@inbook{33948,
  author       = {{Rumlich, Dominik}},
  booktitle    = {{Cognition and second language acquisition}},
  editor       = {{Piske, Thorsten and Steinlen, Anja}},
  pages        = {{219--244}},
  publisher    = {{Narr Francke Attempto}},
  title        = {{{Exploring the importance of prior knowledge and verbal cognitive abilities for foreign language learning}}},
  year         = {{2022}},
}

@article{25831,
  author       = {{Meer, Philipp and Hartmann, Johanna and Rumlich, Dominik}},
  journal      = {{Applied Linguistics}},
  number       = {{3}},
  pages        = {{538--562}},
  title        = {{{Attitudes of German high school students toward different varieties of English}}},
  doi          = {{10.1093/applin/amab046}},
  volume       = {{43}},
  year         = {{2022}},
}

@book{33944,
  editor       = {{Famula, Marta and Witschel, Verena}},
  publisher    = {{Brill | Fink}},
  title        = {{{Theater und Krise. Paradigmen der Störung in Dramentexten und Bühnenkonzepten nach 2000 (Marta Famula ist Herausgeberin der Schriftenreihe "Drama zwischen Text und Bühne" zus. mit Agata Mirecka und Paul Martin Langner)}}},
  volume       = {{1}},
  year         = {{2022}},
}

@article{33949,
  author       = {{Rumlich, Dominik}},
  journal      = {{Fremdsprachen Lehren und Lernen}},
  number       = {{2}},
  pages        = {{121}},
  title        = {{{Weniger Kompetenz, mehr Resonanz. Contra Position}}},
  volume       = {{51}},
  year         = {{2022}},
}

@inbook{34015,
  author       = {{Scharlau, Ingrid}},
  booktitle    = {{Reflexive Schreibwissenschaft}},
  editor       = {{Haacke-Werron, Stefanie and Karsten, Andrea and Scharlau, Ingrid}},
  pages        = {{147--152}},
  publisher    = {{WBV}},
  title        = {{{Hundertstelmillimeter}}},
  doi          = {{10.3278/9783763972524}},
  volume       = {{14}},
  year         = {{2022}},
}

@inbook{33415,
  author       = {{Schönhärl, Korinna and Osterloh-Konrad, Christine}},
  booktitle    = {{History and taxation. The dialectical relationship between taxation and the political balance of power: 2021 EATLP Congress Antwerp, 3-4 June 2021 }},
  editor       = {{Essers, Peter}},
  isbn         = {{ 9789087227753}},
  pages        = {{303–326}},
  title        = {{{Germany}}},
  year         = {{2022}},
}

@inbook{30948,
  author       = {{Tophinke, Doris}},
  booktitle    = {{Sprachdidaktik: Erstsprache, Zweitsprache, Fremdsprache}},
  editor       = {{Kilian, Jörg and Rymarczyk, Jutta}},
  title        = {{{Interpunktion}}},
  volume       = {{16}},
  year         = {{2022}},
}

@inbook{30949,
  author       = {{Tophinke, Doris}},
  booktitle    = {{Sprachdidaktik: Erstsprache, Zweitsprache, Fremdsprache}},
  editor       = {{Kilian, Jörg and Rymarczyk, Jutta}},
  title        = {{{Orthographie}}},
  volume       = {{16}},
  year         = {{2022}},
}

@article{30947,
  author       = {{Tophinke, Doris}},
  journal      = {{Praxis Deutsch}},
  number       = {{291}},
  pages        = {{26--33}},
  publisher    = {{Friedrich Verlag}},
  title        = {{{"Hätten Sie kurz Zeit für mich?" Den Konjunktiv gebrauchen (Basisartikel)}}},
  year         = {{2022}},
}

@book{30946,
  editor       = {{Tophinke, Doris}},
  title        = {{{Konjunktiv gebrauchen}}},
  year         = {{2022}},
}

@inbook{35745,
  author       = {{Öhlschläger, Claudia}},
  booktitle    = {{Inter- und transmediale Ästhetik bei Josef Winkler}},
  editor       = {{Bosse, Anke and Glinik, Christina and Lenhart, Elmar}},
  pages        = {{33--45}},
  publisher    = {{Metzler}},
  title        = {{{Schärfung der Sinne. Josef Winklers Mikroästhetik im Kontext kleiner Prosaformen der Moderne}}},
  year         = {{2022}},
}

@inbook{35731,
  author       = {{Öhlschläger, Claudia}},
  booktitle    = {{Das Italien des Alfred Andersch. Interkulturelle und intermediale Konstellationen}},
  editor       = {{Larcati, Arturo and Perrone Capano, Lucia}},
  pages        = {{157--168}},
  publisher    = {{Istituto Italiano di Studi Germanici}},
  title        = {{{Alfred Anderschs "Die Rote" mit Antonioni gelesen}}},
  year         = {{2022}},
}

@inbook{35874,
  abstract     = {{<jats:p>Inklusion ist als Thema aus dem deutschen Bildungssystem nicht mehr wegzudenken und trotzdem stellt sie weiterhin eine Herausforderung auf unterschiedlichen Ebenen dar. Die Qualifizierung der pädagogischen Fachkräfte ist dabei neben der Bereitstellung adäquater Rahmenbedingungen als ein besonders wichtiges Handlungsfeld zu betrachten. Die Bände der Reihe „Qualifizierung für Inklusion“ greifen den bestehenden Forschungs- und Entwicklungsbedarf auf und geben einen Überblick über die Ergebnisse der vom BMBF im Rahmen des Programms „Qualifzierung der pädagogischen Fachkräfte für inklusive Bildung“ geförderten Forschungsprojekte. Adressiert werden damit sowohl Wissenschaftler:innen als auch mit dem Themenfeld Inklusion befasste Personen und Institutionen der Aus-, Fort- und Weiterbildung, der Bildungsadministration und der Bildungspolitik. Der zweite Band der Reihe versammelt die Vorstellung von Projekten, Ergebnissen und Materialien, die sich dem Bildungsbereich der Grundschule zuordnen lassen. Die Reihe besteht aus drei weiteren Bänden, in denen die Ergebnisse zur Qualifizierung für Inklusion im Elementarbereich (Band 1), in der Sekundarstufe (Band 3) sowie in der Berufsschule, Hochschule und Erwachsenenbildung (Band 4) vorgestellt werden.</jats:p>}},
  author       = {{Franzen, Katja and Albers, Timm and Hellmich, Frank}},
  booktitle    = {{Qualifizierung für Inklusion. Grundschule}},
  editor       = {{Buchhaupt, Felix and Becker, Jonas and Katzenbach, Dieter and Lutz, Deborah and Strecker, Alica and Urban, Michael}},
  isbn         = {{9783830945130}},
  pages        = {{163--176}},
  publisher    = {{Waxmann}},
  title        = {{{Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht}}},
  doi          = {{10.31244/9783830995135}},
  volume       = {{2}},
  year         = {{2022}},
}

@article{35867,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Following the United Nations Convention on the Rights of Persons With Disabilities, questions concerning the joint education of students with and without special educational needs remain to be answered. Currently, there is a need for knowledge about the necessary conditions for a successful implementation of inclusive education. Thus, the aim of the present study is to identify conditions for the implementation of inclusion that are seen as necessary by primary school principals. Therefore, 32 primary school principals were interviewed. The results of the interview study reveal that factors like personnel, financial and material resources as well as building infrastructure in primary schools are seen as important requirements for the successful realisation of inclusive education. Apart from that, the importance of attitudes towards inclusion and sociopolitical conditions for the realisation of inclusion became apparent. Further conditions, which are mentioned from the interviewed principals’ point of view, are related to teacher training, appropriate class sizes and, for example, opportunities for exchanging information. The results of the study indicate that there are essential obstacles as perceived by primary school principals that can impede the implementation of inclusion in primary schools.</jats:p>}},
  author       = {{Görel, Gamze and Hellmich, Frank}},
  issn         = {{2515-0731}},
  journal      = {{Australasian Journal of Special and Inclusive Education}},
  keywords     = {{General Engineering}},
  number       = {{2}},
  pages        = {{127--137}},
  publisher    = {{Cambridge University Press (CUP)}},
  title        = {{{Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education}}},
  doi          = {{10.1017/jsi.2022.9}},
  volume       = {{46}},
  year         = {{2022}},
}

@inbook{35787,
  author       = {{Franzen, Katja and Moschner, Barbara and Hellmich, Frank}},
  booktitle    = {{Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung }},
  editor       = {{Müller, Thomas and Ratz, Christoph and Stein, Roland and Lüke, Carina}},
  pages        = {{334–340}},
  publisher    = {{Bad Heilbrunn}},
  title        = {{{Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften}}},
  year         = {{2022}},
}

@inbook{35832,
  author       = {{Löper, Marwin Felix and Hellmich, Frank}},
  booktitle    = {{Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung}},
  editor       = {{Müller, Thomas and Ratz, Christoph and Stein, Roland and Lüke, Carina}},
  pages        = {{372–378}},
  publisher    = {{Klinkhardt}},
  title        = {{{Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften}}},
  year         = {{2022}},
}

@book{35883,
  author       = {{Aroni, Katerina and Toulia, Anastasia and Alves, Sílvia Regina Gonçalves  and Hassani, Sepideh and Heidrich, Franziska Anna and Franzen, Katja and Görel, Gamze and Löper, Marwin Felix and Aguiar, Teresa and Silveira-Maia, Mónica and Sanches-Ferreira, Maria Manuela Pires Sanches and Hellmich, Frank and Schwab, Susanne and Avramidis, Ilias}},
  publisher    = {{Porto Polytechnic}},
  title        = {{{FRIEND-SHIP Intervention Program – The Handbook}}},
  year         = {{2022}},
}

@article{34468,
  abstract     = {{Multiprofessionelle Kooperation zwischen allgemeinen und sonderpädagogischen Lehrkräften und mit weiteren Fachkräften, u.a. der Schulsozialarbeit, der Schulpsychologie und mit Schulbegleitungen, gilt bei der Entwicklung inklusiver Schulen als zentrale Stellschraube. Dementsprechend wird Kooperation im Kontext Schule auch in der universitären Ausbildung von zukünftig miteinander kooperierenden Professionen sowie in Fortbildungen für Lehrkräfte und multiprofessionelle Teams verstärkt ins Blickfeld gerückt. Zugleich lässt sich beobachten, dass in inklusiven Schulen bislang vermeintlich klare Zuständigkeiten, insbesondere zwischen Sonder- und Sozialpädagog*innen, aufweichen und neu austariert werden müssen. Bei der Entwicklung multiprofessioneller Teams gilt die Klärung von Rollen und Aufgaben als eine besondere Herausforderung, wenn unterschiedliche Professionen mit unterschiedlichen institutionellen Anbindungen und pädagogischen Zielperspektiven oder Grundhaltungen mitei-nander kooperieren. Das vorgestellte Instrument – der Rollenhut – dient dazu, in multiprofessionellen Gruppen eine individuelle Reflexion über die eigenen Aufgaben anzustoßen und auf dieser Grundlage gemeinsam über die gegenseitigen Erwartungen und Rollen zu diskutieren. Das Instrument wurde im Kontext von Fortbildungen multiprofessioneller Teams an Schulen konzipiert und auch im Rahmen der universitären Lehrer*innenbildung erprobt.}},
  author       = {{Neumann, Phillip and Hopmann, Benedikt and Lütje-Klose, Birgit}},
  issn         = {{2625-0675}},
  journal      = {{Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion}},
  number       = {{1}},
  pages        = {{13--25}},
  title        = {{{Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen}}},
  doi          = {{10.11576/HLZ-4949}},
  volume       = {{5}},
  year         = {{2022}},
}

@article{34461,
  abstract     = {{Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources (resource-based goal conflict), or when two or more goals are incompatible in terms of goal attainment strategy or desired end states (inherent goal conflict). Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers’ (<jats:italic>N</jats:italic> = 302) goal conflicts on their autonomous (intrinsic and identified regulation) and controlled (introjected and extrinsic regulation) teaching motivation and tested the satisfaction of teachers’ basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource-based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers’ intraindividual goal conflicts.}},
  author       = {{Gorges, Julia and Neumann, Phillip and Störtländer, Jan Christoph}},
  issn         = {{1664-1078}},
  journal      = {{Frontiers in Psychology}},
  keywords     = {{General Psychology}},
  publisher    = {{Frontiers Media SA}},
  title        = {{{Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction}}},
  doi          = {{10.3389/fpsyg.2022.876521}},
  volume       = {{13}},
  year         = {{2022}},
}

@article{36133,
  abstract     = {{Considering students’ voices and perspectives is indispensable in educational contexts. Therefore, instruments of measurement that are reliable and valid and can be used easily without complications are needed in schools. The Perceptions of Inclusion Questionnaire (PIQ) is a short instrument used to assess three central dimensions of inclusion, namely emotional and social inclusion and academic self-concept. Previous evaluations indicate in general high psychometric properties. This study aimed to evaluate the construct validity of the three scales of the PIQ’s student version using different approaches in two samples from primary (grade 4, N = 721) and secondary (grade 7, N = 393) schools. The results of confirmatory factorial analyses confirmed the PIQ’s three factors in both samples which are also measurement equivalent across grades. Plausible correlations with additional divergent and convergent scales reveal that the PIQ measures the theoretically assumed constructs—emotional and social inclusion as well as academic self-concept—validly. }},
  author       = {{Knickenberg, Margarita and Zurbriggen, Carmen L. A. and Schwab, Susanne}},
  issn         = {{2158-2440}},
  journal      = {{SAGE Open}},
  keywords     = {{General Social Sciences, General Arts and Humanities}},
  number       = {{1}},
  publisher    = {{SAGE Publications}},
  title        = {{{Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings}}},
  doi          = {{10.1177/21582440221079896}},
  volume       = {{12}},
  year         = {{2022}},
}