---
_id: '37274'
abstract:
- lang: eng
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.
author:
- first_name: Stephan
full_name: Dahmen, Stephan
id: '95659'
last_name: Dahmen
citation:
ama: Dahmen S. Regulating Transitions from School to Work. An Institutional Ethnography
of Activation Work in Action. Bielefeld University Press; 2021. doi:10.14361/9783839457061
apa: Dahmen, S. (2021). Regulating Transitions from School to Work. An Institutional
Ethnography of Activation Work in Action. Bielefeld University Press. https://doi.org/10.14361/9783839457061
bibtex: '@book{Dahmen_2021, title={Regulating Transitions from School to Work. An
Institutional Ethnography of Activation Work in Action}, DOI={10.14361/9783839457061},
publisher={Bielefeld University Press}, author={Dahmen, Stephan}, year={2021}
}'
chicago: Dahmen, Stephan. Regulating Transitions from School to Work. An Institutional
Ethnography of Activation Work in Action. Bielefeld University Press, 2021.
https://doi.org/10.14361/9783839457061.
ieee: S. Dahmen, Regulating Transitions from School to Work. An Institutional
Ethnography of Activation Work in Action. Bielefeld University Press, 2021.
mla: Dahmen, Stephan. Regulating Transitions from School to Work. An Institutional
Ethnography of Activation Work in Action. Bielefeld University Press, 2021,
doi:10.14361/9783839457061.
short: S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography
of Activation Work in Action, Bielefeld University Press, 2021.
date_created: 2023-01-18T10:18:09Z
date_updated: 2023-01-18T10:18:54Z
department:
- _id: '723'
- _id: '724'
- _id: '36'
doi: 10.14361/9783839457061
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
page: '312'
publisher: Bielefeld University Press
status: public
title: Regulating Transitions from School to Work. An Institutional Ethnography of
Activation Work in Action
type: book
user_id: '48187'
year: '2021'
...
---
_id: '37273'
abstract:
- lang: eng
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.
author:
- first_name: Stephan
full_name: Dahmen, Stephan
last_name: Dahmen
citation:
ama: Dahmen S. Regulating Transitions from School to Work. An Institutional Ethnography
of Activation Work in Action. Bielefeld University Press; 2021. doi:10.14361/9783839457061
apa: Dahmen, S. (2021). Regulating Transitions from School to Work. An Institutional
Ethnography of Activation Work in Action. Bielefeld University Press. https://doi.org/10.14361/9783839457061
bibtex: '@book{Dahmen_2021, title={Regulating Transitions from School to Work. An
Institutional Ethnography of Activation Work in Action}, DOI={10.14361/9783839457061},
publisher={Bielefeld University Press}, author={Dahmen, Stephan}, year={2021}
}'
chicago: Dahmen, Stephan. Regulating Transitions from School to Work. An Institutional
Ethnography of Activation Work in Action. Bielefeld University Press, 2021.
https://doi.org/10.14361/9783839457061.
ieee: S. Dahmen, Regulating Transitions from School to Work. An Institutional
Ethnography of Activation Work in Action. Bielefeld University Press, 2021.
mla: Dahmen, Stephan. Regulating Transitions from School to Work. An Institutional
Ethnography of Activation Work in Action. Bielefeld University Press, 2021,
doi:10.14361/9783839457061.
short: S. Dahmen, Regulating Transitions from School to Work. An Institutional Ethnography
of Activation Work in Action, Bielefeld University Press, 2021.
date_created: 2023-01-18T10:14:30Z
date_updated: 2023-01-18T10:16:56Z
department:
- _id: '723'
- _id: '724'
doi: 10.14361/9783839457061
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
page: '312'
publisher: Bielefeld University Press
status: public
title: Regulating Transitions from School to Work. An Institutional Ethnography of
Activation Work in Action
type: book
user_id: '48187'
year: '2021'
...
---
_id: '37277'
author:
- first_name: Stephan
full_name: Dahmen, Stephan
id: '95659'
last_name: Dahmen
citation:
ama: Dahmen S. Technologien in Kindheit und Familie. Einführung in den Schwerpunkt.
Zeitschrift für Soziologie der Erziehung und Sozialisation. 2021;41(H.3):243–247.
apa: Dahmen, S. (2021). Technologien in Kindheit und Familie. Einführung in den
Schwerpunkt. Zeitschrift Für Soziologie Der Erziehung Und Sozialisation,
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}
}'
chicago: 'Dahmen, Stephan. “Technologien in Kindheit Und Familie. Einführung in
Den Schwerpunkt.” Zeitschrift Für Soziologie Der Erziehung Und Sozialisation
41, no. H.3 (2021): 243–247.'
ieee: S. Dahmen, “Technologien in Kindheit und Familie. Einführung in den Schwerpunkt.,”
Zeitschrift für Soziologie der Erziehung und Sozialisation, vol. 41, no.
H.3, pp. 243–247, 2021.
mla: Dahmen, Stephan. “Technologien in Kindheit Und Familie. Einführung in Den Schwerpunkt.”
Zeitschrift Für Soziologie Der Erziehung Und Sozialisation, vol. 41, no.
H.3, 2021, pp. 243–247.
short: S. Dahmen, Zeitschrift Für Soziologie Der Erziehung Und Sozialisation 41
(2021) 243–247.
date_created: 2023-01-18T10:23:24Z
date_updated: 2023-01-18T10:23:52Z
department:
- _id: '723'
- _id: '724'
- _id: '36'
intvolume: ' 41'
issue: H.3
language:
- iso: eng
page: 243–247
publication: Zeitschrift für Soziologie der Erziehung und Sozialisation
status: public
title: Technologien in Kindheit und Familie. Einführung in den Schwerpunkt.
type: journal_article
user_id: '48187'
volume: 41
year: '2021'
...
---
_id: '37285'
abstract:
- lang: eng
text: In the last decade, the German transition system has witnessed the
large‐scale introduction of so‐called “analysis of potentials” (<em>Potenzialanalysen</em>)
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 <em>Potenzialanalysen</em>. 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.
author:
- first_name: Stephan
full_name: Dahmen, Stephan
id: '95659'
last_name: Dahmen
citation:
ama: 'Dahmen S. Constructing the “Competent” Pupil: Optimizing Human Futures Through
Testing? Social Inclusion. 2021;9(3):347-360. doi:10.17645/si.v9i3.4354'
apa: 'Dahmen, S. (2021). Constructing the “Competent” Pupil: Optimizing Human Futures
Through Testing? Social Inclusion, 9(3), 347–360. https://doi.org/10.17645/si.v9i3.4354'
bibtex: '@article{Dahmen_2021, title={Constructing the “Competent” Pupil: Optimizing
Human Futures Through Testing?}, volume={9}, DOI={10.17645/si.v9i3.4354},
number={3}, journal={Social Inclusion}, publisher={Cogitatio}, author={Dahmen,
Stephan}, year={2021}, pages={347–360} }'
chicago: 'Dahmen, Stephan. “Constructing the ‘Competent’ Pupil: Optimizing Human
Futures Through Testing?” Social Inclusion 9, no. 3 (2021): 347–60. https://doi.org/10.17645/si.v9i3.4354.'
ieee: 'S. Dahmen, “Constructing the ‘Competent’ Pupil: Optimizing Human Futures
Through Testing?,” Social Inclusion, vol. 9, no. 3, pp. 347–360, 2021,
doi: 10.17645/si.v9i3.4354.'
mla: 'Dahmen, Stephan. “Constructing the ‘Competent’ Pupil: Optimizing Human Futures
Through Testing?” Social Inclusion, vol. 9, no. 3, Cogitatio, 2021, pp.
347–60, doi:10.17645/si.v9i3.4354.'
short: S. Dahmen, Social Inclusion 9 (2021) 347–360.
date_created: 2023-01-18T10:33:25Z
date_updated: 2023-01-18T10:34:09Z
department:
- _id: '723'
- _id: '724'
- _id: '36'
doi: 10.17645/si.v9i3.4354
intvolume: ' 9'
issue: '3'
keyword:
- Sociology and Political Science
- Social Psychology
language:
- iso: eng
page: 347-360
publication: Social Inclusion
publication_identifier:
issn:
- 2183-2803
publication_status: published
publisher: Cogitatio
status: public
title: 'Constructing the “Competent” Pupil: Optimizing Human Futures Through Testing?'
type: journal_article
user_id: '48187'
volume: 9
year: '2021'
...
---
_id: '37289'
author:
- first_name: Grit
full_name: Graefe, Grit
last_name: Graefe
- first_name: Katrin
full_name: Temmen, Katrin
id: '30086'
last_name: Temmen
citation:
ama: Graefe G, Temmen K. Rekrutierungspotenzial für das Lehramt gewerblich-technischer
Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik? Bildung
und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung eV.
2021;(02/2021):46-54.
apa: Graefe, G., & Temmen, K. (2021). Rekrutierungspotenzial für das Lehramt
gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt
Technik? Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte
für Berufsbildung e.V., 02/2021, 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} }'
chicago: 'Graefe, Grit, and Katrin Temmen. “Rekrutierungspotenzial für das Lehramt
gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt
Technik?” Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte
für Berufsbildung e.V., no. 02/2021 (2021): 46–54.'
ieee: G. Graefe and K. Temmen, “Rekrutierungspotenzial für das Lehramt gewerblich-technischer
Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik?,” Bildung
und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V.,
no. 02/2021, pp. 46–54, 2021.
mla: Graefe, Grit, and Katrin Temmen. “Rekrutierungspotenzial für das Lehramt gewerblich-technischer
Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik?” Bildung
und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V.,
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.
date_created: 2023-01-18T10:38:10Z
date_updated: 2023-01-18T10:39:26Z
department:
- _id: '34'
- _id: '300'
issue: 02/2021
language:
- iso: ger
page: 46-54
publication: Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für
Berufsbildung e.V.
publication_status: published
publisher: DBB Verlag
status: public
title: Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen
aus dem Beruflichen Gymnasium mit Schwerpunkt Technik?
type: journal_article
user_id: '85414'
year: '2021'
...
---
_id: '37396'
author:
- first_name: Moritz
full_name: Fiedler, Moritz
last_name: Fiedler
citation:
ama: Fiedler M. Development of a Strategic Controlling Concept. Dr. Kovac;
2021.
apa: Fiedler, M. (2021). Development of a Strategic Controlling Concept.
Dr. Kovac.
bibtex: '@book{Fiedler_2021, place={Hamburg}, title={Development of a Strategic
Controlling Concept}, publisher={Dr. Kovac}, author={Fiedler, Moritz}, year={2021}
}'
chicago: 'Fiedler, Moritz. Development of a Strategic Controlling Concept.
Hamburg: Dr. Kovac, 2021.'
ieee: 'M. Fiedler, Development of a Strategic Controlling Concept. Hamburg:
Dr. Kovac, 2021.'
mla: Fiedler, Moritz. Development of a Strategic Controlling Concept. Dr.
Kovac, 2021.
short: M. Fiedler, Development of a Strategic Controlling Concept, Dr. Kovac, Hamburg,
2021.
date_created: 2023-01-18T13:16:31Z
date_updated: 2023-01-18T13:16:33Z
department:
- _id: '193'
language:
- iso: eng
place: Hamburg
publisher: Dr. Kovac
status: public
supervisor:
- first_name: Stefan
full_name: Betz, Stefan
last_name: Betz
title: Development of a Strategic Controlling Concept
type: dissertation
user_id: '52061'
year: '2021'
...
---
_id: '37404'
author:
- first_name: Jörn Steffen
full_name: Menzefricke, Jörn Steffen
id: '29799'
last_name: Menzefricke
- first_name: Ingrid
full_name: Wiederkehr, Ingrid
id: '38169'
last_name: Wiederkehr
- first_name: Christian
full_name: Koldewey, Christian
id: '43136'
last_name: Koldewey
orcid: https://orcid.org/0000-0001-7992-6399
- first_name: Roman
full_name: Dumitrescu, Roman
id: '16190'
last_name: Dumitrescu
citation:
ama: Menzefricke JS, Wiederkehr I, Koldewey C, Dumitrescu R. Maturity-based Development
of Strategic Thrusts for Socio-technical Risks. Procedia CIRP. 2021;104:241-246.
doi:10.1016/j.procir.2021.11.041
apa: Menzefricke, J. S., Wiederkehr, I., Koldewey, C., & Dumitrescu, R. (2021).
Maturity-based Development of Strategic Thrusts for Socio-technical Risks. Procedia
CIRP, 104, 241–246. https://doi.org/10.1016/j.procir.2021.11.041
bibtex: '@article{Menzefricke_Wiederkehr_Koldewey_Dumitrescu_2021, title={Maturity-based
Development of Strategic Thrusts for Socio-technical Risks}, volume={104}, DOI={10.1016/j.procir.2021.11.041},
journal={Procedia CIRP}, publisher={Elsevier BV}, author={Menzefricke, Jörn Steffen
and Wiederkehr, Ingrid and Koldewey, Christian and Dumitrescu, Roman}, year={2021},
pages={241–246} }'
chicago: 'Menzefricke, Jörn Steffen, Ingrid Wiederkehr, Christian Koldewey, and
Roman Dumitrescu. “Maturity-Based Development of Strategic Thrusts for Socio-Technical
Risks.” Procedia CIRP 104 (2021): 241–46. https://doi.org/10.1016/j.procir.2021.11.041.'
ieee: 'J. S. Menzefricke, I. Wiederkehr, C. Koldewey, and R. Dumitrescu, “Maturity-based
Development of Strategic Thrusts for Socio-technical Risks,” Procedia CIRP,
vol. 104, pp. 241–246, 2021, doi: 10.1016/j.procir.2021.11.041.'
mla: Menzefricke, Jörn Steffen, et al. “Maturity-Based Development of Strategic
Thrusts for Socio-Technical Risks.” Procedia CIRP, vol. 104, Elsevier BV,
2021, pp. 241–46, doi:10.1016/j.procir.2021.11.041.
short: J.S. Menzefricke, I. Wiederkehr, C. Koldewey, R. Dumitrescu, Procedia CIRP
104 (2021) 241–246.
date_created: 2023-01-18T13:29:31Z
date_updated: 2023-01-18T13:32:38Z
department:
- _id: '563'
doi: 10.1016/j.procir.2021.11.041
intvolume: ' 104'
keyword:
- General Medicine
language:
- iso: eng
page: 241-246
publication: Procedia CIRP
publication_identifier:
issn:
- 2212-8271
publication_status: published
publisher: Elsevier BV
status: public
title: Maturity-based Development of Strategic Thrusts for Socio-technical Risks
type: journal_article
user_id: '14931'
volume: 104
year: '2021'
...
---
_id: '37136'
abstract:
- lang: eng
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.
author:
- first_name: Riste
full_name: Ichev, Riste
last_name: Ichev
- first_name: Jernej
full_name: Koren, Jernej
last_name: Koren
- first_name: Urska
full_name: Kosi, Urska
id: '54068'
last_name: Kosi
- first_name: Katarina
full_name: Sitar Sustar, Katarina
last_name: Sitar Sustar
- first_name: Aljosa
full_name: Valentincic, Aljosa
last_name: Valentincic
citation:
ama: 'Ichev R, Koren J, Kosi U, Sitar Sustar K, Valentincic A. 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., & Valentincic, A. (2021).
Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection
of Risk.'
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} }'
chicago: 'Ichev, Riste, Jernej Koren, Urska Kosi, Katarina Sitar Sustar, and Aljosa
Valentincic. Cost of Debt for Private Firms Revisited: Voluntary Audits as
a Reflection of Risk, 2021.'
ieee: 'R. Ichev, J. Koren, U. Kosi, K. Sitar Sustar, and A. Valentincic, Cost
of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk.
2021.'
mla: 'Ichev, Riste, et al. Cost of Debt for Private Firms Revisited: Voluntary
Audits as a Reflection of Risk. 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.'
date_created: 2023-01-17T15:03:08Z
date_updated: 2023-01-18T13:40:40Z
department:
- _id: '635'
- _id: '186'
- _id: '551'
keyword:
- private firms
- voluntary audit
- cost of debt
- self‐selection bias
- risk
language:
- iso: eng
main_file_link:
- url: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3853927
status: public
title: 'Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection
of Risk'
type: working_paper
user_id: '88603'
year: '2021'
...
---
_id: '37182'
author:
- first_name: Rebecca
full_name: Grotjahn, Rebecca
id: '193'
last_name: Grotjahn
citation:
ama: 'Grotjahn R. Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und
Geschlecht in der Musik. In: Schlieper H, Tönnies M, eds. Gattung und Geschlecht.
Konventionen und Transformationen eines Paradigmas. Vol 21. culturae - intermedialität
und historische anthropologie. Harrassowitz; 2021:123–142.'
apa: 'Grotjahn, R. (2021). Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung
und Geschlecht in der Musik. In H. Schlieper & M. Tönnies (Eds.), Gattung
und Geschlecht. Konventionen und Transformationen eines Paradigmas (Vol. 21,
pp. 123–142). Harrassowitz.'
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} }'
chicago: 'Grotjahn, Rebecca. “Himmlischer Warenschatz wohltätiger Erkenntnisse:
Gattung und Geschlecht in der Musik.” In Gattung und Geschlecht. Konventionen
und Transformationen eines Paradigmas, edited by Hendrik Schlieper and Merle Tönnies,
21:123–142. culturae - intermedialität und historische anthropologie. Wiesbaden:
Harrassowitz, 2021.'
ieee: 'R. Grotjahn, “Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und
Geschlecht in der Musik,” in Gattung und Geschlecht. Konventionen und Transformationen
eines Paradigmas, vol. 21, H. Schlieper and M. Tönnies, Eds. Wiesbaden: Harrassowitz,
2021, pp. 123–142.'
mla: 'Grotjahn, Rebecca. “Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung
und Geschlecht in der Musik.” Gattung und Geschlecht. Konventionen und Transformationen
eines Paradigmas, edited by Hendrik Schlieper and Merle Tönnies, vol. 21,
Harrassowitz, 2021, pp. 123–142.'
short: 'R. Grotjahn, in: H. Schlieper, M. Tönnies (Eds.), Gattung und Geschlecht.
Konventionen und Transformationen eines Paradigmas, Harrassowitz, Wiesbaden, 2021,
pp. 123–142.'
date_created: 2023-01-17T16:58:57Z
date_updated: 2023-01-18T14:14:03Z
department:
- _id: '535'
editor:
- first_name: 'Hendrik '
full_name: 'Schlieper, Hendrik '
last_name: Schlieper
- first_name: 'Merle '
full_name: 'Tönnies, Merle '
last_name: Tönnies
intvolume: ' 21'
language:
- iso: ger
page: 123–142
place: Wiesbaden
publication: Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas
publication_identifier:
isbn:
- 978-3-447-11508-7
publisher: Harrassowitz
series_title: culturae - intermedialität und historische anthropologie
status: public
title: 'Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in
der Musik'
type: book_chapter
user_id: '14931'
volume: 21
year: '2021'
...
---
_id: '37183'
author:
- first_name: Rebecca
full_name: Grotjahn, Rebecca
id: '193'
last_name: Grotjahn
citation:
ama: 'Grotjahn R. Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen
und Solisten. In: Ertelt T, Loesch H von, eds. Institutionen und Medien.
Vol 2. Geschichte der musikalischen Interpretation im 19. und 20. Jahrhundert.
Bärenreiter; 2021:340–367.'
apa: 'Grotjahn, R. (2021). Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen
und Solisten. In T. Ertelt & H. von Loesch (Eds.), Institutionen und Medien
(Vol. 2, pp. 340–367). Bärenreiter.'
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} }'
chicago: 'Grotjahn, Rebecca. “Zwischen Selbstinszenierung und Werkinterpretation:
Solistinnen und Solisten.” In Institutionen und Medien, 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 Institutionen und Medien, vol. 2, T. Ertelt and H. von
Loesch, Eds. Kassel: Bärenreiter, 2021, pp. 340–367.'
mla: 'Grotjahn, Rebecca. “Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen
und Solisten.” Institutionen und Medien, edited by Thomas Ertelt and Heinz
von Loesch, vol. 2, Bärenreiter, 2021, pp. 340–367.'
short: 'R. Grotjahn, in: T. Ertelt, H. von Loesch (Eds.), Institutionen und Medien,
Bärenreiter, Kassel, 2021, pp. 340–367.'
date_created: 2023-01-17T17:05:35Z
date_updated: 2023-01-18T14:13:34Z
department:
- _id: '535'
editor:
- first_name: Thomas
full_name: Ertelt, Thomas
last_name: Ertelt
- first_name: Heinz von
full_name: Loesch, Heinz von
last_name: Loesch
intvolume: ' 2'
language:
- iso: ger
page: 340–367
place: Kassel
publication: Institutionen und Medien
publication_identifier:
isbn:
- '9783761820827'
publisher: Bärenreiter
series_title: Geschichte der musikalischen Interpretation im 19. und 20. Jahrhundert
status: public
title: 'Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten'
type: book_chapter
user_id: '14931'
volume: 2
year: '2021'
...
---
_id: '37180'
author:
- first_name: Joachim
full_name: Iffland, Joachim
last_name: Iffland
- first_name: Rebecca
full_name: Grotjahn, Rebecca
id: '193'
last_name: Grotjahn
citation:
ama: 'Iffland J, Grotjahn R. Musikedition – auch ohne Noten. In: Edieren: Geisteswissenschaften
Im Digitalen Wandel | Éditer : Les Sciences Humaines En Mutation. Vol 27,3.
Bulletin der Schweizerische Akademie der Geistes- und Sozialwissenschaften. ;
2021:48-51. doi:10.5281/ZENODO.5716099'
apa: 'Iffland, J., & Grotjahn, R. (2021). Musikedition – auch ohne Noten. In
Edieren: Geisteswissenschaften im digitalen Wandel | Éditer : les sciences
humaines en mutation: Vol. 27,3 (pp. 48–51). https://doi.org/10.5281/ZENODO.5716099'
bibtex: '@inbook{Iffland_Grotjahn_2021, series={Bulletin der Schweizerische Akademie
der Geistes- und Sozialwissenschaften}, title={Musikedition – auch ohne Noten},
volume={27,3}, DOI={10.5281/ZENODO.5716099},
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} }'
chicago: 'Iffland, Joachim, and Rebecca Grotjahn. “Musikedition – Auch Ohne Noten.”
In Edieren: Geisteswissenschaften Im Digitalen Wandel | Éditer : Les Sciences
Humaines En Mutation, 27,3:48–51. Bulletin Der Schweizerische Akademie Der
Geistes- Und Sozialwissenschaften, 2021. https://doi.org/10.5281/ZENODO.5716099.'
ieee: 'J. Iffland and R. Grotjahn, “Musikedition – auch ohne Noten,” in Edieren:
Geisteswissenschaften im digitalen Wandel | Éditer : les sciences humaines en
mutation, vol. 27,3, 2021, pp. 48–51.'
mla: 'Iffland, Joachim, and Rebecca Grotjahn. “Musikedition – Auch Ohne Noten.”
Edieren: Geisteswissenschaften Im Digitalen Wandel | Éditer : Les Sciences
Humaines En Mutation, vol. 27,3, 2021, pp. 48–51, doi:10.5281/ZENODO.5716099.'
short: 'J. Iffland, R. Grotjahn, in: Edieren: Geisteswissenschaften Im Digitalen
Wandel | Éditer : Les Sciences Humaines En Mutation, 2021, pp. 48–51.'
date_created: 2023-01-17T16:42:14Z
date_updated: 2023-01-18T14:14:36Z
ddc:
- '004'
department:
- _id: '535'
doi: 10.5281/ZENODO.5716099
file:
- access_level: closed
content_type: application/pdf
creator: tsteup
date_created: 2023-01-17T16:50:05Z
date_updated: 2023-01-17T16:50:05Z
file_id: '37181'
file_name: SAGW_Bulletin_3_21_Web.pdf
file_size: 3646396
relation: main_file
success: 1
file_date_updated: 2023-01-17T16:50:05Z
has_accepted_license: '1'
language:
- iso: eng
main_file_link:
- url: ' https://www.sagw.ch/fileadmin/redaktion_sagw/dokumente/Publikationen/Bulletin/Edieren/SAGW_Bulletin_3_21_Iffland_Grotjahn_Web.pdf'
page: 48-51
publication: 'Edieren: Geisteswissenschaften im digitalen Wandel | Éditer : les sciences
humaines en mutation'
series_title: Bulletin der Schweizerische Akademie der Geistes- und Sozialwissenschaften
status: public
title: Musikedition – auch ohne Noten
type: book_chapter
user_id: '14931'
volume: 27,3
year: '2021'
...
---
_id: '37179'
author:
- first_name: Rebecca
full_name: Grotjahn, Rebecca
last_name: Grotjahn
citation:
ama: 'Grotjahn R. Singen – Körper – Medien. In: Grosch N, Seedorf T, eds. Stimmen
– Körper – Medien. Gesang im 20. und 21. Jahrhundert. Vol 2. Handbuch des
Gesangs. Laaber-Verlag; 2021:13-39.'
apa: Grotjahn, R. (2021). Singen – Körper – Medien. In N. Grosch & T. Seedorf
(Eds.), Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert (Vol.
2, pp. 13–39). Laaber-Verlag.
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} }'
chicago: 'Grotjahn, Rebecca. “Singen – Körper – Medien.” In Stimmen – Körper
– Medien. Gesang im 20. und 21. Jahrhundert, edited by Nils Grosch and Thomas Seedorf,
2:13–39. Handbuch des Gesangs. Lilienthal: Laaber-Verlag, 2021.'
ieee: 'R. Grotjahn, “Singen – Körper – Medien,” in Stimmen – Körper – Medien.
Gesang im 20. und 21. Jahrhundert, vol. 2, N. Grosch and T. Seedorf, Eds.
Lilienthal: Laaber-Verlag, 2021, pp. 13–39.'
mla: Grotjahn, Rebecca. “Singen – Körper – Medien.” Stimmen – Körper – Medien.
Gesang im 20. und 21. Jahrhundert, 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.'
date_created: 2023-01-17T16:39:57Z
date_updated: 2023-01-18T14:15:12Z
department:
- _id: '535'
editor:
- first_name: 'Nils '
full_name: 'Grosch, Nils '
last_name: Grosch
- first_name: 'Thomas '
full_name: 'Seedorf, Thomas '
last_name: Seedorf
intvolume: ' 2'
language:
- iso: ger
page: 13-39
place: Lilienthal
publication: Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert
publication_identifier:
isbn:
- 978-3-89007-906-6
publisher: Laaber-Verlag
series_title: Handbuch des Gesangs
status: public
title: Singen – Körper – Medien
type: book_chapter
user_id: '14931'
volume: 2
year: '2021'
...
---
_id: '37435'
alternative_title:
- Eine korpuspragmatische Studie zu Sprachgebrauchsmustern im Umfeld des Lexems Angst
in Online-Zeitungen
author:
- first_name: Christopher
full_name: Georgi, Christopher
id: '78730'
last_name: Georgi
citation:
ama: 'Georgi C. Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser
Panik“. In: Angstkonstruktionen. De Gruyter; 2021:219–264. doi:10.1515/9783110729603-009'
apa: Georgi, C. (2021). Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser
Panik“. In Angstkonstruktionen (pp. 219–264). De Gruyter. https://doi.org/10.1515/9783110729603-009
bibtex: '@inbook{Georgi_2021, place={Berlin}, title={Angstkonstruktionen zwischen
„sinnvoller Vorsicht und sinnloser Panik“}, DOI={10.1515/9783110729603-009},
booktitle={Angstkonstruktionen}, publisher={De Gruyter}, author={Georgi, Christopher},
year={2021}, pages={219–264} }'
chicago: 'Georgi, Christopher. “Angstkonstruktionen zwischen „sinnvoller Vorsicht
und sinnloser Panik“.” In Angstkonstruktionen, 219–264. Berlin: De Gruyter,
2021. https://doi.org/10.1515/9783110729603-009.'
ieee: 'C. Georgi, “Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser
Panik“,” in Angstkonstruktionen, Berlin: De Gruyter, 2021, pp. 219–264.'
mla: Georgi, Christopher. “Angstkonstruktionen zwischen „sinnvoller Vorsicht und
sinnloser Panik“.” Angstkonstruktionen, De Gruyter, 2021, pp. 219–264,
doi:10.1515/9783110729603-009.
short: 'C. Georgi, in: Angstkonstruktionen, De Gruyter, Berlin, 2021, pp. 219–264.'
date_created: 2023-01-18T15:05:52Z
date_updated: 2023-01-18T15:06:52Z
department:
- _id: '745'
doi: 10.1515/9783110729603-009
language:
- iso: ger
page: 219–264
place: Berlin
publication: Angstkonstruktionen
publication_status: published
publisher: De Gruyter
status: public
title: Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“
type: book_chapter
user_id: '78730'
year: '2021'
...
---
_id: '36822'
author:
- first_name: Antje
full_name: Tumat, Antje
id: '72268'
last_name: Tumat
citation:
ama: 'Tumat A. Biografie und Werk: Henzes „Bassariden“. In: Grönke K, Zywietz M,
eds. Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung,
Bremen 2017 und 2018. Textem-Verlag; 2021:209-221.'
apa: 'Tumat, A. (2021). Biografie und Werk: Henzes „Bassariden“. In K. Grönke &
M. Zywietz (Eds.), Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche
Homosexualitätenforschung, Bremen 2017 und 2018 (pp. 209–221). Textem-Verlag.'
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}
}'
chicago: 'Tumat, Antje. “Biografie und Werk: Henzes „Bassariden“.” In Musik und
Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung,
Bremen 2017 und 2018, edited by Kadja Grönke and Michael Zywietz, 209–21.
Hamburg: Textem-Verlag, 2021.'
ieee: 'A. Tumat, “Biografie und Werk: Henzes „Bassariden“,” in Musik und Homosexualitäten.
Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und
2018, 2021, pp. 209–221.'
mla: 'Tumat, Antje. “Biografie und Werk: Henzes „Bassariden“.” Musik und Homosexualitäten.
Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und
2018, edited by Kadja Grönke and Michael Zywietz, Textem-Verlag, 2021, pp.
209–21.'
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.'
date_created: 2023-01-13T17:13:55Z
date_updated: 2023-01-18T16:12:18Z
department:
- _id: '233'
editor:
- first_name: 'Kadja '
full_name: 'Grönke, Kadja '
last_name: Grönke
- first_name: Michael
full_name: Zywietz, Michael
last_name: Zywietz
language:
- iso: ger
page: 209-221
place: Hamburg
publication: Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung,
Bremen 2017 und 2018
publication_identifier:
isbn:
- 978-3-86485-259-6
publisher: Textem-Verlag
status: public
title: 'Biografie und Werk: Henzes „Bassariden“'
type: conference
user_id: '72268'
year: '2021'
...
---
_id: '37445'
abstract:
- lang: eng
text: '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. '
author:
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
citation:
ama: 'Seifert S, Paleczek L. Digitally Assessing Text Comprehension in Grades 3-4:
Test Development and Validation. Electronic Journal of e-Learning. 2021;19(5):pp336-348.
doi:10.34190/ejel.19.5.2467'
apa: 'Seifert, S., & Paleczek, L. (2021). Digitally Assessing Text Comprehension
in Grades 3-4: Test Development and Validation. Electronic Journal of E-Learning,
19(5), pp336-348. https://doi.org/10.34190/ejel.19.5.2467'
bibtex: '@article{Seifert_Paleczek_2021, title={Digitally Assessing Text Comprehension
in Grades 3-4: Test Development and Validation}, volume={19}, DOI={10.34190/ejel.19.5.2467},
number={5}, journal={Electronic Journal of e-Learning}, publisher={Academic Conferences
International Ltd}, author={Seifert, Susanne and Paleczek, Lisa}, year={2021},
pages={pp336-348} }'
chicago: 'Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension
in Grades 3-4: Test Development and Validation.” Electronic Journal of E-Learning
19, no. 5 (2021): pp336-348. https://doi.org/10.34190/ejel.19.5.2467.'
ieee: 'S. Seifert and L. Paleczek, “Digitally Assessing Text Comprehension in Grades
3-4: Test Development and Validation,” Electronic Journal of e-Learning,
vol. 19, no. 5, pp. pp336-348, 2021, doi: 10.34190/ejel.19.5.2467.'
mla: 'Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension
in Grades 3-4: Test Development and Validation.” Electronic Journal of E-Learning,
vol. 19, no. 5, Academic Conferences International Ltd, 2021, pp. pp336-348, doi:10.34190/ejel.19.5.2467.'
short: S. Seifert, L. Paleczek, Electronic Journal of E-Learning 19 (2021) pp336-348.
date_created: 2023-01-18T16:11:52Z
date_updated: 2023-01-18T16:46:03Z
department:
- _id: '645'
doi: 10.34190/ejel.19.5.2467
intvolume: ' 19'
issue: '5'
keyword:
- Computer Science Applications
- Education
language:
- iso: eng
page: pp336-348
publication: Electronic Journal of e-Learning
publication_identifier:
issn:
- 1479-4403
publication_status: published
publisher: Academic Conferences International Ltd
status: public
title: 'Digitally Assessing Text Comprehension in Grades 3-4: Test Development and
Validation'
type: journal_article
user_id: '97270'
volume: 19
year: '2021'
...
---
_id: '37443'
abstract:
- lang: eng
text: 'AbstractThe 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.'
author:
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
citation:
ama: Seifert S. Is Reading Comprehension Taken for Granted? An Analysis of Austrian
Textbooks in Fourth and Sixth Grade. Technology, Knowledge and Learning.
2021;26(2):383-405. doi:10.1007/s10758-021-09490-w
apa: Seifert, S. (2021). Is Reading Comprehension Taken for Granted? An Analysis
of Austrian Textbooks in Fourth and Sixth Grade. Technology, Knowledge and
Learning, 26(2), 383–405. https://doi.org/10.1007/s10758-021-09490-w
bibtex: '@article{Seifert_2021, title={Is Reading Comprehension Taken for Granted?
An Analysis of Austrian Textbooks in Fourth and Sixth Grade}, volume={26}, DOI={10.1007/s10758-021-09490-w},
number={2}, journal={Technology, Knowledge and Learning}, publisher={Springer
Science and Business Media LLC}, author={Seifert, Susanne}, year={2021}, pages={383–405}
}'
chicago: 'Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis
of Austrian Textbooks in Fourth and Sixth Grade.” Technology, Knowledge and
Learning 26, no. 2 (2021): 383–405. https://doi.org/10.1007/s10758-021-09490-w.'
ieee: 'S. Seifert, “Is Reading Comprehension Taken for Granted? An Analysis of Austrian
Textbooks in Fourth and Sixth Grade,” Technology, Knowledge and Learning,
vol. 26, no. 2, pp. 383–405, 2021, doi: 10.1007/s10758-021-09490-w.'
mla: Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis
of Austrian Textbooks in Fourth and Sixth Grade.” Technology, Knowledge and
Learning, vol. 26, no. 2, Springer Science and Business Media LLC, 2021, pp.
383–405, doi:10.1007/s10758-021-09490-w.
short: S. Seifert, Technology, Knowledge and Learning 26 (2021) 383–405.
date_created: 2023-01-18T16:10:52Z
date_updated: 2023-01-18T16:45:42Z
department:
- _id: '645'
doi: 10.1007/s10758-021-09490-w
intvolume: ' 26'
issue: '2'
keyword:
- Computer Science Applications
- Human-Computer Interaction
- Education
- Mathematics (miscellaneous)
language:
- iso: eng
page: 383-405
publication: Technology, Knowledge and Learning
publication_identifier:
issn:
- 2211-1662
- 2211-1670
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks
in Fourth and Sixth Grade
type: journal_article
user_id: '97270'
volume: 26
year: '2021'
...
---
_id: '37439'
author:
- first_name: Mathias
full_name: Krammer, Mathias
last_name: Krammer
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Barbara
full_name: Gasteiger-Klicpera, Barbara
last_name: Gasteiger-Klicpera
citation:
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. Educational Studies.
Published online 2021:1-19. doi:10.1080/03055698.2021.1875320
apa: Krammer, M., Seifert, S., & 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. Educational Studies, 1–19. https://doi.org/10.1080/03055698.2021.1875320
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={10.1080/03055698.2021.1875320},
journal={Educational Studies}, publisher={Informa UK Limited}, author={Krammer,
Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}, year={2021}, pages={1–19}
}'
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.” Educational Studies, 2021, 1–19. https://doi.org/10.1080/03055698.2021.1875320.
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,”
Educational Studies, pp. 1–19, 2021, doi: 10.1080/03055698.2021.1875320.'
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.” Educational Studies,
Informa UK Limited, 2021, pp. 1–19, doi:10.1080/03055698.2021.1875320.
short: M. Krammer, S. Seifert, B. Gasteiger-Klicpera, Educational Studies (2021)
1–19.
date_created: 2023-01-18T16:08:23Z
date_updated: 2023-01-18T16:44:56Z
department:
- _id: '645'
doi: 10.1080/03055698.2021.1875320
keyword:
- Education
language:
- iso: eng
page: 1-19
publication: Educational Studies
publication_identifier:
issn:
- 0305-5698
- 1465-3400
publication_status: published
publisher: Informa UK Limited
status: public
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
type: journal_article
user_id: '97270'
year: '2021'
...
---
_id: '37442'
author:
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Martin
full_name: Schöfl, Martin
last_name: Schöfl
citation:
ama: Paleczek L, Seifert S, Schöfl M. Comparing digital to print assessment of receptive
vocabulary with GraWo‐KiGa in Austrian kindergarten. British Journal of Educational
Technology. 2021;52(6):2145-2161. doi:10.1111/bjet.13163
apa: Paleczek, L., Seifert, S., & Schöfl, M. (2021). Comparing digital to print
assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten. British
Journal of Educational Technology, 52(6), 2145–2161. https://doi.org/10.1111/bjet.13163
bibtex: '@article{Paleczek_Seifert_Schöfl_2021, title={Comparing digital to print
assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten},
volume={52}, DOI={10.1111/bjet.13163},
number={6}, journal={British Journal of Educational Technology}, publisher={Wiley},
author={Paleczek, Lisa and Seifert, Susanne and Schöfl, Martin}, year={2021},
pages={2145–2161} }'
chicago: 'Paleczek, Lisa, Susanne Seifert, and Martin Schöfl. “Comparing Digital
to Print Assessment of Receptive Vocabulary with GraWo‐KiGa in Austrian Kindergarten.”
British Journal of Educational Technology 52, no. 6 (2021): 2145–61. https://doi.org/10.1111/bjet.13163.'
ieee: 'L. Paleczek, S. Seifert, and M. Schöfl, “Comparing digital to print assessment
of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten,” British
Journal of Educational Technology, vol. 52, no. 6, pp. 2145–2161, 2021, doi:
10.1111/bjet.13163.'
mla: Paleczek, Lisa, et al. “Comparing Digital to Print Assessment of Receptive
Vocabulary with GraWo‐KiGa in Austrian Kindergarten.” British Journal of Educational
Technology, vol. 52, no. 6, Wiley, 2021, pp. 2145–61, doi:10.1111/bjet.13163.
short: L. Paleczek, S. Seifert, M. Schöfl, British Journal of Educational Technology
52 (2021) 2145–2161.
date_created: 2023-01-18T16:10:22Z
date_updated: 2023-01-18T16:45:24Z
department:
- _id: '645'
doi: 10.1111/bjet.13163
intvolume: ' 52'
issue: '6'
keyword:
- Education
language:
- iso: eng
page: 2145-2161
publication: British Journal of Educational Technology
publication_identifier:
issn:
- 0007-1013
- 1467-8535
publication_status: published
publisher: Wiley
status: public
title: Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa
in Austrian kindergarten
type: journal_article
user_id: '97270'
volume: 52
year: '2021'
...
---
_id: '37455'
abstract:
- lang: eng
text: AbstractSchool 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.
author:
- first_name: J. E.
full_name: Dockrell, J. E.
last_name: Dockrell
- first_name: T. C.
full_name: Papadopoulos, T. C.
last_name: Papadopoulos
- first_name: C. L.
full_name: Mifsud, C. L.
last_name: Mifsud
- first_name: L.
full_name: Bourke, L.
last_name: Bourke
- first_name: O.
full_name: Vilageliu, O.
last_name: Vilageliu
- first_name: E.
full_name: Bešić, E.
last_name: Bešić
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: B.
full_name: Gasteiger-Klicpera, B.
last_name: Gasteiger-Klicpera
- first_name: A.
full_name: Ralli, A.
last_name: Ralli
- first_name: I.
full_name: Dimakos, I.
last_name: Dimakos
- first_name: S.
full_name: Karpava, S.
last_name: Karpava
- first_name: M.
full_name: Martins, M.
last_name: Martins
- first_name: O.
full_name: Sousa, O.
last_name: Sousa
- first_name: S.
full_name: Castro, S.
last_name: Castro
- first_name: H. B.
full_name: Søndergaard Knudsen, H. B.
last_name: Søndergaard Knudsen
- first_name: P.
full_name: Donau, P.
last_name: Donau
- first_name: B.
full_name: Haznedar, B.
last_name: Haznedar
- first_name: M.
full_name: Mikulajová, M.
last_name: Mikulajová
- first_name: N.
full_name: Gerdzhikova, N.
last_name: Gerdzhikova
citation:
ama: 'Dockrell JE, Papadopoulos TC, Mifsud CL, et al. Teaching and learning in a
multilingual Europe: findings from a cross-European study. European Journal
of Psychology of Education. 2021;37(2):293-320. doi:10.1007/s10212-020-00523-z'
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., & Gerdzhikova, N. (2021). Teaching and learning
in a multilingual Europe: findings from a cross-European study. European Journal
of Psychology of Education, 37(2), 293–320. https://doi.org/10.1007/s10212-020-00523-z'
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={10.1007/s10212-020-00523-z},
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} }'
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.” European Journal of Psychology of Education
37, no. 2 (2021): 293–320. https://doi.org/10.1007/s10212-020-00523-z.'
ieee: 'J. E. Dockrell et al., “Teaching and learning in a multilingual Europe:
findings from a cross-European study,” European Journal of Psychology of Education,
vol. 37, no. 2, pp. 293–320, 2021, doi: 10.1007/s10212-020-00523-z.'
mla: 'Dockrell, J. E., et al. “Teaching and Learning in a Multilingual Europe: Findings
from a Cross-European Study.” European Journal of Psychology of Education,
vol. 37, no. 2, Springer Science and Business Media LLC, 2021, pp. 293–320, doi:10.1007/s10212-020-00523-z.'
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.
date_created: 2023-01-18T16:25:43Z
date_updated: 2023-01-18T16:48:47Z
department:
- _id: '645'
doi: 10.1007/s10212-020-00523-z
intvolume: ' 37'
issue: '2'
keyword:
- Developmental and Educational Psychology
- Education
language:
- iso: eng
page: 293-320
publication: European Journal of Psychology of Education
publication_identifier:
issn:
- 0256-2928
- 1878-5174
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Teaching and learning in a multilingual Europe: findings from a cross-European
study'
type: journal_article
user_id: '97270'
volume: 37
year: '2021'
...
---
_id: '37485'
author:
- first_name: Stefanie
full_name: Rach, Stefanie
last_name: Rach
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
citation:
ama: 'Rach S, Liebendörfer M. Die Bedeutung affektiver Merkmale beim Mathematiklernen.
In: Hein K, Heil C, Ruwisch S, Prediger S, eds. Beiträge Zum Mathematikunterricht
2021 Vom GDM-Monat 2021 Der Gesellschaft Für Didaktik Der Mathematik (GDM) (1.-25.
März 2021). Beiträge zum Mathematikunterricht. WTM-Verlag für wissenschaftliche
Texte und Medien; 2021:247–248.'
apa: Rach, S., & Liebendörfer, M. (2021). Die Bedeutung affektiver Merkmale
beim Mathematiklernen. 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) (pp. 247–248). WTM-Verlag
für wissenschaftliche Texte und Medien.
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} }'
chicago: 'Rach, Stefanie, and Michael Liebendörfer. “Die Bedeutung Affektiver Merkmale
Beim Mathematiklernen.” In Beiträge Zum Mathematikunterricht 2021 Vom GDM-Monat
2021 Der Gesellschaft Für Didaktik Der Mathematik (GDM) (1.-25. März 2021),
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 Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft
für Didaktik der Mathematik (GDM) (1.-25. März 2021), K. Hein, C. Heil, S.
Ruwisch, and S. Prediger, Eds. Münster: WTM-Verlag für wissenschaftliche Texte
und Medien, 2021, pp. 247–248.'
mla: Rach, Stefanie, and Michael Liebendörfer. “Die Bedeutung Affektiver Merkmale
Beim Mathematiklernen.” Beiträge Zum Mathematikunterricht 2021 Vom GDM-Monat
2021 Der Gesellschaft Für Didaktik Der Mathematik (GDM) (1.-25. März 2021),
edited by Kerstin Hein et al., WTM-Verlag für wissenschaftliche Texte und Medien,
2021, pp. 247–248.
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.'
date_created: 2023-01-18T22:35:08Z
date_updated: 2023-01-18T22:41:32Z
department:
- _id: '10'
editor:
- first_name: Kerstin
full_name: Hein, Kerstin
last_name: Hein
- first_name: Cathleen
full_name: Heil, Cathleen
last_name: Heil
- first_name: Silke
full_name: Ruwisch, Silke
last_name: Ruwisch
- first_name: Susanne
full_name: Prediger, Susanne
last_name: Prediger
page: 247–248
place: Münster
publication: Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft
für Didaktik der Mathematik (GDM) (1.-25. März 2021)
publication_identifier:
isbn:
- 978-3-95987-184-6
publisher: WTM-Verlag für wissenschaftliche Texte und Medien
series_title: Beiträge zum Mathematikunterricht
status: public
title: Die Bedeutung affektiver Merkmale beim Mathematiklernen
type: book_chapter
user_id: '30933'
year: '2021'
...