@article{QiuZhangBicketal.2021,
  author    = {Qiu, Liang and Zhang, Haoran and Bick, Thomas and Martin, Johannes and Wendler, Petra and B{\"o}ker, Alexander and Glebe, Ulrich and Xing, Chengfen},
  title     = {Construction of highly ordered glyco-inside nano-assemblies through RAFT dispersion polymerization of galactose-decorated monomer},
  series = {Angewandte Chemie : a journal of the Gesellschaft Deutscher Chemiker ; International edition},
  volume    = {60},
  journal   = {Angewandte Chemie : a journal of the Gesellschaft Deutscher Chemiker ; International edition},
  number    = {20},
  publisher = {Wiley-VCH},
  address   = {Weinheim},
  issn      = {1433-7851},
  doi       = {10.1002/anie.202015692},
  pages     = {11098 -- 11103},
  year      = {2021},
  abstract  = {Glyco-assemblies derived from amphiphilic sugar-decorated block copolymers (ASBCs) have emerged prominently due to their wide application, for example, in biomedicine and as drug carriers. However, to efficiently construct these glyco-assemblies is still a challenge. Herein, we report an efficient technology for the synthesis of glyco-inside nano-assemblies by utilizing RAFT polymerization of a galactose-decorated methacrylate for polymerization-induced self-assembly (PISA). Using this approach, a series of highly ordered glyco-inside nano-assemblies containing intermediate morphologies were fabricated by adjusting the length of the hydrophobic glycoblock and the polymerization solids content. A specific morphology of complex vesicles was captured during the PISA process and the formation mechanism is explained by the morphology of its precursor and intermediate. Thus, this method establishes a powerful route to fabricate glyco-assemblies with tunable morphologies and variable sizes, which is significant to enable the large-scale fabrication and wide application of glyco-assemblies.},
  language  = {en}
}
@article{LenkeitSchwippertKnigge2018,
  author    = {Lenkeit, Jenny and Schwippert, Knut and Knigge, Michel},
  title     = {Configurations of multiple disparities in reading performance},
  series = {Assessment in education : principles, policy \& practice},
  volume    = {25},
  journal   = {Assessment in education : principles, policy \& practice},
  number    = {1},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0969-594X},
  doi       = {10.1080/0969594X.2017.1309352},
  pages     = {52 -- 86},
  year      = {2018},
  abstract  = {Research provides evidence that gender, immigrant background and socio-economic characteristics present multiple disadvantaging characteristics that change their relative importance and configurations over time. When evaluating inequalities researchers tend to focus on one particular aspect and often use composite measures when evaluating socio-economic characteristics. Neither can fully represent the complexity of students' various disadvantaging characteristics, which have autonomous associations with attainment and with each other. This paper investigates how the relative importance and configurations of different disadvantaging factors have changed over time to form educational inequalities and how these changes differ across countries. Data from five PISA cycles (2000-2012) for France, Germany, Sweden and the United Kingdom are used and configurations of gender, immigration background, parents' occupational and educational levels, and the number of books at home evaluated. Results enable us to relate changes (or lack thereof) in configurations of disadvantaging factors to recent reforms targeted at reducing educational inequality after the first PISA results.},
  language  = {en}
}
@article{WengerLuedtkeBrunner2018,
  author    = {Wenger, Marina and L{\"u}dtke, Oliver and Brunner, Martin},
  title     = {{\"U}bereinstimmung, Variabilit{\"a}t und Reliabilit{\"a}t von Sch{\"u}lerurteilen zur Unterrichtsqualit{\"a}t auf Schulebene},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {21},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  number    = {5},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-018-0813-3},
  pages     = {929 -- 950},
  year      = {2018},
  abstract  = {F{\"u}r die Analyse der Unterrichtsqualit{\"a}t von Schulen durch Sch{\"u}lerurteile sollten drei Voraussetzungen erf{\"u}llt sein: (1) eine angemessene {\"U}bereinstimmung der Sch{\"u}lerurteile innerhalb der Schulen, (2) systematische Variabilit{\"a}t der Sch{\"u}lerurteile zwischen Schulen, (3) ein ausreichendes Maß an Reliabilit{\"a}t der aggregierten Urteile. Diese Studie untersucht mit internationalen PISA-Daten (Zyklen 2000-2012; 81 L{\"a}nder, {\"u}ber 55.300 Schulen, {\"u}ber 1,3 Millionen 15-J{\"a}hrige), inwiefern dies f{\"u}r Indikatoren der Qualit{\"a}tsdimensionen des Unterrichts (Klassenf{\"u}hrung, Kognitive Aktivierung, Konstruktive Unterst{\"u}tzung) zutrifft. Daf{\"u}r bestimmten wir das {\"U}bereinstimmungsmaß rWG(J) sowie die Intraklassenkorrelationen ICC(1) und ICC(2). Es zeigte sich, dass (1) die Mehrzahl der Unterrichtsmerkmale eine moderate oder starke {\"U}bereinstimmung in Schulen aufwies, (2) sich Unterrichtsmerkmale aus Sicht der Sch{\"u}lerschaft systematisch zwischen Schulen unterschieden, jedoch (3) die Reliabilit{\"a}t der aggregierten Sch{\"u}lerurteile in vielen L{\"a}ndern nicht ausreichte. Die Ergebnisse diskutieren wir vor dem Hintergrund von Konventionen zur Beurteilung der {\"U}bereinstimmung, Variabilit{\"a}t und Reliabilit{\"a}t auf Schulebene.},
  language  = {de}
}