---
_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'
...
---
_id: '36572'
alternative_title:
- Eine Analyse am Beispiel sachunterrichtlicher Planungskompetenz im Praxissemester
author:
- first_name: Alexander
full_name: Kirsch, Alexander
id: '59797'
last_name: Kirsch
citation:
ama: Kirsch A. Professionalitätsentwicklung angehender Lehrkräfte. Springer.;
2022.
apa: Kirsch, A. (2022). Professionalitätsentwicklung angehender Lehrkräfte.
Springer.
bibtex: '@book{Kirsch_2022, place={Wiesbaden}, title={ Professionalitätsentwicklung
angehender Lehrkräfte}, publisher={Springer.}, author={Kirsch, Alexander}, year={2022}
}'
chicago: 'Kirsch, Alexander. Professionalitätsentwicklung angehender Lehrkräfte.
Wiesbaden: Springer., 2022.'
ieee: 'A. Kirsch, Professionalitätsentwicklung angehender Lehrkräfte. Wiesbaden:
Springer., 2022.'
mla: Kirsch, Alexander. Professionalitätsentwicklung angehender Lehrkräfte.
Springer., 2022.
short: A. Kirsch, Professionalitätsentwicklung angehender Lehrkräfte, Springer.,
Wiesbaden, 2022.
date_created: 2023-01-13T10:29:05Z
date_updated: 2023-01-19T13:46:06Z
department:
- _id: '43'
- _id: '15'
- _id: '298'
language:
- iso: ger
place: Wiesbaden
publication_identifier:
unknown:
- '3658361220'
publication_status: published
publisher: Springer.
status: public
title: ' Professionalitätsentwicklung angehender Lehrkräfte'
type: book
user_id: '59797'
year: '2022'
...
---
_id: '35871'
abstract:
- lang: eng
text: Inklusion ist als Thema aus dem deutschen Bildungssystem nicht mehr
wegzudenken und trotzdem stellt sie weiterhin eine Herausforderung auf unterschiedlichen
Ebenen dar. Die Qualifizierung der pädagogischen Fachkräfte ist dabei neben der
Bereitstellung adäquater Rahmenbedingungen als ein besonders wichtiges Handlungsfeld
zu betrachten. Die Bände der Reihe „Qualifizierung für Inklusion“ greifen den
bestehenden Forschungs- und Entwicklungsbedarf auf und geben einen Überblick über
die Ergebnisse der vom BMBF im Rahmen des Programms „Qualifzierung der pädagogischen
Fachkräfte für inklusive Bildung“ geförderten Forschungsprojekte. Adressiert werden
damit sowohl Wissenschaftler:innen als auch mit dem Themenfeld Inklusion befasste
Personen und Institutionen der Aus-, Fort- und Weiterbildung, der Bildungsadministration
und der Bildungspolitik. Der zweite Band der Reihe versammelt die Vorstellung
von Projekten, Ergebnissen und Materialien, die sich dem Bildungsbereich der Grundschule
zuordnen lassen. Die Reihe besteht aus drei weiteren Bänden, in denen die Ergebnisse
zur Qualifizierung für Inklusion im Elementarbereich (Band 1), in der Sekundarstufe
(Band 3) sowie in der Berufsschule, Hochschule und Erwachsenenbildung (Band 4)
vorgestellt werden.
author:
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
- first_name: Fabian Karl
full_name: Hoya, Fabian Karl
id: '10600'
last_name: Hoya
- first_name: Jan Roland
full_name: Schulze, Jan Roland
id: '29492'
last_name: Schulze
- first_name: Alexander
full_name: Kirsch, Alexander
id: '59797'
last_name: Kirsch
- first_name: Eva
full_name: Blumberg, Eva
id: '37549'
last_name: Blumberg
- first_name: Susanne
full_name: Schwab, Susanne
last_name: Schwab
citation:
ama: 'Hellmich F, Hoya FK, Schulze JR, Kirsch A, Blumberg E, Schwab S. Kooperatives
Unterrichten von Studierenden des Lehramts an Grund- und Förderschulen als Vorbereitung
auf den inklusiven naturwissenschaftlichen Sachunterricht. In: Buchhaupt F, Becker
J, Katzenbach D, Lutz D, Strecker A, Urban M, eds. Qualifizierung Für Inklusion.
Grundschule . Vol 2. Waxmann ; 2022:47-61. doi:10.31244/9783830995135'
apa: Hellmich, F., Hoya, F. K., Schulze, J. R., Kirsch, A., Blumberg, E., &
Schwab, S. (2022). Kooperatives Unterrichten von Studierenden des Lehramts an
Grund- und Förderschulen als Vorbereitung auf den inklusiven naturwissenschaftlichen
Sachunterricht. In F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker,
& M. Urban (Eds.), Qualifizierung für Inklusion. Grundschule (Vol.
2, pp. 47–61). Waxmann . https://doi.org/10.31244/9783830995135
bibtex: '@inbook{Hellmich_Hoya_Schulze_Kirsch_Blumberg_Schwab_2022, place={Münster},
title={Kooperatives Unterrichten von Studierenden des Lehramts an Grund- und Förderschulen
als Vorbereitung auf den inklusiven naturwissenschaftlichen Sachunterricht}, volume={2},
DOI={10.31244/9783830995135},
booktitle={Qualifizierung für Inklusion. Grundschule }, publisher={Waxmann },
author={Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Kirsch,
Alexander and Blumberg, Eva and Schwab, Susanne}, editor={Buchhaupt, Felix and
Becker, Jonas and Katzenbach, Dieter and Lutz, Deborah and Strecker, Alica and
Urban, Michael}, year={2022}, pages={47–61} }'
chicago: 'Hellmich, Frank, Fabian Karl Hoya, Jan Roland Schulze, Alexander Kirsch,
Eva Blumberg, and Susanne Schwab. “Kooperatives Unterrichten von Studierenden
Des Lehramts an Grund- Und Förderschulen Als Vorbereitung Auf Den Inklusiven Naturwissenschaftlichen
Sachunterricht.” In Qualifizierung Für Inklusion. Grundschule , edited
by Felix Buchhaupt, Jonas Becker, Dieter Katzenbach, Deborah Lutz, Alica Strecker,
and Michael Urban, 2:47–61. Münster: Waxmann , 2022. https://doi.org/10.31244/9783830995135.'
ieee: 'F. Hellmich, F. K. Hoya, J. R. Schulze, A. Kirsch, E. Blumberg, and S. Schwab,
“Kooperatives Unterrichten von Studierenden des Lehramts an Grund- und Förderschulen
als Vorbereitung auf den inklusiven naturwissenschaftlichen Sachunterricht,” in
Qualifizierung für Inklusion. Grundschule , vol. 2, F. Buchhaupt, J. Becker,
D. Katzenbach, D. Lutz, A. Strecker, and M. Urban, Eds. Münster: Waxmann , 2022,
pp. 47–61.'
mla: Hellmich, Frank, et al. “Kooperatives Unterrichten von Studierenden Des Lehramts
an Grund- Und Förderschulen Als Vorbereitung Auf Den Inklusiven Naturwissenschaftlichen
Sachunterricht.” Qualifizierung Für Inklusion. Grundschule , edited by
Felix Buchhaupt et al., vol. 2, Waxmann , 2022, pp. 47–61, doi:10.31244/9783830995135.
short: 'F. Hellmich, F.K. Hoya, J.R. Schulze, A. Kirsch, E. Blumberg, S. Schwab,
in: F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker, M. Urban (Eds.),
Qualifizierung Für Inklusion. Grundschule , Waxmann , Münster, 2022, pp. 47–61.'
date_created: 2023-01-10T14:02:18Z
date_updated: 2023-01-19T13:48:11Z
department:
- _id: '460'
- _id: '298'
doi: 10.31244/9783830995135
editor:
- first_name: Felix
full_name: Buchhaupt, Felix
last_name: Buchhaupt
- first_name: Jonas
full_name: Becker, Jonas
last_name: Becker
- first_name: Dieter
full_name: Katzenbach, Dieter
last_name: Katzenbach
- first_name: Deborah
full_name: Lutz, Deborah
last_name: Lutz
- first_name: Alica
full_name: Strecker, Alica
last_name: Strecker
- first_name: Michael
full_name: Urban, Michael
last_name: Urban
intvolume: ' 2'
language:
- iso: eng
page: 47-61
place: Münster
publication: 'Qualifizierung für Inklusion. Grundschule '
publication_identifier:
isbn:
- '9783830945130'
publication_status: published
publisher: 'Waxmann '
status: public
title: Kooperatives Unterrichten von Studierenden des Lehramts an Grund- und Förderschulen
als Vorbereitung auf den inklusiven naturwissenschaftlichen Sachunterricht
type: book_chapter
user_id: '59797'
volume: 2
year: '2022'
...
---
_id: '36569'
abstract:
- lang: eng
text: ZusammenfassungIm vorliegenden Beitrag werden
nach ausführlicher theoretischer Diskussion des Kompetenzbegriffs und der Definition
von Kompetenz als Können ein Modell sachunterrichtlicher Planungskompetenz sowie
ein daran anschließendes Messinstrument vorgestellt. Im Hinblick auf den Einsatz
dieses Instrumentes im Rahmen einer Evaluation des nordrhein-westfälischen Praxissemesters
stellen sich Fragen nach der psychometrischen Struktur der Testauswertung. Da
das Instrument sowohl zur Testung von Sachunterrichtsstudierenden mit dem Lehramtsprofil
‚Grundschule‘ als auch von Sachunterrichtsstudierenden mit sonderpädagogischem
Schwerpunkt eingesetzt werden soll, ist zu zeigen, dass die Testergebnisse nicht
durch den gewählten Studiengang beeinflusst werden. Im Beitrag werden Rohdaten
aus einer Studie an der Universität Paderborn (n = 121)
genutzt, um eine fünfdimensionale Modellstruktur gegen eine eindimensionale zu
testen und empirisch gestützte Argumente für eine mehrdimensionale Skalierung
zu generieren. Durch Differential-Item-Functioning-Analysen wird geprüft, ob die
Itemschwierigkeiten mit dem Merkmal ‚Studiengang‘ interagieren, sodass sie sich
trotz gleicher Kompetenzausprägung für Untersuchungsteilnehmende beider Studierendengruppen
signifikant unterscheiden und zu einer diagnostischen Verzerrung führen würden.
Abschließend wird der beispielhafte Einsatz des Instrumentes im Rahmen einer Wirksamkeitsanalyse
in Bezug die Effektivität des nordrhein-westfälischen Praxissemesters an der Universität
Paderborn (n = 26) dargelegt. Aus den differenzierten
Ergebnissen werden unter anderem erste Hinweise auf Defizite in der Lehrerinnen-
und Lehrerausbildung abgeleitet.
article_type: original
author:
- first_name: Alexander
full_name: Kirsch, Alexander
id: '59797'
last_name: Kirsch
orcid: 0000-0003-1650-0440
citation:
ama: 'Kirsch A. Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht:
Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf
Grundlage einer mehrdimensionalen Kompetenzstruktur. Zeitschrift für Erziehungswissenschaft.
2022;25(4):815-842. doi:10.1007/s11618-022-01116-w'
apa: 'Kirsch, A. (2022). Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht:
Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf
Grundlage einer mehrdimensionalen Kompetenzstruktur. Zeitschrift für Erziehungswissenschaft,
25(4), 815–842. https://doi.org/10.1007/s11618-022-01116-w'
bibtex: '@article{Kirsch_2022, title={Messung von Unterrichtsplanungskompetenz im
Fach Sachunterricht: Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte
auf Grundlage einer mehrdimensionalen Kompetenzstruktur}, volume={25}, DOI={10.1007/s11618-022-01116-w},
number={4}, journal={Zeitschrift für Erziehungswissenschaft}, publisher={Springer
Science and Business Media LLC}, author={Kirsch, Alexander}, year={2022}, pages={815–842}
}'
chicago: 'Kirsch, Alexander. “Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht:
Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf
Grundlage einer mehrdimensionalen Kompetenzstruktur.” Zeitschrift für Erziehungswissenschaft
25, no. 4 (2022): 815–42. https://doi.org/10.1007/s11618-022-01116-w.'
ieee: 'A. Kirsch, “Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht:
Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf
Grundlage einer mehrdimensionalen Kompetenzstruktur,” Zeitschrift für Erziehungswissenschaft,
vol. 25, no. 4, pp. 815–842, 2022, doi: 10.1007/s11618-022-01116-w.'
mla: 'Kirsch, Alexander. “Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht:
Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf
Grundlage einer mehrdimensionalen Kompetenzstruktur.” Zeitschrift für Erziehungswissenschaft,
vol. 25, no. 4, Springer Science and Business Media LLC, 2022, pp. 815–42, doi:10.1007/s11618-022-01116-w.'
short: A. Kirsch, Zeitschrift für Erziehungswissenschaft 25 (2022) 815–842.
date_created: 2023-01-13T10:24:53Z
date_updated: 2023-01-19T13:56:58Z
department:
- _id: '43'
- _id: '298'
doi: 10.1007/s11618-022-01116-w
intvolume: ' 25'
issue: '4'
keyword:
- Education
language:
- iso: ger
page: 815-842
publication: Zeitschrift für Erziehungswissenschaft
publication_identifier:
issn:
- 1434-663X
- 1862-5215
publication_status: published
publisher: Springer Science and Business Media LLC
quality_controlled: '1'
status: public
title: 'Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht: Empirische
Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf Grundlage einer
mehrdimensionalen Kompetenzstruktur'
type: journal_article
user_id: '59797'
volume: 25
year: '2022'
...
---
_id: '37614'
author:
- first_name: Yu-Hang
full_name: Xiao, Yu-Hang
last_name: Xiao
- first_name: David
full_name: Ramirez, David
last_name: Ramirez
- first_name: Peter J
full_name: Schreier, Peter J
last_name: Schreier
- first_name: Cheng
full_name: Qian, Cheng
last_name: Qian
- first_name: Lei
full_name: Huang, Lei
last_name: Huang
citation:
ama: Xiao Y-H, Ramirez D, Schreier PJ, Qian C, Huang L. One-bit target detection
in collocated MIMO radar and performance degradation analysis. IEEE Transactions
on Vehicular Technology. Published online 2022.
apa: Xiao, Y.-H., Ramirez, D., Schreier, P. J., Qian, C., & Huang, L. (2022).
One-bit target detection in collocated MIMO radar and performance degradation
analysis. IEEE Transactions on Vehicular Technology.
bibtex: '@article{Xiao_Ramirez_Schreier_Qian_Huang_2022, title={One-bit target detection
in collocated MIMO radar and performance degradation analysis}, journal={IEEE
Transactions on Vehicular Technology}, publisher={IEEE}, author={Xiao, Yu-Hang
and Ramirez, David and Schreier, Peter J and Qian, Cheng and Huang, Lei}, year={2022}
}'
chicago: Xiao, Yu-Hang, David Ramirez, Peter J Schreier, Cheng Qian, and Lei Huang.
“One-Bit Target Detection in Collocated MIMO Radar and Performance Degradation
Analysis.” IEEE Transactions on Vehicular Technology, 2022.
ieee: Y.-H. Xiao, D. Ramirez, P. J. Schreier, C. Qian, and L. Huang, “One-bit target
detection in collocated MIMO radar and performance degradation analysis,” IEEE
Transactions on Vehicular Technology, 2022.
mla: Xiao, Yu-Hang, et al. “One-Bit Target Detection in Collocated MIMO Radar and
Performance Degradation Analysis.” IEEE Transactions on Vehicular Technology,
IEEE, 2022.
short: Y.-H. Xiao, D. Ramirez, P.J. Schreier, C. Qian, L. Huang, IEEE Transactions
on Vehicular Technology (2022).
date_created: 2023-01-19T15:12:58Z
date_updated: 2023-01-19T15:13:16Z
department:
- _id: '263'
language:
- iso: eng
publication: IEEE Transactions on Vehicular Technology
publisher: IEEE
status: public
title: One-bit target detection in collocated MIMO radar and performance degradation
analysis
type: journal_article
user_id: '43497'
year: '2022'
...
---
_id: '33489'
author:
- first_name: Jarren
full_name: Lange, Jarren
id: '78801'
last_name: Lange
- first_name: Dominik
full_name: Schmies, Dominik
id: '7173'
last_name: Schmies
- first_name: Karl Stephan Christian
full_name: Stille, Karl Stephan Christian
id: '30152'
last_name: Stille
orcid: 0000-0002-4212-6555
- first_name: Joachim
full_name: Böcker, Joachim
id: '66'
last_name: Böcker
orcid: 0000-0002-8480-7295
- first_name: Oliver
full_name: Wallscheid, Oliver
id: '11291'
last_name: Wallscheid
orcid: https://orcid.org/0000-0001-9362-8777
citation:
ama: 'Lange J, Schmies D, Stille KSC, Böcker J, Wallscheid O. Experimental Comparison
of FPGA-Implemented Model Predictive Voltage Control to Cascaded Proportional
Resonant Control for a Three-Phase Four-Wire Three-Level Grid-Forming Inverter
of 250 kVA. In: EPE’22 ECCE Europe. IEEE; 2022.'
apa: Lange, J., Schmies, D., Stille, K. S. C., Böcker, J., & Wallscheid, O.
(2022). Experimental Comparison of FPGA-Implemented Model Predictive Voltage Control
to Cascaded Proportional Resonant Control for a Three-Phase Four-Wire Three-Level
Grid-Forming Inverter of 250 kVA. EPE’22 ECCE Europe. EPE’22 ECCE Europe,
Hannover.
bibtex: '@inproceedings{Lange_Schmies_Stille_Böcker_Wallscheid_2022, place={Hannover},
title={Experimental Comparison of FPGA-Implemented Model Predictive Voltage Control
to Cascaded Proportional Resonant Control for a Three-Phase Four-Wire Three-Level
Grid-Forming Inverter of 250 kVA}, booktitle={EPE’22 ECCE Europe}, publisher={IEEE},
author={Lange, Jarren and Schmies, Dominik and Stille, Karl Stephan Christian
and Böcker, Joachim and Wallscheid, Oliver}, year={2022} }'
chicago: 'Lange, Jarren, Dominik Schmies, Karl Stephan Christian Stille, Joachim
Böcker, and Oliver Wallscheid. “Experimental Comparison of FPGA-Implemented Model
Predictive Voltage Control to Cascaded Proportional Resonant Control for a Three-Phase
Four-Wire Three-Level Grid-Forming Inverter of 250 KVA.” In EPE’22 ECCE Europe.
Hannover: IEEE, 2022.'
ieee: J. Lange, D. Schmies, K. S. C. Stille, J. Böcker, and O. Wallscheid, “Experimental
Comparison of FPGA-Implemented Model Predictive Voltage Control to Cascaded Proportional
Resonant Control for a Three-Phase Four-Wire Three-Level Grid-Forming Inverter
of 250 kVA,” presented at the EPE’22 ECCE Europe, Hannover, 2022.
mla: Lange, Jarren, et al. “Experimental Comparison of FPGA-Implemented Model Predictive
Voltage Control to Cascaded Proportional Resonant Control for a Three-Phase Four-Wire
Three-Level Grid-Forming Inverter of 250 KVA.” EPE’22 ECCE Europe, IEEE,
2022.
short: 'J. Lange, D. Schmies, K.S.C. Stille, J. Böcker, O. Wallscheid, in: EPE’22
ECCE Europe, IEEE, Hannover, 2022.'
conference:
location: Hannover
name: EPE'22 ECCE Europe
date_created: 2022-09-27T10:47:02Z
date_updated: 2023-01-19T19:06:22Z
department:
- _id: '52'
language:
- iso: eng
main_file_link:
- url: https://ieeexplore.ieee.org/document/9907737
place: Hannover
publication: EPE'22 ECCE Europe
publisher: IEEE
status: public
title: Experimental Comparison of FPGA-Implemented Model Predictive Voltage Control
to Cascaded Proportional Resonant Control for a Three-Phase Four-Wire Three-Level
Grid-Forming Inverter of 250 kVA
type: conference
user_id: '66'
year: '2022'
...
---
_id: '34299'
author:
- first_name: Marius
full_name: Stender, Marius
id: '41240'
last_name: Stender
- first_name: Marius
full_name: Becker, Marius
last_name: Becker
- first_name: Oliver
full_name: Wallscheid, Oliver
id: '11291'
last_name: Wallscheid
orcid: https://orcid.org/0000-0001-9362-8777
- first_name: Joachim
full_name: Böcker, Joachim
id: '66'
last_name: Böcker
orcid: 0000-0002-8480-7295
citation:
ama: 'Stender M, Becker M, Wallscheid O, Böcker J. Adaptive Operating Strategy for
Induction Motors Under Changing Electrical-Thermal Conditions. In: 48th Annual
Conference of the Industrial Electronics Society (IECON). ; 2022. doi:10.1109/IECON49645.2022.9968695'
apa: Stender, M., Becker, M., Wallscheid, O., & Böcker, J. (2022). Adaptive
Operating Strategy for Induction Motors Under Changing Electrical-Thermal Conditions.
48th Annual Conference of the Industrial Electronics Society (IECON). 48th
Annual Conference of the Industrial Electronics Society IECON 2022 Conference,
Brüssel. https://doi.org/10.1109/IECON49645.2022.9968695
bibtex: '@inproceedings{Stender_Becker_Wallscheid_Böcker_2022, title={Adaptive Operating
Strategy for Induction Motors Under Changing Electrical-Thermal Conditions}, DOI={10.1109/IECON49645.2022.9968695},
booktitle={48th Annual Conference of the Industrial Electronics Society (IECON)},
author={Stender, Marius and Becker, Marius and Wallscheid, Oliver and Böcker,
Joachim}, year={2022} }'
chicago: Stender, Marius, Marius Becker, Oliver Wallscheid, and Joachim Böcker.
“Adaptive Operating Strategy for Induction Motors Under Changing Electrical-Thermal
Conditions.” In 48th Annual Conference of the Industrial Electronics Society
(IECON), 2022. https://doi.org/10.1109/IECON49645.2022.9968695.
ieee: 'M. Stender, M. Becker, O. Wallscheid, and J. Böcker, “Adaptive Operating
Strategy for Induction Motors Under Changing Electrical-Thermal Conditions,” presented
at the 48th Annual Conference of the Industrial Electronics Society IECON 2022
Conference, Brüssel, 2022, doi: 10.1109/IECON49645.2022.9968695.'
mla: Stender, Marius, et al. “Adaptive Operating Strategy for Induction Motors Under
Changing Electrical-Thermal Conditions.” 48th Annual Conference of the Industrial
Electronics Society (IECON), 2022, doi:10.1109/IECON49645.2022.9968695.
short: 'M. Stender, M. Becker, O. Wallscheid, J. Böcker, in: 48th Annual Conference
of the Industrial Electronics Society (IECON), 2022.'
conference:
end_date: 2022-10-20
location: Brüssel
name: 48th Annual Conference of the Industrial Electronics Society IECON 2022 Conference
start_date: 2022-10-17
date_created: 2022-12-09T10:25:29Z
date_updated: 2023-01-19T19:03:04Z
doi: 10.1109/IECON49645.2022.9968695
language:
- iso: eng
publication: 48th Annual Conference of the Industrial Electronics Society (IECON)
status: public
title: Adaptive Operating Strategy for Induction Motors Under Changing Electrical-Thermal
Conditions
type: conference
user_id: '66'
year: '2022'
...
---
_id: '37635'
author:
- first_name: Marius
full_name: Dörner, Marius
last_name: Dörner
citation:
ama: Dörner M. Wave-Schnecken in Der Einschneckenextrusion.; 2022.
apa: Dörner, M. (2022). Wave-Schnecken in der Einschneckenextrusion.
bibtex: '@book{Dörner_2022, title={Wave-Schnecken in der Einschneckenextrusion},
author={Dörner, Marius}, year={2022} }'
chicago: Dörner, Marius. Wave-Schnecken in Der Einschneckenextrusion, 2022.
ieee: M. Dörner, Wave-Schnecken in der Einschneckenextrusion. 2022.
mla: Dörner, Marius. Wave-Schnecken in Der Einschneckenextrusion. 2022.
short: M. Dörner, Wave-Schnecken in Der Einschneckenextrusion, 2022.
date_created: 2023-01-20T07:04:54Z
date_updated: 2023-01-20T07:04:56Z
department:
- _id: '9'
- _id: '367'
- _id: '321'
language:
- iso: eng
status: public
title: Wave-Schnecken in der Einschneckenextrusion
type: dissertation
user_id: '44116'
year: '2022'
...
---
_id: '37639'
author:
- first_name: Lars René
full_name: Helmlinger, Lars René
last_name: Helmlinger
citation:
ama: Helmlinger LR. Untersuchungen Zur Werkstofflichen Aufbereitung von Post-Consumer-Kunststoffabfällen
Und Entwicklung Eines Neuen Aufbereitungsverfahrens.; 2022.
apa: Helmlinger, L. R. (2022). Untersuchungen zur werkstofflichen Aufbereitung
von Post-Consumer-Kunststoffabfällen und Entwicklung eines neuen Aufbereitungsverfahrens.
bibtex: '@book{Helmlinger_2022, title={Untersuchungen zur werkstofflichen Aufbereitung
von Post-Consumer-Kunststoffabfällen und Entwicklung eines neuen Aufbereitungsverfahrens},
author={Helmlinger, Lars René}, year={2022} }'
chicago: Helmlinger, Lars René. Untersuchungen Zur Werkstofflichen Aufbereitung
von Post-Consumer-Kunststoffabfällen Und Entwicklung Eines Neuen Aufbereitungsverfahrens,
2022.
ieee: L. R. Helmlinger, Untersuchungen zur werkstofflichen Aufbereitung von Post-Consumer-Kunststoffabfällen
und Entwicklung eines neuen Aufbereitungsverfahrens. 2022.
mla: Helmlinger, Lars René. Untersuchungen Zur Werkstofflichen Aufbereitung von
Post-Consumer-Kunststoffabfällen Und Entwicklung Eines Neuen Aufbereitungsverfahrens.
2022.
short: L.R. Helmlinger, Untersuchungen Zur Werkstofflichen Aufbereitung von Post-Consumer-Kunststoffabfällen
Und Entwicklung Eines Neuen Aufbereitungsverfahrens, 2022.
date_created: 2023-01-20T07:07:19Z
date_updated: 2023-01-20T07:07:22Z
department:
- _id: '9'
- _id: '367'
- _id: '321'
language:
- iso: eng
status: public
title: Untersuchungen zur werkstofflichen Aufbereitung von Post-Consumer-Kunststoffabfällen
und Entwicklung eines neuen Aufbereitungsverfahrens
type: dissertation
user_id: '44116'
year: '2022'
...
---
_id: '37638'
author:
- first_name: Frederik Marvin
full_name: Mühlhoff, Frederik Marvin
last_name: Mühlhoff
citation:
ama: Mühlhoff FM. Ein Beitrag Zur InMould-Plasma Technologie Zur Oberflächenvorbehandlung
Im Mehrkomponentenspritzgießwerkzeug.; 2022.
apa: Mühlhoff, F. M. (2022). Ein Beitrag zur InMould-Plasma Technologie zur Oberflächenvorbehandlung
im Mehrkomponentenspritzgießwerkzeug.
bibtex: '@book{Mühlhoff_2022, title={Ein Beitrag zur InMould-Plasma Technologie
zur Oberflächenvorbehandlung im Mehrkomponentenspritzgießwerkzeug}, author={Mühlhoff,
Frederik Marvin}, year={2022} }'
chicago: Mühlhoff, Frederik Marvin. Ein Beitrag Zur InMould-Plasma Technologie
Zur Oberflächenvorbehandlung Im Mehrkomponentenspritzgießwerkzeug, 2022.
ieee: F. M. Mühlhoff, Ein Beitrag zur InMould-Plasma Technologie zur Oberflächenvorbehandlung
im Mehrkomponentenspritzgießwerkzeug. 2022.
mla: Mühlhoff, Frederik Marvin. Ein Beitrag Zur InMould-Plasma Technologie Zur
Oberflächenvorbehandlung Im Mehrkomponentenspritzgießwerkzeug. 2022.
short: F.M. Mühlhoff, Ein Beitrag Zur InMould-Plasma Technologie Zur Oberflächenvorbehandlung
Im Mehrkomponentenspritzgießwerkzeug, 2022.
date_created: 2023-01-20T07:06:38Z
date_updated: 2023-01-20T07:06:40Z
department:
- _id: '9'
- _id: '367'
- _id: '321'
language:
- iso: eng
status: public
title: Ein Beitrag zur InMould-Plasma Technologie zur Oberflächenvorbehandlung im
Mehrkomponentenspritzgießwerkzeug
type: dissertation
user_id: '44116'
year: '2022'
...
---
_id: '37637'
author:
- first_name: Max Oliver
full_name: Bialaschik, Max Oliver
last_name: Bialaschik
citation:
ama: Bialaschik MO. Ein Beitrag Zum Warmgasstumpfschweißen von Kunststoffen.;
2022.
apa: Bialaschik, M. O. (2022). Ein Beitrag zum Warmgasstumpfschweißen von Kunststoffen.
bibtex: '@book{Bialaschik_2022, title={Ein Beitrag zum Warmgasstumpfschweißen von
Kunststoffen}, author={Bialaschik, Max Oliver}, year={2022} }'
chicago: Bialaschik, Max Oliver. Ein Beitrag Zum Warmgasstumpfschweißen von Kunststoffen,
2022.
ieee: M. O. Bialaschik, Ein Beitrag zum Warmgasstumpfschweißen von Kunststoffen.
2022.
mla: Bialaschik, Max Oliver. Ein Beitrag Zum Warmgasstumpfschweißen von Kunststoffen.
2022.
short: M.O. Bialaschik, Ein Beitrag Zum Warmgasstumpfschweißen von Kunststoffen,
2022.
date_created: 2023-01-20T07:06:03Z
date_updated: 2023-01-20T07:06:11Z
department:
- _id: '9'
- _id: '367'
- _id: '321'
language:
- iso: eng
status: public
title: Ein Beitrag zum Warmgasstumpfschweißen von Kunststoffen
type: dissertation
user_id: '44116'
year: '2022'
...