@misc{Knigge2020,
  author    = {Knigge, Michel},
  title     = {Use of evidence to promote inclusive education development commentary on Mel Ainscow. Promoting inclusion and equity in education},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {1},
  issn      = {1866-8364},
  doi       = {10.25932/publishup-51914},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-519142},
  pages     = {6},
  year      = {2020},
  abstract  = {In his essay, Mel Ainscow looks at inclusion and equity from an international perspective and makes suggestions on how to develop inclusive education in a 'whole-system approach'. After discussing different conceptions of inclusion and equity, he describes international policies which address them. From this international macro-level, Ainscow zooms in to the meso-level of the school and its immediate environment, defining dimensions to be considered for an inclusive school development. One of these dimensions is the 'use of evidence'. In my comment, I want to focus on this dimension and discuss its scope and the potential to apply it in inclusive education development. As a first and important precondition, Ainscow explains that different circumstances lead to different linguistic uses of the term 'inclusive education'. Thus, the term 'inclusive education' does not refer to an identical set of objectives across countries, and neither does the term 'equity'.},
  language  = {en}
}
@article{Knigge2020,
  author    = {Knigge, Michel},
  title     = {Use of evidence to promote inclusive education development commentary on Mel Ainscow. Promoting inclusion and equity in education},
  series = {Nordic Journal of Studies in Educational Policy},
  volume    = {6},
  journal   = {Nordic Journal of Studies in Educational Policy},
  number    = {1},
  publisher = {Taylor \& Francis Group},
  address   = {London},
  issn      = {2002-0317},
  doi       = {10.1080/20020317.2020.1730093},
  pages     = {21 -- 24},
  year      = {2020},
  abstract  = {In his essay, Mel Ainscow looks at inclusion and equity from an international perspective and makes suggestions on how to develop inclusive education in a 'whole-system approach'. After discussing different conceptions of inclusion and equity, he describes international policies which address them. From this international macro-level, Ainscow zooms in to the meso-level of the school and its immediate environment, defining dimensions to be considered for an inclusive school development. One of these dimensions is the 'use of evidence'. In my comment, I want to focus on this dimension and discuss its scope and the potential to apply it in inclusive education development. As a first and important precondition, Ainscow explains that different circumstances lead to different linguistic uses of the term 'inclusive education'. Thus, the term 'inclusive education' does not refer to an identical set of objectives across countries, and neither does the term 'equity'.},
  language  = {en}
}
@article{KawasakiAkamatsuOmorietal.2020,
  author    = {Kawasaki, Yui and Akamatsu, Rie and Omori, Mika and Sugawara, Masumi and Yamazaki, Yoko and Matsumoto, Satoko and Fujiwara, Yoko and Iwakabe, Shigeru and Kobayashi, Tetsuyuki},
  title     = {Development and validation of the Expanded Mindful Eating Scale},
  series = {International journal of health care quality assurance},
  volume    = {33},
  journal   = {International journal of health care quality assurance},
  number    = {4-5},
  publisher = {Emerald Group Publishing Limited},
  address   = {Bingley},
  issn      = {0952-6862},
  doi       = {10.1108/IJHCQA-01-2020-0009},
  pages     = {309 -- 321},
  year      = {2020},
  abstract  = {Purpose To develop and validate the Expanded Mindful Eating Scale (EMES), an expanded mindful eating model created for the promotion of health and sustainability. Design/methodology/approach A cross-sectional study using self-administered questionnaire surveys on Ochanomizu Health Study (OHS) was conducted. The survey was provided to 1,388 female university students in Tokyo, Japan. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and a partial correlation analysis were used to confirm construct and criterion validity. Internal consistency of the EMES was confirmed to calculate Cronbach's alpha. Findings The response rate was 38.7 \% (n = 537). Mean BMI was 20.21 +/- 2.12, and 18.8\% of them were classified as "lean" (BMI < 18.5). The authors listed 25 items and obtained a final factor structure of five factors and 20 items, as a result of EFA. Through CFA, the authors obtained the following fit indices for a final model: GFI = 0.914, AGFI = 0.890, CFI = 0.870 and RMSEA = 0.061. The total EMES score was significantly correlated with BMI, mindfulness, body dissatisfaction, drive for thinness and life satisfaction (r = -0.138, -0.315, -0.339, -0.281 and 0.149,p < 0.01, respectively). Cronbach's alpha for all items in this scale was 0.687. Practical implications The authors suggest the possibility that practitioners and researchers of mindful eating that includes this new concept can use authors' novel scale as an effective measurement tool. Originality/value The EMES, which can multidimensionally measure the concept of the expanded model of mindful eating was first developed in this study.},
  language  = {en}
}
@book{ChristiansMoeringDistelmeyeretal.2020,
  author    = {Christians, Heiko and M{\"o}ring, Sebastian and Distelmeyer, Jan and Pohl, Manuela and Riemer, Nathanael and Ernst, Sebastian and Brendel, Heiko and Thiele-Schwez, Martin and Czauderna, Andr{\´e} and G{\"u}nzel, Stephan},
  title     = {Videospiele als didaktische Herausforderung},
  series = {DIGAREC Series},
  journal   = {DIGAREC Series},
  number    = {08},
  editor    = {Riemer, Nathanael and M{\"o}ring, Sebastian},
  publisher = {Universit{\"a}tsverlag Potsdam},
  address   = {Potsdam},
  isbn      = {978-3-86956-467-8},
  issn      = {1867-6219},
  doi       = {10.25932/publishup-42932},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-429329},
  publisher      = {Universit{\"a}t Potsdam},
  pages     = {306},
  year      = {2020},
  abstract  = {Mit zunehmender Schnelligkeit etablieren sich neue Medien, Kommunikationsmittel und Kunstformen innerhalb unserer Gesellschaften. Oft sind es Jugendliche, die sich als „digital natives" unbefangen auf diese Entwicklungen einlassen k{\"o}nnen. Der Ruf nach einem kritischen Umgang mit Medien, einer systematischen Medienerziehung und Medienbildung wird seit geraumer Zeit formuliert. Allerdings existieren bisher wenige Bem{\"u}hungen die angehenden P{\"a}dagoginnen und P{\"a}dagogen mit entsprechenden Methoden, Ideen und Materialien auszustatten. Der vorliegende Band der DIGAREC Series enth{\"a}lt Beitr{\"a}ge der interdisziplin{\"a}ren Ringvorlesung „Videospiele als didaktische Herausforderung", die im Sommersemester 2017 an der Philosophischen Fakult{\"a}t der Universit{\"a}t Potsdam durchgef{\"u}hrt wurde. Die Beitr{\"a}ge machen Vorschl{\"a}ge zum Einsatz von Computer- und Videospielen im schulischen Unterricht und f{\"u}r Aktivit{\"a}ten in außerschulischen Jugendeinrichtungen. Die Autorinnen und Autoren er{\"o}rtern aus den jeweiligen Perspektiven ihrer Fachdisziplinen konkrete Methoden und Anwendungsm{\"o}glichkeiten anhand von ausgew{\"a}hlten Computerspielen. Schwerpunkt des Interesses bilden dabei Videospiele, die in erster Linie zur Unterhaltung eingesetzt werden, da der Einsatz von „Serious Games"/"Educational Games" in j{\"u}ngster Zeit schon breiter wahrgenommen wird.},
  language  = {de}
}
@article{AyBrysonWeckHeinzeetal.2020,
  author    = {Ay-Bryson, Destina Sevde and Weck, Florian and Heinze, Peter Eric and Lang, Thomas and K{\"u}hne, Franziska},
  title     = {Can psychotherapy trainees distinguish standardized patients from real patients?},
  series = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie},
  volume    = {49},
  journal   = {Zeitschrift f{\"u}r Klinische Psychologie und Psychotherapie},
  number    = {3},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {1616-3443},
  doi       = {10.1026/1616-3443/a000594},
  pages     = {182 -- 190},
  year      = {2020},
  abstract  = {Background: Under the new psychotherapy law in Germany, standardized patients (SPs) are to become a standard component inpsychotherapy training, even though little is known about their authenticity.Objective:The present pilot study explored whether, followingan exhaustive two-day SP training, psychotherapy trainees can distinguish SPs from real patients. Methods: Twenty-eight psychotherapytrainees (M= 28.54 years of age,SD= 3.19) participated as blind raters. They evaluated six video-recorded therapy segments of trained SPsand real patients using the Authenticity of Patient Demonstrations Scale. Results: The authenticity scores of real patients and SPs did notdiffer (p= .43). The descriptive results indicated that the highest score of authenticity was given to an SP. Further, the real patients did notdiffer significantly from the SPs concerning perceived impairment (p= .33) and the likelihood of being a real patient (p= .52). Conclusions: The current results suggest that psychotherapy trainees were unable to distinguish the SPs from real patients. We therefore stronglyrecommend incorporating training SPs before application. Limitations and future research directions are discussed.},
  language  = {en}
}