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 an innovation in school administration in primary schools? In: Huber, S./Fahrenwald, C./Schröer, A. (eds.): Organisation and Innovation. Yearbook of the Section for Organisational Pedagogy. Wiesbaden: Springer VS. DOI: 10.1007/978-3-658-47992-3. (forthcoming)

Spies, A. (2026): The unclear position of school social work within the counselling system. In: P. Bauer, S. Bender, B. Thiessen, J. Strasser & M. Weinhardt (eds.): Contributions to Counselling Research. Weinheim: Beltz Juventa. (forthcoming)

Spies, A. & Gerheim, U. (2026): Final thesis in the context of research-based teacher education in Germany: A case study of the University of Oldenburg. In: Nordisk Tidskrift för Allmän Didaktik, Vol. 12, No. 1, pp. 116–137.

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

Spies, A. (ed.). (2024): Pedagogical Responsibilities. An interdisciplinary search for clues in the intergenerational discourse. Seven expert discussions. Weinheim: Beltz Juventa.

Spies, A. (2024): Interdisciplinary Connections and Intergenerational Contextual Knowledge. Introduction. In: A. Spies (ed.): Pedagogical Responsibilities. An Interdisciplinary Search for Clues in Intergenerational Discourse. Seven Expert Discussions. Weinheim: Beltz Juventa. pp. 9–11.

Spies, A., Pfahl, L. and Bliemetsrieder, S. (2024): Pedagogical Responsibilities and Discursive Approaches. A Framework for 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. An Interdisciplinary Search for Clues in Intergenerational Discourse. Seven Expert Discussions. Weinheim: Beltz Juventa. pp. 12–35.

Edelstein, W. in conversation with Pfahl, L., Edelstein, B. and Spies, A. (2024): Education Systems, School Development and Pedagogical Practice as Subjects of Social Science Research. In: A. Spies (ed.): Pedagogical Responsibilities. An Interdisciplinary Search for Clues in Intergenerational Discourse. Seven Expert Discussions. Weinheim: Beltz Juventa. pp. 36–56.

Faulstich-Wieland, H. in conversation with Spies, A. and Stecklina, G. (2024): Gender as a dividing line in intra- and interdisciplinary engagement with the demands and conditions of the education system. In: A. Spies (ed.): Pedagogical Responsibilities. An Interdisciplinary Search for Clues in Intergenerational Discourse. Seven Expert Discussions. Weinheim: Beltz Juventa. pp. 57–79.

Krüger-Potratz, M., in conversation with Spies, A. and Chamakalayil, L. (2024): Standardisation processes and requirements in the education system within a society of migration. In: A. Spies (ed.): Pedagogical Responsibilities. An Interdisciplinary Search for Clues in Intergenerational Discourse. Seven Expert Discussions. Weinheim: Beltz Juventa. pp. 80–103.

Benner, D. in conversation with Spies, A. and Wunsch, R. (2024): Community-oriented primary school development. Academic theory-building and pedagogical practice in inter-institutional co-operation. In: A. Spies (ed.): Pedagogical Responsibilities. An Interdisciplinary Search for Clues in Intergenerational Discourse. Seven Expert Discussions. Weinheim: Beltz Juventa. pp. 104–124.

Homfeldt, H. G., in conversation with Spies, A. and Speck, K. (2024): Social work and school. Pedagogical practice in the cooperative relationship between social and school educational institutions, professions and disciplinary analyses. In: A. Spies (ed.): Pedagogical Responsibilities. An Interdisciplinary Exploration of Intergenerational Discourse. Seven Expert Discussions. Weinheim: Beltz Juventa. pp. 125–144.

Karsten, M-E., in conversation with Spies, A. and Bliemetsrieder, S. (2024): Interactions between societal and professional developments in social and early years educational discourses and fields of practice. In: A. Spies (ed.): Pedagogical Responsibilities. An Interdisciplinary Search for Clues in Intergenerational Discourse. Seven Expert Discussions. Weinheim: Beltz Juventa. pp. 145–163.

Wiesner, R. in conversation with Spies, A. and Wunsch, R. (2024): The history of the creation and reform of SGB VIII as the basis for the development and structuring of social-educational fields of action. In: A. Spies (ed.): Pedagogical Responsibilities. An Interdisciplinary Search for Clues in Intergenerational Discourse. Seven Expert Discussions. Weinheim: Beltz Juventa. pp. 164–185.

Spies, A., Pfahl, L. and Bliemetsrieder, S. (2024): Inclusions and omissions in educational responsibilities. In: A. Spies (ed.): Pedagogical Responsibilities. An Interdisciplinary Search for Clues in Intergenerational Discourse. Seven Expert Discussions. Weinheim: Beltz Juventa. pp. 215–227.

Spies, A. (2024): School social work in all-day primary schools. In: A. Flügel et al. (eds.): Primary School Research Meets Childhood Research Reloaded (Yearbook of Primary School Research, Vol. 28). Bad Heilbrunn: Julius Klinkhardt, pp. 558–563.

Spies, A. (2024): Cross-institutional co-operation in primary education. In: M. Götz et al. (eds.): Handbook of Primary School Pedagogy and Didactics (5th fully revised and expanded edition). Bad Heilbrunn: UTB, pp. 135–140.

Spies, A. (2024): Child protection in schools: educational trajectories, mandates, protection concepts and professional pedagogical practice. SchVw HE/RP (3), 68–71.

Wolf, R., Dunekacke, S., Spies, A. & Eggert-Boraczynski, J. (2024): The Legal Entitlement to All-Day Care within the Context 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.), Primary School Research Meets Childhood Research Reloaded (Yearbook of Primary School Research, Vol. 28), pp. 680–686.

Spies, A. & Gerheim, U. (2023): Reconstructions of educational biographies – The transition to secondary school in retrospect. In: M. Haider, R. Böhme, S. Gebauer, C. Gößinger, M. Munser-Kiefer & A. Rank (eds.): Sustainable Education in Primary Schools (Yearbook of Primary School Research 368; 27). Bad Heilbrunn: Klinkhardt, pp. 363–368.

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

Spies, A. & Wischmann, A. (2023): The ‘historical prototype’ of an educational landscape: coherence as a (primary) pedagogical challenge in local education governance. In: C. Brüggemann, B. Hermstein & R. Nikolai (eds.), Educational Local Authorities: The Significance and Transformation of Local Government Policy and Administration in the Education Sector. 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 of Primary School Research: Vol. 27. Sustainable Education in Primary Schools. Julius Klinkhardt, pp. 347–356.

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

Spies, A. (2022): Child protection in primary schools. The need for professional development and school improvement. In: Education and Teaching, Issues 3–4, pp. 272–282.

Spies, A., & Knapp, K. (2020). Inquiry-based learning as a higher education teaching strategy for professionalisation in the first phase of teachertraining*. In C. Wulf, S. Haberstroh & M. Petersen (Eds.), Inquiry-Based Learning – Theory, Empirical Research, Practice (pp. 145–156). Springer VS.

Spies, A. (2020): Transition between primary and secondary education. In: Bollweg, P., Buchner, J., Coelen, T. & Otto, H.-U. (eds.): Handbook of All-Day Education. 2nd edition, Springer VS. pp. 603–615.

Spies, A. & Steinbach, A. (2020): Education, Biographical Dimensions and Coping with Life. In: Stecklina, G./Riefort, J. (eds.): Coping with Life: Perspectives for Social Work Practice. Weinheim, Beltz-Juventa, pp. 417–425.

Spies, A. & Wolter, J. (2020): “The Educational Landscape as a Framework Concept for an (Educational) Community of Responsibility”. In: Engel, N./Fahrenwald, C./Schröer, A. (eds.): Yearbook of Organisation and Responsibility. Wiesbaden, VS-Verlag, pp. 139–153.

Spies, A. & Knapp, K. (2019): “Practical data collection and analysis” – SWOT analyses as a method for identifying impetus for collaborative primary school development. In: Yearbook of Primary School Research (eds.). Wiesbaden, VS-Verlag, pp. 212–217.

Spies, A. & Wolter, J. (2018): The concept of the educational landscape as a benchmark for (primary) school development processes. In: Education and Upbringing, Vol. 71, No. 3, pp. 274–291.

Spies, A. (2018): Primary school development in partnership with school social work. In: Ahmed, S./Baier, F./Fischer, M. (eds.): School social work in primary schools. Concepts and methods for working with children and families. Opladen: Budrich-Verlag. 47–64.

Spies, A. (2018): Educational Practice within the Network between All-Day Primary Schools and Youth Welfare Services. 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-cutting 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 Inter-organisational Learning Challenge. In: Frontiers in Education, section Leadership in Education.

Spies, A. (2018): Schools and Social Work. In: Graßhoff, G./Renker, A./Schröer, W. (eds.): ‘Social Work – A Basic Introduction’. Wiesbaden: VS-Verlag, pp. 133–150.

Spies, Anke (2018): School development ‘in focus’ – possibilities and limitations of professionalising perspectives in research-based learning settings. In: Gottuck, S./Grünheid, I./Mercheril, P./Wolter, J. (eds.): Learning to See and Unlearning: Perspectives on Pedagogical Professionalisation. Wiesbaden, VS-Verlag, pp. 239–262.

Spies, Anke (2018): School development. In: Bassarak, H. (ed.): Encyclopaedia of School Social Work. Cologne, Nomos-Verlag, pp. 415–416.

Spies, A. (2017): Changing Professional Roles – Consequences of the Cooperative All-Day Primary School for Teachers’ Professional Self-Conception. 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 of Primary School Research. Volume 22. Wiesbaden: Springer VS. pp. 121–126

Akbaş, B./Mecheril, P./Spies, A. (2017): The Closure of the Professional Field and Standardisation through Target-Group-Specific Addressing – Early Childhood Education in a Migration Society. In: Pädagogische Rundschau, Vol. 71, No. 3/4, pp. 275–292.

Gerheim, U./Spies, A. (2017): Patterns of interpretation and pedagogical practice among teachers in the context of school career guidance. In: Zeitschrift für Grundschulforschung (ZFG), Vol. 10, No. 1, pp. 63–75.

Spies, A. (2017): Co-operation between schools and youth welfare services. In: Böllert, K. Compendium of Child and Youth Welfare. Wiesbaden, VS-Verlag. pp. 755–770.

Spies, A. (2017): Pedagogical practice in relation to gender differences – The role of school social work. In: Glockentröger, I./Adelt, E. (eds.): Gender-Sensitive Education and Upbringing in Schools. Foundations – Areas of Action – Practice. Münster and New York, Waxmann Verlag, pp. 85–98.

Viertel, M., Ehrenspeck-Kolasa, Y. & Spies, A. (2017): Digital reading support in primary schools: between aspiration and reality. A study on the use and evaluation of the web-based reading support programme ‘Antolin’ by primary school teachers in Lower Saxony (NuBeAn). In: Mayrberger, K./Fromme, J./Grell, P./Hug, T. (eds.): Yearbook of Media Education: Networked and Boundless – Designing Learning Environments with Digital Media. Wiesbaden, VS-Verlag, pp. 151–164.

Spies, A. & Wolter, J. (2017): Teachers’ self-perception in anticipation of school social work. 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 Education in Discourse. Yearbook of Primary School Research. Volume 22. Wiesbaden, VS-Springer, pp. 230–236.

Spies, A. (2017): Gender as a Structural Category of Professional Practice in School Social Work. In: Speck, K./Olk, T./Hollenstein, E./Nieslony, F. (eds.): Handbook of School Social Work. Volume 1. Weinheim, Beltz-Juventa, pp. 220–227.

Spies, A. (2017): Alliances with an inclusive mandate – Co-operation between 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 a society of migration. In: Albers, T./Amirpur, D./Platte, A. (eds.): Handbook of Inclusive Childhoods. Opladen, UTB-Budrich, pp. 207–221.

Spies, Anke (2017): The Peer-to-Peer Principle of Research-Based Learning. In: Mieg, H./Lehmann, J. (eds.) Inquiry-Based Learning – Theories and Practice. Frankfurt am Main, Campus-Verlag, pp. 129–137.

Spies, Anke / Michaelis, J. / Gerheim, U. / Hinsch, V. (2017): Inquiry-Based Learning in Lower Saxony – The Oldenburg Practical Semester. In: Schüssler, R. / Schwier, V. / Klewin, G. Schicht, S./Schöning, A. Weyland, U. (eds.): The Practical Semester in Teacher Training: Research, Teaching, Reflection. Bad Heilbrunn, Verlag Julius Klinkhardt, pp. 104–110.

Spies, A. & Knapp, K. (2016): School social work and the educational protection of children and young people. Challenges and prospects in co-operation and networking. In: Federal Working Group for Child and Youth Protection (eds.): Youth Protection Goes to School! Child and Youth Protection as a Task of School Social Work. Berlin: Federal Working Group for Child and Youth Protection e.V., pp. 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. Framework for Social Work in Schools (Politics and Education, Vol. 80). Bad Schwalbach/Ts: Wochenschau Verlag. pp. 243–259.

Spies, A. (2016): Caught between structural requirements, concept development and professional self-understandings: primary schools and youth welfare services on the path 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 Practice-Based Research. Greifswald, MV-Verlag, pp. 117–130.

Spies, Anke (2015): School social work in the context of the school’s mandate for inclusion. In: Cooperation Network for School Social Work (eds.): Systematically expanding school social work. New challenges and development tasks. Munich, pp. 140–153.

Chamakalayil, L. & Spies, A. (2015): Co-operation between youth welfare services and schools – transitions, support strategies and the need for professional development in a migration society. In: Leiprecht, R./Steinbach, A. (eds.): Schools in a Migration Society. A Handbook (Vol. 2: Language – Racism – Professionalism, pp. 371–404). Schwalbach/Ts.: Debus Pädagogik.

Spies, A./Stecklina, G. (2015): Pedagogy – An Introduction from an Interdisciplinary Perspective. Munich, Reinhardt Verlag. UTB.

Spies, A. (2015). The Transition from Nursery School to Primary School – The Moment When the Course is Set for Entry into Early Primary Education, or a Mystified Transition within 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. (2014): Gender Issues for Inclusive (Primary) School Development – Indications of Intersectional Interconnections. In: Theurer, C./Siedenbiedel, C./Budde, J. (eds.): Learning and Gender (prolog – Theory and Practice of School Pedagogy, Vol. 22, pp. 68–88). Leverkusen-Opladen: Verlag Barbara Budrich.

Spies, A. (2014): Primary schools in the local educational landscape – school development in a local authority setting. In: Kopp, B./Martschinke, S./Munser-Kiefer, M./Haider, M./Kirschhock, E.-M. /Ranger, G. et al. (eds.): Individual Support and Learning in the Community (Yearbook of Primary School Research, Vol. 17, pp. 126–129). Wiesbaden: Springer VS.

Spies, A. (2014): Girls as the target group of school social work – A field of action between dramatisation pitfalls and gender-sensitive professionalisation efforts. In: Concerning Girls: ‘School Social Work Meets Gender and Diversity – The Neglected Children of Professional Discourse’, Vol. 27, No. 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.): Research on Inclusive Education – Teaching and Learning Differently Together. Bad Heilbrunn, Julius Klinkhardt Publishers, pp. 186–198.

Spies, A. (2013): Gender Democracy and School Social Work – Potential for Development (not only) for Primary Schools. In: Berkessel, H./ Beutel, W./Faulstich-Wieland, H./Veith, H. (eds.): Yearbook of Democracy Education 2013/14. A New Learning Culture: Gender Democracy (Yearbook of Democracy Education, 2013/14, pp. 115–124). Schwalbach/Ts: Wochenschau Verlag.

Spies, A. (2013): The ‘school climate’ in the context of processes of addressing and appropriation. An exploratory approach to the perspectives of the recipients of school social work services and the positions of school cooperation partners. In: Spies, A. (ed.): School Social Work in the Educational Landscape. Possibilities and Limits of Reform Potential (Contributions to Social Work in Schools, pp. 71–98). Wiesbaden: Springer VS.

Spies, A. (2013): Care through co-operation – Networked forms of care as an expression of local authority responsibility for education. In: Wolf, A./Dietrich-Daum, E./ Fleischer, E./Heidegger, M. (eds.): Child Care. Cultures, Concepts and Policies of Out-of-Home Childcare. Weinheim, Basel: Beltz Juventa (66–79)

Spies, A. (2013): School social work in the ‘municipal educational landscape’. Development or blurring of boundaries? In: Cooperation Network for School Social Work (eds.): Strong for Education and Social Justice. Contributions to the Federal Congress on School Social Work, 30 November to 1 December 2012 in Hanover. Frankfurt am Main: GEW Executive Committee (48–58)

Spies, A. (2013): School social work. A beacon of hope, a structural measure or a universal solution? BLZ 03/04, pp. 8–9.

Spies, A. (2013). Gender as an intersectionally interwoven category of analysis for primary school educational issues – insights for inclusive school development concepts. Schulpädagogik heute, 4(8), 1–18.

Spies, A. (2012). Fascination and Emotion – Animals as the Subject of Final Dissertations in Education Degree Programs. In J. Buchner-Fuhs & L. Rose (Eds.), Animal-Assisted Social Work (pp. 115–128). Wiesbaden: VS Verlag für Sozialwissenschaften.

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.): The Field of School Social Work. Profession and Quality (Fundamentals of Social Work, Vol. 29, pp. 185–201). Baltmannsweiler: Schneider Verlag Hohengehren.

Spies, A. (2012): The ‘Girls Work’ Pupil-Run Company – A Matter of Perspective? Or: When the lack of cooperation between youth welfare services and schools causes the target group to be overlooked. In: Schwab, J./ Markowetz, R. (eds.): Collaboration between Youth Welfare Services and Schools: Inclusion and Equal Opportunities – Between Aspiration and Reality. Bad Heilbrunn: Julius Klinkhardt, pp. 222–240.

Spies, A. (2011): Planning Social Education Pathways – School-type-independent approaches to supporting disadvantaged pupils and school development processes. In: Leiprecht, R. (ed.): Diversity-Aware Social Work (Politics and Education series, vol. 62, pp. 165–193). Schwalbach/Taunus: Wochenschau Verlag.

Spies, A./Pötter, N. (2011): Individual Support. Education, Counselling, Transition Readiness. In: GEW – Education and Science Trade Union – Executive Committee (eds.): School Social Work Works! Individual Support. Contributions from Research and Practice, Frankfurt am Main: GEW, pp. 23–28

Spies, A./Pötter, N. (2011): Counteracting Exclusion in the Education System – The Concept of Connectivity. dreizehn. Journal of Youth Social Work, 4(5), pp. 10–13.

Spies, A./Chamakalayil, L. (2011). On ‘masked’ girls and ‘Paschas’ – the interplay of the lines of difference between ethnicity and gender, using the example of baby simulation practice. In: Kleinau, E./Maurer, S./Messerschmidt, A. (eds.): Ambivalent Experiences. (Re-)politicisation of Gender (Publication series of the Section for Women’s and Gender Studies of the German Society for Educational Science (DGfE), Vol. 1, pp. 207–220). Opladen: Budrich.

Spies, A. (2011): “I want to be the sort of mother she is to her child”. Motherhood in adolescence. Betrifft Mädchen: growing up – waiting – raging. mädchen und adoleszenz, 24(3), 119–123.

Spies, A. (2011): Between Integration and Discrimination. Work with girls at the interface between school and youth welfare services. Betrifft Mädchen: Educational Trips – Work with Girls and Education, 24(2), 58–62.

Spies, A. / Pötter, N. (2011): Social Work in Schools – An Introduction to the Field of School Social Work. Wiesbaden, VS-Verlag.

Spies, A. (2011): School absenteeism. In: Ehlert, G./Funk, H./Stecklina, G. (eds.): Dictionary of Gender and Social Work. Weinheim et al., Beltz-Juventa, pp. 350–352.

Spies, A. (2011): On Responsibility and Hidden Discourses – Early Parenthood Caught Between Public Perception and Everyday Reality. In: Pohl, A./Stauber, B./Walther, A. (eds.): Young People as Agents of Social Change. Changing Transition Pathways, Structural Barriers and Coping Strategies. Weinheim et al., Beltz-Juventa, pp. 81–108.

Spies, A. (2010): Concerned about the ‘children of tomorrow’? – An educationally motivated tool and its consequences. In: Moser, V./Pinhard, I. (eds.): Care – Who Cares for Whom? (Yearbook of 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 snapshot. In: Schrapper, C. (ed.): Social Pedagogical Assessment and Case Understanding in Youth Welfare. Requirements, Concepts, Perspectives (Koblenz Papers on Pedagogy, 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 Youth Integration Concept. Foundations and Challenges in the Face of Changing Life Circumstances for Young People. Münster, LIT-Verlag, pp. 58–61.

Spies, A. (2010): Work. In: Müller, C./Schulz, F./Thien, U. (eds.) Towards a Youth Integration Concept. Foundations and Challenges in the Face of Changing Life Circumstances for Young People. Münster, LIT-Verlag, pp. 86–89.

Spies, A. (2010): Early Motherhood – A Special Kind of Educational Challenge. In: Spies, A. (ed.) (2010): Early Motherhood – The Range of Educational Perspectives and Tasks in the Face of an Unusual Life Situation. Baltmannsweiler, Schneider Verlag Hohengehren, pp. 9–24.

Spies, A. (2010): Biographical options and educational frameworks for exclusion and recognition – an interdisciplinary search for solutions between baby simulators and student-run companies. In: Spies, A. (ed.) (2010): Early Motherhood – the Range of Educational Perspectives and Tasks in the Face of an Unusual Life Situation. 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.): School Absenteeism and Dropout. Forms of Manifestation – Explanatory Approaches – Intervention (UTB Pädagogik, Vol. 3213, pp. 259–276). Paderborn: Ferdinand Schöningh; UTB.

Spies, A. (2009): Early motherhood. Young women caught between norms, myths and structures. In: Sozial extra, 33(5/6), 15–19.

Spies, A. (2009): Responsibility for successful educational processes – training in a university context. In: Pötter, N./Segel, G. (eds.): The Profession of School Social Work. Contributions to the Qualification and Practice of Social-Educational Work in Schools. Wiesbaden: VS Verlag für Sozialwissenschaften, pp. 121–130.

Spies, A. (2009): ‘Desired children with good mothers?’ – The baby simulator as a source of insecurity for disadvantaged girls. In: Villa, P./Thiessen, B. (eds.): Mothers/Fathers. Parenthood between media portrayals and everyday practice. Münster, Westfälisches Dampfboot, pp. 275–289.

Spies, A. (2008): Occupation and work. In: Coelen, T./Otto, H.-U. (eds.): Key Concepts in All-Day Education. The Handbook. Wiesbaden: VS Verlag für Sozialwissenschaften, pp. 280–288.

Stecklina, G./Spies, A. (2008): Gender and Co-education. In: Coelen, T./Otto, H.-U. (eds.): Basic Concepts of All-Day Education. The Handbook. Wiesbaden: VS Verlag für Sozialwissenschaften, pp. 89–97.

Spies, A. (2008): Between the desire to have children and child protection – baby simulators in educational practice. 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): We have no opportunities, but we make the most of them. In: ‘Stand up for strong children!’ Youth is the Future. Proceedings of the 1st Caritas Congress 2007, Berlin, pp. 29–30.

Spies, A. (2006): “School is just a small part…” – Counselling for disadvantaged girls, boys and their parents during the career guidance phase. In: Spies, A./Tredop, A. (eds.): ‘Biographies of Risk’. Disadvantaged young people between exclusion and support programmes. Wiesbaden: VS Verlag für Sozialwissenschaften (237–254).

Spies, A. (2006): School social work – a link(s) between disciplines and practical approaches. In: Spies, A./Tredop, D. (eds.): ‘Biographies of Risk’. Disadvantaged young people between exclusion and support programmes. Wiesbaden: VS Verlag für Sozialwissenschaften (157–176).

Spies, A. / Tredop, D. (2006): ‘Risk Biographies’ – Which young people are we talking about? In: Spies, A./Tredop, D. (Eds.): ‘Risk Biographies’. Disadvantaged young people between exclusion and support programmes. Wiesbaden: VS Verlag für Sozialwissenschaften (9–24).

Spies, A. (2006): Working with Parents – Potential for Motivation and a Resource for Support. In: berufsbildung, Journal of Practice and Theory in the Workplace and School, 60(12), 16–19.

Spies, A. (2006): A balancing act or a somersault? – Working with girls at the interface between school and youth welfare services. In: Mädchenarbeit in NRW. No. 8, pp. 10–20.

Spies, A. (2006): Social pedagogical counselling in schools – A tool for ensuring the transition into employment for educationally disadvantaged girls and boys. In: berufsbildung, Journal for Practice and Theory in the Workplace and School, Vol. 60, March 2006, pp. 67–68.

Spies, A. (2006): Baby simulators: help in planning a life as a mother? Designing an evaluation study. In: Poverty and Health, Berlin.

Spies, A./Stecklina, G. (2005): Current developments in all-day schooling and youth welfare. In: Spies, A./Stecklina, G. (eds.): Dimensions and Scope of Developmental Needs (All-Day Schools – Challenges for Schools and Youth Welfare, Vol. 1, pp. 8–21). Bad Heilbrunn: Klinkhardt.

Spies, A. (2005). Young people prone to violence at school – A new youth movement or problematic individual cases? In K. Winter (ed.), Violence at School. Geweld op School. Proceedings of the 14th Study Day for Teachers in the Ems-Dollart Region 2004 in Ter Apel/NL (Oldenburg Preprints, Vol. 528, pp. 30–40). Oldenburg: Didactic Centre (diz).

Spies, A. (2005): At the interface of educational professions – school social work and school-based youth support / youth work. In: Ebeling, S./Lange, D. (eds.): Junior Professorships at the University of Oldenburg. Development, Current Status and Prospects for Research by a New Generation of Academics. Oldenburg: University of Oldenburg Library and Information System (bis) (pp. 145–156).

Spies, A. (2005): Children rather than a career? Future options for disadvantaged girls transitioning from school to work. In: unsere jugend, 57(12), 522–532.

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

Fleßner, H./Spies, A. (2005): Working with girls at school – opportunities and challenges. In: Betrifft Mädchen, 18(2), 58–64.

Spies, A. (2005): (School) problems, questions about the future and uncertainties: pupils’ need for counselling. In: Spies, A./Stecklina, G. (eds.): The All-Day School – Schools and Youth Welfare Services Facing the Challenge of Joint Action. 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.): The All-Day School – Schools and Youth Welfare Services Facing the Challenge of Joint Action. Vol. II: No Chance Without Co-operation – Forms of Action and Institutional Conditions, Bad Heilbrunn/Obb., Julius Klinkhardt Verlag, pp. 58–71.

Spies, A. (2004): Learning to Understand Otherness. Approaches through a Practice-Based Research Project. In: Der pädagogische Blick, 12(4), 220–230.

Schrapper, C./Spies, A. (2004): Being Young in the Westerwald. An empirical study of the living and leisure situations of young people in rural areas. In: Schrapper, C. (ed.): Social Pedagogical Research Practice. Positions, Projects, Perspectives (Koblenz Papers on Pedagogy). Weinheim, Munich: Juventa (187–195).

Spies, A. (2004): Berta Pappenheim’s approach to case understanding. A historical snapshot. In: Schrapper, C. (ed.): Social Pedagogical Diagnostics and Case Understanding in Youth Welfare. Weinheim, Beltz-Juventa, pp. 27–38.

Spies, A. (2004): Gender mainstreaming in social pedagogy training and further education programmes – key or lock to the further development of gender-differentiated youth welfare that supports girls? In: Bruhns, K. (ed.): Gender Studies in Child and Youth Welfare. Current Practice and Research Perspectives, Wiesbaden, VS-Verlag, pp. 317–332.

Spies, Anke (2004): Review of: Schauder, Thomas: The Fates of Children in Care. Case Studies and Suggestions for Parents and Caregivers of Children with Behavioural Difficulties. 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? Biographical 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): Practical projects – old wine in new bottles, or an exemplary and innovative bridge across the theory–practice divide? In: Hoffmann, N./Kalter, B. (eds.): Building Bridges. The Relationship between Theory and Practice in Teacher Degree Programs (Educational Science, Vol. 54, pp. 133–151). Münster: LIT Verlag.

Spies, A. (2002): “Not normal – or in search of oneself?”. Remembering and coming to terms with sexual violence as a specific educational process. In: Hermes, L./Hirschen, A./Meißner, I. (eds.): Gender and Interculturality. Selected Papers from the 3rd Symposium on Women’s and Gender Research in Rhineland-Palatinate (Women’s and Gender Research in Rhineland-Palatinate, Vol. 4, pp. 235–243). Tübingen: Stauffenburg Verlag.

Schrapper, C./Spies, A. (2002): What’s going on in rural areas? – Structural deficits as a challenge for youth welfare services. In: Theory and Practice of Social Work, (1), 50–56.

Schrapper, C./Spies, A. (2002): Young People in Rural Areas. In: Sozialmagazin, 27(1), 62–63.

Schrapper, C./Spies, A. (2002): Young people in rural areas: Being young in the Westerwald. In: unsere jugend, 54(4), 163–170.

Spies, A. (2002): Learning to understand – biographical case understanding as the basis for needs-based intervention in cases of violence. In: Sozialmagazin, 27(7/8), 60–65.

Spies, A./Zitelmann, M. (2002): The Need for Upbringing, Education and the Provision of Sufficient Experiences. In: Salgo, L./Zenz, G. et al. (eds.): Legal Guardianship for Children and Young People. A Handbook for Practice. Bonn, Bundesanzeiger-Verlag, pp. 159–165.

Spies, Anke (2002): The state of play and desiderata of educational biographical research – What remains to be desired now that research standards, scope and a disciplinary overview of educational biographical research are available in handbook form. 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 Coming to Terms with Sexual Violence as a Specific Educational Process. In: Neue Praxis. Journal of Social Work, Social Pedagogy and Social Policy, 31(2), 159–169.

Spies, A. (2000): “Who was I, actually?” Memory and coming to terms with sexual violence. Frankfurt am Main, campus.

Spies, A. (ed.) (2013): School Social Work in the Educational Landscape. Opportunities and Limits of 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. ‘Social Work Today’ series. Baltmannsweiler, Schneider Verlag Hohengehren.

Spies, A./Pötter, N. (2009): Social Work in Schools. An Introduction to the Field of School Social Work. Wiesbaden, VS-Verlag.

Spies, A./Tredop, D. (eds.) (2006): ‘Biographies of Risk’ – Disadvantaged Young People between Exclusion and Support Schemes. Wiesbaden, VS-Verlag.

Spies, A./Stecklina, G. (Eds.) (2005): The All-Day School – Schools and Youth Welfare Services Facing the Challenge of Joint Action. Bad Heilbrunn/Obb., Julius Klinkhardt Publishers, 2 volumes:

1. Vol. I: Dimensions and Scope(s) of Developmental 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.