Publikationen
Breitwieser, J., Nobbe, L., Biedermann, D., & Brod, G. (2023). Boosting self-regulated learning with mobile interventions. Planning and prompting help children maintain a regular study routine. Computers & Education, Band (104879).
Busse, V., & Hardy, I. (2023). Literalität und Mehrsprachigkeit: Begriffsklärungen, Förderansätze und Forschungsbefunde. Unterrichtswissenschaft, Band (2), 149–168.
David-Erb, M., & Putjata, G. (2023). Transnational and translingual social practices at schools. Discourse and Practice in Sciences, Policies and Education. Elsevier.
De Luca, G., Blume, F., Baeyens, D., Mazzoni, E., & Benvenuti, M. (2023). Can virtual reality best assess peer exclusion affecting mood and emotions within an experimental design?. Annual Review of Cybertherapy and Telemedicine.
Decristan, J., Jansen, N. C., & Fauth, B. (2023). Student participation in whole-class discourse: individual conditions and consequences for student learning in primary and secondary school. Learning and Instruction.
Dudda, S., von Hagen, A., & Büttner, G. (2023). Effectiveness of School-Based Prevention Programs on Mental Health Literacy: A Systematic Review and Meta-Analysis Protocol. Neuropsicologia, psicoterapia e riabilitazione.
Eppinger Ruiz de Zarate, A., Thiel, A., Sudeck, G., Dierkes, K., John, J. M., Nieß, A. M., & Gawrilow, C. (2023). Well-Being of Adolescents During the COVID-19 Pandemic. Zeitschrift Für Psychologie, Band (2), 83–92. https://doi.org/10.1027/2151-2604/a000518
Schmitterer, A. M. A., Tetzlaff, L. D., Hasselhorn, M., & Brod, G. (2023). Who benefits from computerized learning progress assessment in reading education? Evidence from a two-cohort pre–post design. Journal of Computer Assisted Learning.
Souvignier, E., & Hasselhorn, M. (2023). Transfer und Implementation. In I. Gogolin, H.-J. Roth, Hans-Joachim. M. Becker-Mrotzek & P. Stanat. Grundlagen der sprachlichen Bildung (S. 291–298). Waxmann.
Steigleder, J., Buhr, L., Ehm, J.-H., Gawrilow, C., & von Suchodoletz, A. (2023). Changes in subjective stress experiences and self-efficacy beliefs of preschool teachers in Germany: A longitudinal study during 12 months of the COVID-19 pandemic. Teaching and Teacher Education. https://doi.org/10.1016/j.tate.2023.104015
Bauer P., Becker, B., Friebertshäuser, B., & Hof, C. (2022). Diskurse – Institutionen – Individuen: neue Perspektiven in der Übergangsforschung. Verlag Barbara Budrich.
Becker, B. (2022). Educational ICT Use Outside School in the European Union. Disparities by Social Origin, Immigrant Background, and Gender. Journal of Children and Media, Band (1), 1–20. https://doi.org/10.1080/17482798.2021.1902359
Beißert, H., & Mulvey, K. L. (2022). Inclusion of refugee peers. Differences between own preferences and expectations of the peer group. Frontiers in Psychology.
Bonefeld, M. & Beißert, H. (2022). Opportunities and limitations of using the linguistic category model as a measure of teachers’ implicit stereotypes in Germany. Learning and Instruction, Band (101501).
Decristan, J., Kunter, M., & Fauth, B. (2022). Die Bedeutung individueller Merkmale und konstruktiver Unterstützung der Lehrkraft für die soziale Integration von Schülerinnen und Schülern im Mathematikunterricht der Sekundarstufe. Zeitschrift für Pädagogische Psychologie.
Günther, M., Kerschgens, A., Meurs, P., & Paulus, M. (2022). Geflüchtete Familien und Frühe Hilfen. Beltz Juventa.
Hardy, I., Meschede, N., & Mannel, S. (2022). Measuring adaptive teaching in classroom discourse: Effects on student learning in elementary science education. Frontiers in Education. https://doi.org/10.3389/feduc.2022.1041316
Heinitz, B., Szogs, M., Förtsch, C., Korneck, F., Neuhaus, B. J., & Nehring, A. (2022). Unterrichtsqualität in den Naturwissenschaften. Eine vergleichende Gegenüberstellung von Ansätzen zwischen Fachspezifik und Generik. Zeitschrift für Didaktik der Naturwissenschaften, Band (1). https://doi.org/10.1007/s40573-022-00146-5
Jansen, N. C., Decristan, J., & Fauth, B. (2022). Individuelle Nutzung unterrichtlicher Angebote – Zur Bedeutung von Lernvoraussetzungen und Unterrichtsbeteiligung. Unterrichtswissenschaft, Band (2), 157–183.
Lebiger-Vogel, J. , Rickmeyer, C. , Leuzinger-Bohleber, M. , & Meurs, P. (2022). Fostering Emotional Availability in Mother-Child-Dyads With an Immigrant Background: A Randomized-Controlled-Trial on the Effects of the Early Prevention Program First Steps. Frontiers in Psychology.