--- _id: '37289' author: - first_name: Grit full_name: Graefe, Grit last_name: Graefe - first_name: Katrin full_name: Temmen, Katrin id: '30086' last_name: Temmen citation: ama: Graefe G, Temmen K. Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik? Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung eV. 2021;(02/2021):46-54. apa: Graefe, G., & Temmen, K. (2021). Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik? Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V., 02/2021, 46–54. bibtex: '@article{Graefe_Temmen_2021, title={Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik?}, number={02/2021}, journal={Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V.}, publisher={DBB Verlag}, author={Graefe, Grit and Temmen, Katrin}, year={2021}, pages={46–54} }' chicago: 'Graefe, Grit, and Katrin Temmen. “Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik?” Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V., no. 02/2021 (2021): 46–54.' ieee: G. Graefe and K. Temmen, “Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik?,” Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V., no. 02/2021, pp. 46–54, 2021. mla: Graefe, Grit, and Katrin Temmen. “Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik?” Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V., no. 02/2021, DBB Verlag, 2021, pp. 46–54. short: G. Graefe, K. Temmen, Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V. (2021) 46–54. date_created: 2023-01-18T10:38:10Z date_updated: 2023-01-18T10:39:26Z department: - _id: '34' - _id: '300' issue: 02/2021 language: - iso: ger page: 46-54 publication: Bildung und Beruf, Zeitschrift des Bundesverbandes der Lehrkräfte für Berufsbildung e.V. publication_status: published publisher: DBB Verlag status: public title: Rekrutierungspotenzial für das Lehramt gewerblich-technischer Fachrichtungen aus dem Beruflichen Gymnasium mit Schwerpunkt Technik? type: journal_article user_id: '85414' year: '2021' ... --- _id: '37396' author: - first_name: Moritz full_name: Fiedler, Moritz last_name: Fiedler citation: ama: Fiedler M. Development of a Strategic Controlling Concept. Dr. Kovac; 2021. apa: Fiedler, M. (2021). Development of a Strategic Controlling Concept. Dr. Kovac. bibtex: '@book{Fiedler_2021, place={Hamburg}, title={Development of a Strategic Controlling Concept}, publisher={Dr. Kovac}, author={Fiedler, Moritz}, year={2021} }' chicago: 'Fiedler, Moritz. Development of a Strategic Controlling Concept. Hamburg: Dr. Kovac, 2021.' ieee: 'M. Fiedler, Development of a Strategic Controlling Concept. Hamburg: Dr. Kovac, 2021.' mla: Fiedler, Moritz. Development of a Strategic Controlling Concept. Dr. Kovac, 2021. short: M. Fiedler, Development of a Strategic Controlling Concept, Dr. Kovac, Hamburg, 2021. date_created: 2023-01-18T13:16:31Z date_updated: 2023-01-18T13:16:33Z department: - _id: '193' language: - iso: eng place: Hamburg publisher: Dr. Kovac status: public supervisor: - first_name: Stefan full_name: Betz, Stefan last_name: Betz title: Development of a Strategic Controlling Concept type: dissertation user_id: '52061' year: '2021' ... --- _id: '37404' author: - first_name: Jörn Steffen full_name: Menzefricke, Jörn Steffen id: '29799' last_name: Menzefricke - first_name: Ingrid full_name: Wiederkehr, Ingrid id: '38169' last_name: Wiederkehr - first_name: Christian full_name: Koldewey, Christian id: '43136' last_name: Koldewey orcid: https://orcid.org/0000-0001-7992-6399 - first_name: Roman full_name: Dumitrescu, Roman id: '16190' last_name: Dumitrescu citation: ama: Menzefricke JS, Wiederkehr I, Koldewey C, Dumitrescu R. Maturity-based Development of Strategic Thrusts for Socio-technical Risks. Procedia CIRP. 2021;104:241-246. doi:10.1016/j.procir.2021.11.041 apa: Menzefricke, J. S., Wiederkehr, I., Koldewey, C., & Dumitrescu, R. (2021). Maturity-based Development of Strategic Thrusts for Socio-technical Risks. Procedia CIRP, 104, 241–246. https://doi.org/10.1016/j.procir.2021.11.041 bibtex: '@article{Menzefricke_Wiederkehr_Koldewey_Dumitrescu_2021, title={Maturity-based Development of Strategic Thrusts for Socio-technical Risks}, volume={104}, DOI={10.1016/j.procir.2021.11.041}, journal={Procedia CIRP}, publisher={Elsevier BV}, author={Menzefricke, Jörn Steffen and Wiederkehr, Ingrid and Koldewey, Christian and Dumitrescu, Roman}, year={2021}, pages={241–246} }' chicago: 'Menzefricke, Jörn Steffen, Ingrid Wiederkehr, Christian Koldewey, and Roman Dumitrescu. “Maturity-Based Development of Strategic Thrusts for Socio-Technical Risks.” Procedia CIRP 104 (2021): 241–46. https://doi.org/10.1016/j.procir.2021.11.041.' ieee: 'J. S. Menzefricke, I. Wiederkehr, C. Koldewey, and R. Dumitrescu, “Maturity-based Development of Strategic Thrusts for Socio-technical Risks,” Procedia CIRP, vol. 104, pp. 241–246, 2021, doi: 10.1016/j.procir.2021.11.041.' mla: Menzefricke, Jörn Steffen, et al. “Maturity-Based Development of Strategic Thrusts for Socio-Technical Risks.” Procedia CIRP, vol. 104, Elsevier BV, 2021, pp. 241–46, doi:10.1016/j.procir.2021.11.041. short: J.S. Menzefricke, I. Wiederkehr, C. Koldewey, R. Dumitrescu, Procedia CIRP 104 (2021) 241–246. date_created: 2023-01-18T13:29:31Z date_updated: 2023-01-18T13:32:38Z department: - _id: '563' doi: 10.1016/j.procir.2021.11.041 intvolume: ' 104' keyword: - General Medicine language: - iso: eng page: 241-246 publication: Procedia CIRP publication_identifier: issn: - 2212-8271 publication_status: published publisher: Elsevier BV status: public title: Maturity-based Development of Strategic Thrusts for Socio-technical Risks type: journal_article user_id: '14931' volume: 104 year: '2021' ... --- _id: '37136' abstract: - lang: eng text: This study examines the relation between voluntary audit and the cost of debt in private firms. We use a sample of 4,058 small private firms operating in the period 2006‐2017 that are not subject to mandatory audits. Firms decide for a voluntary audit of financial statements either because the economic setting in which they operate effectively forces them to do so (e.g., ownership complexity, export‐oriented supply chain, subsidiary status) or because firm fundamentals and/or financial reporting practices limit their access to financial debt, both reflected in earnings quality. We use these factors to model the decision for voluntary audit. In the outcome analyses, we find robust evidence that voluntary audits are associated with higher, rather than lower, interest rate by up to 3.0 percentage points. This effect is present regardless of the perceived audit quality (Big‐4 vs. non‐Big‐4), but is stronger for non‐Big‐4 audits where auditees have a stronger position relative to auditors. Audited firms’ earnings are less informative about future operating performance relative to unaudited counterparts. We conclude that voluntary audits facilitate access to financial debt for firms with higher risk that may otherwise have no access to this form of financing. The price paid is reflected in higher interest rates charged to firms with voluntary audits – firms with higher information and/or fundamental risk. author: - first_name: Riste full_name: Ichev, Riste last_name: Ichev - first_name: Jernej full_name: Koren, Jernej last_name: Koren - first_name: Urska full_name: Kosi, Urska id: '54068' last_name: Kosi - first_name: Katarina full_name: Sitar Sustar, Katarina last_name: Sitar Sustar - first_name: Aljosa full_name: Valentincic, Aljosa last_name: Valentincic citation: ama: 'Ichev R, Koren J, Kosi U, Sitar Sustar K, Valentincic A. Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk.; 2021.' apa: 'Ichev, R., Koren, J., Kosi, U., Sitar Sustar, K., & Valentincic, A. (2021). Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk.' bibtex: '@book{Ichev_Koren_Kosi_Sitar Sustar_Valentincic_2021, title={Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk}, author={Ichev, Riste and Koren, Jernej and Kosi, Urska and Sitar Sustar, Katarina and Valentincic, Aljosa}, year={2021} }' chicago: 'Ichev, Riste, Jernej Koren, Urska Kosi, Katarina Sitar Sustar, and Aljosa Valentincic. Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk, 2021.' ieee: 'R. Ichev, J. Koren, U. Kosi, K. Sitar Sustar, and A. Valentincic, Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk. 2021.' mla: 'Ichev, Riste, et al. Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk. 2021.' short: 'R. Ichev, J. Koren, U. Kosi, K. Sitar Sustar, A. Valentincic, Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk, 2021.' date_created: 2023-01-17T15:03:08Z date_updated: 2023-01-18T13:40:40Z department: - _id: '635' - _id: '186' - _id: '551' keyword: - private firms - voluntary audit - cost of debt - self‐selection bias - risk language: - iso: eng main_file_link: - url: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3853927 status: public title: 'Cost of Debt for Private Firms Revisited: Voluntary Audits as a Reflection of Risk' type: working_paper user_id: '88603' year: '2021' ... --- _id: '37182' author: - first_name: Rebecca full_name: Grotjahn, Rebecca id: '193' last_name: Grotjahn citation: ama: 'Grotjahn R. Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in der Musik. In: Schlieper H, Tönnies M, eds. Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas. Vol 21. culturae - intermedialität und historische anthropologie. Harrassowitz; 2021:123–142.' apa: 'Grotjahn, R. (2021). Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in der Musik. In H. Schlieper & M. Tönnies (Eds.), Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas (Vol. 21, pp. 123–142). Harrassowitz.' bibtex: '@inbook{Grotjahn_2021, place={Wiesbaden}, series={culturae - intermedialität und historische anthropologie}, title={Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in der Musik}, volume={21}, booktitle={Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas}, publisher={Harrassowitz}, author={Grotjahn, Rebecca}, editor={Schlieper, Hendrik and Tönnies, Merle }, year={2021}, pages={123–142}, collection={culturae - intermedialität und historische anthropologie} }' chicago: 'Grotjahn, Rebecca. “Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in der Musik.” In Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas, edited by Hendrik Schlieper and Merle Tönnies, 21:123–142. culturae - intermedialität und historische anthropologie. Wiesbaden: Harrassowitz, 2021.' ieee: 'R. Grotjahn, “Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in der Musik,” in Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas, vol. 21, H. Schlieper and M. Tönnies, Eds. Wiesbaden: Harrassowitz, 2021, pp. 123–142.' mla: 'Grotjahn, Rebecca. “Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in der Musik.” Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas, edited by Hendrik Schlieper and Merle Tönnies, vol. 21, Harrassowitz, 2021, pp. 123–142.' short: 'R. Grotjahn, in: H. Schlieper, M. Tönnies (Eds.), Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas, Harrassowitz, Wiesbaden, 2021, pp. 123–142.' date_created: 2023-01-17T16:58:57Z date_updated: 2023-01-18T14:14:03Z department: - _id: '535' editor: - first_name: 'Hendrik ' full_name: 'Schlieper, Hendrik ' last_name: Schlieper - first_name: 'Merle ' full_name: 'Tönnies, Merle ' last_name: Tönnies intvolume: ' 21' language: - iso: ger page: 123–142 place: Wiesbaden publication: Gattung und Geschlecht. Konventionen und Transformationen eines Paradigmas publication_identifier: isbn: - 978-3-447-11508-7 publisher: Harrassowitz series_title: culturae - intermedialität und historische anthropologie status: public title: 'Himmlischer Warenschatz wohltätiger Erkenntnisse: Gattung und Geschlecht in der Musik' type: book_chapter user_id: '14931' volume: 21 year: '2021' ... --- _id: '37183' author: - first_name: Rebecca full_name: Grotjahn, Rebecca id: '193' last_name: Grotjahn citation: ama: 'Grotjahn R. Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten. In: Ertelt T, Loesch H von, eds. Institutionen und Medien. Vol 2. Geschichte der musikalischen Interpretation im 19. und 20. Jahrhundert. Bärenreiter; 2021:340–367.' apa: 'Grotjahn, R. (2021). Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten. In T. Ertelt & H. von Loesch (Eds.), Institutionen und Medien (Vol. 2, pp. 340–367). Bärenreiter.' bibtex: '@inbook{Grotjahn_2021, place={Kassel}, series={Geschichte der musikalischen Interpretation im 19. und 20. Jahrhundert}, title={Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten}, volume={2}, booktitle={Institutionen und Medien}, publisher={Bärenreiter}, author={Grotjahn, Rebecca}, editor={Ertelt, Thomas and Loesch, Heinz von}, year={2021}, pages={340–367}, collection={Geschichte der musikalischen Interpretation im 19. und 20. Jahrhundert} }' chicago: 'Grotjahn, Rebecca. “Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten.” In Institutionen und Medien, edited by Thomas Ertelt and Heinz von Loesch, 2:340–367. Geschichte der musikalischen Interpretation im 19. und 20. Jahrhundert. Kassel: Bärenreiter, 2021.' ieee: 'R. Grotjahn, “Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten,” in Institutionen und Medien, vol. 2, T. Ertelt and H. von Loesch, Eds. Kassel: Bärenreiter, 2021, pp. 340–367.' mla: 'Grotjahn, Rebecca. “Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten.” Institutionen und Medien, edited by Thomas Ertelt and Heinz von Loesch, vol. 2, Bärenreiter, 2021, pp. 340–367.' short: 'R. Grotjahn, in: T. Ertelt, H. von Loesch (Eds.), Institutionen und Medien, Bärenreiter, Kassel, 2021, pp. 340–367.' date_created: 2023-01-17T17:05:35Z date_updated: 2023-01-18T14:13:34Z department: - _id: '535' editor: - first_name: Thomas full_name: Ertelt, Thomas last_name: Ertelt - first_name: Heinz von full_name: Loesch, Heinz von last_name: Loesch intvolume: ' 2' language: - iso: ger page: 340–367 place: Kassel publication: Institutionen und Medien publication_identifier: isbn: - '9783761820827' publisher: Bärenreiter series_title: Geschichte der musikalischen Interpretation im 19. und 20. Jahrhundert status: public title: 'Zwischen Selbstinszenierung und Werkinterpretation: Solistinnen und Solisten' type: book_chapter user_id: '14931' volume: 2 year: '2021' ... --- _id: '37180' author: - first_name: Joachim full_name: Iffland, Joachim last_name: Iffland - first_name: Rebecca full_name: Grotjahn, Rebecca id: '193' last_name: Grotjahn citation: ama: 'Iffland J, Grotjahn R. Musikedition – auch ohne Noten. In: Edieren: Geisteswissenschaften Im Digitalen Wandel | Éditer : Les Sciences Humaines En Mutation. Vol 27,3. Bulletin der Schweizerische Akademie der Geistes- und Sozialwissenschaften. ; 2021:48-51. doi:10.5281/ZENODO.5716099' apa: 'Iffland, J., & Grotjahn, R. (2021). Musikedition – auch ohne Noten. In Edieren: Geisteswissenschaften im digitalen Wandel | Éditer : les sciences humaines en mutation: Vol. 27,3 (pp. 48–51). https://doi.org/10.5281/ZENODO.5716099' bibtex: '@inbook{Iffland_Grotjahn_2021, series={Bulletin der Schweizerische Akademie der Geistes- und Sozialwissenschaften}, title={Musikedition – auch ohne Noten}, volume={27,3}, DOI={10.5281/ZENODO.5716099}, booktitle={Edieren: Geisteswissenschaften im digitalen Wandel | Éditer : les sciences humaines en mutation}, author={Iffland, Joachim and Grotjahn, Rebecca}, year={2021}, pages={48–51}, collection={Bulletin der Schweizerische Akademie der Geistes- und Sozialwissenschaften} }' chicago: 'Iffland, Joachim, and Rebecca Grotjahn. “Musikedition – Auch Ohne Noten.” In Edieren: Geisteswissenschaften Im Digitalen Wandel | Éditer : Les Sciences Humaines En Mutation, 27,3:48–51. Bulletin Der Schweizerische Akademie Der Geistes- Und Sozialwissenschaften, 2021. https://doi.org/10.5281/ZENODO.5716099.' ieee: 'J. Iffland and R. Grotjahn, “Musikedition – auch ohne Noten,” in Edieren: Geisteswissenschaften im digitalen Wandel | Éditer : les sciences humaines en mutation, vol. 27,3, 2021, pp. 48–51.' mla: 'Iffland, Joachim, and Rebecca Grotjahn. “Musikedition – Auch Ohne Noten.” Edieren: Geisteswissenschaften Im Digitalen Wandel | Éditer : Les Sciences Humaines En Mutation, vol. 27,3, 2021, pp. 48–51, doi:10.5281/ZENODO.5716099.' short: 'J. Iffland, R. Grotjahn, in: Edieren: Geisteswissenschaften Im Digitalen Wandel | Éditer : Les Sciences Humaines En Mutation, 2021, pp. 48–51.' date_created: 2023-01-17T16:42:14Z date_updated: 2023-01-18T14:14:36Z ddc: - '004' department: - _id: '535' doi: 10.5281/ZENODO.5716099 file: - access_level: closed content_type: application/pdf creator: tsteup date_created: 2023-01-17T16:50:05Z date_updated: 2023-01-17T16:50:05Z file_id: '37181' file_name: SAGW_Bulletin_3_21_Web.pdf file_size: 3646396 relation: main_file success: 1 file_date_updated: 2023-01-17T16:50:05Z has_accepted_license: '1' language: - iso: eng main_file_link: - url: ' https://www.sagw.ch/fileadmin/redaktion_sagw/dokumente/Publikationen/Bulletin/Edieren/SAGW_Bulletin_3_21_Iffland_Grotjahn_Web.pdf' page: 48-51 publication: 'Edieren: Geisteswissenschaften im digitalen Wandel | Éditer : les sciences humaines en mutation' series_title: Bulletin der Schweizerische Akademie der Geistes- und Sozialwissenschaften status: public title: Musikedition – auch ohne Noten type: book_chapter user_id: '14931' volume: 27,3 year: '2021' ... --- _id: '37179' author: - first_name: Rebecca full_name: Grotjahn, Rebecca last_name: Grotjahn citation: ama: 'Grotjahn R. Singen – Körper – Medien. In: Grosch N, Seedorf T, eds. Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert. Vol 2. Handbuch des Gesangs. Laaber-Verlag; 2021:13-39.' apa: Grotjahn, R. (2021). Singen – Körper – Medien. In N. Grosch & T. Seedorf (Eds.), Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert (Vol. 2, pp. 13–39). Laaber-Verlag. bibtex: '@inbook{Grotjahn_2021, place={Lilienthal}, series={Handbuch des Gesangs}, title={Singen – Körper – Medien}, volume={2}, booktitle={Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert}, publisher={Laaber-Verlag}, author={Grotjahn, Rebecca}, editor={Grosch, Nils and Seedorf, Thomas }, year={2021}, pages={13–39}, collection={Handbuch des Gesangs} }' chicago: 'Grotjahn, Rebecca. “Singen – Körper – Medien.” In Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert, edited by Nils Grosch and Thomas Seedorf, 2:13–39. Handbuch des Gesangs. Lilienthal: Laaber-Verlag, 2021.' ieee: 'R. Grotjahn, “Singen – Körper – Medien,” in Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert, vol. 2, N. Grosch and T. Seedorf, Eds. Lilienthal: Laaber-Verlag, 2021, pp. 13–39.' mla: Grotjahn, Rebecca. “Singen – Körper – Medien.” Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert, edited by Nils Grosch and Thomas Seedorf, vol. 2, Laaber-Verlag, 2021, pp. 13–39. short: 'R. Grotjahn, in: N. Grosch, T. Seedorf (Eds.), Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert, Laaber-Verlag, Lilienthal, 2021, pp. 13–39.' date_created: 2023-01-17T16:39:57Z date_updated: 2023-01-18T14:15:12Z department: - _id: '535' editor: - first_name: 'Nils ' full_name: 'Grosch, Nils ' last_name: Grosch - first_name: 'Thomas ' full_name: 'Seedorf, Thomas ' last_name: Seedorf intvolume: ' 2' language: - iso: ger page: 13-39 place: Lilienthal publication: Stimmen – Körper – Medien. Gesang im 20. und 21. Jahrhundert publication_identifier: isbn: - 978-3-89007-906-6 publisher: Laaber-Verlag series_title: Handbuch des Gesangs status: public title: Singen – Körper – Medien type: book_chapter user_id: '14931' volume: 2 year: '2021' ... --- _id: '37435' alternative_title: - Eine korpuspragmatische Studie zu Sprachgebrauchsmustern im Umfeld des Lexems Angst in Online-Zeitungen author: - first_name: Christopher full_name: Georgi, Christopher id: '78730' last_name: Georgi citation: ama: 'Georgi C. Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“. In: Angstkonstruktionen. De Gruyter; 2021:219–264. doi:10.1515/9783110729603-009' apa: Georgi, C. (2021). Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“. In Angstkonstruktionen (pp. 219–264). De Gruyter. https://doi.org/10.1515/9783110729603-009 bibtex: '@inbook{Georgi_2021, place={Berlin}, title={Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“}, DOI={10.1515/9783110729603-009}, booktitle={Angstkonstruktionen}, publisher={De Gruyter}, author={Georgi, Christopher}, year={2021}, pages={219–264} }' chicago: 'Georgi, Christopher. “Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“.” In Angstkonstruktionen, 219–264. Berlin: De Gruyter, 2021. https://doi.org/10.1515/9783110729603-009.' ieee: 'C. Georgi, “Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“,” in Angstkonstruktionen, Berlin: De Gruyter, 2021, pp. 219–264.' mla: Georgi, Christopher. “Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“.” Angstkonstruktionen, De Gruyter, 2021, pp. 219–264, doi:10.1515/9783110729603-009. short: 'C. Georgi, in: Angstkonstruktionen, De Gruyter, Berlin, 2021, pp. 219–264.' date_created: 2023-01-18T15:05:52Z date_updated: 2023-01-18T15:06:52Z department: - _id: '745' doi: 10.1515/9783110729603-009 language: - iso: ger page: 219–264 place: Berlin publication: Angstkonstruktionen publication_status: published publisher: De Gruyter status: public title: Angstkonstruktionen zwischen „sinnvoller Vorsicht und sinnloser Panik“ type: book_chapter user_id: '78730' year: '2021' ... --- _id: '36822' author: - first_name: Antje full_name: Tumat, Antje id: '72268' last_name: Tumat citation: ama: 'Tumat A. Biografie und Werk: Henzes „Bassariden“. In: Grönke K, Zywietz M, eds. Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018. Textem-Verlag; 2021:209-221.' apa: 'Tumat, A. (2021). Biografie und Werk: Henzes „Bassariden“. In K. Grönke & M. Zywietz (Eds.), Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018 (pp. 209–221). Textem-Verlag.' bibtex: '@inproceedings{Tumat_2021, place={Hamburg}, title={Biografie und Werk: Henzes „Bassariden“}, booktitle={Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018}, publisher={Textem-Verlag}, author={Tumat, Antje}, editor={Grönke, Kadja and Zywietz, Michael}, year={2021}, pages={209–221} }' chicago: 'Tumat, Antje. “Biografie und Werk: Henzes „Bassariden“.” In Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018, edited by Kadja Grönke and Michael Zywietz, 209–21. Hamburg: Textem-Verlag, 2021.' ieee: 'A. Tumat, “Biografie und Werk: Henzes „Bassariden“,” in Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018, 2021, pp. 209–221.' mla: 'Tumat, Antje. “Biografie und Werk: Henzes „Bassariden“.” Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018, edited by Kadja Grönke and Michael Zywietz, Textem-Verlag, 2021, pp. 209–21.' short: 'A. Tumat, in: K. Grönke, M. Zywietz (Eds.), Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018, Textem-Verlag, Hamburg, 2021, pp. 209–221.' date_created: 2023-01-13T17:13:55Z date_updated: 2023-01-18T16:12:18Z department: - _id: '233' editor: - first_name: 'Kadja ' full_name: 'Grönke, Kadja ' last_name: Grönke - first_name: Michael full_name: Zywietz, Michael last_name: Zywietz language: - iso: ger page: 209-221 place: Hamburg publication: Musik und Homosexualitäten. Tagungsbericht Musikwissenschaftliche Homosexualitätenforschung, Bremen 2017 und 2018 publication_identifier: isbn: - 978-3-86485-259-6 publisher: Textem-Verlag status: public title: 'Biografie und Werk: Henzes „Bassariden“' type: conference user_id: '72268' year: '2021' ... --- _id: '37445' abstract: - lang: eng text: 'A prerequisite for child reading support at school is adequate assessment. Embedding (repeated) assessment into daily teaching routine is often challenging for teachers in terms of time and organization. The use of digital tools can help teachers in the assessment process (in preparation, evaluation, documentation, etc.). A digital assessment tool (Graz Reading Comprehension test: GraLeV), focusing on assessing reading comprehension skills in Grades 3 and 4 is currently being developed in Austria. This reading assessment covers reading comprehension at the word, sentence, and text level. Text level is assessed via two subtests (Subtest I: presentation of nonsense-stories and corresponding questions, and Subtest II: maze selection). The other levels consist of one subtest each. This paper focusses on the subtests at text level. More specifically, the paper reports the results of two studies. Study 1 describes the development phases and the first piloting of these two subtests (data collection: 10/2019-12/2019). Testing 273 students with preliminary versions of the subtests (Subtest I: 30 items, Subtest II: 60 items) produced information on (a) item difficulty, (b) item discriminatory power, and (c) time limits for future speed testing. Items not meeting the required quality criteria were excluded. The final version of Subtest I consists of 16 questions referring to eight different, short, nonsense-texts. Its testing time (without instructions) is three minutes. The final version of the Subtest II consists of 2 texts each with 15 maze selections (30 items) and testing time is 100 seconds. The internal consistency is found to be good for Subtest I (α=.87) and Subtest II (α=.78 to .80). Study 2 reports on testing for validity and retest-reliability (data collection: 09/2020-11/2020). Student scores in another reading comprehension test, together with teacher assessments of reading comprehension, were used to assess congruent validity. Divergent validity was assessed using teacher assessments of mathematical and socio-emotional skills. As expected, the correlations with the congruent measures were higher than those with the divergent measures. A subsample was tested twice with the GraLeV. Retest-reliability was acceptable for Subtest II. However, the scores obtained at time 2 were higher compared to those at time 1 in both subtests. This is probably the result of increased student familiarity with the digital device and the digital test environment at time 2. The results are discussed in the light of teachers’ needs for standardized digital assessments in order to facilitate the tailoring of student reading support.  ' author: - first_name: Susanne full_name: Seifert, Susanne id: '97270' last_name: Seifert - first_name: Lisa full_name: Paleczek, Lisa last_name: Paleczek citation: ama: 'Seifert S, Paleczek L. Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation. Electronic Journal of e-Learning. 2021;19(5):pp336-348. doi:10.34190/ejel.19.5.2467' apa: 'Seifert, S., & Paleczek, L. (2021). Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation. Electronic Journal of E-Learning, 19(5), pp336-348. https://doi.org/10.34190/ejel.19.5.2467' bibtex: '@article{Seifert_Paleczek_2021, title={Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation}, volume={19}, DOI={10.34190/ejel.19.5.2467}, number={5}, journal={Electronic Journal of e-Learning}, publisher={Academic Conferences International Ltd}, author={Seifert, Susanne and Paleczek, Lisa}, year={2021}, pages={pp336-348} }' chicago: 'Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation.” Electronic Journal of E-Learning 19, no. 5 (2021): pp336-348. https://doi.org/10.34190/ejel.19.5.2467.' ieee: 'S. Seifert and L. Paleczek, “Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation,” Electronic Journal of e-Learning, vol. 19, no. 5, pp. pp336-348, 2021, doi: 10.34190/ejel.19.5.2467.' mla: 'Seifert, Susanne, and Lisa Paleczek. “Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation.” Electronic Journal of E-Learning, vol. 19, no. 5, Academic Conferences International Ltd, 2021, pp. pp336-348, doi:10.34190/ejel.19.5.2467.' short: S. Seifert, L. Paleczek, Electronic Journal of E-Learning 19 (2021) pp336-348. date_created: 2023-01-18T16:11:52Z date_updated: 2023-01-18T16:46:03Z department: - _id: '645' doi: 10.34190/ejel.19.5.2467 intvolume: ' 19' issue: '5' keyword: - Computer Science Applications - Education language: - iso: eng page: pp336-348 publication: Electronic Journal of e-Learning publication_identifier: issn: - 1479-4403 publication_status: published publisher: Academic Conferences International Ltd status: public title: 'Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation' type: journal_article user_id: '97270' volume: 19 year: '2021' ... --- _id: '37443' abstract: - lang: eng text: 'AbstractThe range of teaching materials now available is becoming increasingly diverse. Despite this, however, the use and influence of textbooks in teaching still remains very high. When instructing reading comprehension, teachers often use textbooks as the basis for teaching in language lessons. Establishing a good match between textbooks and the skills to be acquired is therefore essential. In this paper, I investigate whether textbooks used in Austrian schools can adequately support the teaching of reading comprehension skills. Since reading comprehension is the basis for acquiring knowledge in all subjects, science textbooks are examined in addition to (German) language lesson textbooks. Thus, the content pages of four language textbooks and four science textbooks for fourth and sixth grade were analysed in terms of five different categories, i.e. general structural setup, learning goals, text types, text structures, and activities. The results reveal clear variations with respect to learning goals in language textbooks. For example, the extent to which reading comprehension is addressed ranges from 13.64 to 69.70%, depending on the book used. Although not addressed as a learning goal in the science textbooks, reading comprehension is often presupposed, especially in sixth grade. While the instruction of reading comprehension ought to entail coverage of reading strategies, this is often neglected, or only dealt with indirectly. Given the diversity of textbooks analysed, it seems all the more important to stress that teachers should: 1) clarify the goals and teaching strategies of a book before using it, 2) become aware of strategies that support the development of students'' reading comprehension, and 3) use textbooks as a complementary (and not sole) tool to support reading comprehension in all subjects.' author: - first_name: Susanne full_name: Seifert, Susanne id: '97270' last_name: Seifert citation: ama: Seifert S. Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade. Technology, Knowledge and Learning. 2021;26(2):383-405. doi:10.1007/s10758-021-09490-w apa: Seifert, S. (2021). Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade. Technology, Knowledge and Learning, 26(2), 383–405. https://doi.org/10.1007/s10758-021-09490-w bibtex: '@article{Seifert_2021, title={Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade}, volume={26}, DOI={10.1007/s10758-021-09490-w}, number={2}, journal={Technology, Knowledge and Learning}, publisher={Springer Science and Business Media LLC}, author={Seifert, Susanne}, year={2021}, pages={383–405} }' chicago: 'Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade.” Technology, Knowledge and Learning 26, no. 2 (2021): 383–405. https://doi.org/10.1007/s10758-021-09490-w.' ieee: 'S. Seifert, “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade,” Technology, Knowledge and Learning, vol. 26, no. 2, pp. 383–405, 2021, doi: 10.1007/s10758-021-09490-w.' mla: Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade.” Technology, Knowledge and Learning, vol. 26, no. 2, Springer Science and Business Media LLC, 2021, pp. 383–405, doi:10.1007/s10758-021-09490-w. short: S. Seifert, Technology, Knowledge and Learning 26 (2021) 383–405. date_created: 2023-01-18T16:10:52Z date_updated: 2023-01-18T16:45:42Z department: - _id: '645' doi: 10.1007/s10758-021-09490-w intvolume: ' 26' issue: '2' keyword: - Computer Science Applications - Human-Computer Interaction - Education - Mathematics (miscellaneous) language: - iso: eng page: 383-405 publication: Technology, Knowledge and Learning publication_identifier: issn: - 2211-1662 - 2211-1670 publication_status: published publisher: Springer Science and Business Media LLC status: public title: Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade type: journal_article user_id: '97270' volume: 26 year: '2021' ... --- _id: '37439' author: - first_name: Mathias full_name: Krammer, Mathias last_name: Krammer - first_name: Susanne full_name: Seifert, Susanne id: '97270' last_name: Seifert - first_name: Barbara full_name: Gasteiger-Klicpera, Barbara last_name: Gasteiger-Klicpera citation: ama: Krammer M, Seifert S, Gasteiger-Klicpera B. The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects. Educational Studies. Published online 2021:1-19. doi:10.1080/03055698.2021.1875320 apa: Krammer, M., Seifert, S., & Gasteiger-Klicpera, B. (2021). The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects. Educational Studies, 1–19. https://doi.org/10.1080/03055698.2021.1875320 bibtex: '@article{Krammer_Seifert_Gasteiger-Klicpera_2021, title={The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects}, DOI={10.1080/03055698.2021.1875320}, journal={Educational Studies}, publisher={Informa UK Limited}, author={Krammer, Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}, year={2021}, pages={1–19} }' chicago: Krammer, Mathias, Susanne Seifert, and Barbara Gasteiger-Klicpera. “The Presence of Students Identified as Having Special Needs as a Moderating Effect on Their Classmates’ Reading Comprehension Scores in Relation to Other Major Class Composition Effects.” Educational Studies, 2021, 1–19. https://doi.org/10.1080/03055698.2021.1875320. ieee: 'M. Krammer, S. Seifert, and B. Gasteiger-Klicpera, “The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects,” Educational Studies, pp. 1–19, 2021, doi: 10.1080/03055698.2021.1875320.' mla: Krammer, Mathias, et al. “The Presence of Students Identified as Having Special Needs as a Moderating Effect on Their Classmates’ Reading Comprehension Scores in Relation to Other Major Class Composition Effects.” Educational Studies, Informa UK Limited, 2021, pp. 1–19, doi:10.1080/03055698.2021.1875320. short: M. Krammer, S. Seifert, B. Gasteiger-Klicpera, Educational Studies (2021) 1–19. date_created: 2023-01-18T16:08:23Z date_updated: 2023-01-18T16:44:56Z department: - _id: '645' doi: 10.1080/03055698.2021.1875320 keyword: - Education language: - iso: eng page: 1-19 publication: Educational Studies publication_identifier: issn: - 0305-5698 - 1465-3400 publication_status: published publisher: Informa UK Limited status: public title: The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects type: journal_article user_id: '97270' year: '2021' ... --- _id: '37442' author: - first_name: Lisa full_name: Paleczek, Lisa last_name: Paleczek - first_name: Susanne full_name: Seifert, Susanne id: '97270' last_name: Seifert - first_name: Martin full_name: Schöfl, Martin last_name: Schöfl citation: ama: Paleczek L, Seifert S, Schöfl M. Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten. British Journal of Educational Technology. 2021;52(6):2145-2161. doi:10.1111/bjet.13163 apa: Paleczek, L., Seifert, S., & Schöfl, M. (2021). Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten. British Journal of Educational Technology, 52(6), 2145–2161. https://doi.org/10.1111/bjet.13163 bibtex: '@article{Paleczek_Seifert_Schöfl_2021, title={Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten}, volume={52}, DOI={10.1111/bjet.13163}, number={6}, journal={British Journal of Educational Technology}, publisher={Wiley}, author={Paleczek, Lisa and Seifert, Susanne and Schöfl, Martin}, year={2021}, pages={2145–2161} }' chicago: 'Paleczek, Lisa, Susanne Seifert, and Martin Schöfl. “Comparing Digital to Print Assessment of Receptive Vocabulary with GraWo‐KiGa in Austrian Kindergarten.” British Journal of Educational Technology 52, no. 6 (2021): 2145–61. https://doi.org/10.1111/bjet.13163.' ieee: 'L. Paleczek, S. Seifert, and M. Schöfl, “Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten,” British Journal of Educational Technology, vol. 52, no. 6, pp. 2145–2161, 2021, doi: 10.1111/bjet.13163.' mla: Paleczek, Lisa, et al. “Comparing Digital to Print Assessment of Receptive Vocabulary with GraWo‐KiGa in Austrian Kindergarten.” British Journal of Educational Technology, vol. 52, no. 6, Wiley, 2021, pp. 2145–61, doi:10.1111/bjet.13163. short: L. Paleczek, S. Seifert, M. Schöfl, British Journal of Educational Technology 52 (2021) 2145–2161. date_created: 2023-01-18T16:10:22Z date_updated: 2023-01-18T16:45:24Z department: - _id: '645' doi: 10.1111/bjet.13163 intvolume: ' 52' issue: '6' keyword: - Education language: - iso: eng page: 2145-2161 publication: British Journal of Educational Technology publication_identifier: issn: - 0007-1013 - 1467-8535 publication_status: published publisher: Wiley status: public title: Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten type: journal_article user_id: '97270' volume: 52 year: '2021' ... --- _id: '37455' abstract: - lang: eng text: AbstractSchool classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed. author: - first_name: J. E. full_name: Dockrell, J. E. last_name: Dockrell - first_name: T. C. full_name: Papadopoulos, T. C. last_name: Papadopoulos - first_name: C. L. full_name: Mifsud, C. L. last_name: Mifsud - first_name: L. full_name: Bourke, L. last_name: Bourke - first_name: O. full_name: Vilageliu, O. last_name: Vilageliu - first_name: E. full_name: Bešić, E. last_name: Bešić - first_name: Susanne full_name: Seifert, Susanne id: '97270' last_name: Seifert - first_name: B. full_name: Gasteiger-Klicpera, B. last_name: Gasteiger-Klicpera - first_name: A. full_name: Ralli, A. last_name: Ralli - first_name: I. full_name: Dimakos, I. last_name: Dimakos - first_name: S. full_name: Karpava, S. last_name: Karpava - first_name: M. full_name: Martins, M. last_name: Martins - first_name: O. full_name: Sousa, O. last_name: Sousa - first_name: S. full_name: Castro, S. last_name: Castro - first_name: H. B. full_name: Søndergaard Knudsen, H. B. last_name: Søndergaard Knudsen - first_name: P. full_name: Donau, P. last_name: Donau - first_name: B. full_name: Haznedar, B. last_name: Haznedar - first_name: M. full_name: Mikulajová, M. last_name: Mikulajová - first_name: N. full_name: Gerdzhikova, N. last_name: Gerdzhikova citation: ama: 'Dockrell JE, Papadopoulos TC, Mifsud CL, et al. Teaching and learning in a multilingual Europe: findings from a cross-European study. European Journal of Psychology of Education. 2021;37(2):293-320. doi:10.1007/s10212-020-00523-z' apa: 'Dockrell, J. E., Papadopoulos, T. C., Mifsud, C. L., Bourke, L., Vilageliu, O., Bešić, E., Seifert, S., Gasteiger-Klicpera, B., Ralli, A., Dimakos, I., Karpava, S., Martins, M., Sousa, O., Castro, S., Søndergaard Knudsen, H. B., Donau, P., Haznedar, B., Mikulajová, M., & Gerdzhikova, N. (2021). Teaching and learning in a multilingual Europe: findings from a cross-European study. European Journal of Psychology of Education, 37(2), 293–320. https://doi.org/10.1007/s10212-020-00523-z' bibtex: '@article{Dockrell_Papadopoulos_Mifsud_Bourke_Vilageliu_Bešić_Seifert_Gasteiger-Klicpera_Ralli_Dimakos_et al._2021, title={Teaching and learning in a multilingual Europe: findings from a cross-European study}, volume={37}, DOI={10.1007/s10212-020-00523-z}, number={2}, journal={European Journal of Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Dockrell, J. E. and Papadopoulos, T. C. and Mifsud, C. L. and Bourke, L. and Vilageliu, O. and Bešić, E. and Seifert, Susanne and Gasteiger-Klicpera, B. and Ralli, A. and Dimakos, I. and et al.}, year={2021}, pages={293–320} }' chicago: 'Dockrell, J. E., T. C. Papadopoulos, C. L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, Susanne Seifert, et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.” European Journal of Psychology of Education 37, no. 2 (2021): 293–320. https://doi.org/10.1007/s10212-020-00523-z.' ieee: 'J. E. Dockrell et al., “Teaching and learning in a multilingual Europe: findings from a cross-European study,” European Journal of Psychology of Education, vol. 37, no. 2, pp. 293–320, 2021, doi: 10.1007/s10212-020-00523-z.' mla: 'Dockrell, J. E., et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.” European Journal of Psychology of Education, vol. 37, no. 2, Springer Science and Business Media LLC, 2021, pp. 293–320, doi:10.1007/s10212-020-00523-z.' short: J.E. Dockrell, T.C. Papadopoulos, C.L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, S. Seifert, B. Gasteiger-Klicpera, A. Ralli, I. Dimakos, S. Karpava, M. Martins, O. Sousa, S. Castro, H.B. Søndergaard Knudsen, P. Donau, B. Haznedar, M. Mikulajová, N. Gerdzhikova, European Journal of Psychology of Education 37 (2021) 293–320. date_created: 2023-01-18T16:25:43Z date_updated: 2023-01-18T16:48:47Z department: - _id: '645' doi: 10.1007/s10212-020-00523-z intvolume: ' 37' issue: '2' keyword: - Developmental and Educational Psychology - Education language: - iso: eng page: 293-320 publication: European Journal of Psychology of Education publication_identifier: issn: - 0256-2928 - 1878-5174 publication_status: published publisher: Springer Science and Business Media LLC status: public title: 'Teaching and learning in a multilingual Europe: findings from a cross-European study' type: journal_article user_id: '97270' volume: 37 year: '2021' ... --- _id: '37485' author: - first_name: Stefanie full_name: Rach, Stefanie last_name: Rach - first_name: Michael full_name: Liebendörfer, Michael last_name: Liebendörfer citation: ama: 'Rach S, Liebendörfer M. Die Bedeutung affektiver Merkmale beim Mathematiklernen. In: Hein K, Heil C, Ruwisch S, Prediger S, eds. Beiträge Zum Mathematikunterricht 2021 Vom GDM-Monat 2021 Der Gesellschaft Für Didaktik Der Mathematik (GDM) (1.-25. März 2021). Beiträge zum Mathematikunterricht. WTM-Verlag für wissenschaftliche Texte und Medien; 2021:247–248.' apa: Rach, S., & Liebendörfer, M. (2021). Die Bedeutung affektiver Merkmale beim Mathematiklernen. In K. Hein, C. Heil, S. Ruwisch, & S. Prediger (Eds.), Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft für Didaktik der Mathematik (GDM) (1.-25. März 2021) (pp. 247–248). WTM-Verlag für wissenschaftliche Texte und Medien. bibtex: '@inbook{Rach_Liebendörfer_2021, place={Münster}, series={Beiträge zum Mathematikunterricht}, title={Die Bedeutung affektiver Merkmale beim Mathematiklernen}, booktitle={Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft für Didaktik der Mathematik (GDM) (1.-25. März 2021)}, publisher={WTM-Verlag für wissenschaftliche Texte und Medien}, author={Rach, Stefanie and Liebendörfer, Michael}, editor={Hein, Kerstin and Heil, Cathleen and Ruwisch, Silke and Prediger, Susanne}, year={2021}, pages={247–248}, collection={Beiträge zum Mathematikunterricht} }' chicago: 'Rach, Stefanie, and Michael Liebendörfer. “Die Bedeutung Affektiver Merkmale Beim Mathematiklernen.” In Beiträge Zum Mathematikunterricht 2021 Vom GDM-Monat 2021 Der Gesellschaft Für Didaktik Der Mathematik (GDM) (1.-25. März 2021), edited by Kerstin Hein, Cathleen Heil, Silke Ruwisch, and Susanne Prediger, 247–248. Beiträge Zum Mathematikunterricht. Münster: WTM-Verlag für wissenschaftliche Texte und Medien, 2021.' ieee: 'S. Rach and M. Liebendörfer, “Die Bedeutung affektiver Merkmale beim Mathematiklernen,” in Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft für Didaktik der Mathematik (GDM) (1.-25. März 2021), K. Hein, C. Heil, S. Ruwisch, and S. Prediger, Eds. Münster: WTM-Verlag für wissenschaftliche Texte und Medien, 2021, pp. 247–248.' mla: Rach, Stefanie, and Michael Liebendörfer. “Die Bedeutung Affektiver Merkmale Beim Mathematiklernen.” Beiträge Zum Mathematikunterricht 2021 Vom GDM-Monat 2021 Der Gesellschaft Für Didaktik Der Mathematik (GDM) (1.-25. März 2021), edited by Kerstin Hein et al., WTM-Verlag für wissenschaftliche Texte und Medien, 2021, pp. 247–248. short: 'S. Rach, M. Liebendörfer, in: K. Hein, C. Heil, S. Ruwisch, S. Prediger (Eds.), Beiträge Zum Mathematikunterricht 2021 Vom GDM-Monat 2021 Der Gesellschaft Für Didaktik Der Mathematik (GDM) (1.-25. März 2021), WTM-Verlag für wissenschaftliche Texte und Medien, Münster, 2021, pp. 247–248.' date_created: 2023-01-18T22:35:08Z date_updated: 2023-01-18T22:41:32Z department: - _id: '10' editor: - first_name: Kerstin full_name: Hein, Kerstin last_name: Hein - first_name: Cathleen full_name: Heil, Cathleen last_name: Heil - first_name: Silke full_name: Ruwisch, Silke last_name: Ruwisch - first_name: Susanne full_name: Prediger, Susanne last_name: Prediger page: 247–248 place: Münster publication: Beiträge zum Mathematikunterricht 2021 vom GDM-Monat 2021 der Gesellschaft für Didaktik der Mathematik (GDM) (1.-25. März 2021) publication_identifier: isbn: - 978-3-95987-184-6 publisher: WTM-Verlag für wissenschaftliche Texte und Medien series_title: Beiträge zum Mathematikunterricht status: public title: Die Bedeutung affektiver Merkmale beim Mathematiklernen type: book_chapter user_id: '30933' year: '2021' ... --- _id: '37474' abstract: - lang: eng text: |- 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: - first_name: Stefan full_name: Büchele, Stefan last_name: Büchele - first_name: Michael full_name: Liebendörfer, Michael last_name: Liebendörfer - first_name: Elisa full_name: Lankeit, Elisa last_name: Lankeit citation: 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' 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' 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} }' 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.' 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.' 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.' short: 'S. Büchele, M. Liebendörfer, E. Lankeit, Teaching Mathematics and Its Applications: An International Journal of the IMA 40 (2021) 478–496.' date_created: 2023-01-18T22:23:50Z date_updated: 2023-01-18T22:47:00Z department: - _id: '10' doi: 10.1093/teamat/hrab013 intvolume: ' 40' issue: '4' keyword: - Education - General Mathematics language: - iso: eng page: 478-496 publication: 'Teaching Mathematics and its Applications: An International Journal of the IMA' publication_identifier: issn: - 0268-3679 - 1471-6976 publication_status: published publisher: Oxford University Press (OUP) status: public 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' type: journal_article user_id: '30933' volume: 40 year: '2021' ... --- _id: '37483' 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. author: - first_name: Lara full_name: Gildehaus, Lara last_name: Gildehaus - first_name: Robin full_name: Göller, Robin last_name: Göller - first_name: Michael full_name: Liebendörfer, Michael last_name: Liebendörfer citation: 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. 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. 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} }' 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.' 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. 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. date_created: 2023-01-18T22:31:53Z date_updated: 2023-01-18T22:46:49Z department: - _id: '10' intvolume: ' 47' issue: '111' page: 27–32 publication: Mitteilungen der Gesellschaft für Didaktik der Mathematik publication_identifier: issn: - 2512-9155 status: public title: Gymnasiales Lehramt Mathematik studieren – eine Übersicht zur Studienorganisation in Deutschland type: journal_article user_id: '30933' volume: 47 year: '2021' ... --- _id: '37481' author: - first_name: Bastian full_name: Vajen, Bastian last_name: Vajen - first_name: Lara full_name: Gildehaus, Lara last_name: Gildehaus - first_name: Michael full_name: Liebendörfer, Michael last_name: Liebendörfer - first_name: Christoph full_name: Wolf, Christoph last_name: Wolf 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.' 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} }' 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.' 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.' 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.' 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.' date_created: 2023-01-18T22:31:25Z date_updated: 2023-01-18T22:47:23Z department: - _id: '10' editor: - first_name: Steve full_name: Kenner, Steve last_name: Kenner - first_name: T. full_name: Oeftering, T. last_name: Oeftering page: 188–200 place: Frankfurt publication: 'Schriftenreihe der DVPB. Standortbestimmung Politische Bildung: Gesellschaftspolitische Herausforderungen, Zivilgesellschaft und das vermeintliche Neutralitätsgebot' publisher: Wochenschau status: public title: Mathematisierung als Herausforderung für die politische Bildung type: conference user_id: '30933' year: '2021' ... --- _id: '37480' author: - first_name: Robin full_name: Göller, Robin last_name: Göller - first_name: Lara full_name: Gildehaus, Lara last_name: Gildehaus - first_name: Michael full_name: Liebendörfer, Michael last_name: Liebendörfer - first_name: Jörn full_name: Steuding, Jörn last_name: Steuding citation: 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.' 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} }' 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.' 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.' 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.' 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.' date_created: 2023-01-18T22:31:17Z date_updated: 2023-01-18T22:47:46Z department: - _id: '10' editor: - first_name: Andrea full_name: Blunck, Andrea last_name: Blunck - first_name: Renate full_name: Motzer, Renate last_name: Motzer intvolume: ' 5' page: 59–76 publication: 'Mathematik und Gender: Berichte und Beiträge des Arbeitskreise Frauen und Mathematik' publisher: Franzbecker status: public title: Prüfungsformate als Ansatzpunkt gendersensibler universitärer Lehre im Fach Mathematik type: book_chapter user_id: '30933' volume: 5 year: '2021' ...