[{"volume":19,"doi":"10.1111/1471-3802.12476","user_id":"57672","_id":"26640","language":[{"iso":"eng"}],"page":"36-48","intvolume":"        19","date_updated":"2022-01-06T06:57:24Z","publication_status":"published","author":[{"last_name":"Hellmich","first_name":"Frank","full_name":"Hellmich, Frank","id":"26282"},{"full_name":"Löper, Marwin Felix","first_name":"Marwin Felix","last_name":"Löper","id":"26693"},{"first_name":"Gamze","last_name":"Görel","full_name":"Görel, Gamze","id":"13345"}],"publication_identifier":{"issn":["1471-3802","1471-3802"]},"year":"2019","title":"The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour’","status":"public","department":[{"_id":"460"}],"type":"journal_article","date_created":"2021-10-21T07:11:25Z","citation":{"ieee":"F. Hellmich, M. F. Löper, and G. Görel, “The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour,’” <i>Journal of Research in Special Educational Needs</i>, vol. 19, no. S1, pp. 36–48, 2019, doi: <a href=\"https://doi.org/10.1111/1471-3802.12476\">10.1111/1471-3802.12476</a>.","mla":"Hellmich, Frank, et al. “The Role of Primary School Teachers’ Attitudes and Self‐efficacy Beliefs for Everyday Practices in Inclusive Classrooms – a Study on the Verification of the ‘Theory of Planned Behaviour.’” <i>Journal of Research in Special Educational Needs</i>, vol. 19, no. S1, 2019, pp. 36–48, doi:<a href=\"https://doi.org/10.1111/1471-3802.12476\">10.1111/1471-3802.12476</a>.","apa":"Hellmich, F., Löper, M. F., &#38; Görel, G. (2019). The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour.’ <i>Journal of Research in Special Educational Needs</i>, <i>19</i>(S1), 36–48. <a href=\"https://doi.org/10.1111/1471-3802.12476\">https://doi.org/10.1111/1471-3802.12476</a>","bibtex":"@article{Hellmich_Löper_Görel_2019, title={The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour’}, volume={19}, DOI={<a href=\"https://doi.org/10.1111/1471-3802.12476\">10.1111/1471-3802.12476</a>}, number={S1}, journal={Journal of Research in Special Educational Needs}, author={Hellmich, Frank and Löper, Marwin Felix and Görel, Gamze}, year={2019}, pages={36–48} }","chicago":"Hellmich, Frank, Marwin Felix Löper, and Gamze Görel. “The Role of Primary School Teachers’ Attitudes and Self‐efficacy Beliefs for Everyday Practices in Inclusive Classrooms – a Study on the Verification of the ‘Theory of Planned Behaviour.’” <i>Journal of Research in Special Educational Needs</i> 19, no. S1 (2019): 36–48. <a href=\"https://doi.org/10.1111/1471-3802.12476\">https://doi.org/10.1111/1471-3802.12476</a>.","short":"F. Hellmich, M.F. Löper, G. Görel, Journal of Research in Special Educational Needs 19 (2019) 36–48.","ama":"Hellmich F, Löper MF, Görel G. The role of primary school teachers’ attitudes and self‐efficacy beliefs for everyday practices in inclusive classrooms – a study on the verification of the ‘Theory of Planned Behaviour.’ <i>Journal of Research in Special Educational Needs</i>. 2019;19(S1):36-48. doi:<a href=\"https://doi.org/10.1111/1471-3802.12476\">10.1111/1471-3802.12476</a>"},"issue":"S1","publication":"Journal of Research in Special Educational Needs"},{"volume":17,"doi":"10.1111/1471-3802.12379","user_id":"57672","language":[{"iso":"eng"}],"_id":"26647","page":"205-217","intvolume":"        17","date_updated":"2022-01-06T06:57:24Z","publication_status":"published","publication_identifier":{"issn":["1471-3802"]},"author":[{"full_name":"Schwab, Susanne","last_name":"Schwab","first_name":"Susanne"},{"id":"26282","full_name":"Hellmich, Frank","last_name":"Hellmich","first_name":"Frank"},{"last_name":"Görel","first_name":"Gamze","full_name":"Görel, Gamze","id":"13345"}],"title":"Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education","year":"2017","status":"public","department":[{"_id":"460"}],"type":"journal_article","date_created":"2021-10-21T07:50:54Z","citation":{"ieee":"S. Schwab, F. Hellmich, and G. Görel, “Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education,” <i>Journal of Research in Special Educational Needs</i>, vol. 17, no. 3, pp. 205–217, 2017, doi: <a href=\"https://doi.org/10.1111/1471-3802.12379\">10.1111/1471-3802.12379</a>.","apa":"Schwab, S., Hellmich, F., &#38; Görel, G. (2017). Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education. <i>Journal of Research in Special Educational Needs</i>, <i>17</i>(3), 205–217. <a href=\"https://doi.org/10.1111/1471-3802.12379\">https://doi.org/10.1111/1471-3802.12379</a>","chicago":"Schwab, Susanne, Frank Hellmich, and Gamze Görel. “Self-Efficacy of Prospective Austrian and German Primary School Teachers Regarding the Implementation of Inclusive Education.” <i>Journal of Research in Special Educational Needs</i> 17, no. 3 (2017): 205–17. <a href=\"https://doi.org/10.1111/1471-3802.12379\">https://doi.org/10.1111/1471-3802.12379</a>.","short":"S. Schwab, F. Hellmich, G. Görel, Journal of Research in Special Educational Needs 17 (2017) 205–217.","mla":"Schwab, Susanne, et al. “Self-Efficacy of Prospective Austrian and German Primary School Teachers Regarding the Implementation of Inclusive Education.” <i>Journal of Research in Special Educational Needs</i>, vol. 17, no. 3, 2017, pp. 205–17, doi:<a href=\"https://doi.org/10.1111/1471-3802.12379\">10.1111/1471-3802.12379</a>.","bibtex":"@article{Schwab_Hellmich_Görel_2017, title={Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education}, volume={17}, DOI={<a href=\"https://doi.org/10.1111/1471-3802.12379\">10.1111/1471-3802.12379</a>}, number={3}, journal={Journal of Research in Special Educational Needs}, author={Schwab, Susanne and Hellmich, Frank and Görel, Gamze}, year={2017}, pages={205–217} }","ama":"Schwab S, Hellmich F, Görel G. Self-efficacy of prospective Austrian and German primary school teachers regarding the implementation of inclusive education. <i>Journal of Research in Special Educational Needs</i>. 2017;17(3):205-217. doi:<a href=\"https://doi.org/10.1111/1471-3802.12379\">10.1111/1471-3802.12379</a>"},"publication":"Journal of Research in Special Educational Needs","issue":"3"}]