Czech Republic
Karel Pančocha
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. (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
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.
Lenka Slepičková
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
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
Maria Evangelou
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.
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).
Edward Melhuish
Rebecca Tracz
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. (2014). Volunteering- from altruism to otherness - Traditiones, special issue dedicated to Volunteering, Ljubljana (Slovenia): Institute of Slovenian Ethnology SRS SASA, pp 67-83.
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.
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. (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. (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
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. (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
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., 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.
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.
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.
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
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)
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.
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.
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., 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.
Ireland
Giampiero Passaretta
Jan Skopek
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
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. (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., 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.
Fabrizia Mantovani
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. (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. (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.
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.
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., 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
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
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. (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, 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
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
Pauline Slot
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
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. & 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
Himberg-Sundet, A., Kristiansen, A.L., Bjellang, M., Moser, T., Holthe, A., Andersen, L.F. & Lien, N. (2018). Is the environment in the kindergarten associated with vegetables served and eaten? The BRA-study. Scandinavian Journal of Public Health, p. 1-11; Published February 11, 2018. https://doi.org/10.1177/1403494818756702
Løkken, I.M., Bjørnestad, E., Broekhuizen, M., & Moser, T. (2018). The relationship between structural factors and interaction-quality in Norwegian ECEC for toddlers. International Journal of Child Care and Education Policy 12(9), 1-15. (https://doi.org/10.1186/s40723-018-0048-z)
Løkken, I.M., Broekhuizen, M., Moser, T., Bjørnestad, E., Hegna, M.M. (2018). Evaluation of the Lamer Social Competence in Preschool Scale. Journal of Nordic Early Childhood Education Research 17(1), p. 1-22. https://doi.org/10.7577/nbf.2424
Løkken, I., Broekhuizen, M.L., Barnes, J., Moser, T., & Bjørnestad (2018). Staff-child interaction-quality and children’s social competence in Norwegian ECEC. Special issue of “Children’s social-emotional developments and its support”, Journal of Early Childhood Education Research (JECER)
Moser, T. Reikerås, E.K. & Tønnessen, F.E. (2018). Development of Motor-Life-Skills: Variations in Children at Risk for Motor Difficulties from the Toddler Age to Preschool Age. European Journal of Special Need Education 33(1), 118-133. http://dx.doi.org/10.1080/08856257.2017.1306964 (nivå 1)
Henrik Daae Zachrisson
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.
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
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
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.
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
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)
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., 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
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.
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., 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
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.
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
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
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.
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.
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.
