Löper, M. F., Hoya, F. K., Schulze, J. R., Mester, T., Kirsch, A., Blumberg, E., Schwab, S., &; Hellmich, F. (2019). Preparing Pre-service Teachers’ Team-Teaching Processes in Inclusive Science Education in Primary Schools. Poster Presentation. Porto International Conference on Research in Education (ICRE).
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Löper, M. F., Hoya, F. K., Schulze, J. R., Mester, T., Kirsch, A., Blumberg, E., &; Schwab, S. (2019). Preparing Pre-service Teachers’ Team-Teaching Processes in Inclusive Science Education in Primary Schools. Poster Presentation. Porto International Conference on Research in Education (ICRE).
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Hoya, F. K., Löper, M. F., Schulze, J. R., Mester, T., Kirsch, A., Blumberg, E., Schwab, S., &; Hellmich, F. (2019). Pre-service Primary School Teachers’ Preparation for Team-Teaching in Inclusive Schools. Poster Presentation. 18th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2019. eThinking Tomorrows’s Education: Learning from the past, in the present and for the future".
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Pieper, C., &; Kottmann, B. (2019). Einblicke in Normalitätsvorstellungen von Lehramtsstudierenden - “Die Situation meines Förderkindes habe ich mit meiner eigenen verglichen und Mitleid gespürt.” In M. Esefeld, K. Müller, P. Hackstein, E. Stechow, &; B. Klocke (Eds.), Lehren und Lernen (Vol. 2, pp. 75–82). Klinkhardt.
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Göddertz, N., &; Bock, K. (2019). eRaubdrucke“als zeitgeschichtliche Dokumente der Kinderladenbewegung. In K. Bock, N. Göddertz, F. Heyden, &; M. Mauritz (Eds.), Zugänge zur Kinderladenbewegung (pp. 3253334). Springer VS.https://doi.org/10.1007/978-3-658-24189-6_18 
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DOI: 10.1007/978-3-658-24189-6_18

Bock, K., Göddertz, N., Heyden, F., &; Mauritz, M. (2019). Statt eines Nachworts: Die Kinderladenbewegung als Forschungsthema einer eNachwuchsforscherinnengruppe“. In K. Bock, N. Göddertz, F. Heyden, &; M. Mauritz (Eds.), Zugänge zur Kinderladenbewegung. (pp. 3893342). Springer VS.https://doi.org/10.1007/978-3-658-24189-6_23 
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Göddertz, N.,  Karsten, M.-E., &; Kubandt, M. (2019). Studienbrief für die Hamburger Fernhochschule. In Sozialdidaktik – Fachdidaktik Sozialpädagogik.
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Göddertz, N., Karsten, M.-E., &; Kubandt, M. (2019). Studienbrief für die Hamburger Fernhochschule. In Fachdidaktik Sozialpädagogik / Sozialdidaktik für Soziale Berufe.
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Plöger, W., Scholl, D., Schüle, C., &; Seifert, A. (2019). Development of trainee teachers’ analytical competence in their induction phase – A longitudinal study comparing science and non-science teachers. Teaching and Teacher Education, 85, 215–225.https://doi.org/10.1016/j.tate.2019.06.018 
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DOI: https://doi.org/10.1016/j.tate.2019.06.018

Decius, J., Schaper, N., &; Seifert, A. (2019). Informal Workplace Learning: Development and validation of a measure. Human Resource Development Quarterly, 30(4), 495–535.
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Wildt, E., Rohlfing, K., &; Scharlau, I. (2019). The Role of Saliency in Learning First Words. Frontiers in Psychology.https://doi.org/10.3389/fpsyg.2019.01150 
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Tophinke, D., Topalovic, E., &; Rohlfing, K. (Eds.). (2019). Sprachstrukturelle Modelle. Konvergenzen theoretischer und empirischer Forschung (Vol. 4/2019). V&;R unipress (Mitteilungen des Deutschen Germanistenverbandes 4/2019).
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Tophinke, D., Topalovic, E., &; Rohlfing, K. J. (2019). Sprachstrukturelle Modelle. Linguistische, spracherwerbsorientierte und didaktische Zugänge. Mitteilungen des Deutschen Germanistenverbandes, 66(4), 313–319.https://doi.org/10.14220/mdge.2019.66.4.313 
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Siebert, S., Tolksdorf, N. F., Rohlfing, K. J., &; Zorn, I. (2019). Raising Robotic Natives?: Persuasive Potentials of Social Robots in Early Education. The Journal of Communication and Media Studies, 21–35.https://doi.org/10.18848/2470-9247/cgp/v04i04/21-35 
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DOI: 10.18848/2470-9247/cgp/v04i04/21-35

Tolksdorf, N. F., Dirk, H., Rohlfing, K. J., &; Viertel, F. E. (2019). Do shy children behave differently than non-shy children in a child-robot interaction? An analysis of positive and negative expressions of shyness in kindergarten children. Atypical Interaction Conference, Helsinki, Finland.
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Tolksdorf, N. F., Mertens, U. J., &; Rohlfing, K. J. (2019). When learning words with robots, children’s answers are multimodal: a challenge for a dialogue design. International Conference on Human-Computer Interaction (HCI), Orlando, USA.
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Grimminger, A., &; Rohlfing, K. (2019). Multimodale Kommunikation in frühen Buchlesesituationen und ihr Zusammenhang mit dem späteren Wortschatz. . Sprache · Stimme · Gehör, 43(2), 93–99.https://doi.org/10.1055/a-0851-9063 
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DOI: 10.1055/a-0851-9063

Grimminger, A., Rohlfing, K., Lüke, C., Liszkowski, U., &; Ritterfeld, U. (2019). Decontextualized talk in caregivers’ input to 12-month-old children during structured interaction. Journal of Child Language, 1–17.https://doi.org/10.1017/S0305000919000710 
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Rohlfing, K., &; Grimminger, A. (2019). Utilizing Pragmatic Frames as an analytical tool for children’s performance during word learning. . Proceedings of the 9th Joint IEEE International Conference on Development and Learning and on Epigenetic Robotics .
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Rohlfing, K., Nachtigäller, K., Berner, A., &; Foltz, A. (2019). Does emotional narrative context influence retention of newly learned words? . In Narrative, Literacy and Other Skills. Studies in intervention. (pp. 91–107).
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