@article{57839,
  abstract     = {{<jats:title>Abstract</jats:title>
               <jats:p>Experiments with ultracold atoms in optical lattices usually involve a weak parabolic trapping potential which merely serves to confine the atoms, but otherwise remains negligible. In contrast, we suggest a different class of experiments in which the presence of a stronger trap is an essential part of the set-up. Because the trap-modified on-site energies exhibit a slowly varying level spacing, similar to that of an anharmonic oscillator, an additional time-periodic trap modulation with judiciously chosen parameters creates nonlinear resonances which enable efficient Floquet engineering. We employ a Mathieu approximation for constructing the near-resonant Floquet states in an accurate manner and demonstrate the emergence of effective ground states from the resonant trap eigenstates. Moreover, we show that the population of the Floquet states is strongly affected by the phase of a sudden turn-on of the trap modulation, which leads to significantly modified and rich dynamics. As a guideline for further studies, we argue that the deliberate population of only the resonance-induced effective ground states will allow one to realize Floquet condensates which follow classical periodic orbits, thus providing challenging future perspectives for the investigation of the quantum–classical correspondence.</jats:p>}},
  author       = {{Ali, Usman and Holthaus, Martin and Meier, Torsten}},
  issn         = {{1367-2630}},
  journal      = {{New Journal of Physics}},
  number       = {{12}},
  publisher    = {{IOP Publishing}},
  title        = {{{Floquet dynamics of ultracold atoms in optical lattices with a parametrically modulated trapping potential}}},
  doi          = {{10.1088/1367-2630/ad9b47}},
  volume       = {{26}},
  year         = {{2024}},
}

@book{57409,
  author       = {{Fuchs, Christian}},
  publisher    = {{Sage}},
  title        = {{{Social Media: A Critical Introduction}}},
  year         = {{2024}},
}

@book{52590,
  editor       = {{Tatari, Muna}},
  publisher    = {{Brill (im Erscheinen)}},
  title        = {{{The Divine Attributes in Classical Islamic Thought and Con-temporary Islamic Theology}}},
  year         = {{2024}},
}

@article{57846,
  abstract     = {{<jats:p> Abstract: Teachers require various generic competencies that are not addressed explicitly in the teacher education program, such as learning strategies. Although universities offer student teachers extracurricular opportunities to develop these competencies, few students seize them. Our training program fosters students’ self-regulated competency development: Self-reflection as an important first step to self-regulated competency development is addressed through an online self-assessment tool providing individual feedback and suggestions for further development. Forming and implementing intentions to develop competencies is addressed by a workshop based on an evidence-based self-management training program and group coaching sessions to bridge potential intention–behavior gaps. After the training program, the experimental group ( n = 32) showed a more favorable development in self-reflection, procrastination, and participation in competency-enhancing offers than the control group ( n = 34). The results show that supporting students in their self-regulated competency development can be an important key in their professional development. </jats:p>}},
  author       = {{Kaemper, Mara and Buhl, Heike M. and Klingsieck, Katrin B.}},
  issn         = {{0049-8637}},
  journal      = {{Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie}},
  number       = {{4}},
  pages        = {{197--208}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{How to Improve Student Teachers’ Self-Regulated Competency Development}}},
  doi          = {{10.1026/0049-8637/a000301}},
  volume       = {{56}},
  year         = {{2024}},
}

@article{57656,
  author       = {{Drumm, Sandra and Niederhaus, Constanze}},
  journal      = {{Zeitschrift für Interkulturellen Fremdsprachenunterricht}},
  number       = {{1}},
  pages        = {{1--15}},
  title        = {{{Mehrsprachigkeit in der beruflichen Bildung: Einleitung in das Themenheft}}},
  doi          = {{https://zif.tujournals.ulb.tu-darmstadt.de/article/id/3900/}},
  volume       = {{29}},
  year         = {{2024}},
}

@misc{57655,
  booktitle    = {{Zeitschrift für Interkulturellen Fremdsprachenunterricht}},
  editor       = {{Drumm, Sandra and Niederhaus, Constanze}},
  title        = {{{(Mehr-)Sprachen-Bildung in beruflichen Kontexten}}},
  volume       = {{29}},
  year         = {{2024}},
}

@inbook{57205,
  author       = {{Gövert, Andre and Constanze, Niederhaus and Eva, Blumberg}},
  booktitle    = {{ Mehrsprachigkeit in der Schule. Sprachbildung im und durch Sachunterricht }},
  editor       = {{Blumberg, Eva and Niederhaus, Constanze and Mischendahl, Anne}},
  pages        = {{295--309}},
  publisher    = {{Kohlhammer}},
  title        = {{{Professionalisierung für Sprachbildung aus Sicht von Sachunterrichtsstudierenden - Langzeitwirkungen eines Vertiefungsseminars in der ersten Phase der sachunterrichtsdidaktischen Lehrer*innenbildung}}},
  year         = {{2024}},
}

@article{57316,
  author       = {{Sandra, Drumm and Constanze, Niederhaus}},
  journal      = {{Zeitschrift für Interkulturellen Fremdsprachenunterricht}},
  number       = {{1}},
  pages        = {{1--15}},
  title        = {{{Mehrsprachigkeit in der beruflichen Bildung: Einleitung in das Themenheft.}}},
  doi          = {{https://zif.tujournals.ulb.tu-darmstadt.de/article/id/3900/}},
  volume       = {{29}},
  year         = {{2024}},
}

@misc{57860,
  author       = {{Lebock, Sarah}},
  title        = {{{Blogpost "Auf der Suche nach Frieden"}}},
  year         = {{2024}},
}

@inbook{57854,
  author       = {{Lebock, Sarah}},
  booktitle    = {{Horin. Vergleichende Studien zur japanischen Kultur, Bd. 24}},
  editor       = {{Matsumaru, Hisao and Röllicke, Hermann-Josef}},
  isbn         = {{978-3-86205-148-9}},
  pages        = {{119--142}},
  publisher    = {{Iudicium Verlag}},
  title        = {{{Das Flackern der Kerze – Zur Philosophie der Endlichkeit bei Gadamer, Heidegger und Nishida}}},
  year         = {{2024}},
}

@inproceedings{57895,
  abstract     = {{In our paper, we present a study in which we investigate which strategies pre-service teachers (PSTs) use to find and, if necessary, reject possible candidates for congruence theorems for quadrilaterals. This study was conducted before the PTSs attended a university geometry course. In this way, statements about learning prerequisites can be made. For the study, we analyzed group discussions of PSTs to identify typical approaches and evaluate them from a mathematical perspective. The results can be considered for the further development of courses for PSTs and generate hypotheses
for further research.}},
  author       = {{Hoffmann, Max and Schlüter, Sarah}},
  booktitle    = {{Proceedings of the Fifth Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2024, 10-14 June 2024)}},
  editor       = {{González-Martín, Alejandro S. and Gueudet, Ghislaine and Florensa, Ignasi and Lombard, Nathan}},
  keywords     = {{Teachers’ and students’ practices at university level, Transition to, across and from university mathematics, Teaching and learning of specific topics in university mathematics, Congruence, Quadrilaterals}},
  publisher    = {{Escola Univerist`aria Salesiana de Sarri`a – Univ. Aut`onoma de Barcelona and INDRUM}},
  title        = {{{How Do Advanced Pre-Service Teachers Develop Congruence Theorems for Quadrilaterals?}}},
  year         = {{2024}},
}

@article{57892,
  abstract     = {{The present paper discusses the extent to which Large Language Models (LLMs) may affect the scientific enterprise, reinforcing or mitigating existing structural inequalities expressed by the Matthew Effect and introducing a “bot delusion” in academia. In a theory-led thought experiment, we first focus on the academic publication and citation system and develop three scenarios of the anticipated consequences of using LLMs: reproducing content and status quo (Scenario 1), enabling content coherence evaluation (Scenario 2) and content evaluation (Scenario 3). Second, we discuss the interaction between the use of LLMs and academic (counter)norms for citation selection and their impact on the publication and citation system. Finally, we introduce communal counter-norms to capture academics’ loyal citation behavior and develop three future scenarios that academia may face when LLMs are widely used in the research process, namely status quo future of science, mixed-access future, and open science future.}},
  author       = {{Wieczorek, Oliver and Steinhardt, Isabel and Schmidt, Rebecca and Mauermeister, Sylvi and Schneijderberg, Christian}},
  issn         = {{0016-3287}},
  journal      = {{Futures}},
  keywords     = {{Large Language Models, Matthew Effect, Academic Publishing and Citation Systems, Scientific Norms, Thought Experiment}},
  publisher    = {{Elsevier BV}},
  title        = {{{The Bot Delusion. Large language models and anticipated consequences for academics’ publication and citation behavior}}},
  doi          = {{10.1016/j.futures.2024.103537}},
  volume       = {{166}},
  year         = {{2024}},
}

@inbook{57894,
  author       = {{Große-Heilmann, Rike Isabel and Burde, Jan-Philipp and Riese, Josef and Schubatzky, Thomas and Weiler, David}},
  booktitle    = {{Lehrkräftebildung in der digitalen Welt - Zukunftsorientierte Forschungs- und Praxisperspektiven}},
  editor       = {{Herzig, Bardo and Eickelmann, Birgit and Schwabl, Franziska and Schulze, Johanna and Niemann, Jan}},
  isbn         = {{978-3-8309-4837-7}},
  pages        = {{135--150}},
  publisher    = {{Waxmann Verlag GmbH}},
  title        = {{{Entwicklung fachdidaktischen Wissens zum Einsatz digitaler Medien bei Lehramtsstudierenden im Fach Physik}}},
  year         = {{2024}},
}

@article{32097,
  author       = {{Weich, Tobias and Guedes Bonthonneau, Yannick and Guillarmou, Colin}},
  journal      = {{Journal of Differential Geometry}},
  pages        = {{959--1026}},
  title        = {{{SRB Measures of Anosov Actions}}},
  doi          = {{ DOI: 10.4310/jdg/1729092452}},
  volume       = {{128}},
  year         = {{2024}},
}

@inproceedings{57901,
  author       = {{Lomas, Olga}},
  booktitle    = {{Proceedings of the Sixteenth ERME Topic Conference on Language and Social Interaction in Heterogeneous Mathematics Classrooms}},
  editor       = {{Ní Ríordáin, Máire and Erath, Kirstin}},
  pages        = {{124--125}},
  title        = {{{A language-responsive approach to understanding the scalar product: design of a content- and language-integrated teaching-learning arrangement}}},
  year         = {{2024}},
}

@inproceedings{57897,
  author       = {{Paul, Andreas and Elsner, Andreas and Kasper, Tina and Schumacher, Daniel and Vrabec, Jadran  and Hölscher, Heike  and Bluemel, Marcus  and Wollny, Wenke and Becker, Wolfgang and Brzoska-Steinhaus, Nicola }},
  location     = {{September}},
  title        = {{{Alterungsbedingter Anstieg der Energieaufnahme von Haushaltskältegeräten}}},
  year         = {{2024}},
}

@inproceedings{57903,
  author       = {{Bobe, Julia and Klingsieck, Katrin B.}},
  location     = {{Wien}},
  title        = {{{Der Einfluss des antizipierten subjektiven Unwohlseins auf akademische Prokrastination }}},
  year         = {{2024}},
}

@article{57905,
  abstract     = {{Contemporary concepts for supporting language acquisition used in daycare centres for children focus on
promoting syntax and lexis and are frequently dialogue-based. Giving children opportunities to write mono-
logical pieces means their pre-existing implicit knowledge of texts is activated. In a method known as ‘pre-
tend reading’, preschool children were asked to ‘read’ aloud a picture book known to them. Data were
gathered on four occasions in an approach inspired by design-based research models and settings tailored
to the language behaviour demonstrated by the children. Findings clearly show the promising potential of
present reading as a means to support language development. Our paper highlights here the use of pat-
terning in children’s written production and the paper focuses on the use of chunks in pretend reading.}},
  author       = {{Strozyk, Kristina}},
  journal      = {{leseforum.ch}},
  title        = {{{Pretend Reading. Textproduktion und Mustergebrauch bei Fünfjährigen}}},
  doi          = {{10.58098/lffl/2024/3/831}},
  volume       = {{3}},
  year         = {{2024}},
}

@inproceedings{57908,
  author       = {{Jordans, Melanie and Riese, Josef}},
  booktitle    = {{Frühe naturwissenschaftliche Bildung. Gesellschaft für Didaktik der Chemie und Physik. Jahrestagung in Hamburg 2023}},
  editor       = {{van Vorst, Helena}},
  pages        = {{974--977}},
  title        = {{{Planung von Physikunterricht mit sinnvoller Einbettung digitaler Medien: Welches Wissen wird dabei genutzt?}}},
  year         = {{2024}},
}

@inbook{57911,
  author       = {{Niederhaus, Constanze and Havkic, Amra}},
  booktitle    = {{DaZ/DaF Didaktik. Praxishandbuch für die Sekundarstufe I und II}},
  editor       = {{Kalkavan-Aydın, Zeynep}},
  pages        = {{76--89}},
  publisher    = {{Cornelsen}},
  title        = {{{Mehrsprachigkeit wertschätzen und einbeziehen}}},
  year         = {{2024}},
}