@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{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{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}
}
@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}
}
@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{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{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{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{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}
}
@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{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{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{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{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{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}
}
@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{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{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}
}
@misc{WachsWrightSittichaietal.2021,
  author    = {Wachs, Sebastian and Wright, Michelle F. and Sittichai, Ruthaychonnee and Singh, Ritu and Biswal, Ramakrishna and Kim, Eun-mee and Yang, Soeun and G{\´a}mez-Guadix, Manuel and Almendros, Carmen and Flora, Katerina and Daskalou, Vassiliki and Maziridou, Evdoxia},
  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      = {1660-4601},
  doi       = {10.3390/ijerph18052609},
  pages     = {1 -- 2},
  year      = {2021},
  language  = {en}
}
@book{OPUS4-64794,
  title     = {J{\"u}dische religi{\"o}se Erziehung im Zeitalter der Emanzipation},
  series = {Europ{\"a}isch-j{\"u}dische Studien - Beitr{\"a}ge},
  volume    = {56},
  journal   = {Europ{\"a}isch-j{\"u}dische Studien - Beitr{\"a}ge},
  editor    = {Salzer, Dorothea M.},
  publisher = {De Gruyter Oldenbourg},
  address   = {Berlin},
  isbn      = {978-3-11-074305-0},
  doi       = {10.1515/9783110743050},
  pages     = {285},
  year      = {2021},
  abstract  = {Aufkl{\"a}rung und Emanzipation stellten das deutschsprachige Judentum vor die Aufgabe, ein modernes j{\"u}disches Selbstverst{\"a}ndnis zu entwickeln, das den neuen gesellschaftlichen Anforderungen entsprach. Dabei war das Gebiet der Erziehung einer jener Bereiche, in denen die j{\"u}dische Modernisierung zuerst zum Tragen kam. Durch die Neukonzeption des j{\"u}dischen Lernens, die stark von transkulturellen Diskursen gepr{\"a}gt war, entstanden neue p{\"a}dagogische Konzepte und neue Lehrb{\"u}cher. Als Erziehungsmittel trugen diese einen wichtigen Teil zum Sozialisierungsprozess des sich transformierenden Judentums bei und sind somit zentrale Quellen f{\"u}r die in jener Zeit stattfindende Aushandlung eines neuen j{\"u}dischen Selbstverst{\"a}ndnisses. Der Sammelband beleuchtet in {\"U}berblicksdarstellungen und Einzelstudien die vielf{\"a}ltigen Wechselbeziehungen zwischen p{\"a}dagogischen, religi{\"o}sen und gesellschaftlichen Entwicklungen dieser Zeit und konturiert damit die im Hintergrund der j{\"u}dischen Modernisierung stehenden Prozesse des Kulturtransfers genauer.},
  language  = {de}
}