---
_id: '37396'
author:
- first_name: Moritz
full_name: Fiedler, Moritz
last_name: Fiedler
citation:
ama: Fiedler M. Development of a Strategic Controlling Concept. Dr. Kovac;
2021.
apa: Fiedler, M. (2021). Development of a Strategic Controlling Concept.
Dr. Kovac.
bibtex: '@book{Fiedler_2021, place={Hamburg}, title={Development of a Strategic
Controlling Concept}, publisher={Dr. Kovac}, author={Fiedler, Moritz}, year={2021}
}'
chicago: 'Fiedler, Moritz. Development of a Strategic Controlling Concept.
Hamburg: Dr. Kovac, 2021.'
ieee: 'M. Fiedler, Development of a Strategic Controlling Concept. Hamburg:
Dr. Kovac, 2021.'
mla: Fiedler, Moritz. Development of a Strategic Controlling Concept. Dr.
Kovac, 2021.
short: M. Fiedler, Development of a Strategic Controlling Concept, Dr. Kovac, Hamburg,
2021.
date_created: 2023-01-18T13:16:31Z
date_updated: 2023-01-18T13:16:33Z
department:
- _id: '193'
language:
- iso: eng
place: Hamburg
publisher: Dr. Kovac
status: public
supervisor:
- first_name: Stefan
full_name: Betz, Stefan
last_name: Betz
title: Development of a Strategic Controlling Concept
type: dissertation
user_id: '52061'
year: '2021'
...
---
_id: '37404'
author:
- first_name: Jörn Steffen
full_name: Menzefricke, Jörn Steffen
id: '29799'
last_name: Menzefricke
- first_name: Ingrid
full_name: Wiederkehr, Ingrid
id: '38169'
last_name: Wiederkehr
- first_name: Christian
full_name: Koldewey, Christian
id: '43136'
last_name: Koldewey
orcid: https://orcid.org/0000-0001-7992-6399
- first_name: Roman
full_name: Dumitrescu, Roman
id: '16190'
last_name: Dumitrescu
citation:
ama: Menzefricke JS, Wiederkehr I, Koldewey C, Dumitrescu R. Maturity-based Development
of Strategic Thrusts for Socio-technical Risks. Procedia CIRP. 2021;104:241-246.
doi:10.1016/j.procir.2021.11.041
apa: Menzefricke, J. S., Wiederkehr, I., Koldewey, C., & Dumitrescu, R. (2021).
Maturity-based Development of Strategic Thrusts for Socio-technical Risks. Procedia
CIRP, 104, 241–246. https://doi.org/10.1016/j.procir.2021.11.041
bibtex: '@article{Menzefricke_Wiederkehr_Koldewey_Dumitrescu_2021, title={Maturity-based
Development of Strategic Thrusts for Socio-technical Risks}, volume={104}, DOI={10.1016/j.procir.2021.11.041},
journal={Procedia CIRP}, publisher={Elsevier BV}, author={Menzefricke, Jörn Steffen
and Wiederkehr, Ingrid and Koldewey, Christian and Dumitrescu, Roman}, year={2021},
pages={241–246} }'
chicago: 'Menzefricke, Jörn Steffen, Ingrid Wiederkehr, Christian Koldewey, and
Roman Dumitrescu. “Maturity-Based Development of Strategic Thrusts for Socio-Technical
Risks.” Procedia CIRP 104 (2021): 241–46. https://doi.org/10.1016/j.procir.2021.11.041.'
ieee: 'J. S. Menzefricke, I. Wiederkehr, C. Koldewey, and R. Dumitrescu, “Maturity-based
Development of Strategic Thrusts for Socio-technical Risks,” Procedia CIRP,
vol. 104, pp. 241–246, 2021, doi: 10.1016/j.procir.2021.11.041.'
mla: Menzefricke, Jörn Steffen, et al. “Maturity-Based Development of Strategic
Thrusts for Socio-Technical Risks.” Procedia CIRP, vol. 104, Elsevier BV,
2021, pp. 241–46, doi:10.1016/j.procir.2021.11.041.
short: J.S. Menzefricke, I. Wiederkehr, C. Koldewey, R. Dumitrescu, Procedia CIRP
104 (2021) 241–246.
date_created: 2023-01-18T13:29:31Z
date_updated: 2023-01-18T13:32:38Z
department:
- _id: '563'
doi: 10.1016/j.procir.2021.11.041
intvolume: ' 104'
keyword:
- General Medicine
language:
- iso: eng
page: 241-246
publication: Procedia CIRP
publication_identifier:
issn:
- 2212-8271
publication_status: published
publisher: Elsevier BV
status: public
title: Maturity-based Development of Strategic Thrusts for Socio-technical Risks
type: journal_article
user_id: '14931'
volume: 104
year: '2021'
...
---
_id: '37182'
author:
- first_name: Rebecca
full_name: Grotjahn, Rebecca
id: '193'
last_name: Grotjahn
citation:
ama: 'Grotjahn R. Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und
Geschlecht in der Musik. In: Schlieper H, Tönnies M, eds. Gattung und Geschlecht.
Konventionen und Transformationen eines Paradigmas. Vol 21. culturae - intermedialität
und historische anthropologie. Harrassowitz; 2021:123–142.'
apa: 'Grotjahn, R. (2021). Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung
und Geschlecht in der Musik. In H. Schlieper & M. Tönnies (Eds.), Gattung
und Geschlecht. Konventionen und Transformationen eines Paradigmas (Vol. 21,
pp. 123–142). Harrassowitz.'
bibtex: '@inbook{Grotjahn_2021, place={Wiesbaden}, series={culturae - intermedialität
und historische anthropologie}, title={Himmlischer Warenschatz wohltätiger Erkenntnisse:
Gattung und Geschlecht in der Musik}, volume={21}, booktitle={Gattung und Geschlecht.
Konventionen und Transformationen eines Paradigmas}, publisher={Harrassowitz},
author={Grotjahn, Rebecca}, editor={Schlieper, Hendrik and Tönnies, Merle },
year={2021}, pages={123–142}, collection={culturae - intermedialität und historische
anthropologie} }'
chicago: 'Grotjahn, Rebecca. “Himmlischer Warenschatz wohltätiger Erkenntnisse:
Gattung und Geschlecht in der Musik.” In Gattung und Geschlecht. Konventionen
und Transformationen eines Paradigmas, edited by Hendrik Schlieper and Merle Tönnies,
21:123–142. culturae - intermedialität und historische anthropologie. Wiesbaden:
Harrassowitz, 2021.'
ieee: 'R. Grotjahn, “Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und
Geschlecht in der Musik,” in Gattung und Geschlecht. Konventionen und Transformationen
eines Paradigmas, vol. 21, H. Schlieper and M. Tönnies, Eds. Wiesbaden: Harrassowitz,
2021, pp. 123–142.'
mla: 'Grotjahn, Rebecca. “Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung
und Geschlecht in der Musik.” Gattung und Geschlecht. Konventionen und Transformationen
eines Paradigmas, edited by Hendrik Schlieper and Merle Tönnies, vol. 21,
Harrassowitz, 2021, pp. 123–142.'
short: 'R. Grotjahn, in: H. Schlieper, M. Tönnies (Eds.), Gattung und Geschlecht.
Konventionen und Transformationen eines Paradigmas, Harrassowitz, Wiesbaden, 2021,
pp. 123–142.'
date_created: 2023-01-17T16:58:57Z
date_updated: 2023-01-18T14:14:03Z
department:
- _id: '535'
editor:
- first_name: 'Hendrik '
full_name: 'Schlieper, Hendrik '
last_name: Schlieper
- first_name: 'Merle '
full_name: 'Tönnies, Merle '
last_name: Tönnies
intvolume: ' 21'
language:
- iso: ger
page: 123–142
place: Wiesbaden
publication: Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas
publication_identifier:
isbn:
- 978-3-447-11508-7
publisher: Harrassowitz
series_title: culturae - intermedialität und historische anthropologie
status: public
title: 'Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in
der Musik'
type: book_chapter
user_id: '14931'
volume: 21
year: '2021'
...
---
_id: '37183'
author:
- first_name: Rebecca
full_name: Grotjahn, Rebecca
id: '193'
last_name: Grotjahn
citation:
ama: 'Grotjahn R. Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen
und Solisten. In: Ertelt T, Loesch H von, eds. Institutionen und Medien.
Vol 2. Geschichte der musikalischen Interpretation im 19. und 20. Jahrhundert.
Bärenreiter; 2021:340–367.'
apa: 'Grotjahn, R. (2021). Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen
und Solisten. In T. Ertelt & H. von Loesch (Eds.), Institutionen und Medien
(Vol. 2, pp. 340–367). Bärenreiter.'
bibtex: '@inbook{Grotjahn_2021, place={Kassel}, series={Geschichte der musikalischen
Interpretation im 19. und 20. Jahrhundert}, title={Zwischen Selbstinszenierung
und Werkinterpretation: Solistinnen und Solisten}, volume={2}, booktitle={Institutionen
und Medien}, publisher={Bärenreiter}, author={Grotjahn, Rebecca}, editor={Ertelt,
Thomas and Loesch, Heinz von}, year={2021}, pages={340–367}, collection={Geschichte
der musikalischen Interpretation im 19. und 20. Jahrhundert} }'
chicago: 'Grotjahn, Rebecca. “Zwischen Selbstinszenierung und Werkinterpretation:
Solistinnen und Solisten.” In Institutionen und Medien, edited by Thomas
Ertelt and Heinz von Loesch, 2:340–367. Geschichte der musikalischen Interpretation
im 19. und 20. Jahrhundert. Kassel: Bärenreiter, 2021.'
ieee: 'R. Grotjahn, “Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen
und Solisten,” in Institutionen und Medien, vol. 2, T. Ertelt and H. von
Loesch, Eds. Kassel: Bärenreiter, 2021, pp. 340–367.'
mla: 'Grotjahn, Rebecca. “Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen
und Solisten.” Institutionen und Medien, edited by Thomas Ertelt and Heinz
von Loesch, vol. 2, Bärenreiter, 2021, pp. 340–367.'
short: 'R. Grotjahn, in: T. Ertelt, H. von Loesch (Eds.), Institutionen und Medien,
Bärenreiter, Kassel, 2021, pp. 340–367.'
date_created: 2023-01-17T17:05:35Z
date_updated: 2023-01-18T14:13:34Z
department:
- _id: '535'
editor:
- first_name: Thomas
full_name: Ertelt, Thomas
last_name: Ertelt
- first_name: Heinz von
full_name: Loesch, Heinz von
last_name: Loesch
intvolume: ' 2'
language:
- iso: ger
page: 340–367
place: Kassel
publication: Institutionen und Medien
publication_identifier:
isbn:
- '9783761820827'
publisher: Bärenreiter
series_title: Geschichte der musikalischen Interpretation im 19. und 20. Jahrhundert
status: public
title: 'Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten'
type: book_chapter
user_id: '14931'
volume: 2
year: '2021'
...
---
_id: '37180'
author:
- first_name: Joachim
full_name: Iffland, Joachim
last_name: Iffland
- first_name: Rebecca
full_name: Grotjahn, Rebecca
id: '193'
last_name: Grotjahn
citation:
ama: 'Iffland J, Grotjahn R. Musikedition – auch ohne Noten. In: Edieren: Geisteswissenschaften
Im Digitalen Wandel | Éditer : Les Sciences Humaines En Mutation. Vol 27,3.
Bulletin der Schweizerische Akademie der Geistes- und Sozialwissenschaften. ;
2021:48-51. doi:10.5281/ZENODO.5716099'
apa: 'Iffland, J., & Grotjahn, R. (2021). Musikedition – auch ohne Noten. In
Edieren: Geisteswissenschaften im digitalen Wandel | Éditer : les sciences
humaines en mutation: Vol. 27,3 (pp. 48–51). https://doi.org/10.5281/ZENODO.5716099'
bibtex: '@inbook{Iffland_Grotjahn_2021, series={Bulletin der Schweizerische Akademie
der Geistes- und Sozialwissenschaften}, title={Musikedition – auch ohne Noten},
volume={27,3}, DOI={10.5281/ZENODO.5716099},
booktitle={Edieren: Geisteswissenschaften im digitalen Wandel | Éditer : les sciences
humaines en mutation}, author={Iffland, Joachim and Grotjahn, Rebecca}, year={2021},
pages={48–51}, collection={Bulletin der Schweizerische Akademie der Geistes- und
Sozialwissenschaften} }'
chicago: 'Iffland, Joachim, and Rebecca Grotjahn. “Musikedition – Auch Ohne Noten.”
In Edieren: Geisteswissenschaften Im Digitalen Wandel | Éditer : Les Sciences
Humaines En Mutation, 27,3:48–51. Bulletin Der Schweizerische Akademie Der
Geistes- Und Sozialwissenschaften, 2021. https://doi.org/10.5281/ZENODO.5716099.'
ieee: 'J. Iffland and R. Grotjahn, “Musikedition – auch ohne Noten,” in Edieren:
Geisteswissenschaften im digitalen Wandel | Éditer : les sciences humaines en
mutation, vol. 27,3, 2021, pp. 48–51.'
mla: 'Iffland, Joachim, and Rebecca Grotjahn. “Musikedition – Auch Ohne Noten.”
Edieren: Geisteswissenschaften Im Digitalen Wandel | Éditer : Les Sciences
Humaines En Mutation, vol. 27,3, 2021, pp. 48–51, doi:10.5281/ZENODO.5716099.'
short: 'J. Iffland, R. Grotjahn, in: Edieren: Geisteswissenschaften Im Digitalen
Wandel | Éditer : Les Sciences Humaines En Mutation, 2021, pp. 48–51.'
date_created: 2023-01-17T16:42:14Z
date_updated: 2023-01-18T14:14:36Z
ddc:
- '004'
department:
- _id: '535'
doi: 10.5281/ZENODO.5716099
file:
- access_level: closed
content_type: application/pdf
creator: tsteup
date_created: 2023-01-17T16:50:05Z
date_updated: 2023-01-17T16:50:05Z
file_id: '37181'
file_name: SAGW_Bulletin_3_21_Web.pdf
file_size: 3646396
relation: main_file
success: 1
file_date_updated: 2023-01-17T16:50:05Z
has_accepted_license: '1'
language:
- iso: eng
main_file_link:
- url: ' https://www.sagw.ch/fileadmin/redaktion_sagw/dokumente/Publikationen/Bulletin/Edieren/SAGW_Bulletin_3_21_Iffland_Grotjahn_Web.pdf'
page: 48-51
publication: 'Edieren: Geisteswissenschaften im digitalen Wandel | Éditer : les sciences
humaines en mutation'
series_title: Bulletin der Schweizerische Akademie der Geistes- und Sozialwissenschaften
status: public
title: Musikedition – auch ohne Noten
type: book_chapter
user_id: '14931'
volume: 27,3
year: '2021'
...
---
_id: '37179'
author:
- first_name: Rebecca
full_name: Grotjahn, Rebecca
last_name: Grotjahn
citation:
ama: 'Grotjahn R. Singen – Körper – Medien. In: Grosch N, Seedorf T, eds. Stimmen
– Körper – Medien. Gesang im 20. und 21. Jahrhundert. Vol 2. Handbuch des
Gesangs. Laaber-Verlag; 2021:13-39.'
apa: Grotjahn, R. (2021). Singen – Körper – Medien. In N. Grosch & T. Seedorf
(Eds.), Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert (Vol.
2, pp. 13–39). Laaber-Verlag.
bibtex: '@inbook{Grotjahn_2021, place={Lilienthal}, series={Handbuch des Gesangs},
title={Singen – Körper – Medien}, volume={2}, booktitle={Stimmen – Körper – Medien.
Gesang im 20. und 21. Jahrhundert}, publisher={Laaber-Verlag}, author={Grotjahn,
Rebecca}, editor={Grosch, Nils and Seedorf, Thomas }, year={2021}, pages={13–39},
collection={Handbuch des Gesangs} }'
chicago: 'Grotjahn, Rebecca. “Singen – Körper – Medien.” In Stimmen – Körper
– Medien. Gesang im 20. und 21. Jahrhundert, edited by Nils Grosch and Thomas Seedorf,
2:13–39. Handbuch des Gesangs. Lilienthal: Laaber-Verlag, 2021.'
ieee: 'R. Grotjahn, “Singen – Körper – Medien,” in Stimmen – Körper – Medien.
Gesang im 20. und 21. Jahrhundert, vol. 2, N. Grosch and T. Seedorf, Eds.
Lilienthal: Laaber-Verlag, 2021, pp. 13–39.'
mla: Grotjahn, Rebecca. “Singen – Körper – Medien.” Stimmen – Körper – Medien.
Gesang im 20. und 21. Jahrhundert, edited by Nils Grosch and Thomas Seedorf,
vol. 2, Laaber-Verlag, 2021, pp. 13–39.
short: 'R. Grotjahn, in: N. Grosch, T. Seedorf (Eds.), Stimmen – Körper – Medien.
Gesang im 20. und 21. Jahrhundert, Laaber-Verlag, Lilienthal, 2021, pp. 13–39.'
date_created: 2023-01-17T16:39:57Z
date_updated: 2023-01-18T14:15:12Z
department:
- _id: '535'
editor:
- first_name: 'Nils '
full_name: 'Grosch, Nils '
last_name: Grosch
- first_name: 'Thomas '
full_name: 'Seedorf, Thomas '
last_name: Seedorf
intvolume: ' 2'
language:
- iso: ger
page: 13-39
place: Lilienthal
publication: Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert
publication_identifier:
isbn:
- 978-3-89007-906-6
publisher: Laaber-Verlag
series_title: Handbuch des Gesangs
status: public
title: Singen – Körper – Medien
type: book_chapter
user_id: '14931'
volume: 2
year: '2021'
...
---
_id: '37435'
alternative_title:
- Eine korpuspragmatische Studie zu Sprachgebrauchsmustern im Umfeld des Lexems Angst
in Online-Zeitungen
author:
- first_name: Christopher
full_name: Georgi, Christopher
id: '78730'
last_name: Georgi
citation:
ama: 'Georgi C. Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser
Panik“. In: Angstkonstruktionen. De Gruyter; 2021:219–264. doi:10.1515/9783110729603-009'
apa: Georgi, C. (2021). Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser
Panik“. In Angstkonstruktionen (pp. 219–264). De Gruyter. https://doi.org/10.1515/9783110729603-009
bibtex: '@inbook{Georgi_2021, place={Berlin}, title={Angstkonstruktionen zwischen
„sinnvoller Vorsicht und sinnloser Panik“}, DOI={10.1515/9783110729603-009},
booktitle={Angstkonstruktionen}, publisher={De Gruyter}, author={Georgi, Christopher},
year={2021}, pages={219–264} }'
chicago: 'Georgi, Christopher. “Angstkonstruktionen zwischen „sinnvoller Vorsicht
und sinnloser Panik“.” In Angstkonstruktionen, 219–264. Berlin: De Gruyter,
2021. https://doi.org/10.1515/9783110729603-009.'
ieee: 'C. Georgi, “Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser
Panik“,” in Angstkonstruktionen, Berlin: De Gruyter, 2021, pp. 219–264.'
mla: Georgi, Christopher. “Angstkonstruktionen zwischen „sinnvoller Vorsicht und
sinnloser Panik“.” Angstkonstruktionen, De Gruyter, 2021, pp. 219–264,
doi:10.1515/9783110729603-009.
short: 'C. Georgi, in: Angstkonstruktionen, De Gruyter, Berlin, 2021, pp. 219–264.'
date_created: 2023-01-18T15:05:52Z
date_updated: 2023-01-18T15:06:52Z
department:
- _id: '745'
doi: 10.1515/9783110729603-009
language:
- iso: ger
page: 219–264
place: Berlin
publication: Angstkonstruktionen
publication_status: published
publisher: De Gruyter
status: public
title: Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“
type: book_chapter
user_id: '78730'
year: '2021'
...
---
_id: '36822'
author:
- first_name: Antje
full_name: Tumat, Antje
id: '72268'
last_name: Tumat
citation:
ama: 'Tumat A. Biografie und Werk: Henzes „Bassariden“. In: Grönke K, Zywietz M,
eds. Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung,
Bremen 2017 und 2018. Textem-Verlag; 2021:209-221.'
apa: 'Tumat, A. (2021). Biografie und Werk: Henzes „Bassariden“. In K. Grönke &
M. Zywietz (Eds.), Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche
Homosexualitätenforschung, Bremen 2017 und 2018 (pp. 209–221). Textem-Verlag.'
bibtex: '@inproceedings{Tumat_2021, place={Hamburg}, title={Biografie und Werk:
Henzes „Bassariden“}, booktitle={Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche
Homosexualitätenforschung, Bremen 2017 und 2018}, publisher={Textem-Verlag}, author={Tumat,
Antje}, editor={Grönke, Kadja and Zywietz, Michael}, year={2021}, pages={209–221}
}'
chicago: 'Tumat, Antje. “Biografie und Werk: Henzes „Bassariden“.” In Musik und
Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung,
Bremen 2017 und 2018, edited by Kadja Grönke and Michael Zywietz, 209–21.
Hamburg: Textem-Verlag, 2021.'
ieee: 'A. Tumat, “Biografie und Werk: Henzes „Bassariden“,” in Musik und Homosexualitäten.
Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und
2018, 2021, pp. 209–221.'
mla: 'Tumat, Antje. “Biografie und Werk: Henzes „Bassariden“.” Musik und Homosexualitäten.
Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und
2018, edited by Kadja Grönke and Michael Zywietz, Textem-Verlag, 2021, pp.
209–21.'
short: 'A. Tumat, in: K. Grönke, M. Zywietz (Eds.), Musik und Homosexualitäten.
Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und
2018, Textem-Verlag, Hamburg, 2021, pp. 209–221.'
date_created: 2023-01-13T17:13:55Z
date_updated: 2023-01-18T16:12:18Z
department:
- _id: '233'
editor:
- first_name: 'Kadja '
full_name: 'Grönke, Kadja '
last_name: Grönke
- first_name: Michael
full_name: Zywietz, Michael
last_name: Zywietz
language:
- iso: ger
page: 209-221
place: Hamburg
publication: Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung,
Bremen 2017 und 2018
publication_identifier:
isbn:
- 978-3-86485-259-6
publisher: Textem-Verlag
status: public
title: 'Biografie und Werk: Henzes „Bassariden“'
type: conference
user_id: '72268'
year: '2021'
...
---
_id: '37445'
abstract:
- lang: eng
text: 'A prerequisite for child reading support at school is adequate assessment.
Embedding (repeated) assessment into daily teaching routine is often challenging
for teachers in terms of time and organization. The use of digital tools can help
teachers in the assessment process (in preparation, evaluation, documentation,
etc.). A digital assessment tool (Graz Reading Comprehension test: GraLeV), focusing
on assessing reading comprehension skills in Grades 3 and 4 is currently being
developed in Austria. This reading assessment covers reading comprehension at
the word, sentence, and text level. Text level is assessed via two subtests (Subtest
I: presentation of nonsense-stories and corresponding questions, and Subtest II:
maze selection). The other levels consist of one subtest each. This paper focusses
on the subtests at text level. More specifically, the paper reports the results
of two studies. Study 1 describes the development phases and the first piloting
of these two subtests (data collection: 10/2019-12/2019). Testing 273 students
with preliminary versions of the subtests (Subtest I: 30 items, Subtest II: 60
items) produced information on (a) item difficulty, (b) item discriminatory power,
and (c) time limits for future speed testing. Items not meeting the required quality
criteria were excluded. The final version of Subtest I consists of 16 questions
referring to eight different, short, nonsense-texts. Its testing time (without
instructions) is three minutes. The final version of the Subtest II consists of
2 texts each with 15 maze selections (30 items) and testing time is 100 seconds.
The internal consistency is found to be good for Subtest I (α=.87) and Subtest
II (α=.78 to .80). Study 2 reports on testing for validity and retest-reliability
(data collection: 09/2020-11/2020). Student scores in another reading comprehension
test, together with teacher assessments of reading comprehension, were used to
assess congruent validity. Divergent validity was assessed using teacher assessments
of mathematical and socio-emotional skills. As expected, the correlations with
the congruent measures were higher than those with the divergent measures. A subsample
was tested twice with the GraLeV. Retest-reliability was acceptable for Subtest
II. However, the scores obtained at time 2 were higher compared to those at time
1 in both subtests. This is probably the result of increased student familiarity
with the digital device and the digital test environment at time 2. The results
are discussed in the light of teachers’ needs for standardized digital assessments
in order to facilitate the tailoring of student reading support. '
author:
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
citation:
ama: 'Seifert S, Paleczek L. Digitally Assessing Text Comprehension in Grades 3-4:
Test Development and Validation. Electronic Journal of e-Learning. 2021;19(5):pp336-348.
doi:10.34190/ejel.19.5.2467'
apa: 'Seifert, S., & Paleczek, L. (2021). Digitally Assessing Text Comprehension
in Grades 3-4: Test Development and Validation. Electronic Journal of E-Learning,
19(5), pp336-348. https://doi.org/10.34190/ejel.19.5.2467'
bibtex: '@article{Seifert_Paleczek_2021, title={Digitally Assessing Text Comprehension
in Grades 3-4: Test Development and Validation}, volume={19}, DOI={10.34190/ejel.19.5.2467},
number={5}, journal={Electronic Journal of e-Learning}, publisher={Academic Conferences
International Ltd}, author={Seifert, Susanne and Paleczek, Lisa}, year={2021},
pages={pp336-348} }'
chicago: 'Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension
in Grades 3-4: Test Development and Validation.” Electronic Journal of E-Learning
19, no. 5 (2021): pp336-348. https://doi.org/10.34190/ejel.19.5.2467.'
ieee: 'S. Seifert and L. Paleczek, “Digitally Assessing Text Comprehension in Grades
3-4: Test Development and Validation,” Electronic Journal of e-Learning,
vol. 19, no. 5, pp. pp336-348, 2021, doi: 10.34190/ejel.19.5.2467.'
mla: 'Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension
in Grades 3-4: Test Development and Validation.” Electronic Journal of E-Learning,
vol. 19, no. 5, Academic Conferences International Ltd, 2021, pp. pp336-348, doi:10.34190/ejel.19.5.2467.'
short: S. Seifert, L. Paleczek, Electronic Journal of E-Learning 19 (2021) pp336-348.
date_created: 2023-01-18T16:11:52Z
date_updated: 2023-01-18T16:46:03Z
department:
- _id: '645'
doi: 10.34190/ejel.19.5.2467
intvolume: ' 19'
issue: '5'
keyword:
- Computer Science Applications
- Education
language:
- iso: eng
page: pp336-348
publication: Electronic Journal of e-Learning
publication_identifier:
issn:
- 1479-4403
publication_status: published
publisher: Academic Conferences International Ltd
status: public
title: 'Digitally Assessing Text Comprehension in Grades 3-4: Test Development and
Validation'
type: journal_article
user_id: '97270'
volume: 19
year: '2021'
...
---
_id: '37443'
abstract:
- lang: eng
text: 'AbstractThe range of teaching materials
now available is becoming increasingly diverse. Despite this, however, the use
and influence of textbooks in teaching still remains very high. When instructing
reading comprehension, teachers often use textbooks as the basis for teaching
in language lessons. Establishing a good match between textbooks and the skills
to be acquired is therefore essential. In this paper, I investigate whether textbooks
used in Austrian schools can adequately support the teaching of reading comprehension
skills. Since reading comprehension is the basis for acquiring knowledge in all
subjects, science textbooks are examined in addition to (German) language lesson
textbooks. Thus, the content pages of four language textbooks and four science
textbooks for fourth and sixth grade were analysed in terms of five different
categories, i.e. general structural setup, learning goals, text types, text structures,
and activities. The results reveal clear variations with respect to learning goals
in language textbooks. For example, the extent to which reading comprehension
is addressed ranges from 13.64 to 69.70%, depending on the book used. Although
not addressed as a learning goal in the science textbooks, reading comprehension
is often presupposed, especially in sixth grade. While the instruction of reading
comprehension ought to entail coverage of reading strategies, this is often neglected,
or only dealt with indirectly. Given the diversity of textbooks analysed, it seems
all the more important to stress that teachers should: 1) clarify the goals and
teaching strategies of a book before using it, 2) become aware of strategies that
support the development of students'' reading comprehension, and 3) use textbooks
as a complementary (and not sole) tool to support reading comprehension in all
subjects.'
author:
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
citation:
ama: Seifert S. Is Reading Comprehension Taken for Granted? An Analysis of Austrian
Textbooks in Fourth and Sixth Grade. Technology, Knowledge and Learning.
2021;26(2):383-405. doi:10.1007/s10758-021-09490-w
apa: Seifert, S. (2021). Is Reading Comprehension Taken for Granted? An Analysis
of Austrian Textbooks in Fourth and Sixth Grade. Technology, Knowledge and
Learning, 26(2), 383–405. https://doi.org/10.1007/s10758-021-09490-w
bibtex: '@article{Seifert_2021, title={Is Reading Comprehension Taken for Granted?
An Analysis of Austrian Textbooks in Fourth and Sixth Grade}, volume={26}, DOI={10.1007/s10758-021-09490-w},
number={2}, journal={Technology, Knowledge and Learning}, publisher={Springer
Science and Business Media LLC}, author={Seifert, Susanne}, year={2021}, pages={383–405}
}'
chicago: 'Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis
of Austrian Textbooks in Fourth and Sixth Grade.” Technology, Knowledge and
Learning 26, no. 2 (2021): 383–405. https://doi.org/10.1007/s10758-021-09490-w.'
ieee: 'S. Seifert, “Is Reading Comprehension Taken for Granted? An Analysis of Austrian
Textbooks in Fourth and Sixth Grade,” Technology, Knowledge and Learning,
vol. 26, no. 2, pp. 383–405, 2021, doi: 10.1007/s10758-021-09490-w.'
mla: Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis
of Austrian Textbooks in Fourth and Sixth Grade.” Technology, Knowledge and
Learning, vol. 26, no. 2, Springer Science and Business Media LLC, 2021, pp.
383–405, doi:10.1007/s10758-021-09490-w.
short: S. Seifert, Technology, Knowledge and Learning 26 (2021) 383–405.
date_created: 2023-01-18T16:10:52Z
date_updated: 2023-01-18T16:45:42Z
department:
- _id: '645'
doi: 10.1007/s10758-021-09490-w
intvolume: ' 26'
issue: '2'
keyword:
- Computer Science Applications
- Human-Computer Interaction
- Education
- Mathematics (miscellaneous)
language:
- iso: eng
page: 383-405
publication: Technology, Knowledge and Learning
publication_identifier:
issn:
- 2211-1662
- 2211-1670
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks
in Fourth and Sixth Grade
type: journal_article
user_id: '97270'
volume: 26
year: '2021'
...
---
_id: '37439'
author:
- first_name: Mathias
full_name: Krammer, Mathias
last_name: Krammer
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Barbara
full_name: Gasteiger-Klicpera, Barbara
last_name: Gasteiger-Klicpera
citation:
ama: Krammer M, Seifert S, Gasteiger-Klicpera B. The presence of students identified
as having special needs as a moderating effect on their classmates’ reading comprehension
scores in relation to other major class composition effects. Educational Studies.
Published online 2021:1-19. doi:10.1080/03055698.2021.1875320
apa: Krammer, M., Seifert, S., & Gasteiger-Klicpera, B. (2021). The presence
of students identified as having special needs as a moderating effect on their
classmates’ reading comprehension scores in relation to other major class composition
effects. Educational Studies, 1–19. https://doi.org/10.1080/03055698.2021.1875320
bibtex: '@article{Krammer_Seifert_Gasteiger-Klicpera_2021, title={The presence of
students identified as having special needs as a moderating effect on their classmates’
reading comprehension scores in relation to other major class composition effects},
DOI={10.1080/03055698.2021.1875320},
journal={Educational Studies}, publisher={Informa UK Limited}, author={Krammer,
Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}, year={2021}, pages={1–19}
}'
chicago: Krammer, Mathias, Susanne Seifert, and Barbara Gasteiger-Klicpera. “The
Presence of Students Identified as Having Special Needs as a Moderating Effect
on Their Classmates’ Reading Comprehension Scores in Relation to Other Major Class
Composition Effects.” Educational Studies, 2021, 1–19. https://doi.org/10.1080/03055698.2021.1875320.
ieee: 'M. Krammer, S. Seifert, and B. Gasteiger-Klicpera, “The presence of students
identified as having special needs as a moderating effect on their classmates’
reading comprehension scores in relation to other major class composition effects,”
Educational Studies, pp. 1–19, 2021, doi: 10.1080/03055698.2021.1875320.'
mla: Krammer, Mathias, et al. “The Presence of Students Identified as Having Special
Needs as a Moderating Effect on Their Classmates’ Reading Comprehension Scores
in Relation to Other Major Class Composition Effects.” Educational Studies,
Informa UK Limited, 2021, pp. 1–19, doi:10.1080/03055698.2021.1875320.
short: M. Krammer, S. Seifert, B. Gasteiger-Klicpera, Educational Studies (2021)
1–19.
date_created: 2023-01-18T16:08:23Z
date_updated: 2023-01-18T16:44:56Z
department:
- _id: '645'
doi: 10.1080/03055698.2021.1875320
keyword:
- Education
language:
- iso: eng
page: 1-19
publication: Educational Studies
publication_identifier:
issn:
- 0305-5698
- 1465-3400
publication_status: published
publisher: Informa UK Limited
status: public
title: The presence of students identified as having special needs as a moderating
effect on their classmates’ reading comprehension scores in relation to other major
class composition effects
type: journal_article
user_id: '97270'
year: '2021'
...
---
_id: '37442'
author:
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Martin
full_name: Schöfl, Martin
last_name: Schöfl
citation:
ama: Paleczek L, Seifert S, Schöfl M. Comparing digital to print assessment of receptive
vocabulary with GraWo‐KiGa in Austrian kindergarten. British Journal of Educational
Technology. 2021;52(6):2145-2161. doi:10.1111/bjet.13163
apa: Paleczek, L., Seifert, S., & Schöfl, M. (2021). Comparing digital to print
assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten. British
Journal of Educational Technology, 52(6), 2145–2161. https://doi.org/10.1111/bjet.13163
bibtex: '@article{Paleczek_Seifert_Schöfl_2021, title={Comparing digital to print
assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten},
volume={52}, DOI={10.1111/bjet.13163},
number={6}, journal={British Journal of Educational Technology}, publisher={Wiley},
author={Paleczek, Lisa and Seifert, Susanne and Schöfl, Martin}, year={2021},
pages={2145–2161} }'
chicago: 'Paleczek, Lisa, Susanne Seifert, and Martin Schöfl. “Comparing Digital
to Print Assessment of Receptive Vocabulary with GraWo‐KiGa in Austrian Kindergarten.”
British Journal of Educational Technology 52, no. 6 (2021): 2145–61. https://doi.org/10.1111/bjet.13163.'
ieee: 'L. Paleczek, S. Seifert, and M. Schöfl, “Comparing digital to print assessment
of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten,” British
Journal of Educational Technology, vol. 52, no. 6, pp. 2145–2161, 2021, doi:
10.1111/bjet.13163.'
mla: Paleczek, Lisa, et al. “Comparing Digital to Print Assessment of Receptive
Vocabulary with GraWo‐KiGa in Austrian Kindergarten.” British Journal of Educational
Technology, vol. 52, no. 6, Wiley, 2021, pp. 2145–61, doi:10.1111/bjet.13163.
short: L. Paleczek, S. Seifert, M. Schöfl, British Journal of Educational Technology
52 (2021) 2145–2161.
date_created: 2023-01-18T16:10:22Z
date_updated: 2023-01-18T16:45:24Z
department:
- _id: '645'
doi: 10.1111/bjet.13163
intvolume: ' 52'
issue: '6'
keyword:
- Education
language:
- iso: eng
page: 2145-2161
publication: British Journal of Educational Technology
publication_identifier:
issn:
- 0007-1013
- 1467-8535
publication_status: published
publisher: Wiley
status: public
title: Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa
in Austrian kindergarten
type: journal_article
user_id: '97270'
volume: 52
year: '2021'
...
---
_id: '37455'
abstract:
- lang: eng
text: AbstractSchool classrooms within the EU are
multilingual learning environments. The diversity of pupils in classrooms raises
significant challenges for teachers, but to date, there are no data from large-scale
surveys that compare views within and across European countries. A bespoke questionnaire
was designed to examine views of current classroom learning environments with
respect to the multilingualism. The questionnaire was piloted and subsequently
completed by 2792 teachers across different European countries. Eleven countries
provided sufficient data for analyses. Results from structural equation modelling
showed that teachers’ attitudes could be reliably measured across Europe with
the use of carefully devised questionnaire, whose loading and factor structure
remained invariant across countries. Teachers’ views about multilingualism were
most challenged by the numbers of children in their classes, not the percentage
of multilingual pupils in the class. Countries differed in how they perceived
multilingualism, with their differences leading to distinctive country clusters.
Gender and education level (elementary vs. secondary) differences were also observed
irrespective of country. These findings enhance our understanding of the role
that the characteristics of teachers and their classrooms play in a multilingual
setting across diverse European settings. The practical relevance of the results
and new opportunities for teacher training are discussed.
author:
- first_name: J. E.
full_name: Dockrell, J. E.
last_name: Dockrell
- first_name: T. C.
full_name: Papadopoulos, T. C.
last_name: Papadopoulos
- first_name: C. L.
full_name: Mifsud, C. L.
last_name: Mifsud
- first_name: L.
full_name: Bourke, L.
last_name: Bourke
- first_name: O.
full_name: Vilageliu, O.
last_name: Vilageliu
- first_name: E.
full_name: Bešić, E.
last_name: Bešić
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: B.
full_name: Gasteiger-Klicpera, B.
last_name: Gasteiger-Klicpera
- first_name: A.
full_name: Ralli, A.
last_name: Ralli
- first_name: I.
full_name: Dimakos, I.
last_name: Dimakos
- first_name: S.
full_name: Karpava, S.
last_name: Karpava
- first_name: M.
full_name: Martins, M.
last_name: Martins
- first_name: O.
full_name: Sousa, O.
last_name: Sousa
- first_name: S.
full_name: Castro, S.
last_name: Castro
- first_name: H. B.
full_name: Søndergaard Knudsen, H. B.
last_name: Søndergaard Knudsen
- first_name: P.
full_name: Donau, P.
last_name: Donau
- first_name: B.
full_name: Haznedar, B.
last_name: Haznedar
- first_name: M.
full_name: Mikulajová, M.
last_name: Mikulajová
- first_name: N.
full_name: Gerdzhikova, N.
last_name: Gerdzhikova
citation:
ama: 'Dockrell JE, Papadopoulos TC, Mifsud CL, et al. Teaching and learning in a
multilingual Europe: findings from a cross-European study. European Journal
of Psychology of Education. 2021;37(2):293-320. doi:10.1007/s10212-020-00523-z'
apa: 'Dockrell, J. E., Papadopoulos, T. C., Mifsud, C. L., Bourke, L., Vilageliu,
O., Bešić, E., Seifert, S., Gasteiger-Klicpera, B., Ralli, A., Dimakos, I., Karpava,
S., Martins, M., Sousa, O., Castro, S., Søndergaard Knudsen, H. B., Donau, P.,
Haznedar, B., Mikulajová, M., & Gerdzhikova, N. (2021). Teaching and learning
in a multilingual Europe: findings from a cross-European study. European Journal
of Psychology of Education, 37(2), 293–320. https://doi.org/10.1007/s10212-020-00523-z'
bibtex: '@article{Dockrell_Papadopoulos_Mifsud_Bourke_Vilageliu_Bešić_Seifert_Gasteiger-Klicpera_Ralli_Dimakos_et
al._2021, title={Teaching and learning in a multilingual Europe: findings from
a cross-European study}, volume={37}, DOI={10.1007/s10212-020-00523-z},
number={2}, journal={European Journal of Psychology of Education}, publisher={Springer
Science and Business Media LLC}, author={Dockrell, J. E. and Papadopoulos, T.
C. and Mifsud, C. L. and Bourke, L. and Vilageliu, O. and Bešić, E. and Seifert,
Susanne and Gasteiger-Klicpera, B. and Ralli, A. and Dimakos, I. and et al.},
year={2021}, pages={293–320} }'
chicago: 'Dockrell, J. E., T. C. Papadopoulos, C. L. Mifsud, L. Bourke, O. Vilageliu,
E. Bešić, Susanne Seifert, et al. “Teaching and Learning in a Multilingual Europe:
Findings from a Cross-European Study.” European Journal of Psychology of Education
37, no. 2 (2021): 293–320. https://doi.org/10.1007/s10212-020-00523-z.'
ieee: 'J. E. Dockrell et al., “Teaching and learning in a multilingual Europe:
findings from a cross-European study,” European Journal of Psychology of Education,
vol. 37, no. 2, pp. 293–320, 2021, doi: 10.1007/s10212-020-00523-z.'
mla: 'Dockrell, J. E., et al. “Teaching and Learning in a Multilingual Europe: Findings
from a Cross-European Study.” European Journal of Psychology of Education,
vol. 37, no. 2, Springer Science and Business Media LLC, 2021, pp. 293–320, doi:10.1007/s10212-020-00523-z.'
short: J.E. Dockrell, T.C. Papadopoulos, C.L. Mifsud, L. Bourke, O. Vilageliu, E.
Bešić, S. Seifert, B. Gasteiger-Klicpera, A. Ralli, I. Dimakos, S. Karpava, M.
Martins, O. Sousa, S. Castro, H.B. Søndergaard Knudsen, P. Donau, B. Haznedar,
M. Mikulajová, N. Gerdzhikova, European Journal of Psychology of Education 37
(2021) 293–320.
date_created: 2023-01-18T16:25:43Z
date_updated: 2023-01-18T16:48:47Z
department:
- _id: '645'
doi: 10.1007/s10212-020-00523-z
intvolume: ' 37'
issue: '2'
keyword:
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 293-320
publication: European Journal of Psychology of Education
publication_identifier:
issn:
- 0256-2928
- 1878-5174
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Teaching and learning in a multilingual Europe: findings from a cross-European
study'
type: journal_article
user_id: '97270'
volume: 37
year: '2021'
...
---
_id: '37485'
author:
- first_name: Stefanie
full_name: Rach, Stefanie
last_name: Rach
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
citation:
ama: 'Rach S, Liebendörfer M. Die Bedeutung affektiver Merkmale beim Mathematiklernen.
In: Hein K, Heil C, Ruwisch S, Prediger S, eds. Beiträge Zum Mathematikunterricht
2021 Vom GDM-Monat 2021 Der Gesellschaft Für Didaktik Der Mathematik (GDM) (1.-25.
März 2021). Beiträge zum Mathematikunterricht. WTM-Verlag für wissenschaftliche
Texte und Medien; 2021:247–248.'
apa: Rach, S., & Liebendörfer, M. (2021). Die Bedeutung affektiver Merkmale
beim Mathematiklernen. In K. Hein, C. Heil, S. Ruwisch, & S. Prediger (Eds.),
Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft
für Didaktik der Mathematik (GDM) (1.-25. März 2021) (pp. 247–248). WTM-Verlag
für wissenschaftliche Texte und Medien.
bibtex: '@inbook{Rach_Liebendörfer_2021, place={Münster}, series={Beiträge zum Mathematikunterricht},
title={Die Bedeutung affektiver Merkmale beim Mathematiklernen}, booktitle={Beiträge
zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft für Didaktik
der Mathematik (GDM) (1.-25. März 2021)}, publisher={WTM-Verlag für wissenschaftliche
Texte und Medien}, author={Rach, Stefanie and Liebendörfer, Michael}, editor={Hein,
Kerstin and Heil, Cathleen and Ruwisch, Silke and Prediger, Susanne}, year={2021},
pages={247–248}, collection={Beiträge zum Mathematikunterricht} }'
chicago: 'Rach, Stefanie, and Michael Liebendörfer. “Die Bedeutung Affektiver Merkmale
Beim Mathematiklernen.” In Beiträge Zum Mathematikunterricht 2021 Vom GDM-Monat
2021 Der Gesellschaft Für Didaktik Der Mathematik (GDM) (1.-25. März 2021),
edited by Kerstin Hein, Cathleen Heil, Silke Ruwisch, and Susanne Prediger, 247–248.
Beiträge Zum Mathematikunterricht. Münster: WTM-Verlag für wissenschaftliche Texte
und Medien, 2021.'
ieee: 'S. Rach and M. Liebendörfer, “Die Bedeutung affektiver Merkmale beim Mathematiklernen,”
in Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft
für Didaktik der Mathematik (GDM) (1.-25. März 2021), K. Hein, C. Heil, S.
Ruwisch, and S. Prediger, Eds. Münster: WTM-Verlag für wissenschaftliche Texte
und Medien, 2021, pp. 247–248.'
mla: Rach, Stefanie, and Michael Liebendörfer. “Die Bedeutung Affektiver Merkmale
Beim Mathematiklernen.” Beiträge Zum Mathematikunterricht 2021 Vom GDM-Monat
2021 Der Gesellschaft Für Didaktik Der Mathematik (GDM) (1.-25. März 2021),
edited by Kerstin Hein et al., WTM-Verlag für wissenschaftliche Texte und Medien,
2021, pp. 247–248.
short: 'S. Rach, M. Liebendörfer, in: K. Hein, C. Heil, S. Ruwisch, S. Prediger
(Eds.), Beiträge Zum Mathematikunterricht 2021 Vom GDM-Monat 2021 Der Gesellschaft
Für Didaktik Der Mathematik (GDM) (1.-25. März 2021), WTM-Verlag für wissenschaftliche
Texte und Medien, Münster, 2021, pp. 247–248.'
date_created: 2023-01-18T22:35:08Z
date_updated: 2023-01-18T22:41:32Z
department:
- _id: '10'
editor:
- first_name: Kerstin
full_name: Hein, Kerstin
last_name: Hein
- first_name: Cathleen
full_name: Heil, Cathleen
last_name: Heil
- first_name: Silke
full_name: Ruwisch, Silke
last_name: Ruwisch
- first_name: Susanne
full_name: Prediger, Susanne
last_name: Prediger
page: 247–248
place: Münster
publication: Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft
für Didaktik der Mathematik (GDM) (1.-25. März 2021)
publication_identifier:
isbn:
- 978-3-95987-184-6
publisher: WTM-Verlag für wissenschaftliche Texte und Medien
series_title: Beiträge zum Mathematikunterricht
status: public
title: Die Bedeutung affektiver Merkmale beim Mathematiklernen
type: book_chapter
user_id: '30933'
year: '2021'
...
---
_id: '37474'
abstract:
- lang: eng
text: |-
Abstract
Due to the COVID-19 crisis, many courses have been offered digitally. Using data from n = 1,173 business students participating in a preparatory mathematics course at a German university that covered the same content as in 2018, 2019 and 2020, we examine how students’ participation and the effect of the preparatory course changed. The data show that the participation rate has fallen slightly, but students’ participation is rather similar to preceding years. Interestingly, students have participated more intensively. There are clear signs of dishonesty in the self-test (use of a calculator) and significant changes in predictors of performance. In particular, the effect of students’ engagement in the course on their performance substantially increased. Further, we found a gender gap in performance affecting women. Finally, the data show that digital courses can be as effective as on-campus courses.
author:
- first_name: Stefan
full_name: Büchele, Stefan
last_name: Büchele
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
- first_name: Elisa
full_name: Lankeit, Elisa
last_name: Lankeit
citation:
ama: 'Büchele S, Liebendörfer M, Lankeit E. Increasing the effect of a remedial
mathematics course by switching to an online format during the COVID-19 crisis:
evidence from a German university. Teaching Mathematics and its Applications:
An International Journal of the IMA. 2021;40(4):478-496. doi:10.1093/teamat/hrab013'
apa: 'Büchele, S., Liebendörfer, M., & Lankeit, E. (2021). Increasing the effect
of a remedial mathematics course by switching to an online format during the COVID-19
crisis: evidence from a German university. Teaching Mathematics and Its Applications:
An International Journal of the IMA, 40(4), 478–496. https://doi.org/10.1093/teamat/hrab013'
bibtex: '@article{Büchele_Liebendörfer_Lankeit_2021, title={Increasing the effect
of a remedial mathematics course by switching to an online format during the COVID-19
crisis: evidence from a German university}, volume={40}, DOI={10.1093/teamat/hrab013},
number={4}, journal={Teaching Mathematics and its Applications: An International
Journal of the IMA}, publisher={Oxford University Press (OUP)}, author={Büchele,
Stefan and Liebendörfer, Michael and Lankeit, Elisa}, year={2021}, pages={478–496}
}'
chicago: 'Büchele, Stefan, Michael Liebendörfer, and Elisa Lankeit. “Increasing
the Effect of a Remedial Mathematics Course by Switching to an Online Format during
the COVID-19 Crisis: Evidence from a German University.” Teaching Mathematics
and Its Applications: An International Journal of the IMA 40, no. 4 (2021):
478–96. https://doi.org/10.1093/teamat/hrab013.'
ieee: 'S. Büchele, M. Liebendörfer, and E. Lankeit, “Increasing the effect of a
remedial mathematics course by switching to an online format during the COVID-19
crisis: evidence from a German university,” Teaching Mathematics and its Applications:
An International Journal of the IMA, vol. 40, no. 4, pp. 478–496, 2021, doi:
10.1093/teamat/hrab013.'
mla: 'Büchele, Stefan, et al. “Increasing the Effect of a Remedial Mathematics Course
by Switching to an Online Format during the COVID-19 Crisis: Evidence from a German
University.” Teaching Mathematics and Its Applications: An International Journal
of the IMA, vol. 40, no. 4, Oxford University Press (OUP), 2021, pp. 478–96,
doi:10.1093/teamat/hrab013.'
short: 'S. Büchele, M. Liebendörfer, E. Lankeit, Teaching Mathematics and Its Applications:
An International Journal of the IMA 40 (2021) 478–496.'
date_created: 2023-01-18T22:23:50Z
date_updated: 2023-01-18T22:47:00Z
department:
- _id: '10'
doi: 10.1093/teamat/hrab013
intvolume: ' 40'
issue: '4'
keyword:
- Education
- General Mathematics
language:
- iso: eng
page: 478-496
publication: 'Teaching Mathematics and its Applications: An International Journal
of the IMA'
publication_identifier:
issn:
- 0268-3679
- 1471-6976
publication_status: published
publisher: Oxford University Press (OUP)
status: public
title: 'Increasing the effect of a remedial mathematics course by switching to an
online format during the COVID-19 crisis: evidence from a German university'
type: journal_article
user_id: '30933'
volume: 40
year: '2021'
...
---
_id: '37483'
abstract:
- lang: eng
text: Das gymnasiale Lehramtsstudium der Mathematik ist an deutschen Universitäten
unterschiedlich organisiert. Traditionell wurden am Studienbeginn die Fachvorlesungen
zur Analysis und Linearen Algebra gemeinsam mit Fachstudierenden gehört. In jüngerer
Zeit verbreiten sich alternative Modelle z. B. mit Brückenvorlesungen, die oft
spezifisch für das Gymnasiallehramt angeboten werden. Sie können gemeinsame Veranstaltungen
mit Fachstudierenden ergänzen oder ersetzen. Dieser Beitrag zeigt auf, welche
Modelle wie häufig verbreitet sind, und spricht an, welche hochschuldidaktischen
Fragen an der Studiengestaltung hängen.
author:
- first_name: Lara
full_name: Gildehaus, Lara
last_name: Gildehaus
- first_name: Robin
full_name: Göller, Robin
last_name: Göller
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
citation:
ama: Gildehaus L, Göller R, Liebendörfer M. Gymnasiales Lehramt Mathematik studieren
– eine Übersicht zur Studienorganisation in Deutschland. Mitteilungen der Gesellschaft
für Didaktik der Mathematik. 2021;47(111):27–32.
apa: Gildehaus, L., Göller, R., & Liebendörfer, M. (2021). Gymnasiales Lehramt
Mathematik studieren – eine Übersicht zur Studienorganisation in Deutschland.
Mitteilungen Der Gesellschaft Für Didaktik Der Mathematik, 47(111),
27–32.
bibtex: '@article{Gildehaus_Göller_Liebendörfer_2021, title={Gymnasiales Lehramt
Mathematik studieren – eine Übersicht zur Studienorganisation in Deutschland},
volume={47}, number={111}, journal={Mitteilungen der Gesellschaft für Didaktik
der Mathematik}, author={Gildehaus, Lara and Göller, Robin and Liebendörfer, Michael},
year={2021}, pages={27–32} }'
chicago: 'Gildehaus, Lara, Robin Göller, and Michael Liebendörfer. “Gymnasiales
Lehramt Mathematik Studieren – Eine Übersicht Zur Studienorganisation in Deutschland.”
Mitteilungen Der Gesellschaft Für Didaktik Der Mathematik 47, no. 111 (2021):
27–32.'
ieee: L. Gildehaus, R. Göller, and M. Liebendörfer, “Gymnasiales Lehramt Mathematik
studieren – eine Übersicht zur Studienorganisation in Deutschland,” Mitteilungen
der Gesellschaft für Didaktik der Mathematik, vol. 47, no. 111, pp. 27–32,
2021.
mla: Gildehaus, Lara, et al. “Gymnasiales Lehramt Mathematik Studieren – Eine Übersicht
Zur Studienorganisation in Deutschland.” Mitteilungen Der Gesellschaft Für
Didaktik Der Mathematik, vol. 47, no. 111, 2021, pp. 27–32.
short: L. Gildehaus, R. Göller, M. Liebendörfer, Mitteilungen Der Gesellschaft Für
Didaktik Der Mathematik 47 (2021) 27–32.
date_created: 2023-01-18T22:31:53Z
date_updated: 2023-01-18T22:46:49Z
department:
- _id: '10'
intvolume: ' 47'
issue: '111'
page: 27–32
publication: Mitteilungen der Gesellschaft für Didaktik der Mathematik
publication_identifier:
issn:
- 2512-9155
status: public
title: Gymnasiales Lehramt Mathematik studieren – eine Übersicht zur Studienorganisation
in Deutschland
type: journal_article
user_id: '30933'
volume: 47
year: '2021'
...
---
_id: '37481'
author:
- first_name: Bastian
full_name: Vajen, Bastian
last_name: Vajen
- first_name: Lara
full_name: Gildehaus, Lara
last_name: Gildehaus
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
- first_name: Christoph
full_name: Wolf, Christoph
last_name: Wolf
citation:
ama: 'Vajen B, Gildehaus L, Liebendörfer M, Wolf C. Mathematisierung als Herausforderung
für die politische Bildung. In: Kenner S, Oeftering T, eds. Schriftenreihe
Der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen,
Zivilgesellschaft Und Das Vermeintliche Neutralitätsgebot. Wochenschau; 2021:188–200.'
apa: 'Vajen, B., Gildehaus, L., Liebendörfer, M., & Wolf, C. (2021). Mathematisierung
als Herausforderung für die politische Bildung. In S. Kenner & T. Oeftering
(Eds.), Schriftenreihe der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische
Herausforderungen, Zivilgesellschaft und das vermeintliche Neutralitätsgebot
(pp. 188–200). Wochenschau.'
bibtex: '@inproceedings{Vajen_Gildehaus_Liebendörfer_Wolf_2021, place={Frankfurt},
title={Mathematisierung als Herausforderung für die politische Bildung}, booktitle={Schriftenreihe
der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen,
Zivilgesellschaft und das vermeintliche Neutralitätsgebot}, publisher={Wochenschau},
author={Vajen, Bastian and Gildehaus, Lara and Liebendörfer, Michael and Wolf,
Christoph}, editor={Kenner, Steve and Oeftering, T.}, year={2021}, pages={188–200}
}'
chicago: 'Vajen, Bastian, Lara Gildehaus, Michael Liebendörfer, and Christoph Wolf.
“Mathematisierung Als Herausforderung Für Die Politische Bildung.” In Schriftenreihe
Der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen,
Zivilgesellschaft Und Das Vermeintliche Neutralitätsgebot, edited by Steve
Kenner and T. Oeftering, 188–200. Frankfurt: Wochenschau, 2021.'
ieee: 'B. Vajen, L. Gildehaus, M. Liebendörfer, and C. Wolf, “Mathematisierung als
Herausforderung für die politische Bildung,” in Schriftenreihe der DVPB. Standortbestimmung
Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft
und das vermeintliche Neutralitätsgebot, 2021, pp. 188–200.'
mla: 'Vajen, Bastian, et al. “Mathematisierung Als Herausforderung Für Die Politische
Bildung.” Schriftenreihe Der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische
Herausforderungen, Zivilgesellschaft Und Das Vermeintliche Neutralitätsgebot,
edited by Steve Kenner and T. Oeftering, Wochenschau, 2021, pp. 188–200.'
short: 'B. Vajen, L. Gildehaus, M. Liebendörfer, C. Wolf, in: S. Kenner, T. Oeftering
(Eds.), Schriftenreihe Der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische
Herausforderungen, Zivilgesellschaft Und Das Vermeintliche Neutralitätsgebot,
Wochenschau, Frankfurt, 2021, pp. 188–200.'
date_created: 2023-01-18T22:31:25Z
date_updated: 2023-01-18T22:47:23Z
department:
- _id: '10'
editor:
- first_name: Steve
full_name: Kenner, Steve
last_name: Kenner
- first_name: T.
full_name: Oeftering, T.
last_name: Oeftering
page: 188–200
place: Frankfurt
publication: 'Schriftenreihe der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische
Herausforderungen, Zivilgesellschaft und das vermeintliche Neutralitätsgebot'
publisher: Wochenschau
status: public
title: Mathematisierung als Herausforderung für die politische Bildung
type: conference
user_id: '30933'
year: '2021'
...
---
_id: '37480'
author:
- first_name: Robin
full_name: Göller, Robin
last_name: Göller
- first_name: Lara
full_name: Gildehaus, Lara
last_name: Gildehaus
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
- first_name: Jörn
full_name: Steuding, Jörn
last_name: Steuding
citation:
ama: 'Göller R, Gildehaus L, Liebendörfer M, Steuding J. Prüfungsformate als Ansatzpunkt
gendersensibler universitärer Lehre im Fach Mathematik. In: Blunck A, Motzer R,
eds. Mathematik Und Gender: Berichte Und Beiträge Des Arbeitskreise Frauen
Und Mathematik. Vol 5. Franzbecker; 2021:59–76.'
apa: 'Göller, R., Gildehaus, L., Liebendörfer, M., & Steuding, J. (2021). Prüfungsformate
als Ansatzpunkt gendersensibler universitärer Lehre im Fach Mathematik. In A.
Blunck & R. Motzer (Eds.), Mathematik und Gender: Berichte und Beiträge
des Arbeitskreise Frauen und Mathematik (Vol. 5, pp. 59–76). Franzbecker.'
bibtex: '@inbook{Göller_Gildehaus_Liebendörfer_Steuding_2021, title={Prüfungsformate
als Ansatzpunkt gendersensibler universitärer Lehre im Fach Mathematik}, volume={5},
booktitle={Mathematik und Gender: Berichte und Beiträge des Arbeitskreise Frauen
und Mathematik}, publisher={Franzbecker}, author={Göller, Robin and Gildehaus,
Lara and Liebendörfer, Michael and Steuding, Jörn}, editor={Blunck, Andrea and
Motzer, Renate}, year={2021}, pages={59–76} }'
chicago: 'Göller, Robin, Lara Gildehaus, Michael Liebendörfer, and Jörn Steuding.
“Prüfungsformate Als Ansatzpunkt Gendersensibler Universitärer Lehre Im Fach Mathematik.”
In Mathematik Und Gender: Berichte Und Beiträge Des Arbeitskreise Frauen Und
Mathematik, edited by Andrea Blunck and Renate Motzer, 5:59–76. Franzbecker,
2021.'
ieee: 'R. Göller, L. Gildehaus, M. Liebendörfer, and J. Steuding, “Prüfungsformate
als Ansatzpunkt gendersensibler universitärer Lehre im Fach Mathematik,” in Mathematik
und Gender: Berichte und Beiträge des Arbeitskreise Frauen und Mathematik,
vol. 5, A. Blunck and R. Motzer, Eds. Franzbecker, 2021, pp. 59–76.'
mla: 'Göller, Robin, et al. “Prüfungsformate Als Ansatzpunkt Gendersensibler Universitärer
Lehre Im Fach Mathematik.” Mathematik Und Gender: Berichte Und Beiträge Des
Arbeitskreise Frauen Und Mathematik, edited by Andrea Blunck and Renate Motzer,
vol. 5, Franzbecker, 2021, pp. 59–76.'
short: 'R. Göller, L. Gildehaus, M. Liebendörfer, J. Steuding, in: A. Blunck, R.
Motzer (Eds.), Mathematik Und Gender: Berichte Und Beiträge Des Arbeitskreise
Frauen Und Mathematik, Franzbecker, 2021, pp. 59–76.'
date_created: 2023-01-18T22:31:17Z
date_updated: 2023-01-18T22:47:46Z
department:
- _id: '10'
editor:
- first_name: Andrea
full_name: Blunck, Andrea
last_name: Blunck
- first_name: Renate
full_name: Motzer, Renate
last_name: Motzer
intvolume: ' 5'
page: 59–76
publication: 'Mathematik und Gender: Berichte und Beiträge des Arbeitskreise Frauen
und Mathematik'
publisher: Franzbecker
status: public
title: Prüfungsformate als Ansatzpunkt gendersensibler universitärer Lehre im Fach
Mathematik
type: book_chapter
user_id: '30933'
volume: 5
year: '2021'
...
---
_id: '37478'
author:
- first_name: Inka
full_name: Haak, Inka
last_name: Haak
- first_name: Lara
full_name: Gildehaus, Lara
last_name: Gildehaus
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
citation:
ama: 'Haak I, Gildehaus L, Liebendörfer M. Genese und Funktionen von Lerngruppen
in der Studieneingangsphase. In: Naturwissenschaftlicher Unterricht Und Lehrerbildung
Im Umbruch?. Universität Duisburg-Essen; 2021:89–92.'
apa: Haak, I., Gildehaus, L., & Liebendörfer, M. (2021). Genese und Funktionen
von Lerngruppen in der Studieneingangsphase. Naturwissenschaftlicher Unterricht
Und Lehrerbildung Im Umbruch?, 89–92.
bibtex: '@inproceedings{Haak_Gildehaus_Liebendörfer_2021, title={Genese und Funktionen
von Lerngruppen in der Studieneingangsphase}, booktitle={Naturwissenschaftlicher
Unterricht und Lehrerbildung im Umbruch?}, publisher={Universität Duisburg-Essen},
author={Haak, Inka and Gildehaus, Lara and Liebendörfer, Michael}, year={2021},
pages={89–92} }'
chicago: Haak, Inka, Lara Gildehaus, and Michael Liebendörfer. “Genese Und Funktionen
von Lerngruppen in Der Studieneingangsphase.” In Naturwissenschaftlicher Unterricht
Und Lehrerbildung Im Umbruch?, 89–92. Universität Duisburg-Essen, 2021.
ieee: I. Haak, L. Gildehaus, and M. Liebendörfer, “Genese und Funktionen von Lerngruppen
in der Studieneingangsphase,” in Naturwissenschaftlicher Unterricht und Lehrerbildung
im Umbruch?, 2021, pp. 89–92.
mla: Haak, Inka, et al. “Genese Und Funktionen von Lerngruppen in Der Studieneingangsphase.”
Naturwissenschaftlicher Unterricht Und Lehrerbildung Im Umbruch?, Universität
Duisburg-Essen, 2021, pp. 89–92.
short: 'I. Haak, L. Gildehaus, M. Liebendörfer, in: Naturwissenschaftlicher Unterricht
Und Lehrerbildung Im Umbruch?, Universität Duisburg-Essen, 2021, pp. 89–92.'
date_created: 2023-01-18T22:31:03Z
date_updated: 2023-01-18T22:44:35Z
department:
- _id: '10'
page: 89–92
publication: Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?
publisher: Universität Duisburg-Essen
status: public
title: Genese und Funktionen von Lerngruppen in der Studieneingangsphase
type: conference
user_id: '30933'
year: '2021'
...
---
_id: '37473'
abstract:
- lang: eng
text: |-
Abstract
We investigated university students’ study of mathematics in the digital setting context of the COVID-19 pandemic. We gathered data from a survey of 89 students enrolled in a ‘Linear Algebra 1’ course including affective variables, learning strategies, social relatedness and resources considered useful. The results indicate students’ high effort and self-regulation and a high variation in affective characteristics and social relatedness. All the traditional aspects of mathematics teaching (lecture, tutorials and lecture notes) were rated as particularly useful. In addition, the videos from external resources were rated as equally useful as the teaching team’s videos. In contrast, traditional literature such as textbooks was rarely considered useful. The most useful resource rated was communication with peers, underlining the important role of social learning despite fully digital learning environments. Finally, a cluster analysis based on students’ rated usefulness of the resources led to three different user-types. Whereas the ‘digitals’ find the external digital resources very useful (videos, webpages, etc.), the ‘traditionalists’ rate the digitalized traditional resources best (lecture, tutorials, etc.). All resources receive uniformly good ratings from a third group (‘all resource users’). We reflect on our findings in light of the pandemic and describe directions for future research.
author:
- first_name: Leander
full_name: Kempen, Leander
last_name: Kempen
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
citation:
ama: 'Kempen L, Liebendörfer M. University students’ fully digital study of mathematics:
an identification of student-groups via their resources usage and a characterization
by personal and affective characteristics. Teaching Mathematics and its Applications:
An International Journal of the IMA. 2021;40(4):436-454. doi:10.1093/teamat/hrab020'
apa: 'Kempen, L., & Liebendörfer, M. (2021). University students’ fully digital
study of mathematics: an identification of student-groups via their resources
usage and a characterization by personal and affective characteristics. Teaching
Mathematics and Its Applications: An International Journal of the IMA, 40(4),
436–454. https://doi.org/10.1093/teamat/hrab020'
bibtex: '@article{Kempen_Liebendörfer_2021, title={University students’ fully digital
study of mathematics: an identification of student-groups via their resources
usage and a characterization by personal and affective characteristics}, volume={40},
DOI={10.1093/teamat/hrab020},
number={4}, journal={Teaching Mathematics and its Applications: An International
Journal of the IMA}, publisher={Oxford University Press (OUP)}, author={Kempen,
Leander and Liebendörfer, Michael}, year={2021}, pages={436–454} }'
chicago: 'Kempen, Leander, and Michael Liebendörfer. “University Students’ Fully
Digital Study of Mathematics: An Identification of Student-Groups via Their Resources
Usage and a Characterization by Personal and Affective Characteristics.” Teaching
Mathematics and Its Applications: An International Journal of the IMA 40,
no. 4 (2021): 436–54. https://doi.org/10.1093/teamat/hrab020.'
ieee: 'L. Kempen and M. Liebendörfer, “University students’ fully digital study
of mathematics: an identification of student-groups via their resources usage
and a characterization by personal and affective characteristics,” Teaching
Mathematics and its Applications: An International Journal of the IMA, vol.
40, no. 4, pp. 436–454, 2021, doi: 10.1093/teamat/hrab020.'
mla: 'Kempen, Leander, and Michael Liebendörfer. “University Students’ Fully Digital
Study of Mathematics: An Identification of Student-Groups via Their Resources
Usage and a Characterization by Personal and Affective Characteristics.” Teaching
Mathematics and Its Applications: An International Journal of the IMA, vol.
40, no. 4, Oxford University Press (OUP), 2021, pp. 436–54, doi:10.1093/teamat/hrab020.'
short: 'L. Kempen, M. Liebendörfer, Teaching Mathematics and Its Applications: An
International Journal of the IMA 40 (2021) 436–454.'
date_created: 2023-01-18T22:23:40Z
date_updated: 2023-01-18T22:49:44Z
department:
- _id: '10'
doi: 10.1093/teamat/hrab020
intvolume: ' 40'
issue: '4'
keyword:
- Education
- General Mathematics
language:
- iso: eng
page: 436-454
publication: 'Teaching Mathematics and its Applications: An International Journal
of the IMA'
publication_identifier:
issn:
- 0268-3679
- 1471-6976
publication_status: published
publisher: Oxford University Press (OUP)
status: public
title: 'University students’ fully digital study of mathematics: an identification
of student-groups via their resources usage and a characterization by personal and
affective characteristics'
type: journal_article
user_id: '30933'
volume: 40
year: '2021'
...