Journalbeiträge
2022
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.
2021
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.
2019
Kramer, M., & Engeström, R. (2019). Teachers' beliefs as a component of motivational force of professional agency. Learning, Culture and Social Interaction, 21, 214–222. https://doi.org/10.1016/j.lcsi.2019.03.007
Petlak, E., Schachl, H. (2019). Neurodidactics and it‘s Perception by Teachers in Slovakia. The New Educational Review, 57(3), 161-172.
2018
Kramer, M. (2018). Promoting teachers’ agency: reflective practice as transformative disposition. Reflective Practice, 19(2), 211–224. https://doi.org/10.1080/14623943.2018.1437405
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. https://doi.org/10.31643/2018.011
Schachl, H. (2018). Sprache und Gehirn. Phänomen Neurobiologie der Sprache. Colloquium: New Philologies, 3(1), 123–145.
2017
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. https://www.atiner.gr/papers/EDU2017-2214.pdf
Schachl, H. (2017). Neuroscience: A Traditional and Innovative Approach to Education with Focus on Stress with Learning. SIGNUM TEMPORIS, 8(1), 9–21.
2016
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).
https://journal.ph-noe.ac.at/index.php/resource/article/view/316
Weinberger, A., Patry, J.-L., & Weyringer, S. (2016). Improving Professional Practice through Practice-Based Research. Vocations and Learning 9(1), 63-84.
http://link.springer.com/article/10.1007/s12186-015-9141-4
2015
Boxhofer, E. (2015). Meine Praxislehrerin ist meine pädagogische Vertraute, R&E Source 4(2015).
http://journal.ph-noe.ac.at/index.php/resource/article/view/199
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).
http://journal.ph-noe.ac.at/index.php/resource/article/view/187
Zehetner, G. (2015). Schulpädagogik heute 12(2015).
Transparenz und Neugier in der pädagogischen Praxis.
