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@article{Fischer.2023,
 abstract = {},
 author = {Fischer, Franzisca P. and Gorges, Julia},
 year = {2023},
 title = {{Warum wollen Eltern (nicht) an Elternbildung teilnehmen? Analysen der Rolle von Bildungsniveau und Migrationshintergrund für die elterliche Motivation zur Teilnahme an Elternbildung}},
 pages = {813--841},
 volume = {26},
 number = {3},
 issn = {1434-663X},
 journal = {{Zeitschrift für Erziehungswissenschaft}},
 doi = {10.1007/s11618-023-01146-y}
}


@article{Gruter.2019,
 abstract = {},
 author = {Grüter, Sandra and Gorges, Julia and Wild, Elke},
 year = {2019},
 title = {{Erziehungs- und Bildungspartnerschaft. Warum sich die Kooperation zwischen Schule und Familie lohnt}},
 pages = {4--8},
 volume = {2019},
 number = {5},
 journal = {{Schule inklusiv}}
}


@article{Gruter.2019b,
 abstract = {},
 author = {Grüter, Sandra and Gorges, Julia and Wild, Elke},
 year = {2019},
 title = {{Eltern als Partner gewinnen. Ein Workshop-Konzept für Jahrgangsteams an inklusiven Schulen}},
 pages = {28--31},
 volume = {2019},
 journal = {{Schule inklusiv}}
}


@article{Wild.2020,
 abstract = {},
 author = {Wild, Elke and Lütje-Klose, Birgit and Gorges, Julia and Neumann, Phillip and Grüter, Sandra and Weber, Antonia and Goldan, Janka},
 year = {2020},
 title = {{Kooperation als Schlüssel - Das {\textquotedbl}Bielefelder Fortbildungskonzept zur Kooperation an inklusiven Schulen{\textquotedbl} (BiFoKi)}},
 pages = {56--68},
 volume = {26},
 number = {4},
 journal = {{SEMINAR - Lehrerbildung und Schule}}
}


@article{Gorges.2020,
 abstract = {},
 author = {Gorges, Julia and Grumbach, Jasmin and Micheel, Sabrina A. and Neumann, Phillip},
 year = {2020},
 title = {{Erfassung von Einstellungen zu Inklusion mit SACIE, EFI-L und KIESEL}},
 pages = {235--245},
 volume = {66},
 number = {4},
 issn = {0012-1924},
 journal = {{Diagnostica}},
 doi = {10.1026/0012-1924/a000253}
}


@incollection{Neumann.2021,
 author = {Neumann, Phillip and Lütje-Klose, Birgit},
 title = {{Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany}},
 pages = {55--69},
 publisher = {{Emerald Publishing Limited}},
 isbn = {978-1-83982-999-4},
 series = {{International Perspectives on Inclusive Education}},
 editor = {Semon, Sarah R. and Lane, Danielle and Jones, Phyllis},
 booktitle = {{Instructional Collaboration in International Inclusive Education Contexts}},
 year = {2021},
 doi = {10.1108/S1479-363620210000017007}
}


@article{Neumann.2021b,
 abstract = {},
 author = {Neumann, Phillip and Grüter, Sandra and Eckel, Lisa and Lütje-Klose, Birgit and Wild, Elke and Gorges, Julia},
 year = {2021},
 title = {{Aufgaben und Zuständigkeiten von allgemeinen und sonderpädagogischen Lehrkräften sowie Fachkräften der Schulsozialarbeit in inklusiven Schulen der Sekundarstufe I. Erste Ergebnisse aus dem BiFoKi-Projekt.}},
 pages = {164--177},
 volume = {73},
 number = {4},
 journal = {{Zeitschrift für Heilpädagogik}}
}


@incollection{Gruter.2021,
 author = {Grüter, Sandra and Teuber, Ziwen and Wild, Elke},
 title = {{Entwicklung eines Elternfragebogens zu Qualitätsmerkmalen der Eltern-Schule-Koorperation an inklusiven Ganztagsschulen (EQESK)}},
 pages = {131--152},
 publisher = {Hogrefe},
 isbn = {3840931479},
 series = {{Tests und Trends der pädagogisch-psychologischen Diagnostik}},
 editor = {Mähler, Claudia and Hasselhorn, Marcus},
 booktitle = {{Inklusion}},
 year = {2021},
 address = {Göttingen},
 volume = {18}
}


@incollection{Gorges.2021,
 author = {Gorges, Julia and Lütje-Klose, Birgit and Neumann, Phillip},
 title = {{Multiprofessionelle Kooperation an inklusiven Schulen: Erkenntnisse zur Motivation von Lehrkräften}},
 pages = {29--45},
 publisher = {Hogrefe},
 isbn = {3840931479},
 series = {{Tests und Trends der pädagogisch-psychologischen Diagnostik}},
 editor = {Mähler, Claudia and Hasselhorn, Marcus},
 booktitle = {{Inklusion}},
 year = {2021},
 address = {Göttingen},
 volume = {18}
}


@article{Gorges.2021b,
 abstract = {},
 author = {Gorges, Julia and Kurz, Katharina and Neumann, Phillip and Hessen, Franziska and Wild, Elke},
 year = {2021},
 title = {{Der Fisch neben mir - der Einfluss von Individualisierung im Unterricht, sozialer und individueller Vergleiche auf das Fähigkeitsselbstkonzept von Fünftklässler*innen in inklusiven Schulen}},
 journal = {{Zeitschrift für Erziehungswissenschaften}},
 doi = {10.1007/978-3-658-}
}


@incollection{Wild.2022,
 author = {Wild, Elke},
 title = {{Effektive Kooperation im multiprofessionellen Team und in der schulischen Elternarbeit. Zwei interdependente Qualitätsmerkmale inklusiver Schulen}},
 pages = {43--51},
 publisher = {{Verlag Julius Klinkhardt}},
 editor = {Serke, Björn and Streese, Bettina},
 booktitle = {{Wege der Kooperation im Kontext inklusiver Bildung}},
 year = {2022},
 doi = {10.25656/01:24881}
}


@article{Wachter.2022,
 abstract = {},
 author = {Wächter, Tobias and Gorges, Julia},
 year = {2022},
 title = {{Wie kommt Inklusion in die Schulen? Einstellung zur Inklusion als Prädiktor der inklusionsbezogenen Fortbildungsmotivation von Lehrkräften}},
 pages = {31--54},
 volume = {26},
 number = {1},
 issn = {1434-663X},
 journal = {{Zeitschrift für Erziehungswissenschaft}},
 doi = {10.1007/s11618-022-01129-5}
}


@article{Neumann.2022,
 abstract = {Multiprofessionelle Kooperation zwischen allgemeinen und sonderpädagogischen Lehrkräften und mit weiteren Fachkräften, u.a. der Schulsozialarbeit, der Schulpsychologie und mit Schulbegleitungen, gilt bei der Entwicklung inklusiver Schulen als zentrale Stellschraube. Dementsprechend wird Kooperation im Kontext Schule auch in der universitären Ausbildung von zukünftig miteinander kooperierenden Professionen sowie in Fortbildungen für Lehrkräfte und multiprofessionelle Teams verstärkt ins Blickfeld gerückt. Zugleich lässt sich beobachten, dass in inklusiven Schulen bislang vermeintlich klare Zuständigkeiten, insbesondere zwischen Sonder- und Sozialpädagog*innen, aufweichen und neu austariert werden müssen. Bei der Entwicklung multiprofessioneller Teams gilt die Klärung von Rollen und Aufgaben als eine besondere Herausforderung, wenn unterschiedliche Professionen mit unterschiedlichen institutionellen Anbindungen und pädagogischen Zielperspektiven oder Grundhaltungen mitei-nander kooperieren. Das vorgestellte Instrument – der Rollenhut – dient dazu, in multiprofessionellen Gruppen eine individuelle Reflexion über die eigenen Aufgaben anzustoßen und auf dieser Grundlage gemeinsam über die gegenseitigen Erwartungen und Rollen zu diskutieren. Das Instrument wurde im Kontext von Fortbildungen multiprofessioneller Teams an Schulen konzipiert und auch im Rahmen der universitären Lehrer*innenbildung erprobt.},
 author = {Neumann, Phillip and Hopmann, Benedikt and Wohnhas, Verena and Lütje-Klose, Birgit},
 year = {2022},
 title = {{Der Rollenhut als Vermittlungsmedium: Rollenklärungsprozesse im Kontext multiprofessioneller Kooperationen als Thema universitärer Aus- und Fortbildungen von Lehrkräften und Sozialpädagog*innen}},
 pages = {13--25},
 volume = {5},
 number = {1},
 journal = {{Herausforderung Lehrer*innenbildung - Zeitschrift zur Konzeption, Gestaltung und Diskussion (HLZ)}},
 doi = {10.11576/HLZ-4949}
}


@book{LutjeKlose.2022,
 abstract = {The aim of the project ‘Bielefeld Training on Cooperation in inclusive Schools’ (BiFoKi, reference no.: 01NV1732) was the development, implementation, and evaluation of a practicable in-service training. The program was intended to promote and foster cooperative, inclusive attitudes, structures, and practices in inclusive comprehensive and secondary schools. The training, structured into modules, deals with the interconnected topics of multiprofessional cooperation within year-based teams, as well as cooperation between school personnel and parents. The program systematically includes all those responsible for a child’s education and upbringing, such as general teachers and those trained for special educational needs, other educational staff in the year-based teams, parents, and principals of the respective schools. All these parties play an integral role in shaping a culture and a system of cooperation in school. The training was evaluated in the participating schools based on extensive surveys conducted among the school personnel, the students, and their parents in a longitudinal design. The results of the evaluation point to a positive effect of the training on a cognitive and behavioral level in the participating year-based teams. Impacts of the intervention could not be statistically shown on a system level, as measured by the psycho-social development, and learning outcomes of the students which were indirectly involved. In addition to a number of scientific publications on the results of the evaluation, several articles addressing the practice were published in the relevant journals and presented at conferences. In early 2023, the concept of the BiFoKi-training will also be available as an open access publication in the form of a manual with didactic annotations, including all the material developed for it. This will allow others providing in-service training to implement the program according to the original concept, and for it to contribute valuable ideas for the advancement of inclusive practices in schools.},
 author = {Lütje-Klose, Birgit and Wild, Elke and Gorges, Julia and Neumann, Phillip and Grüter, Sandra and Weber, Antonia},
 date = {2022},
 title = {{Schlussbericht: Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen (BiFoKi): Entwicklung und Evaluation eines interdisziplinären Fortbildungsangebots}},
 publisher = {{Universität Bielefeld}},
 doi = {10.4119/unibi/2964265},
 year = {2022}
}


@incollection{LutjeKlose.2022b,
 author = {Lütje-Klose, Birgit and Grüter, Sandra and Neumann, Phillip and Weber, Antonia and Goldan, Janka and Wild, Elke},
 title = {{„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“.}},
 pages = {163--178},
 volume = {3},
 publisher = {Waxmann},
 editor = {Lutz, Deborah and Becker, Jonas and Bauchhaupt, Felix and Katzenbach, Dieter and Strecker, Alice and Urban, Michael},
 booktitle = {{Qualifizierung für Inklusion}},
 year = {2022}
}


@article{Gruter.2022,
 abstract = {},
 author = {Grüter, Sandra and Hölz, Svenja and Neumann, Phillip and Lütje-Klose, Birgit},
 year = {2022},
 title = {{„Die sehen mich als irgendwas zwischen Schulsozialarbeiter und Sonderpädagoge“ - Ergebnisse einer Interviewstudie zur Rolle pädagogischer Fachkräfte in multiprofessionellen Teams an inklusiven Schulen}},
 url = {https://www.inklusion-online.net/index.php/inklusion-online/article/view/595},
 number = {4},
 journal = {{Zeitschrift für Inklusion}}
}


@article{Gruter.2022b,
 abstract = {},
 author = {Grüter, Sandra},
 year = {2022},
 title = {{Erziehung und Bildung in gemeinsamer Zuständigkeit? Empirische Befunde zu Zuständigkeitsvorstellungen von Eltern und Lehr- und Fachkräften an inklusiven Sekundar- und Gesamtschulen.}},
 url = {https://www.inklusion-online.net/index.php/inklusion-online/article/view/653},
 number = {1},
 journal = {{Zeitschrift für Inklusion}}
}


@book{Gorges.2022,
 abstract = {},
 author = {Gorges, Julia and Neumann, Phillip and Wild, Elke and Lütje-Klose, Birgit and Grüter, Sandra and Weber, Antonia and Senior, Jonathan},
 date = {2022},
 title = {{Bielefelder Fortbildungskonzept zur Kooperation in inklusiven Schulen (BiFoKi) : Technical Report V. 1.0}},
 publisher = {{Univ. Bielefeld, Abteilung für Psychologie {\&} Fakultät für Erziehungswissenschaft}},
 doi = {10.4119/unibi/2962493},
 year = {2022}
}


@article{Gorges.2022b,
 abstract = {Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources (resource-based goal conflict), or when two or more goals are incompatible in terms of goal attainment strategy or desired end states (inherent goal conflict). Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers' (N = 302) goal conflicts on their autonomous (intrinsic and identified regulation) and controlled (introjected and extrinsic regulation) teaching motivation and tested the satisfaction of teachers' basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource-based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers' intraindividual goal conflicts.},
 author = {Gorges, Julia and Neumann, Phillip and Störtländer, Jan Christoph},
 year = {2022},
 title = {{Teachers Between a Rock and a Hard Place: Goal Conflicts Affect Teaching Motivation Mediated by Basic Need Satisfaction}},
 pages = {876521},
 volume = {13},
 issn = {1664-1078},
 journal = {{Frontiers in Psychology}},
 doi = {10.3389/fpsyg.2022.876521}
}


@article{Bardach.2022,
 abstract = {},
 author = {Bardach, Lisa and Neuendorf, Claudia and Grüter, Sandra and Hesse, Franziska Pia and Gorges, Julia},
 year = {2022},
 title = {{Parents’ role construction for educational involvement and socioeconomic status: Relations to early adolescents’ academic self-concepts and achievement in reading, writing, and mathematics}},
 journal = {{OSFPreprints}},
 doi = {10.31219/osf.io/3kjqc}
}


@article{LutjeKlose.2018,
 abstract = {},
 author = {Lütje-Klose, Birgit and Neumann, Phillip},
 year = {2018},
 title = {{Schulische Inklusion durch Kooperation. Die Entwicklung inklusiver Kulturen, Strukturen und Praktiken}},
 pages = {52--54},
 volume = {36},
 journal = {{Friedrich-Jahresheft}}
}


@article{LutjeKlose.2018b,
 abstract = {},
 author = {Lütje-Klose, Birgit and Urban, Melanie},
 year = {2018},
 title = {{Kooperation im Jahrgangsteam}},
 pages = {20--23},
 volume = {2018},
 number = {1},
 journal = {{Schule inklusiv}}
}