Menü Überspringen
Contact
Deutsch
English
Not track
Data Protection
Search
Log in
DIPF News
Research
Infrastructures
Institute
Zurück
Contact
Deutsch
English
Not track
Data Protection
Search
Home
>
Research
>
Publications
>
Publications Data Base
Search results in the DIPF database of publications
Your query:
(Schlagwörter: "Literatur")
Advanced Search
Search term
Only Open Access
Search
Unselect matches
Select all matches
Export
106
items matching your search terms.
Show all details
Bildung im digitalen Wandel. Die Bedeutung für das pädagogische Personal und für die Aus- und […]
Wilmers, Annika; Anda, Carolin; Keller, Carolin; Rittberger, Marc (Hrsg.)
Compilation Book
| Münster: Waxmann | 2020
40603 Endnote
Editor(s)
Wilmers, Annika; Anda, Carolin; Keller, Carolin; Rittberger, Marc
Title:
Bildung im digitalen Wandel. Die Bedeutung für das pädagogische Personal und für die Aus- und Fortbildung
Published:
Münster: Waxmann, 2020 (Digitalisierung im Bildungsbereich, 1)
DOI:
10.31244/9783830991991
URN:
urn:nbn:de:0111-pedocs-207627
URL:
https://www.pedocs.de/frontdoor.php?source_opus=20762
Publication Type:
2. Herausgeberschaft; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Ausbildung; Berufsbildung; Deutschland; Digitale Medien; Digitalisierung; Einstellung <Psy>; Elementarbereich; Erwachsenenbildung; Forschungsstand; Fortbildung; Frühpädagogik; Kompetenz; Kompetenzentwicklung; Lehrerausbildung; Lehrerbildner; Lehrerfortbildung; Literaturauswertung; Literaturrecherche; Literaturübersicht; Medieneinsatz; Methode; Qualität; Schule; Studie; Technologische Entwicklung; Weiterbildung; Wissenschaftliche Literatur
DIPF-Departments:
Informationszentrum Bildung
Same same but different? Non-traditional students and alumni in Germany
Brändle, Tobias; Ordemann, Jessica
Journal Article
| In: Studia paedagogica | 2020
40626 Endnote
Author(s):
Brändle, Tobias; Ordemann, Jessica
Title:
Same same but different? Non-traditional students and alumni in Germany
In:
Studia paedagogica, 25 (2020) 4, S. 17
DOI:
10.5817/SP2020-4-2
URN:
urn:nbn:de:0111-pedocs-252224
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-252224
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
Student; Studentin; Alumne; Studium; Zweiter Bildungsweg; Motivation; Studienleistung; Berufseintritt; Erfolg; Sozialer Status; Einkommen; Vergleich; Literaturbericht; Deutschland
Abstract (english):
The article gives an overview about current research of non-traditional students and alumni in Germany. Its aim is to highlight similarities and differences with their traditional counterparts. The paper concentrates on the motivation to study, the study performance, and labor market success (status and income) of those who do not hold a traditional higher education entry certificate but entered university via their occupational qualification. We show a widespread divergence in findings from no statistical difference at all to clear differences between non-traditionals and traditionals. This holds true, with regard to student motivation, study performance, and labor market success after graduation. We conclude that biggest challenge are the non-completion rates of non-traditionals, which pose a development task for institutions of higher education.
DIPF-Departments:
Struktur und Steuerung des Bildungswesens
The measurement of within-person affect variation
Brose, Annette; Schmiedek, Florian; Gerstorf, Denis; Voelkle, Manuel C.
Journal Article
| In: Emotion | 2020
39994 Endnote
Author(s):
Brose, Annette; Schmiedek, Florian; Gerstorf, Denis; Voelkle, Manuel C.
Title:
The measurement of within-person affect variation
In:
Emotion, 20 (2020) 4, S. 677-699
DOI:
10.1037/emo0000583
URN:
urn:nbn:de:0111-dipfdocs-206192
URL:
http://www.dipfdocs.de/volltexte/2020/20619/pdf/Emotion_2020_4_Brose_et_al_Measurement_of_within-person_affect_variation_A.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Emotion; Emotionaler Zustand; Veränderung; Messung; Erhebungsinstrument; Messverfahren; Reliabilität; Validität; Qualität; Konzeption; Vergleich; Empirische Forschung; Forschungsstand; Längsschnittuntersuchung; Literaturbericht
Abstract:
The number of intensive longitudinal studies that investigate affective experiences at the within-person rather than the between-person level is rapidly increasing. This paradigmatic shift comes with new challenges, such as questions revolving around how to measure within-person affect variation or more fundamental questions about the reliability and validity of constructs at the within-person level. We provide a review of substantive research published in Emotion since 2005, which revealed that to date no consensus has been established on measurement instruments for assessing within-person affective experiences. Our review also showed that researchers who are interested in within-person affect variation sometimes rely on measurement instruments that were established at the between-person level, which we think should be reconsidered. Finally, reliability estimates of state variation have been developed but are not comprehensively reported in studies on within-person affect variation. The purpose of this article is therefore to alert the reader to these issues and to highlight relevant criteria for selecting items and measurement instruments when studying within-person affect variation in intensive longitudinal studies. We recommend establishing common standards for measuring within-person affect variation and drawing from a common pool of instruments, which would allow direct comparison of results across studies. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Adopting trust in learning analytics infrastructure. A structured literature review
Ciordas-Hertel, George-Petru; Schneider, Jan; Ternier, Stefaan; Drachsler, Hendrik
Journal Article
| In: Journal of Universal Computer Science | 2020
40630 Endnote
Author(s):
Ciordas-Hertel, George-Petru; Schneider, Jan; Ternier, Stefaan; Drachsler, Hendrik
Title:
Adopting trust in learning analytics infrastructure. A structured literature review
In:
Journal of Universal Computer Science, 25 (2020) 13, S. 1668-1686
DOI:
10.3217/jucs-025-13-1668
URN:
urn:nbn:de:0111-pedocs-233124
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-233124
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Beitrag in Sonderheft
Language:
Englisch
Keywords:
E-Learning; Learning analytics; Vertrauen; Datenschutz; Infrastruktur; Software; Datensicherheit; Bildung; Literaturbericht
Abstract:
One key factor for the successful outcome of a Learning Analytics (LA) infrastructure is the ability to decide which software architecture concept is necessary. Big Data can be used to face the challenges LA holds. Additional challenges on privacy rights are introduced to the Europeans by the General Data Protection Regulation (GDPR). Beyond that, the challenge of how to gain the trust of the users remains. We found diverse architectural concepts in the domain of LA. Selecting an appropriate solution is not straightforward. Therefore, we conducted a structured literature review to assess the state-of-the-art and provide an overview of Big Data architectures used in LA. Based on the examination of the results, we identify common architectural components and technologies and present them in the form of a mind map. Linking the findings, we are proposing an initial approach towards a Trusted and Interoperable Learning Analytics Infrastructure (TIILA).
DIPF-Departments:
Informationszentrum Bildung
Special issue: Engaging with open science in learning and teaching
Heck, Tamara; Bossu, Carina
Journal Article
| In: Education for Information | 2020
40410 Endnote
Author(s):
Heck, Tamara; Bossu, Carina
Title:
Special issue: Engaging with open science in learning and teaching
In:
Education for Information, 36 (2020) 3, S. 211-225
DOI:
10.3233/EFI-200386
URL:
https://content.iospress.com/articles/education-for-information/efi200386
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Bibliografien/Rezensionen u.ä. (z.B. Linktipps)
Language:
Englisch
Keywords:
Open Science; Open Educational Resources; Integration; Lehren; Lernen; Wissenschaft; Offenes Lernen; Literaturdatenbank; Literaturrecherche; Informationssystem; Literaturübersicht
Abstract (english):
In this paper, we discuss some of the literature that attempts to bring together these two different, but also overlapping elements of openness: open science and open education. We investigated these two topics and how they intersected with each other by conducting a desktop research with relevant topical terms in diverse information services. The coverage of topics in this literature sample gives first hints on current topics covered in research and papers that we think are relevant for further investigating potentials of interrelating open science and open education. We present the result of the desktop research in the next section. We then present and examine each of the five papers included in the special issue and finally, we make some recommendations regarding how institutions, educators and students can take advantage of and further advance open science in learning and teaching.
DIPF-Departments:
Informationszentrum Bildung
Designing open informational ecosystems on the concept of open educational resources
Heck, Tamara; Kullmann, Sylvia; Hiebl, Johannes; Schröder, Nadine; Otto, Daniel; Sander, Pia
Journal Article
| In: Open Education Studies | 2020
40803 Endnote
Author(s):
Heck, Tamara; Kullmann, Sylvia; Hiebl, Johannes; Schröder, Nadine; Otto, Daniel; Sander, Pia
Title:
Designing open informational ecosystems on the concept of open educational resources
In:
Open Education Studies, 2 (2020) 1, S. 252-264
DOI:
10.1515/edu-2020-0130
URN:
urn:nbn:de:0111-pedocs-236880
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-236880
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Open Educational Resources; Konzept; Infrastruktur; Informationssystem; Design; Funktion; Retrievalsystem; Nutzer; Bedarf; Verhalten; Literaturrecherche; Literaturübersicht
Abstract (english):
Open informational ecosystems play a crucial role in fostering open educational resources (OER) and allow new opportunities to share and collaborate in the learning and teaching environment. Such ecosystems containing interoperable infrastructures and open interfaces aim at fulfilling user needs and fostering practices related to the concept of OER and the five user rights (5 R's). To fully embrace this role, those ecosystems need to be designed carefully. In this paper, we discuss implications for open informational ecosystems to fully comprise the concept of OER and related user needs. We carried out literature reviews to analyse recent aspects of the 5 R's in relation to user behaviour and infrastructures. We will introduce the results from these reviews and illustrate upcoming questions and challenges for the design of an ecosystem respecting the 5 R's conceptual ideas. With our recommendations, we aim at contributing to a better understanding of the concept of OER to improve ecosystem development and implement useful and user-friendly functions.
DIPF-Departments:
Informationszentrum Bildung
Systematic reviews as object to study relevance assessment processes
Jäger-Dengler-Harles, Ingeborg; Heck, Tamara; Rittberger, Marc
Journal Article
| In: Information Research | 2020
40950 Endnote
Author(s):
Jäger-Dengler-Harles, Ingeborg; Heck, Tamara; Rittberger, Marc
Title:
Systematic reviews as object to study relevance assessment processes
In:
Information Research, 25 (2020) 4
DOI:
10.47989/irisic2024
URL:
http://informationr.net/ir/25-4/isic2020/isic2024.html
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Systematic Review; Forschungsmethode; Literaturübersicht; Informationsverhalten; Datenbank; Literaturrecherche; Relevanz; Bewertung; Entscheidung; Prozessanalyse; Erziehungswissenschaft
Abstract (english):
Introduction. Systematic reviews are a method to synthesise research results for evidence-based decision-making on a specific question. Processes of information seeking and behaviour play a crucial role and might intensively influence the outcomes of a review. This paper proposes an approach to understand the relevance assessment and decision-making of researchers that conduct systematic reviews. Method. A systematic review was conducted to build up a database for text-based qualitative analyses of researchers' decision-making in review processes. Analysis. The analysis focuses on the selection process of retrieved articles and introduces the method to investigate relevance assessment processes of researchers. Results. There are different methods to conduct reviews in research, and relevance assessment of documents within those processes is neither one-directional nor standardised. Research on information behaviour of researchers involved in those reviews has not looked at relevance assessment steps and their influence in a review's outcomes. Conclusions. A reason for the varieties and inconsistencies of review types might be that information seeking and relevance assessment are much more complex and researchers might not be able to draw upon their concrete decisions. This paper proposes a research study to investigate researcher behaviour while synthesising research results for evidence-based decision-making.
DIPF-Departments:
Informationszentrum Bildung
Students' social, emotional and intercultural competencies and their development in school settings
Mornar, Mirta; Matić Bojić, Jelena; Odak, Iva; Eliasson, Nina; Gøtzsche, Katinka; Jurko, Lana; […]
Journal Article
| In: Šolsko polje | 2020
40961 Endnote
Author(s):
Mornar, Mirta; Matić Bojić, Jelena; Odak, Iva; Eliasson, Nina; Gøtzsche, Katinka; Jurko, Lana; Kozina, Ana; Ojsteršek, Aleš; Sälzer, Christine; Veldin, Manja; Vieluf, Svenja
Title:
Students' social, emotional and intercultural competencies and their development in school settings
In:
Šolsko polje, 31 (2020) 3/4, S. 115-137
DOI:
10.32320/1581-6044.31(3-4)115-137
URL:
https://www.pei.si/ISSN/1581_6044/3-4-2020/1581-6044.31(3-4)115-137.pdf
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Schüler; Schülerin; Emotionale Kompetenz; Interkulturelle Kompetenz; Soziale Kompetenz; Wohlbefinden; Schulerfolg; Schülerleistung; Literaturbericht; Schule; Förderung; Intervention; Selbstwertgefühl; Respekt; Zwischenmenschliche Beziehung; Unterrichtsmethode; Unterrichtsorganisation; Wirkung
Abstract (english):
As the field of social and emotional learning has developed and grown over the last decades, so too has the number of different programmes seek-ing to achieve various SEL goals, resulting in a significant body of research on the topic. Meanwhile, there has also been an increase in the number of programmes aimed at developing intercultural competencies. For the pur-pose of developing a new programme for social and emotional learning, we reviewed the key characteristics of existing evidence-based social, emo-tional and intercultural learning programmes, including their theoretical and conceptual backgrounds, content, methodological and organisation-al aspects, and their evaluation. This review has revealed multiple similar-ities between these two approaches (i.e. social and emotional and intercul-tural), presenting a rationale for their integration. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Assessing social, emotional, and intercultural competences of students and school staff. A […]
Müller, Fabian; Denk, Albert; Lubaway, Emily; Sälzer, Christine; Kozina, Ana; Vršnik Perše, Tina; […]
Journal Article
| In: Educational Research Review | 2020
39701 Endnote
Author(s):
Müller, Fabian; Denk, Albert; Lubaway, Emily; Sälzer, Christine; Kozina, Ana; Vršnik Perše, Tina; Rasmusson, Maria; Jugović, Ivana; Lund Nielsen, Birgitte; Rozman, Mojca; Ojsteršek, Aleš; Jurko, Svetlana
Title:
Assessing social, emotional, and intercultural competences of students and school staff. A systematic literature review
In:
Educational Research Review, 29 (2020) , S. 100304
DOI:
10.1016/j.edurev.2019.100304
URN:
urn:nbn:de:0111-pedocs-190670
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-190670
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Soziale Kompetenz; Emotionale Intelligenz; Interkulturelle Kompetenz; Bewertung; Messinstrument; Literaturbericht; Literaturrecherche; Systematic Review
Abstract:
The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competences. This paper shares the findings of a systematic literature review that produced an inventory of existing tools for the assessment of SEI competences of students and school staff. This is the first time assessment tools for these three competences have been concurrently reviewed. An interdisciplinary and international research team conducted this systematic literature review in the databases of ERIC, PsycInfo, PSYNDEX, Scopus, and Web of Science. Out of 13,963 articles, 149 assessment tools were examined and processed. In addition to the instrument analysis and a detailed description of the procedure, this article shows the basic theoretical concepts, as well as the limitations, of such a review. It was found that 1) the majority of the discovered instruments rely on self-reported survey and inventory data, 2) of the three competences, intercultural competence had the fewest relevant instruments, and 3) very few tools have been created to assess all three competences together. From this review, it is apparent that a wider variety of assessment tools (other than self-reports), as well as more comprehensive tools (e.g. qualitative analysis of vignettes) for the assessment of all three SEI competences, should be developed to meet international demand. The results of the literature review are available and freely accessible in the form of an assessment catalogue. (DIPF/Orig.)
DIPF-Departments:
Bildungsqualität und Evaluation
Stichwortbeitrag Implementationsforschung. Wie Wissenschaft zu Verbesserungen im Bildungssystem […]
Schrader, Josef; Hasselhorn, Marcus; Hetfleisch, Petra; Goeze, Annika
Journal Article
| In: Zeitschrift für Erziehungswissenschaft | 2020
40460 Endnote
Author(s):
Schrader, Josef; Hasselhorn, Marcus; Hetfleisch, Petra; Goeze, Annika
Title:
Stichwortbeitrag Implementationsforschung. Wie Wissenschaft zu Verbesserungen im Bildungssystem beitragen kann
In:
Zeitschrift für Erziehungswissenschaft, 23 (2020) 1, S. 9-59
DOI:
10.1007/s11618-020-00927-z
URN:
urn:nbn:de:0111-pedocs-233100
URL:
https://nbn-resolving.org/urn:nbn:de:0111-pedocs-233100
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Bildungsreform; Bildungssystem; Datenanalyse; Datenbank; Einflussfaktor; Empirische Forschung; Evidenz; Forschung; Forschungsstand; Heuristik; Implementierung; Inhaltsanalyse; Intervention; Lehrangebot; Literaturbericht; Praxis; Recherche; Wissenschaft; Wissenstransfer
Abstract:
Mit dem Programm evidenzbasierter Bildungsreform geht die Erwartung einher, auf der Grundlage gesicherten empirischen Wissens die pädagogische Praxis ebenso wie ihre politische Gestaltung zu verbessern. Empirische Studien bestätigen allerdings ebenso wie Erfahrungsberichte aus dem Feld eine fortdauernde Kluft zwischen Forschung, Politik und Praxis. Daher findet Implementationsforschung wachsende Aufmerksamkeit, ablesbar an einer wachsenden Zahl empirischer Studien und einer breiten konzeptuellen und methodologischen Debatte. Der Stichwortbeitrag sichtet die konzeptuelle Diskussion zur Implementationsforschung im Bildungsbereich und darüber hinaus. Zudem wird analysiert, was Implementationsstudien im Feld des organisierten Lehrens und Lernens über die Gelingensbedingungen erfolgreicher Implementationen von evidenten Interventionen aussagen. Der Forschungsüberblick zeigt, dass eine wachsende Zahl von Studien mit wissenschaftlich fundierten Interventionen zur Verringerung der beklagten Kluft beitragen konnten. Zugleich fehlt es noch an theoretisch fundierten Einsichten zu den institutionellen, organisationalen und personalen Bedingungen wirksamer Implementationsstudien.
Abstract (english):
The program of evidence-based educational reform is accompanied by the expectation to improve pedagogical practice as well as its political formation based on proven empirical knowledge. However, empirical research as well as field reports confirm a continuing gap between research, politics and practice. Therefore, implementation research is gaining attention, as shown by a growing number of empirical studies and a broad conceptual and methodological debate. This paper reviews the conceptual discussion on implementation research in the education sector and beyond. It also analyzes what implementation studies in the field of organized learning and instruction say about the success conditions for productive implementations of evident interventions. The research overview shows that an increasing number of studies with scientifically sound interventions have contributed to reducing the criticized gap. At the same time, there is still a lack of theoretically sound insights into the institutional, organizational and personal conditions for effective implementation studies.
DIPF-Departments:
Bildung und Entwicklung
Unselect matches
Select all matches
Export
<
1
2
3
...
11
>
Show all
(106)