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.

      - Schneider, T.  (in press, 2019). Longitudinal Data Analysis in the Sociology of Education – Key Concepts and Challenges (chapter 8). In: R. Becker (ed.): Research Handbook of Sociology of Education. Cheltenham, Northampton, MA: Edward Elgar.

      - 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 StudyWiesbaden: Springer VS.

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

      - Relikowski, I., Schneider, T. & Linberg, T. (2015). Rezeptive Wortschatz- und Grammatikkompetenzen von Fünfjährigen mit und ohne Migrationshintergrund. Eine empirische Untersuchung aus bildungssoziologischer Perspektive. Frühe Bildung 4 (3): 135-143.

      - 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. 

 

  • 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

      - 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 PerspectiveNew 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.