Zeit für Arbeitszufriedenheit? Eine quantitativ-empirische Studie zur Bedeutung fester Kooperationszeiten für die Arbeitszufriedenheit von Lehrkräften in inklusiven Schulen
V. Wohnhas, P. Neumann, B. Lütje-Klose, QfI - Qualifizierung für Inklusion. Online-Zeitschrift zur Forschung über Aus-, Fort- und Weiterbildung pädagogischer Fachkräfte 6 (2025).

"I have a personal claim to myself": a visually impaired student’s perspective on her participation in physical activity and physical education settings
A. Bödicker, S. Elisath, Frontiers in Sports and Active Living Volume 7-2025 (2025).

Fostering self-regulated entrepreneurial learning in entrepreneurship education
M. Fahrbach, T. Jenert, A. Fust, N. Bellwald, C. Winkler, in: Annals of Entrepreneurship Education and Pedagogy - 2025, Edward Elgar Publishing, 2025, pp. 249–265.

Transferability as a key to impactful entrepreneurship education outcomes: a new quest
C. Winkler, T. Jenert, A. Fust, in: Annals of Entrepreneurship Education and Pedagogy - 2025, Edward Elgar Publishing, 2025, pp. 93–105.

Interkulturelle Kompetenzen in der Musikwissenschaft. Potenziale hybrider Kooperationsseminare
L. Adler, Paderborner Beiträge 2024. die hochschullehre - Themenheft 2025 11 (2025) 218–231.

The Stellarium Gornergrat: Astrophysics with your own Data
S. Gschwind, S. Hohmann, A. Müller, J. Nordine, T.-E. Riesen, Journal of Physics: Conference Series 2727 (2024).

Empirisch-kriterienorientierte Analyse des fachdidaktischen Wissens angehender Physiklehrkräfte: Welche inhaltlichen Strukturen zeigen sich über unterschiedliche Projekte hinweg?
J. Zeller, D. Schiering, C. Kulgemeyer, K. Neumann, J. Riese, S. Sorge, Unterrichtswissenschaft (2024).

The data awareness framework as part of data literacies in K-12 education
L. Höper, C. Schulte, Information and Learning Sciences 125 (2024) 491–512.

Empowering Students for the Data-Driven World: A Qualitative Study of the Relevance of Learning about Data-Driven Technologies
L. Höper, C. Schulte, Informatics in Education (2024).

Higher-order interactions lead to ‘reluctant’ synchrony breaking
S. von der Gracht, E. Nijholt, B. Rink, Proceedings of the Royal Society A: Mathematical, Physical and Engineering Sciences 480 (2024).

Riegel, Ulrich / Zimmermann, Mirjam (2022). Evaluation des konfessionell-kooperativen Religionsunterrichts in Nordrhein-Westfalen. Stuttgart: Kohlhammer. ISBN 978-3-17-043134-8. 333 Seiten.
J.M. Hüster, Religionspädagogische Beiträge 46 (2023) 127–129.

Post-pandemic online mathematics and statistics support: Practitioners’ opinions in Germany and Great Britain &amp; Ireland
H. Gilbert, M. Schürmann, M. Liebendörfer, D. Lawson, M. Hodds, International Journal of Mathematical Education in Science and Technology (2023) 1–26.

Implementing profession orientation as a design principle for overcoming Klein’s second discontinuity – preservice teacher’s perspectives on interface activities in the context of a geometry course
M. Hoffmann, R. Biehler, ZDM – Mathematics Education (2023).

Fostering students’ peer relationships through the classroom-based intervention FRIEND-SHIP. Education 3-13
S. Hassani, K. Jakob, S. Schwab, F. Hellmich, M.F. Löper, G. Görel, International Journal of Primary, Elementary and Early Years Education. (2023) 1–16.

Characterizing external visualization in mathematics education research: a scoping review
J. Schoenherr, S. Schukajlow, ZDM – Mathematics Education (2023).

Technology education in elementary school using the example of 'learning robots' – development and evaluation of an in-service teacher training concept
N. Janicki, C. Tenberge, Australasian Journal of Technology Education 9 (2023).

How authenticity impacts validity: Developing a model of teacher education assessment and exploring the effects of the digitisation of assessment methods Über Validität und Authentizität: Effekte des Transfers von Testinstrumenten in ein digitales Format auf die erhobenen Aspekte der professionellen Handlungskompetenz
C. Kulgemeyer, J. Riese, C. Vogelsang, D. Buschhüter, A. Borowski, A. Weißbach, M. Jordans, P. Reinhold, H. Schecker, Zeitschrift Für Erziehungswissenschaft (2023).

Predicting the development of digital media PCK/TPACK: The role of PCK, motivation to use digital media, interest in and previous experience with digital media
T. Schubatzky, J.-P. Burde, R.I. Große-Heilmann, C. Haagen-Schützenhöfer, J. Riese, D. Weiler, Computers &; Education 206 (2023).

Expertise and professionalism for inclusive (mathematics) teaching and learning: reflections on findings from interdisciplinary professionalisation research
S. Seitz, U. Häsel-Weide, Y. Wilke, M. Wallner, Teachers and Teaching (2023) 1–16.

IngridKG: A FAIR Knowledge Graph of Graffiti
M.A. Sherif, A.A.M. da Silva, S. Pestryakova, A.F. Ahmed, S. Niemann, A.-C.N. Ngomo, Scientific Data 10 (2023).