@article{RichterKleinknechtGroeschner2019,
  author    = {Richter, Dirk and Kleinknecht, Marc and Gr{\"o}schner, Alexander},
  title     = {What motivates teachers to participate in professional development? An empirical investigation of motivational orientations and the uptake of formal learning opportunities},
  series = {Teaching and Teacher Education},
  volume    = {86},
  journal   = {Teaching and Teacher Education},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2019.102929},
  pages     = {10},
  year      = {2019},
  language  = {en}
}
@article{HaslKretschmannRichteretal.2019,
  author    = {Hasl, Andrea and Kretschmann, Julia and Richter, Dirk and Voelkle, Manuel and Brunner, Martin},
  title     = {Investigating Core Assumptions of the "American Dream": Historical Related to Key Life Outcomes in Adulthood},
  series = {Psychology and aging},
  volume    = {34},
  journal   = {Psychology and aging},
  number    = {8},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0882-7974},
  doi       = {10.1037/pag0000392},
  pages     = {1055 -- 1076},
  year      = {2019},
  abstract  = {The present study examines how historical changes in the U.S. socioeconomic environment in the 20th century may have affected core assumptions of the "American Dream." Specifically, the authors examined whether such changes modulated the extent to which adolescents' intelligence (IQ), their grade point average (GPA), and their parents' socioeconomic status (SES) could predict key life outcomes in adulthood about 20 years later. The data stemmed from two representative U.S. birth cohorts of 15- and 16-year-olds who were born in the early 1960s (N = 3,040) and 1980s (N = 3,524) and who participated in the National Longitudinal Surveys of Youth (NLSY). Cohort differences were analyzed with respect to differences in average relations by means of multiple and logistic regression and for specific points in each outcome distribution by means of quantile regressions. In both cohorts, IQ, GPA, and parental SES predicted important educational, occupational, and health-related life-outcomes about 20 years later. Across historical time, the predictive utility of adolescent IQ and parental SES remained stable for the most part. Yet, the combined effects of social-ecological and socioeconomic changes may have increased the predictive utility (that is, the regression weights) of adolescent GPA for educational, occupational, and health outcomes over time for individuals who were born in the 1980s. Theoretical implications concerning adult development, aging, and late life inequality are discussed. (PsycINFO Database Record.},
  language  = {en}
}
@article{RichterMarx2019,
  author    = {Richter, Dirk and Marx, Alexandra},
  title     = {Quereinsteigende und grundst{\"a}ndig ausgebildete Lehrkr{\"a}fte im Vorbereitungsdienst in Berlin: Eine vergleichende Analyse ihres Einsatzortes},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {22},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {6},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-019-00915-y},
  pages     = {1385 -- 1395},
  year      = {2019},
  abstract  = {Viele Bundesl{\"a}nder stellen aktuell verst{\"a}rkt Quer- und Seiteneinsteiger/innen in den Schuldienst ein. Aufgrund der geringeren berufsspezifischen Qualifizierung der Quer- und Seiteneinsteiger/innen kann vermutet werden, dass deren Integration in das Kollegium f{\"u}r Schulen h{\"a}ufig mit besonderem Aufwand verbunden ist. Aus diesem Grund soll in diesem Beitrag der Frage nachgegangen werden, an welchen Schularten und welchen Schulen Quereinsteiger/innen eingesetzt werden. Auf Basis der Schulstatistik des Landes Berlin f{\"u}r das Schuljahr 2016/17 wird untersucht, ob sich der Anteil von Referendar/inn/en und Quereinsteiger/inne/n am Lehrerkollegium der Schule in Abh{\"a}ngigkeit von der Komposition der Sch{\"u}lerschaft unterscheidet. Ausgewertet wurden die Daten von 2645 Personen, von denen 901 als Quereinsteigende unterrichten. Die Ergebnisse zeigen, dass ein Großteil der Quereinsteiger/innen an Grundschulen eingesetzt werden und hier insbesondere an solchen, die sich durch eine sozial benachteiligte Sch{\"u}lerschaft auszeichnen. Die Ergebnisse verdeutlichen die Notwendigkeit einer verst{\"a}rkten Steuerung in der Zuweisung von Quereinsteiger/innen an Schulen.},
  language  = {de}
}