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Tolksdorf, N. F., Siebert, S., Zorn, I., Horwath, I., &; Rohlfing, K. J. (2020). Ethical Considerations of Applying Robots in Kindergarten Settings: Towards an Approach from a Macroperspective. International Journal of Social Robotics, 129–140.https://doi.org/10.1007/s12369-020-00622-3 

Kulgemeyer, C., Borowski, A., Buschhüter, D., Enkrott, P., Kempin, M., Reinhold, P., Riese, J., Schecker, H., Schröder, J., &; Vogelsang, C. (2020). Professional knowledge affects action-related skills: The development of preservice physics teachers’ explaining skills during a field experience. Journal of Research in Science Teaching, 57, 1–29.https://doi.org/10.1002/tea.21632 

Bruns, J., Strahl, C., &; Gasteiger, H. (2020). Situative Beobachtung und Wahrnehmung angehender frühpädagogischer Fachpersonen im Bereich Mathematik – Entwicklung und Validierung eines Testinstruments. Unterrichtswissenschaft, 49(3), 345–371.https://doi.org/10.1007/s42010-020-00091-7 

Prikoszovits, M. (2020). Christian Efing / Karl-Hubert Kiefer (Hg.): Sprachbezogene Curricula und Aufgaben in der beruflichen Bildung. Aktuelle Konzepte und Forschungsergebnisse. Deutsch als Fremdsprache, 2, Article 14.https://doi.org/10.37307/j.2198-2430.2018.02.14 

Lünne, S., Schnell, S., &; Biehler, R. (2020). Motivation of out-of-field teachers for participating in professional development courses in mathematics. European Journal of Teacher Education, 44(5), 688–705.https://doi.org/10.1080/02619768.2020.1793950 

Feudel, F., &; Biehler, R. (2020). Students’ Understanding of the Derivative Concept in the Context of Mathematics for Economics. Journal Für Mathematik-Didaktik, 42(1), 273–305.https://doi.org/10.1007/s13138-020-00174-z 

Schürmann, M., Gildehaus, L., Liebendörfer, M., Schaper, N., Biehler, R., Hochmuth, R., Kuklinski, C., &; Lankeit, E. (2020). Mathematics learning support centres in Germany—an overview. Teaching Mathematics and Its Applications: An International Journal of the IMA, 40(2), 99–113.https://doi.org/10.1093/teamat/hraa007 

Horwath, I., &; Diabl, C. (2019). Liberating or indoctrinating? Surveying students’ perceptions of a Womens’ and Gender Studies requirement. Gender and Education, 1109–1126.https://doi.org/10.1080/09540253.2019.1608355 

Knickenberg, M., Zurbriggen, C., Venetz, M., Schwab, S., &; Gebhardt, M. (2019). Assessing dimensions of inclusion from students’ perspective – measurement invariance across students with learning disabilities in different educational settings. European Journal of Special Needs Education, 35(3), 287–302.https://doi.org/10.1080/08856257.2019.1646958 

Pöllmann, A. (2019). European educational research (re)constructed: institutional change in Germany, the United Kingdom, Norway, and the European Union. In Compare: A Journal of Comparative and International Education (Vol. 50, Issue 8, pp. 1222–1223). Informa UK Limited.https://doi.org/10.1080/03057925.2019.1665260 

Alptekin, M., &; Temmen, K. (2019). Gamification in an Augmented Reality Based Virtual Preparation Laboratory Training. In The Challenges of the Digital Transformation in Education. International Conference on Interactive Collaborative Learning and Engineering Pedagogy (ICL) 2018, Kos Island, Greece. Springer International Publishing.https://doi.org/10.1007/978-3-030-11932-4_54 

Alptekin, M., &; Temmen, K. (2019). Teaching an Oscilloscope through Progressive Onboarding in an Augmented Reality Based Virtual Laboratory. 2019 IEEE Global Engineering Education Conference (EDUCON), 1047–1054.https://doi.org/10.1109/EDUCON.2019.8725038 

Wessel, L. (2019). Vocabulary in learning processes towards conceptual understanding of equivalent fractions—specifying students’ language demands on the basis of lexical trace analyses. Mathematics Education Research Journal, 32(4), 653–681.https://doi.org/10.1007/s13394-019-00284-z 

Wessel, L. (2019). How theories of language-responsive mathematics can inform teaching designs for vocational mathematics. In U. T. Jankvist, M. van den Heuvel-Panhuizen, &; M. Veldhuis (Eds.), Eleventh Congress of the European Society for Research in Mathematics Education (CERM) (hal-02409325; Vol. TW, Issue 12). Freudenthal Group.

Barwell, R., Wessel, L., &; Parra, A. (2019). Language diversity and mathematics education: new developments. Research in Mathematics Education, 21(2), 113–118.https://doi.org/10.1080/14794802.2019.1638824 

Horwath, I., Dohmeier-Fischer, S., Weiß-Borkowski, N., &; Tröster, T. (2018). FROM EMPOWERMENT TO INNOVATION: INTER- AND TRANSDISCIPLINARY RESEARCH METHODS IN LIGHTWEIGHT ENGINEERING. INT Proceedings.https://doi.org/10.21125/inted.2018.1651 

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

Pöllmann, A. (2018). La formación intercultural de los futuros maestros mexicanos de secundaria. Revista Electrónica de Investigación Educativa, 20(1), Article 83.https://doi.org/10.24320/redie.2018.20.1.1461 

Kuklinski, C., Leis, E., Liebendörfer, M., Hochmuth, R., Biehler, R., Lankeit, E., Neuhaus, S., Schaper, N., &; Schürmann, M. (2018). Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving. In V. Durand-Guerrier, R. Hochmuth, S. Goodchild, &; N. M. Hogstad (Eds.), Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018) (pp. 527–536). INDRUM Network, University of Agder.

Kulgemeyer, C., &; Riese, J. (2018). From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations. Journal of Research in Science Teaching, 55, 1–26.https://doi.org/10.1002/tea.21457 

Wessel, L., &; Erath, K. (2018). Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements. ZDM, 50(6), 1053–1064.https://doi.org/10.1007/s11858-018-0980-y 

Bohndick, C., Rosman, T., Kohlmeyer, S., &; Buhl, H. M. (2017). The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory. Higher Education, 75(5), 839–854.https://doi.org/10.1007/s10734-017-0173-6 

Bohndick, C., Kohlmeyer, S., &; Buhl, H. M. (2017). Competencies and career choice motives: characteristics of high school students interested in teacher education programmes. Journal of Education for Teaching, 43(5), 566–580.https://doi.org/10.1080/02607476.2017.1355029 

Wiescholek, S., Hilkenmeier, J., Greiner, C., &; Buhl, H. M. (2017). Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills. Reading Psychology, 39(1), 41–68.https://doi.org/10.1080/02702711.2017.1361495 

Buhl, H. M., Noack, P., &; Kracke, B. (2017). The Role of Parents and Peers in the Transition From University to Work Life. Journal of Career Development, 45(6), 523–535.https://doi.org/10.1177/0894845317720728 

Wosnitza, C., Caruso, C., &; Vogelsang, C. (2017). Das Praxissemester fachdidaktisch in den Blick nehmen. die hochschullehre, 3(1), 1–19.https://doi.org/10.3278/HSL1705W 

Paleczek, L., Seifert, S., &; Gasteiger-Klicpera, B. (2017). INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS. Psychology in the Schools, 54(3), 228–245.https://doi.org/10.1002/pits.21993 

Bruns, J., Eichen, L., &; Gasteiger, H. (2017). Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study. Mathematics Teacher Education and Development (MTED), 19(3), 76–93.

Eichen, L., &; Bruns, J. (2017). Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen. Frühe Bildung, 6(2), 67–73.https://doi.org/10.1026/2191-9186/a000310 

Prediger, S., &; Wessel, L. (2017). Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige? Zeitschrift für Erziehungswissenschaft, 21(2), 361–382.https://doi.org/10.1007/s11618-017-0785-8 

Schüler-Meyer, A., Prediger, S., Kuzu, T., Wessel, L., &; Redder, A. (2017). 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. International Journal of Science and Mathematics Education, 17(2), 317–339.https://doi.org/10.1007/s10763-017-9857-8 

Brahm, T., Jenert, T., &; Wagner, D. (2016). The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School. Higher Education, 73(3), 459–478.https://doi.org/10.1007/s10734-016-0095-8 

Seifert, S., Kulmhofer, A., Paleczek, L., Schwab, S., &; Gasteiger-Klicpera, B. (2016). Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners. Early Childhood Education Journal, 45(3), 333–345.https://doi.org/10.1007/s10643-015-0762-x 

Brahm, T., Jenert, T., &; Wagner, D. (2015). The self-fulfilling prophecy of fear of academic failure. Presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern.

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

Jenert, T., &; Reinmann, G. (2015). Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule. In Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE. Hannover.

Seifert, S., Schwab, S., &; Gasteiger-Klicpera, B. (2015). Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children. Reading &;amp; Writing Quarterly, 32(6), 499–526.https://doi.org/10.1080/10573569.2015.1029176 

Chan, S.-J., &; Lin, L.-W. (2015). Massification of Higher Education in Taiwan: Shifting Pressure from Admission to Employment. Higher Education Policy, 28(1), 17–33.https://doi.org/10.1057/hep.2014.33 

Brahm, T., &; Jenert, T. (2015). On the assessment of attitudes towards studying—development and validation of a questionnaire. Learning and Individual Differencesf: Journal of Psychology and Education, 43, 233–242.

Brahm, T., Zellweger, F., Jenert, T., &; Thomann, G. (2014). Developing study programs as a continuous task-the role of educational developers. Presented at the ICED 2014f: Educational Development in a Changing World, Stockholm.

Brahm, T., &; Jenert, T. (2014). 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.

Gebhardt, A., &; Jenert, T. (2014). 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.

Schwab, S., Seifert, S., &; Gasteiger-Klicpera, B. (2014). Improving reading in children with German as a first or second language. International Journal of Early Years Education, 22(2), 210–222.https://doi.org/10.1080/09669760.2014.909308 

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

Gramzow, Y., Riese, J., &; Reinhold, P. (2014).  Prospective physics teachers’ pedagogical content knowledge. Validating a test instrument by using a think aloud study. In C. P. Constantinou, N. Papadouris, A. Hadjigeorgiou, &; European Science Education Research Association (Eds.), E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13 (pp. 20–27).

Brahm, T., Jenert, T., &; Euler, D. (2013). 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 : EARLI European Association for Research on Learning and Instruction.

Brahm, T., &; Jenert, T. (2013). A latent growth curve analysis of Business students’ intrinsic and extrinsic motivation. Presented at the 15th Biennial EARLI Conference, München: EARLI European Association for Research on Learning and Instruction.

Temmen, K., &; Walther, T. (2013). Learning by Doing – Improving Academic Skills. International Journal of Engineering Pedagogy (IJEP), 3(3), Article 57.https://doi.org/10.3991/ijep.v3i3.2827 

Klingsieck, K. B., Grund, A., Schmid, S., &; Fries, S. (2013). Why Students Procrastinate: A Qualitative Approach. Journal of College Student Development, 54(4), 397–412.https://doi.org/10.1353/csd.2013.0060