@article{Voolen2020,
  author    = {Voolen, Edward van},
  title     = {Interfaith families},
  series = {European Judaism : a journal for the new Europe},
  volume    = {53},
  journal   = {European Judaism : a journal for the new Europe},
  number    = {1},
  publisher = {Berghahn},
  address   = {Oxford},
  issn      = {0014-3006},
  doi       = {10.3167/ej.2020.530110},
  pages     = {75 -- 80},
  year      = {2020},
  abstract  = {In an open, secular society, young people encounter one another outside the traditional framework of their respective religions. This article describes a Jewish approach to the issues and possibilities that arise when an interfaith marriage is contemplated. The perspective is that of a rabbi working from a progressive Jewish position, given the particular concerns of post-war European Jewish communities. What kind of ceremony might be appropriate? What thought should be given from the beginning to the religious education and identification of future children?},
  language  = {en}
}
@article{KretschmannWestphalVock2021,
  author    = {Kretschmann, Julia and Westphal, Andrea and Vock, Miriam},
  title     = {Does it pay to be one of the oldest in class?},
  series = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  volume    = {74},
  journal   = {Learning and instruction : the journal of the European Association for Research on Learning and Instruction},
  publisher = {Elsevier},
  address   = {Amsterdam},
  issn      = {0959-4752},
  doi       = {10.1016/j.learninstruc.2021.101463},
  pages     = {12},
  year      = {2021},
  abstract  = {Several studies have revealed that older students in a year group reach higher achievement scores than younger students in that group. But less is known about how students' relative age in class relates to their self-perception of academic achievement, their social acceptance in class and to how teachers judge their abilities. Therefore, we examined relative age effects within class on students' academic self-concept, peer relations, grades, and teachers' secondary school recommendation. Analyses were based on a sample of N = 18,956 German fourth graders, who had never been retained or accelerated. We applied multilevel regression to control for covariates at the individual and classroom level. There were no substantial relative age effects within class across any of the outcomes, except for a small advantage for the youngest in their reading self-concept. Our findings therefore contradict the common assumption that younger students in class are disadvantaged compared to their older classmates.},
  language  = {en}
}