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Profil

KRISCHLER Mireille

University of Luxembourg > Faculty of Humanities, Education and Social Sciences (FHSE) > Department of Social Sciences (DSOC) > Education and Society

Main Referenced Co-authors
PIT-TEN CATE, Ineke  (33)
Preckel, Franzis (10)
KROLAK-SCHWERDT, Sabine  (9)
Breit, Moritz (8)
Mack, Elena (6)
Main Referenced Keywords
attitudes (15); inclusion (12); special educational needs (11); stereotypes (7); teachers (7);
Main Referenced Disciplines
Education & instruction (36)
Theoretical & cognitive psychology (4)
Social, industrial & organizational psychology (3)
Social & behavioral sciences, psychology: Multidisciplinary, general & others (2)
Public health, health care sciences & services (1)

Publications (total 46)

The most downloaded
1221 downloads
Pit-Ten Cate, I., & Krischler, M. (2021). Influence des modules de formation initiale et continue sur les compétences perçues et l’attitude des enseignant(e)s vis-à-vis de l’éducation inclusive. In LUCET & SCRIPT (Eds.), Rapport national sur l’éducation au Luxembourg 2021 (pp. 80-81). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-fr-11 https://hdl.handle.net/10993/48933

The most cited

51 citations (Scopus®)

Krischler, M., Powell, J. J. W., & Pit-Ten Cate, I. (February 2019). What is meant by inclusion: On the effects of different definitions on attitudes toward inclusion. European Journal of Special Needs Education, 34 (5), 632-648. doi:10.1080/08856257.2019.1580837 https://hdl.handle.net/10993/38658

Pit-Ten Cate, I., & Krischler, M. (2021). Influence des modules de formation initiale et continue sur les compétences perçues et l’attitude des enseignant(e)s vis-à-vis de l’éducation inclusive. In LUCET & SCRIPT (Eds.), Rapport national sur l’éducation au Luxembourg 2021 (pp. 80-81). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-fr-11
Peer reviewed

Pit-Ten Cate, I., Powell, J. J. W., & Krischler, M. (2021). Inklusion in Luxemburg: Definitionen, Ansichten und Bereitschaft zur inklusiven Bildung. In LUCET & SCRIPT (Eds.), Nationaler Bildungsbericht Luxemburg 2021 (pp. 75-79). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-de-10
Peer reviewed

Pit-Ten Cate, I., Powell, J. J. W., & Krischler, M. (2021). L’inclusion au Luxembourg : définitions, opinions et disposition à la mise en œuvre de pratiques éducatives inclusives. In LUCET & SCRIPT (Eds.), Rapport National sur l´Éducation au Luxembourg 2021 (pp. 75-79). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-fr-10
Peer reviewed

Pit-Ten Cate, I., & Krischler, M. (23 August 2021). Teacher expectations and emotions concerning students with special needs or immigrant background [Paper presentation]. EARLI online 2021.

Krischler, M., Mack, E., Gnas, J., Breit, M., Matthes, J., & Preckel, F. (2021). A research-practice cooperation to support elementary school teachers’ diagnostic competencies based on a working theory of talent development in STEM. Gifted and Talented International. doi:10.1080/15332276.2021.1961329
Peer Reviewed verified by ORBi

Mack, E., Breit, M., Krischler, M., Gnas, J., & Preckel, F. (August 2021). Talent development in natural science in elementary school: A juxtaposition of research and practice. Teaching and Teacher Education, 104. doi:10.1016/j.tate.2021.103366
Peer reviewed

Krischler, M., Zurbriggen, C., Nusser, L., & Schmitt, M. (August 2021). Inequalities in teacher reports on students’ inclusion at school [Paper presentation]. ECER Conference, Geneva, Switzerland.

Pit-Ten Cate, I., & Krischler, M. (2021). Der Einfluss von Aus- und Weiterbildungsmodulen auf die wahrgenommene Kompetenz und Einstellung von Lehrkräften zur Inklusive Bildung. In LUCET & SCRIPT (Eds.), Nationaler Bildungsbericht Luxemburg 2021 (pp. 52-53). Esch-sur-Alzette, Luxembourg: University of Luxembourg. doi:10.48746/bb2021lu-de-11
Peer reviewed

Krischler, M., Breit, M., & Preckel, F. (April 2020). Promoting Elementary-School Teachers’ Diagnostic Skills to Recognize their Students’ Academic Potential [Poster presentation]. Annual Meeting of the American Educational Research Association, San Francisco, United States.

Pit-Ten Cate, I., & Krischler, M. (March 2020). Stereotype Erwartungen hinsichtlich Schüler*innen mit sonderpädagogischem Förderbedarf oder Migrationshintergrund: Leistungseinschätzung und Lehrergefühle [Paper presentation]. 8. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Potsdam, Germany.

Colling, J., Wollschläger, R., Keller, U., Krischler, M., Preckel, F., & Fischbach, A. (March 2020). Need for Cognition and Academic Achievement: The Importance of Learning Environments [Paper presentation]. 8. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF2020), Potsdam, Germany.

Glock, S., Kleen, H., Krischler, M., & Pit-Ten Cate, I. (2020). Die Einstellungen von Lehrpersonen gegenüber Schüler*innen ethnischer Minoritäten und Schüler*innen mit sonderpädagogischem Förderbedarf: Ein Forschungsüberblick. In S. Glock & H. Kleen, Stereotype in der Schule (pp. 225-279). Wiesbaden, Germany: Springer. doi:10.1007/978-3-658-27275-3_8
Peer reviewed

Pit-Ten Cate, I., & Krischler, M. (2020). Stereotypen hinsichtlich Schüler*innen mit sonderpädagogischem Förderbedarf: Lehrerüberzeugen, -erwartungen und –gefühle. In S. Glock & H. Kleen, Stereotype in der Schule (pp. 191-224). Wiesbaden, Germany: Springer. doi:10.1007/978-3-658-27275-3_7
Peer reviewed

Mack, E., Breit, M., Gnas, J., Krischler, M., Jurczok, A., Kalinowski, E., Kager, K., Vock, M., & Preckel, F. (February 2020). Diagnostische Kompetenz von Lehrpersonen in der Grundschule [Poster presentation]. Treffen des Forschungsverbunds "Leistung macht Schule (LemaS)", Berlin, Germany.

Breit, M., Mack, E., Gnas, J., Krischler, M., & Preckel, F. (February 2020). Talententwicklung in Mathematik und Naturwissenschaft in der Grundschule [Poster presentation]. Treffen des Forschungsverbunds "Leistung macht Schule (LemaS)", Berlin, Germany.

Krischler, M., Breit, M., Mack, E., & Preckel, F. (2020). LUPE – Leistung unterstützen, Potenziale entdecken. Ein Projekt zur materialgestützten Förderung diagnostischer Fähigkeiten von Grundschullehrpersonen im Mathematik- und Sachunterricht. In G. Weigand, C. Fischer, F. Käpnick, C. Perleth, F. Preckel, M. Vock, ... H.-W. Wollersheim (Eds.), Leistung macht Schule: Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler. Germany: Beltz.

Breit, M., Krischler, M., & Preckel, F. (2020). A Cooperative Approach to Modeling Talent Development in STEM Fields in Elementary School [Paper presentation]. Annual Meeting of the American Educational Research Association, San Francisco, United States.

Preckel, F., Breit, M., Mack, E., & Krischler, M. (2020). Konzeption des LemaS-Projekts im Rahmen der Bund-Länder-Initiative. In G. Weigand, C. Fischer, F. Käpnick, C. Perleth, F. Preckel, M. Vock, ... H.-W. Wollersheim, Leistung macht Schule: Förderung leistungsstarker und potenziell besonders leistungsfähiger Schülerinnen und Schüler. Germany: Beltz.

Krischler, M., & Pit-Ten Cate, I. (2020). Inclusive education in Luxembourg: implicit and explicit attitudes toward inclusion and students with special educational needs. International Journal of Inclusive Education, 24, 597-615. doi:10.1080/13603116.2018.1474954
Peer Reviewed verified by ORBi

Colling, J., Wollschläger, R., Keller, U., Krischler, M., Preckel, F., & Fischbach, A. (06 November 2019). Need for Cognition across school tracks: The importance of learning environments [Paper presentation]. 1st Emerging Researchers' Conference of the Luxembourg Education Research Association (LuxERA), Esch-sur-Alzette, Luxembourg.

Pit-Ten Cate, I., & Krischler, M. (10 September 2019). Implicit attitudes and stereotypes concerning male and female ethnic minority students [Paper presentation]. PaEpsy 2019, Leipzig, Germany.

Pit-Ten Cate, I., & Krischler, M. (2019). Inklusion an Schulen in Luxemburg - ein Forschungsprojekt. Bulletin Info-Handicap, (7), p. 6-7.

Krischler, M., & Pit-Ten Cate, I. (25 February 2019). Pre- and in-service teachers´ attitudes toward students with learning difficulties and challenging behavior. Frontiers in Psychology, 10 (327), 1-10. doi:10.3389/fpsyg.2019.00327
Peer Reviewed verified by ORBi

Krischler, M., Powell, J. J. W., & Pit-Ten Cate, I. (February 2019). What is meant by inclusion: On the effects of different definitions on attitudes toward inclusion. European Journal of Special Needs Education, 34 (5), 632-648. doi:10.1080/08856257.2019.1580837
Peer Reviewed verified by ORBi

Pit-Ten Cate, I., & Krischler, M. (2018). Inklusive Bildung aus der Sicht luxemburgischer Grundschullehrerinnen und -lehrer. In LUCET & SCRIPT (Eds.), Nationaler Bildungsbericht Luxemburg 2018 (pp. 201-209). Esch-sur-Alzette, Luxembourg: University of Luxembourg (LUCET) and SCRIPT.

Pit-Ten Cate, I., & Krischler, M. (2018). L’éducation inclusive du point de vue du personnel de l’enseignement fondamental luxembourgeois. In LUCET & SCRIPT (Eds.), Rapport National sur l´Éducation au Luxembourg 2018 (pp. 201-2019). Esch-sur-Alzette, Luxembourg: University of Luxembourg (LUCET) and SCRIPT.

Pit-Ten Cate, I., & Krischler, M. (09 November 2018). Teachers´attitudes toward the inclusion of students with special educational needs in Luxembourg: Associations with training and perceived competence [Paper presentation]. Inaugural LuxERA Conference 2018, Esch-sur-Alzette, Luxembourg.

Krischler, M. (2018). Attitudes toward students with special educational needs and inclusive education: Studies in the Luxembourgish general and educational context [Doctoral thesis, Unilu - University of Luxembourg]. ORBilu-University of Luxembourg. https://orbilu.uni.lu/handle/10993/41048

Pit-Ten Cate, I., & Krischler, M. (17 September 2018). Teachers´ attitudes towards inclusion: Effects of a training module [Paper presentation]. 51. DGPs-Kongress: Psychologie gestalten, Frankfurt, Germany.

Pit-Ten Cate, I., & Krischler, M. (13 September 2018). Changes in preservice teachers´ attitudes toward inclusion: the role of competence [Paper presentation]. EARLI-SIG 15, Potsdam, Germany.

Pit-Ten Cate, I., & Krischler, M. (06 September 2018). Stereotypes and attitudes toward male and female students with special educational needs from different backgrounds [Paper presentation]. ECER 2018, Bolzano, Italy. doi:10.1080/00220973.2015.1055317

Pit-Ten Cate, I., Markova, M., Krischler, M., & Krolak-Schwerdt, S. (07 June 2018). Promoting inclusive education: The role of teacher’ attitudes and competence. Insights on Learning Disabilities: from Prevailing Theories to Validated Practices, 15 (1), 49-63.
Peer reviewed

Pit-Ten Cate, I., & Krischler, M. (26 April 2018). Teachers´ competence and efficacy beliefs on inclusive education in Luxembourg - effect of a training module [Poster presentation]. conference/workshop Teacher Efficacy and Inclusive Education, Wuppertal, Germany.

Krischler, M., Pit-Ten Cate, I., & Krolak-Schwerdt, S. (February 2018). Mixed stereotype content and attitudes toward students with special educational needs and their inclusion in regular schools in Luxembourg. Research in Developmental Disabilities, 75, 59-67. doi:10.1016/j.ridd.2018.02.007
Peer Reviewed verified by ORBi

Krischler, M., Pit-Ten Cate, I., & Krolak-Schwerdt, S. (September 2017). Stereotypen gegenüber SchülerInnen mit Förderbedarf: Überzeugungen von erfahrenen Lehrkräften, Lehramtsstudierenden und SchülerInnen [Paper presentation]. Fachgruppentagung Pädagogische Psychologie (PAEPS), Münster, Germany.

Pit-Ten Cate, I., Krischler, M., & Krolak-Schwerdt, S. (30 August 2017). Stereotypes and attitudes towards students with special educational needs in relation to teachers´ attitudes towards inclusive education [Paper presentation]. EARLI, Tampere, Finland.

Pit-Ten Cate, I., & Krischler, M. (23 August 2017). Social participation of students with special educational needs in regular classes [Paper presentation]. ECER, Copenhagen, Denmark.

Krischler, M., Pit-Ten Cate, I., & Krolak-Schwerdt, S. (22 August 2017). Pre-service teachers´ attitudes towards inclusion: Effects of a training module [Paper presentation]. ECER, Copenhagen, Denmark.

Pit-Ten Cate, I., & Krischler, M. (13 March 2017). Teachers´beliefs regarding students with special educational needs from different backgrounds: Stereotypes and judgments of student competence [Paper presentation]. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Heidelberg, Germany.

Krischler, M., Pit-Ten Cate, I., & Krolak-Schwerdt, S. (12 November 2016). Stereotypen und Einstellungen in Bezug auf Schüler mit sonderpädagogischem Förderbedarf [Paper presentation]. AESF Herbsttagung 2016, Dortmund, Germany.

Pit-Ten Cate, I., Krischler, M., & Krolak-Schwerdt, S. (23 August 2016). Teacher attitudes towards inclusion of students with special educational needs in Luxembourg [Paper presentation]. European Conference on Educational Research (ECER), Dublin, Ireland.

Krischler, M., Pit-Ten Cate, I., & Krolak-Schwerdt, S. (08 July 2016). Teacher attitudes towards students with special educational needs in Luxembourg [Paper presentation]. 4th International Conference on Inclusion, Wuppertal, Germany.

Krischler, M., Pit-Ten Cate, I., & Krolak-Schwerdt, S. (June 2016). Teacher attitudes towards students with special educational needs in Luxembourg [Poster presentation]. EARLI Special Interest Group, Zurich, Switzerland.

Pit-Ten Cate, I., & Krischler, M. (November 2015). Inklusive Bildung in Luxemburg: Unterstützung der Lehrerpersonen im Umgang mit Heterogenität [Paper presentation]. Workshop „Von der Sonderpädagogik zur Inklusiven Bildung? Luxemburg im internationalen Vergleich".

Pit-Ten Cate, I., & Krischler, M. (2015). Forschungsprojekt INCLUS: Lehrereinstellungen und -kompetenzen als Rahmenbedingen der Inklusion [Paper presentation]. invited talk, Luxembourg.

Krischler, M., & Glock, S. (2015). Alcohol warning labels formulated as questions change alcohol-related outcome expectancies: A pilot study. Addiction Research and Theory. doi:10.3109/16066359.2015.1009829
Peer Reviewed verified by ORBi

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