Protocol for a web survey experiment studying the feasibility of asking respondents to capture and submit photos of the books they have at home and the resulting data quality.

This document presents the protocol of a study conducted as a part of the WEB DATA OPP project, which is funded by the H2020 program. The study aimed to investigate different aspects of the collection of images through web surveys. To do this, we implemented a mobile web survey in an opt-in online panel in Spain.

Public health relevance of medicines developed under paediatric legislation in Europe and the USA: a systematic mapping study.

Background: Legislation in the European Union (EU) and the USA promoting the development of paediatric medicines has contributed to new treatments for children. This study explores how such legislation responds to paediatric health needs in different country settings and globally, and whether it should be considered for wider implementation.

Methods: We searched EU and US regulatory databases for medicines with approved indications resulting from completed paediatric development between 2007 and 2018.

Inequalities in Resources for Preschool-Age Children by Parental Education: Evidence from Six Advanced Industrialized Countries.

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 parental education-highest parental education, and maternal education. We hypothesize that inequalities in resources by parental education will be less pronounced in countries where social policies are designed to be more equalizing.

Relations between early majority language and socioemotional development in children with different language backgrounds.

This study explored whether the directionality of the relation between majority language and various facets of socioemotional development (three to 5 years old) differs between children with different language backgrounds. 12,951 children (49% girls; 85% White, 6% Pakistani and Bangladeshi, 3% Black, 3% Mix, 2% Indian) from the British Millennium Cohort Study (2001-2006) were included in two-time-point cross-lagged analyses. Models controlling for important covariates found a bidirectional association for monolinguals (βs = .

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.