@article{DemirWalther2018,
  author    = {Demir-Walther, Meltem},
  title     = {Die Entwicklung eines Unterrichtskonzeptes zur F{\"o}rderung von Sachlernen und Lesekompetenz aus inklusionsdidaktischer Sicht},
  series = {Sachunterrichtsdidaktik \& Inklusion : ein Beitrag zur Entwicklung},
  journal   = {Sachunterrichtsdidaktik \& Inklusion : ein Beitrag zur Entwicklung},
  publisher = {Schneider Verlag Hohengehren GmbH},
  address   = {Baltmannsweiler},
  isbn      = {978-3-8340-1829-8},
  pages     = {39 -- 44},
  year      = {2018},
  language  = {de}
}
@article{Kuzle2018,
  author    = {Kuzle, Ana},
  title     = {Assessing metacognition of grade 2 and grade 4 students using an adaptation of multi-method interview approach during mathematics problem-solving},
  series = {Mathematics Education Research Journal},
  volume    = {30},
  journal   = {Mathematics Education Research Journal},
  number    = {2},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {1033-2170},
  doi       = {10.1007/s13394-017-0227-1},
  pages     = {185 -- 207},
  year      = {2018},
  abstract  = {The important role that metacognition plays as a predictor for student mathematical learning and for mathematical problem-solving, has been extensively documented. But only recently has attention turned to primary grades, and more research is needed at this level. The goals of this paper are threefold: (1) to present metacognitive framework during mathematics problem-solving, (2) to describe their multi-method interview approach developed to study student mathematical metacognition, and (3) to empirically evaluate the utility of their model and the adaptation of their approach in the context of grade 2 and grade 4 mathematics problem-solving. The results are discussed not only with regard to further development of the adapted multi-method interview approach, but also with regard to their theoretical and practical implications.},
  language  = {en}
}
@article{EdeleKempertSchotte2018,
  author    = {Edele, Aileen and Kempert, Sebastian Benjamin and Schotte, Kristin},
  title     = {Does competent bilingualism entail advantages for the third language learning of immigrant students?},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {58},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2018.07.002},
  pages     = {232 -- 244},
  year      = {2018},
  abstract  = {This study examined the role of immigrant bilingualism in third language learning (L3 = English). It focused on the respective effects of students' competence in the minority language (L1 = Turkish or Russian) and language of instruction (L2 = German). We analyzed a sample of 8752 German 10th-grade students (N = 7964 monolinguals, N = 436 Turkish-German students, N = 352 Russian-German students) and drew on standardized tests in L1, L2, and L3. OLS-regression models showed L3 advantages for balanced bilinguals at a high level in both language groups compared to their average monolingual peers when third variables were controlled, while advantages in the L2 dominant bilinguals could only be observed in the Russian-German sample. Balanced bilinguals at a low level and L1 dominants attained lower L3 levels than monolinguals. However, comparisons with comparably high proficient monolinguals, as well as further analyses with the bilingual samples separately, revealed that only L2 competence - and not L1 competence - explained immigrant students' L3 proficiency. Our findings indicate that the advantages of immigrant bilinguals in L3 learning mainly depend on their competence in the language of instruction.},
  language  = {en}
}
@article{MuehlbauerSchroederSchoelzel2018,
  author    = {M{\"u}hlbauer, Felix and Schr{\"o}der, Lukas and Sch{\"o}lzel, Mario},
  title     = {Handling of transient and permanent faults in dynamically scheduled super-scalar processors},
  series = {Microelectronics reliability},
  volume    = {80},
  journal   = {Microelectronics reliability},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0026-2714},
  doi       = {10.1016/j.microrel.2017.11.021},
  pages     = {176 -- 183},
  year      = {2018},
  abstract  = {This article describes architectural extensions for a dynamically scheduled processor to enable three different operation modes, ranging from high-performance, to high-reliability. With minor extensions of the control path, the resources of the super-scalar data-path can be used either for high-performance execution, fail-safe-operation, or fault-tolerant-operation. Furthermore, the online error-correction capabilities are combined with reconfiguration techniques for permanent fault handling. This reconfiguration can take defective components out of operation permanently, and can be triggered on-demand during runtime, depending on the frequency of online corrected faults. A comprehensive fault simulation was carried out in order to evaluate hardware overhead, fault coverage and performance penalties of the proposed approach. Moreover, the impact of the permanent reconfiguration regarding the reliability and performance is investigated.},
  language  = {en}
}