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Wesenberg, Lukas; Jansen, Sebastian; Krieglstein, Felix; Schneider, Sascha; Rey, Günter Daniel (2025). The influence of seductive details in learning environments with low and high extrinsic motivation. Learning and Instruction, 96:102054.
Antonietti, Chiara; Consoli, Tessa; Schmitz, Maria-Luisa; Cattaneo, Alberto; Gonon, Philipp; Petko, Dominik (2025). “Digital constructivists, activators or presenters? Different profiles of technology integration among swiss upper secondary school teachers”. Computers and Education, 227:105225.
Wesenberg, Lukas; Krieglstein, Felix; Jansen, Sebastian; Rey, Günter Daniel; Schneider, Sascha (2025). Teaching with worked examples – why the selection of problems for exemplification is critical. Contemporary Educational Psychology, 80:102328.
Krieglstein, Felix; Beege, Maik; Wesenberg, Lukas; Rey, Günter Daniel; Schneider, Sascha (2025). The distorting influence of primacy effects on reporting cognitive load in learning materials of varying complexity. Educational Psychology Review, 37(1):2.
Holzer, Felicitas; Biller-Andorno, Nikola; Baumann, Holger (2025). The role of social justice in triage revisited: a threshold conception. Medicine, Health Care and Philosophy, 28(1):161-169.
Morosoli, Sophie; van Aelst, Peter; Humprecht, Edda; Staender, Anna; Esser, Frank (2025). Identifying the Drivers Behind the Dissemination of Online Misinformation: A Study on Political Attitudes and Individual Characteristics in the Context of Engaging With Misinformation on Social Media. American Behavioral Scientist, 69(2):148-167.
Costa, Thalles Guilarducci; Campos, Mario Hebling; Barros, Ana Claudia Ferreira; Andrade, Marilia Santos; Vancini, Rodrigo Luiz; Viana, Ricardo Borges; Rosemann, Thomas; Weiss, Katja; Knechtle, Beat; de Lira, Claudio Andre Barbosa (2024). The segmental-based approach during anatomy coursework presents better results than the systems-based approach. BMC Medical Education, 24(1):1529.
Cavolo, Alice; Pizzolato, Daniel; Gastmans, Chris; Crombag, Neeltje (2024). Fair access challenges in maternal-fetal surgery trials. Research Ethics Review:Epub ahead of print.
Petko, Dominik; Koehler, Matthew J; Mishra, Punya (2024). Placing TPACK in context: looking at the big picture. Computers & Education Open, 7:100236.
Haug, Tobias; de Jong, Nivja H; Holzknecht, Franz; Tissi, Katja; Sidler-Miserez, Sandra; Battisti, Alessia; Perrollaz, Regula; Ebling, Sarah; Reinhard, Sabine; Caminada, Sarah (2024). Development and validation of a fluency rating scale for Swiss German Sign Language. Frontiers in Education, 9:1466936.
Abdulrazeq, Fayez; März, Julian; Biller-Andorno, Nikola; Gastmans, Chris (2024). Healthcare providers' advocacy approaches and ethical challenges in delivering healthcare to undocumented migrants: a scoping review. Medicine, Health Care and Philosophy, 27(4):579-606.
Brianza, Eliana; Schmid, Mirjam; Tondeur, Jo; Petko, Dominik (2024). Is contextual knowledge a key component of expertise for teaching with technology? A systematic literature review. Computers & Education Open:100201.
Amarasinghe, Ishari; Michos, Konstantinos; Crespi, Francisco; Hernández‐Leo, Davinia (2024). Learning analytics support to teachers' design and orchestrating tasks. Journal of Computer Assisted Learning, 40(6):2416-2431.
Jud, Johannes; Karlen, Yves; Hirt, Carmen Nadja (2024). Linking teachers’ and students’ motivation for self-regulated learning: is there a signal and how is it transmitted? Metacognition and Learning, 19(3):939-965.
Cieciuch, Jan; Kwiatkowska, Maria; Kindschi, Martin; Davidov, Eldad; Algesheimer, René (2024). Peers and value preferences among adolescents in school classes: a social network and longitudinal approach. European Journal of Psychology of Education, 39(4):3561-3583.
Martínez-Moreno, Judit; Petko, Dominik (2024). What motivates future teachers? The influence of Artificial Intelligence on student teachers’ career choice. Computers & Education : Artificial Intelligence, 7:100296.
Endres, Tino; Carpenter, Shana; Renkl, Alexander (2024). Constructive retrieval: benefits for learning, motivation, and metacognitive monitoring. Learning and Instruction, 94:101974.
Weidlich, Joshua; Fink, Aron; Jivet, Ioana; Yau, Jane; Giorgashvili, Tornike; Drachsler, Hendrik; Frey, Andreas (2024). Emotional and motivational effects of automated and personalized formative feedback: the role of reference frames. Journal of Computer Assisted Learning, 40(6):2735-2752.
Kube, Dana; Gombert, Sebastian; John, Nathalie; Weidlich, Joshua; Kreijns, Karel; Drachsler, Hendrik (2024). Escaping binary gender roles: gender diversity dynamics in a CSCL‐Escape game. Journal of Computer Assisted Learning, 40(6):2589-2603.
Waldeyer, Julia; Endres, Tino; Roelle, Julian; Baars, Martine; Renkl, Alexander (2024). How to optimize self-assessment accuracy in cognitive skill acquisition when learning from worked examples. Educational Psychology Review, 36(4):103.
Heidig, Steffi; Beege, Maik; Rey, Günter Daniel; Schneider, Sascha (2024). Instructor presence in instructional videos in higher education: three field experiments in university courses. Educational Technology Research and Development, 72(6):3047-3074.
Wesenberg, Lukas; Schmidt, Franziska; Schwintek, Saskia; Jansen, Sebastian; Krieglstein, Felix; Schneider, Sascha; Rey, Günter Daniel (2024). The effects of counterattitudinal seductive details on learning. Learning & Individual Differences, 116:102567.
Haldimann, Manuela; Hascher, Tina; Flick-Holtsch, Doreen (2024). Well-being of pre-service teachers: a construct validation study across three countries. International journal of educational research open, 7:100346.
Endres, Tino; Eitel, Alexander; Renninger, K Ann; Vössing, Charlotte; Renkl, Alexander (2024). Why narrative frames matter for instructional videos: a value-evoking narrative frame is essential to foster sustained learning with emotional design videos. Learning and Instruction, 94:101962.
Spangsberg, Ida; Ydesen, Christian (2024). Boundary-making between mainstream and special education: a posthuman ethnographic investigation of materialities of schooling and Danish teachers’ imaginaries and practices around ‘middle forms’. European Journal of Special Needs Education, 39(6):946-961.
Sivesind, Kirsten; Nordin, Andreas; Ydesen, Christian (2024). Instrument constituencies and the brokering of OECD-knowledge in Nordic school reforms - a three country comparison. Nordic Journal of Studies in Educational Policy:Epub ahead of print.
Consoli, Tessa; Schmitz, Maria-Luisa; Antonietti, Chiara; Gonon, Philipp; Cattaneo, Alberto; Petko, Dominik (2024). Quality of technology integration matters: positive associations with students’ behavioral engagement and digital competencies for learning. Education and Information Technologies:Epub ahead of print.
Schmitz, Felix Michael; Buzzi, Ann-Lea; Brem, Beate Gabriele; Schnabel, Kai Philipp; Berger-Estilita, Joana; Roten, Fredy-Michel; Peng-Keller, Simon; Guttormsen, Sissel (2024). Learning how to explore spiritual aspects in encounters with patients with chronic pain: a pre-test post-test trial on the effectiveness of a web-based learning intervention. BMC Medical Education, 24:1212:2-13.
Tondeur, Jo; Howard, Sarah; Carvalho, Ana Amélia; Kral, Marijke; Petko, Dominik; Ganesh, Lakshmi T; Røkenes, Fredrik Mørk; Starkey, Louise; Bower, Matt; Redmond, Petrea (2024). The DTALE Model: Designing Digital and Physical Spaces for Integrated Learning Environments. Technology, Knowledge and Learning, 29:1767-1789.
Petko, Dominik; Michos, Konstantinos; Müller, Laura; Schmid, Regina; Krannich, Maike (2024). Investigating the use of a mobile portfolio app to develop pre-service teachers’ reflective abilities and orientations to learning to teach. European Journal of Teacher Education:Epub ahead of print.
Schnepel, Susanne; Sermier Dessemontet, Rachel; Moser Opitz, Elisabeth (2024). The impact of inclusive education on the mathematical progress of pupils with intellectual disabilities. International Journal of Inclusive Education, 28(12):2815-2829.
Pauli, Christine; Lipowsky, Frank; Reusser, Kurt (2024). Capturing the subject-specific quality of mathematics instruction: how do expert judgments relate to students’ assessments of the quality of their own learning and understanding? ZDM - Mathematics Education, 56(5):893-905.
Schneider, Gerold (2024). Digital Dickens: An automated content analysis of Charles Dickens’ novels. In: Buschfeld, Sarah; Ronan, Patricia; Neumaier, Theresa; Wellinghoff, Andreas; Westermayer, Lisa. Crossing Boundaries through Corpora: Innovative corpus approaches within and beyond linguistics. Amsterdam: John Benjamins Publishing, 62-98.
Loosli, Sandra V; Neumann, Lennart C; Wlasich, Elisabeth; Prix, Catharina; Koll, Laura; Weidinger, Endy; Vöglein, Jonathan; Wagemann, Olivia; Danek, Adrian; Nübling, Georg; Levin, Johannes (2024). Measurement properties of the German version of the Cambridge examination for mental disorders of older people with Down syndrome and others with intellectual disabilities (CAMDEX-DS). Journal of Intellectual & Developmental Disability, 49(4):402-414.
Tabin, Mireille; Khemka, Ishita; Hickson, Linda (2024). Reducing the risks of maltreatment of older adults with intellectual and developmental disabilities: development of a research-based intervention. Journal of Intellectual & Developmental Disability, 49(4):462-474.
Dunekacke, Simone; Wullschleger, Andrea; Grob, Urs; Heinze, Aiso; Lindmeier, Anke; Vogt, Franziska; Kuratli Geeler, Susanne; Leuchter, Miriam; Meier-Wyder, Anuschka; Seemann, Selma; Moser Opitz, Elisabeth (2024). Teaching quality in kindergarten: professional development and quality of adaptive learning support enhances mathematical competency. ZDM - Mathematics Education, 56(5):923-935.
Kube, Dana; Weidlich, Joshua; Kreijns, Karel; Drachsler, Hendrik (2024). Addressing gender in STEM classrooms: the impact of gender bias on women scientists' experiences in higher education careers in Germany. Education and Information Technologies, 29(15):20135-20162.
Trenkenschuh, Maxim; Hopwood, Christopher J; Dillard, Courtney (2024). Personality Aspects and Attitudes About Animal Welfare Legislation. Anthrozoos, 37(5):977-996.
Stebler, Rita; Gmür-Ackermann, Patricia; Reusser, Kurt; Pauli, Christine (2024). Aktive Lernzeit beim geführten versus selbstorganisierten Mathematiklernen – mikroanalytische Fallstudie mit Sekundarschüler*innen aus dem unteren Leistungsniveau. Unterrichtswissenschaft : Zeitschrift für Lernforschung, 52(3):325-351.
Foster, Manuela; Diener, Marion; Schnepel, Susanne; Moser Opitz, Elisabeth (2024). Individuelle Lernunterstützung in der Arbeitsphase einer standardisierten Mathematikstunde im ersten Schuljahr – eine Videostudie. Unterrichtswissenschaft : Zeitschrift für Lernforschung, 52(3):353-380.
Milner, Alison L; Ydesen, Christian (2024). Producing accountability with autonomy in Denmark and England: the analytical potential of assemblage theory with critical realism in comparative education. Nordic Journal of Studies in Educational Policy, 10(3):219-232.
Thomae, Anita V; Witt, Claudia M; Barth, Jürgen (2024). Integration of ChatGPT Into a Course for Medical Students: Explorative Study on Teaching Scenarios, Students’ Perception, and Applications. JMIR Medical Education, 10:e50545.
Kurtansky, Nicholas R; D’Alessandro, Brian M; Gillis, Maura C; Betz-Stablein, Brigid; Cerminara, Sara E; Garcia, Rafael; Girundi, Marcela Alves; Goessinger, Elisabeth Victoria; Gottfrois, Philippe; Guitera, Pascale; Halpern, Allan C; Jakrot, Valerie; Kittler, Harald; Kose, Kivanc; Liopyris, Konstantinos; Malvehy, Josep; Mar, Victoria J; Martin, Linda K; Mathew, Thomas; Maul, Lara Valeska; Mothershaw, Adam; Mueller, Alina M; Mueller, Christoph; Navarini, Alexander A; Rajeswaran, Tarlia; Rajeswaran, Vin; Saha, Anup; Sashindranath, Maithili; Serra-García, Laura; Soyer, H Peter; et al (2024). The SLICE-3D dataset: 400,000 skin lesion image crops extracted from 3D TBP for skin cancer detection. Scientific Data, 11(1):884.
do Nascimento, Thiago V M; Rudlang, Julia; Höge, Marvin; van der Ent, Ruud; Chappon, Máté; Seibert, Jan; Hrachowitz, Markus; Fenicia, Fabrizio (2024). EStreams: An integrated dataset and catalogue of streamflow, hydro-climatic and landscape variables for Europe. Scientific Data, 11(1):879.
Garrote, Ariana; Diener, Marion; Hepberger, Brigitte; Kuratli Geeler, Susanne; Nesme, Celina; Moser Opitz, Elisabeth (2024). Social behavior, academic achievement, language skills, and peer rejection in elementary school classes: the moderating role of teacher feedback. Educational Psychology, 44(5):613-631.
Schladitz, Sandra; Rölle, Daniel; Drüge, Marie (2024). Is Intrinsic Motivation Related to Lower Stress among University Students? Relationships between Motivation for Enrolling in a Study Program, Stress, and Coping Strategies. Education Sciences, 14(8):851.
Rothacher, Yannick; Strobl, Carolin (2024). Identifying Informative Predictor Variables With Random Forests. Journal of Educational and Behavioral Statistics, 49(4):595-629.
Désiron, Juliette C; Schmitz, Maria-Luisa; Petko, Dominik (2024). Teachers as Creators of Digital Multimedia Learning Materials: Are they Aligned with Multimedia Learning Principles. Technology, Knowledge and Learning:Epub ahead of print.
Sand, Hannah; Sticca, Fabio; Eichelberger, Dominique A; Wehrle, Flavia M; Simoni, Heidi; Jenni, Oskar G; Lannen, Patricia (2024). Raised in conditions of psychosocial deprivation: Effects of infant institutionalization on early development. Children and Youth Services Review, 163:107718.
Meusel, Felicia; Scheller, Nadine; Rey, Günter Daniel; Schneider, Sascha (2024). The influence of content-relevant background color as a retrieval cue on learning with multimedia. Education and Information Technologies, 29(12):16051-16072.
Gräsel, Cornelia; Hardy, Ilonca; Hertel, Silke; Kleickmann, Thilo; Moser Opitz, Elisabeth; Neumann, Knut; Praetorius, Anna; Renkl, Alexander; Wirth, Joachim (2024). 50 Jahre „Unterrichtswissenschaft – Journal of Teaching and Learning Sciences“ – Jubiläumsheft II. Unterrichtswissenschaft : Zeitschrift für Lernforschung, 52(2):163-165.
Leuenberger, Delia; Diener, Marion; Wehren-Müller, Maria; Hofmann-Villiger, Andreas; Vogt, Franziska; Moser Opitz, Elisabeth (2024). Fostering computation competence with non-counting strategies and conceptual subitizing in Grade 1: an intervention study in inclusive classrooms. Journal für Mathematik-Didaktik, 45:12.
Breitenmoser, Petra; Keller-Schneider, Manuela; Niebert, Kai (2024). Navigating controversy and neutrality: pre-service teachers’ beliefs on teaching climate change. Environmental Education Research:Epub ahead of print.
Ronderos, Natalia; Foster-Heinzer, Sarah; Flick-Holtsch, Doreen; Shavelson, Richard J; Mariño, Julián P; Solano-Flores, Guillermo; Perfetti, María Camila (2024). Construct overlap in cross-national assessment: critical thinking in the teacher education curricula of two countries. Journal of Curriculum Studies, 56(4):514-535.
Kolovou, Dimitra; Hochweber, Jan; Praetorius, Anna-Katharina (2024). Does teacher judgment accuracy matter? How judgment accuracy, teaching quality, and student achievement development are related. Teaching and Teacher Education, 144:104555.
Elfert, Maren; Ydesen, Christian (2024). Global governance and the promissory visions of education: challenges and agendas. Comparitive Education, 60(3):361-376.
Désiron, Juliette C; Schneider, Sascha (2024). Listen closely: prosodic signals in podcast support learning. Computers and Education, 216:105051.
Ydesen, Christian; Daniels, Harry (2024). Inclusive education in complex landscapes of stakeholders, agendas and priorities. International Journal of Inclusive Education:Epub ahead of print.
Reusser, Kurt (2024). Empirische Unterrichtsforschung – quo vadis? Plädoyer für eine didaktische Fundierung und mehr Praxisorientierung. Unterrichtswissenschaft : Zeitschrift für Lernforschung, 52(2):167-182.
Schmid, Mirjam; Brianza, Eliana; Mok, Sog Yee; Petko, Dominik (2024). Running in circles: A systematic review of reviews on technological pedagogical content knowledge (TPACK). Computers and Education:105024.
Biedermann, Daniel; Kister, Stella; Breitwieser, Jasmin; Weidlich, Joshua; Drachsler, Hendrik (2024). Use of digital self-control tools in higher education – a survey study. Education and Information Technologies, 29(8):9645-9666.
LaBella, Dominic; Khanna, Omaditya; McBurney-Lin, Shan; Mclean, Ryan; Nedelec, Pierre; Rashid, Arif S; Tahon, Nourel hoda; Altes, Talissa; Baid, Ujjwal; Bhalerao, Radhika; Dhemesh, Yaseen; Floyd, Scott; Godfrey, Devon; Hilal, Fathi; Janas, Anastasia; Kazerooni, Anahita; Kent, Collin; Kirkpatrick, John; Kofler, Florian; Leu, Kevin; Maleki, Nazanin; Menze, Bjoern; Pajot, Maxence; Reitman, Zachary J; Rudie, Jeffrey D; Saluja, Rachit; Velichko, Yury; Wang, Chunhao; Warman, Pranav I; Sollmann, Nico; et al (2024). A multi-institutional meningioma MRI dataset for automated multi-sequence image segmentation. Scientific Data, 11(1):496.
Reh, Carlotta; Landolt, Sara (2024). Parental responsibilisation and camouflaging class-based inequalities: an ethnography of a highly selective educational transition. Educational Review:Epub ahead of print.
Sovrano, Francesco; Ashley, Kevin; Brusilovsky, Peter Leonid; Vitali, Fabio (2024). How to Improve the Explanatory Power of an Intelligent Textbook: a Case Study in Legal Writing. International Journal of Artificial Intelligence in Education:online.
Moser, Vera; Garz, Jona T; Frenz, Stefanie (2024). From record keeping to a new knowledge regime: the special school pupil as a new pedagogical object in Prussia around 1900. Paedagogica Historica, 60(3):494-512.
Wullschleger, Andrea; Rickenbacher, Ariane; Rechsteiner, Beat; Grob, Urs; Maag Merki, Katharina (2024). School teams' regulation strategies for dealing with school-external expectations for school improvement. Research in Education, 118(1):26-48.
Gruijters, Rob J; Raabe, Isabel J; Hübner, Nicolas (2024). Socio-emotional Skills and the Socioeconomic Achievement Gap. Sociology of Education, 97(2):120-147.
Karlen, Yves; Bäuerlein, Kerstin; Brunner, Sabrina (2024). Teachers’ assessment of self-regulated learning: linking professional competences, assessment practices, and judgment accuracy. Social Psychology of Education, 27(2):461-491.
Hertel, Silke; Reschke, Katharina; Karlen, Yves (2024). Are profiles of self-regulated learning and intelligence mindsets related to students’ self-regulated learning and achievement? Learning and Instruction, 90:101850.
Alp Christ, Aysenur; Capon-Sieber, Vanda; Köhler, Carmen; Klieme, Eckhard; Praetorius, Anna-Katharina (2024). Revisiting the Three Basic Dimensions model: a critical empirical investigation of the indirect effects of student-perceived teaching quality on student outcomes. Frontline Learning Research, 12(1):66-123.
Barile, Francesco; Draws, Tim; Inel, Oana; Rieger, Alisa; Najafian, Shabnam; Ebrahimi Fard, Amir; Hada, Rishav; Tintarev, Nava (2024). Evaluating explainable social choice-based aggregation strategies for group recommendation. User modeling and user-adapted interaction, 34(1):1-58.
Rosenthal, Amina; Hirt, Carmen Nadja; Eberli, Tabea Daria; Jud, Johannes; Karlen, Yves (2024). Video-based classroom insights: promoting self-regulated learning in the context of teachers’ professional competences and students’ skills in self-regulated learning. Unterrichtswissenschaft : Zeitschrift für Lernforschung, 52(1):39-63.
Burger, Kaspar; Strassmann Rocha, Diego (2024). Mental health, gender, and higher education attainment. Zeitschrift für Erziehungswissenschaft, 27(1):89-122.
Brianza, Eliana; Schmid, Mirjam; Tondeur, Jo; Petko, Dominik (2024). The digital silver lining of the pandemic: the impact on preservice teachers’ technological knowledge and beliefs. Education and Information Technologies, 29(2):1591-1616.
Nebel, Steve; Beege, Maik; Schneider, Sascha; Rey, Günter Daniel (2024). The learning adversary - an experimental investigation of adaptive pedagogical agents as opponents in educational videogames. Learning & Individual Differences, 110:102425.
Chapman, Mollie; Eppinga, Maarten B; de Scisciolo, Tobia; Mijts, Eric N (2024). Pre-University engagement and education for sustainable development in Aruba: The Academic Foundation Year. International Journal of Sustainability in Higher Education, 25(1):78-103.
Suter, Francesca; Feldhoff, Tobias; Maag Merki, Katharina; Radisch, Falk; Jude, Nina; Brauckmann-Sajkiewicz, Stefan (2024). Effects of pre-pandemic school improvement and digital learning on schools during the COVID-19 pandemic. School Leadership & Management, 44(1):57-75.
Reichenbach, Roland (2024). Laute und stille Momente der Veränderung: eine bildungstheoretische Befragung des Transformationsbegriffs. Zeitschrift für Pädagogik, 70(1):49-58.
Weidlich, Joshua; Yau, Jane; Kreijns, Karel (2024). Social presence and psychological distance: a construal level account for online distance learning. Education and Information Technologies, 29(1):401-423.
Meienberg, Andrea; Brodmann Maeder, Monika; Bauer, Werner; Breckwoldt, Jan (2024). Design, development and implementation of a national faculty development program to promote CBME in graduate medical education in Switzerland. GMS Journal for Medical Education, 41(5):Doc61.
Steiner-Khamsi, Gita; Martens, Kerstin; Ydesen, Christian (2024). Governance by numbers 2.0: policy brokerage as an instrument of global governance in the era of information overload. Comparitive Education, 60(4):537-554.
Karlen, Yves; Hertel, Silke (2024). Inspiring self-regulated learning in everyday classrooms: teachers’ professional competences and promotion of self-regulated learning. Unterrichtswissenschaft : Zeitschrift für Lernforschung, 52(1):1-13.
Pinilla, Severin; Bauer, Werner; Breckwoldt, Jan; Burkhart, Christoph S; Hennel, Eva K; Marty, Adrian Philipp; von Wartburg, Urs; Brodmann Maeder, Monika; Huwendiek, Sören (2024). Introducing entrustable professional activities for postgraduate medical training in Switzerland. GMS Journal for Medical Education, 41(5):Doc60.
Michos, Konstantinos; Petko, Dominik (2024). Reflection using mobile portfolios during teaching internships: tracing the influence of mentors and peers on teacher self-efficacy. Technology, Pedagogy and Education, 33(3):291-311.
Tessmann, Tobias; Marty, Adrian P; Stricker, Daniel; Huwendiek, Sören; Breckwoldt, Jan (2024). There is no "too small" for frequent workplace-based assessment: Differences between large and small residency programs in anesthesia when using a mobile application to assess EPAs. GMS Journal for Medical Education, 41(5):Doc54.
Herce, Borja (2024). VeLeSpa: An inflected verbal lexicon of Peninsular Spanish and a quantitative analysis of paradigmatic predictability. Language Resources and Evaluation:Epub ahead of print.
Martínez-Moreno, Judit; Petko, Dominik (2023). Motives for becoming a teacher in times of digital change: development and validation of the (D)FIT-Choice scale. Education and Information Technologies, 29(11):13221-13245.
Mele, Francesca; Buchmann, Marlis; Burger, Kaspar (2023). Making it to the Academic Path in a Tracked Education System: The Interplay of Individual Agency and Social Origin in Early Educational Transitions. Journal of Youth and Adolescence, 52(12):2620-2635.
Lemmenmeier-Batinić, Dolores; Batinić, Josip; Escher, Anastasia (2023). Map Task Corpus of Heritage BCMS spoken by second-generation speakers in Switzerland. Language Resources and Evaluation, 57(4):1607-1644.
Wirtz, Mason A; Pfenninger, Simone E (2023). Variability and individual differences in L2 sociolinguistic evaluations: The GROUP, the INDIVIDUAL and the HOMOGENEOUS ENSEMBLE. Studies in Second Language Acquisition, 45(5):1186-1209.
Mötteli, Christine; Grob, Urs; Pauli, Christine; Reusser, Kurt; Stebler, Rita (2023). The influence of personalized learning on the development of learning enjoyment. International journal of educational research open, 5:100271.
Voss, Miranda; Geniets, Anne; Winters, Niall (2023). Strategies for Digital Clinical Teaching During the COVID Pandemic: A Scoping Review. Medical Science Educator, 34(1):219-235.
Kappeler, Kiran; Festic, Noemi; Latzer, Michael (2023). Dataveillance imaginaries and their role in chilling effects online. International Journal of Human-Computer Studies, 179:103120.
Michos, Konstantinos; Schmitz, Maria-Luisa; Petko, Dominik (2023). Teachers’ data literacy for learning analytics: a central predictor for digital data use in upper secondary schools. Education and Information Technologies, 28(11):14453-14471.
Ahmadi, Asghar; Noetel, Michael; Parker, Philip; Ryan, Richard M; Ntoumanis, Nikos; Reeve, Johnmarshall; Beauchamp, Mark; Dicke, Theresa; Yeung, Alexander; Ahmadi, Malek; Bartholomew, Kimberley; Chiu, Thomas K F; Curran, Thomas; Erturan, Gokce; Flunger, Barbara; Frederick, Christina; Froiland, John Mark; González-Cutre, David; Haerens, Leen; Jeno, Lucas Matias; Koka, Andre; Krijgsman, Christa; Langdon, Jody; White, Rhiannon Lee; Litalien, David; Lubans, David; Mahoney, John; Nalipay, Ma Jenina N; Patall, Erika; Perlman, Dana; Quested, Eleanor; Schneider, Sascha; Standage, Martyn; Stroet, Kim; Tessier, Damien; Thogersen-Ntoumani, Cecilie; Tilga, Henri; Vasconcellos, Diego; Lonsdale, Chris (2023). A classification system for teachers’ motivational behaviors recommended in self-determination theory interventions. Journal of Educational Psychology, 115(8):1158-1176.
Driver, Charles C; Tomasik, Martin J (2023). Formalizing developmental phenomena as continuous‐time systems: relations between mathematics and language development. Child Development, 94(6):1454-1471.
Wang, Ning; Mutzner, Nico; Blanchet, Karl (2023). Societal Acceptance of Urban Drones: A Scoping Literature Review. Technology in society, 75:102377.
Beege, Maik; Schroeder, Noah L; Heidig, Steffi; Rey, Günter Daniel; Schneider, Sascha (2023). The instructor presence effect and its moderators in instructional video: a series of meta-analyses. Educational Research Review, 41:100564.
Scullion, Raphael; Icke, Katja; Tissen-Diabaté, Tatjana; Adam, Daniela; Ortiz, Miriam; Witt, Claudia M; Brinkhaus, Benno; Stöckigt, Barbara (2023). Self-care strategies for medical students: an uncontrolled mixed-methods evaluation of a mind-body-medicine group course. BMC Medical Education, 23(1):816.
Tikhonov, Aleksej (2023). Polish and Russian in German Rap: A corpus study on language contact and social semantics. In: Lewandowska-Tomaszczyk, Barbara; Trojszczak, Marcin. Language in Educational and Cultural Perspectives. Cham: Springer, 317-340.
Bonoli, Lorenzo; Gonon, Philipp (2023). Challenges, future and policy orientations: the 1960s−1970s as decisive years for Swiss vocational education and training. International Journal for Research in Vocational Education and Training, 10(3):340-360.
Oudman, Sophie; van de Pol, Janneke; van Loon, Mariëtte; van Gog, Tamara (2023). Primary school teachers’ judgments of their students’ monitoring and regulation skills. Contemporary Educational Psychology, 75:102226.
Mutz, Rüdiger; Wolbring, Tobias; Daniel, Hans-Dieter (2023). Sollten Förderentscheidungen partiell durch Lotterien ersetzt werden? Zeitschrift für Evaluation, 22(2):243-274.
Engzell, Per; Raabe, Isabel J (2023). Within-School Achievement Sorting in Comprehensive and Tracked Systems. Sociology of Education, 96(4):324-343.
Schmitz, Maria-Luisa; Antonietti, Chiara; Consoli, Tessa; Cattaneo, Alberto; Gonon, Philipp; Petko, Dominik (2023). Transformational leadership for technology integration in schools: empowering teachers to use technology in a more demanding way. Computers and Education, 204:104880.
Schmitt, Raffael; Meyer, Martin; Giroud, Nathalie (2023). Improvements in naturalistic speech-in-noise comprehension in middle-aged and older adults after 3 weeks of computer-based speechreading training. npj Science of Learning, 8(1):32.
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Albert, Isabelle; Steinhoff, Annekatrin (2016). Intergenerationelle Ambivalenz in Eltern-Kind-Beziehungen im Jugend- und jungen Erwachsenenalter: Theoretische Reflexionen und Möglichkeiten der quantitativen Analyse. ZSE Zeitschrift für Soziologie der Erziehung und Sozialisation, 36(2):178-194.
Nelson, Jackie A; Perry, Nicole B; O'Brien, Marion; Calkins, Susan D; Keane, Susan P; Shanahan, Lilly (2016). Mothers' and fathers' reports of their supportive responses to their children's negative emotions over time. Parenting, Science and Practice, 16(1):56-62.
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Neuner-Jehle, Stefan; Senn, Oliver; Rosemann, Thomas (2016). Neue „Choosing wisely“ Empfehlungen zu unangemessenen medizinischen Interventionen: Sicht von Schweizer Hausärzten. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen, 118-119:82-86.
Fridrich, Annemarie; Jenny, Gregor J; Bauer, Georg F (2016). Outcome expectancy as a process indicator in comprehensive worksite stress management interventions. International Journal of Stress Management, 23(1):1-22.
Lechner, Clemens M; Tomasik, Martin J; Silbereisen, Rainer K (2016). Preparing for uncertain careers: How youth deal with growing occupational uncertainties before the education-to-work transition. Journal of Vocational Behavior, 95-96:90-101.
Mouton Dorey, Corine (2016). Rethinking the ethical approach to health information management through narration: pertinence of Ricœur’s ‘little ethics’. Medicine, Health Care and Philosophy, 19(4):531-543.
Roduit, Johann A R (2016). Rezension von : Agar, Nicholas : 2013, Truly Human Enhancement—A Philosophical defense of limits. MIT Press. Medicine, Health Care and Philosophy, 19(3):485-490.
Deissinger, Thomas; Gonon, Philipp (2016). Stakeholders in the German and Swiss VET system and their role in innovating apprenticeships against the background of academisation. Education and Training, 58(6):568-577.
Schreier, Daniel (2016). Super-leveling, fraying-out, internal restructuring: A century of present be concord in Tristan da Cunha English. Language Variation and Change, 28(2):203-224.
Zemp, Martina; Bodenmann, Guy; Backes, Sabine; Sutter-Stickel, Dorothee; Revenson, Tracey A (2016). The Importance of Parents' Dyadic Coping for Children. Family Relations, 65(2):275-286.
Platt, Tracey; Wagner, Lisa; Ruch, Willibald (2016). The association between class clown dimensions, school experiences and accomplishment. Learning & Individual Differences, 51:327-332.
Aubry, Carla; Geiss, Michael (2016). The backbone of schooling: entangled histories of funding and educational administration. Paedagogica Historica, 52(4):315-324.
López Barreda, Rodrigo; Trachsel, Manuel; Biller-Andorno, Nikola (2016). Towards a broader understanding of agency in biomedical ethics. Medicine, Health Care and Philosophy, 19(3):475-483.
Beierlein, Constanze; Kuntz, Anabel; Davidov, Eldad (2016). Universalism, conservation and attitudes toward minority groups. Social Science Research, 58:68-79.
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Gonon, Philipp (2016). Zur Dynamik und Typologie von Berufsbildungssystemen – eine internationale Perspektive. Zeitschrift für Pädagogik, 62(3):307-322.
Reichenbach, Roland (2016). “The Source of Learning is Thought” Reading the Chin-ssu lu with a "Western eye". Educational Philosophy and Theory, 48(1):36-51.
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Pfister, Mirjam; Moser Opitz, Elisabeth; Pauli, Christine (2015). Scaffolding for Mathematics Teaching in Inclusive Primary Classrooms: A Video Study. ZDM - Mathematics Education, 47(7):1079-1092.
Burger, Kaspar (2015). Effective early childhood care and education: successful approaches and didactic strategies for fostering child development. European Early Childhood Education Research Journal, 23(5):743-760.
Buschor, Christine Bieri; Kamm, Esther (2015). Supporting student teachers’ reflective attitude and research-oriented stance. Educational Research for Policy and Practice, 14(3):231-245.
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Petko, Dominik; Egger, Nives; Cantieni, Andrea; Wespi, Barbara (2015). Digital media adoption in schools: bottom-up, top-down, complementary or optional? Computers and Education, 84:49-61.
Niebert, Kai; Gropengiesser, Harald (2015). Understanding Starts in the Mesocosm: Conceptual metaphor as a framework for external representations in science teaching. International Journal of Science Education, 37(5-6):903-933.
Harris, Michelle A; Gruenenfelder-Steiger, Andrea E; Ferrer, Emilio; Donnellan, M Brent; Allemand, Mathias; Fend, Helmut; Conger, Rand D; Trzesniewski, Kali H (2015). Do Parents Foster Self-Esteem? Testing the Prospective Impact of Parent Closeness on Adolescent Self-Esteem. Child Development, 86(4):995-1013.
Mutz, R; Bornmann, L; Daniel, Hans-Dieter (2015). Cross-disciplinary research: What configurations of fields of science are found in grant proposals today? Research Evaluation, 24(1):30-36.
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Nikitin, Jana; Freund, Alexandra M (2015). Adult age differences in frequency estimations of happy and angry faces. International Journal of Behavioral Development, 39(3):266-274.
Maag Merki, Katharina; Holmeier, Monika (2015). Comparability of semester and exit exams grades: Long-term effect of the implementation of state-wide exit exams. School Effectiveness and School Improvement, 26(1):57-74.
Pull, Kerstin; Pferdmenges, Birgit; Backes-Gellner, Uschi (2015). Composition of junior research groups and PhD completion rate: disciplinary differences and policy implications. Studies in Higher Education, 41(11):2061-2077.
Wolfensberger, Balz; Canella, Claudia (2015). Cooperative learning about nature of science with a case from the history of science. International Journal of Environmental and Science Education, 10(6):865-889.
Pimiento, Catalina (2015). Engaging students in paleontology: the design and implementation of an undergraduate-level blended course in Panama. Evolution: Education & Outreach (Print), 8(19):online.
Imlig, Flavian; Ruoss, Thomas (2015). Evidence as source of power in school reforms. The quest for the extension of compulsory education in Zurich. Paedagogica Historica, 51(1-2):64-71.
Titzmann, P F; Brenick, A; Silbereisen, Rainer K (2015). Friendships fighting prejudice: A longitudinal perspective on adolescents’ cross-group friendships with immigrants. Journal of Youth and Adolescence, 44(6):1318-1331.
Maag Merki, Katharina; Emmerich, Markus; Holmeier, Monika (2015). Further development of educational effectiveness theory in a multilevel context: from theory to methodology and from empirical evidence back to theory (Editorial). School Effectiveness and School Improvement, 26(1):4-9.
Götz, Thomas; Sticca, Fabio; Murayama, Kou; Pekrun, Reinhard; Elliot, Andrew J (2015). Intraindividual relations between achievement goals and achievement emotions: An experience sampling approach. Learning and Instruction, 41:115-125.
Biller-Andorno, Nikola (2015). Medizin und Ökonomie – eine Perspektive aus der Schweiz. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen, 109(1):79-80.
Reichenbach, Roland (2015). Nous ne croyons plus au progrès, le coeur n’y est plus: Von der Fortschrittssemantik zur Innovationsrhetorik – Ein Essay. Zeitschrift für Pädagogik, 61(6):823-836.
Jarzabkowski, Paula; Kaplan, Sarah; Seidl, David; Whittington, Richard (2015). On the risk of studying practices in isolation: Linking what, who, and how in strategy research. Strategic Organization, 14(3):248-259.
Andorno, Roberto; Shaw, David M; Elger, Bernice (2015). Protecting prisoners’ autonomy with advance directives: ethical dilemmas and policy issues. Medicine, Health Care and Philosophy, 18(1):33-39.
Frick, Hannah; Strobl, Carolin; Zeileis, Achim (2015). Rasch Mixture Models for DIF Detection: a comparison of old and new score specifications. Educational and Psycological Measurement, 75(2):208-234.
Burnett Heyes, Stephanie; Jih, Yeou-Rong; Block, Per; Hiu, Chii-Fen; Holmes, Emily A; Lau, Jennifer Y F (2015). Relationship Reciprocation Modulates Resource Allocation in Adolescent Social Networks: Developmental Effects. Child Development, 86(5):1489-1506.
Wischgoll, Anke; Pauli, Christine; Reusser, Kurt (2015). Scaffolding – How can contingency lead to successful learning when dealing with errors. ZDM-Mathematics Education, 47(7):1147-1159.
Gestsdottir, S; Geldhof, G J; Paus, T; Freund, Alexandra M; Adalbjarnardottir, S; Lerner, J V; Lerner, R M (2015). Self-regulation among youth in four Western cultures: Is there an adolescence-specific structure of the Selection-Optimization-Compensation (SOC) model? International Journal of Behavioral Development, 39(4):346-358.
Special Issue: Further development of educational effectiveness theory in a multilevel context. Edited by: Maag Merki, Katharina; Emmerich, Markus; Holmeier, Monika (2015). Abingdon: Taylor & Francis.
Vagneron, Frédéric (2015). Surveiller et s’unir? Le rôle de l'OMS dans les premières mobilisations internationales autour d'un réservoir animal de la grippe. Revue d'Anthropologie des Connaissances, 9(2):139-162.
Ribeaud, Denis; Eisner, Manuel (2015). The nature of the association between moral neutralization and aggression: A systematic test of causality in early adolescence. Merrill-Palmer Quarterly, 61(1):68-84.
Titzmann, Peter F; Gniewosz, Burkhard; Michel, Andrea (2015). Two sides of a story: Mothers' and adolescents' agreement on child disclosure in immigrant and native families. Journal of Youth and Adolescence, 44(1):155-169.
Forster-Heinzer, Sarah; Oser, Fritz (2015). Wer setzt das Mass? Eine kritische Auseinandersetzung mit dem Advokatorischen Ansatz. Zeitschrift für Pädagogik, 61(3):361-376.
Giesinger, Johannes (2014). Wirksamkeit und Respekt: Zur Philosophie des Unterrichts. Zeitschrift für Pädagogik, (6):817-831.
Andorno, Roberto (2014). Short literature notices. Medicine, Health Care and Philosophy, 17(3):477-481.
Greiff, Samuel; Kretzschmar, André; Müller, Jonas C; Spinath, Birgit; Martin, Romain (2014). The computer-based assessment of complex problem solving and how it is influenced by students’ information and communication technology literacy. Journal of Educational Psychology, 106(3):666-680.
Reichenbach, Roland (2014). The source of learning is thinking: On reading the Chin-ssu lu with a Western eye. In: Academic Workshop on Educational Perspectives on the Confucian Learning, Korea, 10 July 2014 - 12 July 2014. Seoul National University, 33-52.
Kessler, Sabrina Heike; Guenther, Lars; Ruhrmann, Georg (2014). Die Darstellung epistemologischer Dimensionen von evidenzbasiertem Wissen in TV-Wissenschaftsmagazinen: Ein Lehrstück für die Bildungsforschung. Zeitschrift für Erziehungswissenschaft, 17(S4):119-139.
Schmutz, Jan B; Eppich, Walter J; Hoffmann, Florian; Heimberg, Ellen; Manser, Tanja (2014). Five Steps to Develop Checklists for Evaluating Clinical Performance. Academic Medicine, 89(7):996-1005.
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Volk, Martin; Graën, Johannes; Callegaro, Elena (2014). Innovations in parallel corpus search tools. In: Ninth International Conference on Language Resources and Evaluation (LREC'14), Reykjavik, 26 May 2014 - 31 May 2014, European Language Resources Association (ELRA).
Sennrich, Rico; Kunz, Beat (2014). Zmorge: A German Morphological Lexicon Extracted from Wiktionary. In: Proceedings of the Ninth International Conference on Language Resources and Evaluation (LREC'14), Reykjavik, Iceland, 26 May 2014 - 31 May 2014, European Language Resources Association (ELRA).
Burger, Kaspar (2014). Entanglement and transnational transfer in the history of infant schools in Great Britain andsalles d’asile in France, 1816–1881. History of Education, 43(3):304-333.
Andorno, Roberto (2014). Short literature notices. Medicine, Health Care and Philosophy, 17(2):313-316.
Heilinger, Jan-Christoph; Crone, Katja (2014). Human freedom and enhancement. Medicine, Health Care and Philosophy, 17(1):13-21.
Andorno, Roberto (2014). Short literature notices. Medicine, Health Care and Philosophy, 17(1):161-166.
Breckwoldt, Jan; Svensson, Jörg; Lingemann, Christian; Gruber, Hans (2014). Does clinical teacher training always improve teaching effectiveness as opposed to no teacher training? A randomized controlled study. BMC Medical Education, 14:6.
Backes-Gellner, Uschi; Geel, Regula (2014). A comparison of career success between graduates of vocational and academic tertiary education. Oxford Review of Education, 40(2):266-291.
Proyer, Rene T (2014). A psycho-linguistic approach for studying adult playfulness: a replication and extension toward relations with humor. Journal of Psychology: Interdisciplinary and Applied, 148(6):717-735.
Engesser, Sven (2014). Beyond criticizing objectivism: Three pragmatic considerations. Constructivist Foundations, 10(1):154-155.
Proyer, Rene T; Wellenzohn, Sara; Ruch, Willibald (2014). Character and dealing with laughter: The relation of self- and peer-reported strengths of character with gelotophobia, gelotophilia, and katagelasticism. Journal of Psychology: Interdisciplinary and Applied, 148(1):113-132.
Moll, Kristina; Ramus, Franck; Bartling, Jürgen; Bruder, Jennifer; Kunze, Sarah; Neuhoff, Nina; Streiftau, Silke; Lyytinen, Heikki; Leppänen, Paavo H T; Lohvansuu, Kaisa; Tóth, Dénes; Honbolygó, Ferenc; Csépe, Valéria; Bogliotti, Caroline; Iannuzzi, Stéphanie; Démonet, Jean-François; Longeras, Emilie; Valdois, Sylviane; George, Florence; Soares-Boucaud, Isabelle; Le Heuzey, Marie-France; Billard, Catherine; O'Donovan, Michael; Hill, Gary; Williams, Julie; Brandeis, Daniel; Maurer, Urs; Schulz, Enrico; van der Mark, Sanne; Müller-Myhsok, Bertram; Schulte-Körne, Gerd; Landerl, Karin (2014). Cognitive mechanisms underlying reading and spelling development in five European orthographies. Learning and Instruction, 29:65-77.
Maag Merki, Katharina (2014). Conducting intervention studies on school improvement: An analysis of possibilities and constraints based on an intervention study of teacher cooperation. Journal of Educational Administration, 52(5):590-616.
Beck, Mathias; Schenker-Wicki, Andrea (2014). Cooperating with external partners: the importance of diversity for innovation performance. European Journal of International Management, 8(5):548-569.
Mattheos, N; de Bruyn, H; Hultin, M; Jepsen, S; Klinge, B; Koole, S; Sanz, M; Ucer, C; Lang, N P (2014). Developing implant dentistry education in Europe: The continuum from undergraduate to postgraduate education and continuing professional development. European Journal of Dental Education, 18(Suppl 1):3-10.
Averdijk, M; Eisner, Manuel; Ribeaud, Denis (2014). Do social relationships protect victimized children against internalizing problems? Journal of School Violence, 13(1: Special):80-89.
Moeckli, Daniel (2014). Equality. In: Moeckli, Daniel; et al. International human rights law (2nd ed.). Oxford, UK: Oxford University Press, 157-173.
Zemp, Martina; Merrilees, Christine E; Bodenmann, Guy (2014). How much positivity is needed to buffer the impact of parental negativity on children? Family Relations, 63(5):602-615.
Reichenbach, Roland (2014). Humanistic Bildung: regulative idea or empty concept? Asia Pacific Education Review, 15(1):65-70.
Geldhof, G John; Bowers, Edmond P; Mueller, Megan Kiely; Napolitano, Christopher M; Callina, Kristina Schmid; Lerner, Richard M (2014). Longitudinal Analysis of a Very Short Measure of Positive Youth Development. Journal of Youth and Adolescence, 43(6):933-949.
Praetorius, Anna-Katharina; Pauli, Christina; Reusser, Kurt; Rakoczy, Katrin; Klieme, Eckhard (2014). One lesson is all you need? Stability of instructional quality across lessons. Learning and Instruction, 31(1):2-12.
Möller, Judith; de Vreese, Claes; Esser, Frank; Kunz, Ruth (2014). Pathway to political participation: The influence of online and offline news media on internal efficacy and turnout of first time voters. American Behavioral Scientist, 58(5):689-700.
Bayard, S; Malti, T; Buchmann, M (2014). Prosoziales Verhalten in mittlerer Kindheit und Adoleszenz: die Rolle von inner- und ausserfamilialen Beziehungen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 46(3):145-154.
Leemann, Adrian; Kolly, Marie-José; Britain, David; Werlen, Iwar; Studer-Joho, Dieter (2014). The Diffusion of /l/-Vocalization in Swiss German. Language Variation and Change, 26(2):191-218.
Rowiński, Tomasz; Cieciuch, Jan; Oakland, Thomas (2014). The Factorial Structure of Four Temperament Styles and Measurement Invariance Across Gender and Age Groups. Journal of Psychoeducational Assessment, 32(1):77-82.
Krettenauer, Tobias; Colasante, Tyler; Buchmann, M; Malti, T (2014). The development of moral emotions and decision-making from adolescence to early adulthood: a 6-year longitudinal study. Journal of Youth and Adolescence, 43(4):583-596.
Nagle, Aniket; Novak, Domen; Wolf, Peter; Riener, Robert (2014). The effect of different difficulty adaptation strategies on enjoyment and performance in a serious game for memory training. Journal of Health Informatics, 6:120-128.
Karlen, Yves; Maag Merki, Katharina; Ramseier, Erich (2014). The effect of individual differences in the development of metacognitive strategy knowledge. Instructional Science, 42(5):777-794.
Becker, Eva S; Götz, Thomas; Morger, Vinzenz; Ranellucci, John (2014). The importance of teachers' emotions and instructional behavior for their students' emotions – An experience sampling analysis. Teaching and Teacher Education, 43:15-26.
Niebert, Kai; Gropengiesser, Harald (2014). Understanding the Greenhouse Effect by Embodiment – Analysing and Using Students' and Scientists' Conceptual Resources. International Journal of Science Education, 36(2):277-303.
Ellendorff, Tilia; Rinaldi, Fabio; Clematide, Simon (2014). Using Large Biomedical Databases as Gold Annotations for Automatic Relation Extraction. In: Proceedings of the Ninth International Conference on Language Resources and Evaluation (LREC'14), Reykjavik, Iceland, 2014. European Language Resources Association (ELRA), 3736-3741.
Farooq, Kitty; Lydall, Gregory J; Malik, Amit; Ndetei, David M; Bhugra, Dinesh (2014). Why medical students choose psychiatry - a 20 country cross-sectional survey. BMC Medical Education, 14:12.
Reichenbach, Roland; Reh, Sabine (2014). Zukünfte – Fortschritt oder Innovation. Eine Einleitung zum Thementeil. Zeitschrift für Pädagogik, 60(1):1-8.
Schumann, Stephan; Eberle, Franz (2014). Ökonomische Kompetenzen von Lernenden am Ende der Sekundarstufe II. Zeitschrift für Erziehungswissenschaft, 17(1):103-126.
Giesinger, Johannes (2013). Parental education and public reason: why comprehensive enrolment is justified. Theory and Research in Education, 11(3):269-279.
Suddaby, Roy; Seidl, David; Lê, Jane K (2013). Strategy-as-practice meets neo-institutional theory. Strategic Organization, 11(3):329-344.
Marek, Christian (2013). Zu neuen römischen Inschriften in Südarabien. Gymnasium: Zeitschrift für Kultur der Antike und Humanistische Bildung, 120(4):307-314.
Cohen Kadosh, Roi; Dowker, Ann; Heine, Angela; Kaufmann, Liane; Kucian, Karin (2013). Interventions for improving numerical abilities: Present and future. Trends in Neuroscience and Education, 2(2):85-93.
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Mustafić, Maida; Freund, Alexandra M (2013). Age-related differences in evaluating developmental stability. International Journal of Behavioral Development, 37(4):376-386.
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Stierli, Martino (2013). Building no place: Oscar Niemeyer and the utopias of Brasília. Journal of Architectural Education, 67(1):8-16.
Henneberg, M; Saniotis, A; Kumaratilake, J (2013). Creative and reasoning skills are low among health sciences students who rely mostly on memorized templates: An Australian case. Medical Science Educator, 23(1):35-46.
Tilg, Stefan (2013). Das "missing link" in der Geschichte des lateinischen Romans: Die Milesiaka. Gymnasium: Zeitschrift für Kultur der Antike und Humanistische Bildung, 120(4):325-342.
Nitschke, Ina; Kunze, Julia; Reiber, Thomas; Sobotta, Bernhard A J (2013). Development of undergraduate gerodontology courses in Austria, Switzerland, and Germany from 2004 to 2009. Journal of Dental Education, 77(5):630-639.
Grünenfelder, Julia (2013). Discourses of gender identities and gender roles in Pakistan: Women and non-domestic work in political representations. Women's Studies International Forum, 40:68-77.
Brauchli, Rebecca; Schaufeli, Wilmar B; Jenny, Gregor J; Füllemann, Désirée; Bauer, Georg F (2013). Disentangling stability and change in job resources, job demands, and employee well-being — A three-wave study on the Job-Demands Resources model. Journal of Vocational Behavior, 83(2):117-129.
LeBourgeois, M K; Wright, K P; LeBourgeois, H B; Jenni, O G (2013). Dissonance between parent-selected bedtimes and young children's circadian physiology influences nighttime settling difficulties. Mind, Brain, and Education, 7(4):234-242.
Weberschock, Tobias; Dörr, Joshua; Valipour, Arash; Steurer, Johann; et al (2013). Evidenzbasierte Medizin in Aus-, Weiter- und Fortbildung im deutschsprachigen Raum: Ein Survey. Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen, 107(1):5-12.
Ruoss, Thomas (2013). Historical Change in the Production and Legitimization of Education Statistics in Switzerland. European Educational Research Journal, 12(1):95-107.
Rüede, Christian (2013). How secondary level teachers and students impose individual structure on fractional expressions – an expert-novice study. Educational Studies in Mathematics, 83(3):387-408.
Schlueter, Elmar; Meuleman, Bart; Davidov, Eldad (2013). Immigrant Integration Policies and Perceived Group Threat: A Multilevel Study of 27 Western and Eastern European Countries. Social Science Research, 42(3):670-682.
Sticca, Fabio; Perren, Sonja (2013). Is cyberbullying worse than traditional bullying? Examining the differential roles of medium, publicity, and anonymity for the perceived severity of bullying. Journal of Youth and Adolescence, 42(5):739-750.
Käser, Tanja; Busetto, Alberto Giovanni; Solenthaler, Barbara; Baschera, Gian-Marco; Kohn, Juliane; Kucian, Karin; Aster, Michael; Gross, Markus (2013). Modelling and optimizing mathematics learning in children. International Journal of Artificial Intelligence in Education, 23(1-4):115-135.
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