@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}
}
@book{BastianBochowGeschonkeetal.2012,
  author    = {Bastian, Laura and Bochow, Eric and Geschonke, Sebastian and G{\"u}nther, Stephanie and List, Ingke and Mosebach, Benjamin and Niproschke, Saskia and P{\"o}ller, Jenny and Schefler, Patrick},
  title     = {Praxismodelle im Studium : Chancen und Probleme aus der Perspektive von Potsdamer Studierenden},
  isbn      = {978-3-531-18578-1},
  year      = {2012},
  language  = {de}
}
@article{BeckerLuedtkeTrautweinetal.2012,
  author    = {Becker, Michael and L{\"u}dtke, Oliver and Trautwein, Ulrich and K{\"o}ller, Olaf and Baumert, J{\"u}rgen},
  title     = {The differential effects of school racking on psychometric intelligence Do academic-track schools make students smarter?},
  series = {The journal of educational psychology},
  volume    = {104},
  journal   = {The journal of educational psychology},
  number    = {3},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0022-0663},
  doi       = {10.1037/a0027608},
  pages     = {682 -- 699},
  year      = {2012},
  abstract  = {Prior research has shown that quantity of schooling affects the development of intelligence in childhood and adolescence. However, it is still debated whether other aspects of schooling-such as ability tracking or, more generally, school quality-can also influence intelligence. In this study, the authors analyzed intelligence gains in academic- and vocational-track schools in Germany, testing for differential effects of school quality (academic vs. vocational track) on psychometric intelligence. Longitudinal data were obtained from a sample of N = 1,038 Grade 7 and 10 students in 49 schools. A nonverbal reasoning test was used as an indicator of general psychometric intelligence, and relevant psychological and social background variables were included in the analyses. Propensity score matching was used to control for selection bias. Results showed a positive effect of attending the academic track.},
  language  = {en}
}
@book{Flitner2012,
  author    = {Flitner, Elisabeth},
  title     = {Studium, Erwerbst{\"a}tigkeit, Praktika : zeitgeschichtliche und systematische Bemerkungen zum Interessse der Studierenden an "Praxiserfahrung"},
  isbn      = {978-3-531-18578-1},
  year      = {2012},
  language  = {de}
}
@article{Giest2012,
  author    = {Giest, Hartmut},
  title     = {Lernen und Lehren im Sachunterricht : zum Verh{\"a}ltnis von Konstruktion und Instruktion},
  isbn      = {978-3-7851-1851-3},
  year      = {2012},
  language  = {de}
}
@book{GroeschnerSeidel2012,
  author    = {Gr{\"o}schner, Alexander and Seidel, Tina},
  title     = {Lernbegleitung im Praktikum : Befunde und Innovationen im Kontext der Reform der Lehrerbildung},
  isbn      = {978-3-531-18578-1},
  year      = {2012},
  language  = {de}
}
@article{HaferSchumann2012,
  author    = {Hafer, J{\"o}rg and Schumann, Marlen},
  title     = {Studeineingangsphase und die strukturelle Verankerung von E-Learning in Studium und Lehre: E-Teaching als Element zur Gestaltung des Studenten-Life-Cycle},
  isbn      = {978-3- 937026-77-0},
  year      = {2012},
  language  = {de}
}
@article{Hauser2012,
  author    = {Hauser, Anja},
  title     = {Interdisziplin{\"a}re Orientierungen Hochschullehrender in der Studieneingangsphase},
  isbn      = {978-3- 937026-77-0},
  year      = {2012},
  language  = {de}
}
@article{HeranDoerrGiestArchie2012,
  author    = {Heran-D{\"o}rr, Eva and Giest, Hartmut and Archie, Carmen},
  title     = {Editorial},
  isbn      = {978-3-7851-1851-3},
  year      = {2012},
  language  = {de}
}
@article{Jacobi2012,
  author    = {Jacobi, Juliane},
  title     = {Gef{\"o}rderte Lebensl{\"a}ufe? Werdeg{\"a}nge Hallescher Waisenkinder (1695 - 1730)},
  isbn      = {978-3-412-20492-1},
  year      = {2012},
  language  = {de}
}