@misc{Jacobi1989,
  author    = {Jacobi, Juliane},
  title     = {Der Polizeidirektor als feministischer Jakobiner : Theodor Gottlieb von Hippel und seine Schrift "{\"U}ber die b{\"u}rgerliche Verbesserung der Weiber", Berlin 1792},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-42624},
  year      = {1989},
  language  = {de}
}
@article{Kreisel1994,
  author    = {Kreisel, Marina},
  title     = {Der T{\"a}tigkeitsbegriff - (k)eine Leerformel?},
  series = {LLF-Berichte / Universit{\"a}t Potsdam, Zentrum f{\"u}r Lehrerbildung},
  volume    = {7},
  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-4461},
  year      = {1994},
  language  = {de}
}
@book{Wiersing1996,
  author    = {Wiersing, Erhard},
  title     = {Der Umgang mit dem Fremden in der Vormoderne : Studien zur Akkulturation in bildungshistorischer Sicht},
  series = {Beitr{\"a}ge zur historischen Bildungsforschung},
  volume    = {17},
  journal   = {Beitr{\"a}ge zur historischen Bildungsforschung},
  editor    = {L{\"u}th, Christoph and Keck, Rudolf W.},
  publisher = {B{\"o}hlau},
  address   = {K{\"o}ln},
  pages     = {320 S.},
  year      = {1996},
  language  = {de}
}
@incollection{BilzSchubarthUlbricht2017,
  author    = {Bilz, Ludwig and Schubarth, Wilfried and Ulbricht, Juliane},
  title     = {Der Umgang mit Sch{\"u}lergewalt 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     = {17 -- 28},
  year      = {2017},
  language  = {de}
}
@article{Schmitt1997,
  author    = {Schmitt, Hanno},
  title     = {Der unabl{\"a}ssige Zwang zur Aufmerksamkeit : historische Blicke auf Unterricht},
  year      = {1997},
  language  = {de}
}
@article{Lueth1997,
  author    = {L{\"u}th, Christoph},
  title     = {Der Unterricht {\"u}ber die Natur in Rousseaus Theorie einer nat{\"u}rlichen Erziehung},
  year      = {1997},
  language  = {de}
}
@article{MuwongeSchiefeleSsenyongaetal.2017,
  author    = {Muwonge, Charles Magoba and Schiefele, Ulrich and Ssenyonga, Joseph and Kibedi, Henry},
  title     = {Determinants of persistence among science teacher-trainees},
  series = {ournal of science teacher education : official journal of the Association for Science Teacher Education (ASTE)},
  volume    = {28},
  journal   = {ournal of science teacher education : official journal of the Association for Science Teacher Education (ASTE)},
  publisher = {Taylor \& Francis},
  address   = {Abingdon},
  issn      = {1046-560X},
  doi       = {10.1080/1046560X.2017.1379860},
  pages     = {522 -- 548},
  year      = {2017},
  abstract  = {Grounded in the expectancy-value and hope theories, the present study was conducted to examine the extent to which self-efficacy, task value, and academic hope predict persistence among science teacher-trainees in Uganda. The sample consisted of 278 undergrad- uate science teacher-trainees selected from a large public university in northern Uganda. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, Academic Hope Scale, and College Persistence Questionnaire and analyzed using structural equation modeling. Task value and aca- demic hope significantly predicted students' persistence. Academic hope made a greater contribution to students' persistence compared to task value. The combined effect of task value and academic hope did not make any significant contribution to students' persistence. The study highlights the need to strengthen students' hopeful think- ing and task value in order to increase their chances of completing their studies. Implications of the study findings for educational practice and for the training of science teacher-trainees are elaborated in the article.},
  language  = {en}
}
@article{BeckerNeumannTetzneretal.2014,
  author    = {Becker, Michael and Neumann, Marko and Tetzner, Julia and B{\"o}se, Susanne and Knoppick, Henrike and Maaz, Kai and Baumert, J{\"u}rgen and Lehmann, Rainer},
  title     = {Development? Effects of the transition into academically selective schools},
  series = {The journal of educational psychology},
  volume    = {106},
  journal   = {The journal of educational psychology},
  number    = {2},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0022-0663},
  doi       = {10.1037/a0035425},
  pages     = {555 -- 568},
  year      = {2014},
  abstract  = {The present study investigates school context effects on psychosocial characteristics (academic self-concept, peer relations, school satisfaction, and school anxiety) of high-achieving and gifted students. Students who did or did not make an early transition from elementary to secondary schools for high-achieving and gifted students in 5th grade in Berlin, Germany, are compared in their psychosocial development. The sample comprises 155 early-entry students who moved to an academically selective secondary school (Gymnasium) and 3,169 regular students who remained in elementary school until the end of 6th grade. Overall, a complex pattern of psychosocial development emerged for all students, with both positive and negative outcomes being observed. Specifically, the transition into academically selective learning environments seemed to come at some cost for psychosocial development. Propensity score matching analysis isolating the effects of selective school intake and the school context effect itself revealed negative contextual effects of early transition to Gymnasium on academic self-concept and school anxiety; additionally, the positive trend in peer relations observed among regular students was not discernible among early-entry students.},
  language  = {en}
}
@article{Horstkemper2004,
  author    = {Horstkemper, Marianne},
  title     = {Diagnosekompetenz als Teil p{\"a}dagogischer Professionalit{\"a}t},
  year      = {2004},
  language  = {de}
}
@article{Giest2021,
  author    = {Giest, Hartmut},
  title     = {Diagnostik und Inklusion im Sachunterricht},
  series = {Handbuch inklusive Diagnostik: Kompetenzen feststellen - Entwicklungsbedarfe identifizieren - F{\"o}rderplanung umsetzen},
  journal   = {Handbuch inklusive Diagnostik: Kompetenzen feststellen - Entwicklungsbedarfe identifizieren - F{\"o}rderplanung umsetzen},
  edition   = {2},
  publisher = {Beltz},
  address   = {Weinheim},
  isbn      = {978-3-407-83200-9},
  pages     = {239 -- 254},
  year      = {2021},
  language  = {de}
}
@article{Schramm2016,
  author    = {Schramm, Satyam Antonio},
  title     = {Diagnostik von ADHS},
  series = {ADHS und Schule},
  journal   = {ADHS und Schule},
  publisher = {Kohlhammer},
  address   = {Stuttgart},
  isbn      = {978-3-17-029994-8},
  pages     = {37 -- 54},
  year      = {2016},
  language  = {de}
}
@phdthesis{Westphal2015,
  author    = {Westphal, Andrea},
  title     = {Diagnostische Kompetenzen von Lehrkr{\"a}ften},
  school      = {Universit{\"a}t Potsdam},
  pages     = {94},
  year      = {2015},
  language  = {de}
}
@article{Thiem1996,
  author    = {Thiem, Wolfgang},
  title     = {Didaktik der Erziehungswissenschaft (P{\"a}dagogik) - ein "weites Feld"?},
  series = {LLF-Berichte / Universit{\"a}t Potsdam, Zentrum f{\"u}r Lehrerbildung},
  volume    = {15},
  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-4920},
  year      = {1996},
  language  = {de}
}
@article{Mikelskis1996,
  author    = {Mikelskis, Helmut},
  title     = {Didaktik der Physik},
  series = {LLF-Berichte / Universit{\"a}t Potsdam, Zentrum f{\"u}r Lehrerbildung},
  volume    = {15},
  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-4894},
  year      = {1996},
  language  = {de}
}
@article{Olias1996,
  author    = {Olias, G{\"u}nther},
  title     = {Didaktische Topographie und Klanglandschaften},
  series = {LLF-Berichte / Universit{\"a}t Potsdam, Zentrum f{\"u}r Lehrerbildung},
  volume    = {14},
  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-4844},
  year      = {1996},
  language  = {de}
}
@phdthesis{Polzius1992,
  author    = {Polzius, Gerd},
  title     = {Didaktische Untersuchungen zur F{\"u}hrung der Unterrichtsdiskussion in der Abiturstufe (gymnasialen Oberstufe) unter besonderer Ber{\"u}cksichtigung der Jahrgangsstufe 11},
  pages     = {Getr. Z{\"a}hlung},
  year      = {1992},
  language  = {de}
}
@article{BaaderSutterWeyers1998,
  author    = {Baader, Meike Sophia and Sutter, H. and Weyers, S.},
  title     = {Die "Demokratische Gemeinschaft" als Ort sozialen und moralischen Lernens : der Modellversuch in der Justizvollzugsanstalt Adelsheim ; eine Zwischenbilanz},
  year      = {1998},
  language  = {de}
}
@article{SchruenderLenzen2009,
  author    = {Schr{\"u}nder-Lenzen, Agi},
  title     = {Die "neue Schuleingansstufe"},
  isbn      = {978-3-8309-2217-9},
  year      = {2009},
  language  = {de}
}
@article{Bliss1996,
  author    = {Bliß, Friederike},
  title     = {Die 'Schreibwerkstatt' als Kontext einer praxisvermittelten Schreib-Lern-Forschung},
  series = {LLF-Berichte / Universit{\"a}t Potsdam, Zentrum f{\"u}r Lehrerbildung},
  volume    = {16},
  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-5009},
  year      = {1996},
  language  = {de}
}
@article{SchubarthSpeckSeidel2006,
  author    = {Schubarth, Wilfried and Speck, Karsten and Seidel, Andreas},
  title     = {Die 2. Phase der Lehrerbildung : Ergebnisse der Potsdamer Lehramtskandidaten- und Seminarleiter-Studie zum Theorie-Praxis-Verh{\"a}ltnis},
  isbn      = {3-939469-49-1},
  year      = {2006},
  language  = {de}
}