---
_id: '64580'
abstract:
- lang: eng
text: "\r\n There is a contradiction between seven meta-analyses,
all of which indicate a substantial benefit of the flipped classroom (FC) method
for K-12 teaching and some larger study that found no such benefit when compared
to “traditional” teaching. In the theoretical part of the paper, we shed light
on this contradiction by consulting general literature on meta-analyses. Ranking
the 50 included FC studies by the number of classes per experimental condition,
we found a negative correlation between the “size” of a study and the effect in
favor of FC. In the empirical part, we present an FC study with three conditions
concerning mathematical teaching, based on\r\n n\r\n
\ = 950 students aged 11–13, in which many relevant covariates
(e.g., quality of instruction) were addressed. One FC condition was based on students’
knowledge acquisition through instructional videos at home (FCn:\r\n n\r\n
\ = 12 classes). Considering that self-regulation support might
play a crucial role especially for young students working at home, another FC
condition (FCS:\r\n n\r\n = 12
classes) was implemented, in which students could learn additional math-free strategies
concerning watching instructional videos. Both FC-conditions were experimentally
compared with a control group of traditional teaching (TT:\r\n n\r\n
\ = 13 classes). No significant effect on learning gains was
found between FCn and TT, indicating that “flipping” alone may not be more effective
per se. However, a significant difference was found between FCS and FCn. Thus,
supporting students’ self-regulation in addition may in indeed open the door to
successful FC, even with very young students.\r\n "
article_number: '1741733'
author:
- first_name: Patrick
full_name: Wiesner, Patrick
last_name: Wiesner
- first_name: Stefan
full_name: Krauss, Stefan
last_name: Krauss
- first_name: Nathalie
full_name: Stegmüller, Nathalie
last_name: Stegmüller
- first_name: Karin
full_name: Binder, Karin
id: '83381'
last_name: Binder
citation:
ama: Wiesner P, Krauss S, Stegmüller N, Binder K. Is flipped classroom really superior?—Questioning
the flip in K-12 teaching. Frontiers in Education. 2026;11. doi:10.3389/feduc.2026.1741733
apa: Wiesner, P., Krauss, S., Stegmüller, N., & Binder, K. (2026). Is flipped
classroom really superior?—Questioning the flip in K-12 teaching. Frontiers
in Education, 11, Article 1741733. https://doi.org/10.3389/feduc.2026.1741733
bibtex: '@article{Wiesner_Krauss_Stegmüller_Binder_2026, title={Is flipped classroom
really superior?—Questioning the flip in K-12 teaching}, volume={11}, DOI={10.3389/feduc.2026.1741733},
number={1741733}, journal={Frontiers in Education}, publisher={Frontiers Media
SA}, author={Wiesner, Patrick and Krauss, Stefan and Stegmüller, Nathalie and
Binder, Karin}, year={2026} }'
chicago: Wiesner, Patrick, Stefan Krauss, Nathalie Stegmüller, and Karin Binder.
“Is Flipped Classroom Really Superior?—Questioning the Flip in K-12 Teaching.”
Frontiers in Education 11 (2026). https://doi.org/10.3389/feduc.2026.1741733.
ieee: 'P. Wiesner, S. Krauss, N. Stegmüller, and K. Binder, “Is flipped classroom
really superior?—Questioning the flip in K-12 teaching,” Frontiers in Education,
vol. 11, Art. no. 1741733, 2026, doi: 10.3389/feduc.2026.1741733.'
mla: Wiesner, Patrick, et al. “Is Flipped Classroom Really Superior?—Questioning
the Flip in K-12 Teaching.” Frontiers in Education, vol. 11, 1741733, Frontiers
Media SA, 2026, doi:10.3389/feduc.2026.1741733.
short: P. Wiesner, S. Krauss, N. Stegmüller, K. Binder, Frontiers in Education 11
(2026).
date_created: 2026-02-21T08:08:32Z
date_updated: 2026-04-20T16:28:13Z
ddc:
- '370'
doi: 10.3389/feduc.2026.1741733
file:
- access_level: closed
content_type: application/pdf
creator: binder
date_created: 2026-04-20T16:27:58Z
date_updated: 2026-04-20T16:27:58Z
file_id: '65471'
file_name: Wiesner Krauss Stegmüller Binder 2026 Is flipped classroom really superior.pdf
file_size: 1315590
relation: main_file
success: 1
file_date_updated: 2026-04-20T16:27:58Z
has_accepted_license: '1'
intvolume: ' 11'
language:
- iso: eng
publication: Frontiers in Education
publication_identifier:
issn:
- 2504-284X
publication_status: published
publisher: Frontiers Media SA
status: public
title: Is flipped classroom really superior?—Questioning the flip in K-12 teaching
type: journal_article
user_id: '83381'
volume: 11
year: '2026'
...
---
_id: '66480'
abstract:
- lang: eng
text: "\r\n Background\r\n
\ 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.\r\n \r\n
\ \r\n Methods\r\n
\ 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.\r\n
\ \r\n \r\n Results\r\n
\ 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.\r\n \r\n
\ \r\n Discussion and
conclusion\r\n 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.\r\n
\ "
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: 2026-07-14T12:05:28Z
doi: 10.3389/feduc.2026.1710708
intvolume: ' 11'
jel:
- I24
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: '77972'
volume: 11
year: '2026'
...
---
_id: '63171'
author:
- first_name: S
full_name: Jablonski, S
last_name: Jablonski
- first_name: S
full_name: Barlovits, S
last_name: Barlovits
- first_name: M
full_name: Ludwig, M
last_name: Ludwig
citation:
ama: Jablonski S, Barlovits S, Ludwig M. How digital tools support the validation
of outdoor modelling results. 2023;8.
apa: Jablonski, S., Barlovits, S., & Ludwig, M. (2023). How digital tools
support the validation of outdoor modelling results. 8.
bibtex: '@article{Jablonski_Barlovits_Ludwig_2023, title={How digital tools support
the validation of outdoor modelling results}, volume={8}, author={Jablonski, S
and Barlovits, S and Ludwig, M}, year={2023} }'
chicago: Jablonski, S, S Barlovits, and M Ludwig. “How Digital Tools Support the
Validation of Outdoor Modelling Results” 8 (2023).
ieee: S. Jablonski, S. Barlovits, and M. Ludwig, “How digital tools support the
validation of outdoor modelling results,” vol. 8, 2023.
mla: Jablonski, S., et al. How Digital Tools Support the Validation of Outdoor
Modelling Results. 2023.
short: S. Jablonski, S. Barlovits, M. Ludwig, 8 (2023).
date_created: 2025-12-17T08:53:33Z
date_updated: 2025-12-17T08:56:45Z
intvolume: ' 8'
publication_identifier:
issn:
- 2504-284X
publication_status: published
quality_controlled: '1'
status: public
title: How digital tools support the validation of outdoor modelling results
type: journal_article
user_id: '111489'
volume: 8
year: '2023'
...
---
_id: '37185'
abstract:
- lang: eng
text: Social robots have emerged as a new digital technology that is increasingly
being implemented in the educational landscape. While social robots could be deployed
to assist young children with their learning in a variety of different ways, the
typical approach in educational practices is to supplement the learning process
rather than to replace the human caregiver, e.g., the teacher, parent, educator
or therapist. When functioning in the role of an educational assistant, social
robots will likely constitute a part of a triadic interaction with the child and
the human caregiver. Surprisingly, there is little research that systematically
investigates the role of the caregiver by examining the ways in which children
involve or check in with them during their interaction with another partner—a
phenomenon that is known as social referencing. In the present study, we investigated
social referencing in the context of a dyadic child–robot interaction. Over the
course of four sessions within our longitudinal language-learning study, we observed
how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers
who were not actively involved in the language-learning procedure. The children
participating in the study were randomly assigned to either an interaction with
a social robot or a human partner. Our results revealed that all children across
both conditions utilized social referencing behaviors to address their caregiver.
However, we found that the children who interacted with the social robot did so
significantly more frequently in each of the four sessions than those who interacted
with the human partner. Further analyses showed that no significant change in
their behavior over the course of the sessions could be observed. Findings are
discussed with regard to the caregiver's role during children's interactions with
social robots and the implications for future interaction design.
author:
- first_name: Nils F.
full_name: Tolksdorf, Nils F.
last_name: Tolksdorf
- first_name: Camilla E.
full_name: Crawshaw, Camilla E.
last_name: Crawshaw
- first_name: Katharina
full_name: Rohlfing, Katharina
id: '50352'
last_name: Rohlfing
citation:
ama: Tolksdorf NF, Crawshaw CE, Rohlfing K. Comparing the Effects of a Different
Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.
Frontiers in Education. 2021;5. doi:10.3389/feduc.2020.569615
apa: Tolksdorf, N. F., Crawshaw, C. E., & Rohlfing, K. (2021). Comparing the
Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social
Referencing in Interaction. Frontiers in Education, 5. https://doi.org/10.3389/feduc.2020.569615
bibtex: '@article{Tolksdorf_Crawshaw_Rohlfing_2021, title={Comparing the Effects
of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing
in Interaction}, volume={5}, DOI={10.3389/feduc.2020.569615},
journal={Frontiers in Education}, publisher={Frontiers Media SA}, author={Tolksdorf,
Nils F. and Crawshaw, Camilla E. and Rohlfing, Katharina}, year={2021} }'
chicago: Tolksdorf, Nils F., Camilla E. Crawshaw, and Katharina Rohlfing. “Comparing
the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s
Social Referencing in Interaction.” Frontiers in Education 5 (2021). https://doi.org/10.3389/feduc.2020.569615.
ieee: 'N. F. Tolksdorf, C. E. Crawshaw, and K. Rohlfing, “Comparing the Effects
of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing
in Interaction,” Frontiers in Education, vol. 5, 2021, doi: 10.3389/feduc.2020.569615.'
mla: Tolksdorf, Nils F., et al. “Comparing the Effects of a Different Social Partner
(Social Robot vs. Human) on Children’s Social Referencing in Interaction.” Frontiers
in Education, vol. 5, Frontiers Media SA, 2021, doi:10.3389/feduc.2020.569615.
short: N.F. Tolksdorf, C.E. Crawshaw, K. Rohlfing, Frontiers in Education 5 (2021).
date_created: 2023-01-17T20:22:49Z
date_updated: 2023-02-01T11:59:32Z
department:
- _id: '749'
doi: 10.3389/feduc.2020.569615
intvolume: ' 5'
keyword:
- Education
language:
- iso: eng
publication: Frontiers in Education
publication_identifier:
issn:
- 2504-284X
publication_status: published
publisher: Frontiers Media SA
status: public
title: Comparing the Effects of a Different Social Partner (Social Robot vs. Human)
on Children's Social Referencing in Interaction
type: journal_article
user_id: '14931'
volume: 5
year: '2021'
...
---
_id: '24902'
abstract:
- lang: eng
text: Social robots have emerged as a new digital technology that is increasingly
being implemented in the educational landscape. While social robots could be deployed
to assist young children with their learning in a variety of different ways, the
typical approach in educational practices is to supplement the learning process
rather than to replace the human caregiver, e.g., the teacher, parent, educator
or therapist. When functioning in the role of an educational assistant, social
robots will likely constitute a part of a triadic interaction with the child and
the human caregiver. Surprisingly, there is little research that systematically
investigates the role of the caregiver by examining the ways in which children
involve or check in with them during their interaction with another partner—a
phenomenon that is known as social referencing. In the present study, we investigated
social referencing in the context of a dyadic child–robot interaction. Over the
course of four sessions within our longitudinal language-learning study, we observed
how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers
who were not actively involved in the language-learning procedure. The children
participating in the study were randomly assigned to either an interaction with
a social robot or a human partner. Our results revealed that all children across
both conditions utilized social referencing behaviors to address their caregiver.
However, we found that the children who interacted with the social robot did so
significantly more frequently in each of the four sessions than those who interacted
with the human partner. Further analyses showed that no significant change in
their behavior over the course of the sessions could be observed. Findings are
discussed with regard to the caregiver's role during children's interactions with
social robots and the implications for future interaction design.
author:
- first_name: Nils Frederik
full_name: Tolksdorf, Nils Frederik
id: '43289'
last_name: Tolksdorf
orcid: 0000-0001-6093-1219
- first_name: Camilla E.
full_name: Crawshaw, Camilla E.
last_name: Crawshaw
- first_name: Katharina J.
full_name: Rohlfing, Katharina J.
id: '50352'
last_name: Rohlfing
citation:
ama: Tolksdorf NF, Crawshaw CE, Rohlfing KJ. Comparing the Effects of a Different
Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.
Frontiers in Education. Published online 2021. doi:10.3389/feduc.2020.569615
apa: Tolksdorf, N. F., Crawshaw, C. E., & Rohlfing, K. J. (2021). Comparing
the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s
Social Referencing in Interaction. Frontiers in Education. https://doi.org/10.3389/feduc.2020.569615
bibtex: '@article{Tolksdorf_Crawshaw_Rohlfing_2021, title={Comparing the Effects
of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing
in Interaction}, DOI={10.3389/feduc.2020.569615},
journal={Frontiers in Education}, author={Tolksdorf, Nils Frederik and Crawshaw,
Camilla E. and Rohlfing, Katharina J.}, year={2021} }'
chicago: Tolksdorf, Nils Frederik, Camilla E. Crawshaw, and Katharina J. Rohlfing.
“Comparing the Effects of a Different Social Partner (Social Robot vs. Human)
on Children’s Social Referencing in Interaction.” Frontiers in Education,
2021. https://doi.org/10.3389/feduc.2020.569615.
ieee: 'N. F. Tolksdorf, C. E. Crawshaw, and K. J. Rohlfing, “Comparing the Effects
of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing
in Interaction,” Frontiers in Education, 2021, doi: 10.3389/feduc.2020.569615.'
mla: Tolksdorf, Nils Frederik, et al. “Comparing the Effects of a Different Social
Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.”
Frontiers in Education, 2021, doi:10.3389/feduc.2020.569615.
short: N.F. Tolksdorf, C.E. Crawshaw, K.J. Rohlfing, Frontiers in Education (2021).
date_created: 2021-09-23T11:04:01Z
date_updated: 2024-11-28T08:40:51Z
department:
- _id: '749'
doi: 10.3389/feduc.2020.569615
language:
- iso: eng
publication: Frontiers in Education
publication_identifier:
issn:
- 2504-284X
publication_status: published
quality_controlled: '1'
status: public
title: Comparing the Effects of a Different Social Partner (Social Robot vs. Human)
on Children's Social Referencing in Interaction
type: journal_article
user_id: '43289'
year: '2021'
...
---
_id: '16506'
author:
- first_name: Christian
full_name: Harteis, Christian
id: '27503'
last_name: Harteis
orcid: https://orcid.org/0000-0002-3570-7626
- first_name: Michael
full_name: Goller, Michael
id: '30984'
last_name: Goller
orcid: 0000-0002-2820-9178
- first_name: Carina
full_name: Caruso, Carina
last_name: Caruso
citation:
ama: 'Harteis C, Goller M, Caruso C. Conceptual Change in the Face of Digitalization:
Challenges for Workplaces and Workplace Learning. Frontiers in Education.
2020;5(1):1-10. doi:10.3389/feduc.2020.00001'
apa: 'Harteis, C., Goller, M., & Caruso, C. (2020). Conceptual Change in the
Face of Digitalization: Challenges for Workplaces and Workplace Learning. Frontiers
in Education, 5(1), 1–10. https://doi.org/10.3389/feduc.2020.00001'
bibtex: '@article{Harteis_Goller_Caruso_2020, title={Conceptual Change in the Face
of Digitalization: Challenges for Workplaces and Workplace Learning}, volume={5},
DOI={10.3389/feduc.2020.00001},
number={1}, journal={Frontiers in Education}, author={Harteis, Christian and Goller,
Michael and Caruso, Carina}, year={2020}, pages={1–10} }'
chicago: 'Harteis, Christian, Michael Goller, and Carina Caruso. “Conceptual Change
in the Face of Digitalization: Challenges for Workplaces and Workplace Learning.”
Frontiers in Education 5, no. 1 (2020): 1–10. https://doi.org/10.3389/feduc.2020.00001.'
ieee: 'C. Harteis, M. Goller, and C. Caruso, “Conceptual Change in the Face of Digitalization:
Challenges for Workplaces and Workplace Learning,” Frontiers in Education,
vol. 5, no. 1, pp. 1–10, 2020, doi: 10.3389/feduc.2020.00001.'
mla: 'Harteis, Christian, et al. “Conceptual Change in the Face of Digitalization:
Challenges for Workplaces and Workplace Learning.” Frontiers in Education,
vol. 5, no. 1, 2020, pp. 1–10, doi:10.3389/feduc.2020.00001.'
short: C. Harteis, M. Goller, C. Caruso, Frontiers in Education 5 (2020) 1–10.
date_created: 2020-04-15T06:40:54Z
date_updated: 2022-02-03T13:48:42Z
department:
- _id: '452'
doi: 10.3389/feduc.2020.00001
intvolume: ' 5'
issue: '1'
language:
- iso: eng
page: 1-10
publication: Frontiers in Education
publication_identifier:
issn:
- 2504-284X
publication_status: published
status: public
title: 'Conceptual Change in the Face of Digitalization: Challenges for Workplaces
and Workplace Learning'
type: journal_article
user_id: '50788'
volume: 5
year: '2020'
...
---
_id: '28342'
author:
- first_name: Franziska
full_name: Lautenbach, Franziska
last_name: Lautenbach
- first_name: Johanna
full_name: Korte, Johanna
last_name: Korte
- first_name: Aiko
full_name: Möhwald, Aiko
last_name: Möhwald
- first_name: Anke
full_name: Heyder, Anke
last_name: Heyder
- first_name: Elke
full_name: Grimminger-Seidensticker, Elke
id: '85816'
last_name: Grimminger-Seidensticker
citation:
ama: 'Lautenbach F, Korte J, Möhwald A, Heyder A, Grimminger-Seidensticker E. A
14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives
on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception
Toward Inclusion. Frontiers in Education. Published online 2020. doi:10.3389/feduc.2020.00007'
apa: 'Lautenbach, F., Korte, J., Möhwald, A., Heyder, A., & Grimminger-Seidensticker,
E. (2020). A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological
Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and
Stress Perception Toward Inclusion. Frontiers in Education. https://doi.org/10.3389/feduc.2020.00007'
bibtex: '@article{Lautenbach_Korte_Möhwald_Heyder_Grimminger-Seidensticker_2020,
title={A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological
Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and
Stress Perception Toward Inclusion}, DOI={10.3389/feduc.2020.00007},
journal={Frontiers in Education}, author={Lautenbach, Franziska and Korte, Johanna
and Möhwald, Aiko and Heyder, Anke and Grimminger-Seidensticker, Elke}, year={2020}
}'
chicago: 'Lautenbach, Franziska, Johanna Korte, Aiko Möhwald, Anke Heyder, and Elke
Grimminger-Seidensticker. “A 14-Week Intervention Study on Changing Preservice
Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes,
Self-Efficacy, and Stress Perception Toward Inclusion.” Frontiers in Education,
2020. https://doi.org/10.3389/feduc.2020.00007.'
ieee: 'F. Lautenbach, J. Korte, A. Möhwald, A. Heyder, and E. Grimminger-Seidensticker,
“A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives
on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception
Toward Inclusion,” Frontiers in Education, 2020, doi: 10.3389/feduc.2020.00007.'
mla: 'Lautenbach, Franziska, et al. “A 14-Week Intervention Study on Changing Preservice
Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes,
Self-Efficacy, and Stress Perception Toward Inclusion.” Frontiers in Education,
2020, doi:10.3389/feduc.2020.00007.'
short: F. Lautenbach, J. Korte, A. Möhwald, A. Heyder, E. Grimminger-Seidensticker,
Frontiers in Education (2020).
date_created: 2021-12-06T14:54:41Z
date_updated: 2024-08-13T13:28:48Z
department:
- _id: '17'
- _id: '174'
- _id: '320'
doi: 10.3389/feduc.2020.00007
language:
- iso: eng
publication: Frontiers in Education
publication_identifier:
issn:
- 2504-284X
publication_status: published
status: public
title: 'A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological
Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress
Perception Toward Inclusion'
type: journal_article
user_id: '85816'
year: '2020'
...