Auflistung nach Autor:in "Schnepel, Susanne"
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Publikation Der Einfluss von Lehrkräfte-Feedback auf die soziale Integration und soziale Kompetenzen in inklusiven Klassen. Ergebnisse einer Längsschnittstudie(16.02.2018) Wullschleger, Andrea; Garrote, Ariana; Schnepel, Susanne; Moser Opitz, Elisabeth06 - PräsentationPublikation Disentangling the relationship between mathematical achievement, social skills, and social status in inclusive classrooms(Pabst Science Publishers, 2021) Schnepel, Susanne; Garrote, Ariana; Moser Opitz, Elisabeth01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Effects of teacher feedback behavior on social acceptance in inclusive elementary classrooms: Exploring social referencing processes in a natural setting(Elsevier, 01/2020) Wullschleger, Andrea; Garrote, Ariana; Schnepel, Susanne; Jaquiéry, Lea; Moser Opitz, Elisabeth01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Effects of teacher feedback behaviour on social participation in inclusive classrooms. Results of a longitudinal study(13.09.2018) Garrote, Ariana; Wullschleger, Andrea; Jaquiéry, Lea; Schnepel, Susanne; Moser Opitz, Elisabeth06 - PräsentationPublikation Social acceptance in inclusive classrooms. Which teaching practices and characteristics matter?(17.09.2018) Garrote, Ariana; Krähenmann, Helena; Wullschleger, Andrea; Schnepel, Susanne; Felder, Franziska; Jaquiéry, Lea; Moser Opitz, Elisabeth06 - PräsentationPublikation Social acceptance in inclusive classrooms: The role of teacher attitudes toward inclusion and classroom management(Frontiers, 2020) Garrote, Ariana; Felder, Franziska; Krähenmann, Helena; Schnepel, Susanne; Sermier Dessemontet, Rachel; Moser Opitz, ElisabethSocial acceptance is vital to students’ development. Being rejected by classmates can result in negative socio-emotional and academic outcomes. Finding relevant factors to be able to effectively support student social acceptance is especially challenging in inclusive classrooms because of the high heterogeneity of the student group. There is evidence that social acceptance is determined by the social behavior of students. In addition, current research suggests that affect-motivation dispositions, such as teacher attitudes, are related to teaching practices, which in turn are associated with student outcomes. This longitudinal study examines, on an individual level, the relationship between social behavior and the social acceptance of students. On a classroom level, the extent to which a teacher’s attitudes toward the inclusion of students with special educational needs affects their classroom management (i.e., implementation of clear rules and successful time management) is analyzed. In addition, the effect of teacher attitudes toward inclusion and classroom management on social acceptance in the classroom is investigated. The social acceptance of a sample of 580 students in 34 inclusive classrooms was assessed at the beginning and the end of the school year. In addition, student social behavior was rated by peers at the beginning of the school year. Teachers (n = 34) were asked about their attitudes toward inclusion at the beginning of the school year. One mathematics lesson in each classroom was videotaped to assess the teachers’ classroom management practices. Multilevel structural equation models revealed a positive relationship between student social behavior and their social acceptance in the peer group. Contrary to expectations, teachers’ attitudes toward inclusion did not predict their classroom management practices (i.e., implementation of clear rules and successful time management). As hypothesized, teachers’ classroom management predicted the level of social acceptance in the classroom, whereas teachers’ attitudes toward the inclusion of students with special educational needs did not. The study results are discussed in light of previous findings and implications for teacher education are described.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation Social inclusion and academic achievement. Why are pupils with SEN less accepted?(08.07.2016) Schnepel, Susanne; Garrote, Ariana; Moser Opitz, Elisabeth06 - PräsentationPublikation What does mathematical achievement have to do with social relationships? A longitudinal social network study in inclusive classrooms.(14.07.2018) Garrote, Ariana; Schnepel, Susanne; Moser Opitz, Elisabeth06 - PräsentationPublikation Zusammenhang zwischen Lehrpersonen-Feedback und Peerakzeptanz in Primarschulklassen. Ergebnisse einer Längsschnittstudie(29.11.2019) Garrote, Ariana; Wullschleger, Andrea; Schnepel, Susanne; Jaquiéry, Lea; Moser Opitz, Elisabeth06 - PräsentationPublikation Zusammenhänge zwischen sozialen Beziehungen und Mathematikleistung in inklusiven Klassen. Ergebnisse einer Längsschnittanalyse von sozialen Netzwerken(19.01.2017) Garrote, Ariana; Schnepel, Susanne; Moser Opitz, Elisabeth06 - Präsentation