Katharina-Theresa Lindner
Dados Biográficos
| ID | 7548035 |
|---|---|
| NOME | Katharina-Theresa Lindner |
| PRENOMES | Katharina-Theresa |
| SOBRENOME | Lindner |
| ASSINATURA | LINDNER K |
| AFILIAÇÕES | University of Vienna |
| VERIFICADO | Não |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAÇÕES | 0 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2021 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2025 |
| ÍNDICE H | 0 |
Differentiation and individualisation in inclusive education
Investigating the Self-Perception of Social, Emotional, and Academic Inclusion of Students with and without Special Educational Needs through Photovoice
Several studies have investigated the perceptions of inclusion by students with special educational needs (SEN) and without SEN, most of them quantitatively. This research aims to expand the understanding of the perceived inclusion of students through qualitative interviews by examining how emotions, social relationships, and academic concepts matter. Therefore, the photovoice method was used for data collection, followed by semi-structured inter…
Pandemic Education—Insights into Teachers’ Perceptions of Hygiene Measures in Schools Due to Covid-19
To prevent the spread of Coronavirus (COVID-19) and protect the health of school staff and students, Austrian education policymakers introduced several hygiene measures that posed new challenges for teachers. The current paper focuses on teachers' perceptions of hygiene measures in schools during the 2021-2022 school year. In Study 1, 1372 Austrian teachers participated in an online survey at the end of 2021. In Study 2, five teachers participate…
Exploring inclusive education in times of Covid-19
With the start of the Coronavirus (COVID-19) pandemic, the global education system has a faced immense challenges and disruptions resulting in and the necessity for an immediate redesign of teaching and learning in the school context. Face-to-face classroom instruction had to be replaced by ‘emergency remote teaching’, requiring teacher to adapt their daily routines to a new and unprecedented educational reality. Researchers and policymakers worl…
Promoting Factors of Social Inclusion of Students With Special Educational Needs
The idea of inclusion in the sense of participatory access to educational opportunities is widely acknowledged and implemented within the pedagogical discourse. Nevertheless, ensuring social participation of students with and without special education needs in learning situations continues to be challenging. The present study examines promoting and hindering factors for social inclusion with a focus on students with special educational needs. The…
Austrian Students’ Perceptions of Social Distancing and Their Emotional Experiences During Distance Learning Due to the Covid-19 Pandemic
The COVID-19 pandemic has led to far-reaching changes in various aspects of students’ lives. In the particular case of the educational field, classroom teaching was drastically shifted to a distance learning format. Consequently, students needed to deal with a completely different everyday school life. Learning was carried out online, which implied that students could not see some of their regular, important social contacts such as teachers, clas…
Austrian Elementary School Teachers’ Perception of Professional Challenges During Emergency Distance Teaching due to Covid-19
Schools around the world have transitioned to emergency distance teaching due to the COVID-19 outbreak. In particular, the first lockdown (in early 2020) came unexpectedly for all actors and stakeholders in Austria. School authorities, parents, students and, above all, teachers were faced with considerable challenges. The aim of the present study is to evaluate the perception of Austrian elementary school teachers about distance teaching during t…
DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept
In consideration of the substantial increase in students’ learning demands, teachers are urged to address student heterogeneity in their daily teaching practice by means of differentiated instruction (DI). The practice of DI, as a vehicle to achieve inclusive education, not only aims to support all students’ academic learning but also foster their social and emotional development. However, current research in the field of DI has mostly been limit…
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Austrian Elementary School Teachers’ Perception of Professional Challenges During Emergency Distance Teaching due to Covid-19
Schools around the world have transitioned to emergency distance teaching due to the COVID-19 outbreak. In particular, the first lockdown (in early 2020) came unexpectedly for all actors and stakeholders in Austria. School authorities, parents, students and, above all, teachers were faced with considerable challenges. The aim of the present study is to evaluate the perception of Austrian elementary school teachers about distance teaching during t…
DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept
In consideration of the substantial increase in students’ learning demands, teachers are urged to address student heterogeneity in their daily teaching practice by means of differentiated instruction (DI). The practice of DI, as a vehicle to achieve inclusive education, not only aims to support all students’ academic learning but also foster their social and emotional development. However, current research in the field of DI has mostly been limit…
Exploring inclusive education in times of Covid-19
With the start of the Coronavirus (COVID-19) pandemic, the global education system has a faced immense challenges and disruptions resulting in and the necessity for an immediate redesign of teaching and learning in the school context. Face-to-face classroom instruction had to be replaced by ‘emergency remote teaching’, requiring teacher to adapt their daily routines to a new and unprecedented educational reality. Researchers and policymakers worl…
Promoting Factors of Social Inclusion of Students With Special Educational Needs
The idea of inclusion in the sense of participatory access to educational opportunities is widely acknowledged and implemented within the pedagogical discourse. Nevertheless, ensuring social participation of students with and without special education needs in learning situations continues to be challenging. The present study examines promoting and hindering factors for social inclusion with a focus on students with special educational needs. The…
Austrian Students’ Perceptions of Social Distancing and Their Emotional Experiences During Distance Learning Due to the Covid-19 Pandemic
The COVID-19 pandemic has led to far-reaching changes in various aspects of students’ lives. In the particular case of the educational field, classroom teaching was drastically shifted to a distance learning format. Consequently, students needed to deal with a completely different everyday school life. Learning was carried out online, which implied that students could not see some of their regular, important social contacts such as teachers, clas…
Investigating the Self-Perception of Social, Emotional, and Academic Inclusion of Students with and without Special Educational Needs through Photovoice
Several studies have investigated the perceptions of inclusion by students with special educational needs (SEN) and without SEN, most of them quantitatively. This research aims to expand the understanding of the perceived inclusion of students through qualitative interviews by examining how emotions, social relationships, and academic concepts matter. Therefore, the photovoice method was used for data collection, followed by semi-structured inter…
Pandemic Education—Insights into Teachers’ Perceptions of Hygiene Measures in Schools Due to Covid-19
To prevent the spread of Coronavirus (COVID-19) and protect the health of school staff and students, Austrian education policymakers introduced several hygiene measures that posed new challenges for teachers. The current paper focuses on teachers' perceptions of hygiene measures in schools during the 2021-2022 school year. In Study 1, 1372 Austrian teachers participated in an online survey at the end of 2021. In Study 2, five teachers participate…
Differentiation and individualisation in inclusive education
Mathematics education (7 obras) · Pedagogy (7 obras) · Psychology (7 obras) · Perception (5 obras) · Qualitative research (5 obras) · Sociology (5 obras) · Medicine (4 obras) · Pandemic (4 obras) · Social Psychology (4 obras) · COVID-19 and Mental Health (3 obras)