@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{WestphalKretschmannGronostajetal.2018,
  author    = {Westphal, Andrea and Kretschmann, Julia and Gronostaj, Anna and Vock, Miriam},
  title     = {More enjoyment, less anxiety and boredom},
  series = {Learning and individual differences : a multidisciplinary journal in education},
  volume    = {62},
  journal   = {Learning and individual differences : a multidisciplinary journal in education},
  publisher = {Elsevier B.V.},
  address   = {Amsterdam},
  issn      = {1041-6080},
  doi       = {10.1016/j.lindif.2018.01.016},
  pages     = {108 -- 117},
  year      = {2018},
  abstract  = {Students' achievement emotions are critical in their academic development. Therefore, teachers need to create an emotionally positive learning environment. In the light of this, the present study investigated the connection between students' enjoyment, anxiety, boredom and, in the first case, students' academic self-concept and, in the second, teachers' diagnostic skills. The third part of our study examined whether this link would be moderated by students' academic self-concept. Our sample comprised N = 1803 eighth-grade students who reported their achievement emotions and evaluated the diagnostic skills of both their German and mathematics teachers. Hierarchical models indicated that students experience more enjoyment and less anxiety and boredom if teachers exhibit better diagnostic skills. The role of teachers' diagnostic skills in relation to students' emotions was in part moderated by the students' self-concept. These results are discussed in terms of their implications for effective teaching.},
  language  = {en}
}
@article{LenskiRichterLuedtke2017,
  author    = {Lenski, Anna Eva and Richter, Dirk and L{\"u}dtke, Oliver},
  title     = {Using the theory of planned behavior to predict teachers' likelihood of taking a competency-based approach to instruction},
  series = {European Journal of Psychology of Education},
  volume    = {34},
  journal   = {European Journal of Psychology of Education},
  number    = {1},
  publisher = {Springer},
  address   = {New York},
  issn      = {0256-2928},
  doi       = {10.1007/s10212-017-0356-7},
  pages     = {169 -- 186},
  year      = {2017},
  abstract  = {Quality of mathematics education has gained significant attention in educational politics and among educators as mathematics advances the foundations of analytical thinking necessary to excel in today's knowledge-based economy. Recent research on instructional quality has focused on students' development of competencies. Competency-based instruction is believed to be an effective approach to instruction as it is closely aligned to educational standards. We use data from the National Assessment Study 2012 in Germany and apply the theory of planned behavior to determine what motivates mathematics teachers (n = 1660) to take a competency-based approach to instruction. Results indicate that competencies outlined in the educational standards are a tangible element of current mathematics instruction. Within the framework of this study, we identified teachers' perceived behavior control as the strongest determinant of taking a competency-based approach to instruction. We conclude that advancement of competency-based instruction depends on teachers' beliefs about their professional resources.},
  language  = {en}
}
@article{LazaridesDietrichTaskinen2018,
  author    = {Lazarides, Rebecca and Dietrich, Julia and Taskinen, Paeivi H.},
  title     = {Stability and change in students' motivational profiles in mathematics classrooms},
  series = {Teaching and teacher education : an international journal of research and studies},
  volume    = {79},
  journal   = {Teaching and teacher education : an international journal of research and studies},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2018.12.016},
  pages     = {164 -- 175},
  year      = {2018},
  abstract  = {Person-centered research has shown that individuals can be assigned to different motivational profiles, but only scattered studies have addressed motivational profiles in specific domains. We investigated the stability and change in motivational profiles in mathematics classrooms and examined how perceived teaching predicted changes in profile membership. Data for this study stemmed from the PISA-I Plus study (N=6020). Latent profile analysis identified four motivational patterns: Medium, Low, High and Highly confident, hardly interested. Stability in profiles from grade 9 to 10 was typical. Instructional clarity and teaching for meaning predicted changes in profile membership.},
  language  = {en}
}