Previous work

• France

      - Grobon, S., Panico, L. & Solaz, A. (2019). Inégalités sociéconomiques dans le développement langagier et moteur des enfants à 2 ans. Bulletin d’Epidémiologie Hebdomadaire, (1): 2-9.

      - Panico, L., Tô, M. & Thévenon, O. (2015). What is the link between mothers’ level of education and low birthweight? Populations and Societies, issue number 523.

• Germany

      - Blossfeld H.-P., von Maurice, J. & Schneider, T. (2019). The National Educational Panel Study: Need, Main Features, and Research Potential (pp. 1-16). In: H-P. Blossfeld & H.-G. Roßbach (eds.) (2019). Education as a Lifelong Process. The German National Educational Panel Study (NEPS). 2nd ed., Wiesbaden: Springer VS.

      - Weinert, S., Artelt, C., Prenzel, M., Senkbeil, M., Ehmke, T., Carstensen, C. H. & Lockl, K. (2019). Development of competencies across the life course. In H.-P. Blossfeld & H.-G. Roßbach (Eds.), Education as a lifelong process: The German National Educational Panel Study (NEPS), Edition ZfE (2. überarbeitete Aufl., S. 57-82). Wiesbaden: Springer.

      - Schneider, T. (2019). Longitudinal Data Analysis in the Sociology of Education – Key Concepts and Challenges (pp. 113-152). In: R. Becker (ed.): Research Handbook of Sociology of Education. Cheltenham, Northampton, MA: Edward Elgar.

      - Attig, M. & Weinert, S. (2018). Soziale Disparitäten im Kontext von Eltern-Kind-Interaktionen und frühen Entwicklungsmaßen von Kindern. Frühe Bildung, 7, 1-10.

      - Olczyk, M. (2018). Ethnische Einbettung und schulischer Erfolg. Zur Bedeutung ethnisch segregierter Lebenswelten für den Bildungserwerb von Kindern mit Zuwanderungshintergrund. Wiesbaden: Springer VS.

      - 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 (S. 89-108). Cheltenham, UK & MA, USA: Edward Elgar Publishing.

      - Weinert, S., Linberg, A., Attig, M., Freund, J.-D. & Linberg, T. (2016). Analyzing early child development, influential conditions, and future impacts: Prospects of a German newborn cohort study. International Journal of Child Care and Education Policy, 10, 1- 20. 

      - Kristen, C., Olczyk, M. & Will, G. (2016). Identifying Immigrants and Their Descendants in the National Educational Panel Study (pp. 195-211). In: H.-P. Blossfeld, J. v. Maurice, M. Bayer & J. Skopek (eds.) (2016). Methodological Issues of Longitudinal Surveys. The Example of the National Educational Panel Study. Wiesbaden: Springer VS.

      - Olczyk, M., Seuring, J., Will, G. & Zinn, S. (2016). Migranten und ihre Nachkommen im deutschen Bildungssystem: Ein aktueller Überblick (pp. 33–70). In: C. Diehl, C. Hunkler & C. Kristen (eds.) (2016). Ethnische Ungleichheiten im Bildungsverlauf: Mechanismen, Befunde, Debatten. Wiesbaden: Springer VS.

      - Weinert, S. & Ebert, S. (2013). Spracherwerb im Vorschulalter: Soziale Disparitäten und Einflussvariablen auf den Grammatikerwerb. Zeitschrift für Erziehungswissenschaft, 16, 303-332. 

      - Schneider, T. (2013). School Class Composition and Student Development in Cognitive and Non-Cognitive Domains. Longitudinal Analyses on Primary School Students in Germany (pp. 167-190). In: M. Windzio (ed.): Integration and Inequality in Educational Institutions. Dordrecht: Springer.

      - Schneider, T. & Pfost, M. (2013). Social and Immigration-Specific Differences in the Development of Reading Comprehension: A Longitudinal Analysis of Primary School Students in Germany. In: M. Pfost, C. Artelt & S. Weinert (eds.): The Development of Reading Literacy from Early Childhood to Adolescence. Empirical Findings from the Bamberg BiKS Longitudinal Studies, Bamberg: Bamberg University Press, pp. 151-187.

      - Weinert, S., Ebert, S., Lockl, K. & Kuger, S. (2012). Disparitäten im Wortschatzerwerb: Zum Einfluss des Arbeitsgedächtnisses und der Anregungsqualität in Kindergarten und Familie auf den Erwerb lexikalischen Wissens. Unterrichtswissenschaft, 40,4-25.

      - Weinert, S., Ebert, S. & Dubowy, M. (2010). Kompetenzen und soziale Disparitäten im Vorschulalter. Zeitschrift für Grundschulforschung, 1, 32-45.

• Japan

      - Nakamura, R., Yamashita, J., Akabayashi, H., Tamura, T. & Zhou, Y. (2020). A Comparative Analysis of Children’s Time Use and Educational Achievement: Assessing Evidence from China, Japan and the United States. Chinese Journal of Sociology, 6(2): 257–285.

      - Akabayashi, H., Nozaki, K., Yukawa, S., & Li, W. (2020). Gender Differences in Educational Outcomes and the Effect of Family Background: A Comparative Perspective from East Asia. Chinese Journal of Sociology, 6(2): 315-335.

      - Naoi, M., Akabayashi, H., Nakamura, R., Nozaki, K., Sano, S., Senoh, W. & Shikishima, C. (2021). Causal Effects of Family Income on Educational Investment and Child Outcomes: Evidence from a Policy Reform in Japan. Journal of the Japanese and International Economies. 2021, 101122.

• The Netherlands

      - Keizer, R., Van Lissa, C., Tiemeier, H., & Lucassen, N. (forthcoming). The influence of fathers and mothers equally sharing childcare responsibilities on children’s cognitive development from early childhood to school age: An overlooked mechanism in the intergenerational transmission of (dis)advantages? European Sociological Review.

      - Keizer, R. & Helmerhorst, K., & Van Rijn-Van Gelderen. (2019). Perceived Quality of the Mother-Adolescent and Father-Adolescent Attachment Relationship and Adolescents’ Self-Esteem. Journal of Youth and Adolescence.

      - Van Lissa, C.J., Keizer, R., & Branje, S. (2019). Fathers’ versus mothers’ socialization of emotion-regulation in mid-late adolescence: Disentangling between-family differences from within-family effects. Developmental Psychology.

      - Ory, B., Keizer, R., & Dykstra, P.A. (2017). Does educational similarity drive parental support of adult children? Journal of Marriage and Family, 79(4), 947-964.

      - Keizer, R. (2015). Which men become involved fathers? The impact of men’s own attitudes on paternal involvement in the Netherlands. International Review of Sociology, 25:3, 359-372.

      - Perelli-Harris, B., Sigle-Rushton, W., Lappegård, T., Kreyenfeld, M., Berghammer, C., & Keizer, R. (2011). The educational gradient of nonmarital childbearing in Europe: emergence of a pattern of disadvantage? Population and Development Review, 36 (4), 775-801. 

• United Kingdom

      - Feinstein, L., Jerrim, J., Vignoles, A., Goldstein,H., French, R., Washbrook, E., Lee, R. & Lupton, R. (2015). Comment and Debate: Social class differences in early cognitive development. Longitudinal and Life Course Studies, 6(3), 331-376.

      - Washbrook, E., Gregg, P. & Propper, C. (2014). A decomposition analysis of the relationship between family income and multiple child outcomes. Journal of the Royal Statistical Society, Series A, 177(4): 757-782.

      - Goodman, A., Gregg, P. & Washbrook, E. (2011). Children’s educational attainment and the aspirations, attitudes and behaviours of parents and children through childhood. Longitudinal and Life Course Studies, 2(1), 1-18.

      - Waldfogel, J. & Washbrook, E. (2010). Low income and early cognitive development in the UK. Commissioned report for The Sutton Trust.

•  Cross-national analyses

      - Olczyk M., Schneider T., Washbrook E., et al. (2021). National context and socioeconomic inequalities in educational achievement - An overview of six high-income countries: France, Germany, Japan, the Netherlands, United Kingdom, and United States, Paris, Ined, Document de travail, 267.

      - Bradbury, B., Waldfogel, J. & Washbrook, E. (2019). Income-related gaps in early child cognitive development: Why are they larger in the US compared to the UK, Australia and Canada? Demography, 56(1): 367-390.

      - Linberg, T., Schneider, T., Waldfogel, J. & Wang, Y. (2019). Socioeconomic status gaps in child cognitive development in Germany and the United States. Social Science Research 79 (March): 1-31.

      - Bradbury, B., Corak, M., Waldfogel, J. & Washbrook, E. (2015). Too Many Children Left Behind: The US Achievement Gap in Comparative Perspective. New York: Russell Sage Foundation, 1st Chapter.

      - Magnuson, K., Waldfogel, J. & Washbrook, E. (2012). SES Gradients in Skills during the School Years. In: J. Ermisch, M. Jäntti, & T. Smeeding (eds) From Parents to Children: The Intergenerational Transmission of Advantage. New York: Russell Sage Foundation. 

      - Bradbury, B., Corak, M., Waldfogel, J. & Washbrook, E. (2011). Inequality during the Early Years: Child Outcomes and Readiness to Learn in Australia, Canada, United Kingdom, and United States. IZA Institute of Labor Economics DP No. 6120. Re-printed in: J. Ermisch, M. Jäntti, & T. Smeeding (eds) (2012) From Parents to Children: The Intergenerational Transmission of Advantage. New York: Russell Sage Foundation.

      - Waldfogel, J. & Washbrook, E. (2011). Early Years Policy. Child Development Research, Vol. 2011, Article ID 343016: 1-12.

      - Waldfogel, J. & Washbrook, E. (2011). Income-Related Gaps in School Readiness in the US and UK. In: T. Smeeding, R. Erikson and M. Jantti, Persistence, Privilege, and Parenting: The Comparative Study of Intergenerational Mobility. New York: Russell Sage Foundation.