[{"status":"public","user_id":"44613","editor":[{"last_name":"Kornbach","first_name":"Alina","full_name":"Kornbach, Alina"},{"full_name":"Lammer, Christina","first_name":"Christina","last_name":"Lammer"},{"last_name":"Magdeburg","first_name":"Lena","full_name":"Magdeburg, Lena"}],"volume":3,"page":"403-429","_id":"59867","publisher":"Herder","citation":{"chicago":"Dübbert, Alexander. “Muster in der Benamung ‘nachhaltiger’ Lebensmittelmarkennamen - Kulturbezogene Deutungen von Namen am stationären Verkaufsort als Raum.” In <i>Transdisziplinäre Räume in den Kulturwissenschaften</i>, edited by Alina Kornbach, Christina Lammer, and Lena Magdeburg, 3:403–29. Interdisziplinäre Studien des Paderborner Graduiertenzentrums für Kulturwissenschaften. Freiburg im Breisgau: Herder, 2025.","short":"A. Dübbert, in: A. Kornbach, C. Lammer, L. Magdeburg (Eds.), Transdisziplinäre Räume in den Kulturwissenschaften, Herder, Freiburg im Breisgau, 2025, pp. 403–429.","apa":"Dübbert, A. (2025). Muster in der Benamung “nachhaltiger” Lebensmittelmarkennamen - Kulturbezogene Deutungen von Namen am stationären Verkaufsort als Raum. In A. Kornbach, C. Lammer, &#38; L. Magdeburg (Eds.), <i>Transdisziplinäre Räume in den Kulturwissenschaften</i> (Vol. 3, pp. 403–429). Herder.","ieee":"A. Dübbert, “Muster in der Benamung ‘nachhaltiger’ Lebensmittelmarkennamen - Kulturbezogene Deutungen von Namen am stationären Verkaufsort als Raum,” in <i>Transdisziplinäre Räume in den Kulturwissenschaften</i>, vol. 3, A. Kornbach, C. Lammer, and L. Magdeburg, Eds. Freiburg im Breisgau: Herder, 2025, pp. 403–429.","ama":"Dübbert A. Muster in der Benamung “nachhaltiger” Lebensmittelmarkennamen - Kulturbezogene Deutungen von Namen am stationären Verkaufsort als Raum. In: Kornbach A, Lammer C, Magdeburg L, eds. <i>Transdisziplinäre Räume in den Kulturwissenschaften</i>. Vol 3. Interdisziplinäre Studien des Paderborner Graduiertenzentrums für Kulturwissenschaften. Herder; 2025:403-429.","bibtex":"@inbook{Dübbert_2025, place={Freiburg im Breisgau}, series={Interdisziplinäre Studien des Paderborner Graduiertenzentrums für Kulturwissenschaften}, title={Muster in der Benamung “nachhaltiger” Lebensmittelmarkennamen - Kulturbezogene Deutungen von Namen am stationären Verkaufsort als Raum}, volume={3}, booktitle={Transdisziplinäre Räume in den Kulturwissenschaften}, publisher={Herder}, author={Dübbert, Alexander}, editor={Kornbach, Alina and Lammer, Christina and Magdeburg, Lena}, year={2025}, pages={403–429}, collection={Interdisziplinäre Studien des Paderborner Graduiertenzentrums für Kulturwissenschaften} }","mla":"Dübbert, Alexander. “Muster in der Benamung ‘nachhaltiger’ Lebensmittelmarkennamen - Kulturbezogene Deutungen von Namen am stationären Verkaufsort als Raum.” <i>Transdisziplinäre Räume in den Kulturwissenschaften</i>, edited by Alina Kornbach et al., vol. 3, Herder, 2025, pp. 403–29."},"oa":"1","place":"Freiburg im Breisgau","date_updated":"2026-07-30T12:43:10Z","publication_status":"published","intvolume":"         3","title":"Muster in der Benamung 'nachhaltiger' Lebensmittelmarkennamen - Kulturbezogene Deutungen von Namen am stationären Verkaufsort als Raum","year":"2025","author":[{"id":"44613","full_name":"Dübbert, Alexander","last_name":"Dübbert","orcid":"0009-0002-4063-801X","first_name":"Alexander"}],"publication_identifier":{"unknown":["978-3-534-64164-2"]},"main_file_link":[{"open_access":"1","url":"https://www.herder.de/geschichte-wissen/shop/p8/90093-transdisziplinaere-raeume-in-den-kulturwissenschaften-open-access-pdf/"}],"language":[{"iso":"ger"}],"series_title":"Interdisziplinäre Studien des Paderborner Graduiertenzentrums für Kulturwissenschaften","publication":"Transdisziplinäre Räume in den Kulturwissenschaften","type":"book_chapter","department":[{"_id":"115"}],"date_created":"2025-05-12T11:41:46Z"},{"date_created":"2026-08-04T15:46:50Z","type":"misc","oa":"1","department":[{"_id":"450"}],"citation":{"apa":"Albers, T., &#38; Meusel, S. (2025). <i>Evaluationsbericht: Profis für sprachliche Vielfalt. Forschungsergebnisse der Evaluation der Mehrsprachigkeit in städtischen Kindertageseinrichtungen in Köln</i>.","ieee":"T. Albers and S. Meusel, <i>Evaluationsbericht: Profis für sprachliche Vielfalt. Forschungsergebnisse der Evaluation der Mehrsprachigkeit in städtischen Kindertageseinrichtungen in Köln</i>. 2025.","chicago":"Albers, Timm, and Sarah Meusel. <i>Evaluationsbericht: Profis für sprachliche Vielfalt. Forschungsergebnisse der Evaluation der Mehrsprachigkeit in städtischen Kindertageseinrichtungen in Köln</i>, 2025.","short":"T. Albers, S. Meusel, Evaluationsbericht: Profis für sprachliche Vielfalt. Forschungsergebnisse der Evaluation der Mehrsprachigkeit in städtischen Kindertageseinrichtungen in Köln, 2025.","mla":"Albers, Timm, and Sarah Meusel. <i>Evaluationsbericht: Profis für sprachliche Vielfalt. Forschungsergebnisse der Evaluation der Mehrsprachigkeit in städtischen Kindertageseinrichtungen in Köln</i>. 2025.","ama":"Albers T, Meusel S. <i>Evaluationsbericht: Profis für sprachliche Vielfalt. Forschungsergebnisse der Evaluation der Mehrsprachigkeit in städtischen Kindertageseinrichtungen in Köln</i>.; 2025.","bibtex":"@book{Albers_Meusel_2025, title={Evaluationsbericht: Profis für sprachliche Vielfalt. Forschungsergebnisse der Evaluation der Mehrsprachigkeit in städtischen Kindertageseinrichtungen in Köln}, author={Albers, Timm and Meusel, Sarah}, year={2025} }"},"main_file_link":[{"open_access":"1","url":"https://www.stadt-koeln.de/mediaasset/content/pdf51/kitas/evaluationsbericht-profis-fuer-sprachliche-vielfalt.pdf"}],"language":[{"iso":"ger"}],"_id":"66653","user_id":"56091","status":"public","year":"2025","title":"Evaluationsbericht: Profis für sprachliche Vielfalt. Forschungsergebnisse der Evaluation der Mehrsprachigkeit in städtischen Kindertageseinrichtungen in Köln","author":[{"full_name":"Albers, Timm","first_name":"Timm","last_name":"Albers","id":"48393"},{"id":"56091","full_name":"Meusel, Sarah","last_name":"Meusel","first_name":"Sarah"}],"date_updated":"2026-08-04T15:47:04Z","publication_status":"published"},{"doi":"10.57773/HANET.V14I1.607","main_file_link":[{"url":"https://www.hannaharendt.net/index.php/han/article/view/607/1022","open_access":"1"}],"language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2026-08-11T12:43:41Z","intvolume":"        14","year":"2025","title":"Rezension: Thomas Meyers neue Arendt Biographie. Sinnbild der Verstrickung von Theorie und Praxis","author":[{"id":"94561","last_name":"Thomas","first_name":"Sven","full_name":"Thomas, Sven"}],"type":"review","department":[{"_id":"26"},{"_id":"756"}],"date_created":"2025-03-27T06:49:51Z","issue":"1","publication":"HannahArendt.Net","user_id":"94561","volume":14,"page":"240–242","_id":"59167","status":"public","oa":"1","citation":{"ama":"Thomas S. Rezension: Thomas Meyers neue Arendt Biographie. Sinnbild der Verstrickung von Theorie und Praxis. <i>HannahArendtNet</i>. 2025;14(1):240–242. doi:<a href=\"https://doi.org/10.57773/HANET.V14I1.607\">10.57773/HANET.V14I1.607</a>","bibtex":"@article{Thomas_2025, title={Rezension: Thomas Meyers neue Arendt Biographie. Sinnbild der Verstrickung von Theorie und Praxis}, volume={14}, DOI={<a href=\"https://doi.org/10.57773/HANET.V14I1.607\">10.57773/HANET.V14I1.607</a>}, number={1}, journal={HannahArendt.Net}, author={Thomas, Sven}, year={2025}, pages={240–242} }","mla":"Thomas, Sven. “Rezension: Thomas Meyers neue Arendt Biographie. Sinnbild der Verstrickung von Theorie und Praxis.” <i>HannahArendt.Net</i>, vol. 14, no. 1, 2025, pp. 240–242, doi:<a href=\"https://doi.org/10.57773/HANET.V14I1.607\">10.57773/HANET.V14I1.607</a>.","chicago":"Thomas, Sven. “Rezension: Thomas Meyers neue Arendt Biographie. Sinnbild der Verstrickung von Theorie und Praxis.” <i>HannahArendt.Net</i>, 2025. <a href=\"https://doi.org/10.57773/HANET.V14I1.607\">https://doi.org/10.57773/HANET.V14I1.607</a>.","short":"S. Thomas, HannahArendt.Net 14 (2025) 240–242.","apa":"Thomas, S. (2025). Rezension: Thomas Meyers neue Arendt Biographie. Sinnbild der Verstrickung von Theorie und Praxis. In <i>HannahArendt.Net</i> (Vol. 14, Issue 1, pp. 240–242). <a href=\"https://doi.org/10.57773/HANET.V14I1.607\">https://doi.org/10.57773/HANET.V14I1.607</a>","ieee":"S. Thomas, “Rezension: Thomas Meyers neue Arendt Biographie. Sinnbild der Verstrickung von Theorie und Praxis,” <i>HannahArendt.Net</i>, vol. 14, no. 1. pp. 240–242, 2025, doi: <a href=\"https://doi.org/10.57773/HANET.V14I1.607\">10.57773/HANET.V14I1.607</a>."}},{"issue":"1","publication":"HannahArendt.Net","citation":{"ama":"Thomas S. Rezension: Hanna Meretoja: Die Nacht der alten Feuer. <i>HannahArendtNet</i>. 2025;14(1):237–239. doi:<a href=\"https://doi.org/10.57773/HANET.V14I1.606\">10.57773/HANET.V14I1.606</a>","bibtex":"@article{Thomas_2025, title={Rezension: Hanna Meretoja: Die Nacht der alten Feuer}, volume={14}, DOI={<a href=\"https://doi.org/10.57773/HANET.V14I1.606\">10.57773/HANET.V14I1.606</a>}, number={1}, journal={HannahArendt.Net}, author={Thomas, Sven}, year={2025}, pages={237–239} }","mla":"Thomas, Sven. “Rezension: Hanna Meretoja: Die Nacht der alten Feuer.” <i>HannahArendt.Net</i>, vol. 14, no. 1, 2025, pp. 237–239, doi:<a href=\"https://doi.org/10.57773/HANET.V14I1.606\">10.57773/HANET.V14I1.606</a>.","short":"S. Thomas, HannahArendt.Net 14 (2025) 237–239.","chicago":"Thomas, Sven. “Rezension: Hanna Meretoja: Die Nacht der alten Feuer.” <i>HannahArendt.Net</i>, 2025. <a href=\"https://doi.org/10.57773/HANET.V14I1.606\">https://doi.org/10.57773/HANET.V14I1.606</a>.","apa":"Thomas, S. (2025). Rezension: Hanna Meretoja: Die Nacht der alten Feuer. In <i>HannahArendt.Net</i> (Vol. 14, Issue 1, pp. 237–239). <a href=\"https://doi.org/10.57773/HANET.V14I1.606\">https://doi.org/10.57773/HANET.V14I1.606</a>","ieee":"S. Thomas, “Rezension: Hanna Meretoja: Die Nacht der alten Feuer,” <i>HannahArendt.Net</i>, vol. 14, no. 1. pp. 237–239, 2025, doi: <a href=\"https://doi.org/10.57773/HANET.V14I1.606\">10.57773/HANET.V14I1.606</a>."},"date_created":"2025-03-27T06:48:27Z","type":"review","oa":"1","department":[{"_id":"26"},{"_id":"756"}],"year":"2025","title":"Rezension: Hanna Meretoja: Die Nacht der alten Feuer","status":"public","author":[{"last_name":"Thomas","first_name":"Sven","full_name":"Thomas, Sven","id":"94561"}],"date_updated":"2026-08-11T12:44:01Z","intvolume":"        14","main_file_link":[{"url":"https://www.hannaharendt.net/index.php/han/article/view/606/961","open_access":"1"}],"page":"237–239","_id":"59166","language":[{"iso":"ger"}],"doi":"10.57773/HANET.V14I1.606","user_id":"94561","volume":14},{"abstract":[{"text":"Parental Perceptions of Inclusive Teacher and School Support – Establishment of a Short-Form \r\n\r\nThe concept of inclusive education has gained considerable attention recently, emphasizing the importance of creating supportive educational environments for all students. Parental perceptions play a crucial role in shaping these inclusive climates (De Boer et al., 2010; Stevens & Wurf, 2020). However, current measures are often neither concise nor practical for widespread application. This study addresses this gap by developing a valid and reliable short scale for assessing parental perceptions of inclusive education.\r\nDespite growing research on inclusive education, there remains a lack of concise instruments that effectively capture parental perceptions across diverse contexts. A recently developed instrument focusing on parents’ views is the ‘Parental Perception of Inclusion Climate Scale’ (PPICS; Sharma et al., 2022). The original scale comprises 28 items representing three factors (‘Teacher and School Support’, ‘Student Engagement’ and ‘Friendships’). Although the original version has its advantages (broad representation of the constructs, tested psychometric properties), a shorter version would make it even easier to use in research and practice. Therefore, our research aims to shorten this instrument and to demonstrate its psychometric integrity. \r\nWe used a sample of N=4,338 parents from Germany who completed a German version of the ‘PPICS’ (Kullmann & Blankenstein, 2024; Sharma et al., 2022) online. The total sample was randomly divided into two similar subsamples for validation. In the first subsample, we examined factorial structure using exploratory and confirmatory factor analyses. Our results confirmed the replication of the originally proposed three-factor structure; however, one factor (‘Student Engagement’) was represented by only two items with insufficient reliability, while a second factor (‘Friendships’) included items that were not fully congruent with its intended content and had high cross-loadings. \r\nIt was therefore decided to retain only one robust factor (‘Teacher and School Support’) for further analysis. Items were excluded based on item characteristics and content relevance. This resulted in an eight-item scale, which was subsequently validated in the second subsample. The final analyses confirmed measurement invariance across both subsamples and different federal states as well as across parents of children with and without disabilities. These findings suggest that the shortened scale is reliable and valid for assessing parental perceptions of inclusive teacher and school support in different contexts.\r\nIts application can contribute to incorporating parents' perspectives into discussions about inclusive education. As part of a study in Switzerland in March 2025, the short version will be tested. These results will be complemented and discussed in the presentation.\r\nReferences \r\nDe Boer, A., Pijl, S. P., & Minnaert, A. (2010). Attitudes of parents towards inclusive education: A review of the literature. European Journal of Special Needs Education, 25(2), 165–181.\r\nKullmann, H., & Blankenstein, L. (2024). GAPS-G – Global Parent Study – Germany: (Globale) Wahrnehmung von Eltern und Erziehungsberechtigten in Bezug auf Förder- und Regelschulen – Deutschland. German Version of the English Questionnaire of Sharma, Umesh (2023): Parental/Carer Global Perception towards Special/Mainstream Education. Project ID: 29469. Melbourne: Monash University. Paderborn: Paderborn University.\r\nSharma, U., Woodcock, S., May, F., & Subban, P. (2022). Examining parental perception of inclusive education climate. Frontiers in Education, 7, Article 907742.\r\nStevens, L., & Wurf, G. (2020). Perceptions of inclusive education: A mixed methods investigation of parental attitudes in three Australian primary schools. International Journal of Inclusive Education, 24(4), 351-365.","lang":"eng"}],"quality_controlled":"1","citation":{"ieee":"M. Knickenberg, H. Kullmann, S. Wüthrich, and C. Sahli Lozano, “Parental perceptions of inclusive teacher and school support – Establishment of a short-form,” presented at the ECER (European Conference on Educational Research), University of Belgrade. Serbia, 2025.","apa":"Knickenberg, M., Kullmann, H., Wüthrich, S., &#38; Sahli Lozano, C. (2025). <i>Parental perceptions of inclusive teacher and school support – Establishment of a short-form</i>. ECER (European Conference on Educational Research), University of Belgrade. Serbia.","chicago":"Knickenberg, Margarita, Harry Kullmann, Sergej Wüthrich, and Caroline Sahli Lozano. “Parental Perceptions of Inclusive Teacher and School Support – Establishment of a Short-Form,” 2025.","short":"M. Knickenberg, H. Kullmann, S. Wüthrich, C. Sahli Lozano, in: 2025.","mla":"Knickenberg, Margarita, et al. <i>Parental Perceptions of Inclusive Teacher and School Support – Establishment of a Short-Form</i>. 2025.","bibtex":"@inproceedings{Knickenberg_Kullmann_Wüthrich_Sahli Lozano_2025, title={Parental perceptions of inclusive teacher and school support – Establishment of a short-form}, author={Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline}, year={2025} }","ama":"Knickenberg M, Kullmann H, Wüthrich S, Sahli Lozano C. Parental perceptions of inclusive teacher and school support – Establishment of a short-form. In: ; 2025."},"department":[{"_id":"4"},{"_id":"460"},{"_id":"556"}],"type":"conference","date_created":"2025-04-10T08:37:51Z","date_updated":"2026-08-31T15:27:32Z","conference":{"location":"University of Belgrade. Serbia","name":"ECER (European Conference on Educational Research)","start_date":"2025-09-09","end_date":"2025-09-12"},"jel":["I24"],"author":[{"full_name":"Knickenberg, Margarita","orcid":"0000-0001-5521-0417","last_name":"Knickenberg","first_name":"Margarita","id":"12978"},{"full_name":"Kullmann, Harry","last_name":"Kullmann","orcid":"0000-0001-5488-5105","first_name":"Harry","id":"77972"},{"last_name":"Wüthrich","first_name":"Sergej","full_name":"Wüthrich, Sergej"},{"full_name":"Sahli Lozano, Caroline","first_name":"Caroline","last_name":"Sahli Lozano"}],"year":"2025","title":"Parental perceptions of inclusive teacher and school support – Establishment of a short-form","status":"public","user_id":"105186","language":[{"iso":"eng"}],"_id":"59480"},{"title":"Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland","status":"public","year":"2025","conference":{"name":"32. ECER (European Conference on Educational Research)","start_date":"2025-09-09","location":"University of Belgrade, Serbia","end_date":"2025-09-12"},"jel":["I24"],"author":[{"id":"12978","full_name":"Knickenberg, Margarita","last_name":"Knickenberg","first_name":"Margarita","orcid":"0000-0001-5521-0417"},{"id":"77972","full_name":"Kullmann, Harry","last_name":"Kullmann","first_name":"Harry","orcid":"0000-0001-5488-5105"}],"date_updated":"2026-08-31T15:19:49Z","_id":"59481","language":[{"iso":"eng"}],"user_id":"105186","citation":{"short":"M. Knickenberg, H. Kullmann, in: 2025.","chicago":"Knickenberg, Margarita, and Harry Kullmann. “Exploring the Role of Individual and Collective Efficacy Beliefs and Attitudes in Teachers’ Intentions to Implement Inclusive Practices: Evidence from Canada, Germany and Switzerland,” 2025.","ieee":"M. Knickenberg and H. Kullmann, “Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland,” presented at the 32. ECER (European Conference on Educational Research), University of Belgrade, Serbia, 2025.","apa":"Knickenberg, M., &#38; Kullmann, H. (2025). <i>Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland</i>. 32. ECER (European Conference on Educational Research), University of Belgrade, Serbia.","bibtex":"@inproceedings{Knickenberg_Kullmann_2025, title={Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland}, author={Knickenberg, Margarita and Kullmann, Harry}, year={2025} }","ama":"Knickenberg M, Kullmann H. Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland. In: ; 2025.","mla":"Knickenberg, Margarita, and Harry Kullmann. <i>Exploring the Role of Individual and Collective Efficacy Beliefs and Attitudes in Teachers’ Intentions to Implement Inclusive Practices: Evidence from Canada, Germany and Switzerland</i>. 2025."},"quality_controlled":"1","date_created":"2025-04-10T08:40:26Z","type":"conference","department":[{"_id":"4"},{"_id":"460"},{"_id":"556"}]},{"language":[{"iso":"eng"}],"_id":"66884","user_id":"105186","conference":{"name":"Keynote auf der 7. Winter School des Zentrums für Bildungs-, Unterrichts-, Schul- und Sozialisationsforschung (ZeBUSS)","start_date":"2026-02-24","location":"Universität Flensburg","end_date":"2026-02-24"},"jel":["I21"],"author":[{"last_name":"Kullmann","orcid":"0000-0001-5488-5105","first_name":"Harry","full_name":"Kullmann, Harry","id":"77972"}],"title":"Wohlbefinden als schulische Leistung. Theoretische und empirische Perspektiven","year":"2025","status":"public","date_updated":"2026-08-31T15:43:05Z","date_created":"2026-08-31T15:38:01Z","department":[{"_id":"556"}],"type":"conference","citation":{"apa":"Kullmann, H. (2025). <i>Wohlbefinden als schulische Leistung. Theoretische und empirische Perspektiven</i>. Keynote auf der 7. Winter School des Zentrums für Bildungs-, Unterrichts-, Schul- und Sozialisationsforschung (ZeBUSS), Universität Flensburg.","ieee":"H. Kullmann, “Wohlbefinden als schulische Leistung. Theoretische und empirische Perspektiven,” presented at the Keynote auf der 7. Winter School des Zentrums für Bildungs-, Unterrichts-, Schul- und Sozialisationsforschung (ZeBUSS), Universität Flensburg, 2025.","short":"H. Kullmann, in: 2025.","chicago":"Kullmann, Harry. “Wohlbefinden Als Schulische Leistung. Theoretische Und Empirische Perspektiven,” 2025.","mla":"Kullmann, Harry. <i>Wohlbefinden Als Schulische Leistung. Theoretische Und Empirische Perspektiven</i>. 2025.","ama":"Kullmann H. Wohlbefinden als schulische Leistung. Theoretische und empirische Perspektiven. In: ; 2025.","bibtex":"@inproceedings{Kullmann_2025, title={Wohlbefinden als schulische Leistung. Theoretische und empirische Perspektiven}, author={Kullmann, Harry}, year={2025} }"}},{"author":[{"last_name":"Foerster","first_name":"Anne","full_name":"Foerster, Anne","id":"67185"}],"title":"Freudig in die Schlacht - Emotionen als Codes für die recta intentio im gerechten Krieg (8.- 10. Jahrhundert)","year":"2025","status":"public","publication_status":"published","date_updated":"2026-07-05T09:55:08Z","language":[{"iso":"eng"}],"_id":"48274","publisher":"Franz Steiner Verlag","series_title":"Hamburger Studien zu Gesellschaften und Kulturen der Vormoderne","page":"139-158","editor":[{"last_name":"Quaas","first_name":"Franziska","full_name":"Quaas, Franziska"},{"full_name":"Raum, Theresia","first_name":"Theresia","last_name":"Raum"}],"user_id":"67185","citation":{"apa":"Foerster, A. (2025). Freudig in die Schlacht - Emotionen als Codes für die recta intentio im gerechten Krieg (8.- 10. Jahrhundert). In F. Quaas &#38; T. Raum (Eds.), <i>Emotionen im Krieg - Krieg der Emotionen</i> (pp. 139–158). Franz Steiner Verlag.","ieee":"A. Foerster, “Freudig in die Schlacht - Emotionen als Codes für die recta intentio im gerechten Krieg (8.- 10. Jahrhundert),” in <i>Emotionen im Krieg - Krieg der Emotionen</i>, F. Quaas and T. Raum, Eds. Stuttgart: Franz Steiner Verlag, 2025, pp. 139–158.","short":"A. Foerster, in: F. Quaas, T. Raum (Eds.), Emotionen Im Krieg - Krieg Der Emotionen, Franz Steiner Verlag, Stuttgart, 2025, pp. 139–158.","chicago":"Foerster, Anne. “Freudig in Die Schlacht - Emotionen Als Codes Für Die Recta Intentio Im Gerechten Krieg (8.- 10. Jahrhundert).” In <i>Emotionen Im Krieg - Krieg Der Emotionen</i>, edited by Franziska Quaas and Theresia Raum, 139–58. Hamburger Studien Zu Gesellschaften Und Kulturen Der Vormoderne. Stuttgart: Franz Steiner Verlag, 2025.","mla":"Foerster, Anne. “Freudig in Die Schlacht - Emotionen Als Codes Für Die Recta Intentio Im Gerechten Krieg (8.- 10. Jahrhundert).” <i>Emotionen Im Krieg - Krieg Der Emotionen</i>, edited by Franziska Quaas and Theresia Raum, Franz Steiner Verlag, 2025, pp. 139–58.","ama":"Foerster A. Freudig in die Schlacht - Emotionen als Codes für die recta intentio im gerechten Krieg (8.- 10. Jahrhundert). In: Quaas F, Raum T, eds. <i>Emotionen Im Krieg - Krieg Der Emotionen</i>. Hamburger Studien zu Gesellschaften und Kulturen der Vormoderne. Franz Steiner Verlag; 2025:139-158.","bibtex":"@inbook{Foerster_2025, place={Stuttgart}, series={Hamburger Studien zu Gesellschaften und Kulturen der Vormoderne}, title={Freudig in die Schlacht - Emotionen als Codes für die recta intentio im gerechten Krieg (8.- 10. 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Daher gilt es, entsprechend wirkungsvolle Unterrichtsmerkmale zu identifizieren. Am Beispiel der Laborschule Bielefeld, einer Versuchsschule des Landes Nordrhein-Westfalen wurde der Einfluss der Merkmale Wertschätzung durch die Lehrkräfte, individuelle Unterstützung, stärkenorientierte Diagnostik sowie unterrichtsbezogene Partizipation auf das schulische Wohlbefinden von Schüler*innen aus inklusiven Lerngruppen der Jahrgangsstufen 6 bis 8 untersucht. Die Mehrebenenanalysen zeigen, dass die untersuchten Unterrichtsmerkmale das schulische Wohlbefinden positiv beeinflussen. Der Effekt einzelner Unterrichtsmerkmale verändert sich teilweise über die Jahrgangsstufen."}]},{"doi":"10.3389/fpsyg.2025.1530689","article_number":"1530689","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2026-08-29T08:29:40Z","intvolume":"        16","year":"2025","title":"Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland","author":[{"id":"12978","first_name":"Margarita","orcid":"0000-0001-5521-0417","last_name":"Knickenberg","full_name":"Knickenberg, Margarita"},{"last_name":"Kullmann","first_name":"Harry","orcid":"0000-0001-5488-5105","full_name":"Kullmann, Harry","id":"77972"},{"full_name":"Wüthrich, Sergej","last_name":"Wüthrich","first_name":"Sergej"},{"first_name":"Caroline","last_name":"Sahli Lozano","full_name":"Sahli Lozano, Caroline"},{"full_name":"Loreman, Tim","first_name":"Tim","last_name":"Loreman"},{"first_name":"Umesh","last_name":"Sharma","full_name":"Sharma, Umesh"},{"full_name":"Avramidis, Elias","first_name":"Elias","last_name":"Avramidis"},{"full_name":"Subban, Pearl","last_name":"Subban","first_name":"Pearl"},{"full_name":"Woodcock, Stuart","first_name":"Stuart","last_name":"Woodcock"}],"type":"journal_article","department":[{"_id":"4"},{"_id":"460"},{"_id":"556"}],"file":[{"file_id":"60201","success":1,"content_type":"application/pdf","relation":"main_file","date_updated":"2025-06-13T08:23:32Z","file_name":"Knickenberg et al. 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