@article{WengerLuedtkeBrunner2018,
  author    = {Wenger, Marina and L{\"u}dtke, Oliver and Brunner, Martin},
  title     = {{\"U}bereinstimmung, Variabilit{\"a}t und Reliabilit{\"a}t von Sch{\"u}lerurteilen zur Unterrichtsqualit{\"a}t auf Schulebene},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {21},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {5},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-018-0813-3},
  pages     = {929 -- 950},
  year      = {2018},
  abstract  = {F{\"u}r die Analyse der Unterrichtsqualit{\"a}t von Schulen durch Sch{\"u}lerurteile sollten drei Voraussetzungen erf{\"u}llt sein: (1) eine angemessene {\"U}bereinstimmung der Sch{\"u}lerurteile innerhalb der Schulen, (2) systematische Variabilit{\"a}t der Sch{\"u}lerurteile zwischen Schulen, (3) ein ausreichendes Maß an Reliabilit{\"a}t der aggregierten Urteile. Diese Studie untersucht mit internationalen PISA-Daten (Zyklen 2000-2012; 81 L{\"a}nder, {\"u}ber 55.300 Schulen, {\"u}ber 1,3 Millionen 15-J{\"a}hrige), inwiefern dies f{\"u}r Indikatoren der Qualit{\"a}tsdimensionen des Unterrichts (Klassenf{\"u}hrung, Kognitive Aktivierung, Konstruktive Unterst{\"u}tzung) zutrifft. Daf{\"u}r bestimmten wir das {\"U}bereinstimmungsmaß rWG(J) sowie die Intraklassenkorrelationen ICC(1) und ICC(2). Es zeigte sich, dass (1) die Mehrzahl der Unterrichtsmerkmale eine moderate oder starke {\"U}bereinstimmung in Schulen aufwies, (2) sich Unterrichtsmerkmale aus Sicht der Sch{\"u}lerschaft systematisch zwischen Schulen unterschieden, jedoch (3) die Reliabilit{\"a}t der aggregierten Sch{\"u}lerurteile in vielen L{\"a}ndern nicht ausreichte. Die Ergebnisse diskutieren wir vor dem Hintergrund von Konventionen zur Beurteilung der {\"U}bereinstimmung, Variabilit{\"a}t und Reliabilit{\"a}t auf Schulebene.},
  language  = {de}
}
@article{KrauskopfForssell2018,
  author    = {Krauskopf, Karsten and Forssell, Karin},
  title     = {When knowing is believing},
  series = {Journal of Computer Assisted Learning},
  volume    = {34},
  journal   = {Journal of Computer Assisted Learning},
  number    = {5},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0266-4909},
  doi       = {10.1111/jcal.12253},
  pages     = {482 -- 491},
  year      = {2018},
  abstract  = {In an effort to understand teachers' technology use, recent scholarship has explored the idea of technological pedagogical content knowledge (TPCK or TPACK). Many studies have used self-reports to measure this knowledge (SR TPCK). Several studies have examined the construct validity of these assessments by analysing the internal relationships of the knowledge domains, but little attention has been paid to how SR TPCK relates to external criteria. We tackled this question of discriminant validity by reanalysing 2 data sets. We used correlation and multiple regression analyses to explore whether conceptually related constructs explain any variance in participants' SR TPCK. In Study 1, we applied this strategy to German pre-service teachers using technology use, attitudinal variables, and objective measures of teachers' knowledge of technology and pedagogy as external criteria. In Study 2, we examined measures of technology knowledge, experience, and pro-technology beliefs for in-service teachers in the United States. Across both studies, a sizeable amount of the variance in SR TPCK is explained by teachers' prior technology use and pro-technology attitudes. In contrast, fact-based tests of technology and pedagogy are distinct from SR TPCK. We discuss implications for these findings and argue that researchers should gather complementary measures in concert.},
  language  = {en}
}
@article{EhlPaulBrunsetal.2018,
  author    = {Ehl, Birgit and Paul, Michele and Bruns, Gunnar and Fleischhauer, Elisabeth and Vock, Miriam and Gronostaj, Anna and Grosche, Michael},
  title     = {Testg{\"u}tekriterien der „Profilanalyse nach Grießhaber". Evaluation eines Verfahrens zur Erfassung grammatischer F{\"a}higkeiten von ein- und mehrsprachigen Grundschulkindern},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {21},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {6},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-018-0835-x},
  pages     = {1261 -- 1281},
  year      = {2018},
  abstract  = {Ein diagnostisches Ziel der „Profilanalyse nach Grießhaber" ist die Testung der grammatischen F{\"a}higkeit zur Verbstellung im Deutschen. Zur erstmaligen Evaluation der Testg{\"u}te wurden 403 ein- und mehrsprachige Grundschulkinder randomisiert drei verschiedenen Testmaterialien zugewiesen: Testmaterial, das die Zielkompetenz spezifisch stimulierte, f{\"u}hrte zu den besten Testergebnissen. Dies spricht f{\"u}r eine geringe Durchf{\"u}hrungsobjektivit{\"a}t. Zudem wurden Deckeneffekte f{\"u}r Grundschulkinder nachgewiesen, weshalb die Profilanalyse nur wenig zwischen den Grammatikf{\"a}higkeiten der Kinder differenzieren kann. Auch die Retest-Reliabilit{\"a}t und Auswertungsobjektivit{\"a}t sind noch zu gering. Zusammenfassend wird die Testg{\"u}te hinsichtlich aller betrachteten Testg{\"u}tekriterien als verbesserungsw{\"u}rdig bewertet. Daraus werden die Empfehlungen abgeleitet, die Profilanalyse st{\"a}rker zu standardisieren und um sensitivere diagnostische Kriterien f{\"u}r das Grundschulalter zu erg{\"a}nzen. Weitere Ziele der Profilanalyse, z. B. die Verbesserung diagnostischer Kompetenzen von Lehrkr{\"a}ften, sind in Folgeprojekten zu evaluieren.},
  language  = {de}
}
@article{GaertnerBrunner2018,
  author    = {G{\"a}rtner, Holger and Brunner, Martin},
  title     = {Once good teaching, always good teaching?},
  series = {Educational Assessment, Evaluation and Accountability},
  volume    = {30},
  journal   = {Educational Assessment, Evaluation and Accountability},
  number    = {2},
  publisher = {Springer},
  address   = {Heidelberg},
  issn      = {1874-8597},
  doi       = {10.1007/s11092-018-9277-5},
  pages     = {159 -- 182},
  year      = {2018},
  abstract  = {In many countries, students are asked about their perceptions of teaching in order to make decisions about the further development of teaching practices on the basis of this feedback. The stability of this measurement of teaching quality is a prerequisite for the ability to generalize the results to other teaching situations. The present study aims to expand the extant empirical body of knowledge on the effects of situational factors on the stability of students' perceptions of teaching quality. Therefore, we investigate whether the degree of stability is moderated by three situational factors: time between assessments, subjects taught by teachers, and students' grade levels. To this end, we analyzed data from a web-based student feedback system. The study involved 497 teachers, each of whom conducted two student surveys. We examined the differential stability of student perceptions of 16 teaching constructs that were operationalized as latent correlations between aggregated student perceptions of the same teacher's teaching. Testing metric invariance indicated that student ratings provided measures of teaching constructs that were invariant across time, subjects, and grade levels. Stability was moderated to some extent by grade level but not by subjects taught nor time spacing between surveys. The results provide evidence of the extent to which situational factors may affect the stability of student perceptions of teaching constructs. The generalizability of the students' feedback results to other teaching situations is discussed.},
  language  = {en}
}
@article{HeyderBrunner2018,
  author    = {Heyder, Anke and Brunner, Martin},
  title     = {Teachers' aptitude beliefs as a predictor of helplessness in low-achieving students},
  series = {Learning and individual differences},
  volume    = {62},
  journal   = {Learning and individual differences},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1041-6080},
  doi       = {10.1016/j.lindif.2018.01.015},
  pages     = {118 -- 127},
  year      = {2018},
  abstract  = {Low-achieving students are at risk of experiencing a pattern of emotional, motivational, and cognitive deficits called school-related helplessness if they attribute their low achievement to low aptitude. Teachers' beliefs about the causes of students' low achievement are important sources of attributional information for students. In a sample of 2117 German ninth-graders attending the lowest track, 118 math and 129 German-language teachers, we tested whether teachers' beliefs about the extent to which aptitude causes achievement moderated the achievement-helplessness relation in students and whether there were differences between math and German. Multilevel analyses revealed that low prior achievement predicted higher helplessness in both subjects but the effect was stronger in math than in German. Teachers' beliefs amplified the achievement-helplessness relation in math but not in German. Results are discussed regarding domain-specific epistemological beliefs, and implications for research and practice are derived.},
  language  = {en}
}
@misc{Schubarth2018,
  author    = {Schubarth, Wilfried},
  title     = {Rezension zu: Moegling, Klaus: Kultureller Transfer und Bildungsinnovation: Wie Schulen die n{\"a}chste Generation auf die Zukunft der Globalisierung vorbereiten k{\"o}nnen. - Immenhausen: Prolog-Verlag, 2017, 872 S. - ISBN: 978-3-93457-593-6},
  series = {Zeitschrift f{\"u}r P{\"a}dagogik},
  volume    = {64},
  journal   = {Zeitschrift f{\"u}r P{\"a}dagogik},
  number    = {2},
  publisher = {Beltz},
  address   = {Weinheim},
  issn      = {0044-3247},
  pages     = {277 -- 279},
  year      = {2018},
  language  = {de}
}
@article{JungbauerHeitmannWestphaletal.2018,
  author    = {Jungbauer, Johannes and Heitmann, Katharina and Westphal, Andrea and Vock, Miriam},
  title     = {Erwachsene Kinder psychisch erkrankter Eltern},
  series = {Zeitschrift f{\"u}r Familienforschung},
  volume    = {30},
  journal   = {Zeitschrift f{\"u}r Familienforschung},
  number    = {2},
  publisher = {Budrich},
  address   = {Leverkusen},
  issn      = {1437-2940},
  doi       = {10.3224/zff.v30i2.05},
  pages     = {216 -- 229},
  year      = {2018},
  abstract  = {Zielsetzung: In diesem Beitrag werden Ergebnisse der EKipeE-Studie vorgestellt, in der erwachsene Kinder psychisch kranker Eltern befragt wurden. Ziel war es, die von den Befragten wahrgenommenen langfristigen Auswirkungen auf ihre Biographie, ihre Pers{\"o}nlichkeit und ihre Sozialbeziehungen zu beschreiben. Außerdem sollten Zusammenh{\"a}nge zwischen ausgew{\"a}hlten belastenden Kindheitserfahrungen und Problemen im Erwachsenenalter untersucht werden. Ferner sollten die Unterst{\"u}tzungsbed{\"u}rfnisse und -w{\"u}nsche der erwachsenen Kinder erfasst werden. Methode: Im Rahmen einer online-Fragebogenstudie wurden N=561 erwachsene Kinder psychisch kranker Eltern befragt. Die quantitativen Fragebogendaten wurden mit SPSS 23.0 statistisch ausgewertet; die freien Antworten und Kommentare wurden inhaltsanalytisch ausgewertet. Ergebnisse: Die Studienteilnehmer berichteten vielf{\"a}ltige emotionale und soziale Probleme, die sie als Folgen ihrer Kindheitserfahrungen wahrnehmen. Sehr h{\"a}ufig haben sie das Gef{\"u}hl, in ihrer Identit{\"a}t und ihrem Verhalten negativ gepr{\"a}gt zu sein. Viele {\"a}ußern deswegen einen Bedarf an professioneller Beratung und Unterst{\"u}tzung. Diskussion: Es handelt sich um die bislang umfangreichste Studie zu den langfristigen Folgen einer Kindheit mit einem psychisch kranken Elternteil im deutschsprachigen Raum. Die Ergebnisse verdeutlichen, dass fr{\"u}hzeitige Hilfe- und Pr{\"a}ventionsangebote f{\"u}r betroffene Kinder, Eltern und Familien notwendig sind. Auch die Bereitstellung spezifischer Beratungsangebote f{\"u}r erwachsene Kinder psychisch kranker Eltern wird empfohlen.},
  language  = {de}
}
@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{KlagesGerstenbergBlaschkeNacak2018,
  author    = {Klages, Benjamin and Gerstenberg, Frauke and Blaschke-Nacak, Gerald},
  title     = {P{\"a}dagogische Teamgespr{\"a}che in der Hochschule},
  series = {P{\"a}dagogische Teamgespr{\"a}che : methodische und theoretische Perspektiven eines neuen Forschungsfeldes},
  journal   = {P{\"a}dagogische Teamgespr{\"a}che : methodische und theoretische Perspektiven eines neuen Forschungsfeldes},
  publisher = {Beltz Juventa},
  address   = {Weinheim},
  isbn      = {978-3-7799-3738-8},
  pages     = {263 -- 281},
  year      = {2018},
  language  = {de}
}
@article{RichterRichterMarx2018,
  author    = {Richter, Eric and Richter, Dirk and Marx, Alexandra},
  title     = {Was hindert Lehrkr{\"a}fte an Fortbildungen teilzunehmen?},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {21},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {5},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-018-0820-4},
  pages     = {1021 -- 1043},
  year      = {2018},
  abstract  = {Die bisherige Forschung zur Lehrerfortbildung fokussierte das Teilnahmeverhalten und die Merkmale von Lehrkr{\"a}ften, die an Fortbildungen teilnehmen. Welche Lehrkr{\"a}fte hingegen keine Fortbildungen besuchen, blieb bislang ebenso unber{\"u}cksichtigt wie die Frage, was sie an der Teilnahme hindert. Die vorliegende Studie verfolgt das Ziel, Nicht-Teilnehmer/-innen von Lehrerfortbildungen anhand demografischer und professionsbezogener Merkmale zu beschreiben und die Bedeutung von Teilnahmebarrieren zu analysieren. Die Daten der vorliegenden Untersuchung stammen aus der Lehrkr{\"a}ftebefragung des IQB-L{\"a}ndervergleichs 2012. Die Stichprobe umfasst mehr als 2400 Lehrkr{\"a}fte der Sekundarstufe I an allgemeinbildenden Schulen. Als Teilnahmebarrieren konnten die Faktoren Disengagement, Qualit{\"a}tsmangel, Familie, Kosten und Arbeit identifiziert werden. Die deskriptive Analyse dieser Teilnahmebarrieren zeigt, dass die Gr{\"u}nde gegen Fortbildungsbesuche variieren. Hohe Zustimmungswerte erhalten die Faktoren Arbeit und Qualit{\"a}tsmangel. Statistisch signifikante Zusammenh{\"a}nge zwischen Teilnahmebarrieren und Fortbildungsaktivit{\"a}t ergeben sich hingegen f{\"u}r die Faktoren Disengagement und Qualit{\"a}tsmangel. Die Befunde deuten darauf hin, dass u. a. ein geringes Interesse sowie die wahrgenommene Qualit{\"a}t des Fortbildungsangebots die Entscheidung zur Teilnahme beeinflussen.},
  language  = {de}
}
@article{WestphalKretschmannGronostajetal.2018,
  author    = {Westphal, Andrea and Kretschmann, Julia and Gronostaj, Anna and Vock, Miriam},
  title     = {More enjoyment, less anxiety and boredom},
  series = {Learning and individual differences : a multidisciplinary journal in education},
  volume    = {62},
  journal   = {Learning and individual differences : a multidisciplinary journal in education},
  publisher = {Elsevier B.V.},
  address   = {Amsterdam},
  issn      = {1041-6080},
  doi       = {10.1016/j.lindif.2018.01.016},
  pages     = {108 -- 117},
  year      = {2018},
  abstract  = {Students' achievement emotions are critical in their academic development. Therefore, teachers need to create an emotionally positive learning environment. In the light of this, the present study investigated the connection between students' enjoyment, anxiety, boredom and, in the first case, students' academic self-concept and, in the second, teachers' diagnostic skills. The third part of our study examined whether this link would be moderated by students' academic self-concept. Our sample comprised N = 1803 eighth-grade students who reported their achievement emotions and evaluated the diagnostic skills of both their German and mathematics teachers. Hierarchical models indicated that students experience more enjoyment and less anxiety and boredom if teachers exhibit better diagnostic skills. The role of teachers' diagnostic skills in relation to students' emotions was in part moderated by the students' self-concept. These results are discussed in terms of their implications for effective teaching.},
  language  = {en}
}
@article{OPUS4-52346,
  title     = {Inklusive Schul- und Unterrichtsentwicklung},
  editor    = {Hellmich, Frank and G{\"o}rel, Gamze and L{\"o}per, Marwin Felix},
  publisher = {Kohlhammer},
  address   = {Stuttgart},
  isbn      = {978-3-17-032719-1},
  pages     = {212},
  year      = {2018},
  language  = {de}
}
@article{UrtonBoernetRinglebWilbert2018,
  author    = {Urton, Karolina and B{\"o}rnet-Ringleb, Moritz and Wilbert, J{\"u}rgen},
  title     = {Gestaltung eines inklusiven Schulklimas als Schulentwicklungsaufgabe},
  series = {Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung},
  journal   = {Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung},
  publisher = {Kohlhammer},
  address   = {Stuttgart},
  isbn      = {978-3-17-032719-1},
  pages     = {60 -- 75},
  year      = {2018},
  language  = {de}
}
@article{HenkeBosseSpoerer2018,
  author    = {Henke, Thorsten and Bosse, Stefanie and Sp{\"o}rer, Nadine},
  title     = {Binnendifferenzierung im inklusiven Unterricht},
  series = {Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung},
  journal   = {Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung},
  publisher = {Kohlhammer},
  address   = {Stuttgart},
  isbn      = {978-3-17-032719-1},
  pages     = {143 -- 159},
  year      = {2018},
  language  = {de}
}
@article{ThorenBrunner2018,
  author    = {Thoren, Katharina and Brunner, Martin},
  title     = {Fl{\"a}chendeckende Implementation des Jahrgangs{\"u}bergreifenden Lernens},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {22},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {2},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-018-0841-z},
  pages     = {279 -- 300},
  year      = {2018},
  abstract  = {Bildungspolitische Reformen unterscheiden sich in der Breite, Tiefe und Nachhaltigkeit, mit der sie realisiert werden. Der vorliegende Beitrag besch{\"a}ftigt sich mit diesem Thema am Beispiel der Umsetzung des Jahrgangs{\"u}bergreifenden Lernens (J{\"U}L) in Berlin. J{\"U}L war eine der zentralen Innovationen bei der Neugestaltung des Schulanfangs. Vor diesem Hintergrund behandelt die erste Teilstudie, wie J{\"U}L an Schulen in den Schuljahren 2007/08 bis 2015/16 implementiert wurde. Es wurden Daten der Berliner Schulstatistik zu einem L{\"a}ngsschnitt auf Schulebene zusammengefasst (N = 356). Latente Profilanalysen identifizieren sechs Implementationstypen, die sich in Zeitpunkt und Dauer der Umsetzung von J{\"U}L unterscheiden. Hierbei diente der Anteil der J{\"U}L-Klassen an den Klassen der Schulanfangsphase als Indikator. Die zweite Teilstudie analysiert Unterschiede in der Schul- und Unterrichtsqualit{\"a}t auf Grundlage von Daten aus der Berliner Schulinspektion (N = 282). Mittels Varianzanalysen (ANOVA) zeigen sich a) Unterschiede zugunsten der Schulen, die fr{\"u}hzeitig und dauerhaft J{\"U}L umsetzten und b) Unterschiede zugunsten der Schulen, die in ihren J{\"U}L-Klassen drei - im Vergleich zu zwei - Jahrg{\"a}nge zusammenfassen.},
  language  = {de}
}
@article{Ifenthaler2018,
  author    = {Ifenthaler, Dirk},
  title     = {Learning analytics design},
  series = {The Sciences of Learning and Instructional Design : Constructive Articulation Between Communities},
  journal   = {The Sciences of Learning and Instructional Design : Constructive Articulation Between Communities},
  publisher = {Routledge},
  address   = {Abingdon},
  isbn      = {978-1-138-92432-1},
  pages     = {202 -- 211},
  year      = {2018},
  abstract  = {Instructional designers use learning analytics information to evaluate designs of learning environments, learning materials, and tasks, and adjust difficulty levels, as well as measure the impact of interventions and feedback. Integrating real-time educational data and analysis into the design of learning environments, referred to as learning analytics design (LAD), seems to be a promising approach. Valid pedagogical recommendations may be suggested on the fly as learning analytics methodologies and visualizations evolve and as reliable tools become available and ready for classroom practice. This chapter aims to offer an overview on design and analytics of learning environments before reviewing opportunities of learning analytics design for optimizing learning environments in near real time. Learning analytics (LA) use static and dynamic information about learners and learning environments—assessing, eliciting, and analyzing them—for real-time modeling, prediction, and optimization of learning processes, learning environments, and educational decision-making.},
  language  = {en}
}
@article{KrauskopfFoulgerWilliams2018,
  author    = {Krauskopf, Karsten and Foulger, Teresa S. and Williams, Mia Kim},
  title     = {Prompting teachers' reflection of their professional knowledge},
  series = {Teacher Development},
  volume    = {22},
  journal   = {Teacher Development},
  number    = {2},
  publisher = {Routledge},
  address   = {Abingdon},
  issn      = {1366-4530},
  doi       = {10.1080/13664530.2017.1367717},
  pages     = {153 -- 174},
  year      = {2018},
  abstract  = {Many educational technology proponents support the Technological Pedagogical Content Knowledge (TPACK) model as a way to conceptualize teaching with technology, but recent TPACK research shows a need for empirical studies regarding the development of this knowledge. This proof-of-concept study applies mixed-methods to investigate the meta-cognitive awareness produced by teachers who participate in the Graphic Assessment of TPACK Instrument (GATI). This process involves creating graphical representations (circles of differing sizes and the degree of their overlap) that represent what teachers understand to be their current and aspired TPACK. This study documented teachers' explanations during a think-aloud procedure as they created their GATI figures. The in-depth data from two German teachers who participated in the process captured the details of their experience and demonstrated the potential of the GATI to support teachers in reflecting about their professional knowledge and in determining their own professional development activities. These findings will be informative to future pilot studies involving the larger design of the GATI process, to better understand the role of teachers' meta-conceptual awareness, and to better ascertain how the GATI might be used to support professional development on a larger scale.},
  language  = {en}
}
@article{GlaesserLauterbachBerger2018,
  author    = {Gl{\"a}ßer, Jana and Lauterbach, Wolfgang and Berger, Fred},
  title     = {Predicting the Timing of Social Transitions from Personal, Social and Socio-Economic Resources of German Adolescents},
  series = {Comparative Population Studies},
  volume    = {43},
  journal   = {Comparative Population Studies},
  publisher = {Bundesinstitut Bev{\"o}lkerungsforschung},
  address   = {Wiesbaden},
  issn      = {1869-8980},
  doi       = {10.12765/CPoS-2018-11en},
  pages     = {157 -- 186},
  year      = {2018},
  abstract  = {Social transitions are characterized by an increased heterogeneity in Western societies. Following the life course perspective, individual agency becomes central in shaping one's life course. This article examines social transitions of adolescents using individual resource theory to explain differences of the timing of five transitions in partnership and family formation: the first sexual experience, the first intimate relationship, the first cohabitation, the first marriage, and the birth of the first child. Since little is so far known about how individual characteristics interact and influence the social transition to adulthood, we focus on the varying impacts of personal, social and socio-economic resources across the social life course. We use longitudinal data from the German LifE-Study, which focuses on the birth cohort of individuals born between 1965 and 1967. Using event history analysis, we find that the timing of the first sexual experience and first partnership transitions are mainly influenced by personal and social ressources, whereas socio-economic resources offer better explanations for the timing of entering marriage and parenthood. Most striking are the different explanatory models for women and men.},
  language  = {en}
}
@article{SchmidtBrunnerPreckel2018,
  author    = {Schmidt, Isabelle and Brunner, Martin and Preckel, Franzis},
  title     = {Effects of achievement differences for internal/external frame of reference model investigations},
  series = {British journal of educational psychology},
  volume    = {88},
  journal   = {British journal of educational psychology},
  number    = {4},
  publisher = {Wiley},
  address   = {Hoboken},
  issn      = {0007-0998},
  doi       = {10.1111/bjep.12198},
  pages     = {513 -- 528},
  year      = {2018},
  abstract  = {Background Achievement in math and achievement in verbal school subjects are more strongly correlated than the respective academic self-concepts. The internal/external frame of reference model (I/E model; Marsh, 1986, Am. Educ. Res. J., 23, 129) explains this finding by social and dimensional comparison processes. We investigated a key assumption of the model that dimensional comparisons mainly depend on the difference in achievement between subjects. We compared correlations between subject-specific self-concepts of groups of elementary and secondary school students with or without achievement differences in the respective subjects. Aims The main goals were (1) to show that effects of dimensional comparisons depend to a large degree on the existence of achievement differences between subjects, (2) to demonstrate the generalizability of findings over different grade levels and self-concept scales, and (3) to test a rarely used correlation comparison approach (CCA) for the investigation of I/E model assumptions. Samples We analysed eight German elementary and secondary school student samples (grades 3-8) from three independent studies (Ns 326-878). Method Correlations between math and German self-concepts of students with identical grades in the respective subjects were compared with the correlation of self-concepts of students having different grades using Fisher's Z test for independent samples. Results In all samples, correlations between math self-concept and German self-concept were higher for students having identical grades than for students having different grades. Differences in median correlations had small effect sizes for elementary school students and moderate effect sizes for secondary school students. Conclusions Findings generalized over grades and indicated a developmental aspect in self-concept formation. The CCA complements investigations within I/E-research.},
  language  = {en}
}
@article{BrendelSchruefer2018,
  author    = {Brendel, Nina and Schr{\"u}fer, Gabriele},
  title     = {Weblogs als Reflexionsmedium im Globalen Lernen},
  series = {Globales Lernen im digitalen Zeitalter},
  journal   = {Globales Lernen im digitalen Zeitalter},
  publisher = {Waxmann},
  address   = {M{\"u}nster},
  isbn      = {978-3-8309-3900-9},
  pages     = {79 -- 106},
  year      = {2018},
  language  = {de}
}