PUBLICATIONS
Policy briefs
Addressing Educational Inequalities in Europe: Insights from Longitudinal Research, May 2025, https://mapie-project.eu/wp-content/uploads/2025/05/Policy-brief-4.pdf
Scientific publications
Campos, D. G., Koskinen, A., Munkácsy, B., Rolfe, V., Patsis, P., Tóth, E., Olsen, R. V., Scherer, R., Söldner, L., Danek, A. H., Greiff, S., & Vainikainen, M.-P. (2025). Educational inequalities in Europe: A scoping review of longitudinal studies in K-12 education. Studies in Educational Evaluation, 87, https://doi.org/10.1016/j.stueduc.2025.101523
König, L., Zitzmann, S., Fütterer, T., Campos, D.G., Scherer, R., & Hecht, M. (2024). An evaluation of the performance of stopping rules in AI-aided screening for psychological meta-analytical research. Research Synthesis Methods. ISSN 1759-2879. https://doi.org/10.1002/jrsm.1762
Munkácsy, B., Tóth, E., & Molnár, G. (2025). Oktatási egyenlőtlenségek vizsgálata a magyarországi longitudinális kutatásokban: Trendek, módszertani megközelítések és tudományterületi különbségek [A systematic literature review of publications examining educational inequalities in longitudinal research in Hungary: Trends, methodological approaches and disciplinary differences]. Magyar Pedagógia, 125(3), 135–175. https://doi.org/10.14232/mped.2025.3.135
Fütterer, T., Campos, D. G., Gfrörer, T., Lavelle-Hill, R., Murayama, K. & Scherer, R. (2025). AI tools for systematic literature reviews and meta-analyses in educational psychology: An overview and a practical guide. Learning and Individual Differences. ISSN 1041-6080. 126. https://doi.org/10.1016/j.lindif.2025.102849
Scherer, R. & Campos, D. G. (2025). Meta-analyzing correlation matrices in the presence of hierarchical effect size multiplicity. Research Synthesis Methods. ISSN 1759-2879. 16(6), p. 828–858. https://doi.org/10.1017/rsm.2025.10027
Scherer, R., Campos, D. G., Fütterer, T., & Siddiq, F. (2026). Unraveling Gender Disparities in Teachers’ Technological Pedagogical and Content Knowledge: A Large-Scale Meta-Analytic Review. Educational Research Review, 100765. https://doi.org/10.1016/j.edurev.2026.100765
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