@article{66671, author = {{Gladow, Viviane and Buhl, Heike M.}}, journal = {{Frontiers in Education}}, title = {{{Partner models of explainers: a qualitative interview study}}}, doi = {{10.3389/feduc.2026.1891741}}, volume = {{11}}, year = {{2026}}, } @inproceedings{65398, author = {{Hellmich, Frank and Knickenberg, Margarita and Funk, Michael and Casamassima, Gianna and Löper, Marwin Felix}}, publisher = {{Polytechnic Porto (P.Porto)}}, title = {{{The role of social-emotional competencies for children’s cooperative learning processes in inclusive primary school classrooms. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. }}}, year = {{2026}}, } @inproceedings{65399, author = {{Löper, Marwin Felix and Hellmich, Frank}}, publisher = {{Polytechnic Porto (P.Porto)}}, title = {{{Predictors of primary school students’ prosocial behaviour toward peers with social-emotional difficulties in inclusive education: Insights from the Theory of Planned Behaviour. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. }}}, year = {{2026}}, } @article{66690, author = {{Scharlau, Ingrid}}, journal = {{Forschung und Lehre}}, number = {{8}}, pages = {{22--23}}, publisher = {{Deutscher Hochschulverband}}, title = {{{Krise oder Rekonfiguration?}}}, volume = {{33}}, year = {{2026}}, } @article{66705, abstract = {{This article examines the most frequently attributed statement of Jesus in the Qur’an, namely, ‘God is my Lord and your Lord’ (Q 19:36; Q 43:64; Q 3:51; Q 5:72; Q 5:117). It investigates the extent to which this formula is connected to Jesus’s words to Mary Magdalene on Easter morning in John 20:17. The analysis aims to show that the Qur’an critically engages with the Christian interpretive tradition surrounding this statement as recorded in John’s Gospel and adapts it – both contextually and verbally – within its own theological framework. As in the Christian tradition, this Qur’anic engagement also generates a broader discourse on the hermeneutics of scriptural interpretation.}}, author = {{Ghaffar, Zishan}}, issn = {{0959-6410}}, journal = {{Islam and Christian–Muslim Relations}}, keywords = {{Qur’an, John 20:17, Scriptural hermeneutics, Words of Jesus, Intertextuality}}, pages = {{1--17}}, publisher = {{Informa UK Limited}}, title = {{{The Words of Jesus and Scriptural Hermeneutics in the Qur’an}}}, doi = {{10.1080/09596410.2026.2705056}}, year = {{2026}}, } @article{65263, author = {{Fuchs, Christian}}, journal = {{tripleC: Communication, Capitalism & Critique}}, number = {{1}}, pages = {{141--199}}, title = {{{Digitaler Faschismus und digitaler Kapitalismus}}}, volume = {{24}}, year = {{2026}}, } @misc{66142, author = {{Fuchs, Christian and Museba, Joel and Friesch, Kevin}}, publisher = {{LibreCat University}}, title = {{{The Futures of Digital Democracy Survey (FDDS): Report and Analysis}}}, doi = {{10.5281/ZENODO.20753801}}, year = {{2026}}, } @article{64834, abstract = {{Empirical studies of the past three decades examining children’s written language acquisition suggest that students are sensitive to the acquisition of structural patterns even before the explicit teaching of orthographic phenomena. It can be assumed that structural complexity of the orthographic phenomena could be important for school acquisition processes. In the longitudinal study „Development of (Spelling) Writing from Primary to Secondary School“, the acquisition of orthographic regularities (e. g., spellings, double consonance) was documented for the first time throughout the entire primary school period. In this article, we focus on word spellings, which were assessed using picture-word writing at a total of 10 time points (three assessment points in the 1st and 2nd grades and two assessment points in the 3rd and 4th grades). The subject of the analysis are the language data of children who participated in all 10 time points (n=77). The data analysis aims to answer the question of the order in which orthographic regularities are acquired. In accordance with the above-mentioned assumption, the role of the structural complexity in the acquisition order will also be examined. To this end, the results will first be examined descriptively by calculating means and standard deviations. Subsequently, inferential statistical methods for comparing means (ANOVA and t-test) will be used to test the significance of the acquisition processes. The results show that children acquire the orthographic regularities in the following order: spellings in reduction syllables, syllable-initial in syllabic spellings, morphological spellings in consonantal derivation, spellings in main syllables, morphological spellings in vocalic derivation, and double consonance in syllabic spellings. Furthermore, double consonance and the syllable-initial are correctly realized first in syllabic and then in morphological spellings. Based on the results, the importance of structural complexity for spelling acquisition, for example with regard to syllabic and morphological spellings, as well as the implications of the results for teaching practice are discussed.}}, author = {{Drepper, Laura and Topalovic, Elvira}}, journal = {{Zeitschrift für germanistische Linguistik (ZGL)}}, number = {{2}}, pages = {{349--376}}, title = {{{Orthographie im Längsschnitt. Zur Rolle schriftstruktureller Komplexität bei Wortschreibungen. }}}, doi = {{10.1515/zgl-2026-3002}}, volume = {{54}}, year = {{2026}}, } @inproceedings{65234, author = {{Löper, Marwin Felix and Knickenberg, Margarita and Hellmich, Frank}}, publisher = {{University of Helsinki}}, title = {{{Predictors of primary school students’ prosocial behaviour toward peers with social-emotional difficulties in inclusive education: Insights from the Theory of Planned Behaviour. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”.}}}, year = {{2026}}, } @inproceedings{65235, author = {{Knickenberg, Margarita and Funk, Michael and Casamassima, Gianna and Löper, Marwin Felix and Hellmich, Frank}}, publisher = {{University of Helsinki}}, title = {{{Teachers’ conceptualizations of social-emotional competencies in cooperative learning: Insights from inclusive primary school classrooms. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”. }}}, year = {{2026}}, } @inproceedings{65233, author = {{Casamassima, Gianna and Funk, Michael and Knickenberg, Margarita and Löper, Marwin Felix and Grosche, M. and Zimmer, L. and Grüßing, M. and Wess, N. and Hellmich, Frank}}, publisher = {{University of Helsinki}}, title = {{{Social and emotional competencies for cooperative learning in inclusive primary education: A project overview. Poster Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”. }}}, year = {{2026}}, } @book{66749, editor = {{Klingsieck, Katrin B. and Koppenborg, Markus}}, isbn = {{9783662728994}}, publisher = {{Springer Berlin Heidelberg}}, title = {{{Prokrastination: Erkennen, Verstehen, Reduzieren}}}, doi = {{10.1007/978-3-662-72900-7}}, year = {{2026}}, } @inbook{66760, author = {{Knoll, Lisa}}, booktitle = {{Handbuch Organisationssoziologie}}, editor = {{Appelt, Maja and Bode, Ingo and Hasse, Raimund and Meyer, Uli and Groddeck , Victoria v. and Wilkesmann, Maximiliane and Windeler , Arnold}}, isbn = {{9783658159191}}, publisher = {{Springer Fachmedien Wiesbaden}}, title = {{{Organisationen, Konventionen und Kritik. Der französische Neopragmatismus in der Organisationsforschung}}}, doi = {{10.1007/978-3-658-15920-7_20}}, year = {{2026}}, } @inbook{66861, author = {{Mindt, Ilka}}, booktitle = {{Evolving Englishes}}, isbn = {{9781003522041}}, publisher = {{Routledge}}, title = {{{Authentic Englishes.nrw: Digital teaching and learning materials for varieties of English}}}, doi = {{10.4324/9781003522041-13}}, year = {{2026}}, } @article{66480, abstract = {{Background – This study draws on data from a larger international project exploring parents' perceptions of the education of their children with special educational needs and/or disabilities (SEND). Using responses from 1, 309 parents in Australia, England, Germany, and Norway it examines parental satisfaction with mainstream and special schools, and parents' school placement preferences, including willingness to change schools. Parental satisfaction is assessed as an overall evaluation of how well the child's school placement meets their needs, without distinguishing between specific aspects of the school experience. The study also explores whether the child's level of support is associated with these perceptions. Based on a human rights perspective, we highlight parents’ perspectives and their role in the development of more inclusive education systems, without promoting one model of schooling over another. Methods – Responses from 1, 309 parents across four countries were analysed using descriptive and inferential statistics. Non-parametric tests compared satisfaction across school types, chi-squared tests assessed associations with willingness to change schools, and binary logistic regression examined whether level of support was associated with parents' willingness to change school placement. Results – Parents in England, Germany, and Norway reported higher satisfaction with special schools than with mainstream schools. No statistically significant difference was observed in Australia. Parents of children in special schools were less likely to report considering changing schools, particularly in England and Norway. Higher pupil support needs were significantly associated with parents’ willingness to change school across the combined sample. These findings suggest that parental satisfaction with their child's education and their preferences regarding school placement may be shaped by both school type and how well pupils' support needs are perceived to be met. Discussion and conclusion – The role of parents as key stakeholders in developing inclusive education systems, consistent with the Convention on the Rights of Persons with Disabilities (CRPD) is emphasised. While parents in special schools in three of the four countries reported higher satisfaction, the reasons for this remain unclear. Understanding the factors shaping parental satisfaction is essential for developing inclusive and responsive learning environments. These findings offer a starting point for future research on how education systems can better align policy commitments with families’ lived experiences.}}, author = {{Johansson, Veslemøy Maria Fossum and Gibson, Suanne and Woodcock, Stuart and Dechsling, Anders and Kullmann, Harry and Herrebrøden, Marte Karoline and Ulriksen, Line Britt and Nordahl-Hansen, Anders}}, issn = {{2504-284X}}, journal = {{Frontiers in Education}}, keywords = {{human rights, inclusion, inclusive education, international study, parents, school development, special educational needs}}, publisher = {{Frontiers Media SA}}, title = {{{Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison}}}, doi = {{10.3389/feduc.2026.1710708}}, volume = {{11}}, year = {{2026}}, } @article{66888, abstract = {{Die digitale Transformation stellt Schulen vor große Herausforderungen. So weisen bisherige empirische Befunde auf erhebliche digitale Bildungsungleichheiten von Schüler*innen hin. Vor diesem Hintergrund wird die aktuelle soziale Strukturierung der fünf Dimensionen des Digital Divide in Deutschland auf Basis von ICILS 2023 analysiert. Die Ergebnisse verdeutlichen, dass in allen Dimensionen soziale Ungleichheiten bestehen. Schulen sollten diese aktiv adressieren.}}, author = {{Niemann, Jan and Eickelmann, Birgit and Drossel, Kerstin and Fliegner, Inessa}}, issn = {{0012-0731}}, journal = {{DDS – Die Deutsche Schule}}, number = {{3}}, pages = {{184--197}}, publisher = {{Waxmann}}, title = {{{Digitale Bildungsungleichheiten in Deutschland. Empirische Befunde zum Digital Divide auf Basis von ICILS 2023}}}, doi = {{10.31244/dds.2026.03.02}}, volume = {{118}}, year = {{2026}}, } @inbook{66886, author = {{Schroeter-Wittke, Harald and Kirsner, Inge and Fermor, Gotthard}}, booktitle = {{Let's Dance. Tanz als popkulturelles Phänomen}}, editor = {{Eggert, Barbara M. and Kirsner, Inge and Möller, Luis}}, isbn = {{978-3-658-51999-5}}, pages = {{V--VI}}, title = {{{Grußwort für den Sammelband Let's dance}}}, year = {{2026}}, } @inbook{66887, author = {{Schroeter-Wittke, Harald}}, booktitle = {{Let's Dance. Tanz als popkulturelles Phänomen}}, isbn = {{978-3-658-51999-5}}, pages = {{3--25}}, title = {{{Let's Dance! Aufforderungen zum Tanz im Christentum}}}, year = {{2026}}, } @inproceedings{66917, author = {{Scholl , Daniel and Vogelsang, Christoph and Meier, Jana and Küth, Simon}}, location = {{München}}, title = {{{Mehr Tiefe durch Struktur? – Effekte modellbasierter Leitfragen auf die Qualität mündlicher Reflexionen bei (angehenden) Lehrkräften.}}}, year = {{2026}}, } @inproceedings{66919, author = {{Meier, Jana and Vogelsang, Christoph}}, location = {{München}}, title = {{{Sinnvolle Ergänzung oder bewusster Bruch? – Tätigkeitsfelder und Evaluationsergebnisse zum Berufsfeldpraktikum in der Lehramtsausbildung }}}, year = {{2026}}, }