0 Hilbert Meyer (1959). Fish behind glass! The aquarium. In: DER TROMPETER, school magazine of the Westerstede grammar school, 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 and Meyer. In: Vierteljahrsschrift für wissenschaftliche Pädagogik. Vol. 44, H. 1, pp. 79-81.

3 Hilbert Meyer (1972). On scientific monitoring. In: Kollegstufe NW, Issue 17 of the publication series "Strukturförderung im Bildungswesen des Landes Nordrhein-Westfalen". Ratingen: Henn Verlag, pp. 207-213.

2nd ed. 1974

4 Hilbert Meyer & Hans Oestreich (1973). Notes 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 edited and expanded 5th ed. Westermann Brunswick 1976

b) Joachim Engel (ed.) (1976). From geography to spatial science education. Bad Heilbrunn: Klinkhardt, pp. 204-220.

5 Hilbert Meyer (1973). Design and function of a didactic structure grid. In: Karl Frey & Peter Häußler (eds.). Integrated Science Curriculum: Theoretical Foundations and Approaches. Weinheim: Beltz, pp. 263-287.

6 Hilbert Meyer (1975). Outline of the legitimisation problem of 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 structure grid - structure and function in curriculum development. In: Dieter Lenzen (ed.). Curriculum development in the college level: Compulsory learning area. Frankfurt/M., Fischer-Athenäum-Taschenbuch No. 3102.

8 Dieter Lenzen & Hilbert Meyer (1975). Innovation through school experiments? In: Henning Haft & Uwe Hameyer (eds.). Curriculum research - theory and practice. Munich: Kösel, pp. 157-208.

9 Hilbert Meyer (1975). Sense and nonsense of learning goal orientation. In: Neue Unterrichtspraxis, vol. 8, pp. 314-322.

10 Hilbert Meyer (1976): The legitimisation of curricula and the decision-making difficulties for the teacher. In: Associations of teachers at vocational schools in North Rhine-Westphalia (ed.): Berufliche Bildung im Spannungsfeld von Bildungs- und Beschäftigungssystem. Lehrbacher Woche 1976, pp. 160-167 (no date).

11 Thomas Hanisch & Hilbert Meyer (1977). Educational reform and everyday school life: What do guidelines orientated towards learning objectives do for lesson preparation? In: Dieter Lenzen (ed.). Jahrbuch für Erziehungswissenschaft 1977/78. Stuttgart: Klett-Cotta, pp. 68-102.

12 Hilbert Meyer (1980). Reception problems 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 orientation - holiday didactics or concrete utopia? In: Gerd-Bodo Reinert (ed.): Praxishandbuch Unterricht. Reinbek: rororo No. 7339, pp. 173-183.

14 Johannes Bastian, Hilbert Meyer, Gunter Otto & Wolfgang Schulz (1981). Holiday didactics on the way to everyday life? In: Westermanns Pädagogische Beiträge. 33rd vol. pp. 480-484.

15 Hilbert Meyer (1983). Difficulties in acquiring didactic theory knowledge. In: Westermanns Pädagogische Beiträge, vol. 35, pp. 61-71.

15 Werner Jank, Hilbert Meyer & Thomas Ott (1986). On the person of the teacher in music lessons. In: Hermann-Josef Kaiser (ed.). Unterrichtsforschung Methodologische Probleme und Perspektiven zu einem Konzept offenen Musikunterrichts. Vol. 7 of Musikpädagogische Forschung, Laaber: Laaber Verlag, pp. 87-131.

16 Hilbert Meyer (1986). Teaching content. In: Hans-Dieter Haller & Hilbert Meyer (eds.). Enzyklopädie Erziehungswissenschaft, Vol. 3. Ziele und Inhalte der Bildung und Erziehung. Stuttgart: Klett-Cotta Verlag, pp. 632-640.

17 Wolfgang Fichten & Hilbert Meyer (1986). Teaching methods from the teachers' and pupils' point of view. In: FRIEDRICH Jahresheft 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 the educational-theoretical-didactic position of Herwig Blankertz. In: Günter Kutscha (ed.). Education under the claim of enlightenment. On the pedagogy of Herwig Blankertz. Weinheim: Beltz Verlag; pp.87-109.

19 Hilbert Meyer (1989). Teaching methods from the pupil's point of view. In: Hartmut Wenzel (ed.). School on the way into the 21st century. Weinheim: German Studienverlag, pp. 108-132:

20. Hilbert Meyer (1989). Plea for methodological diversity. In: PÄDAGOGIK, Issue 1, pp. 8-15.

21 Hilbert Meyer (1990). The connection between education and teaching from the pupil's point of view. In: Hartmut Hacker & Heinz S. Rosenbusch (eds.). Does teaching educate? Current contributions to a classic pedagogical topic. Baltmannsweiler: Burgbücherei Schneider Hohengehren, pp. 55-70 (Festschrift Hans Glöckel).

22 Hilbert Meyer (1990). Frontal teaching. Possibilities and limits. In: Dialogues. 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 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-orientated teaching. In: Gotthard Breit & Peter Massing (eds.). Basic questions and practical problems of political education. Bonn: Federal Agency for Civic Education, pp. 500-516.

26 Liane Paradies & Hilbert Meyer (1992). Getting started in the classroom. In: PÄDAGOGIK. Issue 10/92, pp. 6-10.

27 Hilbert Meyer (1992). The general school internship. Designing ASP seminars in an action-orientated way. Oldenburger 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 methods. 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 (22.9.1927-26.8.1983). In: Herwig Blankertz Foundation of the City of Recklinghausen in co-operation with the Academy for Youth and Academic Appointments. Self-printed Hattingen, pp. 13-28.

31 Hilbert Meyer (1993). The most important medium in teaching is the teacher's body. In: Friedrich Jahresheft XI: Unterrichtsmedien. Seelze: Friedrich Verlag, p. 36/37.

32 Johannes Greving/Hilbert Meyer & Liane Paradies (1993). Group teaching. Oldenburger VORDRUCKE No. 191/93. Oldenburg: Centre for Pedagogical Professional Practice at the University of Oldenburg.

6th ed. 2001

31 Hilbert Meyer & Liane Paradies (1993). Making frontal teaching more lively. Oldenburger VORDRUCKE No. 192/93. Oldenburg: Centre for Pedagogical Professional Practice at the University of Oldenburg.

9th ed. 2005

32 Hilbert Meyer & Liane Paradies (1993). Body language in the classroom. Oldenburger VORDRUCKE No. 193/93. Oldenburg: Centre for Pedagogical Professional Practice at the University of Oldenburg.

10th ed. 2005.

33 Hilbert Meyer (1993). Action-orientated teaching. Oldenburger VORDRUCKE No. 218/93. Oldenburg: Centre for Pedagogical Professional Practice of the University

10th ed. 2004.

34 Hilbert Meyer & Liane Paradies (1993). Plea for methodological diversity in the classroom. Oldenburger VORDRUCKE No. 219/93. Oldenburg: Centre for Pedagogical Professional Practice at the University of Oldenburg.

5th ed. 2001.

35 Liane Paradies & Hilbert Meyer (1994). Is it all just a game? Demands on game didactics at lower secondary level. In: PÄDAGOGIK, 46th year, pp. 10-16.

36 Hilbert Meyer (1994). Lode della "leutezza". In: Rinascita della Scuola, anno XVII, 2/94, pp. 75-83

Translation of an unpublished lecture manuscript "Lob der Langsamkeit" by Wilhelm Büttemeyer

37 Johannes Greving & Hilbert Meyer (1995). Designing ASP seminars in an action-orientated way. In: Bernhard Möller (ed.). The General School Placement (ASP). Concepts - Experiences - Technology. Oldenburg: Centre for Pedagogical Professional Practice, pp. 33-46.

38 Hilbert Meyer (1995). Paths are created while walking. In: Johannes Bastian & Gunter Otto (eds.). Schule gestalten. Hamburg: Bergmann + Helbig Verlag, pp.121-148.

39 Hilbert Meyer (1995). Paths are created while walking. In: Pertti Kansanen (ed.): Discussions on some pedagogical questions V, Helsinki, pp. 101-133 (university-internal print).

40 Wolfgang Fichten, Ina Ulrich, Johannes Greving, Andreas Feindt & Hilbert Meyer (1995). Teachers research their teaching - students research school. (121 S.). Oldenburger VORDRUCKE No. 250/95, Oldenburg: Centre for Pedagogical Professional Practice at the University.

2nd ed. 1996

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

42 Hilbert Meyer & Günter Ulrich (1996). What is a LEARNING SCHOOL? Oldenburger VORDRUCKE, 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). Effectiveness and future of teacher training in North Rhine-Westphalia. (88 p.) Düsseldorf n.d.: Concept Verlag

Peer Evaluation on behalf of the Ministry of Education and Cultural Affairs NRW.

44 Werner Jank & Hilbert Meyer (1997). Didactic models. Partial translation of the first three chapters of "Didactic Models" (pp.15-90) into Swedish in: Michael Uljens (Ed.): Didaktik. Lund: Studentlitteratur Publishers, pp.17-74.

45. Werner Jank & Hilbert Meyer (1997). Didactic models. Partial translation of the fourth chapter from "Didaktische Modelle" into Serbian; translator Aleksandra Gojkov-Rajić: O korisnosti teorije nauke za razumevanje didaktičkih modela (prevod četvrte lekcije knjige Didaktische Modelle). In: "Pedagoška stvarnost" br. 9/10, Savez pedagoških društava Vojvodine, 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 p.)

47 Hilbert Meyer & Meinert Meyer (1996). Frontal teaching and others - an attempt at a teaching methodology for the grammar school. In: Winfried Marotzki, Meinert Meyer & Hartmut Wenzel (eds.). Educational science for grammar school teachers. Weinheim: German Studienverlag, pp. 178-216.

48 Hilbert Meyer (1996). On the nature and genesis of didactic judgement. In: Wolfgang Steinhöfel (ed.). Erziehungswissenschaft und Bildungsgeschichte zwischen Engagement und Resignation. Neuwied-Kriftel-Berlin: Luchterhand Verlag, pp.126-132.

49 Hilbert Meyer (1996). Action-orientated teaching - comments with a view to nursing didactics. In: Monika Martens, Kirsten Sander & Kordula Schneider (eds.) Didactic action in nursing training. Norderfeld bei Brake: Prodos Verlag, pp.70-83.

50 Hilbert Meyer (1997). Student-centred approaches and their characteristics. In: Unterricht Pflege, issue 4/97, pp. 2-7.

51 Hilbert Meyer & Horst Rüller (1997). Entry variants with examples. In: Unterricht Pflege, issue 4/97, pp. 8-22.

52 Hilbert Meyer & Meinert Meyer (1997). Praise of frontal teaching. In: FRIEDRICH Jahresheft XV: Lernmethoden - Lehrmethoden. Seelze: Friedrich Verlag, pp. 34-37.

53 Harald Gesing & Hilbert Meyer (1997). Paths are created while walking - teaching methods. In: Harald Gesing (ed.). Pedagogy and didactics of primary school. Neuwied-Kriftel-Berlin: Luchterhand, pp.193-228.

54 Hilbert Meyer (1998). The praise and burden of short preparation. In: FRIEDRICH Jahresheft XVI: Arbeitsplatz Schule, Seelze: Friedrich Verlag pp. 64-68.

55 Hilbert Meyer (1998). La scuola T.E.A.M. In: Rinascita della Scuola, Volume XXII, Issue 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-orientated confirmation classes. A general didactic plea for religious independence. In: Praxis KU. Documentation of the symposium "Wahrnehmen - Verstehen - Gestalten", Goslar March 1998, Comenius-Institut Münster 1998, pp. 31-46.

57 Hilbert Meyer & Wolfgang Schramke (1999). Staging techniques in geography lessons. In: Praxis Geographie. vol. 29/issue 7/8 1999, pp. 4-9.

58 Hilbert Meyer & Hans-Günter Rolff (1999). How important are school programmes? An interview with Jens Reißmann. In: School Administration. Special Issue No. 1/1999, pp. 4-7 (ISSN 1438-1907)

59 Hilbert Meyer (1999). Lesson 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). School programme - overture or accompaniment to school development? In: SchulVerwaltung. Edition Lower Saxony, 9th Vol. (1999), H. 11, pp. 292-298

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

Reprinted in: Aufbrüche. Nachrichten des Pädagogisch-Theologischen Instituts Drübeck/Sachsen H.1/2000, pp. 32-37.

62 Hilbert Meyer (1999). Guide to school (programme) development. Oldenburger Vordrucke Nr. 390. Oldenburg: Centre for Pedagogical Professional Practice of the University (161 p.)

3rd ed. 2002.

63 Hilbert Meyer (2000). The didactic egg of Columbus. In: forum schule. Ed. Landesinstitut für Schule und Weiterbildung Nordrhein-Westfalen, H. 1/2000, p. 12/13 (long 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, p. 223-230 (in Japanese)

65 Carola Junghans & Hilbert Meyer (2000). The ethical code of team research - What rules should be observed when conducting research 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 - Concretion and Irritation of an Attempt at 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-orientated learning and project work. In: Gottfried Bitter et al. Neues Handbuch Religionspädagogischer Grundbegriffe. Munich: Kösel, 2002, pp. 511-514.

68 Wolfgang Fichten, Ulf Gebken, Carola Junghans & Hilbert Meyer (2002). Introduction to Oldenburg team research. Oldenburger VORDRUCKE No. 451. Oldenburg: Didaktisches Zentrum der Universität

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: Documentation of the "forum bildung" Cologne 2002: PISA and the consequences. Frankfurt/M.: Institute for Media Education e.V., pp. 104-108.

71 Hilbert Meyer (2002). Ways and tools for professionalisation in teacher training. In: Hörner, Wolfgang, Schulz, Dieter & Wollersheim, Heinz-Werner (eds.). Professional knowledge of the teacher and related sciences of teacher education. Leipzig: Leipziger Universitätsverlag, pp. 41-78.

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

73 Hilbert Meyer (2003). Outline of a stage model for analysing 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. Oldenburger VORDRUCKE, issue 473 Didaktisches Zentrum der Universität (July 2003)

3rd ed. 2004

75 Wolfgang Fichten, Ulf Gebken & Hilbert Meyer (2003). Oldenburg team research - cross-phase action research in schools and seminars. In: Kretzer, Hartmut/Sjuts, Johann (eds.). Study seminars in the knowledge society. Interlocking the first and second phases of teacher training. Oldenburg. Didaktisches Zentrum der Universität, pp. 75-97 (Festschrift for Ludwig Freisel).

76 Hilbert Meyer (2004): What are teaching methods? In: PÄDAGOGIK, 56th Vol. 1/2004, pp. 12-15.

77 Wolfgang Fichten, Ulf Gebken & Hilbert Meyer (2004). Research-based learning within the framework of a team architecture. 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). METHOD READER. Oldenburger VORDRUCKE, issue 487, Didaktisches Zentrum der Universität (101 pp.)

5th ed. 2007

79 Helmut Bülter & Hilbert Meyer (2004). What is a climate conducive to learning? Prerequisites and effects. In: PÄDAGOGIK. 56th vol. 11/2004, pp. 31-36.

80 Hilbert Meyer & Meinert A. Meyer (2005). Expert opinion on the honorary doctorate of Prof. Dr Wolfgang Klafki. In: Frauke Stübig (ed.). The school of the future takes shape. Held and unheld speeches on the occasion of the honorary doctorates of Hartmut von Hentig and Wolfgang Klafki at the University of Kassel on 5 May 2004. Kasseler Universitätsreden, Heft 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, Delivery 1, Section 3, pp. 1-5. Munich: Luchterhand Wolters Kluwer Germany.

83 Hilbert Meyer (2005). Good teaching at good schools? Reflections on organisational pedagogy. In: Association of German Lander Educational Centres (ed.). All-day schools and more: Landerziehungsheime. Documentation of the 3rd large staff conference from 4 - 6 November 2004 in Jena, pp. 92-126.

84 Wolfgang Fichten & Hilbert Meyer (2006). Competence development through teacher research - possibilities and limits. In: Allemann-Ghionda, Cristina & Terhart, Ewald (eds.). Competences and competence development of teachers: training and academic appointment. 51st supplement of the Zeitschrift für Pädagogik. Weinheim-Basel: Beltz, pp. 267-282.

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

86 Hilbert Meyer (2006). Kendetegn pa god undervisning. Empirisk belaeg og didaktiske vorslag. In: Andersen, Peter (ed.). God undervisning. Kœbenhavn: Unge Paedagoger og forvatterne, pp. 56-82.

second edition 2014 in a reader of Unge Paedagoger

87 Hilbert Meyer (2006). Standards of God 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 at good schools? In: CHEMKON. Chemie konkret. H. 2/2006, PP. 77-83.

89 Helmut Bülter & Hilbert Meyer (2006). What is a climate conducive to learning? In: Bremer Lehrerzeitung, H. 5/2006, p. 8.

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

91 Hilbert Meyer, Andreas Feindt & Wolfgang Fichten (2006). Outline of a theory of lesson development. In: TRIOS, series of publications of the Oberstufenkolleg Bielefeld, issue 3/2006, pp. 4-41.

Reprint: Hilbert Meyer, Andreas Feindt & Wolfgang Fichten (2006). Outline of a theory of lesson development. Oldenburger VORDRUCKE No. 549. Oldenburg: Didaktisches Zentrum der Universität.

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

93 Hilbert Meyer & Meinert A. Meyer (2006). Designing frontal teaching. In: Plöger, Wilfried (ed.). What must teachers be able to do? Contributions to competence orientation in teacher training. Paderborn: Schöningh, pp. 155-177.

94 Hilbert Meyer (2007). Ten characteristics of good teaching. Instructions for revising and using an observation sheet. In: Wolfgang Endres (ed.). Learning to learn - How to knit without wool? Weinheim, Basel: Beltz, pp. 166-187.

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

96 Hilbert Meyer/ Andreas Feindt & Wolfgang Fichten (2007). Outline of a theory of lesson development. In: FRIEDRICH-Jahresheft XXV (Andreas Feindt, Hilbert Meyer et al.). Good teaching. Seelze: Friedrich Verlag, pp. 111-115.

97 Hilbert Meyer (2007). Satisfying work in collapsing new buildings. In: Bernhard Möller (ed.). History of education at the University of Oldenburg in self-portraits. Oldenburg: BIS-Verlag der Carl von Ossietzky Universität, pp. 97-125.

in extended version 2022 on this HOMEPAGE of School 1 of the University of Oldenburg

98 Hilbert Meyer, Manfred Pfiffner & Catherine Walter-Laager (2007). Teaching variably. What do we know about the effectiveness of methods? In: PÄDAGOGIK, Vol. 59, H. 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, p. 42 - 54

99 Hilbert Meyer, Manfred Pfiffner & Catherine Walter-Laager (2007). Creating a supportive learning environment. In: PÄDAGOGIK, Vol. 59, H. 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 concept instead of unproductive polarisation. In: Heinrich & Prexl-Krausz (eds.). Own 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 dialogue with Meinert Meyer (2008). Dispute about current problems and tasks of didactics. In: Meyer, Meinert A., Prenzel, Manfred & Hellekamps, Stephanie (eds.). Perspectives on didactics. Special issue 9, Journal for 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, Didactic Centre of the University, pp. 22-43.

103 Hilbert Meyer, Manfred Pfiffner & Catherine Walter (2008). At undervise varieret - hvad ved vi om virkningen af metoder? In: Andreas Helmke, Hilbert Meyer et al.: Hvad wi ved om god undervisning. Frederikshavn: Dafolo, pp. 75-86.

Danish translation of no. 98 "Variable teaching"

104 Hilbert Meyer, Manfred Pfiffner & Catherine Walter (2008). At skabe et stoettende laeringsklima - Hvad ved vi om laeringsmiljoets betydning? In: Andreas Helmke, Hilbert Meyer et al: Hvad wi ved om god undervisning. Frederikshavn: Dafolo, pp. 87-95

Danish translation of no. 99: "Creating a supportive learning environment"

105 Hilbert Meyer (2008). Mixed forest is better than monoculture or: Suggestions for lesson development. In: SEMINAR. vol. 14, issue 3, pp. 48-70.

106 Hilbert Meyer (2008). What is good teaching? On quality development in lessons and schools. In: vds. Association for Special Needs Education. Journal of the regional association. Issue 4/2008, pp. 34-48.

107 Hilbert Meyer & Meinert Meyer (2009). Praise of frontal teaching. In: Basiswissen Unterricht - Best of Jahresheft. Seelze: Friedrich Verlag, pp. 40-43.

Reprinted from: FRIEDRICH Jahresheft XV: Lernmethoden - Lehrmethoden, Seelze 1997, pp. 34-37)

108 Hilbert Meyer (2009). The praise and burden of short preparation. In: Basiswissen Unterricht - Best of Jahresheft. S. 44-48.

Reprinted from: FRIEDRICH Jahresheft XVI: Arbeitsplatz Schule, 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, procedures and results of a BLK pilot project. Oldenburger VORDRUCKE No. 581. Oldenburg: Didaktisches Zentrum der Universität. (93 pages).

111 Hilbert Meyer (2009). Good teaching and lesson development. In: Huber, Stephan G. (ed.). Handbook for steering groups. Fundamentals for work in central fields of school management. Neuwied: LinkLuchterhand. Wolters Kluwer, pp. 25-123.

112 Wolfgang Fichten & Hilbert Meyer (2009). Research-based learning in teacher training - the Oldenburg model. In: Hollenbach, Nicole/ Tillmann, Klaus-Jürgen (eds.). Changing the school through research. Practical research from a national and international perspective. Bad Heilbrunn: Klinkhardt, pp. 119-145.

113 Meinert A. Meyer & Hilbert Meyer (2009). The dead live longer! Or: Has there been any progress in general didactics? In: Wischer, Beate & Tillmann, Klaus-Jürgen (eds.). Educational science on the test bench. School-related research and theorising from 1970 to the present day. Weinheim, Munich: Juventa, pp. 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). Quality characteristics of good teaching under discussion. In: What is good teaching? Quality criteria on the test bench. Vol. 26 Münstersche Gespräche zur Pädagogik, edited by Christian Fischer and Reinhard Schilmöller. Münster: Aschendorff, pp. 6 - 38.

117 Hilbert Meyer (2010): Characteristics of good teachers: empirically orientated or weighted by educational theory? In: Burkard, Karl-Josef, Freisel, Ludwig & Krause, Bettina (eds.). Continuity and change in teacher education. Oldenburg: Didaktisches Zentrum der Carl von Ossietzky Universität, pp. 53-72 (Festschrift Hartmut Kretzer).

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

119 Hilbert Meyer (2010). Thinking about good teaching. In: Mitteilungen RU. Archbishop's Office Kiel. Department for Schools in Schleswig-Holstein. H. 2/2010, PP. 6-13.

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

121 Hilbert Meyer (2011). Mischwald ist besser als Monokultur - Plädoyer für Vielfalt in der Unterrichtsentwicklung. In: SCHULE NRW. Düsseldorf 63rd year June 2011, pp. 282-287 (in-house publication of the Ministry of Education).

122 Hilbert Meyer & Volker Wendt (2011). What is a good teacher? In: SEMINAR, vol. 17, p. 1, pp. 59-85.

123 Hilbert Meyer (2012). Competence orientation alone does not make for good teaching. In: LERNENDE SCHULE. 15th vol. issue 58, June 2012, p. 7 - 12.

124 Catherine Walter-Laager, Manfred Pfiffner & Hilbert Meyer (2012). Climate conducive to learning - what is it? In: Grundschulzeitschrift, vol. 26, double issue 255.256, pp. 70-73.

125 Hilbert Meyer (2012). Successful lesson development. Framework conditions, basic ideas and criteria. In: School management. H. 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 behaviour - 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 VORDRUCKE. Oldenburg: Didaktisches Zentrum der Universität (ISSN 0932-7584) (83 pages).

128 Hilbert Meyer (2012). Theoretical foundations of inspector activity. In: Ines Oldenburg (ed.). School and inspection. 9 critical studies. Baltmannsweiler: Schneider Verlag Hohengehren, pp. 17-60.

129 Hilbert Meyer (2012). What do 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.). Schule im Umbruch begleiten. 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 Teaching Geography. Brunswick: 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 internships. Baltmannsweiler: Schneider Verlag Hohengehren, pp. 12-18.

5th ed. 2017.

134 Stephan Wernke, Andrea Anschütz & Hilbert Meyer (2013). Basic forms of methodological action. In: Klaus Zierer (ed.). Guidelines for school internships. Baltmannsweiler: Schneider Verlag Hohengehren, pp. 63-68.

5th ed. 2017.

135 Hilbert Meyer (2013). Competence orientation alone does not make good teaching!

Reprint of no. 123 in: Stephan G. Huber (ed.). Yearbook School Management 2013, pp. 74-86.

136 Olaf Köller & Hilbert Meyer. From "good teaching" to "good teachers". In: German Foundation Centre (ed.). On the happiness of education. Foundations 2013. Essen: German Foundation Centre, pp. 28-31.

137 Hilbert Meyer (2014). The German Tradition of Didactics and recent Research Findings about 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 published on the Internet (2015) in: Schulpädagogik heute, ed. by Klaus Moegling (open access)

139 Hilbert Meyer (2014). It's the teaching that counts. Learning to interpret Hattie's data. In: Terhart, Ewald (ed.). The Hattie study in the discussion. Seelze: Klett Kallmeyer, pp. 117-133.

5th ed. 2022

140 Wolfgang Fichten & Hilbert Meyer (2014). Outline of a theory of research-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 you measure how good a teacher is? - An argument. In: schulmanagement, October 2014, pp. 21-24.

142 Hilbert Meyer (2014). Good teaching needs good teachers. In: SchulVerwaltung Spezial 16th Vol. 2/2014, pp. 12-15.

143 Wolfgang Fichten & Hilbert Meyer (2014). The Oldenburg team research. In: Benjamin Apelojg & Wolfgang Fichten (Eds.). Experiment Unterricht - Studentinnen und Studenten erforschen Unterricht und Schule. Oldenburg: BIS-Verlag der Carl von Ossietzky Universität, pp. 13-25.

144 Hilbert Meyer (2014). Traditionslinien und Standards allgemeindidaktischer Modellbildung, In: Klaus Zierer (ed.). Yearbook for General Didactics. Baltmannsweiler: Schneider Verlag Hohengehren, pp. 95-114.

145 Hilbert Meyer (2016). It all depends on the lesson. 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 "Crisis and Reorientation of General Didactics in Germany" In: Contemporary Education and Culture. Vol. 7, No. 1 (2015), pp. 108-112. (Peoples 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 lesson development. In: Hans-Günter Rolff (ed.). Handbook of lesson development. Weinheim, Basel: Beltz, pp. 226-241.

149 Hilbert Meyer (2015). What makes a good teacher? In: School Administration Special. 17th vol. issue 5/2015, pp. 12-15.

150 Hilbert Meyer (2016). Plea for a renaissance of 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 is a good teacher? In: Stephan G. Huber (ed.): Jahrbuch Schulleitung 2016. Findings and impulses on the fields of action 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.). Qualification of head teachers and deputy head teachers 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 - how do you see it, Mr Meyer? In: FRIEDRICH Annual XXXIX: Teaching. Seelze: Friedrich Verlag, pp. 11-13.

154 Bernhard Hauke & Hilbert Meyer (2016). School leadership needs ethics and attitude. In: Schule Leiten. H. 3, 2016, Friedrich Verlag Seelze, pp. 14-16.

155 Hilbert Meyer (2016). Plea for a renaissance of didactics. In: Jens Möller, Michaela Köller & Thomas Riecke-Baulecke (eds.). School and teaching. Teaching and learning. Series Basiswissen Lehrerbildung. 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): "The 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 just as I would abolish sitting" - 19 interviews on central questions of school pedagogy. Immenhausen: Prolog-Verlag, pp. 16-29.

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

159 Hilbert Meyer (2017). Building blocks for a didactically orientated theory of lesson development. In: Paseka, Angelika, Heinrich, Martin, Kanape, Anna & Langer, Roman (eds.). School development between control 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 instruction" - translation of a lecture by Hilbert Meyer).

161 Meinert Meyer, Hilbert Meyer & Ren Ping (2017). The German Didactic 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 connections to the work of Wolfgang Klafki. Weinheim, Basel: Beltz, pp. 180-209.

163 Hilbert Meyer (2017). Student-activating teaching methods. In: Radhoff, Melanie & Wieckert, Sarah (eds.). Primary school in transition. (Festschrift 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 child day care centres. Weinheim, Basel: Beltz

2nd ed. 2019

165 Hilbert Meyer (2018). A theoretical framework for lesson development and the basic forms of teaching. In: Global Education, Shanghai, pp. 31-46 (in English).

166 Hilbert Meyer (2018). General didactics in the globalisation process. In: Rothland, Martin & Lüders, Manfred (eds.). Lehrer-Bildungs-Forschung (Festschrift Ewald Terhart). Münster: Waxmann, pp. 161-177.

167 Hilbert Meyer & Ye Xuping (2018). Teaching quality in China and Germany - An attempt at a systematising comparison. In: Dietrich Benner, Hilbert Meyer, Peng Zhengmei & Li Zhengtao (Eds.). Contributions to the Chinese-German didactic dialogue. Bad Heilbrunn: Klinkhardt, pp. 227-247.

168 Andreas Feindt in conversation with Hilbert Meyer (2018). The kitsch museum in Kastanienallee. In: The primary school magazine. 32nd vol. 310, pp. 21-23.

169 Hilbert Meyer & Peter Orth (2018). The text theatre. In: Catechetische Blätter, H. 4/2018, pp. 284-286.

170 Hilbert Meyer & Carola Junghans (2019). Twelve touchstones for working with digital teaching media. In: Stephan Gerhard Huber (ed.). Yearbook School Management 2019, Cologne: Carl Link/Wolters Kluwer, pp. 354-380.

171 Hilbert Meyer (2019). What is a good pupil? In: schulmanagement, 50th vol. h. 3, pp. 36-39.

172 Hilbert Meyer (2019). Lesson development. School management should steer, not row. In: School management and school development, issue 3/2019 - E 2.99. Stuttgart: Raabe Verlag, pp. 1-24.

173 Hilbert Meyer & Carola Junghans (2019). Twelve touchstones for working with digital teaching media - A development task. In: SEMINAR, 25th vol. 3, pp. 47-63.

174 Hilbert Meyer & Carola Junghans (2020). Twelve touchstones for working with digital media. In: FRIEDRICH annual issue XXXVIII: schule.digital, pp. 80-81.

175 Hilbert Meyer (2020). Didactic demands on homeschooling and blended learning. In: Education & Science, 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 demands on distance learning and blended learning. In: Huber, Stephan G. (ed.). Yearbook School Management 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 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 - Balancing between general and specialised 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 lesson development in times of digitalisation. In: Kuckeland, Heidi, Walter, Ulla & Zielke-Nadkarni, Andrea (eds.). Teacher professionalism in nursing didactics - current and future challenges. (Festschrift 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)