[{"user_id":"105186","page":"1-26","_id":"66477","publisher":"Informa UK Limited","status":"public","jel":["I24"],"quality_controlled":"1","citation":{"short":"S. Woodcock, E. Avramidis, U. Sharma, P. Subban, C. Sahli Lozano, H. Kullmann, T. Loreman, S. Wüthrich, M. Knickenberg, School Leadership &#38; Management (2026) 1–26.","chicago":"Woodcock, Stuart, Elias Avramidis, Umesh Sharma, Pearl Subban, Caroline Sahli Lozano, Harry Kullmann, Tim Loreman, Sergej Wüthrich, and Margarita Knickenberg. “‘School Is No Longer a Lone Wolf Effort’: Leadership Strategies for Inclusive, Community-Based School Cultures.” <i>School Leadership &#38; Management</i>, 2026, 1–26. <a href=\"https://doi.org/10.1080/13632434.2026.2691492\">https://doi.org/10.1080/13632434.2026.2691492</a>.","apa":"Woodcock, S., Avramidis, E., Sharma, U., Subban, P., Sahli Lozano, C., Kullmann, H., Loreman, T., Wüthrich, S., &#38; Knickenberg, M. (2026). ‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures. <i>School Leadership &#38; Management</i>, 1–26. <a href=\"https://doi.org/10.1080/13632434.2026.2691492\">https://doi.org/10.1080/13632434.2026.2691492</a>","ieee":"S. Woodcock <i>et al.</i>, “‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures,” <i>School Leadership &#38; Management</i>, pp. 1–26, 2026, doi: <a href=\"https://doi.org/10.1080/13632434.2026.2691492\">10.1080/13632434.2026.2691492</a>.","ama":"Woodcock S, Avramidis E, Sharma U, et al. ‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures. <i>School Leadership &#38; Management</i>. Published online 2026:1-26. doi:<a href=\"https://doi.org/10.1080/13632434.2026.2691492\">10.1080/13632434.2026.2691492</a>","bibtex":"@article{Woodcock_Avramidis_Sharma_Subban_Sahli Lozano_Kullmann_Loreman_Wüthrich_Knickenberg_2026, title={‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures}, DOI={<a href=\"https://doi.org/10.1080/13632434.2026.2691492\">10.1080/13632434.2026.2691492</a>}, journal={School Leadership &#38; Management}, publisher={Informa UK Limited}, author={Woodcock, Stuart and Avramidis, Elias and Sharma, Umesh and Subban, Pearl and Sahli Lozano, Caroline and Kullmann, Harry and Loreman, Tim and Wüthrich, Sergej and Knickenberg, Margarita}, year={2026}, pages={1–26} }","mla":"Woodcock, Stuart, et al. “‘School Is No Longer a Lone Wolf Effort’: Leadership Strategies for Inclusive, Community-Based School Cultures.” <i>School Leadership &#38; Management</i>, Informa UK Limited, 2026, pp. 1–26, doi:<a href=\"https://doi.org/10.1080/13632434.2026.2691492\">10.1080/13632434.2026.2691492</a>."},"doi":"10.1080/13632434.2026.2691492","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2026-08-29T08:24:38Z","article_type":"original","year":"2026","title":"‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures","publication_identifier":{"issn":["1363-2434","1364-2626"]},"author":[{"last_name":"Woodcock","first_name":"Stuart","full_name":"Woodcock, Stuart"},{"full_name":"Avramidis, Elias","first_name":"Elias","last_name":"Avramidis"},{"full_name":"Sharma, Umesh","last_name":"Sharma","first_name":"Umesh"},{"full_name":"Subban, Pearl","first_name":"Pearl","last_name":"Subban"},{"last_name":"Sahli Lozano","first_name":"Caroline","full_name":"Sahli Lozano, Caroline"},{"id":"77972","orcid":"0000-0001-5488-5105","first_name":"Harry","last_name":"Kullmann","full_name":"Kullmann, Harry"},{"full_name":"Loreman, Tim","last_name":"Loreman","first_name":"Tim"},{"first_name":"Sergej","last_name":"Wüthrich","full_name":"Wüthrich, Sergej"},{"id":"12978","orcid":"0000-0001-5521-0417","last_name":"Knickenberg","first_name":"Margarita","full_name":"Knickenberg, Margarita"}],"keyword":["Inklusive Bildung","Schulentwicklung","Schulleitung","Gemeinschaftlichkeit","Haltung"],"type":"journal_article","department":[{"_id":"556"}],"date_created":"2026-07-14T07:57:09Z","abstract":[{"lang":"eng","text":"Based on the premise that the successful implementation of inclusion is largely dependent on the educators’ commitment to inclusive ideals, this study sought to examine the ways principals promote an inclusive vision and foster the development of associated practices in their school community. The study employed an exploratory qualitative research design, collecting data through semi-structured interviews and focus groups with 12 principals of highly-ranked inclusive schools from four countries: Australia, Italy, Switzerland, and Spain. In so doing, the emphasis was placed on the principals’ perspectives and practices that contribute to the development of an inclusive school culture. The iterative process of thematic analysis revealed five broad key factors that affect and impact school inclusivity, namely: institutional commitment to a collective inclusive culture; family partnership and co-responsibility; collaboration among key stakeholders (e.g. students, teachers, other staff); students’ voice and agency; and building and sustaining inter-institutional partnerships. This paper concludes by advocating a community-based approach model to school inclusion by identifying key factors on which principals can rely to navigate material, social, and political challenges."}],"publication":"School Leadership & Management"},{"citation":{"bibtex":"@book{Textor_Kullmann_van der Donk_van Lanen_2026, place={Weinheim}, title={Praxisforschung in Schule und Unterricht}, publisher={Beltz Juventa}, year={2026} }","ama":"Textor A, Kullmann H, van der Donk C, van Lanen B, eds. <i>Praxisforschung in Schule und Unterricht</i>. Beltz Juventa; 2026.","mla":"Textor, Annette, et al., editors. <i>Praxisforschung in Schule und Unterricht</i>. Beltz Juventa, 2026.","chicago":"Textor, Annette, Harry Kullmann, Cyrilla van der Donk, and Bas van Lanen, eds. <i>Praxisforschung in Schule und Unterricht</i>. Weinheim: Beltz Juventa, 2026.","short":"A. Textor, H. Kullmann, C. van der Donk, B. van Lanen, eds., Praxisforschung in Schule und Unterricht, Beltz Juventa, Weinheim, 2026.","ieee":"A. Textor, H. Kullmann, C. van der Donk, and B. van Lanen, Eds., <i>Praxisforschung in Schule und Unterricht</i>. Weinheim: Beltz Juventa, 2026.","apa":"Textor, A., Kullmann, H., van der Donk, C., &#38; van Lanen, B. (Eds.). (2026). <i>Praxisforschung in Schule und Unterricht</i>. Beltz Juventa."},"date_created":"2026-08-20T13:33:45Z","place":"Weinheim","department":[{"_id":"556"}],"type":"book_editor","publication_identifier":{"isbn":["978-3-7799-3726-5"]},"jel":["I21"],"status":"public","title":"Praxisforschung in Schule und Unterricht","year":"2026","publication_status":"published","date_updated":"2026-08-29T08:20:57Z","_id":"66763","language":[{"iso":"ger"}],"publisher":"Beltz Juventa","page":"432","editor":[{"last_name":"Textor","first_name":"Annette","full_name":"Textor, Annette"},{"full_name":"Kullmann, Harry","last_name":"Kullmann","orcid":"0000-0001-5488-5105","first_name":"Harry","id":"77972"},{"full_name":"van der Donk, Cyrilla","first_name":"Cyrilla","last_name":"van der Donk"},{"full_name":"van Lanen, Bas","last_name":"van Lanen","first_name":"Bas"}],"user_id":"105186"},{"_id":"66883","language":[{"iso":"eng"}],"user_id":"105186","author":[{"id":"12978","full_name":"Knickenberg, Margarita","orcid":"0000-0001-5521-0417","last_name":"Knickenberg","first_name":"Margarita"},{"id":"77972","full_name":"Kullmann, Harry","orcid":"0000-0001-5488-5105","last_name":"Kullmann","first_name":"Harry"},{"last_name":"Wüthrich","first_name":"Sergej","full_name":"Wüthrich, Sergej"},{"full_name":"Sahil Lozano, Caroline","last_name":"Sahil Lozano","first_name":"Caroline"}],"jel":["I24"],"conference":{"start_date":"2026-03-16","name":"13. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF)","location":"TU München","end_date":"2026-03-18"},"year":"2026","status":"public","title":"Elterliche Perspektiven auf schulische Inklusion – Entwicklung einer Kurzskala","date_updated":"2026-08-31T15:19:01Z","date_created":"2026-08-31T15:06:20Z","department":[{"_id":"556"},{"_id":"460"},{"_id":"4"}],"type":"conference","citation":{"mla":"Knickenberg, Margarita, et al. <i>Elterliche Perspektiven Auf Schulische Inklusion – Entwicklung Einer Kurzskala</i>. 2026.","bibtex":"@inproceedings{Knickenberg_Kullmann_Wüthrich_Sahil Lozano_2026, title={Elterliche Perspektiven auf schulische Inklusion – Entwicklung einer Kurzskala}, author={Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahil Lozano, Caroline}, year={2026} }","ama":"Knickenberg M, Kullmann H, Wüthrich S, Sahil Lozano C. Elterliche Perspektiven auf schulische Inklusion – Entwicklung einer Kurzskala. In: ; 2026.","ieee":"M. Knickenberg, H. Kullmann, S. Wüthrich, and C. Sahil Lozano, “Elterliche Perspektiven auf schulische Inklusion – Entwicklung einer Kurzskala,” presented at the 13. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), TU München, 2026.","apa":"Knickenberg, M., Kullmann, H., Wüthrich, S., &#38; Sahil Lozano, C. (2026). <i>Elterliche Perspektiven auf schulische Inklusion – Entwicklung einer Kurzskala</i>. 13. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), TU München.","chicago":"Knickenberg, Margarita, Harry Kullmann, Sergej Wüthrich, and Caroline Sahil Lozano. “Elterliche Perspektiven Auf Schulische Inklusion – Entwicklung Einer Kurzskala,” 2026.","short":"M. Knickenberg, H. Kullmann, S. Wüthrich, C. Sahil Lozano, in: 2026."},"quality_controlled":"1"},{"citation":{"mla":"Kullmann, Harry. <i>Heterogenitätssensible Und Inklusionsorientierte Schulentwicklung – Eine Standortbestimmung Im Hinblick Auf Schüler*innen Mit Sonderpädagogischem Förderbedarf in Der Sekundarstufe I</i>. 2026.","bibtex":"@inproceedings{Kullmann_2026, place={Universität Paderborn}, title={Heterogenitätssensible und inklusionsorientierte Schulentwicklung – Eine Standortbestimmung im Hinblick auf Schüler*innen mit sonderpädagogischem Förderbedarf in der Sekundarstufe I}, author={Kullmann, Harry}, year={2026} }","ama":"Kullmann H. Heterogenitätssensible und inklusionsorientierte Schulentwicklung – Eine Standortbestimmung im Hinblick auf Schüler*innen mit sonderpädagogischem Förderbedarf in der Sekundarstufe I. In: ; 2026.","ieee":"H. Kullmann, “Heterogenitätssensible und inklusionsorientierte Schulentwicklung – Eine Standortbestimmung im Hinblick auf Schüler*innen mit sonderpädagogischem Förderbedarf in der Sekundarstufe I,” presented at the Ringvorlesung “Schule der Vielen,” Universität Paderborn, 2026.","apa":"Kullmann, H. (2026). <i>Heterogenitätssensible und inklusionsorientierte Schulentwicklung – Eine Standortbestimmung im Hinblick auf Schüler*innen mit sonderpädagogischem Förderbedarf in der Sekundarstufe I</i>. Ringvorlesung “Schule der Vielen,” Universität Paderborn.","chicago":"Kullmann, Harry. “Heterogenitätssensible Und Inklusionsorientierte Schulentwicklung – Eine Standortbestimmung Im Hinblick Auf Schüler*innen Mit Sonderpädagogischem Förderbedarf in Der Sekundarstufe I.” Universität Paderborn, 2026.","short":"H. Kullmann, in: Universität Paderborn, 2026."},"type":"conference","department":[{"_id":"556"}],"place":"Universität Paderborn","date_created":"2026-08-31T14:55:10Z","date_updated":"2026-08-31T14:59:11Z","title":"Heterogenitätssensible und inklusionsorientierte Schulentwicklung – Eine Standortbestimmung im Hinblick auf Schüler*innen mit sonderpädagogischem Förderbedarf in der Sekundarstufe I","status":"public","year":"2026","conference":{"end_date":"2026-06-09","location":"Universität Paderborn","name":"Ringvorlesung “Schule der Vielen”","start_date":"2026-06-09"},"author":[{"full_name":"Kullmann, Harry","last_name":"Kullmann","first_name":"Harry"}],"jel":["I24"],"user_id":"105186","language":[{"iso":"eng"}],"_id":"66882"},{"quality_controlled":"1","citation":{"apa":"Johansson, V. M. F., Gibson, S., Woodcock, S., Dechsling, A., Kullmann, H., Herrebrøden, M. K., Ulriksen, L. B., &#38; Nordahl-Hansen, A. (2026). Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison. <i>Frontiers in Education</i>, <i>11</i>, Article 1710708. <a href=\"https://doi.org/10.3389/feduc.2026.1710708\">https://doi.org/10.3389/feduc.2026.1710708</a>","ieee":"V. M. F. Johansson <i>et al.</i>, “Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison,” <i>Frontiers in Education</i>, vol. 11, Art. no. 1710708, 2026, doi: <a href=\"https://doi.org/10.3389/feduc.2026.1710708\">10.3389/feduc.2026.1710708</a>.","chicago":"Johansson, Veslemøy Maria Fossum, Suanne Gibson, Stuart Woodcock, Anders Dechsling, Harry Kullmann, Marte Karoline Herrebrøden, Line Britt Ulriksen, and Anders Nordahl-Hansen. “Parental (Dis)Satisfaction with School Placement to Achieve Inclusion: A Cross-Country Comparison.” <i>Frontiers in Education</i> 11 (2026). <a href=\"https://doi.org/10.3389/feduc.2026.1710708\">https://doi.org/10.3389/feduc.2026.1710708</a>.","short":"V.M.F. Johansson, S. Gibson, S. Woodcock, A. Dechsling, H. Kullmann, M.K. Herrebrøden, L.B. Ulriksen, A. Nordahl-Hansen, Frontiers in Education 11 (2026).","mla":"Johansson, Veslemøy Maria Fossum, et al. “Parental (Dis)Satisfaction with School Placement to Achieve Inclusion: A Cross-Country Comparison.” <i>Frontiers in Education</i>, vol. 11, 1710708, Frontiers Media SA, 2026, doi:<a href=\"https://doi.org/10.3389/feduc.2026.1710708\">10.3389/feduc.2026.1710708</a>.","ama":"Johansson VMF, Gibson S, Woodcock S, et al. Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison. <i>Frontiers in Education</i>. 2026;11. doi:<a href=\"https://doi.org/10.3389/feduc.2026.1710708\">10.3389/feduc.2026.1710708</a>","bibtex":"@article{Johansson_Gibson_Woodcock_Dechsling_Kullmann_Herrebrøden_Ulriksen_Nordahl-Hansen_2026, title={Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison}, volume={11}, DOI={<a href=\"https://doi.org/10.3389/feduc.2026.1710708\">10.3389/feduc.2026.1710708</a>}, number={1710708}, journal={Frontiers in Education}, publisher={Frontiers Media SA}, author={Johansson, Veslemøy Maria Fossum and Gibson, Suanne and Woodcock, Stuart and Dechsling, Anders and Kullmann, Harry and Herrebrøden, Marte Karoline and Ulriksen, Line Britt and Nordahl-Hansen, Anders}, year={2026} }"},"volume":11,"user_id":"105186","_id":"66480","publisher":"Frontiers Media SA","jel":["I24"],"status":"public","department":[{"_id":"556"}],"keyword":["human rights","inclusion","inclusive education","international study","parents","school development","special educational needs"],"type":"journal_article","date_created":"2026-07-14T08:14:19Z","abstract":[{"text":"Background – This study draws on data from a larger international project exploring parents' perceptions of the education of their children with special educational needs and/or disabilities (SEND). Using responses from 1, 309 parents in Australia, England, Germany, and Norway it examines parental satisfaction with mainstream and special schools, and parents' school placement preferences, including willingness to change schools. Parental satisfaction is assessed as an overall evaluation of how well the child's school placement meets their needs, without distinguishing between specific aspects of the school experience. The study also explores whether the child's level of support is associated with these perceptions. Based on a human rights perspective, we highlight parents’ perspectives and their role in the development of more inclusive education systems, without promoting one model of schooling over another. Methods – Responses from 1, 309 parents across four countries were analysed using descriptive and inferential statistics. Non-parametric tests compared satisfaction across school types, chi-squared tests assessed associations with willingness to change schools, and binary logistic regression examined whether level of support was associated with parents' willingness to change school placement. Results – Parents in England, Germany, and Norway reported higher satisfaction with special schools than with mainstream schools. No statistically significant difference was observed in Australia. Parents of children in special schools were less likely to report considering changing schools, particularly in England and Norway. Higher pupil support needs were significantly associated with parents’ willingness to change school across the combined sample. These findings suggest that parental satisfaction with their child's education and their preferences regarding school placement may be shaped by both school type and how well pupils' support needs are perceived to be met. Discussion and conclusion – The role of parents as key stakeholders in developing inclusive education systems, consistent with the Convention on the Rights of Persons with Disabilities (CRPD) is emphasised. While parents in special schools in three of the four countries reported higher satisfaction, the reasons for this remain unclear. Understanding the factors shaping parental satisfaction is essential for developing inclusive and responsive learning environments. These findings offer a starting point for future research on how education systems can better align policy commitments with families’ lived experiences.","lang":"eng"}],"publication":"Frontiers in Education","doi":"10.3389/feduc.2026.1710708","language":[{"iso":"eng"}],"article_number":"1710708","intvolume":"        11","article_type":"original","date_updated":"2026-08-29T08:25:55Z","publication_status":"published","publication_identifier":{"issn":["2504-284X"]},"author":[{"full_name":"Johansson, Veslemøy Maria Fossum","last_name":"Johansson","first_name":"Veslemøy Maria Fossum"},{"full_name":"Gibson, Suanne","first_name":"Suanne","last_name":"Gibson"},{"full_name":"Woodcock, Stuart","first_name":"Stuart","last_name":"Woodcock"},{"full_name":"Dechsling, Anders","first_name":"Anders","last_name":"Dechsling"},{"id":"77972","full_name":"Kullmann, Harry","orcid":"0000-0001-5488-5105","first_name":"Harry","last_name":"Kullmann"},{"first_name":"Marte Karoline","last_name":"Herrebrøden","full_name":"Herrebrøden, Marte Karoline"},{"full_name":"Ulriksen, Line Britt","first_name":"Line Britt","last_name":"Ulriksen"},{"full_name":"Nordahl-Hansen, Anders","last_name":"Nordahl-Hansen","first_name":"Anders"}],"year":"2026","title":"Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison"},{"quality_controlled":"1","abstract":[{"lang":"eng","text":"Parental Perceptions of Inclusive Teacher and School Support – Establishment of a Short-Form \r\n\r\nThe concept of inclusive education has gained considerable attention recently, emphasizing the importance of creating supportive educational environments for all students. Parental perceptions play a crucial role in shaping these inclusive climates (De Boer et al., 2010; Stevens & Wurf, 2020). However, current measures are often neither concise nor practical for widespread application. This study addresses this gap by developing a valid and reliable short scale for assessing parental perceptions of inclusive education.\r\nDespite growing research on inclusive education, there remains a lack of concise instruments that effectively capture parental perceptions across diverse contexts. A recently developed instrument focusing on parents’ views is the ‘Parental Perception of Inclusion Climate Scale’ (PPICS; Sharma et al., 2022). The original scale comprises 28 items representing three factors (‘Teacher and School Support’, ‘Student Engagement’ and ‘Friendships’). Although the original version has its advantages (broad representation of the constructs, tested psychometric properties), a shorter version would make it even easier to use in research and practice. Therefore, our research aims to shorten this instrument and to demonstrate its psychometric integrity. \r\nWe used a sample of N=4,338 parents from Germany who completed a German version of the ‘PPICS’ (Kullmann & Blankenstein, 2024; Sharma et al., 2022) online. The total sample was randomly divided into two similar subsamples for validation. In the first subsample, we examined factorial structure using exploratory and confirmatory factor analyses. Our results confirmed the replication of the originally proposed three-factor structure; however, one factor (‘Student Engagement’) was represented by only two items with insufficient reliability, while a second factor (‘Friendships’) included items that were not fully congruent with its intended content and had high cross-loadings. \r\nIt was therefore decided to retain only one robust factor (‘Teacher and School Support’) for further analysis. Items were excluded based on item characteristics and content relevance. This resulted in an eight-item scale, which was subsequently validated in the second subsample. The final analyses confirmed measurement invariance across both subsamples and different federal states as well as across parents of children with and without disabilities. These findings suggest that the shortened scale is reliable and valid for assessing parental perceptions of inclusive teacher and school support in different contexts.\r\nIts application can contribute to incorporating parents' perspectives into discussions about inclusive education. As part of a study in Switzerland in March 2025, the short version will be tested. These results will be complemented and discussed in the presentation.\r\nReferences \r\nDe Boer, A., Pijl, S. P., & Minnaert, A. (2010). Attitudes of parents towards inclusive education: A review of the literature. European Journal of Special Needs Education, 25(2), 165–181.\r\nKullmann, H., & Blankenstein, L. (2024). GAPS-G – Global Parent Study – Germany: (Globale) Wahrnehmung von Eltern und Erziehungsberechtigten in Bezug auf Förder- und Regelschulen – Deutschland. German Version of the English Questionnaire of Sharma, Umesh (2023): Parental/Carer Global Perception towards Special/Mainstream Education. Project ID: 29469. Melbourne: Monash University. Paderborn: Paderborn University.\r\nSharma, U., Woodcock, S., May, F., & Subban, P. (2022). Examining parental perception of inclusive education climate. Frontiers in Education, 7, Article 907742.\r\nStevens, L., & Wurf, G. (2020). Perceptions of inclusive education: A mixed methods investigation of parental attitudes in three Australian primary schools. International Journal of Inclusive Education, 24(4), 351-365."}],"citation":{"bibtex":"@inproceedings{Knickenberg_Kullmann_Wüthrich_Sahli Lozano_2025, title={Parental perceptions of inclusive teacher and school support – Establishment of a short-form}, author={Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline}, year={2025} }","ama":"Knickenberg M, Kullmann H, Wüthrich S, Sahli Lozano C. Parental perceptions of inclusive teacher and school support – Establishment of a short-form. In: ; 2025.","mla":"Knickenberg, Margarita, et al. <i>Parental Perceptions of Inclusive Teacher and School Support – Establishment of a Short-Form</i>. 2025.","short":"M. Knickenberg, H. Kullmann, S. Wüthrich, C. Sahli Lozano, in: 2025.","chicago":"Knickenberg, Margarita, Harry Kullmann, Sergej Wüthrich, and Caroline Sahli Lozano. “Parental Perceptions of Inclusive Teacher and School Support – Establishment of a Short-Form,” 2025.","ieee":"M. Knickenberg, H. Kullmann, S. Wüthrich, and C. Sahli Lozano, “Parental perceptions of inclusive teacher and school support – Establishment of a short-form,” presented at the ECER (European Conference on Educational Research), University of Belgrade. Serbia, 2025.","apa":"Knickenberg, M., Kullmann, H., Wüthrich, S., &#38; Sahli Lozano, C. (2025). <i>Parental perceptions of inclusive teacher and school support – Establishment of a short-form</i>. ECER (European Conference on Educational Research), University of Belgrade. Serbia."},"type":"conference","department":[{"_id":"4"},{"_id":"460"},{"_id":"556"}],"date_created":"2025-04-10T08:37:51Z","date_updated":"2026-08-31T15:27:32Z","year":"2025","status":"public","title":"Parental perceptions of inclusive teacher and school support – Establishment of a short-form","author":[{"id":"12978","full_name":"Knickenberg, Margarita","first_name":"Margarita","last_name":"Knickenberg","orcid":"0000-0001-5521-0417"},{"id":"77972","last_name":"Kullmann","orcid":"0000-0001-5488-5105","first_name":"Harry","full_name":"Kullmann, Harry"},{"last_name":"Wüthrich","first_name":"Sergej","full_name":"Wüthrich, Sergej"},{"first_name":"Caroline","last_name":"Sahli Lozano","full_name":"Sahli Lozano, Caroline"}],"jel":["I24"],"conference":{"name":"ECER (European Conference on Educational Research)","start_date":"2025-09-09","location":"University of Belgrade. Serbia","end_date":"2025-09-12"},"user_id":"105186","_id":"59480","language":[{"iso":"eng"}]},{"_id":"59481","language":[{"iso":"eng"}],"user_id":"105186","title":"Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland","year":"2025","status":"public","conference":{"start_date":"2025-09-09","name":"32. ECER (European Conference on Educational Research)","location":"University of Belgrade, Serbia","end_date":"2025-09-12"},"jel":["I24"],"author":[{"id":"12978","full_name":"Knickenberg, Margarita","orcid":"0000-0001-5521-0417","last_name":"Knickenberg","first_name":"Margarita"},{"id":"77972","last_name":"Kullmann","first_name":"Harry","orcid":"0000-0001-5488-5105","full_name":"Kullmann, Harry"}],"date_updated":"2026-08-31T15:19:49Z","date_created":"2025-04-10T08:40:26Z","type":"conference","department":[{"_id":"4"},{"_id":"460"},{"_id":"556"}],"citation":{"ieee":"M. Knickenberg and H. Kullmann, “Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland,” presented at the 32. ECER (European Conference on Educational Research), University of Belgrade, Serbia, 2025.","apa":"Knickenberg, M., &#38; Kullmann, H. (2025). <i>Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland</i>. 32. ECER (European Conference on Educational Research), University of Belgrade, Serbia.","short":"M. Knickenberg, H. Kullmann, in: 2025.","chicago":"Knickenberg, Margarita, and Harry Kullmann. “Exploring the Role of Individual and Collective Efficacy Beliefs and Attitudes in Teachers’ Intentions to Implement Inclusive Practices: Evidence from Canada, Germany and Switzerland,” 2025.","mla":"Knickenberg, Margarita, and Harry Kullmann. <i>Exploring the Role of Individual and Collective Efficacy Beliefs and Attitudes in Teachers’ Intentions to Implement Inclusive Practices: Evidence from Canada, Germany and Switzerland</i>. 2025.","bibtex":"@inproceedings{Knickenberg_Kullmann_2025, title={Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland}, author={Knickenberg, Margarita and Kullmann, Harry}, year={2025} }","ama":"Knickenberg M, Kullmann H. Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland. In: ; 2025."},"quality_controlled":"1"},{"conference":{"location":"Universität Flensburg","name":"Keynote auf der 7. Winter School des Zentrums für Bildungs-, Unterrichts-, Schul- und Sozialisationsforschung (ZeBUSS)","start_date":"2026-02-24","end_date":"2026-02-24"},"jel":["I21"],"author":[{"id":"77972","last_name":"Kullmann","orcid":"0000-0001-5488-5105","first_name":"Harry","full_name":"Kullmann, Harry"}],"title":"Wohlbefinden als schulische Leistung. Theoretische und empirische Perspektiven","status":"public","year":"2025","date_updated":"2026-08-31T15:43:05Z","_id":"66884","language":[{"iso":"eng"}],"user_id":"105186","citation":{"apa":"Kullmann, H. (2025). <i>Wohlbefinden als schulische Leistung. Theoretische und empirische Perspektiven</i>. Keynote auf der 7. Winter School des Zentrums für Bildungs-, Unterrichts-, Schul- und Sozialisationsforschung (ZeBUSS), Universität Flensburg.","ieee":"H. Kullmann, “Wohlbefinden als schulische Leistung. Theoretische und empirische Perspektiven,” presented at the Keynote auf der 7. Winter School des Zentrums für Bildungs-, Unterrichts-, Schul- und Sozialisationsforschung (ZeBUSS), Universität Flensburg, 2025.","short":"H. Kullmann, in: 2025.","chicago":"Kullmann, Harry. “Wohlbefinden Als Schulische Leistung. Theoretische Und Empirische Perspektiven,” 2025.","mla":"Kullmann, Harry. <i>Wohlbefinden Als Schulische Leistung. Theoretische Und Empirische Perspektiven</i>. 2025.","ama":"Kullmann H. Wohlbefinden als schulische Leistung. Theoretische und empirische Perspektiven. In: ; 2025.","bibtex":"@inproceedings{Kullmann_2025, title={Wohlbefinden als schulische Leistung. Theoretische und empirische Perspektiven}, author={Kullmann, Harry}, year={2025} }"},"date_created":"2026-08-31T15:38:01Z","department":[{"_id":"556"}],"type":"conference"},{"keyword":["Selbsteinschätzung","Wertschätzung","Wohlbefinden","Pädagogische Diagnostik","Schule","Schuljahr 6","Schuljahr 7","Schuljahr 8","Sekundarstufe I","Laborschule","Lehrer","Schüler","Individualisierung","Lerngruppe","Unterrichtsgestaltung","Mitbestimmung","Empirische Untersuchung","Fragebogen","Längsschnittuntersuchung","Mehrebenenanalyse","Inklusion","Einflussfaktor","Unterstützung","Bielefeld","Deutschland"],"type":"journal_article","department":[{"_id":"556"}],"date_created":"2026-08-21T13:51:20Z","abstract":[{"lang":"ger","text":"Das schulische Wohlbefinden von Schüler*innen kann durch die Gestaltung der Lernumgebung positiv beeinflusst werden. Daher gilt es, entsprechend wirkungsvolle Unterrichtsmerkmale zu identifizieren. Am Beispiel der Laborschule Bielefeld, einer Versuchsschule des Landes Nordrhein-Westfalen wurde der Einfluss der Merkmale Wertschätzung durch die Lehrkräfte, individuelle Unterstützung, stärkenorientierte Diagnostik sowie unterrichtsbezogene Partizipation auf das schulische Wohlbefinden von Schüler*innen aus inklusiven Lerngruppen der Jahrgangsstufen 6 bis 8 untersucht. Die Mehrebenenanalysen zeigen, dass die untersuchten Unterrichtsmerkmale das schulische Wohlbefinden positiv beeinflussen. Der Effekt einzelner Unterrichtsmerkmale verändert sich teilweise über die Jahrgangsstufen."}],"publication":"Zeitschrift für Pädagogik","doi":"https://doi.org/10.3262/ZP2504530","language":[{"iso":"ger"}],"date_updated":"2026-08-29T08:32:43Z","publication_status":"published","intvolume":"        71","article_type":"original","title":"Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld","year":"2025","author":[{"first_name":"Rabea","last_name":"Marker","full_name":"Marker, Rabea"},{"full_name":"Kullmann, Harry","orcid":"0000-0001-5488-5105","last_name":"Kullmann","first_name":"Harry","id":"77972"},{"last_name":"Zentarra","first_name":"Dominik","full_name":"Zentarra, Dominik"},{"first_name":"Sabine","last_name":"Geist","full_name":"Geist, Sabine"},{"last_name":"Lütje-Klose","first_name":"Birgit","full_name":"Lütje-Klose, Birgit"}],"publication_identifier":{"issn":["0044-3247"]},"quality_controlled":"1","citation":{"ama":"Marker R, Kullmann H, Zentarra D, Geist S, Lütje-Klose B. Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld. <i>Zeitschrift für Pädagogik</i>. 2025;71:530-554. doi:<a href=\"https://doi.org/10.3262/ZP2504530\">https://doi.org/10.3262/ZP2504530</a>","bibtex":"@article{Marker_Kullmann_Zentarra_Geist_Lütje-Klose_2025, title={Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld}, volume={71}, DOI={<a href=\"https://doi.org/10.3262/ZP2504530\">https://doi.org/10.3262/ZP2504530</a>}, journal={Zeitschrift für Pädagogik}, author={Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}, year={2025}, pages={530–554} }","mla":"Marker, Rabea, et al. “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld.” <i>Zeitschrift für Pädagogik</i>, vol. 71, 2025, pp. 530–54, doi:<a href=\"https://doi.org/10.3262/ZP2504530\">https://doi.org/10.3262/ZP2504530</a>.","chicago":"Marker, Rabea, Harry Kullmann, Dominik Zentarra, Sabine Geist, and Birgit Lütje-Klose. “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld.” <i>Zeitschrift für Pädagogik</i> 71 (2025): 530–54. <a href=\"https://doi.org/10.3262/ZP2504530\">https://doi.org/10.3262/ZP2504530</a>.","short":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, B. Lütje-Klose, Zeitschrift für Pädagogik 71 (2025) 530–554.","apa":"Marker, R., Kullmann, H., Zentarra, D., Geist, S., &#38; Lütje-Klose, B. (2025). Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld. <i>Zeitschrift für Pädagogik</i>, <i>71</i>, 530–554. <a href=\"https://doi.org/10.3262/ZP2504530\">https://doi.org/10.3262/ZP2504530</a>","ieee":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, and B. Lütje-Klose, “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld,” <i>Zeitschrift für Pädagogik</i>, vol. 71, pp. 530–554, 2025, doi: <a href=\"https://doi.org/10.3262/ZP2504530\">https://doi.org/10.3262/ZP2504530</a>."},"user_id":"105186","volume":71,"page":"530-554","_id":"66768","status":"public","jel":["I24"]},{"language":[{"iso":"eng"}],"article_number":"1530689","doi":"10.3389/fpsyg.2025.1530689","author":[{"full_name":"Knickenberg, Margarita","last_name":"Knickenberg","first_name":"Margarita","orcid":"0000-0001-5521-0417","id":"12978"},{"last_name":"Kullmann","first_name":"Harry","orcid":"0000-0001-5488-5105","full_name":"Kullmann, Harry","id":"77972"},{"last_name":"Wüthrich","first_name":"Sergej","full_name":"Wüthrich, Sergej"},{"full_name":"Sahli Lozano, Caroline","last_name":"Sahli Lozano","first_name":"Caroline"},{"last_name":"Loreman","first_name":"Tim","full_name":"Loreman, Tim"},{"full_name":"Sharma, Umesh","first_name":"Umesh","last_name":"Sharma"},{"first_name":"Elias","last_name":"Avramidis","full_name":"Avramidis, Elias"},{"full_name":"Subban, Pearl","last_name":"Subban","first_name":"Pearl"},{"last_name":"Woodcock","first_name":"Stuart","full_name":"Woodcock, Stuart"}],"year":"2025","title":"Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland","intvolume":"        16","date_updated":"2026-08-29T08:29:40Z","publication_status":"published","date_created":"2025-06-13T08:24:48Z","file":[{"creator":"mknick","date_created":"2025-06-13T08:23:32Z","file_size":1858400,"access_level":"closed","file_name":"Knickenberg et al. (2025).pdf","date_updated":"2025-06-13T08:23:32Z","relation":"main_file","content_type":"application/pdf","success":1,"file_id":"60201"}],"department":[{"_id":"4"},{"_id":"460"},{"_id":"556"}],"type":"journal_article","publication":"Frontiers in Psychology","_id":"60200","volume":16,"ddc":["370"],"user_id":"105186","jel":["I21"],"status":"public","has_accepted_license":"1","citation":{"mla":"Knickenberg, Margarita, et al. “Teachers’ Collective Efficacy with Regard to Inclusive Practices—Characteristics of a New Scale and Analyses from Canada, Germany and Switzerland.” <i>Frontiers in Psychology</i>, vol. 16, 1530689, 2025, doi:<a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">10.3389/fpsyg.2025.1530689</a>.","ama":"Knickenberg M, Kullmann H, Wüthrich S, et al. Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland. <i>Frontiers in Psychology</i>. 2025;16. doi:<a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">10.3389/fpsyg.2025.1530689</a>","bibtex":"@article{Knickenberg_Kullmann_Wüthrich_Sahli Lozano_Loreman_Sharma_Avramidis_Subban_Woodcock_2025, title={Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland}, volume={16}, DOI={<a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">10.3389/fpsyg.2025.1530689</a>}, number={1530689}, journal={Frontiers in Psychology}, author={Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline and Loreman, Tim and Sharma, Umesh and Avramidis, Elias and Subban, Pearl and Woodcock, Stuart}, year={2025} }","apa":"Knickenberg, M., Kullmann, H., Wüthrich, S., Sahli Lozano, C., Loreman, T., Sharma, U., Avramidis, E., Subban, P., &#38; Woodcock, S. (2025). Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland. <i>Frontiers in Psychology</i>, <i>16</i>, Article 1530689. <a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">https://doi.org/10.3389/fpsyg.2025.1530689</a>","ieee":"M. Knickenberg <i>et al.</i>, “Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland,” <i>Frontiers in Psychology</i>, vol. 16, Art. no. 1530689, 2025, doi: <a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">10.3389/fpsyg.2025.1530689</a>.","short":"M. Knickenberg, H. Kullmann, S. Wüthrich, C. Sahli Lozano, T. Loreman, U. Sharma, E. Avramidis, P. Subban, S. Woodcock, Frontiers in Psychology 16 (2025).","chicago":"Knickenberg, Margarita, Harry Kullmann, Sergej Wüthrich, Caroline Sahli Lozano, Tim Loreman, Umesh Sharma, Elias Avramidis, Pearl Subban, and Stuart Woodcock. “Teachers’ Collective Efficacy with Regard to Inclusive Practices—Characteristics of a New Scale and Analyses from Canada, Germany and Switzerland.” <i>Frontiers in Psychology</i> 16 (2025). <a href=\"https://doi.org/10.3389/fpsyg.2025.1530689\">https://doi.org/10.3389/fpsyg.2025.1530689</a>."},"file_date_updated":"2025-06-13T08:23:32Z","quality_controlled":"1"},{"date_created":"2026-09-01T09:30:19Z","type":"conference","department":[{"_id":"556"}],"citation":{"apa":"Kullmann, H., Müller, L., &#38; Rebbert, H. (2025). <i>Von Krähen und Riesen. Die Kultur multiprofessioneller Kooperation als Gelingensfaktor inklusiver Schulen</i>. Kolloquiumsreihe des Projekts \"Paderborner Perspektiven auf Inklusion – Kolloquien, Kolleg &#38; Kamingespräche (PPIK), Universität Paderborn.","ieee":"H. Kullmann, L. Müller, and H. Rebbert, “Von Krähen und Riesen. Die Kultur multiprofessioneller Kooperation als Gelingensfaktor inklusiver Schulen,” presented at the Kolloquiumsreihe des Projekts \"Paderborner Perspektiven auf Inklusion – Kolloquien, Kolleg &#38; Kamingespräche (PPIK), Universität Paderborn, 2025.","short":"H. Kullmann, L. Müller, H. Rebbert, in: 2025.","chicago":"Kullmann, Harry, Lukas Müller, and Heike Rebbert. “Von Krähen Und Riesen. Die Kultur Multiprofessioneller Kooperation Als Gelingensfaktor Inklusiver Schulen,” 2025.","mla":"Kullmann, Harry, et al. <i>Von Krähen Und Riesen. Die Kultur Multiprofessioneller Kooperation Als Gelingensfaktor Inklusiver Schulen</i>. 2025.","ama":"Kullmann H, Müller L, Rebbert H. Von Krähen und Riesen. Die Kultur multiprofessioneller Kooperation als Gelingensfaktor inklusiver Schulen. In: ; 2025.","bibtex":"@inproceedings{Kullmann_Müller_Rebbert_2025, title={Von Krähen und Riesen. Die Kultur multiprofessioneller Kooperation als Gelingensfaktor inklusiver Schulen}, author={Kullmann, Harry and Müller, Lukas and Rebbert, Heike}, year={2025} }"},"language":[{"iso":"eng"}],"_id":"66901","user_id":"105186","year":"2025","title":"Von Krähen und Riesen. Die Kultur multiprofessioneller Kooperation als Gelingensfaktor inklusiver Schulen","status":"public","conference":{"location":"Universität Paderborn","name":"Kolloquiumsreihe des Projekts \"Paderborner Perspektiven auf Inklusion – Kolloquien, Kolleg & Kamingespräche (PPIK)","start_date":"2025-01-13","end_date":"2025-01-13"},"author":[{"full_name":"Kullmann, Harry","first_name":"Harry","last_name":"Kullmann","orcid":"0000-0001-5488-5105","id":"77972"},{"first_name":"Lukas","last_name":"Müller","full_name":"Müller, Lukas"},{"last_name":"Rebbert","first_name":"Heike","full_name":"Rebbert, Heike"}],"jel":["I21"],"date_updated":"2026-09-01T09:42:16Z"},{"abstract":[{"text":"Das schulische Wohlbefinden ist ein grundlegendes, sozio-emo-\r\ntionales Bedürfnis aller Schüler*innen und daher ein zentraler Qualitätsindikator\r\ninklusiver Schulen. Wenig ist bislang jedoch über die Entwicklung des schulischen\r\nWohlbefindens in inklusiven Klassen der Sekundarstufe I bekannt. Im Rahmen ei-\r\nnes internen Evaluationsprozesses an der Laborschule Bielefeld, der inklusiven Ver-\r\nsuchsschule des Landes Nordrhein-Westfalen, hat ein interdisziplinäres Team im\r\nForschungs- und Entwicklungsprojekt „Wohlbefinden und Inklusion an der Labor-\r\nschule – eine Selbstreflexion“ die Selbsteinschätzungen der Schüler*innen hinsicht-\r\nlich ihres schulischen Wohlbefindens untersucht. Hierzu wurden alle Schüler*innen\r\nder Jahrgangstufen 6 bis 10 zwischen 2013 und 2018 jährlich zu einer Befragung\r\neingeladen. Auf der Grundlage des zugehörigen, mit vielen Messzeitpunkten und\r\nhoher Beteiligungsquote ausgestatteten längsschnittlichen Datensatzes, wurden fürden vorliegenden Beitrag lineare und quadratische Verläufe des schulischen Wohl-\r\nbefindens von Schüler*innen aus inklusiven Lerngruppen der Sekundarstufe I ver-\r\ngleichend analysiert.\r\nUnter Berücksichtigung von insgesamt sechs Komponenten des schulischen\r\nWohlbefindens zeigt sich für zwei Komponenten eine lineare Entwicklung: Die\r\nAffinität zur Stammgruppe (bzw. zur eigenen Klasse) nimmt über die Sekundarstu-\r\nfe I leicht ab, ebenso die wahrgenommenen sozialen Probleme in der Schule. Die\r\nVerläufe der drei Komponenten Einstellungen und Emotionen gegenüber der Schule,\r\nschulischer Selbstwert und Sorgen wegen der Schule werden hingegen signifikant\r\nbesser durch eine quadratische Modellierung abgebildet. Für diese zeigt sich mit\r\nzunehmender Jahrgangsstufe eine weniger ausgeprägte Abnahme (Einstellungen\r\nund Emotionen gegenüber der Schule, Abwesenheit von Sorgen wegen der Schule),\r\nder teilweise eine Zunahme in höheren Jahrgangsstufen folgt (schulischer Selbstwert). Das Ausmaß körperlicher Beschwerden verändert sich nicht signifikant in\r\nAbhängigkeit von der Jahrgangsstufe. Schulpädagogische Implikationen werden im\r\nBeitrag ebenso diskutiert wie die Perspektiven für künftige Forschung.","lang":"ger"}],"publication":"Unterrichtswissenschaft","department":[{"_id":"556"}],"type":"journal_article","keyword":["Schulisches Wohlbefinden","Sekundarstufe I","Inklusion","Längsschnittstudie · Laborschule Bielefeld"],"date_created":"2024-04-04T12:22:42Z","article_type":"original","intvolume":"        52","publication_status":"published","date_updated":"2026-08-21T13:55:40Z","author":[{"full_name":"Marker, Rabea","first_name":"Rabea","last_name":"Marker"},{"first_name":"Harry","orcid":"0000-0001-5488-5105","last_name":"Kullmann","full_name":"Kullmann, Harry","id":"77972"},{"full_name":"Zentarra, Dominik","first_name":"Dominik","last_name":"Zentarra"},{"full_name":"Geist, Sabine","last_name":"Geist","first_name":"Sabine"},{"full_name":"Lütje-Klose, Birgit","last_name":"Lütje-Klose","first_name":"Birgit"}],"year":"2024","title":"Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld","doi":"10.1007/s42010-024-00199-0","language":[{"iso":"ger"}],"main_file_link":[{"open_access":"1","url":"https://link.springer.com/article/10.1007/s42010-024-00199-0"}],"quality_controlled":"1","citation":{"ama":"Marker R, Kullmann H, Zentarra D, Geist S, Lütje-Klose B. Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld. <i>Unterrichtswissenschaft</i>. 2024;52:417-446. doi:<a href=\"https://doi.org/10.1007/s42010-024-00199-0\">10.1007/s42010-024-00199-0</a>","bibtex":"@article{Marker_Kullmann_Zentarra_Geist_Lütje-Klose_2024, title={Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld}, volume={52}, DOI={<a href=\"https://doi.org/10.1007/s42010-024-00199-0\">10.1007/s42010-024-00199-0</a>}, journal={Unterrichtswissenschaft}, author={Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}, year={2024}, pages={417–446} }","mla":"Marker, Rabea, et al. “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld.” <i>Unterrichtswissenschaft</i>, vol. 52, 2024, pp. 417–46, doi:<a href=\"https://doi.org/10.1007/s42010-024-00199-0\">10.1007/s42010-024-00199-0</a>.","chicago":"Marker, Rabea, Harry Kullmann, Dominik Zentarra, Sabine Geist, and Birgit Lütje-Klose. “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld.” <i>Unterrichtswissenschaft</i> 52 (2024): 417–46. <a href=\"https://doi.org/10.1007/s42010-024-00199-0\">https://doi.org/10.1007/s42010-024-00199-0</a>.","short":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, B. Lütje-Klose, Unterrichtswissenschaft 52 (2024) 417–446.","apa":"Marker, R., Kullmann, H., Zentarra, D., Geist, S., &#38; Lütje-Klose, B. (2024). Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld. <i>Unterrichtswissenschaft</i>, <i>52</i>, 417–446. <a href=\"https://doi.org/10.1007/s42010-024-00199-0\">https://doi.org/10.1007/s42010-024-00199-0</a>","ieee":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, and B. Lütje-Klose, “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld,” <i>Unterrichtswissenschaft</i>, vol. 52, pp. 417–446, 2024, doi: <a href=\"https://doi.org/10.1007/s42010-024-00199-0\">10.1007/s42010-024-00199-0</a>."},"oa":"1","jel":["I24"],"status":"public","volume":52,"user_id":"105186","_id":"53207","page":"417-446"},{"date_created":"2024-04-25T13:09:13Z","keyword":["Inclusive education","inclusive schools","collective responsibility","school community","village mindset"],"type":"journal_article","department":[{"_id":"556"}],"publication":"Teachers and Teaching","issue":"5","abstract":[{"lang":"eng","text":"In this paper, a group of nine international scholars reflect on the\r\ncollective responsibilities of stakeholders within inclusive educa-\r\ntional settings. This reflection was prompted by the need to identify\r\nspecific elements which would support intentional, collective\r\nresponsibility to support authentic inclusion for all students. In\r\norder to engender this collectivist mindset, mirroring the metaphor\r\nof the nurturing village, the group conducted a qualitative study\r\nbased on structured and semi-structured dialogue, written reflec-\r\ntions and previously constructed research to inform a framework to\r\nsupport inclusivity more collectively. Results suggest that nurturing\r\nspaces, empathetic relationships, supportive networks and targeted\r\nteaching, all contribute to bona fide inclusion, especially if this\r\nresponsibility is shared and cohesive. Data further revealed that\r\ninclusivity is a values-driven process which flourishes when all\r\nstakeholders subscribe to common values and tenets regarding\r\nsocially just educational provision. The authors inculcate the vil-\r\nlage-mindset, a now popularly received notion, reinforcing the\r\nneed for active and deliberate dialogue focusing on shared respon-\r\nsibilities and vision. In this paper, we intend to reiterate the need for\r\neducational systems which foster more collective, compassionate\r\nand nurturing inclusive practice in educational settings."}],"main_file_link":[{"open_access":"1","url":"https://www.tandfonline.com/doi/epdf/10.1080/13540602.2024.2338398?needAccess=true"}],"language":[{"iso":"eng"}],"doi":"10.1080/13540602.2024.2338398","title":"What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion","year":"2024","author":[{"first_name":"Pearl","last_name":"Subban","full_name":"Subban, Pearl"},{"full_name":"Woodcock, Stuart ","first_name":"Stuart ","last_name":"Woodcock"},{"last_name":"Bradford","first_name":"Brent ","full_name":"Bradford, Brent "},{"first_name":"Allesandra","last_name":"Romano","full_name":"Romano, Allesandra"},{"first_name":"Caroline ","last_name":"Sahli Lozano","full_name":"Sahli Lozano, Caroline "},{"id":"77972","full_name":"Kullmann, Harry","last_name":"Kullmann","first_name":"Harry","orcid":"0000-0001-5488-5105"},{"full_name":"Sharma, Umesh ","last_name":"Sharma","first_name":"Umesh "},{"full_name":"Loreman, Tim ","last_name":"Loreman","first_name":"Tim "},{"first_name":"Elias","last_name":"Avramidis","full_name":"Avramidis, Elias"}],"date_updated":"2026-08-22T12:17:04Z","publication_status":"published","intvolume":"        30","article_type":"original","oa":"1","citation":{"chicago":"Subban, Pearl, Stuart  Woodcock, Brent  Bradford, Allesandra Romano, Caroline  Sahli Lozano, Harry Kullmann, Umesh  Sharma, Tim  Loreman, and Elias Avramidis. “What Does the Village Need to Raise a Child with Additional Needs? Thoughts on Creating a Framework to Support Collective Inclusion.” <i>Teachers and Teaching</i> 30, no. 5 (2024): 668–83. <a href=\"https://doi.org/10.1080/13540602.2024.2338398\">https://doi.org/10.1080/13540602.2024.2338398</a>.","short":"P. Subban, S. Woodcock, B. Bradford, A. Romano, C. Sahli Lozano, H. Kullmann, U. Sharma, T. Loreman, E. Avramidis, Teachers and Teaching 30 (2024) 668–683.","apa":"Subban, P., Woodcock, S., Bradford, B., Romano, A., Sahli Lozano, C., Kullmann, H., Sharma, U., Loreman, T., &#38; Avramidis, E. (2024). What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion. <i>Teachers and Teaching</i>, <i>30</i>(5), 668–683. <a href=\"https://doi.org/10.1080/13540602.2024.2338398\">https://doi.org/10.1080/13540602.2024.2338398</a>","ieee":"P. Subban <i>et al.</i>, “What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion,” <i>Teachers and Teaching</i>, vol. 30, no. 5, pp. 668–683, 2024, doi: <a href=\"https://doi.org/10.1080/13540602.2024.2338398\">10.1080/13540602.2024.2338398</a>.","ama":"Subban P, Woodcock S, Bradford B, et al. What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion. <i>Teachers and Teaching</i>. 2024;30(5):668-683. doi:<a href=\"https://doi.org/10.1080/13540602.2024.2338398\">10.1080/13540602.2024.2338398</a>","bibtex":"@article{Subban_Woodcock_Bradford_Romano_Sahli Lozano_Kullmann_Sharma_Loreman_Avramidis_2024, title={What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion}, volume={30}, DOI={<a href=\"https://doi.org/10.1080/13540602.2024.2338398\">10.1080/13540602.2024.2338398</a>}, number={5}, journal={Teachers and Teaching}, author={Subban, Pearl and Woodcock, Stuart  and Bradford, Brent  and Romano, Allesandra and Sahli Lozano, Caroline  and Kullmann, Harry and Sharma, Umesh  and Loreman, Tim  and Avramidis, Elias}, year={2024}, pages={668–683} }","mla":"Subban, Pearl, et al. “What Does the Village Need to Raise a Child with Additional Needs? Thoughts on Creating a Framework to Support Collective Inclusion.” <i>Teachers and Teaching</i>, vol. 30, no. 5, 2024, pp. 668–83, doi:<a href=\"https://doi.org/10.1080/13540602.2024.2338398\">10.1080/13540602.2024.2338398</a>."},"quality_controlled":"1","page":"668-683","_id":"53660","user_id":"105186","volume":30,"status":"public","jel":["I24"]},{"_id":"43135","page":"167–184","volume":39,"user_id":"105186","jel":["I26"],"status":"public","oa":"1","citation":{"chicago":"Sharma ,  Umesh ,  Tim  Loreman ,  Fiona  May ,  Alessandra  Romano , Caroline Sahli Lozano ,  Elias  Avramidis ,  Stuart  Woodcock ,  Pearl  Subban , and Harry Kullmann. “Measuring Collective Efficacy for Inclusion in a Global Context.” <i>European Journal of Special Needs Education</i> 39, no. 2 (2024): 167–184. <a href=\"https://doi.org/10.1080/08856257.2023.2195075\">https://doi.org/10.1080/08856257.2023.2195075</a>.","short":"Umesh  Sharma ,  Tim  Loreman ,  Fiona  May ,  Alessandra  Romano , C.S. Lozano ,  Elias  Avramidis ,  Stuart  Woodcock ,  Pearl  Subban , H. Kullmann, European Journal of Special Needs Education 39 (2024) 167–184.","apa":"Sharma ,  Umesh , Loreman ,  Tim , May ,  Fiona , Romano ,  Alessandra , Lozano , C. S., Avramidis ,  Elias , Woodcock ,  Stuart , Subban ,  Pearl , &#38; Kullmann, H. (2024). Measuring collective efficacy for inclusion in a global context. <i>European Journal of Special Needs Education</i>, <i>39</i>(2), 167–184. <a href=\"https://doi.org/10.1080/08856257.2023.2195075\">https://doi.org/10.1080/08856257.2023.2195075</a>","ieee":"Umesh  Sharma  <i>et al.</i>, “Measuring collective efficacy for inclusion in a global context,” <i>European Journal of Special Needs Education</i>, vol. 39, no. 2, pp. 167–184, 2024, doi: <a href=\"https://doi.org/10.1080/08856257.2023.2195075\">10.1080/08856257.2023.2195075</a>.","ama":"Sharma   Umesh , Loreman   Tim , May   Fiona , et al. Measuring collective efficacy for inclusion in a global context. <i>European Journal of Special Needs Education</i>. 2024;39(2):167–184. doi:<a href=\"https://doi.org/10.1080/08856257.2023.2195075\">10.1080/08856257.2023.2195075</a>","bibtex":"@article{Sharma _Loreman _May _Romano _Lozano _Avramidis _Woodcock _Subban _Kullmann_2024, title={Measuring collective efficacy for inclusion in a global context}, volume={39}, DOI={<a href=\"https://doi.org/10.1080/08856257.2023.2195075\">10.1080/08856257.2023.2195075</a>}, number={2}, journal={European Journal of Special Needs Education}, author={Sharma ,  Umesh  and Loreman ,  Tim  and May ,  Fiona  and Romano ,  Alessandra  and Lozano , Caroline Sahli and Avramidis ,  Elias  and Woodcock ,  Stuart  and Subban ,  Pearl  and Kullmann, Harry}, year={2024}, pages={167–184} }","mla":"Sharma ,  Umesh , et al. “Measuring Collective Efficacy for Inclusion in a Global Context.” <i>European Journal of Special Needs Education</i>, vol. 39, no. 2, 2024, pp. 167–184, doi:<a href=\"https://doi.org/10.1080/08856257.2023.2195075\">10.1080/08856257.2023.2195075</a>."},"quality_controlled":"1","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://www.tandfonline.com/doi/epdf/10.1080/08856257.2023.2195075?needAccess=true","open_access":"1"}],"doi":"10.1080/08856257.2023.2195075","author":[{"last_name":"Sharma ","first_name":" Umesh ","full_name":"Sharma ,  Umesh "},{"full_name":"Loreman ,  Tim ","last_name":"Loreman ","first_name":" Tim "},{"full_name":"May ,  Fiona ","last_name":"May ","first_name":" Fiona "},{"full_name":"Romano ,  Alessandra ","first_name":" Alessandra ","last_name":"Romano "},{"full_name":"Lozano , Caroline Sahli","last_name":"Lozano ","first_name":"Caroline Sahli"},{"full_name":"Avramidis ,  Elias ","last_name":"Avramidis ","first_name":" Elias "},{"full_name":"Woodcock ,  Stuart ","first_name":" Stuart ","last_name":"Woodcock "},{"full_name":"Subban ,  Pearl ","last_name":"Subban ","first_name":" Pearl "},{"full_name":"Kullmann, Harry","orcid":"0000-0001-5488-5105","last_name":"Kullmann","first_name":"Harry","id":"77972"}],"title":"Measuring collective efficacy for inclusion in a global context","year":"2024","intvolume":"        39","article_type":"original","date_updated":"2026-08-22T12:21:28Z","publication_status":"published","date_created":"2023-03-28T13:01:09Z","department":[{"_id":"556"}],"type":"journal_article","keyword":["Inclusive education","teacher attitudes","teacher self- efficacy","collective efficacy"],"issue":"2","publication":"European Journal of Special Needs Education","abstract":[{"text":"Previous research has identified the importance of teacher attitudes and self-efficacy in supporting inclusive education. This study involved a multi-national exploration of a further dimension of\r\ninclusive education, collective efficacy, through the testing of a new tool, the Teacher Efficacy for Inclusive Practice-Collective (TEIP-C) Scale. The study also aimed to investigate whether teacher\r\nattitudes, self-efficacy, collective efficacy and intention to teach in inclusive classrooms differ across countries. Participants included 1,523 teachers from Canada, Greece, Italy and Switzerland. Results\r\nsuggested a two-factor structure for the TEIP-C, Engagement, and Inclusive Pedagogies, with strong internal consistency for the scale. Several differences across countries were identified, with teachers\r\nfrom Italy reporting more positive attitudes towards inclusion and a greater intention to teach in inclusive classrooms. Implications of the study in terms of further strengthening inclusive practice are\r\ndiscussed.","lang":"eng"}]},{"citation":{"apa":"Kullmann, H., Lütje-Klose, B., &#38; Marker, R. (2024). <i>Affinität zur Stammgruppe – Analysen zu Ausprägung, längsschnittlichem Verlauf und Bedingungsfaktoren eines Elements sozialer Partizipation an der Laborschule Bielefeld, Versuchsschule des Landes Nordrhein-Westfalen</i>. 59. Jahrestagung der Sektion Sonderpädagogik der DGfE, TU-Dortmund.","ieee":"H. Kullmann, B. Lütje-Klose, and R. Marker, “Affinität zur Stammgruppe – Analysen zu Ausprägung, längsschnittlichem Verlauf und Bedingungsfaktoren eines Elements sozialer Partizipation an der Laborschule Bielefeld, Versuchsschule des Landes Nordrhein-Westfalen,” presented at the 59. Jahrestagung der Sektion Sonderpädagogik der DGfE, TU-Dortmund, 2024.","chicago":"Kullmann, Harry, Birgit Lütje-Klose, and Rabea Marker. “Affinität Zur Stammgruppe – Analysen Zu Ausprägung, Längsschnittlichem Verlauf Und Bedingungsfaktoren Eines Elements Sozialer Partizipation an Der Laborschule Bielefeld, Versuchsschule Des Landes Nordrhein-Westfalen,” 2024.","short":"H. Kullmann, B. Lütje-Klose, R. Marker, in: 2024.","mla":"Kullmann, Harry, et al. <i>Affinität Zur Stammgruppe – Analysen Zu Ausprägung, Längsschnittlichem Verlauf Und Bedingungsfaktoren Eines Elements Sozialer Partizipation an Der Laborschule Bielefeld, Versuchsschule Des Landes Nordrhein-Westfalen</i>. 2024.","ama":"Kullmann H, Lütje-Klose B, Marker R. Affinität zur Stammgruppe – Analysen zu Ausprägung, längsschnittlichem Verlauf und Bedingungsfaktoren eines Elements sozialer Partizipation an der Laborschule Bielefeld, Versuchsschule des Landes Nordrhein-Westfalen. In: ; 2024.","bibtex":"@inproceedings{Kullmann_Lütje-Klose_Marker_2024, title={Affinität zur Stammgruppe – Analysen zu Ausprägung, längsschnittlichem Verlauf und Bedingungsfaktoren eines Elements sozialer Partizipation an der Laborschule Bielefeld, Versuchsschule des Landes Nordrhein-Westfalen}, author={Kullmann, Harry and Lütje-Klose, Birgit and Marker, Rabea}, year={2024} }"},"quality_controlled":"1","abstract":[{"lang":"ger","text":"Im multi-methodisch ausgerichteten Projekt „Wohlbefinden und Inklusion an der Laborschule Bielefeld“ wurde an der gleichnamigen Versuchsschule des Landes NRW die Ausprägung der\r\nInklusion sowie fördernde und hemmende Bedingungen untersucht. Das von einem multiprofessionellen Team getragene Vorhaben untersuchte über insgesamt mehr als 10 Jahre,\r\ninwiefern sich alle Schüler:innen, insbesondere jene mit sonderpädagogischem Förderbedarf, als sozial integriert wahrnehmen und in mehrfacher Hinsicht wohlfühlen (z.B. Külker et al., im\r\nErscheinen, Kullmann et al, im Erscheinen, Marker et al., angenommen).\r\nDer Beitrag charakterisiert die Skala „Affinität zur Stammgruppe“ bzw. Schulklasse (3 Items, C-Alpha: .85) aus theoretischer sowie statistisch-empirischer Perspektive und referiert\r\nBefunde aus verschiedenen Teilanalysen zu diesem Qualitätsindikator sozialer Integration. Dieser wurde zwischen 2013 und 2018 in allen Lerngruppen der Stufen sechs bis zehn jährlich\r\nim Rahmen eines papiergestützten Fragebogens erfasst, mit insgesamt über 650 Teilnehmenden und mehr als 1.800 Fragebögen.\r\nDer Skalenmittelwert liegt für die jeweiligen Gesamtstichproben in einem schulpädagogisch wünschenswert hohen Bereich, wobei für einzelne Messzeitpunkte – und damit nicht\r\nsystematisch – Unterschiede in der Größenordnung eines kleinen bis mittleren Effekts zu Ungunsten einzelner Schülergruppen zu verzeichnen sind. Dargestellt wird des Weiteren der\r\nlängsschnittliche Verlauf der Affinität zur Stammgruppe, Befunde zum Einfluss von Bedingungsfaktoren sowie eine kurze Einordnung in ein umfangreicheres Instrument zur Erfassung des\r\nschulischen Wohlbefindens.\r\nKülker, A., Guth, T., Geist, S., Lütje-Klose, B., Siepmann, C., Dorniak, M., Kullmann, H., Rüther, J., Uffmann, U, Zentarra, D. (im Erscheinen). Wohlbefinden und Inklusion an der\r\nLaborschule Bielefeld (WILS). Ausgewählte Ergebnisse der Interviews mit Schüler*innen der Jahrgänge 8-10. Schule – Forschen – Entwickeln. Beiträge zur Forschung und Entwicklung\r\nder Laborschule Bielefeld, 2.\r\nKullmann, H., Zentarra, D., Lütje-Klose, B., Geist, S., Siepmann, C. Külker, A., Dorniak, M., & Uffmann, G. (im Erscheinen). Wohlbefinden und Inklusion an der Laborschule Bielefeld\r\n(WILS). Ausgewählte Ergebnisse der Fragebogenerhebungen 2013 – 2018 in den Jahrgangstufen 6 – 10. Schule – Forschen – Entwickeln. Beiträge zur Forschung und Entwicklung der\r\nLaborschule Bielefeld, 2.\r\nMarker, R., Kullmann, H., Geist, S., Lütje-Klose, B. (angenommen). Sense of Belonging at School as a Quality Measure of Inclusion – Comparing the Inclusive Experimental School\r\nLaborschule Bielefeld with Regular Inclusive Comprehensive Schools and Investigating the Determining Factors. Erscheint in: JERO"}],"date_created":"2026-09-01T09:57:13Z","department":[{"_id":"556"}],"type":"conference","conference":{"name":"59. Jahrestagung der Sektion Sonderpädagogik der DGfE","start_date":"2024-09-23","location":"TU-Dortmund","end_date":"2024-09-23"},"jel":["I24"],"author":[{"id":"77972","full_name":"Kullmann, Harry","last_name":"Kullmann","first_name":"Harry","orcid":"0000-0001-5488-5105"},{"first_name":"Birgit","last_name":"Lütje-Klose","full_name":"Lütje-Klose, Birgit"},{"full_name":"Marker, Rabea","last_name":"Marker","first_name":"Rabea"}],"status":"public","year":"2024","title":"Affinität zur Stammgruppe – Analysen zu Ausprägung, längsschnittlichem Verlauf und Bedingungsfaktoren eines Elements sozialer Partizipation an der Laborschule Bielefeld, Versuchsschule des Landes Nordrhein-Westfalen","date_updated":"2026-09-01T10:03:16Z","_id":"66904","language":[{"iso":"eng"}],"user_id":"105186"},{"publication_identifier":{"issn":["1918-5227"]},"author":[{"full_name":"Sahli Lozano, Caroline","first_name":"Caroline","last_name":"Sahli Lozano"},{"full_name":"Wüthrich, Sergej","first_name":"Sergej","last_name":"Wüthrich"},{"orcid":"0000-0001-5488-5105","first_name":"Harry","last_name":"Kullmann","full_name":"Kullmann, Harry","id":"77972"},{"full_name":"Knickenberg, Margarita","last_name":"Knickenberg","orcid":"0000-0001-5521-0417","first_name":"Margarita","id":"12978"},{"first_name":"Umesh","last_name":"Sharma","full_name":"Sharma, Umesh"},{"full_name":"Loreman, Tim","first_name":"Tim","last_name":"Loreman"},{"full_name":"Romano, Alessandra","first_name":"Alessandra","last_name":"Romano"},{"full_name":"Avramidis, Elias","last_name":"Avramidis","first_name":"Elias"},{"full_name":"Woodcock, Stuart","first_name":"Stuart","last_name":"Woodcock"},{"full_name":"Subban, Pearl","last_name":"Subban","first_name":"Pearl"}],"year":"2024","title":"How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany,  Greece, Italy, and Switzerland","article_type":"original","intvolume":"        34","publication_status":"published","date_updated":"2026-09-01T10:10:38Z","language":[{"iso":"eng"}],"main_file_link":[{"url":"https://research-repository.griffith.edu.au/server/api/core/bitstreams/6edca5b5-0e7a-4507-918e-1ce84239df4b/content","open_access":"1"}],"doi":"10.5206/eei.v34i1.16803","issue":"1","publication":"Exceptionality Education International","abstract":[{"text":"Inclusive education is a key goal of modern educational reforms, yet its\r\nimplementation is complex. This study examines the roles of teacher\r\nattitudes and self-efficacy in predicting their intentions to use inclusive\r\npractices across five western countries: Canada, Germany, Greece, Italy,\r\nand Switzerland. The study identified both significant differences and\r\ncommonalities in prediction patterns across these countries. For instance,\r\nbeliefs about inclusion varied in their significance, being the most\r\ninfluential predictor among Italian teachers, while managing challenging behaviour was a key predictor for Swiss teachers only. For the other\r\npredictors, no significant differences were found, and self-efficacy in\r\ncollaboration was the strongest predictor nominally. The study suggests\r\nthat, while aspects such as collaboration seem generally important across\r\ncountries, effective strategies for promoting inclusive education may also\r\nneed to be tailored to each country’s unique context, considering aspects of\r\nhistorical background of inclusive education, teacher training, and support.\r\nIt also emphasizes the need to consider domain-specific aspects of teacher\r\nself-efficacy, as different facets differently affect teachers’ intentions.","lang":"eng"}],"date_created":"2024-04-25T13:17:00Z","department":[{"_id":"556"}],"type":"journal_article","jel":["I24"],"status":"public","_id":"53661","page":"17-41","volume":34,"user_id":"105186","citation":{"bibtex":"@article{Sahli Lozano_Wüthrich_Kullmann_Knickenberg_Sharma_Loreman_Romano_Avramidis_Woodcock_Subban_2024, title={How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany,  Greece, Italy, and Switzerland}, volume={34}, DOI={<a href=\"https://doi.org/10.5206/eei.v34i1.16803\">10.5206/eei.v34i1.16803</a>}, number={1}, journal={Exceptionality Education International}, author={Sahli Lozano, Caroline and Wüthrich, Sergej and Kullmann, Harry and Knickenberg, Margarita and Sharma, Umesh and Loreman, Tim and Romano, Alessandra and Avramidis, Elias and Woodcock, Stuart and Subban, Pearl}, year={2024}, pages={17–41} }","ama":"Sahli Lozano C, Wüthrich S, Kullmann H, et al. How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany,  Greece, Italy, and Switzerland. <i>Exceptionality Education International</i>. 2024;34(1):17-41. doi:<a href=\"https://doi.org/10.5206/eei.v34i1.16803\">10.5206/eei.v34i1.16803</a>","mla":"Sahli Lozano, Caroline, et al. “How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany,  Greece, Italy, and Switzerland.” <i>Exceptionality Education International</i>, vol. 34, no. 1, 2024, pp. 17–41, doi:<a href=\"https://doi.org/10.5206/eei.v34i1.16803\">10.5206/eei.v34i1.16803</a>.","chicago":"Sahli Lozano, Caroline, Sergej Wüthrich, Harry Kullmann, Margarita Knickenberg, Umesh Sharma, Tim Loreman, Alessandra Romano, Elias Avramidis, Stuart Woodcock, and Pearl Subban. “How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany,  Greece, Italy, and Switzerland.” <i>Exceptionality Education International</i> 34, no. 1 (2024): 17–41. <a href=\"https://doi.org/10.5206/eei.v34i1.16803\">https://doi.org/10.5206/eei.v34i1.16803</a>.","short":"C. Sahli Lozano, S. Wüthrich, H. Kullmann, M. Knickenberg, U. Sharma, T. Loreman, A. Romano, E. Avramidis, S. Woodcock, P. Subban, Exceptionality Education International 34 (2024) 17–41.","ieee":"C. Sahli Lozano <i>et al.</i>, “How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany,  Greece, Italy, and Switzerland,” <i>Exceptionality Education International</i>, vol. 34, no. 1, pp. 17–41, 2024, doi: <a href=\"https://doi.org/10.5206/eei.v34i1.16803\">10.5206/eei.v34i1.16803</a>.","apa":"Sahli Lozano, C., Wüthrich, S., Kullmann, H., Knickenberg, M., Sharma, U., Loreman, T., Romano, A., Avramidis, E., Woodcock, S., &#38; Subban, P. (2024). How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany,  Greece, Italy, and Switzerland. <i>Exceptionality Education International</i>, <i>34</i>(1), 17–41. <a href=\"https://doi.org/10.5206/eei.v34i1.16803\">https://doi.org/10.5206/eei.v34i1.16803</a>"},"quality_controlled":"1","oa":"1"},{"quality_controlled":"1","citation":{"ieee":"M. Knickenberg, H. Kullmann, S. Wüthrich, and C. Sahli Lozano, “Teachers’ individual and collective efficacy in relation to their attitudes towards inclusion –Analyses from an international study comprising Canada, Germany &#38; Switzerland.,” presented at the ECER (European Conference on Educational Research), University of Cyprus, Nicosia, Cyprus.","apa":"Knickenberg, M., Kullmann, H., Wüthrich, S., &#38; Sahli Lozano, C. (n.d.). <i>Teachers’ individual and collective efficacy in relation to their attitudes towards inclusion –Analyses from an international study comprising Canada, Germany &#38; Switzerland.</i> ECER (European Conference on Educational Research), University of Cyprus, Nicosia, Cyprus.","chicago":"Knickenberg, Margarita, Harry Kullmann, Sergej Wüthrich, and Caroline Sahli Lozano. “Teachers’ Individual and Collective Efficacy in Relation to Their Attitudes towards Inclusion –Analyses from an International Study Comprising Canada, Germany &#38; Switzerland.,” n.d.","short":"M. Knickenberg, H. Kullmann, S. Wüthrich, C. Sahli Lozano, in: n.d.","mla":"Knickenberg, Margarita, et al. <i>Teachers’ Individual and Collective Efficacy in Relation to Their Attitudes towards Inclusion –Analyses from an International Study Comprising Canada, Germany &#38; Switzerland.</i>","bibtex":"@inproceedings{Knickenberg_Kullmann_Wüthrich_Sahli Lozano, title={Teachers’ individual and collective efficacy in relation to their attitudes towards inclusion –Analyses from an international study comprising Canada, Germany &#38; Switzerland.}, author={Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline} }","ama":"Knickenberg M, Kullmann H, Wüthrich S, Sahli Lozano C. Teachers’ individual and collective efficacy in relation to their attitudes towards inclusion –Analyses from an international study comprising Canada, Germany &#38; Switzerland."},"type":"conference_abstract","department":[{"_id":"4"},{"_id":"460"},{"_id":"556"}],"date_created":"2024-01-29T12:53:08Z","publication_status":"submitted","date_updated":"2026-09-01T10:09:00Z","year":"2024","status":"public","title":"Teachers’ individual and collective efficacy in relation to their attitudes towards inclusion –Analyses from an international study comprising Canada, Germany & Switzerland.","author":[{"id":"12978","orcid":"0000-0001-5521-0417","first_name":"Margarita","last_name":"Knickenberg","full_name":"Knickenberg, Margarita"},{"first_name":"Harry","last_name":"Kullmann","orcid":"0000-0001-5488-5105","full_name":"Kullmann, Harry","id":"77972"},{"last_name":"Wüthrich","first_name":"Sergej","full_name":"Wüthrich, Sergej"},{"last_name":"Sahli Lozano","first_name":"Caroline","full_name":"Sahli Lozano, Caroline"}],"jel":["I24"],"conference":{"location":"University of Cyprus, Nicosia, Cyprus","name":"ECER (European Conference on Educational Research)","start_date":"2024-08","end_date":"2024-08"},"user_id":"105186","language":[{"iso":"eng"}],"_id":"50973"},{"type":"conference","department":[{"_id":"556"}],"date_created":"2026-09-01T09:41:51Z","citation":{"ieee":"H. Kullmann, S. Erichsmeyer, and M. S. Hinrichs, “POLARIS – Eine moodle-basierte Lernplattform zum autodidaktischen Erwerb von Kompetenzen der empirischen Sozialforschung,” presented at the #DLK24 – Digital Learning Konferenz der Hochschule Bielefeld (HSBI), Hochschule Bielefeld, 2024.","apa":"Kullmann, H., Erichsmeyer, S., &#38; Hinrichs, M. S. (2024). <i>POLARIS – Eine moodle-basierte Lernplattform zum autodidaktischen Erwerb von Kompetenzen der empirischen Sozialforschung</i>. #DLK24 – Digital Learning Konferenz der Hochschule Bielefeld (HSBI), Hochschule Bielefeld.","chicago":"Kullmann, Harry, Sarah Erichsmeyer, and Marie Sophie Hinrichs. “POLARIS – Eine Moodle-Basierte Lernplattform Zum Autodidaktischen Erwerb von Kompetenzen Der Empirischen Sozialforschung,” 2024.","short":"H. Kullmann, S. Erichsmeyer, M.S. Hinrichs, in: 2024.","mla":"Kullmann, Harry, et al. <i>POLARIS – Eine Moodle-Basierte Lernplattform Zum Autodidaktischen Erwerb von Kompetenzen Der Empirischen Sozialforschung</i>. 2024.","bibtex":"@inproceedings{Kullmann_Erichsmeyer_Hinrichs_2024, title={POLARIS – Eine moodle-basierte Lernplattform zum autodidaktischen Erwerb von Kompetenzen der empirischen Sozialforschung}, author={Kullmann, Harry and Erichsmeyer, Sarah and Hinrichs, Marie Sophie}, year={2024} }","ama":"Kullmann H, Erichsmeyer S, Hinrichs MS. POLARIS – Eine moodle-basierte Lernplattform zum autodidaktischen Erwerb von Kompetenzen der empirischen Sozialforschung. In: ; 2024."},"user_id":"105186","language":[{"iso":"eng"}],"_id":"66902","date_updated":"2026-09-01T09:52:09Z","year":"2024","status":"public","title":"POLARIS – Eine moodle-basierte Lernplattform zum autodidaktischen Erwerb von Kompetenzen der empirischen Sozialforschung","conference":{"location":"Hochschule Bielefeld","start_date":"2024-11-19","name":"#DLK24 – Digital Learning Konferenz der Hochschule Bielefeld (HSBI)","end_date":"2024-11-19"},"author":[{"full_name":"Kullmann, Harry","last_name":"Kullmann","orcid":"0000-0001-5488-5105","first_name":"Harry","id":"77972"},{"last_name":"Erichsmeyer","first_name":"Sarah","full_name":"Erichsmeyer, Sarah"},{"full_name":"Hinrichs, Marie Sophie","first_name":"Marie Sophie","last_name":"Hinrichs"}],"jel":["I21"]},{"citation":{"mla":"Sahli Lozano, Caroline, et al. <i>How Do Attitudes and Self-Efficacy Predict Teachers’ Intentions to Teach in Inclusive Class-Rooms? A Cross-National Comparison Across Five Countries</i>. 2023.","ama":"Sahli Lozano C, Wüthrich C, Kullmann H, Knickenberg M. How do attitudes and self-efficacy predict teachers’ intentions to teach in inclusive class-rooms? A Cross-national Comparison Across Five Countries. In: ; 2023.","bibtex":"@inproceedings{Sahli Lozano_Wüthrich_Kullmann_Knickenberg_2023, title={How do attitudes and self-efficacy predict teachers’ intentions to teach in inclusive class-rooms? A Cross-national Comparison Across Five Countries}, author={Sahli Lozano, Caroline and Wüthrich, Caroline and Kullmann, Harry and Knickenberg, Margarita}, year={2023} }","apa":"Sahli Lozano, C., Wüthrich, C., Kullmann, H., &#38; Knickenberg, M. (2023). <i>How do attitudes and self-efficacy predict teachers’ intentions to teach in inclusive class-rooms? A Cross-national Comparison Across Five Countries</i>. 30. European Conference on Educational Research (ECER), Glasgow UK.","ieee":"C. Sahli Lozano, C. Wüthrich, H. Kullmann, and M. Knickenberg, “How do attitudes and self-efficacy predict teachers’ intentions to teach in inclusive class-rooms? A Cross-national Comparison Across Five Countries,” presented at the 30. European Conference on Educational Research (ECER), Glasgow UK, 2023.","short":"C. Sahli Lozano, C. Wüthrich, H. Kullmann, M. Knickenberg, in: 2023.","chicago":"Sahli Lozano, Caroline, Caroline Wüthrich, Harry Kullmann, and Margarita Knickenberg. “How Do Attitudes and Self-Efficacy Predict Teachers’ Intentions to Teach in Inclusive Class-Rooms? A Cross-National Comparison Across Five Countries,” 2023."},"quality_controlled":"1","date_created":"2026-09-01T10:33:19Z","department":[{"_id":"460"},{"_id":"450"},{"_id":"556"}],"type":"conference","conference":{"start_date":"2023-08-22","name":"30. European Conference on Educational Research (ECER)","location":"Glasgow UK","end_date":"2023-08-22"},"jel":["I24"],"author":[{"first_name":"Caroline","last_name":"Sahli Lozano","full_name":"Sahli Lozano, Caroline"},{"last_name":"Wüthrich","first_name":"Caroline","full_name":"Wüthrich, Caroline"},{"id":"77972","full_name":"Kullmann, Harry","last_name":"Kullmann","orcid":"0000-0001-5488-5105","first_name":"Harry"},{"full_name":"Knickenberg, Margarita","first_name":"Margarita","last_name":"Knickenberg","orcid":"0000-0001-5521-0417","id":"12978"}],"title":"How do attitudes and self-efficacy predict teachers' intentions to teach in inclusive class-rooms? A Cross-national Comparison Across Five Countries","status":"public","year":"2023","date_updated":"2026-09-01T10:35:49Z","_id":"66907","language":[{"iso":"eng"}],"user_id":"105186"},{"oa":"1","quality_controlled":"1","citation":{"ieee":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, and B. Lütje-Klose, “Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors,” <i>Journal for Educational Research Online</i>, vol. 15, no. 2, pp. 250–273, 2023, doi: <a href=\"https://doi.org/10.31244/jero.2023.02.06\">10.31244/jero.2023.02.06</a>.","apa":"Marker, R., Kullmann, H., Zentarra, D., Geist, S., &#38; Lütje-Klose, B. (2023). Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors. <i>Journal for Educational Research Online</i>, <i>15</i>(2), 250–273. <a href=\"https://doi.org/10.31244/jero.2023.02.06\">https://doi.org/10.31244/jero.2023.02.06</a>","short":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, B. Lütje-Klose, Journal for Educational Research Online 15 (2023) 250–273.","chicago":"Marker, Rabea, Harry Kullmann, Dominik Zentarra, Sabine Geist, and Birgit Lütje-Klose. “Sense of Belonging at School as a Quality Measure of Inclusion – Comparing the Inclusive Experimental School Laborschule Bielefeld with Regular Inclusive Comprehensive Schools and Investigating the Determining Factors.” <i>Journal for Educational Research Online</i> 15, no. 2 (2023): 250–73. <a href=\"https://doi.org/10.31244/jero.2023.02.06\">https://doi.org/10.31244/jero.2023.02.06</a>.","mla":"Marker, Rabea, et al. “Sense of Belonging at School as a Quality Measure of Inclusion – Comparing the Inclusive Experimental School Laborschule Bielefeld with Regular Inclusive Comprehensive Schools and Investigating the Determining Factors.” <i>Journal for Educational Research Online</i>, vol. 15, no. 2, Waxmann, 2023, pp. 250–73, doi:<a href=\"https://doi.org/10.31244/jero.2023.02.06\">10.31244/jero.2023.02.06</a>.","bibtex":"@article{Marker_Kullmann_Zentarra_Geist_Lütje-Klose_2023, title={Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors}, volume={15}, DOI={<a href=\"https://doi.org/10.31244/jero.2023.02.06\">10.31244/jero.2023.02.06</a>}, number={2}, journal={Journal for Educational Research Online}, publisher={Waxmann}, author={Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}, year={2023}, pages={250–273} }","ama":"Marker R, Kullmann H, Zentarra D, Geist S, Lütje-Klose B. Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors. <i>Journal for Educational Research Online</i>. 2023;15(2):250-273. doi:<a href=\"https://doi.org/10.31244/jero.2023.02.06\">10.31244/jero.2023.02.06</a>"},"user_id":"105186","volume":15,"page":"250-273","publisher":"Waxmann","_id":"66479","status":"public","jel":["I24"],"keyword":["sense of belonging","inclusive education","secondary school","social-emotional needs"],"type":"journal_article","department":[{"_id":"556"}],"date_created":"2026-07-14T08:12:06Z","abstract":[{"text":"Sense of belonging at school (SoBaS) is a basic requirement for every student and\r\na major inclusivity goal for educational institutions. In the present study, we re-\r\nport on a self-evaluation of the Laborschule Bielefeld (LS; Germany) covering\r\n­ SoBaS. LS is an inclusive experimental comprehensive school with more than for-\r\nty years of experience concerning a non-segregative and diversity-friendly school\r\nculture. Based on propensity score matching, the study investigated whether the\r\nSoBaS scores of the students at this inclusive experimental school (N= 115) differ\r\nfrom the students visiting inclusive classes in regular state-run comprehensive\r\nschools (N= 2376). Furthermore, we examined the factors in the students’ educa-\r\ntional environment at LS that may potentially influence their SoBaS. The results\r\nindicate that the students attending the LS experienced a higher SoBaS. In additi-\r\non, certain aspects of LS's teaching and interaction culture were identified as aus-\r\npicious factors for accomplishing high levels of students’ SoBaS.","lang":"eng"}],"publication":"Journal for Educational Research Online","issue":"2","doi":"10.31244/jero.2023.02.06","main_file_link":[{"open_access":"1","url":"https://www.pedocs.de/volltexte/2025/32500/pdf/JERO_2023_2_Marker_et_al_Sense_of_Belonging.pdf"}],"language":[{"iso":"eng"}],"date_updated":"2026-08-22T12:07:07Z","publication_status":"published","intvolume":"        15","article_type":"original","title":"Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors","year":"2023","publication_identifier":{"issn":["1866-6671"]},"author":[{"last_name":"Marker","first_name":"Rabea","full_name":"Marker, Rabea"},{"id":"77972","first_name":"Harry","orcid":"0000-0001-5488-5105","last_name":"Kullmann","full_name":"Kullmann, Harry"},{"last_name":"Zentarra","first_name":"Dominik","full_name":"Zentarra, Dominik"},{"last_name":"Geist","first_name":"Sabine","full_name":"Geist, Sabine"},{"last_name":"Lütje-Klose","first_name":"Birgit","full_name":"Lütje-Klose, Birgit"}]}]