Since 2010 Professor of Educational Science specialising in pedagogy and didactics of elementary and primary education

Teaching and research focus:

• Child protection in primary school
• Pedagogical action in primary education
• Educational biographies
• School social work in primary education
• Co-operative relationships in the educational landscape/all-day primary school network
• University didactic strategies and research-based learning in teacher training
• Primary and secondary analytical research methods (qualitative)

2003 - 2010 Junior professor for school social work, University of Oldenburg

1999 - 2003 Research assistant: specialising in social pedagogy, University of Koblenz-Landau

1999 Doctorate: General Pedagogy / Theory of Education, University of Münster

1995 First State Examination : Teaching Qualification Sek. I & II: German, Pedagogy, University of Münster

• Studies of Education, German Studies and Sociology at the Universities of Münster and Marburg
• Commercial commercial training

Deputies and appointments

• 2010 Professorship "Educational science with a focus on pedagogy and didactics of elementary and primary education", University of Oldenburg
• 2009 Professorship "Social Integration and Academic Rehabilitation - Support for the Disadvantaged", University of Magdeburg
• 2009/2010 Substitute professorship "Social Integration and Academic Rehabilitation - Support for Disadvantaged People", University of Magdeburg
• 2008/2009 Substitute professorship "Social Work", Vechta University of Applied Sciences

Memberships

DGfE section memberships:

• Section Organisational Pedagogy
• Commission for Primary School Research and Primary School Pedagogy

Spies, A. (2026): School social work as a school administrative innovation in primary schools? In: Huber, S./Fahrenwald, C./Schröer, A. (Eds.): Organisation and Innovation. Yearbook of the Section on Organisational Pedagogy. Wiesbaden: Springer VS. (forthcoming)

Spies, A. (2026): Digitised deductive knowledge for organisational pedagogical child protection cooperation research: Intergenerationally effective learning starting points of primary schools. In: I. Truschkat, L. Peters, L. Maack, J. Elven, T. Wendt (Eds.): Organisation and digitality. 7th Yearbook of Organisational Pedagogy. Wiesbaden: Springer VS. (in progress)

Spies, A. (2026): The unclear position of school social work in the counselling system. In: P. Bauer, S. Bender, B. Thiessen, J. Strasser & M. Weinhardt (Eds.): Contributions to counselling research. Weinheim: Beltz Juventa. (in preparation)

Spies, A. & Prüshoff, H. (2025): Child protection in primary education. Podcast: Season II

Spies, A. (ed.). (2024): Pedagogical responsibilities. Interdisciplinary search for traces in intergenerational discourse. Seven expert discussions. Weinheim: Beltz Juventa.

Spies, A. (2024): Interdisciplinary connections and intergenerational contextual knowledge. Introduction. In: A. Spies (ed.): Pedagogical responsibilities. Interdisciplinary search for traces in intergenerational discourse. Seven expert discussions. Weinheim: Beltz Juventa. S. 9-11.

Spies, A., Pfahl, L. and Bliemetsrieder, S. (2024): Pedagogical responsibilities and discursive approaches. A framework of the discussions with W. Edelstein, H. Faulstich-Wieland, M. Krüger-Potratz, D. Benner, H. G. Homfeldt, M.-E. Karsten, R. Wiesner and D. Sengling. In: A. Spies (ed.): Pedagogical Responsibilities. Interdisciplinary search for clues in the intergenerational discourse. Seven expert discussions. Weinheim: Beltz Juventa. S. 12-35.

Edelstein, W. in dialogue with Pfahl, L., Edelstein, B. and Spies, A. (2024): Educational systems, school development and pedagogical action as the subject of social science research. In: A. Spies (ed.): Pedagogical responsibilities. Interdisciplinary search for traces in intergenerational discourse. Seven expert discussions. Weinheim: Beltz Juventa. S. 36-56.

Faulstich-Wieland, H. in dialogue with Spies, A. and Stecklina, G. (2024): The line of difference gender in the intra- and interdisciplinary debate on the requirements and conditions of the education system. In: A. Spies (ed.): Pedagogical responsibilities. Interdisciplinary search for traces in intergenerational discourse. Seven expert discussions. Weinheim: Beltz Juventa. S. 57-79.

Krüger-Potratz, M. in dialogue with Spies, A. and Chamakalayil, L. (2024): Migration society standardisation processes and requirements in the education system. In:A. Spies (ed.): Pedagogical responsibilities. Interdisciplinary search for clues in the intergenerational discourse. Seven expert discussions. Weinheim: Beltz Juventa. S. 80-103.

Benner, D. in dialogue with Spies, A. and Wunsch, R. (2024): Social space-orientated primary school development. Scientific theory formation and pedagogical practice in inter-institutional co-operation. In: A. Spies (ed.): Pedagogical responsibilities. Interdisciplinary search for clues in intergenerational discourse. Seven expert discussions. Weinheim: Beltz Juventa. S. 104-124.

Homfeldt, H. G. in dialogue with Spies, A. and Speck, K. (2024): Social work and school. Pedagogical action in the cooperative relationship between social and school pedagogical institutions, professions and discursive analyses. In: A. Spies (ed.): Pedagogical responsibilities. Interdisciplinary search for traces in intergenerational discourse. Seven expert discussions. Weinheim: Beltz Juventa. S. 125-144.

Karsten, M-E. in dialogue with Spies, A. and Bliemetsrieder, S. (2024): Interactions of social and professional developments in social and elementary educational discourses and fields of action. In: A. Spies (ed.): Pedagogical responsibilities. Interdisciplinary search for clues in the intergenerational discourse. Seven expert discussions. Weinheim: Beltz Juventa. S. 145-163.

Wiesner, R. in dialogue with Spies, A. and Wunsch, R. (2024): The genesis and reform history of SGB VIII as a basis for the development and design of socio-educational fields of action. In: A. Spies (ed.): Pedagogical responsibilities. Interdisciplinary search for traces in intergenerational discourse. Seven expert discussions. Weinheim: Beltz Juventa. S. 164-185.

Spies, A., Pfahl, L. and Bliemetsrieder, S. (2024): Inclusions and omissions in pedagogical responsibilities. In: A. Spies (ed.): Pedagogical responsibilities. Interdisciplinary search for traces in intergenerational discourse. Seven expert discussions. Weinheim: Beltz Juventa. S. 215-227.

Spies, A. (2024): School social work in all-day primary schools. In: A. Flügel et al. (eds.): Grundschulforschung meets Kindheitsforschung reloaded (Yearbook of Primary School Research, vol. 28). Bad Heilbrunn: Julius Klinkhardt, pp. 558-563).

Spies, A. (2024): Cross-institutional co-operation in the primary school sector. In: M. Götz et al. (eds.): Handbuch Grundschulpädagogik und Grundschuldidaktik (5th fully revised and expanded edition). Bad Heilbrunn: UTB, pp. 135-140.

Spies, A. (2024): Kinderschutz in der Schule: Bildungsbiografien, Aufträge, Schutzkonzepte und professionelles pädagogisches Handeln. SchVw HE/RP (3), 68-71.

Wolf, R., Dunekacke, S., Spies, A. & Eggert-Boraczynski, J. (2024): The legal entitlement to all-day care in the field of multi-professional negotiation processes - starting points for co-operation? In: A. Flügel, A. Gruhn, I. Landrock, J. Lange, B. Müller-Naendrup & J. Wiesemann (eds.), Grundschulforschung meets Kindheitsforschung reloaded (Jahrbuch Grundschulforschung, vol. 28), pp. 680-686.

Spies, A. & Eggert-Boraczynski, J. (2023): Child protection in primary education. Podcast: Season I

Spies, A. & Wischmann, A. (2023): The 'historical prototype' of an educational landscape: coherence as a (primary) educational challenge in municipal educational governance. In: C. Brüggemann, B. Hermstein & R. Nikolai (eds.), Bildungskommunen: Bedeutung und Wandel kommunaler Politik und Verwaltung im Bildungswesen. Beltz Juventa, pp. 33-52.

Spies, A., Beckmann, K., Balbach, K. & Prüshoff, H. (2023): Sustainable child protection in primary schools - Key points for an interdisciplinary understanding of school development. In: M. Haider, R. Böhme, S. Gebauer, C. Gößinger, M. Munser-Kiefer & A. Rank (Eds.), Yearbook Primary School Research: Vol. 27. Sustainable Education in Primary School. Julius Klinkhardt, pp. 347-356.

Spies, A. & Prüshoff, H. (2023): Child protection in primary schools: Co-operative relationships with the youth welfare system (Part I). Grundschule aktuell (164), 29-30.

Spies, A. (2022): Child protection at primary school level. Professionalisation and school development needs. In: Education and Teaching, Issue 3 - 4, 2022 (272-282).

Spies, A., & Knapp, K. (2020). Research-based learning as a higher education didactic strategy for professionalisation in the first phase of teachereducation*. In C. Wulf, S. Haberstroh & M. Petersen (Eds.), Research-based learning - theory, empiricism, practice (S. 145-156). Springer VS.

Spies, A. (2020): Transition between primary and secondary education. In: Bollweg, P., Buchner, J., Coelen, T. & Otto, H.-U.(Eds.): Handbuch Ganztagsbildung. 2nd edition, Sprinver VS. S. 603-615.

Spies, A. (2019): School development in the practical semester - student appropriation processes of the new dual role in the changed task profile of teachers. In: HLZ "Study projects in the practical semester" (in progress).

Spies, A. & Knapp, K. (2019): "Praxisnah erheben und auswerten" - SWOT-Analysen als Verfahren zur Ermittlung von Impulssen für die kooperative Grundschulentwicklung. In: Yearbook of primary school research (ed.). Wiesbaden, VS- Verlag, p. (in German).

Spies, A. & Steinbach, A. (2019): Education, biographicality and coping with life. In: Stecklina, G./Riefort, J. (Eds.): Coping with life: Perspectives for the practice of social work. Weinheim, Beltz-Juventa, p. (forthcoming).

Spies, A. & Wolter, J. (2019): "The educational landscape as a framework concept of a (pedagogical) community of responsibility". In: Engel, N./Fahrenwald, C./Schröer, A. (eds.): Yearbook Organisation and Responsibility. Wiesbaden, VS- Verlag, p. (in German).

Spies, A. & Wolter, J. (2018): The construct of the educational landscape as a benchmark for (primary) school development processes In: Erziehung und Bildung, Vol. 71, No. 3, pp. 274-291.

Spies, A. (2018): Primary school development with the alliance partner school social work. In: Ahmed, S./Baier, F./Fischer, M. (eds.): School social work in primary schools. Concepts and methods for a practice with children and families. Opladen: Budrich-Verlag.

Spies, A. (2018): All-day networking as a concept of pedagogical action - A cooperative network between primary schools and youth welfare organisations. In: Weber, M.S./Schroder, C./Truschkat, I./Peters, L./Herz, A. (Eds.): Organisation and networks. Yearbook of organisational pedagogy. Wiesbaden: VS- Springer, pp. 289-297.

Spies, A. (2018): Gender sensitivity as a cross-sectional task for school social work. In: Speck, K., Olk, T., Hollenstein, E. & Nieslony, F. (Eds.): Handbook of school social work. Volume 2. Weinheim. Beltz-Juventa.

Fahrenwald, C./ De Boer, H./Spies, A. (2018): Professionalisation in Teacher Education as an Interorganizational Learning Challenge. In: Frontiers in Education, section Leadership in Education.
journal.frontiersin.org/article/10.3389/feduc.2018.00004/full?&utm_source=Email_to_authors_&utm_medium=Email&utm_content=T1_11.5e1_author&utm_campaign=Email_publication&field=&journalName=Frontiers_in_Education&id=320854

Spies, A. (2018): School and social work. In: Graßhoff, G./Renker, A./Schröer, W. (Eds.): "Soziale Arbeit - Eine elementare Einführung". Wiesbaden: VS- Verlag, pp. 133-150.

Spies, A. (2018): Co-operation school - youth welfare. In: Böllert, K. Compendium of child and youth welfare. Wiesbaden: VS-Verlag, pp. 755-770.

Spies, Anke (2018): School development 'at a glance' - possibilities and limits of professionalising perspective broadening with the help of qualitative methods in the setting of research-based learning. In: Gottuck, S./Grünheid, I./Mercheril, P./Wolter, J. (eds.): Learning to see and unlearn: Perspectives on pedagogical professionalisation. Wiesbaden, VS- Verlag, pp. 241-264.

Spies Anke (2018): School development. In: Bassarak, H. (ed.): Lexicon of school social work. Cologne, Nomos-Verlag, pp. 415-416.

Spies, A. (2017): Professional task profiles in transition - consequences of the cooperative all-day primary school for the professional self-image of teachers. In: Miller, Susanne / Holler-Nowitzki, Birgit / Kottmann, Brigitte / Lesemann, Svenja / Letmathe-Henkel, Birte / Meyer, Nikolas / Schroeder, René / Velten, Katrin (eds.) (2017): Profession and discipline - primary school pedagogy in discourse. Yearbook Primary School Research. Volume 22. Wiesbaden: Springer VS. S. 121-126

Akbaş, B./Mecheril, P./Spies, A. (2017): Closing the professional field and standardisation through target group-specific addressing - early childhood education in the migration society. In: Pädagogische Rundschau, 71st vol. issue 3/4, pp. 275-292.

Gerheim, U./Spies, A. (2017): Patterns of interpretation and pedagogical behaviour of teachers in the context of school career recommendations. In: Journal for Primary School Research (ZFG), 10th year, issue 1, pp. 63-75.

Spies, A. (2017): Co-operation between school and youth welfare services. In: Böllert, K. Compendium of child and youth services. Wiesbaden, VS- Verlag.

Spies, A. (2017): Pedagogical action with reference to the gender line of difference - The position of school social work. In: Glockentröger, I./Adelt, E. (eds.): Gendersensible Bildung und Erziehung in der Schule. Basics - fields of action - practice. Münster and New York, Waxmann Verlag, pp. 85-98.

Viertel, M., Ehrenspeck-Kolasa, Y. & Spies, A. (2017): Digital reading promotion at primary schools between aspiration and reality. A study on the use and evaluation of the web-based reading promotion programme 'Antolin' by primary school teachers in Lower Saxony (NuBeAn). In: Mayrberger, K./Fromme, J./Grell, P./Hug, T. (eds.): Jahrbuch Medienpädagogik Vernetzt und entgrenzt - Gestaltung von Lernumgebungen mit digitalen Medien. Wiesbaden, VS- Verlag, pp. 151-164.

Spies, A. & Wolter, J. (2017): Does school social work in primary schools change the professional self-image of teachers? In: Miller, S./Holler-Nowitzki, B./Kottmann, B./Lesemann, S./ Letmathe-Henkel, B./ Meyer, N./ Schroeder, R./ Velten, K. (eds.): Profession and discipline - primary school pedagogy in discourse. Yearbook Primary School Research. Volume 22, Wiesbaden, VS- Springer, pp. 228-234.

Spies, A. (2017): Gender as a structural category of professional action in school social work. In: Speck, K./Olk, T./Hollenstein, E./Nieslony, F. (eds.): Handbuch Schulsozialarbeit. Volume 1. Weinheim, Beltz-Juventa, pp. 220-227.

Spies, A. (2017): Alliances with an inclusive mission - The co-operation of schools and youth welfare services in all-day schools. In: Budde, J./Dlugosch, A./Sturm, T. (eds.): (Re-)constructive inclusion research. Lines of difference - fields of action - empirical approaches. Opladen, Budrich-Verlag, pp. 33-44.

Akbaş, B., Mecheril, P. & Spies, A. (2017): Early childhood education in the migration society. In: Albers, T./Amirpur, D./Platte, A. (eds.): Handbuch Inklusive Kindheiten. Opladen, UTB-Budrich, pp. 207-221.

Spies, Anke (2017): The peer-to-peer principle of research-based learning. In: Mieg, H./Lehmann, J. (eds.) Forschendes Lernen - Programmatiken und Praxis. Frankfurt/M., Campus-Verlag, pp. 129-137.

Spies, Anke /Michaelis, J./Gerheim, U./Hinsch, V. (2017): Research-based learning in Lower Saxony - The Oldenburg practical semester. In: Schüssler, R./Schwier, V./Klewin, G.Schicht, S./Schöning, A.Weyland, U. (eds.): Das Praxissemester im Lehramtsstudium: Forschen, Unterrichten, Reflektieren. Bad Heilbrunn, Verlag Julius Klinkhardt, pp. 104-110.

Spies, A./Knapp, K. (2016): School social work and educational child and youth protection. Challenges and perspectives in co-operation and networking. In: Federal Working Group for Child and Youth Protection (ed.): Youth protection goes to school! Child and youth protection as a task of school social work. Berlin: Bundesarbeitsgemeinschaft Kinder- und Jugendschutz e.V. (15-45)

Spies, A./Rainer, H. (2016): The perpetuation of difference? - Counselling from an intersectional perspective. In: V. Fischer/M. Genenger-Stricker/A. Schmidt-Koddenberg (eds.): Diversity and disparity. Reference framework for social work in schools (Politik und Bildung, vol. 80, pp. 243-259). Bad Schwalbach/Ts: Wochenschau Verlag.

Spies, A. (2016): In the field of tension between structural requirements, concept development and professional self-image Primary school and youth welfare on the way to a cooperative all-day setting. In: Lähnemann, C./Leuthold-Wergin, A./Hagelgans, H./Ritschel, L. (eds.): Professional co-operation in and with schools. Findings from practical research. Greifswald, MV-Verlag, pp. 117-130.

Spies, Anke (2015): School social work under the premise of the school inclusion mandate. In: Kooperationsverbund Schulsozialarbeit (ed.): Systematically expanding school social work. New challenges and development tasks. Munich, pp. 140-153.

Chamakalayil, L. & Spies, A. (2015): Co-operation between youth welfare and schools - transitions, support concepts and professionalisation needs in the migration society. In: Leiprecht, R./Steinbach, A. (eds.): Schule in der Migrationsgesellschaft. A handbook (Vol. 2: Language - Racism - Professionalism, pp. 371-404). Schwalbach/Ts.: Debus Pädagogik.

Spies, A./Stecklina, G. (2015): Pädagogik - Introduction from an interdisciplinary perspective. Munich, Reinhardt Verlag. UTB.

Spies, A./Rainer, H. (2015): The perpetuation of difference? - Counselling from an intersectional perspective. In: Fischer, V./Genenger-Stricker, M./Schmidt-Koddenberg, A. (eds.): Diversity and disparity. Reference framework for social work in schools. Bad Schwalbach/Ts., Wochenschau Verlag, pp. 243-259

Spies, A. (2015). The transition from kindergarten to primary school - The time of setting the course for starting school or mystified transition in the education system? In: Wetzel, K.(ed.): Public education in structural change - upheavals, crisis zones, reform options. Wiesbaden, VS-Verlag, pp. 33-52

Spies, A./Chamakalayil, L. (2015): Co-operation between youth welfare and schools - transitions, support concepts and professionalisation needs in the migration society. In: Leiprecht, R./Steinbach, A. (eds.): School in the migration society. A handbook. Volume II: Language - Racism - Professionalism. Bad Schwalbach/Ts., Wochenschau Verlag, pp. 371-404

Spies, A. (2014): Gender issues for inclusive (primary) school development - evidence for intersectional entanglements. In: Theurer, C./Siedenbiedel, C./Budde, J. (eds.): Lernen und Geschlecht (prolog - Theorie und Praxis der Schulpädagogik, vol. 22, pp. 68-88). Leverkusen-Opladen: Verlag Barbara Budrich.

Spies, A. (2014): Primary school in the local educational landscape - school development in the community setting. In: Kopp, B./Martschinke, S./Munser-Kiefer, M./Haider, M./Kirschhock, E.-M. /Ranger, G. et al. (eds.): Individuelle Förderung und Lernen in der Gemeinschaft (Jahrbuch Grundschulforschung, vol. 17, pp. 126-129). Wiesbaden: Springer VS.

Spies, A. (2014): Girls as addressees of school social work - A field of action between dramatisation traps and gender-sensitive professionalisation efforts. In: Betrifft Mädchen: "Schulsozialarbeit meets gender und diversity - Stiefkinder im fachlichen Diskurs", 27. vol. issue 4/2014, (148-154).

De Boer, H./Spies, A. (2014): Cooperation settings in the context of inclusive primary school development. In: Lichtblau, M./Blömer, D./Jüttner, A.-K./Koch, K./Krüger, M./Werning, R. (eds.): Forschung zu inklusiver Bildung - Gemeinsam anders lehren und lernen. Bad Heilbrunn, Julius Klinkhardt publishing house, pp. 186-198.

Spies, A. (2014): Gender - democracy and school social work - development potential (not only) for primary schools. In: Berkessel, H./Beutel, W./Faulstich-Wieland, H./Veith, H. (eds.): Jahrbuch Demokratiepädagogik 2013/2014: Demokratische Lernkultur/Genderdemokratie. Bad Schwalbach, Wochenschau-Verlag, pp. 115-124.

Spies, A. (2013): Gender democracy and school social work - development potential (not only) for primary schools. In: Berkessel, H./ Beutel, W./Faulstich-Wieland, H./Veith, H. (eds.): Jahrbuch Demokratiepädagogik 2013/14. Neue Lernkultur Genderdemokratie (Jahrbuch Demokratiepädagogik, 2013/14, pp. 115-124). Schwalbach/Ts: Wochenschau Verlag.

Spies, A. (2013): The 'school climate' in the context of addressing and appropriation processes. An explorative approach to the view of the addressees of school social work programmes and the positions of school cooperation partners. In: Spies, A. (ed.): School social work in the educational landscape. Möglichkeiten und Grenzen des Reformpotenzials (Contributions to social work in schools, pp. 71-98). Wiesbaden: Springer VS.

Spies, A. (2013): Care in co-operation - Networked forms of care as an expression of municipal educational responsibility. In: Wolf, A./Dietrich-Daum, E./ Fleischer, E./Heidegger, M. (eds.): Child Care. Cultures, concepts and policies of external childcare. Weinheim, Basel: Beltz Juventa (66-79)

Spies, A. (2013): School social work in the "municipal educational landscape". Development or dissolution of boundaries? In: Kooperationsverbund Schulsozialarbeit (ed.): Strong for education and social justice. Contributions to the Federal Congress on School Social Work 30.11. to 01.12.2012 in Hanover. Frankfurt am Main: GEW Hauptvorstand (48-58)

Spies, A. (2013): School social work. Beacon of hope, structural measure or universal solution? BLZ 03/04, PP. 8-9.

Spies, A. (2013). Gender as an intersectionally intertwined category of analysis in primary school education - points of reference for inclusive school development concepts. School pedagogy today, 4(8), 1-18.

Spies, A. (2012). Fascination and emotion - animals as the subject of final theses in pedagogical degree programmes. In J. Buchner-Fuhs & L. Rose (Eds.), Animal social work (pp. 115-128). Wiesbaden: VS Verlag für Sozialwissenschaften.

Spies, Anke (2012): Future cooperation at a high level - A proposal to promote agency and institutional cooperation: the student company "Girls Work". In: Schwab, Jürgen/ Markowetz, Reinhard (ed.): The co-operation between youth welfare and school. Inclusion and equal opportunities between aspiration and reality. Bad Heilbrunn/Obb. (222-240)

Spies, A. (2012): Future cooperation at a high level - A proposal to promote agency and institutional cooperation: the student company "Girls Work". In: Schwab, Jürgen/ Markowetz, Reinhard (ed.): The co-operation between youth welfare and school. Inclusion and equal opportunities between aspiration and reality. Bad Heilbrunn/Obb. (222-240).

Spies, A. (2012): Gender issues in school social work - From "stepchild" to professional standard within the framework of intersectional quality standards? In: Hollenstein, E./Nieslony, F. (eds.): Handlungsfeld Schulsozialarbeit. Profession und Qualität (Grundlagen der Sozialen Arbeit, vol. 29, pp. 185-201). Baltmannsweiler: Schneider Verlag Hohengehren.

Spies, A. (2012): Pupils' company "Girls Work" - A question of perspective? Or: when the lack of co-operation between youth welfare and school means that the target group is lost from view. In: Schwab, J./ Markowetz, R. (eds.): The co-operation between youth welfare and school. Inclusion and equal opportunities between aspiration and reality. Bad Heilbrunn, Verlag Julius Klinkhardt, pp. 222-240.

Spies, A. (2012): Future cooperation at a high level - A proposal to promote agency and institutional cooperation: the student company "Girls Work". In: Schwab, J./ Markowetz, R. (eds.): The co-operation between youth welfare and school. Inclusion and equal opportunities between aspiration and reality. Bad Heilbrunn/Obb., Verlag Julius Klinkhardt, pp. 222-240.

Spies, A. (2011): Socio-educational pathway planning - impulses for the promotion of disadvantaged pupils and school development processes independent of school type. In: Leiprecht, R. (ed.): Diversity-conscious social work (Series Politics and Education, vol. 62, pp. 165-193). Schwalbach/Taunus: Wochenschau Verlag.

Spies, A./Pötter, N. (2011): Individual support. Education, counselling, connectivity. In: GEW - Gewerkschaft Erziehung und Wissenschaft - Hauptvorstand (ed.): Schulsozialarbeit wirkt! Individual support. Contributions from science and practice, Frankfurt am Main: GEW, pp. 23-28

Spies, A./Pötter, N. (2011): Counteracting exclusion in the education system - The concept of connectivity. thirteen. Journal for Youth Social Work, 4(5), pp. 10-13.

Spies, A./Chamakalayil, L. (2011). Of "masked" girls and "pashas" - the interplay of the lines of difference ethnicity and gender using the example of baby simulation practice. In: Kleinau, E./Maurer, S./Messerschmidt, A. (eds.): Ambivalent experiences. (Re-)politisierung der Geschlechter (Publication series of the Women's and Gender Studies Section of the German Educational Research Association (DGfE), vol. 1, pp. 207-220). Opladen: Budrich.

Spies, A. (2011): "I also want to be the kind of mother she is for her child". Motherhood in adolescence. Concerning girls: growing - waiting - raging. girls and adolescence, 24(3), 119-123.

Spies, A. (2011): Between establishment and discrimination. Girls' work at the interface of school and youth welfare. Concerning girls: Educational journeys - girls' work and education, 24(2), 58-62.

Spies, A. /Pötter, N. (2011) Soziale Arbeit an Schulen - Einführung in das Handlungsfeld Schulsozialarbeit. Wiesbaden, VS- Verlag.

Spies, A. (2011): School absenteeism. In: Ehlert, G./Funk, H./Stecklina, G. (eds.): Wörterbuch Geschlecht und Soziale Arbeit. Weinheim and others, Beltz-Juventa, pp.350-352.

Spies, A. (2011): Of responsibility and hidden discourses - early parenthood in the field of tension between public perception and everyday practice. In: Pohl, A./Stauber, B./ Walther, A. (eds.): Jugend als Akteurin Sozialen Wandels. Changing transition processes, structural barriers and coping strategies. Weinheim et al, Beltz-Juventa, pp. 81-108.

Spies, A. (2010): Worried about the 'children of tomorrow'? - A pedagogically motivated instrument and its consequences. In: Moser, V./Pinhard, I. (eds.): Care - Who cares for whom? (Yearbook Women's and Gender Studies in Educational Science, vol. 6, pp. 149-159). Opladen, Farmington Hills (MI): Barbara Budrich Publishers.

Spies, A. (2010): Bertha Pappenheim's approach to case understanding. A historical flash. In: Schrapper, C. (ed.): Sozialpädagogische Diagnostik und Fallverstehen in der Jugendhilfe. Requirements, concepts, perspectives (Koblenzer Schriften zur Pädagogik, 2nd ed., pp. 27-38). Weinheim, Munich: Juventa.

Spies, A. (2010): Education from a pedagogical perspective. In: Müller, C./Schulz, F./Thien, U.(eds.): Towards a concept of youth integration. Fundamentals and challenges in the face of changing life situations of young people. Münster, LIT-Verlag, pp. 58-61.

Spies, A. (2010): Labour. In: Müller, C./Schulz, F./Thien, U. (eds.) (2010) Towards a youth integration concept. Fundamentals and challenges in the face of changing life situations of young people. Münster, LIT-Verlag, pp. 86-89.

Spies, A. (2010): Early motherhood - A special kind of pedagogical challenge. In: Spies A. (ed.) (2010): Frühe Mutterschaft - die Bandbreite der pädagogischen Perspektiven und Aufgaben angesichts einer ungewöhnlichen Lebenssituation Baltmannsweiler, Schneider Verlag Hohengehren, pp. 9-24.

Spies, A. (2010): Biographical options and pedagogical framings of exclusion and recognition - Interdisciplinary search for solutions between baby simulator and school company. In: Spies A. (ed.) (2010): Frühe Mutterschaft - die Bandbreite der pädagogischen Perspektiven und Aufgaben angesichts einer ungewöhnlichen Lebenssituation. Baltmannsweiler, Schneider Verlag Hohengehren, pp. 147-167.

Spies, A. (2009): "Drop-in" options for pupils at risk of dropping out. In: Ricking, H./Schulze, G. C./Wittrock, M. (eds.): Schulabsentismus und Dropout. Manifestations - Explanatory Approaches - Intervention (UTB Pädagogik, vol. 3213, pp. 259-276). Paderborn: Ferdinand Schöningh; UTB.

Spies, A. (2009): Early motherhood. Young women in the grip of norms, myths and structures. In: Sozial extra, 33(5/6), 15-19.

Spies, A. (2009): Responsibility for successful educational processes - education in the university context. In: Pötter, N./Segel, G. (eds.): Profession Schulsozialarbeit. Contributions to the qualification and practice of social pedagogical work in schools. Wiesbaden: VS Verlag für Sozialwissenschaften, pp. 121-130.

Spies, A. (2009): Desired children with good mothers? - The baby simulator as a medium of insecurity for disadvantaged girls. In: Villa, P./Thiessen, B. (eds.): Mütter/Väter. Elternschaft zwischen medialen Inszenierungen und alltäglicher Praxis. Münster, Westfälisches Dampfboot, pp. 275-289.

Spies, A. (2009): The all-day school as a beacon of hope for pupils with an increased dropout risk? Erroneously under: "Drop-in" options for pupils at risk of dropping out". In: Ricking, H./Schulze, G./Wittrock, M.(Eds.): "Schulabsentismus und Dropout". Concepts of re-integration and their effectiveness. Paderborn, UTB, pp. 259- 276.

Spies, A. (2008): Academic appointments and work. In: Coelen, T./Otto, H.-U. (eds.): Grundbegriffe Ganztagsbildung. The handbook. Wiesbaden: VS Verlag für Sozialwissenschaften, pp. 280-288.

Stecklina, G./Spies, A. (2008): Gender and coeducation. In: Coelen, T./Otto, H.-U. (eds.): Grundbegriffe Ganztagsbildung. The handbook. Wiesbaden: VS Verlag für Sozialwissenschaften, pp. 89-97.

Spies, A. (2008): Zwischen Kinderwunsch und Kinderschutz - Babysimulatoren in der pädagogischen Praxis. Wiesbaden, VS- Verlag.

Chamakalayil, L./Spies, A. (2007): Life-planning with the infant-simulator - concepts, aims and intentions of disseminators in a sexual health-related prevention programme. In: Chandra, V. (ed.): Asian Youth and Childhoods. VIIIth International Conference on Asian Youth and Childhoods. Delhi: Macmillan (44).

Spies, A. (2007): "If we have a chance... - let's use it!" In: "Make yourself strong for strong children!" Youth is the future. Documentation 1st Caritas Congress 2007, Berlin.

Spies, A./Chamakalayil, L. (2007): Life-planning with the infant-simulator: concepts, aims and intentions of disseminators in a sexual health-related prevention programme. In: Chandra, V. (ed.): Asian Youth and Childhoods 2007. Delhi, Macmillan, p. 44.

Spies, A. (2007): "If we have a chance... - let's use it!" In: "Make yourself strong for strong children!" Youth is the future. Documentation 1st Caritas Congress 2007, Berlin, p. 29-30.

Spies, A. (2006): "Lessons are only a small part..." - Counselling for disadvantaged girls, boys and their parents in the career orientation phase. In: Spies, A./Tredop, A. (eds.): "Risikobiografien". Disadvantaged young people between marginalisation and support projects. Wiesbaden: VS Verlag für Sozialwissenschaften (237-254).

Spies, A. (2006): Schulsozialarbeit - Scharnier(e) zwischen Disziplinen und Praxisansätzen . In: Spies, A./Tredop, D. (eds.): "Risikobiografien" . Disadvantaged young people between marginalisation and support projects. Wiesbaden: VS Verlag für Sozialwissenschaften (157-176).

Spies, A. /Tredop, D. (2006): "Risikobiografien" - Which young people are we talking about? In: Spies, A./Tredop, D. (eds.): "Risikobiografien". Disadvantaged young people between marginalisation and support projects. Wiesbaden: VS Verlag für Sozialwissenschaften (9-24).

Spies, A. (2006): Baby simulators: Help for the life plan of motherhood? Structure of an evaluation study. In: Poverty and Health. Berlin.

Spies, A. (2006): Parental work - motivational potential and support resource. In: berufsbildung, Zeitschrift für Praxis und Theorie in Betrieb und Schule, 60(12), 16-19.

Spies, A. (2006): Sozialpädagogische Beratung in der Schule - Ein Instrument zur Sicherung der Berufseinmündung bildungsbenachteiligter Mädchen und Jungen. In: berufsbildung, Zeitschrift für Praxis und Theorie in Betrieb und Schule, 60(3), 67-68.

Spies, A. (2006): Spagat oder FlicFlac? - Mädchenarbeit an der Schnittstelle zwischen Schule und Jugendhilfe. In: Girls' work in NRW. No. 8 (10-20)

Spies, A. (2006): Lebensplanung mit dem Babysimulator - Konzepte, Umsetzung und Reichweite eines sexualpädagogischen Präventionskonzeptes. Interim report of the evaluation study. Funded by the Foundation German Youth Brand. Oldenburg. (unpublished)

Spies, A. (2006): Model project ORIENT - Learning Region. Evaluation report commissioned by the project funding organisation Initiative für Beschäftigung in Westfalen GmbH, Oldenburg/Münster. (unpublished)

Spies, A. (2006): EQUAL-PASS. Scientific advice - recommendations for further development. commissioned by the project funding organisation Initiative für Beschäftigung in Westfalen GmbH. Münster/Oldenburg. (unpublished)

Spies, A. (2006): Parental work - motivational potential and support resource. In: berufsbildung, Zeitschrift für Praxis und Theorie in Betrieb und Schule, 60. Jhg. December/2006, pp. 16-19.

Spies, A. (2006): Spagat oder FlicFlac? - Mädchenarbeit an der Schnittstelle zwischen Schule und Jugendhilfe. In: Girls' work in NRW. No. 8, pp. 10-20.

Spies, A. (2006): Sozialpädagogische Beratung in der Schule - Ein Instrument zur Sicherung der Berufseinmündung bildungsbenachteiligter Mädchen und Jungen. In: berufsbildung, Zeitschrift für Praxis und Theorie in Betrieb und Schule, 60. Jhg. March/2006, pp. 67-68.

Spies, A. (2006): "Lessons are only a small part..." - Counselling for disadvantaged girls, boys and their parents in the vocational orientation phase. In: Spies, A./Tredop, D. (eds.): "Risikobiografien" - Benachteiligte Jugendliche zwischen Ausgrenzung und Förderprojekten. Wiesbaden, VS- Verlag, pp. 237-254.

Spies, A. (2006): Schulsozialarbeit - Scharnier zwischen Disziplinen und Praxisansätzen. In: Spies, A./Tredop, D. (eds.): "Risikobiografien" - Benachteiligte Jugendliche zwischen Ausgrenzung und Förderprojekten. Wiesbaden, VS- Verlag, pp. 157-176.

Spies, A./Tredop, D. (2006): "Risk biographies" - Which young people are we talking about? In: Spies, A./Tredop, D. (eds.): "Risikobiografien" - Benachteiligte Jugendliche zwischen Ausgrenzung und Förderprojekten. Wiesbaden, VS- Verlag, pp. 9-24.

Spies, A. (2006): Baby simulators: Help for the life plan of motherhood? Structure of an evaluation study. In: Poverty and Health, Berlin.

Spies, A. (2005): (School) problems, questions about the future and uncertainties: Pupils' need for counselling. In: Spies, A/Stecklina, G. (eds.): Keine Chance ohne Kooperation - Handlungsformen und institutionelle Bedingungen (Die Ganztagsschule - Herausforderungen an Schule und Jugendhilfe, vol. 2, pp. 104-119). Bad Heilbrunn: Klinkhardt.

Spies, A. (2005): Girls - A blind spot with far-reaching consequences? In: Spies, A./Stecklina, G. (eds.): Keine Chance ohne Kooperation - Handlungsformen und institutionelle Bedingungen (Die Ganztagsschule - Herausforderungen an Schule und Jugendhilfe, vol. 2, pp. 58-71). Bad Heilbrunn: Klinkhardt.

Spies, A./Stecklina, G. (2005): Current developments in all-day schools and youth welfare. In: Spies, A./Stecklina, G. (eds.): Dimensions and scope of development needs (Die Ganztagsschule - Herausforderungen an Schule und Jugendhilfe, vol. 1, pp. 8-21). Bad Heilbrunn: Klinkhardt.

Spies, A. (2005). Violent adolescents at school - A new youth movement or problematic individual cases? In K. Winter (ed.), Gewalt in der Schule.Geweld op School. Contributions to the 14th Study Day for Teachers in the Ems-Dollart Region 2004 in Ter Apel/NL (Oldenburger VorDrucke, vol. 528, pp. 30-40). Oldenburg: Didactic Centre (diz).

Spies, A. (2005): At the interface of educational professions - school social work and school-related youth welfare / youth work. In: Ebeling, S./Lange, D. (eds.): Junior professorships at the University of Oldenburg. Development, status and perspectives of research at a new generation of universities. Oldenburg: Library and Information System of the University of Oldenburg (bis) (145-156).

Spies, A. (2005): Children instead of academic appointments? Future options for disadvantaged girls at the transition from school to academic appointment. In: unsere jugend, 57(12), 522-532.

Spies, A. (2005): Bertha Pappenheim - Educational needs of girls at risk. In: Siegen:Sozial, 10(2), 56-63.

Fleßner, H./Spies, A. (2005): Girls' work at school - opportunity and challenge. In: Betrifft Mädchen, 18(2), 58-64.

Spies, A. (2005): Kinder statt Beruf? - Future options for disadvantaged girls at the transition from school to academic appointment. In: Unsere Jugend, 57 Vol. 12/2005, pp. 522-532.

Spies, A. (2005): Bertha Pappenheim - her contribution to a critical-discursive determination of the educational needs of girls and children at risk. In: Siegen Sozial, 10th vol. 2/2005, pp. 56-63.

Spies, A./Fleßner, H. (2005): Girls' work at school - opportunity and challenge. In. Betrifft Mädchen, 18. vol. 2/2005. p. 58-64.

Spies, A. (2005): (School) problems, questions about the future and uncertainties: Pupils' need for counselling. In: Spies, A./Stecklina, G. (eds.): Die Ganztagsschule - Schule und Jugendhilfe vor der Herausforderung gemeinsam Handelns. Vol. II: No chance without co-operation - forms of action and institutional conditions, Bad Heilbrunn/Obb., Julius Klinkhardt Verlag, pp. 104-119.

Spies, A. (2005): Girls - A blind spot with far-reaching consequences? In: Spies, A./Stecklina, G. (eds.): Die Ganztagsschule - Schule und Jugendhilfe vor der Herausforderung gemeinsam Handelns. Vol. II: No chance without co-operation - Forms of action and institutional conditions, Bad Heilbrunn/Obb., Julius Klinkhardt Verlag, pp. 58-71.

Spies, A./Stecklina, G. (2005): Current developments in all-day schools and youth welfare. In: Spies, A./Stecklina, G. (eds.): Die Ganztagsschule - Schule und Jugendhilfe vor der Herausforderung gemeinsam Handelns. Vol. I: Dimensionen und Reichweite(n) des Entwicklungsbedarfs, Bad Heilbrunn/Obb., Julius Klinkhardt Verlag, pp. 8-21.

Spies, A. (2005): Violent adolescents at school - A new youth movement or problematic individual cases? In: Winter, K. (ed.): Gewalt in der Schule - Geweld op School. Oldenburg, Didaktisches Zentrum, pp. 30-40.

Spies, A. (2005): At the interface of educational professions - school social work and school-related youth welfare/youth work. In: Ebeling, S./Lange D. (eds.): Junior Professorships at the University of Oldenburg, Oldenburg, pp. 145-156.

Spies, A. (2004): Learning to understand foreignness. Approaches through a practical research project. In: The Pedagogical View, 12(4), 220-230.

Schrapper, C./Spies, A. (2004): Being young in the Westerwald. An empirical study of the life and leisure situation of young people in the countryside. In: Schrapper, C. (ed.): Sozialpädagogische Forschungspraxis. Positionen, Projekte, Perspektiven (Koblenzer Schriften zur Pädagogik).Weinheim, Munich: Juventa (187-195).

Spies, A. (2004): Gender mainstreaming in socio-educational training and further education programmes - key or lock for the further development of girl-promoting and gender-differentiated youth welfare? In: Bruhns, K. (ed.): Geschlechterforschung in der Kinder- und Jugendhilfe. State of practice and research perspectives. Frankfurt am Main: VS Verlag für Sozialwissenschaften (317-332).

Spies, A. (2004): Future opportunities and profit perspectives. Interim evaluation of the pilot projects ORIENT- Lernende Region and EQUAL - Brücke zum Beruf on behalf of the project funding organisation Initiative für Beschäftigung in Westfalen GmbH, Oldenburg/Münster. (unpublished)

Spies, A. (2004): Learning to understand foreignness - approaches through a practical research project. In: Der pädagogische Blick, 12th volume, issue 4/2004, pp. 220-230.

Spies, A. (2004): Learning to understand foreignness - approaches through a practical research project. In: Der pädagogische Blick, 12th vol. issue 4/2004, pp. 220-230.

Spies, A. (2004): Berta Pappenheim's approach to case understanding. A historical flash. In: Schrapper, C. (ed.): Sozialpädagogische Diagnostik und Fallverstehen in der Jugendhilfe. Weinheim, Beltz-Juventa, pp. 27-38.

Schrapper, C./Spies, A. (2004): Being young in the Westerwald. In: Schrapper, C. (ed.): Sozialpädagogische Forschungspraxis. Weinheim, Beltz-Juventa, pp. 187-195.

Spies, A. (2004): Gender mainstreaming in socio-educational training and further education programmes - key or lock for the further development of gender-differentiated youth welfare that promotes girls? In: Bruhns, K. (ed.): Geschlechterforschung in der Kinder- und Jugendhilfe. Praxisstand und Forschungsperspektiven, Wiesbaden, VS- Verlag, pp. 317-332.

Spies, Anke (2004): Review of: Schauder, Thomas: Heimkinderschicksale. Case studies and suggestions for parents and educators of problematic children. Weinheim: Beltz 2003. in: Erziehungswissenschaftliche Revue 3 (2004) 2 (Published on 25 April 2004).

Spies, Anke (2004): Review of: Ryan, Tony/Walker, Rodger: Where do I belong? Biography work with children and young people. 2nd revised and expanded edition. Weinheim, Juventa 2003. in: Erziehungswissenschaftliche Revue 3 (2004) 2 (Published on 25 April 2004).

Spies, A. (2003): Praxisprojekte - Ein alter Hut mit neuen Federn oder exemplarische und innovative Brücke über die Theorie-Praxis-Kluft? In: Hoffmann, N./Kalter, B. (eds.): Brückenschläge. The relationship between theory and practice in pedagogical degree programmes (Erziehungswissenschaft, vol. 54, pp. 133-151). Münster: LIT Verlag.

Spies, A. (2003): Praxisprojekte - Ein alter Hut mit neuen Federn oder exemplarische und innovative Brücke über die Theorie-Praxis-Kluft? In: Hoffmann, N./Kalter, B. (eds.): Brückenschläge - Über das Verhältnis von Theorie und Praxis im Rahmen pädagogischer Studiengänge. Münster, LIT-Verlag, pp. 133-151.

Spies, A. (2002): "Not normal - or in search of oneself?". Remembering and processing sexual violence as a specific educational process. In: Hermes, L./Hirschen, A./Meißner, I. (eds.): Gender and Interculturality. Selected contributions from the 3rd symposium on women's/gender research in Rhineland-Palatinate (Frauen-/Gender-Forschung in Rheinland-Pfalz, vol. 4, pp. 235-243). Tübingen: Stauffenburg Verlag.

Spies, A./Zitelmann, M. (2002): The need for upbringing, education and the provision of sufficient experiences. In: Salgo, L./Zenz, G./et al. (eds.), Verfahrenspflegschaft für Kinder und Jugendliche. A handbook for practice. Cologne/Bonn: Bundesanzeiger (159-165)

Schrapper, C./Spies, A. (2002): What's going on in the countryside - structural deficits as a challenge for youth welfare. In: Theory and Practice of Social Work, (1), 50-56.

Schrapper, C./Spies, A. (2002): Youth in the countryside. In: Sozialmagazin, 27(1), 62-63.

Schrapper, C./Spies, A. (2002): Youth in the countryside: Being young in the Westerwald. In: unsere jugend, 54(4), 163-170.

Spies, A. (2002): Learning to understand - Biographical case understanding as a basis for needs-orientated violence intervention. In: Sozialmagazin, 27(7/8), 60-65.

Spies, A. (2002): "Not normal - or in search of oneself?" - Remembering and processing sexual violence as a specific educational process. In: Hermes, L./Hirschen, A./Meißner, I. (Eds.): Gender and Interculturality. Tübingen, Stauffenburg-Verlag, pp. 235-243.

Spies, A./Zitelmann, M. (2002): The need for upbringing, education and the provision of sufficient experiences. In: Salgo, L./Zenz, G. et al. (eds.): Verfahrenspflegschaft für Kinder und Jugendliche. A handbook for practice. Bonn, Bundesanzeiger- Verlag, pp. 159-165.

Spies, Anke (2002): Summe und Desiderata erziehungswissenschaftlicher Biographieforschung - Was zu wünschenbleibt übrig bleibt, nachdem Forschungsstandards, Reichweite und disziplinärer Überblick erziehungswissenschaftlicher Biographieforschung als Handbuch vorliegen. Review essay on: Krüger, H.-H./Winfried M. (eds.) (1999). Handbook of educational biographical research [31 paragraphs]. In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [Online Journal], 3(4).

Spies, A. (2001): In search of oneself - remembering and processing sexual violence as a specific educational process. In: New Practice. Journal for Social Work, Social Pedagogy and Social Policy, 31(2), 159-169.

Spies, A. (2001): In search of oneself - remembering and processing sexual violence as a specific educational process. In: Neue Praxis Zeitschrift für Sozialarbeit, Sozialpädagogik und Sozialpolitik, 31. Jhg. 2/2001, p.159-169.

Spies, A./Schrapper, C. (2001) "Being young in the Westerwald. Life and leisure situation of young people in the Westerwald" The AWO youth study. Wirges.

Spies, A./Schrapper, C. (2000) "Leben in den Mittelweiden - Situation, problems and perspectives of the tenants of Wohnbau GmbH Koblenz in the residential area in den Mittelweiden" Koblenz.

Spies, A. (2000): "Who was I actually?" Remembering and processing sexual violence. Frankfurt/M., campus.

(together with Prof. Dr Nicole Pötter, FH Munich)

Contributions to social work in schools. Wiesbaden, VS- Verlag. Vol. 1.

Spies, A./Pötter, N. (2009): Soziale Arbeit an Schulen - Das Handlungsfeld im Überblick. Wiesbaden, VS- Verlag.

Spies, A. (ed.) (2013): School social work in the educational landscape. Possibilities and limits of the reform potential. Wiesbaden, VS- Verlag.

Spies A. (ed.) (2010): Early motherhood - the range of pedagogical perspectives and tasks in the face of an unusual life situation. Series Soziale Arbeit Aktuell. Baltmannsweiler, Schneider Verlag Hohengehren.

Spies, A./Tredop, D. (eds.) (2006): "Risikobiografien" - Benachteiligte Jugendliche zwischen Ausgrenzung und Förderprojekten. Wiesbaden, VS- Verlag.

Spies, A./Stecklina, G. (eds.) (2005): Die Ganztagsschule - Schule und Jugendhilfe vor der Herausforderung gemeinsam Handelns. Bad Heilbrunn/Obb., Verlag Julius Klinkhardt, 2 volumes:

1. Vol. I: Dimensions and scope(s) of development needs.
2. Vol. II: No chance without co-operation - Forms of action and institutional conditions.

Spies, Anke (2006): Life planning with the baby simulator - concepts, realisation and scope of a sexual education prevention concept. Interim report of the evaluation study. Funded by the Foundation German Youth Brand. Oldenburg. (unpublished)

Spies, Anke (2006): Model project ORIENT - Learning Region. Evaluation report commissioned by the project funding organisation Initiative für Beschäftigung in Westfalen GmbH, Oldenburg/Münster. (unpublished)

Spies, Anke (2006): EQUAL-PASS. Scientific advice - recommendations for further development. commissioned by the project funding organisation Initiative für Beschäftigung in Westfalen GmbH. Münster/Oldenburg. (unpublished)

Spies, Anke (2004): Future opportunities and profit perspectives. Interim evaluation of the pilot projects ORIENT- Lernende Region and EQUAL - Brücke zum Beruf on behalf of the project funding organisation Initiative für Beschäftigung in Westfalen GmbH, Oldenburg/Münster. (unpublished)

Spies, Anke/Schrapper, Christian (2001) "Being young in the Westerwald. Life and leisure situation of young people in the Westerwald" The AWO youth study. Wirges.

Spies, Anke/Schrapper, Christian (2000) "Leben in den Mittelweiden - Situation, problems and perspectives of the tenants of Wohnbau GmbH Koblenz in the residential area in den Mittelweiden" Koblenz.

Spies, Anke/Chamakalayil, Lalitha (2008): Infant simulator projects with disadvantaged girls: Marginalising with the best of intentions? XXIX International Congress of Psychology, Berlin, 20-25 July 2008.

Spies, Anke/Chamakalayil, Lalitha (2008): "...and that's why we also have dark dolls..." - When sex education reaches its 'intercultural limits'. "Cultures of Education" - 21st Congress of the German Society for Educational Science (DGfE). 16-19 March 2008, Dresden.

Spies, Anke/Chamakalayil, Lalitha (2007): Baby simulators - the quantitative distribution of staging. Mothers/Fathers. Parenthood between media productions and everyday practices. International conference at the Leibniz University of Hanover, 4-6 October 2007.