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Hellmich, in: University of Geneva, Geneva, Switzerland, 2021.","mla":"Löper, Marwin Felix, and Frank Hellmich. <i>The Quality of Student-Teacher Relationship and Teachers’ Behaviour as Predictors for Children’s Attitudes towards Peers with Learning Disabilities. Single Paper. ECER 2021 (European Conference on Educational Research). “Education and Society: Expectations, Prescriptions, Reconciliations.”</i> University of Geneva, 2021.","bibtex":"@inproceedings{Löper_Hellmich_2021, place={Geneva, Switzerland}, title={The quality of student-teacher relationship and teachers’ behaviour as predictors for children’s attitudes towards peers with learning disabilities. Single Paper. ECER 2021 (European Conference on Educational Research). “Education and Society: expectations, prescriptions, reconciliations”}, publisher={University of Geneva}, author={Löper, Marwin Felix and Hellmich, Frank}, year={2021} }","ieee":"M. F. Löper and F. Hellmich, “The quality of student-teacher relationship and teachers’ behaviour as predictors for children’s attitudes towards peers with learning disabilities. Single Paper. ECER 2021 (European Conference on Educational Research). ‘Education and Society: expectations, prescriptions, reconciliations,’” 2021.","chicago":"Löper, Marwin Felix, and Frank Hellmich. “The Quality of Student-Teacher Relationship and Teachers’ Behaviour as Predictors for Children’s Attitudes towards Peers with Learning Disabilities. Single Paper. ECER 2021 (European Conference on Educational Research). ‘Education and Society: Expectations, Prescriptions, Reconciliations.’” Geneva, Switzerland: University of Geneva, 2021.","ama":"Löper MF, Hellmich F. The quality of student-teacher relationship and teachers’ behaviour as predictors for children’s attitudes towards peers with learning disabilities. Single Paper. ECER 2021 (European Conference on Educational Research). “Education and Society: expectations, prescriptions, reconciliations.” In: University of Geneva; 2021."},"place":"Geneva, Switzerland","year":"2021","language":[{"iso":"eng"}],"user_id":"57672","department":[{"_id":"460"}],"_id":"36135","status":"public","type":"conference"},{"type":"conference","status":"public","department":[{"_id":"460"}],"user_id":"57672","_id":"36141","language":[{"iso":"eng"}],"citation":{"chicago":"Görel, Gamze, and Frank Hellmich. “Differentiation and Individualisation as Key Features of Inclusive Teaching Quality – Findings from a Qualitative Study with Primary School Teachers. Single Paper. ECER 2021 (European Conference on Educational Research). ‘Education and Society: Expectations, Prescriptions, Reconciliations.’” Geneva, Switzerland: University of Geneva, 2021.","ieee":"G. Görel and F. Hellmich, “Differentiation and individualisation as key features of inclusive teaching quality – Findings from a qualitative study with primary school teachers. Single Paper. ECER 2021 (European Conference on Educational Research). ‘Education and Society: expectations, prescriptions, reconciliations,’” 2021.","ama":"Görel G, Hellmich F. Differentiation and individualisation as key features of inclusive teaching quality – Findings from a qualitative study with primary school teachers. Single Paper. ECER 2021 (European Conference on Educational Research). “Education and Society: expectations, prescriptions, reconciliations.” In: University of Geneva; 2021.","apa":"Görel, G., &#38; Hellmich, F. (2021). <i>Differentiation and individualisation as key features of inclusive teaching quality – Findings from a qualitative study with primary school teachers. Single Paper. 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ECER 2021 (European Conference on Educational Research). “Education and Society: Expectations, Prescriptions, Reconciliations.”</i> University of Geneva, 2021."},"year":"2021","place":"Geneva, Switzerland","author":[{"first_name":"Gamze","last_name":"Görel","id":"13345","full_name":"Görel, Gamze"},{"first_name":"Frank","full_name":"Hellmich, Frank","id":"26282","last_name":"Hellmich"}],"date_created":"2023-01-11T13:18:34Z","publisher":"University of Geneva","date_updated":"2023-01-25T17:59:21Z","title":"Differentiation and individualisation as key features of inclusive teaching quality – Findings from a qualitative study with primary school teachers. Single Paper. ECER 2021 (European Conference on Educational Research). “Education and Society: expectations, prescriptions, reconciliations”"},{"_id":"36143","department":[{"_id":"460"}],"user_id":"57672","language":[{"iso":"eng"}],"type":"conference","status":"public","date_updated":"2023-01-25T17:59:06Z","publisher":"University of Gothenburg","date_created":"2023-01-11T13:22:27Z","author":[{"first_name":"Frank","last_name":"Hellmich","id":"26282","full_name":"Hellmich, Frank"},{"first_name":"Jan Roland","full_name":"Schulze, Jan Roland","id":"29492","last_name":"Schulze"},{"last_name":"Hoya","id":"10600","full_name":"Hoya, Fabian Karl","first_name":"Fabian Karl"}],"title":"The promotion of pre-service teachers’ team-teaching competencies for inclusive education. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures”","year":"2021","place":"Gothenburg, Sweden","citation":{"ama":"Hellmich F, Schulze JR, Hoya FK. The promotion of pre-service teachers’ team-teaching competencies for inclusive education. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures.” In: University of Gothenburg; 2021.","chicago":"Hellmich, Frank, Jan Roland Schulze, and Fabian Karl Hoya. “The Promotion of Pre-Service Teachers’ Team-Teaching Competencies for Inclusive Education. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. ‘Education and Citizenship: Learning and Instruction and the Shaping of Futures.’” Gothenburg, Sweden: University of Gothenburg, 2021.","ieee":"F. Hellmich, J. R. Schulze, and F. K. Hoya, “The promotion of pre-service teachers’ team-teaching competencies for inclusive education. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. ‘Education and Citizenship: Learning and Instruction and the Shaping of Futures,’” 2021.","apa":"Hellmich, F., Schulze, J. R., &#38; Hoya, F. K. (2021). <i>The promotion of pre-service teachers’ team-teaching competencies for inclusive education. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures.”</i>","short":"F. Hellmich, J.R. Schulze, F.K. Hoya, in: University of Gothenburg, Gothenburg, Sweden, 2021.","bibtex":"@inproceedings{Hellmich_Schulze_Hoya_2021, place={Gothenburg, Sweden}, title={The promotion of pre-service teachers’ team-teaching competencies for inclusive education. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures”}, publisher={University of Gothenburg}, author={Hellmich, Frank and Schulze, Jan Roland and Hoya, Fabian Karl}, year={2021} }","mla":"Hellmich, Frank, et al. <i>The Promotion of Pre-Service Teachers’ Team-Teaching Competencies for Inclusive Education. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures.”</i> University of Gothenburg, 2021."}},{"date_created":"2023-01-11T13:24:30Z","author":[{"first_name":"Katja","full_name":"Franzen, Katja","id":"75124","last_name":"Franzen"},{"full_name":"Hellmich, Frank","id":"26282","last_name":"Hellmich","first_name":"Frank"},{"full_name":"Moschner, Barbara","last_name":"Moschner","first_name":"Barbara"}],"date_updated":"2023-01-25T17:58:51Z","publisher":"University of Gothenburg","title":"Sources of primary school teachers’ self-efficacy to teach in inclusive classrooms. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures”","citation":{"ieee":"K. Franzen, F. Hellmich, and B. Moschner, “Sources of primary school teachers’ self-efficacy to teach in inclusive classrooms. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. ‘Education and Citizenship: Learning and Instruction and the Shaping of Futures,’” 2021.","chicago":"Franzen, Katja, Frank Hellmich, and Barbara Moschner. “Sources of Primary School Teachers’ Self-Efficacy to Teach in Inclusive Classrooms. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. ‘Education and Citizenship: Learning and Instruction and the Shaping of Futures.’” Gothenburg, Sweden: University of Gothenburg, 2021.","ama":"Franzen K, Hellmich F, Moschner B. Sources of primary school teachers’ self-efficacy to teach in inclusive classrooms. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures.” In: University of Gothenburg; 2021.","apa":"Franzen, K., Hellmich, F., &#38; Moschner, B. (2021). <i>Sources of primary school teachers’ self-efficacy to teach in inclusive classrooms. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures.”</i>","mla":"Franzen, Katja, et al. <i>Sources of Primary School Teachers’ Self-Efficacy to Teach in Inclusive Classrooms. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures.”</i> University of Gothenburg, 2021.","short":"K. Franzen, F. Hellmich, B. Moschner, in: University of Gothenburg, Gothenburg, Sweden, 2021.","bibtex":"@inproceedings{Franzen_Hellmich_Moschner_2021, place={Gothenburg, Sweden}, title={Sources of primary school teachers’ self-efficacy to teach in inclusive classrooms. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures”}, publisher={University of Gothenburg}, author={Franzen, Katja and Hellmich, Frank and Moschner, Barbara}, year={2021} }"},"place":"Gothenburg, Sweden","year":"2021","department":[{"_id":"460"}],"user_id":"57672","_id":"36146","language":[{"iso":"eng"}],"type":"conference","status":"public"},{"language":[{"iso":"ger"}],"_id":"39937","user_id":"32536","abstract":[{"lang":"eng","text":"<jats:title>Zusammenfassung</jats:title><jats:p>Im Zuge der Digitalisierung von Arbeits- und Geschäftsprozessen ist es wichtig, Kompetenzanforderungen zukunftsbezogen und konkret zu ermitteln, um Entwicklungsbedarfe frühzeitig zu erkennen. Dieser Beitrag untersucht daher, wie zukünftige Kompetenzen zugleich prospektiv und prozessbezogen erfasst werden können. Dazu wird ein Vorgehen erprobt, welches verschiedene Verfahren der Anforderungsanalyse integriert. In der gegenwartsbezogenen Analysephase werden zunächst die Kompetenzen ermittelt, die für den Prozess vor dessen digitaler Veränderung relevant sind, und in gegenwarts- und prozessbezogenen Kompetenzprofilen zusammengefasst. In der zukunftsbezogenen Analysephase werden anschließend die für den veränderten, digitalisierten Prozess erforderlichen Kompetenzen hergeleitet und in zukunfts- und prozessbezogenen Kompetenzprofilen abgebildet. Die Kompetenzerhebung erfolgt in beiden Analysephasen mittels Experteninterviews, in denen dieselben Befragungsinstrumente eingesetzt werden. Durch einen Vergleich der gegenwarts- und zukunftsbezogenen Kompetenzprofile lassen sich schließlich zukünftige Kompetenzentwicklungsbedarfe der Mitarbeitenden prozessbezogen und prospektiv ableiten.</jats:p><jats:p><jats:italic>Praktische Relevanz</jats:italic>: Das Vorgehen ermöglicht Unternehmen die prospektive und prozessbezogene Erfassung zukünftig relevanter Kompetenzen und Entwicklungsbedarfe sowie die Gestaltung individueller und prozessorientierter Kompetenzentwicklungsmaßnahmen, insbesondere im Digitalisierungskontext. Die prospektive Ableitung des zukünftigen Entwicklungsbedarfs ist wichtig, um technologisch mit dem digitalen Wandel Schritt zu halten und die Mitarbeitenden dabei proaktiv mit einzubeziehen.</jats:p>"}],"status":"public","type":"journal_article","publication":"Zeitschrift für Arbeitswissenschaft","title":"Prospektive und prozessbezogene Kompetenzanalyse im Digitalisierungskontext – Gestaltung und Erprobung eines Vorgehens","doi":"10.1007/s41449-021-00276-5","publisher":"Springer Science and Business Media LLC","date_updated":"2023-01-26T09:54:12Z","date_created":"2023-01-25T09:47:30Z","author":[{"last_name":"Depenbusch","full_name":"Depenbusch, Sarah","id":"32536","first_name":"Sarah"},{"first_name":"Elena","last_name":"Bender","id":"3211","full_name":"Bender, Elena"},{"first_name":"Niclas","full_name":"Schaper, Niclas","last_name":"Schaper"}],"volume":75,"year":"2021","citation":{"short":"S. Depenbusch, E. Bender, N. Schaper, Zeitschrift für Arbeitswissenschaft 75 (2021) 405–423.","bibtex":"@article{Depenbusch_Bender_Schaper_2021, title={Prospektive und prozessbezogene Kompetenzanalyse im Digitalisierungskontext – Gestaltung und Erprobung eines Vorgehens}, volume={75}, DOI={<a href=\"https://doi.org/10.1007/s41449-021-00276-5\">10.1007/s41449-021-00276-5</a>}, number={4}, journal={Zeitschrift für Arbeitswissenschaft}, publisher={Springer Science and Business Media LLC}, author={Depenbusch, Sarah and Bender, Elena and Schaper, Niclas}, year={2021}, pages={405–423} }","mla":"Depenbusch, Sarah, et al. “Prospektive und prozessbezogene Kompetenzanalyse im Digitalisierungskontext – Gestaltung und Erprobung eines Vorgehens.” <i>Zeitschrift für Arbeitswissenschaft</i>, vol. 75, no. 4, Springer Science and Business Media LLC, 2021, pp. 405–23, doi:<a href=\"https://doi.org/10.1007/s41449-021-00276-5\">10.1007/s41449-021-00276-5</a>.","apa":"Depenbusch, S., Bender, E., &#38; Schaper, N. (2021). Prospektive und prozessbezogene Kompetenzanalyse im Digitalisierungskontext – Gestaltung und Erprobung eines Vorgehens. <i>Zeitschrift für Arbeitswissenschaft</i>, <i>75</i>(4), 405–423. <a href=\"https://doi.org/10.1007/s41449-021-00276-5\">https://doi.org/10.1007/s41449-021-00276-5</a>","ama":"Depenbusch S, Bender E, Schaper N. Prospektive und prozessbezogene Kompetenzanalyse im Digitalisierungskontext – Gestaltung und Erprobung eines Vorgehens. <i>Zeitschrift für Arbeitswissenschaft</i>. 2021;75(4):405-423. doi:<a href=\"https://doi.org/10.1007/s41449-021-00276-5\">10.1007/s41449-021-00276-5</a>","ieee":"S. Depenbusch, E. Bender, and N. Schaper, “Prospektive und prozessbezogene Kompetenzanalyse im Digitalisierungskontext – Gestaltung und Erprobung eines Vorgehens,” <i>Zeitschrift für Arbeitswissenschaft</i>, vol. 75, no. 4, pp. 405–423, 2021, doi: <a href=\"https://doi.org/10.1007/s41449-021-00276-5\">10.1007/s41449-021-00276-5</a>.","chicago":"Depenbusch, Sarah, Elena Bender, and Niclas Schaper. “Prospektive und prozessbezogene Kompetenzanalyse im Digitalisierungskontext – Gestaltung und Erprobung eines Vorgehens.” <i>Zeitschrift für Arbeitswissenschaft</i> 75, no. 4 (2021): 405–23. <a href=\"https://doi.org/10.1007/s41449-021-00276-5\">https://doi.org/10.1007/s41449-021-00276-5</a>."},"page":"405-423","intvolume":"        75","publication_status":"published","publication_identifier":{"issn":["0340-2444","2366-4681"]},"issue":"4"},{"language":[{"iso":"eng"}],"_id":"37413","department":[{"_id":"33"},{"_id":"427"}],"user_id":"693","status":"public","publication":"Vocations and Learning","type":"journal_article","title":"Work Characteristics or Workers’ Characteristics? An Input-Process-Output Perspective on Informal Workplace Learning of Blue Collar Workers.","date_updated":"2023-01-26T10:42:03Z","volume":14,"date_created":"2023-01-18T13:53:12Z","author":[{"last_name":"Decius","full_name":"Decius, Julian","first_name":"Julian"},{"first_name":"Niclas","last_name":"Schaper","full_name":"Schaper, Niclas"},{"last_name":"Seifert","id":"693","full_name":"Seifert, Andreas","first_name":"Andreas"}],"year":"2021","page":"285-326","intvolume":"        14","citation":{"short":"J. Decius, N. Schaper, A. Seifert, Vocations and Learning 14 (2021) 285–326.","mla":"Decius, Julian, et al. “Work Characteristics or Workers’ Characteristics? An Input-Process-Output Perspective on Informal Workplace Learning of Blue Collar Workers.” <i>Vocations and Learning</i>, vol. 14, no. 2, 2021, pp. 285–326.","bibtex":"@article{Decius_Schaper_Seifert_2021, title={Work Characteristics or Workers’ Characteristics? An Input-Process-Output Perspective on Informal Workplace Learning of Blue Collar Workers.}, volume={14}, number={2}, journal={Vocations and Learning}, author={Decius, Julian and Schaper, Niclas and Seifert, Andreas}, year={2021}, pages={285–326} }","apa":"Decius, J., Schaper, N., &#38; Seifert, A. (2021). Work Characteristics or Workers’ Characteristics? An Input-Process-Output Perspective on Informal Workplace Learning of Blue Collar Workers. <i>Vocations and Learning</i>, <i>14</i>(2), 285–326.","chicago":"Decius, Julian, Niclas Schaper, and Andreas Seifert. “Work Characteristics or Workers’ Characteristics? An Input-Process-Output Perspective on Informal Workplace Learning of Blue Collar Workers.” <i>Vocations and Learning</i> 14, no. 2 (2021): 285–326.","ieee":"J. Decius, N. Schaper, and A. Seifert, “Work Characteristics or Workers’ Characteristics? An Input-Process-Output Perspective on Informal Workplace Learning of Blue Collar Workers.,” <i>Vocations and Learning</i>, vol. 14, no. 2, pp. 285–326, 2021.","ama":"Decius J, Schaper N, Seifert A. Work Characteristics or Workers’ Characteristics? An Input-Process-Output Perspective on Informal Workplace Learning of Blue Collar Workers. <i>Vocations and Learning</i>. 2021;14(2):285-326."},"quality_controlled":"1","publication_status":"published","issue":"2"},{"status":"public","publication":"PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.","type":"journal_article","article_type":"original","language":[{"iso":"ger"}],"_id":"39824","department":[{"_id":"427"}],"user_id":"693","year":"2021","page":"173-187","intvolume":"         3","citation":{"apa":"Seifert, A., &#38; Caruso, C. (2021). Bildungswissenschaftliches Wissen und Kompetenzselbsteinschätzungen unter Berücksichtigung individueller Voraussetzungen. Ergebnisse der Befragung angehender Lehrkräfte im Praktikum. <i>PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.</i>, <i>3</i>(1), 173–187.","mla":"Seifert, Andreas, and Carina Caruso. “Bildungswissenschaftliches Wissen und Kompetenzselbsteinschätzungen unter Berücksichtigung individueller Voraussetzungen. Ergebnisse der Befragung angehender Lehrkräfte im Praktikum.” <i>PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.</i>, vol. 3, no. 1, 2021, pp. 173–87.","short":"A. Seifert, C. Caruso, PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung. 3 (2021) 173–187.","bibtex":"@article{Seifert_Caruso_2021, title={Bildungswissenschaftliches Wissen und Kompetenzselbsteinschätzungen unter Berücksichtigung individueller Voraussetzungen. Ergebnisse der Befragung angehender Lehrkräfte im Praktikum.}, volume={3}, number={1}, journal={PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.}, author={Seifert, Andreas and Caruso, Carina}, year={2021}, pages={173–187} }","ieee":"A. Seifert and C. Caruso, “Bildungswissenschaftliches Wissen und Kompetenzselbsteinschätzungen unter Berücksichtigung individueller Voraussetzungen. Ergebnisse der Befragung angehender Lehrkräfte im Praktikum.,” <i>PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.</i>, vol. 3, no. 1, pp. 173–187, 2021.","chicago":"Seifert, Andreas, and Carina Caruso. “Bildungswissenschaftliches Wissen und Kompetenzselbsteinschätzungen unter Berücksichtigung individueller Voraussetzungen. Ergebnisse der Befragung angehender Lehrkräfte im Praktikum.” <i>PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung.</i> 3, no. 1 (2021): 173–87.","ama":"Seifert A, Caruso C. Bildungswissenschaftliches Wissen und Kompetenzselbsteinschätzungen unter Berücksichtigung individueller Voraussetzungen. Ergebnisse der Befragung angehender Lehrkräfte im Praktikum. <i>PraxisForschungLehrer*innenBildung Zeitschrift für Schul- und Professionsentwicklung</i>. 2021;3(1):173-187."},"quality_controlled":"1","publication_status":"published","issue":"1","title":"Bildungswissenschaftliches Wissen und Kompetenzselbsteinschätzungen unter Berücksichtigung individueller Voraussetzungen. Ergebnisse der Befragung angehender Lehrkräfte im Praktikum.","date_updated":"2023-01-26T10:44:24Z","volume":3,"author":[{"first_name":"Andreas","last_name":"Seifert","full_name":"Seifert, Andreas","id":"693"},{"first_name":"Carina","last_name":"Caruso","id":"23123","full_name":"Caruso, Carina"}],"date_created":"2023-01-25T07:55:13Z"},{"language":[{"iso":"ger"}],"_id":"40299","department":[{"_id":"33"},{"_id":"427"}],"user_id":"693","status":"public","publication":"DigiGebf21","type":"conference_abstract","title":"„Allgemein hat sich die psychische Gesundheit vieler Schüler verschlechtert…” – Belastungserleben als Herausforderung von Abiturientinnen und Abiturienten im digital vermittelten Distanzunterricht.","conference":{"name":"DigiGebf21","start_date":"22.09.2021","end_date":"22.09.2021"},"date_updated":"2023-01-26T10:48:26Z","date_created":"2023-01-26T10:48:09Z","author":[{"full_name":"Rogge, Tm","last_name":"Rogge","first_name":"Tm"},{"first_name":"Andreas","id":"693","full_name":"Seifert, Andreas","last_name":"Seifert"}],"year":"2021","citation":{"chicago":"Rogge, Tm, and Andreas Seifert. “„Allgemein hat sich die psychische Gesundheit vieler Schüler verschlechtert…” – Belastungserleben als Herausforderung von Abiturientinnen und Abiturienten im digital vermittelten Distanzunterricht.” In <i>DigiGebf21</i>, 2021.","ieee":"T. Rogge and A. Seifert, “„Allgemein hat sich die psychische Gesundheit vieler Schüler verschlechtert…” – Belastungserleben als Herausforderung von Abiturientinnen und Abiturienten im digital vermittelten Distanzunterricht.,” presented at the DigiGebf21, 2021.","ama":"Rogge T, Seifert A. „Allgemein hat sich die psychische Gesundheit vieler Schüler verschlechtert…” – Belastungserleben als Herausforderung von Abiturientinnen und Abiturienten im digital vermittelten Distanzunterricht. In: <i>DigiGebf21</i>. ; 2021.","apa":"Rogge, T., &#38; Seifert, A. (2021). „Allgemein hat sich die psychische Gesundheit vieler Schüler verschlechtert…” – Belastungserleben als Herausforderung von Abiturientinnen und Abiturienten im digital vermittelten Distanzunterricht. <i>DigiGebf21</i>. DigiGebf21.","mla":"Rogge, Tm, and Andreas Seifert. “„Allgemein hat sich die psychische Gesundheit vieler Schüler verschlechtert…” – Belastungserleben als Herausforderung von Abiturientinnen und Abiturienten im digital vermittelten Distanzunterricht.” <i>DigiGebf21</i>, 2021.","bibtex":"@inproceedings{Rogge_Seifert_2021, title={„Allgemein hat sich die psychische Gesundheit vieler Schüler verschlechtert…” – Belastungserleben als Herausforderung von Abiturientinnen und Abiturienten im digital vermittelten Distanzunterricht.}, booktitle={DigiGebf21}, author={Rogge, Tm and Seifert, Andreas}, year={2021} }","short":"T. Rogge, A. Seifert, in: DigiGebf21, 2021."},"quality_controlled":"1","publication_status":"published"},{"type":"conference_abstract","publication":"PAEPSY 2021","status":"public","user_id":"693","department":[{"_id":"33"},{"_id":"427"}],"_id":"40306","language":[{"iso":"ger"}],"publication_status":"published","quality_controlled":"1","citation":{"apa":"Watson, C., &#38; Seifert, A. (2021). „Ich weiß die Antwort nicht“ – Ein Mangel an Motivation oder ein Mangel an Wissen? <i>PAEPSY 2021</i>. PAEPSY 2021.","mla":"Watson, Christina, and Andreas Seifert. “„Ich weiß die Antwort nicht“ – Ein Mangel an Motivation oder ein Mangel an Wissen?” <i>PAEPSY 2021</i>, 2021.","short":"C. Watson, A. Seifert, in: PAEPSY 2021, 2021.","bibtex":"@inproceedings{Watson_Seifert_2021, title={„Ich weiß die Antwort nicht“ – Ein Mangel an Motivation oder ein Mangel an Wissen?}, booktitle={PAEPSY 2021}, author={Watson, Christina and Seifert, Andreas}, year={2021} }","ieee":"C. Watson and A. Seifert, “„Ich weiß die Antwort nicht“ – Ein Mangel an Motivation oder ein Mangel an Wissen?,” presented at the PAEPSY 2021, 2021.","chicago":"Watson, Christina, and Andreas Seifert. “„Ich weiß die Antwort nicht“ – Ein Mangel an Motivation oder ein Mangel an Wissen?” In <i>PAEPSY 2021</i>, 2021.","ama":"Watson C, Seifert A. „Ich weiß die Antwort nicht“ – Ein Mangel an Motivation oder ein Mangel an Wissen? In: <i>PAEPSY 2021</i>. ; 2021."},"year":"2021","date_created":"2023-01-26T10:51:34Z","author":[{"first_name":"Christina","full_name":"Watson, Christina","last_name":"Watson"},{"full_name":"Seifert, Andreas","id":"693","last_name":"Seifert","first_name":"Andreas"}],"date_updated":"2023-01-26T10:51:42Z","conference":{"end_date":"16.09.2021","name":"PAEPSY 2021","start_date":"16.09.2021"},"title":"„Ich weiß die Antwort nicht“ – Ein Mangel an Motivation oder ein Mangel an Wissen?"},{"title":"Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung","doi":"10.21248/qfi.74","date_updated":"2023-01-26T14:57:50Z","publisher":"University Library J. C. Senckenberg","author":[{"full_name":"Schroeder, René","last_name":"Schroeder","first_name":"René"},{"last_name":"Blumberg","id":"37549","full_name":"Blumberg, Eva","first_name":"Eva"},{"first_name":"Brigitte","last_name":"Kottmann","id":"82466","full_name":"Kottmann, Brigitte"},{"last_name":"Miller","full_name":"Miller, Susanne","first_name":"Susanne"},{"full_name":"Reh, Anne","last_name":"Reh","first_name":"Anne"}],"date_created":"2023-01-25T14:34:30Z","volume":3,"year":"2021","citation":{"bibtex":"@article{Schroeder_Blumberg_Kottmann_Miller_Reh_2021, title={Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung}, volume={3}, DOI={<a href=\"https://doi.org/10.21248/qfi.74\">10.21248/qfi.74</a>}, number={2}, journal={QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}, publisher={University Library J. C. Senckenberg}, author={Schroeder, René and Blumberg, Eva and Kottmann, Brigitte and Miller, Susanne and Reh, Anne}, year={2021}, pages={349–372} }","short":"R. Schroeder, E. Blumberg, B. Kottmann, S. Miller, A. Reh, QfI - Qualifizierung Für Inklusion. Online-Zeitschrift Zur Forschung Über Aus-, Fort- Und Weiterbildung Pädagogischer Fachkräfte 3 (2021) 349–372.","mla":"Schroeder, René, et al. “Chancen Des Inklusionsorientierten Sachunterrichts Für Didaktisch-Diagnostisches Handeln. Konzeptionelle Und Methodologisch-Methodische Grundlagen Eines Forschungsbasierten Entwicklungsansatzes Für Die Lehrer*innenbildung.” <i>QfI - Qualifizierung Für Inklusion. Online-Zeitschrift Zur Forschung Über Aus-, Fort- Und Weiterbildung Pädagogischer Fachkräfte</i>, vol. 3, no. 2, University Library J. C. Senckenberg, 2021, pp. 349–72, doi:<a href=\"https://doi.org/10.21248/qfi.74\">10.21248/qfi.74</a>.","apa":"Schroeder, R., Blumberg, E., Kottmann, B., Miller, S., &#38; Reh, A. (2021). Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung. <i>QfI - Qualifizierung Für Inklusion. Online-Zeitschrift Zur Forschung Über Aus-, Fort- Und Weiterbildung Pädagogischer Fachkräfte</i>, <i>3</i>(2), 349–372. <a href=\"https://doi.org/10.21248/qfi.74\">https://doi.org/10.21248/qfi.74</a>","chicago":"Schroeder, René, Eva Blumberg, Brigitte Kottmann, Susanne Miller, and Anne Reh. “Chancen Des Inklusionsorientierten Sachunterrichts Für Didaktisch-Diagnostisches Handeln. Konzeptionelle Und Methodologisch-Methodische Grundlagen Eines Forschungsbasierten Entwicklungsansatzes Für Die Lehrer*innenbildung.” <i>QfI - Qualifizierung Für Inklusion. Online-Zeitschrift Zur Forschung Über Aus-, Fort- Und Weiterbildung Pädagogischer Fachkräfte</i> 3, no. 2 (2021): 349–72. <a href=\"https://doi.org/10.21248/qfi.74\">https://doi.org/10.21248/qfi.74</a>.","ieee":"R. Schroeder, E. Blumberg, B. Kottmann, S. Miller, and A. Reh, “Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung,” <i>QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte</i>, vol. 3, no. 2, pp. 349–372, 2021, doi: <a href=\"https://doi.org/10.21248/qfi.74\">10.21248/qfi.74</a>.","ama":"Schroeder R, Blumberg E, Kottmann B, Miller S, Reh A. Chancen des inklusionsorientierten Sachunterrichts für didaktisch-diagnostisches Handeln. Konzeptionelle und methodologisch-methodische Grundlagen eines forschungsbasierten Entwicklungsansatzes für die Lehrer*innenbildung. <i>QfI - Qualifizierung für Inklusion Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte</i>. 2021;3(2):349-372. doi:<a href=\"https://doi.org/10.21248/qfi.74\">10.21248/qfi.74</a>"},"intvolume":"         3","page":"349-372","publication_status":"published","publication_identifier":{"issn":["2699-2477"]},"issue":"2","keyword":["General Medicine"],"alternative_title":["Potentials of formative assessment practices in social studies and science in inclusive primary education. Conceptual and methodological implications of a design-based-research-based approach for teacher education"],"language":[{"iso":"eng"}],"_id":"40039","user_id":"79692","department":[{"_id":"298"},{"_id":"479"}],"abstract":[{"text":"<jats:p>In der Herausforderung Unterricht inklusionsbezogen weiterzuentwickeln, manifestiert sich unter anderem die Forderung nach der Qualifizierung von (angehenden) Lehrkräften bzgl. der Anwendung und Umsetzung einer alltagsintegrierten Diagnostik mit dem Ziel, Kinder individualisiert und gleichzeitig mit Bezug auf einen gemeinsamen Lerngegenstand zu unterrichten. Dabei ist ein didaktisch-diagnostisches Handeln aller Lehrkräfte gefordert, welches im Kontext einer professionellen und inklusionsorientierten Gestaltung sowie einer angemessenen Begleitung und Förderung von Lern- und Entwicklungsprozessen steht. In der Konzeption entsprechender Aus- und Weiterbildungsformate setzt das geplante Projekt DiPoSa (Didaktisch-diagnostische Potentiale des inklusionsorientierten Sachunterrichts) an. Ziel ist es durch einen Design-Based-Research-Ansatz (DBR) Videovignetten zu erstellen und zu evaluieren, mittels derer entsprechende Kompetenzen von (angehenden) Lehrkräften im Sachunterricht weiterentwickelt werden können. Dabei bietet insbesondere der Sachunterricht als vielperspektivisches Integrationsfach der Grundschule einen passenden Rahmen, kindliche Lernpotentiale als Ausgangspunkt für didaktisch-diagnostisches Handeln nutzbar zu machen. Denn in aktuellen inklusionsorientierten Ansätzen des Sachunterrichts sind sowohl reformpädagogisch orientierte als auch offene Konzepte und Modelle des adaptiven Unterrichts zu finden, die sich an den unterschiedlichen Programmatiken der Umsetzung von individueller Förderung orientieren. Im folgenden Beitrag werden die dem geplanten Projekt zugrundeliegenden theoretischen und empirischen Zugänge erläutert und die forschungsmethodische Umsetzung durch einen DBR-Ansatz als methodologische Basis für eine Theorie-Praxis-verzahnende Forschungsperspektive auf diagnostisches Handeln sowie die Förderung diagnostischer Handlungskompetenzen durch Videovignetten im Kontext der Aus- und Weiterbildung von (Sachunterrichts-)Lehrkräften diskutiert.\r\n \r\nAbstract\r\nThe challenge to further promote practices of inclusive teaching, requires the development of assessment literacy. Combined with the aim to teach all children in a collaborative learning environment, qualification of teachers (in training) in the application and implementation of formative assessment as an integrated daily routine is needed. Therefore, the project DiPoSa focuses on the development of appropriate training and qualification formats. The project heads to create and evaluate video vignettes using a design-based-research approach (DBR), which can then be used to further develop assessment literacy of teachers in social studies and science in primary education. As a multi-perspective integrative subject in elementary school social studies and science in primary education offers a suitable framework for practices of formative assessment taking children's learning potentials as a serious concern. Foundations can be seen in current inclusive approaches to social studies and science in primary education, where reform pedagogically orientation and open concepts can as well be found as models of adaptive teaching. Although there are different theoretical and programmatic implementations, both perspectives share an orientation towards individual support of children. With this in mind the following article tries to lay down the theoretical and empirical approaches of the planed project DiPoSa and discusses methodological foundations of the project. The discussion focuses on how assessment practices as well as assessment literacy can be promoted through a DBR research-design using video vignettes in the context of teacher education and qualification and rooting in a deepened science-practice partnership.Zusammenfassung englisch</jats:p>","lang":"eng"}],"status":"public","type":"journal_article","publication":"QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte"},{"date_updated":"2023-01-26T19:08:16Z","publisher":"Goethe-Universität Frankfurt am Main","date_created":"2023-01-11T13:57:23Z","author":[{"first_name":"Frank","last_name":"Hellmich","full_name":"Hellmich, Frank","id":"26282"},{"first_name":"Fabian Karl","last_name":"Hoya","id":"10600","full_name":"Hoya, Fabian Karl"},{"last_name":"Schulze","full_name":"Schulze, Jan Roland","id":"29492","first_name":"Jan Roland"},{"orcid":"0000-0003-1650-0440","last_name":"Kirsch","full_name":"Kirsch, Alexander","id":"59797","first_name":"Alexander"},{"first_name":"Eva","id":"37549","full_name":"Blumberg, Eva","last_name":"Blumberg"},{"full_name":"Schwab, Susanne","last_name":"Schwab","first_name":"Susanne"}],"title":"Kooperatives Lernen von Lehramtsstudierenden im Zusammenhang mit ihrer Qualifizierung für den inklusiven naturwissenschaftlichen Sachunterricht der Grundschule – Ergebnisse aus dem Forschungsprojekt. Vortrag. Abschlussveranstaltung der Förderlinie \"Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung\" des Bundesministeriums für Bildung und Forschung (BMBF)","year":"2021","place":"Frankfurt am Main","citation":{"ama":"Hellmich F, Hoya FK, Schulze JR, Kirsch A, Blumberg E, Schwab S. Kooperatives Lernen von Lehramtsstudierenden im Zusammenhang mit ihrer Qualifizierung für den inklusiven naturwissenschaftlichen Sachunterricht der Grundschule – Ergebnisse aus dem Forschungsprojekt. Vortrag. Abschlussveranstaltung der Förderlinie “Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung” des Bundesministeriums für Bildung und Forschung (BMBF). In: Goethe-Universität Frankfurt am Main; 2021.","chicago":"Hellmich, Frank, Fabian Karl Hoya, Jan Roland Schulze, Alexander Kirsch, Eva Blumberg, and Susanne Schwab. “Kooperatives Lernen von Lehramtsstudierenden Im Zusammenhang Mit Ihrer Qualifizierung Für Den Inklusiven Naturwissenschaftlichen Sachunterricht Der Grundschule – Ergebnisse Aus Dem Forschungsprojekt. Vortrag. Abschlussveranstaltung Der Förderlinie ‘Qualifizierung Der Pädagogischen Fachkräfte Für Inklusive Bildung’ Des Bundesministeriums Für Bildung Und Forschung (BMBF).” Frankfurt am Main: Goethe-Universität Frankfurt am Main, 2021.","ieee":"F. Hellmich, F. K. Hoya, J. R. Schulze, A. Kirsch, E. Blumberg, and S. Schwab, “Kooperatives Lernen von Lehramtsstudierenden im Zusammenhang mit ihrer Qualifizierung für den inklusiven naturwissenschaftlichen Sachunterricht der Grundschule – Ergebnisse aus dem Forschungsprojekt. Vortrag. Abschlussveranstaltung der Förderlinie ‘Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung’ des Bundesministeriums für Bildung und Forschung (BMBF),” 2021.","apa":"Hellmich, F., Hoya, F. K., Schulze, J. R., Kirsch, A., Blumberg, E., &#38; Schwab, S. (2021). <i>Kooperatives Lernen von Lehramtsstudierenden im Zusammenhang mit ihrer Qualifizierung für den inklusiven naturwissenschaftlichen Sachunterricht der Grundschule – Ergebnisse aus dem Forschungsprojekt. Vortrag. Abschlussveranstaltung der Förderlinie “Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung” des Bundesministeriums für Bildung und Forschung (BMBF)</i>.","bibtex":"@inproceedings{Hellmich_Hoya_Schulze_Kirsch_Blumberg_Schwab_2021, place={Frankfurt am Main}, title={Kooperatives Lernen von Lehramtsstudierenden im Zusammenhang mit ihrer Qualifizierung für den inklusiven naturwissenschaftlichen Sachunterricht der Grundschule – Ergebnisse aus dem Forschungsprojekt. Vortrag. Abschlussveranstaltung der Förderlinie “Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung” des Bundesministeriums für Bildung und Forschung (BMBF)}, publisher={Goethe-Universität Frankfurt am Main}, author={Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Kirsch, Alexander and Blumberg, Eva and Schwab, Susanne}, year={2021} }","short":"F. Hellmich, F.K. Hoya, J.R. Schulze, A. Kirsch, E. Blumberg, S. Schwab, in: Goethe-Universität Frankfurt am Main, Frankfurt am Main, 2021.","mla":"Hellmich, Frank, et al. <i>Kooperatives Lernen von Lehramtsstudierenden Im Zusammenhang Mit Ihrer Qualifizierung Für Den Inklusiven Naturwissenschaftlichen Sachunterricht Der Grundschule – Ergebnisse Aus Dem Forschungsprojekt. Vortrag. Abschlussveranstaltung Der Förderlinie “Qualifizierung Der Pädagogischen Fachkräfte Für Inklusive Bildung” Des Bundesministeriums Für Bildung Und Forschung (BMBF)</i>. Goethe-Universität Frankfurt am Main, 2021."},"_id":"36175","department":[{"_id":"460"},{"_id":"298"}],"user_id":"79692","language":[{"iso":"eng"}],"type":"conference","status":"public"},{"citation":{"chicago":"Hellmich, Frank, Jan Roland Schulze, Eva Blumberg, and Fabian Karl Hoya. “The Impact of the Composition of Pre-Service Teacher Teams on Children’s Competencies in (Non-)Inclusive Primary School Science Lessons. Single Paper. ECER 2021 (European Conference on Educational Research). ‘Education and Society: Expectations, Prescriptions, Reconciliations.’” Geneva, Switzerland: University of Geneva, 2021.","ieee":"F. Hellmich, J. R. Schulze, E. Blumberg, and F. K. Hoya, “The impact of the composition of pre-service teacher teams on children’s competencies in (non-)inclusive primary school science lessons. Single Paper. ECER 2021 (European Conference on Educational Research). ‘Education and Society: expectations, prescriptions, reconciliations,’” 2021.","ama":"Hellmich F, Schulze JR, Blumberg E, Hoya FK. The impact of the composition of pre-service teacher teams on children’s competencies in (non-)inclusive primary school science lessons. Single Paper. ECER 2021 (European Conference on Educational Research). “Education and Society: expectations, prescriptions, reconciliations.” In: University of Geneva; 2021.","apa":"Hellmich, F., Schulze, J. R., Blumberg, E., &#38; Hoya, F. K. (2021). <i>The impact of the composition of pre-service teacher teams on children’s competencies in (non-)inclusive primary school science lessons. Single Paper. ECER 2021 (European Conference on Educational Research). “Education and Society: expectations, prescriptions, reconciliations.”</i>","bibtex":"@inproceedings{Hellmich_Schulze_Blumberg_Hoya_2021, place={Geneva, Switzerland}, title={The impact of the composition of pre-service teacher teams on children’s competencies in (non-)inclusive primary school science lessons. Single Paper. ECER 2021 (European Conference on Educational Research). “Education and Society: expectations, prescriptions, reconciliations”}, publisher={University of Geneva}, author={Hellmich, Frank and Schulze, Jan Roland and Blumberg, Eva and Hoya, Fabian Karl}, year={2021} }","mla":"Hellmich, Frank, et al. <i>The Impact of the Composition of Pre-Service Teacher Teams on Children’s Competencies in (Non-)Inclusive Primary School Science Lessons. Single Paper. ECER 2021 (European Conference on Educational Research). “Education and Society: Expectations, Prescriptions, Reconciliations.”</i> University of Geneva, 2021.","short":"F. Hellmich, J.R. Schulze, E. Blumberg, F.K. Hoya, in: University of Geneva, Geneva, Switzerland, 2021."},"year":"2021","place":"Geneva, Switzerland","title":"The impact of the composition of pre-service teacher teams on children’s competencies in (non-)inclusive primary school science lessons. Single Paper. ECER 2021 (European Conference on Educational Research). “Education and Society: expectations, prescriptions, reconciliations”","date_created":"2023-01-11T13:05:41Z","author":[{"id":"26282","full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"},{"first_name":"Jan Roland","last_name":"Schulze","full_name":"Schulze, Jan Roland","id":"29492"},{"last_name":"Blumberg","id":"37549","full_name":"Blumberg, Eva","first_name":"Eva"},{"id":"10600","full_name":"Hoya, Fabian Karl","last_name":"Hoya","first_name":"Fabian Karl"}],"date_updated":"2023-01-26T19:05:49Z","publisher":"University of Geneva","status":"public","type":"conference","language":[{"iso":"eng"}],"user_id":"79692","department":[{"_id":"460"},{"_id":"298"}],"_id":"36125"},{"citation":{"apa":"Kanne, N. (2021). <i>Marktmachtmissbrauch digitaler Plattformen - eine Analyse anhand der zehnten Novelle des GWB</i>.","bibtex":"@book{Kanne_2021, title={Marktmachtmissbrauch digitaler Plattformen - eine Analyse anhand der zehnten Novelle des GWB}, author={Kanne, Niklas}, year={2021} }","mla":"Kanne, Niklas. <i>Marktmachtmissbrauch digitaler Plattformen - eine Analyse anhand der zehnten Novelle des GWB</i>. 2021.","short":"N. Kanne, Marktmachtmissbrauch digitaler Plattformen - eine Analyse anhand der zehnten Novelle des GWB, 2021.","ama":"Kanne N. <i>Marktmachtmissbrauch digitaler Plattformen - eine Analyse anhand der zehnten Novelle des GWB</i>.; 2021.","ieee":"N. Kanne, <i>Marktmachtmissbrauch digitaler Plattformen - eine Analyse anhand der zehnten Novelle des GWB</i>. 2021.","chicago":"Kanne, Niklas. <i>Marktmachtmissbrauch digitaler Plattformen - eine Analyse anhand der zehnten Novelle des GWB</i>, 2021."},"year":"2021","title":"Marktmachtmissbrauch digitaler Plattformen - eine Analyse anhand der zehnten Novelle des GWB","date_created":"2023-01-27T07:18:40Z","author":[{"first_name":"Niklas","full_name":"Kanne, Niklas","last_name":"Kanne"}],"supervisor":[{"first_name":"Burkhard","last_name":"Hehenkamp","full_name":"Hehenkamp, Burkhard","id":"37339"}],"date_updated":"2023-01-27T07:18:49Z","status":"public","type":"bachelorsthesis","language":[{"iso":"ger"}],"department":[{"_id":"280"}],"user_id":"37953","_id":"40465","project":[{"_id":"1","name":"SFB 901: SFB 901"},{"name":"SFB 901 - A: SFB 901 - Project Area A","_id":"2"},{"name":"SFB 901 - A3: SFB 901 - Subproject A3","_id":"7"}]},{"_id":"40466","project":[{"name":"SFB 901: SFB 901","_id":"1"},{"_id":"2","name":"SFB 901 - A: SFB 901 - Project Area A"},{"_id":"7","name":"SFB 901 - A3: SFB 901 - Subproject A3"}],"department":[{"_id":"280"}],"user_id":"37953","language":[{"iso":"ger"}],"type":"bachelorsthesis","status":"public","date_updated":"2023-01-27T07:20:43Z","date_created":"2023-01-27T07:20:31Z","author":[{"last_name":"Klüppel","full_name":"Klüppel, Pascal","first_name":"Pascal"}],"supervisor":[{"first_name":"Burkhard","last_name":"Hehenkamp","full_name":"Hehenkamp, Burkhard","id":"37339"}],"title":"Marktmachtmissbrauch von Google – Eine wettbewerbspolitische Analyse","year":"2021","citation":{"apa":"Klüppel, P. (2021). <i>Marktmachtmissbrauch von Google – Eine wettbewerbspolitische Analyse</i>.","mla":"Klüppel, Pascal. <i>Marktmachtmissbrauch von Google – Eine wettbewerbspolitische Analyse</i>. 2021.","short":"P. Klüppel, Marktmachtmissbrauch von Google – Eine wettbewerbspolitische Analyse, 2021.","bibtex":"@book{Klüppel_2021, title={Marktmachtmissbrauch von Google – Eine wettbewerbspolitische Analyse}, author={Klüppel, Pascal}, year={2021} }","ama":"Klüppel P. <i>Marktmachtmissbrauch von Google – Eine wettbewerbspolitische Analyse</i>.; 2021.","chicago":"Klüppel, Pascal. <i>Marktmachtmissbrauch von Google – Eine wettbewerbspolitische Analyse</i>, 2021.","ieee":"P. Klüppel, <i>Marktmachtmissbrauch von Google – Eine wettbewerbspolitische Analyse</i>. 2021."}},{"status":"public","abstract":[{"lang":"ger","text":"September 2021"}],"type":"conference","language":[{"iso":"ger"}],"user_id":"26718","department":[{"_id":"458"}],"_id":"40498","citation":{"chicago":"Büker, Petra, Margret Rasfeld, Tobias Feitkenhauer, and Mareike Boos. “Lernen, die Welt zu verändern. Einblick aus Wissenschaft und Praxis zur Verankerung von BNE im Schulprofil – am Beispiel des Frei-Day. Podcast-Beitrag am 7. Münsterschen Bildungskongress mit LemaS-Jahrestagung. Online,” 2021.","ieee":"P. Büker, M. Rasfeld, T. Feitkenhauer, and M. Boos, “Lernen, die Welt zu verändern. Einblick aus Wissenschaft und Praxis zur Verankerung von BNE im Schulprofil – am Beispiel des Frei-Day. Podcast-Beitrag am 7. Münsterschen Bildungskongress mit LemaS-Jahrestagung. Online,” 2021.","ama":"Büker P, Rasfeld M, Feitkenhauer T, Boos M. Lernen, die Welt zu verändern. 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