Wo lernen Kinder mit sonderpädagogischem Förderbedarf besser? Ein Vergleich schulischer Kompetenzen zwischen Regel- und Förderschulen in der Primarstufe
Bibliographic Data
| ID | 10249711 |
|---|---|
| Authors | Aleksander Kocaj (0000-0003-3044-6620, Humboldt-Universität zu Berlin, corresponding author), Poldi Kuhl (0000-0001-8021-8840, Humboldt-Universität zu Berlin), Anna J Kroth (Humboldt-Universität zu Berlin), Hans Anand Pant (Humboldt-Universität zu Berlin), Petra Stanat (0000-0003-2843-9050, Humboldt-Universität zu Berlin) |
| Year | 2014 |
| Volume | 66 |
| Issue | 2 |
| Pages | 165-191 |
| Publication date | 2014-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | KZfSS Kölner Zeitschrift für Soziologie und Sozialpsychologie (JOURNAL) |
| Journal identifiers | ISSN: 0023-2653 • E-ISSN: 1861-891X |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s11577-014-0253-x |
| OpenAlex | W95484552 |
| Language | DE |
| Citations received | 16 |
| References cited | 65 |
Humanities · Physics · Collaborative Teaching and Inclusion · Disability Education and Employment · Early Childhood Education and Development · Philosophy · Psychology
Modelling inclusive education. The Didactic Model for Inclusive Teaching and Learning as a heuristic for inclusion research and teacher education
Linguistic and Communicative Diversity in Inclusive Settings—Effects, Challenges, and Opportunities
The Role of Identification in the Self-Concept of Special Educational Needs Students in Inclusive Settings
Social referencing processes in inclusive classrooms—Relationships between teachers' attitudes, students' attitudes, social integration and classroom climate
Die soziale Integration von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf an allgemeinen Schulen und Förderschulen
Kriterien der Übergangsempfehlung bei Kindern mit sonderpädagogischem Förderbedarf
Effects of special educational needs and socioeconomic status on academic achievement. Separate or confounded
Integrated framework model for the leadership role of principals in inclusive education
Inclusive Education of Students With General Learning Difficulties
Die Förderschule als sonderpädagogischer Förderort
Inklusion – Interdisziplinäre Kritik und Perspektiven von Begriff und Gegenstand
Negotiating the “Maze”
Der Umfang an eingeschätzten sonderpädagogischen Unterstützungsbedarfen und Kompetenzunterschiede an Förderschulen und allgemeinen Schulen
How disability type, gender, and home language influence students’ placement in inclusive or separate class settings
Teachers’ subjective theories regarding social dynamics management and social participation of students with Intellectual Disabilities in inclusive classrooms
Long-term scarring from institutional labelling
Analysis of Incomplete Multivariate Data
Effects of inclusion on students with and without special educational needs reviewed
A note on a general definition of the coefficient of determination
Does peer ability affect student achievement?
A Propensity Score Matching Analysis of the Effects of Special Education Services
Average causal effects from nonrandomized studies
Classroom composition and peer effects
Achievement Effects of Ability Grouping in Secondary Schools
Full Matching in an Observational Study of Coaching for the SAT
Research on Cooperative Learning and Achievement
Educational Transitions and Differential Learning Environments
The central role of the propensity score in observational studies for causal effects
Estimating causal effects of treatments in randomized and nonrandomized studies.
Matching Methods for Causal Inference
Mice
Constructing a Control Group Using Multivariate Matched Sampling Methods That Incorporate the Propensity Score
Education, opportunity, and social inequality
Genese sozialer Ungleichheit im institutionellen Kontext der Schule
Zur doppelten Benachteiligung von Schülern aus unterprivilegierten Gesellschaftsschichten im deutschen Schulwesen
Schulstruktur und die Entstehung differenzieller Lern- und Entwicklungsmilieus
Fördern und Fordern allein genügt nicht! Mechanismen institutioneller Diskriminierung von Migrantenkindern und -jugendlichen im deutschen Schulsystem
Genese sozialer Ungleichheit im institutionellen Kontext der Schule
Fördern und Fordern allein genügt nicht! Mechanismen institutioneller Diskriminierung von Migrantenkindern und -jugendlichen im deutschen Schulsystem
Abgehängte Bildungsinstitutionen
Bildung, Behinderung und Agency. Eine wissenssoziologische Untersuchung der Folgen schulischer Segregation und Inklusion
Die Institution Schule und die Lebenswelt der Schüler
Multiple Imputation for Nonresponse in Surveys
Inferring Program Effects for Special Populations
Curriculum Differentiation and High School Achievement
Effectiveness of Special Education
Classroom Intellectual Composition and Academic Achievement
American Educational Research Journal, 1964-1968
Matthew Effects in Education
Gemeinsamer Unterricht Behinderter und Nichtbehinderter
A standard international socio-economic index of occupational status
Matching as Nonparametric Preprocessing for Reducing Model Dependence in Parametric Causal Inference
Schools as Developmental Contexts During Adolescence
Educational psychology and the effectiveness of inclusive education/mainstreaming
A power primer
Instructional and Institutional Effects of Ability Grouping
Why Does the Ethnic and Socio-economic Composition of Schools Influence Math Achievement? The Role of Sense of Futility and Futility Culture
| Unique citing works | 16 |
|---|---|
| Citations per year | 1,33 |
| Citation span | 2014 - 2025 (12) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 15 |