<div class="page" title="Page 3"><div class="layoutArea"><div class="column"><div class="csl-bib-body"><div class="csl-entry"><div class="csl-bib-body"><div class="csl-entry"><div class="csl-bib-body"><div class="csl-entry">Homuth, C., & Bittmann, F. (2023). Less learned but still good grades (for some). What impact had school closures on social inequality of educational opportunity? <em>Soziale Welt</em>, <em>74</em>(1), 14–39. <a href="https://doi.org/10.5771/0038-6073-2023-1-14" data-mce-href="https://doi.org/10.5771/0038-6073-2023-1-14">https://doi.org/10.5771/0038-6073-2023-1-14</a></div></div></div><div class="csl-entry">Will, G., Homuth, C., von Maurice, J., & Roßbach, H.-G. (2021). Integration of Recently Arrived Underage Refugees: Research Potential of the Study ReGES – Refugees in the German Educational System. <em>European Sociological Review 37</em>(6): 1027–1043. <a href="https://academic.oup.com/esr/advance-article/doi/10.1093/esr/jcab033/6359508?guestAccessKey=51393552-d1c8-4549-ac1f-abd41dba7ec9" target="_blank" data-mce-href="https://academic.oup.com/esr/advance-article/doi/10.1093/esr/jcab033/6359508?guestAccessKey=51393552-d1c8-4549-ac1f-abd41dba7ec9">https://doi.org/10.1093/esr/jcab033</a></div><div class="csl-entry">Homuth, C.; Liebau, E., & Will, G. (2021). The role of socioeconomic, cultural, and structural factors in daycare attendance among refugee children. <em>Journal for Educational Research Online, 13(1)</em>, 16–77. <a href="https://doi.org/10.31244/jero.2021.01.02" data-mce-href="https://doi.org/10.31244/jero.2021.01.02">https://doi.org/10.31244/jero.2021.01.02</a></div><div class="csl-entry">Homuth, C., Welker, J., Will, G., & Von Maurice, J. (2020). The Impact of Legal Status on Different Schooling Aspects of Adolescents in Germany. <em>Refuge: Canada’s Journal on Refugees</em>, <em>36</em>(2), 45–57. <a href="https://doi.org/10.25071/1920-7336.40715" data-mce-href="https://doi.org/10.25071/1920-7336.40715">https://doi.org/10.25071/1920-7336.40715</a></div></div></div><div class="csl-entry">Will, G., Homuth, C. (2020). Education of Refugee Adolescents at the End of Secondary School: The Role of Educational Policies, Individual and Family Resources.<em> Soziale Welt 71(1-2), 160-200</em>. <a title="https://doi.org/10.5771/0038-6073-2020-1-2-160" href="https://doi.org/10.5771/0038-6073-2020-1-2-160" data-dokid="532343" data-doi="10.5771/0038-6073-2020-1-2-160" data-mce-href="https://doi.org/10.5771/0038-6073-2020-1-2-160">https://doi.org/10.5771/0038-6073-2020-1-2-160</a></div><div class="csl-entry">Homuth, C., Will, G., von Maurice, J. (2020). Broken School Biographies of Adolescent Refugees in Germany. In: Korntheuer, A., Pritchard, P., Maehler, D. B., & Wilkinson, L. (Eds.). Refugees in Canada and Germany: From Research to Policies and Practice (GESIS-Schriftenreihe, 25). Köln: GESIS - Leibniz-Institut für Sozialwissenschaften, 123-142. <a href="https://doi.org/10.21241/ssoar.66728" data-mce-href="https://doi.org/10.21241/ssoar.66728">https://doi.org/10.21241/ssoar.66728</a>  </div><div class="csl-entry">Homuth, C. (2017). <em>Die G8-Reform in Deutschland: Auswirkungen auf Schülerleistungen und Bildungsungleichheit</em>. Wiesbaden: Springer VS.</div><div class="csl-entry">Homuth, C., Schmitt, M., Lorenz, C., & Mann, D. (2017). Why does a new consent procedure during an ongoing longitudinal study influence data quality. <em>Journal for Educational Research Online / Journal für Bildungsforschung Online</em>, <em>9</em>(1), 7–31.</div><div class="csl-entry">Lorenz, Christian, Homuth, Christoph, Schmitt, Monja, & Karwath, Claudia. (2015). E-Appointments in Empirical Field Research. <em>Survey Insights: Methods from the Field</em>. <a href="https://doi.org/10.13094/SMIF-2015-00009" data-mce-href="https://doi.org/10.13094/SMIF-2015-00009">https://doi.org/10.13094/SMIF-2015-00009</a></div><div class="csl-entry">Schmitt, M., Homuth, C., Lorenz, C., & Karwath, C. (2016). Does a stamp increase the return in mail surveys? <em>Journal for Educational Research Online / Journal für Bildungsforschung Online</em>, <em>8</em>(3), 142–158.</div></div></div></div></div>