1995-2023 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…

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/

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

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

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

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.

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., 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.

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/

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.

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

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

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.

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

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

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.

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.

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.

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.

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.

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., & 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

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

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

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

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

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.

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.

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.

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.

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

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

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

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.

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

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.

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.

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.

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.

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

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

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

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.

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

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

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

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

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

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.

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

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

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

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