@article{HuangRichterKleickmannetal.2021,
  author    = {Huang, Yizhen and Richter, Eric and Kleickmann, Thilo and Wiepke, Axel and Richter, Dirk},
  title     = {Classroom complexity affects student teachers' behavior in a VR classroom},
  series = {Computers \& education : an international journal},
  volume    = {163},
  journal   = {Computers \& education : an international journal},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0360-1315},
  doi       = {10.1016/j.compedu.2020.104100},
  pages     = {15},
  year      = {2021},
  abstract  = {Student teachers often struggle to keep track of everything that is happening in the classroom, and particularly to notice and respond when students cause disruptions. The complexity of the classroom environment is a potential contributing factor that has not been empirically tested. In this experimental study, we utilized a virtual reality (VR) classroom to examine whether classroom complexity affects the likelihood of student teachers noticing disruptions and how they react after noticing. Classroom complexity was operationalized as the number of disruptions and the existence of overlapping disruptions (multidimensionality) as well as the existence of parallel teaching tasks (simultaneity). Results showed that student teachers (n = 50) were less likely to notice the scripted disruptions, and also less likely to respond to the disruptions in a comprehensive and effortful manner when facing greater complexity. These results may have implications for both teacher training and the design of VR for training or research purpose. This study contributes to the field from two aspects: 1) it revealed how features of the classroom environment can affect student teachers' noticing of and reaction to disruptions; and 2) it extends the functionality of the VR environment-from a teacher training tool to a testbed of fundamental classroom processes that are difficult to manipulate in real-life.},
  language  = {en}
}
@article{HuangRichterKleickmannetal.2022,
  author    = {Huang, Yizhen and Richter, Eric and Kleickmann, Thilo and Richter, Dirk},
  title     = {Class size affects preservice teachers' physiological and psychological stress reactions},
  series = {Computers \& education : an international journal},
  volume    = {184},
  journal   = {Computers \& education : an international journal},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0360-1315},
  doi       = {10.1016/j.compedu.2022.104503},
  pages     = {20},
  year      = {2022},
  abstract  = {Teachers frequently express stress associated with teaching in large classrooms. Despite the timehonored tradition in teacher stress research of treating class size as a job-related stressor, the underlying premise that class size directly impacts teachers' stress reactions remains untested. In this randomized controlled experiment targeted at preservice teachers, we utilized a standardized virtual reality (VR) classroom to examine whether class size (number of student avatars) directly affected physiological (heart rate) or psychological (subjective rating) stress reactions among 65 preservice teachers. Results from linear mixed-effects modeling (LMM) showed that class size significantly predicted both their physiological and psychological stress reactions in the simulated environment: Average heart rate and subjective stress ratings were both significantly higher in the large class size condition. Further investigations into the causes of this association has been proposed. These findings may contribute to a better understanding of the effects of classroom features on preservice teachers' emotional experiences and well-being.},
  language  = {en}
}
@book{TorneyPurtaLehmannOswaldetal.2001,
  author    = {Torney-Purta, Judith and Lehmann, Rainer and Oswald, Hans and Schulz, Wolfram},
  title     = {Citizenship and education in twenty-eight countries : civic knowledge at age fourteen},
  publisher = {IEA},
  address   = {Amsterdam},
  isbn      = {90-5166-834-1},
  pages     = {237 S.},
  year      = {2001},
  language  = {en}
}
@article{PrengelOverwien2007,
  author    = {Prengel, Annedore and Overwien, Bernd},
  title     = {Children and the Rights to Education},
  year      = {2007},
  language  = {en}
}
@article{Oswald2004,
  author    = {Oswald, Hans},
  title     = {Chapter 17 : Summary},
  isbn      = {3-8100-3842-3},
  year      = {2004},
  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{Ifenthaler2014,
  author    = {Ifenthaler, Dirk},
  title     = {Challenges of a Holistic Learning Analytics Project},
  series = {E-Learning Symposium 2014 : Mobil und vernetzt - studieren im digitalen Zeitalter ; Potsdam, 14. November 2014},
  journal   = {E-Learning Symposium 2014 : Mobil und vernetzt - studieren im digitalen Zeitalter ; Potsdam, 14. November 2014},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  doi       = {10.25932/publishup-44230},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-442303},
  pages     = {15 -- 28},
  year      = {2014},
  abstract  = {Recently, interest in collecting and mining large sets of educational data on student background and performance to conduct research on learning and instruction has developed as an area generally referred to as learning analytics. Higher education leaders are recognising the value of learning analytics for improving not only learning and teaching but also the entire educational arena. However, theoretical concepts and empirical evidence need to be generated within the fast evolving field of learning analytics. In this paper, we introduce a holistic learning analytics framework. Based on this framework, student, learning, and curriculum profiles have been developed which include relevant static and dynamic parameters for facilitating the learning analytics framework. Based on the theoretical model, an empirical study was conducted to empirically validate the parameters included in the student profile. The paper concludes with practical implications and issues for future research.},
  language  = {en}
}
@book{Gil2016,
  author    = {Gil, Thomas},
  title     = {Causes, Time, and Truth},
  publisher = {WeltTrends},
  address   = {Potsdam},
  isbn      = {978-3-945878-23-1},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {40},
  year      = {2016},
  abstract  = {We need causation, time, and truth in order to know how things in the broadest sense of the term hang together in the broadest sense of the term. The essays try to say something clarifying about those three classical questions of traditional metaphysics. Not dogmatic answers are offered, but guiding perspectives and possible justifiable ways of dealing with such fundamental},
  language  = {en}
}
@misc{WachsWrightGamezGuadix2022,
  author    = {Wachs, Sebastian and Wright, Michelle F. and G{\´a}mez-Guadix, Manuel},
  title     = {Call for special issue papers: predictors, consequences, and prevention of hate speech and fake news involvement across the lifespan},
  series = {Cyberpsychology, behavior and social networking},
  volume    = {25},
  journal   = {Cyberpsychology, behavior and social networking},
  number    = {3},
  publisher = {Mary Ann Liebert},
  issn      = {2152-2715},
  doi       = {10.1089/cyber.2022.29243.cfp},
  pages     = {159 -- 160},
  year      = {2022},
  language  = {en}
}
@book{OPUS4-23837,
  title     = {B{\"u}cherwurm - Mein {\"U}bungsheft zur neuen Rechtschreibung [2. - 4. Schuljahr]},
  editor    = {Bartkowski, Karin},
  publisher = {Klett},
  address   = {Leipzig},
  pages     = {16 S.},
  year      = {1997},
  language  = {de}
}
@book{BartowskiKaraszPfeiffer1999,
  author    = {Bartowski, Karin and Karasz, C. and Pfeiffer, S.},
  title     = {B{\"u}cherwurm - Mein Sprachbuch [4. Schuljahr] : Mein Arbeitsheft},
  editor    = {Ahlgrimm, Helga},
  publisher = {Klett},
  address   = {Leipzig},
  pages     = {64 S.},
  year      = {1999},
  language  = {de}
}
@book{OPUS4-21982,
  title     = {B{\"u}cherwurm - Mein Sprachbuch [4. Schuljahr] : [Sch{\"u}lerband]},
  editor    = {Ahlgrimm, Helga},
  publisher = {Klett},
  address   = {Leipzig},
  pages     = {151 S.},
  year      = {1999},
  language  = {de}
}
@book{Bartowski1999,
  author    = {Bartowski, Karin},
  title     = {B{\"u}cherwurm - Mein Sprachbuch [4. Schuljahr] : [Lehrerband]},
  editor    = {Ahlgrimm, Helga},
  publisher = {Klett},
  address   = {Leipzig},
  year      = {1999},
  language  = {de}
}
@book{OPUS4-22021,
  title     = {B{\"u}cherwurm - Mein Sprachbuch [3. Schuljahr] : Mein Arbeitsheft ; Ausgabe mit Schulausgangsschrift f{\"u}r die L{\"a}nder Berlin, Brandenburg, Mecklenburg-Vorpommern, Sachse, Sachsen-Anhalt, Th{\"u}ringen},
  editor    = {Ahlgrimm, Helga},
  publisher = {Klett},
  address   = {Leipzig},
  year      = {1998},
  language  = {de}
}
@book{OPUS4-20377,
  title     = {B{\"u}cherwurm - Mein Sprachbuch [3. Schuljahr] : Lehrerband},
  editor    = {Ahlgrimm, Helga},
  publisher = {Klett},
  address   = {Leipzig},
  pages     = {135 S.},
  year      = {1999},
  language  = {de}
}
@book{OPUS4-22275,
  title     = {B{\"u}cherwurm - Mein Sprachbuch [3. Schuljahr] : [Sch{\"u}lerband] ; Ausgabe in Schulausgangsschrift f{\"u}r die L{\"a}nder Berlin, Brandenburg, Mecklenburg-Vorpommern, Sachsen, Sachsen-Anhalt, Th{\"u}ringen},
  editor    = {Ahlgrimm, Helga},
  publisher = {Klett},
  address   = {Leipzig},
  pages     = {143 S.},
  year      = {1998},
  language  = {de}
}
@book{OPUS4-20370,
  title     = {B{\"u}cherwurm - Mein Sprachbuch [3. Schuljahr] : [Sch{\"u}lerband] ; Ausgabe Baden-W{\"u}rttemberg},
  editor    = {Ahlgrimm, Helga},
  publisher = {Klett},
  address   = {Leipzig},
  pages     = {144 S.},
  year      = {1999},
  language  = {de}
}
@book{Bartowski1997,
  author    = {Bartowski, Karin},
  title     = {B{\"u}cherwurm - Mein Sprachbuch [2. Schuljahr] : Mein Arbeitsheft ; Ausgabe f{\"u}r Berlin, Brandenburg, Mecklenburg-Vorpommmern, Sachsen, Sachsen-Anhalt},
  editor    = {Ahlgrimm, Helga},
  publisher = {Klett},
  address   = {Leipzig},
  pages     = {47 S.},
  year      = {1997},
  language  = {de}
}
@book{Buerger1998,
  author    = {B{\"u}rger, Klaus},
  title     = {B{\"u}cherwurm - Mein Sprachbuch [2. Schuljahr] : Mein Arbeitsheft ; Ausgabe Baden-W{\"u}rtemberg},
  editor    = {Ahlgrimm, Helga},
  publisher = {Klett},
  address   = {Leipzig},
  pages     = {48 S.},
  year      = {1998},
  language  = {de}
}
@book{Buerger1997,
  author    = {B{\"u}rger, Klaus},
  title     = {B{\"u}cherwurm - Mein Sprachbuch [2. Schuljahr] : Lehrerband ; Ausgabe f{\"u}r Berlin, Brandenburg, Mecklenburg-Vorpommern, Sachsen, Sachsen-Anhalt},
  editor    = {Ahlgrimm, Helga},
  publisher = {Klett},
  address   = {Leipzig},
  pages     = {95 S.},
  year      = {1997},
  language  = {de}
}
@book{Buerger1999,
  author    = {B{\"u}rger, Klaus},
  title     = {B{\"u}cherwurm - Mein Sprachbuch [2. Schuljahr] : Lehrerband ; Ausgabe B mit LA und VA f{\"u}r die L{\"a}nder Bremen, Hamburg, Hessen, Niedersachsen, Rheinland-Pfalz, Schleswig-Holstein, Saarland},
  editor    = {Ahlgrimm, Helga},
  publisher = {Klett},
  address   = {Leipzig},
  pages     = {94 S.},
  year      = {1999},
  language  = {de}
}
@book{Buerger1998,
  author    = {B{\"u}rger, Klaus},
  title     = {B{\"u}cherwurm - Mein Sprachbuch [2. Schuljahr] : [Sch{\"u}lerband] ; Ausgabe Baden-W{\"u}rtemberg},
  editor    = {Ahlgrimm, Helga},
  publisher = {Klett},
  address   = {Leipzig},
  pages     = {135 S.},
  year      = {1998},
  language  = {de}
}
@book{Buerger1998,
  author    = {B{\"u}rger, Klaus},
  title     = {B{\"u}cherwurm - Mein Sprachbuch [2. Schuljahr] : [Sch{\"u}lerband] ; Ausgabe B mit LA und VA f{\"u}r die L{\"a}nder Bremen, Hamburg, Hessen, Niedersachsen, Rheinland-Pfalz, Schleswig-Holstein, Saarland},
  editor    = {Ahlgrimm, Helga},
  publisher = {Klett},
  address   = {Leipzig},
  pages     = {135 S.},
  year      = {1998},
  language  = {de}
}
@book{Buerger1998,
  author    = {B{\"u}rger, Klaus},
  title     = {B{\"u}cherwurm - Mein Sprachbuch [2. Schuljahr] : [Sch{\"u}lerband]},
  editor    = {Ahlgrimm, Helga},
  publisher = {Klett},
  address   = {Leipzig},
  pages     = {135 S.},
  year      = {1998},
  language  = {de}
}
@article{WachsBilzNiproschkeetal.2018,
  author    = {Wachs, Sebastian and Bilz, Ludwig and Niproschke, Saskia and Schubarth, Wilfried},
  title     = {Bullying Intervention in Schools},
  series = {Journal of early adolescence},
  volume    = {39},
  journal   = {Journal of early adolescence},
  number    = {5},
  publisher = {Sage Publ.},
  address   = {Thousand Oaks},
  issn      = {0272-4316},
  doi       = {10.1177/0272431618780423},
  pages     = {642 -- 668},
  year      = {2018},
  abstract  = {To date, little has been known about teachers' success in bullying interventions. Thus, the present study analyzes how successfully teachers intervene in real bullying situations, based on an analysis of 1,996 reports by German students aged between 12 and 15 (49.2\% female) from 24 schools. Predictors of success included intervention strategy (authoritarian-punitive, supportive-individual, supportive-cooperative intervention), bullying form (physical, verbal, relational, cyber), and the student's bullying role (bully, victim, bystander) in the particular situation. Multilevel analyses showed that supportive-cooperative intervention strategies were the most successful in dealing with bullying in both the short and long term. In the long term, students evaluated teachers as being more successful in dealing with cyberbullying compared with physical bullying. Compared with students who observed bullying, students who perpetrated it were less likely to report that teachers' interventions were successful in the short term. Implications for bullying intervention, preservice teacher-training, and future research are discussed.},
  language  = {en}
}
@article{SchellhornFrankKreitz2019,
  author    = {Schellhorn, Sebastian and Frank, Mario and Kreitz, Christoph},
  title     = {Br{\"u}ckenkurse f{\"u}r mathematische und informatiknahe Studieng{\"a}nge},
  series = {Alles auf Anfang! Befunde und Perspektiven zum Studieneingang},
  journal   = {Alles auf Anfang! Befunde und Perspektiven zum Studieneingang},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-452-4},
  issn      = {2192-1075},
  doi       = {10.25932/publishup-42853},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-428538},
  pages     = {257 -- 271},
  year      = {2019},
  language  = {de}
}
@book{Campe1996,
  author    = {Campe, Joachim Heinrich},
  title     = {Briefe von und an Joachim Heinrich Campe},
  series = {Wolfenb{\"u}tteler Forschungen},
  volume    = {71},
  journal   = {Wolfenb{\"u}tteler Forschungen},
  editor    = {Schmitt, Hanno},
  publisher = {Harrassowitz},
  address   = {Wiesbaden},
  year      = {1996},
  language  = {de}
}
@phdthesis{Lindemann2016,
  author    = {Lindemann, Anke},
  title     = {Briefe von und an Friedrich Eberhard von Rochow},
  school      = {Universit{\"a}t Potsdam},
  pages     = {1485},
  year      = {2016},
  language  = {de}
}
@article{MohajerzadMartinChristetal.2021,
  author    = {Mohajerzad, Hadjar and Martin, Andreas and Christ, Johannes and Widany, Sarah},
  title     = {Bridging the gap between science and practice},
  series = {Frontiers in psychology / Frontiers Research Foundation},
  volume    = {12},
  journal   = {Frontiers in psychology / Frontiers Research Foundation},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {1664-1078},
  doi       = {10.3389/fpsyg.2021.790451},
  pages     = {12},
  year      = {2021},
  abstract  = {Research collaboration promises a useful approach to bridging the gap between research and practice and thus promoting evidence-informed education. This study examines whether information on research collaboration can influence the reception of research knowledge. We assume that the composition of experts from the field and scientists in a research team sends out signals that influence trust in as well as the relevance and applicability of the finding. In a survey experiment with practitioners from the field of adult education the influence of different research team compositions around an identical finding is tested. The results show overall high trust, relevance and applicability ratings with regard to the finding, regardless of the composition of the research team. We discuss the potential importance of additional information about research collaborations for effective knowledge translation and point out the need for more empirical research.},
  language  = {en}
}
@article{WulffBuschhueterWestphaletal.2022,
  author    = {Wulff, Peter and Buschh{\"u}ter, David and Westphal, Andrea and Mientus, Lukas and Nowak, Anna and Borowski, Andreas},
  title     = {Bridging the gap between qualitative and quantitative assessment in science education research with machine learning},
  series = {Journal of science education and technology},
  volume    = {31},
  journal   = {Journal of science education and technology},
  number    = {4},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {1059-0145},
  doi       = {10.1007/s10956-022-09969-w},
  pages     = {490 -- 513},
  year      = {2022},
  abstract  = {Science education researchers typically face a trade-off between more quantitatively oriented confirmatory testing of hypotheses, or more qualitatively oriented exploration of novel hypotheses. More recently, open-ended, constructed response items were used to combine both approaches and advance assessment of complex science-related skills and competencies. For example, research in assessing science teachers' noticing and attention to classroom events benefitted from more open-ended response formats because teachers can present their own accounts. Then, open-ended responses are typically analyzed with some form of content analysis. However, language is noisy, ambiguous, and unsegmented and thus open-ended, constructed responses are complex to analyze. Uncovering patterns in these responses would benefit from more principled and systematic analysis tools. Consequently, computer-based methods with the help of machine learning and natural language processing were argued to be promising means to enhance assessment of noticing skills with constructed response formats. In particular, pretrained language models recently advanced the study of linguistic phenomena and thus could well advance assessment of complex constructs through constructed response items. This study examines potentials and challenges of a pretrained language model-based clustering approach to assess preservice physics teachers' attention to classroom events as elicited through open-ended written descriptions. It was examined to what extent the clustering approach could identify meaningful patterns in the constructed responses, and in what ways textual organization of the responses could be analyzed with the clusters. Preservice physics teachers (N = 75) were instructed to describe a standardized, video-recorded teaching situation in physics. The clustering approach was used to group related sentences. Results indicate that the pretrained language model-based clustering approach yields well-interpretable, specific, and robust clusters, which could be mapped to physics-specific and more general contents. Furthermore, the clusters facilitate advanced analysis of the textual organization of the constructed responses. Hence, we argue that machine learning and natural language processing provide science education researchers means to combine exploratory capabilities of qualitative research methods with the systematicity of quantitative methods.},
  language  = {en}
}
@misc{Entrich2021,
  author    = {Entrich, Steve R.},
  title     = {Book review to: Okano, Kaori H. : Education and social justice in Japan . - Abingdon/New York: Routledge, 2021. - 234 pp. - (Routledge Critical Studies in Asian Education series). - ISBN 978-0-415-83252-6 (hbk), ISBN 978-1-315-81409-4 (eBook)},
  series = {International review of education = Internationale Zeitschrift f{\"u}r Erziehungswissenschaft = Revue internationale de l'education},
  volume    = {67},
  journal   = {International review of education = Internationale Zeitschrift f{\"u}r Erziehungswissenschaft = Revue internationale de l'education},
  number    = {6},
  publisher = {Springer Science + Business Media B.V.},
  address   = {London},
  isbn      = {978-0-415-83252-6},
  issn      = {0020-8566},
  doi       = {10.1007/s11159-021-09926-6},
  pages     = {923 -- 926},
  year      = {2021},
  language  = {en}
}
@article{HenkeBosseSpoerer2018,
  author    = {Henke, Thorsten and Bosse, Stefanie and Sp{\"o}rer, Nadine},
  title     = {Binnendifferenzierung im inklusiven Unterricht},
  series = {Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung},
  journal   = {Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung},
  publisher = {Kohlhammer},
  address   = {Stuttgart},
  isbn      = {978-3-17-032719-1},
  pages     = {143 -- 159},
  year      = {2018},
  language  = {de}
}
@article{Lueth2001,
  author    = {L{\"u}th, Christoph},
  title     = {Bildungsziel Europa},
  isbn      = {3-8258-3796-4},
  year      = {2001},
  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{LinkNathTenorth2003,
  author    = {Link, J{\"o}rg-Werner and Nath, Axel and Tenorth, Heinz-Elmar},
  title     = {Bildungssystem im Wandel : zwischen Eigendynamik, Politik und P{\"a}dagogik ; Einf{\"u}hrung in den Themenschwerpunkt},
  year      = {2003},
  language  = {de}
}
@article{Giest2009,
  author    = {Giest, Hartmut},
  title     = {Bildungsstandards und Kompetenzen im Sachunterricht},
  issn      = {1865-4991},
  year      = {2009},
  language  = {de}
}
@phdthesis{Meyer2019,
  author    = {Meyer, Ljuba},
  title     = {Bildungsort Familie},
  doi       = {10.25932/publishup-44431},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-444319},
  school      = {Universit{\"a}t Potsdam},
  pages     = {V, 438},
  year      = {2019},
  abstract  = {In der Bildungs- und Familienforschung wird die intergenerationale Weitergabe von Bildung innerhalb der Familie haupts{\"a}chlich unter dem Blickwinkel des schulischen Erfolges der nachwachsenden Generation thematisiert. „Wie" aber bildungsbezogene Transferprozesse innerhalb der Familie konkret ablaufen, bleibt jedoch in der deutschen Forschungslandschaft weitestgehend unbearbeitet. An dieser Stelle setzt diese qualitativ angelegte Arbeit an. Ziel dieser Arbeit ist, bildungsbezogene Transferprozesse innerhalb von russischen Dreigenerationenfamilien, die aus der ehemaligen Sowjetunion nach Berlin seit 1989 ausgewandert sind und zwischen der Großeltern-, Elterngeneration und der Enkelgeneration ablaufen, zu untersuchen. Hinter diesen Transferprozessen verbergen sich im Sinne Bourdieus bewusste und unbewusste Bildungsstrategien der interviewten Familienmitglieder. Im Rahmen dieser Arbeit wurden zwei Sp{\"a}taussiedlerfamilien - zu diesen z{\"a}hlen Familie Hoffmann und Familie Popow, sowie zwei russisch-j{\"u}dische Familien - zu diesen z{\"a}hlen Familie Rosenthal und Familie Buchbinder, interviewt. Es wurden mit den einzelnen Mitgliedern der vier untersuchten Dreigenerationenfamilien Gruppendiskussionen sowie mit je einem Vertreter einer Generation leitfadengest{\"u}tzte Einzelinterviews gef{\"u}hrt. Die Erhebungsphase fand in Berlin im Zeitraum von 2010 bis 2012 statt. Das auf diese Weise gewonnene empirische Material wurde mithilfe der dokumentarischen Methode nach Bohnsack ausgewertet. Hierdurch wurde es m{\"o}glich die implizite Selbstverst{\"a}ndlichkeit, mit der sich Bildung in Familien nach Bourdieu habituell vollzieht, einzufangen und rekonstruierbar zu machen. In der Arbeit wurden eine habitustheoretische Interpretation der russischen Dreigenerationenfamilien und die entsprechende Feldanalyse nach Bourdieu vorgenommen. In diesem Zusammenhang wurde der soziale Raum der untersuchten Familien in der Ankunftsgesellschaft bez{\"u}glich ihres Vergleichshorizontes der Herkunftsgesellschaft rekonstruiert. Weiter wurde der Bildungstransfer vor dem jeweiligen Erlebnishintergrund der einzelnen Familien untersucht und diesbez{\"u}glich eine Typisierung vorgenommen. Im Rahmen dieser Untersuchung konnten neue Erkenntnisse zum bisher unerforschten Feld des Bildungstransfers russischer Dreigenerationenfamilien in Berlin gewonnen werden. Ein wesentliches Ergebnis dieser Arbeit ist, dass die Anwendung von Bourdieus Klassentheorie auch auf Gruppen, die in einer sozialistischen Gesellschaft sozialisiert wurden und in eine kapitalistisch orientierte Gesellschaft ausgewandert sind, produktiv sein kann. Ein weiteres zentrales Ergebnis der Studie ist, dass bei zwei der vier untersuchten Familien die Migration den intergenerationalen Bildungstransfer beeinflusste. In diesem Zusammenhang weist Familie Rosenthal durch die Migration einen „gespaltenen" Habitus auf. Dieser ist darauf zur{\"u}ckzuf{\"u}hren, dass diese Familie bei der Planung des Berufes f{\"u}r die Enkelin in Berlin sich am Praktischen und Notwendigen orientierte. W{\"a}hrend die bewusste Bildungsstrategie der Großeltern- und Elterngeneration f{\"u}r die Enkelgeneration im Ankunftsland dem Habitus der Notwendigkeit, den Bourdieu der Arbeiterklasse zuschreibt, zugeordnet werden kann, l{\"a}sst sich hingegen das Freizeitverhalten der Familie Rosenthal dem Habitus der Distinktion zuordnen, der typisch f{\"u}r die herrschende Klasse ist. Ein weiterer Befund dieser Untersuchung ist, dass im Vergleich zur Enkelin Rosenthal bei der Enkelin Popow eine sogenannte Sph{\"a}rendiskrepanz rekonstruiert wurde. So ist die Enkelin Popow in der {\"a}ußeren Sph{\"a}re der Schule auf sich gestellt, da die Großeltern- und Elterngeneration zum deutschen Schulsystem nur {\"u}ber einen geringen Informationsstand verf{\"u}gen. Die Enkelin grenzt sich einerseits von ihrer Familie (innere Sph{\"a}re) und deutschen Schulabbrechern ({\"a}ußere Sph{\"a}re) ab, orientiert sich aber andererseits beim Versuch sozial aufzusteigen an russischsprachigen Peers, die die gymnasiale Oberstufe besuchen (dritte Sph{\"a}re). Bei Enkelin Popow fungiert demzufolge die Peergruppe und nicht die Familie als zentraler Bildungsort. An dieser Stelle sei angemerkt, dass sowohl bei einer russisch-j{\"u}dischen Familie als auch bei einer Sp{\"a}taussiedlerfamilie der intergenerationale Bildungstransfer durch die Migration beeinflusst wurde. W{\"a}hrend Familie Rosenthal in der Herkunftsgesellschaft der Intelligenzija zuzuordnen ist, geh{\"o}rt Familie Popow der Arbeiterschaft an. Daraus folgt, dass der intergenerationale Bildungstransfer der untersuchten Familien sowohl unabh{\"a}ngig vom Sp{\"a}taussiedler- und Kontingentfl{\"u}chtlingsstatus als auch vom herkunftsortspezifischen sozialen Status abl{\"a}uft. Demnach kann geschlussfolgert werden, dass im Rahmen dieser Studie die Migration ein zentraler Faktor f{\"u}r den intergenerationalen Bildungstransfer ist.},
  language  = {de}
}
@article{Lompscher1992,
  author    = {Lompscher, Joachim},
  title     = {Bildungsoptimismus und Bildungskrisen - lokale und globale Ph{\"a}nomene?},
  series = {LLF-Berichte / Universit{\"a}t Potsdam, Zentrum f{\"u}r Lehrerbildung},
  volume    = {4a},
  journal   = {LLF-Berichte / Universit{\"a}t Potsdam, Zentrum f{\"u}r Lehrerbildung},
  issn      = {0945-294X},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-4308},
  year      = {1992},
  language  = {de}
}
@book{OPUS4-11372,
  title     = {Bildungsgeschichte(n) in Quellen : Hanno Schmitt zum 65. Geburtstag},
  editor    = {Link, J{\"o}rg-Werner and Tosch, Frank},
  publisher = {Klinkhardt},
  address   = {Bad Heilbrunn},
  isbn      = {978-3-7815-1564-2},
  pages     = {346 S.},
  year      = {2007},
  language  = {de}
}
@book{OPUS4-23696,
  title     = {Bildungsfragen in kritisch-konstruktiver Perspektive},
  editor    = {Hendricks, Wilfried and Koch-Priewe, Barbara and Schmitt, Hanno and St{\"u}big, Heinz},
  publisher = {Dt. Studien-Verl.},
  address   = {Weinheim},
  isbn      = {3-89271-746-X},
  pages     = {254 S.},
  year      = {1997},
  language  = {de}
}
@article{Horstkemper2002,
  author    = {Horstkemper, Marianne},
  title     = {Bildungsforschung aus der Sicht p{\"a}dagogischer Frauen- und Geschlechterforschung},
  isbn      = {3-8100-3321-9},
  year      = {2002},
  language  = {de}
}
@book{OPUS4-20611,
  title     = {Bildungs- und kulturgeschichtliche Beitr{\"a}ge f{\"u}r Berlin und Brandenburg},
  editor    = {Kiesant, Knut and Drewek, Peter and Neugebauer, Wolfgang and Schmitt, Hanno and Tenorth, Heinz-Elmar and Tosch, Frank},
  publisher = {Weidler},
  address   = {Berlin},
  year      = {1999},
  language  = {de}
}
@article{Ludwig2004,
  author    = {Ludwig, Joachim},
  title     = {Bildung und expansives Lernen},
  isbn      = {3-89676-811-5},
  year      = {2004},
  language  = {de}
}
@misc{Ludwig2005,
  author    = {Ludwig, Joachim},
  title     = {Bildung und expansives Lernen},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-18352},
  year      = {2005},
  abstract  = {Dieser Beitrag reflektiert den Zusammenhang von Bildungs- und Lernprozessen, der im wissenschaftlichen Diskurs wenig reflektiert wird. Bildungstheoretische Diskurse verzichten regelm{\"a}ßig auf den Lernbegriff, lerntheoretischen Diskursen ist der Bildungsbegriff fremd, weil dort individuell-kognitive Operationen im Mittelpunkt stehen und weniger Fragen nach den Lerngegenst{\"a}nden, also den Inhalten des Lernens und deren gesellschaftlicher Relevanz. Das Verh{\"a}ltnis von Bildung und Lernen wird im Folgenden unter dem Aspekt „expansiven Lernens" n{\"a}her bestimmt. „Expansives Lernen" ist ein Begriff aus der Kritischen Psychologie, den Klaus Holzkamp (1993) aus einer subjektwissenschaftlichen Perspektive expliziert hat. Die Verh{\"a}ltnisbestimmung von Bildung und expansivem Lernen geht der Frage nach, ob mit dem Begriff „expansiven Lernens" empirische Einsichten in das Lernhandeln von kritisch-reflexiven Bildungspraxen m{\"o}glich werden oder anders formuliert: Ob der Begriff expansiven Lernens eine Grundlage f{\"u}r Lernberatungs- und Lernbegleitungsprozesse in kritisch-reflexiven Bildungspraxen darstellen kann. Das hier thematisierte Verh{\"a}ltnis von (Erwachsenen-)Bildung und expansivem Lernen ist ein Teilaspekt des Verh{\"a}ltnisses von Erwachsenenbildung und subjektwissenschaftlicher Lerntheorie. Eine differenzierte Auseinandersetzung zu diesem Gesamtrahmen findet sich bei Faulstich/Ludwig (2004).},
  language  = {de}
}
@misc{Ludwig2004,
  author    = {Ludwig, Joachim},
  title     = {Bildung und expansives Lernen},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-12879},
  year      = {2004},
  abstract  = {Inhalt: 1. Fragestellung 2. Zum Verh{\"a}ltnis von Bildung und Lernen 3. Expansives Lernen: ein geeigneter heuristischer Rahmen f{\"u}r das Verstehen von Lernhandlungen? 3.1 Das Handeln des gesellschaftlichen Subjekts 3.2 Lernen als Gewinnung verallgemeinerter Handlungsf{\"a}higkeit 3.3 Expansive und defensive Lerngr{\"u}nde 3.4 Bedeutungs- Begr{\"u}ndungs-Analysen im Rahmen von Forschungs- und Bildungsprozessen 4. Bildung und expansives Lernen},
  language  = {de}
}
@article{Ludwig2008,
  author    = {Ludwig, Joachim},
  title     = {Bildung und expansives Lernen},
  isbn      = {978-3-89676-811-7},
  year      = {2008},
  language  = {de}
}
@article{LuethKraulTenorth1994,
  author    = {L{\"u}th, Christoph and Kraul, Margret and Tenorth, Heinz-Elmar},
  title     = {Bildung und Erziehung in Deutschland : Beitrag zum 14. Kongreß der Deutschen Gesellschaft f{\"u}r Erziehungswissenschaft vom 14.-16. M{\"a}rz 1994 in Dortmung},
  year      = {1994},
  language  = {de}
}
@article{LinkTosch1995,
  author    = {Link, J{\"o}rg-Werner and Tosch, Frank},
  title     = {Bilder als Quellen der Erziehungsgeschichte : Bericht {\"u}ber die Jahrestagung 1995 der Historischen Kommission der DGfE},
  year      = {1995},
  language  = {de}
}
@article{LinkTosch1995,
  author    = {Link, J{\"o}rg-Werner and Tosch, Frank},
  title     = {Bilder als Quellen der Erziehungsgeschichte : Bericht {\"u}ber die Jahrestagung 1995 der Historischen Kommission der DGfE},
  year      = {1995},
  language  = {de}
}
@book{OPUS4-23754,
  title     = {Bilder als Quellen der Erziehungsgeschichte},
  editor    = {Schmitt, Hanno and Tosch, Frank and Link, J{\"o}rg-Werner},
  publisher = {Klinkhardt},
  address   = {Bad Heilbrunn, Obb.},
  isbn      = {3-7815-0898-6},
  pages     = {414 S. : Ill.},
  year      = {1997},
  language  = {de}
}