Michel Knigge

Full Professor Inclusive School Development

University of Potsdam

Germany

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About

Michel Knigge is a Full Professor of Inclusive School Development at the University of Potsdam, Germany. His research focuses on inclusive education, exploring topics such as the effects of differentiation on academic achievement, social participation in adolescence, and the implementation of educational rights for individuals with disabilities. Recent articles address various aspects of school leadership, justice in student-teacher interactions, and the integration of students with special educational needs.

Articles (13)

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2025

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2024

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2024

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2023

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2023

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2022

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2022

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2022

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2022

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2021

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2020

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2020

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2020

Collaborators (5)

Nadine Spörer

University of Potsdam

GERMANY

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Stefanie Bosse

University of Potsdam

GERMANY

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Franziska Kühne

University of Potsdam

GERMANY

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Antje Ehlert

Professorship of Inclusive Education

University of Potsdam

GERMANY

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Karsten Krauskopf

Professor

GERMANY

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Michel Knigge

Research Interests

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About

Articles (13)

Effekte von Binnendifferenzierung auf die Leistungsentwicklung in Deutsch und Mathematik in der inklusiven Grundschule

Basic counseling skills in psychology and teaching: validation of a short version of the counselor activity self-efficacy scales

Social referencing processes in inclusive classrooms—Relationships between teachers' attitudes, students' attitudes, social integration and classroom climate

Fallmaterial zum Aufbau professioneller emotionaler Kompetenzen im Lehramtsstudium

Gerechtigkeitserleben und soziale Partizipation in der Adoleszenz in inklusiven Schulen

Implementation of UN Convention on the Rights of Persons with Disabilities in public and private schools in three districts of Uganda

Effects of special educational needs and socioeconomic status on academic achievement. Separate or confounded?

The Influence of Individual and Situational Factors on Teachers’ Justice Ratings of Classroom Interactions

The effect of school leadership on implementing inclusive education: how transformational and instructional leadership practices affect individualised education planning

Determinants and accuracy of students’ ratings of their peers’ German and heritage language abilities,Determinanten und Akkuratheit von Schülerurteilen über sprachliche Fähigkeiten von Mitschüler(inne)n im Deutschen und den Herkunftssprachen Türkisch und Russisch

Students’ perspective on inclusion: Relations of attitudes towards inclusive education and self-perceptions of peer relations

Use of evidence to promote inclusive education development commentary on Mel Ainscow. Promoting inclusion and equity in education: lessons from international experiences

Collaborators (5)

Nadine Spörer

Stefanie Bosse

Franziska Kühne

Antje Ehlert

Karsten Krauskopf

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