@article{KellerPreckelBrunner2021,
  author    = {Keller, Lena and Preckel, Franzis and Brunner, Martin},
  title     = {Nonlinear relations between achievement and academic self-concepts in elementary and secondary school},
  series = {Journal of educational psychology / American Psychological Association},
  volume    = {113},
  journal   = {Journal of educational psychology / American Psychological Association},
  number    = {3},
  publisher = {American Psychological Association},
  address   = {Washington},
  issn      = {0022-0663},
  doi       = {10.1037/edu0000533},
  pages     = {585 -- 604},
  year      = {2021},
  abstract  = {It is well-documented that academic achievement is associated with students' self-perceptions of their academic abilities, that is, their academic self-concepts. However, low-achieving students may apply self-protective strategies to maintain a favorable academic self-concept when evaluating their academic abilities. Consequently, the relation between achievement and academic self-concept might not be linear across the entire achievement continuum. Capitalizing on representative data from three large-scale assessments (i.e., TIMSS, PIRLS, PISA; N = 470,804), we conducted an integrative data analysis to address nonlinear trends in the relations between achievement and the corresponding self-concepts in mathematics and the verbal domain across 13 countries and 2 age groups (i.e., elementary and secondary school students). Polynomial and interrupted regression analyses showed nonlinear relations in secondary school students, demonstrating that the relations between achievement and the corresponding self-concepts were weaker for lower achieving students than for higher achieving students. Nonlinear effects were also present in younger students, but the pattern of results was rather heterogeneous. We discuss implications for theory as well as for the assessment and interpretation of self-concept.},
  language  = {en}
}
@incollection{Bruening2021,
  author    = {Br{\"u}ning, Christina},
  title     = {Wider den Missbrauch von Beutelsbach},
  series = {D{\"u}rfen Lehrer ihre Meinung sagen?},
  booktitle = {D{\"u}rfen Lehrer ihre Meinung sagen?},
  editor    = {Drerup, Johannes and Zulaica y Mugica, Miguel and Yacek, Douglas},
  edition   = {1. Auflage},
  publisher = {Verlag W. Kohlhammer},
  address   = {Stuttgart},
  isbn      = {978-3-17-039884-9},
  doi       = {10.17433/978-3-17-039883-2},
  pages     = {173 -- 187},
  year      = {2021},
  language  = {de}
}
@article{DannemannGirnus2021,
  author    = {Dannemann, Udo and Girnus, Luisa},
  title     = {R{\"a}ume unterschiedlicher Diversit{\"a}t},
  series = {Politik unterrichten},
  volume    = {36},
  journal   = {Politik unterrichten},
  number    = {2},
  publisher = {Deutsche Vereinigung f{\"u}r die Politische Bildung, Landesgruppe Niedersachsen},
  address   = {Oldenburg},
  issn      = {0930-2107},
  pages     = {33 -- 45},
  year      = {2021},
  language  = {de}
}
@article{KuechollLazarides2021,
  author    = {K{\"u}choll, Denise and Lazarides, Rebecca},
  title     = {Video- und protokollbasierte Reflexionen eigener praktischer Unterrichtserfahrungen im Lehramtsstudium},
  series = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE},
  volume    = {24},
  journal   = {Zeitschrift f{\"u}r Erziehungswissenschaft : ZfE},
  number    = {4},
  publisher = {Springer VS/Springer Fachmedien Wiesbaden GmbH},
  address   = {Wiesbaden},
  issn      = {1434-663X},
  doi       = {10.1007/s11618-021-01021-8},
  pages     = {985 -- 1006},
  year      = {2021},
  abstract  = {The reflection of practical experiences of teaching enables preservice teachers to combine aspects of theoretical and practical knowledge. Therefore, the current study investigates the meaning of the medium-that means video compared to text-based reflections-and the type of situations-that are positive or difficult situations of teaching-and relations to preservice teachers' reflective processes. Also, levels of reflections are investigated. In our study, we examine reflections of 55 preservice teachers using a quasi-experimental design. Qualitative content analysis shows that preservice teachers reflect deep levels of teaching while using videos of peers in situations that they evaluated as positive experiences in school. However, when rating situations that were evaluated as challenging preservice teachers reflected deep levels when using videos of peers as well as text-based reflections. Implications of the study for teacher training in reflection are discussed.},
  language  = {de}
}
@article{LazaridesSchiefele2021,
  author    = {Lazarides, Rebecca and Schiefele, Ulrich},
  title     = {The relative strength of relations between different facets of teacher motivation and core dimensions of teaching quality in mathematics},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {76},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2021.101489},
  pages     = {16},
  year      = {2021},
  abstract  = {Teacher self-efficacy and teacher interest are two key facets of teacher motivation that are important for highquality teaching. Little is known about the relative strength of the effects of teacher self-efficacy and interest on teaching quality when compared with one another. We extend previous research on teacher motivation by examining the relations linking mathematics teacher self-efficacy and interest with several relevant dimensions of teaching quality as perceived by teachers and students. Participants were 84 mathematics teachers (61.2\% female) and their students (1718 students; 48.5\% girls). Based on doubly latent multilevel models, we found that teacher-reported self-efficacy in instruction was positively related to teacher-reported cognitive activation, classroom management, and emotional support in mathematics classrooms. Teacher-reported educational interest showed positive associations with both student- and teacher-perceived emotional support. Future research is advised to focus more strongly on the unique relations between different teachers' motivational characteristics and relevant dimensions of teaching quality.},
  language  = {en}
}
@article{RichterLazaridesRichter2021,
  author    = {Richter, Eric and Lazarides, Rebecca and Richter, Dirk},
  title     = {Four reasons for becoming a teacher educator},
  series = {Teaching and teacher education : an international journal of research and studies},
  volume    = {102},
  journal   = {Teaching and teacher education : an international journal of research and studies},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2021.103322},
  pages     = {9},
  year      = {2021},
  abstract  = {We developed a new survey instrument to investigate teacher educators? motives for entering the profession and examined the associations between motives and job satisfaction and emotional exhaustion in both teachers and teacher educators. Using data from 145 teacher educators instructing in-service teachers, we identified four motives: career aspirations, social contribution, escaping routines, and coincidence. While escaping routines represents a ?push? factor associated with emotional exhaustion in teachers, career aspirations represent a ?pull? factor associated with job satisfaction in teacher educators. The instrument can be used as a self-assessment tool for the recruitment of teacher educators. ? 2021 The Authors.},
  language  = {en}
}
@article{LazaridesSchiefele2021,
  author    = {Lazarides, Rebecca and Schiefele, Ulrich},
  title     = {Teacher motivation},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {76},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2021.101543},
  pages     = {3},
  year      = {2021},
  language  = {en}
}
@article{HettingerLazaridesRubachetal.2021,
  author    = {Hettinger, Katharina and Lazarides, Rebecca and Rubach, Charlott and Schiefele, Ulrich},
  title     = {Teacher classroom management self-efficacy},
  series = {Teaching and teacher education : an international journal of research and studies},
  volume    = {103},
  journal   = {Teaching and teacher education : an international journal of research and studies},
  publisher = {Elsevier},
  address   = {Oxford},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2021.103349},
  pages     = {10},
  year      = {2021},
  abstract  = {This study examined the relations between teacher-reported classroom management self-efficacy, stu-dent-reported teaching quality and students' enjoyment in mathematics. Data were collected from German ninth and tenth-grade students (N = 779) and their teachers (N = 40) at the beginning and the middle of the school year. Multilevel models showed that teachers' self-efficacy at time 1 significantly and positively related to class-level monitoring and relatedness at time 2. Class-level relatedness at time 2 was significantly and positively associated with enjoyment at time 2. Teacher-reported self-efficacy at time 1 was indirectly related to enjoyment at time 2 through relatedness at time 2.},
  language  = {en}
}
@article{OppermannLazarides2021,
  author    = {Oppermann, Elisa and Lazarides, Rebecca},
  title     = {Elementary school teachers' self-efficacy, student-perceived support and students' mathematics interest},
  series = {Teaching and teacher education : an international journal of research and studies},
  volume    = {103},
  journal   = {Teaching and teacher education : an international journal of research and studies},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0742-051X},
  doi       = {10.1016/j.tate.2021.103351},
  pages     = {12},
  year      = {2021},
  abstract  = {Teachers' self-efficacy beliefs have been shown to be related to their supportive teaching practices and to adolescents' motivation. Yet, little is known about these relations in elementary school. The present study examined the longitudinal effects of teachers' self-efficacy on student-perceived teacher support and students' mathematics interest with a sample of 2082 students and 133 teachers in third and fourth grade. Results revealed that teachers' self-efficacy was longitudinally related to student-perceived support, which in turn was positively related to students' interest. The findings underline the relevance of teachers' self-efficacy beliefs and teacher support for the development of students' interest in elementary school.},
  language  = {en}
}
@article{SteinmayrLazaridesWeidingeretal.2021,
  author    = {Steinmayr, Ricarda and Lazarides, Rebecca and Weidinger, Anne Franziska and Christiansen, Hanna},
  title     = {Teaching and learning during the first COVID-19 school lockdown: Realization and associations with parent-perceived students' academic outcomes},
  series = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie},
  volume    = {35},
  journal   = {Zeitschrift f{\"u}r p{\"a}dagogische Psychologie},
  number    = {2-3},
  publisher = {Hogrefe Verlag},
  address   = {G{\"o}ttingen},
  issn      = {1010-0652},
  doi       = {10.1024/1010-0652/a000306},
  pages     = {85 -- 106},
  year      = {2021},
  abstract  = {Due to the COVID-19 pandemic, all schools in Germany were locked down for several months in 2020. How schools realized teaching during the school lockdown greatly varied from school to school. N = 2,647 parents participated in an online survey and rated the following activities of teachers in mathematics, language arts (German), English, and science / biology during the school lockdown: frequency of sending task assignments, task solutions and requesting for solutions, giving task-related feedback, grading tasks, providing lessons per videoconference, and communicating via telecommunication tools with students and / or parents. Parents also reported student academic outcomes during the school lockdown (child's learning motivation, competent and independent learning, learning progress). Parents further reported student characteristics and social background variables: child's negative emotionality, school engagement, mathematical and language competencies, and child's social and cultural capital. Data were separately analyzed for elementary and secondary schools. In both samples, frequency of student-teacher communication was associated with all academic outcomes, except for learning progress in elementary school. Frequency of parent-teacher communication was associated with motivation and learning progress, but not with competent and independent learning, in both samples. Other distant teaching activities were differentially related to students' academic outcomes in elementary vs. secondary school. School engagement explained most additional variance in all students' outcomes during the school lockdown. Parent's highest school leaving certificate incrementally predicted students' motivation, and competent and independent learning in secondary school, as well as learning progress in elementary school. The variable "child has own bedroom" additionally explained variance in students' competent and independent learning during the school lockdown in both samples. Thus, both teaching activities during the school lockdown as well as children's characteristics and social background were independently important for students' motivation, competent and independent learning, and learning progress. Results are discussed with regard to their practical implications for realizing distant teaching.},
  language  = {en}
}
@article{RubachLazarides2021,
  author    = {Rubach, Charlott and Lazarides, Rebecca},
  title     = {Emotionen in Schule und Unterricht},
  series = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden},
  journal   = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden},
  publisher = {Budrich},
  address   = {Opladen},
  isbn      = {978-3-8474-2427-7},
  doi       = {10.2307/j.ctv1f70kr0.3},
  pages     = {8 -- 16},
  year      = {2021},
  abstract  = {Ein wichtiges Ziel schulischer Bildung ist es, neben der kognitiven Entwicklung auch die Entwicklung nicht-kognitiver Lernmerkmale wie die Lernfreude von Sch{\"u}lerinnen und Sch{\"u}lern zu f{\"o}rdern (Hagenauer \& Hascher, 2018; Prenzel, 2012; Schiepe-Tiska, L{\"u}dtke, Seidel \& Prenzel, 2016). Damit einher geht die Herausforderung f{\"u}r Lehrkr{\"a}fte und Schulen, Lernprozesse so zu gestalten, dass Sch{\"u}lerinnen und Sch{\"u}ler den Prozess der Wissensaneignung als freudvoll erleben und individuell Neugier und Spaß am Lernen entwickeln k{\"o}nnen. Lern-und Leistungsemotionen von Sch{\"u}lerinnen und Sch{\"u}lern haben eine maßgebliche Bedeutung f{\"u}r erfolgreiche Lernprozesse - sie gelten als leistungsf{\"o}rderlich, beg{\"u}nstigen schulisches Wohlbefinden und bef{\"o}rdern die aktive Teilnahme von Lernenden am Unterricht},
  language  = {de}
}
@book{OPUS4-54111,
  title     = {Emotionen in Schule und Unterricht},
  editor    = {Rubach, Charlott and Lazarides, Rebecca},
  publisher = {Budrich},
  address   = {Opladen},
  isbn      = {978-3-8474-2427-7},
  doi       = {10.3224/84742427},
  pages     = {296},
  year      = {2021},
  language  = {de}
}
@article{KellerLazarides2021,
  author    = {Keller, Melanie M. and Lazarides, Rebecca},
  title     = {Effekte von Lehreremotionen auf Unterrichtsgestaltung und Sch{\"u}leremotionen},
  series = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden},
  journal   = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden},
  publisher = {Budrich},
  address   = {Opladen},
  isbn      = {978-3-8474-2427-7},
  doi       = {10.2307/j.ctv1f70kr0.8},
  pages     = {108 -- 127},
  year      = {2021},
  abstract  = {Emotionen von Lehrkr{\"a}ften gelten als wichtige Voraussetzung f{\"u}r eine effektive Unterrichtsgestaltung (Sutton \& Wheatley, 2003), f{\"u}r das emotionale Erleben Lernender im Unterricht (Frenzel, Goetz, L{\"u}dtke, Pekrun, \& Sutton, 2009; Tam et al., 2019), aber auch f{\"u}r die Leistung Lernender (Kunter et al., 2013). Wie auch motivationale und kognitive Merkmale pr{\"a}gen die Emotionen von Lehrkr{\"a}ften folglich das berufliche Handeln von Lehrkr{\"a}ften maßgeblich (Kunter \& Holzberger, 2014). Ein profundes Verst{\"a}ndnis der Konsequenzen von Lehreremotionen f{\"u}r die Lehr-Lernprozesse von Sch{\"u}lerinnen und Sch{\"u}lern ist daher von zentraler Bedeutung, um Bedingungen erfolgreichen Unterrichtens zu verstehen. Verschiedene empirische Arbeiten haben vor diesem Hintergrund die Wirkungen einzelner...},
  language  = {de}
}
@article{RubachLazarides2021,
  author    = {Rubach, Charlott and Lazarides, Rebecca},
  title     = {Freude und Angst von Sch{\"u}lerinnen und Sch{\"u}lern},
  series = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden},
  journal   = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden},
  publisher = {Budrich},
  address   = {Opladen},
  isbn      = {978-3-8474-2427-7},
  doi       = {10.2307/j.ctv1f70kr0.11},
  pages     = {169 -- 191},
  year      = {2021},
  abstract  = {Lern- und Leistungsemotionen sind im Schulkontext sowohl bedeutsam f{\"u}r die Motivation, das Wohlbefinden, die Leistungen als auch f{\"u}r die Anstrengungsbereitschaft sowie bildungs- und berufsrelevante Entscheidungen von Sch{\"u}lerinnen und Sch{\"u}lern (als {\"U}berblick siehe Frenzel, Goetz, \& Pekrun, 2015; Hascher \& Brandenberger, 2018). Studien verdeutlichen, dass schulische Leistungen von Lernenden bei hoher fachspezifischer Angst sinken (Aldrup, Klusmann, \& L{\"u}dtke, 2019; Pekrun, Lichtenfeld, Marsh, Murayama, \& Goetz, 2017). Freude hat hingegen positive Auswirkungen auf das fachbezogene Interesse und Leistungen der Lernenden (Pekrun et al., 2017; Schukajlow \& Rakoczy, 2016). Ausgehend von der großen Bedeutung von Emotionen f{\"u}r den langfristigen Bildungserfolg von Lernenden ist...},
  language  = {de}
}
@article{RubachLazarides2021,
  author    = {Rubach, Charlott and Lazarides, Rebecca},
  title     = {Freude und Angst von Sch{\"u}lerinnen und Sch{\"u}lern},
  publisher = {Budrich},
  address   = {Opladen},
  doi       = {10.2307/j.ctv1f70kr0.11},
  pages     = {169 -- 191},
  year      = {2021},
  abstract  = {Lern- und Leistungsemotionen sind im Schulkontext sowohl bedeutsam f{\"u}r die Motivation, das Wohlbefinden, die Leistungen als auch f{\"u}r die Anstrengungsbereitschaft sowie bildungs- und berufsrelevante Entscheidungen von Sch{\"u}lerinnen und Sch{\"u}lern (als {\"U}berblick siehe Frenzel, Goetz, \& Pekrun, 2015; Hascher \& Brandenberger, 2018). Studien verdeutlichen, dass schulische Leistungen von Lernenden bei hoher fachspezifischer Angst sinken (Aldrup, Klusmann, \& L{\"u}dtke, 2019; Pekrun, Lichtenfeld, Marsh, Murayama, \& Goetz, 2017). Freude hat hingegen positive Auswirkungen auf das fachbezogene Interesse und Leistungen der Lernenden (Pekrun et al., 2017; Schukajlow \& Rakoczy, 2016). Ausgehend von der großen Bedeutung von Emotionen f{\"u}r den langfristigen Bildungserfolg von Lernenden ist...},
  language  = {de}
}
@article{RubachLazarides2021,
  author    = {Rubach, Charlott and Lazarides, Rebecca},
  title     = {Emotionen in Schule und Unterricht Ausblick f{\"u}r Forschung und Praxis},
  series = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden},
  journal   = {Emotionen in Schule und Unterricht: Bedingungen und Auswirkungen von Emotionen bei Lehrkr{\"a}ften und Lernenden},
  publisher = {Budrich},
  address   = {Opladen},
  isbn      = {978-3-8474-2427-7},
  doi       = {10.2307/j.ctv1f70kr0.16},
  pages     = {284 -- 291},
  year      = {2021},
  language  = {de}
}
@misc{GirnusNaumannDannemannetal.2021,
  author    = {Girnus, Luisa and Naumann, Rosemarie and Dannemann, Udo and Droll, Max and Brandenburg, DVPB},
  title     = {Politische Bildung als Herausforderung - 30 Jahre Partnerschaft der DVPB-Landesverb{\"a}nde in Brandenburg und NRW},
  series = {Politisches Lernen},
  volume    = {39},
  journal   = {Politisches Lernen},
  number    = {3-4},
  publisher = {Verlag Barbara Budrich},
  address   = {Leverkusen-Opladen},
  issn      = {0937-2946},
  pages     = {61 -- 61},
  year      = {2021},
  language  = {de}
}
@misc{HessMousikouSchroeder2021,
  author    = {Heß, Stefan and Mousikou, Petroula and Schroeder, Sascha},
  title     = {Morphological processing in developmental handwriting production},
  series = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  journal   = {Zweitver{\"o}ffentlichungen der Universit{\"a}t Potsdam : Humanwissenschaftliche Reihe},
  number    = {4},
  issn      = {0922-4777},
  doi       = {10.25932/publishup-58736},
  url       = {http://nbn-resolving.de/urn:nbn:de:kobv:517-opus4-587363},
  pages     = {21},
  year      = {2021},
  abstract  = {In this study, we investigated effects of morphological processing on handwriting production in beginning writers of German. Children from Grades 3 and 4 were asked to copy words from a computer screen onto a pen tablet, while we recorded their handwriting with high spatiotemporal resolution. Words involved a syllable-congruent visual disruption (e.g., "Golfer"), a morpheme-congruent visual disruption (e.g., "Golfer"), or had no disruption (e.g., "Golfer"). We analyzed productions in terms of Writing Onset Duration and Letter Duration at the onset of the second syllable ("f" in "Gol.fer") and the onset of the suffix ("e" in "Golf_er"). Results showed that durations were longer at word-writing onset only for words with a morpheme-congruent visual disruption. Also, letter durations were longer at the onset of the second syllable (i.e., "-fer") and shorter at the onset of the suffix (i.e., "-er") only for words with a syllable-congruent visual disruption. We interpret these findings within extant theories of handwriting production and offer an explanation for the observed effects before and during trajectory formation.},
  language  = {en}
}
@article{HessMousikouSchroeder2021,
  author    = {Heß, Stefan and Mousikou, Petroula and Schroeder, Sascha},
  title     = {Morphological processing in developmental handwriting production},
  series = {Reading and writing: An interdisciplinary journal},
  volume    = {35},
  journal   = {Reading and writing: An interdisciplinary journal},
  number    = {4},
  publisher = {Springer},
  address   = {Dordrecht},
  issn      = {1573-0905},
  doi       = {10.1007/s11145-021-10204-y},
  pages     = {899 -- 917},
  year      = {2021},
  abstract  = {In this study, we investigated effects of morphological processing on handwriting production in beginning writers of German. Children from Grades 3 and 4 were asked to copy words from a computer screen onto a pen tablet, while we recorded their handwriting with high spatiotemporal resolution. Words involved a syllable-congruent visual disruption (e.g., "Golfer"), a morpheme-congruent visual disruption (e.g., "Golfer"), or had no disruption (e.g., "Golfer"). We analyzed productions in terms of Writing Onset Duration and Letter Duration at the onset of the second syllable ("f" in "Gol.fer") and the onset of the suffix ("e" in "Golf_er"). Results showed that durations were longer at word-writing onset only for words with a morpheme-congruent visual disruption. Also, letter durations were longer at the onset of the second syllable (i.e., "-fer") and shorter at the onset of the suffix (i.e., "-er") only for words with a syllable-congruent visual disruption. We interpret these findings within extant theories of handwriting production and offer an explanation for the observed effects before and during trajectory formation.},
  language  = {en}
}
@article{GamageStaubitzWhiting2021,
  author    = {Gamage, Dilrukshi and Staubitz, Thomas and Whiting, Mark},
  title     = {Peer assessment in MOOCs},
  series = {Distance education},
  volume    = {42},
  journal   = {Distance education},
  number    = {2},
  publisher = {Routledge, Taylor \& Francis Group},
  address   = {Abingdon},
  issn      = {0158-7919},
  doi       = {10.1080/01587919.2021.1911626},
  pages     = {268 -- 289},
  year      = {2021},
  abstract  = {We report on a systematic review of the landscape of peer assessment in massive open online courses (MOOCs) with papers from 2014 to 2020 in 20 leading education technology publication venues across four databases containing education technology-related papers, addressing three research issues: the evolution of peer assessment in MOOCs during the period 2014 to 2020, the methods used in MOOCs to assess peers, and the challenges of and future directions in MOOC peer assessment. We provide summary statistics and a review of methods across the corpus and highlight three directions for improving the use of peer assessment in MOOCs: the need for focusing on scaling learning through peer evaluations, the need for scaling and optimizing team submissions in team peer assessments, and the need for embedding a social process for peer assessment.},
  language  = {en}
}