TY - BOOK A1 - Ackermann, Peter A1 - Ahlgrimm, Frederik A1 - Apelojg, Benjamin A1 - Börnert-Ringleb, Moritz A1 - Borowski, Andreas A1 - Ehlert, Antje A1 - Eichler, Constanze A1 - Frohn, Julia A1 - Gehrmann, Marie-Luise A1 - Gerlach, Erin A1 - Goetz, Ilka A1 - Goral, Johanna A1 - Gronostaj, Anna A1 - Grubert, Jana A1 - Güleryüz, Burak A1 - Hacke, Alexander A1 - Heck, Sebastian A1 - Hermanns, Jolanda A1 - Hochmuth, Jörg A1 - Jennek, Julia A1 - Jostes, Brigitte A1 - Jurczok, Anne A1 - Kleemann, Katrin A1 - Kortenkamp, Ulrich A1 - Krauskopf, Karsten A1 - Kücholl, Denise A1 - Kulawiak, Pawel R. A1 - Lauterbach, Wolfgang A1 - Lazarides, Rebecca A1 - Linka, Tim A1 - Löweke, Sebastian A1 - Lohse-Bossenz, Hendrik A1 - Maar, Verena A1 - Nowak, Anna A1 - Ratzlaff, Olaf A1 - Reitz-Koncebovski, Karen A1 - Rother, Stefanie A1 - Scherreiks, Lynn A1 - Schroeder, Christoph A1 - Schwalbe, Anja A1 - Schwill, Andreas A1 - Tosch, Frank A1 - Vock, Miriam A1 - Wagner, Luisa A1 - Westphal, Andrea A1 - Wilbert, Jürgen ED - Borowski, Andreas ED - Ehlert, Antje ED - Prechtl, Helmut T1 - PSI-Potsdam BT - Ergebnisbericht zu den Aktivitäten im Rahmen der Qualitätsoffensive Lehrerbildung (2015-2018) T3 - Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung N2 - In Brandenburg kommt der Universität Potsdam eine besondere Rolle zu: Sie ist die einzige, an der zukünftige Lehrerinnen und Lehrer die erste Phase ihres Werdegangs – das Lehramtsstudium – absolvieren können. Vor diesem Hintergrund wurde bereits kurz nach der Gründung im Jahr 1991 das „Potsdamer Modell der Lehrerbildung“ entwickelt. Dieses Modell strebt fortlaufend eine enge Verzahnung von Theorie und Praxis über das gesamte Studium hinweg an und bindet hierfür die schulpraktischen Studienanteile in besonderer Weise ein. Eine erneute Stärkung erfuhr die Lehrerbildung im Dezember 2014 mit der Gründung des Zentrums für Lehrerbildung und Bildungsforschung (ZeLB). Aus der koordinierenden Arbeit des Zentrums entstand das fakultätsübergreifende Projekt „Professionalisierung – Schulpraktische Studien – Inklusion“ (PSI-Potsdam) das im Rahmen der Qualitätsoffensive Lehrerbildung des Bundesministeriums für Bildung und Forschung erfolgreich gefördert wurde (2015–2018) und dessen Verlängerung (2019–2023) bewilligt ist. Der vorliegende Band vermittelt in den drei großen Kapiteln „Erhebungsinstrumente“, „Seminarkonzepte“ und „Vernetzungen“ einen Überblick über einige der praxisnahen Forschungszugänge, hochschuldidaktischen Ansätze und Strategien zur Vernetzung innerhalb der Lehrerbildung, die im Rahmen von PSI-Potsdam entwickelt und umgesetzt wurden. Die Beiträge wurden mit dem Ziel verfasst, Kolleginnen und Kollegen an Universitäten und Hochschulen, Akteur_innen des Vorbereitungsdiensts sowie der Fort- und Weiterbildung von Lehrkräften möglichst konkrete Einblicke zu gewähren. Unter der Herausgeberschaft von Prof. Dr. Andreas Borowski (Fachdidaktik Physik), Prof. Dr. Antje Ehlert (Inklusionspädagogik mit dem Förderschwerpunkt Lernen) und Prof. Dr. Helmut Prechtl (Fachdidaktik Biologie) vereinen sich Autor_innen mit breit gestreuter fachdidaktischer und bildungswissenschaftlicher Expertise. T3 - Potsdamer Beiträge zur Lehrkräftebildung und Bildungsforschung - 1 KW - Lehrerbildung KW - Innovative Lehrkonzepte KW - Vernetzungen KW - Erhebungsinstrumente KW - Praxisphasen Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-414542 SN - 978-3-86956-442-5 SN - 2626-3556 SN - 2626-4722 IS - 1 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Westphal, Andrea A1 - Kretschmann, Julia A1 - Gronostaj, Anna A1 - Vock, Miriam T1 - More enjoyment, less anxiety and boredom BT - How achievement emotions relate to academic self-concept and teachers' diagnostic skills JF - Learning and individual differences : a multidisciplinary journal in education N2 - 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. KW - Achievement emotions KW - Diagnostic skills KW - Instructional quality KW - Academic self-concept KW - Multilevel modeling Y1 - 2018 U6 - https://doi.org/10.1016/j.lindif.2018.01.016 SN - 1041-6080 SN - 1873-3425 VL - 62 SP - 108 EP - 117 PB - Elsevier B.V. CY - Amsterdam ER - TY - JOUR A1 - Vock, Miriam A1 - Gronostaj, Anna A1 - Kretschmann, Julia A1 - Westphal, Andrea T1 - „Meine Lehrer mögen mich“ – Soziale Integration von Kindern mit sonderpädagogischem Förderbedarf im gemeinsamen Unterricht in der Grundschule T1 - "My Teachers Like Me" - Social Integration of Children with Special Educational Needs in Inclusive Classes BT - Befunde aus dem Pilotprojekt „Inklusive Grundschule“ im Land Brandenburg BT - Findings from the Pilot Project "Inclusive Primary Schools" in the German State of Brandenburg JF - DDS – Die Deutsche Schule N2 - Brandenburg startete im Schuljahr 2012/2013 das Pilotprojekt „Inklusive Grundschule“ (PING). 35 dieser Pilot-Grundschulen wurden wissenschaftlich begleitet (vgl. Spörer, Schründer-Lenzen, Vock & Maaz, 2015). In diesem Beitrag berichten wir Befunde zum sozialen Selbstkonzept, wie die Kinder das Klassenklima erleben und wie sie sich von ihrer Lehrkraft angenommen fühlen. Untersucht wurden 1.435 Kinder in 61 inklusiven Klassen der Jahrgangsstufen 2 und 3. Es finden sich keine durchgängigen Nachteile bei Selbstkonzept und erlebtem Klassenklima für Kinder mit sonderpädagogischem Förderbedarf (SPF), jedoch fühlen sich diese weniger von ihren Lehrkräften angenommen. N2 - Brandenburg started the pilot project "Inclusive Primary Schools" (PING) in the school year 2012/2013. 35 of these pilot primary schools were scientifically supported (cp. Sporer, Schrunder-Lenzen, Vock & Maaz, 2015). In this article we report findings on the social self-concept, how children experience the class climate, and how they feel accepted by their teachers. The study examined 1,435 children in 61 inclusive 2nd and 3rd grade classes. There are no consistent disadvantages regarding self-concept and experienced class climate for children with special educational needs, but they feel less accepted by their teachers. KW - inclusion KW - primary school KW - social integration KW - special educational needs KW - inclusive education KW - Inklusion KW - Grundschule KW - soziale Integration KW - Förderbedarf KW - gemeinsamer Unterricht Y1 - 2018 U6 - https://doi.org/10.31244/dds.2018.02.03 SN - 0012-0731 VL - 110 IS - 2 SP - 124 EP - 137 PB - Waxmann CY - Münster ER - TY - JOUR A1 - Kretschmann, Julia A1 - Westphal, Andrea A1 - Vock, Miriam T1 - Does it pay to be one of the oldest in class? BT - Relative age effects on academic self-concept, peer relations, and teacher judgments in German primary schools JF - Learning and instruction : the journal of the European Association for Research on Learning and Instruction N2 - Several studies have revealed that older students in a year group reach higher achievement scores than younger students in that group. But less is known about how students' relative age in class relates to their self-perception of academic achievement, their social acceptance in class and to how teachers judge their abilities. Therefore, we examined relative age effects within class on students' academic self-concept, peer relations, grades, and teachers' secondary school recommendation. Analyses were based on a sample of N = 18,956 German fourth graders, who had never been retained or accelerated. We applied multilevel regression to control for covariates at the individual and classroom level. There were no substantial relative age effects within class across any of the outcomes, except for a small advantage for the youngest in their reading self-concept. Our findings therefore contradict the common assumption that younger students in class are disadvantaged compared to their older classmates. KW - Relative age effects KW - Month of birth KW - Academic self-concept KW - Peer KW - relations KW - Teacher judgments Y1 - 2021 U6 - https://doi.org/10.1016/j.learninstruc.2021.101463 SN - 0959-4752 SN - 1873-3263 VL - 74 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Westphal, Andrea A1 - Vock, Miriam A1 - Kretschmann, Julia T1 - Unravelling the relationship between teacher-assigned grades, student personality, and standardized test scores JF - Frontiers in psychology / Frontiers Research Foundation N2 - The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that conscientiousness explains to some extent why certain students receive better grades despite similar academic accomplishments (i.e., achieving similar scores in domain-specific standardized achievement tests). Therefore, the present study examines to what extent the relationship between student personality and teacher-assigned grades consists of direct as opposed to indirect associations (via subject-specific standardized test scores). We used a representative sample of 14,710 ninth-grade students to estimate these direct and indirect pathways in mathematics and German. Structural equation models showed that test scores explained between 8 and 11% of the variance in teacher-assigned grades in mathematics and German. The Big Five personality traits in students additionally explained between 8 and 10% of the variance in grades. Finally, the personality-grade relationship consisted of direct (0.02 | β| ≤ 0.27) and indirect associations via test scores (0.01 | β| ≤ 0.07). Conscientiousness explained discrepancies between teacher-assigned grades and students’ scores in domain-specific standardized tests to a greater extent than any of the other Big Five personality traits. Our findings suggest that students that are more conscientious may invest more effort to accomplish classroom goals, but fall short of mastery. KW - Big Five KW - student personality KW - teacher-assigned grades KW - grading practice KW - conscientiousness KW - mathematics KW - German KW - secondary school Y1 - 2020 U6 - https://doi.org/10.3389/fpsyg.2021.627440 SN - 1664-1078 IS - 12 PB - Frontiers Research Foundation CY - Lausanne ER - TY - GEN A1 - Westphal, Andrea A1 - Vock, Miriam A1 - Kretschmann, Julia T1 - Unravelling the relationship between teacher-assigned grades, student personality, and standardized test scores T2 - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe N2 - The Big Five personality traits play a major role in student achievement. As such, there is consistent evidence that students that are more conscientious receive better teacher-assigned grades in secondary school. However, research often does not support the claim that students that are more conscientious similarly achieve higher scores in domain-specific standardized achievement tests. Based on the Invest-and-Accrue Model, we argue that conscientiousness explains to some extent why certain students receive better grades despite similar academic accomplishments (i.e., achieving similar scores in domain-specific standardized achievement tests). Therefore, the present study examines to what extent the relationship between student personality and teacher-assigned grades consists of direct as opposed to indirect associations (via subject-specific standardized test scores). We used a representative sample of 14,710 ninth-grade students to estimate these direct and indirect pathways in mathematics and German. Structural equation models showed that test scores explained between 8 and 11% of the variance in teacher-assigned grades in mathematics and German. The Big Five personality traits in students additionally explained between 8 and 10% of the variance in grades. Finally, the personality-grade relationship consisted of direct (0.02 | β| ≤ 0.27) and indirect associations via test scores (0.01 | β| ≤ 0.07). Conscientiousness explained discrepancies between teacher-assigned grades and students’ scores in domain-specific standardized tests to a greater extent than any of the other Big Five personality traits. Our findings suggest that students that are more conscientious may invest more effort to accomplish classroom goals, but fall short of mastery. T3 - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 719 KW - Big Five KW - student personality KW - teacher-assigned grades KW - grading practice KW - conscientiousness KW - mathematics KW - German KW - secondary school Y1 - 2020 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-523024 SN - 1866-8364 IS - 12 ER - TY - JOUR A1 - Allan, Eric A1 - Manning, Pete A1 - Alt, Fabian A1 - Binkenstein, Julia A1 - Blaser, Stefan A1 - Blüthgen, Nico A1 - Böhm, Stefan A1 - Grassein, Fabrice A1 - Hölzel, Norbert A1 - Klaus, Valentin H. A1 - Kleinebecker, Till A1 - Morris, E. Kathryn A1 - Oelmann, Yvonne A1 - Prati, Daniel A1 - Renner, Swen C. A1 - Rillig, Matthias C. A1 - Schaefer, Martin A1 - Schloter, Michael A1 - Schmitt, Barbara A1 - Schöning, Ingo A1 - Schrumpf, Marion A1 - Solly, Emily A1 - Sorkau, Elisabeth A1 - Steckel, Juliane A1 - Steffen-Dewenter, Ingolf A1 - Stempfhuber, Barbara A1 - Tschapka, Marco A1 - Weiner, Christiane N. A1 - Weisser, Wolfgang W. A1 - Werner, Michael A1 - Westphal, Catrin A1 - Wilcke, Wolfgang A1 - Fischer, Markus T1 - Land use intensification alters ecosystem multifunctionality via loss of biodiversity and changes to functional composition JF - Ecology letters N2 - Global change, especially land-use intensification, affects human well-being by impacting the delivery of multiple ecosystem services (multifunctionality). However, whether biodiversity loss is a major component of global change effects on multifunctionality in real-world ecosystems, as in experimental ones, remains unclear. Therefore, we assessed biodiversity, functional composition and 14 ecosystem services on 150 agricultural grasslands differing in land-use intensity. We also introduce five multifunctionality measures in which ecosystem services were weighted according to realistic land-use objectives. We found that indirect land-use effects, i.e. those mediated by biodiversity loss and by changes to functional composition, were as strong as direct effects on average. Their strength varied with land-use objectives and regional context. Biodiversity loss explained indirect effects in a region of intermediate productivity and was most damaging when land-use objectives favoured supporting and cultural services. In contrast, functional composition shifts, towards fast-growing plant species, strongly increased provisioning services in more inherently unproductive grasslands. KW - Biodiversity-ecosystem functioning KW - ecosystem services KW - global change KW - land use KW - multifunctionality Y1 - 2015 U6 - https://doi.org/10.1111/ele.12469 SN - 1461-023X SN - 1461-0248 VL - 18 IS - 8 SP - 834 EP - 843 PB - Wiley-Blackwell CY - Hoboken ER - TY - JOUR A1 - Soliveres, Santiago A1 - van der Plas, Fons A1 - Manning, Peter A1 - Prati, Daniel A1 - Gossner, Martin M. A1 - Renner, Swen C. A1 - Alt, Fabian A1 - Arndt, Hartmut A1 - Baumgartner, Vanessa A1 - Binkenstein, Julia A1 - Birkhofer, Klaus A1 - Blaser, Stefan A1 - Blüthgen, Nico A1 - Boch, Steffen A1 - Böhm, Stefan A1 - Börschig, Carmen A1 - Buscot, Francois A1 - Diekötter, Tim A1 - Heinze, Johannes A1 - Hölzel, Norbert A1 - Jung, Kirsten A1 - Klaus, Valentin H. A1 - Kleinebecker, Till A1 - Klemmer, Sandra A1 - Krauss, Jochen A1 - Lange, Markus A1 - Morris, E. Kathryn A1 - Müller, Jörg A1 - Oelmann, Yvonne A1 - Overmann, Jörg A1 - Pasalic, Esther A1 - Rillig, Matthias C. A1 - Schaefer, H. Martin A1 - Schloter, Michael A1 - Schmitt, Barbara A1 - Schöning, Ingo A1 - Schrumpf, Marion A1 - Sikorski, Johannes A1 - Socher, Stephanie A. A1 - Solly, Emily F. A1 - Sonnemann, Ilja A1 - Sorkau, Elisabeth A1 - Steckel, Juliane A1 - Steffan-Dewenter, Ingolf A1 - Stempfhuber, Barbara A1 - Tschapka, Marco A1 - Türke, Manfred A1 - Venter, Paul C. A1 - Weiner, Christiane N. A1 - Weisser, Wolfgang W. A1 - Werner, Michael A1 - Westphal, Catrin A1 - Wilcke, Wolfgang A1 - Wolters, Volkmar A1 - Wubet, Tesfaye A1 - Wurst, Susanne A1 - Fischer, Markus A1 - Allan, Eric T1 - Biodiversity at multiple trophic levels is needed for ecosystem multifunctionality JF - Nature : the international weekly journal of science Y1 - 2016 U6 - https://doi.org/10.1038/nature19092 SN - 0028-0836 SN - 1476-4687 VL - 536 SP - 456 EP - + PB - Nature Publ. Group CY - London ER - TY - JOUR A1 - Vock, Miriam A1 - Gronostaj, Anna A1 - Kretschmann, Julia A1 - Westphal, Andrea T1 - Wie bewerten begabte und leistungsstarke Jugendliche in separaten Spezialklassen ihren Unterricht? BT - Unterrichtsqualität in Deutsch und Mathematik in der Sekundarstufe BT - Teaching quality in German and Mathematics in secondary education JF - Zeitschrift für Erziehungswissenschaft N2 - Leistungsstarke und besonders begabte Schüler*innen werden im Unterricht oft nicht genügend gefordert. In speziellen Klassen für besonders Leistungsstarke und Begabte kann der Unterricht stärker auf die Lernmöglichkeiten dieser Gruppe zugeschnitten werden. Spezialklassen gelten insgesamt als leistungsförderlich, Studien zur Unterrichtsqualität sind bisher jedoch rar. In dieser Studie wird untersucht, wie Schüler*innen der Leistungs- und Begabungsklassen (LuBK) im Land Brandenburg die Qualität ihres Unterrichts in Deutsch und Mathematik im Vergleich zu Schüler*innen von Regelklassen einschätzen. Die Datenbasis bilden N = 3371 Schüler*innen der 8. und 10. Jahrgangsstufe aus 33 Schulen. Mittels Fragebögen wurden Merkmale der Unterrichtsqualität nach dem QuAIT-Modell erfragt; die Datenanalyse erfolgte mit regressionsanalytischen Mehrebenenmodellen. Die Schüler*innen der LuBK bewerten die Qualität ihres Unterrichts überwiegend positiver als die Schüler*innen der Regelklassen, Defizite zeigen sich jedoch in beiden Klassentypen bei den Qualitätsmerkmalen der inneren Differenzierung und der Mitsprache bei Unterrichtsthemen. N2 - High-performing and gifted students are often not sufficiently challenged in class. In special classes for high-achievers and gifted students, instruction can be tailored more closely to the learning opportunities of this group. Special classes are generally considered to be conducive to achievement, but studies on the quality of instruction have been scarce. This study examines how students in special classes for the gifted and talented in the state of Brandenburg rate the quality of their instruction in German and mathematics compared to students in regular classes. The data basis is constituted by N = 3371 students in the 8th and 10th grades from 33 schools. Questionnaires were used to assess characteristics of teaching quality according to the QuAIT model; data analysis was conducted using regression-analytical multilevel models. The students of the LuBK evaluate the quality of their teaching mainly more positively than the students of the regular classes, however, deficits are evident in both class types with regard to the quality characteristics of internal differentiation and having a say in the topics of instruction. T2 - How do gifted and high achieving adolescents in separate special classes evaluate their lessons? KW - Giftedness KW - Quality of instruction KW - QuAIT model KW - Special classes KW - Talented students KW - Unterrichtsqualität KW - QuAIT-Modell KW - Leistungsstarke Schüler*innen KW - Hochbegabung KW - Spezialklassen Y1 - 2022 U6 - https://doi.org/10.1007/s11618-022-01118-8 SN - 1434-663X SN - 1862-5215 VL - 25 SP - 1151 EP - 1173 PB - Springer CY - Wiesbaden ER - TY - BOOK A1 - Jennek, Julia A1 - Rother, Stefanie A1 - Tosch, Frank A1 - Wendland, Mirko A1 - Kludt, Steffen A1 - Krauskopf, Karsten A1 - Kitschke, Dorothea A1 - Maar, Verena A1 - Knigge, Michel A1 - Gnädig, Susanne A1 - Seidel, Astrid A1 - Siehr, Karl-Heinz A1 - Wienecke, Maik A1 - Günther, Claudia-Susanne A1 - Reitz-Koncebovski, Karen A1 - Klöpping, Peter M. A1 - Kücholl, Denise A1 - Lazarides, Rebecca A1 - Westphal, Andrea A1 - Scherreiks, Lynn A1 - Kuhr, Linda A1 - Wilbert, Jürgen A1 - Gronostaj, Anna A1 - Vock, Miriam A1 - Zaruba, Nicole A1 - Ahlgrimm, Frederik A1 - Link, Jörg-Werner A1 - Körner, Dorothea A1 - Barseghyan, Anahit A1 - Glowinski, Ingrid ED - Jennek, Julia T1 - Professionalisierung in Praxisphasen BT - Ergebnisse der Lehrerbildungsforschung an der Universität Potsdam T3 - Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung N2 - Schulpraktika bilden die zentrale Grundlage der Lehrerbildung in Potsdam. Bereits im Potsdamer Modell der Lehrerbildung (1993) sind sie festgehalten, seit der Integration des Schulpraktikums (Praxissemesters) 2008 absolvieren alle Potsdamer Lehramtsstudierenden fünf Pflichtpraktika. Während die Ziele der Praktika klar beschrieben sind, sind die tatsächlichen Lernerfolge nicht immer klar – ebenso wenig, wie die Begleitung der Praktika aussehen muss, um die Studierenden bestmöglich zu unterstützen. Auch die Integration in weitere Lehrveranstaltungen des Studiums ist ein noch offenes Feld, das weiterer Betrachtung verdient. Die unterschiedliche Ausrichtung der Potsdamer Praktika, Perspektivwechsel im Orientierungs-/Integriertem Eingangspraktikum, Selbstreflektion im Praktikum in pädagogisch-psychologischen Handlungsfeldern, Unterricht als Profession in den Fachdidaktischen Tagespraktika, Anwendung von Diagnostik im psychodiagnostischen Praktikum und die Synthese all dessen im Schulpraktikum, bieten dafür zahlreiche Ansatzpunkte. Schulpraktika sind nicht nur ein zentraler und von Studierenden hoch geschätzter Bestandteil des Studiums, sondern werden auch zunehmend für die Bildungsforschung interessant. Fragen nach der Kompetenzentwicklung, Selbsteinschätzungen und der Entwicklung der Reflexionsfähigkeit von Studierenden stehen dabei ebenso im Fokus wie die Einschätzung der universitären Begleitung und der Einbindung ins weitere Studium. Der vorliegende Band versammelt Studien von Wissenschaftlerinnen und Wissenschaftler der Universität Potsdam, die die fünf Pflichtpraktika im Lehramtsstudium unter unterschiedlichen Blickwinkel beforschen. Besonders hervorzuheben ist, dass die Wissenschaftlerinnen und Wissenschaftler aus unterschiedlichen Disziplinen stammen und somit die Praktika mit verschiedenen Instrumenten und aus unterschiedlichen Blickwinkeln betrachten. Die präsentierten Ergebnisse bilden eine gute Grundlage, um die Praktika in Potsdam und an anderen Standorten weiterzuentwickeln. T3 - Potsdamer Beiträge zur Lehrkräftebildung und Bildungsforschung - 2 KW - Lehrkräftebildung KW - Schulpraktikum KW - Lehramtsstudium KW - Berufspraktische Studien KW - Praxissemester Y1 - 2022 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-500964 SN - 978-3-86956-508-8 SN - 2626-3556 SN - 2626-4722 IS - 2 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Gronostaj, Anna A1 - Westphal, Andrea A1 - Jennek, Julia A1 - Vock, Miriam T1 - Welche Rolle spielt die Lernbegleitung für den selbstberichteten Kompetenzzuwachs im Praxissemester? JF - Potsdamer Beiträge zur Lehrerbildung und Bildungsforschung N2 - Schulische Praxisphasen sind ein wichtiger Bestandteil der universitären Lehrkräftebildung in Deutschland. Empirisch fundierte Erkenntnisse zu diesen Praxisphasen liegen jedoch vergleichsweise wenig vor. Im vorliegenden Beitrag wird eine Studie zum subjektiven Kompetenzzuwachs und zu den Einflüssen der Lernbegleitung während des Potsdamer Praxissemesters vorgestellt. Befragt wurden N = 192 Studierende der Universität Potsdam, bevor und nachdem sie ihr Praxissemester absolviert hatten. Die Studierenden berichteten, sich nach dem Praxissemester in den von der KMK (2004) für die Standards der Lehrkräftebildung definierten Bereichen Unterrichten, Erziehen, Beurteilen und Innovieren kompetenter zu fühlen. Zusammenhänge zwischen selbstberichtetem Kompetenzzuwachs und der schulischen und universitären Lernbegleitung konnten jedoch nur vereinzelt nachgewiesen werden. Wir diskutieren Implikationen für die Lehrkräftebildung. N2 - Gaining practical experience in school is an important part of university teacher education in Germany. Still, scientifically sound findings on this kind of experience are comparably rare. In this article, we present a study on subjective competence development and the influence of learning assistance (e. g., seminars, teachers’ feedback) during the student teaching semester. A survey of N = 192 student teachers from Potsdam university, Germany, was conducted before and after the practical phase. Students reported that they felt more competent with respect to the German Standards for Teacher Education (KMK, 2004), namely, instruction, education, assessment, and innovation, after they completed the student teaching semester. However, we found statistically significant correlations between the self-reported increase in competence and learning assistance in school and at university only occasionally. We discuss implications for teacher training. Y1 - 2018 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-420190 SN - 978-3-86956-442-5 SN - 2626-4722 SN - 2626-3556 SP - 59 EP - 72 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Koebsch, Franziska A1 - Winkel, Matthias A1 - Liebner, Susanne A1 - Liu, Bo A1 - Westphal, Julia A1 - Schmiedinger, Iris A1 - Spitzy, Alejandro A1 - Gehre, Matthias A1 - Jurasinski, Gerald A1 - Köhler, Stefan A1 - Unger, Viktoria A1 - Koch, Marian A1 - Sachs, Torsten A1 - Böttcher, Michael E. T1 - Sulfate deprivation triggers high methane production in a disturbed and rewetted coastal peatland JF - Biogeosciences N2 - In natural coastal wetlands, high supplies of marine sulfate suppress methanogenesis. Coastal wetlands are, however, often subject to disturbance by diking and drainage for agricultural use and can turn to potent methane sources when rewetted for remediation. This suggests that preceding land use measures can suspend the sulfate-related methane suppressing mechanisms. Here, we unravel the hydrological relocation and biogeochemical S and C transformation processes that induced high methane emissions in a disturbed and rewetted peatland despite former brackish impact. The underlying processes were investigated along a transect of increasing distance to the coastline using a combination of concentration patterns, stable isotope partitioning, and analysis of the microbial community structure. We found that diking and freshwater rewetting caused a distinct freshening and an efficient depletion of the brackish sulfate reservoir by dissimilatory sulfate reduction (DSR). Despite some legacy effects of brackish impact expressed as high amounts of sedimentary S and elevated electrical conductivities, contemporary metabolic processes operated mainly under sulfate-limited conditions. This opened up favorable conditions for the establishment of a prospering methanogenic community in the top 30-40 cm of peat, the structure and physiology of which resemble those of terrestrial organic-rich environments. Locally, high amounts of sulfate persisted in deeper peat layers through the inhibition of DSR, probably by competitive electron acceptors of terrestrial origin, for example Fe(III). However, as sulfate occurred only in peat layers below 30-40 cm, it did not interfere with high methane emissions on an ecosystem scale. Our results indicate that the climate effect of disturbed and remediated coastal wetlands cannot simply be derived by analogy with their natural counterparts. From a greenhouse gas perspective, the re-exposure of diked wetlands to natural coastal dynamics would literally open up the floodgates for a replenishment of the marine sulfate pool and therefore constitute an efficient measure to reduce methane emissions. Y1 - 2019 U6 - https://doi.org/10.5194/bg-16-1937-2019 SN - 1726-4170 SN - 1726-4189 VL - 16 IS - 9 SP - 1937 EP - 1953 PB - Copernicus CY - Göttingen ER - TY - JOUR A1 - Soliveres, Santiago A1 - Manning, Peter A1 - Prati, Daniel A1 - Gossner, Martin M. A1 - Alt, Fabian A1 - Arndt, Hartmut A1 - Baumgartner, Vanessa A1 - Binkenstein, Julia A1 - Birkhofer, Klaus A1 - Blaser, Stefan A1 - Bluethgen, Nico A1 - Boch, Steffen A1 - Boehm, Stefan A1 - Boerschig, Carmen A1 - Buscot, Francois A1 - Diekoetter, Tim A1 - Heinze, Johannes A1 - Hoelzel, Norbert A1 - Jung, Kirsten A1 - Klaus, Valentin H. A1 - Klein, Alexandra-Maria A1 - Kleinebecker, Till A1 - Klemmer, Sandra A1 - Krauss, Jochen A1 - Lange, Markus A1 - Morris, E. Kathryn A1 - Mueller, Joerg A1 - Oelmann, Yvonne A1 - Overmann, Jörg A1 - Pasalic, Esther A1 - Renner, Swen C. A1 - Rillig, Matthias C. A1 - Schaefer, H. Martin A1 - Schloter, Michael A1 - Schmitt, Barbara A1 - Schoening, Ingo A1 - Schrumpf, Marion A1 - Sikorski, Johannes A1 - Socher, Stephanie A. A1 - Solly, Emily F. A1 - Sonnemann, Ilja A1 - Sorkau, Elisabeth A1 - Steckel, Juliane A1 - Steffan-Dewenter, Ingolf A1 - Stempfhuber, Barbara A1 - Tschapka, Marco A1 - Tuerke, Manfred A1 - Venter, Paul A1 - Weiner, Christiane N. A1 - Weisser, Wolfgang W. A1 - Werner, Michael A1 - Westphal, Catrin A1 - Wilcke, Wolfgang A1 - Wolters, Volkmar A1 - Wubet, Tesfaye A1 - Wurst, Susanne A1 - Fischer, Markus A1 - Allan, Eric T1 - Locally rare species influence grassland ecosystem multifunctionality JF - Philosophical transactions of the Royal Society of London : B, Biological sciences N2 - Species diversity promotes the delivery of multiple ecosystem functions (multifunctionality). However, the relative functional importance of rare and common species in driving the biodiversity multifunctionality relationship remains unknown. We studied the relationship between the diversity of rare and common species (according to their local abundances and across nine different trophic groups), and multifunctionality indices derived from 14 ecosystem functions on 150 grasslands across a land use intensity (LUI) gradient. The diversity of above- and below-ground rare species had opposite effects, with rare above-ground species being associated with high levels of multifunctionality, probably because their effects on different functions did not trade off against each other. Conversely, common species were only related to average, not high, levels of multifunctionality, and their functional effects declined with LUI. Apart from the community level effects of diversity, we found significant positive associations between the abundance of individual species and multifunctionality in 6% of the species tested. Species specific functional effects were best predicted by their response to LUI: species that declined in abundance with land use intensification were those associated with higher levels of multifunctionality. Our results highlight the importance of rare species for ecosystem multifunctionality and help guiding future conservation priorities. KW - biodiversity KW - common species KW - ecosystem function KW - identity hypothesis KW - land use KW - multitrophic Y1 - 2016 U6 - https://doi.org/10.1098/rstb.2015.0269 SN - 0962-8436 SN - 1471-2970 VL - 371 SP - 3175 EP - 3185 PB - Royal Society CY - London ER -