@article{HaferSchumann2012,
  author    = {Hafer, J{\"o}rg and Schumann, Marlen},
  title     = {Studeineingangsphase und die strukturelle Verankerung von E-Learning in Studium und Lehre: E-Teaching als Element zur Gestaltung des Studenten-Life-Cycle},
  isbn      = {978-3- 937026-77-0},
  year      = {2012},
  language  = {de}
}
@article{Klages2012,
  author    = {Klages, Benjamin},
  title     = {Professionelles Handeln in der Hochschullehre},
  isbn      = {978-3- 937026-77-0},
  year      = {2012},
  language  = {de}
}
@book{Thorau2012,
  author    = {Thorau, Christian},
  title     = {Vom Klang zur Metapher : Perspektiven der musikalischen Analyse},
  series = {Studien und Materialien zur Musikwissenschaft},
  volume    = {71},
  journal   = {Studien und Materialien zur Musikwissenschaft},
  publisher = {Olms},
  address   = {Hildesheim},
  isbn      = {978-3-487-14895-3},
  pages     = {287 S.},
  year      = {2012},
  language  = {de}
}
@phdthesis{Friedrich2012,
  author    = {Friedrich, Katja},
  title     = {Selbstst{\"a}ndig(er) durch Selbst- und Fremdeinsch{\"a}tzung? : M{\"o}glichkeiten und Grenzen der F{\"o}rderung von Metakognitionsstrategien bei Sch{\"u}lerinnen und Sch{\"u}lern durch "Ich-kann"-Checklisten ; Ergebnisse einer gezielten Intervention im Fach Deutsch in der 7. gymnasialen Jahrgangsstufe},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-66411},
  school      = {Universit{\"a}t Potsdam},
  year      = {2012},
  abstract  = {Neben der Frage nach der leistungssteigernden Wirkung von sogenannten "Ich-kann"-Checklisten auf die Metakognitionsstrategien der Sch{\"u}lerinnen und Sch{\"u}ler, geht die Arbeit auch den Fragen nach, welche Sch{\"u}lerinnen und Sch{\"u}ler "Ich-kann"-Checklisten nutzen, in welcher Form und unter welchen Kontextmerkmalen sie am wirksamsten sind. Dabei handelt es sich um Listen mit festgelegten, fachlichen und {\"u}berfachlichen Kompetenzen einer bzw. mehrerer Unterrichtseinheiten, die in Form von „Ich-kann"-Formulierungen f{\"u}r Sch{\"u}ler geschrieben sind und die Aufforderung einer Selbst- und Fremdeinsch{\"a}tzung beinhalten. Blickt man in die Ver{\"o}ffentlichungen der letzten Jahre zu diesem Thema und in die schulische Praxis, so ist eine deutliche Hinwendung zur Entwicklung und Arbeit mit „Ich-kann"-Checklisten und Kompetenzrastern zu erkennen. Umso erstaunlicher ist es, dass diesbez{\"u}glich so gut wie keine empirischen Untersuchungen vorliegen (vgl. Bastian \& Merziger, 2007; Merziger, 2007). Basierend auf einer quantitativen Erhebung von 197 Gymnasialsch{\"u}lerinnen und -sch{\"u}lern in der 7. Jahrgangsstufe im Fach Deutsch wurde {\"u}ber einen Zeitraum von zwei Jahren diesen {\"u}bergeordneten Fragen nachgegangen. Die Ergebnisse lassen die Aussagen zu, dass "Ich-kann"-Checklisten insbesondere f{\"u}r Jungen ein wirksames p{\"a}dagogisches Instrument der Selbstregulation darstellen. So f{\"o}rdert die Arbeit mit "Ich-kann"-Checklisten nicht nur die Steuerung eigener Lernprozesse, sondern auch die Anstrengungsbereitschaft der Sch{\"u}lerinnen und Sch{\"u}ler, mehr f{\"u}r das Fach tun zu wollen. Eine w{\"a}hrend der Intervention erfolgte Selbsteinsch{\"a}tzung {\"u}ber den Leistungsstand mittels der "Ich-kann"-Checklisten f{\"o}rdert dabei den freiwilligen außerunterrichtlichen Gebrauch.},
  language  = {de}
}
@book{PohlenzBoetcher2012,
  author    = {Pohlenz, Philipp and Boetcher, Charlotte-Bettina},
  title     = {Praktika als Bestandteil der Hochschulforschung : Praxisbez{\"u}ge von Lehre und Studium im Licht der Hochschulforschung},
  isbn      = {978-3-531-18578-1},
  year      = {2012},
  language  = {de}
}
@phdthesis{Agamy2012,
  author    = {Agamy, Ibrahim},
  title     = {Social networking software in higher education : investigating the influence of using different interaction levels on learners' achievement and satisfaction},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-61888},
  school      = {Universit{\"a}t Potsdam},
  year      = {2012},
  abstract  = {Education in knowledge society is challenged with a lot of problems in particular the interaction between the teacher and learner in social networking software as a key factor affects the learners' learning and satisfaction (Prammanee, 2005) where "to teach is to communicate, to communicate is to interact, to interact is to learn" (Hefzallah, 2004, p. 48). Analyzing the relation between teacher-learner interaction from a side and learning outcome and learners' satisfaction from the other side, some basic problems regarding a new learning culture using social networking software are discussed. Most of the educational institutions pay a lot of attentions to the equipments and emerging Information and Communication Technologies (ICTs) in learning situations. They try to incorporate ICT into their institutions as teaching and learning environments. They do this because they expect that by doing so they will improve the outcome of the learning process. Despite this, the learning outcome as reported in most studies is very limited, because the expectations of self-directed learning are much higher than the reality. Findings from an empirical study (investigating the role of teacher-learner interaction through new digital media wiki in higher education and learning outcome and learner's satisfaction) are presented recommendations about the necessity of pedagogical interactions in support of teaching and learning activities in wiki courses in order to improve the learning outcome. Conclusions show the necessity for significant changes in the approach of vocational teacher training programs of online teachers in order to meet the requirements of new digital media in coherence with a new learning culture. These changes have to address collaborative instead of individual learning and ICT wiki as a tool for knowledge construction instead of a tool for gathering information.},
  language  = {en}
}
@book{OPUS4-33309,
  title     = {Vormoderne Bildungsg{\"a}nge : Selbst- und Fremdbeschreibungen in der Fr{\"u}hen Neuzeit},
  series = {Beitr{\"a}ge zur Historischen Bildungsforschung},
  volume    = {41},
  journal   = {Beitr{\"a}ge zur Historischen Bildungsforschung},
  editor    = {Jacobi, Juliane and LeCam, Jea-Luc and Musolff, Hans-Ulrich},
  publisher = {B{\"o}hlau},
  address   = {K{\"o}ln},
  isbn      = {978-3-412-20492-1},
  pages     = {297 S.},
  year      = {2012},
  language  = {de}
}
@article{Jacobi2012,
  author    = {Jacobi, Juliane},
  title     = {Gef{\"o}rderte Lebensl{\"a}ufe? Werdeg{\"a}nge Hallescher Waisenkinder (1695 - 1730)},
  isbn      = {978-3-412-20492-1},
  year      = {2012},
  language  = {de}
}
@book{SchubarthSpeckSeideletal.2012,
  author    = {Schubarth, Wilfried and Speck, Karsten and Seidel, Andreas and Gottmann, Corinna and Kamm, Caroline and Krohn, Maud},
  title     = {Praxisbez{\"u}ge im Studium : Ergebnisse des ProPrax-Projektes zu Konzepten und Effekten von Praxisphasen unterschiedlicher Fachkulturen},
  isbn      = {978-3-531-18578-1},
  year      = {2012},
  language  = {de}
}
@book{SchubarthSpeckSeideletal.2012,
  author    = {Schubarth, Wilfried and Speck, Karsten and Seidel, Andreas and Gottmann, Corinna and Kamm, Caroline and Krohn, Maud},
  title     = {Das Praxissemester im Lehramt : ein Erfolgsmodell? Zur Wirksamkeit des Praxissemesters im Land Brandenburg},
  isbn      = {978-3-531-18578-1},
  year      = {2012},
  language  = {de}
}
@book{GroeschnerSeidel2012,
  author    = {Gr{\"o}schner, Alexander and Seidel, Tina},
  title     = {Lernbegleitung im Praktikum : Befunde und Innovationen im Kontext der Reform der Lehrerbildung},
  isbn      = {978-3-531-18578-1},
  year      = {2012},
  language  = {de}
}
@book{Flitner2012,
  author    = {Flitner, Elisabeth},
  title     = {Studium, Erwerbst{\"a}tigkeit, Praktika : zeitgeschichtliche und systematische Bemerkungen zum Interessse der Studierenden an "Praxiserfahrung"},
  isbn      = {978-3-531-18578-1},
  year      = {2012},
  language  = {de}
}
@book{BastianBochowGeschonkeetal.2012,
  author    = {Bastian, Laura and Bochow, Eric and Geschonke, Sebastian and G{\"u}nther, Stephanie and List, Ingke and Mosebach, Benjamin and Niproschke, Saskia and P{\"o}ller, Jenny and Schefler, Patrick},
  title     = {Praxismodelle im Studium : Chancen und Probleme aus der Perspektive von Potsdamer Studierenden},
  isbn      = {978-3-531-18578-1},
  year      = {2012},
  language  = {de}
}
@book{SchubarthSpeckSeideletal.2012,
  author    = {Schubarth, Wilfried and Speck, Karsten and Seidel, Andreas and Gottmann, Corinna and Kamm, Caroline and Krohn, Maud},
  title     = {Studium nach Bologna: Praxisbez{\"u}ge st{\"a}rken?! Praktika als Br{\"u}cke zwischen Hochschule und Arbeitsmarkt},
  publisher = {Springer VS},
  address   = {Wiesbaden},
  isbn      = {978-3-531-18578-1},
  pages     = {IV, 317 S.},
  year      = {2012},
  language  = {de}
}
@article{Ludwig2012,
  author    = {Ludwig, Joachim},
  title     = {Einleitung SYLBE : eine Untersuchung zu Lernen und Lernbetrachtung als Beitrag zur Erwachsenendidaktik},
  isbn      = {978-3-7639-5067-6},
  year      = {2012},
  language  = {de}
}
@phdthesis{Ludwig2012,
  author    = {Ludwig, Joachim},
  title     = {Bildungstheoretische Zug{\"a}nge zu Lernen und Lernbetrachtung},
  isbn      = {978-3-7639-5067-6},
  year      = {2012},
  language  = {de}
}
@article{LudwigMueller2012,
  author    = {Ludwig, Joachim and M{\"u}ller, Katja},
  title     = {Forschungsstand zu Alphabetisierung und Grundbildung},
  isbn      = {978-3-7639-5067-6},
  year      = {2012},
  language  = {de}
}
@article{Mueller2012,
  author    = {M{\"u}ller, Katja},
  title     = {Lernforschung - Lernbegr{\"u}ndungstypen bei Alphakurs-Teilnehmenden},
  isbn      = {978-3-7639-5067-6},
  year      = {2012},
  language  = {de}
}
@article{Ludwig2012,
  author    = {Ludwig, Joachim},
  title     = {Lernberatung},
  isbn      = {978-3-7639-5067-6},
  year      = {2012},
  language  = {de}
}
@article{Ludwig2012,
  author    = {Ludwig, Joachim},
  title     = {Rekonstruktive Lernbetrachtung},
  isbn      = {978-3-7639-5067-6},
  year      = {2012},
  language  = {de}
}
@article{PibergerSchramm2012,
  author    = {Piberger, Jirko and Schramm, Christin},
  title     = {Schriftspracherwerb als Beratungsgegenstand},
  isbn      = {978-3-7639-5067-6},
  year      = {2012},
  language  = {de}
}
@article{Piberger2012,
  author    = {Piberger, Jirko},
  title     = {F{\"o}rderdiagnostische Verfahren},
  isbn      = {978-3-7639-5067-6},
  year      = {2012},
  language  = {de}
}
@book{OPUS4-33393,
  title     = {Lernen und Lernberatung : Alphabetisierung als Herausforderung f{\"u}r die Erwachsenendidaktik},
  series = {Theorie und Erwachsenenbildung},
  journal   = {Theorie und Erwachsenenbildung},
  editor    = {Ludwig, Joachim},
  publisher = {Bertelsmann W. Verlag},
  address   = {Bielefeld},
  isbn      = {978-3-7639-5067-6},
  pages     = {230 S.},
  year      = {2012},
  language  = {de}
}
@article{Giest2012,
  author    = {Giest, Hartmut},
  title     = {Lernen und Lehren im Sachunterricht : zum Verh{\"a}ltnis von Konstruktion und Instruktion},
  isbn      = {978-3-7851-1851-3},
  year      = {2012},
  language  = {de}
}
@book{SchubarthSpeckSeidel2012,
  author    = {Schubarth, Wilfried and Speck, Karsten and Seidel, Andreas},
  title     = {Einf{\"u}hrung in den Band},
  isbn      = {978-3-531-18578-1},
  year      = {2012},
  language  = {de}
}
@article{HeranDoerrGiestArchie2012,
  author    = {Heran-D{\"o}rr, Eva and Giest, Hartmut and Archie, Carmen},
  title     = {Editorial},
  isbn      = {978-3-7851-1851-3},
  year      = {2012},
  language  = {de}
}
@article{AlbertsGiest2012,
  author    = {Alberts, Sonja and Giest, Hartmut},
  title     = {Lernen an Eperimentierstationen im Science Center},
  isbn      = {978-3-7851-1851-3},
  year      = {2012},
  language  = {de}
}
@misc{OPUS4-33158,
  title     = {Lernen und Lehren im Sachunterricht : zum Verh{\"a}ltnis von Konstruktion und Instruktion},
  series = {Probleme und Perspektiven des Sachunterrichts},
  volume    = {22},
  journal   = {Probleme und Perspektiven des Sachunterrichts},
  editor    = {Giest, Hartmut and Heran-D{\"o}rr, Eva and Archie, Carmen},
  publisher = {Klinkhardt},
  address   = {Bad Heilbrunn},
  isbn      = {978-3-7815-1851-3},
  pages     = {208 S.},
  year      = {2012},
  language  = {de}
}
@article{Prengel2012,
  author    = {Prengel, Annedore},
  title     = {Kann inklusive P{\"a}dagogik die Sehnsucht nach Gerechtigkeit erf{\"u}llen? : Paradoxien eines demokratischen Bildungskonzepts},
  isbn      = {978-3-7815-1847-6},
  year      = {2012},
  language  = {de}
}
@article{Ludwig2012,
  author    = {Ludwig, Joachim},
  title     = {Lernen, Lernberatung und Dianostik},
  isbn      = {978-3-7639-5065-2},
  year      = {2012},
  language  = {de}
}
@article{Ludwig2012,
  author    = {Ludwig, Joachim},
  title     = {Lernbegr{\"u}ndung verstehen - Lernen beraten},
  isbn      = {978-3-7639-5065-2},
  year      = {2012},
  language  = {de}
}
@article{KossackLehmannLudwig2012,
  author    = {Kossack, Peter and Lehmann, Uta and Ludwig, Joachim},
  title     = {Die Studieneingangsphase forschend gestalten : zur Einf{\"u}hrung},
  isbn      = {978-3- 937026-77-0},
  year      = {2012},
  language  = {de}
}
@misc{KossackHauserHauser2012,
  author    = {Kossack, Peter and Hauser, Anja and Hauser, Anja},
  title     = {SEPHA - ein Projektbericht: Befunde zur Gestaltung der Studieneingangsphase},
  isbn      = {978-3- 937026-77-0},
  year      = {2012},
  language  = {de}
}
@article{Moedebeck2012,
  author    = {M{\"o}debeck, Christian},
  title     = {Studienwahlentscheidung als Lebenswegentscheidung am Beispiel des Studienfinder-Projektes an der Universit{\"a}t Potsdam},
  isbn      = {978-3- 937026-77-0},
  year      = {2012},
  language  = {de}
}
@article{Ludwig2012,
  author    = {Ludwig, Joachim},
  title     = {Studieneingangsphase als Professionalit{\"a}tsproblem},
  isbn      = {978-3- 937026-77-0},
  year      = {2012},
  language  = {de}
}
@article{Kossack2012,
  author    = {Kossack, Peter},
  title     = {Ambivalente Praxis der Studieneingangsphase},
  isbn      = {978-3- 937026-77-0},
  year      = {2012},
  language  = {de}
}
@article{LaabsVogler2012,
  author    = {Laabs, Hans-Joachim and Vogler, Andreas},
  title     = {Die Entwicklung wissenschaftlicher Arbeitsweisen in der Studieneingangsphase des Lehrbereiches Arbeitslehre/ Technik},
  isbn      = {978-3- 937026-77-0},
  year      = {2012},
  language  = {de}
}
@article{Lehmann2012,
  author    = {Lehmann, Uta},
  title     = {Zum Umgang mit Heterogenit{\"a}t in der Studieneingangsphase},
  isbn      = {978-3- 937026-77-0},
  year      = {2012},
  language  = {de}
}
@book{OPUS4-33500,
  title     = {Die Studieneingangsphase - Analyse, Gestaltung und Entwicklung},
  series = {Hochschulwesen Wissenschaft und Praxis},
  volume    = {N.F., 22},
  journal   = {Hochschulwesen Wissenschaft und Praxis},
  editor    = {Kossack, Peter and Lehmann, Uta and Ludwig, Joachim},
  publisher = {UVW Univ.-Verl. Webler},
  address   = {Bielefeld},
  isbn      = {978-3-937026-77-0},
  pages     = {165 S.},
  year      = {2012},
  language  = {de}
}
@phdthesis{Rehfeldt2012,
  author    = {Rehfeldt, Janine},
  title     = {Der gestaltete Lernkontext : lernen im informellen betrieblichen Kontext},
  publisher = {Springer},
  address   = {Wiesbaden},
  isbn      = {978-531-18613-9},
  pages     = {273 S.},
  year      = {2012},
  language  = {de}
}
@book{OPUS4-33298,
  title     = {Lernberatung und Diagnostik : Modelle und Handlungsempfehlungen f{\"u}r Grundbildung und Alphabetisierung},
  series = {Perspektive Praxis},
  journal   = {Perspektive Praxis},
  editor    = {Ludwig, Joachim},
  publisher = {Bertelsmann W. Verlag},
  address   = {Bielefeld},
  isbn      = {978-3-7639-5065-2},
  pages     = {194 S.},
  year      = {2012},
  language  = {de}
}
@article{BeckerLuedtkeTrautweinetal.2012,
  author    = {Becker, Michael and L{\"u}dtke, Oliver and Trautwein, Ulrich and K{\"o}ller, Olaf and Baumert, J{\"u}rgen},
  title     = {The differential effects of school racking on psychometric intelligence Do academic-track schools make students smarter?},
  series = {The journal of educational psychology},
  volume    = {104},
  journal   = {The journal of educational psychology},
  number    = {3},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0022-0663},
  doi       = {10.1037/a0027608},
  pages     = {682 -- 699},
  year      = {2012},
  abstract  = {Prior research has shown that quantity of schooling affects the development of intelligence in childhood and adolescence. However, it is still debated whether other aspects of schooling-such as ability tracking or, more generally, school quality-can also influence intelligence. In this study, the authors analyzed intelligence gains in academic- and vocational-track schools in Germany, testing for differential effects of school quality (academic vs. vocational track) on psychometric intelligence. Longitudinal data were obtained from a sample of N = 1,038 Grade 7 and 10 students in 49 schools. A nonverbal reasoning test was used as an indicator of general psychometric intelligence, and relevant psychological and social background variables were included in the analyses. Propensity score matching was used to control for selection bias. Results showed a positive effect of attending the academic track.},
  language  = {en}
}
@article{RetelsdorfBeckerKoelleretal.2012,
  author    = {Retelsdorf, Jan and Becker, Michael and K{\"o}ller, Olaf and M{\"o}ller, Jens},
  title     = {Reading development in a tracked school system: A longitudinal study over 3 years using propensity score matching},
  series = {British journal of educational psychology},
  volume    = {82},
  journal   = {British journal of educational psychology},
  number    = {4},
  publisher = {Wiley-Blackwell},
  address   = {Hoboken},
  issn      = {0007-0998},
  doi       = {10.1111/j.2044-8279.2011.02051.x},
  pages     = {647 -- 671},
  year      = {2012},
  abstract  = {Background. Assigning students to different school tracks on the basis of their achievement levels is a widely used strategy that aims at giving students the best possible learning opportunity. There is, however, a growing body of literature that questions such positive effects of tracking. Aims. This study compared the developmental trajectories of reading comprehension and decoding speed between students at academic track schools that typically prepare students for university entrance and students at non-academic track schools that usually prepare students for vocational education. Sample. In a longitudinal design with three occasions of data collection, the authors drew on a sample of N= 1,508 5th graders (age at T1 about 11 years, age at T3 about 14 years) from 60 schools in Germany. The academic track sample comprised n= 568 students; the non-academic track sample comprised n= 940 students. Method. Achievement measures were obtained by standardized tests of reading comprehension and decoding speed. Students at the different tracks were closely matched using propensity scores. To compare students growth trajectories between the different school tracks, we applied multi-group latent growth curve models. Results. Comparable results were recorded for the complete (unmatched) sample and for the matched pairs. In all cases, students at the different tracks displayed a similar growth in reading comprehension, whereas larger growth rates for students at academic track schools were recorded for decoding speed. Conclusions. Our findings contribute to an increasing body of literature suggesting that tracking might have undesired side effects.},
  language  = {en}
}
@article{JonkmannBeckerMarshetal.2012,
  author    = {Jonkmann, Kathrin and Becker, Michael and Marsh, Herbert W. and L{\"u}dtke, Oliver and Trautwein, Ulrich},
  title     = {Personality traits moderate the Big-Fish-Little-Pond Effect of academic self-concept},
  series = {Learning and individual differences},
  volume    = {22},
  journal   = {Learning and individual differences},
  number    = {6},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1041-6080},
  doi       = {10.1016/j.lindif.2012.07.020},
  pages     = {736 -- 746},
  year      = {2012},
  abstract  = {Equally able students have lower academic self-concepts in high-achieving classrooms than in low-achieving classrooms. This highly general and robust frame of reference effect is widely known as the Big-Fish-Little-Pond Effect (BFLPE; Marsh, 1987). This study contributes to research aiming to identify moderators of the BFLPE by investigating the effects of students' personality (i.e. Big Five traits and narcissism). Multilevel structural equation modeling was used to test the moderator hypotheses, drawing on data from a large sample of N= 4973 upper secondary track students (M age = 19.57). Consistent with a priori predictions, the negative effect of school-average achievement (the BFLPE) interacted significantly with narcissism. Students high in narcissism experienced smaller BFLPEs than did students with low or average levels of narcissism. The statistically significant effect for neuroticism acted in the opposite direction. The study illustrates how personality moderates frame of reference effects that are central to self-concept formation.},
  language  = {en}
}
@article{Hauser2012,
  author    = {Hauser, Anja},
  title     = {Interdisziplin{\"a}re Orientierungen Hochschullehrender in der Studieneingangsphase},
  isbn      = {978-3- 937026-77-0},
  year      = {2012},
  language  = {de}
}
@article{Prengel2012,
  author    = {Prengel, Annedore},
  title     = {Respekt und Missachtung},
  series = {Zerst{\"o}rerische Vorg{\"a}nge ; Missachtung und sexuelle Gewalt gegen Kinder und Jugendliche in Institutionen},
  journal   = {Zerst{\"o}rerische Vorg{\"a}nge ; Missachtung und sexuelle Gewalt gegen Kinder und Jugendliche in Institutionen},
  publisher = {Beltz Juventa},
  address   = {Weinheim},
  isbn      = {978-3-7799-2818-8},
  pages     = {178 -- 194},
  year      = {2012},
  language  = {de}
}
@article{Oswald2012,
  author    = {Oswald, Hans},
  title     = {Geleitwort},
  series = {Methoden der Kindheitsforschung : ein {\"U}berblick {\"u}ber Forschungszug{\"a}nge zur kindlichen Perspektive},
  journal   = {Methoden der Kindheitsforschung : ein {\"U}berblick {\"u}ber Forschungszug{\"a}nge zur kindlichen Perspektive},
  publisher = {Beltz Juventa},
  address   = {Weinheim},
  isbn      = {978-3-7799-1553-9},
  pages     = {13 -- 21},
  year      = {2012},
  language  = {de}
}
@article{Prengel2012,
  author    = {Prengel, Annedore},
  title     = {Erkunden und erfinden},
  series = {Methoden der Kindheitsforschung : ein {\"U}berblick {\"u}ber Forschungszug{\"a}nge zur kindlichen Perspektive},
  journal   = {Methoden der Kindheitsforschung : ein {\"U}berblick {\"u}ber Forschungszug{\"a}nge zur kindlichen Perspektive},
  edition   = {2., {\"u}berarb.},
  publisher = {Beltz Juventa},
  address   = {Weinheim},
  isbn      = {978-3-7799-1553-9},
  pages     = {292 -- 305},
  year      = {2012},
  language  = {de}
}
@article{KollscheKalbitzKappeletal.2012,
  author    = {Kollsche, Matthias and Kalbitz, Rene and Kappel, Marcel and Fr{\"u}bing, Peter and Gerhard, Reimund},
  title     = {Vermittlung von Schl{\"u}sselkompetenzen f{\"u}r Biologen in der Studieneingangsphase},
  isbn      = {978-3- 937026-77-0},
  year      = {2012},
  language  = {de}
}