Publikationen

ZORA Publikationsliste

Publikationen

• Wicki, E. (2025). Das Schweigen sprechen lassen https://perma.cc/N2LY-K9GU
• Niebert, K. (2025). Die Klimakrise zwingt Schwarz-Rot zum Paradigmenwechsel im Naturschutz https://background.tagesspiegel.de/energie-und-klima/briefing/die-klimakrise-zwingt-schwarz-rot-zum-paradigmenwechsel-im-naturschutz
• Brianza, E. M., Tondeur, J., Petko, D., & Schmid, M. (2025). Uncovering relations between self-reported TPACK and objective measures: accounting for experience (J. Cohen & R. Hartshorne, Eds.; pp. 3114–3123). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/primary/p/225916/
• Porcher, C., Frommberger, D., Kraus, K., Lange, S., Smith, D. L., & Trampe, K. (2025). Krisennarrative in Forschung und Politik der Berufsbildung: Funktionsbestimmungen im nationalen und internationalen Raum In T. Sturm, A. Tervooren, M. Schmidt, S. Bärmig, T. Grunau, I. Thaler, S. Grunau, M. Ritter, & D. Wrana (Eds.), Krisen und Transformationen: Anschlüsse an den 29. Kongress der Deutschen Gesellschaft für Erziehungswissenschaft (pp. 119–130). Verlag Barbara Budrich. https://doi.org/10.2307/jj.26657240.10
• Murphy, M., & Ydesen, C. (2025). The moral grounding of changing educational assessment and accountability: a theoretically informed analysis of moral assemblages in Denmark Oxford Review of Education, 51, 160–177. https://doi.org/10.1080/03054985.2024.2439300
• Ruloff, M., & Petko, D. (2025). School principals’ educational goals and leadership styles for digital transformation: results from case studies in upper secondary schools International Journal of Leadership in Education, 28, 422–440. https://doi.org/10.1080/13603124.2021.2014979
• Keel, S., Schmid, A., & Schoeb, V. (2025). Interprofessional meetings, organization, and interactive practices: the reflexive achievement of patient-centeredness Journal of Interprofessional Care, 39, 192–207. https://doi.org/10.1080/13561820.2024.2407070
• Garrote, A., Nesme, C., & Moser Opitz, E. (2025). Peer rejection and negative teacher feedback: a person-centred approach for identifying students at risk in Swiss elementary classrooms Education 3-13, 1–13. https://doi.org/10.1080/03004279.2025.2473402
• Krieglstein, F., Beege, M., Wesenberg, L., Rey, G. D., & Schneider, S. (2025). The distorting influence of primacy effects on reporting cognitive load in learning materials of varying complexity Educational Psychology Review, 37, 2. https://doi.org/10.1007/s10648-024-09980-0
• Karlen, Y., & Olivier, J. (2025). «Projektunterricht ist eine grosse Chance» Schulblatt des Kantons Zürich, 140, 14–16. https://perma.cc/5WLK-G7AV
• Endres, T., Bender, L., Sepp, S., Zhang, S., David, L., Trypke, M., Lieck, D., Désiron, J. C., Bohm, J., Weissgerber, S., Castro-Alonso, J. C., & Paas, F. (2025). Developing the mental effort and load–translingual scale (MEL-TS) as a foundation for translingual research in self-regulated learning Educational Psychology Review, 37, 5. https://doi.org/10.1007/s10648-024-09978-8
• Wesenberg, L., Krieglstein, F., Jansen, S., Rey, G. D., & Schneider, S. (2025). Teaching with worked examples – why the selection of problems for exemplification is critical Contemporary Educational Psychology, 80, 102328. https://doi.org/10.1016/j.cedpsych.2024.102328
• Horlacher, R. (2025). Rezension zu: Brocker, Ralf: Pestalozzi – ein Sokratiker? Eine hermeneutische Analyse im Kontext sokratischer Lehrart im 18. Jahrhundert. Bad Heilbrunn: Verlag Julius Klinkhardt, 2024 Erziehungswissenschaftliche Revue, 24, Online. https://perma.cc/4G2X-QR75
• Kraus, K., Berger, M., Keller, T., & Brucker-Kley, E. (2025). VR-based workplace training and spaces of learning: a social space study of VR training for apprentice electricians International Journal for Research in Vocational Education and Training, 12, 151–173. https://doi.org/10.13152/ijrvet.12.2.1
• Dillinger, L. (2025). Treading the narrow path—rethinking democratic education in times of polarization Journal of Philosophy of Education, 59, 125–141. https://doi.org/10.1093/jopedu/qhae053
• Von Gugelberg, H. M., Schweizer, K., & Troche, S. J. (2025). Experimental evidence for rule learning as the underlying source of the item-position effect in reasoning ability measures Learning and Individual Differences, 118, 102622. https://doi.org/10.1016/j.lindif.2024.102622
• Ramos, A. C., & Riepl, A. (2025). Children’s well-being in times of war: analysing the importance of family through home, objects and relationships Families, Relationships and Societies, 14, 75–92. https://doi.org/10.1332/20467435y2024d000000054
• Cattaneo, A., Schmitz, M.-L., Gonon, P., Antonietti, C., Consoli, T., & Petko, D. (2025). The role of personal and contextual factors when investigating technology integration in general and vocational education Computers in Human Behavior, 163, 108475. https://doi.org/10.1016/j.chb.2024.108475
• Garz, J. T., & Riettiens, L. (2025). Format research: on the epistemic effects of changing forms and formats in education research Learning, Media and Technology, Epub ahead of print. https://doi.org/10.1080/17439884.2024.2448547
• Weidlich, J., Jivet, I., Woitt, S., Orhan Göksün, D., Kraus, J., & Drachsler, H. (2025). The student feedback literacy instrument (SFLI): multilingual validation and introduction of a short-form version Assessment & Evaluation in Higher Education, 50(5), 677–693. https://doi.org/10.1080/02602938.2025.2451729

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Publikationen