[{"user_id":"40387","editor":[{"last_name":"Phillips","first_name":"M.","full_name":"Phillips, M."},{"full_name":"Fisser, P.","last_name":"Fisser","first_name":"P."}],"main_file_link":[{"url":"https://www.uni-paderborn.de/fileadmin-kw/fakultaet/Institute/erziehungswissenschaft/Schulpaedagogik/PDF/EDUsummIT_eBook_2023.pdf"}],"page":"59-70","language":[{"iso":"ger"}],"_id":"51091","date_updated":"2026-05-26T09:22:25Z","year":"2023","status":"public","title":"Thematic Working Group 8 - Pedagogical Reasoning and Reflective Practice: Teacher's Professional Learning and Development (TLPD) in New Digital Realities","author":[{"full_name":"Drossel, Kerstin","first_name":"Kerstin","last_name":"Drossel","id":"48921"},{"last_name":"Friesen","first_name":"S.","full_name":"Friesen, S."},{"first_name":"M.","last_name":"Phillips","full_name":"Phillips, M."},{"full_name":"Forkosh, A.","last_name":"Forkosh","first_name":"A."},{"last_name":"Christensen","first_name":"R.","full_name":"Christensen, R."},{"full_name":"Trevisan, O.","last_name":"Trevisan","first_name":"O."},{"full_name":"Shaffer, D.W.","first_name":"D.W.","last_name":"Shaffer"},{"last_name":"Horikoshi","first_name":"I.","full_name":"Horikoshi, I."}],"conference":{"location":"Kyoto, Japan","name":"EDUsummIT 2022–23","start_date":"2023-05-29","end_date":"2023-06-01"},"type":"conference","department":[{"_id":"462"}],"date_created":"2024-01-31T11:46:05Z","publication":"Moving forward to new educational realities in the digital era. Report of EDUsummIT 2023 ","citation":{"ama":"Drossel K, Friesen S, Phillips M, et al. Thematic Working Group 8 - Pedagogical Reasoning and Reflective Practice: Teacher’s Professional Learning and Development (TLPD) in New Digital Realities. In: Phillips M, Fisser P, eds. Moving forward to new educational realities in the digital era. Report of EDUsummIT 2023 . ; 2023:59-70.","bibtex":"@inproceedings{Drossel_Friesen_Phillips_Forkosh_Christensen_Trevisan_Shaffer_Horikoshi_2023, title={Thematic Working Group 8 - Pedagogical Reasoning and Reflective Practice: Teacher’s Professional Learning and Development (TLPD) in New Digital Realities}, booktitle={Moving forward to new educational realities in the digital era. Report of EDUsummIT 2023 }, author={Drossel, Kerstin and Friesen, S. and Phillips, M. and Forkosh, A. and Christensen, R. and Trevisan, O. and Shaffer, D.W. and Horikoshi, I.}, editor={Phillips, M. and Fisser, P.}, year={2023}, pages={59–70} }","mla":"Drossel, Kerstin, et al. “Thematic Working Group 8 - Pedagogical Reasoning and Reflective Practice: Teacher’s Professional Learning and Development (TLPD) in New Digital Realities.” Moving forward to new educational realities in the digital era. Report of EDUsummIT 2023 , edited by M. Phillips and P. Fisser, 2023, pp. 59–70.","short":"K. Drossel, S. Friesen, M. Phillips, A. Forkosh, R. Christensen, O. Trevisan, D.W. Shaffer, I. Horikoshi, in: M. Phillips, P. Fisser (Eds.), Moving forward to new educational realities in the digital era. Report of EDUsummIT 2023 , 2023, pp. 59–70.","chicago":"Drossel, Kerstin, S. Friesen, M. Phillips, A. Forkosh, R. Christensen, O. Trevisan, D.W. Shaffer, and I. Horikoshi. “Thematic Working Group 8 - Pedagogical Reasoning and Reflective Practice: Teacher’s Professional Learning and Development (TLPD) in New Digital Realities.” In Moving forward to new educational realities in the digital era. Report of EDUsummIT 2023 , edited by M. Phillips and P. Fisser, 59–70, 2023.","apa":"Drossel, K., Friesen, S., Phillips, M., Forkosh, A., Christensen, R., Trevisan, O., Shaffer, D. W., & Horikoshi, I. (2023). Thematic Working Group 8 - Pedagogical Reasoning and Reflective Practice: Teacher’s Professional Learning and Development (TLPD) in New Digital Realities. In M. Phillips & P. Fisser (Eds.), Moving forward to new educational realities in the digital era. Report of EDUsummIT 2023 (pp. 59–70).","ieee":"K. Drossel et al., “Thematic Working Group 8 - Pedagogical Reasoning and Reflective Practice: Teacher’s Professional Learning and Development (TLPD) in New Digital Realities,” in Moving forward to new educational realities in the digital era. Report of EDUsummIT 2023 , Kyoto, Japan, 2023, pp. 59–70."}},{"department":[{"_id":"556"}],"keyword":["sense of belonging","inclusive education","secondary school","social-emotional needs"],"type":"journal_article","date_created":"2026-07-14T08:12:06Z","abstract":[{"lang":"eng","text":"Sense of belonging at school (SoBaS) is a basic requirement for every student and\r\na major inclusivity goal for educational institutions. In the present study, we re-\r\nport on a self-evaluation of the Laborschule Bielefeld (LS; Germany) covering\r\n SoBaS. LS is an inclusive experimental comprehensive school with more than for-\r\nty years of experience concerning a non-segregative and diversity-friendly school\r\nculture. Based on propensity score matching, the study investigated whether the\r\nSoBaS scores of the students at this inclusive experimental school (N= 115) differ\r\nfrom the students visiting inclusive classes in regular state-run comprehensive\r\nschools (N= 2376). Furthermore, we examined the factors in the students’ educa-\r\ntional environment at LS that may potentially influence their SoBaS. The results\r\nindicate that the students attending the LS experienced a higher SoBaS. In additi-\r\non, certain aspects of LS's teaching and interaction culture were identified as aus-\r\npicious factors for accomplishing high levels of students’ SoBaS."}],"publication":"Journal for Educational Research Online","issue":"2","doi":"10.31244/jero.2023.02.06","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://www.pedocs.de/volltexte/2025/32500/pdf/JERO_2023_2_Marker_et_al_Sense_of_Belonging.pdf"}],"intvolume":" 15","article_type":"original","date_updated":"2026-08-22T12:07:07Z","publication_status":"published","author":[{"last_name":"Marker","first_name":"Rabea","full_name":"Marker, Rabea"},{"orcid":"0000-0001-5488-5105","last_name":"Kullmann","first_name":"Harry","full_name":"Kullmann, Harry","id":"77972"},{"last_name":"Zentarra","first_name":"Dominik","full_name":"Zentarra, Dominik"},{"last_name":"Geist","first_name":"Sabine","full_name":"Geist, Sabine"},{"full_name":"Lütje-Klose, Birgit","first_name":"Birgit","last_name":"Lütje-Klose"}],"publication_identifier":{"issn":["1866-6671"]},"title":"Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors","year":"2023","oa":"1","quality_controlled":"1","citation":{"mla":"Marker, Rabea, et al. “Sense of Belonging at School as a Quality Measure of Inclusion – Comparing the Inclusive Experimental School Laborschule Bielefeld with Regular Inclusive Comprehensive Schools and Investigating the Determining Factors.” Journal for Educational Research Online, vol. 15, no. 2, Waxmann, 2023, pp. 250–73, doi:10.31244/jero.2023.02.06.","ama":"Marker R, Kullmann H, Zentarra D, Geist S, Lütje-Klose B. Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors. Journal for Educational Research Online. 2023;15(2):250-273. doi:10.31244/jero.2023.02.06","bibtex":"@article{Marker_Kullmann_Zentarra_Geist_Lütje-Klose_2023, title={Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors}, volume={15}, DOI={10.31244/jero.2023.02.06}, number={2}, journal={Journal for Educational Research Online}, publisher={Waxmann}, author={Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}, year={2023}, pages={250–273} }","apa":"Marker, R., Kullmann, H., Zentarra, D., Geist, S., & Lütje-Klose, B. (2023). Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors. Journal for Educational Research Online, 15(2), 250–273. https://doi.org/10.31244/jero.2023.02.06","ieee":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, and B. Lütje-Klose, “Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors,” Journal for Educational Research Online, vol. 15, no. 2, pp. 250–273, 2023, doi: 10.31244/jero.2023.02.06.","short":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, B. Lütje-Klose, Journal for Educational Research Online 15 (2023) 250–273.","chicago":"Marker, Rabea, Harry Kullmann, Dominik Zentarra, Sabine Geist, and Birgit Lütje-Klose. “Sense of Belonging at School as a Quality Measure of Inclusion – Comparing the Inclusive Experimental School Laborschule Bielefeld with Regular Inclusive Comprehensive Schools and Investigating the Determining Factors.” Journal for Educational Research Online 15, no. 2 (2023): 250–73. https://doi.org/10.31244/jero.2023.02.06."},"volume":15,"user_id":"105186","publisher":"Waxmann","_id":"66479","page":"250-273","jel":["I24"],"status":"public"},{"department":[{"_id":"556"}],"keyword":["Inclusive education","inclusive schools","school leadership","school community","village mindset"],"type":"journal_article","date_created":"2022-05-03T06:52:48Z","abstract":[{"lang":"eng","text":"Research in inclusive education reveals multiple studies that explore the efforts of individual stakeholders to create an equitable educational experience for students with disabilities. However, these individual efforts are often examined discretely, compartmentalising the contributions of various stakeholders. As a consequence, the complex interplay between these contributions has not been fully\r\nexplored, with the capacity for a rich network of support being assumed rather than explicitly constructed. This report draws on the personal reflections of nine academics in the field of inclusive\r\neducation from Australia, Canada, Germany, Greece, Italy, and Switzerland. Serving as both contributors and participants, this study draws together their personal interpretations and their exper-\r\ntise regarding the value of collective and collaborative inclusive education. Inductive thematic analysis of participant reflections yielded the view that stakeholders working together within an educational setting, offers more effective and appropriate opportunities to support learners with additional needs."}],"publication":"European Journal of Special Needs Education","doi":"10.1080/08856257.2022.2059632","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://www.tandfonline.com/doi/epdf/10.1080/08856257.2022.2059632?needAccess=true","open_access":"1"}],"article_type":"original","intvolume":" 37","publication_status":"published","date_updated":"2026-08-22T12:27:42Z","author":[{"full_name":"Subban, Pearl ","first_name":"Pearl ","last_name":"Subban"},{"full_name":"Bradford, Brent","last_name":"Bradford","first_name":"Brent"},{"first_name":"Umesh","last_name":"Sharma","full_name":"Sharma, Umesh"},{"last_name":"Loreman","first_name":"Tim","full_name":"Loreman, Tim"},{"full_name":"Avramidis, Elias","first_name":"Elias","last_name":"Avramidis"},{"first_name":"Harry","orcid":"0000-0001-5488-5105","last_name":"Kullmann","full_name":"Kullmann, Harry","id":"77972"},{"last_name":"Sahli Lozano","first_name":"Caroline","full_name":"Sahli Lozano, Caroline"},{"first_name":"Alessandra","last_name":"Romano","full_name":"Romano, Alessandra"},{"full_name":"Woodcock, Stuart","last_name":"Woodcock","first_name":"Stuart"}],"year":"2023","title":"Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education","oa":"1","quality_controlled":"1","citation":{"short":"P. Subban, B. Bradford, U. Sharma, T. Loreman, E. Avramidis, H. Kullmann, C. Sahli Lozano, A. Romano, S. Woodcock, European Journal of Special Needs Education 37 (2023) 291–302.","chicago":"Subban, Pearl , Brent Bradford, Umesh Sharma, Tim Loreman, Elias Avramidis, Harry Kullmann, Caroline Sahli Lozano, Alessandra Romano, and Stuart Woodcock. “Does It Really Take a Village to Raise a Child? Reflections on the Need for Collective Responsibility in Inclusive Education.” European Journal of Special Needs Education 37 (2023): 291–302. https://doi.org/10.1080/08856257.2022.2059632.","apa":"Subban, P., Bradford, B., Sharma, U., Loreman, T., Avramidis, E., Kullmann, H., Sahli Lozano, C., Romano, A., & Woodcock, S. (2023). Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. European Journal of Special Needs Education, 37, 291–302. https://doi.org/10.1080/08856257.2022.2059632","ieee":"P. Subban et al., “Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education,” European Journal of Special Needs Education, vol. 37, pp. 291–302, 2023, doi: 10.1080/08856257.2022.2059632.","ama":"Subban P, Bradford B, Sharma U, et al. Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. European Journal of Special Needs Education. 2023;37:291–302. doi:10.1080/08856257.2022.2059632","bibtex":"@article{Subban_Bradford_Sharma_Loreman_Avramidis_Kullmann_Sahli Lozano_Romano_Woodcock_2023, title={Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education}, volume={37}, DOI={10.1080/08856257.2022.2059632}, journal={European Journal of Special Needs Education}, author={Subban, Pearl and Bradford, Brent and Sharma, Umesh and Loreman, Tim and Avramidis, Elias and Kullmann, Harry and Sahli Lozano, Caroline and Romano, Alessandra and Woodcock, Stuart}, year={2023}, pages={291–302} }","mla":"Subban, Pearl, et al. “Does It Really Take a Village to Raise a Child? Reflections on the Need for Collective Responsibility in Inclusive Education.” European Journal of Special Needs Education, vol. 37, 2023, pp. 291–302, doi:10.1080/08856257.2022.2059632."},"volume":37,"user_id":"105186","_id":"31023","page":"291–302","jel":["I24"],"status":"public"},{"publication":" Grenzen.Gänge.Zwischen.Welten. Kontroversen – Entwicklungen – Perspektiven der Inklusionsforschung","citation":{"chicago":"Albers, Timm, Agnes Filipiak, Katja Franzen, and Frank Hellmich. “Kompetenzentwicklung Im Inklusiven Unterricht (KinU) – Eine Internationale Perspektive.” In Grenzen.Gänge.Zwischen.Welten. Kontroversen – Entwicklungen – Perspektiven Der Inklusionsforschung, edited by B Schimek, G Kremsner, M Proyer, R Grubich, F Paudel, and R Grubich-Müller, 207–14. Bad Heilbrunn: Klinkhardt, 2022.","short":"T. Albers, A. Filipiak, K. Franzen, F. Hellmich, in: B. Schimek, G. Kremsner, M. Proyer, R. Grubich, F. Paudel, R. Grubich-Müller (Eds.), Grenzen.Gänge.Zwischen.Welten. Kontroversen – Entwicklungen – Perspektiven Der Inklusionsforschung, Klinkhardt, Bad Heilbrunn, 2022, pp. 207–214.","apa":"Albers, T., Filipiak, A., Franzen, K., & Hellmich, F. (2022). Kompetenzentwicklung im inklusiven Unterricht (KinU) – eine internationale Perspektive. In B. Schimek, G. Kremsner, M. Proyer, R. Grubich, F. Paudel, & R. Grubich-Müller (Eds.), Grenzen.Gänge.Zwischen.Welten. Kontroversen – Entwicklungen – Perspektiven der Inklusionsforschung (pp. 207–214). Klinkhardt.","ieee":"T. Albers, A. Filipiak, K. Franzen, and F. Hellmich, “Kompetenzentwicklung im inklusiven Unterricht (KinU) – eine internationale Perspektive,” in Grenzen.Gänge.Zwischen.Welten. Kontroversen – Entwicklungen – Perspektiven der Inklusionsforschung, B. Schimek, G. Kremsner, M. Proyer, R. Grubich, F. Paudel, and R. Grubich-Müller, Eds. Bad Heilbrunn: Klinkhardt, 2022, pp. 207–214.","ama":"Albers T, Filipiak A, Franzen K, Hellmich F. Kompetenzentwicklung im inklusiven Unterricht (KinU) – eine internationale Perspektive. In: Schimek B, Kremsner G, Proyer M, Grubich R, Paudel F, Grubich-Müller R, eds. Grenzen.Gänge.Zwischen.Welten. Kontroversen – Entwicklungen – Perspektiven Der Inklusionsforschung. Klinkhardt; 2022:207-214.","bibtex":"@inbook{Albers_Filipiak_Franzen_Hellmich_2022, place={Bad Heilbrunn}, title={Kompetenzentwicklung im inklusiven Unterricht (KinU) – eine internationale Perspektive}, booktitle={ Grenzen.Gänge.Zwischen.Welten. Kontroversen – Entwicklungen – Perspektiven der Inklusionsforschung}, publisher={Klinkhardt}, author={Albers, Timm and Filipiak, Agnes and Franzen, Katja and Hellmich, Frank}, editor={Schimek, B and Kremsner, G and Proyer, M and Grubich, R and Paudel, F and Grubich-Müller, R}, year={2022}, pages={207–214} }","mla":"Albers, Timm, et al. “Kompetenzentwicklung Im Inklusiven Unterricht (KinU) – Eine Internationale Perspektive.” Grenzen.Gänge.Zwischen.Welten. Kontroversen – Entwicklungen – Perspektiven Der Inklusionsforschung, edited by B Schimek et al., Klinkhardt, 2022, pp. 207–14."},"type":"book_chapter","department":[{"_id":"460"}],"date_created":"2021-10-21T08:54:09Z","place":"Bad Heilbrunn","date_updated":"2022-02-15T08:36:33Z","status":"public","title":"Kompetenzentwicklung im inklusiven Unterricht (KinU) – eine internationale Perspektive","year":"2022","author":[{"full_name":"Albers, Timm","last_name":"Albers","first_name":"Timm"},{"full_name":"Filipiak, Agnes","first_name":"Agnes","last_name":"Filipiak"},{"id":"75124","first_name":"Katja","last_name":"Franzen","full_name":"Franzen, Katja"},{"last_name":"Hellmich","first_name":"Frank","full_name":"Hellmich, Frank","id":"26282"}],"user_id":"75124","editor":[{"first_name":"B","last_name":"Schimek","full_name":"Schimek, B"},{"first_name":"G","last_name":"Kremsner","full_name":"Kremsner, G"},{"last_name":"Proyer","first_name":"M","full_name":"Proyer, M"},{"full_name":"Grubich, R","first_name":"R","last_name":"Grubich"},{"first_name":"F","last_name":"Paudel","full_name":"Paudel, F"},{"full_name":"Grubich-Müller, R","first_name":"R","last_name":"Grubich-Müller"}],"page":"207-214","publisher":"Klinkhardt","_id":"26657","language":[{"iso":"eng"}]},{"status":"public","user_id":"77750","editor":[{"full_name":"Lutz, Deborah","last_name":"Lutz","first_name":"Deborah"},{"last_name":"Becker","first_name":"Jonas","full_name":"Becker, Jonas"},{"first_name":"Felix","last_name":"Buchhaupt","full_name":"Buchhaupt, Felix"},{"full_name":"Katzenbach, Dieter","first_name":"Dieter","last_name":"Katzenbach"},{"first_name":"Alicia","last_name":"Strecker","full_name":"Strecker, Alicia"},{"full_name":"Urban, Michael","first_name":"Michael","last_name":"Urban"}],"volume":3,"page":"163-178","_id":"34467","publisher":"Waxmann","citation":{"chicago":"Lütje-Klose , Birgit, Sandra Grüter, Phillip Neumann, Antonia Weber, Janka Goldan, Julia Gorges, and Elke Wild. “Weil wir tatsächlich nicht voneinander wussten, was jeder Einzelne so an verborgenen Schätzen bringt.” In Qualifizierung für Inklusion. Sekundarstufe , edited by Deborah Lutz, Jonas Becker, Felix Buchhaupt, Dieter Katzenbach, Alicia Strecker, and Michael Urban, 3:163–78. Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung. Münster: Waxmann, 2022. https://doi.org/10.31244/9783830995142.","short":"B. Lütje-Klose , S. Grüter, P. Neumann, A. Weber, J. Goldan, J. Gorges, E. Wild, in: D. Lutz, J. Becker, F. Buchhaupt, D. Katzenbach, A. Strecker, M. Urban (Eds.), Qualifizierung für Inklusion. Sekundarstufe , Waxmann, Münster, 2022, pp. 163–178.","apa":"Lütje-Klose , B., Grüter, S., Neumann, P., Weber, A., Goldan, J., Gorges, J., & Wild, E. (2022). Weil wir tatsächlich nicht voneinander wussten, was jeder Einzelne so an verborgenen Schätzen bringt. In D. Lutz, J. Becker, F. Buchhaupt, D. Katzenbach, A. Strecker, & M. Urban (Eds.), Qualifizierung für Inklusion. Sekundarstufe (Vol. 3, pp. 163–178). Waxmann. https://doi.org/10.31244/9783830995142","ieee":"B. Lütje-Klose et al., “Weil wir tatsächlich nicht voneinander wussten, was jeder Einzelne so an verborgenen Schätzen bringt,” in Qualifizierung für Inklusion. Sekundarstufe , vol. 3, D. Lutz, J. Becker, F. Buchhaupt, D. Katzenbach, A. Strecker, and M. Urban, Eds. Münster: Waxmann, 2022, pp. 163–178.","ama":"Lütje-Klose B, Grüter S, Neumann P, et al. Weil wir tatsächlich nicht voneinander wussten, was jeder Einzelne so an verborgenen Schätzen bringt. In: Lutz D, Becker J, Buchhaupt F, Katzenbach D, Strecker A, Urban M, eds. Qualifizierung für Inklusion. Sekundarstufe . Vol 3. Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung. Waxmann; 2022:163-178. doi:10.31244/9783830995142","bibtex":"@inbook{Lütje-Klose _Grüter_Neumann_Weber_Goldan_Gorges_Wild_2022, place={Münster}, series={Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung}, title={Weil wir tatsächlich nicht voneinander wussten, was jeder Einzelne so an verborgenen Schätzen bringt}, volume={3}, DOI={10.31244/9783830995142}, booktitle={Qualifizierung für Inklusion. Sekundarstufe }, publisher={Waxmann}, author={Lütje-Klose , Birgit and Grüter, Sandra and Neumann, Phillip and Weber, Antonia and Goldan, Janka and Gorges, Julia and Wild, Elke}, editor={Lutz, Deborah and Becker, Jonas and Buchhaupt, Felix and Katzenbach, Dieter and Strecker, Alicia and Urban, Michael}, year={2022}, pages={163–178}, collection={Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung} }","mla":"Lütje-Klose , Birgit, et al. “Weil wir tatsächlich nicht voneinander wussten, was jeder Einzelne so an verborgenen Schätzen bringt.” Qualifizierung für Inklusion. Sekundarstufe , edited by Deborah Lutz et al., vol. 3, Waxmann, 2022, pp. 163–78, doi:10.31244/9783830995142."},"place":"Münster","date_updated":"2022-12-16T14:35:44Z","publication_status":"published","intvolume":" 3","year":"2022","title":"Weil wir tatsächlich nicht voneinander wussten, was jeder Einzelne so an verborgenen Schätzen bringt","author":[{"full_name":"Lütje-Klose , Birgit","last_name":"Lütje-Klose ","first_name":"Birgit"},{"full_name":"Grüter, Sandra","first_name":"Sandra","last_name":"Grüter"},{"id":"95559","first_name":"Phillip","last_name":"Neumann","full_name":"Neumann, Phillip"},{"full_name":"Weber, Antonia","first_name":"Antonia","last_name":"Weber"},{"last_name":"Goldan","first_name":"Janka","full_name":"Goldan, Janka"},{"last_name":"Gorges","first_name":"Julia","full_name":"Gorges, Julia"},{"first_name":"Elke","last_name":"Wild","full_name":"Wild, Elke"}],"publication_identifier":{"isbn":["978-3-8309-4514-7"]},"doi":"10.31244/9783830995142","series_title":"Qualifizierung der pädagogischen Fachkräfte für inklusive Bildung","language":[{"iso":"ger"}],"extern":"1","publication":"Qualifizierung für Inklusion. Sekundarstufe ","type":"book_chapter","department":[{"_id":"479"}],"date_created":"2022-12-16T14:35:36Z"},{"type":"book_chapter","department":[{"_id":"460"}],"date_created":"2023-01-10T14:07:00Z","abstract":[{"text":"Inklusion ist als Thema aus dem deutschen Bildungssystem nicht mehr wegzudenken und trotzdem stellt sie weiterhin eine Herausforderung auf unterschiedlichen Ebenen dar. Die Qualifizierung der pädagogischen Fachkräfte ist dabei neben der Bereitstellung adäquater Rahmenbedingungen als ein besonders wichtiges Handlungsfeld zu betrachten. Die Bände der Reihe „Qualifizierung für Inklusion“ greifen den bestehenden Forschungs- und Entwicklungsbedarf auf und geben einen Überblick über die Ergebnisse der vom BMBF im Rahmen des Programms „Qualifzierung der pädagogischen Fachkräfte für inklusive Bildung“ geförderten Forschungsprojekte. Adressiert werden damit sowohl Wissenschaftler:innen als auch mit dem Themenfeld Inklusion befasste Personen und Institutionen der Aus-, Fort- und Weiterbildung, der Bildungsadministration und der Bildungspolitik. Der zweite Band der Reihe versammelt die Vorstellung von Projekten, Ergebnissen und Materialien, die sich dem Bildungsbereich der Grundschule zuordnen lassen. Die Reihe besteht aus drei weiteren Bänden, in denen die Ergebnisse zur Qualifizierung für Inklusion im Elementarbereich (Band 1), in der Sekundarstufe (Band 3) sowie in der Berufsschule, Hochschule und Erwachsenenbildung (Band 4) vorgestellt werden.","lang":"eng"}],"publication":"Qualifizierung für Inklusion. Grundschule","doi":"10.31244/9783830995135","language":[{"iso":"eng"}],"date_updated":"2023-01-10T15:01:27Z","publication_status":"published","intvolume":" 2","title":"Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht","year":"2022","author":[{"id":"75124","last_name":"Franzen","first_name":"Katja","full_name":"Franzen, Katja"},{"id":"48393","full_name":"Albers, Timm","last_name":"Albers","first_name":"Timm"},{"full_name":"Hellmich, Frank","first_name":"Frank","last_name":"Hellmich","id":"26282"}],"publication_identifier":{"isbn":["9783830945130"]},"place":"Münster","citation":{"mla":"Franzen, Katja, et al. “Qualifizierung von Studierenden Des Grund- Und Förderschullehramts Für Inklusion in Schule Und Unterricht.” Qualifizierung Für Inklusion. Grundschule, edited by Felix Buchhaupt et al., vol. 2, Waxmann, 2022, pp. 163–76, doi:10.31244/9783830995135.","ama":"Franzen K, Albers T, Hellmich F. Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht. In: Buchhaupt F, Becker J, Katzenbach D, Lutz D, Strecker A, Urban M, eds. Qualifizierung Für Inklusion. Grundschule. Vol 2. Waxmann; 2022:163-176. doi:10.31244/9783830995135","bibtex":"@inbook{Franzen_Albers_Hellmich_2022, place={Münster}, title={Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht}, volume={2}, DOI={10.31244/9783830995135}, booktitle={Qualifizierung für Inklusion. Grundschule}, publisher={Waxmann}, author={Franzen, Katja and Albers, Timm and Hellmich, Frank}, editor={Buchhaupt, Felix and Becker, Jonas and Katzenbach, Dieter and Lutz, Deborah and Strecker, Alica and Urban, Michael}, year={2022}, pages={163–176} }","apa":"Franzen, K., Albers, T., & Hellmich, F. (2022). Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht. In F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker, & M. Urban (Eds.), Qualifizierung für Inklusion. Grundschule (Vol. 2, pp. 163–176). Waxmann. https://doi.org/10.31244/9783830995135","ieee":"K. Franzen, T. Albers, and F. Hellmich, “Qualifizierung von Studierenden des Grund- und Förderschullehramts für Inklusion in Schule und Unterricht,” in Qualifizierung für Inklusion. Grundschule, vol. 2, F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker, and M. Urban, Eds. Münster: Waxmann, 2022, pp. 163–176.","short":"K. Franzen, T. Albers, F. Hellmich, in: F. Buchhaupt, J. Becker, D. Katzenbach, D. Lutz, A. Strecker, M. Urban (Eds.), Qualifizierung Für Inklusion. Grundschule, Waxmann, Münster, 2022, pp. 163–176.","chicago":"Franzen, Katja, Timm Albers, and Frank Hellmich. “Qualifizierung von Studierenden Des Grund- Und Förderschullehramts Für Inklusion in Schule Und Unterricht.” In Qualifizierung Für Inklusion. Grundschule, edited by Felix Buchhaupt, Jonas Becker, Dieter Katzenbach, Deborah Lutz, Alica Strecker, and Michael Urban, 2:163–76. Münster: Waxmann, 2022. https://doi.org/10.31244/9783830995135."},"user_id":"57672","editor":[{"first_name":"Felix","last_name":"Buchhaupt","full_name":"Buchhaupt, Felix"},{"full_name":"Becker, Jonas","last_name":"Becker","first_name":"Jonas"},{"last_name":"Katzenbach","first_name":"Dieter","full_name":"Katzenbach, Dieter"},{"last_name":"Lutz","first_name":"Deborah","full_name":"Lutz, Deborah"},{"first_name":"Alica","last_name":"Strecker","full_name":"Strecker, Alica"},{"last_name":"Urban","first_name":"Michael","full_name":"Urban, Michael"}],"volume":2,"page":"163-176","_id":"35874","publisher":"Waxmann","status":"public"},{"keyword":["General Engineering"],"type":"journal_article","department":[{"_id":"460"}],"date_created":"2023-01-10T14:00:46Z","abstract":[{"lang":"eng","text":"AbstractFollowing the United Nations Convention on the Rights of Persons With Disabilities, questions concerning the joint education of students with and without special educational needs remain to be answered. Currently, there is a need for knowledge about the necessary conditions for a successful implementation of inclusive education. Thus, the aim of the present study is to identify conditions for the implementation of inclusion that are seen as necessary by primary school principals. Therefore, 32 primary school principals were interviewed. The results of the interview study reveal that factors like personnel, financial and material resources as well as building infrastructure in primary schools are seen as important requirements for the successful realisation of inclusive education. Apart from that, the importance of attitudes towards inclusion and sociopolitical conditions for the realisation of inclusion became apparent. Further conditions, which are mentioned from the interviewed principals’ point of view, are related to teacher training, appropriate class sizes and, for example, opportunities for exchanging information. The results of the study indicate that there are essential obstacles as perceived by primary school principals that can impede the implementation of inclusion in primary schools."}],"publication":"Australasian Journal of Special and Inclusive Education","issue":"2","doi":"10.1017/jsi.2022.9","language":[{"iso":"eng"}],"date_updated":"2023-01-10T15:01:15Z","publication_status":"published","intvolume":" 46","year":"2022","title":"Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education","author":[{"full_name":"Görel, Gamze","last_name":"Görel","first_name":"Gamze","id":"13345"},{"id":"26282","full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"}],"publication_identifier":{"issn":["2515-0731","2515-074X"]},"citation":{"short":"G. Görel, F. Hellmich, Australasian Journal of Special and Inclusive Education 46 (2022) 127–137.","chicago":"Görel, Gamze, and Frank Hellmich. “Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education.” Australasian Journal of Special and Inclusive Education 46, no. 2 (2022): 127–37. https://doi.org/10.1017/jsi.2022.9.","apa":"Görel, G., & Hellmich, F. (2022). Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education. Australasian Journal of Special and Inclusive Education, 46(2), 127–137. https://doi.org/10.1017/jsi.2022.9","ieee":"G. Görel and F. Hellmich, “Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education,” Australasian Journal of Special and Inclusive Education, vol. 46, no. 2, pp. 127–137, 2022, doi: 10.1017/jsi.2022.9.","ama":"Görel G, Hellmich F. Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education. Australasian Journal of Special and Inclusive Education. 2022;46(2):127-137. doi:10.1017/jsi.2022.9","bibtex":"@article{Görel_Hellmich_2022, title={Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education}, volume={46}, DOI={10.1017/jsi.2022.9}, number={2}, journal={Australasian Journal of Special and Inclusive Education}, publisher={Cambridge University Press (CUP)}, author={Görel, Gamze and Hellmich, Frank}, year={2022}, pages={127–137} }","mla":"Görel, Gamze, and Frank Hellmich. “Primary School Principals’ Views on the Required Conditions for a Successful Implementation of Inclusive Education.” Australasian Journal of Special and Inclusive Education, vol. 46, no. 2, Cambridge University Press (CUP), 2022, pp. 127–37, doi:10.1017/jsi.2022.9."},"user_id":"57672","volume":46,"page":"127-137","_id":"35867","publisher":"Cambridge University Press (CUP)","status":"public"},{"user_id":"57672","editor":[{"last_name":"Müller","first_name":"Thomas","full_name":"Müller, Thomas"},{"last_name":"Ratz","first_name":"Christoph","full_name":"Ratz, Christoph"},{"full_name":"Stein, Roland","first_name":"Roland","last_name":"Stein"},{"last_name":"Lüke","first_name":"Carina","full_name":"Lüke, Carina"}],"page":"334–340","publisher":"Bad Heilbrunn","_id":"35787","language":[{"iso":"ger"}],"date_updated":"2023-01-10T15:01:42Z","year":"2022","title":"Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften","status":"public","author":[{"first_name":"Katja","last_name":"Franzen","full_name":"Franzen, Katja","id":"75124"},{"full_name":"Moschner, Barbara","first_name":"Barbara","last_name":"Moschner"},{"id":"26282","full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"}],"type":"book_chapter","department":[{"_id":"460"}],"place":"Klinkhardt","date_created":"2023-01-10T10:53:52Z","publication":"Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung ","citation":{"ama":"Franzen K, Moschner B, Hellmich F. Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften. In: Müller T, Ratz C, Stein R, Lüke C, eds. Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung . Bad Heilbrunn; 2022:334–340.","bibtex":"@inbook{Franzen_Moschner_Hellmich_2022, place={Klinkhardt}, title={Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften}, booktitle={Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung }, publisher={Bad Heilbrunn}, author={Franzen, Katja and Moschner, Barbara and Hellmich, Frank}, editor={Müller, Thomas and Ratz, Christoph and Stein, Roland and Lüke, Carina}, year={2022}, pages={334–340} }","mla":"Franzen, Katja, et al. “Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften.” Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung , edited by Thomas Müller et al., Bad Heilbrunn, 2022, pp. 334–340.","chicago":"Franzen, Katja, Barbara Moschner, and Frank Hellmich. “Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften.” In Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung , edited by Thomas Müller, Christoph Ratz, Roland Stein, and Carina Lüke, 334–340. Klinkhardt: Bad Heilbrunn, 2022.","short":"K. Franzen, B. Moschner, F. Hellmich, in: T. Müller, C. Ratz, R. Stein, C. Lüke (Eds.), Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung , Bad Heilbrunn, Klinkhardt, 2022, pp. 334–340.","apa":"Franzen, K., Moschner, B., & Hellmich, F. (2022). Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften. In T. Müller, C. Ratz, R. Stein, & C. Lüke (Eds.), Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung (pp. 334–340). Bad Heilbrunn.","ieee":"K. Franzen, B. Moschner, and F. Hellmich, “Qualität der Erfahrungen aus dem inklusiven Unterricht und Selbstwirksamkeitsüberzeugungen von Grundschullehrkräften,” in Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung , T. Müller, C. Ratz, R. Stein, and C. Lüke, Eds. Klinkhardt: Bad Heilbrunn, 2022, pp. 334–340."}},{"editor":[{"full_name":"Müller, Thomas","last_name":"Müller","first_name":"Thomas"},{"full_name":"Ratz, Christoph","first_name":"Christoph","last_name":"Ratz"},{"full_name":"Stein, Roland","last_name":"Stein","first_name":"Roland"},{"first_name":"Carina","last_name":"Lüke","full_name":"Lüke, Carina"}],"user_id":"57672","language":[{"iso":"ger"}],"_id":"35832","publisher":"Klinkhardt","page":"372–378","date_updated":"2023-01-10T15:01:54Z","author":[{"id":"26693","first_name":"Marwin Felix","last_name":"Löper","full_name":"Löper, Marwin Felix"},{"first_name":"Frank","last_name":"Hellmich","full_name":"Hellmich, Frank","id":"26282"}],"year":"2022","title":"Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften","status":"public","department":[{"_id":"460"}],"type":"book_chapter","date_created":"2023-01-10T13:59:30Z","place":"Bad Heilbrunn","citation":{"ama":"Löper MF, Hellmich F. Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften. In: Müller T, Ratz C, Stein R, Lüke C, eds. Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung. Klinkhardt; 2022:372–378.","bibtex":"@inbook{Löper_Hellmich_2022, place={Bad Heilbrunn}, title={Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften}, booktitle={Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung}, publisher={Klinkhardt}, author={Löper, Marwin Felix and Hellmich, Frank}, editor={Müller, Thomas and Ratz, Christoph and Stein, Roland and Lüke, Carina}, year={2022}, pages={372–378} }","mla":"Löper, Marwin Felix, and Frank Hellmich. “Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften.” Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung, edited by Thomas Müller et al., Klinkhardt, 2022, pp. 372–378.","short":"M.F. Löper, F. Hellmich, in: T. Müller, C. Ratz, R. Stein, C. Lüke (Eds.), Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung, Klinkhardt, Bad Heilbrunn, 2022, pp. 372–378.","chicago":"Löper, Marwin Felix, and Frank Hellmich. “Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften.” In Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung, edited by Thomas Müller, Christoph Ratz, Roland Stein, and Carina Lüke, 372–378. Bad Heilbrunn: Klinkhardt, 2022.","apa":"Löper, M. F., & Hellmich, F. (2022). Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften. In T. Müller, C. Ratz, R. Stein, & C. Lüke (Eds.), Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung (pp. 372–378). Klinkhardt.","ieee":"M. F. Löper and F. Hellmich, “Adaptiver Unterricht in der (inklusiven) Grundschule aus der Perspektive von Lehrkräften,” in Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung, T. Müller, C. Ratz, R. Stein, and C. Lüke, Eds. Bad Heilbrunn: Klinkhardt, 2022, pp. 372–378."},"publication":"Sonderpädagogik – zwischen Dekategorisierung und Rekategorisierung"},{"citation":{"ama":"Aroni K, Toulia A, Alves SRG, et al. FRIEND-SHIP Intervention Program – The Handbook. Porto Polytechnic; 2022.","bibtex":"@book{Aroni_Toulia_Alves_Hassani_Heidrich_Franzen_Görel_Löper_Aguiar_Silveira-Maia_et al._2022, place={Porto}, title={FRIEND-SHIP Intervention Program – The Handbook}, publisher={Porto Polytechnic}, author={Aroni, Katerina and Toulia, Anastasia and Alves, Sílvia Regina Gonçalves and Hassani, Sepideh and Heidrich, Franziska Anna and Franzen, Katja and Görel, Gamze and Löper, Marwin Felix and Aguiar, Teresa and Silveira-Maia, Mónica and et al.}, year={2022} }","mla":"Aroni, Katerina, et al. FRIEND-SHIP Intervention Program – The Handbook. Porto Polytechnic, 2022.","chicago":"Aroni, Katerina, Anastasia Toulia, Sílvia Regina Gonçalves Alves, Sepideh Hassani, Franziska Anna Heidrich, Katja Franzen, Gamze Görel, et al. FRIEND-SHIP Intervention Program – The Handbook. Porto: Porto Polytechnic, 2022.","short":"K. Aroni, A. Toulia, S.R.G. Alves, S. Hassani, F.A. Heidrich, K. Franzen, G. Görel, M.F. Löper, T. Aguiar, M. Silveira-Maia, M.M.P.S. Sanches-Ferreira, F. Hellmich, S. Schwab, I. Avramidis, FRIEND-SHIP Intervention Program – The Handbook, Porto Polytechnic, Porto, 2022.","apa":"Aroni, K., Toulia, A., Alves, S. R. G., Hassani, S., Heidrich, F. A., Franzen, K., Görel, G., Löper, M. F., Aguiar, T., Silveira-Maia, M., Sanches-Ferreira, M. M. P. S., Hellmich, F., Schwab, S., & Avramidis, I. (2022). FRIEND-SHIP Intervention Program – The Handbook. Porto Polytechnic.","ieee":"K. Aroni et al., FRIEND-SHIP Intervention Program – The Handbook. Porto: Porto Polytechnic, 2022."},"department":[{"_id":"460"}],"type":"book","date_created":"2023-01-10T14:45:34Z","place":"Porto","date_updated":"2023-01-10T15:01:11Z","author":[{"last_name":"Aroni","first_name":"Katerina","full_name":"Aroni, Katerina"},{"last_name":"Toulia","first_name":"Anastasia","full_name":"Toulia, Anastasia"},{"last_name":"Alves","first_name":"Sílvia Regina Gonçalves ","full_name":"Alves, Sílvia Regina Gonçalves "},{"last_name":"Hassani","first_name":"Sepideh","full_name":"Hassani, Sepideh"},{"last_name":"Heidrich","first_name":"Franziska Anna","full_name":"Heidrich, Franziska Anna"},{"id":"75124","last_name":"Franzen","first_name":"Katja","full_name":"Franzen, Katja"},{"full_name":"Görel, Gamze","first_name":"Gamze","last_name":"Görel","id":"13345"},{"full_name":"Löper, Marwin Felix","first_name":"Marwin Felix","last_name":"Löper","id":"26693"},{"full_name":"Aguiar, Teresa","first_name":"Teresa","last_name":"Aguiar"},{"first_name":"Mónica","last_name":"Silveira-Maia","full_name":"Silveira-Maia, Mónica"},{"full_name":"Sanches-Ferreira, Maria Manuela Pires Sanches","last_name":"Sanches-Ferreira","first_name":"Maria Manuela Pires Sanches"},{"id":"26282","last_name":"Hellmich","first_name":"Frank","full_name":"Hellmich, Frank"},{"last_name":"Schwab","first_name":"Susanne","full_name":"Schwab, Susanne"},{"last_name":"Avramidis","first_name":"Ilias","full_name":"Avramidis, Ilias"}],"year":"2022","title":"FRIEND-SHIP Intervention Program – The Handbook","status":"public","user_id":"57672","language":[{"iso":"eng"}],"_id":"35883","publisher":"Porto Polytechnic"},{"has_accepted_license":"1","status":"public","user_id":"95559","ddc":["370"],"volume":5,"page":"13-25","_id":"34468","citation":{"mla":"Neumann, Phillip, et al. “Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen.” Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion, vol. 5, no. 1, 2022, pp. 13–25, doi:10.11576/HLZ-4949.","bibtex":"@article{Neumann_Hopmann_Lütje-Klose_2022, title={Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen}, volume={5}, DOI={10.11576/HLZ-4949}, number={1}, journal={Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion}, author={Neumann, Phillip and Hopmann, Benedikt and Lütje-Klose, Birgit}, year={2022}, pages={13–25} }","ama":"Neumann P, Hopmann B, Lütje-Klose B. Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen. Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion. 2022;5(1):13-25. doi:10.11576/HLZ-4949","ieee":"P. Neumann, B. Hopmann, and B. Lütje-Klose, “Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen,” Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion, vol. 5, no. 1, pp. 13–25, 2022, doi: 10.11576/HLZ-4949.","apa":"Neumann, P., Hopmann, B., & Lütje-Klose, B. (2022). Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen. Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion, 5(1), 13–25. https://doi.org/10.11576/HLZ-4949","short":"P. Neumann, B. Hopmann, B. Lütje-Klose, Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion 5 (2022) 13–25.","chicago":"Neumann, Phillip, Benedikt Hopmann, and Birgit Lütje-Klose. “Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen.” Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion 5, no. 1 (2022): 13–25. https://doi.org/10.11576/HLZ-4949."},"oa":"1","publication_status":"published","date_updated":"2023-01-10T19:40:36Z","intvolume":" 5","year":"2022","title":"Der Rollenhut als Vermittlungsmedium - Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen","author":[{"full_name":"Neumann, Phillip","last_name":"Neumann","first_name":"Phillip","id":"95559"},{"last_name":"Hopmann","first_name":"Benedikt","full_name":"Hopmann, Benedikt"},{"full_name":"Lütje-Klose, Birgit","first_name":"Birgit","last_name":"Lütje-Klose"}],"publication_identifier":{"eissn":["2625-0675"]},"doi":"10.11576/HLZ-4949","main_file_link":[{"open_access":"1","url":"https://www.herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/4949"}],"language":[{"iso":"ger"}],"extern":"1","abstract":[{"lang":"ger","text":"Multiprofessionelle Kooperation zwischen allgemeinen und sonderpädagogischen Lehrkräften und mit weiteren Fachkräften, u.a. der Schulsozialarbeit, der Schulpsychologie und mit Schulbegleitungen, gilt bei der Entwicklung inklusiver Schulen als zentrale Stellschraube. Dementsprechend wird Kooperation im Kontext Schule auch in der universitären Ausbildung von zukünftig miteinander kooperierenden Professionen sowie in Fortbildungen für Lehrkräfte und multiprofessionelle Teams verstärkt ins Blickfeld gerückt. Zugleich lässt sich beobachten, dass in inklusiven Schulen bislang vermeintlich klare Zuständigkeiten, insbesondere zwischen Sonder- und Sozialpädagog*innen, aufweichen und neu austariert werden müssen. Bei der Entwicklung multiprofessioneller Teams gilt die Klärung von Rollen und Aufgaben als eine besondere Herausforderung, wenn unterschiedliche Professionen mit unterschiedlichen institutionellen Anbindungen und pädagogischen Zielperspektiven oder Grundhaltungen mitei-nander kooperieren. Das vorgestellte Instrument – der Rollenhut – dient dazu, in multiprofessionellen Gruppen eine individuelle Reflexion über die eigenen Aufgaben anzustoßen und auf dieser Grundlage gemeinsam über die gegenseitigen Erwartungen und Rollen zu diskutieren. Das Instrument wurde im Kontext von Fortbildungen multiprofessioneller Teams an Schulen konzipiert und auch im Rahmen der universitären Lehrer*innenbildung erprobt."}],"issue":"1","publication":"Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion","type":"journal_article","department":[{"_id":"479"}],"date_created":"2022-12-16T14:37:05Z"},{"title":"Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction","year":"2022","author":[{"full_name":"Gorges, Julia","last_name":"Gorges","first_name":"Julia"},{"id":"95559","full_name":"Neumann, Phillip","last_name":"Neumann","first_name":"Phillip"},{"first_name":"Jan Christoph","last_name":"Störtländer","full_name":"Störtländer, Jan Christoph"}],"publication_identifier":{"issn":["1664-1078"]},"publication_status":"published","date_updated":"2023-01-10T19:39:38Z","intvolume":" 13","main_file_link":[{"open_access":"1","url":"https://www.frontiersin.org/articles/10.3389/fpsyg.2022.876521/full"}],"language":[{"iso":"eng"}],"doi":"10.3389/fpsyg.2022.876521","publication":"Frontiers in Psychology","extern":"1","abstract":[{"text":"Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources (resource-based goal conflict), or when two or more goals are incompatible in terms of goal attainment strategy or desired end states (inherent goal conflict). Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers’ (N = 302) goal conflicts on their autonomous (intrinsic and identified regulation) and controlled (introjected and extrinsic regulation) teaching motivation and tested the satisfaction of teachers’ basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource-based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers’ intraindividual goal conflicts.","lang":"eng"}],"date_created":"2022-12-16T11:56:33Z","type":"journal_article","keyword":["General Psychology"],"department":[{"_id":"479"}],"status":"public","has_accepted_license":"1","_id":"34461","publisher":"Frontiers Media SA","user_id":"95559","ddc":["370"],"volume":13,"citation":{"mla":"Gorges, Julia, et al. “Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction.” Frontiers in Psychology, vol. 13, Frontiers Media SA, 2022, doi:10.3389/fpsyg.2022.876521.","ama":"Gorges J, Neumann P, Störtländer JC. Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction. Frontiers in Psychology. 2022;13. doi:10.3389/fpsyg.2022.876521","bibtex":"@article{Gorges_Neumann_Störtländer_2022, title={Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction}, volume={13}, DOI={10.3389/fpsyg.2022.876521}, journal={Frontiers in Psychology}, publisher={Frontiers Media SA}, author={Gorges, Julia and Neumann, Phillip and Störtländer, Jan Christoph}, year={2022} }","apa":"Gorges, J., Neumann, P., & Störtländer, J. C. (2022). Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.876521","ieee":"J. Gorges, P. Neumann, and J. C. Störtländer, “Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction,” Frontiers in Psychology, vol. 13, 2022, doi: 10.3389/fpsyg.2022.876521.","chicago":"Gorges, Julia, Phillip Neumann, and Jan Christoph Störtländer. “Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction.” Frontiers in Psychology 13 (2022). https://doi.org/10.3389/fpsyg.2022.876521.","short":"J. Gorges, P. Neumann, J.C. Störtländer, Frontiers in Psychology 13 (2022)."},"oa":"1"},{"doi":"10.1177/21582440221079896","language":[{"iso":"eng"}],"article_number":"215824402210798","article_type":"original","intvolume":" 12","publication_status":"published","date_updated":"2023-01-11T13:12:33Z","publication_identifier":{"issn":["2158-2440","2158-2440"]},"author":[{"last_name":"Knickenberg","first_name":"Margarita","full_name":"Knickenberg, Margarita","id":"12978"},{"full_name":"Zurbriggen, Carmen L. A.","last_name":"Zurbriggen","first_name":"Carmen L. A."},{"full_name":"Schwab, Susanne","first_name":"Susanne","last_name":"Schwab"}],"year":"2022","title":"Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings","department":[{"_id":"4"},{"_id":"556"}],"keyword":["General Social Sciences","General Arts and Humanities"],"type":"journal_article","date_created":"2023-01-11T13:10:44Z","abstract":[{"text":"Considering students’ voices and perspectives is indispensable in educational contexts. Therefore, instruments of measurement that are reliable and valid and can be used easily without complications are needed in schools. The Perceptions of Inclusion Questionnaire (PIQ) is a short instrument used to assess three central dimensions of inclusion, namely emotional and social inclusion and academic self-concept. Previous evaluations indicate in general high psychometric properties. This study aimed to evaluate the construct validity of the three scales of the PIQ’s student version using different approaches in two samples from primary (grade 4, N = 721) and secondary (grade 7, N = 393) schools. The results of confirmatory factorial analyses confirmed the PIQ’s three factors in both samples which are also measurement equivalent across grades. Plausible correlations with additional divergent and convergent scales reveal that the PIQ measures the theoretically assumed constructs—emotional and social inclusion as well as academic self-concept—validly. ","lang":"eng"}],"issue":"1","publication":"SAGE Open","volume":12,"user_id":"12978","publisher":"SAGE Publications","_id":"36133","status":"public","citation":{"short":"M. Knickenberg, C.L.A. Zurbriggen, S. Schwab, SAGE Open 12 (2022).","chicago":"Knickenberg, Margarita, Carmen L. A. Zurbriggen, and Susanne Schwab. “Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings.” SAGE Open 12, no. 1 (2022). https://doi.org/10.1177/21582440221079896.","apa":"Knickenberg, M., Zurbriggen, C. L. A., & Schwab, S. (2022). Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings. SAGE Open, 12(1), Article 215824402210798. https://doi.org/10.1177/21582440221079896","ieee":"M. Knickenberg, C. L. A. Zurbriggen, and S. Schwab, “Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings,” SAGE Open, vol. 12, no. 1, Art. no. 215824402210798, 2022, doi: 10.1177/21582440221079896.","ama":"Knickenberg M, Zurbriggen CLA, Schwab S. Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings. SAGE Open. 2022;12(1). doi:10.1177/21582440221079896","bibtex":"@article{Knickenberg_Zurbriggen_Schwab_2022, title={Validation of the student version of the Perceptions of Inclusion Questionnaire in primary and secondary education settings}, volume={12}, DOI={10.1177/21582440221079896}, number={1215824402210798}, journal={SAGE Open}, publisher={SAGE Publications}, author={Knickenberg, Margarita and Zurbriggen, Carmen L. A. and Schwab, Susanne}, year={2022} }","mla":"Knickenberg, Margarita, et al. “Validation of the Student Version of the Perceptions of Inclusion Questionnaire in Primary and Secondary Education Settings.” SAGE Open, vol. 12, no. 1, 215824402210798, SAGE Publications, 2022, doi:10.1177/21582440221079896."}},{"user_id":"14931","volume":42,"page":"55-56","_id":"43418","language":[{"iso":"eng"}],"date_updated":"2023-10-26T08:40:26Z","intvolume":" 42","year":"2022","status":"public","title":"Ein kommentierter Tagungsbericht zur 4. Werkstatt Unterrichtsfach Pädagogik Ostwestfalen-Lippe (WUPO)","author":[{"full_name":"Engemann, Mario","last_name":"Engemann","first_name":"Mario","id":"81639"}],"type":"journal_article","department":[{"_id":"539"},{"_id":"459"}],"date_created":"2023-04-05T13:49:21Z","issue":"4","publication":"Zeitschrift PädagogikUNTERRICHT","citation":{"chicago":"Engemann, Mario. “Ein Kommentierter Tagungsbericht Zur 4. Werkstatt Unterrichtsfach Pädagogik Ostwestfalen-Lippe (WUPO).” Zeitschrift PädagogikUNTERRICHT 42, no. 4 (2022): 55–56.","short":"M. Engemann, Zeitschrift PädagogikUNTERRICHT 42 (2022) 55–56.","apa":"Engemann, M. (2022). Ein kommentierter Tagungsbericht zur 4. Werkstatt Unterrichtsfach Pädagogik Ostwestfalen-Lippe (WUPO). Zeitschrift PädagogikUNTERRICHT, 42(4), 55–56.","ieee":"M. Engemann, “Ein kommentierter Tagungsbericht zur 4. Werkstatt Unterrichtsfach Pädagogik Ostwestfalen-Lippe (WUPO),” Zeitschrift PädagogikUNTERRICHT, vol. 42, no. 4, pp. 55–56, 2022.","ama":"Engemann M. Ein kommentierter Tagungsbericht zur 4. Werkstatt Unterrichtsfach Pädagogik Ostwestfalen-Lippe (WUPO). Zeitschrift PädagogikUNTERRICHT. 2022;42(4):55-56.","bibtex":"@article{Engemann_2022, title={Ein kommentierter Tagungsbericht zur 4. Werkstatt Unterrichtsfach Pädagogik Ostwestfalen-Lippe (WUPO)}, volume={42}, number={4}, journal={Zeitschrift PädagogikUNTERRICHT}, author={Engemann, Mario}, year={2022}, pages={55–56} }","mla":"Engemann, Mario. “Ein Kommentierter Tagungsbericht Zur 4. Werkstatt Unterrichtsfach Pädagogik Ostwestfalen-Lippe (WUPO).” Zeitschrift PädagogikUNTERRICHT, vol. 42, no. 4, 2022, pp. 55–56."}},{"citation":{"mla":"Caruso, Carina, et al. “Zum Ausmaß und Zusammenhang der unterrichtsbezogenen Nutzung digitaler Medien mit der Medienkompetenz von Lehrkräften unter Berücksichtigung von Hintergrundmerkmalen.” Lehrerbildung auf dem Prüfstand, vol. 15, no. 2, 2022, pp. 347–61.","ama":"Caruso C, Drossel K, Heldt M. Zum Ausmaß und Zusammenhang der unterrichtsbezogenen Nutzung digitaler Medien mit der Medienkompetenz von Lehrkräften unter Berücksichtigung von Hintergrundmerkmalen. Lehrerbildung auf dem Prüfstand. 2022;15(2):347-361.","bibtex":"@article{Caruso_Drossel_Heldt_2022, title={Zum Ausmaß und Zusammenhang der unterrichtsbezogenen Nutzung digitaler Medien mit der Medienkompetenz von Lehrkräften unter Berücksichtigung von Hintergrundmerkmalen}, volume={15}, number={2}, journal={Lehrerbildung auf dem Prüfstand}, author={Caruso, Carina and Drossel, Kerstin and Heldt, M}, year={2022}, pages={347–361} }","apa":"Caruso, C., Drossel, K., & Heldt, M. (2022). Zum Ausmaß und Zusammenhang der unterrichtsbezogenen Nutzung digitaler Medien mit der Medienkompetenz von Lehrkräften unter Berücksichtigung von Hintergrundmerkmalen. Lehrerbildung auf dem Prüfstand, 15(2), 347–361.","ieee":"C. Caruso, K. Drossel, and M. Heldt, “Zum Ausmaß und Zusammenhang der unterrichtsbezogenen Nutzung digitaler Medien mit der Medienkompetenz von Lehrkräften unter Berücksichtigung von Hintergrundmerkmalen,” Lehrerbildung auf dem Prüfstand, vol. 15, no. 2, pp. 347–361, 2022.","short":"C. Caruso, K. Drossel, M. Heldt, Lehrerbildung auf dem Prüfstand 15 (2022) 347–361.","chicago":"Caruso, Carina, Kerstin Drossel, and M Heldt. “Zum Ausmaß und Zusammenhang der unterrichtsbezogenen Nutzung digitaler Medien mit der Medienkompetenz von Lehrkräften unter Berücksichtigung von Hintergrundmerkmalen.” Lehrerbildung auf dem Prüfstand 15, no. 2 (2022): 347–61."},"publication":"Lehrerbildung auf dem Prüfstand","issue":"2","department":[{"_id":"462"}],"type":"journal_article","date_created":"2023-08-03T17:18:13Z","intvolume":" 15","date_updated":"2023-12-06T15:09:04Z","publication_status":"published","author":[{"id":"23123","last_name":"Caruso","first_name":"Carina","full_name":"Caruso, Carina"},{"full_name":"Drossel, Kerstin","last_name":"Drossel","first_name":"Kerstin","id":"48921"},{"last_name":"Heldt","first_name":"M","full_name":"Heldt, M"}],"status":"public","title":"Zum Ausmaß und Zusammenhang der unterrichtsbezogenen Nutzung digitaler Medien mit der Medienkompetenz von Lehrkräften unter Berücksichtigung von Hintergrundmerkmalen","year":"2022","volume":15,"user_id":"86519","_id":"46290","language":[{"iso":"ger"}],"page":"347-361"},{"date_created":"2022-12-21T14:57:47Z","department":[{"_id":"457"}],"type":"book_chapter","publication":" Wissenstransfer als Aufgabe, Herausforderung und Chance kulturwissenschaftlicher Forschung. ","language":[{"iso":"eng"}],"series_title":"Interdisziplinäre Studien des Paderborner Graduiertenzentrums für Kulturwissenschaften","author":[{"last_name":"Eremin","first_name":"Oxana","full_name":"Eremin, Oxana","id":"27914"},{"full_name":"Krämer, Anike","last_name":"Krämer","first_name":"Anike","id":"88558"},{"full_name":"Mattei, Annalisa","first_name":"Annalisa","last_name":"Mattei"}],"publication_identifier":{"isbn":[" 978-3-534-27585-4"]},"year":"2022","title":"(K)Eine Frage des Wissens: Zum Verhältnis von Gender Studies & Wissenstransfer","intvolume":" 1","date_updated":"2024-01-05T12:13:30Z","place":"Darmstadt","citation":{"chicago":"Eremin, Oxana, Anike Krämer, and Annalisa Mattei. “(K)Eine Frage Des Wissens: Zum Verhältnis von Gender Studies & Wissenstransfer.” In Wissenstransfer Als Aufgabe, Herausforderung Und Chance Kulturwissenschaftlicher Forschung. , edited by Anda-Lisa Harmening, Stefanie Leinfellner, and Rebecca Meier, 1:323–52. Interdisziplinäre Studien Des Paderborner Graduiertenzentrums Für Kulturwissenschaften. Darmstadt: wbg, 2022.","short":"O. Eremin, A. Krämer, A. Mattei, in: A.-L. Harmening, S. Leinfellner, R. Meier (Eds.), Wissenstransfer Als Aufgabe, Herausforderung Und Chance Kulturwissenschaftlicher Forschung. , wbg, Darmstadt, 2022, pp. 323–352.","ieee":"O. Eremin, A. Krämer, and A. Mattei, “(K)Eine Frage des Wissens: Zum Verhältnis von Gender Studies & Wissenstransfer,” in Wissenstransfer als Aufgabe, Herausforderung und Chance kulturwissenschaftlicher Forschung. , vol. 1, A.-L. Harmening, S. Leinfellner, and R. Meier, Eds. Darmstadt: wbg, 2022, pp. 323–352.","apa":"Eremin, O., Krämer, A., & Mattei, A. (2022). (K)Eine Frage des Wissens: Zum Verhältnis von Gender Studies & Wissenstransfer. In A.-L. Harmening, S. Leinfellner, & R. Meier (Eds.), Wissenstransfer als Aufgabe, Herausforderung und Chance kulturwissenschaftlicher Forschung. (Vol. 1, pp. 323–352). wbg.","bibtex":"@inbook{Eremin_Krämer_Mattei_2022, place={Darmstadt}, series={Interdisziplinäre Studien des Paderborner Graduiertenzentrums für Kulturwissenschaften}, title={(K)Eine Frage des Wissens: Zum Verhältnis von Gender Studies & Wissenstransfer}, volume={1}, booktitle={ Wissenstransfer als Aufgabe, Herausforderung und Chance kulturwissenschaftlicher Forschung. }, publisher={wbg}, author={Eremin, Oxana and Krämer, Anike and Mattei, Annalisa}, editor={Harmening, Anda-Lisa and Leinfellner, Stefanie and Meier, Rebecca}, year={2022}, pages={323–352}, collection={Interdisziplinäre Studien des Paderborner Graduiertenzentrums für Kulturwissenschaften} }","ama":"Eremin O, Krämer A, Mattei A. (K)Eine Frage des Wissens: Zum Verhältnis von Gender Studies & Wissenstransfer. In: Harmening A-L, Leinfellner S, Meier R, eds. Wissenstransfer Als Aufgabe, Herausforderung Und Chance Kulturwissenschaftlicher Forschung. . Vol 1. Interdisziplinäre Studien des Paderborner Graduiertenzentrums für Kulturwissenschaften. wbg; 2022:323-352.","mla":"Eremin, Oxana, et al. “(K)Eine Frage Des Wissens: Zum Verhältnis von Gender Studies & Wissenstransfer.” Wissenstransfer Als Aufgabe, Herausforderung Und Chance Kulturwissenschaftlicher Forschung. , edited by Anda-Lisa Harmening et al., vol. 1, wbg, 2022, pp. 323–52."},"_id":"34755","publisher":"wbg","page":"323-352","editor":[{"last_name":"Harmening","first_name":"Anda-Lisa","full_name":"Harmening, Anda-Lisa"},{"full_name":"Leinfellner, Stefanie","last_name":"Leinfellner","first_name":"Stefanie"},{"last_name":"Meier","first_name":"Rebecca","full_name":"Meier, Rebecca"}],"volume":1,"user_id":"27914","status":"public"},{"department":[{"_id":"458"}],"type":"book_chapter","date_created":"2023-01-24T07:31:30Z","place":"Bad Heilbrunn","citation":{"ieee":"P. Büker, K. Glawe, J. Herding, and I. Menke, “inklud-e: Sensibilität für Inklusion durch Fallarbeit entwickeln – Professionalisierung angehender Grundschullehrkräfte in digitalen Lehr-/Lernformaten,” in Reflexion und Reflexivität im Kontext Grundschule. Perspektiven für Forschung, Lehrer:innenbildung und Praxis, vol. 26, E. Gläser, J. Poschmann, P. Büker, and S. Miller, Eds. Bad Heilbrunn: Verlag Julius Klinkhardt, 2022, pp. 52–57.","apa":"Büker, P., Glawe, K., Herding, J., & Menke, I. (2022). inklud-e: Sensibilität für Inklusion durch Fallarbeit entwickeln – Professionalisierung angehender Grundschullehrkräfte in digitalen Lehr-/Lernformaten. In E. Gläser, J. Poschmann, P. Büker, & S. Miller (Eds.), Reflexion und Reflexivität im Kontext Grundschule. Perspektiven für Forschung, Lehrer:innenbildung und Praxis (Vol. 26, pp. 52–57). Verlag Julius Klinkhardt.","short":"P. Büker, K. Glawe, J. Herding, I. Menke, in: E. Gläser, J. Poschmann, P. Büker, S. Miller (Eds.), Reflexion Und Reflexivität Im Kontext Grundschule. Perspektiven Für Forschung, Lehrer:Innenbildung Und Praxis, Verlag Julius Klinkhardt, Bad Heilbrunn, 2022, pp. 52–57.","chicago":"Büker, Petra, Katrin Glawe, Jana Herding, and Insa Menke. “Inklud-e: Sensibilität Für Inklusion Durch Fallarbeit Entwickeln – Professionalisierung Angehender Grundschullehrkräfte in Digitalen Lehr-/Lernformaten.” In Reflexion Und Reflexivität Im Kontext Grundschule. Perspektiven Für Forschung, Lehrer:Innenbildung Und Praxis, edited by Eva Gläser, Julia Poschmann, Petra Büker, and Susanne Miller, 26:52–57. Jahrbuch Grundschulforschung. Bad Heilbrunn: Verlag Julius Klinkhardt, 2022.","mla":"Büker, Petra, et al. “Inklud-e: Sensibilität Für Inklusion Durch Fallarbeit Entwickeln – Professionalisierung Angehender Grundschullehrkräfte in Digitalen Lehr-/Lernformaten.” Reflexion Und Reflexivität Im Kontext Grundschule. Perspektiven Für Forschung, Lehrer:Innenbildung Und Praxis, edited by Eva Gläser et al., vol. 26, Verlag Julius Klinkhardt, 2022, pp. 52–57.","bibtex":"@inbook{Büker_Glawe_Herding_Menke_2022, place={Bad Heilbrunn}, series={Jahrbuch Grundschulforschung}, title={inklud-e: Sensibilität für Inklusion durch Fallarbeit entwickeln – Professionalisierung angehender Grundschullehrkräfte in digitalen Lehr-/Lernformaten}, volume={26}, booktitle={Reflexion und Reflexivität im Kontext Grundschule. Perspektiven für Forschung, Lehrer:innenbildung und Praxis}, publisher={Verlag Julius Klinkhardt}, author={Büker, Petra and Glawe, Katrin and Herding, Jana and Menke, Insa}, editor={Gläser, Eva and Poschmann, Julia and Büker, Petra and Miller, Susanne}, year={2022}, pages={52–57}, collection={Jahrbuch Grundschulforschung} }","ama":"Büker P, Glawe K, Herding J, Menke I. inklud-e: Sensibilität für Inklusion durch Fallarbeit entwickeln – Professionalisierung angehender Grundschullehrkräfte in digitalen Lehr-/Lernformaten. In: Gläser E, Poschmann J, Büker P, Miller S, eds. Reflexion Und Reflexivität Im Kontext Grundschule. Perspektiven Für Forschung, Lehrer:Innenbildung Und Praxis. Vol 26. Jahrbuch Grundschulforschung. Verlag Julius Klinkhardt; 2022:52-57."},"publication":"Reflexion und Reflexivität im Kontext Grundschule. 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