Universität Bielefeld

AG 3: School Theory with a Focus on Primary and Special Needs Schools

The research profile of AG3 focuses on primary school education and integrated special education. It promotes a broad definition of inclusion covering a range of further lines of differences. The main emphasis is on asking which (primarily educational) conditions promote or restrict the development of all children. This leads to the consideration of various aspects of heterogeneity and disadvantage along with how individuals and institutions process them – especially in primary and special schools. These particularly include aspects of poverty and sociocultural disadvantage, ethnicity, multilingualism, gender, and special educational needs. It focuses on promoting learning and socio-emotional development – the two aspects associated most strongly with social inequality.

Perspectives of Stakeholders on inclusive and exclusive processes in school and teaching

Several projects in AG3 are using questionnaires and interviews to assess the perspectives of different stakeholders working in primary and special schools as well as those responsible for the transition from preschool to primary school (children, parents, childcare professionals, primary teachers, and special education teachers).

  • BiLieF: A longitudinal study on learning in inclusive and exclusive support settings in Bielefeld www.uni-bielefeld.de/inklusion (Lütje-Klose, Neumann, Serke in cooperation with Prof. Wild and Dr Gorges, Educational Psychology Universität Bielefeld)
  • WILS – Well-being and inclusion in the Laboratory school of Bielefeld (Lütje-Klose, Külker, Dorniak, Geist, Siepmann, in cooperation with Prof. Kullmann, University of Koblenz-Landau)
  • School development processes and management structures at inclusive secondary schools in the context of an evaluation of the school reforms in Bremen (Lütje-Klose, Meyer, Neumann, in cooperation with Prof. Idel, University of Bremen; overall administration: Kai Maaz)
  • Interpretation of selection and support in inclusive settings – an Interview study with primary and special education teachers (Miller, Lesemann, Schitow, Velten)
  • Self-efficacy and the questions students pose – a quasi-experimental classroom study (Miller, Hummel, Schroeder, Velten)
Classroom research

Video-based ethnographic research on:

  • Processes leading to the establishment of differences and similarities
  • Didactical structures of education in heterogeneous learning groups
  • Various educational subjects (studies on integrated teaching of early science, physical education, music)
  • Current: A video-based survey on the production of difference and similarity in inclusive specialized teaching together with a research team from sports didactics (Groeben, Lütje-Klose, Miller; Kurnitzki, Schulte, Braksiek)
Research on professional competence

Research on Teacher training, especially:

  • On the model of the study course for inclusive special education (Graduate survey, Kottmann & Miller)
  • On inclusive cooperation (Lütje-Klose & Neumann; Miller, Lesemann, Schitow & Velten)
  • On the distribution of roles and tasks by primary and special education teachers (Lütje Klose & Neumann)
  • On the cooperation on the transition from kindergarten to primary school (Meser & Miller)
  • On the attitudes towards inclusion and cooperation among teacher training students and teachers in different disciplines (Streese & Pieper)
  • On the effect of training programmes on inclusive school reform: EVAKIM – Evaluation of the training programme 'Alle Kinder mitnehmen' (Streese)
  • On the design of the practical semester and the preparation of students for research-oriented learning (VfL-Praxis) (Holler-Nowitzki in cooperation with Klewin, Köker, Störtländer (AG4) and Prof. Koch, Universität Kassel)
Development and evaluation projects in the framework of Bi-professional
  • Scientific management of Cluster 3: Inclusion-sensitive diagnosis, support, and didactics (Lütje-Klose and Wild, educational psychology)
  • Multi-professional cooperation in inclusive all-day schools (Hopmann, Lütje-Klose together with Böhm-Kasper, Demmer, Ziegler)
  • 'What constitutes good inclusive education?' (Faix, Lütje-Klose, Textor, Wild)
  • Criticisms and reflections on practical experience in the primary school: 'Project school for all' (Miller, Kottmann, Pieper)
  • Reflection on developing literary and aesthetic competencies in culture-related school development projects (Josting, Miller, Purrmann)


Bild der AG3


back from left: Katrin Velten, Birgit Holler-Nowitzki, Sarah Kurnitzki, Svenja Lesemann, Anna Külker, Björn Serke, René Schroeder, Benedikt Rathmer, Phillip Neumann
front: Birgit Lütje-Klose, Susanne Miller, Marianne Zimmer, Rebecca Hummel, Friederike Schulte, Evelyne Crone, Andrea Meyer, Brigitte Kottmann, Katharina Schitow. not on the picture: Nikolas Meyer, Bettina Streese


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