Publikationen

ZORA Publikationsliste

Publikationen

• Bez, S., Burkart, F., Tomasik, M., & Merk, S. (2025). How do teachers process technology-based formative assessment results in their daily practice? Results from process mining of think-aloud data Learning and Instruction, 97, 102100. https://doi.org/10.1016/j.learninstruc.2025.102100
• Praetorius, A.-K., Charalambous, C. Y., Vieluf, S., Steffensky, M., Göllner, R., & Fauth, B. (2025). Rethinking teaching-quality research: a reflection on the role of core working assumptions and possible pathways for future research School Effectiveness and School Improvement, 36, 314–334. https://doi.org/10.1080/09243453.2025.2482575
• Gaebert, C., Rehren, O., Jansen, S., Jahn, K., Ohler, P., Rey, G. D., & Thomas, U. (2025). Effects of human-like characteristics in sampling-based motion planning on the legibility of robot arm motions ACM Transactions on Human-Robot Interaction, 14(3), 40. https://doi.org/10.1145/3714475
• Petko, D., Mishra, P., & Koehler, M. J. (2025). TPACK in context: an updated model Computers & Education Open, 8, 100244. https://doi.org/10.1016/j.caeo.2025.100244
• Beege, M., Scheller, N., & Rey, G. D. (2025). Improving learning from instructional videos in primary education: the use of a mindfulness meditation Current Psychology, 44, 11649–11661. https://doi.org/10.1007/s12144-025-07940-7
• Lemmrich, S., Ehmke, T., & Reusser, K. (2025). Adaptive learning support as a key element of innovative teaching in Germany In T. Ehmke & C. K. J. LEE (Eds.), Innovative teaching and classroom processes: research perspectives from Germany and China (pp. 13–22). Routledge. https://doi.org/10.4324/9781003436065-3
• Walther, A., Eggenberger, L., Debelak, R., Kirschbaum, C., Häberling, I., Osuna, E., Strumberger, M. A., Walitza, S., Baumgartner, J., Herter-Aeberli, I., & Berger, G. E. (2025). Major depressive disorder in children and adolescents is associated with reduced hair cortisol and anandamide (AEA): cross-sectional and longitudinal evidence from a large randomized clinical trial Translational Psychiatry, 15, 183. https://doi.org/10.1038/s41398-025-03401-8
• Praetorius, A.-K., Jentsch, A., Luoto, J., Keller, S. D., & Fauth, B. (2025). Context in research on teaching quality: bringing a complex idea into the spotlight School Effectiveness and School Improvement, 36, 263–296. https://doi.org/10.1080/09243453.2025.2482577
• Renkl, A., & Endres, T. (2025). How to conceptualize teaching quality in the future: some confirming, some complementary, and some critical remarks, and some of them hopefully helpful School Effectiveness and School Improvement, 36(2), 297–313. https://doi.org/10.1080/09243453.2025.2482580
• Reichenbach, R. (2025). Krise der Imagination: zum Verlust von Urteilskraft und Gemeinsinn Psychosozial-Verlag. https://doi.org/10.30820/9783837963069
• Wesenberg, L., Krieglstein, F., Schneider, S., & Rey, G. D. (2025). Seductive details in learning text—less harmful if they are grouped together instead of interspersed? Applied Cognitive Psychology, 39, e70065. https://doi.org/10.1002/acp.70065
• Debelak, R., Meiser, T., & Gernand, A. (2025). Investigating heterogeneity in IRTree models for multiple response processes with score‐based partitioning British Journal of Mathematical and Statistical Psychology, 78, 420–439. https://doi.org/10.1111/bmsp.12367
• Compagnoni, M., Rechsteiner, B., Grob, U., Bayer, N., Wullschleger, A., & Maag Merki, K. (2025). No loss, no gain? COVID-19 school closures and Swiss fifth-graders’ competencies and self-concept in mathematics. Zeitschrift Für Pädagogische Psychologie, 39, 221–235. https://doi.org/10.1024/1010-0652/a000366
• Kraus, K. (2025). Betriebliche Bildung und Lernen im betrieblichen Rahmen Education permanente EP, 8–20. https://perma.cc/J8Z8-8WEN
• Keller, S. D., Markwalder, U., Endres, T., & Praetorius Anna-katharina. (2025). Die Unterstützung des Konsolidierens – eine zentrale, aber vernachlässigte Dimension von Unterrichtsqualität Unterrichtswissenschaft, 53, 153–177. https://doi.org/10.1007/s42010-025-00229-5
• Gonon, P., Heikkinen, A., & Kaiser, F. (2025). Editorial: Academisation and academic drift of vocational education and training Nordic Journal of Vocational Education and Training, 15(1), iii–vi. https://doi.org/10.3384/njvet.2242-458x.25151iii
• Gonon, P., & Bonoli, L. (2025). Two waves of academisation of VET in Switzerland: threat or way forward? Nordic Journal of Vocational Education and Training, 15, 100–120. https://doi.org/10.3384/njvet.2242-458x.25151100
• Garz, J. T., & Hofmann, M. (2025). Curating knowledge: planning and realizing exhibitions as a teaching tool https://doi.org/10.5281/zenodo.15281456
• Wampfler, P. (2025). Den Algorithmus verstehen: Kompetenzen und Narrative In F. Fischer, S. Meier-Vieracker, & L. Niendorf (Eds.), TikTok – Memefication und Performance: interdisziplinäre Zugänge (Vol. 2, pp. 23–44). J.B. Metzler. https://doi.org/10.1007/978-3-662-70712-8_2
• Wolfensberger, B. (2025). Rezension zu Beywl, W., Pirani, K., Wyss, M., Mittag, M., & Hattie, J. (2023). Lernen sichtbar machen: das Praxisbuch: erfolgreich unterrichten mit dem Luuise-Verfahren. Schneider Verlag Hohengehren. 249 S Schweizerische Zeitschrift für Bildungswissenschaften, 47, 99. https://doi.org/10.24452/sjer.47.1.11

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