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Josef Winklers Mikroästhetik im Kontext kleiner Prosaformen der Moderne","status":"public","year":"2022","author":[{"first_name":"Claudia","last_name":"Öhlschläger","full_name":"Öhlschläger, Claudia","id":"610"}],"date_updated":"2023-01-10T10:18:14Z","page":"33-45","_id":"35745","publisher":"Metzler","language":[{"iso":"ger"}],"user_id":"14932","editor":[{"full_name":"Bosse, Anke","first_name":"Anke","last_name":"Bosse"},{"full_name":"Glinik, Christina","last_name":"Glinik","first_name":"Christina"},{"full_name":"Lenhart, Elmar","first_name":"Elmar","last_name":"Lenhart"}]},{"user_id":"14932","editor":[{"full_name":"Larcati, Arturo","last_name":"Larcati","first_name":"Arturo"},{"last_name":"Perrone Capano","first_name":"Lucia","full_name":"Perrone Capano, Lucia"}],"page":"157-168","_id":"35731","publisher":"Istituto Italiano di Studi Germanici","language":[{"iso":"ger"}],"date_updated":"2023-01-10T11:16:01Z","title":"Alfred Anderschs \"Die Rote\" mit Antonioni gelesen","status":"public","year":"2022","author":[{"full_name":"Öhlschläger, Claudia","first_name":"Claudia","last_name":"Öhlschläger","id":"610"}],"type":"book_chapter","department":[{"_id":"116"}],"place":"Rom","date_created":"2023-01-10T10:12:28Z","publication":"Das Italien des Alfred Andersch. Interkulturelle und intermediale Konstellationen","citation":{"mla":"Öhlschläger, Claudia. “Alfred Anderschs ‘Die Rote’ mit Antonioni gelesen.” <i>Das Italien des Alfred Andersch. Interkulturelle und intermediale Konstellationen</i>, edited by Arturo Larcati and Lucia Perrone Capano, Istituto Italiano di Studi Germanici, 2022, pp. 157–68.","bibtex":"@inbook{Öhlschläger_2022, place={Rom}, title={Alfred Anderschs “Die Rote” mit Antonioni gelesen}, booktitle={Das Italien des Alfred Andersch. Interkulturelle und intermediale Konstellationen}, publisher={Istituto Italiano di Studi Germanici}, author={Öhlschläger, Claudia}, editor={Larcati, Arturo and Perrone Capano, Lucia}, year={2022}, pages={157–168} }","ama":"Öhlschläger C. Alfred Anderschs “Die Rote” mit Antonioni gelesen. In: Larcati A, Perrone Capano L, eds. <i>Das Italien des Alfred Andersch. Interkulturelle und intermediale Konstellationen</i>. Istituto Italiano di Studi Germanici; 2022:157-168.","ieee":"C. Öhlschläger, “Alfred Anderschs ‘Die Rote’ mit Antonioni gelesen,” in <i>Das Italien des Alfred Andersch. Interkulturelle und intermediale Konstellationen</i>, A. Larcati and L. Perrone Capano, Eds. Rom: Istituto Italiano di Studi Germanici, 2022, pp. 157–168.","apa":"Öhlschläger, C. (2022). Alfred Anderschs “Die Rote” mit Antonioni gelesen. In A. Larcati &#38; L. Perrone Capano (Eds.), <i>Das Italien des Alfred Andersch. Interkulturelle und intermediale Konstellationen</i> (pp. 157–168). Istituto Italiano di Studi Germanici.","short":"C. Öhlschläger, in: A. Larcati, L. Perrone Capano (Eds.), Das Italien des Alfred Andersch. Interkulturelle und intermediale Konstellationen, Istituto Italiano di Studi Germanici, Rom, 2022, pp. 157–168.","chicago":"Öhlschläger, Claudia. “Alfred Anderschs ‘Die Rote’ mit Antonioni gelesen.” In <i>Das Italien des Alfred Andersch. Interkulturelle und intermediale Konstellationen</i>, edited by Arturo Larcati and Lucia Perrone Capano, 157–68. Rom: Istituto Italiano di Studi Germanici, 2022."}},{"citation":{"mla":"Franzen, Katja, et al. “Qualifizierung von Studierenden Des Grund- Und Förderschullehramts Für Inklusion in Schule Und Unterricht.” <i>Qualifizierung Für Inklusion. Grundschule</i>, edited by Felix Buchhaupt et al., vol. 2, Waxmann, 2022, pp. 163–76, doi:<a href=\"https://doi.org/10.31244/9783830995135\">10.31244/9783830995135</a>.","bibtex":"@inbook{Franzen_Albers_Hellmich_2022, place={Münster}, title={Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht}, volume={2}, DOI={<a href=\"https://doi.org/10.31244/9783830995135\">10.31244/9783830995135</a>}, booktitle={Qualifizierung für Inklusion. Grundschule}, publisher={Waxmann}, author={Franzen, Katja and Albers, Timm and Hellmich, Frank}, editor={Buchhaupt, Felix and Becker, Jonas and Katzenbach, Dieter and Lutz, Deborah and Strecker, Alica and Urban, Michael}, year={2022}, pages={163–176} }","ama":"Franzen K, Albers T, Hellmich F. Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht. In: Buchhaupt F, Becker J, Katzenbach D, Lutz D, Strecker A, Urban M, eds. <i>Qualifizierung Für Inklusion. Grundschule</i>. Vol 2. Waxmann; 2022:163-176. doi:<a href=\"https://doi.org/10.31244/9783830995135\">10.31244/9783830995135</a>","ieee":"K. Franzen, T. Albers, and F. Hellmich, “Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht,” in <i>Qualifizierung für Inklusion. Grundschule</i>, vol. 2, F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker, and M. Urban, Eds. Münster: Waxmann, 2022, pp. 163–176.","apa":"Franzen, K., Albers, T., &#38; Hellmich, F. (2022). Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht. In F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker, &#38; M. Urban (Eds.), <i>Qualifizierung für Inklusion. Grundschule</i> (Vol. 2, pp. 163–176). Waxmann. <a href=\"https://doi.org/10.31244/9783830995135\">https://doi.org/10.31244/9783830995135</a>","short":"K. Franzen, T. Albers, F. Hellmich, in: F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker, M. Urban (Eds.), Qualifizierung Für Inklusion. Grundschule, Waxmann, Münster, 2022, pp. 163–176.","chicago":"Franzen, Katja, Timm Albers, and Frank Hellmich. “Qualifizierung von Studierenden Des Grund- Und Förderschullehramts Für Inklusion in Schule Und Unterricht.” In <i>Qualifizierung Für Inklusion. Grundschule</i>, edited by Felix Buchhaupt, Jonas Becker, Dieter Katzenbach, Deborah Lutz, Alica Strecker, and Michael Urban, 2:163–76. Münster: Waxmann, 2022. <a href=\"https://doi.org/10.31244/9783830995135\">https://doi.org/10.31244/9783830995135</a>."},"place":"Münster","status":"public","editor":[{"last_name":"Buchhaupt","first_name":"Felix","full_name":"Buchhaupt, Felix"},{"full_name":"Becker, Jonas","last_name":"Becker","first_name":"Jonas"},{"full_name":"Katzenbach, Dieter","last_name":"Katzenbach","first_name":"Dieter"},{"full_name":"Lutz, Deborah","first_name":"Deborah","last_name":"Lutz"},{"last_name":"Strecker","first_name":"Alica","full_name":"Strecker, Alica"},{"full_name":"Urban, Michael","first_name":"Michael","last_name":"Urban"}],"volume":2,"user_id":"57672","publisher":"Waxmann","_id":"35874","page":"163-176","abstract":[{"lang":"eng","text":"<jats:p>Inklusion ist als Thema aus dem deutschen Bildungssystem nicht mehr wegzudenken und trotzdem stellt sie weiterhin eine Herausforderung auf unterschiedlichen Ebenen dar. Die Qualifizierung der pädagogischen Fachkräfte ist dabei neben der Bereitstellung adäquater Rahmenbedingungen als ein besonders wichtiges Handlungsfeld zu betrachten. Die Bände der Reihe „Qualifizierung für Inklusion“ greifen den bestehenden Forschungs- und Entwicklungsbedarf auf und geben einen Überblick über die Ergebnisse der vom BMBF im Rahmen des Programms „Qualifzierung der pädagogischen Fachkräfte für inklusive Bildung“ geförderten Forschungsprojekte. Adressiert werden damit sowohl Wissenschaftler:innen als auch mit dem Themenfeld Inklusion befasste Personen und Institutionen der Aus-, Fort- und Weiterbildung, der Bildungsadministration und der Bildungspolitik. Der zweite Band der Reihe versammelt die Vorstellung von Projekten, Ergebnissen und Materialien, die sich dem Bildungsbereich der Grundschule zuordnen lassen. Die Reihe besteht aus drei weiteren Bänden, in denen die Ergebnisse zur Qualifizierung für Inklusion im Elementarbereich (Band 1), in der Sekundarstufe (Band 3) sowie in der Berufsschule, Hochschule und Erwachsenenbildung (Band 4) vorgestellt werden.</jats:p>"}],"publication":"Qualifizierung für Inklusion. Grundschule","department":[{"_id":"460"}],"type":"book_chapter","date_created":"2023-01-10T14:07:00Z","intvolume":"         2","date_updated":"2023-01-10T15:01:27Z","publication_status":"published","author":[{"first_name":"Katja","last_name":"Franzen","full_name":"Franzen, Katja","id":"75124"},{"id":"48393","first_name":"Timm","last_name":"Albers","full_name":"Albers, Timm"},{"full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank","id":"26282"}],"publication_identifier":{"isbn":["9783830945130"]},"title":"Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht","year":"2022","doi":"10.31244/9783830995135","language":[{"iso":"eng"}]},{"volume":46,"user_id":"57672","publisher":"Cambridge University Press (CUP)","_id":"35867","page":"127-137","status":"public","citation":{"apa":"Görel, G., &#38; Hellmich, F. (2022). Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education. <i>Australasian Journal of Special and Inclusive Education</i>, <i>46</i>(2), 127–137. <a href=\"https://doi.org/10.1017/jsi.2022.9\">https://doi.org/10.1017/jsi.2022.9</a>","ieee":"G. Görel and F. Hellmich, “Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education,” <i>Australasian Journal of Special and Inclusive Education</i>, vol. 46, no. 2, pp. 127–137, 2022, doi: <a href=\"https://doi.org/10.1017/jsi.2022.9\">10.1017/jsi.2022.9</a>.","short":"G. Görel, F. Hellmich, Australasian Journal of Special and Inclusive Education 46 (2022) 127–137.","chicago":"Görel, Gamze, and Frank Hellmich. “Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education.” <i>Australasian Journal of Special and Inclusive Education</i> 46, no. 2 (2022): 127–37. <a href=\"https://doi.org/10.1017/jsi.2022.9\">https://doi.org/10.1017/jsi.2022.9</a>.","mla":"Görel, Gamze, and Frank Hellmich. “Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education.” <i>Australasian Journal of Special and Inclusive Education</i>, vol. 46, no. 2, Cambridge University Press (CUP), 2022, pp. 127–37, doi:<a href=\"https://doi.org/10.1017/jsi.2022.9\">10.1017/jsi.2022.9</a>.","ama":"Görel G, Hellmich F. Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education. <i>Australasian Journal of Special and Inclusive Education</i>. 2022;46(2):127-137. doi:<a href=\"https://doi.org/10.1017/jsi.2022.9\">10.1017/jsi.2022.9</a>","bibtex":"@article{Görel_Hellmich_2022, title={Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education}, volume={46}, DOI={<a href=\"https://doi.org/10.1017/jsi.2022.9\">10.1017/jsi.2022.9</a>}, number={2}, journal={Australasian Journal of Special and Inclusive Education}, publisher={Cambridge University Press (CUP)}, author={Görel, Gamze and Hellmich, Frank}, year={2022}, pages={127–137} }"},"doi":"10.1017/jsi.2022.9","language":[{"iso":"eng"}],"intvolume":"        46","date_updated":"2023-01-10T15:01:15Z","publication_status":"published","publication_identifier":{"issn":["2515-0731","2515-074X"]},"author":[{"full_name":"Görel, Gamze","last_name":"Görel","first_name":"Gamze","id":"13345"},{"full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank","id":"26282"}],"title":"Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education","year":"2022","department":[{"_id":"460"}],"keyword":["General Engineering"],"type":"journal_article","date_created":"2023-01-10T14:00:46Z","abstract":[{"text":"<jats:title>Abstract</jats:title><jats:p>Following the United Nations Convention on the Rights of Persons With Disabilities, questions concerning the joint education of students with and without special educational needs remain to be answered. Currently, there is a need for knowledge about the necessary conditions for a successful implementation of inclusive education. Thus, the aim of the present study is to identify conditions for the implementation of inclusion that are seen as necessary by primary school principals. Therefore, 32 primary school principals were interviewed. The results of the interview study reveal that factors like personnel, financial and material resources as well as building infrastructure in primary schools are seen as important requirements for the successful realisation of inclusive education. Apart from that, the importance of attitudes towards inclusion and sociopolitical conditions for the realisation of inclusion became apparent. Further conditions, which are mentioned from the interviewed principals’ point of view, are related to teacher training, appropriate class sizes and, for example, opportunities for exchanging information. The results of the study indicate that there are essential obstacles as perceived by primary school principals that can impede the implementation of inclusion in primary schools.</jats:p>","lang":"eng"}],"issue":"2","publication":"Australasian Journal of Special and Inclusive Education"},{"citation":{"apa":"Franzen, K., Moschner, B., &#38; Hellmich, F. (2022). Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften. In T. Müller, C. Ratz, R. Stein, &#38; C. Lüke (Eds.), <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung </i> (pp. 334–340). Bad Heilbrunn.","ieee":"K. Franzen, B. Moschner, and F. Hellmich, “Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften,” in <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung </i>, T. Müller, C. Ratz, R. Stein, and C. Lüke, Eds. Klinkhardt: Bad Heilbrunn, 2022, pp. 334–340.","short":"K. Franzen, B. Moschner, F. Hellmich, in: T. Müller, C. Ratz, R. Stein, C. Lüke (Eds.), Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung , Bad Heilbrunn, Klinkhardt, 2022, pp. 334–340.","chicago":"Franzen, Katja, Barbara Moschner, and Frank Hellmich. “Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften.” In <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung </i>, edited by Thomas Müller, Christoph Ratz, Roland Stein, and Carina Lüke, 334–340. Klinkhardt: Bad Heilbrunn, 2022.","mla":"Franzen, Katja, et al. “Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften.” <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung </i>, edited by Thomas Müller et al., Bad Heilbrunn, 2022, pp. 334–340.","ama":"Franzen K, Moschner B, Hellmich F. Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften. In: Müller T, Ratz C, Stein R, Lüke C, eds. <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung </i>. Bad Heilbrunn; 2022:334–340.","bibtex":"@inbook{Franzen_Moschner_Hellmich_2022, place={Klinkhardt}, title={Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften}, booktitle={Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung }, publisher={Bad Heilbrunn}, author={Franzen, Katja and Moschner, Barbara and Hellmich, Frank}, editor={Müller, Thomas and Ratz, Christoph and Stein, Roland and Lüke, Carina}, year={2022}, pages={334–340} }"},"publication":"Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung ","department":[{"_id":"460"}],"type":"book_chapter","date_created":"2023-01-10T10:53:52Z","place":"Klinkhardt","date_updated":"2023-01-10T15:01:42Z","author":[{"id":"75124","full_name":"Franzen, Katja","last_name":"Franzen","first_name":"Katja"},{"full_name":"Moschner, Barbara","first_name":"Barbara","last_name":"Moschner"},{"id":"26282","first_name":"Frank","last_name":"Hellmich","full_name":"Hellmich, Frank"}],"title":"Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften","year":"2022","status":"public","editor":[{"last_name":"Müller","first_name":"Thomas","full_name":"Müller, Thomas"},{"first_name":"Christoph","last_name":"Ratz","full_name":"Ratz, Christoph"},{"first_name":"Roland","last_name":"Stein","full_name":"Stein, Roland"},{"full_name":"Lüke, Carina","first_name":"Carina","last_name":"Lüke"}],"user_id":"57672","language":[{"iso":"ger"}],"_id":"35787","publisher":"Bad Heilbrunn","page":"334–340"},{"citation":{"mla":"Löper, Marwin Felix, and Frank Hellmich. “Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften.” <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung</i>, edited by Thomas Müller et al., Klinkhardt, 2022, pp. 372–378.","ama":"Löper MF, Hellmich F. Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften. In: Müller T, Ratz C, Stein R, Lüke C, eds. <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung</i>. Klinkhardt; 2022:372–378.","bibtex":"@inbook{Löper_Hellmich_2022, place={Bad Heilbrunn}, title={Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften}, booktitle={Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung}, publisher={Klinkhardt}, author={Löper, Marwin Felix and Hellmich, Frank}, editor={Müller, Thomas and Ratz, Christoph and Stein, Roland and Lüke, Carina}, year={2022}, pages={372–378} }","apa":"Löper, M. F., &#38; Hellmich, F. (2022). Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften. In T. Müller, C. Ratz, R. Stein, &#38; C. Lüke (Eds.), <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung</i> (pp. 372–378). Klinkhardt.","ieee":"M. F. Löper and F. Hellmich, “Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften,” in <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung</i>, T. Müller, C. Ratz, R. Stein, and C. Lüke, Eds. Bad Heilbrunn: Klinkhardt, 2022, pp. 372–378.","short":"M.F. Löper, F. Hellmich, in: T. Müller, C. Ratz, R. Stein, C. Lüke (Eds.), Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung, Klinkhardt, Bad Heilbrunn, 2022, pp. 372–378.","chicago":"Löper, Marwin Felix, and Frank Hellmich. “Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften.” In <i>Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung</i>, edited by Thomas Müller, Christoph Ratz, Roland Stein, and Carina Lüke, 372–378. Bad Heilbrunn: Klinkhardt, 2022."},"publication":"Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung","date_created":"2023-01-10T13:59:30Z","place":"Bad Heilbrunn","department":[{"_id":"460"}],"type":"book_chapter","author":[{"full_name":"Löper, Marwin Felix","last_name":"Löper","first_name":"Marwin Felix","id":"26693"},{"full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank","id":"26282"}],"year":"2022","title":"Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften","status":"public","date_updated":"2023-01-10T15:01:54Z","_id":"35832","language":[{"iso":"ger"}],"publisher":"Klinkhardt","page":"372–378","editor":[{"full_name":"Müller, Thomas","last_name":"Müller","first_name":"Thomas"},{"full_name":"Ratz, Christoph","first_name":"Christoph","last_name":"Ratz"},{"full_name":"Stein, Roland","first_name":"Roland","last_name":"Stein"},{"first_name":"Carina","last_name":"Lüke","full_name":"Lüke, Carina"}],"user_id":"57672"},{"department":[{"_id":"460"}],"type":"book","place":"Porto","date_created":"2023-01-10T14:45:34Z","citation":{"ama":"Aroni K, Toulia A, Alves SRG, et al. <i>FRIEND-SHIP Intervention Program – The Handbook</i>. Porto Polytechnic; 2022.","bibtex":"@book{Aroni_Toulia_Alves_Hassani_Heidrich_Franzen_Görel_Löper_Aguiar_Silveira-Maia_et al._2022, place={Porto}, title={FRIEND-SHIP Intervention Program – The Handbook}, publisher={Porto Polytechnic}, author={Aroni, Katerina and Toulia, Anastasia and Alves, Sílvia Regina Gonçalves  and Hassani, Sepideh and Heidrich, Franziska Anna and Franzen, Katja and Görel, Gamze and Löper, Marwin Felix and Aguiar, Teresa and Silveira-Maia, Mónica and et al.}, year={2022} }","mla":"Aroni, Katerina, et al. <i>FRIEND-SHIP Intervention Program – The Handbook</i>. Porto Polytechnic, 2022.","short":"K. Aroni, A. Toulia, S.R.G. Alves, S. Hassani, F.A. Heidrich, K. Franzen, G. Görel, M.F. Löper, T. Aguiar, M. Silveira-Maia, M.M.P.S. Sanches-Ferreira, F. Hellmich, S. Schwab, I. Avramidis, FRIEND-SHIP Intervention Program – The Handbook, Porto Polytechnic, Porto, 2022.","chicago":"Aroni, Katerina, Anastasia Toulia, Sílvia Regina Gonçalves  Alves, Sepideh Hassani, Franziska Anna Heidrich, Katja Franzen, Gamze Görel, et al. <i>FRIEND-SHIP Intervention Program – The Handbook</i>. Porto: Porto Polytechnic, 2022.","apa":"Aroni, K., Toulia, A., Alves, S. R. G., Hassani, S., Heidrich, F. A., Franzen, K., Görel, G., Löper, M. F., Aguiar, T., Silveira-Maia, M., Sanches-Ferreira, M. M. P. S., Hellmich, F., Schwab, S., &#38; Avramidis, I. (2022). <i>FRIEND-SHIP Intervention Program – The Handbook</i>. Porto Polytechnic.","ieee":"K. Aroni <i>et al.</i>, <i>FRIEND-SHIP Intervention Program – The Handbook</i>. Porto: Porto Polytechnic, 2022."},"user_id":"57672","_id":"35883","language":[{"iso":"eng"}],"publisher":"Porto Polytechnic","date_updated":"2023-01-10T15:01:11Z","author":[{"last_name":"Aroni","first_name":"Katerina","full_name":"Aroni, Katerina"},{"full_name":"Toulia, Anastasia","last_name":"Toulia","first_name":"Anastasia"},{"full_name":"Alves, Sílvia Regina Gonçalves ","first_name":"Sílvia Regina Gonçalves ","last_name":"Alves"},{"full_name":"Hassani, Sepideh","first_name":"Sepideh","last_name":"Hassani"},{"last_name":"Heidrich","first_name":"Franziska Anna","full_name":"Heidrich, Franziska Anna"},{"full_name":"Franzen, Katja","first_name":"Katja","last_name":"Franzen","id":"75124"},{"full_name":"Görel, Gamze","last_name":"Görel","first_name":"Gamze","id":"13345"},{"id":"26693","first_name":"Marwin Felix","last_name":"Löper","full_name":"Löper, Marwin Felix"},{"first_name":"Teresa","last_name":"Aguiar","full_name":"Aguiar, Teresa"},{"last_name":"Silveira-Maia","first_name":"Mónica","full_name":"Silveira-Maia, Mónica"},{"first_name":"Maria Manuela Pires Sanches","last_name":"Sanches-Ferreira","full_name":"Sanches-Ferreira, Maria Manuela Pires Sanches"},{"full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank","id":"26282"},{"first_name":"Susanne","last_name":"Schwab","full_name":"Schwab, Susanne"},{"first_name":"Ilias","last_name":"Avramidis","full_name":"Avramidis, Ilias"}],"status":"public","title":"FRIEND-SHIP Intervention Program – The Handbook","year":"2022"},{"issue":"1","publication":"Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion","abstract":[{"text":"Multiprofessionelle Kooperation zwischen allgemeinen und sonderpädagogischen Lehrkräften und mit weiteren Fachkräften, u.a. der Schulsozialarbeit, der Schulpsychologie und mit Schulbegleitungen, gilt bei der Entwicklung inklusiver Schulen als zentrale Stellschraube. Dementsprechend wird Kooperation im Kontext Schule auch in der universitären Ausbildung von zukünftig miteinander kooperierenden Professionen sowie in Fortbildungen für Lehrkräfte und multiprofessionelle Teams verstärkt ins Blickfeld gerückt. Zugleich lässt sich beobachten, dass in inklusiven Schulen bislang vermeintlich klare Zuständigkeiten, insbesondere zwischen Sonder- und Sozialpädagog*innen, aufweichen und neu austariert werden müssen. Bei der Entwicklung multiprofessioneller Teams gilt die Klärung von Rollen und Aufgaben als eine besondere Herausforderung, wenn unterschiedliche Professionen mit unterschiedlichen institutionellen Anbindungen und pädagogischen Zielperspektiven oder Grundhaltungen mitei-nander kooperieren. Das vorgestellte Instrument – der Rollenhut – dient dazu, in multiprofessionellen Gruppen eine individuelle Reflexion über die eigenen Aufgaben anzustoßen und auf dieser Grundlage gemeinsam über die gegenseitigen Erwartungen und Rollen zu diskutieren. Das Instrument wurde im Kontext von Fortbildungen multiprofessioneller Teams an Schulen konzipiert und auch im Rahmen der universitären Lehrer*innenbildung erprobt.","lang":"ger"}],"extern":"1","date_created":"2022-12-16T14:37:05Z","department":[{"_id":"479"}],"type":"journal_article","publication_identifier":{"eissn":["2625-0675"]},"author":[{"id":"95559","full_name":"Neumann, Phillip","last_name":"Neumann","first_name":"Phillip"},{"last_name":"Hopmann","first_name":"Benedikt","full_name":"Hopmann, Benedikt"},{"last_name":"Lütje-Klose","first_name":"Birgit","full_name":"Lütje-Klose, Birgit"}],"year":"2022","title":"Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen","intvolume":"         5","date_updated":"2023-01-10T19:40:36Z","publication_status":"published","language":[{"iso":"ger"}],"main_file_link":[{"url":"https://www.herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/4949","open_access":"1"}],"doi":"10.11576/HLZ-4949","citation":{"short":"P. Neumann, B. Hopmann, B. Lütje-Klose, Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion 5 (2022) 13–25.","chicago":"Neumann, Phillip, Benedikt Hopmann, and Birgit Lütje-Klose. “Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen.” <i>Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion</i> 5, no. 1 (2022): 13–25. <a href=\"https://doi.org/10.11576/HLZ-4949\">https://doi.org/10.11576/HLZ-4949</a>.","ieee":"P. Neumann, B. Hopmann, and B. Lütje-Klose, “Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen,” <i>Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion</i>, vol. 5, no. 1, pp. 13–25, 2022, doi: <a href=\"https://doi.org/10.11576/HLZ-4949\">10.11576/HLZ-4949</a>.","apa":"Neumann, P., Hopmann, B., &#38; Lütje-Klose, B. (2022). Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen. <i>Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion</i>, <i>5</i>(1), 13–25. <a href=\"https://doi.org/10.11576/HLZ-4949\">https://doi.org/10.11576/HLZ-4949</a>","bibtex":"@article{Neumann_Hopmann_Lütje-Klose_2022, title={Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen}, volume={5}, DOI={<a href=\"https://doi.org/10.11576/HLZ-4949\">10.11576/HLZ-4949</a>}, number={1}, journal={Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion}, author={Neumann, Phillip and Hopmann, Benedikt and Lütje-Klose, Birgit}, year={2022}, pages={13–25} }","ama":"Neumann P, Hopmann B, Lütje-Klose B. Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen. <i>Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion</i>. 2022;5(1):13-25. doi:<a href=\"https://doi.org/10.11576/HLZ-4949\">10.11576/HLZ-4949</a>","mla":"Neumann, Phillip, et al. “Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen.” <i>Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion</i>, vol. 5, no. 1, 2022, pp. 13–25, doi:<a href=\"https://doi.org/10.11576/HLZ-4949\">10.11576/HLZ-4949</a>."},"oa":"1","status":"public","has_accepted_license":"1","_id":"34468","page":"13-25","volume":5,"ddc":["370"],"user_id":"95559"},{"has_accepted_license":"1","status":"public","user_id":"95559","ddc":["370"],"volume":13,"publisher":"Frontiers Media SA","_id":"34461","citation":{"short":"J. Gorges, P. Neumann, J.C. Störtländer, Frontiers in Psychology 13 (2022).","chicago":"Gorges, Julia, Phillip Neumann, and Jan Christoph Störtländer. “Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction.” <i>Frontiers in Psychology</i> 13 (2022). <a href=\"https://doi.org/10.3389/fpsyg.2022.876521\">https://doi.org/10.3389/fpsyg.2022.876521</a>.","apa":"Gorges, J., Neumann, P., &#38; Störtländer, J. C. (2022). Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction. <i>Frontiers in Psychology</i>, <i>13</i>. <a href=\"https://doi.org/10.3389/fpsyg.2022.876521\">https://doi.org/10.3389/fpsyg.2022.876521</a>","ieee":"J. Gorges, P. Neumann, and J. C. Störtländer, “Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction,” <i>Frontiers in Psychology</i>, vol. 13, 2022, doi: <a href=\"https://doi.org/10.3389/fpsyg.2022.876521\">10.3389/fpsyg.2022.876521</a>.","ama":"Gorges J, Neumann P, Störtländer JC. Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction. <i>Frontiers in Psychology</i>. 2022;13. doi:<a href=\"https://doi.org/10.3389/fpsyg.2022.876521\">10.3389/fpsyg.2022.876521</a>","bibtex":"@article{Gorges_Neumann_Störtländer_2022, title={Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction}, volume={13}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2022.876521\">10.3389/fpsyg.2022.876521</a>}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Gorges, Julia and Neumann, Phillip and Störtländer, Jan Christoph}, year={2022} }","mla":"Gorges, Julia, et al. “Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction.” <i>Frontiers in Psychology</i>, vol. 13, Frontiers Media SA, 2022, doi:<a href=\"https://doi.org/10.3389/fpsyg.2022.876521\">10.3389/fpsyg.2022.876521</a>."},"oa":"1","publication_status":"published","date_updated":"2023-01-10T19:39:38Z","intvolume":"        13","title":"Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction","year":"2022","publication_identifier":{"issn":["1664-1078"]},"author":[{"full_name":"Gorges, Julia","first_name":"Julia","last_name":"Gorges"},{"full_name":"Neumann, Phillip","first_name":"Phillip","last_name":"Neumann","id":"95559"},{"full_name":"Störtländer, Jan Christoph","first_name":"Jan Christoph","last_name":"Störtländer"}],"doi":"10.3389/fpsyg.2022.876521","main_file_link":[{"url":"https://www.frontiersin.org/articles/10.3389/fpsyg.2022.876521/full","open_access":"1"}],"language":[{"iso":"eng"}],"extern":"1","abstract":[{"lang":"eng","text":"Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources (resource-based goal conflict), or when two or more goals are incompatible in terms of goal attainment strategy or desired end states (inherent goal conflict). Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers’ (<jats:italic>N</jats:italic> = 302) goal conflicts on their autonomous (intrinsic and identified regulation) and controlled (introjected and extrinsic regulation) teaching motivation and tested the satisfaction of teachers’ basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource-based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers’ intraindividual goal conflicts."}],"publication":"Frontiers in Psychology","type":"journal_article","keyword":["General Psychology"],"department":[{"_id":"479"}],"date_created":"2022-12-16T11:56:33Z"},{"user_id":"12978","volume":12,"publisher":"SAGE Publications","_id":"36133","status":"public","citation":{"ieee":"M. Knickenberg, C. L. A. Zurbriggen, and S. Schwab, “Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings,” <i>SAGE Open</i>, vol. 12, no. 1, Art. no. 215824402210798, 2022, doi: <a href=\"https://doi.org/10.1177/21582440221079896\">10.1177/21582440221079896</a>.","apa":"Knickenberg, M., Zurbriggen, C. L. A., &#38; Schwab, S. (2022). Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings. <i>SAGE Open</i>, <i>12</i>(1), Article 215824402210798. <a href=\"https://doi.org/10.1177/21582440221079896\">https://doi.org/10.1177/21582440221079896</a>","chicago":"Knickenberg, Margarita, Carmen L. A. Zurbriggen, and Susanne Schwab. “Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings.” <i>SAGE Open</i> 12, no. 1 (2022). <a href=\"https://doi.org/10.1177/21582440221079896\">https://doi.org/10.1177/21582440221079896</a>.","short":"M. Knickenberg, C.L.A. Zurbriggen, S. Schwab, SAGE Open 12 (2022).","mla":"Knickenberg, Margarita, et al. “Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings.” <i>SAGE Open</i>, vol. 12, no. 1, 215824402210798, SAGE Publications, 2022, doi:<a href=\"https://doi.org/10.1177/21582440221079896\">10.1177/21582440221079896</a>.","bibtex":"@article{Knickenberg_Zurbriggen_Schwab_2022, title={Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings}, volume={12}, DOI={<a href=\"https://doi.org/10.1177/21582440221079896\">10.1177/21582440221079896</a>}, number={1215824402210798}, journal={SAGE Open}, publisher={SAGE Publications}, author={Knickenberg, Margarita and Zurbriggen, Carmen L. A. and Schwab, Susanne}, year={2022} }","ama":"Knickenberg M, Zurbriggen CLA, Schwab S. Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings. <i>SAGE Open</i>. 2022;12(1). doi:<a href=\"https://doi.org/10.1177/21582440221079896\">10.1177/21582440221079896</a>"},"doi":"10.1177/21582440221079896","article_number":"215824402210798","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2023-01-11T13:12:33Z","article_type":"original","intvolume":"        12","year":"2022","title":"Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings","publication_identifier":{"issn":["2158-2440","2158-2440"]},"author":[{"id":"12978","last_name":"Knickenberg","first_name":"Margarita","full_name":"Knickenberg, Margarita"},{"full_name":"Zurbriggen, Carmen L. A.","last_name":"Zurbriggen","first_name":"Carmen L. A."},{"full_name":"Schwab, Susanne","first_name":"Susanne","last_name":"Schwab"}],"type":"journal_article","keyword":["General Social Sciences","General Arts and Humanities"],"department":[{"_id":"4"},{"_id":"556"}],"date_created":"2023-01-11T13:10:44Z","abstract":[{"text":"Considering students’ voices and perspectives is indispensable in educational contexts. Therefore, instruments of measurement that are reliable and valid and can be used easily without complications are needed in schools. The Perceptions of Inclusion Questionnaire (PIQ) is a short instrument used to assess three central dimensions of inclusion, namely emotional and social inclusion and academic self-concept. Previous evaluations indicate in general high psychometric properties. This study aimed to evaluate the construct validity of the three scales of the PIQ’s student version using different approaches in two samples from primary (grade 4, N = 721) and secondary (grade 7, N = 393) schools. The results of confirmatory factorial analyses confirmed the PIQ’s three factors in both samples which are also measurement equivalent across grades. Plausible correlations with additional divergent and convergent scales reveal that the PIQ measures the theoretically assumed constructs—emotional and social inclusion as well as academic self-concept—validly. ","lang":"eng"}],"issue":"1","publication":"SAGE Open"},{"type":"book_chapter","department":[{"_id":"411"}],"place":"Hagen","date_created":"2023-01-11T14:10:02Z","publication":"Von Menschen und Maschinen – Mensch-Maschine-Interaktionen in digitalen Kulturen","citation":{"chicago":"Weber, Jutta. “Brave New Kachel-World? Über Zoom-Booming, Datenkontrolle und öffentliche Infrastrukturen.” In <i>Von Menschen und Maschinen – Mensch-Maschine-Interaktionen in digitalen Kulturen</i>, edited by Selin Gerlek, Sarah Kissler, Torben Mämecke, and Dennis Möbus, 100–115. Hagen: Hagen University Press, 2022.","short":"J. Weber, in: S. Gerlek, S. Kissler, T. Mämecke, D. Möbus (Eds.), Von Menschen und Maschinen – Mensch-Maschine-Interaktionen in digitalen Kulturen, Hagen University Press, Hagen, 2022, pp. 100–115.","apa":"Weber, J. (2022). Brave New Kachel-World? Über Zoom-Booming, Datenkontrolle und öffentliche Infrastrukturen. In S. Gerlek, S. Kissler, T. Mämecke, &#38; D. Möbus (Eds.), <i>Von Menschen und Maschinen – Mensch-Maschine-Interaktionen in digitalen Kulturen</i> (pp. 100–115). Hagen University Press.","ieee":"J. Weber, “Brave New Kachel-World? Über Zoom-Booming, Datenkontrolle und öffentliche Infrastrukturen,” in <i>Von Menschen und Maschinen – Mensch-Maschine-Interaktionen in digitalen Kulturen</i>, S. Gerlek, S. Kissler, T. Mämecke, and D. Möbus, Eds. Hagen: Hagen University Press, 2022, pp. 100–115.","ama":"Weber J. Brave New Kachel-World? Über Zoom-Booming, Datenkontrolle und öffentliche Infrastrukturen. In: Gerlek S, Kissler S, Mämecke T, Möbus D, eds. <i>Von Menschen und Maschinen – Mensch-Maschine-Interaktionen in digitalen Kulturen</i>. Hagen University Press; 2022:100-115.","bibtex":"@inbook{Weber_2022, place={Hagen}, title={Brave New Kachel-World? Über Zoom-Booming, Datenkontrolle und öffentliche Infrastrukturen}, booktitle={Von Menschen und Maschinen – Mensch-Maschine-Interaktionen in digitalen Kulturen}, publisher={Hagen University Press}, author={Weber, Jutta}, editor={Gerlek, Selin and Kissler, Sarah and Mämecke, Torben and Möbus, Dennis}, year={2022}, pages={100–115} }","mla":"Weber, Jutta. “Brave New Kachel-World? Über Zoom-Booming, Datenkontrolle und öffentliche Infrastrukturen.” <i>Von Menschen und Maschinen – Mensch-Maschine-Interaktionen in digitalen Kulturen</i>, edited by Selin Gerlek et al., Hagen University Press, 2022, pp. 100–15."},"user_id":"14932","editor":[{"full_name":"Gerlek, Selin","first_name":"Selin","last_name":"Gerlek"},{"full_name":"Kissler, Sarah","first_name":"Sarah","last_name":"Kissler"},{"first_name":"Torben","last_name":"Mämecke","full_name":"Mämecke, Torben"},{"last_name":"Möbus","first_name":"Dennis","full_name":"Möbus, Dennis"}],"page":"100-115","_id":"36183","language":[{"iso":"ger"}],"publisher":"Hagen University Press","date_updated":"2023-01-11T14:10:29Z","status":"public","title":"Brave New Kachel-World? Über Zoom-Booming, Datenkontrolle und öffentliche Infrastrukturen","year":"2022","author":[{"first_name":"Jutta","last_name":"Weber","full_name":"Weber, Jutta","id":"31494"}]}]