[{"quality_controlled":"1","citation":{"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).","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.","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","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.","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","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} }","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."},"user_id":"105186","volume":11,"_id":"66480","publisher":"Frontiers Media SA","status":"public","jel":["I24"],"keyword":["human rights","inclusion","inclusive education","international study","parents","school development","special educational needs"],"type":"journal_article","department":[{"_id":"556"}],"date_created":"2026-07-14T08:14:19Z","abstract":[{"text":"Background – 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. Methods – 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. Results – 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. Discussion and conclusion – 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.","lang":"eng"}],"publication":"Frontiers in Education","doi":"10.3389/feduc.2026.1710708","article_number":"1710708","language":[{"iso":"eng"}],"publication_status":"published","date_updated":"2026-08-21T11:22:39Z","article_type":"original","intvolume":" 11","title":"Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison","year":"2026","author":[{"full_name":"Johansson, Veslemøy Maria Fossum","first_name":"Veslemøy Maria Fossum","last_name":"Johansson"},{"last_name":"Gibson","first_name":"Suanne","full_name":"Gibson, Suanne"},{"last_name":"Woodcock","first_name":"Stuart","full_name":"Woodcock, Stuart"},{"last_name":"Dechsling","first_name":"Anders","full_name":"Dechsling, Anders"},{"id":"77972","full_name":"Kullmann, Harry","first_name":"Harry","orcid":"0000-0001-5488-5105","last_name":"Kullmann"},{"last_name":"Herrebrøden","first_name":"Marte Karoline","full_name":"Herrebrøden, Marte Karoline"},{"first_name":"Line Britt","last_name":"Ulriksen","full_name":"Ulriksen, Line Britt"},{"first_name":"Anders","last_name":"Nordahl-Hansen","full_name":"Nordahl-Hansen, Anders"}],"publication_identifier":{"issn":["2504-284X"]}},{"citation":{"mla":"Textor, Annette, et al., editors. Praxisforschung in Schule und Unterricht. Beltz Juventa, 2026.","ama":"Textor A, Kullmann H, van der Donk C, van Lanen B, eds. Praxisforschung in Schule und Unterricht. Beltz Juventa; 2026.","bibtex":"@book{Textor_Kullmann_van der Donk_van Lanen_2026, place={Weinheim}, title={Praxisforschung in Schule und Unterricht}, publisher={Beltz Juventa}, year={2026} }","apa":"Textor, A., Kullmann, H., van der Donk, C., & van Lanen, B. (Eds.). (2026). Praxisforschung in Schule und Unterricht. Beltz Juventa.","ieee":"A. Textor, H. Kullmann, C. van der Donk, and B. van Lanen, Eds., Praxisforschung in Schule und Unterricht. Weinheim: Beltz Juventa, 2026.","short":"A. Textor, H. Kullmann, C. van der Donk, B. van Lanen, eds., Praxisforschung in Schule und Unterricht, Beltz Juventa, Weinheim, 2026.","chicago":"Textor, Annette, Harry Kullmann, Cyrilla van der Donk, and Bas van Lanen, eds. Praxisforschung in Schule und Unterricht. Weinheim: Beltz Juventa, 2026."},"place":"Weinheim","date_created":"2026-08-20T13:33:45Z","type":"book_editor","department":[{"_id":"556"}],"status":"public","year":"2026","title":"Praxisforschung in Schule und Unterricht","publication_identifier":{"isbn":["978-3-7799-3726-5"]},"date_updated":"2026-08-21T10:53:57Z","publication_status":"published","page":"432","language":[{"iso":"ger"}],"_id":"66763","publisher":"Beltz Juventa","user_id":"105186","editor":[{"full_name":"Textor, Annette","last_name":"Textor","first_name":"Annette"},{"id":"77972","orcid":"0000-0001-5488-5105","last_name":"Kullmann","first_name":"Harry","full_name":"Kullmann, Harry"},{"full_name":"van der Donk, Cyrilla","last_name":"van der Donk","first_name":"Cyrilla"},{"last_name":"van Lanen","first_name":"Bas","full_name":"van Lanen, Bas"}]},{"date_updated":"2026-07-14T12:03:43Z","publication_status":"published","jel":["I24"],"publication_identifier":{"isbn":["978-3-7799-4739-4"]},"author":[{"full_name":"Textor, Annette","last_name":"Textor","first_name":"Annette"},{"orcid":"0000-0001-5488-5105","first_name":"Harry","last_name":"Kullmann","full_name":"Kullmann, Harry","id":"77972"},{"full_name":"van der Donk, Cyrilla","last_name":"van der Donk","first_name":"Cyrilla"},{"full_name":"van Lanen, Bas","first_name":"Bas","last_name":"van Lanen"}],"title":"Praxisforschung in Schule und Unterricht","year":"2026","status":"public","user_id":"77972","publisher":"Beltz Juventa","_id":"66478","language":[{"iso":"ger"}],"page":"343","abstract":[{"text":"Für Lehrer*innen ist es wichtig, über die Qualität ihrer Arbeit informiert zu sein, um sich an Schul- und Unterrichtsentwicklung beteiligen zu können. Das vorliegende Lehrbuch bietet anhand eines erprobten Modells – eines Forschungszyklus in Verbindung mit einem ergänzenden Innovationszyklus – konkrete Hilfestellungen, um die eigene Tätigkeit zu reflektieren und weiterzuentwickeln.\r\nDer zugrundeliegende Ansatz verbindet erfolgreiche Verfahren aus der niederländischen Lehrerinnen- und Lehrerbildung mit etablierten Methoden der schulischen Praxisforschung im deutschsprachigen Raum. Zahlreiche alltagsbezogene Beispiele illustrieren die Grundsätze und Verfahrensschritte, während Übungsaufgaben zu Vertiefung und Wiederholung anregen.","lang":"ger"}],"citation":{"mla":"Textor, Annette, et al. Praxisforschung in Schule und Unterricht. Beltz Juventa, 2026.","ama":"Textor A, Kullmann H, van der Donk C, van Lanen B. Praxisforschung in Schule und Unterricht. Beltz Juventa; 2026.","bibtex":"@book{Textor_Kullmann_van der Donk_van Lanen_2026, place={Weinheim}, title={Praxisforschung in Schule und Unterricht}, publisher={Beltz Juventa}, author={Textor, Annette and Kullmann, Harry and van der Donk, Cyrilla and van Lanen, Bas}, year={2026} }","apa":"Textor, A., Kullmann, H., van der Donk, C., & van Lanen, B. (2026). Praxisforschung in Schule und Unterricht. Beltz Juventa.","ieee":"A. Textor, H. Kullmann, C. van der Donk, and B. van Lanen, Praxisforschung in Schule und Unterricht. Weinheim: Beltz Juventa, 2026.","chicago":"Textor, Annette, Harry Kullmann, Cyrilla van der Donk, and Bas van Lanen. Praxisforschung in Schule und Unterricht. Weinheim: Beltz Juventa, 2026.","short":"A. Textor, H. Kullmann, C. van der Donk, B. van Lanen, Praxisforschung in Schule und Unterricht, Beltz Juventa, Weinheim, 2026."},"type":"book","keyword":["Praxisforschung","Schulentwicklung","Inklusion","Data Literacy"],"place":"Weinheim","date_created":"2026-07-14T08:10:44Z"},{"quality_controlled":"1","citation":{"bibtex":"@article{Woodcock_Avramidis_Sharma_Subban_Sahli Lozano_Kullmann_Loreman_Wüthrich_Knickenberg_2026, title={‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures}, DOI={10.1080/13632434.2026.2691492}, journal={School Leadership & Management}, publisher={Informa UK Limited}, author={Woodcock, Stuart and Avramidis, Elias and Sharma, Umesh and Subban, Pearl and Sahli Lozano, Caroline and Kullmann, Harry and Loreman, Tim and Wüthrich, Sergej and Knickenberg, Margarita}, year={2026}, pages={1–26} }","ama":"Woodcock S, Avramidis E, Sharma U, et al. ‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures. School Leadership & Management. Published online 2026:1-26. doi:10.1080/13632434.2026.2691492","mla":"Woodcock, Stuart, et al. “‘School Is No Longer a Lone Wolf Effort’: Leadership Strategies for Inclusive, Community-Based School Cultures.” School Leadership & Management, Informa UK Limited, 2026, pp. 1–26, doi:10.1080/13632434.2026.2691492.","chicago":"Woodcock, Stuart, Elias Avramidis, Umesh Sharma, Pearl Subban, Caroline Sahli Lozano, Harry Kullmann, Tim Loreman, Sergej Wüthrich, and Margarita Knickenberg. “‘School Is No Longer a Lone Wolf Effort’: Leadership Strategies for Inclusive, Community-Based School Cultures.” School Leadership & Management, 2026, 1–26. https://doi.org/10.1080/13632434.2026.2691492.","short":"S. Woodcock, E. Avramidis, U. Sharma, P. Subban, C. Sahli Lozano, H. Kullmann, T. Loreman, S. Wüthrich, M. Knickenberg, School Leadership & Management (2026) 1–26.","ieee":"S. Woodcock et al., “‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures,” School Leadership & Management, pp. 1–26, 2026, doi: 10.1080/13632434.2026.2691492.","apa":"Woodcock, S., Avramidis, E., Sharma, U., Subban, P., Sahli Lozano, C., Kullmann, H., Loreman, T., Wüthrich, S., & Knickenberg, M. (2026). ‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures. School Leadership & Management, 1–26. https://doi.org/10.1080/13632434.2026.2691492"},"status":"public","jel":["I24"],"user_id":"105186","page":"1-26","publisher":"Informa UK Limited","_id":"66477","abstract":[{"text":"Based on the premise that the successful implementation of inclusion is largely dependent on the educators’ commitment to inclusive ideals, this study sought to examine the ways principals promote an inclusive vision and foster the development of associated practices in their school community. The study employed an exploratory qualitative research design, collecting data through semi-structured interviews and focus groups with 12 principals of highly-ranked inclusive schools from four countries: Australia, Italy, Switzerland, and Spain. In so doing, the emphasis was placed on the principals’ perspectives and practices that contribute to the development of an inclusive school culture. The iterative process of thematic analysis revealed five broad key factors that affect and impact school inclusivity, namely: institutional commitment to a collective inclusive culture; family partnership and co-responsibility; collaboration among key stakeholders (e.g. students, teachers, other staff); students’ voice and agency; and building and sustaining inter-institutional partnerships. This paper concludes by advocating a community-based approach model to school inclusion by identifying key factors on which principals can rely to navigate material, social, and political challenges.","lang":"eng"}],"publication":"School Leadership & Management","type":"journal_article","keyword":["Inklusive Bildung","Schulentwicklung","Schulleitung","Gemeinschaftlichkeit","Haltung"],"department":[{"_id":"556"}],"date_created":"2026-07-14T07:57:09Z","date_updated":"2026-08-21T13:54:00Z","publication_status":"published","article_type":"original","year":"2026","title":"‘School is no longer a lone wolf effort’: leadership strategies for inclusive, community-based school cultures","author":[{"full_name":"Woodcock, Stuart","last_name":"Woodcock","first_name":"Stuart"},{"last_name":"Avramidis","first_name":"Elias","full_name":"Avramidis, Elias"},{"full_name":"Sharma, Umesh","last_name":"Sharma","first_name":"Umesh"},{"full_name":"Subban, Pearl","last_name":"Subban","first_name":"Pearl"},{"last_name":"Sahli Lozano","first_name":"Caroline","full_name":"Sahli Lozano, Caroline"},{"orcid":"0000-0001-5488-5105","last_name":"Kullmann","first_name":"Harry","full_name":"Kullmann, Harry","id":"77972"},{"first_name":"Tim","last_name":"Loreman","full_name":"Loreman, Tim"},{"full_name":"Wüthrich, Sergej","first_name":"Sergej","last_name":"Wüthrich"},{"last_name":"Knickenberg","first_name":"Margarita","full_name":"Knickenberg, Margarita"}],"publication_identifier":{"issn":["1363-2434","1364-2626"]},"doi":"10.1080/13632434.2026.2691492","main_file_link":[{"url":"Paderborn"}],"language":[{"iso":"eng"}]},{"date_created":"2025-04-10T08:40:26Z","department":[{"_id":"4"},{"_id":"460"}],"type":"conference","citation":{"ama":"Knickenberg M, Kullmann H. Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland. In: ; 2025.","bibtex":"@inproceedings{Knickenberg_Kullmann_2025, title={Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland}, author={Knickenberg, Margarita and Kullmann, Harry}, year={2025} }","mla":"Knickenberg, Margarita, and Harry Kullmann. Exploring the Role of Individual and Collective Efficacy Beliefs and Attitudes in Teachers’ Intentions to Implement Inclusive Practices: Evidence from Canada, Germany and Switzerland. 2025.","short":"M. Knickenberg, H. Kullmann, in: 2025.","chicago":"Knickenberg, Margarita, and Harry Kullmann. “Exploring the Role of Individual and Collective Efficacy Beliefs and Attitudes in Teachers’ Intentions to Implement Inclusive Practices: Evidence from Canada, Germany and Switzerland,” 2025.","apa":"Knickenberg, M., & Kullmann, H. (2025). Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland. ECER (European Conference on Educational Research), University of Belgrade, Serbia.","ieee":"M. Knickenberg and H. Kullmann, “Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland,” presented at the ECER (European Conference on Educational Research), University of Belgrade, Serbia, 2025."},"_id":"59481","language":[{"iso":"eng"}],"user_id":"12978","author":[{"id":"12978","last_name":"Knickenberg","orcid":"0000-0001-5521-0417","first_name":"Margarita","full_name":"Knickenberg, Margarita"},{"full_name":"Kullmann, Harry","last_name":"Kullmann","first_name":"Harry","id":"77972"}],"conference":{"end_date":"2025-09-12","name":"ECER (European Conference on Educational Research)","start_date":"2025-09-09","location":"University of Belgrade, Serbia"},"year":"2025","status":"public","title":"Exploring the role of individual and collective efficacy beliefs and attitudes in teachers’ intentions to implement inclusive practices: Evidence from Canada, Germany and Switzerland","date_updated":"2025-04-10T08:40:44Z"},{"language":[{"iso":"eng"}],"_id":"59480","user_id":"77972","conference":{"end_date":"2025-09-12","location":"University of Belgrade. Serbia","start_date":"2025-09-09","name":"ECER (European Conference on Educational Research)"},"author":[{"id":"12978","first_name":"Margarita","orcid":"0000-0001-5521-0417","last_name":"Knickenberg","full_name":"Knickenberg, Margarita"},{"first_name":"Harry","last_name":"Kullmann","full_name":"Kullmann, Harry","id":"77972"},{"first_name":"Sergej","last_name":"Wüthrich","full_name":"Wüthrich, Sergej"},{"last_name":"Sahli Lozano","first_name":"Caroline","full_name":"Sahli Lozano, Caroline"}],"status":"public","year":"2025","title":"Parental perceptions of inclusive teacher and school support – Establishment of a short-form","date_updated":"2026-07-14T08:02:31Z","date_created":"2025-04-10T08:37:51Z","department":[{"_id":"4"},{"_id":"460"}],"type":"conference","citation":{"apa":"Knickenberg, M., Kullmann, H., Wüthrich, S., & Sahli Lozano, C. (2025). Parental perceptions of inclusive teacher and school support – Establishment of a short-form. ECER (European Conference on Educational Research), University of Belgrade. Serbia.","ieee":"M. Knickenberg, H. Kullmann, S. Wüthrich, and C. Sahli Lozano, “Parental perceptions of inclusive teacher and school support – Establishment of a short-form,” presented at the ECER (European Conference on Educational Research), University of Belgrade. Serbia, 2025.","chicago":"Knickenberg, Margarita, Harry Kullmann, Sergej Wüthrich, and Caroline Sahli Lozano. “Parental Perceptions of Inclusive Teacher and School Support – Establishment of a Short-Form,” 2025.","short":"M. Knickenberg, H. Kullmann, S. Wüthrich, C. Sahli Lozano, in: 2025.","mla":"Knickenberg, Margarita, et al. Parental Perceptions of Inclusive Teacher and School Support – Establishment of a Short-Form. 2025.","ama":"Knickenberg M, Kullmann H, Wüthrich S, Sahli Lozano C. Parental perceptions of inclusive teacher and school support – Establishment of a short-form. In: ; 2025.","bibtex":"@inproceedings{Knickenberg_Kullmann_Wüthrich_Sahli Lozano_2025, title={Parental perceptions of inclusive teacher and school support – Establishment of a short-form}, author={Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline}, year={2025} }"},"quality_controlled":"1"},{"publication":"Frontiers in Psychology","date_created":"2025-06-13T08:24:48Z","file":[{"creator":"mknick","date_created":"2025-06-13T08:23:32Z","access_level":"closed","file_size":1858400,"file_name":"Knickenberg et al. (2025).pdf","date_updated":"2025-06-13T08:23:32Z","relation":"main_file","content_type":"application/pdf","success":1,"file_id":"60201"}],"department":[{"_id":"4"},{"_id":"460"}],"type":"journal_article","author":[{"orcid":"0000-0001-5521-0417","last_name":"Knickenberg","first_name":"Margarita","full_name":"Knickenberg, Margarita","id":"12978"},{"id":"77972","last_name":"Kullmann","first_name":"Harry","orcid":"0000-0001-5488-5105","full_name":"Kullmann, Harry"},{"first_name":"Sergej","last_name":"Wüthrich","full_name":"Wüthrich, Sergej"},{"full_name":"Sahli Lozano, Caroline","last_name":"Sahli Lozano","first_name":"Caroline"},{"full_name":"Loreman, Tim","first_name":"Tim","last_name":"Loreman"},{"last_name":"Sharma","first_name":"Umesh","full_name":"Sharma, Umesh"},{"first_name":"Elias","last_name":"Avramidis","full_name":"Avramidis, Elias"},{"full_name":"Subban, Pearl","last_name":"Subban","first_name":"Pearl"},{"full_name":"Woodcock, Stuart","last_name":"Woodcock","first_name":"Stuart"}],"year":"2025","title":"Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland","intvolume":" 16","date_updated":"2026-08-21T11:27:02Z","publication_status":"published","language":[{"iso":"eng"}],"article_number":"1530689","doi":"10.3389/fpsyg.2025.1530689","citation":{"apa":"Knickenberg, M., Kullmann, H., Wüthrich, S., Sahli Lozano, C., Loreman, T., Sharma, U., Avramidis, E., Subban, P., & Woodcock, S. (2025). Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland. Frontiers in Psychology, 16, Article 1530689. https://doi.org/10.3389/fpsyg.2025.1530689","ieee":"M. Knickenberg et al., “Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland,” Frontiers in Psychology, vol. 16, Art. no. 1530689, 2025, doi: 10.3389/fpsyg.2025.1530689.","chicago":"Knickenberg, Margarita, Harry Kullmann, Sergej Wüthrich, Caroline Sahli Lozano, Tim Loreman, Umesh Sharma, Elias Avramidis, Pearl Subban, and Stuart Woodcock. “Teachers’ Collective Efficacy with Regard to Inclusive Practices—Characteristics of a New Scale and Analyses from Canada, Germany and Switzerland.” Frontiers in Psychology 16 (2025). https://doi.org/10.3389/fpsyg.2025.1530689.","short":"M. Knickenberg, H. Kullmann, S. Wüthrich, C. Sahli Lozano, T. Loreman, U. Sharma, E. Avramidis, P. Subban, S. Woodcock, Frontiers in Psychology 16 (2025).","mla":"Knickenberg, Margarita, et al. “Teachers’ Collective Efficacy with Regard to Inclusive Practices—Characteristics of a New Scale and Analyses from Canada, Germany and Switzerland.” Frontiers in Psychology, vol. 16, 1530689, 2025, doi:10.3389/fpsyg.2025.1530689.","ama":"Knickenberg M, Kullmann H, Wüthrich S, et al. Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland. Frontiers in Psychology. 2025;16. doi:10.3389/fpsyg.2025.1530689","bibtex":"@article{Knickenberg_Kullmann_Wüthrich_Sahli Lozano_Loreman_Sharma_Avramidis_Subban_Woodcock_2025, title={Teachers’ collective efficacy with regard to inclusive practices—characteristics of a new scale and analyses from Canada, Germany and Switzerland}, volume={16}, DOI={10.3389/fpsyg.2025.1530689}, number={1530689}, journal={Frontiers in Psychology}, author={Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline and Loreman, Tim and Sharma, Umesh and Avramidis, Elias and Subban, Pearl and Woodcock, Stuart}, year={2025} }"},"file_date_updated":"2025-06-13T08:23:32Z","quality_controlled":"1","status":"public","has_accepted_license":"1","_id":"60200","volume":16,"ddc":["370"],"user_id":"105186"},{"abstract":[{"text":"Das schulische Wohlbefinden von Schüler*innen kann durch die Gestaltung der Lernumgebung positiv beeinflusst werden. Daher gilt es, entsprechend wirkungsvolle Unterrichtsmerkmale zu identifizieren. Am Beispiel der Laborschule Bielefeld, einer Versuchsschule des Landes Nordrhein-Westfalen wurde der Einfluss der Merkmale Wertschätzung durch die Lehrkräfte, individuelle Unterstützung, stärkenorientierte Diagnostik sowie unterrichtsbezogene Partizipation auf das schulische Wohlbefinden von Schüler*innen aus inklusiven Lerngruppen der Jahrgangsstufen 6 bis 8 untersucht. Die Mehrebenenanalysen zeigen, dass die untersuchten Unterrichtsmerkmale das schulische Wohlbefinden positiv beeinflussen. Der Effekt einzelner Unterrichtsmerkmale verändert sich teilweise über die Jahrgangsstufen.","lang":"ger"}],"publication":"Zeitschrift für Pädagogik","keyword":["Selbsteinschätzung","Wertschätzung","Wohlbefinden","Pädagogische Diagnostik","Schule","Schuljahr 6","Schuljahr 7","Schuljahr 8","Sekundarstufe I","Laborschule","Lehrer","Schüler","Individualisierung","Lerngruppe","Unterrichtsgestaltung","Mitbestimmung","Empirische Untersuchung","Fragebogen","Längsschnittuntersuchung","Mehrebenenanalyse","Inklusion","Einflussfaktor","Unterstützung","Bielefeld","Deutschland"],"type":"journal_article","department":[{"_id":"556"}],"date_created":"2026-08-21T13:51:20Z","date_updated":"2026-08-22T11:46:59Z","publication_status":"published","intvolume":" 71","article_type":"original","title":"Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld","year":"2025","author":[{"last_name":"Marker","first_name":"Rabea","full_name":"Marker, Rabea"},{"full_name":"Kullmann, Harry","last_name":"Kullmann","orcid":"0000-0001-5488-5105","first_name":"Harry","id":"77972"},{"last_name":"Zentarra","first_name":"Dominik","full_name":"Zentarra, Dominik"},{"first_name":"Sabine","last_name":"Geist","full_name":"Geist, Sabine"},{"full_name":"Lütje-Klose, Birgit","first_name":"Birgit","last_name":"Lütje-Klose"}],"publication_identifier":{"issn":["0044-3247"]},"doi":"https://doi.org/10.3262/ZP2504530","language":[{"iso":"ger"}],"quality_controlled":"1","citation":{"ama":"Marker R, Kullmann H, Zentarra D, Geist S, Lütje-Klose B. Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld. Zeitschrift für Pädagogik. 2025;71:530-554. doi:https://doi.org/10.3262/ZP2504530","bibtex":"@article{Marker_Kullmann_Zentarra_Geist_Lütje-Klose_2025, title={Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld}, volume={71}, DOI={https://doi.org/10.3262/ZP2504530}, journal={Zeitschrift für Pädagogik}, author={Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}, year={2025}, pages={530–554} }","mla":"Marker, Rabea, et al. “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld.” Zeitschrift für Pädagogik, vol. 71, 2025, pp. 530–54, doi:https://doi.org/10.3262/ZP2504530.","short":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, B. Lütje-Klose, Zeitschrift für Pädagogik 71 (2025) 530–554.","chicago":"Marker, Rabea, Harry Kullmann, Dominik Zentarra, Sabine Geist, and Birgit Lütje-Klose. “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld.” Zeitschrift für Pädagogik 71 (2025): 530–54. https://doi.org/10.3262/ZP2504530.","apa":"Marker, R., Kullmann, H., Zentarra, D., Geist, S., & Lütje-Klose, B. (2025). Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld. Zeitschrift für Pädagogik, 71, 530–554. https://doi.org/10.3262/ZP2504530","ieee":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, and B. Lütje-Klose, “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld,” Zeitschrift für Pädagogik, vol. 71, pp. 530–554, 2025, doi: https://doi.org/10.3262/ZP2504530."},"status":"public","jel":["I24"],"user_id":"105186","volume":71,"page":"530-554","_id":"66768"},{"date_updated":"2024-01-29T12:53:11Z","publication_status":"submitted","title":"Teachers’ individual and collective efficacy in relation to their attitudes towards inclusion –Analyses from an international study comprising Canada, Germany & Switzerland.","status":"public","year":"2024","conference":{"end_date":"2024-08","location":"University of Cyprus, Nicosia, Cyprus","name":"ECER (European Conference on Educational Research)","start_date":"2024-08"},"author":[{"id":"12978","full_name":"Knickenberg, Margarita","last_name":"Knickenberg","first_name":"Margarita","orcid":"0000-0001-5521-0417"},{"id":"77972","last_name":"Kullmann","first_name":"Harry","full_name":"Kullmann, Harry"},{"last_name":"Wüthrich","first_name":"Sergej","full_name":"Wüthrich, Sergej"},{"full_name":"Sahli Lozano, Caroline","first_name":"Caroline","last_name":"Sahli Lozano"}],"user_id":"12978","_id":"50973","language":[{"iso":"eng"}],"citation":{"apa":"Knickenberg, M., Kullmann, H., Wüthrich, S., & Sahli Lozano, C. (n.d.). Teachers’ individual and collective efficacy in relation to their attitudes towards inclusion –Analyses from an international study comprising Canada, Germany & Switzerland. ECER (European Conference on Educational Research), University of Cyprus, Nicosia, Cyprus.","ieee":"M. Knickenberg, H. Kullmann, S. Wüthrich, and C. Sahli Lozano, “Teachers’ individual and collective efficacy in relation to their attitudes towards inclusion –Analyses from an international study comprising Canada, Germany & Switzerland.,” presented at the ECER (European Conference on Educational Research), University of Cyprus, Nicosia, Cyprus.","short":"M. Knickenberg, H. Kullmann, S. Wüthrich, C. Sahli Lozano, in: n.d.","chicago":"Knickenberg, Margarita, Harry Kullmann, Sergej Wüthrich, and Caroline Sahli Lozano. “Teachers’ Individual and Collective Efficacy in Relation to Their Attitudes towards Inclusion –Analyses from an International Study Comprising Canada, Germany & Switzerland.,” n.d.","mla":"Knickenberg, Margarita, et al. Teachers’ Individual and Collective Efficacy in Relation to Their Attitudes towards Inclusion –Analyses from an International Study Comprising Canada, Germany & Switzerland.","ama":"Knickenberg M, Kullmann H, Wüthrich S, Sahli Lozano C. Teachers’ individual and collective efficacy in relation to their attitudes towards inclusion –Analyses from an international study comprising Canada, Germany & Switzerland.","bibtex":"@inproceedings{Knickenberg_Kullmann_Wüthrich_Sahli Lozano, title={Teachers’ individual and collective efficacy in relation to their attitudes towards inclusion –Analyses from an international study comprising Canada, Germany & Switzerland.}, author={Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline} }"},"type":"conference_abstract","department":[{"_id":"4"},{"_id":"460"}],"date_created":"2024-01-29T12:53:08Z"},{"keyword":["Schulisches Wohlbefinden","Sekundarstufe I","Inklusion","Längsschnittstudie · Laborschule Bielefeld"],"type":"journal_article","department":[{"_id":"556"}],"date_created":"2024-04-04T12:22:42Z","abstract":[{"text":"Das schulische Wohlbefinden ist ein grundlegendes, sozio-emo-\r\ntionales Bedürfnis aller Schüler*innen und daher ein zentraler Qualitätsindikator\r\ninklusiver Schulen. Wenig ist bislang jedoch über die Entwicklung des schulischen\r\nWohlbefindens in inklusiven Klassen der Sekundarstufe I bekannt. Im Rahmen ei-\r\nnes internen Evaluationsprozesses an der Laborschule Bielefeld, der inklusiven Ver-\r\nsuchsschule des Landes Nordrhein-Westfalen, hat ein interdisziplinäres Team im\r\nForschungs- und Entwicklungsprojekt „Wohlbefinden und Inklusion an der Labor-\r\nschule – eine Selbstreflexion“ die Selbsteinschätzungen der Schüler*innen hinsicht-\r\nlich ihres schulischen Wohlbefindens untersucht. Hierzu wurden alle Schüler*innen\r\nder Jahrgangstufen 6 bis 10 zwischen 2013 und 2018 jährlich zu einer Befragung\r\neingeladen. Auf der Grundlage des zugehörigen, mit vielen Messzeitpunkten und\r\nhoher Beteiligungsquote ausgestatteten längsschnittlichen Datensatzes, wurden fürden vorliegenden Beitrag lineare und quadratische Verläufe des schulischen Wohl-\r\nbefindens von Schüler*innen aus inklusiven Lerngruppen der Sekundarstufe I ver-\r\ngleichend analysiert.\r\nUnter Berücksichtigung von insgesamt sechs Komponenten des schulischen\r\nWohlbefindens zeigt sich für zwei Komponenten eine lineare Entwicklung: Die\r\nAffinität zur Stammgruppe (bzw. zur eigenen Klasse) nimmt über die Sekundarstu-\r\nfe I leicht ab, ebenso die wahrgenommenen sozialen Probleme in der Schule. Die\r\nVerläufe der drei Komponenten Einstellungen und Emotionen gegenüber der Schule,\r\nschulischer Selbstwert und Sorgen wegen der Schule werden hingegen signifikant\r\nbesser durch eine quadratische Modellierung abgebildet. Für diese zeigt sich mit\r\nzunehmender Jahrgangsstufe eine weniger ausgeprägte Abnahme (Einstellungen\r\nund Emotionen gegenüber der Schule, Abwesenheit von Sorgen wegen der Schule),\r\nder teilweise eine Zunahme in höheren Jahrgangsstufen folgt (schulischer Selbstwert). Das Ausmaß körperlicher Beschwerden verändert sich nicht signifikant in\r\nAbhängigkeit von der Jahrgangsstufe. Schulpädagogische Implikationen werden im\r\nBeitrag ebenso diskutiert wie die Perspektiven für künftige Forschung.","lang":"ger"}],"publication":"Unterrichtswissenschaft","doi":"10.1007/s42010-024-00199-0","main_file_link":[{"open_access":"1","url":"https://link.springer.com/article/10.1007/s42010-024-00199-0"}],"language":[{"iso":"ger"}],"publication_status":"published","date_updated":"2026-08-21T13:55:40Z","article_type":"original","intvolume":" 52","year":"2024","title":"Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld","author":[{"last_name":"Marker","first_name":"Rabea","full_name":"Marker, Rabea"},{"id":"77972","first_name":"Harry","orcid":"0000-0001-5488-5105","last_name":"Kullmann","full_name":"Kullmann, Harry"},{"last_name":"Zentarra","first_name":"Dominik","full_name":"Zentarra, Dominik"},{"first_name":"Sabine","last_name":"Geist","full_name":"Geist, Sabine"},{"first_name":"Birgit","last_name":"Lütje-Klose","full_name":"Lütje-Klose, Birgit"}],"oa":"1","quality_controlled":"1","citation":{"short":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, B. Lütje-Klose, Unterrichtswissenschaft 52 (2024) 417–446.","chicago":"Marker, Rabea, Harry Kullmann, Dominik Zentarra, Sabine Geist, and Birgit Lütje-Klose. “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld.” Unterrichtswissenschaft 52 (2024): 417–46. https://doi.org/10.1007/s42010-024-00199-0.","apa":"Marker, R., Kullmann, H., Zentarra, D., Geist, S., & Lütje-Klose, B. (2024). Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld. Unterrichtswissenschaft, 52, 417–446. https://doi.org/10.1007/s42010-024-00199-0","ieee":"R. Marker, H. Kullmann, D. Zentarra, S. Geist, and B. Lütje-Klose, “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld,” Unterrichtswissenschaft, vol. 52, pp. 417–446, 2024, doi: 10.1007/s42010-024-00199-0.","ama":"Marker R, Kullmann H, Zentarra D, Geist S, Lütje-Klose B. Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld. Unterrichtswissenschaft. 2024;52:417-446. doi:10.1007/s42010-024-00199-0","bibtex":"@article{Marker_Kullmann_Zentarra_Geist_Lütje-Klose_2024, title={Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld}, volume={52}, DOI={10.1007/s42010-024-00199-0}, journal={Unterrichtswissenschaft}, author={Marker, Rabea and Kullmann, Harry and Zentarra, Dominik and Geist, Sabine and Lütje-Klose, Birgit}, year={2024}, pages={417–446} }","mla":"Marker, Rabea, et al. “Schulisches Wohlbefinden von Schüler*innen der Sekundarstufe I in inklusiven Lerngruppen – Analysen zum Entwicklungsverlauf an der Laborschule Bielefeld.” Unterrichtswissenschaft, vol. 52, 2024, pp. 417–46, doi:10.1007/s42010-024-00199-0."},"user_id":"105186","volume":52,"page":"417-446","_id":"53207","status":"public","jel":["I24"]},{"language":[{"iso":"eng"}],"main_file_link":[{"url":"https://research-repository.griffith.edu.au/server/api/core/bitstreams/6edca5b5-0e7a-4507-918e-1ce84239df4b/content","open_access":"1"}],"doi":"10.5206/eei.v34i1.16803","publication_identifier":{"issn":["1918-5227"]},"author":[{"full_name":"Sahli Lozano, Caroline","first_name":"Caroline","last_name":"Sahli Lozano"},{"last_name":"Wüthrich","first_name":"Sergej","full_name":"Wüthrich, Sergej"},{"id":"77972","first_name":"Harry","orcid":"0000-0001-5488-5105","last_name":"Kullmann","full_name":"Kullmann, Harry"},{"full_name":"Knickenberg, Margarita","first_name":"Margarita","orcid":"0000-0001-5521-0417","last_name":"Knickenberg","id":"12978"},{"full_name":"Sharma, Umesh","first_name":"Umesh","last_name":"Sharma"},{"last_name":"Loreman","first_name":"Tim","full_name":"Loreman, Tim"},{"full_name":"Romano, Alessandra","first_name":"Alessandra","last_name":"Romano"},{"full_name":"Avramidis, Elias","last_name":"Avramidis","first_name":"Elias"},{"full_name":"Woodcock, Stuart","first_name":"Stuart","last_name":"Woodcock"},{"full_name":"Subban, Pearl","first_name":"Pearl","last_name":"Subban"}],"year":"2024","title":"How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany, Greece, Italy, and Switzerland","intvolume":" 34","article_type":"original","date_updated":"2026-08-22T12:11:27Z","publication_status":"published","date_created":"2024-04-25T13:17:00Z","department":[{"_id":"556"}],"type":"journal_article","issue":"1","publication":"Exceptionality Education International","abstract":[{"lang":"eng","text":"Inclusive education is a key goal of modern educational reforms, yet its\r\nimplementation is complex. This study examines the roles of teacher\r\nattitudes and self-efficacy in predicting their intentions to use inclusive\r\npractices across five western countries: Canada, Germany, Greece, Italy,\r\nand Switzerland. The study identified both significant differences and\r\ncommonalities in prediction patterns across these countries. For instance,\r\nbeliefs about inclusion varied in their significance, being the most\r\ninfluential predictor among Italian teachers, while managing challenging behaviour was a key predictor for Swiss teachers only. For the other\r\npredictors, no significant differences were found, and self-efficacy in\r\ncollaboration was the strongest predictor nominally. The study suggests\r\nthat, while aspects such as collaboration seem generally important across\r\ncountries, effective strategies for promoting inclusive education may also\r\nneed to be tailored to each country’s unique context, considering aspects of\r\nhistorical background of inclusive education, teacher training, and support.\r\nIt also emphasizes the need to consider domain-specific aspects of teacher\r\nself-efficacy, as different facets differently affect teachers’ intentions."}],"_id":"53661","page":"17-41","volume":34,"user_id":"105186","jel":["I24"],"status":"public","oa":"1","citation":{"chicago":"Sahli Lozano, Caroline, Sergej Wüthrich, Harry Kullmann, Margarita Knickenberg, Umesh Sharma, Tim Loreman, Alessandra Romano, Elias Avramidis, Stuart Woodcock, and Pearl Subban. “How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany, Greece, Italy, and Switzerland.” Exceptionality Education International 34, no. 1 (2024): 17–41. https://doi.org/10.5206/eei.v34i1.16803.","short":"C. Sahli Lozano, S. Wüthrich, H. Kullmann, M. Knickenberg, U. Sharma, T. Loreman, A. Romano, E. Avramidis, S. Woodcock, P. Subban, Exceptionality Education International 34 (2024) 17–41.","ieee":"C. Sahli Lozano et al., “How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany, Greece, Italy, and Switzerland,” Exceptionality Education International, vol. 34, no. 1, pp. 17–41, 2024, doi: 10.5206/eei.v34i1.16803.","apa":"Sahli Lozano, C., Wüthrich, S., Kullmann, H., Knickenberg, M., Sharma, U., Loreman, T., Romano, A., Avramidis, E., Woodcock, S., & Subban, P. (2024). How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany, Greece, Italy, and Switzerland. Exceptionality Education International, 34(1), 17–41. https://doi.org/10.5206/eei.v34i1.16803","bibtex":"@article{Sahli Lozano_Wüthrich_Kullmann_Knickenberg_Sharma_Loreman_Romano_Avramidis_Woodcock_Subban_2024, title={How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany, Greece, Italy, and Switzerland}, volume={34}, DOI={10.5206/eei.v34i1.16803}, number={1}, journal={Exceptionality Education International}, author={Sahli Lozano, Caroline and Wüthrich, Sergej and Kullmann, Harry and Knickenberg, Margarita and Sharma, Umesh and Loreman, Tim and Romano, Alessandra and Avramidis, Elias and Woodcock, Stuart and Subban, Pearl}, year={2024}, pages={17–41} }","ama":"Sahli Lozano C, Wüthrich S, Kullmann H, et al. How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany, Greece, Italy, and Switzerland. Exceptionality Education International. 2024;34(1):17-41. doi:10.5206/eei.v34i1.16803","mla":"Sahli Lozano, Caroline, et al. “How Do Attitudes and Self-Efficacy Predict Teachers’Intentions to Use Inclusive Practices? A Cross-National Comparison Between Canada, Germany, Greece, Italy, and Switzerland.” Exceptionality Education International, vol. 34, no. 1, 2024, pp. 17–41, doi:10.5206/eei.v34i1.16803."},"quality_controlled":"1"},{"issue":"5","publication":"Teachers and Teaching","abstract":[{"text":"In this paper, a group of nine international scholars reflect on the\r\ncollective responsibilities of stakeholders within inclusive educa-\r\ntional settings. This reflection was prompted by the need to identify\r\nspecific elements which would support intentional, collective\r\nresponsibility to support authentic inclusion for all students. In\r\norder to engender this collectivist mindset, mirroring the metaphor\r\nof the nurturing village, the group conducted a qualitative study\r\nbased on structured and semi-structured dialogue, written reflec-\r\ntions and previously constructed research to inform a framework to\r\nsupport inclusivity more collectively. Results suggest that nurturing\r\nspaces, empathetic relationships, supportive networks and targeted\r\nteaching, all contribute to bona fide inclusion, especially if this\r\nresponsibility is shared and cohesive. Data further revealed that\r\ninclusivity is a values-driven process which flourishes when all\r\nstakeholders subscribe to common values and tenets regarding\r\nsocially just educational provision. The authors inculcate the vil-\r\nlage-mindset, a now popularly received notion, reinforcing the\r\nneed for active and deliberate dialogue focusing on shared respon-\r\nsibilities and vision. In this paper, we intend to reiterate the need for\r\neducational systems which foster more collective, compassionate\r\nand nurturing inclusive practice in educational settings.","lang":"eng"}],"date_created":"2024-04-25T13:09:13Z","keyword":["Inclusive education","inclusive schools","collective responsibility","school community","village mindset"],"type":"journal_article","department":[{"_id":"556"}],"title":"What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion","year":"2024","author":[{"full_name":"Subban, Pearl","first_name":"Pearl","last_name":"Subban"},{"full_name":"Woodcock, Stuart ","first_name":"Stuart ","last_name":"Woodcock"},{"full_name":"Bradford, Brent ","last_name":"Bradford","first_name":"Brent "},{"full_name":"Romano, Allesandra","last_name":"Romano","first_name":"Allesandra"},{"full_name":"Sahli Lozano, Caroline ","last_name":"Sahli Lozano","first_name":"Caroline "},{"full_name":"Kullmann, Harry","last_name":"Kullmann","first_name":"Harry","orcid":"0000-0001-5488-5105","id":"77972"},{"last_name":"Sharma","first_name":"Umesh ","full_name":"Sharma, Umesh "},{"first_name":"Tim ","last_name":"Loreman","full_name":"Loreman, Tim "},{"last_name":"Avramidis","first_name":"Elias","full_name":"Avramidis, Elias"}],"publication_status":"published","date_updated":"2026-08-22T12:17:04Z","article_type":"original","intvolume":" 30","main_file_link":[{"url":"https://www.tandfonline.com/doi/epdf/10.1080/13540602.2024.2338398?needAccess=true","open_access":"1"}],"language":[{"iso":"eng"}],"doi":"10.1080/13540602.2024.2338398","citation":{"mla":"Subban, Pearl, et al. “What Does the Village Need to Raise a Child with Additional Needs? Thoughts on Creating a Framework to Support Collective Inclusion.” Teachers and Teaching, vol. 30, no. 5, 2024, pp. 668–83, doi:10.1080/13540602.2024.2338398.","ama":"Subban P, Woodcock S, Bradford B, et al. What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion. Teachers and Teaching. 2024;30(5):668-683. doi:10.1080/13540602.2024.2338398","bibtex":"@article{Subban_Woodcock_Bradford_Romano_Sahli Lozano_Kullmann_Sharma_Loreman_Avramidis_2024, title={What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion}, volume={30}, DOI={10.1080/13540602.2024.2338398}, number={5}, journal={Teachers and Teaching}, author={Subban, Pearl and Woodcock, Stuart and Bradford, Brent and Romano, Allesandra and Sahli Lozano, Caroline and Kullmann, Harry and Sharma, Umesh and Loreman, Tim and Avramidis, Elias}, year={2024}, pages={668–683} }","apa":"Subban, P., Woodcock, S., Bradford, B., Romano, A., Sahli Lozano, C., Kullmann, H., Sharma, U., Loreman, T., & Avramidis, E. (2024). What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion. Teachers and Teaching, 30(5), 668–683. https://doi.org/10.1080/13540602.2024.2338398","ieee":"P. Subban et al., “What does the village need to raise a child with additional needs? Thoughts on creating a framework to support collective inclusion,” Teachers and Teaching, vol. 30, no. 5, pp. 668–683, 2024, doi: 10.1080/13540602.2024.2338398.","short":"P. Subban, S. Woodcock, B. Bradford, A. Romano, C. Sahli Lozano, H. Kullmann, U. Sharma, T. Loreman, E. Avramidis, Teachers and Teaching 30 (2024) 668–683.","chicago":"Subban, Pearl, Stuart Woodcock, Brent Bradford, Allesandra Romano, Caroline Sahli Lozano, Harry Kullmann, Umesh Sharma, Tim Loreman, and Elias Avramidis. “What Does the Village Need to Raise a Child with Additional Needs? Thoughts on Creating a Framework to Support Collective Inclusion.” Teachers and Teaching 30, no. 5 (2024): 668–83. https://doi.org/10.1080/13540602.2024.2338398."},"quality_controlled":"1","oa":"1","status":"public","jel":["I24"],"page":"668-683","_id":"53660","user_id":"105186","volume":30},{"date_updated":"2026-08-22T12:21:28Z","publication_status":"published","intvolume":" 39","article_type":"original","year":"2024","title":"Measuring collective efficacy for inclusion in a global context","author":[{"full_name":"Sharma , Umesh ","first_name":" Umesh ","last_name":"Sharma "},{"full_name":"Loreman , Tim ","last_name":"Loreman ","first_name":" Tim "},{"full_name":"May , Fiona ","first_name":" Fiona ","last_name":"May "},{"full_name":"Romano , Alessandra ","first_name":" Alessandra ","last_name":"Romano "},{"last_name":"Lozano ","first_name":"Caroline Sahli","full_name":"Lozano , Caroline Sahli"},{"first_name":" Elias ","last_name":"Avramidis ","full_name":"Avramidis , Elias "},{"full_name":"Woodcock , Stuart ","last_name":"Woodcock ","first_name":" Stuart "},{"full_name":"Subban , Pearl ","last_name":"Subban ","first_name":" Pearl "},{"id":"77972","first_name":"Harry","last_name":"Kullmann","orcid":"0000-0001-5488-5105","full_name":"Kullmann, Harry"}],"doi":"10.1080/08856257.2023.2195075","main_file_link":[{"open_access":"1","url":"https://www.tandfonline.com/doi/epdf/10.1080/08856257.2023.2195075?needAccess=true"}],"language":[{"iso":"eng"}],"abstract":[{"text":"Previous research has identified the importance of teacher attitudes and self-efficacy in supporting inclusive education. This study involved a multi-national exploration of a further dimension of\r\ninclusive education, collective efficacy, through the testing of a new tool, the Teacher Efficacy for Inclusive Practice-Collective (TEIP-C) Scale. The study also aimed to investigate whether teacher\r\nattitudes, self-efficacy, collective efficacy and intention to teach in inclusive classrooms differ across countries. Participants included 1,523 teachers from Canada, Greece, Italy and Switzerland. Results\r\nsuggested a two-factor structure for the TEIP-C, Engagement, and Inclusive Pedagogies, with strong internal consistency for the scale. Several differences across countries were identified, with teachers\r\nfrom Italy reporting more positive attitudes towards inclusion and a greater intention to teach in inclusive classrooms. Implications of the study in terms of further strengthening inclusive practice are\r\ndiscussed.","lang":"eng"}],"issue":"2","publication":"European Journal of Special Needs Education","keyword":["Inclusive education","teacher attitudes","teacher self- efficacy","collective efficacy"],"type":"journal_article","department":[{"_id":"556"}],"date_created":"2023-03-28T13:01:09Z","status":"public","jel":["I26"],"user_id":"105186","volume":39,"page":"167–184","_id":"43135","quality_controlled":"1","citation":{"bibtex":"@article{Sharma _Loreman _May _Romano _Lozano _Avramidis _Woodcock _Subban _Kullmann_2024, title={Measuring collective efficacy for inclusion in a global context}, volume={39}, DOI={10.1080/08856257.2023.2195075}, number={2}, journal={European Journal of Special Needs Education}, author={Sharma , Umesh and Loreman , Tim and May , Fiona and Romano , Alessandra and Lozano , Caroline Sahli and Avramidis , Elias and Woodcock , Stuart and Subban , Pearl and Kullmann, Harry}, year={2024}, pages={167–184} }","ama":"Sharma Umesh , Loreman Tim , May Fiona , et al. Measuring collective efficacy for inclusion in a global context. European Journal of Special Needs Education. 2024;39(2):167–184. doi:10.1080/08856257.2023.2195075","mla":"Sharma , Umesh , et al. “Measuring Collective Efficacy for Inclusion in a Global Context.” European Journal of Special Needs Education, vol. 39, no. 2, 2024, pp. 167–184, doi:10.1080/08856257.2023.2195075.","chicago":"Sharma , Umesh , Tim Loreman , Fiona May , Alessandra Romano , Caroline Sahli Lozano , Elias Avramidis , Stuart Woodcock , Pearl Subban , and Harry Kullmann. “Measuring Collective Efficacy for Inclusion in a Global Context.” European Journal of Special Needs Education 39, no. 2 (2024): 167–184. https://doi.org/10.1080/08856257.2023.2195075.","short":"Umesh Sharma , Tim Loreman , Fiona May , Alessandra Romano , C.S. Lozano , Elias Avramidis , Stuart Woodcock , Pearl Subban , H. Kullmann, European Journal of Special Needs Education 39 (2024) 167–184.","ieee":"Umesh Sharma et al., “Measuring collective efficacy for inclusion in a global context,” European Journal of Special Needs Education, vol. 39, no. 2, pp. 167–184, 2024, doi: 10.1080/08856257.2023.2195075.","apa":"Sharma , Umesh , Loreman , Tim , May , Fiona , Romano , Alessandra , Lozano , C. S., Avramidis , Elias , Woodcock , Stuart , Subban , Pearl , & Kullmann, H. (2024). Measuring collective efficacy for inclusion in a global context. European Journal of Special Needs Education, 39(2), 167–184. https://doi.org/10.1080/08856257.2023.2195075"},"oa":"1"},{"language":[{"iso":"eng"}],"_id":"50534","user_id":"12978","status":"public","year":"2023","title":"Teachers‘ collective efficacy with regard to inclusive practices – Characterising a new scale and international results from Canada, Germany, & Switzerland","conference":{"name":"ECER (European Conference on Educational Research). “The value of diversity in education and educational research”","start_date":"2023-08","location":"University of Glasgow, UK","end_date":"2023-08"},"author":[{"full_name":"Knickenberg, Margarita","first_name":"Margarita","last_name":"Knickenberg","id":"12978"},{"id":"77972","last_name":"Kullmann","first_name":"Harry","full_name":"Kullmann, Harry"},{"full_name":"Wüthrich, Sergej","last_name":"Wüthrich","first_name":"Sergej"},{"full_name":"Sahli Lozano, Caroline","first_name":"Caroline","last_name":"Sahli Lozano"},{"full_name":"Loreman, Tim","last_name":"Loreman","first_name":"Tim"},{"first_name":"Umesh","last_name":"Sharma","full_name":"Sharma, Umesh"}],"date_updated":"2024-01-16T09:57:17Z","date_created":"2024-01-16T09:57:14Z","type":"conference","department":[{"_id":"4"},{"_id":"460"}],"citation":{"apa":"Knickenberg, M., Kullmann, H., Wüthrich, S., Sahli Lozano, C., Loreman, T., & Sharma, U. (2023). Teachers‘ collective efficacy with regard to inclusive practices – Characterising a new scale and international results from Canada, Germany, & Switzerland. ECER (European Conference on Educational Research). “The value of diversity in education and educational research,” University of Glasgow, UK.","ieee":"M. Knickenberg, H. Kullmann, S. Wüthrich, C. Sahli Lozano, T. Loreman, and U. Sharma, “Teachers‘ collective efficacy with regard to inclusive practices – Characterising a new scale and international results from Canada, Germany, & Switzerland,” presented at the ECER (European Conference on Educational Research). “The value of diversity in education and educational research,” University of Glasgow, UK, 2023.","chicago":"Knickenberg, Margarita, Harry Kullmann, Sergej Wüthrich, Caroline Sahli Lozano, Tim Loreman, and Umesh Sharma. “Teachers‘ Collective Efficacy with Regard to Inclusive Practices – Characterising a New Scale and International Results from Canada, Germany, & Switzerland,” 2023.","short":"M. Knickenberg, H. Kullmann, S. Wüthrich, C. Sahli Lozano, T. Loreman, U. Sharma, in: 2023.","mla":"Knickenberg, Margarita, et al. Teachers‘ Collective Efficacy with Regard to Inclusive Practices – Characterising a New Scale and International Results from Canada, Germany, & Switzerland. 2023.","ama":"Knickenberg M, Kullmann H, Wüthrich S, Sahli Lozano C, Loreman T, Sharma U. Teachers‘ collective efficacy with regard to inclusive practices – Characterising a new scale and international results from Canada, Germany, & Switzerland. In: ; 2023.","bibtex":"@inproceedings{Knickenberg_Kullmann_Wüthrich_Sahli Lozano_Loreman_Sharma_2023, title={Teachers‘ collective efficacy with regard to inclusive practices – Characterising a new scale and international results from Canada, Germany, & Switzerland}, author={Knickenberg, Margarita and Kullmann, Harry and Wüthrich, Sergej and Sahli Lozano, Caroline and Loreman, Tim and Sharma, Umesh}, year={2023} }"}},{"main_file_link":[{"open_access":"1","url":"https://www.biejournals.de/index.php/sfe_ls/article/view/7194/6410"}],"language":[{"iso":"ger"}],"doi":"10.11576/sfe_ls-7194","year":"2023","title":"Ergebnisse qualitativer Praxisforschung zur inklusiven Schulentwicklung nutzen - Impulse aus dem Projekt Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) für kollegiumsinterne Fortbildung","publication_identifier":{"issn":["2940-0686"]},"author":[{"first_name":"Sabine","last_name":"Geist","full_name":"Geist, Sabine"},{"full_name":"Külker, Anna","last_name":"Külker","first_name":"Anna"},{"first_name":"Marlena","last_name":"Dorniak","full_name":"Dorniak, Marlena"},{"last_name":"Siepmann","first_name":"Christof","full_name":"Siepmann, Christof"},{"full_name":"Uffmann, Gunnar","last_name":"Uffmann","first_name":"Gunnar"},{"full_name":"Zentarra, Dominik","last_name":"Zentarra","first_name":"Dominik"},{"id":"77972","full_name":"Kullmann, Harry","orcid":"0000-0001-5488-5105","last_name":"Kullmann","first_name":"Harry"}],"publication_status":"published","date_updated":"2026-08-16T07:39:32Z","intvolume":" 2","date_created":"2024-08-26T12:58:39Z","type":"journal_article","keyword":["Schul- und Unterrichtsentwicklung","Inklusion","Praxisforschung","Schulinterne Fortbildung"],"publication":"Jahrbuch Laborschulforschung 2023","abstract":[{"text":"Seit 1974, also mit Beginn der Schulgründung, versteht sich die Laborschule als eine „Schule für alle“, als „Gesellschaft im Kleinen“. Ihrem Anspruch entsprechend sollte niemand prinzipiell vom Besuch der Schule ausgeschlossen werden. Eine Orientierung an den Idealen einer inklusiven Schule war damit von Beginn an gegeben (vgl. u.a. Demmer-Dieckmann & Struck, 2001; Begalke, Clever, Demmer-Dieckmann & Siepmann, 2011; Thurn, 2017). Die Laborschule will den Kindern und Jugendlichen Lebens- und Erfahrungsraum und Gesellschaft im Kleinen sein, ein Ort, an dem „Heranwachsende im täglichen Leben die Tugenden mündiger Bürgerinnen und Bürger lernen können“ (Thurn & Tillmann 2011, 10). Zugleich ist die Schule als erste Universitätsschule Deutschlands und Versuchsschule des Landes Nordrhein-Westfalen seit 50 Jahren ein „Laboratorium“ für die Erziehungswissenschaft, und bis heute soll sie, neben einigen anderen Aufgaben, „Probleme im pädagogischen Alltag aufspüren, sich neuen pädagogischen Herausforderungen stellen und [...] vorzeigbare Konzept entwickeln und erproben“ (Thurn & Tillmann 2011, 14). Genau für diese Aufgabe arbeiten Lehrkräfte neben ihrer Lehrtätigkeit zugleich als Forschende an Themen der Praxis. Sie tun dies gemeinsam mit den universitären Mitarbeiter*innen der Wissenschaftlichen Einrichtung Laborschule und ggf. weiteren Wissenschaftler*innen (s.u.) als gleichberechtigte Partner*innen.\r\n\r\nÜber viele Jahre hinweg hat ein multiprofessionelles Team aus schulischen und universitären Kolleg*innen der Schul- und Sonderpädagogik in dem Forschungs- und Entwicklungsprojekt (FEP) „Wohlbefinden und Inklusion an der Laborschule\r\n\r\n(WILS)“ gemeinsam gearbeitet und gewonnene Erkenntnisse publiziert (vgl. Kullmann, Geist & Lütje-Klose, 2015; Külker, Dorniak, Geist, Kullmann, Lutter, Lütje-Klose & Siepmann, 2017; Geist, Kullmann, Lütje-Klose & Siepmann, 2019; Goldan, Kullmann, Zentarra, Geist & Lütje-Klose, 2021 und ganz aktuell Külker et al. sowie Kullmann et al. in diesem Band). Zentrales Anliegen dieses Beitrages ist es, darzustellen, wie im Rahmen dieses Forschungs- und Entwicklungsprojektes Forschungsergebnisse für die Laborschule nutzbar gemacht wurden. Diese dem Anspruch des Lehrer*innenforschermodells folgende Aufgabe stellte sich die Forschungsgruppe in der letzten Phase des Forschungsprojektes explizit. Der Transfer der Forschungsergebnisse in die Schule ist daher das zentrale Thema des vorliegenden Beitrags. Dabei wird vor allem auf die Forschungsergebnisse von Külker et al. (in diesem Band) Bezug genommen. Wir arbeiten zudem heraus, welche Möglichkeiten in einer dicht an schulischen Praxisproblemen befindlichen Schulentwicklungsarbeit liegen. Diese allgemeinen Erkenntnisse zur Schulentwicklungsarbeit lassen sich auch für die Schulentwicklungsarbeit in Regelschulen nutzen.","lang":"ger"}],"page":"135-159","_id":"55774","user_id":"105186","volume":2,"status":"public","jel":["I24"],"oa":"1","citation":{"mla":"Geist, Sabine, et al. “Ergebnisse qualitativer Praxisforschung zur inklusiven Schulentwicklung nutzen - Impulse aus dem Projekt Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) für kollegiumsinterne Fortbildung.” Jahrbuch Laborschulforschung 2023, vol. 2, 2023, pp. 135–59, doi:10.11576/sfe_ls-7194.","ama":"Geist S, Külker A, Dorniak M, et al. Ergebnisse qualitativer Praxisforschung zur inklusiven Schulentwicklung nutzen - Impulse aus dem Projekt Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) für kollegiumsinterne Fortbildung. Jahrbuch Laborschulforschung 2023. 2023;2:135-159. doi:10.11576/sfe_ls-7194","bibtex":"@article{Geist_Külker_Dorniak_Siepmann_Uffmann_Zentarra_Kullmann_2023, title={Ergebnisse qualitativer Praxisforschung zur inklusiven Schulentwicklung nutzen - Impulse aus dem Projekt Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) für kollegiumsinterne Fortbildung}, volume={2}, DOI={10.11576/sfe_ls-7194}, journal={Jahrbuch Laborschulforschung 2023}, author={Geist, Sabine and Külker, Anna and Dorniak, Marlena and Siepmann, Christof and Uffmann, Gunnar and Zentarra, Dominik and Kullmann, Harry}, year={2023}, pages={135–159} }","apa":"Geist, S., Külker, A., Dorniak, M., Siepmann, C., Uffmann, G., Zentarra, D., & Kullmann, H. (2023). Ergebnisse qualitativer Praxisforschung zur inklusiven Schulentwicklung nutzen - Impulse aus dem Projekt Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) für kollegiumsinterne Fortbildung. Jahrbuch Laborschulforschung 2023, 2, 135–159. https://doi.org/10.11576/sfe_ls-7194","ieee":"S. Geist et al., “Ergebnisse qualitativer Praxisforschung zur inklusiven Schulentwicklung nutzen - Impulse aus dem Projekt Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) für kollegiumsinterne Fortbildung,” Jahrbuch Laborschulforschung 2023, vol. 2, pp. 135–159, 2023, doi: 10.11576/sfe_ls-7194.","chicago":"Geist, Sabine, Anna Külker, Marlena Dorniak, Christof Siepmann, Gunnar Uffmann, Dominik Zentarra, and Harry Kullmann. “Ergebnisse qualitativer Praxisforschung zur inklusiven Schulentwicklung nutzen - Impulse aus dem Projekt Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) für kollegiumsinterne Fortbildung.” Jahrbuch Laborschulforschung 2023 2 (2023): 135–59. https://doi.org/10.11576/sfe_ls-7194.","short":"S. Geist, A. Külker, M. Dorniak, C. Siepmann, G. Uffmann, D. Zentarra, H. Kullmann, Jahrbuch Laborschulforschung 2023 2 (2023) 135–159."}},{"publication":"Jahrbuch Laborschulforschung 2023","abstract":[{"text":"Schulisches Wohlbefinden gilt als wesentlicher Qualitätsindikator für schulische Inklusion und Grundbedingung gelingender Lernprozesse bei Kindern und Jugendlichen. Hochbedeutsam sind dabei soziale Integration sowie soziale Unterstützung (vgl. u.a. Haeberlin et al. 1989, Hascher 2004, Hascher et al. 2011, Schwab 2014, Koster et al. 2009, Zurbriggen & Venetz 2016, Kullmann et al. 2015). Im FEP „Wohlbefinden und Inklusion an der Laborschule (WILS)“ wird die Perspektive der Schüler*innen auf für sie bedeutsame Einflüsse auf ihr schulisches Wohlbefinden in einem multimethodischen Forschungsdesign untersucht. Nehmen sich Schüler*innen, die aufgrund benachteiligender Lebenslagen besonders vulnerabel sind, an der Laborschule als sozial integriert wahr und fühlen sie sich in der Schule wohl? Wie erleben sie die Beziehungen mit Peers und (Sonder-)Pädagog*innen und welche schulischen Rahmenbedingungen erleben sie als fördernd bzw. hemmend für ihre Entwicklung? Diesen Fragen wurde innerhalb der qualitativen Teilstudie in leitfadengestützten, offen strukturierten Interviews mit 15 Jugendlichen der Jahrgänge 8 bis 10 entlang ausgewählter Disparitätslinien nachgegangen. Einzelne Jugendliche wurden zusätzlich zu einem späteren Zeitpunkt erneut interviewt und konnten so nicht nur retrospektive Einschätzungen zu ihrer Schulzeit, sondern auch einen Ausblick über ihre Entwicklungen nach der Laborschulzeit geben. Die Ergebnisse zeigen, dass die Schüler*innen, auch jene mit sonderpädagogischen Unterstützungsbedarfen, an der Laborschule in den meisten Fällen eine unterstützende Gemeinschaft erleben, in der sie Zugehörigkeit und Selbstwirksamkeit erfahren, Krisen bewältigen und Anerkennung spüren können, was sowohl auf institutionelle Rahmenbedingungen der Laborschule als auch auf Beziehungen und Haltungen der schulischen Akteur*innen zurückzuführen ist.","lang":"eng"}],"date_created":"2024-08-26T13:00:51Z","keyword":["Praxisforschung","schulisches Wohlbefinden","schulische Inklusion","Partizipation"],"type":"journal_article","title":"Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) - Ausgewählte Ergebnisse der Interviews mit Schüler*innen der Jahrgänge 8 bis 10","year":"2023","author":[{"first_name":"Anna","last_name":"Külker","full_name":"Külker, Anna"},{"last_name":"Guth","first_name":"Theresa","full_name":"Guth, Theresa"},{"full_name":"Geist, Sabine","last_name":"Geist","first_name":"Sabine"},{"last_name":"Lütje-Klose","first_name":"Birgit","full_name":"Lütje-Klose, Birgit"},{"full_name":"Siepmann, Christof","last_name":"Siepmann","first_name":"Christof"},{"last_name":"Dorniak","first_name":"Marlena","full_name":"Dorniak, Marlena"},{"id":"77972","full_name":"Kullmann, Harry","first_name":"Harry","orcid":"0000-0001-5488-5105","last_name":"Kullmann"},{"full_name":"Rüther, Julia","first_name":"Julia","last_name":"Rüther"},{"last_name":"Uffmann","first_name":"Gunnar","full_name":"Uffmann, Gunnar"},{"full_name":"Zentarra, Dominik","last_name":"Zentarra","first_name":"Dominik"}],"publication_identifier":{"issn":["2940-0686"]},"publication_status":"published","date_updated":"2026-08-16T07:41:13Z","article_type":"original","intvolume":" 2","main_file_link":[{"url":"https://www.biejournals.de/index.php/sfe_ls/article/view/7190/6406","open_access":"1"}],"language":[{"iso":"ger"}],"doi":"10.11576/SFE_LS-7190","citation":{"ama":"Külker A, Guth T, Geist S, et al. Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) - Ausgewählte Ergebnisse der Interviews mit Schüler*innen der Jahrgänge 8 bis 10. Jahrbuch Laborschulforschung 2023. 2023;2:58-76. doi:10.11576/SFE_LS-7190","bibtex":"@article{Külker_Guth_Geist_Lütje-Klose_Siepmann_Dorniak_Kullmann_Rüther_Uffmann_Zentarra_2023, title={Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) - Ausgewählte Ergebnisse der Interviews mit Schüler*innen der Jahrgänge 8 bis 10}, volume={2}, DOI={10.11576/SFE_LS-7190}, journal={Jahrbuch Laborschulforschung 2023}, author={Külker, Anna and Guth, Theresa and Geist, Sabine and Lütje-Klose, Birgit and Siepmann, Christof and Dorniak, Marlena and Kullmann, Harry and Rüther, Julia and Uffmann, Gunnar and Zentarra, Dominik}, year={2023}, pages={58–76} }","mla":"Külker, Anna, et al. “Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) - Ausgewählte Ergebnisse der Interviews mit Schüler*innen der Jahrgänge 8 bis 10.” Jahrbuch Laborschulforschung 2023, vol. 2, 2023, pp. 58–76, doi:10.11576/SFE_LS-7190.","short":"A. Külker, T. Guth, S. Geist, B. Lütje-Klose, C. Siepmann, M. Dorniak, H. Kullmann, J. Rüther, G. Uffmann, D. Zentarra, Jahrbuch Laborschulforschung 2023 2 (2023) 58–76.","chicago":"Külker, Anna, Theresa Guth, Sabine Geist, Birgit Lütje-Klose, Christof Siepmann, Marlena Dorniak, Harry Kullmann, Julia Rüther, Gunnar Uffmann, and Dominik Zentarra. “Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) - Ausgewählte Ergebnisse der Interviews mit Schüler*innen der Jahrgänge 8 bis 10.” Jahrbuch Laborschulforschung 2023 2 (2023): 58–76. https://doi.org/10.11576/SFE_LS-7190.","apa":"Külker, A., Guth, T., Geist, S., Lütje-Klose, B., Siepmann, C., Dorniak, M., Kullmann, H., Rüther, J., Uffmann, G., & Zentarra, D. (2023). Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) - Ausgewählte Ergebnisse der Interviews mit Schüler*innen der Jahrgänge 8 bis 10. Jahrbuch Laborschulforschung 2023, 2, 58–76. https://doi.org/10.11576/SFE_LS-7190","ieee":"A. Külker et al., “Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) - Ausgewählte Ergebnisse der Interviews mit Schüler*innen der Jahrgänge 8 bis 10,” Jahrbuch Laborschulforschung 2023, vol. 2, pp. 58–76, 2023, doi: 10.11576/SFE_LS-7190."},"oa":"1","status":"public","jel":["I24"],"page":"58-76","_id":"55775","user_id":"105186","volume":2},{"main_file_link":[{"open_access":"1","url":"https://www.biejournals.de/index.php/sfe_ls/article/view/7191/6444"}],"language":[{"iso":"ger"}],"doi":"10.11576/SFE_LS-7191","title":"Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) - Ausgewählte Ergebnisse der Fragebogenerhebungen 2013 – 2018 in den Jahrgangstufen 6 – 10 ","year":"2023","publication_identifier":{"issn":["2940-0686"]},"author":[{"id":"77972","orcid":"0000-0001-5488-5105","first_name":"Harry","last_name":"Kullmann","full_name":"Kullmann, Harry"},{"first_name":"Dominik","last_name":"Zentarra","full_name":"Zentarra, Dominik"},{"full_name":"Lütje-Klose, Birgit","last_name":"Lütje-Klose","first_name":"Birgit"},{"full_name":"Geist, Sabine","first_name":"Sabine","last_name":"Geist"},{"last_name":"Siepmann","first_name":"Christof","full_name":"Siepmann, Christof"},{"full_name":"Goldan, Janka","first_name":"Janka","last_name":"Goldan"},{"full_name":"Külker, Anna","last_name":"Külker","first_name":"Anna"},{"last_name":"Dorniak","first_name":"Marlena","full_name":"Dorniak, Marlena"}],"publication_status":"published","date_updated":"2026-08-16T07:40:03Z","article_type":"original","intvolume":" 2","date_created":"2024-08-26T13:19:46Z","keyword":["Schulisches Wohlbefinden","Inklusion","Laborschule Bielefeld","Sekundarstufe I","Längsschnittstudie"],"type":"journal_article","publication":"Jahrbuch Laborschulforschung 2023","abstract":[{"lang":"ger","text":"Das schulische Wohlbefinden von Kindern und Jugendlichen ist für deren Entwicklung von großer Bedeutung und daher ein wichtiges Ziel aller pädagogischen Prozesse. Zugleich kann es wichtiger Indikator der einzelschulischen Qualität dienen. In dieser Funktion bietet das schulische Wohlbefinden für die Evaluation inklusiver Schulen mit ihrer heterogenen Schüler*innenschaft den Vorteil, einen Qualitätsaspekt abzubilden, der einerseits für alle Schüler*innen relevant ist und andererseits keine bestimmten fachlichen oder überfachlichen Kompetenzen voraussetzt. Im quantitativen Teil des Forschungs- und Entwicklungsprojekts (FEP) „Wohlbefinden und Inklusion an der Laborschule Bielefeld – eine Selbstreflexion“ (WILS) wurde das schulische Wohlbefinden zwischen 2013 und 2018 anhand eines schriftlich erhobenen, sechs Komponenten umfassenden Modells zur Beantwortung der Frage eingesetzt, inwiefern die Inklusion an dieser Schule gelingt.\r\n\r\n\r\nDer vorliegende Beitrag stellt ausgewählte, zentrale Ergebnisse der jährlichen Befragung aller Schüler*innen der Klassenstufen 6 – 10 vor und bindet ergänzend Bedingungsfaktoren und längsschnittliche Betrachtungen ein. Es zeigt sich aus der Perspektive der FEP-Beteiligten insgesamt ein zufriedenstellend hohes Maß des Wohlbefindens der Schüler*innen. Diesen positiven Befund vorausgesetzt, lassen sich zwischen den Schüler*innengruppen auf der Basis demografischer Merkmale wie sonderpädagogischer Förderbedarf, Geschlecht oder Familiensprache für einzelne Wohlbefindenskomponenten bedeutsame Unterschiede feststellen, die teils zu einzelnen, teils zu mehreren Erhebungszeitpunkten auftreten. So zeigen Schüler*innen mit sonderpädagogischem Förderbedarf im Schnitt etwas geringere Werte beim schulischen Selbstwert oder der Abwesenheit körperlicher Beschwerden. Diese und weitere Befunde werden im Beitrag vorgestellt und diskutiert."}],"page":"77-110","_id":"55777","user_id":"105186","volume":2,"status":"public","jel":["I24"],"oa":"1","citation":{"mla":"Kullmann, Harry, et al. “Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) - Ausgewählte Ergebnisse der Fragebogenerhebungen 2013 – 2018 in den Jahrgangstufen 6 – 10 .” Jahrbuch Laborschulforschung 2023, vol. 2, 2023, pp. 77–110, doi:10.11576/SFE_LS-7191.","ama":"Kullmann H, Zentarra D, Lütje-Klose B, et al. Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) - Ausgewählte Ergebnisse der Fragebogenerhebungen 2013 – 2018 in den Jahrgangstufen 6 – 10 . Jahrbuch Laborschulforschung 2023. 2023;2:77-110. doi:10.11576/SFE_LS-7191","bibtex":"@article{Kullmann_Zentarra_Lütje-Klose_Geist_Siepmann_Goldan_Külker_Dorniak_2023, title={Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) - Ausgewählte Ergebnisse der Fragebogenerhebungen 2013 – 2018 in den Jahrgangstufen 6 – 10 }, volume={2}, DOI={10.11576/SFE_LS-7191}, journal={Jahrbuch Laborschulforschung 2023}, author={Kullmann, Harry and Zentarra, Dominik and Lütje-Klose, Birgit and Geist, Sabine and Siepmann, Christof and Goldan, Janka and Külker, Anna and Dorniak, Marlena}, year={2023}, pages={77–110} }","apa":"Kullmann, H., Zentarra, D., Lütje-Klose, B., Geist, S., Siepmann, C., Goldan, J., Külker, A., & Dorniak, M. (2023). Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) - Ausgewählte Ergebnisse der Fragebogenerhebungen 2013 – 2018 in den Jahrgangstufen 6 – 10 . Jahrbuch Laborschulforschung 2023, 2, 77–110. https://doi.org/10.11576/SFE_LS-7191","ieee":"H. Kullmann et al., “Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) - Ausgewählte Ergebnisse der Fragebogenerhebungen 2013 – 2018 in den Jahrgangstufen 6 – 10 ,” Jahrbuch Laborschulforschung 2023, vol. 2, pp. 77–110, 2023, doi: 10.11576/SFE_LS-7191.","short":"H. Kullmann, D. Zentarra, B. Lütje-Klose, S. Geist, C. Siepmann, J. Goldan, A. Külker, M. Dorniak, Jahrbuch Laborschulforschung 2023 2 (2023) 77–110.","chicago":"Kullmann, Harry, Dominik Zentarra, Birgit Lütje-Klose, Sabine Geist, Christof Siepmann, Janka Goldan, Anna Külker, and Marlena Dorniak. “Wohlbefinden und Inklusion an der Laborschule Bielefeld (WILS) - Ausgewählte Ergebnisse der Fragebogenerhebungen 2013 – 2018 in den Jahrgangstufen 6 – 10 .” Jahrbuch Laborschulforschung 2023 2 (2023): 77–110. https://doi.org/10.11576/SFE_LS-7191."}},{"date_created":"2024-08-26T13:25:00Z","type":"journal_article","keyword":["Transfer","schulisches Wohlbefinden","Praxisforschung","schulinterne Fortbildung","Partizipation","quantitative Forschung"],"publication":"Jahrbuch Laborschulforschung 2023","abstract":[{"lang":"ger","text":"An der Laborschule Bielefeld haben wir im Forschungs- und Entwicklungsprojekt „Wohlbefinden und Inklusion an der Laborschule – Eine Selbstreflexion“ (WILS-FEP) ein Konzept entwickelt und durchgeführt, um die reichhaltigen quantitativen Daten möglichst gewinnbringend an das Kollegium zurückzumelden. Der für uns zentrale Aspekt hierbei war, die Kolleg*innen zur Auswertung der Daten zu befähigen, indem sie die Möglichkeit bekamen, individuelle, auf ihre eigene Praxis bezogene Auswertungen anzufordern und dabei selbst zu bestimmen, welche Auswertungen von welchen Skalen und Items für welche Schüler*innengruppen und in welcher Form für sie und ihre eigene Arbeit von Interesse sein könnten. Dieser Beitrag beschreibt die Durchführung dieses Konzepts im Rahmen mehrerer schulinterner Fortbildungen, stellt die verwendeten Formen der Datenvisualisierung vor und rahmt es methodisch als eine partizipative Form innerschulischen Transfers. Hervorgehoben wird die Bedeutsamkeit eines solchen partizipativen Transfers für die praxisbezogene Verwertbarkeit empirischer Daten im Rahmen von Praxisforschung."}],"main_file_link":[{"url":"https://www.biejournals.de/index.php/sfe_ls/article/view/7195/6411","open_access":"1"}],"language":[{"iso":"ger"}],"doi":"10.11576/SFE_LS-7195","title":"Lehrkräfte als Praxisforschende im Kontext des Transfers quantitativer Forschungsergebnisse Forschungsergebnisse – Partizipation des Kollegiums der Laborschule Bielefeld an der Auswertung von Forschungsdaten zu schulischem Wohlbefinden","year":"2023","publication_identifier":{"issn":["2940-0686"]},"author":[{"last_name":"Zentarra","first_name":"Dominik","full_name":"Zentarra, Dominik"},{"id":"77972","last_name":"Kullmann","orcid":"0000-0001-5488-5105","first_name":"Harry","full_name":"Kullmann, Harry"},{"first_name":"Sabine","last_name":"Geist","full_name":"Geist, Sabine"},{"full_name":"Siepmann, Christof","last_name":"Siepmann","first_name":"Christof"},{"first_name":"Marlena","last_name":"Dorniak","full_name":"Dorniak, Marlena"},{"last_name":"Külker","first_name":"Anna","full_name":"Külker, Anna"},{"last_name":"Lütje-Klose","first_name":"Birgit","full_name":"Lütje-Klose, Birgit"},{"last_name":"Uffmann","first_name":"Gunnar","full_name":"Uffmann, Gunnar"}],"publication_status":"published","date_updated":"2026-08-16T07:42:25Z","intvolume":" 2","oa":"1","citation":{"mla":"Zentarra, Dominik, et al. “Lehrkräfte als Praxisforschende im Kontext des Transfers quantitativer Forschungsergebnisse Forschungsergebnisse – Partizipation des Kollegiums der Laborschule Bielefeld an der Auswertung von Forschungsdaten zu schulischem Wohlbefinden.” Jahrbuch Laborschulforschung 2023, vol. 2, 2023, pp. 77–110, doi:10.11576/SFE_LS-7195.","ama":"Zentarra D, Kullmann H, Geist S, et al. Lehrkräfte als Praxisforschende im Kontext des Transfers quantitativer Forschungsergebnisse Forschungsergebnisse – Partizipation des Kollegiums der Laborschule Bielefeld an der Auswertung von Forschungsdaten zu schulischem Wohlbefinden. Jahrbuch Laborschulforschung 2023. 2023;2:77-110. doi:10.11576/SFE_LS-7195","bibtex":"@article{Zentarra_Kullmann_Geist_Siepmann_Dorniak_Külker_Lütje-Klose_Uffmann_2023, title={Lehrkräfte als Praxisforschende im Kontext des Transfers quantitativer Forschungsergebnisse Forschungsergebnisse – Partizipation des Kollegiums der Laborschule Bielefeld an der Auswertung von Forschungsdaten zu schulischem Wohlbefinden}, volume={2}, DOI={10.11576/SFE_LS-7195}, journal={Jahrbuch Laborschulforschung 2023}, author={Zentarra, Dominik and Kullmann, Harry and Geist, Sabine and Siepmann, Christof and Dorniak, Marlena and Külker, Anna and Lütje-Klose, Birgit and Uffmann, Gunnar}, year={2023}, pages={77–110} }","apa":"Zentarra, D., Kullmann, H., Geist, S., Siepmann, C., Dorniak, M., Külker, A., Lütje-Klose, B., & Uffmann, G. (2023). Lehrkräfte als Praxisforschende im Kontext des Transfers quantitativer Forschungsergebnisse Forschungsergebnisse – Partizipation des Kollegiums der Laborschule Bielefeld an der Auswertung von Forschungsdaten zu schulischem Wohlbefinden. Jahrbuch Laborschulforschung 2023, 2, 77–110. https://doi.org/10.11576/SFE_LS-7195","ieee":"D. Zentarra et al., “Lehrkräfte als Praxisforschende im Kontext des Transfers quantitativer Forschungsergebnisse Forschungsergebnisse – Partizipation des Kollegiums der Laborschule Bielefeld an der Auswertung von Forschungsdaten zu schulischem Wohlbefinden,” Jahrbuch Laborschulforschung 2023, vol. 2, pp. 77–110, 2023, doi: 10.11576/SFE_LS-7195.","short":"D. Zentarra, H. Kullmann, S. Geist, C. Siepmann, M. Dorniak, A. Külker, B. Lütje-Klose, G. Uffmann, Jahrbuch Laborschulforschung 2023 2 (2023) 77–110.","chicago":"Zentarra, Dominik, Harry Kullmann, Sabine Geist, Christof Siepmann, Marlena Dorniak, Anna Külker, Birgit Lütje-Klose, and Gunnar Uffmann. “Lehrkräfte als Praxisforschende im Kontext des Transfers quantitativer Forschungsergebnisse Forschungsergebnisse – Partizipation des Kollegiums der Laborschule Bielefeld an der Auswertung von Forschungsdaten zu schulischem Wohlbefinden.” Jahrbuch Laborschulforschung 2023 2 (2023): 77–110. https://doi.org/10.11576/SFE_LS-7195."},"page":"77-110","_id":"55778","user_id":"105186","volume":2,"status":"public","jel":["I24"]},{"citation":{"bibtex":"@article{Kullmann_Zentarra_Lütje-Klose_Geist_Siepmann_Goldan_Külker_Dorniak_2023, title={Fragebogen für Schüler*innen zum schulischen Wohlbefinden und weiteren Schulqualitätsfaktoren}, volume={2}, DOI={10.11576/SFE_LS-7193}, journal={Jahrbuch Laborschulforschung 2023}, author={Kullmann, Harry and Zentarra, Dominik and Lütje-Klose, Birgit and Geist, Sabine and Siepmann, Christof and Goldan, Janka and Külker, Anna and Dorniak, Marlena}, year={2023}, pages={111–134} }","ama":"Kullmann H, Zentarra D, Lütje-Klose B, et al. Fragebogen für Schüler*innen zum schulischen Wohlbefinden und weiteren Schulqualitätsfaktoren. Jahrbuch Laborschulforschung 2023. 2023;2:111-134. doi:10.11576/SFE_LS-7193","mla":"Kullmann, Harry, et al. “Fragebogen für Schüler*innen zum schulischen Wohlbefinden und weiteren Schulqualitätsfaktoren.” Jahrbuch Laborschulforschung 2023, vol. 2, 2023, pp. 111–34, doi:10.11576/SFE_LS-7193.","chicago":"Kullmann, Harry, Dominik Zentarra, Birgit Lütje-Klose, Sabine Geist, Christof Siepmann, Janka Goldan, Anna Külker, and Marlena Dorniak. “Fragebogen für Schüler*innen zum schulischen Wohlbefinden und weiteren Schulqualitätsfaktoren.” Jahrbuch Laborschulforschung 2023 2 (2023): 111–34. https://doi.org/10.11576/SFE_LS-7193.","short":"H. Kullmann, D. Zentarra, B. Lütje-Klose, S. Geist, C. Siepmann, J. Goldan, A. Külker, M. Dorniak, Jahrbuch Laborschulforschung 2023 2 (2023) 111–134.","ieee":"H. Kullmann et al., “Fragebogen für Schüler*innen zum schulischen Wohlbefinden und weiteren Schulqualitätsfaktoren,” Jahrbuch Laborschulforschung 2023, vol. 2, pp. 111–134, 2023, doi: 10.11576/SFE_LS-7193.","apa":"Kullmann, H., Zentarra, D., Lütje-Klose, B., Geist, S., Siepmann, C., Goldan, J., Külker, A., & Dorniak, M. (2023). Fragebogen für Schüler*innen zum schulischen Wohlbefinden und weiteren Schulqualitätsfaktoren. Jahrbuch Laborschulforschung 2023, 2, 111–134. https://doi.org/10.11576/SFE_LS-7193"},"oa":"1","status":"public","jel":["I24"],"page":"111-134","_id":"55776","user_id":"105186","volume":2,"publication":"Jahrbuch Laborschulforschung 2023","abstract":[{"text":"Im Anschluss an eine konzise Einführung in den Entstehungs- und Nutzungskontext dokumentiert der vorliegende Beitrag den Fragebogen für Schüler*innen aus dem Forschungs- und Entwicklungsprojekt (FEP) „Wohlbefinden und Inklusion an der Laborschule Bielefeld“ (WILS). Dieses multidisziplinär und multimethodisch angelegte Projekt wurde zwischen 2010 und 2018 an der Laborschule Bielefeld – inklusive Versuchsschule des Landes Nordrhein-Westfalen – entwickelt und durchgeführt. In den Jahren 2013–2018 wurden jährlich alle Schüler*innen der Stufen 6–10 längsschnittlich befragt, insgesamt rund 650 Schüler*innen mit bis zu fünf Messzeitpunkten. Zwei zusätzliche Erhebungen erfolgten im Kontext der COVID-19-Pandemie, wobei das Instrument anlassbezogen erweitert wurde (Fortsetzungsprojekt WILS-Co). Anhand der aufgelisteten Quellen ergibt sich die Möglichkeit zur vertieften Auseinandersetzung mit der Entwicklung des Fragebogeninstruments, den inhaltlichen Befunden in Bezug auf Inklusion und schulischem Wohlbefinden an der Laborschule Bielefeld sowie den Impulsen aus dem Projekt in das gesamte Kollegium im Rahmen von schulinternen Fortbildungen.","lang":"ger"}],"date_created":"2024-08-26T13:05:10Z","type":"journal_article","keyword":["Schulisches Wohlbefinden","Inklusion","Laborschule Bielefeld","Sekundarstufe I","Schülerfragebogen","COVID-19"],"year":"2023","title":"Fragebogen für Schüler*innen zum schulischen Wohlbefinden und weiteren Schulqualitätsfaktoren","publication_identifier":{"issn":["2940-0686"]},"author":[{"id":"77972","first_name":"Harry","last_name":"Kullmann","orcid":"0000-0001-5488-5105","full_name":"Kullmann, Harry"},{"full_name":"Zentarra, Dominik","last_name":"Zentarra","first_name":"Dominik"},{"full_name":"Lütje-Klose, Birgit","first_name":"Birgit","last_name":"Lütje-Klose"},{"full_name":"Geist, Sabine","first_name":"Sabine","last_name":"Geist"},{"last_name":"Siepmann","first_name":"Christof","full_name":"Siepmann, Christof"},{"last_name":"Goldan","first_name":"Janka","full_name":"Goldan, Janka"},{"first_name":"Anna","last_name":"Külker","full_name":"Külker, Anna"},{"full_name":"Dorniak, Marlena","first_name":"Marlena","last_name":"Dorniak"}],"date_updated":"2026-08-16T07:24:08Z","publication_status":"published","intvolume":" 2","article_type":"original","main_file_link":[{"url":"https://www.biejournals.de/index.php/sfe_ls/article/view/7193/6409","open_access":"1"}],"language":[{"iso":"ger"}],"doi":"10.11576/SFE_LS-7193"},{"jel":["I24"],"status":"public","edition":"2","_id":"49085","publisher":"Waxmann","page":"388 - 405","editor":[{"full_name":"Rothland, Martin","last_name":"Rothland","first_name":"Martin"}],"user_id":"105186","citation":{"mla":"Kullmann, Harry. “Kollegiale Kooperation im Lehrer:innenberuf. .” Beruf Lehrer:in - Ein Studienbuch , edited by Martin Rothland and utb, 2nd ed., Waxmann, 2023, pp. 388–405.","bibtex":"@inbook{Kullmann_2023, place={Münster}, edition={2}, title={Kollegiale Kooperation im Lehrer:innenberuf. }, booktitle={Beruf Lehrer:in - Ein Studienbuch }, publisher={Waxmann}, author={Kullmann, Harry}, editor={Rothland, Martin and utb}, year={2023}, pages={388–405} }","ama":"Kullmann H. Kollegiale Kooperation im Lehrer:innenberuf. . In: Rothland M, utb, eds. Beruf Lehrer:in - Ein Studienbuch . 2nd ed. Waxmann; 2023:388-405.","ieee":"H. Kullmann, “Kollegiale Kooperation im Lehrer:innenberuf. ,” in Beruf Lehrer:in - Ein Studienbuch , 2nd ed., M. Rothland and utb, Eds. Münster: Waxmann, 2023, pp. 388–405.","apa":"Kullmann, H. (2023). Kollegiale Kooperation im Lehrer:innenberuf. . In M. Rothland & utb (Eds.), Beruf Lehrer:in - Ein Studienbuch (2nd ed., pp. 388–405). Waxmann.","short":"H. Kullmann, in: M. Rothland, utb (Eds.), Beruf Lehrer:in - Ein Studienbuch , 2nd ed., Waxmann, Münster, 2023, pp. 388–405.","chicago":"Kullmann, Harry. “Kollegiale Kooperation im Lehrer:innenberuf. .” In Beruf Lehrer:in - Ein Studienbuch , edited by Martin Rothland and utb, 2nd ed., 388–405. Münster: Waxmann, 2023."},"place":"Münster","oa":"1","publication_identifier":{"isbn":["978-3-8385-8824-6"]},"author":[{"id":"77972","full_name":"Kullmann, Harry","last_name":"Kullmann","first_name":"Harry","orcid":"0000-0001-5488-5105"}],"corporate_editor":["utb"],"year":"2023","title":"Kollegiale Kooperation im Lehrer:innenberuf. ","date_updated":"2026-08-16T07:58:23Z","publication_status":"published","language":[{"iso":"ger"}],"main_file_link":[{"url":"https://www.utb.de/doi/pdf/10.36198/9783838588216-1-7","open_access":"1"}],"publication":"Beruf Lehrer:in - Ein Studienbuch ","date_created":"2023-11-21T08:52:43Z","type":"book_chapter"}]