Research graph
References from How do teachers perceive students’ belonging? A qualitative interview study on teachers’ attitudes in Austrian basic digital education. Local targets link to admitted publications; unresolved targets remain external evidence.
10.1515/9780748691142
10.1515/9780748691142 · 2014 · External reference
Fostering school belonging in secondary schools using a Socio-Ecological framework
10.1017/edp.2016.5 · 2016 · External reference
Zwischen wunsch und wirklichkeit: Zum zusammenhang von sozialer herkunft, migration und bildungsaspirationen
10.1007/s11614-021-00442-3 · 2021 · External reference
The teacher’s soul and the terrors of performativity
10.1080/02680939.2019.1681617 · 2020 · External reference
An exploratory analysis of early adopters in education innovations
10.1108/qea-10-2023-0009 · 2024 · External reference
Initial teacher education 2024: why inclusion matters?
10.1108/qea-01-2024-0011 · 2024 · External reference
Unresolved reference
External reference
Unresolved reference
External reference
Unresolved reference
2024 · External reference
10.3224/86649236
10.3224/86649236 · 2010 · External reference
10.1007/978-3-531-19895-8_14
10.1007/978-3-531-19895-8_14 · 2013 · External reference
10.1007/978-3-531-19895-8_1
10.1007/978-3-531-19895-8_1 · 2013 · External reference
Die dokumentarische methode in der unterrichtsforschung. Ein integratives forschungsinstrument für strukturrekonstruktion und kompetenzanalyse
2009 · External reference
Unresolved reference
2013 · External reference
One size fits all? What counts as quality practice in (reflexive) thematic analysis?
10.1080/14780887.2020.1769238 · 2021 · External reference
Reporting guidelines for qualitative research: a values-based approach
10.1080/14780887.2024.2382244 · 2025 · External reference
Unresolved reference
2013 · External reference
Breaking barriers: empowerment and belonging in Austrian basic digital education from teacher’s perspective
2024 · External reference
situating computational empowerment in formal education: a multi-perspective view
10.1016/j.ijcci.2023.100604 · 2023 · External reference
The psychological sense of school membership among adolescents: Scale development and educational correlates
10.1002/1520-6807(199301)30:1%3c79::aid-pits2310300113%3e3.0.co;2-x · 1993 · External reference
10.1007/978-3-531-19007-5_7
10.1007/978-3-531-19007-5_7 · 2013 · External reference
Situated knowledges: the science question in feminism and the privilege of partial perspective
10.2307/3178066 · 1988 · External reference
Empowering children through design and making: towards protagonist role adoption
10.1145/3210586.3210600 · 2018 · External reference
Postdigital science and education
10.1080/00131857.2018.1454000 · 2018 · External reference
Ergänzung zur stellungnahme des zentrums für lehrer*innenbildung der universität wien zum lehrplan digitale grundbildung
10.21243/mi-03-22-05 · 2022 · External reference
The role of teachers and administrators in supporting the adaptation of students with special needs in mainstream high schools
10.1108/qea-06-2024-0054 · 2024 · External reference
Sample size in qualitative interview studies
10.1177/1049732315617444 · 2016 · External reference
10.1007/978-3-531-91118-2_4
10.1007/978-3-531-91118-2_4 · 2008 · External reference
Innovative pedagogical framework in K12 education: enhancing productivity and engagement of digital natives within resource-constrained environments
10.1108/qea-11-2024-0129 · 2025 · External reference
Unresolved reference
2017 · External reference
Towards better reflexive thematic analysis in HCI: a scoping review of practice at CHI
10.1145/3772318.3790417 · 2026 · External reference
Unresolved reference
1961 · External reference
Unresolved reference
1994 · External reference
The influence of affective Teacher-Student relationships on students’ school engagement and achievement: a Meta-Analytic approach
10.3102/0034654311421793 · 2011 · External reference
10.4324/9781003279457-15
10.4324/9781003279457-15 · 2023 · External reference
Intrinsic and extrinsic motivations: classic definitions and new directions
10.1006/ceps.1999.1020 · 2000 · External reference
10.1007/978-3-658-22313-7_5
10.1007/978-3-658-22313-7_5 · 2019 · External reference
Stellungnahme des bundesverbands medienbildung (BVMB) zum entwurf des lehrplans für digitale grundbildung vom 02.05.2022
10.21243/mi-03-22-11 · 2022 · External reference
The construct of ‘respect’ in Teacher-Student relationships: exploring dimensions of ethics of care and sustainable
10.12806/v17/i3/r3 · 2018 · External reference
Unresolved reference
2020 · External reference
Belonging and the politics of belonging
10.1080/00313220600769331 · 2006 · External reference
The psychological sense of school membership among adolescents: Scale development and educational correlates
10.1002/1520-6807(199301)30:1%3c79::aid-pits2310300113%3e3.0.co;2-x · ExternalCitation · doi-reference
Intrinsic and extrinsic motivations: classic definitions and new directions
10.1006/ceps.1999.1020 · ExternalCitation · doi-reference
10.1007/978-3-531-19007-5_7
10.1007/978-3-531-19007-5_7 · ExternalCitation · doi-reference
10.1007/978-3-531-19895-8_1
10.1007/978-3-531-19895-8_1 · ExternalCitation · doi-reference
10.1007/978-3-531-19895-8_14
10.1007/978-3-531-19895-8_14 · ExternalCitation · doi-reference
10.1007/978-3-531-91118-2_4
10.1007/978-3-531-91118-2_4 · ExternalCitation · doi-reference
10.1007/978-3-658-22313-7_5
10.1007/978-3-658-22313-7_5 · ExternalCitation · doi-reference
Zwischen wunsch und wirklichkeit: Zum zusammenhang von sozialer herkunft, migration und bildungsaspirationen
10.1007/s11614-021-00442-3 · ExternalCitation · doi-reference
situating computational empowerment in formal education: a multi-perspective view
10.1016/j.ijcci.2023.100604 · ExternalCitation · doi-reference
Fostering school belonging in secondary schools using a Socio-Ecological framework
10.1017/edp.2016.5 · ExternalCitation · doi-reference
Postdigital science and education
10.1080/00131857.2018.1454000 · ExternalCitation · doi-reference
Belonging and the politics of belonging
10.1080/00313220600769331 · ExternalCitation · doi-reference
The teacher’s soul and the terrors of performativity
10.1080/02680939.2019.1681617 · ExternalCitation · doi-reference
One size fits all? What counts as quality practice in (reflexive) thematic analysis?
10.1080/14780887.2020.1769238 · ExternalCitation · doi-reference
Reporting guidelines for qualitative research: a values-based approach
10.1080/14780887.2024.2382244 · ExternalCitation · doi-reference
Initial teacher education 2024: why inclusion matters?
10.1108/qea-01-2024-0011 · ExternalCitation · doi-reference
The role of teachers and administrators in supporting the adaptation of students with special needs in mainstream high schools
10.1108/qea-06-2024-0054 · ExternalCitation · doi-reference
An exploratory analysis of early adopters in education innovations
10.1108/qea-10-2023-0009 · ExternalCitation · doi-reference
Innovative pedagogical framework in K12 education: enhancing productivity and engagement of digital natives within resource-constrained environments
10.1108/qea-11-2024-0129 · ExternalCitation · doi-reference
Empowering children through design and making: towards protagonist role adoption
10.1145/3210586.3210600 · ExternalCitation · doi-reference
Towards better reflexive thematic analysis in HCI: a scoping review of practice at CHI
10.1145/3772318.3790417 · ExternalCitation · doi-reference
Sample size in qualitative interview studies
10.1177/1049732315617444 · ExternalCitation · doi-reference
The construct of ‘respect’ in Teacher-Student relationships: exploring dimensions of ethics of care and sustainable
10.12806/v17/i3/r3 · ExternalCitation · doi-reference
10.1515/9780748691142
10.1515/9780748691142 · ExternalCitation · doi-reference
Ergänzung zur stellungnahme des zentrums für lehrer*innenbildung der universität wien zum lehrplan digitale grundbildung
10.21243/mi-03-22-05 · ExternalCitation · doi-reference
Stellungnahme des bundesverbands medienbildung (BVMB) zum entwurf des lehrplans für digitale grundbildung vom 02.05.2022
10.21243/mi-03-22-11 · ExternalCitation · doi-reference
Situated knowledges: the science question in feminism and the privilege of partial perspective
10.2307/3178066 · ExternalCitation · doi-reference
The influence of affective Teacher-Student relationships on students’ school engagement and achievement: a Meta-Analytic approach
10.3102/0034654311421793 · ExternalCitation · doi-reference
10.3224/86649236
10.3224/86649236 · ExternalCitation · doi-reference
10.4324/9781003279457-15
10.4324/9781003279457-15 · ExternalCitation · doi-reference
