Reimer, M., Wagener, U., Lüschen, I., Schlesier, J., & Moschner, B. (2018). Coherence as a criterion for a good teacher training programme: implications for research and teaching. Conference of the Working Group for Empirical Educational Research (AEPF), 24–26 September 2018, Leuphana University of Lüneburg, presentation.

Wagener, U.; Reimer, M.; Moschner, B.; Schlesier, J.; & Lüschen, I. (2018). Coherence in teacher education – Students’ beliefs about an ideal teacher training programme at university. Conference of the EARLI Special Interest Group “Teaching and Teacher Education in a Changing Society” in Kristiansand, presentation.

Moschner, B.; Schlesier, J.; Wagener, U.; Reimer, M.; Lüschen, I. (2017). Student teachers’ beliefs about ideal teacher training at university. EARLI Tampere, Finland, presentation.

Wagener, U. (2016). The first day of school: A microanalytical insight into interactions between pupils. Annual Conference of the ‘Primary School Research and Pedagogy’ Commission of the DGfE, Bielefeld, presentation.

Wagener, U. (2015). ‘Helping’ during the transition: Video observations of a common practice at the start of school in a mixed-age reception class. Annual Conference of the School Pedagogy Section of the DGfE, Göttingen, presentation

Wagener, U. (2014). Practices during the transition: children starting school in a mixed-age reception class. 2014 Annual Conference of the Commission on ‘Primary School Research and Pedagogy’ of the DGfE, Leipzig, presentation

Wagener, U. (2012). Young children and self-regulated learning in a naturalistic school setting: a microanalytic approach. International Conference on Motivation, EARLI, Special Interest Group ‘Motivation and Emotion’, Frankfurt am Main, 28–30 August, presentation at the symposium: ‘Investigating and advancing young children’s self-regulated learning competence’.

Wagener, U. (2011). Self-regulated learning and metacognition in primary school children: What can qualitative observation and interview data tell us about this? 2011 Annual Conference of the Commission on ‘Primary School Research and Pedagogy’ of the DGfE, 21–23 September 2011, Paderborn, presentation.

Wagener, U. (2011). SRL and metacognition in young children: What can interview and observational data tell us about it? 14th Biennial Conference for Research on Learning and Instruction, Exeter, 30 August–3 September, presentation.

Wagener, U. (2010). Young Children’s Self-Regulated Learning and Metacognition in a School Setting: An Observational Approach. 4th Biennial Meeting of the EARLI Special Interest Group 16, Metacognition, Münster, 26–29 May 2010, presentation at the symposium: Observational studies of self-regulated learning in young children in classroom contexts.

Wagener, U. (2009). Metacognition and Self-regulated Learning in Young Children: Results of a Qualitative Classroom Study. 13th Biennial Conference for Research on Learning and Instruction, Amsterdam, 25–29 August, presentation.

Wagener, U. (2007). Self-regulated learning in primary school-aged children. 2007 Annual Conference of the DGfE Commission on ‘Primary School Research and Pedagogy’, 24–26 September, Free University of Berlin, presentation.

Wagener, U. (2007). Self-regulated learning among primary school-aged children: a qualitative study of children’s actions and conceptions; 70th Conference of the ‘Working Group on Empirical Educational Research (AEPF)’ of the DGfE, 10–12 September, presentation.

Wagener, U. (2007). Young Children and Self-regulated Learning – a Qualitative Classroom Study. 12th Biennial Conference for Research on Learning and Instruction, Budapest, 27 August–1 September, presentation, JURE Pre-Conference.

Moschner, B.; Anschütz, A.; Wernke, S.; Wagener, U. (2007). Children’s Perspectives on Questionnaires of Learning Strategies and Epistemological Beliefs: Results of an Interview Study with Primary School Children, 12th Biennial Conference for Research on Learning and Instruction, Budapest, 27 August–1 September, presentation as part of the symposium “Epistemological Beliefs and Processes of Learning”.

Wagener, U. (2006). Self-regulated learning and epistemological beliefs among primary school children. 45th Congress of the German Psychological Society, Nuremberg, 17–21 September, poster presentation.

Wagener, U. (2006). Primary school children and self-regulated learning. 10th International Conference on Motivation, University of Koblenz-Landau, 25–30 September, EARLI (European Association of Research on Learning and Instruction) conference, Special Interest Group ‘Motivation and Emotion’, poster presentation.

Gebken, U. & Wagener, U. (2004). Oldenburg team research as a tool for school-based research – findings from the BLK pilot study. Symposium on Sports Education and School Development Research, 14–15 May, University of Oldenburg, lecture.

Conference organisation

9th Conference of the Northern Network for School-Based Research: “School-Based Research: Expectations – Results – Impacts”; 7–8 October 2004; University of Oldenburg;

International workshop of the doctoral degree programme in Didactic Reconstruction; 7–10 January 2008 at the Seefeld Conference Centre and at the University of Oldenburg;

Other presentations

‘Self-regulated learning and metacognition – What can primary school-aged children do?’ Lecture as part of a series of lectures ‘Didactic Research and Practice in Dialogue. What impact can Oldenburg’s teaching and learning research have in practice?’ (7 November 2007).

“How does research competence develop?” Full-day workshop for teachers at the Bildungsforum Kompetenz of the State Institute for Schools in Bremen, in collaboration with Prof. Hilbert Meyer, Prof. Wolfgang Fichten and Dr Ela Eckert (23 November 2004).

“Oldenburg Team Research: a contribution to professionalisation and dealing with heterogeneity.” Lecture as part of the series of lectures “Heterogeneity in Schools” at the University of Bremen; in collaboration with Prof. Hilbert Meyer (9 December 2003).