@article{BoernertRinglebWilbert2018,
  author    = {B{\"o}rnert-Ringleb, Moritz and Wilbert, J{\"u}rgen},
  title     = {The Association of Strategy Use and Concrete-Operational Thinking in Primary School},
  series = {Frontiers in Education},
  volume    = {3},
  journal   = {Frontiers in Education},
  publisher = {Frontiers Media},
  address   = {Lausanne},
  issn      = {2504-284X},
  doi       = {10.3389/feduc.2018.00038},
  pages     = {1 -- 11},
  year      = {2018},
  abstract  = {Concrete-operational thinking depicts an important aspect of cognitive development. A promising approach in promoting these skills is the instruction of strategies. The construction of such instructional programs requires insights into the mental operations involved in problem-solving. In the present paper, we address the question to which extent variations of the effect of isolated and combined mental operations (strategies) on correct solution of concrete-operational concepts can be observed. Therefore, a cross-sectional design was applied. The use of mental operations was measured by thinking-aloud reports from 80 first- and second-graders (N = 80) while solving tasks depicting concrete-operational thinking. Concrete-operational thinking was assessed using the subscales conservation of numbers, classification and sequences of the TEKO. The verbal reports were transcribed and coded with regard to the mental operations applied per task. Data analyses focused on tasks level, resulting in the analyses of N = 240 tasks per subscale. Differences regarding the contribution of isolated and combined mental operations (strategies) to correct solution were observed. Thereby, the results indicate the necessity of selection and integration of appropriate mental operations as strategies. The results offer insights in involved mental operations while solving concrete-operational tasks and depict a contribution to the construction of instructional programs.},
  language  = {en}
}
@article{KrullWilbertHennemann2018,
  author    = {Krull, Johanna and Wilbert, J{\"u}rgen and Hennemann, Thomas},
  title     = {Does social exclusion by classmates lead to behaviour problems and learning difficulties or vice versa?},
  series = {European journal of special needs education},
  volume    = {33},
  journal   = {European journal of special needs education},
  number    = {2},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0885-6257},
  doi       = {10.1080/08856257.2018.1424780},
  pages     = {235 -- 253},
  year      = {2018},
  abstract  = {Social participation of pupils with special educational needs (SEN) is a central topic in the current inclusion debate. Numerous studies have shown that the risk of social exclusion is considerably higher for children with SEN compared to their peers without SEN, especially for pupils with behaviour problems (BP) or learning difficulties (LD). Since most of these studies are based on cross-sectional designs, there is a lack of knowledge regarding the direction of the effects. This leads to the question to what extent BP and LD have an impact on pupils' social position in the class and, vice versa, to what extent the social position has an effect on the development of BP and LD. To address these questions, we analysed sociometric data of 1244 primary school children. {\`E} A cross-lagged panel analysis was conducted. The results indicate that BP and LD in 1st grade lead to significantly less social acceptance by peers in 2nd grade but do not predict significantly higher social rejection. A directed influence of LD or BP on a higher social rejection cannot be found. Conversely, neither social acceptance nor social rejection at 1st grade has an influence on the development of BP or LD at grade two.},
  language  = {en}
}
@article{VockGronostajKretschmannetal.2018,
  author    = {Vock, Miriam and Gronostaj, Anna and Kretschmann, Julia and Westphal, Andrea},
  title     = {„Meine Lehrer m{\"o}gen mich" - Soziale Integration von Kindern mit sonderp{\"a}dagogischem F{\"o}rderbedarf im gemeinsamen Unterricht in der Grundschule},
  series = {DDS - Die Deutsche Schule},
  volume    = {110},
  journal   = {DDS - Die Deutsche Schule},
  number    = {2},
  publisher = {Waxmann},
  address   = {M{\"u}nster},
  issn      = {0012-0731},
  doi       = {10.31244/dds.2018.02.03},
  pages     = {124 -- 137},
  year      = {2018},
  abstract  = {Brandenburg startete im Schuljahr 2012/2013 das Pilotprojekt „Inklusive Grundschule" (PING). 35 dieser Pilot-Grundschulen wurden wissenschaftlich begleitet (vgl. Sp{\"o}rer, Schr{\"u}nder-Lenzen, Vock \& Maaz, 2015). In diesem Beitrag berichten wir Befunde zum sozialen Selbstkonzept, wie die Kinder das Klassenklima erleben und wie sie sich von ihrer Lehrkraft angenommen f{\"u}hlen. Untersucht wurden 1.435 Kinder in 61 inklusiven Klassen der Jahrgangsstufen 2 und 3. Es finden sich keine durchg{\"a}ngigen Nachteile bei Selbstkonzept und erlebtem Klassenklima f{\"u}r Kinder mit sonderp{\"a}dagogischem F{\"o}rderbedarf (SPF), jedoch f{\"u}hlen sich diese weniger von ihren Lehrkr{\"a}ften angenommen.},
  language  = {de}
}