@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}
}