@inproceedings{36051,
  author       = {{Löper, Marwin Felix and Hellmich, Frank}},
  publisher    = {{Quebec City}},
  title        = {{{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”}}},
  year         = {{2022}},
}

@inproceedings{36055,
  author       = {{Franzen, Katja and Moschner, Barbara and Hellmich, Frank}},
  publisher    = {{University of San Diego}},
  title        = {{{Elementary school teachers' self-efficacy beliefs concerning inclusive education. Single Paper Presentation. AERA (American Educational Research Association) 2022. Annual Meeting Theme: „Cultivating Equitable Education Systems for the 21^st Century“}}},
  year         = {{2022}},
}

@inproceedings{35925,
  author       = {{Görel, Gamze and Löper, Marwin Felix and Hellmich, Frank}},
  publisher    = {{Yerevan State University}},
  title        = {{{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”}}},
  year         = {{2022}},
}

@inproceedings{35995,
  author       = {{Görel, Gamze and Löper, Marwin Felix and Hellmich, Frank}},
  publisher    = {{Polytechnic of Porto}},
  title        = {{{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)}}},
  year         = {{2022}},
}

@inproceedings{35949,
  author       = {{Löper, Marwin Felix and Lehofer, Mike and Schwab, Susanne and Hellmich, Frank}},
  publisher    = {{Yerevan State University }},
  title        = {{{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”}}},
  year         = {{2022}},
}

@inproceedings{36016,
  author       = {{Löper, Marwin Felix and Görel, Gamze and Hellmich, Frank}},
  publisher    = {{Carl von Ossietzky University Oldenburg}},
  title        = {{{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”}}},
  year         = {{2022}},
}

@inproceedings{36014,
  author       = {{Görel, Gamze and Franzen, Katja and Hellmich, Frank}},
  publisher    = {{Carl von Ossietzky University Oldenburg}},
  title        = {{{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”}}},
  year         = {{2022}},
}

@inproceedings{36003,
  author       = {{Löper, Marwin Felix and Görel, Gamze and Hellmich, Frank}},
  publisher    = {{Polytechnic of Porto}},
  title        = {{{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)}}},
  year         = {{2022}},
}

@inproceedings{35997,
  author       = {{Franzen, Katja and Moschner, Barbara and Hellmich, Frank}},
  publisher    = {{Polytechnic of Porto}},
  title        = {{{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)}}},
  year         = {{2022}},
}

@inproceedings{36048,
  author       = {{Görel, Gamze and Löper, Marwin Felix and Hellmich, Frank}},
  publisher    = {{Quebec City}},
  title        = {{{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”}}},
  year         = {{2022}},
}

@inproceedings{36041,
  author       = {{Franzen, Katja and Moschner, Barbara and Hellmich, Frank}},
  publisher    = {{Quebec City}},
  title        = {{{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”}}},
  year         = {{2022}},
}

@inproceedings{36030,
  author       = {{Franzen, Katja and Moschner, Barbara and Hellmich, Frank}},
  publisher    = {{Carl von Ossietzky University Oldenburg}},
  title        = {{{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”}}},
  year         = {{2022}},
}

@inproceedings{36037,
  author       = {{Hellmich, Frank and Hoya, Fabian Karl}},
  publisher    = {{Quebec City}},
  title        = {{{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”}}},
  year         = {{2022}},
}

@inproceedings{35921,
  author       = {{Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}},
  publisher    = {{Universität Regensburg}},
  title        = {{{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"}}},
  year         = {{2022}},
}

@inproceedings{36009,
  author       = {{Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva}},
  publisher    = {{Carl von Ossietzky University Oldenburg}},
  title        = {{{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”}}},
  year         = {{2022}},
}

@inproceedings{35919,
  author       = {{Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva}},
  publisher    = {{Ghent University}},
  title        = {{{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”}}},
  year         = {{2022}},
}

@article{26697,
  author       = {{Löper, Marwin Felix and Hellmich, Frank}},
  journal      = {{Empirische Pädagogik}},
  number       = {{2}},
  pages        = {{141--163}},
  title        = {{{Erklärungsfaktoren für Handlungsintentionen von Lehrkräften an inklusiven und nicht-inklusiven Grundschulen bei der Gestaltung von adaptivem Unterricht.}}},
  volume       = {{35}},
  year         = {{2021}},
}

@article{26700,
  author       = {{Löper, Marwin Felix and Schwab, Susanne and Lehofer, Mike and Hellmich, Frank}},
  issn         = {{0885-6257}},
  journal      = {{European Journal of Special Needs Education}},
  pages        = {{1--15}},
  title        = {{{The role of students’ experiences in attitude formation towards peers with non-compliant classroom behaviour in inclusive primary schools}}},
  doi          = {{10.1080/08856257.2021.1967295}},
  year         = {{2021}},
}

@article{26876,
  author       = {{Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva}},
  issn         = {{1360-3116}},
  journal      = {{International Journal of Inclusive Education}},
  pages        = {{1--15}},
  title        = {{{Effects of pre-service teachers’ collaboration on children’s competencies and motivation in (non-)inclusive primary school science lessons}}},
  doi          = {{10.1080/13603116.2020.1862406}},
  year         = {{2021}},
}

@inbook{35774,
  author       = {{Albers, Timm and Filipiak, Agnes and Franzen, Katja and Hellmich, Frank}},
  booktitle    = {{Grenzen. Gänge. Zwischen. Welten. Kontroversen – Entwicklungen – Perspektiven der Inklusionsforschung}},
  editor       = {{Schimek, Bernhard and Kremsner, Gertraud and Proyer, Michelle and Grubich, Rainer and Paudel, Florentine and Grubich-Müller, Regina}},
  pages        = {{207–214}},
  publisher    = {{Verlag Julius Klinkhardt}},
  title        = {{{Kompetenzentwicklung im inklusiven Unterricht (KinU) – eine internationale Perspektive}}},
  doi          = {{10.35468/5924-22}},
  year         = {{2021}},
}