1. Anders, Y., Grosse, C., Roßbach, H.-G., Ebert, S., & Weinert, S. (2013). Preschool and primary school influences on the development of children’s early numeracy skills between the ages of 3 and 7 years in Germany. School Effectiveness and School Improvement, 24(2), 195–211.
https://doi.org/10.1080/09243453.2012.749794
.
2. 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.
https://doi.org/10.1016/j.ecresq.2011.08.003
.
3. Aßmann, C., Steinhauer, H. W., Kiesl, H., Koch, S., Schönberger, B., Müller-Kuller, A., Rohwer, G., Rässler, S., & Blossfeld, H.-P. (2011). Sampling design of the national educational panel study: Challenges and solutions. In H.-P. Blossfeld, H.-G. Roßbach, & J. von Maurice (Hrsg.), Education as a lifelong process—The German National Educational Panel Study (NEPS) (Zeitschrift für Erziehungswissenschaft: Sonderheft 14, S. 51–65). Wiesbaden: VS.
4. Aust, F., Hess, D., & Prussog-Wagner, A. (2012). Startkohorte 2 (Elternbefragung) Haupterhebung 2011.
https://www.neps-data.de/Portals/0/NEPS/Datenzentrum/Forschungsdaten/SC2/Methodenbericht_B11.pdf
. Zugegriffen: 14. März 2019.
5. Bäumer, T., & Roßbach, H. G. (2016). Measurement of preschool quality within the national educational panel study. Results of a methodological study. In H.-P. Blossfeld, J. von Maurice, M. Bayer, & J. Skopek (Hrsg.), Methodological issues of longitudinal surveys (S. 543–560). Wiesbaden: VS.