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Hellmich, F. (2005). Was bedeuten die IGLU-Befunde für das Lehren und Lernen in der Grundschule? In F. Hellmich (Ed.), Lehren und Lernen nach IGLU – Beiträge zum Grundschulunterricht (pp. 13–29). BIS.
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Hellmich, F. (2005). What about Rituale im Grundschulunterricht? In I. Bohlen (Ed.), Rituale im Grundschulunterricht (p. 4). Didaktisches Zentrum (Oldenburger VorDrucke 514).
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Hellmich, F., Abt, M., &; Bruns, H. (2005). eUnd alles wird anders werden!“3 Vorstellungen von Kindergartenkindern über `Schule´. Didaktisches Zentrum (Oldenburger VorDrucke 509).
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Steckmann, J., &; Hellmich, F. (2005). Zu den gegenwärtigen Bildungschancen von Kindern mit Migrationshintergrund. In F. Hellmich (Ed.), Lehren und Lernen nach IGLU - Grundschulunterricht heute (pp. 103–115). BIS.
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Olderog, E.-R., &; Wehrheim, H. (2005). Specification and (property) inheritance in CSP-OZ. Sci. Comput. Program., (1–3), 227--257.https://doi.org/10.1016/j.scico.2004.05.017 
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Rasch, H., &; Wehrheim, H. (2005). Checking the Validity of Scenarios in UML Models. In M. Steffen &; G. Zavattaro (Eds.), Formal Methods for Open Object-Based Distributed Systems, 7th IFIP WG 6.1 International Conference, FMOODS 2005, Athens, Greece, June 15-17, 2005, Proceedings (pp. 67--82).https://doi.org/10.1007/11494881_5 
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Brückner, I., &; Wehrheim, H. (2005). Slicing an Integrated Formal Method for Verification. In K.-Kiu Lau &; R. Banach (Eds.), Formal Methods and Software Engineering, 7th International Conference on Formal Engineering Methods, ICFEM 2005, Manchester, UK, November 1-4, 2005, Proceedings (pp. 360--374).https://doi.org/10.1007/11576280_25 
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Derrick, J., &; Wehrheim, H. (2005). Non-atomic Refinement in Z and CSP. In H. Treharne, S. King, M. C. Henson, &; S. A. Schneider (Eds.), ZB 2005: Formal Specification and Development in Z and B, 4th International Conference of B and Z Users, Guildford, UK, April 13-15, 2005, Proceedings (pp. 24--44).https://doi.org/10.1007/11415787_3 
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Gries, T. (2005). Endogenous Formation of Regions in Developing Countries. Journal of Development Perspective, 1(1), 29–62.
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Gries, T., &; Jungblut, S. (2005). Employment Effects of Foreign Direct Investments - A Theoretical Analysis with Heterogenous Labour. In B. M. Gilroy, T. Gries, &; W. A. Naudé (Eds.), Multinational Enterprises, Foreign Direct Investment and Growth in Africa: South-African Perspectives (pp. 229–245). Heidelberg: Physica-Verlag.
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Gries, T., &; Naudé, W. (2005). On Global Economic Growth and the Prospects for Africa to Catch Up. In B. M. Gilroy, T. Gries, &; W. A. Naudé (Eds.), Multinational Enterprises, Foreign Direct Investment and Growth in Africa: South African Perspectives (pp. 7–36). Heidelberg: Physica-Verlag.
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Gries, T., Gilroy, B. M., &; Naudé, W. A. (2005). Multinational Enterprises, Foreign Direct Investment and Growth in Africa: South African Perspectives. Heidelberg: Physica-Verlag.
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Harteis, C., Bauer, J., Festner, D., Gruber, H., &; Heid, H. (2005). Employment Between Economic and Educational Considerations: How Employees Decide in Dilemma Situations. In H. Gruber, C. Harteis, R. Mulder, &; M. Rehrl (Eds.), Bridging individual, organisational, and cultural aspects of professional learning (pp. 275–290). Regensburg: Roderer.
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Harteis, C., &; Gruber, H. (2005). Learning from Mistakes: An Interview-study in German Enterprises; Paper Presented at the 86th Annual Meeting of the American Educational Research Association, Montreal, Canada. AERA.
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Heid, H., &; Harteis, C. (Eds.). (2005). Verwertbarkeit - ein Qualitätskriterium (erziehungs-)wissenschaftlichen Wissens? Wiebaden: VS Verlag für Sozialwissenschaften.
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Gruber, H., Harteis, C., &; Rehrl, M. (2005). Arbeiten und Lernen zugleich? Die Analyse von Professional Learning. Blick in Die Wissenschaft, (17), 18--25.
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