Spies, A./Eggert-Boraczynski, J. (2024): Kinderschutz in der Primarstufe - Der Wissenschaft-meets-Praxis-Podcast für die Kinderschutzlehre.
Project poster, ZEvA closing event "Innovation Plus", Hanover.

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: Haider, M. et al (eds.): Sustainable education in primary school. Yearbook on primary school research. Wiesbaden: Springer VS (347-356).

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

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

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

Spies, A. (2008): Between the desire to have children and child protection. Baby simulators in educational practice. Wiesbaden: VS Verlag für Sozialwissenschaften.

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

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

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

Spies, A. (2000): "Who was I actually?". Memories and processing of sexual violence (Campus research, vol. 813). Frankfurt am Main: Campus Verlag.

Supplement:
(I will add the updated information + links here!)

Spies, A. (2024): Cross-institutional co-operation in the primary school sector. In: Götz, M./Hartinger, A./Heinzel, F./Kahlert, J./Miller, S./Sandfuchs, U. (eds.): Handbuch Grundschulpädagogik und Grundschuldidaktik. Bad Heilbrunn. Klinkhardt (forthcoming)

Spies, A./Speck, K./Steinbach, A. (2023): School social work as an 'interface' in the action logics of an all-day primary school - On the dilemma between stabilisation mandate and school transformation. In: Zipperle, M./Maier K. (eds.), Empirical facets of school social work. Weinheim. Beltz Juventa. (234-248)

Spies, A. (2022): School social work: gender perspectives. In: Ehlert, G./Funk, H./ Stecklina, G. (eds.): Handbuch Grundbegriffe Soziale Arbeit und Geschlecht. Weinheim. Beltz/Juventa. (501-505)

Steinbach, A./Spies, A. (2021): Educational biographical reconstructions. Pupils' experiences of verbal and non-verbal verbalisation and discrimination. In: Journal for Educational Research 2021 Vol. 11 (155-168). doi.org/10.1007/s35834-021-00292-9

Spies, A./Steinbach, A. (2020): Education, biographicality and coping with life. In: Stecklina, G./Wienforth, J. (eds.): Handbuch Lebensbewältigung und Soziale Arbeit. Practice, theory and empiricism. Weinheim. Beltz-Juventa (417-425)

Spies, A./Wolter, J. (2020): "The educational landscape as a framework concept of a (pedagogical) community of responsibility for school development processes". In: Engel, N./Fahrenwald, C./Schröer, A. (eds.): Yearbook Organisation and Responsibility. Wiesbaden. Springer VS. (139-153)

Spies, A./Knapp, K. (2019): "Praxisnah erheben und auswerten" - SWOT analyses as a method for identifying impulses for cooperative primary school development. In: Donie, C./ Foerster, F./Obermayr, M./ Deckwerth, A./ Kammermeyer, G./Lenske, G./Leuchter, M./ Wildemann, A. (eds.): "Grundschulpädagogik zwischen Wissenschaft und Transfer" Jahrbuch Grundschulforschung Wiesbaden. Springer VS (212-217)

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

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

Spies, A./Wolter, J. (2018): The construct of the educational landscape as a benchmark for (primary) school development processes In: Erziehung und Bildung. Issue 3; 2018; pp. 274-291

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

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

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

Spies, A. (2017): Professional task profiles in transition - consequences of the cooperative all-day primary school for the professional self-image of teachers. In: Miller, S./Holler-Nowitzki, B./Kottmann, B./Lesemann, S./Letmathe-Henkel, B./ Meyer, N./Schroeder, R./Velten, K. (eds.) (2017): Profession and discipline - primary school pedagogy in discourse. Yearbook primary school research. Wiesbaden. Springer VS (121-126)

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

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

Spies, A./Stecklina, G. (2015): Pädagogik - Einführung aus interdisziplinärer Perspektive. Munich, Reinhardt Verlag. UTB

Spies, Anke (2013): Grundschule in der lokalen Bildungslandschaft - Schulentwicklung im kommunalen Setting. In: Kopp, B./Martschinke, S./Munser-Kiefer, M./Haider, M./Kirschhock, E./Ranger, G./Renner, G. (eds.) (2013): Individual support and learning in the community. Yearbook of primary school research. Wiesbaden. Springer VS (126-129)

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

Spies, Anke (2011): "Ich will auch so 'ne Mutter werden, wie sie für ihr Kind ist" - Mutterschaft in der Adoleszenz. In: Betrifft Mädchen, 24th vol. issue 3/2011, (119-123)

Spies, Anke (2011): Between Establishment and Discrimination - Girls' Work at the Interface of School and Youth Welfare. In: Betrifft Mädchen, 24th vol. issue 2/2011, (58-62)

Spies, Anke (2010): Worried about the 'children of tomorrow'? - A pedagogically motivated instrument and its consequences. In: Moser, Vera/Pinhardt, Inga (eds.): Care: Who cares for whom? Yearbook for Women's and Gender Studies in Educational Science 2009, Opladen pp. 149-150

Spies, Anke (2010): Early motherhood - A special kind of pedagogical challenge. In: Spies Anke (ed.) (2010): Early motherhood - the range of pedagogical perspectives and tasks in the face of an unusual life situation Baltmannsweiler, pp. 9-24

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

Spies, Anke (2009): Desired children with good mothers? - The baby simulator as a medium of insecurity for disadvantaged girls In: Villa, Paula/Thiessen, Barbara (eds.): Mütter/Väter. Parenthood between media productions and everyday practice. Münster. S. 275-289

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

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

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