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S. Leidig, H. Köhler, C. Caruso, and M. Goller, “Q Method: Assessing Subjectivity Through Structured Ranking of Items,” in  Methods for researching professional learning and development: Challenges, applications and empirical illustrations, vol. 33, M. Goller, E. Kyndt, S. Paloniemi, and C. Damfa , Eds. Cham: Springer , 2022, pp. 441–466.
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W. Langer, J. Bruns, and J. Erhorn, “Development and validation of a video-based test instrument to measure noticing with regard to processes ofrecognition in inclusive physical education,”10.1007/s12662-022-00807-0__German Journal of Exercise and Sport Research, vol. 52, no. 3, pp. 386–397, 2022, doi:10.1007/s12662-022-00807-0 .
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T. Bloh and C. Caruso, “Ein kritisch-multiperspektivischer Blick auf Forschendes Lernen in der Lehrkräftebildung,”10.3278/HSL2221W__die hochschullehre, vol. 8, no. 21, pp. 299–312, 2022, doi:10.3278/HSL2221W .
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M. Goller and S. Ziegler, “Berufswahlmotivation angehender Wirtschaftspädagog*innen: Validierung des FIT-Choice-Ansatzes und Exploration der Gründe für das Studium der Wirtschaftspädagogik,”10.25162/zbw-2021-0008__Zeitschrift für Berufsund Wirtschaftspädagogik, vol. 117, no. 2, pp. 154–193, 2021, doi:10.25162/zbw-2021-0008 .
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C. Caruso and M. Goller, “Das Praxissemester aus der Perspektive von Mentor*innen: Aufgaben der Lernorte und wahrgenommene Veränderungsbedarfe,” Lehrerbildung auf dem Prüfstand, vol. 14, no. 2, pp. 296–310, 2021.
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C. Caruso and J. Woppowa, “Zur Relevanz von Fallarbeit,”10.20377/rpb-82__Religionspädagogische Beiträge. Journal for Religion in Education , vol. 44, no. 1, pp. 15–23, 2021, doi:10.20377/rpb-82 .
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C. Kuklinski et al., “Evaluating Innovative Measures in University Mathematics – The Case of Affective Outcomes in a Lecture focused on Problem-Solving,” in Proceedings of the Second Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2018, 5-7 April 2018), 2018, pp. 527–536.
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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 .
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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.
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Y. Gramzow, J. Riese, and P. Reinhold, “Prospective physics teachers’ pedagogical content knowledge. Validating a test instrument by using a think aloud study,” in E-Book Proceedings of the ESERA 2013 Conference: Science Education Research For Evidence-based Teaching and Coherence in Learning. Part 13, 2014, pp. 20–27.
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