@article{53555, abstract = {{Wiederholt wird im Kontext inklusiver Bildung auf die Relevanz multiprofessioneller Teamarbeit verwiesen und darauf aufbauend werden auch zunehmend angemessene Qualifizierungskon­zepte für pädagogische Fachkräfte eingefordert. Bei der Sichtung bestehender Angebote fällt dann aber auf, dass diese den Blick häufig primär auf Erfolgsfaktoren für die Teamentwicklung und damit die vorzufindenden kollektiven Strukturen richten, wodurch die Gefahr besteht, dass die individuellen, berufsbiografischen Perspektiven im Prozess entsprechend wenig beleuchtet werden oder aber ganz unberücksichtigt bleiben. Auch Einblicke in den Forschungsstand veran­schaulichen die verbundene Komplexität und heben dabei teils auch bereits individuelle, inter­aktionelle, institutionelle und gesellschaftliche Perspektiven hervor. Dabei wird jedoch nicht immer klar expliziert, welche individuellen, kollektiven oder verbindenden Verständnisse sozia­len Handelns der Forschungsarbeit jeweils zugrunde liegen. Diesbezüglich fehlen u. U. Refe­renzsysteme, die die Komplexität des sozialen Konstrukts multiprofessioneller Teamarbeit im Spannungsfeld von sowohl Struktur- als auch Handlungsmomenten aufnehmen und entspre­chenden Qualifizierungskonzepten überhaupt zugrunde gelegt werden können. Der vorliegende Artikel widmet sich diesem Anspruch, versucht diesbezüglich sowohl aus theoretischer als auch aus empirischer Perspektive vertiefende Einsichten in die multiprofessionelle Teamarbeit im Kontext inklusiver Bildung zu eröffnen, hierauf aufbauend erste Anschlussstellen für mögliche Qualifizierungskonzepte auszuweisen und soll so einen Ausgangspunkt für eine wissenschaft­lich fundierte Gestaltungsarbeit anbieten. Abstract The relevance of multi-professional teamwork is often mentioned in the context of inclusive education. The need for qualification concepts for teaching staff is also increasing. However, existing qualifications often focus primarily on collective structures. This involves the risk of re­ducing the content and not taking individual, professional biographical perspectives into account sufficiently. Insights into current research illustrate the associated complexity and, in some cases, also emphasise individual, interactional, institutional and social perspectives. However, it is not always clear which individual and/or collective understandings of social action underpin the research. In this sense, there is a lack of reference systems that address the complexity of the social construct of multi-professional teamwork integrating both structural as well as individ­ual perspectives. The aim of this paper is to analyse what constitutes multi-professional team­work and how it is related to the individual development of its members. Based on an extensive examination of its theoretical as well as empirical underpinnings, it lays the foundation for an ongoing productive discussion about suitable qualification concepts in this context.}}, author = {{Kückmann, Marie-Ann}}, issn = {{2699-2477}}, journal = {{QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte}}, number = {{3}}, title = {{{„Vom Schieben und geschoben werden…“ Grundlegungen zu einer multiperspektivischen Qualifizierung (mpQ) zur Förderung multiprofessioneller Teamarbeit (mpT) im Kontext inklusiver Bildung}}}, doi = {{10.21248/qfi.138}}, volume = {{5}}, year = {{2024}}, } @article{52584, author = {{Rezat, Sebastian}}, journal = {{ZDM – Mathematics Education}}, publisher = {{Springer}}, title = {{{Research on curriculum resources in mathematics education: a survey of the field}}}, doi = {{10.1007/s11858-024-01559-x}}, year = {{2024}}, } @article{51841, abstract = {{athematische Kompetenzen digital zu fördern und digitale Kompetenzen mathematisch zu fördern – dies ist eine Forderung der neuen Bildungsstandards mit Blick auf eine Bildung in der digitalen Welt. Gerade das Potenzial digitaler Medien für das fachliche Lernen wurde in vielen Studien bestätigt. Eine sinnvoll gestaltete Einbettung digitaler Medien bietet die Chance, allen fünf Prinzipien eines guten Unterrichts gerecht zu werden: Verstehensorientierung, Durchgängigkeit, kognitive Aktivierung, Lernendenorientierung & Adaptivität und Kommunikationsförderung. Die flächendeckende Nutzung digitaler Medien etabliert sich bislang nur zögerlich. Aber wie können wir Lehrkräfte stärken, digitale Medien sinnvoll einzusetzen? Wir möchten hier die Bandbreite der Möglichkeiten an Beispielen verdeutlichen, ihren Einsatz motivieren und Wege für einen guten Unterricht aufzeigen.}}, author = {{Barzel, Bärbel and Greefrath, Gilbert and Nagel, Mareike and Hoffmann, Max}}, journal = {{mathematik lehren}}, pages = {{42 -- 47}}, title = {{{Digitalisierung als Chance für alle Prinzipien guten Unterrichts}}}, volume = {{242}}, year = {{2024}}, } @inbook{50554, author = {{Prediger, Susanne and Wessel, Lena}}, booktitle = {{Berufs-und Fachsprache Deutsch in Wissenschaft und Praxis}}, editor = {{Efing, Christian and Kalkavan-Aydin, Zeynep}}, isbn = {{978-3-11-074544-3}}, pages = {{363--372}}, publisher = {{DE GRUYTER}}, title = {{{31 Sprachbildung im berufsbezogenen Mathematikunterricht.}}}, volume = {{Band 3}}, year = {{2024}}, } @article{45444, abstract = {{An admission pricing policy should allow a museum to facilitate access to cultural education and heritage while contributing to its economical sustainability. Despite the importance of this matter to museums, design-relevant knowledge on the configuration of the admission pricing policy in museums remains limited, resulting in museum decision-makers lack the necessary understanding of how to customize their admission pricing policy, and researchers the foundation for advancing knowledge on the topic. To address these issues, we draw on a well-established development method to build a taxonomy, which involved synthesising the literature on the admission pricing policy of museums, analysing the characteristics of the admission pricing policy of 149 museums, and creating a cluster analysis for 117 museums located in the same region. The analysis yielded three distinct clusters (namely, free admission pricing policy, simple admission pricing policy, comprehensive admission pricing policy). Our work supports practitioners by showing them different options for structuring an admission pricing policy, while providing researchers with a foundation for further investigating museums’ admission pricing policies.}}, author = {{Althaus, Maike and Müller, Stefanie Jutta Marianne and Kundisch, Dennis}}, journal = {{International Journal of Cultural Policy}}, number = {{3}}, pages = {{392--407}}, title = {{{What Price Culture? – A Taxonomy of the Admission Pricing Policy at Museums}}}, doi = {{10.1080/10286632.2023.2217198}}, volume = {{30}}, year = {{2024}}, } @inproceedings{53569, author = {{Nickerson, Robert C. and Varshney, Upkar and Muntermann, Jan and Kundisch, Dennis}}, booktitle = {{Proceedings of Thirtieth Americas Conference on Information Systems (AMCIS)}}, location = {{Salt Lake City, USA}}, title = {{{Hierarchical Taxonomies in Information Systems}}}, year = {{2024}}, } @inproceedings{53579, author = {{Palomero Bernardo, Paul and Schmid, Patrick and Bringmann, Oliver and Iftekhar, Mohammed and Sadiye, Babak and Müller, Wolfgang and Koch, Andreas and Jentsch, Eyck and Sauer, Axel and Feldner, Ingo and Ecker, Wolfgang}}, booktitle = {{DATE 24 - Design Automation and Test in Europe}}, location = {{Valencia, Spain}}, title = {{{A Scalable RISC-V Hardware Platform for Intelligent Sensor Processing}}}, year = {{2024}}, } @inproceedings{53578, author = {{Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva}}, publisher = {{Pädagogische Hochschule Wien}}, title = {{{ Team-Teaching und Kompetenzen von Kindern im inklusiven naturwissenschaftlichen Sachunterricht. Vortrag auf der Tagung der Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB). Thema: „Diversität diskursiv. Bildungswissenschaftliche Zugänge und pädagogische Perspektiven".}}}, year = {{2024}}, } @inproceedings{53550, author = {{Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}}, publisher = {{Pädagogische Hochschule Wien}}, title = {{{Effekte eines universitären Kooperationstrainings auf inklusionsbezogene Selbstkonzepte von Lehramtsstudierenden. Vortrag auf der Tagung der Österreichischen Gesellschaft für Forschung und Entwicklung im Bildungswesen (ÖFEB). Thema: „Diversität diskursiv. Bildungswissenschaftliche Zugänge und pädagogische Perspektiven".}}}, year = {{2024}}, } @inproceedings{53549, author = {{Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}}, publisher = {{Universität Potsdam}}, title = {{{Effekte eines universitären Lehrerkooperationstrainings auf die inklusionsbezogenen Selbstkonzepte angehender Lehrkräfte. Vortrag auf der 11. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Thema: „Bildung verstehen – Partizipation erreichen – Transfer gestalten“. }}}, year = {{2024}}, } @inproceedings{53602, author = {{Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}}, publisher = {{Universitat de València}}, title = {{{Effects of a collaborative teacher education on pre-service teachers’ inclusion-related self-concept. Oral Paper Presentation. EARLI SIG 15 Biennial Conference 2024 ‘Special Educational Needs’. “Neurodiversity in Education: Research and Practice”.}}}, year = {{2024}}, } @inproceedings{53551, author = {{Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}}, publisher = {{Porto International Conference on Research in Education (ICRE) 2024. Polytechnic Porto (P.Porto), Centre for Research and Innovation in Education (inEd).}}, title = {{{Effects of University Teacher Collaboration Training on the Inclusion-Related Self-Concepts of Prospective Teachers. }}}, year = {{2024}}, } @article{53603, abstract = {{ Zusammenfassung: Für die Evaluation und Qualitätsentwicklung von Studium und Lehre werden häufig quantitative Befragungen von Studenten eingesetzt. Jedoch ist häufig unklar, aus welcher Motivation Studenten an den Befragungen teilnehmen und inwieweit unterschiedliche motivationale Regulationsstile mit dem Antwortverhalten im Fragebogen zusammenhängen. Ausgehend von der Selbstbestimmungstheorie der Motivation nach Deci und Ryan stellt der Beitrag die Entwicklung der Skalen zur motivationalen Regulation bei Befragungen zur Evaluation (SMR-Eval) vor. Studie 1 zeigt die fünffaktorielle Struktur des Instruments. Studie 2 weist auf eine starke Messinvarianz bezüglich Geschlecht, Abschlussziel und Fakultät hin. Korrelationen mit Drittvariablen belegen die konvergente Validität der fünf Subskalen. In Studie 3 werden latente Profilanalysen über die fünf Regulationsstile berechnet. Die Ergebnisse zeigen vier Profile, welche sich inhaltlich plausibel im Antwortverhalten der Befragten unterscheiden und damit Hinweise auf die Kriteriumsvalidität der Skalen geben. Diskutiert werden theoretische und praktische Implikationen für Evaluationsvorhaben an Hochschulen sowie Übertragungsmöglichkeiten auf andere Evaluationsgegenstände. }}, author = {{Koppenborg, Markus and Klingsieck, Katrin B.}}, issn = {{1010-0652}}, journal = {{Zeitschrift für Pädagogische Psychologie}}, keywords = {{Developmental and Educational Psychology}}, publisher = {{Hogrefe Publishing Group}}, title = {{{„Wir wollen mitreden!“ – Entwicklung und Validierung von Skalen zur Erfassung motivationaler Regulation bei der Teilnahme an Befragungen zur Evaluation des Studiums (SMR-Eval)}}}, doi = {{10.1024/1010-0652/a000381}}, year = {{2024}}, } @article{53611, author = {{Hoffmann, Christin and Thommes, Kirsten}}, issn = {{0095-0696}}, journal = {{Journal of Environmental Economics and Management}}, keywords = {{Management, Monitoring, Policy and Law, Economics and Econometrics}}, publisher = {{Elsevier BV}}, title = {{{Can leaders motivate employees’ energy-efficient behavior with thoughtful communication?}}}, doi = {{10.1016/j.jeem.2024.102990}}, year = {{2024}}, } @article{50747, author = {{Greil, Stefan and Kaluza-Thiesen, Eleonore and Schulz, Kim Alina and Sureth-Sloane, Caren}}, journal = {{Deutsches Steuerrecht}}, number = {{17}}, pages = {{914--921}}, title = {{{Komplexität von Verrechnungspreisen und Tax Compliance: Einblicke in deutsche Unternehmen}}}, volume = {{62}}, year = {{2024}}, } @article{53621, abstract = {{The coupling of structural transitions to heat capacity changes leads to destabilization of macromolecules at both, elevated and lowered temperatures. DNA origami not only exhibit this property but also provide...}}, author = {{Dornbusch, Daniel and Hanke, Marcel and Tomm, Emilia and Kielar, Charlotte and Grundmeier, Guido and Keller, Adrian and Fahmy, Karim}}, issn = {{1359-7345}}, journal = {{Chemical Communications}}, keywords = {{Materials Chemistry, Metals and Alloys, Surfaces, Coatings and Films, General Chemistry, Ceramics and Composites, Electronic, Optical and Magnetic Materials, Catalysis}}, publisher = {{Royal Society of Chemistry (RSC)}}, title = {{{Cold denaturation of DNA origami nanostructures}}}, doi = {{10.1039/d3cc05985e}}, year = {{2024}}, } @article{53200, abstract = {{Customer misbehavior poses a major risk in the sharing economy. For example, property damage to shared accommodations imposes burdens on both sharing platforms and hosts, especially if misbehaving guests purposefully, not coincidentally conceal, or fail to report damages. Such misbehavior might be facilitated by remote listing management and the lack of face-to-face interactions between hosts and guests. Therefore, this study investigated the effects of host–guest interaction modes (face-to-face, online-only) and frequency on guests’ misbehavior concealment intentions. Social identification and irritation emerged as bright- and dark side mediators, respectively. Guests who interacted face-to-face (vs. online-only) with hosts exhibited weaker intentions to conceal their misbehavior due to increased social identification. Platforms can elicit social identification by engaging guests in virtual communities. However, when face-to-face interactions become excessive, guests experience irritation and are more likely to conceal their misbehavior. These insights offer practical implications for both peer-to-peer sharing platforms and hosts.}}, author = {{Ozuna, Edna and Steinhoff, Lena}}, issn = {{0148-2963}}, journal = {{Journal of Business Research}}, keywords = {{Sharing economy, Customer misbehavior, Peer-to-peer services, Face-to-face interactions, Experimental research}}, publisher = {{Elsevier BV}}, title = {{{“Look me in the eye, customer”: How do face-to-face interactions in peer-to-peer sharing economy services affect customers’ misbehavior concealment intentions?}}}, doi = {{10.1016/j.jbusres.2024.114582}}, volume = {{177}}, year = {{2024}}, } @article{34114, abstract = {{Qualitative comparative analysis (QCA) enables researchers in international management to better understand how the impact of a single explanatory factor depends on the context of other factors. But the analytical toolbox of QCA does not include a parameter for the explanatory power of a single explanatory factor or “condition”. In this paper, we therefore reinterpret the Banzhaf power index, originally developed in cooperative game theory, to establish a goodness-of-fit parameter in QCA. The relative Banzhaf index we suggest measures the explanatory power of one condition averaged across all sufficient combinations of conditions. The paper argues that the index is especially informative in three situations that are all salient in international management and call for a context-sensitive analysis of single conditions, namely substantial limited diversity in the data, the emergence of strong INUS conditions in the analysis, and theorizing with contingency factors. The paper derives the properties of the relative Banzhaf index in QCA, demonstrates how the index can be computed easily from a rudimentary truth table, and explores its insights by revisiting selected papers in international management that apply fuzzy-set QCA. It finally suggests a three-step procedure for utilizing the relative Banzhaf index when the causal structure involves both contingency effects and configurational causation. }}, author = {{Haake, Claus-Jochen and Schneider, Martin}}, journal = {{Journal of International Management}}, keywords = {{Qualitative comparative analysis, Banzhaf power index, causality, explanatory power}}, number = {{2}}, publisher = {{Elsevier}}, title = {{{Playing games with QCA: Measuring the explanatory power of single conditions with the Banzhaf index}}}, volume = {{30}}, year = {{2024}}, } @article{52713, abstract = {{ABSTRACT OBJECTIVE: The aim of this analysis was to investigate whether habitual intake of total dairy (TD) or different dairy types (liquid, solid, fermented, not-fermented, low-fat, high-fat, low-sugar and high-sugar dairy) during adolescence is associated with biomarkers of low-grade inflammation as well as risk factors of type 2 diabetes in young adulthood. DESIGN: Multivariable linear regression analyses were used to investigate prospective associations between estimated TD intake as well as intake of different types of dairy and a pro-inflammatory score, based on hsCRP, IL-6, IL-18, leptin and adiponectin, and insulin resistance assessed as HOMA2-IR in an open cohort study. SETTING: Dortmund, Germany PARTICIPANTS: Data from participants (n=375) of the DOrtmund Nutritional and Anthropometric Longitudinally Designed (DONALD) study were included, for whom at least two 3-day weighed dietary records during adolescence (median age: 11 years) and one blood sample in young adulthood (>18 years) were available. RESULTS: There was no statistically significant association between TD intake or intake of any dairy type and the pro-inflammatory score (all p>0.05). TD intake as well as each dairy type intake and insulin resistance also showed no association (all p>0.05). CONCLUSIONS: The habitual intake of dairy or individual types of dairy during adolescence does not seem to have a major impact on low-grade systemic inflammation and insulin resistance in the long term. There was no indication regarding a restriction of dairy intake for healthy children and adolescents in terms of diabetes risk reduction. }}, author = {{Hohoff, E and Jankovic, N and Perrar, I and Schnermann, ME and Herder, C and Nöthlings, U and Libuda, Lars and Alexy, U}}, issn = {{1368-9800}}, journal = {{Public Health Nutrition}}, keywords = {{Public Health, Environmental and Occupational Health, Nutrition and Dietetics, Medicine (miscellaneous)}}, pages = {{1--26}}, publisher = {{Cambridge University Press (CUP)}}, title = {{{The association between dairy intake in adolescents with inflammation and risk markers of type 2 diabetes during young adulthood – results of the DONALD study}}}, doi = {{10.1017/s1368980024000624}}, year = {{2024}}, } @article{53639, author = {{Büker, Petra and Höke, Julia}}, journal = {{Grundschule aktuell}}, pages = {{12--15}}, title = {{{Reflexion im Dialog. Ein Modell für eine Kinder, Eltern, Teams und Schule stärkende Bildungsdokumentation.}}}, volume = {{165}}, year = {{2024}}, }