14.04.2026

!!! Stellenausschreibung !!!

Akademische Ratsstelle Abteilung LERNEN: Bewerbungsfrist 15.05.2026, Start 01.09 oder 01.10.2026!!

stellenangebote.ph-freiburg.de/Akademische-RaetinAkademischer-Rat-oder-Akademischer-Mitar-de-j1088.html;

Am Institut für Sonderpädagogik der Pädagogischen Hochschule Freiburg ist zum 01. September oder 01. Oktober 2026 eine Vollzeitstelle als Akademische Rätin / Akademischer Rat (m/w/d)  (Bes.GR. A13 hD) oder Akademische/r Mitarbeiter/in (m/w/d) (bis E13 TV-L, soweit tatifl. Voraussetzungen erfüllt) 
im Förderschwerpunkt Lernen (Kennziffer 1088) zu besetzen.
Die Besetzung kann auch im Rahmen einer auf fünf Jahre befristeten Abordnung (bis Bes.Gr. A14) erfolgen. 

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"Sollte KI in der Oberstufe anstatt von Latein unterrichtet werden?"

Diese Frage treibt aktuell die Bildungspolitik (z.B. in Österreich) um. Für die österreichischen Fernsehsender Puls 4/Pro 7/Sat 1 und JOYN (Streamingformat) durfte ich als Expertin für das Thema "KI und Bildung" fungieren und in einem Interview zu dieser Frage Stellung nehmen. Link zum Beitrag:

www.puls24.at/video/cafe-puls/forderung-ki-statt-latein-im-schulunterricht/v1isugov1ftuy

2026

Letzel-Alt, V., Woltran, F., & Pozas, M. (accepted). Bildungsaspirationen und Lernmotivation von Schülerinnen und Schülern mit Fluchterfahrung – Eine Studie zur Entwicklung von Faktoren, die den Bildungserfolg begünstigen. In: J. von Maurice, G. Will et al. (Hrsg.). Angekommen?! Befunde zur Situation von geflüchteten Kindern und Jugendlichen im deutschen Bildungssystem, S 127-131. Münster/ New York: Waxmann.

Woltran, F., Pozas, M., & Letzel-Alt, V. (2026) Addressing educational inequities through DI: a cross-national study of teachers’ perspectives. Front. Educ. 11:1922679.  doi.org/10.3389/feduc.2026.1922679

Porta, T., Scarparolo, G., Nawas, A., Letzel-Alt, V., & Pozas, M. (2026). Exploring associated factors of differentiated instruction practices in Australia: a pilot partial least squares structural equation modelling study. Soc Psychol Educ 29, 97. doi.org/10.1007/s11218-026-10266-2

Groß, N., & Letzel-Alt, V. (2026). “Can you help me?” – Developing and Implementing Support and Tutoring Systems to Individualize Teaching and Learning in Inclusive Classrooms. EDeR – Educational Design Research, 10(2), 1-21. doi.org/10.15460/s0t4ec12 

Letzel-Alt, V., Woltran, F., & Pozas, M. (2026). Unveiling the relevance of practice experience in teaching students with special educational needs in inclusive settings: exploring personal and contextual factors that shape teachers’ use of DI through German large-scale data. European Journal of Special Needs Education, 1–18. doi.org/10.1080/08856257.2026.2655314

Pozas, M. & Letzel-Alt, V. (2026). How effective are the differentiated instructional practices of my teacher? A study into the effects of differentiated instruction on students’ socio-emotional variables. Journal of Research in Special Educational Needs. doi.org/10.1111/1471-3802.70073

Letzel-Alt, V., Zölch, J., Simonis, L., & Pozas, M. (2026). ‘And it's also much more quiet there!’—A qualitative study on the relationship between differentiated instruction and classroom disruptions. Journal of Research in Special Educational Needs, 26(2). doi.org/10.1111/1471-3802.70064

Alnahdi, G., Hassanein, E., Pozas, M. & Letzel-Alt, V. (2026). Editorial: Scales Validation in the Context of Inclusive Education. Frontiers in Psychology.doi.org/10.3389/fpsyg.2026.1781095

Guest Editor within a Special Issue:

Alnahdi, G., Hassanein, E., Pozas, M. & Letzel-Alt, V. (2026). Scales Validation in the Context of Inclusive Education. Frontiers in Psychology. www.frontiersin.org/research-topics/58275/scales-validation-in-the-context-of-inclusive-education 

2025

Letzel-Alt, V. & Groß, N. (2025). „Kann Inklusiv!?“ – Status quo des Einsatzes und Potenziale von
Künstlicher Intelligenz (KI) zur inklusiven Unterrichtsgestaltung aus Perspektive von Schulleitungen
an Sekundarschulen. phpublico, 15, S. 146-156. doi.org/10.5281/zenodo.17577097

Woltran, F., Letzel-Alt, V., & Pozas, M. (2025). It’s all in the Mix: Exploring Predictors of Teachers’ Multicultural Beliefs towards Teaching Refugee Students. European Journal of Inclusive Education, 4(1). doi.org/10.7146/ejie.v4i1.152639

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.org/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. doi.org/10.31244/9783830997023

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

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. doi.org/10.25656/01:28077 

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

Letzel, V. (2021). Binnendifferenzierung in der Schulpraxis – Eine quantitative Studie zur Einsatzhäufigkeit und zu Kontextfaktoren der Binnendifferenzierung an Sekundarschulen [Differentiated Instruction in practice - A quantitative study on frequency of use and context factors of differentiated instruction in secondary schools]. OPUS. doi.org/10.25353/ubtr-xxxx-b711-2fc7

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

Forschungsgebiet: Datengestützte Bildungssystem-, Schul- und Unterrichtsentwicklung - Schulentwicklung - Evidenzbasierung

- Datengestützte Entwicklung eines KI-Tools zur Diagnostik und Förderung effektiven Lernens in heterogenen Lerngruppen (ab Oktober 2026)

- Schulsystem-, Schul- und Unterrichtsentwicklung auf Basis von Large-Scale Daten (TALIS, ReGES, NEPS) (seit 2025 - laufend)

- Education Outside the Classroom als pädagogisches Konzept für die (Sonder-)Pädagogik des Lernens; Kooperation mit Dr. Julia Perliner (Leuphana Universität Lüneburg) (seit 2025 - laufend).

- Projekt "Help" - Data-driven development and implementation of Strengths-Based Support and Tutoring Systems in Kooperation mit Verw.-Prof. Dr. Nele Groß, Leuphana Universität Lüneburg (seit 2025-laufend)

- Projekt "Mehr Inklusion wagen?" - Datengestützte inklusive Schulsystementwicklung in Niedersachsen und Rheinland-Pfalz (seit 2024-laufend)

- Projekt "Humboldting!" - Wissenschaftliche Begleitforschung (Humboldt-Stiftung Berlin); Datengestützte Gestaltung von außerschulischen Lernräumen (Kulturelle Bildung) (seit 2023-laufend)

- Projekt "Datengestützte Entwicklung von Seminaren zum Umgang mit Heterogenität in der Hochschullehre" (2019-2021).

Forschungsgebiet: Lehren und Lernen in heterogenen Lernsettings 

- Neurodiversity in Higher Education - Diversity awareness in Teaching and Learning (2025 - laufend)

International joint project with researchers from Trent University (Canada), Kristianstad University (Sweden), Ulster University (Northern Ireland), Maynooth University (Ireland), University of Sunderland (United Kingdom), Griffith University Queensland (Australia), University of Szeged (Hungary) and University of Seville (Spain).

- "Support Inclusive Education in Nigeria" - Project SIEN (2024 - laufend)

Collaboration Partner: Dr. Kingsley Chinaza Nwosu (Nnamdi Azikiwe University, Nigeria)

- Differentiated Instruction - International (2025 - laufend)

Exploring differentiated instruction to addresss student heterogeneity in German, Australian, and Mexican Classrooms 

Collaboration partners: Prof. Dr. Marcela Pozas (University of Luxembourg, Dr. Tom Porta (University of Adelaide), Dr. Gemma Scarparolo (University of Western Australia)

- Exploring Special and Inclusive Education through Large-Scale-Data (NEPS, ReGES, TALIS) (2025 - laufend)

Collaboration partners: Prof. Dr. Susanne Schwab (University of Vienna), Prof. Dr. Marcela Pozas (University of Luxembourg), Prof. Dr. Christoph Helm (Johannes Kepler Universität Linz), Prof. Dr. Christoph Weber (University of Education Upper Austria, Linz).

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     -  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)

Letzel-Alt, V. (18.08.2026). Panelist (as Editor-in-Chief of the Journal of Research in Special Educational Needs) in a Panel Discussion: "Meet the Editor" at the EARLI SIG 15 Conference at the University of Helsinki, Finland.

Letzel-Alt, V. (29.06.2026). “Towards Common Ground: Advancing International Research on Differentiated Instruction“. 
Invited KEYNOTE at the "Summit on Differentiation/ Differentiated instruction" at Griffith University, Queensland, Australia. 

Letzel-Alt, V. (23.06.2026). "Mentoring? Ein essenzielles Element der Karriereförderung in der Wissenschaft!". Gastvortrag / Gastrednerin im MenTa-Programm der Pädagogischen Hochschule Freiburg, Deutschland.

Letzel-Alt, V. (06.05.2026). Diversitätssensible Gestaltung einer qualitativ hochwertigen Lehrkräftebildung – „It‘s on us?“. Antrittsvorlesung. Pädagogische Hochschule Freiburg, Deutschland.  

Letzel-Alt, V. (13.11. 2025). "Binnendifferenzierung an inklusiven Grundschulen – Einblicke in die Sonderpädagogik des Lernens in Niedersachsen". Gastvortrag an der Universität Paderborn, Deutschland. 

Letzel-Alt, V. (27.02.2024). "Inklusive Bildung international, national und regional". Open Science Vortrag Rotary Club Kusel, Deutschland. 

Letzel-Alt, V. (09.10.2023): Vortrag zum Thema „Inklusive Bildung in der Lehrkräfteausbildung“ im Rahmen des Projekts JP EU/CoE Project: Building Capacity for Inclusive Education (INCLUDE) funded by the European Union and the Council of Europe vor einer kosovarischen Delegation (Hauptsächlicher Akteur kosovarisches Bildungsministerium). Gegenstand des Projekts: Verbesserung des Zugangs zu Bildung für Schüler/-innen aus gefährdeten Gruppen, insbesondere Roma-, Aschkali und ägyptischen Gemeinschaften, sowie für Schüler/innen mit sonderpädagogischem Förderbedarf. Trier, Deutschland. 

Letzel, V. (18.11.2021). "Research and developments from across Europe on the impact of Covid-19 on special education and dealing with continuity and regression". KEYNOTE at the National Council for Special Education-Conference, Dublin, Ireland. 

Letzel, V. (01.12.2021): "Inklusion international: Diversitätssensibilität in digitalen Unterrichtskontexten". Gastvortrag an der Humboldt-Universität zu Berlin. Berlin, Deutschland. 

2026
Letzel-Alt, V., Woltran, F., & Pozas, M. (2026). “Unveiling the relevance of practice experience in teaching students with special educational needs in inclusive settings: exploring personal and contextual factors that shape teachers’ use of DI through German large-scale data“. Presentation at the LUXERA-Conference at the University of Luxembourg, Luxembourg.

Pozas, M., and Letzel-Alt, V. (2026). "Exploring Differentiated Instruction Over Time: The Role of Teacher Self-Efficacy and Enthusiasm". Single Paper Presentation at the ECER Conference at Tampere University, Finland.  

Pozas M., Letzel-Alt V., and Schwab S. (2026). "Do Refugee Classes Shape Language Attitudes? Longitudinal Evidence From Germany". Presentation within a Symposium at the ECER Conference at Tampere University, Finland. 

Perlinger, J. & Letzel-Alt, V. (2026). "Education Outside the Classroom as approach to special education". Single Paper Presentation at the EARLI SIG 15 Conference at University of Helsinki, Finland. 

Letzel-Alt, V. (2026). Organizer and Chair of, and Speaker within an international Symposium (Switzerland, Finland, Netherlands, and Germany) at the EARLI SIG 15 Conference at University of Helsinki, Finland. Title of the Symposium: „Beyond One-Dimensional Operationalization: Advancing a Process-Oriented Cyclical Understanding of Differentiated Instruction".

Letzel-Alt, V. & Pozas, M. (2026). "Preparation is key! – A qualitative study on Prerequisites of Differentiated Instruction (DI)”. Presentation within a Symposium at the EARLI SIG 15 Conference at University of Helsinki, Finland. 

Letzel-Alt, V., Hassani, S., Löper, M.F., & Hellmich, F. (2026). „I matter!?“ – Eine Studie zur Vorbildfunktion von Lehrkräften im inklusiven Klassenzimmer. Präsentation auf der AEPF Konferenz an der Universität Bielefeld, Deutschland. 

2025
Letzel-Alt, V. & Gresch, C. (2025). Von „Problemfällen“ und „Raketen“: Inklusionsverständnisse von Schulleitungen an Sekundarschulen – Eine Mixed-Methods-Untersuchung. Presentation at the 2025 AESF (Arbeitsgruppe Empirische Sonderpädagogische Forschung) Conference in Dortmund (Germany). 

Letzel-Alt, V., Woltran, F., & Pozas, M. (27.08.2025). The need for adequate teacher training for Differentiated Instruction. Invited Single Paper Presentation within an international Symposium (Title: „Macro and Micro-level variables that shape Differentiated Instruction“; Australia, Portugal, and Germany ) at the 2025 EARLI Conference (Graz, Austria).

Pozas, M., & Letzel-Alt, V. (28.08.2025). Ability, Quality and Effectiveness: Teacher Profiles and Differentiated Instruction. Single Paper presentation at the 2025 EARLI Conference (Graz, Austria).

Pirker, A., Lindner, K.-T., Letzel-Alt, V., & Schwab, S. (26.08.2025) Perception of Inclusion in Different Classroom Settings: Perspectives of Students and Their Teachers. Invited Single Paper Presentation within a Symposium („International Perspectives on Students’ Perception of Inclusion“) at the 2025 EARLI Conference (Graz, Austria). 

Woltran, F., Letzel-Alt, V., & Pozas, M. (13.7.2025). Unlocking multiculturalism: Do Teachers' Multicultural Beliefs and Self-efficacy Shape their Differentiated Instructional Practice? Presentation at the 2025 „Embracing Diversity: Inclusion in Education and Society“ Conference  (Fribourg, Switzerland). 


2024
Letzel-Alt, V. & Pozas, M. (2024). Inclusive education for refugee students from Ukraine - an exploration of differentiated instruction in German schools. Presentation at the 2024 ECER Conference in Nicosia (Cyprus).

Letzel-Alt, V. & Pozas, M. (2024). Inklusive Bildung für aus der Ukraine geflüchtete Schüler/-innen – Ein Einblick in die differenzierte Unterrichtsgestaltung an Schulen. Presentation at the 2024 ÖFEB Conference in Vienna (Austria).

2023
Pozas, M. & Letzel-Alt, V. (2023). Does Differentiated Instruction support Students‘ well-being, social-inclusion and academic self-concept? Presentation at the 2023 EARLI Conference in Thessaloniki (Greece). 

2022

Letzel, V., Pozas, M., Lindner, K., Dias, P., Schwab, S., & Schneider, C. (2022, postponed to 2023 due to Covid-19). Die emotionale Befindlichkeit von Schüler/-innen im ersten pandemiebedingten Lockdown in Deutschland, Österreich und Portugal. Presentation at the 2022 (2023) Österreichische Jugendforschungstagung, Innsbruck, Austria.

Letzel, V., Pozas, M., Schneider, C., Johnson, F. (2022). DI and the reasons why – Teachers‘ intentions behind implementing differentiated teaching practices. Presentation at the 2022 European Conference on Educational Research (ECER), Yerevan, Armenia.

Pozas, M., Letzel, V., Schneider, C. (2022). Inclusive teaching practices in times of COVID-19: An international comparison of educations (in)equality in Germany, Austria, and Portugal. Presentation at the 2022 European Conference on Educational Research (ECER), Yerevan, Armenia.

Schneider, C., DeLuca, C., Müller, L., Coombs A., & Letzel, V. (2022). Longitudinal Analysis of Teacher Candidates‘ Evolving Approaches to Educational Assessment Across a Teacher Education Programme.  Presentation at the 2022 European Conference on Educational Research (ECER), Yerevan, Armenia.

Jahrestagung der Gesellschaft für Empirische Bildungsforschung (GEBF). Symposium, Titel: Wohlbefinden, Zugehörigkeitsgefühl und Schulentfremdung – Aktuelle Befunde zu den Ausprägungen, den Bedingungsfaktoren sowie den Wirkungen zentraler, sozio-emotionaler Bedürfnisse von SchülerInnen aus Deutschland, Österreich und der Schweiz. Tagungsort: Bamberg. 


2021
Letzel, V. (2021): „It’s all about the attitudes!“ – Introducing a scale to assess teachers‘ attitudes towards the practice of differentiated instruction. Poster to be presented at the 
2021 American Educational Research Association (AERA), Online-Conference, United 
States of America.


2020
Letzel, V.,Pozas, M., & Schneider, C. (2020). SchElLe - Covid-19 bedingtes inklusives Homeschooling aus Schüler/-innen-, Eltern- und Lehrkräfteperspektive. Paper presented at the 2020 World Education Leadership Symposium (WELS), Online Conference.

2019
Letzel, V., Pozas, M. & Schneider, C. (2019). Entwicklung einer Skala zur Messung von Lehrereinstellungen zu Binnendifferenzierung (LEBS). Paper presented at the Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Münster, Germany

Pozas, M., Letzel, V. & Schneider, C. (2019). Introduction to a Differentiated Instruction (DI) Taxonomy: A qualitative and quantitative approach. Paper presented at the 2019 European Educational Research Association (ECER/EERA), Hamburg, Germany

Letzel, V. (2019). Teachers‘ use of DI – Exploring predictors pf teachers‘ use of differentiated instruction within the region of Trier (Germany). JURE 2019, Aachen, Deutschland.

2018

Letzel, V. (2018). Der Zusammenhang von Einstellungen und Überzeugungen von Lehrkräften zu Binnendifferenzierung und deren konkrete unterrichtspraktische Implementation. Postervortrag bei der Pre-Conference der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF), Lüneburg, Deutschland.


Abgesagte Tagungen wegen COVID-19

Letzel, V. & Pozas, M. (2020). : "Are you ready for it?": Exploring student teachers’ perceptions 
of preparedness to implement Differentiated Instruction. Paper to be presented at the 2020 
European Conference on Educational Research (ECER), Glasgow, United Kingdom

Pozas, M., Letzel, V. & Schneider, C. (2020). Exploring teachers’ use of differentiated 
instruction within the National Educational Panel Study in Germany. Poster to be presented at the 
2020 American Educational Research Association (AERA), San Francisco, California, United 
States of America

Letzel, V. (2020). Die Kehrseite der Medaille: Binnendifferenzierung und deren Effekte auf 
Belastung und Arbeitszufriedenheit von Lehrkräften. Paper to be presented at the 2020
Gesellschaft für Empirische Bildungsforschung (GEBF), Potsdam, Germany

Letzel, V. (2020). „It’s all about the attitudes!” – Construction and Validation of the TAT-DI Scales. Paper to be presented at the 2020 JURE Conference, Porto, Portugal