Up until 30 September 2026, Professor Mägdefrau held the Chair of Educational Science with a focus on Empirical Research on Teaching and Learning at the University of Passau.
For enquiries concerning the study area of school pedagogy, please address them from now on to the Chair held by Professor Dr Axinja Hachfeld.
You can continue to reach Professor Mägdefrau via her university email address.
| Period | Position |
|---|---|
| 01.10.2014 – 30.09.2026 | Chair of Educational Science with a focus on Empirical Research on Teaching and Learning at the University of Passau |
| 2016 – 2025 | Academic Director of the Teaching Innovation Department at the Teacher Education Centre |
| 2013 | Offer of a W3 professorship in Educational Science at the Ernst Moritz Arndt University of Greifswald (declined) |
| 2007 | Offer of a W3 professorship in Educational Science at the Heidelberg University of Education (declined) |
| 2007 – 2014 | Professorship in Realschule Pedagogy and Didactics at the University of Passau |
| 2005 – 2007 | Professorship in General Didactics and Research on Teaching at the University of Paderborn |
| 2005 | Offer of a professorship in Research on Teaching at the University of Münster (declined) |
| 2005 | Habilitation at the Freiburg University of Education (teaching qualification in Educational Science) |
| 2000 – 2005 | Assistant Professor at the Freiburg University of Education |
| 1999 | Doctorate in Educational Science (PhD) |
| 1999 – 2000 | Realschule teacher |
| 1996 – 1999 | Graduate teaching and research assistant at the Freiburg University of Education |
| 1988 – 1995 | Degree programme in Educational Science with a focus on Empirical Educational Research (Dipl.-Päd.); worked as a teacher at Realschulen |
| 1985 | Second state examination for teaching at Realschulen in Baden-Württemberg |
| no date given | Studies for a teaching qualification for lower secondary level (Music and German) at the University of Bielefeld |
Mašková, I., Beer, G., Berinšterová, M., Brouër, B., Buršíková Brabcová, D., Fuchsová, K., Gottfried, J., Hanfstingl, B., Lemešová, M., Mägdefrau, J., Nohavová, A., Poterpin, E., & Szatkowska, K. (2026). Identifying occupational health risk at the start of teacher education: A five-country study. International Journal Educational Psychology, 15(1), pp. 42-60. https://doi.org/10.17583/ijep.18449
Mägdefrau, J., Kufner, S. & Birnkammerer, H. (eds.) (2025). Findings and experiences with the use of the Passau Standards for teacher education in practice. Paradigma 13. Available online at https://ojs.uni-passau.de/index.php/paradigma/de/issue/view/13-2025.
Mägdefrau, J. (2025). Competence development of student teachers in the design of assignments that foster self-regulation. In: Mägdefrau, J., Kufner, S. & Birnkammerer, H. (2025). Findings and experiences with the use of the Passau Standards for teacher education in practice. Paradigma 13, 35-44. Available online at https://ojs.uni-passau.de/index.php/paradigma/de/issue/view/13-2025.
Kufner, S. & Mägdefrau, J. (2025). Tiered teacher education standards in the practice of university teaching: findings from projects on the further development of teaching. In: Mägdefrau, J., Kufner, S. & Birnkammerer, H. (2025). Findings and experiences with the use of the Passau Standards for teacher education in practice. Paradigma 13, 5-9. Available online at https://ojs.uni-passau.de/index.php/paradigma/de/issue/view/13-2025.
Müller, C.; Mägdefrau, J.; Brandl, M. & Birnkammerer, H. (2025). University of Passau: Teaching and Learning Innovation Labs. Journal für LehrerInnenbildung 25(1), 86-91.
Mägdefrau, J.; Wecker, C.; Engelmann, K.; Michler, A.; Baumgartner, I., & Böhm, M. (2025). Task-specific situational interest and appropriate learning strategy use in history lessons: A cross-classified multilevel analysis. Learning and Instruction, Art. No. JLI 102116. https://doi.org/10.1016/j.learninstruc.2025.102116
Mägdefrau, J.; Urlbauer, P., & Michler, A. (2024). The Image of the Chinese Nation in German Textbooks. Quantitative Content Analyses of History, Geography, and Civics Textbooks. Journal of Educational Media, Memory, and Society 16(2), 19-50. https://doi.org/10.3167/jemms.2024.160202
Köstler, V.; Krinninger, J.; Gallenmüller, M.; Birnkammerer, H. & Mägdefrau, J. (2024). Student participation in degree programme development. Zeitschrift für Hochschulentwicklung 19(3), 191-208. https://doi.org/10.21240/zfhe/19-3/11
Kufner, S.; Mägdefrau, J. & Birnkammerer, H. (2024). Tiered standards for teacher education – competence acquisition under the demands of digitalisation and education for sustainable development. Thematic issue of Paradigma: Contributions from teacher education at the University of Passau. https://doi.org/10.15475/paradigma.2024.2
Mägdefrau, J.; Kufner, S.; Eberth, A. & Birnkammerer, H. (2024). Tiered standards for teacher education. Introduction. In: Kufner, S.; Mägdefrau, J. & Birnkammerer, H. (2024). Tiered standards for teacher education – competence acquisition under the demands of digitalisation and education for sustainable development. Thematic issue of Paradigma: Contributions from teacher education at the University of Passau; pp. 4-15. https://doi.org/10.15475/paradigma.2024.2
Mägdefrau, J. (2024). Planning competence-oriented teaching. Series: preparation for school practice: study texts on school pedagogy. Available online at: https://opus4.kobv.de/opus4-uni-passau/frontdoor/index/index/docId/1457
Mägdefrau, J.; Birnkammerer, H., Kufner, S.; Köstler, V. & Müller, Ch. (2024). Teaching and learning innovation in teacher education: theory and practice of teaching in the Passau Innovation Labs. In: Brandl, M. (ed.). Paradigma: 40 years of teacher education at the University of Passau, pp. 95-100. Available online at: https://ojs3.uni-passau.de/index.php/paradigma/article/view/335/301
Mägdefrau, J. (2023). Differential Teachers’ Attention To Boys And Girls In Mathematics Whole Class Interaction Sequences. Journal of Education, Teaching and Social Studies, Vol. 5 (3). DOI: https://doi.org/10.22158/jetss.v5n3p103
Mägdefrau, J.; Köstler, V. & Caspari-Sadeghi, S. (2023). Action research in university teaching: overcoming resistance to change? Foreword to the thematic issue on action research in university teaching. Empirische Pädagogik (3), 225-234. Available online at https://www.vep-landau.de/programm/empirische-paedagogik/
Mägdefrau, J.; Köstler, V. & Caspari-Sadeghi, S. (eds.) (2023). Thematic issue on action research in university teaching. Empirische Pädagogik (3) 2023. Available online at https://www.vep-landau.de/programm/empirische-paedagogik/
Forster-Heinlein, Brigitte & Mägdefrau, Jutta (2023). Action research in university teaching: three examples from the subject of mathematics. Empirische Pädagogik (3), 259-279. https://www.vep-landau.de/programm/empirische-paedagogik/
Bauer, N.; Haack, M.; Jozefiak, D. M. & Mägdefrau, J. (2023). Training Prospective Elementary School Teachers in Planning, Conducting and Evaluating Problem-Based and Experiential Lessons in Informatics, Science and Technology. EDULEARN23 Proceedings, pp. 1917-1927.
Mägdefrau, Jutta (2023). "What effect do I have in my teaching?" – Using action research as a contribution to staff development in higher education teaching. In: Federal Ministry of Education and Research (ed.): QLB programme brochure 2023: a look back, a look forward; 29-30. Online at: https://www.qualitaetsoffensive-lehrerbildung.de/lehrerbildung/de/aktuelles/publikationen-der-programmbegleitung/publikationen-der-programmbegleitung.html
Mašková, I., Mägdefrau, J. & Nohavová, A. (2022). Work-related coping behaviour and experience patterns, career choice motivation, and motivational regulation of first-year teacher education students – Evidence from Germany and the Czech Republic. Teaching and Teacher Education, Volume 109, January 2022, 103560.
Caspari, S., Forster-Heinlein, B.; Mägdefrau, J. & Bachl, L. (2021). Sustainable E-Assessment in Mathematics Instruction. In D. Kollosche (Ed.): Exploring new ways to connect. Proceedings of the Eleventh International Mathematics Education & Society Conference, Klagenfurt, Austria. Vol. 1, pp. 145–148.
Caspari-Sadeghi, S.; Forster-Heinlein, B.; Mägdefrau, J.; Bachl, L. (2021). Student-generated Questions: Developing Mathematical Competence through Online-Assessment. International Journal for the Scholarship of Teaching and Learning. IJ-SoTL, Vol. 15 [2021], No. 1, Art. 8. https://digitalcommons.georgiasouthern.edu/ij-sotl/
Leaton Gray, S.; Mägdefrau, J. & Riel, M. (2021). Life in the Digital Slow Lane: How Deprived Young People Are Set Up To Fail. British Journal of Educational Studies, DOI: 10.1080/00071005.2021.1919596
Dengel, A. R., & Mägdefrau, J. (2020). Immersive Learning Predicted: Presence, Prior Knowledge, and School Performance Influence Learning Outcomes in Immersive Educational Virtual Environments. 2020 6th International Conference of the Immersive Learning Research Network (iLRN), 163-170. doi: 10.23919/iLRN47897.2020.9155084.
Mägdefrau, J. & Birnkammerer, H. (2020). Theoretical foundations for the graduation of competences in teacher education. In: Mägdefrau, J. & Birnkammerer, H. (eds.) (2020). Tiered standards for the development of competences in teacher education. Paradigma Special Issue, pp. 11-21.
Köstler, V. & Mägdefrau, J. (2019). The teaching lab as a university learning environment: "approximations of practice" in teacher education at Passau. In: Federal Ministry of Education and Research (ed.): Profile development in teacher education, pp. 47-55.
Mägdefrau, J. (2019). Teaching at secondary level. In: E. Kiel, B. Herzig, U. Maier, & U. Sandfuchs (eds.), Handbook of Teaching in General-Education Schools. Bad Heilbrunn/Stuttgart: Klinkhardt/UTB, pp. 112-121.
Dengel, A. & Mägdefrau, J. (2019). Presence is the Key to Understanding Immersive Learning. In: Beck, D., Peña-Rios, A., Ogle, T., Economou, D., Mentzelopoulos, M., Morgado, L., Eckhardt, C., Pirker, J., Koitz-Hristov, R., Richter, J., Gütl, C., Gardner, M. (eds.) Immersive Learning Research Network, 5th International Conference, iLRN 2019, Communications in Computer and Information Science (CCIS), Springer International Publishing, Volume 1044, 2019. DOI 10.1007/978-3-030-23089-0. Online available https://link.springer.com/chapter/10.1007/978-3-030-23089-0_14
Mägdefrau, J. & Michler, A. (2018). Political education for responsibility in history lessons? The quality of pupils' answers to a learning task on historical responsibility. In: Spengler, A. (2018) (ed.). Freedom and responsibility: discussions, positions, perspectives. Festschrift on the occasion of the retirement of Guido Pollak. Würzburg: Ergon, pp. 123-151.
Mägdefrau, Jutta & Michler, Andreas (2018). Where is the child in research on history teaching? Interdisciplinary offer-and-use research using the example of the project "Adaptive learning task in history – ALGe". In: Thomas Sandkühler, Charlotte Bühl-Gramer, Anke John, Astrid Schwabe & Markus Bernhardt (eds.): History teaching in the 21st century: a stock-taking of history didactics (= Supplements to the Zeitschrift für Geschichtsdidaktik, vol. 17). Göttingen: V & R unipress, pp. 143-165.
Köstler, V.; Kufner, S.; Mägdefrau, J.; Müller, Ch. (2018). Networking in teacher education – concept, challenges and first results of the evaluation of structure-relevant objectives in the Passau SKILL project. In: I. Glowinski, A. Borowski, J. Gillen, J. von Meien, S. Schanze (eds.), Coherence in university teacher education: connecting subject knowledge, subject didactics and educational sciences. Potsdam: University of Potsdam Press, pp. 287-307. Online at https://nbn-resolving.org/urn:nbn:de:kobv:517-opus4-414267
Mägdefrau, J. (2018). Cosmopolitanism as a goal of teacher education: potential offered by university internationalisation concepts and working at German schools abroad? In: Interculturality and democracy. Proceedings of the 21st conference of the GEW working group on teachers at German schools abroad and the Mariaspring residential adult education college, 2016, pp. 20-27.
Mägdefrau, J. & Michler, A. (2018). Working assignments in history lessons: a discrepancy between didactic intentions and task potential? In: K. Grannemann, S. Oleschko & C. Kuchler (eds.). Language education in history teaching. Münster: Waxmann, pp. 137-156 (reprint).
Mägdefrau, J. & Wolff, M. (2017). Work at German schools abroad as reflected in research. Available online at www.gew.de/aktuelles/detailseite/neuigkeiten/auslandsschulen-lehrkraefte-besser-auf-ihre-taetigkeit-vorbereiten/
Mägdefrau, J. (2017) (Ed.): Standards and indicators for the development of skills in teacher education. Online: https://opus4.kobv.de/opus4-uni-passau/frontdoor/index/index/docId/495
Mägdefrau, J.; Michler, A.; Böhm, M. & Jonas, K. (2017). Pupils' use of learning strategies in history lessons – task-related recording of the use of cognitive learning strategies in a pupil-expert comparison. Empirische Pädagogik, 31 (1), pp. 64-87.
Jonas, K.; Mägdefrau, J.; Michler, A.; Wecker, C. & Böhm, M. (2017). Effects of subject interest in history on the perception of history tasks. In: Monika Waldis & Beatrice Ziegler (eds.): Forschungswerkstatt Geschichtsdidaktik 15. Contributions to the conference "geschichtsdidaktik empirisch 15", Bern 2017, pp. 191-204.
Mägdefrau, J. (2017). Teacher education for the classroom of the future. Schulverwaltung Bayern (1), 23-26.
Mägdefrau, J. (2017). Teacher education for the classroom of the future. Schulverwaltung Spezial (2), 94-95 (abridged reprint).
Mägdefrau, J.; Niedermeier, H.; Kufner, S. (2016). Innovations in university teaching related to teacher education – the SKILL project. Paradigma 2016, 10-22.
Michler, A.; Mägdefrau, J. (2016). "You were just cowards!" A working assignment for fostering judgement competence. Geschichte lernen 174, pp. 30-36.
Mägdefrau, J. (2016). Curriculum implementation as a change-management task for school leadership. Schulpraktische Nachrichten. VBR, March 2016, 23-26.
Mägdefrau, J. (2015). Why don't they do what they are supposed to do? Fostering pupils' learning strategies. Deutsche Lehrer im Ausland, issue 4, 2015.
Mägdefrau, J. (2015). German schools abroad as partners in teacher education? Fostering the internationalisation of teacher education! Deutsche Lehrer im Ausland, issue 3, 242-244.
Mägdefrau, J. (2014). More successful postings abroad in culturally closer countries? – Further findings from the study on the conditions for successful postings of German teachers abroad. Deutsche Lehrer im Ausland, vol. 61, no. 3, 197-203.
Mägdefrau, J. (ed.) (2014). Standards and indicators for the development of competences in teacher education. Available online at www.opus-bayern.de/uni-passau/volltexte/2014/2727/
Mägdefrau, J. & Genkova, P. (2014). On the relationship between intercultural stress experience and occupational strain among German teachers at German schools abroad in proximal and distant cultures. In: Paradigma 2013/2014, thematic issue on empirical research on schools and teaching (ed. by J. Mägdefrau), 70-85.
Mägdefrau, J.; Michler, A. (2014). History teachers' construction of learning tasks: a discrepancy between didactic intentions and task potential? In: M. Hammann, B. Ralle, M. Rothgangel and S. Prediger (eds.): Developing, working on and reviewing learning tasks – results and perspectives of subject-didactic research. Münster: Waxmann, 105-119.
Michler, A.; Mägdefrau, J.; Jonas, K.; Böhm, M.; Baumgartner, I. & Kargl, K. (2014). Assessing the quality of pupils' historical judgements: results of an empirical study analysing pupil texts using the SOLO taxonomy. Zeitschrift für Geschichtsdidaktik, vol. 13, 2014, 62-83.
Mägdefrau, Jutta & Genkova, Petia (2013). Conditions for success in working at German schools abroad – an empirical study. In: Deutsche Lehrer im Ausland, no. 4, 12-24.
Mägdefrau, Jutta & Söhner, Felicitas (2013). "If they think the way I do, it's quite simple …!" – The role of values in the cooperation between the family home, schools, day-care facilities for children and family education. A field study conducted as part of the German Red Cross project "Values education in families" to develop a framework model of value-sensitive cooperation. Detailed final report on the field study. German Red Cross, Berlin.
Mägdefrau, Jutta & Söhner, Felicitas (2013). On the significance of values for inter-individual, intra-, inter- and trans-institutional cooperation in pedagogical fields of practice. A field study conducted as part of the German Red Cross project "Values education in families" to develop a framework model of value-sensitive and value-related cooperation. In: Erbes, A.; Giese, Ch. & Rollik, H. (eds.) Values and values education in families, educational institutions, cooperations. Contributions from theory and practice. Berlin, pp. 209-245. Available online at http://www.wertebildunginfamilien.de/tl_files/Angebote_Downloads/Werte_und_Wertebildung_in_Familien.pdf
Mägdefrau, Jutta (2013). Upbringing in schools and in the classroom. In: L. Haag & S. Rahm (eds.), Study handbook of school pedagogy. Bad Heilbrunn: Klinkhardt, 345-365.
Mägdefrau, Jutta & Michler, Andreas (2012). Individualising learning tasks in history lessons – an empirical study on the role of textbook tasks and teachers' own constructions. In: Zeitschrift für Geschichtsdidaktik 11 (2012), pp. 208-232.
Mägdefrau, Jutta (2012). New forms of assessment in competence-oriented university teaching – practice report on the use of teaching portfolios in a seminar on educational science within a teacher education programme. In: Paradigma 2011/2012, thematic issue on competence orientation in university teaching (ed. by Ulrike Senger), pp. 528-542.
Mitterer, Bernhard; Mägdefrau, Jutta & Braun, Miriam (2012). Gender-stereotypical TV series and their effects on young people – a pilot study. In: Inan, Alev (ed.): Young people's lifeworlds in the media society: the media staging of youth and young people's media use. Bad Heilbrunn: Klinkhardt, 29-44.
Schwarz, Bernd; Fuhr, Thomas; Mägdefrau, Jutta; Petersen, Jendrik; Preuße, Daja & Zlatkin-Troitschanskaia, Olga (2010). Chapter 6: Educators and teachers. In: R. S. Jäger, P. Nenninger, H. Petillon, B. Schwarz & B. Wolf (eds.): Empirical pedagogy 1990-2010. A survey of research in the Federal Republic of Germany. Vol. 2: institution-related empirical educational research. Landau: Verlag Empirische Pädagogik, pp. 243-286.
Mägdefrau, Jutta (2010). Classroom management. In: ead. (ed.) Teaching and learning in schools: pedagogical theory illustrated by practical examples. Bad Heilbrunn, 49-67.
Mägdefrau, Jutta (2009). Empirical research on values: selected findings with relevance for teacher education, schools and teaching. In: Paradigma 1/2009, 50-63.
Mägdefrau, Jutta (2008). Fields of practice in social work – the example of social work in schools. In: H. Macha; M. Witzke; N. Meder; C. Allemann-Ghionda; U. Uhlendorff & G. Mertens (eds.): Sub-volume III.2: environments. 1st ed. Paderborn: Schöningh Paderborn (Handbook of educational science, ed. by G. Mertens, 3 vols.), 693-712.
Mägdefrau, Jutta (2008). What didactics does the Realschule need? In: Realschullehrerverband Nordrhein-Westfalen (ed.): The Realschule in the field of tension of political discourse. Conference report of the 40th Mühlheim Congress, 15-16 November 2007, Düsseldorf, 46-56.
Brinda, Thorsten & Mägdefrau, Jutta (2008). On the design of informatics education at Realschulen: a criteria-oriented consideration. In: LOG IN, 150, 10-16.
Mägdefrau, Jutta (2008). Selective assessments at the start of teacher education programmes: critical remarks. In: Paradigma 1/2008, 17-23.
Mägdefrau, Jutta (2008). Realschule teacher education in the light of the "Bologna Process": first experiences with the pilot project "Bachelor of Education for the acquisition of the educational requirements for teaching at Realschulen in the State of Bavaria" at the University of Passau. In: Paradigma 1/2008, 89-96.
Mägdefrau, Jutta (2008). What values do future teachers hold? – Student teachers and students from non-education disciplines in comparison. In: Zeitschrift für Soziologie der Erziehung und Sozialisation, 28 (1), 36-55.
Mägdefrau, Jutta (2006). Field-specific or discipline-specific professionalism? Subjective theories about the professional practice of experts in fields of social work. In: Rapold, Monika (ed.): Pedagogical competence, identity and professionalism. Hohengehren: Schneider-Verlag, pp. 161-186.
Mägdefrau, Jutta (2004). Homogeneity of needs and heterogeneity of opportunities for their satisfaction – on the role of school and family home in the fulfilment of needs among secondary general school pupils. In: Bos, Wilfried; Lankes, Eva-Maria; Plaßmeier, Nike & Schwippert, Knut (eds.) (2004): Heterogeneity. A challenge for empirical educational research. Münster: Waxmann, pp. 131-244.
Mägdefrau, Jutta & Heppekausen, Jutta (2003). Personality development in teacher education using the example of a project seminar in theatre pedagogy. In: journal für LehrerInnenbildung, vol. 3, issue 4/2003, pp. 63-71.
Mägdefrau, Jutta (2003). Why does education need a theory of needs? Pädagogische Rundschau, vol. 57, issue 3/2003, pp. 299-305.
Mägdefrau, Jutta & Vollbrecht, Ralf (2003). Leisure behaviour of secondary general school pupils – computers instead of books? In: Fritz, Karsten; Sting, Stephan; Vollbrecht, Ralf (eds.): Media socialisation. Pedagogical perspectives on growing up in media worlds. Opladen 2003, pp. 141-156.
Mägdefrau, Jutta & Vollbrecht, Ralf (2003). Reading in the leisure time of secondary general school pupils. Media Perspektiven 4/2003, pp. 187-193.
Mägdefrau, Jutta & Heppekausen, Jutta (2002). Personality development as a component of teacher education. In: PH-FR, journal of the Freiburg University of Education, 2, 8-9.
Mägdefrau, Jutta & Vollbrecht, Ralf (2002). Media literacy as a school profile. Lernwelten 2/2002, pp. 92-96.
Mägdefrau, Jutta (2002). Value change and social inequality – pedagogical implications of a sociological debate. In: Mägdefrau, Jutta & Schumacher, Eva (eds.): Education and social inequality. Bad Heilbrunn, pp. 165-184.
Mägdefrau, Jutta (2001). Comments on the contribution by Andreas von Prondzcynsky "Educational science as the professional discipline for teachers?" In: Die Deutsche Schule 4/2001, pp. 425-428.
Mägdefrau, Jutta & Schumacher, Eva (2001). Between knowledge and ability? On the significance of educational science and pedagogical practice in teacher education. In: Die Deutsche Schule 4/2001, pp. 411-422.
Mägdefrau, Jutta (2000). Media literacy and subject didactics: concepts and approaches for their teaching. In: Die Deutsche Schule 1/2000, pp. 66-73.
Mägdefrau, Jutta & Vollbrecht, Ralf (1999). Media literacy as a goal of media education in schools. In: medien praktisch 1/1999, pp. 54-57.
Mägdefrau, Jutta (1998). Qualitative-quantitative-holistic: educational research under the claim of an object-related paradigm. In: Lechner, Jörg-Johannes & Mägdefrau, Jutta (eds.): Partial holism in social work. Oberried b. Freiburg, pp. 13-44.
Mägdefrau, Jutta & Vollbrecht, Ralf (1998). Media literacy as an educational task. In: Die Deutsche Schule 3/1998, pp. 266-277.
Mägdefrau, J. & Birnkammerer, H. (eds.) (2020). Tiered standards for the development of competences in initial teacher education. Special issue of Paradigma: Contributions from initial teacher education. University of Passau.
Mägdefrau, J.; Fuchs, H. (eds.) (2016). Initial teacher education: new challenges – new concepts. Thematic issue of Paradigma: Contributions from initial teacher education. University of Passau.
Mägdefrau, J. (ed.) (2014). Empirical research on schools and teaching. Thematic issue of Paradigma: Contributions from initial teacher education. University of Passau.
Mägdefrau, J. (ed.) (2014). Standards and indicators for the development of competences in initial teacher education. Available online at http://www.opus-bayern.de/uni-passau/volltexte/2014/2727/.
Mägdefrau, Jutta (ed.) (2010). Teaching and learning in schools: pedagogical theory illustrated by practical examples. Bad Heilbrunn.
Mägdefrau, Jutta (2006). Needs and pedagogy: a study conducted at secondary general schools. Postdoctoral thesis. Bad Heilbrunn.
Mägdefrau, Jutta; Schumacher, Eva (eds.) (2002). Education and social inequality. Bad Heilbrunn.
Mägdefrau, Jutta (2000). A diploma in education studies – what comes next? A graduate survey at the Freiburg University of Education. Doctoral thesis. Oberried b. Freiburg.
Mägdefrau, Jutta; Lechner, Jörg-Johannes (eds.) (1998). Partial holism in social work. Oberried b. Freiburg.
Mayrhofer, P.; Mägdefrau, J. & Löschenbrand, L. (2020) Distance learning: a guide for schools. University of Passau. https://www.skill.uni-passau.de/
