@inbook{25261, author = {{Geierhos, Michaela}}, booktitle = {{Die Enzyklopädie der Wirtschaftsinformatik}}, editor = {{Gronau, Norbert and Becker, Jörg and Sinz, Elmar and Suhl, Lena and Leimeister, Jan Marco}}, publisher = {{GITO-Verlag}}, title = {{{Webmonitoring}}}, year = {{2016}}, } @inbook{25264, author = {{Geierhos, Michaela}}, booktitle = {{Die Enzyklopädie der Wirtschaftsinformatik}}, editor = {{Gronau, Norbert and Becker, Jörg and Sinz, Elmar and Suhl, Lena and Leimeister, Jan Marco}}, publisher = {{GITO-Verlag}}, title = {{{Text Mining}}}, year = {{2016}}, } @inbook{66349, author = {{Abramovich, Dan and Chen, Qile and Marcus, Steffen and Ulirsch, Martin and Wise, Jonathan}}, booktitle = {{Simons Symposia}}, isbn = {{9783319309446}}, issn = {{2365-9564}}, publisher = {{Springer International Publishing}}, title = {{{Skeletons and fans of logarithmic structures}}}, doi = {{10.1007/978-3-319-30945-3_9}}, year = {{2016}}, } @article{54234, author = {{Bartlitz, David}}, journal = {{Entscheidungen zum Wirtschaftsrecht (EWiR)}}, number = {{8}}, pages = {{225--226}}, title = {{{Keine Verwirkung des Rechts zum Widerruf trotz Erklärung erst zwei Monate nach Darlehensrückführung und Zahlung einer Vorfälligkeitsentschädigung. Anmerkung zu OLG Frankfurt a.M., Urt. v. 27.01.2016 - 17 U 16/15}}}, year = {{2016}}, } @article{66779, abstract = {{Nowhere does the need to appreciate a diverse range of different intercultural experiences appear more obvious than in the context of intercultural education. Yet, in times of neoliberal hegemony over educational politics and policies, less socioculturally dominant and often more colloquial funds of intercultural knowledge risk to suffer continued institutional marginalization and curricular obliteration. To counter such forms of symbolic violence and to create learning environments that value a wide range of processes of intercultural capital realization, intercultural education needs to overcome ideas of “bad habitus” and “good reflexivity”, for they prematurely discredit the value of people’s practical sense, while failing to problematize the sociocultural contingency of their reflexive capacities. In a critical appropriation of Bourdieu’s conceptualization of human agency, the present article highlights the reconcilability of reflexivity and habitus, with a particular interest in processes of intercultural capital realization and the (unfulfilled) potential of intercultural education.}}, author = {{Pöllmann, Andreas}}, issn = {{2331-1886}}, journal = {{Cogent Social Sciences}}, number = {{1}}, publisher = {{Informa UK Limited}}, title = {{{Habitus, reflexivity, and the realization of intercultural capital: The (unfulfilled) potential of intercultural education}}}, doi = {{10.1080/23311886.2016.1149915}}, volume = {{2}}, year = {{2016}}, } @article{66794, abstract = {{La necesidad de apreciar una amplia gama de diferentes experiencias interculturales parece ser más que obvia en el contexto de la educación intercultural. Sin embargo, en esta época, caracterizada por la hegemonía de políticas educativas neoliberales, los conocimientos interculturales socio-culturalmente menos dominantes y a menudo más coloquiales corren el riesgo de sufrir una continua marginación institucional y curricular. Para contrarrestar tales formas de violencia simbólica y para crear ambientes de enseñanza que valoren un amplio rango de procesos de realización de capital intercultural, la educación intercultural necesita superar las nociones de “mal habitus” y “buena reflexividad”, ya que estas desacreditan prematuramente el valor del sentido práctico de la gente, y al mismo tiempo fracasan en problematizar la contingencia sociocultural de sus capacidades reflexivas. En una apropiación crítica de la conceptualización de la agencia humana de Bourdieu, el presente artículo subraya la reconciliación entre la reflexividad y el habitus, con particular interés en los procesos de realización de capital intercultural y el potencial (no aprovechado) de la educación intercultural.}}, author = {{Pöllmann, Andreas}}, journal = {{Cultura y Representaciones Sociales}}, number = {{21}}, pages = {{55--78}}, publisher = {{Universidad Nacional Autónoma de México}}, title = {{{Habitus, reflexividad y la realización de capital intercultural: El potencial (no aprovechado) de la educación intercultural}}}, volume = {{11}}, year = {{2016}}, } @book{31033, abstract = {{Für jeweils zwei Jahre legt der Forschungs- und Entwicklungsplan (FEP) der Laborschule fest, in welchen Projekten gemeinsam gearbeitet wird. Im Schuljahr 2014/15 waren es insge- samt sieben verschiedene Projekte – daran mitgearbeitet haben 28 Lehrer_innen der Labor- schule und 6 Wissenschaftler_innen aus der Universität Bielefeld. In diesem Heft legen die Projekte, die nicht weiterlaufen, eine knappe Darstellung ihrer zwei- jährigen Arbeit vor. Diese Berichte lassen erkennen, in welch vielfältiger Weise (von der Analyse und Revision des eigenen Unterrichts über die Durchführung von Fortbildungsmaß- nahmen bis hin zur Produktion von Büchern) alleine in den vier Projekten, die jetzt beendet werden konnten, gearbeitet wurde. Es ist nicht Ziel dieser Berichte, die inhaltlichen Erkennt- nisse der gesamten jeweiligen Projektarbeit zu präsentieren. Dies erfolgt in gesonderten Ver- öffentlichungen, die zum Teil schon erschienen sind, an denen zum Teil noch gearbeitet wird. In den einzelnen Projektberichten wird jeweils darauf verwiesen. Wir verbinden die Herausgabe dieses Heftes mit einem herzlichen Dank insbesondere an die Lehrerinnen und Lehrer, die durch ihr Engagement und ihre Kreativität auch diesen FEP zu einem Erfolg geführt haben.}}, editor = {{Freke, Nicole and Kullmann, Harry and Lücker, Frank and Lütje-Klose, Birgit and Schwab, Susanne and Textor, Annette and Zenke, Christian Timo}}, pages = {{223}}, publisher = {{Wissenschaftliche Einrichtung Laborschule an der Universität Bielefeld}}, title = {{{Laborschulforschung 2016. Berichte und Anträge zum Forschungs- und Entwicklungsplan. Werkstattheft Nr. 52}}}, year = {{2016}}, } @inbook{29778, author = {{Althoff, Paula G. and Friedli, Reto and Hattermann, Mathias and vom Hofe, Rudolf and Kullmann, Harry and Viehmeister, Frauke}}, booktitle = {{Laborschulforschung 2016. Berichte und Anträge zum Forschungs- und Entwicklungsplan. Werkstattheft Nr. 52}}, editor = {{Freke, Nicole and Kullmann, Harry and Lücker, Frank and Lütje-Klose, Birgit and Schwab, Susanne and Textor, Annette and Zenke, Christian Timo}}, pages = {{11–87}}, publisher = {{{Wissenschaftliche Einrichtung Laborschule an der Universität Bielefeld}}}, title = {{{Positive Beispiele zu negativen Zahlen – Unterrichtsstudien zum Mathematikunterricht. Abschlussbericht}}}, year = {{2016}}, } @article{66998, author = {{Zappone, Alessio and Matthiesen, Bho and Jorswieck, Eduard Axel}}, issn = {{1053-587X}}, journal = {{IEEE Transactions on Signal Processing}}, number = {{4}}, pages = {{1026--1041}}, publisher = {{Institute of Electrical and Electronics Engineers (IEEE)}}, title = {{{Energy Efficiency in MIMO Underlay and Overlay Device-to-Device Communications and Cognitive Radio Systems}}}, doi = {{10.1109/tsp.2016.2626249}}, volume = {{65}}, year = {{2016}}, } @inproceedings{67051, abstract = {{The social participation of students with special educational needs (SEN) as well as other elements of the school-related well-being can be regarded as informative indicators for the inclusion-related quality of a school. Such indicators represent relevant measures for the individual as well as the collective psychosocial outcomes of both, a schools’ inclusive concept as well as its realisation. Building on the prior work of Headey et al. (1984), Ryff & Keyes (1995), Grob et al. 1991 as well as Hascher (2004), a multi-professional research group consisting of regular as well as special education teachers and scientists adopted a six-partite set of questionnaire scales to be administered to students of grade 6 to 10 with and without SEN at the Laboratory School Bielefeld/Germany (Kullmann et al. 2015). The educational concept of this state-run experimental school has been profoundly inspired by the ideas of progressive education as well as the work of John Dewey. It has been serving for a broad range of students including those with SEN for more the 40 years (Thurn 2012). The analyses to be presented are based on a survey that has been administered on a yearly basis between 2013 and 2015. On average, a total of 294 students of the grades 6 to 10 participated (average return rate: 94,7%), of which 9,5% (N = 28) were SEN students. The measurement of social participation was realized by two scales: A newly developed 3-item scale on the “affinity to classmates” (Cronbach’s Alpha without/with SEN, e.g. for 2014: .852/.850) as well as a 4-item scale on the absence of social problems in school (with regard to classmates and other peer students; C-Alpha: .799/.877). The two constructs on social participation are characterised by fairly similar and equally high ratings by both, students with and without SEN (e.g. mean values around 3.7 and 4.0 (minimum: 0; maximum: 5), effect size (d) < .20). They are moderately correlated (r = .415) and structural equation modeling clearly indicates that both are linked to four other measures of school-related well-being while it does not appear appropriate to further condense them to one central figure. In the final paper, we will present further analyses regarding the interconnection between social participation, other elements of school-related well-being as well as additional factors of school quality, e.g. the individual teacher support as perceived by the students or the social competence as an educational goal on the school level. References: • Grob, A., Lüthi, R., Kaiser, F. G., Flammer, A., Mackinnon, A., & Wearing, A. J. (1991). Berner Fragebogen zum Wohlbefinden Jugendlicher (BFW) [Questionnaire on the well-being of adolescents]. Diagnostica 37 (1), 66–75. • Headey, B., Holmstroem, E., & Wearing, A. (1984). Well-being and ill-being: Different dimensions? Social Indicators Research 14 (2), 115–139. • Hascher, T. (Hrsg.). (2004). Wohlbefinden in der Schule [Well-being in schools]. Münster: Waxmann. • Kullmann, H., Geist, S., & Lütje-Klose, B. (2015). Erfassung schulischen Wohlbefindens in inklusiven Schulen ‒ Befunde zur Erprobung eines mehrdimensionalen Konstrukts in fünf Jahrgängen der Sekundarstufe I an der Laborschule Bielefeld. [Ascertainment of school-related well-being in inclusive schools ‒ Findings from testing a multidimensional construct in five secondary grades of the Laboratory School Bielefeld.] In P. Kuhl, P. et al. (Eds.), Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen (pp. 301-333). Wiesbaden: Springer VS. • Ryff, C. D., & Keyes, C. L. M. (1995). The structure of psychological well-being revisited. Journal of Personality and Social Psychology 69, 719–727. • Thurn, S. (2012). Development processes in a laboratory school. Germany. In T. Wrigley, P. Thomson & B. Langard (Hrsg.), Changing Schools. Alternative ways to make a world of difference (pp. 27-38). New York: Routledge.}}, author = {{Kullmann, Harry and Lütje-Klose, Birgit and Geist, Sabine}}, location = {{Dublin, Irland}}, title = {{{The linkage between social participation and other factors of school-related well-being – Findings from an inclusive experimental school in Germany}}}, year = {{2016}}, } @inproceedings{67054, author = {{Kullmann, Harry and Lutter, Natascha and Lütje-Klose, Birgit}}, location = {{Universität Bielefeld}}, title = {{{Schulisches Wohlbefinden als Qualitätsmerkmal inklusiver Schulen ‒ Ausgewählte Be-funde einer jahrgangsübergreifenden Längsschnittstudie an der Laborschule Bielefeld}}}, year = {{2016}}, } @inproceedings{67055, author = {{Dorniak, Marlena and Geist, Sabine and Külker, Anna and Lütje-Klose, Birgit and Siepmann, Christof and Kullmann, Harry}}, location = {{Universität Bielefeld}}, title = {{{Wohlbefinden und Inklusion an der Laborschule Bielefeld – Ergebnisse von Schülerinterviews}}}, year = {{2016}}, } @inproceedings{67056, author = {{Kullmann, Harry}}, location = {{Universität Duisburg-Essen}}, title = {{{Wohlbefinden als Qualitätsmerkmal inklusiver Schulen ‒ Multiperspektivische Befunde aus der Sekundarstufe I am Beispiel der Laborschule Bielefeld}}}, year = {{2016}}, } @article{67046, author = {{Leinfellner, Stefanie and Bomert, Christiane}}, journal = {{Alte neue Ungleichheiten? Auflösungen und Neukonfigurationen von Erwerbs- und Familiensphäre}}, pages = {{163–181}}, publisher = {{Barbara Budrich}}, title = {{{Elternschaft und Wissenschaft im Kontext neoliberaler Transformationen: Alte oder neue Dilemmata bei der Vereinbarkeit von Reproduktions- und Erwerbsarbeit?}}}, doi = {{https://doi.org/10.3224/84740545}}, volume = {{Sonderheft 4}}, year = {{2016}}, } @article{51826, author = {{Schmitt, Martin and Erdogan, Julia and Kasper, Thomas and Funke, Janine}}, journal = {{Technikgeschichte}}, keywords = {{Technikgeschichte, Digitalisierung}}, number = {{1}}, pages = {{33–70}}, publisher = {{Nomos }}, title = {{{Digitalgeschichte Deutschlands. Ein Forschungsbericht.}}}, volume = {{83}}, year = {{2016}}, } @misc{52539, author = {{Schmitt, Martin}}, booktitle = {{H-Soz-Kult}}, title = {{{Rezension zu: Kline, Ronald R.: The Cybernetics Moment. Or Why We Call Our Age the Information Age. Baltimore 2015}}}, year = {{2016}}, }