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Scharlau, I., &; Klingsieck, K. B. (2019). Zur Positionierung der Forschung an Schreibzentren. In A. Hirsch-Weber, C. Loesch, &; S. Scherer (Eds.), Forschung für die Schreibdidaktik: Voraussetzung oder institutioneller Irrweg? (pp. 207–226). Beltz (Juventa).
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Klingsieck, K. B., &; Marker, R. (2019). Zweifel am Studium. Konzeptuelle Überlegungen und eine erste empirische Annäherung. Die Hochschullehre, 5(2019), 825–838.
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Luft, S. (2019). The Space of Culture.  Towards a Transcendental Philosophy of Culture Following the Marburg School of Neo-Kantianism (Cohen, Natorp, Cassirer). Oxford University Press.https://doi.org/10.1093/acprof:oso/9780198738848.001.0001 
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Luft, S. (2019). Philosophie Lehren. Meiner.
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Luft, S. (2019). Phenomenology without Foundations = Pragmatism? Or: What is Left of Phenomenology After a Pragmatic Critique. Phänomenologische Forschungen, 2, 91–114.
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Elit, S., &; Eke, N. O. (2019). Einleitung. In S. Elit &; N. O. Eke (Eds.), Literarische Institutionen (pp. 1–17). de Gruyter.
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Hyvärinen, M., Hatavara, M., &; Mildorf, J. (2019). Narrating Selves from the Bible to Social Media: Introduction to the Forum. Partial Answers, 17(1).
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Huybrechts, Y. (2019). Die Antwerpener Börse - Aufstieg, Niedergang und Wandel (VIDEO). BelgienNet.
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Karsten, A., &; Bertau, M.-C. (2019). How ideas come into being: Tracing intertextual moments in grades of objectification and publicness. Frontiers in Psychology, 10.https://doi.org/10.3389/fpsyg.2019.02355 
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Peckhaus, V. (2019). Fukb, Henryk, “Magic Squares of Subtraction of Adam Adamandy Kochaski”, in: M. Zack/D. Schlimm (Hgg.), Research in History and Philosophy of Mathematics, Birkhäuser/Springer: Cham 2017 (Proceedings of the Canadian Society for History and Philosophy of Mathematics), 81–95. In Mathematical Reviews M23511 (No. M23511).
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Knickenberg, M., Zurbriggen, C., Schwab, S., &; Gebhardt, M. (2019). Inklusion aus der Sicht von Kindern mit dem Förderschwerpunkt Lernen – Überprüfung von Messinvarianz in verschiedenen schulischen Kontexten. 7. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Köln.
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Knickenberg, M., Zurbriggen, C., &; Venetz, M. (2019). Students with emotional or behavioral problems: Their emotional experience in the classroom during peer interactions. Biennial Meeting of the Society for Research in Child Development (SRCD), Baltimore, MD, United States.
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Knickenberg, M., Frank, H., &; Marwin Felix, L. (2019). Individual and institutional determinants for primary school teachers’ self-efficacy beliefs regarding inclusive education – Results from qualitative interviews. Porto International Conference on Research in Education (ICRE), Porto.
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Knickenberg, M., Marwin Felix, L., &; Frank, H. (2019). Potential influencing factors for teachers’ self-efficacy beliefs concerning inclusive education. 18th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2019, Aachen.
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Knickenberg, M., Zurbriggen, C., &; Venetz, M. (2019). Assessing social interaction quality with the Experience Sampling Method. second edition of the conference “On the Social Inclusion of Students with Disabilities in General Education - New ways to measure social inclusion,” Groningen, Netherlands.
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Knickenberg, M., Zurbriggen, C., Hinni, C., &; Venetz, M. (2019). Peer interactions in everyday school life versus leisure time of adolescents and their emotional experience. 6th biannual meeting of the Society Ambulatory Assessment, Syracuse, NY, United States.
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Knickenberg, M., &; Zurbriggen, C. (2019). Erfassung von Merkmalen inklusiven Unterrichts mit der Experience Sampling Method. Frühjahrstagung der Arbeitsgruppe für empirische sonderpädagogische Forschung. Universität Freiburg, Freiburg, Schweiz.
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Knickenberg, M., &; Chantal, H. (2019). Applicability of ESM in School: Quality of students’ social interaction. 18th Biennial EARLI (European Association for Research on Learning and Instruction) Conference 2019, Aachen.
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Hoyer, I., &; Kohlmeyer, T. (2019). Das gesungene Lied im Religionsunterricht - zwischen Ritualisierung und Instrumentalisierung. In G. Büttner, H. Mendl, O. Reis, &; H. Roose (Eds.), Praxis des RU (Vol. 10, pp. 85–94).
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