Ariana Garrote Hammer- Professor
- Professor at FHNW University of Applied Sciences and Arts
Ariana Garrote Hammer
- Professor
- Professor at FHNW University of Applied Sciences and Arts
About
39
Publications
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Introduction
Ariana Garrote obtained her Master in Developmental Psychology and her PhD in Special Education at the University of Zurich. She is currently Professor at the FHNW School of Education. Her work focuses on social dynamics in classrooms including students from diverse social backgrounds and with a broad range of educational needs. She studies how peers and teachers play a role in students’ socio-emotional development, relationships, sociometric status, inclusion, and discrimination.
Current institution
Additional affiliations
January 2025 - present
August 2019 - September 2020
Education
October 2003 - March 2009
Publications
Publications (39)
Link to the article: https://authors.elsevier.com/a/1U1dJ,dlbRL5my
Inclusive education of pupils with special educational needs (SEN) has become a global trend. However, a considerable number of studies have shown that mere enrolment in mainstream classrooms is not enough to support the social participation of pupils with SEN. These children are at...
This study analyzes the extent to which students in inclusive elementary classrooms select classmates for collaboration and play activities on the basis of academic achievement. To investigate this association, second and third graders (n = 506, mean age = 7.6 years) were asked to nominate classmates with whom they collaborate and play at the begin...
Social acceptance is vital to students’ development. Being rejected by classmates can result in negative socio-emotional and academic outcomes. Finding relevant factors to be able to effectively support student social acceptance is especially challenging in inclusive classrooms because of the high heterogeneity of the student group. There is eviden...
Friendships with classmates play a significant role in student's development. However , only some friendships are maintained for longer than a school year and their formation depend on many factors. One important factor is gender because gender homophily is consistently found in friendship networks. In addition, there is evidence that same-gender f...
Social relationships with peers are very important for the development of all children. However , studies show that learners with special educational needs have greater difficulties in forming social relationships with peers than their classmates. However, research data and findings for children with intellectual disabilities (ID) are sparse. The p...
A person-centred approach was used to identify subgroups of students at risk of negative social interactions. Eighteen teachers and their 358 first- to third-grade elementary students in Switzerland were studied. Three subgroups were identified based on student social and language skills, peer rejection, and teacher feedback. Most of the students h...
Intergenerational educational mobility means that adolescents graduate at a higher level (upward mobility) or lower level (downward mobility) than their parents did. Knowledge about early determinants supports upward and downward mobility at an early stage. Evidence about early determinants of educational mobility allows for the elaboration of educ...
Student migration backgrounds and socioeconomic status can bias teacher expectations. Such expectations can lead to discrimination as they are the basis for unfair teacher assessment and exclusion from learning opportunities. To identify students at risk of experiencing low biased expectations, researchers used a grouping of nationalities based on...
The study examines the influence of teacher feedback in the relationship
between peer rejection and student level predictors of
rejection. Feedback on academic performance and social behaviour
recorded during a standardised lesson was analysed for each of 36
Grade 1–3 classes (N = 709). Student social behaviour, academic
achievement, and language s...
Previous research on adolescent peer networks has mainly focused on friendship networks and their association with violence, but very limited research is available on peer rejection networks. This lack of knowledge hinders the effectiveness of preventing peer rejection and its negative effects. Based on the theory of the cycle of violence, the pres...
Social stereotypes influence people’s perceptions of nationalities. To categorize the
stereotypes about existing nationalities in Switzerland, the stereotype content model
can be used. People with nationalities that are associated with low warmth and competence
are at risk of being perceived as outgroup members and of being discriminated
against, w...
Zusammenfassung
Die COVID-19 Pandemie führte im Frühling 2020 zu einer unerwarteten flächendeckenden Unterbrechung des Präsenzunterrichts in allen Schulen der Schweiz und zur Einführung von Fernunterricht. Durch die Verlagerung des Unterrichts in die Familie könnten die ungleichen familiären Ressourcen zu einer Verstärkung der Herkunftseffekte auf...
Research has well established that parental physical abuse experiences can lead to devastating consequences for adolescents, with peer relationships acting as both protective and risk factors. With the person-centered latent profile analysis (LPA), we analyzed questionnaire data from a cross-sectional study in 2020 composed of a sample of 1959 seve...
This study aimed to explore changes in mental health outcomes (depression, anxiety, home, and school stress) from before the first COVID-19 wave (autumn 2019) to the later stages of the same wave (autumn 2020) in a sample of N = 377 Swiss adolescents (Mage = 12.67; 47% female). It also examined whether students’ background characteristics (gender,...
This study examined how the social skills and mathematical achievement levels of pupils in inclusive classrooms relate to their social status. Three achievement groups were compared: n = 39 pupils with intellectual disabilities (ID) and very basic mathematical skills, n = 71 mainstream pupils with low achievement in mathematics, and n = 81 mainstre...
School closures in spring 2020 caused by the COVID-19 pandemic were an unprecedented and drastic event for students, parents, and teachers. The unplanned adaptation of classroom instruction to emergency distance learning was necessary to ensure continued education. In this new learning environment, teachers formed expectations for student academic...
This study examined how the social skills and mathematical achievement levels of pupils in inclusive classrooms relate to their social status. Three achievement groups were com-pared: n = 39 pupils with intellectual disabilities (ID) and very basic mathematical skills, n = 71 mainstream pupils with low achievement in mathematics, and n = 81 mainstr...
This study examined changes in mental health and school outcomes from before the first COVID-19 wave to the later stages of the same wave in a sample of 377 Swiss adolescents. It also explored whether students’ characteristics and reported COVID-19 burden predicted students’ outcomes and their intra-individual changes. Multilevel analyses showed th...
Co-teaching is considered to be a crucial component of inclusive education. To date there are no longitudinal studies on pupils’ perception of co-teaching and the impact of co-teaching on teaching quality. This longitudinal study examines the change in the perception of learning support (teacher-pupil relationship, individual support, classroom env...
Students' migration backgrounds and low socioeconomic status can bias teacher expectations of student achievement in mathematics and German. The main goal of this intervention study was to inform, raise awareness, and provide opportunities to implement behaviors to modify primary school teachers' biased achievement expectations. Before and after th...
In dieser Studie wurde der Test MARKO-D (Mathematik- und Rechenkonzepte im Vorschulalter–Diagnose) mit einer Stichprobe von Kindern aus der deutschsprachigen Schweiz ( N = 555) im ersten und zweiten Kindergartenjahr erprobt und es wurde analysiert, ob sich die Altersnormen der deutschen Stichprobe auf die Schweiz übertragen lassen. Zudem wurde der...
Zusammenfassung: In dieser Studie wurde der Test MARKO-D (Mathematik-und Rechenkonzepte im Vorschulalter-Diagnose) mit einer Stichprobe von Kindern aus der deutschsprachigen Schweiz (N = 555) im ersten und zweiten Kindergartenjahr erprobt und es wurde analy-siert, ob sich die Altersnormen der deutschen Stichprobe auf die Schweiz übertragen lassen....
Die Sozialisation von Schüler*innen in Bildungssettings ist von ethnischer und kultureller Diversität geprägt. Aus solchen interkulturellen Bildungssettings ergeben sich eine Reihe von Vorteilen, wie die Möglichkeit zum Abbau von Vorurteilen. Sie können allerdings auch Nachteile mit sich bringen, insbesondere für soziale Minderheiten. Überwiegen ne...
Teacher feedback behavior is a key determinant of the social referencing processes that influence the social
acceptance of pupils. The present longitudinal study explores how teacher feedback on academic performance
and social behavior is related to social acceptance during classroom activities and recess in the natural setting of
inclusive classro...
Soziale Interaktionen mit Gleichaltrigen sind zentral für den Erwerb und die Entwicklung von sozio-emotionalen Kom-petenzen. Ausserdem sind soziale Interaktionen mit Mitschülerinnen und Mitschülern ein wichtiger Aspekt für die so-ziale Integration von Lernenden mit besonderem Bildungsbedarf. Es ist deshalb wichtig, dass soziale Interaktionen im Rah...
Researchers claim that a lack of social skills might be the main reason why pupils with special educational needs (SEN) in inclusive classrooms often experience difficulties in social participation. However, studies that support this assumption are scarce, and none include pupils with an intellectual disability (ID). This article seeks to make an i...
Die Studie untersucht die soziale Teilhabe von N = 336 Kindern der ersten bis dritten Stufe in 20 inklusiven Primarschulklassen, in denen Kinder mit einer kognitiven Beeinträchtigung (intellektuelle Beeinträchtigung oder schwere Lernbeeinträchtigung) unterrichtet werden. Die soziale Teilhabe wurde mit soziometrischen Methoden erhoben. Die befragten...
Improving the social participation of children with special educational needs (SEN) is one of the central goals of inclusive education. However, studies consistently show that children with SEN included in general education classrooms are at risk of being socially excluded by their peers. Interventions are required to promote every child's social p...
The mathematical competences of students with mild to moderate intellectual
disabilites: A cross-sectional study
There has been little research on the mathematical competence of students with mild to moderate
intellectual disabilities (ID) in the German-speaking countries. This article offers new insights into
this topic. The mathematical competen...
Effective Teaching Practices in Inclusive Classrooms
(intern SirIus: Soutenir l’intégration – Integration
unterstützen) ist eine vom Schweizerischen
Nationalfonds SNF geförderte Längsschnittstudie
in Integrationsklassen mit Kindern
mit geistiger Behinderung. Untersucht werden
zum einen die Effekte einer Intervention zur sozialen
Integration und ein...
Traditional mathematical concepts for teaching students with mild to moderate intellectual disabilities (ID) are based on training skills like classification and seriation or, otherwise, on routinized counting techniques to solve arithmetical problems. First results of an empirical study investigating the mathematical performance of N = 16 students...
