TY - CHAP A1 - Apelojg, Benjamin T1 - What´s going on?! Needs and emotions during classes BT - the Felix-App: new ways of feedback and evaluating classes in real time T2 - 9th International Conference on Society and Information Technologies (ICSIT 2018) N2 - The “output-orientation” is omnipresent in teacher education. In order to evaluate teachers' and students' performances, a wide range of different quantitative questionnaires exist worldwide. One important goal of teaching evaluation is to increase the quality of teaching and learning. The author argues, that standard evaluations which are typically made at the end of the semester are problematic due to two reasons. The first one is that some of the questions are too general and don`t offer concrete ideas as to what kind of actions can be taken to make the courses better. The second problem is that the evaluation is mostly made when the course is already over. Because of this criticism, Apelojg invented the Felix-App which offers the possibility to give feedback in real-time by asking for the emotions and needs that occur during different learning situations. The idea is very simple: positive emotions and satisfied needs are helpful for the learning process. Negative emotions and unsatisfied needs have negative effects on the learning process. First descriptive results show, that “managing emotions” during classes can have positive effects on both motivation and emotions. KW - Emotionen KW - Bedürfnisse KW - Motivation KW - Echtzeitmessung KW - Emotions KW - needs KW - real-time measurement KW - Felix-App KW - feedback Y1 - 2019 SN - 978-1-5108-9702-1 IS - 1 SP - 85 EP - 88 PB - Curran Associates CY - Red Hook ER - TY - JOUR A1 - Spörer, Nadine A1 - Lenkeit, Jenny A1 - Bosse, Stefanie A1 - Hartmann, Anne A1 - Ehlert, Antje A1 - Knigge, Michel T1 - Students’ perspective on inclusion BT - Relations of attitudes towards inclusive education and self-perceptions of peer relations JF - International journal of educational research N2 - 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. KW - peer relations KW - inclusion KW - students KW - attitudes KW - special educational KW - needs Y1 - 2020 U6 - https://doi.org/10.1016/j.ijer.2020.101641 SN - 0883-0355 SN - 2666-3740 VL - 103 PB - Elsevier Science CY - Oxford ER - TY - CHAP A1 - Apelojg, Benjamin ED - Schröder, Lisa-Marie ED - Hantke, Harald ED - Steffestun, Theresa ED - Hedtke, Reinhold T1 - Bedürfnisorientierte Lehre in Krisenzeiten?! T1 - Needs-oriented teaching in times of crisis?! BT - Potenziale und Grenzen eines Online-Seminars zur „Nachhaltigen Berufsbildungsforschung“ in der sozioökonomischen Bildung BT - potentials and limits of an online Ssminar on “sustainable vocational education research” in socio-economic education T2 - In Krisen aus Krisen lernen N2 - Krisen werden nicht nur als Herausforderungen, sondern auch als Chance für Veränderungen, Neuerungen oder Innovationen betrachtet. Die Covid-19-Pandemie hat die Lehre an Deutschlands Universitäten mit einem Schlag in die digitale Welt verbannt. Von dieser Digitalisierung ist eine sozioökonomische Bildung genauso wie jede andere universitäre Bildung betroffen. Was es bedeutet, Lehre ausschließlich in digitaler Form zu gestalten, wird exemplarisch an einer digitalen Blockveranstaltung zur „Nachhaltigen Berufsbildungsforschung“ an der Leuphana Universität Lüneburg skizziert und insbesondere unter dem Aspekt der Bedürfnisorientierung kritisch reflektiert. N2 - Crises are seen not only as challenges, but also as opportunities for change or innovation. The corona pandemic has banished teaching at Germany`s universities into the digital world. Socio-economic education is affected by this digitalization just like any other university education. What it means to design teaching exclusively in digital form is shown in an exemplary mannerby outlining a digital block event on sustainable vocational training research at the Leuphana University of Lüneburg and critically reflected in particular under the aspect of needs orientation. KW - nachhaltige Berufsbildung KW - Bedürfnisse KW - digitale Lehre KW - sustainable vocational education KW - needs KW - digital teaching Y1 - 2022 SN - 978-3-658-37779-3 SN - 978-3-658-37780-9 U6 - https://doi.org/10.1007/978-3-658-37780-9_11 SP - 173 EP - 188 PB - Springer VS CY - Wiesbaden ER -