[{"citation":{"bibtex":"@inbook{Büker_2019, place={London, New York}, title={Combining Children’s Participation Rights in Research with Professionalisation of Educators and Teachers – Critical Analysis of a Transition Study Design}, booktitle={The Routledge International Handbook of Young Children’s Rights}, publisher={Routledge}, author={Büker, Petra}, editor={Murray, Jane and Beth Blue, Swadener and Smith, KylieEditors}, year={2019}, pages={519–534} }","ama":"Büker P. Combining Children’s Participation Rights in Research with Professionalisation of Educators and Teachers – Critical Analysis of a Transition Study Design. In: Murray J, Beth Blue S, Smith K, eds. <i>The Routledge International Handbook of Young Children’s Rights</i>. London, New York: Routledge; 2019:519-534.","mla":"Büker, Petra. “Combining Children’s Participation Rights in Research with Professionalisation of Educators and Teachers – Critical Analysis of a Transition Study Design.” <i>The Routledge International Handbook of Young Children’s Rights</i>, edited by Jane Murray et al., Routledge, 2019, pp. 519–34.","short":"P. Büker, in: J. Murray, S. Beth Blue, K. Smith (Eds.), The Routledge International Handbook of Young Children’s Rights, Routledge, London, New York, 2019, pp. 519–534.","chicago":"Büker, Petra. “Combining Children’s Participation Rights in Research with Professionalisation of Educators and Teachers – Critical Analysis of a Transition Study Design.” In <i>The Routledge International Handbook of Young Children’s Rights</i>, edited by Jane Murray, Swadener Beth Blue, and Kylie Smith, 519–34. London, New York: Routledge, 2019.","ieee":"P. Büker, “Combining Children’s Participation Rights in Research with Professionalisation of Educators and Teachers – Critical Analysis of a Transition Study Design,” in <i>The Routledge International Handbook of Young Children’s Rights</i>, J. Murray, S. Beth Blue, and K. Smith, Eds. London, New York: Routledge, 2019, pp. 519–534.","apa":"Büker, P. (2019). Combining Children’s Participation Rights in Research with Professionalisation of Educators and Teachers – Critical Analysis of a Transition Study Design. In J. Murray, S. Beth Blue, &#38; K. Smith (Eds.), <i>The Routledge International Handbook of Young Children’s Rights</i> (pp. 519–534). London, New York: Routledge."},"publication":"The Routledge International Handbook of Young Children’s Rights","date_created":"2020-09-03T12:22:31Z","place":"London, New York","department":[{"_id":"458"}],"type":"book_chapter","author":[{"id":"21978","full_name":"Büker, Petra","first_name":"Petra","last_name":"Büker"}],"year":"2019","title":"Combining Children's Participation Rights in Research with Professionalisation of Educators and Teachers – Critical Analysis of a Transition Study Design","status":"public","date_updated":"2022-01-06T06:53:55Z","language":[{"iso":"eng"}],"_id":"18951","publisher":"Routledge","page":"519-534","editor":[{"last_name":"Murray","first_name":"Jane","full_name":"Murray, Jane"},{"full_name":"Beth Blue, Swadener","first_name":"Swadener","last_name":"Beth Blue"},{"last_name":"Smith","first_name":"Kylie","full_name":"Smith, Kylie"}],"user_id":"14932"},{"page":"21-50","_id":"18953","edition":"3., stark überarbeitete Auflage","publisher":"Schneider","user_id":"14932","volume":"11/2","editor":[{"full_name":"Kämper-van den Boogaart, Michael","first_name":"Michael","last_name":"Kämper-van den Boogaart"},{"full_name":"Spinner, Kaspar H.","first_name":"Kaspar H.","last_name":"Spinner"}],"status":"public","place":"Baltmannsweiler","citation":{"bibtex":"@inbook{Büker_Vorst_2019, place={Baltmannsweiler}, edition={3., stark überarbeitete Auflage}, series={Deutschunterricht in Theorie und Praxis}, title={Kompetenzerwerb im Lese- und Literaturunterricht der Grundschule}, volume={11/2}, booktitle={Lese- und Literaturunterricht}, publisher={Schneider}, author={Büker, Petra and Vorst,  Claudia}, editor={Kämper-van den Boogaart, Michael and Spinner, Kaspar H.Editors}, year={2019}, pages={21–50}, collection={Deutschunterricht in Theorie und Praxis} }","ama":"Büker P, Vorst  Claudia. Kompetenzerwerb im Lese- und Literaturunterricht der Grundschule. In: Kämper-van den Boogaart M, Spinner KH, eds. <i>Lese- und Literaturunterricht</i>. Vol 11/2. 3., stark überarbeitete Auflage. Deutschunterricht in Theorie und Praxis. Baltmannsweiler: Schneider; 2019:21-50.","mla":"Büker, Petra, and  Claudia Vorst. “Kompetenzerwerb im Lese- und Literaturunterricht der Grundschule.” <i>Lese- und Literaturunterricht</i>, edited by Michael Kämper-van den Boogaart and Kaspar H. Spinner, 3., stark überarbeitete Auflage, vol. 11/2, Schneider, 2019, pp. 21–50.","short":"P. Büker,  Claudia Vorst, in: M. Kämper-van den Boogaart, K.H. Spinner (Eds.), Lese- und Literaturunterricht, 3., stark überarbeitete Auflage, Schneider, Baltmannsweiler, 2019, pp. 21–50.","chicago":"Büker, Petra, and  Claudia Vorst. “Kompetenzerwerb im Lese- und Literaturunterricht der Grundschule.” In <i>Lese- und Literaturunterricht</i>, edited by Michael Kämper-van den Boogaart and Kaspar H. Spinner, 3., stark überarbeitete Auflage., 11/2:21–50. Deutschunterricht in Theorie und Praxis. Baltmannsweiler: Schneider, 2019.","ieee":"P. Büker and  Claudia Vorst, “Kompetenzerwerb im Lese- und Literaturunterricht der Grundschule,” in <i>Lese- und Literaturunterricht</i>, 3., stark überarbeitete Auflage., vol. 11/2, M. Kämper-van den Boogaart and K. H. Spinner, Eds. Baltmannsweiler: Schneider, 2019, pp. 21–50.","apa":"Büker, P., &#38; Vorst,  Claudia. (2019). Kompetenzerwerb im Lese- und Literaturunterricht der Grundschule. In M. Kämper-van den Boogaart &#38; K. H. Spinner (Eds.), <i>Lese- und Literaturunterricht</i> (3., stark überarbeitete Auflage, Vol. 11/2, pp. 21–50). Baltmannsweiler: Schneider."},"series_title":"Deutschunterricht in Theorie und Praxis","language":[{"iso":"ger"}],"year":"2019","title":"Kompetenzerwerb im Lese- und Literaturunterricht der Grundschule","author":[{"first_name":"Petra","last_name":"Büker","full_name":"Büker, Petra","id":"21978"},{"full_name":"Vorst,  Claudia","first_name":" Claudia","last_name":"Vorst"}],"date_updated":"2022-01-06T06:53:55Z","date_created":"2020-09-03T12:38:56Z","type":"book_chapter","department":[{"_id":"458"}],"publication":"Lese- und Literaturunterricht","abstract":[{"text":"stark überarbeitete Auflage. (Deutschunterricht in Theorie und\r\nPraxis, Bd. 11/2). Baltmannsweiler: Schneider Verlag.","lang":"ger"}]},{"date_created":"2020-09-03T15:59:47Z","place":"Wiesbaden","type":"book_chapter","department":[{"_id":"458"}],"publication":"Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung","citation":{"bibtex":"@inbook{Büker_2019, place={Wiesbaden}, title={Partizipation von Kindergarten- und Grundschulkindern an Übergangsgestaltung, Übergangsforschung und am Transfer in optimierte Praxis: Erfahrungen aus der Kinderbefragungsstudie „buddY“.}, booktitle={Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung}, publisher={Springer VS.}, author={Büker, Petra}, editor={Donie, Christian and a., u.Editors}, year={2019} }","ama":"Büker P. Partizipation von Kindergarten- und Grundschulkindern an Übergangsgestaltung, Übergangsforschung und am Transfer in optimierte Praxis: Erfahrungen aus der Kinderbefragungsstudie „buddY“. In: Donie C, a.  u., eds. <i>Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung</i>. Wiesbaden: Springer VS.; 2019.","mla":"Büker, Petra. “Partizipation von Kindergarten- und Grundschulkindern an Übergangsgestaltung, Übergangsforschung und am Transfer in optimierte Praxis: Erfahrungen aus der Kinderbefragungsstudie „buddY“.” <i>Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung</i>, edited by Christian Donie and u. a., Springer VS., 2019.","chicago":"Büker, Petra. “Partizipation von Kindergarten- und Grundschulkindern an Übergangsgestaltung, Übergangsforschung und am Transfer in optimierte Praxis: Erfahrungen aus der Kinderbefragungsstudie „buddY“.” In <i>Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung</i>, edited by Christian Donie and u. a. Wiesbaden: Springer VS., 2019.","short":"P. Büker, in: C. Donie,  u. a. (Eds.), Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung, Springer VS., Wiesbaden, 2019.","ieee":"P. Büker, “Partizipation von Kindergarten- und Grundschulkindern an Übergangsgestaltung, Übergangsforschung und am Transfer in optimierte Praxis: Erfahrungen aus der Kinderbefragungsstudie „buddY“.,” in <i>Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung</i>, C. Donie and  u. a., Eds. Wiesbaden: Springer VS., 2019.","apa":"Büker, P. (2019). Partizipation von Kindergarten- und Grundschulkindern an Übergangsgestaltung, Übergangsforschung und am Transfer in optimierte Praxis: Erfahrungen aus der Kinderbefragungsstudie „buddY“. In C. Donie &#38;  u. a. (Eds.), <i>Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung</i>. Wiesbaden: Springer VS."},"_id":"18968","language":[{"iso":"ger"}],"publisher":"Springer VS.","user_id":"14932","editor":[{"last_name":"Donie","first_name":"Christian","full_name":"Donie, Christian"},{"full_name":"a., u.","last_name":"a.","first_name":"u."}],"title":"Partizipation von Kindergarten- und Grundschulkindern an Übergangsgestaltung, Übergangsforschung und am Transfer in optimierte Praxis: Erfahrungen aus der Kinderbefragungsstudie „buddY“.","year":"2019","status":"public","author":[{"id":"21978","full_name":"Büker, Petra","last_name":"Büker","first_name":"Petra"}],"date_updated":"2022-01-06T06:53:56Z"},{"publication":"Listening to children’s advice about starting school and school age care. EECERA Book Series: Towards an Ethical Praxis in Early Childhood: From Research into Practice","citation":{"chicago":"Büker, Petra, and  Julia Höke. “Children’s Voices as a Bridge between Educators in Kindergarten and Teachers in Primary School: Potential of Children’s Perspectives to Support Professional Development.” In <i>Listening to Children’s Advice about Starting School and School Age Care. EECERA Book Series: Towards an Ethical Praxis in Early Childhood: From Research into Practice</i>, edited by Sue Dockett, Johanna Einarsdottir, and Bob Perry, 116–32. London, New York: Routledge, 2019.","short":"P. Büker,  Julia Höke, in: S. Dockett, J. Einarsdottir, B. Perry (Eds.), Listening to Children’s Advice about Starting School and School Age Care. EECERA Book Series: Towards an Ethical Praxis in Early Childhood: From Research into Practice, Routledge, London, New York, 2019, pp. 116–132.","ieee":"P. Büker and  Julia Höke, “Children’s voices as a bridge between educators in kindergarten and teachers in primary school: Potential of children’s perspectives to support professional development,” in <i>Listening to children’s advice about starting school and school age care. EECERA Book Series: Towards an Ethical Praxis in Early Childhood: From Research into Practice</i>, S. Dockett, J. Einarsdottir, and B. Perry, Eds. London, New York: Routledge, 2019, pp. 116–132.","apa":"Büker, P., &#38; Höke,  Julia. (2019). Children’s voices as a bridge between educators in kindergarten and teachers in primary school: Potential of children’s perspectives to support professional development. In S. Dockett, J. Einarsdottir, &#38; B. Perry (Eds.), <i>Listening to children’s advice about starting school and school age care. EECERA Book Series: Towards an Ethical Praxis in Early Childhood: From Research into Practice</i> (pp. 116–132). London, New York: Routledge.","bibtex":"@inbook{Büker_Höke_2019, place={London, New York}, title={Children’s voices as a bridge between educators in kindergarten and teachers in primary school: Potential of children’s perspectives to support professional development}, booktitle={Listening to children’s advice about starting school and school age care. EECERA Book Series: Towards an Ethical Praxis in Early Childhood: From Research into Practice}, publisher={Routledge}, author={Büker, Petra and Höke,  Julia}, editor={Dockett, Sue and Einarsdottir, Johanna and Perry, BobEditors}, year={2019}, pages={116–132} }","ama":"Büker P, Höke  Julia. Children’s voices as a bridge between educators in kindergarten and teachers in primary school: Potential of children’s perspectives to support professional development. In: Dockett S, Einarsdottir J, Perry B, eds. <i>Listening to Children’s Advice about Starting School and School Age Care. EECERA Book Series: Towards an Ethical Praxis in Early Childhood: From Research into Practice</i>. London, New York: Routledge; 2019:116-132.","mla":"Büker, Petra, and  Julia Höke. “Children’s Voices as a Bridge between Educators in Kindergarten and Teachers in Primary School: Potential of Children’s Perspectives to Support Professional Development.” <i>Listening to Children’s Advice about Starting School and School Age Care. EECERA Book Series: Towards an Ethical Praxis in Early Childhood: From Research into Practice</i>, edited by Sue Dockett et al., Routledge, 2019, pp. 116–32."},"type":"book_chapter","department":[{"_id":"458"}],"date_created":"2020-09-03T16:11:09Z","place":"London, New York","date_updated":"2022-01-06T06:53:56Z","title":"Children’s voices as a bridge between educators in kindergarten and teachers in primary school: Potential of children’s perspectives to support professional development","status":"public","year":"2019","author":[{"id":"21978","last_name":"Büker","first_name":"Petra","full_name":"Büker, Petra"},{"full_name":"Höke,  Julia","last_name":"Höke","first_name":" Julia"}],"user_id":"14932","editor":[{"first_name":"Sue","last_name":"Dockett","full_name":"Dockett, Sue"},{"full_name":"Einarsdottir, Johanna","last_name":"Einarsdottir","first_name":"Johanna"},{"full_name":"Perry, Bob","first_name":"Bob","last_name":"Perry"}],"page":"116-132","_id":"18969","language":[{"iso":"eng"}],"publisher":"Routledge"},{"citation":{"mla":"Büker, Petra, et al. “Perspektiven des Transfers von Forschungsbefunden im Übergang Kindergarten-Grundschule.” <i>Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung</i>, edited by Christian Donie and u. a., Springer VS, 2019, pp. 332–57.","ama":"Büker P, Müller UB, Seifert A, et al. Perspektiven des Transfers von Forschungsbefunden im Übergang Kindergarten-Grundschule. In: Donie C, a.  u., eds. <i>Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung</i>. Wiesbaden: Springer VS; 2019:332-357.","bibtex":"@inbook{Büker_Müller_Seifert_Arndt_Carle_Graf_Kieferle_Kordulla_Sturmhöfel_Wehner_2019, place={Wiesbaden}, title={Perspektiven des Transfers von Forschungsbefunden im Übergang Kindergarten-Grundschule}, booktitle={Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung}, publisher={Springer VS}, author={Büker, Petra and Müller, Ulrike Beate and Seifert, Anja and Arndt, Petra and Carle, Ursula and Graf, Ulrike and Kieferle, Christa and Kordulla, Agnes and Sturmhöfel, Nicole and Wehner, Franziska}, editor={Donie, Christian and a., u.Editors}, year={2019}, pages={332–357} }","apa":"Büker, P., Müller, U. B., Seifert, A., Arndt, P., Carle, U., Graf, U., … Wehner, F. (2019). Perspektiven des Transfers von Forschungsbefunden im Übergang Kindergarten-Grundschule. In C. Donie &#38;  u. a. (Eds.), <i>Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung</i> (pp. 332–357). Wiesbaden: Springer VS.","ieee":"P. Büker <i>et al.</i>, “Perspektiven des Transfers von Forschungsbefunden im Übergang Kindergarten-Grundschule,” in <i>Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung</i>, C. Donie and  u. a., Eds. Wiesbaden: Springer VS, 2019, pp. 332–357.","short":"P. Büker, U.B. Müller, A. Seifert, P. Arndt, U. Carle, U. Graf, C. Kieferle, A. Kordulla, N. Sturmhöfel, F. Wehner, in: C. Donie,  u. a. (Eds.), Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung, Springer VS, Wiesbaden, 2019, pp. 332–357.","chicago":"Büker, Petra, Ulrike Beate Müller, Anja Seifert, Petra Arndt, Ursula Carle, Ulrike Graf, Christa Kieferle, Agnes Kordulla, Nicole Sturmhöfel, and Franziska Wehner. “Perspektiven des Transfers von Forschungsbefunden im Übergang Kindergarten-Grundschule.” In <i>Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung</i>, edited by Christian Donie and u. a., 332–57. Wiesbaden: Springer VS, 2019."},"publication":"Grundschulpädagogik zwischen Wissenschaft und Transfer. Jahrbuch Grundschulforschung","department":[{"_id":"458"}],"type":"book_chapter","place":"Wiesbaden","date_created":"2020-09-07T05:54:31Z","date_updated":"2022-01-06T06:53:57Z","author":[{"id":"21978","first_name":"Petra","last_name":"Büker","full_name":"Büker, Petra"},{"full_name":"Müller, Ulrike Beate","last_name":"Müller","first_name":"Ulrike Beate"},{"last_name":"Seifert","first_name":"Anja","full_name":"Seifert, Anja"},{"last_name":"Arndt","first_name":"Petra","full_name":"Arndt, Petra"},{"last_name":"Carle","first_name":"Ursula","full_name":"Carle, Ursula"},{"full_name":"Graf, Ulrike","last_name":"Graf","first_name":"Ulrike"},{"first_name":"Christa","last_name":"Kieferle","full_name":"Kieferle, Christa"},{"full_name":"Kordulla, Agnes","first_name":"Agnes","last_name":"Kordulla"},{"full_name":"Sturmhöfel, Nicole","last_name":"Sturmhöfel","first_name":"Nicole"},{"full_name":"Wehner, Franziska","first_name":"Franziska","last_name":"Wehner"}],"status":"public","year":"2019","title":"Perspektiven des Transfers von Forschungsbefunden im Übergang Kindergarten-Grundschule","editor":[{"full_name":"Donie, Christian","first_name":"Christian","last_name":"Donie"},{"last_name":"a.","first_name":"u.","full_name":"a., u."}],"user_id":"14932","_id":"19044","publisher":"Springer VS","language":[{"iso":"ger"}],"page":"332-357"},{"place":"Münster","oa":"1","citation":{"mla":"Neumann, Phillip. <i>Kooperation selbst bestimmt? Interdisziplinäre Kooperation und Zielkonflikte in inklusiven Grundschulen und Förderschulen</i>. Waxmann Verlag GmbH, 2019, doi:<a href=\"https://doi.org/10.31244/9783830990437\">10.31244/9783830990437</a>.","bibtex":"@book{Neumann_2019, place={Münster}, series={Empirische Erziehungswissenschaft}, title={Kooperation selbst bestimmt? Interdisziplinäre Kooperation und Zielkonflikte in inklusiven Grundschulen und Förderschulen}, volume={73}, DOI={<a href=\"https://doi.org/10.31244/9783830990437\">10.31244/9783830990437</a>}, publisher={Waxmann Verlag GmbH}, author={Neumann, Phillip}, year={2019}, collection={Empirische Erziehungswissenschaft} }","ama":"Neumann P. <i>Kooperation selbst bestimmt? Interdisziplinäre Kooperation und Zielkonflikte in inklusiven Grundschulen und Förderschulen</i>. Vol 73. Waxmann Verlag GmbH; 2019. doi:<a href=\"https://doi.org/10.31244/9783830990437\">10.31244/9783830990437</a>","ieee":"P. Neumann, <i>Kooperation selbst bestimmt? Interdisziplinäre Kooperation und Zielkonflikte in inklusiven Grundschulen und Förderschulen</i>, vol. 73. Münster: Waxmann Verlag GmbH, 2019.","apa":"Neumann, P. (2019). <i>Kooperation selbst bestimmt? Interdisziplinäre Kooperation und Zielkonflikte in inklusiven Grundschulen und Förderschulen</i> (Vol. 73). Waxmann Verlag GmbH. <a href=\"https://doi.org/10.31244/9783830990437\">https://doi.org/10.31244/9783830990437</a>","chicago":"Neumann, Phillip. <i>Kooperation selbst bestimmt? Interdisziplinäre Kooperation und Zielkonflikte in inklusiven Grundschulen und Förderschulen</i>. Vol. 73. Empirische Erziehungswissenschaft. Münster: Waxmann Verlag GmbH, 2019. <a href=\"https://doi.org/10.31244/9783830990437\">https://doi.org/10.31244/9783830990437</a>.","short":"P. Neumann, Kooperation selbst bestimmt? Interdisziplinäre Kooperation und Zielkonflikte in inklusiven Grundschulen und Förderschulen, Waxmann Verlag GmbH, Münster, 2019."},"file_date_updated":"2022-12-17T12:39:37Z","publisher":"Waxmann Verlag GmbH","_id":"34492","page":"258","volume":73,"user_id":"77750","ddc":["070"],"status":"public","has_accepted_license":"1","date_created":"2022-12-17T12:38:32Z","file":[{"date_created":"2022-12-17T12:39:37Z","creator":"bpaulina","file_id":"34493","content_type":"application/octet-stream","file_name":"Neumann_2019_Kooperation selbst bestimmt.pdf.webloc","file_size":325,"access_level":"open_access","relation":"main_file","date_updated":"2022-12-17T12:39:37Z"}],"department":[{"_id":"479"}],"type":"book","keyword":["Kooperation","Inklusion","Sonderpädagogik","Schulentwicklung","BiLieF"],"extern":"1","abstract":[{"lang":"ger","text":"Cooperation between teachers and special educators is a central requirement for inclusive schools in which students both with and without special educational needs are taught together. In many studies the autonomy/equity norm is reported as a significant obstacle for cooperation. It implies that teachers strive towards a high amount of autonomy in the sense of ‘privacy in their classroom’ as a reaction to endemic uncertainties of pedagogical work and specific work conditions in schools. Nevertheless, some studies point out that general and special educators strive for and engage in intense forms of cooperation.\r\nIn this study it is argued from a self-determination theory perspective that cooperation can be accompanied by high values of perceived autonomy if teachers internalized the need for cooperation as part of their professional identity. Furthermore, factors affecting the frequency of cooperation, perception of goal conflict frequency, and stress caused by goal conflicts relating to the endemic uncertainties of pedagogical work are investigated. Analyses were carried out using survey data collected from 222 general and special educators working in either inclusive primary schools, or special schools where pupils had specific special educational needs in the domain of ‘learning’.\r\n\r\nA key outcome of the study is the absence of the anticipated negative effect of cooperation on the perception of autonomy. This underlines doubts regarding the relevance of the autonomy/equity norm. In addition to that, having special educators with greater levels of experience, as well as the support of the principal through providing fixed time slots for cooperation are identified as central factors supporting cooperation in inclusive schools. Moreover, increased levels of cooperation were found to reduce the perception of goal conflict frequency and stress relating to goal conflicts for general educators.\r\n\r\nThe results of the study are discussed with regard to theoretical implications,the professionalization of general and special educators and opportunities to enhance cooperation and supportive settings in inclusive schools.\r\nDie Kooperation von Lehrkräften und Sonderpädagog_innen stellt eine zentrale Bedingung inklusiver Beschulung von Schüler_innen mit und ohne sonderpädagogische Förderbedarfe dar. Als ein maßgebliches Hemmnis der Zusammenarbeit gilt das Autonomie-Paritäts-Muster. Dieses besagt, dass Lehrkräfte aufgrund spezifischer Arbeitsbedingungen und Strukturmerkmale pädagogischer Arbeit in Schule und Unterricht ein hohes Ausmaß an Autonomie i.S.v. ‚Privatheit im Unterricht‘ anstreben. Dennoch weisen Studien darauf hin, dass Lehrkräfte und Sonderpädagog_innen dennoch intensive Kooperationsformen praktizieren und anstreben. In der Arbeit wird mit einem Rückgriff auf die Selbstbestimmungstheorie argumentiert, dass Kooperation auch mit einem hohen Autonomieerleben einhergehen kann, wenn Lehrkräfte und Sonderpädagog_innen Kooperation als Teil ihrer eigenen Professionalität internalisiert haben. Zudem werden Einflussfaktoren auf die Häufigkeit von Kooperation sowie die Wahrnehmung und Belastung von Antinomien und Zielkonflikten als Strukturmerkmale des pädagogischen Handelns untersucht. Grundlage der quantitativ-empirischen Analysen ist eine Stichprobe von insgesamt 222 Lehrkräften und Sonderpädagog_innen in inklusiven Grundschulen und Förderschulen für den Förderschwerpunkt Lernen. Als ein wesentliches Ergebnis der Arbeit zeigt sich, dass negative Effekte der Kooperation auf das Autonomieerleben ausbleiben, sodass die aufgeworfenen Zweifel an der Relevanz des Autonomie-Paritäts-Musters bestärkt werden. Darüber hinaus erweisen sich die Berufserfahrung sowie der Rückhalt der Schulleitung durch geschaffene Zeitfenster im Stundenplan als relevante Einflussfaktoren auf die Häufigkeit der Kooperation von Sonderpädagog_innen in inklusiven Grundschulen. Lehrkräfte in inklusiven Grundschulen nehmen weniger Zielkonflikte und Antinomien wahr und erleben diese weniger belastend, je häufiger sie mit Sonderpädagog_innen kooperieren. Die Ergebnisse werden hinsichtlich theoretischer Implikationen, der Professionalisierung von Lehrkräften und Sonderpädagog_innen sowie Möglichkeiten der Förderung von Kooperation und kooperativer Strukturen diskutiert."}],"language":[{"iso":"ger"}],"series_title":"Empirische Erziehungswissenschaft","doi":"10.31244/9783830990437","author":[{"last_name":"Neumann","first_name":"Phillip","full_name":"Neumann, Phillip"}],"publication_identifier":{"isbn":["9783830940432"]},"title":"Kooperation selbst bestimmt? Interdisziplinäre Kooperation und Zielkonflikte in inklusiven Grundschulen und Förderschulen","year":"2019","intvolume":"        73","publication_status":"published","date_updated":"2022-12-17T12:44:34Z"},{"date_created":"2022-12-17T12:51:57Z","place":"Münster","type":"book_chapter","department":[{"_id":"479"}],"publication":"Zweigliedrigkeit und Inklusion im empirischen Fokus. Ergebnisse der Evaluation der Bremer Schulreform","citation":{"ama":"Idel T-S, Lütje-Klose B, Grüter S, et al. Inklusion im Bremer Schulsystem. In: Maaz K, Hasselhorn M, Idel T-S, et al., eds. <i>Zweigliedrigkeit und Inklusion im empirischen Fokus. Ergebnisse der Evaluation der Bremer Schulreform</i>. Waxmann Verlag GmbH; 2019:121-161.","bibtex":"@inbook{Idel_Lütje-Klose_Grüter_Mettin_Meyer_Neumann_Büttner_Hasselhorn_Schneider_2019, place={Münster}, title={Inklusion im Bremer Schulsystem}, booktitle={Zweigliedrigkeit und Inklusion im empirischen Fokus. Ergebnisse der Evaluation der Bremer Schulreform}, publisher={Waxmann Verlag GmbH}, author={Idel, Till-Sebastian and Lütje-Klose, Birgit and Grüter, Sandra and Mettin, Carlotta and Meyer, Andrea and Neumann, Phillip and Büttner, Gerhard and Hasselhorn, Marcus and Schneider, Wolfgang}, editor={Maaz, Kai and Hasselhorn, Marcus and Idel, Till-Sebastian and Klieme, Eckhard and Lütje-Klose, Birgit and Stanat, Petra and Neumann, Marko and Bachsleitner, Anna and Lühe, Josefine and Schipolowski, Stefan}, year={2019}, pages={121–161} }","mla":"Idel, Till-Sebastian, et al. “Inklusion im Bremer Schulsystem.” <i>Zweigliedrigkeit und Inklusion im empirischen Fokus. Ergebnisse der Evaluation der Bremer Schulreform</i>, edited by Kai Maaz et al., Waxmann Verlag GmbH, 2019, pp. 121–61.","short":"T.-S. Idel, B. Lütje-Klose, S. Grüter, C. Mettin, A. Meyer, P. Neumann, G. Büttner, M. Hasselhorn, W. Schneider, in: K. Maaz, M. Hasselhorn, T.-S. Idel, E. Klieme, B. Lütje-Klose, P. Stanat, M. Neumann, A. Bachsleitner, J. Lühe, S. Schipolowski (Eds.), Zweigliedrigkeit und Inklusion im empirischen Fokus. Ergebnisse der Evaluation der Bremer Schulreform, Waxmann Verlag GmbH, Münster, 2019, pp. 121–161.","chicago":"Idel, Till-Sebastian, Birgit Lütje-Klose, Sandra Grüter, Carlotta Mettin, Andrea Meyer, Phillip Neumann, Gerhard Büttner, Marcus Hasselhorn, and Wolfgang Schneider. “Inklusion im Bremer Schulsystem.” In <i>Zweigliedrigkeit und Inklusion im empirischen Fokus. Ergebnisse der Evaluation der Bremer Schulreform</i>, edited by Kai Maaz, Marcus Hasselhorn, Till-Sebastian Idel, Eckhard Klieme, Birgit Lütje-Klose, Petra Stanat, Marko Neumann, Anna Bachsleitner, Josefine Lühe, and Stefan Schipolowski, 121–61. Münster: Waxmann Verlag GmbH, 2019.","apa":"Idel, T.-S., Lütje-Klose, B., Grüter, S., Mettin, C., Meyer, A., Neumann, P., Büttner, G., Hasselhorn, M., &#38; Schneider, W. (2019). Inklusion im Bremer Schulsystem. In K. Maaz, M. Hasselhorn, T.-S. Idel, E. Klieme, B. Lütje-Klose, P. Stanat, M. Neumann, A. Bachsleitner, J. Lühe, &#38; S. Schipolowski (Eds.), <i>Zweigliedrigkeit und Inklusion im empirischen Fokus. Ergebnisse der Evaluation der Bremer Schulreform</i> (pp. 121–161). Waxmann Verlag GmbH.","ieee":"T.-S. Idel <i>et al.</i>, “Inklusion im Bremer Schulsystem,” in <i>Zweigliedrigkeit und Inklusion im empirischen Fokus. Ergebnisse der Evaluation der Bremer Schulreform</i>, K. Maaz, M. Hasselhorn, T.-S. Idel, E. Klieme, B. Lütje-Klose, P. Stanat, M. Neumann, A. Bachsleitner, J. Lühe, and S. Schipolowski, Eds. Münster: Waxmann Verlag GmbH, 2019, pp. 121–161."},"extern":"1","page":"121-161","_id":"34494","language":[{"iso":"ger"}],"publisher":"Waxmann Verlag GmbH","user_id":"77750","editor":[{"full_name":"Maaz, Kai","first_name":"Kai","last_name":"Maaz"},{"full_name":"Hasselhorn, Marcus","last_name":"Hasselhorn","first_name":"Marcus"},{"full_name":"Idel, Till-Sebastian","last_name":"Idel","first_name":"Till-Sebastian"},{"last_name":"Klieme","first_name":"Eckhard","full_name":"Klieme, Eckhard"},{"full_name":"Lütje-Klose, Birgit","last_name":"Lütje-Klose","first_name":"Birgit"},{"first_name":"Petra","last_name":"Stanat","full_name":"Stanat, Petra"},{"first_name":"Marko","last_name":"Neumann","full_name":"Neumann, Marko"},{"first_name":"Anna","last_name":"Bachsleitner","full_name":"Bachsleitner, Anna"},{"full_name":"Lühe, Josefine","last_name":"Lühe","first_name":"Josefine"},{"full_name":"Schipolowski, Stefan","last_name":"Schipolowski","first_name":"Stefan"}],"status":"public","year":"2019","title":"Inklusion im Bremer Schulsystem","publication_identifier":{"isbn":["978-3-8309-3964-1"]},"author":[{"last_name":"Idel","first_name":"Till-Sebastian","full_name":"Idel, Till-Sebastian"},{"full_name":"Lütje-Klose, Birgit","first_name":"Birgit","last_name":"Lütje-Klose"},{"full_name":"Grüter, Sandra","last_name":"Grüter","first_name":"Sandra"},{"last_name":"Mettin","first_name":"Carlotta","full_name":"Mettin, Carlotta"},{"last_name":"Meyer","first_name":"Andrea","full_name":"Meyer, Andrea"},{"first_name":"Phillip","last_name":"Neumann","full_name":"Neumann, Phillip","id":"95559"},{"full_name":"Büttner, Gerhard","last_name":"Büttner","first_name":"Gerhard"},{"first_name":"Marcus","last_name":"Hasselhorn","full_name":"Hasselhorn, Marcus"},{"last_name":"Schneider","first_name":"Wolfgang","full_name":"Schneider, Wolfgang"}],"publication_status":"published","date_updated":"2022-12-17T12:52:02Z"},{"date_updated":"2022-12-20T13:08:20Z","publication_status":"published","year":"2019","status":"public","title":"Mittendrin oder nur dabei? Sonderpädagogischer Förderbedarf und soziale Partizipation","author":[{"first_name":"Phillip","last_name":"Neumann","full_name":"Neumann, Phillip","id":"95559"}],"publication_identifier":{"issn":["2626-4064"]},"user_id":"77750","page":"47","language":[{"iso":"ger"}],"_id":"34491","extern":"1","issue":"2","publication":"SCHULE inklusiv","citation":{"short":"P. Neumann, SCHULE inklusiv (2019) 47.","chicago":"Neumann, Phillip. “Mittendrin oder nur dabei? Sonderpädagogischer Förderbedarf und soziale Partizipation.” <i>SCHULE inklusiv</i>, no. 2 (2019): 47.","apa":"Neumann, P. (2019). Mittendrin oder nur dabei? Sonderpädagogischer Förderbedarf und soziale Partizipation. <i>SCHULE inklusiv</i>, <i>2</i>, 47.","ieee":"P. Neumann, “Mittendrin oder nur dabei? Sonderpädagogischer Förderbedarf und soziale Partizipation,” <i>SCHULE inklusiv</i>, no. 2, p. 47, 2019.","ama":"Neumann P. Mittendrin oder nur dabei? Sonderpädagogischer Förderbedarf und soziale Partizipation. <i>SCHULE inklusiv</i>. 2019;(2):47.","bibtex":"@article{Neumann_2019, title={Mittendrin oder nur dabei? Sonderpädagogischer Förderbedarf und soziale Partizipation}, number={2}, journal={SCHULE inklusiv}, author={Neumann, Phillip}, year={2019}, pages={47} }","mla":"Neumann, Phillip. “Mittendrin oder nur dabei? Sonderpädagogischer Förderbedarf und soziale Partizipation.” <i>SCHULE inklusiv</i>, no. 2, 2019, p. 47."},"keyword":["Soziale Partizipation","Inklusion","Sonderpädagogik","Grundschule"],"type":"journal_article","department":[{"_id":"479"}],"date_created":"2022-12-17T12:37:36Z"},{"issue":"1","publication":"Schulmanagement","citation":{"mla":"Bloh, Bea, and Stefanie van Ophyusen. “The full range of leadership. Welche Zusammenhänge gibt es zwischen Führungsverhalten und schulischen Qualitätsindikatoren?” <i>Schulmanagement</i>, vol. 3, no. 1, 2019, pp. 23–25.","bibtex":"@article{Bloh_van Ophyusen_2019, title={The full range of leadership. Welche Zusammenhänge gibt es zwischen Führungsverhalten und schulischen Qualitätsindikatoren?}, volume={3}, number={1}, journal={Schulmanagement}, author={Bloh, Bea and van Ophyusen, Stefanie}, year={2019}, pages={23–25} }","ama":"Bloh B, van Ophyusen S. The full range of leadership. Welche Zusammenhänge gibt es zwischen Führungsverhalten und schulischen Qualitätsindikatoren? <i>Schulmanagement</i>. 2019;3(1):23-25.","ieee":"B. Bloh and S. van Ophyusen, “The full range of leadership. Welche Zusammenhänge gibt es zwischen Führungsverhalten und schulischen Qualitätsindikatoren?,” <i>Schulmanagement</i>, vol. 3, no. 1, pp. 23–25, 2019.","apa":"Bloh, B., &#38; van Ophyusen, S. (2019). The full range of leadership. Welche Zusammenhänge gibt es zwischen Führungsverhalten und schulischen Qualitätsindikatoren? <i>Schulmanagement</i>, <i>3</i>(1), 23–25.","chicago":"Bloh, Bea, and Stefanie van Ophyusen. “The full range of leadership. Welche Zusammenhänge gibt es zwischen Führungsverhalten und schulischen Qualitätsindikatoren?” <i>Schulmanagement</i> 3, no. 1 (2019): 23–25.","short":"B. Bloh, S. van Ophyusen, Schulmanagement 3 (2019) 23–25."},"quality_controlled":"1","date_created":"2021-11-26T15:10:52Z","type":"journal_article","department":[{"_id":"36"},{"_id":"456"}],"title":"The full range of leadership. Welche Zusammenhänge gibt es zwischen Führungsverhalten und schulischen Qualitätsindikatoren?","year":"2019","status":"public","author":[{"full_name":"Bloh, Bea","first_name":"Bea","last_name":"Bloh","id":"69910"},{"first_name":"Stefanie","last_name":"van Ophyusen","full_name":"van Ophyusen, Stefanie"}],"date_updated":"2022-01-13T18:36:26Z","intvolume":"         3","page":"23-25","language":[{"iso":"ger"}],"_id":"27994","user_id":"49044","volume":3},{"place":"Bad Heilbrunn","date_created":"2021-11-26T15:37:59Z","type":"book_chapter","department":[{"_id":"36"},{"_id":"456"}],"publication":"Herausforderung Kohärenz: Praxisphasen in der universitären Lehrerbildung. Bildungswissenschaftliche und fachdidaktische Perspektiven","citation":{"apa":"Bloh, B., Behrmann, L., Homt, M., &#38; van Ophuysen, S. (2019). Forschendes Lernen in der Lehrerausbildung – Gestaltung und Erforschung des Praxissemesters. In M. Degeling, N. Franken, S. Freund, S. Greiten, D. Neuhaus, &#38; J. Schellenbach-Zell (Eds.), <i>Herausforderung Kohärenz: Praxisphasen in der universitären Lehrerbildung. Bildungswissenschaftliche und fachdidaktische Perspektiven</i> (pp. 135–148). Klinkhardt.","ieee":"B. Bloh, L. Behrmann, M. Homt, and S. van Ophuysen, “Forschendes Lernen in der Lehrerausbildung – Gestaltung und Erforschung des Praxissemesters,” in <i>Herausforderung Kohärenz: Praxisphasen in der universitären Lehrerbildung. Bildungswissenschaftliche und fachdidaktische Perspektiven</i>, M. Degeling, N. Franken, S. Freund, S. Greiten, D. Neuhaus, and J. Schellenbach-Zell, Eds. Bad Heilbrunn: Klinkhardt, 2019, pp. 135–148.","chicago":"Bloh, Bea, Lars Behrmann, Martina Homt, and Stefanie van Ophuysen. “Forschendes Lernen in der Lehrerausbildung – Gestaltung und Erforschung des Praxissemesters.” In <i>Herausforderung Kohärenz: Praxisphasen in der universitären Lehrerbildung. Bildungswissenschaftliche und fachdidaktische Perspektiven</i>, edited by M. Degeling, N. Franken, S. Freund, S. Greiten, D. Neuhaus, and J. Schellenbach-Zell, 135–48. Bad Heilbrunn: Klinkhardt, 2019.","short":"B. Bloh, L. Behrmann, M. Homt, S. van Ophuysen, in: M. Degeling, N. Franken, S. Freund, S. Greiten, D. Neuhaus, J. Schellenbach-Zell (Eds.), Herausforderung Kohärenz: Praxisphasen in der universitären Lehrerbildung. Bildungswissenschaftliche und fachdidaktische Perspektiven, Klinkhardt, Bad Heilbrunn, 2019, pp. 135–148.","mla":"Bloh, Bea, et al. “Forschendes Lernen in der Lehrerausbildung – Gestaltung und Erforschung des Praxissemesters.” <i>Herausforderung Kohärenz: Praxisphasen in der universitären Lehrerbildung. Bildungswissenschaftliche und fachdidaktische Perspektiven</i>, edited by M. Degeling et al., Klinkhardt, 2019, pp. 135–48.","ama":"Bloh B, Behrmann L, Homt M, van Ophuysen S. Forschendes Lernen in der Lehrerausbildung – Gestaltung und Erforschung des Praxissemesters. In: Degeling M, Franken N, Freund S, Greiten S, Neuhaus D, Schellenbach-Zell J, eds. <i>Herausforderung Kohärenz: Praxisphasen in der universitären Lehrerbildung. Bildungswissenschaftliche und fachdidaktische Perspektiven</i>. Klinkhardt; 2019:135-148.","bibtex":"@inbook{Bloh_Behrmann_Homt_van Ophuysen_2019, place={Bad Heilbrunn}, title={Forschendes Lernen in der Lehrerausbildung – Gestaltung und Erforschung des Praxissemesters}, booktitle={Herausforderung Kohärenz: Praxisphasen in der universitären Lehrerbildung. Bildungswissenschaftliche und fachdidaktische Perspektiven}, publisher={Klinkhardt}, author={Bloh, Bea and Behrmann, Lars and Homt, Martina and van Ophuysen, Stefanie}, editor={Degeling, M. and Franken, N. and Freund, S. and Greiten, S. and Neuhaus, D. and Schellenbach-Zell, J.}, year={2019}, pages={135–148} }"},"quality_controlled":"1","extern":"1","page":"135-148","_id":"28003","language":[{"iso":"ger"}],"publisher":"Klinkhardt","user_id":"49044","editor":[{"full_name":"Degeling, M.","last_name":"Degeling","first_name":"M."},{"first_name":"N.","last_name":"Franken","full_name":"Franken, N."},{"full_name":"Freund, S.","last_name":"Freund","first_name":"S."},{"full_name":"Greiten, S.","first_name":"S.","last_name":"Greiten"},{"first_name":"D.","last_name":"Neuhaus","full_name":"Neuhaus, D."},{"full_name":"Schellenbach-Zell, J.","first_name":"J.","last_name":"Schellenbach-Zell"}],"status":"public","title":"Forschendes Lernen in der Lehrerausbildung – Gestaltung und Erforschung des Praxissemesters","year":"2019","author":[{"full_name":"Bloh, Bea","first_name":"Bea","last_name":"Bloh","id":"69910"},{"first_name":"Lars","last_name":"Behrmann","full_name":"Behrmann, Lars"},{"first_name":"Martina","last_name":"Homt","full_name":"Homt, Martina","id":"11674"},{"full_name":"van Ophuysen, Stefanie","last_name":"van Ophuysen","first_name":"Stefanie"}],"date_updated":"2022-01-13T18:47:01Z"},{"citation":{"mla":"Dederich, M., et al. <i>Sonderpädagogik Als Erfahrungs- Und Praxiswissenschaft. Geistes-, Sozial- Und Kulturwissenschaftliche Perspektive</i>. Barbara Budrich, 2019.","ama":"Dederich M, Ellinger S, Laubenstein D. <i>Sonderpädagogik Als Erfahrungs- Und Praxiswissenschaft. Geistes-, Sozial- Und Kulturwissenschaftliche Perspektive</i>. Barbara Budrich; 2019.","bibtex":"@book{Dederich_Ellinger_Laubenstein_2019, place={Opladen}, title={Sonderpädagogik als Erfahrungs- und Praxiswissenschaft. Geistes-, sozial- und kulturwissenschaftliche Perspektive}, publisher={Barbara Budrich}, author={Dederich, M and Ellinger, S. and Laubenstein, Désirée}, year={2019} }","apa":"Dederich, M., Ellinger, S., &#38; Laubenstein, D. (2019). <i>Sonderpädagogik als Erfahrungs- und Praxiswissenschaft. Geistes-, sozial- und kulturwissenschaftliche Perspektive</i>. Barbara Budrich.","ieee":"M. Dederich, S. Ellinger, and D. Laubenstein, <i>Sonderpädagogik als Erfahrungs- und Praxiswissenschaft. Geistes-, sozial- und kulturwissenschaftliche Perspektive</i>. Opladen: Barbara Budrich, 2019.","short":"M. Dederich, S. Ellinger, D. Laubenstein, Sonderpädagogik Als Erfahrungs- Und Praxiswissenschaft. Geistes-, Sozial- Und Kulturwissenschaftliche Perspektive, Barbara Budrich, Opladen, 2019.","chicago":"Dederich, M, S. Ellinger, and Désirée Laubenstein. <i>Sonderpädagogik Als Erfahrungs- Und Praxiswissenschaft. Geistes-, Sozial- Und Kulturwissenschaftliche Perspektive</i>. Opladen: Barbara Budrich, 2019."},"department":[{"_id":"454"}],"type":"book","date_created":"2023-01-04T10:16:17Z","place":"Opladen","date_updated":"2023-01-05T07:57:56Z","author":[{"full_name":"Dederich, M","last_name":"Dederich","first_name":"M"},{"full_name":"Ellinger, S.","last_name":"Ellinger","first_name":"S."},{"id":"52682","full_name":"Laubenstein, Désirée","first_name":"Désirée","last_name":"Laubenstein"}],"year":"2019","title":"Sonderpädagogik als Erfahrungs- und Praxiswissenschaft. Geistes-, sozial- und kulturwissenschaftliche Perspektive","status":"public","user_id":"58446","_id":"35205","language":[{"iso":"eng"}],"publisher":"Barbara Budrich"},{"title":"Teamentwicklung und Teamkooperation","year":"2019","status":"public","author":[{"first_name":"K.","last_name":"Guthöhrlein","full_name":"Guthöhrlein, K."},{"id":"52682","full_name":"Laubenstein, Désirée","first_name":"Désirée","last_name":"Laubenstein"},{"last_name":"Lindmeier","first_name":"C.","full_name":"Lindmeier, C."}],"date_updated":"2023-01-05T08:07:43Z","_id":"35185","publisher":"Kohlhammer","language":[{"iso":"eng"}],"user_id":"58446","citation":{"mla":"Guthöhrlein, K., et al. <i>Teamentwicklung Und Teamkooperation</i>. Kohlhammer, 2019.","ama":"Guthöhrlein K, Laubenstein D, Lindmeier C. <i>Teamentwicklung Und Teamkooperation</i>. Kohlhammer; 2019.","bibtex":"@book{Guthöhrlein_Laubenstein_Lindmeier_2019, place={Stuttgart}, title={Teamentwicklung und Teamkooperation}, publisher={Kohlhammer}, author={Guthöhrlein, K. and Laubenstein, Désirée and Lindmeier, C.}, year={2019} }","apa":"Guthöhrlein, K., Laubenstein, D., &#38; Lindmeier, C. (2019). <i>Teamentwicklung und Teamkooperation</i>. Kohlhammer.","ieee":"K. Guthöhrlein, D. Laubenstein, and C. Lindmeier, <i>Teamentwicklung und Teamkooperation</i>. Stuttgart: Kohlhammer, 2019.","short":"K. Guthöhrlein, D. Laubenstein, C. Lindmeier, Teamentwicklung Und Teamkooperation, Kohlhammer, Stuttgart, 2019.","chicago":"Guthöhrlein, K., Désirée Laubenstein, and C. Lindmeier. <i>Teamentwicklung Und Teamkooperation</i>. Stuttgart: Kohlhammer, 2019."},"date_created":"2023-01-04T08:57:07Z","place":"Stuttgart","type":"book","department":[{"_id":"454"}]},{"publication":"In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany","citation":{"mla":"Laubenstein, Désirée, et al. “The ‘Learning Office’ as an Approach for Inclusive Education in Mathematics: Opportunities and Challenges.” <i>In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany</i>, Springer, 2019, pp. 107–21, doi:<a href=\"https://doi.org/10.1007/978-3-030-11518-0_9\">10.1007/978-3-030-11518-0_9</a>.","bibtex":"@inbook{Laubenstein_Guthöhrlein_Lindmeier_Scheer_Sponholz_2019, place={Heidelberg}, title={The ‘Learning Office’ as an Approach for Inclusive Education in Mathematics: Opportunities and Challenges}, DOI={<a href=\"https://doi.org/10.1007/978-3-030-11518-0_9\">10.1007/978-3-030-11518-0_9</a>}, booktitle={In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany}, publisher={Springer}, author={Laubenstein, Désirée and Guthöhrlein, Kirsten and Lindmeier, Christian and Scheer, David and Sponholz, Dirk}, year={2019}, pages={107–121} }","ama":"Laubenstein D, Guthöhrlein K, Lindmeier C, Scheer D, Sponholz D. The ‘Learning Office’ as an Approach for Inclusive Education in Mathematics: Opportunities and Challenges. In: <i>In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany</i>. Springer; 2019:107-121. doi:<a href=\"https://doi.org/10.1007/978-3-030-11518-0_9\">10.1007/978-3-030-11518-0_9</a>","ieee":"D. Laubenstein, K. Guthöhrlein, C. Lindmeier, D. Scheer, and D. Sponholz, “The ‘Learning Office’ as an Approach for Inclusive Education in Mathematics: Opportunities and Challenges,” in <i>In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany</i>, Heidelberg: Springer, 2019, pp. 107–121.","apa":"Laubenstein, D., Guthöhrlein, K., Lindmeier, C., Scheer, D., &#38; Sponholz, D. (2019). The ‘Learning Office’ as an Approach for Inclusive Education in Mathematics: Opportunities and Challenges. In <i>In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany</i> (pp. 107–121). Springer. <a href=\"https://doi.org/10.1007/978-3-030-11518-0_9\">https://doi.org/10.1007/978-3-030-11518-0_9</a>","short":"D. Laubenstein, K. Guthöhrlein, C. Lindmeier, D. Scheer, D. Sponholz, in: In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany, Springer, Heidelberg, 2019, pp. 107–121.","chicago":"Laubenstein, Désirée, Kirsten Guthöhrlein, Christian Lindmeier, David Scheer, and Dirk Sponholz. “The ‘Learning Office’ as an Approach for Inclusive Education in Mathematics: Opportunities and Challenges.” In <i>In: Kollosche, D.; Marcone, R.; Knigge, M.; Godoy Penteado, M.; Skovsmose, O. (Hrsg.). Inclusive Mathematics Education. State-of-the-Art Research from Brazil and Germany</i>, 107–21. Heidelberg: Springer, 2019. <a href=\"https://doi.org/10.1007/978-3-030-11518-0_9\">https://doi.org/10.1007/978-3-030-11518-0_9</a>."},"place":"Heidelberg","date_created":"2019-03-29T12:49:47Z","type":"book_chapter","department":[{"_id":"4"},{"_id":"454"}],"title":"The ‘Learning Office’ as an Approach for Inclusive Education in Mathematics: Opportunities and Challenges","status":"public","year":"2019","author":[{"id":"52682","full_name":"Laubenstein, Désirée","last_name":"Laubenstein","first_name":"Désirée"},{"full_name":"Guthöhrlein, Kirsten","first_name":"Kirsten","last_name":"Guthöhrlein"},{"last_name":"Lindmeier","first_name":"Christian","full_name":"Lindmeier, Christian"},{"orcid":"0000-0002-0534-7869","last_name":"Scheer","first_name":"David","full_name":"Scheer, David","id":"53748"},{"last_name":"Sponholz","first_name":"Dirk","full_name":"Sponholz, Dirk"}],"publication_identifier":{"isbn":["9783030115173","9783030115180"]},"date_updated":"2023-01-05T10:17:18Z","publication_status":"published","page":"107-121","_id":"8749","language":[{"iso":"eng"}],"publisher":"Springer","doi":"10.1007/978-3-030-11518-0_9","user_id":"58446"},{"citation":{"short":"D. Laubenstein, in: M. Dederich, S. Ellinger, D. Laubenstein (Eds.), In: Dederich, M., Ellinger, S. &#38; Laubenstein, D. (Hrsg). Sonderpädagogik Als Erfahrungs- Und Praxiswissenschaft. Geistes-, Sozial- Und Kulturwissenschaftliche Perspektive., Barbara Budrich, Opladen, 2019, pp. 109–125.","chicago":"Laubenstein, Désirée. “Über Mess-Manien Und Den Umgang Mit Zerteilten Informationen.” In <i>In: Dederich, M., Ellinger, S. &#38; Laubenstein, D. (Hrsg). Sonderpädagogik Als Erfahrungs- Und Praxiswissenschaft. Geistes-, Sozial- Und Kulturwissenschaftliche Perspektive.</i>, edited by M. Dederich, S. Ellinger, and D. Laubenstein, 109–25. Opladen: Barbara Budrich, 2019.","apa":"Laubenstein, D. (2019). Über Mess-Manien und den Umgang mit zerteilten Informationen. In M. Dederich, S. Ellinger, &#38; D. Laubenstein (Eds.), <i>In: Dederich, M., Ellinger, S. &#38; Laubenstein, D. (Hrsg). Sonderpädagogik als Erfahrungs- und Praxiswissenschaft. Geistes-, sozial- und kulturwissenschaftliche Perspektive.</i> (pp. 109–125). Barbara Budrich.","ieee":"D. Laubenstein, “Über Mess-Manien und den Umgang mit zerteilten Informationen.,” in <i>In: Dederich, M., Ellinger, S. &#38; Laubenstein, D. (Hrsg). Sonderpädagogik als Erfahrungs- und Praxiswissenschaft. Geistes-, sozial- und kulturwissenschaftliche Perspektive.</i>, M. Dederich, S. Ellinger, and D. Laubenstein, Eds. Opladen: Barbara Budrich, 2019, pp. 109–125.","ama":"Laubenstein D. Über Mess-Manien und den Umgang mit zerteilten Informationen. In: Dederich M, Ellinger S, Laubenstein D, eds. <i>In: Dederich, M., Ellinger, S. &#38; Laubenstein, D. (Hrsg). Sonderpädagogik Als Erfahrungs- Und Praxiswissenschaft. Geistes-, Sozial- Und Kulturwissenschaftliche Perspektive.</i> Barbara Budrich; 2019:109-125.","bibtex":"@inbook{Laubenstein_2019, place={Opladen}, title={Über Mess-Manien und den Umgang mit zerteilten Informationen.}, booktitle={In: Dederich, M., Ellinger, S. &#38; Laubenstein, D. (Hrsg). Sonderpädagogik als Erfahrungs- und Praxiswissenschaft. Geistes-, sozial- und kulturwissenschaftliche Perspektive.}, publisher={Barbara Budrich}, author={Laubenstein, Désirée}, editor={Dederich, M. and Ellinger, S. and Laubenstein, D.}, year={2019}, pages={109–125} }","mla":"Laubenstein, Désirée. “Über Mess-Manien Und Den Umgang Mit Zerteilten Informationen.” <i>In: Dederich, M., Ellinger, S. &#38; Laubenstein, D. (Hrsg). Sonderpädagogik Als Erfahrungs- Und Praxiswissenschaft. Geistes-, Sozial- Und Kulturwissenschaftliche Perspektive.</i>, edited by M. Dederich et al., Barbara Budrich, 2019, pp. 109–25."},"publication":"In: Dederich, M., Ellinger, S. & Laubenstein, D. (Hrsg). Sonderpädagogik als Erfahrungs- und Praxiswissenschaft. Geistes-, sozial- und kulturwissenschaftliche Perspektive.","date_created":"2023-01-10T08:16:08Z","place":"Opladen","department":[{"_id":"454"}],"type":"book_chapter","author":[{"first_name":"Désirée","last_name":"Laubenstein","full_name":"Laubenstein, Désirée","id":"52682"}],"status":"public","title":"Über Mess-Manien und den Umgang mit zerteilten Informationen.","year":"2019","date_updated":"2023-01-10T08:23:59Z","_id":"35646","language":[{"iso":"eng"}],"publisher":"Barbara Budrich","page":"109-125","editor":[{"first_name":"M.","last_name":"Dederich","full_name":"Dederich, M."},{"first_name":"S.","last_name":"Ellinger","full_name":"Ellinger, S."},{"full_name":"Laubenstein, D.","first_name":"D.","last_name":"Laubenstein"}],"user_id":"58446"},{"citation":{"short":"L. Egener, D. Scheer, D. Laubenstein, C. Melzer, in: 2019.","chicago":"Egener, Lea, D. Scheer, Désirée Laubenstein, and Conny Melzer. “Entwicklung Und Psychometrische Evaluation Eines Fragebogens Zur Erfassung Subjektiver Definitionen von Inklusion. Posterpräsentation,” 2019.","ieee":"L. Egener, D. Scheer, D. Laubenstein, and C. Melzer, “Entwicklung und psychometrische Evaluation eines Fragebogens zur Erfassung subjektiver Definitionen von Inklusion. Posterpräsentation,” presented at the 54. Arbeitstagung der Dozierenden der Sonderpädagogik in deutschsprachigen Ländern: Sonderpädagogik und Bildungsforschung. Fremde Schwestern? , Bergische Universität Wuppertal, 2019.","apa":"Egener, L., Scheer, D., Laubenstein, D., &#38; Melzer, C. (2019). <i>Entwicklung und psychometrische Evaluation eines Fragebogens zur Erfassung subjektiver Definitionen von Inklusion. Posterpräsentation</i>. 54. Arbeitstagung der Dozierenden der Sonderpädagogik in deutschsprachigen Ländern: Sonderpädagogik und Bildungsforschung. Fremde Schwestern? , Bergische Universität Wuppertal.","bibtex":"@inproceedings{Egener_Scheer_Laubenstein_Melzer_2019, title={Entwicklung und psychometrische Evaluation eines Fragebogens zur Erfassung subjektiver Definitionen von Inklusion. Posterpräsentation}, author={Egener, Lea and Scheer, D. and Laubenstein, Désirée and Melzer, Conny}, year={2019} }","ama":"Egener L, Scheer D, Laubenstein D, Melzer C. Entwicklung und psychometrische Evaluation eines Fragebogens zur Erfassung subjektiver Definitionen von Inklusion. Posterpräsentation. In: ; 2019.","mla":"Egener, Lea, et al. <i>Entwicklung Und Psychometrische Evaluation Eines Fragebogens Zur Erfassung Subjektiver Definitionen von Inklusion. Posterpräsentation</i>. 2019."},"type":"conference","department":[{"_id":"454"}],"date_created":"2023-01-10T11:00:50Z","date_updated":"2023-01-10T11:02:20Z","status":"public","title":"Entwicklung und psychometrische Evaluation eines Fragebogens zur Erfassung subjektiver Definitionen von Inklusion. Posterpräsentation","year":"2019","conference":{"location":"Bergische Universität Wuppertal","start_date":"2019.09.25","name":"54. Arbeitstagung der Dozierenden der Sonderpädagogik in deutschsprachigen Ländern: Sonderpädagogik und Bildungsforschung. Fremde Schwestern? ","end_date":"2019.09.27"},"author":[{"full_name":"Egener, Lea","first_name":"Lea","last_name":"Egener"},{"full_name":"Scheer, D.","last_name":"Scheer","first_name":"D."},{"id":"52682","last_name":"Laubenstein","first_name":"Désirée","full_name":"Laubenstein, Désirée"},{"last_name":"Melzer","first_name":"Conny","full_name":"Melzer, Conny"}],"user_id":"58446","language":[{"iso":"eng"}],"_id":"35793"},{"title":"Inklusion aus der Sicht von Kindern mit dem Förderschwerpunkt Lernen – Überprüfung von Messinvarianz in verschiedenen schulischen Kontexten.","status":"public","year":"2019","author":[{"id":"12978","last_name":"Knickenberg","first_name":"Margarita","full_name":"Knickenberg, Margarita"},{"last_name":"Zurbriggen","first_name":"Carmen","full_name":"Zurbriggen, Carmen"},{"full_name":"Schwab, Susanne","last_name":"Schwab","first_name":"Susanne"},{"full_name":"Gebhardt, Markus","last_name":"Gebhardt","first_name":"Markus"}],"conference":{"location":"Köln","name":"7. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF)"},"date_updated":"2024-01-16T09:49:09Z","_id":"45061","language":[{"iso":"eng"}],"user_id":"12978","citation":{"mla":"Knickenberg, Margarita, et al. <i>Inklusion Aus Der Sicht von Kindern Mit Dem Förderschwerpunkt Lernen – Überprüfung von Messinvarianz in Verschiedenen Schulischen Kontexten.</i> 2019.","ama":"Knickenberg M, Zurbriggen C, Schwab S, Gebhardt M. Inklusion aus der Sicht von Kindern mit dem Förderschwerpunkt Lernen – Überprüfung von Messinvarianz in verschiedenen schulischen Kontexten. In: ; 2019.","bibtex":"@inproceedings{Knickenberg_Zurbriggen_Schwab_Gebhardt_2019, place={Köln}, title={Inklusion aus der Sicht von Kindern mit dem Förderschwerpunkt Lernen – Überprüfung von Messinvarianz in verschiedenen schulischen Kontexten.}, author={Knickenberg, Margarita and Zurbriggen, Carmen and Schwab, Susanne and Gebhardt, Markus}, year={2019} }","apa":"Knickenberg, M., Zurbriggen, C., Schwab, S., &#38; Gebhardt, M. (2019). <i>Inklusion aus der Sicht von Kindern mit dem Förderschwerpunkt Lernen – Überprüfung von Messinvarianz in verschiedenen schulischen Kontexten.</i> 7. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Köln.","ieee":"M. Knickenberg, C. Zurbriggen, S. Schwab, and M. Gebhardt, “Inklusion aus der Sicht von Kindern mit dem Förderschwerpunkt Lernen – Überprüfung von Messinvarianz in verschiedenen schulischen Kontexten.,” presented at the 7. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Köln, 2019.","chicago":"Knickenberg, Margarita, Carmen Zurbriggen, Susanne Schwab, and Markus Gebhardt. “Inklusion Aus Der Sicht von Kindern Mit Dem Förderschwerpunkt Lernen – Überprüfung von Messinvarianz in Verschiedenen Schulischen Kontexten.” Köln, 2019.","short":"M. Knickenberg, C. Zurbriggen, S. Schwab, M. Gebhardt, in: Köln, 2019."},"extern":"1","date_created":"2023-05-17T09:52:16Z","place":"Köln","type":"conference","department":[{"_id":"4"},{"_id":"460"}]},{"author":[{"id":"12978","first_name":"Margarita","last_name":"Knickenberg","full_name":"Knickenberg, Margarita"},{"full_name":"Zurbriggen, Carmen","last_name":"Zurbriggen","first_name":"Carmen"},{"full_name":"Venetz, Martin","last_name":"Venetz","first_name":"Martin"}],"conference":{"location":"Baltimore, MD, United States","name":"Biennial Meeting of the Society for Research in Child Development (SRCD)"},"title":"Students with emotional or behavioral problems: Their emotional experience in the classroom during peer interactions.","year":"2019","status":"public","date_updated":"2024-01-16T09:49:10Z","language":[{"iso":"eng"}],"_id":"45060","user_id":"12978","citation":{"mla":"Knickenberg, Margarita, et al. <i>Students with Emotional or Behavioral Problems: Their Emotional Experience in the Classroom during Peer Interactions.</i> 2019.","bibtex":"@inproceedings{Knickenberg_Zurbriggen_Venetz_2019, place={Baltimore, MD, United States}, title={Students with emotional or behavioral problems: Their emotional experience in the classroom during peer interactions.}, author={Knickenberg, Margarita and Zurbriggen, Carmen and Venetz, Martin}, year={2019} }","ama":"Knickenberg M, Zurbriggen C, Venetz M. Students with emotional or behavioral problems: Their emotional experience in the classroom during peer interactions. In: ; 2019.","ieee":"M. Knickenberg, C. Zurbriggen, and M. Venetz, “Students with emotional or behavioral problems: Their emotional experience in the classroom during peer interactions.,” presented at the Biennial Meeting of the Society for Research in Child Development (SRCD), Baltimore, MD, United States, 2019.","apa":"Knickenberg, M., Zurbriggen, C., &#38; Venetz, M. (2019). <i>Students with emotional or behavioral problems: Their emotional experience in the classroom during peer interactions.</i> Biennial Meeting of the Society for Research in Child Development (SRCD), Baltimore, MD, United States.","chicago":"Knickenberg, Margarita, Carmen Zurbriggen, and Martin Venetz. “Students with Emotional or Behavioral Problems: Their Emotional Experience in the Classroom during Peer Interactions.” Baltimore, MD, United States, 2019.","short":"M. Knickenberg, C. Zurbriggen, M. Venetz, in: Baltimore, MD, United States, 2019."},"date_created":"2023-05-17T09:49:33Z","place":"Baltimore, MD, United States","department":[{"_id":"4"},{"_id":"460"}],"type":"conference"},{"extern":"1","citation":{"ama":"Knickenberg M, Frank H, Marwin Felix L. Individual and institutional determinants for primary school teachers’ self-efficacy beliefs regarding inclusive education – Results from qualitative interviews. In: ; 2019.","bibtex":"@inproceedings{Knickenberg_Frank_Marwin Felix_2019, place={Porto}, title={Individual and institutional determinants for primary school teachers’ self-efficacy beliefs regarding inclusive education – Results from qualitative interviews.}, author={Knickenberg, Margarita and Frank, Hellmich and Marwin Felix, Löper}, year={2019} }","mla":"Knickenberg, Margarita, et al. <i>Individual and Institutional Determinants for Primary School Teachers’ Self-Efficacy Beliefs Regarding Inclusive Education – Results from Qualitative Interviews.</i> 2019.","chicago":"Knickenberg, Margarita, Hellmich Frank, and Löper Marwin Felix. “Individual and Institutional Determinants for Primary School Teachers’ Self-Efficacy Beliefs Regarding Inclusive Education – Results from Qualitative Interviews.” Porto, 2019.","short":"M. Knickenberg, H. Frank, L. Marwin Felix, in: Porto, 2019.","apa":"Knickenberg, M., Frank, H., &#38; Marwin Felix, L. (2019). <i>Individual and institutional determinants for primary school teachers’ self-efficacy beliefs regarding inclusive education – Results from qualitative interviews.</i> Porto International Conference on Research in Education (ICRE), Porto.","ieee":"M. Knickenberg, H. Frank, and L. Marwin Felix, “Individual and institutional determinants for primary school teachers’ self-efficacy beliefs regarding inclusive education – Results from qualitative interviews.,” presented at the Porto International Conference on Research in Education (ICRE), Porto, 2019."},"type":"conference","department":[{"_id":"4"},{"_id":"460"}],"place":"Porto","date_created":"2023-05-17T09:38:38Z","date_updated":"2024-01-16T09:49:17Z","status":"public","title":"Individual and institutional determinants for primary school teachers’ self-efficacy beliefs regarding inclusive education – Results from qualitative interviews.","year":"2019","conference":{"location":"Porto","name":"Porto International Conference on Research in Education (ICRE)"},"author":[{"full_name":"Knickenberg, Margarita","first_name":"Margarita","last_name":"Knickenberg","id":"12978"},{"full_name":"Frank, Hellmich","first_name":"Hellmich","last_name":"Frank"},{"last_name":"Marwin Felix","first_name":"Löper","full_name":"Marwin Felix, Löper"}],"user_id":"12978","_id":"45056","language":[{"iso":"eng"}]},{"language":[{"iso":"eng"}],"_id":"45054","user_id":"12978","title":"Potential influencing factors for teachers’ self-efficacy beliefs concerning inclusive education","year":"2019","status":"public","conference":{"name":"18th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2019","location":"Aachen"},"author":[{"full_name":"Knickenberg, Margarita","first_name":"Margarita","last_name":"Knickenberg","id":"12978"},{"full_name":"Marwin Felix, Löper","first_name":"Löper","last_name":"Marwin Felix"},{"first_name":"Hellmich","last_name":"Frank","full_name":"Frank, Hellmich"}],"date_updated":"2024-01-16T09:49:20Z","place":"Aachen","date_created":"2023-05-17T09:34:39Z","type":"conference","department":[{"_id":"4"},{"_id":"460"}],"citation":{"chicago":"Knickenberg, Margarita, Löper Marwin Felix, and Hellmich Frank. “Potential Influencing Factors for Teachers’ Self-Efficacy Beliefs Concerning Inclusive Education.” Aachen, 2019.","short":"M. Knickenberg, L. Marwin Felix, H. Frank, in: Aachen, 2019.","apa":"Knickenberg, M., Marwin Felix, L., &#38; Frank, H. (2019). <i>Potential influencing factors for teachers’ self-efficacy beliefs concerning inclusive education</i>. 18th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2019, Aachen.","ieee":"M. Knickenberg, L. Marwin Felix, and H. Frank, “Potential influencing factors for teachers’ self-efficacy beliefs concerning inclusive education,” presented at the 18th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2019, Aachen, 2019.","ama":"Knickenberg M, Marwin Felix L, Frank H. Potential influencing factors for teachers’ self-efficacy beliefs concerning inclusive education. In: ; 2019.","bibtex":"@inproceedings{Knickenberg_Marwin Felix_Frank_2019, place={Aachen}, title={Potential influencing factors for teachers’ self-efficacy beliefs concerning inclusive education}, author={Knickenberg, Margarita and Marwin Felix, Löper and Frank, Hellmich}, year={2019} }","mla":"Knickenberg, Margarita, et al. <i>Potential Influencing Factors for Teachers’ Self-Efficacy Beliefs Concerning Inclusive Education</i>. 2019."},"extern":"1"},{"citation":{"mla":"Knickenberg, Margarita, et al. <i>Assessing Social Interaction Quality with the Experience Sampling Method</i>. 2019.","bibtex":"@inproceedings{Knickenberg_Zurbriggen_Venetz_2019, title={Assessing social interaction quality with the Experience Sampling Method}, author={Knickenberg, Margarita and Zurbriggen, Carmen and Venetz, Martin}, year={2019} }","ama":"Knickenberg M, Zurbriggen C, Venetz M. Assessing social interaction quality with the Experience Sampling Method. In: ; 2019.","ieee":"M. Knickenberg, C. Zurbriggen, and M. Venetz, “Assessing social interaction quality with the Experience Sampling Method,” presented at the second edition of the conference “On the Social Inclusion of Students with Disabilities in General Education - New ways to measure social inclusion,” Groningen, Netherlands, 2019.","apa":"Knickenberg, M., Zurbriggen, C., &#38; Venetz, M. (2019). <i>Assessing social interaction quality with the Experience Sampling Method</i>. second edition of the conference “On the Social Inclusion of Students with Disabilities in General Education - New ways to measure social inclusion,” Groningen, Netherlands.","chicago":"Knickenberg, Margarita, Carmen Zurbriggen, and Martin Venetz. “Assessing Social Interaction Quality with the Experience Sampling Method,” 2019.","short":"M. Knickenberg, C. Zurbriggen, M. Venetz, in: 2019."},"department":[{"_id":"4"},{"_id":"460"}],"type":"conference","date_created":"2023-05-17T09:47:11Z","date_updated":"2024-01-16T09:49:13Z","conference":{"location":"Groningen, Netherlands","name":"second edition of the conference \"On the Social Inclusion of Students with Disabilities in General Education - New ways to measure social inclusion\""},"author":[{"id":"12978","first_name":"Margarita","last_name":"Knickenberg","full_name":"Knickenberg, Margarita"},{"last_name":"Zurbriggen","first_name":"Carmen","full_name":"Zurbriggen, Carmen"},{"full_name":"Venetz, Martin","last_name":"Venetz","first_name":"Martin"}],"title":"Assessing social interaction quality with the Experience Sampling Method","status":"public","year":"2019","user_id":"12978","_id":"45059","language":[{"iso":"eng"}]}]