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• 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.

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• 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.
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• 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

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• Jahnke-Klein, S. (1998). The neosocratic method - an alternative to question-developing teaching? In S. Jahnke-Klein & H. Krone (eds.), Mädchen und Jungen im Mathematikunterricht - Arbeitsergebnisse eines Gesprächskreises(Oldenburger VorDrucke, 375, pp. 48-53). Oldenburg: Didactic Centre.
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• Pieper-Seier, I., Reiss, K., Curdes, B. & Jahnke-Klein, S. (2002). On the development of subject-related strategies, attitudes and assessments of female mathematics students in the degree programmes "Diplom Mathematik" and "Lehramt an Gymnasien". In U. Paravicini & Ch. Riedel (Eds.), Dokumentation - Forschungsprojekte 1 bis 3. Förderrunde 1997-2001 (Wissenschaftliche Reihe NFFG, Vol. 1, pp. 17-31). Hanover: NFFG.
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• Jahnke-Klein, S. (2013). Girls' wishes - boys' wishes. A study on gender-specific wishes for maths lessons. Primary School, 45(11), 10-13.
• Jahnke-Klein, S., Frenzel, L. & Sandersfeld, T. (2013). Female teachers as role models in mathematics lessons - Results of 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.
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• Jahnke-Klein, S. & Busse, V. (2019). Language-sensitive teaching in the natural sciences - context orientation as a learning aid or 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