@article{37439,
  author       = {{Krammer, Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}},
  issn         = {{0305-5698}},
  journal      = {{Educational Studies}},
  keywords     = {{Education}},
  pages        = {{1--19}},
  publisher    = {{Informa UK Limited}},
  title        = {{{The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects}}},
  doi          = {{10.1080/03055698.2021.1875320}},
  year         = {{2021}},
}

@article{66781,
  abstract     = {{Schooling and school management can play an important part in promoting inclusive forms of national attachment, intercultural dialogue and reflexive engagements with the “Unfamiliar”. The (inter) personal benefits of intercultural experiences and skills are widely acknowledged. But can we really learn to be intercultural? And what are the prospects of attachment beyond narrow ethno‐national boundaries for less privileged members of society? These questions lie at the heart of the present article. Conceptually, the article draws on Bourdieu's notions of habitus and cultural capital. Within this framework, I regard people's attachments to country (and beyond) as learned and habituated, yet open to modification and reconstruction through reflexive agency, educational practices and the acquisition of intercultural capital.}},
  author       = {{Pöllmann, Andreas}},
  issn         = {{0305-5698}},
  journal      = {{Educational Studies}},
  number       = {{5}},
  pages        = {{537--545}},
  publisher    = {{Informa UK Limited}},
  title        = {{{Formal education and intercultural capital: Towards attachment beyond narrow ethno‐national boundaries?}}},
  doi          = {{10.1080/03055690902880240}},
  volume       = {{35}},
  year         = {{2009}},
}

@article{66782,
  abstract     = {{The link between formal education and the formation of national attachment is widely acknowledged. Yet, research on teachers’ national attachment is still relatively rare. Based on a comparative analysis of survey data obtained from 281 Berlin and London state secondary school head teachers, this paper proposes a multivariate model in which notions of national identity, levels of national pride and levels of supranational attachment represent predictors of national attachment. The respective statistical analyses reveal striking cross‐national similarities in terms of the individual and joint explanatory impact of these predictors. Other findings concern correlations between different notions of Britishness/Germanness and levels of national attachment, the relationship between national and supranational attachment, and associations between national pride and national attachment.}},
  author       = {{Pöllmann, Andreas}},
  issn         = {{0305-5698}},
  journal      = {{Educational Studies}},
  number       = {{1}},
  pages        = {{45--53}},
  publisher    = {{Informa UK Limited}},
  title        = {{{National attachment among Berlin and London head teachers: The explanatory impact of national identity, national pride and supranational attachment}}},
  doi          = {{10.1080/03055690701785277}},
  volume       = {{34}},
  year         = {{2008}},
}