@misc{44635,
  author       = {{Eickelmann, Birgit and Drossel, Kerstin and Labusch, Amelie}},
  publisher    = {{Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen}},
  title        = {{{International Computer and Information Literacy Study 2018 (ICILS 2018) (Version 1)}}},
  year         = {{2022}},
}

@misc{46291,
  author       = {{Eickelmann, Birgit and Drossel, Kerstin and Labusch, Amelie}},
  publisher    = {{IQB – Institut zur Qualitätsentwicklung im Bildungswesen. }},
  title        = {{{ International Computer and Information Literacy Study 2018 (ICILS 2018) (Version 1) [Datensatz]}}},
  year         = {{2022}},
}

@article{38128,
  author       = {{Terhörst, Philipp and Bierbaum, Florian and Huber, Marco and Damer, Naser and Kirchbuchner, Florian and Raja, Kiran and Kuijper, Arjan}},
  journal      = {{International IEEE Joint Conference on Biometrics, IJCB 2022, Abu Dhabi, United Arab Emirates, October 10-13, 2022}},
  pages        = {{1–8}},
  publisher    = {{IEEE}},
  title        = {{{On the (Limited) Generalization of MasterFace Attacks and Its Relation to the Capacity of Face Representations}}},
  year         = {{2022}},
}

@inproceedings{38127,
  author       = {{Huber, Marco and Terhörst, Philipp and Kirchbuchner, Florian and Damer, Naser and Kuijper, Arjan}},
  booktitle    = {{2022 30th European Signal Processing Conference (EUSIPCO)}},
  pages        = {{1052--1056}},
  title        = {{{On Evaluating Pixel-Level Face Image Quality Assessment}}},
  year         = {{2022}},
}

@inproceedings{35674,
  abstract     = {{<jats:p>We report on our work with students in our data science courses, focusing on the analysis of students’ results. This study represents an in-depth analysis of students’ creation and documentation of machine learning models. The students were supported by educationally designed Jupyter Notebooks, which are used as worked examples. Using the worked example, students document their results in a so-called computational essay. We examine which aspects of creating computational essays are difficult for students to find out how worked examples should be designed to support students without being too prescriptive. We analyze the computational essays produced by students and draw consequences for redesigning our worked example.</jats:p>}},
  author       = {{Fleischer, Franz Yannik and Hüsing, Sven and Biehler, Rolf and Podworny, Susanne and Schulte, Carsten}},
  booktitle    = {{Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. Proceedings of the Eleventh International Conference on Teaching Statistics}},
  editor       = {{Peters, S. A. and Zapata-Cardona, L. and Bonafini, F. and Fan, A.}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Jupyter Notebooks for Teaching, Learning, and Doing Data Science}}},
  doi          = {{10.52041/iase.icots11.t10e3}},
  year         = {{2022}},
}

@article{35672,
  abstract     = {{<jats:p>This study examines modelling with machine learning. In the context of a yearlong data science course, the study explores how upper secondary students apply machine learning with Jupyter Notebooks and document the modelling process as a computational essay incorporating the different steps of the CRISP-DM cycle. The students’ work is based on a teaching module about decision trees in machine learning and a worked example of such a modelling process. The study outlines the students’ performance in carrying out the machine learning technically and reasoning about bias in the data, different data preparation steps, the application context, and the resulting decision model. Furthermore, the context of the study and the theoretical backgrounds are presented.</jats:p>}},
  author       = {{Fleischer, Franz Yannik and Biehler, Rolf and Schulte, Carsten}},
  issn         = {{1570-1824}},
  journal      = {{Statistics Education Research Journal}},
  keywords     = {{Education, Statistics and Probability}},
  number       = {{2}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks}}},
  doi          = {{10.52041/serj.v21i2.61}},
  volume       = {{21}},
  year         = {{2022}},
}

@inbook{55678,
  author       = {{Priesching, Nicole and Pahlke, Georg}},
  booktitle    = {{Lorenz Jaeger als Seelsorger}},
  isbn         = {{9783657795468}},
  pages        = {{1–21}},
  publisher    = {{Brill | Schöningh}},
  title        = {{{Einleitung}}},
  doi          = {{10.30965/9783657795468_002}},
  volume       = {{4}},
  year         = {{2022}},
}

@book{55675,
  editor       = {{Priesching, Nicole and Pahlke, Georg}},
  isbn         = {{9783657795468}},
  publisher    = {{Brill | Schöningh}},
  title        = {{{Lorenz Jaeger als Seelsorger}}},
  doi          = {{10.30965/9783657795468}},
  volume       = {{4}},
  year         = {{2022}},
}

@inbook{55680,
  author       = {{Priesching, Nicole and Kasprowski, Christian}},
  booktitle    = {{Lorenz Jaeger als Kirchenpolitiker}},
  isbn         = {{9783657791873}},
  pages        = {{1 -- 32}},
  publisher    = {{Brill | Schöningh}},
  title        = {{{Einleitung}}},
  doi          = {{10.30965/9783657791873_001}},
  year         = {{2022}},
}

@inbook{55682,
  author       = {{Priesching, Nicole and Pahlke, Georg}},
  booktitle    = {{Lorenz Jaeger als Seelsorger}},
  isbn         = {{9783657795468}},
  pages        = {{1 -- 21}},
  publisher    = {{Brill | Schöningh}},
  title        = {{{Einleitung}}},
  doi          = {{10.30965/9783657795468_001}},
  volume       = {{4}},
  year         = {{2022}},
}

@inbook{55690,
  author       = {{Priesching, Nicole}},
  booktitle    = {{Lorenz Jaeger als Seelsorger}},
  editor       = {{Priesching, Nicole and Georg, Pahlke}},
  isbn         = {{9783657795468}},
  pages        = {{69 -- 93 }},
  publisher    = {{Brill | Schöningh}},
  title        = {{{„Ich klage an!“ Pfarrer Heinrich Ostermann am 19. Dezember 1945 an Erzbischof Lorenz Jaeger}}},
  doi          = {{10.30965/9783657795468_005}},
  volume       = {{4}},
  year         = {{2022}},
}

@article{35112,
  abstract     = {{In der Mehrheit der deutschen Bundesländer ist ein Langzeitpraktikum (Praxissemester) Bestandteil der Lehramtsstudiengänge. Es zielt insbesondere darauf, Theorie und Praxis miteinander in Beziehung zu setzen. Trotz der gewichtigen Rolle, die den Mentor*innen dabei zugeschrieben wird, ist deren Perspektive noch wenig untersucht. Die empirisch auffindbaren Unterschiede in der Betreuung Studierender könnten u. a. auf unterschiedliche Vorstellungen von der Beziehung zwischen Theorie und Praxis seitens der Mentor*innen zurückzuführen sein. Diese Vorstellungen interessieren in der im Folgenden dargestellten explorativen Interviewstudie, deren Daten einer strukturierenden Inhaltsanalyse unterzogen wurden. Nachstehenden Forschungsfragen wird nachgegangen:

1) Sind die Mentor*innen auf die Aufgabe der Verknüpfung von Theorie und Praxis vorbereitet?

2) Werden in den Erzählungen der Mentor*innen zu gelingenden und misslingenden Betreuungserfahrungen Theorie-Praxis-Relationierungsfiguren sichtbar, wenn ja, welche und zeigen sich Bemühungen der Verknüpfung von Theorie und Praxis?

3) Werden in den Erzählungen der Mentor*innen zur eigenen Lerngeschichte Theorie-Praxis-Relationierungsfiguren sichtbar, wenn ja, welche und welche relative Rolle spielt das Ausbildungswissen aus Sicht der Mentor*innen für die Entwicklung ihres Könnens?

4) Welches Wissensverständnis der Mentor*innen zeigt sich in den Transkripten und welche Relevanz wird Wissen im Vergleich zu Erfahrung, Reflexion von Erfahrung und Persönlichkeit zugeschrieben?

Es zeigt sich, dass die Mentor*innen das Theorie-Praxis-Verhältnis in den Gesprächen selten thematisieren, die Begriffe „Wissen“ und „Können“ synonym verwenden und der Erfahrung für die Entwicklung von Können eine höhere Relevanz beimessen als dem didaktischen und pädagogischen Ausbildungswissen.
}},
  author       = {{Caruso, Carina and Neuweg, Georg Hans and Wagner, Michael  and Harteis, Christian}},
  journal      = {{Zeitschrift für Erziehungswissenschaft}},
  keywords     = {{Lehrer*innenbildung, Mentoring, Praxissemester, Professionalisierung, Theorie-Praxis-Relationierung / Teacher training, Mentoring, Internship, Professionalization, Theory-practice-relation}},
  publisher    = {{Springer }},
  title        = {{{Theorie-Praxis-Relationierung im Praxissemester: Die Perspektive der Mentor*innen.}}},
  doi          = {{10.1007/s11618-022-01123-x}},
  year         = {{2022}},
}

@inbook{55766,
  author       = {{Grössl, Johannes}},
  booktitle    = {{Die Bedeutung von Gläubigen für die Theologie}},
  editor       = {{Grössl, Johannes and Riegel, Ulrich}},
  isbn         = {{978-3-17-042595-8}},
  pages        = {{9--26 (mit Ulrich Riegel) und 95--114}},
  publisher    = {{Kohlhammer}},
  title        = {{{Die Theologie und ihre Akteure" & "Praktizierte Glaubensreflexion als Erkenntnisort der Theologie}}},
  year         = {{2022}},
}

@inbook{55769,
  author       = {{Grössl, Johannes}},
  booktitle    = {{Mit dem Herzen denken. Konturen einer leidenschaftlichen Theologie der Welt [FS Roman Siebenrock]}},
  editor       = {{Bauer, Christian and Eckholt, Margit and Gmainer-Pranzl, Franz  and Quast-Neulinger, Michaela}},
  isbn         = {{978-3-451-39165-1}},
  pages        = {{30--49}},
  publisher    = {{Herder}},
  title        = {{{Gottes Immanenz denken – auch im personalen Theismus?}}},
  year         = {{2022}},
}

@inbook{55768,
  author       = {{Grössl, Johannes}},
  booktitle    = {{Problemfall Offenbarung. Grund – Konzepte – Erkennbarkeit}},
  editor       = {{Nitsche, Bernhard and Remenyi, Matthias}},
  isbn         = {{978-3-451-39015-9}},
  pages        = {{413--433}},
  publisher    = {{Herder}},
  title        = {{{Erkenntnis durch Offenbarung als Gefahr für menschliche Autonomie?}}},
  year         = {{2022}},
}

@article{55767,
  author       = {{Grössl, Johannes and Kronau, Johannes}},
  issn         = {{0580-1400}},
  journal      = {{Münchner Zeitschrift für Katholische Theologie}},
  pages        = {{230--245}},
  title        = {{{Extra narrationem nulla salus. Perspektiven eines narrativitätstheoretischen Ansatzes für die christliche Soteriologie}}},
  volume       = {{73:3}},
  year         = {{2022}},
}

@inproceedings{55834,
  abstract     = {{Performance of music in the home was the means by which most works were received before the advent of audio recordings and broadcasts, yet the notation sources that form our primary record of this culture have not been the subject of comprehensive or methodical study. Choices made by arrangers adapting music for domestic consumption – of instrumentation, abbreviation, or simplification – reflect the musical life of the 19th century, and can inform our understanding alongside contemporary accounts such as newspapers, adverts, and diaries. This position paper gives the background, motivation, and proposed approach of research currently being undertaken within the Beethoven in the House project. This will include a study of Steiner editions of Beethoven’s 7th and 8th Symphonies and Wellingtons Sieg, making a detailed comparison between arrangements, systematically identifying a core common to multiple versions, and asking if this reflects the stated values of the publisher. A second survey will look for patterns across a larger sample of lesser-known and poorly catalogued scores, collating emergent indicators of arrangers’ motivations within a narrative of the domestic market – the music industry of its day. Both studies will innovate digital methods which characterise arrangements as music encodings, including ‘sparse’ approaches to notation and annotation.}},
  author       = {{Page, Kevin R. and Kepper, Johannes and Siegert, Christine and Hankinson, Andrew and Lewis, David}},
  booktitle    = {{Music Encoding Conference Proceedings 2021}},
  editor       = {{Münnich, Stefan and Rizo, David}},
  isbn         = {{978-84-13-02173-7}},
  keywords     = {{BitH, mec-proceedings, mec-proceedings-2021}},
  pages        = {{117–123}},
  publisher    = {{Humanities Commons}},
  title        = {{{Beethoven in the House: Digital Studies of Domestic Music Arrangements}}},
  doi          = {{10.17613/389b-xx73}},
  year         = {{2022}},
}

@inproceedings{55839,
  author       = {{Cox, Susanne and Kepper, Johannes}},
  booktitle    = {{Music Encoding Conference Proceedings 2021}},
  editor       = {{Münnich, Stefan and Rizo, David}},
  pages        = {{85–95}},
  publisher    = {{Humanities Commons}},
  title        = {{{Encoding Genetic Processes II}}},
  doi          = {{https://doi.org/10.17613/q6y4-9139}},
  year         = {{2022}},
}

@inproceedings{55830,
  author       = {{Lewis, David and Shibata, Elisabete and Saccomano, Mark and Rosendahl, Lisa and Kepper, Johannes and Hankinson, Andrew and Siegert, Christine and Page, Kevin}},
  booktitle    = {{9th International Conference on Digital Libraries for Musicology}},
  isbn         = {{978-1-4503-9668-4}},
  keywords     = {{BitH}},
  pages        = {{10–18}},
  publisher    = {{ACM}},
  title        = {{{A model for annotating musical versions and arrangements across multiple documents and media}}},
  doi          = {{10.1145/3543882.3543891}},
  year         = {{2022}},
}

@inproceedings{50286,
  author       = {{Daniel-Söltenfuß, Desiree and Hagemeier, Daniel and Ludolph, Fabian}},
  location     = {{Universität Paderborn}},
  title        = {{{Educational Management on regional levels. Implications for vocational education}}},
  year         = {{2022}},
}