0. Hilbert Meyer (1959). Fish behind glass! The aquarium. In: DER TROMPETER, the Westerstede Grammar School’s pupil magazine, Issue 5/1959, pp. 6–7.

1. Hilbert Meyer (1968). The uncritical use of the concept of ‘prematurity’ as a didactic problem. In: Bildung und Erziehung, Vol . 21, pp. 1–8

Reprinted in:

a) *Die Grundschule*, issue 3/1968, pp. 4–9

b) Erwin Schwartz (ed.). From Local History to General Studies. Westermann Verlag, Braunschweig, 1977, pp. 38–46

2. Hilbert Meyer (1968). Review of: Bernhard Linke (1966). Statement and Interpretation. Heidelberg: Quelle und Meyer. In: Quarterly Journal for Scientific Pedagogy. Vol. 44, No. 1, pp. 79–81.

3. Hilbert Meyer (1972). On Academic Support. In: Kollegstufe NW, Issue 17 of the series ‘Structural Development in the Education System of the State of North Rhine-Westphalia’. Ratingen: Henn Verlag, pp. 207–213.

2nd ed. 1974

4. Hilbert Meyer & Hans Oestreich (1973). Comments on the revision of the geography curriculum. In: *Geographische Rundschau*, Vol. 25, pp. 94–103

Reprinted in :

a) Arnold Schultze (ed.). Thirty Texts on the Didactics of Geography. Newly revised and expanded 5th ed. Westermann, Braunschweig, 1976

b) Joachim Engel (ed.) (1976). From Geography to Spatial Studies Education. Bad Heilbrunn: Klinkhardt, pp. 204–220.

5. Hilbert Meyer (1973). The Structure and Function of a Didactic Framework. In: Karl Frey & Peter Häußler (eds.). Integrated Curriculum in Natural Sciences: Theoretical Foundations and Approaches. Weinheim: Beltz, pp. 263–287.

6. Hilbert Meyer (1975). An outline of the problem of legitimising learning objectives and learning content. In: Karl Frey (ed.). Curriculum Handbook. Munich: Piper 1975, Vol. II, pp. 426–438.

7. Dieter Lenzen & Hilbert Meyer (1975). The Didactic Structural Grid – Structure and Function in Curriculum Development. In: Dieter Lenzen (ed.). Curriculum Development in Upper Secondary Education: Compulsory Subject Area. Frankfurt am Main, Fischer-Athenäum Paperback No. 3102.

8. Dieter Lenzen & Hilbert Meyer (1975). Innovation through School Trials? In: Henning Haft & Uwe Hameyer (eds.). Curriculum Research – Theory and Practice. Munich: Kösel, pp. 157–208.

9. Hilbert Meyer (1975). The Sense and Nonsense of Learning Objective Orientation. In: Neue Unterrichtspraxis, Vol. 8, pp. 314–322.

10. Hilbert Meyer (1976): The Legitimacy of Curricula and the Difficulties Teachers Face in Making Decisions. In: Associations of Teachers at Vocational Schools in North Rhine-Westphalia (eds.): Vocational Education and Training at the Crossroads of the Education and Employment Systems. Lehrbacher Woche 1976, pp. 160–167 (no place or date).

11. Thomas Hanisch & Hilbert Meyer (1977). Educational Reform and Everyday School Life: How Effective Are Learning-Objective-Oriented Guidelines for Lesson Preparation? In: Dieter Lenzen (ed.). Yearbook of Educational Science 1977/78. Stuttgart : Klett-Cotta, pp. 68–102.

12. Hilbert Meyer (1980). Problems in the Reception of Didactics, or How Teachers Learn. In: Adl-Amini, Bijan & Künzli, Rudolf (eds.). Didactic Models and Lesson Planning. Munich: Juventa, pp. 88–118.

2nd ed. 1981

13. Hilbert Meyer (1980). Pupil-centred approach – Didactics of public holidays or a concrete utopia? In: Gerd-Bodo Reinert (ed.): Practical Handbook of Teaching. Reinbek: rororo No. 7339, pp. 173–183.

14. Johannes Bastian, Hilbert Meyer, Gunter Otto & Wolfgang Schulz (1981). ‘Holiday-based teaching on its way into everyday life?’ In: Westermann’s Pedagogical Contributions. Vol. 33, pp. 480–484.

15. Hilbert Meyer (1983). Difficulties in Acquiring Knowledge of Didactic Theory. In: Westermann’s Pedagogical Contributions, Vol. 35, pp. 61–71.

15. Werner Jank, Hilbert Meyer & Thomas Ott (1986). On the role of the teacher in music lessons. In: Hermann-Josef Kaiser (ed.). Teaching Research: Methodological Problems and Perspectives on a Concept of Open Music Teaching. Vol. 7 of Music Pedagogical Research, Laaber: Laaber Verlag, pp. 87–131.

16. Hilbert Meyer (1986). Curriculum content. In: Hans-Dieter Haller & Hilbert Meyer (eds.). Encyclopaedia of Educational Science, Vol. 3. Aims and Content of Education and Upbringing. Stuttgart : Klett-Cotta Verlag, pp. 632–640.

17. Wolfgang Fichten & Hilbert Meyer (1986). Teaching Methods from the Perspective of Teachers and Pupils. In: FRIEDRICH Annual IV, Seelze: Friedrich Verlag, pp. 148–152.

18. Wolfgang Klafki, Ingrid Lohmann, Hilbert Meyer & Barbara Schenk (1989). General Education or Productive One-Sidedness? Revised version of a discussion on Herwig Blankertz’s position on educational theory and pedagogy. In: Günter Kutscha (ed.). Education under the Imperative of Enlightenment. On the Pedagogy of Herwig Blankertz. Weinheim: Beltz Verlag; pp. 87–109.

19. Hilbert Meyer (1989). Teaching methods from the pupils’ perspective. In: Hartmut Wenzel (ed.). School on the Path to the 21st Century. Weinheim: Deutscher Studienverlag, pp. 108–132:

20. Hilbert Meyer (1989). A Plea for Methodological Diversity. In: PÄDAGOGIK, Issue 1, pp. 8–15.

21. Hilbert Meyer (1990). The Relationship between Education and Teaching from the Pupils’ Perspective. In: Hartmut Hacker & Heinz S. Rosenbusch (eds.). Does Teaching Educate? Current Contributions to a Classic Pedagogical Topic. Baltmannsweiler: Burgbücherei Schneider Hohengehren, pp. 55–70 (Commemorative volume for Hans Glöckel).

22. Hilbert Meyer (1990). Chalk-and-talk teaching. Possibilities and limitations. In: Dialoge. BRDDR – The Teachers’ Magazine. Seelze: Friedrich Verlag, Issue 1, pp. 26–28.

23. Hilbert Meyer (1990). Why is frontal teaching so popular? In: PÄDAGOGIK. Vol. 42, Issue 11/1990, pp. 32–35.

24. Hilbert Meyer (1990). Presentation by Meyer, in: Hartmut Kretzer & Wolfgang Schramke (eds.): Didaktisches Forum Oldenburg 1990. Centre for Pedagogical Professional Practice at the University of Oldenburg, pp. 29–37.

25. Hilbert Meyer (1992). Action-Oriented Teaching. In: Gotthard Breit & Peter Massing (eds.). Fundamental Questions and Practical Problems in Political Education. Bonn: Federal Agency for Civic Education, pp. 500–516.

26. Liane Paradies & Hilbert Meyer (1992). An Introduction to the Lesson Introduction. In: PÄDAGOGIK. Issue 10/92, pp. 6–10.

27. Hilbert Meyer (1992). The General School Placement. Designing ASP Seminars to be Action-Oriented. Oldenburg VORDRUCKE No. 163/92. Oldenburg: Centre for Pedagogical Professional Practice at the University (ISSN 0932-7584) (134 pp.)

5th ed. 1997.

28. Hilbert Meyer (1993). Levels of Reflection on Teaching Methodology. In: Bijan Adl-Amini, Theodor Schulze & Ewald Terhart (eds.). Teaching Methods in Theory and Research. Weinheim: Beltz, pp. 111–134.

29. Hilbert Meyer (1993). Group Teaching. In: Herbert Gudjons (ed.) (1993). Handbook of Group Teaching. Weinheim: Beltz, pp. 210–232

Unaltered reprint of the chapter ‘Group Teaching’ from Book No. 10, ‘Teaching Methods’

30. Hilbert Meyer (1993). In memoriam Herwig Blankertz (22 September 1927–26 August 1983). In: Herwig Blankertz Foundation of the City of Recklinghausen in collaboration with the Academy for Youth and Vocational Training. Privately published, Hattingen, pp. 13–28.

31. Hilbert Meyer (1993). The most important medium in the classroom is the teacher’s body. In: Friedrich Annual XI: Teaching Media. Seelze: Friedrich Verlag, pp. 36–37.

32. Johannes Greving/Hilbert Meyer & Liane Paradies (1993). Group Teaching. Oldenburg PRELIMINARY PRINTS No. 191/93. Oldenburg: Centre for Pedagogical Professional Practice at the University

6th ed. 2001

31. Hilbert Meyer & Liane Paradies (1993). Making Frontal Teaching More Engaging. Oldenburg PRELIMINARY PRINTS No. 192/93. Oldenburg: Centre for Pedagogical Professional Practice at the University

9th ed. 2005

32. Hilbert Meyer & Liane Paradies (1993). Body Language in the Classroom. Oldenburg PRELIMINARY PRINTS No. 193/93. Oldenburg: Centre for Pedagogical Professional Practice at the University

10th ed. 2005.

33. Hilbert Meyer (1993). Action-Oriented Teaching. Oldenburg PREPRINTS No. 218/93. Oldenburg: Centre for Pedagogical Professional Practice at the University

10th ed. 2004.

34. Hilbert Meyer & Liane Paradies (1993). A Plea for Methodological Diversity in the Classroom. Oldenburg PRINTINGS No. 219/93. Oldenburg: Centre for Pedagogical Professional Practice at the University

5th ed. 2001.

35. Liane Paradies & Hilbert Meyer (1994). Is it all just a game? Requirements for a play-based teaching approach in lower secondary education. In: PÄDAGOGIK, vol. 46, pp. 10–16.

36. Hilbert Meyer (1994). In Praise of ‘Gentleness’. In: Rinascita della Scuola, Vol. XVII, No. 2/94, pp. 75–83

Translation of an unpublished lecture manuscript ‘In Praise of Slowness’ by Wilhelm Büttemeyer

37. Johannes Greving & Hilbert Meyer (1995). Designing ASP seminars to be action-oriented. In: Bernhard Möller (ed.). The General School Placement (ASP). Concepts – Experiences – Techniques. Oldenburg : Centre for Pedagogical Professional Practice, pp. 33–46.

38. Hilbert Meyer (1995). Paths Emerge as We Walk. In: Johannes Bastian & Gunter Otto (eds.). Shaping Schools. Hamburg: Bergmann + Helbig Verlag, pp. 121–148.

39. Hilbert Meyer (1995). Paths Are Made by Walking. In: Pertti Kansanen (ed.): Discussions on Some Pedagogical Issues V, Helsinki, pp. 101–133 (internal university publication).

40. Wolfgang Fichten, Ina Ulrich, Johannes Greving, Andreas Feindt & Hilbert Meyer (1995). Teachers Research Their Teaching – Students Research School. (121 pp.). Oldenburg PREPRINTS No. 250/95, Oldenburg: University Centre for Pedagogical Professional Practice.

2nd ed. 1996

41. Hilbert Meyer (1996). Action-Oriented Teaching. In: Nursing Education. Issue 1/96, pp. 4–12.

42. Hilbert Meyer & Günter Ulrich (1996). What is a LEARNING SCHOOL? Oldenburg PRINTINGS, Centre for Pedagogical Professional Practice, Oldenburg ISSN 0932-7584 (65 pp.)

2nd ed. 1997.

43. Mats Ekholm, Hilbert Meyer, Peter Meyer-Dohm, Michael Schratz & Anton Strittmatter (1996). The effectiveness and future of teacher training in North Rhine-Westphalia. (88 pp.) Düsseldorf, n.d.: Concept Verlag

Peer evaluation commissioned by the Ministry of Education and Cultural Affairs of North Rhine-Westphalia.

44. Werner Jank & Hilbert Meyer (1997). Didactic Models. Partial translation into Swedish of the first three chapters from ‘Didactic Models’ (pp. 15–90) in: Michael Uljens (ed.): Didactics. Lund: Studentlitteratur Verlag, pp. 17–74.

45. Werner Jank & Hilbert Meyer (1997). Didactic Models. Partial translation of the fourth chapter from ‘Didactic Models’ into Serbian; translator Aleksandra Gojkov-Rajić: On the usefulness of learning theory for understanding didactic models (translation of the fourth chapter of the book ‘Didactic Models’). In: “Pedagoška stvarnost” no. 9/10, Association of Pedagogical Societies of Vojvodina, Novi Sad, 1998.

46. Hilbert Meyer (1998). What is a ‘LEARNING SCHOOL’? Supplement to issue 1 of the journal *Lernende Schule*, Seelze: Friedrich Verlag 1998 (20 pp.)

47. Hilbert Meyer & Meinert Meyer (1996). Chalk-and-talk and other approaches – an attempt at a teaching methodology for grammar schools. In: Winfried Marotzki, Meinert Meyer & Hartmut Wenzel (eds.). Educational Science for Upper Secondary School Teachers. Weinheim: Deutscher Studienverlag, pp. 178–216.

48. Hilbert Meyer (1996). On the Nature and Genesis of Didactic Judgement. In: Wolfgang Steinhöfel (ed.). Educational Science and the History of Education: Between Commitment and Resignation. Neuwied-Kriftel-Berlin : Luchterhand Verlag, pp. 126–132.

49. Hilbert Meyer (1996). Action-Oriented Teaching – Remarks with Regard to Nursing Didactics. In: Monika Martens, Kirsten Sander & Kordula Schneider (eds.) Didactic Practice in Nursing Education. Norderfeld near Brake: Prodos Verlag, pp. 70–83.

50. Hilbert Meyer (1997). Student-centred introductions and their characteristics. In: ‘Unterricht Pflege’, Issue 4/97, pp. 2–7.

51. Hilbert Meyer & Horst Rüller (1997). Variations on introductory approaches with examples. In: *Unterricht Pflege*, Issue 4/97, pp. 8–22.

52. Hilbert Meyer & Meinert Meyer (1997). In Praise of Lecture-Style Teaching. In: FRIEDRICH Annual XV: Learning Methods – Teaching Methods. Seelze: Friedrich Verlag, pp. 34–37.

53. Harald Gesing & Hilbert Meyer (1997). Paths are made by walking – teaching methods. In: Harald Gesing (ed.). Pedagogy and Didactics in Primary Education. Neuwied-Kriftel-Berlin : Luchterhand, pp. 193–228.

54. Hilbert Meyer (1998). The Benefits and Burdens of Short-Term Lesson Preparation. In: FRIEDRICH Annual Volume XVI: The School as a Workplace, Seelze: Friedrich Verlag, pp. 64–68.

55. Hilbert Meyer (1998). The T.E.A.M. School. In: Rinascita della Scuola, Vol. XXII, No. 6/1998, pp. 327–346.

Reprinted in: bildung und wissenschaft, ed. GEW Baden-Württemberg, Issue 7/8 1998, pp. 19–22.

56. Hilbert Meyer & Wolfgang Konukiewitz (1998). Action-oriented confirmation classes. A general didactic plea for religious independence. In: *Praxis KU*. Proceedings of the symposium “Perceiving – Understanding – Shaping”, Goslar, March 1998, Comenius Institute, Münster 1998, pp. 31–46.

57. Hilbert Meyer & Wolfgang Schramke (1999). Staging Techniques in Geography Lessons. In: Praxis Geographie. Vol. 29, No. 7/8, 1999, pp. 4–9.

58. Hilbert Meyer & Hans-Günter Rolff (1999). How important are school programmes? A conversation with Jens Reißmann. In: Schulverwaltung. Special issue No. 1/1999, pp. 4–7 (ISSN 1438-1907)

59. Hilbert Meyer (1999). Teaching development as the core of school development. In: School Administration. Special issue No. 1/1999, pp. 23–27 (ISSN 1438-1907).

60. Hilbert Meyer (1999). The school programme – an overture or background music to school development? In: SchulVerwaltung. Lower Saxony edition, Vol. 9 (1999), No. 11, pp. 292–298

61. Hilbert Meyer (1999). ‘Door-to-door didactics’. In: Erziehung & Wissenschaft, Lower Saxony edition, issue 10/1999, pp. 21–24.

Reprinted in: *Aufbrüche*. News from the Pedagogical-Theological Institute, Drübeck/Saxony, No. 1/2000, pp. 32–37.

62. Hilbert Meyer (1999). A Guide to School (Curriculum) Development. Oldenburg Publications No. 390. Oldenburg: Centre for Pedagogical Professional Practice at the University (161 pp.)

3rd ed. 2002.

63. Hilbert Meyer (2000). Columbus’s Didactic Egg. In: forum schule. Edited by the State Institute for Schools and Further Education of North Rhine-Westphalia, Issue 1/2000, pp. 12–13 (full version: www.forum-schule.de)

64. Hilbert Meyer (2000). The Function of the New Image of School in the 21st Century. In: The Journal of Kuyushu University of Nursing and Social Welfare. Kumamoto, Japan. March 2000, vol. 2, no. 1, pp. 223–230 (in Japanese)

65. Carola Junghans & Hilbert Meyer (2000). The Ethical Code of Team Research – What Rules Should Be Observed in Research Conducted in Schools? In: Andreas Feindt & Hilbert Meyer (eds.). Professionalisation and Research. Oldenburg: Centre for Pedagogical Professional Practice. September 2000

66. Andreas Feindt & Hilbert Meyer (2000). The Oldenburg team research – Implementation and Challenges of an Experiment in Professionalisation in Teacher Education. In: Matti Meri (ed.). Festschrift for Pertti Kansanen. Institute for Teacher Education. University of Helsinki 2000, pp. 49–79.

67. Wolfgang Konukiewitz & Hilbert Meyer (2002): Action-Oriented Learning and Project Work. In: Gottfried Bitter et al. New Handbook of Basic Concepts in Religious Education. Munich : Kösel, 2002, pp. 511–514.

68. Wolfgang Fichten, Ulf Gebken, Carola Junghans & Hilbert Meyer (2002). An Introduction to Oldenburg Team Research. Oldenburg PREPRINTS No. 451. Oldenburg: Didactic Centre of the University

5th ed. 2005

69. Andreas Feindt, Una Dirks & Hilbert Meyer (2002). Team Research in Teacher Education – Cross-Phase Co-operation between Information and Reflection. Opladen: Leske + Budrich, pp. 181–194.

70. Hilbert Meyer (2002). Professionalisation in Teacher Education. In: Proceedings of the ‘forum bildung’ Cologne 2002: PISA and the Consequences. Frankfurt am Main: Institute for Media Education e.V., pp. 104–108.

71. Hilbert Meyer (2002). Approaches and Tools for Professionalisation in Teacher Education. In: Hörner, Wolfgang, Schulz, Dieter & Wollersheim, Heinz-Werner (eds.). Teachers’ Professional Knowledge and the Disciplines Underpinning Teacher Education. Leipzig: Leipziger Universitätsverlag, pp. 41–78.

72. Hilbert Meyer (2003). Project-based teaching and its roots – an overview. In: Unterricht Pflege, Issue 1/2003, pp. 23–27.

73. Hilbert Meyer (2003). Outline of a staged model for the analysis of research competence. In: Obolenski, Alexandra & Meyer, Hilbert (eds.). Research-based learning. Theory and practice of professional teacher training. Bad Heilbrunn: Klinkhardt, pp. 99–115.

74. North German GÜTE Consortium (Hilbert Meyer et al.). Characteristics of Good Teaching. Empirical Findings and Didactic Advice. Oldenburg PREPRINTS, Issue 473, University Didactic Centre (July 2003)

3rd ed. 2004

75. Wolfgang Fichten, Ulf Gebken & Hilbert Meyer (2003). The Oldenburg Team Research Project – cross-phase action research in schools and teacher training colleges. In: Kretzer, Hartmut/Sjuts, Johann (eds.). Teacher Training Colleges in the Knowledge Society. Integrating the First and Second Phases of Teacher Training. Oldenburg. University Centre for Didactics, pp. 75–97 (Festschrift for Ludwig Freisel).

76. Hilbert Meyer (2004): What Are Teaching Methods? In: PÄDAGOGIK, vol. 56, issue 1/2004, pp. 12–15.

77. Wolfgang Fichten, Ulf Gebken & Hilbert Meyer (2004). Inquiry-based learning within a team-based framework. In: Rahm, Sibylle & Schratz, Michael (eds.). Teacher Research. Theory Needs Practice. Does Practice Need Theory? Innsbruck: StudienVerlag, pp. 194–209.

78. Wolfgang Fichten, Uta Wagener, Ulf Gebken, Tim Beer, Carola Junghans & Hilbert Meyer (2004). METHODS READER. Oldenburg PRINTED PAPERS, Issue 487, University Centre for Didactics (101 pp.)

5th ed. 2007

79. Helmut Bülter & Hilbert Meyer (2004). What constitutes a climate conducive to learning? Prerequisites and effects. In: PÄDAGOGIK. Vol. 56, No. 11/2004, pp. 31–36.

80. Hilbert Meyer & Meinert A. Meyer (2005). Report on the honorary doctorate awarded to Prof. Dr Wolfgang Klafki. In: Frauke Stübig (ed.). The School of the Future Takes Shape. Speeches delivered and not delivered on the occasion of the honorary doctorates awarded to Hartmut von Hentig and Wolfgang Klafki at the University of Kassel on 5 May 2004. Kasseler Universitätsreden, Issue 13, Kassel University Press, pp. 103–131.

81. Hilbert Meyer (2005). Clear Structures and Meaningful Communication. Interview with Hilbert Meyer on the characteristics of good teaching. In: schulmanagement. Issue 5/2005, pp. 22–24.

82. Hilbert Meyer (2005). Characteristics of good teaching. In: Bartz, Adolf, Fabian, Jürgen, Huber, Stephan G., Cloft, Carmen, Rosenbusch, Heinz S. & Sassenscheidt, Hajo (eds.). PraxisWissen Schulleitung, Volume 1, Section 3, pp. 1–5. Munich: Luchterhand Wolters Kluwer Deutschland.

83. Hilbert Meyer (2005). Good Teaching in Good Schools? Reflections on Organisational Pedagogy. In: Association of German Country Boarding Schools (eds.). All-day schools and more: Country boarding schools. Proceedings of the 3rd Major Staff Conference, 4–6 November 2004, Jena, pp. 92–126.

84. Wolfgang Fichten & Hilbert Meyer (2006). Competence development through teacher research – possibilities and limitations. In: Allemann-Ghionda, Cristina & Terhart, Ewald (eds.). Competences and Competence Development of Teachers: Training and Profession. 51st Supplement to the Zeitschrift für Pädagogik. Weinheim-Basel: Beltz, pp. 267–282.

85. Hilbert Meyer (2006). What does ‘good teaching’ mean? Interview by Deng Zhiwei and Wu Min. In: GLOBAL EDUCATION, East China University Press, Issue 5/2006, pp. 3–6 (in Chinese).

86. Hilbert Meyer (2006). Characteristics of good teaching. Empirical evidence and didactic suggestions. In: Andersen, Peter (ed.). Good teaching. Copenhagen: Unge Paedagoger and the authors, pp. 56–82.

Second edition 2014 in a reader published by Unge Paedagoger

87. Hilbert Meyer (2006). Standards of Good Instruction. Lecture by Prof. Hilbert Meyer in Remembrance of his Visit to Japan, translated by Nobuyuki Harada and Shinishi Ushida. University of Gifu. In: University of Gifu Bulletin 2006, pp. 183–194.

88. Hilbert Meyer (2006). Good teaching in good schools? In: CHEMKON. Chemistry in Practice. No. 2/2006, pp. 77–83.

89. Helmut Bülter & Hilbert Meyer (2006). What constitutes a climate conducive to learning? In: Bremer Lehrerzeitung, No. 5/2006, p. 8.

90. Hilbert Meyer & Andrea Klapper (2006). Teaching standards for competence-oriented learning and teaching. In: Hinz, Renate & Schumacher, Bianca (eds.). It’s all about the start: Developing competences – strengthening competences. Wiesbaden. VS-Verlag für Sozialwissenschaften, pp. 89–108.

91. Hilbert Meyer, Andreas Feindt & Wolfgang Fichten (2006). An outline of a theory of teaching development. In: TRIOS, Series of the Oberstufenkolleg Bielefeld, Issue 3/2006, pp. 4–41.

Reprint: Hilbert Meyer, Andreas Feindt & Wolfgang Fichten (2006). An outline of a theory of teaching development. Oldenburg Preprints No. 549. Oldenburg: University Centre for Didactics.

92. Hilbert Meyer (2006). Characteristics of good teaching – Empirical findings and didactic advice. In: forum Bildung, published by VdS Bildungsmedien e.V., Frankfurt am Main, pp. 23–29.

93. Hilbert Meyer & Meinert A. Meyer (2006). Designing lecture-style teaching. In: Plöger, Wilfried (ed.). What Skills Do Teachers Need? Contributions to Competence-Oriented Teacher Training. Paderborn: Schöningh, pp. 155–177.

94. Hilbert Meyer (2007). Ten Characteristics of Good Teaching. A Guide to Revising and Using an Observation Sheet. In: Wolfgang Endres (ed.). Learning to Learn – How Can You Knit Without Wool? Weinheim , Basel: Beltz, pp. 166–187.

95. Hilbert Meyer, Andreas Feindt & Wolfgang Fichten (2007). What do we know about successful teaching development? In: FRIEDRICH Annual XXV (Andreas Feindt, Hilbert Meyer et al.). Good Teaching. Seelze: Friedrich Verlag, pp. 66–70.

96. Hilbert Meyer, Andreas Feindt & Wolfgang Fichten (2007). An outline of a theory of teaching development. In: FRIEDRICH Annual XXV (Andreas Feindt, Hilbert Meyer et al.). Good Teaching. Seelze: Friedrich Verlag, pp. 111–115.

97. Hilbert Meyer (2007). Satisfying work in crumbling new buildings. In: Bernhard Möller (ed.). History of Education at the University of Oldenburg as Told by Its Own People. Oldenburg: BIS-Verlag of the University of Oldenburg, pp. 97–125.

in an expanded version in 2022 on this School 1 website at the University of Oldenburg

98. Hilbert Meyer, Manfred Pfiffner & Catherine Walter-Laager (2007). Variable teaching. What do we know about the effectiveness of methods? In: PÄDAGOGIK, Vol. 59, No. 10/2007, pp. 44–48.

Reprinted from No. 98 in: Eikenbusch, Gerhard & Heymann, Hans Werner (eds.). What Do We Know About Good Teaching? Hamburg: Bergmann + Helbig, pp. 42–54

99. Hilbert Meyer, Manfred Pfiffner & Catherine Walter-Laager (2007). Creating a supportive learning environment. In: PÄDAGOGIK, Vol. 59, No. 11/2007, pp. 42–47.

Reprinted in: Eikenbusch, Gerhard & Heymann, Hans Werner (eds.). What Do We Know About Good Teaching? Hamburg: Bergmann + Helbig, pp. 55–65

100. Martin Heinrich & Hilbert Meyer (2007). Direct Instruction or Open Teaching? Reflections on an integrative approach rather than unproductive polarisation. In: Heinrich & Prexl-Krausz (eds.). Individual Learning Paths – Quo vadis? A search for ‘new forms of learning’ in school practice and teacher training. Vienna, Berlin: LIT-Verlag, pp. 13–34.

101. Hilbert Meyer in conversation with Meinert Meyer (2008). Debate on current problems and challenges in didactics. In: Meyer, Meinert A., Prenzel, Manfred & Hellekamps, Stephanie (eds.). Perspectives on Didactics. Special Issue 9, Journal of Educational Science. Wiesbaden: VS Verlag für Sozialwissenschaften, pp. 77–86.

102. Wolfgang Fichten & Hilbert Meyer (2008). Competency Development through Teacher Research. In: Wolfgang Fichten, Bill Holderness & Wolfgang Nitsch (Eds.). Action Research and Teacher Education in Germany and South Africa. Oldenburg, University Centre for Didactics, pp. 22–43.

103. Hilbert Meyer, Manfred Pfiffner & Catherine Walter (2008). Teaching varies – what do we know about the impact of methods? In: Andreas Helmke, Hilbert Meyer et al.: What we know about good teaching. Frederikshavn : Dafolo, pp. 75–86.

Danish translation of No. 98 ‘Variable teaching’

104. Hilbert Meyer, Manfred Pfiffner & Catherine Walter (2008). Creating a supportive learning environment – What do we know about the importance of the learning environment? In: Andreas Helmke, Hilbert Meyer et al.: What we know about good teaching. Frederikshavn: Dafolo, pp. 87–95

Danish translation of No. 99: ‘Creating a supportive learning environment’

105. Hilbert Meyer (2008). Mixed forests are better than monocultures, or: Suggestions for the development of teaching. In: SEMINAR. Vol. 14 , No. 3, pp. 48–70.

106. Hilbert Meyer (2008). What constitutes good teaching? On quality development in teaching and schools. In: vds. Association for Special Education. Journal of the Regional Association. Issue 4/2008, pp. 34–48.

107. Hilbert Meyer & Meinert Meyer (2009). In Praise of Chalk-and-Talk Teaching. In: Basic Knowledge of Teaching – Best of the Annual Issue. Seelze : Friedrich Verlag, pp. 40–43.

Reprinted from: FRIEDRICH Annual Journal XV: Learning Methods – Teaching Methods, Seelze 1997, pp. 34–37)

108. Hilbert Meyer (2009). The Benefits and Burdens of Short-Term Lesson Preparation. In: Basic Knowledge of Teaching – Best of the Annual Issue. pp. 44–48.

Reprinted from: FRIEDRICH Annual Volume XVI: The School as a Workplace, Seelze: Friedrich Verlag, pp. 64–68

109. Hilbert Meyer (2009). Criteria of Good Instruction. Empirical Findings and Didactic Advice. In: Quality in Educational Research. University of Belgrade. Belgrade, 2009, pp. 13–34.

110. Hilbert Meyer & Wolfgang Fichten (2009). Introduction to School-Based Action Research. Aims, Methods and Results of a BLK Pilot Project. Oldenburg Preprints No. 581. Oldenburg: University Centre for Didactics. (93 pages).

111. Hilbert Meyer (2009). Good Teaching and Teaching Development. In: Huber, Stephan G. (ed.). Handbook for Steering Groups. Foundations for Work in Key Areas of School Management. Neuwied: LinkLuchterhand. Wolters Kluwer, pp. 25–123.

112. Wolfgang Fichten & Hilbert Meyer (2009). Inquiry-Based Learning in Teacher Education – the Oldenburg Model. In: Hollenbach, Nicole/ Tillmann, Klaus-Jürgen (eds.). Transforming Schools through Research. Practice-based research from national and international perspectives. Bad Heilbrunn: Klinkhardt, pp. 119–145.

113. Meinert A. Meyer & Hilbert Meyer (2009). Those Declared Dead Live Longer! Or: Has There Been Any Progress in General Didactics? In: Wischer, Beate & Tillmann, Klaus-Jürgen (eds.). Educational Science Put to the Test. School-Related Research and Theory Formation from 1970 to the Present. Weinheim, Munich: Juventa, pp. 97–128.

114. Wolfgang Fichten & Hilbert Meyer (2010). Research-based Learning in Teacher Education – The Oldenburg Model. In: Hollenbach, Nicole/Tillmann, Klaus-Jürgen (Eds.). Teacher Research and School Development. German approaches and international perspectives. Bad Heilbrunn: Klinkhardt & Barbara Budrich, pp. 119–143.

English translation of No. 110

115. Hilbert Meyer (2010). Characteristics of good teaching – A mix of criteria. In: Eiko Jürgens & Jutta Standop (eds.). What is ‘good’ teaching? Bad Heilbrunn: Klinkhardt, pp. 159–174.

116. Hilbert Meyer (2010). A discussion of the quality characteristics of good teaching. In: What Is ‘Good’ Teaching? Quality Criteria Put to the Test. Vol . 26 of the Münster Discussions on Pedagogy, edited by Christian Fischer and Reinhard Schilmöller. Münster: Aschendorff, pp. 6–38.

117. Hilbert Meyer (2010): Characteristics of good teachers: empirically based or weighted by educational theory? In: Burkard, Karl-Josef, Freisel, Ludwig & Krause, Bettina (eds.). Continuity and Change in Teacher Education. Oldenburg: Centre for Didactics at the University of Oldenburg, pp. 53–72 (Festschrift for Hartmut Kretzer).

118. Andreas Feindt & Hilbert Meyer (2010). Competence-oriented teaching. A didactic treasure hunt. In: Grundschulzeitschrift, Issue 237/September 2010, pp. 29–33.

119. Hilbert Meyer (2010). Reflections on Good Teaching. In: Mitteilungen RU. Archdiocese of Kiel. Department of Education in Schleswig-Holstein. Issue 2/2010, pp. 6–13.

120. Wolfgang Fichten, Andreas Feindt, Julia Hellmer, Nicole Hollenbach & Hilbert Meyer (2011). The contribution of practice-based research to democratic and participatory school and teaching development. In: Ludwig, Luise, Luckas, Helga, Hamburger, Franz & Aufenanger, Stefan (eds.). Education in Democracy II. Trends – Discourses – Practices. Opladen & Farmington Hills, MI: Barbara Budrich Publishers, pp. 21–37.

121. Hilbert Meyer (2011). Mixed forests are better than monocultures – A plea for diversity in the development of teaching. In: SCHULE NRW. Düsseldorf, Vol. 63, June 2011, pp. 282–287 (in-house publication of the Ministry of Education).

122. Hilbert Meyer & Volker Wendt (2011). What makes a good teacher? In: SEMINAR, Vol. 17, No. 1, pp. 59–85.

123. Hilbert Meyer (2012). A focus on competences alone does not make for good teaching. In: LERNENDE SCHULE. Vol. 15, No. 58, June 2012, pp. 7–12.

124. Catherine Walter-Laager, Manfred Pfiffner & Hilbert Meyer (2012). A climate conducive to learning – what is it? In: Grundschulzeitschrift, Vol. 26, Double Issue 255–256, pp. 70–73.

125. Hilbert Meyer (2012). Successful Teaching Development: Framework Conditions, Fundamental Principles and Criteria. In: Schulmanagement. No. 6 (2012), pp. 21–24.

126. Hilbert Meyer & Volker Wendt (2012). What do we know about good teachers? Characteristics of professional competence. In: Kliebisch, Udo W. & Balliet, Mathias (eds.). Teacher Practice – Competent, Efficient, Congruent. Schneider Verlag Hohengehren: Baltmannsweiler, pp. 55–60.

127. Sylvia Jahnke-Klein & Hilbert Meyer (2012). Creative Methods for Seminar and Lesson Design. Oldenburg Preprints. Oldenburg: University Centre for Didactics (ISSN 0932-7584) (83 pages).

128. Hilbert Meyer (2012). Theoretical Foundations of School Inspection. In: Ines Oldenburg (ed.). Schools and Inspection. 9 Critical Studies. Baltmannsweiler: Schneider Verlag Hohengehren, pp. 17–60.

129. Hilbert Meyer (2012). What Do School Inspectors Measure? In: Ines Oldenburg (ed.). School and Inspection: 9 Critical Studies. Baltmannsweiler: Schneider Verlag Hohengehren, pp. 93–135.

130. Hilbert Meyer & Meinert Meyer (2013). On the Effectiveness of Teaching Methods. In: Julia Hellmer & Doris Wittek (eds.). Supporting Schools in Transition. Opladen: Barbara Budrich, pp. 35–49.

131. Insa Drechsler-Konukiewitz & Hilbert Meyer (2013). Lesson planning. In: Manfred Rolfes & Anke Uhlenwinkel (eds.). Metzler Handbook 2.0: Geography Teaching. Braunschweig: Westermann, pp. 155–164.

132. Hilbert Meyer (2013). Crisis and New Orientation of Didactics in Germany. In: Postgraduate Academic Forum: SINO-GERMAN DIALOGUE on DIDACTICS – Forum Materials. Shanghai : East China Normal University, pp. 6–24 (in English).

133. Hilbert Meyer (2013). School Exploration. In: Klaus Zierer (ed.). Guide to School Teaching Practice. Baltmannsweiler : Schneider Verlag Hohengehren, pp. 12–18.

5th ed. 2017.

134. Stephan Wernke, Andrea Anschütz & Hilbert Meyer (2013). Basic Forms of Methodological Practice. In: Klaus Zierer (ed.). Guide to School Teaching Practice. Baltmannsweiler: Schneider Verlag Hohengehren, pp. 63–68.

5th ed. 2017.

135. Hilbert Meyer (2013). A focus on competences alone does not make for good teaching!

Reprinted from No. 123 in: Stephan G. Huber (ed.). Yearbook of School Leadership 2013, pp. 74–86.

136. Olaf Köller & Hilbert Meyer. From ‘good teaching’ to ‘good teachers’. In: German Foundation Centre (ed.). The Joy of Education. Foundations 2013. Essen: German Foundation Centre, pp. 28–31.

137. Hilbert Meyer (2014). The German Tradition of Didactics and Recent Research Findings on Teaching and Learning. In: The^12th Shanghai International Curriculum Forum: Teaching, Learning and Assessing for Improvement. East China Normal University, Shanghai, pp. 35–61.

138. Hilbert Meyer (2014). Crisis and New Orientation of German Didactics. In: The^12th Shanghai International Curriculum Forum: Teaching, Learning and Assessing for Improvement. East China Normal University, Shanghai (in English).

a) Published as an interview by Peng Zhengmei & Zhang Yuxian (East China Normal University), in: GLOBAL EDUCATION, No. 12 (2014, pp. 10–24) – in Chinese.

b) Published (2015) as an interview by Duan Zhao-Bing (Anhui Normal University, Wuhu) – in Chinese.

c) English version posted online (2015) in: Schulpädagogik heute, edited by Klaus Moegling (open access)

139. Hilbert Meyer (2014). It all comes down to teaching. Interpreting Hattie’s data. In: Terhart, Ewald (ed.). The Hattie Study under discussion. Seelze: Klett Kallmeyer, pp. 117–133.

5th ed. 2022

140. Wolfgang Fichten & Hilbert Meyer (2014). An outline of a theory of inquiry-based learning in teacher education. In: Feyerer, Ewald, Hirschenhauser, Katharina & Soukop-Altrichter, Katharina (eds.). Burden or pleasure? Research and teacher education. Münster, Waxmann, pp. 11–42.

141. Olaf Köller & Hilbert Meyer (2014). Can one measure how good a teacher is? – A debate. In: schulmanagement, October 2014, pp. 21–24.

142. Hilbert Meyer (2014). Good teaching requires good teachers. In: SchulVerwaltung Spezial, vol. 16, no. 2/2014, pp. 12–15.

143. Wolfgang Fichten & Hilbert Meyer (2014). The Oldenburg Team Research Project. In: Benjamin Apelojg & Wolfgang Fichten (eds.). Experiment Unterricht – Students Research Teaching and School. Oldenburg: BIS-Verlag of the University of Oldenburg, pp. 13–25.

144. Hilbert Meyer (2014). Traditions and Standards in General Didactic Modelling. In: Klaus Zierer (ed.). Yearbook of General Didactics. Baltmannsweiler: Schneider Verlag Hohengehren, pp. 95–114.

145. Hilbert Meyer (2016). It all comes down to teaching. In: Nobuyuki Harada & Hilbert Meyer (Eds.): Making Learning Visible. Studies in Humanities and Cultures. Kyoto : Airi Verlag (in Japanese)

146. Hilbert Meyer, Zhou Zingguo & Ye Xuping (2015). Interview on ‘The Crisis and Reorientation of General Didactics in Germany’. In: Contemporary Education and Culture. Vol . 7, No. 1 (2015), pp. 108–112. (People’s Republic of China)

147. Hilbert Meyer, Meinert Meyer & Lin Ling (2016). New Developments and Challenges of German Schooling at the Beginning of the 21st Century. In: GLOBAL EDUCATION, Shanghai, Vol. 45, No. 10/2016, pp. 3–7.

148. Hilbert Meyer (2015). Didactic Principles and Standards for Curriculum Development. In: Hans-Günter Rolff (ed.). Handbook of Curriculum Development. Weinheim , Basel: Beltz, pp. 226–241.

149. Hilbert Meyer (2015). What makes a good female teacher, and what makes a good male teacher? In: SchulVerwaltung Spezial. Vol. 17, No. 5/2015, pp. 12–15.

150. Hilbert Meyer (2016). A Plea for a Renaissance in Didactics. In: Möller, Jens, Köller, Michaela & Riecke-Baulecke, Thomas (eds.). Basic Knowledge of Teacher Training. School and Teaching, Teaching and Learning. Seelze : Klett-Kallmeyer, pp. 206–227.

Special edition of No. 147: (2016), published by the Institute for Quality Development in Schools in Schleswig-Holstein (IQSH).

151. Hilbert Meyer (2016). What Makes a Good Lecturer? In: Stephan G. Huber (ed.): Yearbook of School Leadership 2016. Findings and Insights into the Key Areas of School Management. Cologne: Carl Link/Wolters Kluwer, pp. 97–117.

152. Hilbert Meyer (2016). Characteristics of good teaching – quality assurance and development in everyday school life. In: Saxon Institute of Education (ed.). Training of Headteachers and Deputy Headteachers in Saxony, Vol. 3: School Development as a Leadership Task. Cologne: Carl Link, pp. 54–63.

153. Hilbert Meyer & Andreas Feindt (2016). Learning facilitator or teacher – what is your view on this, Mr Meyer? In: FRIEDRICH Annual Volume XXXIX: Teaching. Seelze: Friedrich Verlag, pp. 11–13.

154. Bernhard Hauke & Hilbert Meyer (2016). School leadership requires ethics and integrity. In: Schule Leiten. No. 3, 2016, Friedrich Verlag Seelze, pp. 14–16.

155. Hilbert Meyer (2016). A Plea for a Renaissance in Didactics. In: Jens Möller, Michaela Köller & Thomas Riecke-Baulecke (eds.). School and Teaching. Teaching and Learning. ‘Basic Knowledge in Teacher Training’ series. Seelze: Kallmeyer Klett, pp. 206–227.

156. Hilbert Meyer, Meinert Meyer & Lin Ling (2016). New Developments and Challenges of German Schooling at the Beginning of the 21st Century. In: GLOBAL EDUCATION, Shanghai, Vol. 45 No. 10/2016, pp. 3–7.

157. Hilbert Meyer (2016): “That little dash of anarchy that accompanies many development projects…” – Interview on the topic of transparency. In: Moegling, Klaus & Schude, Sabrina (eds.). Transparency in the Classroom and at School. Immenhausen: Prolog-Verlag, pp. 127–143.

Reprinted in: Klaus Moegling & Catrin Siedenbiedel (eds.) (2017): “I would abolish homework as well as repeating a year” – 19 interviews on key issues in school pedagogy. Immenhausen: Prolog-Verlag, pp. 16–29.

158. Hilbert Meyer, Carola Junghans & Melanie Kelter (2016). Preliminary reflections on a theory of reflection-oriented teacher education. In: SEMINAR, Vol. 1, pp. 10–31.

159. Hilbert Meyer (2017). Building blocks for a didactically oriented theory of classroom development. In: Paseka, Angelika, Heinrich, Martin, Kanape, Anna & Langer, Roman (eds.). School Development between Governance and Autonomy. Münster, New York: Waxmann, pp. 43–67.

160. Hilbert Meyer (2017). Suggestions for Instruction Development in Germany. A Discussion Outline. Translated by Ye Xuping, Anhui Normal University. In: Global Education, 5/2017, pp. 31–46. (‘A Theoretical Framework for Instructional Development and the Basic Forms of Teaching’ – translation of a lecture by Hilbert Meyer).

161. Meinert Meyer, Hilbert Meyer & Ren Ping (2017). The German Didactics Tradition Revisited. In: Kerry John Kennedy & Lee Chi Ki (Eds.). European Didactics and Chinese Curriculum: Curriculum Thoughts in Dialogue. Hong Kong : Routledge, pp. 179–216.

162. Hilbert Meyer & Meinert A. Meyer (2017). On the international reception of Wolfgang Klafki’s publications. In: Anne Köker & Jan Störtländer (eds.). Critical and Constructive Engagements with the Work of Wolfgang Klafki. Weinheim, Basel: Beltz, pp. 180–209.

163. Hilbert Meyer (2017). Teaching methods that engage pupils. In: Radhoff, Melanie & Wieckert, Sarah (eds.). Primary Education in Transition. ( Festschrift for Renate Hinz) Hamburg: Dr. Kovac Verlag, pp. 195–204.

164. Hilbert Meyer & Catherine Walter-Laager (2018). Fundamentals of Didactics. In: Ina Schenker (ed.). Didactics in Early Years Settings. Weinheim , Basel: Beltz

2nd ed. 2019

165. Hilbert Meyer (2018). A Theoretical Framework for Teaching Development and the Basic Forms of Teaching. In: Global Education, Shanghai, pp. 31–46 (in English).

166. Hilbert Meyer (2018). General Didactics in the Process of Globalisation. In: Rothland, Martin & Lüders, Manfred (eds.). Teacher Education Research (Festschrift for Ewald Terhart). Münster: Waxmann, pp. 161–177.

167. Hilbert Meyer & Ye Xuping (2018). Quality of teaching in China and Germany – an attempt at a systematic comparison. In: Dietrich Benner, Hilbert Meyer, Peng Zhengmei & Li Zhengtao (eds.). Contributions to the Sino-German Dialogue on Didactics. Bad Heilbrunn: Klinkhardt, pp. 227–247.

168. Andreas Feindt in conversation with Hilbert Meyer (2018). The Kitsch Museum on Kastanienallee. In: Die Grundschulzeitschrift. Vol. 32, No. 310, pp. 21–23.

169. Hilbert Meyer & Peter Orth (2018). The Text Theatre. In: *Katechetische Blätter*, No. 4/2018, pp. 284–286.

170. Hilbert Meyer & Carola Junghans (2019). Twelve Criteria for Working with Digital Teaching Media. In: Stephan Gerhard Huber (ed.). Yearbook of School Leadership 2019, Cologne: Carl Link/Wolters Kluwer, pp. 354–380.

171. Hilbert Meyer (2019). What makes a good pupil? In: schulmanagement, Vol. 50, No. 3, pp. 36–39.

172. Hilbert Meyer (2019). Curriculum development. School leadership should steer, not row. In: Schulleitung und Schulentwicklung, Issue 3/2019 – E 2.99. Stuttgart: Raabe Verlag, pp. 1–24.

173. Hilbert Meyer & Carola Junghans (2019). Twelve criteria for working with digital teaching media – A developmental task. In: SEMINAR, Vol. 25, No. 3, pp. 47–63.

174. Hilbert Meyer & Carola Junghans (2020). Twelve criteria for working with digital media. In: FRIEDRICH Annual XXXVIII: schule.digital, pp. 80–81.

175. Hilbert Meyer (2020). Didactic requirements for home-schooling and blended learning. In: Erziehung & Wissenschaft, Lower Saxony edition, Issue 6, July–August 2020, pp. 8–10.

176. Hilbert Meyer (2020). Educational theory standards for contemporary learning cultures. In: Hans-Günter Rolff and Gerold Brägger (eds.). Handbook of Learning with Digital Media. Weinheim : Beltz, pp. 208–236.

177. Ren Ping & Hilbert Meyer (2020). Evolution, Crisis and Outlook of General Didactics in Germany – Based on a Review of Classical Schools of Didactics. In: Vol. 8/2020, Curriculum Teaching Material and Method (in Chinese, translated by Ren Ping,

178. Meyer, Hilbert (2021). Didactic Requirements for Distance Learning and Blended Learning. In: Huber, Stephan G. (ed.). Yearbook of School Leadership 2021. Cologne: Carl Link/Wolters Kluwer, pp. 217–227.

179. Martin Goldfriedrich & Hilbert Meyer (2021). General Didactics and Inclusive Health Education. In: Martin Goldfriedrich & Klaus Hurrelmann (eds.). Health Education Didactics. Weinheim: Beltz, pp. 264–288.

180. Hilbert Meyer (2021). Teachers: World Champions in Complexity Management. In : Learning Together. Issue 1/2021, pp. 88–97.

181. Hilbert Meyer (2021). Werner Jank – Striking a Balance between General and Subject-Specific Didactics. In: Schilling-Sandvoß, Katharina, Goebel, Matthias & Spychiger, Maria (eds.). Music Education. Didactics – Teacher Training – Theory. Innsbruck: Helbling, pp. 35–54.

182. Hilbert Meyer (2022). Notes on the development of teaching in the age of digitalisation. In: Kuckeland, Heidi, Walter, Ulla & Zielke-Nadkarni, Andrea (eds.). Teacher Professionalism in Nursing Education – Current and Future Challenges. (Festschrift for Kordula Schneider) Brake: Prodos Verlag, pp. 167–205.

183. Hilbert Meyer, Ren Ping & Carola Junghans (2022): The Crucial Contemporary Topic of General Didactics in German-Speaking Countries. In: Educational Research. Beijing. (In Chinese, translated by Ren Ping)