Publikationen

ZORA Publikationsliste

Publikationen

• Simon, S., Vassaux, C., Guigon, G., Čarapina, M., & Consoli, T. (2025). The postdigital classroom: a guide toward the imaginary Postdigital Science and Education, 7, 916–938. https://doi.org/10.1007/s42438-025-00565-w
• Elven, J., Schwarz, J., Kraus, K., Molzberger, G., & Pätzold, H. (2025). Editorial zu Zeitschrift für Weiterbildungsforschung, Vol. 48(1) Zeitschrift für Weiterbildungsforschung, 48, 1–4. https://doi.org/10.1007/s40955-025-00311-6
• Kraus, K., & Weber, L. (2025). Gestaltung und Aneignung innovativer Lernorte: Ergebnisse einer sozialraumorientierten Untersuchung und Empfehlungen Transfer. Berufsbildung in Forschung Und Praxis, 10, Online. https://perma.cc/LKW8-DWZ2
• Eberle, F. (2025). Wirtschaft und Recht als Maturitätsfach für alle Die Volkswirtschaft, Online. https://perma.cc/9A9C-JFYA
• Ydesen, C. (2025). Knowledge and policy brokers in the intersections between the OECD and Denmark during the reign of PISA, 2000–2023 In R. Normand, L. Moos, & L. M. Carvalho (Eds.), National and transnational elite influences on education: a comparative perspective on shaping and justifying reforms (No. 27; pp. 133–151). Springer. https://doi.org/10.1007/978-3-031-91675-5_7
• Wullschleger, A., Maag Merki, K., Grob, U., Rechsteiner, B., Compagnoni, M., & Vörös, A. (2025). Teacher collaboration to elevate student achievement? Learning and Instruction, 97, 102104. https://doi.org/10.1016/j.learninstruc.2025.102104
• 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
• Richter, E., Spitzer, M. W. H., Morgan, A., Frede, L., Weidlich, J., & Moeller, K. (2025). Large language models outperform humans in identifying neuromyths but show sycophantic behavior in applied contexts Trends in Neuroscience and Education, 39, 100255. https://doi.org/10.1016/j.tine.2025.100255
• Hirt, C. N., Eberli, T. D., Jud, J. T., Rosenthal, A., & Karlen, Y. (2025). One step ahead: effects of a professional development program on teachers’ professional competencies in self-regulated learning Teaching and Teacher Education, 159, 104977. https://doi.org/10.1016/j.tate.2025.104977
• 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
• Chatzidaki, P., Eriksson, U., Zoechling, S., Schmeling, S., & Fredlund, T. (2025). What makes digital learning effective? Evaluation of a digital learning module about positron emission tomography Physical Review Physics Education Research, 21, 010143. https://doi.org/10.1103/physrevphyseducres.21.010143
• 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
• Désiron, J. C., Schmitz, M.-L., & Petko, D. (2025). Teachers as creators of digital multimedia learning materials: are they aligned with multimedia learning principles Technology, Knowledge and Learning, 30, 637–653. https://doi.org/10.1007/s10758-024-09770-1
• 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
• Zimmer, F., & Debelak, R. (2025). Simulation-based design optimization for statistical power: Utilizing machine learning Psychological Methods, 30, 513–536. https://doi.org/10.1037/met0000611
• Charalambous, C. Y., & Praetorius, A.-K. (2025). Are we doing okay? Making the case for critically examining small and inconsistent effects in research on teaching quality School Effectiveness and School Improvement, 36, 153–163. https://doi.org/10.1080/09243453.2025.2482574
• 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
• 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

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