Schoenherr, J. (2024). Personalizing realworld problems: Posing own problems increases selfefficacy expectations, intrinsic value, attainment value, and utility value. British Journal of Educational Psychology.https://doi.org/10.1111/bjep.12653 
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Gschwind, S., Hohmann, S., Müller, A., Nordine, J., &; Riesen, T.-E. (2024). The Stellarium Gornergrat: Astrophysics with your own Data. Journal of Physics: Conference Series, 2727(1), Article 012011.https://doi.org/10.1088/1742-6596/2727/1/012011 
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Zeller, J., Schiering, D., Kulgemeyer, C., Neumann, K., Riese, J., &; Sorge, S. (2024). Cross-project empirical and criteria-oriented analysis of pre-service physics teachers’ pedagogical content knowledge Empirisch-kriterienorientierte Analyse des fachdidaktischen Wissens angehender Physiklehrkräfte. Unterrichtswissenschaft.https://doi.org/10.1007/s42010-024-00200-w 
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Höper, L., &; Schulte, C. (2024). Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies. Informatics in Education.https://doi.org/10.15388/infedu.2024.19 
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Peeters, H., Habig, S., &; Fechner, S. (2023). Does Augmented Reality Help to Understand Chemical Phenomena during Hands-On Experiments?–Implications for Cognitive Load and Learning. Multimodal Technologies and Interaction, 7(2), Article 9.https://doi.org/10.3390/mti7020009 
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Janicki, N., &; Tenberge, C. (n.d.). Technology education in elementary school using the example of arning robots” – development and evaluation of an in-service teacher training concept. Australasian Journal of Technology Education.
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Sherif, M. A., da Silva, A. A. M., Pestryakova, S., Ahmed, A. F., Niemann, S., &; Ngomo, A.-C. N. (2023). IngridKG: A FAIR Knowledge Graph of Graffiti. Scientific Data, 10(1), Article 318.https://doi.org/10.1038/s41597-023-02199-8 
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Kulgemeyer, C., Riese, J., Vogelsang, C., Buschhüter, D., Borowski, A., Weißbach, A., Jordans, M., Reinhold, P., &; Schecker, H. (2023). How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz. Zeitschrift Für Erziehungswissenschaft.https://doi.org/10.1007/s11618-023-01154-y 
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Schoenherr, J., &; Schukajlow, S. (2023). Characterizing external visualization in mathematics education research: a scoping review. ZDM – Mathematics Education.https://doi.org/10.1007/s11858-023-01494-3 
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Schmitz, H., &; Tawiah, B. B. (2023). Life-cycle health effects of compulsory schooling (Vol. 1006). RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen.
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Monsees, D., &; Schmitz, H. (2023). The effect of compulsory schooling on vaccination against COVID and Influenza (Vol. 1011). RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen.
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Schubatzky, T., Burde, J.-P., Große-Heilmann, R., Haagen-Schützenhöfer, C., Riese, J., &; Weiler, D. (2023). Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media. Computers &; Education, Article 104900.https://doi.org/10.1016/j.compedu.2023.104900 
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Soyka, C., Ullrich, M., Striewe, M., &; Schaper, N. (2023). Comparison of Required Competences and Task Material in Modeling Education. Enterprise Modelling and Information Systems Architectures, 18, Article 7.https://doi.org/10.18417/EMISA.18.7 
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Schubatzky, T., Burde, J.-P., Große-Heilmann, R. I., Haagen-Schützenhöfer, C., Riese, J., &; Weiler, D. (2023). Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media. Computers &; Education, 206, Article 104900.https://doi.org/10.1016/j.compedu.2023.104900 
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Winkelnkemper, F., Höper, L., &; Schulte, C. (2023). ARIadne – An Explanation Model for Digital Artefacts. Informatics in Education.https://doi.org/10.15388/infedu.2024.09 
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Görel, G., Franzen, K., &; Hellmich, F. (2023). Primary school teachers’ perspectives on the quality of inclusive education. Teachers and Teaching, 1–14.https://doi.org/10.1080/13540602.2023.2252347 
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Hüster, J. M. (2023). Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten. In Religionspädagogische Beiträge (Vol. 46, Issue 1, pp. 127–129). Universitatsbibliothek Bamberg.https://doi.org/10.20377/rpb-263 
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Höper, L., &; Schulte, C. (2023). The data awareness framework as part of data literacies in K-12 education. Information and Learning Sciences.https://doi.org/10.1108/ils-06-2023-0075 
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Gilbert, H., Schürmann, M., Liebendörfer, M., Lawson, D., &; Hodds, M. (2023). Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain &;amp; Ireland. International Journal of Mathematical Education in Science and Technology, 1–26.https://doi.org/10.1080/0020739x.2023.2184282 
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Bruns, J., Hagena, M., &; Gasteiger, H. (2023). Professional Development Enacted by Facilitators in the Context of Early Mathematics Education: Scaling up or Dilution of Effects? Teaching and Teacher Education, 132, Article 104270.https://doi.org/10.1016/j.tate.2023.104270 
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Hoffmann, M., &; Biehler, R. (2023). Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course. ZDM – Mathematics Education.https://doi.org/10.1007/s11858-023-01505-3 
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Hassani, S., Jakob, K., Schwab, S., Hellmich, F., Löper, M. F., &; Görel, G. (2023). Fostering students’ peer relationships through the classroom-based intervention FRIEND-SHIP. Education 3-13. International Journal of Primary, Elementary and Early Years Education., 1–16.https://doi.org/10.1080/03004279.2023.2267584 
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Harteis, C., Gijbels, D., &; Kyndt, E. (Eds.). (2022). Research Approaches on Workplace Learning. Springer International Publishing.https://doi.org/10.1007/978-3-030-89582-2 
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Goller, M. (2022). Supporting Young Immigrants in Their Transition From School to Work? A Staff Perspective on Challenges of Vocational Integration Classes. International Journal for Research in Vocational Education and Training, 9(1), 92–119.https://doi.org/10.13152/IJRVET.9.1.5 
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PODWORNY, S., Hüsing, S., &; SCHULTE, C. (2022). A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS EDUCATION RESEARCH JOURNAL, 21(2), Article 6.https://doi.org/10.52041/serj.v21i2.46 
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Kärner, T., Goller, M., Bonnes, C., &; Maué, E. (2022). Die professionelle pädagogische Beziehung zwischen Referendar*innen und ihren Seminarlehrkräften: Belastungsfaktor oder Ressource? Zeitschrift für Erziehungswissenschaft, 25, 687–719.https://doi.org/10.1007/s11618-022-01065-4 
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Bloh, T. (2022). Rekonstruktive Evaluationsforschung im Kontext praxeologischer Kompetenzdiskurse. Kritische Reflexionen und konzeptionelle Überlegungen zur Dokumentarischen Evaluationsforschung. Zeitschrift für Evaluation, 2022(02), 193–215.https://doi.org/10.31244/zfe.2022.02.02 
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Caruso, C., Bruns, M., &; Harteis, C. (2022). Von der Not zur Tugend!? In D. Heisler &; J. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s) Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern (Vol. 65, pp. 137–157). wbv.https://doi.org/10.3278/9783763972579 
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Leidig, S., Köhler, H., Caruso, C., &; Goller, M. (2022). Q Method: Assessing Subjectivity Through Structured Ranking of Items. In M. Goller, E. Kyndt, S. Paloniemi, &; C. Damfahttps://doi.org/10.1007/978-3-031-08518-5_20__(Eds.), https://doi.org/10.1007/978-3-031-08518-5_20__Methods for researching professional learning and development: Challenges, applications and empirical illustrations (Vol. 33, pp. 441–466). Springer .https://doi.org/10.1007/978-3-031-08518-5_20 
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Vogelsang, C., &; Wiethoff, C. (2022). Effects of school closures during the COVID-19 pandemic in early 2020 on prospective teachers in a one-semester school internship. European Journal of Teacher Education, 1–19.https://doi.org/10.1080/02619768.2022.2158808 
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Riese, J., Vogelsang, C., Schröder, J., Borowski, A., Kulgemeyer, C., Reinhold, P., &; Schecker, H. (2022). Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen? Zeitschrift für Erziehungswissenschaft, 25(4), 843–867.https://doi.org/10.1007/s11618-022-01112-0 
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Vogelsang, C., Kulgemeyer, C., &; Riese, J. (2022). Learning to Plan by Learning to Reflect?—Exploring Relations between Professional Knowledge, Reflection Skills, and Planning Skills of Preservice Physics Teachers in a One-Semester Field Experience. Education Sciences, 12(7), Article 479.https://doi.org/10.3390/educsci12070479 
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Kulgemeyer, C., Hörnlein, M., &; Sterzing, F. (2022). Exploring the effects of physics explainer videos and written explanations on declarative knowledge and the illusion of understanding. International Journal of Science Education, 44(11), 1855–1875.https://doi.org/10.1080/09500693.2022.2100507 
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Soyka, C., Schaper, N., Bender, E., Striewe, M., &; Ullrich, M. (2022). Toward a Competence Model for Graphical Modeling. ACM Transactions on Computing Education, 23(1), Article 15.https://doi.org/10.1145/3567598 
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Seifert, S., &; Paleczek, L. (2022). Comparing tablet and print mode of a german reading comprehension test in grade 3: Influence of test order, gender and language. International Journal of Educational Research, 113, Article 101948.https://doi.org/10.1016/j.ijer.2022.101948 
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Kulmhofer-Bommer, A., Seifert, S., Paleczek, L., &; Gasteiger-Klicpera, B. (2022). Bending and Bowing: How Teachers Adapt a Vocabulary-Based Reading Program to Their Students Needs. Journal of Education, Article 002205742211126.https://doi.org/10.1177/00220574221112627 
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Paleczek, L., Ender, D., Berger, J., Prinz, K., &; Seifert, S. (2022). A feasibility study of digital content use in inclusive, Austrian primary school practice. International Journal of Educational Research, 112, Article 101938.https://doi.org/10.1016/j.ijer.2022.101938 
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Liebendörfer, M., Kempen, L., &; Schukajlow, S. (2022). First-year university students’ self-regulated learning during the COVID-19 pandemic: a qualitative longitudinal study. ZDM – Mathematics Education.https://doi.org/10.1007/s11858-022-01444-5 
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Büdenbender-Kuklinski, C., Hochmuth, R., &; Liebendörfer, M. (2022). Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students. International Journal of Research in Undergraduate Mathematics Education.https://doi.org/10.1007/s40753-022-00188-7 
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Kirsch, A. (2022). Messung von Unterrichtsplanungskompetenz im Fach Sachunterricht: Empirische Befunde zur Kompetenzentwicklung angehender Grundschullehrkräfte auf Grundlage einer mehrdimensionalen Kompetenzstruktur. Zeitschrift für Erziehungswissenschaft, 25(4), 815–842.https://doi.org/10.1007/s11618-022-01116-w 
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Janicki, N. (2022). Entwicklung und Evaluation eines Fortbildungskonzepts im Kontext der technischen Bildung an Grundschulen am Beispiel von Lernrobotern. In M. Binder, C. Wiesmüller, &; T. Finkbeiner (Eds.), Technik: Verstehen wir, was wir nutzen!? - Tagungsband zur 23. Jahrestagung der Deutschen Gesellschaft für Technische Bildung in Mannheim vom 24.-25. September 2021.  (pp. 266–286).
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Tulowitzki, P., Gerick, J., &; Eickelmann, B. (2022). The role of ICT for school leadership and management activities: an international comparison. International Journal of Educational Management, 36(2), 133–151.https://doi.org/10.1108/ijem-06-2021-0251 
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Riese, J., Vogelsang, C., Schröder, J., Borowski, A., Kulgemeyer, C., Reinhold, P., &; Schecker, H. (2022). Entwicklung von Unterrichtsplanungsfähigkeit im Fach Physik: Welchen Einfluss hat Professionswissen? Zeitschrift für Erziehungswissenschaft, 25(4), 843–867.https://doi.org/10.1007/s11618-022-01112-0 
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Langer, W., Bruns, J., &; Erhorn, J. (2022). Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education. German Journal of Exercise and Sport Research, 52(3), 386–397.https://doi.org/10.1007/s12662-022-00807-0 
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Hagena, M., Bruns, J., &; Gasteiger, H. (2022). Einfluss der Berufserfahrung von Multiplikatorinnen und Multiplikatoren auf die Wirksamkeit von Fortbildungsmaßnahmen zur frühen mathematischen Bildung. Zeitschrift Für Erziehungswissenschaft. Zeitschrift für Erziehungswissenschaft, 25(6), 1455–1480.https://doi.org/10.1007/s11618-022-01122-y 
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Schiele, V. (2022). Labor market spillover effects of a compulsory schooling reform in Germany.
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Koppenborg, M., &; Klingsieck, K. B. (2022). Group work and student procrastination. Learning and Individual Differences, 94, Article 102117.https://doi.org/10.1016/j.lindif.2022.102117 
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PODWORNY, S., HÜSING, S., &; SCHULTE, C. (2022). A PLACE FOR A DATA SCIENCE PROJECT IN SCHOOL: BETWEEN STATISTICS AND EPISTEMIC PROGRAMMING. STATISTICS EDUCATION RESEARCH JOURNAL, 21(2), Article 6.https://doi.org/10.52041/serj.v21i2.46 
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Endenich, C., Hahn, R., Reimsbach, D., &; Wickert, C. (2022). Wait-and-see-ism as partial adoption of management practices: The rise and stall of integrated reporting. Strategic Organization, 21(3), 566–595.https://doi.org/10.1177/14761270221078605 
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Dröse, J., &; Prediger, S. (2022). Prospective Teachers’ Diagnostic Thinking on Students’ Understanding of Multi-Digit Multiplication: A Content-Related Analysis on Unpacking of Knowledge Elements. Journal Für Mathematik-Didaktik.https://doi.org/10.1007/s13138-022-00214-w 
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Sommer, C., &; Szczesny, D. (2022). Organisation der dualen Berufsausbildung zum/zur Verkäufer:in und Kaufmann:frau im Einzelhandel im Zeichen der COVID-19-Pandemie. In D. Heisler &; J. A. Meier (Eds.), Berufsausbildung zwischen Hygienemaßnahmen und Lockdown(s). Folgen für die schulische und außerschulische Berufsausbildung in Schule, im Betrieb und bei Bildungsträgern. (pp. 329–348).https://doi.org/10.3278/9783763972579 
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Bloh, T., &; Caruso, C. (2022). Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung. die hochschullehre, 8(21), 299–312.https://doi.org/10.3278/HSL2221W 
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Rezat, S., Malik, S. N., &; Leifeld, M. (2022). Scaffolding Close Reading of Mathematical Text in Pre-service Primary Teacher Education at the Tertiary Level: Design and Evaluation. International Journal of Science and Mathematics Education, 20(), 215–236.https://doi.org/10.1007/s10763-022-10309-y 
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Biehler, R., De Veaux, R., Engel, J., Kazak, S., &; Frischemeier, D. (2022). Editorial: Research on Data Science Education. Statistics Education Research Journal, 21(2), Article 1.https://doi.org/10.52041/serj.v21i2.606 
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Fleischer, Y., Biehler, R., &; Schulte, C. (2022). Teaching and Learning Data-Driven Machine Learning with Educationally Designed Jupyter Notebooks. Statistics Education Research Journal, 21(2), Article 7.https://doi.org/10.52041/serj.v21i2.61 
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Liebendörfer, M., Göller, R., Gildehaus, L., Kortemeyer, J., Biehler, R., Hochmuth, R., Ostsieker, L., Rode, J., &; Schaper, N. (2022). The role of learning strategies for performance in mathematics courses for engineers. International Journal of Mathematical Education in Science and Technology, 53(5), 1133–1152.https://doi.org/10.1080/0020739x.2021.2023772 
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Höper, L. (2021). Developing and Evaluating the Concept Data Awareness for K12 Computing Education. 21st Koli Calling International Conference on Computing Education Research.https://doi.org/10.1145/3488042.3490509 
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Passey, D., Brinda, T., Cornu, B., Holvikivi, J., Lewin, C., Magenheim, J., Morel, R., Osorio, J., Tatnall, A., Thompson, B., &; Webb, M. (2021). Computers and Education – Recognising Opportunities and Managing Challenges. In M. Goedicke, E. Neuhold, &; K. Rannenberg (Eds.), Advancing Research in Information and Communication Technology: Vol. AICT-600 (pp. 129–152). Springer, Cham.https://doi.org/10.1007/978-3-030-81701-5_5 
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Goller, M., Caruso, C., &; Harteis, C. (2021). Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training, 8(2), 208–223.https://doi.org/10.13152/ijrvet.8.2.4 
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Goller, M., &; Ziegler, S. (2021). Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik. Zeitschrift für Berufsund Wirtschaftspädagogik, 117(2), 154–193.https://doi.org/10.25162/zbw-2021-0008 
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Lee, S. J., Schneijderberg, C., Kim, Y., &; Steinhardt, I. (2021). Have Academics’ Citation Patterns Changed in Response to the Rise of World University Rankings? A Test Using First-Citation Speeds. Sustainability, 13(17), Article 9515.https://doi.org/10.3390/su13179515 
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Goller, M., Caruso, C., &; Harteis, C. (2021). Digitalisation in Agriculture: Knowledge and Learning Requirements of German Dairy Farmers. International Journal for Research in Vocational Education and Training, 8(2), 208–223.https://doi.org/10.13152/IJRVET.8.2.4. 
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Caruso, C., &; Goller, M. (2021). Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe. Lehrerbildung auf dem Prüfstand, 14(2), 296–310.
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Caruso, C., &; Woppowa, J. (2021). Zur Relevanz von Fallarbeit. Religionspädagogische Beiträge. Journal for Religion in Education , 44(1), 15–23.https://doi.org/10.20377/rpb-82 
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Kulgemeyer, C., Kempin, M., Weißbach, A., Borowski, A., Buschhüter, D., Enkrott, P., Reinhold, P., Riese, J., Schecker, H., Schröder, J., &; Vogelsang, C. (2021). Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience. International Journal of Science Education, 43(18), 3035–3057.https://doi.org/10.1080/09500693.2021.2006820 
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Steinhardt, I. (2021). Students in the spotlight: Using collaborative autoethnography to build a community of learning in the Corona crisis. ISA Pedagogy Series, 1(1), 42–59.
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Schürmann, M., Bender, E., &; Grebe, C. (2021). Kompetenzdiagnose in der Berufsbildung von Pflegelehrpersonen. Gruppe. Interaktion. Organisation. Zeitschrift für Angewandte Organisationspsychologie (GIO).https://doi.org/10.1007/s11612-021-00574-w 
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Dahmen, S. (2021). Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press.https://doi.org/10.14361/9783839457061 
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Dahmen, S. (2021). Regulating Transitions from School to Work. An Institutional Ethnography of Activation Work in Action. Bielefeld University Press.https://doi.org/10.14361/9783839457061 
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Seifert, S., &; Paleczek, L. (2021). Digitally Assessing Text Comprehension in Grades 3-4: Test Development and Validation. Electronic Journal of E-Learning, 19(5), -348.https://doi.org/10.34190/ejel.19.5.2467 
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Seifert, S. (2021). Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade. Technology, Knowledge and Learning, 26(2), 383–405.https://doi.org/10.1007/s10758-021-09490-w 
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Krammer, M., Seifert, S., &; Gasteiger-Klicpera, B. (2021). The presence of students identified as having special needs as a moderating effect on their classmates’ reading comprehension scores in relation to other major class composition effects. Educational Studies, 1–19.https://doi.org/10.1080/03055698.2021.1875320 
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Paleczek, L., Seifert, S., &; Schöfl, M. (2021). Comparing digital to print assessment of receptive vocabulary with GraWoKiGa in Austrian kindergarten. British Journal of Educational Technology, 52(6), 2145–2161.https://doi.org/10.1111/bjet.13163 
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Dockrell, J. E., Papadopoulos, T. C., Mifsud, C. L., Bourke, L., Vilageliu, O., Besi, E., Seifert, S., Gasteiger-Klicpera, B., Ralli, A., Dimakos, I., Karpava, S., Martins, M., Sousa, O., Castro, S., Søndergaard Knudsen, H. B., Donau, P., Haznedar, B., Mikulajová, M., &; Gerdzhikova, N. (2021). Teaching and learning in a multilingual Europe: findings from a cross-European study. European Journal of Psychology of Education, 37(2), 293–320.https://doi.org/10.1007/s10212-020-00523-z 
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Büchele, S., Liebendörfer, M., &; Lankeit, E. (2021). Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university. Teaching Mathematics and Its Applications: An International Journal of the IMA, 40(4), 478–496.https://doi.org/10.1093/teamat/hrab013 
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Kempen, L., &; Liebendörfer, M. (2021). University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics. Teaching Mathematics and Its Applications: An International Journal of the IMA, 40(4), 436–454.https://doi.org/10.1093/teamat/hrab020 
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Schröer, F., &; Tenberge, C. (2021). Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools. TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap, 28(2), 322–331.
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Scharlau, I., Karsten, A., &; Rohlfing, K. J. (2021). Building, emptying out, or dreaming? Action structures and space in students’ metaphors of academic writing. Journal of Writing Research, 12(vol. 12 issue 3), 493–529.https://doi.org/10.17239/jowr-2021.12.03.01 
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Tolksdorf, N. F., Crawshaw, C. E., &; Rohlfing, K. (2021). Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction. Frontiers in Education, 5.https://doi.org/10.3389/feduc.2020.569615 
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DeVries, J. M., Knickenberg, M., &; Trygger, M. (2021). Academic self-concept, perceptions of inclusion, special needs and gender: Evidence from inclusive classes in Sweden. European Journal of Special Needs Education, 37(3), 511–525.https://doi.org/10.1080/08856257.2021.1911523 
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Kulgemeyer, C., Kempin, M., Weißbach, A., Borowski, A., Buschhüter, D., Enkrott, P., Reinhold, P., Riese, J., Schecker, H., Schröder, J., &; Vogelsang, C. (2021). Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience. International Journal of Science Education, 43(18), 3035–3057.https://doi.org/10.1080/09500693.2021.2006820 
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Bruns, J., Gasteiger, H., &; Strahl, C. (2021). Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review. Review of Education, 9(2), 500–538.https://doi.org/10.1002/rev3.3255 
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Schiele, V., &; Schmitz, H. (2021). Understanding cognitive decline in older ages: The role of health shocks (Vol. 919). RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen.
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Scheunemann, A., Schnettler, T., Bobe, J., Fries, S., &; Grunschel, C. (2021). A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education. European Journal of Psychology of Education, 37(4), 1141–1164.https://doi.org/10.1007/s10212-021-00571-z 
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Frischemeier, D., Biehler, R., Podworny, S., &; Budde, L. (2021). A first introduction to data science education in secondary schools: Teaching and learning about data exploration with &;scp&;CODAP&;/scp&; using survey data. Teaching Statistics, 43().https://doi.org/10.1111/test.12283 
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Bruns, J., Unterhauser, E., &; Gasteiger, H. (2021). Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat. Journal für Mathematik-Didaktik, 42(2), 581–623.https://doi.org/10.1007/s13138-021-00185-4 
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Neuhausen, T., Wernicke, C., &; Ahlers, M. (2021). Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets. Journal of Music, Technology &;amp; Education, 13(2), 287–304.https://doi.org/10.1386/jmte_00027_1 
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Jenert, T., &; Brahm, T. (2021). The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach. Frontline Learning Research, 9(2), 50–77.https://doi.org/10.14786/flr.v9i2.669 
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Rezat, S., Fan, L., &; Pepin, B. (2021). Mathematics textbooks and curriculum resources as instruments for change. ZDM – Mathematics Education, 53(6), 1189–1206.https://doi.org/10.1007/s11858-021-01309-3 
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Rezat, S. (2021). How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies. ZDM Mathematics Education, 53(6), 1433–1445.https://doi.org/10.1007/s11858-021-01263-0 
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Biehler, R., &; Fleischer, Y. (2021). Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks. Teaching Statistics, 43, 3–2.https://doi.org/10.1111/test.12279 
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Pepin, B., Biehler, R., &; Gueudet, G. (2021). Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices. International Journal of Research in Undergraduate Mathematics Education, 7(2), 163–188.https://doi.org/10.1007/s40753-021-00139-8 
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Schürmann, M., Panse, A., Shaikh, Z., Biehler, R., Schaper, N., Liebendörfer, M., &; Hilgert, J. (2021). Consultation Phases in Mathematics Learning and Support Centres. International Journal of Research in Undergraduate Mathematics Education, 8(1), 94–120.https://doi.org/10.1007/s40753-021-00154-9 
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Podworny, S., &; Biehler, R. (2021). The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study. Mathematical Thinking and Learning, 24(4), 291–311.https://doi.org/10.1080/10986065.2021.1922837 
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Frischemeier, D., Biehler, R., Podworny, S., &; Budde, L. (2021). A first introduction to data science education in secondary schools: Teaching and learning about data exploration with&;scp&;CODAP&;/scp&;using survey data. Teaching Statistics, 43(), 82–89.https://doi.org/10.1111/test.12283 
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Opel, S. A., &; Schlichtig, M. (2020). Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II. In T. Vollmer, T. Karges, T. Richter, B. Schlömer, &; S. Schütt-Sayed (Eds.), Sammelband der 27. Fachtagung der BAG Berufliche Bildung (Vol. 55, pp. 176–194). wbv Media GmbH &; Co. KG.https://doi.org/10.3278/6004722w 
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Steinhardt, I. (2020). Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar. Education for Information, 36(3), 263–279.https://doi.org/10.3233/efi-190308 
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Caruso, C., &; Reis, O. (2020). eSie sind doch eine Medienklasse!“. https://doi.org/10.25364/10.28:2020.1.12__Österreichische Religionspädagogische Forum, 28(1), 2123234.https://doi.org/10.25364/10.28:2020.1.12 
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Berisha-Gawlowski, A., Caruso, C., Goller, M., &; Harteis, C. (2020). Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung. In D. Heisler &; J. Meier (Eds.), Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung (Vol. 56, pp. 33–51). wbv.https://doi.org/10.3278/6004725w 
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Pöllmann, A. (2020). Transforming study abroad: a handbook. In Compare: A Journal of Comparative and International Education (Vol. 51, Issue 4, pp. 629–630). Informa UK Limited.https://doi.org/10.1080/03057925.2020.1769882 
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