@article{RjoskRichterLuedtkeetal.2017,
  author    = {Rjosk, Camilla and Richter, Dirk and Luedtke, Oliver and Eccles, Jacquelynne Sue},
  title     = {Ethnic Composition and Heterogeneity in the Classroom: Their Measurement and Relationship With Student Outcomes},
  series = {The journal of educational psychology},
  volume    = {109},
  journal   = {The journal of educational psychology},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0022-0663},
  doi       = {10.1037/edu0000185},
  pages     = {1188 -- 1204},
  year      = {2017},
  abstract  = {This study explores various measures of the ethnic makeup in a classroom and their relationship with student outcomes. We examine whether measures of ethnic diversity are related to achievement (mathematics, reading) and feeling of belonging with one's peers over and above commonly investigated composition characteristics. Multilevel analyses were based on data from a representative sample of 18,762 elementary school students in 903 classrooms. The proportion of minority students and diversity measures showed negative associations with student outcomes in separate models. Including diversity measures and the proportion of minority students, diversity of minority students mostly lost its significance. However, the results suggest that diversity measures may provide additional information over and above other classroom characteristics for some student outcomes. The various measures of diversity led to comparable results. (PsycINFO Database Record (c) 2017 APA, all rights reserved)},
  language  = {en}
}
@article{LeuchtTiffinRichardsVocketal.2012,
  author    = {Leucht, Michael and Tiffin-Richards, Simon and Vock, Miriam and Pant, Hans Anand and Koeller, Olaf},
  title     = {English teachers' diagnostic skills in judging their students' competencies on the basis of the Common European Framework of Reference},
  series = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie},
  volume    = {44},
  journal   = {Zeitschrift f{\"u}r Entwicklungspsychologie und p{\"a}dagogische Psychologie},
  number    = {4},
  publisher = {Hogrefe},
  address   = {G{\"o}ttingen},
  issn      = {0049-8637},
  doi       = {10.1026/0049-8637/a000071},
  pages     = {163 -- 177},
  year      = {2012},
  abstract  = {The present study addresses diagnostic competence of English language teachers at the end of lower secondary education. The 56 teachers assigned each of their respective students (N = 1 363) to a proficiency level of foreign language use according to the Common European Framework of Reference for Languages (CEFR). The teachers' judgements were compared to CEFR proficiency level assignments estimated using data from a reading comprehension assessment of English as a foreign language. The consistency of proficiency level allocations was evaluated using level, differentiation, and ranking components. Beyond providing a description of diagnostic competence, the present study focuses on the influence of classroom halo effects on teachers' CEFR proficiency level judgements by comparing teacher judgments and students' English marks. A multilevel model of diagnostic competence is presented to assess to what extent the rank and level components are influenced by teachers' familiarity with and use of the CEFR guidelines when judging student proficiency.},
  language  = {fr}
}