2025

Alnahdi G.H., Pozas M., Sulaimani M., & Letzel-Alt V. (2025) The psychometric properties of the Arabic version of the Teachers’ Attitudes towards Differentiated Instructional Scale. Front. Psychol. 16:1425152. doi: 10.3389/fpsyg.2025.1425152

Letzel-Alt, V. & Pozas, M. (2025). Fostering inclusive teaching competences: Concrete practice-oriented suggestions for teachers to deal with diverse learning groups in inclusive settings. A contribution to a Special Issue of Wiley’s editors. British Journal of Special Education. doi.org/10.1111/1467-8578.70014

Nwosu, K., Letzel-Alt, V. & Pozas, M. (2025). From Theory to Practice: Exploring Nigerian Student Teachers’ Experiences in Addressing Students with Special Educational Needs in Inclusive Classrooms. British Journal of Special Education. doi.org/10.1111/1467-8578.70042

Pozas, M., Jordan, G., & Letzel-Alt, V. (2025). From Attitudes to Self-Efficacy: Identifying Teachers’ Profiles to Understand their Differentiated Instructional Practice. European Journal for Special Needs Education. doi.org/10.1080/08856257.2025.2500134

2024

Letzel-Alt, V. & Pozas M. (2024). Kulturelle Bildung und Partizipation aus Schüler*innenperspektive: Potenziale, Herausforderungen und Nachhaltige Wirkung. Zeitschrift für Kulturelle Bildung online. www.kubi-online.de/artikel/kulturelle-bildung-partizipation-aus-schueler-innenperspektive-potenziale-herausforderungen

Letzel-Alt, V. & Pozas M. (2024). Inclusive education for refugee students from Ukraine - an exploration of differentiated instruction in German schools. Journal of Research in Special Educational Needs. doi.org/10.1111/1471-3802.12678

Bi, M., Letzel-Alt, V., Pozas, M., Zhu, C., and Struyven, K. (2024). Chinese version of the teachers' attitudes towards differentiated instruction scale: An adaptation study. Cogent Education. doi.org/10.1080/2331186X.2024.2380166

2023

Letzel-Alt, V. & Pozas, M. (2023). DI around the world. Exploring Differentiated Instructional Practice in General School Education. In: V. Letzel-Alt & M. Pozas (Hrsg.): Differentiated Instruction Around the World. A Global Inclusive Insight. Münster/New York: Waxmann. 10.31244/9783830997023

Letzel-Alt, V. & Pozas, M. (Hrsg.) (2023). DI around the World – A Global Inclusive Insight. Münster/ New York: Waxmann. DOI: 10.25656/01:28077; 10.31244/9783830997023

Letzel, V., Pozas, M. & Schneider C. (2023). Zukunftsperspektiven für die (post-pandemische) Schulbildung aus Schüler*innen-, Eltern- und Lehrkräftesicht: Eine Mixed-Methods-Auswertung. In: S. Huber, C. Helm, N. Schneider, W. Hagleitner und S. Roßnagel (Hrsg.). COVID-19 und Bildung. Studien und Perspektiven. Münster / New York: Waxmann.

Pozas, M. & Letzel-Alt, V. (2023). Determinants of Mexican Lower Secondary School Students‘ Attitudes Toward Inclusive Education. European Journal of Inclusive Education. doi.org/10.7146/eije.v1i1.134176

Pozas, M. & Letzel-Alt, V. (2023). Teacher collaboration, inclusive education and differentiated instruction: A matter of exchange, co-construction, or synchronization? Cogent Education, 10:2, doi.org/10.1080/2331186X.2023.2240941

Pozas, M. & Letzel-Alt, V. (2023). Coping with distance learning during COVID-19 and its impact on students’ emotional experiences: Differences between students with and without special educational needs. Journal of Research in Special Educational Needs. doi.org/10.1111/1471-3802.12605

Pozas, M., Letzel-Alt, V., Schwab, S. & Zurbriggen, C. (2023). Exploring Mexican lower secondary school students’ perceptions of inclusion. Cogent Education. doi.org/10.1080/2331186X.2023.2203971

Pozas, M., González Trujillo, C.J. & Letzel-Alt, V. (2023). Mexican school students’ perceptions of inclusion – A brief report on students’ social inclusion, emotional well-being, and academic self-concept at school. Frontiers in Education, 8. doi.org/10.3389/feduc.2023.1069193

Culhaoglu, O. & Letzel-Alt, V. (2023). Turkish Primary School Teachers‘ Implementation of Differentiated Instruction: An Explorative Qualitative Study. In V. Letzel-Alt & M. Pozas (Eds.). Differentiated Instruction Around the World – A global inclusive insight. Münster / New York: Waxmann.

2022

Letzel, V. & Pozas, M. (2022). Differenzierung im digital durchgeführten Distanzunterricht. DDS Die Deutsche Schule, 114(3). doi.org/10.31244/dds.2022.03

Letzel-Alt, V., Pozas, M., Schwab, S., Schneider, C., Lindner, K.-T., Dias, P. & Cadime, I. (2022). Exploring inclusive education in times of COVID-19: An international comparison of German, Austrian and Portuguese teachers. Frontiers in Education. doi.org/10.3389/feduc.2022.969737

Letzel, V., Pozas, M., & Schneider, C. (2022). Challenging but positive! – An exploration into teacher attitude profiles towards differentiated instruction (DI) in

Germany. British Journal of Educational Psychology, 00, 1–16. doi.org/10.1111/bjep.12535

Letzel, V., Pozas, M. & Besa, K.-S. (2022). Parental Evaluation of teachers’ competences and characteristics during COVID-19 pandemic homeschooling. Social Psychology of Education. doi.org/10.1007/s11218-022-09701-x

Letzel-Alt, V., Pozas, M. & Schneider, C. (2022). “I miss my school!”: Examining primary and secondary school students’ social distancing and emotional experiences during the Covid-19 pandemic. Prospects. doi.org/10.1007/s11125-022-09621-w

Pozas, M., Letzel, V. & Frohn, J. An empirical study exploring pre-service teachers’ profiles and their prospective ICT integration: is it a matter of attitudes, self-efficacy, self-concept or concerns?. J. Comput. Educ. (2022). doi.org/10.1007/s40692-022-00254-8

Pozas, M., Letzel-Alt, V. & Schwab, S. (2022). The effects of differentiated instruction on teachers' stress and job satisfaction. Teaching and Teacher Education, 122. doi.org/10.1016/j.tate.2022.103962

Pozas, M., Letzel-Alt, V. & Schneider, C. (2022). "The whole is greater than the sum of its parts" -Exploring teachers' technology readiness profiles and its relation to their emotional state during COVID-19 emergency remote teaching. Frontiers in Education. doi.org/10.3389/feduc.2022.1045067

Heidrich, F., Pozas, M., Letzel, V., Linder, K., Schneider C., & Schwab, S. (2022). Austrian Students‘ Perceptions of Social Distancing and Their Emotional Experiences During Distance Learning Due to the Covid-19 Pandemic. Frontiers in Education. doi.org/10.3389/feduc.2022.862306

Pozas, M., Letzel, V., Bost, N., & Reichertz, J. (2022). Confident, positive, but interested? Exploring the role of teachers’ interest in their practice of Differentiated Instruction. Frontiers in Education. doi.org/10.3389/feduc.2022.964341

2021

Lindner, K., Letzel, V., Tarini, G. und Schwab, S. (2021). When home turns into quarantine school – new demands on students with special educational needs, their parents and teachers during COVID-19 quarantine. European Journal of Special Needs Education. doi.org/10.1080/08856257.2021.1874153

Pozas, M., Letzel, V., Lindner, K. & Schwab S. (2021). DI does matter! The effects of differentiated instruction (DI) on secondary school students‘ well-being, social inclusion and academic self-concept. Frontiers in Education. 6:729027. doi.org/10.3389/feduc.2021.729027

Pozas, M., & Letzel, V. (2021). Pedagogy, didactics, or subject matter? Exploring pre-service teachers’ interest profiles. Open Education Studies. doi.org/10.1515/edu-2020-0151

Pozas, M., & Letzel, V. (2021). “Do You Think You Have What it Takes?” – Exploring Predictors of Pre-Service Teachers’ Prospective ICT Use. Technology, Knowledge, and Learning. doi.org/10.1007/s10758-021-09551-0

Schneider, C., Letzel, V. & Pozas, M. (2021). Die emotionale Befindlichkeit Lehramtsstudierender im pandemiebedingten Onlinestudium und die Rolle technikbezogener Einstellung und Motivation. In U. Stadler-Altmann (Hrsg.), Digitale Lehrerbildung (pp. 130-150). Lehrerbildung auf dem Prüfstand, 14(1) Themenheft. Landau: Verlag Empirische Pädagogik.

Pozas, M., González, C. J. & Letzel, V. (2021). A change of perspective – Exploring Mexican primary and secondary school students’ perceptions of their teachers differentiated instructional practice. Journal of Research in Special Educational Needs. doi.org 10.1111/1471-3802.12514

2020

Letzel, V., Pozas, M., & Schneider, C. (2020). Energetic students, stressed parents, and nervous teachers: A comprehensive exploration of inclusive homeschooling during the COVID-19 crisis. Open Education Studies, (2), p. 159-170. doi.org/10.1515/edu-2020-0122

Letzel, V., Pozas, M. und Schneider, C. (2020). “It’s all about the attitudes!“ – Development and validation of an instrument to assess attitudes towards the inclusive practice of Differentiated Instruction. International Journal of Inclusive Education. doi.org/10.1080/13603116.2020.1862402

Letzel, V., Schneider, C. & Pozas, M. (2020). Binnendifferenzierende Herangehensweisen zum Umgang mit Heterogenität im Unterricht der Sekundarstufe I: Vorschlag einer Taxonomie zur Systematisierung. Empirische Pädagogik, 34(4), 331-349.

Pozas, M., Letzel, V., & Schneider, C. (2020). ‘Homeschooling in times of Corona’: Exploring German and Mexican primary school students’ and parents’ chances and challenges during homeschooling. European Journal of Special Needs Education, 36(1). doi.org/10.1080/08856257.2021.1874152

2019

Letzel, V. & Otto, J. (2019). Binnendifferenzierung und deren konkrete Umsetzung in der Schulpraxis – eine qualitative Studie. Zeitschrift für Bildungsforschung. doi.org./10.1007/s35834-019-00256-0

Letzel, V. & Otto, J. & Schneider C. (2019). "Ich hoffe, dass ich treffsicher bin." Eine qualitative Studie zu Diagnosekriterien und Differenzierungsmaßnahmen der Lehrkräfte. In H. Knauder & C.-M. Reisinger (Hrsg.), Individuelle Förderung im Unterricht. Empirische Befunde und Hinweise für die Praxis. (S. 69–84). Münster / New York: Waxmann.

Pozas, M., Letzel, V., & Schneider, C. (2019). Teachers and differentiated instruction: exploring differentiation practices to address student diversity. Journal of Research in Special Educational Needs, 20(3), p. 217-230. doi.org/10.1111/1471-3802.12481

Pozas, M. & Letzel, V. (2019). “I think they need to rethink their concept!”: Examining teachers’ sense of preparedness to deal with student heterogeneity. European Journal of Special Needs Education, 35(3), p. 366-381. doi.org/10.1080/08856257.2019.1689717

Seit 2025     - Professur (Tenure-Track) für Pädagogik im Förderschwerpunkt Lernen am Institut für Sonderpädagogik (PH Freiburg)

Seit 2025     - Adjuct Lecturer Université du Luxembourg (Faculty of Humanities, Education and Social Sciences; Section for Educational Diversity Management)

2024 - 2025 - Verwaltungsprofessur für Grundschulpädagogik an der Leuphana Universität Lüneburg

Seit 2023     - Co-Editor-in-Chief "Journal of Research in Special Educational Needs" (JORSEN) (Publisher: Wiley)

2021 - 2024 - Post-Doc Bildungswissenschaften Universität Trier (Abteilung: Diagnostik, Differenzierung, Inklusion und Beratung)

2021 - Promotion Dr. phil. Bildungswissenschaften Universität Trier

2018 - 2021 - Doktorandin Bildungswissenschaften Universität Trier (Abteilung: Diagnostik, Differenzierung, Inklusion und Beratung)

2016 - 2018 - Lehrkraft in der Schulpraxis (Integrierte Gesamtschule)

2015 - 2016 - Zweites Staatsexamen Lehramt (Studienseminar Koblenz, Rheinland-Pfalz)

2013 - 2015 - Lehrkraft in der Schulpraxis (Grundschule, Gymnasium)

2013             - Erstes Staatsexamen Bildungswissenschaften, Anglistik und Germanistik an der Universität Trier

2008 - 2013 - Studium Bildungswissenschaften, Anglistik und Germanistik an der Universität Trier

2010             - Studium an der University of California / Los Angeles (UCLA; United States of America)