Publikationen
Schulz, P. (2015). Exhaustivity. In J. de Jong. S. Armon-Lotem & N. Meir. Methods for assessing multilingual children: Disentangling bilingualism from language impairment (S. 76–94). Multilingual Matters.
Schwarze, R., Wojtecka, M., Grimm, A., & Schulz, P. (2015). Finiteness and verb placement in early second language learners with SLI. In E. Ruigendijk. C. Hamann. Proceedings of Generative Approaches to Language Acquisition 13 (GALA 13) (S. 429–445). Cambridge Scholars Publishing.
Seiz, J., Voss, T., & Kunter, M. (2015). When knowing is not enough – The relevance of teachers’ cognitive and emotional resources for classroom management. Frontline Learning Research, 54–75. https://doi.org/10.14786/flr.v3i1.141
Theobald, M., Aschersleben, G., Karbach, J., Hasmann, R., Karpinski, N., & Petermann, F. (2015). Kinder mit Behinderungen und deren Familien: Evaluation des Stepping Stones Triple P Elterntrainings. Zeitschrift für Psychiatrie, Psychologie und Psychotherapie,, 247–253. https://doi.org/10.1024/1661-4747/a000247
Wirth, A., Reinelt, T., Gawrilow, C., & Rauch, W. A. (2015). Selbstkontrolle in der Schule: Der Zusammenhang von geringer Selbstkontrolle und schlechten Schulleistungen bei Kindern mit ADHS. Lernen und Lernstörungen, 245–259. https://doi.org/10.1024/2235-0977/a000114
Acar Bayraktar, E. (2014). The second discernment into the interactional Niche in the development of Mathematical Thinking (NMT) in the familial context. In Ç. Haser, M. A. Mariotti. B. Ubuz. Proceedings of the 8th Congress of the European Society for Research in Mathematics Education. Working group 13 – Early years mathematics (S. 2248–2258). Middle East Technical University (Antalya).
Acar Bayraktar, E. (2014). Interaktionale Nische der mathematischen Raumvorstellung bei den Vorschulkindern im familialen Kontext. In J. Ames. In J. Roth. Beiträge zum Mathematikunterricht 2014. Band 1 (S. 93–96). WTM Verlag.
Acar Bayraktar, E., & Krummheuer, G. (2014). Das Verhältnis von raumgeometrischen und arithmetischen Unterstützungssystemen in familialen Spielsituationen. Kindergartenpädagogik Online Handbuch.
Acar Bayraktar, E. (2014). The interactional Niche in the development of Mathematical Thinking (NMT) in the familial context. Online proceedings of A mathematics education Perspective On Early Mathematics learning between the poles of instruction and construction (POEM).
Acar Bayraktar, E. (2014). The reflection of spatial thinking on the interactional niche in the family. In B. Brandt, C. Benz, G. Krummheuer, S. Ladel, R. Vogel. U. Kortenkamp. Early mathematics learning: Selected papers of the POEM 2012 Conference (S. 85–107). Springer. https://doi.org/10.1007/978-1-4614-4678-1_7
Adl-Amini, K., Decristan, J., Hondrich, L., & Hardy, I. (2014). Umsetzung von peer-gestütztem Lernen durch Lehrkräfte im naturwissenschaftlichen Sachunterricht der Grundschule. Zeitschrift für Grundschulforschung, 74–87.
Andresen, S. (2014). Childhood vulnerability: Systematic, structural, and individual dimensions. Child Indicators Research, 699–713. https://doi.org/10.1007/s12187-014-9248-4
Andresen, S., & Seddig, N. (2014). Methoden der Kindheitsforschung. In C. Röhner, H. Sünker. R. Braches-Chyrek & M. Hopf. Handbuch Frühe Kindheit (S. 289–298). Barbara Budrich.
Andresen, S., & Gerarts, K. (2014). Reconstructing children’s concepts: Some theoretical ideas and empirical findings on education and the good life. In J.-M. Bonvin. D. Stoeckling. Children’s rights and the capability approach (S. 85–107). Springer.
Arens, A. K. (2014). The early transition to secondary school in Germany: Effects on the level and relations of self-esteem. In J. H. Borders. Handbook on the psychology of self-esteem (S. 71–90). Nova Science Publishers.
Arens, A. K., & Hasselhorn, M. (2014). Age and gender differences in the relation between self-concept facets and self-esteem. Journal of Early Adolescence, 760–791. https://doi.org/10.1177/0272431613503216
Arens,A. K., Bodkin-Andrews, G., Craven, R. G., & Yeung, A. S. (2014). Self-concept of indigenous and non-indigenous Australian students: Competence and affect components and relations to achievement. Learning and Individual Differences, 93–103. https://doi.org/10.1016/j.lindif.2014.03.019
Arens, A. K., Yeung, A. S., & Hasselhorn, M. (2014). Native language self-concept and reading self-concept: Same or different?. The Journal of Experimental Education, 229–252. https://doi.org/10.1080/00220973.2013.813362
Becker, B. (2014). How often do you play with your child? The influence of parents’ cultural capital on the frequency of familial activities from age three to six. European Early Childhood Education Research Journal, 4–13. https://doi.org/10.1080/1350293X.2013.865355
Becker, B. (2014). Bildungsaspirationen türkischstämmiger Eltern von 3-jährigen Kindern: Ein Generationenvergleich. In M. Löw. Vielfalt und Zusammenhalt: Verhandlungen des 36. Kongresses der Deutschen Gesellschaft für Soziologie in Bochum und Dortmund 2012, CD-ROM. Campus Verlag (Frankfurt).