C. Kulgemeyer et al., “Exploring the impact of pre-service science teachers’ reflection skills on the development of professional knowledge during a field experience,”10.1080/09500693.2021.2006820__International Journal of Science Education, vol. 43, no. 18, pp. 3035–3057, 2021, doi:10.1080/09500693.2021.2006820 .

J. Bruns, H. Gasteiger, and C. Strahl, “Conceptualising and measuring domain-specific content knowledge of early childhood educators: A systematic review,”10.1002/rev3.3255__Review of Education, vol. 9, no. 2, pp. 500–538, 2021, doi:10.1002/rev3.3255 .

V. Schiele and H. Schmitz, 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, 2021.

A. Scheunemann, T. Schnettler, J. Bobe, S. Fries, and C. Grunschel, “A longitudinal analysis of the reciprocal relationship between academic procrastination, study satisfaction, and dropout intentions in higher education,”10.1007/s10212-021-00571-z__European Journal of Psychology of Education, vol. 37, no. 4, pp. 1141–1164, 2021, doi:10.1007/s10212-021-00571-z .

D. Frischemeier, R. Biehler, S. Podworny, and L. Budde, “A first introduction to data science education in secondary schools: Teaching and learning about data exploration with &;scp&;CODAP&;/scp&; using survey data,”10.1111/test.12283__Teaching Statistics, vol. 43, no. , 2021, doi:10.1111/test.12283 .

J. Bruns, E. Unterhauser, and H. Gasteiger, “Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat,”10.1007/s13138-021-00185-4__Journal für Mathematik-Didaktik, vol. 42, no. 2, pp. 581–623, 2021, doi:10.1007/s13138-021-00185-4 .

T. Neuhausen, C. Wernicke, and M. Ahlers, “Technology-centred learning processes as digital artistic development: On the reciprocal effects of conceptual models, metaphors and presets,”10.1386/jmte_00027_1__Journal of Music, Technology &;amp; Education, vol. 13, no. 2, pp. 287–304, 2021, doi:10.1386/jmte_00027_1 .

T. Jenert and T. Brahm, “The interplay of personal and contextual diversity during the first year at Higher Education: Combining a quantitative and a qualitative approach,”10.14786/flr.v9i2.669__Frontline Learning Research, vol. 9, no. 2, pp. 50–77, 2021, doi:10.14786/flr.v9i2.669 .

S. Rezat, L. Fan, and B. Pepin, “Mathematics textbooks and curriculum resources as instruments for change,”10.1007/s11858-021-01309-3__ZDM – Mathematics Education, vol. 53, no. 6, pp. 1189–1206, 2021, doi:10.1007/s11858-021-01309-3 .

S. Rezat, “How automated feedback from a digital mathematics textbook affects primary students’ conceptual development: two case studies,”10.1007/s11858-021-01263-0__ZDM Mathematics Education, vol. 53, no. 6, pp. 1433–1445, 2021, doi:10.1007/s11858-021-01263-0 .

R. Biehler and Y. Fleischer, “Introducing students to machine learning with decision trees using CODAP and Jupyter Notebooks,”10.1111/test.12279__Teaching Statistics, vol. 43, pp. 3–2, 2021, doi:10.1111/test.12279 .

B. Pepin, R. Biehler, and G. Gueudet, “Mathematics in Engineering Education: a Review of the Recent Literature with a View towards Innovative Practices,”10.1007/s40753-021-00139-8__International Journal of Research in Undergraduate Mathematics Education, vol. 7, no. 2, pp. 163–188, 2021, doi:10.1007/s40753-021-00139-8 .

M. Schürmann et al., “Consultation Phases in Mathematics Learning and Support Centres,”10.1007/s40753-021-00154-9__International Journal of Research in Undergraduate Mathematics Education, vol. 8, no. 1, pp. 94–120, 2021, doi:10.1007/s40753-021-00154-9 .

S. Podworny and R. Biehler, “The process of actively building a model for a randomization test – insights into learners’ modeling activities based on a case study,”10.1080/10986065.2021.1922837__Mathematical Thinking and Learning, vol. 24, no. 4, pp. 291–311, 2021, doi:10.1080/10986065.2021.1922837 .

D. Frischemeier, R. Biehler, S. Podworny, and L. Budde, “A first introduction to data science education in secondary schools: Teaching and learning about data exploration with&;scp&;CODAP&;/scp&;using survey data,”10.1111/test.12283__Teaching Statistics, vol. 43, no. , pp. 82–89, 2021, doi:10.1111/test.12283 .

S. A. Opel and M. Schlichtig, “Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II,”https://doi.org/10.3278/6004722w__in Sammelband der 27. Fachtagung der BAG Berufliche Bildung, Siegen, 2020, vol. 55, pp. 176–194, doi:https://doi.org/10.3278/6004722w .

I. Steinhardt, “Learning Open Science by doing Open Science. A reflection of a qualitative research project-based seminar,”10.3233/efi-190308__Education for Information, vol. 36, no. 3, pp. 263–279, 2020, doi:10.3233/efi-190308 .

C. Caruso and O. Reis, Sie sind doch eine Medienklasse!“,”10.25364/10.28:2020.1.12__10.25364/10.28:2020.1.12__Österreichische Religionspädagogische Forum, vol. 28, no. 1, pp. 2123234, 2020, doi:10.25364/10.28:2020.1.12 .

A. Berisha-Gawlowski, C. Caruso, M. Goller, and C. Harteis, “Auswirkungen der Digitalisierung industrieller Arbeit auf die berufliche und allgemeine Bildung,” in Digitalisierung am Übergang Schule Beruf Ansätze und Perspektiven in Arbeitsdomänen und beruflicher Förderung, vol. 56, D. Heisler and J. Meier, Eds. Bielefeld: wbv, 2020, pp. 33–51.

A. Pöllmann, “Transforming study abroad: a handbook,”10.1080/03057925.2020.1769882__Compare: A Journal of Comparative and International Education, vol. 51, no. 4. Informa UK Limited, pp. 629–630, 2020, doi:10.1080/03057925.2020.1769882 .

F. Schröer, “Technisches Lernen inklusiv gestalten – Zur Beschaffenheit von Lernbedürfnissen im Kontext technikbezogenen Sachunterrichts,” in Technikunterricht: handfest und geistreich - Der Beitrag technischer Bildung zur kulturellen Bildung - Tagungsband zur 21. Tagung der Deutschen Gesellschaft für Technische Bildung in Flensburg vom 20.-21. September 2019. Offenbach am Main, M. Binder, C. Wiesmüller, and T. Finkbeiner, Eds. Karlsruhe: BE.ER Konzept, 2020, pp. 119–141.

N. F. Tolksdorf, S. Siebert, I. Zorn, I. Horwath, and K. J. Rohlfing, “Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective,”10.1007/s12369-020-00622-3__International Journal of Social Robotics, pp. 129–140, 2020, doi:10.1007/s12369-020-00622-3 .

C. Kulgemeyer et al., “Professional knowledge affects action-related skills: The development of preservice physics teachers’ explaining skills during a field experience,”10.1002/tea.21632__Journal of Research in Science Teaching, vol. 57, pp. 1–29, 2020, doi:10.1002/tea.21632 .

J. Bruns, C. Strahl, and H. Gasteiger, “Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments,”10.1007/s42010-020-00091-7__Unterrichtswissenschaft, vol. 49, no. 3, pp. 345–371, 2020, doi:10.1007/s42010-020-00091-7 .

M. Prikoszovits, “Christian Efing / Karl-Hubert Kiefer (Hg.): Sprachbezogene Curricula und Aufgaben in der beruflichen Bildung. Aktuelle Konzepte und Forschungsergebnisse,”10.37307/j.2198-2430.2018.02.14__Deutsch als Fremdsprache, no. 2, Art. no. 14, 2020, doi:10.37307/j.2198-2430.2018.02.14 .

S. Lünne, S. Schnell, and R. Biehler, “Motivation of out-of-field teachers for participating in professional development courses in mathematics,”10.1080/02619768.2020.1793950__European Journal of Teacher Education, vol. 44, no. 5, pp. 688–705, 2020, doi:10.1080/02619768.2020.1793950 .

F. Feudel and R. Biehler, “Students’ Understanding of the Derivative Concept in the Context of Mathematics for Economics,”10.1007/s13138-020-00174-z__Journal für Mathematik-Didaktik, vol. 42, no. 1, pp. 273–305, 2020, doi:10.1007/s13138-020-00174-z .

M. Schürmann et al., “Mathematics learning support centres in Germany—an overview,”10.1093/teamat/hraa007__Teaching Mathematics and its Applications: An International Journal of the IMA, vol. 40, no. 2, pp. 99–113, 2020, doi:10.1093/teamat/hraa007 .

I. Horwath and C. Diabl, “Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement,”10.1080/09540253.2019.1608355__Gender and Education, pp. 1109–1126, 2019, doi:10.1080/09540253.2019.1608355 .

M. Knickenberg, C. Zurbriggen, M. Venetz, S. Schwab, and M. Gebhardt, “Assessing dimensions of inclusion from students’ perspective – measurement invariance across students with learning disabilities in different educational settings,”10.1080/08856257.2019.1646958__European Journal of Special Needs Education, vol. 35, no. 3, pp. 287–302, 2019, doi:10.1080/08856257.2019.1646958 .

A. Pöllmann, “European educational research (re)constructed: institutional change in Germany, the United Kingdom, Norway, and the European Union,”10.1080/03057925.2019.1665260__Compare: A Journal of Comparative and International Education, vol. 50, no. 8. Informa UK Limited, pp. 1222–1223, 2019, doi:10.1080/03057925.2019.1665260 .

M. Alptekin and K. Temmen, “Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training,” in The Challenges of the Digital Transformation in Education, Cham: Springer International Publishing, 2019.

M. Alptekin and K. Temmen, “Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory,”10.1109/EDUCON.2019.8725038__in 2019 IEEE Global Engineering Education Conference (EDUCON), Dubai, UAE, 2019, pp. 1047–1054, doi:10.1109/EDUCON.2019.8725038 .

L. Wessel, “Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses,”10.1007/s13394-019-00284-z__Mathematics Education Research Journal, vol. 32, no. 4, pp. 653–681, 2019, doi:10.1007/s13394-019-00284-z .

L. Wessel, “How theories of language-responsive mathematics can inform teaching designs for vocational mathematics,” in Eleventh Congress of the European Society for Research in Mathematics Education (CERM), 2019, vol. TW, no. 12.

R. Barwell, L. Wessel, and A. Parra, “Language diversity and mathematics education: new developments,”10.1080/14794802.2019.1638824__Research in Mathematics Education, vol. 21, no. 2, pp. 113–118, 2019, doi:10.1080/14794802.2019.1638824 .

I. Horwath, S. Dohmeier-Fischer, N. Weiß-Borkowski, and T. Tröster, “FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING,”10.21125/inted.2018.1651__2018, doi:10.21125/inted.2018.1651 .

J. Gorges, P. Neumann, E. Wild, D. Stranghöner, and B. Lütje-Klose, “Reciprocal effects between self-concept of ability and performance: A longitudinal study of children with learning disabilities in inclusive versus exclusive elementary education,”10.1016/j.lindif.2017.11.005__Learning and Individual Differences, vol. 61, pp. 11–20, 2018, doi:10.1016/j.lindif.2017.11.005 .

A. Pöllmann, “La formación intercultural de los futuros maestros mexicanos de secundaria,”10.24320/redie.2018.20.1.1461__Revista Electrónica de Investigación Educativa, vol. 20, no. 1, Art. no. 83, 2018, doi:10.24320/redie.2018.20.1.1461 .

C. Kuklinski et al., “Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving,” in Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018), 2018, pp. 527–536.

C. Kulgemeyer and J. Riese, “From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations,”10.1002/tea.21457__Journal of Research in Science Teaching, vol. 55, pp. 1–26, 2018, doi:10.1002/tea.21457 .

L. Wessel and K. Erath, “Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements,”10.1007/s11858-018-0980-y__ZDM, vol. 50, no. 6, pp. 1053–1064, 2018, doi:10.1007/s11858-018-0980-y .

C. Bohndick, T. Rosman, S. Kohlmeyer, and H. M. Buhl, “The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory,”10.1007/s10734-017-0173-6__Higher Education, vol. 75, no. 5, pp. 839–854, 2017, doi:10.1007/s10734-017-0173-6 .

C. Bohndick, S. Kohlmeyer, and H. M. Buhl, “Competencies and career choice motives: characteristics of high school students interested in teacher education programmes,”10.1080/02607476.2017.1355029__Journal of Education for Teaching, vol. 43, no. 5, pp. 566–580, 2017, doi:10.1080/02607476.2017.1355029 .

S. Wiescholek, J. Hilkenmeier, C. Greiner, and H. M. Buhl, “Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills,”10.1080/02702711.2017.1361495__Reading Psychology, vol. 39, no. 1, pp. 41–68, 2017, doi:10.1080/02702711.2017.1361495 .

H. M. Buhl, P. Noack, and B. Kracke, “The Role of Parents and Peers in the Transition From University to Work Life,”10.1177/0894845317720728__Journal of Career Development, vol. 45, no. 6, pp. 523–535, 2017, doi:10.1177/0894845317720728 .

C. Wosnitza, C. Caruso, and C. Vogelsang, “Das Praxissemester fachdidaktisch in den Blick nehmen,”10.3278/HSL1705W__die hochschullehre, vol. 3, no. 1, pp. 1–19, 2017, doi:10.3278/HSL1705W .

L. Paleczek, S. Seifert, and B. Gasteiger-Klicpera, “INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS,”10.1002/pits.21993__Psychology in the Schools, vol. 54, no. 3, pp. 228–245, 2017, doi:10.1002/pits.21993 .

J. Bruns, L. Eichen, and H. Gasteiger, “Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study,” Mathematics Teacher Education and Development (MTED), vol. 19, no. 3, pp. 76–93, 2017.

L. Eichen and J. Bruns, “Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen,”10.1026/2191-9186/a000310__Frühe Bildung, vol. 6, no. 2, pp. 67–73, 2017, doi:10.1026/2191-9186/a000310 .

S. Prediger and L. Wessel, “Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige?,”10.1007/s11618-017-0785-8__Zeitschrift für Erziehungswissenschaft, vol. 21, no. 2, pp. 361–382, 2017, doi:10.1007/s11618-017-0785-8 .

A. Schüler-Meyer, S. Prediger, T. Kuzu, L. Wessel, and A. Redder, “Is Formal Language Proficiency in the Home Language Required to Profit from a Bilingual Teaching Intervention in Mathematics? A Mixed Methods Study on Fostering Multilingual Students’ Conceptual Understanding,”10.1007/s10763-017-9857-8__International Journal of Science and Mathematics Education, vol. 17, no. 2, pp. 317–339, 2017, doi:10.1007/s10763-017-9857-8 .

T. Brahm, T. Jenert, and D. Wagner, “The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School,” Higher Education, vol. 73, no. 3, pp. 459–478, 2016.

S. Seifert, A. Kulmhofer, L. Paleczek, S. Schwab, and B. Gasteiger-Klicpera, “Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners,”10.1007/s10643-015-0762-x__Early Childhood Education Journal, vol. 45, no. 3, pp. 333–345, 2016, doi:10.1007/s10643-015-0762-x .

T. Brahm, T. Jenert, and D. Wagner, “The self-fulfilling prophecy of fear of academic failure,” presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern, 2015.

T. Brahm, D. Wagner, and T. Jenert, “A person-centred approach to students’ transition into Higher Education,” presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern, 2015.

T. Jenert and G. Reinmann, “Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule,” in Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE, Hannover, 2015.

S. Seifert, S. Schwab, and B. Gasteiger-Klicpera, “Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children,”10.1080/10573569.2015.1029176__Reading &;amp; Writing Quarterly, vol. 32, no. 6, pp. 499–526, 2015, doi:10.1080/10573569.2015.1029176 .

S.-J. Chan and L.-W. Lin, “Massification of Higher Education in Taiwan: Shifting Pressure from Admission to Employment,”10.1057/hep.2014.33__Higher Education Policy, vol. 28, no. 1, pp. 17–33, 2015, doi:10.1057/hep.2014.33 .

T. Brahm and T. Jenert, “On the assessment of attitudes towards studying—development and validation of a questionnaire,” Learning and individual differencesf: journal of psychology and education, vol. 43, pp. 233–242, 2015.

T. Brahm, F. Zellweger, T. Jenert, and G. Thomann, “Developing study programs as a continuous task-the role of educational developers,” presented at the ICED 2014f: Educational Development in a Changing World, Stockholm, 2014.

T. Brahm and T. Jenert, “The crucial first year: The development of students’ motivation at a Business School-a Mixed Methods Study,” presented at the SI Higher Education &; SI Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven, 2014.

A. Gebhardt and T. Jenert, “Transition within higher education institutions (HEI): Differences in learning culture (LC) between first-year, bachelor, and master students at a business school,” presented at the SI Higher Education &; SI Qualitative and Quantitative Approaches to Learning and Instruction Earli SIG Conference 2014, Leuven, 2014.

S. Schwab, S. Seifert, and B. Gasteiger-Klicpera, “Improving reading in children with German as a first or second language,”10.1080/09669760.2014.909308__International Journal of Early Years Education, vol. 22, no. 2, pp. 210–222, 2014, doi:10.1080/09669760.2014.909308 .

S. Landhäußer, S. Faas, and R. Treptow, “Encouraging Family and Parent Education: Program Development and Evaluation in the Federal State of Baden-Württemberg, Germany,”https://files.eric.ed.gov/fulltext/EJ1129548.pdf__Center for Educational Policy Studies Journal (CEPS), vol. Vol 4, no. No 4, 2014, doi:https://files.eric.ed.gov/fulltext/EJ1129548.pdf .

Y. Gramzow, J. Riese, and P. Reinhold, “Prospective physics teachers’ pedagogical content knowledge. Validating a test instrument by using a think aloud study,” in E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13, 2014, pp. 20–27.

T. Brahm, T. Jenert, and D. Euler, “On the assessment of attitudes towards the study process and the university: Attitudes towards the Study Environment Questionnaire (ASEQ),” presented at the 15th Biennial EARLI Conference, München , 2013.

T. Brahm and T. Jenert, “A latent growth curve analysis of Business students’ intrinsic and extrinsic motivation,” presented at the 15th Biennial EARLI Conference, München, 2013.

K. Temmen and T. Walther, “Learning by Doing – Improving Academic Skills,”10.3991/ijep.v3i3.2827__International Journal of Engineering Pedagogy (iJEP), vol. 3, no. 3, Art. no. 57, 2013, doi:10.3991/ijep.v3i3.2827 .

K. B. Klingsieck, A. Grund, S. Schmid, and S. Fries, “Why Students Procrastinate: A Qualitative Approach,”10.1353/csd.2013.0060__Journal of College Student Development, vol. 54, no. 4, pp. 397–412, 2013, doi:10.1353/csd.2013.0060 .

S. Prediger and L. Wessel, “Fostering German-language learners’ constructions of meanings for fractions—design and effects of a language- and mathematics-integrated intervention,”10.1007/s13394-013-0079-2__Mathematics Education Research Journal, vol. 25, no. 3, pp. 435–456, 2013, doi:10.1007/s13394-013-0079-2 .

T. Jenert, Studienprogramme als didaktische Gestaltungs-und Untersuchungseinheit: Theoretische Grundlegung und empirische Analyse. Universität St. Gallen, 2012.

T. Jenert, “Studienprogramme als hochschuldidaktische Gestaltungs-und Untersuchungseinheit,” presented at the 7. Jahrestagung der Gesellschaft für Hochschulforschung (GfHf), Wien, 2012.

T. Jenert and T. Brahm, “‘ Nur’ didaktisch oder auch strategisch?: Strukturelle Verankerung, Aufgaben-und Wirksamkeitswahrnehmungen hochschuldidaktischer Einrichtungen in Deutschland,” presented at the 41. Jahrestagung Deutschen Gesellschaft für Hochschuldidaktik dghd, Mainz, 2012.

J. Riese and P. Reinhold, “Die professionelle Kompetenz angehender Physiklehrkräfte in verschiedenen Ausbildungsformen,”10.1007/s11618-012-0259-y__Zeitschrift für Erziehungswissenschaft, vol. 15, no. 1, pp. 111–143, 2012, doi:10.1007/s11618-012-0259-y .

T. Jenert, A. Gebhardt, and R. Käser, “Weblogs zur Unterstützung der Theorie-Praxis-Integration in der Wirtschaftslehrenden-Ausbildung,” Zeitschrift für E-Learning, vol. 6, no. 2, pp. 17–29, 2011.

T. Brahm, A. Gebhardt, and T. Jenert, “Learning culture as a prerequisite for an institution-wide approach to educational development,” presented at the 14th Biennial European Conference for Research on Learning and Instruction (EARLI), Exeter, 2011.

T. Jenert and T. Brahm, “,,Blended Professionals´´ als Akteure einer institutionsweiten Hochschulentwicklung,” Zeitschrift für Hochschulentwicklung, vol. 5, no. 4, pp. 124–145, 2010.

T. Jenert and A. Gebhardt, “Learning Cultures at Higher Education Institutions: Outlining a wohle-institution approach to teaching and learning,” presented at the Future Visions for Learning and Teaching, Kirkkonummi, Helsinki, Finnland, 2010.

T. Jenert, F. Zellweger, J. Dommen, and A. Gebhardt, Lernkulturen an Hochschulen: Theoretische Überlegungen zur Betrachtung studentischen Lernens unter individueller, pädagogischer und organisationaler Perspektive. 2009.