@inproceedings{65235,
  author       = {{Knickenberg, Margarita and Funk, Michael and Casamassima, Gianna and Löper, Marwin Felix and Hellmich, Frank}},
  publisher    = {{University of Helsinki}},
  title        = {{{Teachers’ conceptualizations of social-emotional competencies in cooperative learning: Insights from inclusive primary school classrooms. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”. }}},
  year         = {{2026}},
}

@inproceedings{65233,
  author       = {{Casamassima, Gianna and Funk, Michael and Knickenberg, Margarita and Löper, Marwin Felix and Grosche, M. and Zimmer, L. and Grüßing, M. and Wess, N. and Hellmich, Frank}},
  publisher    = {{University of Helsinki}},
  title        = {{{Social and emotional competencies for cooperative learning in inclusive primary education: A project overview. Poster Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”. }}},
  year         = {{2026}},
}

@book{66749,
  editor       = {{Klingsieck, Katrin B. and Koppenborg, Markus}},
  isbn         = {{9783662728994}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Prokrastination: Erkennen, Verstehen, Reduzieren}}},
  doi          = {{10.1007/978-3-662-72900-7}},
  year         = {{2026}},
}

@book{66748,
  author       = {{Krauter, Stefan and Froitzheim, Armin}},
  isbn         = {{978-3-527-72180-1}},
  publisher    = {{Wiley-VCH, Weinheim}},
  title        = {{{Photovoltaik Alles-in-einem-Band für Dummies}}},
  year         = {{2026}},
}

@inbook{66761,
  abstract     = {{Sowohl in Burhan Qurbanis "Berlin Alexanderplatz" als auch in Visar Morinas "Exil" werden Paradoxien der postmigrantischen Gesellschaft mittels einer filmischen Ästhetik des Traums reflektiert. In Qurbanis radikaler Aktualisierung von Döblins Berlin "Alexanderplatz" ist die Hauptfigur ein Schwarzer Geflüchteter, der in Deutschland auf einen Neuanfang als ‚anständiger Mensch‘ hofft. Morinas Exil erzählt die Geschichte eines scheinbar vorbildlich integrierten Migranten, der sich plötzlich als Opfer von Rassismus erlebt. Die Filme werden hier als Variationen eines Systemalbtraums gelesen, weil in beiden Fällen die kollektiven Ängste der Dominanzgesellschaft vor dem ‚parasitären Anderen‘ und die Idee der pluralen Demokratie zur Kollision gebracht werden.}},
  author       = {{Morrien, Rita}},
  booktitle    = {{Grenz(über)fälle und Grenzgänge: Literatur, Kunst und gesellschaftliche Dynamiken ab 2000}},
  editor       = {{Debska, Maja and Heidemann, Gudrun}},
  isbn         = {{978-3-447-12508-6}},
  issn         = {{2751-6121}},
  keywords     = {{Postmigrantischer Film, Traumästhetik, Burhan Qurbani, Berlin Alexanderplatz, filmische Adaption, Visar Morina}},
  pages        = {{73--89}},
  publisher    = {{Harrassowitz Verlag}},
  title        = {{{Variationen eines Systemalptraums: Postmigrantische Befindlichkeiten in Burhan Qurbanis "Berlin Alexanderplatz" und Visar Morinas "Exil"}}},
  year         = {{2026}},
}

@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}},
}

@book{66663,
  abstract     = {{Das Fachbuch ermutigt dazu, eingefahrene Denkweisen zu hinterfragen und neue pädagogische Handlungsspielräume zu erschließen. Es verbindet theoretische Kontroversen mit praxisnahen Fragestellungen und eröffnet so einen Zugang zu aktuellen Debatten in Bildung und Gesellschaft. Die innovativen Konzepte der kulturellen Pluriformität und der intersektionalen Interkulturalität ermöglichen differenzierte Denk- und Handlungsperspektiven jenseits vereinfachender Kulturbegriffe. Weitere Alleinstellungsmerkmale des Buches sind die reflektierte Auseinandersetzung mit einschlägigen Fallstricken, Potenzialen und Forschungsgegenständen sowie die konsequente Einbeziehung englischsprachiger und spanischsprachiger Fachliteratur. Das komplexe Feld wird nicht vereinfacht, sondern in seiner Widersprüchlichkeit und Vielschichtigkeit ernst genommen. Dabei lädt das Buch dazu ein, pädagogische Routinen kritisch zu reflektieren, vermeintliche Selbstverständlichkeiten zu irritieren und solidarisches Handeln zu fördern. Es bietet Impulse für eine emanzipatorische interkulturelle Pädagogik, die zu Multiperspektivität, Gerechtigkeit und solidarischem Zusammenleben beiträgt.}},
  author       = {{Pöllmann, Andreas}},
  isbn         = {{9783658505967}},
  publisher    = {{Springer Fachmedien Wiesbaden}},
  title        = {{{Interkulturelle Pädagogik: Fallstricke, Potenziale und Forschungsgegenstände}}},
  doi          = {{10.1007/978-3-658-50597-4}},
  year         = {{2026}},
}

@article{66787,
  author       = {{Hartwich, Katharina}},
  issn         = {{0005-9536}},
  journal      = {{Berufsbildung}},
  pages        = {{6--10}},
  publisher    = {{wbv Publikation}},
  title        = {{{BBNE funktioniert nicht allein}}},
  doi          = {{10.3278/bb2601w003}},
  volume       = {{80}},
  year         = {{2026}},
}

@misc{66810,
  author       = {{de Gruisbourne, Birte}},
  booktitle    = {{Deutsche Zeitschrift für Philosophie}},
  issn         = {{0012-1045}},
  number       = {{3}},
  pages        = {{333--339}},
  publisher    = {{Walter de Gruyter GmbH}},
  title        = {{{Wer plündert, wird erschossen}}},
  doi          = {{10.1515/dzph-2026-0028}},
  volume       = {{74}},
  year         = {{2026}},
}

@misc{66815,
  author       = {{de Gruisbourne, Birte}},
  booktitle    = {{Zeitschrift für Medienwissenschaft}},
  number       = {{Heft 34 (1/2026): Interfaces | Plattformen}},
  pages        = {{144–148}},
  title        = {{{Perspektiven solidarischer Erhaltungslust}}},
  doi          = {{http://dx.doi.org/10.25969/mediarep/24726}},
  volume       = {{18}},
  year         = {{2026}},
}

@inbook{66842,
  abstract     = {{AnnoPy ist ein digitales Werkzeug, um kollaborativ Texte zu lesen, zu erschließen und zu analysieren. Es ist für die Präsenzlehre konzipiert und unterstützt Lehrende dabei, den Übergang von der individuellen Auseinandersetzung mit wissenschaftlichen Texten hin zu einer kollaborativ-sozialen Aushandlung des Gelesenen in Lehrveranstaltungen zu organisieren und zu strukturieren. Im Beitrag wird das digitale kollaborative Tool AnnoPy vorgestellt und gezeigt, welche Potenziale sich für die Analyse von Daten über Lernende durch die Integration von KI-basierter Learning Analytics in das Tool ergeben. Anhand von exemplarischen Daten aus einer Vorlesung der Mathematikdidaktik wird zunächst vorgestellt, wie in AnnoPy eine algorithmisch-händische Analyse und Datenauswertung erfolgte, um dann diese Art der Auswertung mit einer KI-gestützten Auswertung, bei der ein MCP-Server eingebunden wurde, zu vergleichen.}},
  author       = {{Scholle, Oliver and Rezat, Sara and Rezat, Sebastian and Niehus, Dominik}},
  booktitle    = {{Learning Analytics, Artificial Intelligence und Data Mining in der Hochschulbildung: Beiträge zur Learning AID 2025}},
  editor       = {{Leschke, Jonas and Queckenberg, Robert and Persike, Malte}},
  isbn         = {{978-3-8376-8045-4}},
  pages        = {{171–182}},
  publisher    = {{transcript}},
  title        = {{{AnnoPy – Potenziale von KI-basierter Learning Analytics für die Förderung wissenschaftlicher Textkompetenz}}},
  doi          = {{10.14361/9783839458761}},
  year         = {{2026}},
}

@article{66836,
  abstract     = {{This qualitative case study investigates how automated feedback from a widely accessible digital curriculum resource influences students’ mathematics learning. Drawing on a dialogic feedback framework, the study analyzes students’ feedback processes in an ecologically valid learning context. Grounded in a sociocultural perspective, the framework integrates Carless’ dialogic conceptualization of feedback, Shute’s feedback typology, and Vergnaud’s scheme theory. Eight eighth-graders from a German secondary school worked individually on percentage problems at home, video-recorded via online conferencing. Data included screen recordings and think-aloud protocols, which were analyzed using qualitative text analysis. Results reveal large individual differences in feedback processes—students vary in when and how they access feedback messages and how they make sense of them. Successfully solving a task after feedback does not always indicate understanding; in some cases, feedback aided procedural completion without conceptual insight. The effectiveness depended on the alignment between task design, feedback message content, and students’ actual difficulties. The study concludes that qualitative analysis of feedback processes with digital technologies in ecologically valid settings is necessary to target specific student difficulties and promote learning.</jats:p>}},
  author       = {{Rezat, Sebastian}},
  issn         = {{1863-9690}},
  journal      = {{ZDM – Mathematics Education}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{Students’ mathematical feedback processes using a digital curriculum resource: A qualitative perspective}}},
  doi          = {{10.1007/s11858-026-01821-4}},
  year         = {{2026}},
}

@techreport{65862,
  abstract     = {{This study examines how private peers’ disclosure transparency affects public firms’ information environment, captured through analyst forecast behavior. Focusing on the most important private firms operating in U.S. industries, we investigate whether private peer disclosure—despite differing substantially from public firm disclosure—is incorporated into analysts’ forecasts. In a cross-sectional analysis, we document lower forecast quality in industries where private peers’ disclosure intensity is low. In contrast, when private peers’ disclosure intensity is high, forecast quality does not differ from that in industries with only public peers. We find consistent results for a subsample of U.S. private peers. Consistent with this interpretation, a difference-in-differences analysis documents increased analyst forecast activity around the disclosure dates of private peers. Together, these findings indicate that analysts incorporate private peers’ information when these peers are both economically important and sufficiently transparent, and highlight that variation in private firms’ disclosure intensity generates heterogenous externalities for public firms. Overall, our evidence supports a cost-benefit trade-off in analysts’ information acquisition, and, by documenting the relevance of private peers’ information for public firms, contributes to the debate on the externalities of private firms’ disclosure transparency.}},
  author       = {{Beyer, Bianca and Flagmeier, Vanessa and Kosi, Urska}},
  issn         = {{1556-5068}},
  publisher    = {{TRR 266 Accounting for Transparency}},
  title        = {{{Private Peers’ Disclosure Transparency and Public Firms’ Information Environment}}},
  doi          = {{10.2139/ssrn.4438123}},
  year         = {{2026}},
}

@phdthesis{66841,
  author       = {{Heerdegen, Björn}},
  publisher    = {{Peter Lang}},
  title        = {{{  Poiesis des Selbst. Eine raumtheoretische Bestimmung des ‚Devianz-Orts‘ anhand von Analysen zu Lutz Seilers Romanen «Kruso» und «Stern 111» }}},
  doi          = {{10.3726/b23358}},
  volume       = {{70}},
  year         = {{2026}},
}

@techreport{66347,
  author       = {{Rahali, Mahdi and Kosi, Urska and Gassen, Joachim}},
  title        = {{{The spatial and sectoral incidence of Germany’s COVID-19 insolvency gap}}},
  year         = {{2026}},
}

@techreport{65896,
  author       = {{Böing, Dennis and Kosi, Urska}},
  title        = {{{Dissemination of information by small caps}}},
  year         = {{2026}},
}

@article{65860,
  abstract     = {{We investigate the role of stakeholders in the CSR reporting of non-listed savings banks in Germany. They are established by municipal trustees and serve clients in their distinct operating area. Reporting discretion under the Non-Financial Reporting Directive may lead to variation in CSR reporting due to differences in sustainability interests of banks’ stakeholders and CSR governance (e.g. existence of a CSR manager). We document that the CSR reports and specific CSR dimensions are intensely associated with the existence of strong CSR governance and to a lesser extent with the interests of municipal trustees and bank clients. However, the associations with these stakeholders are predominantly present in banks with strong CSR governance. Our findings inform policy discussions about detailed CSR disclosure requirements (e.g. the European Sustainability Reporting Standards) and extension of reporting scope to firms with regional orientation and absence of typical shareholders.}},
  author       = {{Gulenko, Maryna and Kohlhase, Saskia and Kosi, Urska}},
  issn         = {{1744-9480}},
  journal      = {{Accounting in Europe}},
  pages        = {{1--35}},
  publisher    = {{Informa UK Limited}},
  title        = {{{The Role of Stakeholders in CSR Reporting of Non-Listed Banks}}},
  doi          = {{10.1080/17449480.2026.2631702}},
  year         = {{2026}},
}