Crisis Communication on Twitter: Differences Between User Types in Top Tweets About the 2015 cRefugee Crisisd in Germany
S. Kapidzic, F. Frey, C. Neuberger, S. Stieglitz, M. Mirbabaie, International Journal of Communication 17 (2023).

Curricular integration of academic and vocational education: a theory-based empirical typology of dual study programmes in Germany
L. Mordhorst, T. Jenert, Higher Education 85 (2022) 1257–1279.

Insolvcency Process in Germany and the insol database: A research Note
T. Ahlers, F.W. Edossa, M. Uckert, U. Kosi, Insolvcency Process in Germany and the Insol Database: A Research Note, 2022.

Collaboration Is the Key – The Role of Special Educators in Inclusive Schools in Germany
P. Neumann, B. Lütje-Klose, in: S. Semon, D. Lane, P. Jones (Eds.), International Perspectives on Inclusive Education, Emerald Publishing Limited, Bingley, 2021, pp. 55–69.

Data Science und Big Data in der beruflichen Bildung – Konzeption und Erprobung eines Projektkurses für die Sekundarstufe II
S.A. Opel, M. Schlichtig, in: T. Vollmer, T. Karges, T. Richter, B. Schlömer, S. Schütt-Sayed (Eds.), Sammelband der 27. Fachtagung der BAG Berufliche Bildung, wbv Media GmbH &; Co. KG, Bielefeld, 2020, pp. 176–194.

Children’s syntactic-priming magnitude: lexical factors and participant characteristics
A. Foltz, K. Thiele, D. Kahsnitz, P. Stenneken, Journal of Child Language 42 (2015) 932–945.

Development of a model describing individuated adult child-parent relationships
H.M. Buhl, International Journal of Behavioral Development 32 (2008) 381–389.