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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DOI: 10.1007/s11618-022-01112-0

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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DOI: 10.3390/educsci12070479

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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DOI: 10.1080/09500693.2022.2100507

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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DOI: 10.1016/j.ijer.2022.101948

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 
LibreCat: /record/45172
DOI: 10.1007/s11618-022-01112-0

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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