{"data":{"id":"10.6084/m9.figshare.7069838","type":"dois","attributes":{"doi":"10.6084/m9.figshare.7069838","prefix":"10.6084","suffix":"m9.figshare.7069838","identifiers":[],"alternateIdentifiers":[],"creators":[{"name":"Przibilla, Bodo","nameType":"Personal","givenName":"Bodo","familyName":"Przibilla","affiliation":[],"nameIdentifiers":[]},{"name":"Linderkamp, Friedrich","nameType":"Personal","givenName":"Friedrich","familyName":"Linderkamp","affiliation":[],"nameIdentifiers":[]},{"name":"Krämer, Philipp","nameType":"Personal","givenName":"Philipp","familyName":"Krämer","affiliation":[],"nameIdentifiers":[]}],"titles":[{"title":"Kategorien subjektiver Definitionen von Lehrkräften zu Inklusion [Categories to Describe Teachers’ Subjective Definitions of Inclusion]"}],"publisher":"figshare","container":{},"publicationYear":2018,"subjects":[{"subject":"Education"},{"subject":"130312 Special Education and Disability","subjectScheme":"FOR"},{"subject":"FOS: Educational sciences","schemeUri":"http://www.oecd.org/science/inno/38235147.pdf","subjectScheme":"Fields of Science and Technology (FOS)"},{"subject":"FOS: Educational sciences","subjectScheme":"Fields of Science and Technology (FOS)"}],"contributors":[],"dates":[{"date":"2018-09-10","dateType":"Created"},{"date":"2021-03-10","dateType":"Updated"},{"date":"2018","dateType":"Issued"}],"language":null,"types":{"ris":"DATA","bibtex":"misc","citeproc":"dataset","schemaOrg":"Dataset","resourceType":"Dataset","resourceTypeGeneral":"Dataset"},"relatedIdentifiers":[],"relatedItems":[],"sizes":["350404 Bytes"],"formats":[],"version":null,"rightsList":[{"rights":"Creative Commons Attribution 4.0 International","rightsUri":"https://creativecommons.org/licenses/by/4.0/legalcode","schemeUri":"https://spdx.org/licenses/","rightsIdentifier":"cc-by-4.0","rightsIdentifierScheme":"SPDX"}],"descriptions":[{"description":"Bislang existieren im wissenschaftlichen Diskurs sehr unterschiedliche Verständnisse und vielerlei Definitionen von Inklusion. Auch aus der Perspektive von Lehrkräften dürften uneinheitliche subjektive Verständnisse von Inklusion vorliegen. Subjektive Definitionsweisen von Lehrkräften zu Inklusion wurden in der Forschung bislang wenig berücksichtigt, obwohl Alltagstheorien in der Praxis als handlungsleitender gelten, als wissenschaftliche Theorien. Das vorliegende Kategoriensystem zeigt auf, aus welchen inhaltlichen Elementen sich die subjektiven Definitionen von Lehrkräften zum Begriff „Inklusion“ zusammensetzen. Zur Entwicklung des Kategoriensystems wurden die als Antworten auf ein entsprechendes offenes Item („Definieren Sie Inklusion in Ihren eigenen Worten.“) vorgenommenen Definitionen einer Stichprobe von 182 Lehrkräften durch eine induktive, qualitative Inhaltsanalyse in drei Reduktionsschleifen auf die vorliegenden 27 Kategorien (κ = 0.85) reduziert, und in 9 Dimensionen (κ = 0.89) verdichtet. \u003cbr\u003e\u003cbr\u003eA review of the academic scholarship provides many different understandings and various ways to define and operationalize inclusion. It stands to reason that practitioners like teachers also have inconsistent concepts of inclusion. Although there is some evidence, that the association between behavior and subjective understandings or beliefs of teachers is stronger than the relationship between academic theories and teachers’ behavior, there is a lack of research on teachers’ subjective definitions of inclusion. The system of categories shows which content-related elements compose teachers’ subjective definitions of inclusion as a concept. A subsample of 182 teachers completed an online survey and answered the open-ended item “Define Inclusion in your own words.”. The data was analyzed using an inductive qualitative content analysis. Through three iterations of the analysis the answers were summarized in 27 categories (κ = 0.85) which could be categorized by 15 dimensions (κ = 0.89).\u003cbr\u003e\u003cbr\u003e","descriptionType":"Abstract"}],"geoLocations":[],"fundingReferences":[],"xml":"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","url":"https://figshare.com/articles/dataset/Kategorien_subjektiver_Definitionen_von_Lehrkr_ften_zu_Inklusion_Categories_to_Describe_Teachers_Subjective_Definitions_of_Inclusion_/7069838","contentUrl":null,"metadataVersion":4,"schemaVersion":"http://datacite.org/schema/kernel-4","source":"mds","isActive":true,"state":"findable","reason":null,"viewCount":0,"viewsOverTime":[],"downloadCount":0,"downloadsOverTime":[],"referenceCount":0,"citationCount":0,"citationsOverTime":[],"partCount":0,"partOfCount":0,"versionCount":0,"versionOfCount":0,"created":"2018-09-11T10:42:56.000Z","registered":"2018-09-11T10:43:57.000Z","published":"2018","updated":"2021-03-10T16:45:51.000Z"},"relationships":{"client":{"data":{"id":"figshare.ars","type":"clients"}},"provider":{"data":{"id":"otjm","type":"providers"}},"media":{"data":{"id":"10.6084/m9.figshare.7069838","type":"media"}},"references":{"data":[]},"citations":{"data":[]},"parts":{"data":[]},"partOf":{"data":[]},"versions":{"data":[]},"versionOf":{"data":[]}}}}