@article{Prengel2012,
  author    = {Prengel, Annedore},
  title     = {Erkunden und erfinden},
  series = {Methoden der Kindheitsforschung : ein {\"U}berblick {\"u}ber Forschungszug{\"a}nge zur kindlichen Perspektive},
  journal   = {Methoden der Kindheitsforschung : ein {\"U}berblick {\"u}ber Forschungszug{\"a}nge zur kindlichen Perspektive},
  edition   = {2., {\"u}berarb.},
  publisher = {Beltz Juventa},
  address   = {Weinheim},
  isbn      = {978-3-7799-1553-9},
  pages     = {292 -- 305},
  year      = {2012},
  language  = {de}
}
@article{Oswald2012,
  author    = {Oswald, Hans},
  title     = {Geleitwort},
  series = {Methoden der Kindheitsforschung : ein {\"U}berblick {\"u}ber Forschungszug{\"a}nge zur kindlichen Perspektive},
  journal   = {Methoden der Kindheitsforschung : ein {\"U}berblick {\"u}ber Forschungszug{\"a}nge zur kindlichen Perspektive},
  publisher = {Beltz Juventa},
  address   = {Weinheim},
  isbn      = {978-3-7799-1553-9},
  pages     = {13 -- 21},
  year      = {2012},
  language  = {de}
}
@article{Prengel2012,
  author    = {Prengel, Annedore},
  title     = {Respekt und Missachtung},
  series = {Zerst{\"o}rerische Vorg{\"a}nge ; Missachtung und sexuelle Gewalt gegen Kinder und Jugendliche in Institutionen},
  journal   = {Zerst{\"o}rerische Vorg{\"a}nge ; Missachtung und sexuelle Gewalt gegen Kinder und Jugendliche in Institutionen},
  publisher = {Beltz Juventa},
  address   = {Weinheim},
  isbn      = {978-3-7799-2818-8},
  pages     = {178 -- 194},
  year      = {2012},
  language  = {de}
}
@article{BeckerLuedtkeTrautweinetal.2012,
  author    = {Becker, Michael and L{\"u}dtke, Oliver and Trautwein, Ulrich and K{\"o}ller, Olaf and Baumert, J{\"u}rgen},
  title     = {The differential effects of school racking on psychometric intelligence Do academic-track schools make students smarter?},
  series = {The journal of educational psychology},
  volume    = {104},
  journal   = {The journal of educational psychology},
  number    = {3},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0022-0663},
  doi       = {10.1037/a0027608},
  pages     = {682 -- 699},
  year      = {2012},
  abstract  = {Prior research has shown that quantity of schooling affects the development of intelligence in childhood and adolescence. However, it is still debated whether other aspects of schooling-such as ability tracking or, more generally, school quality-can also influence intelligence. In this study, the authors analyzed intelligence gains in academic- and vocational-track schools in Germany, testing for differential effects of school quality (academic vs. vocational track) on psychometric intelligence. Longitudinal data were obtained from a sample of N = 1,038 Grade 7 and 10 students in 49 schools. A nonverbal reasoning test was used as an indicator of general psychometric intelligence, and relevant psychological and social background variables were included in the analyses. Propensity score matching was used to control for selection bias. Results showed a positive effect of attending the academic track.},
  language  = {en}
}
@article{RetelsdorfBeckerKoelleretal.2012,
  author    = {Retelsdorf, Jan and Becker, Michael and K{\"o}ller, Olaf and M{\"o}ller, Jens},
  title     = {Reading development in a tracked school system: A longitudinal study over 3 years using propensity score matching},
  series = {British journal of educational psychology},
  volume    = {82},
  journal   = {British journal of educational psychology},
  number    = {4},
  publisher = {Wiley-Blackwell},
  address   = {Hoboken},
  issn      = {0007-0998},
  doi       = {10.1111/j.2044-8279.2011.02051.x},
  pages     = {647 -- 671},
  year      = {2012},
  abstract  = {Background. Assigning students to different school tracks on the basis of their achievement levels is a widely used strategy that aims at giving students the best possible learning opportunity. There is, however, a growing body of literature that questions such positive effects of tracking. Aims. This study compared the developmental trajectories of reading comprehension and decoding speed between students at academic track schools that typically prepare students for university entrance and students at non-academic track schools that usually prepare students for vocational education. Sample. In a longitudinal design with three occasions of data collection, the authors drew on a sample of N= 1,508 5th graders (age at T1 about 11 years, age at T3 about 14 years) from 60 schools in Germany. The academic track sample comprised n= 568 students; the non-academic track sample comprised n= 940 students. Method. Achievement measures were obtained by standardized tests of reading comprehension and decoding speed. Students at the different tracks were closely matched using propensity scores. To compare students growth trajectories between the different school tracks, we applied multi-group latent growth curve models. Results. Comparable results were recorded for the complete (unmatched) sample and for the matched pairs. In all cases, students at the different tracks displayed a similar growth in reading comprehension, whereas larger growth rates for students at academic track schools were recorded for decoding speed. Conclusions. Our findings contribute to an increasing body of literature suggesting that tracking might have undesired side effects.},
  language  = {en}
}
@article{JonkmannBeckerMarshetal.2012,
  author    = {Jonkmann, Kathrin and Becker, Michael and Marsh, Herbert W. and L{\"u}dtke, Oliver and Trautwein, Ulrich},
  title     = {Personality traits moderate the Big-Fish-Little-Pond Effect of academic self-concept},
  series = {Learning and individual differences},
  volume    = {22},
  journal   = {Learning and individual differences},
  number    = {6},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1041-6080},
  doi       = {10.1016/j.lindif.2012.07.020},
  pages     = {736 -- 746},
  year      = {2012},
  abstract  = {Equally able students have lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms. This highly general and robust frame of reference effect is widely known as the Big-Fish-Little-Pond Effect (BFLPE; Marsh, 1987). This study contributes to research aiming to identify moderators of the BFLPE by investigating the effects of students' personality (i.e. Big Five traits and narcissism). Multilevel structural equation modeling was used to test the moderator hypotheses, drawing on data from a large sample of N= 4973 upper secondary track students (M age = 19.57). Consistent with a priori predictions, the negative effect of school-average achievement (the BFLPE) interacted significantly with narcissism. Students high in narcissism experienced smaller BFLPEs than did students with low or average levels of narcissism. The statistically significant effect for neuroticism acted in the opposite direction. The study illustrates how personality moderates frame of reference effects that are central to self-concept formation.},
  language  = {en}
}
@book{Thorau2012,
  author    = {Thorau, Christian},
  title     = {Vom Klang zur Metapher : Perspektiven der musikalischen Analyse},
  series = {Studien und Materialien zur Musikwissenschaft},
  volume    = {71},
  journal   = {Studien und Materialien zur Musikwissenschaft},
  publisher = {Olms},
  address   = {Hildesheim},
  isbn      = {978-3-487-14895-3},
  pages     = {287 S.},
  year      = {2012},
  language  = {de}
}
@article{Piberger2012,
  author    = {Piberger, Jirko},
  title     = {F{\"o}rderdiagnostische Verfahren},
  isbn      = {978-3-7639-5067-6},
  year      = {2012},
  language  = {de}
}
@article{PibergerSchramm2012,
  author    = {Piberger, Jirko and Schramm, Christin},
  title     = {Schriftspracherwerb als Beratungsgegenstand},
  isbn      = {978-3-7639-5067-6},
  year      = {2012},
  language  = {de}
}
@article{Ludwig2012,
  author    = {Ludwig, Joachim},
  title     = {Rekonstruktive Lernbetrachtung},
  isbn      = {978-3-7639-5067-6},
  year      = {2012},
  language  = {de}
}