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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DOI: 10.1007/s10758-021-09490-w

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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DOI: 10.1111/bjet.13163

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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WoS: 000614156400001

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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