Eva Verena Kleinlein, B.A. M.Ed. M.Ed.

Eva Verena Kleinlein, B.A. M.Ed. M.Ed.

Porzellangasse 4
1090 Wien
Room: 335

T: +43-1-4277-60047
eva.verena.kleinlein@univie.ac.at

Office hours: by arrangement

Current teaching

Key Research Areas

International perspectives on inclusion education
Transcultural constructions of heterogeneity
Diagnostics & Inclusion
Digital methods in qualitative research
Grounded Theory Methodology
International comparative research on inclusive teacher education
Well-being and education in the context of refuge and migration

Fields of activity

Research activities in the afore mentioned fields
Qualitative research with pupils and teachers
Lectures and cooperation activities in the afore mentioned fields

Scientific profile

Publications

Kleinlein EV. Conceptualising inclusive assessment. A critical literature review at the nexus of education, inclusion, and assessment. European Journal of Special Needs Education. 2025 May 2;1-20. doi: 10.1080/08856257.2025.2500137

Moehlen LK, Parg YJ, Proyer M, Vrebac AM, Kleinlein EV. The role of teachers dealing with dilemma caused by the international right to inclusive education and the SEN assessment practices in Austria. European Journal of Special Needs Education. 2024 Jun 24;1-18. doi: 10.1080/08856257.2024.2370147

Kleinlein E , Möhlen LK, Proyer M. "Drei Mal negativ im falschen Lehrplan beurteilt bis jemand kommt“ – der Inklusion-Diagnostik-Komplex in Österreich. In Schreiner C, Schauer G, Kraler C, editors, Pädagogische Diagnostik und Lehrer:innenbildung. Bad Heilbrunn: Verlag Julius Klinkhardt. 2024. p. 67-77

Kleinlein EV. Asynchronous Narrative Audio-Messages: An Internet-Based Qualitative Method for Data Collection in International Research. In Weich A, Macgilcrist F, editors, Postdigital Participation in Education. Springer Nature Switzerland. 2023. p. 199-230 doi: 10.1007/978-3-031-38052-5_10

Müller N, Obermayr T, Paudel F, Hager B, Doblmair M , Kleinlein EV et al. Reading Inclusion – (Um-)Wege durch das Labyrinth des Inklusionsbegriffs. In Hoffmann M, Hoffmann T, Pfahl L, Rasell M, Richter H, Seebo R, Sonntag M, Wagner J, editors, Raum. Macht. Inklusion.: Inklusive Räume erforschen und entwickeln. Bad Heilbrunn: Verlag Julius Klinkhardt. 2023

Kleinlein EV. InSpots — Inclusive Schooling Practices of Teachers: How teachers worldwide overcome challenges of inclusive teaching 2022.

Kleinlein EV. InSpots - Survey 2022.

Reisenbauer S, Kleinlein EV. The Notion of Context in International Research on Inclusive Teaching Practices: Perspectives Derived from Reconstructive Research Approaches. In Amrhein B, Naraian S, editors, Reading Inclusion Divergently. Bingley: Emerald Publishing. 2022. p. 157-169. (International Perspectives on Inclusive Education, Vol. 19).

Kleinlein EV , Möhlen LK, Obermayr T. Abgestempelt – und nun? Zum Zusammenhang von Heterogenität, Diagnostik und Inklusion in der Schule: Subjektive Erfahrungswelt(en) und inklusive Schule (Tina Obermayr); Die Diagnose SPF und inklusive Schule (Lisa-Katharina Möhlen); Neuorientierung der Diagnostik für die inklusive Schule (Eva Kleinlein). Polis aktuell. 2021 Jul;(7/2021):7 – 8.

Talks, oral contributions

Inclusive Schooling Practices of Teachers – InSpots

Eva Verena Kleinlein

Dies facultatis der Fakultät für Philosophie und Bildungswissenschaft

Other, Poster presentation

1.6.2023 - 1.6.2023

Eva Verena Kleinlein, B.A. M.Ed. M.Ed.

Key Research Areas

Fields of activity

Scientific profile

Publications

Talks, oral contributions

Inclusive Schooling Practices of Teachers – InSpots

I believe there is no learning that can take place if a learner is agitated, if a learner is not happy – Grounded Theory Based Analysis of Audio-messages by Teachers from Diverse Contexts

Inclusive Assessment – From Feed-Back to Feed-Forward

Partizipation reflektieren, Lernumgebung verändern - Die Inclusive Assessment Map als digitales Tool zur Optimierung inklusiver Lernumgebungen

Analysis of asynchronous narrative audio-messages from teachers around the world

Von diagnostischen Kategorien zu diagnosegeleiteter Praxis - Zur Konzeptualisierung (inklusions-)pädagogischer Diagnostik

Service-Learning in European context - challenges and opportunities

Inclusion Re-Framing Diagnosis – (S)EN for ALL?

Asynchrone Narrative Audioaufnahmen – Eine Methode zur qualitativen Datenerhebung in Zeiten von Krisen &amp; Veränderungen?

All means all!

International Summer School on Diversity in Teacher Education

How to Get from Inclusive Diagnostics to Inclusive Education? A Suggestion to Relocate the Research Focus

Cross-Contextual Analysis of Inclusive Teaching Practices. About the Attempt to Develop a Transculturally Applicable Systematization

Like a Needle in a Haystack - Tracking Education in Diagnostics in Austria and Germany

Making Sense of Inclusive Teacher Education. A Comparative Analysis of University Professors’ Perceptions of Inclusive Education Programs of Universities in Egypt, Germany and Russia.

International Summer School on Researching Global Education and Learning

Inclusive Schooling Practices of Teachers Worldwide – A Transnational PhD Project

Inklusive Diagnostik – Wieso, weshalb, warum und wie überhaupt?

Methodological and Research Related Challenges and Strategies in Multilingual Research in Multicultural Settings

Von inklusiver Diagnostik zu inklusiver Praxis. Zur transkulturellen Systematisierung inklusiver Handlungspraktiken von Lehrkräften anhand der Grounded Theory Methodologie

Asynchrone Narrative Audioaufnahmen – Eine Methode zur qualitativen Datenerhebung in Zeiten von Krisen & Veränderungen?