@inproceedings{36233,
  author       = {{Löper, Marwin Felix and Hellmich, Frank}},
  publisher    = {{Quebec City}},
  title        = {{{Predictors of primary school students’ attitudes towards peers with special educational needs in their social-emotional development. Single Paper. 10th SELF International Conference. “SELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Science”}}},
  year         = {{2020}},
}

@inproceedings{36236,
  author       = {{Hellmich, Frank and Schwab, Susanne }},
  publisher    = {{Universität Potsdam}},
  title        = {{{Individualisierung des Lernens im inklusiven Unterricht aus der Perspektive von Lehrkräften und Kindern. Symposium auf der 8. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Thema: „Bildung gestalten – Partizipation erreichen – Digitalisierung nutzen“}}},
  year         = {{2020}},
}

@inproceedings{36230,
  author       = {{Löper, Marwin Felix and Görel, Gamze and Schwab, Susanne and Hellmich, Frank}},
  publisher    = {{University of Glasgow}},
  title        = {{{Social participation in inclusive primary education – The importance of primary school students’ contact experiences for their attitudes towards peers with special educational needs. Oral Paper Presentation, Symposium: “Social Participation of Children with Special Education Needs: Acceptance, Attitudes, Friendships and Interventions” (Sílvia Alves, Manuela Sanches-Ferreira & Mónica Silveira-Maia). ECER 2020 (European Conference on Educational Research). “Educational Research (Re)connecting Communities”}}},
  year         = {{2020}},
}

@inproceedings{36205,
  author       = {{Hellmich, Frank and Löper, Marwin Felix and Görel, Gamze}},
  publisher    = {{University of Glasgow}},
  title        = {{{The role of primary school teachers’ attitudes and self-efficacy beliefs for their intentions to deal with heterogeneity in (non-)inclusive education. Single Paper. ECER 2020 (European Conference on Educational Research). “Educational Research (Re)connecting Communities”}}},
  year         = {{2020}},
}

@inproceedings{36202,
  author       = {{Görel, Gamze and Hellmich, Frank}},
  publisher    = {{University of Glasgow}},
  title        = {{{What are the requirements for a successful realisation of inclusion from primary school principals’ point of view? Single Paper. ECER 2020 (European Conference on Educational Research). “Educational Research (Re)connecting Communities”}}},
  year         = {{2020}},
}

@inproceedings{36211,
  author       = {{Franzen, Katja and Hellmich, Frank}},
  publisher    = {{University of Glasgow}},
  title        = {{{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”}}},
  year         = {{2020}},
}

@inproceedings{36232,
  author       = {{Löper, Marwin Felix and Hellmich, Frank and Trauntschnig, Mike and Schwab, Susanne }},
  publisher    = {{Quebec City}},
  title        = {{{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”}}},
  year         = {{2020}},
}

@inproceedings{36231,
  author       = {{Hellmich, Frank and Löper, Marwin Felix and Görel, Gamze}},
  publisher    = {{Quebec City}},
  title        = {{{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”}}},
  year         = {{2020}},
}

@inproceedings{36217,
  author       = {{Löper, Marwin Felix and Hellmich, Frank}},
  publisher    = {{University of Glasgow}},
  title        = {{{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”}}},
  year         = {{2020}},
}

@inproceedings{36234,
  author       = {{Hoya, Fabian Karl and Hellmich, Frank}},
  publisher    = {{Quebec City}},
  title        = {{{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”}}},
  year         = {{2020}},
}

@inproceedings{36184,
  author       = {{Hellmich, Frank}},
  publisher    = {{University College London}},
  title        = {{{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”}}},
  year         = {{2020}},
}

@inproceedings{36192,
  author       = {{Görel, Gamze and Löper, Marwin Felix and Hellmich, Frank}},
  publisher    = {{University College London}},
  title        = {{{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”}}},
  year         = {{2020}},
}

@inproceedings{36186,
  author       = {{Hellmich, Frank and Löper, Marwin Felix and Schwab, Susanne}},
  publisher    = {{University College London}},
  title        = {{{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”}}},
  year         = {{2020}},
}

@inproceedings{36189,
  author       = {{Görel, Gamze and Hellmich, Frank}},
  publisher    = {{University College London}},
  title        = {{{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”}}},
  year         = {{2020}},
}

@inproceedings{36194,
  author       = {{Löper, Marwin Felix and Hellmich, Frank}},
  publisher    = {{University College London}},
  title        = {{{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”}}},
  year         = {{2020}},
}

@inproceedings{36188,
  author       = {{Franzen, Katja and Hellmich, Frank}},
  publisher    = {{ University College London}},
  title        = {{{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”}}},
  year         = {{2020}},
}

@inbook{40247,
  author       = {{Herzig, Bardo}},
  booktitle    = {{Mobile Medien im Schulkontext, Medienbildung und Gesellschaft}},
  editor       = {{Meister, D. M. and Mindt, I.}},
  isbn         = {{978-36582903992}},
  pages        = {{7--28}},
  publisher    = {{Springer}},
  title        = {{{Digitalisierung - Revolution des Lernens? }}},
  doi          = {{10.1007/978-3-658-29039-9_2}},
  volume       = {{41}},
  year         = {{2020}},
}

@article{40291,
  author       = {{Herzig, Bardo and Klar, T.-M. and Martin, A. and Meister, D. M.}},
  issn         = {{1424-3636}},
  journal      = {{MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}},
  number       = {{39}},
  publisher    = {{Hochschule Zürich}},
  title        = {{{Editorial: Orientierungen in der digitalen Welt}}},
  doi          = {{10.21240/mpaed/39/2020.12.12.X}},
  year         = {{2020}},
}

@inproceedings{36209,
  author       = {{Schulze, Jan Roland and Hoya, Fabian Karl and Blumberg, Eva and Hellmich, Frank}},
  publisher    = {{University of Glasgow}},
  title        = {{{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”}}},
  year         = {{2020}},
}

@article{39819,
  abstract     = {{Ausgehend von einem Forschungsvorhaben, welches sich für die Wahrnehmung und Entwicklung von professionellen Kompetenzen von Bachelorstudierenden während einer Praxisphase interessiert, wurde ein Erhebungsinstrument zusammengestellt, das sich am kompetenztheoretischen Professionsverständnis nach Baumert & Kunter (2006) orientiert. Weil die zu untersuchende Praxisphase am Standort Bielefeld bildungswissenschaftlich verankert ist und eine Konkretisierung des Fragebogens hinsichtlich der modularen Anforderungen stattfand, bilden sich in der Konsequenz neben einer bildungswissenschaftlichen Ausrichtung auch Schwerpunkte ab, die sich in didaktischen und diagnostischen Kompetenzen sowie im Umgang mit Heterogenität zeigen. In dem Beitrag wird ein neu zusammengestelltes Erhebungsinstrument vorgestellt. Dies meint konkret, dass Entscheidungen für die Verwendung von bewährten (Sub-)Skalen offengelegt wer-den; entsprechend werden die modularen wie theoriegeleiteten Argumente für einzelne (Sub-)Skalen innerhalb der Erläuterung der einzelnen Kompetenzfacetten im Detail aufgeführt.}},
  author       = {{Pieper, Catania and Kottmann, Brigitte and Miller, Susanne}},
  journal      = {{HLZ - Herausforderung Lehrer_innenbildung, Zeitschrift zur Konzeption, Gestaltung und Diskussion}},
  number       = {{1}},
  pages        = {{184--200}},
  title        = {{{Professionelle Kompetenzwahrnehmung von Lehramtsstudierenden in Praxisphasen. Zusammenstellung eines Erhebungsinstruments mit den Schwerpunkten auf diagnostischen und didaktischen Kompetenzen sowie dem Umgang mit Heterogenität}}},
  doi          = {{10.4119/HLZ-3201}},
  volume       = {{3}},
  year         = {{2020}},
}