@article{37438,
  abstract     = {{<jats:p> This paper investigates the implementation of a reading program designed for third grade elementary school classrooms in Austria. Using a mixed-methods approach, lesson types were identified, respective class compositions analyzed, and the effects on students’ reading gains examined. The results show that the lesson types seem to reflect learner group needs as students in the different lesson types profited similarly from the reading program. This supports the hypothesis that reading is a highly individualized process and leads to the conclusion that the instructional approach of the reading program investigated supports teachers in conducting reading lessons tailored to their students’ needs. </jats:p>}},
  author       = {{Kulmhofer-Bommer, Andrea and Seifert, Susanne and Paleczek, Lisa and Gasteiger-Klicpera, Barbara}},
  issn         = {{0022-0574}},
  journal      = {{Journal of Education}},
  keywords     = {{Education}},
  publisher    = {{SAGE Publications}},
  title        = {{{Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs}}},
  doi          = {{10.1177/00220574221112627}},
  year         = {{2022}},
}

@article{37440,
  author       = {{Paleczek, Lisa and Ender, Daniela and Berger, Jessica and Prinz, Katharina and Seifert, Susanne}},
  issn         = {{0883-0355}},
  journal      = {{International Journal of Educational Research}},
  keywords     = {{Education}},
  publisher    = {{Elsevier BV}},
  title        = {{{A feasibility study of digital content use in inclusive, Austrian primary school practice}}},
  doi          = {{10.1016/j.ijer.2022.101938}},
  volume       = {{112}},
  year         = {{2022}},
}

@inbook{35871,
  abstract     = {{<jats:p>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.</jats:p>}},
  author       = {{Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Kirsch, Alexander and Blumberg, Eva and Schwab, Susanne}},
  booktitle    = {{Qualifizierung für Inklusion. Grundschule }},
  editor       = {{Buchhaupt, Felix and Becker, Jonas and Katzenbach, Dieter and Lutz, Deborah and Strecker, Alica and Urban, Michael}},
  isbn         = {{9783830945130}},
  pages        = {{47--61}},
  publisher    = {{Waxmann }},
  title        = {{{Kooperatives Unterrichten von Studierenden des Lehramts an Grund- und Förderschulen als Vorbereitung auf den inklusiven naturwissenschaftlichen Sachunterricht}}},
  doi          = {{10.31244/9783830995135}},
  volume       = {{2}},
  year         = {{2022}},
}

@inbook{33524,
  author       = {{Rezat, Sara}},
  booktitle    = {{12 Perspektiven auf den Deutschunterricht. Wissenswertes für Deutschlehrkräfte. }},
  editor       = {{Franken, Anna Ulrike and Pertzel, Eva}},
  pages        = {{177--214}},
  publisher    = {{Ministerium für Schule und Bildung des Landes NRW/QUA-LiS NRW}},
  title        = {{{ Texte im Deutschunterricht.}}},
  year         = {{2022}},
}

@inbook{33567,
  author       = {{Rezat, Sara}},
  booktitle    = {{Basiswissen Lehrerbildung: Deutsch unterrichten}},
  editor       = {{von Brand, Tilman and Kilian, Jörg and Sosna, Anette and Riecke-Baulecke, Thomas}},
  pages        = {{231--269}},
  publisher    = {{Klett/Kallmeyer}},
  title        = {{{Schreiben}}},
  year         = {{2022}},
}

@inproceedings{35990,
  author       = {{Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}},
  publisher    = {{Yerevan State University}},
  title        = {{{Effects of Teacher Feedback on Primary School Students’ Self-Efficacy Beliefs and their Interest in Science Lessons. Single Paper. ECER (European Conference on Educational Research) 2022 PLUS. “Education in a Changing World: The impact of global realities on the prospects and experiences of educational research”}}},
  year         = {{2022}},
}

@inbook{35503,
  author       = {{Ehland, Christoph}},
  booktitle    = {{Die Europäische Union: Konfusion und Vision: Interdisziplinäre Fragestellungen}},
  editor       = {{Lützeler, Paul Michael}},
  pages        = {{63--79}},
  publisher    = {{Böhlau}},
  title        = {{{'The Continent is Isolated‘. Britische Europavorstellungen zwischen Mythos und Wahrheit.}}},
  year         = {{2022}},
}

@inbook{39042,
  author       = {{Süwolto, Leonie}},
  booktitle    = {{Akkulturationen des europäischen Dramas in Gottscheds 'Deutscher Schaubühne'.}},
  editor       = {{Süwolto, Leonie}},
  pages        = {{272--298}},
  title        = {{{Gottscheds Tragödienpoetik zwischen Staats-/Helden- und Liebestragödie. Corneilles Cid in der Deutschen Schaubühne und die Geburt der zivilen Tragödie.}}},
  volume       = {{2 (2022)}},
  year         = {{2022}},
}

@book{39037,
  editor       = {{Süwolto, Leonie}},
  issn         = {{2772-7610 }},
  title        = {{{Akkulturationen des europäischen Theaters in Johann Christoph Gottscheds Deutscher Schaubühne}}},
  volume       = {{2 (2022)}},
  year         = {{2022}},
}

@inbook{39046,
  author       = {{Süwolto, Leonie}},
  booktitle    = {{Akkulturationen des europäischen Theaters in Johann Christoph Gottscheds Deutscher Schaubühne.}},
  editor       = {{Süwolto, Leonie}},
  issn         = {{2772-7629 }},
  pages        = {{201--218}},
  title        = {{{Theater-Transfers. Akkulturationen des europäischen Theaters in Johann Christoph Gottscheds Deutscher Schaubühne.}}},
  volume       = {{2 (2022)}},
  year         = {{2022}},
}

@book{38077,
  editor       = {{Steigerwald, Jörn and Süwolto, Leonie}},
  isbn         = {{     978-3-8467-6744-3 }},
  publisher    = {{Brill / Fink}},
  title        = {{{ZwischenSpielZeit. Das Theater der Frühaufklärung (1680-1730)}}},
  volume       = {{1}},
  year         = {{2022}},
}

@inproceedings{36026,
  author       = {{Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}},
  publisher    = {{Carl von Ossietzky University Oldenburg}},
  title        = {{{Pre-Service Teachers’ Collaborative Lesson Planning and their Self-Concepts in Inclusive Education. Single Paper. EARLI SIG 11 Conference 2022 ‘Teaching and Teacher Education’. “Digital Transformation in Teaching and Teacher Education”}}},
  year         = {{2022}},
}

@inproceedings{36059,
  author       = {{Löper, Marwin Felix and Lehofer, Mike and Schwab, Susanne and Hellmich, Frank}},
  publisher    = {{University of San Diego}},
  title        = {{{Determinants for students’ attitudes towards peers with non-compliant classroom behavior in inclusive primary schools. Single Paper Presentation. AERA (American Educational Research Association) 2022. Annual Meeting Theme: „Cultivating Equitable Education Systems for the 21^st Century“, Roundtable Session: "Focus on Behavior in Special and Inclusive Education"}}},
  year         = {{2022}},
}

@inproceedings{36053,
  author       = {{Löper, Marwin Felix and Lehofer, Mike and Schwab, Susanne and Hellmich, Frank}},
  publisher    = {{Quebec City}},
  title        = {{{Do primary school students’ contact experiences matter for their attitudes towards peers with special needs? Single Paper. 10th SELF International Conference. “SELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Science”}}},
  year         = {{2022}},
}

@inproceedings{36051,
  author       = {{Löper, Marwin Felix and Hellmich, Frank}},
  publisher    = {{Quebec City}},
  title        = {{{Primary school students’ social self-concepts, their empathy and their attitudes towards peers with social and emotional difficulties. Single Paper. 10th SELF International Conference. “SELF in Focus: Leading Research Perspectives and Applications in an Exciting New Age of Science”}}},
  year         = {{2022}},
}

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

@inproceedings{35925,
  author       = {{Görel, Gamze and Löper, Marwin Felix and Hellmich, Frank}},
  publisher    = {{Yerevan State University}},
  title        = {{{Primary school students’ attitudes towards peers with special educational needs – First findings of an intervention program for the promotion of students’ social participation. Symposium “Let’s be friends! The importance of social inclusion in the lives of children and adolescents” (Sepideh Hassani). ECER (European Conference on Educational Research) 2022 PLUS. “Education in a Changing World: The impact of global realities on the prospects and experiences of educational research”}}},
  year         = {{2022}},
}

@inproceedings{35995,
  author       = {{Görel, Gamze and Löper, Marwin Felix and Hellmich, Frank}},
  publisher    = {{Polytechnic of Porto}},
  title        = {{{How to improve primary school students’ social participation in the inclusive classroom? – Preliminary results from an intervention study. Oral Communication. Symposium “FRIEND-SHIP: A school-based intervention aimed at improving students’ social participation implemented in four countries” (Sílvia Alves). Porto International Conference on Research in Education 2022 (ICRE 2022)}}},
  year         = {{2022}},
}

@inproceedings{35949,
  author       = {{Löper, Marwin Felix and Lehofer, Mike and Schwab, Susanne and Hellmich, Frank}},
  publisher    = {{Yerevan State University }},
  title        = {{{The relationship between primary school students’ contact experiences and their attitudes towards peers with non-compliant behaviour. Single Paper. ECER (European Conference on Educational Research) 2022 PLUS. “Education in a Changing World: The impact of global realities on the prospects and experiences of educational research”}}},
  year         = {{2022}},
}

@inproceedings{36016,
  author       = {{Löper, Marwin Felix and Görel, Gamze and Hellmich, Frank}},
  publisher    = {{Carl von Ossietzky University Oldenburg}},
  title        = {{{Teachers’ intentions to deal with heterogeneity in inclusive and non-inclusive primary schools. Single Paper. EARLI SIG 11 Conference 2022 ‘Teaching and Teacher Education’. “Digital Transformation in Teaching and Teacher Education”}}},
  year         = {{2022}},
}