TY  - JOUR
A1  - Lautenbach, Franziska
A1  - Antoniewicz, Franziska
T1  - Ambivalent implicit attitudes towards inclusion in preservice PE teachers
BT  - the need for assessing both implicit and explicit attitudes towards inclusion
JF  - Teaching and Teacher Education
N2  - Explicit attitudes towards inclusion are increasingly investigated in (preservice) teachers. However, few studies examine implicit attitudes towards inclusion, despite the advantage of being less sensitive to social desirability. Since inclusion is a sensitive topic, we aimed to investigate implicit and explicit attitudes towards inclusion as well as interactions between these attitudes. Using the Single-Target Implicit Association Test, early semester preservice teachers exhibited ambivalent implicit attitudes and positive explicit attitudes. Implicit attitudes were negatively correlated with explicit attitudes. Methodological and contentual explanations for these findings are discussed and theory-based implications for university education are suggested.
KW  - ST-IAT
KW  - Inclusion
KW  - Physical education
KW  - Associate propositional evaluation model
KW  - Dual-process
Y1  - 2018
U6  - https://doi.org/10.1016/j.tate.2018.01.003
SN  - 0742-051X
VL  - 72
SP  - 24
EP  - 32
PB  - Elsevier
CY  - Oxford
ER  - 
TY  - JOUR
A1  - Henke, Thorsten
A1  - Bogda, Katja
A1  - Lambrecht, Jennifer
A1  - Bosse, Stefanie
A1  - Koch, Helvi
A1  - Maaz, Kai
A1  - Spörer, Nadine
T1  - Will you be my friend? A multilevel network analysis of friendships of students with and without special educational needs backgrounds in inclusive classrooms
JF  - Zeitschrift für Erziehungswissenschaft
N2  - 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.
KW  - Friendship
KW  - Inclusion
KW  - Network Analysis
KW  - Social Participation
Y1  - 2017
U6  - https://doi.org/10.1007/s11618-017-0767-x
SN  - 1434-663X
SN  - 1862-5215
VL  - 20
SP  - 449
EP  - 474
PB  - Springer
CY  - Wiesbaden
ER  -