@article{45677,
  author       = {{Bruns, Julia and Langer, W. and Erhorn, J.}},
  journal      = {{German Journal of Exercise and Sport Research}},
  number       = {{3}},
  pages        = {{386–397}},
  title        = {{{Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf Anerkennungsprozesse im inklusiven Sportunterricht}}},
  doi          = {{10.1007/s12662-022-00807-0}},
  volume       = {{52}},
  year         = {{2022}},
}

@article{34820,
  abstract     = {{The construct of noticing is considered to be of crucial importance for professional action of (prospective) physical education (PE) teachers in the context of (inclusive) PE. In order to implement the demands of inclusive PE teaching, noticingwith regard to processes of recognition proves to be particularly significant. Due to the relevance of physicality, the design of recognition relationships that encourage pupils' development results in specific requirements for the selective attention and the theory-based interpretation of processes of recognition and disregard in complex teaching situations. This facet of competence has hardly been studied so far, partly due to the lack of instruments for standardised assessment of this construct. In the context of this paper, the development and validation of a standardised, video vignette-based test instrument for the measurement of noticingwith regard to processes of recognition of prospective PE teachers is presented. The validation focuses on the content of the test and the internal structure of the instrument as well as on correlations with related constructs in terms of content. The results from three consecutive validation studies provide indications of the reliability and validity of the test score interpretation of the instrument ViProQiS_A. The findings so far indicate that the standardised measurement of noticingwith regard to processes of recognitionin inclusive PE could be realized on the basis of the test instrument developed here.}},
  author       = {{Langer, Wiebke and Bruns, Julia and Erhorn, Jan}},
  issn         = {{2509-3150}},
  journal      = {{German Journal of Exercise and Sport Research}},
  keywords     = {{Physical education teacher education, Competence modelling and, measurement, Inclusive physical education, Video-based items, Noticing}},
  number       = {{3}},
  pages        = {{386--397}},
  publisher    = {{Springer}},
  title        = {{{Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education}}},
  doi          = {{10.1007/s12662-022-00807-0}},
  volume       = {{52}},
  year         = {{2022}},
}

@article{34819,
  abstract     = {{Teachers expect facilitators to have own teaching experience as a teacher in order to be able to carry out effective teacher professional development programs. As part of the project EmMa(M), it is investigated, to which extent the teaching experience of facilitators influences the development of early childhood teachers' (n = 83) mathematical pedagogical content knowledge (MPCK) and early childhood teachers' enjoyment of mathematics in the context of a teacher professional development program. It turns out that the teaching experience of the facilitators has no influence on the development of early childhood teachers' MPCK, but favors the development of early childhood teachers' enjoyment of mathematics. Controlling for this increased enjoyment an influence of teaching experience on the development of early childhood teachers' MPCK emerges, but in favor of the participating facilitators who have no teaching experience but have a university degree.}},
  author       = {{Hagena, Maike and Bruns, Julia and Gasteiger, Hedwig}},
  issn         = {{1862-5215}},
  journal      = {{Zeitschrift für Erziehungswissenschaft}},
  keywords     = {{Facilitator professional development, Early childhood teachers, Teaching, experience, Early mathematics education}},
  number       = {{6}},
  pages        = {{1455–1480}},
  publisher    = {{Springer Vieweg-springer Fachmedien Wiesbaden Gmbh}},
  title        = {{{Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft}}},
  doi          = {{10.1007/s11618-022-01122-y}},
  volume       = {{25}},
  year         = {{2022}},
}

@inbook{36472,
  author       = {{Reuter, Dinah and Bruns, Julia}},
  booktitle    = {{Eye-Tracking in der Mathematik- und Naturwissenschaftsdidaktik}},
  isbn         = {{9783662632130}},
  publisher    = {{Springer Berlin Heidelberg}},
  title        = {{{Muster- und Strukturerkennungsprozesse bei potenziell mathematisch begabten Grundschulkindern untersuchen – Das Potenzial von Eye-Tracking und retrospektivem Interview im Vergleich}}},
  doi          = {{10.1007/978-3-662-63214-7_3}},
  year         = {{2022}},
}

@inbook{45350,
  author       = {{Herding, Jana and Büker, P. and Glawe, K. and Menke, I.}},
  booktitle    = {{Reflexion und Reflexivität im Kontext Grundschule. Perspektiven für Forschung, Lehrer:innenbildung und Praxis. Jahrbuch Grundschulforschung}},
  editor       = {{Gläser, Eva and Poschmann, Julia and Büker, Petra and Miller, Susanne}},
  pages        = {{52--57}},
  publisher    = {{Julius Klinkhardt Verlag}},
  title        = {{{inklud-e: Sensibilität für Inklusion durch Fallarbeit entwickeln - Professionalisierung angehender Grundschullehrkräfte in digitalen Lehr-/Lernformaten}}},
  volume       = {{26}},
  year         = {{2022}},
}

@inbook{45349,
  author       = {{Herding, Jana and Büker, P.}},
  booktitle    = {{Reflexion und Reflexivität im Kontext Grundschule. Perspektiven für Forschung, Lehrer:innenbildung und Praxis. Jahrbuch Grundschulforschung}},
  editor       = {{Gläser, Eva and Poschmann, Julia and Büker, Petra and Miller, Susanne}},
  pages        = {{203--208}},
  publisher    = {{Julius Klinkhardt Verlag}},
  title        = {{{Zwischen Konformität und Autonomie: Handlungsempfehlungen von Fünftklässler:innen zur Bewältigung des Grundschulübergangs}}},
  volume       = {{26}},
  year         = {{2022}},
}

@inbook{45347,
  author       = {{Herding, Jana and Kamin, A.M. and Büker, P. and Glawe, K. and Menke,  I. and Schaper, F.}},
  booktitle    = {{Inklusion digital! Chancen und Herausforderungen inklusiver Bildung im Kontext von Digitalisierung}},
  editor       = {{Ferencik-Lehmkuhl, D. and Huynh, I. and Laubmeister, C. and Lee, C. and Melzer, C. and Schwank, I. and Weck, H. and Ziemen, K.}},
  pages        = {{228--246}},
  publisher    = {{Verlag Julius Klinkhardt}},
  title        = {{{Inklusions- und digitalisierungsbezogene Kompetenzen im Lehramtsstudium erwerben – Konzeption, Erprobung und Evaluation der Lehr-/Lernumgebung inklud.nrw}}},
  year         = {{2022}},
}

@article{45345,
  author       = {{Herding, Jana and Büker, P. and Kamin, A.M. and Glawe, K. and Schaper, F.}},
  journal      = {{QfI - Qualifizierung für Inklusion Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte. Themenheft: „Möglichkeiten und Herausforderungen der Digitalisierung im Kontext von Inklusion und Qualifizierung für Inklusion}},
  title        = {{{inklud.nrw – Entwicklung einer OER-fähigen Lehr-/Lernumgebung zum synergetischen Aufbau von inklusions- und digitalisierungsbezogenen Kompetenzen im Lehramtsstudium}}},
  year         = {{2022}},
}

@inbook{45351,
  author       = {{Herding, Jana and Büker, P. and Glawe, K.}},
  booktitle    = {{Professionalisierung von Grundschullehrkräften. Kontext, Bedingungen und Herausforderungen}},
  editor       = {{Mammes, Ingelore and Rotter, Caroline}},
  pages        = {{276--292}},
  publisher    = {{Julius Klinkhardt Verlag}},
  title        = {{{Professionalisierung angehender Grundschullehrkräfte für Inklusion: aktuelle Herausforderungen für die universitäre Lehrer*innenbildung}}},
  year         = {{2022}},
}

@article{45348,
  author       = {{Herding, Jana and Büker, P. and Kamin, A.M. and Glawe, K. and Menke, I. and Schaper, F.}},
  journal      = {{Herausforderung Lehrer*innenbildung – Zeitschrift Zur Konzeption, Gestaltung und Diskussion}},
  number       = {{1}},
  pages        = {{337--355}},
  title        = {{{Inklusions- und digitalisierungsbezogene Kompetenzanforderungen in der Lehrkräftebildung verzahnen: Theoretische und konzeptionelle Grundlagen der Lehr-/Lernumgebung inklud.nrw}}},
  volume       = {{5}},
  year         = {{2022}},
}

@inproceedings{45346,
  author       = {{Herding, Jana and Glawe, K.}},
  booktitle    = {{Tagungsbandbeitrag zur Tagung Inverted Classroom and beyond 2022}},
  title        = {{{Videobasierte Fallarbeit im Format 360° – ein hochschuldidaktisches Konzept zur Reflexionsanregung im Grundschullehramtsstudium}}},
  year         = {{2022}},
}

@inbook{45329,
  author       = {{Mattei, Annalisa and Eremin, Oxana and Krämer, Anike}},
  booktitle    = {{Wissenstransfer als Aufgabe, Herausforderung und Chance kulturwissenschaftlicher Forschung}},
  editor       = {{Harmening, Anda-Lisa and Leinfellner, Stefanie and Meier, Rebecca}},
  pages        = {{323--352}},
  title        = {{{K)Eine Frage des Wissens. Zum Verhältnis der Gender Studies und Wissenstransfer}}},
  year         = {{2022}},
}

@techreport{45325,
  author       = {{Mattei, Annalisa and Chlebos, Laura}},
  pages        = {{175--178}},
  title        = {{{Tagungsbericht. #Metoo in Science. Sexualisierte Diskriminierung und Gewalt an Hochschulen}}},
  volume       = {{39}},
  year         = {{2022}},
}

@inbook{45321,
  author       = {{Schemmer, Susanne Jutta}},
  booktitle    = {{Berufsbildungspolitik. Normalität, Krisen, Perspektiven der Erstausbildung}},
  editor       = {{Eckelt, Marcus and Ketschau, Thilo Joachim and Klassen, Johannes and Schauer, Jennifer and Schmees, Johannes and Steib, Christian}},
  publisher    = {{wbv}},
  title        = {{{Transformation der beruflichen Benachteiligtenförderung durch die Coronakrise – erste Ergebnisse einer qualitativen Studie}}},
  year         = {{2022}},
}

@inbook{45320,
  author       = {{Schemmer, Susanne Jutta and Heisler, Dietmar}},
  booktitle    = {{Psychische Belastungen in der Berufsbiografie: Interdisziplinäre Perspektiven}},
  editor       = {{Stein, Roland and Kranert, Hans-Walter}},
  publisher    = {{wbv}},
  title        = {{{Benachteiligtenförderung – ein Überblick}}},
  year         = {{2022}},
}

@phdthesis{45322,
  author       = {{Zdoupas, Philippos}},
  publisher    = {{Springer VS}},
  title        = {{{Selbstkonzept und Klassenlehrkraftverhalten. Befunde vergleichender Analysen zu Schülerinnen und Schülern mit Förderbedarf in der emotionalen und sozialen Entwicklung}}},
  doi          = {{10.1007/978-3-658-38576-7}},
  year         = {{2022}},
}

@inproceedings{45653,
  author       = {{Vernholz, Mats}},
  location     = {{Stuttgart}},
  title        = {{{Industrie 4.0 in der beruflichen Bildung – Automatisierter Maschinenbaulernbetrieb Paderborn }}},
  doi          = {{https://doi.org/10.48513/joted.v11i2.267 }},
  year         = {{2022}},
}

@misc{45715,
  author       = {{Tcheussi Ngayap, Vanessa Ingrid}},
  title        = {{{FreeRTOS on a MicroBlaze Soft-Core Processor with Hardware Accelerators}}},
  year         = {{2022}},
}

@article{35918,
  author       = {{Berger, Thomas and Dennstädt, Dario and Ilchmann, Achim and Worthmann, Karl}},
  journal      = {{SIAM Journal on Control and Optimization}},
  number       = {{6}},
  pages        = {{3358--3383}},
  title        = {{{Funnel MPC for nonlinear systems with relative degree one}}},
  volume       = {{60}},
  year         = {{2022}},
}

@article{36035,
  author       = {{Berger, Thomas and Ilchmann, A.  and Trenn, S. }},
  journal      = {{IMA Journal of Mathematical Control and Information}},
  number       = {{2}},
  pages        = {{533--563}},
  title        = {{{Quasi feedback forms for differential-algebraic systems}}},
  volume       = {{39}},
  year         = {{2022}},
}