Jessica Löser
Biographic Data
| ID | 5146976 |
|---|---|
| NAME | Jessica Löser |
| GIVEN NAMES | Jessica |
| FAMILY NAME | Löser |
| SIGNATURE | LÖSER J |
| AFFILIATIONS | University of Göttingen |
| ORCID | 0009-0006-7001-3247 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Struggling with the constant search for an ideal sustainable digital solution – teachers’ digital practices of knowledge transfer through platform use
Based on increasing digitalisation in schools, more and more research is being carried out on how students and teachers use data technology within their classes and schools. However, there is little research about the specific process of knowledge transfer between teachers, and even less so when it takes place in the digital space. In this article, we ask which digital knowledge practices are used by teaching staff at a German secondary school wh…
Inclusive education within curricula for German language-teaching – a comparison between Germany and Switzerland
Inclusive assessment is a decisive basis for lesson design in heterogeneous learning groups. Curricula can provide a helpful baseline for inclusive teaching practices. However, how inclusive assessment is implemented at the curricular level has yet to be determined. The present study examined how various forms of assessment are implemented in German-language core curricula in a German state (Lower Saxony) and a Swiss canton (Bern). The paper thus…
Sprechen über Sprachlichkeit im schulischen Kontext. Ethnografische Beobachtungen zu Wissenspraktiken in einem Kollegium
Dieser Beitrag fragt nach den Aushandlungsprozessen unter Lehrkräften zu ,Sprachlichkeit‘, welche wir als Voraussetzung (lebensweltlich bedingte Mehrsprachigkeit) und Ziel (Mehrsprachigkeit als Fluchtpunkt schulischer Fremdsprachenangebote) schulischer Bildung verstehen. Basierend auf einer ethnografischen Fallstudie rekonstruieren wir, wie Normen und damit verbundenen Inklusions- und Exklusionsprozesse in Gesprächen zu Sprachlichkeit in einem Ko…
Evidence-based development of inclusive schools – a review of European research
Swiss National Science Foundation 10.13039/501100001711
Inklusion – allgegenwärtig, kontrovers, diffus?
In Verbindung mit aktuellen Forschungsergebnissen zielt der Beitrag auf eine Auseinandersetzung mit der Diffusität des Inklusionsbegriffs und bietet hierbei eine Möglichkeit zu einer Strukturierung der Diskussion über Inklusion. Im Anschluss an eine grundlegende Auseinandersetzung mit dem Inklusionsbegriff werden zum einen die Diskussion um Inklusion auf der internationalen und nationalen Ebene, zum anderen Fragen der inklusiven Schul- und Unterr…
Cultural and Social Diversity
This article focuses on the special situation of children from low socioeconomic backgrounds and children from immigrant backgrounds within the German school system. This analysis presents an overview of research results showing a strong overrepresentation of these two minority groups within the special education system, particularly within special schools for students with learning difficulties. The authors emphasize the exclusionary and inclusi…
Cultural and Social Diversity
This article focuses on the special situation of children from low socioeconomic backgrounds and children from immigrant backgrounds within the German school system. This analysis presents an overview of research results showing a strong overrepresentation of these two minority groups within the special education system, particularly within special schools for students with learning difficulties. The authors emphasize the exclusionary and inclusi…
Cultural and Social Diversity
This article focuses on the special situation of children from low socioeconomic backgrounds and children from immigrant backgrounds within the German school system. This analysis presents an overview of research results showing a strong overrepresentation of these two minority groups within the special education system, particularly within special schools for students with learning difficulties. The authors emphasize the exclusionary and inclusi…
Inklusion – allgegenwärtig, kontrovers, diffus?
In Verbindung mit aktuellen Forschungsergebnissen zielt der Beitrag auf eine Auseinandersetzung mit der Diffusität des Inklusionsbegriffs und bietet hierbei eine Möglichkeit zu einer Strukturierung der Diskussion über Inklusion. Im Anschluss an eine grundlegende Auseinandersetzung mit dem Inklusionsbegriff werden zum einen die Diskussion um Inklusion auf der internationalen und nationalen Ebene, zum anderen Fragen der inklusiven Schul- und Unterr…
Sprechen über Sprachlichkeit im schulischen Kontext. Ethnografische Beobachtungen zu Wissenspraktiken in einem Kollegium
Dieser Beitrag fragt nach den Aushandlungsprozessen unter Lehrkräften zu ,Sprachlichkeit‘, welche wir als Voraussetzung (lebensweltlich bedingte Mehrsprachigkeit) und Ziel (Mehrsprachigkeit als Fluchtpunkt schulischer Fremdsprachenangebote) schulischer Bildung verstehen. Basierend auf einer ethnografischen Fallstudie rekonstruieren wir, wie Normen und damit verbundenen Inklusions- und Exklusionsprozesse in Gesprächen zu Sprachlichkeit in einem Ko…
Evidence-based development of inclusive schools – a review of European research
Swiss National Science Foundation 10.13039/501100001711
Struggling with the constant search for an ideal sustainable digital solution – teachers’ digital practices of knowledge transfer through platform use
Based on increasing digitalisation in schools, more and more research is being carried out on how students and teachers use data technology within their classes and schools. However, there is little research about the specific process of knowledge transfer between teachers, and even less so when it takes place in the digital space. In this article, we ask which digital knowledge practices are used by teaching staff at a German secondary school wh…
Inclusive education within curricula for German language-teaching – a comparison between Germany and Switzerland
Inclusive assessment is a decisive basis for lesson design in heterogeneous learning groups. Curricula can provide a helpful baseline for inclusive teaching practices. However, how inclusive assessment is implemented at the curricular level has yet to be determined. The present study examined how various forms of assessment are implemented in German-language core curricula in a German state (Lower Saxony) and a Swiss canton (Bern). The paper thus…
Art (2 works) · Collaborative Teaching and Inclusion (2 works) · Comparative education (2 works) · German (2 works) · Humanities (2 works) · Political science (2 works) · Psychology (2 works) · Sociology and Education Studies (2 works) · Computer Science (1 work) · Cultural diversity (1 work)