@inproceedings{38166,
  author       = {{Görel, Gamze and Hellmich, Frank and Schwab, Susanne}},
  publisher    = {{Universität Basel/Fachhochschule Nordwestschweiz}},
  title        = {{{Einstellungen zur Inklusion und die Vorstellungen über die Gestaltung inklusiver Schulen. Posterpräsentation: 50. Arbeitstagung der Sektion Sonderpädagogik der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE)}}},
  year         = {{2015}},
}

@inproceedings{38169,
  author       = {{Hellmich, Frank and Görel, Gamze}},
  publisher    = {{Universität Kiel/IPN Kiel}},
  title        = {{{ Self-efficacy and experience in joint education as prerequisites of primary school teachers` attitudes toward inclusion. Vortrag: Eighth SELF Biennial International Conference. Thema: "SELF – Driving positive psychology and well-being"}}},
  year         = {{2015}},
}

@inproceedings{38168,
  author       = {{Görel, Gamze and Hellmich, Frank and Schwab, Susanne}},
  title        = {{{ Prerequisites of primary school teachers` attitudes toward inclusion. Vortrag im Rahmen des Symposiums "Attitudes of students, teachers and headmasters towards inclusion of pupils with SEN" (Chairs: Bettina Amrhein, Birgit Lütje-Klose, Bettina Streese). ECER 2015 (European Conference on Educational Research)}}},
  year         = {{2015}},
}

@inproceedings{38171,
  author       = {{Blumberg, Eva and Hellmich, Frank and Fromme, Theresa}},
  publisher    = {{Universität Kiel/IPN Kiel}},
  title        = {{{Fostering primary school children`s motivational and self-related outcomes in inclusive primary science education. Posterpräsentation: Eighth SELF Biennial International Conference. Thema: "SELF – Driving positive psychology and well-being"}}},
  year         = {{2015}},
}

@inproceedings{38172,
  author       = {{Blumberg, Eva and Hellmich, Frank and Fromme, Theresa}},
  publisher    = {{University of Helsinki}},
  title        = {{{Fostering inclusive learning in adaptive learning environments for primary science education. Posterpräsentation auf der 11th Conference of the European Science Education Research Association (ESERA)}}},
  year         = {{2015}},
}

@inproceedings{38173,
  author       = {{Blumberg, Eva and Hellmich, Frank and Fromme, Theresa}},
  title        = {{{Fostering inclusive learning in primary science education emphasizing activity and cooperation. Präsentation auf der 16th Biennial EARLI Conference for Research on Learning and Instruction}}},
  year         = {{2015}},
}

@inbook{36403,
  abstract     = {{Nachbarschaft erfährt aktuell in nationalen wie regionalen Programmen, in städtischen Leitpapieren und kommunalen Initiativen eine Hochkonjunktur. Ihr wird für die Erlangung von Gemeinschaft(en) im Lokalen eine besondere Rolle zugesprochen und sie kann – so die dominierende Vorstellung der Programme und Initiativen – durch professionelle Gestaltung angeregt bzw. initiiert werden. Das Buch macht sich auf die Spurensuche nach Nachbarschaftskonzepten und -thematisierungen, ordnet diese in aktuelle theoretische Vergemeinschaftungsdiskurse ein und eröffnet mit dem Konzept der Sozialen Nachbarschaften Perspektiven für Nachbarschaftspolitiken und die professionelle Arbeit mit bzw. in Nachbarschaften.}},
  author       = {{Landhäußer, Sandra}},
  booktitle    = {{Soziale Nachbarschaften: Geschichte, Grundlagen, Perspektiven}},
  editor       = {{Reutlinger,  Christian and Stiehler,  Steve and  Lingg,  Eva }},
  isbn         = {{ISBN-13 978-3531184401}},
  keywords     = {{Soziale Nachbarschaften, Nachbarschaftsthematisierungen}},
  pages        = {{169--175}},
  publisher    = {{Springer VS}},
  title        = {{{Soziales Kapital und Nachbarschaft}}},
  year         = {{2015}},
}

@article{35789,
  author       = {{Landhäußer, Sandra and Faas, Stefan}},
  journal      = {{Neue Aufmerksamkeiten für Familie}},
  number       = {{Sonderheft 12}},
  publisher    = {{neue praxis}},
  title        = {{{Zur Neuthematisierung von Familie als Erziehungs- und Bildungsort : Konsequenzen und Herausforderungen für Eltern- und Familienbildung}}},
  year         = {{2015}},
}

@inbook{41201,
  author       = {{Ahlers, Michael and Seifert, Andreas}},
  booktitle    = {{Jahrbuch der deutschen Gesellschaft für Musikpsychologie}},
  editor       = {{Auhagen, Wolfgang and Bullerjahn, Claudia and von Georgi, Richard}},
  publisher    = {{Hogrefe}},
  title        = {{{Zur Erfassung musiksprachlicher Kompetenzen in textbasierten Instrumenten.}}},
  year         = {{2015}},
}

@article{41209,
  author       = {{Watson, Christina and Seifert, Andreas and Schaper, Niclas}},
  journal      = {{Lehrerbildung auf dem Prüfstand}},
  number       = {{2}},
  pages        = {{135--164}},
  title        = {{{Institutionelle Lerngelegenheiten und bildungswissenschaftliches Wissen angehender Lehrkräfte – Ergebnisse einer Studie zur Wirksamkeit des bildungswissenschaftlichen Studiums in Bachelorstudiengängen.}}},
  volume       = {{8}},
  year         = {{2015}},
}

@article{41207,
  author       = {{Stiel, Stephanie and Heckel, Maria and Seifert, Andreas and Frauendorf, Tobias and Hanke, Roland Martin and Ostgathe, Christoph}},
  journal      = {{BioMedCentral Palliative Care}},
  title        = {{{Comparison of terminally ill cancer- vs. non-cancer patients in specialized palliative home care in Germany – a single service analysis.}}},
  year         = {{2015}},
}

@inproceedings{41394,
  author       = {{Seifert, Andreas and Festner, Dagmar}},
  booktitle    = {{1. Internationaler Kongress „Lernen in der Praxis}},
  location     = {{Brugg-Windisch}},
  title        = {{{Evaluation der Einführung des Praxissemesters am Standort Paderborn – Konzeption und erste Ergebnisse.}}},
  year         = {{2015}},
}

@article{17189,
  abstract     = {{Alignment is a phenomenon observed in human conversation: Dialog partners' behavior converges in many respects. Such alignment has been proposed to be automatic and the basis for communicating successfully. Recent research on human-computer dialog promotes a mediated communicative design account of alignment according to which the extent of alignment is influenced by interlocutors' beliefs about each other. Our work aims at adding to these findings in two ways. (a) Our work investigates alignment of manual actions, instead of lexical choice. (b) Participants interact with the iCub humanoid robot, instead of an artificial computer dialog system. Our results confirm that alignment also takes place in the domain of actions. We were not able to replicate the results of the original study in general in this setting, but in accordance with its findings, participants with a high questionnaire score for emotional stability and participants who are familiar with robots align their actions more to a robot they believe to be basic than to one they believe to be advanced. Regarding alignment over the course of an interaction, the extent of alignment seems to remain constant, when participants believe the robot to be advanced, but it increases over time, when participants believe the robot to be a basic version.}},
  author       = {{Vollmer, Anna-Lisa and Rohlfing, Katharina and Wrede, Britta and Cangelosi, Angelo}},
  issn         = {{1875-4791}},
  journal      = {{International Journal of Social Robotics}},
  keywords     = {{learning, Human-robot interaction, Alignment, Robot social, Action understanding}},
  number       = {{2}},
  pages        = {{241--252}},
  publisher    = {{Springer-Verlag}},
  title        = {{{Alignment to the Actions of a Robot}}},
  doi          = {{10.1007/s12369-014-0252-0}},
  volume       = {{7}},
  year         = {{2015}},
}

@inbook{17191,
  author       = {{Rohlfing, Katharina and Grimminger, Angela and Nachtigäller, Kerstin}},
  booktitle    = {{Learning from Picturebooks}},
  editor       = {{Kümmerling-Meibauer, Bettina and Meibauer, Jörg and Nachtigäller, Kerstin and Rohlfing, Katharina J.}},
  isbn         = {{978-0-415-72079-3}},
  pages        = {{99--116}},
  publisher    = {{Routledge}},
  title        = {{{Gesturing in joint bookreading}}},
  year         = {{2015}},
}

@inbook{17190,
  author       = {{Grimminger, Angela and Rohlfing, Katharina}},
  booktitle    = {{Lernen durch Vorlesen. Interdisziplinäre Beiträge aus Forschung und Praxis}},
  pages        = {{94--109}},
  publisher    = {{Narr Francke Attempto Verlag}},
  title        = {{{Entstehung multimodaler Sprachlehrstrategien in spezifischen Interaktionen}}},
  year         = {{2015}},
}

@inproceedings{17186,
  author       = {{Nomikou, Iris and Rohlfing, Katharina and Rączaszek-Leonardi, Joanna}},
  title        = {{{Becoming a participant: shaping infants’ dialogical actions in repeated interactions}}},
  year         = {{2015}},
}

@inproceedings{17187,
  author       = {{Nomikou, Iris and Leonardi, Giuseppe and Rohlfing, Katharina and Rączaszek-Leonardi, Joanna}},
  title        = {{{Constructing interaction: the development of gaze dynamics}}},
  year         = {{2015}},
}

@inproceedings{17188,
  author       = {{Nomikou, Iris and Rohlfing, Katharina and Cimiano, Philipp and Mandler, Jean}},
  title        = {{{Early action words}}},
  year         = {{2015}},
}

@book{40909,
  author       = {{Topalović, Elvira and Dünschede, Susanne and Droste , Pepe }},
  title        = {{{Grammatik. Studikurs im Bereich Sprach- und Textverständnis.}}},
  year         = {{2015}},
}

@misc{41723,
  author       = {{Foerster, Anne}},
  booktitle    = {{Das Mittelalter}},
  number       = {{2}},
  pages        = {{431--433}},
  title        = {{{Earenfight, Theresa: Queenship in Medieval Europe}}},
  volume       = {{20}},
  year         = {{2015}},
}