[{"author":[{"first_name":"Mathias","last_name":"Krammer","full_name":"Krammer, Mathias"},{"last_name":"Seifert","first_name":"Susanne","full_name":"Seifert, Susanne","id":"97270"},{"full_name":"Gasteiger-Klicpera, Barbara","last_name":"Gasteiger-Klicpera","first_name":"Barbara"}],"publication_identifier":{"issn":["0305-5698","1465-3400"]},"status":"public","year":"2021","title":"The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects","date_updated":"2023-01-18T16:44:56Z","publication_status":"published","language":[{"iso":"eng"}],"_id":"37439","publisher":"Informa UK Limited","page":"1-19","doi":"10.1080/03055698.2021.1875320","user_id":"97270","citation":{"apa":"Krammer, M., Seifert, S., &#38; Gasteiger-Klicpera, B. (2021). The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects. <i>Educational Studies</i>, 1–19. <a href=\"https://doi.org/10.1080/03055698.2021.1875320\">https://doi.org/10.1080/03055698.2021.1875320</a>","ieee":"M. Krammer, S. Seifert, and B. Gasteiger-Klicpera, “The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects,” <i>Educational Studies</i>, pp. 1–19, 2021, doi: <a href=\"https://doi.org/10.1080/03055698.2021.1875320\">10.1080/03055698.2021.1875320</a>.","short":"M. Krammer, S. Seifert, B. Gasteiger-Klicpera, Educational Studies (2021) 1–19.","chicago":"Krammer, Mathias, Susanne Seifert, and Barbara Gasteiger-Klicpera. “The Presence of Students Identified as Having Special Needs as a Moderating Effect on Their Classmates’ Reading Comprehension Scores in Relation to Other Major Class Composition Effects.” <i>Educational Studies</i>, 2021, 1–19. <a href=\"https://doi.org/10.1080/03055698.2021.1875320\">https://doi.org/10.1080/03055698.2021.1875320</a>.","mla":"Krammer, Mathias, et al. “The Presence of Students Identified as Having Special Needs as a Moderating Effect on Their Classmates’ Reading Comprehension Scores in Relation to Other Major Class Composition Effects.” <i>Educational Studies</i>, Informa UK Limited, 2021, pp. 1–19, doi:<a href=\"https://doi.org/10.1080/03055698.2021.1875320\">10.1080/03055698.2021.1875320</a>.","ama":"Krammer M, Seifert S, Gasteiger-Klicpera B. The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects. <i>Educational Studies</i>. Published online 2021:1-19. doi:<a href=\"https://doi.org/10.1080/03055698.2021.1875320\">10.1080/03055698.2021.1875320</a>","bibtex":"@article{Krammer_Seifert_Gasteiger-Klicpera_2021, title={The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects}, DOI={<a href=\"https://doi.org/10.1080/03055698.2021.1875320\">10.1080/03055698.2021.1875320</a>}, journal={Educational Studies}, publisher={Informa UK Limited}, author={Krammer, Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}, year={2021}, pages={1–19} }"},"publication":"Educational Studies","date_created":"2023-01-18T16:08:23Z","department":[{"_id":"645"}],"keyword":["Education"],"type":"journal_article"},{"citation":{"mla":"Paleczek, Lisa, et al. “Comparing Digital to Print Assessment of Receptive Vocabulary with GraWo‐KiGa in Austrian Kindergarten.” <i>British Journal of Educational Technology</i>, vol. 52, no. 6, Wiley, 2021, pp. 2145–61, doi:<a href=\"https://doi.org/10.1111/bjet.13163\">10.1111/bjet.13163</a>.","apa":"Paleczek, L., Seifert, S., &#38; Schöfl, M. (2021). Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten. <i>British Journal of Educational Technology</i>, <i>52</i>(6), 2145–2161. <a href=\"https://doi.org/10.1111/bjet.13163\">https://doi.org/10.1111/bjet.13163</a>","ieee":"L. Paleczek, S. Seifert, and M. Schöfl, “Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten,” <i>British Journal of Educational Technology</i>, vol. 52, no. 6, pp. 2145–2161, 2021, doi: <a href=\"https://doi.org/10.1111/bjet.13163\">10.1111/bjet.13163</a>.","chicago":"Paleczek, Lisa, Susanne Seifert, and Martin Schöfl. “Comparing Digital to Print Assessment of Receptive Vocabulary with GraWo‐KiGa in Austrian Kindergarten.” <i>British Journal of Educational Technology</i> 52, no. 6 (2021): 2145–61. <a href=\"https://doi.org/10.1111/bjet.13163\">https://doi.org/10.1111/bjet.13163</a>.","ama":"Paleczek L, Seifert S, Schöfl M. Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten. <i>British Journal of Educational Technology</i>. 2021;52(6):2145-2161. doi:<a href=\"https://doi.org/10.1111/bjet.13163\">10.1111/bjet.13163</a>","short":"L. Paleczek, S. Seifert, M. Schöfl, British Journal of Educational Technology 52 (2021) 2145–2161.","bibtex":"@article{Paleczek_Seifert_Schöfl_2021, title={Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten}, volume={52}, DOI={<a href=\"https://doi.org/10.1111/bjet.13163\">10.1111/bjet.13163</a>}, number={6}, journal={British Journal of Educational Technology}, publisher={Wiley}, author={Paleczek, Lisa and Seifert, Susanne and Schöfl, Martin}, year={2021}, pages={2145–2161} }"},"volume":52,"user_id":"97270","_id":"37442","publisher":"Wiley","page":"2145-2161","status":"public","department":[{"_id":"645"}],"type":"journal_article","keyword":["Education"],"date_created":"2023-01-18T16:10:22Z","publication":"British Journal of Educational Technology","issue":"6","doi":"10.1111/bjet.13163","language":[{"iso":"eng"}],"intvolume":"        52","publication_status":"published","date_updated":"2023-01-18T16:45:24Z","publication_identifier":{"issn":["0007-1013","1467-8535"]},"author":[{"full_name":"Paleczek, Lisa","first_name":"Lisa","last_name":"Paleczek"},{"id":"97270","last_name":"Seifert","first_name":"Susanne","full_name":"Seifert, Susanne"},{"first_name":"Martin","last_name":"Schöfl","full_name":"Schöfl, Martin"}],"title":"Comparing digital to print assessment of receptive vocabulary with GraWo‐KiGa in Austrian kindergarten","year":"2021"},{"department":[{"_id":"645"}],"keyword":["Developmental and Educational Psychology","Education"],"type":"journal_article","date_created":"2023-01-18T16:25:43Z","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title><jats:p>School classrooms within the EU are multilingual learning environments. The diversity of pupils in classrooms raises significant challenges for teachers, but to date, there are no data from large-scale surveys that compare views within and across European countries. A bespoke questionnaire was designed to examine views of current classroom learning environments with respect to the multilingualism. The questionnaire was piloted and subsequently completed by 2792 teachers across different European countries. Eleven countries provided sufficient data for analyses. Results from structural equation modelling showed that teachers’ attitudes could be reliably measured across Europe with the use of carefully devised questionnaire, whose loading and factor structure remained invariant across countries. Teachers’ views about multilingualism were most challenged by the numbers of children in their classes, not the percentage of multilingual pupils in the class. Countries differed in how they perceived multilingualism, with their differences leading to distinctive country clusters. Gender and education level (elementary vs. secondary) differences were also observed irrespective of country. These findings enhance our understanding of the role that the characteristics of teachers and their classrooms play in a multilingual setting across diverse European settings. The practical relevance of the results and new opportunities for teacher training are discussed.</jats:p>"}],"issue":"2","publication":"European Journal of Psychology of Education","doi":"10.1007/s10212-020-00523-z","language":[{"iso":"eng"}],"intvolume":"        37","date_updated":"2023-01-18T16:48:47Z","publication_status":"published","author":[{"full_name":"Dockrell, J. E.","first_name":"J. E.","last_name":"Dockrell"},{"last_name":"Papadopoulos","first_name":"T. C.","full_name":"Papadopoulos, T. C."},{"full_name":"Mifsud, C. L.","first_name":"C. L.","last_name":"Mifsud"},{"full_name":"Bourke, L.","last_name":"Bourke","first_name":"L."},{"first_name":"O.","last_name":"Vilageliu","full_name":"Vilageliu, O."},{"full_name":"Bešić, E.","first_name":"E.","last_name":"Bešić"},{"id":"97270","last_name":"Seifert","first_name":"Susanne","full_name":"Seifert, Susanne"},{"first_name":"B.","last_name":"Gasteiger-Klicpera","full_name":"Gasteiger-Klicpera, B."},{"last_name":"Ralli","first_name":"A.","full_name":"Ralli, A."},{"first_name":"I.","last_name":"Dimakos","full_name":"Dimakos, I."},{"full_name":"Karpava, S.","first_name":"S.","last_name":"Karpava"},{"last_name":"Martins","first_name":"M.","full_name":"Martins, M."},{"first_name":"O.","last_name":"Sousa","full_name":"Sousa, O."},{"first_name":"S.","last_name":"Castro","full_name":"Castro, S."},{"last_name":"Søndergaard Knudsen","first_name":"H. B.","full_name":"Søndergaard Knudsen, H. B."},{"full_name":"Donau, P.","last_name":"Donau","first_name":"P."},{"first_name":"B.","last_name":"Haznedar","full_name":"Haznedar, B."},{"last_name":"Mikulajová","first_name":"M.","full_name":"Mikulajová, M."},{"full_name":"Gerdzhikova, N.","last_name":"Gerdzhikova","first_name":"N."}],"publication_identifier":{"issn":["0256-2928","1878-5174"]},"title":"Teaching and learning in a multilingual Europe: findings from a cross-European study","year":"2021","citation":{"mla":"Dockrell, J. E., et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.” <i>European Journal of Psychology of Education</i>, vol. 37, no. 2, Springer Science and Business Media LLC, 2021, pp. 293–320, doi:<a href=\"https://doi.org/10.1007/s10212-020-00523-z\">10.1007/s10212-020-00523-z</a>.","bibtex":"@article{Dockrell_Papadopoulos_Mifsud_Bourke_Vilageliu_Bešić_Seifert_Gasteiger-Klicpera_Ralli_Dimakos_et al._2021, title={Teaching and learning in a multilingual Europe: findings from a cross-European study}, volume={37}, DOI={<a href=\"https://doi.org/10.1007/s10212-020-00523-z\">10.1007/s10212-020-00523-z</a>}, number={2}, journal={European Journal of Psychology of Education}, publisher={Springer Science and Business Media LLC}, author={Dockrell, J. E. and Papadopoulos, T. C. and Mifsud, C. L. and Bourke, L. and Vilageliu, O. and Bešić, E. and Seifert, Susanne and Gasteiger-Klicpera, B. and Ralli, A. and Dimakos, I. and et al.}, year={2021}, pages={293–320} }","ama":"Dockrell JE, Papadopoulos TC, Mifsud CL, et al. Teaching and learning in a multilingual Europe: findings from a cross-European study. <i>European Journal of Psychology of Education</i>. 2021;37(2):293-320. doi:<a href=\"https://doi.org/10.1007/s10212-020-00523-z\">10.1007/s10212-020-00523-z</a>","ieee":"J. E. Dockrell <i>et al.</i>, “Teaching and learning in a multilingual Europe: findings from a cross-European study,” <i>European Journal of Psychology of Education</i>, vol. 37, no. 2, pp. 293–320, 2021, doi: <a href=\"https://doi.org/10.1007/s10212-020-00523-z\">10.1007/s10212-020-00523-z</a>.","apa":"Dockrell, J. E., Papadopoulos, T. C., Mifsud, C. L., Bourke, L., Vilageliu, O., Bešić, E., Seifert, S., Gasteiger-Klicpera, B., Ralli, A., Dimakos, I., Karpava, S., Martins, M., Sousa, O., Castro, S., Søndergaard Knudsen, H. B., Donau, P., Haznedar, B., Mikulajová, M., &#38; Gerdzhikova, N. (2021). Teaching and learning in a multilingual Europe: findings from a cross-European study. <i>European Journal of Psychology of Education</i>, <i>37</i>(2), 293–320. <a href=\"https://doi.org/10.1007/s10212-020-00523-z\">https://doi.org/10.1007/s10212-020-00523-z</a>","chicago":"Dockrell, J. E., T. C. Papadopoulos, C. L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, Susanne Seifert, et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.” <i>European Journal of Psychology of Education</i> 37, no. 2 (2021): 293–320. <a href=\"https://doi.org/10.1007/s10212-020-00523-z\">https://doi.org/10.1007/s10212-020-00523-z</a>.","short":"J.E. Dockrell, T.C. Papadopoulos, C.L. Mifsud, L. Bourke, O. Vilageliu, E. Bešić, S. Seifert, B. Gasteiger-Klicpera, A. Ralli, I. Dimakos, S. Karpava, M. Martins, O. Sousa, S. Castro, H.B. Søndergaard Knudsen, P. Donau, B. Haznedar, M. Mikulajová, N. Gerdzhikova, European Journal of Psychology of Education 37 (2021) 293–320."},"volume":37,"user_id":"97270","_id":"37455","publisher":"Springer Science and Business Media LLC","page":"293-320","status":"public"},{"oa":"1","department":[{"_id":"411"}],"type":"encyclopedia_article","place":"New York / London","date_created":"2023-01-19T07:00:29Z","citation":{"bibtex":"@inbook{Weber_2021, place={New York / London}, title={Artificial Intelligence in the Age of Technoscience}, booktitle={Routledge Social Science Handbook of Artificial Intelligence}, publisher={Routledge}, author={Weber, Jutta}, editor={Elliott, Anthony}, year={2021}, pages={58-73 preprint} }","short":"J. Weber, in: A. Elliott (Ed.), Routledge Social Science Handbook of Artificial Intelligence, Routledge, New York / London, 2021, pp. 58-73 preprint.","ama":"Weber J. Artificial Intelligence in the Age of Technoscience. In: Elliott A, ed. <i>Routledge Social Science Handbook of Artificial Intelligence</i>. Routledge; 2021:58-73 preprint.","chicago":"Weber, Jutta. “Artificial Intelligence in the Age of Technoscience.” In <i>Routledge Social Science Handbook of Artificial Intelligence</i>, edited by Anthony Elliott, 58-73 preprint. New York / London: Routledge, 2021.","ieee":"J. Weber, “Artificial Intelligence in the Age of Technoscience,” in <i>Routledge Social Science Handbook of Artificial Intelligence</i>, A. Elliott, Ed. New York / London: Routledge, 2021, pp. 58-73 preprint.","mla":"Weber, Jutta. “Artificial Intelligence in the Age of Technoscience.” <i>Routledge Social Science Handbook of Artificial Intelligence</i>, edited by Anthony Elliott, Routledge, 2021, pp. 58-73 preprint.","apa":"Weber, J. (2021). Artificial Intelligence in the Age of Technoscience. In A. Elliott (Ed.), <i>Routledge Social Science Handbook of Artificial Intelligence</i> (pp. 58-73 preprint). Routledge."},"publication":"Routledge Social Science Handbook of Artificial Intelligence","editor":[{"full_name":"Elliott, Anthony","last_name":"Elliott","first_name":"Anthony"}],"user_id":"14932","_id":"37504","language":[{"iso":"eng"}],"publisher":"Routledge","main_file_link":[{"open_access":"1","url":"https://juttaweber.eu/wordpress/wp-content/uploads/2021/08/Weber_Prietl_AI-in-the-age-of-technoscience_PrePrint.pdf"}],"page":"58-73 preprint","date_updated":"2023-01-19T07:27:41Z","publication_status":"epub_ahead","author":[{"id":"31494","full_name":"Weber, Jutta","last_name":"Weber","first_name":"Jutta"}],"year":"2021","status":"public","title":"Artificial Intelligence in the Age of Technoscience"},{"citation":{"apa":"Vochatzer, S., Schröder,  Sarah, &#38; Fischer, C. (2021). <i>Fortbildung to go: Twitter als Ratgeber für Lehrkräfte</i>.","ieee":"S. Vochatzer,  Sarah Schröder, and C. Fischer, <i>Fortbildung to go: Twitter als Ratgeber für Lehrkräfte</i>. 2021.","short":"S. Vochatzer,  Sarah Schröder, C. Fischer, Fortbildung to go: Twitter als Ratgeber für Lehrkräfte, 2021.","chicago":"Vochatzer, Stefanie,  Sarah Schröder, and Christian Fischer. <i>Fortbildung to go: Twitter als Ratgeber für Lehrkräfte</i>, 2021.","mla":"Vochatzer, Stefanie, et al. <i>Fortbildung to go: Twitter als Ratgeber für Lehrkräfte</i>. 2021.","ama":"Vochatzer S, Schröder  Sarah, Fischer C. <i>Fortbildung to go: Twitter als Ratgeber für Lehrkräfte</i>.; 2021.","bibtex":"@book{Vochatzer_Schröder_Fischer_2021, title={Fortbildung to go: Twitter als Ratgeber für Lehrkräfte}, author={Vochatzer, Stefanie and Schröder,  Sarah and Fischer, Christian}, year={2021} }"},"type":"misc","keyword":["Lehren Digitale Medien Bildungsforschung Weiterbildung Lehrkraft Social Media Förderung"],"department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"date_created":"2023-01-19T10:22:55Z","publication_status":"published","date_updated":"2023-01-19T10:23:03Z","status":"public","title":"Fortbildung to go: Twitter als Ratgeber für Lehrkräfte","year":"2021","author":[{"id":"95153","full_name":"Vochatzer, Stefanie","first_name":"Stefanie","last_name":"Vochatzer"},{"full_name":"Schröder,  Sarah","last_name":"Schröder","first_name":" Sarah"},{"full_name":"Fischer, Christian","first_name":"Christian","last_name":"Fischer"}],"user_id":"48187","alternative_title":["LEAD Schule"],"_id":"37545","language":[{"iso":"ger"}]},{"publication":"POSITIONEN","citation":{"apa":"Vochatzer, S. (2021). Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung. <i>POSITIONEN</i>, 65–71.","ieee":"S. Vochatzer, “Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung,” <i>POSITIONEN</i>, pp. 65–71, 2021.","chicago":"Vochatzer, Stefanie. “Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung.” <i>POSITIONEN</i>, 2021, 65–71.","short":"S. Vochatzer, POSITIONEN (2021) 65–71.","mla":"Vochatzer, Stefanie. “Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung.” <i>POSITIONEN</i>, 2021, pp. 65–71.","ama":"Vochatzer S. Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung. <i>POSITIONEN</i>. Published online 2021:65-71.","bibtex":"@article{Vochatzer_2021, title={Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung}, journal={POSITIONEN}, author={Vochatzer, Stefanie}, year={2021}, pages={65–71} }"},"type":"journal_article","department":[{"_id":"723"},{"_id":"724"},{"_id":"36"}],"date_created":"2023-01-19T10:32:04Z","date_updated":"2023-01-19T10:32:54Z","publication_status":"published","title":"Caroline Rudolphis „Gemälde weiblicher Erziehung“. Einblicke in die Mädchenerziehung der Spätaufklärung","status":"public","year":"2021","author":[{"full_name":"Vochatzer, Stefanie","last_name":"Vochatzer","first_name":"Stefanie","id":"95153"}],"user_id":"48187","page":"65-71","language":[{"iso":"ger"}],"_id":"37549"},{"page":"349–372","_id":"35713","publisher":"Springer ","language":[{"iso":"ger"}],"doi":"10.1007/978-3-658-32568-8_20","user_id":"59797","editor":[{"first_name":"Carina","last_name":"Caruso","full_name":"Caruso, Carina"},{"full_name":"Harteis, Christian ","first_name":"Christian ","last_name":"Harteis"},{"first_name":"Alexander","last_name":"Gröschner","full_name":"Gröschner, Alexander"}],"status":"public","title":"Kooperativ Forschen(d) lernen im inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester","year":"2021","author":[{"first_name":"Alexander","last_name":"Kirsch","full_name":"Kirsch, Alexander","id":"59797"},{"first_name":"Eva","last_name":"Blumberg","full_name":"Blumberg, Eva","id":"37549"},{"id":"26282","first_name":"Frank","last_name":"Hellmich","full_name":"Hellmich, Frank"},{"full_name":"Hoya, Fabian Karl","first_name":"Fabian Karl","last_name":"Hoya","id":"10600"}],"date_updated":"2023-01-19T13:47:48Z","publication_status":"published","place":"Berlin","date_created":"2023-01-10T09:18:11Z","type":"book_chapter","department":[{"_id":"460"},{"_id":"298"}],"publication":"Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken ","citation":{"mla":"Kirsch, Alexander, et al. “Kooperativ Forschen(d) lernen im inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester.” <i>Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken </i>, edited by Carina Caruso et al., Springer , 2021, pp. 349–372, doi:<a href=\"https://doi.org/10.1007/978-3-658-32568-8_20\">10.1007/978-3-658-32568-8_20</a>.","bibtex":"@inbook{Kirsch_Blumberg_Hellmich_Hoya_2021, place={Berlin}, title={Kooperativ Forschen(d) lernen im inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester}, DOI={<a href=\"https://doi.org/10.1007/978-3-658-32568-8_20\">10.1007/978-3-658-32568-8_20</a>}, booktitle={Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken }, publisher={Springer }, author={Kirsch, Alexander and Blumberg, Eva and Hellmich, Frank and Hoya, Fabian Karl}, editor={Caruso, Carina and Harteis, Christian  and Gröschner, Alexander}, year={2021}, pages={349–372} }","ama":"Kirsch A, Blumberg E, Hellmich F, Hoya FK. Kooperativ Forschen(d) lernen im inklusiven Sachunterricht der Primarstufe – Ein Theorie-Praxis verzahnter Ansatz zur Vorbereitung von Sachunterrichtsstudierenden auf das Praxissemester. In: Caruso C, Harteis C, Gröschner A, eds. <i>Theorie und Praxis in der Lehrerbildung. Verhältnisbestimmungen aus der Perspektive von Fachdidaktiken </i>. Springer ; 2021:349–372. doi:<a href=\"https://doi.org/10.1007/978-3-658-32568-8_20\">10.1007/978-3-658-32568-8_20</a>","ieee":"A. Kirsch, E. Blumberg, F. Hellmich, and F. K. 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Hellmich, in: University of Geneva, Geneva, Switzerland, 2021."},"department":[{"_id":"460"}],"type":"conference","place":"Geneva, Switzerland","date_created":"2023-01-11T13:08:02Z","date_updated":"2023-01-25T17:58:06Z","author":[{"last_name":"Franzen","first_name":"Katja","full_name":"Franzen, Katja","id":"75124"},{"full_name":"Moschner, Barbara","last_name":"Moschner","first_name":"Barbara"},{"first_name":"Frank","last_name":"Hellmich","full_name":"Hellmich, Frank","id":"26282"}],"title":"The prediction of primary school teachers’ self-efficacy expectations in inclusive education. Single Paper. ECER 2021 (European Conference on Educational Research). “Education and Society: expectations, prescriptions, reconciliations”","status":"public","year":"2021","user_id":"57672","publisher":"University of Geneva","_id":"36129","language":[{"iso":"eng"}]},{"citation":{"ieee":"G. Görel and F. Hellmich, “Primary school principals’ views on designing inclusive schools. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. ‘Education and Citizenship: Learning and Instruction and the Shaping of Futures,’” 2021.","apa":"Görel, G., &#38; Hellmich, F. (2021). <i>Primary school principals’ views on designing inclusive schools. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures.”</i>","short":"G. Görel, F. Hellmich, in: University of Gothenburg, Gothenburg, Sweden, 2021.","chicago":"Görel, Gamze, and Frank Hellmich. “Primary School Principals’ Views on Designing Inclusive Schools. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. ‘Education and Citizenship: Learning and Instruction and the Shaping of Futures.’” Gothenburg, Sweden: University of Gothenburg, 2021.","mla":"Görel, Gamze, and Frank Hellmich. <i>Primary School Principals’ Views on Designing Inclusive Schools. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures.”</i> University of Gothenburg, 2021.","bibtex":"@inproceedings{Görel_Hellmich_2021, place={Gothenburg, Sweden}, title={Primary school principals’ views on designing inclusive schools. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures”}, publisher={University of Gothenburg}, author={Görel, Gamze and Hellmich, Frank}, year={2021} }","ama":"Görel G, Hellmich F. Primary school principals’ views on designing inclusive schools. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures.” In: University of Gothenburg; 2021."},"place":"Gothenburg, Sweden","date_created":"2023-01-11T13:26:31Z","type":"conference","department":[{"_id":"460"}],"status":"public","title":"Primary school principals’ views on designing inclusive schools. 19th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2021. “Education and Citizenship: Learning and Instruction and the Shaping of Futures”","year":"2021","author":[{"first_name":"Gamze","last_name":"Görel","full_name":"Görel, Gamze","id":"13345"},{"id":"26282","last_name":"Hellmich","first_name":"Frank","full_name":"Hellmich, Frank"}],"date_updated":"2023-01-25T17:51:58Z","language":[{"iso":"eng"}],"_id":"36149","publisher":"University of Gothenburg","user_id":"57672"},{"user_id":"57672","publisher":"Universität Luxemburg","_id":"36093","language":[{"iso":"eng"}],"date_updated":"2023-01-25T18:01:00Z","author":[{"full_name":"Löper, Marwin Felix","first_name":"Marwin Felix","last_name":"Löper","id":"26693"},{"last_name":"Lehofer","first_name":"Mike","full_name":"Lehofer, Mike"},{"last_name":"Schwab","first_name":"Susanne","full_name":"Schwab, Susanne"},{"full_name":"Hellmich, Frank","first_name":"Frank","last_name":"Hellmich","id":"26282"}],"year":"2021","status":"public","title":"Die Bedeutung von Erfahrungen für die Einstellungen von Grundschulkindern gegenüber Peers mit emotional-sozialen Schwierigkeiten im inklusiven Unterricht. Vortrag auf der Tagung der Arbeitsgruppe empirische sonderpädagogische Forschung","department":[{"_id":"460"}],"type":"conference","place":"Luxemburg","date_created":"2023-01-11T12:44:56Z","citation":{"ama":"Löper MF, Lehofer M, Schwab S, Hellmich F. Die Bedeutung von Erfahrungen für die Einstellungen von Grundschulkindern gegenüber Peers mit emotional-sozialen Schwierigkeiten im inklusiven Unterricht. Vortrag auf der Tagung der Arbeitsgruppe empirische sonderpädagogische Forschung. In: Universität Luxemburg; 2021.","bibtex":"@inproceedings{Löper_Lehofer_Schwab_Hellmich_2021, place={Luxemburg}, title={Die Bedeutung von Erfahrungen für die Einstellungen von Grundschulkindern gegenüber Peers mit emotional-sozialen Schwierigkeiten im inklusiven Unterricht. Vortrag auf der Tagung der Arbeitsgruppe empirische sonderpädagogische Forschung}, publisher={Universität Luxemburg}, author={Löper, Marwin Felix and Lehofer, Mike and Schwab, Susanne and Hellmich, Frank}, year={2021} }","mla":"Löper, Marwin Felix, et al. <i>Die Bedeutung von Erfahrungen Für Die Einstellungen von Grundschulkindern Gegenüber Peers Mit Emotional-Sozialen Schwierigkeiten Im Inklusiven Unterricht. Vortrag Auf Der Tagung Der Arbeitsgruppe Empirische Sonderpädagogische Forschung</i>. Universität Luxemburg, 2021.","chicago":"Löper, Marwin Felix, Mike Lehofer, Susanne Schwab, and Frank Hellmich. “Die Bedeutung von Erfahrungen Für Die Einstellungen von Grundschulkindern Gegenüber Peers Mit Emotional-Sozialen Schwierigkeiten Im Inklusiven Unterricht. Vortrag Auf Der Tagung Der Arbeitsgruppe Empirische Sonderpädagogische Forschung.” Luxemburg: Universität Luxemburg, 2021.","short":"M.F. Löper, M. Lehofer, S. Schwab, F. Hellmich, in: Universität Luxemburg, Luxemburg, 2021.","apa":"Löper, M. F., Lehofer, M., Schwab, S., &#38; Hellmich, F. (2021). <i>Die Bedeutung von Erfahrungen für die Einstellungen von Grundschulkindern gegenüber Peers mit emotional-sozialen Schwierigkeiten im inklusiven Unterricht. Vortrag auf der Tagung der Arbeitsgruppe empirische sonderpädagogische Forschung</i>.","ieee":"M. F. Löper, M. Lehofer, S. Schwab, and F. Hellmich, “Die Bedeutung von Erfahrungen für die Einstellungen von Grundschulkindern gegenüber Peers mit emotional-sozialen Schwierigkeiten im inklusiven Unterricht. Vortrag auf der Tagung der Arbeitsgruppe empirische sonderpädagogische Forschung,” 2021."}},{"citation":{"chicago":"Löper, Marwin Felix, Gamze Görel, and Frank Hellmich. “Unterscheiden Sich Lehrkräfte an Inklusiven Und Nicht-Inklusiven Grundschulen Hinsichtlich Ihrer Handlungsintentionen Bei Der Gestaltung Adaptiven Unterrichts? Vortrag Auf Der Tagung Der Arbeitsgruppe Empirische Sonderpädagogische Forschung.”  Luxemburg: Universität Luxemburg, 2021.","short":"M.F. Löper, G. Görel, F. Hellmich, in: Universität Luxemburg,  Luxemburg, 2021.","ieee":"M. F. Löper, G. Görel, and F. Hellmich, “Unterscheiden sich Lehrkräfte an inklusiven und nicht-inklusiven Grundschulen hinsichtlich ihrer Handlungsintentionen bei der Gestaltung adaptiven Unterrichts? Vortrag auf der Tagung der Arbeitsgruppe empirische sonderpädagogische Forschung,” 2021.","apa":"Löper, M. F., Görel, G., &#38; Hellmich, F. (2021). <i>Unterscheiden sich Lehrkräfte an inklusiven und nicht-inklusiven Grundschulen hinsichtlich ihrer Handlungsintentionen bei der Gestaltung adaptiven Unterrichts? Vortrag auf der Tagung der Arbeitsgruppe empirische sonderpädagogische Forschung</i>.","bibtex":"@inproceedings{Löper_Görel_Hellmich_2021, place={ Luxemburg}, title={Unterscheiden sich Lehrkräfte an inklusiven und nicht-inklusiven Grundschulen hinsichtlich ihrer Handlungsintentionen bei der Gestaltung adaptiven Unterrichts? Vortrag auf der Tagung der Arbeitsgruppe empirische sonderpädagogische Forschung}, publisher={Universität Luxemburg}, author={Löper, Marwin Felix and Görel, Gamze and Hellmich, Frank}, year={2021} }","ama":"Löper MF, Görel G, Hellmich F. Unterscheiden sich Lehrkräfte an inklusiven und nicht-inklusiven Grundschulen hinsichtlich ihrer Handlungsintentionen bei der Gestaltung adaptiven Unterrichts? Vortrag auf der Tagung der Arbeitsgruppe empirische sonderpädagogische Forschung. In: Universität Luxemburg; 2021.","mla":"Löper, Marwin Felix, et al. <i>Unterscheiden Sich Lehrkräfte an Inklusiven Und Nicht-Inklusiven Grundschulen Hinsichtlich Ihrer Handlungsintentionen Bei Der Gestaltung Adaptiven Unterrichts? Vortrag Auf Der Tagung Der Arbeitsgruppe Empirische Sonderpädagogische Forschung</i>. Universität Luxemburg, 2021."},"place":" Luxemburg","date_created":"2023-01-11T12:46:12Z","type":"conference","department":[{"_id":"460"}],"title":"Unterscheiden sich Lehrkräfte an inklusiven und nicht-inklusiven Grundschulen hinsichtlich ihrer Handlungsintentionen bei der Gestaltung adaptiven Unterrichts? Vortrag auf der Tagung der Arbeitsgruppe empirische sonderpädagogische Forschung","status":"public","year":"2021","author":[{"id":"26693","last_name":"Löper","first_name":"Marwin Felix","full_name":"Löper, Marwin Felix"},{"full_name":"Görel, Gamze","first_name":"Gamze","last_name":"Görel","id":"13345"},{"id":"26282","full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"}],"date_updated":"2023-01-25T18:01:03Z","_id":"36106","publisher":"Universität Luxemburg","language":[{"iso":"eng"}],"user_id":"57672"},{"language":[{"iso":"ger"}],"date_updated":"2023-01-22T19:20:42Z","publication_status":"published","year":"2021","title":"Multiprofessionelles und inter-institutionelles Netzwerken als Element sozialraumorientierten Handelns","publication_identifier":{"isbn":["978-3-7799-6190-1"]},"author":[{"full_name":"Landhäußer, Sandra","last_name":"Landhäußer","first_name":"Sandra","id":"93863"}],"keyword":["Jugendhilfe  |  Sozialraum  |  Soziale Arbeit  |  Kinderschutz  |  Sozialplanung"],"type":"book_chapter","department":[{"_id":"723"},{"_id":"36"}],"date_created":"2023-01-12T10:25:10Z","abstract":[{"lang":"ger","text":"Das Programm Sozialraumorientierung bietet sich seit etwa dreißig Jahren als zentrale strategische Option präventiver Sozialpolitik an. Mit den Zielen Dezentralisierung der Organisation, Aktivierung der lokalen Gemeinschaft zur Behebung lokaler Problemlagen und (bessere) Partizipation der Anwohner_innen verspricht Sozialraumorientierung ebenso eine administrative wie fachliche Innovation sowie eine fiskalische Entlastung durch höhere Effizienz. Dieses omnipotente Versprechen macht das Programm Sozialraumorientierung gerade für kommunale Steuerungsinstanzen oder Leitungsinstanzen großer Träger von Jugendhilfeleistungen höchst attraktiv. Doch wie schätzen die Akteur_innen im Feld das Programm Sozialraumorientierung ein? Die konkreten Deutungs- und Wissensmuster der unterschiedlichen professionellen Akteur_innen, die auf den Ebenen Bundesland und Kommune die Einführung und Umsetzung des Programms Sozialraumorientierung mitverantworten, stehen im Mittelpunkt des vorliegenden Bandes. Basis sind die Ergebnisse eines aktuellen Forschungsprojektes, die im ersten Teil ausführlich vorgestellt werden und im zweiten Teil von deutschsprachigen Expert:innen aus unterschiedlichen Perspektiven diskutiert werden."}],"publication":"Sozialraumorientierung: Innovation durch Kleinräumigkeit? Die Perspektive der Kinder- und Jugendhilfepraxis","user_id":"93863","editor":[{"full_name":"Dirks,  Sebastian ","first_name":" Sebastian ","last_name":"Dirks"},{"full_name":"Kessl, Fabian","last_name":"Kessl","first_name":"Fabian"}],"page":"174-188","_id":"36369","publisher":"Beltz Juventa","status":"public","place":"Weinheim","citation":{"apa":"Landhäußer, S. (2021). Multiprofessionelles und inter-institutionelles Netzwerken als Element sozialraumorientierten Handelns. In  Sebastian  Dirks &#38; F. Kessl (Eds.), <i>Sozialraumorientierung: Innovation durch Kleinräumigkeit? Die Perspektive der Kinder- und Jugendhilfepraxis</i> (pp. 174–188). Beltz Juventa.","ieee":"S. Landhäußer, “Multiprofessionelles und inter-institutionelles Netzwerken als Element sozialraumorientierten Handelns,” in <i>Sozialraumorientierung: Innovation durch Kleinräumigkeit? Die Perspektive der Kinder- und Jugendhilfepraxis</i>,  Sebastian  Dirks and F. Kessl, Eds. Weinheim: Beltz Juventa, 2021, pp. 174–188.","chicago":"Landhäußer, Sandra. “Multiprofessionelles und inter-institutionelles Netzwerken als Element sozialraumorientierten Handelns.” In <i>Sozialraumorientierung: Innovation durch Kleinräumigkeit? Die Perspektive der Kinder- und Jugendhilfepraxis</i>, edited by  Sebastian  Dirks and Fabian Kessl, 174–88. Weinheim: Beltz Juventa, 2021.","short":"S. Landhäußer, in:  Sebastian  Dirks, F. Kessl (Eds.), Sozialraumorientierung: Innovation durch Kleinräumigkeit? Die Perspektive der Kinder- und Jugendhilfepraxis, Beltz Juventa, Weinheim, 2021, pp. 174–188.","mla":"Landhäußer, Sandra. “Multiprofessionelles und inter-institutionelles Netzwerken als Element sozialraumorientierten Handelns.” <i>Sozialraumorientierung: Innovation durch Kleinräumigkeit? Die Perspektive der Kinder- und Jugendhilfepraxis</i>, edited by  Sebastian  Dirks and Fabian Kessl, Beltz Juventa, 2021, pp. 174–88.","ama":"Landhäußer S. Multiprofessionelles und inter-institutionelles Netzwerken als Element sozialraumorientierten Handelns. In: Dirks  Sebastian , Kessl F, eds. <i>Sozialraumorientierung: Innovation durch Kleinräumigkeit? Die Perspektive der Kinder- und Jugendhilfepraxis</i>. Beltz Juventa; 2021:174-188.","bibtex":"@inbook{Landhäußer_2021, place={Weinheim}, title={Multiprofessionelles und inter-institutionelles Netzwerken als Element sozialraumorientierten Handelns}, booktitle={Sozialraumorientierung: Innovation durch Kleinräumigkeit? Die Perspektive der Kinder- und Jugendhilfepraxis}, publisher={Beltz Juventa}, author={Landhäußer, Sandra}, editor={Dirks,  Sebastian  and Kessl, Fabian}, year={2021}, pages={174–188} }"}},{"issue":"1","publication":"Diskurs Kindheits- und Jugendforschung","abstract":[{"lang":"eng","text":"Angehende Erzieher_innen sollen an Fachschulen für Sozialpädagogik für einen professionellen Umgang mit Differenz in ihrer späteren Berufspraxis ausgebildet werden. Diese Professionalisierung an Fachschulen findet aber auch in institutionellen Kontexten statt, die selbst von gesellschaftlichen Differenz- und Ungleichheitsverhältnissen geprägt sind. Gezeigt wird in einer kontrastierenden Analyse zweier Expert_inneninterviews mit einer Lehr- und einer Leitungskraft von Fachschulen, dass die wahrgenommene soziale Positioniertheit der eigenen Schüler_innen präformiert, wie die breiten curricularen Vorgaben zur differenzbezogenen Professionalisierung konkretisiert werden und welche inhaltlichen Schwerpunkte die Schulen setzen."}],"extern":"1","date_created":"2023-01-10T10:46:51Z","department":[{"_id":"723"},{"_id":"36"}],"type":"journal_article","keyword":["Erzieher_innenausbildung","Fachschule für Sozialpädagogik","Differenz","Ungleichheit","Expert_inneninterviews"],"author":[{"full_name":"Kuhn, Melanie","last_name":"Kuhn","first_name":"Melanie"},{"full_name":"Landhäußer, Sandra","first_name":"Sandra","last_name":"Landhäußer","id":"93863"}],"year":"2021","title":"Von sozialer Exklusivität und „sozialem Sprengstoff“ – Perspektiven von Lehr- und Leitungskräften auf Differenz und Ungleichheit in der Ausbildung von Erzieher_innen","article_type":"original","date_updated":"2023-01-22T19:18:16Z","publication_status":"published","language":[{"iso":"ger"}],"doi":"https://www.budrich-journals.de/index.php/diskurs/article/view/36919","citation":{"bibtex":"@article{Kuhn_Landhäußer_2021, title={Von sozialer Exklusivität und „sozialem Sprengstoff“ – Perspektiven von Lehr- und Leitungskräften auf Differenz und Ungleichheit in der Ausbildung von Erzieher_innen}, DOI={<a href=\"https://www.budrich-journals.de/index.php/diskurs/article/view/36919\">https://www.budrich-journals.de/index.php/diskurs/article/view/36919</a>}, number={1}, journal={Diskurs Kindheits- und Jugendforschung}, publisher={Budrich Journals}, author={Kuhn, Melanie and Landhäußer, Sandra}, year={2021}, pages={22–35} }","ama":"Kuhn M, Landhäußer S. Von sozialer Exklusivität und „sozialem Sprengstoff“ – Perspektiven von Lehr- und Leitungskräften auf Differenz und Ungleichheit in der Ausbildung von Erzieher_innen. <i>Diskurs Kindheits- und Jugendforschung</i>. 2021;(1):22-35. doi:<a href=\"https://www.budrich-journals.de/index.php/diskurs/article/view/36919\">https://www.budrich-journals.de/index.php/diskurs/article/view/36919</a>","mla":"Kuhn, Melanie, and Sandra Landhäußer. “Von sozialer Exklusivität und „sozialem Sprengstoff“ – Perspektiven von Lehr- und Leitungskräften auf Differenz und Ungleichheit in der Ausbildung von Erzieher_innen.” <i>Diskurs Kindheits- und Jugendforschung</i>, no. 1, Budrich Journals, 2021, pp. 22–35, doi:<a href=\"https://www.budrich-journals.de/index.php/diskurs/article/view/36919\">https://www.budrich-journals.de/index.php/diskurs/article/view/36919</a>.","chicago":"Kuhn, Melanie, and Sandra Landhäußer. “Von sozialer Exklusivität und „sozialem Sprengstoff“ – Perspektiven von Lehr- und Leitungskräften auf Differenz und Ungleichheit in der Ausbildung von Erzieher_innen.” <i>Diskurs Kindheits- und Jugendforschung</i>, no. 1 (2021): 22–35. <a href=\"https://www.budrich-journals.de/index.php/diskurs/article/view/36919\">https://www.budrich-journals.de/index.php/diskurs/article/view/36919</a>.","short":"M. Kuhn, S. Landhäußer, Diskurs Kindheits- und Jugendforschung (2021) 22–35.","ieee":"M. Kuhn and S. Landhäußer, “Von sozialer Exklusivität und „sozialem Sprengstoff“ – Perspektiven von Lehr- und Leitungskräften auf Differenz und Ungleichheit in der Ausbildung von Erzieher_innen,” <i>Diskurs Kindheits- und Jugendforschung</i>, no. 1, pp. 22–35, 2021, doi: <a href=\"https://www.budrich-journals.de/index.php/diskurs/article/view/36919\">https://www.budrich-journals.de/index.php/diskurs/article/view/36919</a>.","apa":"Kuhn, M., &#38; Landhäußer, S. (2021). Von sozialer Exklusivität und „sozialem Sprengstoff“ – Perspektiven von Lehr- und Leitungskräften auf Differenz und Ungleichheit in der Ausbildung von Erzieher_innen. <i>Diskurs Kindheits- und Jugendforschung</i>, <i>1</i>, 22–35. <a href=\"https://www.budrich-journals.de/index.php/diskurs/article/view/36919\">https://www.budrich-journals.de/index.php/diskurs/article/view/36919</a>"},"quality_controlled":"1","status":"public","publisher":"Budrich Journals","_id":"35779","page":"22-35","user_id":"93863"}]