@article{a0baf0c9693a4d598835eb2d759dfd43,
title = "Admixture as a source for HLA variation in Neolithic European farming communities",
abstract = "Background: The northern European Neolithic is characterized by two major demographic events: immigration of early farmers from Anatolia at 7500 years before present, and their admixture with local western hunter-gatherers forming late farmers, from around 6200 years before present. The influence of this admixture event on variation in the immune-relevant human leukocyte antigen (HLA) region is understudied. Results: We analyzed genome-wide data of 125 individuals from seven archeological early farmer and late farmer sites located in present-day Germany. The late farmer group studied here is associated with the Wartberg culture, from around 5500–4800 years before present. We note that late farmers resulted from sex-biased admixture from male western hunter-gatherers. In addition, we observe Y-chromosome haplogroup I as the dominant lineage in late farmers, with site-specific sub-lineages. We analyze true HLA genotypes from 135 Neolithic individuals, the majority of which were produced in this study. We observe significant shifts in HLA allele frequencies from early farmers to late farmers, likely due to admixture with western hunter-gatherers. Especially for the haplotype DQB1*04:01-DRB1*08:01, there is evidence for a western hunter-gatherer origin. The HLA diversity increased from early farmers to late farmers. However, it is considerably lower than in modern populations. Conclusions: Both early farmers and late farmers exhibit a relatively narrow HLA allele spectrum compared to today. This coincides with sparse traces of pathogen DNA, potentially indicating a lower pathogen pressure at the time.",
keywords = "Admixture, Ancient DNA, European Neolithic, HLA diversity, Immune genes, Population genetics",
author = "{da Silva}, {Nicolas Antonio} and Onur {\"O}zer and Magdalena Haller-Caskie and Chen, {Yan Rong} and Daniel Kolbe and Sabine Schade-Lindig and Joachim Wahl and Carola Berszin and Michael Francken and Irina G{\"o}rner and Kerstin Schierhold and Joachim Pechtl and Gisela Grupe and Christoph Rinne and Johannes M{\"u}ller and Lenz, {Tobias L.} and Almut Nebel and Ben Krause-Kyora",
year = "2025",
month = feb,
day = "28",
doi = "10.1186/s13059-025-03509-6",
language = "English",
volume = "26",
journal = "Genome biology",
issn = "1474-7596",
publisher = "BioMed Central Ltd.",
number = "1",
}
@inbook{a4665652b5604a2c95b5d55ee0ae20ad,
title = "Einleitung: Queere Geschichte(n) im Anschluss an Stone Butch Blues / Introduction: Queer History and Stories After Stone Butch Blues",
keywords = "Trans, Queer, Gender, Leslie Feinberg, Stone Butch Blues",
author = "Jara Schmidt and Schwarz, {Clara Rosa}",
year = "2025",
month = mar,
day = "27",
language = "Deutsch",
pages = "11–33",
editor = "Jara Schmidt and Schwarz, {Clara Rosa}",
booktitle = "Queere Geschichte(n). Erinnerungen und Visionen im Anschluss an Leslie Feinbergs Stone Butch Blues",
publisher = "Transcript",
note = "30 Jahre Stone Butch Blues - Erinnerungen und Perspektiven. : Internationale Online-Tagung. ; Conference date: 05-05-2023 Through 06-05-2023",
}
@article{5b752273e36e4ca688ef2069ac087dc4,
title = "Empirical reconstruction of mathematics teaching practices in problem-solving lessons: a multi-method case study",
abstract = "In this exploratory case study, the teaching practices of two secondary level mathematics teachers are examined within the framework of a sequential multi-method design. To this end, data on the teachers{\textquoteright} recurrent patterns of action were collected using video-based classroom observations in problem-solving lessons, semi-structured interviews and video-stimulated recalls. The qualitative analyses of the respective data allowed a differentiated description of the self-reported, observable, and articulable elements of their teaching practices. This includes the requirement situations to which the teachers respond with recurrent patterns of actions, their cognitive and affective dispositions on which they rely, and their situation-specific skills that enable them to adaptively orchestrate their problem-solving lessons. An empirical reconstruction of a selected practice, including a description of its constitutive elements, followed from a superordinate integration of the data by triangulation. This study contributes to the discourse on mathematics teacher education by providing an innovative study design for the empirical reconstruction of teaching practices. Moreover, its findings validate the theoretical assumption that teaching practices are an expression of mathematics teachers{\textquoteright} professional competence and expertise.",
keywords = "expertise, problem solving, practices, multi-methods, mathematics teachers",
author = "Brungs, {Christine Luise} and Nils Buchholtz and Hendrik Streit and Yasmin Theile and Benjamin Rott",
year = "2025",
doi = "10.3389/feduc.2025.1555763",
language = "English",
volume = "10",
journal = "Frontiers in Education",
issn = "2504-284X",
publisher = "Frontiers Media S. A.",
}
@article{9f33338251604cebbe9e658e073db105,
title = "How do social and academic integration develop over time? Longitudinal analyses of differences based on students{\textquoteright} sociodemographic background",
abstract = "Although social and academic integration are considered significant predictors of academic success, little is known about their longitudinal development. In addition, cross-sectional research indicates differences in the integration process based on the sociodemographic background of students, but lacks longitudinal confirmation, especially in Germany. This research gap was addressed by examining students{\textquoteright} integration across three years with measures at four time points (N = 4270) based on data from the National Educational Panel Study (NEPS) in Germany. Longitudinal growth curve analyses were conducted considering interindividual differences between four groups: first-generation students with and without a migration background, and continuing-generation students with and without a migration background. Differences in students{\textquoteright} social and academic integration, measured by several sub-dimensions, partly supported expected advantages for students from academic backgrounds without a migration background, both at the first time point and regarding the longitudinal development. Nevertheless, these differences were small and partly accompanied by non-significant findings highlighting similarities across students. Assumptions about differences between students and implications for future research on the longitudinal development of student integration are discussed.",
keywords = "Higher education, academic integration, first-generation students, migration background, social integration",
author = "Derya {\"O}zbagci and Jonas Breetzke and Carla Bohndick",
year = "2025",
doi = "10.1080/21568235.2023.2279133",
language = "English",
volume = "15",
pages = "107 -- 127",
journal = "European Journal of Higher Education",
issn = "2156-8243",
publisher = "Taylor and Francis",
number = "1",
}
@article{c2f8683819dd491f8cce844cebfecd47,
title = "„Mathematics Education in the Era of ChatGPT: Investigating Its Meaning and Use for School and University Education”— Editorial to Special Issue",
abstract = "In this special issue, we decided to focus on benefits and challenges of teachers{\textquoteright} and students{\textquoteright} interaction with ChatGPT (or general AI) in their teaching and learning of mathematics. Hence, all eight papers are related to how students or teachers, pre-service and in-service teachers, work with and use ChatGPT in their professional lives. We structure the papers according to four categories: (1) introductory scoping survey, (2) design issues, (3) issues related to mathematics teacher education, and (4) issues related to students{\textquoteright} use of ChatGPT in their learning of mathematics.",
keywords = "ChatGPT, Mathematics Education, Teacher",
author = "Birgit Pepin and Nils Buchholtz and Ulises Salinas-Hern{\'a}ndez",
year = "2025",
month = mar,
day = "5",
doi = "10.1007/s40751-025-00173-0",
language = "English",
volume = "11",
pages = "1--8",
journal = "Digital Experiences in Mathematics Education",
issn = "2199-3254",
publisher = "Springer",
number = "1",
}
@article{3a4a9b26da2a44b2b701745604a6e2ff,
title = "Public communication of climate and justice: a scoping review",
abstract = "The intersection of public communication, climate change, and justice constitutes a nascent but growing interdisciplinary field of vital importance as climate change, driven largely by consumption patterns in high-income counties, disproportionately affects communities with limited adaptive capacity, raising profound justice concerns. This scoping review delves into the emerging domain of public communication regarding climate and justice and seeks to provide a comprehensive overview that may help guide future research. It maps the landscape of existing peer-reviewed journal scholarship, identifying trends and gaps across disciplines such as communication, energy politics, and urban planning. Following a birds-eye quantitative analysis of English peer-reviewed journal articles in the field (N = 250 studies), six thematic areas are scrutinized in-depth: (1) activism and protest, (2) journalism and news media, (3) international negotiations, national policy, and local engagement, (4) art and cultural production, (5) climate obstruction and delay, and (6) communication effects on attitudes and behaviors. The review reveals, inter alia, a predominance of research originating from, and case studies focused on high-income countries, a strong reliance on qualitative methods, and a tendency to conceive of justice in terms of distributive rather than procedural or representational questions. In the authors' view, the review indicates a need for comparative research, quantitative studies, and a broader inclusion of perspectives from regions disproportionately affected by climate change—particularly from low- and middle-income countries. The authors call for a concerted effort to bridge the gap between activism and communication by emphasizing the critical role of justice-oriented communication in fostering a fair and rapid transition to a sustainable future.",
keywords = "Climate Change, Green Transition, Justice, Public Communication",
author = "Tsch{\"o}tschel, {Robin Sebastian} and Emily Diamond and Howley, {Shannon E.} and Brenda McNally and Morris, {Hanna E} and Perry, {Kelly E} and Wilhelmsen, {Marthe Elden}",
year = "2025",
month = jan,
day = "1",
doi = "10.1002/wcc.932",
language = "English",
volume = "16",
journal = "Wiley Interdisciplinary Reviews (WIREs). Climate Change",
issn = "1757-7780",
publisher = "John Wiley & Sons Inc.",
number = "1",
}
@book{a20fccb42e8e4559bb92e6781a67dd42,
title = "Queere Geschichte(n). Erinnerungen und Visionen im Anschluss an Leslie Feinbergs Stone Butch Blues",
abstract = "Mit interdisziplin{\"a}ren Zugriffen und aus internationalen Perspektiven werden in Queere Geschichte(n) die Vergangenheit, Gegenwart und Zukunft von trans, lesbischer und queerer Literatur und Kultur fokussiert. Erstmals r{\"u}ckt ein Sammelband daf{\"u}r Leslie Feinbergs Roman Stone Butch Blues ins Zentrum und versammelt anl{\"a}sslich seines 30. Publikationsjubil{\"a}ums wissenschaftliche ebenso wie k{\"u}nstlerische Beitr{\"a}ge. Diese widmen sich unter anderem Femme/Butch-Dynamiken und -Identit{\"a}ten, queeren Potenzialit{\"a}ten bei Erst- und Neu{\"u}bersetzungen von Feinbergs Roman sowie queeren R{\"a}umen, die online, offline, im Text und in Utopien Gestalt finden und so Gemeinschaft erm{\"o}glichen.",
keywords = "Queer, Transgender, Lesbisch, Literatur, Kultur, Leslie Feinberg, Stone Butch Blues, Gemeinschaft, Queere Literatur, Gender, Femme, Butch, Geschlecht, K{\"o}rper, Queer Theory, Gender Studies, Literaturwissenschaft, Geschlechtergeschichte",
editor = "Jara Schmidt and Schwarz, {Clara Rosa}",
year = "2025",
month = mar,
day = "27",
language = "Deutsch",
isbn = "978-3-8376-7335-7",
publisher = "Transcript",
note = "30 Jahre Stone Butch Blues - Erinnerungen und Perspektiven. : Internationale Online-Tagung. ; Conference date: 05-05-2023 Through 06-05-2023",
}
@inbook{cb00ff2559d84c98be80a16391ba1f76,
title = "Teacher Education and Development Study - Inclusive Mathematics Education (TEDS-IME): Konzeption einer Professionalisierungsma{\ss}nahme und Instrumentenkonstruktion zur Pr{\"u}fung ihrer Wirksamkeit",
abstract = "Das Projekt Teacher Education and Development Study – Inclusive Mathematics Education (TEDS-IME) zielt auf die Konzeptualisierung, Messung und F{\"o}rderung der Kompetenzen von angehenden und berufst{\"a}tigen Lehrkr{\"a}ften hinsichtlich der Anforderungen eines inklusiven Mathematikunterrichts in der Sekundarstufe. Im vorliegenden Beitrag werden die theoretische Fundierung der zugrundeliegenden Konzeptualisierungen sowie die im Rahmen des Projekts entwickelte Professionalisierungsma{\ss}nahme und Kompetenzmessung vorgestellt. Bisher steht die empirische {\"U}berpr{\"u}fung der Instrumentenqualit{\"a}t und der Wirksamkeit der Professionalisierungsma{\ss}nahme am Anfang, wobei erste Analysen und die hier dargestellten, eng aufeinander abgestimmten Konzeptualisierungsprozesse und ihre messtheoretische sowie evidenzbasierte Fundierung umfangreiche Erkenntnisse erwarten lassen. F{\"u}r eine hohe Akzeptanz der Professionalisierungsma{\ss}nahme sprechen bereits die erzieltensubstanziellen R{\"u}ckl{\"a}ufe der im Projekt durchgef{\"u}hrten Datenerhebungen",
author = "Natalie Ross and Gabriele Kaiser and Anton Bastian and Jonas Weyers and Sarah Strau{\ss} and Isabelle Klee-Schramm and Nils Buchholtz and Benjamin Rott and Conny Melzer and Johannes K{\"o}nig",
year = "2025",
language = "Deutsch",
isbn = "978-3-8309-4960-2 ",
volume = "1",
pages = "233--253",
booktitle = "F{\"o}rderbezogene Diagnostik in der inklusiven Bildung",
publisher = "Waxmann",
address = "Deutschland",
}
@article{cc5e23be41114f33bc25ecf6a5d46271,
title = "Understanding Emergent Leader-Follower Patterns and the Role of Gender in Teams: A Micro-Temporal Account",
abstract = "Purpose: By investigating the dynamics of leader and follower behavior during small group interactions, we provide insights into the behavioral patterns that give rise to leadership emergence. We also identify gender-related differences in these behavior patterns that may explain the persistent gap in emergent leadership ascriptions between men and women. Design/methodology/approach: We video-recorded verbal interactions of 34 zero-history three-person teams collaborating on a task in the laboratory. One team member was a confederate (male vs. female) trained to show emergent leader behavior. To quantify verbal interaction patterns and examine to what extent these team dynamics depend on the confederate{\textquoteright}s gender, we conducted a fine-grained interaction analysis of utterances over the interaction period. Findings: We show that leadership claims by one team member evoked subsequent granting behavior in another team member. The more individuals{\textquoteright} claims were granted (counter-claimed) by others, the higher (lower) their level of ascribed emergent leadership. Claims uttered by male or female confederates were equally likely to be granted by team members. However, female confederate leadership claims elicited more counterclaims. Originality/value: Findings highlight the importance of considering leader–follower interaction patterns for the discussion around gender differences in leadership processes.",
keywords = "Communication, Emergent leadership, Follower behavior, Gender, Leadership emergence, Leader–follower interaction, Teams",
author = "{Hemshorn de Sanchez}, {Clara Sofie} and Jana Mangels and Juliane Degner and Nale Lehmann-Willenbrock",
year = "2025",
month = mar,
day = "25",
doi = "10.1108/lodj-09-2023-0537",
language = "English",
volume = "46",
journal = "Leadership & Organization Development Journal",
issn = "0143-7739",
publisher = "Emerald Group Publishing Ltd.",
number = "2",
}
@inbook{27c14d35517e436ab2360f4e5341570d,
title = "ChatGPT als Reflexionsinstrument zur F{\"o}rderung von Unterrichtsplanungskompetenzen von Lehramtsstudierenden",
abstract = "Die Studie untersucht den Einsatz von ChatGPT als Reflexionsinstrument zur F{\"o}rderung von Unterrichtsplanungskompetenzen von Lehramtsstudierenden im Fach Mathematik. Mithilfe von adaptierten Prompt-Techniken werden Interaktionstypen identifiziert, die auf das Potenzial von ChatGPT zur Entwicklung von Lehrerkompetenzen im Bereich der Unterrichtsplanung hinweisen. Ergebnisse zeigen unterschiedliche Nutzungsweisen der KI, unterstreichen jedoch das Risiko unreflektierter Akzeptanz. Die Studie betont die Bedeutung der Sensibilisierung f{\"u}r KI-Nutzung in der Lehrerausbildung.",
keywords = "ChatGPT, KI, Mathematik / Lehrerbildung",
author = "Judith Huget and Nils Buchholtz",
year = "2024",
doi = "10.17877/DE290R-24623",
language = "Deutsch",
pages = "925--928",
booktitle = "Beitr{\"a}ge zum Mathematikunterricht 2024",
publisher = "WTM-Verlag M{\"u}nster",
}
