@article{Zschipke2007,
author = {Zschipke, Katja},
title = {Der besuch des UN-Sonderberichterstatters zum Recht auf Bildung im Spiegel der Presse},
isbn = {3-86649-076-3},
year = {2007},
language = {de}
}
@article{ZieglerRichterHollenbachBiele2016,
author = {Ziegler, Corrina and Richter, Dirk and Hollenbach-Biele, Nicole},
title = {Inklusive und nicht inklusive Schulen im Vergleich},
series = {Inklusion kann gelinge! Forschungsergebnisse und Beispiele guter schulischer Praxis},
journal = {Inklusion kann gelinge! Forschungsergebnisse und Beispiele guter schulischer Praxis},
publisher = {Bertelsmann Stiftung},
address = {G{\"u}tersloh},
isbn = {978-3-86793-665-1},
pages = {67 -- 81},
year = {2016},
language = {de}
}
@article{ZeiskeKleinOswald2008,
author = {Zeiske, Anja and Klein, Alexandra and Oswald, Hans},
title = {Die Lust beim ersten Mal : Jugendliche und die Bewertung ihres ersten Geschlechtsverkehrs},
isbn = {978-3-86649-181-6},
year = {2008},
language = {de}
}
@phdthesis{Zaruba2020,
author = {Zaruba, Nicole},
title = {Die Entwicklung von Lehrer{\"u}berzeugungen im Potsdamer Praxissemester},
school = {Universit{\"a}t Potsdam},
pages = {viii, 195},
year = {2020},
language = {de}
}
@book{Youniss1994,
author = {Youniss, James},
title = {Soziale Konstruktion und psychische Entwicklung},
series = {Suhrkamp-Taschenbuch Wissenschaft},
volume = {1157},
journal = {Suhrkamp-Taschenbuch Wissenschaft},
editor = {Krappmann, Lothar and Oswald, Hans},
publisher = {Suhrkamp},
address = {Frankfurt am Main [u.a.]},
pages = {237 S.},
year = {1994},
language = {de}
}
@phdthesis{Yang2005,
author = {Yang, Sujuan},
title = {Curricula von praxisnahen Studieng{\"a}ngen in Deutschland und China im Vergleich : am Beispiel des Studienganges Informatik oder {\"a}hnlicher Fachrichtungen},
series = {Studien zur Berufsp{\"a}dagogik},
volume = {16},
journal = {Studien zur Berufsp{\"a}dagogik},
publisher = {Kova?},
address = {Hamburg},
isbn = {3-8300-1913-0},
issn = {1610-6962},
pages = {IX, 212 S. : graph. Darst.},
year = {2005},
language = {de}
}
@article{WursterRichterLenski2017,
author = {Wurster, Sebastian and Richter, Dirk and Lenski, Anna Eva},
title = {Teachers' use of evaluation data to improve instruction and its relationship to student achievement},
series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
volume = {20},
journal = {Zeitschrift f{\"u}r Erziehungswissenschaft},
publisher = {Springer},
address = {Wiesbaden},
issn = {1434-663X},
doi = {10.1007/s11618-017-0759-x},
pages = {628 -- 650},
year = {2017},
abstract = {In Deutschland stehen Lehrkr{\"a}ften mit Ergebnissen aus Vergleichsarbeiten, zentralen Abschlusspr{\"u}fungen und internen Evaluationen verschiedene Informationen zur Verf{\"u}gung. Diese Daten k{\"o}nnen von ihnen dazu verwendet werden, den eigenen Unterricht zu reflektieren und weiterzuentwickeln. Die Studie geht auf Basis des IQB-L{\"a}ndervergleichs 2012 den Fragen nach, ob und welche Daten von Lehrkr{\"a}ften zur Unterrichtsentwicklung herangezogen werden und ob datenbasierte Unterrichtsentwicklung mit Sch{\"u}lerleistung zusammenh{\"a}ngt. Die Betrachtung mehrerer Evaluationsverfahren erm{\"o}glicht eine kontrastierende Analyse und die Untersuchung einer gemeinsamen Verwendung mehrerer Informationsquellen. Die {\"u}berwiegende Mehrheit der befragten Lehrkr{\"a}fte berichtet, Evaluationsergebnisse als Ausgangspunkt zur Unterrichtsentwicklung zu verwenden. Allerdings zeigt sich Heterogenit{\"a}t zwischen einzelnen Unterrichtsentwicklungsaktivit{\"a}ten und Lehrkr{\"a}ften. Zur Initiierung einzelner Entwicklungsaktivit{\"a}ten werden auch mehrere Datenquellen simultan herangezogen. Ein direkter signifikanter Zusammenhang zwischen datenbasierter Unterrichtsentwicklung und Sch{\"u}lerleistung kann nicht festgestellt werden. (DIPF/Orig.).},
language = {de}
}
@article{WulffBuschhueterWestphaletal.2020,
author = {Wulff, Peter and Buschh{\"u}ter, David and Westphal, Andrea and Nowak, Anna and Becker, Lisa and Robalino, Hugo and Stede, Manfred and Borowski, Andreas},
title = {Computer-based classification of preservice physics teachers' written reflections},
series = {Journal of science education and technology},
volume = {30},
journal = {Journal of science education and technology},
number = {1},
publisher = {Springer},
address = {Dordrecht},
issn = {1059-0145},
doi = {10.1007/s10956-020-09865-1},
pages = {1 -- 15},
year = {2020},
abstract = {Reflecting in written form on one's teaching enactments has been considered a facilitator for teachers' professional growth in university-based preservice teacher education. Writing a structured reflection can be facilitated through external feedback. However, researchers noted that feedback in preservice teacher education often relies on holistic, rather than more content-based, analytic feedback because educators oftentimes lack resources (e.g., time) to provide more analytic feedback. To overcome this impediment to feedback for written reflection, advances in computer technology can be of use. Hence, this study sought to utilize techniques of natural language processing and machine learning to train a computer-based classifier that classifies preservice physics teachers' written reflections on their teaching enactments in a German university teacher education program. To do so, a reflection model was adapted to physics education. It was then tested to what extent the computer-based classifier could accurately classify the elements of the reflection model in segments of preservice physics teachers' written reflections. Multinomial logistic regression using word count as a predictor was found to yield acceptable average human-computer agreement (F1-score on held-out test dataset of 0.56) so that it might fuel further development towards an automated feedback tool that supplements existing holistic feedback for written reflections with data-based, analytic feedback.},
language = {en}
}
@article{WulffBuschhueterWestphaletal.2022,
author = {Wulff, Peter and Buschh{\"u}ter, David and Westphal, Andrea and Mientus, Lukas and Nowak, Anna and Borowski, Andreas},
title = {Bridging the gap between qualitative and quantitative assessment in science education research with machine learning},
series = {Journal of science education and technology},
volume = {31},
journal = {Journal of science education and technology},
number = {4},
publisher = {Springer},
address = {Dordrecht},
issn = {1059-0145},
doi = {10.1007/s10956-022-09969-w},
pages = {490 -- 513},
year = {2022},
abstract = {Science education researchers typically face a trade-off between more quantitatively oriented confirmatory testing of hypotheses, or more qualitatively oriented exploration of novel hypotheses. More recently, open-ended, constructed response items were used to combine both approaches and advance assessment of complex science-related skills and competencies. For example, research in assessing science teachers' noticing and attention to classroom events benefitted from more open-ended response formats because teachers can present their own accounts. Then, open-ended responses are typically analyzed with some form of content analysis. However, language is noisy, ambiguous, and unsegmented and thus open-ended, constructed responses are complex to analyze. Uncovering patterns in these responses would benefit from more principled and systematic analysis tools. Consequently, computer-based methods with the help of machine learning and natural language processing were argued to be promising means to enhance assessment of noticing skills with constructed response formats. In particular, pretrained language models recently advanced the study of linguistic phenomena and thus could well advance assessment of complex constructs through constructed response items. This study examines potentials and challenges of a pretrained language model-based clustering approach to assess preservice physics teachers' attention to classroom events as elicited through open-ended written descriptions. It was examined to what extent the clustering approach could identify meaningful patterns in the constructed responses, and in what ways textual organization of the responses could be analyzed with the clusters. Preservice physics teachers (N = 75) were instructed to describe a standardized, video-recorded teaching situation in physics. The clustering approach was used to group related sentences. Results indicate that the pretrained language model-based clustering approach yields well-interpretable, specific, and robust clusters, which could be mapped to physics-specific and more general contents. Furthermore, the clusters facilitate advanced analysis of the textual organization of the constructed responses. Hence, we argue that machine learning and natural language processing provide science education researchers means to combine exploratory capabilities of qualitative research methods with the systematicity of quantitative methods.},
language = {en}
}
@article{WrightWachsYanagidaetal.2022,
author = {Wright, Michelle F. and Wachs, Sebastian and Yanagida, Takuya and Sevcikova, Anna and Dedkova, Lenka and Bayraktar, Fatih and Aoyama, Ikuko and Kamble, Shanmukh and Mach{\´a}čkov{\´a}, Hana and Li, Zheng and Soudi, Shruti and Lei, Li and Shu, Chang},
title = {Coping with Public and Private Face-to-Face and Cyber Victimization among Adolescents in Six Countries},
series = {International journal of environmental research and public health},
volume = {19},
journal = {International journal of environmental research and public health},
number = {21},
publisher = {MDPI},
address = {Basel},
issn = {1661-7827},
doi = {10.3390/ijerph192114405},
pages = {11},
year = {2022},
abstract = {This study investigated the role of medium (face-to-face, cyber) and publicity (public, private) in adolescents' perceptions of severity and coping strategies (i.e., avoidant, ignoring, helplessness, social support seeking, retaliation) for victimization, while accounting for gender and cultural values. There were 3432 adolescents (ages 11-15, 49\% girls) in this study; they were from China, Cyprus, the Czech Republic, India, Japan, and the United States. Adolescents completed questionnaires on individualism and collectivism, and ratings of coping strategies and severity for public face-to-face victimization, private face-to-face victimization, public cyber victimization, and private cyber victimization. Findings revealed similarities in adolescents' coping strategies based on perceptions of severity, publicity, and medium for some coping strategies (i.e., social support seeking, retaliation) but differential associations for other coping strategies (i.e., avoidance, helplessness, ignoring). The results of this study are important for prevention and intervention efforts because they underscore the importance of teaching effective coping strategies to adolescents, and to consider how perceptions of severity, publicity, and medium might influence the implementation of these coping strategies.},
language = {en}
}
@article{WrightWachsHarper2018,
author = {Wright, Michelle F. and Wachs, Sebastian and Harper, Bridgette D.},
title = {The moderation of empathy in the longitudinal association between witnessing cyberbullying, depression, and anxiety},
series = {Journal of Psychosocial Research on Cyberspace},
volume = {12},
journal = {Journal of Psychosocial Research on Cyberspace},
number = {4},
publisher = {Masrykova Univ.},
address = {Brno},
issn = {1802-7962},
doi = {10.5817/CP2018-4-6},
pages = {14},
year = {2018},
abstract = {While the role of and consequences of being a bystander to face-to-face bullying has received some attention in the literature, to date, little is known about the effects of being a bystander to cyberbullying. It is also unknown how empathy might impact the negative consequences associated with being a bystander of cyberbullying. The present study focused on examining the longitudinal association between bystander of cyberbullying depression, and anxiety, and the moderating role of empathy in the relationship between bystander of cyberbullying and subsequent depression and anxiety. There were 1,090 adolescents (M-age = 12.19; 50\% female) from the United States included at Time 1, and they completed questionnaires on empathy, cyberbullying roles (bystander, perpetrator, victim), depression, and anxiety. One year later, at Time 2, 1,067 adolescents (M-age = 13.76; 51\% female) completed questionnaires on depression and anxiety. Results revealed a positive association between bystander of cyberbullying and depression and anxiety. Further, empathy moderated the positive relationship between bystander of cyberbullying and depression, but not for anxiety. Implications for intervention and prevention programs are discussed.},
language = {en}
}
@article{WrightWachsGamezGuadix2021,
author = {Wright, Michelle F. and Wachs, Sebastian and G{\´a}mez-Guadix, Manuel},
title = {J{\´o}venes ante el ciberodio},
series = {Comunicar : revista cient{\´i}fica de comunicaci{\´o}n y educaci{\´o}n},
volume = {29},
journal = {Comunicar : revista cient{\´i}fica de comunicaci{\´o}n y educaci{\´o}n},
number = {67},
publisher = {Grupo Comunicar},
address = {Huelva},
issn = {1134-3478},
doi = {10.3916/C67-2021-02},
pages = {21 -- 33},
year = {2021},
abstract = {Adolescents around the world are increasingly exposed to cyberhate. More knowledge is needed to understand how adolescents cope with cyberhate and how they can be supported when exposed. To this end, the present study investigated the associations between parental mediation of Internet use and adolescents' problem-focused coping strategies for hypothetical cyberhate victimization while considering family support as a moderator of these relationships. The sample consisted of self-reports of 5,960 adolescents between 12-18 years old (M=14.94; SD=1.61; females: 50.7\%) from Cyprus, Germany, Greece, India, Spain, South Korea, and Thailand. A structural equation model was used to investigate the relationship among parental mediation, family support, and coping with cyberhate. Findings showed a positive relationship between instructive parental mediation and adolescents' problem-focused coping strategies, and a negative relationship between restrictive parental mediation and adolescents' capability to cope productively with cyberhate. In addition, family support strengthened the positive relationship between instructive parental mediation and adolescents' use of coping strategies and attenuated the negative relationship between restrictive parental mediation and adolescents' use of coping strategies. The findings highlight the need for parental education training and underscore the importance of family support for increasing adolescents' ability to cope productively with cyberhate.},
language = {es}
}
@article{WrightWachs2022,
author = {Wright, Michelle F. and Wachs, Sebastian},
title = {Self-isolation practices and perceived social support from friends},
series = {European journal of developmental psychology},
volume = {20},
journal = {European journal of developmental psychology},
number = {4},
publisher = {Routledge, Taylor \& Francis Group},
address = {Abingdon},
issn = {1740-5629},
doi = {10.1080/17405629.2022.2146090},
pages = {635 -- 648},
year = {2022},
abstract = {The purpose of the present study was to investigate the moderating effect of perceived social support from friends in the associations between self-isolation practices during the COVID-19 pandemic and adolescents' mental health (i.e., depression, subjective health complaints, self-harm), measured six months later (Time 2). Participants were 1,567 7(th) and 8(th) graders (51\% female; 51\% white; M age = 13.67) from the United States. They completed questionnaires on perceived social support from friends, depression, subjective health complaints, and self-harm at Time 1, and self-isolation practices during COVID-19, depression, subjective health complaints, and self-harm at Time 2. The findings revealed that self-isolation practices during COVID-19 was related positively to Time 1 perceived social support from friends, and negatively to Time 2 depression, subjective health complaints, and self-harm, while accounting for Time 1 mental health outcomes. Higher perceived social support from friends at Time 1 buffered against the negative impacts on adolescents' mental health outcomes at Time 2 when they practiced greater self-isolation during COVID-19, while lower perceived social support at Time 1 had the opposite effects on Time 2 mental health outcomes.},
language = {en}
}
@article{WrightWachs2020,
author = {Wright, Michelle F. and Wachs, Sebastian},
title = {Parental support, health, and cyberbullying among adolescents with intellectual and developmental disabilities},
series = {Journal of child and family studies},
volume = {29},
journal = {Journal of child and family studies},
number = {9},
publisher = {Springer},
address = {New York},
issn = {1062-1024},
doi = {10.1007/s10826-020-01739-9},
pages = {2390 -- 2401},
year = {2020},
abstract = {Some studies reveal that adolescents with intellectual disabilities and developmental disabilities are more likely to be victims of both face-to-face bullying and cyberbullying. Research also suggests that these adolescents are likely to witness bullying victimization. More research is needed to better understand the negative outcomes associated with their experiences. The purpose of this short-term longitudinal study was to investigate the buffering effect of parental social support on the associations of cyberbullying victimization and bystanding to subjective health complaints, suicidal ideation, and non-suicidal self-harm. Participants were 121 adolescents (63\% male;Mage = 14.10 years) with intellectual disabilities and developmental disorders who completed questionnaires on their face-to-face and cyberbullying victimization and bystanding, parental social support, subjective health complaints, suicidal ideation, and non-suicidal self-harm during the 7th grade (Time 1). In 8th grade (Time 2), they completed questionnaires on subjective health complaints, suicidal ideation, and non-suicidal self-harm. The findings revealed that the positive associations between Time 1 cyberbullying victimization and Time 2 subjective health complaints, suicidal ideation, and non-suicidal self-harm were stronger at lower levels of Time 1 parental social support, while high levels of Time 1 parental social support diminished these relationships. Similar patterns were found for Time 1 cyberbullying bystanding and Time 2 subjective health complaints. Parental social support has a buffering effect on the relationships among cyberbullying victimization, bystanding, and health outcomes among adolescents with intellectual and developmental disorders.},
language = {en}
}
@article{WrightHarperWachs2018,
author = {Wright, Michelle F. and Harper, Bridgette D. and Wachs, Sebastian},
title = {Differences in Adolescents' Response Decision and Evaluation for Face-to-Face and Cyber Victimization},
series = {The Journal of Early Adolescence},
volume = {39},
journal = {The Journal of Early Adolescence},
number = {8},
publisher = {Sage Publ.},
address = {Thousand Oaks},
issn = {0272-4316},
doi = {10.1177/0272431618806052},
pages = {1110 -- 1128},
year = {2018},
abstract = {The current study was designed to assess early adolescents' response evaluation and decision for hypothetical peer victimization vignettes. Participants were 336 (59\% girls; X¯¯¯ age = 12.55) seventh and eighth graders from one school in the Midwestern United States. Adolescents read a hypothetical online or offline social situation and answered questions designed to access internal congruence, response evaluation, response efficacy, emotional outcome expectancy, and social outcome expectancy. Girls were more likely to believe that aggressive responses online and offline would lead to positive social and emotional outcome expectancies when compared with boys. Adolescents were more likely to believe that offline and online aggressive responses were legitimate responses to face-to-face victimization, feel that aggressive responses online or offline were easier to execute in response to face-to-face victimization, and that aggressive responses online or offline would lead to positive emotions and better social outcomes.},
language = {en}
}
@article{WrightHarperWachs2019,
author = {Wright, Michelle F. and Harper, Bridgette D. and Wachs, Sebastian},
title = {The associations between cyberbullying and callous-unemotional traits among adolescents},
series = {Personality and individual differences : an international journal of research into the structure and development of personality, and the causation of individual differences},
volume = {140},
journal = {Personality and individual differences : an international journal of research into the structure and development of personality, and the causation of individual differences},
publisher = {Elsevier},
address = {Oxford},
issn = {0191-8869},
doi = {10.1016/j.paid.2018.04.001},
pages = {41 -- 45},
year = {2019},
abstract = {The aim of the present study was to investigate the potential moderating role of online disinhibition in the associations between adolescents' callous-unemotional traits (callousness, uncaring, unemotional) and anonymous and non-anonymous cyberbullying. To this end, 1047 (49.2\% female) 7th and 8th graders completed questionnaires on their face-to-face bullying, cyberbullying, callous-unemotional traits, and online disinhibition. The findings revealed that increases in uncaring were more associated with self-reported non-anonymous and anonymous cyberbullying at higher levels of online disinhibition. The findings are discussed in the context of the characteristics associated with callous-unemotional traits, and how these characteristics increase adolescents' risk of cyberbullying perpetration. Recommendations are made for tailoring intervention programs to consider adolescents' personality traits.},
language = {en}
}
@article{Wopfner2008,
author = {Wopfner, Gabriele},
title = {Zeichnungen als Schl{\"u}ssel zu kindlichen Vorstellungen von Geschlechterbeziehungen},
isbn = {978-3-86649-181-6},
year = {2008},
language = {de}
}
@phdthesis{Wolf2022,
author = {Wolf, Anne-Christine},
title = {Duales Lernen},
publisher = {Cuvillier},
address = {G{\"o}ttingen},
isbn = {978-3-7369-7648-1},
pages = {248},
year = {2022},
language = {de}
}
@article{WojciechowiczVock2019,
author = {Wojciechowicz, Anna Aleksandra and Vock, Miriam},
title = {Wiedereinstieg in den Lehrerberuf nach der Flucht mit dem Refugee Teachers Program in Brandenburg},
series = {Die deutsche Schule},
volume = {111},
journal = {Die deutsche Schule},
number = {2},
publisher = {Waxmann},
address = {M{\"u}nster},
issn = {0012-0731},
doi = {10.31244/dds.2019.02.08},
pages = {219 -- 229},
year = {2019},
abstract = {Die durch die Fluchtmigration ausgel{\"o}sten aktuellen gesellschaftspolitischen Herausforderungen erfordern auch in der Lehrer*innenbildung institutionelle Weiterentwicklungsprozesse. Der vorliegende Beitrag befasst sich mit der Bedeutung der Fluchtmigration f{\"u}r die Lehrer*innenbildung. Am Beispiel des Refugee Teachers Program an der Universit{\"a}t Potsdam wird ein universit{\"a}res Bildungsangebot zur Nachqualifizierung f{\"u}r gefl{\"u}chtete Lehrkr{\"a}fte vorgestellt. Dabei fokussieren wir die konzeptionellen Grundlagen, die Struktur und die Inhalte des Programms und diskutieren es im Kontext aktueller Fragestellungen der Lehrer*innenbildung.},
language = {de}
}
@book{Wiersing1996,
author = {Wiersing, Erhard},
title = {Der Umgang mit dem Fremden in der Vormoderne : Studien zur Akkulturation in bildungshistorischer Sicht},
series = {Beitr{\"a}ge zur historischen Bildungsforschung},
volume = {17},
journal = {Beitr{\"a}ge zur historischen Bildungsforschung},
editor = {L{\"u}th, Christoph and Keck, Rudolf W.},
publisher = {B{\"o}hlau},
address = {K{\"o}ln},
pages = {320 S.},
year = {1996},
language = {de}
}
@article{WestphalZawackiRichter2021,
author = {Westphal, Andrea and Zawacki-Richter, Olaf},
title = {Von der allgemeinen Erziehungswissenschaft zur empirischen Bildungsforschung?},
series = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE},
volume = {24},
journal = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE},
number = {3},
publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH},
address = {Wiesbaden},
issn = {1434-663X},
doi = {10.1007/s11618-021-01008-5},
pages = {641 -- 669},
year = {2021},
abstract = {The present study examines articles published in Zeitschrift fur Erziehungswissenschaft (ZfE-Journal of Educational Sciences) between 1998 and 2017, to discover whether the thematic focus of the articles it published during this period changed over time. To do this, we scrutinized articles in four consecutive five-year periods: 1998-2002, 2003-2007, 2008-2012, 2013-2017. Using the titles and abstracts of 821 articles published between 1998 and 2017, we conducted a quantitative text analysis and identified the most frequent and most characteristic bigrams that emerged during these periods. In addition, we looked at whether specific word stems (e.g., "erziehungswissenschaft", "bildungsforsch", "didakt") began to occur more frequently over the two decades under study. Finally, we used the text mining tool Leximancer (TM) to construct concept maps that point to the semantic structure of the topics and key concepts in the analyzed articles. The results indicate that, over the course of this twenty-year period, the ZfE predominantly published empirical articles with a focus on the social aspects of education, but that its focus on research into general pedagogy decreased in frequency.},
language = {de}
}
@article{WestphalVockLazarides2019,
author = {Westphal, Andrea and Vock, Miriam and Lazarides, Rebecca},
title = {Are more conscientious seventh- and ninth-graders less likely to be retained?},
series = {Journal of applied developmental psychology : an internat. multidisciplinary},
volume = {66},
journal = {Journal of applied developmental psychology : an internat. multidisciplinary},
publisher = {Elsevier},
address = {Amsterdam},
issn = {0193-3973},
doi = {10.1016/j.appdev.2019.101088},
pages = {12},
year = {2019},
abstract = {Previous research has identified students' personality traits, especially conscientiousness, as highly relevant predictors of academic success. Less is known about the role of Big Five personality traits in students when it comes to teachers' decisions about students' educational trajectories and whether personality traits differentially affect these decisions by teachers in different grade levels. This study examines to what extent students' Big Five personality traits affect teacher decisions on grade retention, looking at two cohorts of 12,146 ninth-grade and 6002 seventh-grade students from the German National Educational Panel Study. In both grade levels, multilevel logistic mediation models show that students' conscientiousness indirectly predicts grade retention through the assignment of grades by teachers. In the ninth-grade sample, students' conscientiousness was additionally a direct predictor of retention, distinct from teacher-assigned grades. We discuss potential underlying mechanisms and explore whether teachers base their decisions on different indicators when retaining seventh-grade students or ninth-grade students.},
language = {en}
}
@article{WestphalLazaridesVock2021,
author = {Westphal, Andrea and Lazarides, Rebecca and Vock, Miriam},
title = {Are some students graded more appropriately than others?},
series = {British journal of educational psychology},
volume = {91},
journal = {British journal of educational psychology},
number = {3},
publisher = {Wiley},
address = {Hoboken},
issn = {0007-0998},
doi = {10.1111/bjep.12397},
pages = {865 -- 881},
year = {2021},
abstract = {Background Building on the Realistic Accuracy Model, this paper explores whether it is easier for teachers to assess the achievement of some students than others. Accordingly, we suggest that certain individual characteristics of students, such as extraversion, academic self-efficacy, and conscientiousness, may guide teachers' evaluations of student achievement, resulting in more appropriate judgements and a stronger alignment of assigned grades with students' actual achievement level (as measured using standardized tests).
Aims We examine whether extraversion, academic self-efficacy, and conscientiousness moderate the relations between teacher-assigned grades and students' standardized test scores in mathematics.
Sample This study uses a representative sample of N = 5,919 seventh-grade students in Germany (48.8\% girls; mean age: M = 12.5, SD = 0.62) who participated in a national, large-scale assessment focusing on students' academic development.
Methods We specified structural equation models to examine the inter-relations of teacher-assigned grades with students' standardized test scores in mathematics, Big Five personality traits, and academic self-efficacy, while controlling for students' socioeconomic status, gender, and age.
Results The correlation between teacher-assigned grades and standardized test scores in mathematics was r = .40. Teacher-assigned grades more closely related to standardized test scores when students reported higher levels of conscientiousness (beta = .05, p = .002). Students' extraversion and academic self-efficacy did not moderate the relationship between teacher-assigned grades and standardized test scores.
Conclusions Our findings indicate that students' conscientiousness is a personality trait that seems to be important when it comes to how closely mathematics teachers align their grades to standardized test scores.},
language = {en}
}
@article{WestphalKretschmannGronostajetal.2018,
author = {Westphal, Andrea and Kretschmann, Julia and Gronostaj, Anna and Vock, Miriam},
title = {More enjoyment, less anxiety and boredom},
series = {Learning and individual differences : a multidisciplinary journal in education},
volume = {62},
journal = {Learning and individual differences : a multidisciplinary journal in education},
publisher = {Elsevier B.V.},
address = {Amsterdam},
issn = {1041-6080},
doi = {10.1016/j.lindif.2018.01.016},
pages = {108 -- 117},
year = {2018},
abstract = {Students' achievement emotions are critical in their academic development. Therefore, teachers need to create an emotionally positive learning environment. In the light of this, the present study investigated the connection between students' enjoyment, anxiety, boredom and, in the first case, students' academic self-concept and, in the second, teachers' diagnostic skills. The third part of our study examined whether this link would be moderated by students' academic self-concept. Our sample comprised N = 1803 eighth-grade students who reported their achievement emotions and evaluated the diagnostic skills of both their German and mathematics teachers. Hierarchical models indicated that students experience more enjoyment and less anxiety and boredom if teachers exhibit better diagnostic skills. The role of teachers' diagnostic skills in relation to students' emotions was in part moderated by the students' self-concept. These results are discussed in terms of their implications for effective teaching.},
language = {en}
}
@article{WestphalKalinowskiHoferichteretal.2022,
author = {Westphal, Andrea and Kalinowski, Eva and Hoferichter, Clara Josepha and Vock, Miriam},
title = {K-12 teachers' stress and burnout during the COVID-19 pandemic},
series = {Frontiers in psychology},
volume = {13},
journal = {Frontiers in psychology},
publisher = {Frontiers Media},
address = {Lausanne},
issn = {1664-1078},
doi = {10.3389/fpsyg.2022.920326},
pages = {29},
year = {2022},
abstract = {We present the first systematic literature review on stress and burnout in K-12 teachers during the COVID-19 pandemic. Based on a systematic literature search, we identified 17 studies that included 9,874 K-12 teachers from around the world. These studies showed some indication that burnout did increase during the COVID-19 pandemic. There were, however, almost no differences in the levels of stress and burnout experienced by K-12 teachers compared to individuals employed in other occupational fields. School principals' leadership styles emerged as an organizational characteristic that is highly relevant for K-12 teachers' levels of stress and burnout. Individual teacher characteristics associated with burnout were K-12 teachers' personality, self-efficacy in online teaching, and perceived vulnerability to COVID-19. In order to reduce stress, there was an indication that stress-management training in combination with training in technology use for teaching may be superior to stress-management training alone. Future research needs to adopt more longitudinal designs and examine the interplay between individual and organizational characteristics in the development of teacher stress and burnout during the COVID-19 pandemic and beyond.},
language = {en}
}
@phdthesis{Westphal2015,
author = {Westphal, Andrea},
title = {Diagnostische Kompetenzen von Lehrkr{\"a}ften},
school = {Universit{\"a}t Potsdam},
pages = {94},
year = {2015},
language = {de}
}
@article{Wernet2006,
author = {Wernet, Andreas},
title = {Man kann ja sagen, was man will : es ist ein Lehrer-Sch{\"u}ler-Verh{\"a}ltnis : eine fallanalytische Skizze zu Kollegialit{\"a}tsproblemen im Referendariat},
isbn = {3- 937786-08-2},
year = {2006},
language = {de}
}
@article{Wernet1997,
author = {Wernet, Andreas},
title = {Zur Strukturpolitik rechtspflegerischen Handels : eine Interpretation des Weberschen Begriffspaars der formalen und materiellen Rationalit{\"a}t},
year = {1997},
language = {de}
}
@book{Wernet1997,
author = {Wernet, Andreas},
title = {Professioneller Habitus im Recht : Untersuchungen zur Professionalisierungsbed{\"u}rftigkeit der Strafrechtspflege und zum Professionshabitus von Strafverteidigern},
publisher = {Ed. Sigma},
address = {Berlin},
isbn = {3-89404-437-3},
issn = {1302-2121},
pages = {296 S.},
year = {1997},
language = {de}
}
@article{WerlerTosch1992,
author = {Werler, Manfred and Tosch, Frank},
title = {Die Dorfschule in Bornim bei Potsdam : eine St{\"a}tte der Verwirklichung reformp{\"a}dagogischer Gedanken in der Zeit der Weimarer Republik},
year = {1992},
language = {de}
}
@article{WengerLuedtkeBrunner2018,
author = {Wenger, Marina and L{\"u}dtke, Oliver and Brunner, Martin},
title = {{\"U}bereinstimmung, Variabilit{\"a}t und Reliabilit{\"a}t von Sch{\"u}lerurteilen zur Unterrichtsqualit{\"a}t auf Schulebene},
series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
volume = {21},
journal = {Zeitschrift f{\"u}r Erziehungswissenschaft},
number = {5},
publisher = {Springer},
address = {Wiesbaden},
issn = {1434-663X},
doi = {10.1007/s11618-018-0813-3},
pages = {929 -- 950},
year = {2018},
abstract = {F{\"u}r die Analyse der Unterrichtsqualit{\"a}t von Schulen durch Sch{\"u}lerurteile sollten drei Voraussetzungen erf{\"u}llt sein: (1) eine angemessene {\"U}bereinstimmung der Sch{\"u}lerurteile innerhalb der Schulen, (2) systematische Variabilit{\"a}t der Sch{\"u}lerurteile zwischen Schulen, (3) ein ausreichendes Maß an Reliabilit{\"a}t der aggregierten Urteile. Diese Studie untersucht mit internationalen PISA-Daten (Zyklen 2000-2012; 81 L{\"a}nder, {\"u}ber 55.300 Schulen, {\"u}ber 1,3 Millionen 15-J{\"a}hrige), inwiefern dies f{\"u}r Indikatoren der Qualit{\"a}tsdimensionen des Unterrichts (Klassenf{\"u}hrung, Kognitive Aktivierung, Konstruktive Unterst{\"u}tzung) zutrifft. Daf{\"u}r bestimmten wir das {\"U}bereinstimmungsmaß rWG(J) sowie die Intraklassenkorrelationen ICC(1) und ICC(2). Es zeigte sich, dass (1) die Mehrzahl der Unterrichtsmerkmale eine moderate oder starke {\"U}bereinstimmung in Schulen aufwies, (2) sich Unterrichtsmerkmale aus Sicht der Sch{\"u}lerschaft systematisch zwischen Schulen unterschieden, jedoch (3) die Reliabilit{\"a}t der aggregierten Sch{\"u}lerurteile in vielen L{\"a}ndern nicht ausreichte. Die Ergebnisse diskutieren wir vor dem Hintergrund von Konventionen zur Beurteilung der {\"U}bereinstimmung, Variabilit{\"a}t und Reliabilit{\"a}t auf Schulebene.},
language = {de}
}
@article{WengerGaertnerBrunner2020,
author = {Wenger, Marina and G{\"a}rtner, Holger and Brunner, Martin},
title = {To what extent are characteristics of a school's student body, instructional quality, school quality, and school achievement interrelated?},
series = {School effectiveness and school improvement},
volume = {31},
journal = {School effectiveness and school improvement},
number = {4},
publisher = {Routledge, Taylor \& Francis Group},
address = {Abingdon},
issn = {0924-3453},
doi = {10.1080/09243453.2020.1754243},
pages = {548 -- 575},
year = {2020},
abstract = {The aim of educational policy should be to provide a good education to all students. Thus, a key question arises regarding the extent to which key characteristics of school composition (proportion of students with migration background, socioeconomic status [SES], prior school achievement, and achievement heterogeneity), instructional quality, school quality, and later school achievement are interrelated. The present study addressed this research question by examining school inspection data, official school statistics, and large-scale achievement data from all primary schools in Berlin, Germany (N = 343). The results of correlation and path analyses showed that school composition (average SES, average prior school achievement) predicted components of instructional quality (SES: classroom management, cognitive activation; achievement: cognitive activation, individual learning support). The relation between school composition characteristics and most components of school quality was close to zero. Contrary to our expectations, only the effect of school SES on later achievement was mediated by instructional quality.},
language = {en}
}
@article{Wendland2006,
author = {Wendland, Mirko},
title = {Studierbarkeit im Einstiegsbereich des Lehramtsstudiums},
isbn = {3-939469-49-1},
year = {2006},
language = {de}
}
@article{Wendland2007,
author = {Wendland, Mirko},
title = {Studierbarkeit im Einstiegsbereich des Lehramtsstudiums},
isbn = {978-3-939469-60-5},
year = {2007},
language = {de}
}
@article{WeissUhlendorff1995,
author = {Weiss, Karin and Uhlendorff, Harald},
title = {Sozialer Wandel : Ver{\"a}nderung der familialen Lebensverh{\"a}ltnisse und die soziale Situation von Kindern},
isbn = {3-432-26581-6},
year = {1995},
language = {de}
}
@article{Weiss2005,
author = {Weiss, G.},
title = {Alienation of the self and aesthetic existence},
issn = {0044-3247},
year = {2005},
language = {en}
}
@article{WegnerTamke2009,
author = {Wegner, Barbara and Tamke, Fanny},
title = {Organisationsmodelle und ihre Umsetzung},
isbn = {978-3-8309-2217-9},
year = {2009},
language = {de}
}
@article{WegnerMuecke2009,
author = {Wegner, Barbara and M{\"u}cke, Stephan},
title = {Ganztagsschule in Brandenburg},
isbn = {978-3-8309-2217-9},
year = {2009},
language = {de}
}
@article{WegnerBellinMularskiTamke2009,
author = {Wegner, Barbara and Bellin-Mularski, Nicole and Tamke, Fanny},
title = {Ganztagsschule in Deutschland},
isbn = {978-3-8309-2217-9},
year = {2009},
language = {de}
}
@article{Wegner2008,
author = {Wegner, Barbara},
title = {Auch eine Frage der Zeit : Leistungen von Kindern f{\"o}rdern und fordern},
isbn = {978-3-407-32102-2},
year = {2008},
language = {de}
}
@book{Weber1999,
author = {Weber, Max},
title = {Ausgew{\"a}hlte Schriften : Potsdamer Internet-Ausgabe (PIA)},
editor = {Flitner, Elisabeth},
publisher = {Univ.},
address = {Potsdam},
year = {1999},
language = {de}
}
@book{Walter2001,
author = {Walter, Paul},
title = {Schule in der kulturellen Vielfalt : Beobachtungen und Wahrnehmungen interkulturellen Unterrichts},
series = {Schule und Gesellschaft},
volume = {25},
journal = {Schule und Gesellschaft},
editor = {Hamburger, Franz and Horstkemper, Marianne and Melzer, Wolfgang and Tillmann, Klaus-J{\"u}rgen},
publisher = {VS Verlag f{\"u}r Sozialwissenschaften},
address = {Wiesbaden},
isbn = {3-8100-2946-7},
doi = {10.1007/978-3-663-11339-3},
pages = {238 S. : graph. Darst.},
year = {2001},
language = {de}
}
@article{WachsWrightVazsonyi2019,
author = {Wachs, Sebastian and Wright, Michelle F. and Vazsonyi, Alexander Thomas},
title = {Understanding the overlap between cyberbullying and cyberhate perpetration},
series = {Criminal Behavior And Mental Health},
volume = {29},
journal = {Criminal Behavior And Mental Health},
number = {3},
publisher = {Wiley},
address = {Hoboken},
issn = {0957-9664},
doi = {10.1002/cbm.2116},
pages = {179 -- 188},
year = {2019},
abstract = {Background Problem behaviour theory postulates that different forms of norm violations cluster and can be explained by similar antecedents. One such cluster may include cyberbullying and cyberhate perpetration. A potential explanatory mechanism includes toxic online disinhibition, characterised by anonymity, an inability to empathise and to recognise and interpret social cues. The current study to develop a better understanding of the relationship between cyberhate and cyberbullying to inform effective intervention and prevention efforts. Aims To test the link between cyberbullying and cyberhate and whether this relationship was moderated by toxic online disinhibition. Methods Self-report questionnaires on cyberbullying, cyberhate, and toxic online disinhibition were completed by 1,480 adolescents between 12 and 17 years old (M = 14.21 years; SD = 1.68). Results Increases in cyberbullying perpetration and toxic online disinhibition were positively related to cyberhate perpetration. Furthermore, cyberbullies reported more cyberhate perpetration when they reported higher levels of toxic online disinhibition and less frequent cyberhate perpetration when they reported lower levels of toxic online disinhibition. Conclusion The current study provides evidence of a possible link between cyberbullying and cyberhate perpetration, moderated by toxic online disinhibition. This suggests that, to be effective, prevention and intervention programmes should (i) consider the co-occurrence of varying forms of cyberaggression and (ii) consider potential effects of the online environment on aggressive online behaviour among young people.},
language = {en}
}
@misc{WachsWrightSittichai2021,
author = {Wachs, Sebastian and Wright, Michelle F. and Sittichai, Ruthaychonnee},
title = {Correction: Associations between witnessing and perpetrating online hate in eight countries: The Buffering Effects of Problem-Focused Coping.},
series = {International Journal Environmental Research and Public Health},
volume = {18},
journal = {International Journal Environmental Research and Public Health},
number = {3992},
publisher = {MDPI},
address = {Basel},
issn = {1661-7827},
doi = {10.3390/ijerph18052609},
pages = {1 -- 2},
year = {2021},
abstract = {Kein Abstract vorhanden},
language = {en}
}
@article{WachsWright2019,
author = {Wachs, Sebastian and Wright, Michelle F.},
title = {The Moderation of online disinhibition and sex on the relationship between online hate victimization and perpetration},
series = {Cyberpsychology, behavior and social networking},
volume = {22},
journal = {Cyberpsychology, behavior and social networking},
number = {5},
publisher = {Liebert},
address = {New Rochelle},
issn = {2152-2715},
doi = {10.1089/cyber.2018.0551},
pages = {300 -- 306},
year = {2019},
abstract = {Online hatred based on attributes, such as origin, race, gender, religion, or sexual orientation, has become a rising public concern across the world. Past research on aggressive behavior suggests strong associations between victimization and perpetration and that toxic online disinhibition and sex might influence this relationship. However, no study investigated both the relationship between online hate victimization and perpetration and the potential moderation effects of toxic online disinhibition on this relationship. To this end, the present study was conducted. The sample consists of 1,480 7th to 10th graders from Germany. Results revealed positive associations between online hate victimization and perpetration. Furthermore, the results support the idea that toxic online disinhibition and sex, by way of moderator effects, affect the relationship between online hate victimization and perpetration. Victims of online hate reported more online hate perpetration when they reported higher levels of online disinhibition and less frequent online hate perpetration when they reported lower levels of toxic online disinhibition. Additionally, the relationship between online hate victimization and perpetration was significantly greater among boys than among girls. Taken together, our results extend previous findings to online hate involvement among adolescents and substantiate the importance to conduct more research on online hate. In addition, our findings highlight the need for prevention and intervention programs that help adolescents deal with the emerging issue of online hate.},
language = {en}
}
@article{WachsWhittleHamiltonGiachritsisetal.2018,
author = {Wachs, Sebastian and Whittle, Helen C. and Hamilton-Giachritsis, Catherine and Wolf, Karsten D. and Vazsonyi, Alexander T. and Junger, Marianne},
title = {Correlates of Mono- and Dual-Victims of Cybergrooming and Cyberbullying},
series = {Cyberpsychology, behavior and social networking},
volume = {21},
journal = {Cyberpsychology, behavior and social networking},
number = {2},
publisher = {Liebert},
address = {New Rochelle},
issn = {2152-2715},
doi = {10.1089/cyber.2016.0733},
pages = {91 -- 98},
year = {2018},
abstract = {Today's adolescents grow up using information and communication technologies as an integral part of their everyday life. This affords them with extensive opportunities, but also exposes them to online risks, such as cybergrooming and cyberbullying victimization. The aims of this study were to investigate correlates of cybergrooming and cyberbullying victimization and examine whether victims of both cybergrooming and cyberbullying (dual-cybervictims) show higher involvement in compulsive Internet use (CIU) and troubled offline behavior (TOB) compared to victims of either cybergrooming or cyberbullying (mono-cybervictims). The sample consisted of 2,042 Dutch, German, Thai, and U.S. adolescents (age = 11-17 years; M = 14.2; SD = 1.4). About every ninth adolescent (10.9 percent) reported either mono- or dual-cybervictimization. Second, both CIU and TOB were associated with all three types of cybervictimization, and finally, both CIU and TOB were more strongly linked to dual-cybervictimization than to both forms of mono-cybervictimization. These findings contribute to a better understanding of the associations between different forms of cybervictimization and psychological health and behavior problems among adolescents.},
language = {en}
}
@article{WachsWettsteinBilzetal.2022,
author = {Wachs, Sebastian and Wettstein, Alexander and Bilz, Ludwig and Gamez-Guadix, Manuel},
title = {Motivos del discurso de odio en la adolescencia y su relaci{\´o}n con las normas sociales},
series = {Comunicar : revista cient{\´i}fica de comunicaci{\´o}n y educaci{\´o}n},
volume = {30},
journal = {Comunicar : revista cient{\´i}fica de comunicaci{\´o}n y educaci{\´o}n},
number = {71},
publisher = {Grupo Comunicar},
address = {Huelva},
issn = {1134-3478},
doi = {10.3916/C71-2022-01},
pages = {9 -- 20},
year = {2022},
abstract = {Hate speech has become a widespread phenomenon, however, it remains largely unclear why adolescents engage in it and which factors are associated with their motivations for perpetrating hate speech. To this end, we developed the multidimensional "Motivations for Hate Speech Perpetration Scale" (MHATE) and evaluated the psychometric properties. We also explored the associations between social norms and adolescents' motivations for hate speech perpetration. The sample consisted of 346 adolescents from Switzerland (54.6\% boys; Mage=14; SD=0.96) who reported engagement in hate speech as perpetrators. The analyses revealed good psychometric properties for the MHATE, including good internal consistency. The most frequently endorsed subscale was revenge, followed by ideology, group conformity, status enhancement, exhilaration, and power. The results also showed that descriptive norms and peer pressure were related to a wide range of different motivations for perpetrating hate speech. Injunctive norms, however, were only associated with power. In conclusion, findings indicate that hate speech fulfills various functions. We argue that knowing the specific motivations that underlie hate speech could help us derive individually tailored prevention strategies (e.g., anger management, promoting an inclusive classroom climate). Furthermore, we suggest that practitioners working in the field of hate speech prevention give special attention to social norms surrounding adolescents.},
language = {es}
}
@article{WachsSchubarthBilz2018,
author = {Wachs, Sebastian and Schubarth, Wilfried and Bilz, Ludwig},
title = {Mobbing in der Schule},
series = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion},
journal = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion},
publisher = {Beltz Juventa},
address = {Weinheim},
isbn = {978-3-7799-4981-7},
pages = {121 -- 139},
year = {2018},
language = {de}
}
@article{WachsCastellanosWettsteinetal.2023,
author = {Wachs, Sebastian and Castellanos, Melisa and Wettstein, Alexander and Bilz, Ludwig and Gamez-Guadix, Manuel},
title = {Associations between classroom climate, empathy, self-efficacy, and countering hate speech among adolescents},
series = {Journal of interpersonal violence : concerned with the study and treatment of victims and perpetrators of physical and sexual violence},
volume = {38},
journal = {Journal of interpersonal violence : concerned with the study and treatment of victims and perpetrators of physical and sexual violence},
number = {5-6},
publisher = {Sage Publ.},
address = {Thousand Oaks},
issn = {1552-6518},
doi = {10.1177/08862605221120905},
pages = {5067 -- 5091},
year = {2023},
abstract = {Although hate speech is widely recognized as an online phenomenon, very few studies have investigated hate speech among adolescents in offline settings (e.g., schools). At the same time, not much is known about countering hate speech (counterspeech) among adolescents and which factors are associated with it. To this end, the present study used the socio-ecological framework to investigate the direct and indirect links among one contextual factor (i.e., classroom climate) and two intrapersonal factors (i.e., empathy for victims of hate speech, self-efficacy regarding intervention in hate speech) to understand counterspeech among adolescents. The sample is based on self-reports of 3,225 students in Grades 7 to 9 (51.7\% self-identified as female) from 36 schools in Germany and Switzerland. Self-report questionnaires were administered to measure classroom climate, empathy, self-efficacy, and counterspeech. After controlling for adolescents' grade, gender, immigrant background, and socioeconomic status (SES), the 2-(1-1)-1 multilevel mediation analysis showed that classroom climate (L2), empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1) had a positive effect on countering hate speech (L1). Classroom climate (L2) was also positively linked to empathy for victims of hate speech (L1), and self-efficacy toward intervention in hate speech (L1). Furthermore, classroom climate (L2) was indirectly associated with countering hate speech (L1) via greater empathy (L1) and self-efficacy (L1). The findings highlight the need to focus on contextual and intrapersonal factors when trying to facilitate adolescents' willingness to face hate speech with civic courage and proactively engage against it.},
language = {en}
}
@article{WachsBilzNiproschkeetal.2018,
author = {Wachs, Sebastian and Bilz, Ludwig and Niproschke, Saskia and Schubarth, Wilfried},
title = {Bullying Intervention in Schools},
series = {Journal of early adolescence},
volume = {39},
journal = {Journal of early adolescence},
number = {5},
publisher = {Sage Publ.},
address = {Thousand Oaks},
issn = {0272-4316},
doi = {10.1177/0272431618780423},
pages = {642 -- 668},
year = {2018},
abstract = {To date, little has been known about teachers' success in bullying interventions. Thus, the present study analyzes how successfully teachers intervene in real bullying situations, based on an analysis of 1,996 reports by German students aged between 12 and 15 (49.2\% female) from 24 schools. Predictors of success included intervention strategy (authoritarian-punitive, supportive-individual, supportive-cooperative intervention), bullying form (physical, verbal, relational, cyber), and the student's bullying role (bully, victim, bystander) in the particular situation. Multilevel analyses showed that supportive-cooperative intervention strategies were the most successful in dealing with bullying in both the short and long term. In the long term, students evaluated teachers as being more successful in dealing with cyberbullying compared with physical bullying. Compared with students who observed bullying, students who perpetrated it were less likely to report that teachers' interventions were successful in the short term. Implications for bullying intervention, preservice teacher-training, and future research are discussed.},
language = {en}
}
@article{WachsBilzFischeretal.2017,
author = {Wachs, Sebastian and Bilz, Ludwig and Fischer, Saskia M. and Wright, Michelle F.},
title = {Do emotional components of alexithymia mediate the interplay between cyberbullying victimization and perpetration?},
series = {International Journal of Environmental Research and Public Health},
volume = {14},
journal = {International Journal of Environmental Research and Public Health},
number = {12},
publisher = {MDPI},
address = {Basel},
issn = {1660-4601},
doi = {10.3390/ijerph14121530},
pages = {11},
year = {2017},
abstract = {A substantial amount of research has revealed that cyberbully-victims have more emotional and behavioral problems than either cyberbullying victims or perpetrators. However, until now, little research has been conducted into the factors that contribute to the interplay between cyberbullying victimization and perpetration. The purpose of this study was to examine the relationship between cyberbullying victimization, perpetration, and two emotional components of alexithymia, namely difficulties in identifying and describing one's own feelings. Self-report questions were administered to 1549 adolescents between 12 and 18 years old (M = 14.51; SD = 1.68; 42.1\% (n = 652) male) from Germany and Thailand. Results showed that cyberbullying victimization and alexithymia are associated with cyberbullying perpetration. Moreover, alexithymia mediated the associations between cyberbullying victimization and adolescents' cyberbullying perpetration. Consequently, we suggest that the ability to describe and identify one's own feelings might be important for understanding the link between cyberbullying, victimization, and perpetration. The results may help develop prevention and intervention programs focused on reducing cyberbullying.},
language = {en}
}
@incollection{Wachs2017,
author = {Wachs, Sebastian},
title = {Cybermobbing},
series = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen},
booktitle = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen},
editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane},
publisher = {Klinkhardt},
address = {Bad Heilbrunn},
isbn = {978-3-7815-2095-0},
publisher = {Universit{\"a}t Potsdam},
pages = {73 -- 85},
year = {2017},
language = {de}
}
@book{vonRochowSchmitt1995,
author = {von Rochow, Friedrich Eberhard and Schmitt, Hanno},
title = {Der Kinderfreund : ein Lesebuch zum Gebrauch in Landschulen},
series = {Quellen und Studien zur Berlin-Brandenburgischen Bildungsgeschichte},
volume = {1},
journal = {Quellen und Studien zur Berlin-Brandenburgischen Bildungsgeschichte},
editor = {Schmitt, Hanno and Tosch, Frank},
publisher = {Univ.},
address = {Potsdam},
pages = {118 S.},
year = {1995},
language = {de}
}
@book{vonRochow2006,
author = {von Rochow, Friedrich Eberhard},
title = {Der Kinderfreund : ein Lesebuch ; zweiter Teil},
series = {Quellen und Studien zur Berlin-Brandenburgischen Bildungsgeschichte},
volume = {3},
journal = {Quellen und Studien zur Berlin-Brandenburgischen Bildungsgeschichte},
editor = {Tosch, Frank},
publisher = {Weidler},
address = {Berlin},
pages = {223 S.},
year = {2006},
language = {de}
}
@article{VollmeyerRheinberg2004,
author = {Vollmeyer, Regina and Rheinberg, Falko},
title = {Influence de la motivation sur l{\"i}apprentissage d{\"i}un syst{\`e}me lin{\´e}aire},
issn = {1705-0065},
year = {2004},
language = {en}
}
@article{VockWeigandPreckeletal.2021,
author = {Vock, Miriam and Weigand, Gabriele and Preckel, Franzis and Fischer, Christian and K{\"a}pnick, Friedhelm and Perleth, Christoph and Wollerstein, Werner},
title = {Wissenschaftlicher Hintergrund des LemaS-Projekts},
series = {Leistung macht Schule : F{\"o}rderung leistungsstarker und potenziell besonders leistungsf{\"a}higer Sch{\"u}lerinnen und Sch{\"u}ler},
journal = {Leistung macht Schule : F{\"o}rderung leistungsstarker und potenziell besonders leistungsf{\"a}higer Sch{\"u}lerinnen und Sch{\"u}ler},
edition = {2},
publisher = {Beltz},
address = {Weinheim},
isbn = {978-3-40725-883-0},
pages = {23 -- 30},
year = {2021},
language = {de}
}
@article{VockPenkKoeller2014,
author = {Vock, Miriam and Penk, Christiane and Koeller, Olaf},
title = {Who skips a grade? Findings concerning grade acceleration in German schools},
series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
volume = {61},
journal = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
number = {3},
publisher = {Reinhardt},
address = {M{\"u}nchen},
issn = {0342-183X},
doi = {10.2378/peu2013.art22d},
pages = {153 -- 164},
year = {2014},
abstract = {This study examines how often and in which form students use the option of gradeskipping in Germany and what characterizes those students. The database was derived from a sample of N = 4,103 students (grades 8-10), who were tested within the standardisation process of the national educational standards in mathematics. For these students data existed on their mathematical competence (educational standard items) and intelligence (subtests word analogies and figural analogies of the KFT 4-12 + R). Furthermore, we identified n = 33 (0,8\%) students by questionnaire, who had already skipped one grade. Those accelerated students are predominantly boys, had skipped the grade during their first years at school and performed only slightly above-average on two cognitive ability scales. At the time the survey was conducted, 39\% did not attend a Gymnasium and 34 \% had to repeat one grade after having been accelerated. While they report average grades in relation to their peers, their mathematical competence is well above average.},
language = {de}
}
@article{VockGronostajKretschmannetal.2022,
author = {Vock, Miriam and Gronostaj, Anna and Kretschmann, Julia and Westphal, Andrea},
title = {Wie bewerten begabte und leistungsstarke Jugendliche in separaten Spezialklassen ihren Unterricht?},
series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
volume = {25},
journal = {Zeitschrift f{\"u}r Erziehungswissenschaft},
publisher = {Springer},
address = {Wiesbaden},
issn = {1434-663X},
doi = {10.1007/s11618-022-01118-8},
pages = {1151 -- 1173},
year = {2022},
abstract = {Leistungsstarke und besonders begabte Sch{\"u}ler*innen werden im Unterricht oft nicht gen{\"u}gend gefordert. In speziellen Klassen f{\"u}r besonders Leistungsstarke und Begabte kann der Unterricht st{\"a}rker auf die Lernm{\"o}glichkeiten dieser Gruppe zugeschnitten werden. Spezialklassen gelten insgesamt als leistungsf{\"o}rderlich, Studien zur Unterrichtsqualit{\"a}t sind bisher jedoch rar. In dieser Studie wird untersucht, wie Sch{\"u}ler*innen der Leistungs- und Begabungsklassen (LuBK) im Land Brandenburg die Qualit{\"a}t ihres Unterrichts in Deutsch und Mathematik im Vergleich zu Sch{\"u}ler*innen von Regelklassen einsch{\"a}tzen. Die Datenbasis bilden N = 3371 Sch{\"u}ler*innen der 8. und 10. Jahrgangsstufe aus 33 Schulen. Mittels Frageb{\"o}gen wurden Merkmale der Unterrichtsqualit{\"a}t nach dem QuAIT-Modell erfragt; die Datenanalyse erfolgte mit regressionsanalytischen Mehrebenenmodellen. Die Sch{\"u}ler*innen der LuBK bewerten die Qualit{\"a}t ihres Unterrichts {\"u}berwiegend positiver als die Sch{\"u}ler*innen der Regelklassen, Defizite zeigen sich jedoch in beiden Klassentypen bei den Qualit{\"a}tsmerkmalen der inneren Differenzierung und der Mitsprache bei Unterrichtsthemen.},
language = {de}
}
@article{Vock2021,
author = {Vock, Miriam},
title = {Akzeleration - schneller durch die Schule?},
series = {Handbuch Begabung},
journal = {Handbuch Begabung},
publisher = {Beltz},
address = {Weinheim},
isbn = {978-3-40725-886-1},
pages = {319 -- 332},
year = {2021},
language = {de}
}
@book{Veil1996,
author = {Veil, Mechthild},
title = {Sozialpolitik aus feministischer Sicht},
editor = {Jacobi, Juliane and Gerhard, Ute},
year = {1996},
language = {de}
}
@article{ValtinWatsonFlitner1998,
author = {Valtin, Renate and Watson, Alan and Flitner, Elisabeth},
title = {"Was ich nur meinem Freund, nicht meiner Mutter erz{\"a}hle" : zur Entwicklung und Bedeutung des Geheimnisses bei Kindern},
isbn = {3-8017-0990-6},
year = {1998},
language = {de}
}
@article{UrtonBoernetRinglebWilbert2018,
author = {Urton, Karolina and B{\"o}rnet-Ringleb, Moritz and Wilbert, J{\"u}rgen},
title = {Gestaltung eines inklusiven Schulklimas als Schulentwicklungsaufgabe},
series = {Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung},
journal = {Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung},
publisher = {Kohlhammer},
address = {Stuttgart},
isbn = {978-3-17-032719-1},
pages = {60 -- 75},
year = {2018},
language = {de}
}
@phdthesis{Urton2016,
author = {Urton, Karolina},
title = {Inklusion als Schulentwicklungsaufgabe},
school = {Universit{\"a}t Potsdam},
pages = {115},
year = {2016},
language = {de}
}
@incollection{Ulbricht2017,
author = {Ulbricht, Juliane},
title = {Exkurs: Lehrerhandeln bei Gewalt und Mobbing - angehende, berufseinsteigende und erfahrene Lehrkr{\"a}fte im Vergleich},
series = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen},
booktitle = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen},
editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane},
publisher = {Klinkhardt},
address = {Bad Heilbrunn},
isbn = {978-3-7815-2095-0},
publisher = {Universit{\"a}t Potsdam},
pages = {129 -- 143},
year = {2017},
language = {de}
}
@phdthesis{Ulbricht,
author = {Ulbricht, Juliane},
title = {Gewalt und Mobbing an Schulen als Thema in der Lehrerausbildung},
publisher = {wvb Wissenschaftlicher Verlag Berlin},
address = {Berlin},
isbn = {978-3-96138-098-5},
school = {Universit{\"a}t Potsdam},
pages = {421},
abstract = {Wie werden angehende Lehrpersonen durch die Lehrerausbildung auf das Handeln in schulischen Gewalt- und Mobbingsituationen vorbereitet? {\"U}ber welche Kompetenzen im Umgang mit Gewalt und Mobbing an Schulen verf{\"u}gen angehende Lehrpersonen? Trotz der zentralen Rolle von Lehrpersonen bei der Pr{\"a}vention und Intervention von Gewalt und Mobbing lieferte die Forschung auf diese Fragen bislang kaum Antworten. Die vorliegende Studie untersucht subjektive Kompetenzeinsch{\"a}tzungen von Lehramtsstudierenden und Referendaren im Umgang mit Gewalt und Mobbing an Schulen und identifiziert individuelle und institutionelle Einflussfaktoren f{\"u}r deren Erwerb in der Lehrerausbildung. Aus den Ergebnissen werden Empfehlungen f{\"u}r die F{\"o}rderung entsprechender Handlungskompetenzen sowie eine Strategie zur nachhaltigen Implementierung von Gewaltpr{\"a}vention und -intervention als Querschnittsthema in alle Phasen der Lehrerbildung abgeleitet. Den Kern bildet dabei die Entwicklung eines Curriculums „Gewaltpr{\"a}vention und -intervention".},
language = {de}
}
@incollection{Ulbricht,
author = {Ulbricht, Juliane},
title = {Pr{\"a}vention von Aggression und Gewalt - Folgerungen f{\"u}r die Lehrerbildung},
publisher = {Klinkhardt},
address = {Bad Heilbrunn},
isbn = {978-3-8252-8580-7},
pages = {600 -- 613},
language = {de}
}
@article{UhlendotffPrengel2013,
author = {Uhlendotff, Harald and Prengel, Annedore},
title = {Forschungsperspektiven quantitativer Methoden im Verh{\"a}ltnis zu qualitativen Methoden},
series = {Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft},
journal = {Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft},
edition = {4., durchges. Aufl.},
publisher = {Beltz Juventa},
address = {Weinheim},
isbn = {978-3-7799-0799-2},
pages = {137 -- 149},
year = {2013},
language = {de}
}
@article{UhlendorffSeidel2001,
author = {Uhlendorff, Harald and Seidel, Andreas},
title = {Schule in Ostdeutschland aus elterlicher Sicht},
year = {2001},
language = {de}
}
@article{UhlendorffPrengel2010,
author = {Uhlendorff, Harald and Prengel, Annedore},
title = {Forschungsperspektiven quantitativer Methoden im Verh{\"a}ltnis zu qualitativen Methoden},
isbn = {978-3-7799-0793-0},
year = {2010},
language = {de}
}
@article{UhlendorffOswald2003,
author = {Uhlendorff, Harald and Oswald, Hans},
title = {Freundeskreise und Cliquen im fr{\"u}hen Jugendalter},
year = {2003},
language = {de}
}
@article{UhlendorffKrappmannOswald1997,
author = {Uhlendorff, Harald and Krappmann, Lothar and Oswald, Hans},
title = {Familie in Ost- und West-Berlin : Erziehungseinstellungen und Kinderfreundschaften},
year = {1997},
language = {de}
}
@article{UhlendorffKrappmann1999,
author = {Uhlendorff, Harald and Krappmann, Lothar},
title = {Kinderfreundschaften und Freundschaftskonzept},
issn = {1435-4594},
year = {1999},
language = {de}
}
@article{UhlendorffArteltKrappmann2001,
author = {Uhlendorff, Harald and Artelt, Cordula and Krappmann, Lothar},
title = {Selbstverantwortung von Kindern und kontrollierende Erziehungseinstellungen in Ein- und Zwei-Eltern-Familien},
year = {2001},
language = {de}
}
@article{Uhlendorff2004,
author = {Uhlendorff, Harald},
title = {Familie und Familienorinentierung in Ostdeutschland},
isbn = {83-7308-335-9},
year = {2004},
language = {de}
}
@article{Uhlendorff2004,
author = {Uhlendorff, Harald},
title = {Warum ist der beliebt und ich nicht? Beliebtheit und Ablehnung unter Kindern und Jugendlichen},
year = {2004},
language = {de}
}
@article{Uhlendorff2004,
author = {Uhlendorff, Harald},
title = {After the wall: Parental attitudes to child rearing in East and West Germany},
year = {2004},
abstract = {In the years following German reunification, East and West German parents (282 mothers and 207 fathers) were interviewed about attitudes to the rearing of their 7- to 13-year-old children and about their social networks. Path analyses show that East German parents engage in more protective and less permissive parenting, and that East German fathers raise their children in a more traditional and authoritarian manner than their West German counterparts. In part, these differences can be attributed to the strong family orientation of East German parents (many and intensive kinship relations, few friends). Further analyses show that corollaries of the social upheavals in East Germany, namely closer cohesion of the immediate family and a decrease in the social support provided by the extrafamilial environment, are associated with protective attitudes to parenting and hence with the tendency to limit children's freedom of decision-making},
language = {en}
}
@article{Uhlendorff2003,
author = {Uhlendorff, Harald},
title = {Großeltern und Enkelkinder : sozialwissenschaftliche Perspektiven und Forschungsergebnisse hinsichtlich einer selten untersuchten Beziehung},
year = {2003},
language = {de}
}
@article{Uhlendorff2003,
author = {Uhlendorff, Harald},
title = {Family and family orientiation in East Germany},
isbn = {0-714-653-772},
year = {2003},
language = {en}
}
@book{Uhlendorff1995,
author = {Uhlendorff, Harald},
title = {Soziale Integration in den Freundeskreis},
series = {Materialien aus der Bildungsforschung},
volume = {52},
journal = {Materialien aus der Bildungsforschung},
publisher = {Max-Planck-Inst. f{\"u}r Bildungsforschung},
address = {Berlin},
isbn = {3-87985-044-5},
pages = {130 S.},
year = {1995},
language = {de}
}
@article{Uhlendorff1996,
author = {Uhlendorff, Harald},
title = {Familie in Ost- und West-Berlin : Einfl{\"u}sse der Großeltern auf die Enkel und die Erziehungseinstellungen der Eltern},
isbn = {3-931147-29-0},
year = {1996},
language = {de}
}
@article{Uhlendorff1997,
author = {Uhlendorff, Harald},
title = {Eltern- und Kinderfreundschaften in Ost- und Westberlin},
year = {1997},
language = {de}
}
@article{Uhlendorff1996,
author = {Uhlendorff, Harald},
title = {Elterliche soziale Netzwerke in ihrer Wirkung auf die Freundschaftsbeziehungen der Kinder},
year = {1996},
language = {de}
}
@article{Uhlendorff2002,
author = {Uhlendorff, Harald},
title = {Alleinsein als mehrdeutige Erfahrung f{\"u}r Kinder im Grundschulalter},
isbn = {3-8282-0205-5},
year = {2002},
language = {de}
}
@book{Uhlendorff2001,
author = {Uhlendorff, Harald},
title = {Erziehung im sozialen Umfeld : eine empirische Untersuchung {\"u}ber elterliche Erziehungshaltungen in Ost- und Westdeutschland},
publisher = {VS Verlag f{\"u}r Sozialwissenschaften},
address = {Wiesbaden},
isbn = {3-8100-3166-6},
doi = {10.1007/978-3-663-09990-1},
pages = {165 S.},
year = {2001},
language = {de}
}
@article{Uhlendorff2000,
author = {Uhlendorff, Harald},
title = {Parentin in times of social transformation},
isbn = {0-7146-8134-2, 0-7146-5093-5},
year = {2000},
language = {en}
}
@article{Uhlendorff2000,
author = {Uhlendorff, Harald},
title = {Parents' and children's friendship networks},
issn = {0192-513X},
year = {2000},
language = {en}
}
@phdthesis{Traub2003,
author = {Traub, Angelika},
title = {Neue Liebe in getrennten Haushalten : zur Bedeutung von Living-apart-together-Partnerschaften f{\"u}r das Wohlbefinden und Stresserleben alleinerziehender M{\"u}tter},
publisher = {Logos-Verl.},
address = {Berlin},
isbn = {3-8325-0786-8},
pages = {245 S. : graph. Darst.},
year = {2003},
language = {de}
}
@article{TrainiKleinertBittmann2021,
author = {Traini, Claudia and Kleinert, Corinna and Bittmann, Felix},
title = {How does exposure to a different school track influence learning progress?},
series = {Research in social stratification and mobility},
volume = {76},
journal = {Research in social stratification and mobility},
publisher = {Elsevier},
address = {Amsterdam [u.a.]},
issn = {0276-5624},
doi = {10.1016/j.rssm.2021.100625},
pages = {285 -- 298},
year = {2021},
abstract = {German secondary education is known for its early, strict selection of students into different schooling tracks based on prior academic performance, based on the assumption that students learn more efficiently when the learning environment is tailored to their individual abilities and needs. While much previous research has shown that entry into tracks is socially selective, less is known whether there are effects of being exposed to a particular school track on educational success and which mechanisms are contributing to these effects. We investigate this question by comparing the learning progress in reading and mathematics of students in the upper and intermediate schooling track over five years of secondary schooling, based on large-scale German-wide longitudinal data (NEPS-SC3). Even when restricting our sample to a group of students with similar preconditions and controlling for skills at the beginning of secondary schooling, we find that the learning progress in the upper track is higher for both domains, suggesting scissor effects of track exposure. It is mainly the average performance level of the class, and to a lesser degree its social background composition, which mediates these effects. In contrast, migration background composition of the class and instructional quality perceived by students hardly contribute to explaining increasing learning gains in the upper track.},
language = {en}
}
@article{Tosch2007,
author = {Tosch, Frank},
title = {Neue Perspektiven der Gedike-Forschung : in Erinnerung an Harald Scholtz},
isbn = {978-3-89693-512-0},
year = {2007},
language = {de}
}
@article{Tosch2007,
author = {Tosch, Frank},
title = {"den ganzen Menschen im Auge behalten und [...] die allseitige Durchbildung der Pers{\"o}nlichkeit bezwecken" : die Antrittsrede im bildungshistorischen Spiegel gymnasialer Schulentwicklung},
isbn = {978-3-7815-1564-2},
year = {2007},
language = {de}
}
@article{Tosch2007,
author = {Tosch, Frank},
title = {Friedrich Eberhard von Rochow (11.10.1734-16.05.1805)},
isbn = {3-933600-14-6},
year = {2007},
language = {de}
}
@article{Tosch2007,
author = {Tosch, Frank},
title = {Friedrich Gedike : Wegbereiter der Reformschulidee und die Erfolgsgeschichte nach 1890},
isbn = {978-3-89693-512-0},
year = {2007},
language = {de}
}
@phdthesis{Tosch2006,
author = {Tosch, Frank},
title = {Gymnasium und Systemdynamik : regionaler Strukturwandel im h{\"o}heren Schulwesen der preußischen Provinz Brandenburg 1890 - 1938},
publisher = {Klinkhardt},
address = {Bad Heilbrunn},
isbn = {3-7815-1461-7},
pages = {525 S.},
year = {2006},
language = {de}
}
@article{Tosch2006,
author = {Tosch, Frank},
title = {1779 als Projekt der N{\"u}tzlichkeit, Sittlichkeit und Gl{\"u}ckseligkeit : Nachwort},
year = {2006},
language = {de}
}
@article{Tosch2006,
author = {Tosch, Frank},
title = {Unterricht und Erziehung},
isbn = {3-7815-1443-9},
year = {2006},
language = {de}
}
@article{Tosch2004,
author = {Tosch, Frank},
title = {Enttypisierung und Demokratisierung als Schulreformstrategie : historische Befunde regionaler Schulentwicklung in der Provinz Brandenburg 1890 - 1937},
year = {2004},
language = {de}
}
@article{Tosch2004,
author = {Tosch, Frank},
title = {Friedrich Eberhard von Rochow (1734-1805) als Agrarreformer und die "M{\"a}rkischen Bauern-Gespr{\"a}che"},
isbn = {3-89676-861-1},
year = {2004},
language = {de}
}
@article{Tosch2004,
author = {Tosch, Frank},
title = {Potsdamer {\"U}bergangsklassen im Widerspruch zum Weimarer Schulsystem : historisch vergleichende Perspektiven im Schulreformprozess},
isbn = {3-932858-62-X},
year = {2004},
language = {de}
}
@article{Tosch2004,
author = {Tosch, Frank},
title = {Europ{\"a}ische Dimension im Bildungswesen},
isbn = {3-7815-1172-3},
year = {2004},
language = {de}
}
@article{Tosch2004,
author = {Tosch, Frank},
title = {Vergangenes f{\"u}r Zuk{\"u}nftiges - Aspekte der Museumsp{\"a}dagogik in historischer und aktueller Perspektive},
year = {2004},
language = {de}
}