@articleHellmich_Hoya_2017, title=Primary school students’ implicit theories and their reading motivation. The role of parents’ and teachers’ effort feedback, volume=225, DOI=10.1027/2151-2604/a000288, number=2, journal=Zeitschrift für Psychologie, author=Hellmich, Frank and Hoya, Fabian Karl, year=2017, pages=117–126 

@articleHellmich_Hoya_2017, title=Empirische Arbeit: Wahrgenommenes positives Feedback zu Leseprozessen in Elternhaus und Schule im Zusammenhang mit der Lesemotivation von Kindern im Grundschulalter, volume=64, DOI=10.2378/peu2017.art09d, number=4, journal=Psychologie in Erziehung und Unterricht, author=Hellmich, Frank and Hoya, Fabian Karl, year=2017, pages=290–304 

@inbookLöper_Hellmich_2017, place=Bad Heilbrunn, title=Soziale Selbstkonzepte von Kindern im Grundschulalter und ihre Einstellungen gegenüber Peers mit Förderbedarf in der sozial-emotionalen Entwicklung, booktitle=Sonderpädagogik zwischen Wirksamkeitsforschung und Gesellschaftskritik, publisher=Klinkhardt, author=Löper, Marwin Felix and Hellmich, Frank, editor= Laubenstein, Désirée and Scheer , David, year=2017, pages=135–142 

@bookHellmich_Blumberg_2017, place=Stuttgart, title= Inklusiver Unterricht in der Grundschule, publisher=Kohlhammer, year=2017 

@bookSchönhärl_2017, place=Cham, title=Decision Taking, Confidence and Risk Management in Banks from Early Modernity to the 20th Century, DOI=10.1007/978-3-319-42076-9, year=2017 

@bookGoller_2017, place=Wiesbaden, title=Human agency at work: An active approach towards expertise development, DOI=10.1007/978-3-658-18286-1, publisher=Springer, author=Goller, Michael, year=2017 

@inbookHarteis_2017, place=Dordrecht, title=Intuition as Crucial Component of Professional Competence: Its Relevance for Competence-based Vocational and Professional Education and Training, booktitle=Competence-based Vocational and Professional Education, publisher=Springer, author=Harteis, Christian, editor=Mulder, MartinEditor, year=2017, pages=971--984 

@articleRausch_Seifried_Harteis_2017, title=Emotions, coping and learning in error situations in the workplace, volume=29, number=5, journal=Journal of Workplace Learning, author=Rausch, Andreas and Seifried, Jürgen and Harteis, Christian, year=2017, pages=374--393 

@inbookGoller_Harteis_2017, place=Cham, title=Human agency at work: Towards a clarification and operationalisation of the concept, booktitle=Agency at Work, publisher=Springer, author=Goller, Michael and Harteis, Christian, editor=Goller, Michael and Paloniemi, SusannaEditors, year=2017, pages=85--103 

@articleHarteis_Gartmeier_2017, title=Learning from errors in workplace settings, volume=29, number=5, journal=Journal of Workplace Learning, author=Harteis, Christian and Gartmeier, Martin, year=2017, pages=322–325 

@inbookHarteis_Festner_Bauer_2017, place=Münster, title=Epistemische Überzeugungen Beschäftigter und ihre Bedeutung für berufliches Lernen, booktitle=Wissen und Lernen. Wie epistemische Überzeugungen Schule, Universität und Arbeitswelt beeinflussen, publisher=Waxmann, author=Harteis, Christian and Festner, Dagmar and Bauer, Johannes, editor=Bernholt, Andrea and Gruber, Hans and Moschner, BarbaraEditors, year=2017, pages=195–212 

@bookEickelmann_Klinger_2017, title=Digitalisierung in der Schule, volume=20, number=79, journal=Lernende Schule, year=2017 

@articleDrossel_Gröhlich_2017, title=Multiprofessionelle Kooperation in der Schule: Forschungsbefunde und Handlungsperspektiven für Schulleitungen , volume=1, journal=Schulmanagement, author=Drossel, Kerstin and Gröhlich, Carola, year=2017, pages=18–21 

@articleDrossel_Eickelmann_Gerick_2017, title=Predictors of Teachers’ Use of ICT in School – the Relevance of School Characteristics, Teachers’ Attitudes and Teacher Collaboration, volume=22, DOI=10.1007/s10639-016-9476-y, number=2, journal=Education and Information Technologies, author=Drossel, Kerstin and Eickelmann, Birgit and Gerick, Julia, year=2017, pages=551–573 

@articleDrossel_Eickelmann_Schulz-Zander_2017, title=Determinants of teachers’ collaborative use of information and communications technology for teaching and learning: A European perspective, volume=16, DOI=10.1177%2F1474904116655811, number=6, journal=European Educational Research Journal, author=Drossel, Kerstin and Eickelmann, Birgit and Schulz-Zander, Renate, year=2017, pages=781–799 

@articleDrossel_2017, title=Rezension des Buches von Jasmin Bastian und Stefan Aufenanger: Tablets in Schule und Unterricht. Forschungsergebnisse zum Einsatz digitaler Medien, volume=21, number=3, journal=Journal für Schulentwicklung, publisher=Klinkhardt, author=Drossel, Kerstin, year=2017, pages=54–55 

@articleDrossel_Eickelmann_2017, title=Teachers’ participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills, volume=19, DOI=10.1186/s40536-017-0053-7, number=5, journal=Large-scale Assessments in Education, author=Drossel, Kerstin and Eickelmann, Birgit, year=2017, pages=1–13 

@articleEickelmann_Drossel_2017, title=Digitale Bildung – ein neue Perspektive auf Bildungsgerechtigkeit?, volume=18, journal=Dreizehn - Zeitschrift für Jugendsozialarbeit, author=Eickelmann, Birgit and Drossel, Kerstin, year=2017, pages=24–29 

@articleEickelmann_Drossel_2017, title=Computer- und informationsbezogene Kompetenzen in der IEA Studie ICILS 2013 und der Zusammenhang mit der Lesekompetenz, volume=4, DOI=10.21243/MI-04-17-08, journal=Medienimpulse, author=Eickelmann, Birgit and Drossel, Kerstin, year=2017 

@inbookDrossel_Eickelmann_2017, place=Cham, title=The Use of Tablets in Secondary Schools and Its Relationship with Computer Literacy, DOI=10.1007/978-3-319-74310-3_14, booktitle=Tomorrow’s Learning: Involving Everyone. Learning with and about Technologies and Computing, publisher=Springer International Publishing, author=Drossel, Kerstin and Eickelmann, Birgit, editor=Tatnall, Arthur and Webb, Mary, year=2017, pages=114–124