Developing Mobile Teaching Practice: A Collaborative Exploration Process
Abstract The goal of this research was to design a process to support the development of mobile teaching practice, embedded within the teaching and research activities in a Faculty of Education at a research-intensive university. Continuous developments in mobile learning create opportunities for te...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Callaghan, Ronel [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Englisch |
| Erschienen: |
2017 |
|---|
| Schlagwörter: |
|---|
| Übergeordnetes Werk: |
Enthalten in: International journal of computers for mathematical learning - Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996, 23(2017), 2 vom: 12. Juni, Seite 331-350 |
|---|---|
| Übergeordnetes Werk: |
volume:23 ; year:2017 ; number:2 ; day:12 ; month:06 ; pages:331-350 |
| Links: |
|---|
| DOI / URN: |
10.1007/s10758-017-9319-y |
|---|
| Katalog-ID: |
SPR013048619 |
|---|
| LEADER | 01000caa a22002652 4500 | ||
|---|---|---|---|
| 001 | SPR013048619 | ||
| 003 | DE-627 | ||
| 005 | 20220111000802.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 201005s2017 xx |||||o 00| ||eng c | ||
| 024 | 7 | |a 10.1007/s10758-017-9319-y |2 doi | |
| 035 | |a (DE-627)SPR013048619 | ||
| 035 | |a (SPR)s10758-017-9319-y-e | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a eng | ||
| 082 | 0 | 4 | |a 510 |q ASE |
| 084 | |a 31.04 |2 bkl | ||
| 084 | |a 81.68 |2 bkl | ||
| 100 | 1 | |a Callaghan, Ronel |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Developing Mobile Teaching Practice: A Collaborative Exploration Process |
| 264 | 1 | |c 2017 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a Abstract The goal of this research was to design a process to support the development of mobile teaching practice, embedded within the teaching and research activities in a Faculty of Education at a research-intensive university. Continuous developments in mobile learning create opportunities for teaching and learning, but also present challenges for educators to harness the possibilities of the medium and for the safe and accountable use of new technologies. This article describes the development of a collaborative exploration process by an interdisciplinary group of education researchers in the mobile teaching and learning field. The process was developed within an Education Living Lab, and was based on the knowledge utilisation theory of action that guides collaborating researchers and practitioners. Education researchers and pre-service student teachers participated in the research, described here as the case study of a project, during which the collaborative exploration process was designed and refined. The elements of the resulting collaborative exploration process are: a relevant driver for the project, and the four phases ‘explore’, ‘learn’, ‘adapt’ and ‘apply’. The driver is the focus topic of the research, and the phases in the process allow for collaborative activities during which the topic is investigated, while at the same time influencing the teaching, learning and research activities in the Faculty. A Faculty of Education can be a safe space where challenging aspects, such as mobile teaching and learning practices, can be investigated and developed. The proposed process can be applied to the practices of the Faculty, thus formalizing support for educators to explore teaching and learning possibilities; and to promote interdisciplinary collaborative research in the field. Future research can investigate the applicability of this collaborative exploration process for other challenging topics in educational practice and research. | ||
| 650 | 4 | |a Collaborative exploration |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Interdisciplinary research |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Mobile learning |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Researcher development |7 (dpeaa)DE-He213 | |
| 650 | 4 | |a Teacher development |7 (dpeaa)DE-He213 | |
| 773 | 0 | 8 | |i Enthalten in |t International journal of computers for mathematical learning |d Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 |g 23(2017), 2 vom: 12. Juni, Seite 331-350 |w (DE-627)320441733 |w (DE-600)2005006-9 |x 1573-1766 |7 nnns |
| 773 | 1 | 8 | |g volume:23 |g year:2017 |g number:2 |g day:12 |g month:06 |g pages:331-350 |
| 856 | 4 | 0 | |u https://dx.doi.org/10.1007/s10758-017-9319-y |z lizenzpflichtig |3 Volltext |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_SPRINGER | ||
| 912 | |a SSG-OPC-MAT | ||
| 912 | |a SSG-OPC-ASE | ||
| 912 | |a GBV_ILN_20 | ||
| 912 | |a GBV_ILN_22 | ||
| 912 | |a GBV_ILN_23 | ||
| 912 | |a GBV_ILN_24 | ||
| 912 | |a GBV_ILN_31 | ||
| 912 | |a GBV_ILN_32 | ||
| 912 | |a GBV_ILN_39 | ||
| 912 | |a GBV_ILN_40 | ||
| 912 | |a GBV_ILN_60 | ||
| 912 | |a GBV_ILN_62 | ||
| 912 | |a GBV_ILN_69 | ||
| 912 | |a GBV_ILN_70 | ||
| 912 | |a GBV_ILN_73 | ||
| 912 | |a GBV_ILN_74 | ||
| 912 | |a GBV_ILN_90 | ||
| 912 | |a GBV_ILN_95 | ||
| 912 | |a GBV_ILN_100 | ||
| 912 | |a GBV_ILN_105 | ||
| 912 | |a GBV_ILN_120 | ||
| 912 | |a GBV_ILN_138 | ||
| 912 | |a GBV_ILN_152 | ||
| 912 | |a GBV_ILN_161 | ||
| 912 | |a GBV_ILN_171 | ||
| 912 | |a GBV_ILN_187 | ||
| 912 | |a GBV_ILN_224 | ||
| 912 | |a GBV_ILN_250 | ||
| 912 | |a GBV_ILN_281 | ||
| 912 | |a GBV_ILN_285 | ||
| 912 | |a GBV_ILN_293 | ||
| 912 | |a GBV_ILN_370 | ||
| 912 | |a GBV_ILN_602 | ||
| 912 | |a GBV_ILN_702 | ||
| 936 | b | k | |a 31.04 |q ASE |
| 936 | b | k | |a 81.68 |q ASE |
| 951 | |a AR | ||
| 952 | |d 23 |j 2017 |e 2 |b 12 |c 06 |h 331-350 | ||
| author_variant |
r c rc |
|---|---|
| matchkey_str |
article:15731766:2017----::eeoigoieecigrcieclaoaiex |
| hierarchy_sort_str |
2017 |
| bklnumber |
31.04 81.68 |
| publishDate |
2017 |
| allfields |
10.1007/s10758-017-9319-y doi (DE-627)SPR013048619 (SPR)s10758-017-9319-y-e DE-627 ger DE-627 rakwb eng 510 ASE 31.04 bkl 81.68 bkl Callaghan, Ronel verfasserin aut Developing Mobile Teaching Practice: A Collaborative Exploration Process 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The goal of this research was to design a process to support the development of mobile teaching practice, embedded within the teaching and research activities in a Faculty of Education at a research-intensive university. Continuous developments in mobile learning create opportunities for teaching and learning, but also present challenges for educators to harness the possibilities of the medium and for the safe and accountable use of new technologies. This article describes the development of a collaborative exploration process by an interdisciplinary group of education researchers in the mobile teaching and learning field. The process was developed within an Education Living Lab, and was based on the knowledge utilisation theory of action that guides collaborating researchers and practitioners. Education researchers and pre-service student teachers participated in the research, described here as the case study of a project, during which the collaborative exploration process was designed and refined. The elements of the resulting collaborative exploration process are: a relevant driver for the project, and the four phases ‘explore’, ‘learn’, ‘adapt’ and ‘apply’. The driver is the focus topic of the research, and the phases in the process allow for collaborative activities during which the topic is investigated, while at the same time influencing the teaching, learning and research activities in the Faculty. A Faculty of Education can be a safe space where challenging aspects, such as mobile teaching and learning practices, can be investigated and developed. The proposed process can be applied to the practices of the Faculty, thus formalizing support for educators to explore teaching and learning possibilities; and to promote interdisciplinary collaborative research in the field. Future research can investigate the applicability of this collaborative exploration process for other challenging topics in educational practice and research. Collaborative exploration (dpeaa)DE-He213 Interdisciplinary research (dpeaa)DE-He213 Mobile learning (dpeaa)DE-He213 Researcher development (dpeaa)DE-He213 Teacher development (dpeaa)DE-He213 Enthalten in International journal of computers for mathematical learning Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 23(2017), 2 vom: 12. Juni, Seite 331-350 (DE-627)320441733 (DE-600)2005006-9 1573-1766 nnns volume:23 year:2017 number:2 day:12 month:06 pages:331-350 https://dx.doi.org/10.1007/s10758-017-9319-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-MAT SSG-OPC-ASE GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_120 GBV_ILN_138 GBV_ILN_152 GBV_ILN_161 GBV_ILN_171 GBV_ILN_187 GBV_ILN_224 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 31.04 ASE 81.68 ASE AR 23 2017 2 12 06 331-350 |
| spelling |
10.1007/s10758-017-9319-y doi (DE-627)SPR013048619 (SPR)s10758-017-9319-y-e DE-627 ger DE-627 rakwb eng 510 ASE 31.04 bkl 81.68 bkl Callaghan, Ronel verfasserin aut Developing Mobile Teaching Practice: A Collaborative Exploration Process 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The goal of this research was to design a process to support the development of mobile teaching practice, embedded within the teaching and research activities in a Faculty of Education at a research-intensive university. Continuous developments in mobile learning create opportunities for teaching and learning, but also present challenges for educators to harness the possibilities of the medium and for the safe and accountable use of new technologies. This article describes the development of a collaborative exploration process by an interdisciplinary group of education researchers in the mobile teaching and learning field. The process was developed within an Education Living Lab, and was based on the knowledge utilisation theory of action that guides collaborating researchers and practitioners. Education researchers and pre-service student teachers participated in the research, described here as the case study of a project, during which the collaborative exploration process was designed and refined. The elements of the resulting collaborative exploration process are: a relevant driver for the project, and the four phases ‘explore’, ‘learn’, ‘adapt’ and ‘apply’. The driver is the focus topic of the research, and the phases in the process allow for collaborative activities during which the topic is investigated, while at the same time influencing the teaching, learning and research activities in the Faculty. A Faculty of Education can be a safe space where challenging aspects, such as mobile teaching and learning practices, can be investigated and developed. The proposed process can be applied to the practices of the Faculty, thus formalizing support for educators to explore teaching and learning possibilities; and to promote interdisciplinary collaborative research in the field. Future research can investigate the applicability of this collaborative exploration process for other challenging topics in educational practice and research. Collaborative exploration (dpeaa)DE-He213 Interdisciplinary research (dpeaa)DE-He213 Mobile learning (dpeaa)DE-He213 Researcher development (dpeaa)DE-He213 Teacher development (dpeaa)DE-He213 Enthalten in International journal of computers for mathematical learning Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 23(2017), 2 vom: 12. Juni, Seite 331-350 (DE-627)320441733 (DE-600)2005006-9 1573-1766 nnns volume:23 year:2017 number:2 day:12 month:06 pages:331-350 https://dx.doi.org/10.1007/s10758-017-9319-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-MAT SSG-OPC-ASE GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_120 GBV_ILN_138 GBV_ILN_152 GBV_ILN_161 GBV_ILN_171 GBV_ILN_187 GBV_ILN_224 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 31.04 ASE 81.68 ASE AR 23 2017 2 12 06 331-350 |
| allfields_unstemmed |
10.1007/s10758-017-9319-y doi (DE-627)SPR013048619 (SPR)s10758-017-9319-y-e DE-627 ger DE-627 rakwb eng 510 ASE 31.04 bkl 81.68 bkl Callaghan, Ronel verfasserin aut Developing Mobile Teaching Practice: A Collaborative Exploration Process 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The goal of this research was to design a process to support the development of mobile teaching practice, embedded within the teaching and research activities in a Faculty of Education at a research-intensive university. Continuous developments in mobile learning create opportunities for teaching and learning, but also present challenges for educators to harness the possibilities of the medium and for the safe and accountable use of new technologies. This article describes the development of a collaborative exploration process by an interdisciplinary group of education researchers in the mobile teaching and learning field. The process was developed within an Education Living Lab, and was based on the knowledge utilisation theory of action that guides collaborating researchers and practitioners. Education researchers and pre-service student teachers participated in the research, described here as the case study of a project, during which the collaborative exploration process was designed and refined. The elements of the resulting collaborative exploration process are: a relevant driver for the project, and the four phases ‘explore’, ‘learn’, ‘adapt’ and ‘apply’. The driver is the focus topic of the research, and the phases in the process allow for collaborative activities during which the topic is investigated, while at the same time influencing the teaching, learning and research activities in the Faculty. A Faculty of Education can be a safe space where challenging aspects, such as mobile teaching and learning practices, can be investigated and developed. The proposed process can be applied to the practices of the Faculty, thus formalizing support for educators to explore teaching and learning possibilities; and to promote interdisciplinary collaborative research in the field. Future research can investigate the applicability of this collaborative exploration process for other challenging topics in educational practice and research. Collaborative exploration (dpeaa)DE-He213 Interdisciplinary research (dpeaa)DE-He213 Mobile learning (dpeaa)DE-He213 Researcher development (dpeaa)DE-He213 Teacher development (dpeaa)DE-He213 Enthalten in International journal of computers for mathematical learning Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 23(2017), 2 vom: 12. Juni, Seite 331-350 (DE-627)320441733 (DE-600)2005006-9 1573-1766 nnns volume:23 year:2017 number:2 day:12 month:06 pages:331-350 https://dx.doi.org/10.1007/s10758-017-9319-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-MAT SSG-OPC-ASE GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_120 GBV_ILN_138 GBV_ILN_152 GBV_ILN_161 GBV_ILN_171 GBV_ILN_187 GBV_ILN_224 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 31.04 ASE 81.68 ASE AR 23 2017 2 12 06 331-350 |
| allfieldsGer |
10.1007/s10758-017-9319-y doi (DE-627)SPR013048619 (SPR)s10758-017-9319-y-e DE-627 ger DE-627 rakwb eng 510 ASE 31.04 bkl 81.68 bkl Callaghan, Ronel verfasserin aut Developing Mobile Teaching Practice: A Collaborative Exploration Process 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The goal of this research was to design a process to support the development of mobile teaching practice, embedded within the teaching and research activities in a Faculty of Education at a research-intensive university. Continuous developments in mobile learning create opportunities for teaching and learning, but also present challenges for educators to harness the possibilities of the medium and for the safe and accountable use of new technologies. This article describes the development of a collaborative exploration process by an interdisciplinary group of education researchers in the mobile teaching and learning field. The process was developed within an Education Living Lab, and was based on the knowledge utilisation theory of action that guides collaborating researchers and practitioners. Education researchers and pre-service student teachers participated in the research, described here as the case study of a project, during which the collaborative exploration process was designed and refined. The elements of the resulting collaborative exploration process are: a relevant driver for the project, and the four phases ‘explore’, ‘learn’, ‘adapt’ and ‘apply’. The driver is the focus topic of the research, and the phases in the process allow for collaborative activities during which the topic is investigated, while at the same time influencing the teaching, learning and research activities in the Faculty. A Faculty of Education can be a safe space where challenging aspects, such as mobile teaching and learning practices, can be investigated and developed. The proposed process can be applied to the practices of the Faculty, thus formalizing support for educators to explore teaching and learning possibilities; and to promote interdisciplinary collaborative research in the field. Future research can investigate the applicability of this collaborative exploration process for other challenging topics in educational practice and research. Collaborative exploration (dpeaa)DE-He213 Interdisciplinary research (dpeaa)DE-He213 Mobile learning (dpeaa)DE-He213 Researcher development (dpeaa)DE-He213 Teacher development (dpeaa)DE-He213 Enthalten in International journal of computers for mathematical learning Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 23(2017), 2 vom: 12. Juni, Seite 331-350 (DE-627)320441733 (DE-600)2005006-9 1573-1766 nnns volume:23 year:2017 number:2 day:12 month:06 pages:331-350 https://dx.doi.org/10.1007/s10758-017-9319-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-MAT SSG-OPC-ASE GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_120 GBV_ILN_138 GBV_ILN_152 GBV_ILN_161 GBV_ILN_171 GBV_ILN_187 GBV_ILN_224 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 31.04 ASE 81.68 ASE AR 23 2017 2 12 06 331-350 |
| allfieldsSound |
10.1007/s10758-017-9319-y doi (DE-627)SPR013048619 (SPR)s10758-017-9319-y-e DE-627 ger DE-627 rakwb eng 510 ASE 31.04 bkl 81.68 bkl Callaghan, Ronel verfasserin aut Developing Mobile Teaching Practice: A Collaborative Exploration Process 2017 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Abstract The goal of this research was to design a process to support the development of mobile teaching practice, embedded within the teaching and research activities in a Faculty of Education at a research-intensive university. Continuous developments in mobile learning create opportunities for teaching and learning, but also present challenges for educators to harness the possibilities of the medium and for the safe and accountable use of new technologies. This article describes the development of a collaborative exploration process by an interdisciplinary group of education researchers in the mobile teaching and learning field. The process was developed within an Education Living Lab, and was based on the knowledge utilisation theory of action that guides collaborating researchers and practitioners. Education researchers and pre-service student teachers participated in the research, described here as the case study of a project, during which the collaborative exploration process was designed and refined. The elements of the resulting collaborative exploration process are: a relevant driver for the project, and the four phases ‘explore’, ‘learn’, ‘adapt’ and ‘apply’. The driver is the focus topic of the research, and the phases in the process allow for collaborative activities during which the topic is investigated, while at the same time influencing the teaching, learning and research activities in the Faculty. A Faculty of Education can be a safe space where challenging aspects, such as mobile teaching and learning practices, can be investigated and developed. The proposed process can be applied to the practices of the Faculty, thus formalizing support for educators to explore teaching and learning possibilities; and to promote interdisciplinary collaborative research in the field. Future research can investigate the applicability of this collaborative exploration process for other challenging topics in educational practice and research. Collaborative exploration (dpeaa)DE-He213 Interdisciplinary research (dpeaa)DE-He213 Mobile learning (dpeaa)DE-He213 Researcher development (dpeaa)DE-He213 Teacher development (dpeaa)DE-He213 Enthalten in International journal of computers for mathematical learning Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996 23(2017), 2 vom: 12. Juni, Seite 331-350 (DE-627)320441733 (DE-600)2005006-9 1573-1766 nnns volume:23 year:2017 number:2 day:12 month:06 pages:331-350 https://dx.doi.org/10.1007/s10758-017-9319-y lizenzpflichtig Volltext GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-MAT SSG-OPC-ASE GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_120 GBV_ILN_138 GBV_ILN_152 GBV_ILN_161 GBV_ILN_171 GBV_ILN_187 GBV_ILN_224 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 31.04 ASE 81.68 ASE AR 23 2017 2 12 06 331-350 |
| language |
English |
| source |
Enthalten in International journal of computers for mathematical learning 23(2017), 2 vom: 12. Juni, Seite 331-350 volume:23 year:2017 number:2 day:12 month:06 pages:331-350 |
| sourceStr |
Enthalten in International journal of computers for mathematical learning 23(2017), 2 vom: 12. Juni, Seite 331-350 volume:23 year:2017 number:2 day:12 month:06 pages:331-350 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
Collaborative exploration Interdisciplinary research Mobile learning Researcher development Teacher development |
| dewey-raw |
510 |
| isfreeaccess_bool |
false |
| container_title |
International journal of computers for mathematical learning |
| authorswithroles_txt_mv |
Callaghan, Ronel @@aut@@ |
| publishDateDaySort_date |
2017-06-12T00:00:00Z |
| hierarchy_top_id |
320441733 |
| dewey-sort |
3510 |
| id |
SPR013048619 |
| language_de |
englisch |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR013048619</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220111000802.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201005s2017 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s10758-017-9319-y</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR013048619</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s10758-017-9319-y-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">510</subfield><subfield code="q">ASE</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">31.04</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">81.68</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Callaghan, Ronel</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Developing Mobile Teaching Practice: A Collaborative Exploration Process</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2017</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract The goal of this research was to design a process to support the development of mobile teaching practice, embedded within the teaching and research activities in a Faculty of Education at a research-intensive university. Continuous developments in mobile learning create opportunities for teaching and learning, but also present challenges for educators to harness the possibilities of the medium and for the safe and accountable use of new technologies. This article describes the development of a collaborative exploration process by an interdisciplinary group of education researchers in the mobile teaching and learning field. The process was developed within an Education Living Lab, and was based on the knowledge utilisation theory of action that guides collaborating researchers and practitioners. Education researchers and pre-service student teachers participated in the research, described here as the case study of a project, during which the collaborative exploration process was designed and refined. The elements of the resulting collaborative exploration process are: a relevant driver for the project, and the four phases ‘explore’, ‘learn’, ‘adapt’ and ‘apply’. The driver is the focus topic of the research, and the phases in the process allow for collaborative activities during which the topic is investigated, while at the same time influencing the teaching, learning and research activities in the Faculty. A Faculty of Education can be a safe space where challenging aspects, such as mobile teaching and learning practices, can be investigated and developed. The proposed process can be applied to the practices of the Faculty, thus formalizing support for educators to explore teaching and learning possibilities; and to promote interdisciplinary collaborative research in the field. Future research can investigate the applicability of this collaborative exploration process for other challenging topics in educational practice and research.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Collaborative exploration</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Interdisciplinary research</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Mobile learning</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Researcher development</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teacher development</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">International journal of computers for mathematical learning</subfield><subfield code="d">Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996</subfield><subfield code="g">23(2017), 2 vom: 12. Juni, Seite 331-350</subfield><subfield code="w">(DE-627)320441733</subfield><subfield code="w">(DE-600)2005006-9</subfield><subfield code="x">1573-1766</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:23</subfield><subfield code="g">year:2017</subfield><subfield code="g">number:2</subfield><subfield code="g">day:12</subfield><subfield code="g">month:06</subfield><subfield code="g">pages:331-350</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://dx.doi.org/10.1007/s10758-017-9319-y</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_SPRINGER</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OPC-MAT</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OPC-ASE</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_32</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_90</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_100</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_120</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_138</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_152</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_171</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_187</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_224</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_250</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_281</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_702</subfield></datafield><datafield tag="936" ind1="b" ind2="k"><subfield code="a">31.04</subfield><subfield code="q">ASE</subfield></datafield><datafield tag="936" ind1="b" ind2="k"><subfield code="a">81.68</subfield><subfield code="q">ASE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">23</subfield><subfield code="j">2017</subfield><subfield code="e">2</subfield><subfield code="b">12</subfield><subfield code="c">06</subfield><subfield code="h">331-350</subfield></datafield></record></collection>
|
| author |
Callaghan, Ronel |
| spellingShingle |
Callaghan, Ronel ddc 510 bkl 31.04 bkl 81.68 misc Collaborative exploration misc Interdisciplinary research misc Mobile learning misc Researcher development misc Teacher development Developing Mobile Teaching Practice: A Collaborative Exploration Process |
| authorStr |
Callaghan, Ronel |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)320441733 |
| format |
electronic Article |
| dewey-ones |
510 - Mathematics |
| delete_txt_mv |
keep |
| author_role |
aut |
| collection |
springer |
| remote_str |
true |
| illustrated |
Not Illustrated |
| issn |
1573-1766 |
| topic_title |
510 ASE 31.04 bkl 81.68 bkl Developing Mobile Teaching Practice: A Collaborative Exploration Process Collaborative exploration (dpeaa)DE-He213 Interdisciplinary research (dpeaa)DE-He213 Mobile learning (dpeaa)DE-He213 Researcher development (dpeaa)DE-He213 Teacher development (dpeaa)DE-He213 |
| topic |
ddc 510 bkl 31.04 bkl 81.68 misc Collaborative exploration misc Interdisciplinary research misc Mobile learning misc Researcher development misc Teacher development |
| topic_unstemmed |
ddc 510 bkl 31.04 bkl 81.68 misc Collaborative exploration misc Interdisciplinary research misc Mobile learning misc Researcher development misc Teacher development |
| topic_browse |
ddc 510 bkl 31.04 bkl 81.68 misc Collaborative exploration misc Interdisciplinary research misc Mobile learning misc Researcher development misc Teacher development |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
cr |
| hierarchy_parent_title |
International journal of computers for mathematical learning |
| hierarchy_parent_id |
320441733 |
| dewey-tens |
510 - Mathematics |
| hierarchy_top_title |
International journal of computers for mathematical learning |
| isfreeaccess_txt |
false |
| familylinks_str_mv |
(DE-627)320441733 (DE-600)2005006-9 |
| title |
Developing Mobile Teaching Practice: A Collaborative Exploration Process |
| ctrlnum |
(DE-627)SPR013048619 (SPR)s10758-017-9319-y-e |
| title_full |
Developing Mobile Teaching Practice: A Collaborative Exploration Process |
| author_sort |
Callaghan, Ronel |
| journal |
International journal of computers for mathematical learning |
| journalStr |
International journal of computers for mathematical learning |
| lang_code |
eng |
| isOA_bool |
false |
| dewey-hundreds |
500 - Science |
| recordtype |
marc |
| publishDateSort |
2017 |
| contenttype_str_mv |
txt |
| container_start_page |
331 |
| author_browse |
Callaghan, Ronel |
| container_volume |
23 |
| class |
510 ASE 31.04 bkl 81.68 bkl |
| format_se |
Elektronische Aufsätze |
| author-letter |
Callaghan, Ronel |
| doi_str_mv |
10.1007/s10758-017-9319-y |
| dewey-full |
510 |
| title_sort |
developing mobile teaching practice: a collaborative exploration process |
| title_auth |
Developing Mobile Teaching Practice: A Collaborative Exploration Process |
| abstract |
Abstract The goal of this research was to design a process to support the development of mobile teaching practice, embedded within the teaching and research activities in a Faculty of Education at a research-intensive university. Continuous developments in mobile learning create opportunities for teaching and learning, but also present challenges for educators to harness the possibilities of the medium and for the safe and accountable use of new technologies. This article describes the development of a collaborative exploration process by an interdisciplinary group of education researchers in the mobile teaching and learning field. The process was developed within an Education Living Lab, and was based on the knowledge utilisation theory of action that guides collaborating researchers and practitioners. Education researchers and pre-service student teachers participated in the research, described here as the case study of a project, during which the collaborative exploration process was designed and refined. The elements of the resulting collaborative exploration process are: a relevant driver for the project, and the four phases ‘explore’, ‘learn’, ‘adapt’ and ‘apply’. The driver is the focus topic of the research, and the phases in the process allow for collaborative activities during which the topic is investigated, while at the same time influencing the teaching, learning and research activities in the Faculty. A Faculty of Education can be a safe space where challenging aspects, such as mobile teaching and learning practices, can be investigated and developed. The proposed process can be applied to the practices of the Faculty, thus formalizing support for educators to explore teaching and learning possibilities; and to promote interdisciplinary collaborative research in the field. Future research can investigate the applicability of this collaborative exploration process for other challenging topics in educational practice and research. |
| abstractGer |
Abstract The goal of this research was to design a process to support the development of mobile teaching practice, embedded within the teaching and research activities in a Faculty of Education at a research-intensive university. Continuous developments in mobile learning create opportunities for teaching and learning, but also present challenges for educators to harness the possibilities of the medium and for the safe and accountable use of new technologies. This article describes the development of a collaborative exploration process by an interdisciplinary group of education researchers in the mobile teaching and learning field. The process was developed within an Education Living Lab, and was based on the knowledge utilisation theory of action that guides collaborating researchers and practitioners. Education researchers and pre-service student teachers participated in the research, described here as the case study of a project, during which the collaborative exploration process was designed and refined. The elements of the resulting collaborative exploration process are: a relevant driver for the project, and the four phases ‘explore’, ‘learn’, ‘adapt’ and ‘apply’. The driver is the focus topic of the research, and the phases in the process allow for collaborative activities during which the topic is investigated, while at the same time influencing the teaching, learning and research activities in the Faculty. A Faculty of Education can be a safe space where challenging aspects, such as mobile teaching and learning practices, can be investigated and developed. The proposed process can be applied to the practices of the Faculty, thus formalizing support for educators to explore teaching and learning possibilities; and to promote interdisciplinary collaborative research in the field. Future research can investigate the applicability of this collaborative exploration process for other challenging topics in educational practice and research. |
| abstract_unstemmed |
Abstract The goal of this research was to design a process to support the development of mobile teaching practice, embedded within the teaching and research activities in a Faculty of Education at a research-intensive university. Continuous developments in mobile learning create opportunities for teaching and learning, but also present challenges for educators to harness the possibilities of the medium and for the safe and accountable use of new technologies. This article describes the development of a collaborative exploration process by an interdisciplinary group of education researchers in the mobile teaching and learning field. The process was developed within an Education Living Lab, and was based on the knowledge utilisation theory of action that guides collaborating researchers and practitioners. Education researchers and pre-service student teachers participated in the research, described here as the case study of a project, during which the collaborative exploration process was designed and refined. The elements of the resulting collaborative exploration process are: a relevant driver for the project, and the four phases ‘explore’, ‘learn’, ‘adapt’ and ‘apply’. The driver is the focus topic of the research, and the phases in the process allow for collaborative activities during which the topic is investigated, while at the same time influencing the teaching, learning and research activities in the Faculty. A Faculty of Education can be a safe space where challenging aspects, such as mobile teaching and learning practices, can be investigated and developed. The proposed process can be applied to the practices of the Faculty, thus formalizing support for educators to explore teaching and learning possibilities; and to promote interdisciplinary collaborative research in the field. Future research can investigate the applicability of this collaborative exploration process for other challenging topics in educational practice and research. |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_SPRINGER SSG-OPC-MAT SSG-OPC-ASE GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_31 GBV_ILN_32 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_69 GBV_ILN_70 GBV_ILN_73 GBV_ILN_74 GBV_ILN_90 GBV_ILN_95 GBV_ILN_100 GBV_ILN_105 GBV_ILN_120 GBV_ILN_138 GBV_ILN_152 GBV_ILN_161 GBV_ILN_171 GBV_ILN_187 GBV_ILN_224 GBV_ILN_250 GBV_ILN_281 GBV_ILN_285 GBV_ILN_293 GBV_ILN_370 GBV_ILN_602 GBV_ILN_702 |
| container_issue |
2 |
| title_short |
Developing Mobile Teaching Practice: A Collaborative Exploration Process |
| url |
https://dx.doi.org/10.1007/s10758-017-9319-y |
| remote_bool |
true |
| ppnlink |
320441733 |
| mediatype_str_mv |
c |
| isOA_txt |
false |
| hochschulschrift_bool |
false |
| doi_str |
10.1007/s10758-017-9319-y |
| up_date |
2024-07-03T17:06:43.618Z |
| _version_ |
1803578406201196544 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000caa a22002652 4500</leader><controlfield tag="001">SPR013048619</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20220111000802.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">201005s2017 xx |||||o 00| ||eng c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.1007/s10758-017-9319-y</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)SPR013048619</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(SPR)s10758-017-9319-y-e</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">eng</subfield></datafield><datafield tag="082" ind1="0" ind2="4"><subfield code="a">510</subfield><subfield code="q">ASE</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">31.04</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="084" ind1=" " ind2=" "><subfield code="a">81.68</subfield><subfield code="2">bkl</subfield></datafield><datafield tag="100" ind1="1" ind2=" "><subfield code="a">Callaghan, Ronel</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Developing Mobile Teaching Practice: A Collaborative Exploration Process</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2017</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Abstract The goal of this research was to design a process to support the development of mobile teaching practice, embedded within the teaching and research activities in a Faculty of Education at a research-intensive university. Continuous developments in mobile learning create opportunities for teaching and learning, but also present challenges for educators to harness the possibilities of the medium and for the safe and accountable use of new technologies. This article describes the development of a collaborative exploration process by an interdisciplinary group of education researchers in the mobile teaching and learning field. The process was developed within an Education Living Lab, and was based on the knowledge utilisation theory of action that guides collaborating researchers and practitioners. Education researchers and pre-service student teachers participated in the research, described here as the case study of a project, during which the collaborative exploration process was designed and refined. The elements of the resulting collaborative exploration process are: a relevant driver for the project, and the four phases ‘explore’, ‘learn’, ‘adapt’ and ‘apply’. The driver is the focus topic of the research, and the phases in the process allow for collaborative activities during which the topic is investigated, while at the same time influencing the teaching, learning and research activities in the Faculty. A Faculty of Education can be a safe space where challenging aspects, such as mobile teaching and learning practices, can be investigated and developed. The proposed process can be applied to the practices of the Faculty, thus formalizing support for educators to explore teaching and learning possibilities; and to promote interdisciplinary collaborative research in the field. Future research can investigate the applicability of this collaborative exploration process for other challenging topics in educational practice and research.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Collaborative exploration</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Interdisciplinary research</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Mobile learning</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Researcher development</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">Teacher development</subfield><subfield code="7">(dpeaa)DE-He213</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">Enthalten in</subfield><subfield code="t">International journal of computers for mathematical learning</subfield><subfield code="d">Dordrecht [u.a.] : Springer Science + Business Media B.V., 1996</subfield><subfield code="g">23(2017), 2 vom: 12. Juni, Seite 331-350</subfield><subfield code="w">(DE-627)320441733</subfield><subfield code="w">(DE-600)2005006-9</subfield><subfield code="x">1573-1766</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:23</subfield><subfield code="g">year:2017</subfield><subfield code="g">number:2</subfield><subfield code="g">day:12</subfield><subfield code="g">month:06</subfield><subfield code="g">pages:331-350</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://dx.doi.org/10.1007/s10758-017-9319-y</subfield><subfield code="z">lizenzpflichtig</subfield><subfield code="3">Volltext</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_SPRINGER</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OPC-MAT</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SSG-OPC-ASE</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_20</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_22</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_23</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_24</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_31</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_32</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_39</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_40</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_60</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_62</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_69</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_70</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_73</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_74</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_90</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_95</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_100</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_105</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_120</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_138</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_152</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_161</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_171</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_187</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_224</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_250</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_281</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_285</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_293</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_370</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_602</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_ILN_702</subfield></datafield><datafield tag="936" ind1="b" ind2="k"><subfield code="a">31.04</subfield><subfield code="q">ASE</subfield></datafield><datafield tag="936" ind1="b" ind2="k"><subfield code="a">81.68</subfield><subfield code="q">ASE</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">23</subfield><subfield code="j">2017</subfield><subfield code="e">2</subfield><subfield code="b">12</subfield><subfield code="c">06</subfield><subfield code="h">331-350</subfield></datafield></record></collection>
|
| score |
7.398221 |