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Fischer et al. (2023). Advanced Placement Course Credit and Undergraduate Student Success in Gateway Science Courses. Journal of Research in Science Teaching

Fütterer, Fischer et al. (2023). ChatGPT in Education: Global Reactions to AI Innovations. Scientific Reports

Zhou, Fischer et al. (2023). College Online Courses Have Strong Design in Scaffolding but Vary Widely in Supporting Student Agency and Interactivion. The Internet and Higher Education

Orona, Fischer, et al. (2023). Cognitive development in undergraduate emerging adults: How course-taking breadth supports skill formation. Contemporary Educational Psychology

Fütterer, Fischer et al. (2023). I can’t get no (job) satisfaction! Differences in teachers’ job satisfaction from a career pathways perspective. Teaching and Teacher Education

Randler, Fischer et al. (2023). Psychological Restauration Depends on Curiosity, Motivation, and Species Richness During a Guided Bird Walk in a Suburban Blue Space. Frontiers in Psychology

Vanhöfen, Fischer et al. (2023). Comparing digital tools with traditional identification guidebooks in a bird field trip. International Journal of Science Education

Fischer, Grad (2023). Gameful Learning und Pädagogische Psychologie: Wege zu neuen Bewertungssystemen in der Hochschullehre. Tübingen Library Publishing

Fischer et al. (2022). Increasing success in higher education: The relationships of online course taking with college completion and time-to-degree. Educational Evaluation and Policy Analysis.

Fischer et al. (2022). Examining lecture and inquiry-based laboratory performance for language minority students in science gateway courses. PLOS One

Fischer et al. (2022). Salient syllabi: Examining design characteristics of science online courses in higher education. PLOS ONE.

Fischer et al. (2022). Modelle von Planetenbahnen im Physikunterricht. MNU-Journal

Szura, Fischer et al. (2022). Looking at the Laboratory Discussion: Course Modality Choice and Student Performance in Organic Chemistry Laboratory. Journal of Chemical Education

Richter, Fischer et al. (2022). Teacher Collaboration and Professional Learning: Examining Professional Development During a National Education Reform. Zeitschrift für Pädagogik

Rosenberg, Fischer et al. (2022). How educational institutions reveal students’ personally identifiable information on Facebook. Learning, Media, and Technology.

Rosenberg, Fischer et al. (2022). Posts About Students on Facebook: A Data Ethics Perspective. Educational Researcher

Moeller, Fischer et al. (2022). Risk and Protective Factors of College Students’ Psychological Well-Being During the COVID-19 Pandemic: Emotional Stability, Mental Health, and Household Resources. AERA Open

Hübner, Fischer et al. (2021). One Program Fits All? Patterns and Outcomes of Professional Development During a Large-Scale Reform in a High-Stakes Science Curriculum. AERA Open

Wu, Fischer et al. (2021). Project-based Engineering Learning in College: Associations with Self-Efficacy, Effort Regulation, Interest, Skills, and Performance. SN Social Sciences

Rodriguez, Fischer et al. (2021). Student spacing and self-testing strategies and their associations with learning in an upper-division microbiology course. SN Social Sciences

Wörner, Fischer et al. (2021). Video analysis to examine Kepler’s laws of planetary motion. The Physics Teacher

Nguyen, Fischer et al. (2021). "We're looking good": Social exchange and regulation temporality in collaborative design. Learning and Instruction

Rosenberg, Fischer et al. (2021). Understanding Public Sentiment About Educational Reforms: The Next Generation Science Standards on Twitter. AERA Open

Fütterer, Fischer et al. (2021). Was bewegt Lehrpersonen während der Schulschließungen? – Eine Analyse der Kommunikation im Twitter-Lehrerzimmer über Chancen und Herausforderungen digitalen Unterrichts. Zeitschrift für Erziehungswissenschaft

Zitzmann, Fischer et al. (2021). How many classes and students should ideally be sampled when assessing the role of classroom climate via student ratings on a limited budget? An optimal design perspective. Educational Psychology Review.

Rosenberg, Fischer, et al. (2021). Social media and students’ privacy: What schools and districts should know. Phi Delta Kappan

Aguilar, Fischer et al. (2021). A Different Experience in a Different Moment? Teachers’ Social Media Use Before and During the COVID-19 Pandemic. AERA Open

Fischer et al. (2020). Mining Big Data in Education: Affordances and Challenges. Review of Research in Education

Fischer et al. (2020). Identifying levers related to student performance on high-stakes science exams: Examining school, teaching, teacher, and professional development characteristics. Teachers College Record

Fischer et al (2020). When do students in low-SES schools perform better-than-expected on a high-stakes test? Analyzing school, teacher, teaching, and professional development characteristics. Urban Education

Fischer et al. (2020). Effects of course modality in summer session: Enrollment patterns and student performance in face-to-face and online classes. The Internet and Higher Education

Fischer et al. (2020). Data on online and face-to-face course enrollments in a public research university during summer terms. Data in Brief.

Zhou, Fischer, et al. (2020). Exploring how enrolling in an online organic chemistry preparation course relates to students' self-efficacy. Journal of Computing in Higher Education

Nguyen, Fischer et al. (2020). Increasing success in college: Examining the impact of a project-based introductory engineering course. Journal of Engineering Education

Zhou, Fischer, et al. (2020). High school teachers' self-efficacy in teaching computer science. Transactions on Computing Education

Ferdinand, Fischer, et al. (2020). Lernen mit digitalen Lernressources: Beispiel Khan Academy. Schulmanagement

McCoy, Fischer, et al. (2020). From the inside out: Teacher responses to the AP redesign. Journal of Science Teacher Education

Baker, Fischer et al. (2020). The Benefits and Caveats of Using Clickstream Data to Understand Student Self-Regulatory Behaviors: Opening the Black Box of Learning Processes. International Journal of Educational Technology in Higher Education

Rosenberg, Fischer, et al. (2020). Idle Chatter or Compelling Conversation? The Potential of the Social Media-Based #NGSSchat Network for Supporting Science Education Reform Efforts. Journal of Research in Science Teaching

Carpenter, Fischer et al. (2020). What Should Teacher Educators Know about Technology? Perspectives and Self-Assessments. Teaching and Teacher Education

Fischer et al. (2019). New contexts for professional learning: Analyzing high school science teachers’ engagement on Twitter. AERA Open

Fischer et al. (2019). Improving college student success in organic chemistry: Impact of an online preparatory course. Journal of Chemical Education.

Fischer et al. (2019). Use of the stages of concerns questionnaire in a national top-down reform effort. Teaching and Teacher Education

King, Fischer et al. (2019). Enhancing student learning and retention in organic chemistry: Benefits of an online organic chemistry preparatory course. ACS Book "From General to Organic Chemistry: Courses and Curricula to Enhance Student Retention"

Fischer et al. (2018). Adapting to the large-scale Advanced Placement chemistry reform: An examination of teachers’ challenges and instructional practices. Journal of Chemical Education

Fischer et al. (2018). Investigating relationships between school context, teacher professional development, teaching practices, and student achievement in response to a nationwide science reform. Teaching and Teacher Education

Frumin, Fischer et al. (2018). Adapting to large-scale changes in Advanced Placement biology, chemistry, and physics: The impact of online teacher communities. International Journal of Science Education