@article{37289, author = {{Graefe, Grit and Temmen, Katrin}}, journal = {{Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V.}}, number = {{02/2021}}, pages = {{46--54}}, publisher = {{DBB Verlag}}, title = {{{Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik?}}}, year = {{2021}}, } @phdthesis{37396, author = {{Fiedler, Moritz}}, publisher = {{Dr. Kovac}}, title = {{{Development of a Strategic Controlling Concept}}}, year = {{2021}}, } @article{37404, author = {{Menzefricke, Jörn Steffen and Wiederkehr, Ingrid and Koldewey, Christian and Dumitrescu, Roman}}, issn = {{2212-8271}}, journal = {{Procedia CIRP}}, keywords = {{General Medicine}}, pages = {{241--246}}, publisher = {{Elsevier BV}}, title = {{{Maturity-based Development of Strategic Thrusts for Socio-technical Risks}}}, doi = {{10.1016/j.procir.2021.11.041}}, volume = {{104}}, year = {{2021}}, } @techreport{37136, abstract = {{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 = {{Ichev, Riste and Koren, Jernej and Kosi, Urska and Sitar Sustar, Katarina and Valentincic, Aljosa}}, keywords = {{private firms, voluntary audit, cost of debt, self‐selection bias, risk}}, title = {{{Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk}}}, year = {{2021}}, } @inbook{37182, author = {{Grotjahn, Rebecca}}, booktitle = {{Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas}}, editor = {{Schlieper, Hendrik and Tönnies, Merle }}, isbn = {{978-3-447-11508-7}}, pages = {{123–142}}, publisher = {{Harrassowitz}}, title = {{{Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in der Musik}}}, volume = {{21}}, year = {{2021}}, } @inbook{37183, author = {{Grotjahn, Rebecca}}, booktitle = {{Institutionen und Medien}}, editor = {{Ertelt, Thomas and Loesch, Heinz von}}, isbn = {{9783761820827}}, pages = {{340–367}}, publisher = {{Bärenreiter}}, title = {{{Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten}}}, volume = {{2}}, year = {{2021}}, } @inbook{37180, author = {{Iffland, Joachim and Grotjahn, Rebecca}}, booktitle = {{Edieren: Geisteswissenschaften im digitalen Wandel | Éditer : les sciences humaines en mutation}}, pages = {{48--51}}, title = {{{Musikedition – auch ohne Noten}}}, doi = {{10.5281/ZENODO.5716099}}, volume = {{27,3}}, year = {{2021}}, } @inbook{37179, author = {{Grotjahn, Rebecca}}, booktitle = {{Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert}}, editor = {{Grosch, Nils and Seedorf, Thomas }}, isbn = {{978-3-89007-906-6}}, pages = {{13--39}}, publisher = {{Laaber-Verlag}}, title = {{{Singen – Körper – Medien}}}, volume = {{2}}, year = {{2021}}, } @inbook{37435, author = {{Georgi, Christopher}}, booktitle = {{Angstkonstruktionen}}, pages = {{219–264}}, publisher = {{De Gruyter}}, title = {{{Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“}}}, doi = {{10.1515/9783110729603-009}}, year = {{2021}}, } @inproceedings{36822, author = {{Tumat, Antje}}, booktitle = {{Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018}}, editor = {{Grönke, Kadja and Zywietz, Michael}}, isbn = {{978-3-86485-259-6}}, pages = {{209--221}}, publisher = {{Textem-Verlag}}, title = {{{Biografie und Werk: Henzes „Bassariden“}}}, year = {{2021}}, } @article{37445, abstract = {{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 = {{Seifert, Susanne and Paleczek, Lisa}}, issn = {{1479-4403}}, journal = {{Electronic Journal of e-Learning}}, keywords = {{Computer Science Applications, Education}}, number = {{5}}, pages = {{pp336--348}}, publisher = {{Academic Conferences International Ltd}}, title = {{{Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation}}}, doi = {{10.34190/ejel.19.5.2467}}, volume = {{19}}, year = {{2021}}, } @article{37443, abstract = {{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 = {{Seifert, Susanne}}, issn = {{2211-1662}}, journal = {{Technology, Knowledge and Learning}}, keywords = {{Computer Science Applications, Human-Computer Interaction, Education, Mathematics (miscellaneous)}}, number = {{2}}, pages = {{383--405}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade}}}, doi = {{10.1007/s10758-021-09490-w}}, volume = {{26}}, year = {{2021}}, } @article{37439, author = {{Krammer, Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}}, issn = {{0305-5698}}, journal = {{Educational Studies}}, keywords = {{Education}}, pages = {{1--19}}, publisher = {{Informa UK Limited}}, 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}}, year = {{2021}}, } @article{37442, author = {{Paleczek, Lisa and Seifert, Susanne and Schöfl, Martin}}, issn = {{0007-1013}}, journal = {{British Journal of Educational Technology}}, keywords = {{Education}}, number = {{6}}, pages = {{2145--2161}}, publisher = {{Wiley}}, title = {{{Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten}}}, doi = {{10.1111/bjet.13163}}, volume = {{52}}, year = {{2021}}, } @article{37455, abstract = {{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 = {{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 Karpava, S. and Martins, M. and Sousa, O. and Castro, S. and Søndergaard Knudsen, H. B. and Donau, P. and Haznedar, B. and Mikulajová, M. and Gerdzhikova, N.}}, issn = {{0256-2928}}, journal = {{European Journal of Psychology of Education}}, keywords = {{Developmental and Educational Psychology, Education}}, number = {{2}}, pages = {{293--320}}, publisher = {{Springer Science and Business Media LLC}}, title = {{{Teaching and learning in a multilingual Europe: findings from a cross-European study}}}, doi = {{10.1007/s10212-020-00523-z}}, volume = {{37}}, year = {{2021}}, } @inbook{37485, author = {{Rach, Stefanie and Liebendörfer, Michael}}, booktitle = {{Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft für Didaktik der Mathematik (GDM) (1.-25. März 2021)}}, editor = {{Hein, Kerstin and Heil, Cathleen and Ruwisch, Silke and Prediger, Susanne}}, isbn = {{978-3-95987-184-6}}, pages = {{247–248}}, publisher = {{WTM-Verlag für wissenschaftliche Texte und Medien}}, title = {{{Die Bedeutung affektiver Merkmale beim Mathematiklernen}}}, year = {{2021}}, } @article{37474, abstract = {{Abstract Due to the COVID-19 crisis, many courses have been offered digitally. Using data from n = 1,173 business students participating in a preparatory mathematics course at a German university that covered the same content as in 2018, 2019 and 2020, we examine how students’ participation and the effect of the preparatory course changed. The data show that the participation rate has fallen slightly, but students’ participation is rather similar to preceding years. Interestingly, students have participated more intensively. There are clear signs of dishonesty in the self-test (use of a calculator) and significant changes in predictors of performance. In particular, the effect of students’ engagement in the course on their performance substantially increased. Further, we found a gender gap in performance affecting women. Finally, the data show that digital courses can be as effective as on-campus courses.}}, author = {{Büchele, Stefan and Liebendörfer, Michael and Lankeit, Elisa}}, issn = {{0268-3679}}, journal = {{Teaching Mathematics and its Applications: An International Journal of the IMA}}, keywords = {{Education, General Mathematics}}, number = {{4}}, pages = {{478--496}}, publisher = {{Oxford University Press (OUP)}}, title = {{{Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university}}}, doi = {{10.1093/teamat/hrab013}}, volume = {{40}}, year = {{2021}}, } @article{37483, abstract = {{Das gymnasiale Lehramtsstudium der Mathematik ist an deutschen Universitäten unterschiedlich organisiert. Traditionell wurden am Studienbeginn die Fachvorlesungen zur Analysis und Linearen Algebra gemeinsam mit Fachstudierenden gehört. In jüngerer Zeit verbreiten sich alternative Modelle z. B. mit Brückenvorlesungen, die oft spezifisch für das Gymnasiallehramt angeboten werden. Sie können gemeinsame Veranstaltungen mit Fachstudierenden ergänzen oder ersetzen. Dieser Beitrag zeigt auf, welche Modelle wie häufig verbreitet sind, und spricht an, welche hochschuldidaktischen Fragen an der Studiengestaltung hängen.}}, author = {{Gildehaus, Lara and Göller, Robin and Liebendörfer, Michael}}, issn = {{2512-9155}}, journal = {{Mitteilungen der Gesellschaft für Didaktik der Mathematik}}, number = {{111}}, pages = {{27–32}}, title = {{{Gymnasiales Lehramt Mathematik studieren – eine Übersicht zur Studienorganisation in Deutschland}}}, volume = {{47}}, year = {{2021}}, } @inproceedings{37481, author = {{Vajen, Bastian and Gildehaus, Lara and Liebendörfer, Michael and Wolf, Christoph}}, booktitle = {{Schriftenreihe der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft und das vermeintliche Neutralitätsgebot}}, editor = {{Kenner, Steve and Oeftering, T.}}, pages = {{188–200}}, publisher = {{Wochenschau}}, title = {{{Mathematisierung als Herausforderung für die politische Bildung}}}, year = {{2021}}, } @inbook{37480, author = {{Göller, Robin and Gildehaus, Lara and Liebendörfer, Michael and Steuding, Jörn}}, booktitle = {{Mathematik und Gender: Berichte und Beiträge des Arbeitskreise Frauen und Mathematik}}, editor = {{Blunck, Andrea and Motzer, Renate}}, pages = {{59–76}}, publisher = {{Franzbecker}}, title = {{{Prüfungsformate als Ansatzpunkt gendersensibler universitärer Lehre im Fach Mathematik}}}, volume = {{5}}, year = {{2021}}, }