- Lars Bergman
- Jacque Eccles
- Katariina Salmela-Aro
- Barbara Schneider
- Ingrid Schoon
- Rainer K. Silbereisen
- Ulrich Trautwein
- Jake Anders
- Hannah Gaspard
- Richard Gollner
- Soobin Kim
- Terry Ng Knight
- Maria Pavlova
- Nayssan Safavian
- Florencia Sortheix
- Håkan Andersson
- Julie Ashby
- Meeta Banerjee
- Miia Bask
- Justin Bruner
- Jenna Cambria
- Anna K Chmielewski
- Angela Chow
- Elizabeth Covay
- Anna-Lena Dicke
- Julia Dietrich
- Kathryn Duckworth
- John Jerrim
- Dylan Kneale
- Clemens Lechner
- Sointu Leikas
- Mark Lyons-Amos
- Julia Moeller
- Martin Obschonka
- Philip Parker
- Nicola Pensiero
- Lara Perez-Felkner
- Jaime Puccioni
- Sanna Read
- Jennifer Symonds
- Martin Tomasik
- Yi-Miau Tsai
- Heta Tuominen-Soini
- Katja Upadyaya
- Jaana Viljaranta
- Ming-Te Wang
I joined PATHWAYS in January 2009, as a Postdoctoral Fellow, after studying for a PhD in Education at the Centre for Research on the Wider Benefits of Learning (WBL), Institute of Education, where I previously also worked. In October 2009, I was seconded to the Prime Minister’s Strategy Unit as a policy advisor for five months. I was based at the University of Michigan in 2005, working as Visiting Scholar in the Centre for the Analysis of Pathways from Childhood to Adulthood,
Institute of Social Research and remain a Research Associate of this group.
My research interests lie in exploring the manifestation of educational inequalities through the school years and assessing how contexts interact to create inequalities. In particular, I focus on research addressing the question of whether school can be part of the reduction in inequalities, or whether it just contributes to further compounding the differences between those from more
and less disadvantaged backgrounds.
My PATHWAYS fellowship has given me an opportunity to develop my interest in international cross-cohort comparisons and explore the mechanisms through which social adversity affects children’s development across different contexts.
Beyond the Fellowship
I have recently been offered and accepted a role at the Centre for Longitudinal Studies at Institute of Education, as Co-Investigator on the prestigious Longitudinal Study of Young People in England (LSYPE) study which is following a cohort born in 1989-90.
Duckworth, K. and Schoon, I (2012). Beating the odds: Exploring the impact of social risk on young people’s school-to-work transitions during recession in the UK. National Institute Economic Review, 222, 38-51.
Siegler, R. S., Duncan, G.J., Davis-Kean, P.E., Duckworth, K. et al. (2012). Precursors of High School Mathematics Achievement. Psychological Science.
Schoon, I and Duckworth, K. (2012). Who becomes an entrepreneur? Early life experiences as predictors of entrepreneurship. Developmental Psychology. DOI.10.1037/a0029168
Duckworth, K. and Cara, O. (2012). The relationship between adult learning and wellbeing: Evidence from the 1958 National Child Development Study (BIS Research Paper, No. 94). London: Department for Business, Innovation and Skills.
Duckworth, K., Duncan, G.J., Kokko, K., Lyyra, A-L., Metzger, M. and Simonton (2012). The relative importance of adolescent skills and behaviours for adult earnings: A cross-national study. Department of Quantitative Social Science Working Paper 2012-03. London: Institute of Education, University of London.
Obschonka, M., Duckworth, K., Silbereisen, R. K., & Schoon, I. (2012). Social competencies in childhood and adolescence and entrepreneurship in young adulthood: A two-study analysis. International Journal of Developmental Science, 6(3-4), 137-150.
Sabates, R., Duckworth, K. and Feinstein, L. (2011). The impact of mothers’ learning on their children academic performance at Key Stage 3: Evidence from ALSPAC Oxford Review of Education, 37(4), 485-504. FULL TEXT
Schoon, I. & Duckworth, K. (2010). Leaving school early – and making it! Evidence from two British Birth Cohorts European Psychologist, 15(4), 283-292. FULL TEXT
Duckworth, K. & Schoon, I. (2010). Progress and attainment during primary school: The roles of literacy, numeracy and self-regulation Longitudinal and Life Course Studies, 1(3), 223 - 240. FULL TEXT
Schoon, I., Hope, S., Ross, A. & Duckworth, K. (2010). Family hardship and children's development: the early yearsLongitudinal and Life Course Studies, 1(3), 209-222
Sabates, R. and Duckworth, K. (2010). Maternal schooling and children’s relative inequalities in developmental outcomes: Evidence from the 1947 School Leaving Age Reform in Britain. Oxford Review of Education, 36(4), 1-17. FULL TEXT
Siegler, R. S., Duncan, G.J., Davis-Kean, P.E., Duckworth, K. et al. (in press). Precursors of High School Mathematics Achievement. Psychological Science.
Schoon, I & Duckworth, K. (revise and resubmit). Who becomes an entrepreneur? Early life experiences as predictors of entrepreneurship. Developmental Psychology.
Books and book chapters
Duncan, G.J., Bergman, L., Duckworth, K., Kokko, K., Lyyra, A-L., Metzger, M., Pulkkinen, L. & Simonton, S. (2012). The Role of Child Skills and Behaviors in the Intergenerational Transmission of Inequality: A Cross-National Study. In M. Jonsson, T. Smeeding & J. Ermisch (Eds.), Cross-national research on the intergenerational transmission of advantage. Russell Sage Foundation: New York
Crawford, C., Duckworth, K., Vignoles, A. & Wyness, G. (2011). Young people’s education and labour market choices aged 16 to 19. Centre for Analysis of Youth Transitions: London.
Ross, A., Duckworth, K., Smith, D.J., Wyness, G. & Schoon, I. (2011). Prevention and Reduction: A review of strategies for intervening early to prevent or reduce youth crime and anti-social behaviour. Centre for Analysis of Youth Transitions: London.
Vignoles, A., Duckworth, K., McIntosh, S. & Jin, W. (in press). Employer Engagement with Apprenticeship. Centre for Analysis of Youth Transitions: London.
Knowledge of fractions and long division “key to later mathematics success” CLS report and TESpro magazine article (17 August 2012)