"Support Inclusive Education in Nigeria" - Project SIEN 

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

Differentiated Instruction - International

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)

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).

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

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: 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

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)