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Development of Teachers’ Emotional Adjustment Performance Regarding Their Perception of Emotional Experience and Job Satisfaction During Regular School Operations, the First and the Second School Lockdown in Austria
Frontiers in psychology, 2021-11, Vol.12, p.702606-702606
2021
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Teachers’ Implementation of Inclusive Teaching Practices as a Potential Predictor for Students’ Perception of Academic, Social and Emotional Inclusion
Frontiers in psychology, 2022-07, Vol.13, p.917676-917676
2022
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Differentiation and Grouping Practices as a Response to Heterogeneity – Teachers’ Implementation of Inclusive Teaching Approaches in Regular, Inclusive and Special Classrooms
Frontiers in psychology, 2021-09, Vol.12, p.676482-676482
2021
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DI (Differentiated Instruction) Does Matter! The Effects of DI on Secondary School Students’ Well-Being, Social Inclusion and Academic Self-Concept
Frontiers in education (Lausanne), 2021-12, Vol.6
2021
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Investigating the Self-Perception of Social, Emotional, and Academic Inclusion of Students with and without Special Educational Needs through Photovoice
Education sciences, 2023-04, Vol.13 (4), p.423
2023
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Differentiation and individualisation in inclusive education: a systematic review and narrative synthesis
International journal of inclusive education, 2020-09, Vol.ahead-of-print (ahead-of-print), p.1-21
2020
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Perceived Differentiation and Personalization Teaching Approaches in Inclusive Classrooms: Perspectives of Students and Teachers
Frontiers in education (Lausanne), 2019-07, Vol.4
2019
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Austrian Elementary School Teachers’ Perception of Professional Challenges During Emergency Distance Teaching due to COVID-19
Frontiers in education (Lausanne), 2021-12, Vol.6
2021
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Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers
Frontiers in education (Lausanne), 2022-10, Vol.7
2022
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Austrian Students’ Perceptions of Social Distancing and Their Emotional Experiences During Distance Learning Due to the COVID-19 Pandemic
Frontiers in education (Lausanne), 2022-03, Vol.7
2022
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Pandemic Education-Insights into Teachers' Perceptions of Hygiene Measures in Schools Due to COVID-19
International journal of environmental research and public health, 2023-03, Vol.20 (6), p.5207
2023
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Do teachers favor the inclusion of all students? A systematic review of primary schoolteachers' attitudes towards inclusive education
European journal of special needs education, 2023-11, Vol.38 (6), p.766-787
2023
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Investigating teachers' dyadic self-efficacy and its correlations to students' perceptions of teacher efficacy and student well-being
Educational psychology (Dorchester-on-Thames), 2022, Vol.42 (7), p.820-837
2022
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Social participation in the context of inclusive education: primary school students' friendship networks from students' and teachers' perspectives
European journal of special needs education, 2022-09, Vol.37 (5), p.834-849
2022
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Austrian teachers' attitudes and self-efficacy beliefs regarding at-risk students during home learning due to COVID-19
European journal of special needs education, 2021-01, Vol.36 (1), p.114-126
2021
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When home turns into quarantine school - new demands on students with special educational needs, their parents and teachers during COVID-19 quarantine
European journal of special needs education, 2021-01, Vol.36 (1), p.1-4
2021
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Will–Skill–Tool Components as Key Factors for Digital Media Implementation in Education: Austrian Teachers’ Experiences with Digital Forms of Instruction during the COVID-19 Pandemic
Electronics (Basel), 2022-06, Vol.11 (12), p.1805
2022
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Promoting Factors of Social Inclusion of Students With Special Educational Needs: Perspectives of Parents, Teachers, and Students
Frontiers in education (Lausanne), 2022-04, Vol.7
2022
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Inklusive Schule und Schulentwicklung: Theoretische Grundlagen, empirische Befunde und Praxisbeispiele aus Deutschland, Österreich und der Schweiz
1, 2021
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Covid-19 und Bildung: Studien und Perspektiven
2023
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