@misc{55302,
  author       = {{Claes, Leander and Wippermann, Mareen}},
  title        = {{{Analysis of guided acoustic waves in periodically structured plates}}},
  year         = {{2024}},
}

@inbook{55662,
  abstract     = {{<jats:p>Schneijderberg und Steinhardt zeichnen in diesem Beitrag nach, wie Akkreditierung als sanftes Konditionalprogramm in Bezug auf Diversity-Dimensionen gewirkt hat. Unter sanfter Konditionierung wird in Anlehnung an Luhmann die politische Steuerung durch Akkreditierungskriterien verstanden, die als Vehikel genutzt werden, um gesellschaftlich aktuell diskutierte Themen in den Hochschulen zu platzieren. Der Beitrag rekonstruiert in einem ersten Schritt, wie und welche Diversity-Dimensionen in Akkreditierungskriterien abgebildet wurden. Hierzu wurden die Hochschulrahmengesetze, die ländergemeinsamen Strukturvorgaben der Kultusministerkonferenz, die Akkreditierungskriterien sowie Tätigkeitsberichte und Protokolle des Akkreditierungsrates mittels einer Dokumentenanalyse ausgewertet. Um die Konditionierung nachzuzeichnen, wurde in einem zweiten Schritt eine Topic-Modeling-Analyse von 828 Selbstdokumentationen der Hochschulen, 743 Gutachtenberichte und 560 Beschlussbriefen durchgeführt.</jats:p>}},
  author       = {{Schneijderberg, Christian and Steinhardt, Isabel}},
  booktitle    = {{»Die Poesie der Reformen«. Zur Karriere des Diversity Management an Hochschulen in Deutschland}},
  editor       = {{Griem, Julika and Kaldewey, David and Il-Tschung, Lim}},
  isbn         = {{9783837666793}},
  issn         = {{2699-7681}},
  keywords     = {{Akkreditierung, Diversität, Topic Modeling}},
  pages        = {{89--108}},
  publisher    = {{transcript Verlag}},
  title        = {{{Kleine Strukturmacht statt großer Ideologie. Akkreditierung und Diversity}}},
  doi          = {{10.14361/9783839466797-006}},
  year         = {{2024}},
}

@article{55667,
  abstract     = {{<jats:p>This study investigates how 11- to 12-year-old students construct data-based decision trees using data cards for classification purposes. We examine the students' heuristics and reasoning during this process. The research is based on an eight-week teaching unit during which students labeled data, built decision trees, and assessed them using test data. They learned to manually construct decision trees to classify food items as recommendable or not. They utilized data cards with a heuristic that is a simplified form of a machine learning algorithm. We report on evidence that this topic is teachable to middle school students, along with insights for refining our teaching approach and broader implications for teaching machine learning at the school level.</jats:p>}},
  author       = {{Fleischer, Franz Yannik and Podworny, Susanne and Biehler, Rolf}},
  issn         = {{1570-1824}},
  journal      = {{Statistics Education Research Journal}},
  number       = {{1}},
  publisher    = {{International Association for Statistical Education}},
  title        = {{{Teaching and Learning to Construct Data-Based Decision Trees Using Data Cards as the First Introduction to Machine Learning in Middle School}}},
  doi          = {{10.52041/serj.v23i1.450}},
  volume       = {{23}},
  year         = {{2024}},
}

@inbook{55721,
  author       = {{Stock, Ingrid and Karsten, Andrea and Eik-Nes, Nancy Lea}},
  booktitle    = {{40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens}},
  editor       = {{Karsten, Andrea and Haacke-Werron, Stefanie}},
  pages        = {{75--82}},
  publisher    = {{wbv}},
  title        = {{{Knowledge telling und knowledge transforming. Eine dialogische Perspektive}}},
  year         = {{2024}},
}

@inbook{55723,
  author       = {{Karsten, Andrea and Bertau, Marie-Cécile}},
  booktitle    = {{40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens}},
  editor       = {{Karsten, Andrea and Haacke-Werron, Stefanie}},
  pages        = {{261--267}},
  publisher    = {{wbv}},
  title        = {{{Stimme. Eine dialogische Perspektive}}},
  year         = {{2024}},
}

@book{32394,
  editor       = {{Karsten, Andrea and Haacke-Werron, Stefanie}},
  publisher    = {{wbv}},
  title        = {{{40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens}}},
  doi          = {{https://dx.doi.org/10.3278/9783763976584}},
  year         = {{2024}},
}

@inbook{55720,
  author       = {{Haacke-Werron, Stefanie and Karsten, Andrea}},
  booktitle    = {{40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens}},
  editor       = {{Karsten, Andrea and Haacke-Werron, Stefanie}},
  pages        = {{11--14}},
  publisher    = {{wbv}},
  title        = {{{Einleitung}}},
  year         = {{2024}},
}

@inbook{55722,
  author       = {{Karsten, Andrea}},
  booktitle    = {{40 Begriffe für eine Schreibwissenschaft. Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens}},
  editor       = {{Karsten, Andrea and Haacke-Werron, Stefanie}},
  pages        = {{213--220}},
  title        = {{{Schreibprozess. Eine dialogische sprachpsychologische Perspektive}}},
  year         = {{2024}},
}

@inbook{55744,
  author       = {{Scharlau, Ingrid and Jenert, Tobias}},
  booktitle    = {{40 Begriffe für eine Schreibwissenschaft: Konzeptuelle Perspektiven auf Praxis und Praktiken des Schreibens}},
  editor       = {{Karsten, Andrea and Haacke-Werron, Stefanie}},
  isbn         = {{9783763976584}},
  pages        = {{55--61}},
  publisher    = {{wbv Publikation}},
  title        = {{{Evidenzbasierung. Eine wissenschaftskritische und fachsensible Perspektive}}},
  doi          = {{10.3278/9783763976584}},
  year         = {{2024}},
}

@inbook{55746,
  author       = {{Scharlau, Ingrid and Jenert, Tobias}},
  booktitle    = {{Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber}},
  editor       = {{Scharlau, Ingrid and Jenert, Tobias}},
  pages        = {{207--213}},
  publisher    = {{Barbara Budrich}},
  title        = {{{Wo wir herkommen und wo es hingeht}}},
  doi          = {{10.3224/84743070}},
  year         = {{2024}},
}

@inbook{55742,
  author       = {{Jenert, Tobias}},
  booktitle    = {{Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber}},
  editor       = {{Scharlau, Ingrid and Jenert, Tobias}},
  pages        = {{89--102}},
  publisher    = {{Barbara Budrich}},
  title        = {{{Textbook und Anti-Textbook: Zwei Lehrbücher in der Volkswirtschaftslehre}}},
  doi          = {{10.3224/84743070}},
  year         = {{2024}},
}

@inbook{55740,
  author       = {{Scharlau, Ingrid and Jenert, Tobias}},
  booktitle    = {{Wissenschaftsdidaktik als kritische Kommunikationsanalyse. Ein Sammelband zur Weiterführung eines Gedankens von Ludwig Huber}},
  editor       = {{Scharlau, Ingrid and Jenert, Tobias}},
  pages        = {{7--11}},
  publisher    = {{Barbara Budrich}},
  title        = {{{Einleitung: Zur Wissenschaftsdidaktik}}},
  doi          = {{10.3224/84743070}},
  year         = {{2024}},
}

@article{55751,
  abstract     = {{Lateral leakage of TM modes in dielectric optical waveguides of rib/ridge or strip-loaded types can be fully suppressed, if the waveguide core is formed not through a strip that protrudes at one side (up) from the remaining lateral guiding slab, but through parallel strips on both sides (up and down), such that the resulting cross section becomes vertically symmetric. The fairly general arguments underlying the leakage suppression apply to TM modes of all orders simultaneously, and are independent of wavelength. These plus-shaped waveguides support strictly guided, non-leaky TM modes for, in principle, arbitrarily shallow etching.}},
  author       = {{Üstün, Necati and Farheen, Henna and Hammer, Manfred and Förstner, Jens}},
  issn         = {{0740-3224}},
  journal      = {{Journal of the Optical Society of America B}},
  keywords     = {{tet_topic_waveguide}},
  number       = {{9}},
  pages        = {{2077}},
  publisher    = {{Optica Publishing Group}},
  title        = {{{Symmetry-protected TM modes in rib-like, plus-shaped optical waveguides with shallow etching}}},
  doi          = {{10.1364/josab.528729}},
  volume       = {{41}},
  year         = {{2024}},
}

@inbook{55756,
  author       = {{Biehler, Rolf and Frischemeier, Daniel}},
  booktitle    = {{Inklusives Lehren und Lernen von Mathematik}},
  isbn         = {{9783658439637}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Eine inklusive Lehr-Lernumgebung für die Leitidee „Daten und Zufall“ in der Primarstufe}}},
  doi          = {{10.1007/978-3-658-43964-4_13}},
  year         = {{2024}},
}

@inbook{55869,
  author       = {{Alpsancar, Suzana}},
  booktitle    = {{ Philosophische Digitalisierungsforschung  Verantwortung, Verständigung, Vernunft, Macht}},
  editor       = {{Adolphi, Rainer and Alpsancar, Suzana and Hahn, Susanne and Kettner, Matthias}},
  pages        = {{55--113}},
  publisher    = {{transcript}},
  title        = {{{Warum und wozu erklärbare KI? Über die Verschiedenheit dreier paradigmatischer Zwecksetzungen}}},
  year         = {{2024}},
}

@article{55942,
  abstract     = {{If over the last two decades, the development of teaching and learning in higher education institutions has focused on employability and academic qualifications, the importance of a third function of higher education is being increasingly emphasised at European level: the promotion of societal-democratic engagement. In a qualitative analysis, we examine the importance that higher education institutions in Germany attach to the development of societal-democratic engagement in the context of their quality assurance processes. The results show that societal-democratic engagement as a dimension of quality is rather weakly embedded at both universities and universities of applied sciences. Considering the contemporary challenges to democracy worldwide, the results indicate that further attention to the development of societal democratic engagement within the context of quality assurance processes is certainly 
merited.}},
  author       = {{Mauermeister, Sylvi and Maas, Cecilia}},
  journal      = {{Beiträge zur Hochschulforschung}},
  number       = {{1}},
  pages        = {{96--117}},
  publisher    = {{IHF (Bayerisches Staatsinstitut für Hochschulforschung und Hochschulplanung)}},
  title        = {{{Education for democracy: the promotion of societal-democratic values,  knowledge and participation in higher education quality assurance}}},
  volume       = {{46}},
  year         = {{2024}},
}

@inproceedings{55944,
  author       = {{Sylvi, Mauermeister and Julia, Brose and Bettina, Langfeldt and Isabel, Steinhardt and Nicolai, Götze}},
  location     = {{Frankfurt/Main}},
  pages        = {{193--208}},
  title        = {{{Evaluieren und  Publizieren?}}},
  doi          = {{10.36197/DUZOPEN.031}},
  year         = {{2024}},
}

@article{55989,
  abstract     = {{Phased arrays are vital in communication systems and have received significant interest in the field of optoelectronics and photonics, enabling a wide range of applications such as LiDAR, holography, wireless communication, etc. In this work, we present a blazed grating antenna that is optimized to have upward radiation efficiency as high as 80% with a compact footprint of 3.5 μm × 2 μm at an operational wavelength of 1.55 μm. Our numerical investigations demonstrate that this antenna in a 64 × 64 phased array configuration is capable of producing desired far-field radiation patterns. Additionally, our antenna possesses a low side lobe level of -9.7 dB and a negligible reflection efficiency of under 1%, making it an attractive candidate for integrated optical phased arrays.}},
  author       = {{Farheen, Henna and Joshi, Suraj and Scheytt, J. Christoph and Myroshnychenko, Viktor and Förstner, Jens}},
  issn         = {{2515-7647}},
  journal      = {{Journal of Physics: Photonics}},
  keywords     = {{tet_topic_opticalantenna}},
  pages        = {{045010}},
  publisher    = {{IOP Publishing}},
  title        = {{{An efficient compact blazed grating antenna for optical phased arrays}}},
  doi          = {{10.1088/2515-7647/ad6ed4}},
  volume       = {{6}},
  year         = {{2024}},
}

@book{55996,
  editor       = {{Seng, Eva- Maria and Sonkoly, Gábor}},
  title        = {{{European Heritage Label. Selection. Report of the  European Panel to the European Commission. 2021}}},
  year         = {{2024}},
}

@article{56016,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Special tasks for pre-service teachers (PSTs) in university mathematics courses (“interface tasks”) are a common innovation in recent years to overcome the second discontinuity. By this, we mean tasks that are situated by typical everyday challenges of mathematics teaching and in which PSTs must use their mathematical knowledge and skills in a professionally relevant way. In this paper, we analyze answers that PSTs have created to an interface task on symmetry. The PSTs were asked to clarify a student’s question from a mathematical perspective and then give a suitable elementarized answer. We situate these two steps theoretically and reconstruct the mathematical reasoning in PSTs' answers. Through qualitative content analysis, we examined how PSTs justify figures' symmetries from a university mathematics perspective and when responding to the fictitious student. The scenario of a student questioning the existence of 100° rotationally symmetrical figures elicited rich and varied responses, proving suitable for an interface task. We compared PSTs' reasoning related to mathematical clarification with the reasoning related to elementarization. In many cases, this revealed a productive use of course content. An interesting result is that there is no uniform picture as to whether the arguments are more detailed in the mathematical clarification or in the elementarization.</jats:p>}},
  author       = {{Hoffmann, Max and Biehler, Rolf}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Using academic mathematical knowledge when working on interface tasks–analyses of pre-service teachers’ arguments about rotationally symmetric figures}}},
  doi          = {{10.1007/s11858-024-01633-4}},
  year         = {{2024}},
}