[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"_public_publisher_byId_f0881ff8-b2fc-4b26-883c-0bad00b5eab6":3,"_public_publication_all{\"sortAscending\":false,\"sortField\":\"updateTime\",\"page\":0,\"size\":10,\"facet\":true,\"searchKey\":\"publisherId:f0881ff8-b2fc-4b26-883c-0bad00b5eab6,\"}":129},{"code":4,"data":5,"meta":22},"SUCCESS",{"id":6,"createTime":7,"updateTime":8,"relativeEntities":9,"slug":10,"properties":11,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":24,"manageAffiliations":34,"indexDatabases":58,"url":22,"thumbnailPath":22,"statistic":97,"gsStatistic":22,"type":128,"analyzePriority":22},"f0881ff8-b2fc-4b26-883c-0bad00b5eab6","2024-04-07T02:48:50.840+00:00","2025-11-21T09:57:32.541+00:00",[],"Zeitschrift-f%C3%BCr-Erziehungswissenschaft",{"issn":12,"eissn":14,"title":16,"url":18},{"VOID":13},"18625215",{"VOID":15},"1434663X",{"EN":17},"Zeitschrift für Erziehungswissenschaft",{"VOID":19},"https:\u002F\u002Flink.springer.com\u002Fjournal\u002F11618","PUBLISHER","PENDING",null,0,[25],{"id":26,"createTime":27,"updateTime":28,"relativeEntities":29,"label":30,"description":33,"parentId":22,"standard":22,"scholarHubFieldId":22},"9453b68b-1f13-43ae-b408-f58e623184da","2023-04-07T03:04:38.672+00:00","2023-11-21T08:09:16.453+00:00",[],{"VI":31,"EN":32},"Giáo dục","Education",{},[35,48],{"id":36,"createTime":37,"updateTime":38,"relativeEntities":39,"slug":40,"properties":41,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":45,"url":22,"parentIds":46,"statistic":22},"62c69375-6af1-4c43-af7b-9aa951e2bf22","2023-05-29T12:31:36.736+00:00","2024-01-03T09:11:14.239+00:00",[],"SPRINGER-VIEWEG-SPRINGER-FACHMEDIEN-WIESBADEN-GMBH",{"title":42},{"EN":43},"SPRINGER VIEWEG-SPRINGER FACHMEDIEN WIESBADEN GMBH","AFFILIATION",4,[47],"9a7c7208-b28a-42c2-a634-5a7f90eee3ab",{"id":49,"createTime":50,"updateTime":51,"relativeEntities":52,"slug":53,"properties":54,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":45,"url":22,"parentIds":57,"statistic":22},"5070666e-67e2-4c00-bd29-c20b097bc94d","2023-05-29T10:54:02.008+00:00","2023-12-27T12:00:35.385+00:00",[],"VS-Verlag-fur-Sozialwissenschaften",{"title":55},{"EN":56},"VS Verlag fur Sozialwissenschaften",[],[59,78],{"id":60,"indexDatabase":61,"url":73,"indexYears":74,"academicFieldIds":75,"indexDatabaseRanking":77},"0daf691a-5eb7-4a90-b561-731746f6458f",{"id":62,"createTime":63,"updateTime":64,"relativeEntities":65,"label":66,"description":68,"key":70,"publicationTags":71,"standard":22},"3c7051d4-eb7d-4c57-a56b-36fc74c5d1e9","2023-05-22T09:57:18.509+00:00","2025-11-21T10:07:52.274+00:00",[],{"EN":67,"VI":67},"Scopus - Elsevier",{"EN":67,"VI":69},"Cơ sở dữ liệu Scopus thuộc Elsevier","scopus",[72],"SCOPUS","https:\u002F\u002Fwww.scopus.com\u002Fsourceid\u002F18700156718","2008-2025",[76],"90617f9b-a5d6-432e-b450-512fe6e1328f","NONE",{"id":79,"indexDatabase":80,"url":94,"indexYears":22,"academicFieldIds":95,"indexDatabaseRanking":22},"9907573e-d152-441a-8527-839072a9ca92",{"id":81,"createTime":82,"updateTime":83,"relativeEntities":84,"label":85,"description":87,"key":90,"publicationTags":91,"standard":22},"a8273be3-1221-4f26-949d-71dc71ff1fc3","2023-05-22T09:59:54.622+00:00","2025-11-21T10:07:52.181+00:00",[],{"EN":86,"VI":86},"ISI-SSCI -  Social Sciences Citation Index",{"VI":88,"EN":89},"Cơ sở dữ liệu SSCI","SSCI database","ssci",[92,93],"SSCI","ISI","https:\u002F\u002Fmjl.clarivate.com\u002Fsearch-results?issn=1434-663X",[96],"24a9d6c5-1f55-43b6-b34d-2d0ab498c53b",{"impactFactor":23,"impactFactorByYear":98,"i10Index":23,"i10IndexLast5Year":23,"totalPublication":100,"totalPublicationByYear":101,"totalCitation":123,"totalCitationByYear":124,"totalCitationPerPublication":23,"totalCitationPerPublicationByYear":125,"hindexLast5Year":127,"hindex":127},{"2023":99},0.01,891,{"2000":102,"2001":103,"2002":104,"2003":105,"2004":106,"2005":107,"2006":108,"2007":109,"2008":110,"2009":111,"2010":112,"2011":113,"2012":114,"2013":115,"2014":116,"2015":117,"2016":118,"2017":119,"2018":120,"2019":120,"2020":106,"2021":106,"2022":121,"2023":103,"2024":122},35,40,34,42,36,20,29,32,22,19,28,48,51,52,63,46,21,49,30,39,11,2,{"2022":123},{"2022":126},0.05,1,"JOURNAL",{"meta":130,"data":132},{"total":131},"1123",[133,209,292,367,449,517,582,633,797,891],{"id":134,"createTime":135,"updateTime":136,"relativeEntities":137,"slug":138,"properties":139,"entityType":148,"verifyStatus":149,"verifyTime":136,"verifyNote":150,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":151,"fullTextUrl":22,"authors":152,"publicationType":170,"publisherRelationship":171,"citationCount":22,"citationInfo":22,"publishDate":206,"publishYear":207,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":208},"afdf8989-69e1-44aa-9e96-d6d8d73473f0","2023-11-27T03:06:31.398+00:00","2025-01-19T23:56:04.560+00:00",[],"Educational-anthropology-and-allied-approaches-in-global-perspective",{"references":140,"abstract":142,"title":144,"doi":146},{"VOID":141},"AAA (2014) = American Anthropological Association. (2014). What is anthropology? http:\u002F\u002Fwww.aaanet.org\u002Fabout\u002FWhatisAnthropology.cfm. Accessed 3 Aug 2014.\nAnderson-Levitt, K. M. (2014). Significance: U. S. blind spots in judging research. Education Policy Analysis Archives, 22(27). doi:10.14507\u002Fepaa.v22n26.2014.\nAnderson, S., Gulløv, E., & Valentin, K. (2011). Educational anthropology in a welfare state perspective: The case of Scandinavia. In K. M. Anderson-Levitt (Ed.), Anthropologies of education (pp. 193–211). New York: Berghahn.\nASA (2014) = American Sociological Association. (2014). What is sociology? http:\u002F\u002Fwww.asanet.org\u002Fabout\u002Fsociology.cfm. Accessed 3 Aug 2014.\nAtkinson, P., Delamont, S., & Hammersley, M. (1988). Qualitative research traditions: A British response to Jacob. Review of Educational Research, 58(2), 231–250.\nBatallán, G. (1998). Appropriating ethnography for research in education. In G. L. Anderson & M. Montero-Sieburth (Eds.), Educational qualitative research in Latin America (pp. 35–50). New York: Garland (Taylor & Francis).\nBecker, H. S. (1999). The Chicago School, so-called. Qualitative Sociology, 22, 3–12.\nBecker, H. S., Geer, B., & Hughes, E. C. (1968 [1995]). Making the grade: The academic side of collegelife. New Brunswick: Transaction.\nBecker, H. S., Geer, B., Hughes, E. C., & Strauss, A. (1961). Boys in white: Student culture in medical school. Chicago: University of Chicago Press.\nCandela, A. (2010). Time and space: Undergraduate Mexican physics in motion. Cultural Studies of Science Education, 5(3), 701–727.\nCurry, M. J., & Lillis, T. (2004). Multilingual scholars and the imperative to publish in English: Negotiating interests, demands, and rewards. TESOL Quarterly, 38(4), 663–688.\nDelamont, S. (2011). The parochial paradox: Anthropology of education in the Anglophone world. In K. Anderson-Levitt (Ed.), Anthropologies of education (pp. 49–69). New York: Berghahn.\nDelamont, S., & Atkinson, P. (1995). The division of labour in educational ethnography: British and American research compared. In S. Delamont & P. Atkinson (Eds.), Fighting familiarity (pp. 15–30). Cresskill: Hampton Press.\nDerouet, J.-L., Henriot-van Zanten, A., & Sirota, R. (1987). Approches ethnographiques en sociologie de l’éducation: L’école et la communauté, l’établissement scolaire, la classe. Revue Française de Pédagogie, 78, 73–108.\nDiallo, B. B. (2011). Sociological and ethnographic research in French-speaking Sub-Saharan Africa. In K. Anderson-Levitt (Ed.), Anthropologies of education (pp. 279–302). New York: Berghahn.\nEröss, G. (2011). Central Europe (Bulgaria, Czech Republic, Hungary, Poland, Romania, Slovakia). In K. Anderson-Levitt (Ed.), Anthropologies of education (pp. 151–166). New York: Berghahn.\nFiliod, J.-P. (2007). Anthropologie de l’école. Perspectives. Ethnologie française, 4, 581–595.\nFlowerdew, J. (2008). Scholarly writers who use English as an additional language: What can Goffman’s “Stigma” tell us? Journal of English for Academic Purposes, 7(2), 77–86.\nFriebertshäuser, B. (1997). Feldforschung und teilnehmende Beobachtung. In B. Friebertshäuser & A. Prengel (Eds.), Handbuch Qualitative Forschungsmethoden in der Erziehungswissenschaft (pp. 503–534). Weinheim: Juventa.\nGerholm, T., & Hannerz, U. (1982). Introduction: The shaping of national anthropologies. Ethnos, 47(1–2), 5–35.\nGillborn, D. (1997). Ethnicity and educational performance in the United Kingdom: Racism, ethnicity, and variability in achievement. Anthropology & Education Quarterly, 28(3), 375–393.\nGobbo, F. (2011). Anthropology of education in Italy. In K. Anderson-Levitt (Ed.), Anthropologies of education (pp. 151–165). New York: Berghahn.\nGomes, A. M. R., & Gomes, N. L. (2011). Anthropology and Education in Brazil: Possible pathways. In K. Anderson-Levitt (Ed.), Anthropologies of education (pp. 111–130). New York: Berghahn.\nGoodman, R. (2001). Education: Anthropological aspects. In N. J. Smelser & Paul B. Baltes (eds.), International encyclopedia of social and behavioral sciences (pp. 4192–4196). Oxford: Elsevier Science.\nGordon, T., Holland, J., & Lahelma, E. (2001). Ethnographic research in educational settings. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland, & L. H. Lofland (Eds.), Handbook of ethnography (pp. 188–203). London: Sage.\nGusmão, N. M. M. (2009). Entrelugares: antropologia e educação no Brasil. Educação (Santa Maria), 34(1), 29–46.\nHammersley, M., & Woods, P. (1984). Life in school: The sociology of pupil culture. Milton Keynes: Open University Press.\nHannerz, U. (2008). Anthropology’s global ecumene. In A. Boškovic (Ed.), Other people’s anthropologies: Ethnographic practice on the margins (pp. 215–230). New York: Berghahn.\nHargreaves, A., & Woods, P. (Eds.). (1984). Classrooms and staffrooms: The sociology of teachers and teaching. Milton Keynes: Open University Press.\nJacquin, M. (2006). La revue Anthropology and Education Quarterly. Analyse des dix dernières années. Éducation et Sociétés, 17, 89–104.\nJociles, M. I. (2007). Panorámica de la antropología de la educación en España. Revista de Antropología Social, 16, 67–116.\nLarsson, S. (2006). Ethnography in action: How ethnography was established in Swedish educational research. Ethnography and Education, 1(2), 177–195.\nLevinson, B. A. U., & González, N. (2008). Anthropologie de l’éducation. In A. Van Zanten (Ed.), Dictionnaire de l’Éducation (pp. 12–16). Paris: PUF.\nLevinson, B. A. U., & Pollack, M. (Eds.). (2011). A companion to the anthropology of education. Malden: Wiley-Blackwell.\nLe Wita, B. (1988). Ni vue ni connue: Approche ethnographique de la culture bourgeoise. Paris: Éditions de la Maison des Sciences de l’Homme.\nLillis, T., & Curry, M. J. (2006). Professional academic writing by multilingual scholars: Interactions with literacy brokers in the production of English-medium texts. Written Communication, 23(1), 3–35.\nLillis, T. M., & Curry, M. J. (2010). Academic writing in a global context. New York: Routledge.\nMercado, R. (1991). Saberes docentes en el trabajo cotidiano de los maestros. Infancia y Aprendizaje, 55, 59–72.\nMietzner, U., Tenorth, H.-E., & Welter, N. (2007). Pädagogische Anthropologie—Mechanismus einer Praxis(Zeitschrift für Pädagogik: Beiheft 52). Landsberg: Beltz.\nMills, D. (2012). Anthropology and education. In S. Delamont (Ed.), Handbook of qualitative research in education (pp. 33–47). Cheltenham: Edward Elgar.\nMinoura, Y. (2011). The Development of ethnographic studies of schooling in Japan. In K. Anderson-Levitt (Ed.), Anthropologies of education (pp. 213–234). New York: Berghahn.\nMosbah-Natanson, S. (2008). Internationalisme et tradition nationale. Revue d’Histoire des Sciences Humaines, 18, 35–62.\nNeufeld, M. R. (2011). Anthropology and education in the Argentine context: The research experience of the UBA group. In K. Anderson-Levitt (Ed.), Anthropologies of education. New York: Berghahn.\nNeufeld, M. R., & Thisted, J. A. (Eds.). (1999). “De eso no se habla…” Los usos de la diversidad sociocultural en la escuela. Buenos Aires: Eudeba.\nOuyang, H. (2011). Bamboo shoots after rain: Educational anthropology and ethnography in mainland China. In K. Anderson-Levitt (Ed.), Anthropologies of education (pp. 235–255). New York: Berghahn.\nParadise, R., & Rogoff, B. (2009). Side by side: Learning by observing and pitching in. Ethos, 37(1), 102–138.\nParker, L., Deyhle, D., & Villenas, S. A. (Eds.) (1999). Race is—race isn’t: Critical race theory and qualitative studies in education. Boulder: Westview Press.\nRaveaud, M., & Draelants, H. (2011). Ethnographies of education in the French-speaking world. In K. M. Anderson-Levitt (Ed.), Anthropologies of education (pp. 131–149). New York: Berghahn.\nRiehl, C. (2001). Bridges to the future: The contributions of qualitative research to the sociology of education. Sociology of Education, 74, 115–134.\nRock, P. (2001). Symbolic interactionism and ethnography. In P. Atkinson, A. Coffey, S. Delamont, J. Lofland, & L. H. Lofland (Eds.), Handbook of ethnography (pp. 26–38). London: SAGE.\nRockwell, E. (1998). Ethnography and the Commitment to Public Schooling: A Review of Research at the DIE. In G. Anderson & M. Montero-Sieburth (Eds.), Educational Qualitative Research in Latin America (pp. 3–34). New York: Garland.\nRockwell, E. (2002). Constructing Diversity and Civility in the United States and Latin America. In B. A. U. Levinson, S. L. Cade, A. Padawer, & A. P. Elvir (Eds.), Ethnography and Educational Policy Across the Americas (pp. 3–19). Westport, CT: Praeger\u002FGreenwood.\nRockwell, E. (2009). La experiencia etnografica: Historia y cultura en los procesos educativos. Buenos Aires: Paidos.\nRockwell, E., & González Apodaca, E. (2011). Anthropological research on educational processes in México. In K. Anderson-Levitt (Ed.), Anthropologies of education (pp. 71–92). New York: Berghahn.\nSchriewer, J. (2004). Multiple internationalities: The emergence of a world-level ideology and the persistence of idiosyncratic world-views. In C. Charle, J. Schriewer, & P. Wagner (Eds.), Transnational intellectual networks (pp. 473–531). Frankfurt: Campus.\nSilverman, S. (2005). The United States. In F. Barth, A. Gingrich, R. Parkin, & S. Silverman (Eds.), One discipline, four ways: British, German, French and American anthropology (pp. 257–347). Chicago: University of Chicago Press.\nSpindler, G. D. (Ed.). (2000). Fifty years of anthropology and education. Mahwah: Erlbaum.\nTroman, G. (2010). Ethnography and education. Aims & Scope. http:\u002F\u002Fwww.tandfonline.com\u002Faction\u002FjournalInformation?show=aimsScope&journalCode=reae20#.VLALSmSR8Z4. Accessed 9 Jan 2015.\nUberoi, P., Deshpande, S., & Sundar, N. (2008). Introduction: The professionalisation of Indian anthropology and sociology—people, places, and institutions. In P. Uberoi, S. Deshpande, & N. Sundar (Eds.), Anthropology in the east. Calcutta: Seagull.\nvan Zanten, A. (2011). Ethnography of education around the world: A thousand varieties, a shared paradigm. In K. M. Anderson-Levitt (Ed.), Anthropologies of education (pp. 303–318). New York: Berghahn.\nVienne, P. (2005). Mais qui a peur de l’ethnographie scolaire? Éducation et Sociétés, 2005\u002F2(16), 177–192.\nWittgenstein, L. (1945 [1963]). Philosophical investigations. Oxford: Blackwell.\nWulf, C. (2001). Anthropologie der Erziehung. Weinheim: Beltz. Translated as Anthropology of education. Berlin: Lit.\nWulf, C. (2013). Anthropology: A continental perspective. Chicago: University of Chicago Press.\nZinnecker, J. (2000). Pädagogische Ethnographie. Zeitschrift für Erziehungswissenschaft, 3(3), 381–400.",{"EN":143},"Around the world there are a number of approaches to the anthropological study of education, as well as allied approaches rooted in other disciplines like sociology. They share family resemblances, but also vary in the main foci of their studies. This article describes some of the approaches, citing the United States, Mexico, and the United Kingdom as examples. It explains why scholars sometimes fail to recognize the significance of one another’s work across national and also disciplinary boundaries, and points out benefits of mutual recognition when it is achieved.",{"EN":145},"Educational anthropology and allied approaches in global perspective",{"VOID":147},"10.1007\u002Fs11618-015-0609-7","PUBLICATION","VERIFIED","Auto Verify","http:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs11618-015-0609-7",[153],{"id":154,"sortIndex":23,"researcher":22,"roles":155,"affiliations":157,"properties":167},"25c87fd8-b054-4745-ba56-5ecc166dfd54",[156],"AUTHOR",[158],{"id":22,"sortIndex":23,"affiliation":159,"properties":22},{"id":160,"createTime":161,"updateTime":161,"relativeEntities":162,"slug":163,"properties":164,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"5ca27e0a-b3d8-4dd4-852f-7a6725345365","2023-11-27T03:06:31.409+00:00",[],"Graduate-School-of-Education-Information-Studies-University-of-California-UCLA-Los-Angeles-USA",{"title":165},{"VI":166},"Graduate School of Education & Information Studies, University of California (UCLA), Los Angeles, USA",{"title":168},{"VI":169},"Kathryn M. Anderson-Levitt","ARTICLE",{"url":151,"publisher":172,"properties":201},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":173,"slug":10,"properties":174,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":179,"manageAffiliations":180,"indexDatabases":181,"url":22,"thumbnailPath":22,"statistic":196,"gsStatistic":22,"type":128,"analyzePriority":22},[],{"issn":175,"eissn":176,"title":177,"url":178},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[182,189],{"id":60,"indexDatabase":183,"url":73,"indexYears":74,"academicFieldIds":188,"indexDatabaseRanking":77},{"id":62,"createTime":63,"updateTime":64,"relativeEntities":184,"label":185,"description":186,"key":70,"publicationTags":187,"standard":22},[],{"EN":67,"VI":67},{"EN":67,"VI":69},[72],[76],{"id":79,"indexDatabase":190,"url":94,"indexYears":22,"academicFieldIds":195,"indexDatabaseRanking":22},{"id":81,"createTime":82,"updateTime":83,"relativeEntities":191,"label":192,"description":193,"key":90,"publicationTags":194,"standard":22},[],{"EN":86,"VI":86},{"VI":88,"EN":89},[92,93],[96],{"impactFactor":23,"impactFactorByYear":197,"i10Index":23,"i10IndexLast5Year":23,"totalPublication":100,"totalPublicationByYear":198,"totalCitation":123,"totalCitationByYear":199,"totalCitationPerPublication":23,"totalCitationPerPublicationByYear":200,"hindexLast5Year":127,"hindex":127},{"2023":99},{"2000":102,"2001":103,"2002":104,"2003":105,"2004":106,"2005":107,"2006":108,"2007":109,"2008":110,"2009":111,"2010":112,"2011":113,"2012":114,"2013":115,"2014":116,"2015":117,"2016":118,"2017":119,"2018":120,"2019":120,"2020":106,"2021":106,"2022":121,"2023":103,"2024":122},{"2022":123},{"2022":126},{"volume":202,"pages":204},{"VOID":203},"18",{"VOID":205},"89-100","2015-01-29",2015,false,{"id":210,"createTime":211,"updateTime":212,"relativeEntities":213,"slug":214,"properties":215,"entityType":148,"verifyStatus":149,"verifyTime":212,"verifyNote":150,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":222,"fullTextUrl":22,"authors":223,"publicationType":170,"publisherRelationship":255,"citationCount":22,"citationInfo":22,"publishDate":290,"publishYear":291,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":208},"46cba543-284d-4505-a653-6f09a719d127","2024-01-04T10:55:47.124+00:00","2025-02-01T23:52:40.560+00:00",[],"Editorial-Bildung-f%C3%BCr-eine-digitale-Zukunft",{"references":216,"title":218,"doi":220},{"VOID":217},"Backfisch, I., Lachner, A., Hische, C., Loose, F., & Scheiter, K. (2020). Professional knowledge or motivation? Investigating the role of teachers’ expertise on the quality of technology-enhanced lesson plans. Learning and Instruction, 66, 101300. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.learninstruc.2019.101300.\nBackfisch, I., Lachner, A., Stürmer, K., & Scheiter, K. (2021). Variability of teachers’ technology integration in the classroom: a matter of utility! Computers & Education, 166, 104159. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2021.104159.\nBaumert, J., & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften. Zeitschrift für Erziehungswissenschaft, 9(4), 469–520. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11618-006-0165-2.\nBos, W., Eickelmann, B., Gerick, J., Goldhammer, F., Schaumburg, H., Schwippert, K., Senkbeil, M., Schulz-Zander, R., & Wendt, H. (2014). ICILS 2013 – Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern in der 8. Jahrgangsstufe im internationalen Vergleich. Münster: Waxmann.\nCaena, F., & Redecker, C. (2019). Aligning teacher competence frameworks to 21st century challenges: the case for the European Digital Competence Framework for Educators (DigCompEdu). European Journal of Education, 54, 356–369. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fejed.12345.\nEickelmann, B., Bos, W., Gerick, J., Goldhammer, F., Schaumburg, H., Schwippert, K., Senkbeil, M., & Vahrenhold, J. (Hrsg.). (2019). ICILS 2018 Deutschland. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern im zweiten internationalen Vergleich und Kompetenzen im Bereich Computational Thinking. Münster: Waxmann.\nGerick, J., Eickelmann, B., & Labusch, A. (2019). Schulische Prozesse als Lern- und Lehrbedingungen in den ICILS-2018-Teilnehmerländern. In B. Eickelmann, W. Bos, J. Gerick, F. Goldhammer, H. Schaumburg, K. Schwippert, M. Senkbeil & J. Vahrenhold (Hrsg.), ICILS 2018 Deutschland. Computer- und informationsbezogene Kompetenzen von Schülerinnen und Schülern im zweiten internationalen Vergleich und Kompetenzen im Bereich Computational Thinking (S. 173–203). Münster: Waxmann.\nHelm, C., Huber, S., & Loisinger, T. (2021). Was wissen wir über schulische Lehr-Lern-Prozesse im Distanzunterricht während der Corona-Pandemie? – Evidenz aus Deutschland, Österreich und der Schweiz. Zeitschrift für Erziehungswissenschaft, 24(2), 237–311. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11618-021-01000-z.\nHillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in secondary schools: a context-specific meta-analysis. Computers and Education, 153, 103897. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.compedu.2020.103897.\nKultusministerkonferenz (KMK) (2016). Strategie der Kultusministerkonferenz „Bildung in der digitalen Welt“. Entwurf vom 27.04.2016. https:\u002F\u002Fwww.kmk.org\u002Ffileadmin\u002FDateien\u002Fpdf\u002FPresseUndAktuelles\u002F2016\u002FEntwurf_KMKStrategie_Bildung_in_der_digitalen_Welt.pdf. Zugegriffen: 27. Sept. 2019.\nKunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805–820. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0032583.\nMishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for integrating technology in teacher knowledge. Teachers College Record, 108, 1017–1054.\nMonitor Lehrerbildung (2020). Lehramtsstudium in einer digitalen Welt – Professionelle Vorbereitung auf den Unterricht mit digitalen Medien?! https:\u002F\u002Fwww.monitor-lehrerbildung.de\u002Fweb\u002Fpublikationen\u002Fdigitalisierung\u002Findex.html. Zugegriffen: 29. Aug. 2021.\nScheiter, K., & Lachner, A. (2019). DigitalPakt – was nun? Eine Positionierung aus Sicht der Lehr-Lernforschung. Unterrichtswissenschaft, 47(4), 547–564. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs42010-019-00059-2.\nScherer, R., & Teo, T. (2019). Unpacking teachers’ intentions to integrate technology: a metaanalysis. Educational Research Review, 27, 90–109. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.edurev.2019.03.001.\nShulman, L. (1987). Knowledge and teaching: foundations of the new reform. Harvard Educational Review, 57(1), 1–23.\nVodafone Stiftung Deutschland (2020). Schule auf Distanz. Perspektiven und Empfehlungen für den neuen Schulalltag – Eine repräsentative Befragung von Lehrkräften in Deutschland. https:\u002F\u002Fwww.vodafone-stiftung.de\u002Fschule-auf-distanz\u002F. Zugegriffen: 29. Aug. 2021.\nWeinert, F. E. (Hrsg.). (2001). Leistungsmessung in Schulen. Weinheim: Beltz.",{"EN":219},"Editorial: Bildung für eine digitale Zukunft",{"VOID":221},"10.1007\u002Fs11618-021-01049-w","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11618-021-01049-w",[224,239],{"id":225,"sortIndex":23,"researcher":22,"roles":226,"affiliations":227,"properties":236},"3e2f0256-e7f6-4f26-9ef3-35d863b8c484",[156],[228],{"id":22,"sortIndex":23,"affiliation":229,"properties":22},{"id":230,"createTime":231,"updateTime":231,"relativeEntities":232,"slug":22,"properties":233,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"bd3289de-bae5-462a-ab1e-67cbbb7639b1","2024-01-04T10:55:47.143+00:00",[],{"title":234},{"VI":235},"Arbeitsgruppe Multiple Repräsentationen, Leibniz-Institut für Wissensmedien, Universität Tübingen, Tübingen, Deutschland",{"title":237},{"VI":238},"Katharina Scheiter",{"id":240,"sortIndex":127,"researcher":22,"roles":241,"affiliations":242,"properties":252},"5024543a-6119-4291-ae39-d7e260d86208",[156],[243],{"id":22,"sortIndex":23,"affiliation":244,"properties":22},{"id":245,"createTime":246,"updateTime":246,"relativeEntities":247,"slug":248,"properties":249,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"4bd9724c-d1d7-4977-826c-efc28a7aec7f","2024-04-21T20:03:49.710+00:00",[],"Fakult%C3%A4t-f%C3%BCr-Erziehungswissenschaft-Allgemeine-Interkulturelle-und-International-Vergleichende-Erziehungswissenschaft-Universit%C3%A4t-Hamburg-Hamburg-Deutschland",{"title":250},{"EN":251},"Fakultät für Erziehungswissenschaft, Allgemeine, Interkulturelle und International Vergleichende Erziehungswissenschaft, Universität Hamburg, Hamburg, Deutschland",{"title":253},{"VI":254},"Ingrid Gogolin",{"url":222,"publisher":256,"properties":285},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":257,"slug":10,"properties":258,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":263,"manageAffiliations":264,"indexDatabases":265,"url":22,"thumbnailPath":22,"statistic":280,"gsStatistic":22,"type":128,"analyzePriority":22},[],{"issn":259,"eissn":260,"title":261,"url":262},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[266,273],{"id":60,"indexDatabase":267,"url":73,"indexYears":74,"academicFieldIds":272,"indexDatabaseRanking":77},{"id":62,"createTime":63,"updateTime":64,"relativeEntities":268,"label":269,"description":270,"key":70,"publicationTags":271,"standard":22},[],{"EN":67,"VI":67},{"EN":67,"VI":69},[72],[76],{"id":79,"indexDatabase":274,"url":94,"indexYears":22,"academicFieldIds":279,"indexDatabaseRanking":22},{"id":81,"createTime":82,"updateTime":83,"relativeEntities":275,"label":276,"description":277,"key":90,"publicationTags":278,"standard":22},[],{"EN":86,"VI":86},{"VI":88,"EN":89},[92,93],[96],{"impactFactor":23,"impactFactorByYear":281,"i10Index":23,"i10IndexLast5Year":23,"totalPublication":100,"totalPublicationByYear":282,"totalCitation":123,"totalCitationByYear":283,"totalCitationPerPublication":23,"totalCitationPerPublicationByYear":284,"hindexLast5Year":127,"hindex":127},{"2023":99},{"2000":102,"2001":103,"2002":104,"2003":105,"2004":106,"2005":107,"2006":108,"2007":109,"2008":110,"2009":111,"2010":112,"2011":113,"2012":114,"2013":115,"2014":116,"2015":117,"2016":118,"2017":119,"2018":120,"2019":120,"2020":106,"2021":106,"2022":121,"2023":103,"2024":122},{"2022":123},{"2022":126},{"volume":286,"pages":288},{"VOID":287},"24",{"VOID":289},"1033-1037","2021-09-29",2021,{"id":293,"createTime":294,"updateTime":295,"relativeEntities":296,"slug":297,"properties":298,"entityType":148,"verifyStatus":149,"verifyTime":307,"verifyNote":150,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":308,"fullTextUrl":309,"authors":310,"publicationType":170,"publisherRelationship":328,"citationCount":22,"citationInfo":22,"publishDate":365,"publishYear":366,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":208},"efb5b5f9-c42f-4ed5-9928-4d5dadfb4ae7","2023-12-08T02:42:43.992+00:00","2025-01-10T23:51:10.227+00:00",[],"Leistung-als-Kriterium-von-Bildungsgerechtigkeit",{"references":299,"abstract":301,"title":303,"doi":305},{"VOID":300},"citation_title=Bildungsgerechtigkeit. Jahresgutachten 2007; citation_publication_date=2007; citation_id=CR1; citation_publisher=SpringerVS\ncitation_title=Meritokratie. Zur gesellschaftlichen Legitimation ungleicher Bildungs‑, Erwerbs- und Einkommenschancen in modernen Gesellschaften; citation_inbook_title=Lehrbuch der Bildungssoziologie; citation_publication_date=2009; citation_pages=35-59; citation_id=CR2; citation_author=R Becker; citation_author=A Hadjar; citation_publisher=SpringerVS\ncitation_title=Selektion; citation_inbook_title=Pädagogisches Wissen. Erziehungswissenschaft in Grundbegriffen; citation_publication_date=2011; citation_pages=51-58; citation_id=CR3; citation_author=J Bellmann; citation_publisher=Kohlhammer\ncitation_title=Allgemeine Pädagogik. Eine systematisch-problemgeschichtliche Einführung in die Grundstruktur pädagogischen Denkens und Handelns; citation_publication_date=2012; citation_id=CR4; citation_author=D Benner; citation_publisher=Juventa\ncitation_journal_title=Zeitschrift für Pädagogik; citation_title=Erziehung und Bildung! Zur Konzeptualisierung eines erziehenden Unterrichts, der bildet; citation_author=D Benner; citation_volume=61; citation_issue=4; citation_publication_date=2015; citation_pages=481-496; citation_id=CR5\ncitation_title=Gestaltung von Schule. Eine Einführung in Schultheorie und Schulentwicklung; citation_publication_date=2007; citation_id=CR6; citation_author=S Blömeke; citation_author=B Herzig; citation_author=G Tulodziecki; citation_publisher=Klinkhardt\ncitation_title=Theoretische Strukturierung. Begründung neuer Beurteilungsformen; citation_inbook_title=Neue Formen der Leistungsbeurteilung in den Sekundarstufen I und II; citation_publication_date=2001; citation_pages=9-50; citation_id=CR7; citation_author=T Bohl; citation_publisher=Schneider Verlag Hohengehren\ncitation_title=Educational equality and justice; citation_inbook_title=A companion to the philosophy of education; citation_publication_date=2003; citation_pages=471-486; citation_id=CR8; citation_author=H Brighouse; citation_publisher=Blackwell\ncitation_title=Bildungsgerechtigkeit jenseits von Chancengleichheit. Theoretische und empirische Ergänzungen und Alternativen zu ‚PISA‘ – Zur Einführung in den Band; citation_inbook_title=Bildungsgerechtigkeit jenseits von Chancengleichheit. Theoretische und empirische Ergänzungen und Alternativen zu ‚PISA‘; citation_publication_date=2013; citation_pages=11-32; citation_id=CR9; citation_author=F Dietrich; citation_author=M Heinrich; citation_author=N Thieme; citation_publisher=SpringerVS\ncitation_title=Justice and personal desert; citation_inbook_title=What do we deserve? A reader on justice and desert; citation_publication_date=1999; citation_pages=70-83; citation_id=CR10; citation_author=J Feinberg; citation_publisher=Oxford University Press\ncitation_title=Desert. Reconsideration of some received wisdom; citation_inbook_title=What do we deserve? A reader on justice and desert; citation_publication_date=1999; citation_id=CR11; citation_author=F Feldman; citation_publisher=Oxford University Press\ncitation_title=Desert. Winter 2015 Edition; citation_inbook_title=The Stanford Encyclopedia of Philosophy; citation_publication_date=2015; citation_id=CR12; citation_author=F Feldman; citation_author=B Skow\ncitation_title=Neue Theorie der Schule. Einführung in das Verstehen von Bildungssystemen; citation_publication_date=2008; citation_id=CR13; citation_author=H Fend; citation_publisher=VS\ncitation_title=Freiheit und Selbstbestimmung. Ausgewählte Texte. Hg. v. Monika Betzler und Barbara Guckes; citation_publication_date=2001; citation_id=CR14; citation_author=HG Frankfurt; citation_publisher=Akademie Verlag\ncitation_journal_title=Zeitschrift für Pädagogik; citation_title=Was heißt Bildungsgerechtigkeit?; citation_author=J Giesinger; citation_volume=53; citation_issue=3; citation_publication_date=2007; citation_pages=362-381; citation_id=CR15\ncitation_title=Bildungsgerechtigkeit und die sozialen Funktionen der Schule. Zu den normativen Grundlagen des Chancenspiegels; citation_inbook_title=Zur Gerechtigkeit von Schule. Theorien, Konzepte, Analysen; citation_publication_date=2015; citation_pages=150-163; citation_id=CR16; citation_author=J Giesinger; citation_publisher=Waxmann\ncitation_title=Gleiche Gerechtigkeit. Grundlagen eines liberalen Egalitarismus; citation_publication_date=2004; citation_id=CR17; citation_author=S Gosepath; citation_publisher=Suhrkamp\ncitation_title=Meritokratie als Legitimationsprinzip. Die Entwicklung der Akzeptanz sozialer Ungleichheit im Zuge der Bildungsexpansion; citation_publication_date=2008; citation_id=CR18; citation_author=A Hadjar; citation_publisher=VS\ncitation_journal_title=Angewandte Philosophie; citation_title=Philosophische Begriffsanalyse. Ein Vorschlag; citation_author=J Hardy; citation_volume=1; citation_issue=1; citation_publication_date=2014; citation_pages=32-48; citation_doi=10.14220\u002Faphi.2014.1.1.32; citation_id=CR19\ncitation_title=Leistung und Chancengleichheit; citation_publication_date=1974; citation_id=CR20; citation_author=H Heckhausen; citation_publisher=Verlag für Psychologie\ncitation_journal_title=Zeitschrift für Pädagogik; citation_title=Zur Paradoxie der bildungspolitischen Forderung nach Chancengleichheit; citation_author=H Heid; citation_volume=34; citation_issue=1; citation_publication_date=1988; citation_pages=1-17; citation_id=CR21\ncitation_journal_title=Vierteljahresschrift für Heilpädagogik und ihre Nachbargebiete; citation_title=Der Beitrag des Leistungsprinzips zur Rechtfertigung sozialer Ungerechtigkeit; citation_author=H Heid; citation_volume=81; citation_issue=1; citation_publication_date=2012; citation_pages=22-34; citation_doi=10.2378\u002Fvhn2012.art02d; citation_id=CR22\ncitation_title=Bildungsgerechtigkeit. Zum Problem der Anerkennung fragiler Bildungsprozesse innerhalb neuer Steuerung und demokratischer Governance; citation_inbook_title=Bildung in der Demokratie; citation_publication_date=2010; citation_pages=125-143; citation_id=CR23; citation_author=M Heinrich; citation_publisher=Barbara Budrich\ncitation_title=Inklusion oder Allokationsgerechtigkeit? Zur Entgrenzung von Gerechtigkeit im Bildungssystem im Zeitalter der semantischen Verkürzung von Bildungsgerechtigkeit auf Leistungsgerechtigkeit; citation_inbook_title=Zur Gerechtigkeit von Schule. Theorien, Konzepte, Analysen; citation_publication_date=2015; citation_pages=235-255; citation_id=CR24; citation_author=M Heinrich; citation_publisher=Waxmann\ncitation_title=Umverteilung als Anerkennung. Eine Erwiderung auf Nancy Fraser; citation_inbook_title=Umverteilung oder Anerkennung? Eine politisch-philosophische Kontroverse; citation_publication_date=2015; citation_pages=129-223; citation_id=CR25; citation_author=A Honneth; citation_publisher=Suhrkamp\ncitation_title=Leistung und Beurteilung in der Schule. Eine Einführung in Leistungs-und Bewertungsfragen aus pädagogischer Sicht; citation_publication_date=2005; citation_id=CR26; citation_author=E Jürgens; citation_publisher=Academia\ncitation_title=Hermeneutische Verfahren in der Erziehungswissenschaft; citation_inbook_title=Erziehungswissenschaft 3. Eine Einführung. Funk-Kolleg Erziehungswissenschaft; citation_publication_date=1971; citation_pages=126-153; citation_id=CR27; citation_author=W Klafki; citation_publisher=Fischer\ncitation_title=Gesellschaftliche Funktionen und pädagogischer Auftrag der Schule in einer demokratischen Gesellschaft; citation_inbook_title=Wolfgang Klafki: Schultheorie, Schulforschung und Schulentwicklung im politisch-gesellschaftlichen Kontext. Ausgewählte Studien; citation_publication_date=2002; citation_pages=41-62; citation_id=CR28; citation_author=W Klafki; citation_publisher=Beltz\ncitation_title=Das Erziehungssystem der Gesellschaft; citation_publication_date=2002; citation_id=CR29; citation_author=N Luhmann; citation_publisher=Suhrkamp\ncitation_title=Contemporary Interpretations of Desert; citation_inbook_title=What do we deserve? A reader on justice and desert; citation_publication_date=1999; citation_pages=61-69; citation_id=CR30; citation_author=O McLeod; citation_publisher=Oxford University Press\ncitation_title=Geist, Identität und Gesellschaft aus der Sicht des Sozialbehaviorismus; citation_publication_date=1968; citation_id=CR31; citation_author=GH Mead; citation_publisher=Suhrkamp\ncitation_title=Pädagogisch handeln. Theorie für die Praxis; citation_publication_date=2016; citation_id=CR32; citation_author=T Mikhail; citation_publisher=Schöningh\ncitation_title=Grundsätze sozialer Gerechtigkeit; citation_publication_date=2008; citation_id=CR33; citation_author=D Miller; citation_publisher=Campus\ncitation_title=Die Grenze der Schule. Eine handlungstheoretische Präzisierung; citation_publication_date=2015; citation_id=CR34; citation_author=C Nerowski; citation_publisher=Beltz Juventa\ncitation_title=Verantwortung; citation_publication_date=2011; citation_id=CR35; citation_author=J Nida-Rümelin; citation_publisher=Reclam\ncitation_title=Lernen für das Leben. Erste Ergebnisse der internationalen Schulleistungsstudie PISA 2000; citation_publication_date=2001; citation_id=CR36; citation_publisher=OECD Publications\ncitation_title=PISA 2012 Ergebnisse. Exzellenz durch Chancengerechtigkeit: Allen Schülerinnen und Schülern die Voraussetzungen zum Erfolg sichern; citation_publication_date=2014; citation_id=CR37; citation_publisher=Bertelsmann\ncitation_title=Introduction. Debating Desert and Justice; citation_inbook_title=Desert and Justice; citation_publication_date=2003; citation_id=CR38; citation_author=S Olsaretti; citation_publisher=Clarendon\ncitation_inbook_title=Befähigungsgerechtigkeit statt Bildungsgerechtigkeit. Zum Verhältnis von Gerechtigkeit und Effizienz; citation_publication_date=2008; citation_pages=55; citation_id=CR2008; citation_author=H-U Otto; citation_author=M Schrödter; citation_publisher=Barbara Budrich\ncitation_title=Justice; citation_publication_date=2006; citation_id=CR39; citation_author=LP Pojman; citation_publisher=Pearson\ncitation_title=Die Ethik der Pädagogik. Zur Normativität erzieherischen Handelns; citation_publication_date=2010; citation_id=CR40; citation_author=K Prange; citation_publisher=Schöningh\ncitation_journal_title=Zeitschrift für Pädagogik; citation_title=Ethnographie pädagogischer Differenzordnungen. Methodologische Probleme einer ethnographischen Erforschung der sozial selektiven Herstellung von Schulerfolg im Unterricht; citation_author=K Rabenstein, S Reh, N Ricken, T-S Idel; citation_volume=59; citation_issue=5; citation_publication_date=2013; citation_pages=668-690; citation_id=CR41\ncitation_title=Über die Bedeutung von Anerkennung für Subjektivationsprozesse; citation_inbook_title=Selbst-Bildungen. Soziale und kulturelle Praktiken der Subjektivierung; citation_publication_date=2013; citation_pages=69-99; citation_id=CR42; citation_author=N Ricken; citation_publisher=transcript\ncitation_title=Was heißt „jemandem gerecht werden“? Zum Problem der Anerkennungsgerechtigkeit im Kontext von Bildungsgerechtigkeit; citation_inbook_title=Zur Gerechtigkeit von Schule. Theorien, Konzepte, Analysen; citation_publication_date=2015; citation_pages=131-149; citation_id=CR43; citation_author=N Ricken; citation_publisher=Waxmann\ncitation_title=Was Schule leistet. Reflexionen und Anmerkungen zu Funktion und Aufgaben der Schule; citation_inbook_title=Was Schule leistet. Funktionen und Aufgaben von Schule; citation_publication_date=2001; citation_pages=11-36; citation_id=CR44; citation_author=U Sandfuchs; citation_publisher=Juventa\ncitation_title=Unequal chances. Race, class and schooling; citation_inbook_title=Education, justice and the human good. Fairness and equality in the education system; citation_publication_date=2014; citation_id=CR45; citation_author=D Satz; citation_publisher=Routledge\ncitation_title=Schulische Leistungsdiskurse. Zwischen Gerechtigkeitsversprechen und pharmazeutischem Hirndoping; citation_publication_date=2015; citation_id=CR46; citation_author=A Schäfer; citation_publisher=Schöningh\ncitation_journal_title=California Law Review; citation_title=Justice and desert in liberal theory; citation_author=S Scheffler; citation_volume=88; citation_issue=3; citation_publication_date=2000; citation_pages=965-990; citation_doi=10.2307\u002F3481202; citation_id=CR47\ncitation_title=Bildungsgerechtigkeit. Rekonstruktionen eines umkämpften Begriffs; citation_publication_date=2011; citation_id=CR48; citation_author=K Stojanov; citation_publisher=VS\ncitation_title=Bildungsgerechtigkeit als Anerkennungsgerechtigkeit; citation_inbook_title=Bildungsgerechtigkeit jenseits von Chancengleichheit. Theoretische und empirische Ergänzungen und Alternativen zu ‚PISA‘; citation_publication_date=2013; citation_pages=57-70; citation_id=CR49; citation_author=K Stojanov; citation_publisher=SpringerVS\ncitation_title=Leistung. Ein irreführender Begriff im Diskurs über Bildungsgerechtigkeit; citation_inbook_title=Leistung; citation_publication_date=2015; citation_pages=135-150; citation_id=CR50; citation_author=K Stojanov; citation_publisher=Schöningh\ncitation_title=The impossibility of moral responsibility; citation_inbook_title=What do we deserve? A reader on justice and desert; citation_publication_date=1999; citation_pages=114-124; citation_id=CR51; citation_author=G Strawson; citation_publisher=Oxford University Press\ncitation_title=Erziehungsbegriff und Erziehungsverhältnis. Allgemeine Theorie der Erziehung; citation_publication_date=2013; citation_id=CR52; citation_author=W Sünkel; citation_publisher=Beltz Juventa\ncitation_title=Negative Freiheit. Zur Kritik des neuzeitlichen Individualismus; citation_publication_date=1988; citation_id=CR53; citation_author=C Taylor; citation_publisher=Suhrkamp\ncitation_title=„Alle alles zu lehren“. Möglichkeiten und Perspektiven allgemeiner Bildung; citation_publication_date=1994; citation_id=CR54; citation_author=H-E Tenorth; citation_publisher=Wissenschaftliche Buchgesellschaft\ncitation_title=Schule und Selektion. Die Perspektive der Lehrer; citation_inbook_title=Was Schule leistet. Funktionen und Aufgaben von Schule; citation_publication_date=2001; citation_pages=87-110; citation_id=CR55; citation_author=E Terhart; citation_publisher=Juventa\ncitation_title=Bildung und Gerechtigkeit. Eine Kritik des Diskurses um Bildungsgerechtigkeit aus bildungstheoretischer Sicht; citation_inbook_title=Zur Gerechtigkeit von Schule. Theorien, Konzepte, Analysen; citation_publication_date=2015; citation_pages=72-92; citation_id=CR56; citation_author=L Wigger; citation_publisher=Waxmann\ncitation_title=Funktionen der Schule; citation_inbook_title=Handbuch Schule. Theorie – Organisation – Entwicklung; citation_publication_date=2009; citation_pages=87-94; citation_id=CR57; citation_author=H Zeinz; citation_publisher=Klinkhardt",{"DE":302},"Ziel des vorliegenden Artikels ist die Rehabilitierung von ‚Leistung‘ als relevantem Kriterium im Diskurs um Bildungsgerechtigkeit. Das Problem, für welches ‚Leistung‘ eine normative Lösung darstellt, wird als Frage der gerechten Verteilung schulischer Zertifikate präzisiert. Das Bildungsminimum kann in einer solchen Perspektive als Verteilung der Zertifikate nach dem Prinzip des individuellen Bedarfs interpretiert werden. Das Leistungsprinzip wird anschließend als gerechtes Verteilungsprinzip oberhalb des Bildungsminimums vorgeschlagen. Die Anknüpfung von ‚Leistung‘ an den Gerechtigkeitsdiskurs geschieht über das Verdienstprinzip: Weil einige Schülerinnen und Schüler durch ihre eigene (höhere) Bildung einen Beitrag zum gesellschaftlichen Wohlergehen leisten, haben sie höhere schulische Zertifikate verdient. Diskutiert wird, inwiefern Schülerinnen und Schülern für ihre Leistungen Verantwortung zugeschrieben werden kann – gerade in Anbetracht der Abhängigkeit des Schulerfolgs von der sozialen Herkunft und der Tatsache, dass sie als Heranwachsende ihre Mündigkeit noch nicht voll entwickelt haben. Abschließend werden Ambivalenzen und Annäherungsoptionen von Leistungsgerechtigkeit und Anerkennungsgerechtigkeit erörtert.",{"DE":304},"Leistung als Kriterium von Bildungsgerechtigkeit",{"VOID":306},"10.1007\u002Fs11618-017-0775-x","2025-01-10T23:51:10.226+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11618-017-0775-x","https:\u002F\u002Flink.springer.com\u002Fcontent\u002Fpdf\u002F10.1007\u002Fs11618-017-0775-x.pdf",[311],{"id":312,"sortIndex":23,"researcher":22,"roles":313,"affiliations":314,"properties":325},"f581ab43-0855-44dd-9a50-67ce655df33f",[156],[315],{"id":22,"sortIndex":23,"affiliation":316,"properties":22},{"id":317,"createTime":318,"updateTime":319,"relativeEntities":320,"slug":321,"properties":322,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"06f6bcff-3c7a-4ad2-aa4c-48e66823e495","2023-12-08T02:42:44.031+00:00","2025-06-11T20:01:05.236+00:00",[],"Institut-f%C3%BCr-Erziehungswissenschaft-Otto-Friedrich-Universit%C3%A4t-Bamberg-Bamberg-Deutschland",{"title":323},{"VI":324},"Institut für Erziehungswissenschaft, Otto-Friedrich-Universität Bamberg, Bamberg, Deutschland",{"title":326},{"VI":327},"Nerowski, Christian",{"url":308,"publisher":329,"properties":358},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":330,"slug":10,"properties":331,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":336,"manageAffiliations":337,"indexDatabases":338,"url":22,"thumbnailPath":22,"statistic":353,"gsStatistic":22,"type":128,"analyzePriority":22},[],{"issn":332,"eissn":333,"title":334,"url":335},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[339,346],{"id":60,"indexDatabase":340,"url":73,"indexYears":74,"academicFieldIds":345,"indexDatabaseRanking":77},{"id":62,"createTime":63,"updateTime":64,"relativeEntities":341,"label":342,"description":343,"key":70,"publicationTags":344,"standard":22},[],{"EN":67,"VI":67},{"EN":67,"VI":69},[72],[76],{"id":79,"indexDatabase":347,"url":94,"indexYears":22,"academicFieldIds":352,"indexDatabaseRanking":22},{"id":81,"createTime":82,"updateTime":83,"relativeEntities":348,"label":349,"description":350,"key":90,"publicationTags":351,"standard":22},[],{"EN":86,"VI":86},{"VI":88,"EN":89},[92,93],[96],{"impactFactor":23,"impactFactorByYear":354,"i10Index":23,"i10IndexLast5Year":23,"totalPublication":100,"totalPublicationByYear":355,"totalCitation":123,"totalCitationByYear":356,"totalCitationPerPublication":23,"totalCitationPerPublicationByYear":357,"hindexLast5Year":127,"hindex":127},{"2023":99},{"2000":102,"2001":103,"2002":104,"2003":105,"2004":106,"2005":107,"2006":108,"2007":109,"2008":110,"2009":111,"2010":112,"2011":113,"2012":114,"2013":115,"2014":116,"2015":117,"2016":118,"2017":119,"2018":120,"2019":120,"2020":106,"2021":106,"2022":121,"2023":103,"2024":122},{"2022":123},{"2022":126},{"volume":359,"pages":361,"issue":363},{"VOID":360},"21",{"VOID":362},"441-464",{"VOID":364},"3","2018-06-01",2018,{"id":368,"createTime":369,"updateTime":370,"relativeEntities":371,"slug":372,"properties":373,"entityType":148,"verifyStatus":149,"verifyTime":370,"verifyNote":150,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":380,"fullTextUrl":22,"authors":381,"publicationType":170,"publisherRelationship":412,"citationCount":22,"citationInfo":22,"publishDate":447,"publishYear":448,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":208},"940e277b-206f-4ae5-a773-4134ad7a377f","2023-12-14T13:07:59.300+00:00","2025-02-03T23:49:29.271+00:00",[],"Jugend-und-Politik",{"references":374,"title":376,"doi":378},{"VOID":375},"Abs, H. J., Hahn-Lautenberg, K., Deimel, D., & Ziemer, J. (2017). Einleitung. In K. Hahn-Lautenberg & H. J. Abs (Hrsg.), Das politische Mindset von 14-Jährigen. Ergebnisse der International Civic and Citizenship Education Study 2016 (S. 9–26). Münster: Waxmann.\nKrüger, H.-H., & Grunert, C. (2020). Historische Entwicklung und zukünftige Herausforderungen der Kindheits- und Jugendforschung. In H.-H. Krüger, C. Grunert & K. Ludwig (Hrsg.), Handbuch Kindheits- und Jugendforschung (3. Aufl.) Wiesbaden: Springer VS. im Druck.\nSchelsky, H. (1961). Die Skeptische Generation. Eine Soziologie der Jugend (1957). Düsseldorf: Eugen Diederich.\nShell Holding Deutschland (2019). Jugend 2019. Weinheim: Beltz.",{"EN":377},"Jugend und Politik",{"VOID":379},"10.1007\u002Fs11618-020-00974-6","http:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs11618-020-00974-6",[382,397],{"id":383,"sortIndex":127,"researcher":22,"roles":384,"affiliations":385,"properties":394},"9c972881-aa4d-4119-863c-6e62e042a4a1",[156],[386],{"id":22,"sortIndex":23,"affiliation":387,"properties":22},{"id":388,"createTime":389,"updateTime":389,"relativeEntities":390,"slug":22,"properties":391,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"68cc200e-30a0-4424-9680-3fdb4ea1827a","2024-01-15T15:07:55.288+00:00",[],{"title":392},{"VI":393},"Deutsches Jugendinstitut, München, Deutschland",{"title":395},{"VI":396},"Thomas Rauschenbach",{"id":398,"sortIndex":23,"researcher":22,"roles":399,"affiliations":400,"properties":409},"d2780491-7589-4935-805b-407591650db4",[156],[401],{"id":22,"sortIndex":23,"affiliation":402,"properties":22},{"id":403,"createTime":404,"updateTime":404,"relativeEntities":405,"slug":22,"properties":406,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"78b1949f-9e3a-4e57-846f-c795af7b2cfd","2023-12-14T13:07:59.310+00:00",[],{"title":407},{"VI":408},"Erziehungswissenschaften – Institut für Pädagogik, Martin-Luther-Universität Halle-Wittenberg, Halle (Saale), Deutschland",{"title":410},{"VI":411},"Heinz-Hermann Krüger",{"url":380,"publisher":413,"properties":442},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":414,"slug":10,"properties":415,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":420,"manageAffiliations":421,"indexDatabases":422,"url":22,"thumbnailPath":22,"statistic":437,"gsStatistic":22,"type":128,"analyzePriority":22},[],{"issn":416,"eissn":417,"title":418,"url":419},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[423,430],{"id":60,"indexDatabase":424,"url":73,"indexYears":74,"academicFieldIds":429,"indexDatabaseRanking":77},{"id":62,"createTime":63,"updateTime":64,"relativeEntities":425,"label":426,"description":427,"key":70,"publicationTags":428,"standard":22},[],{"EN":67,"VI":67},{"EN":67,"VI":69},[72],[76],{"id":79,"indexDatabase":431,"url":94,"indexYears":22,"academicFieldIds":436,"indexDatabaseRanking":22},{"id":81,"createTime":82,"updateTime":83,"relativeEntities":432,"label":433,"description":434,"key":90,"publicationTags":435,"standard":22},[],{"EN":86,"VI":86},{"VI":88,"EN":89},[92,93],[96],{"impactFactor":23,"impactFactorByYear":438,"i10Index":23,"i10IndexLast5Year":23,"totalPublication":100,"totalPublicationByYear":439,"totalCitation":123,"totalCitationByYear":440,"totalCitationPerPublication":23,"totalCitationPerPublicationByYear":441,"hindexLast5Year":127,"hindex":127},{"2023":99},{"2000":102,"2001":103,"2002":104,"2003":105,"2004":106,"2005":107,"2006":108,"2007":109,"2008":110,"2009":111,"2010":112,"2011":113,"2012":114,"2013":115,"2014":116,"2015":117,"2016":118,"2017":119,"2018":120,"2019":120,"2020":106,"2021":106,"2022":121,"2023":103,"2024":122},{"2022":123},{"2022":126},{"volume":443,"pages":445},{"VOID":444},"23",{"VOID":446},"1097-1101","2020-11-10",2020,{"id":450,"createTime":451,"updateTime":452,"relativeEntities":453,"slug":454,"properties":455,"entityType":148,"verifyStatus":149,"verifyTime":462,"verifyNote":150,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":123,"primaryUrl":463,"fullTextUrl":22,"authors":464,"publicationType":170,"publisherRelationship":480,"citationCount":22,"citationInfo":22,"publishDate":515,"publishYear":516,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":208},"5daf2911-e633-4839-87bb-bbb845418bad","2023-12-07T09:08:15.353+00:00","2024-12-12T23:48:52.685+00:00",[],"Fr%C3%BChe-Kindheit-aus-ph%C3%A4nomenologischer-Sicht",{"references":456,"title":458,"doi":460},{"VOID":457},"Manen, M. van & Levering, B. (1996). Childhood Secrets. Intimacy, Privacy and the Self Reconsidered. New York, London: College Press. Deutsche Ausgabe: Manen, M. van & Levering, B. (2000). Kindheit und Geheimnisse. Über Intimität, Privat und Identität (übersetzt von W. Lippitz). Bad Heilbrunn\u002FObb.: Klinkhardt.",{"EN":459},"Frühe Kindheit aus phänomenologischer Sicht",{"VOID":461},"10.1007\u002Fs11618-009-0076-0","2024-12-12T23:48:52.681+00:00","http:\u002F\u002Flink.springer.com\u002F10.1007\u002Fs11618-009-0076-0",[465],{"id":466,"sortIndex":23,"researcher":22,"roles":467,"affiliations":468,"properties":477},"233ac1ae-3da0-42c1-afd8-21b13cca4ac9",[156],[469],{"id":22,"sortIndex":23,"affiliation":470,"properties":22},{"id":471,"createTime":472,"updateTime":472,"relativeEntities":473,"slug":22,"properties":474,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"7695acb4-b530-418a-b820-8cecab0c7ce7","2023-12-07T09:08:15.361+00:00",[],{"title":475},{"VI":476},"Institut für Erziehungswissenschaft, Abteilung: Systematische und Vergleichende Erziehungswissenschaft, Justus-Liebig-Universität, Gießen, Deutschland",{"title":478},{"VI":479},"Wilfried Lippitz",{"url":463,"publisher":481,"properties":510},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":482,"slug":10,"properties":483,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":488,"manageAffiliations":489,"indexDatabases":490,"url":22,"thumbnailPath":22,"statistic":505,"gsStatistic":22,"type":128,"analyzePriority":22},[],{"issn":484,"eissn":485,"title":486,"url":487},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[491,498],{"id":60,"indexDatabase":492,"url":73,"indexYears":74,"academicFieldIds":497,"indexDatabaseRanking":77},{"id":62,"createTime":63,"updateTime":64,"relativeEntities":493,"label":494,"description":495,"key":70,"publicationTags":496,"standard":22},[],{"EN":67,"VI":67},{"EN":67,"VI":69},[72],[76],{"id":79,"indexDatabase":499,"url":94,"indexYears":22,"academicFieldIds":504,"indexDatabaseRanking":22},{"id":81,"createTime":82,"updateTime":83,"relativeEntities":500,"label":501,"description":502,"key":90,"publicationTags":503,"standard":22},[],{"EN":86,"VI":86},{"VI":88,"EN":89},[92,93],[96],{"impactFactor":23,"impactFactorByYear":506,"i10Index":23,"i10IndexLast5Year":23,"totalPublication":100,"totalPublicationByYear":507,"totalCitation":123,"totalCitationByYear":508,"totalCitationPerPublication":23,"totalCitationPerPublicationByYear":509,"hindexLast5Year":127,"hindex":127},{"2023":99},{"2000":102,"2001":103,"2002":104,"2003":105,"2004":106,"2005":107,"2006":108,"2007":109,"2008":110,"2009":111,"2010":112,"2011":113,"2012":114,"2013":115,"2014":116,"2015":117,"2016":118,"2017":119,"2018":120,"2019":120,"2020":106,"2021":106,"2022":121,"2023":103,"2024":122},{"2022":123},{"2022":126},{"volume":511,"pages":513},{"VOID":512},"12",{"VOID":514},"343-350","2009-06-20",2009,{"id":518,"createTime":519,"updateTime":520,"relativeEntities":521,"slug":522,"properties":523,"entityType":148,"verifyStatus":149,"verifyTime":520,"verifyNote":150,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":528,"fullTextUrl":22,"authors":529,"publicationType":170,"publisherRelationship":545,"citationCount":22,"citationInfo":22,"publishDate":580,"publishYear":581,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":208},"0184b212-887a-4c68-9622-330fd529c7b2","2024-01-10T16:18:47.537+00:00","2025-01-05T23:48:25.137+00:00",[],"Der-%C3%9Cbergang-von-der-Grund-zur-Sekundarschule",{"title":524,"doi":526},{"EN":525},"Der Übergang von der Grund- zur Sekundarschule",{"VOID":527},"10.1007\u002Fs11618-011-0219-y","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11618-011-0219-y",[530],{"id":531,"sortIndex":23,"researcher":22,"roles":532,"affiliations":533,"properties":542},"42dd333e-d6ef-4804-83a8-28a90430f989",[156],[534],{"id":22,"sortIndex":23,"affiliation":535,"properties":22},{"id":536,"createTime":537,"updateTime":537,"relativeEntities":538,"slug":22,"properties":539,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"e47fe25e-80f5-4657-ba15-1da63b55ab1c","2023-12-07T08:08:27.304+00:00",[],{"title":540},{"VI":541},"Humanwissenschaftliche Fakultät, Interkulturelle Bildungsforschung, Universität zu Köln, Köln, Deutschland",{"title":543},{"VI":544},"Christoph Gantefort",{"url":528,"publisher":546,"properties":575},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":547,"slug":10,"properties":548,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":553,"manageAffiliations":554,"indexDatabases":555,"url":22,"thumbnailPath":22,"statistic":570,"gsStatistic":22,"type":128,"analyzePriority":22},[],{"issn":549,"eissn":550,"title":551,"url":552},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[556,563],{"id":60,"indexDatabase":557,"url":73,"indexYears":74,"academicFieldIds":562,"indexDatabaseRanking":77},{"id":62,"createTime":63,"updateTime":64,"relativeEntities":558,"label":559,"description":560,"key":70,"publicationTags":561,"standard":22},[],{"EN":67,"VI":67},{"EN":67,"VI":69},[72],[76],{"id":79,"indexDatabase":564,"url":94,"indexYears":22,"academicFieldIds":569,"indexDatabaseRanking":22},{"id":81,"createTime":82,"updateTime":83,"relativeEntities":565,"label":566,"description":567,"key":90,"publicationTags":568,"standard":22},[],{"EN":86,"VI":86},{"VI":88,"EN":89},[92,93],[96],{"impactFactor":23,"impactFactorByYear":571,"i10Index":23,"i10IndexLast5Year":23,"totalPublication":100,"totalPublicationByYear":572,"totalCitation":123,"totalCitationByYear":573,"totalCitationPerPublication":23,"totalCitationPerPublicationByYear":574,"hindexLast5Year":127,"hindex":127},{"2023":99},{"2000":102,"2001":103,"2002":104,"2003":105,"2004":106,"2005":107,"2006":108,"2007":109,"2008":110,"2009":111,"2010":112,"2011":113,"2012":114,"2013":115,"2014":116,"2015":117,"2016":118,"2017":119,"2018":120,"2019":120,"2020":106,"2021":106,"2022":121,"2023":103,"2024":122},{"2022":123},{"2022":126},{"volume":576,"pages":578},{"VOID":577},"14",{"VOID":579},"501-506","2011-08-03",2011,{"id":583,"createTime":584,"updateTime":585,"relativeEntities":586,"slug":587,"properties":588,"entityType":148,"verifyStatus":21,"verifyTime":585,"verifyNote":593,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":594,"fullTextUrl":22,"authors":595,"publicationType":170,"publisherRelationship":596,"citationCount":22,"citationInfo":22,"publishDate":631,"publishYear":632,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":208},"1e777b80-9ab7-4ba6-a919-a4a559ecb41e","2023-12-27T10:29:29.201+00:00","2025-02-06T23:47:14.307+00:00",[],"Lehr-und-Studienb%C3%BCcher-der-Sozialen-Arbeit",{"title":589,"doi":591},{"EN":590},"Lehr- und Studienbücher der Sozialen Arbeit",{"VOID":592},"10.1007\u002Fs11618-008-0017-3","Author title is blank","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11618-008-0017-3",[],{"url":594,"publisher":597,"properties":626},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":598,"slug":10,"properties":599,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":604,"manageAffiliations":605,"indexDatabases":606,"url":22,"thumbnailPath":22,"statistic":621,"gsStatistic":22,"type":128,"analyzePriority":22},[],{"issn":600,"eissn":601,"title":602,"url":603},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[607,614],{"id":60,"indexDatabase":608,"url":73,"indexYears":74,"academicFieldIds":613,"indexDatabaseRanking":77},{"id":62,"createTime":63,"updateTime":64,"relativeEntities":609,"label":610,"description":611,"key":70,"publicationTags":612,"standard":22},[],{"EN":67,"VI":67},{"EN":67,"VI":69},[72],[76],{"id":79,"indexDatabase":615,"url":94,"indexYears":22,"academicFieldIds":620,"indexDatabaseRanking":22},{"id":81,"createTime":82,"updateTime":83,"relativeEntities":616,"label":617,"description":618,"key":90,"publicationTags":619,"standard":22},[],{"EN":86,"VI":86},{"VI":88,"EN":89},[92,93],[96],{"impactFactor":23,"impactFactorByYear":622,"i10Index":23,"i10IndexLast5Year":23,"totalPublication":100,"totalPublicationByYear":623,"totalCitation":123,"totalCitationByYear":624,"totalCitationPerPublication":23,"totalCitationPerPublicationByYear":625,"hindexLast5Year":127,"hindex":127},{"2023":99},{"2000":102,"2001":103,"2002":104,"2003":105,"2004":106,"2005":107,"2006":108,"2007":109,"2008":110,"2009":111,"2010":112,"2011":113,"2012":114,"2013":115,"2014":116,"2015":117,"2016":118,"2017":119,"2018":120,"2019":120,"2020":106,"2021":106,"2022":121,"2023":103,"2024":122},{"2022":123},{"2022":126},{"volume":627,"pages":629},{"VOID":628},"11",{"VOID":630},"333-338","2008-11-16",2008,{"id":634,"createTime":635,"updateTime":636,"relativeEntities":637,"slug":638,"properties":639,"entityType":148,"verifyStatus":149,"verifyTime":636,"verifyNote":150,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":648,"fullTextUrl":22,"authors":649,"publicationType":170,"publisherRelationship":762,"citationCount":22,"citationInfo":22,"publishDate":796,"publishYear":291,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":208},"319bb7be-c92c-453c-b541-3ce8023772bd","2024-01-12T22:20:47.686+00:00","2025-02-26T23:47:04.146+00:00",[],"Homeschooling-during-the-SARS-CoV-2-pandemic-the-role-of-students-trait-self-regulation-and-task-attributes-of-daily-learning-tasks-for-students-daily-self-regulation",{"references":640,"abstract":642,"title":644,"doi":646},{"VOID":641},"Allen, J., Hamre, B., Pianta, R., Gregory, A., Mikami, A., & Lun, J. (2013). Observations of effective teacher-student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system-secondary. School Psychology Review, 42(1), 76–98. https:\u002F\u002Fdoi.org\u002F10.1080\u002F02796015.2013.12087492.\nBaumeister, R. F., & Vohs, K. D. (2007). Self-regulation, ego depletion, and motivation. Social and Personality Psychology Compass, 1(1), 115–128. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1751-9004.2007.00001.x.\nBaumeister, R. F., Heatherton, T. F., & Tice, D. M. (1994). Losing control: How and why peiple fail at self-regulation. Cambridge: Academic Press.\nBlume, F., Göllner, R., Moeller, K., Dresler, T., Ehlis, A.-C., & Gawrilow, C. (2019). Do students learn better when seated close to the teacher? A virtual classroom study considering individual levels of inattention and hyperactivity-impulsivity. Learning and Instruction, 61, 138–147. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.learninstruc.2018.10.004.\nBoekaerts, M. (1993). Being concerned with well-being and with learning. Educational Psychologist, 28(2), 149–167. https:\u002F\u002Fdoi.org\u002F10.1207\u002Fs15326985ep2802_4.\nBoekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: a perspective on assessment and intervention. Applied Psychology, 54(2), 199–231. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1464-0597.2005.00205.x.\nBrody, G. H., Dorsey, S., Forehand, R., & Armistead, L. (2002). Unique and protective contributions of parenting and classroom processes to the adjustment of African American children living in single-parent families. Child Development, 73(1), 274–286. https:\u002F\u002Fdoi.org\u002F10.1111\u002F1467-8624.00405.\nCarver, C. S., & Scheier, M. F. (1998). On the self-regulation of behavior. Cambridge: University Press.\nCharalambous, C. Y., & Praetorius, A. (2018). Studying mathematics instruction through different lenses: setting the ground for understanding instructional quality more comprehensively. ZMD, 50, 355–366. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11858-018-0914-8.\nCorno, L., & Mandinach, E. B. (2004). What we have learned about student engagement in the past twenty years. In D. M. McInerney & S. Van Etten (Eds.), Big theories revisited (pp. 299–238). Charlotte: Information Age Publishing.\nDabbagh, N., & Kitsantas, A. (2004). Supporting self-regulation in student-centered web-based learning environments. International Journal on E‑Learning, 3(1), 40–47.\nDaley, D., & Birchwood, J. (2010). ADHD and academic performance: why does ADHD impact on academic performance and what can be done to support ADHD children in the classroom? Child Care Health Dev, 36(4), 455–464. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1365-2214.2009.01046.x.\nDent, A. L., & Koenka, A. C. (2016). The relation between self-regulated learning and academic achievement across childhood and adolescence: A meta-analysis. Educational Psychology Review, 28(3), 425–474. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10648-015-9320-8.\nDolezal, S. E., Welsh, L. M., Pressley, M., & Vincent, M. M. (2003). How nine third-grade teachers motivate student academic engagement. Elementary School Journal. https:\u002F\u002Fdoi.org\u002F10.1086\u002F499725.\nDuckworth, A. L., & Quinn, P. D. (2009). Development and validation of the short grit scale (Grit–S). Journal of Personality Assessment, 91(2), 166–174. https:\u002F\u002Fdoi.org\u002F10.1080\u002F00223890802634290.\nDuckworth, A. L., Gendler, T. S., & Gross, J. J. (2014). Self-control in school-age children. Educational Psychologist, 49(3), 199–217. https:\u002F\u002Fdoi.org\u002F10.1080\u002F00461520.2014.926225.\nDuckworth, A. L., Peterson, C., Matthews, M. D., & Kelly, D. R. (2007). Grit: Perseverance and passion for long-term goals. Journal of Personality and Social Psychology, 92(6), 1087–1101. https:\u002F\u002Fdoi.org\u002F10.1037\u002F0022-3514.92.6.1087.\nDuckworth, A. L., Taxer, J. L., Eskreis-Winkler, L., Galla, B. M., & Gross, J. J. (2019). Self-control and academic achievement. Annual Review of Psychology, 70(1), 373–399. https:\u002F\u002Fdoi.org\u002F10.1146\u002Fannurev-psych-010418-103230.\nDuPaul, G. J., & Stoner, G. (2014). ADHD in the Schools (3rd edn.). New York: The Guildford Press.\nFernyhough, C., & Fradley, E. (2005). Private speech on an executive task: relations with task difficulty and task performance. Cognitive Development, 20(1), 103–120. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.cogdev.2004.11.002.\nFujita, K. (2011). On conceptualizing self-control as more than the effortful inhibition of impulses. Personality and Social Psychology Review, 15(4), 352–366. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1088868311411165.\nGollwitzer, P. M. (1999). Implementation intentions: strong effects of simple plans. American Psychologist, 54(7), 493–503.\nGoodman, R. (1997). The strengths and difficulties questionnaire. A research note. Journal of Child Psychology and Psychiatry, 38, 581–586.\nGrolnick, W. S., & Slowiaczek, M. L. (1994). Parents’ involvement in children’s schooling: a multidimensional conceptualization and motivational model. Child Development, 65(1), 237–252. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1467-8624.1994.tb00747.x.\nGross, J. J. (2015). Emotion regulation: current status and future prospects. Psychological Inquiry, 26(1), 1–26. https:\u002F\u002Fdoi.org\u002F10.1080\u002F1047840X.2014.940781.\nHorvath, M., Herleman, H. A., & McKie, L. R. (2006). Goal orientation, task difficulty, and task interest: a multilevel analysis. Motivation and Emotion, 30(2), 171–178. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11031-006-9029-6.\nHuber, S. G., Günther, P. S., Schneider, N., Helm, C., Schwander, M., Schneider, J. A., & Pruitt, J. (2020). COVID-19 und aktuelle Herausforderungen in Schule und Bildung. Münster: Waxmann.\nImeraj, L., Antrop, I., Sonuga-Barke, E., Deboutte, D., Deschepper, E., Bal, S., & Roeyers, H. (2013). The impact of instructional context on classroom on-task behavior: A matched comparison of children with ADHD and non-ADHD classmates. Journal of School Psychology, 51(4), 487–498. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.jsp.2013.05.004.\nInzlicht, M., Werner, K. M., Briskin, J. L., & Roberts, B. W. (2020). Integrating models of self-regulation. Annual Review of Psychology. https:\u002F\u002Fdoi.org\u002F10.1146\u002Fannurev-psych-061020-105721.\nJudge, T. A., Bono, J. E., Erez, A., & Locke, E. A. (2005). Core self-evaluations and job and life satisfaction: the role of self-concordance and goal attainment. Journal of Applied Psychology, 90(2), 257–268. https:\u002F\u002Fdoi.org\u002F10.1037\u002F0021-9010.90.2.257.\nKarabenick, S. A., & Gonida, E. N. (2018). Academic help seeking as a self-regulated learning strategy: current issues, future directions. In Handbook of self-regulation of learning and performance (2nd edn., pp. 421–433). London: Routledge, Taylor & Francis Group.\nKoestner, R., Otis, N., Powers, T. A., Pelletier, L., & Gagnon, H. (2008). Autonomous motivation, controlled motivation, and goal progress. Journal of Personality, 76(5), 1201–1230. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1467-6494.2008.00519.x.\nKoole, S. L., Jostmann, N. B., & Baumann, N. (2012). Do demanding conditions help or hurt self-regulation? Social and Personality Psychology Compass, 6(4), 328–346. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1751-9004.2012.00425.x.\nKunter, M., & Trautwein, U. (2013). Psychologie des Unterrichts. Stuttgart: utb.\nLeiner, D. J. (2019). SoSci Survey (Version 3.1.06). https:\u002F\u002Fwww.soscisurvey.de. Accessed: 26. March 2020.\nLiborius, P., Bellhäuser, H., & Schmitz, B. (2019). What makes a good study day? An intraindividual study on university students’ time investment by means of time-series analyses. Learning and Instruction, 60, 310–321. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.learninstruc.2017.10.006.\nLocke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. In A theory of goal setting & task performance. Upper Saddle River: Prentice-Hall.\nLudwig, K., Haindl, A., Laufs, R., & Rauch, W. A. (2016). Self-regulation in preschool children’s everyday life: exploring day-to-day variability and the within-and between-person structure. Journal of Self-Regulation and Regulation, 2, 98–117. https:\u002F\u002Fdoi.org\u002F10.11588\u002Fjosar.2016.2.34357.\nMarchand, G., & Skinner, E. A. (2007). Motivational dynamics of children’s academic help-seeking and concealment. Journal of Educational Psychology, 99(1), 65–82. https:\u002F\u002Fdoi.org\u002F10.1037\u002F0022-0663.99.1.65.\nMartin, A. J., Papworth, B., Ginns, P., Malmberg, L.-E., Collie, R. J., & Calvo, R. A. (2015). Real-time motivation and engagement during a month at school: Every moment of every day for every student matters. Learning and Individual Differences, 38, 26–35. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.lindif.2015.01.014.\nMcClelland, M., Geldhof, J., Morrison, F., Gestsdóttir, S., Cameron, C., Bowers, E., Duckworth, A., Little, T., & Grammer, J. (2018). Self-regulation. In N. Halfon, C. B. Forrest, R. M. Lerner & E. M. Faustman (Eds.), Handbook of life course and health development (pp. 275–298). : Springer Nature.\nMcWilliam, R. A., Scarborough, A. A., & Kim, H. (2003). Adult interactions and child engagement. Early Education and Development, 14(1), 7–28. https:\u002F\u002Fdoi.org\u002F10.1207\u002Fs15566935eed1401_2.\nMeece, J. L., & Daniels, D. H. (2008). Cognitive development: Piaget’s and Vygotsky’s theories. In Child and adolescent development for educators (pp. 126–184). : McGraw-Hill.\nMilyavskaya, M., Inzlicht, M., Hope, N., & Koestner, R. (2015). Saying “no” to temptation: want-to motivation improves self-regulation by reducing temptation rather than by increasing self-control. Journal of Personality and Social Psychology, 109(4), 677–693. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fpspp0000045.\nMischel, W., Shoda, Y., & Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of Personality and Social Psychology, 54(4), 687–696. https:\u002F\u002Fdoi.org\u002F10.1037\u002F0022-3514.54.4.687.\nMoffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H. L., Houts, R., Poulton, R., Roberts, B. W., Ross, S., Sears, M. R., Thomson, W. M., & Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences of the United States of America, 108(7), 2693–2698. https:\u002F\u002Fdoi.org\u002F10.1073\u002Fpnas.1010076108.\nMoneta, G. B., & Csikszentmihalyi, M. (1996). The effect of perceived challenges and skills on the quality of subjective experience. Journal of Personality, 64(2), 275–310. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1467-6494.1996.tb00512.x.\nMuraven, M., Gagné, M., & Rosman, H. (2008). Helpful self-control: autonomy support, vitality, and depletion. Journal of Experimental Social Psychology, 44(3), 573–585. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.jesp.2007.10.008.\nMurayama, K., Goetz, T., Malmberg, L.-E., Pekrun, R., Tanaka, A., & Martin, A. J. (2017). Within-person analysis in educational psychology: Importance and illustrations. British Journal of Educational Psychology Monograph Series, 12, 71–84.\nNewman, R. S. (2008). The motivational role of adaptive help seeking in self-regulated learning. In D. H. Schunk & B. J. Zimmerman (Eds.), Motivation and self-regulated learning: theory, research, and applications (pp. 315–338). New Jersey: Lawrence Earlbaum Associates.\nLa Paro, K. M., Pianta, R. C., & Stuhlman, M. (2004). The classroom assessment scoring system: findings from the prekindergarten year. Elementary School Journal, 104(4), 409–426. https:\u002F\u002Fdoi.org\u002F10.1086\u002F499760.\nPekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315–341. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10648-006-9029-9.\nPekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students’ self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91–105. https:\u002F\u002Fdoi.org\u002F10.1207\u002FS15326985EP3702_4.\nPekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: longitudinal models of reciprocal effects. Child Development, 88(5), 1653–1670. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fcdev.12704.\nPianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring SystemTM: Manual K‑3. Baltimore: Paul H. Brookes Publishing.\nPinheiro, J., Bates, D., DebRoy, S., Sarkar, D., & R Core Team (2020). nlme: linear and nonlinear mixed effects models (R package version 3.1-148). https:\u002F\u002Fcran.r-project.org\u002Fpackage=nlme. Accessed: 01. Dec. 2020.\nPintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation (pp. 451–494). Cambridge: Academic Press.\nPintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33–40. https:\u002F\u002Fdoi.org\u002F10.1037\u002F0022-0663.82.1.33.\nPolderman, T. J. C., Boomsma, D. I., Bartels, M., Verhulst, F. C., & Huizink, A. C. (2010). A systematic review of prospective studies on attention problems and academic achievement. Acta Psychiatrica Scandinavica, 122(4), 271–284. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1600-0447.2010.01568.x.\nPraetorius, A.-K., Klieme, E., Herbert, B., & Pinger, P. (2018). Generic dimensions of teaching quality: the German framework of Three Basic Dimensions. ZDM, 50(3), 407–426. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11858-018-0918-4.\nPutwain, D. W., Becker, S., Symes, W., & Pekrun, R. (2018). Reciprocal relations between students’ academic enjoyment, boredom, and achievement over time. Learning and Instruction, 54, 73–81. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.learninstruc.2017.08.004.\nR Core Team (2020). R: A language and environment for statistical computing. R Foundation for Statistical Computing. https:\u002F\u002Fwww.r-project.org\u002F. Accessed: 01. Dec. 2020.\nRamdass, D., & Zimmerman, B. J. (2011). Developing self-regulation skills: the important role of homework. Journal of Advanced Academics, 22(2), 194–218. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1932202X1102200202.\nReid, K. (1986). Disaffection from school. Methuen.\nde Ridder, D. T. D., Lensvelt-Mulders, G., Finkenauer, C., Stok, F. M., & Baumeister, R. F. (2012). Taking stock of self-control: a meta-analysis of how trait self-control relates to a wide range of behaviors. Personality and Social Psychology Review, 16(1), 76–99. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1088868311418749.\nRieser, S., Fauth, B. C., Decristan, J., Klieme, E., & Büttner, G. (2013). The connection between primary school students’ self-regulation in learning and perceived teaching quality. Journal of Cognitive Education and Psychology, 12(2), 138–156. https:\u002F\u002Fdoi.org\u002F10.1891\u002F1945-8959.12.2.138.\nRimm-Kaufman, S. E., Curby, T. W., Grimm, K. J., Nathanson, L., & Brock, L. L. (2009). The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom. Developmental Psychology, 45(4), 958–972. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fa0015861.\nSchmid, J., Stadler, G., Dirk, J., Fiege, C., & Gawrilow, C. (2020). ADHD symptoms in adolescents’ everyday life—fluctuations and symptom structure within and between individuals. Journal of Attention Disorders, 24(8), 1169–1180. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1087054716629214.\nSchmitz, B., & Wiese, B. S. (2006). New perspectives for the evaluation of training sessions in self-regulated learning: time-series analyses of diary data. Contemporary Educational Psychology, 31(1), 64–96. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.cedpsych.2005.02.002.\nSchunk, D. H., & Zimmerman, B. J. (1994). Self-regulation of learning and performance: issues and educational applications. New Jersey: Lawrence Earlbaum Associates.\nSchunk, D. H., & Zimmerman, B. J. (2012). Self-regulation and learning. In I. B. Weiner (Ed.), Handbook of psychology (2nd edn., pp. 383–394). Hoboken: John Wiley & Sons. https:\u002F\u002Fdoi.org\u002F10.1002\u002F9781118133880.hop207003.\nSeidel, T., & Shavelson, R. J. (2007). Teaching effectiveness research in the past decade: the role of theory and research design in disentangling meta-analysis results. Review of Educational Research, 77(4), 454–499. https:\u002F\u002Fdoi.org\u002F10.3102\u002F0034654307310317.\nShah, J. Y., Friedman, R., & Kruglanski, A. W. (2002). Forgetting all else: on the antecedents and consequences of goal shielding. Journal of Personality and Social Psychology, 83(6), 1261–1280.\nShores, M. L., & Shannon, D. M. (2007). The effects of self-regulation, motivation, anxiety, and attributions on mathematics achievement for fifth and sixth grade students. School Science and Mathematics, 107(6), 225–236. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1949-8594.2007.tb18284.x.\nSieber, V., Flückiger, L., Mata, J., Bernecker, K., & Job, V. (2019). Autonomous goal striving promotes a nonlimited theory about willpower. Personality and Social Psychology Bulletin, 45(8), 1295–1307. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0146167218820921.\nvan Steenbergen, H., Band, G. P. H., & Hommel, B. (2015). Does conflict help or hurt cognitive control? Initial evidence for an inverted U‑shape relationship between perceived task difficulty and conflict adaptation. Frontiers in Psychology, 6, 974. https:\u002F\u002Fdoi.org\u002F10.3389\u002Ffpsyg.2015.00974.\nTangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72(2), 271–324. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.0022-3506.2004.00263.x.\nTrautwein, U., & Köller, O. (2003). The relationship between homework and achievement—still much of a mystery. Educational Psychology Review, 15(2), 115–145. https:\u002F\u002Fdoi.org\u002F10.1023\u002FA:1023460414243.\nVodanovich, S. J. (2003). Psychometric measures of boredom: a review of the literature. Journal of Psychology: Interdisciplinary and Applied, 137(6), 569–595. https:\u002F\u002Fdoi.org\u002F10.1080\u002F00223980309600636.\nVygotsky, L. (1978). Mind in society. Harvard: Harvard University Press.\nWang, L. P., & Maxwell, S. E. (2015). On disaggregating between-person and within-person effects with longitudinal data using multilevel models. Psychological Methods, 20(1), 63–83. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fmet0000030.\nWilloughby, M. T., Wylie, A. C., & Little, M. H. (2019). Testing longitudinal associations between executive function and academic achievement. Developmental Psychology, 55(4), 767–779. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fdev0000664.\nWodka, E. L., Simmonds, D. J., Mahone, E. M., & Mostofsky, S. H. (2009). Moderate variability in stimulus presentation improves motor response control. Journal of Clinical and Experimental Neuropsychology, 31(4), 483–488. https:\u002F\u002Fdoi.org\u002F10.1080\u002F13803390802272036.\nWoerner, W., Becker, A., Friedrich, C., Rothenberger, A., Klasen, H., & Goodman, R. (2002). Normierung und Evaluation der deutschen Elternversion des Strengths and Difficulties Questionnaire (SDQ): Ergebnisse einer repräsentativen Felderhebung [Standardization and evaluation of the German parent scale of the strengths and difficulties questionna. Zeitschrift Fur Kinder- und Jugendpsychiatrie und Psychotherapie, 30(2), 105–112. https:\u002F\u002Fdoi.org\u002F10.1024\u002F\u002F1422-4917.30.2.105.\nWolfe, R. N., & Johnson, S. D. (1995). Personality as a predictor of college performance. Educational and Psychological Measurement, 55(2), 177–185. https:\u002F\u002Fdoi.org\u002F10.1177\u002F0013164495055002002.\nWolters, C. A. (2003). Regulation of motivation: evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38(4), 189–205. https:\u002F\u002Fdoi.org\u002F10.1207\u002FS15326985EP3804_1.\nWolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10(3), 293–311. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11409-014-9128-9.\nXu, R. (2003). Measuring explained variation in linear mixed effects models. Statistics in Medicine, 22(22), 3527–3541. https:\u002F\u002Fdoi.org\u002F10.1002\u002Fsim.1572.\nXu, J., & Corno, L. (1998). Case studies of families doing third-grade homework. Teachers College Record, 100(2), 402–436.\nZentall, S. S. (2005). Theory- and evidence-based strategies for children with attentional problems. Psychology in the Schools, 42(8), 821–836. https:\u002F\u002Fdoi.org\u002F10.1002\u002Fpits.20114 .\nZimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25(1), 3-17.",{"EN":643},"As a means to counter the SARS-CoV‑2 pandemic, schools were closed throughout Germany between mid-March and end of April 2020. Schooling was translocated to the students’ homes where students were supposed to work on learning tasks provided by their teachers. Students’ self-regulation and attributes of the learning tasks may be assumed to have played important roles when adapting to this novel schooling situation. They may be predicted to have influenced students’ daily self-regulation and hence the independence with which they worked on learning tasks. The present work investigated the role of students’ trait self-regulation as well as task difficulty and task enjoyment for students’ daily independence from their parents in learning during the homeschooling period. Data on children’s trait self-regulation were obtained through a baseline questionnaire filled in by the parents of 535 children (Mage = 9.69, SDage = 2.80). Parents additionally reported about the daily task difficulty, task enjoyment, and students’ learning independence through 21 consecutive daily online questionnaires. The results showed students’ trait self-regulation to be positively associated with their daily learning independence. Additionally, students’ daily learning independence was shown to be negatively associated with task difficulty and positively with task enjoyment. The findings are discussed with regard to students’ daily self-regulation during the homeschooling period. Finally, implications for teaching practice during the pandemic-related school closures are derived.",{"EN":645},"Homeschooling during the SARS-CoV-2 pandemic: the role of students’ trait self-regulation and task attributes of daily learning tasks for students’ daily self-regulation",{"VOID":647},"10.1007\u002Fs11618-021-01011-w","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11618-021-01011-w",[650,675,694,724,743],{"id":651,"sortIndex":123,"researcher":22,"roles":652,"affiliations":653,"properties":672},"29f32e64-ee62-4cdd-991d-6bb64dbfdc13",[156],[654,662],{"id":22,"sortIndex":23,"affiliation":655,"properties":22},{"id":656,"createTime":657,"updateTime":657,"relativeEntities":658,"slug":22,"properties":659,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"db37a95a-096d-4627-bc9d-4cbfa4a7a7e6","2024-01-12T22:20:47.704+00:00",[],{"title":660},{"VI":661},"DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt\u002FMain, Germany",{"id":663,"sortIndex":127,"affiliation":664,"properties":671},"c6472262-7730-4246-84fc-a836626fcc39",{"id":665,"createTime":666,"updateTime":666,"relativeEntities":667,"slug":22,"properties":668,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"6a0da314-d0a7-40a6-9a0a-9720ba8a544d","2024-01-12T22:20:47.760+00:00",[],{"title":669},{"VI":670},"Center for Research on Individual Development and Adaptive Education of Children at Risk (IDeA), Frankfurt\u002FMain, Germany",{},{"title":673},{"VI":674},"Andrea C. Kramer",{"id":676,"sortIndex":127,"researcher":22,"roles":677,"affiliations":678,"properties":691},"0067cc1f-ccb6-4e4a-8aaa-2d938f0b4888",[156],[679,684],{"id":22,"sortIndex":23,"affiliation":680,"properties":22},{"id":656,"createTime":657,"updateTime":657,"relativeEntities":681,"slug":22,"properties":682,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},[],{"title":683},{"VI":661},{"id":685,"sortIndex":127,"affiliation":686,"properties":690},"d77e04a4-8faa-4ed3-8049-c498ad0e6760",{"id":665,"createTime":666,"updateTime":666,"relativeEntities":687,"slug":22,"properties":688,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},[],{"title":689},{"VI":670},{},{"title":692},{"VI":693},"Andrea Schmidt",{"id":695,"sortIndex":696,"researcher":22,"roles":697,"affiliations":698,"properties":721},"451490c5-727d-4339-b6df-760ac82ce5fe",3,[156],[699,709,714],{"id":700,"sortIndex":123,"affiliation":701,"properties":708},"9dd165b0-8e21-45e1-bd7b-fbe9279011be",{"id":702,"createTime":703,"updateTime":703,"relativeEntities":704,"slug":22,"properties":705,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"d825d29e-99e7-4d8d-8458-c895ef1c99cd","2024-01-09T18:53:06.273+00:00",[],{"title":706},{"VI":707},"Goethe-University, Frankfurt\u002FMain, Germany",{},{"id":22,"sortIndex":23,"affiliation":710,"properties":22},{"id":656,"createTime":657,"updateTime":657,"relativeEntities":711,"slug":22,"properties":712,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},[],{"title":713},{"VI":661},{"id":715,"sortIndex":127,"affiliation":716,"properties":720},"e6847d42-8464-4f44-9fb4-4256b228d465",{"id":665,"createTime":666,"updateTime":666,"relativeEntities":717,"slug":22,"properties":718,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},[],{"title":719},{"VI":670},{},{"title":722},{"VI":723},"Florian Schmiedek",{"id":725,"sortIndex":23,"researcher":22,"roles":726,"affiliations":727,"properties":740},"d28d4deb-f6fa-4e26-82cb-b6ea38b38d62",[156],[728,735],{"id":729,"sortIndex":127,"affiliation":730,"properties":734},"7770456c-1e84-4de4-a9a3-ee4aa3acf084",{"id":665,"createTime":666,"updateTime":666,"relativeEntities":731,"slug":22,"properties":732,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},[],{"title":733},{"VI":670},{},{"id":22,"sortIndex":23,"affiliation":736,"properties":22},{"id":656,"createTime":657,"updateTime":657,"relativeEntities":737,"slug":22,"properties":738,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},[],{"title":739},{"VI":661},{"title":741},{"VI":742},"Friederike Blume",{"id":744,"sortIndex":45,"researcher":22,"roles":745,"affiliations":746,"properties":759},"5d10f1f6-3581-427c-bfa8-ec1d66def998",[156],[747,752],{"id":22,"sortIndex":23,"affiliation":748,"properties":22},{"id":656,"createTime":657,"updateTime":657,"relativeEntities":749,"slug":22,"properties":750,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},[],{"title":751},{"VI":661},{"id":753,"sortIndex":127,"affiliation":754,"properties":758},"243d5d55-cb17-42b2-ad30-9c5bdac6ab5e",{"id":665,"createTime":666,"updateTime":666,"relativeEntities":755,"slug":22,"properties":756,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},[],{"title":757},{"VI":670},{},{"title":760},{"VI":761},"Andreas B. Neubauer",{"url":648,"publisher":763,"properties":792},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":764,"slug":10,"properties":765,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":770,"manageAffiliations":771,"indexDatabases":772,"url":22,"thumbnailPath":22,"statistic":787,"gsStatistic":22,"type":128,"analyzePriority":22},[],{"issn":766,"eissn":767,"title":768,"url":769},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[773,780],{"id":60,"indexDatabase":774,"url":73,"indexYears":74,"academicFieldIds":779,"indexDatabaseRanking":77},{"id":62,"createTime":63,"updateTime":64,"relativeEntities":775,"label":776,"description":777,"key":70,"publicationTags":778,"standard":22},[],{"EN":67,"VI":67},{"EN":67,"VI":69},[72],[76],{"id":79,"indexDatabase":781,"url":94,"indexYears":22,"academicFieldIds":786,"indexDatabaseRanking":22},{"id":81,"createTime":82,"updateTime":83,"relativeEntities":782,"label":783,"description":784,"key":90,"publicationTags":785,"standard":22},[],{"EN":86,"VI":86},{"VI":88,"EN":89},[92,93],[96],{"impactFactor":23,"impactFactorByYear":788,"i10Index":23,"i10IndexLast5Year":23,"totalPublication":100,"totalPublicationByYear":789,"totalCitation":123,"totalCitationByYear":790,"totalCitationPerPublication":23,"totalCitationPerPublicationByYear":791,"hindexLast5Year":127,"hindex":127},{"2023":99},{"2000":102,"2001":103,"2002":104,"2003":105,"2004":106,"2005":107,"2006":108,"2007":109,"2008":110,"2009":111,"2010":112,"2011":113,"2012":114,"2013":115,"2014":116,"2015":117,"2016":118,"2017":119,"2018":120,"2019":120,"2020":106,"2021":106,"2022":121,"2023":103,"2024":122},{"2022":123},{"2022":126},{"volume":793,"pages":794},{"VOID":287},{"VOID":795},"367-391","2021-04-01",{"id":798,"createTime":799,"updateTime":800,"relativeEntities":801,"slug":802,"properties":803,"entityType":148,"verifyStatus":149,"verifyTime":812,"verifyNote":150,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":813,"fullTextUrl":22,"authors":814,"publicationType":170,"publisherRelationship":854,"citationCount":22,"citationInfo":22,"publishDate":889,"publishYear":890,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":208},"1392d7bc-0576-46b1-a80b-54edeefb1b08","2023-12-31T04:45:10.263+00:00","2025-02-04T23:45:40.787+00:00",[],"Wie-konstruieren-Jugendliche-filmische-Todesdarstellungen-",{"references":804,"abstract":806,"title":808,"doi":810},{"VOID":805},"Aufenanger, S. (2002): Medien als Täter? Gewalthaltige Computerspiele und ihre Wirkungen. In: Computer + Unterricht, 12. Jg., H. 45, S. 54–55.\nAyaß, R\u002FBergmann, J. (Hrsg.) (2006): Qualitative Methoden der Medienforschung. — Reinbek.\nBohnsack, R. (2000): Rekonstruktive Sozialforschung. Einführung in Methodologie und Praxis. — 4. durchges. Aufl. — Opladen.\nBohnsack\u002FNentwig-Gesemann\u002FNohl (2001): Die dokumentarische Methode und ihre Forschungspraxis. Grundlagen qualitativer Sozialforschung. — Opladen.\nCharlton, M.\u002FNeumann, K. (1990a): Medienrezeption und Identitätsbildung. — Tübingen.\nCharlton, M.\u002FNeumann, K. (1990b): Rezeptionsforschung als Strukturanalyse. Diskussion einer Forschungsmethode am Beispiel der Freiburger Längsschnittuntersuchung von Kindern. In: Charlton, M.\u002FBachmair, B. (Hrsg.): Medienkommunikation im Alltag. — München, S. 25-56.\nChomsky, N. (1957): Syntactic Structures. — Mouton.\nChomsky, N. (1965): Aspects of the Theory of Syntax. — Cambridge.\nDFG (Hrsg.) (1987): Medienwirkungsforschung in der Bundesrepublik Deutschland. Enquète der Senatskommission für Medienwirkungsforschung. — Weinheim.\nDreher, E.\u002FDreher, M. (1985): Wahrnehmung und Bewältigung von Entwicklungsaufgaben im Jugendalter. In: Oerter, R. (Hrsg.): Lebensbewältigung im Jugendalter. — Weinheim, S. 30-61.\nDrinck u.a. 2001 = Drinck, B.\u002FEhrenspeck, Y.\u002FHackenberg, A.\u002FHedenigg, S.\u002FLenzen, D. (2001): Von der Medienwirkungsbehauptung zur erziehungswissenschaftlichen Medienrezeptionsforschung. In: Medien Pädagogik — Online-Zeitschrift für Theorie und Praxis der Medienbildung. URL: www.medienpaed.com\u002F01-1\u002Fdrinck1.pdf (Download: 3.7.2006).\nGro\\mann, B. (1999): Medienrezeption. Ein Überblick über bestehende Ansätze und der Vorschlag einer konstruktivistischen Alternative. — Opladen.\nHackenberg, A. (2004): Filmverstehen als kognitiv-emotionaler Prozess. Zum Instruktionscharakter filmischer Darstellungen und dessen Bedeutung für die Medienrezeptionsforschung. — Berlin.\nHavighurst, R. J. (1972): Developmental Tasks and Education. — New York.\nKerres, M.\u002FWitt, C. De (2002): Quo vadis Mediendidaktik? Zur theoretischen Fundierung der Mediendidaktik. In: Medien Pädagogik — Online-Zeitschrift für Theorie und Praxis der Medienbildung. URL: www.medienpaed.com\u002F02-2\u002Fkerres_dewitt1.pdf (Download: 3.7.2006).\nKrotz, F. (1996): Der Beitrag des Symbolischen Interaktionismus für die Kommunikationsforschung. In: Hasebrink U.\u002FKrotz F. (Hrsg.): Die Zuschauer als Fernsehregisseure. Zum Verständnis individueller Nutzungs-und Rezeptionsmuster. — Baden-Baden, S. 52-75.\nLoos, P.\u002FSchäffer, B. (2001): Das Gruppendiskussionsverfahren. — Opladen.\nLotman, M. J. (1973): Die Struktur des künstlerischen Textes. Hrsg. v. R. Grübel. — Frankfurt a.M.\nLotman, M. J. (1974): Aufsätze zur Theorie und Methodologie der Literatur und Kultur. Hrsg. v. K. Eimermacher. — Kronberg.\nLuhmann, N. (1997a): Die Gesellschaft der Gesellschaft. — Frankfurt a.M.\nLuhmann, N. (1997b): Die Kunst der Gesellschaft. — Frankfurt a.M.\nMikos, L. (2003): Zur Rolle ästhetischer Strukturen in der Filmanalyse. In: Ehrenspeck, Y.\u002FSchäffer B. (Hrsg.): Film-und Fotoanalyse in der Erziehungswissenschaft. Ein Handbuch. — Opladen, S. 135-149.\nMikos, L.\u002FWegener, C. (2005): Qualitative Medienforschung. Ein Handbuch. — Konstanz.\nPietra\\, M. (2006): Mediale Erfahrungswelt und die Bildung Erwachsener. Theorie und Praxis der Erwachsenenbildung. — Bielefeld.\nRoth, G. (1995): Schnittstelle Gehirn. Interface Brain. — Bern.\nRoth, G. (1998): Das Gehirn und seine Wirklichkeit. Kognitive Neurobiologie und ihre philosophische Konsequenz. — Frankfurt a.M.\nRoth, G. (2001): Fühlen, Denken, Handeln. Wie das Gehirn unser Verhalten steuert. — Frankfurt a.M.\nSchmidt, S. J. (1996): Kognitive Autonomie und soziale Orientierung. Konstruktivistische Bemerkungen zum Zusammenhang von Kognition, Kommunikation, Medien und Kultur. — Frankfurt a.M.\nScholz, R.\u002FLiesching, M. (2004): Jugendschutz. Jugendschutz-Staatsvertrag, Vorschriften des Strafgesetzbuches, des Teledienstgesetzes und des Rundfunkstaatsvertrags sowie weitere Bestimmungen zum Jugendschutz. Kommentar. — München.\nSchorb\u002FTheunert (2000): “Ein bisschen wählen dürfen...” Jugend — Politik — Fernsehen. Eine Untersuchung zur Rezeption von Fernsehinformation durch 12-bis 17-Jährige. — München.\nWillke, H. (1995): Systemtheorie II: Interventionstheorie. — Stuttgart.\nWittkowski, J. (1990): Psychologie des Todes. — Darmstadt.",{"EN":807},"Der Artikel stellt Theorie und Methodologie sowie die Forschungsergebnisse des DFG-Projekts: „Mediale Kommunikatbildungsprozesse zur Todesthematik von weiblichen und männlichen Gymnasialschülern der Sekundarstufe II“ vor. Ziel der Untersuchung war es, herauszufinden, wie Jugendliche Spielfilme rezipieren und welche differenten „Filmscripts“ zur Todesthematik in ihrem Bewusstseinssystem entstehen. Das Projekt nimmt dabei eine interdisziplinär ausgerichtete Perspektive auf die Medienrezeptionsforschung ein, bei der die komplexen und non-linearen Aspekte der Medienrezeption Berücksichtigung finden und Medienrezeption als „Medien-Rezipienten-Interaktion“ begriffen wird. Zur Rekonstruktion von Filmrezeptionsprozessen bzw. von entsprechenden „Film-Zuschauer-Interaktionen“ bei Jugendlichen ist eine neue Analysemethode für Typen „persönlicher Filmkommunikate“ entwickelt worden, die vor dem Hintergrund der in dieser Untersuchung gewonnenen Forschungsergebnisse plausibilisiert werden soll.",{"EN":809},"Wie konstruieren Jugendliche filmische Todesdarstellungen?",{"VOID":811},"10.1007\u002Fs11618-006-0059-3","2025-02-04T23:45:40.786+00:00","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11618-006-0059-3",[815,830,842],{"id":816,"sortIndex":127,"researcher":22,"roles":817,"affiliations":818,"properties":827},"38f0a064-ad85-4435-b745-932cb69c240c",[156],[819],{"id":22,"sortIndex":23,"affiliation":820,"properties":22},{"id":821,"createTime":822,"updateTime":822,"relativeEntities":823,"slug":22,"properties":824,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"61b233ba-b498-4dd3-8845-fa0d6c8e7dc4","2023-12-31T04:45:10.275+00:00",[],{"title":825},{"VI":826},"Freie Universität Berlin, AB Philosophie der Erziehung, Berlin, Germany",{"title":828},{"VI":829},"Achim Hackenberg",{"id":831,"sortIndex":123,"researcher":22,"roles":832,"affiliations":833,"properties":839},"240ec247-c6d4-49e0-81e8-69c6006562cd",[156],[834],{"id":22,"sortIndex":23,"affiliation":835,"properties":22},{"id":821,"createTime":822,"updateTime":822,"relativeEntities":836,"slug":22,"properties":837,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},[],{"title":838},{"VI":826},{"title":840},{"VI":841},"Dieter Lenzen",{"id":843,"sortIndex":23,"researcher":22,"roles":844,"affiliations":845,"properties":851},"078236d8-f9f2-44b7-8d2e-5c32c9178926",[156],[846],{"id":22,"sortIndex":23,"affiliation":847,"properties":22},{"id":821,"createTime":822,"updateTime":822,"relativeEntities":848,"slug":22,"properties":849,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},[],{"title":850},{"VI":826},{"title":852},{"VI":853},"Yvonne Ehrenspeck",{"url":813,"publisher":855,"properties":884},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":856,"slug":10,"properties":857,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":862,"manageAffiliations":863,"indexDatabases":864,"url":22,"thumbnailPath":22,"statistic":879,"gsStatistic":22,"type":128,"analyzePriority":22},[],{"issn":858,"eissn":859,"title":860,"url":861},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[865,872],{"id":60,"indexDatabase":866,"url":73,"indexYears":74,"academicFieldIds":871,"indexDatabaseRanking":77},{"id":62,"createTime":63,"updateTime":64,"relativeEntities":867,"label":868,"description":869,"key":70,"publicationTags":870,"standard":22},[],{"EN":67,"VI":67},{"EN":67,"VI":69},[72],[76],{"id":79,"indexDatabase":873,"url":94,"indexYears":22,"academicFieldIds":878,"indexDatabaseRanking":22},{"id":81,"createTime":82,"updateTime":83,"relativeEntities":874,"label":875,"description":876,"key":90,"publicationTags":877,"standard":22},[],{"EN":86,"VI":86},{"VI":88,"EN":89},[92,93],[96],{"impactFactor":23,"impactFactorByYear":880,"i10Index":23,"i10IndexLast5Year":23,"totalPublication":100,"totalPublicationByYear":881,"totalCitation":123,"totalCitationByYear":882,"totalCitationPerPublication":23,"totalCitationPerPublicationByYear":883,"hindexLast5Year":127,"hindex":127},{"2023":99},{"2000":102,"2001":103,"2002":104,"2003":105,"2004":106,"2005":107,"2006":108,"2007":109,"2008":110,"2009":111,"2010":112,"2011":113,"2012":114,"2013":115,"2014":116,"2015":117,"2016":118,"2017":119,"2018":120,"2019":120,"2020":106,"2021":106,"2022":121,"2023":103,"2024":122},{"2022":123},{"2022":126},{"volume":885,"pages":887},{"VOID":886},"9",{"VOID":888},"424-446","2006-09-01",2006,{"id":892,"createTime":893,"updateTime":893,"relativeEntities":894,"slug":22,"properties":895,"entityType":148,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"primaryUrl":904,"fullTextUrl":22,"authors":905,"publicationType":170,"publisherRelationship":933,"citationCount":22,"citationInfo":22,"publishDate":966,"publishYear":967,"citationAnalyzeStatus":21,"lastCitationAnalyze":22,"indexDatabases":22,"openAccess":22,"references":22,"isForceReanalyzing":208},"4f07ae87-987e-4e70-b746-d6defd887dc9","2024-02-18T23:44:39.538+00:00",[],{"references":896,"abstract":898,"title":900,"doi":902},{"VOID":897},"Albisser, S., Kirchhoff, E., & Albisser, E. (2009). Berufsmotivation und Selbstregulation: Kompetenzentwicklung und Belastungserleben von Studierenden, berufseinsteigenden und erfahrenen Lehrpersonen. Unterrichtswissenschaft, 37(3), 262–288.\nAmerein, B., & Amerein, K. (2011). Qualitätsmanagement in Arbeitsfeldern der Frühen Bildung. Braunschweig: Bildungsverlag EINS.\nAnders, Y. (2012). Modelle professioneller Kompetenzen für frühpädagogische Fachkräfte. Aktueller Stand und ihr Bezug zur Professionalisierung. Expertise zum Gutachten „Professionalisierung in der Frühpädagogik“ im Auftrag des Aktionsrats Bildung. München: vbm.\nAnders, Y. (2013). Stichwort: Auswirkungen frühkindlicher institutioneller Betreuung und Bildung. Zeitschrift für Erziehungswissenschaft, 16(2), 237–275. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11618-013-0357-5.\nAnders, Y. (2014). Literature review on pedagogy, literature review for the OECD. Paris: OECD.\nAnders, Y., & Rossbach, H.-G. (2015). Preschool teachers’ sensitivity to mathematics in children’s play: the influence of math-related school experiences, emotional attitudes, and pedagogical beliefs. Journal of Research in Childhood Education, 29(3), 305–322. https:\u002F\u002Fdoi.org\u002F10.1080\u002F02568543.2015.1040564.\nAnders, Y., & Roßbach, H.-G. (2019). Qualität in der Kindertagesbetreuung. In O. Köller, M. Hasselhorn, F. W. Hesse & K. Maaz (Hrsg.), Das Bildungswesen in Deutschland: Bestand und Potenziale (S. 441–470). Bad Heilbrunn: Verlag Julius Klinkhardt.\nAnders, Y., Beckord, S., Binder, A., Diller, A., Dohlus, E., Dreyer, R., Fröhlich-Gildhoff, K., Gängler, H., Gebrande, J., & Gruber, A. (2011). Qualifikationsprofile in Arbeitsfeldern der Pädagogik der Kindheit: Ausbildungswege im Überblick. Robert Bosch Stiftung.\nAnders, Y., Ballaschk, I., Blaurock, S., Kluczniok, K., Lehrl, S., Resa, E., & Wieduwilt, N. (2017). Deutsche Übersetzung der Sustained Shared Thinking and Emotional Well-being (SSTEW) Scale. Freie Universität Berlin. Unveröffentlichte Forschungsversion.\nAnders, Y., Kluczniok, K., Ballaschk, I., Bartels, K. C., Blaurock, S., Große, C., Hummel, T., Kurucz, C., Lehrl, S., Wieduwilt, N., & Roßbach, H.-G. (2019). Policy Brief zum dritten Zwischenbericht zur wissenschaftlichen Evaluation des Bundesprogramms „Sprach-Kitas: Weil Sprache der Schlüssel zur Welt ist“. Otto-Friedrich-Universität & Freie Universität Berlin \u002F Bundesministerium für Familie, Senioren, Frauen und Jugend. https:\u002F\u002Ffis.uni-bamberg.de\u002Fbitstream\u002Funiba\u002F54342\u002F3\u002Ffisba54342.pdf\nAnders, Y., Daniel, H.-D., Hannover, B., Köller, O., Lenzen, D., McElvany, N., Roßbach, H.-G., Seidel, T., Tippelt, R., & Wößmann, L. (2020). Bildung zu demokratischer Kompetenz. Gutachten des Aktionsrat Bildung. Münster: Waxmann. https:\u002F\u002Fdoi.org\u002F10.31244\u002F9783830941811.\nAnders, Y., Daniel, H.-D., Hannover, B., Köller, O., Lenzen, D., McElvany, N., Seidel, T., Tippelt, R., Wilbers, K., & Wößmann, L. (2021). Führung, Leitung, Governance: Verantwortung im Bildungssystem. Gutachten des Aktionsrat Bildung. Münster: Waxmann. https:\u002F\u002Fdoi.org\u002F10.31244\u002F9783830994008.\nAnders, Y., Hannover, B., Jungbauer-Gans, M., Köller, O., Lenzen, D., McElvany, N., Seidel, T., Tippelt, R., Wilbers, K., & Wößmann, L. (2022). Bildung und Resilienz. Gutachten des Aktionsrat Bildung. Münster: Waxmann. https:\u002F\u002Fdoi.org\u002F10.31244\u002F9783830995500.\nAutor:innengruppe Bildungsberichterstattung (2022). Bildung in Deutschland 2022: Ein indikatorengestützter Bericht mit einer Analyse zum Bildungspersonal. Bielefeld: wbv. https:\u002F\u002Fdoi.org\u002F10.3278\u002F6001820hw.\nBallaschk, I., Anders, Y., & Flick, U. (2017). Führung als Thema deutscher Kindertageseinrichtungen. Welches Führungsverständnis zeigen pädagogische Fachkräfte mit Leitungsfunktion? Zeitschrift für Erziehungswissenschaft, 20(4), 670–689. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11618-017-0761-3.\nBandura, A. (1997). Self-efficacy: the exercise of control. Freeman.\nBarenthien, J., Oppermann, E., Steffensky, M., & Anders, Y. (2019). Early science education in preschools – the contribution of professional development and professional exchange in team meetings. European Early Childhood Education Research Journal, 27(5), 587–600. https:\u002F\u002Fdoi.org\u002F10.1080\u002F1350293X.2019.1651937\nBaumert, J., & Kunter, M. (2006). Stichwort: Professionelle Kompetenz von Lehrkräften. Zeitschrift für Erziehungswissenschaft, 9(4), 469–520. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11618-006-0165-2.\nBecker-Stoll, F. (2009). Die Bedeutung der Qualität in der Kindertagesbetreuung für Kinder in den ersten drei Lebensjahren. https:\u002F\u002Fwww.kindergartenpaedagogik.de\u002Ffachartikel\u002Fqualitaet-und-qualitaetssicherung\u002Fqualitaet-standards-forderungen-studien\u002Fdie-bedeutung-der-qualitaet-in-der-kindertagesbetreuung\u002F\nBlömeke, S., Jenßen, L., Grassmann, M., Dunekacke, S., & Wedekind, H. (2017). Process mediates structure: the relation between preschool teacher education and preschool teachers’ knowledge. Journal of Educational Psychology, 109, 338–354. https:\u002F\u002Fdoi.org\u002F10.1037\u002Fedu0000147.\nBroekhuizen, M. L., Mokrova, I. L., Burchinal, M. R., Garrett-Peters, P. T., & Family Life Project Key Investigators (2016). Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems. Early Childhood Research Quarterly, 36, 212–222. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ecresq.2016.01.005.\nBrodbeck, F. C., Anderson, N., & West, M. A. (2000). Das Teamklima-Inventar: Handanweisung und Validierung der deutschsprachigen Version. Heidelberg: Hogrefe.\nBurchinal, M., Howes, C., Pianta, R., Bryant, D., Early, D., Clifford, R., & Barbarin, O. (2008). Predicting child outcomes at the end of kindergarten from the quality of pre-kindergarten teacher–child interactions and instruction. Applied Developmental Science, 12(3), 140–153. https:\u002F\u002Fdoi.org\u002F10.1080\u002F10888690802199418.\nCadima, J., Aguiar, C., & Barata, M. C. (2018). Process quality in Portuguese preschool classrooms serving children at-risk of poverty and social exclusion and children with disabilities. Early Childhood Research Quarterly, 45, 93–105. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ecresq.2018.06.007.\nCloos, P., Prigge, J., & Simon, S. (2022). Was Organisationsentwicklung im Bereich Kita ausmacht?! Institut für Theorie und Empirie des Sozialen e. V.. https:\u002F\u002Fdoi.org\u002F10.48747\u002FITES-WERKSTATT-BLOG_20220210_15.\nCohen, F., & Anders, Y. (2020). Family involvement in early childhood education and care and its effects on the social-emotional and language skills of 3‑year-old children. School Effectiveness and School Improvement, 31(1), 125–142. https:\u002F\u002Fdoi.org\u002F10.1080\u002F09243453.2019.1646293.\nCollins, C. J., & Smith, K. G. (2006). Knowledge exchange and combination: the role of human resource practices in the performance of high-technology firms. Academy of Management Journal, 49(3), 544–560. https:\u002F\u002Fdoi.org\u002F10.5465\u002FAMJ.2006.21794671.\nDiskowski, D. (2009). Bildungspläne für Kindertagesstätten – ein neues und noch unbegriffenes Steuerungsinstrument. In H.-G. Roßbach & H.-P. Blossfeld (Hrsg.), Frühpädagogische Förderung in Institutionen. Wiesbaden: VS.\nDowner, J. T., Booren, L. M., Lima, O. K., Luckner, A. E., & Pianta, R. C. (2010). The Individualized Classroom Assessment Scoring System (inCLASS): Preliminary reliability and validity of a system for observing preschoolers’ competence in classroom interactions. Early Childhood Research Quarterly, 25(1), 1–16. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ecresq.2009.08.004.\nDunekacke, S., Jenßen, L., Baak, W., Tengler, M., Wedekind, H., Grassmann, M., & Blömeke, S. (2013). Was zeichnet eine kompetente pädagogische Fachkraft im Bereich Mathematik aus? Modellierung professioneller Kompetenz für den Elementarbereich. In G. Greefrath, F. Käpnick & M. Stein (Hrsg.), Beiträge zum Mathematikunterricht 2013 (S. 280–283). WTM.\nDunekacke, S., Jenßen, L., & Blömeke, S. (2015). Effects of mathematics content knowledge on pre-school teachers’ performance: a video-based assessment of perception and planning abilities in informal learning situations. International Journal of Science and Mathematics Education, 13(2), 267–286. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs10763-014-9596-z.\nDunekacke, S., Jenßen, L., Eilerts, K., & Blömeke, S. (2016). Epistemological beliefs of prospective preschool teachers and their relation to knowledge, perception, and planning abilities in the field of mathematics: a process model. The International Journal on Mathematics Education, 13, 267–286. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11858-015-0711-6.\nEccles, J. S., & Wigfield, A. (2020). From expectancy-value theory to situated expectancy-value theory: a developmental, social cognitive, and sociocultural perspective on motivation. Contemporary Educational Psychology, 61, 101859. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.cedpsych.2020.101859.\nEckhardt, A. G., & Egert, F. (2018). Differences in childcare quality—a matter of personality traits, socialization goals and pre-service curriculum? Early Child Development and Care, 188(12), 1726–1737. https:\u002F\u002Fdoi.org\u002F10.1080\u002F03004430.2016.1278372.\nEckhardt, A. G., & Egert, F. (2020). Process quality for children under three years in early child care and family child care in Germany. Early Years, 40(3), 287–305. https:\u002F\u002Fdoi.org\u002F10.1080\u002F09575146.2018.1438373.\nEgert, F., Quehenberger, J., Dederer, V., & Wirts, C. (2021). Alltagsintegrierte emotional-verhaltensbezogene und sprachlich-kognitive Unterstützung für Kinder unter drei Jahren in Kindertageseinrichtungen und ihre Bedingungsfaktoren. Evaluationsprojekt BiSS-E2. In S. Gentrup, S. Henschel, K. Schotte, L. Beck & P. Stanat (Hrsg.), Sprach- und Schriftsprachförderung gestalten: Evaluation von Qualität und Wirksamkeit umgesetzter Konzepte (S. 29–46). Stuttgart: Kohlhammer.\nEpstein, A. S. (2007). The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning. Washington, DC: National Association for the Education of Young Children.\nFriederich, T. (2011). Zusammenarbeit mit Eltern – Anforderungen an frühpädagogische Fachkräfte. WiFF Expertisen.\nFröhlich-Gildhoff, K. (2013). Die Zusammenarbeit von pädagogischen Fachkräften und Eltern im Feld der frühkindlichen Bildung, Betreuung und Erziehung. Bildungsforschung, 10(1), 11–25. https:\u002F\u002Fdoi.org\u002F10.25656\u002F01:8535.\nFröhlich-Gildhoff, K., Kraus, G., & Rönnau, M. (2006). Gemeinsam auf dem Weg. Eltern und ErzieherInnen gestalten Erziehungspartnerschaft. Kindergarten heute, 36(10), 6–15.\nFröhlich-Gildhoff, K., Nentwig-Gesemann, I., & Pietsch, S. (2011). Kompetenzorientierung in der Qualifizierung frühpädagogischer Fachkräfte. In Weiterbildungsinitiative Frühpädagogische Fachkräfte (WiFF). Deutsches Jugendinstitut.\nGalindo, C., & Sheldon, S. B. (2012). School and home connections and children’s kindergarten achievement gains: the mediating role of family involvement. Early Childhood Research Quarterly, 27(1), 90–103. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ecresq.2011.05.004.\nGerde, H. K., Pierce, S. J., Lee, K., & Van Egeren, L. A. (2018). Early childhood educators’ self-efficacy in science, math, and literacy instruction and science practice in the classroom. Early Education and Development, 29(1), 70–90. https:\u002F\u002Fdoi.org\u002F10.1080\u002F10409289.2017.1360127.\nGuedes, C., Cadima, J., Aguiar, T., Aguiar, C., & Barata, C. (2020). Activity settings in toddler classrooms and quality of group and individual interactions. Journal of Applied Developmental Psychology, 67, 101100. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.appdev.2019.101100.\nGuo, Y., Dynia, J. M., Pelatti, C. Y., & Justice, L. M. (2014). Self-efficacy of early childhood special education teachers: links to classroom quality and children’s learning for children with language impairment. Teaching and Teacher Education, 39(0), 12–21. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.tate.2013.11.005.\nHamre, B., Hatfield, B., Pianta, R., & Jamil, F. (2014). Evidence for general and domain-specific elements of teacher-child interactions: associations with preschool children’s development. Child Development, 85(3), 1257–1274. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fcdev.12184.\nHarms, T., Clifford, R. M., & Cryer, D. (1998). Early childhood environment rating scale (Rev. ed.). Teachers College Press.\nHummel, T., Cohen, F., & Anders, Y. (2020). Fachdidaktisches Wissen von pädagogischer Fachberatung im Handlungsfeld Zusammenarbeit mit Familien. Zeitschrift für Pädagogik, 4, 480–499.\nHummel, T. G., Cohen, F., Gessulat, J., & Anders, Y. (2022). Measuring interaction quality between parents and professionals and its relation to preschool characteristics. International Journal of Educational Research Open, 3, 100195. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ijedro.2022.100195.\nJenßen, L., Dunekacke, S., Eid, M., & Blömeke, S. (2015). The relationship of mathematical competence and mathematics anxiety: An application of latent state-trait theory. Zeitschrift für Psychologie, 223(1), 31–38. https:\u002F\u002Fdoi.org\u002F10.1027\u002F2151-2604\u002Fa000197.\nKluczniok, K., & Roßbach, H.-G. (2014). Konzeption von Bildungsqualität in Kindergärten. Zeitschrift für Erziehungswissenschaft, 17(6), 145–158.\nKluczniok, K., Anders, Y., & Ebert, S. (2011). Fördereinstellungen von Erzieherinnen. Einflüsse auf die Gestaltung von Lerngelegenheiten im Kindergarten und die kindliche Entwicklung früher numerischer Kompetenzen. Frühe Bildung, 1, 13–21.\nKuger, S., & Kluczniok, K. (2008). Prozessqualität im Kindergarten – Konzept, Umsetzung und Befunde. In H.-G. Roßbach & H.-P. Blossfeld (Hrsg.), Frühpädagogische Förderung in Institutionen (S. 159–178). Wiesbaden: VS. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-3-531-91452-7_11.\nKuger, S., Pflieger, K., & Roßbach, H.-G. (2006). Einschätzskalen der Zielkindbeobachtung. BiKS-Forschergruppe der Otto-Friedrich-Universität Bamberg. Unveröffentlichte Forschungsversion.\nKuger, S., Kluczniok, K., Sechtig, J., & Smidt, W. (2011). Gender im Kindergarten. Empirische Datenlage zu Unterschieden zwischen Mädchen und Jungen. Zeitschrift für Pädagogik, 57(2), 269–288. https:\u002F\u002Fdoi.org\u002F10.25656\u002F01:8718.\nLehrl, S., Flöter, M., Wieduwilt, N., & Anders, Y. (2020). Direkte und indirekte Bedeutsamkeit der Zusammenarbeit mit Familien für die kindliche Sprachentwicklung. In K. Blatter, K. Groth & M. Hasselhorn (Hrsg.), Evidenzbasierte Überprüfung von Sprachförderkonzepten im Elementarbereich (S. 129–152). Wiesbaden: Springer VS. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-3-658-26438-3_6.\nLinberg, A., Kluczniok, K., Burghardt, L., & Freund, J.-D. (2019). Quality of toddler childcare—Can it be assessed with questionnaires? Early Child Development and Care, 189(8), 1369–1383. https:\u002F\u002Fdoi.org\u002F10.1080\u002F03004430.2017.1380636.\nMashburn, A. J., Pianta, R. C., Hamre, B. K., Downer, J. T., Barbarin, O. A., Bryant, D., Burchinal, M., Early, D. M., & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732–749. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fj.1467-8624.2008.01154.x.\nMayer, D., & Beckh, K. (2016). Examining the validity of the ECERS–R: results from the German national study of child care in early childhood. Early Childhood Research Quarterly, 36, 415–426. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ecresq.2016.01.001.\nMcCray, J., & Chen, J. Q. (2012). Pedagogical content knowledge for preschool mathematics: construct validity of a new teacher interview. Journal of Research in Childhood Education, 26(3), 291–307. https:\u002F\u002Fdoi.org\u002F10.1080\u002F02568543.2012.685123.\nMerchel, J. (2015). Ohne Evaluation kein professionelles Handeln!? Maja Heiners beharrliches Plädoyer für datenbasierte Reflexion in der Sozialen Arbeit. In E. Bolay, A. Iser & M. Weinhardt (Hrsg.), Methodisch Handeln – Beiträge zu Maja Heiners Impulsen zur Professionalisierung der Sozialen Arbeit. Forschung und Entwicklung in der Erziehungswissenschaft. Wiebaden: Springer VS.\nMischo, C. (2016). Subjektiver Kompetenzgewinn und Wissenszuwachs bei frühpädagogischen Fachkräften unterschiedlicher Ausbildungsprofile. Zeitschrift für Erziehungswissenschaft, 19(3), 577–597. https:\u002F\u002Fdoi.org\u002F10.1007\u002Fs11618-015-0658-y.\nNICHD ECCRN (2002). Child-care structure → process → outcome: direct and indirect effects of child-care quality on young children’s development. Psychological Science, 13(3), 199–206. https:\u002F\u002Fdoi.org\u002F10.1111\u002F1467-9280.00438.\nOppermann, E., Anders, Y., & Hachfeld, A. (2016). The influence of preschool teachers’ content knowledge and mathematical ability beliefs on their sensitivity to mathematics in children’s play. Teaching and Teacher Education, 58, 174–184. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.tate.2016.05.004.\nOppermann, E., Brunner, M., & Anders, Y. (2019a). The interplay between preschool teachers’ science self-efficacy beliefs, their teaching practices, and girls’ and boys’ early science motivation. Learning and Individual Differences, 70, 86–99. https:\u002F\u002Fdoi.org\u002F10.1080\u002F02568543.2012.685123.\nOppermann, E., Hummel, T., & Anders, Y. (2019b). Preschool teachers’ science practices: associations with teachers’ qualifications and their self-efficacy beliefs in science. Early Child Development and Care, 191(5), 800–814. https:\u002F\u002Fdoi.org\u002F10.1080\u002F03004430.2019.1647191.\nOppermann, E., Barenthien, J., Burghardt, L., Steffensky, M. & Anders, Y. (2024). Beobachtungsverfahren zur Erfassung der Interaktionsqualität in Kindertageseinrichtungen. Eine vergleichende Analyse der CLASS Pre-K und SSTEW. Frühe Bildung, 13(1), 29–35. https:\u002F\u002Fdoi.org\u002F10.1026\u002F2191-9186\u002Fa000647.\nPianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: standardized observation can leverage capacity. Educational Researcher, 38(2), 109–119. https:\u002F\u002Fdoi.org\u002F10.3102\u002F0013189X09332374.\nPianta, R. C., La Paro, K. M., & Hamre, B. K. (2008). Classroom assessment scoring system™: manual K‑3. Paul H Brookes.\nPohl, M. (2013). Qualität und Qualitätsmanagement – Definitionen. In M. Schmidt (Hrsg.), Qualitätsmanagement in Kindertagesstätten: Von der Norm zur Haltung; ein konstruktiv-kritischer Diskurs. Kitapraxis, (Bd. 5, S. 49–60). Wiesbaden: Kommunal- und Schulverlag.\nPowell, D. R., Son, S. H., File, N., & San Juan, R. R. (2010). Parent-school relationships and children’s academic and social outcomes in public school pre-kindergarten. Journal of School Psychology, 48(4), 269–292. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.jsp.2010.03.002.\nPrenzel, M., Krapp, A., & Schiefele, U. (1986). Grundzüge einer pädagogischen Interessentheorie. Zeitschrift für Pädagogik, 32(2), 163–173. https:\u002F\u002Fdoi.org\u002F10.25656\u002F01:14383.\nResa, E., Groeneveld, I., Turani, D., & Anders, Y. (2018). The role of professional exchange in improving language-related process quality in daycare centres. Research Papers in Education, 33(4), 472–491. https:\u002F\u002Fdoi.org\u002F10.1080\u002F02671522.2017.1353671.\nRiedmeier, M. (2019). Standardisierte Verfahren zur Erhebung zielkindbezogener Prozessqualität in der Frühpädagogik. Frühe Bildung, 8(3), 144–152. https:\u002F\u002Fdoi.org\u002F10.1026\u002F2191-9186\u002Fa000426.\nRochester, S. E., Weiland, C., Unterman, R., McCormick, M., & Moffett, L. (2019). The little kids down the hall: Associations between school climate, pre‑K classroom quality, and pre‑K children’s gains in receptive vocabulary and executive function. Early Childhood Research Quarterly, 48, 84–97. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ecresq.2019.02.008.\nRönnau-Böse, M., Anders, Y., Fröhlich-Gildhoff, K., Blaurock, S., Burghardt, L., Hausladen, K., Limberger, J., Pasqual, D., Pult, G., Oppermann, E., & Wolf, K. (2023). Evaluationsstudie zur Wirksamkeit des Gesetzes zur Weiterentwicklung der Qualität und zur Verbesserung der Teilhabe in Tageseinrichtungen und in der Kindertagespflege (KiTa-Qualitäts- und Teilhabeverbesserungsgesetz – KiQuTG). Freiburg, Bamberg: Abschlussbericht.\nRoßbach, H.-G., & Weinert, S. (2008). Kindliche Kompetenzen im Elementarbereich: Förderbarkeit, Bedeutung und Messung. Bildungsforschung, Bd. 24. Berlin: Bundesministerium für Bildung und Forschung (BMBF).\nRoßbach, H.-G., Kluczniok, K., & Kuger, S. (2009). Auswirkungen eines Kindergartenbesuchs auf den kognitiv-leistungsbezogenen Entwicklungsstand von Kindern. In H.-G. Roßbach & H.-P. Blossfeld (Hrsg.), Frühpädagogische Förderung in Institutionen: Zeitschrift für Erziehungswissenschaft (S. 139–158). Wiesbaden: VS. https:\u002F\u002Fdoi.org\u002F10.1007\u002F978-3-531-91452-7_10.\nRoßbach, H.-G., Tietze, W., Kluczniok, K., & Nattefort, R. (2018). Kindergarten-Skala-Erweiterung (KES-E). Deutsche Fassung der ECERS‑E. The Four Curricular Subscales Extension to the Early Childhood Environment Rating (4. Aufl.). verlag das netz.\nRoux, S., & Tietze, W. (2007). Effekte und Sicherung von (Bildungs‑) Qualität in Kindertageseinrichtungen. Zeitschrift für Soziologie der Erziehung und Sozialisation, 27, 367–384.\nSchmidt, T., Smidt, W., Kluczniok, K., & Riedmeier, M. (2018). Interaktionsqualität in Kindertageseinrichtungen – Eine vergleichende Betrachtung standardisierter gruppen-und zielkindbezogener Erhebungsverfahren. Diskurs Kindheits- und Jugendforschung, 13(4), 15–16.\nSchreyer, I., Krause, M., Brandl-Knefz, M., & Nicko, O. (2015). Arbeitsbedingungen, Arbeitszufriedenheit und das Auftreten von beruflichen Gratifikationskrisen bei Kita-Mitarbeiter\u002Finnen in Deutschland. Frühe Bildung, 4(2), 71–82. https:\u002F\u002Fdoi.org\u002F10.1026\u002F2191-9186\u002Fa000201.\nShulman, L. S. (1987). Knowledge and teaching: foundations of the new reform. Harvard Education Review, 57(1), 1–22. https:\u002F\u002Fdoi.org\u002F10.17763\u002Fhaer.57.1.j463w79r56455411.\nSiraj-Blatchford, I., & Sylva, K. (2004). Researching pedagogy in English pre-schools. British Educational Research Journal, 30(5), 713–730. https:\u002F\u002Fdoi.org\u002F10.1080\u002F0141192042000234665.\nSiraj-Blatchford, I., Sylva, K., Muttock, S., Gilden, R., & Bell, D. (2002). Researching effective pedagogy in the early years (Vol. 356). London: Department for Education and Skills.\nSiraj, I., Kingston, D., & Melhuish, E. (2015). Assessing quality in early childhood education and care. Sustained shared thinking and emotional well-being (SSTEW) scale for 2–5-year-olds provision. Trentham Books.\nSmidt, W. (2012). Zielkindbezogene pädagogische Qualität im Kindergarten. Münster: Waxmann.\nSmidt, W., & Schmidt, T. (2012). Die Umsetzung frühpädagogischer Bildungspläne: eine Übersicht über empirische Studien. Zeitschrift für Sozialpädagogik, 10(3), 244–256.\nSmidt, W., Lehrl, S., Anders, Y., Pohlmann-Rother, S., & Kluczniok, K. (2012). Emergent literacy activities in the final preschool year in the German federal states of Bavaria and Hesse. Early Years An International Journal of Research and Development, 32, 301–312. https:\u002F\u002Fdoi.org\u002F10.1080\u002F09575146.2011.642851.\nSteffensky, M., Anders, Y., Barenthien, J., Hardy, I., Leuchter, M., Oppermann, E., Taskinen, P., & Ziegler, T. (2018). Early Steps into Science—EASI Science. Wirkungen früher naturwissenschaftlicher Bildungsangebote auf die naturwissenschaftlichen Kompetenzen von Fachkräften und Kindern. In Stiftung Haus der kleinen Forscher (Hrsg.), Wirkungen naturwissenschaftlicher Bildungsangebote auf Fachkräfte und Kinder. Wissenschaftliche Untersuchungen zur Arbeit der Stiftung „Haus der kleinen Forscher“ (Bd. 10). Opladen: Barbara Budrich. https:\u002F\u002Fdoi.org\u002F10.3224\u002F84742274.\nStipek, D. J., & Byler, P. (1997). Early childhood education teachers: do they practice what they preach? Early Childhood Research Quarterly, 12(3), 305–325. https:\u002F\u002Fdoi.org\u002F10.1016\u002FS0885-2006(97)90005-3.\nStrehmel, P. (2008). Wovon hängt „gute“ Bildung tatsächlich ab? Kindergarten heute, 1, 8–13.\nStrehmel, P., & Ulber, D. (2020). Kitas leiten und entwickeln. Ein Lehrbuch zum Kita-Management. Stuttgart: Kohlhammer.\nvon Suchodoletz, A., Gunzenhauser, C., & Larsen, R. A. (2015). Die Beobachtung von Interaktionen im Kindergartenalltag. Frühe Bildung, 4, 211–217.\nSylva, K., Siraj-Blatchford, I., & Taggart, B. (2003). Assessing quality in the early years: early childhood environment rating scale: extension (ECERS-E), four curricular subscales. Trentham Books.\nSylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., Taggart, B., Smees, R., Dobson, A., Jeavons, M., Lewis, K., & Morahan, M. (2004). The effective provision of pre-school education (EPPE) project: findings from pre-school to end of key stage 1.\nSylva, K., Siraj-Blatchford, I., Taggart, B., Sammons, P., Melhuish, E., Elliot, K., & Totsika, V. (2006). Capturing quality in early childhood through environmental rating scales. Early Childhood Research Quarterly, 21(1), 76–92. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ecresq.2006.01.003.\nSylva, K., Melhuish, E., Sammons, P., Siraj-Blatchford, I., & Taggart, B. (2011). Pre-school quality and educational outcomes at age 11: Low quality has little benefit. Journal of Early Childhood Research, 9(2), 109–124. https:\u002F\u002Fdoi.org\u002F10.1177\u002F1476718x10387900.\nTietze, W., Roßbach, H.-G., & Grenner, K. (2005). Kinder von 4 bis 8 Jahren. Zur Qualität der Erziehung und Bildung in Kindergarten, Grundschule und Familie. Weinheim: Beltz.\nTietze, W., Schuster, K.-M., Grenner, K., & Roßbach, H.-G. (2007). Kindergarten-Skala (KES-R). Feststellung und Unterstützung pädagogischer Qualität in Kindergärten (3. Aufl.). Cornelsen Scriptor.\nTietze, W., Becker-Stoll, F., Bensel, J., Eckhardt, A., Haug-Schnabel, G., Kalicki, B., Keller, H., & Leyendecker, B. (2013). Nationale Untersuchung zur Bildung, Betreuung und Erziehung in der frühen Kindheit (NUBBEK). Verlag das netz.\nTrauernicht, M. (2021). The role of working conditions in the emergence of preschool teachers’ burnout and its consequences for the encouragement of social-emotional competencies (Dissertation). Freie Universität Berlin.\nTrauernicht, M., Anders, Y., Oppermann, E., & Klusmann, U. (2023). Early childhood educators’ emotional exhaustion and the frequency of educational activities in preschool. European Early Childhood Education Research Journal, 1–17. https:\u002F\u002Fdoi.org\u002F10.1080\u002F1350293X.2023.2217485\nTrauernicht, M., Besser, N., & Anders, Y. (2022). Burnout in der Kita und der Zusammenhang zu Aspekten der Arbeitszufriedenheit. Frühe Bildung, 11(2), 85–93. https:\u002F\u002Fdoi.org\u002F10.1026\u002F2191-9186\u002Fa000566.\nUlferts, H., Wolf, K. M., & Anders, Y. (2019). Impact of process quality in early childhood education and care on academic outcomes: longitudinal meta-analysis. Child Development, 90(1), 1474–1489. https:\u002F\u002Fdoi.org\u002F10.1111\u002Fcdev.13296.\nVan de Pol, J., Volman, M., & Beishuizen, J. (2010). Scaffolding in teacher-student interaction: A decade of research. Educational psychology review, 22, 271–296.\nViernickel, S. (2008). Qualitätskriterien und -standards im Bereich der frühkindlichen Bildung und Betreuung (2. Aufl.). Weinheim: Beltz.\nViernickel, S., & Jankowicz, V. (2021). Qualität und Qualitätsentwicklung von Kindertageseinrichtungen in Thüringen. Gutachten im Auftrag der Thüringer Landtagsfraktion BÜNDNIS 90\u002FDIE GRÜNEN\nViernickel, S., Fuchs-Rechlin, K., Strehmel, P., Preissing, C., Bensel, J., & Haug-Schnabel, G. (2016). Qualität für alle: Wissenschaftlich begründete Standards für die Kindertagesbetreuung. Herder.\nViernickel, S., Voss, A., & Mauz, E. (2017). Arbeitsplatz Kita. Belastungen erkennen, Gesundheit fördern. München: Beltz Juventa.\nWang, A. H., Firmender, J. M., Power, J. R., & Byrnes, J. P. (2016). Understanding the program effectiveness of early mathematics interventions for prekindergarten and kindergarten environments: a meta-analytic review. Early Education and Development, 27(5), 692–713. https:\u002F\u002Fdoi.org\u002F10.1080\u002F10409289.2016.1116343.\nWeinert, F. E. (2001). Leistungsmessungen in Schulen. Weinheim: Beltz.\nWeinert, S. (2008). Wie Sprache das Denken, Lernen und Wissen von Kindern beeinflusst. In A. A. Bucher, K. Lauermann & A. M. Kalcher (Hrsg.), Sprache leben. Kommunizieren & Verstehen (S. 23–49). G&G.\nWertfein, M., Müller, K., & Danay, E. (2013). Die Bedeutung des Teams für die Interaktionsqualität in Kinderkrippen. Frühe Bildung, 2, 20–27. https:\u002F\u002Fdoi.org\u002F10.1026\u002F2191-9186\u002Fa000073.\nWhalley, M. (2011). Leading practice in early years settings. Exeter: Learning Matters.\nWieduwilt, N., Hachfeld, A., & Anders, Y. (2019). Sensitivität für das Bildungspotential von Alltagssituationen und die Rolle des Raumes im Kontext der frühen sprachlichen Bildung. Diskurs Kindheits- und Jugendforschung, 14, 95–114. https:\u002F\u002Fdoi.org\u002F10.3224\u002Fdiskurs.v14i1.06.\nWieduwilt, N., Lehrl, S., & Anders, Y. (2023). Preschool teachers’ language-related pedagogical beliefs and their relation to observed classroom quality. Early Childhood Research Quarterly, 62, 175–185. https:\u002F\u002Fdoi.org\u002F10.1016\u002Fj.ecresq.2022.08.001.",{"EN":899},"Hohe pädagogische Qualität in Kindertageseinrichtungen ist ausschlaggebend für die kindliche Entwicklung. Ausgehend von dieser Bedeutsamkeit hat sich in den letzten Jahrzehnten eine umfangreiche nationale sowie internationale Forschungsliteratur zu Voraussetzungen, Struktur, Weiterentwicklung und Auswirkungen der frühpädagogischen Qualität entwickelt. Diese unterschiedlichen Forschungsstränge, theoretischen Annahmen und Forschungsbefunde wurden jedoch nicht in einem einheitlichen theoretischen Modell integriert. Dies hat zur Folge, dass für viele Forschungsfragen unterschiedliche Modelle herangezogen werden müssen. Im Mittelpunkt des vorliegenden Beitrags steht daher eine theoretische Auseinandersetzung mit den Annahmen zu Dimensionen und Beschreibungen der frühpädagogischen Qualität sowie ein Überblick des empirischen Forschungstandes. Den Ausgangspunkt bildet dabei das international wie auch in Deutschland bewährte strukturell-prozessuale Modell frühpädagogischer Qualität (Roux und Tietze 2007). Auf Basis des Forschungsstands werden blinde Flecken in diesem Modell identifiziert, durch andere theoretische Modelle angereichert und eigenständig erweitert. Die Diskussion mündet in einen Vorschlag eines integrierten Modells frühpädagogischer Qualität.",{"EN":901},"Frühpädagogische Qualität in Kindertageseinrichtungen: Eine Erweiterung des Struktur-Prozess-Modells",{"VOID":903},"10.1007\u002Fs11618-024-01218-7","https:\u002F\u002Flink.springer.com\u002Farticle\u002F10.1007\u002Fs11618-024-01218-7",[906,921],{"id":907,"sortIndex":127,"researcher":22,"roles":908,"affiliations":909,"properties":918},"6a55c20c-472a-4383-8247-2f1d01eda82b",[156],[910],{"id":22,"sortIndex":23,"affiliation":911,"properties":22},{"id":912,"createTime":913,"updateTime":913,"relativeEntities":914,"slug":22,"properties":915,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},"e700f092-fb7a-40df-86f5-5ec51d5e7a8c","2024-02-18T23:44:39.561+00:00",[],{"title":916},{"VI":917},"Lehrstuhl für Frühkindliche Bildung und Erziehung, Otto-Friedrich-Universität Bamberg, Bamberg, Deutschland",{"title":919},{"VI":920},"Elisa Oppermann",{"id":922,"sortIndex":23,"researcher":22,"roles":923,"affiliations":924,"properties":930},"0451c321-e401-4faa-aed2-4122d8f79a1e",[156],[925],{"id":22,"sortIndex":23,"affiliation":926,"properties":22},{"id":912,"createTime":913,"updateTime":913,"relativeEntities":927,"slug":22,"properties":928,"entityType":44,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23},[],{"title":929},{"VI":917},{"title":931},{"VI":932},"Yvonne Anders",{"url":904,"publisher":934,"properties":963},{"id":6,"createTime":7,"updateTime":8,"relativeEntities":935,"slug":10,"properties":936,"entityType":20,"verifyStatus":21,"verifyTime":22,"verifyNote":22,"syncStatus":21,"languages":22,"translateLanguages":22,"viewCount":23,"subjectFields":941,"manageAffiliations":942,"indexDatabases":943,"url":22,"thumbnailPath":22,"statistic":958,"gsStatistic":22,"type":128,"analyzePriority":22},[],{"issn":937,"eissn":938,"title":939,"url":940},{"VOID":13},{"VOID":15},{"EN":17},{"VOID":19},[],[],[944,951],{"id":60,"indexDatabase":945,"url":73,"indexYears":74,"academicFieldIds":950,"indexDatabaseRanking":77},{"id":62,"createTime":63,"updateTime":64,"relativeEntities":946,"label":947,"description":948,"key":70,"publicationTags":949,"standard":22},[],{"EN":67,"VI":67},{"EN":67,"VI":69},[72],[76],{"id":79,"indexDatabase":952,"url":94,"indexYears":22,"academicFieldIds":957,"indexDatabaseRanking":22},{"id":81,"createTime":82,"updateTime":83,"relativeEntities":953,"label":954,"description":955,"key":90,"publicationTags":956,"standard":22},[],{"EN":86,"VI":86},{"VI":88,"EN":89},[92,93],[96],{"impactFactor":23,"impactFactorByYear":959,"i10Index":23,"i10IndexLast5Year":23,"totalPublication":100,"totalPublicationByYear":960,"totalCitation":123,"totalCitationByYear":961,"totalCitationPerPublication":23,"totalCitationPerPublicationByYear":962,"hindexLast5Year":127,"hindex":127},{"2023":99},{"2000":102,"2001":103,"2002":104,"2003":105,"2004":106,"2005":107,"2006":108,"2007":109,"2008":110,"2009":111,"2010":112,"2011":113,"2012":114,"2013":115,"2014":116,"2015":117,"2016":118,"2017":119,"2018":120,"2019":120,"2020":106,"2021":106,"2022":121,"2023":103,"2024":122},{"2022":123},{"2022":126},{"pages":964},{"VOID":965},"1-27","2024-02-16",2024]