Sarah Walczuch
Biographic Data
| ID | 6723913 |
|---|---|
| NAME | Sarah Walczuch |
| GIVEN NAMES | Sarah |
| FAMILY NAME | Walczuch |
| SIGNATURE | WALCZUCH S |
| AFFILIATIONS | Universität Koblenz-Landau, Mainz, Germany |
| ORCID | 0000-0003-1142-0054 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 11 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Preparing German pre‐service teachers in special needs education for school development—Can we do otherwise
Although school development can be viewed as an emerging responsibility of teachers, special needs education in Germany does not leave sufficient room for non‐teaching tasks, leading to a knowledge gap in the professionalisation of pre‐service teachers with regard to school development upon entering the profession. This study focused on the preparedness of pre‐service teachers in school development as a professional task at the end of their initi…
From policy to practice
In 2018/2019, the Government of Austria instituted a new language support model to Austrian schools that included segregated language support measures for non-fluent German-speaking students. The central research aim of the paper is to investigate how the implementation of this new language support model compares to the policy requirement by examining different models of implementation. In the framework of the initial phases of the project 'A mul…
From policy to practice
In 2018/2019, the Government of Austria instituted a new language support model to Austrian schools that included segregated language support measures for non-fluent German-speaking students. The central research aim of the paper is to investigate how the implementation of this new language support model compares to the policy requirement by examining different models of implementation. In the framework of the initial phases of the project 'A mul…
Preparing German pre‐service teachers in special needs education for school development—Can we do otherwise
Although school development can be viewed as an emerging responsibility of teachers, special needs education in Germany does not leave sufficient room for non‐teaching tasks, leading to a knowledge gap in the professionalisation of pre‐service teachers with regard to school development upon entering the profession. This study focused on the preparedness of pre‐service teachers in school development as a professional task at the end of their initi…
From policy to practice
In 2018/2019, the Government of Austria instituted a new language support model to Austrian schools that included segregated language support measures for non-fluent German-speaking students. The central research aim of the paper is to investigate how the implementation of this new language support model compares to the policy requirement by examining different models of implementation. In the framework of the initial phases of the project 'A mul…
German (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Political science (2 works) · Psychology (2 works) · Artificial Intelligence (1 work) · Collaborative Teaching and Inclusion (1 work) · Computer Science (1 work) · Curriculum (1 work) · Curriculum development (1 work)