@article{33227, author = {{Lenzen, M and Riehemann, S and Ulrich, Tanja}}, journal = {{Forschung Sprache 1}}, pages = {{3--20}}, title = {{{Bedarfsanalyse zur Genusförderung von Schülern - eine Fragebogenerhebung mit Lehrkräften im Förderschwerpunkt Sprache}}}, year = {{2021}}, } @inbook{34142, author = {{Kruse, Iris and Terhorst , Sarah}}, booktitle = {{Klangwelten für Kinder und Jugendliche. Hörmedien in ästhetischer, didaktischer und historischer Perspektive.}}, editor = {{Josting, Petra and Preis , Matthias}}, pages = {{245--259}}, publisher = {{Kopaed}}, title = {{{Starkes Mädchen, starke Stimme, viel Gefühl. Die erstaunlichen Abenteuer der Maulina Schmitt als Buch und Hörbuch in freier Lesezeit}}}, volume = {{21}}, year = {{2021}}, } @inbook{34269, author = {{Kruse, Iris}}, booktitle = {{Materialität des Schrifterwerbs. Herausforderungen für die Forschung zum Lesen- und Schreibenlernen}}, editor = {{Kruse, Norbert and Reichardt, Anke and Riegler, Susanne}}, pages = {{209--229}}, publisher = {{Erich Schmidt Verlag}}, title = {{{Im Modus der Anästhetik? - Vignettenbasierte Überlegungen zu lehrgangsgestütztem Anfangsunterricht}}}, year = {{2021}}, } @book{33182, author = {{Harmening, Anda-Lisa Martha Josephine Anna}}, publisher = {{Wilhelm Fink Verlag}}, title = {{{Schreiben im Angesicht des Todes. Poetologien des Sterbens von 1968 bis heute}}}, year = {{2021}}, } @inbook{34268, author = {{Kruse, Iris}}, booktitle = {{Materialität des Schrifterwerbs. Herausforderungen für die Forschung zum Lesen- und Schreibenlernen}}, editor = {{Kruse, Norbert and Reichardt, Anke and Riegler, Susanne}}, pages = {{209--229}}, publisher = {{Erich Schmidt Verlag}}, title = {{{): Im Modus der Anästhetik? - Vignettenbasierte Überlegungen zu lehrgangsgestütztem Anfangsunterricht}}}, year = {{2021}}, } @inbook{34266, author = {{Kruse, Iris}}, booktitle = {{Materialität des Schrifterwerbs. Herausforderungen für die Forschung zum Lesen- und Schreibenlernen}}, editor = {{Kruse, Norbert and Norbert, Anke and Riegler, Susanne }}, pages = {{209--229}}, publisher = {{Erich Schmidt Verlag}}, title = {{{Im Modus der Anästhetik? - Vignettenbasierte Überlegungen zu lehrgangsgestütztem Anfangsunterricht.}}}, year = {{2021}}, } @article{34486, abstract = {{In inklusiven Schulen wird zunehmend ein stärker individualisierter Unterricht verfolgt. Dieser sollte dem negativen Effekt der mittleren Leistung der Bezugsgruppe (z. B. Klasse, Schule) auf das Fähigkeitsselbstkonzept (FSK) von Schülerinnen aufgrund sozialer Vergleiche (Big-Fish-Little-Pond-Effekt [BFLPE]) entgegenwirken. Auch Vergleiche mit individuell gewählten Vergleichstargets könnten sich positiv auf das FSK auswirken. Auf Basis von N = 752 Fünftklässlerinnen aus 28 inklusiven Schulen (Alter: M(SD) = 10.28(0.53), 48 % weiblich) wurde der Effekt der mittleren Gruppenleistung (BFLPE), der Individualisierung im Unterricht und der Vergleich mit individuell ausgewählten Vergleichspartnerinnen – operationalisiert über die Leistungsdifferenz – auf das mathematische FSK geprüft. Die Ergebnisse von Mehrebenen-Regressionsanalysen zeigen einen BFLPE sowie einen signifikant positiven Effekt der Individualisierung im Unterricht. Der Effekt der Leistungsdifferenz zum individuellen Vergleichstarget wurde nicht signifikant. Die Ergebnisse werden bezüglich weiterführender Forschung und praktischer Implikationen zur Förderung eines positiven FSK von Schülerinnen diskutiert. Inclusive schools are increasingly pursuing more individualised instruction, which may counteract the negative effect of the mean performance of the reference group (e.g. class, school) on students’ self-concept of ability (SCA) based on social comparisons (Big-FishLittle-Pond-Effect [BFLPE]). In addition, comparisons with individually selected comparison targets could also have a positive effect on the SCA. Drawing in a sample of N = 752 fifth graders from 28 inclusive schools (age: M(SD) = 10.28(0.53), 48 % female), the effect of mean group performance (BFLPE), individualized instruction and comparisons with individually selected comparison targets - operationalized via the performance difference - on students’ mathematical SCA was examined. The results of multi-level regression analyses show a BFLPE and a significant positive effect of individualised instruction on students’ SCA. The effect of the performance difference to the individual comparison target was not significant. The results are discussed with respect to further research and practical implications for the promotion of a positive SCA in students }}, author = {{Gorges, Julia and Kurz, Katharina and Neumann, Phillip and Hesse, Franziska and Lütje-Klose, Birgit and Wild, Elke}}, issn = {{2512-0778}}, journal = {{Zeitschrift für Erziehungswissenschaft}}, keywords = {{BiFoKi, Inklusion, Fähigkeitsselbstkonzept, Selbstkonzept, Leistung, Leistungsentwicklung, Mehrebenenanalyse, BFLPE, Big-Fish-Little-Pond, Sonderpädagogischer Förderbedarf, Integration, Sekundarstufe, Bezugsnorm}}, title = {{{Der Fisch neben mir – der Einfluss von Individualisierung im Unterricht, sozialer und individueller Vergleiche auf das Fähigkeitsselbstkonzept von Fünftklässler*innen in inklusiven Schulen}}}, year = {{2021}}, } @inbook{34471, abstract = {{Inclusive education is about creating beneficial environments for all students (Booth & Ainscow, 2011). Within Germany, the role of special education within inclusive schools has been widely discussed in Germany (Powell et al., 2016). Educators worldwide consider collaborative teaching between special educators and general educators to be a fundamental precondition for inclusive education (Hoppey & McLeskey, 2014). The history of the German school system, however, is characterized by a rigorous division of special and regular schools that is reflective of broad divisions in teacher education. Since the ratification of the Convention on the Rights of Persons with Disabilities (CRPD) in Germany in 2009, more students with special educational needs, as well as special educators, have begun to attend and work in inclusive schools. While cooperation between general and special educators is a key to the development of inclusive schools, many teachers report that responsibilities are divided between special and general teachers, while various challenges exist regarding cooperation (Urban & Lütje-Klose, 2014). Nevertheless, dysfunctional cooperation can foster mechanisms of separation and exclusion even in “inclusive” settings (Idel et al., 2019). The present chapter offers a reflection on the different roles of special educators and the current state of research on interdisciplinary and multi professional cooperation in inclusive schools in Germany. It also provides a discussion of relevant implications for the development of inclusive schools and teacher training. }}, author = {{Neumann, Phillip and Lütje-Klose, Birgit}}, booktitle = {{International Perspectives on Inclusive Education}}, editor = {{Semon, Sarah and Lane, Danielle and Jones, Phyllis}}, isbn = {{978-1-83982-999-4}}, keywords = {{Kooperation, Inklusion, Sonderpädagogik, Schulentwicklung, Inclusion, Cooperation, Collaboration, Team-Teaching, International, Germany}}, pages = {{55--69}}, publisher = {{Emerald Publishing Limited}}, title = {{{Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany}}}, doi = {{10.1108/s1479-363620210000017007}}, volume = {{17}}, year = {{2021}}, } @inbook{34470, abstract = {{Quantitativ-empirische Forschungsarbeiten zu Effekten integrativer und inklusiver Settings weisen darauf hin, dass inklusive Settings nicht hinter separierenden zurückstehen bzw. ihnen teilweise sogar überlegen scheinen. Mit Blick auf konkrete Unterrichtsprozesse und unter Berücksichtigung qualitativ-empirischer Zugänge erhielten zuletzt Analysen zu (De)Kategorisierungen und (Re)Inszenierungen von Differenz zunehmend Einzug in Diskurse zu inklusivem Unterricht und in wenigen Fällen auch in fachdidaktische Auseinandersetzungen. Insgesamt erweist sich die Leistung von Schüler*innen bzw. damit verknüpfte Differenzkonstruktionen als der zentrale Anker in inklusiven Schulen und deren empirischer Erforschung. }}, author = {{Korff, Natascha and Neumann, Phillip}}, booktitle = {{Handbuch Schulforschung}}, editor = {{Hascher, Tina and Idel, Till-Sebastian and Helsper, Werner}}, isbn = {{978-3-658-24728-7}}, keywords = {{Inklusion, Unterricht, Gemeinsamer Unterricht, Differenzkonstruktionen, Sonderpädagogischer Förderbedarf, Kategorisierung}}, publisher = {{Springer VS}}, title = {{{Unterricht und Inklusion}}}, year = {{2021}}, } @inbook{26084, author = {{Mindt, Ilka and Rebekka, Schmidt}}, booktitle = {{Hochschule auf Abstand. Ein multiperspektivischer Zugang zur digitalen Lehre.}}, editor = {{Neiske, Iris and Osthushenrich, Judith and Schaper, Niclas and Trier, Ulrike and Vöing, Nerea}}, isbn = {{978-3-8394-5690-3}}, pages = {{117--140}}, publisher = {{transcript}}, title = {{{Student engagement in digitalen Lehr-Lern-Szenarien}}}, doi = {{10.14361/9783839456903-009}}, year = {{2021}}, } @article{32841, author = {{Albers, Timm and Filipiak, Agnes}}, journal = {{wbv}}, pages = {{67–78}}, title = {{{Internationalisierung in der inklusionsorientierten Lehrerbildung - ein Lehr- und Forschungsprojekt}}}, year = {{2021}}, } @inbook{33746, author = {{Zierau, Cornelia}}, booktitle = {{Germanistik und DaF in mehrsprachigen Kontexten. Sprachdidaktische, interkulturelle und systemorientierte Perspektiven}}, editor = {{Tahiri, Naima and Laasri, Mohammed and El Mtouni, Said and Jai-Mansouri, Rachid}}, location = {{Fès, Marokko}}, pages = {{117--134}}, publisher = {{Frank & Timme}}, title = {{{„welt-strolch macht links-shreibreform“ – Sprach- und Kulturreflexionen mit literarischen Texten in den Studiengängen Deutsch als Fremd- und Zweitsprache am Beispiel des deutsch-brasilianischen Autors Zé do Rock}}}, year = {{2021}}, } @misc{35027, author = {{Süßmann, Johannes}}, booktitle = {{Metzler Lexikon literarischer Symbole}}, editor = {{Butzer, Günter and Jacob, Joachim}}, isbn = {{978-3-476-04944-5}}, pages = {{112–114}}, publisher = {{J.B. Metzler}}, title = {{{[Art.] Donau}}}, doi = {{https://doi.org/10.1007/978-3-476-04945-2_4}}, year = {{2021}}, } @misc{34980, author = {{Süßmann, Johannes}}, booktitle = {{The Reception of Antiquity in the Age of Enlightenment. English Edition ed. by Christina C. Harker. Translated by Duncan Alexander Smart}}, editor = {{Jacob, Joachim and Süßmann, Johannes}}, isbn = {{978-90-04-33935-4}}, pages = {{187–191}}, publisher = {{Brill}}, title = {{{[Art.] Greek/Roman antithesis}}}, doi = {{http://dx.doi.org/10.1163/2468-3418_bnps12_COM_217830}}, volume = {{12}}, year = {{2021}}, } @misc{34978, author = {{Süßmann, Johannes}}, booktitle = {{The Reception of Antiquity in the Age of Enlightenment. English Edition ed. by Christina C. Harker. Translated by Duncan Alexander Smart}}, editor = {{Jacob, Joachim and Süßmann, Johannes}}, isbn = {{978-90-04-33935-4}}, pages = {{210–216}}, publisher = {{Brill}}, title = {{{[Art.] History, models of}}}, doi = {{http://dx.doi.org/10.1163/2468-3418_bnps12_COM_217160}}, volume = {{12}}, year = {{2021}}, } @book{34993, editor = {{Jacob, Joachim and Süßmann, Johannes}}, isbn = {{978-90-04-33935-4}}, publisher = {{Brill}}, title = {{{The Reception of Antiquity in the Age of Enlightenment. English edition ed. by Christina C. Harker. Translated by Duncan Alexander Smart}}}, doi = {{https://doi.org/10.1163/2468-3418-bnps12-all}}, volume = {{12}}, year = {{2021}}, } @book{35070, author = {{Hansen, Christin}}, title = {{{ »Wilde« im deutschen Identitätsdiskurs 1830–1870. Spuren des Exotischen im nationalen Denken und in kolonialen Bildern }}}, year = {{2021}}, } @article{28691, abstract = {{As a formal theory, Bundesen’s theory of visual attention (TVA) enables the estimation of several theoretically meaningful parameters involved in attentional selection and visual encoding. As of yet, TVA has almost exclusively been used in restricted empirical scenarios such as whole and partial report and with strictly controlled stimulus material. We present a series of experiments in which we test whether the advantages of TVA can be exploited in more realistic scenarios with varying degree of stimulus control. This includes brief experimental sessions conducted on different mobile devices, computer games, and a driving simulator. Overall, six experiments demonstrate that the TVA parameters for processing capacity and attentional weight can be measured with sufficient precision in less controlled scenarios and that the results do not deviate strongly from typical laboratory results, although some systematic differences were found.}}, author = {{Krüger, Alexander and Tünnermann, Jan and Stratmann, Lukas and Briese, Lucas and Dressler, Falko and Scharlau, Ingrid}}, issn = {{2543-8883}}, journal = {{Open Psychology}}, pages = {{1 -- 46}}, title = {{{TVA in the wild: Applying the theory of visual attention to game-like and less controlled experiments}}}, doi = {{10.1515/psych-2021-0001}}, volume = {{3}}, year = {{2021}}, } @article{28686, abstract = {{Visual salience is a key component of attentional selection, the process that guards the scarce resources needed for conscious recognition and perception. In previous works, we proposed a measure of visual salience based on a formal theory of visual selection. However, the strength of visual salience depends on the time course as well as local physical contrasts. Evidence from multiple experimental designs in the literature suggests that the strength of salience rises initially and declines after approximately 150 ms. The present article amends the theory-based salience measure beyond local physical contrasts to the time course of salience. It does so through a first experiment which reveals that—contrary to expectations—salience is not reduced during the first 150 ms after onset. Instead, the overall visual processing capacity is severely reduced, which corresponds to a reduced processing speed of all stimuli in the visual field. A second experiment confirms this conclusion by replicating the result. We argue that the slower stimulus processing may have been overlooked previously because the attentional selection mechanism had not yet been modeled in studies on the time course of salience.}}, author = {{Krüger, Alexander and Scharlau, Ingrid}}, issn = {{0340-0727}}, journal = {{Psychological Research}}, title = {{{The time course of salience: not entirely caused by salience}}}, doi = {{10.1007/s00426-020-01470-6}}, year = {{2021}}, } @article{29244, author = {{Tönnies, Merle and Sierz, Aleks}}, journal = {{Journal of Contemporary Drama in English}}, number = {{1}}, pages = {{20--42}}, publisher = {{DeGruyter}}, title = {{{‘Who’s Going to Mobilise Darkness and Silence?’ The Construction of Dystopian Spaces in Contemporary British Drama}}}, volume = {{9}}, year = {{2021}}, }