@misc{57562,
  abstract     = {{This is the data set of the project Henze-Digital. It contains project specific authority files (e.g., persons, organizations, places) and editions (e.g., letters, documents).}},
  author       = {{Minetti, Elena and Capelle, Irmlind and Ried, Dennis and Tumat, Antje}},
  publisher    = {{Zenodo}},
  title        = {{{HenDi-Data (data package) v6.1.0}}},
  doi          = {{10.5281/ZENODO.14227711}},
  year         = {{2024}},
}

@misc{57564,
  author       = {{Ried, Dennis and Capelle, Irmlind and Minetti, Elena}},
  publisher    = {{LibreCat University}},
  title        = {{{HenDi-ODD v6.1.0}}},
  doi          = {{10.5281/ZENODO.14227688}},
  year         = {{2024}},
}

@misc{57566,
  author       = {{Ried, Dennis}},
  publisher    = {{LibreCat University}},
  title        = {{{HenDi-WebApp v6.1.0}}},
  doi          = {{10.5281/ZENODO.14227708}},
  year         = {{2024}},
}

@article{51363,
  author       = {{Huybrechts, Yves and Schmitz, Sabine}},
  issn         = {{2211-2898}},
  journal      = {{bmgn — Low Countries Historical Review}},
  number       = {{1}},
  pages        = {{59--76}},
  publisher    = {{Royal Netherlands Historical Society}},
  title        = {{{Het verhaal van Vlaanderen. Analyse van het mediaformat en het geschiedverhaal}}},
  doi          = {{10.51769/bmgn-lchr.15333}},
  volume       = {{139}},
  year         = {{2024}},
}

@inbook{57732,
  author       = {{Jusufi, Donieta and Schwippert, Knut and Eickelmann, Birgit and Gerick, Julia and Kröhne, Ulf}},
  booktitle    = {{TIMSS 2023. Mathematische und naturwissenschaftliche Kompetenzen von Grundschulkindern in Deutschland im internationalen Vergleich }},
  editor       = {{Schwippert, Knut and Kasper, Daniel and Eickelmann, Birgit and Goldhammer, Frank and Köller, Olaf and Selter, Christoph and Steffensky, Mirjam }},
  pages        = {{159--195}},
  publisher    = {{Waxmann}},
  title        = {{{Lehren und Lernen mit digitalen Medien in der Grundschule}}},
  doi          = {{10.31244/9783830999591}},
  year         = {{2024}},
}

@misc{49207,
  author       = {{Flath, Beate}},
  booktitle    = {{Praktische Theologie. Zeitschrift für Praxis in Kirche, Gesellschaft und Kultur}},
  title        = {{{Events in der praktisch-theologischen Theoriebildung }}},
  volume       = {{2}},
  year         = {{2024}},
}

@article{42154,
  author       = {{Philipper, Matthias}},
  journal      = {{Zeitpolitisches Magazin}},
  number       = {{45}},
  pages        = {{28--30}},
  title        = {{{Zeit für Spracherwerb }}},
  volume       = {{21}},
  year         = {{2024}},
}

@inbook{57765,
  author       = {{Marchetti, Andreas}},
  booktitle    = {{Jahrbuch der Europäischen Integration 2024}},
  editor       = {{Weidenfeld, Werner and Wessels, Wolfgang}},
  pages        = {{173--174}},
  publisher    = {{Nomos}},
  title        = {{{Europa der Kommunen}}},
  doi          = {{10.5771/9783748940845-173 }},
  year         = {{2024}},
}

@inproceedings{57172,
  author       = {{Reijers, Wessel and Matzner, Tobias and Alpsancar, Suzana and Philippi, Martina}},
  booktitle    = {{Smart Ethics in the Digital World: Proceedings of the ETHICOMP 2024. 21th International Conference on the Ethical and Social Impacts of ICT. Universidad de La Rioja, 2024.}},
  title        = {{{AI explainability, temporality, and civic virtue}}},
  year         = {{2024}},
}

@inproceedings{56217,
  author       = {{Alpsancar, Suzana and Matzner, Tobias and Philippi, Martina}},
  booktitle    = {{Smart Ethics in the Digital World: Proceedings of the ETHICOMP 2024. 21th International Conference on the Ethical and Social Impacts of ICT}},
  pages        = {{31--35}},
  publisher    = {{Universidad de La Rioja}},
  title        = {{{Unpacking the purposes of explainable AI}}},
  year         = {{2024}},
}

@book{57762,
  editor       = {{Alpsancar, Suzana and Friedrich, Alexander and Gehring, Petra and Kaminski, Andreas and Nordmann, Alfred}},
  publisher    = {{Nomos}},
  title        = {{{Der Sog des Neuen (und der Schock des Alten). Jahrbuch Technikphilosophie 2024}}},
  year         = {{2024}},
}

@book{57409,
  author       = {{Fuchs, Christian}},
  publisher    = {{Sage}},
  title        = {{{Social Media: A Critical Introduction}}},
  year         = {{2024}},
}

@book{52590,
  editor       = {{Tatari, Muna}},
  publisher    = {{Brill (im Erscheinen)}},
  title        = {{{The Divine Attributes in Classical Islamic Thought and Con-temporary Islamic Theology}}},
  year         = {{2024}},
}

@article{57846,
  abstract     = {{<jats:p> Abstract: Teachers require various generic competencies that are not addressed explicitly in the teacher education program, such as learning strategies. Although universities offer student teachers extracurricular opportunities to develop these competencies, few students seize them. Our training program fosters students’ self-regulated competency development: Self-reflection as an important first step to self-regulated competency development is addressed through an online self-assessment tool providing individual feedback and suggestions for further development. Forming and implementing intentions to develop competencies is addressed by a workshop based on an evidence-based self-management training program and group coaching sessions to bridge potential intention–behavior gaps. After the training program, the experimental group ( n = 32) showed a more favorable development in self-reflection, procrastination, and participation in competency-enhancing offers than the control group ( n = 34). The results show that supporting students in their self-regulated competency development can be an important key in their professional development. </jats:p>}},
  author       = {{Kaemper, Mara and Buhl, Heike M. and Klingsieck, Katrin B.}},
  issn         = {{0049-8637}},
  journal      = {{Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie}},
  number       = {{4}},
  pages        = {{197--208}},
  publisher    = {{Hogrefe Publishing Group}},
  title        = {{{How to Improve Student Teachers’ Self-Regulated Competency Development}}},
  doi          = {{10.1026/0049-8637/a000301}},
  volume       = {{56}},
  year         = {{2024}},
}

@inbook{57854,
  author       = {{Lebock, Sarah}},
  booktitle    = {{Horin. Vergleichende Studien zur japanischen Kultur, Bd. 24}},
  editor       = {{Matsumaru, Hisao and Röllicke, Hermann-Josef}},
  isbn         = {{978-3-86205-148-9}},
  pages        = {{119--142}},
  publisher    = {{Iudicium Verlag}},
  title        = {{{Das Flackern der Kerze – Zur Philosophie der Endlichkeit bei Gadamer, Heidegger und Nishida}}},
  year         = {{2024}},
}

@article{57892,
  abstract     = {{The present paper discusses the extent to which Large Language Models (LLMs) may affect the scientific enterprise, reinforcing or mitigating existing structural inequalities expressed by the Matthew Effect and introducing a “bot delusion” in academia. In a theory-led thought experiment, we first focus on the academic publication and citation system and develop three scenarios of the anticipated consequences of using LLMs: reproducing content and status quo (Scenario 1), enabling content coherence evaluation (Scenario 2) and content evaluation (Scenario 3). Second, we discuss the interaction between the use of LLMs and academic (counter)norms for citation selection and their impact on the publication and citation system. Finally, we introduce communal counter-norms to capture academics’ loyal citation behavior and develop three future scenarios that academia may face when LLMs are widely used in the research process, namely status quo future of science, mixed-access future, and open science future.}},
  author       = {{Wieczorek, Oliver and Steinhardt, Isabel and Schmidt, Rebecca and Mauermeister, Sylvi and Schneijderberg, Christian}},
  issn         = {{0016-3287}},
  journal      = {{Futures}},
  keywords     = {{Large Language Models, Matthew Effect, Academic Publishing and Citation Systems, Scientific Norms, Thought Experiment}},
  publisher    = {{Elsevier BV}},
  title        = {{{The Bot Delusion. Large language models and anticipated consequences for academics’ publication and citation behavior}}},
  doi          = {{10.1016/j.futures.2024.103537}},
  volume       = {{166}},
  year         = {{2024}},
}

@inproceedings{57903,
  author       = {{Bobe, Julia and Klingsieck, Katrin B.}},
  location     = {{Wien}},
  title        = {{{Der Einfluss des antizipierten subjektiven Unwohlseins auf akademische Prokrastination }}},
  year         = {{2024}},
}

@article{58062,
  abstract     = {{<jats:p xml:lang="en">Principals have an important role to play in the implementation of digitalization in schools. They can be seen as role models for teachers with regard to information and communication technology (ICT) usage. Furthermore, there is nowadays a solid research linking educational leadership and management indirectly to student achievement. However, there is a lack of studies on the specific ICT usage of principals and the relationship with students' ICT skills. Against this background, our research aimed to find out whether different clusters of principals in Chile, Denmark, Germany, the Republic of Korea, and the United States can be identified on the basis of their leadership and management activities using ICT and whether there are differences in the distribution of the identified clusters across the countries. A latent class analysis was conducted using the International Computer and Information Literacy Study (ICILS) 2018 school questionnaire data. Across the five countries, three different clusters were identified based on principals’ activities using ICT. Proportions of principals’ distribution across the clusters varied significantly between the countries. In addition, it was investigated whether the clusters are related to students' computer and information literacy (CIL) using the means of student's scores in the computer based CIL test. No significant relation was found either when the five countries were considered together or individually.</jats:p>}},
  author       = {{Gerick, Julia and Tulowitzki, Pierre and Eickelmann, Birgit and Bundsgaard, Jeppe and Annemann, Christiane and Menge, Claudia}},
  issn         = {{2564-7261}},
  journal      = {{Research in Educational Administration and Leadership}},
  number       = {{4}},
  pages        = {{661--697}},
  publisher    = {{Egitim Yoneticileri ve Egitim Denetcileri Dernegi}},
  title        = {{{School Management Activities in a Digital Age: An International Comparison Based on ICILS 2018}}},
  doi          = {{10.30828/real.1485901}},
  volume       = {{9}},
  year         = {{2024}},
}

@inbook{51096,
  author       = {{Drossel, Kerstin and Oldak, Anna and Bette, Ricarda and Eickelmann, Birgit and Schreyer, P.}},
  booktitle    = {{Lehrkräftebildung in der digitalen Welt – zukunftsorientierte Forschungs- und Praxisperspektiven}},
  editor       = {{Herzig, B. and Eickelmann, Birgit  and Schwabl, F. and Schulze, J. and Niemann, Jan}},
  pages        = {{203--217}},
  publisher    = {{Waxmann Verlag GmbH}},
  title        = {{{Videoanalysen zu unterrichtlichen Lehr- und Lernprozessen unter den Bedingungen der Digitalität an organisational resilienten Schulen in Deutschland}}},
  doi          = {{10.31244/9783830998372}},
  year         = {{2024}},
}

@inbook{51125,
  author       = {{Schulze, J. and Eickelmann, Birgit and Drossel, Kerstin}},
  booktitle    = {{Lehrkräftebildung in der digitalen Welt – zukunftsorientierte Forschungs- und Praxisperspektiven}},
  editor       = {{Herzig, B. and Eickelmann, Birgit and Schwabl, F. and Schulze, J. and Niemann, J.}},
  pages        = {{65--73}},
  publisher    = {{Waxmann Verlag GmbH}},
  title        = {{{Schulentwicklung, Chancengerechtigkeit und Digitalität – Verbindung zentraler Metathemen in einer zeitgemäßen Lehrkräftebildung}}},
  doi          = {{10.31244/9783830998372}},
  year         = {{2024}},
}