@inproceedings{33764,
  author       = {{Ullrich, Meike and Pfeiffer, Peter and Schiefer, Gunther and Soyka, Chantal and Stottrop, Tobias and Striewe, Michael and Fettke, Peter and Loos, Peter and Oberweis, Andreas and Schaper, Niclas}},
  booktitle    = {{20. Fachtagung Bildungstechnologien (DELFI)}},
  editor       = {{Henning, Peter A. and Striewe, Michael and Wölfel, Matthias}},
  pages        = {{ 247--248 }},
  publisher    = {{Gesellschaft für Informatik e.V.}},
  title        = {{{E-Assessment-Plattform für die grafische Modellierung}}},
  doi          = {{ 10.18420/delfi2022-053 }},
  year         = {{2022}},
}

@inbook{37271,
  author       = {{Dahmen, Stephan}},
  booktitle    = {{Steuerung von Bildungseinrichtungen. Theoretische Analysen erziehungswissenschaftlicher Organisationsforschung}},
  pages        = {{279–302}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Organisationen als Kompromissmaschinen: Zur Mikrofundierung von Organisationen im Neo-Institutionalismus und der Soziologie der Konventionen am Beispiel Sozialer Hilfen am Übergang von der Schule in den Beruf}}},
  doi          = {{10.1007/978-3-658-35825-9_12}},
  year         = {{2022}},
}

@techreport{37088,
  abstract     = {{We examine variation in mandatory CSR reporting practices based on a large sample of non-publicly listed savings banks in Germany. They do not have typical shareholders but rather are established by municipal trustees and can serve clients only in their distinct operating area. This setting permits us to identify demand for CSR information by their main stakeholder groups – municipal trustees and private and corporate clients. In this way, our analysis focuses on the double-materiality approach to CSR reporting. We find that demand for CSR information by supervisory board chairperson belonging to a left-wing or green party and the presence of more supervisory board members belonging to a left-wing or green party are associated with longer CSR reports and more disclosure on environmental, social, employee and human rights matters. In addition, competition for private clients and the sustainability orientation of corporate clients are associated with longer reports and more disclosure on environmental, employee and human rights matters. These findings suggest that savings banks’ CSR reports cater to their principal stakeholders’ demand for CSR information.}},
  author       = {{Gulenko, Maryna and Kohlhase, Saskia and Kosi, Urska}},
  keywords     = {{Corporate social responsibility, Mandatory reporting, Non-publicly listed banks, Double materiality, Stakeholder groups, Political influence}},
  title        = {{{CSR Reporting under the Non-Financial Reporting Directive: Evidence from Non-publicly Listed Firms}}},
  year         = {{2022}},
}

@inproceedings{37409,
  author       = {{Wotschel, Philipp}},
  location     = {{ Leibniz-Institut für Bildungsverläufe, Bamberg}},
  title        = {{{Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz}}},
  year         = {{2022}},
}

@inproceedings{37417,
  author       = {{Wotschel, Philipp}},
  location     = {{Universität Paderborn}},
  title        = {{{Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz}}},
  year         = {{2022}},
}

@inproceedings{32819,
  author       = {{Pfeifer, Florian and Tröster, Thomas and Marten, Thorsten and Dietrich, André and Nacke, Bernard and Grundmeier, Guido}},
  booktitle    = {{Proceedings of the 6th International Conference on Steels in Cars and Trucks}},
  location     = {{Mailand}},
  title        = {{{Investigation on hot sheet metal forming by means of a longitudinal flux inductor}}},
  year         = {{2022}},
}

@book{37428,
  editor       = {{Wallmeier, Nadine and Langhanke, Robert and Merten, Marie-Luis}},
  publisher    = {{Olms}},
  title        = {{{Regionales Sprechen und Schreiben}}},
  volume       = {{7}},
  year         = {{2022}},
}

@inbook{37434,
  author       = {{Bender, Michael and Bubenhofer, Noah and Dreesen, Philipp and Georgi, Christopher and Rüdiger, Jan Oliver and Vogel, Friedemann}},
  booktitle    = {{Diskurse – digital}},
  pages        = {{137–157}},
  publisher    = {{De Gruyter}},
  title        = {{{Techniken und Praktiken der Verdatung}}},
  doi          = {{10.1515/9783110721447-007}},
  year         = {{2022}},
}

@article{37444,
  abstract     = {{<jats:p> Zusammenfassung. Im vorliegenden Beitrag wird das Screening zur Erfassung des Leseverständnisses für die Klassen 6 – 7 (SELV 6 – 7) vorgestellt, welches Leseverständnis während des Lesens mittels der Maze-Prozedur erfasst. Der Test liegt in einer Print- (SELV-P) und Digitalversion (SELV-D) vor. Es wurden 5 Paralleltestformen entwickelt. Zwei Studien zur Überprüfung der Reliabilität und Validität in den Klassen 6 und 7 werden präsentiert, wobei drei verschiedene Maze-Scorings (1: korrekt, 2: korrekt-inkorrekt, 3: korrekt / bearbeitet) einander gegenübergestellt werden. Studie 1 (SELV-P, n = 222, davon 85 6. Klasse) zeigt, dass die 4 Formen (ohne Form 3) die gleiche Fähigkeit messen, jedoch mit unterschiedlichen Mittelwerten. Der Einsatz als Lernverlauf-Messinstrument erscheint somit mit separaten Normen je Form möglich. Die Paralleltest- und Retestreliabilität dieser 4 Formen ist unter Verwendung von Score 1 und 2 ausreichend hoch, nicht aber bei Score 3. In Studie 2 (SELV-D, n = 345, davon 150 6. Klasse) wurde nur Form 1 betrachtet, die unter Verwendung aller 3 Scores die Kriterien der diskriminanten und konvergenten Validität erfüllt. </jats:p>}},
  author       = {{Seifert, Susanne and Maitz, Katharina and Riedl, Sylvia and Neumaier, Arnold and Stoff, Ilona and Gasteiger-Klicpera, und Barbara}},
  issn         = {{0012-1924}},
  journal      = {{Diagnostica}},
  keywords     = {{Clinical Psychology}},
  number       = {{2}},
  pages        = {{101--112}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Screening zur Erfassung des Leseverständnisses in den           Klassen 6 – 7 (SELV 6 – 7)}}},
  doi          = {{10.1026/0012-1924/a000289}},
  volume       = {{68}},
  year         = {{2022}},
}

@inbook{37448,
  author       = {{Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera, Barbara}},
  booktitle    = {{Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung}},
  editor       = {{Gebhardt, Markus and Scheer, David}},
  publisher    = {{Regensburger Beiträge zur Inklusions- und Sonderpädagogik}},
  title        = {{{Diagnostik und Differenzierung}}},
  year         = {{2022}},
}

@article{37447,
  abstract     = {{<jats:p> Zusammenfassung. Instrumente zur Messung von Gesundheitskompetenz bei Jugendlichen basieren auf sehr heterogenen Definitionen und Konzepten. Zudem können sie grundsätzlich in subjektive (Selbsteinschätzungs–) und objektive (die Performanz messende) Verfahren unterteilt werden. In der vorliegenden Studie wurden 2 subjektive (eHEALS; Kurzform des HLS-EU-Q16) und ein objektives Messinstrument (Claim) von 471 Jugendlichen der 6. und 7. Klassenstufe (Durchschnittsalter 13.04 Jahre; 49 % Mädchen; 63 % Familiensprache Deutsch) bearbeitet und auf ihren wechselseitigen Zusammenhang, den Zusammenhang mit kognitiven und Lesefähigkeiten, sowie Unterschiede in Bezug auf Geschlecht und Familiensprache untersucht. Das objektive Verfahren korrelierte nicht mit den subjektiven Verfahren. Dies bestätigt die Annahme, dass sie aufgrund der Messperspektive unterschiedliche Indikatorenausprägungen von Gesundheitskompetenz erfassen. Korrelationen mit Lese- und kognitiven Fähigkeiten zeigten sich nur beim objektiven Instrument, wohingegen die Selbsteinschätzungsinstrumente diese Aspekte der Gesundheitskompetenz nicht abbilden. Unterschiede hinsichtlich des Geschlechts und der Familiensprache zeigten sich insbesondere beim objektiven Instrument, allerdings sind Antwortverzerrungen bei Selbsteinschätzungen möglich. Die spezifischen Vor- und Nachteile von subjektiven und objektiven Verfahren sollten bei der Instrumentenauswahl berücksichtigt werden. </jats:p>}},
  author       = {{Seifert, Susanne and Maitz, Katharina and Pendl, Dominik and Gasteiger-Klicpera, Barbara}},
  issn         = {{0012-1924}},
  journal      = {{Diagnostica}},
  keywords     = {{Clinical Psychology}},
  number       = {{4}},
  pages        = {{197--208}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz           im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von           Jugendlichen}}},
  doi          = {{10.1026/0012-1924/a000297}},
  volume       = {{68}},
  year         = {{2022}},
}

@article{37446,
  author       = {{Seifert, Susanne and Paleczek, Lisa}},
  issn         = {{0883-0355}},
  journal      = {{International Journal of Educational Research}},
  keywords     = {{Education}},
  publisher    = {{Elsevier BV}},
  title        = {{{Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language}}},
  doi          = {{10.1016/j.ijer.2022.101948}},
  volume       = {{113}},
  year         = {{2022}},
}

@article{37441,
  abstract     = {{<jats:p>The present study investigates eight Grade-4 classes (9- to 12-year-olds, 52.1% girls) who worked on at least 10 lessons using project RegioDiff material. The study focuses on one of these lessons (including nine text passages and corresponding tasks) and on students with low (19 students, percentile &lt;15) and high reading skills (29 students, percentile &gt; 70). While students were working with the material, screencasts were recorded (30h). The construct “task performance” (processing time, response accuracy, and task engagement) was then analysed using the screencasts.&#x0D;
The analysis revealed that the two groups differed significantly in the processing time of two tasks, but not in the total time spent on all nine tasks. Significant differences were revealed also for general task engagement. Task engagement was highly correlated with processing time. Participants with higher reading skills spent more time on the tasks and were more engaged than participants with lower reading skills. However, we did not find any differences in terms of answer accuracy. This indicates that task difficulty and student reading skills were well matched.&#x0D;
The study also shows how tasks may be adapted or augmented in order to match the learning environment more closely to student learning needs.</jats:p>}},
  author       = {{Paleczek, Lisa and Ender, Daniela and Kogler, Andrea and Seifert, Susanne}},
  issn         = {{2048-8645}},
  journal      = {{European Conference on e-Learning}},
  number       = {{1}},
  pages        = {{338--347}},
  publisher    = {{Academic Conferences International Ltd}},
  title        = {{{Comparing Student high and low Reading Performance with Differentiated Digital Reading Materials}}},
  doi          = {{10.34190/ecel.21.1.680}},
  volume       = {{21}},
  year         = {{2022}},
}

@article{37438,
  abstract     = {{<jats:p> This paper investigates the implementation of a reading program designed for third grade elementary school classrooms in Austria. Using a mixed-methods approach, lesson types were identified, respective class compositions analyzed, and the effects on students’ reading gains examined. The results show that the lesson types seem to reflect learner group needs as students in the different lesson types profited similarly from the reading program. This supports the hypothesis that reading is a highly individualized process and leads to the conclusion that the instructional approach of the reading program investigated supports teachers in conducting reading lessons tailored to their students’ needs. </jats:p>}},
  author       = {{Kulmhofer-Bommer, Andrea and Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera, Barbara}},
  issn         = {{0022-0574}},
  journal      = {{Journal of Education}},
  keywords     = {{Education}},
  publisher    = {{SAGE Publications}},
  title        = {{{Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs}}},
  doi          = {{10.1177/00220574221112627}},
  year         = {{2022}},
}

@article{37440,
  author       = {{Paleczek, Lisa and Ender, Daniela and Berger, Jessica and Prinz, Katharina and Seifert, Susanne}},
  issn         = {{0883-0355}},
  journal      = {{International Journal of Educational Research}},
  keywords     = {{Education}},
  publisher    = {{Elsevier BV}},
  title        = {{{A feasibility study of digital content use in inclusive, Austrian primary school practice}}},
  doi          = {{10.1016/j.ijer.2022.101938}},
  volume       = {{112}},
  year         = {{2022}},
}

@article{37470,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>When the COVID-19 pandemic began, many universities switched to fully online teaching. This unexpected switching to online teaching was challenging for both teachers and students, and restrictions that were put in place because of pandemic made this challenge even greater. However, new ways of teaching might also open new opportunities for students’ learning. The research question driving our study was as follows: how do students regulate their learning and specifically their choice of resources and peer learning in university mathematics classes that are fully taught online as offered during the COVID-19 pandemic? We report on a longitudinal, qualitative study in which students recorded a brief audio diary twice a week over one whole semester (14 weeks). We focused on three students who completed 70 interviews in total and finished the semester with varying degrees of success. The results show how the students structured their studying (e.g., the roles that deadlines or synchronous teaching events played). They illustrate the strengths and limitations of digital materials provided by the lecturer and the use of complementary media. Further, the pandemic uncovered the double-edged role of simple, often anonymous exchanges (e.g., via Discord servers), with few binding forces for either side, and the significance of stable learning partnerships for students’ success. Our research highlights aspects that should be focal points when comparing traditional instruction and online instruction during the pandemic from a self-regulatory perspective. Practical implications refer to how these aspects can be combined sensibly in fully online courses, but also in blended learning contexts.</jats:p>}},
  author       = {{Liebendörfer, Michael and Kempen, Leander and Schukajlow, Stanislaw}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  keywords     = {{General Mathematics, Education}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{First-year university students' self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study}}},
  doi          = {{10.1007/s11858-022-01444-5}},
  year         = {{2022}},
}

@article{37472,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>As earlier research results suggest that many mathematics teaching students criticize a missing relevance in their studies, we explore explanations and interrelationships of their relevance assessments. We aim at finding out how one could support the students in attributing relevance to their study programs. A two-fold model for relevance assessments in mathematics teacher education is proposed, consisting of relevance content and relevance reasons. We investigate students' relevance perceptions of mathematical topics and of topics’ complexities, as well as their rating of individual and societal/ vocational relevance reasons, all in relation to their perception of the relevance of their overall program of study. Contrary to earlier research findings, our results suggest that mathematics teaching students already do attribute relevance to many content areas and that a preparation for the teaching profession is not the only reason for them to assign relevance. There also seem to be many students who would attribute relevance if they could develop as individuals and pursue their interests. We suggest that giving students opportunities to set individual priorities in their studies could hence support their relevance assessments. As low relevance assessments seem to be connected to students’ motivational problems, students might profit from motivational support, as well.</jats:p>}},
  author       = {{Büdenbender-Kuklinski, Christiane and Hochmuth, Reinhard and Liebendörfer, Michael}},
  issn         = {{2198-9745}},
  journal      = {{International Journal of Research in Undergraduate Mathematics Education}},
  keywords     = {{Education, Mathematics (miscellaneous)}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students}}},
  doi          = {{10.1007/s40753-022-00188-7}},
  year         = {{2022}},
}

@phdthesis{34041,
  author       = {{Witschen, Linus Matthias}},
  title        = {{{Frameworks and Methodologies for Search-based Approximate Logic Synthesis}}},
  doi          = {{10.17619/UNIPB/1-1649}},
  year         = {{2022}},
}

@inproceedings{37554,
  author       = {{Asmar, Laban and Grigoryan, Khoren and Kuhn, Arno and Dumitrescu, Roman}},
  booktitle    = {{2022 IEEE 20th International Conference on Industrial Informatics (INDIN)}},
  publisher    = {{IEEE}},
  title        = {{{Survey on methods for early prototyping and validation of technical product ideas}}},
  doi          = {{10.1109/indin51773.2022.9976130}},
  year         = {{2022}},
}

@inproceedings{37550,
  author       = {{Kaiser, Lydia and Schräder, Elena and Bernijazov, Ruslan and Foullois, Marc and Dumitrescu, Roman}},
  booktitle    = {{Tag des Systems Engineering}},
  editor       = {{Koch, Walter and Wilke, Daria and Dreiseitel, Stefan and Kaffenberger, Rüdiger}},
  title        = {{{Ein Ansatz zur Strukturierung von KI-Assistenzen im Model-Based Systems Engineering}}},
  year         = {{2022}},
}