Publications

 

Attig, M. & Weinert. S. (2018). Soziale Disparitäten im Kontext von Mutter-Kind-Interaktionen und frühen Entwicklungsmaßen von Kindern. Frühe Bildung, 7(1), 22-31. https://doi.org/10.1026/2191-9186/a000356

Attig, M. & Weinert, S. (2019). Häusliche Lernumwelt und Spracherwerb in den ersten Lebensjahren. Sprache-Stimme-Gehör, 43(02), 86-92. https://doi.org/10.1055/a-0851-9049

Bayard, S., Malti T. & Buchmann M. (2014). Prosoziales Verhalten in Kindheit und Adoleszenz: Die Rolle von inner- und außerfamiliären Beziehungen. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 46(3),145-154. https://doi.org/10.1026/0049-8637/a000113

Bayard S., Staffelbach M., Fischer P. & Buchmann M. (2014). Upper-secondary educational trajectories and young men’s and women’s self-esteem development in Switzerland. In: Keller A., Samuel R., Bergman M., Semmer N. (eds), Psychological, Educational, and Sociological Perspectives on Success and Well-Being in Career Development (pp. 19-44). Springer: Dordrecht. https://doi.org/10.1007/978-94-017-8911-0_3

Bernholt, A., Hagenauer, G., Lohbeck, A., Gläser-Zikuda, M., Wolf, N., Moschner, Lüschen, I., B., Klaß, S. & Dunker, N. (2018). Bedingungsfaktoren der Studienzufriedenheit von Lehramtsstudierenden. Journal of Educational Review Online, 10 (1), 24–51.

Bernholt, A., Lindfors, M., & Winberg, M. (2019). Students’ Epistemic Beliefs in Sweden and Germany and Their Interrelations with Classroom Characteristics. Scandinavian Journal of Research in Education. https://doi.org/10.1080/00313831.2019.1651763

Böhn, S. & Deutscher, V. (2019). Betriebliche Ausbildungsbedingungen im dualen System: Eine qualitative Meta-Analyse zur Operationalisierung in Auszubildendenbefragungen. Zeitschrift für Pädagogische Psychologie, 33, 49-70. https://doi.org/10.1024/1010-0652/a000234

Bönke, T. & Neidhöfer, G. (2018). Parental Background Matters: Intergenerational Mobility and Assimilation of Italian Immigrants in Germany, German Economic Review, 19(1), 1-31. https://doi.org/10.1111/geer.12114

Borgna, C. (2016). Multiple paths to inequality. How institutional contexts shape the educational opportunities of second generation immigrants in Europe. European Societies, 18(2), 180–199.

Borgna, C. & Contini, D. (2014). Migrant achievement penalties in Western Europe. Do educational systems matter? European Sociological Review, 30(5), 670–683.

Borgna, C. & Struffolino, E. (2014). Early school leaving dynamics. The heterogeneity of gender effects, ISFOL Research Papers Series 20. ISSN: 2281-499X.

Borgna, C. (2017). Different systems, same inequalities: Post-compulsory education and young adults’ literacy in 18 OECD countries. Journal of European Social Policy, 27(4), 332-345. https://doi.org/10.1177/0958928717719197

Borgna, C. & Struffolino, E. (2017). Pushed or pulled? Girls and boys facing early school leaving risk in Italy. Social Science Research, 61, 298–313. https://doi.org/10.1016/j.ssresearch.2016.06.021

Carbonaro, W. & Workman, J. (2016). Intermediate peer contexts and educational outcomes: Do the friends of students’ friends matter? Social Science Research, 58, 184-197. https://doi.org/10.1016/j.ssresearch.2016.02.005

Chmielewski, K., Dumont, H. & Trautwein, U. (2013). Tracking effects depend on tracking type: An international comparison of academic self-concept. American Educational Research Journal, 50(5), 925-957. DOI: https://doi.org/10.3102/0002831213489843

Deutscher, V. & Winther, E. (2018). Instructional Sensitivity in Vocational Education. Learning and Instruction, 53(1), 21-33. https://doi.org/10.1016/j.learninstruc.2017.07.004

Downey, D. B., Workman, J. & von Hippel, P. (2017). Socioeconomic, Racial, and Gender Gaps in Children’s Social/Behavioral Skills: Do They Grow Faster in School or Out? Sociological Science, 6, 446-466. http://dx.doi.org/10.2139/ssrn.3044923

Dumont, H., Protsch, P., Jansen, M. & Becker, M. (2017). Fish Swimming into the Ocean: How Tracking Relates to Students’ Self-Beliefs and School Disengagement at the End of Schooling. Journal of Educational Psychology, 109(6), 855-870. https://doi.org/10.1037/edu0000175

Dumont, H., & Ready. (2019). Do Schools Reduce or Exacerbate Inequality? How the Associations between Student Achievement and Achievement Growth Influence Our Understanding of the Role of Schooling. American Educational Research Journal, 57(2), 728-774. https://doi.org/10.3102/0002831219868182

Edele, A., Jansen, M., Rjosk, C., Schachner,M., Schotte,K. & Radmann, S (n.d.). School track and ethnic class composition affect the mainstream identity of adolescents with immigrant background in Germany, but not their ethnic identity. International Journal of Psychology, Manuscript invited for resubmission (minor revision). https://doi.org/10.1002/ijop.12677

Edele, A., Kempert, S. & Schotte, K.(2018). Does competent bilingualism entail advantages for the third language learning of immigrant students? Learning and Instruction, 58, 232–244. https://doi.org/10.1016/j.learninstruc.2018.07.002

Edele, A. & Stanat, P. (2016). The role of first-language listening comprehension in second-language reading comprehension. Journal of Educational Psychology, 108(2), 84-110. https://doi.org/10.1037/edu0000060

Gambaro, L., Marcus, J. & Peter, F. (2018). School entry, afternoon care, and mothers’ labour supply. Empirical Economics, 57(3), 769-803. https://doi.org/10.1007/s00181-018-1462-3

Gibbs, B.G., Workman, J. & Downey, D.B. (2016). The (Conditional) Resource Dilution Model: State- and Community-Level Modifications. Demography, 53,723–748. https://doi.org/10.1007/s13524-016-0471-0

Gorges, J. (2015). Warum (nicht) an Weiterbildung teilnehmen? Ein erwartungs-wert-theoretischer Blick auf die Motivation erwachsener Lerner. Zeitschrift für Erziehungswissenschaft, 18(1) (Sonderheft 30), 9-28. https://doi.org/10.1007/s11618-014-0598-y

Gorges, J. & Göke, T. (2015). How do I know what I can do: Anticipating expectancy of success regarding novel academic tasks. British Journal of Educational Psychology, 85(1), 75-90. https://doi.org/10.1111/bjep.12064

Gorges, J, Maehler, D. B., Koch, T. & Offerhaus, J. (2016). Who’d like to learn new things: measuring adult motivation to learn with PIAAC data from 21 countries. Large-scale Assessments in Education, 4 (9). https://doi.org/10.1186/s40536-016-0024-4

Gorges, J., Koch, T., Maehler, D.B. & Offerhaus, J. (2017). Same but different? Measurement invariance of the PIAAC motivation-to-learn scale across key socio-demographic groups. Large-scale Assessments in Education, 5(13). https://doi.org/10.1186/s40536-017-0047-5

Hachfeld, A., Weigand, M., Wilke, F. & Anders, Y. (2018). Gesundheitsverhalten von Kleinkindern: Soziale Ungleichheit und die Bedeutung der elterlichen Selbstwirksamkeitserwartung. Prävention und Gesundheitsförderung, 13(1), 63-68. https://doi.org/10.1007/s11553-017-0595-0

Hachfeld, A., Anders, Y., Kuger, S. & Smidt, W. (2016). Triggering parental involvement for parents of different language backgrounds: the role of types of partnership activities and classroom characteristics. Early Child Development and Care, 186(1), 190-211. https://doi.org/10.1080/03004430.2015.1007370

Hachfeld, A., Hahn, A., Schroeder, S., Anders, Y., & Kunter, M. (2015). Should teachers be colorblind? How multicultural and colorblind beliefs differentially relate to aspects of teachers’ professional competence for teaching in diverse classrooms. Teaching and Teacher Education, 48, 44-55. https://doi.org/10.1016/j.tate.2015.02.001

Hachul, C., Attig, M., Lorenz, J. Weinert, S., Schneider, T. & Roßbach, H.-G. (2019). From Birth to Early Child Care: The Newborn Cohort Study of the National Educational Panel Study. In H-P. Blossfeld, H.-G. Roßbach (Eds.) (2nd edition, Volume 3, pp. 195-214). Education as a Lifelong Process. The German National Educational Panel Study (NEPS). Springer VS: Wiesbaden. https://doi.org/10.1007/978-3-658-23162-0_11

Heyder, A., Van Hek, M. & Van Houtte, M. (2020). When Gender Stereotypes Get Male Adolescents into Trouble: A Longitudinal Study on Gender Conformity Pressure as a Predictor of School Misconduct. Sex Roles. In press. https://doi.org/10.1007/s11199-020-01147-9

Heyder, A. & Brunner, M. (2018). Teachers’ aptitude beliefs as a predictor of helplessness in low-achieving students: Commonalities and differences between academic domains. Learning and Individual Differences, 62, 118-127. https://doi.org/10.1016/j.lindif.2018.01.015

Heyder, A. & Kessels, U. (2017). Boys don’t work? On the psychological benefits of showing low effort in high school. Sex Roles, 77, 72–85. https://doi.org/10.1007/s11199-016-0683-1

Heyder, A., Kessels, U. & Steinmayr, R. (2017). Explaining academic-track boys’ underachievement in language grades: Not a lack of aptitude but students’ motivational beliefs and parents’ perceptions? British Journal of Educational Psychology, 87, 205-223. https://doi.org/10.1111/bjep.12145

Heyder, A., Südkamp, A. & Steinmayr, R. (2020). How are teachers’ attitudes toward inclusion related to the social-emotional school experiences of students with and without special educational needs? Learning and Individual Differences, 77. Advance online publication. https://doi.org/10.1016/j.lindif.2019.101776

Heyder, A., Weidinger, A. F., Cimpian, A. & Steinmayr, R. (2020). Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students. Learning and Instruction. Advance online publication. https://doi.org/10.1016/j.learninstruc.2019.101220

Heyder, A., Van Hek, M. & Van Houtte, M. (2020). When Gender Stereotypes Get Male Adolescents into Trouble: A Longitudinal Study on Gender Conformity Pressure as a Predictor of School Misconduct. Sex Roles. In press. https://doi.org/10.1007/s11199-020-01147-9

Hoferichter, F. & Kulakow, S. (in press). Der Zusammenhang von Selbstkonzept und Grit: Grit fördern durch Lernunterstützung und Kompetenzerleben [The relationship between self-concept and grit: Supporting grit through teachers’ academic and competence support]. In G. Hagenauer & D. Raufelder (Ed.), Soziale Eingebundenheit: Sozialbeziehungen im Fokus von Schule und Lehrer*innenbildung. Münster: Waxmann.

Hoferichter, F., Hirvonen, R. & Kiuru, N. (accepted). The development of school well-being in secondary school: High academic buoyancy and supportive class- and school climate as buffers. Learning and Instruction. https://doi.org/10.1016/j.learninstruc.2020.101377

Hoferichter, F., Bakadorova, O., Raufelder D., & Francisco, M.B. (2019). A comparison of Russian and Philippine secondary school students on their sociomotivational relationships in school: A motivation typology. International Journal of School & Educational Psychology, 7(1), 89-101. https://doi.org/10.1080/21683603.2018.1446373

Hoferichter, F., Lätsch, A., Lazarides, R., & Raufelder, D. (2018). The big-fish-little-pond effect on the four facets of academic self-concept. Frontiers in Psychology, 9, 1247. https://doi.org/10.3389/fpsyg.2018.01247

Hoferichter, F., & Raufelder, D. (2019). Mothers and Fathers: Who matters for STEM performance? Gender-Ppecific Associations Between STEM erformance, Parental Pressure, and Support During Adolescence. Frontiers in Education, 4, 14. https://doi.org/10.3389/feduc.2019.00014

Huebener, M., Kuger, S. & Marcus, J. (2017). Increased instruction hours and the widening gap in student performance. Labour Economics, 47, 15-34. https://doi.org/10.1016/j.labeco.2017.04.007

Huebener, M. & Marcus, J. (2017). Compressing instruction time into fewer years of schooling and the impact on student performance. Economics of Education Review, 58, 1-14. https://doi.org/10.1016/j.econedurev.2017.03.003

Jansen, M.,Lüdtke, O., & Robitzsch, A. (2020). Disentangling different sources of stability and change in students’ academic self-concepts: An integrative data analysis using the STARTS model. Journal of Educational Psychology. Advanced online publication.  https://doi.org/10.1037/edu0000448

Jansen, M., Lüdtke, O., & Schroeders, U. (2016). Evidence for a positive relation between interest and achievement: Examining between-person and within-person variation in five domains. Contemporary Educational Psychology, 46, 116–127. https://doi.org/10.1016/j.cedpsych.2016.05.004

Jansen, M., Schroeders, U., Lüdtke, O., & Marsh, H.W. (2019). The dimensional structure of students’ self-concept and interest in science depends on course composition. Learning and Instruction, 60, 20-28. https://doi.org/10.1016/j.learninstruc.2018.11.001

Kleickmann, T., Tröbst, S. A., Heinze, A., Bernholt, A., Rink, R., & Kunter, M. (2017). Teacher knowledge experiment: Conditions of the development of pedagogical content knowledge. In D. Leutner, J. Fleischer, J. Grünkorn & E. Klieme (Eds.). Competence assessment in education: Research, models and instruments (pp.111-129). Heidelberg: Springer.

Kratz, F., & Netz, N. (2018). Which mechanisms explain monetary returns to international student mobility? Studies in Higher Education, 43(2), 375–400. https://doi.org/10.1080/03075079.2016.1172307

Kuger, S., Marcus, J. & Spiess, K. (2019). Day care quality and changes in the home learning environment of children. Education Economics, 27(3), 265-286. https://doi.org/10.1080/09645292.2019.1565401

Kulakow, S., Hoferichter, F., & Raufelder, D. (2020). Die Bedeutung von sozio-emotionaler Unterstützung und akademischer Lernunterstützung für epistemische Neugier [The meaning of socio-emotional and academic support from teachers for epistemic curiosity]. In C. Rubach, & R. Lazarides (Ed.), Emotionen in Schule und Unterricht (in press). Opladen: Budrich.

Kunter, M., Klusmann, U., Baumert, J., Richter, D., Voss, T., & Hachfeld, A. (2013). Professional competence of teachers: Effects on instructional quality and student development. Journal of Educational Psychology, 105(3), 805-820. https://doi.org/10.1037/a0032583

Linberg, T. (2017). Kind und Kontext: Häusliche Lernumwelt und soziale Ungleichheiten im vorschulischen Sprachstand. Springer Fachmedien: Wiesbaden. https://doi.org/10.1007/978-3-658-18087-4

Linberg, T., Struck, O., & Bäumer, T. (2018). Vorzug Ganztagsschule? Zusammenhänge mit der Kompetenzentwicklung im Bereich Lesen und Mathematik. Zeitschrift für Erziehungswissenschaft21(6), 1205–1227. https://doi.org/10.1007/s11618-018-0830-2

Linberg, T., & Wenz, S. E. (2017). Ausmaß und Verteilung sozio-ökonomischer und migrationsspezifischer Ungleichheiten im Sprachstand fünfjähriger Kindergartenkinder. Journal for Educational Research Online, 9(1), 77-98. 

Lörz, M., Netz, N., & Quast, H. (2016). Why do students from underprivileged families less often intend to study abroad? Higher Education, 72(2), 153–174. https://doi.org/10.1007/s10734-015-9943-1

Maehler, D. B., Martin, S. & Rammstedt, B. (2017). Coverage of the migrant population in large-scale assessment surveys: Experiences from PIAAC in Germany. Large-scale Assessments in Education, 5(9). https://doi.org/10.1186/s40536-017-0044-8

Maehler, D. B., Massing, N. & Rammstedt, B. (2014). Grundlegende Kompetenzen Erwachsener mit Migrationshintergrund im internationalen Vergleich: PIAAC 2012. Waxmann: Münster.

Maehler, D., Teltemann, J., Rauch, D., & Hachfeld, A. (2015). Die Operationalisierung des Migrationshintergrundes. In D. Maehler & H. U. Brinkmann (Eds.), Methoden in der Migrationsforschung: ein interdisziplinärer Forschungsleitfaden (peer-reviewed, pp.263-282). Wiesbaden: Springer VS. https://doi.org/10.1007/978-3-658-10394-1_9

Malti T., Bayard S. & Buchmann M. (2015). Mitgefühl, soziales Verstehen und prosoziales Verhalten als Komponenten sozialer Handlungsfähigkeit in der Kindheit. In T. Malti & S. Perren (Ed), Soziale Kompetenz bei Kindern und Jugendlichen. Entwicklungsprozesse und Förderungsmöglichkeiten (2nd edition, pp. 53-71). Stuttgart: Kohlhammer.

Marcus, J. & Zambre, V. (2019). The Effect of Increasing Education Efficiency on University Enrollment: Evidence from administrative data and an unusual schooling reform in Germany. Journal of Human Resources, 54(2), 468-502.

Neidhöfer, G. (2019). Intergenerational mobility and the rise and fall of inequality: Lessons from Latin America, Journal of Economic Inequality, 17, 499-520. https://doi.org/10.1007/s10888-019-09415-9

Neidhöfer, G. & Niño-Zarazúa, M. (2019), The Long(er)-Term Impacts of Chile Solidario on Human Capital and Labor Income, Population and Development Review, 45(51), 209-244. https://doi.org/10.1111/padr.12274

Neidhöfer, G., Serrano, J. & Gasparini, L. (2018). Educational inequality and intergenerational mobility in Latin America: A new database, Journal of Development Economics, 134, 329-349. https://doi.org/10.1016/j.jdeveco.2018.05.016

Neidhöfer, G. & Stockhausen, M. (2019). Dynastic Inequality Compared: Multigenerational Mobility in the United States, the United Kingdom, and Germany, The Review of Income and Wealth, 65(2), 383-414. https://doi.org/10.1111/roiw.12364

Netz, N., & Jaksztat, S. (2017). Explaining Scientists’ Plans for International Mobility from a Life Course Perspective. Research in Higher Education, 58(5), 497–519. https://doi.org/10.1007/s11162-016-9438-7

Ortega, L., Boda, Z., Thompson, I., & Daniels, H. (2020). Understanding the structure of school staff advice relations: An inferential social network perspective. International Journal of Educational Research, 99. https://doi.org/10.1016/j.ijer.2019.101517

Ortega, L., Malmberg, L. & Sammons, P. (2018). Teacher effects on Chilean Children’s Achievement Growth: A Cross-Classified Multiple Membership Accelerated Growth Curve Model. Educational Evaluation and Policy Analysis, 40(3), 473-501. https://doi.org/10.3102/0162373718781960

Ortega, L., Malmberg, L. & Sammons, P. (2018). School effects on Chilean children’s achievement growth in language and mathematics: An accelerated growth curve model. School Effectiveness and School Improvement, 29(2), 308-337. https://doi.org/10.1080/09243453.2018.1443945

Ortega, L., Thompson, I., & Daniels, H. (2019). School staff advice-seeking patterns regarding support for vulnerable students. Journal of Educational Administration, 58(2), 151-170. https://doi.org/10.1108/JEA-12-2018-0236

Ortega, L., Treviño, E. & Gelber, D. (2020). The inclusion of girls in Chilean math classrooms: Gender bias in teacher-student interaction networks. Journal for the Study of Education and Development. https://doi.org/10.1080/02103702.2020.1773064

Parey, M., Ruhose, J., Waldinger, F., & Netz, N. (2017). The selection of high-skilled emigrants. Review of Economics and Statistics, 99(5), 776–792. https://doi.org/10.1162/REST_a_00687

Perry, A., Maehler, D. B. & Rammstedt, B. (2017). Results, methodological aspects and advancements of the Programme for the International Assessment of Adult Competencies (PIAAC). Special Issue in Large-scale Assessments in Education, 6(14).

Peter, F.H. (2016). The effect of involuntary maternal job loss on children’s behaviour and non-cognitive skill. Labour Economics, 42, 43-63. https://doi.org/10.1016/j.labeco.2016.06.013

Peter, F.H., Schober, P. S. & Spiess, K.C. (2016). Early Birds in Day Care: The Social Gradient in Starting Day Care and Children’s Non-Cognitive Skills. CESifo Economic Studies, 62(4), 725–751. https://doi.org/10.1093/cesifo/ifv019

Peter, F.H. & Spiess, C. K. (2016). Family Instability and Locus of Control. The B. E. Journal of Economic Analysis & Policy, 16(3), 1439–1471. https://doi.org/10.1515/bejeap-2015-0175

Peter, F.H. & Zambre, V. (2017). Intended college enrollment and educational inequality: Do students lack information? Economics of Education Review, 60, 125-141. https://doi.org/10.1016/j.econedurev.2017.08.002

Praetorius, A.-K., Vieluf, S., Saß, S., Bernholt, A., & Klieme, E. (2016). The same in German as in English: Investigating the subject-specificity of teaching quality. Zeitschrift für Erziehungswissenschaft, 19(1), 191-209. https://doi.org/10.1007/s11618-015-0660-4

Rammstedt, B. & D. B. Maehler (2014). The implementation of PIAAC in Germany.  Special Issue in methods, data, analyses mda, 8 (2). https://doi.org/10.12758/mda.2014.005  

Sauerwein, M. N. (2019). Partizipation in der Ganztagsschule: vertiefende Analysen. Zeitschrift für Erziehungswissenschaft, 22(6), 435-459. https://doi.org/10.1007/s11618-018-0844-9

Schachner, M. K.,Schwarzenthal, M., Moffitt, U., Civitillo, S., & Juang, L. (accepted). Capturing a nuanced picture of classroom cultural diversity climate: Multilevel and multigroup analyses among secondary school students in Germany. Contemporary Educational Psychology.

Schachner, M. K., He, J., Heizmann, B., & van de Vijver, F. J. R. (2017). Acculturation orientations and school adjustment of immigrant youth in six European countries: Findings from PISA 2012. Frontiers in Psychology (Educational Psychology), 8, 649. https://doi.org/10.3389/fpsyg.2017.00649

Schachner, M. K., Juang, L., Moffitt, U., & van de Vijver, F. J. R. (2018). Schools as acculturative and developmental contexts for youth of immigrant and refugee background. European Psychologist, 23,44-56. https://doi.org/10.1027/1016-9040/a000312

Schachner, M. K., Noack, P., van de Vijver, F. J. R. & Eckstein, K. (2016). Cultural diversity climate and psychological adjustment at school: Equality and inclusion versus cultural pluralism. Child Development. 87(4), 1175-1191. https://doi.org/10.1111/cdev.12536

Schachner, M. K.,Schwarzenthal, M.,van de Vijver, A. J. R., & Noack, P. (2019). How all students can belong and achieve: Effects of the cultural diversity climate amongst students of immigrant and non-immigrant background in Germany. Journal of Educational Psychology, 111(4), 703-716. https://doi.org/10.1037/edu0000303

Schotte, K., Stanat, P. & Edele, A. (2018). Is integration always most adaptive? The role of cultural identity in academic achievement and in psychological adaptation of immigrant students in Germany. Journal of Youth and Adolescence, 47(1), 16-37. https://doi.org/10.1007/s10964-017-0737-x

Schotte, K., Winkler, O. & Edele, A.(2017). Die Schulzufriedenheit von Heranwachsenden mit türkischem und ohne Zuwanderungshintergrund: Welche Rolle spielt die Kluft zwischen idealistischen und realistischen Bildungsaspirationen? Empirische Pädagogik, 31(4), 432-459.

Schotte, K., Winkler, O. & Edele, A. (2018). Zwischen Wunsch und Wirklichkeit. Schulzufriedenheit – Bildungsaspirationen – Migrationshintergrund. Schulmanagement, 1, 12-16.

Stäbler, F., Dumont, H., Becker, M. & Baumert, J. (2017). What about the fish’s achievement in a little pond? A simultaneous analysis of class-average achievement effects on achievement and academic self-concept. Journal of Educational Psychology, 109(2), 191-207. https://doi.org/10.1037/edu0000135

Struffolino, E. & Borgna, C. (2015, February 16). L’abbandono scolastico in Italia: genere, risorse familiari e mercato del lavoro. Menabò di Etica e Economia, 16.

Trautwein, U., Dumont, H. & Dicke, A.-L. (2015). Schooling: Impact on Cognitive and Motivational Development. In J. D. Wright (Ed.), The International Encyclopedia of Social and Behavioral Sciences (2nd edition, Volume 21, pp. 119–124). Elsevier: Oxford.

Tröbst, S., Kleickmann, T., Heinze, A., Bernholt, A., Rink, R., & Kunter, M. (2018). Teacher knowledge experiment: Testing mechanisms underlying the formation of pre-service elementary school teachers’ pedagogical content knowledge concerning fractions and fractional arithmetic. Journal of Educational Psychology, 110(8), 1049–1065. https://doi.org/10.1037/edu0000260

van Hek, M. Buchmann, C., & Kraaykamp, G. (2019). ­Educational systems and gender differences in reading: A comparative multilevel analysis. European Sociological Review, 35(2), 169-186. https://doi.org/10.1093/esr/jcy054

Van Hek, M., Kraaykamp, G., & Wolbers, M.H.J. (2016). Comparing the gender gap in educational attainment: the impact of emancipatory contexts in 33 cohorts across 33 countries. Educational Research and Evaluation, 22(5-6), 260-282. https://doi.org/10.1080/13803611.2016.1256222

van Hek, M., Kraaykamp, G., & Pelzer, B. (2018). Do schools affect girls’ and boys’ reading performance differently? A multilevel study on the gendered effects of school resources and school practices. School Effectiveness and School Improvement, 29(1), 1-21. https://doi.org/10.1080/09243453.2017.1382540

Vieluf, S. & Sauerwein, M. N. (2018). Does a lack of teachers’ recognition of students with migration background contribute to achievement gaps? European Educational Research Journal. https:/doi.org/10.1177/1474904118810939

von Hippel, P.T., Workman, J. & Downey, D.B. (2018). Inequality in Reading and Math Comes Mainly from Early Childhood: A Replication, and Partial Correction, of “Are Schools the Great Equalizer?” Sociology of Education. 91(4), 323-357. https://doi.org/10.1177%2F0038040718801760

Weinert, S., Attig, M. & Roßbach, H.-G. (2017). The emergence of social disparities: Evidence on early mother–child interaction and infant development from the German National Educational Panel Study (NEPS). In H.-P. Blossfeld, N. Kulic, J. Skopek & M. Triventi (Eds.), Childcare, Early Education, and Social Inequality: An International Perspective (pp. 89-108). Edward Elgar Publishing: Cheltenham, UK & MA, USA. https://doi.org/10.4337/9781786432094.00014

Winkler, O. (2019). Vertikale Differenzierung und geografische Studierendenmobilität. In W. Helsper, H.H. Krüger & J. Lüdemann (Ed.): Neue Stratifizierungen im Bildungssystem? Ergebnisse der DFG- Forschergruppe „Mechanismen der Elitebildung im deutschen Bildungssystem“. Beiheft der Zeitschrift für Pädagogik. (S. 232-252)

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