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Peer Reviewed
See detailEmotionen im inklusiven Unterricht
Zurbriggen, Carmen UL; Schmidt, Philipp

in Gläser-Zikuda, Michaela; Hofmann, Florian; Frederking, Volker (Eds.) Emotionen im Unterricht. Psychologische, pädagogische und fachdidaktische Perspektiven (in press)

Emotionen im inklusiven Unterricht wurden bislang noch selten untersucht. Erste Untersuchungen weisen darauf hin, dass Binnendifferenzierung, Individualisierung und kooperatives Lernen – als zentrale ... [more ▼]

Emotionen im inklusiven Unterricht wurden bislang noch selten untersucht. Erste Untersuchungen weisen darauf hin, dass Binnendifferenzierung, Individualisierung und kooperatives Lernen – als zentrale Merkmale eines inklusiven Unterrichts – sich positiv auf das emotionale Erleben von Schüler*innen auswirken. Implikationen für die Praxis werden aufgezeigt und weiterführend diskutiert. [less ▲]

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Peer Reviewed
See detailThe Role of Teachers in Students’ Social Inclusion in the Classroom
Gasser, Luciano; Cillessen, Antonius H.N.; Huber, Christian et al

in Frontiers in Education (in press)

Detailed reference viewed: 41 (1 UL)
Peer Reviewed
See detailSchule und erschwerte Lernsituationen und Lebenslagen
Zurbriggen, Carmen UL; Moser, Vera

in Hascher, Tina; Idel, Till-Sebastian; Helsper, Werner (Eds.) Handbuch Schulforschung (2021)

Erschwerte Lernsituationen sind verknüpfte Gegebenheiten von individuellen Dispositionen, Sozialisationserfahrungen und institutionalisierten Lern- und Entwicklungsumfeldern in Schulen, die sich als ... [more ▼]

Erschwerte Lernsituationen sind verknüpfte Gegebenheiten von individuellen Dispositionen, Sozialisationserfahrungen und institutionalisierten Lern- und Entwicklungsumfeldern in Schulen, die sich als ungünstige Konstellationen im konkreten Klassenraum widerspiegeln. Sie stehen überzufällig häufig mit erschwerten Lebenslagen in Verbindung. Durch schulische Selektion werden zudem differenzielle soziale Lern- und Entwicklungsumfelder gebildet, die Schüler*innen im unteren Bereich des Leistungsspektrums besonders betreffen. Schwache Schulleistungen sind somit kein eigenständiges Charakteristikum eines Schülers bzw. einer Schülerin. [less ▲]

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See detailSocial classroom climate and personalised instruction as predictors of students’ social participation
Zurbriggen, Carmen UL; Hofmann, Verena; Lehofer, Mike et al

in International Journal of Inclusive Education (2021)

Previous research has repeatedly confirmed that students with special educational needs (SEN) are generally less accepted by their peers. Although inclusive teaching strategies and classroom ... [more ▼]

Previous research has repeatedly confirmed that students with special educational needs (SEN) are generally less accepted by their peers. Although inclusive teaching strategies and classroom characteristics are frequently hypothesised to improve students’ social participation, empirical evidence is scarce. Therefore, the purpose of this paper is to investigate classroom characteristics and teaching practices that can help foster social participation, in general, and reduce the effect of lower social participation among students with SEN, in particular. The sample includes 518 students in 31 Grade 4 and 7 classes from Austria, of whom 99 are students with SEN. The results show that students with SEN receive fewer peer nominations and perceive their social participation to be lower compared to their peers without SEN. However, the association between SEN and self-perceived social participation is moderated by the social classroom climate, i.e. the difference becomes smaller when the social classroom climate is more positive. Furthermore, the higher the personalised instruction was rated by a student, the higher was his or her social status. The results suggest that interventions should focus not only on the improvement of individual students (with SEN) but also on changing the whole classroom environment. [less ▲]

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See detailPeers als Quelle aktueller Motivation? Wie Jugendliche mit heterogenen Verhaltensweisen Peerinteraktionen in Abhängigkeit des behavioralen Klassenumfeldes erleben
Knickenberg, Margarita; Zurbriggen, Carmen UL; Schmidt, Philipp

in Zeitschrift für Pädagogische Psychologie (2020)

The relevance of peers for adolescents' development has already been confirmed in various studies. Among other things, adolescents indicated higher situational motivation and joy as well as less feelings ... [more ▼]

The relevance of peers for adolescents' development has already been confirmed in various studies. Among other things, adolescents indicated higher situational motivation and joy as well as less feelings of stress during social interactions with classmates compared to indi- vidual work settings. However, it turned out that adolescents with behavioural problems have difficulties in making and maintaining social contacts and friendships. While in previous studies behaviour was investigated as dichotomous variable, this study chose a dimensional, person-centered approach to identify adolescents with heterogeneous behaviour. Therefore, this paper aims at analysing effects of social inter- actions at school on emotional experiences of adolescents with heterogeneous behavioural profiles. In addition, a potential moderating effect of the classroom environment regarding behaviour will be tested. The sample comprised N = 719 students of grade five and six. Data were collected using the experience sampling method. In detail, the students completed a short questionnaire concerning their momentary emo- tional experience and their social context two to three times a day on five consecutive days at school. Thus, 8870 snapshots of the adolescents' emotional experiences and situations in class were available. Using teacher ratings regarding the students' behaviour, latent profile analyses were calculated and three different profiles within the sample were identified: students with adaptive, with internalising and with externalising behaviour. Findings of multilevel structural equation models show, first, that students are more motivated and less stressed while interacting with others during lessons (e.g. in partner or group activities) compared to individual working situations. This effect is more pronounced for students with internalising and externalising behavioural profiles. Second, the small differential moderating, but not significant effects indi- cate that the relation between adolescents' emotional experiences and peer interactions is not moderated by the classroom environment regarding prosocial or problem behaviour. The results will be discussed from methodological and content-related perspectives. [less ▲]

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See detailInequalities in teacher reports on students’ inclusion at school
Zurbriggen, Carmen UL; Nusser, Lena; Schmitt, Monja

Scientific Conference (2020, November)

Detailed reference viewed: 17 (1 UL)
See detailPeer influence in individuals with developmental disabilities
Zurbriggen, Carmen UL

Scientific Conference (2020, August)

Detailed reference viewed: 22 (0 UL)
Peer Reviewed
See detailDie Bedeutsamkeit von Peers für Jugendliche in der Sekundarstufe und in der Freizeit
Zurbriggen, Carmen UL; Knickenberg, Margarita

in Hagenauer, Gerda; Raufelder, Diana (Eds.) Soziale Eingebundenheit. Sozialbeziehungen im Fokus von Schule und Lehrer*innenbildung (2020)

Detailed reference viewed: 64 (0 UL)
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See detailPerceptions of Inclusion Questionnaire (PIQ). Ein Feedback-Instrument für die inklusive Schule
Zurbriggen, Carmen UL; Knickenberg, Margarita

Article for general public (2020)

Detailed reference viewed: 43 (2 UL)
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Peer Reviewed
See detailSelf-reports of students’ inclusion at school compared with teacher, mother and father ratings: A multitrait-multimethod analysis
Schwab, Susanne; Zurbriggen, Carmen UL; Venetz, Martin

in Journal of School Psychology (2020), 82(1), 116

Detailed reference viewed: 32 (3 UL)
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Peer Reviewed
See detailAssessing dimensions of inclusion from students’ perspective – measurement invariance across students with learning disabilities in different educational settings
Knickenberg, Margarita; Zurbriggen, Carmen UL; Venetz, Martin et al

in European Journal of Special Needs Education (2020), 35(3), 187302

Detailed reference viewed: 42 (5 UL)
See detailQualität schulischer Inklusion aus Perspektive von Kindern und Jugendlichen
Zurbriggen, Carmen UL

Presentation (2019, November)

Detailed reference viewed: 22 (1 UL)
See detailBeyond mere counting: How experience sampling can help to understand social interactions
Zurbriggen, Carmen UL; Huber, Christian

Scientific Conference (2019, August)

Detailed reference viewed: 20 (0 UL)
See detailApplicability of ESM in school: Quality of students’ social interactions
Knickenberg, Margarita; Zurbriggen, Carmen UL; Hinni, Chantal et al

Scientific Conference (2019, August)

Detailed reference viewed: 23 (0 UL)
See detailErfassung von Merkmalen inklusiven Unterrichts mit der Experience Sampling Method
Knickenberg, Margarita; Zurbriggen, Carmen UL

Poster (2019, June)

Detailed reference viewed: 19 (0 UL)