---
_id: '61262'
abstract:
- lang: eng
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: ger
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. "
author:
- first_name: Timo
full_name: Beckmann, Timo
last_name: Beckmann
- first_name: Carina
full_name: Caruso, Carina
id: '23123'
last_name: Caruso
- first_name: Hanna
full_name: Homann, Hanna
last_name: Homann
citation:
ama: 'Beckmann T, Caruso C, Homann H. Nebentätigkeiten von Lehramtsstudierenden
während des Langzeitpraktikums: Lerngelegenheiten oder Belastungen? Lehrerbildung
auf dem Prüfstand. 2025;18(1):5-22. doi:https://doi.org/10.62350/AWPI4210'
apa: 'Beckmann, T., Caruso, C., & Homann, H. (2025). Nebentätigkeiten von Lehramtsstudierenden
während des Langzeitpraktikums: Lerngelegenheiten oder Belastungen? Lehrerbildung
Auf Dem Prüfstand, 18(1), 5–22. https://doi.org/10.62350/AWPI4210'
bibtex: '@article{Beckmann_Caruso_Homann_2025, title={Nebentätigkeiten von Lehramtsstudierenden
während des Langzeitpraktikums: Lerngelegenheiten oder Belastungen?}, volume={18},
DOI={https://doi.org/10.62350/AWPI4210},
number={1}, journal={Lehrerbildung auf dem Prüfstand}, author={Beckmann, Timo
and Caruso, Carina and Homann, Hanna}, year={2025}, pages={5–22} }'
chicago: 'Beckmann, Timo, Carina Caruso, and Hanna Homann. “Nebentätigkeiten von
Lehramtsstudierenden Während Des Langzeitpraktikums: Lerngelegenheiten Oder Belastungen?”
Lehrerbildung Auf Dem Prüfstand 18, no. 1 (2025): 5–22. https://doi.org/10.62350/AWPI4210.'
ieee: 'T. Beckmann, C. Caruso, and H. Homann, “Nebentätigkeiten von Lehramtsstudierenden
während des Langzeitpraktikums: Lerngelegenheiten oder Belastungen?,” Lehrerbildung
auf dem Prüfstand, vol. 18, no. 1, pp. 5–22, 2025, doi: https://doi.org/10.62350/AWPI4210.'
mla: 'Beckmann, Timo, et al. “Nebentätigkeiten von Lehramtsstudierenden Während
Des Langzeitpraktikums: Lerngelegenheiten Oder Belastungen?” Lehrerbildung
Auf Dem Prüfstand, vol. 18, no. 1, 2025, pp. 5–22, doi:https://doi.org/10.62350/AWPI4210.'
short: T. Beckmann, C. Caruso, H. Homann, Lehrerbildung Auf Dem Prüfstand 18 (2025)
5–22.
date_created: 2025-09-12T11:38:25Z
date_updated: 2025-09-12T11:39:37Z
doi: https://doi.org/10.62350/AWPI4210
intvolume: ' 18'
issue: '1'
language:
- iso: eng
page: 5-22
publication: Lehrerbildung auf dem Prüfstand
status: public
title: 'Nebentätigkeiten von Lehramtsstudierenden während des Langzeitpraktikums:
Lerngelegenheiten oder Belastungen?'
type: journal_article
user_id: '101413'
volume: 18
year: '2025'
...
---
_id: '61178'
citation:
ama: Ilinykh N, Robrecht A, Kopp S, Buschmeier H, eds. SemDial 2025 – Bialogue.
Proceedings of the 29th Workshop on the Semantics and Pragmatics of Dialogue.;
2025.
apa: Ilinykh, N., Robrecht, A., Kopp, S., & Buschmeier, H. (Eds.). (2025). SemDial
2025 – Bialogue. Proceedings of the 29th Workshop on the Semantics and Pragmatics
of Dialogue.
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)} }'
chicago: Ilinykh, Nikolai, Amelie Robrecht, Stefan Kopp, and Hendrik Buschmeier,
eds. SemDial 2025 – Bialogue. Proceedings of the 29th Workshop on the Semantics
and Pragmatics of Dialogue. Proceedings (SemDial). Bielefeld, Germany, 2025.
ieee: N. Ilinykh, A. Robrecht, S. Kopp, and H. Buschmeier, Eds., SemDial 2025
– Bialogue. Proceedings of the 29th Workshop on the Semantics and Pragmatics of
Dialogue. Bielefeld, Germany, 2025.
mla: Ilinykh, Nikolai, et al., editors. SemDial 2025 – Bialogue. Proceedings
of the 29th Workshop on the Semantics and Pragmatics of Dialogue. 2025.
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.
conference:
end_date: 2025-09-05
location: Bielefeld, Germany
name: 29th Workshop on the Semantics and Pragmatics of Dialogue
start_date: 2025-09-03
date_created: 2025-09-11T07:16:10Z
date_updated: 2025-09-12T16:56:35Z
department:
- _id: '660'
editor:
- first_name: Nikolai
full_name: Ilinykh, Nikolai
last_name: Ilinykh
- first_name: Amelie
full_name: Robrecht, Amelie
id: '91982'
last_name: Robrecht
orcid: 0000-0001-5622-8248
- first_name: Stefan
full_name: Kopp, Stefan
last_name: Kopp
- first_name: Hendrik
full_name: Buschmeier, Hendrik
id: '76456'
last_name: Buschmeier
orcid: 0000-0002-9613-5713
extern: '1'
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://purl.org/semdial/2025/proceedings
oa: '1'
page: 271+viii
place: Bielefeld, Germany
project:
- _id: '112'
name: 'TRR 318; TP A02: Verstehensprozess einer Erklärung beobachten und auswerten'
- _id: '111'
name: 'TRR 318; TP A01: Adaptives Erklären'
publication_identifier:
issn:
- 2308-2275
publication_status: published
quality_controlled: '1'
series_title: Proceedings (SemDial)
status: public
title: SemDial 2025 – Bialogue. Proceedings of the 29th Workshop on the Semantics
and Pragmatics of Dialogue
type: book_editor
user_id: '76456'
year: '2025'
...
---
_id: '61225'
author:
- first_name: Michael
full_name: Lenke, Michael
id: '32621'
last_name: Lenke
- first_name: Lukas
full_name: Lehner, Lukas
last_name: Lehner
- first_name: Martina
full_name: Landman, Martina
last_name: Landman
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:
2025 IEEE Global Engineering Education Conference (EDUCON). IEEE; 2025.
doi:10.1109/educon62633.2025.11016657'
apa: Lenke, M., Lehner, L., & Landman, M. (2025). “I’m Actually More Interested
in AI Than in Computer Science” - 12-Year-Olds Describing Their First Encounter
with AI. 2025 IEEE Global Engineering Education Conference (EDUCON). https://doi.org/10.1109/educon62633.2025.11016657
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={10.1109/educon62633.2025.11016657},
booktitle={2025 IEEE Global Engineering Education Conference (EDUCON)}, publisher={IEEE},
author={Lenke, Michael and Lehner, Lukas and Landman, Martina}, year={2025} }'
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 2025 IEEE Global Engineering Education Conference (EDUCON).
IEEE, 2025. https://doi.org/10.1109/educon62633.2025.11016657.
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: 10.1109/educon62633.2025.11016657.'
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.” 2025 IEEE
Global Engineering Education Conference (EDUCON), IEEE, 2025, doi:10.1109/educon62633.2025.11016657.
short: 'M. Lenke, L. Lehner, M. Landman, in: 2025 IEEE Global Engineering Education
Conference (EDUCON), IEEE, 2025.'
date_created: 2025-09-11T14:10:06Z
date_updated: 2025-09-15T09:08:45Z
doi: 10.1109/educon62633.2025.11016657
language:
- iso: eng
project:
- _id: '119'
name: TRR 318 - Project Area Ö
publication: 2025 IEEE Global Engineering Education Conference (EDUCON)
publication_status: published
publisher: IEEE
status: public
title: “I'm Actually More Interested in AI Than in Computer Science” - 12-Year-Olds
Describing Their First Encounter with AI
type: conference
user_id: '32621'
year: '2025'
...
---
_id: '61224'
author:
- first_name: Michael
full_name: Lenke, Michael
id: '32621'
last_name: Lenke
- first_name: Carsten
full_name: Schulte, Carsten
id: '60311'
last_name: Schulte
citation:
ama: 'Lenke M, Schulte C. Enhancing AI Interaction through Co-Construction: A Multi-Faceted
Workshop Framework. In: 2025 IEEE Global Engineering Education Conference (EDUCON).
IEEE; 2025. doi:10.1109/educon62633.2025.11016326'
apa: 'Lenke, M., & Schulte, C. (2025). Enhancing AI Interaction through Co-Construction:
A Multi-Faceted Workshop Framework. 2025 IEEE Global Engineering Education
Conference (EDUCON). https://doi.org/10.1109/educon62633.2025.11016326'
bibtex: '@inproceedings{Lenke_Schulte_2025, title={Enhancing AI Interaction through
Co-Construction: A Multi-Faceted Workshop Framework}, DOI={10.1109/educon62633.2025.11016326},
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 2025 IEEE Global Engineering
Education Conference (EDUCON). IEEE, 2025. https://doi.org/10.1109/educon62633.2025.11016326.'
ieee: 'M. Lenke and C. Schulte, “Enhancing AI Interaction through Co-Construction:
A Multi-Faceted Workshop Framework,” 2025, doi: 10.1109/educon62633.2025.11016326.'
mla: 'Lenke, Michael, and Carsten Schulte. “Enhancing AI Interaction through Co-Construction:
A Multi-Faceted Workshop Framework.” 2025 IEEE Global Engineering Education
Conference (EDUCON), IEEE, 2025, doi:10.1109/educon62633.2025.11016326.'
short: 'M. Lenke, C. Schulte, in: 2025 IEEE Global Engineering Education Conference
(EDUCON), IEEE, 2025.'
date_created: 2025-09-11T14:08:59Z
date_updated: 2025-09-15T09:09:07Z
doi: 10.1109/educon62633.2025.11016326
language:
- iso: eng
project:
- _id: '119'
name: TRR 318 - Project Area Ö
publication: 2025 IEEE Global Engineering Education Conference (EDUCON)
publication_status: published
publisher: IEEE
status: public
title: 'Enhancing AI Interaction through Co-Construction: A Multi-Faceted Workshop
Framework'
type: conference
user_id: '32621'
year: '2025'
...
---
_id: '61275'
author:
- first_name: Ruth Edith
full_name: Hagengruber, Ruth Edith
id: '198'
last_name: Hagengruber
orcid: https://orcid.org/0000-0003-3360-6335
citation:
ama: 'Hagengruber RE. Émilie Du Châtelet on Time. In: Emery N, ed. The Routledge
Companion to Philosophy of Time. Routledge; 2025. doi:10.4324/9781003495611-9'
apa: Hagengruber, R. E. (2025). Émilie Du Châtelet on Time. In N. Emery (Ed.), The
Routledge Companion to Philosophy of Time. Routledge. https://doi.org/10.4324/9781003495611-9
bibtex: '@inbook{Hagengruber_2025, place={New York}, title={Émilie Du Châtelet on
Time}, DOI={10.4324/9781003495611-9},
booktitle={The Routledge Companion to Philosophy of Time}, publisher={Routledge},
author={Hagengruber, Ruth Edith}, editor={Emery, Nina}, year={2025} }'
chicago: 'Hagengruber, Ruth Edith. “Émilie Du Châtelet on Time.” In The Routledge
Companion to Philosophy of Time, edited by Nina Emery. New York: Routledge,
2025. https://doi.org/10.4324/9781003495611-9.'
ieee: 'R. E. Hagengruber, “Émilie Du Châtelet on Time,” in The Routledge Companion
to Philosophy of Time, N. Emery, Ed. New York: Routledge, 2025.'
mla: Hagengruber, Ruth Edith. “Émilie Du Châtelet on Time.” The Routledge Companion
to Philosophy of Time, edited by Nina Emery, Routledge, 2025, doi:10.4324/9781003495611-9.
short: 'R.E. Hagengruber, in: N. Emery (Ed.), The Routledge Companion to Philosophy
of Time, Routledge, New York, 2025.'
date_created: 2025-09-15T11:45:43Z
date_updated: 2025-09-15T11:47:18Z
department:
- _id: '519'
doi: 10.4324/9781003495611-9
editor:
- first_name: Nina
full_name: Emery, Nina
last_name: Emery
language:
- iso: eng
place: New York
publication: The Routledge Companion to Philosophy of Time
publication_identifier:
isbn:
- '9781003495611'
publication_status: published
publisher: Routledge
status: public
title: Émilie Du Châtelet on Time
type: book_chapter
user_id: '91827'
year: '2025'
...
---
_id: '61243'
author:
- first_name: Josephine Beryl
full_name: Fisher, Josephine Beryl
id: '56345'
last_name: Fisher
orcid: 0000-0002-9997-9241
- first_name: Lutz
full_name: Terfloth, Lutz
id: '37320'
last_name: Terfloth
citation:
ama: 'Fisher JB, Terfloth L. The Dual Nature as a Local Context to Explore Verbal
Behaviour in Game Explanations. In: Proceedings of the 29th Workshop on the
Semantics and Pragmatics of Dialogue (SemDial 2025). ; 2025.'
apa: Fisher, J. B., & Terfloth, L. (2025). The Dual Nature as a Local Context
to Explore Verbal Behaviour in Game Explanations. Proceedings of the 29th
Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025).
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} }'
chicago: Fisher, Josephine Beryl, and Lutz Terfloth. “The Dual Nature as a Local
Context to Explore Verbal Behaviour in Game Explanations.” In Proceedings
of the 29th Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025),
2025.
ieee: J. B. Fisher and L. Terfloth, “The Dual Nature as a Local Context to Explore
Verbal Behaviour in Game Explanations,” 2025.
mla: Fisher, Josephine Beryl, and Lutz Terfloth. “The Dual Nature as a Local Context
to Explore Verbal Behaviour in Game Explanations.” Proceedings of the 29th
Workshop on the Semantics and Pragmatics of Dialogue (SemDial 2025), 2025.
short: 'J.B. Fisher, L. Terfloth, in: Proceedings of the 29th Workshop on the Semantics
and Pragmatics of Dialogue (SemDial 2025), 2025.'
date_created: 2025-09-12T09:28:30Z
date_updated: 2025-09-15T14:36:06Z
department:
- _id: '660'
language:
- iso: eng
main_file_link:
- url: https://www.semdial.org/anthology/Z25-Fisher_semdial_4432.pdf
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'
publication: ' Proceedings of the 29th Workshop on the Semantics and Pragmatics of
Dialogue (SemDial 2025)'
status: public
title: The Dual Nature as a Local Context to Explore Verbal Behaviour in Game Explanations
type: conference_abstract
user_id: '56345'
year: '2025'
...
---
_id: '61285'
author:
- first_name: Bardo
full_name: Herzig, Bardo
id: '217'
last_name: Herzig
citation:
ama: Herzig B. Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen
Diskurs. Erziehungswissenschaft Mitteilungen der Deutschen Gesellschaft für
Erziehungswissenschaft Erziehungswissenschaft nach ChatGPT. 2025;(70, Jg.36/2025):13-18.
apa: Herzig, B. (2025). Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen
Diskurs. Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für
Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT, 70, Jg.36/2025,
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} }'
chicago: 'Herzig, Bardo. “Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen
Diskurs.” Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für
Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT, no. 70, Jg.36/2025
(2025): 13–18.'
ieee: B. Herzig, “Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen
Diskurs,” Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für
Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT, no. 70, Jg.36/2025,
pp. 13–18, 2025.
mla: Herzig, Bardo. “Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen
Diskurs.” Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für
Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT, no. 70, Jg.36/2025,
Barbara Budrich, 2025, pp. 13–18.
short: B. Herzig, Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft
für Erziehungswissenschaft. Erziehungswissenschaft nach ChatGPT (2025) 13–18.
date_created: 2025-09-16T07:16:04Z
date_updated: 2025-09-16T07:16:27Z
department:
- _id: '459'
issue: 70, Jg.36/2025
language:
- iso: ger
page: 13-18
publication: Erziehungswissenschaft. Mitteilungen der Deutschen Gesellschaft für Erziehungswissenschaft.
Erziehungswissenschaft nach ChatGPT
publication_identifier:
eissn:
- 1862-5231
issn:
- 0938-5363
publication_status: published
publisher: Barbara Budrich
status: public
title: Die (produktive) Rolle von generativer KI im erziehungswissenschaftlichen Diskurs
type: journal_article
user_id: '66956'
year: '2025'
...
---
_id: '61294'
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. '
author:
- first_name: David S.
full_name: Johnson, David S.
last_name: Johnson
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.
apa: Johnson, D. S. (2025). Higher Stakes, Healthier Trust? An Application-Grounded
Approach to Assessing Healthy Trust in High-Stakes Human-AI Collaboration.
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} }'
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.
mla: Johnson, David S. Higher Stakes, Healthier Trust? An Application-Grounded
Approach to Assessing Healthy Trust in High-Stakes Human-AI Collaboration.
2025.
short: D.S. Johnson, (2025).
date_created: 2025-09-16T07:41:37Z
date_updated: 2025-09-16T07:48:33Z
ddc:
- '000'
department:
- _id: '660'
file:
- access_level: closed
content_type: application/pdf
creator: johnson
date_created: 2025-09-16T07:47:45Z
date_updated: 2025-09-16T07:47:45Z
file_id: '61296'
file_name: 2503.03529v1.pdf
file_size: 1715871
relation: main_file
success: 1
file_date_updated: 2025-09-16T07:47:45Z
has_accepted_license: '1'
language:
- iso: eng
project:
- _id: '1204'
name: TRR 318 - Teilprojekt IRG BI
status: public
title: Higher Stakes, Healthier Trust? An Application-Grounded Approach to Assessing
Healthy Trust in High-Stakes Human-AI Collaboration
type: preprint
user_id: '97208'
year: '2025'
...
---
_id: '61189'
author:
- first_name: Bardo
full_name: Herzig, Bardo
id: '217'
last_name: Herzig
citation:
ama: Herzig B. Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften.
SchulVerwaltung Bayern . 2025;(7-8):213-215.
apa: Herzig, B. (2025). Künstliche Intelligenz und professionsbezogene Aufgaben
von Lehrkräften. SchulVerwaltung Bayern , 7–8, 213–215.
bibtex: '@article{Herzig_2025, title={Künstliche Intelligenz und professionsbezogene
Aufgaben von Lehrkräften}, number={7–8}, journal={SchulVerwaltung Bayern }, publisher={Carl
Link}, author={Herzig, Bardo}, year={2025}, pages={213–215} }'
chicago: 'Herzig, Bardo. “Künstliche Intelligenz und professionsbezogene Aufgaben
von Lehrkräften.” SchulVerwaltung Bayern , no. 7–8 (2025): 213–15.'
ieee: B. Herzig, “Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften,”
SchulVerwaltung Bayern , no. 7–8, pp. 213–215, 2025.
mla: Herzig, Bardo. “Künstliche Intelligenz und professionsbezogene Aufgaben von
Lehrkräften.” SchulVerwaltung Bayern , no. 7–8, Carl Link, 2025, pp. 213–15.
short: B. Herzig, SchulVerwaltung Bayern (2025) 213–215.
date_created: 2025-09-11T09:14:38Z
date_updated: 2025-09-16T07:41:02Z
department:
- _id: '459'
issue: 7-8
language:
- iso: ger
page: 213-215
publication: 'SchulVerwaltung Bayern '
publication_identifier:
issn:
- 1433-4674
publication_status: published
publisher: Carl Link
status: public
title: Künstliche Intelligenz und professionsbezogene Aufgaben von Lehrkräften
type: journal_article
user_id: '66956'
year: '2025'
...
---
_id: '60027'
author:
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
- first_name: Fabian Karl
full_name: Hoya, Fabian Karl
last_name: Hoya
- first_name: Jan Roland
full_name: Schulze, Jan Roland
id: '29492'
last_name: Schulze
- first_name: Eva
full_name: Blumberg, Eva
id: '37549'
last_name: Blumberg
orcid: 0009-0004-1651-541X
citation:
ama: 'Hellmich F, Hoya FK, Schulze JR, Blumberg E. 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. Visionen der Grundschulbildung im europäischen
Raum" . In: Pädagogische Hochschule Vorarlberg; 2025.'
apa: 'Hellmich, F., Hoya, F. K., Schulze, J. R., & Blumberg, E. (2025). 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. Visionen der
Grundschulbildung im europäischen Raum" .'
bibtex: '@inproceedings{Hellmich_Hoya_Schulze_Blumberg_2025, place={Feldkirch, Österreich},
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.
Visionen der Grundschulbildung im europäischen Raum" }, publisher={Pädagogische
Hochschule Vorarlberg}, author={Hellmich, Frank and Hoya, Fabian Karl and Schulze,
Jan Roland and Blumberg, Eva}, year={2025} }'
chicago: 'Hellmich, Frank, Fabian Karl Hoya, Jan Roland Schulze, and Eva Blumberg.
“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.
Visionen Der Grundschulbildung Im Europäischen Raum" .” Feldkirch, Österreich:
Pädagogische Hochschule Vorarlberg, 2025.'
ieee: 'F. Hellmich, F. K. Hoya, J. R. Schulze, and E. Blumberg, “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. Visionen der Grundschulbildung im europäischen
Raum" ,” 2025.'
mla: 'Hellmich, Frank, et al. 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. Visionen Der Grundschulbildung Im Europäischen
Raum" . Pädagogische Hochschule Vorarlberg, 2025.'
short: 'F. Hellmich, F.K. Hoya, J.R. Schulze, E. Blumberg, in: Pädagogische Hochschule
Vorarlberg, Feldkirch, Österreich, 2025.'
date_created: 2025-05-23T12:12:05Z
date_updated: 2025-09-16T09:22:38Z
department:
- _id: '460'
language:
- iso: eng
place: Feldkirch, Österreich
publisher: Pädagogische Hochschule Vorarlberg
status: public
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. Visionen der
Grundschulbildung im europäischen Raum" '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '60028'
author:
- first_name: Marwin Felix
full_name: Löper, Marwin Felix
id: '26693'
last_name: Löper
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
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.'
apa: 'Löper, M. F., & Hellmich, F. (2025). 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".'
bibtex: '@inproceedings{Löper_Hellmich_2025, place={Feldkirch, Österreich}, 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. Visionen
der Grundschulbildung im europäischen Raum"}, publisher={Pädagogische Hochschule
Vorarlberg}, author={Löper, Marwin Felix and Hellmich, Frank}, year={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.'
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.'
mla: '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". Pädagogische Hochschule Vorarlberg,
2025.'
short: 'M.F. Löper, F. Hellmich, in: Pädagogische Hochschule Vorarlberg, Feldkirch,
Österreich, 2025.'
date_created: 2025-05-23T12:14:10Z
date_updated: 2025-09-16T09:21:24Z
department:
- _id: '460'
language:
- iso: eng
place: Feldkirch, Österreich
publisher: Pädagogische Hochschule Vorarlberg
status: public
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. Visionen der Grundschulbildung im europäischen Raum"'
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '59251'
author:
- first_name: Pauline
full_name: Finke, Pauline
id: '73113'
last_name: Finke
- first_name: Jan Roland
full_name: Schulze, Jan Roland
id: '29492'
last_name: Schulze
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Finke P, Schulze JR, Hellmich F. 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“ . In: University
of Belgrade; 2025.'
apa: 'Finke, P., Schulze, J. R., & Hellmich, F. (2025). 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“ .'
bibtex: '@inproceedings{Finke_Schulze_Hellmich_2025, place={Belgrade}, title={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“ }, publisher={University of Belgrade}, author={Finke,
Pauline and Schulze, Jan Roland and Hellmich, Frank}, year={2025} }'
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.'
mla: 'Finke, Pauline, et al. 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“ . University
of Belgrade, 2025.'
short: 'P. Finke, J.R. Schulze, F. Hellmich, in: University of Belgrade, Belgrade,
2025.'
date_created: 2025-04-02T11:04:30Z
date_updated: 2025-09-16T09:23:25Z
department:
- _id: '460'
language:
- iso: eng
place: Belgrade
publisher: University of Belgrade
status: public
title: '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“ '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '59249'
author:
- first_name: Nils
full_name: Finke, Nils
id: '57672'
last_name: Finke
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
orcid: 0000-0001-5521-0417
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Finke N, Knickenberg M, Hellmich F. The role of teacher feedback for primary
school students’ motivation and mathematical competencies. Paper. ECER 2025 (European
Conference on Educational Research). “Charting the Way Forward: Education, Research,
Potentials and Perspectives“ . In: BelgradeUniversity of Belgrade; 2025.'
apa: 'Finke, N., Knickenberg, M., & Hellmich, F. (2025). The role of teacher
feedback for primary school students’ motivation and mathematical competencies.
Paper. ECER 2025 (European Conference on Educational Research). “Charting the
Way Forward: Education, Research, Potentials and Perspectives“ .'
bibtex: '@inproceedings{Finke_Knickenberg_Hellmich_2025, place={Belgrade}, title={The
role of teacher feedback for primary school students’ motivation and mathematical
competencies. Paper. ECER 2025 (European Conference on Educational Research).
“Charting the Way Forward: Education, Research, Potentials and Perspectives“ },
publisher={BelgradeUniversity of Belgrade}, author={Finke, Nils and Knickenberg,
Margarita and Hellmich, Frank}, year={2025} }'
chicago: 'Finke, Nils, Margarita Knickenberg, and Frank Hellmich. “The Role of Teacher
Feedback for Primary School Students’ Motivation and Mathematical Competencies.
Paper. ECER 2025 (European Conference on Educational Research). “Charting the
Way Forward: Education, Research, Potentials and Perspectives“ .” Belgrade: BelgradeUniversity
of Belgrade, 2025.'
ieee: 'N. Finke, M. Knickenberg, and F. Hellmich, “The role of teacher feedback
for primary school students’ motivation and mathematical competencies. Paper.
ECER 2025 (European Conference on Educational Research). “Charting the Way Forward:
Education, Research, Potentials and Perspectives“ ,” 2025.'
mla: 'Finke, Nils, et al. The Role of Teacher Feedback for Primary School Students’
Motivation and Mathematical Competencies. Paper. ECER 2025 (European Conference
on Educational Research). “Charting the Way Forward: Education, Research, Potentials
and Perspectives“ . BelgradeUniversity of Belgrade, 2025.'
short: 'N. Finke, M. Knickenberg, F. Hellmich, in: BelgradeUniversity of Belgrade,
Belgrade, 2025.'
date_created: 2025-04-02T11:02:25Z
date_updated: 2025-09-16T09:23:42Z
department:
- _id: '460'
language:
- iso: eng
place: Belgrade
publisher: BelgradeUniversity of Belgrade
status: public
title: 'The role of teacher feedback for primary school students’ motivation and mathematical
competencies. Paper. ECER 2025 (European Conference on Educational Research). “Charting
the Way Forward: Education, Research, Potentials and Perspectives“ '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '59252'
author:
- first_name: Jan Roland
full_name: Schulze, Jan Roland
id: '29492'
last_name: Schulze
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Schulze JR, Hellmich F. Pre-service teachers’ professional self-concept development
concerning team-teaching in primary schools. Paper. ECER 2025 (European Conference
on Educational Research). “Charting the Way Forward: Education, Research, Potentials
and Perspectives“ . In: University of Belgrade; 2025.'
apa: 'Schulze, J. R., & Hellmich, F. (2025). Pre-service teachers’ professional
self-concept development concerning team-teaching in primary schools. Paper. ECER
2025 (European Conference on Educational Research). “Charting the Way Forward:
Education, Research, Potentials and Perspectives“ .'
bibtex: '@inproceedings{Schulze_Hellmich_2025, place={Belgrade}, title={Pre-service
teachers’ professional self-concept development concerning team-teaching in primary
schools. Paper. ECER 2025 (European Conference on Educational Research). “Charting
the Way Forward: Education, Research, Potentials and Perspectives“ }, publisher={University
of Belgrade}, author={Schulze, Jan Roland and Hellmich, Frank}, year={2025} }'
chicago: 'Schulze, Jan Roland, and Frank Hellmich. “Pre-Service Teachers’ Professional
Self-Concept Development Concerning Team-Teaching in Primary Schools. Paper. ECER
2025 (European Conference on Educational Research). “Charting the Way Forward:
Education, Research, Potentials and Perspectives“ .” Belgrade: University of Belgrade,
2025.'
ieee: 'J. R. Schulze and F. Hellmich, “Pre-service teachers’ professional self-concept
development concerning team-teaching in primary schools. Paper. ECER 2025 (European
Conference on Educational Research). “Charting the Way Forward: Education, Research,
Potentials and Perspectives“ ,” 2025.'
mla: 'Schulze, Jan Roland, and Frank Hellmich. Pre-Service Teachers’ Professional
Self-Concept Development Concerning Team-Teaching in Primary Schools. Paper. ECER
2025 (European Conference on Educational Research). “Charting the Way Forward:
Education, Research, Potentials and Perspectives“ . University of Belgrade,
2025.'
short: 'J.R. Schulze, F. Hellmich, in: University of Belgrade, Belgrade, 2025.'
date_created: 2025-04-02T11:05:34Z
date_updated: 2025-09-16T09:23:05Z
department:
- _id: '460'
language:
- iso: eng
place: Belgrade
publisher: University of Belgrade
status: public
title: 'Pre-service teachers’ professional self-concept development concerning team-teaching
in primary schools. Paper. ECER 2025 (European Conference on Educational Research).
“Charting the Way Forward: Education, Research, Potentials and Perspectives“ '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '59921'
author:
- first_name: Ingrid
full_name: Scharlau, Ingrid
id: '451'
last_name: Scharlau
orcid: 0000-0003-2364-9489
- first_name: Körber
full_name: Miriam, Körber
last_name: Miriam
citation:
ama: Scharlau I, Miriam K. Metaphors in 24 WIRED Level 5 Videos (Data Corpus).
OSF; 2025. doi:10.17605/OSF.IO/94A2J
apa: Scharlau, I., & Miriam, K. (2025). Metaphors in 24 WIRED Level 5 Videos
(Data corpus). OSF. https://doi.org/10.17605/OSF.IO/94A2J
bibtex: '@book{Scharlau_Miriam_2025, title={Metaphors in 24 WIRED Level 5 Videos
(Data corpus)}, DOI={10.17605/OSF.IO/94A2J},
publisher={OSF}, author={Scharlau, Ingrid and Miriam, Körber}, year={2025} }'
chicago: Scharlau, Ingrid, and Körber Miriam. Metaphors in 24 WIRED Level 5 Videos
(Data Corpus). OSF, 2025. https://doi.org/10.17605/OSF.IO/94A2J.
ieee: I. Scharlau and K. Miriam, Metaphors in 24 WIRED Level 5 Videos (Data corpus).
OSF, 2025.
mla: Scharlau, Ingrid, and Körber Miriam. Metaphors in 24 WIRED Level 5 Videos
(Data Corpus). OSF, 2025, doi:10.17605/OSF.IO/94A2J.
short: I. Scharlau, K. Miriam, Metaphors in 24 WIRED Level 5 Videos (Data Corpus),
OSF, 2025.
date_created: 2025-05-16T09:57:56Z
date_updated: 2025-09-16T08:57:15Z
department:
- _id: '424'
doi: 10.17605/OSF.IO/94A2J
language:
- iso: eng
main_file_link:
- open_access: '1'
url: https://osf.io/94a2j/
oa: '1'
project:
- _id: '127'
name: 'TRR 318 - C4: TRR 318 - Subproject C4 - Metaphern als Werkzeug des Erklärens'
publisher: OSF
status: public
title: Metaphors in 24 WIRED Level 5 Videos (Data corpus)
type: misc
user_id: '451'
year: '2025'
...
---
_id: '58713'
author:
- first_name: Jan Roland
full_name: Schulze, Jan Roland
id: '29492'
last_name: Schulze
- first_name: Eva
full_name: Blumberg, Eva
id: '37549'
last_name: Blumberg
orcid: 0009-0004-1651-541X
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Schulze JR, Blumberg E, Hellmich F. Effects of a cooperation training on inclusion-related
self-concepts of pre-service teachers. Poster Presentation. 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.'
apa: 'Schulze, J. R., Blumberg, E., & Hellmich, F. (2025). Effects of a cooperation
training on inclusion-related self-concepts of pre-service teachers. Poster Presentation.
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” .'
bibtex: '@inproceedings{Schulze_Blumberg_Hellmich_2025, place={Graz}, title={Effects
of a cooperation training on inclusion-related self-concepts of pre-service teachers.
Poster Presentation. 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” },
publisher={University of Graz}, author={Schulze, Jan Roland and Blumberg, Eva
and Hellmich, Frank}, year={2025} }'
chicago: 'Schulze, Jan Roland, Eva Blumberg, and Frank Hellmich. “Effects of a Cooperation
Training on Inclusion-Related Self-Concepts of Pre-Service Teachers. Poster Presentation.
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’ .” Graz: University of Graz, 2025.'
ieee: 'J. R. Schulze, E. Blumberg, and F. Hellmich, “Effects of a cooperation training
on inclusion-related self-concepts of pre-service teachers. Poster Presentation.
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.'
mla: 'Schulze, Jan Roland, et al. Effects of a Cooperation Training on Inclusion-Related
Self-Concepts of Pre-Service Teachers. Poster Presentation. 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” . University of Graz, 2025.'
short: 'J.R. Schulze, E. Blumberg, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:48:56Z
date_updated: 2025-09-16T09:24:59Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
title: 'Effects of a cooperation training on inclusion-related self-concepts of pre-service
teachers. Poster Presentation. 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” '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '58714'
author:
- first_name: Nils
full_name: Finke, Nils
id: '57672'
last_name: Finke
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
orcid: 0000-0001-5521-0417
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Finke N, Knickenberg M, Hellmich F. Feedback as a predictor of primary school
students’ motivation and mathematical competence. 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” . In: University of Graz; 2025.'
apa: 'Finke, N., Knickenberg, M., & Hellmich, F. (2025). Feedback as a predictor
of primary school students’ motivation and mathematical competence. 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” .'
bibtex: '@inproceedings{Finke_Knickenberg_Hellmich_2025, place={Graz}, title={Feedback
as a predictor of primary school students’ motivation and mathematical competence.
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” }, publisher={University
of Graz}, author={Finke, Nils and Knickenberg, Margarita and Hellmich, Frank},
year={2025} }'
chicago: 'Finke, Nils, Margarita Knickenberg, and Frank Hellmich. “Feedback as a
Predictor of Primary School Students’ Motivation and Mathematical Competence.
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’ .” Graz: University
of Graz, 2025.'
ieee: 'N. Finke, M. Knickenberg, and F. Hellmich, “Feedback as a predictor of primary
school students’ motivation and mathematical competence. 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.'
mla: 'Finke, Nils, et al. Feedback as a Predictor of Primary School Students’
Motivation and Mathematical Competence. 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” . University of Graz, 2025.'
short: 'N. Finke, M. Knickenberg, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:50:01Z
date_updated: 2025-09-16T09:24:35Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
title: 'Feedback as a predictor of primary school students’ motivation and mathematical
competence. 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” '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '58710'
author:
- first_name: Margarita
full_name: Knickenberg, Margarita
id: '12978'
last_name: Knickenberg
orcid: 0000-0001-5521-0417
- first_name: Fabian Karl
full_name: Hoya, Fabian Karl
last_name: Hoya
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Knickenberg M, Hoya FK, Hellmich F. 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” . In: University of Graz; 2025.'
apa: 'Knickenberg, M., Hoya, F. K., & Hellmich, F. (2025). 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” .'
bibtex: '@inproceedings{Knickenberg_Hoya_Hellmich_2025, place={Graz}, 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” }, publisher={University
of Graz}, author={Knickenberg, Margarita and Hoya, Fabian Karl and Hellmich, Frank},
year={2025} }'
chicago: 'Knickenberg, Margarita, Fabian Karl Hoya, and Frank 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’ .” Graz: University
of Graz, 2025.'
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.'
mla: 'Knickenberg, Margarita, et al. 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” . University of Graz, 2025.'
short: 'M. Knickenberg, F.K. Hoya, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:45:25Z
date_updated: 2025-09-16T09:25:39Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
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” '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '58712'
author:
- first_name: Gamze
full_name: Görel, Gamze
last_name: Görel
- first_name: Katja
full_name: Franzen, Katja
id: '75124'
last_name: Franzen
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Görel G, Franzen K, Hellmich F. Differences in pre-service teachers’ self-efficacy
beliefs and willingness for inclusive education. 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” . In: University of Graz; 2025.'
apa: 'Görel, G., Franzen, K., & Hellmich, F. (2025). Differences in pre-service
teachers’ self-efficacy beliefs and willingness for inclusive education. 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” .'
bibtex: '@inproceedings{Görel_Franzen_Hellmich_2025, place={Graz}, title={Differences
in pre-service teachers’ self-efficacy beliefs and willingness for inclusive education.
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” }, publisher={University
of Graz}, author={Görel, Gamze and Franzen, Katja and Hellmich, Frank}, year={2025}
}'
chicago: 'Görel, Gamze, Katja Franzen, and Frank Hellmich. “Differences in Pre-Service
Teachers’ Self-Efficacy Beliefs and Willingness for Inclusive Education. 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’ .” Graz: University
of Graz, 2025.'
ieee: 'G. Görel, K. Franzen, and F. Hellmich, “Differences in pre-service teachers’
self-efficacy beliefs and willingness for inclusive education. 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.'
mla: 'Görel, Gamze, et al. Differences in Pre-Service Teachers’ Self-Efficacy
Beliefs and Willingness for Inclusive Education. 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” . University of Graz, 2025.'
short: 'G. Görel, K. Franzen, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:47:57Z
date_updated: 2025-09-16T09:25:15Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
title: 'Differences in pre-service teachers’ self-efficacy beliefs and willingness
for inclusive education. 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” '
type: conference_abstract
user_id: '57672'
year: '2025'
...
---
_id: '58715'
author:
- first_name: Marwin Felix
full_name: Löper, Marwin Felix
id: '26693'
last_name: Löper
- first_name: Frank
full_name: Hellmich, Frank
id: '26282'
last_name: Hellmich
citation:
ama: 'Löper MF, Hellmich F. The role of teacher behaviour in students’ attitudes
and support towards peers with disabilities. 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” . In: University of Graz; 2025.'
apa: 'Löper, M. F., & Hellmich, F. (2025). The role of teacher behaviour
in students’ attitudes and support towards peers with disabilities. 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” .'
bibtex: '@inproceedings{Löper_Hellmich_2025, place={Graz}, title={The role of teacher
behaviour in students’ attitudes and support towards peers with disabilities.
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” }, publisher={University
of Graz}, author={Löper, Marwin Felix and Hellmich, Frank}, year={2025} }'
chicago: 'Löper, Marwin Felix, and Frank Hellmich. “The Role of Teacher Behaviour
in Students’ Attitudes and Support towards Peers with Disabilities. 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’ .” Graz: University of Graz, 2025.'
ieee: 'M. F. Löper and F. Hellmich, “The role of teacher behaviour in students’
attitudes and support towards peers with disabilities. 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.'
mla: 'Löper, Marwin Felix, and Frank Hellmich. The Role of Teacher Behaviour
in Students’ Attitudes and Support towards Peers with Disabilities. 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” . University of Graz, 2025.'
short: 'M.F. Löper, F. Hellmich, in: University of Graz, Graz, 2025.'
date_created: 2025-02-19T11:51:09Z
date_updated: 2025-09-16T09:24:18Z
department:
- _id: '460'
language:
- iso: eng
place: Graz
publisher: University of Graz
status: public
title: 'The role of teacher behaviour in students’ attitudes and support towards peers
with disabilities. 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” '
type: conference_abstract
user_id: '57672'
year: '2025'
...