Franzen, K., &; Hellmich, F. (2020). How can primary school teachers’ self-efficacy beliefs in inclusive education be explained? Single Paper. ECER 2020 (European Conference on Educational Research). “Educational Research (Re)connecting Communities.”
LibreCat: /record/36211

Löper, M. F., Hellmich, F., Trauntschnig, M., &; Schwab, S. (2020). The role of contact experiences for primary school children’s attitudes towards peers with special educational needs. Single Paper. 10th SELF International Conference. “SELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Science.”
LibreCat: /record/36232

Hellmich, F., Löper, M. F., &; Görel, G. (2020). Effects of primary school teachers’ self-efficacy beliefs and their attitudes on their everyday day practices in inclusive education. Single Paper. 10th SELF International Conference. “SELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Science.”
LibreCat: /record/36231

Löper, M. F., &; Hellmich, F. (2020). Determinants for primary school students’ attitudes towards peers with special educational needs in their social and emotional development. Single Paper. ECER 2020 (European Conference on Educational Research). “Educational Research (Re)connecting Communities.”
LibreCat: /record/36217

Hoya, F. K., &; Hellmich, F. (2020). Effects of parental feedback on children’s reading motivation and their reading comprehension. Single Paper. 10th SELF International Conference. “SELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Science.”
LibreCat: /record/36234

Hellmich, F. (2020). Discussion on the panel “Inclusion: Perceptions, attitudes and relationships” (Moderator: Christoph Müller, Discussants: Anita Bexkens, Frank Hellmich &; Timo Lüke). EARLI SIG 15 Biennial Conference 2020 `Special Educational Needs´. “Learning difficulties and inclusion: Challenges (and solutions) for the future.”
LibreCat: /record/36184

Görel, G., Löper, M. F., &; Hellmich, F. (2020). Predictors for teachers’ intentions to deal with heterogeneity in (non-)inclusive primary schools. Single Paper. EARLI SIG 15 Biennial Conference 2020 `Special Educational Needs´. “Learning difficulties and inclusion: Challenges (and solutions) for the future.”
LibreCat: /record/36192

Hellmich, F., Löper, M. F., &; Schwab, S. (2020). Children’s contact experiences and their attitudes towards peers with special educational needs. Single Paper. EARLI SIG 15 Biennial Conference 2020 `Special Educational Needs´. “Learning difficulties and inclusion: Challenges (and solutions) for the future.”
LibreCat: /record/36186

Görel, G., &; Hellmich, F. (2020). Primary school principals’ perspective on requirements for the implementation of inclusive education. Single Paper. EARLI SIG 15 Biennial Conference 2020 `Special Educational Needs´. “Learning difficulties and inclusion: Challenges (and solutions) for the future.”
LibreCat: /record/36189

Löper, M. F., &; Hellmich, F. (2020). Determinants of children’s attitudes towards peers with special educational needs. Single Paper. EARLI SIG 15 Biennial Conference 2020 `Special Educational Needs´. “Learning difficulties and inclusion: Challenges (and solutions) for the future.”
LibreCat: /record/36194

Franzen, K., &; Hellmich, F. (2020). Predictors of primary school teachers’ self-efficacy for inclusive education. Poster Presentation. EARLI SIG 15 Biennial Conference 2020 `Special Educational Needs´. “Learning difficulties and inclusion: Challenges (and solutions) for the future.”
LibreCat: /record/36188

Schulze, J. R., Hoya, F. K., Blumberg, E., &; Hellmich, F. (2020). Effects of pre-service teachers’ collaborative planning lessons on their professional self-concepts. Single Paper. ECER 2020 (European Conference on Educational Research). “Educational Research (Re)connecting Communities.”
LibreCat: /record/36209

Knickenberg, M., Zurbriggen, C., &; Venetz, M. (2020).  Adolescents’ engagement at school vs. leisure time and their emotional involvement.  EARLI (European Association for Research on Learning and Instruction) SIG 08 (Special Interest Group “Motivation and Emotion”), Dresden.
LibreCat: /record/45049

Knickenberg, M. (2020). Social relationships in students with special educational needs. EARLI (European Association for Research on Learning and Instruction) SIG 15 (Special Interest Group “Special Educational Needs”), London.
LibreCat: /record/45051

Knickenberg, M. (2020). Individualisierung des Lernens im inklusiven Unterricht aus der Perspektive von Lehrkräften und Kindern. Symposiums auf der 8. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Thema: eBildung gestalten 3 Partizipation erreichen 3 Digitalisierung nutzen“, Potsdam.
LibreCat: /record/45052

Knickenberg, M., Zurbriggen, C., &; Venetz, M. (2020). Das emotionale Erleben von Jugendlichen in Abhängigkeit ihres Engagements in Schule und Freizeit. Vortrag im Rahmen eines Symposiums auf dem 52. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Wien.
LibreCat: /record/45048

Knickenberg, M., &; Zurbriggen, C. (2020). Students’ emotional experience during peer interactions in different academic tracks. Symposiums auf der 8. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Potsdam.
LibreCat: /record/45053

Schulze, J. R., Hoya, F. K., Blumberg, E., Schwab, S., &; Hellmich, F. (2020). Kooperatives Arbeiten von Studierenden des Lehramts an Grund- und Förderschulen als Vorbereitung auf den inklusiven Unterricht in der Grundschule. In  Michael  Grosche, J. Decristan, K. Urton, N. C. Jansen, G. Bruns, &; B. Ehl (Eds.), Sonderpädagogik und Bildungsforschung – Fremde Schwestern? (pp. 230–234). Klinkhardt.
LibreCat: /record/26666

Görel, G. (2019). Inklusiver Unterricht aus Sicht von Grundschullehrkräften. Die Bedeutung von persönlichen Ressourcen. Springer.https://doi.org/10.1007/978-3-658-26175-7 
LibreCat: /record/26636
DOI: 10.1007/978-3-658-26175-7

Hellmich, F., Löper, M. F., &; Görel, G. (2019). The role of primary school teachers’ attitudes and selfefficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour.’ Journal of Research in Special Educational Needs, 19(), 36–48.https://doi.org/10.1111/1471-3802.12476 
LibreCat: /record/26640
DOI: 10.1111/1471-3802.12476