TY - JOUR A1 - Seidel, Andreas T1 - (Weiter-)Entwicklung der Lehrerbildung im Land Brandenburg BT - Der Beitrag der Bildungswissenschaften in der Potsdamer Sekundarstufenlehrerausbildung JF - Potsdamer Beiträge zur Hochschulforschung Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-399709 SN - 978-3-86956-399-2 SN - 2192-1075 SN - 2192-1083 IS - 3 SP - 137 EP - 167 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Ludwig, Joachim T1 - A subject-theoretical perspective on transformative learning and transformative Bildung BT - Transformative Bildung as a Research Strategy on the Processes of Bildung JF - Transformative learning meets Bildung : an international exchange N2 - The German theory on transformative Bildung (Koller, Marotzki, & Sanders, 2007; Koller, 2012; Nohl, 2014) deals with transformation processes in human thinking. Bildung is defined as self and world reference, causing change in the fundamental orientation of people in the course of their biography. Y1 - 2017 SN - 978-94-6300-795-5 SN - 978-94-6300-796-2 SN - 978-94-6300-797-9 U6 - https://doi.org/10.1007/978-94-6300-797-9_4 VL - 21 SP - 43 EP - 55 PB - Sense Publishers CY - Rotterdam ER - TY - JOUR A1 - Unger, Martin A1 - Dibiasi, Anna T1 - Aktuelle Debatten im österreichischen Hochschulsystem JF - Potsdamer Beiträge zur Hochschulforschung Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-399749 SN - 978-3-86956-399-2 SN - 2192-1075 SN - 2192-1083 IS - 3 SP - 223 EP - 240 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Schubarth, Wilfried A1 - Mauermeister, Sylvi T1 - Alles auf (Studien)anfang! BT - Sieben Thesen und erste Befunde zum Studieneingang aus dem StuFo-Projekt JF - Potsdamer Beiträge zur Hochschulforschung Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-399615 SN - 978-3-86956-399-2 SN - 2192-1075 SN - 2192-1083 IS - 3 SP - 19 EP - 37 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Schubarth, Wilfried A1 - Ulbricht, Juliane T1 - Beschäftigungsbefähigung – ein Bildungsziel an Hochschulen? JF - Potsdamer Beiträge zur Hochschulforschung Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-399666 SN - 978-3-86956-399-2 SN - 2192-1075 SN - 2192-1083 IS - 3 SP - 75 EP - 86 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Brunner, Martin A1 - Keller, Ulrich A1 - Wenger, Marina A1 - Fischbach, Antoine A1 - Lüdtke, Oliver T1 - Between-School Variation in Students' Achievement, Motivation, Affect, and Learning Strategies BT - Results from 81 Countries for Planning Group-Randomized Trials in Education JF - Journal of research on educational effectiveness / Society for Research on Educational Effectiveness (SREE) N2 - To plan group-randomized trials where treatment conditions are assigned to schools, researchers need design parameters that provide information about between-school differences in outcomes as well as the amount of variance that can be explained by covariates at the student (L1) and school (L2) levels. Most previous research has offered these parameters for U.S. samples and for achievement as the outcome. This paper and the online supplementary materials provide design parameters for 81 countries in three broad outcome categories (achievement, affect and motivation, and learning strategies) for domain-general and domain-specific (mathematics, reading, and science) measures. Sociodemographic characteristics were used as covariates. Data from representative samples of 15-year-old students stemmed from five cycles of the Programme for International Student Assessment (PISA; total number of students/schools: 1,905,147/70,098). Between-school differences as well as the amount of variance explained at L1 and L2 varied widely across countries and educational outcomes, demonstrating the limited generalizability of design parameters across these dimensions. The use of the design parameters to plan group-randomized trials is illustrated. KW - student achievement KW - motivation KW - affect KW - learning styles KW - intraclass correlation KW - large-scale assessment KW - multilevel models KW - design parameters Y1 - 2017 U6 - https://doi.org/10.1080/19345747.2017.1375584 SN - 1934-5747 SN - 1934-5739 VL - 11 IS - 3 SP - 452 EP - 478 PB - Routledge, Taylor & Francis Group CY - Abingdon ER - TY - JOUR A1 - Penk, Christiane A1 - Richter, Dirk T1 - Change in test-taking motivation and its relationship to test performance in low-stakes assessments JF - Educational assessment, evaluation and accountability N2 - Since the turn of the century, an increasing number of low-stakes assessments (i.e., assessments without direct consequences for the test-takers) are being used to evaluate the quality of educational systems. Internationally, research has shown that low-stakes test results can be biased due to students’ low test-taking motivation and that students’ effort levels can vary throughout a testing session involving both cognitive and noncognitive tests. Thus, it is possible that students’ motivation varies throughout a single cognitive test and in turn affects test performance. This study examines the change in test-taking motivation within a 2-h cognitive low-stakes test and its association with test performance. Based on expectancy-value theory, we assessed three components of test-taking motivation (expectancy for success, value, and effort) and investigated its change. Using data from a large-scale student achievement study of German ninth-graders, we employed second-order latent growth modeling and structural equation modeling to predict test performance in mathematics. On average, students’ effort and perceived value of the test decreased, whereas expectancy for success remained stable. Overall, initial test-taking motivation was a better predictor of test performance than change in motivation. Only the variability of change in the expectancy component was positively related to test performance. The theoretical and practical implications for test practitioners are discussed. KW - Test-taking motivation KW - Low-stakes tests KW - Large-scale assessments KW - Expectancy-value theory KW - Growth modeling Y1 - 2016 U6 - https://doi.org/10.1007/s11092-016-9248-7 SN - 1874-8597 SN - 1874-8600 VL - 29 SP - 55 EP - 79 PB - Springer CY - Heidelberg ER - TY - JOUR A1 - Muwonge, Charles Magoba A1 - Schiefele, Ulrich A1 - Ssenyonga, Joseph A1 - Kibedi, Henry T1 - Determinants of persistence among science teacher-trainees BT - Examining the role of self-efficacy, task value, and academic hope JF - ournal of science teacher education : official journal of the Association for Science Teacher Education (ASTE) N2 - Grounded in the expectancy-value and hope theories, the present study was conducted to examine the extent to which self-efficacy, task value, and academic hope predict persistence among science teacher-trainees in Uganda. The sample consisted of 278 undergrad- uate science teacher-trainees selected from a large public university in northern Uganda. Data were collected using several scales from the modified Motivated Strategies for Learning Questionnaire, Academic Hope Scale, and College Persistence Questionnaire and analyzed using structural equation modeling. Task value and aca- demic hope significantly predicted students’ persistence. Academic hope made a greater contribution to students’ persistence compared to task value. The combined effect of task value and academic hope did not make any significant contribution to students’ persistence. The study highlights the need to strengthen students’ hopeful think- ing and task value in order to increase their chances of completing their studies. Implications of the study findings for educational practice and for the training of science teacher-trainees are elaborated in the article. KW - Academic hope KW - persistence KW - science teacher-trainees KW - self-efficacy KW - task value Y1 - 2017 U6 - https://doi.org/10.1080/1046560X.2017.1379860 SN - 1046-560X SN - 1573-1847 VL - 28 SP - 522 EP - 548 PB - Taylor & Francis CY - Abingdon ER - TY - JOUR A1 - Grecmanová, Helena A1 - Dopita, Miroslav A1 - Kantorová, Jana A1 - Skopalová, Jitka T1 - Die Entwicklung des Hochschulwesens am Beispiel der Tschechischen Republik JF - Potsdamer Beiträge zur Hochschulforschung Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-399764 SN - 978-3-86956-399-2 SN - 2192-1075 SN - 2192-1083 IS - 3 SP - 263 EP - 284 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Grzywacz, Małgorzata A1 - Miłkowska, Grażyna A1 - Piorunek, Magdalena A1 - Sałaciński, Lech T1 - Die Entwicklung des Hochschulwesens am Beispiel Polens JF - Potsdamer Beiträge zur Hochschulforschung Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-399754 SN - 978-3-86956-399-2 SN - 2192-1075 SN - 2192-1083 IS - 3 SP - 241 EP - 262 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Faaß, Marcel T1 - Die Studienvor- und die Studieneingangsphase an der Universität Potsdam BT - Eine Bestandsaufnahme JF - Potsdamer Beiträge zur Hochschulforschung Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-399630 SN - 978-3-86956-399-2 SN - 2192-1075 SN - 2192-1083 IS - 3 SP - 39 EP - 51 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Wachs, Sebastian A1 - Bilz, Ludwig A1 - Fischer, Saskia M. A1 - Wright, Michelle F. T1 - Do emotional components of alexithymia mediate the interplay between cyberbullying victimization and perpetration? JF - International Journal of Environmental Research and Public Health N2 - A substantial amount of research has revealed that cyberbully-victims have more emotional and behavioral problems than either cyberbullying victims or perpetrators. However, until now, little research has been conducted into the factors that contribute to the interplay between cyberbullying victimization and perpetration. The purpose of this study was to examine the relationship between cyberbullying victimization, perpetration, and two emotional components of alexithymia, namely difficulties in identifying and describing one's own feelings. Self-report questions were administered to 1549 adolescents between 12 and 18 years old (M = 14.51; SD = 1.68; 42.1% (n = 652) male) from Germany and Thailand. Results showed that cyberbullying victimization and alexithymia are associated with cyberbullying perpetration. Moreover, alexithymia mediated the associations between cyberbullying victimization and adolescents' cyberbullying perpetration. Consequently, we suggest that the ability to describe and identify one's own feelings might be important for understanding the link between cyberbullying, victimization, and perpetration. The results may help develop prevention and intervention programs focused on reducing cyberbullying. KW - alexithymia KW - cyberbully-victims KW - cyberbullying KW - cybervictimization KW - mediation Y1 - 2017 U6 - https://doi.org/10.3390/ijerph14121530 SN - 1660-4601 VL - 14 IS - 12 PB - MDPI CY - Basel ER - TY - JOUR A1 - Schubarth, Wilfried A1 - Mauermeister, Sylvi A1 - Seidel, Andreas T1 - Einführung: Debatten und Positionen zur Hochschulentwicklung JF - Potsdamer Beiträge zur Hochschulforschung Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-399372 SN - 978-3-86956-399-2 SN - 2192-1075 SN - 2192-1083 IS - 3 SP - 9 EP - 15 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Niproschke, Saskia A1 - Zylla, Birgitta T1 - Generation Y: Vom Hörsaal in das Berufsleben BT - Problemstellungen für die Hochschule und den Arbeitsmarkt JF - Potsdamer Beiträge zur Hochschulforschung Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-399649 SN - 978-3-86956-399-2 SN - 2192-1075 SN - 2192-1083 IS - 3 SP - 53 EP - 71 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Hintze, Ksenia A1 - Giest, Hartmut T1 - Gesundes Trinken - unsichtbarer Zucker JF - Die naturwissenschaftliche Perspektive konkret Y1 - 2017 SN - 978-3-7815-2161-2 SP - 169 EP - 179 PB - Klinkhardt CY - Bad Heilbrunn ER - TY - JOUR A1 - Köhler, Anke T1 - Herausforderungen, Potenziale und eine weitere Perspektive BT - Die Fachdidaktik als Nukleus in der Lehrerbildung JF - Potsdamer Beiträge zur Hochschulforschung Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-399712 SN - 978-3-86956-399-2 SN - 2192-1075 SN - 2192-1083 IS - 3 SP - 169 EP - 180 PB - Universitätsverlag Potsdam CY - Potsdam ER - TY - JOUR A1 - Juchler, Ingo T1 - Hermeneutik JF - Forschung, Planung und Methoden politischer Bildung Y1 - 2017 SN - 978-3-8340-1726-0 SP - 453 EP - 458 PB - Schneider Verlag Hohengehren GmbH CY - Baltmannsweiler ET - 2. unveränderte Auflage ER - TY - JOUR A1 - Naumann, Rosemarie T1 - Juniorwahl JF - Forschung, Planung und Methoden politischer Bildung Y1 - 2017 SN - 978-3-8340-1726-0 SP - 554 EP - 560 PB - Schneider CY - Baltmannsweiler ET - 2. unveränderte Auflage ER - TY - JOUR A1 - Herzog, Moritz A1 - Ehlert, Antje A1 - Fritz, Annemarie T1 - Kombinatorikaufgaben in der dritten Grundschulklasse BT - Darstellung, Abstraktionsgrad und Strategieeinsatz als Einflussfaktoren auf die Lösungsgüte JF - Journal für Mathematik-Didaktik N2 - Seit einigen Jahren werden kombinatorische Aufgaben als eigenständiges Thema im Mathematikunterricht der Grundschule behandelt, das diverse Lerngelegenheiten bereithält. Dies wirft Fragen zur Bearbeitungsweise sowie zu den Repräsentationen der Schülerinnen und Schüler auf. In einer empirischen Studie (N = 548) wurden anhand von sechs Kombinatorikaufgaben Leistungen und Bearbeitungsweisen von Lernenden in der dritten Klasse erhoben. Besonderes Augenmerk wurde auf die verwendeten Darstellungen und den Abstraktionsgrad sowie den Einsatz von Makrostrategien gerichtet. Diese drei Faktoren wurden hinsichtlich ihres Einflusses auf die Lösungsgüte untersucht. Die Ergebnisse zeigen, dass nicht alle Schülerinnen und Schüler ohne Anleitung geeignete Lösungsansätze zu kombinatorischen Problemen fanden. Die Darstellungsweise hatte einen vergleichsweise geringen Einfluss auf die Lösungsquote. Im Gegensatz dazu konnten unterschiedlich starke positive Zusammenhänge zwischen Abstraktionsgrad bzw. Strategieeinsatz und Lösungserfolg nachgewiesen werden. Aus den Ergebnissen der Studie lassen sich Schlüsse über die Vermittlung und didaktische Aufbereitung des Themenfeldes Kombinatorik in der Grundschulmathematik ziehen. N2 - For several years now, combinatorics has been taught as an independent mathematics topic in primary school that provides various learning opportunities. This raises questions about how learners actually solve and represent combinatorial problems. On the basis of six different combinatorics tasks, the performance and approach of pupils were assessed in an empirical study (N = 548). Particular attention was paid to the representation of the approach the children used, the degree of abstraction as well as the application of overarching (macro) strategies. The influence of each of these three factors on the quality of the solution was investigated. The results show that not all students were able to find suitable solutions for combinatorial problems without guidance. The representations the learners used had relatively little influence on the task performance. In contrast, influences on performance of levels of abstraction and use of strategies were found to varying degree. From the results of the study, conclusions can be drawn about the teaching methods used with regards to the treatment of combinatorics in primary school mathematics. T2 - Combinatorial Problems in Grade 3 Influences of Representation, Level of Abstraction and use of Strategies on Solving Success KW - Primary school KW - Combinatorics KW - Representation KW - Strategies KW - Grundschule KW - Kombinatorik KW - Darstellen KW - Makrostrategien Y1 - 2017 U6 - https://doi.org/10.1007/s13138-017-0118-8 SN - 0173-5322 SN - 1869-2699 VL - 38 SP - 263 EP - 289 PB - Springer CY - Heidelberg ER - TY - JOUR A1 - Schubarth, Wilfried T1 - Lehrerbildung in Deutschland BT - Sieben Thesen zur Diskussion JF - Potsdamer Beiträge zur Hochschulforschung Y1 - 2017 U6 - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-399696 SN - 978-3-86956-399-2 SN - 2192-1075 SN - 2192-1083 IS - 3 SP - 127 EP - 136 PB - Universitätsverlag Potsdam CY - Potsdam ER -