Publikationen

ZORA Publikationsliste

Publikationen

• Kraus, K. (2025). Wissenschaftliche Weiterbildung, iterative Bildung und professionelle Kompetenzen von Lehrpersonen In W. Jütte & M. Rohs (Eds.), Handbuch Wissenschaftliche Weiterbildung (p. Online). Springer VS. https://doi.org/10.1007/978-3-658-17674-7_44-1
• Ronderos, N., Flick-Holtsch, D., Oepke, M., & Mariño, J. P. (2025). Förderung von Critical Thinking in der Hochschulbildung: ein Ansatz mit Performance Assessments Zeitschrift für Pädagogik, 71, 165–186. https://doi.org/10.3262/zp2502165
• Consoli, T., Schmitz, M.-L., Antonietti, C., Gonon, P., Cattaneo, A., & Petko, D. (2025). Quality of technology integration matters: positive associations with students’ behavioral engagement and digital competencies for learning Education and Information Technologies, 30, 7719–7752. https://doi.org/10.1007/s10639-024-13118-8
• Henninger, M., Debelak, R., Rothacher, Y., & Strobl, C. (2025). Interpretable machine learning for psychological research: opportunities and pitfalls Psychological Methods, 30, 271–305. https://doi.org/10.1037/met0000560
• Wesenberg, L., Jansen, S., Krieglstein, F., Schneider, S., & Rey, G. D. (2025). The influence of seductive details in learning environments with low and high extrinsic motivation Learning and Instruction, 96, 102054. https://doi.org/10.1016/j.learninstruc.2024.102054
• Antonietti, C., Consoli, T., Schmitz, M.-L., Cattaneo, A., Gonon, P., & Petko, D. (2025). “Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers.” Computers and Education, 227, 105225. https://doi.org/10.1016/j.compedu.2024.105225
• Brunner, S. N., Bäuerlein, K., Conti, M., & Karlen, Y. (2025). Measuring individual differences in students’ knowledge about self-regulated learning strategies with a digital tool. Learning & Individual Differences, 119, 102656. https://doi.org/10.1016/j.lindif.2025.102656
• 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
• 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
• 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
• 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
• 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
• 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

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ZORA Publikationsliste

Publikationen