Krähenmann, Helena
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Helena
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Krähenmann, Helena
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Publikation 06 - PräsentationPublikation Models of inclusive education in Switzerland. An insight and discussion on inclusive school models from different perspectives(27.05.2023) Krähenmann, Helena06 - PräsentationPublikation Digitale Plattform für den Unterricht mit geflüchteten Kindern(Aargauischer Lehrerinnen- und Lehrerverband (alv), 2022) Krähenmann, Helena01B - Beitrag in Magazin oder ZeitungPublikation The impact of special education resources and the general and the special education teacher’s competence on pupil mathematical achievement gain in inclusive classrooms(Routledge, 24.09.2020) Moser Opitz, Elisabeth; Schnepel, Susanne; Krähenmann, Helena; Jandl, Sarah; Felder, Franziska; Sermier Dessemontet, RachelResearch in inclusive settings is complicated by the nested relationships between the general education teacher (GET), the special education teacher (SET) and pupils. In this study, the impact of SET resource and selected variables of teacher competence (professional mathematical knowledge SET, attitude towards inclusion GET, classroom management GET) on the mathematical achievement gain of typically developing pupils (TYP) and pupils with intellectual disability (ID) was examined. Mathematical achievement was tested at the beginning of the school year (t1) and the end (t2) in 34 inclusive classrooms (sample ID: n = 42; sample TYP n = 525). IQ and gender – and the average mathematical achievement at class level in the sample TYP – were included as control variables. For pupils with ID, hierarchical regression modelling revealed that the mathematical knowledge at t1 explained most of the variance in mathematical achievement gain. For the group TYP, the results of a multi-level analysis showed that mathematical knowledge at t1, IQ and the average mathematical achievement at class level all had a positive effect on mathematical achievement gain. The more hours a SET was present in the classroom, the more the mathematical achievement of the group TYP increased. The other teacher competence variables had no apparent impact.01A - Beitrag in wissenschaftlicher ZeitschriftPublikation 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 Differentiation in inclusive classrooms. Results of a video study(14.08.2019) Krähenmann, Helena; Felder, Franziska; Jandl, Sarah; Sermier Dessemontet, Rachel; Schnepel, Susanne; Moser Opitz, Elisabeth06 - PräsentationPublikation Inclusive Mathematics Instruction. A Conceptual Framework and Selected Research Results of a Video Study(Springer, 26.03.2019) Krähenmann, Helena; Moser Opitz, Elisabeth; Schnepel, Susanne; Stöckli, Meret; Kollosche, David; Marcone, Renato; Knigge, Michel; Godoy Penteado, Miriam; Skovsmose, OleThis paper discusses the aims and challenges of inclusive mathematics instruction and presents data from a video study of 34 inclusive classrooms. Criteria for inclusive mathematics instruction are identified, and a conceptual framework is presented with a particular focus on very heterogeneous groups of learners that include students with intellectual disabilities. Key issues with the inclusive approach are the need to adapt learning goals (differentiation) and to manage joint learning settings. Data from the study show a rather limited use of differentiated learning goals in general and for students with intellectual disabilities in particular during inclusive mathematics instruction. Correlation analyses reveal that, in the classrooms studied, there was either a focus on differentiated learning goals or a focus on joint learning situations. The simultaneous implementation of both differentiated learning goals and joint learning settings seems to be very challenging in inclusive teaching settings. Therefore, teachers must be given specific support aimed at enabling them to meet this challenge.04A - Beitrag SammelbandPublikation 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 Wenn Regel- und SonderpädagogInnen in inklusiven Klassen unterrichten. Eine Studie zur Unterrichtsqualität im Kontext von "nested instruction"(17.02.2018) Krähenmann, Helena; Felder, Franziska; Jandl, Sarah; Sermier Dessemontet, Rachel; Schnepel, Susanne; Moser Opitz, Elisabeth06 - PräsentationPublikation Innere Differenzierung und Classroom Management im inklusiven Mathematikunterricht(21.09.2017) Krähenmann, Helena; Moser Opitz, Elisabeth06 - Präsentation
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