TY - JOUR AU - Gerick, Julia AU - Bloh, Bea ID - 28047 TI - Erweiterter Gestaltungspielraum für Schulen. Welche Veränderungen beschreiben Schulleiterinnen und Schulleiter in ihrem beruflichen Selbstverständnis? VL - 10 ER - TY - CHAP AU - Anskeit, Nadine AU - Eickelmann, Birgit ED - Bonsen, Martin ED - Homeier, Wulf ED - Tschekan, Kerstin ED - Ubben, Lotta ID - 28114 T2 - Unterrichtsqualität sichern – Grundschule TI - Wiki-Einsatz im Deutschunterricht - Mit neuen Technologien kooperatives Lernen unterstützen ER - TY - DATA AU - Davis, Niki AU - Eickelmann, Birgit AU - Patru, Mariana AU - Schulz-Zander, Renate AU - Dzvimbo, Peter ID - 28116 TI - EduSummIT 2011: Restructuring educational systems to move into the digital age ER - TY - JOUR AU - Eickelmann, Birgit ID - 28117 IS - 1 JF - Journal for Educational Research Online/Journal für Bildungsforschung Online TI - Editorial. Technology to enhance learning: Problems and Promises VL - 3 ER - TY - JOUR AU - Lorenz, Ramonda AU - Kahnert, Julia AU - Eickelmann, Birgit AU - Bos, Wilfried ID - 28120 IS - 6 JF - Zeitschrift Schul-Management TI - Mehr Gerechtigkeit durch Zentralabitur? – Analysen einer Lehrerbefragung in NRW VL - 42 ER - TY - JOUR AU - Eickelmann, Birgit AU - Kahnert, Julia AU - Lorenz, Ramona AU - Bos, Wilfried ID - 28121 JF - SchulVerwaltung NRW TI - Das Zentralabitur in Nordrhein-Westfalen aus der Lehrerperspektive. Veränderungen für den Unterricht ER - TY - JOUR AU - Eickelmann, Birgit AU - Bos, Wilfried ID - 28122 IS - 4 JF - Zeitschrift Medienimpulse TI - Messung computer- und informationsbezogener Kompetenzen von Schülerinnen und Schülern als Schlüsselkompetenz im 21. Jahrhundert VL - 3 ER - TY - THES AB - This dissertation explores learner beliefs about pronunciation and their interaction with identity negotiations in a study-abroad context. Current research on studying abroad has experienced a wave of interest in learner-centered questions, gradually moving away from the narrow focus on students’ linguistic development. In particular, the effects of study abroad on learner identities have attracted attention, revealing the impact of the dispositions of individuals, as well as of interlocutors, on the language learning process. The realm of speaking, especially with regard to pronunciation research, however, has hardly benefited from this interest in the individual perspectives of sojourners. Existing studies merely measure the extent to which learners appropriate native-like accents, resulting in partly inconsistent findings with limited insight into individual learning processes and factors. I thus adopt a different focus by qualitatively investigating the interplay between sojourners’ beliefs about pronunciation and their identity constructions and negotiations. My research is based on five case studies of Canadian learners of German. Each research subject has attended a German university for one or two semesters. In applying narrative inquiry as a research tool for both the within- and cross-case analyses, I investigate participants’ accounts in interviews and e-journals, as conducted at different stages throughout the first sojourn term. Poststructuralist-constructivist conceptualizations of learner identities and beliefs guide the data analysis and interpretation. The results of the holistic and categorical content analyses give insight into the intricate relationship between beliefs about pronunciation and learners’ identity work. In their narratives, learners appear to actively use pronunciation as a tool to construct identity facets in correspondence to specific communities of practice, giving meaning to their investment in the sojourn experience. This process of mediating between different identity constructions appears to be highly complex and partially conflict-laden. The participants’ beliefs and reported learning behaviours are interconnected with their definitions of learning goals, which draw on native-speaker ideals to different extents and with varying results. These orientations are in turn related to the subjects’ degrees of critical language awareness, the latter a factor that appears to play a vital role in shaping the ability of learners to take advantage of learning opportunities. In assessing participants’ learning objectives and their readiness to reflect upon their beliefs and orientations, my study also sheds light on the influence of different learning factor constellations on intercultural learning. The results indicate that unidirectional cause-and-effect relationships cannot be drawn between learners’ beliefs about pronunciation and their abilities to approach their roles as intercultural speakers in sojourn environments. My study rather underlines the importance of illuminating individual learning experiences in their idiosyncrasies and complexities, which may lead to a stronger consideration of learners’ subjective stances in both research and teaching practice. The findings of my study suggest that the primary way that language pedagogy can thus foster the ability to engage in intercultural encounters is by helping learners to become aware of their subjective stances, their self-constructions, and the influence of those on the learning process. Therefore, developing the ability and willingness to critically reflect is crucial, especially with regard to pronunciation. In illuminating the intricate nature of learner beliefs and their influence on the learning process, my study demonstrates the importance of qualitative, emic research into the acquisition of L2 pronunciation. AU - Müller, Mareike ID - 28357 TI - Learners' identity negotiations and beliefs about pronunciation in study abroad contexts ER - TY - GEN AU - Böttger, Timm ID - 2872 TI - Bicriteria-Approximation für das k-Median-Clustering mit Bregman-Divergenzen ER - TY - BOOK AU - Aufenanger, Mark ID - 25878 TI - Situativ trainierte Regeln zur Ablaufsteuerung in Fertigungssystemen und ihre Integration in Simulationssysteme VL - 269 ER - TY - CHAP AU - Betz, Stefan ED - Betz, Stefan ID - 2606 T2 - Ausgewählte Probleme des Logistikmanagements TI - Internationale Standortwahl als strategisches Logistikproblem ER - TY - CHAP AU - Betz, Stefan ED - Betz, Stefan ID - 2607 T2 - Ausgewählte Probleme des Logistikmanagements TI - Bedarfsorientiertes Kapazitätsmanagement in Supply Chains ER - TY - BOOK AU - Brink, Volker ID - 26185 TI - Verfahren zur Entwicklung konsistenter Produkt- und Technologiestrategien VL - 280 ER - TY - THES AU - Pohl, Christopher ID - 26187 TI - Konfigurierbare Hardwarebeschleuniger für selbst-organisierende Karten VL - 285 ER - TY - THES AU - Dumitrescu, Roman ID - 26188 TI - Entwicklungssystematik zur Integration kognitiver Funktionen in fortgeschrittene mechatronische Systeme VL - 286 ER - TY - THES AU - Reyes Perez, Mariana ID - 26189 TI - A Specification Technique for the Conceptual Design of Manufacturing Systems VL - 291 ER - TY - THES AU - Krol, Rafal ID - 26194 TI - Eine Reduktionsmethode zur Ableitung elektromechanischer Ersatzmodelle für piezoelektrische Wandler unter Verwendung der Finite-Elemente- Methode (FEM). VL - 293 ER - TY - GEN ED - Gausemeier, Jürgen ED - Rammig, Franz-Josef ED - Schäfer, Wilhelm ED - Trächtler, Ansgar ID - 26195 TI - 8. Paderborner Workshop Entwurf mechatronischer Systeme VL - 294 ER - TY - GEN ED - Gausemeier, Jürgen ED - Grafe, Michael ED - Meyer auf der Heide, Friedhelm ID - 26196 TI - 10. Paderborner Workshop Augmented & Virtual Reality in der Produktentstehung VL - 295 ER - TY - THES AU - Pook, Sebastian ID - 26197 TI - Eine Methode zum Entwurf von Zielsystemen selbstoptimierender mechatronischer Systeme VL - 296 ER -