---
_id: '63076'
abstract:
- lang: eng
text: This paper develops a new concept and framework for understanding resilient
digital democracy in an age defined by polarisation, cascading crises, and the
global rise of digital authoritarianism. It begins by tracing the concept of resilience
from systems theory to social and political life, showing that resilience in democracy
is not a mechanical property of systems but a dynamic, human-driven practice grounded
in agency, resistance, and collective self-determination. The paper argues that
with emerging challenges in the digital sphere, such as misinformation, surveillance
capitalism, platform monopolies, deepfakes, and hybrid warfare, democracy can
only endure if its digital dimensions are protected and transformed. Building
on this foundation, the paper introduces a holistic approach to resilient digital
democracy that spans environmental, technological, economic, political, and cultural
domains, and advances strategies such as public-commons digital infrastructures,
platform co-operatives, public service Internet platforms, free/libre open source
software (FLOSS), participatory innovations, and hybrid offline/online democratic
practices. The result is a fresh, interdisciplinary vision of how democracy can
be reinvented in the digital age.
article_number: '387'
article_type: original
author:
- first_name: Christian
full_name: Fuchs, Christian
id: '21863'
last_name: Fuchs
orcid: 0000-0003-0589-4579
citation:
ama: Fuchs C. What is and how do we Achieve a Resilient Digital Democracy? Open
Research Europe. 2025;5. doi:10.12688/openreseurope.21988.2
apa: Fuchs, C. (2025). What is and how do we Achieve a Resilient Digital Democracy?
Open Research Europe, 5, Article 387. https://doi.org/10.12688/openreseurope.21988.2
bibtex: '@article{Fuchs_2025, title={What is and how do we Achieve a Resilient Digital
Democracy?}, volume={5}, DOI={10.12688/openreseurope.21988.2},
number={387}, journal={Open Research Europe}, publisher={F1000 Research Ltd},
author={Fuchs, Christian}, year={2025} }'
chicago: Fuchs, Christian. “What Is and How Do We Achieve a Resilient Digital Democracy?”
Open Research Europe 5 (2025). https://doi.org/10.12688/openreseurope.21988.2.
ieee: 'C. Fuchs, “What is and how do we Achieve a Resilient Digital Democracy?,”
Open Research Europe, vol. 5, Art. no. 387, 2025, doi: 10.12688/openreseurope.21988.2.'
mla: Fuchs, Christian. “What Is and How Do We Achieve a Resilient Digital Democracy?”
Open Research Europe, vol. 5, 387, F1000 Research Ltd, 2025, doi:10.12688/openreseurope.21988.2.
short: C. Fuchs, Open Research Europe 5 (2025).
date_created: 2025-12-12T18:21:20Z
date_updated: 2026-02-23T20:51:40Z
department:
- _id: '136'
- _id: '11'
doi: 10.12688/openreseurope.21988.2
has_accepted_license: '1'
intvolume: ' 5'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://doi.org/10.12688/openreseurope.21988.2
oa: '1'
project:
- _id: '1397'
name: INNOVAtive DEmocracy Through Digitalisation
publication: Open Research Europe
publication_identifier:
issn:
- 2732-5121
publication_status: published
publisher: F1000 Research Ltd
quality_controlled: '1'
status: public
title: What is and how do we Achieve a Resilient Digital Democracy?
type: journal_article
user_id: '21863'
volume: 5
year: '2025'
...
---
_id: '64781'
author:
- first_name: Felix
full_name: Rossmann, Felix
id: '98531'
last_name: Rossmann
- first_name: Jan
full_name: Greitens, Jan
last_name: Greitens
- first_name: Lisa
full_name: Knoll, Lisa
id: '88789'
last_name: Knoll
citation:
ama: 'Rossmann F, Greitens J, Knoll L. SMEs within a Data-Driven Sustainable
Finance Framework: A European Survey.; 2025. doi:http://dx.doi.org/10.2139/ssrn.5677922'
apa: 'Rossmann, F., Greitens, J., & Knoll, L. (2025). SMEs within a Data-Driven
Sustainable Finance Framework: A European Survey. http://dx.doi.org/10.2139/ssrn.5677922'
bibtex: '@book{Rossmann_Greitens_Knoll_2025, series={CFS WP No 735}, title={SMEs
within a Data-Driven Sustainable Finance Framework: A European Survey}, DOI={http://dx.doi.org/10.2139/ssrn.5677922},
author={Rossmann, Felix and Greitens, Jan and Knoll, Lisa}, year={2025}, collection={CFS
WP No 735} }'
chicago: 'Rossmann, Felix, Jan Greitens, and Lisa Knoll. SMEs within a Data-Driven
Sustainable Finance Framework: A European Survey. CFS WP No 735, 2025. http://dx.doi.org/10.2139/ssrn.5677922.'
ieee: 'F. Rossmann, J. Greitens, and L. Knoll, SMEs within a Data-Driven Sustainable
Finance Framework: A European Survey. 2025.'
mla: 'Rossmann, Felix, et al. SMEs within a Data-Driven Sustainable Finance Framework:
A European Survey. 2025, doi:http://dx.doi.org/10.2139/ssrn.5677922.'
short: 'F. Rossmann, J. Greitens, L. Knoll, SMEs within a Data-Driven Sustainable
Finance Framework: A European Survey, 2025.'
date_created: 2026-02-27T11:08:53Z
date_updated: 2026-02-27T11:09:07Z
department:
- _id: '36'
- _id: '121'
doi: http://dx.doi.org/10.2139/ssrn.5677922
language:
- iso: eng
publication_status: published
series_title: CFS WP No 735
status: public
title: 'SMEs within a Data-Driven Sustainable Finance Framework: A European Survey'
type: working_paper
user_id: '88789'
year: '2025'
...
---
_id: '64793'
abstract:
- lang: eng
text: The article explores the role of teachers in self-directed songwriting in
school music based on the informal learning approach. It investigates a didactic
design that was implemented in six schools and was empirically researched utilizing
si-tuational analysis. Based on tensions, that emerge due to conflicting expectations,
it can be shown, that the teacher's role extends beyond the dichotomy of directive
instruction versus open facilitation. Instead, it encompasses an interplay of
six divergent roles which are discussed in their positions in relation to each
other. These considerations enrich the understanding of teaching practices in
popular music education, emphasizing the redefinition of teacher-student relationships
for song-writing in school music.
author:
- first_name: Marc
full_name: Godau, Marc
id: '98877'
last_name: Godau
- first_name: Julia
full_name: Barreiro, Julia
last_name: Barreiro
- first_name: Katharina
full_name: Hermann, Katharina
last_name: Hermann
- first_name: Timo
full_name: Neuhausen, Timo
id: '99991'
last_name: Neuhausen
orcid: 0000-0002-8262-767X
- first_name: Dominik
full_name: Maxelon, Dominik
last_name: Maxelon
- first_name: Verena
full_name: Weidner, Verena
last_name: Weidner
citation:
ama: 'Godau M, Barreiro J, Hermann K, Neuhausen T, Maxelon D, Weidner V. “Wofür
bin ich denn hier, wenn ich nicht in irgendeiner Weise auch helfen kann?” Zur
Rolle der Lehrkraft beim selbstständigen Songwriting im Unterricht. In: Frey-Konrad
U, Hofbauer VC, Blanchard O, Bugiel L, eds. 46. Jahresband des Arbeitskreises
Musikpädagogische Forschung/46th Yearbook of the German Association for Research
in Music Education. Waxmann; 2025. doi:10.31244/9783818850715.13'
apa: Godau, M., Barreiro, J., Hermann, K., Neuhausen, T., Maxelon, D., & Weidner,
V. (2025). “Wofür bin ich denn hier, wenn ich nicht in irgendeiner Weise auch
helfen kann?” Zur Rolle der Lehrkraft beim selbstständigen Songwriting im Unterricht.
In U. Frey-Konrad, V. C. Hofbauer, O. Blanchard, & L. Bugiel (Eds.), 46.
Jahresband des Arbeitskreises Musikpädagogische Forschung/46th Yearbook of the
German Association for Research in Music Education. Waxmann. https://doi.org/10.31244/9783818850715.13
bibtex: '@inbook{Godau_Barreiro_Hermann_Neuhausen_Maxelon_Weidner_2025, title={“Wofür
bin ich denn hier, wenn ich nicht in irgendeiner Weise auch helfen kann?” Zur
Rolle der Lehrkraft beim selbstständigen Songwriting im Unterricht}, DOI={10.31244/9783818850715.13},
booktitle={46. Jahresband des Arbeitskreises Musikpädagogische Forschung/46th
Yearbook of the German Association for Research in Music Education}, publisher={Waxmann},
author={Godau, Marc and Barreiro, Julia and Hermann, Katharina and Neuhausen,
Timo and Maxelon, Dominik and Weidner, Verena}, editor={Frey-Konrad, Ute and Hofbauer,
Viola Cäcilia and Blanchard, Olivier and Bugiel, Lukas}, year={2025} }'
chicago: Godau, Marc, Julia Barreiro, Katharina Hermann, Timo Neuhausen, Dominik
Maxelon, and Verena Weidner. “‘Wofür bin ich denn hier, wenn ich nicht in irgendeiner
Weise auch helfen kann?’ Zur Rolle der Lehrkraft beim selbstständigen Songwriting
im Unterricht.” In 46. Jahresband des Arbeitskreises Musikpädagogische Forschung/46th
Yearbook of the German Association for Research in Music Education, edited
by Ute Frey-Konrad, Viola Cäcilia Hofbauer, Olivier Blanchard, and Lukas Bugiel.
Waxmann, 2025. https://doi.org/10.31244/9783818850715.13.
ieee: M. Godau, J. Barreiro, K. Hermann, T. Neuhausen, D. Maxelon, and V. Weidner,
“‘Wofür bin ich denn hier, wenn ich nicht in irgendeiner Weise auch helfen kann?’
Zur Rolle der Lehrkraft beim selbstständigen Songwriting im Unterricht,” in 46.
Jahresband des Arbeitskreises Musikpädagogische Forschung/46th Yearbook of the
German Association for Research in Music Education, U. Frey-Konrad, V. C.
Hofbauer, O. Blanchard, and L. Bugiel, Eds. Waxmann, 2025.
mla: Godau, Marc, et al. “‘Wofür bin ich denn hier, wenn ich nicht in irgendeiner
Weise auch helfen kann?’ Zur Rolle der Lehrkraft beim selbstständigen Songwriting
im Unterricht.” 46. Jahresband des Arbeitskreises Musikpädagogische Forschung/46th
Yearbook of the German Association for Research in Music Education, edited
by Ute Frey-Konrad et al., Waxmann, 2025, doi:10.31244/9783818850715.13.
short: 'M. Godau, J. Barreiro, K. Hermann, T. Neuhausen, D. Maxelon, V. Weidner,
in: U. Frey-Konrad, V.C. Hofbauer, O. Blanchard, L. Bugiel (Eds.), 46. Jahresband
des Arbeitskreises Musikpädagogische Forschung/46th Yearbook of the German Association
for Research in Music Education, Waxmann, 2025.'
date_created: 2026-02-28T09:50:45Z
date_updated: 2026-02-28T15:29:25Z
department:
- _id: '131'
- _id: '36'
- _id: '129'
- _id: '540'
doi: 10.31244/9783818850715.13
editor:
- first_name: Ute
full_name: Frey-Konrad, Ute
last_name: Frey-Konrad
- first_name: Viola Cäcilia
full_name: Hofbauer, Viola Cäcilia
last_name: Hofbauer
- first_name: Olivier
full_name: Blanchard, Olivier
last_name: Blanchard
- first_name: Lukas
full_name: Bugiel, Lukas
last_name: Bugiel
language:
- iso: ger
main_file_link:
- open_access: '1'
oa: '1'
publication: 46. Jahresband des Arbeitskreises Musikpädagogische Forschung/46th Yearbook
of the German Association for Research in Music Education
publication_identifier:
isbn:
- '9783818800710'
publication_status: published
publisher: Waxmann
quality_controlled: '1'
status: public
title: '"Wofür bin ich denn hier, wenn ich nicht in irgendeiner Weise auch helfen
kann?" Zur Rolle der Lehrkraft beim selbstständigen Songwriting im Unterricht'
type: book_chapter
user_id: '99991'
year: '2025'
...
---
_id: '64792'
abstract:
- lang: eng
text: The role of institutionalized standards for the hybridization of musical practices.
On the socio-materiality of songwriting-producing in the bedroom studio This study
examines the socio-materiality of hybrid music practices in bedroom studios, focusing
on the interplay between traditional music education institutions and YouTube
education. A single case situational analysis reveals how standardized instrumental
and music production practices are combined to form a hybrid practice. It shows
that traditional music education institutions, such as music schools and conservatories,
specialize in the selection of chord tones, while You-Tube videos focus on sound
design. Using an actor-network theory approach, the study demonstrates the permeability
of informal and institutional learning spaces. The findings suggest that songwriting-producing
is not simply a sum of different practices, but rather a process of negotiation
and compromise between different standards and goals, as well as the distribution
of practice between humans and technology.
author:
- first_name: Timo
full_name: Neuhausen, Timo
id: '99991'
last_name: Neuhausen
orcid: 0000-0002-8262-767X
citation:
ama: 'Neuhausen T. Die Rolle institutionalisierter Standards für die Hybridisierung
musikalischer Praxen. Zur Soziomaterialität von Songwriting-Producing im Bedroom-Studio.
In: Frey-Konrad U, Hofbauer VC, Blanchard O, Bugiel L, eds. 46. Jahresband
Des Arbeitskreises Musikpädagogische Forschung/46th Yearbook of the German Association
for Research in Music Education. Waxmann; 2025. doi:10.31244/9783818850715.19'
apa: Neuhausen, T. (2025). Die Rolle institutionalisierter Standards für die Hybridisierung
musikalischer Praxen. Zur Soziomaterialität von Songwriting-Producing im Bedroom-Studio.
In U. Frey-Konrad, V. C. Hofbauer, O. Blanchard, & L. Bugiel (Eds.), 46.
Jahresband des Arbeitskreises Musikpädagogische Forschung/46th Yearbook of the
German Association for Research in Music Education. Waxmann. https://doi.org/10.31244/9783818850715.19
bibtex: '@inbook{Neuhausen_2025, title={Die Rolle institutionalisierter Standards
für die Hybridisierung musikalischer Praxen. Zur Soziomaterialität von Songwriting-Producing
im Bedroom-Studio}, DOI={10.31244/9783818850715.19},
booktitle={46. Jahresband des Arbeitskreises Musikpädagogische Forschung/46th
Yearbook of the German Association for Research in Music Education}, publisher={Waxmann},
author={Neuhausen, Timo}, editor={Frey-Konrad, Ute and Hofbauer, Viola Cäcilia
and Blanchard, Olivier and Bugiel, Lukas}, year={2025} }'
chicago: Neuhausen, Timo. “Die Rolle Institutionalisierter Standards Für Die Hybridisierung
Musikalischer Praxen. Zur Soziomaterialität von Songwriting-Producing Im Bedroom-Studio.”
In 46. Jahresband Des Arbeitskreises Musikpädagogische Forschung/46th Yearbook
of the German Association for Research in Music Education, edited by Ute Frey-Konrad,
Viola Cäcilia Hofbauer, Olivier Blanchard, and Lukas Bugiel. Waxmann, 2025. https://doi.org/10.31244/9783818850715.19.
ieee: T. Neuhausen, “Die Rolle institutionalisierter Standards für die Hybridisierung
musikalischer Praxen. Zur Soziomaterialität von Songwriting-Producing im Bedroom-Studio,”
in 46. Jahresband des Arbeitskreises Musikpädagogische Forschung/46th Yearbook
of the German Association for Research in Music Education, U. Frey-Konrad,
V. C. Hofbauer, O. Blanchard, and L. Bugiel, Eds. Waxmann, 2025.
mla: Neuhausen, Timo. “Die Rolle Institutionalisierter Standards Für Die Hybridisierung
Musikalischer Praxen. Zur Soziomaterialität von Songwriting-Producing Im Bedroom-Studio.”
46. Jahresband Des Arbeitskreises Musikpädagogische Forschung/46th Yearbook
of the German Association for Research in Music Education, edited by Ute Frey-Konrad
et al., Waxmann, 2025, doi:10.31244/9783818850715.19.
short: 'T. Neuhausen, in: U. Frey-Konrad, V.C. Hofbauer, O. Blanchard, L. Bugiel
(Eds.), 46. Jahresband Des Arbeitskreises Musikpädagogische Forschung/46th Yearbook
of the German Association for Research in Music Education, Waxmann, 2025.'
date_created: 2026-02-28T09:47:25Z
date_updated: 2026-02-28T15:28:48Z
department:
- _id: '131'
- _id: '36'
- _id: '129'
- _id: '540'
doi: 10.31244/9783818850715.19
editor:
- first_name: Ute
full_name: Frey-Konrad, Ute
last_name: Frey-Konrad
- first_name: Viola Cäcilia
full_name: Hofbauer, Viola Cäcilia
last_name: Hofbauer
- first_name: Olivier
full_name: Blanchard, Olivier
last_name: Blanchard
- first_name: Lukas
full_name: Bugiel, Lukas
last_name: Bugiel
language:
- iso: eng
main_file_link:
- open_access: '1'
oa: '1'
publication: 46. Jahresband des Arbeitskreises Musikpädagogische Forschung/46th Yearbook
of the German Association for Research in Music Education
publication_identifier:
isbn:
- '9783818800710'
publication_status: published
publisher: Waxmann
quality_controlled: '1'
status: public
title: Die Rolle institutionalisierter Standards für die Hybridisierung musikalischer
Praxen. Zur Soziomaterialität von Songwriting-Producing im Bedroom-Studio
type: book_chapter
user_id: '99991'
year: '2025'
...
---
_id: '64824'
abstract:
- lang: eng
text: '(1) Background: As digitalisation transforms society, digital competences
are increasingly essential. Yet students’ digital competences often vary significantly,
largely influenced by socio-economic background. Some schools—termed “resilient
schools”—effectively counter these disadvantages and foster high digital competence.
This study investigates the prevalence of such schools and examines how they differ
from others. (2) Methods: Drawing on representative ICILS 2023 data, quantitative
secondary analyses—including descriptive statistics, t-tests, and multiple regression—were
conducted. Following the identification of resilient schools, in-depth analyses
focus on those countries with substantial proportions of resilient schools above
10 percent (Austria, Italy, and Portugal), as these countries seem to have effective
strategies to foster school resilience. (3) Results: The findings highlight considerable
cross-national variation, indicating that school resilience is context-dependent.
Resilient schools consistently emphasise student learning-related factors—such
as ICT-related attitudes and educational aspirations—while the influence of home
environments is less pronounced than in other schools. (4) Conclusions: Strengthening
student learning-related factors appears to be crucial for building digital resilience.
These insights can inform policy and practice aimed at fostering educational equity
and closing the digital divide, particularly in socio-economically disadvantaged
contexts.'
article_number: '898'
author:
- first_name: Jan
full_name: Niemann, Jan
last_name: Niemann
- first_name: Birgit
full_name: Eickelmann, Birgit
last_name: Eickelmann
- first_name: Kerstin
full_name: Drossel, Kerstin
last_name: Drossel
citation:
ama: Niemann J, Eickelmann B, Drossel K. Overcoming Digital Inequalities—Identification
and Characterisation of Digitally Resilient Schools in Different Countries Using
ICILS 2023 Data. Education Sciences. 2025;15(7). doi:10.3390/educsci15070898
apa: Niemann, J., Eickelmann, B., & Drossel, K. (2025). Overcoming Digital Inequalities—Identification
and Characterisation of Digitally Resilient Schools in Different Countries Using
ICILS 2023 Data. Education Sciences, 15(7), Article 898. https://doi.org/10.3390/educsci15070898
bibtex: '@article{Niemann_Eickelmann_Drossel_2025, title={Overcoming Digital Inequalities—Identification
and Characterisation of Digitally Resilient Schools in Different Countries Using
ICILS 2023 Data}, volume={15}, DOI={10.3390/educsci15070898},
number={7898}, journal={Education Sciences}, publisher={MDPI AG}, author={Niemann,
Jan and Eickelmann, Birgit and Drossel, Kerstin}, year={2025} }'
chicago: Niemann, Jan, Birgit Eickelmann, and Kerstin Drossel. “Overcoming Digital
Inequalities—Identification and Characterisation of Digitally Resilient Schools
in Different Countries Using ICILS 2023 Data.” Education Sciences 15, no.
7 (2025). https://doi.org/10.3390/educsci15070898.
ieee: 'J. Niemann, B. Eickelmann, and K. Drossel, “Overcoming Digital Inequalities—Identification
and Characterisation of Digitally Resilient Schools in Different Countries Using
ICILS 2023 Data,” Education Sciences, vol. 15, no. 7, Art. no. 898, 2025,
doi: 10.3390/educsci15070898.'
mla: Niemann, Jan, et al. “Overcoming Digital Inequalities—Identification and Characterisation
of Digitally Resilient Schools in Different Countries Using ICILS 2023 Data.”
Education Sciences, vol. 15, no. 7, 898, MDPI AG, 2025, doi:10.3390/educsci15070898.
short: J. Niemann, B. Eickelmann, K. Drossel, Education Sciences 15 (2025).
date_created: 2026-03-04T09:38:17Z
date_updated: 2026-03-04T09:41:33Z
department:
- _id: '462'
doi: 10.3390/educsci15070898
intvolume: ' 15'
issue: '7'
language:
- iso: eng
publication: Education Sciences
publication_identifier:
issn:
- 2227-7102
publication_status: published
publisher: MDPI AG
status: public
title: Overcoming Digital Inequalities—Identification and Characterisation of Digitally
Resilient Schools in Different Countries Using ICILS 2023 Data
type: journal_article
user_id: '40387'
volume: 15
year: '2025'
...
---
_id: '61275'
author:
- first_name: Ruth Edith
full_name: Hagengruber, Ruth Edith
id: '198'
last_name: Hagengruber
orcid: https://orcid.org/0000-0003-3360-6335
citation:
ama: 'Hagengruber RE. Émilie Du Châtelet on Time. In: Emery N, ed. The Routledge
Companion to Philosophy of Time. Routledge; 2025. doi:10.4324/9781003495611-9'
apa: Hagengruber, R. E. (2025). Émilie Du Châtelet on Time. In N. Emery (Ed.), The
Routledge Companion to Philosophy of Time. Routledge. https://doi.org/10.4324/9781003495611-9
bibtex: '@inbook{Hagengruber_2025, place={New York}, title={Émilie Du Châtelet on
Time}, DOI={10.4324/9781003495611-9},
booktitle={The Routledge Companion to Philosophy of Time}, publisher={Routledge},
author={Hagengruber, Ruth Edith}, editor={Emery, Nina}, year={2025} }'
chicago: 'Hagengruber, Ruth Edith. “Émilie Du Châtelet on Time.” In The Routledge
Companion to Philosophy of Time, edited by Nina Emery. New York: Routledge,
2025. https://doi.org/10.4324/9781003495611-9.'
ieee: 'R. E. Hagengruber, “Émilie Du Châtelet on Time,” in The Routledge Companion
to Philosophy of Time, N. Emery, Ed. New York: Routledge, 2025.'
mla: Hagengruber, Ruth Edith. “Émilie Du Châtelet on Time.” The Routledge Companion
to Philosophy of Time, edited by Nina Emery, Routledge, 2025, doi:10.4324/9781003495611-9.
short: 'R.E. Hagengruber, in: N. Emery (Ed.), The Routledge Companion to Philosophy
of Time, Routledge, New York, 2025.'
date_created: 2025-09-15T11:45:43Z
date_updated: 2025-09-15T11:47:18Z
department:
- _id: '519'
doi: 10.4324/9781003495611-9
editor:
- first_name: Nina
full_name: Emery, Nina
last_name: Emery
language:
- iso: eng
place: New York
publication: The Routledge Companion to Philosophy of Time
publication_identifier:
isbn:
- '9781003495611'
publication_status: published
publisher: Routledge
status: public
title: Émilie Du Châtelet on Time
type: book_chapter
user_id: '91827'
year: '2025'
...
---
_id: '61285'
author:
- first_name: Bardo
full_name: Herzig, Bardo
id: '217'
last_name: Herzig
citation:
ama: Herzig B. Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen
Diskurs. Erziehungswissenschaft Mitteilungen der Deutschen Gesellschaft für
Erziehungswissenschaft Erziehungswissenschaft nach ChatGPT. 2025;(70, Jg.36/2025):13-18.
apa: Herzig, B. (2025). Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen
Diskurs. Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für
Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT, 70, Jg.36/2025,
13–18.
bibtex: '@article{Herzig_2025, title={Die (produktive) Rolle von generativer KI
im erziehungswissenschaftlichen Diskurs}, number={70, Jg.36/2025}, journal={Erziehungswissenschaft.
Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft
nach ChatGPT}, publisher={Barbara Budrich}, author={Herzig, Bardo}, year={2025},
pages={13–18} }'
chicago: 'Herzig, Bardo. “Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen
Diskurs.” Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für
Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT, no. 70, Jg.36/2025
(2025): 13–18.'
ieee: B. Herzig, “Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen
Diskurs,” Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für
Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT, no. 70, Jg.36/2025,
pp. 13–18, 2025.
mla: Herzig, Bardo. “Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen
Diskurs.” Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für
Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT, no. 70, Jg.36/2025,
Barbara Budrich, 2025, pp. 13–18.
short: B. Herzig, Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft
für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT (2025) 13–18.
date_created: 2025-09-16T07:16:04Z
date_updated: 2025-09-16T07:16:27Z
department:
- _id: '459'
issue: 70, Jg.36/2025
language:
- iso: ger
page: 13-18
publication: Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft.
Erziehungswissenschaft nach ChatGPT
publication_identifier:
eissn:
- 1862-5231
issn:
- 0938-5363
publication_status: published
publisher: Barbara Budrich
status: public
title: Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs
type: journal_article
user_id: '66956'
year: '2025'
...
---
_id: '61189'
author:
- first_name: Bardo
full_name: Herzig, Bardo
id: '217'
last_name: Herzig
citation:
ama: Herzig B. Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften.
SchulVerwaltung Bayern . 2025;(7-8):213-215.
apa: Herzig, B. (2025). Künstliche Intelligenz und professionsbezogene Aufgaben
von Lehrkräften. SchulVerwaltung Bayern , 7–8, 213–215.
bibtex: '@article{Herzig_2025, title={Künstliche Intelligenz und professionsbezogene
Aufgaben von Lehrkräften}, number={7–8}, journal={SchulVerwaltung Bayern }, publisher={Carl
Link}, author={Herzig, Bardo}, year={2025}, pages={213–215} }'
chicago: 'Herzig, Bardo. “Künstliche Intelligenz und professionsbezogene Aufgaben
von Lehrkräften.” SchulVerwaltung Bayern , no. 7–8 (2025): 213–15.'
ieee: B. Herzig, “Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften,”
SchulVerwaltung Bayern , no. 7–8, pp. 213–215, 2025.
mla: Herzig, Bardo. “Künstliche Intelligenz und professionsbezogene Aufgaben von
Lehrkräften.” SchulVerwaltung Bayern , no. 7–8, Carl Link, 2025, pp. 213–15.
short: B. Herzig, SchulVerwaltung Bayern (2025) 213–215.
date_created: 2025-09-11T09:14:38Z
date_updated: 2025-09-16T07:41:02Z
department:
- _id: '459'
issue: 7-8
language:
- iso: ger
page: 213-215
publication: 'SchulVerwaltung Bayern '
publication_identifier:
issn:
- 1433-4674
publication_status: published
publisher: Carl Link
status: public
title: Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften
type: journal_article
user_id: '66956'
year: '2025'
...
---
_id: '60027'
author:
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
- first_name: Fabian Karl
full_name: Hoya, Fabian Karl
last_name: Hoya
- first_name: Jan Roland
full_name: Schulze, Jan Roland
id: '29492'
last_name: Schulze
- first_name: Eva
full_name: Blumberg, Eva
id: '37549'
last_name: Blumberg
orcid: 0009-0004-1651-541X
citation:
ama: 'Hellmich F, Hoya FK, Schulze JR, Blumberg E. Team-Teaching angehender Lehrkräfte
und Kompetenzen von Kindern im inklusiven naturwissenschaftlichen Sachunterricht.
Vortrag auf der Tagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“,
Sektion Schulpädagogik, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE).
Thema: „Bildung ohne Grenzen denken. Visionen der Grundschulbildung im europäischen
Raum" . In: Pädagogische Hochschule Vorarlberg; 2025.'
apa: 'Hellmich, F., Hoya, F. K., Schulze, J. R., & Blumberg, E. (2025). Team-Teaching
angehender Lehrkräfte und Kompetenzen von Kindern im inklusiven naturwissenschaftlichen
Sachunterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung und
Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft für
Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken. Visionen der
Grundschulbildung im europäischen Raum" .'
bibtex: '@inproceedings{Hellmich_Hoya_Schulze_Blumberg_2025, place={Feldkirch, Österreich},
title={Team-Teaching angehender Lehrkräfte und Kompetenzen von Kindern im inklusiven
naturwissenschaftlichen Sachunterricht. Vortrag auf der Tagung der Kommission
„Grundschulforschung und Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche
Gesellschaft für Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken.
Visionen der Grundschulbildung im europäischen Raum" }, publisher={Pädagogische
Hochschule Vorarlberg}, author={Hellmich, Frank and Hoya, Fabian Karl and Schulze,
Jan Roland and Blumberg, Eva}, year={2025} }'
chicago: 'Hellmich, Frank, Fabian Karl Hoya, Jan Roland Schulze, and Eva Blumberg.
“Team-Teaching Angehender Lehrkräfte Und Kompetenzen von Kindern Im Inklusiven
Naturwissenschaftlichen Sachunterricht. Vortrag Auf Der Tagung Der Kommission
„Grundschulforschung Und Pädagogik Der Primarstufe“, Sektion Schulpädagogik, Deutsche
Gesellschaft Für Erziehungswissenschaft (DGfE). Thema: „Bildung Ohne Grenzen Denken.
Visionen Der Grundschulbildung Im Europäischen Raum" .” Feldkirch, Österreich:
Pädagogische Hochschule Vorarlberg, 2025.'
ieee: 'F. Hellmich, F. K. Hoya, J. R. Schulze, and E. Blumberg, “Team-Teaching angehender
Lehrkräfte und Kompetenzen von Kindern im inklusiven naturwissenschaftlichen Sachunterricht.
Vortrag auf der Tagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“,
Sektion Schulpädagogik, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE).
Thema: „Bildung ohne Grenzen denken. Visionen der Grundschulbildung im europäischen
Raum" ,” 2025.'
mla: 'Hellmich, Frank, et al. Team-Teaching Angehender Lehrkräfte Und Kompetenzen
von Kindern Im Inklusiven Naturwissenschaftlichen Sachunterricht. Vortrag Auf
Der Tagung Der Kommission „Grundschulforschung Und Pädagogik Der Primarstufe“,
Sektion Schulpädagogik, Deutsche Gesellschaft Für Erziehungswissenschaft (DGfE).
Thema: „Bildung Ohne Grenzen Denken. Visionen Der Grundschulbildung Im Europäischen
Raum" . Pädagogische Hochschule Vorarlberg, 2025.'
short: 'F. Hellmich, F.K. Hoya, J.R. Schulze, E. Blumberg, in: Pädagogische Hochschule
Vorarlberg, Feldkirch, Österreich, 2025.'
date_created: 2025-05-23T12:12:05Z
date_updated: 2025-09-16T09:22:38Z
department:
- _id: '460'
language:
- iso: eng
place: Feldkirch, Österreich
publisher: Pädagogische Hochschule Vorarlberg
status: public
title: 'Team-Teaching angehender Lehrkräfte und Kompetenzen von Kindern im inklusiven
naturwissenschaftlichen Sachunterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung
und Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft für
Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken. Visionen der
Grundschulbildung im europäischen Raum" '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '60028'
author:
- first_name: Marwin Felix
full_name: Löper, Marwin Felix
id: '26693'
last_name: Löper
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Löper MF, Hellmich F. Einstellungen und prosoziales Verhalten von Grundschulkindern
gegenüber Peers mit emotional-sozialem Förderbedarf im inklusiven Unterricht.
Vortrag auf der Tagung der Kommission „Grundschulforschung und Pädagogik der Primarstufe“,
Sektion Schulpädagogik, Deutsche Gesellschaft für Erziehungswissenschaft (DGfE).
Thema: „Bildung ohne Grenzen denken. Visionen der Grundschulbildung im europäischen
Raum". In: Pädagogische Hochschule Vorarlberg; 2025.'
apa: 'Löper, M. F., & Hellmich, F. (2025). Einstellungen und prosoziales
Verhalten von Grundschulkindern gegenüber Peers mit emotional-sozialem Förderbedarf
im inklusiven Unterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung
und Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft
für Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken. Visionen
der Grundschulbildung im europäischen Raum".'
bibtex: '@inproceedings{Löper_Hellmich_2025, place={Feldkirch, Österreich}, title={Einstellungen
und prosoziales Verhalten von Grundschulkindern gegenüber Peers mit emotional-sozialem
Förderbedarf im inklusiven Unterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung
und Pädagogik der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft
für Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen denken. Visionen
der Grundschulbildung im europäischen Raum"}, publisher={Pädagogische Hochschule
Vorarlberg}, author={Löper, Marwin Felix and Hellmich, Frank}, year={2025} }'
chicago: 'Löper, Marwin Felix, and Frank Hellmich. “Einstellungen Und Prosoziales
Verhalten von Grundschulkindern Gegenüber Peers Mit Emotional-Sozialem Förderbedarf
Im Inklusiven Unterricht. Vortrag Auf Der Tagung Der Kommission „Grundschulforschung
Und Pädagogik Der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft
Für Erziehungswissenschaft (DGfE). Thema: „Bildung Ohne Grenzen Denken. Visionen
Der Grundschulbildung Im Europäischen Raum".” Feldkirch, Österreich: Pädagogische
Hochschule Vorarlberg, 2025.'
ieee: 'M. F. Löper and F. Hellmich, “Einstellungen und prosoziales Verhalten von
Grundschulkindern gegenüber Peers mit emotional-sozialem Förderbedarf im inklusiven
Unterricht. Vortrag auf der Tagung der Kommission „Grundschulforschung und Pädagogik
der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft für Erziehungswissenschaft
(DGfE). Thema: „Bildung ohne Grenzen denken. Visionen der Grundschulbildung im
europäischen Raum",” 2025.'
mla: 'Löper, Marwin Felix, and Frank Hellmich. Einstellungen Und Prosoziales
Verhalten von Grundschulkindern Gegenüber Peers Mit Emotional-Sozialem Förderbedarf
Im Inklusiven Unterricht. Vortrag Auf Der Tagung Der Kommission „Grundschulforschung
Und Pädagogik Der Primarstufe“, Sektion Schulpädagogik, Deutsche Gesellschaft
Für Erziehungswissenschaft (DGfE). Thema: „Bildung Ohne Grenzen Denken. Visionen
Der Grundschulbildung Im Europäischen Raum". Pädagogische Hochschule Vorarlberg,
2025.'
short: 'M.F. Löper, F. Hellmich, in: Pädagogische Hochschule Vorarlberg, Feldkirch,
Österreich, 2025.'
date_created: 2025-05-23T12:14:10Z
date_updated: 2025-09-16T09:21:24Z
department:
- _id: '460'
language:
- iso: eng
place: Feldkirch, Österreich
publisher: Pädagogische Hochschule Vorarlberg
status: public
title: 'Einstellungen und prosoziales Verhalten von Grundschulkindern gegenüber Peers
mit emotional-sozialem Förderbedarf im inklusiven Unterricht. Vortrag auf der Tagung
der Kommission „Grundschulforschung und Pädagogik der Primarstufe“, Sektion Schulpädagogik,
Deutsche Gesellschaft für Erziehungswissenschaft (DGfE). Thema: „Bildung ohne Grenzen
denken. Visionen der Grundschulbildung im europäischen Raum"'
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '59251'
author:
- first_name: Pauline
full_name: Finke, Pauline
id: '73113'
last_name: Finke
- first_name: Jan Roland
full_name: Schulze, Jan Roland
id: '29492'
last_name: Schulze
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Finke P, Schulze JR, Hellmich F. Exploring primary school teachers’ and special
education teachers’ self-efficacy beliefs concerning inclusive education: A qualitative
study. Paper. ECER 2025 (European Conference on Educational Research). “Charting
the Way Forward: Education, Research, Potentials and Perspectives“ . In: University
of Belgrade; 2025.'
apa: 'Finke, P., Schulze, J. R., & Hellmich, F. (2025). Exploring primary
school teachers’ and special education teachers’ self-efficacy beliefs concerning
inclusive education: A qualitative study. Paper. ECER 2025 (European Conference
on Educational Research). “Charting the Way Forward: Education, Research, Potentials
and Perspectives“ .'
bibtex: '@inproceedings{Finke_Schulze_Hellmich_2025, place={Belgrade}, title={Exploring
primary school teachers’ and special education teachers’ self-efficacy beliefs
concerning inclusive education: A qualitative study. Paper. ECER 2025 (European
Conference on Educational Research). “Charting the Way Forward: Education, Research,
Potentials and Perspectives“ }, publisher={University of Belgrade}, author={Finke,
Pauline and Schulze, Jan Roland and Hellmich, Frank}, year={2025} }'
chicago: 'Finke, Pauline, Jan Roland Schulze, and Frank Hellmich. “Exploring Primary
School Teachers’ and Special Education Teachers’ Self-Efficacy Beliefs Concerning
Inclusive Education: A Qualitative Study. Paper. ECER 2025 (European Conference
on Educational Research). “Charting the Way Forward: Education, Research, Potentials
and Perspectives“ .” Belgrade: University of Belgrade, 2025.'
ieee: 'P. Finke, J. R. Schulze, and F. Hellmich, “Exploring primary school teachers’
and special education teachers’ self-efficacy beliefs concerning inclusive education:
A qualitative study. Paper. ECER 2025 (European Conference on Educational Research).
“Charting the Way Forward: Education, Research, Potentials and Perspectives“ ,”
2025.'
mla: 'Finke, Pauline, et al. Exploring Primary School Teachers’ and Special Education
Teachers’ Self-Efficacy Beliefs Concerning Inclusive Education: A Qualitative
Study. Paper. ECER 2025 (European Conference on Educational Research). “Charting
the Way Forward: Education, Research, Potentials and Perspectives“ . University
of Belgrade, 2025.'
short: 'P. Finke, J.R. Schulze, F. Hellmich, in: University of Belgrade, Belgrade,
2025.'
date_created: 2025-04-02T11:04:30Z
date_updated: 2025-09-16T09:23:25Z
department:
- _id: '460'
language:
- iso: eng
place: Belgrade
publisher: University of Belgrade
status: public
title: 'Exploring primary school teachers’ and special education teachers’ self-efficacy
beliefs concerning inclusive education: A qualitative study. Paper. ECER 2025 (European
Conference on Educational Research). “Charting the Way Forward: Education, Research,
Potentials and Perspectives“ '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '59249'
author:
- first_name: Nils
full_name: Finke, Nils
id: '57672'
last_name: Finke
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
orcid: 0000-0001-5521-0417
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Finke N, Knickenberg M, Hellmich F. The role of teacher feedback for primary
school students’ motivation and mathematical competencies. Paper. ECER 2025 (European
Conference on Educational Research). “Charting the Way Forward: Education, Research,
Potentials and Perspectives“ . In: BelgradeUniversity of Belgrade; 2025.'
apa: 'Finke, N., Knickenberg, M., & Hellmich, F. (2025). The role of teacher
feedback for primary school students’ motivation and mathematical competencies.
Paper. ECER 2025 (European Conference on Educational Research). “Charting the
Way Forward: Education, Research, Potentials and Perspectives“ .'
bibtex: '@inproceedings{Finke_Knickenberg_Hellmich_2025, place={Belgrade}, title={The
role of teacher feedback for primary school students’ motivation and mathematical
competencies. Paper. ECER 2025 (European Conference on Educational Research).
“Charting the Way Forward: Education, Research, Potentials and Perspectives“ },
publisher={BelgradeUniversity of Belgrade}, author={Finke, Nils and Knickenberg,
Margarita and Hellmich, Frank}, year={2025} }'
chicago: 'Finke, Nils, Margarita Knickenberg, and Frank Hellmich. “The Role of Teacher
Feedback for Primary School Students’ Motivation and Mathematical Competencies.
Paper. ECER 2025 (European Conference on Educational Research). “Charting the
Way Forward: Education, Research, Potentials and Perspectives“ .” Belgrade: BelgradeUniversity
of Belgrade, 2025.'
ieee: 'N. Finke, M. Knickenberg, and F. Hellmich, “The role of teacher feedback
for primary school students’ motivation and mathematical competencies. Paper.
ECER 2025 (European Conference on Educational Research). “Charting the Way Forward:
Education, Research, Potentials and Perspectives“ ,” 2025.'
mla: 'Finke, Nils, et al. The Role of Teacher Feedback for Primary School Students’
Motivation and Mathematical Competencies. Paper. ECER 2025 (European Conference
on Educational Research). “Charting the Way Forward: Education, Research, Potentials
and Perspectives“ . BelgradeUniversity of Belgrade, 2025.'
short: 'N. Finke, M. Knickenberg, F. Hellmich, in: BelgradeUniversity of Belgrade,
Belgrade, 2025.'
date_created: 2025-04-02T11:02:25Z
date_updated: 2025-09-16T09:23:42Z
department:
- _id: '460'
language:
- iso: eng
place: Belgrade
publisher: BelgradeUniversity of Belgrade
status: public
title: 'The role of teacher feedback for primary school students’ motivation and mathematical
competencies. Paper. ECER 2025 (European Conference on Educational Research). “Charting
the Way Forward: Education, Research, Potentials and Perspectives“ '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '59252'
author:
- first_name: Jan Roland
full_name: Schulze, Jan Roland
id: '29492'
last_name: Schulze
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Schulze JR, Hellmich F. Pre-service teachers’ professional self-concept development
concerning team-teaching in primary schools. Paper. ECER 2025 (European Conference
on Educational Research). “Charting the Way Forward: Education, Research, Potentials
and Perspectives“ . In: University of Belgrade; 2025.'
apa: 'Schulze, J. R., & Hellmich, F. (2025). Pre-service teachers’ professional
self-concept development concerning team-teaching in primary schools. Paper. ECER
2025 (European Conference on Educational Research). “Charting the Way Forward:
Education, Research, Potentials and Perspectives“ .'
bibtex: '@inproceedings{Schulze_Hellmich_2025, place={Belgrade}, title={Pre-service
teachers’ professional self-concept development concerning team-teaching in primary
schools. Paper. ECER 2025 (European Conference on Educational Research). “Charting
the Way Forward: Education, Research, Potentials and Perspectives“ }, publisher={University
of Belgrade}, author={Schulze, Jan Roland and Hellmich, Frank}, year={2025} }'
chicago: 'Schulze, Jan Roland, and Frank Hellmich. “Pre-Service Teachers’ Professional
Self-Concept Development Concerning Team-Teaching in Primary Schools. Paper. ECER
2025 (European Conference on Educational Research). “Charting the Way Forward:
Education, Research, Potentials and Perspectives“ .” Belgrade: University of Belgrade,
2025.'
ieee: 'J. R. Schulze and F. Hellmich, “Pre-service teachers’ professional self-concept
development concerning team-teaching in primary schools. Paper. ECER 2025 (European
Conference on Educational Research). “Charting the Way Forward: Education, Research,
Potentials and Perspectives“ ,” 2025.'
mla: 'Schulze, Jan Roland, and Frank Hellmich. Pre-Service Teachers’ Professional
Self-Concept Development Concerning Team-Teaching in Primary Schools. Paper. ECER
2025 (European Conference on Educational Research). “Charting the Way Forward:
Education, Research, Potentials and Perspectives“ . University of Belgrade,
2025.'
short: 'J.R. Schulze, F. Hellmich, in: University of Belgrade, Belgrade, 2025.'
date_created: 2025-04-02T11:05:34Z
date_updated: 2025-09-16T09:23:05Z
department:
- _id: '460'
language:
- iso: eng
place: Belgrade
publisher: University of Belgrade
status: public
title: 'Pre-service teachers’ professional self-concept development concerning team-teaching
in primary schools. Paper. ECER 2025 (European Conference on Educational Research).
“Charting the Way Forward: Education, Research, Potentials and Perspectives“ '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '59921'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Körber
full_name: Miriam, Körber
last_name: Miriam
citation:
ama: Scharlau I, Miriam K. Metaphors in 24 WIRED Level 5 Videos (Data Corpus).
OSF; 2025. doi:10.17605/OSF.IO/94A2J
apa: Scharlau, I., & Miriam, K. (2025). Metaphors in 24 WIRED Level 5 Videos
(Data corpus). OSF. https://doi.org/10.17605/OSF.IO/94A2J
bibtex: '@book{Scharlau_Miriam_2025, title={Metaphors in 24 WIRED Level 5 Videos
(Data corpus)}, DOI={10.17605/OSF.IO/94A2J},
publisher={OSF}, author={Scharlau, Ingrid and Miriam, Körber}, year={2025} }'
chicago: Scharlau, Ingrid, and Körber Miriam. Metaphors in 24 WIRED Level 5 Videos
(Data Corpus). OSF, 2025. https://doi.org/10.17605/OSF.IO/94A2J.
ieee: I. Scharlau and K. Miriam, Metaphors in 24 WIRED Level 5 Videos (Data corpus).
OSF, 2025.
mla: Scharlau, Ingrid, and Körber Miriam. Metaphors in 24 WIRED Level 5 Videos
(Data Corpus). OSF, 2025, doi:10.17605/OSF.IO/94A2J.
short: I. Scharlau, K. Miriam, Metaphors in 24 WIRED Level 5 Videos (Data Corpus),
OSF, 2025.
date_created: 2025-05-16T09:57:56Z
date_updated: 2025-09-16T08:57:15Z
department:
- _id: '424'
doi: 10.17605/OSF.IO/94A2J
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://osf.io/94a2j/
oa: '1'
project:
- _id: '127'
name: 'TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens'
publisher: OSF
status: public
title: Metaphors in 24 WIRED Level 5 Videos (Data corpus)
type: misc
user_id: '451'
year: '2025'
...
---
_id: '58713'
author:
- first_name: Jan Roland
full_name: Schulze, Jan Roland
id: '29492'
last_name: Schulze
- first_name: Eva
full_name: Blumberg, Eva
id: '37549'
last_name: Blumberg
orcid: 0009-0004-1651-541X
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Schulze JR, Blumberg E, Hellmich F. Effects of a cooperation training on inclusion-related
self-concepts of pre-service teachers. Poster Presentation. The 21th Biennial
EARLI (European Association for Research on Learning and Instruction) Conference
on Learning and Instruction 2025. “Realising Potentials through Education: Shaping
the minds and brains for the future” . In: University of Graz; 2025.'
apa: 'Schulze, J. R., Blumberg, E., & Hellmich, F. (2025). Effects of a cooperation
training on inclusion-related self-concepts of pre-service teachers. Poster Presentation.
The 21th Biennial EARLI (European Association for Research on Learning and Instruction)
Conference on Learning and Instruction 2025. “Realising Potentials through Education:
Shaping the minds and brains for the future” .'
bibtex: '@inproceedings{Schulze_Blumberg_Hellmich_2025, place={Graz}, title={Effects
of a cooperation training on inclusion-related self-concepts of pre-service teachers.
Poster Presentation. The 21th Biennial EARLI (European Association for Research
on Learning and Instruction) Conference on Learning and Instruction 2025. “Realising
Potentials through Education: Shaping the minds and brains for the future” },
publisher={University of Graz}, author={Schulze, Jan Roland and Blumberg, Eva
and Hellmich, Frank}, year={2025} }'
chicago: 'Schulze, Jan Roland, Eva Blumberg, and Frank Hellmich. “Effects of a Cooperation
Training on Inclusion-Related Self-Concepts of Pre-Service Teachers. Poster Presentation.
The 21th Biennial EARLI (European Association for Research on Learning and Instruction)
Conference on Learning and Instruction 2025. ‘Realising Potentials through Education:
Shaping the Minds and Brains for the Future’ .” Graz: University of Graz, 2025.'
ieee: 'J. R. Schulze, E. Blumberg, and F. Hellmich, “Effects of a cooperation training
on inclusion-related self-concepts of pre-service teachers. Poster Presentation.
The 21th Biennial EARLI (European Association for Research on Learning and Instruction)
Conference on Learning and Instruction 2025. ‘Realising Potentials through Education:
Shaping the minds and brains for the future’ ,” 2025.'
mla: 'Schulze, Jan Roland, et al. Effects of a Cooperation Training on Inclusion-Related
Self-Concepts of Pre-Service Teachers. Poster Presentation. The 21th Biennial
EARLI (European Association for Research on Learning and Instruction) Conference
on Learning and Instruction 2025. “Realising Potentials through Education: Shaping
the Minds and Brains for the Future” . University of Graz, 2025.'
short: 'J.R. Schulze, E. Blumberg, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:48:56Z
date_updated: 2025-09-16T09:24:59Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
title: 'Effects of a cooperation training on inclusion-related self-concepts of pre-service
teachers. Poster Presentation. The 21th Biennial EARLI (European Association for
Research on Learning and Instruction) Conference on Learning and Instruction 2025.
“Realising Potentials through Education: Shaping the minds and brains for the future” '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '58714'
author:
- first_name: Nils
full_name: Finke, Nils
id: '57672'
last_name: Finke
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
orcid: 0000-0001-5521-0417
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Finke N, Knickenberg M, Hellmich F. Feedback as a predictor of primary school
students’ motivation and mathematical competence. Single Paper. The 21th Biennial
EARLI (European Association for Research on Learning and Instruction) Conference
on Learning and Instruction 2025. “Realising Potentials through Education: Shaping
the minds and brains for the future” . In: University of Graz; 2025.'
apa: 'Finke, N., Knickenberg, M., & Hellmich, F. (2025). Feedback as a predictor
of primary school students’ motivation and mathematical competence. Single Paper.
The 21th Biennial EARLI (European Association for Research on Learning and Instruction)
Conference on Learning and Instruction 2025. “Realising Potentials through Education:
Shaping the minds and brains for the future” .'
bibtex: '@inproceedings{Finke_Knickenberg_Hellmich_2025, place={Graz}, title={Feedback
as a predictor of primary school students’ motivation and mathematical competence.
Single Paper. The 21th Biennial EARLI (European Association for Research on Learning
and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials
through Education: Shaping the minds and brains for the future” }, publisher={University
of Graz}, author={Finke, Nils and Knickenberg, Margarita and Hellmich, Frank},
year={2025} }'
chicago: 'Finke, Nils, Margarita Knickenberg, and Frank Hellmich. “Feedback as a
Predictor of Primary School Students’ Motivation and Mathematical Competence.
Single Paper. The 21th Biennial EARLI (European Association for Research on Learning
and Instruction) Conference on Learning and Instruction 2025. ‘Realising Potentials
through Education: Shaping the Minds and Brains for the Future’ .” Graz: University
of Graz, 2025.'
ieee: 'N. Finke, M. Knickenberg, and F. Hellmich, “Feedback as a predictor of primary
school students’ motivation and mathematical competence. Single Paper. The 21th
Biennial EARLI (European Association for Research on Learning and Instruction)
Conference on Learning and Instruction 2025. ‘Realising Potentials through Education:
Shaping the minds and brains for the future’ ,” 2025.'
mla: 'Finke, Nils, et al. Feedback as a Predictor of Primary School Students’
Motivation and Mathematical Competence. Single Paper. The 21th Biennial EARLI
(European Association for Research on Learning and Instruction) Conference on
Learning and Instruction 2025. “Realising Potentials through Education: Shaping
the Minds and Brains for the Future” . University of Graz, 2025.'
short: 'N. Finke, M. Knickenberg, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:50:01Z
date_updated: 2025-09-16T09:24:35Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
title: 'Feedback as a predictor of primary school students’ motivation and mathematical
competence. Single Paper. The 21th Biennial EARLI (European Association for Research
on Learning and Instruction) Conference on Learning and Instruction 2025. “Realising
Potentials through Education: Shaping the minds and brains for the future” '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '58710'
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
orcid: 0000-0001-5521-0417
- first_name: Fabian Karl
full_name: Hoya, Fabian Karl
last_name: Hoya
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Knickenberg M, Hoya FK, Hellmich F. Effects of parental feedback on children’s
perceived feedback, motivation and achievement. Single Paper. The 21th Biennial
EARLI (European Association for Research on Learning and Instruction) Conference
on Learning and Instruction 2025. “Realising Potentials through Education: Shaping
the minds and brains for the future” . In: University of Graz; 2025.'
apa: 'Knickenberg, M., Hoya, F. K., & Hellmich, F. (2025). Effects of parental
feedback on children’s perceived feedback, motivation and achievement. Single
Paper. The 21th Biennial EARLI (European Association for Research on Learning
and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials
through Education: Shaping the minds and brains for the future” .'
bibtex: '@inproceedings{Knickenberg_Hoya_Hellmich_2025, place={Graz}, title={Effects
of parental feedback on children’s perceived feedback, motivation and achievement.
Single Paper. The 21th Biennial EARLI (European Association for Research on Learning
and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials
through Education: Shaping the minds and brains for the future” }, publisher={University
of Graz}, author={Knickenberg, Margarita and Hoya, Fabian Karl and Hellmich, Frank},
year={2025} }'
chicago: 'Knickenberg, Margarita, Fabian Karl Hoya, and Frank Hellmich. “Effects
of Parental Feedback on Children’s Perceived Feedback, Motivation and Achievement.
Single Paper. The 21th Biennial EARLI (European Association for Research on Learning
and Instruction) Conference on Learning and Instruction 2025. ‘Realising Potentials
through Education: Shaping the Minds and Brains for the Future’ .” Graz: University
of Graz, 2025.'
ieee: 'M. Knickenberg, F. K. Hoya, and F. Hellmich, “Effects of parental feedback
on children’s perceived feedback, motivation and achievement. Single Paper. The
21th Biennial EARLI (European Association for Research on Learning and Instruction)
Conference on Learning and Instruction 2025. ‘Realising Potentials through Education:
Shaping the minds and brains for the future’ ,” 2025.'
mla: 'Knickenberg, Margarita, et al. Effects of Parental Feedback on Children’s
Perceived Feedback, Motivation and Achievement. Single Paper. The 21th Biennial
EARLI (European Association for Research on Learning and Instruction) Conference
on Learning and Instruction 2025. “Realising Potentials through Education: Shaping
the Minds and Brains for the Future” . University of Graz, 2025.'
short: 'M. Knickenberg, F.K. Hoya, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:45:25Z
date_updated: 2025-09-16T09:25:39Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
title: 'Effects of parental feedback on children’s perceived feedback, motivation
and achievement. Single Paper. The 21th Biennial EARLI (European Association for
Research on Learning and Instruction) Conference on Learning and Instruction 2025.
“Realising Potentials through Education: Shaping the minds and brains for the future” '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '58712'
author:
- first_name: Gamze
full_name: Görel, Gamze
last_name: Görel
- first_name: Katja
full_name: Franzen, Katja
id: '75124'
last_name: Franzen
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Görel G, Franzen K, Hellmich F. Differences in pre-service teachers’ self-efficacy
beliefs and willingness for inclusive education. Single Paper. The 21th Biennial
EARLI (European Association for Research on Learning and Instruction) Conference
on Learning and Instruction 2025. “Realising Potentials through Education: Shaping
the minds and brains for the future” . In: University of Graz; 2025.'
apa: 'Görel, G., Franzen, K., & Hellmich, F. (2025). Differences in pre-service
teachers’ self-efficacy beliefs and willingness for inclusive education. Single
Paper. The 21th Biennial EARLI (European Association for Research on Learning
and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials
through Education: Shaping the minds and brains for the future” .'
bibtex: '@inproceedings{Görel_Franzen_Hellmich_2025, place={Graz}, title={Differences
in pre-service teachers’ self-efficacy beliefs and willingness for inclusive education.
Single Paper. The 21th Biennial EARLI (European Association for Research on Learning
and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials
through Education: Shaping the minds and brains for the future” }, publisher={University
of Graz}, author={Görel, Gamze and Franzen, Katja and Hellmich, Frank}, year={2025}
}'
chicago: 'Görel, Gamze, Katja Franzen, and Frank Hellmich. “Differences in Pre-Service
Teachers’ Self-Efficacy Beliefs and Willingness for Inclusive Education. Single
Paper. The 21th Biennial EARLI (European Association for Research on Learning
and Instruction) Conference on Learning and Instruction 2025. ‘Realising Potentials
through Education: Shaping the Minds and Brains for the Future’ .” Graz: University
of Graz, 2025.'
ieee: 'G. Görel, K. Franzen, and F. Hellmich, “Differences in pre-service teachers’
self-efficacy beliefs and willingness for inclusive education. Single Paper. The
21th Biennial EARLI (European Association for Research on Learning and Instruction)
Conference on Learning and Instruction 2025. ‘Realising Potentials through Education:
Shaping the minds and brains for the future’ ,” 2025.'
mla: 'Görel, Gamze, et al. Differences in Pre-Service Teachers’ Self-Efficacy
Beliefs and Willingness for Inclusive Education. Single Paper. The 21th Biennial
EARLI (European Association for Research on Learning and Instruction) Conference
on Learning and Instruction 2025. “Realising Potentials through Education: Shaping
the Minds and Brains for the Future” . University of Graz, 2025.'
short: 'G. Görel, K. Franzen, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:47:57Z
date_updated: 2025-09-16T09:25:15Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
title: 'Differences in pre-service teachers’ self-efficacy beliefs and willingness
for inclusive education. Single Paper. The 21th Biennial EARLI (European Association
for Research on Learning and Instruction) Conference on Learning and Instruction
2025. “Realising Potentials through Education: Shaping the minds and brains for
the future” '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '58715'
author:
- first_name: Marwin Felix
full_name: Löper, Marwin Felix
id: '26693'
last_name: Löper
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Löper MF, Hellmich F. The role of teacher behaviour in students’ attitudes
and support towards peers with disabilities. Single Paper. The 21th Biennial EARLI
(European Association for Research on Learning and Instruction) Conference on
Learning and Instruction 2025. “Realising Potentials through Education: Shaping
the minds and brains for the future” . In: University of Graz; 2025.'
apa: 'Löper, M. F., & Hellmich, F. (2025). The role of teacher behaviour
in students’ attitudes and support towards peers with disabilities. Single Paper.
The 21th Biennial EARLI (European Association for Research on Learning and Instruction)
Conference on Learning and Instruction 2025. “Realising Potentials through Education:
Shaping the minds and brains for the future” .'
bibtex: '@inproceedings{Löper_Hellmich_2025, place={Graz}, title={The role of teacher
behaviour in students’ attitudes and support towards peers with disabilities.
Single Paper. The 21th Biennial EARLI (European Association for Research on Learning
and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials
through Education: Shaping the minds and brains for the future” }, publisher={University
of Graz}, author={Löper, Marwin Felix and Hellmich, Frank}, year={2025} }'
chicago: 'Löper, Marwin Felix, and Frank Hellmich. “The Role of Teacher Behaviour
in Students’ Attitudes and Support towards Peers with Disabilities. Single Paper.
The 21th Biennial EARLI (European Association for Research on Learning and Instruction)
Conference on Learning and Instruction 2025. ‘Realising Potentials through Education:
Shaping the Minds and Brains for the Future’ .” Graz: University of Graz, 2025.'
ieee: 'M. F. Löper and F. Hellmich, “The role of teacher behaviour in students’
attitudes and support towards peers with disabilities. Single Paper. The 21th
Biennial EARLI (European Association for Research on Learning and Instruction)
Conference on Learning and Instruction 2025. ‘Realising Potentials through Education:
Shaping the minds and brains for the future’ ,” 2025.'
mla: 'Löper, Marwin Felix, and Frank Hellmich. The Role of Teacher Behaviour
in Students’ Attitudes and Support towards Peers with Disabilities. Single Paper.
The 21th Biennial EARLI (European Association for Research on Learning and Instruction)
Conference on Learning and Instruction 2025. “Realising Potentials through Education:
Shaping the Minds and Brains for the Future” . University of Graz, 2025.'
short: 'M.F. Löper, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:51:09Z
date_updated: 2025-09-16T09:24:18Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
title: 'The role of teacher behaviour in students’ attitudes and support towards peers
with disabilities. Single Paper. The 21th Biennial EARLI (European Association for
Research on Learning and Instruction) Conference on Learning and Instruction 2025.
“Realising Potentials through Education: Shaping the minds and brains for the future” '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '58711'
author:
- first_name: Pauline
full_name: Finke, Pauline
id: '73113'
last_name: Finke
- first_name: Jan Roland
full_name: Schulze, Jan Roland
id: '29492'
last_name: Schulze
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Finke P, Schulze JR, Hellmich F. Teachers’ self-efficacy beliefs and attitudes
concerning inclusive education. Single Paper. The 21th Biennial EARLI (European
Association for Research on Learning and Instruction) Conference on Learning and
Instruction 2025. “Realising Potentials through Education: Shaping the minds and
brains for the future” . In: University of Graz; 2025.'
apa: 'Finke, P., Schulze, J. R., & Hellmich, F. (2025). Teachers’ self-efficacy
beliefs and attitudes concerning inclusive education. Single Paper. The 21th Biennial
EARLI (European Association for Research on Learning and Instruction) Conference
on Learning and Instruction 2025. “Realising Potentials through Education: Shaping
the minds and brains for the future” .'
bibtex: '@inproceedings{Finke_Schulze_Hellmich_2025, place={Graz}, title={Teachers’
self-efficacy beliefs and attitudes concerning inclusive education. Single Paper.
The 21th Biennial EARLI (European Association for Research on Learning and Instruction)
Conference on Learning and Instruction 2025. “Realising Potentials through Education:
Shaping the minds and brains for the future” }, publisher={University of Graz},
author={Finke, Pauline and Schulze, Jan Roland and Hellmich, Frank}, year={2025}
}'
chicago: 'Finke, Pauline, Jan Roland Schulze, and Frank Hellmich. “Teachers’ Self-Efficacy
Beliefs and Attitudes Concerning Inclusive Education. Single Paper. The 21th Biennial
EARLI (European Association for Research on Learning and Instruction) Conference
on Learning and Instruction 2025. ‘Realising Potentials through Education: Shaping
the Minds and Brains for the Future’ .” Graz: University of Graz, 2025.'
ieee: 'P. Finke, J. R. Schulze, and F. Hellmich, “Teachers’ self-efficacy beliefs
and attitudes concerning inclusive education. Single Paper. The 21th Biennial
EARLI (European Association for Research on Learning and Instruction) Conference
on Learning and Instruction 2025. ‘Realising Potentials through Education: Shaping
the minds and brains for the future’ ,” 2025.'
mla: 'Finke, Pauline, et al. Teachers’ Self-Efficacy Beliefs and Attitudes Concerning
Inclusive Education. Single Paper. The 21th Biennial EARLI (European Association
for Research on Learning and Instruction) Conference on Learning and Instruction
2025. “Realising Potentials through Education: Shaping the Minds and Brains for
the Future” . University of Graz, 2025.'
short: 'P. Finke, J.R. Schulze, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:46:36Z
date_updated: 2025-09-16T09:25:56Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
title: 'Teachers’ self-efficacy beliefs and attitudes concerning inclusive education.
Single Paper. The 21th Biennial EARLI (European Association for Research on Learning
and Instruction) Conference on Learning and Instruction 2025. “Realising Potentials
through Education: Shaping the minds and brains for the future” '
type: conference_abstract
user_id: '57672'
year: '2025'
...