Schachner, M., Schwarzenthal, M., Moffitt, U., Civitillo, S., & Juang, L. (in press). Capturing a nuanced picture of classroom cultural diversity climate: Multigroup and multilevel analyses among secondary school students in Germany. Contemporary Educational Psychology.
Civitillo, S., & Juang, L. (2020). How to best prepare teachers for multicultural schools: Challenges and perspectives. In P. F. Titzmann & P. Jugert (Eds.). Youth in superdiverse societies: Growing up with globalization, diversity, and acculturation (pp. 285-301). London: Routledge.
Civitillo, S., Juang, L., Badra, M., & Schachner, M. (2019). The interplay between culturally responsive teaching, cultural diversity beliefs, and self-reflection: A multiple case study. Teaching and Teacher Education, 77, 341-351.
Civitillo, S., Juang, L., & Schachner, M. (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.
Civitillo, S., Schachner, M., Juang, L, Van de Vijver, F., 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.
Civitillo, S., Juang, L, Schachner, M., & Börnert, M. (2016). Validierung einer deutschen Version der “Culturally Responsive Classroom Management Self-Efficacy Scale”. Empirische Sonderpadagögik, 3, 279-288.
Civitillo, S., Juang, L, & Schachner, M. (2016). Kulturelle vorstellungen in der lehrerbildung: Status quo und möglichkeiten der veränderung. ZEIF, 9, 1-8.
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, 587-591.
Civitillo, S., de Moor, J. & Vervloed, M. (2016). Examining pre-service teachers’ beliefs about inclusive education in the Netherlands: An exploratory study. Support for Learning, 31, 104-121.