@article{WilbertUrtonKrulletal.2020,
  author    = {Wilbert, J{\"u}rgen and Urton, Karolina and Krull, Johanna and Kulawiak, Pawel R. and Schwalbe, Anja and Hennemann, Thomas},
  title     = {Teachers' accuracy in estimating social inclusion of students with and without special educational needs},
  series = {Frontiers in education},
  volume    = {5},
  journal   = {Frontiers in education},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2020.598330},
  pages     = {11},
  year      = {2020},
  abstract  = {It is unclear to what extent teachers can accurately assess the social inclusion of their students with and without SEN. The study aims to shed light on these desiderata. Students (N = 1.644) with SEN (learning, behavior, and language problems) and without SEN and their teachers (N = 79) participated in the study. Sociometric peer nominations, students' self-perceived social inclusion, and teachers' assessments regarding students' social inclusion and self-perceived social inclusion were administered. The results suggest that teachers are moderately accurate in identifying social acceptance and social rejection, while accuracy is low when assessing students' self-perceived social inclusion. That said, rating accuracy varied strongly between teachers, ranging from no agreement to a perfect concordance. Teachers seem to be more accurate in estimating the social acceptance of students with learning problems. The results emphasize the importance of differentiating between various social inclusion criteria (i.e., students' self-report vs. peer nominations) and accounting for inter-individual differences in teachers' rating accuracy.},
  language  = {en}
}
@article{DuenkelKniggeWilbert2020,
  author    = {D{\"u}nkel, Nora and Knigge, Michel and Wilbert, J{\"u}rgen},
  title     = {Determinanten und Akkuratheit von Sch{\"u}lerurteilen {\"u}ber sprachliche F{\"a}higkeiten von Mitsch{\"u}ler(inne)n im Deutschen und den Herkunftssprachen T{\"u}rkisch und Russisch},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE},
  volume    = {23},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE},
  number    = {5},
  publisher = {Springer},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-020-00972-8},
  pages     = {1019 -- 1052},
  year      = {2020},
  abstract  = {Models of language acquisition suggest that the development of language abilities is influenced by the language skills of relevant interaction partners (e.g. peers). Because objective measures of interaction partners' language skills are rarely available, third party ratings may be an alternative measure. Therefore, the present study investigates students' ratings of their fellow students' language skills as indicators of actual language performance in German and the heritage languages Turkish and Russian. Multilevel models were applied to address the following questions: Which factors influence students' ratings of peers' language skills? How accurate are these ratings and what influences the accuracy of ratings? In all languages, students' ratings were moderately related to peers' test performance and the accuracy of ratings was positively moderated if the students had class together, shared the same language background and with increasing relationship quality. The ratings for German language abilities further revealed negative performance related stereotypes towards peers with Turkish and Russian language backgrounds. The results are discussed with respect to possibilities and boundaries of assessing peers' language skills through student ratings and implications of negative performance related stereotypes.},
  language  = {de}
}