@book{Ott2020,
  author    = {Ott, Christine},
  title     = {Bibliographie Schulbuchforschung zum Aspekt Geschlecht},
  edition   = {3., {\"u}berarb. Auflage},
  doi       = {10.25972/OPUS-20771},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-207715},
  publisher      = {Universit{\"a}t W{\"u}rzburg},
  pages     = {23},
  year      = {2020},
  abstract  = {Die Bibliographie dokumentiert die Entwicklung des deutschsprachigen Forschungsfelds Schulbuchanalysen zum Aspekt Geschlecht von seinen Anf{\"a}ngen in den sp{\"a}ten 1960er Jahren bis in die Gegenwart.},
  subject      = {Schulbuchanalyse},
  language  = {de}
}
@article{SonnenbergBannert2016,
  author    = {Sonnenberg, Christoph and Bannert, Maria},
  title     = {Evaluating the Impact of Instructional Support Using Data Mining and Process Mining: A Micro-Level Analysis of the Effectiveness of Metacognitive Prompts},
  series = {Journal of Educational Data Mining},
  volume    = {8},
  journal   = {Journal of Educational Data Mining},
  number    = {2},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-152375},
  pages     = {51-83},
  year      = {2016},
  abstract  = {In computer-supported learning environments, the deployment of self-regulatory skills represents an essential prerequisite for successful learning. Metacognitive prompts are a promising type of instructional support to activate students' strategic learning activities. However, despite positive effects in previous studies, there are still a large number of students who do not benefit from provided support. Therefore, it may be necessary to consider explicitly the conditions under which a prompt is beneficial for a student, i.e., so-called adaptive scaffolding. The current study aims to (i) classify the effectiveness of prompts on regulatory behavior, (ii) investigate the correspondence of the classification with learning outcome, and (iii) discover the conditions under which prompts induce regulatory activities (i.e., the proper temporal positioning of prompts). The think-aloud data of an experiment in which metacognitive prompts supported the experimental group (n = 35) was used to distinguish between effective and non-effective prompts. Students' activities preceding the prompt presentation were analyzed using data mining and process mining techniques. The results indicate that approximately half of the presented prompts induced metacognitive learning activities as expected. Moreover, the number of induced monitoring activities correlates positively with transfer performance. Finally, the occurrence of orientation and monitoring activities, which are not well-embedded in the course of learning, increases the effectiveness of a presented prompt. In general, our findings demonstrate the benefits of investigating metacognitive support using process data, which can provide implications for the design of effective instructional support.},
  language  = {en}
}
@article{FiedlerHeyneBogner2022,
  author    = {Fiedler, Sonja T. and Heyne, Thomas and Bogner, Franz X.},
  title     = {Closing the gap: potentials of ESE distance teaching},
  series = {Sustainability},
  volume    = {14},
  journal   = {Sustainability},
  number    = {14},
  issn      = {2071-1050},
  doi       = {10.3390/su14148330},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-281893},
  year      = {2022},
  abstract  = {Environmental and sustainability education (ESE) traditionally relies on green teaching environments and active participation. Thus, during the lockdown phase, a gap between curricular goals and learning outcomes appeared. This study investigates the impact of ESE distance teaching on 288 Bavarian fifth-graders and learning factors that could bridge this gap. The influence of digital preferences on learning progress is examined and compared with the influence of fascination levels. A negative correlation between spending time outside in nature and spending time inside in front of a digital device is expected. A control group completed a learning unit about biological topics such as plant identification and environmental factors, as well as ESE topics such as characteristics of sustainable agriculture, at an out-of-school ESE center. The experimental group completed the same learning unit in distance teaching. Fascination with Biology (FBio) and Digital Nativity Assessment Scale (DNAS) were applied in addition to a customized knowledge test. Both values seem to have a positive impact on learning outcomes. There were no significant differences between the control and experimental group. Surprisingly, Fascination and Digital Nativity show a low, if not negligible, relationship. Implications for digital ESE, especially between outdoor learning centers and schools, are discussed.},
  language  = {en}
}
@article{HeinWienrichLatoschik2021,
  author    = {Hein, Rebecca M. and Wienrich, Carolin and Latoschik, Marc E.},
  title     = {A systematic review of foreign language learning with immersive technologies (2001-2020)},
  series = {AIMS Electronics and Electrical Engineering},
  volume    = {5},
  journal   = {AIMS Electronics and Electrical Engineering},
  number    = {2},
  doi       = {10.3934/electreng.2021007},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-268811},
  pages     = {117-145},
  year      = {2021},
  abstract  = {This study provides a systematic literature review of research (2001-2020) in the field of teaching and learning a foreign language and intercultural learning using immersive technologies. Based on 2507 sources, 54 articles were selected according to a predefined selection criteria. The review is aimed at providing information about which immersive interventions are being used for foreign language learning and teaching and where potential research gaps exist. The papers were analyzed and coded according to the following categories: (1) investigation form and education level, (2) degree of immersion, and technology used, (3) predictors, and (4) criterions. The review identified key research findings relating the use of immersive technologies for learning and teaching a foreign language and intercultural learning at cognitive, affective, and conative levels. The findings revealed research gaps in the area of teachers as a target group, and virtual reality (VR) as a fully immersive intervention form. Furthermore, the studies reviewed rarely examined behavior, and implicit measurements related to inter- and trans-cultural learning and teaching. Inter- and transcultural learning and teaching especially is an underrepresented investigation subject. Finally, concrete suggestions for future research are given. The systematic review contributes to the challenge of interdisciplinary cooperation between pedagogy, foreign language didactics, and Human-Computer Interaction to achieve innovative teaching-learning formats and a successful digital transformation.},
  language  = {en}
}
@article{EbenbeckRieserJungjohannetal.2022,
  author    = {Ebenbeck, Nikola and Rieser, Jakob and Jungjohann, Jana and Gebhardt, Markus},
  title     = {How the existence of special schools affects the placement of students with special needs in inclusive primary schools},
  series = {Journal of Research in Special Educational Needs},
  volume    = {22},
  journal   = {Journal of Research in Special Educational Needs},
  number    = {3},
  doi       = {10.1111/1471-3802.12565},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-287308},
  pages     = {274 -- 287},
  year      = {2022},
  abstract  = {Although inclusion is the declared goal, the transition from a system based on special schools to an inclusive school system has only been progressing very slowly in individual countries. In an evolving school system, the existing special schools keep struggling to justify their existence. This study investigates the regional distribution effects based on official school data and shows the influence of a pull effect on special schools as a distance effect of special schools affecting the placement of students. For this purpose, official school statistics including all students at special and regular schools in the years 2010, 2015 and 2020 (N = 11 280 040) are evaluated in a spatiotemporal comparison using Educational Data Mining. In a hierarchical regression model on school placement in inclusive schools, the distance between primary and special schools has the highest influence (β = 0.48) on the inclusion rate (i.e., the proportion of students with special needs who are educated in regular schools in relation to all students with disabilities), along with the size (β = -0.14) and the density of special schools in a district (β = -0.12). The effects differ according to the population density of the region and are stronger in large cities. When the proportion of students with and without SEN in regular schools is considered (support rate), the density of special schools has the greatest impact on school placement (ß = 43.44). Self-preservation of schools, traditional funding systems and regional differences between urban and rural areas are discussed as possible reasons.},
  language  = {en}
}
@article{PohlmannRotherKuerzingerLipowsky2020,
  author    = {Pohlmann-Rother, Sanna and K{\"u}rzinger, Anja and Lipowsky, Frank},
  title     = {Feedback im Anfangsunterricht der Grundschule - Eine Videostudie zum Feedbackverhalten von Lehrpersonen in der Dom{\"a}ne Schreiben},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {23},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-020-00950-0},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-231828},
  pages     = {591-611},
  year      = {2020},
  abstract  = {Im Beitrag wird das Feedbackverhalten von Grundschullehrkr{\"a}ften als Merkmal der Tiefenstruktur des Unterrichts in der ersten Jahrgangsstufe analysiert. Es wird der Frage nachgegangen, wie h{\"a}ufig und in welcher Form Lehrkr{\"a}fte w{\"a}hrend einer Sch{\"u}lerarbeitsphase beim Schreiben (Texte verfassen) R{\"u}ckmeldungen geben und wie sie diese auf die Sch{\"u}lerinnen und Sch{\"u}ler verteilen. Im Anschluss werden Zusammenh{\"a}nge zwischen einzelnen Feedbackformen und der Qualit{\"a}t der Sch{\"u}lertexte analysiert. Die vorliegenden Analysen stammen aus dem DFG-Projekt NaSch1 („Narrative Schreibkompetenz in Klasse 1") und st{\"u}tzen sich auf 47 ca. 90-min{\"u}tige videografierte Unterrichtseinheiten mit 540 Lernenden aus der PERLE-Videostudie. Die Ergebnisse zeigen deutliche Unterschiede im R{\"u}ckmeldeverhalten der Lehrpersonen. Elaborierte Feedbackformen (z. B. tutorielles Feedback) treten seltener auf als einfache Formen. Tendenziell erhalten Jungen h{\"a}ufiger ein Feedback, wobei die Initiative zur Erteilung eines Feedbacks eher von den Lernenden als von den Lehrkr{\"a}ften ausgeht. In den Mehrebenenanalysen lassen sich keine signifikanten Zusammenh{\"a}nge zwischen einfachen bzw. elaborierten R{\"u}ckmeldeformen und der Textqualit{\"a}t nachweisen. Dagegen zeigt sich ein negativer Zusammenhang zwischen inhaltsbezogenem Feedback und der sprachsystematischen Dimension der Textqualit{\"a}t.},
  language  = {de}
}
@article{PiegerMengelkampBannert2018,
  author    = {Pieger, Elisabeth and Mengelkamp, Christoph and Bannert, Maria},
  title     = {Disfluency as a Desirable Difficulty — The Effects of Letter Deletion on Monitoring and Performance},
  series = {Frontiers in Education},
  volume    = {3},
  journal   = {Frontiers in Education},
  number    = {101},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2018.00101},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-197179},
  year      = {2018},
  abstract  = {Desirable difficulties initiate learning processes that foster performance. Such a desirable difficulty is generation, e.g., filling in deleted letters in a deleted letter text. Likewise, letter deletion is a manipulation of processing fluency: A deleted letter text is more difficult to process than an intact text. Disfluency theory also supposes that disfluency initiates analytic processes and thus, improves performance. However, performance is often not affected but, rather, monitoring is affected. The aim of this study is to propose a specification of the effects of disfluency as a desirable difficulty: We suppose that mentally filling in deleted letters activates analytic monitoring but not necessarily analytic cognitive processing and improved performance. Moreover, once activated, analytic monitoring should remain for succeeding fluent text. To test our assumptions, half of the students (n = 32) first learned with a disfluent (deleted letter) text and then with a fluent (intact) text. Results show no differences in monitoring between the disfluent and the fluent text. This supports our assumption that disfluency activates analytic monitoring that remains for succeeding fluent text. When the other half of the students (n = 33) first learned with a fluent and then with a disfluent text, differences in monitoring between the disfluent and the fluent text were found. Performance was significantly affected by fluency but in favor of the fluent texts, and hence, disfluency did not activate analytic cognitive processing. Thus, difficulties can foster analytic monitoring that remains for succeeding fluent text, but they do not necessarily improve performance. Further research is required to investigate how analytic monitoring can lead to improved cognitive processing and performance.},
  language  = {en}
}
@article{LangePohlmannRother2020,
  author    = {Lange, Sarah D{\´e}sir{\´e}e and Pohlmann-Rother, Sanna},
  title     = {{\"U}berzeugungen von Grundschullehrkr{\"a}ften zum Umgang mit nicht-deutschen Erstsprachen im Unterricht},
  series = {Zeitschrift f{\"u}r Bildungsforschung},
  volume    = {10},
  journal   = {Zeitschrift f{\"u}r Bildungsforschung},
  issn      = {2190-6890},
  doi       = {10.1007/s35834-020-00265-4},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-232705},
  pages     = {43-60},
  year      = {2020},
  abstract  = {Mit der vorliegenden Studie werden die {\"U}berzeugungen von berufst{\"a}tigen Grundschullehrkr{\"a}fte zum Umgang mit nicht-deutschen Erstsprachen im Unterricht untersucht und die Bedeutung formaler und informeller bzw. non-formaler Lerngelegenheiten f{\"u}r diese {\"U}berzeugungen analysiert. Die Ergebnisse der Fragebogenstudie (N = 123) zeigen, dass die Mehrheit der befragten Lehrkr{\"a}fte davon {\"u}berzeugt ist, dass Erstsprachen zumindest zeitweise einen Platz in ihrem Unterricht haben sollten. So stimmen beispielsweise 75 \% der befragten Lehrkr{\"a}fte der Aussage mindestens teilweise zu, dass die Sch{\"u}lerinnen und Sch{\"u}ler von Zeit zu Zeit Lerninhalte in ihren Erstsprachen besprechen d{\"u}rfen. Dem Einsatz von nicht-deutschen Lernmaterialien im Unterricht stehen knapp 60 \% der Lehrkr{\"a}fte mindestens positiv gegen{\"u}ber. Die multiplen Regressionsanalysen zeigen, dass sich die erstsprachenintegrierenden {\"U}berzeugungen anhand der Nutzung von formalen und informellen bzw. non-formalen Lerngelegenheiten teilweise erkl{\"a}ren lassen. Eine formale Aus- und Weiterbildung im Themenbereich des Deutschen als Zweitsprache hat einen positiven Einfluss auf die {\"U}berzeugungen von Grundschullehrkr{\"a}ften zum Einbezug von Erstsprachen in ihren Unterricht. Zudem sind es auch informelle bzw. non-formale Sprachkontakte (wie etwa Alltagskommunikation oder Mediennutzung in einer Fremdsprache), deren Nutzung die {\"U}berzeugungen der Grundschullehrkr{\"a}fte hinsichtlich des Umgangs mit Erstsprachen im Unterricht beeinflussen. Unterricht beeinflussen},
  language  = {de}
}
@phdthesis{Djakowski2024,
  author    = {Djakowski, Paul},
  title     = {Schulische politische Bildung in Deutschland und Polen. Eine kompetenzbasierte komparative Analyse der Leitf{\"a}cher f{\"u}r politische Bildung anhand von Stundentafeln und Curricula allgemeinbildender staatlicher Schulformen der Primarstufe sowie der Sekundarstufen I und II im Schuljahr 2019/20},
  publisher = {W{\"u}rzburg University Press},
  address   = {W{\"u}rzburg},
  isbn      = {978-3-95826-230-0},
  doi       = {10.25972/WUP-978-3-95826-231-7},
  url       = {http://nbn-resolving.de/urn:nbn:de:bvb:20-opus-326799},
  school      = {W{\"u}rzburg University Press},
  pages     = {XXI, 593},
  year      = {2024},
  abstract  = {Politische Bildung {\"u}bt nicht nur einen großen Einfluss auf die zuk{\"u}nftige Konstellation des politischen Systems aus, sondern beeinflusst ebenfalls das soziale Miteinander pr{\"a}gend. Damit werden entscheidende Weichen f{\"u}r die Entwicklung der Gesellschaft, der Nation und des Staates gestellt. Im Zuge dieses Prozesses durchl{\"a}uft jeder junge B{\"u}rger einen politischen Bildungsweg an Schulen. Die Vorgaben dar{\"u}ber, wie schulische politische Bildung auszusehen hat und welche Kompetenzen Sch{\"u}ler in diesem Zusammenhang erwerben sollen, geben die Kultus- bzw. Bildungsministerien in Curricula vor, verbindlich f{\"u}r alle Lehrer. Durch eine komparative Analyse der Curricula kann damit eindeutig die staatlich vorgegebene politische, gesellschaftliche und soziale Richtung festgestellt werden, die junge Menschen einschlagen sollen. Welche edukativen Ziele der politischen Bildung werden verfolgt? Was sollen Sch{\"u}ler lernen, um mit diesen Kompetenzen die Zukunft ihres Kollektivs zu gestalten? Wo liegen die Gemeinsamkeiten und Unterschiede zweier Staaten, in unserem Fall Deutschlands und Polens, im Hinblick auf die schulische politische Bildung? Beantwortet werden diese Fragestellungen durch das Anwenden zweier Methoden der qualitativen Sozialforschung, der komparativen Inhaltsanalyse, zum einen der strukturierenden zum anderen der induktiven. Davor erfolgt eine komparativ quantitative Untersuchung, die den Umfang der Unterrichtszeit in den Leitf{\"a}chern f{\"u}r politische Bildung in allen Bundesl{\"a}ndern und in Polen vergleicht, was einer empirischen Totalerhebung der komplex umfangreichen Daten entspricht. Die quantitativen Forschungsergebnisse zeigen deutliche Differenzen zwischen Deutschland und Polen, in einem der beiden Staaten wird signifikant mehr Zeit f{\"u}r politische Bildung im Leitfach dieser Disziplin investiert als im anderen. Anhand der qualitativen Daten ist zu erkennen, dass einerseits eine gemeinsame Grundbasis von Kompetenzen der politischen Bildung zwischen Deutschland und Polen besteht. Anderseits stechen in beiden L{\"a}ndern eindeutige Unterschiede hervor, deren Ursprung zum einen historische Erfahrungen der Nationen und Staaten abbildet, zum anderen aktuell gegens{\"a}tzliche politische Interessen untermauert.},
  subject      = {Politische Bildung},
  language  = {de}
}