Görel, Gamze, Marwin Felix Löper, and Frank Hellmich. “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).” Porto, Portugal: Polytechnic of Porto, 2022.

Löper, Marwin Felix, Mike Lehofer, Susanne Schwab, and Frank Hellmich. “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.’” Yerevan, Armenia: Yerevan State University , 2022.

Löper, Marwin Felix, Gamze Görel, and Frank Hellmich. “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.’” Oldenburg: Carl von Ossietzky University Oldenburg, 2022.

Görel, Gamze, Katja Franzen, and Frank Hellmich. “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.’” Oldenburg: Carl von Ossietzky University Oldenburg, 2022.

Löper, Marwin Felix, Gamze Görel, and Frank Hellmich. “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).” Porto, Portugal: Polytechnic of Porto, 2022.

Franzen, Katja, Barbara Moschner, and Frank Hellmich. “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).” Porto, Portugal: Polytechnic of Porto, 2022.

Görel, Gamze, Marwin Felix Löper, and Frank Hellmich. “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.’” Quebec City, Canada: Quebec City, 2022.

Franzen, Katja, Barbara Moschner, and Frank Hellmich. “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.’” Quebec City, Canada: Quebec City, 2022.

Franzen, Katja, Barbara Moschner, and Frank Hellmich. “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.’” Oldenburg: Carl von Ossietzky University Oldenburg, 2022.

Hellmich, Frank, and Fabian Karl Hoya. “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.’” Quebec City, Canada: Quebec City, 2022.

Hoya, Fabian Karl, Jan Roland Schulze, Eva Blumberg, and Frank Hellmich. “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.’” Regensburg: Universität Regensburg, 2022.

Hellmich, Frank, Fabian Karl Hoya, Jan Roland Schulze, and Eva Blumberg. “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’. ‘Digital Transformation in Teaching and Teacher Education.’” Oldenburg: Carl von Ossietzky University Oldenburg, 2022.

Hellmich, Frank, Fabian Karl Hoya, Jan Roland Schulze, and Eva Blumberg. “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´. ‘A Village to Teach a Child – The Influence of Contextual Factors on Learning and Development.’” Ghent, Belgium: Ghent University, 2022.

Hellmich, Frank, Fabian Karl Hoya, Jan Roland Schulze, and Eva Blumberg. “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.” Porto, Portugal: Polytechnic of Porto, 2022.

Löper, Marwin Felix, Gamze Görel, and Frank Hellmich. “Determinants for Primary School Teachers’ Inclusive Practices in Heterogenous Classes. Paper Presentation. EARLI SIG 15 Biennial Conference 2022 `Special Educational Needs´. ‘A Village to Teach a Child – The Influence of Contextual Factors on Learning and Development.’” Ghent, Belgium: Ghent University, 2022.

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

Löper, Marwin Felix, and Frank Hellmich. “Erklärungsfaktoren für Handlungsintentionen von Lehrkräften an inklusiven und nicht-inklusiven Grundschulen bei der Gestaltung von adaptivem Unterricht.” Empirische Pädagogik 35, no. 2 (2021): 141–63.

Löper, Marwin Felix, Susanne Schwab, Mike Lehofer, and Frank Hellmich. “The Role of Students’ Experiences in Attitude Formation towards Peers with Non-Compliant Classroom Behaviour in Inclusive Primary Schools.”https://doi.org/10.1080/08856257.2021.1967295__European Journal of Special Needs Education, 2021, 1–15.https://doi.org/10.1080/08856257.2021.1967295 .

Hellmich, Frank, Fabian Karl Hoya, Jan Roland Schulze, and Eva Blumberg. “Effects of Pre-Service Teachers’ Collaboration on Children’s Competencies and Motivation in (Non-)Inclusive Primary School Science Lessons.”https://doi.org/10.1080/13603116.2020.1862406__International Journal of Inclusive Education, 2021, 1–15.https://doi.org/10.1080/13603116.2020.1862406 .

Albers, Timm, Agnes Filipiak, Katja Franzen, and Frank Hellmich. “Kompetenzentwicklung Im Inklusiven Unterricht (KinU) – Eine Internationale Perspektive.”https://doi.org/10.35468/5924-22__In Grenzen. Gänge. Zwischen. Welten. Kontroversen – Entwicklungen – Perspektiven Der Inklusionsforschung, edited by Bernhard Schimek, Gertraud Kremsner, Michelle Proyer, Rainer Grubich, Florentine Paudel, and Regina Grubich-Müller, 207–214. Bad Heilbrunn: Verlag Julius Klinkhardt, 2021.https://doi.org/10.35468/5924-22 .