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ROCKER: A Refinement Operator for Key Discovery. <i>CoRR</i>, <i>abs/1705.04380</i>."},"year":"2017","title":"ROCKER: A Refinement Operator for Key Discovery","volume":"abs/1705.04380","author":[{"full_name":"Soru, Tommaso","last_name":"Soru","first_name":"Tommaso"},{"first_name":"Edgard","last_name":"Marx","full_name":"Marx, Edgard"},{"first_name":"Axel-Cyrille","id":"65716","full_name":"Ngonga Ngomo, Axel-Cyrille","last_name":"Ngonga Ngomo"}],"date_created":"2021-10-19T20:56:49Z","date_updated":"2022-01-06T06:57:22Z"},{"status":"public","publication":"CoRR","type":"journal_article","language":[{"iso":"eng"}],"user_id":"15526","_id":"26584","citation":{"apa":"Moussallem, D., Usbeck, R., Röder, M., &#38; Ngonga Ngomo, A.-C. (2017). MAG: A Multilingual, Knowledge-based Agnostic and Deterministic Entity Linking Approach. <i>CoRR</i>, <i>abs/1707.05288</i>.","bibtex":"@article{Moussallem_Usbeck_Röder_Ngonga Ngomo_2017, title={MAG: A Multilingual, Knowledge-based Agnostic and Deterministic Entity Linking Approach}, volume={abs/1707.05288}, journal={CoRR}, author={Moussallem, Diego and Usbeck, Ricardo and Röder, Michael and Ngonga Ngomo, Axel-Cyrille}, year={2017} }","short":"D. Moussallem, R. Usbeck, M. Röder, A.-C. Ngonga Ngomo, CoRR abs/1707.05288 (2017).","mla":"Moussallem, Diego, et al. “MAG: A Multilingual, Knowledge-Based Agnostic and Deterministic Entity Linking Approach.” <i>CoRR</i>, vol. abs/1707.05288, 2017.","ama":"Moussallem D, Usbeck R, Röder M, Ngonga Ngomo A-C. MAG: A Multilingual, Knowledge-based Agnostic and Deterministic Entity Linking Approach. <i>CoRR</i>. 2017;abs/1707.05288.","ieee":"D. Moussallem, R. Usbeck, M. Röder, and A.-C. 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Speck, CoRR abs/1710.08691 (2017).","bibtex":"@article{Ngonga Ngomo_Röder_Moussallem_Usbeck_Speck_2017, title={Automatic Generation of Benchmarks for Entity Recognition and Linking}, volume={abs/1710.08691}, journal={CoRR}, author={Ngonga Ngomo, Axel-Cyrille and Röder, Michael and Moussallem, Diego and Usbeck, Ricardo and Speck, René}, year={2017} }","apa":"Ngonga Ngomo, A.-C., Röder, M., Moussallem, D., Usbeck, R., &#38; Speck, R. (2017). Automatic Generation of Benchmarks for Entity Recognition and Linking. <i>CoRR</i>, <i>abs/1710.08691</i>.","ama":"Ngonga Ngomo A-C, Röder M, Moussallem D, Usbeck R, Speck R. Automatic Generation of Benchmarks for Entity Recognition and Linking. <i>CoRR</i>. 2017;abs/1710.08691.","ieee":"A.-C. Ngonga Ngomo, M. Röder, D. Moussallem, R. Usbeck, and R. Speck, “Automatic Generation of Benchmarks for Entity Recognition and Linking,” <i>CoRR</i>, vol. abs/1710.08691, 2017.","chicago":"Ngonga Ngomo, Axel-Cyrille, Michael Röder, Diego Moussallem, Ricardo Usbeck, and René Speck. “Automatic Generation of Benchmarks for Entity Recognition and Linking.” <i>CoRR</i> abs/1710.08691 (2017)."},"title":"Automatic Generation of Benchmarks for Entity Recognition and Linking","date_updated":"2022-01-06T06:57:22Z","volume":"abs/1710.08691","date_created":"2021-10-19T20:58:48Z","author":[{"first_name":"Axel-Cyrille","last_name":"Ngonga Ngomo","full_name":"Ngonga Ngomo, Axel-Cyrille","id":"65716"},{"first_name":"Michael","last_name":"Röder","full_name":"Röder, Michael"},{"full_name":"Moussallem, Diego","last_name":"Moussallem","first_name":"Diego"},{"full_name":"Usbeck, Ricardo","last_name":"Usbeck","first_name":"Ricardo"},{"first_name":"René","full_name":"Speck, René","last_name":"Speck"}],"status":"public","publication":"CoRR","type":"journal_article","language":[{"iso":"eng"}],"_id":"26586","user_id":"15526"},{"year":"2017","citation":{"chicago":"Soru, Tommaso, Diego Esteves, Edgard Marx, and Axel-Cyrille Ngonga Ngomo. “Mandolin: A Knowledge Discovery Framework for the Web of Data.” <i>CoRR</i> abs/1711.01283 (2017).","ieee":"T. Soru, D. Esteves, E. Marx, and A.-C. Ngonga Ngomo, “Mandolin: A Knowledge Discovery Framework for the Web of Data,” <i>CoRR</i>, vol. abs/1711.01283, 2017.","ama":"Soru T, Esteves D, Marx E, Ngonga Ngomo A-C. Mandolin: A Knowledge Discovery Framework for the Web of Data. <i>CoRR</i>. 2017;abs/1711.01283.","short":"T. Soru, D. Esteves, E. Marx, A.-C. Ngonga Ngomo, CoRR abs/1711.01283 (2017).","bibtex":"@article{Soru_Esteves_Marx_Ngonga Ngomo_2017, title={Mandolin: A Knowledge Discovery Framework for the Web of Data}, volume={abs/1711.01283}, journal={CoRR}, author={Soru, Tommaso and Esteves, Diego and Marx, Edgard and Ngonga Ngomo, Axel-Cyrille}, year={2017} }","mla":"Soru, Tommaso, et al. “Mandolin: A Knowledge Discovery Framework for the Web of Data.” <i>CoRR</i>, vol. abs/1711.01283, 2017.","apa":"Soru, T., Esteves, D., Marx, E., &#38; Ngonga Ngomo, A.-C. (2017). Mandolin: A Knowledge Discovery Framework for the Web of Data. <i>CoRR</i>, <i>abs/1711.01283</i>."},"title":"Mandolin: A Knowledge Discovery Framework for the Web of Data","date_updated":"2022-01-06T06:57:22Z","date_created":"2021-10-19T20:59:36Z","author":[{"last_name":"Soru","full_name":"Soru, Tommaso","first_name":"Tommaso"},{"full_name":"Esteves, Diego","last_name":"Esteves","first_name":"Diego"},{"first_name":"Edgard","last_name":"Marx","full_name":"Marx, Edgard"},{"full_name":"Ngonga Ngomo, Axel-Cyrille","id":"65716","last_name":"Ngonga Ngomo","first_name":"Axel-Cyrille"}],"volume":"abs/1711.01283","status":"public","type":"journal_article","publication":"CoRR","language":[{"iso":"eng"}],"_id":"26587","user_id":"15526"},{"language":[{"iso":"eng"}],"user_id":"15526","_id":"26588","status":"public","publication":"CoRR","type":"journal_article","title":"Machine Translation Using Semantic Web Technologies: A Survey","volume":"abs/1711.09476","author":[{"last_name":"Moussallem","full_name":"Moussallem, Diego","first_name":"Diego"},{"first_name":"Matthias","last_name":"Wauer","full_name":"Wauer, Matthias"},{"last_name":"Ngonga Ngomo","id":"65716","full_name":"Ngonga Ngomo, Axel-Cyrille","first_name":"Axel-Cyrille"}],"date_created":"2021-10-19T21:00:17Z","date_updated":"2022-01-06T06:57:22Z","citation":{"bibtex":"@article{Moussallem_Wauer_Ngonga Ngomo_2017, title={Machine Translation Using Semantic Web Technologies: A Survey}, volume={abs/1711.09476}, journal={CoRR}, author={Moussallem, Diego and Wauer, Matthias and Ngonga Ngomo, Axel-Cyrille}, year={2017} }","short":"D. Moussallem, M. Wauer, A.-C. Ngonga Ngomo, CoRR abs/1711.09476 (2017).","mla":"Moussallem, Diego, et al. “Machine Translation Using Semantic Web Technologies: A Survey.” <i>CoRR</i>, vol. abs/1711.09476, 2017.","apa":"Moussallem, D., Wauer, M., &#38; Ngonga Ngomo, A.-C. (2017). Machine Translation Using Semantic Web Technologies: A Survey. <i>CoRR</i>, <i>abs/1711.09476</i>.","ama":"Moussallem D, Wauer M, Ngonga Ngomo A-C. Machine Translation Using Semantic Web Technologies: A Survey. <i>CoRR</i>. 2017;abs/1711.09476.","ieee":"D. Moussallem, M. Wauer, and A.-C. 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In: <i>Proceedings of the 38th International Conference on Information Systems (ICIS)</i>. Seoul, South Korea; 2017.","chicago":"Görzen, Thomas. “‘What Is It Good for - Absolutely Nothing?’ Exploring the Influence of Task Meaning on Creativity in Crowdsourcing.” In <i>Proceedings of the 38th International Conference on Information Systems (ICIS)</i>. Seoul, South Korea, 2017.","ieee":"T. Görzen, “‘What is it Good for - Absolutely Nothing?’ Exploring the Influence of Task Meaning on Creativity in Crowdsourcing,” in <i>Proceedings of the 38th International Conference on Information Systems (ICIS)</i>, Seoul, South Korea, 2017.","short":"T. Görzen, in: Proceedings of the 38th International Conference on Information Systems (ICIS), Seoul, South Korea, 2017.","mla":"Görzen, Thomas. “‘What Is It Good for - Absolutely Nothing?’ Exploring the Influence of Task Meaning on Creativity in Crowdsourcing.” <i>Proceedings of the 38th International Conference on Information Systems (ICIS)</i>, 2017.","bibtex":"@inproceedings{Görzen_2017, place={Seoul, South Korea}, title={“What is it Good for - Absolutely Nothing?” Exploring the Influence of Task Meaning on Creativity in Crowdsourcing}, booktitle={Proceedings of the 38th International Conference on Information Systems (ICIS)}, author={Görzen, Thomas}, year={2017} }","apa":"Görzen, T. (2017). “What is it Good for - Absolutely Nothing?” Exploring the Influence of Task Meaning on Creativity in Crowdsourcing. In <i>Proceedings of the 38th International Conference on Information Systems (ICIS)</i>. Seoul, South Korea."},"year":"2017","place":"Seoul, South Korea","publication_status":"published"},{"intvolume":"         9","page":"36-51","citation":{"apa":"Hellmich, F., Hoya, F. K., Görel, G., &#38; Schwab, S. (2017). Unter welchen Voraussetzungen kooperieren Grundschullehrkräfte im inklusiven Unterricht? Eine Studie zu den Bedingungen der Kooperationsbereitschaft von Grundschullehrerinnen und -lehrern im inklusiven Unterricht. <i>Empirische Sonderpädagogik</i>, <i>9</i>(1), 36–51. <a href=\"https://doi.org/10.25656/01:14874\">https://doi.org/10.25656/01:14874</a>","short":"F. Hellmich, F.K. Hoya, G. Görel, S. Schwab, Empirische Sonderpädagogik 9 (2017) 36–51.","bibtex":"@article{Hellmich_Hoya_Görel_Schwab_2017, title={Unter welchen Voraussetzungen kooperieren Grundschullehrkräfte im inklusiven Unterricht? Eine Studie zu den Bedingungen der Kooperationsbereitschaft von Grundschullehrerinnen und -lehrern im inklusiven Unterricht}, volume={9}, DOI={<a href=\"https://doi.org/10.25656/01:14874\">10.25656/01:14874</a>}, number={1}, journal={Empirische Sonderpädagogik}, author={Hellmich, Frank and Hoya, Fabian Karl and Görel, Gamze and Schwab, Susanne}, year={2017}, pages={36–51} }","mla":"Hellmich, Frank, et al. “Unter welchen Voraussetzungen kooperieren Grundschullehrkräfte im inklusiven Unterricht? Eine Studie zu den Bedingungen der Kooperationsbereitschaft von Grundschullehrerinnen und -lehrern im inklusiven Unterricht.” <i>Empirische Sonderpädagogik</i>, vol. 9, no. 1, 2017, pp. 36–51, doi:<a href=\"https://doi.org/10.25656/01:14874\">10.25656/01:14874</a>.","chicago":"Hellmich, Frank, Fabian Karl Hoya, Gamze Görel, and Susanne Schwab. “Unter welchen Voraussetzungen kooperieren Grundschullehrkräfte im inklusiven Unterricht? Eine Studie zu den Bedingungen der Kooperationsbereitschaft von Grundschullehrerinnen und -lehrern im inklusiven Unterricht.” <i>Empirische Sonderpädagogik</i> 9, no. 1 (2017): 36–51. <a href=\"https://doi.org/10.25656/01:14874\">https://doi.org/10.25656/01:14874</a>.","ieee":"F. Hellmich, F. K. Hoya, G. Görel, and S. Schwab, “Unter welchen Voraussetzungen kooperieren Grundschullehrkräfte im inklusiven Unterricht? Eine Studie zu den Bedingungen der Kooperationsbereitschaft von Grundschullehrerinnen und -lehrern im inklusiven Unterricht,” <i>Empirische Sonderpädagogik</i>, vol. 9, no. 1, pp. 36–51, 2017, doi: <a href=\"https://doi.org/10.25656/01:14874\">10.25656/01:14874</a>.","ama":"Hellmich F, Hoya FK, Görel G, Schwab S. Unter welchen Voraussetzungen kooperieren Grundschullehrkräfte im inklusiven Unterricht? Eine Studie zu den Bedingungen der Kooperationsbereitschaft von Grundschullehrerinnen und -lehrern im inklusiven Unterricht. <i>Empirische Sonderpädagogik</i>. 2017;9(1):36-51. doi:<a href=\"https://doi.org/10.25656/01:14874\">10.25656/01:14874</a>"},"year":"2017","issue":"1","doi":"10.25656/01:14874","title":"Unter welchen Voraussetzungen kooperieren Grundschullehrkräfte im inklusiven Unterricht? Eine Studie zu den Bedingungen der Kooperationsbereitschaft von Grundschullehrerinnen und -lehrern im inklusiven Unterricht","volume":9,"author":[{"first_name":"Frank","last_name":"Hellmich","full_name":"Hellmich, Frank","id":"26282"},{"first_name":"Fabian Karl","last_name":"Hoya","full_name":"Hoya, Fabian Karl","id":"10600"},{"last_name":"Görel","id":"13345","full_name":"Görel, Gamze","first_name":"Gamze"},{"last_name":"Schwab","full_name":"Schwab, Susanne","first_name":"Susanne"}],"date_created":"2021-10-21T07:31:42Z","date_updated":"2022-01-06T06:57:24Z","status":"public","abstract":[{"text":"Als wichtige Bedingungen für die Realisierung inklusiven Unterrichts in der Grundschule gelten Kooperationen von Grund- und Sonderschullehrkräften. Bislang ist wenig darüber bekannt, unter welchen Voraussetzungen Grundschullehrkräfte Bereitschaft zur Kooperation im inklusiven Unterricht zeigen. Vor diesem Hintergrund haben wir 168 Grundschullehrkräfte einerseits zu ihrer Kooperationsbereitschaft im inklusiven Unterricht und andererseits zu ihren Einstellungen zur Inklusion und zur Teamarbeit, ihren Erfahrungen aus dem integrativen bzw. inklusiven Unterricht sowie ihren Selbstwirksamkeitsüberzeugungen für die Gestaltung des inklusiven Unterrichts befragt. Die Ergebnisse aus einem Strukturgleichungsmodell geben Hinweise auf die Bedeutungen der Einstellungen zur Teamarbeit und der Erfahrungen aus dem integrativen bzw. inklusiven Unterricht für die Kooperationsbereitschaft der Grundschullehrkräfte. (DIPF/Orig.)","lang":"eng"},{"text":"Cooperation between primary school teachers and special education teachers is an important prerequisite in inclusive education. Until now, little is known about the willingness of primary school teachers to cooperate with special education teachers in inclusive schools. Therefore, we investigated 168 primary school teachers’ willingness to cooperate in inclusive education, their attitudes towards inclusion, their experiences in joint education of students with and without special educational needs, their self-efficacy beliefs and their attitudes regarding teamwork. The results of a structural equation model illustrate the importance of attitudes regarding teamwork and primary school teachers’ experiences in joint education of students with and without special educational needs for their willingness to cooperate in inclusive education. (DIPF/Orig.)","lang":"eng"}],"publication":"Empirische Sonderpädagogik","type":"journal_article","language":[{"iso":"ger"}],"department":[{"_id":"460"}],"user_id":"57672","_id":"26642"},{"year":"2017","place":"Wiesbaden","citation":{"apa":"Hellmich, F., Görel, G., &#38; Schwab, S. (2017). Motivation für die Beschäftigung mit Inklusion während des Studiums bei Studierenden des Lehramts an Grundschulen. In S. Miller, B. Holler-Nowitzki, B. Kottmann, S. Lesemann, B. Letmathe-Henkel, N. Meyer , R. Schroeder, &#38; K. Velten (Eds.), <i>Profession und Disziplin - Grundschulpädagogik im Diskurs</i> (Vol. 22, pp. 282–288). Springer VS. <a href=\"https://doi.org/10.1007/978-3-658-13502-7_35\">https://doi.org/10.1007/978-3-658-13502-7_35</a>","bibtex":"@inbook{Hellmich_Görel_Schwab_2017, place={Wiesbaden}, title={Motivation für die Beschäftigung mit Inklusion während des Studiums bei Studierenden des Lehramts an Grundschulen}, volume={22}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-13502-7_35\">10.1007/978-3-658-13502-7_35</a>}, booktitle={Profession und Disziplin - Grundschulpädagogik im Diskurs}, publisher={Springer VS}, author={Hellmich, Frank and Görel, Gamze and Schwab, Susanne}, editor={Miller, Susanne  and Holler-Nowitzki, Birgit  and Kottmann, Brigitte  and Lesemann, Svenja  and Letmathe-Henkel, Birte  and Meyer , Nikolas  and Schroeder, René  and Velten, Katrin }, year={2017}, pages={282–288} }","mla":"Hellmich, Frank, et al. “Motivation für die Beschäftigung mit Inklusion während des Studiums bei Studierenden des Lehramts an Grundschulen.” <i>Profession und Disziplin - Grundschulpädagogik im Diskurs</i>, edited by Susanne  Miller et al., vol. 22, Springer VS, 2017, pp. 282–88, doi:<a href=\"https://doi.org/10.1007/978-3-658-13502-7_35\">10.1007/978-3-658-13502-7_35</a>.","short":"F. Hellmich, G. Görel, S. Schwab, in: S. Miller, B. Holler-Nowitzki, B. Kottmann, S. Lesemann, B. Letmathe-Henkel, N. Meyer , R. Schroeder, K. Velten (Eds.), Profession und Disziplin - Grundschulpädagogik im Diskurs, Springer VS, Wiesbaden, 2017, pp. 282–288.","ama":"Hellmich F, Görel G, Schwab S. Motivation für die Beschäftigung mit Inklusion während des Studiums bei Studierenden des Lehramts an Grundschulen. In: Miller S, Holler-Nowitzki B, Kottmann B, et al., eds. <i>Profession und Disziplin - Grundschulpädagogik im Diskurs</i>. Vol 22. Springer VS; 2017:282-288. doi:<a href=\"https://doi.org/10.1007/978-3-658-13502-7_35\">10.1007/978-3-658-13502-7_35</a>","chicago":"Hellmich, Frank, Gamze Görel, and Susanne Schwab. “Motivation für die Beschäftigung mit Inklusion während des Studiums bei Studierenden des Lehramts an Grundschulen.” In <i>Profession und Disziplin - Grundschulpädagogik im Diskurs</i>, edited by Susanne  Miller, Birgit  Holler-Nowitzki, Brigitte  Kottmann, Svenja  Lesemann, Birte  Letmathe-Henkel, Nikolas  Meyer , René  Schroeder, and Katrin  Velten, 22:282–88. Wiesbaden: Springer VS, 2017. <a href=\"https://doi.org/10.1007/978-3-658-13502-7_35\">https://doi.org/10.1007/978-3-658-13502-7_35</a>.","ieee":"F. Hellmich, G. Görel, and S. Schwab, “Motivation für die Beschäftigung mit Inklusion während des Studiums bei Studierenden des Lehramts an Grundschulen,” in <i>Profession und Disziplin - Grundschulpädagogik im Diskurs</i>, vol. 22, S. Miller, B. Holler-Nowitzki, B. Kottmann, S. Lesemann, B. Letmathe-Henkel, N. Meyer , R. Schroeder, and K. Velten, Eds. Wiesbaden: Springer VS, 2017, pp. 282–288."},"intvolume":"        22","page":"282-288","publication_status":"published","title":"Motivation für die Beschäftigung mit Inklusion während des Studiums bei Studierenden des Lehramts an Grundschulen","doi":"10.1007/978-3-658-13502-7_35","publisher":"Springer VS","date_updated":"2022-01-06T06:57:24Z","author":[{"full_name":"Hellmich, Frank","id":"26282","last_name":"Hellmich","first_name":"Frank"},{"first_name":"Gamze","full_name":"Görel, Gamze","id":"13345","last_name":"Görel"},{"full_name":"Schwab, Susanne","last_name":"Schwab","first_name":"Susanne"}],"date_created":"2021-10-21T07:35:56Z","volume":22,"editor":[{"last_name":"Miller","full_name":"Miller, Susanne ","first_name":"Susanne "},{"last_name":"Holler-Nowitzki","full_name":"Holler-Nowitzki, Birgit ","first_name":"Birgit "},{"first_name":"Brigitte ","last_name":"Kottmann","full_name":"Kottmann, Brigitte "},{"last_name":"Lesemann","full_name":"Lesemann, Svenja ","first_name":"Svenja "},{"full_name":"Letmathe-Henkel, Birte ","last_name":"Letmathe-Henkel","first_name":"Birte "},{"first_name":"Nikolas ","full_name":"Meyer , Nikolas ","last_name":"Meyer "},{"last_name":"Schroeder","full_name":"Schroeder, René ","first_name":"René "},{"first_name":"Katrin ","full_name":"Velten, Katrin ","last_name":"Velten"}],"status":"public","type":"book_chapter","publication":"Profession und Disziplin - Grundschulpädagogik im Diskurs","language":[{"iso":"ger"}],"_id":"26643","user_id":"57672","department":[{"_id":"460"}]},{"language":[{"iso":"ger"}],"department":[{"_id":"460"}],"user_id":"57672","_id":"26646","status":"public","editor":[{"last_name":"Laubenstein","full_name":"Laubenstein, Désirée ","first_name":"Désirée "},{"first_name":"David ","full_name":"Scheer , David ","last_name":"Scheer "}],"publication":"Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik","type":"book_chapter","title":"Erfahrungen, Einstellungen und Motivation von Studierenden des Grundschullehramts in Hinblick auf den inklusiven Unterricht.","date_created":"2021-10-21T07:50:15Z","author":[{"first_name":"Gamze","last_name":"Görel","id":"13345","full_name":"Görel, Gamze"},{"last_name":"Hellmich","id":"26282","full_name":"Hellmich, Frank","first_name":"Frank"}],"publisher":"Klinkhardt","date_updated":"2022-01-06T06:57:24Z","page":"143-150","citation":{"short":"G. Görel, F. Hellmich, in: D. Laubenstein, D. Scheer  (Eds.), Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik, Klinkhardt, Bad Heilbrunn, 2017, pp. 143–150.","bibtex":"@inbook{Görel_Hellmich_2017, place={Bad Heilbrunn}, title={Erfahrungen, Einstellungen und Motivation von Studierenden des Grundschullehramts in Hinblick auf den inklusiven Unterricht.}, booktitle={Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik}, publisher={Klinkhardt}, author={Görel, Gamze and Hellmich, Frank}, editor={Laubenstein, Désirée  and Scheer , David }, year={2017}, pages={143–150} }","mla":"Görel, Gamze, and Frank Hellmich. “Erfahrungen, Einstellungen und Motivation von Studierenden des Grundschullehramts in Hinblick auf den inklusiven Unterricht.” <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i>, edited by Désirée  Laubenstein and David  Scheer , Klinkhardt, 2017, pp. 143–50.","apa":"Görel, G., &#38; Hellmich, F. (2017). Erfahrungen, Einstellungen und Motivation von Studierenden des Grundschullehramts in Hinblick auf den inklusiven Unterricht. In D. Laubenstein &#38; D. Scheer  (Eds.), <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i> (pp. 143–150). Klinkhardt.","chicago":"Görel, Gamze, and Frank Hellmich. “Erfahrungen, Einstellungen und Motivation von Studierenden des Grundschullehramts in Hinblick auf den inklusiven Unterricht.” In <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i>, edited by Désirée  Laubenstein and David  Scheer , 143–50. Bad Heilbrunn: Klinkhardt, 2017.","ieee":"G. Görel and F. Hellmich, “Erfahrungen, Einstellungen und Motivation von Studierenden des Grundschullehramts in Hinblick auf den inklusiven Unterricht.,” in <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i>, D. Laubenstein and D. Scheer , Eds. Bad Heilbrunn: Klinkhardt, 2017, pp. 143–150.","ama":"Görel G, Hellmich F. Erfahrungen, Einstellungen und Motivation von Studierenden des Grundschullehramts in Hinblick auf den inklusiven Unterricht. In: Laubenstein D, Scheer  D, eds. <i>Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik</i>. Klinkhardt; 2017:143-150."},"year":"2017","place":"Bad Heilbrunn","publication_identifier":{"isbn":["978-3-7815-2200-8"]}},{"issue":"3","publication_identifier":{"issn":["1471-3802"]},"publication_status":"published","intvolume":"        17","page":"205-217","citation":{"ama":"Schwab S, Hellmich F, Görel G. Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education. <i>Journal of Research in Special Educational Needs</i>. 2017;17(3):205-217. doi:<a href=\"https://doi.org/10.1111/1471-3802.12379\">10.1111/1471-3802.12379</a>","chicago":"Schwab, Susanne, Frank Hellmich, and Gamze Görel. “Self-Efficacy of Prospective Austrian and German Primary School Teachers Regarding the Implementation of Inclusive Education.” <i>Journal of Research in Special Educational Needs</i> 17, no. 3 (2017): 205–17. <a href=\"https://doi.org/10.1111/1471-3802.12379\">https://doi.org/10.1111/1471-3802.12379</a>.","ieee":"S. Schwab, F. Hellmich, and G. Görel, “Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education,” <i>Journal of Research in Special Educational Needs</i>, vol. 17, no. 3, pp. 205–217, 2017, doi: <a href=\"https://doi.org/10.1111/1471-3802.12379\">10.1111/1471-3802.12379</a>.","bibtex":"@article{Schwab_Hellmich_Görel_2017, title={Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education}, volume={17}, DOI={<a href=\"https://doi.org/10.1111/1471-3802.12379\">10.1111/1471-3802.12379</a>}, number={3}, journal={Journal of Research in Special Educational Needs}, author={Schwab, Susanne and Hellmich, Frank and Görel, Gamze}, year={2017}, pages={205–217} }","mla":"Schwab, Susanne, et al. “Self-Efficacy of Prospective Austrian and German Primary School Teachers Regarding the Implementation of Inclusive Education.” <i>Journal of Research in Special Educational Needs</i>, vol. 17, no. 3, 2017, pp. 205–17, doi:<a href=\"https://doi.org/10.1111/1471-3802.12379\">10.1111/1471-3802.12379</a>.","short":"S. Schwab, F. Hellmich, G. Görel, Journal of Research in Special Educational Needs 17 (2017) 205–217.","apa":"Schwab, S., Hellmich, F., &#38; Görel, G. (2017). Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education. <i>Journal of Research in Special Educational Needs</i>, <i>17</i>(3), 205–217. <a href=\"https://doi.org/10.1111/1471-3802.12379\">https://doi.org/10.1111/1471-3802.12379</a>"},"year":"2017","volume":17,"author":[{"full_name":"Schwab, Susanne","last_name":"Schwab","first_name":"Susanne"},{"id":"26282","full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"},{"id":"13345","full_name":"Görel, Gamze","last_name":"Görel","first_name":"Gamze"}],"date_created":"2021-10-21T07:50:54Z","date_updated":"2022-01-06T06:57:24Z","doi":"10.1111/1471-3802.12379","title":"Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education","publication":"Journal of Research in Special Educational Needs","type":"journal_article","status":"public","department":[{"_id":"460"}],"user_id":"57672","_id":"26647","language":[{"iso":"eng"}]},{"title":"Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule","publisher":"Kohlhammer","date_updated":"2022-01-06T06:57:24Z","date_created":"2021-10-21T07:56:22Z","author":[{"last_name":"Hellmich","full_name":"Hellmich, Frank","id":"26282","first_name":"Frank"},{"first_name":"Marwin Felix","last_name":"Löper","id":"26693","full_name":"Löper, Marwin Felix"},{"id":"13345","full_name":"Görel, Gamze","last_name":"Görel","first_name":"Gamze"},{"last_name":"Pfahl","full_name":"Pfahl, Rebecca","first_name":"Rebecca"}],"year":"2017","place":"Stuttgart","citation":{"apa":"Hellmich, F., Löper, M. F., Görel, G., &#38; Pfahl, R. (2017). Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule. In F. Hellmich &#38; E. Blumberg (Eds.), <i>Inklusiver Unterricht in der Grundschule</i> (pp. 98–121). Kohlhammer.","mla":"Hellmich, Frank, et al. “Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule.” <i>Inklusiver Unterricht in der Grundschule</i>, edited by Frank Hellmich and Eva Blumberg, Kohlhammer, 2017, pp. 98–121.","bibtex":"@inbook{Hellmich_Löper_Görel_Pfahl_2017, place={Stuttgart}, title={Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule}, booktitle={Inklusiver Unterricht in der Grundschule}, publisher={Kohlhammer}, author={Hellmich, Frank and Löper, Marwin Felix and Görel, Gamze and Pfahl, Rebecca}, editor={Hellmich, Frank and Blumberg, Eva}, year={2017}, pages={98–121} }","short":"F. Hellmich, M.F. Löper, G. Görel, R. Pfahl, in: F. Hellmich, E. Blumberg (Eds.), Inklusiver Unterricht in der Grundschule, Kohlhammer, Stuttgart, 2017, pp. 98–121.","ama":"Hellmich F, Löper MF, Görel G, Pfahl R. Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule. In: Hellmich F, Blumberg E, eds. <i>Inklusiver Unterricht in der Grundschule</i>. Kohlhammer; 2017:98-121.","ieee":"F. Hellmich, M. F. Löper, G. Görel, and R. Pfahl, “Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule,” in <i>Inklusiver Unterricht in der Grundschule</i>, F. Hellmich and E. Blumberg, Eds. Stuttgart: Kohlhammer, 2017, pp. 98–121.","chicago":"Hellmich, Frank, Marwin Felix Löper, Gamze Görel, and Rebecca Pfahl. “Einstellungen von Kindern gegenüber Peers mit sonderpädagogischem Förderbedarf als Bedingungen der sozialen Partizipation im inklusiven Unterricht der Grundschule.” In <i>Inklusiver Unterricht in der Grundschule</i>, edited by Frank Hellmich and Eva Blumberg, 98–121. Stuttgart: Kohlhammer, 2017."},"page":"98-121","publication_identifier":{"unknown":["978-3-17-025999-7"]},"language":[{"iso":"ger"}],"_id":"26648","user_id":"57672","department":[{"_id":"460"}],"editor":[{"first_name":"Frank","full_name":"Hellmich, Frank","last_name":"Hellmich"},{"full_name":"Blumberg, Eva","last_name":"Blumberg","first_name":"Eva"}],"status":"public","type":"book_chapter","publication":"Inklusiver Unterricht in der Grundschule"},{"_id":"26674","department":[{"_id":"460"}],"user_id":"57672","language":[{"iso":"eng"}],"publication":"Zeitschrift für Psychologie","type":"journal_article","abstract":[{"text":"<jats:p> Abstract. Parents’ and teachers’ effort feedback is considered to be an important prerequisite for children’s implicit theories of intelligence and their academic self-concepts as well as for their learning and achievement motivation. Therefore, our study examines whether differences in N = 685 primary school students’ implicit theories, their reading self-concepts, and their reading motivation can be predicted by their perceptions of their parents’ and teachers’ effort feedback on reading processes. The results of a structural equation model show that children’s perceptions of their parents’ effort feedback predict their implicit theories, their reading self-concepts, and their reading motivation. The correlation between children’s perceived parental effort feedback and their intrinsic reading motivation is mediated by their implicit theories. Children’s implicit theories and their reading motivation cannot be predicted by their perceptions of their teachers’ effort feedback. </jats:p>","lang":"eng"}],"status":"public","date_updated":"2022-01-06T06:57:25Z","volume":225,"author":[{"first_name":"Frank","last_name":"Hellmich","id":"26282","full_name":"Hellmich, Frank"},{"first_name":"Fabian Karl","last_name":"Hoya","full_name":"Hoya, Fabian Karl","id":"10600"}],"date_created":"2021-10-21T11:13:30Z","title":"Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback","doi":"10.1027/2151-2604/a000288","publication_identifier":{"issn":["2190-8370","2151-2604"]},"publication_status":"published","issue":"2","year":"2017","page":"117-126","intvolume":"       225","citation":{"bibtex":"@article{Hellmich_Hoya_2017, title={Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback}, volume={225}, DOI={<a href=\"https://doi.org/10.1027/2151-2604/a000288\">10.1027/2151-2604/a000288</a>}, number={2}, journal={Zeitschrift für Psychologie}, author={Hellmich, Frank and Hoya, Fabian Karl}, year={2017}, pages={117–126} }","short":"F. Hellmich, F.K. Hoya, Zeitschrift Für Psychologie 225 (2017) 117–126.","mla":"Hellmich, Frank, and Fabian Karl Hoya. “Primary School Students’ Implicit Theories and Their Reading Motivation. The Role of Parents’ and Teachers’ Effort Feedback.” <i>Zeitschrift Für Psychologie</i>, vol. 225, no. 2, 2017, pp. 117–26, doi:<a href=\"https://doi.org/10.1027/2151-2604/a000288\">10.1027/2151-2604/a000288</a>.","apa":"Hellmich, F., &#38; Hoya, F. K. (2017). Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback. <i>Zeitschrift Für Psychologie</i>, <i>225</i>(2), 117–126. <a href=\"https://doi.org/10.1027/2151-2604/a000288\">https://doi.org/10.1027/2151-2604/a000288</a>","chicago":"Hellmich, Frank, and Fabian Karl Hoya. “Primary School Students’ Implicit Theories and Their Reading Motivation. The Role of Parents’ and Teachers’ Effort Feedback.” <i>Zeitschrift Für Psychologie</i> 225, no. 2 (2017): 117–26. <a href=\"https://doi.org/10.1027/2151-2604/a000288\">https://doi.org/10.1027/2151-2604/a000288</a>.","ieee":"F. Hellmich and F. K. Hoya, “Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback,” <i>Zeitschrift für Psychologie</i>, vol. 225, no. 2, pp. 117–126, 2017, doi: <a href=\"https://doi.org/10.1027/2151-2604/a000288\">10.1027/2151-2604/a000288</a>.","ama":"Hellmich F, Hoya FK. Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback. <i>Zeitschrift für Psychologie</i>. 2017;225(2):117-126. doi:<a href=\"https://doi.org/10.1027/2151-2604/a000288\">10.1027/2151-2604/a000288</a>"}},{"language":[{"iso":"ger"}],"_id":"26675","user_id":"57672","department":[{"_id":"460"}],"status":"public","type":"journal_article","publication":"Psychologie in Erziehung und Unterricht","title":"Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter","doi":"10.2378/peu2017.art09d","date_updated":"2022-01-06T06:57:25Z","author":[{"last_name":"Hellmich","full_name":"Hellmich, Frank","id":"26282","first_name":"Frank"},{"id":"10600","full_name":"Hoya, Fabian Karl","last_name":"Hoya","first_name":"Fabian Karl"}],"date_created":"2021-10-21T11:15:04Z","volume":64,"year":"2017","citation":{"ama":"Hellmich F, Hoya FK. Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter. <i>Psychologie in Erziehung und Unterricht</i>. 2017;64(4):290-304. doi:<a href=\"https://doi.org/10.2378/peu2017.art09d\">10.2378/peu2017.art09d</a>","chicago":"Hellmich, Frank, and Fabian Karl Hoya. “Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter.” <i>Psychologie in Erziehung und Unterricht</i> 64, no. 4 (2017): 290–304. <a href=\"https://doi.org/10.2378/peu2017.art09d\">https://doi.org/10.2378/peu2017.art09d</a>.","ieee":"F. Hellmich and F. K. Hoya, “Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter,” <i>Psychologie in Erziehung und Unterricht</i>, vol. 64, no. 4, pp. 290–304, 2017, doi: <a href=\"https://doi.org/10.2378/peu2017.art09d\">10.2378/peu2017.art09d</a>.","apa":"Hellmich, F., &#38; Hoya, F. K. (2017). Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter. <i>Psychologie in Erziehung und Unterricht</i>, <i>64</i>(4), 290–304. <a href=\"https://doi.org/10.2378/peu2017.art09d\">https://doi.org/10.2378/peu2017.art09d</a>","mla":"Hellmich, Frank, and Fabian Karl Hoya. “Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter.” <i>Psychologie in Erziehung und Unterricht</i>, vol. 64, no. 4, 2017, pp. 290–304, doi:<a href=\"https://doi.org/10.2378/peu2017.art09d\">10.2378/peu2017.art09d</a>.","bibtex":"@article{Hellmich_Hoya_2017, title={Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter}, volume={64}, DOI={<a href=\"https://doi.org/10.2378/peu2017.art09d\">10.2378/peu2017.art09d</a>}, number={4}, journal={Psychologie in Erziehung und Unterricht}, author={Hellmich, Frank and Hoya, Fabian Karl}, year={2017}, pages={290–304} }","short":"F. Hellmich, F.K. Hoya, Psychologie in Erziehung und Unterricht 64 (2017) 290–304."},"intvolume":"        64","page":"290-304","publication_status":"published","publication_identifier":{"issn":["0342-183X"]},"issue":"4"}]