Outputs

CIDER fellows produce a wide range of different outputs. Besides scientific publications, CIDER fellows transfer scientific knowledge through public science, organize interdisciplinary workshops for professional development, and release guidelines for orientation.

Find selected scientific and public science outputs as well as interdisciplinary workshops held by CIDER fellows and guidelines for interdisciplinary research below.

Civitillo, S., Juang, L. P., & Schachner, M. K. (2021). Stressing similarities or ignoring differences? Shedding light into different forms of color-evasive ideology with pre-and in-service teachers. Zeitschrift Für Erziehungswissenschaft, 24(1), 135-153.

Daumiller, M., Janke, S., Hein, J., Rinas, R., Dickhäuser, O., & Dresel, M. (2021). Do teachers’ achievement goals and self-efficacy beliefs matter for students’ learning experiences? Evidence from two studies on perceived teaching quality and emotional experiences. Learning and Instruction, 76, 101458. https://doi.org/10.1016/j.learninstruc.2021.101458

Deutscher, V. (2021). Berufliches Prüfungs­wesen: Kritik und mögliche Entwicklungs­perspektiven. BLV-Magazin, 30-32.

Fleckenstein, J., Maehler, D. B., Pötzschke, S., Ramos, H., & Pritchard, P. (2021). Language as a predictor and an outcome of acculturation: A review of research on refugee children and youth. In A. Wilmers & S. Jornitz, International perspectives on school settings, education policy and digital strategies (110-119). Opladen: Budrich. doi: http://dx.doi.org/10.3224/84742299

Gambaro, L., Neidhöfer, G., & Spiess, C. K. (2021).The effect of early childhood education and care services on the integration of refugee families. Labour Economics, 72, 102053.

Gorges, J., & Weidner, E. M. (2021). Motivation Toward Unknown Learning Content: Testing the Predictive Validity of School-based Motivation. Journal of Experimental Education. DOI: 10.1080/00220973.2021.1897775

Gruijters, R.J. (2021). Trends in Educational Stratification during China’s Great Transformation. Oxford Review of Education.

Heppt, B., Volodina, A., Eglinsky, J., Stanat, P., & Weinert, S. (2021). Faktorielle und kriteriale Validität von BiSpra 2-4: Validierung eines Testinstruments zur Erfassung bildungssprachlicher Kompetenzen bei Grundschulkindern. Diagnostica, 67, 24-35. https://doi.org/10.1026/0012-1924/a000259

Hermes, H., Lergetporer, P., Peter, F., & Wiederhold, S. (2021). Behavioral Barriers and the Socioeconomic Gap in Child Care Enrollment. CESifo Working Paper 9282. CESifo München.

Heyder, A., Weidinger, A. F., & Steinmayr, R. (2021). Only a burden for females in math? Gender and domain differences in the relation between adolescents’ fixed mindsets and motivation. Journal of Youth and Adolescence, 50, 177-188. https://doi.org/10.1007/s10964-020-01345-4

Holtmann, A. C., Menze, L., & Solga, H. (2021). Intergenerational transmission of educational attainment: How important are children’s personality characteristics? American Behavioral Scientist, 65(11), 1531-1554. https://dx.doi.org/10.1177/0002764221996779

Hübner, N., Trautwein, U., & Nagengast, B. (2021). Should I stay or should I go? Predictors and effects of studying abroad during high school. Learning and Instruction, 71, 101398. https://doi.org/10.1016/j.learninstruc.2020.101398

Huebener, M., Waights, S., Spiess, C.K. et al. (2021). Parental well-being in times of Covid-19 in Germany. Rev Econ Household 19, 91-122. https://doi.org/10.1007/s11150-020-09529-4

Jansen, M., Becker, M., & Neumann, M. (2021). Dimensional comparison effects on (gendered) educational choices. Journal of Educational Psychology, 113, 330-350. https://doi.org/10.1037/edu0000524

Linberg, A. & Maly-Motta, H. (2021). Bildungsort Familie: Bildungsförderliche Aktivitäten in der Familie. In: S. Kuger, S. Walper & T. Rauschenbach (Hrsg.), Aufwachsen in Deutschland 2019. Alltagswelten von Kindern, Jugendlichen und Familien (S. 45-51). Bielefeld: wbv Media. doi: 10.3278/6004821w

Maehler, D. B., Pötzschke, S., Ramos, H., Pritchard, P., & Fleckenstein, J. (2021). Studies on the Acculturation of Young Refugees in the Educational Domain: A Scoping Review of Research and Methods. Adolescent Research Review, 6(1), 15-31. doi: http://dx.doi.org/10.1007/s40894-019-00129-7

Menze, L., Sandner, M., Anger, S., Pollak, R., & Solga, H. (2021). Jugendliche aus Förderschulen mit Schwerpunkt “Lernen”: Schwieriger Übergang in Ausbildung und Arbeitsmarkt. IAB-Kurzbericht, 22. Nürnberg: Institut für Arbeitsmarkt und Berufsforschung. http://doku.iab.de/kurzber/2021/kb2021-22.pdf

Neidhöfer, G., Lustig, N., & Tommasi, M. (2021). Intergenerational transmission of lockdown consequences: prognosis of the longer-run persistence of COVID-19 in Latin America. The Journal of Economic Inequality 19 (3), 571-598.

Netz, N., & Cordua, F. (2021). Does studying abroad influence graduates’ wages? A literature review. Journal of International Students, 11(4), 768-789. https://doi.org/10.32674/jis.v11i4.4008

Nusser, L. (2021). Learning at home during COVID-19 school closures – How do students with and without special educational needs manage? European Journal of Special Needs Education, 36(1), 51-64. http://dx.doi.org/10.1080/08856257.2021.1872845

Passaretta, G., & Skopek, J. (2021). Does Schooling Decrease Socioeconomic Inequality in Early Achievement? A Differential Exposure Approach. American Sociological Review, 00031224211049188.

Peter, F., Spiess, C. K., & Zambre, V. (2021). Informing Students about College: Increasing Enrollment Using a Behavioral Intervention? Journal of Economic Behavior & Organization, 190, 524-549.

Praetorius, A.-K., & Gräsel, C. (2021). Noch immer auf der Suche nach dem heiligen Gral: Wie generisch oder fachspezifisch sind Dimensionen der Unterrichtsqualität? Unterrichtswissenschaft, 49(2), 167-188. https://doi.org/10.1007/s42010-021-00119-6

Quis, J. S., Bela, A., & Heineck, G. (2021). Preschoolers’ self-regulation and early mathematical skill differentials. Education Economics, 29(2), 173-193. DOI: 10.1080/09645292.2020.1866498

Saß, S., Schütte, K., Kampa, N., & Köller, O. (2021). Continuous time models support the reciprocal relations between academic achievement and fluid intelligence over the course of a school year. Intelligence, 87, 101560. https://doi.org/10.1016/j.intell.2021.101560

Sauerwein, M., & Vieluf, S. (2021). Der Capability Approach als theoretisch-normative Grundlage für das Monitoring von Bildungsgerechtigkeit. DDS – Die Deutsche Schule, 1, 101-117. doi:10.31244/dds.2021.01.09

Schachner, M. K., Schwarzenthal, M., Moffitt, U., Civitillo, S., & Juang, L. (2021). Capturing a nuanced picture of classroom cultural diversity climate: multigroup and multilevel analyses among secondary school students in Germany. Contemporary Educational Psychology, 65, 101971.

Scharf, J. (2021). Bildungswerte und Schulentfremdung. Schulische Kontexteffekte in Luxemburg und im Schweizer Kanton Bern. Weinheim: Beltz Juventa.

Schmidt, F. T. C., Sudzina, F., & Botek, M. (2021). Psychometric assessment of the short grit scale among Czech young adults. Journal of Psychoeducational Assessment, 39(4), 508-513. https://doi.org/10.1177/0734282920974817

Schwabe, U., & Braun, E. (2021). FROM CERTIFICATES TO PERFORMANCE: A PARADIGM SHIFT AND ITS CONSEQUENCES FOR HIGHER EDUCATION RESEARCH. Journal of Supranational Policies of Education (JoSPoE), 13(3), 104-124.

Steinmann, I., Strietholt, R., & Braeken, J. (2021). A Constrained Factor Mixture Analysis Model for Consistent and Inconsistent Respondents to Mixed-Worded Scales. Psychological Methods. https://doi.org/10.1037/met0000392

Veerman, G.-J., & Platt, L. (2021) School composition and multiple ethnic identities of migrant-origin adolescents in the Netherlands. Ethnic and Racial Studies, 44(16), 106-125. DOI: 10.1080/01419870.2021.1887503

Winkler, Oliver (2021): Flucht, Bildung und Integration. Zum Stand der Bildungsintegration von geflüchteten Kindern und Jugendlichen in Deutschland. In: U. Berlit, M. Hoppe, & W. Kluth (Hrsg.): Jahrbuch des Migrationsrechts für die Bundesrepublik Deutschland (JBMigR), (S. 397-420). Nomos

Workman, J. (2021). Income inequality and student achievement: trends among US States (1992-2019). Educational Review, 1-23.

Di Stasio, V., & Lancee, B. (2020). Waarom discrimineren werkgevers, waar en tegen wie? Bevindingen uit het GEMM-project. Mens en Maatschappij, 95(4), 391.

Hachfeld, A. & Lazarides, R. (2020). Teacher self-reported individualization and student-perceived teaching quality: The role of classroom hetereogeneity. European Journal of Psychology of Education. doi: 10.1007/s10212-020-00501-5

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., 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., 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

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

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.

Meyer, J., Jansen, T., Fleckenstein, J., Keller, J., & Köller, O. (2020). Machine Learning im Bildungskontext: Evidenz für die Genauigkeit der automatisierten Beurteilung von Essays im Fach Englisch. Zeitschrift für Pädagogische Psychologie, 0, 1-12 https://doi.org/10.1024/1010-0652/a000296

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., 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

Tiffin-Richards, S. P., & Schroeder, S. (2020). Context facilitation in text reading: A study of children’s eye movements. Journal of Experimental Psychology: Learning, Memory, and Cognition. Advance online publication.

Winkler, O. (2020). Mehr Chancengleichheit durch mehr Durchlässigkeit? In S. Thiersch, M. Silkenbreumer & J. Labede (Ed.) Individualisierte Übergänge. Aufstiege, Abstiege, Umstiege und Ausstiege im Bildungssystem (pp. 35-39). Springer VS Verlag für Sozialwissenschaften: Wiesbaden. https://doi.org/10.1007/978-3-658-23167-5

Workman, J. & Heyder, A. (2020). Gender achievement gaps: the role of social costs to trying hard in high school. Social Psychology of Education, 23, 1407-1427. https://doi.org/10.1007/s11218-020-09588-6

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

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

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

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

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., & 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

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

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

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. & 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

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

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.,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

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

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)

Winkler, O. (2019). Occupational classes of immigrants and their descendants in East Germany. In Y. Anson, W. Bartl & A. Kulczycki (Ed.), International approaches to the study of population (pp. 73-105). Springer: Cham Heidelberg New York Dordrecht London. https://doi.org/10.1007/978-3-319-94869-0_4

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

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.

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

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

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

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

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

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

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

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

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

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

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

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

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. (2018). Zwischen Wunsch und Wirklichkeit. Schulzufriedenheit – Bildungsaspirationen – Migrationshintergrund. Schulmanagement, 1, 12-16.

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., 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

Winkler, O. (2018). Räumliche Distanz und soziale Ungleichheit bei der Hochschulwahl in Frankreich. Zeitschrift für Pädagogik 64(4), 486-510.

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

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

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

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

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

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.

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., & 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. 

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

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

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

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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

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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

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

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

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

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

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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.

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

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.

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

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  

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

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

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

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

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.

Attig, M., Wolter, I. & Nusser, L. (2020). Zufriedenheit in unruhigen Zeiten: Welche Rolle die Kommunikation zwischen Eltern und Schulen während der Schulschließungen gespielt hat. NEPS Corona & Bildung Bericht, 4. Bamberg: Leibniz-Institut für Bildungsverläufe. Verfügbar unter: https://www.lifbi.de/Portals/13/Corona/NEPS_Corona-und-Bildung_Bericht_4-Schulkommunikation.pdf

Borgna, C. (2021). Stranieri sui banchi. Rivista Il Mulino, 169-178. https://www.rivistailmulino.it/a/stranieri-sui-banchi

Dahmann, S. C. & Salamanca, N. (2021). Targeting support to break the cycle of disadvantage. Pursuit. https://pursuit.unimelb.edu.au/articles/targeting-support-to-break-the-cycle-of-disadvantage

Daniel, A. & Scharf, J. (2021). Damit aus Unsicherheit nicht Ungleichheit wird. Blog von Jan-Martin Wiarda. https://www.jmwiarda.de/2021/07/06/damit-aus-unsicherheit-nicht-ungleichheit-wird/

Daumiller, M., & Rinas, R.(2021). Teaching during COVID-19: The role off faculty motivations. How can we support faculty well-being and online teaching throughout covid-19? Psychology Today. https://www.psychologytoday.com/intl/blog/motivation-in-education/202104/teaching-during-covid-19-the-role-faculty-motivations

Deutscher, V. (2021). Wir holen das Büro in den kaufmännischen Unterricht. Ascot. https://www.ascot-vet.net/ascot/de/ascot-projekte/psa-sim/interview-wir-holen-das-buero–den-kaufmaennischen-unterricht/interview-wir-holen-das-buero–den-kaufmaennischen-unterricht_node.html

di Stasio, V., Calmes, B., Van Liempt, I. (2021). Pronounced, pervasive and persistent: Discrimination of ethnic minorities in European labour markets, [Webinar]. Utrecht University. https://youtu.be/bOceIDPvs0w

Dumont, H. et al. (2021). Lehren aus der Pandemie: Gleiche Chancen für alle Kinder und Jugendlichen sichern. Friedrich-Ebert-Stiftung. https://www.fes.de/themenportal-bildung-arbeit-digitalisierung/bildung/lehren-aus-der-pandemie

Ebner, C. (2020). Digitalisierung und Gesellschaft. Haus der Wissenschaft Braunschweig.

Gruijters, R. (n.d.). School Segregation in Post-Apartheid South Africa. HSRC Seminar.

Hermes, H., Lergetporer, P., Peter, F., & Wiederhold, S. (2021). Unterstützungsmaßnahmen erhöhen Kita-Inanspruchnahme von Kindern aus bildungsferneren Familien. Ökonomenstimme. https://www.ifo.de/node/65025

Huebener, M. & Spieß, C. K. (2021). Ein Digitalpakt für Kitas ist überfällig. DIW Politikberatung Kompakt.

Maehler, D. B. (2021). Unsere umfangreiche Bibliografie zeigt, was man alles mit den PIAAC-Daten erforschen kann. Bildungsserver Blog. https://blog.bildungsserver.de/category/fuer-die-forschung/forschungsdatenzentren/

Meyer, J. & Jansen (2021). Schule in der Pandemie: Befunde für Schleswig-Holstein [School during the Pandemic: Findings for Schleswig-Holstein]. Digital SH Summer University.

Netz, N. (2021). Fördert Auslandsmobilität die wissenschaftliche Karriere? DAAD. https://www2.daad.de/der-daad/daad-aktuell/de/80009-foerdert-auslandsmobilitaet-die-wissenschaftliche-karriere/

Nusser, L. & Wolter, I. (2021). Lernen während der Schulschließungen – Ergebnisse des Nationalen Bildungspanels. Wahlkreisveranstaltung der Bundestagsabgeordneten Lisa Badum zum Thema “Schule in Zeiten von Corona – Homeschooling, Homeoffice und Familienalltag“.

Pozniak, H. (featuring Valentina di Stasio), (2020). There are more black female entrepreneurs than ever – so why do they struggle to get funding? The Guardian. 29 October 2020. https://www.theguardian.com/careers/2020/oct/29/there-are-more-black-female-entrepreneurs-than-ever-so-why-do-they-struggle-to-get-funding

Schmidt, F. T. C., (2021). Beharrlichkeit und beständiges Interesse: Die Bedeutung von Grit für Bildungserfolg. Report Psychologie, 46(4), 12-15.

Schwabe, U., & Jungbauer-Gans, M. (2021). Forschung zum wissenschaftlichen Nachwuchs in Deutschland. Ein Überblick. Personal in Hochschule und Wissenschaft entwickeln. Rubrik ‘Forschung nutzen’ 2021. Berlin: DUZ Verlag.

Schwarzenthal, M., Vietze, J., Aral, T., Pevec, S., Demir, Z., & Alhanachi, S. (n.d.). (Re)searching Diversity [Podcast]. www.researchingdiversity.com

Steinman, I. (2021). Man sollte sich einfach bewerben. TU Dortmund. https://www.tu-dortmund.de/nachrichtendetail/detail/man-sollte-sich-einfach-bewerben-7395/

Van Hek, M. (2021). Op vmbo doen jongens aan techniek en meisjes creatief, op havo-vwo kiezen scholieren minder volgens gender. Volkskrant. https://www.volkskrant.nl/nieuws-achtergrond/op-vmbo-doen-jongens-aan-techniek-en-meisjes-creatief-op-havo-vwo-kiezen-scholieren-minder-volgens-gender~b2377b0b/?referrer=https%3A%2F%2Fduckduckgo.com%2F

Veerman, G. J. M. (2021). Meer dan één identiteit. Didactief, 51(6), 27.

Winkler, O. (2021, April 14). Bildungschancen für Geflüchtete: BMBF fördert Nachwuchsforschungsgruppe an der Universität Halle. Pressemitteilungen Uni Halle. https://pressemitteilungen.pr.uni-halle.de/index.php?modus=pmanzeige&pm_id=5217

Anders, F. & Heyder, A. (2020, February 25). Jedes Kind kann Mathe lernen! Zeitungsartikel. https://deutsches-schulportal.de/unterricht/selbstkonzept-jedes-kind-kann-mathe-lernen/. Zugriff 14.08.2020

Neidhöfer, G. (2020, January 29). Educational inequality and social mobility in Latin America: A cross-cohort analysis shows encouraging trends. BLOG-Eintrag. BOLD. https://bold.expert/educational-inequality-and-social-mobility-in-latin-america/. Zugriff 14.08.2020

Attig, M. (2019, May 27). A fair start in life begins even before children enter school: How socioeconomic background affects a child’s development. BLOG-Eintrag. BOLD. https://bold.expert/a-fair-start-in-life-begins-even-before-children-enter-school/. Zugriff 14.08.2020

Dumont, H. (2019, March 23). Learning Science Adaptive Teachers. Video. Global Education & Skills Forum. https://www.youtube.com/watch?v=MTa-Wys6ZMQ. Zugriff 14.08.2020

Edele, A. (2019, November). Die schulische Integration von Neuzugewanderten mit Fluchtbiografie. Vortrag. Universität Potsdam. Ringvorlesung des Zentrums für Lehrerbildung und Bildungsforschung (ZELB). Universität Potsdam.

Gambaro, L., Linberg, T., & Peter, F. (2019). Sprachkompetenz von Kindern: Unterschied nach Bildung der Eltern im unteren Leistungsbereich besonders groß. DIW Wochenbericht86(16/17), 285–292. https://doi.org/10.18723/diw_wb:2019-16-3

Gambaro, L.., Neidhöfer, G. & Spieß, C.K. (2019). Kita-Besuch von Kindern aus nach Deutschland geflüchteten Familien verbessert Integration ihrer Mütter, DIW Wochenbericht 44 / 2019, S. 805-812. https://www.diw.de/de/diw_01.c.694645.de/publikationen/wochenberichte/2019_44_1/kita-besuch_von_kindern_aus_nach_deutschland_gefluechteten_familien_verbessert_integration_ihrer_muetter.html

Gerick, J. & Marcus, J. (2019, August 10). Fragen des Lebens: Was macht eine gute Schule aus? BLOG-Eintrag. https://www.abendblatt.de/hamburg/article226737343/Fragen-des-Lebens-Was-macht-eine-gute-Schule-aus.html. Zugriff 14.08.2020

Heyder, A. (2019, September 9). How teachers’ beliefs matter for students’ motivation in math: A focus on innate ability may reduce low-achieving students’ intrinsic motivation. BLOG-Eintrag. BOLD https://bold.expert/how-teachers-beliefs-matter-for-students-motivation-in-math/. Zugriff 14.08.2020

Kauper, T., Bernholt, A., Köller, O. & Möller, J. (2019, October 7). PaLea; eine Panel-Studie zur Entwicklung professioneller Kompetenzen angehender Lehrkräfte. BLOG-Eintrag. Newsletter der Qualitätsoffensive Lehrerbildung. BMBF.https://www.qualitaetsoffensive-lehrerbildung.de/de/palea—eine-panel-studie-zur-entwicklung-professioneller-kompetenzen-angehender-2204.html. Zugiff 14.08.2020

Manten, D. (2019). Der Chancen-Ökonom. Guido Neidhöfer, ein junger Wissenschaftler mit internationaler Erfahrung, hat sein Thema gefunden: die Chancengleichheit. Mitbestimmung. Das Magazin der Hans-Böckler-Stiftung, 4, 52-53. https://www.boeckler.de/pdf/p_mb_4_2019.pdf. Zugriff 14.08.2020

Marcus, J. ( 2019, October 21). #JHR_Threads episode 6: Interview with Jan Marcus. https://www.youtube.com/watch?v=0r2vxE0Pt7w&feature=youtu.be. Zugriff 14.08.2020

Ortega, L. (2019, December 26). Estudio asegura que docentes interactúan menos con niñas en clases de matemáticas. Video. 24 HORAS. https://www.24horas.cl/programas/entrevistas/estudio-asegura-que-docentes-interactuan-menos-con-ninas-en-clases-de-matematicas-3815610?fbclid=IwAR0qswqjw4tYPkW7YtRbzk5rUTQUuUWnlEZdvnzssz84EbR0GFof1iQd31U. Zugriff 14.08.2020

Sauerwein, M. (2019, August 26). Can educators and researchers work together to promote school development? Yes – but the scientific community and practitioners must be able to communicate effectively. BLOG-Eintrag. https://bold.expert/can-educators-and-researchers-work-together-to-promote-school-development/. Zugriff 14.08.2020

Sauerwein, M. & Dohrmann, J. (2019). Entwicklung von Selbstwert und Selbstwirksamkeit durch den Besuch von Ganztagsangeboten. Vortrag Bildungspolitisches Forum. Bildung braucht mehr als einen klugen Kopf, Berlin.

Schachner, M. K. (2019, April 15). I learned to see my students with different eyes: On the value of engaging with students’ diverse cultural backgrounds.  BLOG-Eintrag. Blog on Learning and Development der Jacobs-Stiftung. https://bold.expert/i-learned-to-see-my-students-with-different-eyes/. Zugriff 14.08.2020

Veerman, G.-J. (2019). Sociale cohesie in de klas. Broschüre. https://gelijkekansenvooreendiversejeugd.nl/wp-content/uploads/2019/10/sociale_cohesie_in_de_klas.pdf. Zugriff 14.08.2020

Winkler, O. (2019, March 1). Can greater openness of the school system lead to equal opportunity? BLOG-Eintrag. BOLD. https://bold.expert/can-greater-openness-of-the-school-system-lead-to-equal-opportunity/. Zugriff 14.08.2020

Edele, A. (2018, May 14). Adolescent immigrants in Germany: A dual identity increases the likelyhood that young immigrants will become happy, self-confident citizens of their new country. BLOG-Eintrag. BOLD. https://bold.expert/adolescent-immigrants-in-germany/. Zugriff 14.08.2020

Heyder, A. (May 9, 2018). Intellectual giftedness: The case for relying on evidence rather than misconceptions. BLOG-Eintrag. BOLD. https://bold.expert/intellectual-giftedness/. Zugriff 14.08.2020

Huebener, M., Kuger, S. & Marcus, J. (2018). G8-Schulreform verbessert PISA-Testergebnisse: insbesondere leistungsstarke SchülerInnen profitieren. DIW Wochenbericht, 85(13+14), 266-275. https://www.diw.de/documents/publikationen/73/diw_01.c.581447.de/18-13-1.pdf. Zugriff 14.08.2020

Kauper, T. & Bernholt., A. (2018).Die Lehrkraft als Vorbild zur Rolle der eigenen Schulerfahrungen bei der Wahl eines Lehramtsstudiums. IPN Journal, 3(1), 39-43. http://www.ipn.uni-kiel.de/de/publikationen/ipn-journal/ipn-journal-no-3. Zugriff 14.08.2020

Neidhöfer, G. (2018). Educational inequality and intergenerational mobility in Latin America. http://mobilitylatam.website. Webseite. Zugriff 14.08.2020

Netz, N. (2018). Auslandsaufenthalte und Karriere. Wer macht einen studienbezogenen Auslandsaufenthalt und welche Auswirkungen hat dies auf den Berufsweg? oead.news, 106, 22–23. https://www.dzhw.eu/pdf/pub_art/22/oead_news_106_netz_2018_auslandsaufenthalte-und-karriere.pdf

Parey, M., Ruhose, J., Waldinger, F., & Netz, N. (2018). Wer bleibt, wer geht – und warum? Abwanderung von Universitätsabsolvent*innen aus Deutschland. DZHW BRIEF, 04. https://www.dzhw.eu/pdf/pub_brief/dzhw_brief_04_2018.pdf. Zugriff 14.08.2020

Parey, M., Ruhose, J., Waldinger, F., & Netz, N. (2018, May 4). Skilled migrants have higher earning potential in countries with more inequalit.  BLOG-Eintrag. https://blogs.lse.ac.uk/businessreview/2018/05/04/skilled-migrants-have-higher-earning-potential-in-countries-with-more-inequality/. Zugriff 14.08.2020

Rammstedt, B. & Maehler, D. B. (2018, February 12-13). Coverage of the migrant population in large-scale assessment surveys: Experiences from PIAAC in Germany. Vortrag. OECD Strength through Diversity. Third Policy Forum on Learning from Data. http://www.oecd.org/education/school/strength-through-diversity-3rd-policy-forum-12-13-february-2018.htm . Zugriff 14.08.2020

Sauerwein, M. (2018, June 15). Vollzeitjob Schüler. Zeitungsartikel. Frankfurter Allgemeine WOCHE, 25.

Schachner, M. K.,& Juang, L. (2018, December 11). CDME2018 Cultural Diversity, Migration, and Education Conference in Potsdam August 23 – 25, 2018. Video. https://mediaup.uni-potsdam.de/Play/9625. Zugriff 14.08.2020

Bieg, M., Götz, T. & Hachtfeld, A. (n.d.). Wir müssten uns viel mehr in die öffentliche Debatte einmischen. Interview. https://www.uni-konstanz.de/universitaet/im-gespraech/im-gespraech/madeleine-bieg-thomas-goetz-axinja-hachfeld/. Zugriff 14.08.2020

Borgna, C. & Struffolino, E. (2017, March). Schule und das Push’n Pull: Vorzeitiger Schulabgang unter Mädchen und Jungen in Italien. WZB Mitteilungen 155 41–44. https://bibliothek.wzb.eu/artikel/2017/f-20473.pdf. Zugriff 14.08.2020

Finger, C. & Winkler, O. (2017). Interdisziplinärer Blick auf Ungleichheiten in der Hochschule. WZB Mitteilungen, 158, 36. https://bibliothek.wzb.eu/artikel/2017/f-21081.pdf

Güntzer, A. & Schachner, M. (2017). How schools should approach cultural diversity. Video. Blog on Learning and Development der Jacobs-Stiftung. https://bold.expert/how-schools-should-approach-cultural-diversity/. Zugriff 14.08.2020

Hachfeld, A.(2017). Auf die Lehrkraft kommt es an – und auf ihre Ausbildung. VBE Magazin: Zeitschrift des Verbandes Bildung und Erziehung – Landesverband Baden-Württemberg, 3. https://www.vbe-bw.de/wp-content/uploads/2017/08/VBE-Magazin-7-8_2017.pdf. Zugriff 14.08.2020

Hachfeld, A. (2017, February 16). Ingenieur? Ingenieurin! Kluge Pädagogik kann Mädchen sehr wohl für Naturwissenschaften und Mathe begeistern. Eine Replik auf Mathias Binswanger. Zeit Online. https://www.zeit.de/2017/08/naturwissenschaften-maedchen-jungs-mathe-replik. Zugriff 14.08.2020

Maehler, D. B. (2017, November 2017). Adult skills in a rapidly changing society. BLOG-Eintrag. SpringerOpen blog. http://blogs.springeropen.com/springeropen/2017/11/21/adult-skills-in-a-rapidly-changing-society/ . Zugriff 14.08.2020

Veerman, G.-J.: Geus, E. (2017, June 9). Meer wanorde in diverse vo klas. https://didactiefonline.nl/artikel/meer-wanorde-in-diverse-vo-klas. Zugriff 03.03.2022

Bayard, S. & Schalit, T. (2016). Bildungsverläufe während der obligatorischen Schulzeit im Kanton Zürich: Verzögerungen, Beschleunigungen und Wechsel vom Kindergarten bis zum Abschluss der Sekundarstufe I. Broschüre. Bildungsdirektion Kanton Zürich Bildungsplanung (Ed.). Bildungsdirektion Kanton Zürich: Zürich.

Bernholt, A. & Zimmermann, F. (2016). Ab ins Referendariat! PaLea, das Panel zum Lehramtsstudium geht weiter. IPN-Blätter, 33(2), 1-3. http://www.ipn.uni-kiel.de/de/publikationen/ipn-blaetter/ipn-blaetter-2-2016. Zugriff 14.08.2020

Finger, C., & Netz, N. (2016, November). Neue Ungleichheiten im deutschen Hochschulsystem? Internationale Studierendenmobilität zwischen 1991 und 2012. WZBrief Bildung, 34. https://bibliothek.wzb.eu/wzbrief-bildung/WZBriefBildung342016_finger_netz.pdf. Zugriff 14.08.2020

Gorges, J. (2016, September 5). Once into learning, always into learning? BLOG-Eintrag. https://bold.expert/once-into-learning-always-into-learning/. Zugriff 14.08.2020

Lörz, M., Quast, H., & Netz, N. (2016). Soziale Ungleichheit und Bildungsmobilität. Warum ziehen Studierende aus weniger privilegiertem Elternhaus seltener einen Auslandsaufenthalt in Betracht? oead.news, 99, 6–7. https://www.dzhw.eu/pdf/21/2016-02-23_loerz-et-al_soziale-ungleichheit-und-bildungsmobilitaet.pdf. Zugriff 03.03.2022

Bernholt, A. & Parchmann, I. (2015). DoLiS – Was lernen Schülerinnen und Schüler im Chemieunterricht der Sekundarstufe? IPN-Blätter, 32(4), 4.  http://www.ipn.uni-kiel.de/de/publikationen/ipn-blaetter/ipn-blaetter-2-2015. Zugriff 14.08.2020

DIWBerlin. (2015, April 29). Nachgeforscht bei Jan Marcus zur G8-Schulzeitverkürzung. Video. https://www.youtube.com/watch?v=fuxpsIR_IhM&feature=youtu.be. Zugriff 14.08.2020

Bayard, S. (2014). Nach neun Jahren Schule. Entwicklung der schulischen Leistungen von Schülerinnen und Schülern im Kanton Zürich während der obligatorischen Schulzeit. Broschüre. Bildungsdirektion Kanton Zürich (Ed.). Bildungsdirektion Kanton Zürich: Zürich.

Borgna, C. (2014). Migration, Bildung und Ungleichheit. Welche europäischen Bildungssysteme bieten mehr Chancengleichheit? WZB Mitteilungen 146, 61–64. https://bibliothek.wzb.eu/artikel/2014/f-18843.pdf

Borgna, C. (2014, May 12). Immigrant Integration: School Failures and Successes. Eutopia – Ideas for Europe Magazine, Issue “Immigration: In the Company of Strangers”.

Offerhaus, J. & Gorges, J. (2014). Keine Chance oder keine Lust? Wie lebenslanges Lernen besser verteilt werden könnte. WZB-Mitteilungen, 146, pp. 55-57. https://bibliothek.wzb.eu/iuk/2014/wzb-mitteilungen_146_artikel_offerhaus_gorges.pdf

Rammstedt, B. & Maehler, D. B. (2013). Lehren ziehen: PIAAC – eine internationale Studie zur Untersuchung von Alltagsfertigkeiten Erwachsener. dis.kurs, 20 (4), 4-7.

Interdisciplinary Workshops

CIDER fellows collaborate to organize interdisciplinary workshops. These workshops are open for international early-stage reseachers and enforce interdisciplinary reflexion and discussion about central topics of empirical educational research.

Higher education and (in)equality of opportunity
(Claudia Finger, Guido Neidhöfer, Frauke Peter, Oliver Winkler)er die Workshops auflisten……

Consequences of the G8 reform: An interdisciplinary perspective
(Sarah Dahmann, Susanne Kuger, Jan Marcus)

Cultural and linguistic diversity – Implications for teacher education and future research aims
(Aileen Edele, Vera Busse, Axinja Hachfeld, Anke Heyder, Dominique  Rauch)

Teacher Training and Wellbeing
(Fabián Barrera-Pedemonte, Janina Roloff-Bruchmann, Christian Krekel)


Guidelines for Interdisciplinary Research

Based on six years of rich experiences in the organization of an interdisciplinary college, the CIDER coordination team developed helpful guidelines for the advancement of interdisciplinary research and research cooperation. These guidelines shall serve as an inspiration and deliver helpful suggestions for future initiatives. Furthermore, the coordination team formulated guidelines how to organize interdisciplinary workshops.

CIDER guidelines for interdisciplinary workshops

CIDER recommendations for interdisciplinary collaboration