2023

Sahli Lozano, Caroline; Baumli, Nadja; Wüthrich, Sergej; Sharma, Umesh; Loreman, Tim; Forlin, Chris (2023). Development and validation of a short form of the Teacher Efficacy for Inclusive Practices Scale (TEIP-SF). Journal of Research in Special Educational Needs, 23 (4), pp. 375-388. 10.1111/1471-3802.12607

Sharma, Umesh; Loreman, Tim; May, Fiona; Romano, Alessandra; Sahli Lozano, Caroline; Avramidis, Elias; Woodcock, Stuart; Subban, Pearl; Kullmann, Harry (2023). Measuring collective efficacy for inclusion in a global context. European Journal of Special Needs Education, 39 (2), pp. 167-184. 10.1080/08856257.2023.2195075

Sahli Lozano, Caroline; Wüthrich, Sergej; Baumli, Nadja; Büchi, Jonas (2023). Daten von Berner und Deutschschweizer Lehrpersonen und sonderpädagogischen Fachpersonen zu Einstellungen, Bedenken und Selbstwirksamkeit gegenüber schulischer Inklusion (ISASI) (2019-2022) [Dataset]. FORS Datenservice 10.48573/cbjp-wk67

2022

Subban, Pearl; Bradford, Brent; Sharma, Umesh; Loreman, Tim; Avramidis, Elias; Kullmann, Harry; Sahli Lozano, Caroline; Romano, Alessandra; Woodcock, Stuart (2022). Does it really take a village to raise a child? Reflections on the need for collective responsibility in inclusive education. European Journal of Special Needs Education, 38 (2), pp. 291-302. 10.1080/08856257.2022.2059632

Sahli Lozano, Caroline; Wüthrich, Sergej; Büchi, Jonas Sebastian; Sharma, Umesh (2022). The concerns about inclusive education scale: Dimensionality, factor structure, and development of a short-form version (CIES-SF). International Journal of Educational Research, 111, p. 101913. 10.1016/j.ijer.2021.101913

2021

Sahli Lozano, Caroline; Sharma, Umesh; Wüthrich, Sergej (2021). A comparison of Australian and Swiss secondary school teachers’ attitudes, concerns, self-efficacy, and intentions to teach in inclusive classrooms: does the context matter? International Journal of Inclusive Education, 28 (7), pp. 1205-1223. 10.1080/13603116.2021.1988158