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Teacher collaboration as a core objective of school development

School effectiveness and school improvement, 2020-07, Vol.31 (3), p.486-504

2020

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Good teaching—The adaptive balance between compulsion and freedom

Frontiers in education (Lausanne), 2022-12, Vol.7

2022

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Assessment of the quality of inclusive schools A short form of the quality scale of inclusive school development (QU!S-S) - reliability, factorial structure and measurement invariance

International journal of inclusive education, 2020-12, Vol.ahead-of-print (ahead-of-print), p.1-16

2020

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The Relationship Between Student Teachers’ Career Choice Motives and Stress-Inducing Thoughts: A Tentative Cross-Cultural Model

SAGE open, 2020-04, Vol.10 (2), p.215824402092701

2020

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The contribution of EEG coherence to the investigation of language

Brain and language, 2003-05, Vol.85 (2), p.325-343

2003

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Fostering sense of belonging at universities

European journal of education, 2021-03, Vol.56 (1), p.93-97

Weiss, Sabine

2021

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How to cope with stress in special needs education? Stress-inducing dysfunctional cognitions of teacher students: the perspective of professionalisation

European journal of special needs education, 2016-04, Vol.31 (2), p.202-219

2016

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Demands and Tasks of Intercultural School Development: Group Discussions with Experts about Intercultural School Development

Improving schools, 2018-03, Vol.21 (1), p.84-101

2018

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Abstract Action Language Processing in Eleven-Year-Old Children: Influence of Upper Limb Movement on Sentence Comprehension

Behavioral sciences, 2021-11, Vol.11 (12), p.162

2021

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The pedagogic signature of special needs education

European journal of special needs education, 2014-04, Vol.29 (2), p.200-219

2014

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Who chooses primary teaching and why?

Issues in educational research, 2013-01, Vol.23 (3), p.415-433

2013

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"Too Many betas do not Spoil the Broth": The Role of Beta Brain Oscillations in Language Processing

Frontiers in psychology, 2012-01, Vol.3, p.201-201

2012

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How Can Multilingual Classrooms Succeed? An Analysis of Critical Incidents

Journal of language, identity, and education, 2023-09, Vol.22 (5), p.445-462

2023

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Self-efficacy of teachers in inclusive classes. How do teachers with different self-efficacy beliefs differ in implementing inclusion?

European journal of special needs education, 2020-05, Vol.35 (3), p.333-349

2020

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Students With Emotional and Behavioral Problems in Inclusive Classes: A Critical Incident Analysis

Journal of emotional and behavioral disorders, 2021-12, Vol.29 (4), p.213-225

2021

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Interkulturelle Schulentwicklung an Grundschulen: Die Perspektiven von Lehrer/innen und Schulleiter/innen

Zeitschrift für Bildungsforschung (Internet), 2018, Vol.8 (2), p.121-135

2018

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How to cope with stress? The stress-inducing cognitions of teacher trainees and resulting implications for teacher education

European journal of teacher education, 2020-03, Vol.43 (2), p.191-209

2020

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How Idioms Are Recognized when Individuals Are "Thrown Off the Track", "Off the Rack" or "Off the Path": A Decision Time Experiment in Healthy Volunteers

Metaphor and symbol, 2021-07, Vol.36 (3), p.166-180

2021

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Teaching in inclusive schools. Do the demands of inclusive schools cause stress?

International journal of inclusive education, 2021-04, Vol.25 (5), p.588-604

2021

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EEG beta-power changes reflect motor involvement in abstract action language processing

Brain and language, 2017-05, Vol.168, p.95-105

2017

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How to teach students with moderate and severe intellectual disabilities in inclusive and special education settings: Teachers’ perspectives on skills, knowledge and attitudes

European educational research journal EERJ, 2018-11, Vol.17 (6), p.837-856

2018

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Supporting auditory word recognition with transcranial direct current stimulation: effects in elderly individuals with and without objective memory complaints

Aging, Neuropsychology, and Cognition, 2022-03, Vol.29 (2), p.237-259

2022

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How can intercultural school development succeed? The perspective of teachers and teacher educators

Pedagogy, culture & society, 2017-04, Vol.25 (2), p.243-261

2017

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Challenges for the school in a migration society - a critical incidents analysis

Intercultural education (London, England), 2019-03, Vol.30 (2), p.196-213

2019

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“Pushing the Button While Pushing the Argument”: Motor Priming of Abstract Action Language

Cognitive science, 2017-07, Vol.41 (5), p.1328-1349

2017

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Teacher collaboration as a core objective of school development

Good teaching—The adaptive balance between compulsion and freedom

Assessment of the quality of inclusive schools A short form of the quality scale of inclusive school development (QU!S-S) - reliability, factorial structure and measurement invariance

The Relationship Between Student Teachers’ Career Choice Motives and Stress-Inducing Thoughts: A Tentative Cross-Cultural Model

The contribution of EEG coherence to the investigation of language

Fostering sense of belonging at universities

How to cope with stress in special needs education? Stress-inducing dysfunctional cognitions of teacher students: the perspective of professionalisation

Demands and Tasks of Intercultural School Development: Group Discussions with Experts about Intercultural School Development

Abstract Action Language Processing in Eleven-Year-Old Children: Influence of Upper Limb Movement on Sentence Comprehension

The pedagogic signature of special needs education

Who chooses primary teaching and why?

"Too Many betas do not Spoil the Broth": The Role of Beta Brain Oscillations in Language Processing

How Can Multilingual Classrooms Succeed? An Analysis of Critical Incidents

Self-efficacy of teachers in inclusive classes. How do teachers with different self-efficacy beliefs differ in implementing inclusion?

Students With Emotional and Behavioral Problems in Inclusive Classes: A Critical Incident Analysis

Interkulturelle Schulentwicklung an Grundschulen: Die Perspektiven von Lehrer/innen und Schulleiter/innen

How to cope with stress? The stress-inducing cognitions of teacher trainees and resulting implications for teacher education

How Idioms Are Recognized when Individuals Are "Thrown Off the Track", "Off the Rack" or "Off the Path": A Decision Time Experiment in Healthy Volunteers

Teaching in inclusive schools. Do the demands of inclusive schools cause stress?

EEG beta-power changes reflect motor involvement in abstract action language processing

How to teach students with moderate and severe intellectual disabilities in inclusive and special education settings: Teachers’ perspectives on skills, knowledge and attitudes

Supporting auditory word recognition with transcranial direct current stimulation: effects in elderly individuals with and without objective memory complaints

How can intercultural school development succeed? The perspective of teachers and teacher educators

Challenges for the school in a migration society - a critical incidents analysis

“Pushing the Button While Pushing the Argument”: Motor Priming of Abstract Action Language

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