---
_id: '41183'
article_type: original
author:
- first_name: Watson
full_name: Christina, Watson
last_name: Christina
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
citation:
ama: Christina W, Seifert A, Schaper N. Die Nutzung institutioneller Lerngelegenheiten
und die Entwicklung bildungswissenschaftlichen Wissens angehender Lehrkräfte.
Zeitschrift für Erziehungswissenschaften. 2017;3(13):1-24.
apa: Christina, W., Seifert, A., & Schaper, N. (2017). Die Nutzung institutioneller
Lerngelegenheiten und die Entwicklung bildungswissenschaftlichen Wissens angehender
Lehrkräfte. Zeitschrift für Erziehungswissenschaften, 3(13), 1–24.
bibtex: '@article{Christina_Seifert_Schaper_2017, title={Die Nutzung institutioneller
Lerngelegenheiten und die Entwicklung bildungswissenschaftlichen Wissens angehender
Lehrkräfte.}, volume={3}, number={13}, journal={Zeitschrift für Erziehungswissenschaften},
author={Christina, Watson and Seifert, Andreas and Schaper, Niclas}, year={2017},
pages={1–24} }'
chicago: 'Christina, Watson, Andreas Seifert, and Niclas Schaper. “Die Nutzung institutioneller
Lerngelegenheiten und die Entwicklung bildungswissenschaftlichen Wissens angehender
Lehrkräfte.” Zeitschrift für Erziehungswissenschaften 3, no. 13 (2017):
1–24.'
ieee: W. Christina, A. Seifert, and N. Schaper, “Die Nutzung institutioneller Lerngelegenheiten
und die Entwicklung bildungswissenschaftlichen Wissens angehender Lehrkräfte.,”
Zeitschrift für Erziehungswissenschaften, vol. 3, no. 13, pp. 1–24, 2017.
mla: Christina, Watson, et al. “Die Nutzung institutioneller Lerngelegenheiten und
die Entwicklung bildungswissenschaftlichen Wissens angehender Lehrkräfte.” Zeitschrift
für Erziehungswissenschaften, vol. 3, no. 13, 2017, pp. 1–24.
short: W. Christina, A. Seifert, N. Schaper, Zeitschrift für Erziehungswissenschaften
3 (2017) 1–24.
date_created: 2023-01-31T12:40:45Z
date_updated: 2023-01-31T12:40:53Z
department:
- _id: '33'
- _id: '427'
intvolume: ' 3'
issue: '13'
language:
- iso: ger
page: 1-24
publication: Zeitschrift für Erziehungswissenschaften
publication_status: published
quality_controlled: '1'
status: public
title: Die Nutzung institutioneller Lerngelegenheiten und die Entwicklung bildungswissenschaftlichen
Wissens angehender Lehrkräfte.
type: journal_article
user_id: '693'
volume: 3
year: '2017'
...
---
_id: '40493'
abstract:
- lang: eng
text: ' The United Nations Conference on the Law of the Sea was an arena
in which global resource equity was negotiated in a process that extended beyond
the governmental actors who took centre stage. But our perceptions of the role
of an increasingly civil society in framing national decision-making processes
during the 1970s – for instance, through trade associations or nongovernmental
organizations – is blurred. Both civil society and economic actors crafted similar
policies, though for different purposes: some – with regard to the north–south
divide – focused on the conservation of the ocean’s resources over the long term,
whereas others were more concerned with short-term economic benefits. This article
asks which arguments legitimized property and usage rights, and which resource
narratives were used. By taking into account the charged relationship of local–national–global
reaches, it also examines perceptions and management of resources in the context
of resource equity on a global scale. '
author:
- first_name: Johanna
full_name: Sackel, Johanna
id: '8029'
last_name: Sackel
citation:
ama: 'Sackel J. Food justice, common heritage and the oceans: Resource narratives
in the context of the Third United Nations Conference on the Law of the Sea. International
Journal of Maritime History. 2017;29(3):645-659. doi:10.1177/0843871417713682'
apa: 'Sackel, J. (2017). Food justice, common heritage and the oceans: Resource
narratives in the context of the Third United Nations Conference on the Law of
the Sea. International Journal of Maritime History, 29(3), 645–659.
https://doi.org/10.1177/0843871417713682'
bibtex: '@article{Sackel_2017, title={Food justice, common heritage and the oceans:
Resource narratives in the context of the Third United Nations Conference on the
Law of the Sea}, volume={29}, DOI={10.1177/0843871417713682},
number={3}, journal={International Journal of Maritime History}, publisher={SAGE
Publications}, author={Sackel, Johanna}, year={2017}, pages={645–659} }'
chicago: 'Sackel, Johanna. “Food Justice, Common Heritage and the Oceans: Resource
Narratives in the Context of the Third United Nations Conference on the Law of
the Sea.” International Journal of Maritime History 29, no. 3 (2017): 645–59.
https://doi.org/10.1177/0843871417713682.'
ieee: 'J. Sackel, “Food justice, common heritage and the oceans: Resource narratives
in the context of the Third United Nations Conference on the Law of the Sea,”
International Journal of Maritime History, vol. 29, no. 3, pp. 645–659,
2017, doi: 10.1177/0843871417713682.'
mla: 'Sackel, Johanna. “Food Justice, Common Heritage and the Oceans: Resource Narratives
in the Context of the Third United Nations Conference on the Law of the Sea.”
International Journal of Maritime History, vol. 29, no. 3, SAGE Publications,
2017, pp. 645–59, doi:10.1177/0843871417713682.'
short: J. Sackel, International Journal of Maritime History 29 (2017) 645–659.
date_created: 2023-01-27T10:55:57Z
date_updated: 2023-01-31T12:57:06Z
department:
- _id: '6'
- _id: '514'
doi: 10.1177/0843871417713682
intvolume: ' 29'
issue: '3'
keyword:
- Transportation
- History
language:
- iso: eng
page: 645-659
publication: International Journal of Maritime History
publication_identifier:
issn:
- 0843-8714
- 2052-7756
publication_status: published
publisher: SAGE Publications
status: public
title: 'Food justice, common heritage and the oceans: Resource narratives in the context
of the Third United Nations Conference on the Law of the Sea'
type: journal_article
user_id: '14931'
volume: 29
year: '2017'
...
---
_id: '41185'
author:
- first_name: Jörgen
full_name: Wolf, Jörgen
last_name: Wolf
- first_name: Joana
full_name: Seiffert, Joana
last_name: Seiffert
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
- first_name: Martin
full_name: Rothland, Martin
last_name: Rothland
- first_name: Nicola
full_name: Brauch, Nicola
last_name: Brauch
citation:
ama: 'Wolf J, Seiffert J, Seifert A, Rothland M, Brauch N. Unterrichtsplanung im
Fach Geschichte – Modellierung und Erfassung geschichtsdidaktischen Planungswissens
von Lehramtsstudierenden. In: Wernke S, Zierer K, eds. Die Unterrichtsplanung:
Ein in Vergessenheit geratener Kompetenzbereich?! Status und Perspektiven aus
der Sicht der empirischen Forschung. Klinkhardt; 2017.'
apa: 'Wolf, J., Seiffert, J., Seifert, A., Rothland, M., & Brauch, N. (2017).
Unterrichtsplanung im Fach Geschichte – Modellierung und Erfassung geschichtsdidaktischen
Planungswissens von Lehramtsstudierenden. In S. Wernke & K. Zierer (Eds.),
Die Unterrichtsplanung: Ein in Vergessenheit geratener Kompetenzbereich?! Status
und Perspektiven aus der Sicht der empirischen Forschung. Klinkhardt.'
bibtex: '@inbook{Wolf_Seiffert_Seifert_Rothland_Brauch_2017, place={Bad Heilbrunn},
title={Unterrichtsplanung im Fach Geschichte – Modellierung und Erfassung geschichtsdidaktischen
Planungswissens von Lehramtsstudierenden}, booktitle={Die Unterrichtsplanung:
Ein in Vergessenheit geratener Kompetenzbereich?! Status und Perspektiven aus
der Sicht der empirischen Forschung.}, publisher={Klinkhardt}, author={Wolf, Jörgen
and Seiffert, Joana and Seifert, Andreas and Rothland, Martin and Brauch, Nicola},
editor={Wernke, Stephan and Zierer, Klaus}, year={2017} }'
chicago: 'Wolf, Jörgen, Joana Seiffert, Andreas Seifert, Martin Rothland, and Nicola
Brauch. “Unterrichtsplanung im Fach Geschichte – Modellierung und Erfassung geschichtsdidaktischen
Planungswissens von Lehramtsstudierenden.” In Die Unterrichtsplanung: Ein in
Vergessenheit geratener Kompetenzbereich?! Status und Perspektiven aus der Sicht
der empirischen Forschung., edited by Stephan Wernke and Klaus Zierer. Bad
Heilbrunn: Klinkhardt, 2017.'
ieee: 'J. Wolf, J. Seiffert, A. Seifert, M. Rothland, and N. Brauch, “Unterrichtsplanung
im Fach Geschichte – Modellierung und Erfassung geschichtsdidaktischen Planungswissens
von Lehramtsstudierenden,” in Die Unterrichtsplanung: Ein in Vergessenheit
geratener Kompetenzbereich?! Status und Perspektiven aus der Sicht der empirischen
Forschung., S. Wernke and K. Zierer, Eds. Bad Heilbrunn: Klinkhardt, 2017.'
mla: 'Wolf, Jörgen, et al. “Unterrichtsplanung im Fach Geschichte – Modellierung
und Erfassung geschichtsdidaktischen Planungswissens von Lehramtsstudierenden.”
Die Unterrichtsplanung: Ein in Vergessenheit geratener Kompetenzbereich?! Status
und Perspektiven aus der Sicht der empirischen Forschung., edited by Stephan
Wernke and Klaus Zierer, Klinkhardt, 2017.'
short: 'J. Wolf, J. Seiffert, A. Seifert, M. Rothland, N. Brauch, in: S. Wernke,
K. Zierer (Eds.), Die Unterrichtsplanung: Ein in Vergessenheit geratener Kompetenzbereich?!
Status und Perspektiven aus der Sicht der empirischen Forschung., Klinkhardt,
Bad Heilbrunn, 2017.'
date_created: 2023-01-31T12:45:15Z
date_updated: 2023-01-31T14:44:53Z
department:
- _id: '33'
- _id: '427'
editor:
- first_name: Stephan
full_name: Wernke, Stephan
last_name: Wernke
- first_name: Klaus
full_name: Zierer, Klaus
last_name: Zierer
language:
- iso: ger
place: Bad Heilbrunn
publication: 'Die Unterrichtsplanung: Ein in Vergessenheit geratener Kompetenzbereich?!
Status und Perspektiven aus der Sicht der empirischen Forschung.'
publication_status: published
publisher: Klinkhardt
quality_controlled: '1'
status: public
title: Unterrichtsplanung im Fach Geschichte – Modellierung und Erfassung geschichtsdidaktischen
Planungswissens von Lehramtsstudierenden
type: book_chapter
user_id: '693'
year: '2017'
...
---
_id: '20250'
author:
- first_name: Judith
full_name: Gaspers, Judith
last_name: Gaspers
- first_name: Philipp
full_name: Cimiano, Philipp
last_name: Cimiano
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Britta
full_name: Wrede, Britta
last_name: Wrede
citation:
ama: 'Gaspers J, Cimiano P, Rohlfing K, Wrede B. Constructing a Language From Scratch:
Combining Bottom–Up and Top–Down Learning Processes in a Computational Model of
Language Acquisition. IEEE Transactions on Cognitive and Developmental Systems.
2017;9:183-196. doi:10.1109/TCDS.2016.2614958'
apa: 'Gaspers, J., Cimiano, P., Rohlfing, K., & Wrede, B. (2017). Constructing
a Language From Scratch: Combining Bottom–Up and Top–Down Learning Processes in
a Computational Model of Language Acquisition. IEEE Transactions on Cognitive
and Developmental Systems, 9, 183–196. https://doi.org/10.1109/TCDS.2016.2614958'
bibtex: '@article{Gaspers_Cimiano_Rohlfing_Wrede_2017, title={Constructing a Language
From Scratch: Combining Bottom–Up and Top–Down Learning Processes in a Computational
Model of Language Acquisition}, volume={9}, DOI={10.1109/TCDS.2016.2614958},
journal={IEEE Transactions on Cognitive and Developmental Systems}, author={Gaspers,
Judith and Cimiano, Philipp and Rohlfing, Katharina and Wrede, Britta}, year={2017},
pages={183–196} }'
chicago: 'Gaspers, Judith, Philipp Cimiano, Katharina Rohlfing, and Britta Wrede.
“Constructing a Language From Scratch: Combining Bottom–Up and Top–Down Learning
Processes in a Computational Model of Language Acquisition.” IEEE Transactions
on Cognitive and Developmental Systems 9 (2017): 183–96. https://doi.org/10.1109/TCDS.2016.2614958.'
ieee: 'J. Gaspers, P. Cimiano, K. Rohlfing, and B. Wrede, “Constructing a Language
From Scratch: Combining Bottom–Up and Top–Down Learning Processes in a Computational
Model of Language Acquisition,” IEEE Transactions on Cognitive and Developmental
Systems, vol. 9, pp. 183–196, 2017, doi: 10.1109/TCDS.2016.2614958.'
mla: 'Gaspers, Judith, et al. “Constructing a Language From Scratch: Combining Bottom–Up
and Top–Down Learning Processes in a Computational Model of Language Acquisition.”
IEEE Transactions on Cognitive and Developmental Systems, vol. 9, 2017,
pp. 183–96, doi:10.1109/TCDS.2016.2614958.'
short: J. Gaspers, P. Cimiano, K. Rohlfing, B. Wrede, IEEE Transactions on Cognitive
and Developmental Systems 9 (2017) 183–196.
date_created: 2020-11-02T13:51:21Z
date_updated: 2023-02-01T12:35:23Z
department:
- _id: '749'
doi: 10.1109/TCDS.2016.2614958
intvolume: ' 9'
language:
- iso: eng
page: 183-196
publication: IEEE Transactions on Cognitive and Developmental Systems
status: public
title: 'Constructing a Language From Scratch: Combining Bottom–Up and Top–Down Learning
Processes in a Computational Model of Language Acquisition'
type: journal_article
user_id: '14931'
volume: 9
year: '2017'
...
---
_id: '20245'
author:
- first_name: Iris
full_name: Nomikou, Iris
last_name: Nomikou
- first_name: Giuseppe
full_name: Leonardi, Giuseppe
last_name: Leonardi
- first_name: Alicja
full_name: Radkowska, Alicja
last_name: Radkowska
- first_name: Joanna
full_name: Rączaszek-Leonardi, Joanna
last_name: Rączaszek-Leonardi
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Nomikou I, Leonardi G, Radkowska A, Rączaszek-Leonardi J, Rohlfing K. Taking
Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during
Peekaboo Routines. Frontiers in Psychology. Published online 2017. doi:10.3389/fpsyg.2017.01656'
apa: 'Nomikou, I., Leonardi, G., Radkowska, A., Rączaszek-Leonardi, J., & Rohlfing,
K. (2017). Taking Up an Active Role: Emerging Participation in Early Mother–Infant
Interaction during Peekaboo Routines. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2017.01656'
bibtex: '@article{Nomikou_Leonardi_Radkowska_Rączaszek-Leonardi_Rohlfing_2017, title={Taking
Up an Active Role: Emerging Participation in Early Mother–Infant Interaction during
Peekaboo Routines}, DOI={10.3389/fpsyg.2017.01656},
journal={Frontiers in Psychology}, author={Nomikou, Iris and Leonardi, Giuseppe
and Radkowska, Alicja and Rączaszek-Leonardi, Joanna and Rohlfing, Katharina},
year={2017} }'
chicago: 'Nomikou, Iris, Giuseppe Leonardi, Alicja Radkowska, Joanna Rączaszek-Leonardi,
and Katharina Rohlfing. “Taking Up an Active Role: Emerging Participation in Early
Mother–Infant Interaction during Peekaboo Routines.” Frontiers in Psychology,
2017. https://doi.org/10.3389/fpsyg.2017.01656.'
ieee: 'I. Nomikou, G. Leonardi, A. Radkowska, J. Rączaszek-Leonardi, and K. Rohlfing,
“Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction
during Peekaboo Routines,” Frontiers in Psychology, 2017, doi: 10.3389/fpsyg.2017.01656.'
mla: 'Nomikou, Iris, et al. “Taking Up an Active Role: Emerging Participation in
Early Mother–Infant Interaction during Peekaboo Routines.” Frontiers in Psychology,
2017, doi:10.3389/fpsyg.2017.01656.'
short: I. Nomikou, G. Leonardi, A. Radkowska, J. Rączaszek-Leonardi, K. Rohlfing,
Frontiers in Psychology (2017).
date_created: 2020-11-02T13:27:33Z
date_updated: 2023-02-01T12:33:43Z
department:
- _id: '749'
doi: 10.3389/fpsyg.2017.01656
language:
- iso: eng
publication: Frontiers in Psychology
publication_identifier:
issn:
- 1664-1078
publication_status: published
status: public
title: 'Taking Up an Active Role: Emerging Participation in Early Mother–Infant Interaction
during Peekaboo Routines'
type: journal_article
user_id: '14931'
year: '2017'
...
---
_id: '20246'
author:
- first_name: Iris
full_name: Nomikou, Iris
last_name: Nomikou
- first_name: Monique
full_name: Koke, Monique
last_name: Koke
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: 'Nomikou I, Koke M, Rohlfing K. Verbs in mothers’ input to six-month-olds:
Synchrony between presentation, meaning, and actions Is related to later verb
acquisition. Brain Sciences . Published online 2017. doi:10.3390/brainsci7050052'
apa: 'Nomikou, I., Koke, M., & Rohlfing, K. (2017). Verbs in mothers’ input
to six-month-olds: Synchrony between presentation, meaning, and actions Is related
to later verb acquisition. Brain Sciences . https://doi.org/10.3390/brainsci7050052'
bibtex: '@article{Nomikou_Koke_Rohlfing_2017, title={Verbs in mothers’ input to
six-month-olds: Synchrony between presentation, meaning, and actions Is related
to later verb acquisition.}, DOI={10.3390/brainsci7050052},
journal={Brain Sciences }, author={Nomikou, Iris and Koke, Monique and Rohlfing,
Katharina}, year={2017} }'
chicago: 'Nomikou, Iris, Monique Koke, and Katharina Rohlfing. “Verbs in Mothers’
Input to Six-Month-Olds: Synchrony between Presentation, Meaning, and Actions
Is Related to Later Verb Acquisition.” Brain Sciences , 2017. https://doi.org/10.3390/brainsci7050052.'
ieee: 'I. Nomikou, M. Koke, and K. Rohlfing, “Verbs in mothers’ input to six-month-olds:
Synchrony between presentation, meaning, and actions Is related to later verb
acquisition.,” Brain Sciences , 2017, doi: 10.3390/brainsci7050052.'
mla: 'Nomikou, Iris, et al. “Verbs in Mothers’ Input to Six-Month-Olds: Synchrony
between Presentation, Meaning, and Actions Is Related to Later Verb Acquisition.”
Brain Sciences , 2017, doi:10.3390/brainsci7050052.'
short: I. Nomikou, M. Koke, K. Rohlfing, Brain Sciences (2017).
date_created: 2020-11-02T13:33:47Z
date_updated: 2023-02-01T12:35:07Z
department:
- _id: '749'
doi: 10.3390/brainsci7050052
language:
- iso: eng
publication: 'Brain Sciences '
status: public
title: 'Verbs in mothers’ input to six-month-olds: Synchrony between presentation,
meaning, and actions Is related to later verb acquisition.'
type: journal_article
user_id: '14931'
year: '2017'
...
---
_id: '20204'
author:
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Grimminger A, Rohlfing K. “Can you teach me?” – Children teaching new words
to a robot in a book reading scenario. Proceedings of the 6th International
Workshop on Child Computer Interaction (WOCCI 2017). Published online 2017:28-33.
apa: Grimminger, A., & Rohlfing, K. (2017). “Can you teach me?” – Children teaching
new words to a robot in a book reading scenario. Proceedings of the 6th International
Workshop on Child Computer Interaction (WOCCI 2017), 28–33.
bibtex: '@article{Grimminger_Rohlfing_2017, title={“Can you teach me?” – Children
teaching new words to a robot in a book reading scenario.}, journal={Proceedings
of the 6th International Workshop on Child Computer Interaction (WOCCI 2017)},
author={Grimminger, Angela and Rohlfing, Katharina}, year={2017}, pages={28–33}
}'
chicago: Grimminger, Angela, and Katharina Rohlfing. “‘Can You Teach Me?’ – Children
Teaching New Words to a Robot in a Book Reading Scenario.” Proceedings of the
6th International Workshop on Child Computer Interaction (WOCCI 2017), 2017,
28–33.
ieee: A. Grimminger and K. Rohlfing, “‘Can you teach me?’ – Children teaching new
words to a robot in a book reading scenario.,” Proceedings of the 6th International
Workshop on Child Computer Interaction (WOCCI 2017), pp. 28–33, 2017.
mla: Grimminger, Angela, and Katharina Rohlfing. “‘Can You Teach Me?’ – Children
Teaching New Words to a Robot in a Book Reading Scenario.” Proceedings of the
6th International Workshop on Child Computer Interaction (WOCCI 2017), 2017,
pp. 28–33.
short: A. Grimminger, K. Rohlfing, Proceedings of the 6th International Workshop
on Child Computer Interaction (WOCCI 2017) (2017) 28–33.
date_created: 2020-10-26T12:51:25Z
date_updated: 2023-02-01T12:43:53Z
department:
- _id: '749'
language:
- iso: eng
page: 28-33
publication: Proceedings of the 6th International Workshop on Child Computer Interaction
(WOCCI 2017)
status: public
title: “Can you teach me?” – Children teaching new words to a robot in a book reading
scenario.
type: journal_article
user_id: '14931'
year: '2017'
...
---
_id: '17875'
abstract:
- lang: eng
text: Early identification of primary language delay is crucial to implement effective
prevention programs. Available screening instruments are based on parents' reports
and have only insufficient predictive validity. This study employed observational
measures of preverbal infants' gestural communication to test its predictive validity
for identifying later language delays. Pointing behavior of fifty-nine 12-month-old
infants was analyzed and related to their language skills 1 year later. Results
confirm predictive validity of preverbal communication for language skills with
the hand shape of pointing being superior compared to the underlying motives for
pointing (imperative vs. declarative). Twelve-month-olds who pointed only with
their open hand but never with their index finger were at risk for primary language
delay at 2 years of age.
author:
- first_name: Carina
full_name: Lüke, Carina
last_name: Lüke
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
- first_name: Ulf
full_name: Liszkowski, Ulf
last_name: Liszkowski
- first_name: Ute
full_name: Ritterfeld, Ute
last_name: Ritterfeld
citation:
ama: 'Lüke C, Grimminger A, Rohlfing K, Liszkowski U, Ritterfeld U. In Infants’
Hands: Identification of Preverbal Infants at Risk for Primary Language Delay.
CHILD DEVELOPMENT. 2017;88(2):484-492. doi:10.1111/cdev.12610'
apa: 'Lüke, C., Grimminger, A., Rohlfing, K., Liszkowski, U., & Ritterfeld,
U. (2017). In Infants’ Hands: Identification of Preverbal Infants at Risk for
Primary Language Delay. CHILD DEVELOPMENT, 88(2), 484–492. https://doi.org/10.1111/cdev.12610'
bibtex: '@article{Lüke_Grimminger_Rohlfing_Liszkowski_Ritterfeld_2017, title={In
Infants’ Hands: Identification of Preverbal Infants at Risk for Primary Language
Delay}, volume={88}, DOI={10.1111/cdev.12610},
number={2}, journal={CHILD DEVELOPMENT}, publisher={Wiley}, author={Lüke, Carina
and Grimminger, Angela and Rohlfing, Katharina and Liszkowski, Ulf and Ritterfeld,
Ute}, year={2017}, pages={484–492} }'
chicago: 'Lüke, Carina, Angela Grimminger, Katharina Rohlfing, Ulf Liszkowski, and
Ute Ritterfeld. “In Infants’ Hands: Identification of Preverbal Infants at Risk
for Primary Language Delay.” CHILD DEVELOPMENT 88, no. 2 (2017): 484–92.
https://doi.org/10.1111/cdev.12610.'
ieee: 'C. Lüke, A. Grimminger, K. Rohlfing, U. Liszkowski, and U. Ritterfeld, “In
Infants’ Hands: Identification of Preverbal Infants at Risk for Primary Language
Delay,” CHILD DEVELOPMENT, vol. 88, no. 2, pp. 484–492, 2017, doi: 10.1111/cdev.12610.'
mla: 'Lüke, Carina, et al. “In Infants’ Hands: Identification of Preverbal Infants
at Risk for Primary Language Delay.” CHILD DEVELOPMENT, vol. 88, no. 2,
Wiley, 2017, pp. 484–92, doi:10.1111/cdev.12610.'
short: C. Lüke, A. Grimminger, K. Rohlfing, U. Liszkowski, U. Ritterfeld, CHILD
DEVELOPMENT 88 (2017) 484–492.
date_created: 2020-08-12T15:06:54Z
date_updated: 2023-02-01T12:47:19Z
department:
- _id: '749'
doi: 10.1111/cdev.12610
intvolume: ' 88'
issue: '2'
language:
- iso: eng
page: 484-492
publication: CHILD DEVELOPMENT
publication_identifier:
issn:
- 1467-8624
publisher: Wiley
status: public
title: 'In Infants'' Hands: Identification of Preverbal Infants at Risk for Primary
Language Delay'
type: journal_article
user_id: '14931'
volume: 88
year: '2017'
...
---
_id: '41387'
author:
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
citation:
ama: 'Seifert A. Studienerfolg als der Erwerb bildungswissenschaftlichen Wissens
vs. Studienerfolg als Veränderung der Kompetenzselbsteinschätzungen: Entwicklungen
im Praxissemester. In: Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie
und Pädagogische Psychologie. ; 2017.'
apa: 'Seifert, A. (2017). Studienerfolg als der Erwerb bildungswissenschaftlichen
Wissens vs. Studienerfolg als Veränderung der Kompetenzselbsteinschätzungen: Entwicklungen
im Praxissemester. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie
und Pädagogische Psychologie. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie
und Pädagogische Psychologie, Münster.'
bibtex: '@inproceedings{Seifert_2017, title={Studienerfolg als der Erwerb bildungswissenschaftlichen
Wissens vs. Studienerfolg als Veränderung der Kompetenzselbsteinschätzungen: Entwicklungen
im Praxissemester.}, booktitle={Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie
und Pädagogische Psychologie}, author={Seifert, Andreas}, year={2017} }'
chicago: 'Seifert, Andreas. “Studienerfolg als der Erwerb bildungswissenschaftlichen
Wissens vs. Studienerfolg als Veränderung der Kompetenzselbsteinschätzungen: Entwicklungen
im Praxissemester.” In Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie
und Pädagogische Psychologie, 2017.'
ieee: 'A. Seifert, “Studienerfolg als der Erwerb bildungswissenschaftlichen Wissens
vs. Studienerfolg als Veränderung der Kompetenzselbsteinschätzungen: Entwicklungen
im Praxissemester.,” presented at the Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie
und Pädagogische Psychologie, Münster, 2017.'
mla: 'Seifert, Andreas. “Studienerfolg als der Erwerb bildungswissenschaftlichen
Wissens vs. Studienerfolg als Veränderung der Kompetenzselbsteinschätzungen: Entwicklungen
im Praxissemester.” Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie
und Pädagogische Psychologie, 2017.'
short: 'A. Seifert, in: Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie
und Pädagogische Psychologie, 2017.'
conference:
end_date: 14.09.2017
location: Münster
name: Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische
Psychologie
start_date: 11.09.2017
date_created: 2023-02-01T14:57:41Z
date_updated: 2023-02-01T14:57:48Z
department:
- _id: '33'
- _id: '427'
language:
- iso: ger
publication: Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische
Psychologie
publication_status: published
quality_controlled: '1'
status: public
title: 'Studienerfolg als der Erwerb bildungswissenschaftlichen Wissens vs. Studienerfolg
als Veränderung der Kompetenzselbsteinschätzungen: Entwicklungen im Praxissemester.'
type: conference_abstract
user_id: '693'
year: '2017'
...
---
_id: '41386'
author:
- first_name: Daniel
full_name: Scholl, Daniel
last_name: Scholl
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
- first_name: Matthias
full_name: Krepf, Matthias
last_name: Krepf
- first_name: Wilfried
full_name: Plöger, Wilfried
last_name: Plöger
citation:
ama: 'Scholl D, Seifert A, Krepf M, Plöger W. Analytical competence of teachers:
modelling and validating a core construct. In: Congress “New International
Perspectives on Future Teacher’s Professional Compe-Tencies.” ; 2017.'
apa: 'Scholl, D., Seifert, A., Krepf, M., & Plöger, W. (2017). Analytical competence
of teachers: modelling and validating a core construct. Congress “New International
Perspectives on Future Teacher’s Professional Compe-Tencies.” Congress “New
International Perspectives on Future Teacher’s Professional Compe-tencies,” Hamburg.'
bibtex: '@inproceedings{Scholl_Seifert_Krepf_Plöger_2017, title={Analytical competence
of teachers: modelling and validating a core construct.}, booktitle={Congress
“New International Perspectives on Future Teacher’s Professional Compe-tencies”},
author={Scholl, Daniel and Seifert, Andreas and Krepf, Matthias and Plöger, Wilfried},
year={2017} }'
chicago: 'Scholl, Daniel, Andreas Seifert, Matthias Krepf, and Wilfried Plöger.
“Analytical Competence of Teachers: Modelling and Validating a Core Construct.”
In Congress “New International Perspectives on Future Teacher’s Professional
Compe-Tencies,” 2017.'
ieee: 'D. Scholl, A. Seifert, M. Krepf, and W. Plöger, “Analytical competence of
teachers: modelling and validating a core construct.,” presented at the Congress
“New International Perspectives on Future Teacher’s Professional Compe-tencies,”
Hamburg, 2017.'
mla: 'Scholl, Daniel, et al. “Analytical Competence of Teachers: Modelling and Validating
a Core Construct.” Congress “New International Perspectives on Future Teacher’s
Professional Compe-Tencies,” 2017.'
short: 'D. Scholl, A. Seifert, M. Krepf, W. Plöger, in: Congress “New International
Perspectives on Future Teacher’s Professional Compe-Tencies,” 2017.'
conference:
end_date: 23.09.2017
location: Hamburg
name: Congress “New International Perspectives on Future Teacher’s Professional
Compe-tencies”
start_date: 21.09.2017
date_created: 2023-02-01T14:55:26Z
date_updated: 2023-02-01T14:57:50Z
department:
- _id: '33'
- _id: '427'
language:
- iso: eng
publication: Congress “New International Perspectives on Future Teacher’s Professional
Compe-tencies”
publication_status: published
quality_controlled: '1'
status: public
title: 'Analytical competence of teachers: modelling and validating a core construct.'
type: conference_abstract
user_id: '693'
year: '2017'
...
---
_id: '41385'
author:
- first_name: NIclas
full_name: Schaper, NIclas
last_name: Schaper
- first_name: Dagmar
full_name: Festner, Dagmar
last_name: Festner
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
- first_name: Christina
full_name: Watson, Christina
last_name: Watson
- first_name: Annegret Helen
full_name: Hilligus, Annegret Helen
last_name: Hilligus
citation:
ama: 'Schaper Ni, Festner D, Seifert A, Watson C, Hilligus AH. Neue Herausforderungen
für Zentren für Lehrerbildung. In: 10. Bundeskongress der Zentren für Lehrerbildung.
; 2017.'
apa: Schaper, Ni., Festner, D., Seifert, A., Watson, C., & Hilligus, A. H. (2017).
Neue Herausforderungen für Zentren für Lehrerbildung. 10. Bundeskongress der
Zentren für Lehrerbildung. 10. Bundeskongress der Zentren für Lehrerbildung.,
Bochum.
bibtex: '@inproceedings{Schaper_Festner_Seifert_Watson_Hilligus_2017, title={Neue
Herausforderungen für Zentren für Lehrerbildung.}, booktitle={10. Bundeskongress
der Zentren für Lehrerbildung.}, author={Schaper, NIclas and Festner, Dagmar and
Seifert, Andreas and Watson, Christina and Hilligus, Annegret Helen}, year={2017}
}'
chicago: Schaper, NIclas, Dagmar Festner, Andreas Seifert, Christina Watson, and
Annegret Helen Hilligus. “Neue Herausforderungen für Zentren für Lehrerbildung.”
In 10. Bundeskongress der Zentren für Lehrerbildung., 2017.
ieee: Ni. Schaper, D. Festner, A. Seifert, C. Watson, and A. H. Hilligus, “Neue
Herausforderungen für Zentren für Lehrerbildung.,” presented at the 10. Bundeskongress
der Zentren für Lehrerbildung., Bochum, 2017.
mla: Schaper, NIclas, et al. “Neue Herausforderungen für Zentren für Lehrerbildung.”
10. Bundeskongress der Zentren für Lehrerbildung., 2017.
short: 'Ni. Schaper, D. Festner, A. Seifert, C. Watson, A.H. Hilligus, in: 10. Bundeskongress
der Zentren für Lehrerbildung., 2017.'
conference:
end_date: 24.03.2017
location: Bochum
name: 10. Bundeskongress der Zentren für Lehrerbildung.
start_date: 23.03.2017
date_created: 2023-02-01T14:53:18Z
date_updated: 2023-02-01T14:53:29Z
department:
- _id: '33'
- _id: '427'
language:
- iso: ger
publication: 10. Bundeskongress der Zentren für Lehrerbildung.
publication_status: published
quality_controlled: '1'
status: public
title: Neue Herausforderungen für Zentren für Lehrerbildung.
type: conference_abstract
user_id: '693'
year: '2017'
...
---
_id: '41383'
author:
- first_name: Nicola
full_name: Brauch, Nicola
last_name: Brauch
- first_name: Jörgen
full_name: Wolf, Jörgen
last_name: Wolf
- first_name: Joana
full_name: Seiffert, Joana
last_name: Seiffert
- first_name: Andreas
full_name: Seifert, Andreas
id: '693'
last_name: Seifert
- first_name: Martin
full_name: Rothland, Martin
last_name: Rothland
citation:
ama: 'Brauch N, Wolf J, Seiffert J, Seifert A, Rothland M. Test-Development to Assess
Future History Teacher’s PCK. In: 17th Biennial EARLI Conference. ; 2017.'
apa: Brauch, N., Wolf, J., Seiffert, J., Seifert, A., & Rothland, M. (2017).
Test-Development to Assess Future History Teacher’s PCK. 17th Biennial EARLI
Conference. 17th Biennial EARLI Conference, Tampere.
bibtex: '@inproceedings{Brauch_Wolf_Seiffert_Seifert_Rothland_2017, title={Test-Development
to Assess Future History Teacher’s PCK.}, booktitle={17th Biennial EARLI Conference},
author={Brauch, Nicola and Wolf, Jörgen and Seiffert, Joana and Seifert, Andreas
and Rothland, Martin}, year={2017} }'
chicago: Brauch, Nicola, Jörgen Wolf, Joana Seiffert, Andreas Seifert, and Martin
Rothland. “Test-Development to Assess Future History Teacher’s PCK.” In 17th
Biennial EARLI Conference, 2017.
ieee: N. Brauch, J. Wolf, J. Seiffert, A. Seifert, and M. Rothland, “Test-Development
to Assess Future History Teacher’s PCK.,” presented at the 17th Biennial EARLI
Conference, Tampere, 2017.
mla: Brauch, Nicola, et al. “Test-Development to Assess Future History Teacher’s
PCK.” 17th Biennial EARLI Conference, 2017.
short: 'N. Brauch, J. Wolf, J. Seiffert, A. Seifert, M. Rothland, in: 17th Biennial
EARLI Conference, 2017.'
conference:
end_date: 31.08.2017
location: Tampere
name: 17th Biennial EARLI Conference
start_date: 31.08.2017
date_created: 2023-02-01T14:47:57Z
date_updated: 2023-02-01T14:48:08Z
department:
- _id: '33'
- _id: '427'
language:
- iso: eng
publication: 17th Biennial EARLI Conference
publication_status: published
quality_controlled: '1'
status: public
title: Test-Development to Assess Future History Teacher’s PCK.
type: conference_abstract
user_id: '693'
year: '2017'
...
---
_id: '20197'
author:
- first_name: Angela
full_name: Grimminger, Angela
id: '57578'
last_name: Grimminger
citation:
ama: Grimminger A. Gestische Und Sprachliche Kommunikation von 12—16 Monate Alten
Kindern Und Ihren Bezugspersonen in Wiederkehrenden, Semi-Naturalistischen Interaktionen
Und Individuelle Unterschiede in Der Späteren Sprachentwicklung.; 2017. doi:10.17619/UNIPB/1-77
apa: Grimminger, A. (2017). Gestische und sprachliche Kommunikation von 12—16
Monate alten Kindern und ihren Bezugspersonen in wiederkehrenden, semi-naturalistischen
Interaktionen und individuelle Unterschiede in der späteren Sprachentwicklung.
https://doi.org/10.17619/UNIPB/1-77
bibtex: '@book{Grimminger_2017, title={Gestische und sprachliche Kommunikation von
12—16 Monate alten Kindern und ihren Bezugspersonen in wiederkehrenden, semi-naturalistischen
Interaktionen und individuelle Unterschiede in der späteren Sprachentwicklung},
DOI={10.17619/UNIPB/1-77}, author={Grimminger,
Angela}, year={2017} }'
chicago: Grimminger, Angela. Gestische Und Sprachliche Kommunikation von 12—16
Monate Alten Kindern Und Ihren Bezugspersonen in Wiederkehrenden, Semi-Naturalistischen
Interaktionen Und Individuelle Unterschiede in Der Späteren Sprachentwicklung,
2017. https://doi.org/10.17619/UNIPB/1-77.
ieee: A. Grimminger, Gestische und sprachliche Kommunikation von 12—16 Monate
alten Kindern und ihren Bezugspersonen in wiederkehrenden, semi-naturalistischen
Interaktionen und individuelle Unterschiede in der späteren Sprachentwicklung.
2017.
mla: Grimminger, Angela. Gestische Und Sprachliche Kommunikation von 12—16 Monate
Alten Kindern Und Ihren Bezugspersonen in Wiederkehrenden, Semi-Naturalistischen
Interaktionen Und Individuelle Unterschiede in Der Späteren Sprachentwicklung.
2017, doi:10.17619/UNIPB/1-77.
short: A. Grimminger, Gestische Und Sprachliche Kommunikation von 12—16 Monate Alten
Kindern Und Ihren Bezugspersonen in Wiederkehrenden, Semi-Naturalistischen Interaktionen
Und Individuelle Unterschiede in Der Späteren Sprachentwicklung, 2017.
date_created: 2020-10-26T11:51:24Z
date_updated: 2023-02-01T16:34:21Z
department:
- _id: '749'
doi: 10.17619/UNIPB/1-77
language:
- iso: eng
status: public
title: Gestische und sprachliche Kommunikation von 12—16 Monate alten Kindern und
ihren Bezugspersonen in wiederkehrenden, semi-naturalistischen Interaktionen und
individuelle Unterschiede in der späteren Sprachentwicklung
type: book
user_id: '14931'
year: '2017'
...
---
_id: '37784'
author:
- first_name: Susanne
full_name: Schwab, Susanne
last_name: Schwab
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
- first_name: Gamze
full_name: Görel, Gamze
id: '13345'
last_name: Görel
citation:
ama: 'Schwab S, Hellmich F, Görel G. „That is why I believe I can do it” - Prediction
of Self-Efficacy Towards Inclusive Education in Austrian and German Prospective
Teachers. Individual Paper Presentation. 2017 IACESA (International Association
for Cognitive Education in Southern Africa) Conference. In: North West University/OPTENTIA
Research Focus Area; 2017.'
apa: Schwab, S., Hellmich, F., & Görel, G. (2017). „That is why I believe
I can do it” - Prediction of Self-Efficacy Towards Inclusive Education in Austrian
and German Prospective Teachers. Individual Paper Presentation. 2017 IACESA (International
Association for Cognitive Education in Southern Africa) Conference.
bibtex: '@inproceedings{Schwab_Hellmich_Görel_2017, place={Cape Town, South Africa},
title={„That is why I believe I can do it” - Prediction of Self-Efficacy Towards
Inclusive Education in Austrian and German Prospective Teachers. Individual Paper
Presentation. 2017 IACESA (International Association for Cognitive Education in
Southern Africa) Conference}, publisher={North West University/OPTENTIA Research
Focus Area}, author={Schwab, Susanne and Hellmich, Frank and Görel, Gamze}, year={2017}
}'
chicago: 'Schwab, Susanne, Frank Hellmich, and Gamze Görel. “„That Is Why I Believe
I Can Do It” - Prediction of Self-Efficacy Towards Inclusive Education in Austrian
and German Prospective Teachers. Individual Paper Presentation. 2017 IACESA (International
Association for Cognitive Education in Southern Africa) Conference.” Cape Town,
South Africa: North West University/OPTENTIA Research Focus Area, 2017.'
ieee: S. Schwab, F. Hellmich, and G. Görel, “„That is why I believe I can do it”
- Prediction of Self-Efficacy Towards Inclusive Education in Austrian and German
Prospective Teachers. Individual Paper Presentation. 2017 IACESA (International
Association for Cognitive Education in Southern Africa) Conference,” 2017.
mla: Schwab, Susanne, et al. „That Is Why I Believe I Can Do It” - Prediction
of Self-Efficacy Towards Inclusive Education in Austrian and German Prospective
Teachers. Individual Paper Presentation. 2017 IACESA (International Association
for Cognitive Education in Southern Africa) Conference. North West University/OPTENTIA
Research Focus Area, 2017.
short: 'S. Schwab, F. Hellmich, G. Görel, in: North West University/OPTENTIA Research
Focus Area, Cape Town, South Africa, 2017.'
date_created: 2023-01-20T14:28:17Z
date_updated: 2023-01-26T09:14:03Z
department:
- _id: '460'
language:
- iso: eng
place: Cape Town, South Africa
publisher: North West University/OPTENTIA Research Focus Area
status: public
title: „That is why I believe I can do it” - Prediction of Self-Efficacy Towards Inclusive
Education in Austrian and German Prospective Teachers. Individual Paper Presentation.
2017 IACESA (International Association for Cognitive Education in Southern Africa)
Conference
type: conference
user_id: '57672'
year: '2017'
...
---
_id: '37783'
author:
- first_name: Fabian Karl
full_name: Hoya, Fabian Karl
id: '10600'
last_name: Hoya
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Hoya FK, Hellmich F. Leseleistungen von Grundschulkindern im Zusammenhang
mit dem Feedback ihrer Lehrkräfte im Leseunterricht – Befunde aus einer Mehrebenenanalyse.
Posterpräsentation auf der 5. Tagung der Gesellschaft für Empirische Bildungsforschung
(GEBF). In: Universität Heidelberg; 2017.'
apa: Hoya, F. K., & Hellmich, F. (2017). Leseleistungen von Grundschulkindern
im Zusammenhang mit dem Feedback ihrer Lehrkräfte im Leseunterricht – Befunde
aus einer Mehrebenenanalyse. Posterpräsentation auf der 5. Tagung der Gesellschaft
für Empirische Bildungsforschung (GEBF).
bibtex: '@inproceedings{Hoya_Hellmich_2017, place={Heidelberg}, title={Leseleistungen
von Grundschulkindern im Zusammenhang mit dem Feedback ihrer Lehrkräfte im Leseunterricht
– Befunde aus einer Mehrebenenanalyse. Posterpräsentation auf der 5. Tagung der
Gesellschaft für Empirische Bildungsforschung (GEBF)}, publisher={Universität
Heidelberg}, author={Hoya, Fabian Karl and Hellmich, Frank}, year={2017} }'
chicago: 'Hoya, Fabian Karl, and Frank Hellmich. “Leseleistungen von Grundschulkindern
Im Zusammenhang Mit Dem Feedback Ihrer Lehrkräfte Im Leseunterricht – Befunde
Aus Einer Mehrebenenanalyse. Posterpräsentation Auf Der 5. Tagung Der Gesellschaft
Für Empirische Bildungsforschung (GEBF).” Heidelberg: Universität Heidelberg,
2017.'
ieee: F. K. Hoya and F. Hellmich, “Leseleistungen von Grundschulkindern im Zusammenhang
mit dem Feedback ihrer Lehrkräfte im Leseunterricht – Befunde aus einer Mehrebenenanalyse.
Posterpräsentation auf der 5. Tagung der Gesellschaft für Empirische Bildungsforschung
(GEBF),” 2017.
mla: Hoya, Fabian Karl, and Frank Hellmich. Leseleistungen von Grundschulkindern
Im Zusammenhang Mit Dem Feedback Ihrer Lehrkräfte Im Leseunterricht – Befunde
Aus Einer Mehrebenenanalyse. Posterpräsentation Auf Der 5. Tagung Der Gesellschaft
Für Empirische Bildungsforschung (GEBF). Universität Heidelberg, 2017.
short: 'F.K. Hoya, F. Hellmich, in: Universität Heidelberg, Heidelberg, 2017.'
date_created: 2023-01-20T14:27:02Z
date_updated: 2023-01-26T09:14:08Z
department:
- _id: '460'
language:
- iso: eng
place: Heidelberg
publisher: Universität Heidelberg
status: public
title: Leseleistungen von Grundschulkindern im Zusammenhang mit dem Feedback ihrer
Lehrkräfte im Leseunterricht – Befunde aus einer Mehrebenenanalyse. Posterpräsentation
auf der 5. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF)
type: conference
user_id: '57672'
year: '2017'
...
---
_id: '37761'
author:
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
- first_name: Susanne
full_name: Schwab, Susanne
last_name: Schwab
- first_name: Fabian Karl
full_name: Hoya, Fabian Karl
id: '10600'
last_name: Hoya
- first_name: Gamze
full_name: Görel, Gamze
id: '13345'
last_name: Görel
citation:
ama: 'Hellmich F, Schwab S, Hoya FK, Görel G. Under which conditions do primary
school teachers cooperate in inclusive education? Single Paper. 17th Biennial
EARLI (European Association for Research on Learning and Instruction). In: University
of Tampere; 2017.'
apa: Hellmich, F., Schwab, S., Hoya, F. K., & Görel, G. (2017). Under which
conditions do primary school teachers cooperate in inclusive education? Single
Paper. 17th Biennial EARLI (European Association for Research on Learning and
Instruction).
bibtex: '@inproceedings{Hellmich_Schwab_Hoya_Görel_2017, place={Tampere, Finland},
title={Under which conditions do primary school teachers cooperate in inclusive
education? Single Paper. 17th Biennial EARLI (European Association for Research
on Learning and Instruction)}, publisher={University of Tampere}, author={Hellmich,
Frank and Schwab, Susanne and Hoya, Fabian Karl and Görel, Gamze}, year={2017}
}'
chicago: 'Hellmich, Frank, Susanne Schwab, Fabian Karl Hoya, and Gamze Görel. “Under
Which Conditions Do Primary School Teachers Cooperate in Inclusive Education?
Single Paper. 17th Biennial EARLI (European Association for Research on Learning
and Instruction).” Tampere, Finland: University of Tampere, 2017.'
ieee: F. Hellmich, S. Schwab, F. K. Hoya, and G. Görel, “Under which conditions
do primary school teachers cooperate in inclusive education? Single Paper. 17th
Biennial EARLI (European Association for Research on Learning and Instruction),”
2017.
mla: Hellmich, Frank, et al. Under Which Conditions Do Primary School Teachers
Cooperate in Inclusive Education? Single Paper. 17th Biennial EARLI (European
Association for Research on Learning and Instruction). University of Tampere,
2017.
short: 'F. Hellmich, S. Schwab, F.K. Hoya, G. Görel, in: University of Tampere,
Tampere, Finland, 2017.'
date_created: 2023-01-20T14:11:51Z
date_updated: 2023-01-26T09:16:07Z
department:
- _id: '460'
language:
- iso: eng
place: Tampere, Finland
publisher: University of Tampere
status: public
title: Under which conditions do primary school teachers cooperate in inclusive education?
Single Paper. 17th Biennial EARLI (European Association for Research on Learning
and Instruction)
type: conference
user_id: '57672'
year: '2017'
...
---
_id: '37763'
author:
- first_name: Marwin Felix
full_name: Löper, Marwin Felix
id: '26693'
last_name: Löper
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Löper MF, Hellmich F. Prerequisites of Primary School Students` Attitudes
Towards Peers with Social or Emotional Disorders. Single Paper. 17th Biennial
EARLI (European Association for Research on Learning and Instruction). In: Tampere,
Finland; 2017.'
apa: Löper, M. F., & Hellmich, F. (2017). Prerequisites of Primary School
Students` Attitudes Towards Peers with Social or Emotional Disorders. Single Paper.
17th Biennial EARLI (European Association for Research on Learning and Instruction).
bibtex: '@inproceedings{Löper_Hellmich_2017, place={University of Tampere}, title={Prerequisites
of Primary School Students` Attitudes Towards Peers with Social or Emotional Disorders.
Single Paper. 17th Biennial EARLI (European Association for Research on Learning
and Instruction)}, publisher={Tampere, Finland}, author={Löper, Marwin Felix and
Hellmich, Frank}, year={2017} }'
chicago: 'Löper, Marwin Felix, and Frank Hellmich. “Prerequisites of Primary School
Students` Attitudes Towards Peers with Social or Emotional Disorders. Single Paper.
17th Biennial EARLI (European Association for Research on Learning and Instruction).”
University of Tampere: Tampere, Finland, 2017.'
ieee: M. F. Löper and F. Hellmich, “Prerequisites of Primary School Students` Attitudes
Towards Peers with Social or Emotional Disorders. Single Paper. 17th Biennial
EARLI (European Association for Research on Learning and Instruction),” 2017.
mla: Löper, Marwin Felix, and Frank Hellmich. Prerequisites of Primary School
Students` Attitudes Towards Peers with Social or Emotional Disorders. Single Paper.
17th Biennial EARLI (European Association for Research on Learning and Instruction).
Tampere, Finland, 2017.
short: 'M.F. Löper, F. Hellmich, in: Tampere, Finland, University of Tampere, 2017.'
date_created: 2023-01-20T14:13:00Z
date_updated: 2023-01-26T09:15:57Z
department:
- _id: '460'
language:
- iso: eng
place: University of Tampere
publisher: Tampere, Finland
status: public
title: Prerequisites of Primary School Students` Attitudes Towards Peers with Social
or Emotional Disorders. Single Paper. 17th Biennial EARLI (European Association
for Research on Learning and Instruction)
type: conference
user_id: '57672'
year: '2017'
...
---
_id: '40202'
author:
- first_name: Inga
full_name: Wagenknecht, Inga
id: '98804'
last_name: Wagenknecht
- first_name: Uta
full_name: Meier-Gräwe, Uta
last_name: Meier-Gräwe
- first_name: Ute
full_name: Ziegenhain, Ute
last_name: Ziegenhain
citation:
ama: 'Wagenknecht I, Meier-Gräwe U, Ziegenhain U. Kosten und Nutzen Früher Hilfen.
In: Fischer J, Geene R, eds. Netzwerke in Frühen Hilfen und Gesundheitsförderung.
1st ed. Beltz Juventa; 2017:136-157.'
apa: Wagenknecht, I., Meier-Gräwe, U., & Ziegenhain, U. (2017). Kosten und Nutzen
Früher Hilfen. In J. Fischer & R. Geene (Eds.), Netzwerke in Frühen Hilfen
und Gesundheitsförderung (1st ed., pp. 136–157). Beltz Juventa.
bibtex: '@inbook{Wagenknecht_Meier-Gräwe_Ziegenhain_2017, place={Weinheim}, edition={1},
title={Kosten und Nutzen Früher Hilfen}, booktitle={Netzwerke in Frühen Hilfen
und Gesundheitsförderung}, publisher={Beltz Juventa}, author={Wagenknecht, Inga
and Meier-Gräwe, Uta and Ziegenhain, Ute}, editor={Fischer, Jörg and Geene, Raimund},
year={2017}, pages={136–157} }'
chicago: 'Wagenknecht, Inga, Uta Meier-Gräwe, and Ute Ziegenhain. “Kosten und Nutzen
Früher Hilfen.” In Netzwerke in Frühen Hilfen und Gesundheitsförderung,
edited by Jörg Fischer and Raimund Geene, 1st ed., 136–57. Weinheim: Beltz Juventa,
2017.'
ieee: 'I. Wagenknecht, U. Meier-Gräwe, and U. Ziegenhain, “Kosten und Nutzen Früher
Hilfen,” in Netzwerke in Frühen Hilfen und Gesundheitsförderung, 1st ed.,
J. Fischer and R. Geene, Eds. Weinheim: Beltz Juventa, 2017, pp. 136–157.'
mla: Wagenknecht, Inga, et al. “Kosten und Nutzen Früher Hilfen.” Netzwerke in
Frühen Hilfen und Gesundheitsförderung, edited by Jörg Fischer and Raimund
Geene, 1st ed., Beltz Juventa, 2017, pp. 136–57.
short: 'I. Wagenknecht, U. Meier-Gräwe, U. Ziegenhain, in: J. Fischer, R. Geene
(Eds.), Netzwerke in Frühen Hilfen und Gesundheitsförderung, 1st ed., Beltz Juventa,
Weinheim, 2017, pp. 136–157.'
date_created: 2023-01-26T08:46:20Z
date_updated: 2023-01-26T09:18:47Z
department:
- _id: '22'
edition: '1'
editor:
- first_name: Jörg
full_name: Fischer, Jörg
last_name: Fischer
- first_name: Raimund
full_name: Geene, Raimund
last_name: Geene
language:
- iso: ger
page: 136-157
place: Weinheim
publication: Netzwerke in Frühen Hilfen und Gesundheitsförderung
publication_identifier:
isbn:
- 978-3-7799-3497-4
publication_status: published
publisher: Beltz Juventa
status: public
title: Kosten und Nutzen Früher Hilfen
type: book_chapter
user_id: '50419'
year: '2017'
...
---
_id: '40017'
citation:
ama: Hellmich F, Blumberg E, eds. Inklusiver Unterricht in Der Grundschule.
Kohlhammer; 2017.
apa: Hellmich, F., & Blumberg, E. (Eds.). (2017). Inklusiver Unterricht in
der Grundschule. Kohlhammer.
bibtex: '@book{Hellmich_Blumberg_2017, place={Stuttgart}, title={Inklusiver Unterricht
in der Grundschule}, publisher={Kohlhammer}, year={2017} }'
chicago: 'Hellmich, Frank, and Eva Blumberg, eds. Inklusiver Unterricht in Der
Grundschule. Stuttgart: Kohlhammer, 2017.'
ieee: 'F. Hellmich and E. Blumberg, Eds., Inklusiver Unterricht in der Grundschule.
Stuttgart: Kohlhammer, 2017.'
mla: Hellmich, Frank, and Eva Blumberg, editors. Inklusiver Unterricht in Der
Grundschule. Kohlhammer, 2017.
short: F. Hellmich, E. Blumberg, eds., Inklusiver Unterricht in Der Grundschule,
Kohlhammer, Stuttgart, 2017.
date_created: 2023-01-25T13:58:36Z
date_updated: 2023-01-26T14:57:39Z
department:
- _id: '298'
- _id: '460'
editor:
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
- first_name: Eva
full_name: Blumberg, Eva
id: '37549'
last_name: Blumberg
language:
- iso: eng
place: Stuttgart
publisher: Kohlhammer
status: public
title: Inklusiver Unterricht in der Grundschule
type: book_editor
user_id: '79692'
year: '2017'
...
---
_id: '21032'
abstract:
- lang: eng
text: "In the last few decades, there has been much progress on low loss
waveguides, very efficient photon-number detectors and nonlinear processes. Engineered
sum-frequency conversion is now at a stage where it allows operation on arbitrary
temporal broadband modes, thus making the spectral degree of freedom accessible
for information coding. Hereby the information is often encoded into the temporal
modes of a single photon. Here, we analyse the prospect of using multi-photon
states or squeezed states in different temporal modes based on integrated optics
devices. We describe an analogy between mode-selective sum-frequency conversion
and a network of spatial beam splitters. Furthermore, we analyse the limits on
the achievable squeezing in waveguides with current technology and the loss limits
in the conversion process.\r\n This article is part
of the themed issue ‘Quantum technology for the 21st century’."
article_number: '20160244'
author:
- first_name: G.
full_name: Harder, G.
last_name: Harder
- first_name: V.
full_name: Ansari, V.
last_name: Ansari
- first_name: Tim
full_name: Bartley, Tim
id: '49683'
last_name: Bartley
- first_name: Benjamin
full_name: Brecht, Benjamin
id: '27150'
last_name: Brecht
orcid: '0000-0003-4140-0556 '
- first_name: Christine
full_name: Silberhorn, Christine
id: '26263'
last_name: Silberhorn
citation:
ama: 'Harder G, Ansari V, Bartley T, Brecht B, Silberhorn C. Harnessing temporal
modes for multi-photon quantum information processing based on integrated optics.
Philosophical Transactions of the Royal Society A: Mathematical, Physical and
Engineering Sciences. 2017;375(2099). doi:10.1098/rsta.2016.0244'
apa: 'Harder, G., Ansari, V., Bartley, T., Brecht, B., & Silberhorn, C. (2017).
Harnessing temporal modes for multi-photon quantum information processing based
on integrated optics. Philosophical Transactions of the Royal Society A: Mathematical,
Physical and Engineering Sciences, 375(2099), Article 20160244. https://doi.org/10.1098/rsta.2016.0244'
bibtex: '@article{Harder_Ansari_Bartley_Brecht_Silberhorn_2017, title={Harnessing
temporal modes for multi-photon quantum information processing based on integrated
optics}, volume={375}, DOI={10.1098/rsta.2016.0244},
number={209920160244}, journal={Philosophical Transactions of the Royal Society
A: Mathematical, Physical and Engineering Sciences}, author={Harder, G. and Ansari,
V. and Bartley, Tim and Brecht, Benjamin and Silberhorn, Christine}, year={2017}
}'
chicago: 'Harder, G., V. Ansari, Tim Bartley, Benjamin Brecht, and Christine Silberhorn.
“Harnessing Temporal Modes for Multi-Photon Quantum Information Processing Based
on Integrated Optics.” Philosophical Transactions of the Royal Society A: Mathematical,
Physical and Engineering Sciences 375, no. 2099 (2017). https://doi.org/10.1098/rsta.2016.0244.'
ieee: 'G. Harder, V. Ansari, T. Bartley, B. Brecht, and C. Silberhorn, “Harnessing
temporal modes for multi-photon quantum information processing based on integrated
optics,” Philosophical Transactions of the Royal Society A: Mathematical, Physical
and Engineering Sciences, vol. 375, no. 2099, Art. no. 20160244, 2017, doi:
10.1098/rsta.2016.0244.'
mla: 'Harder, G., et al. “Harnessing Temporal Modes for Multi-Photon Quantum Information
Processing Based on Integrated Optics.” Philosophical Transactions of the Royal
Society A: Mathematical, Physical and Engineering Sciences, vol. 375, no.
2099, 20160244, 2017, doi:10.1098/rsta.2016.0244.'
short: 'G. Harder, V. Ansari, T. Bartley, B. Brecht, C. Silberhorn, Philosophical
Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences
375 (2017).'
date_created: 2021-01-20T08:44:54Z
date_updated: 2023-01-27T08:59:17Z
department:
- _id: '15'
- _id: '288'
doi: 10.1098/rsta.2016.0244
intvolume: ' 375'
issue: '2099'
language:
- iso: eng
publication: 'Philosophical Transactions of the Royal Society A: Mathematical, Physical
and Engineering Sciences'
publication_identifier:
issn:
- 1364-503X
- 1471-2962
publication_status: published
status: public
title: Harnessing temporal modes for multi-photon quantum information processing based
on integrated optics
type: journal_article
user_id: '26263'
volume: 375
year: '2017'
...