(Kopie 1)
Career history
Since November 2025
Professor (W2) of Methodology and Didactics in the Special Educational Needs: Learning stream, University of Wuppertal
October 2024 – September 2025
Acting W2 Professor of Foundations of Special Education, University of Cologne
April 2020 – November 2025
Temporary Academic Councillor, Group 03: School Theory of Primary and Special Schools, Bielefeld University
09/2023
Visiting lecturer (1 week), University of Fribourg, Switzerland
August 2019 – November 2019
Teaching and research visit, Concordia University of Edmonton, Alberta (Canada)
10/2017 – 03/2020
Research Associate, Institute for Educational Research (IfB), University of Wuppertal
September 2015 – March 2020
Research Assistant, Wuppertal Institute for Research on the Economics of Education (WIB), University of Wuppertal
Academic qualifications
April 2020
PhD (Dr. phil.), University of Wuppertal (Title: The Development of Inclusion in Schools – Perspectives for Educational Planning and Educational Research)
Supervisors: Prof. Dr Kerstin Schneider; Prof. Dr em. Klaus Klemm
09/2013 – 01/2016
Studied Business Administration at the FernUniversität in Hagen; qualification: Bachelor of Business Administration (IWW)
10/2006 – 06/2012
Studied Educational Science, Psychology and Sociology at Goethe University Frankfurt and at the Institute of Education, University College London (UCL)
Qualification: Graduate in Educational Science
2026
Schroeder, R., Bächler, L., Fränkel, S., & Goldan, J. (Eds.). (2026). Inclusion – Education – Transformation: Inclusive Education as Transformation – Transformation through Inclusive Education. Proceedings of the 38th Annual Conference of Inclusion Researchers. Julius Klinkhardt Publishers. URL
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 support in transition: a qualitative analysis of the roles and role characteristics of systemic school support staff in a case-independent, infrastructure-based 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 Multi-professional Teams from the Perspective of Expectancy-Value Theory. In Bach, A. & Hagenauer (Eds.), Motivation and Emotion in Teachers. Münster: Waxmann.
2024
Lütje-Klose, B., Wild, E., Gorges, J., Neumann, P., Grüter, S., Weber, A. & Goldan, J. (2024). Cooperation in inclusive schools. A practical handbook on collaboration 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). Involvement in tasks as a facet of job satisfaction among 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 ‘Systemic School Assistance’ pilot project in Bremen. Version dated 30 April 2023. Bielefeld: Bielefeld University. https://doi.org/10.4119/unibi/2994237
Schneider, K., Makles, A., Goldan, J. & Kozhaya, M. (2024). Fifth report on the evaluation of the Act on the Funding of Local Authority Expenditure for Inclusive Education in North Rhine-Westphalia.
2023
Mamas, C. & Goldan, J. (2023). Exploring the Social Networks of Highly Diverse Secondary School Students with Disabilities. International Journal of Disability, Development and Education. https://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). Frontiers in Psychology. https://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 support. Objectives, framework conditions and evaluation using the example of the pilot project ‘Systemic School Support in the District of Soest’. Journal of Special Education, 74, 516–531.
Lütje-Klose, B. & Goldan, J. (2023). Disability and educational inequality. Article in the online dossier published by the Federal Agency for Civic Education (bpb) and the Berlin Social 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 Act on the Funding of Local Authority Expenditure for Inclusive Education in North Rhine-Westphalia. 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. https://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 – a focus on areas of responsibility and multi-professional cooperation. In Streese, B. & Serke, B. (Eds.), Pathways to Professional Cooperation in the Context of Inclusive Education (pp. 147–159). Julius Klinkhardt Publishers. 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 what hidden treasures each of us had to offer’ – Conceptual building blocks for planning the development of cooperation in multi-professional year-group teams, using the ‘Treasure Chest’ as an example. In D. Katzenbach & M. Urban (Eds.), Training 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.
Salomo, 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 District of Soest (ESyS). Bielefeld: Bielefeld University. https://doi.org/10.4119/unibi/2968728
2021
Schwab, S., Kulmhofer, A., Hoffmann, L. & Goldan, J. (2021). Maths, German and English Teachers’ Student-Specific Self-Efficacy – Is it a Matter of Students’ Characteristics? Educational Psychology, 41(10), 1224–1240. https://doi.org/10.1080/01443410.2021.1934405
Goldan, J. & Grosche, M. (2021). Does the provision determine the proportion of pupils receiving special educational support? – Effects of the geographical proximity of special schools on the proportion of pupils with special educational needs in primary schools. Zeitschrift für Erziehungswissenschaft, 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, 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 pupils with special educational needs. Psychology in Education and Teaching, 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). Multiprofessional cooperation in inclusive schools: Findings on teachers’ 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 Well-being 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 Act on the Funding of Local Authority Expenditure for Inclusive Education in North Rhine-Westphalia.
2020
Goldan, J. & Kemper, T. (2020). Inclusive schooling and academic success in the ‘learning’ support category – Current developments based on data from official school statistics. Empirical Special Education, 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 comparing German and Saudi students in inclusive schools. Studies in Educational Evaluation, 65, 100849. https://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 the key – The ‘Bielefeld Training Concept for Cooperation in Inclusive Schools’ (BiFoKi). SEMINAR – Teacher Training and Schools, 26(4), 58–68.
Schwab, S. & Goldan, J. (2020). A lack of resources as a barrier to inclusion? The role of resources in implementing inclusion in schools. SchulVerwaltung Nordrhein-Westfalen, 31(12), 342–345.
Goldan, J., Geist, S., & Lütje-Klose, B. (2020). Pupils with special educational needs during the COVID-19 pandemic. Challenges and opportunities for support – the example of the Laborschule Bielefeld. In D. Fickermann & B. Edelstein (Eds.), “I’m starting to miss school …”. School during and after the COVID-19 pandemic (Die Deutsche Schule, 16th supplement) (pp. 189–201). Münster: Waxmann. https://doi.org/10.31244/9783830992318.12
2019
Goldan, J. & Kemper, T. (2019). Prevalence of pupils with learning difficulties – regional and year-group-specific disparities. An exemplary analysis for the state of North Rhine-Westphalia based on data from official school statistics. Special Educational Needs Today, 64(3), 302–317.
Kemper, T. & Goldan, J. (2019). Analyses of trends in school inclusion. The potential of official school statistics data, using North Rhine-Westphalia as an example. 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 pupils’ perceptions of individual teacher feedback. In M.-C. Vierbuchen & F. Bartels (Eds.), Feedback in teaching practice. Effectively supporting pupils’ learning (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). Academic success of pupils with special educational needs. Journal of Special Education, 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 Act on the Funding of Local Authority Expenditure for Inclusion in Schools 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 Act on the Funding of Local Authority Expenditure for Inclusion in Schools in North Rhine-Westphalia. Available at: https://www.wib.uni-wuppertal.de/fileadmin/wib/documents/publications/WIB_EvalInklFöG_2_Bericht_20160801-final.pdf
