@article{64824,
  abstract     = {{<jats:p>(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.</jats:p>}},
  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{63169,
  author       = {{Taranto, E and Jablonski, S and Recio, T and Cunha, E and Ludwig, M and Mammana, MF}},
  issn         = {{2227-7102}},
  number       = {{3}},
  title        = {{{The Impact of a MOOC: Long-Term Analysis of Teachers' Learning Outcomes and Practices}}},
  volume       = {{15}},
  year         = {{2025}},
}

@article{63168,
  author       = {{Jablonski, S and Ludwig, M}},
  issn         = {{2227-7102}},
  number       = {{7}},
  title        = {{{Teaching and Learning of Geometry-A Literature Review on Current Developments in Theory and Practice}}},
  volume       = {{13}},
  year         = {{2023}},
}

@article{35522,
  abstract     = {{<jats:p>Following concepts describing lesson planning as a form of anticipatory reflection, preservice physics teachers’ reflection skills are assumed to be positively connected with their planning skills. However, empirical evidence on this is scarce. To explore how relations between these specific skills change over the course of a field experience controlling for influences of professional knowledge, we conduct a pre-post field study with N = 95 preservice physics teachers in a one-semester field experience. Content knowledge (CK) and pedagogical content knowledge (PCK) (paper-and-pencil tests), and reflection and planning skills (standardized performance assessments) were assessed before and after the field experience. Path analyses revealed almost no influence of reflection skills on planning skills. Reflections skills did not contribute to preservice teachers planning skills beyond knowledge, indicating both constructs might represent rather independent abilities. The results show the need for further development of models describing the development of teachers’ professional knowledge and skills in academic teacher education and for the development of concepts for a better integration of reflection and lesson planning in field experiences.</jats:p>}},
  author       = {{Vogelsang, Christoph and Kulgemeyer, Christoph and Riese, Josef}},
  issn         = {{2227-7102}},
  journal      = {{Education Sciences}},
  keywords     = {{Public Administration, Developmental and Educational Psychology, Education, Computer Science Applications, Computer Science (miscellaneous), Physical Therapy, Sports Therapy and Rehabilitation}},
  number       = {{7}},
  publisher    = {{MDPI AG}},
  title        = {{{Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience}}},
  doi          = {{10.3390/educsci12070479}},
  volume       = {{12}},
  year         = {{2022}},
}

@article{63174,
  author       = {{Barbosa, A and Vale, I and Jablonski, S and Ludwig, M}},
  issn         = {{2227-7102}},
  number       = {{5}},
  title        = {{{Walking through Algebraic Thinking with Theme-Based (Mobile) Math Trails}}},
  volume       = {{12}},
  year         = {{2022}},
}

@article{63173,
  author       = {{Barlovits, S and Jablonski, S and Lázaro, C and Ludwig, M and Recio, T}},
  issn         = {{2227-7102}},
  number       = {{8}},
  title        = {{{Teaching from a Distance-Math Lessons during COVID-19 in Germany and Spain}}},
  volume       = {{11}},
  year         = {{2021}},
}