Publications

Independent Publications:

• Kranefeld, U. & Heberle, K. (2020). Adaptation Processes in Music Education. Video-Based Case Analyses of Differentiation in Music Education Programs for 5th and 6th Graders. Waxmann.
• Heberle, K. (2019). On the Construction of Performance Differences in the Context of Music Education Practice. A Video Study on Instrumental Group Instruction in Elementary School. Waxmann.

Edited by:

• Heberle, K., Kranefeld, U., & Ziegenmeyer, A. (2019). Research Projects in the Practicum Semester. Foundations and Examples of Research-Based Learning in Music Teacher Education in North Rhine-Westphalia. Waxmann.

Articles in Journals and Anthologies:

• Grow, J. & Heberle, K. (2023). “For this long black line, I can use this.” Student interactions during musical invention from a language-sensitive perspective. Diskussion Musikpädagogik, 98(2).
• Heberle, K. & Kranefeld, U. (2022). “Who thinks it would be nicer to start with the chorus?” The principle of participation as the subject of interactive debate within a teacher tandem in music class. In Serke, B. & Streese, B. (Eds.), Paths to Professional Cooperation in the Context of Inclusive Education (pp. 118–129). Julius Klinkhardt Publishing.
• Kranefeld, U., Heberle, K., Duve, J. (2021). Assisting. Reconstructing a cooperation pattern based on video footage among co-teachers in the “Jedem Kind ein Instrument” program. In B.-T. Bandlien, I. O. Olaussen, M.-A. Letnes, & E. Angelo (Eds.), MusPed:Research: Vol. 3. Arts Education: Samarbeid, kvalitet og spenninger [Arts Education: Collaboration, Quality, and Tensions] (pp. 235–256). Cappelen Damm Akademisk . https://doi.org/10.23865/noasp.152.ch9
• Karber, A., Gülsen, S., Heberle, K., Schröter, A., Bartz, J., & Zimenkova, T. (2020). Higher education pedagogical reflections on teacher education that is reflective of diversity. In I. van Ackeren, H. Bremer, F. Kessl, H.Ch. Koller, N. Pfaff, C. Rotter, D. Klein & U. Salaschek (Eds.), Movements. Contributions to the 26th Congress of the German Society for Educational Science (pp. 567–579). Barbara Budrich.
• Heberle, K. (2019). Study Projects Based on Group Discussions. In K. Heberle, U. Kranefeld & A. Ziegenmeyer (Eds.), Study Projects in the Practical Semester: Foundations and Examples of Research-Based Learning in Music Teacher Education in North Rhine-Westphalia (pp. 131–152). Waxmann.
• Heberle, K. (2019). Organization of Surveys and Notes on Data Protection. In K. Heberle, U. Kranefeld & A. Ziegenmeyer (Eds.), Study Projects During the Practicum Semester. Foundations and Examples of Inquiry-Based Learning in Music Teacher Education in North Rhine-Westphalia (pp. 187–200). Waxmann.
• Heberle, K., Kranefeld, U., & Ziegenmeyer, A. (2019). Introduction to the volume. In K. Heberle, U. Kranefeld, & A. Ziegemeyer (Eds.), Study Projects in the Practicum Semester. Foundations and Examples of Inquiry-Based Learning in Music Teacher Education in North Rhine-Westphalia (pp. 7–14). Waxmann.
• Heberle, K., Kranefeld, U., & Ziegenmeyer, A. (2019). Methods of Music Education Research During the Practicum Semester. In K. Heberle, U. Kranefeld, & A. Ziegenmeyer (Eds.), Study Projects During the Practicum Semester. Foundations and Examples of Inquiry-Based Learning in Music Teacher Education in North Rhine-Westphalia (pp. 81–82). Waxmann.
• Heberle, K. (2018). “And that is exactly what she constructs...”. Case study with students on the construction of difference in inclusive music instruction during the preparatory seminar for the practicum semester. In M. Artmann, P. Herzmann & A. B. Liegmann (Eds.), Professionalization in Practical Phases of Teacher Education. Qualitative Research from Educational Science and Subject Didactics (pp. 169–186). Klinkhardt.
• Schlüter, A.-K., Krabbe, Ch., Melle, I., Krause, K., Wember, F.B., Grimminger-Seidensticker, E., Lautenbach, F., Heberle, K., & Kranefeld, U. (2018). University-Level Preparation of Prospective Teachers for Inclusive Instruction—Seminar Concepts for Professional Development in Inclusive Subject Teaching. Journal of Special Education, 582–595.
• Heberle, K. (2018). Right in the Middle or Just Along for the Ride? Videographic Perspectives on Recognition Processes in Inclusive Music Education. In B. Clausen & S. Dreßler (Eds.), Social Aspects of Music Learning (pp. 115–130). Waxmann.
• Buddeberg, M., Duve, J., Grimminger-Seidensticker, E., Heberle, K., Hornberg, S., Karber, K., Krabbe, Ch., Kranefeld, U., Radhoff, M., Tubach, D., & Uhlendorff, U. (2018). Video-based case studies in inclusion-focused seminars. In S. Hußmann & B. Welzel (Eds.), DoProfiL—The Dortmund Profile for Inclusion-Oriented Teacher Education (pp. 73–92). Waxmann.
• Kranefeld, U. & Heberle, K. (2016). “Thank you! What was the problem?” On the reconstruction of micro-adaptive action routines in music education. In J. Knigge & A. Niessen (Eds.), Music Education and Educational Science (pp. 137–154). Waxmann.
• Heberle, K. (2016). “Christian does it like this...”. Performance-based demonstration in instrumental group lessons. A video study. In K. Bradler (Ed.), Diversity in Music Education. Theoretical Approaches and Practical Suggestions. Schott.
• Rheingans, J. & Heberle, K. (2016). Inquiry-Based Learning in Music Education—The Potential of Video-Based Instructional Research During the Practicum Semester. In R. Schüssler et al. (Eds.), Inquiry-Based Learning During the Practicum Semester: Approaches, Concepts, Experiences (pp. 304–309). Klinkhardt.
• Heberle, K. & Kranefeld, U. (2016). Adaptation Processes in Music Instruction (AdaptiMus_Video). In Coordination Office of the BMBF Research Focus “Musical Educational Trajectories” & U. Kranefeld (Eds.), Musical Educational Trajectories After Elementary School. Selected Results of the BMBF Research Focus on the Aspects of Adaptivity, Participation, and Impact (pp. 25–39). Dortmund.
• Kranefeld, U., Heberle, K., & Pankoke, C. (2015). On the videographic recording of adaptation processes in music education. Methodological considerations and case-analytic perspectives. Contributions to Empirical Music Education, 6(2).
• Kranefeld, U., Heberle, K., & Naacke, S. (2015). Videographic Findings on Aspects of Instructional Quality in the First Year of JeKi. In BMBF & U. Kranefeld (Eds.), Instrumental Instruction in Elementary School. Process and Impact Analyses of the “An Instrument for Every Child” Program (Empirical Educational Research) (pp. 147–165). BMBF.
• Heberle, K. & Kranefeld, U. (2014). On the Construction of Performance Differences in Group Instrumental Instruction. Theoretical Perspectives and Practical Research Considerations. In B. Clausen (Ed.), Participation and Equity (pp. 41–56). Waxmann.
• Kranefeld, U., Heberle, K., Lütje-Klose, B., & Busch, T. (2014). Inclusion as a Challenge? A Multi-Perspective View of JeKi Practice in Schools with Inclusive Education (GU). In B. Clausen (Ed.), Participation and Equity ( pp. 95–113). Waxmann.
• Kranefeld, U., Naacke, S., & Heberle, K. (2013). A Modular Approach to Teaching Musical Instruments: How Teachers Integrate Musical Instruments into the Classroom. In Coordination Office of the BMBF Research Focus (Ed.), Empirical Educational Research on “An Instrument for Every Child.” Findings of the BMBF Research Focus on the Aspects of Cooperation, Participation, Impact, and Instructional Quality (pp. 71–72). University of Bielefeld.
• Heberle, K. & Kranefeld, U. (2012). “It sounds so funny when he plays it!” Perspectives from interpretive classroom research on dealing with differences in JeKi group instrumental instruction. Contributions to Empirical Music Education, 3(1), 1–16.
• Heberle, K. & Kranefeld, U. (2012). “That’s exactly the problem we’re facing right now.” A case study on teachers’ feedback behavior in group instrumental instruction. In T. Greuel & K. Schilling-Sandvoß (Eds.), Social Inclusion as an Artistic and Music Education Challenge (pp. 131–144). Shaker.
• Weber-Krüger, A. & Heberle, K. (2010). Report on the Fall Conference of the AMPF Doctoral Student Network. Diskussion Musikpädagogik 48, 56–58.

Poster:

• Heberle, K., & Kranefeld, U. (2019). Case study with students on cooperative learning situations in inclusive music education. Poster presented at the DoProfiL 2019 closing conference. “Perspectives and Assessment” (February 13, 2019, Dortmund).
• Bartz, J., Heberle, K., Karber, A., & Schröter, A. (2018). Research perspectives and formats of research assistants in the context of the Dortmund Profile for Inclusion-Oriented Teacher Education. Poster presented at the 2018 program workshop “Quality Initiative in Teacher Education: Shaping Opportunities—Inclusion-Oriented Teacher Education as a Catalyst for Development Processes in Higher Education Institutions” (February 9–20, 2018, Dortmund).
• Grimminger et al. (2017). Video-Based Case Studies in Inclusion-Related Seminars. Poster presented at the conference “Impulse 2017—Perspectives and Challenges for Teacher Education in North Rhine-Westphalia” (November 23, 2017, Essen).
• Melle et al. (2017). Professional development of prospective teachers for inclusive instruction. Universal Design for Learning as a guideline for lesson planning and implementation during the practicum semester. Poster presented at the conference “Impulse 2017—Perspectives and Challenges for Teacher Education in North Rhine-Westphalia” (November 23, 2017, Essen).