[{"date_updated":"2025-09-12T11:39:37Z","volume":18,"date_created":"2025-09-12T11:38:25Z","author":[{"first_name":"Timo","full_name":"Beckmann, Timo","last_name":"Beckmann"},{"first_name":"Carina","last_name":"Caruso","id":"23123","full_name":"Caruso, Carina"},{"first_name":"Hanna","last_name":"Homann","full_name":"Homann, Hanna"}],"title":"Nebentätigkeiten von Lehramtsstudierenden während des Langzeitpraktikums: Lerngelegenheiten oder Belastungen?","doi":"https://doi.org/10.62350/AWPI4210","issue":"1","year":"2025","intvolume":"        18","page":"5-22","citation":{"ieee":"T. Beckmann, C. Caruso, and H. Homann, “Nebentätigkeiten von Lehramtsstudierenden während des Langzeitpraktikums: Lerngelegenheiten oder Belastungen?,” <i>Lehrerbildung auf dem Prüfstand</i>, vol. 18, no. 1, pp. 5–22, 2025, doi: <a href=\"https://doi.org/10.62350/AWPI4210\">https://doi.org/10.62350/AWPI4210</a>.","chicago":"Beckmann, Timo, Carina Caruso, and Hanna Homann. “Nebentätigkeiten von Lehramtsstudierenden Während Des Langzeitpraktikums: Lerngelegenheiten Oder Belastungen?” <i>Lehrerbildung Auf Dem Prüfstand</i> 18, no. 1 (2025): 5–22. <a href=\"https://doi.org/10.62350/AWPI4210\">https://doi.org/10.62350/AWPI4210</a>.","ama":"Beckmann T, Caruso C, Homann H. Nebentätigkeiten von Lehramtsstudierenden während des Langzeitpraktikums: Lerngelegenheiten oder Belastungen? <i>Lehrerbildung auf dem Prüfstand</i>. 2025;18(1):5-22. doi:<a href=\"https://doi.org/10.62350/AWPI4210\">https://doi.org/10.62350/AWPI4210</a>","apa":"Beckmann, T., Caruso, C., &#38; Homann, H. (2025). Nebentätigkeiten von Lehramtsstudierenden während des Langzeitpraktikums: Lerngelegenheiten oder Belastungen? <i>Lehrerbildung Auf Dem Prüfstand</i>, <i>18</i>(1), 5–22. <a href=\"https://doi.org/10.62350/AWPI4210\">https://doi.org/10.62350/AWPI4210</a>","short":"T. Beckmann, C. Caruso, H. Homann, Lehrerbildung Auf Dem Prüfstand 18 (2025) 5–22.","bibtex":"@article{Beckmann_Caruso_Homann_2025, title={Nebentätigkeiten von Lehramtsstudierenden während des Langzeitpraktikums: Lerngelegenheiten oder Belastungen?}, volume={18}, DOI={<a href=\"https://doi.org/10.62350/AWPI4210\">https://doi.org/10.62350/AWPI4210</a>}, number={1}, journal={Lehrerbildung auf dem Prüfstand}, author={Beckmann, Timo and Caruso, Carina and Homann, Hanna}, year={2025}, pages={5–22} }","mla":"Beckmann, Timo, et al. “Nebentätigkeiten von Lehramtsstudierenden Während Des Langzeitpraktikums: Lerngelegenheiten Oder Belastungen?” <i>Lehrerbildung Auf Dem Prüfstand</i>, vol. 18, no. 1, 2025, pp. 5–22, doi:<a href=\"https://doi.org/10.62350/AWPI4210\">https://doi.org/10.62350/AWPI4210</a>."},"_id":"61262","user_id":"101413","language":[{"iso":"eng"}],"publication":"Lehrerbildung auf dem Prüfstand","type":"journal_article","abstract":[{"text":"There is currently a shortage of teachers in schools, which means that an increasing number of people \r\nwithout full qualifications are being employed. In the form of part-time work, students also take on jobs at \r\nschools that differ from those that are part of a long-term school internship in the teacher education pro\r\ngramme, as the long-term internship aims to professionalize prospective teachers, while part-time work is \r\nintended to alleviate any shortages. One condition for long-term internships to contribute to the profes\r\nsionalization of prospective teachers is the support of students by mentors and, associated with this, the \r\nintentional design and reflection of learning opportunities during the internship, which is not associated \r\nwith meeting the needs of schools. It can be concluded that students who work in schools in the form of a \r\npart-time job alongside their long-term internship are confronted with a wide variety of role expectations \r\nand tasks, which can have an influence on their experience of stress, among other things. Based on a survey \r\nof students (n = 134), this article examines the extent to which students combine their long-term internship \r\nwith part-time work, what tasks they have during this part-time work at school, how they are supported and \r\nto what extent they experience stress. ","lang":"eng"},{"text":"Aktuell ist ein Mangel an Lehrkräften zu konstatieren, sodass auch nicht umfassend ausgebildete Personen \r\nan Schulen eingesetzt werden. In Form von schulischen Nebentätigkeiten übernehmen Studierende Tätig\r\nkeiten, die sich von denen im schulischen Langzeitpraktikum des Lehramtsstudiums unterscheiden. Das \r\nLangzeitpraktikum zielt auf die Professionalisierung angehender Lehrkräfte, eine Nebentätigkeit soll schuli\r\nsche Bedarfe mindern. Eine Bedingung dafür, dass Langzeitpraktika zur Professionalisierung angehender \r\nLehrkräfte beitragen können, ist die Begleitung Studierender durch Mentor*innen und die bewusste Gestal\r\ntung und Reflexion von Lerngelegenheiten. Da studentische Nebentätigkeiten keine Betreuung oder Beglei\r\ntung vorsehen, ist zu erwarten, dass Studierende, die parallel zu ihrem Langzeitpraktikum an Schulen in \r\nForm einer Nebentätigkeit arbeiten, mit unterschiedlichsten Rollenerwartungen und Aufgaben konfrontiert \r\nsind, was neben einer höheren Beanspruchung auch einen Einfluss auf das Belastungserleben haben könnte. \r\nIm Beitrag wird anhand einer Befragung von Studierenden (n = 134) herausgearbeitet, inwiefern Studie\r\nrende das Langzeitpraktikum mit Nebentätigkeiten kombinieren, welche Aufgaben sie während dieser Ne\r\nbentätigkeiten in der Schule haben, wie sie unterstützt werden und welche Belastungen sie empfinden.  ","lang":"ger"}],"status":"public"},{"department":[{"_id":"660"}],"user_id":"76456","series_title":"Proceedings (SemDial)","_id":"61178","project":[{"name":"TRR 318; TP A02: Verstehensprozess einer Erklärung beobachten und auswerten","_id":"112"},{"name":"TRR 318; TP A01: Adaptives Erklären","_id":"111"}],"language":[{"iso":"eng"}],"extern":"1","type":"book_editor","status":"public","editor":[{"first_name":"Nikolai","full_name":"Ilinykh, Nikolai","last_name":"Ilinykh"},{"id":"91982","full_name":"Robrecht, Amelie","orcid":"0000-0001-5622-8248","last_name":"Robrecht","first_name":"Amelie"},{"first_name":"Stefan","full_name":"Kopp, Stefan","last_name":"Kopp"},{"id":"76456","full_name":"Buschmeier, Hendrik","last_name":"Buschmeier","orcid":"0000-0002-9613-5713","first_name":"Hendrik"}],"date_created":"2025-09-11T07:16:10Z","date_updated":"2025-09-12T16:56:35Z","oa":"1","conference":{"end_date":"2025-09-05","location":"Bielefeld, Germany","name":"29th Workshop on the Semantics and Pragmatics of Dialogue","start_date":"2025-09-03"},"main_file_link":[{"url":"https://purl.org/semdial/2025/proceedings","open_access":"1"}],"title":"SemDial 2025 – Bialogue. Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue","publication_identifier":{"issn":["2308-2275"]},"quality_controlled":"1","publication_status":"published","page":"271+viii","citation":{"ama":"Ilinykh N, Robrecht A, Kopp S, Buschmeier H, eds. <i>SemDial 2025 – Bialogue. Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue</i>.; 2025.","chicago":"Ilinykh, Nikolai, Amelie Robrecht, Stefan Kopp, and Hendrik Buschmeier, eds. <i>SemDial 2025 – Bialogue. Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue</i>. Proceedings (SemDial). Bielefeld, Germany, 2025.","ieee":"N. Ilinykh, A. Robrecht, S. Kopp, and H. Buschmeier, Eds., <i>SemDial 2025 – Bialogue. Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue</i>. Bielefeld, Germany, 2025.","apa":"Ilinykh, N., Robrecht, A., Kopp, S., &#38; Buschmeier, H. (Eds.). (2025). <i>SemDial 2025 – Bialogue. Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue</i>.","short":"N. Ilinykh, A. Robrecht, S. Kopp, H. Buschmeier, eds., SemDial 2025 – Bialogue. Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue, Bielefeld, Germany, 2025.","bibtex":"@book{Ilinykh_Robrecht_Kopp_Buschmeier_2025, place={Bielefeld, Germany}, series={Proceedings (SemDial)}, title={SemDial 2025 – Bialogue. Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue}, year={2025}, collection={Proceedings (SemDial)} }","mla":"Ilinykh, Nikolai, et al., editors. <i>SemDial 2025 – Bialogue. Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue</i>. 2025."},"place":"Bielefeld, Germany","year":"2025"},{"user_id":"32621","_id":"61225","project":[{"_id":"119","name":"TRR 318 - Project Area Ö"}],"language":[{"iso":"eng"}],"publication":"2025 IEEE Global Engineering Education Conference (EDUCON)","type":"conference","status":"public","author":[{"last_name":"Lenke","id":"32621","full_name":"Lenke, Michael","first_name":"Michael"},{"last_name":"Lehner","full_name":"Lehner, Lukas","first_name":"Lukas"},{"last_name":"Landman","full_name":"Landman, Martina","first_name":"Martina"}],"date_created":"2025-09-11T14:10:06Z","publisher":"IEEE","date_updated":"2025-09-15T09:08:45Z","doi":"10.1109/educon62633.2025.11016657","title":"“I'm Actually More Interested in AI Than in Computer Science” - 12-Year-Olds Describing Their First Encounter with AI","publication_status":"published","citation":{"ama":"Lenke M, Lehner L, Landman M. “I’m Actually More Interested in AI Than in Computer Science” - 12-Year-Olds Describing Their First Encounter with AI. In: <i>2025 IEEE Global Engineering Education Conference (EDUCON)</i>. IEEE; 2025. doi:<a href=\"https://doi.org/10.1109/educon62633.2025.11016657\">10.1109/educon62633.2025.11016657</a>","ieee":"M. Lenke, L. Lehner, and M. Landman, “‘I’m Actually More Interested in AI Than in Computer Science’ - 12-Year-Olds Describing Their First Encounter with AI,” 2025, doi: <a href=\"https://doi.org/10.1109/educon62633.2025.11016657\">10.1109/educon62633.2025.11016657</a>.","chicago":"Lenke, Michael, Lukas Lehner, and Martina Landman. “‘I’m Actually More Interested in AI Than in Computer Science’ - 12-Year-Olds Describing Their First Encounter with AI.” In <i>2025 IEEE Global Engineering Education Conference (EDUCON)</i>. IEEE, 2025. <a href=\"https://doi.org/10.1109/educon62633.2025.11016657\">https://doi.org/10.1109/educon62633.2025.11016657</a>.","apa":"Lenke, M., Lehner, L., &#38; Landman, M. (2025). “I’m Actually More Interested in AI Than in Computer Science” - 12-Year-Olds Describing Their First Encounter with AI. <i>2025 IEEE Global Engineering Education Conference (EDUCON)</i>. <a href=\"https://doi.org/10.1109/educon62633.2025.11016657\">https://doi.org/10.1109/educon62633.2025.11016657</a>","short":"M. Lenke, L. Lehner, M. Landman, in: 2025 IEEE Global Engineering Education Conference (EDUCON), IEEE, 2025.","mla":"Lenke, Michael, et al. “‘I’m Actually More Interested in AI Than in Computer Science’ - 12-Year-Olds Describing Their First Encounter with AI.” <i>2025 IEEE Global Engineering Education Conference (EDUCON)</i>, IEEE, 2025, doi:<a href=\"https://doi.org/10.1109/educon62633.2025.11016657\">10.1109/educon62633.2025.11016657</a>.","bibtex":"@inproceedings{Lenke_Lehner_Landman_2025, title={“I’m Actually More Interested in AI Than in Computer Science” - 12-Year-Olds Describing Their First Encounter with AI}, DOI={<a href=\"https://doi.org/10.1109/educon62633.2025.11016657\">10.1109/educon62633.2025.11016657</a>}, booktitle={2025 IEEE Global Engineering Education Conference (EDUCON)}, publisher={IEEE}, author={Lenke, Michael and Lehner, Lukas and Landman, Martina}, year={2025} }"},"year":"2025"},{"language":[{"iso":"eng"}],"project":[{"name":"TRR 318 - Project Area Ö","_id":"119"}],"_id":"61224","user_id":"32621","status":"public","type":"conference","publication":"2025 IEEE Global Engineering Education Conference (EDUCON)","title":"Enhancing AI Interaction through Co-Construction: A Multi-Faceted Workshop Framework","doi":"10.1109/educon62633.2025.11016326","publisher":"IEEE","date_updated":"2025-09-15T09:09:07Z","author":[{"first_name":"Michael","last_name":"Lenke","id":"32621","full_name":"Lenke, Michael"},{"first_name":"Carsten","id":"60311","full_name":"Schulte, Carsten","last_name":"Schulte"}],"date_created":"2025-09-11T14:08:59Z","year":"2025","citation":{"apa":"Lenke, M., &#38; Schulte, C. (2025). Enhancing AI Interaction through Co-Construction: A Multi-Faceted Workshop Framework. <i>2025 IEEE Global Engineering Education Conference (EDUCON)</i>. <a href=\"https://doi.org/10.1109/educon62633.2025.11016326\">https://doi.org/10.1109/educon62633.2025.11016326</a>","short":"M. Lenke, C. Schulte, in: 2025 IEEE Global Engineering Education Conference (EDUCON), IEEE, 2025.","mla":"Lenke, Michael, and Carsten Schulte. “Enhancing AI Interaction through Co-Construction: A Multi-Faceted Workshop Framework.” <i>2025 IEEE Global Engineering Education Conference (EDUCON)</i>, IEEE, 2025, doi:<a href=\"https://doi.org/10.1109/educon62633.2025.11016326\">10.1109/educon62633.2025.11016326</a>.","bibtex":"@inproceedings{Lenke_Schulte_2025, title={Enhancing AI Interaction through Co-Construction: A Multi-Faceted Workshop Framework}, DOI={<a href=\"https://doi.org/10.1109/educon62633.2025.11016326\">10.1109/educon62633.2025.11016326</a>}, booktitle={2025 IEEE Global Engineering Education Conference (EDUCON)}, publisher={IEEE}, author={Lenke, Michael and Schulte, Carsten}, year={2025} }","chicago":"Lenke, Michael, and Carsten Schulte. “Enhancing AI Interaction through Co-Construction: A Multi-Faceted Workshop Framework.” In <i>2025 IEEE Global Engineering Education Conference (EDUCON)</i>. IEEE, 2025. <a href=\"https://doi.org/10.1109/educon62633.2025.11016326\">https://doi.org/10.1109/educon62633.2025.11016326</a>.","ieee":"M. Lenke and C. Schulte, “Enhancing AI Interaction through Co-Construction: A Multi-Faceted Workshop Framework,” 2025, doi: <a href=\"https://doi.org/10.1109/educon62633.2025.11016326\">10.1109/educon62633.2025.11016326</a>.","ama":"Lenke M, Schulte C. Enhancing AI Interaction through Co-Construction: A Multi-Faceted Workshop Framework. In: <i>2025 IEEE Global Engineering Education Conference (EDUCON)</i>. IEEE; 2025. doi:<a href=\"https://doi.org/10.1109/educon62633.2025.11016326\">10.1109/educon62633.2025.11016326</a>"},"publication_status":"published"},{"title":"Émilie Du Châtelet on Time","doi":"10.4324/9781003495611-9","date_updated":"2025-09-15T11:47:18Z","publisher":"Routledge","author":[{"last_name":"Hagengruber","orcid":"https://orcid.org/0000-0003-3360-6335","full_name":"Hagengruber, Ruth Edith","id":"198","first_name":"Ruth Edith"}],"date_created":"2025-09-15T11:45:43Z","year":"2025","place":"New York","citation":{"apa":"Hagengruber, R. E. (2025). Émilie Du Châtelet on Time. In N. Emery (Ed.), <i>The Routledge Companion to Philosophy of Time</i>. Routledge. <a href=\"https://doi.org/10.4324/9781003495611-9\">https://doi.org/10.4324/9781003495611-9</a>","bibtex":"@inbook{Hagengruber_2025, place={New York}, title={Émilie Du Châtelet on Time}, DOI={<a href=\"https://doi.org/10.4324/9781003495611-9\">10.4324/9781003495611-9</a>}, booktitle={The Routledge Companion to Philosophy of Time}, publisher={Routledge}, author={Hagengruber, Ruth Edith}, editor={Emery, Nina}, year={2025} }","short":"R.E. Hagengruber, in: N. Emery (Ed.), The Routledge Companion to Philosophy of Time, Routledge, New York, 2025.","mla":"Hagengruber, Ruth Edith. “Émilie Du Châtelet on Time.” <i>The Routledge Companion to Philosophy of Time</i>, edited by Nina Emery, Routledge, 2025, doi:<a href=\"https://doi.org/10.4324/9781003495611-9\">10.4324/9781003495611-9</a>.","ieee":"R. E. Hagengruber, “Émilie Du Châtelet on Time,” in <i>The Routledge Companion to Philosophy of Time</i>, N. Emery, Ed. New York: Routledge, 2025.","chicago":"Hagengruber, Ruth Edith. “Émilie Du Châtelet on Time.” In <i>The Routledge Companion to Philosophy of Time</i>, edited by Nina Emery. New York: Routledge, 2025. <a href=\"https://doi.org/10.4324/9781003495611-9\">https://doi.org/10.4324/9781003495611-9</a>.","ama":"Hagengruber RE. Émilie Du Châtelet on Time. In: Emery N, ed. <i>The Routledge Companion to Philosophy of Time</i>. Routledge; 2025. doi:<a href=\"https://doi.org/10.4324/9781003495611-9\">10.4324/9781003495611-9</a>"},"publication_status":"published","publication_identifier":{"isbn":["9781003495611"]},"language":[{"iso":"eng"}],"_id":"61275","user_id":"91827","department":[{"_id":"519"}],"editor":[{"first_name":"Nina","last_name":"Emery","full_name":"Emery, Nina"}],"status":"public","type":"book_chapter","publication":"The Routledge Companion to Philosophy of Time"},{"_id":"61243","project":[{"_id":"111","name":"TRR 318; TP A01: Adaptives Erklären"},{"_id":"114","name":"TRR 318; TP A04: Integration des technischen Modells in das Partnermodell bei der Erklärung von digitalen Artefakten"}],"department":[{"_id":"660"}],"user_id":"56345","language":[{"iso":"eng"}],"publication":" Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025)","type":"conference_abstract","status":"public","date_updated":"2025-09-15T14:36:06Z","date_created":"2025-09-12T09:28:30Z","author":[{"orcid":"0000-0002-9997-9241","last_name":"Fisher","full_name":"Fisher, Josephine Beryl","id":"56345","first_name":"Josephine Beryl"},{"first_name":"Lutz","full_name":"Terfloth, Lutz","id":"37320","last_name":"Terfloth"}],"title":"The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations","main_file_link":[{"url":"https://www.semdial.org/anthology/Z25-Fisher_semdial_4432.pdf"}],"year":"2025","citation":{"chicago":"Fisher, Josephine Beryl, and Lutz Terfloth. “The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations.” In <i> Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025)</i>, 2025.","ieee":"J. B. Fisher and L. Terfloth, “The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations,” 2025.","ama":"Fisher JB, Terfloth L. The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations. In: <i> Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025)</i>. ; 2025.","apa":"Fisher, J. B., &#38; Terfloth, L. (2025). The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations. <i> Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025)</i>.","bibtex":"@inproceedings{Fisher_Terfloth_2025, title={The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations}, booktitle={ Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025)}, author={Fisher, Josephine Beryl and Terfloth, Lutz}, year={2025} }","short":"J.B. Fisher, L. Terfloth, in:  Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025), 2025.","mla":"Fisher, Josephine Beryl, and Lutz Terfloth. “The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations.” <i> Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025)</i>, 2025."}},{"user_id":"66956","department":[{"_id":"459"}],"_id":"61285","language":[{"iso":"ger"}],"type":"journal_article","publication":"Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT","status":"public","author":[{"full_name":"Herzig, Bardo","id":"217","last_name":"Herzig","first_name":"Bardo"}],"date_created":"2025-09-16T07:16:04Z","date_updated":"2025-09-16T07:16:27Z","publisher":"Barbara Budrich","title":"Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs","issue":"70, Jg.36/2025","publication_status":"published","publication_identifier":{"eissn":["1862-5231"],"issn":["0938-5363"]},"citation":{"chicago":"Herzig, Bardo. “Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs.” <i>Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT</i>, no. 70, Jg.36/2025 (2025): 13–18.","ieee":"B. Herzig, “Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs,” <i>Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT</i>, no. 70, Jg.36/2025, pp. 13–18, 2025.","ama":"Herzig B. Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs. <i>Erziehungswissenschaft Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft Erziehungswissenschaft nach ChatGPT</i>. 2025;(70, Jg.36/2025):13-18.","mla":"Herzig, Bardo. “Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs.” <i>Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT</i>, no. 70, Jg.36/2025, Barbara Budrich, 2025, pp. 13–18.","bibtex":"@article{Herzig_2025, title={Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs}, number={70, Jg.36/2025}, journal={Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT}, publisher={Barbara Budrich}, author={Herzig, Bardo}, year={2025}, pages={13–18} }","short":"B. Herzig, Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT (2025) 13–18.","apa":"Herzig, B. (2025). Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs. <i>Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT</i>, <i>70, Jg.36/2025</i>, 13–18."},"page":"13-18","year":"2025"},{"type":"preprint","file":[{"success":1,"relation":"main_file","content_type":"application/pdf","file_size":1715871,"access_level":"closed","file_id":"61296","file_name":"2503.03529v1.pdf","date_updated":"2025-09-16T07:47:45Z","date_created":"2025-09-16T07:47:45Z","creator":"johnson"}],"status":"public","abstract":[{"lang":"eng","text":"Human-AI collaboration is increasingly promoted to improve high-stakes decision-making, yet its benefits have not been fully realized. Application-grounded evaluations are needed to better evaluate methods for improving collaboration but often require domain experts, making studies costly and limiting their generalizability. Current evaluation methods are constrained by limited public datasets and reliance on proxy tasks. To address these challenges, we propose an application-grounded framework for large-scale, online evaluations of vision-based decision-making tasks. The framework introduces Blockies, a parametric approach for generating datasets of simulated diagnostic tasks, offering control over the traits and biases in the data used to train real-world models. These tasks are designed to be easy to learn but difficult to master, enabling participation by non-experts. The framework also incorporates storytelling and monetary incentives to manipulate perceived task stakes. An initial empirical study demonstrated that the high-stakes condition significantly reduced healthy distrust of AI, despite longer decision-making times. These findings underscore the importance of perceived stakes in fostering healthy distrust and demonstrate the framework's potential for scalable evaluation of high-stakes Human-AI collaboration. "}],"user_id":"97208","department":[{"_id":"660"}],"project":[{"_id":"1204","name":"TRR 318 - Teilprojekt IRG BI"}],"_id":"61294","file_date_updated":"2025-09-16T07:47:45Z","language":[{"iso":"eng"}],"ddc":["000"],"has_accepted_license":"1","citation":{"ama":"Johnson DS. Higher Stakes, Healthier Trust? An Application-Grounded Approach to Assessing Healthy Trust in High-Stakes Human-AI Collaboration. Published online 2025.","chicago":"Johnson, David S. “Higher Stakes, Healthier Trust? An Application-Grounded Approach to Assessing Healthy Trust in High-Stakes Human-AI Collaboration,” 2025.","ieee":"D. S. Johnson, “Higher Stakes, Healthier Trust? An Application-Grounded Approach to Assessing Healthy Trust in High-Stakes Human-AI Collaboration.” 2025.","short":"D.S. Johnson, (2025).","bibtex":"@article{Johnson_2025, title={Higher Stakes, Healthier Trust? An Application-Grounded Approach to Assessing Healthy Trust in High-Stakes Human-AI Collaboration}, author={Johnson, David S.}, year={2025} }","mla":"Johnson, David S. <i>Higher Stakes, Healthier Trust? An Application-Grounded Approach to Assessing Healthy Trust in High-Stakes Human-AI Collaboration</i>. 2025.","apa":"Johnson, D. S. (2025). <i>Higher Stakes, Healthier Trust? An Application-Grounded Approach to Assessing Healthy Trust in High-Stakes Human-AI Collaboration</i>."},"year":"2025","date_created":"2025-09-16T07:41:37Z","author":[{"full_name":"Johnson, David S.","last_name":"Johnson","first_name":"David S."}],"date_updated":"2025-09-16T07:48:33Z","title":"Higher Stakes, Healthier Trust? An Application-Grounded Approach to Assessing Healthy Trust in High-Stakes Human-AI Collaboration"},{"year":"2025","citation":{"ieee":"B. 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Herzig, SchulVerwaltung Bayern  (2025) 213–215.","mla":"Herzig, Bardo. “Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften.” <i>SchulVerwaltung Bayern </i>, no. 7–8, Carl Link, 2025, pp. 213–15."},"page":"213-215","publication_status":"published","publication_identifier":{"issn":["1433-4674"]},"issue":"7-8","title":"Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften","publisher":"Carl Link","date_updated":"2025-09-16T07:41:02Z","author":[{"first_name":"Bardo","id":"217","full_name":"Herzig, Bardo","last_name":"Herzig"}],"date_created":"2025-09-11T09:14:38Z","status":"public","type":"journal_article","publication":"SchulVerwaltung Bayern ","language":[{"iso":"ger"}],"_id":"61189","user_id":"66956","department":[{"_id":"459"}]},{"citation":{"short":"F. Hellmich, F.K. Hoya, J.R. Schulze, E. 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In: Pädagogische Hochschule Vorarlberg; 2025."},"place":"Feldkirch, Österreich","year":"2025","author":[{"first_name":"Frank","last_name":"Hellmich","id":"26282","full_name":"Hellmich, Frank"},{"first_name":"Fabian Karl","last_name":"Hoya","full_name":"Hoya, Fabian Karl"},{"first_name":"Jan Roland","full_name":"Schulze, Jan Roland","id":"29492","last_name":"Schulze"},{"full_name":"Blumberg, Eva","id":"37549","last_name":"Blumberg","orcid":"0009-0004-1651-541X","first_name":"Eva"}],"date_created":"2025-05-23T12:12:05Z","date_updated":"2025-09-16T09:22:38Z","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. 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Visionen der Grundschulbildung im europäischen Raum\"</i>.","ieee":"M. F. Löper and F. Hellmich, “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\",” 2025.","chicago":"Löper, Marwin Felix, and Frank Hellmich. “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\".” Feldkirch, Österreich: Pädagogische Hochschule Vorarlberg, 2025.","ama":"Löper MF, Hellmich F. 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\". In: Pädagogische Hochschule Vorarlberg; 2025."},"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. 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ECER 2025 (European Conference on Educational Research). “Charting the Way Forward: Education, Research, Potentials and Perspectives“ </i>.","chicago":"Finke, Pauline, Jan Roland Schulze, and Frank Hellmich. “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“ .” Belgrade: University of Belgrade, 2025.","ieee":"P. Finke, J. R. Schulze, and F. Hellmich, “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“ ,” 2025.","ama":"Finke P, Schulze JR, Hellmich F. 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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” . In: University of Graz; 2025."}},{"_id":"58710","user_id":"57672","department":[{"_id":"460"}],"language":[{"iso":"eng"}],"type":"conference_abstract","status":"public","date_updated":"2025-09-16T09:25:39Z","publisher":"University of Graz","date_created":"2025-02-19T11:45:25Z","author":[{"full_name":"Knickenberg, Margarita","id":"12978","last_name":"Knickenberg","orcid":"0000-0001-5521-0417","first_name":"Margarita"},{"full_name":"Hoya, Fabian Karl","last_name":"Hoya","first_name":"Fabian Karl"},{"first_name":"Frank","full_name":"Hellmich, Frank","id":"26282","last_name":"Hellmich"}],"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” ","place":"Graz","year":"2025","citation":{"ieee":"M. Knickenberg, F. K. Hoya, and F. Hellmich, “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’ ,” 2025.","chicago":"Knickenberg, Margarita, Fabian Karl Hoya, and Frank Hellmich. “Effects of Parental Feedback on Children’s Perceived Feedback, Motivation and Achievement. Single Paper. 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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” </i>. University of Graz, 2025."}},{"language":[{"iso":"eng"}],"_id":"58712","department":[{"_id":"460"}],"user_id":"57672","status":"public","type":"conference_abstract","title":"Differences in pre-service teachers’ self-efficacy beliefs and willingness for inclusive education. Single Paper. 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