1","publication_status":"published","doi":"10.1556/063.2020.00022","volume":10,"author":[{"id":"82466","full_name":"Kottmann, Brigitte","last_name":"Kottmann","first_name":"Brigitte"},{"first_name":"Catania","last_name":"Pieper","full_name":"Pieper, Catania"}],"date_updated":"2023-01-29T13:45:29Z","abstract":[{"text":"In the mentoring programme project “Schule für alle” (“School for all”) at the University of Bielefeld in North Rhine-Westphalia, university students of primary or special education support a child who is in a situation of crisis for more than one year. In addition, the university students receive ongoing, systematic university support (cf. Kottmann, 2007, p. 32; Kottmann, 2014, p. 380).</jats:p><jats:p>The accompanying research by “Schule für alle” focuses on the professionalization processes of student teachers during practical phases at universities; accordingly, control groups were included on a pro rata basis. In the pre-post design, all students completed a questionnaire (cf. Pieper, Kottmann &amp; Miller, 2018, p. 294), the evaluation of which shows few changes in the professional perception of competence. Students of the mentoring programme also regularly reflected on their practical experience. Based on the objective hermeneutics it was discovered that the conception of the project supports the process of perceiving, acknowledging and becoming more sensitive in regard to heterogeneous realities in life (cf. Pieper &amp; Kottmann 2019b, p. 312) and that students can consciously perceive and reflect their own normative expectations (cf. Pieper &amp; Kottmann 2019a, p. 79).</jats:p><jats:p>The article primarily presents the results of the pre-post survey in detail and adds insights into the qualitative evaluation processes. In the conclusion, the potential of the project and mentoring programmes in general, specifically for teacher training students, is described.","lang":"eng"}],"publication":"Hungarian Educational Research Journal","language":[{"iso":"eng"}],"keyword":["professionalization of teacher training students","practical university phases","teacher training at universities","men-toring programmes"],"ddc":["370"],"year":"2020","issue":"3","title":"Project “Schule für alle” as a mentoring programme in university teacher education: Professionalization processes of student teachers in different practical university phases","date_created":"2023-01-25T07:23:41Z"},{"language":[{"iso":"eng"}],"file_date_updated":"2024-11-11T11:58:37Z","keyword":["Number Theory","Algebra","Discrete Mathematics","Logic","Research in University Mathematics Edcuation"],"ddc":["510"],"department":[{"_id":"363"}],"user_id":"37888","_id":"35811","status":"public","file":[{"success":1,"relation":"main_file","content_type":"application/pdf","file_size":576039,"file_name":"Biehler_INDRUM2020_283-287.pdf","file_id":"56978","access_level":"closed","date_updated":"2024-11-11T11:58:37Z","date_created":"2024-11-11T11:58:37Z","creator":"krueter"}],"editor":[{"first_name":"T.","full_name":"Hausberger, T.","last_name":"Hausberger"},{"first_name":"M.","full_name":"Bosch, M.","last_name":"Bosch"},{"first_name":"F.","full_name":"Chelloughi, F.","last_name":"Chelloughi"}],"publication":"Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)","type":"book_chapter","main_file_link":[{"url":"⟨hal-03114041⟩"}],"title":"University Mathematics Didactic Research on Number Theory, Algebra, Discrete Mathematics, Logic","author":[{"first_name":"Rolf","full_name":"Biehler, Rolf","id":"16274","last_name":"Biehler"},{"first_name":"Viviane","full_name":"Durand-Guerrier, Viviane","last_name":"Durand-Guerrier"}],"date_created":"2023-01-10T11:14:02Z","date_updated":"2024-11-11T11:59:12Z","publisher":"University of Carthage and INDRUM","page":"283-287","citation":{"ieee":"R. Biehler and V. Durand-Guerrier, “University Mathematics Didactic Research on Number Theory, Algebra, Discrete Mathematics, Logic,” in <i>Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)</i>, T. Hausberger, M. Bosch, and F. Chelloughi, Eds. Bizerte, Tunisia: University of Carthage and INDRUM, 2020, pp. 283–287.","chicago":"Biehler, Rolf, and Viviane Durand-Guerrier. “University Mathematics Didactic Research on Number Theory, Algebra, Discrete Mathematics, Logic.” In <i>Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)</i>, edited by T. Hausberger, M. Bosch, and F. Chelloughi, 283–87. Bizerte, Tunisia: University of Carthage and INDRUM, 2020.","ama":"Biehler R, Durand-Guerrier V. University Mathematics Didactic Research on Number Theory, Algebra, Discrete Mathematics, Logic. In: Hausberger T, Bosch M, Chelloughi F, eds. <i>Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)</i>. University of Carthage and INDRUM; 2020:283-287.","short":"R. Biehler, V. Durand-Guerrier, in: T. Hausberger, M. Bosch, F. Chelloughi (Eds.), Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020), University of Carthage and INDRUM, Bizerte, Tunisia, 2020, pp. 283–287.","bibtex":"@inbook{Biehler_Durand-Guerrier_2020, place={Bizerte, Tunisia}, title={University Mathematics Didactic Research on Number Theory, Algebra, Discrete Mathematics, Logic}, booktitle={Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)}, publisher={University of Carthage and INDRUM}, author={Biehler, Rolf and Durand-Guerrier, Viviane}, editor={Hausberger, T. and Bosch, M. and Chelloughi, F.}, year={2020}, pages={283–287} }","mla":"Biehler, Rolf, and Viviane Durand-Guerrier. “University Mathematics Didactic Research on Number Theory, Algebra, Discrete Mathematics, Logic.” <i>Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)</i>, edited by T. Hausberger et al., University of Carthage and INDRUM, 2020, pp. 283–87.","apa":"Biehler, R., &#38; Durand-Guerrier, V. (2020). University Mathematics Didactic Research on Number Theory, Algebra, Discrete Mathematics, Logic. In T. Hausberger, M. Bosch, &#38; F. Chelloughi (Eds.), <i>Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020)</i> (pp. 283–287). University of Carthage and INDRUM."},"place":"Bizerte, Tunisia","year":"2020","related_material":{"link":[{"url":"https://hal.science/hal-03114041/","relation":"confirmation"}]},"has_accepted_license":"1"},{"title":"Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving","date_created":"2019-03-25T15:35:42Z","publisher":"INDRUM Network, University of Agder","year":"2018","quality_controlled":"1","language":[{"iso":"eng"}],"keyword":["Beliefs.","Motivational developments","Novel approaches to teaching","Teacher education","Transition to and across university mathematics"],"abstract":[{"lang":"eng","text":"The transition from high school to university mathematics has proven to be difficult for many students but especially for pre-service secondary teachers. To support these students at mastering this transition, various universities have introduced support measures of various kinds. The WiGeMath project developed a taxonomy that makes it possible to describe and compare these measures concerning their goals as well as their frame characteristics. We will exemplify the use of the taxonomy in the description of one specific innovative measure that was part of the WiGeMath evaluations. Moreover, we will present first results concerning the goal-fulfilment of this measure concerning affective characteristics of the student cohort and their predominant beliefs."}],"publication":"Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)","main_file_link":[{"url":"https://hal.archives-ouvertes.fr/INDRUM2018/public/Indrum2018Proceedings.pdf","open_access":"1"}],"author":[{"first_name":"Christiane","last_name":"Kuklinski","full_name":"Kuklinski, Christiane"},{"first_name":"Elena","full_name":"Leis, Elena","last_name":"Leis"},{"orcid":"0000-0001-9887-2074","last_name":"Liebendörfer","id":"30933","full_name":"Liebendörfer, Michael","first_name":"Michael"},{"first_name":"Reinhard","full_name":"Hochmuth, Reinhard","last_name":"Hochmuth"},{"first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274"},{"full_name":"Lankeit, Elisa","last_name":"Lankeit","first_name":"Elisa"},{"first_name":"Silke","full_name":"Neuhaus, Silke","last_name":"Neuhaus"},{"first_name":"Niclas","last_name":"Schaper","full_name":"Schaper, Niclas"},{"first_name":"Mirko","id":"59707","full_name":"Schürmann, Mirko","orcid":"0000-0003-2646-085X","last_name":"Schürmann"}],"date_updated":"2023-01-17T23:36:13Z","oa":"1","page":"527-536","citation":{"ama":"Kuklinski C, Leis E, Liebendörfer M, et al. Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving. In: Durand-Guerrier V, Hochmuth R, Goodchild S, Hogstad NM, eds. <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>. INDRUM Network, University of Agder; 2018:527-536.","ieee":"C. Kuklinski <i>et al.</i>, “Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving,” in <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>, 2018, pp. 527–536.","chicago":"Kuklinski, Christiane, Elena Leis, Michael Liebendörfer, Reinhard Hochmuth, Rolf Biehler, Elisa Lankeit, Silke Neuhaus, Niclas Schaper, and Mirko Schürmann. “Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture Focused on Problem-Solving.” In <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>, edited by V. Durand-Guerrier, R. Hochmuth, S. Goodchild, and N.M. Hogstad, 527–36. Kristiansand, Norway: INDRUM Network, University of Agder, 2018.","apa":"Kuklinski, C., Leis, E., Liebendörfer, M., Hochmuth, R., Biehler, R., Lankeit, E., Neuhaus, S., Schaper, N., &#38; Schürmann, M. (2018). Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving. In V. Durand-Guerrier, R. Hochmuth, S. Goodchild, &#38; N. M. Hogstad (Eds.), <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i> (pp. 527–536). INDRUM Network, University of Agder.","mla":"Kuklinski, Christiane, et al. “Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture Focused on Problem-Solving.” <i>Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)</i>, edited by V. Durand-Guerrier et al., INDRUM Network, University of Agder, 2018, pp. 527–36.","bibtex":"@inproceedings{Kuklinski_Leis_Liebendörfer_Hochmuth_Biehler_Lankeit_Neuhaus_Schaper_Schürmann_2018, place={Kristiansand, Norway}, title={Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving}, booktitle={Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018)}, publisher={INDRUM Network, University of Agder}, author={Kuklinski, Christiane and Leis, Elena and Liebendörfer, Michael and Hochmuth, Reinhard and Biehler, Rolf and Lankeit, Elisa and Neuhaus, Silke and Schaper, Niclas and Schürmann, Mirko}, editor={Durand-Guerrier, V. and Hochmuth, R. and Goodchild, S. and Hogstad, N.M.}, year={2018}, pages={527–536} }","short":"C. Kuklinski, E. Leis, M. Liebendörfer, R. Hochmuth, R. Biehler, E. Lankeit, S. Neuhaus, N. Schaper, M. Schürmann, in: V. Durand-Guerrier, R. Hochmuth, S. Goodchild, N.M. Hogstad (Eds.), Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018), INDRUM Network, University of Agder, Kristiansand, Norway, 2018, pp. 527–536."},"place":"Kristiansand, Norway","extern":"1","department":[{"_id":"10"}],"user_id":"14931","_id":"8575","status":"public","editor":[{"last_name":"Durand-Guerrier","full_name":"Durand-Guerrier, V.","first_name":"V."},{"full_name":"Hochmuth, R.","last_name":"Hochmuth","first_name":"R."},{"last_name":"Goodchild","full_name":"Goodchild, S.","first_name":"S."},{"first_name":"N.M.","full_name":"Hogstad, N.M.","last_name":"Hogstad"}],"type":"conference"},{"department":[{"_id":"208"},{"_id":"282"}],"user_id":"71994","_id":"4423","extern":"1","language":[{"iso":"eng"}],"keyword":["Attitude","Student learning","Higher Education Institution","university","student experience"],"publication":"Learning and individual differences : journal of psychology and education","type":"journal_article","status":"public","abstract":[{"lang":"eng","text":"This research aims to develop and validate an instrument for the assessment of attitudes towards two particular objects: the Higher Education Institution (HEI) and the process of studying. Investigating attitudes towards studying at a HEI in a comprehensive way addresses an important research gap. It connects students' perception of the institution with teaching and learning. To validate the Assessment of Students' Attitudes towards Studying (ASAtS) Questionnaire, data was gathered at three different universities in Switzerland (820 students), Sweden (167) and Germany (133). Overall, the results show the internal consistency of the ASAtS. Its nomological validity is also supported by correlations with other constructs, such as intrinsic motivation and study performance. The ASAtS contributes to the theory on students learning by broadening the scope of research beyond learning in a narrow sense. From a practical point of view, it provides a tool for HE management to monitor students' perception of their HEI."}],"volume":43,"author":[{"last_name":"Brahm","full_name":"Brahm, Taiga","first_name":"Taiga"},{"full_name":"Jenert, Tobias","id":"71994","last_name":"Jenert","orcid":" https://orcid.org/0000-0001-9262-5646","first_name":"Tobias"}],"date_created":"2018-09-18T09:07:26Z","publisher":"Elsevier","date_updated":"2024-03-21T14:43:34Z","title":"On the assessment of attitudes towards studying—development and validation of a questionnaire","quality_controlled":"1","publication_identifier":{"issn":["1041-6080"]},"page":"233 - 242","intvolume":"        43","citation":{"ama":"Brahm T, Jenert T. On the assessment of attitudes towards studying—development and validation of a questionnaire. <i>Learning and individual differences : journal of psychology and education</i>. 2015;43:233-242.","chicago":"Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards Studying—Development and Validation of a Questionnaire.” <i>Learning and Individual Differences : Journal of Psychology and Education</i> 43 (2015): 233–42.","ieee":"T. Brahm and T. Jenert, “On the assessment of attitudes towards studying—development and validation of a questionnaire,” <i>Learning and individual differences : journal of psychology and education</i>, vol. 43, pp. 233–242, 2015.","bibtex":"@article{Brahm_Jenert_2015, title={On the assessment of attitudes towards studying—development and validation of a questionnaire}, volume={43}, journal={Learning and individual differences : journal of psychology and education}, publisher={Elsevier}, author={Brahm, Taiga and Jenert, Tobias}, year={2015}, pages={233–242} }","mla":"Brahm, Taiga, and Tobias Jenert. “On the Assessment of Attitudes towards Studying—Development and Validation of a Questionnaire.” <i>Learning and Individual Differences : Journal of Psychology and Education</i>, vol. 43, Elsevier, 2015, pp. 233–42.","short":"T. Brahm, T. Jenert, Learning and Individual Differences : Journal of Psychology and Education 43 (2015) 233–242.","apa":"Brahm, T., &#38; Jenert, T. (2015). On the assessment of attitudes towards studying—development and validation of a questionnaire. <i>Learning and Individual Differences : Journal of Psychology and Education</i>, <i>43</i>, 233–242."},"year":"2015"}]