SOZIUS – Förderung sozialer Integration durch Kooperatives Lernen für die inklusive Unterrichts- und Schulentwicklung

The dataset was obtained in a longitudinal intervention study investigating the effects of cooperative learning in improving social acceptance of excluded children in primary school classrooms. N = 889 children and N = 39 classes participated in the project. The intervention included units of cooperative learning on a daily basis, which the teachers were trained for. The dataset comprises the measurements of class climate, perceived social integration, attitudes towards children with special educational needs and sociometric date concerning acceptance and rejection by peers as well as reciprocal relationships with peers. The dataset was composed by four measurements of time (1st – before the teachers’ training regarding cooperative learning, 2nd – before intervention, 3rd – after intervention/post, 4th – follow up (2 months later)) to document.