Valentina Perinetti Casoni
Datos Biográficos
| ID | 267256 |
|---|---|
| NOMBRE | Valentina Perinetti Casoni |
| NOMBRES | Valentina Perinetti |
| APELLIDO | Casoni |
| FIRMA | CASONI V P |
| AFILIACIONES | University of Bristol |
| ORCID | 0000-0003-4329-8604 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 9 |
| TOTAL COMO AUTOR | 10 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2022 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Socioeconomic inequalities in teacher-student relationships at age 5
Teacher-student relationship quality has been found to be important for a range of educational outcomes. It appears to be associated with student socioeconomic background, but little is known about the processes driving socioeconomic inequalities in teacher-student relationships. In this paper we draw on cultural reproduction theory to suggest three mechanisms linking student socioeconomic background with teacher-student relationship quality: stu…
Student Socioeconomic Status and Teacher-Student Perceptual Discrepancies of School Effort and Enjoyment
Congruence between teacher and student perceptions of student academic attitudes reflects positive teacher-student relationships and enables teachers to adjust to students' needs. This study investigates discrepancies between teacher and student perceptions of student's school enjoyment and effort, and whether these discrepancies are associated with student SES. It also tests one mechanism-student visibility-that may be driving the association wi…
Parental Education-related Gaps in Externalising Behaviour at age 3–4 Years
Does Family Structure Account for Child Achievement Gaps by Parental Education? Findings for England, France, Germany and the United States
This paper explores the role of family trajectories during childhood in explaining inequalities by maternal education in children's math and reading skills using harmonized, longitudinal, and nationally representative surveys, which follow children over the course of primary and lower secondary school in four high-income countries (England, France, Germany, and the United States). As single parenthood and family transitions are more likely among …
The relevance of tracking and social school composition for growing achievement gaps by parental education in lower secondary school
There is substantial variation in the degree of social stratification in students' achievement across countries. However, most research is based on cross-sectional data. In this study, we evaluate the importance of social origin, namely, parents' education, for achievement inequalities during lower secondary school using recent longitudinal microdata form the French Direction de l'Evaluation de la Prospective et de la Performance panel, the Germa…
Teacher judgements, student social background, and student progress in primary school
This study takes a cross-country perspective to examine whether inaccurate teacher judgements of students’ math skills correlate with student social origin and whether such bias is associated with math achievement in primary school. We focus on England, Germany, and the US because these countries differ in the teachers’ growth mindsets, accountability, the use of standardised tests, and the extent of ability grouping. The data stem from three lar…
Explaining gaps by parental education in children’s early language and social outcomes at age 3–4 years
Child outcomes vary by family’s socioeconomic status (SES). Research on explanatory factors underlying early SES-related disparities has mainly focused on specific child outcomes (e.g., language skills) and selected influencing factors in single countries often with a focus on individual differences but not explicitly on early SES-related gaps. This study uses harmonised data from longitudinal large-scale studies conducted in the United Kingdom, …
Inequalities in Resources for Preschool-Age Children by Parental Education
This paper provides new evidence on inequalities in resources for children age 3–4 by parental education using harmonized data from six advanced industrialized countries—United States, United Kingdom, France, Germany, Netherlands, and Japan—that represent different social welfare regime types. We analyze inequalities in two types of resources for young children—family income, and center-based child care—applying two alternative measures of parent…
Teacher judgements and gender achievement gaps in primary education in England, Germany, and the US
We examined whether inaccurate teacher judgements of primary school student achievement correlate with students' gender and whether such bias contributes to gender achievement gaps in language and mathematics. Our study used ex-post harmonised longitudinal data from England, Germany, and the US. We observed domain-specific teacher judgement bias with a positive bias for girls in the language domain and for boys in mathematics. Furthermore, biased…
The role of energy balance related behaviors in socioeconomic inequalities in childhood body mass index
Socioeconomic inequalities in childhood Body Mass Index (BMI) are becoming increasingly more pronounced across the world. Although countries differ in the direction and strength of these inequalities, cross-national comparative research on this topic is rare. This paper draws on harmonized longitudinal cohort data from four wealthy countries-Germany, the Netherlands, the United Kingdom (UK), and the United States (US)-to 1) map cross-country diff…
Teacher judgements and gender achievement gaps in primary education in England, Germany, and the US
We examined whether inaccurate teacher judgements of primary school student achievement correlate with students' gender and whether such bias contributes to gender achievement gaps in language and mathematics. Our study used ex-post harmonised longitudinal data from England, Germany, and the US. We observed domain-specific teacher judgement bias with a positive bias for girls in the language domain and for boys in mathematics. Furthermore, biased…
Does Family Structure Account for Child Achievement Gaps by Parental Education? Findings for England, France, Germany and the United States
This paper explores the role of family trajectories during childhood in explaining inequalities by maternal education in children's math and reading skills using harmonized, longitudinal, and nationally representative surveys, which follow children over the course of primary and lower secondary school in four high-income countries (England, France, Germany, and the United States). As single parenthood and family transitions are more likely among …
The relevance of tracking and social school composition for growing achievement gaps by parental education in lower secondary school
There is substantial variation in the degree of social stratification in students' achievement across countries. However, most research is based on cross-sectional data. In this study, we evaluate the importance of social origin, namely, parents' education, for achievement inequalities during lower secondary school using recent longitudinal microdata form the French Direction de l'Evaluation de la Prospective et de la Performance panel, the Germa…
Inequalities in Resources for Preschool-Age Children by Parental Education
This paper provides new evidence on inequalities in resources for children age 3–4 by parental education using harmonized data from six advanced industrialized countries—United States, United Kingdom, France, Germany, Netherlands, and Japan—that represent different social welfare regime types. We analyze inequalities in two types of resources for young children—family income, and center-based child care—applying two alternative measures of parent…
The role of energy balance related behaviors in socioeconomic inequalities in childhood body mass index
Socioeconomic inequalities in childhood Body Mass Index (BMI) are becoming increasingly more pronounced across the world. Although countries differ in the direction and strength of these inequalities, cross-national comparative research on this topic is rare. This paper draws on harmonized longitudinal cohort data from four wealthy countries-Germany, the Netherlands, the United Kingdom (UK), and the United States (US)-to 1) map cross-country diff…
Teacher judgements, student social background, and student progress in primary school
This study takes a cross-country perspective to examine whether inaccurate teacher judgements of students’ math skills correlate with student social origin and whether such bias is associated with math achievement in primary school. We focus on England, Germany, and the US because these countries differ in the teachers’ growth mindsets, accountability, the use of standardised tests, and the extent of ability grouping. The data stem from three lar…
Explaining gaps by parental education in children’s early language and social outcomes at age 3–4 years
Child outcomes vary by family’s socioeconomic status (SES). Research on explanatory factors underlying early SES-related disparities has mainly focused on specific child outcomes (e.g., language skills) and selected influencing factors in single countries often with a focus on individual differences but not explicitly on early SES-related gaps. This study uses harmonised data from longitudinal large-scale studies conducted in the United Kingdom, …
Inequalities in Resources for Preschool-Age Children by Parental Education
This paper provides new evidence on inequalities in resources for children age 3–4 by parental education using harmonized data from six advanced industrialized countries—United States, United Kingdom, France, Germany, Netherlands, and Japan—that represent different social welfare regime types. We analyze inequalities in two types of resources for young children—family income, and center-based child care—applying two alternative measures of parent…
Teacher judgements and gender achievement gaps in primary education in England, Germany, and the US
We examined whether inaccurate teacher judgements of primary school student achievement correlate with students' gender and whether such bias contributes to gender achievement gaps in language and mathematics. Our study used ex-post harmonised longitudinal data from England, Germany, and the US. We observed domain-specific teacher judgement bias with a positive bias for girls in the language domain and for boys in mathematics. Furthermore, biased…
Parental Education-related Gaps in Externalising Behaviour at age 3–4 Years
Does Family Structure Account for Child Achievement Gaps by Parental Education? Findings for England, France, Germany and the United States
This paper explores the role of family trajectories during childhood in explaining inequalities by maternal education in children's math and reading skills using harmonized, longitudinal, and nationally representative surveys, which follow children over the course of primary and lower secondary school in four high-income countries (England, France, Germany, and the United States). As single parenthood and family transitions are more likely among …
The relevance of tracking and social school composition for growing achievement gaps by parental education in lower secondary school
There is substantial variation in the degree of social stratification in students' achievement across countries. However, most research is based on cross-sectional data. In this study, we evaluate the importance of social origin, namely, parents' education, for achievement inequalities during lower secondary school using recent longitudinal microdata form the French Direction de l'Evaluation de la Prospective et de la Performance panel, the Germa…
Student Socioeconomic Status and Teacher-Student Perceptual Discrepancies of School Effort and Enjoyment
Congruence between teacher and student perceptions of student academic attitudes reflects positive teacher-student relationships and enables teachers to adjust to students' needs. This study investigates discrepancies between teacher and student perceptions of student's school enjoyment and effort, and whether these discrepancies are associated with student SES. It also tests one mechanism-student visibility-that may be driving the association wi…
Socioeconomic inequalities in teacher-student relationships at age 5
Teacher-student relationship quality has been found to be important for a range of educational outcomes. It appears to be associated with student socioeconomic background, but little is known about the processes driving socioeconomic inequalities in teacher-student relationships. In this paper we draw on cultural reproduction theory to suggest three mechanisms linking student socioeconomic background with teacher-student relationship quality: stu…
Early Childhood Education and Development (7 obras) · Inequality (7 obras) · Psychology (7 obras) · Demography (6 obras) · Political science (6 obras) · Sociology (6 obras) · Geography (5 obras) · Parental Involvement in Education (5 obras) · Demographic economics (4 obras) · Developmental psychology (4 obras)