@article{60200,
  author       = {{Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline and Loreman, Tim and Sharma, Umesh and Avramidis, Elias and Subban, Pearl and Woodcock, Stuart}},
  journal      = {{Frontiers in Psychology}},
  title        = {{{Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland}}},
  doi          = {{10.3389/fpsyg.2025.1530689}},
  volume       = {{16}},
  year         = {{2025}},
}

@inproceedings{50531,
  author       = {{Sahli Lozano, Caroline and Wüthrich, Sergej and Kullmann, Harry and Knickenberg, Margarita and Sharma, Umesh and Loreman, Tim and Romano, Alessandra and Avramidis, Elias and Woodcock, Stuart and Subban, Pearl}},
  location     = {{Philadelphia, PA, United States}},
  title        = {{{How do attitudes and self-efficacy predict teachers‘ intentions to teach in inclusive classrooms? A cross-national comparison between Canada, Germany, Greece, Italy, and Switzerland. }}},
  year         = {{2024}},
}

@inproceedings{50972,
  author       = {{Knickenberg, Margarita and Zurbriggen, Carmen}},
  location     = {{University of Michigan, MI, USA}},
  title        = {{{Examining aspects of students’ current academic motivation in relation to peer interactions and social environment in the classroom using the Experience sampling method.}}},
  year         = {{2024}},
}

@inproceedings{50974,
  author       = {{Knickenberg, Margarita and Zurbriggen, Carmen}},
  location     = {{University of Cyprus, Nicosia, Cyprus}},
  title        = {{{Effects of peer interactions and the social environment on students’ current academic motivation in the classroom: An experience sampling study. }}},
  year         = {{2024}},
}

@inproceedings{54756,
  author       = {{Knickenberg, Margarita and Zurbriggen, Carmen}},
  location     = {{Valencia, Spain}},
  title        = {{{Students’ academic motivation in relation to peer interactions and social environment considering behavioral problems using the experience sampling method}}},
  year         = {{2024}},
}

@inproceedings{54755,
  author       = {{Knickenberg, Margarita and Zurbriggen, Carmen}},
  location     = {{Osnabrück}},
  title        = {{{Effekte von Peerinteraktionen und des sozialen Umfelds auf die aktuelle Motivation von Schüler*innen}}},
  year         = {{2024}},
}

@inproceedings{54810,
  author       = {{Löper, Marwin Felix and Knickenberg, Margarita and Kretzer, Theresa and Schulze, Jan Roland and Hellmich, Frank}},
  publisher    = {{Ludwig-Maximilians-Universität}},
  title        = {{{ Adaptives Lernen im inklusiven Unterricht aus der Perspektive von Grund- und Förderschullehrkräften – Ergebnisse aus einer Interviewstudie. Posterpräsentation auf der Herbsttagung 2024 der Arbeitsgruppe Empirische Sonderpädagogische Forschung (AESF).}}},
  year         = {{2024}},
}

@inproceedings{54835,
  author       = {{Knickenberg, Margarita and Zurbriggen, Carmen}},
  location     = {{München}},
  title        = {{{Die Bedeutung von Peers für die aktuelle akademische Motivation von Schüler*innen unter Berücksichtigung von Verhaltensproblemen}}},
  year         = {{2024}},
}

@article{53661,
  abstract     = {{Inclusive education is a key goal of modern educational reforms, yet its
implementation is complex. This study examines the roles of teacher
attitudes and self-efficacy in predicting their intentions to use inclusive
practices across five western countries: Canada, Germany, Greece, Italy,
and Switzerland. The study identified both significant differences and
commonalities in prediction patterns across these countries. For instance,
beliefs about inclusion varied in their significance, being the most
influential predictor among Italian teachers, while managing challenging behaviour was a key predictor for Swiss teachers only. For the other
predictors, no significant differences were found, and self-efficacy in
collaboration was the strongest predictor nominally. The study suggests
that, while aspects such as collaboration seem generally important across
countries, effective strategies for promoting inclusive education may also
need to be tailored to each country’s unique context, considering aspects of
historical background of inclusive education, teacher training, and support.
It also emphasizes the need to consider domain-specific aspects of teacher
self-efficacy, as different facets differently affect teachers’ intentions.}},
  author       = {{Sahli Lozano, Caroline and Wüthrich, Sergej and Kullmann, Harry and Knickenberg, Margarita and Sharma, Umesh and Loreman, Tim and Romano, Alessandra and Avramidis, Elias and Woodcock, Stuart and Subban, Pearl}},
  issn         = {{1918-5227}},
  journal      = {{Exceptionality Education International}},
  number       = {{1}},
  pages        = {{17--41}},
  title        = {{{How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany,  Greece, Italy, and Switzerland}}},
  doi          = {{10.5206/eei.v34i1.16803}},
  volume       = {{34}},
  year         = {{2024}},
}

@inproceedings{50973,
  author       = {{Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline}},
  location     = {{University of Cyprus, Nicosia, Cyprus}},
  title        = {{{Teachers’ individual and collective efficacy in relation to their attitudes towards inclusion –Analyses from an international study comprising Canada, Germany & Switzerland.}}},
  year         = {{2024}},
}

@inproceedings{50534,
  author       = {{Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline and Loreman, Tim and Sharma, Umesh}},
  location     = {{University of Glasgow, UK}},
  title        = {{{Teachers‘ collective efficacy with regard to inclusive practices – Characterising a new scale and international results from Canada, Germany, & Switzerland}}},
  year         = {{2023}},
}

@inproceedings{50532,
  author       = {{Knickenberg, Margarita}},
  location     = {{Universität Münster}},
  title        = {{{Emotional-motivationales Erleben im Zusammenhang mit selbstbestimmtem Lernen im inklusiven naturwissenschaftlichen Grundschulunterricht}}},
  year         = {{2023}},
}

@inproceedings{50535,
  author       = {{Sahli Lozano, Caroline and Wüthrich, Sergej and Kullmann, Harry and Knickenberg, Margarita}},
  location     = {{University of Glasgow, UK}},
  title        = {{{How do attitudes and self-efficacy predict teachers‘ intentions to teach in inclusive classrooms? A cross-national comparison across five countries}}},
  year         = {{2023}},
}

@inproceedings{50533,
  author       = {{Knickenberg, Margarita and Finke, Nils and Hellmich, Frank}},
  publisher    = {{Universität Potsdam}},
  title        = {{{Mathematikleistungen von Grundschulkindern im Zusammenhang mit dem von ihnen wahrgenommenen Feedback und ihren selbstbezogenen Kognitionen.Sektionstagung empirische Bildungsforschung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF). „Schule und Lehrkräfte.Bildung neu denken“.}}},
  year         = {{2023}},
}

@inproceedings{54219,
  author       = {{Knickenberg, Margarita and Finke, Nils and Hellmich, Frank}},
  publisher    = {{Universität Potsdam}},
  title        = {{{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: „Schule und Lehrkräfte. Bildung neu denken“}}},
  year         = {{2023}},
}

@inproceedings{66907,
  author       = {{Sahli Lozano, Caroline and Wüthrich, Caroline and Kullmann, Harry and Knickenberg, Margarita}},
  location     = {{Glasgow UK}},
  title        = {{{How do attitudes and self-efficacy predict teachers' intentions to teach in inclusive class-rooms? A Cross-national Comparison Across Five Countries}}},
  year         = {{2023}},
}

@article{36133,
  abstract     = {{Considering students’ voices and perspectives is indispensable in educational contexts. Therefore, instruments of measurement that are reliable and valid and can be used easily without complications are needed in schools. The Perceptions of Inclusion Questionnaire (PIQ) is a short instrument used to assess three central dimensions of inclusion, namely emotional and social inclusion and academic self-concept. Previous evaluations indicate in general high psychometric properties. This study aimed to evaluate the construct validity of the three scales of the PIQ’s student version using different approaches in two samples from primary (grade 4, N = 721) and secondary (grade 7, N = 393) schools. The results of confirmatory factorial analyses confirmed the PIQ’s three factors in both samples which are also measurement equivalent across grades. Plausible correlations with additional divergent and convergent scales reveal that the PIQ measures the theoretically assumed constructs—emotional and social inclusion as well as academic self-concept—validly. }},
  author       = {{Knickenberg, Margarita and Zurbriggen, Carmen L. A. and Schwab, Susanne}},
  issn         = {{2158-2440}},
  journal      = {{SAGE Open}},
  keywords     = {{General Social Sciences, General Arts and Humanities}},
  number       = {{1}},
  publisher    = {{SAGE Publications}},
  title        = {{{Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings}}},
  doi          = {{10.1177/21582440221079896}},
  volume       = {{12}},
  year         = {{2022}},
}

@inbook{33433,
  author       = {{Knickenberg, Margarita and Stöcker, A and Zurbriggen, Carmen}},
  booktitle    = {{Inklusive Schule und Schulentwicklung Theoretische Grundlagen, empirische Befunde und Praxisbeispiele aus Deutschland, Österreich und der Schweiz.}},
  editor       = {{Resch, K and Lindner, K.-T. and Streese, B and Proyer, M and Schwab, S}},
  publisher    = {{Waxmann}},
  title        = {{{Inklusives Klassenklima. Zur Bedeutung der sozialen Dimension des Klassenklimas unter Berücksichtigung von Heterogenität}}},
  year         = {{2021}},
}

@inbook{33434,
  author       = {{Knickenberg, Margarita and Zurbriggen, Carmen}},
  booktitle    = {{G. Hagenauer & D. Raufelder (Hrsg.), Soziale Eingebundenheit. Sozialbeziehungen im Fokus von Schule und Lehrer*innenbildung}},
  editor       = {{Hagenauer, G and Raufelder, D}},
  pages        = {{335--350}},
  publisher    = {{Waxmann}},
  title        = {{{Die Bedeutsamkeit von Peers für Jugendliche in der Sekundarstufe und in der Freizeit}}},
  year         = {{2021}},
}

@inproceedings{50537,
  author       = {{Knickenberg, Margarita and Zurbriggen, Carmen}},
  location     = {{online}},
  title        = {{{Qualität sozialer Interaktionen von Jugendlichen mit emotionalen Problemen oder Problemen im Umgang mit Peers im Unterricht – Eine Pilotstudie mit der Experience Sampling Method}}},
  year         = {{2021}},
}