References of "Krischler, Mireille 50008827"
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See detailTeacher expectations and emotions concerning students with special needs or immigrant background
Pit-Ten Cate, Ineke UL; Krischler, Mireille UL

Scientific Conference (2021, August 23)

Teachers are faced with increasingly heterogenous student groups, whereby the successful inclusion of all students largely depend on teachers´ competence and attitudes. Attitudes are understood as a ... [more ▼]

Teachers are faced with increasingly heterogenous student groups, whereby the successful inclusion of all students largely depend on teachers´ competence and attitudes. Attitudes are understood as a multifaceted construct with cognitive, affective and conative components. In the current study we investigated to what extent teachers´ expectations concerning students´ academic performance - reflecting the cognitive component of attitudes - varied as a function of specific student characteristics (special educational needs and immigrant background). In addition, we assessed teachers´ emotions - reflecting the affective component of attitudes - concerning the inclusion of these students in mainstream education. Result confirmed previous findings that teachers´ expectations and emotions vary as a function of student characteristics. Teachers had lower expectations of the academic performance of students with learning difficulties than students with challenging behaviour, whereby the estimates of German proficiency were also affected by the immigrant background of the student. Teachers felt however less positive about the inclusion of students with challenging behaviour than of students with learning difficulties, regardless of the immigrant background of the student. Results will be discussed in relation to theory and their practical implications. [less ▲]

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See detailA research-practice cooperation to support elementary school teachers’ diagnostic competencies based on a working theory of talent development in STEM
Krischler, Mireille UL; Mack, Elena; Gnas, Jessica et al

in Gifted and Talented International (2021)

We present a teacher professionalization project for promoting elementary school teachers’ diagnostic competencies in recognizing their students’ potential in STEM subjects. Teacher professionalization is ... [more ▼]

We present a teacher professionalization project for promoting elementary school teachers’ diagnostic competencies in recognizing their students’ potential in STEM subjects. Teacher professionalization is fostered through the teachers’ personal involvement in the development of subjectspecific diagnostic materials as well as through continuing training on the fundamental knowledge needed to detect and support gifted students. On the basis of the Talent Development in Achievement Domains (TAD) framework, we reached a common working theory of talent and its development in mathematics and science for elementary school-aged students based on the available scientific evidence and approved by teachers. We share a multidimensional, dynamic view of talent development that includes abilities, personality traits, and skills. We describe how our working theory and diagnostic materials can foster teachers’ diagnostic competencies as well as talent discovery and promotion in order to foster students’ development of creative productivity in STEM fields. [less ▲]

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See detailPromoting Elementary-School Teachers’ Diagnostic Skills to Recognize their Students’ Academic Potential
Krischler, Mireille UL; Breit, Moritz; Preckel, Franzis

Poster (2020, April)

We present a five-year project aimed at improving teachers’ skills to detect mathematical and scientific talent in elementary school students. Within the project, teachers from 23 German schools and ... [more ▼]

We present a five-year project aimed at improving teachers’ skills to detect mathematical and scientific talent in elementary school students. Within the project, teachers from 23 German schools and researchers cooperate to extend teachers’ diagnostic competencies, substantiate their practices scientifically, and to learn from each other’s experiences in the detection and promotion of STEM talent (i.e. networked improvement community). The project is theoretically based on domain- specific talent development models for mathematics and natural science. In the course of the project, teachers interact with e-learning modules, participate in training sessions, attend workshops that bridge scientific theory and educational practice, and regularly evaluate these components of the project. We present the conceptualization of the project as well as first results. [less ▲]

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See detailStereotypen hinsichtlich Schüler*innen mit sonderpädagogischem Förderbedarf: Lehrerüberzeugen, -erwartungen und –gefühle
Pit-Ten Cate, Ineke UL; Krischler, Mireille UL

in Glock, Sabine; Kleen, Hannah (Eds.) Stereotype in der Schule (2020)

Dieses Kapitel geht der Frage nach, ob Lehrer*innenüberzeugungen und -erwartungen je nach sonderpädagogischem Förderbedarf variieren. Außerdem wurde deren Einfluss sowohl auf die Gefühle bei ... [more ▼]

Dieses Kapitel geht der Frage nach, ob Lehrer*innenüberzeugungen und -erwartungen je nach sonderpädagogischem Förderbedarf variieren. Außerdem wurde deren Einfluss sowohl auf die Gefühle bei Auseinandersetzung mit der Inklusion von unterschiedlichen Schüler*innen als auch auf die persönliche Bereitschaft, Inklusion umzusetzen, untersucht. Die Studien basieren einerseits auf dem Kontinuum-Modell der Eindrucksbildung und betrachten andererseits das Stereotype-Content-Modell, nach dem Wärme und Kompetenz über 80 % der Unterschiedlichkeit in der Personenwahrnehmung erklären. Die Ergebnisse zeigten, dass Überzeugungen und Erwartungen von der Art des Förderbedarfs beeinflusst werden. Positivere Überzeugungen bezüglich der Schüler*innenmerkmale (Wärme und Kompetenz) und höhere Leistungserwartungen waren hierbei mit positiveren Gefühlen und einer stärker ausgeprägten persönlichen Bereitschaft, die Schüler*innen mit sonderpädagogischem Förderbedarf zu inkludieren, verbunden. Abschließend werden die daraus resultierenden Konsequenzen für die Lehreraus- und weiterbildung abgeleitet und diskutiert. [less ▲]

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See detailDiagnostische Kompetenz von Lehrpersonen in der Grundschule
Mack, Elena; Breit, Moritz; Gnas, Jessica et al

Poster (2020, February)

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See detailTalententwicklung in Mathematik und Naturwissenschaft in der Grundschule
Breit, Moritz; Mack, Elena; Gnas, Jessica et al

Poster (2020, February)

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See detailDie Einstellungen von Lehrpersonen gegenüber Schüler*innen ethnischer Minoritäten und Schüler*innen mit sonderpädagogischem Förderbedarf: Ein Forschungsüberblick
Glock, Sabine; Kleen, Hannah; Krischler, Mireille UL et al

in Glock, Sabine; Kleen, Hannah (Eds.) Stereotype in der Schule (2020)

In diesem Artikel wird ein Forschungsüberblick über Einstellungen sowohl gegenüber Schüler*innen ethnischer Minoritäten als auch gegenüber Schüler*innen mit sonderpädagogischem Förderbedarf sowie ... [more ▼]

In diesem Artikel wird ein Forschungsüberblick über Einstellungen sowohl gegenüber Schüler*innen ethnischer Minoritäten als auch gegenüber Schüler*innen mit sonderpädagogischem Förderbedarf sowie gegenüber Inklusion gegeben. Lehrkrafteinstellungen gelten als wichtiger Faktor einerseits bezüglich einer erfolgreichen Inklusion von Schüler*innen mit sonderpädagogischem Förderbedarf, andererseits aber auch, wenn es um ethnische Ungleichheiten geht. Aus diesem Grund sind gerade Schüler*innen ethnischer Minoritäten interessant, da diese häufig als sogenannte „Bildungsverlierer“ gelten. Der Überblick geht dabei sowohl auf implizite als auch auf explizite Einstellungen von Lehrkräften und Lehramtsstudierenden ein und führt die Relevanz moderierender Variablen, wie die Berufserfahrung oder den Kontakt, auf. Darüber hinaus wird auf die Relation zwischen Einstellungen und Verhalten eingegangen. Es zeigt sich, dass für Schüler*innen ethnischer Minoritäten sowie für Schüler*innen mit sonderpädagogischem Förderbedarf die impliziten Einstellungen negativ und die expliziten positiv sind. Darüber hinaus zeigt sich, dass die Einstellungen nicht stabil sind, sondern je nach zusätzlicher moderierender Variable variieren. Insbesondere bei den Einstellungen gegenüber Schüler*innen ethnischer Minoritäten lässt sich ein Zusammenhang zwischen Einstellungen und Verhalten von Lehrkräften finden. Die bisherige Forschung wird hinsichtlich möglicher zukünftiger Forschung und praktischer Implikationen diskutiert. [less ▲]

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See detailKonzeption des LemaS-Projekts im Rahmen der Bund-Länder-Initiative
Preckel, Franzis; Breit, Moritz; Mack, Elena et al

in Weigand, Gabriele; Fischer, Christian; Käpnick, Friedhelm (Eds.) et al Leistung macht Schule: Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler (2020)

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See detailInclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs
Krischler, Mireille UL; Pit-Ten Cate, Ineke UL

in International Journal of Inclusive Education (2020), 24

The aim of the current study was to investigate attitudes of Luxemburgish adults toward students with special educational needs (SEN) and their inclusion into mainstream schools. Positive attitudes can ... [more ▼]

The aim of the current study was to investigate attitudes of Luxemburgish adults toward students with special educational needs (SEN) and their inclusion into mainstream schools. Positive attitudes can facilitate inclusion, furthering the acceptance of students with SEN. Implicit and explicit attitudes may have differential impact on behaviour toward students with SEN, however, to date, there is little research combining explicit and implicit attitudes measurement tools. Participants (N = 161) completed an evaluative priming task, the Attitudes Toward Inclusive Education in the Population questionnaire as well as the German version of the Attitudes toward Inclusive Education Scale. Results show that participants expressed positive attitudes toward inclusive education in general. Participantś implicit attitudes toward students with differing types of SEN varied, with neutral attitudes toward students with learning difficulties and negative attitudes toward students with challenging behaviour. In addition, participantś explicit attitudes toward the inclusion of students with learning difficulties or challenging behaviour in mainstream classrooms were negative. In sum, although people may support the general idea of inclusion, when asked about their attitudes toward students with specific types of SEN, and the inclusion of these students in mainstream schools, participantś attitudes were rather negative. The implications of these findings for the inclusion and acceptance of students with SEN in education and society are discussed. [less ▲]

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See detailLUPE – Leistung unterstützen, Potenziale entdecken. Ein Projekt zur materialgestützten Förderung diagnostischer Fähigkeiten von Grundschullehrpersonen im Mathematik- und Sachunterricht
Krischler, Mireille UL; Breit, Moritz; Mack, Elena et al

in Weigand, Gabriele; Fischer, Christian; Käpnick, Friedhelm (Eds.) et al Leistung macht Schule: Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler (2020)

Zur Unterstützung der Entwicklung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler setzt das LemaS-Teilprojekt 20 LUPE bei den diagnostischen Kompetenzen der ... [more ▼]

Zur Unterstützung der Entwicklung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler setzt das LemaS-Teilprojekt 20 LUPE bei den diagnostischen Kompetenzen der Lehrpersonen an. Basis hierfür ist ein Talententwicklungsmodell mit spezifischem Bezug zur Leistungsentwicklung in den MINT-Fächern (Mathematik und Sachunterricht – Bereich Natur & Technik) während der Grundschulzeit. Dieses Modell wird im LUPE-Projekt entwickelt, indem die Perspektiven von Wissenschaft und Praxis nutzbringend zusammengebracht und integriert werden. Aufbauend auf dem Talententwicklungsmodell werden fachspezifische Materialen entwickelt, in der Praxis erprobt und formativ evaluiert. Diese Materialien sollen Grundschullehrpersonen in den MINT-Fächern dabei unterstützen, aktiv und strukturiert Leistungspotenziale bei ihren Schülerinnen und Schülern zu suchen und zu finden – Strategien der psychologischen Diagnostik ergänzen die pädagogische Diagnostik im Schulalltag. Die Materialien, die von den Lehrpersonen im Unterricht flexibel eingesetzt werden können, kombinieren unterschiedliche Ansätze wie Verhaltensbeobachtungsmethoden, Interviews und diagnostisches Aufgabenmaterial. Es ist zu erwarten, dass das LUPE-Projekt die diagnostischen Fähigkeiten von Grundschullehrpersonen zur Erkennung (potenziell) leistungsstarker Schülerinnen und Schüler erhöht: Ihre Beobachtungsfähigkeit wird geschult und ihre Aufmerksamkeit auf alle Schülerinnen und Schüler gelenkt – und damit auch auf potenziell besonders leistungsfähige Schülerinnen und Schüler, die ansonsten eher unterschätzt oder übersehen werden. Zudem wird der Unterricht um Situationen angereichert, in denen Potenzial gezeigt und erkannt werden kann. [less ▲]

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See detailA Cooperative Approach to Modeling Talent Development in STEM Fields in Elementary School
Breit, Moritz; Krischler, Mireille UL; Preckel, Franzis

Scientific Conference (2020)

We present two domain-specific talent development models for mathematics and natural science in elementary school. The models were formulated based on the joined expertise of giftedness researchers and ... [more ▼]

We present two domain-specific talent development models for mathematics and natural science in elementary school. The models were formulated based on the joined expertise of giftedness researchers and teachers. An extensive search of the scientific literature, as well as several teacher workshops in the context of a nation-wide German teacher training program were conducted. The results show that teachers and scientists share a multidimensional, dynamic view on talent development. The cognitive abilities, personality traits and psychosocial skills related to talent development in mathematics and science are presented. The resulting models can be used as a starting point for the construction of diagnostic material, the training of diagnostic abilities in teachers, and for the promotion of gifted children. [less ▲]

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See detailNeed for Cognition across school tracks: The importance of learning environments
Colling, Joanne UL; Wollschläger, Rachel UL; Keller, Ulrich UL et al

Scientific Conference (2019, November 06)

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See detailImplicit attitudes and stereotypes concerning male and female ethnic minority students
Pit-Ten Cate, Ineke UL; Krischler, Mireille UL

Scientific Conference (2019, September 10)

Stereotypes and attitudes influence behavior and hence contribute to the integration of students from different backgrounds. Stereotypes reflect beliefs about the members of social groups (Fiske & Taylor ... [more ▼]

Stereotypes and attitudes influence behavior and hence contribute to the integration of students from different backgrounds. Stereotypes reflect beliefs about the members of social groups (Fiske & Taylor, 1991) and are associated with expectations, which in turn effect perception and judgments (Ferguson, 2003). Person perceptions- and judgments are however also affected by evaluations of objects (Sanbonmatsu & Fazio, 1990). Based on people´s stereotypical beliefs and associated thoughts and feelings, specific behavioral intentions develop and hence both may be pivotal for the level of acceptance or rejection of others. Research shows that stigmatization based on ethnicity can provide a barrier in terms of both social integration (MENJE, 2015) and educational equity (Gabel, et al., 2009). The current study aimed to assess young peoples´ implicit attitudes and stereotypes concerning male and female students from different ethnic backgrounds (German vs. Turkish). Implicit attitudes were measured using an implicit association task (IAT; Greenwald, et al., 2003). First names were used as a proxy for the ethnic background of the student. Participants (N=98) were randomly divided in two groups, completing either an IAT-boys version or an IAT-girls version. Stereotypes, in terms of students´ academic engagement were assessed using a questionnaire (Hachfeld, et al., 2012). Mean IAT-D scores for boys and girls did not differ, t(89)=1.05, p=.30. The IAT-D score for the whole sample (M=0.33, SD=1.28) was significantly different from zero, t(90)=2.46, p=.02, d=0.26, reflecting more negative implicit attitudes toward students with Turkish roots. Participants did not express differential stereotypical beliefs regarding the students´ academic engagement based on students´ ethnic background (i.e., subscale scores were significantly lower than the mean of the scale, t(88)=6.00, p<.001, d=0.64). No correlation was found between implicit attitudes and stereotypical beliefs (r=.12, n.s.). People´s implicit attitudes in favor of students from ethnic majorities may result in differential social interactions with students from different backgrounds (less acceptance of students with ethnic minority backgrounds). The dissociation between implicit attitudes and explicit stereotypical beliefs may reflect the social sensitivity of the relationship between students´ background and educational opportunities. [less ▲]

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See detailInklusion an Schulen in Luxemburg - ein Forschungsprojekt
Pit-Ten Cate, Ineke UL; Krischler, Mireille UL

Article for general public (2019)

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See detailPre- and in-service teachers´ attitudes toward students with learning difficulties and challenging behavior.
Krischler, Mireille UL; Pit-Ten Cate, Ineke UL

in Frontiers in Psychology (2019), 10(327), 1-10

The implementation of inclusive policies is largely dependent on teachers´ willingness to accommodate students with special educational needs (SEN) in mainstream classrooms, which is affected by their ... [more ▼]

The implementation of inclusive policies is largely dependent on teachers´ willingness to accommodate students with special educational needs (SEN) in mainstream classrooms, which is affected by their perceived competence and attitudes. This study investigated attitudes of pre- and in-service teachers toward students with two types of SEN: challenging behavior and learning difficulties. The three components of attitude (affective, cognitive, and behavioral) were assessed using indirect and direct measures. Results revealed that teachers held negative implicit attitudes toward challenging behavior and learning difficulties, however implicit attitudes did not vary as a function of the type of SEN. Ratings of the stereotypical dimensions warmth and competence and overall ratings of scholastic achievement were affected by professional status and type of SEN. Professional status, implicit attitudes and stereotypical knowledge together explained 52 and 43% of the variance in teachers´ ratings of academic proficiency for students with challenging behavior and learning difficulties, respectively. Results are interpreted within the theoretical framework and implications for teacher training are discussed. [less ▲]

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See detailWhat is meant by inclusion: On the effects of different definitions on attitudes toward inclusion.
Krischler, Mireille UL; Powell, Justin J W UL; Pit-Ten Cate, Ineke UL

in European Journal of Special Needs Education (2019), 34(5), 632-648

Aiming to further our knowledge about what is meant by inclusion, we examined how various conceptualisations relate to people’s attitudes about inclusive education. We assign the varying characterisations ... [more ▼]

Aiming to further our knowledge about what is meant by inclusion, we examined how various conceptualisations relate to people’s attitudes about inclusive education. We assign the varying characterisations of inclusion of specific groups with differing involvement in the education system in Luxembourg, applying the influential systematisation of definitions of inclusion by Göransson and Nilholm (2014). Results of study 1 showed that members of the general population, pre-service and in-service teachers perceive inclusive education in importantly different ways. Although results showed relatively positive attitudes toward inclusive education for the whole sample, attitudes varied by group and in relation to the differential categorisation of definitions. As teachers’ attitudes and the extent to which they feel prepared to implement inclusive practice are crucial for the success of inclusive education, the latter aspect is further investigated in study 2. Results showed that teachers with more in-depth understanding of inclusive education reported more positive attitudes and felt better prepared to implement inclusive practices. Implications for education systems and society are discussed. [less ▲]

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See detailL’éducation inclusive du point de vue du personnel de l’enseignement fondamental luxembourgeois
Pit-Ten Cate, Ineke UL; Krischler, Mireille UL

in Lenz, Thomas; Baumann, Isabell; Küpper, Achim (Eds.) Rapport Ntional sur l´Éducation au Luxembourg 2018 (2018)

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See detailInklusive Bildung aus der Sicht luxemburgischer Grundschullehrerinnen und -lehrer
Pit-Ten Cate, Ineke UL; Krischler, Mireille UL

in Lenz, Thomas; Baumann, Isabell; Küpper, Achim (Eds.) Nationaler Bildungsbericht Luxemburg 2018 (2018)

Detailed reference viewed: 105 (4 UL)