@article{CivitilloDenessenMolenaar2016,
  author    = {Civitillo, Sauro and Denessen, Eddie and Molenaar, Inge},
  title     = {HOW TO SEE THE CLASSROOM THROUGH THE EYES OF A TEACHER: CONSISTENCY BETWEEN PERCEPTIONS ON DIVERSITY AND DIFFERENTIATION PRACTICES},
  series = {Journal of Research in Special Educational Needs},
  volume    = {16},
  journal   = {Journal of Research in Special Educational Needs},
  publisher = {Wiley-Blackwell},
  address   = {Hoboken},
  issn      = {1471-3802},
  doi       = {10.1111/1471-3802.12190},
  pages     = {587 -- 591},
  year      = {2016},
  abstract  = {Nowadays, teachers must deal, as never before, with diversity in classrooms. Differentiation practices help teachers to address this diversity in an inclusive setting. However, teachers' perceptions about classroom heterogeneity are fundamental to examine whether they are competent to screen their pupils' needs. The present study used a qualitative research design in order to understand how four teachers who teach the same classroom of a secondary school recognise and address those diverse educational needs within a classroom. Results showed a distinct view of students' diversity within a classroom. Moreover, differentiation strategies to respond to this perceived diversity were only partially used.},
  language  = {en}
}
@article{SeyfriedReith2019,
  author    = {Seyfried, Markus and Reith, Florian},
  title     = {Mixed methods for research into higher education},
  series = {Theory and method in higher education research},
  volume    = {5},
  journal   = {Theory and method in higher education research},
  publisher = {Emerald Publishing Limited},
  address   = {Bingley},
  isbn      = {978-1-83867-841-8},
  issn      = {2056-3752},
  doi       = {10.1108/S2056-375220190000005008},
  pages     = {111 -- 127},
  year      = {2019},
  abstract  = {Mixed methods approaches have become increasingly relevant in social sciences research over the last few decades. Nevertheless, we show that these approaches have rarely been explicitly applied in higher education research. This is somewhat surprising because mixed methods and empirical research into higher education seem to be a perfect match for several reasons: (1) the role of the researcher, which is associated with strong intersections between the research subject and the research object; (2) the research process, which relies on concepts and theories that are borrowed from other research fields; and (3) the research object, which exhibits unclear techniques in teaching and learning, making it difficult to grasp causalities between input and results. Mixed methods approaches provide a suitable methodology to research such topics. Beyond this, potential future developments underlining the particular relevance of mixed methods approaches in higher education are discussed.},
  language  = {en}
}
@article{ThierHolmberg2020,
  author    = {Thier, Anne and Holmberg, Christine},
  title     = {The patients' view},
  series = {Disability and rehabilitation : an international, multidisciplinary journal},
  volume    = {44},
  journal   = {Disability and rehabilitation : an international, multidisciplinary journal},
  number    = {5},
  publisher = {Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0963-8288},
  doi       = {10.1080/09638288.2020.1775901},
  pages     = {661 -- 671},
  year      = {2020},
  abstract  = {Aim:The aim of this meta-synthesis is to find out what it means for patients with age-related macular degeneration to live with visual impairment, how they cope with the illness and how they experience their medical care, including vascular endothelial growth factor inhibitor therapy. Method:Inclusion criteria: qualitative studies exploring patients' experiences with age-related macular degeneration in their daily lives and with medical care, published in journals in English or German. The included studies were analysed following the rules and principles of grounded theory. Results:For the analysis, twenty-four articles matching the inclusion criteria were identified. Three main analytic themes emerged from the included studies: (i) a life shaped by losses; (ii) the burden of medical treatment; and (iii) coping with vision loss. For patients, visual impairment/vision loss means living with multiple losses in various domains of life. With the introduction of vascular endothelial growth factor inhibitor therapy, patients with neovascular age-related macular degeneration have a good chance of slowing down the disease progression; therapy does, however, also represent a major burden. Conclusion:New strategies need to be conceived to reduce the burden of medical treatment and to improve the dissemination of information about age-related macular degeneration.},
  language  = {en}
}
@phdthesis{Hagen2022,
  author    = {Hagen, Anne Julia},
  title     = {The North Atlantic Treaty Organization and cross-cultural competence},
  isbn      = {978-3-86956-527-9},
  doi       = {10.25932/publishup-53446},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-534463},
  school      = {Universit{\"a}t Potsdam},
  pages     = {xxxii, 202},
  year      = {2022},
  abstract  = {This paper examines the function that cross-cultural competence (3C) has for NATO in a military context while focusing on two member states and their armed forces: the United States and Germany. Three dimensions were established to analyze 3C internally and externally: dimension A, dealing with 3C within the military organization; dimension B, focusing on 3C in a coalition environment/multicultural NATO contingent, for example while on a mission/training exercise abroad; and dimension C, covering 3C and NATO missions abroad with regard to interaction with the local population. When developing the research design, the cultural studies-based theory of hegemony constructed by Antonio Gramsci was applied to a comprehensive document analysis of 3C coursework and regulations as well as official documents in order to establish a typification for cross-cultural competence. As the result, 3C could be categorized as Type I - Ethical 3C, Type II - Hegemonic 3C, and Type III - Dominant 3C. Attributes were assigned according to each type. To validate the established typification, qualitative surveys were conducted with NATO (ACT), the U.S. Armed Forces (USCENTCOM), and the German Armed Forces (BMVg). These interviews validated the typification and revealed a varied approach to 3C in the established dimensions. It became evident that dimensions A and B indicated a prevalence of Type III, which greatly impacts the work atmosphere and effectiveness for NATO (ACT). In contrast, dimension C revealed the use of postcolonial mechanisms by NATO forces, such as applying one's value systems to other cultures and having the appearance of an occupying force when 3C is not applied (Type I-II). In general, the function of each 3C type in the various dimensions could be determined. In addition, a comparative study of the document analysis and the qualitative surveys resulted in a canon for culture-general skills. Regarding the determined lack of coherence in 3C correlating with a demonstrably negative impact on effectiveness and efficiency as well as interoperability, a NATO standard in the form of a standardization agreement (STANAG) was suggested based on the aforementioned findings, with a focus on: empathy, cross-cultural awareness, communication skills (including active listening), flexibility and adaptability, and interest. Moreover, tolerance of ambiguity and teachability, patience, observation skills, and perspective-taking could be considered significant. Suspending judgment and respect are also relevant skills here. At the same time, the document analysis also revealed a lack of coherency and consistency in 3C education and interorganizational alignment. In particular, the documents examined for the U.S. Forces indicated divergent approaches. Furthermore, the interview analysis disclosed a large discrepancy in part between doctrine and actual implementation with regard to the NATO Forces.},
  language  = {en}
}