[{"citation":{"apa":"Langer, W., Bruns, J., &#38; Erhorn, J. (2024). Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht. <i>Journal for Educational Research Online</i>, <i>2023</i>(1), 51–73. <a href=\"https://doi.org/10.31244/jero.2023.01.03\">https://doi.org/10.31244/jero.2023.01.03</a>","ieee":"W. Langer, J. Bruns, and J. Erhorn, “Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht,” <i>Journal for Educational Research Online</i>, vol. 2023, no. 1, pp. 51–73, 2024, doi: <a href=\"https://doi.org/10.31244/jero.2023.01.03\">10.31244/jero.2023.01.03</a>.","short":"W. Langer, J. Bruns, J. Erhorn, Journal for Educational Research Online 2023 (2024) 51–73.","chicago":"Langer, Wiebke, Julia Bruns, and Jan Erhorn. “Entwicklung Und Validierung Eines Videobasierten Testinstruments Zur Erfassung Des Noticing Mit Dem Fokus Auf Individuelle Förderung Im Inklusiven Sportunterricht.” <i>Journal for Educational Research Online</i> 2023, no. 1 (2024): 51–73. <a href=\"https://doi.org/10.31244/jero.2023.01.03\">https://doi.org/10.31244/jero.2023.01.03</a>.","mla":"Langer, Wiebke, et al. “Entwicklung Und Validierung Eines Videobasierten Testinstruments Zur Erfassung Des Noticing Mit Dem Fokus Auf Individuelle Förderung Im Inklusiven Sportunterricht.” <i>Journal for Educational Research Online</i>, vol. 2023, no. 1, Waxmann, 2024, pp. 51–73, doi:<a href=\"https://doi.org/10.31244/jero.2023.01.03\">10.31244/jero.2023.01.03</a>.","ama":"Langer W, Bruns J, Erhorn J. Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht. <i>Journal for Educational Research Online</i>. 2024;2023(1):51-73. doi:<a href=\"https://doi.org/10.31244/jero.2023.01.03\">10.31244/jero.2023.01.03</a>","bibtex":"@article{Langer_Bruns_Erhorn_2024, title={Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht}, volume={2023}, DOI={<a href=\"https://doi.org/10.31244/jero.2023.01.03\">10.31244/jero.2023.01.03</a>}, number={1}, journal={Journal for Educational Research Online}, publisher={Waxmann}, author={Langer, Wiebke and Bruns, Julia and Erhorn, Jan}, year={2024}, pages={51–73} }"},"status":"public","user_id":"72183","volume":2023,"page":"51-73","publisher":"Waxmann","_id":"60103","abstract":[{"lang":"eng","text":"<jats:p>Noticing besitzt eine hohe Bedeutung für das professionelle Handeln von Sportlehrkräften, insbesondere für den inklusiven Sportunterricht. Um eine angemessene Berücksichtigung individueller Lernvoraussetzungen und -prozesse bei der Planung und Durchführung von Unterricht zu gewährleisten, müssen die Sportlehrkräfte ihre Aufmerksamkeit gezielt auf die für die individuelle Förderung der Schüler*innen relevanten Ereignisse im zum Teil unübersichtlichen interaktiven Geschehens in der Sporthalle richten und diese auf theoretischer Grundlage interpretieren. Noticing, welches die selektive Aufmerksamkeitslenkung und das theoriegeleitete Deuten umfasst, bildet somit eine wichtige Voraussetzung, um allen Schüler*innen eine individuelle Förderung im inklusiven Sportunterricht zu ermöglichen. Die Fähigkeiten angehender Sportlehrkräften im Bereich Noticing insbesondere in inklusiven Settings sind bislang kaum untersucht worden. Diese Forschungslücke kann u.a. auf fehlende Forschungsinstrumente zur standardisierten Erfassung dieses Konstrukts zurückgeführt werden. Im Rahmen des Beitrags wird daher die Entwicklung und Validierung eines standardisierten, Videovignetten-basiertes Testinstruments zur Messung des Noticing von angehenden Sportlehrkräften im Hinblick auf individuelle Förderung im inklusiven Sportunterricht vorgestellt. Im Fokus der Validierung stehen der Testinhalt, die interne Struktur des Instruments sowie Zusammenhänge mit verwandten inhaltlichen Konstrukten. Die Ergebnisse aus drei aufeinander aufbauenden Validierungsstudien geben Hinweise auf die Reliabilität und Validität der Testwertinterpretation des Instruments ViProQiS_IF im Sinne des Noticing im Hinblick auf individuelle Förderung im inklusiven Sportunterricht.</jats:p>"}],"publication":"Journal for Educational Research Online","issue":"1","type":"journal_article","department":[{"_id":"611"}],"date_created":"2025-06-02T14:13:18Z","date_updated":"2025-06-02T14:14:25Z","publication_status":"published","intvolume":"      2023","year":"2024","title":"Entwicklung und Validierung eines videobasierten Testinstruments zur Erfassung des Noticing mit dem Fokus auf individuelle Förderung im inklusiven Sportunterricht","publication_identifier":{"issn":["1866-6671"]},"author":[{"first_name":"Wiebke","last_name":"Langer","full_name":"Langer, Wiebke"},{"id":"72183","first_name":"Julia","last_name":"Bruns","orcid":"https://orcid.org/0000-0002-6604-5864","full_name":"Bruns, Julia"},{"full_name":"Erhorn, Jan","last_name":"Erhorn","first_name":"Jan"}],"doi":"10.31244/jero.2023.01.03","language":[{"iso":"eng"}]},{"title":"Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors","year":"2023","publication_identifier":{"issn":["1866-6671"]},"author":[{"first_name":"Rabea","last_name":"Marker","full_name":"Marker, Rabea"},{"id":"77972","orcid":"0000-0001-5488-5105","last_name":"Kullmann","first_name":"Harry","full_name":"Kullmann, Harry"},{"full_name":"Zentarra, Dominik","first_name":"Dominik","last_name":"Zentarra"},{"first_name":"Sabine","last_name":"Geist","full_name":"Geist, Sabine"},{"full_name":"Lütje-Klose, Birgit","first_name":"Birgit","last_name":"Lütje-Klose"}],"publication_status":"published","date_updated":"2026-08-22T12:07:07Z","article_type":"original","intvolume":"        15","main_file_link":[{"url":"https://www.pedocs.de/volltexte/2025/32500/pdf/JERO_2023_2_Marker_et_al_Sense_of_Belonging.pdf","open_access":"1"}],"language":[{"iso":"eng"}],"doi":"10.31244/jero.2023.02.06","publication":"Journal for Educational Research Online","issue":"2","abstract":[{"text":"Sense of belonging at school (SoBaS) is a basic requirement for every student and\r\na major inclusivity goal for educational institutions. In the present study, we re-\r\nport on a self-evaluation of the Laborschule Bielefeld (LS; Germany) covering\r\n­ SoBaS. LS is an inclusive experimental comprehensive school with more than for-\r\nty years of experience concerning a non-segregative and diversity-friendly school\r\nculture. Based on propensity score matching, the study investigated whether the\r\nSoBaS scores of the students at this inclusive experimental school (N= 115) differ\r\nfrom the students visiting inclusive classes in regular state-run comprehensive\r\nschools (N= 2376). Furthermore, we examined the factors in the students’ educa-\r\ntional environment at LS that may potentially influence their SoBaS. The results\r\nindicate that the students attending the LS experienced a higher SoBaS. In additi-\r\non, certain aspects of LS's teaching and interaction culture were identified as aus-\r\npicious factors for accomplishing high levels of students’ SoBaS.","lang":"eng"}],"date_created":"2026-07-14T08:12:06Z","keyword":["sense of belonging","inclusive education","secondary school","social-emotional needs"],"type":"journal_article","department":[{"_id":"556"}],"status":"public","jel":["I24"],"page":"250-273","publisher":"Waxmann","_id":"66479","user_id":"105186","volume":15,"citation":{"short":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, B. Lütje-Klose, Journal for Educational Research Online 15 (2023) 250–273.","chicago":"Marker, Rabea, Harry Kullmann, Dominik Zentarra, Sabine Geist, and Birgit Lütje-Klose. “Sense of Belonging at School as a Quality Measure of Inclusion – Comparing the Inclusive Experimental School Laborschule Bielefeld with Regular Inclusive Comprehensive Schools and Investigating the Determining Factors.” <i>Journal for Educational Research Online</i> 15, no. 2 (2023): 250–73. <a href=\"https://doi.org/10.31244/jero.2023.02.06\">https://doi.org/10.31244/jero.2023.02.06</a>.","ieee":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, and B. Lütje-Klose, “Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors,” <i>Journal for Educational Research Online</i>, vol. 15, no. 2, pp. 250–273, 2023, doi: <a href=\"https://doi.org/10.31244/jero.2023.02.06\">10.31244/jero.2023.02.06</a>.","apa":"Marker, R., Kullmann, H., Zentarra, D., Geist, S., &#38; Lütje-Klose, B. (2023). Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors. <i>Journal for Educational Research Online</i>, <i>15</i>(2), 250–273. <a href=\"https://doi.org/10.31244/jero.2023.02.06\">https://doi.org/10.31244/jero.2023.02.06</a>","bibtex":"@article{Marker_Kullmann_Zentarra_Geist_Lütje-Klose_2023, title={Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors}, volume={15}, DOI={<a href=\"https://doi.org/10.31244/jero.2023.02.06\">10.31244/jero.2023.02.06</a>}, number={2}, journal={Journal for Educational Research Online}, publisher={Waxmann}, author={Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}, year={2023}, pages={250–273} }","ama":"Marker R, Kullmann H, Zentarra D, Geist S, Lütje-Klose B. Sense of Belonging at School as a quality measure of inclusion – Comparing the inclusive experimental school Laborschule Bielefeld with regular inclusive comprehensive schools and investigating the determining factors. <i>Journal for Educational Research Online</i>. 2023;15(2):250-273. doi:<a href=\"https://doi.org/10.31244/jero.2023.02.06\">10.31244/jero.2023.02.06</a>","mla":"Marker, Rabea, et al. “Sense of Belonging at School as a Quality Measure of Inclusion – Comparing the Inclusive Experimental School Laborschule Bielefeld with Regular Inclusive Comprehensive Schools and Investigating the Determining Factors.” <i>Journal for Educational Research Online</i>, vol. 15, no. 2, Waxmann, 2023, pp. 250–73, doi:<a href=\"https://doi.org/10.31244/jero.2023.02.06\">10.31244/jero.2023.02.06</a>."},"quality_controlled":"1","oa":"1"},{"doi":"10.25656/01:15303","language":[{"iso":"eng"}],"main_file_link":[{"open_access":"1","url":"https://www.pedocs.de/volltexte/2018/15303/pdf/JERO_2017_3_Buhl_Hilkenmeier_Professionalism_in_parent-teacher.pdf"}],"intvolume":"         9","publication_status":"published","date_updated":"2025-08-12T08:29:54Z","author":[{"first_name":"Heike M.","last_name":"Buhl","full_name":"Buhl, Heike M.","id":"27152"},{"full_name":"Hilkenmeier, Johanna","last_name":"Hilkenmeier","first_name":"Johanna"}],"publication_identifier":{"issn":["1866-6671"]},"title":"Professionalism in parent-teacher conversations: Aspects, determinants, and consequences. A competence-oriented discussion","year":"2017","department":[{"_id":"427"}],"type":"journal_article","date_created":"2022-08-03T01:22:13Z","publication":"Journal of Educational Research Online","issue":"3","volume":9,"user_id":"90826","_id":"32540","page":"102 - 113","status":"public","oa":"1","project":[{"name":"Elternsprechtage - Kooperation zwischen Elternhaus und Schule","_id":"382"}],"citation":{"ieee":"H. M. Buhl and J. Hilkenmeier, “Professionalism in parent-teacher conversations: Aspects, determinants, and consequences. A competence-oriented discussion,” <i>Journal of Educational Research Online</i>, vol. 9, no. 3, pp. 102–113, 2017, doi: <a href=\"https://doi.org/10.25656/01:15303\">10.25656/01:15303</a>.","apa":"Buhl, H. M., &#38; Hilkenmeier, J. (2017). Professionalism in parent-teacher conversations: Aspects, determinants, and consequences. A competence-oriented discussion. <i>Journal of Educational Research Online</i>, <i>9</i>(3), 102–113. <a href=\"https://doi.org/10.25656/01:15303\">https://doi.org/10.25656/01:15303</a>","chicago":"Buhl, Heike M., and Johanna Hilkenmeier. “Professionalism in Parent-Teacher Conversations: Aspects, Determinants, and Consequences. A Competence-Oriented Discussion.” <i>Journal of Educational Research Online</i> 9, no. 3 (2017): 102–13. <a href=\"https://doi.org/10.25656/01:15303\">https://doi.org/10.25656/01:15303</a>.","short":"H.M. Buhl, J. Hilkenmeier, Journal of Educational Research Online 9 (2017) 102–113.","mla":"Buhl, Heike M., and Johanna Hilkenmeier. “Professionalism in Parent-Teacher Conversations: Aspects, Determinants, and Consequences. A Competence-Oriented Discussion.” <i>Journal of Educational Research Online</i>, vol. 9, no. 3, 2017, pp. 102–13, doi:<a href=\"https://doi.org/10.25656/01:15303\">10.25656/01:15303</a>.","bibtex":"@article{Buhl_Hilkenmeier_2017, title={Professionalism in parent-teacher conversations: Aspects, determinants, and consequences. A competence-oriented discussion}, volume={9}, DOI={<a href=\"https://doi.org/10.25656/01:15303\">10.25656/01:15303</a>}, number={3}, journal={Journal of Educational Research Online}, author={Buhl, Heike M. and Hilkenmeier, Johanna}, year={2017}, pages={102–113} }","ama":"Buhl HM, Hilkenmeier J. Professionalism in parent-teacher conversations: Aspects, determinants, and consequences. A competence-oriented discussion. <i>Journal of Educational Research Online</i>. 2017;9(3):102-113. doi:<a href=\"https://doi.org/10.25656/01:15303\">10.25656/01:15303</a>"}}]