Sara Geven
Zitiert von
Zitiert von
The influence of friends on adolescents’ behavior problems at school: The role of ego, alter and dyadic characteristics
S Geven, J Weesie, F Van Tubergen
Social Networks 35 (4), 583-592, 2013
The digital divide in online education: Inequality in digital readiness of students and schools
HG Van De Werfhorst, E Kessenich, S Geven
Computers and Education Open 3, 100100, 2022
The digital divide in online education. Inequality in digital preparedness of students and schools before the start of the COVID-19 pandemic
H van de Werfhorst, E Kessenich, S Geven
SocArXiv, 2020
Social inequality in shadow education: The role of high-stakes testing
D Zwier, S Geven, HG van de Werfhorst
International Journal of Comparative Sociology 61 (6), 412-440, 2020
Inequality in teacher judgements, expectations and track recommendations: A review study
S Geven, A Batruch, H van de Werfhorst
Amsterdam: Universiteit van Amsterdam, 2018
Gender differences in resistance to schooling: The role of dynamic peer-influence and selection processes
S Geven, J O. Jonsson, F van Tubergen
Journal of youth and adolescence 46, 2421-2445, 2017
The ethnic composition of schools and students’ problem behaviour in four European countries: the role of friends
S Geven, M Kalmijn, F van Tubergen
Journal of Ethnic and Migration Studies 42 (9), 1473-1495, 2016
How teachers form educational expectations for students: A comparative factorial survey experiment in three institutional contexts
S Geven, ØN Wiborg, RE Fish, HG van de Werfhorst
Social Science Research 100, 102599, 2021
Are tracking recommendations biased? A review of teachers’ role in the creation of inequalities in tracking decisions
A Batruch, S Geven, E Kessenich, HG van de Werfhorst
Teaching and Teacher Education 123, 103985, 2023
The role of intergenerational networks in students’ school performance in two differentiated educational systems: A comparison of between-and within-individual estimates
S Geven, HG van de Werfhorst
Sociology of Education 93 (1), 40-64, 2020
The impact of school tracking on school misconduct: Variations by migration background in England, The Netherlands, and Sweden
S Geven
Journal of Ethnic and Migration Studies 45 (15), 2864-2887, 2019
The adaptation of educational expectations in response to ability tracking: Variations by migration background
S Geven, AG Forster
The British Journal of Sociology 72 (5), 1284-1310, 2021
Let’s Stick Together: Peer Effects in Secondary School Choice and Variations by Student Socio-Economic Background
D Zwier, S Geven, T Bol, HG Van de Werfhorst
European Sociological Review 39 (1), 67-84, 2023
La brecha digital en la educación virtual:¿ quiénes estaban preparados para la educación en línea antes de la pandemia de COVID-19
HG van de Werfhorst, E Kessenich, S Geven
International Education. https://bit. ly/3igIy8S, 2020
Adolescent problem behavior in school: the role of peer networks
S Geven
Utrecht University, 2016
Knowing me, knowing you: Socio-economic status and (segregation in) peer and parental networks in primary school
D Zwier, S Geven
Social Networks 74, 127-138, 2023
Who benefits from school-to-work linkages in the labour market? A comparison between natives, migrants educated abroad, and those educated domestically
S Geven, C Spörlein
European Sociological Review 39 (3), 418-432, 2023
Tracking procedures and criteria and the SES bias in teacher track recommendations
S Geven
OSF Preprints, 2022
Diverse leerlingen, diverse competenties, diverse verwachtingen? De rol van basisschoolleerkrachten in het creeren van kansengelijkheid.
L Gaikhorst, S Geven, J Baan
In H. van de Werfhorst & E. van Hest (Ed.) Gelijke kansen in de stad, 36-54, 2019
Track recommendation procedures and the cancellation of the school leavers’ test during the COVID-19 pandemic in the Netherlands
S Geven
SocArXiv, 2020
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