@misc{60418,
  abstract     = {{Das Themenheft präsentiert forschende und strategische Perspektiven auf eine postdigitale Hochschullehre. Die COVID-19-Pandemie führte zu einer grundlegenden Umgestaltung der Hochschullehre und wirkte als Katalysator für die Gestaltung digital unterstützender Innovationen in der Hochschullehre. Unter dem Schlagwort postdigiale Hochschullehre beschäftigten sich die vorliegenden Beiträge der dghd-Tagung 2022 mit diesem veränderten Lehren und Lernen. }},
  booktitle    = {{die hochschullehre}},
  editor       = {{Neiske, Iris and Trier, Ulrike and Osthushenrich, Judith and Weber, Tassja}},
  title        = {{{Transformationen. Forschende und strategische Perspektiven auf eine postdigitale Hochschullehre}}},
  doi          = {{10.3278/HSLT2402W}},
  volume       = {{10}},
  year         = {{2024}},
}

@article{59888,
  abstract     = {{Everyday explanations are interactive processes with the aim to provide a less knowledgeable person with reasonable information about other people, objects, or events. Because explanations are interactive communicative processes, the topical structure of an explanation may vary dynamically depending on the immediate feedback of the explainee. In this paper, we analyse topical transitions in medical explanations organised by different physicians (explainers) related to different forms of multimodal behaviour of caregivers (explainees) attending an explanation about the procedures of
an upcoming surgery of a child. The analyses reveal that explainees’ multimodal behaviour with gaze shifts (and particularly gaze aversion) can predict a transition from an elaborated topic to a new one, whereas explainees’ forms of multimodal behaviour with static gaze cannot be related to changes of the topical structure.}},
  author       = {{Lazarov, Stefan Teodorov and Biermeier, Kai and Grimminger, Angela}},
  issn         = {{1572-0381}},
  journal      = {{Interaction Studies}},
  keywords     = {{explanations, multimodal behaviour, elaborations, conditional probabilities}},
  number       = {{3}},
  pages        = {{257 -- 280}},
  publisher    = {{John Benjamins}},
  title        = {{{Changes in the topical structure of explanations are related to explainees’ multimodal behaviour}}},
  doi          = {{10.1075/is.23033.laz}},
  volume       = {{25}},
  year         = {{2024}},
}

@inbook{56177,
  author       = {{Knoll, Lisa}},
  booktitle    = {{The Routledge International Handbook of Valuation and Society}},
  editor       = {{Krüger, Anne and Peetz, Thorsten and Schaefer, Hilmar}},
  pages        = {{316--325}},
  publisher    = {{Routledge}},
  title        = {{{Valuation and Sustainability}}},
  year         = {{2024}},
}

@article{49564,
  author       = {{Knoll, Lisa and Fraser, Alec}},
  journal      = {{Economy and Society}},
  number       = {{1}},
  pages        = {{92–111}},
  title        = {{{Social Impact Bond Assetization Struggles. A Comparative Case Study of the UK and Germany}}},
  doi          = {{https://doi.org/10.1080/03085147.2024.2309802}},
  volume       = {{53}},
  year         = {{2024}},
}

@book{55868,
  editor       = {{Adolphi, Rainer and Hahn, Susanne and Kettner, Matthias}},
  isbn         = {{978-3-8376-7497-2}},
  pages        = {{464}},
  publisher    = {{transcript}},
  title        = {{{Philosophische Digitalisierungsforschung  Verantwortung, Verständigung, Vernunft, Macht}}},
  year         = {{2024}},
}

@article{48486,
  abstract     = {{<jats:title>Abstract</jats:title><jats:sec><jats:title>Introduction</jats:title><jats:p>In Europe, most Internet searches for school‐related tasks are situated at home, where parents can support adolescents. Although the frequency (quantity) of parental support has already been analyzed, a research gap exists concerning the quality of parental support in adolescents' information‐related Internet use. The quality of parental support in the field of homework involvement is known to be a predictor of adolescents' learning motivation and academic achievement, often discussed with regard to self‐determination theory (SDT) in terms of autonomy support, structure, emotional support, and control. These categories were adapted in this study to analyze parents' support in adolescents' Internet searching activities.</jats:p></jats:sec><jats:sec><jats:title>Methods</jats:title><jats:p>Using a mixed‐methods approach, we combined quantitative questionnaires and qualitative observations to analyze joint information‐related Internet uses. Therefore, 243 parent–adolescent dyads were surveyed and six parent–adolescent dyads were observed by videography in 2019/2020 in Germany. The adolescents were 11 years old, on average.</jats:p></jats:sec><jats:sec><jats:title>Results</jats:title><jats:p>The parents rated all qualities higher than the adolescents. Emotional support was rated highest by both groups, whereas structure was rated lowest. Adolescents' and parents' view on parental support differ. The qualitative study revealed parents' often interfering behavior, whereas emotional support was low. Further, the active role of adolescents was highlighted in both quantitative and qualitative data.</jats:p></jats:sec><jats:sec><jats:title>Conclusions</jats:title><jats:p>By combining quantitative and qualitative approaches, we demonstrated a fruitful application of SDT in analyzing the quality of parental support during adolescents' Internet searches at home and shed light on the co‐construction of joint Internet searches.</jats:p></jats:sec>}},
  author       = {{Kurock, Ricarda and Teichert, Jeannine and Meister, Dorothee M. and Gerhardts, Lara and Buhl, Heike M. and Bonanati, Sabrina}},
  issn         = {{0140-1971}},
  journal      = {{Journal of Adolescence}},
  keywords     = {{Psychiatry and Mental health, Developmental and Educational Psychology, Social Psychology, Pediatrics, Perinatology and Child Health}},
  number       = {{3}},
  pages        = {{566--579}},
  publisher    = {{Wiley}},
  title        = {{{A mixed‐methods study of the quality of parental support during adolescents' information‐related Internet use as a co‐construction process}}},
  doi          = {{http://dx.doi.org/10.1002/jad.12264}},
  volume       = {{96}},
  year         = {{2024}},
}

@article{60478,
  author       = {{Weiler, David Christoph and Burde, Jan-Philipp and Große-Heilmann, Rike Isabel and Lachner, Andreas and Riese, Josef and Schubatzky, Thomas}},
  issn         = {{1742-6596}},
  journal      = {{Journal of Physics: Conference Series}},
  number       = {{1}},
  pages        = {{012041}},
  publisher    = {{IOP Publishing}},
  title        = {{{Evaluation of a university seminar on the use of digital media in the physics classroom}}},
  doi          = {{10.1088/1742-6596/2750/1/012041}},
  volume       = {{2750}},
  year         = {{2024}},
}

@article{60479,
  author       = {{Bewersdorff, Arne and Weiler, David Christoph}},
  issn         = {{1943-4928}},
  journal      = {{The Physics Teacher}},
  number       = {{3}},
  pages        = {{230–231}},
  publisher    = {{American Association of Physics Teachers (AAPT)}},
  title        = {{{Unveiling damped spring pendulum dynamics and constants through smartphone-integrated LiDAR sensors}}},
  doi          = {{10.1119/5.0188279}},
  volume       = {{62}},
  year         = {{2024}},
}

@article{60480,
  author       = {{Wagner, Salome and Sibley, Leonie and Weiler, David Christoph and Burde, Jan-Philipp and Scheiter, Katharina and Lachner, Andreas}},
  journal      = {{Learning and Instruction}},
  pages        = {{101844}},
  publisher    = {{Elsevier BV}},
  title        = {{{The more, the better? Learning with feedback and instruction}}},
  doi          = {{10.1016/j.learninstruc.2023.101844}},
  volume       = {{89}},
  year         = {{2024}},
}

@inproceedings{60521,
  author       = {{Daniel-Söltenfuß, Desiree}},
  location     = {{Dresden}},
  title        = {{{Transfer als Transport? Einordnung vorläufiger Forschungsergebnisse zur Gestaltung von Transferprozessen im Kontext von Innovationsprogrammen am Beispiel InnoVET}}},
  year         = {{2024}},
}

@article{57593,
  abstract     = {{Between Dethematizing and Demonetisation: The Holocaust in depictions of National-Socialism and World War Two on YouTube – In September 2018, an ambitious 
and highly noteworthy project for the construction and distribution of a broad-reaching portrayal of 20th-century violence in the digital age was launched: the YouTube 
channel World War Two (WW2). Their mission was to present the experiences of 
those who lived through the war in a radically objective, apolitical, and detailed 
manner. The main series, sharing the same title as the channel, focused on military 
events, while another series titled War Against Humanity (WAH) would address 
war crimes, human rights abuses, the mass murder of civilians and prisoners of 
war, Nazi euthanasia crimes, and the Holocaust. This division of the narrative into 
a military history (main series) and a separate history of war crimes and the Holocaust (side series) raises important questions about the conditions, opportunities, 
and limitations that YouTube’s media and economic structures impose on the portrayal of war, mass violence, and genocide. The paper also examines how these 
structures influence the narrative and shape the presented historical image, and 
what consequences arise for the depiction of war and history from an academic perspective. Lastly, it explores the reasons behind this narrative split: whether it was 
a deliberate decision to systematically differentiate the storytelling or a strategic 
move shaped by YouTube’s media and economic constraints. The question arises: 
to what extent can historical education on digital platforms like YouTube, driven 
by the need for content monetization, still align closely with academic standards?}},
  author       = {{Quast, Julia}},
  journal      = {{Zeitschrift für Genozidforschung}},
  keywords     = {{Zweiter Weltkrieg, Holocaust, Geschichtsbild, Public History, Social Media, YouTube, Erinnerungskultur}},
  number       = {{2}},
  pages        = {{264--291}},
  publisher    = {{Velbrück }},
  title        = {{{Zwischen Dethematisierung und Demonetarisierung  Der Holocaust in Darstellungen von NS  und Zweitem Weltkrieg auf YouTube}}},
  volume       = {{22}},
  year         = {{2024}},
}

@book{58692,
  editor       = {{Alpsancar, Suzana}},
  isbn         = {{ISBN 978-3-7560-1830-7}},
  publisher    = {{Nomos}},
  title        = {{{ Der Sog des Neuen und der Schock des Alten Jahrbuch Technikphilosophie 2024 }}},
  volume       = {{10. Jahrgang}},
  year         = {{2024}},
}

@inproceedings{53096,
  author       = {{Arns, Rahel}},
  location     = {{Aachen}},
  title        = {{{The role of phenylnitrene in the formation of polycyclic aromatic nitrogen containing hydrocarbons}}},
  year         = {{2024}},
}

@misc{60546,
  author       = {{Kraft, Kerstin}},
  pages        = {{16}},
  publisher    = {{Alltagskultur im Vormärz, Jahrbuch 2024, 30. Jg, Forum Vormärz Forschung}},
  title        = {{{Mit Kleidung lügen. Über Vestimentäres und Modisches im Vormärz}}},
  volume       = {{S. 89-105}},
  year         = {{2024}},
}

@misc{60547,
  author       = {{Kraft, Kerstin and Haase, Birgit}},
  title        = {{{Zur Mode im deutschen Kulturraum. Materialien, Textilien, Texte. }}},
  year         = {{2024}},
}

@article{60553,
  author       = {{Hoener, Martin and Bierkandt, Thomas and Shaqiri, Shkelqim and Kasper, Tina}},
  issn         = {{1540-7489}},
  journal      = {{Proceedings of the Combustion Institute}},
  number       = {{1-4}},
  publisher    = {{Elsevier BV}},
  title        = {{{N2O oxidized combustion of ethylene: Detailed laminar flame structure and the significance of oxidizer decomposition kinetics for modeling}}},
  doi          = {{10.1016/j.proci.2024.105683}},
  volume       = {{40}},
  year         = {{2024}},
}

@inbook{60569,
  abstract     = {{Ein zentrales Ziel des Mathematikunterrichts der Grundschule ist es, Kinder anzu-
regen, rechnerisch zu denken, anstatt zählend zu rechnen. Dies erfordert ein Ver-
ständnis für mathematische Operationen sowie die Fähigkeit, Aufgaben in Bezie-
hung zueinander zu setzen und Merkmale der Aufgaben zu berücksichtigen. Dazu
können digitalgestützte Lernumgebungen zur Förderung des Verständnisses der Ad-
dition beitragen, die Kinder anregen, Aufgaben zu verändern und die in verschiede-
nen Darstellungen erkennbaren Beziehungen zu beschreiben und zu erklären. Der
Beitrag erläutert Gestaltungskriterien und zeigt erste Erkenntnisse in Bezug auf die
von Kindern erkannten operativen Beziehungen.}},
  author       = {{Dettelbach, Andrea and Häsel-Weide, Uta}},
  booktitle    = {{Förderung prozessbezogener Kompetenzen mit digitalen Medien. Mit mathematischen Objekten und Werkzeugen arbeiten.}},
  editor       = {{Bierbrauer, Christiana  and Ladel, Silke and Platz, Melanie}},
  isbn         = {{978-3-95987-323-9}},
  pages        = {{182 -- 198}},
  publisher    = {{WTM - Verlag für wissenschaftliche Texte und Medien}},
  title        = {{{Operative Beziehungen erkennen, beschreiben und nutzen - Initiierung von Lernprozessen unter Einbeziehung der App "Rechenfeld"}}},
  doi          = {{10.37626/GA9783959873246.0}},
  year         = {{2024}},
}

@phdthesis{58978,
  abstract     = {{In der vorliegenden Arbeit wird die Darstellung von drei ausgewählten Akzenten des Englischen in den Audio Materialien deutscher Englisch-Schulbücher untersucht. Dabei verfolgt diese Arbeit einen Korpus-phonologischen Ansatz um die Darstellung des Britischen, Amerikanischen, und Australischen Englisch zu untersuchen. Dabei wird das Augenmerk auf die Akzente Received Pronunciation, General American, und Standard (Mainstream) Australian English in den drei in NRW genutzten Lehrwerken English G Access, Green Line, und Camden Town gelegt. Das phonologische Schulbuchkorpus umfasst 3 Stunden, 36 Minuten, und 40 Sekunden Audio Material. Insgesamt umfasst das Korpus 54 Sprecher*innen für die asugewählte phonologische Merkmale für jeden untersuchten Akzent analysiert werden. Die Ergebnisse der Arbeit zeigen, dass die drei Lehrwerke einige phonologische Merkmale der Akzente Received Pronunciation, General American, und Standard (Mainstream) Australian English darstellen, dies aber nciht durchgängig für alle Sprecher*innen. Dennoch zeigt die Arbeit, dass die Schulbücher und die Audio Materialien den Schüler*innen eine effektive und praktische Möglichkeit bieten, die Variation der Englischen Sprache kennenzulernen.}},
  author       = {{Scheiwe, Lisa}},
  publisher    = {{LibreCat University}},
  title        = {{{Accents of English in English language teaching in Germany: a corpus-phonological approach to textbook analysis}}},
  doi          = {{10.17619/UNIPB/1-2181}},
  year         = {{2024}},
}

@book{54545,
  abstract     = {{<jats:title>Abstract</jats:title>
               <jats:p>This book combines theoretical and empirical research across various academic disciplines, including economics, psychology, neuroscience, philosophy, and political science, to describe why individuals adopt political ideologies and how this choice can potentially exacerbate conflict and violence. Ideology is particularly important to conflict. Data on intra- and international conflict shows that the number of ideologically driven conflicts has increased tremendously in recent decades. Although some researchers have started to investigate extensively the link between ideology and conflict, they struggle to find holistic explanations through which ideologies might shape conflict. This book addresses this effort by providing an interrelated multidisciplinary framework to explain the multidimensional functions of ideology. It illustrates that ideologies are not only capable of shaping conflictual behavior or mobilizing political actors, but also of addressing human needs, desires, and preferences. Hence, this book seeks to explain how individuals adopt ideologies that match their underlying needs and preferences; that ideologies have the capacity to reconcile deprived psychological human needs; and that radical groups and organizations use ideologies to recruit individuals and pursue their objectives. To understand these relationships better and to apply the theoretical background to real-world situations, we include real-life cases that describe how depriving individuals of resources that satisfy their underlying needs and preferences can lead them to adopt particular ideologies that are disseminated by radical groups or organizations. These radical groups or organizations then make decisions, which can potentially lead to conflict onset and continuous long-term struggles.</jats:p>}},
  author       = {{Müller, Veronika and Gries, Thomas}},
  isbn         = {{0197670180}},
  publisher    = {{Oxford University PressNew York}},
  title        = {{{Ideology and the Microfoundations of Conflict}}},
  doi          = {{10.1093/oso/9780197670187.001.0001}},
  year         = {{2024}},
}

@article{60223,
  author       = {{Koppius, Sebastian Niklas}},
  journal      = {{Book of Abstracts}},
  pages        = {{60--61}},
  publisher    = {{University of Iceland (Reykjavik)}},
  title        = {{{Interdisciplinary collaboration in vocational education and training (VET). Opportunities and challenges for business and technical teachers}}},
  year         = {{2024}},
}