@article{AndresLauterbachJongbloedetal.2021, author = {Andres, Lesley and Lauterbach, Wolfgang and Jongbloed, Janine and H{\"u}mme, Hartwig}, title = {Gender, education, and labour market participation across the life course}, series = {International journal of lifelong education}, volume = {40}, journal = {International journal of lifelong education}, number = {2}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {0260-1370}, doi = {10.1080/02601370.2021.1924302}, pages = {170 -- 189}, year = {2021}, abstract = {In this paper, we employ a comparative life course approach for Canada and Germany to unravel the relationships among general and vocational educational attainment and different life course activities, with a focus on labour market and income inequality by gender. Life course theory and related concepts of 'time,' 'normative patterns,' 'order and disorder,' and 'discontinuities' are used to inform the analyses. Data from the Paths on Life's Way (Paths) project in British Columbia, Canada and the German Pathways from Late Childhood to Adulthood (LifE) which span 28 and 33 years, respectively, are employed to examine life trajectories from leaving school to around age 45. Sequence analysis and cluster analyses portray both within and between country differences - and in particular gender differences - in educational attainment, employment, and other activities across the life course which has an impact on ultimate labour market participation and income levels. 'Normative' life courses that follow a traditional order correspond with higher levels of full-time work and higher incomes; in Germany more so than Canada, these clusters are male dominated. Clusters characterised by 'disordered' and 'discontinuous' life courses in both countries are female dominated and associated with lower income levels.}, language = {en} } @techreport{ApelojgBosseGeschkeetal.2021, type = {Working Paper}, author = {Apelojg, Benjamin and Bosse, Stefanie and Geschke, Doreen and Hausner, Christian and Jennek, Julia and Liebner, Saskia and Lipka, Marlies and Marx, Alexandra and Pl{\"o}tner, Kathleen and Reimann, Christina and Sievert, Florian and Sp{\"o}rer, Nadine and Teke, G{\"u}lay and V{\"o}lkner, Katrin and Wabnitz, Juliane and Waschke, Lene and Zielke, Sonja and Zrenner, Laura}, title = {Rahmenkonzept der Universit{\"a}tsschule Potsdam}, editor = {Sp{\"o}rer, Nadine and V{\"o}lkner, Katrin}, organization = {Konzeptteam Universit{\"a}tsschule Potsdam}, doi = {10.25932/publishup-49138}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-491380}, pages = {46}, year = {2021}, abstract = {Das Rahmenkonzept der Universit{\"a}tsschule Potsdam beschreibt die Wertegrundlage und das p{\"a}dagogisch-didaktische sowie das wissenschaftliche Fundament einer zu gr{\"u}ndenden Universit{\"a}tsschule Potsdam. Wie andere Universit{\"a}tsschulen soll sich auch diese Schule durch eine enge und institutionalisierte Beziehung zwischen Schule und Universit{\"a}t auszeichnen, die den st{\"a}ndigen Wissenstransfer zwischen Schulpraxis, Wissenschaft, Lehrkr{\"a}ftebildung und Schulverwaltung unterst{\"u}tzt. Das Rahmenkonzept legt die Grundlagen f{\"u}r eine inklusive Schule, deren Sch{\"u}ler:innen einen Querschnitt der Gesellschaft abbilden, und die in ungleichheitssensiblen Bildungsangeboten alle Bildungsabschl{\"u}sse des Landes Brandenburg anbietet. Die Universit{\"a}tsschule soll den starken Segregationsprozessen in Potsdam entgegenwirken. Im Leitbild werden die Grundwerte (Nachhaltigkeit, Inklusion und Bildungsgerechtigkeit, Menschenrechte und Demokratie, Gemeinschaft, Ganzheitlichkeit) und die Bildungsziele (Transferf{\"a}higkeit, kritisch-reflexives Denken und lebensbegleitendes Lernen, Diversit{\"a}tsbewusstsein und Transkulturalit{\"a}t, Selbstkompetenz und Beziehungskompetenz, Kulturtechniken und digitale Kompetenz) der Universit{\"a}tsschule dargestellt. Das P{\"a}dagogische Konzept veranschaulicht, wie Werte und Bildungsziele in den Bereichen Schulform, Schulkultur, Lernkultur sowie Lernorte und Lernumgebung ausgestaltet werden k{\"o}nnen. Schließlich wird die Universit{\"a}tsschule als lernende und lehrende Institution beschrieben, die ein Ort des Transfers von Bildungsinnovationen ist. Daf{\"u}r soll eine Transferwerkstatt in der Schule verankert werden, die den Wissensaustausch der schulrelevanten Akteur:innen unterst{\"u}tzt und gestaltet.}, language = {de} } @book{ApelojgHolzendorfMeieretal.2021, author = {Apelojg, Benjamin and Holzendorf, Ulf and Meier, Bernd and Mette, Dieter}, title = {Startklar! - Wirtschaft, Arbeit, Technik}, edition = {1. Aufl., 4.Druck.}, publisher = {Oldenbourg Schulbuchverlag}, address = {M{\"u}nchen}, isbn = {978-3-637-01960-7}, pages = {255}, year = {2021}, language = {de} } @misc{Arnold2021, type = {Master Thesis}, author = {Arnold, Maren}, title = {"Der Fall Collini" von Ferdinand von Schirach als Narration f{\"u}r politisch-rechtliches Lernen im Politikunterricht}, doi = {10.25932/publishup-51285}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-512851}, school = {Universit{\"a}t Potsdam}, pages = {75}, year = {2021}, abstract = {In den vergangenen Jahren hat sich die Politikdidaktik zunehmend mit dem Einsatz von Narrationen im Politikunterricht besch{\"a}ftigt, denn neben Sachtexten bietet auch die Belletristik die M{\"o}glichkeit, sich mit politischen Themen auseinanderzusetzen. Insbesondere die Literatur von Ferdinand von Schirach hat in den letzten Jahren zunehmend Anklang in der Gesellschaft gefunden. Von Schirachs Texte greifen gesellschaftskritische Themen auf, beleuchten diese aus verschiedenen Perspektiven und fordern zur Meinungsbildung heraus. Aus diesem Grund weisen von Schirachs Narrationen ein hohes Potential f{\"u}r die Politische Bildung auf. Politische Bildung schließt auch die Rechterziehung ein. Der Fall Collini von Ferdinand von Schirach setzt sich sowohl mit rechtlichen, als auch mit politischen Themen im Sinne der Rechtserziehung auseinander. In der vorliegenden Masterarbeit wird der Frage nachgegangen, inwieweit der Roman Der Fall Collini von Ferdinand von Schirach als Narration eine Chance f{\"u}r politisch-rechtliches Lernen im Politikunterricht darstellt. Um die Forschungsfrage zu beantworten, werden die Lernchancen und -grenzen des Romans hinsichtlich seiner Thematik und seines Genres, sowie durch den Roman gef{\"o}rderten Kompetenzen herausgearbeitet und die durch ihn m{\"o}glichen f{\"a}cher{\"u}bergreifenden Bez{\"u}ge verdeutlicht. Durch die Auseinandersetzung mit von Schirachs Werk besch{\"a}ftigen sich die Sch{\"u}lerinnen und Sch{\"u}ler mit politisch-rechtlichen Themen, wie dem Spannungsverh{\"a}ltnis von Recht und Gerechtigkeit, dem Ablauf von Strafgerichtsverfahren, dem theoretischen Anspruch des Rechtsstaates und dessen realen Schw{\"a}chen. Zudem f{\"o}rdert die Auseinandersetzung mit dem Roman Der Fall Collini die vier fachbezogenen Kompetenzen der Politischen Bildung, sowie Multiperspektivit{\"a}t und exemplarisches Lernen. Des Weiteren verkn{\"u}pft der Roman historische, politisch-rechtliche und moralisch-ethische Aspekte miteinander, wodurch f{\"a}cher{\"u}bergreifende Bez{\"u}ge mit den F{\"a}chern Geschichte, Deutsch und L-E-R hergestellt werden k{\"o}nnen. Dar{\"u}ber hinaus spricht der Justizroman als Narration seine Leserinnen und Leser auch emotional an und f{\"o}rdert somit eine ganzheitliche und nachhaltige Wissensvermittlung im Sinne der Rechtserziehung. Es hat sich gezeigt, dass Der Fall Collini von Ferdinand von Schirach sich f{\"u}r die unterrichtliche Besch{\"a}ftigung innerhalb der Politischen Bildung besonders eignet.}, language = {de} } @article{AscheGerber2021, author = {Asche, Matthias and Gerber, Stefan}, title = {Universit{\"a}t}, series = {Historische Bildungsforschung. Konzepte - Methoden - Forschungsfelder}, journal = {Historische Bildungsforschung. Konzepte - Methoden - Forschungsfelder}, publisher = {Klinkhardt}, address = {Bad Heilbrunn}, isbn = {978-3-8252-5563-3}, pages = {299 -- 312}, year = {2021}, language = {de} } @article{BanerjiThyssenPampeletal.2021, author = {Banerji, Amitabh and Thyssen, Christoph and Pampel, Barbara and Huwer, Johannes}, title = {Naturwissenschaftsunterricht und Informatik}, series = {Chemie konkret : CHEMKON ; Forum f{\"u}r Unterricht und Didaktik}, volume = {28}, journal = {Chemie konkret : CHEMKON ; Forum f{\"u}r Unterricht und Didaktik}, number = {6}, publisher = {Wiley-VCH}, address = {Weinheim}, issn = {0944-5846}, doi = {10.1002/ckon.202100008}, pages = {263 -- 265}, year = {2021}, abstract = {Computer literacy plays an increasingly important role in the education of 21st-century society. For chemistry' education. this results in two aspects: On the one hand. informatics education concepts can help to promote chemistry- and science-specific ways of thinking and working. On the other hand, chemistry education can contribute to information education. This paper addresses both aspects and tries to point out the Mutual benefits of informatics education and science education with regards to chemistry lessons.}, language = {de} } @article{Baumgardt2021, author = {Baumgardt, Iris}, title = {Berufliche Orientierung von Kindern im Grundschulalter}, publisher = {Schneider Verlag Hohengehren GmbH}, address = {Baltmannsweiler}, isbn = {978-3-8340-2199-1}, doi = {10.3278/9783763971886}, pages = {VII, 197}, year = {2021}, abstract = {Die berufliche Orientierung von Kindern im Grundschulalter ist bislang nur in Ans{\"a}tzen erforscht. Gleichwohl gibt es berufsorientierende Angebote, die auf verschiedenen Ebenen Grundschulkinder adressieren. Die Untersuchung fokussiert aktuelle Forschungsergebnisse, ausgew{\"a}hlte Initiativen, Kinderb{\"u}cher, Unterrichtsmaterialien usw. zur beruflichen Orientierung von Kindern. Mit dem Ziel der Entwicklung und Ausdifferenzierung eines facettenreichen beruflichen Selbstkonzeptes von Kindern werden spezifische Forschungs- und Entwicklungspotenziale aufgezeigt.}, language = {de} } @article{BertokMeškoSchusteretal.2021, author = {Bertok, Eva and Meško, Gorazd and Schuster, Isabell and Tomaszewska, Paulina}, title = {Physical teen dating violence in high school students in Slovenia}, series = {New directions for child and adolescent development}, volume = {178}, journal = {New directions for child and adolescent development}, editor = {Schuster, Isabell and Tomaszewska, Paulina}, publisher = {Jossey-Bass}, address = {San Fransisco}, issn = {1534-8687}, doi = {10.1002/cad.20436}, pages = {59 -- 77}, year = {2021}, abstract = {Although teen dating violence (TDV) is internationally recognized as a serious threat to adolescents' health and well-being, almost no data is available for Slovenian youth. Hence, the purpose of this study was to examine the prevalence and predictors of TDV among Slovenian adolescents for the first time. Using data from the SPMAD study (Study of Parental Monitoring and Adolescent Delinquency), 330 high school students were asked about physical TDV victimization and perpetration as well as about their dating history, relationship conflicts, peers' antisocial behavior, and informal social control by family and school. A substantial number of female andmale adolescents reported victimization (16.7\% of female and 12.7\% of male respondents) and perpetration (21.1\% of female and 6.0\% of male respondents). Furthermore, the results revealed that lower age at the first relationship, relationship conflicts, and school informal social control were associated with victimization, whereas being female, relationship conflicts, having antisocial peers, and family informal social control were linked to perpetration. Implications of the study findings were discussed.}, language = {en} } @book{BockSchubarth2021, author = {Bock, Sophia and Schubarth, Wilfried}, title = {Basiswissen Verschw{\"o}rungsmythen}, series = {Brennpunkt Schule}, journal = {Brennpunkt Schule}, publisher = {Kohlhammer}, address = {Stuttgart}, isbn = {978-3-17-041246-0}, pages = {207}, year = {2021}, language = {de} } @incollection{Bruening2021, author = {Br{\"u}ning, Christina}, title = {Wider den Missbrauch von Beutelsbach}, series = {D{\"u}rfen Lehrer ihre Meinung sagen?}, booktitle = {D{\"u}rfen Lehrer ihre Meinung sagen?}, editor = {Drerup, Johannes and Zulaica y Mugica, Miguel and Yacek, Douglas}, edition = {1. Auflage}, publisher = {Verlag W. Kohlhammer}, address = {Stuttgart}, isbn = {978-3-17-039884-9}, doi = {10.17433/978-3-17-039883-2}, pages = {173 -- 187}, year = {2021}, language = {de} } @phdthesis{Buschmann2021, author = {Buschmann, Jana}, title = {Nutzungsfokussierte Evaluation in der Lehrkr{\"a}ftefortbildung Belcantare Brandenburg f{\"u}r musikunterrichtende Grundschullehrer*innen im l{\"a}ndlichen Raum}, doi = {10.25932/publishup-52564}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-525642}, school = {Universit{\"a}t Potsdam}, pages = {346}, year = {2021}, abstract = {Die vorliegende Publikation der Dissertationsschrift „Nutzungsfokussierte Evaluation in der Lehrkr{\"a}ftefortbildung Belcantare Brandenburg f{\"u}r musikunterrichtende Grundschul-lehrer*innen im l{\"a}ndlichen Raum" ist eine akteursorientierte, explorativ angelegte Evaluation. Seit 2011 f{\"u}hrt in den Regionen des Landes Brandenburg der Landesmusikrat Brandenburg e.V. in Kooperation mit mehreren Institutionen die zweij{\"a}hrige Fortbildung f{\"u}r fachnah sowie ausgebildete Musiklehrkr{\"a}fte im Kompetenzfeld Singen und Lieddidaktik durch. Der zugrunde liegende Evaluationsansatz stellt die Interessen der kooperierenden Partner, welche praktische Konsequenzen aus den Ergebnissen der Evaluation zu ziehen beabsichtigen, in den Mittelpunkt der Forschungsarbeit. Es handelt sich somit um eine Auftragsforschung. Der Evaluation kommen die Funktionen zu, die inhaltliche Qualit{\"a}t der Lehrkr{\"a}ftefortbildung zu sichern und zu optimieren, den Erkenntnisgewinn zur Gestaltung eines fachdidaktischen Coachings zu erweitern, die Forschungsergebnisse zur Legitimation und Partizipation sichtbar zu machen sowie analytische Entscheidungshilfe zur Weiterf{\"u}hrung Belcantare Brandenburgs nach 2022 bereitzustellen. Die von den Akteuren an die Autorin herangetragenen Forschungsanliegen wurden zu vier Fragestellungen zusammengefasst: 1. Wie zufrieden sind die Teilnehmenden mit der Veranstaltungsreihe? 2. Welche fachlichen, didaktischen und pers{\"o}nlichen Entwicklungen stellen sich w{\"a}hrend des Fortbildungszeitraumes aus der Wahrnehmungsperspektive der teilnehmenden Lehrkr{\"a}fte ein? 3. Wie beurteilen die Coaching-Beteiligten die Chancen und Grenzen des musikdidaktischen Coachings als Fortbildungsform? 4. Welche Schlussfolgerungen lassen sich hinsichtlich professioneller Lehrkr{\"a}ftefortbildung aus der Gegen{\"u}berstellung der empirischen Erkenntnisse mit denen der Theorie ziehen? Diese Forschungsfragen wurden in zwei Forschungsphasen beantwortet: 1. Der empirische Datenkorpus wurde zwischen 2011-2015 gebildet. In dieser Zeit hatten zur projektbegleitenden Qualit{\"a}tssicherung und -weiterf{\"u}hrung der Pilot- und Folgestaffel Belcantare Brandenburgs die Forschungsfragen 1, 2 und 3 besondere Relevanz. Die Evaluationsstudie ist explorativ angelegt: Die Variablen zu den Forschungsfragen 1 und 2 sind durch Dokumentenanalysen sowie Interview-auswertungen mit der Projektleitung und teilnehmenden Lehrkr{\"a}ften sukzessive herausgearbeitet. Ebenso entsprechen die halb-geschlossenen Frageb{\"o}gen als zentrale Erhebungsinstrumente der Forschungsfragen 1 und 2 dem explorativen Charakter und stellen auf diesem Weg sicher, dass den Teilnehmer*innen (N=40) die M{\"o}glichkeit zum Einbringen eigener Perspektiven einger{\"a}umt wurde. Mit der Gesamtnote „sehr gut" (1,39) seitens der befragten Lehrkr{\"a}fte gilt die Gestaltung der Veranstaltungsreihe als ein Best-Practice-Beispiel: F{\"u}r die Lehrkr{\"a}fte sind das handlungsorientierte Erarbeiten von sch{\"u}lerpassenden und thematisch geeigneten, unmittelbar einsetzbaren oder wiederholt ge{\"u}bten Unterrichtsinhalten, Lerngegenst{\"a}nden und dazu passenden Materialien f{\"u}r den Unterricht die wesentlichen Kriterien zur Nutzung einer solchen Professionalisierungsmaßnahme. Die Lehrkr{\"a}fteentwicklungen beider beforschter Staffeln zeigen, dass die fachnahen Kr{\"a}fte bei sich gr{\"o}ßere Entwicklungszuw{\"a}chse nach Beendigung des Projektes wahrnehmen als die Fachkr{\"a}fte. Gleichzeitig liegt die selbsteingesch{\"a}tzte Fachkompetenz der fachnahen Kr{\"a}fte zu Fortbildungsende unter denen der Fachkr{\"a}fte. Der Forschungsfrage 3 liegt ein ausschließlich qualitatives Design (N=16) zugrunde. Im Ergebnis konnten die Offene Form fachdidaktischen Coachings definiert werden, deren Parameter beschrieben und wesentliche Eigenschaften von Coach-Constellationen f{\"u}r ein binnendifferenziertes Coaching in der Lehrkr{\"a}ftefortbildung benannt werden. 2. Im Mai 2019 bildete sich aufgrund des sich versch{\"a}rfenden Fachkr{\"a}ftemangels in Brandenburg das Bestreben der Kooperationspartner heraus, die Lehrkr{\"a}ftefortbildung nach 2022 als qualit{\"a}tssichernde Maßnahme fortf{\"u}hren zu wollen. Diese Situation f{\"u}hrte 2019 zur Aufnahme der Forschungsfrage 4, die eine umfassende und aktualisierte Analyse der theoretischen und bildungspolitischen Hintergr{\"u}nde der Intervention implizierte, mit dem Ziel, den Erkenntnisstand der Evaluation f{\"u}r eine erneute Empfehlung zu vertiefen. Das Thematisieren sowie das Gestalten von Selbstlernprozessen in der professionalisierenden Lehrkr{\"a}ftefortbildung stellte sich hierbei als ein zentrales Merkmal innovativer Lernkultur heraus. Die Publikation gliedert sich in vier Teile: Teil I stellt den Forschungsstand zur professionalisierenden Lehrkr{\"a}fte¬fortbildung aus bildungswissenschaftlicher und musikp{\"a}da-gogischer Perspektive dar. Teil II der Arbeit stellt die komplexen Begr{\"u}ndungs-zusammenh{\"a}nge zum Evaluationsgegenstand her. Im III. Teil der Arbeit ist die Evaluationsstudie zu finden. Deren induktiv erschlossene Erkenntnisse werden in Teil IV der Arbeit dem Forschungsstand zur professionalisierenden Lehrkr{\"a}ftefortbildung gegen{\"u}bergestellt.}, language = {de} } @misc{Carl2021, type = {Master Thesis}, author = {Carl, Kea}, title = {Die Mensch-Tier-Beziehung und die Rechte der Tiere: eine Unterrichtskonzeption f{\"u}r den Politikunterricht}, doi = {10.25932/publishup-51512}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-515129}, school = {Universit{\"a}t Potsdam}, pages = {127}, year = {2021}, abstract = {Die Masterarbeit besch{\"a}ftigt sich auf der theoretischen Grundlage der Entwicklung der Mensch-Tier-Beziehung sowie der Entstehung der Human-Animal Studies (HAS) mit der Frage, welche M{\"o}glichkeiten es gibt, um das Bewusstsein der Menschen f{\"u}r einen moralischen und sensiblen Umgang mit Tieren zu sensibilisieren. Konkret geht die vorliegende Arbeit der Frage nach, wie die Mensch-Tier-Beziehung und die Rechte der Tiere Bestandteil des Politikunterrichts werden k{\"o}nnen. Um das gewaltige Repertoire an M{\"o}glichkeiten, das sich mit dieser {\"U}berlegung {\"o}ffnet, einzugrenzen, wurde die Mensch-Tier-Beziehung schwerpunktm{\"a}ßig anhand der (konventionellen) Nutztierhaltung untersucht. Das Ergebnis der Arbeit zeigt, dass die Thematik der Mensch-Tier-Beziehung im Allgemeinen sowie die entwickelte Unterrichtskonzeption im Konkreten f{\"u}r den Unterricht der Politischen Bildung geeignet sind. Dar{\"u}ber hinaus konnte die Erkenntnis gewonnen werden, dass die Thematik vielf{\"a}ltige Ankn{\"u}pfungspunkte sowohl f{\"u}r den Politikunterricht als auch f{\"u}r weitere Unterrichtsf{\"a}cher bietet.}, language = {de} } @article{CivitilloJuangSchachner2021, author = {Civitillo, Sauro and Juang, Linda P. and Schachner, Maja}, title = {Stressing similarities or ignoring differences?}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, volume = {24}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, number = {1}, publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-021-00995-9}, pages = {135 -- 153}, year = {2021}, abstract = {The color-evasive ideology (commonly termed "colorblindness") proposes that ethnic and cultural group memberships should be deemphasized. Yet there is a conceptual confusion around the meaning and measurement of color-evasiveness, and this construct is not used consistently in the international as well as German literature. Our purpose is to investigate whether two underlying forms of the color-evasive ideology (i.e., stressing similarities and ignoring differences) are two distinct, albeit related, constructs. We tested this hypothesis by applying these two forms of the color-evasive ideology to teachers' cultural diversity beliefs. In two cross-sectional field studies conducted with pre-service teachers (Study 1, n = 210), and in-service teachers (Study 2, n = 99), questionnaire items on the stressing similarities ideology and items on the ignoring differences ideology loaded on two separate factors, providing a better fit to the data than the one-factor model. Mean scores on these two types of color-evasive ideology also differed substantially, indicating that participants across the two studies mainly endorsed the stressing similarities perspective. The stressing similarities and ignoring differences ideologies related differently to other intergroup ideologies (i.e., multiculturalism and polyculturalism), and showed different patterns to psychosocial functioning in culturally diverse classrooms (i.e., cultural diversity-related stress).}, language = {en} } @article{ClahsenJessen2021, author = {Clahsen, Harald and Jessen, Anna}, title = {Morphological generalization in bilingual language production}, series = {Language acquisition : a journal of developmental linguistics}, volume = {28}, journal = {Language acquisition : a journal of developmental linguistics}, number = {4}, publisher = {Psychology Press, Taylor \& Francis Group}, address = {London}, issn = {1048-9223}, doi = {10.1080/10489223.2021.1910267}, pages = {370 -- 386}, year = {2021}, abstract = {Morphological variability in bilingual language production is widely attested. Producing inflected words has been found to be less reliable and consistent in bilinguals than in first-language (functionally monolingual) L1 speakers, even for bilingual speakers at advanced proficiency levels. The sources for these differences are not well understood. The current study presents a detailed investigation of morphological generalization processes in bilingual speakers' language production. We examined past participle formation of German using an elicited-production experiment containing nonce verbs with varying degrees of similarity to existing verbs testing a large group of bilingual Turkish/German speakers relative to L1 German speakers. We compared similarity-based lexical extensions with generalizations of morphological rules. The results show that rule-based generalizations are used less often and more variably within the bilingual group than within the L1 group. Our results also show a selective effect of age of acquisition on the bilingual speakers' morphological generalizations.}, language = {en} } @article{DannemannGirnus2021, author = {Dannemann, Udo and Girnus, Luisa}, title = {R{\"a}ume unterschiedlicher Diversit{\"a}t}, series = {Politik unterrichten}, volume = {36}, journal = {Politik unterrichten}, number = {2}, publisher = {Deutsche Vereinigung f{\"u}r die Politische Bildung, Landesgruppe Niedersachsen}, address = {Oldenburg}, issn = {0930-2107}, pages = {33 -- 45}, year = {2021}, language = {de} } @phdthesis{Dehne2021, author = {Dehne, Julian}, title = {M{\"o}glichkeiten und Limitationen der medialen Unterst{\"u}tzung forschenden Lernens}, doi = {10.25932/publishup-49789}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-497894}, school = {Universit{\"a}t Potsdam}, pages = {xvii, 404}, year = {2021}, abstract = {Forschendes Lernen und die digitale Transformation sind zwei der wichtigsten Einfl{\"u}sse auf die Entwicklung der Hochschuldidaktik im deutschprachigen Raum. W{\"a}hrend das forschende Lernen als normative Theorie das sollen beschreibt, geben die digitalen Werkzeuge, alte wie neue, das k{\"o}nnen in vielen Bereichen vor. In der vorliegenden Arbeit wird ein Prozessmodell aufgestellt, was den Versuch unternimmt, das forschende Lernen hinsichtlich interaktiver, gruppenbasierter Prozesse zu systematisieren. Basierend auf dem entwickelten Modell wurde ein Softwareprototyp implementiert, der den gesamten Forschungsprozess begleiten kann. Dabei werden Gruppenformation, Feedback- und Reflexionsprozesse und das Peer Assessment mit Bildungstechnologien unterst{\"u}tzt. Die Entwicklungen wurden in einem qualitativen Experiment eingesetzt, um Systemwissen {\"u}ber die M{\"o}glichkeiten und Grenzen der digitalen Unterst{\"u}tzung von forschendem Lernen zu gewinnen.}, language = {de} } @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{EnzingmuellerPrechtl2021, author = {Enzingm{\"u}ller, Carolin and Prechtl, Helmut}, title = {Constructing graphs in biology class}, series = {International journal of science and mathematics education}, volume = {19}, journal = {International journal of science and mathematics education}, number = {1}, publisher = {Springer}, address = {Dordrecht}, issn = {1571-0068}, doi = {10.1007/s10763-019-09975-2}, pages = {1 -- 19}, year = {2021}, abstract = {There has been a growing awareness that graphing is an essential part of the science curriculum. While much research has focused on student conceptions and abilities regarding graphical representations, only few studies have investigated what teachers think about them and how they use graphs in science class. The purpose of this study is to explore educational beliefs, motivation, and teaching practices of German secondary biology teachers regarding graph construction. Via questionnaire surveys, 71 teachers from different regions in Germany rated their beliefs and motivation as well as the frequency of different graph construction activities in biology class. The teachers surveyed in this study were quite motivated in their teaching of graph construction. Furthermore, they tended to believe that graph construction should be practiced explicitly in biology class and that students should learn clear strategies for constructing graphs. We found that teaching subjects and own research experience make a difference in teachers' beliefs and motivation regarding graph construction in biology class. The self-report on classroom practices revealed that participants may provide limited opportunities for students to experience graphing as a social and iterative practice. Implications are drawn for teacher education and professional development as well as for further research in teacher education contexts.}, language = {en} } @article{ErcanHartmannRichteretal.2021, author = {Ercan, Habibe and Hartmann, Ulrike and Richter, Dirk and Kuschel, Jenny and Gr{\"a}sel, Cornelia}, title = {Effekte von integrativer F{\"u}hrung auf die Datennutzung von Lehrkr{\"a}ften}, series = {Die deutsche Schule : DDS : Zeitschrift f{\"u}r Erziehungswissenschaft, Bildungspolitik und p{\"a}dagogische Praxis}, volume = {113}, journal = {Die deutsche Schule : DDS : Zeitschrift f{\"u}r Erziehungswissenschaft, Bildungspolitik und p{\"a}dagogische Praxis}, number = {1}, publisher = {Waxmann}, address = {M{\"u}nster}, issn = {0012-0731}, doi = {10.31244/dds.2021.01.08}, pages = {85 -- 100}, year = {2021}, abstract = {The present article reports the effects of school principals' integrative leadership behavior, including transformational and instructional components, on teachers' data use. Results of a structural equation model indicate significant positive direct and indirect effects on teachers' use of various data. Total effects seem to be mainly mediated by teachers' cooperation activities.}, language = {de} } @article{Ernst2021, author = {Ernst, Sebastian}, title = {Einleitung}, series = {Emotionen in Wissensinstitutionen : Zur Bedeutung affektiver Dimensionen in Forschung, Lehre und Unterricht}, journal = {Emotionen in Wissensinstitutionen : Zur Bedeutung affektiver Dimensionen in Forschung, Lehre und Unterricht}, publisher = {Transcript}, address = {Bielefeld}, isbn = {978-3-8394-5735-1}, pages = {11 -- 25}, year = {2021}, language = {de} } @article{Ernst2021, author = {Ernst, Sebastian}, title = {»And you've lost nothing but your illusions... and a little bit of skin.«}, series = {Emotionen in Wissensinstitutionen : zur Bedeutung affektiver Dimensionen in Forschung, Lehre und Unterricht}, journal = {Emotionen in Wissensinstitutionen : zur Bedeutung affektiver Dimensionen in Forschung, Lehre und Unterricht}, publisher = {Transcript}, address = {Bielefeld}, isbn = {978-3-8376-5735-7}, pages = {29 -- 50}, year = {2021}, language = {de} } @article{Ernst2021, author = {Ernst, Sebastian}, title = {Um die Welt zu retten muss man auch mal ein paar alte Damen die Treppe runter schubsen}, series = {Emotionen in Wissensinstitutionen : zur Bedeutung affektiver Dimensionen in Forschung, Lehre und Unterricht}, journal = {Emotionen in Wissensinstitutionen : zur Bedeutung affektiver Dimensionen in Forschung, Lehre und Unterricht}, publisher = {Transcript}, address = {Bielefeld}, isbn = {978-3-8376-5735-7}, pages = {211 -- 240}, year = {2021}, language = {de} } @article{GamageStaubitzWhiting2021, author = {Gamage, Dilrukshi and Staubitz, Thomas and Whiting, Mark}, title = {Peer assessment in MOOCs}, series = {Distance education}, volume = {42}, journal = {Distance education}, number = {2}, publisher = {Routledge, Taylor \& Francis Group}, address = {Abingdon}, issn = {0158-7919}, doi = {10.1080/01587919.2021.1911626}, pages = {268 -- 289}, year = {2021}, abstract = {We report on a systematic review of the landscape of peer assessment in massive open online courses (MOOCs) with papers from 2014 to 2020 in 20 leading education technology publication venues across four databases containing education technology-related papers, addressing three research issues: the evolution of peer assessment in MOOCs during the period 2014 to 2020, the methods used in MOOCs to assess peers, and the challenges of and future directions in MOOC peer assessment. We provide summary statistics and a review of methods across the corpus and highlight three directions for improving the use of peer assessment in MOOCs: the need for focusing on scaling learning through peer evaluations, the need for scaling and optimizing team submissions in team peer assessments, and the need for embedding a social process for peer assessment.}, language = {en} } @book{Gerstmann2021, author = {Gerstmann, Meike}, title = {Wissenschaftliches Arbeiten}, editor = {Rehder, Stephan A. and Wagner, Dieter and Madani, Roya}, publisher = {Kohlhammer}, address = {Stuttgart}, isbn = {978-3-17-037868-1}, pages = {117}, year = {2021}, abstract = {Die formalen und theoretischen Grundlagen wissenschaftlichen Arbeitens spielen in der akademischen Weiterbildung und dar{\"u}ber hinaus auch im Gesch{\"a}ftsalltag eine - zumeist untersch{\"a}tzte - Rolle: Gerade im Managementkontext m{\"u}ssen aus selbst erhobenen oder recherchierten Informationen gutachterliche Stellungnahmen erarbeitet und dabei die Grunds{\"a}tze ordnungsgem{\"a}ßer wissenschaftlicher Arbeit beachtet werden. Die Erstellung solcher Texte erfordert neben der F{\"a}higkeit zur Formulierung bzw. Abgrenzung einer forschungsleitenden Frage und zur gezielten Informationsrecherche auch spezifische F{\"a}higkeiten im Schreibprozess und beim Belegen von Quellen. Diese Kompetenzen sollen im Rahmen eines "Refresher"-Kurses, der als Grundlage f{\"u}r dieses Werk dient, so vermittelt werden, dass sowohl Studierende als auch Fach- und F{\"u}hrungskr{\"a}fte aus der Praxis schnell informiert werden.}, 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} } @misc{GirnusNaumannDannemannetal.2021, author = {Girnus, Luisa and Naumann, Rosemarie and Dannemann, Udo and Droll, Max and Brandenburg, DVPB}, title = {Politische Bildung als Herausforderung - 30 Jahre Partnerschaft der DVPB-Landesverb{\"a}nde in Brandenburg und NRW}, series = {Politisches Lernen}, volume = {39}, journal = {Politisches Lernen}, number = {3-4}, publisher = {Verlag Barbara Budrich}, address = {Leverkusen-Opladen}, issn = {0937-2946}, pages = {61 -- 61}, year = {2021}, language = {de} } @article{GluglaSchulz2021, author = {Glugla, Markus and Schulz, Ralf Kiran}, title = {Generated-X LMS (GXLMS)}, series = {Proceedings of the 27th International Congress on Sound and Vibration}, journal = {Proceedings of the 27th International Congress on Sound and Vibration}, publisher = {Silesian University Press}, address = {Prague}, isbn = {978-83-7880-799-5}, pages = {1 -- 8}, year = {2021}, abstract = {The quality of the reference signal is essential for the adaptation process of an LMS or one of its derivatives. The reference signal affects the stability, the convergence rate and the maximum achievable attenuation. Since the error signal and the control signal are available as numerical values in the algorithm for the LMS, the reference signal can be calculated from both signals. The error signal is the interference between the control signal and the reference signal. This interference of the control signal and the reference signal can be noted mathematically as a simple addition. It is therefore possible to deduce the reference signal from a known error signal and control signal. This approach is the basis of the generated-x LMS (GxLMS) developed by us. It calculates the reference signal itself without having to rely on an externally supplied reference signal. The advantages of the GxLMS are primarily in fields where the reference signal is difficult or impossible to detect. For example, the detection of the reference signal can be problematic due to design reasons or measurement technology. For example, flow noise could have a negative effect on an acoustic detection of the reference signal. However, the calculation of the reference signal in the GxLMS represents a further feedback signal path, which affects the stability of the algorithm as a whole. Based on the theoretical principles mathematically sufficient convergence conditions can be formulated taking into account the delays existing in the signal paths. The experimental testing took place on an acoustic duct with monofrequency disturb signals. Since the use of an efficient design of experiments (DoE) could be excluded, the measurement was designed as parameter variation (one factor at time) and therefore very time-consuming. The theoretical background of the GxLMS as well as the results from the experiments are presented.}, language = {en} } @misc{HahnApelojgPranger2021, author = {Hahn, Gabriela and Apelojg, Benjamin and Pranger, Jan}, title = {Editorial}, series = {Berufsbildungswissenschaftliche Schriften}, volume = {23}, journal = {Berufsbildungswissenschaftliche Schriften}, publisher = {Leuphana Universit{\"a}t}, address = {L{\"u}neburg}, issn = {1864-3485}, pages = {1 -- 2}, year = {2021}, abstract = {Berufsbildung f{\"u}r nachhaltige Entwicklung (BBNE) ist (nicht nur) f{\"u}r die Berufs- und Wirtschaftsp{\"a}dagogik ein komplexes, anregendes Forschungsfeld. Zugleich stellt sie f{\"u}r die Lehrer:innenbildung eine herausfordernde Orientierungsaufgabe dar. Dabei kann eine Transdisziplinarit{\"a}t als Basis gemeinsamer Forschungs- und Erkenntnisprozesse der Berufs- und Wirtschaftsp{\"a}dagogik und der Praxis als unumg{\"a}ngliche Voraussetzung zur Ann{\"a}herung an eine BBNE angesehen werden. Ein Weg, der zuk{\"u}nftigen Berufsschullehrkr{\"a}ften einen praxisorientierten Zugang zur BBNE er{\"o}ffnen kann, wird in dieser Ausgabe der bwp-Schriften aus unterschiedlichen Perspektiven beschrieben.}, language = {de} } @phdthesis{Harm2021, author = {Harm, Michael}, title = {Rehabilitationsp{\"a}dagogik}, doi = {10.25932/publishup-53098}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-530989}, school = {Universit{\"a}t Potsdam}, pages = {201}, year = {2021}, abstract = {Die Rehabilitationsp{\"a}dagogik ist eine j{\"u}ngere eigenst{\"a}ndige Hybridwissenschaft im Feld der Humanwissenschaften. Sie setzt theoriebildend im Sinne des Neunten Buchs Sozialgesetzbuch (SGB IX) an den l{\"a}ngerfristigen Folgen einer Krankheit oder eines biologischen Mangels an. Dabei orientiert sie sich konzeptionell zum Beispiel an der UN-Behindertenrechtskonvention (UN-BRK) und an der International Classification of Functioning, Disability and Health (ICF). Des Weiteren an den Konzepten der Humanontogenetik von K.-F. Wessel, insbesondere: dem ganzen Menschen, der Hierarchie der Kompetenzen, den sensiblen Phasen und der Souver{\"a}nit{\"a}t. Die Rehabilitationsp{\"a}dagogik ist Bestandteil der komplexen gesundheitlichen Rehabilitation und eine Tochterdisziplin der allgemeinen P{\"a}dagogik. Bei ihrem rehabilitationsp{\"a}dagogischen Prozess gilt das Richtziel, die umfassende Teilhabe des Menschen an individuellen Lebensbereichen durch rehabilitationsp{\"a}dagogische Mittel, Methoden und Organisationsformen zu unterst{\"u}tzen. Die Dissertation setzt sich mittels Methoden der Hermeneutik mit der DDR-Rehabilitationsp{\"a}dagogik von K.- P. Becker und Autorenkollektiv kritisch-konstruktiv auseinander. Sie legt eine aktuelle fortf{\"u}hrende Theorie der Rehabilitationsp{\"a}dagogik unter der Ber{\"u}cksichtigung der UN-BRK, der ICF und des SGB IX vor und liefert eine neue Sichtweise auf die Rehabilitationsp{\"a}dagogik aus historischer und aktueller Perspektive.}, language = {de} } @article{Hermanns2021, author = {Hermanns, Jolanda}, title = {The task navigator following the STRAKNAP concept}, series = {Journal of chemical education / Division of Chemical Education, Inc., American Chemical Society}, volume = {98}, journal = {Journal of chemical education / Division of Chemical Education, Inc., American Chemical Society}, number = {4}, publisher = {American Chemical Society}, address = {Washington}, issn = {0021-9584}, doi = {10.1021/acs.jchemed.0c01162}, pages = {1077 -- 1087}, year = {2021}, abstract = {Educational Scaffolding was first mentioned in 1976 by Wood et al. Several examples for scaffolding in chemistry are also known from the literature. As written scaffolds, stepped supporting tools to support students while solving problems in organic chemistry were developed, applied, and evaluated. Although the students rated the tool as very helpful, a think-aloud study showed that the support given by this scaffold was not sufficient. As a further development of stepped supporting tools, task navigators were therefore developed, applied, and evaluated. This new scaffold gives tips on strategy, knowledge, and application of knowledge after the STRAKNAP concept. The evaluation of this tool shows that the students rated the tool as being very helpful. A think-aloud study showed that the scaffold supports the students while they solve a problem. Because of the stepwise construction of the task navigators and the providing of the knowledge needed for the application, the students can solve parts of the task successfully even if they do not solve all parts correctly; the students can always start from scratch. When students use the tool regularly, their knowledge of organic chemistry increases compared to students who did not use the tool at all. The task navigator is not only a scaffold for the content of the task but also for the development of methodological competences on the field of strategies and applying knowledge.}, language = {en} } @article{Hermanns2021, author = {Hermanns, Jolanda}, title = {Training OC}, series = {Journal of chemical education}, volume = {98}, journal = {Journal of chemical education}, number = {2}, publisher = {American Chemical Society. Division of Chemical Education}, address = {Washington}, issn = {0021-9584}, doi = {10.1021/acs.jchemed.0c00567}, pages = {374 -- 384}, year = {2021}, abstract = {The course design "Training OC" for training the application of basic concepts consists of four topics: formula language, structure-property relations, reaction mechanisms, and complex tasks that the students should solve with the conceptual knowledge they acquired in the first three topics. A main goal of the course was to enable the students to solve reaction mechanisms. To achieve the goals of the course, several games were specially designed and used. The course was conducted at a German university with ca. 30 students who participated voluntarily. The course was evaluated by several tools: students' products were collected in the course, there were two pre/post-tests, and additionally, interviews on the strategy of designing reaction mechanisms were conducted. The performance of the teacher and the self-assessment of the students were also part of the evaluation. The results of the written exam were compared with the results of the bachelor chemistry major students. The course "Training OC" was rated very well by the students. They were of the opinion that they learned the application of basic concepts taught in this course. This is supported by the results of the evaluation and the written exams. The course concept of Training OC will therefore become a permanent part of the course "Organic Chemistry I" which will be redesigned for the next round in 2020-21.}, language = {en} } @article{HermannsKeller2021, author = {Hermanns, Jolanda and Keller, David}, title = {School-related content knowledge in organic chemistry}, series = {Journal of chemical education / Division of Chemical Education, Inc., American Chemical Society}, volume = {98}, journal = {Journal of chemical education / Division of Chemical Education, Inc., American Chemical Society}, number = {3}, publisher = {American Chemical Society}, address = {Washington}, issn = {0021-9584}, doi = {10.1021/acs.jchemed.0c01415}, pages = {763 -- 773}, year = {2021}, abstract = {In this paper the development, use, and evaluation of tasks based on the construct of school-related content knowledge are described. The tasks were used in seminars on organic chemistry for bachelor and master preservice chemistry teachers at a German university. For the evaluation a questionnaire with open and closed items was used. The tasks were rated by the preservice chemistry teachers as relevant for their future profession as a chemistry teacher if the content of the tasks is part of the school curriculum. If the content does not belong to the school curriculum, they rated the nature of the tasks still as relevant; they seem to recognize the importance of conceptual knowledge for their future profession. However, the master's preservice teachers argued with this conceptual knowledge more often than the bachelor's preservice teachers. Although the study is cross-sectional, a certain shift from the focus on the content to conceptual knowledge from bachelor's to master's preservice teachers can be observed.}, language = {en} } @article{HermannsKeller2021, author = {Hermanns, Jolanda and Keller, David}, title = {How do preservice chemistry teachers rate tasks following the construct of school-related content knowledge in a concept-orientated course on organic chemistry?}, series = {Journal of chemical education / Division of Chemical Education, Inc., American Chemical Society}, volume = {98}, journal = {Journal of chemical education / Division of Chemical Education, Inc., American Chemical Society}, number = {11}, publisher = {American Chemical Society}, address = {Washington}, issn = {0021-9584}, doi = {10.1021/acs.jchemed.1c00593}, pages = {3442 -- 3449}, year = {2021}, abstract = {In this paper, we describe a study on tasks following the construct of school-related content knowledge. We know from previous studies that such tasks were rated by the preservice chemistry teachers as important for their future profession. Those studies were conducted in a traditional course on organic chemistry which was organized around chemical families. Therefore, we used and evaluated the tasks again in a new course on organic chemistry which is organized around basic concepts in organic chemistry. The results of this evaluation show that the students rate the tasks equally well but use other arguments for their rating. They do not focus only on the content of the tasks and whether this content belongs to the school curriculum or not. The students of the conceptual course rated the content more often (95\%) as important for their future profession compared with the students in the traditional course (57\%). Both groups of students rated the importance of the nature of the task the same way.}, language = {en} } @article{HettingerLazaridesRubachetal.2021, author = {Hettinger, Katharina and Lazarides, Rebecca and Rubach, Charlott and Schiefele, Ulrich}, title = {Teacher classroom management self-efficacy}, series = {Teaching and teacher education : an international journal of research and studies}, volume = {103}, journal = {Teaching and teacher education : an international journal of research and studies}, publisher = {Elsevier}, address = {Oxford}, issn = {0742-051X}, doi = {10.1016/j.tate.2021.103349}, pages = {10}, year = {2021}, abstract = {This study examined the relations between teacher-reported classroom management self-efficacy, stu-dent-reported teaching quality and students' enjoyment in mathematics. Data were collected from German ninth and tenth-grade students (N = 779) and their teachers (N = 40) at the beginning and the middle of the school year. Multilevel models showed that teachers' self-efficacy at time 1 significantly and positively related to class-level monitoring and relatedness at time 2. Class-level relatedness at time 2 was significantly and positively associated with enjoyment at time 2. Teacher-reported self-efficacy at time 1 was indirectly related to enjoyment at time 2 through relatedness at time 2.}, language = {en} } @misc{HessMousikouSchroeder2021, author = {Heß, Stefan and Mousikou, Petroula and Schroeder, Sascha}, title = {Morphological processing in developmental handwriting production}, series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, number = {4}, issn = {0922-4777}, doi = {10.25932/publishup-58736}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-587363}, pages = {21}, year = {2021}, abstract = {In this study, we investigated effects of morphological processing on handwriting production in beginning writers of German. Children from Grades 3 and 4 were asked to copy words from a computer screen onto a pen tablet, while we recorded their handwriting with high spatiotemporal resolution. Words involved a syllable-congruent visual disruption (e.g., "Golfer"), a morpheme-congruent visual disruption (e.g., "Golfer"), or had no disruption (e.g., "Golfer"). We analyzed productions in terms of Writing Onset Duration and Letter Duration at the onset of the second syllable ("f" in "Gol.fer") and the onset of the suffix ("e" in "Golf_er"). Results showed that durations were longer at word-writing onset only for words with a morpheme-congruent visual disruption. Also, letter durations were longer at the onset of the second syllable (i.e., "-fer") and shorter at the onset of the suffix (i.e., "-er") only for words with a syllable-congruent visual disruption. We interpret these findings within extant theories of handwriting production and offer an explanation for the observed effects before and during trajectory formation.}, language = {en} } @article{HessMousikouSchroeder2021, author = {Heß, Stefan and Mousikou, Petroula and Schroeder, Sascha}, title = {Morphological processing in developmental handwriting production}, series = {Reading and writing: An interdisciplinary journal}, volume = {35}, journal = {Reading and writing: An interdisciplinary journal}, number = {4}, publisher = {Springer}, address = {Dordrecht}, issn = {1573-0905}, doi = {10.1007/s11145-021-10204-y}, pages = {899 -- 917}, year = {2021}, abstract = {In this study, we investigated effects of morphological processing on handwriting production in beginning writers of German. Children from Grades 3 and 4 were asked to copy words from a computer screen onto a pen tablet, while we recorded their handwriting with high spatiotemporal resolution. Words involved a syllable-congruent visual disruption (e.g., "Golfer"), a morpheme-congruent visual disruption (e.g., "Golfer"), or had no disruption (e.g., "Golfer"). We analyzed productions in terms of Writing Onset Duration and Letter Duration at the onset of the second syllable ("f" in "Gol.fer") and the onset of the suffix ("e" in "Golf_er"). Results showed that durations were longer at word-writing onset only for words with a morpheme-congruent visual disruption. Also, letter durations were longer at the onset of the second syllable (i.e., "-fer") and shorter at the onset of the suffix (i.e., "-er") only for words with a syllable-congruent visual disruption. We interpret these findings within extant theories of handwriting production and offer an explanation for the observed effects before and during trajectory formation.}, language = {en} } @article{HochmuthKirchner2021, author = {Hochmuth, J{\"o}rg and Kirchner, Vera}, title = {{\"O}konomische Bildung digital}, series = {Unterricht Wirtschaft + Politik}, journal = {Unterricht Wirtschaft + Politik}, number = {1}, publisher = {Friedrich Verlag GmbH}, address = {Hannover}, pages = {48 -- 51}, year = {2021}, language = {de} } @phdthesis{Holzbauer2021, author = {Holzbauer, Christa}, title = {Impulse f{\"u}r Schulreform: Zum reformp{\"a}dagogischen Schulprojekt von Eugenie Schwarzwald in Wien 1901-1938}, doi = {10.25932/publishup-53019}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-530199}, school = {Universit{\"a}t Potsdam}, pages = {385}, year = {2021}, abstract = {Im Mittelpunkt dieser Dissertation steht die Wiederentdeckung, Analyse und bildungshistorische Einordnung des reformp{\"a}dagogischen Schulprojekts von Eugenie SCHWARZWALD (1872-1940) in Wien im ersten Drittel des 20. Jahrhunderts. Die Genese der Schulentwicklung offenbart die reformp{\"a}dagogischen Verflechtungen eines {\"u}berregional bedeutsamen Schulprojekts, die maßgeblich das Profil, die inhaltliche sowie didaktisch-methodische Ausgestaltung von Schule, Schulleben und Unterricht gepr{\"a}gt haben. In der Einleitung (Kap. 1) werden das Erkenntnisinteresse, die zentralen Fragestellungen, die ausgewerteten Quellenbest{\"a}nde und die methodische Vorgehensweise der Arbeit als historisch kritische Analyse der herangezogenen Quellen aufgezeigt. Die systematische Entfaltung des Themas erfolgt entlang von drei zentralen Kapiteln. Dabei r{\"u}cken die gesellschaftliche und bildungshistorische Einordnung des Schulprojekts in die Ideenwelt und sozialstrukturelle Wirklichkeit Wiens (Kap. 2), biographische Zug{\"a}nge der Schulgr{\"u}nderin, die Gr{\"u}ndung, Genese, Ausformung sowie Beendigung des Schulprojekts, die strukturellen und p{\"a}dagogischen Charakteristika, die reformp{\"a}dagogischen Merkmale im ersten Drittel des 20. Jahrhunderts (Kap. 3) in den Mittelpunkt der Analyse. Zugleich werden exemplarische Verflechtungen zu den zeitgen{\"o}ssischen reformp{\"a}dagogischen Str{\"o}mungen ebenso sichtbar gemacht wie die damit verbundene Impulsgebung des SCHWARZWALD-Schulprojekts auf das Schulwesen Wiens und {\"O}sterreichs. Einen Schwerpunkt der Arbeit bildet die Analyse der mannigfachen Vernetzungen der SCHWARZWALDschule im Hinblick auf die K{\"u}nstlerische Avantgarde (Kap. 4). In der thesenhaften Zusammenfassung (Kap. 5) werden SCHWARZWALDs Leistungen f{\"u}r das {\"o}sterreichische Schul- und Bildungswesen, u. a. f{\"u}r die h{\"o}here M{\"a}dchenbildung, gew{\"u}rdigt. Die Arbeit fragt schließlich nach der Reichweite der mit dem Schulprojekt verbundenen reformp{\"a}dagogischen Impulse und systematisiert Gelingens- und Nichtgelingens-Bedingungen f{\"u}r den Schulreformprozess. Das macht die Arbeit - mit Blick auf Transfer{\"u}berlegungen - f{\"u}r aktuelle Fragestellungen der Schulentwicklung anschlussf{\"a}hig.}, language = {de} } @misc{HornConradGruenbergZimmermannetal.2021, author = {Horn-Conrad, Antje and Gr{\"u}nberg, Hans Hennig von and Zimmermann, Matthias and Bortels, Henrik and Bossmann, Nadja and Schuster, Stefanie and Pchalek, Magda and Consten, Julia and Alder, Nicolas and Lassahn, Gerrit and Lisson, Christopher and Heiss, Wiebke and Kampe, Heike}, title = {Portal Transfer}, number = {2021/22}, organization = {Universit{\"a}t Potsdam, Referat f{\"u}r Presse- und {\"O}ffentlichkeitsarbeit}, issn = {2747-6898}, doi = {10.25932/publishup-53692}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-536922}, pages = {78}, year = {2021}, abstract = {Von einem „Kulturwandel" spricht die neue Bundesregierung und will f{\"u}r einen „echten Innovationsschub" Ausgr{\"u}ndungen aus Hochschulen vorantreiben. Eine Deutsche Agentur f{\"u}r Transfer und Innovation soll die anwendungsorientierte Forschung st{\"a}rken und mit der Wirtschaft zusammenbringen. Außerdem w{\"u}nscht sie sich mehr gesellschaftliche Perspektiven in der Wissenschaft durch b{\"u}rgerschaftliches Engagement. F{\"u}r die Universit{\"a}t Potsdam bedeutet all dies keinen Aufbruch ins Unbekannte. Im Gegenteil. Sie geh{\"o}rt zu den transferst{\"a}rksten Hochschulen Deutschlands und belegt im nationalen Gr{\"u}nderradar seit Jahren vordere Pl{\"a}tze. Die wendebedingten Strukturprobleme in Brandenburg vor Augen, hat sie bereits in den 1990er Jahren nach Wegen und Werkzeugen gesucht, um neues Wissen und technologische Entwicklungen aus der Forschung in die Praxis {\"u}berf{\"u}hren zu k{\"o}nnen. Eine Erfolgsgeschichte, die sich in vielen einzelnen Erfolgsgeschichten erz{\"a}hlen l{\"a}sst. Einige davon haben wir in diesem Magazin aufgeschrieben. So berichten wir von einem „universalen Probleml{\"o}ser", der als „KI made in Potsdam" seinen Siegeszug um die Welt antritt. Oder von dem sehr jungen Start-up Koppla, das mit digitalem Werkzeug den Bau revolutioniert und daf{\"u}r 2021 den Innovationspreis Berlin-Brandenburg erhielt. Dass nicht immer eine Firma gegr{\"u}ndet werden muss, um Erfindungen zu verwerten, zeigt das Beispiel eines in Potsdamer Labors entwickelten Tests zur Fr{\"u}herkennung von Darmkrebs, der patentiert und als Lizenz an ein Unternehmen vergeben wurde. Aber nicht nur der Transfer in die Wirtschaft z{\"a}hlt, sondern auch der des Wissens in die Gesellschaft. Der Gewinner des diesj{\"a}hrigen Better World Awards, Julian Risch, hat in seiner Doktorarbeit ein Tool entwickelt, mit dem sich Hasskommentare auf Online-Plattformen automatisch identifizieren lassen. Erste Redaktionen arbeiten damit. Wenn sich so der {\"o}ffentliche Diskurs im Internet sch{\"u}tzen und erhalten l{\"a}sst, hat der junge Forscher tats{\"a}chlich dazu beigetragen, die Welt ein wenig besser zu machen. So wie er sind viele, die in unserer zweiten Ausgabe der „Portal Transfer" zu Wort kommen, Absolventinnen und Absolventen unserer Alma Mater. Alumni-Referentin Juliane Seip will enger als bisher mit ihnen in Kontakt bleiben und ein belastbares Netzwerk kn{\"u}pfen, das gemeinsame F{\"o}rderprojekte tragen kann. Gleich am Beginn dieses Magazins stellen wir sie und ihre Pl{\"a}ne n{\"a}her vor. Zu den Ehemaligen z{\"a}hlt sie {\"u}brigens auch diejenigen, die zeitweise oder viele Jahre an der Universit{\"a}t geforscht haben, so wie der Politologe Heinz Kleger, der sich f{\"u}r das Neue Potsdamer Toleranzedikt engagiert hat. Oder der Wirtschaftswissenschaftler Dieter Wagner, der die Transfereinrichtungen an der Hochschule mit aufgebaut hat und heute der Universit{\"a}tsgesellschaft Potsdam e.V. vorsteht. Die Vereinigung der Freunde und F{\"o}rderer ist in den vergangenen Jahren auf ein Maß angewachsen, dass sie mittlerweile einzelne Fachkapitel bilden kann. Das j{\"u}ngste widmet sich dem Sport, angef{\"u}hrt von der ehemaligen Chefin des Hochschulsports, Petra Bischoff-Krenzien. Die Entwicklung junger Athletinnen und Athleten im Studium liegt ihr besonders am Herzen. Es gibt bestimmt viele Gr{\"u}nde, sich f{\"u}r diese Universit{\"a}t stark zu machen. Der wichtigste ist jedoch, dass die Allgemeinheit dabei nur gewinnen kann: durch Erfindungen und Innovationen genauso wie mithilfe kluger Ideen und neuer Erkenntnisse.}, language = {de} } @misc{Ihle2021, type = {Master Thesis}, author = {Ihle, Sebastian}, title = {Das Textbuch zu dem Theaterst{\"u}ck "Gott" von Ferdinand von Schirach als Unterrichtsmedium zur Rechtserziehung im Politikunterricht}, doi = {10.25932/publishup-51576}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-515768}, school = {Universit{\"a}t Potsdam}, pages = {66}, year = {2021}, abstract = {Der rechtliche, moralisch-ethische und auch politische Gehalt des Theaterst{\"u}cks „Gott" wirft aus politikdidaktischer Perspektive u. a. die Frage auf, inwiefern sich das Textbuch zu dem Theaterst{\"u}ck Gott von Ferdinand von Schirach als Unterrichtsmedium zur Rechtserziehung im Politikunterricht eignet. Diese Frage stellt sich v. a. vor dem Hintergrund, dass der Politikdidaktiker Ingo Juchler im Rahmen des von ihm begr{\"u}ndeten narrativen Ansatzes der politischen Bildung den Einsatz von Narrationen in der f{\"a}cher{\"u}bergreifenden politischen Bildung explizit vorschl{\"a}gt. Dar{\"u}ber hinaus l{\"a}sst sich die Narration auch thematisch dem Politikunterricht zuordnen. Denn, dass Recht „Teil der Politischen Bildung ist und im Unterricht eine Rolle spielen sollte" (Goll 2017: 592), gilt in der fachdidaktischen Literatur zum rechtlichen Lernen gemeinhin als unstrittig. Die Arbeit ist gedanklich in zwei Teile gegliedert: Im ersten Teil wird zun{\"a}chst eine wissenschaftlich bzw. fachdidaktisch fundierte Grundlage geschaffen. In einem ersten Schritt werden deshalb der narrative Ansatz der politischen Bildung und in diesem Zusammenhang insbesondere die Vorz{\"u}ge des Einsatzes von Narrationen im Politikunterricht vorgestellt. Anschließend werden Recht und Rechtserziehung in den Kontext von Schule und Politikunterricht eingeordnet. Aus beiden Abschnitten werden folglich Kriterien abgeleitet, anhand derer im Allgemeinen die Eignung einer Narration f{\"u}r den Politikunterricht (Abschnitt 2) und im Besonderen die Eignung einer Narration als Unterrichtsmedium zur Rechtserziehung im Politikunterricht (Abschnitt 3) bestimmt werden kann. Diese Kriterien werden in einem Kriterienkatalog (Abschnitt 4) geb{\"u}ndelt, mit dessen Hilfe im zweiten Teil das Textbuch zu dem Theaterst{\"u}ck „Gott" hinsichtlich seiner Eignung als Unterrichtsmedium zur Rechtserziehung im Politikunterricht {\"u}berpr{\"u}ft wird. Abschließend werden die Untersuchungsergebnisse pointiert dargelegt und das Vorgehen reflektiert.}, language = {de} } @article{JuangSchwarzenthalMoffittetal.2021, author = {Juang, Linda P. and Schwarzenthal, Miriam and Moffitt, Ursula Elinor and Vietze, Jana}, title = {"No, where are you really from?"}, series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie : Organ der Fachgruppen Entwicklungspsychologie und P{\"a}dagogische Psychologie der Deutschen Gesellschaft f{\"u}r Psychologie (DGPs)}, volume = {53}, journal = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie : Organ der Fachgruppen Entwicklungspsychologie und P{\"a}dagogische Psychologie der Deutschen Gesellschaft f{\"u}r Psychologie (DGPs)}, number = {3-4}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {0049-8637}, doi = {10.1026/0049-8637/a000242}, pages = {82 -- 93}, year = {2021}, abstract = {Being perceived as a foreigner regardless of one's generational status, citizenship, or self-identification is called foreigner objectification. This is a form of identity denial and is linked to psychological distress. To test how foreigner objectification could be measured in Europe, we assessed whether the Foreigner Objectification Scale demonstrated reliability and validity with German adolescents. The sample included 806 9th graders from 17 high schools. The results showed that the scale demonstrates good reliability, scalar measurement invariance across gender and citizenship status, and partial scalar measurement invariance across family heritage, generational status, and cultural self-identification. Adolescents who scored higher on the scale also reported greater school behavioral disengagement, lower life satisfaction, and stronger ethnic identity. Our findings suggest that the scale is psychometrically sound and is linked in theoretically consistent ways to adjustment and ethnic identity. We conclude that this scale offers another way to capture subtle discrimination experiences that add to a more comprehensive understanding of discrimination and the related implications in Europe.}, language = {en} } @misc{Juchler2021, author = {Juchler, Ingo}, title = {Rezension zu: Pelluchon, Corine: Manifest f{\"u}r die Tiere. - M{\"u}nchen: C.H. Beck Verlag, 2020. - 125 S. - ISBN: 978-3-406-75709-9}, series = {Forum Politikunterricht}, journal = {Forum Politikunterricht}, number = {1-2}, publisher = {Deutsche Vereinigung f{\"u}r Politische Bildung, Landesverband Bayern}, address = {M{\"u}nchen}, issn = {0941-5874}, pages = {2}, year = {2021}, language = {de} } @article{JurczokKalinowskiZarubaetal.2021, author = {Jurczok, Anne and Kalinowski, Eva and Zaruba, Nicole and Vock, Miriam}, title = {Kooperative Unterrichtsentwicklung an Grundschulen durch die Lesson Study-Methode}, 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}, publisher = {Beltz}, address = {Weinheim}, isbn = {978-3-407-25883-0}, year = {2021}, language = {de} } @article{Kaiser2021, author = {Kaiser, Michael}, title = {Spannungsfeld von Warheit und Macht}, series = {Kunsttherapeutische Stichworte}, journal = {Kunsttherapeutische Stichworte}, publisher = {fabrico}, address = {Hannover}, isbn = {978-3-946320-29-6}, pages = {210}, year = {2021}, language = {de} } @incollection{Kaiser2021, author = {Kaiser, Michaela}, title = {Inklusionsbezogene {\"U}berzeugungen angehender Kunstlehrer*innen}, series = {Come Together : k{\"u}nstlerische Kollaborationen im Kontext der Implementation inklusiver Kompetenzen in der Lehrkr{\"a}ftebildung}, booktitle = {Come Together : k{\"u}nstlerische Kollaborationen im Kontext der Implementation inklusiver Kompetenzen in der Lehrkr{\"a}ftebildung}, editor = {Brenne, Andreas and Ossowski, Ekkehard and Seidel, Christoph}, publisher = {kopaed}, address = {M{\"u}nchen}, isbn = {978-3-86736-548-2}, pages = {31 -- 42}, year = {2021}, language = {de} } @article{KalinowskiJurczokVock2021, author = {Kalinowski, Eva and Jurczok, Anne and Vock, Miriam}, title = {Mit der Lesson Study-Methode zu einem leistungsf{\"o}rdernden Unterricht in der Grundschule?}, series = {Kooperative Professionalit{\"a}t: Internationale Ans{\"a}tze der ko-konstruktiven Unterrichtsentwicklung}, journal = {Kooperative Professionalit{\"a}t: Internationale Ans{\"a}tze der ko-konstruktiven Unterrichtsentwicklung}, publisher = {Juventa}, address = {Weinheim}, isbn = {978-3-7799-6772-9}, pages = {138 -- 147}, year = {2021}, 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} } @article{KellerPreckelBrunner2021, author = {Keller, Lena and Preckel, Franzis and Brunner, Martin}, title = {Nonlinear relations between achievement and academic self-concepts in elementary and secondary school}, series = {Journal of educational psychology / American Psychological Association}, volume = {113}, journal = {Journal of educational psychology / American Psychological Association}, number = {3}, publisher = {American Psychological Association}, address = {Washington}, issn = {0022-0663}, doi = {10.1037/edu0000533}, pages = {585 -- 604}, year = {2021}, abstract = {It is well-documented that academic achievement is associated with students' self-perceptions of their academic abilities, that is, their academic self-concepts. However, low-achieving students may apply self-protective strategies to maintain a favorable academic self-concept when evaluating their academic abilities. Consequently, the relation between achievement and academic self-concept might not be linear across the entire achievement continuum. Capitalizing on representative data from three large-scale assessments (i.e., TIMSS, PIRLS, PISA; N = 470,804), we conducted an integrative data analysis to address nonlinear trends in the relations between achievement and the corresponding self-concepts in mathematics and the verbal domain across 13 countries and 2 age groups (i.e., elementary and secondary school students). Polynomial and interrupted regression analyses showed nonlinear relations in secondary school students, demonstrating that the relations between achievement and the corresponding self-concepts were weaker for lower achieving students than for higher achieving students. Nonlinear effects were also present in younger students, but the pattern of results was rather heterogeneous. We discuss implications for theory as well as for the assessment and interpretation of self-concept.}, language = {en} } @article{KellerLazarides2021, author = {Keller, Melanie M. and Lazarides, Rebecca}, title = {Effekte von Lehreremotionen auf Unterrichtsgestaltung und Sch{\"u}leremotionen}, series = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden}, journal = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden}, publisher = {Budrich}, address = {Opladen}, isbn = {978-3-8474-2427-7}, doi = {10.2307/j.ctv1f70kr0.8}, pages = {108 -- 127}, year = {2021}, abstract = {Emotionen von Lehrkr{\"a}ften gelten als wichtige Voraussetzung f{\"u}r eine effektive Unterrichtsgestaltung (Sutton \& Wheatley, 2003), f{\"u}r das emotionale Erleben Lernender im Unterricht (Frenzel, Goetz, L{\"u}dtke, Pekrun, \& Sutton, 2009; Tam et al., 2019), aber auch f{\"u}r die Leistung Lernender (Kunter et al., 2013). Wie auch motivationale und kognitive Merkmale pr{\"a}gen die Emotionen von Lehrkr{\"a}ften folglich das berufliche Handeln von Lehrkr{\"a}ften maßgeblich (Kunter \& Holzberger, 2014). Ein profundes Verst{\"a}ndnis der Konsequenzen von Lehreremotionen f{\"u}r die Lehr-Lernprozesse von Sch{\"u}lerinnen und Sch{\"u}lern ist daher von zentraler Bedeutung, um Bedingungen erfolgreichen Unterrichtens zu verstehen. Verschiedene empirische Arbeiten haben vor diesem Hintergrund die Wirkungen einzelner...}, language = {de} } @misc{Kirchner2021, author = {Kirchner, Vera}, title = {Start Up - nachhaltig am Markt erfolgreich?}, series = {Teach economy : das Portal f{\"u}r den Wirtschaftsunterricht}, journal = {Teach economy : das Portal f{\"u}r den Wirtschaftsunterricht}, publisher = {Joachim Herz Stiftung}, address = {Hamburg}, pages = {11}, year = {2021}, abstract = {In dieser Unterrichtseinheit besch{\"a}ftigen sich die Sch{\"u}lerinnen und Sch{\"u}ler mit nachhaltigen Gesch{\"a}ftsideen und den M{\"o}glichkeiten des Scheiterns eines Start-Ups. Das dazugeh{\"o}rige Video zum Start-up MYRKA studios gibt Einblicke in diese Problematik.}, language = {de} } @misc{Kirchner2021, author = {Kirchner, Vera}, title = {Unternehmerisch denken und handeln}, editor = {Joachim Herz Stiftung,}, publisher = {Joachim Herz Stiftung}, address = {Hamburg}, pages = {187}, year = {2021}, language = {de} } @article{KorochkinaBuerkiFoschiniNickels2021, author = {Korochkina, Maria and B{\"u}rki-Foschini, Audrey Damaris and Nickels, Lyndsey}, title = {Apples and oranges}, series = {Journal of memory and language : JML}, volume = {120}, journal = {Journal of memory and language : JML}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0749-596X}, doi = {10.1016/j.jml.2021.104246}, pages = {17}, year = {2021}, abstract = {Despite scarce empirical evidence, introducing new vocabulary in semantic categories has long been standard in second language teaching. We examined the effect of learning context on encoding, immediate recall and integration of new vocabulary into semantic memory by contrasting categorically related (novel names for familiar concepts blocked by semantic category) and unrelated (mixed semantic categories) learning contexts. Two learning sessions were conducted 24 hours apart, with each participant exposed to both contexts. Subsequently, a test phase examined picture naming, translation and picture-word interference tasks. Compared to the unrelated context, the categorically related context resulted in poorer naming accuracy in the learning phase, slower response latencies at the immediate recall tasks and greater semantic interference in the picture-word interference task (picture naming in L1 with semantically related novel word distractors). We develop a theoretical account of word learning that attributes observed differences to episodic rather than semantic memory.}, language = {en} } @misc{Krahe2021, author = {Krah{\´e}, Barbara}, title = {Teen dating violence}, series = {New directions for child and adolescent development}, volume = {178}, journal = {New directions for child and adolescent development}, number = {Special Issue: Prevalence and predictors of teen dating violence: a European perspective}, publisher = {Wiley}, address = {Hoboken, New Jersey}, issn = {1534-8687}, doi = {10.1002/cad.20441}, pages = {169 -- 175}, year = {2021}, language = {en} } @article{KretschmannWestphalVock2021, author = {Kretschmann, Julia and Westphal, Andrea and Vock, Miriam}, title = {Does it pay to be one of the oldest in class?}, series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, volume = {74}, journal = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0959-4752}, doi = {10.1016/j.learninstruc.2021.101463}, pages = {12}, year = {2021}, abstract = {Several studies have revealed that older students in a year group reach higher achievement scores than younger students in that group. But less is known about how students' relative age in class relates to their self-perception of academic achievement, their social acceptance in class and to how teachers judge their abilities. Therefore, we examined relative age effects within class on students' academic self-concept, peer relations, grades, and teachers' secondary school recommendation. Analyses were based on a sample of N = 18,956 German fourth graders, who had never been retained or accelerated. We applied multilevel regression to control for covariates at the individual and classroom level. There were no substantial relative age effects within class across any of the outcomes, except for a small advantage for the youngest in their reading self-concept. Our findings therefore contradict the common assumption that younger students in class are disadvantaged compared to their older classmates.}, language = {en} } @article{Krochmalnik2021, author = {Krochmalnik, Daniel}, title = {Dreidimensionales Lernen}, series = {Zukunftsf{\"a}higer Religionsunterricht zwischen tradierter Lernkultur, jugendlicher Lebenswelt und religi{\"o}ser Positionalit{\"a}t}, volume = {7}, journal = {Zukunftsf{\"a}higer Religionsunterricht zwischen tradierter Lernkultur, jugendlicher Lebenswelt und religi{\"o}ser Positionalit{\"a}t}, editor = {Behr, Harry Harun and B{\"o}hme, Katja and Landthaler, Bruno and Schr{\"o}der, Bernd}, publisher = {Frank \& Timme}, address = {Berlin}, isbn = {978-3-7329-0473-0}, pages = {49 -- 62}, year = {2021}, language = {de} } @article{Kulawiak2021, author = {Kulawiak, Pawel R.}, title = {Academic benefits of wearing noise-cancelling headphones during class for typically developing students and students with special needs}, series = {Cogent education}, volume = {8}, journal = {Cogent education}, number = {1}, publisher = {Taylor \& Francis}, address = {Abingdon}, issn = {2331-186X}, doi = {10.1080/2331186X.2021.1957530}, pages = {21}, year = {2021}, abstract = {Classroom noise impairs students' cognition and learning. At a first glance, it seems useful to prevent the negative effects of noise on academic learning by wearing noise-cancelling (NC) headphones during class. The literature and guidelines emphasize the academic benefits of wearing NC headphones (decreased auditory distraction, increased concentration, learning improvement, and decreased distress). These benefits are particularly expected for students with special needs. None of the recommendations to wear NC headphones during class refer to any empirical studies, indicating a potential research gap and lack of evidence. Therefore, the question arises: Is there any empirical evidence supporting academic benefits of wearing NC headphones during class for typically developing students or students with special needs? A total of 13 empirical studies (quantitative and qualitative) were identified through a systematic scoping review of the existing literature. A wide range of outcomes (cognition, learning, academic performance, behaviour, and emotions) were reported related to the use of NC headphones. Most of the studies refer to specific groups of students with special needs (learning disabilities, autism, ADHD, etc.). In view of the limited number of studies, small sample sizes, and lack of replication studies, all studies give the impression of being pilot studies on the academic benefits of wearing NC headphones. The practice of wearing NC headphones during class is an understudied topic. The current body of evidence does not meet the standards for evidence-based practices in both general and special education. Implications for educational practice and future research are discussed.}, language = {en} } @article{KunyuJuangSchachneretal.2021, author = {Kunyu, David Khisoni and Juang, Linda P. and Schachner, Maja Katharina and Schwarzenthal, Miriam}, title = {Discrimination among youth of immigrant descent in Germany}, series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, volume = {52}, journal = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie}, number = {3-4}, publisher = {Hogrefe}, address = {G{\"o}ttingen}, issn = {0049-8637}, doi = {10.1026/0049-8637/a000231}, pages = {88 -- 102}, year = {2021}, abstract = {Ethnic discrimination has a negative impact on the socioemotional, behavioral, relational, and academic adjustment ofadolescents, while belonging with classmates, teachers, heritage, and national group may promote positive socioemotional and academicadjustment. We investigate (1) whether greater discrimination by peers and a lower sense of belonging with classmates, teachers, heritagegroup, and national group are associated with lower socioemotional and academic adjustment of adolescents of immigrant descent inGermany; and (2) whether a sense of belonging with these different sources acts as a protective factor lowering the negative effects ofdiscrimination on adjustment. Our sample included 439 7th-grade adolescents (51\% female,Mage= 12.4 years) of immigrant descent from15 Berlin secondary schools. Results showed that higher discrimination was related to greater physiological stress, depressive symptoms,and disruptive school behavior. Higher heritage (but not national) identity, a higher sense of belonging with classmates and with teacherswere associated with better socioemotional and academic adjustment. An examination of interaction effects between discrimination andforms of belonging on adjustment revealed that, while the association between discrimination and poorer adjustment weakened for thosewith higher heritage identity, the association between discrimination and physiological stress increased for those with higher teacherrelatedness. We conclude that heritage identity (but not national identity or sense of belonging with classmates) can indeed be a protectivefactor against the negative effects of discrimination for adolescents of immigrant descent in Germany. Even though belonging with teachersmay exacerbate discrimination effects, further investigation with longitudinal data is needed. The findings underline the important role ofheritage ties among adolescents of immigrant descent as a source of adjustment, especially in light of discrimination experiences.}, language = {en} } @article{KunyuSchachnerJuangetal.2021, author = {Kunyu, David Khisoni and Schachner, Maja and Juang, Linda P. and Schwarzenthal, Miriam and Aral, Tuğ{\c{c}}e}, title = {Acculturation hassles and adjustment of adolescents of immigrant descent}, series = {New directions for child and adolescent development}, volume = {177}, journal = {New directions for child and adolescent development}, editor = {Eckstein, K. and Crocetti, E.}, publisher = {Hindawi Limited}, address = {London}, issn = {1534-8687}, doi = {10.1002/cad.20408}, pages = {101 -- 121}, year = {2021}, abstract = {Despite evidence that acculturation hassles (such as discrimination and language hassles) relate to poorer adjustment for adolescents of immigrant descent, we know less about the psychological processes underlying these associations. In this study, we test whether reduced psychological needs satisfaction in terms of a lower sense of belonging, autonomy, and competence, mediates the associations of acculturation hassles with psychological distress and academic adjustment. Our sample included 439 seventh graders from 15 schools in Germany (51\% female, M-age = 12.4 years, SD = .73). Results revealed that adolescents who experienced greater discrimination and language hassles showed a lower sense of belonging with classmates and subsequently, greater psychological distress. Those who experienced greater language hassles also exhibited a lower sense of perceived competence, and ultimately poorer academic adjustment. We conclude that self-determination theory (SDT) provides an important framework to explain key processes underlying the links between acculturation hassles with psychological distress and academic (mal-)adjustment. Strengthening belonging and competence among adolescents of immigrant descent may enhance their well-being in the face of acculturation hassles.}, language = {en} } @article{KuechollLazarides2021, author = {K{\"u}choll, Denise and Lazarides, Rebecca}, title = {Video- und protokollbasierte Reflexionen eigener praktischer Unterrichtserfahrungen im Lehramtsstudium}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, volume = {24}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, number = {4}, publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-021-01021-8}, pages = {985 -- 1006}, year = {2021}, abstract = {The reflection of practical experiences of teaching enables preservice teachers to combine aspects of theoretical and practical knowledge. Therefore, the current study investigates the meaning of the medium-that means video compared to text-based reflections-and the type of situations-that are positive or difficult situations of teaching-and relations to preservice teachers' reflective processes. Also, levels of reflections are investigated. In our study, we examine reflections of 55 preservice teachers using a quasi-experimental design. Qualitative content analysis shows that preservice teachers reflect deep levels of teaching while using videos of peers in situations that they evaluated as positive experiences in school. However, when rating situations that were evaluated as challenging preservice teachers reflected deep levels when using videos of peers as well as text-based reflections. Implications of the study for teacher training in reflection are discussed.}, language = {de} } @article{KuehlMuenzer2021, author = {K{\"u}hl, Tim and M{\"u}nzer, Stefan}, title = {Learning about a serious disease}, series = {Journal of computer assisted learning : JCAL}, volume = {37}, journal = {Journal of computer assisted learning : JCAL}, number = {5}, publisher = {Wiley-Blackwell}, address = {Oxford [u.a.]}, issn = {0266-4909}, doi = {10.1111/jcal.12571}, pages = {1312 -- 1323}, year = {2021}, abstract = {According to the personalization principle, addressing learners by means of a personalized compared to a nonpersonalized message can foster learning. Interestingly, though, a recent study found that the personalization principle can invert for aversive contents. The present study investigated whether the negative effect of a personalized message for an aversive content can be compensated when learners are in a happy mood. It was hypothesized that the negative effect of a personalized compared to a nonpersonalized message would only be observable for participants in a sad mood, while for participants in a happy mood a personalized message should be beneficial. A 2 x 2 between-subject design with mood (happy vs. sad) and personalization (personalized vs. nonpersonalized message) was used (N = 125 University students). Mood was experimentally varied prior to learning. Learning outcomes were measured by a retention and a transfer test. Results were essentially in line with the assumption: For participants in the sad mood condition, a negative effect of a personalized message was observable for retention and transfer. For participants in the happy mood condition, a positive effect of personalized message was observable for retention, but no effect for transfer. Note that the manipulation check measure for the mood induction procedure did not detect differences between conditions; this may be due to a shortcoming of the used measure (as indicated by an additional evaluation study). The study emphasizes the importance to consider the inherent emotional content of a topic, such as its aversive nature, since the emotional content of a topic can be a boundary condition for design principles in multimedia learning. The study also highlights the complex interplay of externally induced and inherently arising emotions.}, language = {en} } @article{LazaridesFauthGaspardetal.2021, author = {Lazarides, Rebecca and Fauth, Benjamin and Gaspard, Hanna and G{\"o}llner, Richard}, title = {Teacher self-efficacy and enthusiasm}, series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, volume = {73}, journal = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, publisher = {Elsevier}, address = {Oxford}, issn = {0959-4752}, doi = {10.1016/j.learninstruc.2020.101435}, pages = {10}, year = {2021}, abstract = {Teaching quality is a key factor in student academic success, but few studies have investigated how teaching quality changes at the beginning of secondary education and how such changes are predicted by dimensions of teacher motivation. This study investigated the changes in class-level student perceptions of teaching quality over one school year at the beginning of secondary school and examined how teachers? self-efficacy and enthusiasm predicted such changes. Data from 1996 students (53.8\% male; mean age: 11.09 years, SD = 0.55) and their homeroom teachers (N = 105), who were surveyed at the beginning of Grades 5 and 6, were analyzed. Results showed a significant decline in class-level student-perceived emotional support, classroom management, and instructional clarity. Teacher-reported self-efficacy was not significantly related to changes in teaching quality. Teacher-reported enthusiasm buffered the decline in students? class-level classroom management.}, language = {en} } @article{LazaridesSchiefele2021, author = {Lazarides, Rebecca and Schiefele, Ulrich}, title = {The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics}, series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, volume = {76}, journal = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, publisher = {Elsevier}, address = {Oxford}, issn = {0959-4752}, doi = {10.1016/j.learninstruc.2021.101489}, pages = {16}, year = {2021}, abstract = {Teacher self-efficacy and teacher interest are two key facets of teacher motivation that are important for highquality teaching. Little is known about the relative strength of the effects of teacher self-efficacy and interest on teaching quality when compared with one another. We extend previous research on teacher motivation by examining the relations linking mathematics teacher self-efficacy and interest with several relevant dimensions of teaching quality as perceived by teachers and students. Participants were 84 mathematics teachers (61.2\% female) and their students (1718 students; 48.5\% girls). Based on doubly latent multilevel models, we found that teacher-reported self-efficacy in instruction was positively related to teacher-reported cognitive activation, classroom management, and emotional support in mathematics classrooms. Teacher-reported educational interest showed positive associations with both student- and teacher-perceived emotional support. Future research is advised to focus more strongly on the unique relations between different teachers' motivational characteristics and relevant dimensions of teaching quality.}, language = {en} } @article{LazaridesSchiefele2021, author = {Lazarides, Rebecca and Schiefele, Ulrich}, title = {Teacher motivation}, series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, volume = {76}, journal = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0959-4752}, doi = {10.1016/j.learninstruc.2021.101543}, pages = {3}, year = {2021}, language = {en} } @article{Lenz2021, author = {Lenz, Petra}, title = {Wie lehren, was die Worte {\"u}bersteigt?}, series = {Emotionen in Wissensinstitutionen : Zur Bedeutung affektiver Dimensionen in Forschung, Lehre und Unterricht}, journal = {Emotionen in Wissensinstitutionen : Zur Bedeutung affektiver Dimensionen in Forschung, Lehre und Unterricht}, publisher = {Transcript}, address = {Bielefeld}, isbn = {978-3-8376-5735-7}, pages = {171 -- 209}, year = {2021}, language = {de} } @misc{Ludin2021, type = {Master Thesis}, author = {Ludin, Fereshta}, title = {Diversit{\"a}t an Schulen - Etablierung von Diversit{\"a}ts- und Antidiskriminierungskonzepten im Kontext der Handlungsstrategien und Handlungsm{\"o}glichkeiten von Schulleiter*innen}, doi = {10.25932/publishup-56322}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-563225}, school = {Universit{\"a}t Potsdam}, pages = {IV, 103}, year = {2021}, abstract = {Es ist meist ein homogenes Verst{\"a}ndnis vom Schulwesen, das in den K{\"o}pfen vieler P{\"a}dagog*innen, Lehrer*innen, Eltern und Bildungspolitiker*innen scheinbar zu Erfolg von Schule und Bildung f{\"u}hrt und noch tief sitzt. Dass real existierende Heterogenit{\"a}t, die sich allt{\"a}glich Lehrer*innen und P{\"a}dagog*innen zeigt, als problematisch und konfliktreich gesehen wird, ist durch meine zahlreichen pers{\"o}nlichen und fachlichen Erlebnisse im Austausch in Lehrerfortbildungen sowie im Rahmen von Elternarbeit und schulischen Gremien eine h{\"a}ufige Erfahrung. Wo Diversit{\"a}t und Unterschiede gesehen und empfunden werden, wird Diskriminierung nicht ausgeschlossen. Doch was erkl{\"a}rt diese negativ behaftete Haltung und den Umgang mit Vielfalt? Welche Problemfelder sind in der Auseinandersetzung mit Diversit{\"a}t an Schulen in Berlin zu verorten? K{\"o}nnen Diversit{\"a}ts- und Antidiskriminierungskonzepte etwas Positives im professionellen Umgang mit Vielfalt an Schulen bewirken? Wo liegen Chancen in der Umsetzung solcher Konzepte? Welche Hindernisse stehen dem im Weg? Kann Diversit{\"a}t als Markenzeichen einer Schule gesehen werden? Als Forscherin ist es essenziell, in Bezug auf die problemorientierte Sicht auf Diversit{\"a}t an Schulen den f{\"u}r mich offenen Fragen nachzugehen und ebenso die vielf{\"a}ltigen Perspektiven von Expert*innen auf diese Thematik im Rahmen dieser Arbeit aufzuzeigen, um Chancen und Herausforderungen zu den genannten Fragen im schulischen Kontext zu ergr{\"u}nden. Mit dieser Masterarbeit k{\"o}nnen zudem Impulse f{\"u}r eine Reformierung der Schulentwicklungsarbeit sowie Anst{\"o}ße f{\"u}r weitere Forschungsarbeiten im Bereich der Diversit{\"a}tsprozesse an unseren Schulen gegeben werden. Im kommenden Kapitel gehe ich auf einige wesentliche Anhaltspunkte ein, die dieser Forschung Relevanz verleihen.}, language = {de} } @book{MoeringPohlRiemeretal.2021, author = {M{\"o}ring, Sebastian and Pohl, Manuela and Riemer, Nathanael and Distelmeyer, Jan and Lenz, Petra and Fritsch, Melanie and Lucke, Ulrike and Moebert, Tobias and Zoerner, Dietmar and Ernst, Sebastian and Wienecke, Maik and Montag, Annegret and Goetz, Ilka}, title = {Didaktik des digitalen Spielens}, series = {DIGAREC Series}, journal = {DIGAREC Series}, number = {09}, editor = {M{\"o}ring, Sebastian and Pohl, Manuela and Riemer, Nathanael}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-511-8}, issn = {1867-6219}, doi = {10.25932/publishup-50957}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-509570}, publisher = {Universit{\"a}t Potsdam}, pages = {318}, year = {2021}, abstract = {Welche Eigenschaften machen das Computerspiel zum geeigneten Medium, das den p{\"a}dagogischen Einsatz im Unterricht bereichern kann? Welche Computerspiele bieten welche M{\"o}glichkeiten zur Auseinandersetzung mit welchen Themen? Wie kann das Computerspiel auch im schulischen Umfeld den f{\"u}r den Lernprozess so wichtigen Lebensweltbezug herstellen? Diese und viele weitere Fragen beantworten die Autor*innen des Bandes „Didaktik des digitalen Spielens". Daf{\"u}r begeben sie sich in einen Dialog der Wissenschaftsdisziplinen, leiten M{\"o}glichkeiten zum Einsatz von Computerspielen ab und werten Erfahrungen mit dem Einsatz von Computerspielen - auch in der Lehrendenbildung - aus. Mit ihren verschiedenen Zug{\"a}ngen zu Fragestellungen rund um eine „Didaktik des digitalen Spielens" liefern sie einen Beitrag zu einem Diskurs, der besonders in Zeiten von Distanzunterricht notwendig und folgerichtig gef{\"u}hrt werden muss. Die im Rahmen der gleichnamigen interdisziplin{\"a}ren Ringvorlesung im Wintersemester 2018/19 an der Universit{\"a}t Potsdam gehaltenen Vortr{\"a}ge sind durch die Diskussionen mit Studierenden gepr{\"a}gt und ausgewertet worden, so dass sie in der nun ver{\"o}ffentlichten Form auf mehreren Ebenen einen mehrperspektivischen Blick auf den Gegenstand „Computerspiel im Unterricht" legen.}, language = {de} } @article{OppermannLazarides2021, author = {Oppermann, Elisa and Lazarides, Rebecca}, title = {Elementary school teachers' self-efficacy, student-perceived support and students' mathematics interest}, series = {Teaching and teacher education : an international journal of research and studies}, volume = {103}, journal = {Teaching and teacher education : an international journal of research and studies}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0742-051X}, doi = {10.1016/j.tate.2021.103351}, pages = {12}, year = {2021}, abstract = {Teachers' self-efficacy beliefs have been shown to be related to their supportive teaching practices and to adolescents' motivation. Yet, little is known about these relations in elementary school. The present study examined the longitudinal effects of teachers' self-efficacy on student-perceived teacher support and students' mathematics interest with a sample of 2082 students and 133 teachers in third and fourth grade. Results revealed that teachers' self-efficacy was longitudinally related to student-perceived support, which in turn was positively related to students' interest. The findings underline the relevance of teachers' self-efficacy beliefs and teacher support for the development of students' interest in elementary school.}, language = {en} } @phdthesis{Ortmayr2021, author = {Ortmayr, Eva}, title = {Zur Planung und Durchf{\"u}hrung von Lernprozessen am Beispiel von Schauspielern}, doi = {10.25932/publishup-49953}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-499538}, school = {Universit{\"a}t Potsdam}, pages = {263}, year = {2021}, abstract = {Die vorliegende Studie besch{\"a}ftigt sich mit der Planung und Durchf{\"u}hrung des Lernprozesses von Schauspielern, wobei das Hauptaugenmerk auf dem Einsatz von Lernstrategien liegt. Es geht darum, welcher Strategien sich professionell Lernende bedienen, um die f{\"u}r die Berufsaus{\"u}bung erforderliche Textsicherheit zu erlangen, nicht um die Optimierung des Lernerfolges. Die Literaturrecherche machte deutlich, dass aktuelle Studien zum Lernen von Erwachsenen vor allem im berufsspezifischen Kontext angesiedelt sind und sich auf den Erwerb von Kompetenzen, Probleml{\"o}sestrategien und gesellschaftliche Teilhabe beziehen. Dem Lernen von Schauspielern liegt aber keine Absicht einer Verhaltens{\"a}nderung oder eines konkreten Wissenszuwachses zugrunde. F{\"u}r Schauspieler ist der Auftritt Bestandteil ihrer Berufskultur. Angesichts der Tatsache, dass pr{\"a}zisem Faktenwissen als Grundlage f{\"u}r kompetentes, {\"u}berzeugendes Pr{\"a}sentieren entscheidende Bedeutung zukommt, sind die Ergebnisse der Studie auch f{\"u}r Berufsgruppen relevant, die {\"o}ffentlich auftreten m{\"u}ssen, wie z. B. f{\"u}r Priester, Juristen und Lehrende. Das gilt ebenso f{\"u}r Sch{\"u}ler und Studenten, die Referate halten und/oder Arbeiten pr{\"a}sentieren m{\"u}ssen. F{\"u}r die empirische Untersuchung werden zw{\"o}lf renommierte Schauspieler mittels problemzentriertem Interview befragt, anschließend wird eine qualitative Inhaltsanalyse durchgef{\"u}hrt. In der Auswertung der Daten kann ein deutlicher Zusammenhang zwischen K{\"o}rper und Sprechpraxis nachgewiesen werden. Ebenso ergibt die Analyse, wie wichtig Bewegung f{\"u}r den Lernprozess ist. Es k{\"o}nnen Ergebnisse in Bezug auf kognitive, metakognitive und ressourcenorientierte Strategien generiert werden, wobei der Lernumgebung und dem Lernen mit Kollegen entscheidende Bedeutung zukommt.}, language = {de} } @incollection{Penning2021, author = {Penning, Isabelle}, title = {Spannung mit dem Strom-Quiz}, series = {Praxis Grundschule extra. Lernspiele. Ideen und Materialien f{\"u}r den Unterricht}, booktitle = {Praxis Grundschule extra. Lernspiele. Ideen und Materialien f{\"u}r den Unterricht}, publisher = {Westermann}, address = {Braunschweig}, isbn = {978-3-14-161058-1}, pages = {110 -- 119}, year = {2021}, language = {de} } @incollection{Penning2021, author = {Penning, Isabelle}, title = {Welche Technik wollen Sie zu Hause?}, series = {Leben mit der Technik. Welche Technik wollen ‚Sie'?}, booktitle = {Leben mit der Technik. Welche Technik wollen ‚Sie'?}, publisher = {Deutsche Gesellschaft f{\"u}r Technische Bildung e.V, 2022}, address = {Karlsruhe}, isbn = {3-947868-03-0}, pages = {21 -- 39}, year = {2021}, language = {de} } @article{Proeve2021, author = {Pr{\"o}ve, Ralf}, title = {Wie mit Nach-Matrix-Sozialisierten umgehen, oder: emotionale Herausforderungen bei der Vermittlung kulturwissenschaftlicher Inhalte}, series = {Emotionen in Wissensinstitutionen : zur Bedeutung affektiver Dimensionen in Forschung, Lehre und Unterricht}, journal = {Emotionen in Wissensinstitutionen : zur Bedeutung affektiver Dimensionen in Forschung, Lehre und Unterricht}, publisher = {Transcript}, address = {Bielefeld}, isbn = {978-3-8376-5735-7}, pages = {71 -- 92}, year = {2021}, language = {de} } @misc{Rehse2021, type = {Master Thesis}, author = {Rehse, Jessica}, title = {3D-Druck und 3D-Modellierung im Wirtschaft-Arbeit-Technik-Unterricht}, doi = {10.25932/publishup-52448}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-524485}, school = {Universit{\"a}t Potsdam}, pages = {II, 67}, year = {2021}, abstract = {Die Technologie des 3D-Drucks hat sich in den letzten Jahrzehnten rasant entwickelt. Im Industriebereich entstehen immer modernere und spezialisiertere Druckverfahren, im Hobby- und Privatanwenderbereich hingegen werden stetig kosteng{\"u}nstigere und einfacher zu bedienende Ger{\"a}te zug{\"a}nglich. Einzig im Bildungsbereich scheint das Themenfeld hingegen erst langsam eine Rolle zu spielen, obwohl sich zahlreiche Bezugspunkte f{\"u}r einen Einsatz in verschiedensten F{\"a}chern finden lassen. Insbesondere im Fach Wirtschaft-Arbeit-Technik sind die Schnittstellen zum Rahmenlehrplan Berlin/Brandenburg augenscheinlich, doch es liegen erst vereinzelt konkrete und systematische didaktische Konzepte und Vorschl{\"a}ge zur unterrichtspraktischen Einbettung vor. Die Verfasserin versucht daher in dieser Arbeit die Relevanz des Themas f{\"u}r die technische Bildung deutlich zu machen, eine kurze technische Einf{\"u}hrung in das f{\"u}r einen schulischen Einsatz besonders geeignete FDM-Druckverfahren zu geben und daran ankn{\"u}pfend konkrete Umsetzungsvorschl{\"a}ge aufzuzeigen: einerseits in Form eines allgemeinen Phasenmodells zur Planung von Technikunterricht sowie andererseits in Form eines exemplarischen Unterrichtskonzepts. Am Beispiel eines Schachsets wird verdeutlicht, wie Sch{\"u}lerinnen und Sch{\"u}ler zum Anfertigen der Konstruktionsunterlagen digitale CAD-Programme nutzen und anschließend mit Hilfe eines 3D-Druckers additiv fertigen k{\"o}nnen.}, language = {de} } @article{RichterBrunnerRichter2021, author = {Richter, Eric and Brunner, Martin and Richter, Dirk}, title = {Teacher educators' task perception and its relationship to professional identity and teaching practice}, series = {Teaching and teacher education : an international journal of research and studies}, volume = {101}, journal = {Teaching and teacher education : an international journal of research and studies}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0742-051X}, doi = {10.1016/j.tate.2021.103303}, pages = {10}, year = {2021}, abstract = {We assessed teacher educators? task perception and investigated its relationship with components of their professional identity and their teaching practice. Using data from 145 teacher educators, two different task perceptions were found: transmitters and facilitators. Teacher educators who were categorized as facilitator tend to demonstrate higher levels of self-efficacy, job satisfaction, constructivist beliefs about teaching and learning and use more effective teaching strategies. The findings demonstrate that teaching practices of teacher educators are rooted in their professional identity. ? 2021 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).}, language = {en} } @article{RichterKunterMarxetal.2021, author = {Richter, Eric and Kunter, Mareike and Marx, Alexandra and Richter, Dirk}, title = {Who participates in content-focused teacher professional development?}, series = {Frontiers in education}, journal = {Frontiers in education}, number = {6}, publisher = {Frontiers Media}, address = {Lausanne, Schweiz}, issn = {2504-284X}, doi = {10.3389/feduc.2021.722169}, pages = {1 -- 10}, year = {2021}, abstract = {This study investigates the relationship between teacher quality and teachers' engagement in professional development (PD) activities using data on 229 German secondary school mathematics teachers. We assessed different aspects of teacher quality (e.g. professional knowledge, instructional quality) using a variety of measures, including standardised tests of teachers' content knowledge, to determine what characteristics are associated with high participation in PD. The results show that teachers with higher scores for teacher quality variables take part in more content-focused PD than teachers with lower scores for these variables. This suggests that teacher learning may be subject to a Matthew effect, whereby more proficient teachers benefit more from PD than less proficient teachers.}, language = {en} } @article{RichterLazaridesRichter2021, author = {Richter, Eric and Lazarides, Rebecca and Richter, Dirk}, title = {Four reasons for becoming a teacher educator}, series = {Teaching and teacher education : an international journal of research and studies}, volume = {102}, journal = {Teaching and teacher education : an international journal of research and studies}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0742-051X}, doi = {10.1016/j.tate.2021.103322}, pages = {9}, year = {2021}, abstract = {We developed a new survey instrument to investigate teacher educators? motives for entering the profession and examined the associations between motives and job satisfaction and emotional exhaustion in both teachers and teacher educators. Using data from 145 teacher educators instructing in-service teachers, we identified four motives: career aspirations, social contribution, escaping routines, and coincidence. While escaping routines represents a ?push? factor associated with emotional exhaustion in teachers, career aspirations represent a ?pull? factor associated with job satisfaction in teacher educators. The instrument can be used as a self-assessment tool for the recruitment of teacher educators. ? 2021 The Authors.}, language = {en} } @article{RubachLazarides2021, author = {Rubach, Charlott and Lazarides, Rebecca}, title = {Emotionen in Schule und Unterricht}, series = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden}, journal = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden}, publisher = {Budrich}, address = {Opladen}, isbn = {978-3-8474-2427-7}, doi = {10.2307/j.ctv1f70kr0.3}, pages = {8 -- 16}, year = {2021}, abstract = {Ein wichtiges Ziel schulischer Bildung ist es, neben der kognitiven Entwicklung auch die Entwicklung nicht-kognitiver Lernmerkmale wie die Lernfreude von Sch{\"u}lerinnen und Sch{\"u}lern zu f{\"o}rdern (Hagenauer \& Hascher, 2018; Prenzel, 2012; Schiepe-Tiska, L{\"u}dtke, Seidel \& Prenzel, 2016). Damit einher geht die Herausforderung f{\"u}r Lehrkr{\"a}fte und Schulen, Lernprozesse so zu gestalten, dass Sch{\"u}lerinnen und Sch{\"u}ler den Prozess der Wissensaneignung als freudvoll erleben und individuell Neugier und Spaß am Lernen entwickeln k{\"o}nnen. Lern-und Leistungsemotionen von Sch{\"u}lerinnen und Sch{\"u}lern haben eine maßgebliche Bedeutung f{\"u}r erfolgreiche Lernprozesse - sie gelten als leistungsf{\"o}rderlich, beg{\"u}nstigen schulisches Wohlbefinden und bef{\"o}rdern die aktive Teilnahme von Lernenden am Unterricht}, language = {de} } @article{RubachLazarides2021, author = {Rubach, Charlott and Lazarides, Rebecca}, title = {Freude und Angst von Sch{\"u}lerinnen und Sch{\"u}lern}, series = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden}, journal = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden}, publisher = {Budrich}, address = {Opladen}, isbn = {978-3-8474-2427-7}, doi = {10.2307/j.ctv1f70kr0.11}, pages = {169 -- 191}, year = {2021}, abstract = {Lern- und Leistungsemotionen sind im Schulkontext sowohl bedeutsam f{\"u}r die Motivation, das Wohlbefinden, die Leistungen als auch f{\"u}r die Anstrengungsbereitschaft sowie bildungs- und berufsrelevante Entscheidungen von Sch{\"u}lerinnen und Sch{\"u}lern (als {\"U}berblick siehe Frenzel, Goetz, \& Pekrun, 2015; Hascher \& Brandenberger, 2018). Studien verdeutlichen, dass schulische Leistungen von Lernenden bei hoher fachspezifischer Angst sinken (Aldrup, Klusmann, \& L{\"u}dtke, 2019; Pekrun, Lichtenfeld, Marsh, Murayama, \& Goetz, 2017). Freude hat hingegen positive Auswirkungen auf das fachbezogene Interesse und Leistungen der Lernenden (Pekrun et al., 2017; Schukajlow \& Rakoczy, 2016). Ausgehend von der großen Bedeutung von Emotionen f{\"u}r den langfristigen Bildungserfolg von Lernenden ist...}, language = {de} } @article{RubachLazarides2021, author = {Rubach, Charlott and Lazarides, Rebecca}, title = {Freude und Angst von Sch{\"u}lerinnen und Sch{\"u}lern}, publisher = {Budrich}, address = {Opladen}, doi = {10.2307/j.ctv1f70kr0.11}, pages = {169 -- 191}, year = {2021}, abstract = {Lern- und Leistungsemotionen sind im Schulkontext sowohl bedeutsam f{\"u}r die Motivation, das Wohlbefinden, die Leistungen als auch f{\"u}r die Anstrengungsbereitschaft sowie bildungs- und berufsrelevante Entscheidungen von Sch{\"u}lerinnen und Sch{\"u}lern (als {\"U}berblick siehe Frenzel, Goetz, \& Pekrun, 2015; Hascher \& Brandenberger, 2018). Studien verdeutlichen, dass schulische Leistungen von Lernenden bei hoher fachspezifischer Angst sinken (Aldrup, Klusmann, \& L{\"u}dtke, 2019; Pekrun, Lichtenfeld, Marsh, Murayama, \& Goetz, 2017). Freude hat hingegen positive Auswirkungen auf das fachbezogene Interesse und Leistungen der Lernenden (Pekrun et al., 2017; Schukajlow \& Rakoczy, 2016). Ausgehend von der großen Bedeutung von Emotionen f{\"u}r den langfristigen Bildungserfolg von Lernenden ist...}, language = {de} } @article{RubachLazarides2021, author = {Rubach, Charlott and Lazarides, Rebecca}, title = {Emotionen in Schule und Unterricht Ausblick f{\"u}r Forschung und Praxis}, series = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden}, journal = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden}, publisher = {Budrich}, address = {Opladen}, isbn = {978-3-8474-2427-7}, doi = {10.2307/j.ctv1f70kr0.16}, pages = {284 -- 291}, year = {2021}, 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{SchusterTomaszewska2021, author = {Schuster, Isabell and Tomaszewska, Paulina}, title = {Introduction to the special issue. Prevalence and predictors of teen dating violence: A European perspective}, series = {New directions for child and adolescent development}, volume = {178}, journal = {New directions for child and adolescent development}, number = {Special Issue: Prevalence and predictors of teen dating violence: a European perspective}, publisher = {Jossey-Bass}, address = {San Francisco, Calif. [u.a.]}, issn = {1534-8687}, doi = {10.1002/cad.20444}, pages = {5 -- 10}, year = {2021}, language = {en} } @article{SpoererHenkeBosse2021, author = {Sp{\"o}rer, Nadine and Henke, Thorsten and Bosse, Stefanie}, title = {Is there a dark side of co-teaching?}, series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, volume = {71}, journal = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction}, publisher = {Elsevier}, address = {Amsterdam}, issn = {0959-4752}, doi = {10.1016/j.learninstruc.2020.101393}, pages = {10}, year = {2021}, language = {en} } @article{SteinmayrLazaridesWeidingeretal.2021, author = {Steinmayr, Ricarda and Lazarides, Rebecca and Weidinger, Anne Franziska and Christiansen, Hanna}, title = {Teaching and learning during the first COVID-19 school lockdown: Realization and associations with parent-perceived students' academic outcomes}, series = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie}, volume = {35}, journal = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie}, number = {2-3}, publisher = {Hogrefe Verlag}, address = {G{\"o}ttingen}, issn = {1010-0652}, doi = {10.1024/1010-0652/a000306}, pages = {85 -- 106}, year = {2021}, abstract = {Due to the COVID-19 pandemic, all schools in Germany were locked down for several months in 2020. How schools realized teaching during the school lockdown greatly varied from school to school. N = 2,647 parents participated in an online survey and rated the following activities of teachers in mathematics, language arts (German), English, and science / biology during the school lockdown: frequency of sending task assignments, task solutions and requesting for solutions, giving task-related feedback, grading tasks, providing lessons per videoconference, and communicating via telecommunication tools with students and / or parents. Parents also reported student academic outcomes during the school lockdown (child's learning motivation, competent and independent learning, learning progress). Parents further reported student characteristics and social background variables: child's negative emotionality, school engagement, mathematical and language competencies, and child's social and cultural capital. Data were separately analyzed for elementary and secondary schools. In both samples, frequency of student-teacher communication was associated with all academic outcomes, except for learning progress in elementary school. Frequency of parent-teacher communication was associated with motivation and learning progress, but not with competent and independent learning, in both samples. Other distant teaching activities were differentially related to students' academic outcomes in elementary vs. secondary school. School engagement explained most additional variance in all students' outcomes during the school lockdown. Parent's highest school leaving certificate incrementally predicted students' motivation, and competent and independent learning in secondary school, as well as learning progress in elementary school. The variable "child has own bedroom" additionally explained variance in students' competent and independent learning during the school lockdown in both samples. Thus, both teaching activities during the school lockdown as well as children's characteristics and social background were independently important for students' motivation, competent and independent learning, and learning progress. Results are discussed with regard to their practical implications for realizing distant teaching.}, language = {en} } @article{StraubBaumgardtLange2021, author = {Straub, Sarah and Baumgardt, Iris and Lange, Dirk}, title = {Berufs- und Arbeitswelt in der politischen Bildung}, series = {Citizenship - Studien zur politischen Bildung}, journal = {Citizenship - Studien zur politischen Bildung}, publisher = {Springer}, address = {Wiesbaden}, isbn = {978-3-658-34303-3}, issn = {2662-852X}, doi = {10.1007/978-3-658-34304-0}, pages = {XI, 177}, year = {2021}, abstract = {Dieses open access-Buch analysiert den Zusammenhang von Berufsorientierung und politischer Bildung von Jugendlichen. Der Anspruch der M{\"u}ndigkeitsbildung stellt die Ausgangsposition f{\"u}r die Vorstellungsforschung subjektiver Sinnbilder {\"u}ber die Berufs- und Arbeitswelt von Jugendlichen in der Sekundarstufe I dar. Dabei zeichnen sich Unterschiede in den Vorstellungen entlang der Trennlinien von sozio{\"o}konomischem Hintergrund, Herkunft, Geschlecht und Schulform ab. Die empirische Studie liefert wichtige Erkenntnisse zu den Vorstellungen und Handlungsm{\"o}glichkeiten von Sch{\"u}ler*innen und hilft zu verstehen, wovon diese abh{\"a}ngen und welche didaktischen Ans{\"a}tze sich f{\"u}r die Berufsorientierung ableiten lassen.}, language = {de} } @article{TomaszewskaSchuster2021, author = {Tomaszewska, Paulina and Schuster, Isabell}, title = {Prevalence of teen dating violence in Europe}, series = {New directions for child and adolescent development}, volume = {178}, journal = {New directions for child and adolescent development}, number = {Special Issue: Prevalence and predictors of teen dating violence: a European perspective}, publisher = {Jossey-Bass}, address = {San Francisco}, issn = {1534-8687}, doi = {10.1002/cad.20437}, pages = {11 -- 37}, year = {2021}, abstract = {Violence in adolescent relationships is a common problem with numerous negative short- and long-term consequences. Because most of the evidence on teen dating violence (TDV) synthesized in reviews comes from North American studies, this review aimed to compile evidence on prevalence rates of TDV based on studies identified for Europe only. Specifically, we considered different forms of TDV victimization and perpetration, gender differences, and its measurement. A systematic literature search of the most popular databases Ebsco and PubMed yielded a total of N = 34 studies, with most of the studies identified for Spain, and only a few studies in other European countries. In sum, the results revealed a great variability in prevalence rates across and within the European countries, a common pattern of gender differences, and a wide range of applied measures, corresponding with the evidence from the North American studies. Implications for future research and policy were discussed.}, language = {en} } @article{TschierschBanerjiRemus2021, author = {Tschiersch, Anja and Banerji, Amitabh and Remus, Ludger}, title = {Thymolblau - schulische Synthese \& AR-gest{\"u}tzte Lernmaterialien}, series = {Chemie konkret : CHEMKON ; Forum f{\"u}r Unterricht und Didaktik}, volume = {28}, journal = {Chemie konkret : CHEMKON ; Forum f{\"u}r Unterricht und Didaktik}, number = {6}, publisher = {Wiley-VCH}, address = {Weinheim}, issn = {0944-5846}, doi = {10.1002/ckon.202100011}, pages = {266 -- 269}, year = {2021}, abstract = {This article presents the synthesis of thymol blue as a student experiment together with suitable augmented reality (AR) learning materials. In addition, the theoretical background on the synthesis of thymol blue and its pH-dependent structure-property relationship is discussed with regards to recent findings. Furthermore, experiences with the experiment in school and university lab-trainings as well as in teacher trainings are reported.}, language = {de} } @article{TschierschKrugHuweretal.2021, author = {Tschiersch, Anja and Krug, Manuel and Huwer, Johannes and Banerji, Amitabh}, title = {ARbeiten mit erweiterter Realit{\"a}t im Chemieunterricht}, series = {Chemie konkret : CHEMKON ; Forum f{\"u}r Unterricht und Didaktik / hrsg. von der Fachgruppe Chemieunterricht GDCh}, volume = {28}, journal = {Chemie konkret : CHEMKON ; Forum f{\"u}r Unterricht und Didaktik / hrsg. von der Fachgruppe Chemieunterricht GDCh}, number = {6}, publisher = {Wiley-VCH}, address = {Weinheim}, issn = {0944-5846}, doi = {10.1002/ckon.202100009}, pages = {241 -- 244}, year = {2021}, abstract = {Reality enriched with digital information is playing an increasingly important role in our everyday live, but also in chemistry teaching. Thus, teaching-learning environments with augmented reality (AR) arc can have positive effects on knowledge acquisition, motivation and other factors of learning. On the one hand, this paper gives an overview of media educational design parameters and on the other hand, tools are also presented to create and use this technology for teaching.}, 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} } @misc{WachsWrightSittichai2021, author = {Wachs, Sebastian and Wright, Michelle F. and Sittichai, Ruthaychonnee}, title = {Correction: Associations between witnessing and perpetrating online hate in eight countries: The Buffering Effects of Problem-Focused Coping.}, series = {International Journal Environmental Research and Public Health}, volume = {18}, journal = {International Journal Environmental Research and Public Health}, number = {3992}, publisher = {MDPI}, address = {Basel}, issn = {1661-7827}, doi = {10.3390/ijerph18052609}, pages = {1 -- 2}, year = {2021}, abstract = {Kein Abstract vorhanden}, language = {en} } @phdthesis{Wendland2021, author = {Wendland, Mirko}, title = {Das Schulpraktikum (Praxissemester) aus Sicht der Lehramtsstudierenden}, publisher = {disserta}, address = {Hamburg}, isbn = {978-3-95935-576-6}, pages = {348}, year = {2021}, abstract = {Die vorliegende Dissertationsschrift gibt einen Einblick in die Einfl{\"u}sse universit{\"a}rer und schulischer Lerngelegenheiten des Schulpraktikums (Praxissemester) im Rahmen des lehramtsbezogenen Masterstudiums auf den Erwerb professioneller Kompetenzen. Dar{\"u}ber hinaus werden Einfl{\"u}sse zuvor angebotener Kurse der Fachwissenschaften, Fachdidaktiken und Bildungswissenschaften aufgezeigt. Grundlage bilden Querschnitts- und L{\"a}ngsschnittserhebungen an der Universit{\"a}t Potsdam. Im Speziellen werden wesentliche Einfl{\"u}sse des schulischen Einstiegs ins Praktikum, der universit{\"a}ren Vorbereitungskurse, der schulischen und universit{\"a}ren Unterrichtsbesprechungen, der mentoriellen Unterst{\"u}tzung an der Schule sowie der Abschlussgespr{\"a}che durch die Ausbildungslehrkraft und die Schulleitung aufgezeigt. Die Ergebnisse werden anhand der Theorie diskutiert sowie im Blick auf die Qualifizierung von Ausbildungslehrkr{\"a}ften und die N{\"u}tzlichkeit von Lerngelegenheiten diskutiert.}, language = {de} } @article{WestphalZawackiRichter2021, author = {Westphal, Andrea and Zawacki-Richter, Olaf}, title = {Von der allgemeinen Erziehungswissenschaft zur empirischen Bildungsforschung?}, series = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, volume = {24}, journal = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE}, number = {3}, publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH}, address = {Wiesbaden}, issn = {1434-663X}, doi = {10.1007/s11618-021-01008-5}, pages = {641 -- 669}, year = {2021}, abstract = {The present study examines articles published in Zeitschrift fur Erziehungswissenschaft (ZfE-Journal of Educational Sciences) between 1998 and 2017, to discover whether the thematic focus of the articles it published during this period changed over time. To do this, we scrutinized articles in four consecutive five-year periods: 1998-2002, 2003-2007, 2008-2012, 2013-2017. Using the titles and abstracts of 821 articles published between 1998 and 2017, we conducted a quantitative text analysis and identified the most frequent and most characteristic bigrams that emerged during these periods. In addition, we looked at whether specific word stems (e.g., "erziehungswissenschaft", "bildungsforsch", "didakt") began to occur more frequently over the two decades under study. Finally, we used the text mining tool Leximancer (TM) to construct concept maps that point to the semantic structure of the topics and key concepts in the analyzed articles. The results indicate that, over the course of this twenty-year period, the ZfE predominantly published empirical articles with a focus on the social aspects of education, but that its focus on research into general pedagogy decreased in frequency.}, language = {de} } @phdthesis{Wienecke2021, author = {Wienecke, Maik}, title = {Wohin mit der sozialistischen Pers{\"o}nlichkeit?}, series = {Potsdamer Geographische Praxis}, journal = {Potsdamer Geographische Praxis}, number = {16}, publisher = {Universit{\"a}tsverlag Potsdam}, address = {Potsdam}, isbn = {978-3-86956-518-7}, issn = {2194-1599}, doi = {10.25932/publishup-51591}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-515911}, school = {Universit{\"a}t Potsdam}, pages = {254}, year = {2021}, abstract = {Das Schulfach Geographie war in der DDR eines der F{\"a}cher, das sehr stark mit politischen Themen im Sinne des Marxismus-Leninismus best{\"u}ckt war. Ein anderer Aspekt sind die sozialistischen Erziehungsziele, die in der Schulbildung der DDR hoch im Kurs standen. Im Fokus stand diesbez{\"u}glich die Erziehung der Kinder zu sozialistischen Pers{\"o}nlichkeiten. Die Arbeit versucht einen klaren Blick auf diesen Umstand zu werfen, um zu erfahren, was da von den Lehrkr{\"a}ften gefordert wurde und wie es in der Schule umzusetzen war. Durch den Fall der Mauer war nat{\"u}rlich auch eine Umstrukturierung des Bildungssystems im Osten unausweichlich. Hier will die Arbeit Einblicke geben, wie die Geographielehrkr{\"a}fte diese Transformation mitgetragen und umgesetzt haben. Welche Wesensz{\"u}ge aus der Sozialisierung in der DDR haben sich bei der Gestaltung des Unterrichtes und dessen Ausrichtung auf die neuen Erziehungsziele erhalten? Hierzu wurden Geographielehrkr{\"a}fte befragt, die sowohl in der DDR als auch im geeinten Deutschland unterrichtet haben. Die Fragen bezogen sich in erster Linie auf die Art und Weise des Unterrichtens vor, w{\"a}hrend und nach der Wende und der daraus entstandenen Systemtransformation. Die Befragungen kommen zu dem Ergebnis, dass sich der Geographieunterricht in der DDR thematisch von dem in der BRD nicht sonderlich unterschied. Von daher bedurfte es keiner umfangreichen inhaltlichen Ver{\"a}nderung des Geographieunterrichts. Schon zu DDR-Zeiten wurden durch die Lehrkr{\"a}fte offenbar eigenm{\"a}chtig ideologiefreie physisch-geographische Themen oft ausgedehnt, um die Ideologie des Faches zu reduzieren. So fiel den meisten eine Anpassung ihres Unterrichts an das westdeutsche System relativ leicht. Die humanistisch gepr{\"a}gte Werteerziehung des DDR-Bildungssystems wurde unter Ausklammerung des sozialistischen Aspektes ebenso fortgef{\"u}hrt, da es auch hier viele Parallelen zum westdeutschen System gegeben hat. Deutlich wird eine Charakterisierung des Faches als Naturwissenschaft von Seiten der ostdeutschen Lehrkr{\"a}fte, obwohl das Fach an den Schulen den Gesellschaftswissenschaften zugeordnet wird und auch in der DDR eine starke wirtschaftsgeographische Ausrichtung hatte. Von der Verantwortung sozialistische Pers{\"o}nlichkeiten zu erziehen, wurden die Lehrkr{\"a}fte mit dem Ende der DDR entbunden und die in dieser Arbeit aufgef{\"u}hrten Interviewausz{\"u}ge lassen keinen Zweifel daran, dass es dem Großteil der Befragten darum nicht leidtat, sie sich aber bis heute an der Werteorientierung aus DDR-Zeiten orientieren.}, language = {de} } @article{WrightWachsGamezGuadix2021, author = {Wright, Michelle F. and Wachs, Sebastian and G{\´a}mez-Guadix, Manuel}, title = {J{\´o}venes ante el ciberodio}, series = {Comunicar : revista cient{\´i}fica de comunicaci{\´o}n y educaci{\´o}n}, volume = {29}, journal = {Comunicar : revista cient{\´i}fica de comunicaci{\´o}n y educaci{\´o}n}, number = {67}, publisher = {Grupo Comunicar}, address = {Huelva}, issn = {1134-3478}, doi = {10.3916/C67-2021-02}, pages = {21 -- 33}, year = {2021}, abstract = {Adolescents around the world are increasingly exposed to cyberhate. More knowledge is needed to understand how adolescents cope with cyberhate and how they can be supported when exposed. To this end, the present study investigated the associations between parental mediation of Internet use and adolescents' problem-focused coping strategies for hypothetical cyberhate victimization while considering family support as a moderator of these relationships. The sample consisted of self-reports of 5,960 adolescents between 12-18 years old (M=14.94; SD=1.61; females: 50.7\%) from Cyprus, Germany, Greece, India, Spain, South Korea, and Thailand. A structural equation model was used to investigate the relationship among parental mediation, family support, and coping with cyberhate. Findings showed a positive relationship between instructive parental mediation and adolescents' problem-focused coping strategies, and a negative relationship between restrictive parental mediation and adolescents' capability to cope productively with cyberhate. In addition, family support strengthened the positive relationship between instructive parental mediation and adolescents' use of coping strategies and attenuated the negative relationship between restrictive parental mediation and adolescents' use of coping strategies. The findings highlight the need for parental education training and underscore the importance of family support for increasing adolescents' ability to cope productively with cyberhate.}, language = {es} } @article{ZarubaWestphalGutmannetal.2021, author = {Zaruba, Nicole and Westphal, Andrea and Gutmann, Franziska and Vock, Miriam}, title = {Preservice teachers' implicit and explicit attitudes towards teaching and learning}, series = {Frontiers in education}, volume = {6}, journal = {Frontiers in education}, publisher = {Frontiers Media}, address = {Lausanne}, issn = {2504-284X}, doi = {10.3389/feduc.2021.619098}, pages = {14}, year = {2021}, abstract = {When it comes to teacher attitudes towards teaching and learning, research relies heavily on explicit measures (e.g., questionnaires). These attitudes are generally conceptualized as constructivist and transmissive views on teaching and learning with constructivism often considered to be more desirable. In explicit measures, this can have drawbacks like socially desirable responding. It is for this reason that, in this study, we investigated implicit attitudes as well as explicit attitudes towards constructivism and transmission. N = 100 preservice teachers worked on a questionnaire and two Single-Target Implicit Association Tests (ST-IAT constructivism and ST-IAT transmission) before (T1) and after (T2) a single master's semester. One group (n = 50) did student teaching while a second group (n = 50) took master's courses. We evaluated preservice teachers' views on teaching at the end of their masters' studies. Participants agreed with transmission and constructivism (T1) on both an explicit and implicit level. Implicit measures seem to exceed explicit measures in differentially assessing constructivist and transmissive views on teaching and learning. After student teaching (T2), there was no overall effect of attitude development but changes in rank indicate that participants' implicit attitudes towards constructivism and transmission developed differently for each individual.}, language = {en} } @misc{ZarubaWestphalGutmannetal.2021, author = {Zaruba, Nicole and Westphal, Andrea and Gutmann, Franziska and Vock, Miriam}, title = {Preservice Teachers' Implicit and Explicit Attitudes Towards Teaching and Learning}, series = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, journal = {Postprints der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe}, issn = {1866-8364}, doi = {10.25932/publishup-54289}, url = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-542895}, pages = {16}, year = {2021}, abstract = {When it comes to teacher attitudes towards teaching and learning, research relies heavily on explicit measures (e.g., questionnaires). These attitudes are generally conceptualized as constructivist and transmissive views on teaching and learning with constructivism often considered to be more desirable. In explicit measures, this can have drawbacks like socially desirable responding. It is for this reason that, in this study, we investigated implicit attitudes as well as explicit attitudes towards constructivism and transmission. N = 100 preservice teachers worked on a questionnaire and two Single-Target Implicit Association Tests (ST-IAT constructivism and ST-IAT transmission) before (T1) and after (T2) a single master's semester. One group (n = 50) did student teaching while a second group (n = 50) took master's courses. We evaluated preservice teachers' views on teaching at the end of their masters' studies. Participants agreed with transmission and constructivism (T1) on both an explicit and implicit level. Implicit measures seem to exceed explicit measures in differentially assessing constructivist and transmissive views on teaching and learning. After student teaching (T2), there was no overall effect of attitude development but changes in rank indicate that participants' implicit attitudes towards constructivism and transmission developed differently for each individual.}, language = {en} } @book{OPUS4-52235, title = {Emotionen in Wissensinstitutionen}, series = {Bildungsforschung ; 8}, journal = {Bildungsforschung ; 8}, editor = {Ernst, Sebastian}, publisher = {Transcript}, address = {Bielefeld}, isbn = {978-3-8376-5735-7}, pages = {243}, year = {2021}, abstract = {Mit der florierenden Erforschung menschlicher Emotionalit{\"a}t ging die Erkenntnis einher, dass emotionale Prozesse eine wichtige Rolle in unserer Wahrnehmung, unserem Denken und unserem Handeln spielen. Diese sind jedoch keineswegs ausschließlich negativ zu betrachten, sondern erf{\"u}llen wichtige Funktionen, ohne die wir unser allt{\"a}gliches Leben nicht bew{\"a}ltigen k{\"o}nnten. Welche Bedeutung diese Erkenntnis f{\"u}r das wissenschaftliche Denken und Handeln, aber auch f{\"u}r den Unterricht in Universit{\"a}t und Schule hat, ist kaum untersucht worden. Die Beitr{\"a}ger*innen des Bandes nehmen sich dieses Desiderats an und fragen nach den emotionalen Dimensionen von Forschung, Lehre und Unterricht.}, language = {de} } @book{OPUS4-59806, title = {Come Together}, editor = {Brenne, Andreas and Ossowski, Ekkehard and Seidel, Christoph}, publisher = {kopaed}, address = {M{\"u}nchen}, isbn = {978-3-86736-548-2}, pages = {90}, year = {2021}, language = {de} } @book{OPUS4-54111, title = {Emotionen in Schule und Unterricht}, editor = {Rubach, Charlott and Lazarides, Rebecca}, publisher = {Budrich}, address = {Opladen}, isbn = {978-3-8474-2427-7}, doi = {10.3224/84742427}, pages = {296}, year = {2021}, language = {de} }