TY  - JOUR
A1  - Hachfeld, Axinja
A1  - Lazarides, Rebecca
T1  - The relation between teacher self-reported individualization and student-perceived teaching quality in linguistically heterogeneous classes
BT  - an exploratory study
JF  - European journal of psychology of education
N2  - 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.
KW  - teaching quality
KW  - individualization
KW  - non-native speakers
KW  - composition
KW  - effects
Y1  - 2020
U6  - https://doi.org/10.1007/s10212-020-00501-5
SN  - 0256-2928
SN  - 1878-5174
VL  - 36
IS  - 4
SP  - 1159
EP  - 1179
PB  - Springer
CY  - New York
ER  - 
TY  - INPR
A1  - Jacob, Gunnar
T1  - The L2 decomposition of transparent derived verbs - Is it 'morphological'? A commentary on De Grauwe, Lemhofer, Willems, &  Schriefers (2014)
T2  - Frontiers in human neuroscienc
KW  - morphological processing
KW  - derivational affixes
KW  - decomposition
KW  - non-native speakers
Y1  - 2015
U6  - https://doi.org/10.3389/fnhum.2015.00220
SN  - 1662-5161
VL  - 9
PB  - Frontiers Research Foundation
CY  - Lausanne
ER  - 
TY  - GEN
A1  - Jacob, Gunnar
T1  - The L2 decomposition of transparent derived verbs - Is it ‘morphological’?
BT  - A commentary on De Grauwe, Lemhofer, Willems, & Schriefers (2014)
T2  - Postprints der Universität Potsdam : Humanwissenschaftliche Reihe
T3  - Zweitveröffentlichungen der Universität Potsdam : Humanwissenschaftliche Reihe - 496 
KW  - morphological processing
KW  - derivational affixes
KW  - decomposition
KW  - non-native speakers
Y1  - 2018
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:kobv:517-opus4-406512
SN  - 1866-8364
IS  - 496
ER  - 
TY  - JOUR
A1  - Patterson, Clare
A1  - Esaulova, Yulia
A1  - Felser, Claudia
T1  - The impact of focus on pronoun resolution in native and non-native sentence comprehension
JF  - Second language research
KW  - clefts
KW  - discourse-level cues
KW  - focus
KW  - focus-sensitive particles
KW  - information structure
KW  - non-native speakers
KW  - pronoun resolution
Y1  - 2017
U6  - https://doi.org/10.1177/0267658317697786
SN  - 0267-6583
SN  - 1477-0326
VL  - 33
SP  - 403
EP  - 429
PB  - Sage Publ.
CY  - London
ER  -