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peDOCS - ein Fachrepositorium in der Bildungsforschung mit Kooperationsnetzwerk für Open Access
Schindler, Christoph; Butz, Anke
Book Chapter
| Aus: Ertl, Hubert; Rödel, Bodo (Hrsg.): Offene Zusammenhänge: Open Access in der Berufsbildungsforschung | Bonn: Bundesinstitut für Berufsbildung | 2023
43022 Endnote
Author(s):
Schindler, Christoph; Butz, Anke
Title:
peDOCS - ein Fachrepositorium in der Bildungsforschung mit Kooperationsnetzwerk für Open Access
In:
Ertl, Hubert; Rödel, Bodo (Hrsg.): Offene Zusammenhänge: Open Access in der Berufsbildungsforschung, Bonn: Bundesinstitut für Berufsbildung, 2023 (Berichte zur beruflichen Bildung), S. 236-242
URL:
https://www.bibb.de/dienst/publikationen/de/18249
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Bildungsforschung; Datenbank; Entwicklung; Erziehungswissenschaft; Fachgesellschaft; Fachinformation; Fachportal Pädagogik; Informations- und Dokumentationsstelle; Konzeption; Kooperation; Langzeitarchivierung; Netzwerk; Nutzung; Online-Publikation; OPEN ACCESS; Strategie; Zugang
Abstract:
Dieser Beitrag beschreibt den Aufbau des Kooperationsnetzwerks für Open Access (OA) von peDOCS. Dabei werden neben unterschiedlichen Kooperationsebenen auch unterschiedliche Formen der Kooperation und deren Inhalte näher dargestellt. Abschließend wird ein Ausblick auf zukünftige Entwicklungen gegeben. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Student profiles of self-concept and interest in four domains. A latent transition analysis
Franzen, Patrick; Arens, A. Katrin; Greiff, Samuel; Niepel, Christoph
Journal Article
| In: Learning and Individual Differences | 2022
42538 Endnote
Author(s):
Franzen, Patrick; Arens, A. Katrin; Greiff, Samuel; Niepel, Christoph
Title:
Student profiles of self-concept and interest in four domains. A latent transition analysis
In:
Learning and Individual Differences, 95 (2022) , S. 102139
DOI:
10.1016/j.lindif.2022.102139
URL:
https://www.sciencedirect.com/science/article/abs/pii/S1041608022000267?via%3Dihub
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
DIPF-Departments:
Bildung und Entwicklung
Developing and validating a short-form questionnaire for the assessment of seven facets of […]
Franzen, Patrick; Arens, A. Katrin; Greiff, Samuel; Westhuizen, Lindie van der; Fischbach, Antoine; […]
Journal Article
| In: Journal of Personality Assessment | 2022
42077 Endnote
Author(s):
Franzen, Patrick; Arens, A. Katrin; Greiff, Samuel; Westhuizen, Lindie van der; Fischbach, Antoine; Wollschläger, Rachel; Niepel, Christoph
Title:
Developing and validating a short-form questionnaire for the assessment of seven facets of conscientiousness in large-scale assessments
In:
Journal of Personality Assessment, 104 (2022) 6, S. 759-773
DOI:
10.1080/00223891.2021.1998083
URL:
https://www.tandfonline.com/doi/full/10.1080/00223891.2021.1998083
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Keywords:
Auswahl; Bildungsforschung; Datenanalyse; Entwicklung; Item; Luxemburg; Messbarkeit; Messinstrument; Pflichtbewusstsein; Psychometrie; Reliabilität; Schüler; Schülerin; Schuljahr 09; Studie; Validität
Abstract:
Conscientiousness is the most important personality predictor of academic achievement. It consists of several lower order facets with differential relations to academic achievement. There is currently no short instrument assessing facets of conscientiousness in the educational context. Therefore, in the present multi-study report, we develop and validate a short-form questionnaire for the assessment of seven Conscientiousness facets, namely Industriousness, Perfectionism, Tidiness, Procrastination Refrainment, Control, Caution, and Task Planning. To this end, we examined multiple representative samples totaling N = 14,604 Grade 9 and 10 students from Luxembourg. The questionnaire was developed by adapting and shortening an existing scale using an exhaustive search algorithm. The algorithm was specified to select the best item combination based on model fit, reliability, and measurement invariance across the German and French language versions. The resulting instrument showed the expected factorial structure. The relations of the facets with personality constructs and academic achievement were in line with theoretical assumptions. Reliability was acceptable for all facets. Measurement invariance across language versions, gender, immigration status and cohort was established. We conclude that the presented questionnaire provides a short measurement of seven facets of Conscientiousness with valid and reliable scores. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Zur Strukturlogik supervisorischer Praxis. Supervision als Instrument der Professionalisierung von […]
Leser, Christoph; Jornitz, Sieglinde
Journal Article
| In: PraxisForschungLehrer*innenBildung | 2022
43193 Endnote
Author(s):
Leser, Christoph; Jornitz, Sieglinde
Title:
Zur Strukturlogik supervisorischer Praxis. Supervision als Instrument der Professionalisierung von Lehrkräften
In:
PraxisForschungLehrer*innenBildung, 4 (2022) 3, S. 138-151
DOI:
10.11576/pflb-5804
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Deutsch
Abstract:
Im Beitrag wird ein strukturtheoretisches Modell der Supervision als Professionalisierungsinstrument in der Lehrer*innenbildung entfaltet. Dieses stützt sich auf die Strukturtheorie des professionalisierten Handelns von Ulrich Oevermann und bindet es ein in die pädagogische Theorie des Unterrichtens nach Andreas Gruschka. Anhand einer Supervisionssitzung, die in einer Förderschule im Förderschwerpunkt Sprache aufgezeichnet, verschriftet und mittels der Interpretationstechnik der Objektiven Hermeneutik ausgewertet wurde, wird das Strukturmodell der Supervision im Rahmen der Lehrer*innenbildung mit Rückgriff auf das analysierte Material herausgearbeitet und kritisch diskutiert. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
Profiles of German early childhood teachers' pedagogical content beliefs and the relation to their […]
Peters, Svenja; Ehm, Jan-Henning; Wolstein, Katrin; Mischo, Christoph
Journal Article
| In: Early Childhood Research Quarterly | 2022
41988 Endnote
Author(s):
Peters, Svenja; Ehm, Jan-Henning; Wolstein, Katrin; Mischo, Christoph
Title:
Profiles of German early childhood teachers' pedagogical content beliefs and the relation to their competencies
In:
Early Childhood Research Quarterly, 58 (2022) 1, S. 47-58
DOI:
10.1016/j.ecresq.2021.08.001
URL:
https://www.sciencedirect.com/science/article/abs/pii/S0885200621000934?via%3Dihub
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract (english):
The influence of early childhood teachers' beliefs on different aspects of their professional competencies has become a topic of growing importance in early childhood education and care. The presented study investigated pedagogical content beliefs of 120 early childhood teachers in German kindergartens. The relations between their beliefs and the assessed quality of interaction with children, the competency of professional vision, theoretical knowledge, and educational background were examined. The study focused on the domain of Instructional Support because of its relevance for children's cognitive development. Five distinct profiles of teachers' beliefs were identified from a person-centered approach of latent profile analysis. The analyses of profile-differences showed that profiles of teachers with similar beliefs significantly differed in their theoretical knowledge and educational background. This paper concludes by outlining analogies of the resulting profiles with the concurrent evidence in the field of ECEC, discussing study-specific limitations and suggesting potential implementation for teachers' educations as well as starting points for further research investigations. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
The generalized internal/external frame of reference model with academic self-concepts, interests, […]
Westhuizen, Lindie van der; Arens, A. Katrin; Greiff, Samuel; Fischbach, Antoine; Niepel, Christoph
Journal Article
| In: Contemporary Educational Psychology | 2022
42263 Endnote
Author(s):
Westhuizen, Lindie van der; Arens, A. Katrin; Greiff, Samuel; Fischbach, Antoine; Niepel, Christoph
Title:
The generalized internal/external frame of reference model with academic self-concepts, interests, and anxieties in students from different language backgrounds
In:
Contemporary Educational Psychology, 68 (2022) , S. 102037
DOI:
10.1016/j.cedpsych.2021.102037
URL:
https://www.sciencedirect.com/science/article/pii/S0361476X21000965
Publication Type:
3a. Beiträge in begutachteten Zeitschriften; Aufsatz (keine besondere Kategorie)
Language:
Englisch
Abstract:
Student motivation and affect play an important role in successful language learning. To investigate the formation of language learning motivation and affect, this study extended the generalized internal/external frame of reference (GI/E) model framework to multiple languages (German and French, along with math) and multiple motivational-affective outcomes (academic self-concept, interest, and anxiety). We examined whether social and dimensional comparisons play similar roles in the formation of students' self-concepts, interests, and anxieties concerning different languages and whether dimensional comparisons result in contrast or assimilation effects. Moreover, we tested the generalizability of the GI/E model assumptions across students with different language backgrounds. Using a data set comprising virtually all ninth-grade students (N = 6275; 48.0% female) from Luxembourg's multilingual educational system, our findings indicated (1) clear contrast effects in the formation of self-concept and interest in math, German, and French, and (2) a combination of contrast, assimilation, and no effects in the formation of anxiety in math, German, and French. Using a subsample of 5837 students with valid language information (48.0% female), invariance tests demonstrated that the GI/E achievement-outcome relations operated equivalently across students from different home language backgrounds. (DIPF/Orig.)
DIPF-Departments:
Bildung und Entwicklung
Potentials of research knowledge graphs for interlinking participatory archives. The case of […]
Hocker, Julian; Schindler, Christoph; Rittberger, Marc; Krefft, Annett; Lorenz, Marco; […]
Book Chapter
| Aus: Garoufallou, Emmanouel; Ovalle-Perandones, María-Antonia; Vlachidis, Andreas (Hrsg.): Metadata and Semantic Research: 15th International Conference, MTSR 2021, virtual event, November 29 - December 3, 2021, revised selected papers | Cham: Springer | 2022
42685 Endnote
Author(s):
Hocker, Julian; Schindler, Christoph; Rittberger, Marc; Krefft, Annett; Lorenz, Marco; Scholz, Joachim
Title:
Potentials of research knowledge graphs for interlinking participatory archives. The case of distributed school archives
In:
Garoufallou, Emmanouel; Ovalle-Perandones, María-Antonia; Vlachidis, Andreas (Hrsg.): Metadata and Semantic Research: 15th International Conference, MTSR 2021, virtual event, November 29 - December 3, 2021, revised selected papers, Cham: Springer, 2022 (Communications in Computer and Information Science, 1537), S. 382-388
DOI:
10.1007/978-3-030-98876-0_33
URL:
https://link.springer.com/chapter/10.1007/978-3-030-98876-0_33
Publication Type:
4. Beiträge in Sammelbänden; Beiträge in Proceedings mit Peer-Review-System
Language:
Englisch
Abstract (english):
Research knowledge graphs allow the enrichment of large amounts of data. Still, in some fields like the humanities sources are distributed in small archives not connected by the large research knowledge graphs or hubs like Wikidata. In comparison to these large research knowledge graphs, light-weight knowledge graphs allow the creation of small-scale hubs within the Linked Open Data (LOD) cloud as well as the re-usage of larger hubs like Wikidata in order to enrich one's own data. This paper describes the potentials of research knowledge graphs for interlinking archives and data hubs offering an overarching systematic overview to topic related distributed data. The potentials of the graph technology are shown in action for a concrete case in the field of history of education, focusing on school archives. Also, the research knowledge graph enables archivists and researchers to annotate and enrich the graph in order to customize it to their needs and research interests. It also facilitates processing of the heterogeneously structured data from larger hubs in order to increase coverage of the graph. (DIPF/Orig.)
DIPF-Departments:
Bibliothek für Bildungsgeschichtliche Forschung; Informationszentrum Bildung
Wie (angehende) Lehrpersonen über Unterricht nachdenken bzw. nachdenken sollen. […]
Pollmanns, Marion; Griewatz, Hans-Peter; Hünig, Rahel; Jornitz, Sieglinde; Kabel, Sascha; […]
Book Chapter
| Aus: Reintjes, Christian; Kunze, Ingrid (Hrsg.): Reflexion und Reflexivität in Unterricht, Schule und Lehrer:innenbildung | Bad Heilbrunn: Klinkhardt | 2022
43192 Endnote
Author(s):
Pollmanns, Marion; Griewatz, Hans-Peter; Hünig, Rahel; Jornitz, Sieglinde; Kabel, Sascha; Mayer, Ben; Leser, Christoph
Title:
Wie (angehende) Lehrpersonen über Unterricht nachdenken bzw. nachdenken sollen. Professionalisierungstheoretische Analysen
In:
Reintjes, Christian; Kunze, Ingrid (Hrsg.): Reflexion und Reflexivität in Unterricht, Schule und Lehrer:innenbildung, Bad Heilbrunn: Klinkhardt, 2022 , S. 58-76
URL:
https://www.pedocs.de/volltexte/2022/25400/pdf/Reintjes_Kunze_2022_Reflexion_und_Reflexivitaet.pdf#page=60
Publication Type:
4. Beiträge in Sammelbänden; Beiträge in Proceedings mit Peer-Review-System
Language:
Deutsch
Abstract:
Das Autorenkolletiv zeigt facettenreis auf, wie Reflexion bei Lehrenden angeregt wird oder schief geht. U.a. werden hier auch Dashboards von Lernplattformen diskutiert, inwieweit sie sich zur Reflexion über den Unterricht eignen. (DIPF/Autor)
DIPF-Departments:
Informationszentrum Bildung
peDOCS - ein Fachrepositorium in der Bildungsforschung mit Kooperationsnetzwerk für Open Access
Schindler, Christoph; Butz, Anke
Book Chapter
| Aus: Ertl, Hubert; Rödel, Bodo (Hrsg.): Offene Zusammenhänge: Open Access in der Berufsbildungsforschung | Bonn: Bundesinstitut für Berufsbildung | 2022
43040 Endnote
Author(s):
Schindler, Christoph; Butz, Anke
Title:
peDOCS - ein Fachrepositorium in der Bildungsforschung mit Kooperationsnetzwerk für Open Access
In:
Ertl, Hubert; Rödel, Bodo (Hrsg.): Offene Zusammenhänge: Open Access in der Berufsbildungsforschung, Bonn: Bundesinstitut für Berufsbildung, 2022 (Berichte zur beruflichen Bildung), S. 236-242
URL:
https://www.bibb.de/dienst/publikationen/de/18249
Publication Type:
4. Beiträge in Sammelbänden; Sammelband (keine besondere Kategorie)
Language:
Deutsch
Keywords:
Open Access; Fachportal Pädagogik; Informations- und Dokumentationsstelle; Netzwerk; Datenbank; Kooperation; Bildungsforschung; Online-Publikation; Zugang; Langzeitarchivierung; Nutzung; Fachinformation; Fachgesellschaft; Erziehungswissenschaft
DIPF-Departments:
Informationszentrum Bildung
Crowdfunding for re-balancing the open access costs in educational research
Schindler, Christoph; Hertling, Anke
Book Chapter
| Aus: European Educational Research Association (Hrsg.): European Conference on Educational Research, ECER 2022, August 23-25, Yerevan, abstracts | Berlin: European Educational Research Association | 2022
43495 Endnote
Author(s):
Schindler, Christoph; Hertling, Anke
Title:
Crowdfunding for re-balancing the open access costs in educational research
In:
European Educational Research Association (Hrsg.): European Conference on Educational Research, ECER 2022, August 23-25, Yerevan, abstracts, Berlin: European Educational Research Association, 2022 , S. Article 53401
URL:
https://eera-ecer.de/ecer-programmes/conference/27/contribution/53401
Publication Type:
4. Beiträge in Sammelbänden; Tagungsband/Konferenzbeitrag/Proceedings
Language:
Englisch
Keywords:
Bibliothek; Elektronisches Buch; Elektronisches Publizieren; Erziehungswissenschaft; Geisteswissenschaften; Open Access Finanzierung; Partizipation
Abstract (english):
This paper focuses on a crowdfunding initiative for Open Access E-Books in educational research. It involves research communities and academic libraries for establishing a community of subscribers to share the publication fees of open e-books. The background is the ongoing transformation of the scholarly publication landscape towards Open Access (Suber 2012), which fundamentally changes funding in publishing. There is a demand for free access and circulation of scientific knowledge supported by most national research funding agencies and the European Commission (see Sherpa Juliet 2022), while publishers adjust their business models, academic libraries and research communities promote the idea and follow new conditions. Studies have argued for a seamless financial shift without the need of extra resources (Schimmer et al. 2015). But several deficits become visible when looking at the full range of publication types and cultures. Sustainable financial models are lacking and a fundamental shift in financing is realised: while the physical book is paid through its usage, the digital open access book is funded through publication fees. Given this new condition, the author - instead of the reader - pays for the publication. The pay wall and its barrier for participation changes from reading to publishing through paying the so called article or book processing charges (APC, BPC). This change impacts more intensively the Social Sciences and Humanities because of the less established publication fees in these research communities. (DIPF/Orig.)
DIPF-Departments:
Informationszentrum Bildung
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