@article{PrengelRieglerWanneck2009,
  author    = {Prengel, Annedore and Riegler, Susanne and Wanneck, Evelyne},
  title     = {"Formative Assessment" als Re-Impuls f{\"u}r p{\"a}dagogisch-didaktisches Handeln},
  isbn      = {978-3-531-16929-3},
  doi       = {10.1007/978-3-531-91721-4_38},
  year      = {2009},
  language  = {de}
}
@article{Heusinger1997,
  author    = {Heusinger, Renate},
  title     = {"Marzanna" oder die Vertreibung des Winters : wenn kinder einer fremden Sprache und Kultur begegnen ; Eindr{\"u}cke aus der Beobachtung von Unterrichtssequenzen},
  year      = {1997},
  language  = {de}
}
@article{ScheererNeumann1999,
  author    = {Scheerer-Neumann, Gerheid},
  title     = {"Omi ist das mit dem Punkt" : Kommentar zu J{\"u}rgen Baurmann: Deutschunterricht in der Grundschule ; Tendenzen der didaktischen Diskussion - Schwerpunkte der Forschung},
  year      = {1999},
  language  = {de}
}
@misc{EgbertHammerHassanYavuzetal.2020,
  author    = {Egbert, Bj{\"o}rn and Hammer, Carolin and Hassan-Yavuz, Safyah and Hinz, Carsten and L{\"o}ffler, Robert},
  title     = {\#Wirtschaft - Nordrhein-Westfalen},
  series = {\#Wirtschaft - Nordrhein-Westfalen},
  journal   = {\#Wirtschaft - Nordrhein-Westfalen},
  number    = {5/6, Differenzierungsheft},
  editor    = {Kirchner, Vera},
  publisher = {Buchner},
  address   = {Bamberg},
  isbn      = {978-3-661-82248-8},
  pages     = {66},
  year      = {2020},
  language  = {de}
}
@article{Moeller2005,
  author    = {M{\"o}ller, Angelika},
  title     = {40 Jahre Mathematikklub und 30 Jahre Andreas Klee als Leiter des Klubs},
  year      = {2005},
  language  = {de}
}
@article{HerzogEhlertFritz2017,
  author    = {Herzog, Moritz and Ehlert, Antje and Fritz, Annemarie},
  title     = {A Competency Model of Place Value Understanding in South African Primary School Pupils},
  series = {African Journal of Research in Mathematics, Science and Technology Education},
  volume    = {21},
  journal   = {African Journal of Research in Mathematics, Science and Technology Education},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {1811-7295},
  doi       = {10.1080/18117295.2017.1279453},
  pages     = {37 -- 48},
  year      = {2017},
  abstract  = {Although the general development of mathematical abilities in primary school has been the focus of many researchers, the development of place value understanding has rarely been investigated to date. This is possibly due to the lack of conceptual approaches and empirical studies related to this topic. To fill this gap, a theory-driven and empirically validated model was developed that describes five sequential conceptual levels of place value understanding. The level sequence model gives us the ability to estimate general abilities and difficulties in primary school pupils in the development of a conceptual place value understanding. The level sequence model was tried and tested in Germany, and given that number words are very differently constructed in German and in the languages used in South African classrooms, this study aims to investigate whether this level sequence model can be transferred to South Africa. The findings based on the responses of 198 Grade 2-4 learners show that the English translation of the test items results in the same item level allocation as the original German test items, especially for the three basic levels. Educational implications are provided, in particular concrete suggestions on how place value might be taught according to the model and how to collect specific empirical data related to place value understanding.},
  language  = {en}
}
@article{VoellingerSpoererLubbeetal.2018,
  author    = {V{\"o}llinger, Vanessa A. and Sp{\"o}rer, Nadine and Lubbe, Dirk and Brunstein, Joachim C.},
  title     = {A path analytic test of the reading strategies mediation model},
  series = {The Journal of Educational Research},
  volume    = {111},
  journal   = {The Journal of Educational Research},
  number    = {6},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0022-0671},
  doi       = {10.1080/00220671.2017.1412930},
  pages     = {733 -- 745},
  year      = {2018},
  abstract  = {This study examined a theoretical model hypothesizing that reading strategies mediate the effects of intrinsic reading motivation, reading fluency, and vocabulary knowledge on reading comprehension. Using path analytic methods, we tested the direct and indirect effects specified in the hypothesized model in a sample of 1105 fifth-graders. In addition to standardized tests and questionnaires, we administered a performance test to assess students' proficiency in the application of three reading strategies. The overall fit of the model to the data was good. Both cognitive (fluency and vocabulary) and motivational (intrinsic reading motivation) variables had an indirect effect on reading comprehension through their influence on reading strategies. Reading strategies had a unique effect on reading comprehension and partially mediated the effects that cognitive and motivational variables had on fifth-graders' reading achievements.},
  language  = {en}
}
@article{DrewsWallrabenstein2002,
  author    = {Drews, Ursula and Wallrabenstein, Wulf},
  title     = {Abbau von Lehrerzentriertheit},
  year      = {2002},
  language  = {de}
}
@article{DrewsFelgerPaerschHeusinger2000,
  author    = {Drews, Ursula and Felger-P{\"a}rsch, Anneliese and Heusinger, Renate},
  title     = {Abbau von Lehrerzentriertheit bei {\"O}ffnung des Unterrichts in der Grundschule},
  year      = {2000},
  language  = {de}
}
@article{DrewsWallrabensteinHeusingeretal.2000,
  author    = {Drews, Ursula and Wallrabenstein, Wulf and Heusinger, Renate and Felger-P{\"a}rsch, Anneliese and Henrich, Ruth},
  title     = {Abbau von Lehrerzentriertheit im Unterricht in der Grundschule : Einblicke in ein deutsch-deutsches Forschungsprojekt},
  year      = {2000},
  language  = {de}
}
@article{Frohne1995,
  author    = {Frohne, Irene},
  title     = {Abschied von F{\"a}chertrennung und Lehrerorientierung},
  year      = {1995},
  language  = {de}
}
@book{OPUS4-20957,
  title     = {Aisthesis, Paideia, Therapeia : Potsdamer Beitr{\"a}ge zur {\"a}sthetischen Theorie, Bildung und Therapie},
  editor    = {Aissen-Crewett, Meike},
  publisher = {Univ.},
  address   = {Potsdam},
  year      = {1999},
  language  = {de}
}
@article{Wegner1997,
  author    = {Wegner, Barbara},
  title     = {Alternative Ans{\"a}tze der Curriculumentwicklung in den Klassen 5/6},
  issn      = {0945-6643},
  year      = {1997},
  language  = {de}
}
@article{AissenCrewett1996,
  author    = {Aissen-Crewett, Meike},
  title     = {Am Anfang war die Kunst},
  year      = {1996},
  language  = {de}
}
@article{Kaiser1994,
  author    = {Kaiser, Gabriele},
  title     = {Analyse ausgew{\"a}hlter Schulb{\"u}cher unter geschlechtsspezifischen Aspekten},
  year      = {1994},
  language  = {de}
}
@book{OPUS4-28186,
  title     = {Analysen zu Frauen und Mathematik},
  editor    = {Kaiser, Gabriele},
  year      = {1994},
  language  = {de}
}
@book{AissenCrewett2000,
  author    = {Aissen-Crewett, Meike},
  title     = {Analytische Musiktherapie},
  series = {Aisthesis, Paideia, Therapeia : Potsdamer Beitr{\"a}ge zur {\"a}sthetischen Theorie, Bildung und Therapie},
  volume    = {6},
  journal   = {Aisthesis, Paideia, Therapeia : Potsdamer Beitr{\"a}ge zur {\"a}sthetischen Theorie, Bildung und Therapie},
  publisher = {Univ.-Bibliothek Publikationsstelle},
  address   = {Potsdam},
  isbn      = {3-935024-06-1},
  issn      = {1438-8510},
  pages     = {143 S.},
  year      = {2000},
  language  = {de}
}
@article{Giest2003,
  author    = {Giest, Hartmut},
  title     = {Aneignung und Entwicklung von Begriffen im Sachunterricht},
  year      = {2003},
  language  = {de}
}
@article{Prengel2005,
  author    = {Prengel, Annedore},
  title     = {Anerkennung von Anfang an : Egalit{\"a}t, Heterogenit{\"a}t und Hierarchie im Anfangsunterricht und dar{\"u}ber hinaus},
  isbn      = {3-7815-1381-5},
  year      = {2005},
  language  = {de}
}
@book{Drews2002,
  author    = {Drews, Ursula},
  title     = {Anf{\"a}nge : Lust und Frust junger Lehrer},
  publisher = {Cornelsen Scriptor},
  address   = {Berlin},
  isbn      = {3-589-21634-4},
  pages     = {208 S.},
  year      = {2002},
  abstract  = {Dreierlei will die Autorin mit diesem unkonventionell geschriebenen Buch bei angehenden P{\"a}dagogen erreichen: sie verunsichern, ihre Sachkenntnis bef{\"o}rdern und sie ermutigen. Im 1. Teil hinterfragt sie einige verbreitete Vorstellungen {\"u}ber den p{\"a}dagogischen Berufsalltag und beschreibt den Zauber des Berufsanfangs. Teil 2 gibt Handlungsanregungen zu Problemen, die jungen Lehrern zu schaffen machen: knappe Zeit, Wirkung auf Sch{\"u}ler, Methodenmonotonie oder Disziplin der Klasse. Der 3. Teil zeigt u.a., wie sich der Preis f{\"u}r das Durchhalten reduzieren l{\"a}sst. Damit erhalten Berufsanf{\"a}nger jene Orientierungshilfe, die ihnen zu mehr Gelassenheit verhilft.},
  language  = {de}
}