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: No

  • Individual and Institutional Background
    • Socio-demographic Background
      • Individual Characteristics
        • Family status
        • Child's school biography
      • 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
    • Home Learning Environment
      • 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
  • Individual and Institutional Background
    • Socio-demographic Background
      • Individual Characteristics
        • Age
        • Sex
    • Professional Background
      • Professional Experience
        • Professional expertise
        • Activities in which classes
      • Professional Education
        • Support focus
    • Institutional Characteristics
      • School development processes
      • Educational Resources
        • Cooperation at school – time resources
        • Characteristics of good inclusive schools
        • Satisfaction with resources and support requests
      • Organization of School Operations
        • Measures and offerings regarding diagnostic procedures and transition processes
      • Organization of Teaching Operations
        • Factors that promote and hinder collaborative learning
      • Organization of all-day Operation
        • Organisation of all-day activities
  • School Level Processes
    • 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
    • Cooperation
      • Intra-school Cooperation
        • Cooperation within the year group team
        • Personal value
        • Intrinsic value
        • Benefits
        • Collective self-efficacy
  • Other
    • Other
      • Assessments regarding continuing education at one's own school
  • Individual and Institutional Background
    • Socio-demographic Background
      • Age
      • Sex
      • Individual Characteristics
        • Special educational needs
        • Educational needs
        • Stress caused by transition
      • Family Background
        • Family
        • Family language
        • Economic situation
        • Attitude toward parental involvement
    • Personal Characteristics
      • 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
  • School Level Processes
    • School Atmosphere
      • Perception of School as a Living Environment
        • Bullying
        • Belonging to the school
      • Social Climate
        • Appreciation in all-day schooling
  • Teaching-Learning Arrangements
    • Class Management
      • Professional Support/ Individual Support
        • Target-differentiated teaching Class
        • Target-differentiated teaching Child
      • Reference Norm Orientation
        • Social comparisons
        • Teachers' reference norms orientation
    • Learning Atmosphere in the Classroom and in the Class Group
      • Learning Climate
        • Challenge level
        • Personalization
      • Classroom Climate
        • Acceptance by teachers
        • Social climate in the classroom
        • Classroom climate
  • Individual and Institutional Background
    • Institutional Characteristics
      • Year the school was founded
      • Number of students
      • School development processes
      • 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
      • School Location
        • Type of school location
      • 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
      • Learning Opportunities
        • Social learning
      • Composition of the Student Body
  • School Level Processes
    • Parental Involvement
      • 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
    • School Atmosphere
      • Social Climate
    • Cooperation

  • 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
        • Receptive
          • Reading
            • Reading
            • Reading Skills
        • Productive
          • 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
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
There are no specific data restrictions.

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 Technical Report

Further information

Literature

Selected literature is listed here.

BiFoKi Literature (.bib)

2023

Fischer, F. P., & Gorges, J. (2023). Warum wollen Eltern (nicht) an Elternbildung teilnehmen? Analysen der Rolle von Bildungsniveau und Migrationshintergrund für die elterliche Motivation zur Teilnahme an Elternbildung. Zeitschrift für Erziehungswissenschaft, 26(3), 813–841. https://doi.org/10.1007/s11618-023-01146-y

2022

Bardach, L., Neuendorf, C., Grüter, S., Hesse, F. P., & Gorges, J. (2022). Parents’ role construction for educational involvement and socioeconomic status: Relations to early adolescents’ academic self-concepts and achievement in reading, writing, and mathematics. OSFPreprints. https://doi.org/10.31219/osf.io/3kjqc

Gorges, J., Neumann, P., & Störtländer, J. C. (2022). Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction. Frontiers in Psychology, 13, 876521. https://doi.org/10.3389/fpsyg.2022.876521

Gorges, J., Neumann, P., Wild, E., Lütje-Klose, B., Grüter, S., Weber, A., & Senior, J. (2022). Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen (BiFoKi) : Technical Report V. 1.0. Univ. Bielefeld, Abteilung für Psychologie & Fakultät für Erziehungswissenschaft. https://doi.org/10.4119/unibi/2962493

Grüter, S. (2022). Erziehung und Bildung in gemeinsamer Zuständigkeit? Empirische Befunde zu Zuständigkeitsvorstellungen von Eltern und Lehr- und Fachkräften an inklusiven Sekundar- und Gesamtschulen. Zeitschrift für Inklusion. https://www.inklusion-online.net/index.php/inklusion-online/article/view/653

Grüter, S., Hölz, S., Neumann, P., & Lütje-Klose, B. (2022). „Die sehen mich als irgendwas zwischen Schulsozialarbeiter und Sonderpädagoge“ - Ergebnisse einer Interviewstudie zur Rolle pädagogischer Fachkräfte in multiprofessionellen Teams an inklusiven Schulen. Zeitschrift für Inklusion. https://www.inklusion-online.net/index.php/inklusion-online/article/view/595

Lütje-Klose, B., Grüter, S., Neumann, P., Weber, A., Goldan, J., & Wild, E. (2022). „Weil wir tatsächlich nicht voneinander wussten, was jeder Einzelne so an verborgenen Schätzen bringt“ – Konzeptionelle Bausteine zur Entwicklungsplanung der Kooperation in multiprofessionellen Jahrgangsteams am Beispiel der „Schatzkiste“. In D. Lutz, J. Becker, F. Bauchhaupt, D. Katzenbach, A. Strecker, & M. Urban (Eds.), Qualifizierung für Inklusion (pp. 163–178). Waxmann.

Lütje-Klose, B., Wild, E., Gorges, J., Neumann, P., Grüter, S., & Weber, A. (2022). Schlussbericht: Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen (BiFoKi): Entwicklung und Evaluation eines interdisziplinären Fortbildungsangebots. Universität Bielefeld. https://doi.org/10.4119/unibi/2964265

Neumann, P., Hopmann, B., Wohnhas, V., & Lütje-Klose, B. (2022). Der Rollenhut als Vermittlungsmedium: Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen. Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion (HLZ), 5(1), 13–25. https://doi.org/10.11576/HLZ-4949

Wild, E. (2022). Effektive Kooperation im multiprofessionellen Team und in der schulischen Elternarbeit. Zwei interdependente Qualitätsmerkmale inklusiver Schulen. In B. Serke & B. Streese (Eds.), Wege der Kooperation im Kontext inklusiver Bildung (pp. 43–51). Verlag Julius Klinkhardt. https://doi.org/10.25656/01:24881

Wächter, T., & Gorges, J. (2022). Wie kommt Inklusion in die Schulen? Einstellung zur Inklusion als Prädiktor der inklusionsbezogenen Fortbildungsmotivation von Lehrkräften. Zeitschrift für Erziehungswissenschaft, 26(1), 31–54. https://doi.org/10.1007/s11618-022-01129-5

2021

Gorges, J., Kurz, K., Neumann, P., Hessen, F., & Wild, E. (2021). Der Fisch neben mir - der Einfluss von Individualisierung im Unterricht, sozialer und individueller Vergleiche auf das Fähigkeitsselbstkonzept von Fünftklässler*innen in inklusiven Schulen. Zeitschrift für Erziehungswissenschaften. https://doi.org/10.1007/978-3-658-

Gorges, J., Lütje-Klose, B., & Neumann, P. (2021). Multiprofessionelle Kooperation an inklusiven Schulen: Erkenntnisse zur Motivation von Lehrkräften. In C. Mähler & M. Hasselhorn (Eds.), Inklusion (pp. 29–45). Hogrefe.

Grüter, S., Teuber, Z., & Wild, E. (2021). Entwicklung eines Elternfragebogens zu Qualitätsmerkmalen der Eltern-Schule-Koorperation an inklusiven Ganztagsschulen (EQESK). In C. Mähler & M. Hasselhorn (Eds.), Inklusion (pp. 131–152). Hogrefe.

Neumann, P., & Lütje-Klose, B. (2021). Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany. In S. R. Semon, D. Lane, & P. Jones (Eds.), Instructional Collaboration in International Inclusive Education Contexts (pp. 55–69). Emerald Publishing Limited. https://doi.org/10.1108/S1479-363620210000017007

Neumann, P., Grüter, S., Eckel, L., Lütje-Klose, B., Wild, E., & Gorges, J. (2021). Aufgaben und Zuständigkeiten von allgemeinen und sonderpädagogischen Lehrkräften sowie Fachkräften der Schulsozialarbeit in inklusiven Schulen der Sekundarstufe I. Erste Ergebnisse aus dem BiFoKi-Projekt. Zeitschrift für Heilpädagogik, 73(4), 164–177.

2020

Gorges, J., Grumbach, J., Micheel, S. A., & Neumann, P. (2020). Erfassung von Einstellungen zu Inklusion mit SACIE, EFI-L und KIESEL. Diagnostica, 66(4), 235–245. https://doi.org/10.1026/0012-1924/a000253

Wild, E., Lütje-Klose, B., Gorges, J., Neumann, P., Grüter, S., Weber, A., & Goldan, J. (2020). Kooperation als Schlüssel - Das "Bielefelder Fortbildungskonzept zur Kooperation an inklusiven Schulen" (BiFoKi). SEMINAR - Lehrerbildung und Schule, 26(4), 56–68.

2019

Grüter, S., Gorges, J., & Wild, E. (2019). Eltern als Partner gewinnen. Ein Workshop-Konzept für Jahrgangsteams an inklusiven Schulen. Schule inklusiv, 2019, 28–31.

Grüter, S., Gorges, J., & Wild, E. (2019). Erziehungs- und Bildungspartnerschaft. Warum sich die Kooperation zwischen Schule und Familie lohnt. Schule inklusiv, 2019(5), 4–8.

2018

Lütje-Klose, B., & Neumann, P. (2018). Schulische Inklusion durch Kooperation. Die Entwicklung inklusiver Kulturen, Strukturen und Praktiken. Friedrich-Jahresheft, 36, 52–54.

Lütje-Klose, B., & Urban, M. (2018). Kooperation im Jahrgangsteam. Schule inklusiv, 2018(1), 20–23.