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Suche nach „[M.] [Gebhardt]“ hat 9 Publikationen gefunden
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    GesundAngewandte Gesundheitswissenschaften

    Vortrag

    Melanie Kappelmann-Fenzl, C. Gebhardt, A. Matthies, S. Kuphal, M. Rehli, A. Bosserhoff

    C-Jun drives melanoma progression in PTEN wild type melanoma cells

    German Conference on Bioinformatics 2019, Heidelberg

    2019

    GesundAngewandte Gesundheitswissenschaften

    Zeitschriftenartikel

    Melanie Kappelmann-Fenzl, C. Gebhardt, A. Matthies, S. Kuphal, M. Rehli, A. Bosserhoff

    C-Jun drives melanoma progression in PTEN wild type melanoma cells

    Cell Death & Disease, vol. 10, no. Published: 05 August 2019, Article number: 584 (2019)

    2019

    DOI: 10.1038/s41419-019-1821-9

    Abstract anzeigen

    Due to the critical impact of active AP-1 transcription factors in melanoma, it is important to define their target genes and to identify and ultimately inhibit oncogenic signals. Here we mapped the genome-wide occupancy of the AP-1 family member c-Jun in different melanoma cells and correlated AP-1 binding with transcriptome data to detect genes in melanoma regulated by c-Jun. Our analysis shows that c-Jun supports the malignant phenotype by deregulating genes in cancer-relevant signaling pathways, such as mitogen-activated protein kinase (MAPK) and phosphatidylinositol-3-kinase (PI3K) pathways. Moreover, we demonstrate that the importance of c-Jun depends on melanoma stage and mutation status of the tumor suppressor PTEN. Our study reveals that activation of c-Jun overrules the tumor suppressive effect of PTEN in early melanoma development. These findings help to understand the relevance of c-Jun within cancer pathways in different melanoma cell types, especially in relation to MAPK and PI3K pathways, which are commonly deregulated in melanomas. Consequently, targeting c-Jun in PTEN+ melanoma cells may represent a promising therapeutic strategy to inhibit survival of melanoma cells to prevent the development of a metastatic phenotype.

    Zentrum für Akademische Weiterbildung

    Zeitschriftenartikel

    M. Gebhardt, J. DeVries, J. Jungjohann, G. Casale, Andreas Gegenfurtner, J.-T. Kuhn

    Measurement invariance of a direct behavior rating multi-item scale

    Social Sciences, vol. 8, no. 46, pp. 1-23

    2019

    DOI: 10.3390/socsci8020046

    Abstract anzeigen

    Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been evaluated mostly in observational studies with small samples based on generalizability theory. However, for standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance between different participant groups and over time. Therefore, we constructed a DBR with multiple items to measure the occurrence of specific externalizing and internalizing student classroom behaviors on a Likert scale (1 = never to 7 = always). In a pilot study, two trained raters observed 16 primary school students and rated the student behavior over all items with a satisfactory reliability. In the main study, 108 regular primary school students, 97 regular secondary school students and 14 students in a clinical setting were rated daily over one week (five measurement points). IRT analyses confirmed the instrument’s technical adequacy, and latent growth models demonstrated the instrument’s stability over time. Further development of the instrument and study designs to implement DBRs are discussed.

    Zentrum für Akademische Weiterbildung

    Zeitschriftenartikel

    J. Jungjohann, Andreas Gegenfurtner, M. Gebhardt

    Systematisches Review von Lernverlaufsmessung im Bereich der frühen Leseflüssigkeit

    Empirische Sonderpädagogik, vol. 10, no. 1, pp. 100-118

    2018

    GesundZentrum für Akademische Weiterbildung

    Zeitschriftenartikel

    Andreas Gegenfurtner, M. Gebhardt

    Sexualpädagogik der Vielfalt: Ein Überblick über empirische Befunde

    Zeitschrift für Pädagogik, vol. 64, no. 3, pp. 379-393

    2018

    DOI: 10.3262/ZP1803379

    Zentrum für Akademische Weiterbildung

    Zeitschriftenartikel

    P. Weidenhiller, M. Gebhardt, Andreas Gegenfurtner

    "Der Schulbegleiter muss vom Typ her offen sein" – Eine Interviewstudie zur Kooperation zwischen Lehrkräften und Schulbegleitern an bayerischen Gymnasien

    spuren – Sonderpädagogik in Bayern, vol. 61, no. 1, pp. 34-40

    2018

    Abstract anzeigen

    Schulbegleitung ist in vielen Schulen eine Unterstützungsmaßnahme für die inklusive Schule. Um die Kooperation zwischen Schulbegleitern und Lehrkräften in inklusiven Klassen zu betrachten, wurden drei Lehrkräfte und zwei Schulbegleiter in Gymnasien in Oberbayern interviewt. Die Auswertung zeigt, dass reguläre Lehrkräfte, nach eigenen Angaben, wenig Wissen über Sonderpädagogik und Inklusion haben und die Zusammenarbeit nur unter bestimmten Umständen gelingt.

    Zentrum für Akademische Weiterbildung

    Zeitschriftenartikel

    Andreas Gegenfurtner, M. Gebhardt

    Sexuality education including lesbian, gay, bisexual, and transgender (LGBT) issues in schools

    Educational Research Review, vol. 22, no. 1, pp. 215-222

    2017

    DOI: 10.1016/j.edurev.2017.10.002

    SonstigeZentrum für Akademische Weiterbildung

    Zeitschriftenartikel

    Andreas Gegenfurtner, K. Könings, N. Kosmajac, M. Gebhardt

    Voluntary or mandatory training participation as a moderator in the relationship between goal orientations and transfer of training

    International Journal of Training and Development, vol. 20, no. 4, pp. 290-301

    2016

    DOI: 10.1111/ijtd.12089

    Abstract anzeigen

    Trainees can participate in organizational training programs voluntarily or mandatorily. To date, research has reported mixed evidence on the question whether voluntary or mandatory participation is associated with higher motivation and transfer of training. Grounded in the frameworks of participatory design, the notion of autonomy in basic psychological needs theory, and the 2 × 2 model of achievement goals, this meta-analysis examined the relationship between goal orientations and transfer of training in contexts of voluntary and mandatory training participation with a sample of N = 4729 trainees in k = 29 studies. Goal orientations were conceptualized in four dimensions: mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance. Results of the primary meta-analysis indicated that mastery-approach orientation had the most positive correlation with transfer of training, followed by performance-approach, mastery-avoidance and performance-avoidance goal orientation. Meta-analytic subgroup analysis examined the effects of two conditions for training participation: voluntary participation and mandatory participation. The findings indicated that training participation significantly moderated the correlation coefficients of mastery-approach and performance-avoidance goal orientation, with more positive estimates when training enrollment was voluntary. Contrary to expectations, the correlation coefficient between performance-approach goal orientation and transfer of training was more positive when entry into training programs was obligatory and mandated. Implications for future research and the practice of training design and delivery are discussed.

    SonstigeZentrum für Akademische Weiterbildung

    Zeitschriftenartikel

    M. Gebhardt, S. Schwab, M. Krammer, Andreas Gegenfurtner

    General and special education teachers' perceptions of teamwork in inclusive classrooms at elementary and secondary schools

    Journal of Educational Research Online, vol. 7, no. 2, pp. 129-146

    2015

    Abstract anzeigen

    In inclusive classrooms teamwork and collaboration between general teachers and special education teachers are among the most important factors for stu-dent achievement. Yet, to date, little evidence exists on how teacher collaboration is implemented and whether general and special education teachers value their collaboration equally. The current study analyzes teacher collaboration in inclusive classrooms at elementary and secondary school levels. Participants were 191 general teachers and 130 special education teachers. The results suggest that all teachers were satisfi ed with their teamwork; differences between general and special education teachers were non-significant. Elementary school teachers had more positive perceptions than secondary school teachers. These findings are discussed in terms of their theoretical significance and their practical relevance for teacher education in inclusive classrooms.