Wernke, S., Zierer, K. & Hattie, J. (2025 ): Series: Visible Learning -The Sequel: Evaluative Thinking. PEDAGOGY 2025 (5), S. 56-57.

Wernke, S., Zierer, K. & Hattie, J. (2025 ): Series: Visible Learning -The Sequel: learning goal orientation with the 5D model. PEDAGOGY 2025 (4), S. 58-59.

Wernke, S., Zierer, K. & Hattie, J. (2025 ): Series: Visible Learning -The Sequel: The model of purposeful alignment. PEDAGOGY 2025 (3), S. 58-59.

Wernke, S., Zierer, K. & Hattie, J. (2025 ): Series: Visible Learning -The Sequel: Hattie's Mindframes - Mindsets for Successful Teaching and Learning. PEDAGOGY 2025 (2), S. 58-59.

Wernke, S., Zierer, K. & Hattie, J. (2025 ): Series: Visible Learning -The Sequel: Hattie's school development model. PEDAGOGY 2025 (1), S. 58-59.

Hattie, J., Wernke, S. & Zierer, K. (2024). Visible Learning 2.0. German edition of "Visible Learning: The Sequel" edited by Stephan Wernke and Klaus Zierer (1st ed.). Bielefeld: Schneider at wbv Publication.

Wernke, S. & Zierer, K. (2023). Yearbook for General Didactics 2022/23. Baltmannsweiler: Schneider Hohengehren.

Wernke, S. & Meyer, J.M. (2022). Feedback among friends - Influences of friendships on learning at school and possibilities for the didactic utilisation of friendship potential. PraxisForschungLehrer*innenBildung. Journal for school and professional development. Issue on friendships and prosocial contacts in the school context. S. 119-134.

Wernke, S. (2020). Self-regulated learning in primary school lessons. How can self-regulation and metacognition be promoted? Grundschulunterricht German, 2020 (2).

Scholl, D., Wernke, S. & Behrens, D. (2020). Yearbook for General Didactics 2019. Subject section: General didactics and subject didactics. Baltmannsweiler: Schneider Hohengehren.

Bloch, R., Busse, V. Haag, L, Wernke, S., Wiesniewski, B. & Zierer, K. (eds.) (2019). Friedrich Jahresheft 2019: Feedback.

Wernke, S. (2019). The practice of feedback. In R. Bloch, V. Busse, L. Haag, S. Wernke, B. Wiesniewski, & K. Zierer (Eds.). Friedrich Jahresheft 2019: Feedback.

Otterspeer, L., Wernke, S. & Zierer, K. (2019). Teaching in the field of tension between different sources of knowledge. In E. Kiel, B. Herzig, U. Maier, & U. Sandfuchs (Eds.), Handbuch Unterrichten in allgemeinbildenden Schulen. Bad Heilbrunn/Stuttgart: Klinkhardt/UTB.

Zierer, K. & Wernke, S. (2018). Teaching methods. In M. Gläser-Zikuda, M. Harring & C. Rohlfs (Eds.), Handbook of school pedagogy. Münster: Waxmann UTB.

Zierer, K. Wernke, S. & Werner, J. (2018). Classical German Models of General Didactics - Useful or impracticable? Global Education.

Matanovic, I., Zierer, K., Wernke, S. & Werner, J. (2018). How to plan a lesson? About the usability of didactic models in Croatia and Germany. Journal of Curriculum Studies, 50 (4), 535-559.

Wernke, S. & Zierer, K. (eds.) (2017). Lesson planning: A forgotten competence area?! - Status quo and perspectives from the perspective of empirical research. Bad Heilbrunn: Klinkhardt.

Werner, J., Wernke, S. & Zierer, K (2017). The influence of didactic models on the general didactic lesson planning competence of student teachers. In S. Wernke & K. Zierer (Eds.). Lesson planning: An area of competence that has been forgotten? - Status quo and perspectives from the perspective of empirical research. Bad Heilbrunn: Klinkhardt.

Bakenhus, S., Wernke, S. & Zierer, K. (2017). What planning considerations do experienced teachers make when they have to prepare lessons under unfamiliar conditions? A qualitative study using a scenario. In S. Wernke & K. Zierer (Eds.). Lesson planning: An area of competence that has been forgotten? - Status quo and perspectives from the perspective of empirical research. Bad Heilbrunn: Klinkhardt.

Wernke, S. & Zierer, K. (2016). Teachers as eclectics? Basic features of eclectic didactics. Friedrich annual issue 2016. teaching.

Wernke, S. & Zierer, K. (2016). What importance do teachers attach to objectives in lesson planning? Results of a qualitative study. In S. Schude & K. Moegling (Eds.). Transparency in the classroom and at school. Part 2 - Research results and discussion. Kassel: Prologue.

Wernke, S. (2016). Self-regulation through external regulation? Friedrich annual issue 2016. teaching.

Wernke, S. & Zierer, K. (2016). New approaches in general didactics - Between tradition and reorientation: Eclectic didactics as a forward-looking attempt at integration. In R. Porsch (Ed.), Introduction to General Didactics.A textbook and workbook for teacher training students. Münster: Waxmann.

Zierer, K., Werner, J. & Wernke, S. (2015). Better planning? With a model! Reflections on the development of a planning competence model. The German School, 4, 376-396.

Wernke, S. & Zierer, K. (2015). What importance do teachers attach to objectives in lesson planning? Results of two qualitative studies. Schulpädagogik heute - Transparenz in Unterricht und Schule, 12.

Wernke, S., Werner, J. & Zierer, K. (2015). Heimann, Schulz or Klafki? A quantitative study to assess the practicability of general didactic planning models. Journal of Pedagogy 61 (4), 427-449.

Zierer, K. , Busse, V., Otterspeer, L. & Wernke, S. (2015). Feedback in school - research findings. In C. Buhren & M. Gieseke (Eds.), Handbuch Feedback in der Schule. Weinheim Beltz.

Wernke, S. & Zierer, K. (2014). Didactic models - unusable, incomprehensible, confusing! Educational science and academic appointments 14 (4), 372-380.

Anschütz, A. & Wernke, S. (2013). Time: articulation. In K. Zierer (Ed.), Guidelines for school internships. Baltmannsweiler: Schneider Hohengehren.

Wernke, S., Anschütz, A. & Meyer, H. (2013). Basic forms of methodological action. In K. Zierer (Ed.), Guidelines for school internships. Baltmannsweiler: Schneider Hohengehren.

Zierer, K. & Wernke, S. (2013). Completely unusable?! On the practicability of general didactic models - results of a qualitative study. Pädagogische Rundschau, 67 (2), 143-160.

Wernke, S. (2013). Task-specific assessment of learning strategies with questionnaires - An empirical study with children of primary school age. Münster: Waxmann.

Wernke, S. (2012). Activity-based assessment of learning strategies with questionnaires - An empirical study with children of primary school age. Dissertation University of Oldenburg.

Wernke, S., Wagener, U., Anschuetz, A. & Moschner, B. (2011). Assessing cognitive and metacognitive learning strategies in school children: Construct validity and arising questions. International Journal of Research and Review, 6 (2), 19-38.

Hellmich, F. & Wernke, S. (eds.) (2009). Learning strategies at primary school age. Theoretical considerations and empirical findings. Stuttgart: Kohlhammer.

Hellmich, F. & Wernke, S. (2009). What are learning strategies... and why are they important? In F. Hellmich & S. Wernke (Eds.), Learning strategies at primary school age. Theoretical considerations and empirical findings. Stuttgart: Kohlhammer.

Wernke, S. (2009). Action-oriented assessment of learning strategies with questionnaires. In F. Hellmich & S. Wernke (Eds.),Lernstrategien im Grundschulalter. Theoretical considerations and empirical findings. Stuttgart: Kohlhammer.

Siebertz-Reckzeh, K., Schweer, M.K.W., Kruse, C., Moschner, B. & Wernke, S. (2009). E-learning in large events. In H.-J. Appelrath & L. Schulze (Eds.), On the way to excellent e-learning. Networking and co-operation in higher education teaching in Lower Saxony. Münster: Waxxmann.

Moschner, B., Wagener, U., Anschuetz, A. & Wernke, S. (2008). Children as research subjects in teaching and learning research. In F. Hellmich (Ed.), Lehr-Lernforschung und Grundschulpädagogik. Bad Heilbrunn: Klinkhardt.

Jahnke-Klein, S., Mischke, W., Wernke, S. (2008). The observation task in the school internship. Oldenburg: DiZ/Oldenburger VorDrucke.

Wernke, S. & Jahnke-Klein, S.(2008). Step by step to the observation task. In S. Jahnke-Klein, W. Mischke & S. Wernke (Eds.), Die Beobachtungsaufgabe im Schulpraktikum. Oldenburg: DiZ/Oldenburger VorDrucke.

Jahnke-Klein, S. & Wernke, S. (2008). Typical errors in the observation task. In S. Jahnke-Klein, W. Mischke & S. Wernke (Eds.),Die Beobachtungsaufgabe im Schulpraktikum. Oldenburg: DiZ/Oldenburger VorDrucke.

Moschner, B., Anschuetz, A., Wernke, S. & Wagener, U. (2008). Measurement of epistemological beliefs and learning strategies of elementary school children. In M. S. Khine (Ed.), Knowing, Knowledge, and Beliefs: Epistemological Studies Across Diverse Cultures. New York: Springer.

Moschner, B., Anschuetz, A., Wagener, U. & Wernke, S. (2007). Children's Perspectives on Questionnaires of Learning Strategies and Epistemic Beliefs: Results of Studies with Elementary School Children. Paper presented at the 12th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Budapest, Hungary.

Wernke, S. (2007). Promotion of self-regulatory skills. In K. Möller et al. (eds.), Qualität von Grundschulunterricht: Kompetenzen entwickeln - Kompetenzen stärken. Yearbook of primary school research. Wiesbaden: Verlag für Sozialwissenschaften.

Hellmich, F. & Wernke, S. (2006). Self-regulation of children. In R. Hinz & B. Schumacher (Eds.), Auf den Anfang kommt es an: Developing competences - strengthening competences. Yearbook of primary school research. Wiesbaden: Verlag für Sozialwissenschaften.

Hellmich, F. & Wernke, S. (2006). Learning strategies, metacognitions and motivations of children in maths. In I. Schwank (Ed.), Contributions to the teaching of mathematics. Hildesheim: Franzbecker.

Wernke, S. (2005). Self-regulated learning in secondary school. Oldenburg: DIZ/Oldenburger VorDrucke 521.