@article{KochSpoerer2017,
  author    = {Koch, Helvi and Sp{\"o}rer, Nadine},
  title     = {Students improve in reading comprehension by learning how to teach reading strategies},
  series = {Psychology Learning and Teaching},
  volume    = {16},
  journal   = {Psychology Learning and Teaching},
  publisher = {Sage Publ.},
  address   = {London},
  issn      = {1475-7257},
  doi       = {10.1177/1475725717700525},
  pages     = {197 -- 211},
  year      = {2017},
  abstract  = {In this intervention study, we investigated how we could teach university students who were majoring in education to teach reading strategies. The goal of the study was to analyze whether and to what extent students would benefit from the intervention with respect to their own learning. Did their own reading skills improve after they attended the intervention? The sample consisted of n = 61 students who were assigned to one of two conditions: (a) an adaption of reciprocal teaching; and (b) a control group that was not taught how to teach reading strategies. The evidence-based teaching method used in the intervention condition consisted of three elements: modeling, scaffolding, and repeated practice. Training success was assessed in a pre-posttest control group design with standardized reading comprehension and reading speed tests. To compare the development of the students in the two conditions, repeated measures ANOVAs were used. At posttest, intervention students outperformed control students in reading comprehension as well as in reading speed.},
  language  = {en}
}
@article{HerzogEhlertFritz2017,
  author    = {Herzog, Moritz and Ehlert, Antje and Fritz, Annemarie},
  title     = {A Competency Model of Place Value Understanding in South African Primary School Pupils},
  series = {African Journal of Research in Mathematics, Science and Technology Education},
  volume    = {21},
  journal   = {African Journal of Research in Mathematics, Science and Technology Education},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {1811-7295},
  doi       = {10.1080/18117295.2017.1279453},
  pages     = {37 -- 48},
  year      = {2017},
  abstract  = {Although the general development of mathematical abilities in primary school has been the focus of many researchers, the development of place value understanding has rarely been investigated to date. This is possibly due to the lack of conceptual approaches and empirical studies related to this topic. To fill this gap, a theory-driven and empirically validated model was developed that describes five sequential conceptual levels of place value understanding. The level sequence model gives us the ability to estimate general abilities and difficulties in primary school pupils in the development of a conceptual place value understanding. The level sequence model was tried and tested in Germany, and given that number words are very differently constructed in German and in the languages used in South African classrooms, this study aims to investigate whether this level sequence model can be transferred to South Africa. The findings based on the responses of 198 Grade 2-4 learners show that the English translation of the test items results in the same item level allocation as the original German test items, especially for the three basic levels. Educational implications are provided, in particular concrete suggestions on how place value might be taught according to the model and how to collect specific empirical data related to place value understanding.},
  language  = {en}
}
@article{SchuenemannSpoererVoellingeretal.2017,
  author    = {Sch{\"u}nemann, Nina and Sp{\"o}rer, Nadine and Voellinger, Vanessa A. and Brunstein, Joachim Clemens},
  title     = {Peer feedback mediates the impact of self-regulation procedures on strategy use and reading comprehension in reciprocal teaching groups},
  series = {Instructional Science},
  volume    = {45},
  journal   = {Instructional Science},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {0020-4277},
  doi       = {10.1007/s11251-017-9409-1},
  pages     = {395 -- 415},
  year      = {2017},
  abstract  = {The goal of this research was to highlight the role social regulatory processes play in making students' teamwork in reciprocal teaching (RT) groups (a classroom activity in which students take the teacher's role in small group reading sessions) effective. In addition to teamwork quality, we expected peer feedback to be a key factor in enhancing students' reading comprehension achievements. Because previous research (Sch{\"u}nemann et al. in Contemp Educ Psychol 38:289-305, 2013) has shown that procedures of self-regulated learning (SRL) augment the effects of RT methods, we further assumed that such procedures would promote the quality of students' collaborative efforts. In a cluster-randomized trial, students in 12 fifth-grade classes practiced a strategic approach to reading either in a RT condition or in a RT + SRL condition. In one of the 14 sessions, students' interactive behavior was videotaped. Strategy use and reading comprehension were assessed at pretest, posttest, and maintenance. Performance differences between conditions were reliable only at maintenance. A multilevel mediation analysis showed that relative to RT students, RT + SRL students were better able to provide their teammates with informative feedback and organize their group work in a task-focused manner. Only feedback quality mediated the sustainability of treatment effects on strategy use and reading comprehension. In essence, this research suggests that effective reading comprehension trainings should integrate explicit instruction and practice in reading strategies, SRL, and focus on supportive peer processes in small groups with extensive instruction and practice in peer feedback.},
  language  = {en}
}
@phdthesis{Bosse2017,
  author    = {Bosse, Stefanie},
  title     = {Inklusion aus der Perspektive der Lehrenden},
  school      = {Universit{\"a}t Potsdam},
  pages     = {151},
  year      = {2017},
  abstract  = {Kinder und Jugendliche ohne Auslese und Barrieren zusammen lernen zu lassen, sie gem{\"a}ß ihrer F{\"a}higkeiten und Voraussetzungen zu f{\"o}rdern und mit verschiedenen Professionen gemeinsam an ihrer Lernentwicklung zu arbeiten sind Ziele inklusiver Bildung. Doch wie stehen Lehrerinnen und Lehrer diesen bildungspolitischen Herausforderungen gegen{\"u}ber? K{\"o}nnen sich Lehramtsstudierende und Lehrkr{\"a}fte vorstellen, dass Kinder mit heterogenen Voraussetzungen gemeinsam lernen? Sind sie {\"u}berzeugt davon, einen solchen inklusiven Unterricht ausgestalten zu k{\"o}nnen? Insbesondere im deutschen Bildungssystem war lange Zeit das Primat eines separierenden Schulwesens vorherrschend, das Kinder bei der Feststellung eines sonderp{\"a}dagogischen F{\"o}rderbedarfs auf F{\"o}rder- bzw. Sonderschulen {\"u}berwies und Kinder ohne diesen Status an Regelschulen lernen ließ. Seit der Ratifizierung der UN-Behindertenrechtskonvention ist die Ausweitung des gemeinsamen Unterrichts Kern von verschiedenen bildungspolitischen Reformen. Neben diesen top-down veranlassten Rahmenbedingungen sind im besonderen Maße individuelle Aspekte bedeutsam f{\"u}r das professionelle Handeln von Lehrerinnen und Lehrern, da sie im Unterricht weitgehend autonom handeln. Ausgehend vom Modell professioneller Handlungskompetenz ging es in dieser Dissertationsschrift vordergr{\"u}ndig um zwei lehrerspezifische Merkmale: die Einstellung zum inklusiven Lernen und die Selbstwirksamkeit bezogen auf das inklusive Unterrichten. Wie zugewandt Lehrkr{\"a}fte der schulischen Inklusion gegen{\"u}ber sind und wie {\"u}berzeugt sie sind, inklusiven Unterricht arrangieren zu k{\"o}nnen, hat Einfluss auf das Gelingen inklusiver Bildungsprozesse. Das Ziel der Dissertationsschrift war ein empirisches Untermauern der theoretischen Annahmen zur inklusiven Einstellung und Selbstwirksamkeit.},
  language  = {de}
}
@article{Giest2017,
  author    = {Giest, Hartmut},
  title     = {Einleitung},
  series = {Die naturwissenschaftliche Perspektive konkret},
  journal   = {Die naturwissenschaftliche Perspektive konkret},
  publisher = {Klinkhardt},
  address   = {Bad Heilbrunn},
  isbn      = {978-3-7815-2161-2},
  pages     = {9 -- 10},
  year      = {2017},
  language  = {de}
}
@article{Kuzle2017,
  author    = {Kuzle, Ana},
  title     = {Delving into the Nature of Problem Solving Processes in a Dynamic Geometry Environment: Different Technological Effects on Cognitive Processing},
  series = {Technology, Knowledge and Learning},
  volume    = {22},
  journal   = {Technology, Knowledge and Learning},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {2211-1662},
  doi       = {10.1007/s10758-016-9284-x},
  pages     = {37 -- 64},
  year      = {2017},
  language  = {en}
}
@article{DeekenHaeuslerNordheimetal.2017,
  author    = {Deeken, Friederike and H{\"a}usler, Andreas and Nordheim, Johanna and Rapp, Michael A. and Knoll, Nina and Rieckmann, Nina},
  title     = {Psychometric properties of the Perceived Stress Scale in a sample of German dementia patients and their caregivers},
  series = {International psychogeriatrics},
  volume    = {30},
  journal   = {International psychogeriatrics},
  number    = {1},
  publisher = {Cambridge Univ. Press},
  address   = {New York},
  issn      = {1041-6102},
  doi       = {10.1017/S1041610217001387},
  pages     = {39 -- 47},
  year      = {2017},
  abstract  = {Background: The aim of the present study was to investigate the psychometric characteristics of the Perceived Stress Scale (PSS) in a sample of dementia patients and their spousal caregivers. Methods: We investigated the reliability and validity of the 14-item PSS in a sample of 80 couples, each including one spouse who had been diagnosed with mild to moderate dementia (mean age 75.55, SD = 5.85, 38.7\% female) and one spousal caregiver (mean age 73.06, SD = 6.75, 61.3\% female). We also examined the factor structure and sensitivity of the scale with regard to gender differences. Results: Exploratory factor analysis of the PSS revealed a two-factor solution for the scale; the first factor reflected general stress while the second factor consisted of items reflecting the perceived ability to cope with stressors. A confirmatory factor analysis verified that the data were a better fit for the two-factor model than a one-factor model. The two factors of the PSS showed good reliability for patients as well as for caregivers ranging between alpha = 0.73 and alpha = 0.82. Perceived stress was significantly positively correlated with depressive symptomatology in both caregivers and patients. Mean PSS scores did not significantly differ between male and female patients nor did they differ between male and female caregivers. Conclusion: The present data indicate that the PSS provides a reliable and valid measure of perceived stress in dementia patients and their caregivers.},
  language  = {en}
}