Bielefeld Training Concept for Cooperation in Inclusive Schools (BiFoKi)

In the course of the (further) development of an inclusive regular school system, schools are required to create appropriate learning conditions for all students. Sustainable cooperation within schools and between schools and parents is an important prerequisite for success. In the BifoKi project ("Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen"), training courses were offered specifically for inclusive all-day schools, because here cooperation requirements accumulate and existing findings indicate difficulties in the establishment of intra-school, multi-professional cooperation as well as in the design of educational partnerships between schools and parents. The interdisciplinary training concept addressed school administrators, year teams and parents and was carried out at a total of 28 inclusive comprehensive and secondary schools and accompanied scientifically. In addition to surveys of the training participants, data were also collected from the students of the participating schools and classes, including data on well-being and learning development. (IQB)

  • Research Design: Quasi-Experimental Design
  • Sample: Students in grade 5 (N=2,159); Parents (N=1,455); Principals (N=28); Pedagogical staff (N=284)
  • DOI: 10.5159/IQB_BiFoKi_v1
  • Restrictions: Yes

  • Individual Characteristics
    • Family status
    • Child's school biography
    • Age
    • Sex
    • Special educational needs
    • Educational needs
    • Stress caused by transition
  • Family Background
    • Persons in the household
    • Number of persons in household
    • Language use at home
    • Country of birth child
    • Parents' school and vocational education
    • Parents' employment
    • Family
    • Family language
    • Economic situation
    • Attitude toward parental involvement
  • Home Learning Support
    • Motivation for further training
  • Parental Educational Practices
    • Cooperation with school staff
    • Parent-teacher cooperation
    • Role attribution for educational and training goals
    • Parent-child relationship
    • Parental involvement in school
    • Inclusive schooling for children
  • Parental Educational Aspirations
    • Expectations of the parents' evening
  • Professional Experience
    • Professional expertise
    • Activities in which classes
  • Professional Education
    • Support focus
  • Parental Involvement
    • Cooperation between school and parents
    • Framework conditions for cooperation between school and parents
    • Quality characteristics of school-based parental involvement throughout the school
    • Quality characteristics of school-based parental involvement, level 5
  • Intra-school Cooperation
    • Cooperation within the year group team
    • Personal value
    • Intrinsic value
    • Benefits
    • Collective self-efficacy
  • Other
    • Assessments regarding continuing education at one's own school
  • Institutional Characteristics
    • School development processes
    • Year the school was founded
    • Number of students
    • Number of SEN students
    • Lehrkräfte mit Schwerpunkt SPF
  • Educational Resources
    • Cooperation at school – time resources
    • Characteristics of good inclusive schools
    • Satisfaction with resources and support requests
    • Number of teachers and specialist staff
  • Organization of School Operations
    • Measures and offerings regarding diagnostic procedures and transition processes
    • Persons with MPT positions, collaborations
  • Organization of Teaching Operations
    • Factors that promote and hinder collaborative learning
    • Support classes (German as a secondary language
    • DAZ)
  • Organization of all-day Operation
    • Organisation of all-day activities
    • Number of students in all-day schooling
    • Number of staff related to all-day operation
    • Activity offers in all-day operation
  • School Location
    • Type of school location
  • Learning Opportunities
    • Social learning
  • Composition of the Student Body
  • School Level Processes
  • School Atmosphere
  • Social Climate
    • Appreciation in all-day schooling
  • Cooperation
  • Socio-demographic Background
    • Age
    • Sex
  • Self-Related Attitudes
    • Positive affectivity
    • Negative affectivity
    • Physical well-being
    • Subjective well-being
    • Self-worth
  • Learning and Performance-related Attitudes
    • Subject-specific skills concept: Arithmetic
    • Subject-specific skills concept: Reading
    • Subject-specific skills concept: Writing
  • Educational Biography
    • Aspired qualification
  • Perception of School as a Living Environment
    • Bullying
    • Belonging to the school
  • Reference Norm Orientation
    • Social comparisons
    • Teachers' reference norms orientation
  • Learning Climate
    • Challenge level
    • Personalization
  • Classroom Climate
    • Acceptance by teachers
    • Social climate in the classroom
    • Classroom climate
  • Professional Support/ Individual Support
    • Target-differentiated teaching Class
    • Target-differentiated teaching Child

  • Domain-Specific Cognitive Competencies
  • Mathematics Achievement
    • Calculate
  • Test Instrument Mathematics
  • BASIS-MATH-G - Gruppentest zur Basisdiagnostik Mathematik
    • 4+-5
  • Linguistic Competence
  • Test Instrument Language
  • ELFE II - Ein Leseverständnistest für Erst- bis Siebtklässler
    • Sentence comprehension
  • HSP - Hamburger Schreib-Probe (versch. Versionen)
    • 4-5
  • German Language
  • Reading
    • Reading
    • Reading Skills
  • Spelling
    • Spelling skills
  • Cross-Domain Cognitive Skills
    • Puzzling
  • Test Instrument Intelligence
  • CFT 20-R - Grundintelligenztest
Apply for Scientific Use Files
Data Set Published on
Oct. 18, 2023
Current Version Available Since
Oct. 18, 2023
Survey Period
2018, 2019
Sample
Students in grade 5 (N=2,159); Parents (N=1,455); Principals (N=28); Pedagogical staff (N=284)
Survey Unit
  • Parents
  • Teachers
  • Principals
  • Students
Measured Competencies
Mathematics Achievement, Reading, Writing, Cognitive Ability
Region
North Rhine-Westphalia
Principal Investigators
  • Gorges, Prof. Dr. Julia
  • Lütje-Klose, Prof. Dr. Birgit
  • Neumann, Prof. Dr. Phillip
  • Wild, Prof. Dr. Elke
Data Producers
  • Gorges, Prof. Dr. Julia
  • Lütje-Klose, Prof. Dr. Birgit
  • Neumann, Prof. Dr. Phillip
  • Wild, Prof. Dr. Elke
Funded by
Federal Ministry of Education and Research
Related Studies
Suggested Citation
Lütje-Klose, B., Wild, E., Gorges, J., Neumann, P., Grüter, S., Papenberg, A., Senior, J., Bauermann, V., & Weise, S. (2023). Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen (BiFoKi) [Bielefeld Training Concept for Cooperation in Inclusive Schools (BiFoKi)] (Version 1) [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_BiFoKi_v1
Restriction Notice
A restriction notice (Sperrvermerk) exists with regard to the data of this study, i.e., some topics and variables have been blocked by the data producer(s) in order to protect ongoing research and publication projects of members of their institution(s). If you wish to apply for access to these data and would like further information on the restriction, please do not hesitate to contact us.

Blank data sets

For a first overview of the data set and its variables, dummy data sets containing the variables used and the value labels relating to them are provided for download here.

BiFoKi Educational Staff BiFoKi Parents BiFoKi Students BiFoKi Principals

Documentation

Here you can find further documentation:

BiFoKi Literaturliste BiFoKi Technical Report

Further information

  • https://doi.org/10.4119/unibi/2962493
  • https://doi.org/10.4119/unibi/2964265
  • https://www.uni-bielefeld.de/fakultaeten/erziehungswissenschaft/bifoki-bilief/bifoki/

Literature

Selected literature is listed here.

BiFoKi Literature (.bib)