Im Folgenden finden Sie weitere Publikationen der letzten Jahre, die gemeinsam mit internationalen Kolleg*innen und/oder in nicht-deutschsprachigen Publikationsorganen von Forscher*innen der Philosophisch-Sozialwissenschaftlichen Fakultät entstanden sind.

 

vergangene Jahre: | | | |

2021

Künzell, S., Thomiczek, J., Winkler, M. & Augste, C. (2021). Finding new creative solutions is a key component in world-class competitive bouldering. German Journal of Exercise and Sport Research, 51(1), 112–115. https://doi.org/10.1007/s12662-020-00680-9

 

Fett, K. V., Greisel, M., Dresel, M. & Kollar, I. (2021). Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning. In C. E. Hmelo-Silver, B. De Wever & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning (CSCL) 2021 (pp. 201-204). Bochum, Germany: International Society of the Learning Sciences.

 

Greisel, M., Spang, L., Fett, K. V., Melzner, N., Dresel, M. & Kollar, I. (2021). ‚Houston, we have a problem!‘ – Homogeneous problem perception, and immediacy and intensity of strategy use in online collaborative learning. In C. E. Hmelo-Silver, B. De Wever & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning (CSCL) 2021 (pp. 99-106). Bochum, Germany: International Society of the Learning Sciences.

 

 

 

Gegenfurtner, A. (2021). Pre-service teachers’ attitudes toward transgender students: Associations with social contact, religiosity, political preference, sexual orientation, and teacher gender. International Journal of Educational Research, 110, 101887. https://doi.org/10.1016/j.ijer.2021.101887

 

Gegenfurtner, A., Fryer, L. K., Järvelä, S., Narciss, S., & Harackiewicz, J. (Eds.). (2021). Affective learning in digital education. Frontiers Media SA. https://doi.org/10.3389/978-2-88966-522-8

 

Gegenfurtner, A., Narciss, S., Fryer, L., Järvelä, S., & Harackiewicz, J. (2021). Editorial: Affective learning in digital education. Frontiers in Psychology, 11, 630966. https://doi.org/10.3389/fpsyg.2020.630966

 

Kok, E. M., Sorger, B., Van Geel, K., Gegenfurtner, A., Van Merriënboer, J. J. G., Robben, S. G. F., & De Bruin, A. B. H. (2021). Holistic processing only? The role of the fusiform face area in radiological expertise. PLoS ONE, 16(9), e0256849. https://doi.org/10.1371/journal.pone.0256849

 

Lewalter, D., Gegenfurtner, A., & Renninger, K. A. (2021). Out-of-school programs and interest: Design considerations based on a meta-analysis. Educational Research Review, 34, 100406. https://doi.org/10.1016/j.edurev.2021.100406

 

Wagner, M., Gegenfurtner, A., & Urhahne, D. (2021). Effectiveness of the flipped classroom on student achievement in K-12 education: A meta-analysis. Zeitschrift für Pädagogische Psychologie, 35(1), 11–31.

https://doi.org/10.1024/1010-0652/a000274

Fett, K. V., Greisel, M., Dresel, M. & Kollar, I. (2021). Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning. In C. E. Hmelo-Silver, B. De Wever & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning (CSCL) 2021 (pp. 201-204). Bochum, Germany: International Society of the Learning Sciences.

 

Greisel, M., Spang, L., Fett, K. V., Melzner, N., Dresel, M. & Kollar, I. (2021). ‚Houston, we have a problem!‘ – Homogeneous problem perception, and immediacy and intensity of strategy use in online collaborative learning. In C. E. Hmelo-Silver, B. De Wever & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning (CSCL) 2021 (pp. 99-106). Bochum, Germany: International Society of the Learning Sciences.

 

Greisel, M., Wekerle, C., Wilkes, T., Stark, R. & Kollar, I. (2021). Which motivational factors predict pre-service teachers‘ evidence-informed reasoning when being confronted with teaching problems? In E. de Vries, Y. Hod & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences (ICLS) 2021 (pp. 354-361). Bochum, Germany: International Society of the Learning Sciences.

 

 

Kloubert, Tetyana/Hoggan, Chad (2021): Migrants and the Labor Market: The Role and Tasks of Adult Education. Adult Learning 32, 1, 29-39.

 

 

 

Keller, Reiner (2021): Sobre a práxis da Análise do Discurso da Sociologia do Conhecimento; in: Pandeamonium Germanicum v. 24 n. 44 (2021).

 

Keller, Reiner (2021): Narrative, discourse, and sociology of knowledge: Applying the Sociology of Knowledge Ap-proach to Discourse (SKAD) for analyzing (counter-)narratives. In: Klarissa Lueg & Mari-anne Wolff Lundholt (eds.): Routledge Handbook of Counter-Narratives. London: Routledge, 2021, S. 98-109.

 

Keller, Reiner (2021): Entering Discourses: A New Agenda for Qualitative Research and the Sociology of Knowledge. In: Jay Johnston und Kocku von Stuckrad (Hrsg.): Discourse Research and Religion. Disci-plinary Use and Interdisciplinary Dialogue. Berlin: de Gruyter 2021, S. 23-56.

 

Fine, Gary Alan & Keller, Reiner (2021). Tiny Publics and Social Worlds—Toward a Sociology of the Local. Gary Alan Fine in Conversation With Reiner Keller [66 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research, 22(1), Art. 8, http://dx.doi.org/10.17169/fqs-22.1.3629.

 

Csanadi, A., Kollar, I., & Fischer, F. (2021). Pre-service teachers' evidence-based reasoning during pedagogical problem-solving: better together? European Journal of Psychology of Education, 36(1), 147-168. https://doi.org/10.1007/s10212-020-00467-4

 

Fett, K. V., Greisel, M., Dresel, M. & Kollar, I. (2021). Do all roads lead to Rome? An expert study to assess the immediacy of strategies to regulate collaborative learning. In C. E. Hmelo-Silver, B. De Wever & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning (CSCL) 2021 (pp. 201-204). Bochum, Germany: International Society of the Learning Sciences.

 

Greisel, M., Spang, L., Fett, K. V., Melzner, N., Dresel, M. & Kollar, I. (2021). ‚Houston, we have a problem!‘ – Homogeneous problem perception, and immediacy and intensity of strategy use in online collaborative learning. In C. E. Hmelo-Silver, B. De Wever & J. Oshima (Eds.), Proceedings of the 14th International Conference on Computer-Supported Collaborative Learning (CSCL) 2021 (pp. 99-106). Bochum, Germany: International Society of the Learning Sciences.

 

Greisel, M., Wekerle, C., Wilkes, T., Stark, R. & Kollar, I. (2021). Which motivational factors predict pre-service teachers‘ evidence-informed reasoning when being confronted with teaching problems? In E. de Vries, Y. Hod & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences (ICLS) 2021 (pp. 354-361). Bochum, Germany: International Society of the Learning Sciences.

 

Janssen, J. & Kollar, I. (2021). Experimental and quasi-experimental research in CSCL. In U. Creß, C. Rosé, A. Wise & J. Oshima (Eds.), International Handbook of Computer-Supported Collaborative Learning (pp. 497-515). New York, NY: Springer.

 

Kiemer, K. & Kollar, I. (2021). Source selection and source use during evidence-informed reasoning: Do pre-service teachers‘ beliefs regarding the utility of (non-)scientific information sources matter? Zeitschrift für Pädagogische Psychologie, 35(2-3), 127-141. https://doi.org/10.1024/1010-0652/a000302

 

März, E., Wessels, I., Kollar, I., & Fischer, M.R. (2021). ‚I just stand around and look friendly’ – Comparing medical students’ and physicians’ ward round scripts. Medical Teacher, 43(5), 560-566. https://doi.org/10.1080/0142159X.2021.1877267

 

Sommerhoff, D., Kollar, I. & Ufer, S. (2021). Supporting mathematical argumentation and proof skills: Comparing the effectiveness of a sequential and a concurrent instructional approach to support resource-based cognitive skills. Frontiers in Psychology, 11, 3664. https://doi.org/10.3389/fpsyg.2020.572165

 

Vogel, F., Kollar, I., Ufer, S., Strohmaier, A., Reiss, K. & Fischer, F. (2021). Scaffolding argumentation in mathematics with CSCL scripts: Which is the optimal scripting level for university freshmen?. Innovations in Education and Teaching International, 58(5), 512-521. https://doi.org/10.1080/14703297.2021.1961098

 

Wekerle, C. & Kollar, I. (2021). Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – Does learning by mapping and learning from worked examples help? Computers in Human Behavior, 115, 106617. https://doi.org/10.1016/j.chb.2020.106617

Broeker, L., Ewolds, H., Oliveira, R. F. de, Künzell, S. & Raab, M. (2021). The impact of predictability on dual-task performance and implications for resource-sharing accounts. Cognitive research: principles and implications, 6(1), 1. https://doi.org/10.1186/s41235-020-00267-w

 

Ewolds, H., Broeker, L., Oliveira, R. F. de, Raab, M. & Künzell, S. (2021). No impact of instructions and feedback on task integration in motor learning. Memory & Cognition, 49(2), 340–349. https://doi.org/10.3758/s13421-020-01094-6

 

Ewolds, H., Broeker, L., Oliveira, R. F. de, Raab, M. & Künzell, S. (2021). Ways to Improve Multitasking: Effects of Predictability after Single- and Dual-Task Training. Journal of Cognition, 4(1), Artikel 4. https://doi.org/10.5334/joc.142

 

Künzell, S., Balas, J., España-Romero, V., Giles, D. & Legreneur, P. (2021). Editorial: Research in Sport Climbing. Frontiers in Psychology, 12, Artikel 752617. https://doi.org/10.3389/fpsyg.2021.752617

 

Künzell, S., Thomiczek, J., Winkler, M. & Augste, C. (2021). Finding new creative solutions is a key component in world-class competitive bouldering. German Journal of Exercise and Sport Research, 51(1), 112–115. https://doi.org/10.1007/s12662-020-00680-9

 

Reuker, S. & Künzell, S. (2021). Learning diagnostic skills for adaptive teaching – a theoretical foundation. Cogent Education, 8(1), 1887432. https://doi.org/10.1080/2331186X.2021.1887432

 

Matthes, Eva (2021): Geisteswissenschaftliche Pädagogik and Teacher Training for Secondary Schools (1915-1960), in: Monica Ferrari/Matteo Morandi/Rita Casale/Jeannette Windheuser (Hrsg.): La Formazione Degli Insegnanti Della Secondaria in Italia e in Germania – Una questione culturale Milano, Italy: FrancoAngeli 2021, S. 222-238.

 

Matthes, Eva (2021): Geisteswissenschaftliche Pädagogik, Teacher Training and Educational Science – Different Concepts and Attributions of Significance. Germany, 1900-2000, in: Sarah Van Ruyskensvelde/Geert Thyssen/Frederik Herman/Angelo Van Gorp/Pieter Verstraete (Hrsg.): Folds of Past, Present and Future. Reconfiguring contemporary histories of education. Berlin/Boston: De Gruyter Oldenbourg 2021, S. 217-248.

 

Matthes, Eva (2021): Geisteswissenschaftliche Pädagogik und höhere Lehrerausbildung (1915-1960), in: Casale, Rita/Windheuser, Jeannette/Ferrari, Monica/Morandi, Matteo (Hrsg.): Kulturen der Lehrerbildung in der Sekundarstufe in Italien und Deutschland. Nationale Formate und 'cross culture‘, Bad Heilbrunn: Klinkhardt 2021, S. 177-190.

Metzner, S. (2021b): Music Therapy and Social Trauma. In: A. Hamburger, C. Hancheva, V. Volkan (eds.) Social Trauma – An Interdisciplinary Textbook. Springer Heidelberg / New York, 115-122.

 

Rottweiler, A. L., & Nett, U. E. (2021). A dynamic multilevel modeling approach to university students’ anxiety and hope regulation. Contemporary Educational Psychology, 66, 101987.

 

Wieland, L. M., Ebner-Priemer, U. W., Limberger, M. F., & Nett, U. E. (2021). Predicting delay in goal-directed action: an experience sampling approach uncovering within-person determinants involved in the onset of academic procrastination behavior. Frontiers in Psychology, 3078.

Busemeyer, Marius R./Nikolai, Rita (2021): Education, in: Béland, Daniel/Leibfried, Stephan/Morgan, Kimberly J./Obinger, Herbert/Pierson Chris (Hrsg.): Oxford Handbook of Comparative Welfare States [2. aktualisierte und überarbeitete Auflage]. Oxford: Oxford University Press, 679-697.

 

Nikolai, Rita/Helbig, Marcel (2021): Private schools as drivers of social segregation: Why private schools should be regulated. On Education. Journal for Research and Debate, 4(11). https://doi.org/10.17899/on_ed.2021.11.9

Wekerle, C. & Kollar, I. (2021). Fostering pre-service teachers’ situation-specific technological pedagogical knowledge – Does learning by mapping and learning from worked examples help? Computers in Human Behavior, 115, 106617. https://doi.org/10.1016/j.chb.2020.106617

 

 

Greisel, M., Wekerle, C., Wilkes, T., Stark, R. & Kollar, I. (2021). Which motivational factors predict pre-service teachers‘ evidence-informed reasoning when being confronted with teaching problems? In E. de Vries, Y. Hod & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences (ICLS) 2021 (pp. 354-361). Bochum, Germany: International Society of the Learning Sciences.

 

 

2020

Augste, C., Winkler, M. & Künzell, S. (2020). Performance diagnostics in sport climbing - test manual. Universität Augsburg. https://nbn-resolving.org/urn:nbn:de:bvb:384-opus4-761869

 

Künzell, S., Thomiczek, J., Winkler, M. & Augste, C. (2020). Finding new creative solutions is a key component in world-class competitive bouldering. German journal of exercise and sport research, 1–4. https://doi.org/10.1007/s12662-020-00680-9

 

Wekerle, C., Daumiller, M. & Kollar, I. (2020). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2020.1799455

 

 

 

Melzner, N., Greisel, M., Dresel, M. & Kollar, I. (2020). Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy, and intensity of strategy use. International Journal of Computer-Supported Collaborative Learning, 15(2), 149-177. https://doi.org/10.1007/s11412-020-09323-5

 

 

Gegenfurtner, A. (2020). Testing the gender similarities hypothesis:

Differences in subjective task value and motivation to transfer training. Human Resource Development International, 23(3), 309–320. https://doi.org/10.1080/13678868.2018.1449547

 

Gegenfurtner, A., Boucheix, J.-M., Gruber, H., Hauser, F., Lehtinen, E., & Lowe, R. K. (2020). The gaze relational index as a measure of visual expertise. Journal of Expertise, 3(1), 32–40.

 

Gegenfurtner, A., Knogler, M., & Schwab, S. (2020). Transfer interest: Measuring interest in training content and interest in training transfer. Human Resource Development International, 23(2), 146–167.

https://doi.org/10.1080/13678868.2019.1644002

 

Gegenfurtner, A., Lewalter, D., Lehtinen, E., Schmidt, M., & Gruber, H. (2020). Teacher expertise and professional vision: Examining knowledge-based reasoning of pre-service teachers, in-service teachers, and school principals. Frontiers in Education, 5, 59. https://doi.org/10.3389/feduc.2020.00059

 

Gegenfurtner, A., Schmidt-Hertha, B., & Lewis, P. (2020). Digital technologies in training and adult education. International Journal of Training and Development, 24(1), 1–4. https://doi.org/10.1111/ijtd.12172

 

Gegenfurtner, A., Zitt, A., & Ebner, C. (2020). Evaluating webinar-based training: A mixed methods study on trainee reactions toward digital web conferencing. International Journal of Training and Development, 24(1), 5–21. https://doi.org/10.1111/ijtd.12167

 

Laine, E., Veermans, M., Gegenfurtner, A., & Veermans, K. (2020). Individual interest and learning of biology and mathematics in secondary school science education. Frontline Learning Research, 8(2), 90–108.

https://doi.org/10.14786/flr.v8i2.461

 

Lehtinen, E., Gegenfurtner, A., Helle, L., & Säljö, R. (2020). Conceptual change in the development of visual expertise. International Journal of Educational Research, 100, 101545.

https://doi.org/10.1016/j.ijer.2020.101545

 

Testers, L., Gegenfurtner, A., & Brand-Gruwel, S. (2020). Taking affective learning in digital education one step further: Trainees’ affective characteristics predicting multicontextual pre-training transfer intention. Frontiers in Psychology, 11, 2189. https://doi.org/10.3389/fpsyg.2020.02189

Pauro ni okeru kurushimi to sono kokufuku (= Das Leiden und seine Bewältigung bei Paulus), in: S. Nomura/S. Yoshida (Hrsg.), Kunan to Kyūsai. Yami no ato ni hikari ari (= Leiden und Erlösung. Das Licht nach der Dunkelheit), Tokyo 2020, 131–172. | https://www.kyobunkwan.co.jp/publishing/archives/19447

 

mit G. Theißen, Der Römerbrief. Rechenschaft eines Reformators, Göttingen 2016. (Italienisch: La Lettera ai Romani. Le ragioni di un riformatore, Strumenti 81, Turin 2020. | https://www.claudiana.it/scheda-libro/gerd-theissen-petra-von-gemunde/la-lettera-ai-romani-9788868982515-2148.html

 

Translating Anger. A comparison of the Masoretic and Greek text of the Septuagint of the Book of Proverbs, NTT 24/4 (2020) 319–336. | https://www.aup-online.com/content/journals/25426583/74/4

 

 

Melzner, N., Greisel, M., Dresel, M. & Kollar, I. (2020). Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy, and intensity of strategy use. International Journal of Computer-Supported Collaborative Learning, 15(2), 149-177. https://doi.org/10.1007/s11412-020-09323-5

 

 

Keller, Reiner (2020): Discursive construction: a sociology of knowledge approach to discourse analysis. In: Krippen-dorf, Klaus & Nour Halabi (Hrsg.): Discourses in Action. What Language Enables Us to Do. London and New York: Routledge, 2020, S. 51-70

 

Keller, Reiner & Poferl, Angelika (2020). Epistemic Cultures in Sociology Between Individual Inspiration and Legitimization by Procedure: Developments of Qualitative and Interpretive Research in German and French Sociology Since the 1960s [97 paragraphs]. Forum Quali-tative Sozialforschung / Forum: Qualitative Social Research, 17(1), Art. 14, http://dx.doi.org/10.17169/fqs-17.1.2419.

 

Keller, Reiner (2020): The Sociology of Knowledge Approach to Discourse. London: Sage, 2020 http://methods.sagepub.com/foundations; doi 10.4135.

 

Kloubert, Tetyana/Dickerhoff, Inga (2020): Learning democracy in a new society: German orientation courses for migrants through the lens of dialogical education. In: RELA 11(2020), 3, 275-291.

Hoggan, Chad/Kloubert, Tetyana (2020): Transformative Learning in Theory and Practice. In: Adult Education Quarterly 70 (2020), 3, 295-307

Kloubert, Tetyana (2020): Promoting Perspective Transformation in Post-Totalitarian Societies. In: Journal of Transformative Education 18, 1, 8-23.

 

 

 

 

 

Melzner, N., Greisel, M., Dresel, M. & Kollar, I. (2020). Regulating self-organized collaborative learning: the importance of homogeneous problem perception, immediacy, and intensity of strategy use. International Journal of Computer-Supported Collaborative Learning, 15(2), 149-177. https://doi.org/10.1007/s11412-020-09323-5

 

Spensberger, F., Kollar, I., Gambrill, E., Ghanem, C. & Pankofer, S. (2020). How to teach evidence-based practice in social work: a systematic review. Research on Social Work Practice, 30(1), 19-39. https://doi.org/10.1177/1049731519852150

 

Wekerle, C., Daumiller, M. & Kollar, I. (2020). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2020.1799455

Augste, C., Winkler, M. & Künzell, S. (2020). Performance diagnostics in sport climbing - test manual. Universität Augsburg. https://nbn-resolving.org/urn:nbn:de:bvb:384-opus4-761869

 

Broeker, L., Ewolds, H., Oliveira, R. F. de, Künzell, S. & Raab, M. (2020). Additive Effects of Prior Knowledge and Predictive Visual Information in Improving Continuous Tracking Performance. Journal of Cognition, 3(1), Artikel 40. https://doi.org/10.5334/joc.130

 

Broeker, L., Haeger, M., Bock, O., Kretschmann, B., Ewolds, H., Künzell, S. & Raab, M. (2020). How visual information influences dual-task driving and tracking. Experimental Brain Research, 238(3), 675–687. https://doi.org/10.1007/s00221-020-05744-8

 

Künzell, S., Thomiczek, J., Winkler, M. & Augste, C. (2020). Finding new creative solutions is a key component in world-class competitive bouldering. German journal of exercise and sport research, 1–4. https://doi.org/10.1007/s12662-020-00680-9

 

Reiser, M., Zentgraf, K., Kindermann, S. & Künzell, S. (2020). An approach to quantify the float effect of float serves in indoor and beach volleyball. Frontiers in Sports and Active Living, 2, Artikel 559277. https://doi.org/10.3389/fspor.2020.559277

 

Sylvia Schütze/Eva Matthes (Hrsg.): Migration und Bildungsmedien/Migration and Educational Media, Bad Heilbrunn: Klinkhardt 2020.

Respondek, Lisa, Seufert, Tina, Hamm, Jeremy M., & Nett, Ulrike E. (2020). Linking changes in perceived academic control to university dropout and university grades: a longitudinal approach. Journal of Educational Psychology, 112(5), 987-1002. https://doi.org/10.1037/edu0000388
 

Nett, Ulrike E., Bieg, Sonja, & Dresel, Markus (2020). Stability and variability of students' achievement goals and perceived class structure – a latent trait-state approach. Annual Meeting of the American Educational Research Association (AERA), San Francisco, USA, April 2020.
 

Goetz, Thomas, Keller, Melanie M., Lüdtke, Oliver, Nett, Ulrike E., & Lipnevich, Anastasiya A. (2020). The dynamics of real-time classroom emotions: appraisals mediate the relation between students' perceptions of teaching and their emotions. Journal of Educational Psychology, 112(6), 1243-1260. https://doi.org/10.1037/edu0000415

Wekerle, C., Daumiller, M. & Kollar, I. (2020). Using digital technology to promote higher education learning: The importance of different learning activities and their relations to learning outcomes. Journal of Research on Technology in Education. https://doi.org/10.1080/15391523.2020.1799455

 

 

 

2019

Lehmann-Grube, S. K./Hartinger, Andreas/Dresel, Markus (2019): Development of preservice teacher students' attitudes towards ethnic-cultural diversity of students. The impact of teacher education Andreas Hartinger: Publikationen Stand: September 2020 5 courses. In D. Mihaescu & D.R. Andron (Eds.), Education beyond the crisis: New skills, children's rights and teaching contexts. (Proceedings of the 19th Biennial Conference of the International Study Association on Teachers and Teaching (ISATT). Sibiu: Lucian Blaga Publishing House, 194-197.

 

Melzner, N., Greisel, M., Dresel, M., & Kollar, I. (2019). Effective Regulation in Collaborative Learning: An Attempt to Determine the Fit of Regulation Challenges and Strategies. In K. Lund, G. P. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Vol. 1 (pp. 312-319). Lyon: International Society of the Learning Sciences.

 

Melzner, N., Greisel, M., Dresel, M., & Kollar, I. (2019). Using process mining (PM) and epistemic network analysis (ENA) for comparing processes of collaborative problem regulation. In B. Eagan, M. Misfeldt, & A. Siebert-Evenstone (Eds.), Advances in Quantitative Ethnography. ICQE 2019, Vol. 1112 (pp. 154–164). New York, NY: Springer.

Ebner, C., & Gegenfurtner, A. (2019). Learning and satisfaction in webinar, online, and face-to-face instruction: A meta-analysis. Frontiers in Education, 4, 92. https://doi.org/10.3389/feduc.2019.00092

 

Froehlich, D. E., & Gegenfurtner, A. (2019). Social support in transitioning from training to the workplace: A social network perspective. In H. Fasching (Ed.), Beziehungen in pädagogischen Arbeitsfeldern und ihren Transitionen über die Lebensalter (pp. 208–222). Klinkhardt.

 

Gebhardt, M., DeVries, J., Jungjohann, J., Casale, G., Gegenfurtner, A., & Kuhn, J.-T. (2019). Measurement invariance of a direct behavior rating multi-item scale. Social Sciences, 8(2), 46.

https://doi.org/10.3390/socsci8020046

 

Gegenfurtner, A. (2019). Reconstructing goals for transfer of training in faculty development programs for higher education teachers: A qualitative documentary method approach. Heliyon, 5(11), e02928.

https://doi.org/10.1016/j.heliyon.2019.e02928

 

Gegenfurtner, A., & Ebner, C. (2019). Webinars in higher education and professional training: A meta-analysis and systematic review of randomized controlled trials. Educational Research Review, 28, 100293.

https://doi.org/10.1016/j.edurev.2019.100293

 

Gegenfurtner, A., Lehtinen, E., Helle, L., Nivala, M., Svedström, E., & Säljö, R. (2019). Learning to see like an expert: On the practices of professional vision and visual expertise. International Journal of Educational Research, 98, 280–291. https://doi.org/10.1016/j.ijer.2019.09.003

 

Hauser, F., Reuter, R., Gegenfurtner, A., Gruber, H., & Mottok, J. (2019). Eye movements in software modelling – What do they tell us about heuristics? In L. Gómez Chova, A. López Martínez, & I. Candel Torres (Eds.), ICERI2019 proceedings (pp. 6064–6070). IATED. https://doi.org/10.21125/iceri.2019.1469

 

Szulewski, A., Braund, H., Egan, R., Gegenfurtner, A., Hall, A. K., Howes, D., Dagnone, J. D., & Van Merriënboer, J. J. G. (2019). Starting to think like an expert: An analysis of resident cognitive processes during simulation-based resuscitation examinations. Annals of Emergency Medicine, 74(5), 647–659.

https://doi.org/10.1016/j.annemergmed.2019.04.002

 

Szulewski, A., Egan, R., Gegenfurtner, A., Howes, D., Dashi, G., McGraw, N. C. J., Hall, A. K., Dagnone, D., & Van Merriënboer, J. J. G. (2019). A new way to look at simulation-based assessment: The relationship between gaze-tracking and exam performance. Canadian Journal of Emergency Medicine, 21(1), 129–137. https://doi.org/10.1017/cem.2018.391

 

Testers, L., Gegenfurtner, A., A., Van Geel, R., & Brand-Gruwel, S. (2019). From monocontextual to multicontextual transfer: Organizational determinants of the intention to transfer generic information literacy competences to multiple contexts. Frontline Learning Research, 7(1), 23–42.  https://doi.org/10.14786/flr.v7i1.359

 

Todd, A., Boivin, P., Ramírez, J. B., Surian, A., Markauskaite, L., Billett, S., Kaye, T., Hofmann, R., Felix, S., Tomasik, M. J., Van Campen, C., Koh, E., Gegenfurtner, A., Newell, S., Wijnia, L., Muukkonen, H., & Detienne, L. (2019). 21st century learning environments. Lifelong Learning Platform.

Shukyo niokeru Nekkyoshugi to sono Kokufuku: Shito Paul no Jirei (= Religious Fanaticism and Overcoming It. The Case of Paul the Apostle), in: Shingaku-Kenkyu: Theological Studies 66 (2019) 1–16.

 

Melzner, N., Greisel, M., Dresel, M., & Kollar, I. (2019). Effective Regulation in Collaborative Learning: An Attempt to Determine the Fit of Regulation Challenges and Strategies. In K. Lund, G. P. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Vol. 1 (pp. 312-319). Lyon: International Society of the Learning Sciences.

 

Melzner, N., Greisel, M., Dresel, M., & Kollar, I. (2019). Using process mining (PM) and epistemic network analysis (ENA) for comparing processes of collaborative problem regulation. In B. Eagan, M. Misfeldt, & A. Siebert-Evenstone (Eds.), Advances in Quantitative Ethnography. ICQE 2019, Vol. 1112 (pp. 154–164). New York, NY: Springer.

 

Lehmann-Grube, S. K./Hartinger, Andreas/Dresel, Markus (2019): Development of preservice teacher students' attitudes towards ethnic-cultural diversity of students. The impact of teacher education Andreas Hartinger: Publikationen Stand: September 2020 5 courses. In D. Mihaescu & D.R. Andron (Eds.), Education beyond the crisis: New skills, children's rights and teaching contexts. (Proceedings of the 19th Biennial Conference of the International Study Association on Teachers and Teaching (ISATT). Sibiu: Lucian Blaga Publishing House, 194-197.

Sina Leipold, Peter H. Feindt, Georg Winkel & Reiner Keller (Eds.) (2019): Journal of Environmental Policy & Planning: Volume 21, 2019 - Issue 5: Special Issue: Discourse, power and environmental policy: discursive policy analysis revisited.

 

Keller, Reiner (2019): New Materialism? A View from Sociology of Knowledge. In: Kissmann, Ulrike T./Loon, Joost van (eds.) (2019): Discussing New Materialism. Methodological Implications for the Study of Materialities. Wiesbaden: Springer VS, S. 151-172

 

Keller, Reiner (2019): The discursive construction of realities. In: Pfadenhauer, Michaela und Hubert Knoblauch (eds.): Social Constructivism As Paradigm? The Legacy of the Social Construction of Reali-ty. London: Routledge 2019, pp. 310-324.

 

Sina Leipold, Peter H. Feindt, Georg Winkel & Reiner Keller (2019): Discourse analysis of environmental policy revisited: traditions, trends, perspectives, Journal of Environmental Policy & Planning, 2019, 21:5, 445-463, DOI: 10.1080/1523908X.2019.1660462

 

Keller, Reiner (2019) : Discourse. In The Blackwell Encyclopedia of Sociology Online, Second Edition. Edited by George Ritzer and Chris Rojek. 2019

 

Keller, Reiner (2019) : El análisis del discurso basado en la sociología del conocimiento. In: Benno Herzog/ Jorge Ruiz (Hrsg.) (2019): Análisis Sociológico del Discurso: Enfoques, métodos y procedi-mientos. Valencia: Publicacions de la Universitat de València, S. 27-54.

 

 

Kloubert, Tetyana (2019): Democracy Education in the Context of German “Orientation Courses” for Migrants. In: Kloubert, T. (Hrsg.) (2019): Erwachsenenbildung und Migration. Springer VS: Wiesbaden, 115-132.

Kloubert, Tetyana (2019): Bathroom access for all: How to educate without indoctrinating. Levinson, M. & J. Fay (Ed.) (2019): Democratic Discord in Schools: Cases and Commentaries in Educational Ethics. Harvard Education Press, 199-203.

Kloubert, Tetyana (2019): Edukacja obywatelska i migracja: pomiędzy zadaniem integracji a ryzykiem indoktrynacji. In: Bobrowksa, E.; Gierszewski, D. & J. Kluzowicz (2019): Edukacja obywatelska wobec migracji. Kraków: WUJ, 87-96.

Ghanem, C., Kollar, I., Pankofer, S., Eckl, M. & Fischer, F. (2019). Does probation officers‘ reasoning change in the light of scientific evidence? Analysing the quality of evidence utilization in social work. Journal of Evidence-Based Social Work, 16(4), 423-441. https://doi.org/10.1080/26408066.2019.1618774

 

Melzner, N., Greisel, M., Dresel, M., & Kollar, I. (2019). Effective Regulation in Collaborative Learning: An Attempt to Determine the Fit of Regulation Challenges and Strategies. In K. Lund, G. P. Niccolai, E. Lavoué, C. Hmelo-Silver, G. Gweon, & M. Baker (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Vol. 1 (pp. 312-319). Lyon: International Society of the Learning Sciences.

 

Melzner, N., Greisel, M., Dresel, M., & Kollar, I. (2019). Using process mining (PM) and epistemic network analysis (ENA) for comparing processes of collaborative problem regulation. In B. Eagan, M. Misfeldt, & A. Siebert-Evenstone (Eds.), Advances in Quantitative Ethnography. ICQE 2019, Vol. 1112 (pp. 154–164). New York, NY: Springer.

Lehmann-Grube, S. K./Hartinger, Andreas/Dresel, Markus (2019): Development of preservice teacher students' attitudes towards ethnic-cultural diversity of students. The impact of teacher education Andreas Hartinger: Publikationen Stand: September 2020 5 courses. In D. Mihaescu & D.R. Andron (Eds.), Education beyond the crisis: New skills, children's rights and teaching contexts. (Proceedings of the 19th Biennial Conference of the International Study Association on Teachers and Teaching (ISATT). Sibiu: Lucian Blaga Publishing House, 194-197.

Annemarie Augschöll Blasbichler/Eva Matthes/Sylvia Schütze (Hrsg.): Europa und Bildungsmedien/Europe and Educational Media, Bad Heilbrunn: Klinkhardt 2019.

Respondek, Lisa, Seufert, Tina, & Nett, Ulrike E. (2019). Adding previous experiences to the person-situation debate of achievement emotions. Contemporary Educational Psychology, 58, 19-32. https://doi.org/10.1016/j.cedpsych.2019.02.004

 

Rottweiler, Anna-Lena & Nett, Ulrike E. (2019). Anxiety and hope interact with regulation strategies close to an exam. 18th Biennial EARLI Conference, Aachen, Germany, August 2019.
 

Respondek, Lisa, Seufert, Tina, & Nett, Ulrike E. (2019). Growing perceptions of control reduce dropout risk and enhance achievement - a longitudinal study. 18th Biennial EARLI Conference, Aachen, Germany, August 2019.
 

Wieland, L. M., Ebner-Priemer, U. W., & Nett, Ulrike E. (2019). Understanding how mechanisms of motivational change contribute to the manifestation of dilatory behavior in students' daily lives. 2019 SAA Conference, Syracuse, NY, USA, June 2019.
 

Nikolai, Rita (2019): After the German reunification: The implementation of a two-tiered school model in Berlin and Saxony. History of Education 48 (3), 374-394 (DOI: 10.1080/0046760X.2018.1545932).

2018

De Backer, L., Kollar, I., Williams, C. A., Seufert, T., Weinberger, A., Melzner, N., Greisel, M., Dresel, M., Kielstra, J., Molenaar, I., van Kehr, H., Valcke, M., & Hämäläinen, R. (2018). Assessing prerequisites and processes of self-, co- and shared regulation during collaborative learning. Making the Learning Sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 2 (pp. 1296-1303). London: International Society of the Learning Sciences.

 

De Backer, L., Kollar, I., Williams, C. A., Seufert, T., Weinberger, A., Melzner, N., Greisel, M., Dresel, M., Kielstra, J., Molenaar, I., van Kehr, H., Valcke, M., & Hämäläinen, R. (2018). Assessing prerequisites and processes of self-, co- and shared regulation during collaborative learning. Making the Learning Sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 2 (pp. 1296-1303). London: International Society of the Learning Sciences.

 

Greisel, M., Melzner, N., Kollar, I. & Dresel, M. (2018). How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies. Making the Learning Sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 3 (pp. 1561-1562). London: International Society of the Learning Sciences.

 

Kok, E., De Bruin, A. B., Van Geel, K., Gegenfurtner, A., Heyligers, I., & Sorger, B. (2018). The neural implementation of surgical expertise within the mirror-neuron system: An fMRI study. Frontiers in Human Neuroscience, 12, 291. https://doi.org/10.3389/fnhum.2018.00291

 

Reinhold, S., Gegenfurtner, A., & Lewalter, D. (2018). Social support and motivation to transfer as predictors of training transfer: Testing full and partial mediation using meta-analytic structural equation modeling. International Journal of Training and Development, 22(1), 1–14. https://doi.org/10.1111/ijtd.12115

 

Szulewski, A., Braund, H., Egan, R., Hall, A. K., Dagnone, J. D., Gegenfurtner, A., & Van Merriënboer, J. J. G. (2018). Through the learner’s lens: Eye-tracking augmented debriefing in medical simulation.

Journal of Graduate Medical Education, 10(3), 340–341. https://doi.org/10.4300/JGME-D-17-00827.1

 

White, M. R., Braund, H., Howes, D., Egan, R., Gegenfurtner, A., Van Merriënboer, J. J. G., & Szulewski, A. (2018). Getting inside the expert’s head: An analysis of physician cognitive processes during trauma resuscitations. Annals of Emergency Medicine, 72(3), 289–298. https://doi.org/10.1016/j.annemergmed.2018.03.005

De Backer, L., Kollar, I., Williams, C. A., Seufert, T., Weinberger, A., Melzner, N., Greisel, M., Dresel, M., Kielstra, J., Molenaar, I., van Kehr, H., Valcke, M., & Hämäläinen, R. (2018). Assessing prerequisites and processes of self-, co- and shared regulation during collaborative learning. Making the Learning Sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 2 (pp. 1296-1303). London: International Society of the Learning Sciences.

 

De Backer, L., Kollar, I., Williams, C. A., Seufert, T., Weinberger, A., Melzner, N., Greisel, M., Dresel, M., Kielstra, J., Molenaar, I., van Kehr, H., Valcke, M., & Hämäläinen, R. (2018). Assessing prerequisites and processes of self-, co- and shared regulation during collaborative learning. Making the Learning Sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 2 (pp. 1296-1303). London: International Society of the Learning Sciences.

 

 

Greisel, M., Melzner, N., Kollar, I. & Dresel, M. (2018). How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies. Making the Learning Sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 3 (pp. 1561-1562). London: International Society of the Learning Sciences.

 

Keller, Reiner/Hornidge, Anna/Schünemann, Wolf (Eds.) (2018): The Sociology of Knowledge Approach to Discourse. Investigating the Politics of Knowledge and Meaning-making. London: Routledge.

 

Keller, Reiner (2018): Michel Foucault: discourse, power/knowledge and the modern subject. In: Wodak, Ruth/Forchtner, Bernhard (Eds.): The Routledge Handbook of Language and Politics. Lon-don & New York 2018, pp. 67-81.

 

Keller, Reiner, Anna Hornidge & Wolf Schünemann (2018): Introduction: The Sociology of Knowledge approach to discourse in an interdependent world. In Keller, Reiner/Hornidge, Anna-Katharina/Schünemann, Wolf (Eds.) (2018): The Sociology of Knowledge Approach to Discourse. Investigating the Politics of Knowledge and Meaning-making. London: Routledge, S. 1-15.

 

Keller, Reiner (2018): The sociology of knowledge approach to discourse: an introduction. In Keller, Reiner/Hornidge, Anna-Katharina/Schünemann, Wolf (Eds.) (2018): The Sociology of Knowledge Approach to Discourse. Investigating the Politics of Knowledge and Meaning-making. London: Routledge, S. 16-47.

 

Keller, Reiner & Adele Clarke (2018): Situating SKAD in interpretive inquiry. In: Keller, Reiner/Hornidge, Anna-Katharina/Schünemann, Wolf (Eds.) (2018): The Sociology of Knowledge Approach to Dis-course. Investigating the Politics of Knowledge and Meaning-making. London: Routledge, S. 48-72.

 

Keller, Reiner (2018): The social construction of value: a comparative SKAD analysis of public discourses on waste in France and Germany. In: Keller, Reiner/Hornidge, Anna-Katharina/Schünemann, Wolf (Eds.) (2018): The Sociology of Knowledge Approach to Discourse. Investigating the Politics of Knowledge and Meaning-making. London: Routledge, S. 73-90.

 

Keller, Reiner (2018): The Complex Diversity of Futures in the Making. In: Schulz, Markus S. (Hrsg.) (2018): Frontiers of Global Sociology. Berlin/New York: epubli, S. 19-26.

 

Roberto Cantoni, Matthias S. Klaes, Simone I. Lackerbauer, Claudia Foltyn & Reiner Keller (2018): Shale Tales: Politics of knowledge and promises in Europe's shale gas discourses. In: The Extractive Industries and Society 2018. Volume 5, Issue 4, Pages 535-546 (November 2018), , https://doi.org/10.1016/j.exis2018.09.004

 

Kloubert, Tetyana (2018): Propaganda as a (new) Challenge of Civic Education. In: RELA (The European Journal for Research on the Education and Learning of Adults, 2018, 2, 139-159.

 

Csanadi, A., Eagan, B., Kollar, I., Shaffer, D. W. & Fischer, F. (2018). When coding-and-counting is not enough: using epistemic network analysis (ENA) to analyze verbal data in CSCL research. International Journal of Computer-Supported Collaborative Learning, 13(4), 419-438. https://doi.org/10.1007/s11412-018-9292-z

 

Daxenberger, J., Csanadi, A., Ghanem, C., Kollar, I. & Gurevych, I. (2018). Domain-specific aspects of scientific reasoning and argumentation: Insights from automatic coding. In F. Fischer, C. Chinn, K. Engelmann, & J. Osborne (Hrsg.), Scientific Reasoning and Argumentation: Domain-Specific and Domain-General Aspects (S. 34-55). London: Taylor & Francis.

 

De Backer, L., Kollar, I., Williams, C. A., Seufert, T., Weinberger, A., Melzner, N., Greisel, M., Dresel, M., Kielstra, J., Molenaar, I., van Kehr, H., Valcke, M., & Hämäläinen, R. (2018). Assessing prerequisites and processes of self-, co- and shared regulation during collaborative learning. Making the Learning Sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 2 (pp. 1296-1303). London: International Society of the Learning Sciences.

 

Ghanem, C., Kollar, I., Fischer, F., Lawson, T. & Pankofer, S. (2018). How do social work novices and experts solve professional problems? A micro-analysis of epistemic activities and knowledge utilization. European Journal of Social Work, 21(1), 3-19. https://doi.org/10.1080/13691457.2016.1255931

 

Greisel, M., Melzner, N., Kollar, I. & Dresel, M. (2018). How groups regulate their learning: the influence of achievement goals on self-, co- and shared regulation strategies. Making the Learning Sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 3 (pp. 1561-1562). London: International Society of the Learning Sciences.

 

Kiemer, K. & Kollar, I. (2018). Evidence-based reasoning of pre-service teachers: a script perspective. In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age. Making the Learning Sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 2 (pp. 1037-1040). London: International Society of the Learning Sciences.

 

Kollar, I., Wecker, C. & Fischer, F. (2018). Scaffolding and scripting (computer-supported) collaborative learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman & P. Reimann (Eds), International Handbook of the Learning Sciences (pp. 340-350). New York, NY: Routledge.

 

Wekerle, C. & Kollar, I. (2018). Effects of expertise on teachers‘ technology-supported teaching scripts.  Making the Learning Sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 3 (pp. 1569-1570). London: International Society of the Learning Sciences.

Broeker, L., Liepelt, R., Poljac, E., Künzell, S., Ewolds, H., de Oliveira, R. F. & Raab, M. (2018). Multitasking as a choice: A perspective. Psychological Research, 82, 12-23. https://doi.org/10.1007/s00426-017-0938-7

 

Künzell, S., Broeker, L., Dignath, D., Ewolds, H., Raab, M. & Thomaschke, R. (2018). What is a task? An ideomotor perspective. Psychological Research, 82, 4–11. https://doi.org/10.1007/s00426-017-0942-y

 

Sylvia Schütze/Eva Matthes (Hrsg.): Religion und Bildungsmedien/Religion and Education Media, Bad Heilbrunn: Klinkhardt 2018.

 

Wilfried Göttlicher/Jörg-W. Link/Eva Matthes (Hrsg.): Bildungsreform als Thema der Bildungsgeschichte. Bad Heilbrunn: Klinkhardt 2018.

 

Carl-Christian Fey/Eva Matthes: Textbook Quality Criteria and Evaluation, in: The Palgrave Handbook of Textbook Studies, ed. by Fuchs, Eckhardt/Bock, Annekatrin, London: Springer 2018, S. 157-167.

Metzner, S., Verhey, J., Braak, P., Hots, J. (2018): Auditory Sensitivity in Survivors of Torture, War and Flight - An Exploratory Study on Risks and Opportunities of Music Therapy. The Arts in Psychotherapy 58, 33-41.

 

Metzner, S., Jaeger, U., Masuhr, O., Olschewski, U., Gräfe, E., Böske AC, Dümpelmann, M. (2018): Forms of Attunement during the Initial Stages of Music Therapy for Patients with Psychosis – a Multicentre Clinical Study. Nordic Journal of Music Therapy 27:5, 360-380. doi.org/10.1080/08098131.2018.1478879 IF (2017) 2.355

 

Respondek, Lisa, Seufert, Tina, & Nett, Ulrike E. (2018). Achievement emotions from a trait state perspective and their relationships with perceived academic control and achievement. Annual Meeting of the American Educational Research Association (AERA), New York City, USA, April 2018.

 

Rottweiler, Anna-Lena, Taxer, Jamie L., & Nett, Ulrike E. (2018). How emotion regulations strategies affect mood before exams: does context matter?. Symposia session, Annual Meeting of the American Educational Research Association (AERA), New York City, USA, April 2018.

 

Nett, Ulrike E., Pekrun, Reinhard, Reiss, Kristina, & Ufer, Stefan (2018). Traits, states, and previous experiences in students' enjoyment and boredom in math classes. Annual Meeting of the American Educational Research Association (AERA), New York City, USA, April 2018.

 

Lichtenfeld, Stephanie & Nett, Ulrike E. (2018). Changes in frames of reference and its effects on students' self-perceptions and emotions. 51. Konferenz der Deutschen Gesellschaft für Psychologie (DGPs), Frankfurt, September 2018.
 

Rottweiler, Anna-Lena, Taxer, Jamie L., & Nett, Ulrike E. (2018). Context matters in the effectiveness of emotion regulation strategies. AERA Open, 4(2). https://doi.org/10.1177/2332858418778849

 

Nett, Ulrike E. & Rottweiler, Anna-Lena (2018). Experience sampling in der empirischen Bildungsforschung. 6. Tagung der Gesellschaft für Empirische Psychologie, Basel, Schweiz, Februar 2018.

 

Schrader, Claudia & Nett, Ulrike E. (2018). The perception of control as a predictor of emotional trends during gameplay. Learning and Instruction, 54, 62-72. https://doi.org/10.1016/j.learninstruc.2017.08.002

Nikolai, Rita/Wrase, Michael/Kann, Caroline/Criblez, Lucien (2018): Wirkungen von Bildungsregulierung im Vergleich: Rahmenbedingungen und Finanzierung von Privatschulen in Deutschland, Österreich und der Schweiz. Zeitschrift für Rechtssoziologie 38 (2): 272–303 (DOI: 10.1515/zfrs-2018-0019).

Wekerle, C. & Kollar, I. (2018). Effects of expertise on teachers‘ technology-supported teaching scripts.  Making the Learning Sciences count, 13th International Conference of the Learning Sciences (ICLS) 2018, Vol. 3 (pp. 1569-1570). London: International Society of the Learning Sciences.

 

2017

Al Lily, A., Foland, J., Stoloff, D., Gogus, A., Erguvan, I., Awshar, M., Tondeur, J., Hammond, M., Venter, I., Jerry, P., Vlachopoulos, D., Oni, A., Liu, Y., Badosek, R., López de la Madrid, M., Mazzoni, E., Lee, H., Kinley, K., Kalz, M., Sambuu, U., Bushnaq, T., Pinkwart, N., Adedokun-Shittu, N., Zander, P., Oliver, K., Pombo, L., Sali, J., Gregory, S., Tobgay, S., Joy, M., Elen, J., Jwaifell, M., Said, M., Al-Saggaf, Y., Naaji, A., White, J., Jordan, K., Gerstein, J., Yapici, İ., Sanga, C., Nleya, P., Sbihi, B., Lucas, M., Mbarika, V., Reiners, T., Schön, S., Sujo-Montes, L., Santally, M., Häkkinen, P., Al Saif, A., Gegenfurtner, A., Schatz, S., Vigil, V., Tannahill, C., Partida, S., Zhang, Z., Charalambous, K., Moreira, A., Coto, M., Laxman, K., Farley, H., Gumbo, M., Simsek, A., Ramganesh, E., Birzina, R., Player-Koro, C., Dumbraveanu, R., Ziphorah, M., Mohamudally, N., Thomas, S., Romero, M., Nirmala, M., Cifuentes, L., Osaily, R., Omoogun, A., Seferoglu, S., Elçi, A., Edyburn, D., Moudgalya, K., Ebner, M., Bottino , R., Khoo, E., Pedro, L., Buarki, H., Román-Odio, C., Qureshi, I., Khan, M., Thornthwaite, C., Kerimkulova, S., Downes, T., Malmi, L., Bardakci, S., Itmazi, J., Rogers, J., Rughooputh, S., Akour, M., Henderson, J., de Freitas, S., & Schrader, P. (2017). Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology. Information Development, 33(3), 270–288. https://doi.org/10.1177/0266666916646415

 

Damşa, C. I., Froehlich, D. E., & Gegenfurtner, A. (2017). Reflections on empirical and methodological accounts of agency at work. In M. Goller & S. Paloniemi (Eds.), Agency at work: An agentic perspective on professional learning and development (pp. 445–461). Springer. https://doi.org/10.1007/978-3-319-60943-0_22

 

Gegenfurtner, A., & Gebhardt, M. (2017). Sexuality education including lesbian, gay, bisexual, and transgender (LGBT) issues in schools. Educational Research Review, 22, 215–222. https://doi.org/10.1016/j.edurev.2017.10.002

 

Gegenfurtner, A., Kok, E., Van Geel, K., De Bruin, A., Jarodzka, H., Szulewski, A., & Van Merriënboer, J. J. G. (2017). The challenges of studying visual expertise in medical image diagnosis. Medical Education, 51(1), 97–104. https://doi.org/10.1111/medu.13205

 

Gegenfurtner, A., Kok, E. M., Van Geel, K., De Bruin, A. B. H., & Sorger, B. (2017). Neural correlates of visual perceptual expertise: Evidence from cognitive neuroscience using functional neuroimaging. Frontline Learning Research, 5, 14–30. https://doi.org/10.14786/flr.v5i3.259

 

Gegenfurtner, A., Lehtinen, E., Jarodzka, H., & Säljö, R. (2017).

Effects of eye movement modeling examples on adaptive expertise in medical image diagnosis. Computers & Education, 113, 212–225.

https://doi.org/10.1016/j.compedu.2017.06.001

 

Gegenfurtner, A., & Van Merriënboer, J. J. G. (2017). Methodologies for studying visual expertise. Frontline Learning Research, 5(3), 1–13. https://doi.org/10.14786/flr.v5i3.316

 

Szulewski, A., Gegenfurtner, A., Howes, D., Sivilotti, M., & Van Merriënboer, J. J. G. (2017). Measuring physician cognitive load: Validity evidence for a physiologic and a psychometric tool. Advances in Health Sciences Education, 22(4), 951–968. https://doi.org/10.1007/s10459-016-9725-2

Keller, Reiner (2017): Has Critique Run Out of Steam? On Discourse Research as Critical Inquiry. Printversion. In: Qualitative Inquiry. Special Issue: Challenges for a New Critical Qualitative Inquiry. Guest Editor : Uwe Flick Volume 23, Issue 1, January 2017, pp. 58-68.

 

 

Csanadi, A., Eagan, B., Shaffer, D., Kollar, I. & Fischer, F. (2017). Collaborative and individual reasoning of pre-service teachers: New insights through Epistemic Network Analysis. In B. K. Smith, M. Borge, E. Mercier & K. L. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL. Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning, Vol. 1 (pp. 215-222). Philadelphia, PA: International Society of the Learning Sciences.

 

Ghanem, C., Lawson, T. R., Pankofer, S., Maragkos, M. & Kollar, I. (2017). The diffusion of evidence-based practice: Reviewing the evidence-based practice networks in the United States and German-Speaking Countries. Journal of Evidence-Informed Social Work, 14(2), 86-118. https://doi.org/10.1080/23761407.2017.1298074

 

Hod, Y., Eberle, J., Benichou, M., Charles, E., Cress, U., Fischer, F., Goodyear, P., Kali, Y., Kollar, I., Slotta, J., Thompson, K., Tjietjen, P. & Yeoman, P. (2017). Synthesizing CSCL perspectives on the theory, methods, design, and implementation of future learning spaces. In B. K. Smith, M. Borge, E. Mercier & K. L. Lim (Eds.), Making a Difference: Prioritizing Equity and Access in CSCL. Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning, Vol. 2 (pp. 897-900). Philadelphia, PA: International Society of the Learning Sciences.

 

Schwaighofer, M., Vogel, F., Kollar, I., Ufer, S., Strohmaier, A., Terwedow, I., Ottinger, S., Reiss, K., & Fischer, F. (2017). How to combine collaboration scripts and heuristic worked examples to foster mathematical argumentation – when working memory matters. International Journal of Computer-Supported Collaborative Leaning, 12(3), 281-305. https://doi.org/10.1007/s11412-017-9260-z

 

Schwaighofer, M., Vogel, F., Kollar, I., Strohmaier, A., Ottinger, S., Terwedow, I., Ufer, S., Reiss, K. & Fischer, F. (2017). Sequencing and fading worked examples and collaboration scripts to foster mathematical argumentation – working memory capacity matters for fading. In B. K. Smith, M. Borge, E. Mercier & K. L. Lim (Eds.), Making a Difference: Prioritzing Equity and Access in CSCL. Proceedings of the 12th International Conference on Computer-Supported Collaborative Learning, Vol. 2 (pp. 847-848). Philadelphia, PA: International Society of the Learning Sciences.

 

Vogel, F., Wecker, C., Kollar, I., & Fischer, F. (2017). Socio-cognitive scaffolding with collaboration scripts: a meta-analysis. Educational Psychology Review, 29(3), 477-511. https://doi.org/10.1007/s10648-016-9361-7

 

Wang, X., Kollar, I. & Stegmann, K. (2017). Adaptable scripting to foster regulation processes and skills in computer-supported collaborative learning. International Journal for Computer-Supported Collaborative Learning, 12(2), 153-172. https://doi.org/10.1007/s11412-017-9254-x

Broeker, L., Kiesel, A., Aufschnaiter, S., Ewolds, H., Gaschler, R., Haider, H., Künzell, S., Raab, M., Röttger, E., Thomaschke, R. & Zhao, F. (2017). Why prediction matters in multitasking and how predictability can improve it. Frontiers in Psychology, 8:2021. https://doi.org/10.3389/fpsyg.2017.02021

 

Ewolds, H. E., Broeker, L., Oliveira, R. F. de, Raab, M. & Künzell, S. (2017). Implicit and explicit knowledge both improve dual task performance in a continuous pursuit tracking task. Frontiers in Psychology, 8, :2241. https://doi.org/10.3389/fpsyg.2017.02241

 

Bente Aamotsbakken/Eva Matthes/Sylvia Schütze (Hrsg.): Heterogenität und Bildungsmedien/Heterogeneity and Educational Media. Bad Heilbrunn: Klinkhardt 2017.

Rottweiler, Anna-Lena & Nett, Ulrike E. (2017). Emotion intensity and emotion regulation before exams [Poster]. 5th Biennial Conference of the Society for Ambulatory Assessment (SAA), Esch-sur-Alzette, Luxembourg, June 2017.

 

Nett, Ulrike E., Bieg, M., & Keller, M. (2017). Happy students in frightening classes – traits and states in the experience of students' academic emotions. Annual Meeting of the American Educational Research Association (AERA), San Antonio, USA, April 2017.
 

Nett, Ulrike E., Bieg, Madeleine, & Keller, Melanie M. (2017). How much trait variance is captured by measures of academic state emotions? A latent state-trait analysis. European Journal of Psychological Assessment, 33(4), 239-255. https://doi.org/10.1027/1015-5759/a000416

 

Respondek, Lisa, Seufert, Tina, Stupnisky, Robert, & Nett, Ulrike E. (2017). Perceived academic control and academic emotions predict undergraduate university student success: examining effects on dropout intention and achievement. Frontiers in Psychology, 8, 243. https://doi.org/10.3389/fpsyg.2017.00243

 

Sticca, Fabio, Goetz, Thomas, Nett, Ulrike E., Hubbard, Kyle, & Haag, Ludwig (2017). Short- and long-term effects of over-reporting of grades on academic self-concept and achievement. Journal of Educational Psychology, 109(6), 842-854. https://doi.org/10.1037/edu0000174

 

Lichtenfeld, Stephanie & Nett, Ulrike E. (2017). The ocean of self-beliefs: students' anticipatins of the big-fish-little-pond effect and its implications for their emotional experiences. Gemeinsame Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY) der Deutschen Gesellschaft für Psychologie (DGPs), Münster, September 2017.
 

Respondek, Lisa & Nett, Ulrike E. (2017). University students' real-life emotions: applying STARTS models to analyse the experience of achievement emotions and their interaction with perceived control [Poster]. 5th Biennial Conference of the Society for Ambulatory Assessment (SAA), Esch-sur-Alzette, Luxembourg, June 2017.
 

Koinzer, Thomas/Nikolai, Rita/Waldow, Florian (Hrsg.) (2017): Private Schools and School Choice in Compulsory Education. Global Change and National Challenge. Wiesbaden: Springer VS (DOI: 10.1007/978-3-658-17104-9).

 

Hartong, Sigrid/Nikolai, Rita (2017): Observing the ‘local globalness’ of policy transfer in education. Comparative Education Review 61 (3), 519-537 (DOI: 10.1086/692503).

 

Nikolai, Rita/Briken, Kendra/Niemann, Dennis (2017): Teacher Unions in Germany: Fragmented Competitors, in: Moe, Terry M./Wiborg, Susanne (Hrsg.): The Comparative Politics of Education: Teachers Unions and Education Systems around the World, Cambridge: Cambridge University Press, 114-142 (DOI: 10.1017/9781316717653.005).

 

Nikolai, Rita/Koinzer, Thomas (2017): Long Tradition, Moderate Distribution and Growing Importance – Private Schools in Germany as ‘Change Agents’ of School Choice, in: Koinzer, Thomas/Nikolai, Rita/Waldow, Florian (Hrsg.): Private Schools and School Choice in Compulsory Education. Global Change and National Challenge, Wiesbaden: Springer VS, 81-97 (DOI: 10.1007/978-3-658-17104-9_6).

 

Koinzer, Thomas/Nikolai, Rita/Waldow, Florian (2017): Private Schools and School Choice as Global Phenomena: An Introduction, in: Koinzer, Thomas/Nikolai, Rita/Waldow, Florian (Hrsg.): Private Schools and School Choice in Compulsory Education. Global Change and National Challenge, Wiesbaden: Springer VS, 1-6 (DOI: 10.1007/978-3-658-17104-9_1).

 

West, Anne/Nikolai, Rita (2017): The expansion of ‘private’ schools in England, Sweden and Eastern Germany: A comparative perspective on policy development and the role of ideas in institutional change. Journal of Comparative Policy Analysis: Research and Practice 19 (5), 452-469 (DOI: 10.1080/13876988.2016.1262549).

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