C. Kulgemeyer and J. Riese, “From professional knowledge to professional performance: The impact of CK and PCK on teaching quality in explaining situations,”10.1002/tea.21457__Journal of Research in Science Teaching, vol. 55, pp. 1–26, 2018, doi:10.1002/tea.21457 .

L. Wessel and K. Erath, “Theoretical frameworks for designing and analyzing language-responsive mathematics teaching–learning arrangements,”10.1007/s11858-018-0980-y__ZDM, vol. 50, no. 6, pp. 1053–1064, 2018, doi:10.1007/s11858-018-0980-y .

C. Bohndick, T. Rosman, S. Kohlmeyer, and H. M. Buhl, “The interplay between subjective abilities and subjective demands and its relationship with academic success. An application of the person–environment fit theory,”10.1007/s10734-017-0173-6__Higher Education, vol. 75, no. 5, pp. 839–854, 2017, doi:10.1007/s10734-017-0173-6 .

C. Bohndick, S. Kohlmeyer, and H. M. Buhl, “Competencies and career choice motives: characteristics of high school students interested in teacher education programmes,”10.1080/02607476.2017.1355029__Journal of Education for Teaching, vol. 43, no. 5, pp. 566–580, 2017, doi:10.1080/02607476.2017.1355029 .

S. Wiescholek, J. Hilkenmeier, C. Greiner, and H. M. Buhl, “Six-year-olds’ perception of home literacy environment and its influence on children’s literacy enjoyment, frequency, and early literacy skills,”10.1080/02702711.2017.1361495__Reading Psychology, vol. 39, no. 1, pp. 41–68, 2017, doi:10.1080/02702711.2017.1361495 .

H. M. Buhl, P. Noack, and B. Kracke, “The Role of Parents and Peers in the Transition From University to Work Life,”10.1177/0894845317720728__Journal of Career Development, vol. 45, no. 6, pp. 523–535, 2017, doi:10.1177/0894845317720728 .

C. Wosnitza, C. Caruso, and C. Vogelsang, “Das Praxissemester fachdidaktisch in den Blick nehmen,”10.3278/HSL1705W__die hochschullehre, vol. 3, no. 1, pp. 1–19, 2017, doi:10.3278/HSL1705W .

L. Paleczek, S. Seifert, and B. Gasteiger-Klicpera, “INFLUENCES ON TEACHERS’ JUDGMENT ACCURACY OF READING ABILITIES ON SECOND AND THIRD GRADE STUDENTS: A MULTILEVEL ANALYSIS,”10.1002/pits.21993__Psychology in the Schools, vol. 54, no. 3, pp. 228–245, 2017, doi:10.1002/pits.21993 .

J. Bruns, L. Eichen, and H. Gasteiger, “Mathematics-related Competence of Early Childhood Teachers Visiting a Continuous Professional Development Course: An Intervention Study,” Mathematics Teacher Education and Development (MTED), vol. 19, no. 3, pp. 76–93, 2017.

L. Eichen and J. Bruns, “Interventionsstudie zur Entwicklung mathematikbezogener Einstellungen frühpädagogischer Fachpersonen,”10.1026/2191-9186/a000310__Frühe Bildung, vol. 6, no. 2, pp. 67–73, 2017, doi:10.1026/2191-9186/a000310 .

S. Prediger and L. Wessel, “Brauchen mehrsprachige Jugendliche eine andere fach- und sprachintegrierte Förderung als einsprachige?,”10.1007/s11618-017-0785-8__Zeitschrift für Erziehungswissenschaft, vol. 21, no. 2, pp. 361–382, 2017, doi:10.1007/s11618-017-0785-8 .

A. Schüler-Meyer, S. Prediger, T. Kuzu, L. Wessel, and A. Redder, “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,”10.1007/s10763-017-9857-8__International Journal of Science and Mathematics Education, vol. 17, no. 2, pp. 317–339, 2017, doi:10.1007/s10763-017-9857-8 .

T. Brahm, T. Jenert, and D. Wagner, “The crucial first year: a longitudinal study of students’ motivational development at a Swiss Business School,” Higher Education, vol. 73, no. 3, pp. 459–478, 2016.

S. Seifert, A. Kulmhofer, L. Paleczek, S. Schwab, and B. Gasteiger-Klicpera, “Suggestions for Vocabulary Focused Reading Lessons for Mainstream Classrooms Addressing Both L1 and L2 Learners,”10.1007/s10643-015-0762-x__Early Childhood Education Journal, vol. 45, no. 3, pp. 333–345, 2016, doi:10.1007/s10643-015-0762-x .

T. Brahm, T. Jenert, and D. Wagner, “The self-fulfilling prophecy of fear of academic failure,” presented at the 16th Biennial EARLI Conference for Research on Learning and Instruction, Zypern, 2015.

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

T. Jenert and G. Reinmann, “Zwischen Individuum, Institution und Disziplin: Methodologische Überlegungen zur Erfassung von Lernkulturen an Hochschule,” in Dokumentation der Jahrestagung der Sektion Erwachsenenbildung der DGfE, Hannover, 2015.

S. Seifert, S. Schwab, and B. Gasteiger-Klicpera, “Effects of a Whole-Class Reading Program Designed for Different Reading Levels and the Learning Needs of L1 and L2 Children,”10.1080/10573569.2015.1029176__Reading &;amp; Writing Quarterly, vol. 32, no. 6, pp. 499–526, 2015, doi:10.1080/10573569.2015.1029176 .

S.-J. Chan and L.-W. Lin, “Massification of Higher Education in Taiwan: Shifting Pressure from Admission to Employment,”10.1057/hep.2014.33__Higher Education Policy, vol. 28, no. 1, pp. 17–33, 2015, doi:10.1057/hep.2014.33 .

T. Brahm and T. Jenert, “On the assessment of attitudes towards studying—development and validation of a questionnaire,” Learning and individual differencesf: journal of psychology and education, vol. 43, pp. 233–242, 2015.