Ausgewählte Publikationen

Balt, M., Fritz-Stratmann, A. & Ehlert, A. (2020). Insights into first grade students' development of conceptual numerical understanding as drawn from progression-based assessments. Frontiers in Education 5(80), 80. https://doi.org/10.3389/feduc.2020.00080

Bormann, S. & Böhme, K. (2021). Einstellungen von Lehrkräften der Sekundarstufe I zur sprachlichen Anpassung von Sachtexten und zur Leichten Sprache. Der Deutschunterricht, 73 (1), 64-73.

Civitillo, S., Juang, L. P., & Schachner, M. K. (2021). Stressing similarities or ignoring differences? Shedding light into different forms of color-evasive ideology with pre- and in-service teachers. Zeitschrift Für Erziehungswissenschaft, 24(1), 135–153. https://doi.org/10.1007/s11618-021-00995-9

Ehlert, A. & Wagner, L. (im Druck). Chapter 25: Best practice and policy in mathematics education in schools. In: M. Skeide etc. (Hrsg.). Cambridge Handbook of Dyslexia and Dyscalculia, Cambridge University Press.

Fritz, A., Ehlert, A. & Leutner, D. (2018). Arithmetische Konzepte aus kognitiv-entwicklungspsychologischer Sicht. Journal für Mathematik-Didaktik, 39(1), 7-41. https://doi.org/10.1007/s13138-018-0131-6

Juang, L. P., Schachner, M. K., Pevec, S., & Moffitt, U. (2020). The Identity Project intervention in Germany: Creating a climate for reflection, connection, and adolescent identity development. New Directions for Child and Adolescent Development, 2020 (173), 65–82. https://doi.org/10.1002/cad.20379

Knigge, M., Krauskopf, K. & Wagner, S. (2019). Improving Socio-Emotional Competencies Using a Staged Video-Based Learning Program? Results of Two Experimental Studies. Frontiers in Education, 4, 142. https://doi.org/10.3389/feduc.2019.00142

Krauskopf, K. (2016). Das Patenschaftsprojekt K-IPU (Projektphase 2) – Forschungsergebnisse. In C. Ludwig-Körner, K. Krauskopf & U. Stegemann (Hrsg.), Frühe Hilfen – Frühförderung – Inklusion. Stärkung der Eltern-Kind-Beziehung im Kindergarten, (S. 113-174). Psychosozial-Verlag. https://doi.org/10.30820/9783837968156-113

Krauskopf K., Rogge, F., Salzberg-Ludwig, K. & Knigge, M. (2019). Förderplanung im Team für die Sekundarstufe (FiT-S). Anleitung für die effiziente Planungssitzung. E. Reinhardt Verlag.

Kulawiak, P. R., Wilbert, J., Schlack, R., & Börnert-Ringleb, M. (2020). Prediction of child and adolescent outcomes with broadband and narrowband dimensions of internalizing and externalizing behavior using the child and adolescent version of the Strengths and Difficulties Questionnaire. PLOS ONE, 15(10), e0240312. https://doi.org/10.1371/journal.pone.0240312

Lambrecht, J., Bosse, S., Henke, T., Jäntsch, C. & Spörer, N. (2016). Eine inklusive Grundschule ist eine inklusive Grundschule? Wie sich inklusive Grundschulen an Hand ihres Umgangs mit Ressourcen unterscheiden lassen. Zeitschrift für Bildungsforschung, 6 (2), 135-150. https://doi.org/10.1007/s35834-016-0156-1

Lenkeit, J., Hartmann, A., Ehlert, A., Knigge, M. & Spörer, N. (2022). Effects of special educational needs and socioeconomic status on academic achievement. Separate or confounded? International Journal of Educational Research, 113. https://doi.org/10.1016/j.ijer.2022.101957

Mackowiak, K. & Schramm, S. A. (2016). ADHS im Kontext Schule. Kohlhammer.

O'Brien, A. M., Schlosser, R. W., Shane, H., Wendt, O., Yu, C., Allen, A. A., Cullen, J., Benz, A., & O'Neill, L. (2020). Providing visual directives via a smart watch to a student with Autism Spectrum Disorder: an intervention note. Augmentative and alternative communication (Baltimore, Md.: 1985), 36(4), 249–257.https://doi.org/10.1080/07434618.2020.1862299

Rogge, F., Knigge, M., Krauskopf, K.,Ehlert, A., Hartmann, A., Lenkeit, J. & Spörer, N. (2021). Multiprofessionelle Kooperation als Innovation – Eine Untersuchung zu Rahmenbedingungen und Kooperationsformen an inklusiven Schulen in Brandenburg. Empirische Pädagogik, 35(4), 337 - 355.

Rombouts, E., Meuris, K., Maes, B., De Meyer, A. M., & Zink, I. (2016). Video Feedback in Key Word Signing Training for Preservice Direct Support Staff. Journal of speech, language, and hearing research: JSLHR, 59(2), 342–348. https://doi.org/10.1044/2015_JSLHR-L-14-0266

Schachner, M. K., Noack, P., Van de Vijver, F. J. R., & Eckstein, K. (2016). Cultural diversity climate and psychological adjustment at school – Equality and inclusion versus cultural pluralism. Child Development, 87(4), 1175-1191. https://doi.org/10.1111/cdev.12536

Schramm, S. A., Hennig, T. & Linderkamp, F. (2016). Training problem-solving- and organizational skills in adolescents with ADHD: A randomized controlled trial. Journal of Cognitive Education and Psychology, 15(3), 391-411. https://doi.org/10.1891/1945-8959.15.3.391

Schwalbe, A., Müller, C. M., & Wilbert, J. (2021). Wahrgenommene Gruppennormen und ihre Bedeutung für die soziale Akzeptanz und Ablehnung in Grundschulklassen. Zeitschrift für Grundschulforschung, 14(2), 215–235. https://doi.org/10.1007/s42278-021-00107-w

Schwarzenthal, M., Schachner, M. K., Juang, L. P., & van de Vijver, F. J. R. (2020). Reaping the benefits of cultural diversity: Classroom cultural diversity climate and students’ intercultural competence. European Journal of Social Psychology, 50(2), 323–346. https://doi.org/10.1002/ejsp.2617

Spörer, N., Henke, T. & Bosse, S. (2021). Is there a dark side of co-teaching? A study on the social participation of primary school students and their interactions with teachers and classmates. Learning & Instruction, 71. https://doi.org/10.1016/j.learninstruc.2020.101393

Szagun, G. & Schramm, S. A. (2015). Sources of variability in language development of children with cochlear implants: Age at implantation, parental language, and early features of children’s language construction. Journal of Child Language 43 (3), 505-536. https://doi.org/10.1017/S0305000915000641

Wagner, L. & Ehlert, A. (2019). Diagnostic competence of math teacher students - An important skill in inclusive settings. In M. Knigge, D. Kollosche, O. Skovsmose, R. M. José de Souza & M. G. Penteado (Eds.) Inclusive mathematics education: Research results from Brazil and Germany, (S. 561-579). Springer Verlag. https://doi.org/10.1007/978-3-030-11518-0_32

Wendt, O., Hsu, N., Simon, K., Dienhart, A., & Cain, L. (2019). Effects of an iPad-based Speech-Generating Device Infused into Instruction with the Picture Exchange Communication System for Adolescents and Young Adults with Severe Autism Spectrum Disorder. Behavior modification, 43(6), 898–932. https://doi.org/10.1177/0145445519870552