Janka Goldan
Biographic Data
| ID | 6689374 |
|---|---|
| NAME | Janka Goldan |
| GIVEN NAMES | Janka |
| FAMILY NAME | Goldan |
| SIGNATURE | GOLDAN J |
| AFFILIATIONS | Bielefeld University |
| ORCID | 0000-0003-1375-9991 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 3 |
School-related Subjective Well-being of Children with and without Special Educational Needs in Inclusive Classrooms
Given the importance of schools as socializing institutions, a key dimension of children’s subjective well-being (SWB) is their perception of school-related aspects. This study complements previous literature on various determinants of children’s SWB by focusing on students with special educational needs (SEN). Due to academic challenges, stigmatization, and exclusion, they are at risk of experiencing reduced SWB. With the implementation of inclu…
Resources for inclusive education – impacts of funding and provision
Bestimmt das Angebot die Förderquote? – Effekte der räumlichen Nähe von Förderschulen auf den Anteil von Schülerinnen und Schülern mit Förderbedarf an Grundschulen
In dem vorliegenden Beitrag wird erstmals umfassend empirisch untersucht, ob vorhandene Angebotsstrukturen in Form von Förderschulen einen systematischen Einfluss auf die Zahl der als sonderpädagogisch förderbedürftig diagnostizierten Schülerinnen und Schüler an naheliegenden Grundschulen haben. Die Hypothese wird systemtheoretisch hergeleitet und anhand von statistischen und wissenschaftlichen Befunden verdeutlicht. Datenbasis bildet die amtlich…
Assessing perceptions of resources and inclusive teaching practices
Demand-oriented and fair allocation of special needs teacher resources for inclusive education – Assessment of a newly implemented funding model in North Rhine-Westphalia, Germany
For the 2014/15 school year, the state of North Rhine-Westphalia has changed its funding model for the provision of special needs teacher resources from an input-based to a throughput-based model. The rationale was that the previous input-funded system was assumed to be the cause for the increasing number of students diagnosed with special educational needs (SEN). Due to a persistent shortage of qualified teachers, a transitional regulation was p…
Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument
Previous research suggests that the perception of available resources has a major influence on teachers’ attitudes towards inclusive education (Avramidis, E., and B. Norwich. 2002. “Teacher’s Attitudes Towards Integration/Inclusion: A Review of the Literature.” European Journal of Special Needs Education 17 (2): 129–47; Schwab, S. 2018 (in press). Attitudes Towards Inclusive Schooling. A Study on Students’, Teachers’ and Parents’ Attitudes. Münst…
Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument
Previous research suggests that the perception of available resources has a major influence on teachers’ attitudes towards inclusive education (Avramidis, E., and B. Norwich. 2002. “Teacher’s Attitudes Towards Integration/Inclusion: A Review of the Literature.” European Journal of Special Needs Education 17 (2): 129–47; Schwab, S. 2018 (in press). Attitudes Towards Inclusive Schooling. A Study on Students’, Teachers’ and Parents’ Attitudes. Münst…
School-related Subjective Well-being of Children with and without Special Educational Needs in Inclusive Classrooms
Given the importance of schools as socializing institutions, a key dimension of children’s subjective well-being (SWB) is their perception of school-related aspects. This study complements previous literature on various determinants of children’s SWB by focusing on students with special educational needs (SEN). Due to academic challenges, stigmatization, and exclusion, they are at risk of experiencing reduced SWB. With the implementation of inclu…
Demand-oriented and fair allocation of special needs teacher resources for inclusive education – Assessment of a newly implemented funding model in North Rhine-Westphalia, Germany
For the 2014/15 school year, the state of North Rhine-Westphalia has changed its funding model for the provision of special needs teacher resources from an input-based to a throughput-based model. The rationale was that the previous input-funded system was assumed to be the cause for the increasing number of students diagnosed with special educational needs (SEN). Due to a persistent shortage of qualified teachers, a transitional regulation was p…
Resources for inclusive education – impacts of funding and provision
Measuring students’ and teachers’ perceptions of resources in inclusive education – validation of a newly developed instrument
Previous research suggests that the perception of available resources has a major influence on teachers’ attitudes towards inclusive education (Avramidis, E., and B. Norwich. 2002. “Teacher’s Attitudes Towards Integration/Inclusion: A Review of the Literature.” European Journal of Special Needs Education 17 (2): 129–47; Schwab, S. 2018 (in press). Attitudes Towards Inclusive Schooling. A Study on Students’, Teachers’ and Parents’ Attitudes. Münst…
Demand-oriented and fair allocation of special needs teacher resources for inclusive education – Assessment of a newly implemented funding model in North Rhine-Westphalia, Germany
For the 2014/15 school year, the state of North Rhine-Westphalia has changed its funding model for the provision of special needs teacher resources from an input-based to a throughput-based model. The rationale was that the previous input-funded system was assumed to be the cause for the increasing number of students diagnosed with special educational needs (SEN). Due to a persistent shortage of qualified teachers, a transitional regulation was p…
Assessing perceptions of resources and inclusive teaching practices
Bestimmt das Angebot die Förderquote? – Effekte der räumlichen Nähe von Förderschulen auf den Anteil von Schülerinnen und Schülern mit Förderbedarf an Grundschulen
In dem vorliegenden Beitrag wird erstmals umfassend empirisch untersucht, ob vorhandene Angebotsstrukturen in Form von Förderschulen einen systematischen Einfluss auf die Zahl der als sonderpädagogisch förderbedürftig diagnostizierten Schülerinnen und Schüler an naheliegenden Grundschulen haben. Die Hypothese wird systemtheoretisch hergeleitet und anhand von statistischen und wissenschaftlichen Befunden verdeutlicht. Datenbasis bildet die amtlich…
School-related Subjective Well-being of Children with and without Special Educational Needs in Inclusive Classrooms
Given the importance of schools as socializing institutions, a key dimension of children’s subjective well-being (SWB) is their perception of school-related aspects. This study complements previous literature on various determinants of children’s SWB by focusing on students with special educational needs (SEN). Due to academic challenges, stigmatization, and exclusion, they are at risk of experiencing reduced SWB. With the implementation of inclu…
Resources for inclusive education – impacts of funding and provision
Mathematics education (4 works) · Psychology (4 works) · Social Psychology (4 works) · Special education (4 works) · Inclusion (mineral (3 works) · Mathematics (3 works) · Medical education (3 works) · Medicine (3 works) · Political science (3 works) · Social Psychology (3 works)