@article{HachfeldLazarides2020,
  author    = {Hachfeld, Axinja and Lazarides, Rebecca},
  title     = {The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes},
  series = {European journal of psychology of education},
  volume    = {36},
  journal   = {European journal of psychology of education},
  number    = {4},
  publisher = {Springer},
  address   = {New York},
  issn      = {0256-2928},
  doi       = {10.1007/s10212-020-00501-5},
  pages     = {1159 -- 1179},
  year      = {2020},
  abstract  = {Germany historically responded to student diversity by tracking students into different schools beginning with grade 5. In the last decades, sociopolitical changes, such as an increase in "German-as-a-second-language" speaking students (GSL), have increased diversity in all tracks and have forced schools to consider forms of individualization. This has opened up the scientific debate in Germany on merits and limitations of individualization for different student groups within a tracked system and heterogeneous classes. The aim of the present exploratory study was to examine how individualized teaching (i.e., teacher self-reported individualized teaching practices and individual reference norm orientation) is related to student-perceived teaching quality. Additionally, we considered moderation effects of classroom composition in relation to achievement and proportion of GSL students. Longitudinal data came from 35 mathematics classes with 659 9th and 10th grade students. Results showed significant relation between teacher self-reported individualized teaching practices and individual reference norm orientation and monitoring. Regarding the composition effects, the proportion of GSL students in class moderated the relation between teacher self-reported individual reference norm orientation and cognitive activation. Our findings contribute to the growing body of evidence that classroom composition can differentially impact the relation between teachers' behaviors and students' perceptions of teaching quality.},
  language  = {en}
}
@article{EngelTimmeGloeckner2020,
  author    = {Engel, Christoph and Timme, Sinika and Gl{\"o}ckner, Andreas},
  title     = {Coherence-based reasoning and order effects in legal judgments},
  series = {Psychology, public policy and law},
  volume    = {26},
  journal   = {Psychology, public policy and law},
  number    = {3},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {1076-8971},
  doi       = {10.1037/law0000257},
  pages     = {333 -- 352},
  year      = {2020},
  abstract  = {According to coherence-based models of legal judgment, individuals form coherent mental representations to make sense of the available evidence. In this process, evidence supporting the emerging assessment is accentuated, resulting in coherence effects. Dependent on specific implementations of coherence-based models, in legal tasks both overweighting of evidence that is presented early (a primacy effect) or late (a recency effect) can be predicted. In two studies (N-1 = 221, N-2 = 332), we investigate coherence effects, order effects, and their interrelation in a mock legal case. We manipulate the order in which the evidence is presented, and whether or not individuals are induced to assess provisionally whether they deem the defendant guilty after seeing half of the evidence (leaning). This leaning manipulation should increase primacy effects. We consistently observed recency effects and no stronger influence of primacy effects when people indicate a leaning. Order and leaning did not influence the magnitude of coherence effects. In contrast to previous findings in consumer research and risky choice tasks, coherence effects did not mediate the effect of the order in which the evidence in legal judgments is presented. If our results hold more generally, coherence-based models of legal judgment might have to be revised to give more weight to recency effects as compared to the typically predicted primacy effects. This revision would have implications for the design of criminal procedure.},
  language  = {en}
}