TY - CHAP A1 - Penning, Isabelle T1 - Welche Technik wollen Sie zu Hause? BT - smart Home im privaten Haushalt T2 - Leben mit der Technik. Welche Technik wollen ‚Sie‘? Y1 - 2021 SN - 3-947868-03-0 SN - 978-3-947868-03-2 SP - 21 EP - 39 PB - Deutsche Gesellschaft für Technische Bildung e.V, 2022 CY - Karlsruhe ER - TY - JOUR A1 - Westphal, Andrea A1 - Zawacki-Richter, Olaf T1 - Von der allgemeinen Erziehungswissenschaft zur empirischen Bildungsforschung? BT - eine Analyse von Beiträgen der Zeitschrift für Erziehungswissenschaft BT - an analysis of contributions to the journal JF - Zeitschrift für Erziehungswissenschaft : ZfE N2 - 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. N2 - er vorliegende Beitrag beschäftigt sich mit den Publikationen, die in der Zeitschrift für Erziehungswissenschaft (ZfE) in den Jahren 1998–2017 veröffentlicht wurden. Angesichts der Veränderungen in der erziehungswissenschaftlichen Forschungslandschaft in der jüngeren Vergangenheit untersuchen wir, inwiefern sich eine veränderte Schwerpunktsetzung auch in den Beiträgen der ZfE nachweisen lassen. Dazu führen wir zunächst eine quantitative Textanalyse durch und identifizieren die häufigsten sowie die charakteristischen Bigramme (Zweiwortsequenzen) in vier aufeinanderfolgenden Fünfjahres-Abschnitten (1998–2002, 2003–2007, 2008–2012, 2013–2017). Zudem prüfen wir, inwiefern bestimmte Wortstämme (bspw. „erziehungswissenschaft“, „bildungsforsch“, „didakt“) über die Jahre hinweg häufiger auftreten. Schließlich erstellen wir mit dem Textmining Tool Leximancer™ concept maps, die Hinweise auf die semantische Struktur der Themengebiete und Schlüsselkonzepte geben. Die Ergebnisse deuten darauf hin, dass im gesamten Zeitraum mehrheitlich Beiträge mit empirischem Fokus publiziert wurden, ein inhaltlicher Fokus auf sozialen Aspekten von Bildung lag und die Beschäftigung mit der allgemeinen Erziehungswissenschaft abnahm. T2 - From general pedagogy to empirical educational research? KW - Content analysis KW - Journal analysis KW - Quantitative text analysis KW - Science KW - studies KW - Zeitschriftenanalyse KW - Wissenschaftsforschung KW - Inhaltsanalyse KW - Quantitative Textanalyse KW - Empirische Wendung Y1 - 2021 U6 - https://doi.org/10.1007/s11618-021-01008-5 SN - 1434-663X SN - 1862-5215 VL - 24 IS - 3 SP - 641 EP - 669 PB - Springer VS/Springer Fachmedien Wiesbaden GmbH CY - Wiesbaden ER - TY - JOUR A1 - Kücholl, Denise A1 - Lazarides, Rebecca T1 - Video- und protokollbasierte Reflexionen eigener praktischer Unterrichtserfahrungen im Lehramtsstudium JF - Zeitschrift für Erziehungswissenschaft : ZfE N2 - 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. N2 - Die Reflexion praktischer Unterrichtserfahrungen ermöglicht es Lehramtsstudierenden theoretische Wissensaspekte und praxisrelevante Erkenntnisse miteinander zu verknüpfen. Die vorliegende Studie untersucht die Bedeutung des Mediums der Reflexion (eigenes Video vs. fremdes Video vs. Protokoll) sowie der Art der reflektierten Unterrichtssituation (positiv vs. herausfordernd) für die Reflexionsprozesse Lehramtsstudierender. Darüber hinaus wird untersucht, auf welchen Ebenen (Basal‑, Sicht- und Tiefenstrukturen) das Unterrichtsgeschehen reflektiert wird. Datengrundlage der quasi-experimentellen Studie sind Unterrichtsreflexionen von 55 Lehramtsstudierenden, die inhaltsanalytisch ausgewertet wurden. Die Ergebnisse zeigen, dass Lehramtsstudierende die Tiefenstrukturen des Unterrichts reflektieren, wenn die Reflexion von Situationen, die als positiv erlebt wurden, anhand fremder Unterrichtsvideos geschieht. Bei der Reflexion von herausfordernden Unterrichtssituationen werden Tiefenstrukturen sowohl anhand von fremden Videos als auch anhand von Protokollen reflektiert. Die Implikationen der Ergebnisse für die Lehrkräftebildung werden im Hinblick auf die Reflexion von Unterrichtspraxis diskutiert. T2 - Video and text-based reflections of practical experiences at preservice teachers KW - Practical experiences KW - Reflection KW - Teacher training KW - Video-based KW - reflection KW - Reflexionsprozesse KW - Lehrkräftebildung KW - Unterrichtspraxis KW - Videobasierte Reflexion Y1 - 2021 U6 - https://doi.org/10.1007/s11618-021-01021-8 SN - 1434-663X SN - 1862-5215 VL - 24 IS - 4 SP - 985 EP - 1006 PB - Springer VS/Springer Fachmedien Wiesbaden GmbH CY - Wiesbaden ER - TY - GEN A1 - Kirchner, Vera ED - Joachim Herz Stiftung, T1 - Unternehmerisch denken und handeln BT - Materialien für die ökonomische Bildung in Schleswig-Holstein : Sek 1 & Sek 2 Y1 - 2021 PB - Joachim Herz Stiftung CY - Hamburg ER - TY - JOUR A1 - Asche, Matthias A1 - Gerber, Stefan T1 - Universität JF - Historische Bildungsforschung. Konzepte - Methoden - Forschungsfelder KW - Universitätsgeschichte Y1 - 2021 SN - 978-3-8252-5563-3 SN - 978-3-8385-5563-8 SP - 299 EP - 312 PB - Klinkhardt CY - Bad Heilbrunn ER - TY - JOUR A1 - Ernst, Sebastian T1 - Um die Welt zu retten muss man auch mal ein paar alte Damen die Treppe runter schubsen BT - Digitale Spiele als Ermöglichungsräume für eine emotionsintegrierende Ethikdidaktik JF - Emotionen in Wissensinstitutionen : zur Bedeutung affektiver Dimensionen in Forschung, Lehre und Unterricht Y1 - 2021 SN - 978-3-8376-5735-7 SN - 978-3-8394-5735-1 SP - 211 EP - 240 PB - Transcript CY - Bielefeld ER - TY - JOUR A1 - Hermanns, Jolanda T1 - Training OC BT - A new course concept for training the application of basic concepts in organic chemistry JF - Journal of chemical education N2 - 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. KW - Second-Year Undergraduate KW - Organic Chemistry KW - Humor/Puzzles/Games KW - Collaborative/Cooperative Learning Y1 - 2020 U6 - https://doi.org/10.1021/acs.jchemed.0c00567 SN - 0021-9584 SN - 1938-1328 VL - 98 IS - 2 SP - 374 EP - 384 PB - American Chemical Society. Division of Chemical Education CY - Washington ER - TY - JOUR A1 - Tschiersch, Anja A1 - Banerji, Amitabh A1 - Remus, Ludger T1 - Thymolblau – schulische Synthese & AR-gestützte Lernmaterialien JF - Chemie konkret : CHEMKON ; Forum für Unterricht und Didaktik N2 - 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. N2 - In diesem Artikel werden die Synthese von Thymolblau als Schülerexperiment und passende Augmented-Reality (AR)-gestützte Lernmaterialien vorgestellt. Zudem wird der Kenntnisstand zur Synthese von Thymolblau sowie dessen pH-abhängige Struktur-Eigenschafts-Beziehung vor dem Hintergrund neuerer Erkenntnisse diskutiert und es wird über Erfahrungen mit dem Einsatz des Experimentes in der schulischen und universitären Praxis und im Rahmen von Fortbildungen berichtet. T2 - Thymol blue - hands-on synthesis & AR-based learning materials KW - thymol blue KW - indicator KW - school experiment KW - augmented reality KW - synthesis KW - Thymolblau KW - Indikator KW - Schulversuch KW - Synthese Y1 - 2021 U6 - https://doi.org/10.1002/ckon.202100011 SN - 0944-5846 SN - 1521-3730 VL - 28 IS - 6 SP - 266 EP - 269 PB - Wiley-VCH CY - Weinheim ER - TY - JOUR A1 - Hermanns, Jolanda T1 - The task navigator following the STRAKNAP concept BT - Development, application, and evaluation of a new scaffold to support nonmajor chemistry students while solving tasks in organic chemistry JF - Journal of chemical education / Division of Chemical Education, Inc., American Chemical Society N2 - 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. KW - First-Year Undergraduate/General KW - Organic Chemistry KW - Distance KW - Learning/Chemistry Education Research Y1 - 2021 U6 - https://doi.org/10.1021/acs.jchemed.0c01162 SN - 0021-9584 SN - 1938-1328 VL - 98 IS - 4 SP - 1077 EP - 1087 PB - American Chemical Society CY - Washington ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Schiefele, Ulrich T1 - The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics BT - a multilevel analysis JF - Learning and instruction : the journal of the European Association for Research on Learning and Instruction N2 - 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. KW - Teacher self-efficacy KW - Teacher interest KW - Teaching quality KW - Multilevel KW - analysis KW - Teacher motivation Y1 - 2021 U6 - https://doi.org/10.1016/j.learninstruc.2021.101489 SN - 0959-4752 SN - 1873-3263 VL - 76 PB - Elsevier CY - Oxford ER - TY - GEN A1 - Krahé, Barbara T1 - Teen dating violence BT - from analyzing the problem to finding solutions T2 - New directions for child and adolescent development Y1 - 2021 U6 - https://doi.org/10.1002/cad.20441 SN - 1534-8687 SN - 1520-3247 VL - 178 IS - Special Issue: Prevalence and predictors of teen dating violence: a European perspective SP - 169 EP - 175 PB - Wiley CY - Hoboken, New Jersey ER - TY - JOUR A1 - Steinmayr, Ricarda A1 - Lazarides, Rebecca A1 - Weidinger, Anne Franziska A1 - Christiansen, Hanna T1 - Teaching and learning during the first COVID-19 school lockdown: Realization and associations with parent-perceived students' academic outcomes BT - a study and preliminary overview BT - eine empirische Studie und ein erster Literaturüberblick JF - Zeitschrift für pädagogische Psychologie N2 - 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. N2 - Aufgrund der COVID-19-Pandemie waren alle Schulen in Deutschland in 2020 für mehrere Monate geschlossen. Wie die einzelnen Schulen den Fernunterricht realisierten, variierte stark zwischen den Schulen. N = 2,647 Eltern nahmen an einer Online-Befragung teil und schätzten die folgenden Aktivitäten der Mathematik-, Deutsch-, Englisch-, und Sachunterricht-/Biologielehrkraft im Fernunterricht ein: Häufigkeit, mit der Aufgaben und Lösungen geschickt, Lösungen des Kindes angefordert, Feedback zu den Lösungen des Kindes gegeben, Aufgaben benotet, Unterricht per Videokonferenz abgehalten und mit dem Kind bzw. den Eltern via Telefon o.Ä. kommuniziert wurde. Außerdem schätzten die Eltern die schulischen Outcomes ihres Kindes während des Fernunterrichts ein (d.h. Motivation, kompetentes und selbstständiges Lernverhalten und den Lernfortschritt). Schließlich machten die Eltern Angaben zu den folgenden Eigenschaften und soziodemografischen Merkmalen ihres Kindes: negative Emotionalität, schulisches Engagement, mathematische und sprachliche Kompetenzen, soziales und kulturelles Kapital. Die Daten wurden separat für Grund- und weiterführenden Schulen ausgewertet. In beiden Stichproben war die Schülerinnen und Schüler-Lehrkraft-Kommunikation mit allen Schülerinnen und Schüleroutcomes assoziiert, außer mit dem Lernfortschritt in der Grundschule. Die Häufigkeit der Eltern-Lehrkraft-Kommunikation war in beiden Stichproben mit der Motivation und dem Lernfortschritt, jedoch nicht mit dem kompetenten und selbstständigen Lernverhalten assoziiert. Die Bedeutung weiterer Lehraktivitäten im Fernunterricht unterschied sich zwischen Grund- und weiterführender Schule. Das schulische Engagement der Kinder erklärte die meiste zusätzliche Varianz in den Schülerinnen und Schüleroutcomes im Fernunterricht. Der höchste Schulabschluss der Eltern erklärte inkrementell Varianz in der Schülerinnen und Schülermotivation und in dem kompetenten und selbstständigen Lernverhalten an der weiterführenden Schule sowie im Lernfortschritt an der Grundschule. Ein eigenes Kinderzimmer erklärte in beiden Stichproben zusätzlich Varianz im kompetenten und selbstständigen Lernverhalten während des Fernunterrichts. Also waren die Lehraktivitäten während des Fernunterrichts, die Eigenschaften der Schülerinnen und Schüler und der soziale Hintergrund unabhängig voneinander wichtig für Motivation, kompetentes und selbstständiges Lernverhalten und Lernfortschritt während des Fernunterrichts. Die Ergebnisse werden in Bezug auf ihre praktischen Implikationen für die Realisierung von Fernunterricht diskutiert. T2 - Lehren und Lernen während des ersten COVID-19-Schullockdowns: Realisierung und Zusammenhänge mit den durch Eltern eingeschätzten leistungsrelevanten Merkmalen von Schülerinnen und Schülern KW - COVID-19 KW - distant teaching KW - teaching quality KW - motivation KW - academic KW - competencies KW - COVID-19-Pandemie KW - Fernunterricht KW - Instruktionsqualität KW - Motivation KW - schulische Kompetenzen Y1 - 2021 U6 - https://doi.org/10.1024/1010-0652/a000306 SN - 1010-0652 SN - 1664-2910 VL - 35 IS - 2-3 SP - 85 EP - 106 PB - Hogrefe Verlag CY - Göttingen ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Fauth, Benjamin A1 - Gaspard, Hanna A1 - Göllner, Richard T1 - Teacher self-efficacy and enthusiasm BT - relations to changes in student-perceived teaching quality at the beginning of secondary education JF - Learning and instruction : the journal of the European Association for Research on Learning and Instruction N2 - 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. KW - Teaching quality KW - Multilevel latent change model KW - Teacher enthusiasm KW - Teacher self-efficacy KW - Teacher motivation Y1 - 2021 U6 - https://doi.org/10.1016/j.learninstruc.2020.101435 SN - 0959-4752 SN - 1873-3263 VL - 73 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Lazarides, Rebecca A1 - Schiefele, Ulrich T1 - Teacher motivation BT - Implications for instruction and learning. Introduction to the special issue JF - Learning and instruction : the journal of the European Association for Research on Learning and Instruction Y1 - 2021 U6 - https://doi.org/10.1016/j.learninstruc.2021.101543 SN - 0959-4752 SN - 1873-3263 VL - 76 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Richter, Eric A1 - Brunner, Martin A1 - Richter, Dirk T1 - Teacher educators’ task perception and its relationship to professional identity and teaching practice JF - Teaching and teacher education : an international journal of research and studies N2 - 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/). KW - Teacher educator KW - Professional identity KW - Professional development KW - Teacher learning KW - Teacher education Y1 - 2021 U6 - https://doi.org/10.1016/j.tate.2021.103303 SN - 0742-051X VL - 101 PB - Elsevier CY - Amsterdam ER - TY - JOUR A1 - Hettinger, Katharina A1 - Lazarides, Rebecca A1 - Rubach, Charlott A1 - Schiefele, Ulrich T1 - Teacher classroom management self-efficacy BT - longitudinal relations to perceived teaching behaviors and student enjoyment JF - Teaching and teacher education : an international journal of research and studies N2 - 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. KW - teacher self-efficacy KW - teaching quality KW - classroom management KW - achievement emotions Y1 - 2021 U6 - https://doi.org/10.1016/j.tate.2021.103349 SN - 0742-051X SN - 1879-2480 VL - 103 PB - Elsevier CY - Oxford ER - TY - JOUR A1 - Civitillo, Sauro A1 - Juang, Linda P. A1 - Schachner, Maja T1 - Stressing similarities or ignoring differences? BT - shedding light into different forms of color-evasive ideology with pre- and in-service teachers BT - unterschiedliche Formen der Color-Evasion-Ideologie bei Lehramtsstudierenden und Lehrkräften JF - Zeitschrift für Erziehungswissenschaft : ZfE N2 - 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). N2 - Nach der sogenannten „Color-Evasion“ Ideologie (auch als „Color-blindness“ oder Farbenblindheit bezeichnet) sind ethnische und kulturelle Gruppenzugehörigkeiten irrelevant. Es gibt jedoch begriffliche Unklarheiten über die Bedeutung und Messung von Color-evasion, und dieses Konstrukt wird in der internationalen so wie in der deutschen Literatur nicht konsistent verwendet. Unser Ziel ist es, zu untersuchen, ob zwei zugrunde liegende Formen der Color-evasion-Ideologie, nämlich Ähnlichkeiten hervorheben und Unterschiede ignorieren, zwei unterschiedliche, wenn auch verwandte Konstrukte sind. Wir testeten diese Hypothese, indem wir prüften, ob sich diese Unterscheidung der beiden Formen der Color-evasion-Ideologie in den Überzeugungen über kulturelle Vielfalt von (angehenden) Lehrer*innen widerspiegelte. In zwei Querschnitts-Feldstudien, die mit Lehramtsstudierenden (Studie 1, n = 210) und Lehrkräften (Studie 2, n = 99) durchgeführt wurden, luden Items zum Hervorheben von Ähnlichkeiten und zum Ignorieren von Unterschieden auf zwei getrennten Faktoren, welche eine bessere Passung mit den Daten als das Ein-Faktor-Modell zeigten. Die Durchschnittswerte für diese beiden Arten der Color-evasion-Ideologie unterschieden sich ebenfalls erheblich, was zeigt, dass die Teilnehmer an den beiden Studien hauptsächlich Ähnlichkeiten hervorheben. Auch in ihrem Zusammenhang mit anderen Diversity-Ideologien (Multikulturalismus und Polykulturalismus), und mit der psychosozialen Adaptation von Lehrer*innen (Stress im Zusammenhang mit kultureller Vielfalt) unterschieden sich Ähnlichkeiten hervorheben und Unterschiede ignorieren, was die unterschiedliche konzeptuelle Bedeutung der beiden Formen von Color-evasion ebenfalls unterstreicht. T2 - Ähnlichkeiten hervorheben oder Unterschiede ignorieren? KW - Color-evasiveness KW - Color-blindness KW - Cultural Diversity KW - Intergroup KW - Ideologies KW - Teacher Beliefs KW - Intergruppenwahrnehmung KW - Kulturelle Überzeugungen von Lehrkräften KW - Color-blindness KW - Color-evasion Ideologie KW - Kulturelle Vielfalt Y1 - 2021 U6 - https://doi.org/10.1007/s11618-021-00995-9 SN - 1434-663X SN - 1862-5215 VL - 24 IS - 1 SP - 135 EP - 153 PB - Springer VS/Springer Fachmedien Wiesbaden GmbH CY - Wiesbaden ER - TY - BOOK A1 - Apelojg, Benjamin A1 - Holzendorf, Ulf A1 - Meier, Bernd A1 - Mette, Dieter T1 - Startklar! - Wirtschaft, Arbeit, Technik BT - Teil: [Schülerbuch] Y1 - 2021 SN - 978-3-637-01960-7 SN - 978-3-637-01961-4 PB - Oldenbourg Schulbuchverlag CY - München ET - 1. Aufl., 4.Druck. ER - TY - GEN A1 - Kirchner, Vera T1 - Start Up - nachhaltig am Markt erfolgreich? BT - Chancen und Scheitern einer (nachhaltigen) Unternehmensgründung T2 - Teach economy : das Portal für den Wirtschaftsunterricht N2 - In dieser Unterrichtseinheit beschäftigen sich die Schülerinnen und Schüler mit nachhaltigen Geschäftsideen und den Möglichkeiten des Scheiterns eines Start-Ups. Das dazugehörige Video zum Start-up MYRKA studios gibt Einblicke in diese Problematik. Y1 - 2021 PB - Joachim Herz Stiftung CY - Hamburg ER - TY - JOUR A1 - Kaiser, Michael T1 - Spannungsfeld von Warheit und Macht JF - Kunsttherapeutische Stichworte Y1 - 2021 SN - 978-3-946320-29-6 SP - 210 PB - fabrico CY - Hannover ER -