Publikationen

ZORA Publikationsliste

Publikationen

• Wicki, E. (2025). Unbezahlbar und unterbezahlt https://perma.cc/K9PZ-ZHHQ
• Praetorius Anna-katharina, Kastens, C., & Lipowsky, F. (2025). Die Gültigkeit des Internal/External Frame of Reference Modells zu Beginn der Grundschulzeit In C. Theurer, M. Hess, Denn Ann-katrin, & F. Lipowsky (Eds.), Persönlichkeits- und Lernentwicklung in der Grundschule: neue Ergebnisse der PERLE Studie (pp. 135–153). Springer VS. https://doi.org/10.1007/978-3-658-45280-3_5
• Jud, J., Hirt, C. N., Eberli, T. D., Rosenthal, A., & Karlen, Y. (2025). Understanding the development of teachers’ self-efficacy to promote self-regulated learning: a quasi-experimental study on the role of experience, mindset, and self-regulated learning skills European Journal of Psychology of Education, 40, 94. https://doi.org/10.1007/s10212-025-00996-w
• Wullschleger, A., Daly, A. J., Van Halem, N., Maag Merki, K., & Rechsteiner, B. (2025). Collaboration on school improvement under different educational accountability systems in two countries Educational Assessment, Evaluation and Accountability, 37, 303–329. https://doi.org/10.1007/s11092-025-09460-1
• Antonietti, C., Schmitz, M.-L., Consoli, T., Cattaneo Alberto A. P., Gonon, P., & Petko, D. (2025). Examining technology integration in upper secondary schools: a comparative analysis across school programs and subjects Technology, Knowledge and Learning, Epub ahead of print. https://doi.org/10.1007/s10758-025-09889-9
• Dillinger, L. (2025). A duty to repair: navigating the context and complexity of discussing controversial issues Studies in Philosophy & Education, 44, 377–394. https://doi.org/10.1007/s11217-025-09982-7
• Obergassel, N., Renkl, A., Endres, T., Nückles, M., Carpenter, S. K., & Roelle, J. (2025). Combining generative tasks and retrieval tasks Journal of Educational Psychology, 117, 980–997. https://doi.org/10.1037/edu0000949
• Endres, T., Vössing, C., Renninger, K. A., Eitel, A., & Renkl, A. (2025). Sustaining focus when It’s hardest: emotional design strengthens sustained learning, especially in contexts with attractive alternatives. Computers and Education, 233, 105313. https://doi.org/10.1016/j.compedu.2025.105313
• Kranz, J., Breitenmoser, P., Laherto, A., Krug, A., Schwichow, M., & Tasquier, G. (2025). Science education for collective agency in the climate crisis: a social identity approach Research in Science Education, 55, 1149–1168. https://doi.org/10.1007/s11165-025-10282-w
• Oelkers, J. (2025). Émile oder über die Erziehung/Émile, ou de l’éducation (1762) In S. S. Krause (Ed.), Rousseau-Handbuch: Leben – Werk – Wirkung (pp. 117–125). J. B. Metzler. https://doi.org/10.1007/978-3-662-70734-0_10
• Horlacher, R. (2025). Erziehungswissenschaft In S. S. Krause (Ed.), Rousseau-Handbuch: Leben – Werk – Wirkung (pp. 581–589). J. B. Metzler. https://doi.org/10.1007/978-3-662-70734-0_71
• Riettiens, L., Garz, J. T., Dander, V., Erdmann, D., Koller, J., Stadler-Altmann, U., Thoden, K., & Wähler, J. (2025). Disziplinierendes Format – Formatierte Disziplin? Ein Round Table zur (erziehungs-)wissenschaftlichen Praxis in der digitalen Gegenwart Medienpädagogik, 120–170. https://doi.org/10.21240/mpaed/00/2025.07.17.x
• Fatke, R. (2025). „100 Jahre Sisyphos“ – ein kommentierender Tagungsbericht Pädagogische Korrespondenz, 38(71), 96–99. https://doi.org/10.3224/paek.v38i1.08
• Wullschleger, A., Vörös, A., Rechsteiner, B., & Maag Merki, K. (2025). Comparative analysis of teacher collaboration on school improvement: exploring social networks using a meta-analytic approach to exponential random graph models In N. Kolleck (Ed.), Handbook of social network analysis and education (pp. 360–373). Edward Elgar Publishing. https://doi.org/10.4337/9781035312191.00033
• Kraus, K., & Rohs, M. (2025). Zur Rolle der Sektion Erwachsenenbildung in der akademischen Sozialisation von Wissenschaftler:innen in Qualifizierungsphasen In M. Ebner von Eschenbach & M. Kondratjuk (Eds.), Akademische Zukünfte der Erwachsenenbildung : Einsichten zu den Arbeits-, Forschungs- und Qualifikationsbedingungen von Wissenschaftler:innen in Qualifizierungsphasen der Erwachsenenbildung (pp. 175–186). Verlag Barbara Budrich. https://elibrary.utb.de/doi/book/10.3224/9783847432173
• Desiron, J., Wolfensberger, A., Clack, L., & Petko, D. (2025). Do prompts to foster negative knowledge lead to more mistakes? The effects of exploratory behavioural prompts in medical training Interactive Learning Environments, Epub ahead of print. https://doi.org/10.1080/10494820.2025.2521332
• Hoyningen-Süess, U., & Garz, J. T. (2025). Max Zeltner https://perma.cc/9K2F-6V5Y
• Ramos, A. C., Heite, C., Riepl, A., Weissberg, L., Bingham, N., Küng, Y., Roggensinger, A., & Steiner, J. (2025). Ethical reflexivity in research with (migrant) children: dealing with power asymmetries to build up more participatory approaches Societies, 15, 171. https://doi.org/10.3390/soc15070171
• Debelak, R., Koch, T. K., Aßenmacher, M., & Stachl, C. (2025). From embeddings to explainability: a tutorial on large-language-model-based text analysis for behavioral scientists Advances in Methods and Practices in Psychological Science, 8, Online. https://doi.org/10.1177/25152459251351285
• Von Gugelberg, H. M., & Troche, S. J. (2025). Individual differences in strategy and the item-position effect in reasoning ability measures Journal of Intelligence, 13, 77. https://doi.org/10.3390/jintelligence13070077

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