Kramer, M., & Engeström, R. (2019). Teachers' beliefs as a component of motivational force of professional agency. Learning, Culture and Social Interaction, 21, 214–222.
Bis 24. Mai 2019 gratis verfügbar unter

Kramer, M. (2018). Promoting teachers’ agency: reflective practice as transformative disposition. Reflective Practice, 19(2), 211–224.

Klampfer, A. (2017). Virtual/Augmented Reality in Education. Analysis of the Potential Applications in the Teaching/Learning Process. Athens: ATINER'S Conference Paper Series, No: EDU2017-2214, ISSN: 2241-2891.

Benzsak, S., Schwaiger, U., Ketter, D., Hauer, B., & Reitinger, J. (2016). "CrEEd" in der Ausbildung von Lehrpersonen - Forschendes Lernen in der Mathematik-Didaktik der Primarstufe. R&ESource (6).

Weinberger, A., Patry, J.-L., & Weyringer, S. (2016). Improving Professional Practice through Practice-Based Research. Vocations and Learning 9(1), 63-84.

Zehetner, G. (2015). Schulpädagogik heute 12(2015).
Transparenz und Neugier in der pädagogischen Praxis.

Boxhofer, E. (2015). Meine Praxislehrerin ist meine pädagogische Vertraute, R&E Source 4(2015).

Oyrer, S., & Reitinger, J. (2015). Schulpädagogik-heute 12(2015).
Transparente Erkenntniswege im forschenden Physikunterricht.

Reitinger, J., Haberfellner, C., & Keplinger, G. (2015). The Theory of Inquiry Learning Arrangements (TILA): Introduction to a Theoretical Framework for Self-Determined Inquiry Learning in Institutional Educational Settings. R&E Source 4(2015).