Other publications by ISOTIS researchers

Czech Republic

Karel Pančocha

Ford, J. A., J. Workman, N. Masoudi, M. Huber A K. Pančocha (2015). Accessible Substance Abuse Prevention for All Children. In Hollar, D. (Ed.), Handbook of Children with Special Health Care Needs (pp. 353-368). New York: Springer: Springer Science.

Shmidt, V. A K. Pančocha (2014). Pomogajushhie specialisty v zabote o pozhilyh v Chehii: opyt nesistemnogo soprotivlenija neposledovatel'noj politike? In Sociology of Power (pp. 126-140). Moskva: Akademia gosudarstvennogo upravlenia.

Pančocha, K. (2013). Pre-service Teachers’ Attitudes towards Individuals with Disabilities and Inclusion”. In Sehrbrock, P., Erdélyi, A., & Gand, S. (Eds.). Internationale und Vergleichende Heil- und Sonderpädagogik und Inklusion. Individualität und Gemeinschaft als Prinzipien Internationaler Heil- und Sonderpädagogik (1. Vydání; pp. 123-129). Bad Heilbrunn: Julius Klinkhardt.

Pančocha, K., L. Slepičková (2012). “General Public and Future Teachers´ Attitudes towards People with Disabilities and Inclusion”. Journal of Exceptional People, 1 (2): 45-56.

Pančocha, K. (2012). Participation as an Indicator of Inclusion. In P. Publico (Ed.), Impulse aus Wissenschaft und Forschung. Schriften der Pädagogischen Hochschule Burgenland (pp. 71-74). Eisenstadt: PH Burgerland.

Jana Obrovská

Jarkovská, Lucie, Kateřina Lišková a Jana Obrovská. "We treat them all the same, but…". Disappearing ethnic homogeneity in Czech classrooms and teachers' responses. Race Ethnicity and Education, 2015, roč. 18, č. 5, s. 632-654. ISSN 1361-3324. doi:10.1080/13613324.2015.1013457

 Obrovská, Jana. Frajeři, rapeři a propadlíci: Etnografie etnicity a etnizace v desegregované školní třídě. [Cool Kids, Rappers and Drop-Outs: The Ethnography of Ethnicity and Ethnicisation in the Desegregated Classroom]. Sociologický časopis, AV ČR, Sociologický ústav, 2016, roč. 52, č. 1, s. 53-78. ISSN 0038-0288. doi:10.13060/00380288.2016.52.1.242.

Jarkovská, Lucie, Kateřina Lišková, Jana Obrovská a Adéla Souralová. Etnická rozmanitost ve škole. Stejnost v různosti. [Ethnic Diversity in the Classroom. Sameness in Difference] 1. vyd. Praha: Portál, 2015. 256 s. ISBN 978-80-262-0792-4.

 Obrovská, Jana. Rituály s "těmi druhými": Perspektiva interakčních rituálů ve školní etnografii etnicky různorodých třídních kolektivů. [Rituals with “the Others”: An Interaction Ritual Perspective on the Educational Ethnography of Ethnically Diverse Classrooms] Sociální studia, Masarykova univerzita, 2014, roč. 11, 2/2014, s. 51-74. ISSN 1214-813X.

 Obrovská, Jana. From Ritual Conformity to Ritual Resistance: Pupils' Strategies in De-Segregated Classroom. In ATEE Winter Conference 2014: Social Justice and Diversity in Teacher Education 15-17 April 2014, Budapest, ELTE Faculty of Education and Psychology. 2014.

Lenka Slepičková

Pančocha A, Karel; Slepičková, Lenka. General public and future teachers’ attitudes towards people with disabilities and inclusion. Journal of Exceptional People, 2012, 1.2: 45.

Marova, Ivana; Slepičková, Lenka. Development of participatory teaching in Czech schools: Global Storylines method in practice. In: EAPRIL Conference Proceedings. 2014. p. 87.

 Slepičková, L.; Kvapilová, Michaela; Bartosova, K. Ethical and Methodological Associations in Doing Research on Children in a School Environment. The New Educational Review, 2014, 38.4: 84-93.

Slepičková, Lenka, et al. Is Social Policy Part of the Decision Making Process about Motherhood in the Czech Republic?. Romanian Journal of Population Studies, 2011, 1: 30-52.

 

England

Jacqueline Barnes

Barnes, J., Gardiner, J., Sutcliffe, A.G., Melhuish, E. (2014). The parenting of young children by older mothers in the United Kingdom. European Journal of Developmental Psychology, 11(4), 397-419.

Roffey, S. & Barnes, J. (2014). Community change: the complex nature of interventions to promote positive connections. In F. Huppert & C. Cooper (Eds.), Wellbeing: a complete Reference Guide. Volume VI. (pp. 427-463). Oxford: Wiley Blackwell.

Eryigit-Madzwamuse, S., Barnes, J. (2013). Is early center-based child care associated with tantrums and unmanageable behavior over time up to school entry? Child and Youth Care Forum, 42(2), 101-117. DOI: 10.1007/s10566-012-9193-7.

Barnes, J., Belsky, J., Frost, M. & Melhuish, E. (2011). Neighbourhood characteristics and mental health: mothers of infants in deprived neighbourhoods, Social Psychiatry and Psychiatric Epidemiology, 46(12), 1243-1249.

Daglar, M., Melhuish, E. & Barnes, J. (2011). Parenting and preschool child behaviour among Turkish immigrant, migrant and non-migrant families. European Journal of Developmental Psychology, 8 (3), 261-279. DOI: 10.1080/17405621003710827

Katharina Ereky-Stevens

Mathers, S, Sylva, K, Eisenstadt, N, Soukakou, E, Ereky-Stevens, K (2014). Supporting early learning for children under three: Research and practice. Journal of Children's Services. 9(2), 177-187.

Mathers, S, Eisenstadt, N, Sylva, K, Soukakou, E, Ereky-Stevens, K (2014). Sound Foundations: A review of the research evidence on quality for early childhood education and care for children under three. Implications for policy and practice. London: Sutton Trust.

Datler, W, Ereky-Stevens, K, Hover-Reisner, N, Malmberg, LE (2012). Toddlers' transition to out-of-home day care: settling into a new care environment. Infant Behavior & Development, 35(3), 439-451.

Flouri, E, Ereky-Stevens, K (2008). Urban neighbourhood quality and school leaving age: Gender differences and some hypotheses. Oxford Review of Education, 34(2), 203-216.

Sylva, K, Scott, S, Totsika, V, Ereky-Stevens, K, Crook, C (2008). Training parents to help their children read: a randomized control trial. British Journal of Educational Psychology, 78(3), 435-455.

Maria Evangelou

Evangelou, M, Coxon, K, Sylva, K, Smith, S, Chan, LLS (2013). “Seeking to Engage 'Hard-to-Reach' Families: Towards a Transferable Model of Intervention”, Children & Society, 27(2) 127-138.

Goff, J, Evangelou, M, Sylva, K (2012). “Enhancing parents' ways of supporting their children's early learning through participation in an early-intervention project in the UK: The Early Learning Partnership Project”, Zeitschrift für Familienforschung, 24(2), 160-177.

Boag-Munroe, G, Evangelou, M (2012) “From hard to reach to how to reach: A systematic review of the literature on hard-to-reach families”, Research Papers in Education, 27(2) 209-239.

Evangelou, M, Boag-Munroe, G (2009). “A Systematic Review of the Literature on how ‘hard-to-reach’families might be engaged to reduce social exclusion”, researchintelligence. (22).

Evangelou, M, Brooks, G, Smith, S (2007) “The Birth to School Study: evidence on the effectiveness of PEEP, an early intervention for children at risk of educational under-achievement”, Oxford Review of Education, 33(5) 581-609.

Edward Melhuish

Barnekow, V., Jensen, B.B., Currie, C., Dyson, A., Eisenstadt, N. and Melhuish, E. (Eds.) (2013). Improving the lives of children and young people: Case studies from Europe: Volume 1. Early years. Copenhagen: WHO Regional Office for Europe.

Melhuish, E. (2016). Provision of quality early childcare services: Synthesis Report. Brussels: European Commision.

Melhuish E, Barnes J. (2012).Preschool programs for the general population. Melhuish E, topic ed. In: Tremblay RE, Boivin M, Peters RdeV, eds. Encyclopedia on Early Childhood Development [online]. Montreal, Quebec: Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development; 2012:1-7.

Melhuish, E. (2014).  The Impact of Early Childhood Education and Care on Improved Wellbeing.  In British academy “If you could do one thing...Nine local actions to reduce health inequalities”. London: British Academy.

Melhuish, Edward and Ereky-Stevens, K. and Petrogiannis, K. and Ariescu, A. and Penderi, E. and Rentzou, K. and Tawell, A. and Slot, P. and Broekhuizen, M. and Leseman, P. (2015) A review of research on the effects of Early Childhood Education and Care (ECEC) upon child development. CARE project; Curriculum Quality Analysis and Impact Review of European Early Childhood Education and Care (ECEC). Technical Report. European Commission.

Melhuish, E. (2016). Longitudinal research and early years policy development in the UK. International Journal of Child Care and Education Policy, 10:3, DOI: 10.1186/s40723-016-0019-1.

Rebecca Tracz

Murphy, VA, Evangelou, M, Goff, J, Tracz, R (2016). European perspectives on early childhood education and care in English for speakers of other languages. In V. Murphy, & M. Evangelou (eds.), Early childhood education in English for speakers of other languages. London: British Council.

Evangelou, M., Goff, J. C., Hall, J., Sylva, K., Eisenstadt, N., Paget, C., Davis, S., Sammons, P., Smith, T, Tracz, R., & Parkin, T. (2014). Evaluation of children’s centres in England - strand 3: Parenting services in children's centres. London: DfE.

 

France

Bénédicte Halba

Halba, B. (2016, March). La reconnaissance des acquis d’une expérience bénévole- pour une diversité des apprentissages et des apprenants – Lyon (France): Chronique sociale - Xth international Seminar held by the Comité  Mondial des Apprentissages tout au long de la vie (CMA) at the Conservatoire nationale des Arts et Métiers (CNAM), Paris.

Halba, B. (2016, November). Combining VET and integrated language learning to enhance professional opportunities for migrant public – The vintage perspective – Louvain (Belgium): EAPRIL conference (procedings of the EAPRIL conference 2016, University of Porto, Portugal).

Halba, B. (2016, November). Enhancing the Diversity approach among migrant learners & tutors to struggle against discrimination in the labour market in Europe - Louvain (Belgium): EAPRIL conference (procedings of the EAPRIL conference 2015, University of Luxembourg).

Halba, B. (2014). Volunteering- from altruism to otherness - Traditiones, special issue dedicated to Volunteering, Ljubljana (Slovenia): Institute of Slovenian Ethnology SRS SASA, pp 67-83.

Halba, B. (2014). Volunteering – an alternative pedagogical strategy to combat Early School Leaving and to enhance Success at School, - Šolsko polje , Ljubljana (Sloevnia): Educational Research Institute, pp 127-147.

 

Germany

Yvonne Anders

Anders, Y., Hachfeld, A., & Wilke, F. (2015). AQuaFam: Ansätze zur Erhöhung der Anregungsqualität in Familien. Abschlussbericht. Berlin: Freie Universität Berlin, Arbeitsbereich Frühkindliche Bildung und Erziehung.

Anders, Y., Rossbach, H.-G., Weinert, S., Ebert, S., Kuger, S., Lehrl, S., & von Maurice, J. (2012). Home and preschool learning environments and their relations to the development of early numeracy skills. Early Childhood Research Quarterly, 27(2), 231-244.

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

Wilke, F., Hachfeld, A., & Anders, Y. (2017). How is participation in parent-child-interaction-focused and parenting-skills-focused courses associated with child development? Early Years, 1–18.

Ulferts, H., & Anders, Y. (2016). Effects of ECEC on academic outcomes in literacy and mathematics: Meta-analysis of European longitudinal studies.

Hande Erdem

Erdem, H. (2016). From socialist past to European citizens – Crossing borders, negotiating transnational identities: The case of Bulgarian Turks in Germany. Master’s Thesis. Freie Universität Berlin, Berlin.

Erdem, H. (2016). Crossing borders – Negotiating identities in transnational spaces: The case of Bulgarian Turks in Germany. In D. Eroğlu, J.H. Cohen, & I. Sirkeci (Eds.), Turkish Migration Selected Papers (pp. 194-201). London: Transnational Press London.

Erdem, H. (2015). “My daughter is a bridge to German Society”: Intergenerational Relationships in Immigrant Families - Links to Social Integration and Identity Transference. Research Paper, Qualitative Research Training, Freie Universität Berlin, Berlin.

Elisabeth Resa

Resa, E., Anders, Y., Ulferts, H., & Odemarck, M. (2015). Frühkindliche Bildung und Betreuung in Europa: Erste Ergebnisse des EU-Projektes CARE [Early childhood education and care in Europe: First results of the EU-project CARE]. Diskurs Kindheits- und Jugendforschung, 461-468.

Resa, E. (2014). Zusammenhänge zwischen dem Anteil von Kindern mit Migrationshintergrund auf Gruppen- und Einrichtungsebene und der sprachlichen Anregungsqualität in Kindertagesstätten [Relations among the proportion of children with an immigration background at the group and center level]. Masters Thesis. Freie Universität Berlin.

Döge, P., Weyer, E., Resa, E., Eckhardt, A.G., Lee, H.-J., Agache, A. Flöter, M., Keller, H., Tietze, W., Spieß, C.K. (2013). Untersuchungsanlage. In W. Tietze, F. Becker-Stoll, J. Bensel, A.G. Eckhardt, G. Haug-Schnabel, B. Kalicki, H. Keller, & B. Leyendecker (Hrsg.), NUBBEK - Nationale Untersuchung zur Bildung, Betreuung und Erziehung in der frühen Kindheit (pp. 21-36). Weimar/Berlin: Verlag das Netz.

Hannah Ulferts

Ulferts, H. & Anders, Y. (2015). Effects of ECEC on academic outcomes in literacy and mathematics: Meta-analysis of European longitudinal studies. Retrieved from CARE web

Resa, E., Anders, Y., Ulferts, H., & Odemarck, M. (2015). Frühkindliche Bildung und Betreuung in Europa: Vorstellung des EU-Projektes CARE und erste Ergebnisse [Early Childhood Education and Care in Europe: Description and first results of the EU project CARE]. Diskurs Kindheits- und Jugendforschung, 4, 461-468.

Schaffner, E., Schiefele, U., & Ulferts, H. (2013). Reading amount as a mediator of the effects of intrinsic and extrinsic reading motivation on reading comprehension. Reading Research Quarterly, 48, 369-385.

Franziska Wilke

Wilke, F., Hachfeld, A., & Anders, Y. (2017). How is participation in parent-child-interaction-focused and parenting-skills-focused courses associated with child development? Early Years, 1–18. doi:10.1080/09575146.2017.1288089

Wilke, F. (2015). Betreuungsbiographien von Kindern im Vorschulalter. Eine Analyse des Sozio-ökonomischen Panels [Care biographies of children in early childhood. An analysis of the socio-economic panel study].WVB Berlin.

Anders, Y., Hachfeld, A. & Wilke, F. (2015). AQuaFam: Ansätze zur Erhöhung der Anregungsqualität in Familien. Abschlussbericht [Approaches to enhance the quality of home learning environments. Final report] Berlin: Freie Universität Berlin.

Wilke, F., Hachfeld, A. & Anders, Y. (2015, August). Effects of parent-child-interaction focused and parental-skills-focused courses on child development. Paper presentation of the conference of the Junior Researchers of EARLI (JURE), Limassol, Zypern.

Wilke, F., Hachfeld, A., Anders, Y. & Höhl, H.-U. (2014). Welche Familien erreichen Angebote zur Familienbildung? Eine Analyse der Teilnehmerstruktur am Beispiel des modularen Projekts Chancenreich. [Which families are reached by family education approaches? An analysis of participants’ structure using the example of the program “Chancenreich”] Empirische Sonderpädagogik, 6(3), 195-210.

Katrin Wolf

Wolf, K. M., Schroeders, U., & Kriegbaum, K. (2016). Metaanalyse zur Wirksamkeit einer Förderung der phonologischen Bewusstheit in der deutschen Sprache. [A meta-analysis on the efficacy of training phonological awareness in German.] Zeitschrift für Pädagogische Psychologie, 30(1), 9-33.

Kempert, S., Edele, A., Rauch, D., Wolf, K. M., Paetsch, J., Darsow, A. et al. (2016). Die Rolle der Sprache für zuwanderungsbezogene Ungleichheiten im Bildungserfolg. [The role of language skills for educational inequalities.] In C. Diehl, C. Hunkler, & C. Kristen (Hrsg.), Ethnische Ungleichheiten im Bildungsverlauf. Mechanismen, Befunde, Debatten (pp. 157-241). Wiesbaden: Springer VS.

Paetsch, J., Wolf, K. M., Stanat, P., & Darsow, A. (2014). Sprachförderung von Kindern und Jugendlichen aus Zuwandererfamilien. [Promoting language skills of children and teenagers with migration background.] Zeitschrift für Erziehungswissenschaft, 17(2), 315-347.

Marx, A., Wolf, K. M., Paetsch, J., Darsow, A., & Felbrich, A. (2014). Förderung von Teilfertigkeiten der Lesekompetenz bei Kindern mit Zuwanderungshintergrund. [Promoting of reading competencies for children with migration background.] In R. Valtin & I. Tarelli (Hrsg.), Lesekompetenz nachhaltig stärken: Evidenzbasierte Maßnahmen und Programme (pp. 206-224). Berlin: DGLS.

Wolf, K. M., Felbrich, A., Stanat, P., & Wendt, W. (2011). Evaluation der kompensatorischen Sprachförderung in Brandenburger Kindertagesstätten. [Evaluation of the compensatory language training in preschools in Brandenburg.] Empirische Pädagogik, 25(4), 423-438.

 

Greece

Anastasia Gkaintartzi

Gkaintartzi, A., Kiliari, A. & Tsokalidou, R. (2016) Heritage language maintenance and education in the Greek sociolinguistic context: Albanian immigrant parents' views. Cogent Education 3, (1-17).

Gkaintartzi, A., Chatzidaki, A & Tsokalidou, R. (2014). Albanian parents and the Greek educational context: Who is willing to fight for the home language?. International Multilingual Research Journal, 8 (4), 291-308.

Gkaintartzi, A., Kiliari, A. & Tsokalidou, R. (2015). ‘Invisible’ bilingualism ‘invisible’ language ideologies: Greek teachers’ attitudes towards immigrant students’ heritage languages. International Journal of Bilingual Education and Bilingualism, 18 (1), 60-72.

Gkaintartzi, A. & Tsokalidou, R. (2011) “She is a very good child but she doesn’t speak”: The invisibility of children’s bilingualism and teacher ideology. Journal of Pragmatics 43 (2), 588-601

Gkaintartzi, Α., Tsokalidou, R., Kompiadou, E. & Markou, E. (2016) Children’s bilingualism: An inspiration for multilingual educational practices. In P. Avermaet, S. Slembrouck, K. Gorp, S. Sierens, K. Maryns (Eds), The Multilingual Edge of Education. Basingstoke: Palgrave Macmillan.

Evdoxia Kompiadou

Kompiadou, E., Lenakakis, A., & Tsokalidou, R. (In press). Diadrasis: an interactive project on language teaching to immigrant families in a Greek school. In J. Crutchfield & M. Schewe (eds.), Performative Approaches to Foreign and Second Language Education: Intercultural Contexts and Perspectives. Clevedon/Bufallo/Toronto/Syndney: Multilingual Matters.

Gkaintartzi, Α., Tsokalidou, R., Kompiadou, E. & Markou, E. (In press). Children’s bilingualism: An inspiration for multilingual educational practices. In: P. Van Avermaet, S. Slembrouck, K. Van Gorp, S. Sierens & K. Marijns (Eds.), The Multilingual Edge of Education. Basingstoke: Palgrave Macmillan.

Kombiadou, E. (In press). Identity and Identification Texts of children and parents in Kindergarten. In: Rethinking Language, Diversity and Education. Proceedings of the International Conference 28-31 May 2015. University of the Aegean, University of Crete, University of Toronto.

Kompiadou, E. & Lenakakis, A. (2014). Cultural and linguistic heterogeneity in the light of interactive and multi-sensory practices. In A. Kyridis (Eds.), Vulnerable social groups and lifelong learning (pp. 280-302). Athens: Gutenberg.

Kompiadou, E. (2013). Pedagogical exploitation of linguistic and cultural diversity in kindergarten. Postgraduate thesis, A.P.TH. Inter-departmental Postgraduate Studies Programme “Psychopedagogy of Inclusion: a school for all”.

Despina Papageridou

Papageridou D., Tsioumis K., Kyridis A., Efthimoglou L. (2015). Historic Environment and Museum Education as Means for Development of Citizenship in Multicultural School. Identity in times of Crisis, Globalization and Diversity, Corinth, 3-5 September 2015.

Michalelis Μ., Tsioumis Κ., Kiridis Α., Papageridou D., Sotiropoulou E. (2015). National Holidays in Multicultural School:Views of futyre Teachers. International Journal of Learning, Teaching and Educational Research, 14, 2, 111-130.

Tsioumis K., Kyridis A., Papageridou D., Sotiropoulou E. (2015). The Civic Education in Greek Kindergartens. The Views and the Practices of Greek Kindergarten Teachers Concerning Civic Education. International Journal of Learning, Teaching and Educational Research, 11, 2, 55-70.

Efthymia Penderi

Penderi, E., & Tsioumis, K. (2017). Pedagogical Conferences for the State School Teachers in the Muslim minority schools in Thrace during 1966-1974. Thessalonica: Stamoulis.

Penderi, E., & Petrogiannis, K. (2011). Parental ethnotheories and customs of childrearing in two Roma urban communities in Greece: Examining the developmental niche of the 6 year old child. The Journal of Social, Evolutionary, & Cultural Psychology, 5(1), 32-50.

Tsioumis, K., & Penderi, E. (2009). Responsive classroom management in a multicultural school context. Synergies Sud-Est Européen, 2, 169-176.

Penderi, E., & Petrogiannis, K. (2009). Roma children’s school transition: Teachers and Roma mothers’ beliefs about their social and educational competencies. Pedagogical Reasoning, 15(1), 91-104.

Penderi, E., Petrogiannis, K., & Tsioumis, K. (2009). The hypothesis of “cultural discontinuity” in the Greek primary education: An example of teachers and Roma mothers’ ideas and expectations about 1st grade students’ competencies, Session 07-S3B-D2 (38). In N. Palaiologou (Ed.),Intercultural Education: Paideia, Polity, Demoi. Cd-rom Proceedings of the International Conference co-organized by the International Association for Intercultural Education (IAIE) and the Hellenic Migration Policy Institute (IMEPO), under the aegis of Unesco.

Konstantinos Petrogiannis

Petrogiannis, Κ., & Dragonas, Τ. (2013). Family support and early childhood education and care in Greece. In V. Barnekow et al. (Eds.), Improving the lives of children and young people: case studies from Europe. Copenhagen: WHO European Office.

Penderi, E., & Petrogiannis, K. (2011). Parental ethnotheories and customs of childrearing in two Roma urban communities in Greece: Examining the developmental niche of the 6 year old child. The Journal of Social, Evolutionary, & Cultural Psychology, 5(1), 32-50.

Penderi, E., & Petrogiannis, K. (2010). Roma mothers' causal attributions for the success or failure of their children in relation to school tasks. Epistemoniko vima tou daskalou, 12, 163-176.

Penderi, E., & Petrogiannis, K. (2009). Roma children's transition in the school: teachers' and roma mothers' views for children's social and cognitive compentences. Pedagogikos logos, 15(1), 91-104.

Penderi, E., Petrogiannis, K., & Tsioumis, K. (2009). The hypothesis of “cultural discontinuity” in the Greek primary education: An example of teachers and Roma mothers’ ideas and expectations about 1st grade students’ competencies, Session 07-S3B-D2 (38). Στο: N. Palaiologou (Ed.), Intercultural Education: Paideia, Polity, Demoi. Cd-rom Proceedings of the International Conference co-organized by the International Association for Intercultural Education (IAIE) and the Hellenic Migration Policy Institute (IMEPO), under the aegis of UNESCO. ISBN: 978-960-98897-0-4 (GR) & ISBN/EAN: 978-90-814411-1-7 (NL).

Christoforos Skamnakis

Skamnakis, C. Malekaki, E. (2017). Domestic work and welfare values of migrant women in modern Greece: Juncture of a dual process of exclusion. Journal of Modern Greek Studies, 35(1),110-127.

Skamnakis, C. (2016). Local child care policies: A reformulation of the structural deficiencies of social protection. Social Cohesion and Development, 11(2)

Skamnakis, C. (2012). Inequality and social protection at the local level: undermining or reinforcing social policy?, The Greek Review of Social Research (136):45-62.

Skamnakis, C. (2011). Smaller Governments, Less Social Policy?. Social Policy Association, annual conference, Lincoln, UK.

Skamnakis, C. (2007). Migrant groups in a deficient system of social protection. Informal practices of social services employees as an element of instability. The Greek Review of Social Research (124): 121-138.

Konstantinos Tsioumis

Papageridou D., Tsioumis K., Kyridis A, Efthymoglou L. (2015). Historic environment and Museum Education as Means for Development of Citizenship in Multicultural School, Presentation in International Congress “Identity in Times of Crisis, Globalisation and Diversity , Corinth 3-5.9.2015.

Michalelis Μ., Tsioumis Κ., Kiridis Α., Papageridou D., Sotiropoulou E. (2015). National Holidays in Multicultural School: Views of future Teachers. International Journal of Learning, Teaching and Educational Research, 14, 2, 111-130.

Lytsiousi Stella, Kyridis Argyrios, Tsioumis Konstantinos (2014). How teachers cope with the religious diversity in Greek kindergarten classes: From theory toy reality. International Journal of Education Learning and Development, 2(5), 18-32.

Tsioumis Konstantinos, Kyridis Argyrios, Lytsiousi Stella (2014). Opinions of Greek Pre-Service Teachers about Morning Prayer in Greek schools. International Journal of Learning, Teaching and Educational Research, 8(1), 111-126.

Roula Tsokalidou

Tsokalidou, R. (2016). Beyond language borders to translanguanging within and outside the educational context. In Carroll E. Wilson (Ed.) Bilingualism: Cultural Influences, Global Perspectives and Advantages/Disadvantages. Nova Science Publishers, 108-118.

Gkaintartzi, A., Kiliari A. & R. Tsokalidou (2016). Heritage language maintenance and education in the Greek sociolinguistic context: Albanian immigrant parents’ views. Cogent Education, 3: 1155259

Tsokalidou, R. (2015). Bilingualism otherwise: Research approaches towards language contact issues and the inclusion of bilingual children in the Greek school. In Τressou, Ε., Mitakidou, S. & Karagianni, P. (eds.) (2015). Roma inclusion-International and Greek Experiences. Complexities of inclusion.Thessaloniki: Copy City, 164-177.

Gkaintartzi, A., Chatzidaki, A. & R. Tsokalidou (2014). Albanian Parents and the Greek Educational Context: Who is Willing to Fight for the Home Language? International Multilingual Research Journal.

Gkaintartzi, A., Kiliari A. & R. Tsokalidou (2014). ‘Invisible’ bilingualism-‘invisible’ language ideologies: Greek teachers’ attitudes towards immigrant pupils’ heritage languages. International Journal of Bilingual Education and Bilingualism (Published online: 28 Jan 2014). DOI: 10.1080/13670050.2013.877418.

Konstantinos Vasileiadis

Vasileiadis, K. N., Tsioumis, K. A., & Kyridis, A. (2013). The Effects of Dominant Ideology on Teachers’ Perceptions and Practices towards the “Other”. International Journal of Learning and Development, 3(1),33-48

Vasileiadis,K. & Tsioumis K (2014). Strengthening democracy equality and social empathy. Theoretical Approaches and practices for citizenship education. 4th International Conference on Critical Education. Critical Education in the Era of crisis Proceedings Vol 2, 23-26 June 2014, 801-820.

Vasileiadis K. & Tsioumis K (2015). The characteristics of active citizen: Primary student’s perceptions after a citizenship education program. IAIE International Conference. Cultural Diversity, Equity and Inclusion: Intercultural Education in 21st century and beyond.

Vasileiadis,K. (2015) Citizenship education in modern multicultural era. Teaching approaches and practices. PhD thesis.

Vasileiadis,K & Tsioumis,K (2015) Design, implementation and evaluation of educational programs for the education of the critical transformative citizen. Theoretical and methodological principles. Proceedings of the 10th Panhellenic Conference OMEP, Alexandroupolis, 16-18 October 2015.

 

Ireland

Giampiero Passaretta

Passaretta G and Wolbers MHJ (2016). Temporary employment at labor market entry in Europe: Labour market dualism, transitions to secure employment and upward mobility. Economic and Industrial Democracy, pp. 1–27, DOI: 10.1177/0143831X16652946.

Barbieri P, Cutuli G and Passaretta G (2016). Institutions and the school-to-work transition: Disentangling the role of the macro institutional context. Socio-economic Review. DOI: 10.1093/ser/mww019.

Passaretta G and Triventi M (2015). Work experience during higher education and post-graduation occupational outcomes: A comparative study on four European countries. International Journal of Comparative Sociology, 56(3–4): 232–253.

Jan Skopek

Skopek, J. (2017). Entry to formal childcare and abilities of preschoolers: A comparison of East and West Germany. In: Blossfeld, H.-P., Kulic, N., Skopek, J., Triventi, M. (Eds.), Childcare, Early Education and Social Inequality: An International Perspective, Cheltenham, UK, Edward Elgar.

Blossfeld, H.-P., Kulic, N., Skopek, J., Triventi, M. (2017). Childcare, Early Education and Social Inequality: An International Perspective. Cheltenham, UK: Edward Elgar.

Blossfeld, H.-P., Buchholz, S., Triventi, M., Skopek, J. (2016). Models of Secondary Education and Social Inequality. An International Comparison. Cheltenham, UK: Edward Elgar.

Blossfeld, H.-P., von Maurice, J., Bayer, M., Skopek, J. (2016). Methodological Issues of Longitudinal Surveys: The Example of the National Educational Panel Study. Wiesbaden: Springer.

Blossfeld, H.-P., Skopek, J., Triventi, M., Buchholz, S. (2015). Gender, Education and Employment. An International Comparison of School-to-Work Transitions. Celtenham, UK: Edward Elgar.

 

Italy

Chiara Bove

Moran, M.J., Bove, C., Brookshire R., Braga, P., Mantovani, S. (2017). Learning from each other: The design and implementation of a cross-cultural research and professional development model in Italian and U.S. toddler classrooms. Teaching and Teacher Education, 63.

Jungen, A., Adair, J., Bove, C., & Guènif-Soulamas, N. (2016). Focus groups. In J. Tobin (a cura di), Preschool and Im/migrants in Five Countries (pp. 39-51). Brussels : Peter Lang.2016

Mantovani, S., & Bove, C. (2016). How immigrant parents and teachers in ITaly talk about each other. In J. Tobin (a cura di), Preschool and Im/migrants in Five Countries. (pp. 167-180). Brussels: Peter Lang.

Tobin, J., Mantovani, S., BOVE C. (2010). Methodological Issues in Video Based Research on Immigrant Children and Parents in Early Childhood Settings. Phenomenology and Human Research Today. vol. 1, p. 204-225, Bucarest: Zeta Books, ISBN/ISSN: 978-973-1997-44-5.

Bove, C., Mantovani, S. (2008). Au seuil de la coscience. In. Favaro, G. Mantovani, S. Musatti, T.. Une Creche pour apprendre à vivre ensemble. Erès. Ramonville Sati-Agne.

Paolo Maria Ferri

Ferri, P., & Moriggi, S. (2016). Deconstruct the classroom, but with method: Spaces and epistemological horizons for a didactics implemented by technologies [Destrutturare l’aula, ma con metodo: Spazi e orizzonti epistemologici per una didattica aumentata dalle tecnologie]. Journal of Educational, Cultural and Psychological Studies, 13, 143-161. DOI:10.7358/ecps-2016-013-ferr. ISSN:2037-7924

Ferri, P., & Moriggi, S. (2015). Tecnologicamente abita il bambino. Note epistemologiche per lo sviluppo di una cultura digitale per gli operatori dei nidi e delle scuole dell'infanzia. pp.13-25. In Bambini e tecnologie tra media touch e contesti immersivi - ISBN:9788884347749

Ferri, P., & Pieri, M. (2014). The flipped classroom from theory to practice: an Italian project. The teachers’ point of view. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications, 1198-1204. ISBN:978-1-939797-08-7

Ferri, P., & Moriggi, S. (2014). The Bayes’ classroom. Methodological, epistemological and operational notes for a real digitalization of teaching in the italian school. Journal of Educational, Cultural and Psychological Studies, 5, 1-18. ISSN: 2037-7924

Ferri, P., Cavalli, N., Mangiatordi, A., Micheli, M., Pozzali, A., Scenini, F., & Serenelli, F. (2013). Italian Undergraduates Join Facebook, but Keep a Critical Distance: "It is Useless, but I’m Using It". International Journal of Digital Literacy and Digital Competence, 4 (2), 13-24. DOI:10.4018/jdldc.2013040102. ISSN:1947-3494

Pietro Giorgio Lovaglio

Lovaglio P.G, Vacca G., Verzillo, S. (2016) Human Capital Estimation in Higher Education. Advances in Data Analysis and Classification, 10(4), 465-489. DOI: 10.1007/s11634-016-0259-5, ISSN 1862-5355.

Lovaglio P.G., Verzillo S. (2016) Heterogeneous economic returns to higher education: evidence from Italy. Quality & Quantity, 50:791–822. DOI 10.1007/s11135-015-0176-2.

Lovaglio P.G., Vittadini, G. (2014). Structural equation models in a redundancy analysis framework with covariates. Multivariate Behavioral Research, 49, 486-501. DOI: 10.1080/00273171.2014.931798. ISSN 0027-3171.

Lovaglio P.G. Vacca G., Verzillo S. (2013) Measuring human capital in higher education. In M, Carpita & E. Brentari (Eds.), Advances in Latent Variables [Electronic book]. Milan: Vita e Pensiero. ISBN 978 88 343 2556 8

Andrea Mangiatordi

Mangiatordi, A., & Scenini, F. (2017). Improving EPUB3 ebooks accessibility through Javascript and CSS. In Proceedings of IEEE Consumers Communications and Networking Conference 2017.

Mangiatordi, A. (2016). Supporting the introduction of educational technology in inclusive education through universal design: A paper prototype study. Pedagogia Oggi, 2, 113–125.

Mangiatordi, A. (2014). Using universal design for learning guidelines to evaluate a computer assisted note taking software solution. In T. Di Mascio, R. Gennari, P. Vittorini, R. Vicari, & F. De la Prieta (Eds.), Methodologies and Intelligent Systems for Technology Enhanced Learning (Vol. 292, pp. 157–164). Springer Berlin Heidelberg.

Mangiatordi, A., & Serenelli, F. (2013). Universal design for learning: A meta-analytic review of 80 abstracts from peer reviewed journals. Research on Education and Media, 5(1), 109–118.

Mangiatordi, A. (2012). Inclusion of mobility-impaired children in the one-to-one computing era: A case study. Mind, Brain, and Education, 6(1), 54–62.

Fabrizia Mantovani

Argenton, L., Schek, E., & Mantovani, F. (2014). Serious games as positive technologies. In R. Shumaker & S. Lackey (Eds.), Virtual, augmented and mixed reality. Applications of virtual and augmented reality (pp. 169–177). Cham: Springer International Publishing.

Realdon, O., Zurloni, V., Cellura, I., & Mantovani, F. (2013). Fostering the bicultural mind. Towards a Serious Game for intercultural training embedding culture as situated cognition. In Joint Proceedings of the 2013th T2CT and CCGL Workshops (pp. 47-56). Magdeburg: Otto Von Guericke University.

Anolli, L., Mantovani, F. Confalonieri, L., Ascolese, A. & Peveri, L. (2010). Emotions in Serious Games: From Experience to Assessment, Vol 5: Special Issue: Creative Learning with Serious Games, International Journal of Emerging Technologies in Learning (iJET).

Anolli, L., Wang, L., Mantovani, F., & De Toni, A. (2008). The voice of emotions in Chinese and Italian young adults. Journal of Cross-Cultural Psychology, 39(5), 565-598.

Zurloni, V., Realdon, O., Confalonieri, L., Mortillaro, M., & Mantovani, F. (2006). Learning communication skills through computer-based interactive simulations. In G. Riva, T. Anguera, B. Wiederhold & F. Mantovani (Eds.), From Communication to Presence: Cognition, emotions and culture towards the ultimate communicative experience (pp. 276-298). Amsterdam: IOS.

Susanna Mantovani

Mantovani S., & Pastori G. (2017). Pensare la scuola. La voce dei giovani sulla scuola. Scuola Democratica, 1, 3-24.

Mantovani S. (2010). Italy. In P. Oberhuemer, I. Schreyer, & M. Nueman (Eds), Professionals in early childhood education and care systems. European profiles and perspectives (239-259). Opladen & Farmington Hills: Barbara Budrich Publishers, Isbn/Issn: 97838664492493.

Mantovani S. (2010). Vygotsky and the early years of ECEC in Italy. In A. Tuna & J. Hayden (Eds.), Early childhood programs as the doorway to social cohesion: Application of Vygotsky's ideas from an East-West perspective (pp. 63-72). Newcastle: Cambridge Scholars Publishing. Isbn/Issn: 9781443823906.

Tobin, J., Arzubiaga J., & Mantovani S. (2007). The hundred language of parents. In Early Childhood Education. Issn: 0012-8171.

Mantovani S., & Ferri P (2008). Children and computer: What they know, what they do. In P. C. (Ed.) Digital Literacy. Tools and methodologies for information society (pp. 126-139). Hersey - New York: Igi Publishing. ISBN/ISSN: 9781599047980.

Giulia Pastori

Pastori, G., & Pagani, V. (2017). Is validation always valid? Cross cultural complexities of standard-based instruments migrating out of their context. European Early Childhood Education Research Journal, 25(5), 1-16.

Pastori G. (2017). The Italian school viewed from the ’others’ students from other countries talk about our school (Studenti di altri paesi raccontano la nostra scuola). Scuola Democratica, 1.

Pastori, G. (2015), From multilingualism to a plurilingual education in school: matters of teaching and pedagogy (Dal multilinguismo all’educazione plurilingue nella scuola: questioni didattiche ed educative.). In E. Nigris (Ed.), Pedagogia e didattica interculturale. Culture, contesti e linguaggi. Milano: Pearson Mondadori.

Pastori, G. (2016). Italian immigrant parents’ and teachers’ views of immigrant children’s identity. In J. J. Tobin (Ed.), Preschool and Im-migrants in Five Countries (pp.147-166), Bern: Peter Lang Publisher.

Adair J., & Pastori G. (2011). Developing qualitative coding frameworks for educational research: Immigration, education and the children crossing borders project. International Journal of Research and Method in Education, 34(1), 31-47.

Silvia Pozzi

Bonazzi, M., & Pozzi, S. (2015). Lacan e la Cina. In La Psicoanalisi, 56/57. Roma: Astrolabio.

Lavagnino, A., Pozzi, S. (2013). Cultura cinese. Segno, scrittura e civiltà. Roma: Carocci: ISBN 9788843070022

Pozzi, S. (2011). Confucio, re senza corona. Milano: Obarrao edizioni. ISBN: 9788887510942]

Pozzi, S. (2010). La televisione cinese di oggi: Il potere ambivalente dell’intrattenimento, in R. Cavalieri & I. Franceschini (Eds.), Germogli di società civile in Cina (pp.77-87). Milano: Brioschi Editore.

Pozzi, S. (2004). Leaving Taboos behind: Notes on two novels by Chen Ran and Lin Bai. Annali dell'Università degli Studi di Napoli, 64, 237-45.

Giorgio Vittadini

Bartolucci, F. Pennoni, F. & Vittadini, G. (in press). Causal latent Markov model for the comparison of multiple treatments in observational longitudinal studies. Journal of Behavioral Education.

Agasisti, T. & Vittadini G. (2012). Regional Economic Disparities as Determinants of Students’ Achievement in Italy. Research in Applied Economics, 4(1).

Bartolucci, F., Pennoni, F. & Vittadini, G. (2011). Assessment of school performance through a multilevel latent Markov Rasch model. Journal of Educational and Behavioral Statistics, 36(4), 491-522.

Folloni, G. & Vittadini G. (2009). Human Capital Measurement. A Survey, Journal of Economic Surveys. Journal of Economics Surveys, 24(2), 248-279.

Dagum, C., Vittadini, G. & Lovaglio P.G. (2007). Formative Indicators and Effects of a Causal Model for Household Human Capital with Application. Econometric Reviews, 26(5), 579-596.

Valentino Zurloni

Realdon, O., Zurloni, V., Cellura, I., & Mantovani, F. (2013). Fostering the bicultural mind. Towards a Serious Game for intercultural training embedding culture as situated cognition. In Joint Proceedings of the 2013th T2CT and CCGL Workshops (pp. 47-56). Otto Von Guericke University Magdeburg.

Zurloni, V., Mantovani, F., Mortillaro, M., Vescovo, A., & Anolli, L.M. (2008). Addressing emotions within e-learning systems. In T.T. Kidd, & H. Song (Eds.), Handbook of research on instructional systems and technology (Vol.2) (pp. 803-816). Hershey, PA: Information Science Reference.

Zurloni, V., Realdon, O., Confalonieri, L., Mortillaro, M., & Mantovani, M. (2006). Learning communication skills through computer-based interactive simulations. In G. Riva, T. Anguera, B. Wiederhold, & F. Mantovani (Eds.), From Communication to Presence: Cognition, emotions and culture towards the ultimate communicative experience (pp. 276-298). Amsterdam: IOS.

Mantovani, F., Agliati, A., Mortillaro, M., Vescovo, A., & Zurloni, V. (2006). Communication - Presence Roundtrip: Travelling along Theoretical, Methodological and Applicative Connections. In G. Riva, T. Anguera, B. Wiederhold, & F. Mantovani (Eds.), From Communication to Presence: Cognition, Emotions and Culture towards the Ultimate Communicative Experience (pp. 3-22). Amsterdam: IOS.

Anolli, L. M., Vescovo, A., Agliati, A., & Zurloni, V. (2006). Simulation-based training of communication and emotional competence for the improvement of physician-patient relationship. Annual Review of Cybertherapy and Telemedicine, 4, 79-86.

 

Netherlands

Jerry Andriessen

Andriessen, J. & Baker, M. (2014). Arguing to learn. In K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (Second edition; pp.439-460). Cambridge: Cambridge University press.

Hogan, M. J., Johnston, H., Broome, B., McMoreland, C., Walsh, J., Smale, B., Duggan, J., Andriessen, J., Leyden, K., Domegan, C., McHugh, P., Hogan, V., Harney, O., Groarke, J., Noone, C., & Groarke, A. (2014). Consulting with Citizens in the Design of Wellbeing Measures and Policies: Lessons from a Systems Science Application. Social Indicators Research, 1-21.

Overdijk, M., van Diggelen, W., Andriessen, J., & Kirschner, P. A. (2014). How to bring a technical artifact into use: A micro-developmental perspective. International Journal of Computer-Supported Collaborative Learning, 9(3), 283-303.

Andriessen, J., Baker, M. & Pardijs, M. (2013). Getting on and getting along: tensions in the development of collaborations. In M. Baker, J. Andriessen & S. Järvelä (Eds.) Affective Learning Together: Social and emotional dimensions of collaborative learning (pp. 205-230). London: Routledge.

Damsa, C. I., Kirschner, P. A., Andriessen, J. E. B., Erkens, G., & Sins, P. H. M. (2010). Shared epistemic agency - An empirical study of an emergent construct. Journal of the Learning Sciences, 19(2), 143 - 186.

Martine Broekhuizen

Broekhuizen, M. L., Slot, P. L., van Aken, M. A. G., Dubas, J. S., & Leseman, P. P. M. (2017). Teacher’s emotional and behavioral support and preschoolers’ self-regulation: Relations with social and emotional skills during play. Early Education and Development, 28, 135-153.

Leseman, P. P. M., Mulder, H., Verhagen, J., Broekhuizen, M. L., van Schaik S. D. M., & Slot, P. L. (2017). Effectiveness of Dutch targeted preschool education policy for disadvantaged children. In Blossfeld, H. P., Kulic, N., Skopek, J., & Triventi, M. (eds.), Childcare, early education, and social inequality – An international perspective. Celtenham, UK: Edward Elgar.

Moser, T., Leseman, P.P. M., Melhuish, E., Broekhuizen, M. L., & Slot, P.L. (2017). European Framework of Quality and Wellbeing Indicators. CARE: Curriculum & Quality Analysis and Impact Review of European Early Childhood Education and Care. Utrecht University.

Broekhuizen, M. L., Mokrova, I. L., Burchinal, M. R., Garrett-Peters, P. T., & Family Life Project Key Investigators (2016). Classroom quality at pre-kindergarten and kindergarten and children’s social skills and behavior problems. Early Childhood Research Quarterly, 36, 212-222.

Broekhuizen, M. L., van Aken, M. A. G., Dubas, J. S., Mulder, H., & Leseman, P. P. (2015). Individual differences in effects of child care quality: The role of child affective self-regulation and gender. Infant Behavior and Development, 40, 216-230.

Mihaela Ionescu

Ionescu, M. (co-author) (2016). The ISSA Principles of Quality Pedagogy: Quality Early Childhood Education and Care through democratic processes (co-author). Learning for Well-being Magazine, Issue 1. Universal Education Foundation.

Ionescu, M. (2015). Organization Spotlight: The Power of an Association in Early Childhood Education and Care: ISSA - An Engine for Advocacy, Capacity Building, and Creating a Growing Learning Community. Childhood Education, 5. Online.

Ionescu, M. (co-author) (2015). Quality in early childhood settings: universal values and cultural flexibility. Early Childhood Matters, Issue June/124. The Hague: Bernard van Leer Foundation.

Ionescu, M. (coord.) (2014). ISSA Framework for Quality Practices in Early Childhood Services for Children under Three Years of Age. Leiden: ISSA.

Ionescu, M., & Trikic, Z. (2012). Building Opportunities in Early Childhood from the Start. A Teacher’s Guide to Good practices in Inclusive Early Childhood Services. Budapest: ISSA-REF.

Thomas Leopold

Stojmenovska, D., Bol, T., & Leopold, T. (in press): Does diversity pay? A replication of Herring. American Sociological Review.

Leopold, L., Leopold, T., & Lechner, C. (2017): Do immigrants suffer more from job loss? Unemployment and subjective well-being in Germany. Demography, 54, 231-257.

Leopold, T., & Kalmijn, M. (2016): Is divorce more painful when couples have children? Evidence from long-term panel data on multiple domains of well-bing. Demography, 53, 1717-1742

Leopold, T., & Skopek, J. (2015). The demography of grandparenthood: An international profile. Social Forces, 94, 801–832.

Leopold, T., & Lechner, C. (2015). Parents’ death and adult wellBeing: Gender, age and adaptation to filial bereavement. Journal of Marriage and Family, 77, 747–760.

Paul Leseman

Messer, M.H., Verhagen, J., Boom, J., Mayo, A., & Leseman, P.P.M. (2015). Growth of verbal short-term memory of nonwords varying in phonotactic probability: A longitudinal study with monolingual and bilingual children. Journal of Memory and Language, 86, 24-36.

Oudgenoeg-Paz, O., Volman, M.J.M., & Leseman, P.P.M. (2015). Exploration as a mediator of the relation between attainment of motor mile-stones and the development of spatial cognition and spatial language. Developmental Psychology, 51(9), 1241-1253.

Van Schaik, S.D.M., Huijbregts, S.K., & Leseman, P.P.M. (2014). Cultural diversity in teachers' group-centered beliefs and practices in early childcare. Early Childhood Research Quarterly, 29(3), 369-377.

Leseman, P.P.M., Scheele, A.F., Mayo, A.Y., & Messer, M.H. (2007). Home literacy as a special language environment to prepare children for school. Zeitschrift für Erziehungswissenschaft, 10(3), 334-355.

Leseman, P.P.M., & Van Tuijl, C. (2006). Cultural diversity in early literacy development. In S.B. Neuman & D.K. Dickinson (Eds.), Handbook of early literacy research. Volume 2 (pp. 211-228). New York: Guilford.

Mirjam Pardijs

Andriessen, J., Baker, M. & Pardijs, M. (2013). Getting on and getting along: tensions in the development of collaborations. In M. Baker, J. Andriessen & S. Järvelä (Eds.) Affective Learning Together: Social and emotional dimensions of collaborative learning (pp. 205-230). London: Routledge.

Pauline Slot

Slot, P. L., Boom, J., Verhagen, J., & Leseman, P. P. M. (2017). Measurement properties of the CLASS Toddler in ECEC in the Netherlands. Journal of Applied Developmental Psychology 48, 79-91. doi: 10.1016/j.appdev.2016.11.008

Slot, P. L., Cadima, J., Salminen, J. E., Pastori, G., & Lerkkanen, M-K. (2016). Multiple case study in seven European countries regarding culture-sensitive classroom quality assessment. CARE: Curriculum & Quality Analysis and Impact Review of European Early Childhood Education and Care, University of Jyväskylä. Report to European Commission

Slot, P. L., Lerkkanen, M.-K., & Leseman, P. P. M. (2015). The relations between structural quality and process quality in European early childhood education and care provisions: secondary analyses of large scale studies in five countries. CARE: Curriculum & Quality Analysis and Impact Review of European Early Childhood Education and Care, Utrecht University. Report to European Commission

Slot, P.L., Leseman, P.P.M., Mulder, H., & Verhagen, J. (2015). Associations between structural quality aspects and process quality in Dutch early childhood education and care settings. Early Childhood Research Quarterly, 33, 64-76. doi: 10.1016j.ecresq.2015.06.001

Leseman, P.P.M., & Slot, P.L. (2014). Breaking the cycle of poverty: challenges for European early childhood education and care. European Early Childhood Education Research Journal, 22, 314-326. doi: 10.1080/13500293X.2014.912894

Herman Van de Werfhorst

Breen, R., Van de Werfhorst, H. G., Jaeger, M. M. (2014). Deciding under Doubt: A Theory of Risk Aversion, Time Discounting Preferences and Educational Decision Making. European Sociological Review, 30(2), 258-270.

Notten, N., Lancee, B., Van de Werfhorst, H. G. & Ganzeboom, H. (2014). Educational stratification in cultural participation: Cognitive competence or status motivation? Journal of Cultural Economics.

Bol, T., Witschge, J., Van de Werfhorst, H. G. & Dronkers, J. (2014). Curricular Tracking and Central Examinations: Counterbalancing the Impact of Social Background on Student Achievement in 36 Countries. Social Forces, 92(4), 1545-1572.

Van de Werfhorst, H. G. (2014). Changing societies and four tasks of schooling: Challenges for strongly differentiated educational systems. International Review of Education, 60(1), 123–144.

Salverda, W., Nolan, B., Checchi, D., Marx, I., McKnight, A., Tóth, I. G., Van de Werfhorst, H. G. (Eds.) (2014). Changing Inequalities and Societal Impacts in Rich Countries: Analytical and Comparative Perspectives. Oxford University Press.

Thomas Van Huizen

Van Huizen, T. & Plantenga, J. (2015). Universal Child Care and Children’s Outcomes: A Meta-Analysis of Evidence from Natural Experiments. U.S.E. Discussion Paper Series nr 15-13.

Van Huizen, T. & Alessie, Rob (2015). Time Preferences and Career Investments. Labour economics, 35, 77-92.

Akgündüz, Y. E. & van Huizen, T. (2015). Training in two-tier labor markets - The role of job match quality. Social Science Research, 52, 508–521.

Van Huizen, Thomas (2014). More wealth, shorter hours? Evidence from the Netherlands. Economics letters, 125 (2), 323–326.

Van Huizen, T.M. & Plantenga, J. (2010). Making Transitions Pay: An Assessment of the Dutch Life-Course Scheme. Journal of social policy, 39 (1), 35-52.

Norway

Thomas Moser

Leseman, P., Moser, T. & Melhuish, E. (Eds.) (2017). Final integrative report with revised quality framework and indicators for quality of ECEC and child well-b eing, and policy recommendations. CARE project - Deliverable 6.4; Report to the European Commission, 28.2.2017.

Reikerås, E.K., Moser, T. & Tønnessen, F.E. (2017, published online: 24 Jul 2015). Mathematical skills and motor life skills in toddlers: do differences in mathematical skills reflect differences in motor skills? European Early Childhood Education Research Journal, 25(1), 72-88.

Zachrisson, H. D., Dearing, E., Blömeke, S. & Moser, T. (2017). What levels the playing field for socioeconomically disadvantaged children in the Norwegian ECEC model? In H.-P. Blossfeld, N. Kulic, J. Skopek, and M. Triventi (Eds.), Childcare, Early Education and Social Inequality: An international perspective (pp. 305–322). Cheltenham, UK and Northampton, MA, USA: Edward Elgar Publishing.

Moser, T., & Reikerås, E. K. L. (2016; online: April 2014). Motor-life-skills of toddlers – a comparative study of Norwegian and British boys and girls applying the Early Years Movement Skills Checklist. European Early Childhood Education Research Journal, 24(1), 115-135.

Broekhuizen, M., Leseman, P., Moser, T. & van Trijp, K. (2015). CARE-Curriculum Quality Analysis and Impact Review of European ECEC. Deliverable 6.2: Stakeholders Study. Values, beliefs and concerns of parents, staff and policy representatives regarding ECEC services in nine European countries. First report on parents. Report to the European Commission, 30.6.2015.

Henrik Daae Zachrisson

Petitclerc, A., Côté, S., Doyle, O., Burchinal, M., Herba, C., Zachrisson, H.D., Boivin, M., Tremblay, R.E., Tiemeier, H., Jaddoe, V., Raat, H. (In press). Who uses early childhood education and care services? Comparing socioeconomic selection across five western policy ontexts. International Journal of Child Care and Education Policy. 11:3.

Bøe, T., Hysing, M., & Zachrisson, H.D. (2016). Low family income and behavior problems: Are children differentially susceptible? Journal of Developmental & Behavioral Paediatrics,37, 213-22.

Zachrisson, H.D, & Dearing, E. (2015) Family income dynamics and early child behavior problems in Norway: Is center care a buffer? Child Development, 86:425-440.

Sibley, E., Dearing, E., Toppelberg, C.O., Mykletun, A., & Zachrisson, H.D. (2015). Does Increased Availability and Reduced Cost of Early Childhood Care and Education Narrow Social Inequality Gaps in Utilization? Evidence from Norway. International Journal of Child Care and Education Policy.9:1.

Zachrisson, H.D., Nærde, A., & Janson, H. (2013). Predicting early center care utilization in a context of universal access. Early Childhood Research Quarterly, 28: 74-82.

 

Poland

Małgorzata Karwowska-Struczyk

Bove Ch., Mantovani S., Jensen B., Karwowska-Struczyk M., Wysłowsk O. (2016), Report on “good practice” case studies of professional development in three countries - CARE. Retrieved from http://ecec-care.org/resources/publications/

Karwowska-Struczyk M. (2011), Preschool education - in search of other approaches to ECEC Looking for other solutions, WUW.

Karwowska-Struczyk M. (2007), Jakość edukacji przedszkolnej – wyzwanie czy nadawanie znaczenia, in: Dziecko sukcesy I porażki, pp. 237-246.

Kamila Wichrowska

Kapuścińska, A., Wichrowska, K. (2015). Rozwijanie kompetencji kluczowych w przedszkolu a dobry start szkolny. in: Kompetencje kluczowe dzieci i młodzieży, praktyka edukacyjna. Żak.

Olga Wysłowska

Karwowska-Struczyk M., Wysłowska O. (2016). Selected aspects of the institutional early childhood education and care in Warsaw - the perspective of professionals and low-income parents. Problemy Wczesnej Edukacji 2(33), 124-142.

Bove Ch., Mantovani S., Jensen B., Karwowska-Struczyk M., Wysłowska O. (2016). Report on “good practice” case studies of professional Development in three countries. CARE.

Jensen B., Iannone R. L., Brandi U., Mantovani S., Bove Ch, Karwowska-Struczyk M., & Wysłowska O. (2015). Comparative review of professional development approaches. CARE. Retrieved from http://ecec-care.org/resources/publications/

 

Portugal

Cecília Aguiar

Ferreira, M., Aguiar, C., Correia, N., Fialho, M., & Pimentel, J. S. (2017). Social experiences of children with disabilities in Portuguese inclusive preschool settings. Journal of Early Intervention, 39(1), 33-50. doi: 10.1177/1053815116679414

Boavida, T., Aguiar, C., McWilliam, R. A., & Correia, N. (2016). Effects of an in-service training program using the Routines-Based Interview. Topics in Early Childhood Special Education, 36(2), 67-77. doi: 10.1177/0271121415604327

Pinto, A. I., Pessanha, M., & Aguiar, C. (2013). Effects of home environment and center-based child care quality on children’s language, communication, and literacy outcomes. Early Childhood Research Quarterly, 28, 94-101.

Aguiar, C., & McWilliam, R. A. (2013). Consistency of toddler engagement across two settings. Early Childhood Research Quarterly, 28, 102-110.

Barros, S., & Aguiar, C. (2010). Assessing the quality of Portuguese child care programs for toddlers. Early Childhood Research Quarterly, 25, 527-535. doi:10.1016/j.ecresq.2009.12.003

Clara Barata (on leave from ISOTIS May2017-June2018)

Yoshikawa, H., Leyva, D., Snow, C., Trevino, E., Barata, M.C., Weiland, C., Gomez, C., Moreno, L., Rolla, A., D’Sa, N., & Arbour, MC. (2015). Experimental Impacts of a Teacher Professional Development Program in Chile on Preschool Classroom Quality and Child Outcomes. Developmental Psychology, 51(3), 309–322.

Leyva, D., Weiland, C., Barata, M.C., Yoshikawa, H., Snow, C., Treviño, E., & Rolla, A. (2015). Teacher-child interactions in Chile and their associations with prekindergarten
outcomes. Child Development. DOI: 10.1111/cdev.12342.

Barata, M. C., Calheiros, M. M., Patrício, J., Graça, J., & Lima, M. L. (2015). Evaluating the impact of national educational policy to reduce retention and increase achievement in compulsory education. Elementary School Journal.

Weiland, C., Barata, M.C., & Yoshikawa, H. (2014). The co-occurring development of executive function skills and receptive vocabulary in children enrolled in an urban prekindergarten program: A look at the direction of the developmental pathways. Infant and Child Development. DOI: 10.1002/icd.1829.

Barata, M.C. & Yoshikawa, H. (2014). Mixed methods in research on child well-being. In A. Ben-Arieh, F. Casas, I. Frones, & J.E. Korbin (Eds.), Handbook of Child Well-Being. Theories, Methods and Policies in Global Perspective. Dordrecht: Springer.

Joana Cadima

Cadima, J., Verschueren, K., Leal, T., & Guedes, C. (2015). Classroom interactions, dyadic teacher–child relationships, and self-regulation. Journal of Abnormal Child Psychology.

Cadima, J., Doumen, S., Verschueren, K., & Buyse, E. (2015). Child engagement in the transition to school: Contributions of self-Regulation, teacher–Child relationships and classroom climate. Early Childhood Research Quarterly.

Cadima, J., Gamelas, A. M., McClelland, M., & Peixoto, C. (2015). Associations between early family risk, children's behavioral regulation, and academic achievement in Portugal. Early Education & Development.

Cadima, J., Doumen, S., Verschueren, K., & Leal, T. (2013). Examining teacher–child relationship quality across two countries. Educational Psychology: An International Journal of Experimental Educational Psychology.

Cadima, J. McWilliam, R. A., & Leal, T. (2010). Environmental risk factors and children's literacy skills during the transition to elementary school. International Journal of Behavioral Development, 34, 24-33.

Maria Filomena Gaspar

Homem, T. C., Gaspar, M. F., Seabra-Santos, M. J., Azevedo, A. F., & Canavarro, M. C. (2015). Incredible Years Parent Training: Does it improve positive relationships in Portuguese families of preschoolers with ODD symptoms? Journal of Child and Family Studies, 24(7), 1861-1875. doi: 10.1007/s10826-014-9988-2

Azevedo, A. F., Seabra-Santos, M. J., Gaspar, M. F., & Homem, T. C. (2014). Efficacy of a parent-based intervention in Portuguese preschoolers with AD/HD behaviours: Are children’s and mothers’ effects sustained over time? European Child & Adolescent Psychiatry, 23(6), 437-450. doi: 10.1007/s00787-013-0470-2

Silva, I. S., Gaspar, M. F., Anglin, J. (2014). Webster-Stratton Incredible Years Basic Parent Programme (IY) in Child Care Placements: Residential staff carers’ satisfaction results. Child & Family Social Work, 1-10. doi:10.1111/cfs.12129

Almeida, A., Abreu-Lima, I., Cruz, O., Gaspar, M., Brandão, T., Alarcão, M., Santos, M., & Machado, J. (2012). Parent education interventions: Results from a national study in Portugal. The European Journal of Developmental Psychology (Special Issue: Evidence-based parent education programmmes to promote positive parenting), 9 (1), pp.135-149.

Marzocchi, G., Capron, C., Di Pietro, M., Tauleria, E., Duyme, M., Frigerio, A., Gaspar, M., Hamilton, H., Pithon, G., Simões, A., & Thérond, C. (2004). The use of the Strengths and Difficulties Questionnaire (SDQ) in the Southern European countries. European Child an Adolescent Psychiatry (Suppl 2), 13, 40-46.

Joana Guerra

Guerra, J. Albuquerque, C.; Marques, J. (2017). The dynamics of inter-agency working as a strategy for a close culture in combating poverty. Évora: CICS-NOVA (in press).

Guerra, J. Albuquerque, C.; Marques, J. (2017). The Social Network Program as a mechanism for innovation and strategic development? Evaluation and Recommendations based on a study on the Social Commissions of Parish. Évora: CICS-NOVA (in press).

Guerra, J. (2016). Health policy in time of crisis. In C. Albuquerque & H. Luz, Social Policy in time of austerity (pp. 177-192). Lisbon: Pactor.

Guerra, J. (2014). Youth mobility: each one builds a treasure. Proceedings of the International Conferences of European Anti-Poverty Network. Portugal and Castilla y Leon.

Guerra, J. (2014). InProject: a collaborative intervention in the urban community of Coimbra”. Social Dialogue Magazine, nº 7, March. Hong Kong: International Association of Schools of Social Work.

Rita Guerra

Gaertner, S. L., Dovidio, J. F., Guerra, R., Hehman, E., & Saguy, T. (2016). A common ingroup identity: Categorization, identity, and intergroup relations. In T. Nelson (Ed.), Handbook of prejudice, stereotyping and discrimination (2nd Edition) (pp. 433-454). Thousand Oaks, CA: Sage.

Guerra, R., Gaertner, S. L., António, R., & Deegan, M. (2015). Do we need them? When immigrant communities are perceived as indispensable to national identity or functioning of the host society. European Journal of Social Psychology, 45, 868–879.

Guerra, R., Rebelo, M., Monteiro, M. B, & Gaertner, S. L. (2013). Translating recategorization Strategies into an anti-bias educational intervention. Journal of Applied Social Psychology, 43(1), 14-23.

Guerra, R., Rebelo, M., Monteiro, M. B., Riek, B., Mania, E., Gaertner, S. L., & Dovidio, J. (2010). How should intergroup contact be structured to reduce bias among majority and minority group children? Group Processes and Intergroup Relations, 13(4), 445-460.

Gaertner, S. L., Dovidio, J. F., Guerra, R., Rebelo, M., Monteiro, M. B., Houlette, M., & Riek, B. (2008). The common ingroup identity model: Applications to adults and children. In Levy, S. R. & Killen, M. (Eds.). Intergroup relations: An integrative developmental and social psychological perspective (pp. 204-219). New York: Oxford University Press.

Catarina Leitão

Ribeiro I., Leopoldina F. L., Cadime, I., Fernandes, I., Ferreira, A., Leitão, C., Gomes, S., Mendonça, S. & Pereira, L. (2010). Compreensão da leitura. Dos modelos teóricos ao ensino explícito. Um programa de intervenção para o 2.º ciclo do ensino básico [Reading Comprehension. From theoretical models to explicit teaching. An intervention program for the 2nd cycle of elementary school]. Coimbra: Ediçoes Almedina.

Leitão, C., Ribeiro, I., Fernandes, I., & Ferreira, A. (2010). Produção de textos: Construção e implementação de um programa de intervenção com alunos do 4o ano de escolaridade [Production of texts: Development and implementation of an intervention program for students of the 4th year of elementary school]. In C. Nogueira, I. Silva, L. Lima, A. T. Almeida, R. Cabecinhas, R. Gomes, C. Machado, A. Maia, A. Sampaio, & M. C. Taveira (Eds.), Actas do VII Simpósio Nacional de Investigação em Psicologia (pp. 2965 -2979). Braga: Universidade do Minho.

Dulce Martins

Martins, D., & Carvalho, C. (in press). Teachers’ feedback and educational self of institutionalized youngsters: a possible dialogue? In P. Marsico & L. Tateo (Eds), The Emergence of Self in the Educational Contexts. Book Series: Cultural Psychology of Education, Springer.

Carvalho, C., Conboy, J., Santos, J., Fonseca, J., Tavares, D., Martins, D., Salema, M.H., Fiúza, E., & Gama, A. (2016). Scale of Student Perceptions Regarding their Behavioral Engagement in School: Construction and Validation. Psicologia: Teoria e Pesquisa, 32(3), e323219. doi: https://dx.doi.org/10.1590/0102-3772e323219

Martins, D., Carvalho, C., & Pacheco, J. (2015). Curriculum differentiation: a study with institutionalized young's attending vocational education- Procedia - Social and Behavioral Sciences, 174, 2590-2595. doi: 10.1016/j.sbspro.2015.01.937

Martins, D., & Carvalho, C. (2014). Students Perceptions about Teachers Feedback in a Career Construction: a study in Vocational Education. Electronic Journal of Research in Educational Psychology, 12(2), 303-324. doi: http://dx.doi.org/10.14204/ejrep.33.13144

Carvalho, C., Salema, M.H., Stanciugelu, I., Martins, D., Iorga, E.M., & Puscas, M. (2014). The Impact of Differences in Curriculum on knowledge Related to European Citizenship: a Comparative Analysis in the Case of Portuguese and Romanian Pupils. Procedia - Social and Behavioral Sciences, 149, 152-157. doi: 10.1016/j.sbspro.2014.08.179

Gil Nata

Nata, G. (2011). Diferença Cultural e Democracia: Identidade, cidadania e tolerância na relação entre maioria e minorias [Cultural Difference and Democracy: identity, citizenship and tolerance in the relationship between majority and minorities]. Vol. 35 da Colecção Teses sobre Imigração e Diálogo Intercultural. Lisboa: Alto Comissariado para a Imigração e Diálogo Intercultural. Retrieved from http://www.om.acm.gov.pt/

Neves, T. Ferraz, H., Nata, G. (2016). Social inequality in access to higher education: grade inflation in private schools and the ineffectiveness of compensatory education. International Studies in Sociology of Education, 1-21. DOI: 10.1080/09620214.2016.1191966.

Neves, T., Pereira, M. J., Nata, G. (2014). Head teachers’ perceptions of secondary school rankings: their nature, media coverage, and impact on schools and the educational arena. Education as Change, 18(2), 211-225. DOI: 10.1080/16823206.2014.926829.

Nata, G., Pereira, M. J., & Neves, T. (2014). Unfairness in access to higher education: a 11 year comparison of grade inflation by private and public secondary schools in Portugal. Higher Education, 68, 851-874. DOI: 10.1007/s10734-014-9748-7.

Neves, T., Pereira, M. J., & Nata, G. (2012). One dimensional school rankings: A non-neutral device that conceals and naturalizes inequalities. International journal of School Disaffection, 9(1) 7-22.

Ricardo Borges Rodrigues

Vauclair, C. M., Rodrigues, R. B., Marques, S., Esteves, C., Cunha, F., & Gerardo, F. (in press). Doddering but Dear… Even in the Eyes of Young Children? Age Stereotyping and Prejudice in Childhood and Adolescence. International Journal of Psychology.

Rodrigues, R. B., Rutland, A., & Collins, E. (2016). The Multi-Norm Structural Social-Developmental Model of Children's Intergroup Attitudes: Integrating Intergroup-Loyalty and Outgroup Fairness Norms. In Vala, J., Calheiros, M. & Waldzus, S. (Eds.). The Social Developmental Construction of Violence and Intergroup Conflict. Newcastle: Springer. ISBN: 978-3-319-42726-3 DOI: 10.1007/978-3-319-42727-0_10

Cunha, F., Marques, S., & Rodrigues, R. B. (2014). GerAções Lx: Pilot project to decrease ageism and promote a positive self-concept in youngsters and seniors. Journal of Intergenerational Relationships, 12(2). 184-191. DOI: 10.1080/15350770.2014.901018

Marques, S., Vauclair, C.M., Rodrigues, R. B., Mendonça, J., Gerardo, F., Cunha, F., Sena, C & Leitão, E. (2014). imAGES: intervention program to prevent ageism in children. Lisboa: Santa Casa da Misericórdia de Lisboa & Leya.

Monteiro, M. B., França, D. X., & Rodrigues, R. (2009). The development of intergroup bias in childhood: How social norms can shape children's racial behaviours. International Journal of Psychology, 44, 29-39. doi:10.1080/00207590802057910

Carla Silva

Silva, C. S., & Calheiros, M. M. (in press). Stop Yelling: Interparental conflict and adolescents’ self-representations as mediated by their perceived relationships with parents. Journal of Family Issues.

Silva, C. S., Calheiros, M. M., & Carvalho, H. (2016). Interparental conflict and adolescents' self-representations: The role of emotional insecurity. Journal of Adolescence, 52, 76-88.

Silva, C. S., Calheiros, M. M., & Carvalho, H. (2016). Security in the Interparental Subsystem (SIS) scale: psychometric characteristics in a sample of Portuguese adolescents. Journal of family violence, 31(2), 147-159.

Calheiros, M. M., Lima, M. L., & Silva, C. (2012). Extravasation work-family: When working conditions contribute to maternal abusive practices? Aletheia, (37), 23-41.

Carvalho, R.G., Silva, C.S. & Pocinho, M. (2010). Programas de intervenção em contexto educativo: contributos da psicologia nas escolas da Madeira. In L.S. Almeida, B.D. Silva & S. Caires (Eds.), Actas do I Simpósio Internacional 'Contributos da psicologia em contextos educativos’ (pp. 1628-1635). Braga: Universidade do Minho.