Articles in Journals


Schachl, H. (2022). The Phenomenon of Language Development from a Neuroscientific Perspective. Proceedings of the International Scientific and Methodical Conference “Current Problems of Scientific Research in the Modern World and the Heritage of A. Baitursynyly”, Dedicated to the 150th Anniversary of A. Baitursynyly, 11-22.



Kohútová, K., Petlák, E., & Schachl, H. (2021). Typology of Adolescents in Terms of Risk Behavior – Differentiation in Terms of Parental Conditions. The New Educational Review, 63(1), 69-84.



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


Petlak, E., Schachl, H. (2019). Neurodidactics and it‘s Perception by Teachers in Slovakia. The New Educational Review, 57(3), 161-172.


Kramer, M. (2018). Promoting teachers’ agency: reflective practice as transformative disposition. Reflective Practice19(2), 211–224.


Schachl, H. (2018). Ziele, Wünsche, Visionen für die Schule von heute und von morgen. Übersetzt in die slowakische Sprache “Ciele, zelania a vizie pre skolu dneska a zajtrajska”. Nasa Skola, 5-6, 4–10.

Schachl, H. (2018). Challenge „Stress“ in Learning and Professional Life – Results from Brain Research and Consequences. Materials of International Practical Internet Conference "Challenges of Science“, 34–47.

Schachl, H. (2018). Sprache und Gehirn. Phänomen Neurobiologie der Sprache. Colloquium: New Philologies, 3(1), 123–145.


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.


Schachl, H. (2017). Neuroscience: A Traditional and Innovative Approach to Education with Focus on Stress with Learning. SIGNUM TEMPORIS, 8(1), 9–21.


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.


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).

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