Hwa, Yue-Yi |
2023 |
‘What works’ depends |
Rappleye, Jeremy, Komatsu, Hikaru, Uchida, Yukiko, Krys, Kuba, Markus, Hazel |
2020 |
‘Better policies for better lives’? |
Lewis, Steven |
2020 |
‘Becoming European’? |
Mirazchiyski, Plamen, Caro, Daniel H., Sandoval-Hernández, Andrés |
2013 |
Youth future civic participation in Europe |
Avvisati, Francesco, Borgonovi, Francesca |
2023 |
Young videogamers and their approach to science inquiry |
Šerek, Jan, Jugert, Philipp |
2018 |
Young European citizens |
Liu, Yuan, Zheng, Xin, Hau, Kit-Tai |
2023 |
Would emphasizing the instrumental value of learning help unmotivated students? |
Entrich, Steve R. |
2020 |
Worldwide shadow education and social inequality |
Charalambous, Charalambos Y., Kyriakides, Ermis |
2017 |
Working at the nexus of generic and content-specific teaching practices |
Vicente, Santiago, Sánchez, Rosario, Verschaffel, Lieven |
2020 |
Word problem solving approaches in mathematics textbooks |
Lundgren, Erik, Eklof, Hanna |
2020 |
Within-item response processes as indicators of test-taking effort and motivation |
Hillier, Cathlene, Sano, Yujiro, Zarifa, David, Haan, Michael |
2020 |
Will they stay or will they go? |
Porcu, Mariano, Sulis, Isabella, Usala, Cristian, Giambona, Francesca |
2023 |
Will the gap ever be bridged? |
Han, Seong Won, Borgonovi, Francesca, Guerriero, Sonia |
2020 |
Why don't more boys want to become teachers? |
Nalipay, Ma Jenina N., King, Ronnel B., Yeung, Susanna Siu-sze, Chai, Ching Sing, Jong, Morris Siu-Yung |
2023 |
Why do I teach? |
Van Nieuwenhove, Lisa, De Wever, Bram |
2022 |
Why are low-educated adults underrepresented in adult education? |
Anghel, Brindusa, Cuadrado, Pilar, Tagliati, Federico |
2022 |
Why are cognitive test scores of spanish adults so low? |
Jerrim, John |
2023 |
Who responds to phishing emails? |
Gorges, Julia, Maehler, Débora B., Koch, Tobias, Offerhaus, Judith |
2016 |
Who likes to learn new things |
Acosta, Felicitas |
2020 |
Who is setting the agenda? |
Chen, Jianan, Van Laar, Saskia, Braeken, Johan |
2023 |
Who are those random responders on your survey? |
Aricak, Osman Tolga, Guldal, Hakan, Erdogan, Irfan |
2023 |
Which noncognitive features provide more information about reading performance? |
Chen, Robin Jung-Cheng, Lin, Hsin-Chih, Hsueh, Yi-Lung, Hsieh, Chuan-Chung |
2020 |
Which is more influential on teaching practice, classroom management efficacy or instruction efficacy? |
Cathles, Alison , Ou, Dongshu, Sasso, Simone, Setrana, Mary, van Veen,Tom |
2021 |
Where do you come from, where do you go? |
Wang, Ze |
2020 |
When large-scale assessments meet data science |
Billington, Mary Genevieve, Nissinen, Kari, Gabrielsen, Egil |
2017 |
When investment in basic skills gives negative returns |
Kuecken, Maria, Valfort, Marie-Anne |
2013 |
When do textbooks matter for achievement? |
Pepper, David |
2020 |
When assessment validation neglects any strand of validity evidence |
Gauly, Britta, Daikeler, Jessica, Gummer, Tobias, Rammstedt, Beatrice |
2020 |
What’s my wage again? |
Alfaro, Helen, Joutsenlahti, Jorma |
2020 |
What skills and knowledge do university mathematics teacher education programs give future teachers in Costa Rica? |
Agasisti, Tommaso, Avvisati, Francesco, Borgonovi, Francesca, Longobardi, Sergio |
2021 |
What school factors are associated with the success of socio-economically disadvantaged students? |
Täht, Karin, Mikkor, Kristel, Aaviste, Getriin, Rozgonjuk, Dmitri |
2023 |
What motivates and demotivates Estonian mathematics teachers to continue teaching? |
Barra, Cristian, Boccia, Marinella |
2022 |
What matters in educational performance? |
Quaranta, Mario |
2020 |
What makes up democracy? |
Boman, Björn |
2020 |
What makes Estonia and Singapore so good? |
Marôco, João |
2021 |
What makes a good reader |
Semper, Jose Victor Oron, Lizasoain, Inmaculada , Abaurrea, Jaione, Gonzalez-Garcia, Concepcion, Ayuga-Tellez, Esperanza |
2021 |
What kind of school organizational decisions serve to enhance sustainable personal and social growth? |
An, Yi, Li, Li, Wei, Xiaoman |
2021 |
What influences teachers' self-efficacy in East Asia? |
Ford, Karly S., Choi, Junghee, Baker, David P. |
2020 |
What if a college major isn't enough? |
Brandisauskiene, Agne, Cesnaviciene, Jurate, Miciuliene, Rita, Kaminskiene, Lina |
2021 |
What factors matter for the sustainable professional development of teachers? |
Dang, Hai-Anh, Glewwe, Paul, Lee, Jongwook, Vu, Khoa |
2023 |
What explains Vietnam's exceptional performance in education relative to other countries? |
Wang, Yi, King, Ronnel B., Haw, Joseph, Leung, Shing On |
2023 |
What explains Macau students’ achievement? |
Venkat, H., Spaull, Nicholas |
2015 |
What do we know about primary teachers' mathematical content knowledge in South Africa |
Pinskaya, M.A., Lenskaya, E.A., Ponomareva, A.A., Brun, I.V., Kosaretsky, S.G., Savelyeva, M.B. |
2017 |
What did we learn about our teachers and principals? |
Jin, Rui, Wu, Rongxiu, Xia, Yuyan, Zhao, Mingren |
2023 |
What cultural values determine student self-efficacy? |
Pedersen, Ida Friestad |
2015 |
What characterizes the algebraic competence of Norwegian upper secondary school students? |
Nalipay, Ma Jenina N. |
2023 |
What Aspects of School Climate Matter Most to Asian Teachers’ Job Satisfaction and Well-Being? |
Gomez-Garcia, Melchor, Boumadan, Moussa, Soto-Varela, Roberto, Gutierrez-Garcia, Ángeles |
2021 |
What are the factors that influence the use of social networks as a means to serve pedagogy? |
Barroso, Carina Joane V., Anar, Lora E., Manlagaylay, Mariza P. |
2022 |
Well-being and performance of the 21st century secondary education learners |
Wilson Fadiji, Angelina, Reddy, Vijay |
2022 |
Well-being and mathematics achievement |
Hooghe, Marc, Dassonneville, Ruth |
2013 |
Voters and candidates of the future |
Narine, Donnette, Yamashita, Takashi, Punksungka, Wonmai, Helsinger, Abigail, Kramer, Jenna, Karam, Rita, Cummins, Phyllis A. |
2022 |
Volunteering, educational attainment, and literacy skills among middle-aged and older adults by racial and ethnic groups in the U.S |
Falck, Oliver, Mang, Constantin, Woessmann, Ludger |
2018 |
Virtually no effect? |
Asadullah, M. Niaz, Perera, Liyanage Devangi H., Xiao, Saizi |
2020 |
Vietnam's extraordinary performance in the PISA assessment |
Pullman, Ashley, Chen, Michelle Y. |
2020 |
Varieties of employment: a comparison of skill-based activities at work among youth and young adults in Canada |
Teodorović, Jelena, Jakšić, Ivana, Milin, Vladeta |
2020 |
Value added of schools in Serbia |
Ji, Xuejun Ryan, Wu, Amery D. |
2023 |
Validation as Evaluating Desired and Undesired Effects |
George, Ann Cathrice, Robitzsch, Alexander |
2021 |
Validating theoretical assumptions about reading with cognitive diagnosis models |
Gilleece, Lorraine, McHugh, Gráinne |
2022 |
Validating school-based measures of educational disadvantage in Ireland |
Eriksson, Kimmo, Helenius, Ola, Ryve, Andreas |
2018 |
Using TIMSS items to evaluate the effectiveness of different instructional practices |
Carnoy, Martin, Khavenson, Tatiana, Ivanova, Alina |
2015 |
Using TIMSS and PISA results to inform educational policy |
Ulitzsch, Esther, He, Qiwei, Pohl, Steffi |
2022 |
Using Sequence Mining Techniques for Understanding Incorrect Behavioral Patterns on Interactive Tasks |
Ulitzsch, Esther, Pohl, Steffi, Khorramdel, Lale, Kroehne, Ulf, von Davier, Matthias |
2023 |
Using response times for joint modeling of careless responding and attentive response styles |
Eichmann, Beate, Goldhammer, Frank, Greiff, Samuel, Brandhuber, Liene, Naumann, Johannes |
2020 |
Using process data to explain group differences in complex problem solving |
Bernardo, Allan B. I., Cordel, Macario Ii, Lucas, Rochelle Irene, Teves, Jude Michael, Yap, Sashmir A., Chua, Unisse |
2021 |
Using machine learning approaches to explore non-cognitive variables influencing reading proficiency in English among Filipino learners |
Ye, Lu, Yuan, Yuqing |
2022 |
Using a machine learning approach to explore non-cognitive factors affecting reading, mathematics, and science literacy in China and the United States |
Hsu, Chia-Ling, Chen, Yi-Hsin , Wu, Yi-Jhen |
2023 |
Using a Bayesian Estimation to Examine Attribute Hierarchies of the 2007 TIMSS Mathematics Test |
Poland, Susan, Plevyak, Linda |
2015 |
US student performance in science |
Jongbloed, Janine, Giret, Jean-Francois |
2021 |
Untangling the roles of low skill and education in predicting youth NEET statuses |
Katsantonis, Ioannis, McLellan, Ros, Torres, Pablo E. |
2023 |
Unraveling the complexity of the associations between students' science achievement, motivation, and teachers' feedback |
Kazima, Mercy |
2014 |
Universal basic education and the provision of quality mathematics in Southern Africa |
Ahn, Jongseok |
2020 |
Unequal loneliness in the digitalized classroom |
Valdés, Manuel T. |
2023 |
Understanding the stickiness in high-SES students' educational expectations |
Taajamo, Matti, Jäppinen, Aini-Kristiina, Nissinen, Kari |
2023 |
Understanding the essential elements of school culture in global contexts |
Karakus, Mehmet, Courtney, Matthew, Aydin, Hasan |
2022 |
Understanding the academic achievement of the first- and second-generation immigrant students |
Karakus, Mehmet, Courtney, Matthew, Aydin, Hasan |
2 |
Understanding the academic achievement of the first- and second-generation immigrant students |
Hämäläinen, Raija, Nissinen, Kari, Mannonen, Joonas, Lämsä, Joni, Leino, Kaisa, Taajamo, Matti |
2021 |
Understanding teaching professionals' digital competence |
Park, Hyun-Jeong, Lee, Dayeon, Park, Hyemin |
2023 |
Understanding students' problem-solving patterns |
Winnaar, L. , Frempong, G., Blignaut, R. |
2015 |
Understanding school effects in South Africa using multilevel analysis |
Anaya, Lina, Iriberri, Nagore, Rey-Biel, Pedro, Zamarro, Gema |
2022 |
Understanding performance in test taking |
Leong, Kwan Eu , Meng, Chew Cheng , Abdul Rahim, Suzieleez Syrene |
2015 |
Understanding Malaysian pre-service teachers mathematical content knowledge and pedagogical content knowledge |
Haw, Joseph Y., King, Ronnel B. |
2023 |
Understanding Filipino students' achievement in PISA |
Lam, Beatrice Oi-yeung, Byun, Soo-yong, Lee, Moosung |
2019 |
Understanding educational inequality in Hong Kong |
Goos, Merrilyn, Kaya, Sila |
2020 |
Understanding and promoting students’ mathematical thinking |
Yamamoto, Kentaro, Lennon, Mary Louise |
2018 |
Understanding and detecting data fabrication in large-scale assessments |
Greve, Jane, Saaby, Morten, Rosdahl, Anders, Christensen, Vibeke Tornhøj |
2021 |
Uncertain occupational expectations at age 19 and later educational and labour market outcomes |
Jiang, Tao , Jin, Hong-wei, Ma, Wen-jie, Chen, Ji-gen, Yuan, Ling-min |
2023 |
Types of quality and equal science education systems and the development of equality in education |
Iniguez-Berrozpe, Tatiana, Boeren, Ellen |
2020 |
Twenty-First Century Skills for All |
Doyle, Ann Margaret |
2021 |
Twenty years on |
Tas, Yasemin, Balgalmis, Esra |
2016 |
Turkish mathematics and science teachers’ technology use in their classroom instruction |
Velez, Gabriel M., Knowles, Ryan T. |
2022 |
Trust, civic self-efficacy, and acceptance of corruption among Colombian adolescents |
Meinck, Sabine, Brese, Falk |
2019 |
Trends in gender gaps |
Duggan, Alice, Karakolidis, Anastasios, Clerkin, Aidan, Gilleece, Lorraine, Perkins, Rachel |
2023 |
Trends in educational inequalities in Ireland’s primary schools |
Shin, Dong-Hoon, Bills, David |
2021 |
Trends in Educational and Skill Mismatch in the United States |
Haeck, Catherine, Lefebvre, Pierre |
2021 |
Trends in cognitive skill inequalities by socio-economic status across Canada |
Chiu, Mei-Shiu |
2022 |
Transcend socioeconomic status constraints to mathematics and science achievement by collaborative problem-solving |
Graham, Marien Alet |
2023 |
Traditional bullying and cyberbullying as main drivers of low mathematics achievement in South African schools |
Omar, Ruzana, Ab Rashid, Radzuwan, Yusoff, Sarah, Ismail, Hanita Hanim, Saed, Hadeel, Yassin, Baderaddin, Al-Smadi, Omar Ali |
2022 |
Towards the Sustainability of English Language Teachers Professionalism via Professional Development Programs |
Ham, Seung-Hwan, Song, Hyojune, Yang, Kyung-Eun |
2020 |
Towards a balanced multiculturalism? |
Keller, Lena, Preckel, Franzis, Eccles, Jacquelynne S. , Brunner, Martin |
2022 |
Top-performing math students in 82 countries |
Villar‐Aldonza, Adriano |
2022 |
To what extent a modern teaching style benefits students? |
Villar‐Aldonza, Adriano |
2023 |
To what extent a modern teaching style benefits students? |
Bofah, Emmanuel Adu-tutu, Hannula, Markku S. |
2015 |
TIMSS data in an African comparative perspective |
Martin, Michael O., Mullis, Ina V.S. |
2019 |
TIMSS 2015 |
Yoo, Jin Eun |
2018 |
TIMSS 2011 student and teacher predictors for mathematics achievement explored and identified via elastic net |
Miscevic-Kadijevic, Gordana |
2015 |
TIMSS 2011 |
Hillmert, Steffen |
2021 |
Three spheres of stratification in how social origin relates to educational achievement |
Toth, Agnes N., Szivak, Judit |
2022 |
Theoretical Framework Model (TFM) for Examining the Professional Development of Teachers |
Şahin, Harun, Kayır, Çiğdem Güzle |
2023 |
The variation in Turkish students' reading skills based on PISA 2018 |
Senden, Bas, Nilsen, Trude, Teig, Nani |
2023 |
The validity of student ratings of teaching quality |
Braun, Henry, von Davier, Matthias |
2017 |
The use of test scores from large-scale assessment surveys |
Spagnolo, Francesco Schirripa , Salvati, Nicola, D’Agostino, Antonella, Nicaise, Ides |
2020 |
The use of sampling weights in M-quantile random-effects regression |
Mahmud, Muhammad Sofwan, Mohd Drus, Nadia Fasha |
2023 |
The use of oral questioning to improve students’ reasoning skills in primary school mathematics learning |
Saarinen, Aino, Lipsanen, Jari, Hintsanen, Mirka, Huotilainen, Minna, Keltikangas-Järvinen, Liisa |
2021 |
The use of digital technologies at school and cognitive learning outcomes |
Goldhammer, Frank, Naumann, Johannes, Stelter, Annette, Tóth, Krisztina, Rölke, Heiko, Klieme, Eckhard |
2014 |
The time on task effect in reading and problem solving is moderated by task difficulty and skill |
Fischer, Jessica, He, Jia, Klieme, Eckhard |
2020 |
The structure of teaching practices across countries |
Meng, Lingqi, Qiu, Chen, Liu, Xinling, Kong, Minghui |
2023 |
The structural relations among learning environment, achievement goals and reading achievement in China |
Vázquez-Cano, Esteban, De-la-Calle-Cabrera, Ana-Maria, Hervás-Gómez, Carlos, López-Meneses, Eloy |
2020 |
The socio-familiar context and its impact on student reading performance in PISA |
Tuttle, James, Gimenez, Gregorio, Barrado, Beatriz |
2023 |
The societal context of school-based bullying victimization |
Diter, Kevin, Martin, Claude, Buzaud, Julia, Perron, Joe |
2021 |
The socially differentiated impact of school-related factors on children's life satisfaction |
Nalipay, Ma Jenina N., Cai, Yuyang, King, Ronnel B. |
2021 |
The social contagion of utility value |
Daus, Stephan, Braeken, Johan |
2018 |
The sensitivity of TIMSS country rankings in science achievement to differences in opportunity to learn at classroom level |
Daus, Stephan, Braeken, Johan |
2018 |
The sensitivity of TIMSS country rankings in science achievement to differences in opportunity to learn at classroom level |
Xiang, Nan, Chiu, Stephen Wing-Kai |
2023 |
The school matters |
Schwabe, Franziska, McElvany, Nele, Trendtel, Matthias |
2015 |
The school age gender gap in reading achievement |
Saar, Ellu, Martma, Liisa |
2021 |
The Safety Net and the Diversion Effects of Vocational Upper-Secondary Education in European Countries |
Bokhove, Christian, Miyazaki, Mikio, Komatsu, Kotaro, Chino, Kimiho, Leung, Allen, Mok, Ida Ah Chee |
2019 |
The role of “Opportunity to Learn” in the geometry curriculum |
Bozkurt, BU |
2022 |
The role of teacher support and in-class teaching practices on reading performance |
Courtney, Matthew, Karakus, Mehmet, Sharplin, Elaine, Hernández-Torrano, Daniel, Helmer, Janet, Jumakulov, Zakir |
2023 |
The role of teacher selection criteria and preparation on teacher self-efficacy, satisfaction, and commitment |
Abazaoğlu, İlkay, Aztekin, Serdar |
2016 |
The role of teacher morale and motivation on students' science and math achievement |
Schmidt, William H. |
2017 |
The role of subject-matter content in teacher preparation |
Anaya, Lina, Zamarro, Gema |
2023 |
The role of student effort on performance in PISA |
Ulitzsch, Esther, Lüdtke, Oliver, Robitzsch, Alexander |
2023 |
The role of response style adjustments in cross‐country comparisons |
Yang, Guang, Badri, Masood, Al Rashedi, Asma, Almazroui, Karima |
2018 |
The role of reading motivation, self-efficacy, and home influence in students’ literacy achievement |
Cai, Yuyang, Ge, Qianwen, Yang, Yan |
2023 |
The role of perspective-taking in mediating the relationship between teacher feedback and reading achievement |
Schmidt, William H., Guo, Siwen, Houang, Richard T. |
2021 |
The role of opportunity to learn in ethnic inequality in mathematics |
Breton, Theodore R |
2023 |
The role of national culture in student acquisition of mathematics and reading skills |
Fu, Lingyi, Wang, Yi, Leung, Shing On, Hu, Wan Ling |
2023 |
The role of mental engagement between moderate or vigorous physical activity and academic achievement in adolescents |
Sulkunen, Sari, Nissinen, Kari, Malin, Antero |
2021 |
The role of informal learning in adults' literacy proficiency |
Rohatgi, Anubha, Scherer, Ronny, Hatlevik, Ove E. |
2016 |
The role of ICT self-efficacy for students' ICT use and their achievement in a computer and information literacy test |
Geesa, Rachel Louise, Izci, Burcu, Chen, Shiyi, Song, Hyuksoon S. |
2020 |
The role of gender and attitudes toward science in fourth and eighth graders' science achievement in South Korea, Turkey, and the United States |
Nonoyama-Tarumi, Yoko, Hughes, Kathaleen, Willms, J. Douglas |
2015 |
The role of family background and school resources on elementary school students’ mathematics achievement |
Cerulli, David, Scott, Michael, Aunap, Raivo, Kull, Ain, Parn, Jaan, Holbrook, Jack, Mander, Ulo |
2020 |
The role of education in increasing awareness and reducing impact of natural hazards |
Borgonovi, Francesca, Pokropek, Artur |
2022 |
The Role of Birthplace Diversity in Shaping Education Gradients in Trust |
Vesic, Dragan, Dzinovic, Vladimir, Mirkov, Snežana |
2021 |
The role of absenteeism in the prediction of math achievement on the basis of self-concept and motivation |
Suga, Fumihiko |
2020 |
The returns to postgraduate education in Japan |
Perry, Anja, Rammstedt, Beatrice |
2016 |
The research data center PIAAC at GESIS |
Ferrão, Maria Eugénia, Costa, Patrícia Mota, Matos, Daniel Abud Seabra |
2017 |
The relevance of the school socioeconomic composition and school proportion of repeaters on grade repetition in Brazil |
Tomul, Ekber, Önder, Emine , Taslidere, Erdal |
|
The relative effect of student, family and school-related factors on math achievement by location of the school |
Sulak, Tracey N., Wilson, Robin, Renbarger, Rachel L., Kaul, Corina R., O'Guinn, Nicole |
2020 |
The relationships between numeracy scores and soft skills in employed and unemployed Americans |
Wijaya, Ariyadi |
2017 |
The relationships between Indonesian fourth graders’ difficulties in fractions and the opportunity to learn fractions |
Tan, Cheng Yong, Dimmock, Clive |
2022 |
The relationships among between-class ability grouping, teaching practices, and mathematics achievement |
Suteu, Lavinia, Cristea, Mădălina, Ciascai, Liliana |
2021 |
The relationship of gender with reading performance, reading enjoyment, perceived ability and perceived difficulty in a sample of Romanian students |
Saal, Petronella Elize , Ryneveld, Linda Van, Graham, Marien Alet |
2019 |
The relationship between using information and communication technology in education and the mathematics achievement of students |
Gumus, Emine, Bellibas, Mehmet Sukru |
2021 |
The relationship between the types of professional development activities teachers participate in and their self-efficacy |
Kasalak, Gamze, Dağyar, Miray |
2020 |
The relationship between teacher self-efficacy and teacher job satisfaction |
Alkan, Meral, Meinck, Sabine |
2016 |
The relationship between students’ use of ICT for social communication and their computer and information literacy |
Xie, Yong, Zheng, Yonghe, Yang, Yang |
2023 |
The relationship between students' awareness of environmental issues and attitudes toward science and epistemological beliefs-moderating effect of informal science activities |
Lee, Sora, Rudolf, Robert |
2022 |
The relationship between school-related gender-based violence and absenteeism |
Xu, Zhu Zhu, Fang, Chenchen |
2021 |
The relationship between school bullying and subjective well-being |
Michaelides, Michalis P., Ivanova, Militsa, Nicolaou, Christiana |
2020 |
The relationship between response-time effort and accuracy in PISA science multiple choice items |
Yu, Boran, Smith, William C., Cao, Yiming |
2022 |
The relationship between propositional teacher knowledge and classroom teaching practice |
Shapira-Lishchinsky, Orly |
2020 |
The relationship between principals’ perceptions of school practices and student achievement in science |
Hemmerechts, Kenneth, Agirdag, Orhan, Kavadias, Dimokritos |
2017 |
The relationship between parental literacy involvement, socio-economic status and reading literacy |
Lopez-Agudo, Luis Alejandro, Marcenaro-Gutierrez, Oscar D. |
2021 |
The relationship between overweight and academic performance, life satisfaction and school life |
Ayieko, Rachel Angela |
2018 |
The relationship between opportunities to learn algebra and students’ algebra achievement |
Saal, Petronella Elize , Graham, Marien Alet, Ryneveld, Linda Van |
2020 |
The relationship between integrating educational technology in Mathematics Education and the Mathematics Achievement of German students |
Park, Seoyeon, Weng, Wenting |
202 |
The relationship between ICT-related factors and student academic achievement and the moderating effect of country economic indexes across 39 countries |
Yu, Rushi, Wang, Meishu, Hu, Jie |
2023 |
The relationship between ICT perceived competence and adolescents' digital reading performance |
Yan, Zi, Chiu, Ming Ming |
2023 |
The relationship between formative assessment and reading achievement |
Lin, Qi |
2022 |
The relationship between distributed leadership and teacher innovativeness |
Heldt, Melanie, Massek, Corinna, Drossel, Kerstin, Eickelmann, Birgit |
2020 |
The relationship between differences in students’ computer and information literacy and response times |
Eryilmaz, Nurullah, Sandoval-Hernández, Andrés |
2021 |
The relationship between cultural capital and the students' perception of feedback across 75 countries |
Wei, Ju-Hui, Chuang, Hsueh-Hua, Smith, Thomas J. |
2022 |
The Relationship between a School Culture's Openness to Creative Solutions and Inquiry-Based Teaching Practices |
Huang, Tiedan, Hochbein, Craig, Simons, Jordan |
2020 |
The relationship among school contexts, principal time use, school climate, and student achievement |
Zhou, Ji, Wang, Xinghua |
2023 |
The relationship among personal achievement motives, school relational goal structures and learning outcomes |
Siddiq, Fazilat, Scherer, Ronny |
2016 |
The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy |
Myrberg, Eva, Johansson, Stefan, Rosén, Monica |
2018 |
The relation between teacher specialization and student reading achievement |
Kampa, Nele, Scherer, Ronny, Saß, Steffani, Schipolowski, Stefan |
2021 |
The relation between science achievement and general cognitive abilities in large-scale assessments |
Eriksson, Kimmo, Björnstjerna, Marie, Vartanova, Irina |
2020 |
The relation between gender egalitarian values and gender differences in academic achievement |
Fiore, Brunella, Poliandri, Donatella |
2020 |
The Programme for international student assessment and Google |
Wong, Khoon Yoong, Boey, Kok Leong, Lim-Teo, Suat Khoh, Dindyal, Jaguthsing |
2012 |
The preparation of primary mathematics teachers in Singapore |
Gunaydin, Yusuf, Basaran, Mustafa |
2023 |
The predictive power of reading comprehension, attitude toward sciences, test technique, and science subject matter knowledge in predicting PISA scientific literacy test total score |
Lay, Yoon Fah, Chandrasegaran, A. L. |
2016 |
The predictive effects of motivation toward learning science on TIMSS grade 8 students’ science achievement |
Kijima, Rie, Lipscy, Phillip Y. |
2024 |
The politics of international testing |
Lopo, Teresa Teixeira |
2021 |
The political decision on Portugal's entry into PISA |
Landahl, Joakim |
2020 |
The PISA calendar |
Rammstedt, Beatrice, Martin, Silke, Zabal, Anouk, Carstensen, Claus, Schupp, Jürgen |
2017 |
The PIAAC longitudinal study in Germany |
Rudolf, Robert, Bethmann, Dirk |
2022 |
The paradox of wealthy nations' low adolescent life satisfaction |
Brezicha, Kristina F., Ikoma, Sakiko, Park, Hyowon, LeTendre, Gerald K. |
2020 |
The ownership perception gap: exploring teacher job satisfaction and its relationship to teachers’ and principals’ perception of decision-making opportunities |
Brezicha, Kristina F., Ikoma, Sakiko, Park, Hyowon, LeTendre, Gerald K. |
2020 |
The ownership perception gap |
Meier, Markus D., Diefenbach, Heike |
2020 |
The OECD between political and scientific agendas |
Sellar, Sam, Lingard, Bob |
2014 |
The OECD and the expansion of PISA |
Cort, Pia, Larson, Anne |
2015 |
The non-shock of PIAAC |
Zhu, Jinxin, Li, Sandy C. |
2022 |
The non-linear relationships between ICT use and academic achievement of secondary students in Hong Kong |
Smith, Michael D. |
2023 |
The neoliberal structures of English in Japanese higher education |
Gorjón, Lucía, Osés, Ainhoa |
2023 |
The negative impact of information and communication technologies overuse on student performance |
Chatri, Abdellatif, Chahbi, Otman, Snihji, Mustapha |
2021 |
The multilevel analysis of students' achievement |
Wang, Yinying, Ahn, Joonkil |
2023 |
The more the merrier? |
Zhang, Ying, Li, Hao, Chen, Gaowei, Li, Bo, Li, Na, Zhou, Xin |
2023 |
The moderating roles of resilience and social support in the relationships between bullying victimization and well‐being among Chinese adolescents |