@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{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}
}
@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{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}
}
@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{Tosch2019,
  author    = {Tosch, Frank},
  title     = {Zur Konzeption und gestaltung der neuen Dauerausstellung im Schulmuseum Reckahn 2017},
  series = {Heinrich Julius Bruns (1746-1794) : Interpretationen - Quellen},
  journal   = {Heinrich Julius Bruns (1746-1794) : Interpretationen - Quellen},
  publisher = {Weidler},
  address   = {Berlin},
  isbn      = {978-3-89693-732-2},
  pages     = {179 -- 196},
  year      = {2019},
  language  = {de}
}
@article{Tosch2019,
  author    = {Tosch, Frank},
  title     = {Heinrich Julius Bruns (wieder-)entdeckt},
  series = {Heinrich Julius Bruns (1746-1794) : Interpretationen - Quellen},
  journal   = {Heinrich Julius Bruns (1746-1794) : Interpretationen - Quellen},
  publisher = {Weidler},
  address   = {Berlin},
  isbn      = {978-3-89693-732-2},
  pages     = {215 -- 220},
  year      = {2019},
  language  = {de}
}
@article{Tosch2019,
  author    = {Tosch, Frank},
  title     = {Heinrich Julius Bruns (1746-1794)},
  series = {Heinrich Julius Bruns (1746-1794) : Interpretationen - Quellen},
  journal   = {Heinrich Julius Bruns (1746-1794) : Interpretationen - Quellen},
  publisher = {Weidler},
  address   = {Berlin},
  isbn      = {978-3-89693-732-2},
  pages     = {15 -- 40},
  year      = {2019},
  language  = {de}
}
@article{ThorenHannoverBrunner2019,
  author    = {Thoren, Katharina and Hannover, Bettina and Brunner, Martin},
  title     = {Empirische Arbeit: Welche Schulen machen mit beim Jahrgangs{\"u}bergreifenden Lernen?},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {66},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {1},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  doi       = {10.2378/peu2019.art03d},
  pages     = {19 -- 32},
  year      = {2019},
  abstract  = {Im Schuljahr 2008/09 war Jahrgangs{\"u}bergreifendes Lernen (J{\"U}L) in der Berliner Schuleingangsphase verpflichtend eingef{\"u}hrt worden. Doch nicht alle Schulen {\"u}bernahmen diese Reform. In dieser Studie untersuchen wir, inwiefern Schulen sich in Abh{\"a}ngigkeit davon, wie schnell und umfassend sie J{\"U}L implementiert hatten, in Merkmalen ihrer Sch{\"u}lerschaft voneinander unterscheiden. Wir nahmen an, dass mit dem Ziel von J{\"U}L, Heterogenit{\"a}t produktiv f{\"u}r das Lernen zu nutzen, die Reform f{\"u}r solche Schulen besonders attraktiv war, die eine heterogene Sch{\"u}lerschaft haben. Heterogenit{\"a}t wurde {\"u}ber die Anteile von Kindern mit (a) nichtdeutscher Erstsprache und (b) Lernmittelzuzahlungsbefreiung operationalisiert. Weiter wurde untersucht, ob sich die Leistungen der Kinder in Deutsch und Mathematik zwischen den Schulen unterschieden. Die Ergebnisse zeigen erwartungsgem{\"a}ß, dass Schulen mit einer heterogenen Sch{\"u}lerschaft J{\"U}L schnell und nachhaltig implementierten. Im zeitlichen Verlauf ließen sich, nach Kontrolle der Heterogenit{\"a}t der Sch{\"u}lerschaft, keine Leistungsunterschiede zwischen den Schulen feststellen. Die Ergebnisse werden hinsichtlich der Frage diskutiert, unter welchen Voraussetzungen Schulen Reformen implementieren und wie sich J{\"U}L auf Bildungsergebnisse auswirken kann.},
  language  = {de}
}
@article{TeerlingBernholtAsseburgetal.2019,
  author    = {Teerling, Annika and Bernholt, Andrea and Asseburg, Regine and Hasl, Andrea and Igler, Jennifer and Schlitter, Theresa and Ohle-Peters, Annika and McElvany, Nele and K{\"o}ller, Olaf},
  title     = {Affektiv-kognitive Auseinandersetzung mit einer Innovation im Implementationsprozess},
  series = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  volume    = {66},
  journal   = {Psychologie in Erziehung und Unterricht : Zeitschrift f{\"u}r Forschung und Praxis},
  number    = {1},
  publisher = {Reinhardt},
  address   = {M{\"u}nchen},
  issn      = {0342-183X},
  doi       = {10.2378/peu2018.art21d},
  pages     = {33 -- 50},
  year      = {2019},
  abstract  = {Schulische und vor allem unterrichtliche Implementationsprozesse zielen zumeist auf die Professionalisierung der Lehrkr{\"a}fte ab. Die intendierte Ver{\"a}nderung des Unterrichts beginnt dabei mit einer gew{\"u}nschten Ver{\"a}nderung von Einstellungen und Verhaltensweisen der Lehrkr{\"a}fte, welche erst zu einer ver{\"a}nderten Handlungsroutine in der Arbeitspraxis f{\"u}hren kann. Das Modell der Stages of Concern von Hall und Hord (2006) stellt eine der wenigen M{\"o}glichkeiten dar, die individuelle Perspektive der Lehrkr{\"a}fte im Implementationsprozess modellbasiert und standardisiert zu untersuchen. Der vorliegende Beitrag betrachtet anhand dieses Modells die affektiv-kognitive Auseinandersetzung der Beteiligten im Implementationsprozess sowie deren Zusammenh{\"a}nge mit verschiedenen Aspekten der Kommunikation und der wahrgenommenen Entwicklung. Auf Basis einer Stichprobe von N = 66 Lehrkr{\"a}ften kann dabei gezeigt werden, dass insbesondere die Aspekte H{\"a}ufigkeit der Kooperation, Kommunikation im Kollegium und Erfahrungen im Team die affektiv-kognitive Auseinandersetzung vorhersagen. Diese Auseinandersetzung - insbesondere mit den Konsequenzen der Neuerung - bedingt wiederum die wahrgenommene Entwicklung im Implementationsprozess.},
  language  = {de}
}