[{"year":"2026","title":"Perspektiven angehender Lehrkräfte auf Forschendes Lernen – eine qualitative Längsschnittstudie im Referendariat und Berufseinstieg","author":[{"id":"11674","first_name":"Martina","last_name":"Homt","full_name":"Homt, Martina"},{"first_name":"Bea","last_name":"Bloh","full_name":"Bloh, Bea","id":"69910"},{"full_name":"Wehde, Janis","first_name":"Janis","orcid":"0009-0008-0720-7828","last_name":"Wehde","id":"82257"}],"publication_identifier":{"issn":["2190-6890","2190-6904"]},"publication_status":"published","date_updated":"2026-05-13T11:04:50Z","main_file_link":[{"open_access":"1","url":"https://doi.org/10.1007/s35834-025-00506-4"}],"language":[{"iso":"ger"}],"doi":"10.1007/s35834-025-00506-4","alternative_title":["Perspectives of prospective teachers on research-based learning—a qualitative longitudinal study during teacher training and career entry"],"publication":"Zeitschrift für Bildungsforschung","abstract":[{"text":"Das hochschuldidaktische Konzept des Forschenden Lernens gilt als zentrales Element der universitären Lehrkräftebildung in Deutschland und ist in fast allen Bundesländern Bestandteil des Praxissemesters. Damit einhergehende Erwartungen im Hinblick auf den Professionalisierungsprozess von Lehrkräften fokussieren insbesondere die Vermittlung einer forschenden Grundhaltung, die auf eine nicht-wissenschaftsferne Berufsausübung abzielt. Wir fassen die forschende Grundhaltung als Professionsüberzeugung, die aus einer kognitiven, affektiven und handlungsbezogenen Komponente besteht und untersuchen die Komponenten im Zusammenspiel sowie im Längsschnitt.</jats:p>\r\n          <jats:p>Mittels teilstrukturierter Interviews mit 22 angehenden Lehrkräften im Referendariat und Berufseinstieg, die sich im Praxissemester mit Forschendem Lernen befasst haben, werden das Verständnis (kognitive Komponente) und die Bedeutsamkeit (affektive und handlungsbezogene Komponente) Forschenden Lernens in der jeweiligen Ausbildungs- bzw. Berufsphase erfragt. Die Daten werden inhaltsanalytisch sowie typenbildend ausgewertet, um das Verständnis und die Bedeutsamkeit in der jeweiligen Phase, längsschnittliche Entwicklungen sowie das Verhältnis von Verständnis und Bedeutsamkeit herauszuarbeiten. Die Befunde zeigen, dass die Verständnisse von Forschendem Lernen sowohl im Referendariat als auch im Berufseinstieg variieren. Zudem ist das Konzept – laut Schilderungen der Befragten – durchaus bedeutsam für ihre Lern- und Handlungspraxis, jedoch nicht für alle und in unterschiedlich ausgeprägter Form. Die Typenbildung verdeutlicht, dass die fehlende Bedeutsamkeit Forschenden Lernens mit Fehlkonzepten einhergeht und eine höhere Bedeutsamkeit erkennbar ist, wenn Adaptionsleistungen hinsichtlich des Konzepts vorgenommen werden. Insgesamt ist im Sinne der Auffassung als Professionsüberzeugung die Anbahnung einer forschenden Grundhaltung bei einigen Befragten erkennbar. Implikationen für eine künftige Hochschulbildung ergeben sich u. a. mit Blick auf die Unterstützung von Studierenden bei Adaptionsleistungen für die (jeweilige) Praxis.","lang":"ger"}],"date_created":"2025-09-25T08:41:00Z","type":"journal_article","department":[{"_id":"456"},{"_id":"43"}],"status":"public","publisher":"Springer Science and Business Media LLC","_id":"61441","user_id":"11674","citation":{"ieee":"M. Homt, B. Bloh, and J. Wehde, “Perspektiven angehender Lehrkräfte auf Forschendes Lernen – eine qualitative Längsschnittstudie im Referendariat und Berufseinstieg,” <i>Zeitschrift für Bildungsforschung</i>, 2026, doi: <a href=\"https://doi.org/10.1007/s35834-025-00506-4\">10.1007/s35834-025-00506-4</a>.","apa":"Homt, M., Bloh, B., &#38; Wehde, J. (2026). Perspektiven angehender Lehrkräfte auf Forschendes Lernen – eine qualitative Längsschnittstudie im Referendariat und Berufseinstieg. <i>Zeitschrift für Bildungsforschung</i>. <a href=\"https://doi.org/10.1007/s35834-025-00506-4\">https://doi.org/10.1007/s35834-025-00506-4</a>","chicago":"Homt, Martina, Bea Bloh, and Janis Wehde. “Perspektiven angehender Lehrkräfte auf Forschendes Lernen – eine qualitative Längsschnittstudie im Referendariat und Berufseinstieg.” <i>Zeitschrift für Bildungsforschung</i>, 2026. <a href=\"https://doi.org/10.1007/s35834-025-00506-4\">https://doi.org/10.1007/s35834-025-00506-4</a>.","short":"M. Homt, B. Bloh, J. Wehde, Zeitschrift für Bildungsforschung (2026).","mla":"Homt, Martina, et al. “Perspektiven angehender Lehrkräfte auf Forschendes Lernen – eine qualitative Längsschnittstudie im Referendariat und Berufseinstieg.” <i>Zeitschrift für Bildungsforschung</i>, Springer Science and Business Media LLC, 2026, doi:<a href=\"https://doi.org/10.1007/s35834-025-00506-4\">10.1007/s35834-025-00506-4</a>.","bibtex":"@article{Homt_Bloh_Wehde_2026, title={Perspektiven angehender Lehrkräfte auf Forschendes Lernen – eine qualitative Längsschnittstudie im Referendariat und Berufseinstieg}, DOI={<a href=\"https://doi.org/10.1007/s35834-025-00506-4\">10.1007/s35834-025-00506-4</a>}, journal={Zeitschrift für Bildungsforschung}, publisher={Springer Science and Business Media LLC}, author={Homt, Martina and Bloh, Bea and Wehde, Janis}, year={2026} }","ama":"Homt M, Bloh B, Wehde J. Perspektiven angehender Lehrkräfte auf Forschendes Lernen – eine qualitative Längsschnittstudie im Referendariat und Berufseinstieg. <i>Zeitschrift für Bildungsforschung</i>. Published online 2026. doi:<a href=\"https://doi.org/10.1007/s35834-025-00506-4\">10.1007/s35834-025-00506-4</a>"},"quality_controlled":"1","oa":"1"},{"date_created":"2026-06-01T07:03:58Z","department":[{"_id":"460"}],"type":"book_chapter","citation":{"apa":"Kirsch, A., Hellmich, F., Blumberg, E., &#38; Puppe, R. (2026). Wie kommt der „grüne“ Strom in die Steckdose? – Eine multidimensionale Analyse der Vorstellungen von Grundschulkindern zu nachhaltiger Energienutzung. In M. Beudels &#38; C. Henrichwark (Eds.), <i>Vorstellungen von Kindern zu Themenfeldern der Nachhaltigkeit</i> (pp. 288–304). Klinkhardt.","ieee":"A. Kirsch, F. Hellmich, E. Blumberg, and R. Puppe, “Wie kommt der „grüne“ Strom in die Steckdose? – Eine multidimensionale Analyse der Vorstellungen von Grundschulkindern zu nachhaltiger Energienutzung,” in <i>Vorstellungen von Kindern zu Themenfeldern der Nachhaltigkeit</i>, M. Beudels and C. Henrichwark, Eds. Klinkhardt, 2026, pp. 288–304.","chicago":"Kirsch, Alexander, Frank Hellmich, Eva Blumberg, and Ricardo Puppe. “Wie Kommt Der „grüne“ Strom in Die Steckdose? – Eine Multidimensionale Analyse Der Vorstellungen von Grundschulkindern Zu Nachhaltiger Energienutzung.” In <i>Vorstellungen von Kindern Zu Themenfeldern Der Nachhaltigkeit</i>, edited by M Beudels and C Henrichwark, 288–304. Klinkhardt, 2026.","short":"A. Kirsch, F. Hellmich, E. Blumberg, R. Puppe, in: M. Beudels, C. Henrichwark (Eds.), Vorstellungen von Kindern Zu Themenfeldern Der Nachhaltigkeit, Klinkhardt, 2026, pp. 288–304.","mla":"Kirsch, Alexander, et al. “Wie Kommt Der „grüne“ Strom in Die Steckdose? – Eine Multidimensionale Analyse Der Vorstellungen von Grundschulkindern Zu Nachhaltiger Energienutzung.” <i>Vorstellungen von Kindern Zu Themenfeldern Der Nachhaltigkeit</i>, edited by M Beudels and C Henrichwark, Klinkhardt, 2026, pp. 288–304.","ama":"Kirsch A, Hellmich F, Blumberg E, Puppe R. Wie kommt der „grüne“ Strom in die Steckdose? – Eine multidimensionale Analyse der Vorstellungen von Grundschulkindern zu nachhaltiger Energienutzung. In: Beudels M, Henrichwark C, eds. <i>Vorstellungen von Kindern Zu Themenfeldern Der Nachhaltigkeit</i>. Klinkhardt; 2026:288-304.","bibtex":"@inbook{Kirsch_Hellmich_Blumberg_Puppe_2026, title={Wie kommt der „grüne“ Strom in die Steckdose? – Eine multidimensionale Analyse der Vorstellungen von Grundschulkindern zu nachhaltiger Energienutzung}, booktitle={Vorstellungen von Kindern zu Themenfeldern der Nachhaltigkeit}, publisher={Klinkhardt}, author={Kirsch, Alexander and Hellmich, Frank and Blumberg, Eva and Puppe, Ricardo}, editor={Beudels, M and Henrichwark, C}, year={2026}, pages={288–304} }"},"publication":"Vorstellungen von Kindern zu Themenfeldern der Nachhaltigkeit","publisher":"Klinkhardt","_id":"65738","language":[{"iso":"eng"}],"page":"288-304","editor":[{"first_name":"M","last_name":"Beudels","full_name":"Beudels, M"},{"last_name":"Henrichwark","first_name":"C","full_name":"Henrichwark, C"}],"user_id":"57672","author":[{"full_name":"Kirsch, Alexander","first_name":"Alexander","last_name":"Kirsch","orcid":"0000-0003-1650-0440","id":"59797"},{"full_name":"Hellmich, Frank","first_name":"Frank","last_name":"Hellmich","id":"26282"},{"id":"37549","full_name":"Blumberg, Eva","last_name":"Blumberg","orcid":"0009-0004-1651-541X","first_name":"Eva"},{"id":"103297","first_name":"Ricardo","last_name":"Puppe","full_name":"Puppe, Ricardo"}],"year":"2026","title":"Wie kommt der „grüne“ Strom in die Steckdose? – Eine multidimensionale Analyse der Vorstellungen von Grundschulkindern zu nachhaltiger Energienutzung","status":"public","date_updated":"2026-06-01T07:04:07Z"},{"language":[{"iso":"eng"}],"_id":"66037","publisher":"Universität Bielefeld","user_id":"57672","author":[{"first_name":"V","last_name":"Letzel-Alt","full_name":"Letzel-Alt, V"},{"full_name":"Hassani, S","last_name":"Hassani","first_name":"S"},{"id":"26693","full_name":"Löper, Marwin Felix","first_name":"Marwin Felix","last_name":"Löper"},{"full_name":"Hellmich, Frank","first_name":"Frank","last_name":"Hellmich","id":"26282"}],"year":"2026","status":"public","title":"„I matter!?“ – Eine Studie zur Vorbildfunktion von Lehrkräften im inklusiven Klassenzimmer. Vortrag auf der 90. Sektionstagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) in der DGfE. Thema: „Wissen|schaf[f]t|Ordnung? Zur Dynamik von Wissensordnungen in erziehungswissenschaftlicher Forschung, Gesellschaft und Pädagogik“. (angenommen)","date_updated":"2026-06-24T11:08:30Z","date_created":"2026-06-24T11:08:03Z","place":"Bielefeld","department":[{"_id":"460"}],"type":"conference_abstract","citation":{"apa":"Letzel-Alt, V., Hassani, S., Löper, M. F., &#38; Hellmich, F. (2026). <i>„I matter!?“ – Eine Studie zur Vorbildfunktion von Lehrkräften im inklusiven Klassenzimmer. Vortrag auf der 90. Sektionstagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) in der DGfE. Thema: „Wissen|schaf[f]t|Ordnung? Zur Dynamik von Wissensordnungen in erziehungswissenschaftlicher Forschung, Gesellschaft und Pädagogik“. (angenommen)</i>.","ieee":"V. Letzel-Alt, S. Hassani, M. F. Löper, and F. Hellmich, “„I matter!?“ – Eine Studie zur Vorbildfunktion von Lehrkräften im inklusiven Klassenzimmer. Vortrag auf der 90. Sektionstagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) in der DGfE. Thema: „Wissen|schaf[f]t|Ordnung? Zur Dynamik von Wissensordnungen in erziehungswissenschaftlicher Forschung, Gesellschaft und Pädagogik“. (angenommen),” 2026.","short":"V. Letzel-Alt, S. Hassani, M.F. Löper, F. Hellmich, in: Universität Bielefeld, Bielefeld, 2026.","chicago":"Letzel-Alt, V, S Hassani, Marwin Felix Löper, and Frank Hellmich. “„I Matter!?“ – Eine Studie Zur Vorbildfunktion von Lehrkräften Im Inklusiven Klassenzimmer. Vortrag Auf Der 90. Sektionstagung Der Arbeitsgruppe Für Empirische Pädagogische Forschung (AEPF) in Der DGfE. Thema: „Wissen|schaf[f]T|Ordnung? Zur Dynamik von Wissensordnungen in Erziehungswissenschaftlicher Forschung, Gesellschaft Und Pädagogik“. (Angenommen).” Bielefeld: Universität Bielefeld, 2026.","mla":"Letzel-Alt, V., et al. <i>„I Matter!?“ – Eine Studie Zur Vorbildfunktion von Lehrkräften Im Inklusiven Klassenzimmer. Vortrag Auf Der 90. Sektionstagung Der Arbeitsgruppe Für Empirische Pädagogische Forschung (AEPF) in Der DGfE. Thema: „Wissen|schaf[f]T|Ordnung? Zur Dynamik von Wissensordnungen in Erziehungswissenschaftlicher Forschung, Gesellschaft Und Pädagogik“. (Angenommen)</i>. Universität Bielefeld, 2026.","ama":"Letzel-Alt V, Hassani S, Löper MF, Hellmich F. „I matter!?“ – Eine Studie zur Vorbildfunktion von Lehrkräften im inklusiven Klassenzimmer. Vortrag auf der 90. Sektionstagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) in der DGfE. Thema: „Wissen|schaf[f]t|Ordnung? Zur Dynamik von Wissensordnungen in erziehungswissenschaftlicher Forschung, Gesellschaft und Pädagogik“. (angenommen). In: Universität Bielefeld; 2026.","bibtex":"@inproceedings{Letzel-Alt_Hassani_Löper_Hellmich_2026, place={Bielefeld}, title={„I matter!?“ – Eine Studie zur Vorbildfunktion von Lehrkräften im inklusiven Klassenzimmer. Vortrag auf der 90. Sektionstagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) in der DGfE. Thema: „Wissen|schaf[f]t|Ordnung? Zur Dynamik von Wissensordnungen in erziehungswissenschaftlicher Forschung, Gesellschaft und Pädagogik“. (angenommen)}, publisher={Universität Bielefeld}, author={Letzel-Alt, V and Hassani, S and Löper, Marwin Felix and Hellmich, Frank}, year={2026} }"}},{"date_updated":"2026-07-22T06:00:29Z","year":"2026","title":"Sozial-emotionale Kompetenzen und kooperatives Lernen im diversitätssensiblen Mathematikunterricht. Posterpräsentation auf der 90. Sektionstagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) in der DGfE. Thema: „Wissen|schaf[f]t|Ordnung? Zur Dynamik von Wissensordnungen in erziehungswissenschaftlicher Forschung, Gesellschaft und Pädagogik“. (angenommen)","status":"public","author":[{"id":"41118","full_name":"Casamassima, Gianna","last_name":"Casamassima","first_name":"Gianna"},{"id":"110914","first_name":"Michael","last_name":"Funk","full_name":"Funk, Michael"},{"first_name":"Margarita","last_name":"Knickenberg","orcid":"0000-0001-5521-0417","full_name":"Knickenberg, Margarita","id":"12978"},{"id":"26693","full_name":"Löper, Marwin Felix","last_name":"Löper","first_name":"Marwin Felix"},{"full_name":"Hellmich, Frank","first_name":"Frank","last_name":"Hellmich","id":"26282"},{"first_name":"M","last_name":"Grosche","full_name":"Grosche, M"},{"last_name":"Zimmer","first_name":"L","full_name":"Zimmer, L"},{"full_name":"Grüßing, M","last_name":"Grüßing","first_name":"M"},{"last_name":"Weß","first_name":"N","full_name":"Weß, N"}],"user_id":"57672","language":[{"iso":"eng"}],"_id":"66557","publisher":"Universität Bielefeld","citation":{"ama":"Casamassima G, Funk M, Knickenberg M, et al. Sozial-emotionale Kompetenzen und kooperatives Lernen im diversitätssensiblen Mathematikunterricht. Posterpräsentation auf der 90. Sektionstagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) in der DGfE. Thema: „Wissen|schaf[f]t|Ordnung? Zur Dynamik von Wissensordnungen in erziehungswissenschaftlicher Forschung, Gesellschaft und Pädagogik“. (angenommen). In: Universität Bielefeld; 2026.","bibtex":"@inproceedings{Casamassima_Funk_Knickenberg_Löper_Hellmich_Grosche_Zimmer_Grüßing_Weß_2026, place={Bielefeld}, title={Sozial-emotionale Kompetenzen und kooperatives Lernen im diversitätssensiblen Mathematikunterricht. Posterpräsentation auf der 90. Sektionstagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) in der DGfE. Thema: „Wissen|schaf[f]t|Ordnung? Zur Dynamik von Wissensordnungen in erziehungswissenschaftlicher Forschung, Gesellschaft und Pädagogik“. (angenommen)}, publisher={Universität Bielefeld}, author={Casamassima, Gianna and Funk, Michael and Knickenberg, Margarita and Löper, Marwin Felix and Hellmich, Frank and Grosche, M and Zimmer, L and Grüßing, M and Weß, N}, year={2026} }","mla":"Casamassima, Gianna, et al. <i>Sozial-Emotionale Kompetenzen Und Kooperatives Lernen Im Diversitätssensiblen Mathematikunterricht. Posterpräsentation Auf Der 90. Sektionstagung Der Arbeitsgruppe Für Empirische Pädagogische Forschung (AEPF) in Der DGfE. Thema: „Wissen|schaf[f]T|Ordnung? Zur Dynamik von Wissensordnungen in Erziehungswissenschaftlicher Forschung, Gesellschaft Und Pädagogik“. (Angenommen)</i>. Universität Bielefeld, 2026.","short":"G. Casamassima, M. Funk, M. Knickenberg, M.F. Löper, F. Hellmich, M. Grosche, L. Zimmer, M. Grüßing, N. Weß, in: Universität Bielefeld, Bielefeld, 2026.","chicago":"Casamassima, Gianna, Michael Funk, Margarita Knickenberg, Marwin Felix Löper, Frank Hellmich, M Grosche, L Zimmer, M Grüßing, and N Weß. “Sozial-Emotionale Kompetenzen Und Kooperatives Lernen Im Diversitätssensiblen Mathematikunterricht. Posterpräsentation Auf Der 90. Sektionstagung Der Arbeitsgruppe Für Empirische Pädagogische Forschung (AEPF) in Der DGfE. Thema: „Wissen|schaf[f]T|Ordnung? Zur Dynamik von Wissensordnungen in Erziehungswissenschaftlicher Forschung, Gesellschaft Und Pädagogik“. (Angenommen).” Bielefeld: Universität Bielefeld, 2026.","apa":"Casamassima, G., Funk, M., Knickenberg, M., Löper, M. F., Hellmich, F., Grosche, M., Zimmer, L., Grüßing, M., &#38; Weß, N. (2026). <i>Sozial-emotionale Kompetenzen und kooperatives Lernen im diversitätssensiblen Mathematikunterricht. Posterpräsentation auf der 90. Sektionstagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) in der DGfE. Thema: „Wissen|schaf[f]t|Ordnung? Zur Dynamik von Wissensordnungen in erziehungswissenschaftlicher Forschung, Gesellschaft und Pädagogik“. (angenommen)</i>.","ieee":"G. Casamassima <i>et al.</i>, “Sozial-emotionale Kompetenzen und kooperatives Lernen im diversitätssensiblen Mathematikunterricht. Posterpräsentation auf der 90. Sektionstagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) in der DGfE. Thema: „Wissen|schaf[f]t|Ordnung? Zur Dynamik von Wissensordnungen in erziehungswissenschaftlicher Forschung, Gesellschaft und Pädagogik“. (angenommen),” 2026."},"type":"conference_abstract","department":[{"_id":"460"}],"place":"Bielefeld","date_created":"2026-07-22T05:59:53Z"},{"date_updated":"2026-07-22T06:00:24Z","title":" Lehrkräfteperspektiven auf die Förderung sozial-emotionalen Lernens in der Grundschule. Posterpräsentation auf der 90. Sektionstagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) in der DGfE. Thema: „Wissen|schaf[f]t|Ordnung? Zur Dynamik von Wissensordnungen in erziehungswissenschaftlicher Forschung, Gesellschaft und Pädagogik“. (angenommen)","status":"public","year":"2026","author":[{"full_name":"Funk, Michael","last_name":"Funk","first_name":"Michael","id":"110914"},{"id":"26282","full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"}],"user_id":"57672","_id":"66556","language":[{"iso":"eng"}],"publisher":"Universität Bielefeld","citation":{"apa":"Funk, M., &#38; Hellmich, F. (2026). <i> Lehrkräfteperspektiven auf die Förderung sozial-emotionalen Lernens in der Grundschule. Posterpräsentation auf der 90. Sektionstagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) in der DGfE. Thema: „Wissen|schaf[f]t|Ordnung? Zur Dynamik von Wissensordnungen in erziehungswissenschaftlicher Forschung, Gesellschaft und Pädagogik“. (angenommen)</i>.","ieee":"M. Funk and F. Hellmich, “ Lehrkräfteperspektiven auf die Förderung sozial-emotionalen Lernens in der Grundschule. Posterpräsentation auf der 90. Sektionstagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) in der DGfE. Thema: „Wissen|schaf[f]t|Ordnung? Zur Dynamik von Wissensordnungen in erziehungswissenschaftlicher Forschung, Gesellschaft und Pädagogik“. (angenommen),” 2026.","chicago":"Funk, Michael, and Frank Hellmich. “ Lehrkräfteperspektiven Auf Die Förderung Sozial-Emotionalen Lernens in Der Grundschule. Posterpräsentation Auf Der 90. Sektionstagung Der Arbeitsgruppe Für Empirische Pädagogische Forschung (AEPF) in Der DGfE. Thema: „Wissen|schaf[f]T|Ordnung? Zur Dynamik von Wissensordnungen in Erziehungswissenschaftlicher Forschung, Gesellschaft Und Pädagogik“. (Angenommen).” Bielefeld: Universität Bielefeld, 2026.","short":"M. Funk, F. Hellmich, in: Universität Bielefeld, Bielefeld, 2026.","mla":"Funk, Michael, and Frank Hellmich. <i> Lehrkräfteperspektiven Auf Die Förderung Sozial-Emotionalen Lernens in Der Grundschule. Posterpräsentation Auf Der 90. Sektionstagung Der Arbeitsgruppe Für Empirische Pädagogische Forschung (AEPF) in Der DGfE. Thema: „Wissen|schaf[f]T|Ordnung? Zur Dynamik von Wissensordnungen in Erziehungswissenschaftlicher Forschung, Gesellschaft Und Pädagogik“. (Angenommen)</i>. Universität Bielefeld, 2026.","ama":"Funk M, Hellmich F.  Lehrkräfteperspektiven auf die Förderung sozial-emotionalen Lernens in der Grundschule. Posterpräsentation auf der 90. Sektionstagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) in der DGfE. Thema: „Wissen|schaf[f]t|Ordnung? Zur Dynamik von Wissensordnungen in erziehungswissenschaftlicher Forschung, Gesellschaft und Pädagogik“. (angenommen). In: Universität Bielefeld; 2026.","bibtex":"@inproceedings{Funk_Hellmich_2026, place={Bielefeld}, title={ Lehrkräfteperspektiven auf die Förderung sozial-emotionalen Lernens in der Grundschule. Posterpräsentation auf der 90. Sektionstagung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) in der DGfE. Thema: „Wissen|schaf[f]t|Ordnung? Zur Dynamik von Wissensordnungen in erziehungswissenschaftlicher Forschung, Gesellschaft und Pädagogik“. (angenommen)}, publisher={Universität Bielefeld}, author={Funk, Michael and Hellmich, Frank}, year={2026} }"},"type":"conference_abstract","department":[{"_id":"460"}],"place":"Bielefeld","date_created":"2026-07-22T05:57:10Z"},{"_id":"66606","page":"168–196","volume":8,"user_id":"95559","status":"public","oa":"1","citation":{"chicago":"Wohnhas, Verena, Oliver Böhm-Kasper, and Phillip Neumann. “Merkmale guter inklusiver Schulen – Zusammenhänge auf Lehrkraft-Ebene.” <i>PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung</i> 8, no. 1 (2026): 168–196. <a href=\"https://doi.org/10.11576/PFLB-8392\">https://doi.org/10.11576/PFLB-8392</a>.","short":"V. Wohnhas, O. Böhm-Kasper, P. Neumann, PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung 8 (2026) 168–196.","ieee":"V. Wohnhas, O. Böhm-Kasper, and P. Neumann, “Merkmale guter inklusiver Schulen – Zusammenhänge auf Lehrkraft-Ebene,” <i>PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung</i>, vol. 8, no. 1, pp. 168–196, 2026, doi: <a href=\"https://doi.org/10.11576/PFLB-8392\">10.11576/PFLB-8392</a>.","apa":"Wohnhas, V., Böhm-Kasper, O., &#38; Neumann, P. (2026). Merkmale guter inklusiver Schulen – Zusammenhänge auf Lehrkraft-Ebene. <i>PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung</i>, <i>8</i>(1), 168–196. <a href=\"https://doi.org/10.11576/PFLB-8392\">https://doi.org/10.11576/PFLB-8392</a>","bibtex":"@article{Wohnhas_Böhm-Kasper_Neumann_2026, title={Merkmale guter inklusiver Schulen – Zusammenhänge auf Lehrkraft-Ebene}, volume={8}, DOI={<a href=\"https://doi.org/10.11576/PFLB-8392\">10.11576/PFLB-8392</a>}, number={1}, journal={PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung}, author={Wohnhas, Verena and Böhm-Kasper, Oliver and Neumann, Phillip}, year={2026}, pages={168–196} }","ama":"Wohnhas V, Böhm-Kasper O, Neumann P. Merkmale guter inklusiver Schulen – Zusammenhänge auf Lehrkraft-Ebene. <i>PraxisForschungLehrer*innenBildung Zeitschrift für Schul- und Professionsentwicklung</i>. 2026;8(1):168–196. doi:<a href=\"https://doi.org/10.11576/PFLB-8392\">10.11576/PFLB-8392</a>","mla":"Wohnhas, Verena, et al. “Merkmale guter inklusiver Schulen – Zusammenhänge auf Lehrkraft-Ebene.” <i>PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung</i>, vol. 8, no. 1, 2026, pp. 168–196, doi:<a href=\"https://doi.org/10.11576/PFLB-8392\">10.11576/PFLB-8392</a>."},"language":[{"iso":"ger"}],"main_file_link":[{"open_access":"1","url":"https://www.pflb-journal.de/index.php/pflb/article/view/8392"}],"doi":"10.11576/PFLB-8392","author":[{"full_name":"Wohnhas, Verena","first_name":"Verena","last_name":"Wohnhas"},{"last_name":"Böhm-Kasper","first_name":"Oliver","full_name":"Böhm-Kasper, Oliver"},{"id":"95559","full_name":"Neumann, Phillip","last_name":"Neumann","first_name":"Phillip"}],"title":"Merkmale guter inklusiver Schulen – Zusammenhänge auf Lehrkraft-Ebene","year":"2026","intvolume":"         8","article_type":"original","date_updated":"2026-08-20T18:04:16Z","publication_status":"published","date_created":"2026-07-28T09:18:12Z","department":[{"_id":"479"}],"keyword":["Arbeitszufriedenheit","Inklusion","Merkmale guter inklusiver Schulen","Selbstwirksamkeit","kollektive Selbstwirksamkeitsüberzeugung"],"type":"journal_article","issue":"1","publication":"PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung","abstract":[{"text":"Der Beitrag beschäftigt sich mit der Frage, ob die Merkmale guter inklusiver Schulen – verstanden als Schulentwicklungsinstrument – mit der Arbeitszufriedenheit und den Selbstwirksamkeitsüberzeugungen von Lehrkräften in inklusiven Gesamt- und Sekundarschulen zusammenhängen. Dazu werden Daten aus dem BMBF-geförderten Projekt BiFoKi (Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen) von N = 119 Lehrkräften analysiert. Die Ergebnisse zeigen, dass die Merkmale guter inklusiver Schulen einen großen Teil der Varianz in der Arbeitszufriedenheit aufklären. Die kollektive Selbstwirksamkeitsüberzeugung korreliert stark mit den Merk-malen guter inklusiver Schulen und der Arbeitszufriedenheit der Lehrkräfte. Für die individuelle inklusionsbezogene Selbstwirksamkeitsüberzeugung zeigen sich itemspezifische Befunde, die diskutiert werden. Implikationen für die schulische Praxis werden abgeleitet.","lang":"ger"}]},{"abstract":[{"text":"Background – This study draws on data from a larger international project exploring parents' perceptions of the education of their children with special educational needs and/or disabilities (SEND). Using responses from 1, 309 parents in Australia, England, Germany, and Norway it examines parental satisfaction with mainstream and special schools, and parents' school placement preferences, including willingness to change schools. Parental satisfaction is assessed as an overall evaluation of how well the child's school placement meets their needs, without distinguishing between specific aspects of the school experience. The study also explores whether the child's level of support is associated with these perceptions. Based on a human rights perspective, we highlight parents’ perspectives and their role in the development of more inclusive education systems, without promoting one model of schooling over another. Methods – Responses from 1, 309 parents across four countries were analysed using descriptive and inferential statistics. Non-parametric tests compared satisfaction across school types, chi-squared tests assessed associations with willingness to change schools, and binary logistic regression examined whether level of support was associated with parents' willingness to change school placement. Results – Parents in England, Germany, and Norway reported higher satisfaction with special schools than with mainstream schools. No statistically significant difference was observed in Australia. Parents of children in special schools were less likely to report considering changing schools, particularly in England and Norway. Higher pupil support needs were significantly associated with parents’ willingness to change school across the combined sample. These findings suggest that parental satisfaction with their child's education and their preferences regarding school placement may be shaped by both school type and how well pupils' support needs are perceived to be met. Discussion and conclusion – The role of parents as key stakeholders in developing inclusive education systems, consistent with the Convention on the Rights of Persons with Disabilities (CRPD) is emphasised. While parents in special schools in three of the four countries reported higher satisfaction, the reasons for this remain unclear. Understanding the factors shaping parental satisfaction is essential for developing inclusive and responsive learning environments. These findings offer a starting point for future research on how education systems can better align policy commitments with families’ lived experiences.","lang":"eng"}],"publication":"Frontiers in Education","department":[{"_id":"556"}],"keyword":["human rights","inclusion","inclusive education","international study","parents","school development","special educational needs"],"type":"journal_article","date_created":"2026-07-14T08:14:19Z","intvolume":"        11","article_type":"original","date_updated":"2026-08-21T11:22:39Z","publication_status":"published","author":[{"full_name":"Johansson, Veslemøy Maria Fossum","first_name":"Veslemøy Maria Fossum","last_name":"Johansson"},{"full_name":"Gibson, Suanne","last_name":"Gibson","first_name":"Suanne"},{"last_name":"Woodcock","first_name":"Stuart","full_name":"Woodcock, Stuart"},{"full_name":"Dechsling, Anders","last_name":"Dechsling","first_name":"Anders"},{"orcid":"0000-0001-5488-5105","last_name":"Kullmann","first_name":"Harry","full_name":"Kullmann, Harry","id":"77972"},{"first_name":"Marte Karoline","last_name":"Herrebrøden","full_name":"Herrebrøden, Marte Karoline"},{"full_name":"Ulriksen, Line Britt","first_name":"Line Britt","last_name":"Ulriksen"},{"first_name":"Anders","last_name":"Nordahl-Hansen","full_name":"Nordahl-Hansen, Anders"}],"publication_identifier":{"issn":["2504-284X"]},"year":"2026","title":"Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison","doi":"10.3389/feduc.2026.1710708","language":[{"iso":"eng"}],"article_number":"1710708","quality_controlled":"1","citation":{"mla":"Johansson, Veslemøy Maria Fossum, et al. “Parental (Dis)Satisfaction with School Placement to Achieve Inclusion: A Cross-Country Comparison.” <i>Frontiers in Education</i>, vol. 11, 1710708, Frontiers Media SA, 2026, doi:<a href=\"https://doi.org/10.3389/feduc.2026.1710708\">10.3389/feduc.2026.1710708</a>.","bibtex":"@article{Johansson_Gibson_Woodcock_Dechsling_Kullmann_Herrebrøden_Ulriksen_Nordahl-Hansen_2026, title={Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison}, volume={11}, DOI={<a href=\"https://doi.org/10.3389/feduc.2026.1710708\">10.3389/feduc.2026.1710708</a>}, number={1710708}, journal={Frontiers in Education}, publisher={Frontiers Media SA}, author={Johansson, Veslemøy Maria Fossum and Gibson, Suanne and Woodcock, Stuart and Dechsling, Anders and Kullmann, Harry and Herrebrøden, Marte Karoline and Ulriksen, Line Britt and Nordahl-Hansen, Anders}, year={2026} }","ama":"Johansson VMF, Gibson S, Woodcock S, et al. Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison. <i>Frontiers in Education</i>. 2026;11. doi:<a href=\"https://doi.org/10.3389/feduc.2026.1710708\">10.3389/feduc.2026.1710708</a>","ieee":"V. M. F. Johansson <i>et al.</i>, “Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison,” <i>Frontiers in Education</i>, vol. 11, Art. no. 1710708, 2026, doi: <a href=\"https://doi.org/10.3389/feduc.2026.1710708\">10.3389/feduc.2026.1710708</a>.","apa":"Johansson, V. M. F., Gibson, S., Woodcock, S., Dechsling, A., Kullmann, H., Herrebrøden, M. K., Ulriksen, L. B., &#38; Nordahl-Hansen, A. (2026). Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison. <i>Frontiers in Education</i>, <i>11</i>, Article 1710708. <a href=\"https://doi.org/10.3389/feduc.2026.1710708\">https://doi.org/10.3389/feduc.2026.1710708</a>","chicago":"Johansson, Veslemøy Maria Fossum, Suanne Gibson, Stuart Woodcock, Anders Dechsling, Harry Kullmann, Marte Karoline Herrebrøden, Line Britt Ulriksen, and Anders Nordahl-Hansen. “Parental (Dis)Satisfaction with School Placement to Achieve Inclusion: A Cross-Country Comparison.” <i>Frontiers in Education</i> 11 (2026). <a href=\"https://doi.org/10.3389/feduc.2026.1710708\">https://doi.org/10.3389/feduc.2026.1710708</a>.","short":"V.M.F. Johansson, S. Gibson, S. Woodcock, A. Dechsling, H. Kullmann, M.K. Herrebrøden, L.B. Ulriksen, A. Nordahl-Hansen, Frontiers in Education 11 (2026)."},"jel":["I24"],"status":"public","volume":11,"user_id":"105186","_id":"66480","publisher":"Frontiers Media SA"},{"citation":{"bibtex":"@book{Textor_Kullmann_van der Donk_van Lanen_2026, place={Weinheim}, title={Praxisforschung in Schule und Unterricht}, publisher={Beltz Juventa}, year={2026} }","ama":"Textor A, Kullmann H, van der Donk C, van Lanen B, eds. <i>Praxisforschung in Schule und Unterricht</i>. Beltz Juventa; 2026.","mla":"Textor, Annette, et al., editors. <i>Praxisforschung in Schule und Unterricht</i>. Beltz Juventa, 2026.","chicago":"Textor, Annette, Harry Kullmann, Cyrilla van der Donk, and Bas van Lanen, eds. <i>Praxisforschung in Schule und Unterricht</i>. Weinheim: Beltz Juventa, 2026.","short":"A. Textor, H. Kullmann, C. van der Donk, B. van Lanen, eds., Praxisforschung in Schule und Unterricht, Beltz Juventa, Weinheim, 2026.","ieee":"A. Textor, H. Kullmann, C. van der Donk, and B. van Lanen, Eds., <i>Praxisforschung in Schule und Unterricht</i>. Weinheim: Beltz Juventa, 2026.","apa":"Textor, A., Kullmann, H., van der Donk, C., &#38; van Lanen, B. (Eds.). (2026). <i>Praxisforschung in Schule und Unterricht</i>. Beltz Juventa."},"date_created":"2026-08-20T13:33:45Z","place":"Weinheim","type":"book_editor","department":[{"_id":"556"}],"title":"Praxisforschung in Schule und Unterricht","status":"public","year":"2026","publication_identifier":{"isbn":["978-3-7799-3726-5"]},"publication_status":"published","date_updated":"2026-08-21T10:53:57Z","page":"432","language":[{"iso":"ger"}],"_id":"66763","publisher":"Beltz Juventa","user_id":"105186","editor":[{"last_name":"Textor","first_name":"Annette","full_name":"Textor, Annette"},{"id":"77972","first_name":"Harry","last_name":"Kullmann","orcid":"0000-0001-5488-5105","full_name":"Kullmann, Harry"},{"last_name":"van der Donk","first_name":"Cyrilla","full_name":"van der Donk, Cyrilla"},{"full_name":"van Lanen, Bas","last_name":"van Lanen","first_name":"Bas"}]},{"language":[{"iso":"ger"}],"doi":"10.1007/9783658499556","title":"Bildungstechnologie in der schulischen Bildung","year":"2026","publication_identifier":{"isbn":["978-3-658-49954-9"],"eisbn":["978-3-658-49955-6"]},"author":[{"last_name":"Herzig","first_name":"Bardo","full_name":"Herzig, Bardo","id":"217"}],"publication_status":"published","date_updated":"2026-07-07T08:14:20Z","date_created":"2026-07-07T07:49:22Z","type":"book_chapter","department":[{"_id":"459"},{"_id":"640"},{"_id":"33"}],"publication":"The Age of EdTech: Bildungstechnologie im Spannungsfeld zwischen Innovation und Qualität ","page":"395-411","publisher":"Springer VS","_id":"66299","edition":"1","user_id":"66956","editor":[{"first_name":"Tim ","last_name":"Brüggemann","full_name":"Brüggemann, Tim "},{"full_name":"Tuchscherer-Schad, Marie","first_name":"Marie","last_name":"Tuchscherer-Schad"},{"first_name":"Claudia","last_name":"Wiepcke","full_name":"Wiepcke, Claudia"}],"status":"public","place":"Wiesbaden","citation":{"mla":"Herzig, Bardo. “Bildungstechnologie in der schulischen Bildung.” <i>The Age of EdTech: Bildungstechnologie im Spannungsfeld zwischen Innovation und Qualität </i>, edited by Tim  Brüggemann et al., 1st ed., Springer VS, 2026, pp. 395–411, doi:<a href=\"https://doi.org/10.1007/9783658499556\">10.1007/9783658499556</a>.","bibtex":"@inbook{Herzig_2026, place={Wiesbaden}, edition={1}, title={Bildungstechnologie in der schulischen Bildung}, DOI={<a href=\"https://doi.org/10.1007/9783658499556\">10.1007/9783658499556</a>}, booktitle={The Age of EdTech: Bildungstechnologie im Spannungsfeld zwischen Innovation und Qualität }, publisher={Springer VS}, author={Herzig, Bardo}, editor={Brüggemann, Tim  and Tuchscherer-Schad, Marie and Wiepcke, Claudia}, year={2026}, pages={395–411} }","ama":"Herzig B. Bildungstechnologie in der schulischen Bildung. In: Brüggemann T, Tuchscherer-Schad M, Wiepcke C, eds. <i>The Age of EdTech: Bildungstechnologie im Spannungsfeld zwischen Innovation und Qualität </i>. 1st ed. Springer VS; 2026:395-411. doi:<a href=\"https://doi.org/10.1007/9783658499556\">10.1007/9783658499556</a>","ieee":"B. Herzig, “Bildungstechnologie in der schulischen Bildung,” in <i>The Age of EdTech: Bildungstechnologie im Spannungsfeld zwischen Innovation und Qualität </i>, 1st ed., T. Brüggemann, M. Tuchscherer-Schad, and C. Wiepcke, Eds. Wiesbaden: Springer VS, 2026, pp. 395–411.","apa":"Herzig, B. (2026). Bildungstechnologie in der schulischen Bildung. In T. Brüggemann, M. Tuchscherer-Schad, &#38; C. Wiepcke (Eds.), <i>The Age of EdTech: Bildungstechnologie im Spannungsfeld zwischen Innovation und Qualität </i> (1st ed., pp. 395–411). Springer VS. <a href=\"https://doi.org/10.1007/9783658499556\">https://doi.org/10.1007/9783658499556</a>","short":"B. Herzig, in: T. Brüggemann, M. Tuchscherer-Schad, C. Wiepcke (Eds.), The Age of EdTech: Bildungstechnologie im Spannungsfeld zwischen Innovation und Qualität , 1st ed., Springer VS, Wiesbaden, 2026, pp. 395–411.","chicago":"Herzig, Bardo. “Bildungstechnologie in der schulischen Bildung.” In <i>The Age of EdTech: Bildungstechnologie im Spannungsfeld zwischen Innovation und Qualität </i>, edited by Tim  Brüggemann, Marie Tuchscherer-Schad, and Claudia Wiepcke, 1st ed., 395–411. Wiesbaden: Springer VS, 2026. <a href=\"https://doi.org/10.1007/9783658499556\">https://doi.org/10.1007/9783658499556</a>."}},{"year":"2026","title":"Reframing school leadership for the digital age","status":"public","publication_identifier":{"issn":["2666-5573"]},"author":[{"full_name":"Cochrane, Janet","last_name":"Cochrane","first_name":"Janet"},{"last_name":"Tan","first_name":"Seng Chee","full_name":"Tan, Seng Chee"},{"full_name":"Phillips, Michael","last_name":"Phillips","first_name":"Michael"},{"id":"40387","orcid":"0000-0001-6124-746X","first_name":"Birgit","last_name":"Eickelmann","full_name":"Eickelmann, Birgit"},{"first_name":"Marijke","last_name":"Kral","full_name":"Kral, Marijke"},{"full_name":"Chammon, Jacob","last_name":"Chammon","first_name":"Jacob"},{"full_name":"Pangeni, Shesha Kanta","last_name":"Pangeni","first_name":"Shesha Kanta"}],"date_updated":"2026-07-27T06:35:15Z","publication_status":"published","intvolume":"        11","article_number":"100404","_id":"66594","language":[{"iso":"eng"}],"publisher":"Elsevier BV","doi":"10.1016/j.caeo.2026.100404","user_id":"40387","volume":11,"publication":"Computers and Education Open","citation":{"ieee":"J. Cochrane <i>et al.</i>, “Reframing school leadership for the digital age,” <i>Computers and Education Open</i>, vol. 11, Art. no. 100404, 2026, doi: <a href=\"https://doi.org/10.1016/j.caeo.2026.100404\">10.1016/j.caeo.2026.100404</a>.","apa":"Cochrane, J., Tan, S. C., Phillips, M., Eickelmann, B., Kral, M., Chammon, J., &#38; Pangeni, S. K. (2026). Reframing school leadership for the digital age. <i>Computers and Education Open</i>, <i>11</i>, Article 100404. <a href=\"https://doi.org/10.1016/j.caeo.2026.100404\">https://doi.org/10.1016/j.caeo.2026.100404</a>","short":"J. Cochrane, S.C. Tan, M. Phillips, B. Eickelmann, M. Kral, J. Chammon, S.K. Pangeni, Computers and Education Open 11 (2026).","chicago":"Cochrane, Janet, Seng Chee Tan, Michael Phillips, Birgit Eickelmann, Marijke Kral, Jacob Chammon, and Shesha Kanta Pangeni. “Reframing School Leadership for the Digital Age.” <i>Computers and Education Open</i> 11 (2026). <a href=\"https://doi.org/10.1016/j.caeo.2026.100404\">https://doi.org/10.1016/j.caeo.2026.100404</a>.","mla":"Cochrane, Janet, et al. “Reframing School Leadership for the Digital Age.” <i>Computers and Education Open</i>, vol. 11, 100404, Elsevier BV, 2026, doi:<a href=\"https://doi.org/10.1016/j.caeo.2026.100404\">10.1016/j.caeo.2026.100404</a>.","bibtex":"@article{Cochrane_Tan_Phillips_Eickelmann_Kral_Chammon_Pangeni_2026, title={Reframing school leadership for the digital age}, volume={11}, DOI={<a href=\"https://doi.org/10.1016/j.caeo.2026.100404\">10.1016/j.caeo.2026.100404</a>}, number={100404}, journal={Computers and Education Open}, publisher={Elsevier BV}, author={Cochrane, Janet and Tan, Seng Chee and Phillips, Michael and Eickelmann, Birgit and Kral, Marijke and Chammon, Jacob and Pangeni, Shesha Kanta}, year={2026} }","ama":"Cochrane J, Tan SC, Phillips M, et al. Reframing school leadership for the digital age. <i>Computers and Education Open</i>. 2026;11. doi:<a href=\"https://doi.org/10.1016/j.caeo.2026.100404\">10.1016/j.caeo.2026.100404</a>"},"date_created":"2026-07-27T06:34:08Z","type":"journal_article","department":[{"_id":"462"}]},{"citation":{"ama":"Hellmich F, Knickenberg M, Funk M, Casamassima G, Löper MF. The role of social-emotional competencies for children’s cooperative learning processes in inclusive primary school classrooms. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. . In: Polytechnic Porto (P.Porto); 2026.","bibtex":"@inproceedings{Hellmich_Knickenberg_Funk_Casamassima_Löper_2026, place={Porto, Portugal}, title={The role of social-emotional competencies for children’s cooperative learning processes in inclusive primary school classrooms. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. }, publisher={Polytechnic Porto (P.Porto)}, author={Hellmich, Frank and Knickenberg, Margarita and Funk, Michael and Casamassima, Gianna and Löper, Marwin Felix}, year={2026} }","mla":"Hellmich, Frank, et al. <i>The Role of Social-Emotional Competencies for Children’s Cooperative Learning Processes in Inclusive Primary School Classrooms. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. </i>. Polytechnic Porto (P.Porto), 2026.","short":"F. Hellmich, M. Knickenberg, M. Funk, G. Casamassima, M.F. Löper, in: Polytechnic Porto (P.Porto), Porto, Portugal, 2026.","chicago":"Hellmich, Frank, Margarita Knickenberg, Michael Funk, Gianna Casamassima, and Marwin Felix Löper. “The Role of Social-Emotional Competencies for Children’s Cooperative Learning Processes in Inclusive Primary School Classrooms. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. .” Porto, Portugal: Polytechnic Porto (P.Porto), 2026.","apa":"Hellmich, F., Knickenberg, M., Funk, M., Casamassima, G., &#38; Löper, M. F. (2026). <i>The role of social-emotional competencies for children’s cooperative learning processes in inclusive primary school classrooms. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. </i>.","ieee":"F. Hellmich, M. Knickenberg, M. Funk, G. Casamassima, and M. F. Löper, “The role of social-emotional competencies for children’s cooperative learning processes in inclusive primary school classrooms. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. ,” 2026."},"department":[{"_id":"460"}],"type":"conference_abstract","place":"Porto, Portugal","date_created":"2026-04-13T06:17:27Z","date_updated":"2026-08-07T06:58:52Z","author":[{"id":"26282","last_name":"Hellmich","first_name":"Frank","full_name":"Hellmich, Frank"},{"id":"12978","full_name":"Knickenberg, Margarita","first_name":"Margarita","orcid":"0000-0001-5521-0417","last_name":"Knickenberg"},{"first_name":"Michael","last_name":"Funk","full_name":"Funk, Michael"},{"id":"41118","full_name":"Casamassima, Gianna","first_name":"Gianna","last_name":"Casamassima"},{"last_name":"Löper","first_name":"Marwin Felix","full_name":"Löper, Marwin Felix","id":"26693"}],"status":"public","year":"2026","title":"The role of social-emotional competencies for children’s cooperative learning processes in inclusive primary school classrooms. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. ","user_id":"57672","_id":"65398","language":[{"iso":"eng"}],"publisher":"Polytechnic Porto (P.Porto)"},{"user_id":"57672","_id":"65399","publisher":"Polytechnic Porto (P.Porto)","language":[{"iso":"eng"}],"date_updated":"2026-08-07T06:58:19Z","author":[{"id":"26693","full_name":"Löper, Marwin Felix","last_name":"Löper","first_name":"Marwin Felix"},{"id":"26282","first_name":"Frank","last_name":"Hellmich","full_name":"Hellmich, Frank"}],"title":"Predictors of primary school students’ prosocial behaviour toward peers with social-emotional difficulties in inclusive education: Insights from the Theory of Planned Behaviour. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. ","status":"public","year":"2026","department":[{"_id":"460"}],"type":"conference_abstract","date_created":"2026-04-13T06:18:59Z","place":"Porto, Portugal","citation":{"chicago":"Löper, Marwin Felix, and Frank Hellmich. “Predictors of Primary School Students’ Prosocial Behaviour toward Peers with Social-Emotional Difficulties in Inclusive Education: Insights from the Theory of Planned Behaviour. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. .” Porto, Portugal: Polytechnic Porto (P.Porto), 2026.","short":"M.F. Löper, F. Hellmich, in: Polytechnic Porto (P.Porto), Porto, Portugal, 2026.","ieee":"M. F. Löper and F. Hellmich, “Predictors of primary school students’ prosocial behaviour toward peers with social-emotional difficulties in inclusive education: Insights from the Theory of Planned Behaviour. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. ,” 2026.","apa":"Löper, M. F., &#38; Hellmich, F. (2026). <i>Predictors of primary school students’ prosocial behaviour toward peers with social-emotional difficulties in inclusive education: Insights from the Theory of Planned Behaviour. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. </i>.","bibtex":"@inproceedings{Löper_Hellmich_2026, place={Porto, Portugal}, title={Predictors of primary school students’ prosocial behaviour toward peers with social-emotional difficulties in inclusive education: Insights from the Theory of Planned Behaviour. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. }, publisher={Polytechnic Porto (P.Porto)}, author={Löper, Marwin Felix and Hellmich, Frank}, year={2026} }","ama":"Löper MF, Hellmich F. Predictors of primary school students’ prosocial behaviour toward peers with social-emotional difficulties in inclusive education: Insights from the Theory of Planned Behaviour. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. . In: Polytechnic Porto (P.Porto); 2026.","mla":"Löper, Marwin Felix, and Frank Hellmich. <i>Predictors of Primary School Students’ Prosocial Behaviour toward Peers with Social-Emotional Difficulties in Inclusive Education: Insights from the Theory of Planned Behaviour. Individual Oral Presentation. 5th Porto International Conference on Research in Education (ICRE) 2026. </i>. Polytechnic Porto (P.Porto), 2026."}},{"place":"Helsinki, Finland","date_created":"2026-03-30T12:30:37Z","type":"conference_abstract","department":[{"_id":"460"}],"citation":{"ieee":"M. F. Löper, M. Knickenberg, and F. Hellmich, “Predictors of primary school students’ prosocial behaviour toward peers with social-emotional difficulties in inclusive education: Insights from the Theory of Planned Behaviour. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. ‘Research methodological approaches bridging special educational needs’.,” 2026.","apa":"Löper, M. F., Knickenberg, M., &#38; Hellmich, F. (2026). <i>Predictors of primary school students’ prosocial behaviour toward peers with social-emotional difficulties in inclusive education: Insights from the Theory of Planned Behaviour. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”.</i>","short":"M.F. Löper, M. Knickenberg, F. Hellmich, in: University of Helsinki, Helsinki, Finland, 2026.","chicago":"Löper, Marwin Felix, Margarita Knickenberg, and Frank Hellmich. “Predictors of Primary School Students’ Prosocial Behaviour toward Peers with Social-Emotional Difficulties in Inclusive Education: Insights from the Theory of Planned Behaviour. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. ‘Research Methodological Approaches Bridging Special Educational Needs’.” Helsinki, Finland: University of Helsinki, 2026.","mla":"Löper, Marwin Felix, et al. <i>Predictors of Primary School Students’ Prosocial Behaviour toward Peers with Social-Emotional Difficulties in Inclusive Education: Insights from the Theory of Planned Behaviour. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research Methodological Approaches Bridging Special Educational Needs”.</i> University of Helsinki, 2026.","bibtex":"@inproceedings{Löper_Knickenberg_Hellmich_2026, place={Helsinki, Finland}, title={Predictors of primary school students’ prosocial behaviour toward peers with social-emotional difficulties in inclusive education: Insights from the Theory of Planned Behaviour. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”.}, publisher={University of Helsinki}, author={Löper, Marwin Felix and Knickenberg, Margarita and Hellmich, Frank}, year={2026} }","ama":"Löper MF, Knickenberg M, Hellmich F. Predictors of primary school students’ prosocial behaviour toward peers with social-emotional difficulties in inclusive education: Insights from the Theory of Planned Behaviour. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”. In: University of Helsinki; 2026."},"_id":"65234","language":[{"iso":"eng"}],"publisher":"University of Helsinki","user_id":"57672","year":"2026","status":"public","title":"Predictors of primary school students’ prosocial behaviour toward peers with social-emotional difficulties in inclusive education: Insights from the Theory of Planned Behaviour. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”.","author":[{"first_name":"Marwin Felix","last_name":"Löper","full_name":"Löper, Marwin Felix","id":"26693"},{"full_name":"Knickenberg, Margarita","orcid":"0000-0001-5521-0417","last_name":"Knickenberg","first_name":"Margarita","id":"12978"},{"id":"26282","full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"}],"date_updated":"2026-08-19T12:16:08Z"},{"date_updated":"2026-08-19T12:15:07Z","author":[{"full_name":"Knickenberg, Margarita","last_name":"Knickenberg","orcid":"0000-0001-5521-0417","first_name":"Margarita","id":"12978"},{"first_name":"Michael","last_name":"Funk","full_name":"Funk, Michael"},{"id":"41118","first_name":"Gianna","last_name":"Casamassima","full_name":"Casamassima, Gianna"},{"id":"26693","full_name":"Löper, Marwin Felix","last_name":"Löper","first_name":"Marwin Felix"},{"id":"26282","first_name":"Frank","last_name":"Hellmich","full_name":"Hellmich, Frank"}],"year":"2026","status":"public","title":"Teachers’ conceptualizations of social-emotional competencies in cooperative learning: Insights from inclusive primary school classrooms. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”. ","user_id":"57672","_id":"65235","publisher":"University of Helsinki","language":[{"iso":"eng"}],"citation":{"apa":"Knickenberg, M., Funk, M., Casamassima, G., Löper, M. F., &#38; Hellmich, F. (2026). <i>Teachers’ conceptualizations of social-emotional competencies in cooperative learning: Insights from inclusive primary school classrooms. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”. </i>.","ieee":"M. Knickenberg, M. Funk, G. Casamassima, M. F. Löper, and F. Hellmich, “Teachers’ conceptualizations of social-emotional competencies in cooperative learning: Insights from inclusive primary school classrooms. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. ‘Research methodological approaches bridging special educational needs’. ,” 2026.","short":"M. Knickenberg, M. Funk, G. Casamassima, M.F. Löper, F. Hellmich, in: University of Helsinki, Helsinki, Finland, 2026.","chicago":"Knickenberg, Margarita, Michael Funk, Gianna Casamassima, Marwin Felix Löper, and Frank Hellmich. “Teachers’ Conceptualizations of Social-Emotional Competencies in Cooperative Learning: Insights from Inclusive Primary School Classrooms. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. ‘Research Methodological Approaches Bridging Special Educational Needs’. .” Helsinki, Finland: University of Helsinki, 2026.","mla":"Knickenberg, Margarita, et al. <i>Teachers’ Conceptualizations of Social-Emotional Competencies in Cooperative Learning: Insights from Inclusive Primary School Classrooms. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research Methodological Approaches Bridging Special Educational Needs”. </i>. University of Helsinki, 2026.","ama":"Knickenberg M, Funk M, Casamassima G, Löper MF, Hellmich F. Teachers’ conceptualizations of social-emotional competencies in cooperative learning: Insights from inclusive primary school classrooms. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”. . In: University of Helsinki; 2026.","bibtex":"@inproceedings{Knickenberg_Funk_Casamassima_Löper_Hellmich_2026, place={Helsinki, Finland}, title={Teachers’ conceptualizations of social-emotional competencies in cooperative learning: Insights from inclusive primary school classrooms. Individual Paper Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”. }, publisher={University of Helsinki}, author={Knickenberg, Margarita and Funk, Michael and Casamassima, Gianna and Löper, Marwin Felix and Hellmich, Frank}, year={2026} }"},"department":[{"_id":"460"}],"type":"conference_abstract","place":"Helsinki, Finland","date_created":"2026-03-30T12:32:23Z"},{"type":"conference_abstract","department":[{"_id":"460"}],"date_created":"2026-03-30T12:28:44Z","place":"Helsinki, Finland","citation":{"ieee":"G. Casamassima <i>et al.</i>, “Social and emotional competencies for cooperative learning in inclusive primary education: A project overview. Poster Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. ‘Research methodological approaches bridging special educational needs’. ,” 2026.","apa":"Casamassima, G., Funk, M., Knickenberg, M., Löper, M. F., Grosche, M., Zimmer, L., Grüßing, M., Wess, N., &#38; Hellmich, F. (2026). <i>Social and emotional competencies for cooperative learning in inclusive primary education: A project overview. Poster Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”. </i>.","chicago":"Casamassima, Gianna, Michael Funk, Margarita Knickenberg, Marwin Felix Löper, M. Grosche, L. Zimmer, M. Grüßing, N. Wess, and Frank Hellmich. “Social and Emotional Competencies for Cooperative Learning in Inclusive Primary Education: A Project Overview. Poster Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. ‘Research Methodological Approaches Bridging Special Educational Needs’. .” Helsinki, Finland: University of Helsinki, 2026.","short":"G. Casamassima, M. Funk, M. Knickenberg, M.F. Löper, M. Grosche, L. Zimmer, M. Grüßing, N. Wess, F. Hellmich, in: University of Helsinki, Helsinki, Finland, 2026.","mla":"Casamassima, Gianna, et al. <i>Social and Emotional Competencies for Cooperative Learning in Inclusive Primary Education: A Project Overview. Poster Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research Methodological Approaches Bridging Special Educational Needs”. </i>. University of Helsinki, 2026.","bibtex":"@inproceedings{Casamassima_Funk_Knickenberg_Löper_Grosche_Zimmer_Grüßing_Wess_Hellmich_2026, place={Helsinki, Finland}, title={Social and emotional competencies for cooperative learning in inclusive primary education: A project overview. Poster Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”. }, publisher={University of Helsinki}, author={Casamassima, Gianna and Funk, Michael and Knickenberg, Margarita and Löper, Marwin Felix and Grosche, M. and Zimmer, L. and Grüßing, M. and Wess, N. and Hellmich, Frank}, year={2026} }","ama":"Casamassima G, Funk M, Knickenberg M, et al. Social and emotional competencies for cooperative learning in inclusive primary education: A project overview. Poster Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”. . In: University of Helsinki; 2026."},"user_id":"57672","publisher":"University of Helsinki","_id":"65233","language":[{"iso":"eng"}],"date_updated":"2026-08-19T12:15:42Z","year":"2026","status":"public","title":"Social and emotional competencies for cooperative learning in inclusive primary education: A project overview. Poster Presentation. EARLI SIG 15 Biennial Conference 2026 ‘Special Educational Needs’. “Research methodological approaches bridging special educational needs”. ","author":[{"full_name":"Casamassima, Gianna","last_name":"Casamassima","first_name":"Gianna","id":"41118"},{"last_name":"Funk","first_name":"Michael","full_name":"Funk, Michael"},{"id":"12978","orcid":"0000-0001-5521-0417","first_name":"Margarita","last_name":"Knickenberg","full_name":"Knickenberg, Margarita"},{"full_name":"Löper, Marwin Felix","first_name":"Marwin Felix","last_name":"Löper","id":"26693"},{"last_name":"Grosche","first_name":"M.","full_name":"Grosche, M."},{"last_name":"Zimmer","first_name":"L.","full_name":"Zimmer, L."},{"full_name":"Grüßing, M.","last_name":"Grüßing","first_name":"M."},{"full_name":"Wess, N.","last_name":"Wess","first_name":"N."},{"full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank","id":"26282"}]},{"doi":"10.1080/13632434.2026.2691492","main_file_link":[{"url":"Paderborn"}],"language":[{"iso":"eng"}],"date_updated":"2026-08-21T13:54:00Z","publication_status":"published","article_type":"original","title":"‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures","year":"2026","author":[{"last_name":"Woodcock","first_name":"Stuart","full_name":"Woodcock, Stuart"},{"full_name":"Avramidis, Elias","first_name":"Elias","last_name":"Avramidis"},{"full_name":"Sharma, Umesh","first_name":"Umesh","last_name":"Sharma"},{"first_name":"Pearl","last_name":"Subban","full_name":"Subban, Pearl"},{"full_name":"Sahli Lozano, Caroline","first_name":"Caroline","last_name":"Sahli Lozano"},{"id":"77972","full_name":"Kullmann, Harry","orcid":"0000-0001-5488-5105","last_name":"Kullmann","first_name":"Harry"},{"full_name":"Loreman, Tim","last_name":"Loreman","first_name":"Tim"},{"last_name":"Wüthrich","first_name":"Sergej","full_name":"Wüthrich, Sergej"},{"full_name":"Knickenberg, Margarita","last_name":"Knickenberg","first_name":"Margarita"}],"publication_identifier":{"issn":["1363-2434","1364-2626"]},"keyword":["Inklusive Bildung","Schulentwicklung","Schulleitung","Gemeinschaftlichkeit","Haltung"],"type":"journal_article","department":[{"_id":"556"}],"date_created":"2026-07-14T07:57:09Z","abstract":[{"lang":"eng","text":"Based on the premise that the successful implementation of inclusion is largely dependent on the educators’ commitment to inclusive ideals, this study sought to examine the ways principals promote an inclusive vision and foster the development of associated practices in their school community. The study employed an exploratory qualitative research design, collecting data through semi-structured interviews and focus groups with 12 principals of highly-ranked inclusive schools from four countries: Australia, Italy, Switzerland, and Spain. In so doing, the emphasis was placed on the principals’ perspectives and practices that contribute to the development of an inclusive school culture. The iterative process of thematic analysis revealed five broad key factors that affect and impact school inclusivity, namely: institutional commitment to a collective inclusive culture; family partnership and co-responsibility; collaboration among key stakeholders (e.g. students, teachers, other staff); students’ voice and agency; and building and sustaining inter-institutional partnerships. This paper concludes by advocating a community-based approach model to school inclusion by identifying key factors on which principals can rely to navigate material, social, and political challenges."}],"publication":"School Leadership & Management","user_id":"105186","page":"1-26","_id":"66477","publisher":"Informa UK Limited","status":"public","jel":["I24"],"quality_controlled":"1","citation":{"bibtex":"@article{Woodcock_Avramidis_Sharma_Subban_Sahli Lozano_Kullmann_Loreman_Wüthrich_Knickenberg_2026, title={‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures}, DOI={<a href=\"https://doi.org/10.1080/13632434.2026.2691492\">10.1080/13632434.2026.2691492</a>}, journal={School Leadership &#38; Management}, publisher={Informa UK Limited}, author={Woodcock, Stuart and Avramidis, Elias and Sharma, Umesh and Subban, Pearl and Sahli Lozano, Caroline and Kullmann, Harry and Loreman, Tim and Wüthrich, Sergej and Knickenberg, Margarita}, year={2026}, pages={1–26} }","ama":"Woodcock S, Avramidis E, Sharma U, et al. ‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures. <i>School Leadership &#38; Management</i>. Published online 2026:1-26. doi:<a href=\"https://doi.org/10.1080/13632434.2026.2691492\">10.1080/13632434.2026.2691492</a>","mla":"Woodcock, Stuart, et al. “‘School Is No Longer a Lone Wolf Effort’: Leadership Strategies for Inclusive, Community-Based School Cultures.” <i>School Leadership &#38; Management</i>, Informa UK Limited, 2026, pp. 1–26, doi:<a href=\"https://doi.org/10.1080/13632434.2026.2691492\">10.1080/13632434.2026.2691492</a>.","short":"S. Woodcock, E. Avramidis, U. Sharma, P. Subban, C. Sahli Lozano, H. Kullmann, T. Loreman, S. Wüthrich, M. Knickenberg, School Leadership &#38; Management (2026) 1–26.","chicago":"Woodcock, Stuart, Elias Avramidis, Umesh Sharma, Pearl Subban, Caroline Sahli Lozano, Harry Kullmann, Tim Loreman, Sergej Wüthrich, and Margarita Knickenberg. “‘School Is No Longer a Lone Wolf Effort’: Leadership Strategies for Inclusive, Community-Based School Cultures.” <i>School Leadership &#38; Management</i>, 2026, 1–26. <a href=\"https://doi.org/10.1080/13632434.2026.2691492\">https://doi.org/10.1080/13632434.2026.2691492</a>.","ieee":"S. Woodcock <i>et al.</i>, “‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures,” <i>School Leadership &#38; Management</i>, pp. 1–26, 2026, doi: <a href=\"https://doi.org/10.1080/13632434.2026.2691492\">10.1080/13632434.2026.2691492</a>.","apa":"Woodcock, S., Avramidis, E., Sharma, U., Subban, P., Sahli Lozano, C., Kullmann, H., Loreman, T., Wüthrich, S., &#38; Knickenberg, M. (2026). ‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures. <i>School Leadership &#38; Management</i>, 1–26. <a href=\"https://doi.org/10.1080/13632434.2026.2691492\">https://doi.org/10.1080/13632434.2026.2691492</a>"}},{"_id":"58498","language":[{"iso":"eng"}],"user_id":"82257","conference":{"location":"Mannheim","start_date":"2025-01-27","name":"Jahrestagung der GEBF","end_date":"2025-01-29"},"author":[{"orcid":"0009-0008-0720-7828","first_name":"Janis","last_name":"Wehde","full_name":"Wehde, Janis","id":"82257"}],"title":"Determinanten der politischen Involviertheit von Lehramtsstudierenden und damit verbundene Implikationen für die Lehrer*innenbildung","year":"2025","status":"public","date_updated":"2025-02-03T14:28:46Z","date_created":"2025-02-03T14:28:27Z","department":[{"_id":"4"},{"_id":"456"}],"type":"conference","citation":{"bibtex":"@inproceedings{Wehde_2025, title={Determinanten der politischen Involviertheit von Lehramtsstudierenden und damit verbundene Implikationen für die Lehrer*innenbildung}, author={Wehde, Janis}, year={2025} }","chicago":"Wehde, Janis. “Determinanten Der Politischen Involviertheit von Lehramtsstudierenden Und Damit Verbundene Implikationen Für Die Lehrer*innenbildung,” 2025.","short":"J. Wehde, in: 2025.","ama":"Wehde J. Determinanten der politischen Involviertheit von Lehramtsstudierenden und damit verbundene Implikationen für die Lehrer*innenbildung. In: ; 2025.","ieee":"J. Wehde, “Determinanten der politischen Involviertheit von Lehramtsstudierenden und damit verbundene Implikationen für die Lehrer*innenbildung,” presented at the Jahrestagung der GEBF, Mannheim, 2025.","mla":"Wehde, Janis. <i>Determinanten Der Politischen Involviertheit von Lehramtsstudierenden Und Damit Verbundene Implikationen Für Die Lehrer*innenbildung</i>. 2025.","apa":"Wehde, J. (2025). <i>Determinanten der politischen Involviertheit von Lehramtsstudierenden und damit verbundene Implikationen für die Lehrer*innenbildung</i>. Jahrestagung der GEBF, Mannheim."},"project":[{"name":"DemoKult: DemoKult – Die unterrichtsbezogene Förderung von Kompetenzen für eine demokratische Kultur","_id":"1042"}],"quality_controlled":"1"},{"type":"conference_abstract","department":[{"_id":"460"}],"date_created":"2024-10-06T20:21:43Z","place":"Mannheim","citation":{"chicago":"Löper, Marwin Felix, Nils Finke, Margarita Knickenberg, and Frank Hellmich. “Feedback Und Selbstbezogene Kognitionen Als Prädiktoren Für Die Mathematikleistungen von Grundschulkindern. Vortrag Im Rahmen Des Symposiums „Lernen Durch Feedback von Lehrpersonen, Eltern Und Schüler:Innen“ (Sebastian Röhl &#38; Fabian Hoya) Auf Der 12. Tagung Der Gesellschaft Für Empirische Bildungsforschung (GEBF). Thema: „Bildung Als Schlüssel Für Gesellschaftliche Herausforderungen: Interdisziplinäre Beiträge Aus Der Bildungsforschung“.” Mannheim: Universität Mannheim, 2025.","short":"M.F. Löper, N. Finke, M. Knickenberg, F. Hellmich, in: Universität Mannheim, Mannheim, 2025.","apa":"Löper, M. F., Finke, N., Knickenberg, M., &#38; Hellmich, F. (2025). <i>Feedback und selbstbezogene Kognitionen als Prädiktoren für die Mathematikleistungen von Grundschulkindern. Vortrag im Rahmen des Symposiums „Lernen durch Feedback von Lehrpersonen, Eltern und Schüler:innen“ (Sebastian Röhl &#38; Fabian Hoya) auf der 12. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Thema: „Bildung als Schlüssel für gesellschaftliche Herausforderungen: Interdisziplinäre Beiträge aus der Bildungsforschung“</i>.","ieee":"M. F. Löper, N. Finke, M. Knickenberg, and F. Hellmich, “Feedback und selbstbezogene Kognitionen als Prädiktoren für die Mathematikleistungen von Grundschulkindern. Vortrag im Rahmen des Symposiums „Lernen durch Feedback von Lehrpersonen, Eltern und Schüler:innen“ (Sebastian Röhl &#38; Fabian Hoya) auf der 12. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Thema: „Bildung als Schlüssel für gesellschaftliche Herausforderungen: Interdisziplinäre Beiträge aus der Bildungsforschung“,” 2025.","ama":"Löper MF, Finke N, Knickenberg M, Hellmich F. Feedback und selbstbezogene Kognitionen als Prädiktoren für die Mathematikleistungen von Grundschulkindern. Vortrag im Rahmen des Symposiums „Lernen durch Feedback von Lehrpersonen, Eltern und Schüler:innen“ (Sebastian Röhl &#38; Fabian Hoya) auf der 12. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Thema: „Bildung als Schlüssel für gesellschaftliche Herausforderungen: Interdisziplinäre Beiträge aus der Bildungsforschung“. In: Universität Mannheim; 2025.","bibtex":"@inproceedings{Löper_Finke_Knickenberg_Hellmich_2025, place={Mannheim}, title={Feedback und selbstbezogene Kognitionen als Prädiktoren für die Mathematikleistungen von Grundschulkindern. Vortrag im Rahmen des Symposiums „Lernen durch Feedback von Lehrpersonen, Eltern und Schüler:innen“ (Sebastian Röhl &#38; Fabian Hoya) auf der 12. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Thema: „Bildung als Schlüssel für gesellschaftliche Herausforderungen: Interdisziplinäre Beiträge aus der Bildungsforschung“}, publisher={Universität Mannheim}, author={Löper, Marwin Felix and Finke, Nils and Knickenberg, Margarita and Hellmich, Frank}, year={2025} }","mla":"Löper, Marwin Felix, et al. <i>Feedback Und Selbstbezogene Kognitionen Als Prädiktoren Für Die Mathematikleistungen von Grundschulkindern. Vortrag Im Rahmen Des Symposiums „Lernen Durch Feedback von Lehrpersonen, Eltern Und Schüler:Innen“ (Sebastian Röhl &#38; Fabian Hoya) Auf Der 12. Tagung Der Gesellschaft Für Empirische Bildungsforschung (GEBF). Thema: „Bildung Als Schlüssel Für Gesellschaftliche Herausforderungen: Interdisziplinäre Beiträge Aus Der Bildungsforschung“</i>. Universität Mannheim, 2025."},"user_id":"57672","publisher":"Universität Mannheim","_id":"56338","language":[{"iso":"eng"}],"date_updated":"2025-02-04T08:42:57Z","year":"2025","title":"Feedback und selbstbezogene Kognitionen als Prädiktoren für die Mathematikleistungen von Grundschulkindern. Vortrag im Rahmen des Symposiums „Lernen durch Feedback von Lehrpersonen, Eltern und Schüler:innen“ (Sebastian Röhl & Fabian Hoya) auf der 12. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Thema: „Bildung als Schlüssel für gesellschaftliche Herausforderungen: Interdisziplinäre Beiträge aus der Bildungsforschung“","status":"public","author":[{"id":"26693","first_name":"Marwin Felix","last_name":"Löper","full_name":"Löper, Marwin Felix"},{"id":"57672","full_name":"Finke, Nils","first_name":"Nils","last_name":"Finke"},{"id":"12978","full_name":"Knickenberg, Margarita","last_name":"Knickenberg","orcid":"0000-0001-5521-0417","first_name":"Margarita"},{"id":"26282","full_name":"Hellmich, Frank","first_name":"Frank","last_name":"Hellmich"}]},{"date_updated":"2025-04-10T08:35:31Z","status":"public","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":"2025","conference":{"location":"Ku Leuven, Belgium","name":"SAA (Society for Ambulatory Assessment) Conference","start_date":"2025-05-26","end_date":"2025-05-28"},"author":[{"id":"12978","first_name":"Margarita","orcid":"0000-0001-5521-0417","last_name":"Knickenberg","full_name":"Knickenberg, Margarita"},{"full_name":"Zurbriggen, Carmen","first_name":"Carmen","last_name":"Zurbriggen"}],"user_id":"12978","language":[{"iso":"eng"}],"_id":"59479","citation":{"apa":"Knickenberg, M., &#38; Zurbriggen, C. (2025). <i>Examining aspects of students’ current academic motivation in relation to peer interactions and social environment in the classroom using the Experience sampling method</i>. SAA (Society for Ambulatory Assessment) Conference, Ku Leuven, Belgium.","ieee":"M. Knickenberg and C. Zurbriggen, “Examining aspects of students’ current academic motivation in relation to peer interactions and social environment in the classroom using the Experience sampling method,” presented at the SAA (Society for Ambulatory Assessment) Conference, Ku Leuven, Belgium, 2025.","short":"M. Knickenberg, C. Zurbriggen, in: 2025.","chicago":"Knickenberg, Margarita, and Carmen Zurbriggen. “Examining Aspects of Students’ Current Academic Motivation in Relation to Peer Interactions and Social Environment in the Classroom Using the Experience Sampling Method,” 2025.","mla":"Knickenberg, Margarita, and Carmen Zurbriggen. <i>Examining Aspects of Students’ Current Academic Motivation in Relation to Peer Interactions and Social Environment in the Classroom Using the Experience Sampling Method</i>. 2025.","ama":"Knickenberg M, Zurbriggen C. Examining aspects of students’ current academic motivation in relation to peer interactions and social environment in the classroom using the Experience sampling method. In: ; 2025.","bibtex":"@inproceedings{Knickenberg_Zurbriggen_2025, title={Examining aspects of students’ current academic motivation in relation to peer interactions and social environment in the classroom using the Experience sampling method}, author={Knickenberg, Margarita and Zurbriggen, Carmen}, year={2025} }"},"type":"conference","department":[{"_id":"4"},{"_id":"460"}],"date_created":"2025-04-10T08:35:25Z"},{"language":[{"iso":"eng"}],"_id":"59481","user_id":"12978","author":[{"id":"12978","full_name":"Knickenberg, Margarita","last_name":"Knickenberg","orcid":"0000-0001-5521-0417","first_name":"Margarita"},{"id":"77972","full_name":"Kullmann, Harry","first_name":"Harry","last_name":"Kullmann"}],"conference":{"location":"University of Belgrade, Serbia","name":"ECER (European Conference on Educational Research)","start_date":"2025-09-09","end_date":"2025-09-12"},"title":"Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland","status":"public","year":"2025","date_updated":"2025-04-10T08:40:44Z","date_created":"2025-04-10T08:40:26Z","department":[{"_id":"4"},{"_id":"460"}],"type":"conference","citation":{"ama":"Knickenberg M, Kullmann H. Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland. In: ; 2025.","bibtex":"@inproceedings{Knickenberg_Kullmann_2025, title={Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland}, author={Knickenberg, Margarita and Kullmann, Harry}, year={2025} }","mla":"Knickenberg, Margarita, and Harry Kullmann. <i>Exploring the Role of Individual and Collective Efficacy Beliefs and Attitudes in Teachers’ Intentions to Implement Inclusive Practices: Evidence from Canada, Germany and Switzerland</i>. 2025.","chicago":"Knickenberg, Margarita, and Harry Kullmann. “Exploring the Role of Individual and Collective Efficacy Beliefs and Attitudes in Teachers’ Intentions to Implement Inclusive Practices: Evidence from Canada, Germany and Switzerland,” 2025.","short":"M. Knickenberg, H. Kullmann, in: 2025.","apa":"Knickenberg, M., &#38; Kullmann, H. (2025). <i>Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland</i>. ECER (European Conference on Educational Research), University of Belgrade, Serbia.","ieee":"M. Knickenberg and H. Kullmann, “Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland,” presented at the ECER (European Conference on Educational Research), University of Belgrade, Serbia, 2025."}}]