• Jahnke-Klein, S. (2001). Meaningful maths lessons for girls and boys (Grundlagen der Schulpädagogik, vol. 39). Baltmannsweiler: Schneider Verlag Hohengehren.
• Curdes, B., Jahnke-Klein, S., Lohfeld, W. & Pieper-Seier, I. (2003). Mathematics students - study experiences and future expectations (Scientific series NFFG, vol. 5). Norderstedt: BoD.
• Jahnke-Klein, S., Kiper, H. & Freisel, L. (Eds.). (2007). Gymnasium today. Between elite education and support for the many. Baltmannsweiler: Schneider Verlag Hohengehren.
• Fischer, A., Hößle, C., Jahnke-Klein, S., Kiper, H., Komorek, M., Michaelis, J., Niesel, V. & Sjuts, J. (Eds.). (2014). Diagnostics for effective learning instruction. Baltmannsweiler: Schneider Verlag Hohengehren.

• Jahnke-Klein, S. & Krone, H. (Eds.). (1998). Mädchen und Jungen im Mathematikunterricht - Arbeitsergebnisse eines Gesprächskreises (Oldenburger VorDrucke, 375). Oldenburg: Didactic centre.
• Schiermeyer, F. & Jahnke-Klein, S. (2007). "The country needs new men!" - Possibilities of integrating concepts of extracurricular boys' work into everyday school life. Oldenburg: Didactic Centre.
• Jahnke-Klein, S., Mischke, W. & Wernke, S. (2008). The observation task in the school internship (Oldenburger VorDrucke, 572). Oldenburg: Didactic centre.
• Jahnke-Klein, S. (Ed.). (2008). Girls' Day, Boys' Day, Zukunftstag - mehr als nur eine Berufsorientierung (Oldenburger VorDrucke, 575). Oldenburg: Didactic centre.
• Eberhardt, S., Jahnke-Klein, S., Kiper, H., Krause, B. & Petri, J. (2011). Development of diagnostic competence through peer observation in the classroom (Oldenburger VorDrucke, 592). Oldenburg: Didactic centre.
• Jahnke-Klein, S. & Meyer, H. (2012). Creative methods for seminar and lesson design (Oldenburger VorDrucke, 599). Oldenburg: Didactic Centre. Available online at
  https://doi.org/10.25656/01:26532

• Jansen, W., Jahnke, S., Peper-Bienzeisler, R. & Fickenfrerichs, H. (1987). Diamond and Graphite – A Teaching Unit. Science in the Classroom, 21, 4–10.
• Jahnke-Klein, S. (1993). Hands-on practice in upper secondary education. Teaching Mathematics, 60, 60–64 .
• Jahnke-Klein, S., Peper-Bienzeisler, R., Fickenfrerichs, H., Kaminski, B. & Jansen, W. (1994). Diamond and graphite: treatment in introductory lessons. School Chemistry, 1, 11–16 .
• Jahnke-Klein, S. (1995). Boys and mathematics teaching. Teaching Mathematics, 71, 62–64.
• Jahnke-Klein, S. (1995). Review of Rainer Loska’s book: Teaching without Lecturing. Leonard Nelson’s Method of Conducting Discussions. Zentralblatt für Didaktik der Mathematik, 6, 169–172.
• Jahnke-Klein, S. & Eckhardt-Klebert, A. (1996). Mathematics teaching for boys from a women’s perspective. In A. Kaiser (ed.), Empowering Women – Changing Schools. 10th Federal Congress on Women and Schools ( pp. 263–267). Bielefeld: Kleine.
• Jahnke-Klein, S. (1997). Meditative methods in mathematics teaching. In L. Glagow-Schicha, S. Meyer & P. Ridlhammer (Eds.), For Ada, Marie and other girls. Examples of teaching tailored to girls in mathematics, Computing Science, technology and the natural sciences (IKÖ Discussion Forum, Vol. 1, pp. 17–25). Duisburg: Institute for Information and Communication Ecology.
• Jahnke-Klein, S. (1997). Cosmetics. In L. Glagow-Schicha, S. Meyer & P. Ridlhammer (Eds.), For Ada, Marie and Other Girls. Examples of gender-sensitive teaching in mathematics, Computing Science, technology and the natural sciences(IKÖ Discussion Forum, Vol. 1, pp. 206–217). Duisburg: Institute for Information and Communication Ecology.
• Jahnke-Klein, S. (1997). Soaps and detergents. In L. Glagow-Schicha, S. Meyer & P. Ridlhammer (Eds.), For Ada, Marie and other girls. Examples of gender-sensitive teaching in mathematics, Computing Science, technology and the natural sciences(IKÖ Discussion Forum, Vol. 1, pp. 218–232). Duisburg: Institute for Information and Communication Ecology.
• Jahnke-Klein, S. (1997). Social support for boys in mathematics lessons. In A. Kaiser (ed.), Co-education and Boys. Social Support for Boys at School(pp. 108–120). Weinheim: Beltz.
• Jahnke-Klein, S. (1997). Reflective co-education. In H. Meyer, School Pedagogy. Volume II: For Advanced Students (pp. 192–195). Berlin: Cornelsen Scriptor.
• Jahnke-Klein, S. (1997). Girls and boys in mathematics lessons. In I. Dröge-Modelmog, K. Flaake, H. Fleßner & D. Graydon (eds.), Women’s and Gender Studies. Current Status and Prospects. Documentation of Women’s Studies at the University of Oldenburg, 17–21 June 1996 (pp. 117–123). Oldenburg: BIS.
• Jahnke-Klein, S. (1998). A look back at three years’ work in the teachers’ discussion group ‘Girls and Boys in Maths Lessons’. In S. Jahnke-Klein & H. Krone (Eds.), Girls and Boys in Maths Lessons – Findings from a Discussion Group (Oldenburg Preprints, 375, pp. 2–8). Oldenburg: Didactic Centre.
• Jahnke-Klein, S. (1998). Inquiry-based teaching – not for girls? In S. Jahnke-Klein & H. Krone (Eds.), Girls and Boys in Mathematics Lessons – Findings of a Discussion Group (Oldenburger VorDrucke, 375, pp. 40–47). Oldenburg: Didaktisches Zentrum.
• Jahnke-Klein, S. (1998). The Neosocratic method – an alternative to inquiry-based teaching? In S. Jahnke-Klein & H. Krone (Eds.), Girls and Boys in Mathematics Lessons – Findings from a Discussion Group(Oldenburger VorDrucke, 375, pp. 48–53). Oldenburg: Didaktisches Zentrum.
• Jahnke-Klein, S., Pieper-Seier, I. & Ollesch, F. (1999). ‘Actually, girls and boys are the same in maths’ – Report on two seminars at the University of Oldenburg. In H. Krahn & C. Niederdrenk-Felgner (Eds.), Women and Mathematics: Variations on a Theme in the Initial and Further Education of Teachers (German Institute for Distance Learning Research, pp. 129–144). Bielefeld: Kleine.
• Jahnke-Klein, S. & Eckhardt-Klebert, A. (1999). Teachers explore their own teaching – Report on a teachers’ discussion group: ‘Girls and Boys in Mathematics Lessons in Oldenburg’. In H. Krahn & C. Niederdrenk-Felgner (Eds.), Women and Mathematics: Variations on a Theme in the Initial and Further Education of Teachers (German Institute for Distance Learning Research, pp. 159–177). Bielefeld: Kleine.
• Jahnke-Klein, S. (2000). Inquiry-based teaching – not for girls? In P. Hitzler & O. Lange (Eds.), Supporting Gifted Pupils in STEM Subjects (Mathematics, Computing Science, Natural Sciences, Technology) ( Vol. 4: Focus: Gender Studies – General and in Mathematics, pp. 87–97). Ulm: Aegis-Verlag.
• Jahnke-Klein, S. (2001). Girls, boys, classroom culture: Findings from a qualitative study on experiences of mathematics lessons. In G. Kaiser (ed.), Contributions to Mathematics Teaching, Papers presented at the 35th Conference on the Didactics of Mathematics, 5–9 March 2001, Ludwigsburg ( pp. 309–312). Hildesheim: Franzbecker.
• Pieper-Seier, I., Reiss, K., Curdes, B. & Jahnke-Klein, S. (2002). On the development of subject-specific strategies, attitudes and assessments among female mathematics students on the ‘Diplom in Mathematics’ and ‘Teacher Training for Grammar Schools’ degree programmes. In U. Paravicini & Ch. Riedel (Eds.), Documentation – Research Projects 1 to 3. Funding Round 1997–2001 (NFFG Scientific Series, Vol. 1, pp. 17–31). Hanover: NFFG.
• Curdes, B., Jahnke-Klein, S., Langfeld, B. & Pieper-Seier, I. (2003). Attribution of success and failure among mathematics students: results of a quantitative empirical study. Journal of Mathematics Education, 24, 3–17.
• Jahnke-Klein, S. (2004). Do girls want a different kind of teaching to boys? Teaching Mathematics, 127, 15–19.
• Jahnke-Klein, S. (2005). Equal opportunities for girls and boys in mathematics and science lessons. In F. Hellmich (Ed.), Teaching and Learning according to IGLU – Primary School Education Today (pp. 117–132). Oldenburg: Didaktisches Zentrum.
• Jahnke-Klein, S. (2006). Mathematics, Computing Science, Natural Sciences and Technology – (still) not for girls? In S. Jösting & M. Seemann (Eds.), Gender and School. Gender Relations in Theory and School Practice (pp. 97–120). Oldenburg: BIS-Verlag.
• Jahnke-Klein, S. (2007). Supporting girls at grammar school?! In S. Jahnke-Klein, H. Kiper & L. Freisel (Eds.), The Gymnasium Today. Between Elite Education and Supporting the Many (pp. 195–214). Baltmannsweiler: Schneider Verlag Hohengehren.
• Jahnke-Klein, S. (2007). Against the ‘gendered territories of knowledge’ – girls in maths and science lessons. In F. Hellmich (ed.), Perspectives on Teaching and Learning in Primary Schools. Theory and Practice in Primary Education (pp. 87–100). Baltmannsweiler: Schneider Verlag Hohengehren.
• Breuer, H. & Jahnke-Klein, S. (2007). Working with boys in primary school – findings from a survey of female teachers. In S. Pfeiffer (ed.), General Studies in the 21st Century. Current Status – Challenges – Visions(Oldenburger VorDrucke, 564, pp. 136–143). Oldenburg: Didaktisches Zentrum.
• Jahnke-Klein, S. (2007). Girls’ maths, boys’ maths. Do the genders need their own teaching methods? Schüler: Wissen für Lehrer, 101–103.
• Hellmich, F. & Jahnke-Klein, S. (2008). Self-related cognitions and interests of girls and boys in primary school mathematics lessons. In B. Rendtorff & A. Prengel (Eds.), Children and their Gender, Yearbook of Women’s and Gender Studies in Educational Science (pp. 111–120). Opladen: Barbara Budrich Publishers. Available online at https://www.pedocs.de/volltexte/2013/8214/pdf/JB_FGE_2008_04_Hellmich_Jahnke_Klein_Selbstbezogene_Kognitionen.pdf
• Jahnke-Klein, S. (2008). The observation task in school teaching practice. In S. Jahnke-Klein, W. Mischke & S. Wernke, The Observation Assignment in School Teaching Practice ( Oldenburger VorDrucke, 572, pp. 3–4). Oldenburg: Didaktisches Zentrum.
• Wernke, S. & Jahnke-Klein, S. (2008). Step by step towards the observation task. In S. Jahnke-Klein, W. Mischke & S. Wernke, The Observation Task in School Teaching Practice ( Oldenburger VorDrucke, 572, pp. 21–30). Oldenburg: Didaktisches Zentrum.
• Jahnke-Klein, S. & Wernke, S. (2008). Typical errors when completing the observation task. In S. Jahnke-Klein, W. Mischke & S. Wernke, The Observation Task in School Teaching Practice ( Oldenburger VorDrucke, 572, pp. 31–34). Oldenburg: Didaktisches Zentrum.
• Jahnke-Klein, S. & Wernke, S. (2008). Examples of successful observation tasks. In S. Jahnke-Klein, W. Mischke & S. Wernke, The Observation Assignment in School Teaching Practice ( Oldenburger VorDrucke, 572, pp. 35–60). Oldenburg: Didaktisches Zentrum.
• Jahnke-Klein, S. (2008). Girls’ Day, Boys’ Day, Future Day – more than just career guidance. In S. Jahnke-Klein (ed.), Girls’ Day, Boys’ Day, Future Day – more than just career guidance (Oldenburg Preprints, 575, pp. 3–4). Oldenburg: Didaktisches Zentrum.
• Jahnke-Klein, S. (2008). Why Anna is still going to be an office clerk – on the gendered domains of knowledge. In S. Jahnke-Klein (ed.), Girls’ Day, Boys’ Day, Future Day – more than just career guidance(Oldenburger VorDrucke, 575, pp. 19–30). Oldenburg: Didaktisches Zentrum.
• Jahnke-Klein, S. (2008). How to make Future Day a success – guidance for schools and host organisations. In S. Jahnke-Klein (ed.), Girls’ Day, Boys’ Day, Future Day – more than just career guidance ( Oldenburger VorDrucke, 575, pp. 57–70). Oldenburg: Didaktisches Zentrum.
• Jahnke-Klein, S. (2009). Report on a discussion group for teachers. In B. Moschner, R. Hinz & V. Wendt (Eds.), Professionalising Teaching: School Development in Practice ( pp. 147–152). Berlin: Cornelsen Scriptor.
• Jahnke-Klein, S. (2010). Girls and the natural sciences. In M. Matzner & I. Wyrobnik (Eds.), Handbook of Girls’ Education (pp. 242–255). Weinheim: Beltz.
• Jahnke-Klein, S. (2010). Girls and Science. In L. Martignon & I. Pieper-Seier (eds.), Mathematics and Gender. On the 20th Anniversary of the ‘Women and Mathematics’ Working Group (TRANSFER series of the Ludwigsburg University of Education, Vol. 2, pp. 53–65). Hildesheim: Franzbecker. (Reprinted from the ‘Handbook of Girls’ Education’).
• Jahnke-Klein, S. (2011). Analysis of conversational techniques in the context of peer classroom observation. In S. Eberhardt, S. Jahnke-Klein, H. Kiper, B. Krause & J. Petri (eds.), Developing diagnostic competence through peer classroom observation (Oldenburg Preprints, 592, pp. 41–72). Oldenburg: Didaktisches Zentrum.
• Jahnke-Klein, S. (2011). Boys and girls in mathematics lessons. What do they want, and how should their wishes be addressed? Pädagogik, 63(3), 14–17.
• Jahnke-Klein, S. (2012). The desire to understand. Gender-sensitive maths teaching. Praxis Schule 5–10, 23(6), 43–49.
• Jahnke-Klein, S. & Kiper, H. (2012). Developing diagnostic and support skills through peer observation by students and trainee teachers. In Ch. Freitag & I. von Bargen (Eds.), Practical Research in Teacher Education ( Paderborn Contributions to Teaching Research and Teacher Education, Vol. 17, pp. 105–114). Berlin: LIT Verlag.
• Jahnke-Klein, S. (2013). Classroom discussions that promote learning. In K. Zierer (ed.), Guide to School Placements ( pp. 93–96). Baltmannsweiler: Schneider Verlag Hohengehren.
• Jahnke-Klein, S. (2013). Do girls want a different kind of lesson to boys? Contemporary didactic approaches to mathematics teaching. AMV Issue 2013: Gender in Lower Secondary School ( pp. 21–25). Aargau: R. Berner Druck AG (reprint from *Mathematik lehren*, 127). Available online at a-m-v.ch/Dokumente/amv_heft/ amv_heft_ 2013.pdf (accessed 4 January 2020).
• Jahnke-Klein, S. (2013). Observing, recording and evaluating lessons – Towards fostering a diagnostic perspective. Seminar, 19(2), 17–25.
• Jahnke-Klein, S. (2013). Do we need gender-specific teaching approaches in STEM subjects? An overview of the debate and the current state of research. Schulpädagogik heute, 4(8), 1–19.
• Jahnke-Klein, S. (2013). Girls’ wishes – boys’ wishes. A study on gender-specific expectations of maths lessons. Primary School, 45(11), 10–13.
• Jahnke-Klein, S., Frenzel, L. & Sandersfeld, T. (2013). Female teachers as role models in maths lessons – findings from an empirical study. In R. Motzer (Ed.), Mathematics and Gender (TRANSFER series of the Ludwigsburg University of Education, Vol. 3, pp. 64–78). Hildesheim: Franzbecker.
• Jahnke-Klein, S. (2014). Do we need gender-specific pedagogy in STEM subjects? An overview of the debate and the current state of research. In C. Theurer, C. Siedenbiedel & J. Budde (eds.), Learning and Gender (Theory and Practice of School Pedagogy, Vol. 22, pp. 46–67). Immenhausen: Prolog-Verlag. (Reprint of the article in *Schulpädagogik heute*.)
• Jahnke-Klein, S. (2014). Learning to teach and assess through the observation and analysis of lessons. In A. Fischer, C. Hößle, S. Jahnke-Klein, H. Kiper, M. Komorek, J. Michaelis, V. Niesel & J. Sjuts (Eds.), Diagnostics for Effective Teaching (pp. 111–126). Baltmannsweiler: Schneider Verlag Hohengehren.
• Jahnke-Klein, S. & Busse, V. (2019). Language-sensitive teaching in the natural sciences – context orientation as a learning aid or an additional barrier? In M. Butler & J. Goschler (Eds.), Language-Sensitive Subject Teaching: Opportunities and Challenges from an Interdisciplinary Perspective (Language Sensitivity in Educational Processes, pp. 115–140). Wiesbaden: Springer.

Jahnke-Klein, S. (2000). Girls and boys in maths lessons. Dissertation. Oldenburg: o.V.

Jahnke-Klein, S. (2021). Gender-sensitive teacher education with special consideration of the STEM subjects. Habilitation. Oldenburg: n.d.

Interview ("Girls are better at maths", EMMA , 2017/2, p. 64-65):

www.emma.de/artikel/arabien-sind-maedchen-besser-mathe-334183

Interview ("It's a cultural problem", Grundschule, 2019/5, p. 34-36):

https://grundschule-aktuell.de/ratgeber/fachwissen/322258/es-handelt-sich-um-ein-kulturelles-problem