@article{Grell2013,
  author    = {Grell, Petra},
  title     = {Forschende Lernwerkstatt},
  series = {Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft},
  journal   = {Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft},
  edition   = {4., durchgesehene Auflage},
  publisher = {Beltz Juventa},
  address   = {Weinheim},
  isbn      = {978-3-7799-0799-2},
  pages     = {887 -- 896},
  year      = {2013},
  language  = {de}
}
@article{Oswald2013,
  author    = {Oswald, Hans},
  title     = {Was heißt qualitativ forschen? Warnungen, Fehlerquellen, M{\"o}glichkeiten},
  series = {Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft},
  journal   = {Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft},
  edition   = {4., durchgesehene Auflage},
  publisher = {Beltz Juventa},
  address   = {Weinheim},
  isbn      = {978-3-7799-0799-2},
  pages     = {183 -- 204},
  year      = {2013},
  language  = {de}
}
@article{SchruenderLenzen2013,
  author    = {Schr{\"u}nder-Lenzen, Agi},
  title     = {Triangulation - ein Konzept zur Qualit{\"a}tssicherung von Forschung},
  series = {Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft},
  journal   = {Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft},
  edition   = {4., durchgesehene Auflage},
  publisher = {Beltz Juventa},
  address   = {Weinheim},
  isbn      = {978-3-7799-0799-2},
  pages     = {149 -- 158},
  year      = {2013},
  language  = {de}
}
@book{OPUS4-48342,
  title     = {Handbuch qualitative Forschungsmethoden in der Erziehungswissenschaft},
  editor    = {Friebertsh{\"a}user, Barbara and Langer, Antje and Prengel, Annedore},
  edition   = {4., durchgesehene Auflage},
  publisher = {Beltz Juventa},
  address   = {Weinheim},
  isbn      = {978-3-7799-0799-2},
  pages     = {1000},
  year      = {2013},
  abstract  = {Qualitative Forschung leistet mit einem differenzierten Methodenrepertoire einen zentralen Beitrag zur Empirie in der Erziehungswissenschaft. Das Handbuch f{\"u}hrt umfassend in das breite Spektrum qualitativer Forschungszug{\"a}nge ein. Der erste Teil bietet eine grundlegende Einf{\"u}hrung in qualitative Forschung, reflektiert ihre Bedeutung und Erkenntnispotentiale, zeichnet historische Entwicklungen nach und legt theoretische Grundlagen dar. Der zweite Teil stellt die wichtigsten methodischen Forschungskonzeptionen qualitativer erziehungswissenschaftlicher Forschung vor. Der dritte Teil f{\"u}hrt in Strategien f{\"u}r Erhebungen und Auswertungen ein. Die Aufs{\"a}tze des vierten Teils widmen sich dem forschenden Umgang mit visuellen Quellen und Medien. Der f{\"u}nfte Teil stellt eine Auswahl gegenstandsbezogener qualitativer Forschungsans{\"a}tze vor. Abschließend folgen Ans{\"a}tze der Praxis-, Aktions- und Handlungsforschung und n{\"u}tzliche Informationen und Hinweise f{\"u}r die Planung und Durchf{\"u}hrung von Forschungsvorhaben. Das Handbuch richtet sich an Promovierende, Forschende, Lehrende und Studierende in den Erziehungs- und Sozialwissenschaften. Es bietet P{\"a}dagoginnen und P{\"a}dagogen Informationen {\"u}ber Methoden systematischer Praxisforschung und tr{\"a}gt damit zur St{\"a}rkung und Innovation qualitativer Forschungszug{\"a}nge und zur Weiterentwicklung der methodischen Standards bei.},
  language  = {de}
}
@article{Seyfried2019,
  author    = {Seyfried, Markus},
  title     = {Undisclosed desires},
  series = {Assessment \& Evaluation in Higher Education},
  volume    = {44},
  journal   = {Assessment \& Evaluation in Higher Education},
  number    = {7},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0260-2938},
  doi       = {10.1080/02602938.2019.1573970},
  pages     = {1106 -- 1119},
  year      = {2019},
  abstract  = {Following decades of quality management featuring in higher education settings, questions regarding its implementation, impact and outcomes remain. Indeed, leaving aside anecdotal case studies and value-laden documentaries of best practice, current research still knows very little about the implementation of quality management in teaching and learning within higher education institutions. Referring to data collected from German higher education institutions in which a quality management department or functional equivalent was present, this article theorises and provides evidence for the supposition that the implementation of quality management follows two implicit logics. Specifically, it tends either towards the logic of appropriateness or, contrastingly, towards the logic of consequentialism. This study's results also suggest that quality managers' socialisation is related to these logics and that it influences their views on quality management in teaching and learning.},
  language  = {en}
}
@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}
}
@misc{Schubarth2021,
  author    = {Schubarth, Wilfried},
  title     = {Rezension zu: May, Michael; Heinrich, Gudrun: Rechtsextremismus p{\"a}dagogisch begegnen: Handlungswissen f{\"u}r die Schule. - Bonn: Bundeszentrale f{\"u}r Politische Bildung, 2021. - ISBN 978-3-7425-0705-1 / Gansewig, Antje; Walsh, Maria: Biografiebasierte Maßnahmen in der schulischen Pr{\"a}ventions und Bildungsarbeit. Eine empirische Betrachtung des Einsatzes von Aussteigern aus extremistischen Szenen unter besonderer Ber{\"u}cksichtigung ehemaliger Rechtsextremer. - Baden-Baden: Nomos, 2020. - ISBN 978-3-8487-6317-7},
  series = {Zeitschrift f{\"u}r P{\"a}dagogik},
  volume    = {67},
  journal   = {Zeitschrift f{\"u}r P{\"a}dagogik},
  number    = {2},
  publisher = {Beltz},
  address   = {Weinheim},
  issn      = {0044-3247},
  pages     = {307 -- 310},
  year      = {2021},
  language  = {de}
}
@article{GaertnerBrunner2018,
  author    = {G{\"a}rtner, Holger and Brunner, Martin},
  title     = {Once good teaching, always good teaching?},
  series = {Educational Assessment, Evaluation and Accountability},
  volume    = {30},
  journal   = {Educational Assessment, Evaluation and Accountability},
  number    = {2},
  publisher = {Springer},
  address   = {Heidelberg},
  issn      = {1874-8597},
  doi       = {10.1007/s11092-018-9277-5},
  pages     = {159 -- 182},
  year      = {2018},
  abstract  = {In many countries, students are asked about their perceptions of teaching in order to make decisions about the further development of teaching practices on the basis of this feedback. The stability of this measurement of teaching quality is a prerequisite for the ability to generalize the results to other teaching situations. The present study aims to expand the extant empirical body of knowledge on the effects of situational factors on the stability of students' perceptions of teaching quality. Therefore, we investigate whether the degree of stability is moderated by three situational factors: time between assessments, subjects taught by teachers, and students' grade levels. To this end, we analyzed data from a web-based student feedback system. The study involved 497 teachers, each of whom conducted two student surveys. We examined the differential stability of student perceptions of 16 teaching constructs that were operationalized as latent correlations between aggregated student perceptions of the same teacher's teaching. Testing metric invariance indicated that student ratings provided measures of teaching constructs that were invariant across time, subjects, and grade levels. Stability was moderated to some extent by grade level but not by subjects taught nor time spacing between surveys. The results provide evidence of the extent to which situational factors may affect the stability of student perceptions of teaching constructs. The generalizability of the students' feedback results to other teaching situations is discussed.},
  language  = {en}
}
@article{Rheinberg2017,
  author    = {Rheinberg, Falko},
  title     = {Von Bochum {\"u}ber Heidelberg bis Potsdam},
  series = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie},
  volume    = {31},
  journal   = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie},
  number    = {3-4},
  publisher = {Hogrefe},
  address   = {Bern},
  issn      = {1010-0652},
  doi       = {10.1024/1010-0652/a000206},
  pages     = {175 -- 189},
  year      = {2017},
  abstract  = {Dem Text liegt ein Vortrag zugrunde, der auf dem 31. Motivationspsychologischen Kolloquium (MPK) in Heidelberg 2015 gehalten wurde. Im ersten Teil bietet er einen {\"U}berblick {\"u}ber die Motivationsforschung am Bochumer Heckhausen-Lehrstuhl in den 70er-Jahren („Bochumer Schule"). Dabei werden neben Heinz Heckhausen einzelne Mitarbeiter und ihre Schwerpunkte vorgestellt sowie das stimulierende Arbeitsklima an diesem Lehrstuhl beschrieben. Entsprechend der Vortragseinladung wird im Anschluss die Entwicklung der eigenen Forschungsschwerpunkte skizziert. Noch unter Heckhausens Leitung waren dies zun{\"a}chst die Forschung zur Bezugsnormorientierung und die Einzelfallanalysen zur Lernmotivation mit dem Erweiterten Kognitiven Motivationsmodell. Danach geht der Vortrag auf Forschungsthemen ein, die dann in Heidelberg und Potsdam dazukamen. Hier geht es um die Erforschung von T{\"a}tigkeitsanreizen und um das Flow-Erleben. Abschließend wird der Potsdamer Versuch skizziert, herauszufinden, auf welche Weise unterschiedliche Motivationsqualit{\"a}ten den Lernprozess und seine Resultate beeinflussen.},
  language  = {de}
}
@article{Vock2021,
  author    = {Vock, Miriam},
  title     = {Akzeleration - schneller durch die Schule?},
  series = {Handbuch Begabung},
  journal   = {Handbuch Begabung},
  publisher = {Beltz},
  address   = {Weinheim},
  isbn      = {978-3-40725-886-1},
  pages     = {319 -- 332},
  year      = {2021},
  language  = {de}
}
@article{VockWeigandPreckeletal.2021,
  author    = {Vock, Miriam and Weigand, Gabriele and Preckel, Franzis and Fischer, Christian and K{\"a}pnick, Friedhelm and Perleth, Christoph and Wollerstein, Werner},
  title     = {Wissenschaftlicher Hintergrund des LemaS-Projekts},
  series = {Leistung macht Schule : F{\"o}rderung leistungsstarker und potenziell besonders leistungsf{\"a}higer Sch{\"u}lerinnen und Sch{\"u}ler},
  journal   = {Leistung macht Schule : F{\"o}rderung leistungsstarker und potenziell besonders leistungsf{\"a}higer Sch{\"u}lerinnen und Sch{\"u}ler},
  edition   = {2},
  publisher = {Beltz},
  address   = {Weinheim},
  isbn      = {978-3-40725-883-0},
  pages     = {23 -- 30},
  year      = {2021},
  language  = {de}
}
@book{OPUS4-53536,
  title     = {Leistung macht Schule},
  editor    = {Fischer, Christian and Weigand, Gabriele and Preckel, Christoph and K{\"a}pnick, Friedhelm and Vock, Miriam and Perleth, Chritoph and Wollersheim, Heinz-Werner},
  edition   = {2},
  publisher = {Beltz},
  address   = {Weinheim},
  isbn      = {978-3-407-25883-0},
  pages     = {289},
  abstract  = {Der Band stellt die theoretischen Grundlagen, die inhaltlichen Schwerpunkte und methodischen Vorgehensweisen des international einmaligen Forschungs- und Schulentwicklungsprojekts zur F{\"o}rderung leistungsstarker und potenziell besonders leistungsf{\"a}higer Sch{\"u}ler/innen vor. Eingebettet in die Bund-L{\"a}nder-Initiative »Leistung macht Schule« arbeitet der Forschungsverbund LemaS mit bundesweit 300 Schulen aller Schulformen in Teilprojekten an Materialien f{\"u}r den potenzialf{\"o}rdernden Fachunterricht, an Konzepten zur diagnosebasierten F{\"o}rderung (potenziell) leistungsstarker Kinder und Jugendlicher sowie an Maßnahmen zur leistungsf{\"o}rdernden Schulgestaltung und kooperativen Netzwekbildung. Die Beitr{\"a}ge zeigen die enge transdisziplin{\"a}re Verkn{\"u}pfung aktueller theoretischer Ans{\"a}tze und empirischer Erkenntnisse zur Leistungs- und Begabungsf{\"o}rderung im engen Dialog mit der Praxis.},
  language  = {de}
}
@article{HeyderBrunner2018,
  author    = {Heyder, Anke and Brunner, Martin},
  title     = {Teachers' aptitude beliefs as a predictor of helplessness in low-achieving students},
  series = {Learning and individual differences},
  volume    = {62},
  journal   = {Learning and individual differences},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {1041-6080},
  doi       = {10.1016/j.lindif.2018.01.015},
  pages     = {118 -- 127},
  year      = {2018},
  abstract  = {Low-achieving students are at risk of experiencing a pattern of emotional, motivational, and cognitive deficits called school-related helplessness if they attribute their low achievement to low aptitude. Teachers' beliefs about the causes of students' low achievement are important sources of attributional information for students. In a sample of 2117 German ninth-graders attending the lowest track, 118 math and 129 German-language teachers, we tested whether teachers' beliefs about the extent to which aptitude causes achievement moderated the achievement-helplessness relation in students and whether there were differences between math and German. Multilevel analyses revealed that low prior achievement predicted higher helplessness in both subjects but the effect was stronger in math than in German. Teachers' beliefs amplified the achievement-helplessness relation in math but not in German. Results are discussed regarding domain-specific epistemological beliefs, and implications for research and practice are derived.},
  language  = {en}
}
@misc{Schubarth2018,
  author    = {Schubarth, Wilfried},
  title     = {Rezension zu: Moegling, Klaus: Kultureller Transfer und Bildungsinnovation: Wie Schulen die n{\"a}chste Generation auf die Zukunft der Globalisierung vorbereiten k{\"o}nnen. - Immenhausen: Prolog-Verlag, 2017, 872 S. - ISBN: 978-3-93457-593-6},
  series = {Zeitschrift f{\"u}r P{\"a}dagogik},
  volume    = {64},
  journal   = {Zeitschrift f{\"u}r P{\"a}dagogik},
  number    = {2},
  publisher = {Beltz},
  address   = {Weinheim},
  issn      = {0044-3247},
  pages     = {277 -- 279},
  year      = {2018},
  language  = {de}
}
@article{JungbauerHeitmannWestphaletal.2018,
  author    = {Jungbauer, Johannes and Heitmann, Katharina and Westphal, Andrea and Vock, Miriam},
  title     = {Erwachsene Kinder psychisch erkrankter Eltern},
  series = {Zeitschrift f{\"u}r Familienforschung},
  volume    = {30},
  journal   = {Zeitschrift f{\"u}r Familienforschung},
  number    = {2},
  publisher = {Budrich},
  address   = {Leverkusen},
  issn      = {1437-2940},
  doi       = {10.3224/zff.v30i2.05},
  pages     = {216 -- 229},
  year      = {2018},
  abstract  = {Zielsetzung: In diesem Beitrag werden Ergebnisse der EKipeE-Studie vorgestellt, in der erwachsene Kinder psychisch kranker Eltern befragt wurden. Ziel war es, die von den Befragten wahrgenommenen langfristigen Auswirkungen auf ihre Biographie, ihre Pers{\"o}nlichkeit und ihre Sozialbeziehungen zu beschreiben. Außerdem sollten Zusammenh{\"a}nge zwischen ausgew{\"a}hlten belastenden Kindheitserfahrungen und Problemen im Erwachsenenalter untersucht werden. Ferner sollten die Unterst{\"u}tzungsbed{\"u}rfnisse und -w{\"u}nsche der erwachsenen Kinder erfasst werden. Methode: Im Rahmen einer online-Fragebogenstudie wurden N=561 erwachsene Kinder psychisch kranker Eltern befragt. Die quantitativen Fragebogendaten wurden mit SPSS 23.0 statistisch ausgewertet; die freien Antworten und Kommentare wurden inhaltsanalytisch ausgewertet. Ergebnisse: Die Studienteilnehmer berichteten vielf{\"a}ltige emotionale und soziale Probleme, die sie als Folgen ihrer Kindheitserfahrungen wahrnehmen. Sehr h{\"a}ufig haben sie das Gef{\"u}hl, in ihrer Identit{\"a}t und ihrem Verhalten negativ gepr{\"a}gt zu sein. Viele {\"a}ußern deswegen einen Bedarf an professioneller Beratung und Unterst{\"u}tzung. Diskussion: Es handelt sich um die bislang umfangreichste Studie zu den langfristigen Folgen einer Kindheit mit einem psychisch kranken Elternteil im deutschsprachigen Raum. Die Ergebnisse verdeutlichen, dass fr{\"u}hzeitige Hilfe- und Pr{\"a}ventionsangebote f{\"u}r betroffene Kinder, Eltern und Familien notwendig sind. Auch die Bereitstellung spezifischer Beratungsangebote f{\"u}r erwachsene Kinder psychisch kranker Eltern wird empfohlen.},
  language  = {de}
}
@misc{Guenther2015,
  author    = {G{\"u}nther, Stephanie},
  title     = {Krisen und Krisenbearbeitung im Referendariat},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {703},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-43553},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-435532},
  pages     = {5},
  year      = {2015},
  language  = {de}
}
@misc{AhlgrimmWestphalHeck2018,
  author    = {Ahlgrimm, Frederik and Westphal, Andrea and Heck, Sebastian},
  title     = {Why students travel abroad (and so many others do not)},
  publisher = {Universitat Politecnica de Valencia},
  address   = {Valencia},
  isbn      = {978-84-9048-690-0},
  doi       = {10.4995/HEAd18.2018.8161},
  pages     = {1135 -- 1142},
  year      = {2018},
  abstract  = {Over the past few years, studying abroad and other educational international experiences have become increasingly highly regarded. Nevertheless, research shows that only a minority of students actually take part in academic mobility programs. But what is it that distinguishes those students who take up these international opportunities from those who do not? In this study we reviewed recent quantitative studies on why (primarily German) students choose to travel abroad or not. This revealed a pattern of predictive factors. These indicate the key role played by students' personal and social background, as well as previous international travel and the course of studies they are enrolled in. The study then focuses on teaching students. Both facilitating and debilitating factors are discussed and included in a model illustrating the decision-making process these students use. Finally, we discuss the practical implications for ways in which international, studyrelated travel might be increased in the future. We suggest that higher education institutions analyze individual student characteristics, offering differentiated programs to better meet the needs of different groups, thus raising the likelihood of disadvantaged students participating in academic international travel.},
  language  = {en}
}
@article{KlagesGerstenbergBlaschkeNacak2018,
  author    = {Klages, Benjamin and Gerstenberg, Frauke and Blaschke-Nacak, Gerald},
  title     = {P{\"a}dagogische Teamgespr{\"a}che in der Hochschule},
  series = {P{\"a}dagogische Teamgespr{\"a}che : methodische und theoretische Perspektiven eines neuen Forschungsfeldes},
  journal   = {P{\"a}dagogische Teamgespr{\"a}che : methodische und theoretische Perspektiven eines neuen Forschungsfeldes},
  publisher = {Beltz Juventa},
  address   = {Weinheim},
  isbn      = {978-3-7799-3738-8},
  pages     = {263 -- 281},
  year      = {2018},
  language  = {de}
}
@article{Klages2012,
  author    = {Klages, Benjamin},
  title     = {Professionelles Handeln in der Hochschullehre},
  isbn      = {978-3- 937026-77-0},
  year      = {2012},
  language  = {de}
}
@article{KayserVockWojciechowicz2021,
  author    = {Kayser, Daniela Niesta and Vock, Miriam and Wojciechowicz, Anna Aleksandra},
  title     = {Example of best practice},
  series = {Intercultural education},
  volume    = {32},
  journal   = {Intercultural education},
  number    = {1},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {1467-5986},
  doi       = {10.1080/14675986.2021.1851513},
  pages     = {108 -- 118},
  year      = {2021},
  abstract  = {The Refugee Teachers Program, established at the University of Potsdam, Brandenburg, in 2016, represents a successful model for training and integrating individuals with foreign teaching qualifications through an 18-month teaching and language course. Initially created to help meet the demand for teachers in Germany, the Refugee Teachers Program has been further refined over the course of the last three years in the light of expert meetings, theoretical considerations, and negotiations with the Brandenburg Ministry of Education. This was the first program of its kind in Germany, following an influx of people being forced to migrate from countries such as Syria, Afghanistan, and Iraq in 2015. The program responded to these international events by providing training, work, and refuge for migrants who already had teaching experience in their home countries. More than 85 participants successfully completed the program and many have taken up newly created positions as teachers and pedagogical assistants in German schools. However, a number of hurdles still remain before most of the program's graduates can be granted full employment as teachers in Germany.},
  language  = {en}
}