[{"date_updated":"2023-01-18T10:18:54Z","publisher":"Bielefeld University Press","date_created":"2023-01-18T10:18:09Z","author":[{"first_name":"Stephan","full_name":"Dahmen, Stephan","id":"95659","last_name":"Dahmen"}],"title":"Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action","doi":"10.14361/9783839457061","year":"2021","page":"312","citation":{"mla":"Dahmen, Stephan. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021, doi:<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>.","bibtex":"@book{Dahmen_2021, title={Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}, DOI={<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>}, publisher={Bielefeld University Press}, author={Dahmen, Stephan}, year={2021} }","short":"S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action, Bielefeld University Press, 2021.","apa":"Dahmen, S. (2021). <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press. <a href=\"https://doi.org/10.14361/9783839457061\">https://doi.org/10.14361/9783839457061</a>","ama":"Dahmen S. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press; 2021. doi:<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>","ieee":"S. Dahmen, <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021.","chicago":"Dahmen, Stephan. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021. <a href=\"https://doi.org/10.14361/9783839457061\">https://doi.org/10.14361/9783839457061</a>."},"_id":"37274","department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"user_id":"48187","keyword":["Youth","Welfare State","Transitions","Human Service Organizations","Institutional Ethnography","Activation","Sociology of Conventions","Work","Education","Educational Research","Sociology of Education","Social Pedagogy","History of Education","Bielefeld University Press"],"language":[{"iso":"eng"}],"type":"book","abstract":[{"text":"How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.","lang":"eng"}],"status":"public"},{"page":"312","citation":{"chicago":"Dahmen, Stephan. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021. <a href=\"https://doi.org/10.14361/9783839457061\">https://doi.org/10.14361/9783839457061</a>.","ieee":"S. Dahmen, <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021.","ama":"Dahmen S. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press; 2021. doi:<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>","short":"S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action, Bielefeld University Press, 2021.","mla":"Dahmen, Stephan. <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press, 2021, doi:<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>.","bibtex":"@book{Dahmen_2021, title={Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action}, DOI={<a href=\"https://doi.org/10.14361/9783839457061\">10.14361/9783839457061</a>}, publisher={Bielefeld University Press}, author={Dahmen, Stephan}, year={2021} }","apa":"Dahmen, S. (2021). <i>Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action</i>. Bielefeld University Press. <a href=\"https://doi.org/10.14361/9783839457061\">https://doi.org/10.14361/9783839457061</a>"},"year":"2021","doi":"10.14361/9783839457061","title":"Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action","date_created":"2023-01-18T10:14:30Z","author":[{"last_name":"Dahmen","full_name":"Dahmen, Stephan","first_name":"Stephan"}],"date_updated":"2023-01-18T10:16:56Z","publisher":"Bielefeld University Press","status":"public","abstract":[{"text":"How are activation programs for the young unemployed implemented? How do street-level bureaucrats deal with competing rationalities and demands for action? Transition policies increasingly aim at promoting self-regulation and constructing employable subjects. Stephan Dahmen explores the practical regulation of biographical transitions in activation programs for the young unemployed by focusing on the interactive accomplishment of activation work. The study reveals how the critical tensions of activation policies are continually re-interpreted and adapted to local contingencies and describes the various organisational technologies used for creating employable subjects.","lang":"eng"}],"type":"book","language":[{"iso":"eng"}],"keyword":["Youth","Welfare State","Transitions","Human Service Organizations","Institutional Ethnography","Activation","Sociology of Conventions","Work","Education","Educational Research","Sociology of Education","Social Pedagogy","History of Education","Bielefeld University Press"],"department":[{"_id":"723"},{"_id":"724"}],"user_id":"48187","_id":"37273"},{"_id":"37277","user_id":"48187","department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"language":[{"iso":"eng"}],"type":"journal_article","publication":"Zeitschrift für Soziologie der Erziehung und Sozialisation","status":"public","date_updated":"2023-01-18T10:23:52Z","author":[{"id":"95659","full_name":"Dahmen, Stephan","last_name":"Dahmen","first_name":"Stephan"}],"date_created":"2023-01-18T10:23:24Z","volume":41,"title":"Technologien in Kindheit und Familie. Einführung in den Schwerpunkt.","issue":"H.3","year":"2021","citation":{"chicago":"Dahmen, Stephan. “Technologien in Kindheit Und Familie. Einführung in Den Schwerpunkt.” <i>Zeitschrift Für Soziologie Der Erziehung Und Sozialisation</i> 41, no. H.3 (2021): 243–247.","ieee":"S. Dahmen, “Technologien in Kindheit und Familie. Einführung in den Schwerpunkt.,” <i>Zeitschrift für Soziologie der Erziehung und Sozialisation</i>, vol. 41, no. H.3, pp. 243–247, 2021.","ama":"Dahmen S. Technologien in Kindheit und Familie. Einführung in den Schwerpunkt. <i>Zeitschrift für Soziologie der Erziehung und Sozialisation</i>. 2021;41(H.3):243–247.","bibtex":"@article{Dahmen_2021, title={Technologien in Kindheit und Familie. Einführung in den Schwerpunkt.}, volume={41}, number={H.3}, journal={Zeitschrift für Soziologie der Erziehung und Sozialisation}, author={Dahmen, Stephan}, year={2021}, pages={243–247} }","short":"S. Dahmen, Zeitschrift Für Soziologie Der Erziehung Und Sozialisation 41 (2021) 243–247.","mla":"Dahmen, Stephan. “Technologien in Kindheit Und Familie. Einführung in Den Schwerpunkt.” <i>Zeitschrift Für Soziologie Der Erziehung Und Sozialisation</i>, vol. 41, no. H.3, 2021, pp. 243–247.","apa":"Dahmen, S. (2021). Technologien in Kindheit und Familie. Einführung in den Schwerpunkt. <i>Zeitschrift Für Soziologie Der Erziehung Und Sozialisation</i>, <i>41</i>(H.3), 243–247."},"intvolume":"        41","page":"243–247"},{"intvolume":"         9","page":"347-360","citation":{"apa":"Dahmen, S. (2021). Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing? <i>Social Inclusion</i>, <i>9</i>(3), 347–360. <a href=\"https://doi.org/10.17645/si.v9i3.4354\">https://doi.org/10.17645/si.v9i3.4354</a>","bibtex":"@article{Dahmen_2021, title={Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?}, volume={9}, DOI={<a href=\"https://doi.org/10.17645/si.v9i3.4354\">10.17645/si.v9i3.4354</a>}, number={3}, journal={Social Inclusion}, publisher={Cogitatio}, author={Dahmen, Stephan}, year={2021}, pages={347–360} }","mla":"Dahmen, Stephan. “Constructing the ‘Competent’ Pupil: Optimizing Human Futures Through Testing?” <i>Social Inclusion</i>, vol. 9, no. 3, Cogitatio, 2021, pp. 347–60, doi:<a href=\"https://doi.org/10.17645/si.v9i3.4354\">10.17645/si.v9i3.4354</a>.","short":"S. Dahmen, Social Inclusion 9 (2021) 347–360.","ama":"Dahmen S. Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing? <i>Social Inclusion</i>. 2021;9(3):347-360. doi:<a href=\"https://doi.org/10.17645/si.v9i3.4354\">10.17645/si.v9i3.4354</a>","chicago":"Dahmen, Stephan. “Constructing the ‘Competent’ Pupil: Optimizing Human Futures Through Testing?” <i>Social Inclusion</i> 9, no. 3 (2021): 347–60. <a href=\"https://doi.org/10.17645/si.v9i3.4354\">https://doi.org/10.17645/si.v9i3.4354</a>.","ieee":"S. Dahmen, “Constructing the ‘Competent’ Pupil: Optimizing Human Futures Through Testing?,” <i>Social Inclusion</i>, vol. 9, no. 3, pp. 347–360, 2021, doi: <a href=\"https://doi.org/10.17645/si.v9i3.4354\">10.17645/si.v9i3.4354</a>."},"publication_identifier":{"issn":["2183-2803"]},"publication_status":"published","doi":"10.17645/si.v9i3.4354","volume":9,"author":[{"full_name":"Dahmen, Stephan","id":"95659","last_name":"Dahmen","first_name":"Stephan"}],"date_updated":"2023-01-18T10:34:09Z","status":"public","type":"journal_article","department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"user_id":"48187","_id":"37285","year":"2021","issue":"3","title":"Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?","date_created":"2023-01-18T10:33:25Z","publisher":"Cogitatio","abstract":[{"lang":"eng","text":"<jats:p>In the last decade, the German transition system has witnessed the large‐scale introduction of so‐called “analysis of potentials” (&lt;em&gt;Potenzialanalysen&lt;/em&gt;) in secondary compulsory schooling. In most German Länder, 8th graders must participate in a two‐day assessment center which combines psychometric testing with observations of their social and professional competencies in pre‐specified tasks. The programmatic aim of these assessments is to “introduce pupils early to choosing a job” (Bundesministerium für Bildung und Forschung [BMBF], 2017, p. 2) as well as to enhance the propensity of pupils to “take responsibility for their own future” (BMBF, 2017, p. 9). In the context of the German school‐to‐work system, the introduction of these new forms of diagnostics bear witness to a new preventive political rationality that aims at reducing the entry age into upper secondary education, reduce the recourse to so‐called “transition measures” and optimizing transitions into an apprenticeship market that is characterized by structural inequalities and “mismatch” between pupils’ job aspirations and the offers in apprenticeship places. However, little is known on the role of competency testing devices for the construction of further trajectories and aspirations and their role in the reproduction of inequalities in transitions from school to work. Based on an in‐depth analysis of policy documents and competency profiles (the documents handed out to the pupils after undergoing testing), the article reconstructs the political rationale for the introduction of the so‐called &lt;em&gt;Potenzialanalysen&lt;/em&gt;. Based on a Foucauldian framework, we show how pupils are constructed as “competent” subjects. We show that competency assessments are part and parcel of a political rationality that aims at the promotion of a specific (future‐oriented, optimized, self‐regulated) relation to one’s own biographical future on the side of the pupils. Our results demonstrate that competency profiles construct the process of choosing a job as an individualized project of the self and that they invisibilize structural barriers and power relations. In doing so, competency assessments potentially contribute to the reproduction of inequalities in post‐secondary education through delegating “cooling out” processes from institutional gatekeepers to the interiority of persons.</jats:p>"}],"publication":"Social Inclusion","language":[{"iso":"eng"}],"keyword":["Sociology and Political Science","Social Psychology"]},{"title":"Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik?","publisher":"DBB Verlag","date_updated":"2023-01-18T10:39:26Z","author":[{"first_name":"Grit","last_name":"Graefe","full_name":"Graefe, Grit"},{"first_name":"Katrin","full_name":"Temmen, Katrin","id":"30086","last_name":"Temmen"}],"date_created":"2023-01-18T10:38:10Z","year":"2021","citation":{"ama":"Graefe G, Temmen K. Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik? <i>Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung eV</i>. 2021;(02/2021):46-54.","ieee":"G. Graefe and K. Temmen, “Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik?,” <i>Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V.</i>, no. 02/2021, pp. 46–54, 2021.","chicago":"Graefe, Grit, and Katrin Temmen. “Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik?” <i>Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V.</i>, no. 02/2021 (2021): 46–54.","bibtex":"@article{Graefe_Temmen_2021, title={Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik?}, number={02/2021}, journal={Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V.}, publisher={DBB Verlag}, author={Graefe, Grit and Temmen, Katrin}, year={2021}, pages={46–54} }","mla":"Graefe, Grit, and Katrin Temmen. “Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik?” <i>Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V.</i>, no. 02/2021, DBB Verlag, 2021, pp. 46–54.","short":"G. Graefe, K. Temmen, Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V. (2021) 46–54.","apa":"Graefe, G., &#38; Temmen, K. (2021). Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik? <i>Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V.</i>, <i>02/2021</i>, 46–54."},"page":"46-54","publication_status":"published","issue":"02/2021","language":[{"iso":"ger"}],"_id":"37289","user_id":"85414","department":[{"_id":"34"},{"_id":"300"}],"status":"public","type":"journal_article","publication":"Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V."},{"publisher":"Dr. Kovac","date_updated":"2023-01-18T13:16:33Z","supervisor":[{"last_name":"Betz","full_name":"Betz, Stefan","first_name":"Stefan"}],"author":[{"full_name":"Fiedler, Moritz","last_name":"Fiedler","first_name":"Moritz"}],"date_created":"2023-01-18T13:16:31Z","title":"Development of a Strategic Controlling Concept","year":"2021","place":"Hamburg","citation":{"apa":"Fiedler, M. (2021). <i>Development of a Strategic Controlling Concept</i>. Dr. Kovac.","mla":"Fiedler, Moritz. <i>Development of a Strategic Controlling Concept</i>. Dr. Kovac, 2021.","short":"M. Fiedler, Development of a Strategic Controlling Concept, Dr. Kovac, Hamburg, 2021.","bibtex":"@book{Fiedler_2021, place={Hamburg}, title={Development of a Strategic Controlling Concept}, publisher={Dr. Kovac}, author={Fiedler, Moritz}, year={2021} }","ama":"Fiedler M. <i>Development of a Strategic Controlling Concept</i>. Dr. Kovac; 2021.","chicago":"Fiedler, Moritz. <i>Development of a Strategic Controlling Concept</i>. Hamburg: Dr. Kovac, 2021.","ieee":"M. Fiedler, <i>Development of a Strategic Controlling Concept</i>. Hamburg: Dr. Kovac, 2021."},"_id":"37396","user_id":"52061","department":[{"_id":"193"}],"language":[{"iso":"eng"}],"type":"dissertation","status":"public"},{"intvolume":"       104","page":"241-246","citation":{"ieee":"J. S. Menzefricke, I. Wiederkehr, C. Koldewey, and R. Dumitrescu, “Maturity-based Development of Strategic Thrusts for Socio-technical Risks,” <i>Procedia CIRP</i>, vol. 104, pp. 241–246, 2021, doi: <a href=\"https://doi.org/10.1016/j.procir.2021.11.041\">10.1016/j.procir.2021.11.041</a>.","chicago":"Menzefricke, Jörn Steffen, Ingrid Wiederkehr, Christian Koldewey, and Roman Dumitrescu. “Maturity-Based Development of Strategic Thrusts for Socio-Technical Risks.” <i>Procedia CIRP</i> 104 (2021): 241–46. <a href=\"https://doi.org/10.1016/j.procir.2021.11.041\">https://doi.org/10.1016/j.procir.2021.11.041</a>.","ama":"Menzefricke JS, Wiederkehr I, Koldewey C, Dumitrescu R. Maturity-based Development of Strategic Thrusts for Socio-technical Risks. <i>Procedia CIRP</i>. 2021;104:241-246. doi:<a href=\"https://doi.org/10.1016/j.procir.2021.11.041\">10.1016/j.procir.2021.11.041</a>","mla":"Menzefricke, Jörn Steffen, et al. “Maturity-Based Development of Strategic Thrusts for Socio-Technical Risks.” <i>Procedia CIRP</i>, vol. 104, Elsevier BV, 2021, pp. 241–46, doi:<a href=\"https://doi.org/10.1016/j.procir.2021.11.041\">10.1016/j.procir.2021.11.041</a>.","bibtex":"@article{Menzefricke_Wiederkehr_Koldewey_Dumitrescu_2021, title={Maturity-based Development of Strategic Thrusts for Socio-technical Risks}, volume={104}, DOI={<a href=\"https://doi.org/10.1016/j.procir.2021.11.041\">10.1016/j.procir.2021.11.041</a>}, journal={Procedia CIRP}, publisher={Elsevier BV}, author={Menzefricke, Jörn Steffen and Wiederkehr, Ingrid and Koldewey, Christian and Dumitrescu, Roman}, year={2021}, pages={241–246} }","short":"J.S. Menzefricke, I. Wiederkehr, C. Koldewey, R. Dumitrescu, Procedia CIRP 104 (2021) 241–246.","apa":"Menzefricke, J. S., Wiederkehr, I., Koldewey, C., &#38; Dumitrescu, R. (2021). Maturity-based Development of Strategic Thrusts for Socio-technical Risks. <i>Procedia CIRP</i>, <i>104</i>, 241–246. <a href=\"https://doi.org/10.1016/j.procir.2021.11.041\">https://doi.org/10.1016/j.procir.2021.11.041</a>"},"year":"2021","publication_identifier":{"issn":["2212-8271"]},"publication_status":"published","doi":"10.1016/j.procir.2021.11.041","title":"Maturity-based Development of Strategic Thrusts for Socio-technical Risks","volume":104,"author":[{"first_name":"Jörn Steffen","id":"29799","full_name":"Menzefricke, Jörn Steffen","last_name":"Menzefricke"},{"last_name":"Wiederkehr","id":"38169","full_name":"Wiederkehr, Ingrid","first_name":"Ingrid"},{"id":"43136","full_name":"Koldewey, Christian","last_name":"Koldewey","orcid":"https://orcid.org/0000-0001-7992-6399","first_name":"Christian"},{"first_name":"Roman","last_name":"Dumitrescu","id":"16190","full_name":"Dumitrescu, Roman"}],"date_created":"2023-01-18T13:29:31Z","date_updated":"2023-01-18T13:32:38Z","publisher":"Elsevier BV","status":"public","publication":"Procedia CIRP","type":"journal_article","language":[{"iso":"eng"}],"keyword":["General Medicine"],"department":[{"_id":"563"}],"user_id":"14931","_id":"37404"},{"main_file_link":[{"url":"https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3853927"}],"title":"Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk","author":[{"full_name":"Ichev, Riste","last_name":"Ichev","first_name":"Riste"},{"full_name":"Koren, Jernej","last_name":"Koren","first_name":"Jernej"},{"id":"54068","full_name":"Kosi, Urska","last_name":"Kosi","first_name":"Urska"},{"first_name":"Katarina","last_name":"Sitar Sustar","full_name":"Sitar Sustar, Katarina"},{"first_name":"Aljosa","last_name":"Valentincic","full_name":"Valentincic, Aljosa"}],"date_created":"2023-01-17T15:03:08Z","date_updated":"2023-01-18T13:40:40Z","citation":{"bibtex":"@book{Ichev_Koren_Kosi_Sitar Sustar_Valentincic_2021, title={Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk}, author={Ichev, Riste and Koren, Jernej and Kosi, Urska and Sitar Sustar, Katarina and Valentincic, Aljosa}, year={2021} }","mla":"Ichev, Riste, et al. <i>Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk</i>. 2021.","short":"R. Ichev, J. Koren, U. Kosi, K. Sitar Sustar, A. Valentincic, Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk, 2021.","apa":"Ichev, R., Koren, J., Kosi, U., Sitar Sustar, K., &#38; Valentincic, A. (2021). <i>Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk</i>.","ama":"Ichev R, Koren J, Kosi U, Sitar Sustar K, Valentincic A. <i>Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk</i>.; 2021.","chicago":"Ichev, Riste, Jernej Koren, Urska Kosi, Katarina Sitar Sustar, and Aljosa Valentincic. <i>Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk</i>, 2021.","ieee":"R. Ichev, J. Koren, U. Kosi, K. Sitar Sustar, and A. Valentincic, <i>Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk</i>. 2021."},"year":"2021","language":[{"iso":"eng"}],"keyword":["private firms","voluntary audit","cost of debt","self‐selection bias","risk"],"user_id":"88603","department":[{"_id":"635"},{"_id":"186"},{"_id":"551"}],"_id":"37136","status":"public","abstract":[{"text":"This study examines the relation between voluntary audit and the cost of debt in private firms. We use a sample of 4,058 small private firms operating in the period 2006‐2017 that are not subject to mandatory audits. Firms decide for a voluntary audit of financial statements either because the economic setting in which they operate effectively forces them to do so (e.g., ownership complexity, export‐oriented supply chain, subsidiary status) or because firm fundamentals and/or financial reporting practices limit their access to financial debt, both reflected in earnings quality. We use these factors to model the decision for voluntary audit. In the outcome analyses, we find robust evidence that voluntary audits are associated with higher, rather than lower, interest rate by up to 3.0 percentage points. This effect is present regardless of the perceived audit quality (Big‐4 vs. non‐Big‐4), but is stronger for non‐Big‐4 audits where auditees have a stronger position relative to auditors. Audited firms’ earnings are less informative about future operating performance relative to unaudited counterparts. We conclude that voluntary audits facilitate access to financial debt for firms with higher risk that may otherwise have no access to this form of financing. The price paid is reflected in higher interest rates charged to firms with voluntary audits – firms with higher information and/or fundamental risk.","lang":"eng"}],"type":"working_paper"},{"intvolume":"        21","page":"123–142","citation":{"apa":"Grotjahn, R. (2021). Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in der Musik. In H. Schlieper &#38; M. Tönnies (Eds.), <i>Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas</i> (Vol. 21, pp. 123–142). Harrassowitz.","short":"R. Grotjahn, in: H. Schlieper, M. Tönnies (Eds.), Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas, Harrassowitz, Wiesbaden, 2021, pp. 123–142.","bibtex":"@inbook{Grotjahn_2021, place={Wiesbaden}, series={culturae - intermedialität und historische anthropologie}, title={Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in der Musik}, volume={21}, booktitle={Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas}, publisher={Harrassowitz}, author={Grotjahn, Rebecca}, editor={Schlieper, Hendrik  and Tönnies, Merle }, year={2021}, pages={123–142}, collection={culturae - intermedialität und historische anthropologie} }","mla":"Grotjahn, Rebecca. “Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in der Musik.” <i>Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas</i>, edited by Hendrik  Schlieper and Merle  Tönnies, vol. 21, Harrassowitz, 2021, pp. 123–142.","ieee":"R. Grotjahn, “Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in der Musik,” in <i>Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas</i>, vol. 21, H. Schlieper and M. Tönnies, Eds. Wiesbaden: Harrassowitz, 2021, pp. 123–142.","chicago":"Grotjahn, Rebecca. “Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in der Musik.” In <i>Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas</i>, edited by Hendrik  Schlieper and Merle  Tönnies, 21:123–142. culturae - intermedialität und historische anthropologie. Wiesbaden: Harrassowitz, 2021.","ama":"Grotjahn R. Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in der Musik. In: Schlieper H, Tönnies M, eds. <i>Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas</i>. Vol 21. culturae - intermedialität und historische anthropologie. Harrassowitz; 2021:123–142."},"place":"Wiesbaden","year":"2021","publication_identifier":{"isbn":["978-3-447-11508-7"]},"title":"Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in der Musik","volume":21,"date_created":"2023-01-17T16:58:57Z","author":[{"full_name":"Grotjahn, Rebecca","id":"193","last_name":"Grotjahn","first_name":"Rebecca"}],"date_updated":"2023-01-18T14:14:03Z","publisher":"Harrassowitz","status":"public","editor":[{"last_name":"Schlieper","full_name":"Schlieper, Hendrik ","first_name":"Hendrik "},{"full_name":"Tönnies, Merle ","last_name":"Tönnies","first_name":"Merle "}],"publication":"Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas","type":"book_chapter","language":[{"iso":"ger"}],"department":[{"_id":"535"}],"series_title":"culturae - intermedialität und historische anthropologie","user_id":"14931","_id":"37182"},{"place":"Kassel","year":"2021","citation":{"short":"R. Grotjahn, in: T. Ertelt, H. von Loesch (Eds.), Institutionen und Medien, Bärenreiter, Kassel, 2021, pp. 340–367.","mla":"Grotjahn, Rebecca. “Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten.” <i>Institutionen und Medien</i>, edited by Thomas Ertelt and Heinz von Loesch, vol. 2, Bärenreiter, 2021, pp. 340–367.","bibtex":"@inbook{Grotjahn_2021, place={Kassel}, series={Geschichte der musikalischen Interpretation im 19. und 20. Jahrhundert}, title={Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten}, volume={2}, booktitle={Institutionen und Medien}, publisher={Bärenreiter}, author={Grotjahn, Rebecca}, editor={Ertelt, Thomas and Loesch, Heinz von}, year={2021}, pages={340–367}, collection={Geschichte der musikalischen Interpretation im 19. und 20. Jahrhundert} }","apa":"Grotjahn, R. (2021). Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten. In T. Ertelt &#38; H. von Loesch (Eds.), <i>Institutionen und Medien</i> (Vol. 2, pp. 340–367). Bärenreiter.","chicago":"Grotjahn, Rebecca. “Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten.” In <i>Institutionen und Medien</i>, edited by Thomas Ertelt and Heinz von Loesch, 2:340–367. Geschichte der musikalischen Interpretation im 19. und 20. Jahrhundert. Kassel: Bärenreiter, 2021.","ieee":"R. Grotjahn, “Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten,” in <i>Institutionen und Medien</i>, vol. 2, T. Ertelt and H. von Loesch, Eds. Kassel: Bärenreiter, 2021, pp. 340–367.","ama":"Grotjahn R. Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten. In: Ertelt T, Loesch H von, eds. <i>Institutionen und Medien</i>. Vol 2. Geschichte der musikalischen Interpretation im 19. und 20. Jahrhundert. Bärenreiter; 2021:340–367."},"page":"340–367","intvolume":"         2","publication_identifier":{"isbn":["9783761820827"]},"title":"Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten","publisher":"Bärenreiter","date_updated":"2023-01-18T14:13:34Z","author":[{"first_name":"Rebecca","last_name":"Grotjahn","full_name":"Grotjahn, Rebecca","id":"193"}],"date_created":"2023-01-17T17:05:35Z","volume":2,"editor":[{"first_name":"Thomas","full_name":"Ertelt, Thomas","last_name":"Ertelt"},{"first_name":"Heinz von","last_name":"Loesch","full_name":"Loesch, Heinz von"}],"status":"public","type":"book_chapter","publication":"Institutionen und Medien","language":[{"iso":"ger"}],"_id":"37183","series_title":"Geschichte der musikalischen Interpretation im 19. und 20. Jahrhundert","user_id":"14931","department":[{"_id":"535"}]},{"year":"2021","citation":{"bibtex":"@inbook{Iffland_Grotjahn_2021, series={Bulletin der Schweizerische Akademie der Geistes- und Sozialwissenschaften}, title={Musikedition – auch ohne Noten}, volume={27,3}, DOI={<a href=\"https://doi.org/10.5281/ZENODO.5716099\">10.5281/ZENODO.5716099</a>}, booktitle={Edieren: Geisteswissenschaften im digitalen Wandel | Éditer : les sciences humaines en mutation}, author={Iffland, Joachim and Grotjahn, Rebecca}, year={2021}, pages={48–51}, collection={Bulletin der Schweizerische Akademie der Geistes- und Sozialwissenschaften} }","mla":"Iffland, Joachim, and Rebecca Grotjahn. “Musikedition – Auch Ohne Noten.” <i>Edieren: Geisteswissenschaften Im Digitalen Wandel | Éditer : Les Sciences Humaines En Mutation</i>, vol. 27,3, 2021, pp. 48–51, doi:<a href=\"https://doi.org/10.5281/ZENODO.5716099\">10.5281/ZENODO.5716099</a>.","short":"J. Iffland, R. Grotjahn, in: Edieren: Geisteswissenschaften Im Digitalen Wandel | Éditer : Les Sciences Humaines En Mutation, 2021, pp. 48–51.","apa":"Iffland, J., &#38; Grotjahn, R. (2021). Musikedition – auch ohne Noten. In <i>Edieren: Geisteswissenschaften im digitalen Wandel | Éditer : les sciences humaines en mutation: Vol. 27,3</i> (pp. 48–51). <a href=\"https://doi.org/10.5281/ZENODO.5716099\">https://doi.org/10.5281/ZENODO.5716099</a>","ama":"Iffland J, Grotjahn R. Musikedition – auch ohne Noten. In: <i>Edieren: Geisteswissenschaften Im Digitalen Wandel | Éditer : Les Sciences Humaines En Mutation</i>. Vol 27,3. Bulletin der Schweizerische Akademie der Geistes- und Sozialwissenschaften. ; 2021:48-51. doi:<a href=\"https://doi.org/10.5281/ZENODO.5716099\">10.5281/ZENODO.5716099</a>","ieee":"J. Iffland and R. Grotjahn, “Musikedition – auch ohne Noten,” in <i>Edieren: Geisteswissenschaften im digitalen Wandel | Éditer : les sciences humaines en mutation</i>, vol. 27,3, 2021, pp. 48–51.","chicago":"Iffland, Joachim, and Rebecca Grotjahn. “Musikedition – Auch Ohne Noten.” In <i>Edieren: Geisteswissenschaften Im Digitalen Wandel | Éditer : Les Sciences Humaines En Mutation</i>, 27,3:48–51. Bulletin Der Schweizerische Akademie Der Geistes- Und Sozialwissenschaften, 2021. <a href=\"https://doi.org/10.5281/ZENODO.5716099\">https://doi.org/10.5281/ZENODO.5716099</a>."},"page":"48-51","has_accepted_license":"1","title":"Musikedition – auch ohne Noten","main_file_link":[{"url":" https://www.sagw.ch/fileadmin/redaktion_sagw/dokumente/Publikationen/Bulletin/Edieren/SAGW_Bulletin_3_21_Iffland_Grotjahn_Web.pdf"}],"doi":"10.5281/ZENODO.5716099","date_updated":"2023-01-18T14:14:36Z","date_created":"2023-01-17T16:42:14Z","author":[{"full_name":"Iffland, Joachim","last_name":"Iffland","first_name":"Joachim"},{"first_name":"Rebecca","full_name":"Grotjahn, Rebecca","id":"193","last_name":"Grotjahn"}],"volume":"27,3","file":[{"content_type":"application/pdf","relation":"main_file","success":1,"date_created":"2023-01-17T16:50:05Z","creator":"tsteup","date_updated":"2023-01-17T16:50:05Z","access_level":"closed","file_id":"37181","file_name":"SAGW_Bulletin_3_21_Web.pdf","file_size":3646396}],"status":"public","type":"book_chapter","publication":"Edieren: Geisteswissenschaften im digitalen Wandel | Éditer : les sciences humaines en mutation","ddc":["004"],"file_date_updated":"2023-01-17T16:50:05Z","language":[{"iso":"eng"}],"_id":"37180","user_id":"14931","series_title":"Bulletin der Schweizerische Akademie der Geistes- und Sozialwissenschaften","department":[{"_id":"535"}]},{"volume":2,"author":[{"first_name":"Rebecca","full_name":"Grotjahn, Rebecca","last_name":"Grotjahn"}],"date_created":"2023-01-17T16:39:57Z","date_updated":"2023-01-18T14:15:12Z","publisher":"Laaber-Verlag","title":"Singen – Körper – Medien","publication_identifier":{"isbn":["978-3-89007-906-6"]},"page":"13-39","intvolume":"         2","citation":{"bibtex":"@inbook{Grotjahn_2021, place={Lilienthal}, series={Handbuch des Gesangs}, title={Singen – Körper – Medien}, volume={2}, booktitle={Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert}, publisher={Laaber-Verlag}, author={Grotjahn, Rebecca}, editor={Grosch, Nils  and Seedorf, Thomas }, year={2021}, pages={13–39}, collection={Handbuch des Gesangs} }","mla":"Grotjahn, Rebecca. “Singen – Körper – Medien.” <i>Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert</i>, edited by Nils  Grosch and Thomas  Seedorf, vol. 2, Laaber-Verlag, 2021, pp. 13–39.","short":"R. Grotjahn, in: N. Grosch, T. Seedorf (Eds.), Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert, Laaber-Verlag, Lilienthal, 2021, pp. 13–39.","apa":"Grotjahn, R. (2021). Singen – Körper – Medien. In N. Grosch &#38; T. Seedorf (Eds.), <i>Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert</i> (Vol. 2, pp. 13–39). Laaber-Verlag.","ieee":"R. Grotjahn, “Singen – Körper – Medien,” in <i>Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert</i>, vol. 2, N. Grosch and T. Seedorf, Eds. Lilienthal: Laaber-Verlag, 2021, pp. 13–39.","chicago":"Grotjahn, Rebecca. “Singen – Körper – Medien.” In <i>Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert</i>, edited by Nils  Grosch and Thomas  Seedorf, 2:13–39. Handbuch des Gesangs. Lilienthal: Laaber-Verlag, 2021.","ama":"Grotjahn R. Singen – Körper – Medien. In: Grosch N, Seedorf T, eds. <i>Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert</i>. Vol 2. Handbuch des Gesangs. Laaber-Verlag; 2021:13-39."},"place":"Lilienthal","year":"2021","department":[{"_id":"535"}],"user_id":"14931","series_title":"Handbuch des Gesangs","_id":"37179","language":[{"iso":"ger"}],"publication":"Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert","type":"book_chapter","status":"public","editor":[{"first_name":"Nils ","full_name":"Grosch, Nils ","last_name":"Grosch"},{"full_name":"Seedorf, Thomas ","last_name":"Seedorf","first_name":"Thomas "}]},{"type":"book_chapter","publication":"Angstkonstruktionen","status":"public","user_id":"78730","department":[{"_id":"745"}],"_id":"37435","alternative_title":["Eine korpuspragmatische Studie zu Sprachgebrauchsmustern im Umfeld des Lexems Angst in Online-Zeitungen"],"language":[{"iso":"ger"}],"publication_status":"published","citation":{"apa":"Georgi, C. (2021). Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“. In <i>Angstkonstruktionen</i> (pp. 219–264). De Gruyter. <a href=\"https://doi.org/10.1515/9783110729603-009\">https://doi.org/10.1515/9783110729603-009</a>","short":"C. Georgi, in: Angstkonstruktionen, De Gruyter, Berlin, 2021, pp. 219–264.","mla":"Georgi, Christopher. “Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“.” <i>Angstkonstruktionen</i>, De Gruyter, 2021, pp. 219–264, doi:<a href=\"https://doi.org/10.1515/9783110729603-009\">10.1515/9783110729603-009</a>.","bibtex":"@inbook{Georgi_2021, place={Berlin}, title={Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“}, DOI={<a href=\"https://doi.org/10.1515/9783110729603-009\">10.1515/9783110729603-009</a>}, booktitle={Angstkonstruktionen}, publisher={De Gruyter}, author={Georgi, Christopher}, year={2021}, pages={219–264} }","ama":"Georgi C. Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“. In: <i>Angstkonstruktionen</i>. De Gruyter; 2021:219–264. doi:<a href=\"https://doi.org/10.1515/9783110729603-009\">10.1515/9783110729603-009</a>","ieee":"C. Georgi, “Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“,” in <i>Angstkonstruktionen</i>, Berlin: De Gruyter, 2021, pp. 219–264.","chicago":"Georgi, Christopher. “Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“.” In <i>Angstkonstruktionen</i>, 219–264. Berlin: De Gruyter, 2021. <a href=\"https://doi.org/10.1515/9783110729603-009\">https://doi.org/10.1515/9783110729603-009</a>."},"page":"219–264","year":"2021","place":"Berlin","author":[{"last_name":"Georgi","full_name":"Georgi, Christopher","id":"78730","first_name":"Christopher"}],"date_created":"2023-01-18T15:05:52Z","date_updated":"2023-01-18T15:06:52Z","publisher":"De Gruyter","doi":"10.1515/9783110729603-009","title":"Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“"},{"status":"public","editor":[{"last_name":"Grönke","full_name":"Grönke, Kadja ","first_name":"Kadja "},{"first_name":"Michael","last_name":"Zywietz","full_name":"Zywietz, Michael"}],"type":"conference","publication":"Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018","language":[{"iso":"ger"}],"user_id":"72268","department":[{"_id":"233"}],"_id":"36822","citation":{"ama":"Tumat A. Biografie und Werk: Henzes „Bassariden“. In: Grönke K, Zywietz M, eds. <i>Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018</i>. Textem-Verlag; 2021:209-221.","ieee":"A. Tumat, “Biografie und Werk: Henzes „Bassariden“,” in <i>Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018</i>, 2021, pp. 209–221.","chicago":"Tumat, Antje. “Biografie und Werk: Henzes „Bassariden“.” In <i>Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018</i>, edited by Kadja  Grönke and Michael Zywietz, 209–21. Hamburg: Textem-Verlag, 2021.","apa":"Tumat, A. (2021). Biografie und Werk: Henzes „Bassariden“. In K. Grönke &#38; M. Zywietz (Eds.), <i>Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018</i> (pp. 209–221). Textem-Verlag.","short":"A. Tumat, in: K. Grönke, M. Zywietz (Eds.), Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018, Textem-Verlag, Hamburg, 2021, pp. 209–221.","mla":"Tumat, Antje. “Biografie und Werk: Henzes „Bassariden“.” <i>Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018</i>, edited by Kadja  Grönke and Michael Zywietz, Textem-Verlag, 2021, pp. 209–21.","bibtex":"@inproceedings{Tumat_2021, place={Hamburg}, title={Biografie und Werk: Henzes „Bassariden“}, booktitle={Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018}, publisher={Textem-Verlag}, author={Tumat, Antje}, editor={Grönke, Kadja  and Zywietz, Michael}, year={2021}, pages={209–221} }"},"page":"209-221","place":"Hamburg","year":"2021","publication_identifier":{"isbn":["978-3-86485-259-6"]},"title":"Biografie und Werk: Henzes „Bassariden“","author":[{"first_name":"Antje","last_name":"Tumat","full_name":"Tumat, Antje","id":"72268"}],"date_created":"2023-01-13T17:13:55Z","publisher":"Textem-Verlag","date_updated":"2023-01-18T16:12:18Z"},{"keyword":["Computer Science Applications","Education"],"language":[{"iso":"eng"}],"publication":"Electronic Journal of e-Learning","abstract":[{"lang":"eng","text":"<jats:p>A prerequisite for child reading support at school is adequate assessment. Embedding (repeated) assessment into daily teaching routine is often challenging for teachers in terms of time and organization. The use of digital tools can help teachers in the assessment process (in preparation, evaluation, documentation, etc.). A digital assessment tool (Graz Reading Comprehension test: GraLeV), focusing on assessing reading comprehension skills in Grades 3 and 4 is currently being developed in Austria. This reading assessment covers reading comprehension at the word, sentence, and text level. Text level is assessed via two subtests (Subtest I: presentation of nonsense-stories and corresponding questions, and Subtest II: maze selection). The other levels consist of one subtest each. This paper focusses on the subtests at text level. More specifically, the paper reports the results of two studies. Study 1 describes the development phases and the first piloting of these two subtests (data collection: 10/2019-12/2019). Testing 273 students with preliminary versions of the subtests (Subtest I: 30 items, Subtest II: 60 items) produced information on (a) item difficulty, (b) item discriminatory power, and (c) time limits for future speed testing. Items not meeting the required quality criteria were excluded. The final version of Subtest I consists of 16 questions referring to eight different, short, nonsense-texts. Its testing time (without instructions) is three minutes. The final version of the Subtest II consists of 2 texts each with 15 maze selections (30 items) and testing time is 100 seconds. The internal consistency is found to be good for Subtest I (α=.87) and Subtest II (α=.78 to .80). Study 2 reports on testing for validity and retest-reliability (data collection: 09/2020-11/2020). Student scores in another reading comprehension test, together with teacher assessments of reading comprehension, were used to assess congruent validity. Divergent validity was assessed using teacher assessments of mathematical and socio-emotional skills. As expected, the correlations with the congruent measures were higher than those with the divergent measures. A subsample was tested twice with the GraLeV. Retest-reliability was acceptable for Subtest II. However, the scores obtained at time 2 were higher compared to those at time 1 in both subtests. This is probably the result of increased student familiarity with the digital device and the digital test environment at time 2. The results are discussed in the light of teachers’ needs for standardized digital assessments in order to facilitate the tailoring of student reading support.  </jats:p>"}],"publisher":"Academic Conferences International Ltd","date_created":"2023-01-18T16:11:52Z","title":"Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation","issue":"5","year":"2021","_id":"37445","user_id":"97270","department":[{"_id":"645"}],"type":"journal_article","status":"public","date_updated":"2023-01-18T16:46:03Z","author":[{"first_name":"Susanne","full_name":"Seifert, Susanne","id":"97270","last_name":"Seifert"},{"last_name":"Paleczek","full_name":"Paleczek, Lisa","first_name":"Lisa"}],"volume":19,"doi":"10.34190/ejel.19.5.2467","publication_status":"published","publication_identifier":{"issn":["1479-4403"]},"citation":{"mla":"Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation.” <i>Electronic Journal of E-Learning</i>, vol. 19, no. 5, Academic Conferences International Ltd, 2021, pp. pp336-348, doi:<a href=\"https://doi.org/10.34190/ejel.19.5.2467\">10.34190/ejel.19.5.2467</a>.","bibtex":"@article{Seifert_Paleczek_2021, title={Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation}, volume={19}, DOI={<a href=\"https://doi.org/10.34190/ejel.19.5.2467\">10.34190/ejel.19.5.2467</a>}, number={5}, journal={Electronic Journal of e-Learning}, publisher={Academic Conferences International Ltd}, author={Seifert, Susanne and Paleczek, Lisa}, year={2021}, pages={pp336-348} }","short":"S. Seifert, L. Paleczek, Electronic Journal of E-Learning 19 (2021) pp336-348.","apa":"Seifert, S., &#38; Paleczek, L. (2021). Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation. <i>Electronic Journal of E-Learning</i>, <i>19</i>(5), pp336-348. <a href=\"https://doi.org/10.34190/ejel.19.5.2467\">https://doi.org/10.34190/ejel.19.5.2467</a>","chicago":"Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation.” <i>Electronic Journal of E-Learning</i> 19, no. 5 (2021): pp336-348. <a href=\"https://doi.org/10.34190/ejel.19.5.2467\">https://doi.org/10.34190/ejel.19.5.2467</a>.","ieee":"S. Seifert and L. Paleczek, “Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation,” <i>Electronic Journal of e-Learning</i>, vol. 19, no. 5, pp. pp336-348, 2021, doi: <a href=\"https://doi.org/10.34190/ejel.19.5.2467\">10.34190/ejel.19.5.2467</a>.","ama":"Seifert S, Paleczek L. Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation. <i>Electronic Journal of e-Learning</i>. 2021;19(5):pp336-348. doi:<a href=\"https://doi.org/10.34190/ejel.19.5.2467\">10.34190/ejel.19.5.2467</a>"},"page":"pp336-348","intvolume":"        19"},{"publication_identifier":{"issn":["2211-1662","2211-1670"]},"publication_status":"published","page":"383-405","intvolume":"        26","citation":{"bibtex":"@article{Seifert_2021, title={Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade}, volume={26}, DOI={<a href=\"https://doi.org/10.1007/s10758-021-09490-w\">10.1007/s10758-021-09490-w</a>}, number={2}, journal={Technology, Knowledge and Learning}, publisher={Springer Science and Business Media LLC}, author={Seifert, Susanne}, year={2021}, pages={383–405} }","mla":"Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade.” <i>Technology, Knowledge and Learning</i>, vol. 26, no. 2, Springer Science and Business Media LLC, 2021, pp. 383–405, doi:<a href=\"https://doi.org/10.1007/s10758-021-09490-w\">10.1007/s10758-021-09490-w</a>.","short":"S. Seifert, Technology, Knowledge and Learning 26 (2021) 383–405.","apa":"Seifert, S. (2021). Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade. <i>Technology, Knowledge and Learning</i>, <i>26</i>(2), 383–405. <a href=\"https://doi.org/10.1007/s10758-021-09490-w\">https://doi.org/10.1007/s10758-021-09490-w</a>","ama":"Seifert S. Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade. <i>Technology, Knowledge and Learning</i>. 2021;26(2):383-405. doi:<a href=\"https://doi.org/10.1007/s10758-021-09490-w\">10.1007/s10758-021-09490-w</a>","ieee":"S. Seifert, “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade,” <i>Technology, Knowledge and Learning</i>, vol. 26, no. 2, pp. 383–405, 2021, doi: <a href=\"https://doi.org/10.1007/s10758-021-09490-w\">10.1007/s10758-021-09490-w</a>.","chicago":"Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade.” <i>Technology, Knowledge and Learning</i> 26, no. 2 (2021): 383–405. <a href=\"https://doi.org/10.1007/s10758-021-09490-w\">https://doi.org/10.1007/s10758-021-09490-w</a>."},"date_updated":"2023-01-18T16:45:42Z","volume":26,"author":[{"last_name":"Seifert","full_name":"Seifert, Susanne","id":"97270","first_name":"Susanne"}],"doi":"10.1007/s10758-021-09490-w","type":"journal_article","status":"public","_id":"37443","department":[{"_id":"645"}],"user_id":"97270","issue":"2","year":"2021","publisher":"Springer Science and Business Media LLC","date_created":"2023-01-18T16:10:52Z","title":"Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade","publication":"Technology, Knowledge and Learning","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>The range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.</jats:p>","lang":"eng"}],"keyword":["Computer Science Applications","Human-Computer Interaction","Education","Mathematics (miscellaneous)"],"language":[{"iso":"eng"}]},{"publication_status":"published","publication_identifier":{"issn":["0305-5698","1465-3400"]},"year":"2021","citation":{"short":"M. Krammer, S. Seifert, B. Gasteiger-Klicpera, Educational Studies (2021) 1–19.","mla":"Krammer, Mathias, et al. “The Presence of Students Identified as Having Special Needs as a Moderating Effect on Their Classmates’ Reading Comprehension Scores in Relation to Other Major Class Composition Effects.” <i>Educational Studies</i>, Informa UK Limited, 2021, pp. 1–19, doi:<a href=\"https://doi.org/10.1080/03055698.2021.1875320\">10.1080/03055698.2021.1875320</a>.","bibtex":"@article{Krammer_Seifert_Gasteiger-Klicpera_2021, title={The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects}, DOI={<a href=\"https://doi.org/10.1080/03055698.2021.1875320\">10.1080/03055698.2021.1875320</a>}, journal={Educational Studies}, publisher={Informa UK Limited}, author={Krammer, Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}, year={2021}, pages={1–19} }","apa":"Krammer, M., Seifert, S., &#38; Gasteiger-Klicpera, B. (2021). The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects. <i>Educational Studies</i>, 1–19. <a href=\"https://doi.org/10.1080/03055698.2021.1875320\">https://doi.org/10.1080/03055698.2021.1875320</a>","ama":"Krammer M, Seifert S, Gasteiger-Klicpera B. The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects. <i>Educational Studies</i>. Published online 2021:1-19. doi:<a href=\"https://doi.org/10.1080/03055698.2021.1875320\">10.1080/03055698.2021.1875320</a>","chicago":"Krammer, Mathias, Susanne Seifert, and Barbara Gasteiger-Klicpera. “The Presence of Students Identified as Having Special Needs as a Moderating Effect on Their Classmates’ Reading Comprehension Scores in Relation to Other Major Class Composition Effects.” <i>Educational Studies</i>, 2021, 1–19. <a href=\"https://doi.org/10.1080/03055698.2021.1875320\">https://doi.org/10.1080/03055698.2021.1875320</a>.","ieee":"M. Krammer, S. Seifert, and B. Gasteiger-Klicpera, “The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects,” <i>Educational Studies</i>, pp. 1–19, 2021, doi: <a href=\"https://doi.org/10.1080/03055698.2021.1875320\">10.1080/03055698.2021.1875320</a>."},"page":"1-19","publisher":"Informa UK Limited","date_updated":"2023-01-18T16:44:56Z","author":[{"first_name":"Mathias","last_name":"Krammer","full_name":"Krammer, Mathias"},{"last_name":"Seifert","full_name":"Seifert, Susanne","id":"97270","first_name":"Susanne"},{"last_name":"Gasteiger-Klicpera","full_name":"Gasteiger-Klicpera, Barbara","first_name":"Barbara"}],"date_created":"2023-01-18T16:08:23Z","title":"The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects","doi":"10.1080/03055698.2021.1875320","type":"journal_article","publication":"Educational Studies","status":"public","_id":"37439","user_id":"97270","department":[{"_id":"645"}],"keyword":["Education"],"language":[{"iso":"eng"}]},{"year":"2021","citation":{"ama":"Paleczek L, Seifert S, Schöfl M. Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten. <i>British Journal of Educational Technology</i>. 2021;52(6):2145-2161. doi:<a href=\"https://doi.org/10.1111/bjet.13163\">10.1111/bjet.13163</a>","ieee":"L. Paleczek, S. Seifert, and M. Schöfl, “Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten,” <i>British Journal of Educational Technology</i>, vol. 52, no. 6, pp. 2145–2161, 2021, doi: <a href=\"https://doi.org/10.1111/bjet.13163\">10.1111/bjet.13163</a>.","chicago":"Paleczek, Lisa, Susanne Seifert, and Martin Schöfl. “Comparing Digital to Print Assessment of Receptive Vocabulary with GraWo‐KiGa in Austrian Kindergarten.” <i>British Journal of Educational Technology</i> 52, no. 6 (2021): 2145–61. <a href=\"https://doi.org/10.1111/bjet.13163\">https://doi.org/10.1111/bjet.13163</a>.","bibtex":"@article{Paleczek_Seifert_Schöfl_2021, title={Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten}, volume={52}, DOI={<a href=\"https://doi.org/10.1111/bjet.13163\">10.1111/bjet.13163</a>}, number={6}, journal={British Journal of Educational Technology}, publisher={Wiley}, author={Paleczek, Lisa and Seifert, Susanne and Schöfl, Martin}, year={2021}, pages={2145–2161} }","mla":"Paleczek, Lisa, et al. “Comparing Digital to Print Assessment of Receptive Vocabulary with GraWo‐KiGa in Austrian Kindergarten.” <i>British Journal of Educational Technology</i>, vol. 52, no. 6, Wiley, 2021, pp. 2145–61, doi:<a href=\"https://doi.org/10.1111/bjet.13163\">10.1111/bjet.13163</a>.","short":"L. Paleczek, S. Seifert, M. Schöfl, British Journal of Educational Technology 52 (2021) 2145–2161.","apa":"Paleczek, L., Seifert, S., &#38; Schöfl, M. (2021). Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten. <i>British Journal of Educational Technology</i>, <i>52</i>(6), 2145–2161. <a href=\"https://doi.org/10.1111/bjet.13163\">https://doi.org/10.1111/bjet.13163</a>"},"intvolume":"        52","page":"2145-2161","publication_status":"published","publication_identifier":{"issn":["0007-1013","1467-8535"]},"issue":"6","title":"Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten","doi":"10.1111/bjet.13163","date_updated":"2023-01-18T16:45:24Z","publisher":"Wiley","date_created":"2023-01-18T16:10:22Z","author":[{"first_name":"Lisa","full_name":"Paleczek, Lisa","last_name":"Paleczek"},{"first_name":"Susanne","id":"97270","full_name":"Seifert, Susanne","last_name":"Seifert"},{"first_name":"Martin","full_name":"Schöfl, Martin","last_name":"Schöfl"}],"volume":52,"status":"public","type":"journal_article","publication":"British Journal of Educational Technology","keyword":["Education"],"language":[{"iso":"eng"}],"_id":"37442","user_id":"97270","department":[{"_id":"645"}]},{"title":"Teaching and learning in a multilingual Europe: findings from a cross-European study","date_created":"2023-01-18T16:25:43Z","publisher":"Springer Science and Business Media LLC","year":"2021","issue":"2","language":[{"iso":"eng"}],"keyword":["Developmental and Educational Psychology","Education"],"abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.</jats:p>"}],"publication":"European Journal of Psychology of Education","doi":"10.1007/s10212-020-00523-z","volume":37,"author":[{"last_name":"Dockrell","full_name":"Dockrell, J. E.","first_name":"J. E."},{"first_name":"T. C.","full_name":"Papadopoulos, T. C.","last_name":"Papadopoulos"},{"last_name":"Mifsud","full_name":"Mifsud, C. L.","first_name":"C. L."},{"last_name":"Bourke","full_name":"Bourke, L.","first_name":"L."},{"last_name":"Vilageliu","full_name":"Vilageliu, O.","first_name":"O."},{"full_name":"Bešić, E.","last_name":"Bešić","first_name":"E."},{"first_name":"Susanne","id":"97270","full_name":"Seifert, Susanne","last_name":"Seifert"},{"full_name":"Gasteiger-Klicpera, B.","last_name":"Gasteiger-Klicpera","first_name":"B."},{"full_name":"Ralli, A.","last_name":"Ralli","first_name":"A."},{"last_name":"Dimakos","full_name":"Dimakos, I.","first_name":"I."},{"first_name":"S.","last_name":"Karpava","full_name":"Karpava, S."},{"full_name":"Martins, M.","last_name":"Martins","first_name":"M."},{"first_name":"O.","last_name":"Sousa","full_name":"Sousa, O."},{"last_name":"Castro","full_name":"Castro, S.","first_name":"S."},{"first_name":"H. B.","last_name":"Søndergaard Knudsen","full_name":"Søndergaard Knudsen, H. B."},{"last_name":"Donau","full_name":"Donau, P.","first_name":"P."},{"first_name":"B.","last_name":"Haznedar","full_name":"Haznedar, B."},{"last_name":"Mikulajová","full_name":"Mikulajová, M.","first_name":"M."},{"full_name":"Gerdzhikova, N.","last_name":"Gerdzhikova","first_name":"N."}],"date_updated":"2023-01-18T16:48:47Z","page":"293-320","intvolume":"        37","citation":{"mla":"Dockrell, J. E., et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.” <i>European Journal of Psychology of Education</i>, vol. 37, no. 2, Springer Science and Business Media LLC, 2021, pp. 293–320, doi:<a href=\"https://doi.org/10.1007/s10212-020-00523-z\">10.1007/s10212-020-00523-z</a>.","bibtex":"@article{Dockrell_Papadopoulos_Mifsud_Bourke_Vilageliu_Bešić_Seifert_Gasteiger-Klicpera_Ralli_Dimakos_et al._2021, title={Teaching and learning in a multilingual Europe: findings from a cross-European study}, volume={37}, DOI={<a href=\"https://doi.org/10.1007/s10212-020-00523-z\">10.1007/s10212-020-00523-z</a>}, number={2}, journal={European Journal of Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Dockrell, J. E. and Papadopoulos, T. C. and Mifsud, C. L. and Bourke, L. and Vilageliu, O. and Bešić, E. and Seifert, Susanne and Gasteiger-Klicpera, B. and Ralli, A. and Dimakos, I. and et al.}, year={2021}, pages={293–320} }","short":"J.E. Dockrell, T.C. Papadopoulos, C.L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, S. Seifert, B. Gasteiger-Klicpera, A. Ralli, I. Dimakos, S. Karpava, M. Martins, O. Sousa, S. Castro, H.B. Søndergaard Knudsen, P. Donau, B. Haznedar, M. Mikulajová, N. Gerdzhikova, European Journal of Psychology of Education 37 (2021) 293–320.","apa":"Dockrell, J. E., Papadopoulos, T. C., Mifsud, C. L., Bourke, L., Vilageliu, O., Bešić, E., Seifert, S., Gasteiger-Klicpera, B., Ralli, A., Dimakos, I., Karpava, S., Martins, M., Sousa, O., Castro, S., Søndergaard Knudsen, H. B., Donau, P., Haznedar, B., Mikulajová, M., &#38; Gerdzhikova, N. (2021). Teaching and learning in a multilingual Europe: findings from a cross-European study. <i>European Journal of Psychology of Education</i>, <i>37</i>(2), 293–320. <a href=\"https://doi.org/10.1007/s10212-020-00523-z\">https://doi.org/10.1007/s10212-020-00523-z</a>","ieee":"J. E. Dockrell <i>et al.</i>, “Teaching and learning in a multilingual Europe: findings from a cross-European study,” <i>European Journal of Psychology of Education</i>, vol. 37, no. 2, pp. 293–320, 2021, doi: <a href=\"https://doi.org/10.1007/s10212-020-00523-z\">10.1007/s10212-020-00523-z</a>.","chicago":"Dockrell, J. E., T. C. Papadopoulos, C. L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, Susanne Seifert, et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.” <i>European Journal of Psychology of Education</i> 37, no. 2 (2021): 293–320. <a href=\"https://doi.org/10.1007/s10212-020-00523-z\">https://doi.org/10.1007/s10212-020-00523-z</a>.","ama":"Dockrell JE, Papadopoulos TC, Mifsud CL, et al. Teaching and learning in a multilingual Europe: findings from a cross-European study. <i>European Journal of Psychology of Education</i>. 2021;37(2):293-320. doi:<a href=\"https://doi.org/10.1007/s10212-020-00523-z\">10.1007/s10212-020-00523-z</a>"},"publication_identifier":{"issn":["0256-2928","1878-5174"]},"publication_status":"published","department":[{"_id":"645"}],"user_id":"97270","_id":"37455","status":"public","type":"journal_article"},{"page":"247–248","citation":{"chicago":"Rach, Stefanie, and Michael Liebendörfer. “Die Bedeutung Affektiver Merkmale Beim Mathematiklernen.” In <i>Beiträge Zum Mathematikunterricht 2021 Vom GDM-Monat 2021 Der Gesellschaft Für Didaktik Der Mathematik (GDM) (1.-25. März 2021)</i>, edited by Kerstin Hein, Cathleen Heil, Silke Ruwisch, and Susanne Prediger, 247–248. Beiträge Zum Mathematikunterricht. Münster: WTM-Verlag für wissenschaftliche Texte und Medien, 2021.","ieee":"S. Rach and M. Liebendörfer, “Die Bedeutung affektiver Merkmale beim Mathematiklernen,” in <i>Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft für Didaktik der Mathematik (GDM) (1.-25. März 2021)</i>, K. Hein, C. Heil, S. Ruwisch, and S. Prediger, Eds. Münster: WTM-Verlag für wissenschaftliche Texte und Medien, 2021, pp. 247–248.","ama":"Rach S, Liebendörfer M. Die Bedeutung affektiver Merkmale beim Mathematiklernen. In: Hein K, Heil C, Ruwisch S, Prediger S, eds. <i>Beiträge Zum Mathematikunterricht 2021 Vom GDM-Monat 2021 Der Gesellschaft Für Didaktik Der Mathematik (GDM) (1.-25. März 2021)</i>. Beiträge zum Mathematikunterricht. WTM-Verlag für wissenschaftliche Texte und Medien; 2021:247–248.","apa":"Rach, S., &#38; Liebendörfer, M. (2021). Die Bedeutung affektiver Merkmale beim Mathematiklernen. In K. Hein, C. Heil, S. Ruwisch, &#38; S. Prediger (Eds.), <i>Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft für Didaktik der Mathematik (GDM) (1.-25. März 2021)</i> (pp. 247–248). WTM-Verlag für wissenschaftliche Texte und Medien.","short":"S. Rach, M. Liebendörfer, in: K. Hein, C. Heil, S. Ruwisch, S. Prediger (Eds.), Beiträge Zum Mathematikunterricht 2021 Vom GDM-Monat 2021 Der Gesellschaft Für Didaktik Der Mathematik (GDM) (1.-25. März 2021), WTM-Verlag für wissenschaftliche Texte und Medien, Münster, 2021, pp. 247–248.","bibtex":"@inbook{Rach_Liebendörfer_2021, place={Münster}, series={Beiträge zum Mathematikunterricht}, title={Die Bedeutung affektiver Merkmale beim Mathematiklernen}, booktitle={Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft für Didaktik der Mathematik (GDM) (1.-25. März 2021)}, publisher={WTM-Verlag für wissenschaftliche Texte und Medien}, author={Rach, Stefanie and Liebendörfer, Michael}, editor={Hein, Kerstin and Heil, Cathleen and Ruwisch, Silke and Prediger, Susanne}, year={2021}, pages={247–248}, collection={Beiträge zum Mathematikunterricht} }","mla":"Rach, Stefanie, and Michael Liebendörfer. “Die Bedeutung Affektiver Merkmale Beim Mathematiklernen.” <i>Beiträge Zum Mathematikunterricht 2021 Vom GDM-Monat 2021 Der Gesellschaft Für Didaktik Der Mathematik (GDM) (1.-25. März 2021)</i>, edited by Kerstin Hein et al., WTM-Verlag für wissenschaftliche Texte und Medien, 2021, pp. 247–248."},"place":"Münster","year":"2021","publication_identifier":{"isbn":["978-3-95987-184-6"]},"title":"Die Bedeutung affektiver Merkmale beim Mathematiklernen","author":[{"full_name":"Rach, Stefanie","last_name":"Rach","first_name":"Stefanie"},{"first_name":"Michael","full_name":"Liebendörfer, Michael","last_name":"Liebendörfer"}],"date_created":"2023-01-18T22:35:08Z","publisher":"WTM-Verlag für wissenschaftliche Texte und Medien","date_updated":"2023-01-18T22:41:32Z","status":"public","editor":[{"first_name":"Kerstin","last_name":"Hein","full_name":"Hein, Kerstin"},{"last_name":"Heil","full_name":"Heil, Cathleen","first_name":"Cathleen"},{"last_name":"Ruwisch","full_name":"Ruwisch, Silke","first_name":"Silke"},{"first_name":"Susanne","full_name":"Prediger, Susanne","last_name":"Prediger"}],"publication":"Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft für Didaktik der Mathematik (GDM) (1.-25. März 2021)","type":"book_chapter","department":[{"_id":"10"}],"user_id":"30933","series_title":"Beiträge zum Mathematikunterricht","_id":"37485"}]