Prof. Dr. habil. Silke Trumpa

• KE Module 10: Practical School Studies. Pre- and post-seminars
• BBG 6: Health professions in health care practice
• BBG 7: Health didactics
• BBG 10: Health didactics II
• BBG 11: Bachelor thesis
• BBG 12: Practical guidance
• MBG P3: Nursing Science Project
• Didactics of Adult Education
• Systemic Counselling & Coaching
• Team and organisational development
• Research and writing workshops

• Didactic Workshop Health
• Vocational Education Health
• Leadership and Innovation in Educational Institutions
• Finnish Education
• Inclusion
• Parental Participation
• Qualitative Social Research

Didactic Workshop Health, funded by the Foundation for Innovation in Higher Education under the auspices of the Toepfer Foundation
10/2022 to 09/2024

quo vadis Teach ImPuls - A project to accompany the development of the Health Didactic Workshop, funded by the Scholarship of Teaching and Learning of the University of Applied Sciences Fulda, 12/2022 to 11/2023

• "Support-related diagnostics for the design of inclusive, bi-differentiated, adaptive teaching settings for primary, lower secondary and vocational schools" Joint project of the BMBF funding line "Support-related diagnostics in inclusive education" in cooperation with Prof. Dr Silvia Greiten (Heidelberg University of Education) and Prof. Dr Marcel Veber (University of Osnabrück) 09/2021 to 08/2024
• digLL ImPuls project: e-learning teaching concept in the subject of health for the production of digital teaching and learning offers for the Hessian web portal in cooperation with the Technische Hochschule Mittelhessen. 2020
• Innovative schools and learning environments in Finland and in Germany from 2017 to 2020
• Attitude research on inclusion among children and young people. 2015-2018
• How innovations come to school - An interview study on professionalisation tasks in innovative teaching. 2014-2017
• Attitudinal research on inclusion - An empirical study in the context of the Mannheim school trial on the implementation of the recommendations of the Expert Council on the school education of young people with disabilities. 2011-2014
• Social integration in joint teaching - a longitudinal sociographic study at three primary schools. 2011-2014
• Scientific monitoring of the free Protestant Torwiesenschule in Stuttgart, primary, secondary modern and special school for children and young people with intellectual disabilities in the school years 2011/2012 to 2013/2014.
• School choice decisions and parent participation at a free school. 2006-2010

• Interdisciplinary Professional Society for Didactics in Health (IFDG)
• German Society for Educational Sciences (DGfE) in the sections Adult Education and School Education (Commission for Professional Research & Teacher Education)
• German Association for Coaching & Training (dvct)
• German Society for Systemic Therapy, Counselling and Family Therapy (DGSF)
• Alliance 90/The Greens

Some of the following titles are available as full text at: Fachportal Pädagogik - Erziehungswissenschaft, Bildungsforschung, Fachdidaktik https://www.fachportal-paedagogik.de

1. Kirchner, M. & Trumpa, S. (2023). Changes in the curricula of physiotherapy education - examples from Bavaria and Thuringia. Pt. Journal for Physiotherapists (75). 15.19.
2. Lutz, N., Dorn, T., Höhl, D. & Trumpa, S. (2023). University qualification for practice guidance in nursing. Presentation of a seminar concept and accompanying research. Pedagogy for Health Professions. 10 (2). 90-100.
3. Bauer, J. E. F. & Trumpa, S. (2023): Effects of seat time in students & recommendations for health promotion in higher education. Results of a systematic review. die hochschullehre. 9 (3), 27-40. URL: https://www.wbv.de/shop/Auswirkungen-von-Sitzzeiten-bei-Studierenden-Empfehlungen-zur-Gesundheitsfoerderung-in-der-Hochschule-HSL2303W
4. Schöner, M. & Trumpa, S. (2023): Diagnostics in vocational education and training - results of a literature review. bwp@Spezial PH-AT2: S. Albert, K. Heinrichs, K. Hofer, I. Hotarek & S. Zenz (Eds.), Diversity in vocational education and training in Austria, Germany and Switzerland - perspectives from research, development and educational practice. 1-20. URL: https://www.bwpat.de/spezial-ph-at2/schoener_trumpa_bwpat-ph-at2.pdf (19.04.2023).
5. Trumpa, S. & Arend, E. (2023). Humour in caricatures about carers and caring situations. A documentary image interpretation. Nursing Science. 25 (2), 68-74.
6. Hoffmann, M. & Trumpa, S. (2023). Performance evaluation of practice assignments in OTA training. In OR. (13). 131-135.
7. Greiten, S., Trumpa, S. & Veber, M. (2023). Creating space for inclusion and heterogeneity through classroom-based diagnostics - a project outline. in M. Hoffmann & I. Hoffmann (Eds.), RAUM. POWER. INCLUSION. Exploring and developing inclusive spaces. (S. 273-279). Bad Heilbrunn: Klinkhardt. URL: https://www.pedocs.de/volltexte/2023/26698/pdf/Greiten_Trumpa_Veber_2023_Durch_unterrichtsbezogene_Diagnostik.pdf
8. Trumpa, S. (2022). Review of: Oldenburg, Maren: Schüler*innen - Studierende - Inklusion, Orientierungen auf dem Weg zu differenzsensibler Lehrer*innenbildung? Bad Heilbrunn: Klinkhardt 2021. in. Erziehungswissenschaftliche Revue. 21 (4). URL: http://www.klinkhardt.de/ewr/978378152472.html
9. Lindemann, H. & Trumpa, S. (Eds.) (2021). University teaching: systemic? Theoretical and practical impulses for didactics and methodology. Göttingen: Vandenhoeck & Ruprecht.
10. Trumpa, S. (2021). Systemic Approach Meets University Teaching - Fields of Development and Antinomies of Systemic University Teaching. in H. Lindemann & S. Trumpa (Eds.), Hochschullehre: systemisch? Theoretical and practical impulses for didactics and methodology. (S. 48-72). Göttingen: Vandenhoeck & Ruprecht.
11. Trumpa, S. (2021). Systemic approach meets university teaching - Analysis of professional biographical episodes. in H. Lindemann & S. Trumpa, S. (Eds.), University teaching: systemic? Theoretical and practical impulses for didactics and methodology. (S. 344-362). Göttingen: Vandenhoeck & Ruprecht.
12. Trumpa, S. (2021). Didactic basics for systemicists III: Jenaplan pedagogy according to Peter Petersen. in H. Lindemann & S. Trumpa, S. (Eds.), University teaching: systemic? Theoretical and practical impulses for didactics and methodology. (S. 213-215). Göttingen: Vandenhoeck & Ruprecht.
13. Trumpa, S. (2021). Didactic basics for systemicists IV: Pedagogy of diversity according to Annedore Prengel. in H. Lindemann & S. Trumpa, S. (Eds.), University teaching: systemic? Theoretical and practical impulses for didactics and methodology. (S. 232-234). Göttingen: Vandenhoeck & Ruprecht.
14. Trumpa, S. (2021). Didactic basics for systemicists VI: Subject-oriented nursing didactics according to Roswitha Ertl-Schmuck. in H. Lindemann & S. Trumpa, S. (Eds.), University teaching: systemic? Theoretical and practical impulses for didactics and methodology. (S. 276-278). Göttingen: Vandenhoeck & Ruprecht.
15. Trumpa, S. (2021). Didactic basics for systemicists VII: Theme-centred interaction according to Ruth C. Cohn or: The art of leading oneself and a group. in H. Lindemann & S. Trumpa, S. (Eds.), University teaching: systemic? Theoretical and practical impulses for didactics and methodology. (S. 258-261). Göttingen: Vandenhoeck & Ruprecht.
16. Trumpa, S. & Dorn. T. (2021). Health teaching in vocational schools in M. Goldfriedrich & K. Hurrelmann (Eds.), Health didactics. (S. 375-394). Weinheim and Basel: Beltz Juventa.
17. Trumpa, S., Bock, S. & Dorn, T. (2021). Learning through digital teaching - promoting digital teaching competences. e.teaching.org. Offered by the Leibniz Institute for Knowledge Media. Tübingen. Available at: https://www.e-teaching.org/praxis/erfahrungsberichte/lernen-durch-digitales-lehren-foerderung-digitaler-lehrkompetenzen
18. Ballmann, J., Dietz, M, Huxhold, M., Scholand, T. & Trumpa, S. (2021). Digital teaching during the COVID-19 pandemic in schools of public health. A qualitative survey of teachers in nursing and physiotherapy schools. Health Professions Education. The journal for interprofessional dialogue. 8 (1). 61-73.
19. Trumpa, S. (2020). Student participation in Fridays for Future demonstrations: no more than an administrative problem for the macro level of education? A document analysis. Educational Correspondence. 61, 15-32.
20. Trumpa, S. (2020). Photographic staging of a practice situation in teacher training - a documentary image interpretation. Journal of Interpretive Social and Classroom Research. 9, 110-125.
21. Trumpa, S., Kostiainen, E., Rehm, I. & Rautiainen, M. (Eds.) (2020). Innovative schools and learning environments in Germany and Finland. Research and findings of comparative approaches & Ideas of good and next practice. Münster: Waxmann.
22. Kostiainen, E., Rautiainen, M. Trumpa, S. & Rehm, I. (2020). Introduction: Defining the roots of education innovations. in S. Trumpa, E. Kostiainen, I. Rehm & M. Rautiainen (Eds.), Innovative schools and learning environments in Germany and Finland. Research and findings of comparative approaches & ideas of good and next practice. (p. 9-19). Münster: Waxmann.
23. Rehm, I., Trumpa, S., Rautiainen, M., Kostiainen, E. & Hefti, L. (2020). School development and innovation in Finland and Germany. in S. Trumpa, E. Kostiainen, I. Rehm & M. Rautiainen (Eds.), Innovative schools and learning environments in Germany and Finland. Research and findings of comparative approaches & ideas of good and next practice. (p. 21-33). Münster: Waxmann.
24. Rautiainen, M., Rehm, I., Trumpa, S. & Kostiainen, E. (2020). Innovative schools and learning environments in the future. in S. Trumpa, E. Kostiainen, I. Rehm & M. Rautiainen (Eds.), Innovative schools and learning environments in Germany and Finland. Research and findings of comparative approaches & ideas of good and next practice. (p. 123-129). Münster: Waxmann.
25. Trumpa, S., Rehm, I., Rautiainen, M. & Kostiainen, E. (2020). The other side (of "PISA"). in S. Trumpa, E. Kostiainen, I. Rehm & M. Rautiainen (Eds.), Innovative schools and learning environments in Germany and Finland. Research and findings of comparative approaches & ideas of good and next practice. (p. 141-153). Münster: Waxmann.
26. Rehm, I., Trumpa, S., Kostiainen, E. & Rautiainen, M. (2020). Different perspectives on innovations. in S. Trumpa, E. Kostiainen, I. Rehm & M. Rautiainen (Eds.), Innovative schools and learning environments in Germany and Finland. Research and findings of comparative approaches & ideas of good and next practice. (p. 155-170). Münster: Waxmann.
27. Kostiainen, E., Trumpa, S., Rautiainen, M. & Rehm, I. (2020). Treasuries of good educational practices in Finland and Germany. in S. Trumpa, E. Kostiainen, I. Rehm & M. Rautiainen (Eds.), Innovative schools and learning environments in Germany and Finland. Research and findings of comparative approaches & ideas of good and next practice. (p. 172-209). Münster: Waxmann.
28. Trumpa, S. (2019). Commonalities of the most successful PISA countries. Free Education. School - Profession- Society . vdp. 95 (2), 8-10.
29. Lassmann, S., Köb, S., Janz, F., Heyl, V. & Trumpa, S. (2019). Attitudes towards inclusion of children and adolescents with cognitive impairments - translation of a questionnaire into plain language. Journal of Special Education. 9, 430-441.
30. Philipp, S., Wagener, B. & Trumpa, S. (2019). Self-determined parenthood through parenting assistance - an accident insurance fund breaks new ground in promoting social participation. DGUV Forum. Journal for prevention, rehabilitation and compensation. 11 (7), 26-29.
31. Trumpa, S. & Rehm, I. (2018). Teacher working time and framework conditions in Finnish schools - Impulses for Germany? Pedagogical Leadership. Journal of school leadership and school counselling. 29 (4), 148-151.
32. Trumpa, S. & Wittek, D. (2018). Inclusive shares in Finnish education - role models for Germany? in Müller, K. & Gingelmaier, S. (Eds.), Controversy: Inclusion - claim and contradiction in the school pedagogical debate. (S. 225-237). Weinheim and Basel: Beltz Juventa.
33. Trumpa, S. (2018). Parent work as a conceptual component of Jenaplan. in T. Jacobs, & S. Herker (Eds.), Jenaplan pedagogy in conception and practice. Perspectives for a modern school. A workbook. (S. 135-148). Baltmannsweiler: Schneider.
34. Trumpa, S., Wittek, D. & Sliwka, A. (Eds.) (2017). The education systems of the most successful PISA countries: China, Finland, Japan, Canada and South Korea. Münster: Waxmann.
35. Wittek, D., Trumpa. S. & Sliwka, A. (2017). The education systems of the most successful PISA countries - introductory and critical thoughts. in S. Trumpa, D. Wittek & A. Sliwka (Eds.), The education systems of the most successful PISA countries: China, Finland, Japan, Canada and South Korea. (S. 11-20). Münster: Waxmann.
36. Trumpa. S. & Wittek, D. (2017). Finland. in S. Trumpa, D. Wittek & A. Sliwka (Eds.), The education systems of the most successful PISA countries: China, Finland, Japan, Canada and South Korea. (S. 51-80). Münster: Waxmann.
37. Sliwka, A., Wittek, D. & Trumpa. S. (2017). The education systems of the most successful PISA countries - four analogies and a critical summary. in S. Trumpa, D. Wittek & A. Sliwka (Eds.), The education systems of the most successful PISA countries: China, Finland, Japan, Canada and South Korea . (S. 163-170). Münster: Waxmann.
38. Laßmann, S. & Trumpa, S. (2017). "You can't force it" - Hypotheses on influences on social status in the common classroom. in A. Textor, S. Grüter, I. Schiermeyer-Reichl & B. Streese (Eds.), Achievement inclusive? Inclusion in the Achievement Society. Vol. II: Teaching, performance assessment and school development. (S. 60-68). Bad Heilbrunn: Klinkhardt.
39. Greiten, S. & Trumpa, S. (2017). Co-peer learning in practice phases. A way out of the "tradability trap" of didactic conceptions for lesson planning. Teacher education on the test bench. Special issue, 63-79, Empirical Pedagogy.
40. Trumpa, S. (2016). Bildungspolitik im Spannungsfeld von verwaltungsrationalem Handeln und normativen Ansprüche im Inklusionsdiskurs - Rekonstruktion einer Politikerrede. Pädagogische Korrespondenz. Zeitschrift für Kritische Zeitdiagnostik in Pädagogik und Gesellschaft. 58 (1), 58-74.
41. Trumpa, S. & Greiten, S. (2016). Constitutive influences in an innovation process from the perspective of school headmasters - Reconstructions using the example of the implementation of alternative forms of performance assessment in secondary education. School Pedagogy Today. 13 (7). Re-publication in S. Hadeler, K. Moeglin & G. Hund-Göschel (eds.) (2016), What are good schools? Part 3: Research findings. Series Theory and practice of school pedagogy. Vol. 37. (pp. 11-28). Immenhausen: PROLOG.
42. Trumpa, S., Franz, E. & Greiten, S. (2016). Research findings on teacher cooperation - A narrative review. The German School. 108 (1), 82-94.
43. Trumpa, S. & Terfloth, K. (2016). Learning by doing - Students try out action research on social inclusion. Journal of Higher Education Development. 11 (1), 169-187. re-publication in science-management-online [03/2016].
44. Trumpa, S. (2016). How innovations come to school. A university didactic concept for research-based learning. Contributions to teacher education. Journal on theory and practice of initial and continuing teacher education. 2016 (2), 158-164.
45. Trumpa, S. & Sliwka, A. (2016). Diagnostics and individualized support planning in Canada using the example of Individualized Program Planning in the province of Alberta. in B. Amrhein (Ed.), Diagnostics in the context of inclusive education. Theories, Ambivalences, Actors, Concepts. (S. 299-311). Bad Heilbrunn: Klinkhardt.
46. Trumpa, S. (2015). Coping strategies of female primary school teachers when taking over joint teaching - two case reconstructions. in I. Schnell (Ed.), The Challenge of Inclusion - Theory Building and Practice. (S. 269-279). Bad Heilbrunn: Klinkhardt.
47. Trumpa, S. (2015). Relief and compensation function of school as an opportunity to increase educational equity - Family needs as an influencing factor in school choice. in S. Frank & A. Slikwa (Eds.), Eltern und Schule. Aspects of equity and participation in education. (S. 27-38). Weinheim and Basel: Beltz Juventa.
48. Trumpa, S. (2015). "I'll say the 'normally schooled' children now" - On the claim and reality of discrimination-free language. in H. Redlich, L. Schäfer, G. Wachtel, K. Zehbe & V. Mose (Eds.), Change and permanence in times of inclusion . (S. 55-65). Bad Heilbrunng: Klinkhardt.
49. Trumpa, S. (2015). The start-up phase of an alternative school and its challenges - A single case analysis from a parent's perspective. Other Education: The Journal of Educational Alternatives. Volume 4, Issue 2, 79-106.
50. Trumpa, S. (2015). On the immanent borderlands of "pedagogy of diversity" Consideration - Knowledge - Ethics. 26 (2), 267-269.
51. Trumpa, S. & Weidemann-Akkermans, A. (2014). The Finnish Lesson - and what we can learn from it. EDUCATION. 66 (2), 38-43. Re-publication in Huber (ed.), Jahrbuch Schulleitung 2016. Cologne: Carl Link.
52. Trumpa, S. (2014). Motives for alternative school choice and their impact on school profiling - results from three case analyses. engagement. Journal of education and schools. 32 (3), 186-195.
53. Staudinger, K. & Trumpa, S. (2014). Education at home and school - (K)ein Gesprächsthema. PÄDAGOGIK 66 (9), 30-33.
54. Wacker, A., Rohlfs, C., Rehm, M., Haupt-Mukrowsky, K., Hahn, E. & Trumpa, S. (2014). Method diversity and networking. The research project "Wissenschaftliche Begleitforschung Gemeinschaftsschule Baden-Württemberg" Daktylos. Bildungswissenschaftliches Magazin der Pädagogischen Hochschule Heidelberg 19 (1), 20-21.
55. Trumpa, S., Seifried, S., Janz, F. & Heyl, V. (2014). Attitudes towards inclusion among teachers and parents - a school-specific analysis. Journal of Educational Research. 4 (3), 241-256.
56. Trumpa, S. (2014). Professional biographical challenges of taking on primary school co-curricular teaching - insights from two single case analyses. School Education Today. 10 (5) online first. Re-publication in C. Siedenbiedel & C. Theurer (eds.) (2015), Foundations of inclusive education. Part 2. development towards inclusive schools and consequences for teacher education. (S. 298-318). Immerhausen: PROLOG.
57. Trumpa, S., Seifried, S., Franz, E. & Klauß, T. (Eds.) (2014). Inclusive education. Insights and concepts from subject didactics and special education. Weinheim and Basel: Beltz Juventa.
58. Franz, E., Trumpa, S. & Esslinger-Hinz, I. (eds.) (2014). Inclusion: A challenge for primary school pedagogy. Vol. 11. Baltmannsweiler: Schneider Hohengehren.
59. Trumpa, S. & Janz, F. (2014). "Ich mach'mir die Welt, wie sie mir gefällt". Recontextualisations and taking responsibility in the implementation process of inclusion. in S. Trumpa, S. Seifried, E. Franz & T. Klauß (Eds.), Inclusive Education. Insights and concepts from subject didactics and special education. (S. 61-78). Weinheim and Basel: Belz Juventa.
60. Grubmüller, J., Heiß, A. & Trumpa, S. (2014). "And how do students see it?" Results of an online survey among student teachers on their attitudes towards inclusion. in S. Trumpa, S. Seifried, E. Franz, & T. Klauß (Eds.), Inklusive Bildung. Insights and concepts from subject didactics and special education. (S. 153-169). Weinheim and Basel: Beltz Juventa.
61. Heyl, V., Trumpa, S., Janz, F. & Seifried, S. (2014), Inclusion begins in the mind!? Attitudinal Research on Inclusion (EFI). in N. Bernhardt, M. Hauser, F. Poppe & S. Schuppener (eds.), Inklusion und Chancengleichheit. Diversity in the mirror of education and didactics. (S. 39-47). Bad Heilbrunn: Klinkhardt.
62. Trumpa, S. & Franz, E. (2014). Inclusion: current lines of discussion at macro, meso and micro levels of the education system. in E. Franz, S. Trumpa & I. Esslinger-Hinz (Eds.), Inclusion. A challenge for primary school pedagogy. Vol. 11 (pp. 12-23). Baltmannsweiler: Schneider Hohengehren.
63. Heyl, V., Janz, F., Seifried, S. & Trumpa, S. (2014): Attitudes towards inclusion of teachers and parents at primary school. in E. Franz, S. Trumpa & I. Esslinger-Hinz (Eds.), Inclusion. A challenge for primary school pedagogy. Vol. 11 (pp. 200-212). Baltmannsweiler: Schneider Hohengehren.
64. Trumpa, S. (2014). Teacher professionalisation in the adoption of common teaching - Approaches to inclusive developmental tasks and their coping strategies among female primary school teachers. in M. Lichtblau, D. Blömer, A.-K. Jüttner, K. Koch, M. Krüger & R. Werning (Eds.), Research on inclusive education. Teaching and learning differently together. (S. 144-156). Wiesbaden: Springer.
65. Heyl, V., Janz, F., Trumpa, S. & Seifried, S. (2013). Attitudes towards inclusion - Presentation of a research project. in T. Klauß & K. Terfloth (Eds.), Better learning together! Inclusive school development. (S. 61-82). Heidelberg: Winter.
66. Heyl, V., Janz, F., Trumpa, S. & Seifried, S. (2013). Attitudes towards inclusion of blind and severely visually impaired pupils. in Verband für Blinden- und Sehbehindertenpädagogik e.V. (Ed.), Vielfalt & Qualität, Kongressbericht , XXXV. Kongress. Würzburg: Edition Bentheim. CD-ROM.
67. Heyl, V., Janz, F., Trumpa, S. & Seifried, S. (2013). Excursus: Attitudes towards Inclusion - Research Project EFI. 2nd Mannheim Education Report pp. 78-79.
68. Seifried, S., Heyl, V., Janz, F. & Trumpa, S. (2013). Inclusive school in Baden-Württemberg. What teachers and parents demand fear and hope. Teaching and Learning. Journal for School and Innovation in Baden-Württemberg. 39 (10), 27-30.
69. Franz, E. & Trumpa, S. (2013). Making it happen - didactic guiding questions for inclusive teaching. On the way to an inclusive primary school. Ideas and materials for teachers. 1st supplementary volume, 1-16. Stuttgart: RAABE.
70. Trumpa, S. (2012). Service Learning - a special opportunity for inclusive teaching. On the way to an inclusive school. Ideas and materials for teachers. Issue 5, 1-24.Stuttgart: RAABE.
71. Trumpa, S. & Rehm, I. (2012). On the trail of success: How do the Finns feel about all-day school? Teaching and Learning. Journal for School and Innovation in Baden-Württemberg 38 (6), 9-13.
72. Säger, J. & Trumpa, S. (2012). On the "nuts and bolts" of parental work. Teaching and learning. Journal for School and Innovation in Baden-Württemberg 38 (7), 37-38.
73. Janz, F., Heyl, V., Trumpa, S. & Seifried, S. (2012). Inclusion begins in the mind. b&w - bildung und wissenschaft. Journal of the Baden-Württemberg Education and Science Union 10 (66), 19-21.
74. Trumpa, S. & Sliwka, A. (2012). Class council. in U. Sandfuchs, W. Melzer, B. Dühlmeier & A. Rausch (Eds.), Handbook of Education. (S. 258-261). Bad Heilbrunn: Klinkhardt.
75. Trumpa, S. & Dietrich, I. (2011). Collective review of parental work in schools. PÄDAGOGIK 63 (2), 54-56.
76. Trumpa, S. (2011). Parents learning at stations - teaching inclusion at a parents' evening. On the way to an inclusive school. Practice guide for school leaders. Part II E.1., 1-16. Stuttgart: RAABE.
77. Trumpa, S. (2011). It's all about the mix - learning in mixed-grade groups. On the way to an inclusive school. Practical guide for school management. Part II B.2., 1-18. Stuttgart: RAABE.
78. Trumpa, S. (2011). Bringing movement into the school - creating and shaping free spaces. On the way to an inclusive primary school. Praxisbegleiter für die Schulleitung. 11, Part II A.3., 1-12. Stuttgart: RAABE.
79. Trumpa, S. (2011). Between lessons - consciously designing and developing break rooms. On the way to an inclusive school. Secondary school management. 3rd supplement. 1-17. Stuttgart: RAABE.
80. Trumpa, S. (2010). Equal partnership between home and school - an illusion. PädagogischeRundschau 64 (5), 549-564.
81. Trumpa, S. (2010). Parental perspectives - reconstructions at a free school. Studies on educational pathways, Vol. 31. Opladen/Farmington Hills: Budrich Verlag. Dissertation text.