@misc{62194,
  author       = {{Rumlich, Dominik}},
  publisher    = {{Deutsche Gesellschaft für Fremdsprachenforschung}},
  title        = {{{Inferenzstatistik}}},
  year         = {{2023}},
}

@article{48440,
  abstract     = {{Virtual fashion, meaning clothes that exist not as physical textile objects but rather as files is gaining popularity.
The Fabricant, a digital-only fashion label from Amsterdam is particularly famous for its creations. Within the fashion industry, virtual fashion is taken as a pioneering innovation that can solve problems such as lacking sustainability and unrealistic bodily ideals precisely because it is understood as immaterial. In contrast, this paper argues that virtual fashion is in fact a material phenomenon. For example, to be perceptible to humans in the first place, virtual fashion
depends upon various technologies and devices. These devices are themselves subject to specific non-sustainable
production processes. Virtual fashion can further be understood as material insofar that it is almost indistinguishable from other mediatized representations of physical fashion. Lastly, just like its physical counterpart, virtual fashion is bound to human bodies and largely adheres to existing bodily ideals.}},
  author       = {{Brachtendorf, Charlotte and Behrmann, Helga and Brachem, Judith}},
  journal      = {{Jahrbuch Netzwerk Mode Textil}},
  pages        = {{95--103}},
  title        = {{{Materialitäten virtueller Mode: das Fallbeispiel The Fabricant}}},
  doi          = {{https://doi.org/10.53193/221421485G}},
  volume       = {{2022}},
  year         = {{2023}},
}

@misc{48728,
  author       = {{Brachtendorf, Charlotte}},
  title        = {{{Auf Tuchfühlung mit dem Tod.}}},
  year         = {{2023}},
}

@inproceedings{62231,
  abstract     = {{Explainable artificial intelligence (XAI) is a rapidly growing research field that has received a lot of attention during the last few years. An important goal of the field is to use its methods to detect (social) bias and discrimination. Despite these positive intentions, aspects of XAI can be in conflict with feminist approaches and values. Therefore, our conceptual contribution brings forward both a careful assessment of current XAI methods, as well as visions for carefully doing XAI from a feminist perspective. We conclude with a discussion on the possibilities for caring XAI, and the challenges that might lie along the way.}},
  author       = {{State, Laura and Fahimi, Miriam}},
  booktitle    = {{Proceedings of the 2nd European Workshop on Algorithmic Fairness}},
  publisher    = {{CEUR Workshop Proceedings}},
  title        = {{{Careful Explanations: A Feminist Perspective on XAI}}},
  year         = {{2023}},
}

@misc{58574,
  author       = {{Bergmann, Claudia Dorit}},
  booktitle    = {{tà katoptrizómena – Magazin für Kunst | Kultur | Theologie | Ästhetik 145}},
  number       = {{145}},
  publisher    = {{De Gruyter}},
  title        = {{{Rezension zu: „Going to Extremes in Biblical Rewritings: Radical Literary Retellings of Biblical Tropes”}}},
  year         = {{2023}},
}

@misc{58577,
  author       = {{Bergmann, Claudia Dorit}},
  booktitle    = {{Theologische Literaturzeitung}},
  number       = {{1}},
  pages        = {{21--23}},
  title        = {{{Rezension zu: „Lesepraktiken im antiken Judentum. Rezeptionsakte, Materialität und Schriftgebrauch”}}},
  volume       = {{148}},
  year         = {{2023}},
}

@book{54653,
  editor       = {{Bergmann, Claudia D. and Rajak, Tessa and Kranemann, Benedikt and Ullrich, Rebecca }},
  publisher    = {{Brill}},
  title        = {{{The Power of Psalms in Post-Biblical Judaism. Liturgy, Ritual and Community}}},
  volume       = {{118}},
  year         = {{2023}},
}

@techreport{62687,
  author       = {{Gräßler, Iris and Pottebaum, Jens and Wiechel, Dominik and Rarbach, Sven and Jacobs, Georg and Höpfner, Gregor and Menninger, Bastian and Schmitz, Jan Niklas and Holland, Martin and Zeifang, Rainer and Trautheim-Hofmann, Andreas and Grasedieck, Paul and Gentili, Christian and Lüßen, Florian  and Muggeo, Christian and Pfeiffer, Till and Holzer, Boris and Wendler, Svenja and Winter, Eckert and Kowalke, Daniel and Anger, Karsten and Eckert, Simon}},
  publisher    = {{LibreCat University}},
  title        = {{{ImPaKT - IKT-befähigte modellbasierte Auswirkungsanalyse in der Produktentwicklung : Schlussbericht zum BMBF-Vorhaben}}},
  doi          = {{10.2314/KXP:1928342884}},
  year         = {{2023}},
}

@article{62735,
  author       = {{Bornemann, Tobias and Jacob, Martin and Sailer, Mariana}},
  journal      = {{The Accounting Review}},
  number       = {{2}},
  pages        = {{31--58}},
  title        = {{{Do Corporate Taxes Affect Executive Compensation?}}},
  doi          = {{10.2308/TAR-2019-0567}},
  volume       = {{98}},
  year         = {{2023}},
}

@article{62736,
  author       = {{Bornemann, Tobias and Baumüller, Josef}},
  journal      = {{Praxis der Internationalen Rechnungslegung}},
  number       = {{5}},
  pages        = {{171--176}},
  title        = {{{Verschwiegenheitspflichten in der GRI-Nachhaltigkeitsberichterstattung}}},
  volume       = {{19}},
  year         = {{2023}},
}

@article{62734,
  author       = {{Bornemann, Tobias and Kelley, Stacie and Osswald, Benjamin}},
  journal      = {{Journal of the American Taxation Association}},
  number       = {{2}},
  pages        = {{1--28}},
  title        = {{{The Effect of Intellectual Property Boxes on Innovative Activity and Tax Benefits}}},
  doi          = {{10.2308/JATA-2021-013}},
  volume       = {{45}},
  year         = {{2023}},
}

@inproceedings{46524,
  author       = {{Wotschel, Philipp and Vogelsang, Christoph and Janzen, Thomas and Meier, Jana}},
  booktitle    = {{Sektionstagung empirische Bildungsforschung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) sowie der Kommission für Bildungsplanung, Bildungsorganisation und Bildungsrecht (KBBB)}},
  location     = {{Potsdam}},
  title        = {{{Als Lehrkraft gut beraten? Entwicklung und Erprobung eines handlungsnahen Prüfungsformates zur Erfassung von Beratungskompetenz von Lehramtsstudierenden}}},
  year         = {{2023}},
}

@inproceedings{47071,
  author       = {{Wotschel, Philipp and Vogelsang, Christoph and Meier, Jana and Janzen, Thomas}},
  booktitle    = {{EARLI Conference 2023}},
  location     = {{Thessaloniki, Greece}},
  title        = {{{Counselling competence of student teachers – development of an action-oriented assessment format. }}},
  year         = {{2023}},
}

@inproceedings{47067,
  author       = {{Janzen, Thomas and Wotschel, Philipp and Meier, Jana and Vogelsang, Christoph}},
  booktitle    = {{EARLI Conference 2023}},
  location     = {{Thessaloniki, Greece}},
  title        = {{{Assessing pre-service EFL teachers’ feedback performance in role-play-based simulations.}}},
  year         = {{2023}},
}

@inproceedings{46740,
  author       = {{Janzen, Thomas and Wotschel, Philipp and Meier, Jana and Vogelsang, Christoph}},
  booktitle    = {{EARLI Conference 2023}},
  location     = {{Thessaloniki, Greece}},
  title        = {{{Assessing pre-service EFL teachers’ feedback performance in role-play-based simulations}}},
  year         = {{2023}},
}

@inproceedings{47066,
  author       = {{Vogelsang, Christoph and Meier, Jana and Janzen, Thomas and Wotschel, Philipp}},
  booktitle    = {{EARLI Conference 2023}},
  location     = {{ Thessaloniki, Greece.}},
  title        = {{{Acceptance of simulation-based assessment formats in teacher education. }}},
  year         = {{2023}},
}

@article{45562,
  abstract     = {{<jats:title>Abstract</jats:title><jats:p>Based on a literature review of studies on teachers’ professional competence and related assessment tools, this paper introduces a model of teacher education assessment. It is influenced by Miller’s (1990) framework of assessment in medical education and includes, among other aspects, performance assessments. This model is used to understand the potential effects of transferring assessment tools into a digital format with assessment feedback. Five examples for such a transfer will be discussed: three methods for various aspects of communication, a test for pedagogical content knowledge, and a test for content knowledge. All five are established instruments well-described in terms of validity. All five have recently been transferred into a digital format. The analysis of this transfer also reveals a potentially harmful effect of digital assessment. The closer an assessment instrument is to assessing action-related parts of professional competence, the more authenticity is required; however, digitisation tends to decrease this authenticity. This suggests that an increasing number of digital assessment tools in teacher education might result in an even more dominant focus on knowledge tests, ignoring other parts of professional competence. This article highlights the role of authenticity in validity and discusses the most suitable assessment format to address various parts of professional competence. It ends by highlighting the lessons learned from the transfer of assessment instruments into a digital format that other academic disciplines might find interesting.</jats:p>}},
  author       = {{Kulgemeyer, Christoph and Riese, Josef and Vogelsang, Christoph and Buschhüter, David and Borowski, Andreas and Weißbach, Anna and Jordans, Melanie and Reinhold, Peter and Schecker, Horst}},
  issn         = {{1434-663X}},
  journal      = {{Zeitschrift für Erziehungswissenschaft}},
  keywords     = {{Education}},
  publisher    = {{Springer Science and Business Media LLC}},
  title        = {{{How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz}}},
  doi          = {{10.1007/s11618-023-01154-y}},
  year         = {{2023}},
}

@article{45919,
  abstract     = {{Für die lernförderliche Einbindung digitaler Medien in schulische Lehr-Lern-Situationen sollten angehende Lehrkräfte neben mediendidaktischen sowie medienerzieherischen Kompetenzen auch über medienbezogene motivationale und volitionale Dispositionen verfügen. Insbesondere Einstellungen und selbsteingeschätzte Kompetenzen sind Einflussfaktoren auf die Motivation zur Mediennutzung. Auf Basis einer Sekundäranalyse wird daher in diesem Beitrag die wechselseitige Entwicklung dieser Dispositionen für verschiedene medienbezogene Kompetenzfacetten von N = 269 Lehramtsstudierenden längsschnittlich untersucht, die ein fünfmonatiges Langzeitpraktikum während der Massnahmen zur Eindämmung der CoViD-19-Pandemie im Wintersemester 2020/2021 absolviert haben. Diese Zeit ging mit vermehrten medienbezogenen Lerngelegenheiten einher. Die Ergebnisse zeigen, dass sich die Einstellungen der angehenden Lehrkräfte hinsichtlich der Mediennutzung kaum veränderten, sich selbsteingeschätzte Medienkompetenzen und medienbezogene Motivation hingegen mit kleinem bis mittlerem Effekt positiv entwickelten. Cross-Lagged-Panel-Analysen zeigen zudem, dass sich eine hohe motivationale Orientierung in Bezug auf die Mediennutzung zu Beginn des Langzeitpraktikums positiv auf die Entwicklung selbsteingeschätzter Kompetenzen auswirkte, allerdings nicht in allen in der Analyse betrachteten Kompetenzfacetten.}},
  author       = {{Vogelsang, Christoph and Caruso, Carina and Seifert, Andreas and Schwabl, Franziska}},
  issn         = {{1424-3636}},
  journal      = {{MedienPädagogik: Zeitschrift für Theorie und Praxis der Medienbildung}},
  keywords     = {{Pharmacology}},
  pages        = {{22--50}},
  publisher    = {{Sektion Medienpadagogik der Deutschen Gesellschaft fur Erziehungswissenschaft - DGfE}},
  title        = {{{Wie entwickeln sich medienbezogene Einstellungen, selbsteingeschätzte Medienkompetenzen und motivationale Orientierungen angehender Lehrkräfte?}}},
  doi          = {{10.21240/mpaed/00/2023.03.29.x}},
  year         = {{2023}},
}

@inproceedings{46522,
  author       = {{Vogelsang, Christoph and Janzen, Thomas and Meier, Jana and Wotschel, Philipp}},
  booktitle    = {{Sektionstagung empirische Bildungsforschung der Arbeitsgruppe für Empirische Pädagogische Forschung (AEPF) sowie der Kommission für Bildungsplanung, Bildungsorganisation und Bildungsrecht (KBBB)}},
  location     = {{Potsdam}},
  title        = {{{„Die Prüfungen werden mich sicherlich nicht zu einer besseren Lehrkraft machen.“ Wie beurteilen Studierende Prüfungen und Feedback im Lehramtsstudium?}}},
  year         = {{2023}},
}

@proceedings{46260,
  editor       = {{Meier, Jana and Küth, Simon and Scholl , Daniel  and Vogelsang, Christoph and Watson, Christina}},
  title        = {{{Der Zyklus von Planung und Reflexion. Zusammenhänge zwischen der generischen Unterrichtsplanungsfähigkeit und der Reflexionskompetenz angehender Lehrkräfte.}}},
  year         = {{2023}},
}