@article{WieseMayrKraemeretal.2017,
  author    = {Wiese, Heike and Mayr, Katharina and Kr{\"a}mer, Philipp and Seeger, Patrick and M{\"u}ller, Hans-Georg and Mezger, Verena},
  title     = {Changing teachers' attitudes towards linguistic diversity},
  series = {International Journal of Applied Linguistics},
  volume    = {27},
  journal   = {International Journal of Applied Linguistics},
  number    = {1},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0802-6106},
  doi       = {10.1111/ijal.12121},
  pages     = {198 -- 220},
  year      = {2017},
  abstract  = {We discuss an intervention programme for kindergarten and school teachers' continuing education in Germany that targets biases against language outside a perceived monolingual 'standard' and its speakers. The programme combines anti-bias methods relating to linguistic diversity with objectives of raising critical language awareness. Evaluation through teachers' workshops in Berlin and Brandenburg points to positive and enduring attitudinal changes in participants, but not in control groups that did not attend workshops, and effects were independent of personal variables gender and teaching subject and only weakly associated with age. We relate these effects to such programme features as indirect and inclusive methods that foster active engagement, and the combination of 'safer' topics targeting attitudes towards linguistic structures with more challenging ones dealing with the discrimination of speakers.},
  language  = {en}
}
@article{Mueller2022,
  author    = {M{\"u}ller, Hans-Georg},
  title     = {Rechtschreibung online},
  series = {Praxis Deutschunterricht : ihre Fachzeitschrift f{\"u}r einen erfolgreichen Deutschunterricht!},
  volume    = {75},
  journal   = {Praxis Deutschunterricht : ihre Fachzeitschrift f{\"u}r einen erfolgreichen Deutschunterricht!},
  number    = {1},
  publisher = {Westermann},
  address   = {Braunschweig},
  pages     = {14 -- 21},
  year      = {2022},
  language  = {de}
}
@article{MuellerRzepkaSimbeck2021,
  author    = {M{\"u}ller, Hans-Georg and Rzepka, Nathalie and Simbeck, Katharina},
  title     = {What you apply is not what you learn!},
  series = {Journal of Educational Data Mining},
  journal   = {Journal of Educational Data Mining},
  pages     = {7},
  year      = {2021},
  abstract  = {The ability to spell correctly is a fundamental skill for participating in society and engaging in professional work. In the German language, the capitalization of nouns and proper names presents major difficulties for both native and nonnative learners, since the definition of what is a noun varies according to one's linguistic perspective. In this paper, we hypothesize that learners use different cognitive strategies to identify nouns. To this end, we examine capitalization exercises from more than 30,000 users of an online spelling training platform. The cognitive strategies identified are syntactic, semantic, pragmatic, and morphological approaches. The strategies used by learners overlap widely but differ by individual and evolve with grade level. The results show that even though the pragmatic strategy is not taught systematically in schools, it is the most widespread and most successful strategy used by learners. We therefore suggest that highly granular learning process data can not only provide insights into learners' capabilities and enable the creation of individualized learning content but also inform curriculum development.},
  language  = {en}
}
@article{MuellerKepserSchallenberger2021,
  author    = {M{\"u}ller, Hans-Georg and Kepser, Matthis and Schallenberger, Stefan},
  title     = {Getrennt- und Zusammenschreibung},
  series = {Der Deutschunterricht},
  journal   = {Der Deutschunterricht},
  number    = {3},
  publisher = {Friedrich Verlag GmbH},
  address   = {Hannover},
  pages     = {37 -- 48},
  year      = {2021},
  language  = {de}
}
@article{MuellerWieseMayretal.2015,
  author    = {M{\"u}ller, Hans-Georg and Wiese, Heike and Mayr, Katharina and Kr{\"a}mer, Philipp and Seeger, Patrick and Mezger, Verena},
  title     = {Changing teachers' attitudes towards linguistic diversity},
  series = {International Journal of Applied Linguistics},
  volume    = {27},
  journal   = {International Journal of Applied Linguistics},
  number    = {1},
  pages     = {198 -- 220},
  year      = {2015},
  abstract  = {We discuss an intervention programme for kindergarten and school teachers' continuing education in Germany that targets biases against language outside a perceived monolingual 'standard' and its speakers. The programme combines anti-bias methods relating to linguistic diversity with objectives of raising critical language awareness. Evaluation through teachers' workshops in Berlin and Brandenburg points to positive and enduring attitudinal changes in participants, but not in control groups that did not attend workshops, and effects were independent of personal variables gender and teaching subject and only weakly associated with age. We relate these effects to such programme features as indirect and inclusive methods that foster active engagement, and the combination of 'safer' topics targeting attitudes towards linguistic structures with more challenging ones dealing with the discrimination of speakers.},
  language  = {en}
}
@incollection{Mueller2021,
  author    = {M{\"u}ller, Hans-Georg},
  title     = {Digitales Lernen am Beispiel der Rechtschreibung - alter Wein in neuen Schl{\"a}uchen oder Aufbruch in ein neues Zeitalter?},
  series = {Neue Wege des Orthografieerwerbs: Forschung - Vermittlung - Reflexion},
  booktitle = {Neue Wege des Orthografieerwerbs: Forschung - Vermittlung - Reflexion},
  publisher = {Lemberger},
  address   = {Wien},
  isbn      = {978-3-903780-75-0},
  pages     = {37 -- 48},
  year      = {2021},
  language  = {de}
}
@phdthesis{Mueller2016,
  author    = {M{\"u}ller, Hans-Georg},
  title     = {Der Majuskelgebrauch im Deutschen},
  series = {Germanistische Linguistik ; 305},
  volume    = {2016},
  journal   = {Germanistische Linguistik ; 305},
  publisher = {de Gruyter},
  address   = {Berlin},
  isbn      = {978-3-11-046096-4},
  doi       = {doi.org/10.1515/9783110460964},
  school      = {Universit{\"a}t Potsdam},
  pages     = {418},
  year      = {2016},
  abstract  = {Die Arbeit stellt die Funktionsweise und den Erwerb der deutschen Groß- und Kleinschreibung auf theoretischer und empirischer Grundlage dar. Den Ausgangspunkt bildet eine textpragmatische Verallgemeinerung bisheriger graphematischer Ans{\"a}tze, die zu einem {\"u}bergreifenden Modell des Majuskelgebrauchs im Deutschen erweitert werden und dabei auch nicht-orthografische Teilbereiche einschließen (Versalsatz, Kapit{\"a}lchen, Binnenmajuskel etc.). Im empirischen Teil der Arbeit werden die orthografischen Leistungsdaten von ca. 5.700 Probanden verschiedener Altersklassen (4. Klasse bis Erwachsenenbildung) untersucht und zu einem allgemeinen Erwerbsmodell der Groß- und Kleinschreibung ausgebaut. Mit Hilfe neuronaler Netzwerksimulationen werden unterschiedliche Lernertypen unterschieden und Diskontinuit{\"a}ten im Kompetenzerwerb nachgewiesen, die auf qualitative Strategiewechsel in der Ontogenese hindeuten. Den Abschluss bilden orthografiedidaktische und rechtschreibdiagnostische Reflexionen der Daten.},
  language  = {de}
}
@article{Mueller2021,
  author    = {M{\"u}ller, Hans-Georg},
  title     = {Digitales Lernen am Beispiel der Rechtschreibung - alter Wein in neuen Schl{\"a}uchen oder Aufbruch in ein neues Zeitalter?},
  series = {Neue Wege des Orthografieerwerbs. Forschung - Vermittlung - Reflexion},
  journal   = {Neue Wege des Orthografieerwerbs. Forschung - Vermittlung - Reflexion},
  editor    = {Kepser, Matthis and Schallenberger, Stefan and M{\"u}ller, Hans-Georg},
  publisher = {Lemberger},
  address   = {Wien},
  isbn      = {978-3-903780-75-0},
  pages     = {64 -- 76},
  year      = {2021},
  language  = {de}
}
@misc{Mueller2019,
  author    = {M{\"u}ller, Hans-Georg},
  title     = {Rechtschreibung},
  publisher = {Senatsverwaltung f{\"u}r Bildung, Jugend und Familie},
  address   = {Berlin},
  pages     = {18},
  year      = {2019},
  language  = {de}
}
@book{Mueller2020,
  author    = {M{\"u}ller, Hans-Georg},
  title     = {Jedes Kind kann richtig schreiben lernen},
  publisher = {Duden Bibliographisches Institut},
  address   = {Berlin},
  isbn      = {978-3-411-75647-6},
  pages     = {271},
  year      = {2020},
  abstract  = {Rechtschreibeprobleme sind l{\"o}sbar. Wer versteht, wo sie herkommen und wie man sie wirksam bek{\"a}mpft, hat schon fast gewonnen. Dieser Elternratgeber zeigt, dass richtig schreiben lernen f{\"u}r alle Kinder m{\"o}glich ist. Hans-Georg M{\"u}ller, selbst Lehrer und Rechtschreibcoach, erz{\"a}hlt, was Eltern {\"u}bers Lernen wissen sollten, um selbst gute Lernpartner zu sein. Er beschreibt anschaulich die Ursache von Rechtschreibschwierigkeiten bei Kindern in Grundschule und Mittelstufe und was man ihnen entgegensetzen kann. Und er erl{\"a}utert alle Trainingsmethoden - ihre Vor- und ihre Nachteile - damit Eltern und ihre Kinder gleich gemeinsam ins Rechtschreiben starten k{\"o}nnen.},
  language  = {de}
}
@article{Mueller2018,
  author    = {M{\"u}ller, Hans-Georg},
  title     = {Zur empirischen Erhebung argumentativer Kompetenzen und Stile von Sch{\"u}lerinnen und Sch{\"u}lern der Sekundarstufe},
  series = {Deutsche Sprache : ds ; Zeitschrift f{\"u}r Theorie, Praxis, Dokumentation},
  volume    = {46},
  journal   = {Deutsche Sprache : ds ; Zeitschrift f{\"u}r Theorie, Praxis, Dokumentation},
  number    = {2},
  publisher = {Schmidt},
  address   = {Berlin},
  issn      = {0340-9341},
  doi       = {10.37307/j.1868-775X.2018.02.05},
  pages     = {169 -- 191},
  year      = {2018},
  abstract  = {Obwohl argumentative Kompetenzen in den Bildungsstandards einen hohen Stellenwert einnehmen, existiert nach wie vor eine eher geringe Anzahl empirischer Untersuchungen zur Entwicklung argumentativer F{\"a}higkeiten von Sch{\"u}lerinnen und Sch{\"u}lern. Dieser Umstand wird weniger durch einen Mangel an argumentationstheoretischen Modellen verursacht als vielmehr von einer Reihe theoretischer Probleme, die insbesondere darin liegen, dass alltagsweltliche Argumentationen sprachliche Vagheiten und strukturelle Unvollst{\"a}ndigkeiten aufweisen, die eine disjunkte empirische Kategorisierung erschweren. Im Beitrag wird ein Analysemodell vorgestellt, das diese Probleme teils l{\"o}st, teils theoretisch umgeht und so die Grundlagen f{\"u}r eine reliable Datenerhebung bildet. Die Funktionsf{\"a}higkeit und didaktische Aussagekraft des Modells wird im Anschluss anhand eines Korpus mit argumentativen Gespr{\"a}chsbeitr{\"a}gen von Sch{\"u}lerinnen und Sch{\"u}lern der 8. und 10. Jahrgangsstufe demonstriert, bei der verschiedene Altersunterschiede sowie unterschiedliche argumentative Stile belegt werden k{\"o}nnen.},
  language  = {de}
}
@article{Mueller2014,
  author    = {M{\"u}ller, Hans-Georg},
  title     = {Zur textpragmatischen Funktion der Groß- und Kleinschreibung des Deutschen},
  series = {Zeitschrift f{\"u}r germanistische Linguistik : deutsche Sprache in Gegenwart und Geschichte},
  volume    = {42},
  journal   = {Zeitschrift f{\"u}r germanistische Linguistik : deutsche Sprache in Gegenwart und Geschichte},
  number    = {1},
  publisher = {De Gruyter},
  address   = {Berlin},
  issn      = {0301-3294},
  doi       = {10.1515/zgl-2014-0001},
  pages     = {1 -- 25},
  year      = {2014},
  language  = {de}
}
@misc{Mueller2011,
  author    = {M{\"u}ller, Hans-Georg},
  title     = {The development of spelling skills in writing test an empirical study into class 1 to 4},
  series = {Zeitschrift f{\"u}r Sprachwissenschaft},
  volume    = {30},
  journal   = {Zeitschrift f{\"u}r Sprachwissenschaft},
  number    = {2},
  publisher = {De Gruyter Mouton},
  address   = {Berlin},
  issn      = {0721-9067},
  pages     = {305 -- 309},
  year      = {2011},
  language  = {de}
}
@misc{Mueller2014,
  author    = {M{\"u}ller, Hans-Georg},
  title     = {Zur textpragmatischen Funktion der Groß- und Kleinschreibung des Deutschen},
  series = {Postprints der Universit{\"a}t Potsdam : Philosophische Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Philosophische Reihe},
  number    = {114},
  issn      = {1866-8380},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-94186},
  pages     = {25},
  year      = {2014},
  abstract  = {The system of German capitalisation seems to be based on dissimilar levels of linguistic description, i. e. semantics, morphology, and syntax. This leads to several competing scientific models as well as a large range of different rules which appear to be widely autonomous and incompatible with each other. This paper opens an integrative view on the topic by focussing on a pragmatic perspective, which is capable not only on integrating all major application areas of German capitalisation but also of motivating them. Based on theDiscourse Representation Theory (DRT) the text pragmatic model can add a functional perspective to established theories by making similar predictions on capitalisation but additionally specifying communicative reasons for them. Therefore it claims explanatory adequacy from the functional perspective.},
  language  = {de}
}
@misc{Mueller2011,
  author    = {M{\"u}ller, Hans-Georg},
  title     = {Johanna Fay, Die Entwicklung der Rechtschreibkompetenz beim Testschreiben. Eine empirische Untersuchung in Klasse 1 bis 4 / [rezensiert von] Hans G. M{\"u}ller},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-93733},
  pages     = {305 -- 309},
  year      = {2011},
  abstract  = {Rezensiertes Werk: Johanna Fay: Die Entwicklung der Rechtschreibkompetenz beim Testschreiben. Eine empirische Untersuchung in Klasse 1 bis 4. - Frankfurt/M.: Peter Lang, 2010. - 206 S. - (Theorie und Vermittlung der Sprache ; 53)},
  language  = {de}
}