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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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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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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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