@article{Adey1994,
  author    = {Adey, Philip},
  title     = {Cognitive acceleration},
  series = {LLF-Berichte / Universit{\"a}t Potsdam, Zentrum f{\"u}r Lehrerbildung},
  volume    = {7},
  journal   = {LLF-Berichte / Universit{\"a}t Potsdam, Zentrum f{\"u}r Lehrerbildung},
  issn      = {0945-294X},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-4483},
  year      = {1994},
  language  = {de}
}
@phdthesis{Agamy2012,
  author    = {Agamy, Ibrahim},
  title     = {Social networking software in higher education : investigating the influence of using different interaction levels on learners' achievement and satisfaction},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-61888},
  school      = {Universit{\"a}t Potsdam},
  year      = {2012},
  abstract  = {Education in knowledge society is challenged with a lot of problems in particular the interaction between the teacher and learner in social networking software as a key factor affects the learners' learning and satisfaction (Prammanee, 2005) where "to teach is to communicate, to communicate is to interact, to interact is to learn" (Hefzallah, 2004, p. 48). Analyzing the relation between teacher-learner interaction from a side and learning outcome and learners' satisfaction from the other side, some basic problems regarding a new learning culture using social networking software are discussed. Most of the educational institutions pay a lot of attentions to the equipments and emerging Information and Communication Technologies (ICTs) in learning situations. They try to incorporate ICT into their institutions as teaching and learning environments. They do this because they expect that by doing so they will improve the outcome of the learning process. Despite this, the learning outcome as reported in most studies is very limited, because the expectations of self-directed learning are much higher than the reality. Findings from an empirical study (investigating the role of teacher-learner interaction through new digital media wiki in higher education and learning outcome and learner's satisfaction) are presented recommendations about the necessity of pedagogical interactions in support of teaching and learning activities in wiki courses in order to improve the learning outcome. Conclusions show the necessity for significant changes in the approach of vocational teacher training programs of online teachers in order to meet the requirements of new digital media in coherence with a new learning culture. These changes have to address collaborative instead of individual learning and ICT wiki as a tool for knowledge construction instead of a tool for gathering information.},
  language  = {en}
}
@misc{AhlgrimmWestphalHeck2018,
  author    = {Ahlgrimm, Frederik and Westphal, Andrea and Heck, Sebastian},
  title     = {Why students travel abroad (and so many others do not)},
  publisher = {Universitat Politecnica de Valencia},
  address   = {Valencia},
  isbn      = {978-84-9048-690-0},
  doi       = {10.4995/HEAd18.2018.8161},
  pages     = {1135 -- 1142},
  year      = {2018},
  abstract  = {Over the past few years, studying abroad and other educational international experiences have become increasingly highly regarded. Nevertheless, research shows that only a minority of students actually take part in academic mobility programs. But what is it that distinguishes those students who take up these international opportunities from those who do not? In this study we reviewed recent quantitative studies on why (primarily German) students choose to travel abroad or not. This revealed a pattern of predictive factors. These indicate the key role played by students' personal and social background, as well as previous international travel and the course of studies they are enrolled in. The study then focuses on teaching students. Both facilitating and debilitating factors are discussed and included in a model illustrating the decision-making process these students use. Finally, we discuss the practical implications for ways in which international, studyrelated travel might be increased in the future. We suggest that higher education institutions analyze individual student characteristics, offering differentiated programs to better meet the needs of different groups, thus raising the likelihood of disadvantaged students participating in academic international travel.},
  language  = {en}
}
@article{AlbertsGiest2012,
  author    = {Alberts, Sonja and Giest, Hartmut},
  title     = {Lernen an Eperimentierstationen im Science Center},
  isbn      = {978-3-7851-1851-3},
  year      = {2012},
  language  = {de}
}
@article{AlexeevaGutnikPiskunova2007,
  author    = {Alexeeva, Elena and Gutnik, Irina and Piskunova, Elena},
  title     = {Soziale Probleme Jugendlicher im heutigen Russland},
  series = {Soziale Probleme von Jugendlichen in Deutschland, Polen und Russland : Alltagsleben und Lebensperspektiven},
  journal   = {Soziale Probleme von Jugendlichen in Deutschland, Polen und Russland : Alltagsleben und Lebensperspektiven},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-939469-79-7},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-21560},
  pages     = {44 -- 70},
  year      = {2007},
  language  = {de}
}
@book{Allen2009,
  author    = {Allen, Ann T.},
  title     = {Feminismus und Eugenik im internationelen Vergleich, 1900 - 1993 : Ringvorlesung 2009-05-07},
  publisher = {Univ.-Bibl.},
  address   = {Potsdam},
  year      = {2009},
  abstract  = {Die Eugenik wird oft als politisch konservative und frauenfeindliche Bewegung stereotypisiert. Im Gegensatz dazu steht, dass sich Frauenorganisationen in vielen L{\"a}ndern die Eugenik angeeignet haben und diese in einer feministischen Richtung revidierten. Der Vortrag wird mehrere europ{\"a}ische L{\"a}nder {\"u}berblicken, um die deutschen Feministinnen in vergleichender Perspektive zu betrachten und ihre Haltung zur Eugenik erfassen und einordnen zu k{\"o}nnen.},
  language  = {de}
}
@article{AndresLauterbachJongbloedetal.2021,
  author    = {Andres, Lesley and Lauterbach, Wolfgang and Jongbloed, Janine and H{\"u}mme, Hartwig},
  title     = {Gender, education, and labour market participation across the life course},
  series = {International journal of lifelong education},
  volume    = {40},
  journal   = {International journal of lifelong education},
  number    = {2},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0260-1370},
  doi       = {10.1080/02601370.2021.1924302},
  pages     = {170 -- 189},
  year      = {2021},
  abstract  = {In this paper, we employ a comparative life course approach for Canada and Germany to unravel the relationships among general and vocational educational attainment and different life course activities, with a focus on labour market and income inequality by gender. Life course theory and related concepts of 'time,' 'normative patterns,' 'order and disorder,' and 'discontinuities' are used to inform the analyses. Data from the Paths on Life's Way (Paths) project in British Columbia, Canada and the German Pathways from Late Childhood to Adulthood (LifE) which span 28 and 33 years, respectively, are employed to examine life trajectories from leaving school to around age 45. Sequence analysis and cluster analyses portray both within and between country differences - and in particular gender differences - in educational attainment, employment, and other activities across the life course which has an impact on ultimate labour market participation and income levels. 'Normative' life courses that follow a traditional order correspond with higher levels of full-time work and higher incomes; in Germany more so than Canada, these clusters are male dominated. Clusters characterised by 'disordered' and 'discontinuous' life courses in both countries are female dominated and associated with lower income levels.},
  language  = {en}
}
@book{AndresenBaader1998,
  author    = {Andresen, Sabine and Baader, Meike Sophia},
  title     = {Wege aus dem Jahrhundert des Kindes : Tradition und Utopie bei Ellen Key},
  publisher = {Luchterhand},
  address   = {Neuwied},
  isbn      = {3-472-03118-2},
  year      = {1998},
  language  = {de}
}
@book{Apel1997,
  author    = {Apel, Hans J{\"u}rgen},
  title     = {Vervollkommnung durch Arbeit und Bildung? : Anthropologische und historische Perspektiven zum Verh{\"a}ltnis von Individuum, Gesellschaft und Staat},
  series = {P{\"a}dagogische Anthropologie},
  volume    = {4},
  journal   = {P{\"a}dagogische Anthropologie},
  editor    = {L{\"u}th, Christoph},
  publisher = {Dt. Studien- Verl.},
  address   = {Weinheim},
  isbn      = {3-89271-757-5},
  pages     = {260 S.},
  year      = {1997},
  language  = {de}
}
@book{Apelojg2013,
  author    = {Apelojg, Benjamin},
  title     = {Die forschende Lehrerin : wie Studierende lernen ihre eigene Arbeit reflexiv und forschungsgeleitet weiterzuentwickeln},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-67383},
  publisher      = {Universit{\"a}t Potsdam},
  year      = {2013},
  abstract  = {Im Rahmen der aktuellen Debatte {\"u}ber Ver{\"a}nderungen im Schulsystem r{\"u}ckt auch die Lehramtsausbildung st{\"a}rker in den Fokus universit{\"a}rer und {\"o}ffentlicher Diskussionen. Um Unterricht und Schule weiterzuentwickeln, bedarf es, nach Ansicht des Autors, kompetenter Lehrkr{\"a}fte, welche reflexiv und forschungsgeleitet ihre Arbeit als einen permanenten Entwicklungsprozess betrachten. Das „Praxisforschen" ist eine Form des Lehrens und Lernens, mittels dessen die Hochschullehre verbessert werden kann und Lehramtsstudierende gut auf die zuk{\"u}nftigen Anforderungen als Lehrende vorbereitet werden. „Praxisforschen" bedeutet, anhand konkreter Forschungsfragen Schule und/oder die eigene Unterrichtst{\"a}tigkeit weiterzuentwickeln. Studierende durchlaufen hierzu einen typischen Forschungsprozess, vom Entwickeln einer Fragestellung bis zur Auswertung und Darstellung der Ergebnisse. Der Artikel beschreibt die Umsetzung des Praxisforschens, wie es momentan in den Begleitseminaren zum Praxissemester an der Universit{\"a}t Potsdam durchgef{\"u}hrt wird und gibt praktische Hinweise f{\"u}r das forschende Lernen mit Studierenden.},
  language  = {de}
}