@inproceedings{66759,
  author       = {{Biehler, Rolf and Binder, Karin and Haverkamp, Michael and Kempen, Leander}},
  booktitle    = {{Mathematikabitur „Status Quo–Quo Vadis “: Tagungsband zur Fachtagung zum Mathematikabitur am 11./12. Februar 2025 in Dresden}},
  editor       = {{Barzel, Bärbel and Schnasse, Saskia and Ebers, Patrick}},
  location     = {{Dresden}},
  pages        = {{56–70}},
  publisher    = {{Universität Duisburg-Essen}},
  title        = {{{Impulse zur Stochastik in der Oberstufe}}},
  year         = {{2026}},
}

@inbook{66760,
  author       = {{Knoll, Lisa}},
  booktitle    = {{Handbuch Organisationssoziologie}},
  editor       = {{Appelt, Maja and Bode, Ingo and Hasse, Raimund and Meyer, Uli and Groddeck , Victoria v. and Wilkesmann, Maximiliane and Windeler , Arnold}},
  isbn         = {{9783658159191}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Organisationen, Konventionen und Kritik. Der französische Neopragmatismus in der Organisationsforschung}}},
  doi          = {{10.1007/978-3-658-15920-7_20}},
  year         = {{2026}},
}

@inbook{66762,
  author       = {{Morrien, Rita}},
  booktitle    = {{Literatur in Westfalen. Beiträge zur Forschung 22}},
  editor       = {{Höppner, Stefan and Maxwill, Arnold}},
  isbn         = {{978-3-8498-2149-4}},
  pages        = {{429--438}},
  publisher    = {{Aisthesis Verlag}},
  title        = {{{"Future Fresko" - Charlotte Kraffts Münsterland-Blog MOMUMENT als dystopische Heimatliteratur}}},
  volume       = {{22}},
  year         = {{2026}},
}

@article{66477,
  abstract     = {{Based on the premise that the successful implementation of inclusion is largely dependent on the educators’ commitment to inclusive ideals, this study sought to examine the ways principals promote an inclusive vision and foster the development of associated practices in their school community. The study employed an exploratory qualitative research design, collecting data through semi-structured interviews and focus groups with 12 principals of highly-ranked inclusive schools from four countries: Australia, Italy, Switzerland, and Spain. In so doing, the emphasis was placed on the principals’ perspectives and practices that contribute to the development of an inclusive school culture. The iterative process of thematic analysis revealed five broad key factors that affect and impact school inclusivity, namely: institutional commitment to a collective inclusive culture; family partnership and co-responsibility; collaboration among key stakeholders (e.g. students, teachers, other staff); students’ voice and agency; and building and sustaining inter-institutional partnerships. This paper concludes by advocating a community-based approach model to school inclusion by identifying key factors on which principals can rely to navigate material, social, and political challenges.}},
  author       = {{Woodcock, Stuart and Avramidis, Elias and Sharma, Umesh and Subban, Pearl and Sahli Lozano, Caroline and Kullmann, Harry and Loreman, Tim and Wüthrich, Sergej and Knickenberg, Margarita}},
  issn         = {{1363-2434}},
  journal      = {{School Leadership & Management}},
  keywords     = {{Inklusive Bildung, Schulentwicklung, Schulleitung, Gemeinschaftlichkeit, Haltung}},
  pages        = {{1--26}},
  publisher    = {{Informa UK Limited}},
  title        = {{{‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures}}},
  doi          = {{10.1080/13632434.2026.2691492}},
  year         = {{2026}},
}

@article{66664,
  author       = {{Pöllmann, Andreas}},
  issn         = {{1476-7724}},
  journal      = {{Globalisation, Societies and Education}},
  pages        = {{1--11}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Three pitfalls in intercultural education: Cultural uniformity, pedagogical neutrality, and presumptions of competence}}},
  doi          = {{10.1080/14767724.2026.2636566}},
  year         = {{2026}},
}