@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{PattersonEsaulovaFelser2017,
  author    = {Patterson, Clare and Esaulova, Yulia and Felser, Claudia},
  title     = {The impact of focus on pronoun resolution in native and non-native sentence comprehension},
  series = {Second language research},
  volume    = {33},
  journal   = {Second language research},
  publisher = {Sage Publ.},
  address   = {London},
  issn      = {0267-6583},
  doi       = {10.1177/0267658317697786},
  pages     = {403 -- 429},
  year      = {2017},
  language  = {en}
}
@unpublished{Jacob2015,
  author    = {Jacob, Gunnar},
  title     = {The L2 decomposition of transparent derived verbs - Is it 'morphological'? A commentary on De Grauwe, Lemhofer, Willems, \& Schriefers (2014)},
  series = {Frontiers in human neuroscienc},
  volume    = {9},
  journal   = {Frontiers in human neuroscienc},
  publisher = {Frontiers Research Foundation},
  address   = {Lausanne},
  issn      = {1662-5161},
  doi       = {10.3389/fnhum.2015.00220},
  pages     = {2},
  year      = {2015},
  language  = {en}
}