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Introduction: This paper presents a scoping review of empirical German-language research concerning the professionalization of Physical Education Teachers (PETs) and Physical Education Teacher Education (PETE). This paper provides detailed insight into research activities in the field and gives recommendations for further research. It points out possible thematic, methodical and theoretical commonalities and divergences between German-speaking and international/Anglophone discourses, as well as shared challenges for future research. Methods: Using a scoping review methodology, the original framework was adjusted and extended to fit the needs of a transparent and substantiated inductive approach to thematic mapping. Based on a definition of research on PETE, we formulated inclusion and exclusion criteria and manually searched articles in six periodical German-language journals and conference proceedings. 160 empirical articles from the period 2010 to 2018 were selected. First, they were analyzed and charted in two stages. In a descriptive analysis following a deductive approach, the research field was mapped along with the categories chronological--numerical development, methods, samples, participants, authorship, and theoretical frameworks. In a thematic synthesis process following an inductive paradigm, a two-dimensional categorization system was developed along which the articles were charted. This system not only enables reporting about numerical findings but also provides information about the nature and interrelation of research domains and topics. Second, Anglophone literature reviews and handbook articles served as a point of reference to compare and discuss results from the German language to the Anglophone discourse. Special attention was given to thematic comparisons concerning similar and differing research trends and challenges. Results: The review shows research foci and identifiable gaps in accordance with present developments in educational policy as well as a significant increase in numerical output in the evaluated time period. While research on particular phases and moments of PETE gathered substantial insights, results especially regarding the understanding of long-term, biographical, professional developments of PETs are lacking in both research fields. To better understand long-term educational developments of PETs and how they are influenced remains the main challenge for future research. While German-language and Anglophone research cultures both come from their own historical, theoretical and methodological traditions, several attempts to open discourses concerning theoretical frameworks, methodological developments and research foci were revealed. One example is the development of qualitative methods to research implicit orientations and constructs, which originate from a shared qualitative history. This can potentially lead to a better understanding of educational processes and how these implicit constructs effect teaching. Discussion and conclusion: With finding and outlining commonalities and divergences between German-language and Anglophone research, this review provides a basis and status quo outlining possibilities for further research, cooperation and exchange. Moreover, similar trends and challenges were identified on a meta-level. Especially concerning theoretical backgrounds and methodical developments, the different research communities can further mutually improve each other and should enhance interaction and exchange. The results outline several possibilities for mutual enrichment.

"Phronesis," or practical wisdom developed through experience, is an Aristotelian concept that can shed light on the capacities of patients to make health-related decisions and engage in healthy behaviors. In this article, the authors develop a conceptual framework for understanding the role of "phronesis" in lifestyle change as well as its relationship to patient activation, which is considered to be a critical component of the Chronic Care Model and patient education in general. The authors develop the concept of "phronesis" by analyzing qualitatively the comments made by 35 participants working to manage chronic health issues in a weight-loss study. The authors iteratively coded transcribed passages of exit interviews for "phronesis" and patient activation. These passages provide experientially grounded content for evaluating the use of "phronesis" and its development among individuals engaging in lifestyle change. "Phronesis" is expressed in 31% of participant responses to questions regarding the relationship between the online lifestyle intervention, participant health, and participant readiness to engage in productive clinical encounters with health care practitioners. Of those responses, 73% express some level of patient activation. The authors conclude that "phronesis" may be an important new tool for understanding successful self-management support, with potential usefulness in the creation of tailored lifestyle interventions, the development of patient activation, and the ability of participants to enact health-related behaviors. (Contains 3 tables.)

Despite controversy regarding the classification and diagnostic status of hoarding disorder, there remains a paucity of research on the nosology of hoarding that is likely to inform the classification debate. The present investigation examined the latent structure of hoarding in three, large independent samples. Data for three well-validated measures of hoarding were subjected to taxometric procedures, including MAXimum EIGenvalue, Mean Above Minus Below A Cut, and Latent-Mode factor. Two symptom measures, one of which closely mirrors the proposed diagnostic criteria for hoarding disorder, and a measure of hoarding beliefs were analyzed. Sample 1 (n = 2,501) was representative of the general German population, while Samples 2 (n = 1,149) and 3 (n = 500) consisted of unselected undergraduate students. Findings across all three samples and taxometric procedures provided converging evidence that hoarding is best conceptualized as a dimensional construct, present in varying degrees in all individuals. Results have implications across research and treatment domains, particularly with respect to assessment approaches, treatment response determination, and policy decisions. These findings underscore the need for further investigations on the nosology of hoarding, to help validate this construct as we move forward with respect to our research and treatment efforts, as well as the potential inclusion of hoarding disorder in the "Diagnostic and Statistical Manual of Mental Disorders" (5th ed.; "DSM-5"; American Psychiatric Association, 2012). (Contains 2 tables and 3 figures.)

Many tinnitus sufferers believe that their tinnitus has an organic basis and thus seek medical rather than psychological treatments. Tinnitus has been found to be associated with negative appraisal, dysfunctional attention shift, and heightened psychophysiological arousal, so cognitive-behavioral interventions and biofeedback are commonly suggested as treatments. This study developed and investigated the efficacy of a biofeedback-based cognitive-behavioral treatment for tinnitus. In total, 130 tinnitus patients were randomly assigned to an intervention or a wait-list control group. Treatment consisted of 12 sessions of a biofeedback-based behavioral intervention over a 3-month period. Patients in the wait-list group participated in the treatment after the intervention group had completed the treatment. Results showed clear improvements regarding tinnitus annoyance, diary ratings of loudness, and feelings of controllability. Furthermore, changes in coping cognitions as well as changes in depressive symptoms were found. Improvements were maintained over a 6-month follow-up period in which medium-to-large effect sizes were observed. The treatment developed and investigated in this study is well accepted and leads to clear and stable improvements. Through demonstration of psychophysiological interrelationships, the treatment enables patients to change their somatic illness perceptions to a more psychosomatic point of view. (Contains 1 figure, 4 tables, and 1 footnote.)

Writing--and lots of it in all genres--is at the heart of the language arts curriculum and the skills of critical thinking that students need to develop to become prepared consumers and citizens. In this article, the author reflects on her growth as a writer and teacher, and offers an overview of what people know about writing, what they need to do it well, what the students need to learn to do it well, and what obstacles are challenging teachers' ability to make it happen. She also shares what she has learned from educators, philosophers, researchers, her students, and her own practice. (Contains 3 figures.)

Finding voice is often the most intimidating stumbling block to authentic writing in the classroom. Linda Rief offers insight into tapping students' passion and promoting personal responsibility for learning with her "quickwrites," and includes a checklist of ways to elicit writing that matters.

Describes how, after studying the Holocaust and other human-rights issues in their eighth-grade language-arts classes, students felt compelled to create a permanent memorial and reminder. Discusses how the project unfolded from finding and shaping an idea, collecting stories from around the nation, crafting the mosaic and the flower garden, and finding words for the experience in their writing. (SR)

States that students with Attention Deficit/Hyperactivity Disorder require a different sort of structured classroom environment, not necessarily a quiet or outwardly ordered one. Encourages teachers to offer students opportunities to talk and interact, to schedule frequent changes of activity, and to use instructional techniques that actively involve students. (MKA)

Portfolios give teachers insights into their students' growth not possible through traditional assessment measures. The portfolio concept is feasible if students become immersed in reading, writing, speaking, and listening and are given sufficient time, project choices, and positive reinforcement. Educators should nurture self-evaluation of writing and reading in progress. (MLH)

Reviews "The Community as Classroom" by Candida Gillis. Asserts that the book systematically shows how to take a segment of society--in this case, the elderly--and use that community in the language arts classroom. (MM)

Demonstrates a way to encourage students to take risks in their writing. (SR)