@incollection{NiproschkeOertelSchubarthetal.2017, author = {Niproschke, Saskia and Oertel, Lars and Schubarth, Wilfried and Ulbricht, Juliane and Bilz, Ludwig}, title = {Entwicklungstrends von Sch{\"u}lergewalt von Mitte der 1990er Jahre bis heute}, series = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2095-0}, publisher = {Universit{\"a}t Potsdam}, pages = {39 -- 56}, year = {2017}, language = {de} } @incollection{SeidelOertel2017, author = {Seidel, Andreas and Oertel, Lars}, title = {Eine Systemaik der Interventionsformen und -ziele bei Gewalt und Mobbing}, series = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2095-0}, publisher = {Universit{\"a}t Potsdam}, pages = {89 -- 101}, year = {2017}, language = {de} } @incollection{Ulbricht2017, author = {Ulbricht, Juliane}, title = {Exkurs: Lehrerhandeln bei Gewalt und Mobbing - angehende, berufseinsteigende und erfahrene Lehrkr{\"a}fte im Vergleich}, series = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2095-0}, publisher = {Universit{\"a}t Potsdam}, pages = {129 -- 143}, year = {2017}, language = {de} } @incollection{NiproschkeBilzDudziak2017, author = {Niproschke, Saskia and Bilz, Ludwig and Dudziak, Ines}, title = {Welche Kontextfaktoren sind f{\"u}r das Lehrerhandeln bei Mobbing von Bedeutung?}, series = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, booktitle = {Gewalt und Mobbing an Schulen : wie sich Gewalt und Mobbing entwickelt haben, wie Lehrer intervenieren und welche Kompetenzen sie brauchen}, editor = {Bilz, Ludwig and Schubarth, Wilfried and Dudziak, Ines and Fischer, Saskia M. and Niproschke, Saskia and Ulbricht, Juliane}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-7815-2095-0}, publisher = {Universit{\"a}t Potsdam}, pages = {145 -- 165}, year = {2017}, language = {de} } @book{Gil2017, author = {Gil, Thomas}, title = {Things, Properties, and Relations}, publisher = {WeltTrends}, address = {Potsdam}, isbn = {978-3-945878-39-2}, publisher = {Universit{\"a}t Potsdam}, pages = {38}, year = {2017}, language = {en} } @article{PenkRichter2017, author = {Penk, Christiane and Richter, Dirk}, title = {Change in test-taking motivation and its relationship to test performance in low-stakes assessments}, series = {Educational assessment, evaluation and accountability}, volume = {29}, journal = {Educational assessment, evaluation and accountability}, publisher = {Springer}, address = {Heidelberg}, issn = {1874-8597}, doi = {10.1007/s11092-016-9248-7}, pages = {55 -- 79}, year = {2017}, abstract = {Since the turn of the century, an increasing number of low-stakes assessments (i.e., assessments without direct consequences for the test-takers) are being used to evaluate the quality of educational systems. Internationally, research has shown that low-stakes test results can be biased due to students' low test-taking motivation and that students' effort levels can vary throughout a testing session involving both cognitive and noncognitive tests. Thus, it is possible that students' motivation varies throughout a single cognitive test and in turn affects test performance. This study examines the change in test-taking motivation within a 2-h cognitive low-stakes test and its association with test performance. Based on expectancy-value theory, we assessed three components of test-taking motivation (expectancy for success, value, and effort) and investigated its change. Using data from a large-scale student achievement study of German ninth-graders, we employed second-order latent growth modeling and structural equation modeling to predict test performance in mathematics. On average, students' effort and perceived value of the test decreased, whereas expectancy for success remained stable. Overall, initial test-taking motivation was a better predictor of test performance than change in motivation. Only the variability of change in the expectancy component was positively related to test performance. The theoretical and practical implications for test practitioners are discussed.}, language = {en} } @article{HerzogEhlertFritz2017, author = {Herzog, Moritz and Ehlert, Antje and Fritz, Annemarie}, title = {Kombinatorikaufgaben in der dritten Grundschulklasse}, series = {Journal f{\"u}r Mathematik-Didaktik}, volume = {38}, journal = {Journal f{\"u}r Mathematik-Didaktik}, publisher = {Springer}, address = {Heidelberg}, issn = {0173-5322}, doi = {10.1007/s13138-017-0118-8}, pages = {263 -- 289}, year = {2017}, abstract = {Seit einigen Jahren werden kombinatorische Aufgaben als eigenst{\"a}ndiges Thema im Mathematikunterricht der Grundschule behandelt, das diverse Lerngelegenheiten bereith{\"a}lt. Dies wirft Fragen zur Bearbeitungsweise sowie zu den Repr{\"a}sentationen der Sch{\"u}lerinnen und Sch{\"u}ler auf. In einer empirischen Studie (N = 548) wurden anhand von sechs Kombinatorikaufgaben Leistungen und Bearbeitungsweisen von Lernenden in der dritten Klasse erhoben. Besonderes Augenmerk wurde auf die verwendeten Darstellungen und den Abstraktionsgrad sowie den Einsatz von Makrostrategien gerichtet. Diese drei Faktoren wurden hinsichtlich ihres Einflusses auf die L{\"o}sungsg{\"u}te untersucht. Die Ergebnisse zeigen, dass nicht alle Sch{\"u}lerinnen und Sch{\"u}ler ohne Anleitung geeignete L{\"o}sungsans{\"a}tze zu kombinatorischen Problemen fanden. Die Darstellungsweise hatte einen vergleichsweise geringen Einfluss auf die L{\"o}sungsquote. Im Gegensatz dazu konnten unterschiedlich starke positive Zusammenh{\"a}nge zwischen Abstraktionsgrad bzw. Strategieeinsatz und L{\"o}sungserfolg nachgewiesen werden. Aus den Ergebnissen der Studie lassen sich Schl{\"u}sse {\"u}ber die Vermittlung und didaktische Aufbereitung des Themenfeldes Kombinatorik in der Grundschulmathematik ziehen.}, language = {de} } @article{BrunnerKellerWengeretal.2017, author = {Brunner, Martin and Keller, Ulrich and Wenger, Marina and Fischbach, Antoine and L{\"u}dtke, Oliver}, title = {Between-School Variation in Students' Achievement, Motivation, Affect, and Learning Strategies}, series = {Journal of research on educational effectiveness / Society for Research on Educational Effectiveness (SREE)}, volume = {11}, journal = {Journal of research on educational effectiveness / Society for Research on Educational Effectiveness (SREE)}, number = {3}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {1934-5747}, doi = {10.1080/19345747.2017.1375584}, pages = {452 -- 478}, year = {2017}, abstract = {To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated.}, language = {en} } @article{Juchler2017, author = {Juchler, Ingo}, title = {Texte}, series = {Forschung, Planung und Methoden politischer Bildung}, journal = {Forschung, Planung und Methoden politischer Bildung}, edition = {2. unver{\"a}nderte Auflage}, publisher = {Schneider Verlag Hohengehren GmbH}, address = {Baltmannsweiler}, isbn = {978-3-8340-1726-0}, pages = {361 -- 366}, year = {2017}, language = {de} } @article{Juchler2017, author = {Juchler, Ingo}, title = {Hermeneutik}, series = {Forschung, Planung und Methoden politischer Bildung}, journal = {Forschung, Planung und Methoden politischer Bildung}, edition = {2. unver{\"a}nderte Auflage}, publisher = {Schneider Verlag Hohengehren GmbH}, address = {Baltmannsweiler}, isbn = {978-3-8340-1726-0}, pages = {453 -- 458}, year = {2017}, language = {de} }