@article{34498,
  abstract     = {{Ample empirical research from regular school settings documents reciprocal effects between academic performance and academic self-concept of ability (ASC), supporting what is known as a reciprocal effects model (REM). The present article investigates a REM in the domain of reading performance in a sample of elementary students with special educational needs in learning (SEN-L) who received special educational support in exclusive versus inclusive settings (N = 446). In exclusive settings, SEN-L students attend special schools and are completely separated from regular students. By contrast, SEN-L students in inclusive settings attend regular schools and are educated in classes with regular students. In both settings, SEN-L students are not graded and taught based on individual learning goals, which may affect reciprocal effects between ASC and reading performance. In addition, given that special education for SEN-L students relies heavily on individual reference standards to evaluate performance, we tested individual performance growth of SEN-L students as a predictor of ASC. Analyses of a longitudinal dataset across 3rd and 4th grade revealed some cross-lagged effects and an effect of performance growth on ASC in exclusive settings in particular. The discussion focuses on the role of individualized instruction, grades, peer groups, and individual versus social reference standards for reciprocal effects between ASC and performance as well as practical implications.
}},
  author       = {{Gorges, Julia and Neumann, Phillip and Wild, Elke and Stranghöner, Daniela and Lütje-Klose, Birgit}},
  issn         = {{1041-6080}},
  journal      = {{Learning and Individual Differences}},
  keywords     = {{BiLieF, Special educational needs, Learning disability, Academic selfconcept of ability, Reciprocal effects model, Inclusive education}},
  pages        = {{11--20}},
  publisher    = {{Elsevier BV}},
  title        = {{{Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education}}},
  doi          = {{10.1016/j.lindif.2017.11.005}},
  volume       = {{61}},
  year         = {{2018}},
}

@article{34495,
  abstract     = {{In der Bielefelder Längsschnittstudie zum Lernen in inklusiven und exklusiven Förderarrangements (BiLieF) wurden die psychosoziale und die Leistungsentwicklung bei Kindern mit sonderpädagogischem Förderbedarf im Förderschwerpunkt „Lernen“ von der 3. bis zur 5. Klasse in unterschiedlichen Fördersettings untersucht. Die Ergebnisse quantitativer und qualitativer Zugänge zeigen, dass vor allem proximale Faktoren auf der Ebene der Einzelschule – weniger die Form der Beschulung – für die Entwicklung der Kinder relevant sind.
}},
  author       = {{Wild, Elke and Lütje-Klose, Birgit and Neumann, Phillip and Gorges, Julia}},
  issn         = {{0012-0731}},
  journal      = {{DDS – Die Deutsche Schule}},
  keywords     = {{BiLieF, Inklusion, sonderpädagogischer Förderbedarf, Grundschule, Wohlbefinden, Rollenausprägungen sonderpädagogischer Lehrkräfte}},
  number       = {{2}},
  pages        = {{109--123}},
  publisher    = {{Waxmann}},
  title        = {{{Die Bielefelder Längsschnittstudie zum Lernen in inklusiven und exklusiven Förderarrangements (BiLieF) – Zentrale Befunde}}},
  doi          = {{10.31244/dds.2018.02.02}},
  volume       = {{110}},
  year         = {{2018}},
}

@book{12755,
  abstract     = {{Part 1: Social Ontology in Edith Stein and Gerda Walther -- Chapter 1. The Role of Empathy in Experiencing Community (Antonio Calcagno) -- Chapter 2. Meaning of Individuals within Communities: Gerda Walther and Edith Stein on the Constitution of Social Communities (Julia M{\"u}hl) -- Chapter 3. Edith Stein on Social Ontology and the Constitution of Individual Moral Identity (William Tullius) -- Chapter 4. The Ontic-Ontological Aspects of Social Life. Edith Stein's Approach to the Problem (Anna Jani) -- Chapter 5. Starting from Husserl: Communal Life according to Edith Stein (Alice Togni) -- Chapter 6. The role of the intellectual in the social organism. Edith Stein's analyses between social ontology and philosophical anthropology (Martina Galvani) -- Chapter 7. The Phenomenology of Shared Emotions - Reassessing Gerda Walther (Thomas Szanto) -- Chapter 8. We-Experience - with Walther (Hans-Bernhard Schmid) -- Chapter 9. Gerda Walther between the phenomenology of mystics and the ontology of communities (Anna Piazza:) -- Chapter 10. Do We-Experiences Require an Intentional Object? On the Nature of Reflective Communities (Following Gerda Walther) (Sebastian Luft) -- Part2: The Ontology of Hedwig Conrad-Martius -- Chapter 11. Essence, Abyss, and Self - Hedwig Conrad-Martius on the Non-Spatial Dimensions of Being (Ronny Miron) -- Chapter 12. ``The reinstatement of the phenomenon''. Hedwig Conrad Martius and the meaning of ``being'' (Manuela Massa) -- Chapter 13. From Collectives to Groups - Sartre and Stein on Joint Action and Emotional Sharing (Gerhard Thonhauser) -- Chapter 14. Women as zoa politika, or: Why There Could Never Be a Women's Party. An Arendtian-Inspired Phenomenology of a Female Political Subject (Maria Robaszkiewicz) -- Chapter 15. Ontology is social. How Arendt Solves a Wittgensteinian Problem (Anna-Magdalena Schaupp) This edited volume examines women's voices in phenomenology, many of which had a formative impact on the movement but have be kept relatively silent for many years. It features papers that truly extend the canonical scope of phenomenological research. Readers will discover the rich philosophical output of such scholars as Edith Stein, Hedwig Conrad-Martius, and Gerda Walther. They will also come to see how the phenomenological movement allowed its female proponents to achieve a position in the academic world few women could enjoy at the time. The book explores the intersection of social ontology, phenomenology, and women scholars in phenomenology. The papers offer a fresh look at such topics as the nature of communities, shared values, feelings, and other mental content. In addition, coverage examines the contributions of Jewish women to the science, who were present at the beginning of the phenomenological movement. This remarkable anthology also features a paper on Gerda Walther written by Linda Lopez McAlister, former editor of the feminist journal Hypatia, who had met Walther in 1976. This book features work from the conference ``Women Phenomenologists on Social Ontology,'' held at the University of Paderborn. Overall, it collects profiles and analysis that unveil a hidden history of phenomenology}},
  editor       = {{Hagengruber, Ruth Edith}},
  isbn         = {{9783319978628}},
  keywords     = {{Europe, Central-History, Ontology, Phenomenology, Philosophy, Political science, Political science / Philosophy}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Women Phenomenologists on Social Ontology. Vol. 1. Women in the History of Philosophy and Sciences}}},
  doi          = {{10.1007/978-3-319-97861-1}},
  volume       = {{1}},
  year         = {{2018}},
}

@inbook{36085,
  author       = {{Kamp, Hermann}},
  booktitle    = {{La productivité d'une crise. Le règne de Louis le Pieux (814-840) et la transformation de l'Empire}},
  editor       = {{Depreux, Philippe  and Esders, Stefan}},
  pages        = {{129--156}},
  title        = {{{Der Frieden mit den Heiden. Die Karolinger, die dänischen Könige und die Seeräuber aus dem Norden}}},
  year         = {{2018}},
}

@inbook{36092,
  author       = {{Kamp, Hermann}},
  booktitle    = {{Akten der Internationalen Tagung, Brixen, Bischöfliche Hofburg und Cusanus-Akademie, 2. bis 5. September 2015}},
  editor       = {{Pfeiffer, Gustav}},
  pages        = {{287--308}},
  title        = {{{Formen und Funktionen der Burgkapelle im spätmittelalterlichen Herzogtum Burgund: Burgkapellen: Formen - Funktionen - Fragen}}},
  year         = {{2018}},
}

@inbook{36268,
  author       = {{Weber, Jutta}},
  booktitle    = {{Machine Learning – Medien, Infrastrukturen und Technologien der Künstlichen Intelligenz}},
  editor       = {{Engemann, Christoph and Sudmann, Andreas}},
  pages        = {{219--246}},
  publisher    = {{transcript}},
  title        = {{{Big Data-Kriege. Über Tötungslisten, Drohnen und die Politik der Datenbanken}}},
  year         = {{2018}},
}

@inbook{36267,
  author       = {{Weber, Jutta}},
  booktitle    = {{Körper, Materialitäten, Technologien}},
  editor       = {{von Bose, Käthe and Bublitz, Hannelore and Fuchs, Matthias and Weber, Jutta}},
  pages        = {{83--99}},
  publisher    = {{Fink}},
  title        = {{{Blackbox, Baukasten, Biomarker. Körperkonzepte in der Kontrollgesellschaft}}},
  year         = {{2018}},
}

@inbook{35218,
  author       = {{Lindmeier, C. and Laubenstein, Désirée and Guthöhrlein, K.}},
  booktitle    = {{ Empirisch-pädagogische Forschung in inklusiven Zeiten. Konzeptualisierung, Professionalisierung, Systementwicklung}},
  editor       = {{Walm, M. and Häcker, T. and Radisch, F. and Krüger, A.}},
  pages        = {{282--295}},
  publisher    = {{Klinkhardt}},
  title        = {{{Gelingensbedingungen des gemeinsamen Unterrichts an Schwerpunktschulen in Rheinland-Pfalz (GeSchwind). Ausgewählte Forschungsergebnisse}}},
  year         = {{2018}},
}

@inbook{35216,
  author       = {{Laubenstein, Désirée and Lindmeier, C.}},
  booktitle    = {{Inklusive Schul- und Unterrichtsentwicklung. Vom Anspruch zur erfolgreichen Umsetzung. }},
  editor       = {{Hellmich, F. and Görel, G. and Löper, M.F.}},
  pages        = {{26--41}},
  publisher    = {{Kohlhammer}},
  title        = {{{Inklusion an Schwerpunktschulen in Rheinland-Pfalz}}},
  year         = {{2018}},
}

@article{36269,
  author       = {{Weber, Jutta}},
  journal      = {{Degendering the Driver. Sonderausgabe „Transfers: Interdisciplinary Journal of Mobility Studies“ (Hg.: Jutta Weber/Fabian Kröger)}},
  pages        = {{15--23}},
  title        = {{{Introduction: Autonomous Driving and the Transformation of Car Culture}}},
  volume       = {{Vol. 8(1)}},
  year         = {{2018}},
}

@book{7063,
  editor       = {{Hagengruber, Ruth and Luft, Sebastian}},
  isbn         = {{978-3-319-97861-1}},
  issn         = {{2523-8760}},
  pages        = {{244}},
  publisher    = {{Springer International Publishing}},
  title        = {{{Women Phenomenologists on Social Ontology}}},
  doi          = {{10.1007/978-3-319-97861-1}},
  volume       = {{1}},
  year         = {{2018}},
}

@misc{36379,
  author       = {{Pöllmann, Andreas}},
  booktitle    = {{Ethnic and Racial Studies}},
  issn         = {{0141-9870}},
  keywords     = {{Sociology and Political Science, Anthropology, Cultural Studies}},
  number       = {{3}},
  pages        = {{490--492}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Strategies of segregation: race, residence, and the struggle for educational equality}}},
  doi          = {{10.1080/01419870.2018.1520274}},
  volume       = {{42}},
  year         = {{2018}},
}

@article{36400,
  abstract     = {{<jats:p>La provisión de oportunidades para el aprendizaje intercultural a través del contacto con “lo extranjero” es fundamental para el bienestar cultural, social y económico de los países multiculturales. El contexto mexicano es de particular interés tanto por su extraordinaria diversidad sociocultural como por sus niveles epidémicos de analfabetismo intercultural. Con base en una encuesta realizada a 189 estudiantes de la Escuela Normal Superior de México, el presente artículo explora (i) la importancia percibida del contacto con “lo extranjero” como parte de la formación magisterial, (ii) el interés existente por la participación en algún programa de intercambio internacional y (iii) el nivel de experiencias concretas con “lo extranjero”. A partir de una serie de estadísticas descriptivas –que demuestran las percepciones, intereses y experiencias de los futuros maestros de secundaria– se manifiesta la importancia de un mayor compromiso institucional y gubernamental con la formación intercultural del magisterio normalista.</jats:p>}},
  author       = {{Pöllmann, Andreas}},
  issn         = {{1607-4041}},
  journal      = {{Revista Electrónica de Investigación Educativa}},
  keywords     = {{Education}},
  number       = {{1}},
  publisher    = {{Revista Electronica de Investigacin Educativa}},
  title        = {{{La formación intercultural de los futuros maestros mexicanos de secundaria}}},
  doi          = {{10.24320/redie.2018.20.1.1461}},
  volume       = {{20}},
  year         = {{2018}},
}

@article{36392,
  author       = {{Pöllmann, Andreas}},
  issn         = {{2007-8110}},
  journal      = {{Cultura y Representaciones Sociales}},
  pages        = {{170--183}},
  publisher    = {{Universidad Nacional Autónoma de México}},
  title        = {{{Capital intercultural y posición socio-educacional: un análisis estadístico de las prácticas de lectura en idiomas extranjeros en la población alemana contemporánea}}},
  doi          = {{10.28965/2018-25-06}},
  year         = {{2018}},
}

@techreport{36411,
  author       = {{Becker, Rieke and Heidgen, Michael and Lauert, Markus and Witschel, Verena}},
  title        = {{{Tagungsbericht: Kulturen der Moral – Moral Cultures. Internationale und interdisziplinäre Tagung in Kooperation mit der DGEJ vom 19. bis 22. September 2018 an der Universität Paderborn.}}},
  year         = {{2018}},
}

@article{27119,
  abstract     = {{This article examines the normative roots of criteria used for the accreditation of study programs in German higher education based on the orders of worth framework by Boltanski and Thévenot (On justification. Economies of worth, Princeton University Press, Princeton, 2006). From 1999 to 2017, the criteria have been subject to continuous efforts of legitimation, especially by the German Länder, which are in charge of public higher education in Germany. The empirical analysis shows that industrial (e.g., ‘standardization’), civic (e.g., ‘gender justice and equal opportunities’), and civic-industrial (e.g., ‘employability’) codings are the core of accreditation criteria. The normativity of these criteria constitutes accreditation as a technical arrangement running (a) a structural program (e.g., qualifications of academic teachers, modularization of study programs, and quality management) and (b) a political program (e.g., diversity of students and system of studies). Based on the empirical analysis, it is concluded that X does not stand for the accreditation of quality X. X stands for the accreditation of X qualities for specific normative purposes via the higher education accreditation regime.}},
  author       = {{Schneijderberg, Christian and Steinhardt, Isabel}},
  issn         = {{0952-8733}},
  journal      = {{Higher Education Policy}},
  pages        = {{5--28}},
  title        = {{{Accreditation of X Qualities Instead of Quality X: A Normative Analysis of Criteria of the German Higher Education Accreditation Regime}}},
  doi          = {{10.1057/s41307-018-0111-y}},
  year         = {{2018}},
}

@article{43211,
  author       = {{Knoll, Lisa}},
  issn         = {{0023-2653}},
  journal      = {{KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie}},
  keywords     = {{Sociology and Political Science, Social Psychology}},
  number       = {{1}},
  pages        = {{117--138}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Social Impact Bonds und der Disput um die Wohlfahrt}}},
  doi          = {{10.1007/s11577-018-0541-y}},
  volume       = {{70}},
  year         = {{2018}},
}

@article{47625,
  author       = {{Althoff, Sebastian}},
  journal      = {{intermédialités. Histoire et théorie des art, des lettres et des techniques}},
  title        = {{{Inhabiting the Profile: Zach Blas’s Facial Weaponizaton Suite}}},
  doi          = {{10.7202/1058472ar}},
  volume       = {{32}},
  year         = {{2018}},
}

@book{47661,
  author       = {{Miggelbrink, Monique}},
  publisher    = {{transcript}},
  title        = {{{Fernsehen und Wohnkultur. Zur Vermöbelung von Fernsehgeräten in der BRD der 1950er- und 1960er-Jahre}}},
  year         = {{2018}},
}

@inbook{31147,
  author       = {{Schuster, Britt-Marie}},
  booktitle    = {{Nouveaux Cahiers d'Allemand. Revue de linguistique et de didactique}},
  keywords     = {{Textstilistik}},
  pages        = {{381–390}},
  title        = {{{Martin Luther – (auch) ein Erneuerer der Rhetorik?}}},
  volume       = {{4}},
  year         = {{2018}},
}