1995-2025 Publications

The following publications have been produced by collaborative teams of German and U.S. scholars from Ludwigsburg and Charlotte since the inception of the German-American Consortium in 1995…

2025

Sadaf, A., Maxwell, D., Küplüce, C., & Holz, H. (2025). Relationship between pre-service teachers’perceived competencies, affective dispositions, and readiness to use artificial intelligence: A study informed by the intelligent-TPACK. Computers and Education Open, 100305.https://doi.org/10.1016/j.caeo.2025.100305

2024

Fitchett, P.G., Hestler, C., & Rein, F. (2024). Historische Kompetenzen im Umgang mit Medienberichten über den 6. Januar 2021. Eine US-amerikanisch-deutsche Studie mit Lehramtsstudierenden und Lehrkräften. In: Waldis, Monika; Nitsche, Martin (Hrsg.): Historisches Denken erforschen. Hep Verlag.

Kissau, S., Davin, K., Ade-Thurow, B., Haudeck, H., & Price, L. (2024). The Influence of Emergency Remote Teaching on Foreign Language Instruction. NECTFL Review. https://files.eric.ed.gov/fulltext/EJ1418130.pdf

2023

Fitchett, P.G., Hestler, C., & Rein, F. (2023). Documenting the January 6 attack on the US Capitol : A comparative case study on German and US perspectives for teaching the historical and the contemporary. In: Research in Comparative and International Education, 18(4). 547-568. https://doi.org/10.1177/17454999231216051

Kissau, S., Davin, K., Haudeck, H., & Wang, C. (2023). Different approaches, similar results: Preparing foreign language teachers to implement high-leverage teaching practices. Foreign Language Annals. DOI:10.1111/flan.12688

Stricker, T., Müller, U., Hancock, D. R., & Wang C.  (2023).  School principals as promoters of education for sustainable development: Report on the research project Lead4ESD Principal Study. Die Deutsche Schule, 115(2), 142-146.  https://doi.org/10.31244/dds.2023.02.08

Wächter, N., Salas, S., & Barbone-Maafi, M. (2023). Half of myself is—feels German : Storying Migrationshintergrund teachers hybrid identities. Journal of Curriculum and Pedagogy, 1-15. https://doi.org/10.1080/15505170.2023.2217779

2021

Kissau, S., Davin, K. J., Wang, C., & Haudeck, H. (2021). Enhancing foreign language teacher candidates’ oral proficiency: An international comparison. Research in Comparative and International Education, 17(1), 124-142.  

Medina, A., & Hestler, C. (2021). Global Challenges Here and There, Then and Now. Education Abroad Halted, Virtual Exchange Initiated: Shaping Teacher Education with COIL. In: Ludwigsburger Beiträge zur Medienbildung. https://doi.org/10.21240/lbzm/21/0

2022

Kissau, S., Davin, K., Keßler, J., Brunsmeier, S., & Herazo, J.D. (2022). Language teacher preparation in a pandemic: An international comparison of responses to COVID-19. NECTFL Review, 88, 17-36.

Müller, U., Hancock, D. R., Wang, C., Stricker, T., Cui, T., & Lambert, M.  (2022).  School leadership, education for sustainable development, and the impact of the COVID-19 pandemic: Perspectives of principals in China, Germany, and the U.S.A.  Education Sciences. https://doi.org/10.3390/educsci12120853.

Müller, U., Hancock, D. R., & Wang, C.  (2022).  How about being a school principal? – I’d rather not, thank you!  Comparative international studies on the motivation for taking over and remaining in school leadership positions.  Pädagogische Hochschulbibliothek Ludwigsburg.  https://doi.org/10.57980/opus-900.

2021

Müller, U., Hancock, D.R., Stricker, T., & Wang, C. (2021). Implementing ESD in schools: Perspectives of principals in Germany, Macau, and the USA. Sustainability, 13. https://doi.org/10.3390/su13179823

Schwanzer, A., Ulrich, A., Lambert, R., Moore, M., & Krüger, C. (2021). The influence of personality and preventive resources on perceived stress in German social work students. Social Work Education. https://doi.org/10.1080/02615479.2021.1893684

Wang, C., Hancock, D., & Müller, U. (2021). Work environment characteristics that satisfy principals in China, Germany, and the U.S.A. Research in Comparative and International Education, 16(2), 181-196. https://doi.org/10.1177/17454999211018562

2020

Green, M., & Rathgeb-Schnierer, E. (2020). Summing up: Cognitive flexibility and mental arithmetic. Journal of Mathematics Education, 20(1), 1-17. https://doi.org/10.26711/007577152790051

Kuesel, J., Martin, F., & Markic, S. (2020). University students’ readiness for using digital media and online learning: Comparison between Germany and the USA. Education Sciences,10(11), 313. https://doi.org/10.3390/educsci10110313

Müller, U., Lude, A., & Hancock, D. R. (2020). Leading schools toward sustainability: Fields of action and management strategies for principals. Sustainability, 12(7), 1-20. https://doi.org/10.3390/su12073031

Putman, S. M., Wang, C., Rickelman, R., Crossley, A., & Mittag, W. (2020). Comparing German and American students’ cognitive strategies and affective attributes toward online inquiry. Education and Information Technologies, 25, 3357-3382. https://doi.org/10.1007/s10639-019-10066-6

Stricker, T., Müller, U., & Hancock, D.R. (2020): Der Alltag als Übung. Mit Selbstmanagement und Selbstbildung Belastungssituationen bewältigen. In: SchulVerwaltung spezial, 1/2020, p. 45-47.

2019

Hancock, D. R., Müller, U., Wang, C., & Hachen, J. (2019). Factors influencing school principals’ motivation to become principals in the U.S.A and Germany. International Journal of Educational Research, 95, 90-96. https://doi.org/10.1016/j.ijer.2019.04.004

Kissau, S., Davin, K., Wang, C., Haudeck, H., Rodgers, M., & Du, L. (2019). Recruiting foreign language teachers: An international comparison of career choice influences. Research in Comparative and International Education. https://doi.org/10.1177/1745499919846015

Kissau, S., Wang, C., Rodgers, M., Haudeck, H., & Biebricher, C. (2019). The motivational profile of adolescent foreign language learners: An international comparison.International Journal of Language Studies, 13(1), 19-40. Retrieved on November 9, 2021 from http://www.ijls.net/pages/volume/vol13no1.html

Rathgeb-Schnierer, E., & Green, M. (2019). Developing flexibility in mental calculation. Educação & Realidade, 44(2), 1-17. https://doi.org/10.1590/2175-623687078

Martin, F., Wang, C., Budhrani, K., Moore, R.L., & Jokiaho, A. (2019). Professional development support for the online instruction: Perspectives of U.S. and German instructors. Online Journal of Distance Learning Administration, 22(3). 1-17. Retrieved on November 9, 2021 from https://digitalcommons.odu.edu/stemps_fac_pubs/99/

Martin, F., Wang, C., Jokiaho, A., & May, B. (2019). Examining faculty readiness to teach online: A comparison of U.S. and German educators. European Journal of Open Distance and E-Learning, 22(1), 53-69. Retrieved on November 9, 2021 from https://eric.ed.gov/?id=EJ1235070

Hancock, D. R., Müller, U., Stricker, T., Wang, C., Lee, S., & Hachen, J. (2019). Causes of stress and strategies for managing stress among German and U.S. principals. Research in Comparative and International Education, 14(2), 201-214. https://doi.org/10.1177/1745499919846037

2018

Müller, U., Hancock, D.R., Wang, C., & Stricker, T. (2018). Warum fällt es so schwer, sich für ein Schulleitungsamt zu entscheiden? Ergebnisse vergleichender Untersuchungen mit Lehrkräften und Schulleitern in den USA und in Deutschland, Teil 2. In: Beruf: Schulleitung, (pp. 33-35). Berlin: Allgemeiner Schulleitungsverband.

2017

Martin, F., Polly, B., Jokiaho, A., & May, B. (2017). Global standards for enhancing quality in online learning. Quarterly Review of Distance Education, 18(2), 1-10. Retrieved on November 9, 2021 from https://www.researchgate.net/publication/320839797

Müller, U., Hancock, D.R., Wang, C., & Stricker, T. (2017). Motivlagen für die Bewerbung auf offene Schulleitungspositionen und mögliche Konsequenzen für die Schulleiterqualifizierung. In: Pädagogische Führung. Heft 02/2017.

Müller, U., Hancock, D.R., Wang, C., & Stricker, T. (2017). Schulleiter/in werden – die Entscheidung erleichtern. In: Schule leiten, 52-53, Friedrich: Felber.

Rathgeb-Schnierer, E., & Green, M. (2017). Mental arithmetic and cognitive flexibility in elementary students. Proceedings of the International Technology, Education, and Development Conference. (pp. 492-499). Valencia, Spain: INTE.https://doi.org/10.21125/inted.2017.0252

Rathgeb-Schnierer, E., & Green, M. (2017). Profiles of cognitive flexibility in arithmetic reasoning: A cross country comparison of German and American elementary students. Journal of Mathematics Education, 10(2), 1-16. https://doi.org/10.26711/007577152790009

Wang, C., Hancock, D. R., & Müller, U. (2017). Factorial and item-level invariance of a principal perspectives survey: German and U.S. principals. Journal of Applied Measurement, 18(2), 215-227. Retrieved on November 9, 2021 from https://psycnet.apa.org/record/2017-56499-008

2016

Beuse, K., Merz-Atalik, K., & O´Brien, C. (2016). Sentiments, concerns and attitudes towards inclusive education – A comparison between teacher education students at the of North Carolina (Charlotte, USA) and the University of Education (Ludwigsburg, Germany). Inklusion Online. http://www.inklusion-online.net/

Crossley, A., & Putman, S. M. (2016). Mit konkreten Fragen erfolgreich im Internet, recherchieren. PÄDAGOGIK, 68, 10-11.

Hancock, D. R., Müller, U., & Wang, C. (2016). Motivating teachers to become school principals in the U.S.A. and Germany. Journal of Global Research in Education and Social Science, 7(2), 83-93. Retrieved on November 9, 2021 from https://www.ikppress.org/index.php/JOGRESS/article/view/2262

Müller, U., Hancock, D.R., Wang, C. (2016). Schulleitung – Ja Bitte? Untersuchungen zur Motivation, Schulleiter zur werden oder zu bleiben. In: Schulleitung und Schulentwicklung, Loseblattsammlung, 80, September 2016, Stuttgart: Raabe Verlag, S. 1-17.

Müller, U., Hancock, D.R., Wang, C., & Stricker, T. (2016). Warum fällt es so schwer, sich für ein Schulleitungsamt zu entscheiden? Ergebnisse vergleichender Untersuchungen mit Lehrkräften und Schulleitern in den USA und in Deutschland, Teil 1. In: Beruf: Schulleitung, (pp. 27-30). Berlin: Allgemeiner Schulleitungsverband.

2015

Müller, U., Hancock, D.R., & Wang, C. (2015). Schulleitung – Nein Danke?: Untersuchungen zur Motivation, Schulleiter zur werden oder zu bleiben. In Schulleitung und Schulentwicklung (Ed.), Loseblattsammlung: 22, (pp. 1-23). Stuttgart: Raabe Verlag.

Hancock, D. R., Müller, U., & Wang, C. (2015). Potential barriers to becoming a school principal: Perspectives of German and U.S. principals. Educational Research, 6(30), 74-84.

Kissau, S., Rodgers, M., & Haudeck, H. (2015). Practicing what they preach? A comparison of teacher candidate beliefs and practices. International Journal of Language Studies, 9(4), 29-54. Retrieved on November 9, 2021 from http://www.ijls.net/pages/volume/vol9no4.html

Rathgeb-Schnierer, E., & Green, M. (2015). Cognitive flexibility and reasoning patterns in American and German elementary students when sorting addition and subtraction problems. In K. Krainer & N. Vondrová (Eds.), European Society for Research in Mathematics Education. (pp. 339-345). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME. Retrieved on November 9, 2021 from https://hal.archives-ouvertes.fr/hal-01281858

2014

Kissau, S., Rodgers, M., & Haudeck, H. (2014). Effective foreign language teaching: An international comparison of teacher beliefs. Research in Comparative and International Education, 9(1), 227-242. https://doi.org/10.2304/rcie.2014.9.2.227

Hancock, D. R., & Müller, U. (2014). Disincentives to remaining a school principal: Perspectives of German and U.S. principals. New Waves: Educational Research and Development, 17(1), 66-79. Retrieved November 9, 2021 from https://www.proquest.com/docview/1684189582

2013

Kissau, S., & Hiller, F. (2013). Reading comprehension strategies: An international comparison of teacher preferences. Research in Comparative and International Education, 8(4), 437-454. https://doi.org/10.2304/rcie.2013.8.4.437

Rathgeb-Schnierer, E. & Green, M. (2013). Flexibility in mental calculation in elementary students from different math classes. In B. Ubuz, C. Haser, & M. A. Mariotti, (Eds.), European Society for Research in Mathematics Education. (pp. 353-362). Ankara: Middle East Technical University.

Bieg, S. R., Rickelman, R. J., Jones, J. P., & Mittag, W. (2013). The role of teachers’ care and self-determined motivation in working with students in Germany and the United States. NYC: International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2013.04.002

2012

Hancock, D. R., Harry, C., & Müller, U. (2012). An investigation of factors impacting the motivation of German and U.S. teachers to become school principals. Research in Comparative and International Education, 7(2), 352-363. https://doi.org/10.2304/rcie.2012.7.3.352

Hancock, D. R., & Müller, U. (2012). Identifying factors that influence the motivation of German and U.S. teachers to become school principals. In R.V. Nata (Ed.), Progress in education: 28, 143-157. New York: Nova Science Publishers.

McCarthy C., Lambert, R., & Ullrich, A. (Eds.) (2012). International Perspectives on Teacher Stress. Charlotte, NC: Information Age Publishing.

Ullrich, A., Lambert, R. G., McCarthy, C., Zimber, A., & Comtesse, H. (2012). Exploring individual differences and values in German elementary teachers’ perceptions of classroom demands and resources. In K. Schweizer, T. Christel, A. Ullrich & G. Huber, (Eds.) Values and Diversity in Qualitative Research. Tübingen, Germany: Center for Qualitative Psychology.

Ullrich, A., Zimber, A., Lambert, R. G., & McCarthy, C. (2012). Frühkindliche Bildung und Gesundheit Ressourcen und Anforderungen im pädagogishen Alltag. In S. Kägi, & U. Stenger, (Eds.) Forschung in Feldern der Frühpädagogik. Stückle, Germany: Schneider Verlag Hohengehren.

Ullrich, A., Lambert, R., McCarthy, C. & Zimber, A. (2012). Early childhood teachers’ experiences with challenging student behavior in Germany. In C. McCarthy, R. Lambert & A. Ullrich (Eds.) International Perspectives on Teacher Stress. (pp. 121-138). Charlotte, NC: Information Age Publishing.

Ullrich, A., Lambert, R. G., & McCarthy, C. (2012). Relationship of German elementary teachers’ occupational experience, stress, and coping resources to burnout symptoms. International Journal of Stress Management, 19(4), 333-342. https://doi.org/10.1037/a0030121

Lambert, R., Ullrich, A., & McCarthy, C. (2012). Mixed methods study of stress, coping, and burnout among kindergarten and elementary teachers in Germany. In C. R. McCarthy, Lambert & A. Ullrich. (Eds.) International Perspectives on Teacher Stress. (pp. 95-120). Charlotte, NC: Information Age Publishing.

Lambert, R. & Ullrich, A. (2012). Understanding teacher stress in an age of globalization. In McCarthy C., Lambert, R., & Ullrich, A. (Eds.) International Perspectives on Teacher Stress. (pp. 243-248). Charlotte, NC: Information Age Publishing.

2010

Lambert, R. & Ullrich, A. (2010). Comparing Stress between Elementary Teachers in the United states and Germany. Charlotte, N.C.: Center for Educational Research and Evaluation, University of North Carolina at Charlotte.

2009

Hancock, D. R., & Müller, U. (2009). Different systems – similar challenges? Factors impacting the motivation of German and U.S. teachers to become school leaders. International Journal of Educational Research, 48(5), 299-306. Retrieved November 9, 2021 from https://www.learntechlib.org/p/203925/

Lambert, R., Ullrich, A., McCarthy, C., & O’Donnell, M. (2009). Predicting teacher perception of stress: Influence of challenging parent behavior on work, health, and perceived stress of teachers. In Buchwald, P. & Moore, K. (Eds.) Stress and Anxiety. Application to adolescence, job stress, and personality. (pp. 103-110). Berlin: Logos Verlag.

2008

Lambert, R., Rowland, B., Wheeler, C., Ullrich, A., & Bird, J. (2008). Evaluator’s guide: Pre-Kindergarten / Kindergarten Teacher Performance Appraisal Instrument (PKKTPAI). Raleigh, NC: North Carolina Department of Public Instruction.

Lambert, R., Rowland, B., Wheeler, C., Ullrich, A., & Bird, J. (2008). Training materials: Pre-Kindergarten / Kindergarten Teacher Performance Appraisal Instrument (PKKTPAI). Raleigh, NC: North Carolina Department of Public Instruction.

2005

Hancock, D. R., Jones, J. P., & Nichols, W. D. (2005). Effects of students’ aptitude and teachers’ instructional methods on middle school students’ adjustment and academic achievement. Journal for the Advancement of Educational Research: Achieving Excellence through Inquiry, 1(1), 34-48.

Jones, J. P. & Hancock, D. R. (2005). Opening doors through enhanced decision-making skills: Preparing young adolescents for healthy futures. In F. Pons, D. R. Hancock, L. Lafortune & P. A. Doudin. (Eds.). Emotions in Learning. Aalborg Universitetsforlag.

2004

Jones, J. P. & Hancock, D. R. (2004). Developper les capacities de prise de decisions afin de preparer des jeunes adolescents a un avenir meilleur. In L. LaFortune, P. A. Doudin, F. Pons & D. R. Hancock (Eds.). Les Emotions A L’Ecole. Quebec, Canada: Presses de ’Universite du Quebec.

2003

Nichols, W. D. & Jones, J. P. (2003). Exploring the relationship between eighth graders’ emotional development, their perceptions of learning, and their teachers’ instructional strategies as it relates to goal orientation. In P. Mayring and C. von Rhoeneck (Eds.). Learning Emotions: The Influence of Affective Factors on Classroom Learning. Berlin: Peter Lang.

Nichols, D., Jones, J. P., & Hancock, D. R. (2003). Teachers’ influence on goal orientation: Exploring the relationship between eighth graders’ goal orientation, emotional development, perceptions of learning, and teachers’ instructional strategies. Reading Psychology, 24(1). 57-87. https://doi.org/0.1080/02702710308236

Hancock, D. R. (2003). Influencing students’ achievement in eighth grade German and U.S. classrooms. In P. Mayring & C. von Rhoneck (Eds.), Learning emotions: The influence of affective factors on classroom learning. (pp. 143-158). Frankfurt, Germany: Peter Lang Publishing.

2000

Hancock, D. R., Nichols, W. D., Jones, J., Mayring, P., & Glaeser-Zikuda, M. (2000). The impact of teachers’ instructional strategies and students’ anxiety levels on students’ achievement in eighth grade German and U.S. classrooms. Journal of Research and Development in Education, 33(4), 232-240.

1999

Jones, J. P. (1999). Embracing the 21st century: Healthy lifestyles for young adolescents. In M. L. Calhoun & H. Melenk (Eds.). Students at Risk: Educational Strategies in the United States and Germany. Charlotte, NC: University of North Carolina at Charlotte.