Bielefeld Longitudinal Study on Learning in Inclusive and Exclusive Support Arrangements (BiLieF)

BiLieF investigated the development of primary school children with special educational needs in the area of learning. The studied students attended a special school, an integration class or a primary school supported by a competence center for special education. These different types of schooling are theoretically regarded as formally different educational settings whose effectiveness depends on the specific arrangement of teaching-learning-processes and the individual use of learning opportunities. The differential effectiveness of the school settings has been examined in this longitudinal study. Outcomes measured were self-confidence, well-being, learning motivation, social integration and achievement development. To identify the conditions of school days that are experienced as positive, written questionnaires were handed out to teachers, parents and principals. In addition, group interviews were conducted with teachers and students who developed more positively than average students. Firstly, survey procedures were developed that were easily understood by students and reliably reflected their attitudes and abilities. Furthermore, district governments, potential principals and families received detailed project information to achieve an unbiased sample (approximately 750 students). (IQB)

  • Research Design: Quasi-Experimental Design
  • Sample: Students from grade 3 to 5 with educational needs (N=423); Classes (N=159); Teachers (t1: N= 164; t3: N=222)
  • DOI: 10.5159/IQB_BiLieF_v1
  • Restrictions: No

  • Individual and Institutional Background
    • Socio-demographic Background
      • Migration Background
        • German as family language
        • Other languages
      • Cultural Capital
        • Level of stimulation from books
      • Family Background
        • Form of family
        • Family size
    • Personal Characteristics
      • Learning and Performance-related Attitudes
        • Satisfaction with time allocation of the child
      • School-related Attitudes and Behaviors
        • Participation in additional support programs
        • Type of additional support activities
        • Role beliefs of the child's school concerns
        • Evaluation of school
        • (Anticipated) Experience of stress due to transition
        • (Anticipated) changes due to transition
        • Parents' expectations regarding the services offered at their children's new school
    • Professional Background
      • Occupational Situation
        • Current employment
        • Reason for non-employment
        • Occupational position
        • Occupation held
        • Leadership position
      • Professional Education
        • Vocational training
    • Institutional Characteristics
      • Attending a half-day or all-day school
      • School offers for transitional arrangements
    • Educational Biography
      • School education
      • Restitution
      • Repetition
      • School change at the end of primary school
    • Home Learning Environment
      • Home Learning Support
        • Preparatory activities of parents before starting school
        • Supportive activities of parents
      • Parental Educational Practices
        • Support for autonomy
        • Psychological control
        • Behavioral control
        • Conditional positive affection
        • Conditional negative affection
        • (Anticipated) Experience of stress due to transition
        • (Anticipated) changes due to transition
        • Parents' expectations regarding the services offered at their children's new school
      • Parental Educational Aspirations
        • Educational aspirations
      • Parental Knowledge and Beliefs
        • Stigmatization of the child from the parents' point of view
        • Stigmatization of the parents
        • Parents' shame
        • General questions about inclusion
        • Attitude towards inclusion
  • School Level Processes
    • Parental Involvement
      • Parent-teacher cooperation in school
      • Invitation for parental involvement in school matters
    • School Atmosphere
      • Positive atmosphere between teachers and parents
      • Support by the teacher
      • Counselling regarding learning progress
    • Cooperation
      • Exchange with other pedagogical staff
      • Positive atmosphere between educational professionals and parents
  • School Effects
    • Non-cognitive Learning Outcomes
      • Self-Related Attitudes (Learning Outcome)
        • Stigmatization of the child from the parents' point of view
        • Stigmatization of the parents
        • Parents' shame
  • Individual and Institutional Background
    • Socio-demographic Background
      • Individual Characteristics
        • Sex
        • Age
    • Personal Characteristics
      • Political and Social Attitudes
        • Attitudes toward inclusive schooling (behavioral).
        • Attitude toward inclusive schooling (cognitive).
        • Attitude towards inclusive schooling (affective)
    • Professional Background
      • Occupational Situation
        • Occupation
        • Priority support setting (for special education teachers in inclusive settings).
        • Class Size
        • Thereof children with one special educational need.
        • Thereof children with two / three special educational needs
        • Setting IN/EX
      • Professional Self Concept
        • Pedagogical mission statement
        • Integration mission statement
        • If yes, mission statement Integration Implementation
        • Collective self-efficacy expectation
        • Self-efficacy
        • Motivation - enthusiasm for physical research
        • Autonomy
        • Type of work: Ability to distance oneself from the job
        • Intrinsic work motivation / motivational regulation styles.
        • Identified work motivation / motivation regulation styles.
        • Extrinsic work motivation / motivation regulation styles
        • Introjected work motivation / motivational regulation styles.
        • Motivation for further training (Instruction)
        • Content/Intrinsic motivation for further training (Subjective task value)
        • Content/personal motivation for further training (subjective task value)
        • Content/utilitarian motivation for further education (subjective task value)
        • Status/intrinsic motivation for continuing education (subjective task value)
        • Status/personal motivation for continuing education (subjective task value)
        • Status/utilitarian motivation for further training (subjective task value)
        • Degree/Intrinsic Motivation for further education (Subjective task value)
        • Degree/Personal motivation for further education (Subjective task value)
        • Degree/Utilitarian motivation for further education (Subjective task value)
        • (Costs/Time) Motivation for further training (Subjective task value)
        • (Cost/Money) Motivation for further training (Subjective task value)
        • (Costs/psychological strain) Motivation for further training (Subjective task value)
        • (Cost/Effort) Motivation for further training (Subjective task value)
        • Motivation for further training (balance value)
        • Motivation for further training (Expectation of success)
        • Other items self-efficacy
        • Frequency of experiencing goal conflicts (resource goal conflicts).
        • Frequency of experiencing conflicting goals (inherent goal conflicts).
        • Stress due to experiencing goal conflicts (resource goal conflicts)
        • Stress due to experiencing goal conflicts (inherent goal conflicts)
        • Socially involved
      • Pedagogical Content Knowledge
        • Achievement
      • Professional Experience
        • Total duration of professional activity
        • Duration of professional activity: joint teaching
        • Duration of professional activity: Competence centre for special education
        • Duration of professional activity: special education school
    • Institutional Characteristics
      • Educational Resources
        • Premises
      • Organization of School Operations
        • Type of school
        • Priority support setting
      • Organization of Teaching Operations
        • Frequency double occupation
        • Double staffing
      • Learning Opportunities
        • Support setting
      • Composition of the Faculty
        • Number of teachers in class
        • Communication within the teaching staff
        • Team structures
        • Satisfaction
        • Consensus in the college
        • Consensus about school rules
        • Training
        • Assessment of students
    • Home Learning Environment
      • Parental Knowledge and Beliefs
        • Attitudes toward inclusive schooling (behavioral).
        • Attitude toward inclusive schooling (cognitive).
        • Attitude towards inclusive schooling (affective)
        • Achievement
  • School Level Processes
    • Collegiality
      • Frequency of experiencing goal conflicts (resource goal conflicts).
      • Frequency of experiencing conflicting goals (inherent goal conflicts).
      • Stress due to experiencing goal conflicts (resource goal conflicts)
      • Stress due to experiencing goal conflicts (inherent goal conflicts)
      • Socially involved
    • School Atmosphere
      • Perception of School as a Living Environment
        • School well-being of students
        • school well-being, class climate, school climate
      • Social Climate
        • Additional offers "social behavior
        • School climate
      • Participative School Climate
        • Participation
    • Cooperation
      • Intra-school Cooperation
        • Pedagogical issues
        • Planning
        • Exchange
        • Division of labour
  • Teaching-Learning Arrangements
    • Lesson Design/ Teaching Practice
      • Use and Variation of Different Teaching Methods
        • Didactic-methodical emphasis
        • Open/ individualized instruction
        • Traditional/ teacher-centered education
        • Planned instruction design
      • Clarity and Structuredness
        • Target clarity
      • Cognitive Activation
        • Cognitive activation (frequency)
        • Cognitive activation
      • Lesson Preparation and Lesson Content
        • Classroom organization according to performance
        • Planned instruction design
        • Lifeworld orientation
    • Class Management
      • Classroom management
      • Professional Support/ Individual Support
        • Adaptive facilitation
        • Slowness tolerance
        • Performance Target Orientation
        • Learning Goal Orientation
        • Individualization in the classroom
      • Effective Use of Time/ Discipline in the Classroom
        • Classroom management
      • Performance Assessment/ Diagnostic Competence
        • Diagnosis of learning prerequisites
        • Feedback on learning and performance progress
      • Student Orientation/ Social Support
        • Student orientation
      • Reference Norm Orientation
        • Reference standards orientation for children with learning difficulties
        • Reference standards orientation
        • Social
        • Individual
    • Learning Atmosphere in the Classroom and in the Class Group
      • Learning Climate
        • Cooperative social forms
      • Classroom Climate
        • Classroom climate
        • Teacher-student relationship
  • Individual and Institutional Background
    • Socio-demographic Background
      • Migration Background
        • German as family language
        • Other languages
      • Cultural Capital
        • Wealth assets of various kinds
        • Level of stimulation from the family
      • Individual Characteristics
        • Age at interview
        • Age at testing
        • Sex
        • Adaptive emotion regulation
        • Maladaptive emotion regulation
        • Positive affects
        • Negative affects
        • General well-being
        • General physical well-being
        • General life satisfaction
    • Personal Characteristics
      • Self-Related Attitudes
        • Self-esteem level
        • Self-esteem stability
        • Self-esteem contingency
        • Implied self-worth
        • Stigmatization at school (t1 only)
        • Stigmatization in school, inclusive settings (t2-t4)
        • Stigmatization at school, exclusive settings (t2-t4)
        • Self-efficacy for motivational regulation (t2-t4)
        • Increase of self-efficacy
      • Learning and Performance-related Attitudes
        • Self concept mathematics
        • Self concept reading
        • Self concept writing
        • Math interest
        • Interest Reading
        • Writing interest
        • Effort-willingness (t1-t4)
        • Learning Goal Orientation
        • Performance-approach goal orientation
        • Avoidance performance goal orientation
        • Self-efficacy (t1-t4)
        • Self-reward (t1-t4)
        • External causal attribution: mathematics
      • School-related Attitudes and Behaviors
        • Attitude towards school
        • Evaluation of school
        • Well-being at school
        • School physical well-being
        • Social integration (T1 only)
        • Social integration (t2-t4)
        • Being excluded (only t1)
        • Bullying: victim's perspective
        • Bullying: perpetrator's perspective
        • Strategy environmental control (t2-t4)
        • Stigmatization at school (t1 only)
        • Stigmatization in school, inclusive settings (t2-t4)
        • Stigmatization at school, exclusive settings (t2-t4)
    • Educational Biography
      • Class change
      • Change of school at the end of primary school
      • Differences new and elementary school (t4 only)
      • Experience of stress during transition (only t4)
      • Change with transition (t4 only)
    • Home Learning Environment
      • Parental Educational Practices
        • Well-being in the family
        • Support for autonomy
        • Psychological control
        • Behavioral control
  • School Level Processes
    • School Atmosphere
      • Perception of School as a Living Environment
        • Well-being at school
      • Perception of the School as a Place of Learning
        • Evaluation of school
        • Well-being at school
      • Social Climate
        • Stigmatization at school (t1 only)
        • Stigmatization in school, inclusive settings (t2-t4)
        • Stigmatization at school, exclusive settings (t2-t4)
      • Deviant Behavior
        • Stigmatization at school (t1 only)
        • Stigmatization in school, inclusive settings (t2-t4)
        • Stigmatization at school, exclusive settings (t2-t4)
  • Teaching-Learning Arrangements
    • Lesson Design/ Teaching Practice
      • Clarity and Structuredness
        • Appropriateness of the task
      • Cognitive Activation
        • Cognitive activation
    • Class Management
      • Effective Use of Time/ Discipline in the Classroom
        • Classroom management
      • Performance Assessment/ Diagnostic Competence
        • Appropriateness of the task
      • Student Orientation/ Social Support
        • Feeling of being accepted by the teacher (t1)
        • Feeling of being accepted by the teacher (t2-t4)
    • Learning Atmosphere in the Classroom and in the Class Group
      • Classroom Climate
        • Well-being at school
        • Social integration (T1 only)
        • Social integration (t2-t4)
        • Being excluded (only t1)
        • Bullying: victim's perspective
        • Bullying: perpetrator's perspective
  • School Effects
    • Metacognitive Learning Outcomes
      • Strategy environmental control (t2-t4)
    • Non-cognitive Learning Outcomes
      • Stigmatization at school (t1 only)
      • Stigmatization in school, inclusive settings (t2-t4)
      • Stigmatization at school, exclusive settings (t2-t4)
      • Learning and Performance-related Attitudes (Learning Outcome)
        • Appropriateness of the task
      • School-related Attitudes and Behaviors (Learning Outcome)
        • school positive affects
        • School negative affect
  • Other
    • Other

  • Domain-Specific Cognitive Competencies
    • Linguistic Competence
      • Test Instrument Language
        • ELFE - Ein Leseverständnistest für Erst- bis Sechstklässler
        • HSP - Hamburger Schreib-Probe (versch. Versionen)
          • 2
          • 3
      • German Language
        • Receptive
          • Reading
            • Reading Skills
        • Productive
          • Spelling
            • Spelling skills
  • Cross-Domain Cognitive Skills
    • Cognitive ability potential
    • Test Instrument Intelligence
      • CFT 20-R - Grundintelligenztest
        • 1-R
Apply for Scientific Use Files
Data Set Published on
Sept. 30, 2017
Current Version Available Since
Sept. 30, 2017
Survey Period
2012-2015
Sample
Students from grade 3 to 5 with educational needs (N=423); Classes (N=159); Teachers (t1: N= 164; t3: N=222)
Survey Unit
  • Parents
  • Teachers
  • Students
Measured Competencies
Spelling, Reading Skills, Cognitive Ability
Region
North Rhine-Westphalia
Principal Investigators
  • Lütje-Klose, Prof. Dr. Birgit
  • Schwinger, Prof. Dr. Malte
  • Wild, Prof. Dr. Elke
Data Producers
  • Lütje-Klose, Prof. Dr. Birgit
  • Schwinger, Prof. Dr. Malte
  • Universität Bielefeld
  • Universität Marburg
  • Wild, Prof. Dr. Elke
Funded by
Related Studies
Suggested Citation
Wild, E., Lütje-Klose, B., Schwinger, M., Gorges, J., & Neumann, P. (2017). BiLieF - Bielefelder Längsschnittstudie zum Lernen in inklusiven und exklusiven Förderarrangements [BiLieF - Bielefeld Longitudinal Study on Learning in Inclusive and Exclusive Support Arrangements] (Version 1) [Data set]. Berlin: IQB – Institut zur Qualitätsentwicklung im Bildungswesen. http://doi.org/10.5159/IQB_BiLieF_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.

BiLieF Students BiLieF Parents Wave 2012-2013 BiLieF Teachers Wave 2012-2013 BiLieF Parents Wave 2015 BiLieF Teachers Wave 2014

Further information

Literature

Selected literature is listed here.

BiLieF Literature (.bib)

2022

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

2019

Neumann, P. (2019). Kooperation selbst bestimmt? Interdisziplinäre Kooperation und Zielkonflikte in inklusiven Grundschulen und Förderschulen. Waxmann.

Serke, B. (2019). Schulisches Wohlbefinden in inklusiven und exklusiven Schulmodellen: Eine empirische Studie zur Wahrnehmung und Förderung des schulischen Wohlbefindens von Kindern mit sonderpädagogischem Förderbedarf Lernen. Verlag Julius Klinkhardt.

2018

Gorges, J., Neumann, P., Wild, E., Stranghöner, D., & Lütje-Klose, B. (2018). Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education. Learning and Individual Differences, 61, 11–20. https://doi.org/10.1016/j.lindif.2017.11.005

Lütje-Klose, B., Neumann, P., Gorges, J., & Wild, E. (2018). Die Bielefelder Längsschnittstudie zum Lernen in inklusiven und exklusiven Förderarrangements (BiLieF): Zentrale Befunde. Die Deutsche Schule, 110(2), 9–23. https://doi.org/10.31244/dds.2018.01.02

2017

Gorges, J., Neumann, P., Lütje-Klose, B., & Wild, E. (2017). Dimensionen inklusionsbezogener Fortbildungsmotivation von Sonderpädagoginnen und Sonderpädagogen und Lehrkräften allgemeiner Schulen. Empirische Sonderpädagogik, 9(3), 199–214. https://nbn-resolving.org/urn:nbn:de:0111-pedocs-151492

Neumann, P., Lütje-Klose, B., Wild, E., & Gorges, J. (2017). Die Bielefelder Längsschnittstudie zum Lernen in inklusiven und exklusiven Förderarrangements (BiLieF). In P.-C. Link & R. Stein (Eds.), Schulische Inklusion und Übergänge (pp. 39–48). Frank & Timme Verlag für wissenschaftliche Literatur.

Otterpohl, N., Stranghöner, D., Vierhaus, M., & Schwinger, M. (2017). Anger regulation and school-related somatic complaints in children with special educational needs: A longitudinal study. Learning and Individual Differences, 56, 59–67.

Stranghöner, D., Hollmann, J., Gorges, J., & Wild, E. (2017). Eine längsschnittliche Untersuchung des Zusammenspiels von domänenspezifischem Fähigkeitsselbstkonzept und Interesse bei Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf Lernen. Empirische Pädagogik, 31(3), 249–264.

Stranghöner, D., Hollmann, J., Otterpohl, N., Wild, E., Lütje-Klose, B., & Schwinger, M. (2017). Inklusion versus Exklusion: Schulsetting und Lese-Rechtschreibentwicklung von Kindern mit Förderschwerpunkt Lernen. Zeitschrift für Pädagogische Psychologie, 31(2), 125–136. https://doi.org/10.1024/1010-0652/a000202

Wild, E., Lütje-Klose, B., Schwinger, M., Gorges, J., & Neumann, P. (2017). Bielefelder Längsschnittstudie zum Lernen in inklusiven und exklusiven Förderarrangements (BiLieF): Technical Report. Universität Bielefeld. https://doi.org/10.4119/unibi/2916613

2016

Lütje-Klose, B., Serke, B., Hunger, S. K., & Wild, E. (2016). Gestaltung kooperativer Prozesse und Schulstrukturen als Merkmal effektiver Unterrichtung von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf im Lernen? Ergebnisse von Schulleitungsinterviews aus der BiLieF-Studie. In A. Kreis, J. Wick, & C. Kosorok Labhart (Eds.), Kooperation im Kontext schulischer Heterogenität (pp. 109–126). Waxmann.

Yotyodying, S., & Wild, E. (2016). Predictors of the quantity and different qualities of home-based parental involvement: Evidence from parents of children with learning disabilities. Learning and Individual Differences, 49, 74–84. https://doi.org/10.1016/j.lindif.2016.05.003

2015

Lütje-Klose, B., Kurnitzki, S., & Serke, B. (2015). Deutungsmuster von Lehrkräften in Bezug auf die handlungsleitenden Prinzipien eines entwicklungsförderlichen Unterrichts - Ergebnisse von Gruppendiskussionen in inklusiven und exklusiven Förderarrangements. In H. Redlich, L. Schäfer, G. Wachtel, K. Zehbe, & V. Moser (Eds.), Veränderung und Beständigkeit in Zeiten der Inklusion. Perspektiven sonderpädagogischer Professionalisierung (pp. 224–240). Klinkhardt.

Neumann, P., Gorges, J., Lütje-Klose, B., & Wild, E. (2015). Reziproke Effekte von Fähigkeitsselbstkonzept und Leistung bei Grundschulkindern mit Lernbeeinträchtigungen - Erste Befunde des BiLieF Projektes. In S. Blömeke, M. Caruso, S. Reh, U. Salaschek, & J. Stiller (Eds.), Traditionen und Zukünfte (pp. 161–170). Verlag Barbara Budrich.

Schwinger, M., Wild, E., Lütje-Klose, B., Grunschel, C., Stranghöner, D., Yotyodying, S., Baumanns, R., Gorges, J., Serke, B., Pazen, C., Neumann, P., & Stelling, S. (2015). Wie können motivationale und affektive Merkmale bei Kindern mit sonderpädagogischem Förderbedarf valide erfasst werden? Erste Befunde der Bielefelder Längsschnittstudie BiLieF. In P. Kuhl, P. Stanat, B. Lütje-Klose, C. Gresch, H. A. Pant, & M. Prenzel (Eds.), Inklusion von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen (pp. 273–300). Springer VS.

Wild, E., Schwinger, M., Lütje-Klose, B., Yotyodying, S., Gorges, J., Stranghöner, D., Neumann, P., Serke, B., & Kurnitzki, S. (2015). Schülerinnen und Schüler mit dem Förderschwerpunkt Lernen in inklusiven und exklusiven Förderarrangements: Erste Befunde des BiLief-Projektes zu Leistung, sozialer Integration, Motivation und Wohlbefinden. Unterrichtswissenschaft, 43(1), 7–21. https://www.digizeitschriften.de/dms/img/?PID=PPN513613439_0043%7CLOG_0012

2013

Wild, E. (2013). Zwei Seiten einer Medaille: Gemeinsam lernen und den Einzelnen fördern. Schulmagazin 5 - 10, 81(2), 11–14. http://www.oldenbourg-klick.de/zeitschriften/schulmagazin-5-10/archiv-downloads/view/artikel/download/artikelnummer/smz20130211/