[{"status":"public","page":"22-41","_id":"66661","publisher":"Editorial de la Universidad de Granada","user_id":"77437","volume":9,"citation":{"short":"A. Pöllmann, MODULEMA. Revista Científica Sobre Diversidad Cultural 9 (2025) 22–41.","chicago":"Pöllmann, Andreas. “El Concepto de Pluriformidad Cultural y Su Relevancia Para La Educación Intercultural: Una Perspectiva Crítica Desde Bourdieu.” <i>MODULEMA. Revista Científica Sobre Diversidad Cultural</i> 9 (2025): 22–41. <a href=\"https://doi.org/10.30827/modulema.v9i.31478\">https://doi.org/10.30827/modulema.v9i.31478</a>.","apa":"Pöllmann, A. (2025). El concepto de pluriformidad cultural y su relevancia para la educación intercultural: Una perspectiva crítica desde Bourdieu. <i>MODULEMA. Revista Científica Sobre Diversidad Cultural</i>, <i>9</i>, 22–41. <a href=\"https://doi.org/10.30827/modulema.v9i.31478\">https://doi.org/10.30827/modulema.v9i.31478</a>","ieee":"A. Pöllmann, “El concepto de pluriformidad cultural y su relevancia para la educación intercultural: Una perspectiva crítica desde Bourdieu,” <i>MODULEMA. Revista científica sobre Diversidad Cultural</i>, vol. 9, pp. 22–41, 2025, doi: <a href=\"https://doi.org/10.30827/modulema.v9i.31478\">10.30827/modulema.v9i.31478</a>.","ama":"Pöllmann A. El concepto de pluriformidad cultural y su relevancia para la educación intercultural: Una perspectiva crítica desde Bourdieu. <i>MODULEMA Revista científica sobre Diversidad Cultural</i>. 2025;9:22-41. doi:<a href=\"https://doi.org/10.30827/modulema.v9i.31478\">10.30827/modulema.v9i.31478</a>","bibtex":"@article{Pöllmann_2025, title={El concepto de pluriformidad cultural y su relevancia para la educación intercultural: Una perspectiva crítica desde Bourdieu}, volume={9}, DOI={<a href=\"https://doi.org/10.30827/modulema.v9i.31478\">10.30827/modulema.v9i.31478</a>}, journal={MODULEMA. Revista científica sobre Diversidad Cultural}, publisher={Editorial de la Universidad de Granada}, author={Pöllmann, Andreas}, year={2025}, pages={22–41} }","mla":"Pöllmann, Andreas. “El Concepto de Pluriformidad Cultural y Su Relevancia Para La Educación Intercultural: Una Perspectiva Crítica Desde Bourdieu.” <i>MODULEMA. Revista Científica Sobre Diversidad Cultural</i>, vol. 9, Editorial de la Universidad de Granada, 2025, pp. 22–41, doi:<a href=\"https://doi.org/10.30827/modulema.v9i.31478\">10.30827/modulema.v9i.31478</a>."},"quality_controlled":"1","year":"2025","title":"El concepto de pluriformidad cultural y su relevancia para la educación intercultural: Una perspectiva crítica desde Bourdieu","author":[{"full_name":"Pöllmann, Andreas","first_name":"Andreas","last_name":"Pöllmann","orcid":"0000-0002-9090-2547","id":"77437"}],"publication_identifier":{"issn":["2530-934X"]},"date_updated":"2026-08-24T06:13:20Z","publication_status":"published","intvolume":"         9","article_type":"original","language":[{"iso":"eng"}],"doi":"10.30827/modulema.v9i.31478","publication":"MODULEMA. Revista científica sobre Diversidad Cultural","abstract":[{"lang":"spa","text":"Basándose en el marco conceptual de Pierre Bourdieu, este artículo presenta la noción de pluriformidad cultural y su relevancia para una educación intercultural crítica, inclusiva y equitativa. Situado en el nexo de las nociones bourdianas de habitus, campo y doxa, el concepto de pluriformidad cultural se refiere a la coocurrencia de diferentes formas de capital cultural e intercultural dentro de un mismo individuo o campo. El análisis crítico y exploratorio de la pluriformidad cultural ofrece una alternativa viable a las prescripciones normativas de lo que supuestamente significa ser competente interculturalmente. El artículo sostiene que el concepto de pluriformidad cultural resulta especialmente apropiado para cuestionar críticamente los contextos institucionales monolingües (por ejemplo, en las escuelas) que no reconocen ni valoran adecuadamente la diversidad lingüística y cultural real del alumnado. Al hacerlo, ilustra que la investigación empírica de la pluriformidad cultural en los niveles de incorporación, objetivación e institucionalización requiere especial atención de la colaboración empática e inclusiva de investigadores y sujetos de investigación.</jats:p>"}],"date_created":"2026-08-05T11:29:51Z","type":"journal_article"},{"quality_controlled":"1","citation":{"ama":"Pöllmann A. Exploring intersectional interculturality in contexts of cultural pluriformity. <i>Intercultural Education</i>. 2025;36(4):403-417. doi:<a href=\"https://doi.org/10.1080/14675986.2025.2484515\">10.1080/14675986.2025.2484515</a>","bibtex":"@article{Pöllmann_2025, title={Exploring intersectional interculturality in contexts of cultural pluriformity}, volume={36}, DOI={<a href=\"https://doi.org/10.1080/14675986.2025.2484515\">10.1080/14675986.2025.2484515</a>}, number={4}, journal={Intercultural Education}, publisher={Informa UK Limited}, author={Pöllmann, Andreas}, year={2025}, pages={403–417} }","mla":"Pöllmann, Andreas. “Exploring Intersectional Interculturality in Contexts of Cultural Pluriformity.” <i>Intercultural Education</i>, vol. 36, no. 4, Informa UK Limited, 2025, pp. 403–17, doi:<a href=\"https://doi.org/10.1080/14675986.2025.2484515\">10.1080/14675986.2025.2484515</a>.","chicago":"Pöllmann, Andreas. “Exploring Intersectional Interculturality in Contexts of Cultural Pluriformity.” <i>Intercultural Education</i> 36, no. 4 (2025): 403–17. <a href=\"https://doi.org/10.1080/14675986.2025.2484515\">https://doi.org/10.1080/14675986.2025.2484515</a>.","short":"A. Pöllmann, Intercultural Education 36 (2025) 403–417.","apa":"Pöllmann, A. (2025). Exploring intersectional interculturality in contexts of cultural pluriformity. <i>Intercultural Education</i>, <i>36</i>(4), 403–417. <a href=\"https://doi.org/10.1080/14675986.2025.2484515\">https://doi.org/10.1080/14675986.2025.2484515</a>","ieee":"A. Pöllmann, “Exploring intersectional interculturality in contexts of cultural pluriformity,” <i>Intercultural Education</i>, vol. 36, no. 4, pp. 403–417, 2025, doi: <a href=\"https://doi.org/10.1080/14675986.2025.2484515\">10.1080/14675986.2025.2484515</a>."},"status":"public","user_id":"77437","volume":36,"page":"403-417","_id":"66660","publisher":"Informa UK Limited","abstract":[{"lang":"eng","text":"Drawing on Bourdieu’s work, this article outlines the notions of cultural pluriformity and intersectional interculturality. The concept of cultural pluriformity refers to the co-occurrence of different (inter)cultural resources within the same individual or field. The notion of intersectional interculturality highlights the importance of considering not only which individually embodied (inter)cultural resources are recognised and valued in educational fields, but also whose. In doing so, it acknowledges that individuals may be more or less self-conscious, assertive, and persistent when it comes to self-attributions in terms of socially and culturally relevant categories such as class, gender, race, nationality, citizenship status, religious affiliation, age, sexual orientation, health, and ability. The respective self-attributions may be more or less consistent with pertinent external attributions – including those expressed by other individuals as well as those materialised in the context of relevant cultural and intercultural objectifications and institutionalisations. The open-ended exploration of intersectional interculturality in contexts of cultural pluriformity offers opportunities for introspection, collaboration, and empathy, with a genuine potential for reflexive and dialogical intercultural competence development. Instead of treating ‘culture’ as some sort of essentialised explanatory force, it is jointly explored as a variable phenomenon, with an analytical focus on intra-individual, inter-individual, and structural factors."}],"publication":"Intercultural Education","issue":"4","type":"journal_article","date_created":"2026-08-05T09:58:41Z","date_updated":"2026-08-24T06:12:39Z","publication_status":"published","intvolume":"        36","article_type":"original","title":"Exploring intersectional interculturality in contexts of cultural pluriformity","year":"2025","publication_identifier":{"issn":["1467-5986","1469-8439"]},"author":[{"full_name":"Pöllmann, Andreas","last_name":"Pöllmann","orcid":"0000-0002-9090-2547","first_name":"Andreas","id":"77437"}],"doi":"10.1080/14675986.2025.2484515","language":[{"iso":"eng"}]},{"type":"working_paper","oa":"1","department":[{"_id":"186"},{"_id":"551"},{"_id":"635"}],"date_created":"2026-06-15T08:29:09Z","abstract":[{"text":"We investigate the impact of Brexit on the corporate bond market by analyzing a comprehensive database covering corporate bond listings on European and UK trading venues. We find a significant shift in bond market activity, evidenced by a 49% increase in the number of bond listings in the EEA30 countries relative to the UK market after Brexit. Country-level analyses reveal a staggered effect on market activity, with predominantly international issuers adjusting their bond listings between the initially scheduled Brexit date and the final withdrawal date. At the issuer level, our findings indicate that the relative attractiveness of the EEA30 market has increased post-Brexit. Overall, these results suggest that the European capital market has successfully adapted to the loss of its largest financial center and exhibits a rising corporate bond market activity.","lang":"eng"}],"citation":{"bibtex":"@book{Franke_Kosi_Stoczek_2025, series={TRR 266 Accounting for Transparency Working Paper Series No. 190}, title={Brexit and European Corporate Bond Markets}, DOI={<a href=\"https://doi.org/10.2139/ssrn.5230141\">10.2139/ssrn.5230141</a>}, publisher={TRR 266 Accounting for Transparency }, author={Franke, Benedikt and Kosi, Urska and Stoczek, Pia}, year={2025}, collection={TRR 266 Accounting for Transparency Working Paper Series No. 190} }","ama":"Franke B, Kosi U, Stoczek P. <i>Brexit and European Corporate Bond Markets</i>. TRR 266 Accounting for Transparency ; 2025. doi:<a href=\"https://doi.org/10.2139/ssrn.5230141\">10.2139/ssrn.5230141</a>","mla":"Franke, Benedikt, et al. <i>Brexit and European Corporate Bond Markets</i>. TRR 266 Accounting for Transparency , 2025, doi:<a href=\"https://doi.org/10.2139/ssrn.5230141\">10.2139/ssrn.5230141</a>.","chicago":"Franke, Benedikt, Urska Kosi, and Pia Stoczek. <i>Brexit and European Corporate Bond Markets</i>. TRR 266 Accounting for Transparency Working Paper Series No. 190. TRR 266 Accounting for Transparency , 2025. <a href=\"https://doi.org/10.2139/ssrn.5230141\">https://doi.org/10.2139/ssrn.5230141</a>.","short":"B. Franke, U. Kosi, P. Stoczek, Brexit and European Corporate Bond Markets, TRR 266 Accounting for Transparency , 2025.","ieee":"B. Franke, U. Kosi, and P. Stoczek, <i>Brexit and European Corporate Bond Markets</i>. TRR 266 Accounting for Transparency , 2025.","apa":"Franke, B., Kosi, U., &#38; Stoczek, P. (2025). <i>Brexit and European Corporate Bond Markets</i>. TRR 266 Accounting for Transparency . <a href=\"https://doi.org/10.2139/ssrn.5230141\">https://doi.org/10.2139/ssrn.5230141</a>"},"doi":"10.2139/ssrn.5230141","user_id":"15866","main_file_link":[{"url":"https://dx.doi.org/10.2139/ssrn.5230141","open_access":"1"}],"_id":"65863","language":[{"iso":"eng"}],"publisher":"TRR 266 Accounting for Transparency ","series_title":"TRR 266 Accounting for Transparency Working Paper Series No. 190","date_updated":"2026-08-25T09:51:35Z","publication_status":"published","status":"public","year":"2025","title":"Brexit and European Corporate Bond Markets","author":[{"last_name":"Franke","first_name":"Benedikt","full_name":"Franke, Benedikt"},{"id":"54068","first_name":"Urska","last_name":"Kosi","orcid":"0009-0009-2545-5929","full_name":"Kosi, Urska"},{"full_name":"Stoczek, Pia","last_name":"Stoczek","first_name":"Pia"}]},{"language":[{"iso":"eng"}],"_id":"66844","user_id":"66956","author":[{"last_name":"Herzig","first_name":"Bardo","full_name":"Herzig, Bardo","id":"217"}],"publication_identifier":{"issn":["1862-7366"]},"title":"Artificial intelligence - prerequisites for competent use and assessment","year":"2025","status":"public","date_updated":"2026-08-25T07:27:55Z","date_created":"2026-08-25T07:26:14Z","department":[{"_id":"459"},{"_id":"33"},{"_id":"640"}],"type":"journal_article","citation":{"bibtex":"@article{Herzig_2025, title={Artificial intelligence - prerequisites for competent use and assessment}, number={38/2025/E}, journal={TELEVIZION}, author={Herzig, Bardo}, year={2025} }","ama":"Herzig B. Artificial intelligence - prerequisites for competent use and assessment. <i>TELEVIZION</i>. 2025;(38/2025/E).","mla":"Herzig, Bardo. “Artificial Intelligence - Prerequisites for Competent Use and Assessment.” <i>TELEVIZION</i>, no. 38/2025/E, 2025.","chicago":"Herzig, Bardo. “Artificial Intelligence - Prerequisites for Competent Use and Assessment.” <i>TELEVIZION</i>, no. 38/2025/E (2025).","short":"B. Herzig, TELEVIZION (2025).","ieee":"B. Herzig, “Artificial intelligence - prerequisites for competent use and assessment,” <i>TELEVIZION</i>, no. 38/2025/E, 2025.","apa":"Herzig, B. (2025). Artificial intelligence - prerequisites for competent use and assessment. <i>TELEVIZION</i>, <i>38/2025/E</i>."},"publication":"TELEVIZION","issue":"38/2025/E"},{"extern":"1","quality_controlled":"1","citation":{"ama":"Frankemölle B, Göbel K. Die Metropolregion Ruhr als Chance für kulturelles Lernen im Englischunterricht? - Ein Bericht über kulturdidaktische Perspektiven von Englischlehrpersonen an Ruhrgebietsschulen. In: van Ackeren-Mindel I, Göbel K, Ropohl M, eds. <i>Bildungsforschung und Bildungspraxis: gemeinsam im regionalen Kontext. Formen kooperativer Schul- und Unterrichtsentwicklung in der Metropolregion Ruhr</i>. 1st ed. Waxmann; 2025:193-201.","bibtex":"@inbook{Frankemölle_Göbel_2025, place={Münster}, edition={1}, title={Die Metropolregion Ruhr als Chance für kulturelles Lernen im Englischunterricht? - Ein Bericht über kulturdidaktische Perspektiven von Englischlehrpersonen an Ruhrgebietsschulen}, booktitle={Bildungsforschung und Bildungspraxis: gemeinsam im regionalen Kontext. Formen kooperativer Schul- und Unterrichtsentwicklung in der Metropolregion Ruhr}, publisher={Waxmann}, author={Frankemölle, Bernd and Göbel, Kerstin}, editor={van Ackeren-Mindel, Isabell and Göbel, Kerstin and Ropohl, Matthias}, year={2025}, pages={193–201} }","mla":"Frankemölle, Bernd, and Kerstin Göbel. “Die Metropolregion Ruhr als Chance für kulturelles Lernen im Englischunterricht? - Ein Bericht über kulturdidaktische Perspektiven von Englischlehrpersonen an Ruhrgebietsschulen.” <i>Bildungsforschung und Bildungspraxis: gemeinsam im regionalen Kontext. Formen kooperativer Schul- und Unterrichtsentwicklung in der Metropolregion Ruhr</i>, edited by Isabell van Ackeren-Mindel et al., 1st ed., Waxmann, 2025, pp. 193–201.","short":"B. Frankemölle, K. Göbel, in: I. van Ackeren-Mindel, K. Göbel, M. Ropohl (Eds.), Bildungsforschung und Bildungspraxis: gemeinsam im regionalen Kontext. Formen kooperativer Schul- und Unterrichtsentwicklung in der Metropolregion Ruhr, 1st ed., Waxmann, Münster, 2025, pp. 193–201.","chicago":"Frankemölle, Bernd, and Kerstin Göbel. “Die Metropolregion Ruhr als Chance für kulturelles Lernen im Englischunterricht? - Ein Bericht über kulturdidaktische Perspektiven von Englischlehrpersonen an Ruhrgebietsschulen.” In <i>Bildungsforschung und Bildungspraxis: gemeinsam im regionalen Kontext. Formen kooperativer Schul- und Unterrichtsentwicklung in der Metropolregion Ruhr</i>, edited by Isabell van Ackeren-Mindel, Kerstin Göbel, and Matthias Ropohl, 1st ed., 193–201. Münster: Waxmann, 2025.","apa":"Frankemölle, B., &#38; Göbel, K. (2025). Die Metropolregion Ruhr als Chance für kulturelles Lernen im Englischunterricht? - Ein Bericht über kulturdidaktische Perspektiven von Englischlehrpersonen an Ruhrgebietsschulen. In I. van Ackeren-Mindel, K. Göbel, &#38; M. Ropohl (Eds.), <i>Bildungsforschung und Bildungspraxis: gemeinsam im regionalen Kontext. Formen kooperativer Schul- und Unterrichtsentwicklung in der Metropolregion Ruhr</i> (1st ed., pp. 193–201). Waxmann.","ieee":"B. Frankemölle and K. Göbel, “Die Metropolregion Ruhr als Chance für kulturelles Lernen im Englischunterricht? - Ein Bericht über kulturdidaktische Perspektiven von Englischlehrpersonen an Ruhrgebietsschulen,” in <i>Bildungsforschung und Bildungspraxis: gemeinsam im regionalen Kontext. Formen kooperativer Schul- und Unterrichtsentwicklung in der Metropolregion Ruhr</i>, 1st ed., I. van Ackeren-Mindel, K. Göbel, and M. Ropohl, Eds. Münster: Waxmann, 2025, pp. 193–201."},"publication":"Bildungsforschung und Bildungspraxis: gemeinsam im regionalen Kontext. Formen kooperativer Schul- und Unterrichtsentwicklung in der Metropolregion Ruhr","type":"book_chapter","date_created":"2025-08-11T15:39:16Z","place":"Münster","publication_status":"published","date_updated":"2026-08-26T08:38:47Z","author":[{"id":"118361","full_name":"Frankemölle, Bernd","last_name":"Frankemölle","orcid":"https://orcid.org/0009-0001-4040-9420","first_name":"Bernd"},{"full_name":"Göbel, Kerstin","last_name":"Göbel","first_name":"Kerstin"}],"status":"public","year":"2025","title":"Die Metropolregion Ruhr als Chance für kulturelles Lernen im Englischunterricht? - Ein Bericht über kulturdidaktische Perspektiven von Englischlehrpersonen an Ruhrgebietsschulen","editor":[{"full_name":"van Ackeren-Mindel, Isabell","last_name":"van Ackeren-Mindel","first_name":"Isabell"},{"full_name":"Göbel, Kerstin","last_name":"Göbel","first_name":"Kerstin"},{"full_name":"Ropohl, Matthias","first_name":"Matthias","last_name":"Ropohl"}],"user_id":"118361","publisher":"Waxmann","_id":"60918","language":[{"iso":"ger"}],"edition":"1","page":"193-201"},{"has_accepted_license":"1","date_updated":"2026-08-26T16:49:31Z","author":[{"first_name":"Sabine","last_name":"Fechner","orcid":"0000-0001-5645-5870","full_name":"Fechner, Sabine","id":"54823"},{"last_name":"Schlegel-Matthies","first_name":"Kirsten","full_name":"Schlegel-Matthies, Kirsten","id":"459"},{"id":"100294","full_name":"Kiepe, Karina","last_name":"Kiepe","first_name":"Karina"}],"year":"2025","title":"Positionspapier: Bildung für nachhaltige Entwicklung (BNE) in der Lehrkräftebildung an der UPB","status":"public","user_id":"54823","ddc":["370"],"_id":"61135","language":[{"iso":"eng"}],"publisher":"AG Bildung für nachhaltige Entwicklung PLAZ","related_material":{"link":[{"url":"https://plaz.uni-paderborn.de/ueber-uns/plaz-organisationsstruktur/arbeitsgruppen/ag-bildung-nachhaltige-entwicklung","relation":"confirmation"}]},"citation":{"ama":"Fechner S, Schlegel-Matthies K, Kiepe K. <i>Positionspapier: Bildung Für Nachhaltige Entwicklung (BNE) in Der Lehrkräftebildung an Der UPB</i>. AG Bildung für nachhaltige Entwicklung PLAZ; 2025.","bibtex":"@book{Fechner_Schlegel-Matthies_Kiepe_2025, place={Universität Paderborn}, title={Positionspapier: Bildung für nachhaltige Entwicklung (BNE) in der Lehrkräftebildung an der UPB}, publisher={AG Bildung für nachhaltige Entwicklung PLAZ}, author={Fechner, Sabine and Schlegel-Matthies, Kirsten and Kiepe, Karina}, year={2025} }","mla":"Fechner, Sabine, et al. <i>Positionspapier: Bildung Für Nachhaltige Entwicklung (BNE) in Der Lehrkräftebildung an Der UPB</i>. AG Bildung für nachhaltige Entwicklung PLAZ, 2025.","chicago":"Fechner, Sabine, Kirsten Schlegel-Matthies, and Karina Kiepe. <i>Positionspapier: Bildung Für Nachhaltige Entwicklung (BNE) in Der Lehrkräftebildung an Der UPB</i>. Universität Paderborn: AG Bildung für nachhaltige Entwicklung PLAZ, 2025.","short":"S. Fechner, K. Schlegel-Matthies, K. Kiepe, Positionspapier: Bildung Für Nachhaltige Entwicklung (BNE) in Der Lehrkräftebildung an Der UPB, AG Bildung für nachhaltige Entwicklung PLAZ, Universität Paderborn, 2025.","apa":"Fechner, S., Schlegel-Matthies, K., &#38; Kiepe, K. (2025). <i>Positionspapier: Bildung für nachhaltige Entwicklung (BNE) in der Lehrkräftebildung an der UPB</i>. AG Bildung für nachhaltige Entwicklung PLAZ.","ieee":"S. Fechner, K. Schlegel-Matthies, and K. Kiepe, <i>Positionspapier: Bildung für nachhaltige Entwicklung (BNE) in der Lehrkräftebildung an der UPB</i>. Universität Paderborn: AG Bildung für nachhaltige Entwicklung PLAZ, 2025."},"file_date_updated":"2025-09-04T19:19:44Z","department":[{"_id":"33"},{"_id":"816"},{"_id":"386"}],"type":"working_paper","date_created":"2025-09-04T19:22:18Z","place":"Universität Paderborn","file":[{"date_created":"2025-09-04T19:19:44Z","creator":"fechner","file_id":"61136","content_type":"application/pdf","success":1,"file_name":"Positionspapier_BNE_PLAZ_UPB_FINAL.pdf","file_size":146421,"access_level":"closed","relation":"main_file","date_updated":"2025-09-04T19:19:44Z"}]},{"jel":["I24"],"status":"public","volume":71,"user_id":"105186","_id":"66768","page":"530-554","quality_controlled":"1","citation":{"ieee":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, and B. Lütje-Klose, “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld,” <i>Zeitschrift für Pädagogik</i>, vol. 71, pp. 530–554, 2025, doi: <a href=\"https://doi.org/10.3262/ZP2504530\">https://doi.org/10.3262/ZP2504530</a>.","apa":"Marker, R., Kullmann, H., Zentarra, D., Geist, S., &#38; Lütje-Klose, B. (2025). Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld. <i>Zeitschrift für Pädagogik</i>, <i>71</i>, 530–554. <a href=\"https://doi.org/10.3262/ZP2504530\">https://doi.org/10.3262/ZP2504530</a>","chicago":"Marker, Rabea, Harry Kullmann, Dominik Zentarra, Sabine Geist, and Birgit Lütje-Klose. “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld.” <i>Zeitschrift für Pädagogik</i> 71 (2025): 530–54. <a href=\"https://doi.org/10.3262/ZP2504530\">https://doi.org/10.3262/ZP2504530</a>.","short":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, B. Lütje-Klose, Zeitschrift für Pädagogik 71 (2025) 530–554.","mla":"Marker, Rabea, et al. “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld.” <i>Zeitschrift für Pädagogik</i>, vol. 71, 2025, pp. 530–54, doi:<a href=\"https://doi.org/10.3262/ZP2504530\">https://doi.org/10.3262/ZP2504530</a>.","bibtex":"@article{Marker_Kullmann_Zentarra_Geist_Lütje-Klose_2025, title={Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld}, volume={71}, DOI={<a href=\"https://doi.org/10.3262/ZP2504530\">https://doi.org/10.3262/ZP2504530</a>}, journal={Zeitschrift für Pädagogik}, author={Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}, year={2025}, pages={530–554} }","ama":"Marker R, Kullmann H, Zentarra D, Geist S, Lütje-Klose B. Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld. <i>Zeitschrift für Pädagogik</i>. 2025;71:530-554. doi:<a href=\"https://doi.org/10.3262/ZP2504530\">https://doi.org/10.3262/ZP2504530</a>"},"article_type":"original","intvolume":"        71","publication_status":"published","date_updated":"2026-08-29T08:32:43Z","author":[{"last_name":"Marker","first_name":"Rabea","full_name":"Marker, Rabea"},{"full_name":"Kullmann, Harry","orcid":"0000-0001-5488-5105","first_name":"Harry","last_name":"Kullmann","id":"77972"},{"full_name":"Zentarra, Dominik","first_name":"Dominik","last_name":"Zentarra"},{"full_name":"Geist, Sabine","last_name":"Geist","first_name":"Sabine"},{"first_name":"Birgit","last_name":"Lütje-Klose","full_name":"Lütje-Klose, Birgit"}],"publication_identifier":{"issn":["0044-3247"]},"title":"Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld","year":"2025","doi":"https://doi.org/10.3262/ZP2504530","language":[{"iso":"ger"}],"abstract":[{"text":"Das schulische Wohlbefinden von Schüler*innen kann durch die Gestaltung der Lernumgebung positiv beeinflusst werden. Daher gilt es, entsprechend wirkungsvolle Unterrichtsmerkmale zu identifizieren. Am Beispiel der Laborschule Bielefeld, einer Versuchsschule des Landes Nordrhein-Westfalen wurde der Einfluss der Merkmale Wertschätzung durch die Lehrkräfte, individuelle Unterstützung, stärkenorientierte Diagnostik sowie unterrichtsbezogene Partizipation auf das schulische Wohlbefinden von Schüler*innen aus inklusiven Lerngruppen der Jahrgangsstufen 6 bis 8 untersucht. Die Mehrebenenanalysen zeigen, dass die untersuchten Unterrichtsmerkmale das schulische Wohlbefinden positiv beeinflussen. Der Effekt einzelner Unterrichtsmerkmale verändert sich teilweise über die Jahrgangsstufen.","lang":"ger"}],"publication":"Zeitschrift für Pädagogik","department":[{"_id":"556"}],"type":"journal_article","keyword":["Selbsteinschätzung","Wertschätzung","Wohlbefinden","Pädagogische Diagnostik","Schule","Schuljahr 6","Schuljahr 7","Schuljahr 8","Sekundarstufe I","Laborschule","Lehrer","Schüler","Individualisierung","Lerngruppe","Unterrichtsgestaltung","Mitbestimmung","Empirische Untersuchung","Fragebogen","Längsschnittuntersuchung","Mehrebenenanalyse","Inklusion","Einflussfaktor","Unterstützung","Bielefeld","Deutschland"],"date_created":"2026-08-21T13:51:20Z"},{"publication":"Frontiers in Psychology","department":[{"_id":"4"},{"_id":"460"},{"_id":"556"}],"type":"journal_article","date_created":"2025-06-13T08:24:48Z","file":[{"date_created":"2025-06-13T08:23:32Z","creator":"mknick","content_type":"application/pdf","success":1,"file_id":"60201","date_updated":"2025-06-13T08:23:32Z","relation":"main_file","access_level":"closed","file_size":1858400,"file_name":"Knickenberg et al. 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Knickenberg, H. Kullmann, S. Wüthrich, C. Sahli Lozano, T. Loreman, U. Sharma, E. Avramidis, P. Subban, S. Woodcock, Frontiers in Psychology 16 (2025).","chicago":"Knickenberg, Margarita, Harry Kullmann, Sergej Wüthrich, Caroline Sahli Lozano, Tim Loreman, Umesh Sharma, Elias Avramidis, Pearl Subban, and Stuart Woodcock. “Teachers’ Collective Efficacy with Regard to Inclusive Practices—Characteristics of a New Scale and Analyses from Canada, Germany and Switzerland.” <i>Frontiers in Psychology</i> 16 (2025). <a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">https://doi.org/10.3389/fpsyg.2025.1530689</a>.","apa":"Knickenberg, M., Kullmann, H., Wüthrich, S., Sahli Lozano, C., Loreman, T., Sharma, U., Avramidis, E., Subban, P., &#38; Woodcock, S. (2025). Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland. <i>Frontiers in Psychology</i>, <i>16</i>, Article 1530689. <a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">https://doi.org/10.3389/fpsyg.2025.1530689</a>","ieee":"M. Knickenberg <i>et al.</i>, “Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland,” <i>Frontiers in Psychology</i>, vol. 16, Art. no. 1530689, 2025, doi: <a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">10.3389/fpsyg.2025.1530689</a>.","ama":"Knickenberg M, Kullmann H, Wüthrich S, et al. Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland. <i>Frontiers in Psychology</i>. 2025;16. doi:<a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">10.3389/fpsyg.2025.1530689</a>","bibtex":"@article{Knickenberg_Kullmann_Wüthrich_Sahli Lozano_Loreman_Sharma_Avramidis_Subban_Woodcock_2025, title={Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland}, volume={16}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">10.3389/fpsyg.2025.1530689</a>}, number={1530689}, journal={Frontiers in Psychology}, author={Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline and Loreman, Tim and Sharma, Umesh and Avramidis, Elias and Subban, Pearl and Woodcock, Stuart}, year={2025} }","mla":"Knickenberg, Margarita, et al. “Teachers’ Collective Efficacy with Regard to Inclusive Practices—Characteristics of a New Scale and Analyses from Canada, Germany and Switzerland.” <i>Frontiers in Psychology</i>, vol. 16, 1530689, 2025, doi:<a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">10.3389/fpsyg.2025.1530689</a>."},"file_date_updated":"2025-06-13T08:23:32Z","has_accepted_license":"1","jel":["I21"],"status":"public","volume":16,"user_id":"105186","ddc":["370"],"_id":"60200"},{"status":"public","_id":"64870","publisher":"Institute of Electrical and Electronics Engineers (IEEE)","page":"218141-218153","volume":13,"user_id":"105120","citation":{"ieee":"M. Meyer, D. R. Zapata Gonzalez, S. B. Kaltenpoth, and O. Müller, “Benchmarking Time Series Foundation Models for Short-Term Household Electricity Load Forecasting,” <i>IEEE Access</i>, vol. 13, pp. 218141–218153, 2025, doi: <a href=\"https://doi.org/10.1109/access.2025.3648056\">10.1109/access.2025.3648056</a>.","apa":"Meyer, M., Zapata Gonzalez, D. R., Kaltenpoth, S. B., &#38; Müller, O. (2025). 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Die Kultur multiprofessioneller Kooperation als Gelingensfaktor inklusiver Schulen","year":"2025","status":"public","jel":["I21"],"author":[{"id":"77972","full_name":"Kullmann, Harry","first_name":"Harry","orcid":"0000-0001-5488-5105","last_name":"Kullmann"},{"first_name":"Lukas","last_name":"Müller","full_name":"Müller, Lukas"},{"first_name":"Heike","last_name":"Rebbert","full_name":"Rebbert, Heike"}],"conference":{"end_date":"2025-01-13","start_date":"2025-01-13","name":"Kolloquiumsreihe des Projekts \"Paderborner Perspektiven auf Inklusion – Kolloquien, Kolleg & Kamingespräche (PPIK)","location":"Universität Paderborn"},"date_updated":"2026-09-01T09:42:16Z","language":[{"iso":"eng"}],"_id":"66901","user_id":"105186","citation":{"bibtex":"@inproceedings{Kullmann_Müller_Rebbert_2025, title={Von Krähen und Riesen. 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Die Kultur multiprofessioneller Kooperation als Gelingensfaktor inklusiver Schulen,” presented at the Kolloquiumsreihe des Projekts \"Paderborner Perspektiven auf Inklusion – Kolloquien, Kolleg &#38; Kamingespräche (PPIK), Universität Paderborn, 2025.","apa":"Kullmann, H., Müller, L., &#38; Rebbert, H. (2025). <i>Von Krähen und Riesen. Die Kultur multiprofessioneller Kooperation als Gelingensfaktor inklusiver Schulen</i>. Kolloquiumsreihe des Projekts \"Paderborner Perspektiven auf Inklusion – Kolloquien, Kolleg &#38; Kamingespräche (PPIK), Universität Paderborn."},"date_created":"2026-09-01T09:30:19Z","type":"conference","department":[{"_id":"556"}]},{"publication":"Education Sciences","issue":"7","date_created":"2026-09-02T08:44:48Z","type":"journal_article","department":[{"_id":"4"}],"title":"Thoughts Are Free - Differences Between Unstructured and Structured Reflections of Teachers with Different Levels of Expertise.","year":"2025","author":[{"id":"4245","first_name":"Christoph","last_name":"Vogelsang","orcid":"0000-0002-5804-1855","full_name":"Vogelsang, Christoph"},{"full_name":"Scholl , Daniel","first_name":"Daniel","last_name":"Scholl "},{"last_name":"Meier","first_name":"Jana","orcid":"https://orcid.org/0000-0002-6756-9440","full_name":"Meier, Jana","id":"28542"},{"full_name":"Küth, Simon","first_name":"Simon","last_name":"Küth"}],"date_updated":"2026-09-02T08:44:55Z","article_type":"original","intvolume":"        15","main_file_link":[{"url":"https://www.mdpi.com/3379178"}],"language":[{"iso":"eng"}],"doi":"https://doi.org/10.3390/educsci15070820","citation":{"mla":"Vogelsang, Christoph, et al. “Thoughts Are Free - Differences Between Unstructured and Structured Reflections of Teachers with Different Levels of Expertise.” <i>Education Sciences</i>, vol. 15, no. 7, 2025, p. 820, doi:<a href=\"https://doi.org/10.3390/educsci15070820\">https://doi.org/10.3390/educsci15070820</a>.","ama":"Vogelsang C, Scholl  D, Meier J, Küth S. Thoughts Are Free - Differences Between Unstructured and Structured Reflections of Teachers with Different Levels of Expertise. <i>Education Sciences</i>. 2025;15(7):820. doi:<a href=\"https://doi.org/10.3390/educsci15070820\">https://doi.org/10.3390/educsci15070820</a>","bibtex":"@article{Vogelsang_Scholl _Meier_Küth_2025, title={Thoughts Are Free - Differences Between Unstructured and Structured Reflections of Teachers with Different Levels of Expertise.}, volume={15}, DOI={<a href=\"https://doi.org/10.3390/educsci15070820\">https://doi.org/10.3390/educsci15070820</a>}, number={7}, journal={Education Sciences}, author={Vogelsang, Christoph and Scholl , Daniel and Meier, Jana and Küth, Simon}, year={2025}, pages={820} }","apa":"Vogelsang, C., Scholl , D., Meier, J., &#38; Küth, S. (2025). Thoughts Are Free - Differences Between Unstructured and Structured Reflections of Teachers with Different Levels of Expertise. <i>Education Sciences</i>, <i>15</i>(7), 820. <a href=\"https://doi.org/10.3390/educsci15070820\">https://doi.org/10.3390/educsci15070820</a>","ieee":"C. Vogelsang, D. Scholl , J. Meier, and S. Küth, “Thoughts Are Free - Differences Between Unstructured and Structured Reflections of Teachers with Different Levels of Expertise.,” <i>Education Sciences</i>, vol. 15, no. 7, p. 820, 2025, doi: <a href=\"https://doi.org/10.3390/educsci15070820\">https://doi.org/10.3390/educsci15070820</a>.","chicago":"Vogelsang, Christoph, Daniel Scholl , Jana Meier, and Simon Küth. “Thoughts Are Free - Differences Between Unstructured and Structured Reflections of Teachers with Different Levels of Expertise.” <i>Education Sciences</i> 15, no. 7 (2025): 820. <a href=\"https://doi.org/10.3390/educsci15070820\">https://doi.org/10.3390/educsci15070820</a>.","short":"C. Vogelsang, D. 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Elsevier. <a href=\"https://doi.org/10.1016/b978-0-323-85669-0.00105-7\">https://doi.org/10.1016/b978-0-323-85669-0.00105-7</a>","mla":"Cao, Chuntian, and Hans-Georg Steinrück. “Molecular-Scale Synchrotron X-Ray Investigations of Solid-Liquid Interfaces in Lithium-Ion Batteries.” <i>Reference Module in Chemistry, Molecular Sciences and Chemical Engineering</i>, Elsevier, 2024, pp. 391–416, doi:<a href=\"https://doi.org/10.1016/b978-0-323-85669-0.00105-7\">10.1016/b978-0-323-85669-0.00105-7</a>.","bibtex":"@inbook{Cao_Steinrück_2024, title={Molecular-scale synchrotron X-ray investigations of solid-liquid interfaces in lithium-ion batteries}, DOI={<a href=\"https://doi.org/10.1016/b978-0-323-85669-0.00105-7\">10.1016/b978-0-323-85669-0.00105-7</a>}, booktitle={Reference Module in Chemistry, Molecular Sciences and Chemical Engineering}, publisher={Elsevier}, author={Cao, Chuntian and Steinrück, Hans-Georg}, year={2024}, pages={391–416} }","short":"C. Cao, H.-G. 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Companies try to tackle challenges regarding their differentiation and profitability using digital services. One specific type of digital services are smart services, which are digital services built on data from smart products. Introducing these kinds of offerings into the portfolio of manufacturing companies is not trivial. Moreover, they require conscious action to align all relevant capabilities to realize the respective business goals. However, what capabilities are generally relevant for smart services remains opaque. We conducted a systematic literature review to identify them and extended the results through an interview study. Our analysis results in 78 capabilities clustered among 12 principles and six dimensions. 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