During the lecture period, consultation hours take place on Wednesdays from 16:00 to 17:00.
You can book appointments via the following Moodle course: Consultation hours
Professional career
since 11/2025
Professor (W2) for methodology and didactics with a focus on learning, University of Wuppertal
10/2024 - 09/2025
Representative of the W2 professorship for Special Needs Education, University of Cologne
04/2020 - 11/2025
Former Academic Councillor, AG 03 School Theory of Primary and Special Needs Schools, University of Bielefeld
09/2023
Guest lecturer (1 week), Université de Fribourg, Switzerland
08/2019 - 11/2019
Teaching and research stay, Concordia University of Edmonton, Alberta (Canada)
10/2017 - 03/2020
Research assistant, Institute for Educational Research (IfB), University of Wuppertal
09/2015 - 03/2020
Research Associate, Wuppertal Institute for Research on the Economics of Education (WIB), University of Wuppertal
Academic education
04/2020
Doctorate (Dr phil.), University of Wuppertal (Title: The development of school inclusion - perspectives for educational planning and educational research)
Supervision: Prof. Dr Kerstin Schneider; Prof. Dr em. Klaus Klemm
09/2013 - 01/2016
Studied Business Administration at the FernUniversität in Hagen, graduated: Business economist (IWW)
10/2006 - 06/2012
Studied Educational Science, Psychology and Sociology at Goethe University Frankfurt & at the Institute of Education, University College London (UCL)
Degree: Diploma in Educational Science
2026
Goldan, J., & Westermaier, F. G. (2026). Does the Early Bird Catch the Label? Relative Age Effects in the Assessment of Special Educational Needs and ADHD: Evidence from Germany. Exceptional Children, 0(0). https://journals.sagepub.com/doi/epdf/10.1177/00144029261441922
Pollmeier, T., Guth, T., Grüter, S., Lütje-Klose, B. & Goldan, J. (2026). School assistance in transition: a qualitative analysis of the roles and role characteristics of systemic school assistants in a case-independent, infrastructural pool model. QfI - Qualification for Inclusion. URL
2025
Goldan, J. & Zurbriggen, C. (2025). Special educational needs. In J. Pfetsch, G. Steffgen & M. Böhmer, School psychology - A textbook for practice (pp. 227-230). Springer.
Gorges, J., Goldan, J., Nising, E. & Lütje-Klose, B. (2025). Motivation for informal learning in multiprofessional teams from the perspective of expectancy-value theory. In Bach, A. & Hagenauer (Eds.), Motivation and Emotion of Teachers. Münster: Waxmann.
2024
Lütje-Klose, B., Wild, E., Gorges, J., Neumann, P., Grüter, S., Weber, A. & Goldan, J. (2024). Cooperation at inclusive schools. A practical handbook on cooperation in multi-professional teams and with parents. transcript Verlag. Available online at https://www.transcript-verlag.de/media/pdf/9e/32/0b/oa9783839460689.pdf
Wohnhas, V., Goldan, J. & Lütje-Klose, B. (2024). Task participation as a facet of job satisfaction of teachers in inclusive schools. QfI - Qualification for Inclusion, 5(3), doi: 10.21248/QfI.143
Goldan, J., Pollmeier, T. & Lekon, J. (2024). Final report: Evaluation of the pilot project 'Systemic School Assistance' in Bremen. Version from 30.04.2023. Bielefeld: Bielefeld University. doi. org/10.4119/unibi/2994237
Schneider, K., Makles, A., Goldan, J. & Kozhaya, M. (2024). Fifth report on the evaluation of the law on the promotion of municipal expenditure for school inclusion in North Rhine-Westphalia.
2023
Mamas, C. & Goldan, J. (2023). Exploring the Social Networks of Highly Diverse Middle School Students with Disabilities. International Journal of Disability, Development and Education. doi. org/10.1080/1034912X.2023.2239165
Grüter, S., Goldan, J. & Zurbriggen, C. L. A. (2023). Examining Early Learners' Perceptions of Inclusion: Adaptation of the Student Version of the Perceptions of Inclusion Questionnaire for First and Second Grade Students (PIQ-EARLY). doi. org/10.3389/fpsyg.2023.1181546
Goldan, J., Grüter, S., Guth, T., Corbach, R., Ilina-Georgescu, A. & Lütje-Klose, B. (2023). Infrastructural pool models in the field of school assistance. Objectives, framework conditions and evaluation using the example of the model project "Systemic school assistance in the district of Soest". Zeitschrift für Heilpädagogik, 74, 516-531.
Lütje-Klose, B. & Goldan, J. (2023). Disability and educational inequality. Article in the online dossier of the Federal Agency for Civic Education (bpb) and the Berlin Science Centre. Available at: https://www.bpb.de/themen/bildung/dossier-bildung/509222/behinderung-und-bildungsungleichheiten/
Schneider, K., Makles, A., Goldan, J., Westermaier, F. G., Kozhaya, M. (2023). Fifth report on the evaluation of the law on the promotion of municipal expenditure for school inclusion in NRW. Interim report.
Grüter, S., Goldan, J. & Zurbriggen, C. (2023). PIQ-EARLY. Student Version of the Perceptions of Inclusion Questionnaire for First and Second Grade Students. Available at: https://piqinfo.ch/wp-content/uploads/2023/06/PIQ-EARLY_Manual.pdf
2022
Goldan, J., Nusser, L. & Gebel, M. (2022). School-related Subjective Well-Being of Children with and without Special Educational Needs in Inclusive Classrooms. Child Indicators Research. doi. org/10.1007/s12187-022-09914-8
Grüter, S., Guth, T. & Goldan, J. (2022). From school support to systemic school assistance in the district of Soest - Focus on areas of responsibility and multi-professional cooperation. In Streese, B. & Serke, B. (Eds.), Ways of professional cooperation in the context of inclusive education (pp. 147-159). Verlag Julius Klinkhardt. doi.org/10.35468/5958
Lütje-Klose, B., Grüter, S., Neumann, P., Weber, A., Goldan, J., Gorges, J. & Wild, E. (2022). "Because we really didn't know from each other what hidden treasures each individual brings" - Conceptual building blocks for the development planning of cooperation in multi-professional year teams using the example of the "treasure chest". In D. Katzenbach & M. Urban (Eds.), Qualification of educational professionals for inclusive education (pp.163-178). Münster: Waxmann.
Naghavi, A., Goldan, J. & Mamas, C. (2022). Peer effects. In Frey, B. B. (Ed.), The SAGE Encyclopedia of Research Design.
Solomon, K. & Goldan, J. (2022). Measurement Invariance. In Frey, B. B. (Ed.), The SAGE Encyclopedia of Research Design (pp. 896-898).
Goldan, J., Lütje-Klose, B., Grüter, S., & Guth, T. (2022). Final Report: Evaluation of Systemic School Assistance in the Soest District (ESyS). Bielefeld: Bielefeld University. https://doi.org/10.4119/unibi/2968728
2021
Schwab, S., Kulmhofer, A., Hoffmann, L. & Goldan, J. (2021). Math, German and English Teachers' Student-specific Self-Efficacy - Is it a Matter of Students' Characteristics? Educational Psychology, 41(10), 1224-1240. doi. org/10.1080/01443410.2021.1934405
Goldan, J. & Grosche, M. (2021). Does the offer determine the promotion rate? - Effects of proximity of special schools on the proportion of pupils with special needs in primary schools. Journal of Educational Science, 24(6), 693-713. Available at: https://link.springer.com/article/10.1007/s11618-021-01010-x
Alnahdi, G., Goldan, J. & Schwab, S. (2021). Psychometric Properties and Rasch Validation of the Teachers' Version of the Perception of Resources Questionnaire. Frontiers in Psychology, 12, 633801. https://doi.org/10.3389/fpsyg.2021.633801
Goldan, J., Kullmann, H., Zentarra,s D., Geist, S. & Lütje-Klose, B. (2021). School well-being of pupils with and without special educational needs during the Covid-19 pandemic. Initial findings from the WILS-Co project at the Laborschule Bielefeld. Zeitschrift für Heilpädagogik, 72(12), 640-651.
Lütje-Klose, B., Geist, S. & Goldan, J. (2021). School closures during the Covid-19 pandemic - Perspectives on students with special educational needs. Psychology in Education, 68, 293-297.
Goldan, J., Lambrecht, J. & Loreman, T. (2021). Special Issue: Resources for Inclusive Education - Impacts of Funding and Provision. International Journal of Inclusive Education.
Goldan, J., Lambrecht, J. & Loreman, T. (2021). Resourcing Inclusive Education. Perspectives on Funding and Professional Development. Bingley (UK): Emerald.
Gorges, J., Goldan, J., Neumann, P. & Lütje-Klose, B. (2021). Multi-professional co-operation in inclusive schools: Insights into teacher motivation. In C. Mähler & M. Hasselhorn (Eds.), Inclusion. Opportunities and challenges (pp. 29-45). Göttingen: Hogrefe.
Goldan, J., Lambrecht, J. & Loreman, T. (2021). Introduction: Resourcing Inclusive Education. Perspectives on Funding and Professional Development (pp. 1-6). Bingley (UK): Emerald.
Goldan, J., Hoffmann, L. & Schwab, S. (2021). A Matter of Resources? - Students' Academic Self-Concept, Social Participation and School-Wellbeing in Inclusive Education. In Goldan, J., Lambrecht, J. & Loreman, T. (Eds.), Resourcing Inclusive Education. Perspectives on Funding and Professional Development (pp. 89-100). Bingley (UK): Emerald.
Schneider, K., Klemm, K., Goldan, J. & Westermaier, F. (2021). Fourth report on the evaluation of the law on the promotion of municipal expenditure for school inclusion in North Rhine-Westphalia.
2020
Goldan, J. & Kemper, T. (2020). Inclusive schooling and school success with a focus on learning - current developments based on data from official school statistics. Empirische Sonderpädagogik, 3, 241-254. Available at: https://www.psychologie-aktuell.com/fileadmin/Redaktion/Journale/esp-2020-3/ESP_2020-3_18694934_ebook_goldan-5.pdf
Schwab, S., Alnahdi, G., Goldan, J. & Elhadi, A. (2020). Assessing Perceptions of Resources and Inclusive Teaching Practices: A cross-country Study between German and Saudi Students in Inclusive Schools. Studies in Educational Evaluation, 65, 100849. doi. org/10.1016/j.stueduc.2020.100849
Wild, E., Lütje-Klose, B., Gorges, J., Neumann, P., Grüter, S., Weber, A. & Goldan, J. (2020). Cooperation as a key - The "Bielefeld training concept for cooperation in inclusive schools" (BiFoKi). SEMINAR - Teacher Education and School, 26(4), 58-68.
Schwab, S. & Goldan, J. (2020). Lack of resources as a barrier to inclusion? The role of resources in the implementation of school inclusion. SchulVerwaltung Nordrhein-Westfalen, 31(12), 342-345.
Goldan, J., Geist, S., & Lütje-Klose, B. (2020). Pupils with special educational needs during the Corona pandemic. Challenges and opportunities for support - the example of the Laborschule Bielefeld. In D. Fickermann & B. Edelstein (eds.), "Slowly I miss school ...". School during and after the Corona pandemic (Die Deutsche Schule, 16. Supplement) (pp. 189-201). Münster: Waxmann. https://doi.org/10.31244/9783830992318.12
2019
Goldan, J. & Kemper, T. (2019). Prevalence of pupils with a learning focus - Regional and grade-specific disparities. An exemplary analysis for the state of North Rhine-Westphalia using data from official school statistics. Sonderpädagogische Förderung heute, 64(3), 302-317.
Kemper, T. & Goldan, J. (2019). Analyses of the development of school inclusion. Potentials of data from official school statistics using the example of North Rhine-Westphalia. Die Deutsche Schule, Supplement 14; 234-250. https://doi.org/10.31244/dds.bh.2019.14
Goldan, J. (2019). Demand-oriented and fair allocation of special needs teacher resources for inclusive education - Assessment of a newly implemented funding model in North Rhine-Westphalia, Germany. International Journal of Inclusive Education, 25(6), 705-719. https://doi.org/10.1080/13603116.2019.1568598
Schwab, S., Goldan, J. & Hoffmann, L. (2019). Individual feedback as a component of inclusive teaching? An empirical study on the perception of individual teacher feedback from the students' perspective. In M.-C. Vierbuchen & F. Bartels (Eds.), Feedback in teaching practice. Supporting pupils to learn effectively (pp. 95-108). Stuttgart: Kohlhammer.
Goldan, J. & Schwab, S. (2019). PRQ 2.0 - Perception of Resources Questionnaire. 10.13140/RG.2.2.35304.11522
2018
Kemper, T. & Goldan, J. (2018). School success of students with special educational needs. Zeitschrift für Heilpädagogik, 18(8), 361-372. https://doi.org/10.25656/01:15803
Goldan, J. & Schwab, S. (2018). Measuring students' and teachers' perceptions of resources in inclusive education - Validation of a newly developed instrument. International Journal of Inclusive Education, 24(12), 1326-1339. https://doi.org/10.1080/13603116.2018.1515270
2017
Schneider, K., Klemm, K., Kemper, T. & Goldan, J. (2017). Third report on the evaluation of the law on the promotion of municipal expenditure for school inclusion in North Rhine-Westphalia. Available at: https://www.wib.uni-wuppertal.de/fileadmin/wib/documents/publications/WIB_EvalInklFöG_3_Bericht_20170718_final.pdf
2016
Schneider, K., Klemm, K., Kemper, T. & Goldan, J. (2016). Second report on the evaluation of the law on the promotion of municipal expenditure for school inclusion in North Rhine-Westphalia. Available at: https://www.wib.uni-wuppertal.de/fileadmin/wib/documents/publications/WIB_EvalInklFöG_2_Bericht_20160801-final.pdf
