@article{HenkeBogdaLambrechtetal.2017,
  author    = {Henke, Thorsten and Bogda, Katja and Lambrecht, Jennifer and Bosse, Stefanie and Koch, Helvi and Maaz, Kai and Sp{\"o}rer, Nadine},
  title     = {Will you be my friend? A multilevel network analysis of friendships of students with and without special educational needs backgrounds in inclusive classrooms},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  volume    = {20},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-017-0767-x},
  pages     = {449 -- 474},
  year      = {2017},
  abstract  = {The objective of this study was to determine the relationship between having a special educational needs background (SEN) and the likelihood of having friends in inclusive classes. We assumed that a combination of individual, dyadic and contextual variables can sufficiently explain the relation between a SEN diagnosis and the likelihood of friendship. Data analysis was based on a cross-sectional sample of students (N = 1241) in second and third grade primary-school classes. To address the different levels adequately, the present study improves upon previous research in two ways: First, the sociometric data were analyzed with the p2 model, a specialized multilevel network model. Second, the study focused solely on friendships and emphasized the concept's unique features with respect to inclusive education. Data analysis indicated that students with SEN had a decreased probability of becoming friends with their classmates compared to students without SEN. Even when individual, dyadic, and contextual variables were included into the model, the association between a SEN diagnosis and the likelihood of friendship persisted. The implications of the results are discussed with respect to their implications for inclusive teaching practice.},
  language  = {en}
}
@article{SpoererLenkeitBosseetal.2020,
  author    = {Sp{\"o}rer, Nadine and Lenkeit, Jenny and Bosse, Stefanie and Hartmann, Anne and Ehlert, Antje and Knigge, Michel},
  title     = {Students' perspective on inclusion},
  series = {International journal of educational research},
  volume    = {103},
  journal   = {International journal of educational research},
  publisher = {Elsevier Science},
  address   = {Oxford},
  issn      = {0883-0355},
  doi       = {10.1016/j.ijer.2020.101641},
  pages     = {13},
  year      = {2020},
  abstract  = {The goal of the present study was to analyze how students' attitudes towards inclusive education develop over the course of a school year and how these attitudes relate to students' peer relations. Sixth- and seventh-graders of 44 inclusive classes filled out a questionnaire at two measurement points within one school year to assess attitudes towards inclusive education and peer relations. Applying multilevel regression analyses it turned out that changes in peer relations over time were positively predicted by students' attitudes towards instructional adaptations for students with behaviour difficulties. Further, students with self-perceived behavior difficulties reported lower scores for peer relations compared to students without self-perceived difficulties. Results are discussed with respect to structural factors and individual characteristics affecting inclusive education.},
  language  = {en}
}
@article{SpoererHenkeBosse2021,
  author    = {Sp{\"o}rer, Nadine and Henke, Thorsten and Bosse, Stefanie},
  title     = {Is there a dark side of co-teaching?},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {71},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2020.101393},
  pages     = {10},
  year      = {2021},
  language  = {en}
}