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

Hellmich, F., Hoya, F. K., Schulze, J. R., Kirsch, A., Blumberg, E., &; Schwab, S. (2022). Kooperatives Unterrichten von Studierenden des Lehramts an Grund- und Förderschulen als Vorbereitung auf den inklusiven naturwissenschaftlichen Sachunterricht. In F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker, &; M. Urban (Eds.), Qualifizierung für Inklusion. Grundschule  (Vol. 2, pp. 47–61). Waxmann .https://doi.org/10.31244/9783830995135 

Hoya, F. K., Schulze, J. R., Blumberg, E., &; Hellmich, F. (2022). 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. “Education in a Changing World: The impact of global realities on the prospects and experiences of educational research.”

Schulze, J. R., Blumberg, E., &; Hellmich, F. (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’. “Digital Transformation in Teaching and Teacher Education.”

Löper, M. F., Lehofer, M., Schwab, S., &; Hellmich, F. (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 Century“, Roundtable Session: “Focus on Behavior in Special and Inclusive Education.”

Löper, M. F., Lehofer, M., Schwab, S., &; Hellmich, F. (2022). Do primary school students’ contact experiences matter for their attitudes towards peers with special needs? Single Paper. 10th SELF International Conference. “SELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Science.”

Löper, M. F., &; Hellmich, F. (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. “SELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Science.”

Franzen, K., Moschner, B., &; Hellmich, F. (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 Century“.

Görel, G., Löper, M. F., &; Hellmich, F. (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 “Let’s be friends! The importance of social inclusion in the lives of children and adolescents” (Sepideh Hassani). ECER (European Conference on Educational Research) 2022 PLUS. “Education in a Changing World: The impact of global realities on the prospects and experiences of educational research.”

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

Löper, M. F., Lehofer, M., Schwab, S., &; Hellmich, F. (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. “Education in a Changing World: The impact of global realities on the prospects and experiences of educational research.”

Löper, M. F., Görel, G., &; Hellmich, F. (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’. “Digital Transformation in Teaching and Teacher Education.”

Görel, G., Franzen, K., &; Hellmich, F. (2022). Characteristics of good inclusive teaching from primary school teachers’ perspective. Single Paper. EARLI SIG 11 Conference 2022 ‘Teaching and Teacher Education’. “Digital Transformation in Teaching and Teacher Education.”

Löper, M. F., Görel, G., &; Hellmich, F. (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).

Franzen, K., Moschner, B., &; Hellmich, F. (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).

Görel, G., Löper, M. F., &; Hellmich, F. (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. “SELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Science.”

Franzen, K., Moschner, B., &; Hellmich, F. (2022). Elementary school teachers’ self-efficacy in inclusive education – An investigation of the associated sources. Single Paper. 10th SELF International Conference. “SELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Science.”

Franzen, K., Moschner, B., &; Hellmich, F. (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’. “Digital Transformation in Teaching and Teacher Education.”

Hellmich, F., &; Hoya, F. K. (2022). The importance of parental feedback for 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.”

Hoya, F. K., Schulze, J. R., Blumberg, E., &; Hellmich, F. (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.”