Publikationen
Erste Ergebnisse aus Deutschförderklassen in Wiener Mittelschulen (Presseaussendung)
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Ergebnisse der Online-Erhebung
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Publikationen aus dem Projekt
- Woltran, F., Hassani, S., & Schwab, S. (2024). German Language Support in Austria: Feasibility, Effectiveness and Legitimacy from the Perspective of Public Administration. Language and Education, 1–18. https://doi.org/10.1080/09500782.2024.2371403
- Öztürk, N., Hassani, S., & Schwab, S. (2024). Insights into Students’ Experiences of Social Inclusion and Exclusion during Attending Language Pull-out Classes. International Journal of Inclusive Education, 1-14. https://doi.org/10.1080/13603116.2024.2367537
- Woltran, F., Hassani, S. & Schwab, S. (2023). Schooling of Refugee Students from Ukraine in Austria and its Risk for Creating Educational Inequity. Journal of Language, Identity and Education, https://doi.org/10.1080/15348458.2023.2275741
- Schwab, S., Resch, K., Gitschthaler, M., Hassani, S., Latzko, D., Peter, A. & Walczuch, S. (2023): From Policy to Practice: How Schools Implement German Language Support Policy in Austria. Current Issues in Language Planning, https://doi.org/10.1080/14664208.2023.2269726
- Schwab, S. & Schweiger, H. (2023). Eminenzbasiert statt evidenzbasiert. Zur Erschaffung von Bildungsbarrieren am Beispiel der Deutschförderklassen. In: IDB (Hrsg.) (2023). Analysen zu Diskriminierung im österreichischen Bildungswesen. Bericht 2022. S. 52-60. https://diskriminierungsfrei.at/wp-content/uploads/2023/06/IDB_Jahresbericht-2022.pdf
Weiterführende Publikationen
- Gitschthaler, M., Erling, E. J., & Schwab, S. (2024): Segregation or Integration? German Language Support Teachers’ Beliefs about ‘Ideal’ Language Support Models in Austria, Journal of Multilingual and Multicultural Development, 1-16. https://doi.org/10.1080/01434632.2024.2301990
- Resch, K., Gitschthaler, M., & Schwab, S. (2023). Teacher’s Perceptions of Separate Language Learning Models for Students with Immigrant Background in Austrian Schools. Intercultural Education, https://doi.org/10.1080/14675986.2023.2180487
- Erling, E. J., Gitschthaler, M., & Schwab, S. (2022). Is Segregated Language Support Fit for Purpose? Insights from German Language Support Classes in Austria. European Journal of Educational Research, 11(1), 573-586. https://doi.org/10.12973/eu-jer.11.1.573
- Gitschthaler, M., Erling, E. J., Stefan, K., & Schwab, S. (2022). Teaching Multilingual Students During the COVID-19 Pandemic in Austria: Teachers' Perceptions of Barriers to Distance Learning. Frontiers in Psychology, 13, 805530. https://doi.org/10.3389/fpsyg.2022.805530
- Gitschthaler, M., Kast, J., Corazza, R, & Schwab, S. (2021a). Resources for Inclusive Education in Austria: An Insight into the Perception of Teachers. In J. Goldan, J. Lambrecht, & T. Loreman (Eds.), International Perspectives on Inclusive Education: Vol. 15. Resourcing Inclusive Education (pp. 67-88). Bingley: Emerald.
- Gitschthaler, M., Kast, J., Corazza, R. & Schwab, S. (2021b). Inclusion of Multilingual Students-Teachers’ Perceptions on Language Support Models. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2021.2011439
- Kast, J. & Schwab, S. (2020). Teachers' and Parents' Attitudes towards Inclusion of Pupils with a First Language other than the Language of Instruction. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2020.1837267