@article{TetzlaffHartmannDumontetal.2022,
  author    = {Tetzlaff, Leonard and Hartmann, Ulrike and Dumont, Hanna and Brod, Garvin},
  title     = {Assessing individualized instruction in the classroom},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI)},
  volume    = {82},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction (EARLI)},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2022.101655},
  pages     = {10},
  year      = {2022},
  abstract  = {In this article, we address the measurement of individualized instruction in the context of regular classroom instruction. Our study assessed instructional practices geared towards individualization in German third grade reading lessons by combining self-report data from 621 students, from their teachers (n = 57), and live obser-vations. We then investigated the reliability of these different approaches to measuring individualization as well as the agreement between them. All three approaches yielded reliable indicators of individualized practices, but not all of them corresponded with each other. We found considerable agreement between students and observers, but neither agreed with teachers' self-reports. Upon closer examination, we found that students' ratings only correlated with teacher ratings that were provided close to the timepoint of interest. This correlation increased when teacher measures were corrected for response tendencies. We conclude with some recommendations for future studies that aim to measure individualized instruction in the classroom.},
  language  = {en}
}
@article{LazaridesGaspardDicke2019,
  author    = {Lazarides, Rebecca and Gaspard, Hanna and Dicke, Anna-Lena},
  title     = {Dynamics of classroom motivation},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {60},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2018.01.012},
  pages     = {126 -- 137},
  year      = {2019},
  abstract  = {Interest is important for successful student learning, but little is known about the developmental dynamics between interest and social support in classrooms. Based on the stage-environment fit theory, this study investigated the interrelation of developmental changes in student class-level interest and perceived teacher support in mathematics classes over one school year after the students transitioned to secondary school. We also examined how teacher-reported enthusiasm was related to these changes. Data of 1000 students (53.6\% male) and their classroom teachers (N = 42), who were surveyed at the beginning of Grades 5 and 6, were analyzed. The results showed a significant decline in class-level mathematics interest and perceived teacher support. Teacher-reported enthusiasm buffered the decline in class-level mathematics interest. When including bidirectional relationships between perceived teacher support and the students' interest, perceived class-level teacher support in Grade 5 positively predicted the change in student interest and, thus, buffered the decline.},
  language  = {en}
}