@inbook{44810,
  author       = {{Freitag, Christine}},
  booktitle    = {{Lernarrangements für heterogene Gruppen}},
  editor       = {{Kiper, Hanna and Miller, Susanne and Palentien, Christian and Rohlfs, Carsten}},
  isbn         = {{978-3-7815-1640-3}},
  pages        = {{234--244}},
  publisher    = {{Klinkhardt}},
  title        = {{{Provokationen und Reaktionen: Homogenisierungsprozesse in international vergleichender Perspektive}}},
  year         = {{2008}},
}

@inbook{57383,
  author       = {{Bürgel, Christoph}},
  booktitle    = {{Didaktische Transformation und Konstruktion. Zum Verhältnis von Fachwissenschaft und Fremdsprachendidaktik in der Romanistik}},
  pages        = {{167--183}},
  publisher    = {{u.a.: Lang}},
  title        = {{{Textzugriffe und Textverstehen in didaktischer Perspektive – Aspekte einer Dechiffrierungsmethode}}},
  year         = {{2008}},
}

@inbook{57385,
  author       = {{Bürgel, Christoph}},
  booktitle    = {{Selbstreflexivität: Beiträge zum 23. Forum Junge Romanistik (Göttingen, 30. Mai - 02. Juni 2007)}},
  editor       = {{Álvaro/Gerth, Christian and Buch, Steffen/Ceballos}},
  pages        = {{51--70}},
  publisher    = {{Romanistischer Verlag}},
  title        = {{{Muster der Darstellung und des Verstehens von Pathos und Ethos in der Erzählliteratur}}},
  year         = {{2008}},
}

@inbook{57384,
  author       = {{Bürgel, Christoph}},
  booktitle    = {{Text- und Sinnstrukturen in Erzählungen. Von Boccaccio bis Echenoz}},
  editor       = {{Eggs, Ekkehard and Sanders, Hans}},
  pages        = {{81--104}},
  publisher    = {{u.a.: Lang}},
  title        = {{{Konstruktion und Rekonstruktion von Emotionen und Charakteren in Erzähltexten}}},
  year         = {{2008}},
}

@article{3546,
  abstract     = {{Using a large sample of small private companies, we show incremental influence ofeconomic incentives over prescriptions from accounting standards by financial statementpreparers in a code‐law setting with high alignment between financial and tax reportingand no agency problems. Contrary to predictions from standards, more profitable companiesare more likely to write‐off and the write‐off magnitude is greater, reflecting taxminimisation. Larger companies are more likely to write‐off, but the magnitude decreaseswith size, reflecting increasing political costs due to greater visibility to taxauthorities. Previous write‐off patterns and magnitudes are persistent, reflectinginstitutional learning linked to regulatory changes. }},
  author       = {{Garrod, Neil and Kosi, Urska and Valentincic, Aljosa}},
  journal      = {{Journal of Business Finance and Accounting}},
  number       = {{3-4}},
  pages        = {{307--330}},
  title        = {{{Asset Write-Offs in the Absence of Agency Problems}}},
  doi          = {{10.1111/j.1468-5957.2008.02078.x}},
  volume       = {{35}},
  year         = {{2008}},
}

@article{66782,
  abstract     = {{The link between formal education and the formation of national attachment is widely acknowledged. Yet, research on teachers’ national attachment is still relatively rare. Based on a comparative analysis of survey data obtained from 281 Berlin and London state secondary school head teachers, this paper proposes a multivariate model in which notions of national identity, levels of national pride and levels of supranational attachment represent predictors of national attachment. The respective statistical analyses reveal striking cross‐national similarities in terms of the individual and joint explanatory impact of these predictors. Other findings concern correlations between different notions of Britishness/Germanness and levels of national attachment, the relationship between national and supranational attachment, and associations between national pride and national attachment.}},
  author       = {{Pöllmann, Andreas}},
  issn         = {{0305-5698}},
  journal      = {{Educational Studies}},
  number       = {{1}},
  pages        = {{45--53}},
  publisher    = {{Informa UK Limited}},
  title        = {{{National attachment among Berlin and London head teachers: The explanatory impact of national identity, national pride and supranational attachment}}},
  doi          = {{10.1080/03055690701785277}},
  volume       = {{34}},
  year         = {{2008}},
}

@phdthesis{66835,
  abstract     = {{Comparisons of British and German public opinion show marked cross-national differences in levels of attachment to country and Europe. The respective trends are empirically well-documented and can be framed in plausible socio-historical explanations. Based on a mail survey administered to all Berlin and London state secondary school head teachers, my research offers an alternative view on apparent cross-national cleavages in levels of attachment to Britain/Germany and Europe. Looking beyond one-dimensional comparisons and macro-level explanations, my statistical analyses reveal a number of striking cross-national similarities. Conceptually, my research draws on Bourdieu’s notions of habitus and cultural capital. Within this framework, I regard people’s attachments to country and Europe as learned and habituated, yet open to modification and reconstruction through reflexive agency, educational practices, and the acquisition of intercultural capital. I operationalise the latter as a combination of language skills, experience of living abroad, and intercultural friendships. My statistical analyses demonstrate that if respondents share intercultural experiences and skills as well as notions of the respective object of attachment, they are likely to report similar levels of attachment to country and Europe – irrespective of their national background. Further cross-national similarities include the perceived salience of Europe’s cultural history, positive evaluations of EU policies in the area of human rights and minority protection, and positive associations between levels of attachment to country and levels of attachment to Europe. The respective findings illustrate how cleavages between ‘us’ and ‘them’ often turn out to be less clear-cut than they may appear at first glance. As I argue throughout, teachers and school managers can play an important part in furthering reflexive engagement with easily taken for granted and stereotyped notions of the ‘Other’.}},
  author       = {{Pöllmann, Andreas}},
  pages        = {{215}},
  publisher    = {{Department of Sociology, University of Essex}},
  title        = {{{Berlin and London head teachers' attachment to country and Europe: Beyond apparent cross-national differences}}},
  year         = {{2008}},
}

@article{31026,
  abstract     = {{Am Beispiel der naturwissenschaftlichen Fächer untersucht die Studie den
einzelschulischen Gesamtzusammenhang, in dem sich Fachunterricht am Gymnasium vollzieht.
Dazu werden die Schulkultur als auch die fachspezifische Kultur mit einem umfangreichen Indikatorensatz operationalisiert und anschließend aufeinander bezogen sowie in Bezug zur fachspezifischen Schuleffektivität gesetzt. Es ergeben sich deutliche Hinweise auf eine Autonomie fachspezifischer Subkulturen sowie auf einen Zusammenhang zwischen dem Stellenwert naturwissenschaftlicher Fächer und den betreffenden Leistungsergebnissen.}},
  author       = {{van Ackeren, Isabell and Block, Rainer and Kullmann, Harry and Sprütten, Frank and Klemm, Klaus}},
  issn         = {{0044-3247}},
  journal      = {{Zeitschrift für Pädagogik}},
  keywords     = {{Lernen, Schulkultur}},
  number       = {{3}},
  pages        = {{341–360}},
  title        = {{{Schulkultur als Kontext naturwissenschaftlichen Lernens. Allgemeine und fachspezifische explorative Analysen}}},
  doi          = {{10.25656/01:4355}},
  volume       = {{54}},
  year         = {{2008}},
}