| Strietholt, Rolf, Rosén, Monica |
2016 |
Linking large-scale reading assessments: Measuring international trends over 40 years |
| Arikan, Serkan, Van de Vijver, Fons J. R., Yagmur, Kutlay |
2016 |
Factors contributing to mathematics achievement differences of Turkish and Australian students in TIMSS 2007 and 2011 |
| Marcenaro-Gutierrez, O. D., Luque, M., Lopez-Agudo, L. A. |
2016 |
Balancing teachers’ math satisfaction and other indicators of the education system’s performance |
| Coben, Diana, Miller-Reilly, Barbara, Satherley, Paul, Earle, David |
2016 |
Making the most of PIAAC |
| Tognatta, Namrata Raman, Valerio, Alexandria, Puerta, Maria Laura |
2016 |
Do cognitive and noncognitive skills explain the gender wage gap in middle-income countries |
| Liu, Yan, Bellibas, Mehmet Sukru, Printy, Susan |
2016 |
How school context and educator characteristics predict distributed leadership |
| Chaux, Enrique, León, Manuela |
2016 |
Homophobic attitudes and associated factors among adolescents |
| Frempong, G., Visser, M. , Feza, N. , Winnaar, L. , Nuamah, S. |
2016 |
Resilient learners in schools serving poor communities |
| Jin, Y., Kang, M. |
2016 |
Comparing DIF methods for data with dual dependency |
| Gumus, Emine, Bellibas, Mehmet Sukru |
2016 |
The effects of professional development activities on principals' perceived instructional leadership practices |
| Atuhurra, Julius F. |
2016 |
Does community involvement affect teacher effort? |
| Wei-Zhao, Shi, Xiqin, He, Yan, Wang, Zeng-Guang, Fan, Liangdong, Guo |
2016 |
PISA and TIMSS science score, which clock is more accurate to indicate national science and technology competitiveness? |
| Keating, Avril |
2016 |
Are cosmopolitan dispositions learned at home, at school, or through contact with others? |
| House, J. Daniel, Telese, James A. |
2016 |
Achievement of eight-grade students in Korea on the TIMSS 2011 assessment |
| Matsubara, Kenji, Hagiwara, Yasuhito, Saruta, Yuji |
2016 |
A statistical analysis of the characteristics of the intended curriculum for Japanese primary science and its relationship to the attained curriculum |
| Turner, Ross |
2016 |
Lessons from PISA 2012 about mathematical literacy |
| Finch, W. Holmes, Hernández Finch, Maria E., French, Brian F. |
2016 |
Recursive partitioning to identify potential causes of differential item functioning in cross-national data |
| Cebolla-Boado, Héctor, Radl, Jonas, Salazar, Leire |
2017 |
Preschool education as the great equalizer? |
| Yoo, Yang Seok |
2017 |
Modelling of factors influencing gender difference in mathematics achievement using TIMSS 2011 data for Singaporean eighth grade students |
| Arends, Fabian, Winnaar, Lolita, Mosimege, Mogege |
2017 |
Teacher classroom practices and mathematics performance in South African schools |
| Nieto, Sandra , Ramos, Raul |
2017 |
Overeducation, skills and wage penalty |
| Lopez-Agudo, L. A., Marcenaro-Gutierrez, O. D. |
2017 |
Engaging children in lessons |
| Bold, Tessa, Filmer, Deon, Martin, Gayle, Molina, Ezequiel, Stacy, Brian, Rockmore, Christophe, Svensson, Jakob, Wane, Waly |
2017 |
Enrollment without learning |
| Drossel, Kerstin, Eickelmann, Birgit |
2017 |
Teachers’ participation in professional development concerning the implementation of new technologies in class |
| Kaiser, Gabriele, Blömeke, Sigrid, König, Johannes, Busse, Andreas, Döhrmann, Martina, Hoth, Jessica |
2017 |
Professional competencies of (prospective) mathematics teachers—cognitive versus situated approaches |
| Herber, Stefanie P., Quis, Johanna Sophie, Heineck, Guido |
2017 |
Does the transition into daylight saving time affect students’ performance? |
| Fisher, Anthony, Carlyon, Tracey, Peter, Mira |
2017 |
Students achieve more when teachers have time to do what they know works best |
| Drossel, Kerstin, Eickelmann, Birgit, Gerick, Julia |
2017 |
Predictors of teachers’ use of ICT in school |
| Hoth, Jessica, Kaiser, Gabriele, Busse, Andreas, Döhrmann, Martina, König, Johannes, Blömeke, Sigrid |
2017 |
Professional competences of teachers for fostering creativity and supporting high-achieving students |
| Mulera, D. M., Ndala, K. K., Nyirongo, R. |
2017 |
Analysis of factors affecting pupil performance in Malawi’s primary schools based on SACMEQ survey results |
| Cordero, Jose M., Santín, Daniel, Simancas, Rosa |
2017 |
Assessing European primary school performance through a conditional nonparametric model |
| Ker, Hsiang-Wei |
2017 |
The effects of motivational constructs and engagements on mathematics achievement |
| Hemmerechts, Kenneth, Agirdag, Orhan, Kavadias, Dimokritos |
2017 |
The relationship between parental literacy involvement, socio-economic status and reading literacy |
| Lintorf, Katrin, Guill, Karin, Wendt, Heike |
2017 |
"Anything your child can do, my child can do better!" |
| Kelcey, Ben, Shen, Zuchao |
2017 |
Experimental evaluation of school-based HIV programs in sub-Saharan Africa |
| Scherer, Ronny, Rohatgi, Anubha, Hatlevik, Ove E. |
2017 |
Students' profiles of ICT use |
| Agasisti, Tommaso, Cordero, Jose M. |
2017 |
The determinants of repetition rates in Europe |
| Cheung, Wai Ming, Lam, Joseph W. I., So, Wendy W. Y., , Huang, Yanli , Tsang, Hector W. H. |
2017 |
Explaining student and home variance of Chinese reading achievement of the PIRLS 2011 Hong Kong |
| Treviño, Ernesto, Béjares, Consuelo, Villalobos, Cristóbal, Naranjo, Eloísa |
2017 |
Influence of teachers and schools on students' civic outcomes in Latin America |
| Claes, Ellen, Maurissen, Lies, Havermans, Nele |
2017 |
Let’s talk politics |
| Braun, Henry, von Davier, Matthias |
2017 |
The use of test scores from large-scale assessment surveys |
| Hampf, Franziska, Wiederhold, Simon, Woessmann, Ludger |
2017 |
Skills, earnings, and employment |
| Herborn, Katharina, Mustafic, Maida, Greiff, Samuel |
2017 |
Mapping an experiment-based assessment of collaborative behavior onto collaborative problem solving in PISA 2015 |
| Ingvarson, Lawrence, Rowley, Glenn |
2017 |
Quality assurance in teacher education and outcomes |
| Shen, Ting, Konstantopoulos, Spyros |
2017 |
Class size effects on reading achievement in Europe |
| Kavadias, Dimokritos, Hemmerechts, Kenneth, Spruyt, Bram |
2017 |
Segregation and socialization |
| Gerick, Julia, Eickelmann, Birgit, Bos, Wilfried |
2017 |
The International Computer and Information Literacy Study from a European perspective |
| Delprato, Marcos, Akyeampong, Kwame, Dunne, Máiréad |
2017 |
The impact of bullying on students’ learning in Latin America |
| Li, Hongli, Qin, Qi, Lei, Pui-Wa |
2017 |
An examination of the instructional sensitivity of the TIMSS math items |
| Tse, Shek Kam, Zhu, Yu, Yan Hui, Sau, Ng, Hung Wai |
2017 |
The effects of home reading activities during preschool and Grade 4 on children's reading performance in Chinese and English in Hong Kong |
| Ihme, Jan Marten, Senkbeil, Martin, Goldhammer, Frank, Gerick, Julia |
2017 |
Assessment of computer and information literacy in ICILS 2013 |
| Munck, Ingrid, Barber, Carolyn, Torney-Purta, Judith |
2017 |
Measurement invariance in comparing attitudes toward immigrants among youth across Europe in 1999 and 2009 |
| Kabiri, Masoud, Ghazi-Tabatabaei, Mahmood, Bazargan, Abbas, Shokoohi-Yekta, Mohsen, Kharrazi, Kamal |
2017 |
Diagnosing competency mastery in science |
| Maehler, Débora B., Martin, Silke, Rammstedt, Beatrice |
2017 |
Coverage of the migrant population in large-scale assessment surveys |
| Jhang, Fang-Hua |
2017 |
The effect of schools’ reading promotion activities on fourth graders’ reading engagement outside of school |
| Eickelmann, Birgit, Vennemann, Mario |
2017 |
Teachers‘ attitudes and beliefs regarding ICT in teaching and learning in European countries |
| Lim, Hwanggyu, Sireci, Stephen G. |
2017 |
Linking TIMSS and NAEP assessments to evaluate international trends in achievement |
| Massing, Natascha, Schneider, Silke L. |
2017 |
Degrees of competency |
| Jacobson, Erik D. |
2017 |
Field experience and prospective teachers' mathematical knowledge and beliefs |
| Vintila, Georgeta, Onofrei, Mihaela, Gherghina, Ştefan Cristian |
2017 |
Multidimensional data analysis towards assessing the European education systems |
| Punter, R. Annemiek, Meelissen, Martina R. M., Glas, Cees A. W. |
2017 |
Gender differences in computer and information literacy |
| Li, Wei, Konstantopoulos, Spyros |
2017 |
Does class-size reduction close the achievement gap? |
| 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 |
| Ozdemir, Burhanettin |
2017 |
Equating TIMSS mathematics subtests with nonlinear equating methods using NEAT design |
| Bodovski, Katerina, Byun, Soo-yong, Chykina, Volha, Chung, Hee Jin |
2017 |
Searching for the golden model of education |
| Dahlum, Sirianne, Knutsen, Carl Henrik |
2017 |
Do democracies provide better education? |
| Drossel, Kerstin, Eickelmann, Birgit, Schulz-Zander, Renate |
2017 |
Determinants of teachers’ collaborative use of information and communications technology for teaching and learning |
| Kanyongo, Gibbs Y., Ayieko, Rachel |
2017 |
Hierarchical linear modelling of sixth-grade students’ socio-economic status and school factors on mathematics achievement |
| Liou, Pey-Yan |
2017 |
Profiles of adolescents’ motivational beliefs in science learning and science achievement in 26 countries |
| Gerick, Julia, Eickelmann, Birgit, Bos, Wilfried |
2017 |
School-level predictors for the use of ICT in schools and students’ CIL in international comparison |
| Charalambous, Charalambos Y., Kyriakides, Ermis |
2017 |
Working at the nexus of generic and content-specific teaching practices |
| Long, Caroline, Wendt, Heike |
2017 |
A comparative investigation of South Africa's high-performing learners on selected TIMSS items comprising multiplicative concepts |
| Geiger, Vince, Anderson, Judy, Hurrell, Derek |
2017 |
A case study of effective practice in mathematics teaching and learning informed by Valsiner's zone theory |
| Mølstad, Christina E., Petterssonm, Daniel, Forsberg, Eva |
2017 |
A game of thrones |
| Bofah, Emmanuel Adu-tutu, Hannula, Markku S. |
2017 |
Home resources as a measure of socio-economic status in Ghana |
| Jenkins, Andrew, Ueno, Akiko |
2017 |
Classroom disciplinary climate in secondary schools in England |
| Rammstedt, Beatrice, Martin, Silke, Zabal, Anouk, Carstensen, Claus, Schupp, Jürgen |
2017 |
The PIAAC longitudinal study in Germany |
| Oon, Pey-Tee, Fan, Xitao |
2017 |
Rasch analysis for psychometric improvement of science attitude rating scales |
| Marian, Hazel, Jackson, Claire |
2017 |
Inquiry-based learning |
| Wijaya, Ariyadi |
2017 |
The relationships between Indonesian fourth graders’ difficulties in fractions and the opportunity to learn fractions |
| 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? |
| Stankov, Lazar, Lee, Jihyun |
2017 |
Self-beliefs |
| Bellibas, Mehmet Sukru, Liu, Yan |
2017 |
Multilevel analysis of the relationship between principals' perceived practices of instructional leadership and teachers' self-efficacy perceptions |
| Rammstedt, Beatrice, Danner, Daniel, Lechner, Clemens |
2017 |
Personality, competencies, and life outcomes |
| Wang, Cheng-Lung, Liou, Pey-Yan |
2017 |
Students' motivational beliefs in science learning, school motivational contexts, and science achievement in Taiwan |
| Cheng, Qiang, Hsu, Hsien-Yuan |
2017 |
Latent cluster analysis of instructional practices reported by high- and low-performing mathematics teachers in four countries |
| Seher, Yalçın, Demirtaşlı, Rahime Nükhet , Dibek, Munevver Ilgun, Yavuz, Hatice Cigdem |
2017 |
The effect of teacher and student characteristics on TIMSS 2011 mathematics achievement of fourth- and eighth-grade students in Turkey |
| Kapuza, A.V., Tyumeneva, Yulia |
2017 |
Reliability and structure of the TALIS social desirability scale |
| Stoet, Gijsbert, Geary, David C. |
2017 |
Students in countries with higher levels of religiosity perform lower in science and mathematics |
| Yasukawa, Keiko, Hamilton, Mary, Evans, Jeff |
2017 |
A comparative analysis of national media responses to the OECD Survey of Adult Skills |
| Meinck, Sabine, Cortes, Diego, Tieck, Sabine |
2017 |
Evaluating the risk of nonresponse bias in educational large-scale assessments with school nonresponse questionnaires |
| House, J. Daniel, Telese, James A. |
2017 |
Confidence in science and achievement outcomes of fourth-grade students in Korea |
| Takashiro, Naomi |
2017 |
A multilevel analysis of Japanese middle school student and school socioeconomic status influence on mathematics achievement |
| Gorges, Julia, Koch, Tobias, Maehler, Débora B., Offerhaus, Judith |
2017 |
Same but different? |
| Tchoshanov, Mourat, Quinones, Maria Cruz, Shakirova, Kadriya, Ibragimova, Elena, Shakirova, Liliana |
2017 |
Comparative analysis of mathematics teachers’ content knowledge in USA and Russia through the lens of TIMSS results |
| Billington, Mary Genevieve, Nissinen, Kari, Gabrielsen, Egil |
2017 |
When investment in basic skills gives negative returns |
| He, Jia, Van de Vijver, Fons J. R., Kulikova, Alena |
2017 |
Country-level correlates of educational achievement |
| Guo, Jiesi, Marsh, Herbert W., Parker, Philip D., Morin, Alexandre J., Dicke, Theresa |
2017 |
Extending expectancy-value theory predictions of achievement and aspirations in science |
| Spătărelu, Eliza Mihaela |
2017 |
Evidence on homework efficiency in TIMSS mathematics achievement |
| Sarı, Mehmet Hayri, Arikan, Serkan, Yıldızlı, Hülya |
2017 |
Factors predicting mathematics achievement of 8th graders in TIMSS 2015 |
| Petersson, Jöran |
2017 |
First and second language students’ achievement in mathematical content areas |
| Petko, Dominik, Cantieni, Andrea, Prasse, Doreen |
2017 |
Perceived quality of educational technology matters |
| Oskarsson, Magnus, Eliasson, Nina, Karlsson, Karl Göran |
2017 |
Everyday life context in grade 4 or knowledge without context in grade 8? |
| Schmidt, William H. |
2017 |
The role of subject-matter content in teacher preparation |
| Pongsophon, Pongprapan, Herman, Benjamin C. |
2017 |
A theory of planned behaviour-based analysis of TIMSS 2011 to determine factors influencing inquiry teaching practices in high-performing countries |
| Butakor, Paul Kwame, Ampadu, Ernest, Cole, Yaa |
2017 |
Ghanaian students in TIMSS 2011 |
| Straková, Jana, Greger, David, Soukup, Petr |
2017 |
Factors affecting the transition of fifth graders to the academic track in the Czech Republic |
| Leunda Iztueta, Ixiar, Garmendia Navarro, Inés, Etxeberria Murgiondo, Juan |
2017 |
Statistical matching in practice |
| Areepattamannil, Shaljan, Khine, Myint Swe |
2017 |
Early adolescents' use of information and communication technologies (ICTs) for social communication in 20 countries |
| Wendt, Heike, Kasper, Daniel, Trendtel, Matthias |
2017 |
Assuming measurement invariance of background indicators in international comparative educational achievement studies |
| Yavuz, Hatice Cigdem, Seher, Yalçın, Demirtaşlı, Rahime Nükhet |
2017 |
The effects of student and teacher level variables on TIMSS 2007 and 2011 mathematics achievement of Turkish students |
| Wang, Ze, Bergin, David A. |
2017 |
Perceived relative standing and the big-fish-little-pond effect in 59 countries and regions |
| Flisi, Sara, Goglio, Valentina, Meroni, Elena Claudia, Rodriguez, Margarida, Vera-Toscano, Esperanza |
2017 |
Measuring occupational mismatch |
| Reeves, Philip M., Pun, Wik Hung, Chung, Kyung Sun |
2017 |
Influence of teacher collaboration on job satisfaction and student achievement |
| Gil-Flores, Javier, Rodríguez-Santero, Javier, Torres-Gordillo, Juan-Jesús |
2017 |
Factors that explain the use of ICT in secondary-education classrooms |
| Bundsgaard, Jeppe, Gerick, Julia |
2017 |
Patterns of students’ computer use and relations to their computer and information literacy |
| Reichert, Frank, Chen, Jiaxin, Torney-Purta, Judith |
2018 |
Profiles of adolescents' perceptions of democratic classroom climate and students' influence |
| Caro, Daniel H. |
2018 |
Socio economic gaps in subject interest |
| Sahin, Melek Gülsah, Öztürk, Nagihan Boztunç |
2018 |
How classroom assessment affects science and mathematics achievement? |
| Lin, Fou-Lai, Wang, Ting-Ying, Chang, Yu-Ping |
2018 |
Effects of large-scale studies on mathematics education policy in Taiwan through the lens of societal and cultural characteristics |
| Daus, Stephan, Braeken, Johan |
2018 |
The sensitivity of TIMSS country rankings in science achievement to differences in opportunity to learn at classroom level |
| Caro, Daniel H., Kyriakides, Leonidas, Televantou, Loulia |
2018 |
Addressing omitted prior achievement bias in international assessments |
| Fourie, J., Sedibe, M., Muller, M. |
2018 |
The experiences of foundation phase teachers regarding reading literacy interventions at an underperforming school in Gauteng province |
| Barber, Carolyn, Ross, Jessica |
2018 |
Cross-cohort changes in adolescents’ civic attitudes from 1999 to 2009 |
| Prinsloo, C. H., Rogers, S. C., Harvey, J. C. |
2018 |
The impact of language factors on learner achievement in science |
| Juan, Andrea, Hannan, Sylvia, Govender, Ashika, Reddy, Vijay, Zuze, Linda |
2018 |
Bullies, victims and bully-victims in South African schools |
| Säljö, Roger, Radišić, Jelena |
2018 |
Promoting teaching, learning and informed decision-making through the lenses of international large-scale assessment |
| Fierro, Margarita María Zorrilla |
2018 |
Con la formación docente hemos topado |
| Yamamoto, Kentaro, Lennon, Mary Louise |
2018 |
Understanding and detecting data fabrication in large-scale assessments |
| Šerek, Jan, Jugert, Philipp |
2018 |
Young European citizens |
| Clerkin, Aidan, Gilligan, Katie |
2018 |
Pre-school numeracy play as a predictor of children’s attitudes towards mathematics at age 10 |
| Yalcin, Seher |
2018 |
Determining differential item functioning with the mixture item response theory |
| Teig, Nani, Scherer, Ronny, Nilsen, Trude |
2018 |
More isn't always better |
| Hopfenbeck, Therese N., Lenkeit, Jenny, El Masri, Yasmine, Cantrell, Kate, Ryan, Jeanne, Baird, Jo-Anne |
2018 |
Lessons learned from PISA |
| Hemmerechts, Kenneth, Kavadias, Dimokritos, Agirdag, Orhan |
2018 |
Immigrant students’ educational expectations |
| Mcclung, Nicola A., Arya, Diana J. |
2018 |
Individual differences in fourth-grade math achievement in Chinese and English |
| Abdelfattah, Faisal, Lam, Jasmine |
2018 |
Linking homework to achievement in mathematics |
| Laukaityte, Inga, Wiberg, Marie |
2018 |
Importance of sampling weights in multilevel modeling of international large-scale assessment data |
| Yamamoto, Kentaro, Shin, Hyo J., Khorramdel, Lale |
2018 |
Multistage adaptive testing design in international large‐scale assessments |
| George, Ann Cathrice, Robitzsch, Alexander |
2018 |
Focusing on interactions between content and cognition |
| Kuang, Xiaoxue, Kennedy, Kerry John |
2018 |
Alienated and disaffected students |
| Hole, Arne, Grønmo, Liv Sissel, Onstad, Torgeir |
2018 |
The dependence on mathematical theory in TIMSS, PISA and TIMSS Advanced test items and its relation to student achievement |
| Loyalka, Prashant, Zakharov, Andrey, Kuzmina, Yulia |
2018 |
Catching the big fish in the little pond effect |
| Choi, Álvaro |
2018 |
The evolution of educational inequalities in Spain |
| Maddox, Bryan, Bayliss, Andrew P., Fleming, Piers, Engelhardt, Paul E., Edwards, S. Gareth, Borgonovi, Francesca |
2018 |
Observing response processes with eye tracking in international large-scale assessments |
| Federičová, Miroslava, Pertold, Filip, Smith, Michael L. |
2018 |
Children left behind |
| Chan, Man Ching Esther, Clarke, David J., Clarke, Doug M., Roche, Anne, Cao, Yiming, Peter-Koop, Andrea |
2018 |
Learning from lessons |
| Yoo, Jin Eun |
2018 |
TIMSS 2011 student and teacher predictors for mathematics achievement explored and identified via elastic net |
| Yang, Guang, Badri, Masood, Al Rashedi, Asma, Almazroui, Karima |
2018 |
The role of reading motivation, self-efficacy, and home influence in students’ literacy achievement |
| Amador, Julie M. |
2018 |
Teachers’ gender considerations during elementary mathematics lesson design |
| Flórez Petour, María Teresa, Assael, Tamara Rozas, Gysling, Jacqueline, Olave Astorga, José Miguel |
2018 |
The consequences of metrics for social justice |
| Daus, Stephan, Braeken, Johan |
2018 |
The sensitivity of TIMSS country rankings in science achievement to differences in opportunity to learn at classroom level |
| Altinok, Nadir, Angrist, Noam, Patrinos, Harry Anthony |
2018 |
Global data set on education quality (1965–2015) |
| Nonte, Sonja, Hartwich, Lea, Willems, Ariane S. |
2018 |
Promoting reading attitudes of girls and boys: a new challenge for educational policy? Multi-group analyses across four European countries |
| Guo, Jiesi, Marsh, Herbert W., Parker, Philip D., Dicke, Theresa |
2018 |
Cross-cultural generalizability of social and dimensional comparison effects on reading, math, and science self-concepts for primary school students using the combined PIRLS and TIMSS data |
| Pankow, Lena, Kaiser, Gabriele, König, Johannes, Blömeke, Sigrid |
2018 |
Perception of student errors under time limitation |
| Costa, Patrícia, Araújo, Luísa |
2018 |
Skilled students and effective schools |
| Liaw, Yuan-Ling, Wu, Yuanyue, Rutkowski, David, Rutkowski, Leslie |
2018 |
Evaluating PISA scales across Chinese economies |
| Rutkowski, David, Rutkowski, Leslie, Liaw, Yuan-Ling |
2018 |
Measuring widening proficiency differences in international assessments |
| Wang, Cheng-Lung, Liou, Pey-Yan |
2018 |
Patterns of motivational beliefs in the science learning of total, high-, and low-achieving students |
| Knowles, Ryan, Torney-Purta, Judith, Barber, Carolyn |
2018 |
Enhancing citizenship learning with international comparative research |
| Sampermans, Dorien, Isac, Maria Magdalena, Claes, Ellen |
2018 |
Can schools engage students? |
| He, Jia, Barrera-Pedemonte, Fabián, Buchholz, Janine |
2018 |
Cross-cultural comparability of noncognitive constructs in TIMSS and PISA |
| Liu, Yuan, Hau, Kit-Tai, Zheng, Xin |
2018 |
Does instrumental motivation help students with low intrinsic motivation? |
| Danhier, Julien |
2018 |
How big is the handicap for disadvantaged pupils in segregated schooling systems? |
| Sellar, Sam, Lingard, Bob |
2018 |
International large-scale assessments, affective worlds and policy impacts in education |
| Niemann, Dennis, Hartong, Sigrid, Martens, Kerstin |
2018 |
Observing local dynamics of ILSA projections in federal systems |
| Liouaeddine, Mariem, Elatrachi, Mounir, Karam, el Mehdi |
2018 |
The analysis of the efficiency of primary schools in Morocco |
| Lee, Jieun, Rhee, Dong-Eun, Rudolf, Robert |
2018 |
Teacher gender, student gender, and primary school achievement |
| Kuang, Xiaoxue, Kennedy, Kerry John, Mok, Magdalena Mo Ching |
2018 |
Creating democratic class rooms in Asian contexts |
| Juan, Andrea, Hannan, Sylvia, Namome, Catherine |
2018 |
I believe I can do science |
| Kreitchmann, Rodrigo Schames, Abad, Francisco José, Ponsoda, Vicente |
2018 |
A two-dimensional multiple-choice model accounting for omissions |
| Cordero, Jose M., Cristóbal, Víctor, Santín, Daniel |
2018 |
Causal inference on education policies |
| Gabriel, Florence, Signolet, Jason, Westwell, Martin |
2018 |
A machine learning approach to investigating the effects of mathematics dispositions on mathematical literacy |
| Önen, Emine |
2018 |
Classification of students in terms of student’s, teacher’s and instructional qualifications based on TIMSS-2015 |
| Cheung, Chris Hin Wah, Kennedy, Kerry J., Leung, Chi Hung, Hue, Ming Tak |
2018 |
Religious engagement and attitudes to the role of religion in society |
| Leder, Gilah C., Forgasz, H. J. |
2018 |
Measuring who counts |
| Winnaar, Lolita, Arends, Fabian, Beku, Unathi |
2018 |
Reducing bullying in schools by focusing on school climate and school socio-economic status |
| Maurissen, Lies, Claes, Ellen, Barber, Carolyn |
2018 |
Deliberation in citizenship education |
| Zehner, Fabian, Goldhammer, Frank, Sälzer, Christine |
2018 |
Automatically analyzing text responses for exploring gender-specific cognitions in PISA reading |
| Millin, Tracey, Millin, Mark |
2018 |
English academic writing convergence for academically weaker senior secondary school students |
| Oon, Pey-Tee, Subramaniam, R. |
2018 |
Comparative study of middle school students’ attitudes towards science |
| Murray, Eileen, Durkin, Kelley, Chao, Theodore, Star, Jon R., Vig, Rozy |
2018 |
Exploring connections between content knowledge, pedagogical content knowledge, and the opportunities to learn mathematics |
| Lee, HyeSun, Geisinger, Kurt F. |
2018 |
Item parameter drift in context questionnaires from international large-scale assessments |
| Eriksson, Kimmo, Helenius, Ola, Ryve, Andreas |
2018 |
Using TIMSS items to evaluate the effectiveness of different instructional practices |
| Jugert, Philipp, Šerek, Jan, Stollberg, Janine |
2018 |
Contextual moderators of the link between national and European identity among European youth |
| Pizmony-Levy, Oren, Bjorklund, Peter Jr |
2018 |
International assessments of student achievement and public confidence in education |
| Sandefur, Justin |
2018 |
Internationally comparable mathematics scores for fourteen African countries |
| Falck, Oliver, Mang, Constantin, Woessmann, Ludger |
2018 |
Virtually no effect? |
| Lee, Jihyun, Stankov, Lazar |
2018 |
Non-cognitive predictors of academic achievement |
| Lin, Fou-Lai, Wang, Ting-Ying, Chang, Yu-Ping |
2018 |
Effects of large-scale studies on mathematics education policy in Taiwan through the lens of societal and cultural characteristics |
| Kim, Eun Sook, Wang, Yan |
2018 |
Investigating sources of heterogeneity with three-step multilevel factor mixture modeling |
| Zhu, Jinxin, Kuang, Xiaoxue, Kennedy, Kerry J., Mok, Magdalena Mo Ching |
2018 |
Previous civic experience and Asian adolescents’ expected participation in legal protest |
| Palczyńska, Marta, Świst, Karolina |
2018 |
Personality, cognitive skills and life outcomes |
| Patterson, Margaret Becker |
2018 |
The forgotten 90% |
| Urick, Angela, Wilson, Alison, Ford, Timothy G., Frick, William C., Wronowski, Meredith L. |
2018 |
Testing a framework of math progress indicators for ESSA |
| Ercikan, Kadriye, Asil, Mustafa, Grover, Raman |
2018 |
Digital divide |
| Lorenz, Ramona, Endberg, Manuela, Bos, Wilfried |
2018 |
Predictors of fostering students’ computer and information literacy |
| Myrberg, Eva, Johansson, Stefan, Rosén, Monica |
2018 |
The relation between teacher specialization and student reading achievement |
| Gerick, Julia |
2018 |
School level characteristics and students’ CIL in Europe |
All Papers