Ausgewählte Publikationen

Binder, T., A. Sandmann, B. Sures, G. Friege, H. Theyßen, P. Schmiemann (2019): Assessing prior knowledge types as predictors of academic achievement in the introductory phase of biology and physics study programmes using logistic regression. International Journal of STEM Education 6 (1), 33.

Brinda, T., S. Napierala, D. Tobinski, I. Diethelm (2019): Student strat­egies for categorizing IT-related terms. Education and Information Technologies 24 (3), 2095–2125.

Deimel, D., B. Hoskins, H.J. Abs (2019): How do schools affect inequalities in political participation: compensation of social disadvantage or provision of differential access? Educational Psychology.

Erkens, M., D. Bodemer (2019): Improving collaborative learning: Guiding knowledge exchange through the provision of information about learning partners and learning contents. Computers & Education 128, 452–472.

Göbel, K., Z.M. Preusche (2019): Emotional school engagement among minority youth: The relevance of cultural identity, perceived discrimination, and perceived support. Intercultural Education 30 (5), 547–563.

Fleischer, J., D. Leutner, M. Brand, H. E. Fischer, M. Lang, P. Schmiemann, E. Sumfleth (2019): Vorhersage des Studienabbruchs in naturwissenschaftlich-technischen Studiengängen. Zeitschrift für Erziehungswissenschaft 22 (5), 1077–1097.

Habig, S., J. Blankenburg, H. van Vorst, S. Fechner, I. Parchmann, E. Sumfleth (2018): Context characteristics and their effects on students’ situational interest in chemistry. International Journal of Science Education 40 (10), 1154–1175.

Krüger, M. (2018): Second language acquisition effects of a primary physical education intervention: A pilot study with young refugees. PLoS One 13 (9), e0203664.

van Ackeren, I., K. Klemm (2019): 100 Jahre Grundschule – Soziale Chancenungleichheit und kein Ende. Zeitschrift für Grundschulforschung: ZfG 12 (2), 399–414.

Wilden, E., R. Porsch (2019): The illusion of inclusion?: Evaluating inclusive primary english as a foreign language education in an innovative special educational needs school. Zeitschrift für Fremdsprachenforschung: ZFF; Organ der Deutschen Gesellschaft für Fremdsprachenforschung 30 (1), 15–31.