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We present a teacher professionalization project for promoting elementary school teachers’ diagnostic competencies in recognizing their students’ potential in STEM subjects. Teacher professionalization is fostered through the teachers’ personal involvement in the development of subjectspecific diagnostic materials as well as through continuing training on the fundamental knowledge needed to detect and support gifted students. On the basis of the Talent Development in Achievement Domains (TAD) framework, we reached a common working theory of talent and its development in mathematics and science for elementary school-aged students based on the available scientific evidence and approved by teachers. We share a multidimensional, dynamic view of talent development that includes abilities, personality traits, and skills. We describe how our working theory and diagnostic materials can foster teachers’ diagnostic competencies as well as talent discovery and promotion in order to foster students’ development of creative productivity in STEM fields.

Aiming to further our knowledge about what is meant by inclusion, we examined how various conceptualisations relate to people's attitudes about inclusive education. We assign the varying characteri...

The aim of the current study was to investigate attitudes of Luxemburgish adults toward students with special educational needs (SEN) and their inclusion into mainstream schools. Positive attitudes...

Background Students with special educational needs (SEN) remain one of the most socially excluded and vulnerable groups. To this extent, negative attitudes and stereotypes may impede their inclusion. Theoretical frameworks have suggested that stereotypes and attitudes elicit differential expectations and judgments, which in turn affect (social) behaviors. Aims In this study, we aimed to investigate the stereotypes and implicit attitudes held by a sample of Luxemburgish adults toward students with learning difficulties and challenging behavior. We also explored the adults’ explicit attitudes towards inclusion. Method and procedures Participants (N = 103) completed an evaluative priming task and rated students on the stereotype dimensions of warmth and competence. In addition, they completed the German version of The Opinions Relative to Integration of Students with Disabilities questionnaire and provided demographic information. Outcomes and results Results showed differential stereotype content with respect to students with learning difficulties and challenging behavior. Results further indicated that participants’ implicit attitudes toward both challenging behavior and learning difficulties were negative. By contrast, participants expressed positive attitudes towards inclusion. Conclusions and implications The results of the current study contribute to the understanding of why some people accept, whereas others reject students with SEN. Understanding prevalent stereotypes and attitudes can inform the development of targeted interventions to promote and facilitate the social inclusion of students with SEN.

We present a working theory of person-related predictors of talent development in natural science during elementary school. The working theory resulted from the juxtaposition of scientific findings and teachers' expertise. The results showed that both teachers and researchers conceive of talent development in natural science as a complex process including abilities, personality traits, and skills as predictors. However, teachers focused mainly on skills whereas the scientific literature emphasized cognitive abilities. The working theory can be used for the identification and promotion of natural science talent and the development of teachers' diagnostic skills to assess students’ potential in natural science.

Dieses Kapitel geht der Frage nach, ob Lehrer*innenuberzeugungen und -erwartungen je nach sonderpadagogischem Forderbedarf variieren. Auserdem wurde deren Einfluss sowohl auf die Gefuhle bei Auseinandersetzung mit der Inklusion von unterschiedlichen Schuler*innen als auch auf die personliche Bereitschaft, Inklusion umzusetzen, untersucht. Die Studien basieren einerseits auf dem Kontinuum-Modell der Eindrucksbildung und betrachten andererseits das Stereotype-Content-Modell, nach dem Warme und Kompetenz uber 80 % der Unterschiedlichkeit in der Personenwahrnehmung erklaren. Die Ergebnisse zeigten, dass Uberzeugungen und Erwartungen von der Art des Forderbedarfs beeinflusst werden. Positivere Uberzeugungen bezuglich der Schuler*innenmerkmale (Warme und Kompetenz) und hohere Leistungserwartungen waren hierbei mit positiveren Gefuhlen und einer starker ausgepragten personlichen Bereitschaft, die Schuler*innen mit sonderpadagogischem Forderbedarf zu inkludieren, verbunden. Abschliesend werden die daraus resultierenden Konsequenzen fur die Lehreraus- und weiterbildung abgeleitet und diskutiert.

In diesem Artikel wird ein Forschungsuberblick uber Einstellungen sowohl gegenuber Schuler*innen ethnischer Minoritaten als auch gegenuber Schuler*innen mit sonderpadagogischem Forderbedarf sowie gegenuber Inklusion gegeben. Lehrkrafteinstellungen gelten als wichtiger Faktor einerseits bezuglich einer erfolgreichen Inklusion von Schuler*innen mit sonderpadagogischem Forderbedarf, andererseits aber auch, wenn es um ethnische Ungleichheiten geht. Aus diesem Grund sind gerade Schuler*innen ethnischer Minoritaten interessant, da diese haufig als sogenannte „Bildungsverlierer“ gelten. Der Uberblick geht dabei sowohl auf implizite als auch auf explizite Einstellungen von Lehrkraften und Lehramtsstudierenden ein und fuhrt die Relevanz moderierender Variablen, wie die Berufserfahrung oder den Kontakt, auf. Daruber hinaus wird auf die Relation zwischen Einstellungen und Verhalten eingegangen. Es zeigt sich, dass fur Schuler*innen ethnischer Minoritaten sowie fur Schuler*innen mit sonderpadagogischem Forderbedarf die impliziten Einstellungen negativ und die expliziten positiv sind. Daruber hinaus zeigt sich, dass die Einstellungen nicht stabil sind, sondern je nach zusatzlicher moderierender Variable variieren. Insbesondere bei den Einstellungen gegenuber Schuler*innen ethnischer Minoritaten lasst sich ein Zusammenhang zwischen Einstellungen und Verhalten von Lehrkraften finden. Die bisherige Forschung wird hinsichtlich moglicher zukunftiger Forschung und praktischer Implikationen diskutiert.

Alcohol consumption is a leading risk factor for major diseases, particularly among young adults who increasingly engage in binge drinking. Since positive outcome expectancies play a pivotal role in alcohol consumption, we designed alcohol warning labels tailored toward young adults’ outcome expectancies. The warnings were formulated as questions or as statements that were accompanied by a picture. We implemented the warning labels on young adults’ favorite alcohol beverages (beer and alcopops) and presented them in the laboratory. One-hundred twenty-two young adults participated in the study. One third of the sample received the warning labels in question form, one third in statement form, and the final third received no warning labels. We assessed general outcome expectancies, individual outcome expectancies derived from a pre-study, and drinking intentions. The results of this experiment revealed that warning labels presented as statements had no influence on individual and general outcome expe...