@misc{47318, author = {{Münzmay, Andreas and Berndt, Axel}}, publisher = {{Videomitschnitt, veröffentlicht im Youtube-Kanal “musikschafftwissen”}}, title = {{{Was ist eine Interpretationsedition?}}}, year = {{2023}}, } @inproceedings{58793, author = {{Wirth, Robert}}, booktitle = {{Aktuelle Politische Bildung im Englischunterricht: Mitdenken! Mitreden! Mitgestalten! }}, title = {{{Letting ‘someone else rule your land’? – the Scottish Quandary" / "Putting the ‘Great’ Back Into Great Britain}}}, year = {{2023}}, } @inproceedings{58794, author = {{Wirth, Robert}}, booktitle = {{Fachreferententagung}}, title = {{{Letting ‘someone else rule your land’? – the Scottish Quandary}}}, year = {{2023}}, } @article{48262, author = {{Jacke, Christoph and Flath, Beate}}, journal = {{Kulturpolitische Mitteilungen}}, number = {{Nr. III/2023}}, pages = {{84--85}}, title = {{{Popmusik- und Medienkulturen verstehen, erforschen und reflektieren. Studiengang "Populäre Musik und Medien" und Gründung des Forschungszentrums "C:POP".}}}, volume = {{182}}, year = {{2023}}, } @article{65191, author = {{Keuchen, Marion}}, journal = {{theo mag . tà katoptrizómena – Magazin für Kunst| Kultur | Theologie | Ästhetik. Filmische Passionen}}, pages = {{119--124}}, title = {{{Bist du eine Hauptfigur, eine Nebenfigur oder nur ein Outtake und nie im Bilde in deinem Leben? Sophie Linnenbaums Filme als Korrespondenz zwischen Film- und realen Welten }}}, volume = {{145}}, year = {{2023}}, } @article{53941, abstract = {{ Zusammenfassung: Kognitive Kommunikationsstörungen (Cognitive Communication Disorders = CCDs) bezeichnen kommunikative Beeinträchtigungen, die v. a. die kommunikativ-pragmatischen Fähigkeiten betreffen und primär durch begleitende kognitive Störungen, z. B. der Gedächtnis-, Aufmerksamkeits-, und exekutiven Planungsfunktionen bedingt sind. Eine besondere Rolle spielen außerdem Beeinträchtigungen Sozialer Kognition (z. B. Empathie, Theory of Mind). Somit fällt die Diagnostik und Behandlung der CCDs interdisziplinär in den Zuständigkeitsbereich der Klinischen Neuropsychologie und der Sprachtherapie. Ein internationales, interdisziplinäres Netzwerk, die sog. INCOG-Arbeitsgruppe, hat im Jahre 2023 aktualisierte, evidenzbasierte Empfehlungen zur Diagnostik und Behandlung von CCDs und begleitender soziokognitiver Störungen spezifisch nach mittelschweren bis schweren Schädel-Hirn-Traumata veröffentlicht. Diese sollen im vorliegenden Artikel zusammenfassend vorgestellt und kommentiert werden. Es werden erste Vorschläge zur konkreten interdisziplinären Zusammenarbeit von Klinischer Neuropsychologie und Sprachtherapie abgeleitet. }}, author = {{Thoma, Patrizia and Quinting, Jana and Jonas, Kristina and Regenbrecht, Frank and Schumacher, Rahel and Büttner-Kunert, Julia}}, issn = {{1016-264X}}, journal = {{Zeitschrift für Neuropsychologie}}, number = {{4}}, pages = {{211--223}}, publisher = {{Hogrefe Publishing Group}}, title = {{{Kurzfassung und interdisziplinäre Kommentierung der internationalen INCOG-2.0-Leitlinie „Kognitive Kommunikationsstörungen nach Schädelhirntrauma“}}}, doi = {{10.1024/1016-264x/a000383}}, volume = {{34}}, year = {{2023}}, } @inproceedings{53957, author = {{Lucas, Carolin Weiß and Rodrian, Kimberley and Kochs, Sophia and Schultze-Rhonhof, Mira and Schroeter, Catharina and Becker, Maura and Nettekoven, Charlotte and Loução, Ricardo and Pieczewski, Julia and Jonas, Kristina and Kocher, Martin and Wiewrodt, Dorothee and Löhr, Mario and Jungk, Christine and Goldbrunner, Roland}}, booktitle = {{Brain and Spine}}, issn = {{2772-5294}}, publisher = {{Elsevier BV}}, title = {{{A systematic approach to neurocognitive assessment for better detection and prevention of deficits in surgically treated brain tumours}}}, doi = {{10.1016/j.bas.2023.101858}}, volume = {{3}}, year = {{2023}}, } @proceedings{60754, editor = {{Nettekoven, C and Pieczewski, J and Jonas, Kristina and Neuschmelting, V and Grefkes, C and Goldbrunner, R and Lucas, C.W}}, title = {{{Ultra-short train TMS for more specific mapping of cortical language areas}}}, doi = {{https://doi.org/10.1016/j.bas.2023.102168}}, volume = {{3}}, year = {{2023}}, } @proceedings{60764, editor = {{Quinting, J and Jonas, Kristina and Stenneken, P}}, pages = {{S1,S20}}, title = {{{Kognitive Kommunikationsstörungen in der Neurorehabilitation – Herausforderungen und Chancen in Versorgung und Modelltheorie}}}, year = {{2023}}, } @article{65355, author = {{Quinting, J. and Stenneken, P. and Rubi-Fessen, I. and Jonas, Kristina}}, journal = {{Forum Logopädie}}, number = {{7}}, pages = {{14--19}}, title = {{{Diagnostik Subtiler Kognitiver Kommunikationsstörungen nach Schädel-Hirn-Trauma}}}, volume = {{37}}, year = {{2023}}, } @article{60690, author = {{Jaecks, P and Jonas, Kristina}}, journal = {{Aphasie und verwandte Gebiete}}, number = {{2}}, pages = {{28--43}}, title = {{{ Syntactic priming in sentence comprehension in aphasia}}}, volume = {{53}}, year = {{2023}}, } @misc{50370, author = {{Eickelmann, Birgit}}, title = {{{KI in der Schule und Bildungsgerechtigkeit. Blog-Beitrag im fiete.ai-Blog.}}}, year = {{2023}}, } @inproceedings{51091, author = {{Drossel, Kerstin and Friesen, S. and Phillips, M. and Forkosh, A. and Christensen, R. and Trevisan, O. and Shaffer, D.W. and Horikoshi, I.}}, booktitle = {{Moving forward to new educational realities in the digital era. Report of EDUsummIT 2023 }}, editor = {{Phillips, M. and Fisser, P.}}, location = {{Kyoto, Japan}}, pages = {{59--70}}, title = {{{Thematic Working Group 8 - Pedagogical Reasoning and Reflective Practice: Teacher's Professional Learning and Development (TLPD) in New Digital Realities}}}, year = {{2023}}, } @article{61522, abstract = {{Linseisen, Elisa, 2020: High Definiton: Medienphilosophisches Image Processing, Lüneburg.}}, author = {{Althoff, Sebastian}}, issn = {{1869-3016}}, journal = {{ZPTh – Zeitschrift für Politische Theorie}}, number = {{1+2}}, pages = {{327--331}}, title = {{{Das ‚Zu Viel‘ digitaler Bilder}}}, doi = {{10.3224/zpth.v13i1-2.18}}, volume = {{13}}, year = {{2023}}, } @inbook{45185, author = {{Hannebohm, Ronja}}, booktitle = {{Biopolitik(en) in Literatur, Film und Serie: Aushandlungs- und Reflexionsräume vom 18. Jahrhundert bis heute}}, editor = {{Hannebohm, Ronja and Harmening, Anda-Lisa}}, location = {{Paderborn}}, pages = {{17–36}}, publisher = {{Universitätsbibliothek Paderborn}}, title = {{{Biopolitik und Biopoethik: Modi der Aushandlung menschlichen Lebens in (Gegenwarts-)Literatur, Film und Serie}}}, doi = {{10.17619/UNIPB/1-1721}}, volume = {{4}}, year = {{2023}}, } @book{45184, editor = {{Hannebohm, Ronja and Harmening, Anda-Lisa Martha Josephine Anna}}, location = {{Paderborn}}, pages = {{297}}, publisher = {{Universitätsbibliothek Paderborn}}, title = {{{Biopolitik(en) in Literatur, Film und Serie: Aushandlungs- und Reflexionsräume vom 18. Jahrhundert bis heute}}}, doi = {{10.17619/UNIPB/1-1721}}, volume = {{4}}, year = {{2023}}, } @inbook{48381, author = {{Knoll, Lisa}}, booktitle = {{Soziologische Gegenwartsdiagnosen 3}}, editor = {{Farzin, Sina and Laux, Henning}}, isbn = {{9783658413279}}, pages = {{31–42}}, publisher = {{Springer Fachmedien Wiesbaden}}, title = {{{Die Rechtfertigung des Kapitalismus und die Kritik. Der neue Geist des Kapitalismus von Luc Boltanski und Ève Chiapello}}}, doi = {{10.1007/978-3-658-41328-6_4}}, year = {{2023}}, } @article{66479, abstract = {{Sense of belonging at school (SoBaS) is a basic requirement for every student and a major inclusivity goal for educational institutions. In the present study, we re- port on a self-evaluation of the Laborschule Bielefeld (LS; Germany) covering ­ SoBaS. LS is an inclusive experimental comprehensive school with more than for- ty years of experience concerning a non-segregative and diversity-friendly school culture. Based on propensity score matching, the study investigated whether the SoBaS scores of the students at this inclusive experimental school (N= 115) differ from the students visiting inclusive classes in regular state-run comprehensive schools (N= 2376). Furthermore, we examined the factors in the students’ educa- tional environment at LS that may potentially influence their SoBaS. The results indicate that the students attending the LS experienced a higher SoBaS. In additi- on, certain aspects of LS's teaching and interaction culture were identified as aus- picious factors for accomplishing high levels of students’ SoBaS.}}, author = {{Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}}, issn = {{1866-6671}}, journal = {{Journal for Educational Research Online}}, keywords = {{sense of belonging, inclusive education, secondary school, social-emotional needs}}, number = {{2}}, pages = {{250--273}}, publisher = {{Waxmann}}, title = {{{Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors}}}, doi = {{10.31244/jero.2023.02.06}}, volume = {{15}}, year = {{2023}}, } @article{31023, abstract = {{Research in inclusive education reveals multiple studies that explore the efforts of individual stakeholders to create an equitable educational experience for students with disabilities. However, these individual efforts are often examined discretely, compartmentalising the contributions of various stakeholders. As a consequence, the complex interplay between these contributions has not been fully explored, with the capacity for a rich network of support being assumed rather than explicitly constructed. This report draws on the personal reflections of nine academics in the field of inclusive education from Australia, Canada, Germany, Greece, Italy, and Switzerland. Serving as both contributors and participants, this study draws together their personal interpretations and their exper- tise regarding the value of collective and collaborative inclusive education. Inductive thematic analysis of participant reflections yielded the view that stakeholders working together within an educational setting, offers more effective and appropriate opportunities to support learners with additional needs.}}, author = {{Subban, Pearl and Bradford, Brent and Sharma, Umesh and Loreman, Tim and Avramidis, Elias and Kullmann, Harry and Sahli Lozano, Caroline and Romano, Alessandra and Woodcock, Stuart}}, journal = {{European Journal of Special Needs Education}}, keywords = {{Inclusive education, inclusive schools, school leadership, school community, village mindset}}, pages = {{291–302}}, title = {{{Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education}}}, doi = {{10.1080/08856257.2022.2059632}}, volume = {{37}}, year = {{2023}}, } @inproceedings{66907, author = {{Sahli Lozano, Caroline and Wüthrich, Caroline and Kullmann, Harry and Knickenberg, Margarita}}, location = {{Glasgow UK}}, title = {{{How do attitudes and self-efficacy predict teachers' intentions to teach in inclusive class-rooms? A Cross-national Comparison Across Five Countries}}}, year = {{2023}}, }