Dr. Sauro Civitillo
Universitair docent
Publicaties
2024
Wetenschappelijke publicaties
Kehl, J., Krachum Ott, P., Schachner, M., & Civitillo, S. (2024). Culturally responsive teaching in question: A multiple case study examining the complexity and interplay of teacher practices, beliefs, and microaggressions in Germany. Teaching and Teacher Education, 152, Article 104772. https://doi.org/10.1016/j.tate.2024.104772
Ialuna, F., Civitillo, S., McElvany, N., Leyendecker, B., & Jugert, P. (2024). Resilience in multicultural classrooms: Do positive relationships moderate the language proficiency-school adjustment link?. British Journal of Educational Psychology. Advance online publication. https://doi.org/10.1111/bjep.12713
Ialuna, F., Civitillo, S., & Jugert, P. (2024). Culturally responsive teaching, teacher-student relationship and school belongingness: A multi-informant study in ethnically diverse classrooms. Learning, Culture and Social Interaction, 47, Article 100839. https://doi.org/10.1016/j.lcsi.2024.100839
Ulbrich, J., Schachner, M., Civitillo, S., & Juang, L. (2024). Fostering culturally responsive teaching with the Identity Project intervention: A qualitative quasi-experiment with pre-service teachers. Identity: An International Journal of Theory and Research. Advance online publication. https://doi.org/10.1080/15283488.2024.2361890
Civitillo, S., Jugert, P., Yip, T., Lui, P., & Titzmann, P. F. (2024). A daily diary study on associations between school-based ethnic discrimination and school engagement. Social Psychology of Education. Advance online publication. https://doi.org/10.1007/s11218-024-09919-x
Ialuna, F., Civitillo, S., Schachner, M., & Jugert, P. (2024). Culturally responsive teaching self-efficacy and culturally diverse climate are positively associated with the academic and psychological adjustment of immigrant and non-immigrant students. Cultural Diversity and Ethnic Minority Psychology. Advance online publication. https://doi.org/10.1037/cdp0000697
Civitillo, S., & Jugert, P. (2024). Zooming in on everyday ethnic-racial discrimination: A review of experiencing sampling methodology studies in adolescence. European Journal of Developmental Psychology, 21(4), 592-611. https://doi.org/10.1080/17405629.2023.2287268
Civitillo, S., Mayer, A.-M., & Jugert, P. (2024). A systematic review and meta-analysis of the associations between perceived teacher-based racial-ethnic discrimination and student well-being and academic outcomes. Journal of Educational Psychology, 116(5), 719-741. https://doi.org/10.1037/edu0000818
2023
Wetenschappelijke publicaties
Schwarzenthal, M., Daumiller, M., & Civitillo, S. (2023). Investigating the sources of teacher intercultural self-efficacy: A three-level study using TALIS 2018. Teaching and Teacher Education, 126, 1-13. Article 104070. https://doi.org/10.1016/j.tate.2023.104070
Vietze, J., Moffitt, U., Schwarzenthal, M., & Civitillo, S. (2023). Beyond ‘Migrant Background’: How to Select Relevant, Social Justice Oriented, and Feasible Social Categories in Educational Research. European Journal of Psychology of Education, 38(1), 389–408. https://doi.org/10.1007/s10212-022-00611-2
2022
Wetenschappelijke publicaties
Civitillo, S., Ialuna, F., Lieck, D. S. N., & Jugert, P. (2022). Do infrahumanization or affective prejudice drive teacher discrimination against Romani students? A conceptual replication of Bruneau et al. (2020) in Germany. Peace and Conflict, 28(3), 340-344. https://doi.org/10.1037/pac0000609
Civitillo, S., Ialuna, F., & Jugert, P. (2022). Stereotype und Vorurteile gegenüber Roma-Schüler*innen: Ein Überblick zu den Ursachen, zu Interventionen und bewährten Praktiken. In Stereotype in der Schule II (pp. 235-262). Sprnger-Verlag.
Ulbricht, J., Schachner, M., Civitillo, S., & Noack, P. (2022). Teachers’ acculturation in culturally diverse schools - How is the perceived diversity climate linked to intercultural self-efficacy? Frontiers in Psychology, 13, 1-13. https://doi.org/10.3389/fpsyg.2022.953068
https://dspace.library.uu.nl/bitstream/handle/1874/425903/Ulbrichtetal.2022Teachersacculturationinculturallydiverseschools_Howistheperceiveddiversityclimatelinkedtointerculturalself_efficacy.pdf?sequence=1
https://dspace.library.uu.nl/bitstream/handle/1874/425903/Ulbrichtetal.2022Teachersacculturationinculturallydiverseschools_Howistheperceiveddiversityclimatelinkedtointerculturalself_efficacy.pdf?sequence=1
Civitillo, S., & Jugert, P. (2022). 'Sie kümmern sich nicht und haben es eh verdient‘ – Mythen über den Zusammenhang von Armut und Bildung. In G. Steins, B. Spinath, S. Dutke, M. Roth, & M. Limbourg (Eds.), Mythen, Fehlvorstellungen, Fehlkonzepte und Irrtümer in Schule und Unterricht (pp. 181-196). Sprnger-Verlag. https://doi.org/10.1007/978-3-658-36260-7_9
Jugert, P., Kaiser, M., Ialuna, F., & Civitillo, S. (2022). Researching race‐ethnicity in race‐mute Europe. Infant and Child Development, 31(1), Article e2260. https://doi.org/10.1002/icd.2260
2021
Wetenschappelijke publicaties
Civitillo, S., Juang, L., & Schachner, M. (2021). Stressing similarities or ignoring differences? Shedding light into different forms of color-evasive ideology with pre- and in-service teachers. Zeitschrift fur Erziehungswissenschaft, 24(1), 135-153. https://doi.org/10.1007/s11618-021-00995-9
Schachner, M., Schwarzenthal, M., Moffitt, U., Civitillo, S., & Juang, L. (2021). Capturing a nuanced picture of classroom cultural diversity climate: Multigroup and multilevel analyses among secondary school students in Germany. Contemporary Educational Psychology, 65, Article 101971. https://doi.org/10.1016/j.cedpsych.2021.101971
Civitillo, S., Göbel, K., Preusche, Z., & Jugert, P. (2021). Disentangling the effects of perceived personal and group ethnic discrimination among secondary school students: The protective role of teacher–student relationship quality and school climate. New Directions for Child and Adolescent Development, 2021(177), 77-99. https://doi.org/10.1002/cad.20415
2019
Wetenschappelijke publicaties
Civitillo, S., & Juang, L. (2019). How to best prepare teachers for multicultural schools: Challenges and perspectives. In Youth in Superdiverse Societies: Growing up with globalization, diversity, and acculturation (1 ed., Vol. London). Routledge.
Civitillo, S., Juang, L., Badra, M., & Schachner, M. K. (2019). The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study. Teaching and Teacher Education, 77, 341-351. https://doi.org/10.1016/j.tate.2018.11.002
2018
Wetenschappelijke publicaties
Civitillo, S., Juang, L., & Schachner, M. K. (2018). Challenging beliefs about cultural diversity in education: A synthesis and critical review of trainings with pre-service teachers. Educational Research Review, 24, 67-83. https://doi.org/10.1016/j.edurev.2018.01.003
2017
Wetenschappelijke publicaties
Civitillo, S., Schachner, M., Juang, L., van de Vijver, F. J. R., Handrick, A., & Noack, P. (2017). Towards a better understanding of cultural diversity approaches at school: A multi-informant and mixed-methods study. Learning, Culture and Social Interaction, 12, 1-14. https://doi.org/10.1016/j.lcsi.2016.09.002
2016
Wetenschappelijke publicaties
Civitillo, S., Juang, L., Schachner, M., & Börnert, M. (2016). Validierung einer deutschen Version der “Culturally Responsive Classroom Management Self-Efficacy Scale": Validation of a German version of the “Culturally Responsive Classroom Management Self-Efficacy Scale”. Empirische Sonderpädagogik, 279-288 .
Civitillo, S., De Moor, J. M. H., & Vervloed, M. P. J. (2016). Pre-service teachers’ beliefs about inclusive education in the Netherlands: ln exploratory study. Support for Learning, 31(2), 104-121. https://doi.org/10.1111/1467-9604.12119
Civitillo, S., Denessen, E., & Molenaar, I. (2016). HOW TO SEE THE CLASSROOM THROUGH THE EYES OF A TEACHER: CONSISTENCY BETWEEN PERCEPTIONS ON DIVERSITY AND DIFFERENTIATION PRACTICES. Journal of Research in Special Educational Needs, 16(S1), 587-591. https://doi.org/10.1111/1471-3802.12190
2015
Wetenschappelijke publicaties
Civitillo, S. (2015). The Making of a Modern Greek Identity: Education, Nationalism, and the Teaching of a Greek National Past, by Theodore George Zervas, New York, Columbia University Press, 2012. Paedagogica Historica.