@inbook{59867,
  author       = {{Dübbert, Alexander}},
  booktitle    = {{Transdisziplinäre Räume in den Kulturwissenschaften}},
  editor       = {{Kornbach, Alina and Lammer, Christina and Magdeburg, Lena}},
  pages        = {{403--429}},
  publisher    = {{Herder}},
  title        = {{{Muster in der Benamung 'nachhaltiger' Lebensmittelmarkennamen - Kulturbezogene Deutungen von Namen am stationären Verkaufsort als Raum}}},
  volume       = {{3}},
  year         = {{2025}},
}

@misc{66653,
  author       = {{Albers, Timm and Meusel, Sarah}},
  title        = {{{Evaluationsbericht: Profis für sprachliche Vielfalt. Forschungsergebnisse der Evaluation der Mehrsprachigkeit in städtischen Kindertageseinrichtungen in Köln}}},
  year         = {{2025}},
}

@misc{59167,
  author       = {{Thomas, Sven}},
  booktitle    = {{HannahArendt.Net}},
  number       = {{1}},
  pages        = {{240–242}},
  title        = {{{Rezension: Thomas Meyers neue Arendt Biographie. Sinnbild der Verstrickung von Theorie und Praxis}}},
  doi          = {{10.57773/HANET.V14I1.607}},
  volume       = {{14}},
  year         = {{2025}},
}

@misc{59166,
  author       = {{Thomas, Sven}},
  booktitle    = {{HannahArendt.Net}},
  number       = {{1}},
  pages        = {{237–239}},
  title        = {{{Rezension: Hanna Meretoja: Die Nacht der alten Feuer}}},
  doi          = {{10.57773/HANET.V14I1.606}},
  volume       = {{14}},
  year         = {{2025}},
}

@article{61533,
  author       = {{Balsmeier, Benjamin and Lück, Sonja and Fleming, Lee}},
  issn         = {{0048-7333}},
  journal      = {{Research Policy}},
  number       = {{10}},
  publisher    = {{Elsevier BV}},
  title        = {{{Science knowledge localizes}}},
  doi          = {{10.1016/j.respol.2025.105333}},
  volume       = {{54}},
  year         = {{2025}},
}

@inbook{66769,
  abstract     = {{<jats:p>Die Umsetzung eines inklusiven Bildungssystems stellt nach wie vor eine große Herausforderung für die Bildungspolitik, Bildungsverwaltung und Bildungspraxis dar. Das BMBF reagierte darauf mit der Schwerpunktsetzung auf inklusive Bildung im Kontext des Rahmenprogramms ›Empirische Bildungsforschung‹. 
In den beiden Sammelbänden werden die Ergebnisse der zweiten Förderlinie, welche den Fokus auf ›Förderbezogene Diagnostik‹ setzt, vorgestellt. Sie ermöglichen einer breiten Leserschaft aus Bildungspraxis, Bildungsverwaltung, Bildungspolitik und Bildungsforschung, sich einen raschen Überblick über die Zielsetzungen, die Vorgehensweise und die Ergebnisse der 28 im Rahmen dieses Programms geförderten Projekte zu verschaffen. 
Dieser Band befasst sich mit überfachlichen Aspekten, und zwar mit der Praxis der Diagnostik, der Professionalisierung der pädagogischen Fachkräfte, den Unterstützungsangeboten sowie den Übergängen in die berufliche Bildung.</jats:p>}},
  author       = {{Frehe-Halliwell, Petra and Kremer, H.-Hugo and Laubenstein, Désirée and Kundisch, Heike and Otto, Franziska and Seib, Jessica and Geisler, Tobias}},
  booktitle    = {{Förderbezogene Diagnostik in der inklusiven Bildung. Professionalisierung – spezifische Unterstützungsangebote – Übergänge in die berufliche Bildung}},
  editor       = {{Otto, Franziska and Otto, Franziska and Otto, Franziska and Otto, Franziska and Otto, Franziska and Otto, Franziska}},
  isbn         = {{9783830949619}},
  publisher    = {{Waxmann Verlag GmbH}},
  title        = {{{SeiP – Selbstinszenierungspraktiken als Zugang zu einer selbstbestimmten, multimodalen Kompetenzfeststellung für (aus-)bildungsbenachteiligte Jugendliche}}},
  doi          = {{10.31244/9783830999614}},
  year         = {{2025}},
}

@inbook{66772,
  author       = {{Frehe-Halliwell, Petra and Kremer, H.-Hugo and Otto, Franziska}},
  booktitle    = {{Didaktik in der Ausbildungsvorbereitung. Selbstinszenierungspraktiken als subjektorientierter Zugang (aus-)bildungsbenachteiligter Jugendlicher}},
  editor       = {{Kremer, H.-Hugo and Frehe-Halliwell, Petra and Laubenstein, Désirée and Kundisch, Heike}},
  isbn         = {{9783763978137}},
  pages        = {{285--329}},
  publisher    = {{EUSL bei wbv}},
  title        = {{{Selbstinszenierungspraktiken als Zugang zu einer selbstbestimmten, multimodalen Kompetenzfeststellung für (aus-)bildungsbenachteiligte Jugendliche: Entwicklungsansatz, SeiP-Rahmenkonzept und exemplarische Methoden. }}},
  doi          = {{10.3278/9783763978137}},
  year         = {{2025}},
}

@inbook{66771,
  author       = {{Frehe-Halliwell, Petra and Kremer, H.-Hugo and Kundisch, Heike and Otto, Franziska and Laubenstein, Désirée and Seib, Jessica}},
  booktitle    = {{Didaktik in der Ausbildungsvorbereitung. Selbstinszenierungspraktiken als subjektorientierter Zugang (aus-)bildungsbenachteiligter Jugendlicher}},
  editor       = {{Kremer, H.-Hugo and Frehe-Halliwell, Petra and Laubenstein, Désirée and Kundisch, Heike}},
  isbn         = {{9783763978137}},
  pages        = {{13--32}},
  publisher    = {{EUSL bei wbv}},
  title        = {{{Selbstinszenierungspraktiken als Zugang zu einer selbstbestimmten, multimodalen Kompetenzfeststellung für (aus-)bildungsbenachteiligte Jugendliche (SeiP)}}},
  doi          = {{10.3278/9783763978137}},
  year         = {{2025}},
}

@inbook{66770,
  author       = {{Otto, Franziska and Kremer, H.-Hugo}},
  booktitle    = {{Didaktik in der Ausbildungsvorbereitung. Selbstinszenierungspraktiken als subjektorientierter Zugang (aus-)bildungsbenachteiligter Jugendlicher}},
  editor       = {{Kremer, H.-Hugo and Frehe-Halliwell, Petra and Laubenstein, Desiree and Kundisch, Heike}},
  isbn         = {{9783763978137}},
  pages        = {{59--92}},
  publisher    = {{EUSL bei wbv}},
  title        = {{{Selbstinszenierung als Zugang zum Selbstkonzept – Theoretisch-konzeptionelle Annäherungen und Überlegungen zur didaktischen Gestaltung}}},
  doi          = {{10.3278/9783763978137}},
  year         = {{2025}},
}

@inbook{66773,
  author       = {{Frehe-Halliwell, Petra and Kückmann, Marie-Ann and Otto, Franziska}},
  booktitle    = {{bwp@ Profil 12: Transformationen in der beruflichen Bildung – Handlungsräume und Gestaltungsfelder der Wirt-schafts- und Berufspädagogik. Digitale Festschrift für H.-Hugo Kremer zum 60. Geburtstag }},
  editor       = {{Frehe-Halliwell, Petra and Kückmann, Marie-Ann and Otto, Franziska}},
  pages        = {{1--38}},
  title        = {{{Entdeckungsräume: Eröffnen – Eintauchen – Mitgehen. Zur Konturierung einer subjektorientierten Didaktik in der Ausbildungsvorbereitung}}},
  year         = {{2025}},
}

@techreport{66777,
  author       = {{Otto, Franziska and Frehe-Halliwell, Petra and Kremer, H.-Hugo and Kundisch, Heike}},
  title        = {{{Handreichung: Zum starken Selbst im Übergang Schule–Beruf! : Materialien und Umsetzungsbeispiele aus dem Forschungs- und Entwicklungsprojekt "SeiP": Selbstinszenierungspraktiken als Zugang zu einer selbstbestimmten, multimodalen Kompetenzfeststellung für (aus-) bildungsbenachteiligte Jugendliche}}},
  doi          = {{https://doi.org/10.17619/UNIPB/1-2421}},
  year         = {{2025}},
}

@article{66774,
  author       = {{Kremer, H.-Hugo and Otto, Franziska}},
  journal      = {{BVkE-Info}},
  number       = {{Juni}},
  pages        = {{5--6}},
  title        = {{{Selbsterkundung und Selbstinszenierung: Potenziale entfalten. Übergänge gestalten }}},
  volume       = {{2}},
  year         = {{2025}},
}

@inproceedings{59480,
  abstract     = {{Parental Perceptions of Inclusive Teacher and School Support – Establishment of a Short-Form 

The 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.
Despite 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. 
We 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. 
It 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.
Its 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.
References 
De 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.
Kullmann, 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.
Sharma, U., Woodcock, S., May, F., & Subban, P. (2022). Examining parental perception of inclusive education climate. Frontiers in Education, 7, Article 907742.
Stevens, 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.}},
  author       = {{Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline}},
  location     = {{University of Belgrade. Serbia}},
  title        = {{{Parental perceptions of inclusive teacher and school support – Establishment of a short-form}}},
  year         = {{2025}},
}

@inproceedings{59481,
  author       = {{Knickenberg, Margarita and Kullmann, Harry}},
  location     = {{University of Belgrade, Serbia}},
  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}}},
  year         = {{2025}},
}

@inproceedings{66884,
  author       = {{Kullmann, Harry}},
  location     = {{Universität Flensburg}},
  title        = {{{Wohlbefinden als schulische Leistung. Theoretische und empirische Perspektiven}}},
  year         = {{2025}},
}

@article{63580,
  author       = {{Dyck, Daniel and Hechtner, Frank and Maiterth, Ralf and Sureth-Sloane, Caren}},
  journal      = {{Steuer und Wirtschaft}},
  number       = {{Sonderheft NeSt}},
  pages        = {{26--44}},
  title        = {{{Abschreibungen als Mittel der Investitionsförderung in Deutschland - Möglichkeiten, Grenzen und Perspektiven evidenzbasierter Analysen}}},
  volume       = {{102}},
  year         = {{2025}},
}

@unpublished{62262,
  abstract     = {{We construct the first examples of chamber-regular lattices on C̃₂-buildings. Assuming a conjecture of Kantor our list of examples becomes a classification for chamber-regular C̃₂-lattices on locally-finite C̃₂-buildings. The links of special vertices in the buildings we construct, are all isomorphic to (the incidence graph of) the unique generalized quadrangle Q of order (3,5). In particular our constructions involve chamber-regular actions on Q. These actions on Q are the first (and if Kantor's conjecture holds the only) chamber-regular actions on a finite generalized quadrangle and therefore interesting in their own right. Moreover Q is not Moufang and therefore none of our examples is a Bruhat-Tits building and all our lattices are exotic building lattices.}},
  author       = {{Stamer, Franziska and Titz Mite, Thomas }},
  pages        = {{29}},
  title        = {{{On Chamber-regular C̃₂-Lattices}}},
  year         = {{2025}},
}

@article{63241,
  author       = {{Schmitt-Richter, Lena Katharina and Wüllner, Sabrina and Schmidt, Katharina and Ebeling, Muna}},
  journal      = {{PädagogikUNTERRICHT. Die Fachzeitschrift für die pädagogische Fächergruppe.}},
  number       = {{4}},
  pages        = {{65--70}},
  title        = {{{Von der Idee zur Umsetzung – Der Schulversuch an der Maria-Montessori-Gesamtschule in Düsseldorf}}},
  volume       = {{45}},
  year         = {{2025}},
}

@inproceedings{66098,
  author       = {{Lütke Stockdiek, Janina and Grimme, Britta and Griesbach, Marie and Grimme, Christian}},
  booktitle    = {{International Artificial Intelligence Symposium}},
  pages        = {{432–447}},
  title        = {{{Out of Order: On the Importance of Word Positions in Explaining Text Classification}}},
  year         = {{2025}},
}

@article{66108,
  abstract     = {{<jats:p>Due to demographic changes and their impact on the labor market, attracting and retaining older employees plays a decisive role in organizations’ ability to maintain their workforce. This requires organizations to publicly display a work environment that fits the particular preferences of this target group. Drawing on lifespan theories, we examine how the link between employee preferences and employees’ likelihood of recommending their employer to others varies by age. To address the lack of integration between the literatures on workforce aging and employer branding, we take an empirical approach analyzing 292,429 numeric and unedited text-based employee reviews from an employer rating platform. Our findings reveal that relationship-building, fair and appreciative supervisor behavior, positive interactions with older colleagues, and location-flexible, efficient working conditions play pivotal roles in shaping older employees’ likelihood of recommending their employer. Although these age-related interaction effects are significant, they remain small, suggesting broadly compatible preferences between older and younger employees. We also demonstrate that these findings are robust across gender and different income groups. Finally, we provide tangible recommendations for the incorporation of lifespan theories in the employer branding context and highlight the value of using platform data for future research.</jats:p>}},
  author       = {{Lauterbach, Ann Sophie and Radermacher, Katharina}},
  issn         = {{2397-0022}},
  journal      = {{German Journal of Human Resource Management: Zeitschrift für Personalforschung}},
  number       = {{1}},
  pages        = {{87--118}},
  publisher    = {{SAGE Publications}},
  title        = {{{Are the differences not that different? Exploring an age perspective on employee preferences using an employer review platform}}},
  doi          = {{10.1177/23970022251337642}},
  volume       = {{40}},
  year         = {{2025}},
}