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ZORA Publikationsliste

Publikationen

• Endres, T., Eitel, A., Renninger, K. A., Vössing, C., & Renkl, A. (2024). Why narrative frames matter for instructional videos: a value-evoking narrative frame is essential to foster sustained learning with emotional design videos Learning and Instruction, 94, 101962. https://doi.org/10.1016/j.learninstruc.2024.101962
• Weidlich, J., Fink, A., Jivet, I., Yau, J., Giorgashvili, T., Drachsler, H., & Frey, A. (2024). Emotional and motivational effects of automated and personalized formative feedback: the role of reference frames Journal of Computer Assisted Learning, 40, 2735–2752. https://doi.org/10.1111/jcal.13024
• Haldimann, M., Hascher, T., & Flick-Holtsch, D. (2024). Well-being of pre-service teachers: a construct validation study across three countries International Journal of Educational Research Open, 7, 100346. https://doi.org/10.1016/j.ijedro.2024.100346
• Jud, J., Karlen, Y., & Hirt, C. N. (2024). Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted? Metacognition and Learning, 19, 939–965. https://doi.org/10.1007/s11409-024-09393-y
• Désiron, J. C., & Schneider, S. (2024). Exploring the interplay of information relevance and colorfulness in multimedia learning Frontiers in Psychology, 15, 1393113. https://doi.org/10.3389/fpsyg.2024.1393113
• Flick-Holtsch, D., Eberle, F., & Schumann, S. (2024). Ausbildung von Lehrpersonen in Zeiten des Fachkräftemangels: Flexibilisierung von Zugängen im Spannungsverhältnis von Deprofessionalisierung und Qualitätsanforderungen Bwp@ Berufs- und Wirtschaftspädagogik, Profil10, Online. https://www.bwpat.de/profil-10_seeber/flickholtsch-etal
• Spangsberg, I., & Ydesen, C. (2024). Boundary-making between mainstream and special education: a posthuman ethnographic investigation of materialities of schooling and Danish teachers’ imaginaries and practices around ‘middle forms.’ European Journal of Special Needs Education, 39, 946–961. https://doi.org/10.1080/08856257.2024.2425517
• Sivesind, K., Nordin, A., & Ydesen, C. (2024). Instrument constituencies and the brokering of OECD-knowledge in Nordic school reforms - a three country comparison Nordic Journal of Studies in Educational Policy, Epub ahead of print. https://doi.org/10.1080/20020317.2024.2419480
• Kessler, S., & Ruoss, T. (2024). Bildung, Beruf und Boom: Lehrvertragsstatistiken und die Expansion der Berufsbildung in der Schweiz, 1930–1970 Zeitschrift für Berufs- und Wirtschaftspädagogik : ZBW, 120, 253–282. https://doi.org/10.25162/zbw-2024-0011
• Krieglstein, F., Jansen, S., Meusel, F., Scheller, N., Schmitz, M., Wesenberg, L., & Rey, G. D. (2024). Exploring fonts as retrieval cues in text-based learning Acta Psychologica, 251, 104606. https://doi.org/10.1016/j.actpsy.2024.104606
• Rieker, P. (2024). Wenn die Karten neu gemischt werden: Fortgeschrittene Integrationsprozesse junger Geflüchteter Zeitschrift für Migrationsforschung, 4, 29–52. https://doi.org/10.48439/zmf.270
• Tondeur, J., Howard, S., Carvalho, A. A., Kral, M., Petko, D., Ganesh, L. T., Røkenes, F. M., Starkey, L., Bower, M., & Redmond, P. (2024). The DTALE Model: Designing Digital and Physical Spaces for Integrated Learning Environments Technology, Knowledge and Learning, 29, 1767–1789. https://doi.org/10.1007/s10758-024-09784-9
• Gerloff-Gasser, C., & Wolfensberger, B. (2024). «Eigenständiges Lernen mit Anleitung (ELMA)»: Evaluation des Schulversuchs an der Kantonsschule Solothurn (KSSO), Pilotjahrgang 2020–2024 Universität Zürich, Institut für Erziehungswissenschaft. https://perma.cc/CK2H-RPCH
• Petko, D., Michos, K., Müller, L., Schmid, R., & Krannich, M. (2024). Investigating the use of a mobile portfolio app to develop pre-service teachers’ reflective abilities and orientations to learning to teach European Journal of Teacher Education, Epub ahead of print. https://doi.org/10.1080/02619768.2024.2414912
• Wolfensberger, A., Désiron, J. C., Domenech-Jakob, B., Petko, D., & Zingg, W. (2024). To see, or not to see… pathogens in virtual reality hand hygiene training Infection Control and Hospital Epidemiology, 45, 1202–1207. https://doi.org/10.1017/ice.2024.135
• Schnepel, S., Sermier Dessemontet, R., & Moser Opitz, E. (2024). The impact of inclusive education on the mathematical progress of pupils with intellectual disabilities International Journal of Inclusive Education, 28, 2815–2829. https://doi.org/10.1080/13603116.2022.2132425
• Arn, L., Huang, E. M., Pak, D., Yeh, T., & Schwartz, L. (2024). “Do they act the way they look?”: Examining portrayals of intelligent technology in narrative media from an educational perspective. 4. https://doi.org/10.1145/3679318.3685337
• Kube, D., Weidlich, J., Kreijns, K., & Drachsler, H. (2024). Addressing gender in STEM classrooms: the impact of gender bias on women scientists’ experiences in higher education careers in Germany. Education and Information Technologies, 29, 20135–20162. https://doi.org/10.1007/s10639-024-12669-0
• Pauli, C., Lipowsky, F., & Reusser, K. (2024). Capturing the subject-specific quality of mathematics instruction: how do expert judgments relate to students’ assessments of the quality of their own learning and understanding? ZDM - Mathematics Education, 56, 893–905. https://doi.org/10.1007/s11858-024-01561-3
• Göing, A.-S. (2024). Rezension zu: Zweifel, Simone: Aus Büchern Bücher machen: zur Produktion und Multiplikation von Wissen in frühneuzeitlichen Kompilationen. Berlin: De Gruyter Oldenbourg, 2021 Historische Zeitschrift, 319, 402–404. https://doi.org/10.1515/hzhz-2024-1273

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