---
_id: '37439'
author:
- first_name: Mathias
  full_name: Krammer, Mathias
  last_name: Krammer
- first_name: Susanne
  full_name: Seifert, Susanne
  id: '97270'
  last_name: Seifert
- first_name: Barbara
  full_name: Gasteiger-Klicpera, Barbara
  last_name: Gasteiger-Klicpera
citation:
  ama: Krammer M, Seifert S, Gasteiger-Klicpera B. The presence of students identified
    as having special needs as a moderating effect on their classmates’ reading comprehension
    scores in relation to other major class composition effects. <i>Educational Studies</i>.
    Published online 2021:1-19. doi:<a href="https://doi.org/10.1080/03055698.2021.1875320">10.1080/03055698.2021.1875320</a>
  apa: Krammer, M., Seifert, S., &#38; Gasteiger-Klicpera, B. (2021). The presence
    of students identified as having special needs as a moderating effect on their
    classmates’ reading comprehension scores in relation to other major class composition
    effects. <i>Educational Studies</i>, 1–19. <a href="https://doi.org/10.1080/03055698.2021.1875320">https://doi.org/10.1080/03055698.2021.1875320</a>
  bibtex: '@article{Krammer_Seifert_Gasteiger-Klicpera_2021, title={The presence of
    students identified as having special needs as a moderating effect on their classmates’
    reading comprehension scores in relation to other major class composition effects},
    DOI={<a href="https://doi.org/10.1080/03055698.2021.1875320">10.1080/03055698.2021.1875320</a>},
    journal={Educational Studies}, publisher={Informa UK Limited}, author={Krammer,
    Mathias and Seifert, Susanne and Gasteiger-Klicpera, Barbara}, year={2021}, pages={1–19}
    }'
  chicago: Krammer, Mathias, Susanne Seifert, and Barbara Gasteiger-Klicpera. “The
    Presence of Students Identified as Having Special Needs as a Moderating Effect
    on Their Classmates’ Reading Comprehension Scores in Relation to Other Major Class
    Composition Effects.” <i>Educational Studies</i>, 2021, 1–19. <a href="https://doi.org/10.1080/03055698.2021.1875320">https://doi.org/10.1080/03055698.2021.1875320</a>.
  ieee: 'M. Krammer, S. Seifert, and B. Gasteiger-Klicpera, “The presence of students
    identified as having special needs as a moderating effect on their classmates’
    reading comprehension scores in relation to other major class composition effects,”
    <i>Educational Studies</i>, pp. 1–19, 2021, doi: <a href="https://doi.org/10.1080/03055698.2021.1875320">10.1080/03055698.2021.1875320</a>.'
  mla: Krammer, Mathias, et al. “The Presence of Students Identified as Having Special
    Needs as a Moderating Effect on Their Classmates’ Reading Comprehension Scores
    in Relation to Other Major Class Composition Effects.” <i>Educational Studies</i>,
    Informa UK Limited, 2021, pp. 1–19, doi:<a href="https://doi.org/10.1080/03055698.2021.1875320">10.1080/03055698.2021.1875320</a>.
  short: M. Krammer, S. Seifert, B. Gasteiger-Klicpera, Educational Studies (2021)
    1–19.
date_created: 2023-01-18T16:08:23Z
date_updated: 2023-01-18T16:44:56Z
department:
- _id: '645'
doi: 10.1080/03055698.2021.1875320
keyword:
- Education
language:
- iso: eng
page: 1-19
publication: Educational Studies
publication_identifier:
  issn:
  - 0305-5698
  - 1465-3400
publication_status: published
publisher: Informa UK Limited
status: public
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
type: journal_article
user_id: '97270'
year: '2021'
...
---
_id: '66781'
abstract:
- lang: eng
  text: 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.
article_type: original
author:
- first_name: Andreas
  full_name: Pöllmann, Andreas
  id: '77437'
  last_name: Pöllmann
  orcid: 0000-0002-9090-2547
citation:
  ama: 'Pöllmann A. Formal education and intercultural capital: Towards attachment
    beyond narrow ethno‐national boundaries? <i>Educational Studies</i>. 2009;35(5):537-545.
    doi:<a href="https://doi.org/10.1080/03055690902880240">10.1080/03055690902880240</a>'
  apa: 'Pöllmann, A. (2009). Formal education and intercultural capital: Towards attachment
    beyond narrow ethno‐national boundaries? <i>Educational Studies</i>, <i>35</i>(5),
    537–545. <a href="https://doi.org/10.1080/03055690902880240">https://doi.org/10.1080/03055690902880240</a>'
  bibtex: '@article{Pöllmann_2009, title={Formal education and intercultural capital:
    Towards attachment beyond narrow ethno‐national boundaries?}, volume={35}, DOI={<a
    href="https://doi.org/10.1080/03055690902880240">10.1080/03055690902880240</a>},
    number={5}, journal={Educational Studies}, publisher={Informa UK Limited}, author={Pöllmann,
    Andreas}, year={2009}, pages={537–545} }'
  chicago: 'Pöllmann, Andreas. “Formal Education and Intercultural Capital: Towards
    Attachment beyond Narrow Ethno‐national Boundaries?” <i>Educational Studies</i>
    35, no. 5 (2009): 537–45. <a href="https://doi.org/10.1080/03055690902880240">https://doi.org/10.1080/03055690902880240</a>.'
  ieee: 'A. Pöllmann, “Formal education and intercultural capital: Towards attachment
    beyond narrow ethno‐national boundaries?,” <i>Educational Studies</i>, vol. 35,
    no. 5, pp. 537–545, 2009, doi: <a href="https://doi.org/10.1080/03055690902880240">10.1080/03055690902880240</a>.'
  mla: 'Pöllmann, Andreas. “Formal Education and Intercultural Capital: Towards Attachment
    beyond Narrow Ethno‐national Boundaries?” <i>Educational Studies</i>, vol. 35,
    no. 5, Informa UK Limited, 2009, pp. 537–45, doi:<a href="https://doi.org/10.1080/03055690902880240">10.1080/03055690902880240</a>.'
  short: A. Pöllmann, Educational Studies 35 (2009) 537–545.
date_created: 2026-08-23T17:10:54Z
date_updated: 2026-08-24T08:23:25Z
doi: 10.1080/03055690902880240
extern: '1'
intvolume: '        35'
issue: '5'
language:
- iso: eng
page: 537-545
publication: Educational Studies
publication_identifier:
  issn:
  - 0305-5698
  - 1465-3400
publication_status: published
publisher: Informa UK Limited
quality_controlled: '1'
status: public
title: 'Formal education and intercultural capital: Towards attachment beyond narrow
  ethno‐national boundaries?'
type: journal_article
user_id: '77437'
volume: 35
year: '2009'
...
---
_id: '66782'
abstract:
- lang: eng
  text: 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.
article_type: original
author:
- first_name: Andreas
  full_name: Pöllmann, Andreas
  id: '77437'
  last_name: Pöllmann
  orcid: 0000-0002-9090-2547
citation:
  ama: 'Pöllmann A. National attachment among Berlin and London head teachers: The
    explanatory impact of national identity, national pride and supranational attachment.
    <i>Educational Studies</i>. 2008;34(1):45-53. doi:<a href="https://doi.org/10.1080/03055690701785277">10.1080/03055690701785277</a>'
  apa: 'Pöllmann, A. (2008). National attachment among Berlin and London head teachers:
    The explanatory impact of national identity, national pride and supranational
    attachment. <i>Educational Studies</i>, <i>34</i>(1), 45–53. <a href="https://doi.org/10.1080/03055690701785277">https://doi.org/10.1080/03055690701785277</a>'
  bibtex: '@article{Pöllmann_2008, title={National attachment among Berlin and London
    head teachers: The explanatory impact of national identity, national pride and
    supranational attachment}, volume={34}, DOI={<a href="https://doi.org/10.1080/03055690701785277">10.1080/03055690701785277</a>},
    number={1}, journal={Educational Studies}, publisher={Informa UK Limited}, author={Pöllmann,
    Andreas}, year={2008}, pages={45–53} }'
  chicago: 'Pöllmann, Andreas. “National Attachment among Berlin and London Head Teachers:
    The Explanatory Impact of National Identity, National Pride and Supranational
    Attachment.” <i>Educational Studies</i> 34, no. 1 (2008): 45–53. <a href="https://doi.org/10.1080/03055690701785277">https://doi.org/10.1080/03055690701785277</a>.'
  ieee: 'A. Pöllmann, “National attachment among Berlin and London head teachers:
    The explanatory impact of national identity, national pride and supranational
    attachment,” <i>Educational Studies</i>, vol. 34, no. 1, pp. 45–53, 2008, doi:
    <a href="https://doi.org/10.1080/03055690701785277">10.1080/03055690701785277</a>.'
  mla: 'Pöllmann, Andreas. “National Attachment among Berlin and London Head Teachers:
    The Explanatory Impact of National Identity, National Pride and Supranational
    Attachment.” <i>Educational Studies</i>, vol. 34, no. 1, Informa UK Limited, 2008,
    pp. 45–53, doi:<a href="https://doi.org/10.1080/03055690701785277">10.1080/03055690701785277</a>.'
  short: A. Pöllmann, Educational Studies 34 (2008) 45–53.
date_created: 2026-08-23T17:13:15Z
date_updated: 2026-08-24T08:23:00Z
doi: 10.1080/03055690701785277
extern: '1'
intvolume: '        34'
issue: '1'
language:
- iso: eng
page: 45-53
publication: Educational Studies
publication_identifier:
  issn:
  - 0305-5698
  - 1465-3400
publication_status: published
publisher: Informa UK Limited
quality_controlled: '1'
status: public
title: 'National attachment among Berlin and London head teachers: The explanatory
  impact of national identity, national pride and supranational attachment'
type: journal_article
user_id: '77437'
volume: 34
year: '2008'
...