Seifert, Susanne. “Is Reading Comprehension Taken for Granted? An Analysis of Austrian Textbooks in Fourth and Sixth Grade.”https://doi.org/10.1007/s10758-021-09490-w__Technology, Knowledge and Learning 26, no. 2 (2021): 383–405.https://doi.org/10.1007/s10758-021-09490-w .
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Krammer, Mathias, Susanne Seifert, and Barbara Gasteiger-Klicpera. “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.”https://doi.org/10.1080/03055698.2021.1875320__Educational Studies, 2021, 1–19.https://doi.org/10.1080/03055698.2021.1875320 .
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Paleczek, Lisa, Susanne Seifert, and Martin Schöfl. “Comparing Digital to Print Assessment of Receptive Vocabulary with GraWoKiGa in Austrian Kindergarten.”https://doi.org/10.1111/bjet.13163__British Journal of Educational Technology 52, no. 6 (2021): 2145–61.https://doi.org/10.1111/bjet.13163 .
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Dockrell, J. E., T. C. Papadopoulos, C. L. Mifsud, L. Bourke, O. Vilageliu, E. Besi, Susanne Seifert, et al. “Teaching and Learning in a Multilingual Europe: Findings from a Cross-European Study.”https://doi.org/10.1007/s10212-020-00523-z__European Journal of Psychology of Education 37, no. 2 (2021): 293–320.https://doi.org/10.1007/s10212-020-00523-z .
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Büchele, Stefan, Michael Liebendörfer, and Elisa Lankeit. “Increasing the Effect of a Remedial Mathematics Course by Switching to an Online Format during the COVID-19 Crisis: Evidence from a German University.”https://doi.org/10.1093/teamat/hrab013__Teaching Mathematics and Its Applications: An International Journal of the IMA 40, no. 4 (2021): 478–96.https://doi.org/10.1093/teamat/hrab013 .
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Kempen, Leander, and Michael Liebendörfer. “University Students’ Fully Digital Study of Mathematics: An Identification of Student-Groups via Their Resources Usage and a Characterization by Personal and Affective Characteristics.”https://doi.org/10.1093/teamat/hrab020__Teaching Mathematics and Its Applications: An International Journal of the IMA 40, no. 4 (2021): 436–54.https://doi.org/10.1093/teamat/hrab020 .
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Schröer, Franz, and Claudia Tenberge. “Technological and Inclusive Education - Considering Students’ Needs Towards Technological Learning in Primary Schools.” TECHNE SERIES - Forskning i Slöjdpedagogik Och Slöjdvetenskap 28, no. 2 (2021): 322–31.
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Scharlau, Ingrid, A. Karsten, and Katharina J. Rohlfing. “Building, Emptying out, or Dreaming? Action Structures and Space in Students’ Metaphors of Academic Writing.”https://doi.org/10.17239/jowr-2021.12.03.01__Journal of Writing Research 12, no. vol. 12 issue 3 (2021): 493–529.https://doi.org/10.17239/jowr-2021.12.03.01 .
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Tolksdorf, Nils F., Camilla E. Crawshaw, and Katharina Rohlfing. “Comparing the Effects of a Different Social Partner (Social Robot vs. Human) on Children’s Social Referencing in Interaction.”https://doi.org/10.3389/feduc.2020.569615__Frontiers in Education 5 (2021).https://doi.org/10.3389/feduc.2020.569615 .
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DeVries, Jeffrey M., Margarita Knickenberg, and Maria Trygger. “Academic Self-Concept, Perceptions of Inclusion, Special Needs and Gender: Evidence from Inclusive Classes in Sweden.”https://doi.org/10.1080/08856257.2021.1911523__European Journal of Special Needs Education 37, no. 3 (2021): 511–25.https://doi.org/10.1080/08856257.2021.1911523 .
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Kulgemeyer, Christoph, Maren Kempin, Anna Weißbach, Andreas Borowski, David Buschhüter, Patrick Enkrott, Peter Reinhold, et al. “Exploring the Impact of Pre-Service Science Teachers’ Reflection Skills on the Development of Professional Knowledge during a Field Experience.”https://doi.org/10.1080/09500693.2021.2006820__International Journal of Science Education 43, no. 18 (2021): 3035–57.https://doi.org/10.1080/09500693.2021.2006820 .
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Bruns, Julia, Hedwig Gasteiger, and Carolin Strahl. “Conceptualising and Measuring Domain-Specific Content Knowledge of Early Childhood Educators: A Systematic Review.”https://doi.org/10.1002/rev3.3255__Review of Education 9, no. 2 (2021): 500–538.https://doi.org/10.1002/rev3.3255 .
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Schiele, Valentin, and Hendrik Schmitz. Understanding Cognitive Decline in Older Ages: The Role of Health Shocks. Vol. 919.  Ruhr Economic Papers. RWI - Leibniz-Institut für Wirtschaftsforschung, Ruhr-University Bochum, TU Dortmund University, University of Duisburg-Essen, 2021.
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Scheunemann, Anne, Theresa Schnettler, Julia Bobe, Stefan Fries, and Carola Grunschel. “A Longitudinal Analysis of the Reciprocal Relationship between Academic Procrastination, Study Satisfaction, and Dropout Intentions in Higher Education.”https://doi.org/10.1007/s10212-021-00571-z__European Journal of Psychology of Education 37, no. 4 (2021): 1141–64.https://doi.org/10.1007/s10212-021-00571-z .
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Frischemeier, Daniel, Rolf Biehler, Susanne Podworny, and Lea Budde. “A First Introduction to Data Science Education in Secondary Schools: Teaching and Learning about Data Exploration with &;scp&;CODAP&;/Scp&; Using Survey Data.”https://doi.org/10.1111/test.12283__Teaching Statistics 43, no.https://doi.org/10.1111/test.12283__(2021).https://doi.org/10.1111/test.12283 .
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Bruns, Julia, Elisabeth Unterhauser, and Hedwig Gasteiger. “Geometrisches Begriffsverständnis in der Grundschule am Beispiel der Begriffe Viereck, Rechteck und Quadrat.”https://doi.org/10.1007/s13138-021-00185-4__Journal für Mathematik-Didaktik 42, no. 2 (2021): 581–623.https://doi.org/10.1007/s13138-021-00185-4 .
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Neuhausen, Timo, Carsten Wernicke, and Michael Ahlers. “Technology-Centred Learning Processes as Digital Artistic Development: On the Reciprocal Effects of Conceptual Models, Metaphors and Presets.”https://doi.org/10.1386/jmte_00027_1__Journal of Music, Technology &;amp; Education 13, no. 2 (2021): 287–304.https://doi.org/10.1386/jmte_00027_1 .
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Jenert, Tobias, and Taiga Brahm. “The Interplay of Personal and Contextual Diversity during the First Year at Higher Education: Combining a Quantitative and a Qualitative Approach.”https://doi.org/10.14786/flr.v9i2.669__Frontline Learning Research 9, no. 2 (2021): 50–77.https://doi.org/10.14786/flr.v9i2.669 .
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Rezat, Sebastian, Lianghuo Fan, and Birgit Pepin. “Mathematics Textbooks and Curriculum Resources as Instruments for Change.”https://doi.org/10.1007/s11858-021-01309-3__ZDM – Mathematics Education 53, no. 6 (2021): 1189–1206.https://doi.org/10.1007/s11858-021-01309-3 .
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Rezat, Sebastian. “How Automated Feedback from a Digital Mathematics Textbook Affects Primary Students’ Conceptual Development: Two Case Studies.”https://doi.org/10.1007/s11858-021-01263-0__ZDM Mathematics Education 53, no. 6 (2021): 1433–45.https://doi.org/10.1007/s11858-021-01263-0 .
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