@article{LautenbachAntoniewicz2018,
  author    = {Lautenbach, Franziska and Antoniewicz, Franziska},
  title     = {Ambivalent implicit attitudes towards inclusion in preservice PE teachers},
  series = {Teaching and Teacher Education},
  volume    = {72},
  journal   = {Teaching and Teacher Education},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2018.01.003},
  pages     = {24 -- 32},
  year      = {2018},
  abstract  = {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.},
  language  = {en}
}
@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}
}