[{"article_number":"1741733","language":[{"iso":"eng"}],"doi":"10.3389/feduc.2026.1741733","year":"2026","title":"Is flipped classroom really superior?—Questioning the flip in K-12 teaching","author":[{"full_name":"Wiesner, Patrick","first_name":"Patrick","last_name":"Wiesner"},{"full_name":"Krauss, Stefan","last_name":"Krauss","first_name":"Stefan"},{"first_name":"Nathalie","last_name":"Stegmüller","full_name":"Stegmüller, Nathalie"},{"id":"83381","first_name":"Karin","last_name":"Binder","full_name":"Binder, Karin"}],"publication_identifier":{"issn":["2504-284X"]},"date_updated":"2026-04-20T16:28:13Z","publication_status":"published","intvolume":"        11","file":[{"creator":"binder","date_created":"2026-04-20T16:27:58Z","relation":"main_file","date_updated":"2026-04-20T16:27:58Z","file_name":"Wiesner Krauss Stegmüller Binder 2026 Is flipped classroom really superior.pdf","access_level":"closed","file_size":1315590,"file_id":"65471","content_type":"application/pdf","success":1}],"date_created":"2026-02-21T08:08:32Z","type":"journal_article","publication":"Frontiers in Education","abstract":[{"text":"<jats:p>\r\n                    There is a contradiction between seven meta-analyses, all of which indicate a substantial benefit of the flipped classroom (FC) method for K-12 teaching and some larger study that found no such benefit when compared to “traditional” teaching. In the theoretical part of the paper, we shed light on this contradiction by consulting general literature on meta-analyses. Ranking the 50 included FC studies by the number of classes per experimental condition, we found a negative correlation between the “size” of a study and the effect in favor of FC. In the empirical part, we present an FC study with three conditions concerning mathematical teaching, based on\r\n                    <jats:italic>n</jats:italic>\r\n                     = 950 students aged 11–13, in which many relevant covariates (e.g., quality of instruction) were addressed. One FC condition was based on students’ knowledge acquisition through instructional videos at home (FCn:\r\n                    <jats:italic>n</jats:italic>\r\n                     = 12 classes). Considering that self-regulation support might play a crucial role especially for young students working at home, another FC condition (FCS:\r\n                    <jats:italic>n</jats:italic>\r\n                     = 12 classes) was implemented, in which students could learn additional math-free strategies concerning watching instructional videos. Both FC-conditions were experimentally compared with a control group of traditional teaching (TT:\r\n                    <jats:italic>n</jats:italic>\r\n                     = 13 classes). No significant effect on learning gains was found between FCn and TT, indicating that “flipping” alone may not be more effective per se. However, a significant difference was found between FCS and FCn. Thus, supporting students’ self-regulation in addition may in indeed open the door to successful FC, even with very young students.\r\n                  </jats:p>","lang":"eng"}],"publisher":"Frontiers Media SA","_id":"64580","ddc":["370"],"user_id":"83381","volume":11,"status":"public","has_accepted_license":"1","file_date_updated":"2026-04-20T16:27:58Z","citation":{"ama":"Wiesner P, Krauss S, Stegmüller N, Binder K. Is flipped classroom really superior?—Questioning the flip in K-12 teaching. <i>Frontiers in Education</i>. 2026;11. doi:<a href=\"https://doi.org/10.3389/feduc.2026.1741733\">10.3389/feduc.2026.1741733</a>","bibtex":"@article{Wiesner_Krauss_Stegmüller_Binder_2026, title={Is flipped classroom really superior?—Questioning the flip in K-12 teaching}, volume={11}, DOI={<a href=\"https://doi.org/10.3389/feduc.2026.1741733\">10.3389/feduc.2026.1741733</a>}, number={1741733}, journal={Frontiers in Education}, publisher={Frontiers Media SA}, author={Wiesner, Patrick and Krauss, Stefan and Stegmüller, Nathalie and Binder, Karin}, year={2026} }","mla":"Wiesner, Patrick, et al. “Is Flipped Classroom Really Superior?—Questioning the Flip in K-12 Teaching.” <i>Frontiers in Education</i>, vol. 11, 1741733, Frontiers Media SA, 2026, doi:<a href=\"https://doi.org/10.3389/feduc.2026.1741733\">10.3389/feduc.2026.1741733</a>.","chicago":"Wiesner, Patrick, Stefan Krauss, Nathalie Stegmüller, and Karin Binder. “Is Flipped Classroom Really Superior?—Questioning the Flip in K-12 Teaching.” <i>Frontiers in Education</i> 11 (2026). <a href=\"https://doi.org/10.3389/feduc.2026.1741733\">https://doi.org/10.3389/feduc.2026.1741733</a>.","short":"P. Wiesner, S. Krauss, N. Stegmüller, K. Binder, Frontiers in Education 11 (2026).","apa":"Wiesner, P., Krauss, S., Stegmüller, N., &#38; Binder, K. (2026). Is flipped classroom really superior?—Questioning the flip in K-12 teaching. <i>Frontiers in Education</i>, <i>11</i>, Article 1741733. <a href=\"https://doi.org/10.3389/feduc.2026.1741733\">https://doi.org/10.3389/feduc.2026.1741733</a>","ieee":"P. Wiesner, S. Krauss, N. Stegmüller, and K. Binder, “Is flipped classroom really superior?—Questioning the flip in K-12 teaching,” <i>Frontiers in Education</i>, vol. 11, Art. no. 1741733, 2026, doi: <a href=\"https://doi.org/10.3389/feduc.2026.1741733\">10.3389/feduc.2026.1741733</a>."}},{"article_number":"1710708","language":[{"iso":"eng"}],"doi":"10.3389/feduc.2026.1710708","year":"2026","title":"Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison","publication_identifier":{"issn":["2504-284X"]},"author":[{"first_name":"Veslemøy Maria Fossum","last_name":"Johansson","full_name":"Johansson, Veslemøy Maria Fossum"},{"last_name":"Gibson","first_name":"Suanne","full_name":"Gibson, Suanne"},{"first_name":"Stuart","last_name":"Woodcock","full_name":"Woodcock, Stuart"},{"full_name":"Dechsling, Anders","last_name":"Dechsling","first_name":"Anders"},{"last_name":"Kullmann","orcid":"0000-0001-5488-5105","first_name":"Harry","full_name":"Kullmann, Harry","id":"77972"},{"full_name":"Herrebrøden, Marte Karoline","first_name":"Marte Karoline","last_name":"Herrebrøden"},{"full_name":"Ulriksen, Line Britt","first_name":"Line Britt","last_name":"Ulriksen"},{"last_name":"Nordahl-Hansen","first_name":"Anders","full_name":"Nordahl-Hansen, Anders"}],"publication_status":"published","date_updated":"2026-08-29T08:25:55Z","article_type":"original","intvolume":"        11","date_created":"2026-07-14T08:14:19Z","type":"journal_article","keyword":["human rights","inclusion","inclusive education","international study","parents","school development","special educational needs"],"department":[{"_id":"556"}],"publication":"Frontiers in Education","abstract":[{"lang":"eng","text":"Background – This study draws on data from a larger international project exploring parents' perceptions of the education of their children with special educational needs and/or disabilities (SEND). Using responses from 1, 309 parents in Australia, England, Germany, and Norway it examines parental satisfaction with mainstream and special schools, and parents' school placement preferences, including willingness to change schools. Parental satisfaction is assessed as an overall evaluation of how well the child's school placement meets their needs, without distinguishing between specific aspects of the school experience. The study also explores whether the child's level of support is associated with these perceptions. Based on a human rights perspective, we highlight parents’ perspectives and their role in the development of more inclusive education systems, without promoting one model of schooling over another. Methods – Responses from 1, 309 parents across four countries were analysed using descriptive and inferential statistics. Non-parametric tests compared satisfaction across school types, chi-squared tests assessed associations with willingness to change schools, and binary logistic regression examined whether level of support was associated with parents' willingness to change school placement. Results – Parents in England, Germany, and Norway reported higher satisfaction with special schools than with mainstream schools. No statistically significant difference was observed in Australia. Parents of children in special schools were less likely to report considering changing schools, particularly in England and Norway. Higher pupil support needs were significantly associated with parents’ willingness to change school across the combined sample. These findings suggest that parental satisfaction with their child's education and their preferences regarding school placement may be shaped by both school type and how well pupils' support needs are perceived to be met. Discussion and conclusion – The role of parents as key stakeholders in developing inclusive education systems, consistent with the Convention on the Rights of Persons with Disabilities (CRPD) is emphasised. While parents in special schools in three of the four countries reported higher satisfaction, the reasons for this remain unclear. Understanding the factors shaping parental satisfaction is essential for developing inclusive and responsive learning environments. These findings offer a starting point for future research on how education systems can better align policy commitments with families’ lived experiences."}],"publisher":"Frontiers Media SA","_id":"66480","user_id":"105186","volume":11,"status":"public","jel":["I24"],"citation":{"mla":"Johansson, Veslemøy Maria Fossum, et al. “Parental (Dis)Satisfaction with School Placement to Achieve Inclusion: A Cross-Country Comparison.” <i>Frontiers in Education</i>, vol. 11, 1710708, Frontiers Media SA, 2026, doi:<a href=\"https://doi.org/10.3389/feduc.2026.1710708\">10.3389/feduc.2026.1710708</a>.","bibtex":"@article{Johansson_Gibson_Woodcock_Dechsling_Kullmann_Herrebrøden_Ulriksen_Nordahl-Hansen_2026, title={Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison}, volume={11}, DOI={<a href=\"https://doi.org/10.3389/feduc.2026.1710708\">10.3389/feduc.2026.1710708</a>}, number={1710708}, journal={Frontiers in Education}, publisher={Frontiers Media SA}, author={Johansson, Veslemøy Maria Fossum and Gibson, Suanne and Woodcock, Stuart and Dechsling, Anders and Kullmann, Harry and Herrebrøden, Marte Karoline and Ulriksen, Line Britt and Nordahl-Hansen, Anders}, year={2026} }","ama":"Johansson VMF, Gibson S, Woodcock S, et al. Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison. <i>Frontiers in Education</i>. 2026;11. doi:<a href=\"https://doi.org/10.3389/feduc.2026.1710708\">10.3389/feduc.2026.1710708</a>","ieee":"V. M. F. Johansson <i>et al.</i>, “Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison,” <i>Frontiers in Education</i>, vol. 11, Art. no. 1710708, 2026, doi: <a href=\"https://doi.org/10.3389/feduc.2026.1710708\">10.3389/feduc.2026.1710708</a>.","apa":"Johansson, V. M. F., Gibson, S., Woodcock, S., Dechsling, A., Kullmann, H., Herrebrøden, M. K., Ulriksen, L. B., &#38; Nordahl-Hansen, A. (2026). Parental (dis)satisfaction with school placement to achieve inclusion: a cross-country comparison. <i>Frontiers in Education</i>, <i>11</i>, Article 1710708. <a href=\"https://doi.org/10.3389/feduc.2026.1710708\">https://doi.org/10.3389/feduc.2026.1710708</a>","chicago":"Johansson, Veslemøy Maria Fossum, Suanne Gibson, Stuart Woodcock, Anders Dechsling, Harry Kullmann, Marte Karoline Herrebrøden, Line Britt Ulriksen, and Anders Nordahl-Hansen. “Parental (Dis)Satisfaction with School Placement to Achieve Inclusion: A Cross-Country Comparison.” <i>Frontiers in Education</i> 11 (2026). <a href=\"https://doi.org/10.3389/feduc.2026.1710708\">https://doi.org/10.3389/feduc.2026.1710708</a>.","short":"V.M.F. Johansson, S. Gibson, S. Woodcock, A. Dechsling, H. Kullmann, M.K. Herrebrøden, L.B. Ulriksen, A. Nordahl-Hansen, Frontiers in Education 11 (2026)."},"quality_controlled":"1"},{"quality_controlled":"1","citation":{"bibtex":"@article{Jablonski_Barlovits_Ludwig_2023, title={How digital tools support the validation of outdoor modelling results}, volume={8}, author={Jablonski, S and Barlovits, S and Ludwig, M}, year={2023} }","chicago":"Jablonski, S, S Barlovits, and M Ludwig. “How Digital Tools Support the Validation of Outdoor Modelling Results” 8 (2023).","short":"S. Jablonski, S. Barlovits, M. Ludwig, 8 (2023).","ama":"Jablonski S, Barlovits S, Ludwig M. How digital tools support the validation of outdoor modelling results. 2023;8.","ieee":"S. Jablonski, S. Barlovits, and M. Ludwig, “How digital tools support the validation of outdoor modelling results,” vol. 8, 2023.","apa":"Jablonski, S., Barlovits, S., &#38; Ludwig, M. (2023). <i>How digital tools support the validation of outdoor modelling results</i>. <i>8</i>.","mla":"Jablonski, S., et al. <i>How Digital Tools Support the Validation of Outdoor Modelling Results</i>. 2023."},"type":"journal_article","date_created":"2025-12-17T08:53:33Z","intvolume":"         8","date_updated":"2025-12-17T08:56:45Z","publication_status":"published","author":[{"last_name":"Jablonski","first_name":"S","full_name":"Jablonski, S"},{"full_name":"Barlovits, S","last_name":"Barlovits","first_name":"S"},{"last_name":"Ludwig","first_name":"M","full_name":"Ludwig, M"}],"publication_identifier":{"issn":["2504-284X"]},"status":"public","title":"How digital tools support the validation of outdoor modelling results","year":"2023","volume":8,"user_id":"111489","_id":"63171"},{"publication":"Frontiers in Education","abstract":[{"lang":"eng","text":"<jats:p>Social robots have emerged as a new digital technology that is increasingly being implemented in the educational landscape. While social robots could be deployed to assist young children with their learning in a variety of different ways, the typical approach in educational practices is to supplement the learning process rather than to replace the human caregiver, e.g., the teacher, parent, educator or therapist. When functioning in the role of an educational assistant, social robots will likely constitute a part of a triadic interaction with the child and the human caregiver. Surprisingly, there is little research that systematically investigates the role of the caregiver by examining the ways in which children involve or check in with them during their interaction with another partner<jats:bold>—</jats:bold>a phenomenon that is known as social referencing. In the present study, we investigated social referencing in the context of a dyadic child–robot interaction. Over the course of four sessions within our longitudinal language-learning study, we observed how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers who were not actively involved in the language-learning procedure. The children participating in the study were randomly assigned to either an interaction with a social robot or a human partner. Our results revealed that all children across both conditions utilized social referencing behaviors to address their caregiver. However, we found that the children who interacted with the social robot did so significantly more frequently in each of the four sessions than those who interacted with the human partner. Further analyses showed that no significant change in their behavior over the course of the sessions could be observed. Findings are discussed with regard to the caregiver's role during children's interactions with social robots and the implications for future interaction design.</jats:p>"}],"date_created":"2023-01-17T20:22:49Z","keyword":["Education"],"type":"journal_article","department":[{"_id":"749"}],"title":"Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction","year":"2021","author":[{"full_name":"Tolksdorf, Nils F.","last_name":"Tolksdorf","first_name":"Nils F."},{"first_name":"Camilla E.","last_name":"Crawshaw","full_name":"Crawshaw, Camilla E."},{"full_name":"Rohlfing, Katharina","last_name":"Rohlfing","first_name":"Katharina","id":"50352"}],"publication_identifier":{"issn":["2504-284X"]},"date_updated":"2023-02-01T11:59:32Z","publication_status":"published","intvolume":"         5","language":[{"iso":"eng"}],"doi":"10.3389/feduc.2020.569615","citation":{"mla":"Tolksdorf, Nils F., et al. “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.” <i>Frontiers in Education</i>, vol. 5, Frontiers Media SA, 2021, doi:<a href=\"https://doi.org/10.3389/feduc.2020.569615\">10.3389/feduc.2020.569615</a>.","ama":"Tolksdorf NF, Crawshaw CE, Rohlfing K. Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction. <i>Frontiers in Education</i>. 2021;5. doi:<a href=\"https://doi.org/10.3389/feduc.2020.569615\">10.3389/feduc.2020.569615</a>","bibtex":"@article{Tolksdorf_Crawshaw_Rohlfing_2021, title={Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction}, volume={5}, DOI={<a href=\"https://doi.org/10.3389/feduc.2020.569615\">10.3389/feduc.2020.569615</a>}, journal={Frontiers in Education}, publisher={Frontiers Media SA}, author={Tolksdorf, Nils F. and Crawshaw, Camilla E. and Rohlfing, Katharina}, year={2021} }","apa":"Tolksdorf, N. F., Crawshaw, C. E., &#38; Rohlfing, K. (2021). Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction. <i>Frontiers in Education</i>, <i>5</i>. <a href=\"https://doi.org/10.3389/feduc.2020.569615\">https://doi.org/10.3389/feduc.2020.569615</a>","ieee":"N. F. Tolksdorf, C. E. Crawshaw, and K. Rohlfing, “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction,” <i>Frontiers in Education</i>, vol. 5, 2021, doi: <a href=\"https://doi.org/10.3389/feduc.2020.569615\">10.3389/feduc.2020.569615</a>.","short":"N.F. Tolksdorf, C.E. Crawshaw, K. Rohlfing, Frontiers in Education 5 (2021).","chicago":"Tolksdorf, Nils F., Camilla E. Crawshaw, and Katharina Rohlfing. “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.” <i>Frontiers in Education</i> 5 (2021). <a href=\"https://doi.org/10.3389/feduc.2020.569615\">https://doi.org/10.3389/feduc.2020.569615</a>."},"status":"public","_id":"37185","publisher":"Frontiers Media SA","user_id":"14931","volume":5},{"author":[{"id":"43289","full_name":"Tolksdorf, Nils Frederik","orcid":"0000-0001-6093-1219","first_name":"Nils Frederik","last_name":"Tolksdorf"},{"last_name":"Crawshaw","first_name":"Camilla E.","full_name":"Crawshaw, Camilla E."},{"last_name":"Rohlfing","first_name":"Katharina J.","full_name":"Rohlfing, Katharina J.","id":"50352"}],"publication_identifier":{"issn":["2504-284X"]},"title":"Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children's Social Referencing in Interaction","year":"2021","status":"public","publication_status":"published","date_updated":"2024-11-28T08:40:51Z","language":[{"iso":"eng"}],"_id":"24902","user_id":"43289","doi":"10.3389/feduc.2020.569615","citation":{"apa":"Tolksdorf, N. F., Crawshaw, C. E., &#38; Rohlfing, K. J. (2021). Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction. <i>Frontiers in Education</i>. <a href=\"https://doi.org/10.3389/feduc.2020.569615\">https://doi.org/10.3389/feduc.2020.569615</a>","ieee":"N. F. Tolksdorf, C. E. Crawshaw, and K. J. Rohlfing, “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction,” <i>Frontiers in Education</i>, 2021, doi: <a href=\"https://doi.org/10.3389/feduc.2020.569615\">10.3389/feduc.2020.569615</a>.","chicago":"Tolksdorf, Nils Frederik, Camilla E. Crawshaw, and Katharina J. Rohlfing. “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.” <i>Frontiers in Education</i>, 2021. <a href=\"https://doi.org/10.3389/feduc.2020.569615\">https://doi.org/10.3389/feduc.2020.569615</a>.","short":"N.F. Tolksdorf, C.E. Crawshaw, K.J. Rohlfing, Frontiers in Education (2021).","mla":"Tolksdorf, Nils Frederik, et al. “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.” <i>Frontiers in Education</i>, 2021, doi:<a href=\"https://doi.org/10.3389/feduc.2020.569615\">10.3389/feduc.2020.569615</a>.","ama":"Tolksdorf NF, Crawshaw CE, Rohlfing KJ. Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction. <i>Frontiers in Education</i>. Published online 2021. doi:<a href=\"https://doi.org/10.3389/feduc.2020.569615\">10.3389/feduc.2020.569615</a>","bibtex":"@article{Tolksdorf_Crawshaw_Rohlfing_2021, title={Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction}, DOI={<a href=\"https://doi.org/10.3389/feduc.2020.569615\">10.3389/feduc.2020.569615</a>}, journal={Frontiers in Education}, author={Tolksdorf, Nils Frederik and Crawshaw, Camilla E. and Rohlfing, Katharina J.}, year={2021} }"},"publication":"Frontiers in Education","abstract":[{"text":"<jats:p>Social robots have emerged as a new digital technology that is increasingly being implemented in the educational landscape. While social robots could be deployed to assist young children with their learning in a variety of different ways, the typical approach in educational practices is to supplement the learning process rather than to replace the human caregiver, e.g., the teacher, parent, educator or therapist. When functioning in the role of an educational assistant, social robots will likely constitute a part of a triadic interaction with the child and the human caregiver. Surprisingly, there is little research that systematically investigates the role of the caregiver by examining the ways in which children involve or check in with them during their interaction with another partner<jats:bold>—</jats:bold>a phenomenon that is known as social referencing. In the present study, we investigated social referencing in the context of a dyadic child–robot interaction. Over the course of four sessions within our longitudinal language-learning study, we observed how 20 pre-school children aged 4–5 years checked in with their accompanying caregivers who were not actively involved in the language-learning procedure. The children participating in the study were randomly assigned to either an interaction with a social robot or a human partner. Our results revealed that all children across both conditions utilized social referencing behaviors to address their caregiver. However, we found that the children who interacted with the social robot did so significantly more frequently in each of the four sessions than those who interacted with the human partner. Further analyses showed that no significant change in their behavior over the course of the sessions could be observed. Findings are discussed with regard to the caregiver's role during children's interactions with social robots and the implications for future interaction design.</jats:p>","lang":"eng"}],"quality_controlled":"1","date_created":"2021-09-23T11:04:01Z","department":[{"_id":"749"}],"type":"journal_article"},{"type":"journal_article","department":[{"_id":"452"}],"date_created":"2020-04-15T06:40:54Z","publication":"Frontiers in Education","issue":"1","citation":{"apa":"Harteis, C., Goller, M., &#38; Caruso, C. (2020). Conceptual Change in the Face of Digitalization: Challenges for Workplaces and Workplace Learning. <i>Frontiers in Education</i>, <i>5</i>(1), 1–10. <a href=\"https://doi.org/10.3389/feduc.2020.00001\">https://doi.org/10.3389/feduc.2020.00001</a>","ieee":"C. Harteis, M. Goller, and C. Caruso, “Conceptual Change in the Face of Digitalization: Challenges for Workplaces and Workplace Learning,” <i>Frontiers in Education</i>, vol. 5, no. 1, pp. 1–10, 2020, doi: <a href=\"https://doi.org/10.3389/feduc.2020.00001\">10.3389/feduc.2020.00001</a>.","short":"C. Harteis, M. Goller, C. Caruso, Frontiers in Education 5 (2020) 1–10.","chicago":"Harteis, Christian, Michael Goller, and Carina Caruso. “Conceptual Change in the Face of Digitalization: Challenges for Workplaces and Workplace Learning.” <i>Frontiers in Education</i> 5, no. 1 (2020): 1–10. <a href=\"https://doi.org/10.3389/feduc.2020.00001\">https://doi.org/10.3389/feduc.2020.00001</a>.","mla":"Harteis, Christian, et al. “Conceptual Change in the Face of Digitalization: Challenges for Workplaces and Workplace Learning.” <i>Frontiers in Education</i>, vol. 5, no. 1, 2020, pp. 1–10, doi:<a href=\"https://doi.org/10.3389/feduc.2020.00001\">10.3389/feduc.2020.00001</a>.","ama":"Harteis C, Goller M, Caruso C. Conceptual Change in the Face of Digitalization: Challenges for Workplaces and Workplace Learning. <i>Frontiers in Education</i>. 2020;5(1):1-10. doi:<a href=\"https://doi.org/10.3389/feduc.2020.00001\">10.3389/feduc.2020.00001</a>","bibtex":"@article{Harteis_Goller_Caruso_2020, title={Conceptual Change in the Face of Digitalization: Challenges for Workplaces and Workplace Learning}, volume={5}, DOI={<a href=\"https://doi.org/10.3389/feduc.2020.00001\">10.3389/feduc.2020.00001</a>}, number={1}, journal={Frontiers in Education}, author={Harteis, Christian and Goller, Michael and Caruso, Carina}, year={2020}, pages={1–10} }"},"doi":"10.3389/feduc.2020.00001","user_id":"50788","volume":5,"page":"1-10","_id":"16506","language":[{"iso":"eng"}],"date_updated":"2022-02-03T13:48:42Z","publication_status":"published","intvolume":"         5","year":"2020","status":"public","title":"Conceptual Change in the Face of Digitalization: Challenges for Workplaces and Workplace Learning","author":[{"orcid":"https://orcid.org/0000-0002-3570-7626","last_name":"Harteis","first_name":"Christian","full_name":"Harteis, Christian","id":"27503"},{"full_name":"Goller, Michael","last_name":"Goller","first_name":"Michael","orcid":"0000-0002-2820-9178","id":"30984"},{"full_name":"Caruso, Carina","first_name":"Carina","last_name":"Caruso"}],"publication_identifier":{"issn":["2504-284X"]}},{"_id":"28342","language":[{"iso":"eng"}],"doi":"10.3389/feduc.2020.00007","user_id":"85816","status":"public","title":"A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion","year":"2020","publication_identifier":{"issn":["2504-284X"]},"author":[{"first_name":"Franziska","last_name":"Lautenbach","full_name":"Lautenbach, Franziska"},{"full_name":"Korte, Johanna","last_name":"Korte","first_name":"Johanna"},{"full_name":"Möhwald, Aiko","first_name":"Aiko","last_name":"Möhwald"},{"full_name":"Heyder, Anke","last_name":"Heyder","first_name":"Anke"},{"id":"85816","first_name":"Elke","last_name":"Grimminger-Seidensticker","full_name":"Grimminger-Seidensticker, Elke"}],"date_updated":"2024-08-13T13:28:48Z","publication_status":"published","date_created":"2021-12-06T14:54:41Z","type":"journal_article","department":[{"_id":"17"},{"_id":"174"},{"_id":"320"}],"publication":"Frontiers in Education","citation":{"mla":"Lautenbach, Franziska, et al. “A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion.” <i>Frontiers in Education</i>, 2020, doi:<a href=\"https://doi.org/10.3389/feduc.2020.00007\">10.3389/feduc.2020.00007</a>.","ama":"Lautenbach F, Korte J, Möhwald A, Heyder A, Grimminger-Seidensticker E. A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion. <i>Frontiers in Education</i>. Published online 2020. doi:<a href=\"https://doi.org/10.3389/feduc.2020.00007\">10.3389/feduc.2020.00007</a>","bibtex":"@article{Lautenbach_Korte_Möhwald_Heyder_Grimminger-Seidensticker_2020, title={A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion}, DOI={<a href=\"https://doi.org/10.3389/feduc.2020.00007\">10.3389/feduc.2020.00007</a>}, journal={Frontiers in Education}, author={Lautenbach, Franziska and Korte, Johanna and Möhwald, Aiko and Heyder, Anke and Grimminger-Seidensticker, Elke}, year={2020} }","apa":"Lautenbach, F., Korte, J., Möhwald, A., Heyder, A., &#38; Grimminger-Seidensticker, E. (2020). A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion. <i>Frontiers in Education</i>. <a href=\"https://doi.org/10.3389/feduc.2020.00007\">https://doi.org/10.3389/feduc.2020.00007</a>","ieee":"F. Lautenbach, J. Korte, A. Möhwald, A. Heyder, and E. Grimminger-Seidensticker, “A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion,” <i>Frontiers in Education</i>, 2020, doi: <a href=\"https://doi.org/10.3389/feduc.2020.00007\">10.3389/feduc.2020.00007</a>.","short":"F. Lautenbach, J. Korte, A. Möhwald, A. Heyder, E. Grimminger-Seidensticker, Frontiers in Education (2020).","chicago":"Lautenbach, Franziska, Johanna Korte, Aiko Möhwald, Anke Heyder, and Elke Grimminger-Seidensticker. “A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion.” <i>Frontiers in Education</i>, 2020. <a href=\"https://doi.org/10.3389/feduc.2020.00007\">https://doi.org/10.3389/feduc.2020.00007</a>."}}]