@article{44200,
author = {{Teichert, Jeannine}},
journal = {{Networking Knowledge}},
number = {{1}},
pages = {{51--66}},
title = {{{Mediating close friendship intimacy in times of (social) distance}}},
doi = {{https://doi.org/10.31165/nk.2021.141.648}},
volume = {{14}},
year = {{2021}},
}
@article{32562,
abstract = {{Family-Literacy-Programme stellen eine gute Möglichkeit dar, Eltern in Bildungsprozesse
einzubeziehen. Am Beispiel des Programms „LIFE – Lesen in Familie erleben“ wird
die Wirkung auf elterliche Unterstützung beim Lesenlernen von Erstklässler*innen unter Einbezug von Eltern- und Kinderperspektive untersucht. Sowohl direkt nach dem
Programm als auch ein halbes Jahr später wirkte das Programm positiv auf verschiedene
Arten der Anschlusskommunikation beim gemeinsamen Lesen.}},
author = {{Bonanati, Sabrina and Gruchel, Nicole and Kurock, Ricarda and Buhl, Heike M.}},
issn = {{0012-0731}},
journal = {{Die Deutsche Schule}},
keywords = {{Kooperation, Familie, Lesekompetenz, Längsschnittstudie, Intervention}},
number = {{3}},
pages = {{282--301}},
publisher = {{Waxmann}},
title = {{{Teilhabe von Eltern an schulischem Lernen mit Family-Literacy-Programmen. Langzeiteffekte von „LIFE – Lesen in Familie erleben“ auf die elterliche Unterstützung beim Lesenlernen}}},
doi = {{10.31244/dds.2021.03.04}},
volume = {{113}},
year = {{2021}},
}
@article{32558,
abstract = {{With the rapid progress of technological development, self-efficacy in reference to digital devices (i.e., information and computer technology [ICT] self-efficacy) is an important driver that helps students to deal with technological problems and support their lifelong learning processes. Schools, peers, and home learning environments are important sources for the development of positive self-efficacy. Expanding on previous research, we investigated the associations between different aspects of the digital home learning environment and students’ ICT self-efficacy. The moderation effects of gender were also tested. A total of 651 children answered a questionnaire about different digital home learning environment dimensions and estimated their ICT self-efficacy using an adapted scale—Schwarzer and Jerusalem’s (1999) general self-efficacy scale. Using the structural equation modeling technique, a digital home learning environment containing six different qualities of parental support was investigated. Families’ cultural capital, parents’ attitudes toward the Internet, and shared Internet activities at home contributed positively to ICT self-efficacy. We observed small gender differences, with the moderation effect being nonsignificant. The results help researchers and practitioners to understand how different dimensions of the digital home learning environment support ICT self-efficacy. We will discuss how parents can enhance the home learning environment and how teachers can integrate this knowledge into formal education.}},
author = {{Bonanati, Sabrina and Buhl, Heike M.}},
issn = {{1387-1579}},
journal = {{Learning Environments Research}},
keywords = {{Digital media use, Gender, Home learning environment, ICT self-efcacy, Motivation, Parental involvement}},
number = {{2}},
pages = {{485--505}},
publisher = {{Springer Science and Business Media LLC}},
title = {{{The digital home learning environment and its relation to children’s ICT self-efficacy}}},
doi = {{10.1007/s10984-021-09377-8}},
volume = {{25}},
year = {{2021}},
}
@article{32561,
abstract = {{This investigation concentrates on the association of intergenerational value
similarity and adult children’s and parents’subjective well-being, on the linkage
between relationship quality and subjective well-being. Mediation effects of
the relationship quality on the associations between value similarity and
subjective well-being were focused. The sample consisted of 600 adult
German children (53.8% women) and their parents. Dyadic correlations were
constructed to determine the value similarity. In this study, the general value
orientation and the family values were objects of research. We measured the
subjective well-being with the Satisfaction with Life Scale and we used the
Network of Relationships Inventory (NRI) to measure the relationship
quality. Associations between subjective well-being and value similarity, and
between subjective well-being and relationship quality, as well as mediation
effects, were found. All effects depend on gender and perspective.}},
author = {{Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}},
issn = {{0192-513X}},
journal = {{Journal of Family Issues}},
keywords = {{adult child–parent dyads, relationship quality, life satisfaction, parent–child relationship, intergenerational stake hypothesis, mediation analyses}},
publisher = {{SAGE Publications}},
title = {{{Intergenerational Value Similarity and Subjective Well-Being}}},
doi = {{10.1177/0192513x211054470}},
year = {{2021}},
}
@article{42247,
author = {{Hülsmann, Marius and Reinecke, Kirsten and Barthel, Thorsten and Reinsberger, Claus}},
journal = {{Deutsche Zeitschrift für Sportmedizin}},
number = {{7}},
pages = {{351--358}},
title = {{{Musculoskeletal Injuries In CrossFit®: A Systematic Review and Meta-Analysis of Injury Rates and Locations}}},
doi = {{10.5960/dzsm.2021.504}},
volume = {{72}},
year = {{2021}},
}
@article{49270,
abstract = {{Several methods are available to answer questions regarding similarity and accuracy, each of which has specific properties and limitations. This study focuses on the Latent Congruence Model (LCM; Cheung, 2009), because of its capacity to deal with cross-informant measurement invariance issues. Until now, no cross-national applications of LCM are present in the literature, perhaps because of the difficulty to deal with both cross-national and cross-informant measurement issues implied by those models. This study presents a step-by-step procedure to apply LCM to dyadic cross-national research designs controlling for both cross-national and cross-informant measurement invariance. An illustrative example on parent–child support exchanges in Italy and Germany is provided. Findings help to show the different possible scenarios of partial invariance, and a discussion related to how to deal with those scenarios is provided. Future perspectives in the study of parent–child similarity and accuracy in cross-national research will be discussed.}},
author = {{Tagliabue, Semira and Zambelli, Michela and Sorgente, Angela and Sommer, Sabrina and Hoellger, Christian and Buhl, Heike M. and Lanz, Margherita}},
issn = {{1664-1078}},
journal = {{Frontiers in Psychology}},
keywords = {{General Psychology}},
publisher = {{Frontiers Media SA}},
title = {{{Latent Congruence Model to Investigate Similarity and Accuracy in Family Members' Perception: The Challenge of Cross-National and Cross-Informant Measurement (Non)Invariance}}},
doi = {{10.3389/fpsyg.2021.672383}},
volume = {{12}},
year = {{2021}},
}
@article{49273,
abstract = {{ This investigation concentrates on the association of intergenerational value similarity and adult children’s and parents’ subjective well-being, on the linkage between relationship quality and subjective well-being. Mediation effects of the relationship quality on the associations between value similarity and subjective well-being were focused. The sample consisted of 600 adult German children (53.8% women) and their parents. Dyadic correlations were constructed to determine the value similarity. In this study, the general value orientation and the family values were objects of research. We measured the subjective well-being with the Satisfaction with Life Scale and we used the Network of Relationships Inventory (NRI) to measure the relationship quality. Associations between subjective well-being and value similarity, and between subjective well-being and relationship quality, as well as mediation effects, were found. All effects depend on gender and perspective. }},
author = {{Hoellger, Christian and Sommer, Sabrina and Buhl, Heike M.}},
issn = {{0192-513X}},
journal = {{Journal of Family Issues}},
keywords = {{Social Sciences (miscellaneous)}},
number = {{3}},
pages = {{610--632}},
publisher = {{SAGE Publications}},
title = {{{Intergenerational Value Similarity and Subjective Well-Being}}},
doi = {{10.1177/0192513x211054470}},
volume = {{44}},
year = {{2021}},
}
@article{65154,
abstract = {{Die ersten fünf der insgesamt zehn angeführten Impulse für kirchliches Bildungshandeln in der Evangelischen Kirche im Rheinland (EKiR) zeigen deutlich, dass eine detaillierte empirische Erfassung von konfessionslosen Menschen im Bildungsbereich allen weiteren Überlegungen vorausgehen muss, um überhaupt zu weiterführenden Analysen und Verstehensbemühungen zu gelangen und konkrete Orte und Situationen innerhalb der EKiR als „Kontaktflächen“ zu Konfessionslosen identifizieren zu können. Darauf aufbauend bieten die weiteren fünf Impulse Konkretionen für kirchliches Bildungshandeln unter dieser herausfordernden Perspektive im Pädagogisch-Theologischem Institut (PTI) als religionspädagogisches Institut der EKiR.
}},
author = {{Keuchen, Marion}},
journal = {{TheoWeb. Zeitschrift für Religionspädagogik }},
keywords = {{Konfessionslosigkeit, kirchliche Bildungsarbeit, Kasualien, Elementarbildung, Religionsunterricht, Schulkultur, religionspädagogische Institute}},
pages = {{94--103}},
title = {{{Konfessionslosigkeit im Rheinland als religionspädagogische Herausforderung – Empirische Daten und zukunftsweisende Impulse }}},
doi = {{10.23770/tw0179}},
volume = {{1}},
year = {{2021}},
}
@article{37539,
author = {{Freitag, Christine}},
journal = {{Katechetische Blätter}},
number = {{4}},
pages = {{255--258}},
publisher = {{https://www.katbl.de}},
title = {{{Denk-Wege zu einer religionssensiblen Schulkultur: erziehungswissenschaftliche Perspektiven}}},
year = {{2021}},
}
@book{60724,
editor = {{Gerhards, L and Hüsgen, A and Jonas, Kristina and Quinting, J and Rosenkranz, A and Rubi-Fessen, I and Stenneken, P}},
title = {{{Abstractband zur 20. Jahrestagung der Gesellschaft für Aphasieforschung und –behandlung}}},
volume = {{S1}},
year = {{2021}},
}
@article{51381,
author = {{Abdelrahem, Mohammed and Abdallah, Ali and Pasqualone, Antonella }},
journal = {{ Journal of Ethnic Foods}},
keywords = {{halal standards, halal food, slaughterhouses}},
title = {{{The multiplicity of halal standards: a case study of application to slaughterhouses}}},
doi = {{10.1186/s42779-021-00084-6}},
volume = {{8:7}},
year = {{2021}},
}
@inproceedings{25265,
abstract = {{Waveguide-based methods can be used for the non-destructive determination of acoustic material parameters. One of these methods is based on transmission measurements of cylindrical polymeric specimens. Here, the experimental setup consists of two transducers, which excite and receive the waveguide modes at the faces of the cylinder. The measurement, as well as a forward model, are used to determine material parameters of the polymeric specimen in an inverse approach.
1-3 piezoelectric composites are used as an active element because they can be approximated by a thickness vibration only. This allows an easy identification of Mason model parameters to characterise the transducers’ vibration behaviour.
However, sensitivity analysis shows a high uncertainty in the determination of the mechanical shear parameters due to the uniform excitation. To increase the sensitivity to these shear motions, arbitrary excitations were investigated by means of numerical simulation.
In order to be able to realise the determined optimal excitation, new transducer prototypes were designed. By subdividing the electrodes of the active element, for example, ring-shaped excitation is feasible. Furthermore, it can be shown that modelling these transducers with a one-dimensional Mason model is sufficient.}},
author = {{Dreiling, Dmitrij and Itner, Dominik and Feldmann, Nadine and Scheidemann, Claus and Gravenkamp, Hauke and Henning, Bernd}},
booktitle = {{Fortschritte der Akustik - DAGA 2021}},
location = {{Wien}},
publisher = {{Deutsche Gesellschaft für Akustik e.V. (DEGA)}},
title = {{{Application and modelling of ultrasonic transducers using 1-3 piezoelectric composites with structured electrodes}}},
year = {{2021}},
}
@book{65892,
author = {{Herold-Blasius, Raja}},
publisher = {{Springer}},
title = {{{Problemlösen mit Strategieschlüsseln. Eine explorative Studie zur Unterstützung von Problembearbeitungsprozessen bei Dritt- und Viertklässlern}}},
year = {{2021}},
}
@article{30755,
abstract = {{Der Beitrag berichtet Befunde zum schulischen Wohlbefinden und zur Wirkung ausge-
wählter Maßnahmen im Zuge der COVID-19-Pandemie aus einer Fragebogenerhebung
vom September 2020, im Anschluss an den ersten Lockdown. Teilnehmende waren 296
Schülerinnen und Schüler der Jahrgangsstufen 6 bis 10 an der inklusiven Laborschule Bie-
lefeld, einer staatlichen Versuchsschule. 45 (15,2%) der Schülerinnen und Schüler wiesen
einen sonderpädagogischen Unterstützungsbedarf (SPF) auf. Obschon viele Elemente des
Wohlbefindens in beiden Gruppen günstig ausgeprägt sind, finden sich für mehrere Aspek-
te bedeutsame und signifikante Unterschiede zuungunsten der Schülerinnen und Schüler
mit sonderpädagogischem Unterstützungsbedarf. Diese zeigen sich von pandemiebezoge-
nen Maßnahmen stärker betroffen, aber haben die Schule etwas weniger vermisst.}},
author = {{Goldan, Janka and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}},
journal = {{{Zeitschrift für Heilpädagogik}}},
number = {{12}},
pages = {{640–651}},
title = {{{Schulisches Wohlbefinden von Schülerinnen und Schülern mit und ohne sonderpädagogischen Unterstützungsbedarf während der COVID-19-Pandemie. Erste Befunde aus dem Projekt WILS-Co an der Laborschule Bielefeld}}},
volume = {{72}},
year = {{2021}},
}
@misc{65864,
author = {{Gassen, Joachim and Kosi, Urska}},
booktitle = {{Bankruptcies: A victim of the corona crisis?}},
title = {{{Bankruptcies: A victim of the corona crisis? TRR 266 Accounting for Transparency.}}},
year = {{2021}},
}
@inbook{24951,
author = {{Sacher, Marc and Bauer, Anna}},
booktitle = {{Labore in der Hochschullehre. Didaktik, Digitalisierung, Organisation}},
editor = {{Terkowsky, Claudius and May, Dominik and Frye, Silke and Haertel, Tobias and Ortelt, Tobias and Heix, Sabrina and Lensing, Karsten}},
pages = {{51--66}},
publisher = {{wbv Media}},
title = {{{Kompetenzförderung im Laborpraktikum}}},
year = {{2020}},
}
@article{24952,
author = {{Bauer, Anna and Sacher, Marc and Brassat, Katharina}},
journal = {{hochschullehre}},
title = {{{Studentische Akzeptanz und Relevanzwahrnehmung eines disziplinspezifischen Workshops „Wissenschaftliche Vorträge in der Physik“}}},
volume = {{6}},
year = {{2020}},
}
@article{24956,
author = {{Bauer, Anna and Reinhold, Peter and Sacher, Marc}},
journal = {{Phydid B, Didaktik der Physik, Beiträge zur DPG-Frühjahrstagung}},
pages = {{389--396}},
title = {{{Entwicklung eines Bewertungsmodells zur handlungsorientierten Messung experimenteller Kompetenz (Physik)Studierender}}},
year = {{2020}},
}
@inbook{24957,
author = {{Bauer, Anna and Reinhold, Peter and Sacher, Marc}},
booktitle = {{Naturwissenschaftliche Kompetenzen in der Gesellschaft von morgen }},
editor = {{Habig, Sebastian}},
pages = {{106--114}},
publisher = {{Gesellschaft für Didaktik der Chemie und Physik}},
title = {{{Bewertungsmodell zur experimentellen Performanz (Physik)Studierender}}},
year = {{2020}},
}
@article{24973,
abstract = {{Die Frage, wie sich die Weiterentwicklung der Lehre an Hochschulen systematisch
verankern lässt, erfährt mit dem Auslaufen von Förderprogrammen wie dem QPL
erneute Aufmerksamkeit. Bislang fehlt es an einer kontextspezifischen Theorie, die
lehrbezogenen Wandel an Hochschulen analysier- und gestaltbar macht. In jedem
Fall sind Change-Konzepte aus dem betriebswirtschaftlichen Bereich nur sehr
beschränkt auf Hochschulen übertragbar. Demgegenüber gibt neuere Forschung
Hinweise darauf, welche Kernkategorien eine hochschulspezifische Change-
Theorie umfassen könnte. Darauf aufbauend schlägt der Beitrag zwei Konzepte als
Kernkategorien einer Theorie lehrbezogenen Wandels an Hochschulen vor. }},
author = {{Jenert, Tobias}},
journal = {{Zeitschrift für Hochschulentwicklung}},
keywords = {{educational development, change management, educational innovation}},
number = {{4}},
pages = {{204--222.}},
title = {{{Überlegungen auf dem Weg zu einer Theorie lehrbezogenen Wandels an Hochschulen}}},
doi = {{10.3217/zfhe-15-04/12 }},
volume = {{15}},
year = {{2020}},
}