---
_id: '57895'
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."
author:
- first_name: Max
  full_name: Hoffmann, Max
  id: '32202'
  last_name: Hoffmann
  orcid: 0000-0002-6964-7123
- first_name: Sarah
  full_name: Schlüter, Sarah
  last_name: Schlüter
citation:
  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.
  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}
    }'
  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.
  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.'
date_created: 2025-01-02T10:45:53Z
date_updated: 2025-01-02T10:45:59Z
ddc:
- '370'
- '510'
department:
- _id: '97'
- _id: '643'
editor:
- first_name: Alejandro S.
  full_name: González-Martín, Alejandro S.
  last_name: González-Martín
- first_name: Ghislaine
  full_name: Gueudet, Ghislaine
  last_name: Gueudet
- first_name: Ignasi
  full_name: Florensa, Ignasi
  last_name: Florensa
- first_name: Nathan
  full_name: Lombard, Nathan
  last_name: Lombard
file:
- access_level: closed
  content_type: application/pdf
  creator: maxh
  date_created: 2025-01-02T10:42:21Z
  date_updated: 2025-01-02T10:42:21Z
  file_id: '57896'
  file_name: 2024_Hoffmann_Schlueter_CongruenceQuadrilaterals.pdf
  file_size: 315111
  relation: main_file
  success: 1
file_date_updated: 2025-01-02T10:42:21Z
has_accepted_license: '1'
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
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://indrum2024.sciencesconf.org/data/pages/Proceedings_INDRUM2024.pdf
oa: '1'
place: Barcelona
publication: Proceedings of the Fifth Conference of the International Network for
  Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)
publication_status: published
publisher: Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona
  and INDRUM
quality_controlled: '1'
status: public
title: How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?
type: conference
user_id: '32202'
year: '2024'
...
---
_id: '31849'
author:
- first_name: Max
  full_name: Hoffmann, Max
  id: '32202'
  last_name: Hoffmann
  orcid: 0000-0002-6964-7123
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
citation:
  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.'
  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.
  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}
    }'
  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.
  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.
  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.'
date_created: 2022-06-12T11:07:34Z
date_updated: 2023-03-25T10:11:35Z
ddc:
- '370'
- '510'
department:
- _id: '97'
editor:
- first_name: Marı́a
  full_name: Trigueros, Marı́a
  last_name: Trigueros
- first_name: Berta
  full_name: Barquero, Berta
  last_name: Barquero
- first_name: Reinhard
  full_name: Hochmuth, Reinhard
  last_name: Hochmuth
- first_name: Jana
  full_name: Peters, Jana
  last_name: Peters
file:
- access_level: closed
  content_type: application/pdf
  creator: maxh
  date_created: 2023-03-25T10:01:03Z
  date_updated: 2023-03-25T10:01:03Z
  file_id: '43096'
  file_name: HoffmannBiehler2022_indrum_congruence.pdf
  file_size: 201942
  relation: main_file
  success: 1
file_date_updated: 2023-03-25T10:01:03Z
has_accepted_license: '1'
keyword:
- Teaching and learning of specific topics in university mathematics
- Transition to
- across and from university mathematics
- Student Teachers
- Geometry
- Congruence
- Double Discontinuity.
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://hal.univ-reims.fr/INDRUM2022/
oa: '1'
place: Hannover
publication: Proceedings of the Fourth Conference of the International Network for
  Didactic Research in University Mathematics (INDRUM 2022, 19-22 October 2022)
publication_status: published
publisher: University of Hannover and INDRUM.
quality_controlled: '1'
status: public
title: Student Teachers ’ Knowledge of Congruence before a University Course on Geometry
type: conference
user_id: '32202'
year: '2023'
...
---
_id: '35323'
abstract:
- lang: ger
  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: eng
  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"
alternative_title:
- Zwangsdigitalisierung durch die Corona-Pandemie als Impulsgeberin für die Gestaltung
  digital gestützter Hochschullehre in den Lehramtsstudiengängen
author:
- first_name: Carina
  full_name: Caruso, Carina
  id: '23123'
  last_name: Caruso
- first_name: Marike
  full_name: Bruns, Marike
  last_name: Bruns
- first_name: Christian
  full_name: Harteis, Christian
  id: '27503'
  last_name: Harteis
  orcid: https://orcid.org/0000-0002-3570-7626
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>'
  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>
  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} }'
  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>.'
  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.'
  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.'
date_created: 2023-01-06T11:22:04Z
date_updated: 2023-01-06T12:15:31Z
doi: 10.3278/9783763972579
editor:
- first_name: Dietmar
  full_name: Heisler, Dietmar
  last_name: Heisler
- first_name: Jörg
  full_name: Meier, Jörg
  last_name: Meier
intvolume: '        65'
keyword:
- Hochschullehre
- Lehrer:innenausbildung
- Medienkompetenz / teacher education
- teaching at university
- media literacy
language:
- iso: ger
page: 137–157
place: Bielefeld
publication: Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für
  die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei
  Bildungsträgern
publication_identifier:
  eisbn:
  - 978-3-7639-7257-9
  isbn:
  - 978-3-7639-7146-6
publication_status: published
publisher: wbv
series_title: Berufsbildung, Arbeit und Innovation
status: public
title: Von der Not zur Tugend!?
type: book_chapter
user_id: '86519'
volume: 65
year: '2022'
...
---
_id: '28349'
abstract:
- lang: ger
  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."
article_type: original
author:
- first_name: Sandra
  full_name: Drumm, Sandra
  last_name: Drumm
- first_name: Mareike
  full_name: Müller, Mareike
  id: '71540'
  last_name: Müller
- first_name: Nadja
  full_name: Stenzel, Nadja
  last_name: Stenzel
citation:
  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>'
  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>'
  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} }'
  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>.'
  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.
date_created: 2021-12-07T10:32:28Z
date_updated: 2022-01-06T06:58:02Z
department:
- _id: '468'
doi: 10.1515/infodaf-2021-0069
intvolume: '        48'
issue: '5'
keyword:
- German language courses at university
- interaction
- digital space
- language learning/teaching via videoconference
language:
- iso: ger
page: 496-515
publication: Informationen Deutsch als Fremdsprache
publication_identifier:
  issn:
  - 2511-0853
  - 0724-9616
publication_status: published
status: public
title: 'Digitale Räume geben und nehmen: Unterrichtsinteraktion in DSH-Kursen während
  der COVID-19-Pandemie'
type: journal_article
user_id: '71540'
volume: 48
year: '2021'
...
---
_id: '33372'
abstract:
- lang: eng
  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>'
article_number: '9515'
article_type: original
author:
- first_name: Soo Jeung
  full_name: Lee, Soo Jeung
  last_name: Lee
- first_name: Christian
  full_name: Schneijderberg, Christian
  last_name: Schneijderberg
- first_name: Yangson
  full_name: Kim, Yangson
  last_name: Kim
- first_name: Isabel
  full_name: Steinhardt, Isabel
  id: '90339'
  last_name: Steinhardt
  orcid: https://orcid.org/0000-0002-2590-6189
citation:
  ama: Lee SJ, Schneijderberg C, Kim Y, Steinhardt I. Have Academics’ Citation Patterns
    Changed in Response to the Rise of World University Rankings? A Test Using First-Citation
    Speeds. <i>Sustainability</i>. 2021;13(17). doi:<a href="https://doi.org/10.3390/su13179515">10.3390/su13179515</a>
  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>
  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} }'
  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>.'
  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).
date_created: 2022-09-15T08:27:56Z
date_updated: 2022-09-15T08:37:41Z
ddc:
- '300'
department:
- _id: '121'
doi: 10.3390/su13179515
extern: '1'
file:
- access_level: closed
  content_type: application/pdf
  creator: isste
  date_created: 2022-09-15T08:36:50Z
  date_updated: 2022-09-15T08:36:50Z
  file_id: '33375'
  file_name: Lee et al. 2021 Academic Citations.pdf
  file_size: 2407463
  relation: main_file
  success: 1
file_date_updated: 2022-09-15T08:36:50Z
has_accepted_license: '1'
intvolume: '        13'
issue: '17'
keyword:
- world university rankings
- citation
- first-citation speed
- Minerva
- Studies in Higher Education
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://www.mdpi.com/2071-1050/13/17/9515
oa: '1'
publication: Sustainability
publication_identifier:
  issn:
  - 2071-1050
publication_status: published
publisher: MDPI AG
quality_controlled: '1'
status: public
title: Have Academics’ Citation Patterns Changed in Response to the Rise of World
  University Rankings? A Test Using First-Citation Speeds
type: journal_article
user_id: '90339'
volume: 13
year: '2021'
...
---
_id: '37274'
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.
author:
- first_name: Stephan
  full_name: Dahmen, Stephan
  id: '95659'
  last_name: Dahmen
citation:
  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>
  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>
  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}
    }'
  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>.
  ieee: S. Dahmen, <i>Regulating Transitions from School to Work. An Institutional
    Ethnography of Activation Work in Action</i>. Bielefeld University Press, 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.
date_created: 2023-01-18T10:18:09Z
date_updated: 2023-01-18T10:18:54Z
department:
- _id: '723'
- _id: '724'
- _id: '36'
doi: 10.14361/9783839457061
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
page: '312'
publisher: Bielefeld University Press
status: public
title: Regulating Transitions from School to Work. An Institutional Ethnography of
  Activation Work in Action
type: book
user_id: '48187'
year: '2021'
...
---
_id: '37273'
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.
author:
- first_name: Stephan
  full_name: Dahmen, Stephan
  last_name: Dahmen
citation:
  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>
  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>
  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}
    }'
  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>.
  ieee: S. Dahmen, <i>Regulating Transitions from School to Work. An Institutional
    Ethnography of Activation Work in Action</i>. Bielefeld University Press, 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.
date_created: 2023-01-18T10:14:30Z
date_updated: 2023-01-18T10:16:56Z
department:
- _id: '723'
- _id: '724'
doi: 10.14361/9783839457061
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
page: '312'
publisher: Bielefeld University Press
status: public
title: Regulating Transitions from School to Work. An Institutional Ethnography of
  Activation Work in Action
type: book
user_id: '48187'
year: '2021'
...
---
_id: '39817'
abstract:
- lang: eng
  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.
author:
- first_name: Brigitte
  full_name: Kottmann, Brigitte
  id: '82466'
  last_name: Kottmann
- first_name: Catania
  full_name: Pieper, Catania
  last_name: Pieper
citation:
  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>'
  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>'
  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} }'
  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>.'
  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>.'
  short: B. Kottmann, C. Pieper, Hungarian Educational Research Journal 10 (2020)
    232–251.
date_created: 2023-01-25T07:23:41Z
date_updated: 2023-01-29T13:45:29Z
ddc:
- '370'
department:
- _id: '479'
doi: 10.1556/063.2020.00022
has_accepted_license: '1'
intvolume: '        10'
issue: '3'
keyword:
- professionalization of teacher training students
- practical university phases
- teacher training at universities
- men-toring programmes
language:
- iso: eng
page: 232-251
publication: Hungarian Educational Research Journal
publication_identifier:
  eissn:
  - 2064-2199
publication_status: published
status: public
title: 'Project “Schule für alle” as a mentoring programme in university teacher education:
  Professionalization processes of student teachers in different practical university
  phases'
type: journal_article
user_id: '77753'
volume: 10
year: '2020'
...
---
_id: '35811'
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
citation:
  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.'
  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.
  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} }'
  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.'
  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.'
  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.
  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.'
date_created: 2023-01-10T11:14:02Z
date_updated: 2024-11-11T11:59:12Z
ddc:
- '510'
department:
- _id: '363'
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
file:
- access_level: closed
  content_type: application/pdf
  creator: krueter
  date_created: 2024-11-11T11:58:37Z
  date_updated: 2024-11-11T11:58:37Z
  file_id: '56978'
  file_name: Biehler_INDRUM2020_283-287.pdf
  file_size: 576039
  relation: main_file
  success: 1
file_date_updated: 2024-11-11T11:58:37Z
has_accepted_license: '1'
keyword:
- Number Theory
- Algebra
- Discrete Mathematics
- Logic
- Research in University Mathematics Edcuation
language:
- iso: eng
main_file_link:
- url: ⟨hal-03114041⟩
page: 283-287
place: Bizerte, Tunisia
publication: 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
related_material:
  link:
  - relation: confirmation
    url: https://hal.science/hal-03114041/
status: public
title: University Mathematics Didactic Research on Number Theory, Algebra, Discrete
  Mathematics, Logic
type: book_chapter
user_id: '37888'
year: '2020'
...
---
_id: '8575'
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.
author:
- first_name: Christiane
  full_name: Kuklinski, Christiane
  last_name: Kuklinski
- first_name: Elena
  full_name: Leis, Elena
  last_name: Leis
- first_name: Michael
  full_name: Liebendörfer, Michael
  id: '30933'
  last_name: Liebendörfer
  orcid: 0000-0001-9887-2074
- first_name: Reinhard
  full_name: Hochmuth, Reinhard
  last_name: Hochmuth
- first_name: Rolf
  full_name: Biehler, Rolf
  id: '16274'
  last_name: Biehler
- first_name: Elisa
  full_name: Lankeit, Elisa
  last_name: Lankeit
- first_name: Silke
  full_name: Neuhaus, Silke
  last_name: Neuhaus
- first_name: Niclas
  full_name: Schaper, Niclas
  last_name: Schaper
- first_name: Mirko
  full_name: Schürmann, Mirko
  id: '59707'
  last_name: Schürmann
  orcid: 0000-0003-2646-085X
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.'
  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.
  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}
    }'
  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.'
  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.
  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.
  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.'
date_created: 2019-03-25T15:35:42Z
date_updated: 2023-01-17T23:36:13Z
department:
- _id: '10'
editor:
- first_name: V.
  full_name: Durand-Guerrier, V.
  last_name: Durand-Guerrier
- first_name: R.
  full_name: Hochmuth, R.
  last_name: Hochmuth
- first_name: S.
  full_name: Goodchild, S.
  last_name: Goodchild
- first_name: N.M.
  full_name: Hogstad, N.M.
  last_name: Hogstad
extern: '1'
keyword:
- Beliefs.
- Motivational developments
- Novel approaches to teaching
- Teacher education
- Transition to and across university mathematics
language:
- iso: eng
main_file_link:
- open_access: '1'
  url: https://hal.archives-ouvertes.fr/INDRUM2018/public/Indrum2018Proceedings.pdf
oa: '1'
page: 527-536
place: Kristiansand, Norway
publication: 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
quality_controlled: '1'
status: public
title: Evaluating Innovative Measures in University Mathematics – The Case of Affective
  Outcomes in a Lecture focused on Problem-Solving
type: conference
user_id: '14931'
year: '2018'
...
---
_id: '4423'
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.'
author:
- first_name: Taiga
  full_name: Brahm, Taiga
  last_name: Brahm
- first_name: Tobias
  full_name: Jenert, Tobias
  id: '71994'
  last_name: Jenert
  orcid: ' https://orcid.org/0000-0001-9262-5646'
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.'
  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.'
  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} }'
  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.'
  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.'
date_created: 2018-09-18T09:07:26Z
date_updated: 2024-03-21T14:43:34Z
department:
- _id: '208'
- _id: '282'
extern: '1'
intvolume: '        43'
keyword:
- Attitude
- Student learning
- Higher Education Institution
- university
- student experience
language:
- iso: eng
page: 233 - 242
publication: 'Learning and individual differences : journal of psychology and education'
publication_identifier:
  issn:
  - 1041-6080
publisher: Elsevier
quality_controlled: '1'
status: public
title: On the assessment of attitudes towards studying—development and validation
  of a questionnaire
type: journal_article
user_id: '71994'
volume: 43
year: '2015'
...