@inproceedings{66093,
  abstract     = {{Taking pupils’ diverse needs into account is considered a central requirement of inclusive education (Booth & Ainscow, 2016). These needs are—according to Ainscow’s (2007) inclusive turn—not primarily ‘special educational needs’, but diverse needs of all learners. For the rather segregated German educational system, this endeavour applies especially to primary education, where needs are still developing and pupils are not yet assigned to different types of schooling according to their needs and abilities.

Despite a substantial amount of research on pupils’ basic psychological needs for autonomy, competence and social relatedness (Ryan et al., 2022), strategies that technology education teachers apply in this regard are not yet well understood. Besides interventional studies on technology education, indicating effectiveness of self‑directed and action‑oriented teaching and learning, there is a dearth of research on how teachers address different needs as a routine.

The purpose of the presented study is therefore to investigate and systematize actions and strategies teachers apply, and to specify how pupils' needs are considered when teaching technology education on a given topic.

The overall study used a mixed-methods approach to the question how pupils’ needs are characterized by themselves and by their teachers, and how they were taken into account in a lesson adapted and delivered by the teachers. In the sub-study presented here, participating primary school teachers were interviewed about their consideration of pupils’ needs whilst planning and conducting a technology education unit on the functionality of robots.

The results gained from qualitative content analysis of the interviews indicate that although the anticipation of different needs is considered challenging, teachers possess a substantiate amount of practices and strategies to take them into account.

The paper systematizes the practices teachers described in structured interviews within strategies and discusses the contribution of taking basic needs into account for inclusive technology education.}},
  author       = {{Schröer, Franz and Tenberge, Claudia}},
  booktitle    = {{Linköping Electronic Conference Proceedings}},
  issn         = {{1650-3686}},
  keywords     = {{Technology Education, Inclusion, Basic Needs, Robotics, Mixed Methods, Teachers' Abilities}},
  publisher    = {{Linköping University Electronic Press}},
  title        = {{{“They Really Need to Handle, Inspect, and Experience Things”}}},
  doi          = {{10.3384/ecp213.1455}},
  volume       = {{218}},
  year         = {{2026}},
}

@article{30913,
  abstract     = {{Context: The implementation of successful measures to support immigrants' integration in cultural, social, and economic life can be considered as one of today's greatest challenges for many societies. This is especially true for adolescent immigrants who have not yet been able to finish education or gain qualifications relevant to joining the labour market. That is why many receiving countries have developed and implemented special programmes that aim at supporting immigrants' integration by facilitating their employability. Unfortunately, not much is known about the process of implementing these programmes or about how education systems, schools, and teachers are dealing with the new situation and target group. In this contribution, the implementation, development, and challenges of German Vocational Integration Classes (VIC), as an example of comparable programmes in the EU, are investigated to address this research gap. The paper considers the following exploratory research questions: (a) What challenges have been experienced by teachers and social workers in the implementation of VIC as well as in the integration of immigrants into the labour market in recent years? (b) How can these challenges be met in the long run and how should VIC be developed to better achieve its aims? 

Methods: To answer these questions, a sequential qualitative study containing questionnaire and interview elements was conducted. First, teachers and social workers involved in VIC filled in a questionnaire about their experiences and experienced challenges in implementing VIC (N = 46). Then, supplementing interviews were conducted with participants from the first sample in order to generate further insights and to contextualise the findings from the first study part (N = 14). 

Findings: From the respondents' answers, it appears that the VIC programme is well implemented. The results show, however, that central challenges continue to exist. This concerns, for example, legal regulations or the development of adequate curricula, but also the scope and quality of language education. In addition, problems have also been identified with regard to students' culture-specific education and their individual attitudes. These prevailing problems seem to affect schooling and educational processes. In addition, respondents report feeling left alone to deal with problems and that their experiences from their daily work in VIC and with immigrants are not sufficiently taken into account in policy and school-related decisions. 

Conclusions: Although VIC seems well implemented, key challenges remain in the view of the participants. It was found that teachers cannot solve many of the identified problems themselves, as they require action at the level of policy or school organisation. For staff, this can be accompanied by increased stress and demotivation. For the young immigrants, the existing challenges can have a long-term impact on school success and transition to vocational education and training. The study thus highlights the importance of targeted and holistic strategies to support immigrant integration through education. }},
  author       = {{Goller, Michael}},
  journal      = {{International Journal for Research in Vocational Education and Training}},
  keywords     = {{Immigration, Educational Policy, Employability, Mixed Methods, VET, Vocational Education and Training, Transitions From Education and Training to Employment}},
  number       = {{1}},
  pages        = {{92--119}},
  title        = {{{Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes}}},
  doi          = {{https://doi.org/10.13152/IJRVET.9.1.5}},
  volume       = {{9}},
  year         = {{2022}},
}

@inproceedings{4472,
  abstract     = {{Das erste Studienjahr wird als wesentlicher Übergang von der Schule in die Hochschule angesehen. Im Vordergrund steht dabei häufig die Fragen der Identitätsfindung der Studierenden und das "Ankommen" im neuen Lebensabschnitt (Briggs, Clark, & Hall, 2012; Scanlon, Rowling, & Weber, 2007). In diesem Zusammenhang werden ganz unterschiedliche Aspekte untersucht, z. B. die vorhandenen Lernkompetenzen oder das Zeitmanagement der Studierenden (Barron & D'Annunzio-Green, 2009), vorhandene Einführungsprogramme an Hochschulen (z.B. Gale & Parker, 2012) oder dem ‚student engagement‘ während des ersten Jahres (Krause & Coates, 2008). Obwohl die Motivation der Studierenden als starker Prädiktor für die Leistung angesehen wird (z. B. Busato, Prins, Elshouta, & Hamaker, 2000), wurde die Motivationsentwicklung im ersten Studienjahr bis dato nur selten betrachtet. Die vorliegende Mixed Methods-Studie setzt an dieser Forschungslücke an und untersucht die Entwicklung der Studienmotivation von Wirtschaftsstudierenden im Verlauf des ersten Studienjahres. Im Rahmen einer quantitativen Längsschnittuntersuchung mit drei Messzeitpunkten wird dabei die Motivationsentwicklung über die gesamte Studierendenpopulation hinweg erfasst. Im Mittelpunkt steht die Frage, wie sich die intrinsische und extrinsische Studienmotivation sowie die studienbezogene Selbstwirksamkeit über das erste Studienjahr verändern. Zudem wird untersucht, inwiefern verschiedene studienbezogene Variablen (z. B. Angst) sich auf die Motivationsentwicklung auswirken. Um vertiefte Erkenntnisse über die Bedeutsamkeit verschiedener Gestaltungsmerkmale des ersten Studienjahres auf die Motivationsentwicklung der Studierenden zu gewinnen, wurde parallel zur quantitativen Untersuchung eine qualitative Längsschnittstudie durchgeführt mit dem Ziel, (1) verschiedene Verläufe der Motivationsentwicklung und (2) kritische Ereignisse im Eingangsjahr zu identifizieren. Das vorliegende Papier zeigt in den folgenden beiden Kapiteln den theoretischen Bezugsrahmen der Studie und die methodische Vorgehensweise. Daraufhin werden die Ergebnisse sowohl der quantitativen als auch der qualitativen Studie dargestellt und im Rahmen der Diskussion miteinander verbunden.}},
  author       = {{Jenert, Tobias and Brahm, Taiga}},
  keywords     = {{Motivationsentwicklung, Hochschule, motivation, Längsschnitt, Mixed Methods}},
  location     = {{Frankfurt am Main }},
  title        = {{{Entwicklung der Motivation von Studierenden der Wirtschafts-wissenschaften im ersten Studienjahr-eine Mixed-Methods-Studie}}},
  year         = {{2014}},
}

@inproceedings{4474,
  abstract     = {{The transition from school to university can be overwhelming for some students. While students' motivation is considered a strong predictor of performance, the development of motivation during students' transition from high school to university has rarely been investigated. Additionally, little is known about the relation of motivational aspects with other influences on study performance. The present mixed methods study addresses this research gap and examines the development of economics students' study motivation. The longitudinal mixed-method study included three waves of data collected using quantitative surveys and a series of five interviews conducted with 14 first-year students over eight months. Regarding students' development over time, the quantitative analysis showed a gradual decline in students' motivation. However, in the interviews, certain events during the first year were identified as critical incidents demotivating students. These insights into the development of students' motivation at a business school show that concrete incidents influence students' motivational development; thus, they could be transformed by structural changes.}},
  author       = {{Brahm, Taiga and Jenert, Tobias}},
  keywords     = {{motivation, business school, higher education, latent growth curve model, longitudinal study, mixed methods, interview, students}},
  location     = {{Leuven}},
  title        = {{{The crucial first year: The development of students' motivation at a Business School-a Mixed Methods Study}}},
  year         = {{2014}},
}

@inproceedings{4476,
  abstract     = {{Auseinandersetzungen über Forschungsmethodologien haben in den Bildungswissenschaften lange Tradition. Sie werden häufig unversöhnlich und mit Profilierung der Gegensätze geführt. Für uns hängt die Sinnhaftigkeit einer Forschungskonzeption von der Problemstellung und dem Erkenntnisinteresse ab. Dies gilt auch für Design-Based Research (DBR). Dieser Ansatz entstand als Reaktion auf die Kritik an mangelnder praktischer Anwendung von Befunden aus der empirisch-analytischen Lehr-Lernforschung. Als Ergebnis werden Theorien angestrebt, die für die Praxis einen Nutzen bieten und zugleich über die Anwendung in einer singulären Situation hinausgehen. Wir wollen folgenden Fragen nachgehen: Wo liegen die Gemeinsamkeiten, wo die Spezifika von DBR gegenüber bestehenden Methodologien? Wie wird der Generalisierungsanspruch von Theorien innerhalb von DBR verstanden und umgesetzt? Für welche Erkenntnisinteressen eignet sich DBR? Welche Methoden sind für DBR sinnvoll und können wie angewendet werden?}},
  author       = {{Brahm, Taiga and Jenert, Tobias}},
  keywords     = {{design-based research, gestatlungsbasierte Forschung, Erziehungswissenschaft, Design, Mixed Methods}},
  location     = {{Berlin}},
  publisher    = {{Humboldt-Universität}},
  title        = {{{Wie kann über DBR die wissenschaftliche und praktische Relevanz der Forschung gesichert werden?}}},
  year         = {{2014}},
}