Time: Thursday, 29/Aug/2024: 9:30 - 11:00 Session Chair: Josephine Laukner |
Location: Room 113 in ΧΩΔ 02 (Common Teaching Facilities [CTF02]) [Floor 1] Cap: 60 |
Paper
Discriminatory Attitudes and Propensity for Inclusive Teaching: the Role of Teacher Training
1Free University of Bozen, Italy; 2University of Turin, Italy
Presenting Author:In the field of inclusive education teachers’ attitudes constitute a central focus of research, in particular those of pre-service teachers (Schwab, 2018; Amor et al., 2019; Van Steen & Wilson, 2020). These studies generally focus on disability-related issues, such as teachers’ opinions, beliefs or even fears, as well as their propension to adopt certain types of differentiation strategies or to collaborate with colleagues to support students with special educational needs.
Research on discriminatory attitudes is fragmented around the three big "isms" (racism, sexism, and classism) (Gimez, 2001; Collins, 2019), while ableism, which entails all phenomena targeting (dis)ability, is still a neglected subject. With reference to discriminatory attitudes among teachers, studies are even rarer, especially those investigating possible implications of implicit attitudes and behaviors. Nevertheless, according to some studies teachers would daily act biased micro-interactions, such as differentiating communication, eye contact, tone of voice, and assessment procedures according to the individual characteristics of the pupils (e.g. skin color, height, weight, manifestation of behavioral problems, etc.) (e.g., Turetsky et al., 2021; Costa, Langher & Pirchio, 2021; Nutter et al., 2019), affecting negatively pupils’ learning and self-esteem, while favoring pupils' belonging to the majority group (e.g. Pin-Ten Cate & Glock, 2019).
On the other hand, according to international literature in the field, teachers’ attitudes towards inclusion might be modified through training (Lautenbach & Heyder, 2019) and interaction with or experience of pupils with disabilities (Guillemot, Lacroix & Nocus, 2022; de Boer, Pijl & Minnaert, 2020; Avramidis & Norwich, 2022).
These findings highlight the importance of teacher training, both pre-service and in-service.
On this background, our research had three main objectives:
- To investigate the prevalence of discriminatory attitudes among teachers (ableism, classism, racism, and sexism).
- To analyze the interconnection between the four discriminatory attitudes.
- To investigate how ableist attitudes influence the propensity to adopt differentiation strategies in order to meet the needs of pupils with disability and other special educational needs.
For this reason, we developed and administered a questionnaire entailing validated scales on discriminatory attitudes (racism, sexism, classism and racism) and scales regarding teachers’ attitudes towards inclusive teaching (e.g. Ewing et al., 2017). The survey consisted of 23 questions, including items on socio-demographic such as gender, age, and educational background (i.e. teaching experience, participation in specific training courses related to inclusion, disabilities and special educational needs).
Methodology, Methods, Research Instruments or Sources Used
The study was conducted in April 2022 and involved a sample of teachers, belonging to school institutions of the Trentino-Alto Adige region. The schools were selected using a purposive sampling method based on three criteria: adequate representation of the school institutions in the region (with an equal number of comprehensive and secondary schools chosen), representation of each type of secondary school (academic, technical, and vocational), and equal weight to both Autonomous Provinces of Trento and Bolzano. Following the recruitment process, a total of 422 teachers participated in the survey from 7 schools in the region, including 4 comprehensive schools and 3 secondary schools.
In conducting the correlation analysis, regression-derived factor scores were directly utilized to compute Pearson's linear correlation coefficients. For descriptive analysis, these scores were categorized into three levels based on standard deviation deviations from the mean: below -0.5 as Low Attitude, between -0.5 and +0.5 as Average Attitude, and above +0.5. To examine hypotheses related to the impact of targeted training on students with special educational needs and their influence on the propensity for inclusive teaching, both direct and mediated through ableist orientation, hierarchical linear regression and mediation models were employed. Jamovi and R were used for these analyses.
At the end of the data analysis, a comprehensive report and 7 personalized ones, one for each participating school institution, were produced and forwarded to the principals and/or contact persons. The documents contained the overall results of the survey, referring to the entire region, as well as those relating to their own institution. Information were removed or anonymized assigning neutral denominations to the seven institutions involved (e.g. 'School 1'). The last section of the report was dedicated to suggestions for teacher training, justified on the basis of the institution's results. For example, in some schools the proportion of teachers declaring racist attitudes was higher, in others, the central theme appeared to be sexism.
This report were aimed at informing schools about teachers’ training needs, as well as at creating a link between research and practice.
Conclusions, Expected Outcomes or Findings
The results of our study confirmed the hypotheses initially formulated:
1. Inclusive teaching practices are predominantly influenced by targeted inclusion training, rather than variables like age, gender, or teaching experience.
2. Ableism, sexism, racism, and classism exhibit statistically significant interrelationships.
3. Ableism negatively predicts inclusiveness levels.
Our results highlight the relevance of the topic of ableism in teacher training. However, further studies on representative samples are required. Moreover, there is a need to investigate the effects of biased teachers’ attitudes on pupils' school experience, in particular, on learning, motivation and self-perception.
The results in relation to training reinforce the conviction that it is necessary to invest in the sector, both in initial and in-service training. The combined results regarding teacher training and previous experiences with people with disabilities, suggest, on the one hand, the importance of guaranteeing greater visibility to people with disabilities in every sphere of life (at school, at work, in the media, in leisure time, etc.), and on the other hand, the need to facilitate contact between people with and without disabilities, including in teacher training, by attracting more students with disabilities and more trainers or university lecturers with disabilities. Another avenue may be to create field activities and opportunities to meet people with disabilities in teacher training.
The limitations of the study include the impossibility of comparing data on attitudes with what actually happens in classrooms, in terms of teaching choices, interaction and assessment methods. Teachers' statements on inclusion, in fact, are not necessarily a mirror of what is being realised, both due to social desirability (Lüke & Grosche, 2018) and to the fact that teachers may not be fully aware of their behaviors.
References
Amor, A.M., Hagiwara, M., Shogren, K.A., Thompson, J.R., Verdugo, M.A., Burke, K.M. and Aguayo, V. (2019), «International Perspectives and Trends in Research on Inclusive Education: A Systematic Review», International Journal of Inclusive Education, 23(12), 1277-1295.
Avramidis, E. and Norwich, B. (2002), «Teachers‘ attitudes towards integration / inclusion: a review of the literature. European Journal of Special Needs Education», 17(2), 129-147.
Collins P. (2019). Intersectionality as a critical social theory. Duke University Press.
Costa, S., Langher, V. and Pirchio, S. (2021), «Teachers’ implicit attitudes toward ethnic minority students: a systematic review», Frontiers in psychology. Doi: 10.3389/fpsyg.2021.712356
Crenshaw, K. (1989), «Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics», University of Chicago Legal Forum, 139(1), article 8.
De Boer, A., Pijl, S.J. and Minnaert, A. (2011), «Regular primary schoolteachers attitudes towards inclusive education: a review of the literature», International Journal of Inclusive Education. 15(3), 331-353.
Ewing, D.L., Monsen, J.J. and Kielblock, S. (2017), «Teachers’ attitudes towards inclusive education: a critical review of published questionnaires», Educational Psychology in Practice.
Gimenez, M.E. (2001), «Marxism, and class, gender, and race: rethinking the trilogy», Race, Gender & Class, 8(2), 23-33.
Guillemot, F., Lacroix, F. and Nocus, I. (2022), «Teachers’ attitude towards inclusive education from 2000 to 2020: an extended meta-analysis», International Journal of Educational Research Open, 3, 100175.
Lautenbach, F. and Heyder, A. (2019), «Changing attitudes to inclusion in preservice teacher education: a systematic review», Educational Research, 61(2), 231-253.
Lüke, T., and Grosche, M. (2018), «What do I think about inclusive education? It depends on who is asking. Experimental evidence for a social desirability bias in attitudes towards inclusion», International Journal of Inclusive Education, 22(1), 38-53.
Nutter, S., Ireland, A., Alberga, A.S., Brun, I., Lefebvre, D., Hayden, K.A. and Russell-Mayhew, S. (2019), «Weight bias in educational settings: a systematic review», Current obesity reports, 8, 185-200.
Pin-ten Cate, I.M., & Glock, S. (2019), «Teachers’ implicit attitudes toward students from different social groups: a meta-analysis», Frontiers in Psychology, 10, article 2832.
Schwab, S. (2018), Attitudes towards inclusive schooling: a study on students’, teachers’ and parents’ attitudes, Münster, Waxmann.
Turetsky, K.M., Sinclair, S., Starck, J.G. and Shelton, N. (2021), «Beyond students: how teacher psychology shapes educational inequality», Trends in cognitive sciences, 25(8), 697-709. https://doi.org/10.1016/j.tics.2021.04.006
Van Steen, T. and Wilson, C. (2020), «Individual and cultural factors in teachers’ attitudes towards inclusion: a meta-analysis», Teaching and Teacher Education, 95, 1-13.
Paper
Initial Teacher Education for Inclusion in Chile. Experiences and Tensions in School Practicum
1University of Santiago of Chile, Chile; 2University of Glasgow, United Kingdom; 3Metropolitan University of Educational Sciences, Chile
Presenting Author:This study presents an ongoing research on initial teacher education for inclusive education in Chile, aiming to stimulate discussion about teacher education for inclusion in a highly standardised educational system driven by market forces. Previous research has shown that the Chilean system struggles to implement inclusive policies (Lopez et al., 2018) and that teachers' roles are limited by prescriptive mechanisms (Assaél et al., 2018). The results of this research are expected to contribute to the international debates about the challenges of teacher education in this topic in different contexts.
Inclusive education has become a crucial international project in recent decades (Ainscow et al., 2019). Due to its complexity, inclusive education requires collaboration among various educational stakeholders. Teachers are considered key actors in this process, and initial teacher education plays a central role (Li & Ruppar, 2021). However, despite the integration of inclusion into teacher education programs, literature shows that teachers still feel unprepared (Florian & Camedda, 2020).
International research on teacher education for inclusion points out various challenges to address. First, it has mainly focused on developing positive attitudes, knowledge and skills towards inclusion (Tristani & Basset-Gunter, 2020), and the comprehension of the contextual factors which influence teacher education is still needed (Pugash et al., 2020). Second, other authors underline the relevance of the knowledge needed for an inclusive pedagogy (Florian & Camedda, 2021), particularly in student teachers’ practicum at schools (Sharma, 2018). In that regard, a broad approach to studying teacher education for inclusion is critical.
The study conceptualises inclusive education from a social justice perspective (Waitoller, 2020), emphasising teacher education's role in understanding and addressing social injustice, reflecting on the school context and their teaching practice, and promoting transformative agency (Pantić & Florian, 2015). Additionally, the study considers student teachers' school experiences as part of subjectivity formation and production, where teachers redefine their identity through interaction with others (Larrosa, 2004). Hence, this research focuses on exploring the complexity of the experiences of inclusion and exclusion during the practicum that tension initial teacher education programs.
Accordingly, this paper will be guided by the following question: how do student teachers' experiences in practicum at schools affect their stance on inclusive education? Thus, the study seeks to characterize primary student teachers’ practicum experiences related to inclusion and exclusion and analyse their stance on inclusive education.
Methodology, Methods, Research Instruments or Sources Used
The study adopts a narrative approach to reconstruct, resignify, and crystallise the meanings that student teachers give to their experiences (Aguirre & Porta, 2019). This approach emphasises the construction of experiences and knowledge, considering the life course that shapes and makes meaning to them. Also, the experiences that are understood in social and institutional frameworks move these further in their subjective dimension (Delory-Momberger, 2020).
The research explored the case of an initial teacher education program in Chile, where each student teacher was treated as an analysis unit integrating the case. Particularly, this paper shows one case where seven student teachers of primary school in their sixth semester were invited to participate. All the student teachers had a minimum of three semesters of practical experience in diverse school settings by the time of the research.
Data was generated through four sessions of narrative and art-based techniques. Initially, student teachers constructed individual collages, describing their understanding of inclusive education. Subsequently, they wrote narratives recounting practicum experiences about inclusion and exclusion in school settings. The third phase involved narrative interviews with student teachers grounded in their previously shared stories. Lastly, a collaborative effort culminated in a collective collage, reflecting their common understanding of inclusion derived from shared practicum experiences.
Data analysis was conducted holistically, focusing on the content in the narrative productions (Bolívar et al., 2001). Metaphors were used in data analysis to facilitate a nuanced understanding of the individual units and the case. Each student teacher was symbolically represented as a tree, and their practicum experiences were articulated across three layers: the leaves elucidating encounters within school settings, the branches denoting emotional responses to these encounters, and the trunk portraying the crystallisation of practicum experiences into a professional stance on inclusion. Moreover, the teacher education program was metaphorically conceptualised as a forest, comprising a collective of trees interconnected through their roots. Case study as a methodology enables the identification of shared experiences and inherent tensions in the interplay among the student teachers, the school context and the university teacher education program.
Conclusions, Expected Outcomes or Findings
The findings reveal a recurrent association between student teachers' practicum experiences and interactions with excluded school students. Student teachers perceive these encounters as "real" contrasted with the "ideal" inclusive discourse learned in their university program. Such experiences impose a notable emotional burden, marked by feelings of surprise, frustration, and a compelling desire for transformative change.
These practicum experiences mobilise affects, knowledge and perspectives. Namely, some tensions include:
- The struggle to construct a professional identity often oscillates between identifying themselves as students or future teachers, complicating their ability to fully embody the role of agents for inclusion in schools.
- The perpetuation of inclusion as an adjustment provided by specialised support exclusively for particular students with difficulties simultaneously coexists with the ideals of inclusion for all.
- The personal experiences that pose student teachers or their family members as excluded people and define their current stance on inclusion as teachers. Also, student teachers describe a shortage of opportunities within the teacher education program to reframe and reinterpret these experiences.
It is relevant to emphasise that student teachers' encounters with exclusion or inclusion during practicum do not automatically manifest in adopting inclusive teaching practices. This phenomenon is intricately connected to the constraints on the student teachers’ autonomy in schools and the lack of embodied inclusive practicum experiences.
Finally, this work discusses the relevance of understanding the process through which student teachers construct knowledge for inclusion in the course of initial teacher education. It is imperative to comprehend how student teachers navigate diverse contexts within universities and schools, gaining insights, constructing knowledge and identifying themselves as teachers engaged with inclusion within the complexity of local, national and international conditions.
References
- Aguirre, J., & Porta, L. (2019). La formación docente con rostro humano. Tensiones y desafíos polifónicos desde una perspectiva biográfico-narrativa. Espacios en blanco. Serie indagaciones, 29(1), 1-10.
- Ainscow, M., Slee, R., & Best, M. (2019). Editorial: the Salamanca Statement: 25 years on. International Journal of Inclusive Education, 23(7-8), 671-676. https://doi.org/10.1080/13603116.2019.1622800
- Assaél, J., Albornoz, N., & Caro, M. (2018). Estandarización educativa en Chile: tensiones y consecuencias para el trabajo docente. Educação Unisinos, 22(1), 83-90.
- Bolívar, A., Domingo, J. & Fernández, M. (2001). Investigación biográfico-narrativa en educación. Enfoque y metodología. La Muralla.
- Delory-Momberger, Ch. (2020). Aprendizaje biográfico y formación. Márgenes, Revista de Educación de la Universidad de Málaga, 1(3), 6-15. https://doi.org/10.24310/mgnmar.v1i3.9770
- Florian, L., & Camedda, D. (2020). Enhancing teacher education for inclusion. European Journal of Teacher Education, 43(1), 4-8. https://doi.org/10.1080/02619768.2020.1707579
- Larrosa, J. (2020). Experiencia y alteridad en educación. In C. Skliar & J. Larrosa (Eds.). Experiencia y alteridad en educación (pp. 13-44). Homo Sapiens Ediciones
- Li, L., & Ruppar, A. (2021). Conceptualizing teacher agency for inclusive education: A systematic and international review. Teacher Education and Special Education, 44(1), 42–59. https://doi.org/10.1177/0888406420926976
- López, V., González, P., Manghi, D., Ascorra, P., & Oyanedel, J.C. (2018). Políticas de inclusión educativa en Chile: tres nudos críticos. Archivos Analíticos de Políticas Educativas, 26(157), 1-24. http://dx.doi.org/10.14507/epaa.26.3088
- Pantić, N. & Florian, L. (2015). Developing teachers as agents of inclusion and social justice, Education Inquiry, 6(3), https://doi.org/10.3402/edui.v6.27311
- Pugach, M. C., Blanton, L. P., Mickelson, A. M., & Boveda, M. (2020). Curriculum theory: The missing perspective in teacher education for inclusion. Teacher Education and Special Education, 43(1), 85–103. https://doi.org/10.1177/0888406419883665
- Sharma, U. (2018). Preparing to teach in inclusive classrooms. In Oxford Research Encyclopedia of Education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.113
- Tristani, L., & Bassett-Gunter, R. (2020). Making the grade: teacher training for inclusive education: A systematic review. Journal of Research in Special Educational Needs, 20(3), 246–264. https://doi.org/10.1111/1471-3802.12483
- Waitoller, F. R. (2020). Why are we not more inclusive? An analysis of neoliberal inclusionism. In C. Boyle., S. Mavropoulou., J. Anderson, & A. Page (Eds.), Inclusive Education: Global Issues & Controversies (89-107). Sense Publishers.
Paper
Attitudes Toward School Inclusion - A Longitudinal Study with Teachers
Technical University of Braunschweig, Germany
Presenting Author:In the project "Inclusion - Thinking and Designing: Interactions between Inclusion-Related Attitudes and Pedagogical Actions of Primary School Teachers on Inclusion in a Social Context" (University of Hildesheim, funded by the Volkswagen Foundation), attitudes related to inclusion, experiences associated with inclusive schools, and changes in attitudes of teachers, parents, and children are being studied on a longitudinal basis. The project is based on a broad understanding of inclusion that encompasses all dimensions of heterogeneity and that every school should be an inclusive school. Following Hinz (2019), an inclusive school is one that adapts to the needs of the students and is thus thought of more broadly than inclusion. Thus, every school, whether with children with impairments or not, should be an inclusive school.
The ratification of the UNCRPD and the resulting new school laws in Germany have further broadened the scope of diversity in schools, bringing with it considerable didactic and educational challenges as well as far-reaching consequences for organizational and individual processes at all levels in the education sector: the education system, the school and the classroom (Fend 2008). The educational system level is challenged to create a structural framework for inclusive schooling that enables all children to attend a general education school. Changes at the school level result in the establishment of new patterns of interaction, especially between colleagues, parents and children. Finally, teaching must also be rethought: New forms of teaching and methods must be applied. In this way, diversity can become the norm. Teachers take on new roles in the classroom. In an inclusive classroom, they now see themselves as learning facilitators. This, in turn, can also bring about individual and socioemotional changes.
Teachers are thus of central importance in the inclusion process (Arndt & Werning 2018; Hattie & Zierer 2016). They are one of the most important - if not the most important - actors with whom inclusion stands and falls.
In addition to resources and pedagogical as well as didactical changes, teachers' attitudes are thus particularly relevant. Their attitudes (based on the expectation-value model according to Ajzen 1996) shape pedagogical action, which in turn is influenced by experience and can lead to changes in attitude. Thus, it can be assumed that attitudes (and their change) can be considered an important prerequisite, if not a condition for success, for the realization of school inclusion.
Previous studies indicate a fundamentally positive attitude of teachers towards teaching all children together (Werning, Mackowiak, Rothe & Müller). Furthermore, correlations between the attitude and the type of school as well as previous experiences can be identified (cf. Kullmann et al. 2014). However, a positive attitude is not synonymous with readiness for inclusive teaching. Furthermore, there is a research desideratum in the area of systematic longitudinal studies (Greve & Hauenschild 2017; Kullmann et al. 2014).
Results from the qualitative project part of the teachers are presented. 57 problem-centered interviews with elementary school teachers, special education teachers, and students were analyzed longitudinally using qualitative content analysis (Kuckartz 2018). The results indicate that teachers are characterized by different types of attitudes, which differ in manifold demands and expectations in the pedagogical context, cooperations as well as motivations. Longitudinal analysis also suggests that attitudes can change through teachers' experiences.
If attitudes can be changed through experience, it can be assumed that this has an influence on the pedagogical actions of teachers. The importance and role of teachers in the inclusion process is thus once again emphasized, opening up further research questions in the context of inclusion and the respective actors involved.
This Paper was accepted last year, but could not be presented.
Methodology, Methods, Research Instruments or Sources Used
The study is designed as a qualitative longitudinal study with two measurement points (2016 and 2018) to investigate and compare the attitudes of 35 teachers and students from Lower Saxony to school inclusion and their attitude changes. The participants were recruited from a previous questionnaire survey and the requested voluntary participation for a qualitative stu-dy, in order to be able to record their attitudes and their individual experiences more decisi-vely.. With the results of the problem-centered interview (Witzel 2000, p. o. A.), information is to be collected and analyzed, correlated and compared in order to be able to elaborate the possible relevance of attitudes and attitude changes towards school inclusion. To make this possible, the interviews will be analyzed using qualitative content analysis (Kuckartz 2018; Mayring 2015; Witzel, 1996). For the evaluation and category formation, the content-structuring qualitative content analy-sis based on Kuckartz (ibid.) was used. By means of a deductive-inductive procedure, a sys-tem of categories was developed, whereby an approach to the material that was as open-ended as possible could be realized without hastily identifying corresponding text passages through hypotheses.
The analysis steps for both sub-studies were designed similarly. For the cross-section, the first step was a category-based evaluation of all main categories. In a second step, the subca-tegories within a main category were analyzed using code and document maps by Maxqda. Furthermore, case representations were created for all subjects. This was followed by a diffe-rentiated analysis of the groups of respondents (elementary school teachers, special educati-on teachers, and students). This is followed by the formation of types, which made it possible to capture complex social realities and contexts of meaning. The types are characterized by internal homogeneity and external heterogeneity. Based on similarities in selected charac-teristic expressions, types were grouped together, which enabled polytethic type formation. Teachers' attitudes are used as a common feature space.
The evaluation for the longitudinal section followed the same logic. After the transcription of the interviews, a category-based evaluation of the main categories along the existing cate-gory system and the expansion of the case representations took place. With the focus on the attitude changes, a renewed type formation as well as an analysis of the attitude changes takes place.
Conclusions, Expected Outcomes or Findings
Four types of attitudes emerge from the analysis of the interviews with 34 teachers and student teachers: Teachers with a positive attitude toward inclusion, characterized by a positive attitude change and belong to the type the Deciders. In addition, there are the relativizers with an ambivalent attitude. They support the idea of inclusive schools, but at the same time express reservations. The skeptics, who can be described by a negative attitude and inner resistance. And the group of students who are characterized to some extent by an ambivalent attitude, but mostly formulate value-neutral thoughts.
Correlations can be identified: Teachers with a positive attitude toward inclusion place their pedagogical focus on the students. They increasingly social goals and social competencies. The relativists mostly pursue subject-specific goals, while the skeptics are characterized by adherence to discipline and rules. Correlations between attitudes and cooperation can be identified. Interest in and willingness to engage in continuing education and training decreases as attitudes become more skeptical. All teachers speak of private experiences with people with impairments.
The longitudinal evaluation enabled a renewed identification of attitude types. It makes clear that attitudes towards inclusion has changed positively for individual teachers or they feel more convinced of inclusion. Some teachers show no attitudeschanges. Most respondents are characterized by a negative change in attitude. In summary, differences in teachers' experiences and changes in attitudes emerge. Commitment, willingness to change and teamwork in the context of the school, favor and, under certain circumstances, positively change attitudes toward school inclusion. A few negative experiences coupled with little change and willingness to change can cause negative changes in attitudes.
Inclusive schools must therefore be understood as a joint task. Individual experiences must be taken seriously and should be reflected upon as constructively as possible in order to evoke appropriate changes.
References
Ajzen, Icek (1996): The direct influence of attitudes on behavior. In: Gollwitzer, Peter M./Bargh, John A. (Eds.): The psychology of action. Linking cognition and motivation to behavior. New York: Guilford, pp. 385-403.
Arndt, Ann-Kathrin; Werning, Rolf (2018): Quality criteria, conditions, and development processes of inclusive schools from the perspective of teachers, school administrators, and parents at Jakob Muth Award-winning schools. Results of the qualitative study "Gute in-klusive Schule". In: Laux, Silke; Adelt, Eva (eds.): Inclusive school culture: Miteinander. Live. Shaping. Foundations and examples of successful practice. Münster; New York: Waxmann, pp. 15-33.
Behrensen, Birgit/Kiso, Carolin/Solzbacher, Claudia (2014): On the Way to Inclusion - A Secondary Analysis on Positions of Elementary School Teachers. In: Schulpädagogik heu-te, Jg. 5, H. 10, S. 1-12.
Fend, Helmut (2008): School design. System control, school development, and teaching qua-lity. Wiesbaden: VS Verlag.
Greve, Werner; Hauenschild, Katrin (2017): Attitudes towards inclusion in school - a key to the success of a profound reform. In: Discourse Childhood and Adolescence Research. Journal of Childhood and Adolescence Research, no. 12 (3), pp. 313-328.
Hattie, John A. C./Zierer, Klaus (2016): Know your impact! 'Visible Learning' for classroom practice. Baltmannsweiler: Schneider.
Hinz, Andreas (2019): Inclusion - from ignorance to unknowability!? - Critical remarks on a decade of discourse on school inclusion in Germany. In: Journal of Inclusion, No. 1 [https://www.inklusion-online.net/index.php/inklusion-online/article/view/26; 05.07.2019].
Kuckartz, Udo (2018): Qualitative content analysis. Methods, practice, computer support. Weinheim; Basel: Beltz, 4th ed.
Kullmann, Harry/Lütje-Klose, Birgit/Textor, Annette/ Berard, Jutta/Schitow, Katharina (2014): Inclusive teaching - (Also) a question of attitude! An interview study on attitudes and readiness of teachers and school administrators towards inclusion. In: Schulpädagogik heute, Jg. 5 H. 10., S. 1-14.
Trautmann, Matthias/Wischer, Beate (2011): Heterogeneity in schools. A critical introduc-tion. Wiesbaden: VS Verlag für Sozialwissenschaften.
Trumpa, Silke (2014): Professional biographical challenges of taking over joint teaching in elementary school - Findings from two individual case analyses. In: Schulpädagogik heu-te, Jg. 5, H. 10., pp. 1-17.
Werning, Rolf; Mackowiak, Katja; Rothe, Antje; Müller, Carina (2017): Inklusive Grund-schule - Eine empirische Analyse von Gelingensbedingungen und Herausforderungen. In: Empirische Pädagogik, Jg. 31, H. 3, S. 323-339.