[{"date_updated":"2023-01-18T16:46:03Z","doi":"10.34190/ejel.19.5.2467","language":[{"iso":"eng"}],"title":"Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation","department":[{"_id":"645"}],"publication_identifier":{"issn":["1479-4403"]},"publication_status":"published","_id":"37445","intvolume":" 19","issue":"5","year":"2021","type":"journal_article","citation":{"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} }","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.","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","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","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.","short":"S. Seifert, L. Paleczek, Electronic Journal of E-Learning 19 (2021) pp336-348."},"page":"pp336-348","abstract":[{"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. ","lang":"eng"}],"user_id":"97270","author":[{"id":"97270","last_name":"Seifert","full_name":"Seifert, Susanne","first_name":"Susanne"},{"full_name":"Paleczek, Lisa","first_name":"Lisa","last_name":"Paleczek"}],"publisher":"Academic Conferences International Ltd","publication":"Electronic Journal of e-Learning","keyword":["Computer Science Applications","Education"],"status":"public","date_created":"2023-01-18T16:11:52Z","volume":19},{"doi":"10.1007/s10758-021-09490-w","date_updated":"2023-01-18T16:45:42Z","language":[{"iso":"eng"}],"title":"Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade","publication_identifier":{"issn":["2211-1662","2211-1670"]},"publication_status":"published","department":[{"_id":"645"}],"issue":"2","intvolume":" 26","_id":"37443","page":"383-405","year":"2021","type":"journal_article","citation":{"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.","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.","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","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.","short":"S. Seifert, Technology, Knowledge and Learning 26 (2021) 383–405."},"user_id":"97270","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."}],"date_created":"2023-01-18T16:10:52Z","status":"public","volume":26,"publication":"Technology, Knowledge and Learning","keyword":["Computer Science Applications","Human-Computer Interaction","Education","Mathematics (miscellaneous)"],"publisher":"Springer Science and Business Media LLC","author":[{"full_name":"Seifert, Susanne","first_name":"Susanne","id":"97270","last_name":"Seifert"}]},{"status":"public","date_created":"2023-01-18T16:08:23Z","publication_identifier":{"issn":["0305-5698","1465-3400"]},"publication_status":"published","author":[{"last_name":"Krammer","full_name":"Krammer, Mathias","first_name":"Mathias"},{"first_name":"Susanne","full_name":"Seifert, Susanne","last_name":"Seifert","id":"97270"},{"full_name":"Gasteiger-Klicpera, Barbara","first_name":"Barbara","last_name":"Gasteiger-Klicpera"}],"publisher":"Informa UK Limited","publication":"Educational Studies","department":[{"_id":"645"}],"keyword":["Education"],"user_id":"97270","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","language":[{"iso":"eng"}],"citation":{"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} }","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.","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","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.","short":"M. Krammer, S. Seifert, B. Gasteiger-Klicpera, Educational Studies (2021) 1–19."},"year":"2021","type":"journal_article","page":"1-19","doi":"10.1080/03055698.2021.1875320","_id":"37439","date_updated":"2023-01-18T16:44:56Z"},{"citation":{"short":"L. Paleczek, S. Seifert, M. Schöfl, British Journal of Educational Technology 52 (2021) 2145–2161.","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.","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.","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","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","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} }","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."},"type":"journal_article","year":"2021","page":"2145-2161","_id":"37442","intvolume":" 52","issue":"6","author":[{"last_name":"Paleczek","first_name":"Lisa","full_name":"Paleczek, Lisa"},{"full_name":"Seifert, Susanne","first_name":"Susanne","id":"97270","last_name":"Seifert"},{"last_name":"Schöfl","first_name":"Martin","full_name":"Schöfl, Martin"}],"publisher":"Wiley","publication":"British Journal of Educational Technology","keyword":["Education"],"status":"public","date_created":"2023-01-18T16:10:22Z","volume":52,"user_id":"97270","language":[{"iso":"eng"}],"date_updated":"2023-01-18T16:45:24Z","doi":"10.1111/bjet.13163","department":[{"_id":"645"}],"publication_status":"published","publication_identifier":{"issn":["0007-1013","1467-8535"]},"title":"Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten"},{"page":"293-320","type":"journal_article","year":"2021","citation":{"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} }","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.","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.","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","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.","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."},"issue":"2","_id":"37455","intvolume":" 37","volume":37,"date_created":"2023-01-18T16:25:43Z","status":"public","keyword":["Developmental and Educational Psychology","Education"],"publication":"European Journal of Psychology of Education","author":[{"first_name":"J. E.","full_name":"Dockrell, J. E.","last_name":"Dockrell"},{"full_name":"Papadopoulos, T. C.","first_name":"T. C.","last_name":"Papadopoulos"},{"last_name":"Mifsud","full_name":"Mifsud, C. L.","first_name":"C. L."},{"full_name":"Bourke, L.","first_name":"L.","last_name":"Bourke"},{"first_name":"O.","full_name":"Vilageliu, O.","last_name":"Vilageliu"},{"last_name":"Bešić","first_name":"E.","full_name":"Bešić, E."},{"last_name":"Seifert","id":"97270","first_name":"Susanne","full_name":"Seifert, Susanne"},{"first_name":"B.","full_name":"Gasteiger-Klicpera, B.","last_name":"Gasteiger-Klicpera"},{"full_name":"Ralli, A.","first_name":"A.","last_name":"Ralli"},{"full_name":"Dimakos, I.","first_name":"I.","last_name":"Dimakos"},{"last_name":"Karpava","first_name":"S.","full_name":"Karpava, S."},{"last_name":"Martins","full_name":"Martins, M.","first_name":"M."},{"full_name":"Sousa, O.","first_name":"O.","last_name":"Sousa"},{"last_name":"Castro","first_name":"S.","full_name":"Castro, S."},{"first_name":"H. B.","full_name":"Søndergaard Knudsen, H. B.","last_name":"Søndergaard Knudsen"},{"first_name":"P.","full_name":"Donau, P.","last_name":"Donau"},{"full_name":"Haznedar, B.","first_name":"B.","last_name":"Haznedar"},{"full_name":"Mikulajová, M.","first_name":"M.","last_name":"Mikulajová"},{"full_name":"Gerdzhikova, N.","first_name":"N.","last_name":"Gerdzhikova"}],"publisher":"Springer Science and Business Media LLC","user_id":"97270","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."}],"language":[{"iso":"eng"}],"doi":"10.1007/s10212-020-00523-z","date_updated":"2023-01-18T16:48:47Z","publication_identifier":{"issn":["0256-2928","1878-5174"]},"publication_status":"published","department":[{"_id":"645"}],"title":"Teaching and learning in a multilingual Europe: findings from a cross-European study"},{"title":"Die Bedeutung affektiver Merkmale beim Mathematiklernen","user_id":"30933","place":"Münster","editor":[{"last_name":"Hein","first_name":"Kerstin","full_name":"Hein, Kerstin"},{"first_name":"Cathleen","full_name":"Heil, Cathleen","last_name":"Heil"},{"last_name":"Ruwisch","first_name":"Silke","full_name":"Ruwisch, Silke"},{"last_name":"Prediger","first_name":"Susanne","full_name":"Prediger, Susanne"}],"publication_identifier":{"isbn":["978-3-95987-184-6"]},"status":"public","date_created":"2023-01-18T22:35:08Z","author":[{"first_name":"Stefanie","full_name":"Rach, Stefanie","last_name":"Rach"},{"last_name":"Liebendörfer","first_name":"Michael","full_name":"Liebendörfer, Michael"}],"publisher":"WTM-Verlag für wissenschaftliche Texte und Medien","department":[{"_id":"10"}],"publication":"Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft für Didaktik der Mathematik (GDM) (1.-25. März 2021)","date_updated":"2023-01-18T22:41:32Z","_id":"37485","citation":{"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.","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.","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.","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.","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.","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."},"type":"book_chapter","year":"2021","page":"247–248","series_title":"Beiträge zum Mathematikunterricht"},{"volume":40,"date_created":"2023-01-18T22:23:50Z","status":"public","publication":"Teaching Mathematics and its Applications: An International Journal of the IMA","keyword":["Education","General Mathematics"],"publisher":"Oxford University Press (OUP)","author":[{"last_name":"Büchele","first_name":"Stefan","full_name":"Büchele, Stefan"},{"full_name":"Liebendörfer, Michael","first_name":"Michael","last_name":"Liebendörfer"},{"last_name":"Lankeit","full_name":"Lankeit, Elisa","first_name":"Elisa"}],"user_id":"30933","abstract":[{"text":"Abstract\n 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.","lang":"eng"}],"page":"478-496","citation":{"short":"S. Büchele, M. Liebendörfer, E. Lankeit, Teaching Mathematics and Its Applications: An International Journal of the IMA 40 (2021) 478–496.","ieee":"S. Büchele, M. Liebendörfer, and E. Lankeit, “Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university,” Teaching Mathematics and its Applications: An International Journal of the IMA, vol. 40, no. 4, pp. 478–496, 2021, doi: 10.1093/teamat/hrab013.","apa":"Büchele, S., Liebendörfer, M., & Lankeit, E. (2021). Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university. Teaching Mathematics and Its Applications: An International Journal of the IMA, 40(4), 478–496. https://doi.org/10.1093/teamat/hrab013","ama":"Büchele S, Liebendörfer M, Lankeit E. Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university. Teaching Mathematics and its Applications: An International Journal of the IMA. 2021;40(4):478-496. doi:10.1093/teamat/hrab013","chicago":"Büchele, Stefan, Michael Liebendörfer, and Elisa Lankeit. “Increasing the Effect of a Remedial Mathematics Course by Switching to an Online Format during the COVID-19 Crisis: Evidence from a German University.” Teaching Mathematics and Its Applications: An International Journal of the IMA 40, no. 4 (2021): 478–96. https://doi.org/10.1093/teamat/hrab013.","bibtex":"@article{Büchele_Liebendörfer_Lankeit_2021, 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}, volume={40}, DOI={10.1093/teamat/hrab013}, number={4}, journal={Teaching Mathematics and its Applications: An International Journal of the IMA}, publisher={Oxford University Press (OUP)}, author={Büchele, Stefan and Liebendörfer, Michael and Lankeit, Elisa}, year={2021}, pages={478–496} }","mla":"Büchele, Stefan, et al. “Increasing the Effect of a Remedial Mathematics Course by Switching to an Online Format during the COVID-19 Crisis: Evidence from a German University.” Teaching Mathematics and Its Applications: An International Journal of the IMA, vol. 40, no. 4, Oxford University Press (OUP), 2021, pp. 478–96, doi:10.1093/teamat/hrab013."},"year":"2021","type":"journal_article","issue":"4","intvolume":" 40","_id":"37474","publication_identifier":{"issn":["0268-3679","1471-6976"]},"publication_status":"published","department":[{"_id":"10"}],"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","language":[{"iso":"eng"}],"doi":"10.1093/teamat/hrab013","date_updated":"2023-01-18T22:47:00Z"},{"page":"27–32","year":"2021","citation":{"chicago":"Gildehaus, Lara, Robin Göller, and Michael Liebendörfer. “Gymnasiales Lehramt Mathematik Studieren – Eine Übersicht Zur Studienorganisation in Deutschland.” Mitteilungen Der Gesellschaft Für Didaktik Der Mathematik 47, no. 111 (2021): 27–32.","apa":"Gildehaus, L., Göller, R., & Liebendörfer, M. (2021). Gymnasiales Lehramt Mathematik studieren – eine Übersicht zur Studienorganisation in Deutschland. Mitteilungen Der Gesellschaft Für Didaktik Der Mathematik, 47(111), 27–32.","ama":"Gildehaus L, Göller R, Liebendörfer M. Gymnasiales Lehramt Mathematik studieren – eine Übersicht zur Studienorganisation in Deutschland. Mitteilungen der Gesellschaft für Didaktik der Mathematik. 2021;47(111):27–32.","bibtex":"@article{Gildehaus_Göller_Liebendörfer_2021, title={Gymnasiales Lehramt Mathematik studieren – eine Übersicht zur Studienorganisation in Deutschland}, volume={47}, number={111}, journal={Mitteilungen der Gesellschaft für Didaktik der Mathematik}, author={Gildehaus, Lara and Göller, Robin and Liebendörfer, Michael}, year={2021}, pages={27–32} }","mla":"Gildehaus, Lara, et al. “Gymnasiales Lehramt Mathematik Studieren – Eine Übersicht Zur Studienorganisation in Deutschland.” Mitteilungen Der Gesellschaft Für Didaktik Der Mathematik, vol. 47, no. 111, 2021, pp. 27–32.","short":"L. Gildehaus, R. Göller, M. Liebendörfer, Mitteilungen Der Gesellschaft Für Didaktik Der Mathematik 47 (2021) 27–32.","ieee":"L. Gildehaus, R. Göller, and M. Liebendörfer, “Gymnasiales Lehramt Mathematik studieren – eine Übersicht zur Studienorganisation in Deutschland,” Mitteilungen der Gesellschaft für Didaktik der Mathematik, vol. 47, no. 111, pp. 27–32, 2021."},"type":"journal_article","issue":"111","intvolume":" 47","_id":"37483","date_updated":"2023-01-18T22:46:49Z","volume":47,"publication_identifier":{"issn":["2512-9155"]},"date_created":"2023-01-18T22:31:53Z","status":"public","department":[{"_id":"10"}],"publication":"Mitteilungen der Gesellschaft für Didaktik der Mathematik","author":[{"last_name":"Gildehaus","full_name":"Gildehaus, Lara","first_name":"Lara"},{"last_name":"Göller","first_name":"Robin","full_name":"Göller, Robin"},{"last_name":"Liebendörfer","first_name":"Michael","full_name":"Liebendörfer, Michael"}],"title":"Gymnasiales Lehramt Mathematik studieren – eine Übersicht zur Studienorganisation in Deutschland","user_id":"30933","abstract":[{"lang":"eng","text":"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."}]},{"page":"188–200","year":"2021","citation":{"ama":"Vajen B, Gildehaus L, Liebendörfer M, Wolf C. Mathematisierung als Herausforderung für die politische Bildung. In: Kenner S, Oeftering T, eds. Schriftenreihe Der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft Und Das Vermeintliche Neutralitätsgebot. Wochenschau; 2021:188–200.","apa":"Vajen, B., Gildehaus, L., Liebendörfer, M., & Wolf, C. (2021). Mathematisierung als Herausforderung für die politische Bildung. In S. Kenner & T. Oeftering (Eds.), Schriftenreihe der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft und das vermeintliche Neutralitätsgebot (pp. 188–200). Wochenschau.","chicago":"Vajen, Bastian, Lara Gildehaus, Michael Liebendörfer, and Christoph Wolf. “Mathematisierung Als Herausforderung Für Die Politische Bildung.” In Schriftenreihe Der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft Und Das Vermeintliche Neutralitätsgebot, edited by Steve Kenner and T. Oeftering, 188–200. Frankfurt: Wochenschau, 2021.","mla":"Vajen, Bastian, et al. “Mathematisierung Als Herausforderung Für Die Politische Bildung.” Schriftenreihe Der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft Und Das Vermeintliche Neutralitätsgebot, edited by Steve Kenner and T. Oeftering, Wochenschau, 2021, pp. 188–200.","bibtex":"@inproceedings{Vajen_Gildehaus_Liebendörfer_Wolf_2021, place={Frankfurt}, title={Mathematisierung als Herausforderung für die politische Bildung}, booktitle={Schriftenreihe der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft und das vermeintliche Neutralitätsgebot}, publisher={Wochenschau}, author={Vajen, Bastian and Gildehaus, Lara and Liebendörfer, Michael and Wolf, Christoph}, editor={Kenner, Steve and Oeftering, T.}, year={2021}, pages={188–200} }","short":"B. Vajen, L. Gildehaus, M. Liebendörfer, C. Wolf, in: S. Kenner, T. Oeftering (Eds.), Schriftenreihe Der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft Und Das Vermeintliche Neutralitätsgebot, Wochenschau, Frankfurt, 2021, pp. 188–200.","ieee":"B. Vajen, L. Gildehaus, M. Liebendörfer, and C. Wolf, “Mathematisierung als Herausforderung für die politische Bildung,” in Schriftenreihe der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft und das vermeintliche Neutralitätsgebot, 2021, pp. 188–200."},"type":"conference","date_updated":"2023-01-18T22:47:23Z","_id":"37481","editor":[{"full_name":"Kenner, Steve","first_name":"Steve","last_name":"Kenner"},{"last_name":"Oeftering","full_name":"Oeftering, T.","first_name":"T."}],"date_created":"2023-01-18T22:31:25Z","status":"public","department":[{"_id":"10"}],"publication":"Schriftenreihe der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft und das vermeintliche Neutralitätsgebot","publisher":"Wochenschau","author":[{"last_name":"Vajen","first_name":"Bastian","full_name":"Vajen, Bastian"},{"last_name":"Gildehaus","first_name":"Lara","full_name":"Gildehaus, Lara"},{"last_name":"Liebendörfer","first_name":"Michael","full_name":"Liebendörfer, Michael"},{"last_name":"Wolf","full_name":"Wolf, Christoph","first_name":"Christoph"}],"title":"Mathematisierung als Herausforderung für die politische Bildung","user_id":"30933","place":"Frankfurt"},{"user_id":"30933","title":"Prüfungsformate als Ansatzpunkt gendersensibler universitärer Lehre im Fach Mathematik","status":"public","date_created":"2023-01-18T22:31:17Z","editor":[{"first_name":"Andrea","full_name":"Blunck, Andrea","last_name":"Blunck"},{"last_name":"Motzer","full_name":"Motzer, Renate","first_name":"Renate"}],"volume":5,"author":[{"last_name":"Göller","first_name":"Robin","full_name":"Göller, Robin"},{"full_name":"Gildehaus, Lara","first_name":"Lara","last_name":"Gildehaus"},{"full_name":"Liebendörfer, Michael","first_name":"Michael","last_name":"Liebendörfer"},{"first_name":"Jörn","full_name":"Steuding, Jörn","last_name":"Steuding"}],"publisher":"Franzbecker","publication":"Mathematik und Gender: Berichte und Beiträge des Arbeitskreise Frauen und Mathematik","department":[{"_id":"10"}],"_id":"37480","intvolume":" 5","date_updated":"2023-01-18T22:47:46Z","year":"2021","citation":{"short":"R. Göller, L. Gildehaus, M. Liebendörfer, J. Steuding, in: A. Blunck, R. Motzer (Eds.), Mathematik Und Gender: Berichte Und Beiträge Des Arbeitskreise Frauen Und Mathematik, Franzbecker, 2021, pp. 59–76.","ieee":"R. Göller, L. Gildehaus, M. Liebendörfer, and J. Steuding, “Prüfungsformate als Ansatzpunkt gendersensibler universitärer Lehre im Fach Mathematik,” in Mathematik und Gender: Berichte und Beiträge des Arbeitskreise Frauen und Mathematik, vol. 5, A. Blunck and R. Motzer, Eds. Franzbecker, 2021, pp. 59–76.","ama":"Göller R, Gildehaus L, Liebendörfer M, Steuding J. Prüfungsformate als Ansatzpunkt gendersensibler universitärer Lehre im Fach Mathematik. In: Blunck A, Motzer R, eds. Mathematik Und Gender: Berichte Und Beiträge Des Arbeitskreise Frauen Und Mathematik. Vol 5. Franzbecker; 2021:59–76.","apa":"Göller, R., Gildehaus, L., Liebendörfer, M., & Steuding, J. (2021). Prüfungsformate als Ansatzpunkt gendersensibler universitärer Lehre im Fach Mathematik. In A. Blunck & R. Motzer (Eds.), Mathematik und Gender: Berichte und Beiträge des Arbeitskreise Frauen und Mathematik (Vol. 5, pp. 59–76). Franzbecker.","chicago":"Göller, Robin, Lara Gildehaus, Michael Liebendörfer, and Jörn Steuding. “Prüfungsformate Als Ansatzpunkt Gendersensibler Universitärer Lehre Im Fach Mathematik.” In Mathematik Und Gender: Berichte Und Beiträge Des Arbeitskreise Frauen Und Mathematik, edited by Andrea Blunck and Renate Motzer, 5:59–76. Franzbecker, 2021.","mla":"Göller, Robin, et al. “Prüfungsformate Als Ansatzpunkt Gendersensibler Universitärer Lehre Im Fach Mathematik.” Mathematik Und Gender: Berichte Und Beiträge Des Arbeitskreise Frauen Und Mathematik, edited by Andrea Blunck and Renate Motzer, vol. 5, Franzbecker, 2021, pp. 59–76.","bibtex":"@inbook{Göller_Gildehaus_Liebendörfer_Steuding_2021, title={Prüfungsformate als Ansatzpunkt gendersensibler universitärer Lehre im Fach Mathematik}, volume={5}, booktitle={Mathematik und Gender: Berichte und Beiträge des Arbeitskreise Frauen und Mathematik}, publisher={Franzbecker}, author={Göller, Robin and Gildehaus, Lara and Liebendörfer, Michael and Steuding, Jörn}, editor={Blunck, Andrea and Motzer, Renate}, year={2021}, pages={59–76} }"},"type":"book_chapter","page":"59–76"},{"user_id":"30933","title":"Genese und Funktionen von Lerngruppen in der Studieneingangsphase","author":[{"first_name":"Inka","full_name":"Haak, Inka","last_name":"Haak"},{"last_name":"Gildehaus","full_name":"Gildehaus, Lara","first_name":"Lara"},{"last_name":"Liebendörfer","first_name":"Michael","full_name":"Liebendörfer, Michael"}],"publisher":"Universität Duisburg-Essen","department":[{"_id":"10"}],"publication":"Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?","status":"public","date_created":"2023-01-18T22:31:03Z","date_updated":"2023-01-18T22:44:35Z","_id":"37478","citation":{"short":"I. Haak, L. Gildehaus, M. Liebendörfer, in: Naturwissenschaftlicher Unterricht Und Lehrerbildung Im Umbruch?, Universität Duisburg-Essen, 2021, pp. 89–92.","ieee":"I. Haak, L. Gildehaus, and M. Liebendörfer, “Genese und Funktionen von Lerngruppen in der Studieneingangsphase,” in Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?, 2021, pp. 89–92.","apa":"Haak, I., Gildehaus, L., & Liebendörfer, M. (2021). Genese und Funktionen von Lerngruppen in der Studieneingangsphase. Naturwissenschaftlicher Unterricht Und Lehrerbildung Im Umbruch?, 89–92.","ama":"Haak I, Gildehaus L, Liebendörfer M. Genese und Funktionen von Lerngruppen in der Studieneingangsphase. In: Naturwissenschaftlicher Unterricht Und Lehrerbildung Im Umbruch?. Universität Duisburg-Essen; 2021:89–92.","chicago":"Haak, Inka, Lara Gildehaus, and Michael Liebendörfer. “Genese Und Funktionen von Lerngruppen in Der Studieneingangsphase.” In Naturwissenschaftlicher Unterricht Und Lehrerbildung Im Umbruch?, 89–92. Universität Duisburg-Essen, 2021.","bibtex":"@inproceedings{Haak_Gildehaus_Liebendörfer_2021, title={Genese und Funktionen von Lerngruppen in der Studieneingangsphase}, booktitle={Naturwissenschaftlicher Unterricht und Lehrerbildung im Umbruch?}, publisher={Universität Duisburg-Essen}, author={Haak, Inka and Gildehaus, Lara and Liebendörfer, Michael}, year={2021}, pages={89–92} }","mla":"Haak, Inka, et al. “Genese Und Funktionen von Lerngruppen in Der Studieneingangsphase.” Naturwissenschaftlicher Unterricht Und Lehrerbildung Im Umbruch?, Universität Duisburg-Essen, 2021, pp. 89–92."},"year":"2021","type":"conference","page":"89–92"},{"_id":"37473","intvolume":" 40","issue":"4","page":"436-454","citation":{"ama":"Kempen L, Liebendörfer M. University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics. Teaching Mathematics and its Applications: An International Journal of the IMA. 2021;40(4):436-454. doi:10.1093/teamat/hrab020","apa":"Kempen, L., & Liebendörfer, M. (2021). University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics. Teaching Mathematics and Its Applications: An International Journal of the IMA, 40(4), 436–454. https://doi.org/10.1093/teamat/hrab020","chicago":"Kempen, Leander, and Michael Liebendörfer. “University Students’ Fully Digital Study of Mathematics: An Identification of Student-Groups via Their Resources Usage and a Characterization by Personal and Affective Characteristics.” Teaching Mathematics and Its Applications: An International Journal of the IMA 40, no. 4 (2021): 436–54. https://doi.org/10.1093/teamat/hrab020.","mla":"Kempen, Leander, and Michael Liebendörfer. “University Students’ Fully Digital Study of Mathematics: An Identification of Student-Groups via Their Resources Usage and a Characterization by Personal and Affective Characteristics.” Teaching Mathematics and Its Applications: An International Journal of the IMA, vol. 40, no. 4, Oxford University Press (OUP), 2021, pp. 436–54, doi:10.1093/teamat/hrab020.","bibtex":"@article{Kempen_Liebendörfer_2021, title={University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics}, volume={40}, DOI={10.1093/teamat/hrab020}, number={4}, journal={Teaching Mathematics and its Applications: An International Journal of the IMA}, publisher={Oxford University Press (OUP)}, author={Kempen, Leander and Liebendörfer, Michael}, year={2021}, pages={436–454} }","short":"L. Kempen, M. Liebendörfer, Teaching Mathematics and Its Applications: An International Journal of the IMA 40 (2021) 436–454.","ieee":"L. Kempen and M. Liebendörfer, “University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics,” Teaching Mathematics and its Applications: An International Journal of the IMA, vol. 40, no. 4, pp. 436–454, 2021, doi: 10.1093/teamat/hrab020."},"type":"journal_article","year":"2021","abstract":[{"text":"Abstract\n We investigated university students’ study of mathematics in the digital setting context of the COVID-19 pandemic. We gathered data from a survey of 89 students enrolled in a ‘Linear Algebra 1’ course including affective variables, learning strategies, social relatedness and resources considered useful. The results indicate students’ high effort and self-regulation and a high variation in affective characteristics and social relatedness. All the traditional aspects of mathematics teaching (lecture, tutorials and lecture notes) were rated as particularly useful. In addition, the videos from external resources were rated as equally useful as the teaching team’s videos. In contrast, traditional literature such as textbooks was rarely considered useful. The most useful resource rated was communication with peers, underlining the important role of social learning despite fully digital learning environments. Finally, a cluster analysis based on students’ rated usefulness of the resources led to three different user-types. Whereas the ‘digitals’ find the external digital resources very useful (videos, webpages, etc.), the ‘traditionalists’ rate the digitalized traditional resources best (lecture, tutorials, etc.). All resources receive uniformly good ratings from a third group (‘all resource users’). We reflect on our findings in light of the pandemic and describe directions for future research.","lang":"eng"}],"user_id":"30933","keyword":["Education","General Mathematics"],"publication":"Teaching Mathematics and its Applications: An International Journal of the IMA","author":[{"last_name":"Kempen","first_name":"Leander","full_name":"Kempen, Leander"},{"last_name":"Liebendörfer","first_name":"Michael","full_name":"Liebendörfer, Michael"}],"publisher":"Oxford University Press (OUP)","volume":40,"date_created":"2023-01-18T22:23:40Z","status":"public","date_updated":"2023-01-18T22:49:44Z","doi":"10.1093/teamat/hrab020","language":[{"iso":"eng"}],"title":"University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics","department":[{"_id":"10"}],"publication_status":"published","publication_identifier":{"issn":["0268-3679","1471-6976"]}},{"year":"2021","citation":{"mla":"Liebendörfer, Michael, et al. “The Mathematical Beliefs and Interest Development of Pre-Service Primary Teachers.” Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, edited by M. Inprasitha et al., vol. 3, PME, 2021, pp. 198–205.","bibtex":"@inproceedings{Liebendörfer_Hochmuth_Rode_Schukajlow_2021, place={Khon Kaen (Thailand)}, title={The Mathematical Beliefs and Interest Development of Pre-Service Primary Teachers}, volume={3}, booktitle={Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education}, publisher={PME}, author={Liebendörfer, Michael and Hochmuth, Reinhard and Rode, Jana and Schukajlow, Stanislaw}, editor={Inprasitha, M. and Changsri, N. and Boonsena, N.}, year={2021}, pages={198–205} }","chicago":"Liebendörfer, Michael, Reinhard Hochmuth, Jana Rode, and Stanislaw Schukajlow. “The Mathematical Beliefs and Interest Development of Pre-Service Primary Teachers.” In Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, edited by M. Inprasitha, N. Changsri, and N. Boonsena, 3:198–205. Khon Kaen (Thailand): PME, 2021.","ama":"Liebendörfer M, Hochmuth R, Rode J, Schukajlow S. The Mathematical Beliefs and Interest Development of Pre-Service Primary Teachers. In: Inprasitha M, Changsri N, Boonsena N, eds. Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education. Vol 3. PME; 2021:198–205.","apa":"Liebendörfer, M., Hochmuth, R., Rode, J., & Schukajlow, S. (2021). The Mathematical Beliefs and Interest Development of Pre-Service Primary Teachers. In M. Inprasitha, N. Changsri, & N. Boonsena (Eds.), Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education (Vol. 3, pp. 198–205). PME.","ieee":"M. Liebendörfer, R. Hochmuth, J. Rode, and S. Schukajlow, “The Mathematical Beliefs and Interest Development of Pre-Service Primary Teachers,” in Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, 2021, vol. 3, pp. 198–205.","short":"M. Liebendörfer, R. Hochmuth, J. Rode, S. Schukajlow, in: M. Inprasitha, N. Changsri, N. Boonsena (Eds.), Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, PME, Khon Kaen (Thailand), 2021, pp. 198–205."},"type":"conference","page":"198–205","_id":"37487","intvolume":" 3","date_updated":"2023-01-18T22:49:04Z","author":[{"last_name":"Liebendörfer","full_name":"Liebendörfer, Michael","first_name":"Michael"},{"last_name":"Hochmuth","first_name":"Reinhard","full_name":"Hochmuth, Reinhard"},{"first_name":"Jana","full_name":"Rode, Jana","last_name":"Rode"},{"last_name":"Schukajlow","first_name":"Stanislaw","full_name":"Schukajlow, Stanislaw"}],"publisher":"PME","publication":"Interim Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education","department":[{"_id":"10"}],"status":"public","date_created":"2023-01-18T22:36:43Z","editor":[{"first_name":"M.","full_name":"Inprasitha, M.","last_name":"Inprasitha"},{"last_name":"Changsri","full_name":"Changsri, N.","first_name":"N."},{"first_name":"N.","full_name":"Boonsena, N.","last_name":"Boonsena"}],"volume":3,"place":"Khon Kaen (Thailand)","user_id":"30933","title":"The Mathematical Beliefs and Interest Development of Pre-Service Primary Teachers"},{"year":"2021","citation":{"short":"R. Krapf, M. Liebendörfer, Mathematica Didactica 2 (2021) 1–17.","ieee":"R. Krapf and M. Liebendörfer, “Was bewirkt die Pflichtabgabe von Übungsaufgaben in der Hochschulmathematik? – Ein empirischer Vergleich,” mathematica didactica, vol. 2, no. 44, pp. 1–17, 2021.","apa":"Krapf, R., & Liebendörfer, M. (2021). Was bewirkt die Pflichtabgabe von Übungsaufgaben in der Hochschulmathematik? – Ein empirischer Vergleich. Mathematica Didactica, 2(44), 1–17.","ama":"Krapf R, Liebendörfer M. Was bewirkt die Pflichtabgabe von Übungsaufgaben in der Hochschulmathematik? – Ein empirischer Vergleich. mathematica didactica. 2021;2(44):1–17.","chicago":"Krapf, Regula, and Michael Liebendörfer. “Was Bewirkt Die Pflichtabgabe von Übungsaufgaben in Der Hochschulmathematik? – Ein Empirischer Vergleich.” Mathematica Didactica 2, no. 44 (2021): 1–17.","bibtex":"@article{Krapf_Liebendörfer_2021, title={Was bewirkt die Pflichtabgabe von Übungsaufgaben in der Hochschulmathematik? – Ein empirischer Vergleich}, volume={2}, number={44}, journal={mathematica didactica}, author={Krapf, Regula and Liebendörfer, Michael}, year={2021}, pages={1–17} }","mla":"Krapf, Regula, and Michael Liebendörfer. “Was Bewirkt Die Pflichtabgabe von Übungsaufgaben in Der Hochschulmathematik? – Ein Empirischer Vergleich.” Mathematica Didactica, vol. 2, no. 44, 2021, pp. 1–17."},"type":"journal_article","page":"1–17","issue":"44","date_updated":"2023-01-18T22:49:57Z","_id":"37494","intvolume":" 2","volume":2,"status":"public","date_created":"2023-01-18T22:39:08Z","author":[{"full_name":"Krapf, Regula","first_name":"Regula","last_name":"Krapf"},{"first_name":"Michael","full_name":"Liebendörfer, Michael","last_name":"Liebendörfer"}],"department":[{"_id":"10"}],"keyword":["Extrinsische Motivation"],"publication":"mathematica didactica","title":"Was bewirkt die Pflichtabgabe von Übungsaufgaben in der Hochschulmathematik? – Ein empirischer Vergleich","user_id":"30933"},{"oa":"1","date_updated":"2023-01-19T07:27:41Z","_id":"37504","page":"58-73 preprint","type":"encyclopedia_article","citation":{"mla":"Weber, Jutta. “Artificial Intelligence in the Age of Technoscience.” Routledge Social Science Handbook of Artificial Intelligence, edited by Anthony Elliott, Routledge, 2021, pp. 58-73 preprint.","bibtex":"@inbook{Weber_2021, place={New York / London}, title={Artificial Intelligence in the Age of Technoscience}, booktitle={Routledge Social Science Handbook of Artificial Intelligence}, publisher={Routledge}, author={Weber, Jutta}, editor={Elliott, Anthony}, year={2021}, pages={58-73 preprint} }","chicago":"Weber, Jutta. “Artificial Intelligence in the Age of Technoscience.” In Routledge Social Science Handbook of Artificial Intelligence, edited by Anthony Elliott, 58-73 preprint. New York / London: Routledge, 2021.","ama":"Weber J. Artificial Intelligence in the Age of Technoscience. In: Elliott A, ed. Routledge Social Science Handbook of Artificial Intelligence. Routledge; 2021:58-73 preprint.","apa":"Weber, J. (2021). Artificial Intelligence in the Age of Technoscience. In A. Elliott (Ed.), Routledge Social Science Handbook of Artificial Intelligence (pp. 58-73 preprint). Routledge.","ieee":"J. Weber, “Artificial Intelligence in the Age of Technoscience,” in Routledge Social Science Handbook of Artificial Intelligence, A. Elliott, Ed. New York / London: Routledge, 2021, pp. 58-73 preprint.","short":"J. Weber, in: A. Elliott (Ed.), Routledge Social Science Handbook of Artificial Intelligence, Routledge, New York / London, 2021, pp. 58-73 preprint."},"year":"2021","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://juttaweber.eu/wordpress/wp-content/uploads/2021/08/Weber_Prietl_AI-in-the-age-of-technoscience_PrePrint.pdf"}],"title":"Artificial Intelligence in the Age of Technoscience","user_id":"14932","place":"New York / London","publication_status":"epub_ahead","editor":[{"first_name":"Anthony","full_name":"Elliott, Anthony","last_name":"Elliott"}],"date_created":"2023-01-19T07:00:29Z","status":"public","publication":"Routledge Social Science Handbook of Artificial Intelligence","department":[{"_id":"411"}],"author":[{"full_name":"Weber, Jutta","first_name":"Jutta","id":"31494","last_name":"Weber"}],"publisher":"Routledge"},{"issue":"22","_id":"37547","intvolume":" 3","date_updated":"2023-01-19T10:28:26Z","type":"journal_article","year":"2021","citation":{"ieee":"S. Vochatzer, “ Autoethnografie und Kreatives Schreiben,” Journal der Schreibwissenschaft, vol. 3, no. 22, pp. 52–63, 2021.","short":"S. Vochatzer, Journal der Schreibwissenschaft 3 (2021) 52–63.","mla":"Vochatzer, Stefanie. “ Autoethnografie und Kreatives Schreiben.” Journal der Schreibwissenschaft, vol. 3, no. 22, WBV, 2021, pp. 52–63.","bibtex":"@article{Vochatzer_2021, title={ Autoethnografie und Kreatives Schreiben}, volume={3}, number={22}, journal={Journal der Schreibwissenschaft}, publisher={WBV}, author={Vochatzer, Stefanie}, year={2021}, pages={52–63} }","chicago":"Vochatzer, Stefanie. “ Autoethnografie und Kreatives Schreiben.” Journal der Schreibwissenschaft 3, no. 22 (2021): 52–63.","ama":"Vochatzer S. Autoethnografie und Kreatives Schreiben. Journal der Schreibwissenschaft. 2021;3(22):52-63.","apa":"Vochatzer, S. (2021). Autoethnografie und Kreatives Schreiben. Journal der Schreibwissenschaft, 3(22), 52–63."},"page":"52-63","language":[{"iso":"ger"}],"title":" Autoethnografie und Kreatives Schreiben","user_id":"48187","alternative_title":["Journal der Schreibwissenschaft 22 (3), S. 52-63"],"publication_status":"published","volume":3,"status":"public","date_created":"2023-01-19T10:28:15Z","author":[{"full_name":"Vochatzer, Stefanie","first_name":"Stefanie","id":"95153","last_name":"Vochatzer"}],"publisher":"WBV","publication":"Journal der Schreibwissenschaft","department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}]},{"alternative_title":["LEAD Schule"],"publication_status":"published","status":"public","date_created":"2023-01-19T10:22:55Z","author":[{"full_name":"Vochatzer, Stefanie","first_name":"Stefanie","id":"95153","last_name":"Vochatzer"},{"last_name":"Schröder","full_name":"Schröder, Sarah","first_name":" Sarah"},{"full_name":"Fischer, Christian","first_name":"Christian","last_name":"Fischer"}],"department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"keyword":["Lehren Digitale Medien Bildungsforschung Weiterbildung Lehrkraft Social Media Förderung"],"title":"Fortbildung to go: Twitter als Ratgeber für Lehrkräfte","user_id":"48187","type":"misc","citation":{"mla":"Vochatzer, Stefanie, et al. Fortbildung to go: Twitter als Ratgeber für Lehrkräfte. 2021.","bibtex":"@book{Vochatzer_Schröder_Fischer_2021, title={Fortbildung to go: Twitter als Ratgeber für Lehrkräfte}, author={Vochatzer, Stefanie and Schröder, Sarah and Fischer, Christian}, year={2021} }","ama":"Vochatzer S, Schröder Sarah, Fischer C. Fortbildung to go: Twitter als Ratgeber für Lehrkräfte.; 2021.","apa":"Vochatzer, S., Schröder, Sarah, & Fischer, C. (2021). Fortbildung to go: Twitter als Ratgeber für Lehrkräfte.","chicago":"Vochatzer, Stefanie, Sarah Schröder, and Christian Fischer. Fortbildung to go: Twitter als Ratgeber für Lehrkräfte, 2021.","ieee":"S. Vochatzer, Sarah Schröder, and C. Fischer, Fortbildung to go: Twitter als Ratgeber für Lehrkräfte. 2021.","short":"S. Vochatzer, Sarah Schröder, C. Fischer, Fortbildung to go: Twitter als Ratgeber für Lehrkräfte, 2021."},"year":"2021","language":[{"iso":"ger"}],"date_updated":"2023-01-19T10:23:03Z","_id":"37545"},{"publication_status":"published","date_created":"2023-01-19T10:32:04Z","status":"public","publication":"POSITIONEN","department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"author":[{"first_name":"Stefanie","full_name":"Vochatzer, Stefanie","last_name":"Vochatzer","id":"95153"}],"title":"Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung","user_id":"48187","page":"65-71","year":"2021","citation":{"ieee":"S. Vochatzer, “Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung,” POSITIONEN, pp. 65–71, 2021.","short":"S. Vochatzer, POSITIONEN (2021) 65–71.","bibtex":"@article{Vochatzer_2021, title={Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung}, journal={POSITIONEN}, author={Vochatzer, Stefanie}, year={2021}, pages={65–71} }","mla":"Vochatzer, Stefanie. “Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung.” POSITIONEN, 2021, pp. 65–71.","apa":"Vochatzer, S. (2021). Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung. POSITIONEN, 65–71.","ama":"Vochatzer S. Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung. POSITIONEN. Published online 2021:65-71.","chicago":"Vochatzer, Stefanie. “Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung.” POSITIONEN, 2021, 65–71."},"type":"journal_article","language":[{"iso":"ger"}],"date_updated":"2023-01-19T10:32:54Z","_id":"37549"},{"series_title":"Schriftenreihe Institut für Leichtbau mit Hybridsystemen","language":[{"iso":"ger"}],"date_updated":"2023-01-19T11:38:10Z","doi":"10.2370/9783844082715","department":[{"_id":"9"},{"_id":"149"},{"_id":"321"}],"publication_identifier":{"isbn":["978-3-8440-8271-5"]},"publication_status":"published","title":"Festigkeitssteigerung von Aluminiumblechformteilen der 5000-Serie durch Erweiterung der Formgebungsgrenzen stark kaltverfestigter Ausgangswerkstoffe","citation":{"mla":"Camberg, Alan Adam. Festigkeitssteigerung von Aluminiumblechformteilen der 5000-Serie durch Erweiterung der Formgebungsgrenzen stark kaltverfestigter Ausgangswerkstoffe. Shaker Verlag, 2021, doi:10.2370/9783844082715.","bibtex":"@book{Camberg_2021, series={Schriftenreihe Institut für Leichtbau mit Hybridsystemen}, title={Festigkeitssteigerung von Aluminiumblechformteilen der 5000-Serie durch Erweiterung der Formgebungsgrenzen stark kaltverfestigter Ausgangswerkstoffe}, volume={2021,52}, DOI={10.2370/9783844082715}, publisher={Shaker Verlag}, author={Camberg, Alan Adam}, year={2021}, collection={Schriftenreihe Institut für Leichtbau mit Hybridsystemen} }","ama":"Camberg AA. Festigkeitssteigerung von Aluminiumblechformteilen der 5000-Serie durch Erweiterung der Formgebungsgrenzen stark kaltverfestigter Ausgangswerkstoffe. Vol 2021,52. Shaker Verlag; 2021. doi:10.2370/9783844082715","apa":"Camberg, A. A. (2021). Festigkeitssteigerung von Aluminiumblechformteilen der 5000-Serie durch Erweiterung der Formgebungsgrenzen stark kaltverfestigter Ausgangswerkstoffe: Vol. 2021,52. Shaker Verlag. https://doi.org/10.2370/9783844082715","chicago":"Camberg, Alan Adam. Festigkeitssteigerung von Aluminiumblechformteilen der 5000-Serie durch Erweiterung der Formgebungsgrenzen stark kaltverfestigter Ausgangswerkstoffe. Vol. 2021,52. Schriftenreihe Institut für Leichtbau mit Hybridsystemen. Shaker Verlag, 2021. https://doi.org/10.2370/9783844082715.","ieee":"A. A. Camberg, Festigkeitssteigerung von Aluminiumblechformteilen der 5000-Serie durch Erweiterung der Formgebungsgrenzen stark kaltverfestigter Ausgangswerkstoffe, vol. 2021,52. Shaker Verlag, 2021.","short":"A.A. Camberg, Festigkeitssteigerung von Aluminiumblechformteilen der 5000-Serie durch Erweiterung der Formgebungsgrenzen stark kaltverfestigter Ausgangswerkstoffe, Shaker Verlag, 2021."},"type":"dissertation","year":"2021","page":"230","supervisor":[{"full_name":"Tröster, Thomas","first_name":"Thomas","id":"553","last_name":"Tröster"}],"_id":"37579","author":[{"full_name":"Camberg, Alan Adam","first_name":"Alan Adam","id":"60544","last_name":"Camberg"}],"publisher":"Shaker Verlag","keyword":["Aluminium","Blechumformung","AlMg","Materialmodellierung","Duktiles Versagen","Halbwarmumformung","Automobil","Leichtbau","Uni-Alloy","5000-Serie","5182","GISSMO"],"volume":"2021,52","status":"public","date_created":"2023-01-19T11:38:04Z","extern":"1","abstract":[{"lang":"ger","text":"Leichtmetalle mit einem breiten Eigenschaftsspektrum gewährleisten die Realisierung ressourcenschonender Produkte und ermöglichen die Intensivierung sortenreiner Kreislaufwirtschaften. Die vorliegende Arbeit untersucht einen wärmeunterstützten Ansatz zur Erhöhung der Formgebungsgrenzen stark kaltverfestigter AlMg4,5 Blechwerkstoffe bei gleichzeitiger Beschränkung des Festigkeitsverlustes durch Erholungseffekte. Experimentelle Untersuchungen stellen eine wissenschaftlich fundierte Erkenntnisbasis über die werkstofftechnischen Wirkzusammenhänge des untersuchten Prozesses dar. Gepaart mit an realen Bauteilgeometrien validierten numerischen Simulationsmodellen legt diese Arbeit einen methodischen Grundstein für die industrielle Umsetzung des hier untersuchten Blechumformprozesses. Die erzielte mittlere Dehngrenze des exemplarisch untersuchten Bauteils übersteigt die Dehngrenze eines konventionellen AlMg4,5 Werkstoffes um 190 %. Mit 320 MPa entspricht sie dem Festigkeitsniveau des walzharten Blechhalbzeuges im Lieferzustand, ein Wert, der nach dem aktuellen Stand der Technik auf Bauteilebene ausschließlich mit aushärtbaren AlMgSi Legierungen darstellbar ist. "}],"user_id":"15952"},{"title":"Beitrag zur Reduzierung der Fehlerhäufigkeit bei der Online-Lackierung von SMC-Außenhautbauteilen","publication_status":"published","publication_identifier":{"isbn":["978-3-8440-8222-7"]},"department":[{"_id":"9"},{"_id":"149"},{"_id":"321"}],"date_updated":"2023-01-19T11:56:48Z","language":[{"iso":"ger"}],"series_title":"Schriftenreihe Institut für Leichtbau mit Hybridsystemen","user_id":"15952","abstract":[{"lang":"ger","text":"Der Verbau von Sheet Moulding Compounds im automobilen Außenhautbereich führt in der industriellen Praxis regelmäßig zu abnehmenden Direktläuferquoten in der Technologie Oberfläche, denn neben bekannten Lackierfehlern ergeben sich auch werkstoff-spezifische Oberflächendefekte, welche einen Bauteilwechsel bedingen. Die hier vorliegende Arbeit soll einen aktiven Beitrag zur Reduzierung von Ausschuss und Nacharbeit entlang der Lackierprozesskette leisten. Zu Beginn werden die erfolgskritischen Oberflächendefekte identifiziert und die zugehörigen Fehlerursachen ermittelt, ehe anschließend die Entwicklung der Fehlstellengrößen in Folge der Temperaturbelastung während der Trocknerdurchfahrten untersucht wird. Ferner soll die Auswirkung einer zusätzlich applizierten Oberflächengrundierung auf die Fehlerhäufigkeit sowie die Oberflächengüte im decklackierten Zustand geprüft werden. Als weitere Möglichkeit zur Problemlösung wird eine in den Prozessablauf integrierte Qualitätskontrolle gesehen, weshalb in dieser Arbeit ebenso die Eignung bekannter zerstörungsfreier Prüfmethoden für die präventive Fehlererkennung überprüft und ein zweistufiges Prüfkonzept erarbeitet wird. Das Aufzeigen möglicher Handlungsalternativen sowie die kostentechnische Gegenüberstellung der verschiedenen Anbauvarianten runden die Arbeit ab."}],"date_created":"2023-01-19T11:56:43Z","status":"public","volume":"2021,50","keyword":["Sheet Moulding Compounds","SMC","Online-Lackierung"],"publisher":"Shaker Verlag","author":[{"last_name":"Huber","first_name":"Johannes","full_name":"Huber, Johannes"}],"_id":"37586","supervisor":[{"last_name":"Tröster","id":"553","first_name":"Thomas","full_name":"Tröster, Thomas"}],"page":"194","year":"2021","type":"dissertation","citation":{"ama":"Huber J. Beitrag zur Reduzierung der Fehlerhäufigkeit bei der Online-Lackierung von SMC-Außenhautbauteilen. Vol 2021,50. Shaker Verlag; 2021.","apa":"Huber, J. (2021). Beitrag zur Reduzierung der Fehlerhäufigkeit bei der Online-Lackierung von SMC-Außenhautbauteilen: Vol. 2021,50. Shaker Verlag.","chicago":"Huber, Johannes. Beitrag zur Reduzierung der Fehlerhäufigkeit bei der Online-Lackierung von SMC-Außenhautbauteilen. Vol. 2021,50. Schriftenreihe Institut für Leichtbau mit Hybridsystemen. Shaker Verlag, 2021.","bibtex":"@book{Huber_2021, series={Schriftenreihe Institut für Leichtbau mit Hybridsystemen}, title={Beitrag zur Reduzierung der Fehlerhäufigkeit bei der Online-Lackierung von SMC-Außenhautbauteilen}, volume={2021,50}, publisher={Shaker Verlag}, author={Huber, Johannes}, year={2021}, collection={Schriftenreihe Institut für Leichtbau mit Hybridsystemen} }","mla":"Huber, Johannes. Beitrag zur Reduzierung der Fehlerhäufigkeit bei der Online-Lackierung von SMC-Außenhautbauteilen. Shaker Verlag, 2021.","short":"J. Huber, Beitrag zur Reduzierung der Fehlerhäufigkeit bei der Online-Lackierung von SMC-Außenhautbauteilen, Shaker Verlag, 2021.","ieee":"J. Huber, Beitrag zur Reduzierung der Fehlerhäufigkeit bei der Online-Lackierung von SMC-Außenhautbauteilen, vol. 2021,50. Shaker Verlag, 2021."}}]