---
_id: '33764'
author:
- first_name: Meike
full_name: Ullrich, Meike
last_name: Ullrich
- first_name: Peter
full_name: Pfeiffer, Peter
last_name: Pfeiffer
- first_name: Gunther
full_name: Schiefer, Gunther
last_name: Schiefer
- first_name: Chantal
full_name: Soyka, Chantal
id: '83964'
last_name: Soyka
orcid: https://orcid.org/0000-0002-4881-5378
- first_name: Tobias
full_name: Stottrop, Tobias
last_name: Stottrop
- first_name: Michael
full_name: Striewe, Michael
last_name: Striewe
- first_name: Peter
full_name: Fettke, Peter
last_name: Fettke
- first_name: Peter
full_name: Loos, Peter
last_name: Loos
- first_name: Andreas
full_name: Oberweis, Andreas
last_name: Oberweis
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
citation:
ama: 'Ullrich M, Pfeiffer P, Schiefer G, et al. E-Assessment-Plattform für die grafische
Modellierung. In: Henning PA, Striewe M, Wölfel M, eds. 20. Fachtagung Bildungstechnologien
(DELFI). Gesellschaft für Informatik e.V.; 2022:247-248. doi: 10.18420/delfi2022-053 '
apa: Ullrich, M., Pfeiffer, P., Schiefer, G., Soyka, C., Stottrop, T., Striewe,
M., Fettke, P., Loos, P., Oberweis, A., & Schaper, N. (2022). E-Assessment-Plattform
für die grafische Modellierung. In P. A. Henning, M. Striewe, & M. Wölfel
(Eds.), 20. Fachtagung Bildungstechnologien (DELFI) (pp. 247–248). Gesellschaft
für Informatik e.V. https://doi.org/
10.18420/delfi2022-053
bibtex: '@inproceedings{Ullrich_Pfeiffer_Schiefer_Soyka_Stottrop_Striewe_Fettke_Loos_Oberweis_Schaper_2022,
place={Bonn}, title={E-Assessment-Plattform für die grafische Modellierung}, DOI={ 10.18420/delfi2022-053 },
booktitle={20. Fachtagung Bildungstechnologien (DELFI)}, publisher={Gesellschaft
für Informatik e.V.}, author={Ullrich, Meike and Pfeiffer, Peter and Schiefer,
Gunther and Soyka, Chantal and Stottrop, Tobias and Striewe, Michael and Fettke,
Peter and Loos, Peter and Oberweis, Andreas and Schaper, Niclas}, editor={Henning,
Peter A. and Striewe, Michael and Wölfel, Matthias}, year={2022}, pages={247–248}
}'
chicago: 'Ullrich, Meike, Peter Pfeiffer, Gunther Schiefer, Chantal Soyka, Tobias
Stottrop, Michael Striewe, Peter Fettke, Peter Loos, Andreas Oberweis, and Niclas
Schaper. “E-Assessment-Plattform für die grafische Modellierung.” In 20. Fachtagung
Bildungstechnologien (DELFI), edited by Peter A. Henning, Michael Striewe,
and Matthias Wölfel, 247–48. Bonn: Gesellschaft für Informatik e.V., 2022. https://doi.org/ 10.18420/delfi2022-053
.'
ieee: 'M. Ullrich et al., “E-Assessment-Plattform für die grafische Modellierung,”
in 20. Fachtagung Bildungstechnologien (DELFI), 2022, pp. 247–248, doi:
10.18420/delfi2022-053 .'
mla: Ullrich, Meike, et al. “E-Assessment-Plattform für die grafische Modellierung.”
20. Fachtagung Bildungstechnologien (DELFI), edited by Peter A. Henning
et al., Gesellschaft für Informatik e.V., 2022, pp. 247–48, doi: 10.18420/delfi2022-053 .
short: 'M. Ullrich, P. Pfeiffer, G. Schiefer, C. Soyka, T. Stottrop, M. Striewe,
P. Fettke, P. Loos, A. Oberweis, N. Schaper, in: P.A. Henning, M. Striewe, M.
Wölfel (Eds.), 20. Fachtagung Bildungstechnologien (DELFI), Gesellschaft für Informatik
e.V., Bonn, 2022, pp. 247–248.'
date_created: 2022-10-17T11:59:15Z
date_updated: 2023-01-18T10:11:09Z
department:
- _id: '423'
doi: ' 10.18420/delfi2022-053 '
editor:
- first_name: Peter A.
full_name: Henning, Peter A.
last_name: Henning
- first_name: Michael
full_name: Striewe, Michael
last_name: Striewe
- first_name: Matthias
full_name: Wölfel, Matthias
last_name: Wölfel
language:
- iso: ger
page: ' 247-248 '
place: Bonn
publication: 20. Fachtagung Bildungstechnologien (DELFI)
publication_status: published
publisher: Gesellschaft für Informatik e.V.
status: public
title: E-Assessment-Plattform für die grafische Modellierung
type: conference
user_id: '83964'
year: '2022'
...
---
_id: '37271'
author:
- first_name: Stephan
full_name: Dahmen, Stephan
id: '95659'
last_name: Dahmen
citation:
ama: 'Dahmen S. Organisationen als Kompromissmaschinen: Zur Mikrofundierung von
Organisationen im Neo-Institutionalismus und der Soziologie der Konventionen am
Beispiel Sozialer Hilfen am Übergang von der Schule in den Beruf. In: Steuerung
von Bildungseinrichtungen. Theoretische Analysen Erziehungswissenschaftlicher
Organisationsforschung. Springer Fachmedien Wiesbaden; 2022:279–302. doi:10.1007/978-3-658-35825-9_12'
apa: 'Dahmen, S. (2022). Organisationen als Kompromissmaschinen: Zur Mikrofundierung
von Organisationen im Neo-Institutionalismus und der Soziologie der Konventionen
am Beispiel Sozialer Hilfen am Übergang von der Schule in den Beruf. In Steuerung
von Bildungseinrichtungen. Theoretische Analysen erziehungswissenschaftlicher
Organisationsforschung (pp. 279–302). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-35825-9_12'
bibtex: '@inbook{Dahmen_2022, title={Organisationen als Kompromissmaschinen: Zur
Mikrofundierung von Organisationen im Neo-Institutionalismus und der Soziologie
der Konventionen am Beispiel Sozialer Hilfen am Übergang von der Schule in den
Beruf}, DOI={10.1007/978-3-658-35825-9_12},
booktitle={Steuerung von Bildungseinrichtungen. Theoretische Analysen erziehungswissenschaftlicher
Organisationsforschung}, publisher={Springer Fachmedien Wiesbaden}, author={Dahmen,
Stephan}, year={2022}, pages={279–302} }'
chicago: 'Dahmen, Stephan. “Organisationen Als Kompromissmaschinen: Zur Mikrofundierung
von Organisationen Im Neo-Institutionalismus Und Der Soziologie Der Konventionen
Am Beispiel Sozialer Hilfen Am Übergang von Der Schule in Den Beruf.” In Steuerung
von Bildungseinrichtungen. Theoretische Analysen Erziehungswissenschaftlicher
Organisationsforschung, 279–302. Springer Fachmedien Wiesbaden, 2022. https://doi.org/10.1007/978-3-658-35825-9_12.'
ieee: 'S. Dahmen, “Organisationen als Kompromissmaschinen: Zur Mikrofundierung von
Organisationen im Neo-Institutionalismus und der Soziologie der Konventionen am
Beispiel Sozialer Hilfen am Übergang von der Schule in den Beruf,” in Steuerung
von Bildungseinrichtungen. Theoretische Analysen erziehungswissenschaftlicher
Organisationsforschung, Springer Fachmedien Wiesbaden, 2022, pp. 279–302.'
mla: 'Dahmen, Stephan. “Organisationen Als Kompromissmaschinen: Zur Mikrofundierung
von Organisationen Im Neo-Institutionalismus Und Der Soziologie Der Konventionen
Am Beispiel Sozialer Hilfen Am Übergang von Der Schule in Den Beruf.” Steuerung
von Bildungseinrichtungen. Theoretische Analysen Erziehungswissenschaftlicher
Organisationsforschung, Springer Fachmedien Wiesbaden, 2022, pp. 279–302,
doi:10.1007/978-3-658-35825-9_12.'
short: 'S. Dahmen, in: Steuerung von Bildungseinrichtungen. Theoretische Analysen
Erziehungswissenschaftlicher Organisationsforschung, Springer Fachmedien Wiesbaden,
2022, pp. 279–302.'
date_created: 2023-01-18T10:03:17Z
date_updated: 2023-01-18T10:11:05Z
department:
- _id: '723'
- _id: '724'
- _id: '36'
doi: 10.1007/978-3-658-35825-9_12
language:
- iso: eng
page: 279–302
publication: Steuerung von Bildungseinrichtungen. Theoretische Analysen erziehungswissenschaftlicher
Organisationsforschung
publisher: Springer Fachmedien Wiesbaden
status: public
title: 'Organisationen als Kompromissmaschinen: Zur Mikrofundierung von Organisationen
im Neo-Institutionalismus und der Soziologie der Konventionen am Beispiel Sozialer
Hilfen am Übergang von der Schule in den Beruf'
type: book_chapter
user_id: '48187'
year: '2022'
...
---
_id: '37088'
abstract:
- lang: eng
text: We examine variation in mandatory CSR reporting practices based on a large
sample of non-publicly listed savings banks in Germany. They do not have typical
shareholders but rather are established by municipal trustees and can serve clients
only in their distinct operating area. This setting permits us to identify demand
for CSR information by their main stakeholder groups – municipal trustees and
private and corporate clients. In this way, our analysis focuses on the double-materiality
approach to CSR reporting. We find that demand for CSR information by supervisory
board chairperson belonging to a left-wing or green party and the presence of
more supervisory board members belonging to a left-wing or green party are associated
with longer CSR reports and more disclosure on environmental, social, employee
and human rights matters. In addition, competition for private clients and the
sustainability orientation of corporate clients are associated with longer reports
and more disclosure on environmental, employee and human rights matters. These
findings suggest that savings banks’ CSR reports cater to their principal stakeholders’
demand for CSR information.
author:
- first_name: Maryna
full_name: Gulenko, Maryna
id: '64226'
last_name: Gulenko
- first_name: Saskia
full_name: Kohlhase, Saskia
last_name: Kohlhase
- first_name: Urska
full_name: Kosi, Urska
id: '54068'
last_name: Kosi
citation:
ama: 'Gulenko M, Kohlhase S, Kosi U. CSR Reporting under the Non-Financial Reporting
Directive: Evidence from Non-Publicly Listed Firms.; 2022.'
apa: 'Gulenko, M., Kohlhase, S., & Kosi, U. (2022). CSR Reporting under the
Non-Financial Reporting Directive: Evidence from Non-publicly Listed Firms.'
bibtex: '@book{Gulenko_Kohlhase_Kosi_2022, title={CSR Reporting under the Non-Financial
Reporting Directive: Evidence from Non-publicly Listed Firms}, author={Gulenko,
Maryna and Kohlhase, Saskia and Kosi, Urska}, year={2022} }'
chicago: 'Gulenko, Maryna, Saskia Kohlhase, and Urska Kosi. CSR Reporting under
the Non-Financial Reporting Directive: Evidence from Non-Publicly Listed Firms,
2022.'
ieee: 'M. Gulenko, S. Kohlhase, and U. Kosi, CSR Reporting under the Non-Financial
Reporting Directive: Evidence from Non-publicly Listed Firms. 2022.'
mla: 'Gulenko, Maryna, et al. CSR Reporting under the Non-Financial Reporting
Directive: Evidence from Non-Publicly Listed Firms. 2022.'
short: 'M. Gulenko, S. Kohlhase, U. Kosi, CSR Reporting under the Non-Financial
Reporting Directive: Evidence from Non-Publicly Listed Firms, 2022.'
date_created: 2023-01-17T12:40:09Z
date_updated: 2023-01-18T13:59:33Z
department:
- _id: '635'
- _id: '186'
- _id: '551'
keyword:
- Corporate social responsibility
- Mandatory reporting
- Non-publicly listed banks
- Double materiality
- Stakeholder groups
- Political influence
language:
- iso: eng
main_file_link:
- url: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4040946
status: public
title: 'CSR Reporting under the Non-Financial Reporting Directive: Evidence from Non-publicly
Listed Firms'
type: working_paper
user_id: '88603'
year: '2022'
...
---
_id: '37409'
author:
- first_name: Philipp
full_name: Wotschel, Philipp
id: '89529'
last_name: Wotschel
citation:
ama: 'Wotschel P. Entwicklung eines Performanztests für das bildungswissenschaftliche
Lehramtsstudium: Erfassung von Beratungskompetenz. In: ; 2022.'
apa: 'Wotschel, P. (2022). Entwicklung eines Performanztests für das bildungswissenschaftliche
Lehramtsstudium: Erfassung von Beratungskompetenz. GEBF-Nachwuchstagung 2022, Leibniz-Institut
für Bildungsverläufe, Bamberg.'
bibtex: '@inproceedings{Wotschel_2022, title={Entwicklung eines Performanztests
für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz},
author={Wotschel, Philipp}, year={2022} }'
chicago: 'Wotschel, Philipp. “Entwicklung eines Performanztests für das bildungswissenschaftliche
Lehramtsstudium: Erfassung von Beratungskompetenz,” 2022.'
ieee: 'P. Wotschel, “Entwicklung eines Performanztests für das bildungswissenschaftliche
Lehramtsstudium: Erfassung von Beratungskompetenz,” presented at the GEBF-Nachwuchstagung
2022, Leibniz-Institut für Bildungsverläufe, Bamberg, 2022.'
mla: 'Wotschel, Philipp. Entwicklung eines Performanztests für das bildungswissenschaftliche
Lehramtsstudium: Erfassung von Beratungskompetenz. 2022.'
short: 'P. Wotschel, in: 2022.'
conference:
end_date: 2022-03-08
location: ' Leibniz-Institut für Bildungsverläufe, Bamberg'
name: GEBF-Nachwuchstagung 2022
start_date: 2022-03-08
date_created: 2023-01-18T13:42:03Z
date_updated: 2023-01-18T14:08:44Z
language:
- iso: ger
quality_controlled: '1'
status: public
title: 'Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium:
Erfassung von Beratungskompetenz'
type: conference
user_id: '89529'
year: '2022'
...
---
_id: '37417'
author:
- first_name: Philipp
full_name: Wotschel, Philipp
id: '89529'
last_name: Wotschel
citation:
ama: 'Wotschel P. Entwicklung eines Performanztests für das bildungswissenschaftliche
Lehramtsstudium: Erfassung von Beratungskompetenz. In: ; 2022.'
apa: 'Wotschel, P. (2022). Entwicklung eines Performanztests für das bildungswissenschaftliche
Lehramtsstudium: Erfassung von Beratungskompetenz. Woche des wissenschaftlichen
Nachwuchses, Universität Paderborn.'
bibtex: '@inproceedings{Wotschel_2022, title={Entwicklung eines Performanztests
für das bildungswissenschaftliche Lehramtsstudium: Erfassung von Beratungskompetenz},
author={Wotschel, Philipp}, year={2022} }'
chicago: 'Wotschel, Philipp. “Entwicklung eines Performanztests für das bildungswissenschaftliche
Lehramtsstudium: Erfassung von Beratungskompetenz,” 2022.'
ieee: 'P. Wotschel, “Entwicklung eines Performanztests für das bildungswissenschaftliche
Lehramtsstudium: Erfassung von Beratungskompetenz,” presented at the Woche des
wissenschaftlichen Nachwuchses, Universität Paderborn, 2022.'
mla: 'Wotschel, Philipp. Entwicklung eines Performanztests für das bildungswissenschaftliche
Lehramtsstudium: Erfassung von Beratungskompetenz. 2022.'
short: 'P. Wotschel, in: 2022.'
conference:
end_date: 2022-06-08
location: Universität Paderborn
name: Woche des wissenschaftlichen Nachwuchses
start_date: 2022-06-08
date_created: 2023-01-18T13:57:13Z
date_updated: 2023-01-18T14:12:03Z
language:
- iso: ger
status: public
title: 'Entwicklung eines Performanztests für das bildungswissenschaftliche Lehramtsstudium:
Erfassung von Beratungskompetenz'
type: conference
user_id: '89529'
year: '2022'
...
---
_id: '32819'
author:
- first_name: Florian
full_name: Pfeifer, Florian
id: '22717'
last_name: Pfeifer
- first_name: Thomas
full_name: Tröster, Thomas
id: '553'
last_name: Tröster
- first_name: Thorsten
full_name: Marten, Thorsten
id: '338'
last_name: Marten
- first_name: André
full_name: Dietrich, André
last_name: Dietrich
- first_name: Bernard
full_name: Nacke, Bernard
last_name: Nacke
- first_name: Guido
full_name: Grundmeier, Guido
id: '194'
last_name: Grundmeier
citation:
ama: 'Pfeifer F, Tröster T, Marten T, Dietrich A, Nacke B, Grundmeier G. Investigation
on hot sheet metal forming by means of a longitudinal flux inductor. In: Proceedings
of the 6th International Conference on Steels in Cars and Trucks. ; 2022.'
apa: Pfeifer, F., Tröster, T., Marten, T., Dietrich, A., Nacke, B., & Grundmeier,
G. (2022). Investigation on hot sheet metal forming by means of a longitudinal
flux inductor. Proceedings of the 6th International Conference on Steels in
Cars and Trucks. 6th International Conference on Steels in Cars and Trucks,
Mailand.
bibtex: '@inproceedings{Pfeifer_Tröster_Marten_Dietrich_Nacke_Grundmeier_2022, title={Investigation
on hot sheet metal forming by means of a longitudinal flux inductor}, booktitle={Proceedings
of the 6th International Conference on Steels in Cars and Trucks}, author={Pfeifer,
Florian and Tröster, Thomas and Marten, Thorsten and Dietrich, André and Nacke,
Bernard and Grundmeier, Guido}, year={2022} }'
chicago: Pfeifer, Florian, Thomas Tröster, Thorsten Marten, André Dietrich, Bernard
Nacke, and Guido Grundmeier. “Investigation on Hot Sheet Metal Forming by Means
of a Longitudinal Flux Inductor.” In Proceedings of the 6th International Conference
on Steels in Cars and Trucks, 2022.
ieee: F. Pfeifer, T. Tröster, T. Marten, A. Dietrich, B. Nacke, and G. Grundmeier,
“Investigation on hot sheet metal forming by means of a longitudinal flux inductor,”
presented at the 6th International Conference on Steels in Cars and Trucks, Mailand,
2022.
mla: Pfeifer, Florian, et al. “Investigation on Hot Sheet Metal Forming by Means
of a Longitudinal Flux Inductor.” Proceedings of the 6th International Conference
on Steels in Cars and Trucks, 2022.
short: 'F. Pfeifer, T. Tröster, T. Marten, A. Dietrich, B. Nacke, G. Grundmeier,
in: Proceedings of the 6th International Conference on Steels in Cars and Trucks,
2022.'
conference:
end_date: 2022-06-23
location: Mailand
name: 6th International Conference on Steels in Cars and Trucks
start_date: 2022-06-19
date_created: 2022-08-16T07:06:48Z
date_updated: 2023-01-18T14:43:10Z
department:
- _id: '149'
- _id: '321'
- _id: '9'
language:
- iso: eng
publication: Proceedings of the 6th International Conference on Steels in Cars and
Trucks
status: public
title: Investigation on hot sheet metal forming by means of a longitudinal flux inductor
type: conference
user_id: '22717'
year: '2022'
...
---
_id: '37428'
citation:
ama: Wallmeier N, Langhanke R, Merten M-L, eds. Regionales Sprechen und Schreiben.
Vol 7. Olms; 2022.
apa: Wallmeier, N., Langhanke, R., & Merten, M.-L. (Eds.). (2022). Regionales
Sprechen und Schreiben (Vol. 7). Olms.
bibtex: '@book{Wallmeier_Langhanke_Merten_2022, place={Hildesheim, Zürich, New York},
series={Kleine und regionale Sprachen}, title={Regionales Sprechen und Schreiben},
volume={7}, publisher={Olms}, year={2022}, collection={Kleine und regionale Sprachen}
}'
chicago: 'Wallmeier, Nadine, Robert Langhanke, and Marie-Luis Merten, eds. Regionales
Sprechen und Schreiben. Vol. 7. Kleine und regionale Sprachen. Hildesheim,
Zürich, New York: Olms, 2022.'
ieee: 'N. Wallmeier, R. Langhanke, and M.-L. Merten, Eds., Regionales Sprechen
und Schreiben, vol. 7. Hildesheim, Zürich, New York: Olms, 2022.'
mla: Wallmeier, Nadine, et al., editors. Regionales Sprechen und Schreiben.
Olms, 2022.
short: N. Wallmeier, R. Langhanke, M.-L. Merten, eds., Regionales Sprechen und Schreiben,
Olms, Hildesheim, Zürich, New York, 2022.
date_created: 2023-01-18T14:58:18Z
date_updated: 2023-01-18T14:58:27Z
department:
- _id: '115'
editor:
- first_name: Nadine
full_name: Wallmeier, Nadine
id: '22403'
last_name: Wallmeier
- first_name: Robert
full_name: Langhanke, Robert
last_name: Langhanke
- first_name: Marie-Luis
full_name: Merten, Marie-Luis
last_name: Merten
intvolume: ' 7'
language:
- iso: ger
place: Hildesheim, Zürich, New York
publisher: Olms
series_title: Kleine und regionale Sprachen
status: public
title: Regionales Sprechen und Schreiben
type: book_editor
user_id: '22403'
volume: 7
year: '2022'
...
---
_id: '37434'
author:
- first_name: Michael
full_name: Bender, Michael
last_name: Bender
- first_name: Noah
full_name: Bubenhofer, Noah
last_name: Bubenhofer
- first_name: Philipp
full_name: Dreesen, Philipp
last_name: Dreesen
- first_name: Christopher
full_name: Georgi, Christopher
id: '78730'
last_name: Georgi
- first_name: Jan Oliver
full_name: Rüdiger, Jan Oliver
last_name: Rüdiger
- first_name: Friedemann
full_name: Vogel, Friedemann
last_name: Vogel
citation:
ama: 'Bender M, Bubenhofer N, Dreesen P, Georgi C, Rüdiger JO, Vogel F. Techniken
und Praktiken der Verdatung. In: Diskurse – digital. De Gruyter; 2022:137–157.
doi:10.1515/9783110721447-007'
apa: Bender, M., Bubenhofer, N., Dreesen, P., Georgi, C., Rüdiger, J. O., &
Vogel, F. (2022). Techniken und Praktiken der Verdatung. In Diskurse – digital
(pp. 137–157). De Gruyter. https://doi.org/10.1515/9783110721447-007
bibtex: '@inbook{Bender_Bubenhofer_Dreesen_Georgi_Rüdiger_Vogel_2022, place={Berlin,
Boston}, title={Techniken und Praktiken der Verdatung}, DOI={10.1515/9783110721447-007},
booktitle={Diskurse – digital}, publisher={De Gruyter}, author={Bender, Michael
and Bubenhofer, Noah and Dreesen, Philipp and Georgi, Christopher and Rüdiger,
Jan Oliver and Vogel, Friedemann}, year={2022}, pages={137–157} }'
chicago: 'Bender, Michael, Noah Bubenhofer, Philipp Dreesen, Christopher Georgi,
Jan Oliver Rüdiger, and Friedemann Vogel. “Techniken und Praktiken der Verdatung.”
In Diskurse – digital, 137–157. Berlin, Boston: De Gruyter, 2022. https://doi.org/10.1515/9783110721447-007.'
ieee: 'M. Bender, N. Bubenhofer, P. Dreesen, C. Georgi, J. O. Rüdiger, and F. Vogel,
“Techniken und Praktiken der Verdatung,” in Diskurse – digital, Berlin,
Boston: De Gruyter, 2022, pp. 137–157.'
mla: Bender, Michael, et al. “Techniken und Praktiken der Verdatung.” Diskurse
– digital, De Gruyter, 2022, pp. 137–157, doi:10.1515/9783110721447-007.
short: 'M. Bender, N. Bubenhofer, P. Dreesen, C. Georgi, J.O. Rüdiger, F. Vogel,
in: Diskurse – digital, De Gruyter, Berlin, Boston, 2022, pp. 137–157.'
date_created: 2023-01-18T15:04:25Z
date_updated: 2023-01-18T15:05:38Z
department:
- _id: '745'
doi: 10.1515/9783110721447-007
language:
- iso: ger
page: 137–157
place: Berlin, Boston
publication: Diskurse – digital
publication_status: published
publisher: De Gruyter
status: public
title: Techniken und Praktiken der Verdatung
type: book_chapter
user_id: '78730'
year: '2022'
...
---
_id: '37444'
abstract:
- lang: eng
text: Zusammenfassung. Im vorliegenden Beitrag wird das Screening zur Erfassung
des Leseverständnisses für die Klassen 6 – 7 (SELV 6 – 7) vorgestellt, welches
Leseverständnis während des Lesens mittels der Maze-Prozedur erfasst. Der Test
liegt in einer Print- (SELV-P) und Digitalversion (SELV-D) vor. Es wurden 5 Paralleltestformen
entwickelt. Zwei Studien zur Überprüfung der Reliabilität und Validität in den
Klassen 6 und 7 werden präsentiert, wobei drei verschiedene Maze-Scorings (1: korrekt,
2: korrekt-inkorrekt, 3: korrekt / bearbeitet) einander gegenübergestellt werden.
Studie 1 (SELV-P, n = 222, davon 85 6. Klasse) zeigt, dass die 4 Formen (ohne
Form 3) die gleiche Fähigkeit messen, jedoch mit unterschiedlichen Mittelwerten.
Der Einsatz als Lernverlauf-Messinstrument erscheint somit mit separaten Normen
je Form möglich. Die Paralleltest- und Retestreliabilität dieser 4 Formen ist
unter Verwendung von Score 1 und 2 ausreichend hoch, nicht aber bei Score 3. In
Studie 2 (SELV-D, n = 345, davon 150 6. Klasse) wurde nur Form 1 betrachtet, die
unter Verwendung aller 3 Scores die Kriterien der diskriminanten und konvergenten
Validität erfüllt.
alternative_title:
- Konstruktion und erste Überprüfung der Reliabilität und Validität von Print- und
Digitalversion
author:
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Katharina
full_name: Maitz, Katharina
last_name: Maitz
- first_name: Sylvia
full_name: Riedl, Sylvia
last_name: Riedl
- first_name: Arnold
full_name: Neumaier, Arnold
last_name: Neumaier
- first_name: Ilona
full_name: Stoff, Ilona
last_name: Stoff
- first_name: und Barbara
full_name: Gasteiger-Klicpera, und Barbara
last_name: Gasteiger-Klicpera
citation:
ama: Seifert S, Maitz K, Riedl S, Neumaier A, Stoff I, Gasteiger-Klicpera und B.
Screening zur Erfassung des Leseverständnisses in den Klassen 6 – 7
(SELV 6 – 7). Diagnostica. 2022;68(2):101-112. doi:10.1026/0012-1924/a000289
apa: Seifert, S., Maitz, K., Riedl, S., Neumaier, A., Stoff, I., & Gasteiger-Klicpera, und
B. (2022). Screening zur Erfassung des Leseverständnisses in den Klassen 6 – 7
(SELV 6 – 7). Diagnostica, 68(2), 101–112. https://doi.org/10.1026/0012-1924/a000289
bibtex: '@article{Seifert_Maitz_Riedl_Neumaier_Stoff_Gasteiger-Klicpera_2022, title={Screening
zur Erfassung des Leseverständnisses in den Klassen 6 – 7 (SELV 6 – 7)},
volume={68}, DOI={10.1026/0012-1924/a000289},
number={2}, journal={Diagnostica}, publisher={Hogrefe Publishing Group}, author={Seifert,
Susanne and Maitz, Katharina and Riedl, Sylvia and Neumaier, Arnold and Stoff,
Ilona and Gasteiger-Klicpera, und Barbara}, year={2022}, pages={101–112} }'
chicago: 'Seifert, Susanne, Katharina Maitz, Sylvia Riedl, Arnold Neumaier, Ilona
Stoff, and und Barbara Gasteiger-Klicpera. “Screening zur Erfassung des Leseverständnisses
in den Klassen 6 – 7 (SELV 6 – 7).” Diagnostica 68, no. 2 (2022):
101–12. https://doi.org/10.1026/0012-1924/a000289.'
ieee: 'S. Seifert, K. Maitz, S. Riedl, A. Neumaier, I. Stoff, and und B. Gasteiger-Klicpera,
“Screening zur Erfassung des Leseverständnisses in den Klassen 6 – 7
(SELV 6 – 7),” Diagnostica, vol. 68, no. 2, pp. 101–112, 2022, doi: 10.1026/0012-1924/a000289.'
mla: Seifert, Susanne, et al. “Screening zur Erfassung des Leseverständnisses in
den Klassen 6 – 7 (SELV 6 – 7).” Diagnostica, vol. 68, no. 2,
Hogrefe Publishing Group, 2022, pp. 101–12, doi:10.1026/0012-1924/a000289.
short: S. Seifert, K. Maitz, S. Riedl, A. Neumaier, I. Stoff, und B. Gasteiger-Klicpera,
Diagnostica 68 (2022) 101–112.
date_created: 2023-01-18T16:11:11Z
date_updated: 2023-01-18T16:37:37Z
department:
- _id: '645'
doi: 10.1026/0012-1924/a000289
intvolume: ' 68'
issue: '2'
keyword:
- Clinical Psychology
language:
- iso: ger
page: 101-112
publication: Diagnostica
publication_identifier:
issn:
- 0012-1924
- 2190-622X
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Screening zur Erfassung des Leseverständnisses in den Klassen 6 – 7
(SELV 6 – 7)
type: journal_article
user_id: '97270'
volume: 68
year: '2022'
...
---
_id: '37448'
author:
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
- first_name: Barbara
full_name: Gasteiger-Klicpera, Barbara
last_name: Gasteiger-Klicpera
citation:
ama: 'Seifert S, Paleczek L, Gasteiger-Klicpera B. Diagnostik und Differenzierung.
In: Gebhardt M, Scheer D, eds. Handbuch der sonderpädagogischen Diagnostik.
Einführung in die Status- und Prozessdiagnostik sowie Förderplanung. Regensburger
Beiträge zur Inklusions- und Sonderpädagogik; 2022.'
apa: Seifert, S., Paleczek, L., & Gasteiger-Klicpera, B. (2022). Diagnostik
und Differenzierung. In M. Gebhardt & D. Scheer (Eds.), Handbuch der sonderpädagogischen
Diagnostik. Einführung in die Status- und Prozessdiagnostik sowie Förderplanung.
Regensburger Beiträge zur Inklusions- und Sonderpädagogik.
bibtex: '@inbook{Seifert_Paleczek_Gasteiger-Klicpera_2022, title={Diagnostik und
Differenzierung}, booktitle={Handbuch der sonderpädagogischen Diagnostik. Einführung
in die Status- und Prozessdiagnostik sowie Förderplanung}, publisher={Regensburger
Beiträge zur Inklusions- und Sonderpädagogik}, author={Seifert, Susanne and Paleczek,
Lisa and Gasteiger-Klicpera, Barbara}, editor={Gebhardt, Markus and Scheer, David},
year={2022} }'
chicago: Seifert, Susanne, Lisa Paleczek, and Barbara Gasteiger-Klicpera. “Diagnostik
und Differenzierung.” In Handbuch der sonderpädagogischen Diagnostik. Einführung
in die Status- und Prozessdiagnostik sowie Förderplanung, edited by Markus
Gebhardt and David Scheer. Regensburger Beiträge zur Inklusions- und Sonderpädagogik,
2022.
ieee: S. Seifert, L. Paleczek, and B. Gasteiger-Klicpera, “Diagnostik und Differenzierung,”
in Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status- und
Prozessdiagnostik sowie Förderplanung, M. Gebhardt and D. Scheer, Eds. Regensburger
Beiträge zur Inklusions- und Sonderpädagogik, 2022.
mla: Seifert, Susanne, et al. “Diagnostik und Differenzierung.” Handbuch der
sonderpädagogischen Diagnostik. Einführung in die Status- und Prozessdiagnostik
sowie Förderplanung, edited by Markus Gebhardt and David Scheer, Regensburger
Beiträge zur Inklusions- und Sonderpädagogik, 2022.
short: 'S. Seifert, L. Paleczek, B. Gasteiger-Klicpera, in: M. Gebhardt, D. Scheer
(Eds.), Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status-
und Prozessdiagnostik sowie Förderplanung, Regensburger Beiträge zur Inklusions-
und Sonderpädagogik, 2022.'
date_created: 2023-01-18T16:16:56Z
date_updated: 2023-01-18T16:37:22Z
department:
- _id: '645'
editor:
- first_name: Markus
full_name: Gebhardt, Markus
last_name: Gebhardt
- first_name: David
full_name: Scheer, David
last_name: Scheer
language:
- iso: ger
publication: Handbuch der sonderpädagogischen Diagnostik. Einführung in die Status-
und Prozessdiagnostik sowie Förderplanung
publisher: Regensburger Beiträge zur Inklusions- und Sonderpädagogik
status: public
title: Diagnostik und Differenzierung
type: book_chapter
user_id: '97270'
year: '2022'
...
---
_id: '37447'
abstract:
- lang: eng
text: Zusammenfassung. Instrumente zur Messung von Gesundheitskompetenz
bei Jugendlichen basieren auf sehr heterogenen Definitionen und Konzepten. Zudem
können sie grundsätzlich in subjektive (Selbsteinschätzungs–) und objektive (die
Performanz messende) Verfahren unterteilt werden. In der vorliegenden Studie wurden
2 subjektive (eHEALS; Kurzform des HLS-EU-Q16) und ein objektives Messinstrument
(Claim) von 471 Jugendlichen der 6. und 7. Klassenstufe (Durchschnittsalter 13.04 Jahre;
49 % Mädchen; 63 % Familiensprache Deutsch) bearbeitet und auf ihren wechselseitigen
Zusammenhang, den Zusammenhang mit kognitiven und Lesefähigkeiten, sowie Unterschiede
in Bezug auf Geschlecht und Familiensprache untersucht. Das objektive Verfahren
korrelierte nicht mit den subjektiven Verfahren. Dies bestätigt die Annahme, dass
sie aufgrund der Messperspektive unterschiedliche Indikatorenausprägungen von
Gesundheitskompetenz erfassen. Korrelationen mit Lese- und kognitiven Fähigkeiten
zeigten sich nur beim objektiven Instrument, wohingegen die Selbsteinschätzungsinstrumente
diese Aspekte der Gesundheitskompetenz nicht abbilden. Unterschiede hinsichtlich
des Geschlechts und der Familiensprache zeigten sich insbesondere beim objektiven
Instrument, allerdings sind Antwortverzerrungen bei Selbsteinschätzungen möglich.
Die spezifischen Vor- und Nachteile von subjektiven und objektiven Verfahren sollten
bei der Instrumentenauswahl berücksichtigt werden.
author:
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Katharina
full_name: Maitz, Katharina
last_name: Maitz
- first_name: Dominik
full_name: Pendl, Dominik
last_name: Pendl
- first_name: Barbara
full_name: Gasteiger-Klicpera, Barbara
last_name: Gasteiger-Klicpera
citation:
ama: Seifert S, Maitz K, Pendl D, Gasteiger-Klicpera B. Vergleich unterschiedlicher
Instrumente zur Messung von Gesundheitskompetenz im Zusammenhang mit
Lesekompetenz und kognitiven Fähigkeiten von Jugendlichen. Diagnostica.
2022;68(4):197-208. doi:10.1026/0012-1924/a000297
apa: Seifert, S., Maitz, K., Pendl, D., & Gasteiger-Klicpera, B. (2022). Vergleich
unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz im
Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von Jugendlichen.
Diagnostica, 68(4), 197–208. https://doi.org/10.1026/0012-1924/a000297
bibtex: '@article{Seifert_Maitz_Pendl_Gasteiger-Klicpera_2022, title={Vergleich
unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz im
Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von Jugendlichen},
volume={68}, DOI={10.1026/0012-1924/a000297},
number={4}, journal={Diagnostica}, publisher={Hogrefe Publishing Group}, author={Seifert,
Susanne and Maitz, Katharina and Pendl, Dominik and Gasteiger-Klicpera, Barbara},
year={2022}, pages={197–208} }'
chicago: 'Seifert, Susanne, Katharina Maitz, Dominik Pendl, and Barbara Gasteiger-Klicpera.
“Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz
im Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von
Jugendlichen.” Diagnostica 68, no. 4 (2022): 197–208. https://doi.org/10.1026/0012-1924/a000297.'
ieee: 'S. Seifert, K. Maitz, D. Pendl, and B. Gasteiger-Klicpera, “Vergleich unterschiedlicher
Instrumente zur Messung von Gesundheitskompetenz im Zusammenhang mit
Lesekompetenz und kognitiven Fähigkeiten von Jugendlichen,” Diagnostica,
vol. 68, no. 4, pp. 197–208, 2022, doi: 10.1026/0012-1924/a000297.'
mla: Seifert, Susanne, et al. “Vergleich unterschiedlicher Instrumente zur Messung
von Gesundheitskompetenz im Zusammenhang mit Lesekompetenz und kognitiven
Fähigkeiten von Jugendlichen.” Diagnostica, vol. 68, no. 4, Hogrefe
Publishing Group, 2022, pp. 197–208, doi:10.1026/0012-1924/a000297.
short: S. Seifert, K. Maitz, D. Pendl, B. Gasteiger-Klicpera, Diagnostica 68 (2022)
197–208.
date_created: 2023-01-18T16:13:14Z
date_updated: 2023-01-18T16:41:28Z
department:
- _id: '645'
doi: 10.1026/0012-1924/a000297
intvolume: ' 68'
issue: '4'
keyword:
- Clinical Psychology
language:
- iso: ger
page: 197-208
publication: Diagnostica
publication_identifier:
issn:
- 0012-1924
- 2190-622X
publication_status: published
publisher: Hogrefe Publishing Group
status: public
title: Vergleich unterschiedlicher Instrumente zur Messung von Gesundheitskompetenz im
Zusammenhang mit Lesekompetenz und kognitiven Fähigkeiten von Jugendlichen
type: journal_article
user_id: '97270'
volume: 68
year: '2022'
...
---
_id: '37446'
article_number: '101948'
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. Comparing tablet and print mode of a german reading
comprehension test in grade 3: Influence of test order, gender and language. International
Journal of Educational Research. 2022;113. doi:10.1016/j.ijer.2022.101948'
apa: 'Seifert, S., & Paleczek, L. (2022). Comparing tablet and print mode of
a german reading comprehension test in grade 3: Influence of test order, gender
and language. International Journal of Educational Research, 113,
Article 101948. https://doi.org/10.1016/j.ijer.2022.101948'
bibtex: '@article{Seifert_Paleczek_2022, title={Comparing tablet and print mode
of a german reading comprehension test in grade 3: Influence of test order, gender
and language}, volume={113}, DOI={10.1016/j.ijer.2022.101948},
number={101948}, journal={International Journal of Educational Research}, publisher={Elsevier
BV}, author={Seifert, Susanne and Paleczek, Lisa}, year={2022} }'
chicago: 'Seifert, Susanne, and Lisa Paleczek. “Comparing Tablet and Print Mode
of a German Reading Comprehension Test in Grade 3: Influence of Test Order, Gender
and Language.” International Journal of Educational Research 113 (2022).
https://doi.org/10.1016/j.ijer.2022.101948.'
ieee: 'S. Seifert and L. Paleczek, “Comparing tablet and print mode of a german
reading comprehension test in grade 3: Influence of test order, gender and language,”
International Journal of Educational Research, vol. 113, Art. no. 101948,
2022, doi: 10.1016/j.ijer.2022.101948.'
mla: 'Seifert, Susanne, and Lisa Paleczek. “Comparing Tablet and Print Mode of a
German Reading Comprehension Test in Grade 3: Influence of Test Order, Gender
and Language.” International Journal of Educational Research, vol. 113,
101948, Elsevier BV, 2022, doi:10.1016/j.ijer.2022.101948.'
short: S. Seifert, L. Paleczek, International Journal of Educational Research 113
(2022).
date_created: 2023-01-18T16:12:10Z
date_updated: 2023-01-18T16:41:47Z
department:
- _id: '645'
doi: 10.1016/j.ijer.2022.101948
intvolume: ' 113'
keyword:
- Education
language:
- iso: eng
publication: International Journal of Educational Research
publication_identifier:
issn:
- 0883-0355
publication_status: published
publisher: Elsevier BV
status: public
title: 'Comparing tablet and print mode of a german reading comprehension test in
grade 3: Influence of test order, gender and language'
type: journal_article
user_id: '97270'
volume: 113
year: '2022'
...
---
_id: '37441'
abstract:
- lang: eng
text: "The present study investigates eight Grade-4 classes (9- to 12-year-olds,
52.1% girls) who worked on at least 10 lessons using project RegioDiff material.
The study focuses on one of these lessons (including nine text passages and corresponding
tasks) and on students with low (19 students, percentile <15) and high reading
skills (29 students, percentile > 70). While students were working with the
material, screencasts were recorded (30h). The construct “task performance” (processing
time, response accuracy, and task engagement) was then analysed using the screencasts.
\r\nThe
analysis revealed that the two groups differed significantly in the processing
time of two tasks, but not in the total time spent on all nine tasks. Significant
differences were revealed also for general task engagement. Task engagement was
highly correlated with processing time. Participants with higher reading skills
spent more time on the tasks and were more engaged than participants with lower
reading skills. However, we did not find any differences in terms of answer accuracy.
This indicates that task difficulty and student reading skills were well matched.
\r\nThe
study also shows how tasks may be adapted or augmented in order to match the learning
environment more closely to student learning needs."
author:
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
- first_name: Daniela
full_name: Ender, Daniela
last_name: Ender
- first_name: Andrea
full_name: Kogler, Andrea
last_name: Kogler
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
citation:
ama: Paleczek L, Ender D, Kogler A, Seifert S. Comparing Student high and low Reading
Performance with Differentiated Digital Reading Materials. European Conference
on e-Learning. 2022;21(1):338-347. doi:10.34190/ecel.21.1.680
apa: Paleczek, L., Ender, D., Kogler, A., & Seifert, S. (2022). Comparing Student
high and low Reading Performance with Differentiated Digital Reading Materials.
European Conference on E-Learning, 21(1), 338–347. https://doi.org/10.34190/ecel.21.1.680
bibtex: '@article{Paleczek_Ender_Kogler_Seifert_2022, title={Comparing Student high
and low Reading Performance with Differentiated Digital Reading Materials}, volume={21},
DOI={10.34190/ecel.21.1.680},
number={1}, journal={European Conference on e-Learning}, publisher={Academic Conferences
International Ltd}, author={Paleczek, Lisa and Ender, Daniela and Kogler, Andrea
and Seifert, Susanne}, year={2022}, pages={338–347} }'
chicago: 'Paleczek, Lisa, Daniela Ender, Andrea Kogler, and Susanne Seifert. “Comparing
Student High and Low Reading Performance with Differentiated Digital Reading Materials.”
European Conference on E-Learning 21, no. 1 (2022): 338–47. https://doi.org/10.34190/ecel.21.1.680.'
ieee: 'L. Paleczek, D. Ender, A. Kogler, and S. Seifert, “Comparing Student high
and low Reading Performance with Differentiated Digital Reading Materials,” European
Conference on e-Learning, vol. 21, no. 1, pp. 338–347, 2022, doi: 10.34190/ecel.21.1.680.'
mla: Paleczek, Lisa, et al. “Comparing Student High and Low Reading Performance
with Differentiated Digital Reading Materials.” European Conference on E-Learning,
vol. 21, no. 1, Academic Conferences International Ltd, 2022, pp. 338–47, doi:10.34190/ecel.21.1.680.
short: L. Paleczek, D. Ender, A. Kogler, S. Seifert, European Conference on E-Learning
21 (2022) 338–347.
date_created: 2023-01-18T16:09:32Z
date_updated: 2023-01-18T16:42:50Z
department:
- _id: '645'
doi: 10.34190/ecel.21.1.680
intvolume: ' 21'
issue: '1'
language:
- iso: eng
page: 338-347
publication: European Conference on e-Learning
publication_identifier:
issn:
- 2048-8645
- 2048-8637
publication_status: published
publisher: Academic Conferences International Ltd
status: public
title: Comparing Student high and low Reading Performance with Differentiated Digital
Reading Materials
type: journal_article
user_id: '97270'
volume: 21
year: '2022'
...
---
_id: '37438'
abstract:
- lang: eng
text: This paper investigates the implementation of a reading program designed
for third grade elementary school classrooms in Austria. Using a mixed-methods
approach, lesson types were identified, respective class compositions analyzed,
and the effects on students’ reading gains examined. The results show that the
lesson types seem to reflect learner group needs as students in the different
lesson types profited similarly from the reading program. This supports the hypothesis
that reading is a highly individualized process and leads to the conclusion that
the instructional approach of the reading program investigated supports teachers
in conducting reading lessons tailored to their students’ needs.
article_number: '002205742211126'
author:
- first_name: Andrea
full_name: Kulmhofer-Bommer, Andrea
last_name: Kulmhofer-Bommer
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
- first_name: Barbara
full_name: Gasteiger-Klicpera, Barbara
last_name: Gasteiger-Klicpera
citation:
ama: 'Kulmhofer-Bommer A, Seifert S, Paleczek L, Gasteiger-Klicpera B. Bending and
Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students
Needs. Journal of Education. Published online 2022. doi:10.1177/00220574221112627'
apa: 'Kulmhofer-Bommer, A., Seifert, S., Paleczek, L., & Gasteiger-Klicpera,
B. (2022). Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program
to Their Students Needs. Journal of Education, Article 002205742211126.
https://doi.org/10.1177/00220574221112627'
bibtex: '@article{Kulmhofer-Bommer_Seifert_Paleczek_Gasteiger-Klicpera_2022, title={Bending
and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students
Needs}, DOI={10.1177/00220574221112627},
number={002205742211126}, journal={Journal of Education}, publisher={SAGE Publications},
author={Kulmhofer-Bommer, Andrea and Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera,
Barbara}, year={2022} }'
chicago: 'Kulmhofer-Bommer, Andrea, Susanne Seifert, Lisa Paleczek, and Barbara
Gasteiger-Klicpera. “Bending and Bowing: How Teachers Adapt a Vocabulary-Based
Reading Program to Their Students Needs.” Journal of Education, 2022. https://doi.org/10.1177/00220574221112627.'
ieee: 'A. Kulmhofer-Bommer, S. Seifert, L. Paleczek, and B. Gasteiger-Klicpera,
“Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to
Their Students Needs,” Journal of Education, Art. no. 002205742211126,
2022, doi: 10.1177/00220574221112627.'
mla: 'Kulmhofer-Bommer, Andrea, et al. “Bending and Bowing: How Teachers Adapt a
Vocabulary-Based Reading Program to Their Students Needs.” Journal of Education,
002205742211126, SAGE Publications, 2022, doi:10.1177/00220574221112627.'
short: A. Kulmhofer-Bommer, S. Seifert, L. Paleczek, B. Gasteiger-Klicpera, Journal
of Education (2022).
date_created: 2023-01-18T16:07:57Z
date_updated: 2023-01-18T16:44:07Z
department:
- _id: '645'
doi: 10.1177/00220574221112627
keyword:
- Education
language:
- iso: eng
publication: Journal of Education
publication_identifier:
issn:
- 0022-0574
- 2515-5741
publication_status: published
publisher: SAGE Publications
status: public
title: 'Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program
to Their Students Needs'
type: journal_article
user_id: '97270'
year: '2022'
...
---
_id: '37440'
article_number: '101938'
author:
- first_name: Lisa
full_name: Paleczek, Lisa
last_name: Paleczek
- first_name: Daniela
full_name: Ender, Daniela
last_name: Ender
- first_name: Jessica
full_name: Berger, Jessica
last_name: Berger
- first_name: Katharina
full_name: Prinz, Katharina
last_name: Prinz
- first_name: Susanne
full_name: Seifert, Susanne
id: '97270'
last_name: Seifert
citation:
ama: Paleczek L, Ender D, Berger J, Prinz K, Seifert S. A feasibility study of digital
content use in inclusive, Austrian primary school practice. International Journal
of Educational Research. 2022;112. doi:10.1016/j.ijer.2022.101938
apa: Paleczek, L., Ender, D., Berger, J., Prinz, K., & Seifert, S. (2022). A
feasibility study of digital content use in inclusive, Austrian primary school
practice. International Journal of Educational Research, 112, Article
101938. https://doi.org/10.1016/j.ijer.2022.101938
bibtex: '@article{Paleczek_Ender_Berger_Prinz_Seifert_2022, title={A feasibility
study of digital content use in inclusive, Austrian primary school practice},
volume={112}, DOI={10.1016/j.ijer.2022.101938},
number={101938}, journal={International Journal of Educational Research}, publisher={Elsevier
BV}, author={Paleczek, Lisa and Ender, Daniela and Berger, Jessica and Prinz,
Katharina and Seifert, Susanne}, year={2022} }'
chicago: Paleczek, Lisa, Daniela Ender, Jessica Berger, Katharina Prinz, and Susanne
Seifert. “A Feasibility Study of Digital Content Use in Inclusive, Austrian Primary
School Practice.” International Journal of Educational Research 112 (2022).
https://doi.org/10.1016/j.ijer.2022.101938.
ieee: 'L. Paleczek, D. Ender, J. Berger, K. Prinz, and S. Seifert, “A feasibility
study of digital content use in inclusive, Austrian primary school practice,”
International Journal of Educational Research, vol. 112, Art. no. 101938,
2022, doi: 10.1016/j.ijer.2022.101938.'
mla: Paleczek, Lisa, et al. “A Feasibility Study of Digital Content Use in Inclusive,
Austrian Primary School Practice.” International Journal of Educational Research,
vol. 112, 101938, Elsevier BV, 2022, doi:10.1016/j.ijer.2022.101938.
short: L. Paleczek, D. Ender, J. Berger, K. Prinz, S. Seifert, International Journal
of Educational Research 112 (2022).
date_created: 2023-01-18T16:08:52Z
date_updated: 2023-01-18T16:43:26Z
department:
- _id: '645'
doi: 10.1016/j.ijer.2022.101938
intvolume: ' 112'
keyword:
- Education
language:
- iso: eng
publication: International Journal of Educational Research
publication_identifier:
issn:
- 0883-0355
publication_status: published
publisher: Elsevier BV
status: public
title: A feasibility study of digital content use in inclusive, Austrian primary school
practice
type: journal_article
user_id: '97270'
volume: 112
year: '2022'
...
---
_id: '37470'
abstract:
- lang: eng
text: 'AbstractWhen the COVID-19 pandemic began,
many universities switched to fully online teaching. This unexpected switching
to online teaching was challenging for both teachers and students, and restrictions
that were put in place because of pandemic made this challenge even greater. However,
new ways of teaching might also open new opportunities for students’ learning.
The research question driving our study was as follows: how do students regulate
their learning and specifically their choice of resources and peer learning in
university mathematics classes that are fully taught online as offered during
the COVID-19 pandemic? We report on a longitudinal, qualitative study in which
students recorded a brief audio diary twice a week over one whole semester (14 weeks).
We focused on three students who completed 70 interviews in total and finished
the semester with varying degrees of success. The results show how the students
structured their studying (e.g., the roles that deadlines or synchronous teaching
events played). They illustrate the strengths and limitations of digital materials
provided by the lecturer and the use of complementary media. Further, the pandemic
uncovered the double-edged role of simple, often anonymous exchanges (e.g., via
Discord servers), with few binding forces for either side, and the significance
of stable learning partnerships for students’ success. Our research highlights
aspects that should be focal points when comparing traditional instruction and
online instruction during the pandemic from a self-regulatory perspective. Practical
implications refer to how these aspects can be combined sensibly in fully online
courses, but also in blended learning contexts.'
author:
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
- first_name: Leander
full_name: Kempen, Leander
last_name: Kempen
- first_name: Stanislaw
full_name: Schukajlow, Stanislaw
last_name: Schukajlow
citation:
ama: 'Liebendörfer M, Kempen L, Schukajlow S. First-year university students’ self-regulated
learning during the COVID-19 pandemic: a qualitative longitudinal study. ZDM
– Mathematics Education. Published online 2022. doi:10.1007/s11858-022-01444-5'
apa: 'Liebendörfer, M., Kempen, L., & Schukajlow, S. (2022). First-year university
students’ self-regulated learning during the COVID-19 pandemic: a qualitative
longitudinal study. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-022-01444-5'
bibtex: '@article{Liebendörfer_Kempen_Schukajlow_2022, title={First-year university
students’ self-regulated learning during the COVID-19 pandemic: a qualitative
longitudinal study}, DOI={10.1007/s11858-022-01444-5},
journal={ZDM – Mathematics Education}, publisher={Springer Science and Business
Media LLC}, author={Liebendörfer, Michael and Kempen, Leander and Schukajlow,
Stanislaw}, year={2022} }'
chicago: 'Liebendörfer, Michael, Leander Kempen, and Stanislaw Schukajlow. “First-Year
University Students’ Self-Regulated Learning during the COVID-19 Pandemic: A Qualitative
Longitudinal Study.” ZDM – Mathematics Education, 2022. https://doi.org/10.1007/s11858-022-01444-5.'
ieee: 'M. Liebendörfer, L. Kempen, and S. Schukajlow, “First-year university students’
self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal
study,” ZDM – Mathematics Education, 2022, doi: 10.1007/s11858-022-01444-5.'
mla: 'Liebendörfer, Michael, et al. “First-Year University Students’ Self-Regulated
Learning during the COVID-19 Pandemic: A Qualitative Longitudinal Study.” ZDM
– Mathematics Education, Springer Science and Business Media LLC, 2022, doi:10.1007/s11858-022-01444-5.'
short: M. Liebendörfer, L. Kempen, S. Schukajlow, ZDM – Mathematics Education (2022).
date_created: 2023-01-18T22:22:25Z
date_updated: 2023-01-18T22:44:06Z
department:
- _id: '10'
doi: 10.1007/s11858-022-01444-5
keyword:
- General Mathematics
- Education
language:
- iso: eng
publication: ZDM – Mathematics Education
publication_identifier:
issn:
- 1863-9690
- 1863-9704
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'First-year university students'' self-regulated learning during the COVID-19
pandemic: a qualitative longitudinal study'
type: journal_article
user_id: '30933'
year: '2022'
...
---
_id: '37472'
abstract:
- lang: eng
text: AbstractAs earlier research results suggest
that many mathematics teaching students criticize a missing relevance in their
studies, we explore explanations and interrelationships of their relevance assessments.
We aim at finding out how one could support the students in attributing relevance
to their study programs. A two-fold model for relevance assessments in mathematics
teacher education is proposed, consisting of relevance content and relevance reasons.
We investigate students' relevance perceptions of mathematical topics and of topics’
complexities, as well as their rating of individual and societal/ vocational relevance
reasons, all in relation to their perception of the relevance of their overall
program of study. Contrary to earlier research findings, our results suggest that
mathematics teaching students already do attribute relevance to many content areas
and that a preparation for the teaching profession is not the only reason for
them to assign relevance. There also seem to be many students who would attribute
relevance if they could develop as individuals and pursue their interests. We
suggest that giving students opportunities to set individual priorities in their
studies could hence support their relevance assessments. As low relevance assessments
seem to be connected to students’ motivational problems, students might profit
from motivational support, as well.
author:
- first_name: Christiane
full_name: Büdenbender-Kuklinski, Christiane
last_name: Büdenbender-Kuklinski
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
citation:
ama: Büdenbender-Kuklinski C, Hochmuth R, Liebendörfer M. Exploring the Perceived
Relevance of University Mathematics Studies by First-Semester Teaching Students.
International Journal of Research in Undergraduate Mathematics Education.
Published online 2022. doi:10.1007/s40753-022-00188-7
apa: Büdenbender-Kuklinski, C., Hochmuth, R., & Liebendörfer, M. (2022). Exploring
the Perceived Relevance of University Mathematics Studies by First-Semester Teaching
Students. International Journal of Research in Undergraduate Mathematics Education.
https://doi.org/10.1007/s40753-022-00188-7
bibtex: '@article{Büdenbender-Kuklinski_Hochmuth_Liebendörfer_2022, title={Exploring
the Perceived Relevance of University Mathematics Studies by First-Semester Teaching
Students}, DOI={10.1007/s40753-022-00188-7},
journal={International Journal of Research in Undergraduate Mathematics Education},
publisher={Springer Science and Business Media LLC}, author={Büdenbender-Kuklinski,
Christiane and Hochmuth, Reinhard and Liebendörfer, Michael}, year={2022} }'
chicago: Büdenbender-Kuklinski, Christiane, Reinhard Hochmuth, and Michael Liebendörfer.
“Exploring the Perceived Relevance of University Mathematics Studies by First-Semester
Teaching Students.” International Journal of Research in Undergraduate Mathematics
Education, 2022. https://doi.org/10.1007/s40753-022-00188-7.
ieee: 'C. Büdenbender-Kuklinski, R. Hochmuth, and M. Liebendörfer, “Exploring the
Perceived Relevance of University Mathematics Studies by First-Semester Teaching
Students,” International Journal of Research in Undergraduate Mathematics Education,
2022, doi: 10.1007/s40753-022-00188-7.'
mla: Büdenbender-Kuklinski, Christiane, et al. “Exploring the Perceived Relevance
of University Mathematics Studies by First-Semester Teaching Students.” International
Journal of Research in Undergraduate Mathematics Education, Springer Science
and Business Media LLC, 2022, doi:10.1007/s40753-022-00188-7.
short: C. Büdenbender-Kuklinski, R. Hochmuth, M. Liebendörfer, International Journal
of Research in Undergraduate Mathematics Education (2022).
date_created: 2023-01-18T22:22:49Z
date_updated: 2023-01-18T22:43:43Z
department:
- _id: '10'
doi: 10.1007/s40753-022-00188-7
keyword:
- Education
- Mathematics (miscellaneous)
language:
- iso: eng
publication: International Journal of Research in Undergraduate Mathematics Education
publication_identifier:
issn:
- 2198-9745
- 2198-9753
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Exploring the Perceived Relevance of University Mathematics Studies by First-Semester
Teaching Students
type: journal_article
user_id: '30933'
year: '2022'
...
---
_id: '34041'
author:
- first_name: Linus Matthias
full_name: Witschen, Linus Matthias
id: '49051'
last_name: Witschen
citation:
ama: Witschen LM. Frameworks and Methodologies for Search-Based Approximate Logic
Synthesis.; 2022. doi:10.17619/UNIPB/1-1649
apa: Witschen, L. M. (2022). Frameworks and Methodologies for Search-based Approximate
Logic Synthesis. https://doi.org/10.17619/UNIPB/1-1649
bibtex: '@book{Witschen_2022, title={Frameworks and Methodologies for Search-based
Approximate Logic Synthesis}, DOI={10.17619/UNIPB/1-1649},
author={Witschen, Linus Matthias}, year={2022} }'
chicago: Witschen, Linus Matthias. Frameworks and Methodologies for Search-Based
Approximate Logic Synthesis, 2022. https://doi.org/10.17619/UNIPB/1-1649.
ieee: L. M. Witschen, Frameworks and Methodologies for Search-based Approximate
Logic Synthesis. 2022.
mla: Witschen, Linus Matthias. Frameworks and Methodologies for Search-Based
Approximate Logic Synthesis. 2022, doi:10.17619/UNIPB/1-1649.
short: L.M. Witschen, Frameworks and Methodologies for Search-Based Approximate
Logic Synthesis, 2022.
date_created: 2022-11-09T06:26:22Z
date_updated: 2023-01-19T06:41:22Z
department:
- _id: '78'
doi: 10.17619/UNIPB/1-1649
language:
- iso: eng
project:
- _id: '1'
name: 'SFB 901: SFB 901'
- _id: '3'
name: 'SFB 901 - B: SFB 901 - Project Area B'
- _id: '12'
name: 'SFB 901 - B4: SFB 901 - Subproject B4'
status: public
supervisor:
- first_name: Marco
full_name: Platzner, Marco
id: '398'
last_name: Platzner
title: Frameworks and Methodologies for Search-based Approximate Logic Synthesis
type: dissertation
user_id: '15504'
year: '2022'
...
---
_id: '37554'
author:
- first_name: Laban
full_name: Asmar, Laban
last_name: Asmar
- first_name: Khoren
full_name: Grigoryan, Khoren
last_name: Grigoryan
- first_name: Arno
full_name: Kuhn, Arno
last_name: Kuhn
- first_name: Roman
full_name: Dumitrescu, Roman
id: '16190'
last_name: Dumitrescu
citation:
ama: 'Asmar L, Grigoryan K, Kuhn A, Dumitrescu R. Survey on methods for early prototyping
and validation of technical product ideas. In: 2022 IEEE 20th International
Conference on Industrial Informatics (INDIN). IEEE; 2022. doi:10.1109/indin51773.2022.9976130'
apa: Asmar, L., Grigoryan, K., Kuhn, A., & Dumitrescu, R. (2022). Survey on
methods for early prototyping and validation of technical product ideas. 2022
IEEE 20th International Conference on Industrial Informatics (INDIN). https://doi.org/10.1109/indin51773.2022.9976130
bibtex: '@inproceedings{Asmar_Grigoryan_Kuhn_Dumitrescu_2022, title={Survey on methods
for early prototyping and validation of technical product ideas}, DOI={10.1109/indin51773.2022.9976130},
booktitle={2022 IEEE 20th International Conference on Industrial Informatics (INDIN)},
publisher={IEEE}, author={Asmar, Laban and Grigoryan, Khoren and Kuhn, Arno and
Dumitrescu, Roman}, year={2022} }'
chicago: Asmar, Laban, Khoren Grigoryan, Arno Kuhn, and Roman Dumitrescu. “Survey
on Methods for Early Prototyping and Validation of Technical Product Ideas.” In
2022 IEEE 20th International Conference on Industrial Informatics (INDIN).
IEEE, 2022. https://doi.org/10.1109/indin51773.2022.9976130.
ieee: 'L. Asmar, K. Grigoryan, A. Kuhn, and R. Dumitrescu, “Survey on methods for
early prototyping and validation of technical product ideas,” 2022, doi: 10.1109/indin51773.2022.9976130.'
mla: Asmar, Laban, et al. “Survey on Methods for Early Prototyping and Validation
of Technical Product Ideas.” 2022 IEEE 20th International Conference on Industrial
Informatics (INDIN), IEEE, 2022, doi:10.1109/indin51773.2022.9976130.
short: 'L. Asmar, K. Grigoryan, A. Kuhn, R. Dumitrescu, in: 2022 IEEE 20th International
Conference on Industrial Informatics (INDIN), IEEE, 2022.'
date_created: 2023-01-19T10:42:22Z
date_updated: 2023-01-19T10:43:10Z
department:
- _id: '563'
doi: 10.1109/indin51773.2022.9976130
language:
- iso: eng
publication: 2022 IEEE 20th International Conference on Industrial Informatics (INDIN)
publication_status: published
publisher: IEEE
status: public
title: Survey on methods for early prototyping and validation of technical product
ideas
type: conference
user_id: '15782'
year: '2022'
...
---
_id: '37550'
author:
- first_name: Lydia
full_name: Kaiser, Lydia
last_name: Kaiser
- first_name: Elena
full_name: Schräder, Elena
last_name: Schräder
- first_name: Ruslan
full_name: Bernijazov, Ruslan
last_name: Bernijazov
- first_name: Marc
full_name: Foullois, Marc
last_name: Foullois
- first_name: Roman
full_name: Dumitrescu, Roman
id: '16190'
last_name: Dumitrescu
citation:
ama: 'Kaiser L, Schräder E, Bernijazov R, Foullois M, Dumitrescu R. Ein Ansatz zur
Strukturierung von KI-Assistenzen im Model-Based Systems Engineering. In: Koch
W, Wilke D, Dreiseitel S, Kaffenberger R, Gesellschaft für Systems Engineering
e.V., eds. Tag Des Systems Engineering. ; 2022.'
apa: Kaiser, L., Schräder, E., Bernijazov, R., Foullois, M., & Dumitrescu, R.
(2022). Ein Ansatz zur Strukturierung von KI-Assistenzen im Model-Based Systems
Engineering. In W. Koch, D. Wilke, S. Dreiseitel, R. Kaffenberger, & Gesellschaft
für Systems Engineering e.V. (Eds.), Tag des Systems Engineering.
bibtex: '@inproceedings{Kaiser_Schräder_Bernijazov_Foullois_Dumitrescu_2022, place={Bremen},
title={Ein Ansatz zur Strukturierung von KI-Assistenzen im Model-Based Systems
Engineering}, booktitle={Tag des Systems Engineering}, author={Kaiser, Lydia and
Schräder, Elena and Bernijazov, Ruslan and Foullois, Marc and Dumitrescu, Roman},
editor={Koch, Walter and Wilke, Daria and Dreiseitel, Stefan and Kaffenberger,
Rüdiger and Gesellschaft für Systems Engineering e.V.}, year={2022} }'
chicago: Kaiser, Lydia, Elena Schräder, Ruslan Bernijazov, Marc Foullois, and Roman
Dumitrescu. “Ein Ansatz Zur Strukturierung von KI-Assistenzen Im Model-Based Systems
Engineering.” In Tag Des Systems Engineering, edited by Walter Koch, Daria
Wilke, Stefan Dreiseitel, Rüdiger Kaffenberger, and Gesellschaft für Systems Engineering
e.V. Bremen, 2022.
ieee: L. Kaiser, E. Schräder, R. Bernijazov, M. Foullois, and R. Dumitrescu, “Ein
Ansatz zur Strukturierung von KI-Assistenzen im Model-Based Systems Engineering,”
in Tag des Systems Engineering, 2022.
mla: Kaiser, Lydia, et al. “Ein Ansatz Zur Strukturierung von KI-Assistenzen Im
Model-Based Systems Engineering.” Tag Des Systems Engineering, edited by
Walter Koch et al., 2022.
short: 'L. Kaiser, E. Schräder, R. Bernijazov, M. Foullois, R. Dumitrescu, in: W.
Koch, D. Wilke, S. Dreiseitel, R. Kaffenberger, Gesellschaft für Systems Engineering
e.V. (Eds.), Tag Des Systems Engineering, Bremen, 2022.'
conference:
end_date: 2022-11-18
start_date: 2022-11-16
corporate_editor:
- Gesellschaft für Systems Engineering e.V.
date_created: 2023-01-19T10:37:37Z
date_updated: 2023-01-19T10:43:16Z
department:
- _id: '563'
editor:
- first_name: Walter
full_name: Koch, Walter
last_name: Koch
- first_name: Daria
full_name: Wilke, Daria
last_name: Wilke
- first_name: Stefan
full_name: Dreiseitel, Stefan
last_name: Dreiseitel
- first_name: Rüdiger
full_name: Kaffenberger, Rüdiger
last_name: Kaffenberger
language:
- iso: eng
place: Bremen
publication: Tag des Systems Engineering
status: public
title: Ein Ansatz zur Strukturierung von KI-Assistenzen im Model-Based Systems Engineering
type: conference
user_id: '15782'
year: '2022'
...