@article{63612, author = {{Albers, Timm and Meusel, Sarah}}, journal = {{KIWI-Journal }}, pages = {{12--19}}, title = {{{Kommunikation mit Familien im Kontext von Inklusion. Grundlagen der Zusammenarbeit mit Eltern von Kindern mit Behinderung}}}, volume = {{23}}, year = {{2025}}, } @inbook{61424, author = {{Herzig, Bardo}}, booktitle = {{SLLD (B). Spachlich literatisches Lernen und Deutschdidaktik }}, editor = {{Berg, Gunhild and Franke, Bernhard}}, issn = {{2701-0600}}, pages = {{43--61}}, publisher = {{OMP / RUB}}, title = {{{Soziale Medien als algorithmische Diskursmaschinen}}}, doi = {{10.46586/SLLD.429}}, volume = {{19}}, year = {{2025}}, } @inbook{63868, author = {{Mangeni, Teddy and Bogere, Paul and Asiimwe, Henry and Freitag, Christine}}, booktitle = {{Sustainable Energy Development in East Africa: Interdisciplinary Approaches}}, editor = {{Freitag, Christine and Temmen, Katrin and Hehenkamp, Burkhard and Klaus, Tobias and Krauter, Stefan}}, pages = {{260--271}}, title = {{{Approaches to Community Learning in Microgrid Development}}}, year = {{2025}}, } @inbook{63859, author = {{Vochatzer, Stefanie and Engelman , Sebastian }}, booktitle = {{"Nicht die Wahrheit wird anerkennt" - Mathilde Vaerting (1884-1977) Deutungen, Ordnungen und Tradierungen in der Erziehungswissenschaft}}, editor = {{ Berner, Esther and Hofbauer , Susann}}, isbn = {{9783781527430}}, pages = {{184--197}}, publisher = {{Verlag Julius Klinkhardt}}, title = {{{"...da gerade hier die allgemeinen Theorieen uns nur zu oft im Stiche lassen." Rousseau in der Kritik gelehrter Frauen seiner Zeit }}}, year = {{2025}}, } @misc{63871, author = {{Vochatzer, Stefanie}}, booktitle = {{H-Soz-Kult}}, isbn = {{9781350269248}}, title = {{{Rezension zu: Wasmuth, Helge; Sauerbrey, Ulf; Winkler, Michael: Finding Froebel. The Man Who Invented Kindergarten. New York 2023 }}}, year = {{2025}}, } @article{64824, abstract = {{(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.}}, author = {{Niemann, Jan and Eickelmann, Birgit and Drossel, Kerstin}}, issn = {{2227-7102}}, journal = {{Education Sciences}}, number = {{7}}, publisher = {{MDPI AG}}, title = {{{Overcoming Digital Inequalities—Identification and Characterisation of Digitally Resilient Schools in Different Countries Using ICILS 2023 Data}}}, doi = {{10.3390/educsci15070898}}, volume = {{15}}, year = {{2025}}, } @article{61285, author = {{Herzig, Bardo}}, issn = {{1862-5231}}, journal = {{Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT}}, number = {{70, Jg.36/2025}}, pages = {{13--18}}, publisher = {{Barbara Budrich}}, title = {{{Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs}}}, year = {{2025}}, } @article{61189, author = {{Herzig, Bardo}}, issn = {{1433-4674}}, journal = {{SchulVerwaltung Bayern }}, number = {{7-8}}, pages = {{213--215}}, publisher = {{Carl Link}}, title = {{{Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften}}}, year = {{2025}}, } @inproceedings{60027, author = {{Hellmich, Frank and Hoya, Fabian Karl and Schulze, Jan Roland and Blumberg, Eva}}, publisher = {{Pädagogische Hochschule Vorarlberg}}, 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" }}}, year = {{2025}}, } @inproceedings{60028, author = {{Löper, Marwin Felix and Hellmich, Frank}}, publisher = {{Pädagogische Hochschule Vorarlberg}}, 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"}}}, year = {{2025}}, } @inproceedings{59251, author = {{Finke, Pauline and Schulze, Jan Roland and Hellmich, Frank}}, publisher = {{University of 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“ }}}, year = {{2025}}, } @inproceedings{59249, author = {{Finke, Nils and Knickenberg, Margarita and Hellmich, Frank}}, publisher = {{BelgradeUniversity of 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“ }}}, year = {{2025}}, } @inproceedings{59252, author = {{Schulze, Jan Roland and Hellmich, Frank}}, publisher = {{University of 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“ }}}, year = {{2025}}, } @inproceedings{58713, author = {{Schulze, Jan Roland and Blumberg, Eva and Hellmich, Frank}}, publisher = {{University of 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” }}}, year = {{2025}}, } @inproceedings{58714, author = {{Finke, Nils and Knickenberg, Margarita and Hellmich, Frank}}, publisher = {{University of 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” }}}, year = {{2025}}, } @inproceedings{58710, author = {{Knickenberg, Margarita and Hoya, Fabian Karl and Hellmich, Frank}}, publisher = {{University of 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” }}}, year = {{2025}}, } @inproceedings{58712, author = {{Görel, Gamze and Franzen, Katja and Hellmich, Frank}}, publisher = {{University of 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” }}}, year = {{2025}}, } @inproceedings{58715, author = {{Löper, Marwin Felix and Hellmich, Frank}}, publisher = {{University of 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” }}}, year = {{2025}}, } @inproceedings{58711, author = {{Finke, Pauline and Schulze, Jan Roland and Hellmich, Frank}}, publisher = {{University of 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” }}}, year = {{2025}}, } @inproceedings{59244, author = {{Löper, Marwin Felix and Hellmich, Frank}}, publisher = {{University of Belgrade}}, title = {{{ Explanatory factors for students’ attitudes and their supportive behaviour towards peers with social and emotional disabilities. Paper. ECER 2025 (European Conference on Educational Research). “Charting the Way Forward: Education, Research, Potentials and Perspectives“ }}}, year = {{2025}}, }