Humboldt-Universität zu Berlin - Department of Rehabilitation Sciences

Education

Group Analyst in training (Berliner Institut für Gruppenanalyse)

Ph.D. Social Policy (Brandeis University)

M.Ed. Human Development & Psychology (Harvard University)

M.A. Social Policy (Brandeis University)

Mag. Phil. Political Science (Universität Wien)

Publications

 Peer-Reviewed Journal Articles

- Dietrich, L., Zimmermann, D. (2021). Können Schülerinnen und Schüler die Qualität von Unterricht und Beziehungsarbeit ihrer Lehrkräfte beurteilen? Eine methodische Triangulierung [Can students assess the quality of their teachers' instructional and relational work? A methodological triangulation]. Sonderpädagogische Förderung heute, 66(2), 182-195.

- Hofman, J., Dietrich, L. & Zimmermann, D. (in press). Selbstregulation von Quereinsteigenden in schulischen Konfliktsituationen. Eine qualitative Einzelfallstudie [Self-regulation of lateral entrants in school conflict situations. A qualitative single case study]. Sonderpädagogische Förderung heute.

- Dietrich, L. (2021). Higher expectations of teachers are not sufficient: How to take the next big step in social-emotional teacher training. International Journal of Applied Psychoanalytic Studies. doi:10.1002/aps.1724

- Dietrich, L., Jurkowski, S., & Zimmermann, D. (2021). Unterrichtsqualität und psychosoziale
Beeinträchtigungen: Eine Multiebenen-Querschnittsanalyse von Interaktionsdynamiken in Sekundarklassen [Teaching quality and psychosocial difficulties: A multilevel cross-sectional analysis of interactional dynamics in secondary classrooms]. VHNplus Vierteljahreszeitschrift für Heilpädagogik und ihre Nachbargebiete, 90,  1-20. doi:10.2378/vhn2021.art23d

- Dietrich, L., Zimmermann, D., & Hofman, J. (2020). The importance of teacher-student relationships in class-rooms with “difficult” students: A multi-level moderation analysis of nine Berlin secondary schools. European Journal of Special Needs Education, 36(3),  408-423. doi:10.1080/08856257.2020.1755931

- Dietrich, L., & Cohen, J. (2019). Explaining classroom bullying climates: The role of student body composition, relationships, and teaching quality. International Journal of Bullying Prevention, 3, 34-47. doi:10.1007/s42380-019-00059-x

- Dietrich, L. (2019). Akademisches Schikanieren: Wie Lehrkräfteprofessionalisierung in den Bereichen Beziehungsarbeit und Lehrqualität zu sozioökonomischer Chancengleichheit im Bildungswesen beitragen kann [Academic teasing: How teacher professionalization in the areas of relational work and teaching quality can contribute to socioeconomic equity in education]. Empirische Sonderpädagogik, 3, 241-256. doi:10.25656/01:17782

- Dietrich, L., & Ferguson, R. F. (2019). Why stigmatized students bully more: The role of academic status insecurity and self-esteem. International Journal of Adolescence and Youth, 25(1), 305-318. doi:10.1080/02673843.2019.1622582

- Dietrich, L., & Zimmermann, D. (2019). How aggression-related mindsets explain SES-differences in bullying behavior. Emotional & Behavioural Difficulties, 24(2), 181-195. doi:10.1080/13632752.2019.1591032

- Dietrich, L., & Hofman, J. (2019). Academic teasing. International Journal of Adolescence and Youth, 25(1), 113-125. doi:10.1080/02673843.2019.1598449

Reports and Book Chapters

- Dietrich, L. (2019). How teaching styles predict school climates. In: D. Zimmermann, U. Fickler-Stang, L. Dietrich, & K. Weiland (Hgs.). Professionalisierung für Unterricht und Beziehungsarbeit mit psychosozial beeinträchtigten Kindern und Jugendlichen [Professionalization for teaching and relationship work with children and adolescents with psychosocial difficulties] (S. 107-117). Bad Heilbrunn: Verlag Julius Klinkhardt.

- Dietrich, L. (2017). The school-level validity of the 7Cs framework. Internal report, Cambridge, MA: Tripod Education Partners.

- Dietrich, L. (2017). Academic teasing. Internal report, Cambridge, MA: Tripod Education Partners.

- Sullivan, L., Meschede, T., Dietrich, L., Shapiro, T., Huelsman, M., and Draut, T. (2015). Less debt, more equity: Lowering student debt while closing the black-white wealth gap. Retrieved from https://iasp.brandeis.edu/pdfs/2015/lessdebt.pdf

- Sullivan, L., Meschede, T., Dietrich, L., Shapiro, T., Traub, A., Ruetschlin, C., and Draut, T. (2015). The racial wealth gap: Why policy matters. Retrieved from http://www.demos.org/sites/default/files/publications/RacialWealthGap_1.pdf

- Dietrich, L. (2013). Changes in student achievement in Armenia: A comparison of TIMSS data 2003 – 2011. Internal Research Report. Washington, DC: The World Bank.

- Antiziganismus [anti-Gypsyism] (2010). In: I. K. Schreiblehner & H. Schinnerl (Hgs.). Von Bijeljina nach Eibesthal – Eine Studie zur Situation der Roma im niederösterreichischen Weinviertel [From Bijeljina to Eibesthal - A study on the situation of the Roma in the Weinviertel in Lower Austria]. München: HVM Verlag.

- Hizb-ut Tahrir (2008). In: T. Schmidinger & D. Larise (Hgs.). Zwischen Gottesstaat und Demokratie, Handbuch des politischen Islam [Between theocracy and democracy, handbook of political Islam]. Wien: Deuticke Verlag.

Editorships

- Gingelmaier, S., Langer, J., Bleher, W., Markowetz, R., Dietrich, L., Herz, B. (in press). ESE Emotionale und Soziale Entwicklung in der Pädagogik der Erziehungshilfe und bei Verhaltensstörungen [ESE Emotional and Social Development in Educational Support and Behavioral Disorders Education], Heft 3. Bad Heilbrunn: Verlag Klinkhardt.

- Gingelmaier, S., Langer, J., Bleher, W., Fickler-Stang, U., Dietrich, L., Herz, B. (2020). ESE Emotionale und So-ziale Entwicklung in der Pädagogik der Erziehungshilfe und bei Verhaltensstörungen [ESE Emotional and Social Development in Educational Support and Behavioral Disorders Education], Heft 2: Macht und Ohnmacht in der Pädagogik bei psychosozialen Beeinträchtigungen. Bad Heilbrunn: Verlag Klinkhardt.

- Zimmermann, D., Fickler-Stang, U., Dietrich, L. & Weiland, K. (2020). Professionalisierung für Unterricht und Beziehungsarbeit mit psychosozial beeinträchtigten Kindern und Jugendlichen [Professionalization for teaching and relationship work with children and adolescents with psychosocial difficulties]. Bad Heilbrunn: Verlag Julius Klinkhardt.

Conference Presentations

- Dietrich, L., Zimmermann, D. (2021, Juli). Können Schüler*innen die Qualität von Unterricht und Beziehungsarbeit ihrer Lehrkräfte beurteilen? Eine methodische Triangulierung [Can students assess the quality of their teachers' instructional and relational work? A methodological triangulation]. Bei der 13. Konferenz der Dozierenden im Förderschwerpunkt emotionale und soziale Entwicklung präsentiertes Paper, Erfurt, GER.

- Dietrich, L. (2020, November). The role of student-teacher relationships for students’ social-emotional outcomes: A preliminary, cross-sectional moderation analysis. Paper presented at the annual conference of the International Observatory for School Climate and Violence Prevention, Puerto Vallarta, MEX.

- Dietrich, L., Jurkowski, S., Hofman, J., & Zimmermann, D. (2020, September). Kultureller Misfit? Wie der außereuropäische Familienhintergrund unter Berliner Schüler*innen der Sekundarstufe (nicht) mit schlechterem Unterricht zusammenhängt [Cultural misfit? How non-European family background among Berlin secondary school students is (not) related to lower quality teaching]. Bei der 55. Jahrestagung der Sektion Sonderpädagogik der DGfE präsentiertes Paper, Köln, GER.

- Hofman, J., Dietrich, L., & Zimmermann, D. (2020, September). Konflikte im Unterricht: Welche psychosozialen Merkmale auf Seiten der Schüler*innen begünstigen diese und wie können Lehrkräfte wirksam damit umgehen? [Conflicts in the classroom: Which psychosocial characteristics of students promote them and how can teachers deal with them effectively?]. Bei der 55. Jahrestagung der Sektion Sonderpädagogik der DGfE präsentiertes Paper, Köln, GER.

- Dietrich, L., Hofman, J., & Zimmermann, D. (2020, June). Cultural misfit? How students’ non-European family backgrounds are (not) correlated to worse teaching or worse peer dynamics in Berlin schools. Paper accepted for presentation at the annual European Conference on Education Research (ECER), but cancelled due to the COVID-19 pandemic, Glasgow, UK.

- Hofman, J., Dietrich, L., & Zimmermann, D. (2020, June). Conflicts in the classroom: Which student characteristics predict conflicts and how can teachers deal with them effectively? Paper accepted for presentation at the annual European Conference on Education Research (ECER), but cancelled due to the COVID-19 pandemic, Glasgow, UK.

- Dietrich, L., Hofman, J., & Zimmermann, D. (2019, September). Vorläufige statistische Ergebnisse der BeKooL-Studie (Beziehungs- und Kooperationsqualität unter Lehrenden und Lernenden) [Preliminary statistical results of the BeKooL study (quality of relationships and cooperation among teachers and learners)]. Bei der 11. Konferenz der Dozierenden im Förderschwerpunkt emotionale und soziale Entwicklung präsentiertes Paper, Wuppertal, GER.

- Dietrich, L. (2019, June). Explaining classroom bullying climates: The role of student body composition, relationships, and instructional quality. Paper presented at the annual World Anti-Bullying Forum, Dublin, IR.

- Dietrich, L. (2018, September). Creating positive school climates: How relationship quality mediates the relationship between teaching quality and academic teasing. Paper presented at the annual Workshop on Aggression. Berlin, GER.

- Hofman, J., Zimmermann, D., & Dietrich, L. (2018, September). Teacher professional development: Teachers’ subjective experiences of professional collaboration and its relationship with conflict management in classrooms. Paper presented at the annual European Conference on Educational Research (ECER), Bolzano, IT.

- Buitrago, M., Phillips, S.F., Rowley, J.F.S., Dietrich, L., & Ferguson, R.F. (2018, April). Becoming a better teacher: A mixed methods exploration of individual and contextual contributions. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.

- Dietrich, L. (2017, November). Academic teasing. Paper presented at the annual Workshop on Aggression. Limassol, CY.

- Dietrich, L. (2017, September). Die Rolle von Emotionen & Mindsets bei Mobbingverhalten unter SchülerInnen [The role of emotions & mindsets in bullying behavior among students]. Poster presented at the annual DGfE-Tagung, Sektion Sonderpädadogik. Dresden, GER.

- Dietrich, L. (2016, March). How insecurity and self-esteem mediate the relationship between bullying and student background characteristics. Paper presented at the annual Harvard Graduate School of Education Student Research Conference. Cambridge, MA.

- Dietrich, L. (2014, February). The challenges of American direct care workers in home health care: A case for opportunity and advancement strategies. Paper presented at the annual Care Work Network Conference. New York, NY.