The composition of pre-service teacher teams and children’s competencies in inclusive education. 20th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2023. "Education as a Hope in Uncertain Times"
F. Hellmich, F.K. Hoya, J.R. Schulze, E. Blumberg, in: Aristotle University of Thessaloniki/University of Macedonia, Thessaloniki, Greece, 2023.

Fostering students’ peer relationships through the classroom-based intervention FRIEND-SHIP. Education 3-13
S. Hassani, K. Jakob, S. Schwab, F. Hellmich, M.F. Löper, G. Görel, International Journal of Primary, Elementary and Early Years Education. (2023) 1–16.

Wer kooperiert besser mit wem? – Effekte des Team-Teachings von Lehramtsstudierenden auf die Kompetenzen von Kindern im (inklusiven) naturwissenschaftlichen Sachunterricht. Vortrag auf der Sektionstagung Empirische Bildungsforschung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) und der Kommission Bildungsplanung, Bildungsorganisation und Bildungsrecht (KBBB). Thema: eSchule und Lehrkräfte. Bildung neu denkenc. 
F. Hellmich, F.K. Hoya, J.R. Schulze, E. Blumberg, in: Universität Potsdam, Potsdam, 2023.

Effekte eines universitären Trainings zur Lehrerkooperation auf die inklusionsbezogenen Selbstkonzepte von Lehramtsstudierenden. Vortrag auf der Sektionstagung Empirische Bildungsforschung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) und der Kommission Bildungsplanung, Bildungsorganisation und Bildungsrecht (KBBB). Thema: eSchule und Lehrkräfte. Bildung neu denkenc. 
J.R. Schulze, E. Blumberg, F. Hellmich, in: Universität Potsdam, Potsdam, 2023.

Mathematikleistungen von Grundschulkindern im Zusammenhang mit dem von ihnen wahrgenommenen Feedback und ihren selbstbezogenen Kognitionen. Vortrag auf der Sektionstagung Empirische Bildungsforschung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) und der Kommission Bildungsplanung, Bildungsorganisation und Bildungsrecht (KBBB). Thema: eSchule und Lehrkräfte. Bildung neu denkenc
M. Knickenberg, N. Finke, F. Hellmich, in: Universität Potsdam, Potsdam, 2023.

Kompetenzentwicklung im inklusiven Unterricht (KinU) – eine internationale Perspektive
T. Albers, A. Filipiak, K. Franzen, F. Hellmich, in: B. Schimek, G. Kremsner, M. Proyer, R. Grubich, F. Paudel, R. Grubich-Müller (Eds.),  Grenzen.Gänge.Zwischen.Welten. Kontroversen – Entwicklungen  – Perspektiven Der Inklusionsforschung, Klinkhardt, Bad Heilbrunn, 2022, pp. 207–214.

Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht
K. Franzen, T. Albers, F. Hellmich, in: F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker, M. Urban (Eds.), Qualifizierung Für Inklusion. Grundschule, Waxmann, Münster, 2022, pp. 163–176.

Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education
G. Görel, F. Hellmich, Australasian Journal of Special and Inclusive Education 46 (2022) 127–137.

Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften
K. Franzen, B. Moschner, F. Hellmich, in: T. Müller, C. Ratz, R. Stein, C. Lüke (Eds.), Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung , Bad Heilbrunn, Klinkhardt, 2022, pp. 334–340.

Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften
M.F. Löper, F. Hellmich, in: T. Müller, C. Ratz, R. Stein, C. Lüke (Eds.), Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung, Klinkhardt, Bad Heilbrunn, 2022, pp. 372–378.

FRIEND-SHIP Intervention Program – The Handbook
K. Aroni, A. Toulia, S.R.G. Alves, S. Hassani, F.A. Heidrich, K. Franzen, G. Görel, M.F. Löper, T. Aguiar, M. Silveira-Maia, M.M.P.S. Sanches-Ferreira, F. Hellmich, S. Schwab, I. Avramidis, FRIEND-SHIP Intervention Program – The Handbook, Porto Polytechnic, Porto, 2022.

Kooperatives Unterrichten von Studierenden des Lehramts an Grund- und Förderschulen als Vorbereitung auf den inklusiven naturwissenschaftlichen Sachunterricht
F. Hellmich, F.K. Hoya, J.R. Schulze, A. Kirsch, E. Blumberg, S. Schwab, in: F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker, M. Urban (Eds.), Qualifizierung Für Inklusion. Grundschule , Waxmann , Münster, 2022, pp. 47–61.

Effects of Teacher Feedback on Primary School Students’ Self-Efficacy Beliefs and their Interest in Science Lessons. Single Paper. ECER (European Conference on Educational Research) 2022 PLUS. cEducation in a Changing World: The impact of global realities on the prospects and experiences of educational researchd
F.K. Hoya, J.R. Schulze, E. Blumberg, F. Hellmich, in: Yerevan State University, Yerevan, Armenia, 2022.

Pre-Service Teachers’ Collaborative Lesson Planning and their Self-Concepts in Inclusive Education. Single Paper. EARLI SIG 11 Conference 2022 ‘Teaching and Teacher Education’. cDigital Transformation in Teaching and Teacher Educationd
J.R. Schulze, E. Blumberg, F. Hellmich, in: Carl von Ossietzky University Oldenburg, Oldenburg, 2022.

Determinants for students’ attitudes towards peers with non-compliant classroom behavior in inclusive primary schools. Single Paper Presentation. AERA (American Educational Research Association) 2022. Annual Meeting Theme: eCultivating Equitable Education Systems for the 21^st Centuryc, Roundtable Session: "Focus on Behavior in Special and Inclusive Education"
M.F. Löper, M. Lehofer, S. Schwab, F. Hellmich, in: University of San Diego, San Diego, California, USA, 2022.

Do primary school students’ contact experiences matter for their attitudes towards peers with special needs? Single Paper. 10th SELF International Conference. cSELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Scienced
M.F. Löper, M. Lehofer, S. Schwab, F. Hellmich, in: Quebec City, Quebec City, Canada, 2022.

Primary school students’ social self-concepts, their empathy and their attitudes towards peers with social and emotional difficulties. Single Paper. 10th SELF International Conference. cSELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Scienced
M.F. Löper, F. Hellmich, in: Quebec City, Quebec City, Canada, 2022.

Elementary school teachers' self-efficacy beliefs concerning inclusive education. Single Paper Presentation. AERA (American Educational Research Association) 2022. Annual Meeting Theme: eCultivating Equitable Education Systems for the 21^st Centuryc
K. Franzen, B. Moschner, F. Hellmich, in: University of San Diego, San Diego, California, USA, 2022.

Primary school students’ attitudes towards peers with special educational needs – First findings of an intervention program for the promotion of students’ social participation. Symposium cLet’s be friends! The importance of social inclusion in the lives of children and adolescentsd (Sepideh Hassani). ECER (European Conference on Educational Research) 2022 PLUS. cEducation in a Changing World: The impact of global realities on the prospects and experiences of educational researchd
G. Görel, M.F. Löper, F. Hellmich, in: Yerevan State University, Yerevan, Armenia, 2022.

How to improve primary school students’ social participation in the inclusive classroom? – Preliminary results from an intervention study. Oral Communication. Symposium cFRIEND-SHIP: A school-based intervention aimed at improving students’ social participation implemented in four countriesd (Sílvia Alves). Porto International Conference on Research in Education 2022 (ICRE 2022)
G. Görel, M.F. Löper, F. Hellmich, in: Polytechnic of Porto, Porto, Portugal, 2022.

The relationship between primary school students’ contact experiences and their attitudes towards peers with non-compliant behaviour. Single Paper. ECER (European Conference on Educational Research) 2022 PLUS. cEducation in a Changing World: The impact of global realities on the prospects and experiences of educational researchd
M.F. Löper, M. Lehofer, S. Schwab, F. Hellmich, in: Yerevan State University , Yerevan, Armenia, 2022.

Teachers’ intentions to deal with heterogeneity in inclusive and non-inclusive primary schools. Single Paper. EARLI SIG 11 Conference 2022 ‘Teaching and Teacher Education’. cDigital Transformation in Teaching and Teacher Educationd
M.F. Löper, G. Görel, F. Hellmich, in: Carl von Ossietzky University Oldenburg, Oldenburg, 2022.

Characteristics of good inclusive teaching from primary school teachers’ perspective. Single Paper. EARLI SIG 11 Conference 2022 ‘Teaching and Teacher Education’. cDigital Transformation in Teaching and Teacher Educationd
G. Görel, K. Franzen, F. Hellmich, in: Carl von Ossietzky University Oldenburg, Oldenburg, 2022.

Teachers’ experiences from teaching in (non-)inclusive primary schools and their behavioural intentions to manage heterogeneity. Oral Communication. Porto International Conference on Research in Education 2022 (ICRE 2022)
M.F. Löper, G. Görel, F. Hellmich, in: Polytechnic of Porto, Porto, Portugal, 2022.

Primary school teachers’ mastery experiences and their self-efficacy beliefs to teach in inclusive classrooms. Oral Communication. Porto International Conference on Research in Education 2022 (ICRE 2022)
K. Franzen, B. Moschner, F. Hellmich, in: Polytechnic of Porto, Porto, Portugal, 2022.

The importance of primary school teachers’ self-efficacy beliefs and their attitudes for their everyday practices in heterogeneous classrooms. Single Paper. 10th SELF International Conference. cSELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Scienced
G. Görel, M.F. Löper, F. Hellmich, in: Quebec City, Quebec City, Canada, 2022.

Elementary school teachers’ self-efficacy in inclusive education – An investigation of the associated sources. Single Paper. 10th SELF International Conference. cSELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Scienced
K. Franzen, B. Moschner, F. Hellmich, in: Quebec City, Quebec City, Canada, 2022.

How to explain primary school teachers’ self-efficacy to teach in inclusive classrooms. Single Paper. EARLI SIG 11 Conference 2022 ‘Teaching and Teacher Education’. cDigital Transformation in Teaching and Teacher Educationd
K. Franzen, B. Moschner, F. Hellmich, in: Carl von Ossietzky University Oldenburg, Oldenburg, 2022.

The importance of parental feedback for children’s reading motivation and their reading comprehension. Single Paper. 10th SELF International Conference. cSELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Scienced
F. Hellmich, F.K. Hoya, in: Quebec City, Quebec City, Canada, 2022.

Effekte des Feedbacks von Lehrkräften auf die Selbstwirksamkeitsüberzeugungen und die intrinsische Motivation von Kindern im naturwissenschaftlichen Sachunterricht der Grundschule. Vortrag. 30. Jahrestagung der Kommission "Grundschulforschung und Pädagogik der Primarstufe" der Deutschen Gesellschaft für Erziehungswissenschaft (DGfE, Sektion Schulpädagogik). Thema: "Nachhaltige Bildung in der Grundschule"
F.K. Hoya, J.R. Schulze, E. Blumberg, F. Hellmich, in: Universität Regensburg, Regensburg, 2022.

Pre-service teachers’ team-teaching practices and children’s competence development in inclusive schools. Single Paper. EARLI SIG 11 Conference 2022 ‘Teaching and Teacher Education’. cDigital Transformation in Teaching and Teacher Educationd
F. Hellmich, F.K. Hoya, J.R. Schulze, E. Blumberg, in: Carl von Ossietzky University Oldenburg, Oldenburg, 2022.

Effects of the composition of pre-service teacher teams on primary school students’ competencies in (non-)inclusive science lessons. Paper Presentation. EARLI SIG 15 Biennial Conference 2022 `Special Educational Needs´. cA Village to Teach a Child 3 The Influence of Contextual Factors on Learning and Developmentd
F. Hellmich, F.K. Hoya, J.R. Schulze, E. Blumberg, in: Ghent University, Ghent, Belgium, 2022.

The composition of pre-service teacher teams and primary school students’ competencies in (non-)inclusive science lessons. Oral Communication. Porto International Conference on Research in Education 2022 (ICRE 2022), Polytechnic of Porto, Centre for Research and Innovation in Education (inED) of the School of Education
F. Hellmich, F.K. Hoya, J.R. Schulze, E. Blumberg, in: Polytechnic of Porto, Porto, Portugal, 2022.

Determinants for primary school teachers’ inclusive practices in heterogenous classes. Paper Presentation. EARLI SIG 15 Biennial Conference 2022 `Special Educational Needs´. cA Village to Teach a Child 3 The Influence of Contextual Factors on Learning and Developmentd
M.F. Löper, G. Görel, F. Hellmich, in: Ghent University, Ghent, Belgium, 2022.

Quellen der Selbstwirksamkeitsüberzeugung von Grundschullehrkräften im Kontext inklusiver Erziehung und Bildung
K. Franzen, Quellen der Selbstwirksamkeitsüberzeugung von Grundschullehrkräften im Kontext inklusiver Erziehung und Bildung, Springer, Wiesbaden, 2021.

Erklärungsfaktoren für Handlungsintentionen von Lehrkräften an inklusiven und nicht-inklusiven Grundschulen bei der Gestaltung von adaptivem Unterricht.
M.F. Löper, F. Hellmich, Empirische Pädagogik 35 (2021) 141–163.

The role of students’ experiences in attitude formation towards peers with non-compliant classroom behaviour in inclusive primary schools
M.F. Löper, S. Schwab, M. Lehofer, F. Hellmich, European Journal of Special Needs Education (2021) 1–15.

Effects of pre-service teachers’ collaboration on children’s competencies and motivation in (non-)inclusive primary school science lessons
F. Hellmich, F.K. Hoya, J.R. Schulze, E. Blumberg, International Journal of Inclusive Education (2021) 1–15.

Kompetenzentwicklung im inklusiven Unterricht (KinU) – eine internationale Perspektive
T. Albers, A. Filipiak, K. Franzen, F. Hellmich, in: B. Schimek, G. Kremsner, M. Proyer, R. Grubich, F. Paudel, R. Grubich-Müller (Eds.), Grenzen. Gänge. Zwischen. Welten. Kontroversen – Entwicklungen – Perspektiven Der Inklusionsforschung, Verlag Julius Klinkhardt, Bad Heilbrunn, 2021, pp. 207–214.

Kooperation von Lehrkräften im inklusiven Unterricht
F.K. Hoya, F. Hellmich, Empirische Pädagogik 35 (2021).

Kooperativ Forschen(d) lernen im inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester
A. Kirsch, E. Blumberg, F. Hellmich, F.K. Hoya, in: C. Caruso, C. Harteis, A. Gröschner (Eds.), Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken , Springer , Berlin, 2021, pp. 349–372.

Effects of teacher feedback on children’s self-concepts and motivation in science lessons. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. cEducation and Citizenship: Learning and Instruction and the Shaping of Futuresd
F.K. Hoya, J.R. Schulze, E. Blumberg, F. Hellmich, in: Gothenburg, Sweden, University of Gothenburg, 2021.

The role of teacher feedback for children’s self-concepts and motivation in primary school science lessons. Single Paper. ECER 2021 (European Conference on Educational Research). cEducation and Society: expectations, prescriptions, reconciliationsd
F.K. Hoya, J.R. Schulze, E. Blumberg, F. Hellmich, in: 2021.

Inklusionskompetenz von Lehramtsstudierenden im Vergleich dreier europäischer Bildungssysteme – Ergebnisse aus dem Forschungsprojekt. Vortrag. Abschlussveranstaltung der Förderlinie "Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung" des Bundesministeriums für Bildung und Forschung (BMBF)
T. Albers, A. Filipiak, K. Franzen, F. Hellmich, in: Goethe-Universität Frankfurt am Main, Frankfurt am Main, 2021.

Inklusionskompetenz von Lehramtsstudierenden im Vergleich dreier europäischer Bildungssysteme –Schlussfolgerungen und Implikationen. Vortrag. Abschlussveranstaltung der Förderlinie "Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung" des Bundesministeriums für Bildung und Forschung (BMBF)
T. Albers, A. Filipiak, K. Franzen, F. Hellmich, in: Goethe-Universität Frankfurt am Main, Frankfurt am Main, 2021.

Determinants for teachers’ intentions to manage heterogeneity in (non-)inclusive primary education. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. cEducation and Citizenship: Learning and Instruction and the Shaping of Futuresd
G. Görel, M.F. Löper, F. Hellmich, in: University of Gothenburg, Gothenburg, Sweden, 2021.

Primary school students’ contact experiences and their attitudes towards peers with disabilities. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. cEducation and Citizenship: Learning and Instruction and the Shaping of Futuresd
M.F. Löper, S. Schwab, F. Hellmich, in: University of Gothenburg, Gothenburg, Sweden, 2021.

Individual prerequisites for children’s attitudes towards peers with social-emotional disabilities. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. cEducation and Citizenship: Learning and Instruction and the Shaping of Futuresd
M.F. Löper, F. Hellmich, in: University of Gothenburg, Gothenburg, Sweden, 2021.

The prediction of primary school teachers’ self-efficacy expectations in inclusive education. Single Paper. ECER 2021 (European Conference on Educational Research). cEducation and Society: expectations, prescriptions, reconciliationsd
K. Franzen, B. Moschner, F. Hellmich, in: University of Geneva, Geneva, Switzerland, 2021.

Primary school principals’ views on designing inclusive schools. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. cEducation and Citizenship: Learning and Instruction and the Shaping of Futuresd
G. Görel, F. Hellmich, in: University of Gothenburg, Gothenburg, Sweden, 2021.