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 (CIDER cohorts I and II), and release guidelines for orientation (CIDER cohorts I and II).
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 Erziehungswissenschaft, 21(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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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
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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 13.08.2023
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
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Interdisciplinary Workshops (Cohorts I and II)
CIDER fellows of cohorts I and II 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.
Cultural and linguistic diversity – Implications for teacher education and future research aims
(Aileen Edele, Vera Busse, Axinja Hachfeld, Anke Heyder, Dominique Rauch) (Cohort I)
Consequences of the G8 reform: An interdisciplinary perspective
(Sarah Dahmann, Susanne Kuger, Jan Marcus) (Cohort I)
Higher education and (in)equality of opportunity
(Claudia Finger, Guido Neidhöfer, Frauke Peter, Oliver Winkler) (Cohort II)
Teacher Training and Wellbeing
(Fabián Barrera-Pedemonte, Janina Roloff-Bruchmann, Christian Krekel) (Cohort II)
Guidelines for Interdisciplinary Research (CIDER coordination team of cohorts I and II)
Based on six years of rich experiences in the organization of an interdisciplinary college, the CIDER coordination team of cohorts I and II 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 coordination team (Cohorts I and II): Guidelines for interdisciplinary workshops
CIDER coordination team (Cohorts I and II): Recommendations for interdisciplinary collaboration
