Publications

Below you can find all publications known to LIfBi based on the ReGES data or related to the ReGES study:

2022

Heinritz, F., Will, G., & Gentile, R. (2022). Surveying Illiterate Individuals: Are Audio Files in Computer-Assisted Self-Interviews a Useful Supportive Tool? In S. Pötzschke & S. Rinken (Eds.), Migration Research in a Digitized World, IMISCOE Research Series (pp. 101-126). https://link.springer.com/chapter/10.1007/978-3-031-01319-5_6

Seuring, J., & Will, G. (2022). German Language Acquisition of Refugee Children — The Role of Preschools and Language Instruction. Frontiers in Sociology. https://doi.org/10.3389/fsoc.2022.840696

Welker, J., Will, G., Al Rihawi, S., & Weber, F. (2022). The occupational situation in the country of origin – illustration using the example of Syrian families in the ReGES study (LIfBi Working Paper No. 104). Leibniz Institute for Educational Trajectories. https://doi.org/10.5157/LIfBi:WP104:1.0

Will, G., Becker, R., & Winkler, O. (2022). Educational Policies Matter: How Schooling Strategies Influence Refugee Adolescents' School Participation in Lower Secondary Education in Germany. Frontiers in Sociology 7. https://doi.org/10.3389/fsoc.2022.842543

2021

Becker, R., Weber, F., & Bentata, P. (2021). Measuring educational trajectories of adolescent refugees in a longitudinal perspective. Challenges and solutions in the ReGES study (LIfBi Working Paper No. 95). Leibniz Institute for Educational Trajectories. https://doi.org/10.5157/LIfBi:WP95:1.0

Becker, R., Will, G., & Siegers, R. (2021). Geflüchtete Jugendliche in der Sekundarstufe I – Ergebnisse der Befragung der institutionellen Kontextpersonen der ReGES-Studie (LIfBi Working Paper No. 103). Leibniz Institute for Educational Trajectories. https://doi.org/10.5157/LIfBi:WP103:1.0

Heinritz, F., & Will, G. (2021). Selektive Teilnahme von Geflüchteten an der Panelstudie ReGES (LIfBi Working Paper No. 96). Leibniz Institute for Educational Trajectories. https://doi.org/10.5157/LIfBi:WP96:1.0 

Heinritz, F. & Will, G. (2021). Geflüchtete in Kindertagesstätten – Erste Ergebnisse der Befragung der institutionellen Kontextpersonen der ReGES-Studie. (LIfBi Working Paper No. 93). Leibniz Institute for Educational Trajectories. https://doi.org/10.5157/LIfBi:WP93:1.0

Homuth, C., Liebau, E., & Will, G. (2021). The role of socioeconomic, cultural, and structural factors in daycare attendance among refugee children. Journal for Educational Research Online, 13(1), 16–77. https://doi.org/10.31244/jero.2021.01.02

Obry, M., Schild, A., Will, G., & Kopp, F. (2021). Die Messung des rezeptiven Wortschatzes in der Flüchtlingsstudie ReGES (Welle 1) (LIfBi Working Paper No. 98). Leibniz Institute for Educational Trajectories. https://doi.org/10.5157/LIfBi:WP98:1.0

Siebler, F., Bentata, P., & Will, G. (2021). Befragung von regionalen Kontextpersonen im Rahmen der Studie ReGES (LIfBi Working Paper No. 99). Leibniz Institute for Educational Trajectories. https://doi.org/10.5157/LIfBi:WP99:1.0

von Maurice, J., & Will, G. (2021). Geflüchtete Kinder und Jugendliche im deutschen Bildungssystem. Zentrale Befunde der Studie ReGES. (LIfBi Forschung kompakt No. 2). Leibniz Institute for Educational Trajectories. https://doi.org/10.5157/LIfBi:Bericht:02:ReGES:1.0

Welker, J. (2021). Relative education of recent refugees in Germany and the Middle East: Is selectivity reflected in migration and destination decisions? International Migration. https://doi.org/10.1111/imig.12853

Welker, J., Abou Hassoun, W., Al Rihawi, S., & Will, G. (2021). Educational system, participation, and attainment in pre-crisis Syria. (LIfBi Working Paper No. 100). Leibniz Institute for Educational Trajectories. https://doi.org/10.5157/LIfBi:WP100:1.0

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. European Sociological Review. 37(6), 1027–1043. https://doi.org/10.1093/esr/jcab033

2020

Homuth, C., Welker, J., Will, G., & Von Maurice, J. (2020). The Impact of Legal Status on Different Schooling Aspects of Adolescents in Germany. Refuge: Canada’s Journal on Refugees, 36(2), 45–57. https://doi.org/10.25071/1920-7336.40715

Homuth, C., Will, G., & von Maurice, J. (2020). Broken School Biographies of Adolescent Refugees in Germany. In A. Korntheuer, P. Pritchard, D.B. Maehler & L. Wilkinson (Eds.), Refugees in Canada and Germany: From Research to Policies and Practice (GESIS-Schriftenreihe, 25) (pp. 123-142). GESIS - Leibniz-Institut für Sozialwissenschaften. https://doi.org/10.21241/ssoar.66728

Kristen, C.,  Spörlein, C., Schmidt, R. & Welker, J. (2020). Mehrheit der Geflüchteten hat höhere Bildung im Vergleich zur Herkunftsgesellschaft. DIW Wochenbericht 34/2020, 563-570. Link zur Publikation

Spörlein, C., Kristen, C., Schmidt, R., & Welker, J. (2020). Selectivity profiles of recently arrived refugees and labor migrants in Germany. Soziale Welt 71 (1-2), 54–89. https://doi.org/10.5771/0038-6073-2020-1-2-54

von Maurice, J., Balaban, E., Will, G., & Roßbach, H.-G. (2020). Kinder mit Fluchthintergrund: Zur Bedeutung von Kindertageseinrichtungen für einen erfolgreichen Übergang in die Grundschule und den späteren Bildungserfolg. In S. Pohlmann-Rother, S. D. Lange & U. Franz (Eds.), Kooperation von Kita und Grundschule Band 2: Digitalisierung, Inklusion und Mehrsprachigkeit - Aktuelle Herausforderungen beim Übergang bewältigen (pp. 45-80). Carl Link Verlag.

Weigand, D. & Förster, C. (2020). Kommunikationsstrategien in einer Längsschnittstudie zur Bildungsintegration von Flüchtlingen. Praxiserfahrungen aus ReGES – Refugees in the German Educational System. In M. Gonser, K. Zimmer, N. Mühlhäußer & D. Gluns (Eds.), Wissensmobilisierung und Transfer in der Fluchtforschung: Kommunikation, Beratung und kooperatives Forschungshandeln (pp. 55-70). Waxmann Verlag. https://doi.org/10.31244/9783830992370

Will, G., Becker, R., & Weigand, D. (2020). COVID-19 lockdown during field work — Challenges and strategies in continuing the ReGES study. Survey Research Methods, 14(2), 247-252. https://doi.org/10.18148/srm/2020.v14i2.7753

Will, G. & Homuth, C. (2020). Education of Refugee Adolescents at the End of Secondary School: The Role of Educational Policies, Individual and Familial Resources. Soziale Welt, 71 (1-2), 161 – 201. https://doi.org/10.5771/0038-6073-2020-1-2-160

Will, G. & Homuth, C. (2020). L’accueil des nouveaux immigrants dans le système scolaire – l’exemple de l’Allemagne. Administration & Education 166(2), 177-183. https://doi.org/10.3917/admed.166.0177.

2019

Gentile, R., Heinritz, F. & Will, G. (2019). Übersetzung von Instrumenten für die Befragung von Neuzugewanderten und Implementation einer audiobasierten Interviewdurchführung (LIfBi Working Paper No. 86). Leibniz Institute for Educational Trajectories. Link zur Publikation

Steinhauer, H. W., Zinn, S., & Will, G. (2019): Sampling refugees for an educational longitudinal survey. Survey Methods: Insights from the Field. https://surveyinsights.org/?p=10741

2018

Will, G., Balaban, E., Dröscher, A., Homuth, C. & Welker, J. (2018). Integration von Flüchtlingen: Erste Ergebnisse der ReGES-Studie (LIfBi Working Paper No. 76). Leibniz Institute for Educational Trajectories. Link zur Publikation

Will, G., Gentile, R., Heinritz, F., & von Maurice, J. (2018). ReGES – Refugees in the German Educational System: Forschungsdesign, Stichprobenziehung und Ausschöpfung der ersten Welle (LIfBi Working Paper No. 75). Leibniz Institute for Educational Trajectories. Link zur Publikation