Ariana Garrote Hammer

Ariana Garrote Hammer
University of Applied Sciences and Arts Northwestern Switzerland | FHNW ·  Institute of Educational Research and Development

PhD

About

30
Publications
9,454
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272
Citations
Introduction
Ariana Garrote obtained her Master in Developmental Psychology and her PhD in Special Education at the University of Zurich. She is currently Postdoc at the FHNW School of Education. Her work focuses on social processes in classrooms including students from diverse social backgrounds and with a broad range of educational needs. More specifically, she studies how peer social dynamics and teachers play a role in students’ socioemotional development, peer relationships, and sociometric status.
Additional affiliations
August 2019 - September 2020
University of Applied Sciences and Arts Northwestern Switzerland
Position
  • Head of Department
September 2018 - June 2019
University of Münster
Position
  • PostDoc Position
Description
  • https://www.uni-muenster.de/EW/forschung/projekte/starkeklasse/infosfuerwissenschaftler/projekt.html
September 2017 - August 2018
Autonomous University of Barcelona
Position
  • PostDoc Position
Education
October 2003 - March 2009
University of Zurich
Field of study
  • Developmental Psychology

Publications

Publications (30)
Article
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...
Article
Full-text available
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...
Article
Full-text available
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 beginni...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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...
Article
Full-text available
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,...
Article
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...
Chapter
Full-text available
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...
Article
Full-text available
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...
Preprint
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...
Article
Full-text available
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...
Article
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...
Article
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...
Article
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....
Chapter
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...
Article
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...
Article
Full-text available
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...
Article
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...
Article
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...
Article
Full-text available
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...
Article
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...
Article
Full-text available
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...

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Projects

Projects (3)
Project
In dieser Studie wird die Organisation des Fernunterrichts der Schulen erfasst und deren Auswirkungen auf das Lernen und soziale Erleben der Schüler*innen untersucht. Weiter interessiert, inwiefern die Familien das Lernen zu Hause begleitet haben und welchen Schwierigkeiten sie ausgesetzt waren. Schliesslich werden mögliche Benachteiligungen durch den Fernunterricht analysiert.
Project
This research project focuses on the social participation of minority group pupils and social dynamics. Within the framework of two studies, the social participation of different minority groups (i.e., national group, pupils with SEN) in different school contexts (i.e., school abroad, mainstream school) will be investigated. One aim is to gain extensive knowledge about the role of social dynamics for positive inter-group contact in classrooms. This goal shall be reached by an advanced longitudinal social network analysis of minority group pupils whose social participation is likely to be satisfactory (i.e., Swiss nationals in international school abroad; Study1, Barcelona) and of minority group pupils who experience difficulties in their social participation (i.e., pupils with SEN in German classrooms; Study 2, Münster). Further, the research project aims at studying developmental features of social networks of children and adolescents. International schools abroad with relatively stable structures, where there are few classroom composition changes from early childhood to adolescence (once from first through eighth grade), are ideal to study developmental outcomes of social networks (Study 1, Barcelona). Finally, it is of interest to find out whether social participation of minority group pupils at risk can be effectively facilitated with specific intervention strategies (Study 2, Münster).
Project
Despite the increase of studies on inclusive education during the last decades, there are still some important gaps to be filled. Firstly, there is relatively little empirical knowledge on the instruction provided in inclusive classrooms to pupils in general and to children with ID in particular. Secondly, the relations between teaching practices, attitudes towards children with disabilities and collaboration of the general and special education teacher have not yet been investigated. This project has a high scientific and practical relevance being one of the first studies which investigates the aspect of teaching quality in relation to other aspects of inclusive education. The following main questions are being investigated: 1) To what extent can an in-service training focusing on the implementation of effective teaching practices in mathematics for children with ID improve the achievement in mathematics of children with ID and of their typically developing peers?; 2) To what extent can an in-service training focusing on the implementation of interventions aimed at fostering positive social relationships in general education classrooms improve the social inclusion of children with ID and of their typically developing peers?; 3) To what extent is the progress of children with ID explained by the quality of teaching provided by the general and special education teacher and the extent of the collaboration between them?; 4) What are the relationships between general education teachers’ attitudes towards their pupils with ID, their teaching practices with children with ID and the social inclusion of these children? link to project description: http://p3.snf.ch/project-146086