@article{HenkeBosseSpoerer2018,
  author    = {Henke, Thorsten and Bosse, Stefanie and Sp{\"o}rer, Nadine},
  title     = {Binnendifferenzierung im inklusiven Unterricht},
  series = {Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung},
  journal   = {Inklusive Schul- und Unterrichtsentwicklung : vom Anspruch zur erfolgreichen Umsetzung},
  publisher = {Kohlhammer},
  address   = {Stuttgart},
  isbn      = {978-3-17-032719-1},
  pages     = {143 -- 159},
  year      = {2018},
  language  = {de}
}
@article{SpoererHenkeBosse2021,
  author    = {Sp{\"o}rer, Nadine and Henke, Thorsten and Bosse, Stefanie},
  title     = {Is there a dark side of co-teaching?},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {71},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2020.101393},
  pages     = {10},
  year      = {2021},
  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}
}
@phdthesis{Henke2018,
  author    = {Henke, Thorsten},
  title     = {Soziale Partizipation in der inklusiven Grundschule},
  school      = {Universit{\"a}t Potsdam},
  year      = {2018},
  language  = {de}
}
@article{BosseHenkeSpoerer2018,
  author    = {Bosse, Stefanie and Henke, Thorsten and Sp{\"o}rer, Nadine},
  title     = {Inklusion aus der Perspektive der Lernenden},
  series = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion},
  journal   = {Leistung und Wohlbefinden in der Schule: Herausforderung Inklusion},
  publisher = {Belz},
  address   = {Weinheim},
  isbn      = {978-3-7799-3859-0},
  pages     = {256 -- 271},
  year      = {2018},
  language  = {de}
}
@article{HenkeBosseLambrechtetal.2017,
  author    = {Henke, Thorsten and Bosse, Stefanie and Lambrecht, Jennifer and J{\"a}ntsch, Christian and Jaeuthe, Jessica and Sp{\"o}rer, Nadine},
  title     = {Mittendrin oder nur dabei?},
  series = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie},
  volume    = {31},
  journal   = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie},
  number    = {4},
  publisher = {Hogrefe},
  address   = {Bern},
  issn      = {1010-0652},
  doi       = {10.1024/1010-0652/a000196},
  pages     = {111 -- 123},
  year      = {2017},
  abstract  = {In der vorliegenden Studie wurde das Ausmaß der sozialen Partizipation von Grundsch{\"u}lerinnen und Grundsch{\"u}lern mit einem und ohne festgestelltem sonderp{\"a}dagogischem F{\"o}rderbedarf (SPF) untersucht. Insgesamt wurden N = 1436 Sch{\"u}ler der 2. und 3. Jahrgangsstufe mittels Frageb{\"o}gen zum peerbezogenen Klassenklima, zur Einsch{\"a}tzung der eigenen sozialen Integration, zum Gef{\"u}hl des Angenommen-Seins durch die Lehrkraft und zur Anzahl ihrer Freundschaften befragt. Mithilfe des Propensity Score Matching-Verfahrens wurden den Sch{\"u}lern mit einem festgestellten SPF in den Bereichen Lernen, emotionale und soziale Entwicklung oder Sprache (N = 91) basierend auf theoretisch und empirisch abgeleiteten Hintergrundvariablen statistische Zwillinge ohne SPF zugeordnet. Zu den Hintergrundvariablen z{\"a}hlten famili{\"a}re, leistungs- und verhaltensbezogene Merkmale. Der Vergleich der Sch{\"u}ler mit einem festgestellten SPF mit ihren statistischen Zwillingen ohne SPF lieferte keine Hinweise auf einen Zusammenhang zwischen dem Status eines SPF und der sozialen Partizipation.},
  language  = {de}
}