Publications

2022

  • Heinzel, F. & Krasemann, B. (eds.) (2022). Experience and inclusion. Challenges and concepts of teacher education. Wiesbaden: Springer VS.

2021

  • Reimann, P., Heinzel, F., Retkowski, A., Rieske, T. V., Thole, W. & Tuider, E. (eds.) (2021). Professional ethics after 2010. Sexuality and power in schools and social work. Wiesbaden: Springer VS.

2017

  • Heinzel, F. & Koch, K. (eds.) (2017). Individualization in primary school teaching: aspirations, realization and risks. Yearbook of primary school research (vol. 21). Wiesbaden: VS-Verlag. link

2016

  • Heinzel, F. (2016). The morning circle - public classroom lessons between school and peer cultural challenges. Pedagogical case anthology (vol. 13). Berlin & Farmington Hills: Barbara Budrich publishing house.DOI: 10.3224/847407621

2014

  • Einsiedler, W., Götz, M., Hartinger, A., Heinzel, F., Kahlert, J. & Sandfuchs, U. (eds.) (2014). Handbook of primary school pedagogy and primary school didactics (4th ed.). Bad Heilbrunn: Klinkhardt.

2012

  • Heinzel, F. (ed.) (2012). Methods of childhood research. An overview of research approaches to the child's perspective (2nd ed.). Weinheim: Juventa.

2011

  • Heinzel, F. (ed.) (2011). Intergenerational mediation in elementary school. The end of child-centeredness? Bad Heilbrunn: Klinkhardt.
  • Einsiedler, W., Götz, M., Hartinger, A., Heinzel, F., Kahlert, J. & Sandfuchs, U. (eds.) (2011). Handbook of primary school pedagogy and primary school didactics (3rd ed.). Bad Heilbrunn: Klinkhardt.

2010

  • Heinzel, F. (ed.) (2010). What do we know about current childhoods? Contributions to the reform of elementary school. Frankfurt a. M.: Grundschulverband.
  • Heinzel, F. & Panagiotopoulou, A. (Eds.) (2010). Qualitative educational research in elementary and primary education. Baltmannsweiler: Schneider Hohengehren.
  • Heinzel, F., Thole, W., Cloos, P. & Köngeter, S. (eds.) (2010). "On uncertain terrain". Ethnographic research in the context of education and social services. Wiesbaden: VS-Verlag.

2009

  • Bartnitzky, H., Brügelmann, H., Hecker, U., Heinzel, F., Schönknecht, G. & Speck-Hamdam, A. (eds.) (2009). Elementary school course book. Frankfurt a. M.: Grundschulverband - Arbeitskreis Grundschule.

2007

  • Heinzel, F., Garlichs, A. & Pietsch, S. (Eds.) (2007). Learning support and sponsorships. Reflective case work in university teacher training. Bad Heilbrunn: Klinkhardt.
  • Burk, K., de Boer, H. & Heinzel, F. (eds.) (2007). Teaching and learning in mixed-grade classes. Contributions to the reform of elementary school (vol. 123). Frankfurt a. M.: Grundschulverband - Arbeitskreis Grundschule.

2004

  • Heinzel, F. & Geiling, U. (eds.) (2004). Democratic perspectives in pedagogy. Wiesbaden: VS-Verlag.

2002

  • Heinzel, F. & Prengel, A. (eds.) (2002). Heterogeneity, integration and differentiation in primary education. Yearbook of primary school research (vol. 6). Opladen: Leske u. Budrich.

2001

  • Heinzel, F. (2001). Children in circles: Circle discussions in elementary school as a socialization situation and childhood space. Martin Luther University Halle-Wittenberg.

2000

  • Heinzel, F. (ed.) (2000). Methods of childhood research. An overview of research approaches to the child's perspective. Weinheim and Munich: Juventa.
  • Geiling, U. & Heinzel, F. (eds.) (2000). Memory Journey - Childhood in the GDR. Students explore their childhoods. Baltmannsweiler: Schneider-Verlag.
  • Heinzel, F., Jarausch, H., Legler, K., Scheer, M. & Weber, I. (eds.) (2000). Elementary school show their potential. Analysis and documentation of elementary school development in Saxony-Anhalt. Berlin: Weidler Buchverlag.

1996

  • Heinzel, F. (1996). The staging of specialness. On the political socialization of women in trade union positions. Bielefeld: Kleine.

1990

  • Heinzel, F. (1990): Women for women's interests. The development of women's trade union work in the Education and Science Trade Union since 1947. Weinheim and Munich: Juventa.

2023

  • Heinzel, F., Fischer, N, Kowalski, M, Piezunka, A., Prengel, A. & Schichtholz, A. (2023). On the importance of an ethics of pedagogical relationships for sustainable learning in elementary school. In Haider, M., Böhme, R., Gebauer, S., Gößinger, C., Munser-Kiefer, M., Rank, A. (Eds.). Sustainable education in elementary school. (pp. 337-346) Klinkhardt. Bad Heilbrunn
  • Heinzel, F., Kruse, N & Ritter, M. (2023). "Why did you do everything so brutally?" On the relationship between social order and subject-specific aspects of teaching using the example of the text magnifier. In Schnitzer, A., Bossen, A., Freytag, C., Meister, G., Roch, A., Siebholz, S., Tyagunova, T. (Eds.). School practices under observation. (pp. 55-75) Wiesbaden. Springer VS
  • Storck-Odabaşı, J. & Heinzel, F. (2023): Children's rights education and the role of the institution of elementary school. In Deutsches Kinderhilfswerk (ed.). Living children's rights - in school and after-school care! Online dossier. Accessed at: https://www.kindersache.de/schule/dossier-kinderrechte/kinderrechtebildung-der-grundschule

2022

  • Becker, S., Heinzel, F., Kruse, N. & Schüler, L. (2022). Experiences of elementary school teacher trainees with multilingual learning formats in school practice. In F. Heinzel & B. Krasemann (Eds.), Experience and inclusion. Challenges and concepts of teacher education (pp. 273-292). Wiesbaden: Springer VS.

  • Heinzel, F. (2022). Student interaction and relationships. In H. Bennewitz, H. de Boer & S. Thiersch (Eds.), Handbook of research on students (pp. 110-119). Münster, New York: Waxmann.

  • Heinzel, F. (2022). Reflection on classroom interaction - forms, findings and challenges. In E. Gläser, J. Poschmann, P. Büker & S. Miller (Eds.), Reflection and reflexivity in the elementary school context. Perspectives for research, teacher education and practice (pp. 18-34). Bad Heilbrunnn: Klinkhardt.
  • Heinzel, F. (2022). Childhood and elementary school. In H.-H. Krüger, C. Grunert & K. Ludwig (Eds.), Handbook of childhood and youth research (Vol. 2, 3rd ed., pp. 751-780). Wiesbaden: Springer VS.
  • Heinzel, F. & Krasemann, B. (2022). Introduction. In F. Heinzel & B. Krasemann (Eds.), Experience and inclusion. Challenges and concepts of teacher education (pp. 1-6). Wiesbaden: Springer VS.
  • Heinzel, F. & Krasemann, B. (2022). Experience and inclusion - Challenges for teacher education. In F. Heinzel & B. Krasemann (Eds.), Experience and inclusion. Challenges and concepts of teacher education (pp. 9-28). Wiesbaden: Springer VS.
  • Heise, C. & Heinzel, F. (2022). The audio statement - documented experience, stimulus for reflection and new research method. In F. Heinzel & B. Krasemann (Eds.), Experience and inclusion. Challenges and concepts of teacher education (pp. 89-108). Wiesbaden: Springer VS.
  • Hofmann, J., Crapa, G., Heinzel, F. & Koch, B. (2022). Approaches to inclusive school development: Exploring the unfamiliar with case work and research-based learning. In F. Heinzel & B. Krasemann (Eds.), Experience and Inclusion. Challenges and concepts of teacher education (pp. 129-148). Wiesbaden: Springer VS.
  • Sirtl, K., & Heinzel, F. (2022). Potentials and challenges of casuistic seminars in the practical semester: Does case work in the practical semester make you tired of reflection and hostile to theory? In J. Klusmeyer & D. Bosse (Eds.), Concepts of reflexive practice studies in teacher education (pp. 49-72). Wiesbaden: Springer VS.
  • Storck-Odabasi, J. & Heinzel, F. (2022). What do you need it for? On the (self-)empowerment of researched children. In M. Joos & L. Albert (Eds.), Research ethics in childhood research (pp. 105-119). Weinheim and Basel: BELTZJuventa
  • Storck-Odabasi, J. & Heinzel, F. (2022). Changing childhood - social change and children's living environments. In I. Baumgardt & D. Lange (Eds.), Young Citizens; Handbuch politische Bildung in der Grundschule (pp. 50-59). Bonn: Federal Agency for Civic Education.
  • Storck-Odabasi, J. & Heinzel, F. (2022). Childhood research. In N. Neuß & S. Kähler (Eds.), Grundwissen Kindheitspädagogik; Eine Einführung in Perspektiven, Begriffe und Handlungsfelder (pp. 99-109). Mühlheim an der Ruhr: Cornelsen / Verlag an der Ruhr.
  • Weißer, D., Heinzel, F. & Fischer, N. (2022). Academically supervised experiences with observations of pedagogical relationships - a contribution to the creation of discontinuities in teacher education? In F. Heinzel & B. Krasemann (Eds.), Experience and inclusion. Challenges and concepts of teacher education (pp. 109-128). Wiesbaden: Springer VS.

2021

  • Crapa, G., Heinzel, F., Hofmann, J. & Koch, B. (2021). Learning from the case. Initiating reflections in school development. Learning school, 94, 23-25.
  • Heinzel, F. (2021). The case from the perspective of school pedagogy and teacher education: An attempt at classification. In D. Wittek, T. Rabe & M. Ritter (Eds.), Casuistry in research and teaching. Educational science and subject-didactic attempts at organization. Bad Heilbrunn: Klinkhardt, 41-64.

  • Heinzel, F., & Schüler, L. (2021). "Making room for multilingualism!" Friederike Heinzel and Lis Schüler in conversation with Claudine Kirsch and Julie A. Panagiotopoulou. The primary school magazine, 328, 40-43.

  • Heinzel, F., Kruse, N., & Schüler, L. (2021). More languages and more cultures in the classroom. Recognizing and using multilingual resources. The primary school journal, 328, 6-10.
  • Heinzel, F. & Storck-Odabasi, J. (2021). 100 years of elementary school - concepts of initial teaching. In F. Thole, S. Wedde & A. Kather (Eds.), On the necessity of historical educational research; companion publication for Edith Glaser (pp. 139-149). Bad Heilbrunn: Klinkhardt.

  • Parade, R. & Heinzel, F. (2021). "That we actually have the desire (...) in some way to appear almost asexual to students" - Asexual staging as an expression of professionalism. In P. Reimann, F. Heinzel, A. Retkowski, T. V. Rieske, W. Thole & E. Tuider (Eds.), Professional ethics after 2010. Sexuality and power in schools and social work (pp. 53-74). Wiesbaden: Springer VS.

  • Sennhenn, K., Heise, C. & Heinzel, F. (2021). The method of the audio statement in the context of service-learning - a possibility for the processual survey of project experiences and inclusive orientations. In K.-H. Gerholz (Ed.), Impulses on methods in German-language civic engagement research. Proceedings of the research working group in the university network Education through Responsibility. Available at https://www.bildung-durch-verantwortung.de/wp-content/uploads/2021/03/Proceedings_AGForschung_ImpulseMethoden.pdf

2020

  • Heinzel, F. (2020). The concept of intergenerational mediation. In J. Wiesemann, A. Flügel, S. Brill & I. Landrock (Eds.), Places and spaces of inter generational mediation. On the practice of out-of-school learning for children (pp.19-37). Bad Heilbrunn: Klinkhardt.
  • Heinzel, F. (2020). Case presentations in teacher education. In C. Cramer, J. König, M. Rothland & Sigrid Blömeke (Eds.), Handbook of teacher education (pp. 700-705). Bad Heilbrunn: Klinkhardt.
  • Heinzel, F. (2020). Multi-professional cooperation at inclusive elementary school. Social pedagogues, special needs teachers and school assistants in teaching practice. In P. Cloos, B. Lochner & H. Schoneville (Eds.), Social work as a project (pp.273-284). Wiesbaden: Springer VS.
  • Heinzel, F. (2020). Childhood and children's lives. The research perspective on childhood and elementary school today. Elementary school subject teaching, 86, 4-6.
  • Heinzel, F. & Krasemann, B. (2020). (K)ein "normales" Diktat? - Konzepte und Herausforderungen einer kasuistischen Lehrveranstaltung im Praxissemester. In M. Fabel-Lamla, K. Kunze, A. Moldenhauer & K. Rabenstein (Eds.), Casuistry - Teacher Education - Inclusion. Empirical and theoretical definitions of relationships (pp. 153-167). Bad Heilbrunn: Klinkhardt.
  • Heise C. & Heinzel, F. (2020). Sponsorship projects in teacher education - case work in the field of tension between inclusive aspirations and exclusionary practice. In M. Fabel-Lamla, K. Kunze, A. Moldenhauer & K. Rabenstein, K. (Eds.), Casuistry - Teacher Education - Inclusion. Empirical and theoretical definitions of relationships (pp. 231-244). Bad Heilbrunn: Klinkhardt.
  • Heise, T. & Heinzel, F. (2020). Academic Mentoring Projects between Disadvantaged Children and Students. A Method for the Preparation of Students for Inclusive School Settings. Hungarian Education Research Journal, 10(3) (HER), 211-231. DOI: 10.1556/063.2020.00021.
  • Parade, R. & Heinzel, F (2020). Socio-spatial segregation and educational inequalities in elementary school - a review. Journal for Primary School Research (ZfG), 14(2), 193-207. doi. org/10.1007/s42278-020-00080-w
  • Parade, R. & Heinzel, F. (2020). On the (precarious) self-image of the elementary school as a "school for all children". In N. Skorsetz, M. Bonanati & D. Kucharz, D. (Eds.), Diversity and social inequality. Challenges to the integration performance of elementary school. Yearbook of primary school research (Vol. 24, pp.41-45). Wiesbaden: Springer VS.
  • Pietsch, S. & Heinzel, F. (2020). Study elements of inclusive education. An offer for in-depth study in the teacher training courses at the University of Kassel. Vierteljahreszeitschrift für Behindertenepädagogik und Integration Behinderter in Praxis, Forschung und Lehre, 432-447.
  • Schulz, C. & Heinzel, F. (2020). "Too much effort for too little benefit" - Statements by students in the practical semester about university seminars. In K. Rheinländer & D. Scholl (eds.), Extended practical phases in teacher education. Conceptual and empirical aspects of the relation between theory and practice (pp. 233-247). Bad Heilbrunn: Klinkhardt, 233-247.

2019

  • Faber, L., Fischer, N. & Heinzel, F. (2019). Pedagogical relationships in the inclusive elementary school. A seminar concept for student teachers. The Challenge of Teacher Education, 2(3), 88-101. doi.org/10.4119/hlz-2466
  • Faber, L., Fischer, N. & Heinzel, F. (2019). Pedagogical relationships in the inclusive elementary school. A seminar concept for student teachers [Online Supplement 2: Appendix and accompanying material]. The Challenge of Teacher Education, 2 (3), 88-101. www. herausforderung-lehrerinnenbildung.de/index.php/hlz/article/view/2466/3216
  • Faber, L. & Heinzel, F. (2019). Images of childhood - What images of children's social, cognitive and communicative abilities do primary school teacher education students have? In C. Donie, F. Foerster, M. Obermayr, A. Deckwerth, G. Kammermeyer, G. Lenske, M. Leuchter & A. Wildemann (Eds.), Grundschulpädagogik zwischen Wissenschaft und Transfer. Yearbook of primary school research (vol. 23, pp. 35-40). Wiesbaden: Springer VS.
  • Heinzel, F. (2019). Children's "growing into" more complex social relationships - childhood, elementary school and primary school teaching. In A. Holzinger, S. Kopp-Sixt, S. Luttenberger & D. Wohlhart (eds.), Fokus Grundschule Forschungsperspektiven und Entwicklungslinien (vol. 1, pp. 21-31). Waxmann publishing house: Münster.
  • Heinzel, F. (2019). Morning circle. In J. Hasse & V. Schreiber (Eds.), Spaces of childhood: A glossary (pp. 247-252). Bielefeld: transcript publishing house.
  • Heinzel, F. (2019). On the dual function of the elementary school to be committed to the child and society-the generation-mediating elementary school as a concept. Journal for Primary School Research (ZfG), 13(2), 275-287. link. springer.com/article/10.1007/s42278-019-00050-x?shared-article-renderer
  • Heinzel, F. & Kern, J. (2019). Intercultural sensitization through contact. Exercises for teachers and learners. Subject teaching world knowledge 2, 44-46.
  • Heinzel, F. & Krasemann, B. (2019). Case work in the practical semester - Probation and frictionlessness as a guideline for reflection. Journal for Interpretative School and Teaching Research (ZISU), 8, 67-80.
  • Heinzel, F., Krasemann, B. & Sirtl, K. (2019). Students in case seminar work. "Logging" between cooperation and distanced-routinized task accomplishment. In T. Tyagunova (Ed.), Studentische Praxis und universitäre Interaktionskultur - Perspektiven einer praxeologischen Bildungsforschung (pp. 57-88). Wiesbaden: Springer VS.
  • Heinzel, F. & Prengel, A., (2019): Changing perspectives. Learning to understand children in school difficulties. In S. Bartusch, C. Klektau, T. Simon, S. Teumer & A. Weidermann (Eds.), Accompanying learning processes (pp. 141-146). Wiesbaden: Springer VS.
  • Kreher, S., Rothe, N., Storck-Odabasi, J. & Heinzel, F. (2019). Mixed-data plots in childhood research. Methodological innovation or aberration in participatory research with children and adults? In F. Hartnack (Ed.), Qualitative research with children; challenges, methods and concepts (pp. 313-344). Wiesbaden: Springer VS.
  • Storck-Odabasi, J., Heinzel, F., Kreher, S. & Rothe, N. (2019). How can childhoods be experienced? Research methodological and methodological considerations using the example of the topics of well-being and space-making in the project KINDheitenERLEBEN. Discourse on Childhood and Youth Research, 14(4), 460-473.
  • Storck-Odabasi, J. & Heinzel, F. (2019). "Do you think children's rights are good and if so, why?" Participatory methods of childhood research in the context of school development on children's rights. In C. Donie, F. Foerster, M. Obermayr, A. Deckwerth, G. Kammermeyer, G. Lenske, M. Leuchter & A. Wildemann (Eds.), Grundschulpädagogik zwischen Wissenschaft und Transfer. Yearbook of primary school research (vol. 23, pp. 233-238). Wiesbaden: Springer VS.

2018

  • Eckermann, T. & Heinzel, F. (2018). Childhood research - an educational science perspective. In A. Kleeberg-Niepage & S. Rademacher (Eds.), Childhood and youth research in critique. Interdisciplinary perspectives on central terms and concepts (pp. 251-272). Wiesbaden: Springer VS.
  • Faber, L., Fischer, N. & Heinzel, F. (2018). Appreciation and recognition as the basis of professional action by primary school teachers in inclusive settings, Zeitschrift für Grundschulforschung (ZfG), 11(2), 253-268. link
  • Götz, M., Breidenstein, G. Fölling-Albers, M. Hartinger, A., Heinzel, F., Kammermeyer, G. & Vogt, M. (2018). 10 years of the "Journal for Primary School Research". Journal for Primary School Research (ZfG), 11, 1-6.
  • Heinzel, F. (2018). Interviews with (young) children. Experiences from the KINDheitenERLEBEN project. In H. Gasteiger & J: Bruns (Eds.), Methods of empirical educational research in the context of early childhood education and development. Conference proceedings of the summer school of the same name in Osnabrück 2017 (pp. 15-25). Available at https://repositorium.ub.uni-osnabrueck.de/handle/urn:nbn:de:gbv:700-2018052917199.
  • Heinzel, F. & Prengel, A. (2018). Sexualized violence and schools. In A. Retkowski, A. Treibel & E. Tuider (Eds.), Handbook Sexualized Violence and Educational Contexts (pp. 415-423). Weinheim and Basel: Beltz Juventa.
  • Pietsch, S., Prause, C. & Heinzel, F. (2018): The Förderdiagnostische Werkstatt - a study element of inclusive education at the University of Kassel. Disability education. Vierteljahreszeitschrift für Behindertenepädagogik und Integration Behinderter in Praxis, Forschung und Lehre, 432-447.

2017

  • Denn, A.-K., Heinzel, F. & Lipowsky, F. (2017). "And Marie, now you dare." - Combining quantitative and qualitative research in the analysis of teachers' interaction behavior with girls and boys in mathematics lessons. In F. Heinzel & K. Koch (eds.), Individualization in primary school teaching: aspirations, realization and risks. Yearbook of primary school research (vol. 21, pp. 188-192). Wiesbaden: Springer VS.
  • Grittner, F., Heinzel, F., Kuhn, H. P. & Sollorz, A. (2017). "Can they still do anything with little ones like me?". Level transitions in mixed-grade learning groups and their effects on the academic well-being and emotional experience of pupils - discussed by their teachers. In M. Peschel & U. Carle (Eds.), Research for practice. Contributions to the reform of elementary school (pp. 144-156). Frankfurt a. M.: Grundschulverband, 144-156.
  • Heinzel, Friederike (2017). Conversations. In D. von Reeken (Ed.), Handbook of methods in subject teaching (pp. 73-80). Baltmannsweiler: Schneider publishing house.
  • Heinzel, F. & Nieswandt, M. (2017). "The Flying and the Sitting Eagles" - Addressing in the mixed-grade Flexible School Start. In F. Heinzel & K. Koch (Eds.), Individualization in primary school teaching: Claim, realization and risks. Yearbook of primary school research (vol. 21, pp.82-86). Wiesbaden: Springer VS.
  • Heinzel, F., Vogt, M., Martschinke, S., Kopp, B. & Arnold, K.-H. (2017). Theory development in primary school pedagogy - basis and goal of empirical research. In F. Heinzel & K. Koch (Eds.), Individualization in primary school teaching: aspirations, realization and risks. Yearbook of primary school research (vol. 21, pp. 204-222). Wiesbaden: Springer VS.

2016

  • Alexi, S., Romba, S. & Heinzel, F. (2016). Mentoring as a field of learning and action in university teacher education. journal für lehrerInnenbildung 16(2), 60-68.
  • Denn, A.-K., Lotz, M., Heinzel, F. & Lipowsky, F. (2016). Interactions in mathematics lessons with a focus on gender (IMaGe) - A video-based study in second-year mathematics lessons. In K. Liebers, B. Landwehr, S. Reinhold, S. Riegler & R. Schmidt (Eds.), Facets of primary school pedagogical and didactic research. Yearbook of primary school research (vol. 20, pp. 207-212). Wiesbaden: Springer VS.
  • Eckermann, T. & Heinzel, F. (2016). Children as Social Actors and Addressees? Reflections on the Constitution of Actors and (Student) Subjects in Elementary School Peer Cultures. In F. Esser, M. Baader, T. Betz & B. Hungerland (Eds.), Reconceptualizing Agency and Childhood - New perspectives in Childhood Studies (pp. 256-270). London: Routledge.
  • Eckermann, T., Heinzel, F. & Kreher, S. (2016). The image of the child as an object of childhood and primary school research - Methodological considerations on images of childhood and their observers. Journal for Primary School Research (ZfG), 2, 88-101.
  • Heinzel, F., Gebhard, C. & Lengyel, K. (2016). Sima Samar - an Example of Human Rights Education in Primary School. In E. Christoforatou (Ed.), Education in a Globalized World. Teaching Right Livelihood (pp. 122-130). Kassel: Prolog-Verlag.
  • Heinzel, F. & Prengel, A. (2016). Teacher education with case histories - a contribution to inclusive pedagogy. In H. Hahn, I. Esslinger-Hinz & A. Panagiotopoulou (Eds.), Paradigms and paradigm shifts in primary school pedagogy. Lines of development and research findings (pp. 276-292). Hohengehren: Schneider.

2015

  • Breidenstein, G., Carle, U., Heinzel, F., Lipowsky, F. & Götz, M. (2015). Learning process support and adaptive learning opportunities in the elementary school classroom - a scientific debate. In K. Liebers, B. Landwehr, A. Marquardt & K. Schlotter (Eds.), Lernprozessbegleitung und adaptives Lernen in der Grundschule. Yearbook of primary school research (vol. 19, pp. 47-56). Wiesbaden: Springer VS.
  • Eckermann, T. & Heinzel, F. (2015). Children as actors and addressees? - Practical theoretical considerations on the constitution of actors and (pupil) subjects. Journal for the Sociology of Education and Socialization (ZSE), 1, 25-38.
  • Heinzel, F. & Krasemann, B. (2015): Teacher education with the online case archive school pedagogy. In B. Berendt, A. Fleischmann, N. Schaber & B. Szczyrba (Eds.), Neues Handbuch Hochschullehre (pp. 43-67). Berlin: Raabe.

2014

  • Alexi, S., Heinzel, F. & Marini, U. (2014). Paper case or real case? Two concepts of higher education in comparison. In I. Pieper, P. Frei, K. Hauenschild & B. Schmidt-Thieme (Eds.), What the case is. Contributions to casework in educational research, teacher education, profession and training (pp. 227-241). Wiesbaden: Springer VS.
  • Heinzel, F. (2014). Child-legally relevant school memories of teachers' actions in elementary school - text analyses. In A. Prengel & U. Winkelhofer (Eds.), Children's rights in pedagogical relationships (Vol. 2, pp. 267-280). Opladen: Verlag Barbara Budrich.
  • Heinzel, F. (2014). Childhood and elementary school. In W. Einsiedler, M. Götz, A. Hartinger, F. Heinzel, J. Kahlert & U. Sandfuchs (Eds.), Handbuch Grundschulpädagogik und Grundschuldidaktik (4th ed., pp. 155-163). Bad Heilbrunn: Klinkhardt.
  • Heinzel, F. & Prengel, A. (2014). Girls and boys in elementary school. In W. Einsiedler, M. Götz, A. Hartinger, F. Heinzel, J. Kahlert & U. Sandfuchs (Eds.), Handbuch Grundschulpädagogik und Grundschuldidaktik (4th ed., pp. 200-204). Bad Heilbrunn: Klinkhardt.

2013

  • Eckermann, T. & Heinzel, F. (2013). Established and outsiders - how children deal with heterogeneity in cooperative learning. In J. Budde (Ed.), Fuzzy stakes: (Re-)production of heterogeneity in the school field. Studies on school and educational research. (Vol. 42, pp. 187-210). Wiesbaden: VS-Verlag.
  • Eckermann, T., Heinzel, F. & Lipowsky, F. (2013). On the quality of student-student interaction in cooperative learning with text magnifier and writing conference - Which structuring aids are beneficial? Journal for Primary School Research 6(2), 157-170.
  • Heinzel, F., Kruse, N., Lipowsky, F., Eckermann, T., Ludwig, M. & Reichardt, A. (2013). Cooperative student feedback in text revision in elementary school German lessons (KoText). Schulpädagogik heute, 7(4), n.p.
  • Lipowsky, F., Herrmann, M., Ludwig, M., Eckermann, T., Heinzel, F. & Kruse, N. (2013). Text revision in the primary school classroom - What influence do learning environments and group social cohesion have? Teaching Science, 41(1), 38-56.

2012

  • Heinzel, F. (2012). The view of children. In H. de Boer & S. Reh (Eds.), Observation in school - learning to observe (pp. 173-188). Wiesbaden: VS Verlag.
  • Heinzel, F. (2012). Morning circle. In K.-P. Horn, H. Kemnitz, W. Marotzki & U. Sandfuchs (Eds.), Klinkhardt Lexikon Erziehungswissenschaft (Group puzzle-nursing science) (pp. 410). Bad Heilbrunn: Klinkhardt.
  • Heinzel, F. (2012). Qualitative methods in childhood research. An overview. In F. Heinzel (Ed.), Methods of childhood research. An overview of research approaches to the child's perspective (2nd ed., pp. 22-35). Weinheim and Munich: Juventa.
  • Heinzel, F. (2012). Group discussion and circle talk. In F. Heinzel (Ed.), Methods of childhood research. An overview of research approaches to the child's perspective (2nd ed., pp. 104-115). Weinheim and Munich: Juventa.
  • Heinzel, F. & Prengel, A. (2012). Heterogeneity as a basic concept of inclusive pedagogy. Zeitschrift für Inklusion, 3. link to the article.
  • Heinzel, F., Kränzl-Nagel, R. & Mierendorff, J. (2012). Social science childhood research - Approaches to a complex field of research. Theo-Web. Journal for Religious Education, 11(1), 9-37. link to article
  • Kruse, N., Reichardt, A., Herrmann, M., Heinzel, F. & Lipowsky, F. (2012). On the quality of children's texts. Development of an assessment instrument in elementary school Didaktik Deutsch, 18, 87-110.
  • Reichardt, A., Kruse, N., Heinzel, F., Lipowsky, F., Ludwig, M. & Eckermann, T. (2012). Of mermen and zombie fish. Investigating the influence of student feedback , Die Grundschulzeitschrift, 258,259, 20-23.

2011

  • Alexi, S., Witt, D. & Heinzel, F. (2011). Biographical storytelling. A contribution to the promotion of intergenerational relationships in elementary school. In F. Heinzel, (Ed.), Intergenerational mediation in elementary school. The end of child-centeredness? (S. 122-131). Bad Heilbrunn: Klinkhardt.
  • Heinzel, F. (2011). Child-centeredness or intergenerational mediation as a principle of primary school education? In F. Heinzel (Ed.), Generational mediation in elementary school. The end of child-centeredness? (S. 40-68). Bad Heilbrunn: Klinkhardt. www. pedocs.de/frontdoor.php?source_opus=21124
  • Heinzel, F. (2011). Childhood and elementary school. In W. Einsiedler, M. Götz, A. Hartinger, F. Heinzel, J. Kahlert & U. Sandfuchs (Eds.), Handbuch Grundschulpädagogik und Grundschuldidaktik (pp. 141-149). Bad Heilbrunn: Klinkhardt.
  • Heinzel, F. (2011). Children as members of society. The concept of "changing childhood" in transition. Die Grundschulzeitschrift, 245.246, 12-15.
  • Heinzel, F. & Prengel, A. (2011). Girls and boys in elementary school. In W. Einsiedler, M. Götz, A. Hartinger, F. Heinzel, J. Kahlert & U. Sandfuchs (Eds.), Handbuch Grundschulpädagogik und Grundschuldidaktik (pp. 186-190). Bad Heilbrunn: Klinkhardt.

2010

  • Eckermann, T., Herrmann, M., Heinzel, F. & Lipowsky, F. (2010). Are higher performing students also more popular? - On the relationship between peer status, performance and self-concept in elementary school German lessons. Zeitschrift für Grundschulforschung, 2, 34-47.
  • Heinzel, F. (2010). School from the perspective of primary school children. In F. Heinzel (Ed.) (2010), Children in society. What do we know about current childhoods? (S. 21-31). Frankfurt a. M.: Grundschulverband.
  • Heinzel, F. (2010). Reflecting on intergenerational relationships. In F. Heinzel (Ed.), Kinder in Gesellschaft. What do we know about current childhoods? (S. 161-170). Frankfurt a. M.: Grundschulverband.
  • Heinzel, F. (2010). Theory-oriented and theory-building qualitative primary school research. In F. Heinzel & A. Panagiotopoulou (Eds.), Qualitative Bildungsforschung im Elementar- und Primarbereich. Conditions and contexts of children's learning and development processes (pp. 120-130). Baltmannsweiler: Schneider Verlag Hohengehren.
  • Heinzel, F. (2010). Childhood and elementary school. In K.-H. Krüger & C. Grunert (Eds.), Handbook of childhood and youth research (2nd ed., pp. 595-618). Wiesbaden: VS Verlag.
  • Heinzel, F. (2010). Approaches to the child's perspective - Methods of childhood research. In B. Friebertshäuser, A. Langer & A. Prengel (Eds.), Handbuch Qualitative Forschungsmethoden in der Erziehungswissenschaft (3rd ed., pp. 707-722). Weinheim and Munich: Juventa.
  • Heinzel, F. (2010). Ethnographic investigation of micro-processes in schools. In F. Heinzel, W. Thole, P. Cloos & S. Köngeter (Eds.), "Auf unsicherem Terrain". Ethnographic research in the context of education and social services (pp. 40-52). Wiesbaden: VS-Verlag.
  • Heinzel, F. & Panagiotopoulou, A. (2010). Qualitative educational research in elementary and primary education: Concepts and projects. In F. Heinzel & A. Panagiotopoulou (Eds.), Qualitative educational research in the elementary and primary sector. Conditions and contexts of children's learning and development processes (pp. 6-14). Baltmannsweiler: Schneider Verlag Hohengehren.
  • Heinzel, F. & Prengel, A. (2010). Social interactions in kindergarten and school and their relevance for human rights education. In P.G. Kirchschläger & T. Kirchschläger (Eds.), Menschenrechte und Digitalisierung des Alltags. 7th International Human Rights Forum Lucerne (pp. 373-375). Bern: Stämpfli Verlag AG.
  • Reh, S., Geiling, U. & Heinzel, F. (2010). Case work in teacher education. In B. Friebertshäuser, A. Langer & A. Prengel (Eds.), Handbuch Qualitative Forschungsmethoden in der Erziehungswissenschaft (3rd ed., pp. 911-924). Weinheim and Munich: Juventa.
  • Thole, W., Heinzel, F., Cloos, P. & Köngeter, S. (2010). "On uncertain terrain". Ethnographic research in the context of education and social services (Introduction). In F. Heinzel, W. Thole, P. Cloos & S. Köngeter (Eds.), "Auf unsicherem Terrain". Ethnographic research in the context of education and social services (pp. 8-11). Wiesbaden: VS-Verlag.

2009

  • Heinzel, F. (2009). Research-based learning in the context of teaching research projects. In B. Roters, R. Schneider, B. Koch-Priewe, J. Thiele & J. Wildt (Eds.), Forschendes Lernen im Lehramtsstudium. University didactics, professionalization, competence development (pp. 142-150). Bad Heilbrunn: Klinkhardt.
  • Heinzel, F. (2009). Methods of researching school micro-processes (with a focus on ethnography). In S. Blömeke, T. Bohl, L. Haag, G. Lang-Wojtasik & W. Sacher (Eds.), Handbuch Schule. Theory - Organization - Development (pp. 149-152). Bad Heilbrunn: Klinkhardt.
  • Heinzel, F. (2009). Transitions in the school system. In S. Blömeke, T. Bohl, L. Haag, G. Lang-Wojtasik & W. Sacher (Eds.), Handbuch Schule. Theory - Organization - Development (pp. 298-303). Bad Heilbrunn: Klinkhardt.
  • Heinzel, F. (2009). Good and bad news about children and childhood. Grundschule aktuell, 105, 3.
  • Heinzel, F. & Marini, U. (2009). Research-based learning with the online case archive school pedagogy at the University of Kassel. In B. Roters, R. Schneider, B. Koch-Priewe, J. Thiele & J. Wildt (Eds.), Forschendes Lernen im Lehramtsstudium. University didactics, professionalization, competence development (pp. 126-141). Bad Heilbrunn: Klinkhardt.

2008

  • Fabel-Lamla, M., Heinzel, F. & Klomfaß, S. (2008). School. In H. Faulstich-Wieland & P. Faulstich (Eds.), Erziehungswissenschaft. A basic course (pp. 447-469). Hamburg: Rowohlt.
  • Heinzel, F. (2008). Dealing with heterogeneity in elementary school. In J. Ramseger & M. Wagener (Eds.), Chancenungleichheit in der Grundschule. Causes and ways out of the crisis. Yearbook of primary school research 12 (pp. 133-139). Wiesbaden: VS-Verlag.
  • Heinzel, F. & Brencher, G. (2008). Students' reflections on the topic of "changing childhood" in the context of learning diaries. In A. Hartinger, R. Bauer & R. Hitzler (Eds.), Changing childhood: Consequences for teacher education (pp. 33-49). Bad Heilbrunn: Klinkhardt.

  • Prengel, A., Heinzel, F. & Carle, U. (2008). Methods of action, practice and evaluation research. In W. Helsper & J. Böhme (Eds.), Handbook of school research, (pp. 181-197). Wiesbaden: VS Verlag für Sozialwissenschaften.

2007

  • Fölling-Albers, M. & Heinzel, F. (2007). Family and elementary school. In J. Ecarius (Ed.), Handbook of the family (pp. 300-317). Wiesbaden: VS-Verlag.
  • Heinzel, F. (2007). Case work and case studies in teacher training. In A. Garlichs, F. Heinzel & S. Pietsch (Eds.), Lernbegleitung und Patenschaften. Reflective case work in university teacher training (pp. 146-157). Bad Heilbrunn: Klinkhardt.
  • Heinzel, F. (2007). Age levels, age mixing and intergenerational relationships in elementary school. In K. Burk, H. de Boer & F. Heinzel (Eds.), Lehren und Lernen in jahrgangsgemischten Klassen. Contributions to the reform of elementary school (vol. 123, pp. 32-44). Frankfurt a. M.: Grundschulverband - Arbeitskreis Grundschule.
  • Heinzel, F. & Garlichs, A. (2007). Teacher training and school pedagogy facing new tasks. In A. Garlichs, F. Heinzel & S. Pietsch (Eds.), Lernbegleitung und Patenschaften. Reflective case work in university teacher training (pp. 11-21). Bad Heilbrunn: Klinkhardt.
  • Heinzel, F. & Kruse, N. (2007). Feedback as an autonomy-oriented teaching-learning situation - Interactions during text revision in elementary school. In K. Rabenstein, & S. Reh (Eds.), Kooperatives und selbstständiges Arbeiten von Schülern. On the quality development of teaching (pp. 131-158). Wiesbaden: VS-Verlag.
  • Heinzel, F. & Prengel, A. (2007). On the conception of heterogeneity in Wolfgang Klafki's key problems. In B. Koch-Priewe, F. Stübig & K.-H. Arnold (Eds.), The potential of general didactics. Statements from the perspective of Wolfgang Klafki's educational theory (pp. 168-180). Weinheim and Basel: Beltz.

2006

  • Heinzel, F. (2006). Learning from the school case. When teaching becomes a communicable event. In P. Cloos & W. Thole (eds.), Ethnographic approaches. Profession- and addressee-related research in the context of pedagogy (pp. 35-47). Wiesbaden: VS-Verlag.
  • Heinzel, F. (2006). "I'm not actually sitting here as a head teacher, but as someone who has come to school at some point." In R. Hinz & B. Schumacher (Eds.), Auf den Anfang kommt es an: Developing competencies - strengthening competencies (pp. 243-252). Wiesbaden: VS-Verlag.
  • Heinzel, F. (2006). Recognizing feedback in the classroom. Why are they so important and how are they given? Grundschulunterricht, 10, 10-13.
  • Heinzel, F. & Alexi, S. (2006). Generational difference as an occasion for pedagogical self-reflection. In H. Dauber & R. Zwiebel (Eds.), Professional self-reflection from a pedagogical and psychoanalytical perspective (pp. 191-202). Bad Heilbrunn: Klinkhardt.

2005

  • Heinzel, F. (2005). Subject and method - ways of child-centered primary school research. In M. Götz & K. Müller (Eds.), Primary school between the demands of individualization and standardization (pp. 53-68). Wiesbaden: VS-Verlag.
  • Heinzel, F. (2005). Kindheit irritiert Schule - Über Passungsversuche in einem Spannungsfeld. In G. Breidenstein & A. Prengel (Eds.), Schulforschung und Kindheitsforschung - ein Gegensatz? (S. 37-54). Wiesbaden: VS-Verlag.
  • Heinzel, F. (2005). Taking research findings into account. Die Grundschulzeitschrift, 184, 4.
  • Heinzel, F. & Kruse, N. (2005). Feedback situations in text revision in elementary school German lessons - Outline of a research project on the function of independent learning in the development of text competence. In A. Panagiotopoulou & U. Carle (eds.), Language development and written language acquisition. Observation and support options in the family, kindergarten and elementary school (pp. 178-185). Baltmannsweiler: Schneider-Verlag Hohengehren.
  • Heinzel, F. & Wiesemann, J. (2005). Observing everyday school life. In H. Dauber & D. Krause-Vilmar (Eds.), Preparing the school internship. Pedagogical perspectives for teacher training (pp. 207-222). Bad Heilbrunn: Klinkhardt.

2004

  • Heinzel, F. (2004). Elementary school. In H.-H. Krüger & C. Grunert (Eds.), Dictionary of educational science (pp. 227-233). Wiesbaden: VS-Verlag.
  • Heinzel, F. (2004). Treatise on the "difficult child" or pedagogical optimism? In F. Heinzel & U. Geiling (Eds.), Democratic perspectives in pedagogy (pp. 114-125). Wiesbaden: VS-Verlag.
  • Heinzel, F. (2004). Generational theories and women's and gender studies in educational science. In E. Glaser, D. Klika & A. Prengel (Eds.), Handbuch Gender und Erziehungswissenschaft (pp. 157-174). Bad Heilbrunn: Klinkhardt.
  • Heinzel, F. (2004). What does IGLU mean for concepts of teacher training in primary education? In H. Merkens (Ed.), Teacher education: IGLU and the consequences (pp. 53-63). Opladen: Leske u. Budrich.
  • Heinzel, F. (2004). Circle conversations - meetings that challenge. In D. Bosse (Ed.), Teaching that challenges students (pp. 101-121). Bad Heilbrunn: Klinkhardt.
  • Heinzel, F. & Prengel, A. (2004). Recognition and disregard rituals in school gender relations. In C. Wulf & J. Zirfas (Eds.), Innovation and Ritual. Journal for Educational Science, 2, 115-128.
  • Prengel, A., Heinzel, F. & U. Carle (2004). Methods of action, practice and evaluation research. In W. Helsper & J. Böhme (Eds.), Handbook of school research (pp. 183-199). Wiesbaden: VS-Verlag.

2003

  • Heinzel, F. (2003). (Why) Do qualitative and quantitative methods actually have to go together? In A. Panagiotopoulou & H. Brügelmann (Eds.), Grundschulpädagogik meets Kindheitsforschung. On the interrelationship between learning at school and extracurricular experiences at primary school age. Yearbook of primary school research 7 (pp. 258-262). Opladen: Leske u. Budrich.
  • Heinzel, F. (2003). On the function of case studies for didactic initiatives in the classroom. In E. Brinkmann, N. Kruse & C. Osburg (Eds.), Children write and read. Observing - Understanding - Teaching (pp. 19-35). Freiburg i. Breisgau: Fillibach.
  • Heinzel, F. (2003). Methods of childhood research - problems and solutions. In A. Prengel (Ed.), In the interest of children? (S. 123-135). Weinheim and Munich: Juventa.
  • Heinzel, F. (2003). The conversation. In D. v. Reeken (Ed.), Handbuch Methoden des Sachunterrichts (pp. 121-129). Baltmannsweiler: Schneider-Verlag Hohengehren.
  • Heinzel, F. (2003). Between childhood and school - circle talks as an intermediate space. Journal for educational, counseling and social research, 1, 105-122.
  • Heinzel, F. & Prengel, A. (2003). Unacceptable teacher actions and recognition problems in elementary school. In A. Panagiotopoulouo & H. Brügelmann (Eds.), Grundschulpädagogik meets Kindheitsforschung. On the interrelationship between school learning and extracurricular experiences at primary school age. Yearbook of primary school research 7 (pp. 69-73). Opladen: Leske u. Budrich.

2002

  • Heinzel, F. (2002). Childhood and elementary school. In H.-H. Krüger & C. Grunert (Eds.), Handbook of childhood and youth research (pp. 541-565). Opladen: Leske u. Budrich.
  • Heinzel, F. (2002). How one can become a member of a class - Socialization in the circular conversation between participation and fiction. In H. Petillon (Ed.), Individual and social learning in elementary school - children's perspectives and pedagogical concepts. Yearbook of primary school research 5 (pp. 119-128). Opladen: Leske u. Budrich.
  • Heinzel, F. (2002). Looking at the children and looking back. Primary School Teaching, 9, 9-12.
  • Heinzel, F. & Prengel, A. (2002). On the yearbook Heterogeneity, integration and differentiation in primary education. In F. Heinzel & A. Prengel (Eds.), Heterogenität, Integration und Differenzierung in der Primarstufe. Yearbook of primary school research 6 (pp. 9-19). Opladen: Leske u. Budrich.

2001

  • Heinzel, F. (2001). Learning in circle talk. In H.-G. Roßbach, K. Nölle & K. Czerwenka (Eds.), Forschungen zu Lehr- und Lernkonzepten für die Grundschule Jahrbuch Grundschulforschung 4 (pp. 189-196). Opladen: Leske u. Budrich.
  • Heinzel, F. & Breidenstein, G. (2001). Girls and boys at school - history, pedagogy and everyday life. In Kultusministerium des Landes Sachsen-Anhalt (ed.), Lebenswegplanung und Berufsorientierung (pp. 7-26). Magdeburg.
  • Heinzel, F. & Prengel, A. (2001). Girls and boys in elementary school. In W. Einsiedler, M. Götz, H. Hacker, J. Kahlert, R. W. Keck & U. Sandfuchs (Eds.), Handbuch Grundschulpädagogik und Grundschuldidaktik (pp. 148-153). Bad Heilbrunn: Klinkhardt.

2000

  • Heinzel, F. (2000). An overview of methods and approaches in childhood research. In F. Heinzel (Ed.), Methods of childhood research. An overview of research approaches to children's perspectives (pp. 21-35). Weinheim and Munich: Juventa.
  • Heinzel, F. (2000). Children in group discussions and circle conversations. In F. Heinzel (Ed.), Methods of childhood research. An overview of research approaches to the child's perspective (pp. 117-130). Weinheim and Munich: Juventa.
  • Heinzel, F. (2000). From the dream journey into childhood to the book on GDR childhoods. A contribution to university didactics. In U. Geiling & F. Heinzel (Eds.), Memory Journey - Childhood in the GDR. Students explore their childhoods (pp. 1-28). Baltmannsweiler: Schneider-Verlag Hohengehren.
  • Heinzel, F. & Geiling, U. (2000). Wendekindheit - what remains of cultural experiences in the GDR. In A. Kaiser & C. Röhner (Eds.), Children in the 21st century (pp. 23-37). Münster, Hamburg and London: LIT-Verlag.

1999

  • Heinzel, F. (1999). Learning through conversation. In M. Hempel (Ed.), Children's learning paths. Subject-oriented learning and teaching in elementary school (pp. 176-189). Baltmannsweilter: Schneider-Verlag Hohengehren.
  • Heinzel, F. (1999). Selected bibliography of initial teaching. In A. Prengel (Ed.), Diversity through good order in the beginning classroom (pp. 221-239). Opladen: Leske u. Budrich.

1998

  • Heinzel, F. & Geiling, U. (1998). Ina wants to help. Gender role stereotyping in the textbooks of the GDR for the lower grades. In H. Bombke & F. Heinzel, Women's Studies in Saxony-Anhalt. Erste Tagung zur Frauenforschung in Sachsen-Anhalt am 17./18.4.1997 (ed. by the Ministry of Education and Cultural Affairs of Saxony-Anhalt and the Center for Women's Policy of Saxony-Anhalt) (pp. 89-100). Magdeburg.
  • Heinzel, F. & Prengel, A. (1998). Living and learning together in elementary school. In M. Horstkemper & P. Zimmermann (Eds.), Between dramatization and individualization. Gender-specific socialization in early childhood (pp. 83-108). Opladen: Leske u. Budrich.

1997

  • Heinzel, F. (1997). Qualitative interviews with children. In B. Friebertshäuser & A. Prengel (Eds.), Handbuch Qualitative Forschungsmethoden in der Erziehungswissenschaft (pp. 396-413). Weinheim and Munich: Juventa.
  • Heinzel, F. (1997). Repeated conversational interaction and depth hermeneutic analysis. In B. Friebertshäuser & A. Prengel (Eds.), Handbuch Qualitative Forschungsmethoden in der Erziehungswissenschaft (pp. 468-480). Weinheim and Munich: Juventa.
  • Heinzel, F. (1997). Biographical method and repeated interview interaction. A method for researching female politicization processes. femina politica, 1, 96-104.

until 1996

  • Heinzel, F. (1996). The circle: The democratic social form of elementary school. In M. Hempel (ed.), Grundschulreform und Koedukation. Contributions to the connection between primary school research, women's studies and gender socialization (pp. 95-206). Weinheim and Munich: Juventa.
  • Heinzel, F., Jakobi, J. & A. Prengel (1994). How much longer on side tracks? On the institutionalization of women's studies in educational science. German Society for Educational Science (ed.). Educational Science, 9, 113-129.
  • Heinzel, F. (1993). Women's studies and women's research. In C. Färber (Ed.), Handbook for active women's work at universities (pp. 169-178). Marburg: Schüren.
  • Heinzel, F., Prengel, A., Reitz, S. & Winklhofer, U. (2017). Reckahn Reflections on the Ethics of Educational Relationships. Edited by the German Institute for Human Rights, the German Youth Institute, the Human Rights Center at the University of Potsdam, the Rochow Museum and the Academy for Educational History and Contemporary Diagnostic Research at the University of Potsdam. Rochow-Edition: Reckahn.
  • Nieswandt, M., Dittmar, S., Heinzel, F., Purmann, E., Schneider, R. (2016). Flexible school start in Hesse. Information, ideas and impulses. Edited by the Hessian Ministry of Education and Cultural Affairs, Wiesbaden.
  • Heinzel, F., Henze, R. & Klomfaß, S. (2007). A school for girls and boys. Practical help with lesson plans for gender-equitable education. Study commissioned by the Max-Träger-Stiftung. Published by Gewerkschaft Erziehung und Wissenschaft, Frankfurt.
  • Breidenstein, G. & Heinzel, F. (2001). Girls and boys at school - history, theory and everyday life. In Kultusministerium des Landes Sachsen-Anhalt (ed.), Schule, Geschlecht, berufliche Zukunft - geschlechterbewusste Pädagogik als Grundstein für chancengerechte Lebenswegplanung und Berufsorientierung (pp. 7-26). Magdeburg, 7-26.