---
_id: '66477'
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.'
article_type: original
author:
- first_name: Stuart
full_name: Woodcock, Stuart
last_name: Woodcock
- first_name: Elias
full_name: Avramidis, Elias
last_name: Avramidis
- first_name: Umesh
full_name: Sharma, Umesh
last_name: Sharma
- first_name: Pearl
full_name: Subban, Pearl
last_name: Subban
- first_name: Caroline
full_name: Sahli Lozano, Caroline
last_name: Sahli Lozano
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: Tim
full_name: Loreman, Tim
last_name: Loreman
- first_name: Sergej
full_name: Wüthrich, Sergej
last_name: Wüthrich
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
orcid: 0000-0001-5521-0417
citation:
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.
School Leadership & Management. Published online 2026:1-26. doi:10.1080/13632434.2026.2691492'
apa: 'Woodcock, S., Avramidis, E., Sharma, U., Subban, P., Sahli Lozano, C., Kullmann,
H., Loreman, T., Wüthrich, S., & Knickenberg, M. (2026). ‘School is no longer
a lone wolf effort’: leadership strategies for inclusive, community-based school
cultures. School Leadership & Management, 1–26. https://doi.org/10.1080/13632434.2026.2691492'
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={10.1080/13632434.2026.2691492},
journal={School Leadership & 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} }'
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.” School Leadership & Management, 2026,
1–26. https://doi.org/10.1080/13632434.2026.2691492.'
ieee: 'S. Woodcock et al., “‘School is no longer a lone wolf effort’: leadership
strategies for inclusive, community-based school cultures,” School Leadership
& Management, pp. 1–26, 2026, doi: 10.1080/13632434.2026.2691492.'
mla: 'Woodcock, Stuart, et al. “‘School Is No Longer a Lone Wolf Effort’: Leadership
Strategies for Inclusive, Community-Based School Cultures.” School Leadership
& Management, Informa UK Limited, 2026, pp. 1–26, doi:10.1080/13632434.2026.2691492.'
short: S. Woodcock, E. Avramidis, U. Sharma, P. Subban, C. Sahli Lozano, H. Kullmann,
T. Loreman, S. Wüthrich, M. Knickenberg, School Leadership & Management (2026)
1–26.
date_created: 2026-07-14T07:57:09Z
date_updated: 2026-08-29T08:24:38Z
department:
- _id: '556'
doi: 10.1080/13632434.2026.2691492
jel:
- I24
keyword:
- Inklusive Bildung
- Schulentwicklung
- Schulleitung
- Gemeinschaftlichkeit
- Haltung
language:
- iso: eng
page: 1-26
publication: School Leadership & Management
publication_identifier:
issn:
- 1363-2434
- 1364-2626
publication_status: published
publisher: Informa UK Limited
quality_controlled: '1'
status: public
title: '‘School is no longer a lone wolf effort’: leadership strategies for inclusive,
community-based school cultures'
type: journal_article
user_id: '105186'
year: '2026'
...
---
_id: '66763'
citation:
ama: Textor A, Kullmann H, van der Donk C, van Lanen B, eds. Praxisforschung
in Schule und Unterricht. Beltz Juventa; 2026.
apa: Textor, A., Kullmann, H., van der Donk, C., & van Lanen, B. (Eds.). (2026).
Praxisforschung in Schule und Unterricht. Beltz Juventa.
bibtex: '@book{Textor_Kullmann_van der Donk_van Lanen_2026, place={Weinheim}, title={Praxisforschung
in Schule und Unterricht}, publisher={Beltz Juventa}, year={2026} }'
chicago: 'Textor, Annette, Harry Kullmann, Cyrilla van der Donk, and Bas van Lanen,
eds. Praxisforschung in Schule und Unterricht. Weinheim: Beltz Juventa,
2026.'
ieee: 'A. Textor, H. Kullmann, C. van der Donk, and B. van Lanen, Eds., Praxisforschung
in Schule und Unterricht. Weinheim: Beltz Juventa, 2026.'
mla: Textor, Annette, et al., editors. Praxisforschung in Schule und Unterricht.
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.
date_created: 2026-08-20T13:33:45Z
date_updated: 2026-08-29T08:20:57Z
department:
- _id: '556'
editor:
- first_name: Annette
full_name: Textor, Annette
last_name: Textor
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: Cyrilla
full_name: van der Donk, Cyrilla
last_name: van der Donk
- first_name: Bas
full_name: van Lanen, Bas
last_name: van Lanen
jel:
- I21
language:
- iso: ger
page: '432'
place: Weinheim
publication_identifier:
isbn:
- 978-3-7799-3726-5
publication_status: published
publisher: Beltz Juventa
status: public
title: Praxisforschung in Schule und Unterricht
type: book_editor
user_id: '105186'
year: '2026'
...
---
_id: '66883'
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
orcid: 0000-0001-5521-0417
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: Sergej
full_name: Wüthrich, Sergej
last_name: Wüthrich
- first_name: Caroline
full_name: Sahil Lozano, Caroline
last_name: Sahil Lozano
citation:
ama: 'Knickenberg M, Kullmann H, Wüthrich S, Sahil Lozano C. Elterliche Perspektiven
auf schulische Inklusion – Entwicklung einer Kurzskala. In: ; 2026.'
apa: Knickenberg, M., Kullmann, H., Wüthrich, S., & Sahil Lozano, C. (2026).
Elterliche Perspektiven auf schulische Inklusion – Entwicklung einer Kurzskala.
13. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), TU München.
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} }'
chicago: Knickenberg, Margarita, Harry Kullmann, Sergej Wüthrich, and Caroline Sahil
Lozano. “Elterliche Perspektiven Auf Schulische Inklusion – Entwicklung Einer
Kurzskala,” 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.
mla: Knickenberg, Margarita, et al. Elterliche Perspektiven Auf Schulische Inklusion
– Entwicklung Einer Kurzskala. 2026.
short: 'M. Knickenberg, H. Kullmann, S. Wüthrich, C. Sahil Lozano, in: 2026.'
conference:
end_date: 2026-03-18
location: TU München
name: 13. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF)
start_date: 2026-03-16
date_created: 2026-08-31T15:06:20Z
date_updated: 2026-08-31T15:19:01Z
department:
- _id: '556'
- _id: '460'
- _id: '4'
jel:
- I24
language:
- iso: eng
quality_controlled: '1'
status: public
title: Elterliche Perspektiven auf schulische Inklusion – Entwicklung einer Kurzskala
type: conference
user_id: '105186'
year: '2026'
...
---
_id: '66882'
author:
- first_name: Harry
full_name: Kullmann, Harry
last_name: Kullmann
citation:
ama: 'Kullmann H. Heterogenitätssensible und inklusionsorientierte Schulentwicklung
– Eine Standortbestimmung im Hinblick auf Schüler*innen mit sonderpädagogischem
Förderbedarf in der Sekundarstufe I. In: ; 2026.'
apa: Kullmann, H. (2026). Heterogenitätssensible und inklusionsorientierte Schulentwicklung
– Eine Standortbestimmung im Hinblick auf Schüler*innen mit sonderpädagogischem
Förderbedarf in der Sekundarstufe I. Ringvorlesung “Schule der Vielen,” Universität
Paderborn.
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} }'
chicago: Kullmann, Harry. “Heterogenitätssensible Und Inklusionsorientierte Schulentwicklung
– Eine Standortbestimmung Im Hinblick Auf Schüler*innen Mit Sonderpädagogischem
Förderbedarf in Der Sekundarstufe I.” Universität Paderborn, 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.
mla: Kullmann, Harry. Heterogenitätssensible Und Inklusionsorientierte Schulentwicklung
– Eine Standortbestimmung Im Hinblick Auf Schüler*innen Mit Sonderpädagogischem
Förderbedarf in Der Sekundarstufe I. 2026.
short: 'H. Kullmann, in: Universität Paderborn, 2026.'
conference:
end_date: 2026-06-09
location: Universität Paderborn
name: Ringvorlesung “Schule der Vielen”
start_date: 2026-06-09
date_created: 2026-08-31T14:55:10Z
date_updated: 2026-08-31T14:59:11Z
department:
- _id: '556'
jel:
- I24
language:
- iso: eng
place: Universität Paderborn
status: public
title: Heterogenitätssensible und inklusionsorientierte Schulentwicklung – Eine Standortbestimmung
im Hinblick auf Schüler*innen mit sonderpädagogischem Förderbedarf in der Sekundarstufe
I
type: conference
user_id: '105186'
year: '2026'
...
---
_id: '66480'
abstract:
- lang: eng
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.
article_number: '1710708'
article_type: original
author:
- first_name: Veslemøy Maria Fossum
full_name: Johansson, Veslemøy Maria Fossum
last_name: Johansson
- first_name: Suanne
full_name: Gibson, Suanne
last_name: Gibson
- first_name: Stuart
full_name: Woodcock, Stuart
last_name: Woodcock
- first_name: Anders
full_name: Dechsling, Anders
last_name: Dechsling
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: Marte Karoline
full_name: Herrebrøden, Marte Karoline
last_name: Herrebrøden
- first_name: Line Britt
full_name: Ulriksen, Line Britt
last_name: Ulriksen
- first_name: Anders
full_name: Nordahl-Hansen, Anders
last_name: Nordahl-Hansen
citation:
ama: 'Johansson VMF, Gibson S, Woodcock S, et al. Parental (dis)satisfaction with
school placement to achieve inclusion: a cross-country comparison. Frontiers
in Education. 2026;11. doi:10.3389/feduc.2026.1710708'
apa: 'Johansson, V. M. F., Gibson, S., Woodcock, S., Dechsling, A., Kullmann, H.,
Herrebrøden, M. K., Ulriksen, L. B., & Nordahl-Hansen, A. (2026). Parental
(dis)satisfaction with school placement to achieve inclusion: a cross-country
comparison. Frontiers in Education, 11, Article 1710708. https://doi.org/10.3389/feduc.2026.1710708'
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={10.3389/feduc.2026.1710708},
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} }'
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.” Frontiers in Education 11 (2026).
https://doi.org/10.3389/feduc.2026.1710708.'
ieee: 'V. M. F. Johansson et al., “Parental (dis)satisfaction with school
placement to achieve inclusion: a cross-country comparison,” Frontiers in Education,
vol. 11, Art. no. 1710708, 2026, doi: 10.3389/feduc.2026.1710708.'
mla: 'Johansson, Veslemøy Maria Fossum, et al. “Parental (Dis)Satisfaction with
School Placement to Achieve Inclusion: A Cross-Country Comparison.” Frontiers
in Education, vol. 11, 1710708, Frontiers Media SA, 2026, doi:10.3389/feduc.2026.1710708.'
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).
date_created: 2026-07-14T08:14:19Z
date_updated: 2026-08-29T08:25:55Z
department:
- _id: '556'
doi: 10.3389/feduc.2026.1710708
intvolume: ' 11'
jel:
- I24
keyword:
- human rights
- inclusion
- inclusive education
- international study
- parents
- school development
- special educational needs
language:
- iso: eng
publication: Frontiers in Education
publication_identifier:
issn:
- 2504-284X
publication_status: published
publisher: Frontiers Media SA
quality_controlled: '1'
status: public
title: 'Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country
comparison'
type: journal_article
user_id: '105186'
volume: 11
year: '2026'
...
---
_id: '59480'
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."
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
orcid: 0000-0001-5521-0417
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: Sergej
full_name: Wüthrich, Sergej
last_name: Wüthrich
- first_name: Caroline
full_name: Sahli Lozano, Caroline
last_name: Sahli Lozano
citation:
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.'
apa: Knickenberg, M., Kullmann, H., Wüthrich, S., & Sahli Lozano, C. (2025).
Parental perceptions of inclusive teacher and school support – Establishment
of a short-form. ECER (European Conference on Educational Research), University
of Belgrade. Serbia.
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} }'
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.
mla: Knickenberg, Margarita, et al. Parental Perceptions of Inclusive Teacher
and School Support – Establishment of a Short-Form. 2025.
short: 'M. Knickenberg, H. Kullmann, S. Wüthrich, C. Sahli Lozano, in: 2025.'
conference:
end_date: 2025-09-12
location: University of Belgrade. Serbia
name: ECER (European Conference on Educational Research)
start_date: 2025-09-09
date_created: 2025-04-10T08:37:51Z
date_updated: 2026-08-31T15:27:32Z
department:
- _id: '4'
- _id: '460'
- _id: '556'
jel:
- I24
language:
- iso: eng
quality_controlled: '1'
status: public
title: Parental perceptions of inclusive teacher and school support – Establishment
of a short-form
type: conference
user_id: '105186'
year: '2025'
...
---
_id: '59481'
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
orcid: 0000-0001-5521-0417
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
citation:
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.'
apa: 'Knickenberg, M., & Kullmann, H. (2025). Exploring the role of individual
and collective efficacy beliefs and attitudes in teachers’ intentions to implement
inclusive practices: Evidence from Canada, Germany and Switzerland. 32. ECER
(European Conference on Educational Research), University of Belgrade, Serbia.'
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} }'
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.'
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.'
mla: '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.'
short: 'M. Knickenberg, H. Kullmann, in: 2025.'
conference:
end_date: 2025-09-12
location: University of Belgrade, Serbia
name: 32. ECER (European Conference on Educational Research)
start_date: 2025-09-09
date_created: 2025-04-10T08:40:26Z
date_updated: 2026-08-31T15:19:49Z
department:
- _id: '4'
- _id: '460'
- _id: '556'
jel:
- I24
language:
- iso: eng
quality_controlled: '1'
status: public
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'
type: conference
user_id: '105186'
year: '2025'
...
---
_id: '66884'
author:
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
citation:
ama: 'Kullmann H. Wohlbefinden als schulische Leistung. Theoretische und empirische
Perspektiven. In: ; 2025.'
apa: Kullmann, H. (2025). Wohlbefinden als schulische Leistung. Theoretische
und empirische Perspektiven. Keynote auf der 7. Winter School des Zentrums
für Bildungs-, Unterrichts-, Schul- und Sozialisationsforschung (ZeBUSS), Universität
Flensburg.
bibtex: '@inproceedings{Kullmann_2025, title={Wohlbefinden als schulische Leistung.
Theoretische und empirische Perspektiven}, author={Kullmann, Harry}, year={2025}
}'
chicago: Kullmann, Harry. “Wohlbefinden Als Schulische Leistung. Theoretische Und
Empirische Perspektiven,” 2025.
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.
mla: Kullmann, Harry. Wohlbefinden Als Schulische Leistung. Theoretische Und
Empirische Perspektiven. 2025.
short: 'H. Kullmann, in: 2025.'
conference:
end_date: 2026-02-24
location: Universität Flensburg
name: Keynote auf der 7. Winter School des Zentrums für Bildungs-, Unterrichts-,
Schul- und Sozialisationsforschung (ZeBUSS)
start_date: 2026-02-24
date_created: 2026-08-31T15:38:01Z
date_updated: 2026-08-31T15:43:05Z
department:
- _id: '556'
jel:
- I21
language:
- iso: eng
status: public
title: Wohlbefinden als schulische Leistung. Theoretische und empirische Perspektiven
type: conference
user_id: '105186'
year: '2025'
...
---
_id: '66768'
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.
article_type: original
author:
- first_name: Rabea
full_name: Marker, Rabea
last_name: Marker
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: Dominik
full_name: Zentarra, Dominik
last_name: Zentarra
- first_name: Sabine
full_name: Geist, Sabine
last_name: Geist
- first_name: Birgit
full_name: Lütje-Klose, Birgit
last_name: Lütje-Klose
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. Zeitschrift für Pädagogik.
2025;71:530-554. doi:https://doi.org/10.3262/ZP2504530
apa: Marker, R., Kullmann, H., Zentarra, D., Geist, S., & Lütje-Klose, B. (2025).
Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen
– Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld. Zeitschrift
für Pädagogik, 71, 530–554. https://doi.org/10.3262/ZP2504530
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={https://doi.org/10.3262/ZP2504530},
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} }'
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.”
Zeitschrift für Pädagogik 71 (2025): 530–54. https://doi.org/10.3262/ZP2504530.'
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,” Zeitschrift
für Pädagogik, vol. 71, pp. 530–554, 2025, doi: https://doi.org/10.3262/ZP2504530.'
mla: Marker, Rabea, et al. “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe
I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule
Bielefeld.” Zeitschrift für Pädagogik, vol. 71, 2025, pp. 530–54, doi:https://doi.org/10.3262/ZP2504530.
short: R. Marker, H. Kullmann, D. Zentarra, S. Geist, B. Lütje-Klose, Zeitschrift
für Pädagogik 71 (2025) 530–554.
date_created: 2026-08-21T13:51:20Z
date_updated: 2026-08-29T08:32:43Z
department:
- _id: '556'
doi: https://doi.org/10.3262/ZP2504530
intvolume: ' 71'
jel:
- I24
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
language:
- iso: ger
page: 530-554
publication: Zeitschrift für Pädagogik
publication_identifier:
issn:
- 0044-3247
publication_status: published
quality_controlled: '1'
status: public
title: Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven
Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld
type: journal_article
user_id: '105186'
volume: 71
year: '2025'
...
---
_id: '60200'
article_number: '1530689'
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
orcid: 0000-0001-5521-0417
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: Sergej
full_name: Wüthrich, Sergej
last_name: Wüthrich
- first_name: Caroline
full_name: Sahli Lozano, Caroline
last_name: Sahli Lozano
- first_name: Tim
full_name: Loreman, Tim
last_name: Loreman
- first_name: Umesh
full_name: Sharma, Umesh
last_name: Sharma
- first_name: Elias
full_name: Avramidis, Elias
last_name: Avramidis
- first_name: Pearl
full_name: Subban, Pearl
last_name: Subban
- first_name: Stuart
full_name: Woodcock, Stuart
last_name: Woodcock
citation:
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. Frontiers in Psychology. 2025;16.
doi:10.3389/fpsyg.2025.1530689
apa: Knickenberg, M., Kullmann, H., Wüthrich, S., Sahli Lozano, C., Loreman, T.,
Sharma, U., Avramidis, E., Subban, P., & Woodcock, S. (2025). Teachers’ collective
efficacy with regard to inclusive practices—characteristics of a new scale and
analyses from Canada, Germany and Switzerland. Frontiers in Psychology,
16, Article 1530689. https://doi.org/10.3389/fpsyg.2025.1530689
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={10.3389/fpsyg.2025.1530689},
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} }'
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.” Frontiers
in Psychology 16 (2025). https://doi.org/10.3389/fpsyg.2025.1530689.
ieee: 'M. Knickenberg et al., “Teachers’ collective efficacy with regard
to inclusive practices—characteristics of a new scale and analyses from Canada,
Germany and Switzerland,” Frontiers in Psychology, vol. 16, Art. no. 1530689,
2025, doi: 10.3389/fpsyg.2025.1530689.'
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.” Frontiers in Psychology, vol. 16, 1530689, 2025, doi:10.3389/fpsyg.2025.1530689.
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).
date_created: 2025-06-13T08:24:48Z
date_updated: 2026-08-29T08:29:40Z
ddc:
- '370'
department:
- _id: '4'
- _id: '460'
- _id: '556'
doi: 10.3389/fpsyg.2025.1530689
file:
- access_level: closed
content_type: application/pdf
creator: mknick
date_created: 2025-06-13T08:23:32Z
date_updated: 2025-06-13T08:23:32Z
file_id: '60201'
file_name: Knickenberg et al. (2025).pdf
file_size: 1858400
relation: main_file
success: 1
file_date_updated: 2025-06-13T08:23:32Z
has_accepted_license: '1'
intvolume: ' 16'
jel:
- I21
language:
- iso: eng
publication: Frontiers in Psychology
publication_status: published
quality_controlled: '1'
status: public
title: Teachers’ collective efficacy with regard to inclusive practices—characteristics
of a new scale and analyses from Canada, Germany and Switzerland
type: journal_article
user_id: '105186'
volume: 16
year: '2025'
...
---
_id: '53207'
abstract:
- lang: ger
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."
article_type: original
author:
- first_name: Rabea
full_name: Marker, Rabea
last_name: Marker
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: Dominik
full_name: Zentarra, Dominik
last_name: Zentarra
- first_name: Sabine
full_name: Geist, Sabine
last_name: Geist
- first_name: Birgit
full_name: Lütje-Klose, Birgit
last_name: Lütje-Klose
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. Unterrichtswissenschaft.
2024;52:417-446. doi:10.1007/s42010-024-00199-0
apa: Marker, R., Kullmann, H., Zentarra, D., Geist, S., & Lütje-Klose, B. (2024).
Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen
– Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld. Unterrichtswissenschaft,
52, 417–446. https://doi.org/10.1007/s42010-024-00199-0
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={10.1007/s42010-024-00199-0},
journal={Unterrichtswissenschaft}, author={Marker, Rabea and Kullmann, Harry and
Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}, year={2024}, pages={417–446}
}'
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.”
Unterrichtswissenschaft 52 (2024): 417–46. https://doi.org/10.1007/s42010-024-00199-0.'
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,” Unterrichtswissenschaft,
vol. 52, pp. 417–446, 2024, doi: 10.1007/s42010-024-00199-0.'
mla: Marker, Rabea, et al. “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe
I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule
Bielefeld.” Unterrichtswissenschaft, vol. 52, 2024, pp. 417–46, doi:10.1007/s42010-024-00199-0.
short: R. Marker, H. Kullmann, D. Zentarra, S. Geist, B. Lütje-Klose, Unterrichtswissenschaft
52 (2024) 417–446.
date_created: 2024-04-04T12:22:42Z
date_updated: 2026-08-21T13:55:40Z
department:
- _id: '556'
doi: 10.1007/s42010-024-00199-0
intvolume: ' 52'
jel:
- I24
keyword:
- Schulisches Wohlbefinden
- Sekundarstufe I
- Inklusion
- Längsschnittstudie · Laborschule Bielefeld
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://link.springer.com/article/10.1007/s42010-024-00199-0
oa: '1'
page: 417-446
publication: Unterrichtswissenschaft
publication_status: published
quality_controlled: '1'
status: public
title: Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven
Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld
type: journal_article
user_id: '105186'
volume: 52
year: '2024'
...
---
_id: '53661'
abstract:
- lang: eng
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."
article_type: original
author:
- first_name: Caroline
full_name: Sahli Lozano, Caroline
last_name: Sahli Lozano
- first_name: Sergej
full_name: Wüthrich, Sergej
last_name: Wüthrich
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
orcid: 0000-0001-5521-0417
- first_name: Umesh
full_name: Sharma, Umesh
last_name: Sharma
- first_name: Tim
full_name: Loreman, Tim
last_name: Loreman
- first_name: Alessandra
full_name: Romano, Alessandra
last_name: Romano
- first_name: Elias
full_name: Avramidis, Elias
last_name: Avramidis
- first_name: Stuart
full_name: Woodcock, Stuart
last_name: Woodcock
- first_name: Pearl
full_name: Subban, Pearl
last_name: Subban
citation:
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. Exceptionality Education
International. 2024;34(1):17-41. doi:10.5206/eei.v34i1.16803
apa: Sahli Lozano, C., Wüthrich, S., Kullmann, H., Knickenberg, M., Sharma, U.,
Loreman, T., Romano, A., Avramidis, E., Woodcock, S., & 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. Exceptionality Education International, 34(1),
17–41. https://doi.org/10.5206/eei.v34i1.16803
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={10.5206/eei.v34i1.16803},
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} }'
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.” Exceptionality Education International
34, no. 1 (2024): 17–41. https://doi.org/10.5206/eei.v34i1.16803.'
ieee: 'C. Sahli Lozano 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,” Exceptionality Education
International, vol. 34, no. 1, pp. 17–41, 2024, doi: 10.5206/eei.v34i1.16803.'
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.” Exceptionality Education
International, vol. 34, no. 1, 2024, pp. 17–41, doi:10.5206/eei.v34i1.16803.
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.
date_created: 2024-04-25T13:17:00Z
date_updated: 2026-08-22T12:11:27Z
department:
- _id: '556'
doi: 10.5206/eei.v34i1.16803
intvolume: ' 34'
issue: '1'
jel:
- I24
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://research-repository.griffith.edu.au/server/api/core/bitstreams/6edca5b5-0e7a-4507-918e-1ce84239df4b/content
oa: '1'
page: 17-41
publication: Exceptionality Education International
publication_identifier:
issn:
- 1918-5227
publication_status: published
quality_controlled: '1'
status: public
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
type: journal_article
user_id: '105186'
volume: 34
year: '2024'
...
---
_id: '53660'
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."
article_type: original
author:
- first_name: Pearl
full_name: Subban, Pearl
last_name: Subban
- first_name: 'Stuart '
full_name: 'Woodcock, Stuart '
last_name: Woodcock
- first_name: 'Brent '
full_name: 'Bradford, Brent '
last_name: Bradford
- first_name: Allesandra
full_name: Romano, Allesandra
last_name: Romano
- first_name: 'Caroline '
full_name: 'Sahli Lozano, Caroline '
last_name: Sahli Lozano
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: 'Umesh '
full_name: 'Sharma, Umesh '
last_name: Sharma
- first_name: 'Tim '
full_name: 'Loreman, Tim '
last_name: Loreman
- first_name: Elias
full_name: Avramidis, Elias
last_name: Avramidis
citation:
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. Teachers and Teaching. 2024;30(5):668-683. doi:10.1080/13540602.2024.2338398
apa: Subban, P., Woodcock, S., Bradford, B., Romano, A., Sahli Lozano, C., Kullmann,
H., Sharma, U., Loreman, T., & Avramidis, E. (2024). What does the village
need to raise a child with additional needs? Thoughts on creating a framework
to support collective inclusion. Teachers and Teaching, 30(5), 668–683.
https://doi.org/10.1080/13540602.2024.2338398
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={10.1080/13540602.2024.2338398},
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} }'
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.” Teachers and Teaching 30,
no. 5 (2024): 668–83. https://doi.org/10.1080/13540602.2024.2338398.'
ieee: 'P. Subban et al., “What does the village need to raise a child with
additional needs? Thoughts on creating a framework to support collective inclusion,”
Teachers and Teaching, vol. 30, no. 5, pp. 668–683, 2024, doi: 10.1080/13540602.2024.2338398.'
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.” Teachers
and Teaching, vol. 30, no. 5, 2024, pp. 668–83, doi:10.1080/13540602.2024.2338398.
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.
date_created: 2024-04-25T13:09:13Z
date_updated: 2026-08-22T12:17:04Z
department:
- _id: '556'
doi: 10.1080/13540602.2024.2338398
intvolume: ' 30'
issue: '5'
jel:
- I24
keyword:
- Inclusive education
- inclusive schools
- collective responsibility
- school community
- village mindset
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.tandfonline.com/doi/epdf/10.1080/13540602.2024.2338398?needAccess=true
oa: '1'
page: 668-683
publication: Teachers and Teaching
publication_status: published
quality_controlled: '1'
status: public
title: What does the village need to raise a child with additional needs? Thoughts
on creating a framework to support collective inclusion
type: journal_article
user_id: '105186'
volume: 30
year: '2024'
...
---
_id: '43135'
abstract:
- lang: eng
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."
article_type: original
author:
- first_name: ' Umesh '
full_name: 'Sharma , Umesh '
last_name: 'Sharma '
- first_name: ' Tim '
full_name: 'Loreman , Tim '
last_name: 'Loreman '
- first_name: ' Fiona '
full_name: 'May , Fiona '
last_name: 'May '
- first_name: ' Alessandra '
full_name: 'Romano , Alessandra '
last_name: 'Romano '
- first_name: Caroline Sahli
full_name: Lozano , Caroline Sahli
last_name: 'Lozano '
- first_name: ' Elias '
full_name: 'Avramidis , Elias '
last_name: 'Avramidis '
- first_name: ' Stuart '
full_name: 'Woodcock , Stuart '
last_name: 'Woodcock '
- first_name: ' Pearl '
full_name: 'Subban , Pearl '
last_name: 'Subban '
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
citation:
ama: Sharma Umesh , Loreman Tim , May Fiona , et al. Measuring collective
efficacy for inclusion in a global context. European Journal of Special Needs
Education. 2024;39(2):167–184. doi:10.1080/08856257.2023.2195075
apa: Sharma , Umesh , Loreman , Tim , May , Fiona , Romano , Alessandra , Lozano
, C. S., Avramidis , Elias , Woodcock , Stuart , Subban , Pearl , & Kullmann,
H. (2024). Measuring collective efficacy for inclusion in a global context. European
Journal of Special Needs Education, 39(2), 167–184. https://doi.org/10.1080/08856257.2023.2195075
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={10.1080/08856257.2023.2195075},
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} }'
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.” European Journal of Special Needs Education 39, no. 2 (2024):
167–184. https://doi.org/10.1080/08856257.2023.2195075.'
ieee: 'Umesh Sharma et al., “Measuring collective efficacy for inclusion
in a global context,” European Journal of Special Needs Education, vol.
39, no. 2, pp. 167–184, 2024, doi: 10.1080/08856257.2023.2195075.'
mla: Sharma , Umesh , et al. “Measuring Collective Efficacy for Inclusion in a
Global Context.” European Journal of Special Needs Education, vol. 39,
no. 2, 2024, pp. 167–184, doi:10.1080/08856257.2023.2195075.
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.
date_created: 2023-03-28T13:01:09Z
date_updated: 2026-08-22T12:21:28Z
department:
- _id: '556'
doi: 10.1080/08856257.2023.2195075
intvolume: ' 39'
issue: '2'
jel:
- I26
keyword:
- Inclusive education
- teacher attitudes
- teacher self- efficacy
- collective efficacy
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.tandfonline.com/doi/epdf/10.1080/08856257.2023.2195075?needAccess=true
oa: '1'
page: 167–184
publication: European Journal of Special Needs Education
publication_status: published
quality_controlled: '1'
status: public
title: Measuring collective efficacy for inclusion in a global context
type: journal_article
user_id: '105186'
volume: 39
year: '2024'
...
---
_id: '66479'
abstract:
- lang: eng
text: "Sense of belonging at school (SoBaS) is a basic requirement for every student
and\r\na major inclusivity goal for educational institutions. In the present study,
we re-\r\nport on a self-evaluation of the Laborschule Bielefeld (LS; Germany)
covering\r\n SoBaS. LS is an inclusive experimental comprehensive school with
more than for-\r\nty years of experience concerning a non-segregative and diversity-friendly
school\r\nculture. Based on propensity score matching, the study investigated
whether the\r\nSoBaS scores of the students at this inclusive experimental school
(N= 115) differ\r\nfrom the students visiting inclusive classes in regular state-run
comprehensive\r\nschools (N= 2376). Furthermore, we examined the factors in the
students’ educa-\r\ntional environment at LS that may potentially influence their
SoBaS. The results\r\nindicate that the students attending the LS experienced
a higher SoBaS. In additi-\r\non, certain aspects of LS's teaching and interaction
culture were identified as aus-\r\npicious factors for accomplishing high levels
of students’ SoBaS."
article_type: original
author:
- first_name: Rabea
full_name: Marker, Rabea
last_name: Marker
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: Dominik
full_name: Zentarra, Dominik
last_name: Zentarra
- first_name: Sabine
full_name: Geist, Sabine
last_name: Geist
- first_name: Birgit
full_name: Lütje-Klose, Birgit
last_name: Lütje-Klose
citation:
ama: Marker R, Kullmann H, Zentarra D, Geist S, Lütje-Klose B. Sense of Belonging
at School as a quality measure of inclusion – Comparing the inclusive experimental
school Laborschule Bielefeld with regular inclusive comprehensive schools and
investigating the determining factors. Journal for Educational Research Online.
2023;15(2):250-273. doi:10.31244/jero.2023.02.06
apa: Marker, R., Kullmann, H., Zentarra, D., Geist, S., & Lütje-Klose, B. (2023).
Sense of Belonging at School as a quality measure of inclusion – Comparing the
inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive
schools and investigating the determining factors. Journal for Educational
Research Online, 15(2), 250–273. https://doi.org/10.31244/jero.2023.02.06
bibtex: '@article{Marker_Kullmann_Zentarra_Geist_Lütje-Klose_2023, title={Sense
of Belonging at School as a quality measure of inclusion – Comparing the inclusive
experimental school Laborschule Bielefeld with regular inclusive comprehensive
schools and investigating the determining factors}, volume={15}, DOI={10.31244/jero.2023.02.06},
number={2}, journal={Journal for Educational Research Online}, publisher={Waxmann},
author={Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine
and Lütje-Klose, Birgit}, year={2023}, pages={250–273} }'
chicago: 'Marker, Rabea, Harry Kullmann, Dominik Zentarra, Sabine Geist, and Birgit
Lütje-Klose. “Sense of Belonging at School as a Quality Measure of Inclusion –
Comparing the Inclusive Experimental School Laborschule Bielefeld with Regular
Inclusive Comprehensive Schools and Investigating the Determining Factors.” Journal
for Educational Research Online 15, no. 2 (2023): 250–73. https://doi.org/10.31244/jero.2023.02.06.'
ieee: 'R. Marker, H. Kullmann, D. Zentarra, S. Geist, and B. Lütje-Klose, “Sense
of Belonging at School as a quality measure of inclusion – Comparing the inclusive
experimental school Laborschule Bielefeld with regular inclusive comprehensive
schools and investigating the determining factors,” Journal for Educational
Research Online, vol. 15, no. 2, pp. 250–273, 2023, doi: 10.31244/jero.2023.02.06.'
mla: Marker, Rabea, et al. “Sense of Belonging at School as a Quality Measure of
Inclusion – Comparing the Inclusive Experimental School Laborschule Bielefeld
with Regular Inclusive Comprehensive Schools and Investigating the Determining
Factors.” Journal for Educational Research Online, vol. 15, no. 2, Waxmann,
2023, pp. 250–73, doi:10.31244/jero.2023.02.06.
short: R. Marker, H. Kullmann, D. Zentarra, S. Geist, B. Lütje-Klose, Journal for
Educational Research Online 15 (2023) 250–273.
date_created: 2026-07-14T08:12:06Z
date_updated: 2026-08-22T12:07:07Z
department:
- _id: '556'
doi: 10.31244/jero.2023.02.06
intvolume: ' 15'
issue: '2'
jel:
- I24
keyword:
- sense of belonging
- inclusive education
- secondary school
- social-emotional needs
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.pedocs.de/volltexte/2025/32500/pdf/JERO_2023_2_Marker_et_al_Sense_of_Belonging.pdf
oa: '1'
page: 250-273
publication: Journal for Educational Research Online
publication_identifier:
issn:
- 1866-6671
publication_status: published
publisher: Waxmann
quality_controlled: '1'
status: public
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
type: journal_article
user_id: '105186'
volume: 15
year: '2023'
...
---
_id: '31023'
abstract:
- lang: eng
text: "Research in inclusive education reveals multiple studies that explore the
efforts of individual stakeholders to create an equitable educational experience
for students with disabilities. However, these individual efforts are often examined
discretely, compartmentalising the contributions of various stakeholders. As a
consequence, the complex interplay between these contributions has not been fully\r\nexplored,
with the capacity for a rich network of support being assumed rather than explicitly
constructed. This report draws on the personal reflections of nine academics in
the field of inclusive\r\neducation from Australia, Canada, Germany, Greece, Italy,
and Switzerland. Serving as both contributors and participants, this study draws
together their personal interpretations and their exper-\r\ntise regarding the
value of collective and collaborative inclusive education. Inductive thematic
analysis of participant reflections yielded the view that stakeholders working
together within an educational setting, offers more effective and appropriate
opportunities to support learners with additional needs."
article_type: original
author:
- first_name: 'Pearl '
full_name: 'Subban, Pearl '
last_name: Subban
- first_name: Brent
full_name: Bradford, Brent
last_name: Bradford
- first_name: Umesh
full_name: Sharma, Umesh
last_name: Sharma
- first_name: Tim
full_name: Loreman, Tim
last_name: Loreman
- first_name: Elias
full_name: Avramidis, Elias
last_name: Avramidis
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: Caroline
full_name: Sahli Lozano, Caroline
last_name: Sahli Lozano
- first_name: Alessandra
full_name: Romano, Alessandra
last_name: Romano
- first_name: Stuart
full_name: Woodcock, Stuart
last_name: Woodcock
citation:
ama: Subban P, Bradford B, Sharma U, et al. Does it really take a village to raise
a child? Reflections on the need for collective responsibility in inclusive education.
European Journal of Special Needs Education. 2023;37:291–302. doi:10.1080/08856257.2022.2059632
apa: Subban, P., Bradford, B., Sharma, U., Loreman, T., Avramidis, E., Kullmann,
H., Sahli Lozano, C., Romano, A., & Woodcock, S. (2023). Does it really take
a village to raise a child? Reflections on the need for collective responsibility
in inclusive education. European Journal of Special Needs Education, 37,
291–302. https://doi.org/10.1080/08856257.2022.2059632
bibtex: '@article{Subban_Bradford_Sharma_Loreman_Avramidis_Kullmann_Sahli Lozano_Romano_Woodcock_2023,
title={Does it really take a village to raise a child? Reflections on the need
for collective responsibility in inclusive education}, volume={37}, DOI={10.1080/08856257.2022.2059632},
journal={European Journal of Special Needs Education}, author={Subban, Pearl and
Bradford, Brent and Sharma, Umesh and Loreman, Tim and Avramidis, Elias and Kullmann,
Harry and Sahli Lozano, Caroline and Romano, Alessandra and Woodcock, Stuart},
year={2023}, pages={291–302} }'
chicago: 'Subban, Pearl , Brent Bradford, Umesh Sharma, Tim Loreman, Elias Avramidis,
Harry Kullmann, Caroline Sahli Lozano, Alessandra Romano, and Stuart Woodcock.
“Does It Really Take a Village to Raise a Child? Reflections on the Need for Collective
Responsibility in Inclusive Education.” European Journal of Special Needs Education
37 (2023): 291–302. https://doi.org/10.1080/08856257.2022.2059632.'
ieee: 'P. Subban et al., “Does it really take a village to raise a child?
Reflections on the need for collective responsibility in inclusive education,”
European Journal of Special Needs Education, vol. 37, pp. 291–302, 2023,
doi: 10.1080/08856257.2022.2059632.'
mla: Subban, Pearl, et al. “Does It Really Take a Village to Raise a Child? Reflections
on the Need for Collective Responsibility in Inclusive Education.” European
Journal of Special Needs Education, vol. 37, 2023, pp. 291–302, doi:10.1080/08856257.2022.2059632.
short: P. Subban, B. Bradford, U. Sharma, T. Loreman, E. Avramidis, H. Kullmann,
C. Sahli Lozano, A. Romano, S. Woodcock, European Journal of Special Needs Education
37 (2023) 291–302.
date_created: 2022-05-03T06:52:48Z
date_updated: 2026-08-22T12:27:42Z
department:
- _id: '556'
doi: 10.1080/08856257.2022.2059632
intvolume: ' 37'
jel:
- I24
keyword:
- Inclusive education
- inclusive schools
- school leadership
- school community
- village mindset
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://www.tandfonline.com/doi/epdf/10.1080/08856257.2022.2059632?needAccess=true
oa: '1'
page: 291–302
publication: European Journal of Special Needs Education
publication_status: published
quality_controlled: '1'
status: public
title: Does it really take a village to raise a child? Reflections on the need for
collective responsibility in inclusive education
type: journal_article
user_id: '105186'
volume: 37
year: '2023'
...
---
_id: '36133'
abstract:
- lang: eng
text: 'Considering students’ voices and perspectives is indispensable in educational
contexts. Therefore, instruments of measurement that are reliable and valid and
can be used easily without complications are needed in schools. The Perceptions
of Inclusion Questionnaire (PIQ) is a short instrument used to assess three central
dimensions of inclusion, namely emotional and social inclusion and academic self-concept.
Previous evaluations indicate in general high psychometric properties. This study
aimed to evaluate the construct validity of the three scales of the PIQ’s student
version using different approaches in two samples from primary (grade 4, N = 721)
and secondary (grade 7, N = 393) schools. The results of confirmatory factorial
analyses confirmed the PIQ’s three factors in both samples which are also measurement
equivalent across grades. Plausible correlations with additional divergent and
convergent scales reveal that the PIQ measures the theoretically assumed constructs—emotional
and social inclusion as well as academic self-concept—validly. '
article_number: '215824402210798'
article_type: original
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
- first_name: Carmen L. A.
full_name: Zurbriggen, Carmen L. A.
last_name: Zurbriggen
- first_name: Susanne
full_name: Schwab, Susanne
last_name: Schwab
citation:
ama: Knickenberg M, Zurbriggen CLA, Schwab S. Validation of the student version
of the Perceptions of Inclusion Questionnaire in primary and secondary education
settings. SAGE Open. 2022;12(1). doi:10.1177/21582440221079896
apa: Knickenberg, M., Zurbriggen, C. L. A., & Schwab, S. (2022). Validation
of the student version of the Perceptions of Inclusion Questionnaire in primary
and secondary education settings. SAGE Open, 12(1), Article 215824402210798.
https://doi.org/10.1177/21582440221079896
bibtex: '@article{Knickenberg_Zurbriggen_Schwab_2022, title={Validation of the student
version of the Perceptions of Inclusion Questionnaire in primary and secondary
education settings}, volume={12}, DOI={10.1177/21582440221079896},
number={1215824402210798}, journal={SAGE Open}, publisher={SAGE Publications},
author={Knickenberg, Margarita and Zurbriggen, Carmen L. A. and Schwab, Susanne},
year={2022} }'
chicago: Knickenberg, Margarita, Carmen L. A. Zurbriggen, and Susanne Schwab. “Validation
of the Student Version of the Perceptions of Inclusion Questionnaire in Primary
and Secondary Education Settings.” SAGE Open 12, no. 1 (2022). https://doi.org/10.1177/21582440221079896.
ieee: 'M. Knickenberg, C. L. A. Zurbriggen, and S. Schwab, “Validation of the student
version of the Perceptions of Inclusion Questionnaire in primary and secondary
education settings,” SAGE Open, vol. 12, no. 1, Art. no. 215824402210798,
2022, doi: 10.1177/21582440221079896.'
mla: Knickenberg, Margarita, et al. “Validation of the Student Version of the Perceptions
of Inclusion Questionnaire in Primary and Secondary Education Settings.” SAGE
Open, vol. 12, no. 1, 215824402210798, SAGE Publications, 2022, doi:10.1177/21582440221079896.
short: M. Knickenberg, C.L.A. Zurbriggen, S. Schwab, SAGE Open 12 (2022).
date_created: 2023-01-11T13:10:44Z
date_updated: 2023-01-11T13:12:33Z
department:
- _id: '4'
- _id: '556'
doi: 10.1177/21582440221079896
intvolume: ' 12'
issue: '1'
keyword:
- General Social Sciences
- General Arts and Humanities
language:
- iso: eng
publication: SAGE Open
publication_identifier:
issn:
- 2158-2440
- 2158-2440
publication_status: published
publisher: SAGE Publications
status: public
title: Validation of the student version of the Perceptions of Inclusion Questionnaire
in primary and secondary education settings
type: journal_article
user_id: '12978'
volume: 12
year: '2022'
...
---
_id: '39614'
author:
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: Eva-Luisa
full_name: Globisch, Eva-Luisa
last_name: Globisch
- first_name: Nicolas
full_name: Heister, Nicolas
last_name: Heister
citation:
ama: 'Kullmann H, Globisch E-L, Heister N. Hier wie dort? Ein Vergleich der Tätigkeits-
und Kooperationsprofile von Schulbegleitungen an inklusiven Gesamtschulen und
Förderschulen in Nordrhein-Westfalen. In: Serke B, Streese B, eds. Wege der
Kooperation im Kontext inklusiver Bildung. Julius Klinkhardt; 2022:130-146.
doi:doi.org/10.35468/5958'
apa: Kullmann, H., Globisch, E.-L., & Heister, N. (2022). Hier wie dort? Ein
Vergleich der Tätigkeits- und Kooperationsprofile von Schulbegleitungen an inklusiven
Gesamtschulen und Förderschulen in Nordrhein-Westfalen. In B. Serke & B. Streese
(Eds.), Wege der Kooperation im Kontext inklusiver Bildung (pp. 130–146).
Julius Klinkhardt. https://doi.org/doi.org/10.35468/5958
bibtex: '@inbook{Kullmann_Globisch_Heister_2022, place={Bad Heilbrunn}, title={Hier
wie dort? Ein Vergleich der Tätigkeits- und Kooperationsprofile von Schulbegleitungen
an inklusiven Gesamtschulen und Förderschulen in Nordrhein-Westfalen}, DOI={doi.org/10.35468/5958}, booktitle={Wege
der Kooperation im Kontext inklusiver Bildung}, publisher={Julius Klinkhardt},
author={Kullmann, Harry and Globisch, Eva-Luisa and Heister, Nicolas}, editor={Serke,
Björn and Streese, Bettina}, year={2022}, pages={130–146} }'
chicago: 'Kullmann, Harry, Eva-Luisa Globisch, and Nicolas Heister. “Hier wie dort?
Ein Vergleich der Tätigkeits- und Kooperationsprofile von Schulbegleitungen an
inklusiven Gesamtschulen und Förderschulen in Nordrhein-Westfalen.” In Wege
der Kooperation im Kontext inklusiver Bildung, edited by Björn Serke and Bettina
Streese, 130–46. Bad Heilbrunn: Julius Klinkhardt, 2022. https://doi.org/doi.org/10.35468/5958.'
ieee: 'H. Kullmann, E.-L. Globisch, and N. Heister, “Hier wie dort? Ein Vergleich
der Tätigkeits- und Kooperationsprofile von Schulbegleitungen an inklusiven Gesamtschulen
und Förderschulen in Nordrhein-Westfalen,” in Wege der Kooperation im Kontext
inklusiver Bildung, B. Serke and B. Streese, Eds. Bad Heilbrunn: Julius Klinkhardt,
2022, pp. 130–146.'
mla: Kullmann, Harry, et al. “Hier wie dort? Ein Vergleich der Tätigkeits- und Kooperationsprofile
von Schulbegleitungen an inklusiven Gesamtschulen und Förderschulen in Nordrhein-Westfalen.”
Wege der Kooperation im Kontext inklusiver Bildung, edited by Björn Serke
and Bettina Streese, Julius Klinkhardt, 2022, pp. 130–46, doi:doi.org/10.35468/5958.
short: 'H. Kullmann, E.-L. Globisch, N. Heister, in: B. Serke, B. Streese (Eds.),
Wege der Kooperation im Kontext inklusiver Bildung, Julius Klinkhardt, Bad Heilbrunn,
2022, pp. 130–146.'
date_created: 2023-01-24T14:18:15Z
date_updated: 2026-08-16T13:48:00Z
department:
- _id: '556'
doi: doi.org/10.35468/5958
editor:
- first_name: Björn
full_name: Serke, Björn
last_name: Serke
- first_name: Bettina
full_name: Streese, Bettina
last_name: Streese
jel:
- I24
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://www.pedocs.de/volltexte/2022/24881/pdf/Serke_Streese_2022_Wege_der_Kooperation.pdf
oa: '1'
page: 130 - 146
place: Bad Heilbrunn
publication: Wege der Kooperation im Kontext inklusiver Bildung
publication_identifier:
eisbn:
- 978-3-7815-5958-5
publication_status: published
publisher: Julius Klinkhardt
status: public
title: Hier wie dort? Ein Vergleich der Tätigkeits- und Kooperationsprofile von Schulbegleitungen
an inklusiven Gesamtschulen und Förderschulen in Nordrhein-Westfalen
type: book_chapter
user_id: '105186'
year: '2022'
...
---
_id: '39600'
author:
- first_name: Harry
full_name: Kullmann, Harry
id: '77972'
last_name: Kullmann
orcid: 0000-0001-5488-5105
- first_name: Helena
full_name: Stieling, Helena
last_name: Stieling
citation:
ama: 'Kullmann H, Stieling H. Inklusionsbezogenes Potenzial der kulturellen Bildung
am Beispiel des Darstellendes Spiels/Theaters in der Schule. In: Scheunpflug A,
Wulf C, Züchner I, eds. Kulturelle Bildung . Vol 12. Edition ZfE. Springer;
2022:159-185. doi:https://doi.org/10.1007/978-3-658-35454-1'
apa: Kullmann, H., & Stieling, H. (2022). Inklusionsbezogenes Potenzial der
kulturellen Bildung am Beispiel des Darstellendes Spiels/Theaters in der Schule.
In A. Scheunpflug, C. Wulf, & I. Züchner (Eds.), Kulturelle Bildung
(Vol. 12, pp. 159–185). Springer. https://doi.org/10.1007/978-3-658-35454-1
bibtex: '@inbook{Kullmann_Stieling_2022, place={Wiesbaden}, series={Edition ZfE},
title={Inklusionsbezogenes Potenzial der kulturellen Bildung am Beispiel des Darstellendes
Spiels/Theaters in der Schule}, volume={12}, DOI={https://doi.org/10.1007/978-3-658-35454-1},
booktitle={Kulturelle Bildung }, publisher={Springer}, author={Kullmann, Harry
and Stieling, Helena}, editor={Scheunpflug, Annette and Wulf, Christoph and Züchner,
Ivo}, year={2022}, pages={159–185}, collection={Edition ZfE} }'
chicago: 'Kullmann, Harry, and Helena Stieling. “Inklusionsbezogenes Potenzial der
kulturellen Bildung am Beispiel des Darstellendes Spiels/Theaters in der Schule.”
In Kulturelle Bildung , edited by Annette Scheunpflug, Christoph Wulf,
and Ivo Züchner, 12:159–85. Edition ZfE. Wiesbaden: Springer, 2022. https://doi.org/10.1007/978-3-658-35454-1.'
ieee: 'H. Kullmann and H. Stieling, “Inklusionsbezogenes Potenzial der kulturellen
Bildung am Beispiel des Darstellendes Spiels/Theaters in der Schule,” in Kulturelle
Bildung , vol. 12, A. Scheunpflug, C. Wulf, and I. Züchner, Eds. Wiesbaden:
Springer, 2022, pp. 159–185.'
mla: Kullmann, Harry, and Helena Stieling. “Inklusionsbezogenes Potenzial der kulturellen
Bildung am Beispiel des Darstellendes Spiels/Theaters in der Schule.” Kulturelle
Bildung , edited by Annette Scheunpflug et al., vol. 12, Springer, 2022, pp.
159–85, doi:https://doi.org/10.1007/978-3-658-35454-1.
short: 'H. Kullmann, H. Stieling, in: A. Scheunpflug, C. Wulf, I. Züchner (Eds.),
Kulturelle Bildung , Springer, Wiesbaden, 2022, pp. 159–185.'
date_created: 2023-01-24T14:06:54Z
date_updated: 2026-08-22T12:33:45Z
department:
- _id: '556'
doi: https://doi.org/10.1007/978-3-658-35454-1
editor:
- first_name: Annette
full_name: Scheunpflug, Annette
last_name: Scheunpflug
- first_name: Christoph
full_name: Wulf, Christoph
last_name: Wulf
- first_name: Ivo
full_name: Züchner, Ivo
last_name: Züchner
intvolume: ' 12'
jel:
- I24
language:
- iso: ger
main_file_link:
- open_access: '1'
url: https://link.springer.com/book/10.1007/978-3-658-35454-1
oa: '1'
page: 159 - 185
place: Wiesbaden
publication: 'Kulturelle Bildung '
publication_identifier:
eisbn:
- 978-3-658-35454-1
publication_status: published
publisher: Springer
quality_controlled: '1'
series_title: Edition ZfE
status: public
title: Inklusionsbezogenes Potenzial der kulturellen Bildung am Beispiel des Darstellendes
Spiels/Theaters in der Schule
type: book_chapter
user_id: '105186'
volume: 12
year: '2022'
...
---
_id: '44153'
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
last_name: Knickenberg
- first_name: C.
full_name: Zurbriggen, C.
last_name: Zurbriggen
citation:
ama: 'Knickenberg M, Zurbriggen C. Qualität sozialer Interaktionen von Jugendlichen
mit emotionalen Problemen oder Problemen im Umgang mit Peers im Unterricht – Eine
Pilotstudie mit der Experience Sampling Method. In: ; 2021.'
apa: Knickenberg, M., & Zurbriggen, C. (2021). Qualität sozialer Interaktionen
von Jugendlichen mit emotionalen Problemen oder Problemen im Umgang mit Peers
im Unterricht – Eine Pilotstudie mit der Experience Sampling Method.
bibtex: '@inproceedings{Knickenberg_Zurbriggen_2021, title={Qualität sozialer Interaktionen
von Jugendlichen mit emotionalen Problemen oder Problemen im Umgang mit Peers
im Unterricht – Eine Pilotstudie mit der Experience Sampling Method}, author={Knickenberg,
Margarita and Zurbriggen, C.}, year={2021} }'
chicago: Knickenberg, Margarita, and C. Zurbriggen. “Qualität sozialer Interaktionen
von Jugendlichen mit emotionalen Problemen oder Problemen im Umgang mit Peers
im Unterricht – Eine Pilotstudie mit der Experience Sampling Method,” 2021.
ieee: M. Knickenberg and C. Zurbriggen, “Qualität sozialer Interaktionen von Jugendlichen
mit emotionalen Problemen oder Problemen im Umgang mit Peers im Unterricht – Eine
Pilotstudie mit der Experience Sampling Method,” 2021.
mla: Knickenberg, Margarita, and C. Zurbriggen. Qualität sozialer Interaktionen
von Jugendlichen mit emotionalen Problemen oder Problemen im Umgang mit Peers
im Unterricht – Eine Pilotstudie mit der Experience Sampling Method. 2021.
short: 'M. Knickenberg, C. Zurbriggen, in: 2021.'
date_created: 2023-04-24T14:14:41Z
date_updated: 2023-05-17T09:05:10Z
department:
- _id: '4'
- _id: '556'
language:
- iso: ger
status: public
title: Qualität sozialer Interaktionen von Jugendlichen mit emotionalen Problemen
oder Problemen im Umgang mit Peers im Unterricht – Eine Pilotstudie mit der Experience
Sampling Method
type: conference
user_id: '12978'
year: '2021'
...