@misc{OPUS4-6139,
  title     = {Hans Tietgens : ein Leben f{\"u}r die Erwachsenenbildung ; Theoretiker und Gestalter in der zweiten H{\"a}lfte des 20. Jahrhunderts ; Dokumentation des Kolloquiums am 23.10.2009 an der Humboldt-Universit{\"a}t zu Berlin},
  editor    = {Gieseke, Wiltrud and Ludwig, Joachim},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-62006},
  year      = {2011},
  abstract  = {Der Tagungsband stellt das Werk Hans Tietgens' in den Mittelpunkt. Die Beitr{\"a}ge des Bandes dokumentieren weniger ein Tagungsgeschehen als vielmehr zeitgen{\"o}ssische Interpretationen und Anschl{\"u}sse an theoretischen Reflexionen Hans Tietgens', die auch heute noch eine große Relevanz besitzen. Auf diese Weise er{\"o}ffnen die vorliegenden Beitr{\"a}ge einen aktuellen Zugang zu den Arbeiten des Erwachsenenbildners.},
  language  = {de}
}
@misc{BayOtt1979,
  author    = {Bay, Eberhard and Ott, Helmut},
  title     = {Eine verhaltenstherapeutische Spieltherapie},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-59348},
  year      = {1979},
  abstract  = {Bei 2 Gruppen von jeweils 4 normalintelligenten, verhaltensgest{\"o}rten Kindern (Alter 7-11 Jahre) wurde in einer kinderpsychiatrischen Station eine Spieltherapie zur Verbesserung ihrer sozialen Kompetenz durchgef{\"u}hrt. Die Therapie wurde nach verhaltenstherapeutischen, kognitiven und gruppendynamischen Gesichtspunkten geplant. Sie hat bei allen Kindern zu einer signifikanten Verbesserung ihres Sozialverhaltens gef{\"u}hrt. In der Diskussion der Ergebnisse wird die vermutete Wirkungsweise der therapeutischen Variablen er{\"o}rtert. Dar{\"u}ber hinaus werden Vermutungen {\"u}ber den Zusammenhang zwischen den therapeutischen Variablen und einigen individuellen Pers{\"o}nlichkeitsz{\"u}gen der behandelten Kinder angestellt.},
  language  = {de}
}
@misc{Grell2017,
  author    = {Grell, Petra},
  title     = {Learning and teaching in adult education},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-403628},
  pages     = {3},
  year      = {2017},
  language  = {en}
}
@misc{ChmielewskiDumontTrautwein2013,
  author    = {Chmielewski, Anna K. and Dumont, Hanna and Trautwein, Ulrich},
  title     = {Tracking effects depend on tracking type},
  series = {American educational research journal},
  volume    = {50},
  journal   = {American educational research journal},
  number    = {5},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-404052},
  pages     = {33},
  year      = {2013},
  abstract  = {The aim of the present study was to examine how different types of tracking— between-school streaming, within-school streaming, and course-by-course tracking—shape students' mathematics self-concept. This was done in an internationally comparative framework using data from the Programme for International Student Assessment (PISA). After controlling for individual and track mean achievement, results indicated that generally for students in course-by-course tracking, high-track students had higher mathematics self-concepts and low-track students had lower mathematics self-concepts. For students in between-school and within-school streaming, the reverse pattern was found. These findings suggest a solution to the ongoing debate about the effects of tracking on students' academic self-concept and suggest that the reference groups to which students compare themselves differ according to the type of tracking.},
  language  = {en}
}
@misc{KalinowskiGronostajVock2019,
  author    = {Kalinowski, Eva and Gronostaj, Anna and Vock, Miriam},
  title     = {Effective Professional Development for Teachers to Foster Students' Academic Language Proficiency Across the Curriculum},
  series = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam Humanwissenschaftliche Reihe},
  number    = {543},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-42721},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-427219},
  pages     = {23},
  year      = {2019},
  abstract  = {This review summarizes features of professional development programs that aim to prepare in-service teachers to improve students' academic language proficiency when teaching subject areas. The 38 studies reviewed suggest that all of the profiled interventions were effective to some extent. The programs share many characteristics considered important in successful teacher professional development across different subject areas. They also include some features that appear to be specific to teacher training in this particular domain. This review supports the idea that professional development helps change teachers' thinking and practice and benefits students, if certain features are taken into consideration in its design and implementation.},
  language  = {en}
}
@misc{Hopf2007,
  author    = {Hopf, Diether},
  title     = {Mehrsprachigkeit und Schulerfolg bei Sch{\"u}lern mit Migrationshintergrund},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-38326},
  year      = {2007},
  abstract  = {Nach wie vor wird kontrovers diskutiert, wie Schule und Unterricht mit den Herkunftssprachen der Sch{\"u}ler mit Migrationshintergrund umgehen sollten und welche Rolle der Verkehrssprache Deutsch zukommt. Wird von den einen die besondere Bedeutung der Herkunfts- oder Familiensprachen f{\"u}r die Entwicklung der Verkehrssprache und der Schulleistungen betont, schreiben andere vor allem der Verkehrssprache eine Schl{\"u}sselfunktion f{\"u}r das Erreichen guter Lernergebnisse in der Schule zu. Nach einem {\"U}berblick {\"u}ber die quantitativen Rahmenbedingungen, unter denen Sch{\"u}ler mit Migrationshintergrund und ihre Lehrer arbeiten, und nach einem {\"U}berblick {\"u}ber die sprachliche Differenzierung, die an den deutschen Schulen anzutreffen ist, werden zun{\"a}chst die Erwartungen skizziert, die an den Gebrauch von Herkunftssprachen bzw. des Deutschen in der {\"o}ffentlichen Diskussion gekn{\"u}pft werden. Im Anschluss daran wird der Stand der Forschung {\"u}ber den Zusammenhang von Familiensprache und Verkehrssprache sowie von Sprache und Schulleistungen bei den Sch{\"u}lern mit Migrationshintergrund skizziert und methodenkritisch diskutiert. Aufgrund der l{\"u}ckenhaften Forschungsbefunde werden schließlich p{\"a}dagogisch-psychologische Untersuchungen zum schulischen Lernen auf ihre Relevanz f{\"u}r die anstehende Frage gepr{\"u}ft. Schlussfolgerungen f{\"u}r die schulische Praxis, die dem Stand unseres Wissens entsprechen, sowie Aufgaben f{\"u}r k{\"u}nftige Forschung werden abschließend formuliert.},
  language  = {de}
}
@misc{HatzichristouHopf1996,
  author    = {Hatzichristou, Chryse and Hopf, Diether},
  title     = {A multiperspective comparison of peer sociometric status groups in childhood and adolescense},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-38361},
  year      = {1996},
  abstract  = {This study explores the sociometric status group differences in psychosocial adjustment and academic performance in various domains using multiple sources of information (teacher-, peer-, self-ratings, achievement data) and 2 age groups (elementary and secondary school students) in a different educational and cultural context. Gender differences in the profiles of the sociometric groups were also examined. The sample consisted of 1,041 elementary school (mean age = 11.4 years) and 862 secondary school (mean age = 14.3 years) students in public schools in Greece. Findings extended previous descriptions of rejected, neglected, and controversial groups based on the perceptions of all raters. Gender and age differences were found in the profiles of rejected and controversial groups, which were markedly distinguished from the other groups based on all data sets. Neglected children at both age levels were differentiated to a weaker degree.},
  language  = {en}
}
@misc{Hopf1999,
  author    = {Hopf, Diether},
  title     = {Schulische und psychosoziale Probleme der Remigration griechischer Kinder und Jugendlicher},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-38382},
  year      = {1999},
  abstract  = {Inhalt: 1 Das Projekt 2 Bedeutung der Remigration 3 Selektive Migration 4 Schulerfolg 5 Schulsituation nach der R{\"u}ckkehr 6 Schluss},
  language  = {de}
}
@misc{Hopf2005,
  author    = {Hopf, Diether},
  title     = {Zweisprachigkeit und Schulleistung bei Migrantenkindern},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-38418},
  year      = {2005},
  abstract  = {Inhalt: 1. Einleitung 2. Zum Forschungsstand 2.1 Themenspezifische Forschung 2.2 Forschungen zum schulischen Lernen 3. M{\"o}gliche Konsequenzen},
  language  = {de}
}
@misc{Hopf1976,
  author    = {Hopf, Diether},
  title     = {Alternativen zu den herk{\"o}mmlichen Formen der Gruppierung nach Leistung},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-37692},
  year      = {1976},
  abstract  = {Inhalt: 0 Einleitung 1 Versuche/ den Nachteilen der herk{\"o}mmlichen Leistungsdifferenzierung entgegenzuwirken 1.1 Setting 1.2 Durchl{\"a}ssigkeit 1.3 "Grobe" Differenzierung 1.4 Sp{\"a}te Differenzierung 1.5 Wahldifferenzierung 1.6 Aufgaben und Literaturvorschl{\"a}ge 2 Differenzierung nach Leistungsdimensionen einzelner F{\"a}cher 2.1 Zusammenh{\"a}nge zwischen den Leistungen einzelner F{\"a}cher 2.2 Sind die Leistungen innerhalb eines Faches homogen? 2.3 Didaktische Differenzierung 2.4 Aufgaben und Literaturvorschl{\"a}ge 3 Individualisierung durch programmierte Instruktion 3.1 Einige Grundprinzipien der programmierten Instruktion 3.2 Die Anwendung des programmierten Lernens auf den Unterricht 3.3 Kritik an der programmierten Instruktion am Beispiel des IPI-Projekts 3.4 Aufgaben und Literaturvorschl{\"a}ge 4 Flexible Unterrichtsorganisation 5 Schlussbetrachtung 5.1 Folgerungen f{\"u}r eine Reorganisation des Unterrichts 5.2 Aufgaben und Literaturvorschl{\"a}ge},
  language  = {de}
}
@misc{JacobiDittrich1987,
  author    = {Jacobi-Dittrich, Juliane},
  title     = {Gibt es „weibliche Aufgaben" in der P{\"a}dagogik? : Untersuchung der Konzeption der Geschlechterdifferenz in der P{\"a}dagogik Herman Nohls},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-39232},
  year      = {1987},
  abstract  = {Inhalt: I. Zur Bedeutung der Geschlechterdifferenz f{\"u}r die p{\"a}dagogische Theorie und Praxis II. „Krise des B{\"u}rgertums" und „P{\"a}dagogische Bewegung" III. Geschlechteranthropologie als Grundlage einer Bildungstheorie f{\"u}r Frauen IV. Politische Irrwege als Folge einer ungeschichtlichen Definition des „Weiblichen"},
  language  = {de}
}
@misc{Hopf1979,
  author    = {Hopf, Diether},
  title     = {Einleitung zu Neville Bennett "Unterrichtsstil und Sch{\"u}lerleistung"},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus-35916},
  year      = {1979},
  language  = {de}
}
@misc{GarciaRoeserHoehle2018,
  author    = {Garcia, Rowena and Roeser, Jens and H{\"o}hle, Barbara},
  title     = {Thematic role assignment in the L1 acquisition of Tagalog},
  series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {491},
  issn      = {1866-8364},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-420598},
  pages     = {28},
  year      = {2018},
  abstract  = {It is a common finding across languages that young children have problems in understanding patient-initial sentences. We used Tagalog, a verb-initial language with a reliable voice-marking system and highly frequent patient voice constructions, to test the predictions of several accounts that have been proposed to explain this difficulty: the frequency account, the Competition Model, and the incremental processing account. Study 1 presents an analysis of Tagalog child-directed speech, which showed that the dominant argument order is agent-before-patient and that morphosyntactic markers are highly valid cues to thematic role assignment. In Study 2, we used a combined self-paced listening and picture verification task to test how Tagalog-speaking adults and 5- and 7-year-old children process reversible transitive sentences. Results showed that adults performed well in all conditions, while children's accuracy and listening times for the first noun phrase indicated more difficulty in interpreting patient-initial sentences in the agent voice compared to the patient voice. The patient voice advantage is partly explained by both the frequency account and incremental processing account.},
  language  = {en}
}
@misc{SeyfriedPohlenz2018,
  author    = {Seyfried, Markus and Pohlenz, Philipp},
  title     = {Assessing quality assurance in higher education},
  series = {European Journal of Higher Education},
  journal   = {European Journal of Higher Education},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-413052},
  pages     = {15},
  year      = {2018},
  abstract  = {The present article offers a mixed-method perspective on the investigation of determinants of effectiveness in quality assurance at higher education institutions. We collected survey data from German higher education institutions to analyse the degree to which quality managers perceive their approaches to quality assurance as effective. Based on this data, we develop an ordinary least squares regression model which explains perceived effectiveness through structural variables and certain quality assurance-related activities of quality managers. The results show that support by higher education institutions' higher management and cooperation with other education institutions are relevant preconditions for larger perceived degrees of quality assurance effectiveness. Moreover, quality managers' role as promoters of quality assurance exhibits significant correlations with perceived effectiveness. In contrast, sanctions and the perception of quality assurance as another administrative burden reveal negative correlations.},
  language  = {en}
}
@misc{GerickeSoemerSchiefele2022,
  author    = {Gericke, Christian and Soemer, Alexander and Schiefele, Ulrich},
  title     = {Benefits of Mind Wandering for Learning in School Through Its Positive Effects on Creativity},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {835},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-58873},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-588731},
  pages     = {11},
  year      = {2022},
  abstract  = {There is broad agreement among researchers to view mind wandering as an obstacle to learning because it draws attention away from learning tasks. Accordingly, empirical findings revealed negative correlations between the frequency of mind wandering during learning and various kinds of learning outcomes (e.g., text retention). However, a few studies have indicated positive effects of mind wandering on creativity in real-world learning environments. The present article reviews these studies and highlights potential benefits of mind wandering for learning mediated through creative processes. Furthermore, we propose various ways to promote useful mind wandering and, at the same time, minimize its negative impact on learning.},
  language  = {en}
}
@misc{MientusHumeWulffetal.2022,
  author    = {Mientus, Lukas and Hume, Anne Christine and Wulff, Peter and Meiners, Antoinette and Borowski, Andreas},
  title     = {Modelling STEM Teachers' Pedagogical Content Knowledge in the Framework of the Refined Consensus Model: A Systematic Literature Review},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Mathematisch-Naturwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Mathematisch-Naturwissenschaftliche Reihe},
  issn      = {1866-8372},
  doi       = {10.25932/publishup-56912},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-569127},
  pages     = {1 -- 25},
  year      = {2022},
  abstract  = {Science education researchers have developed a refined understanding of the structure of science teachers' pedagogical content knowledge (PCK), but how to develop applicable and situation-adequate PCK remains largely unclear. A potential problem lies in the diverse conceptualisations of the PCK used in PCK research. This study sought to systematize existing science education research on PCK through the lens of the recently proposed refined consensus model (RCM) of PCK. In this review, the studies' approaches to investigating PCK and selected findings were characterised and synthesised as an overview comparing research before and after the publication of the RCM. We found that the studies largely employed a qualitative case-study methodology that included specific PCK models and tools. However, in recent years, the studies focused increasingly on quantitative aspects. Furthermore, results of the reviewed studies can mostly be integrated into the RCM. We argue that the RCM can function as a meaningful theoretical lens for conceptualizing links between teaching practice and PCK development by proposing pedagogical reasoning as a mechanism and/or explanation for PCK development in the context of teaching practice.},
  language  = {en}
}
@misc{SchaffnerSchiefele2016,
  author    = {Schaffner, Ellen and Schiefele, Ulrich},
  title     = {The Contributions of Intrinsic and Extrinsic Reading Motivation to the Development of Reading Competence over Summer Vacation},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-93434},
  pages     = {917 -- 941},
  year      = {2016},
  abstract  = {This study addressed the role of reading motivation as a potential determinant of losses or gains in reading competence over six weeks of summer vacation (SV). Based on a sample of 223 third-grade elementary students, structural equation analyses showed that intrinsic reading motivation before SV contributed positively to both word and sentence comprehension after SV when controlling for comprehension performance before SV. These effects were mediated by reading amount. Extrinsic reading motivation did not show significant associations with end-of-summer comprehension scores. Taken together, the findings suggest that intrinsic reading motivation facilitates students' development of reading comprehension over SV.},
  language  = {en}
}
@misc{Link2023,
  author    = {Link, J{\"o}rg-Werner},
  title     = {Gelingensbedingungen von Schulreform},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {825},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-58610},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-586102},
  pages     = {281},
  year      = {2023},
  abstract  = {Historische Schulforschung und Schulentwicklungsforschung haben an schulischen Reformprozessen zwar ein vergleichbares Forschungsinteresse, stehen aber bislang nicht im wissenschaftlichen Dialog. Gleichwohl existierten nahezu s{\"a}mtliche Praxen der gegenw{\"a}rtigen Schul- und Unterrichtsentwicklung bereits in den Schulreformprozessen der historischen Reformp{\"a}dagogik. Auf der Grundlage von elf bildungshistorischen und schulp{\"a}dagogischen Quellenstudien wird ein Struktur- und Handlungsmodell gelingender Schulreformprozesse entwickelt, das sich aus der akteursnahen Eigenlogik p{\"a}dagogisch-praktischer Reformprozesse ableitet. Die Studien analysieren fallorientiert und quellengest{\"u}tzt die Reformpraxen an historischen Reformschulen des 20. Jahrhunderts und geben vertiefte Einblicke in historische Schul(reform)praxis. Bezugspunkt ist dabei jeweils die Einzelschule als p{\"a}dagogische Handlungseinheit. Die historisch-empirisch entwickelte „F{\"u}nf-plus-zwei-K-Struktur gelingender Schulreformprozesse" wurde an 100 gegenw{\"a}rtigen Reformschulen {\"u}berpr{\"u}ft und konnte im Ergebnis in einem Zeitraum von rund einhundert Jahren als wiederkehrend validiert werden. Die Befunde tragen insgesamt zum p{\"a}dagogischen Verst{\"a}ndnis von Schulreformprozessen bei und bilden eine professionsnahe Referenz f{\"u}r die Theoriebildung innerhalb der Schulentwicklungsforschung.},
  language  = {de}
}
@misc{MatheisKellerKronborgetal.2019,
  author    = {Matheis, Svenja and Keller, Lena and Kronborg, Leonie and Schmitt, Manfred and Preckel, Franzis},
  title     = {Do stereotypes strike twice?},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {2},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-51370},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-513701},
  pages     = {22},
  year      = {2019},
  abstract  = {Stereotypes influence teachers' perception of and behaviour towards students, thus shaping students' learning opportunities. The present study investigated how 315 Australian pre-service teachers' stereotypes about giftedness and gender are related to their perception of students' intellectual ability, adjustment, and social-emotional ability, using an experimental vignette approach and controlling for social desirability in pre-service teachers' responses. Repeated-measures ANOVA showed that pre-service teachers associated giftedness with higher intellectual ability, but with less adjustment compared to average-ability students. Furthermore, pre-service teachers perceived male students as less socially and emotionally competent and less adjusted than female students. Additionally, pre-service teachers seemed to perceive female average-ability students' adjustment as most favourable compared to male average-ability students and gifted students. Findings point to discrepancies between actual characteristics of gifted female and male students and stereotypes in teachers' beliefs. Consequences of stereotyping and implications for teacher education are discussed.},
  language  = {en}
}
@misc{DragičevićVladovaUllrich2023,
  author    = {Dragičević, Nikolina and Vladova, Gergana and Ullrich, Andr{\´e}},
  title     = {Design thinking capabilities in the digital world},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Wirtschafts- und Sozialwissenschaftliche Reihe},
  number    = {158},
  issn      = {1867-5808},
  doi       = {10.25932/publishup-58846},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-588468},
  pages     = {18},
  year      = {2023},
  abstract  = {Recent research suggests that design thinking practices may foster the development of needed capabilities in new digitalised landscapes. However, existing publications represent individual contributions, and we lack a holistic understanding of the value of design thinking in a digital world. No review, to date, has offered a holistic retrospection of this research. In response, in this bibliometric review, we aim to shed light on the intellectual structure of multidisciplinary design thinking literature related to capabilities relevant to the digital world in higher education and business settings, highlight current trends and suggest further studies to advance theoretical and empirical underpinnings. Our study addresses this aim using bibliometric methods—bibliographic coupling and co-word analysis as they are particularly suitable for identifying current trends and future research priorities at the forefront of the research. Overall, bibliometric analyses of the publications dealing with the related topics published in the last 10 years (extracted from the Web of Science database) expose six trends and two possible future research developments highlighting the expanding scope of the design thinking scientific field related to capabilities required for the (more sustainable and human-centric) digital world. Relatedly, design thinking becomes a relevant approach to be included in higher education curricula and human resources training to prepare students and workers for the changing work demands. This paper is well-suited for education and business practitioners seeking to embed design thinking capabilities in their curricula and for design thinking and other scholars wanting to understand the field and possible directions for future research.},
  language  = {en}
}