| Lintorf, Katrin, Guill, Karin, Wendt, Heike |
2017 |
"Anything your child can do, my child can do better!" |
| Miles, Rhea, Thompson, Tony |
2015 |
"I had no idea!" |
| Şengül, Sare, Katranci, Yasemin, Küçük, Ahmet |
2015 |
8th grade mathematics subjects within the scope of TIMSS |
| Samsudin, Mohd Ali, Chut, Thodsaphorn Som, Ismail, Mohd Erfy, Ahmad, Nur Jahan |
2020 |
A calibrated item bank for computerized adaptive testing in measuring science TIMSS performance |
| Geiger, Vince, Anderson, Judy, Hurrell, Derek |
2017 |
A case study of effective practice in mathematics teaching and learning informed by Valsiner's zone theory |
| Gabrielsen, Egil, Sabatini, John |
2020 |
A closer look at low-performing adult readers in the Scandinavian countries |
| You, Hye Sun, Park, Sunyoung, Delgado, Cesar |
2021 |
A closer look at US schools: What characteristics are associated with scientific literacy? |
| Yasukawa, Keiko, Hamilton, Mary, Evans, Jeff |
2017 |
A comparative analysis of national media responses to the OECD Survey of Adult Skills |
| Son, Ji-Won, Han, Seong Won, Kang, Chungseo, Kwon, Oh Nam |
2016 |
A comparative analysis of the relationship among quality instruction, teacher self-efficacy, student background, and mathematics achievement in South Korea and the United States |
| Long, Caroline, Wendt, Heike |
2017 |
A comparative investigation of South Africa's high-performing learners on selected TIMSS items comprising multiplicative concepts |
| Abdullah, Abdul Halim, Shin, Bomi |
2019 |
A comparative study of quadrilaterals topic content in mathematics textbooks between Malaysia and South Korea |
| |
2019 |
A comparison of kernel equating methods based on Neat design |
| Steinmann, Isa, Strietholt, Rolf, Braeken, Johan |
2021 |
A constrained factor mixture analysis model for consistent and inconsistent respondents to mixed-worded scales |
| Kim, Hyungryeol |
2019 |
A Cross-national examination of political trust in adolescence |
| Kadijevich, Djordje M. |
2015 |
A dataset from TIMSS to examine the relationship between computer use and mathematics achievement |
| Mølstad, Christina E., Petterssonm, Daniel, Forsberg, Eva |
2017 |
A game of thrones |
| Gabriel, Florence, Signolet, Jason, Westwell, Martin |
2018 |
A machine learning approach to investigating the effects of mathematics dispositions on mathematical literacy |
| Ouma, Christine, Nam, Jiwon |
2015 |
A meta-analysis of gender gap in student achievement in African countries |
| Kim, Nana, Bolt, Daniel.M |
2020 |
A mixture IRTree model for extreme response style |
| Chin, Kevin, Barber, Carolyn |
2010 |
A multi-dimensional exploration of teachers’ beliefs about civic education in Australia, England, and the United States |
| Takashiro, Naomi |
2017 |
A multilevel analysis of Japanese middle school student and school socioeconomic status influence on mathematics achievement |
| Stainthorp, Rhona |
2020 |
A national intervention in teaching phonics |
| Wu, Yi-Jhen, Carstensen, Claus H., Lee, Jihyun |
2020 |
A new perspective on memorization practices among East Asian students based on PISA 2012 |
| Krashen, Stephen, Loh, Ka Yee |
2015 |
A problem with PIRLS |
| Kim, Suehye |
2020 |
A quasi-experimental analysis of the adult learning effect on problem-solving skills |
| Grajcevci, Albulene , Shala, Arif |
2021 |
A review of Kosovo’s 2015 PISA results |
| 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 |
| Saatçioğlu, Fatıma Münevver, Atar, Hakan Yavuz |
2020 |
A study on the identification of latent classes using mixture item response theory models |
| 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 |
| Kreitchmann, Rodrigo Schames, Abad, Francisco José, Ponsoda, Vicente |
2018 |
A two-dimensional multiple-choice model accounting for omissions |
| Kaiser, Gabriele, Busse, Andreas, Hoth, Jessica, König, Johannes, Blömeke, Sigrid |
2015 |
About the complexities of video-based assessments |
| Wamala, Robert, Kizito, O. S., Jjemba, E. |
2013 |
Academic achievement of Ugandan sixth grade students |
| Bergold, Sebastian, Wendt, Heike, Kasper, Daniel, Steinmayr, Ricarda |
2016 |
Academic competencies |
| Ye, Wangqiong, Strietholt, Rolf, Blömeke, Sigrid |
2021 |
Academic resilience |
| Spaull, Nicholas, Taylor, Stephen |
2015 |
Access to what? |
| House, J. Daniel, Telese, James A. |
2016 |
Achievement of eight-grade students in Korea on the TIMSS 2011 assessment |
| Benda, Luc, Koster, Ferry, Veen, Romke van der |
2020 |
Active labour market policy as a socialising agent |
| Caro, Daniel H., Kyriakides, Leonidas, Televantou, Loulia |
2018 |
Addressing omitted prior achievement bias in international assessments |
| Tsatsaroni, Anna, Evans, Jeff |
2014 |
Adult numeracy and the totally pedagogised society |
| Patterson, Margaret Becker , Paulson, Usha G. |
2016 |
Adult transitions to learning in the USA |
| Thien, Lei Mee, Darmawan, I. Gusti Ngurah, Ong, Mei Yean |
2015 |
Affective characteristics and mathematics performance in Indonesia, Malaysia, and Thailand |
| Kozina, Ana |
2015 |
Aggression in primary schools |
| Kuang, Xiaoxue, Kennedy, Kerry John |
2018 |
Alienated and disaffected students |
| Ozkale, Abdullah, Erdogan, Emel Ozdemir |
2020 |
An analysis of the interaction between mathematical literacy and financial literacy in PISA |
| Van Staden, Surette, Graham, Marien Alet, Harvey, J. C. |
2020 |
An analysis of TIMSS 2015 science reading demands |
| Larke, Patricia, Moon, Chi Yun |
2020 |
An analysis of U.S. TIMSS 2015 mathematics achievement by content domains across gender and ethnicity |
| Ma, Wenchao, Torre, Jimmy de la |
2020 |
An empirical Q‐matrix validation method for the sequential generalized DINA model |
| Ozbasi, Durmus, Ilgaz, Gokhan |
2019 |
An examination of educational inputs with the data envelopment analysis |
| Li, Hongli, Qin, Qi, Lei, Pui-Wa |
2017 |
An examination of the instructional sensitivity of the TIMSS math items |
| Gamazo, Adriana, Abad-Martinez, Fernando |
2020 |
An exploration of factors linked to academic performance in PISA 2018 through data mining techniques |
| Cosgrove, Jude, Gilleece, Lorraine |
2012 |
An international perspective on civic participation in Irish post-primary schools |
| Kogar, Esin Yilmaz |
2020 |
An investigation of the mediating role of various variables in the effect of both gender and economic, social and cultural status on reading literacy |
| 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 |
| Peduk, Burcu, Ates, Ozlem |
2019 |
Analysis of the science course curriculum objectives and high school entrance examination questions according to TIMSS framework |
| Davis, Edward Rock, Wilson, Rachel, Dalton, Bronwen |
2020 |
Another slice of PISA |
| Winberg, Mikael, Palm, Torulf |
2021 |
Antecedents and relative importance of student motivation for science and mathematics achievement in TIMSS |
| Keating, Avril |
2016 |
Are cosmopolitan dispositions learned at home, at school, or through contact with others? |
| Vézina, Samuel, Bélanger, Alain |
2020 |
Are large surveys of adult literacy skills as comparable over time as we think? |
| Radišić, Jelena, Selleri, Patrizia, Carugati, Felice , Baucal, Aleksandar |
2021 |
Are students in Italy really disinterested in science? |
| Hsieh, Feng-Jui, Wong, Khoon Yoong, Wang, Ting-Ying |
2013 |
Are Taiwanese and Singaporean future teachers similar in their mathematics-related teaching competencies? |
| Valerio, Alexandria, Sanchez Puerta, Maria Laura, Tognatta, Namrata Raman, Monroy Taborda, Sebastian |
2016 |
Are there skills payoffs in low- and middle-income countries? |
| Cho, Young Ha, Kim, Tae Jun |
2013 |
Asian civic values |
| Kennedy, Kerry J. |
2012 |
Asian students’ citizenship values and their relationship to civic understanding |
| Knowles, Ryan |
2015 |
Asian values and democratic citizenship |
| Addey, Camilla, Maddox, Bryan, Zumbo, Bruno D |
2020 |
Assembled validity: rethinking Kane’s argument-based approach in the context of International Large-Scale Assessments (ILSAs) |
| Cordero, Jose M., Santín, Daniel, Simancas, Rosa |
2017 |
Assessing European primary school performance through a conditional nonparametric model |
| Blömeke, Sigrid, Suhl, Ute, Döhrmann, Martina |
2013 |
Assessing strengths and weaknesses of teacher knowledge in Asia, Eastern Europe, and western countries |
| Glassow, Leah Natasha, Rolfe, Victoria, Hansen, Kajsa Yang |
2021 |
Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems |
| Rutkowski, Leslie, Svetina, Dubravka |
2014 |
Assessing the hypothesis of measurement invariance in the context of large-scale international surveys |
| García-Cabrero, Benilde, Pérez-Martínez, María Guadalupe, Sandoval-Hernández, Andrés, Caso-Niebla, Joaquín, Díaz-López, Carlos |
2016 |
Assessing two theoretical frameworks of civic engagement |
| Ihme, Jan Marten, Senkbeil, Martin, Goldhammer, Frank, Gerick, Julia |
2017 |
Assessment of computer and information literacy in ICILS 2013 |
| Erduran, Sibel, El Masri, Yasmine, Cullinane, Alison, Ng, YPD |
2020 |
Assessment of practical science in high stakes examinations |
| Blömeke, Sigrid, Delaney, Seán |
2012 |
Assessment of teacher knowledge across countries |
| Teltemann, Janna, Jude, Nina |
2019 |
Assessments and accountability in secondary education |
| Wendt, Heike, Kasper, Daniel, Trendtel, Matthias |
2017 |
Assuming measurement invariance of background indicators in international comparative educational achievement studies |
| Lau, Kwok-Chi, Esther Ho, Sui-Chu |
2020 |
Attitudes towards science, teaching practices, and science performance in PISA 2015 |
| Dogan, Selcuk, Adams, Alyson |
2020 |
Augmenting the effect of professional development on effective instruction through professional communities |
| Zehner, Fabian, Goldhammer, Frank, Sälzer, Christine |
2018 |
Automatically analyzing text responses for exploring gender-specific cognitions in PISA reading |
| Lay, Yoon Fah, Chandrasegaran, A. L. |
2016 |
Availability of school resources and TIMSS grade 8 students' science achievement |
| Sampermans, Dorien, Claes, Ellen, Janmaat, Jan Germen |
2021 |
Back on track? |
| Marcenaro-Gutierrez, O. D., Luque, M., Lopez-Agudo, L. A. |
2016 |
Balancing teachers’ math satisfaction and other indicators of the education system’s performance |
| Klieger, Aviva |
2015 |
Between two science curricula |
| Acosta, Pablo, Muller, Noël, Sarzosa, Miguel |
2015 |
Beyond qualifications |
| |
2019 |
Beyond the competencies agenda in large scale international assessments |
| Juan, Andrea, Hannan, Sylvia, Govender, Ashika, Reddy, Vijay, Zuze, Linda |
2018 |
Bullies, victims and bully-victims in South African schools |
| Meroni, Elena Claudia, Vera-Toscano, Esperanza, Costa, Patrícia |
2015 |
Can low skill teachers make good students? |
| Sampermans, Dorien, Isac, Maria Magdalena, Claes, Ellen |
2018 |
Can schools engage students? |
| Solheim, Oddny Judith, Lundetræ, Kjersti |
2016 |
Can test construction account for varying gender differences in international reading achievement tests of children, adolescents and young adults? |
| Dossey, John A., Funke, Joachim |
2016 |
Canadian and United States students' performances on the OECD's PISA 2012 problem-solving assessment |
| Loyalka, Prashant, Zakharov, Andrey, Kuzmina, Yulia |
2018 |
Catching the big fish in the little pond effect |
| Cordero, Jose M., Cristóbal, Víctor, Santín, Daniel |
2018 |
Causal inference on education policies |
| Caro, Daniel H. |
2015 |
Causal mediation in education research |
| Redmer, Alina, Dannath, Jesper |
2020 |
Changes in employment since the 1990s |
| Federičová, Miroslava, Pertold, Filip, Smith, Michael L. |
2018 |
Children left behind |
| Ibourk, Aomar |
2016 |
Children's scientific knowledge in Morocco |
| Clarke, Tania |
2020 |
Children’s wellbeing and their academic achievement |
| Liljestrand, Johan |
2012 |
Citizenship education in discussions concerning political issues |
| Quaynor, Laura J. |
2012 |
Citizenship education in post-conflict contexts |
| İnce, Başak |
2012 |
Citizenship education in Turkey |
| Hoskins, Bryony, Saisana, Michaela, Villalba, Cynthia M.H. |
2015 |
Civic competence of youth in Europe |
| Carrasco, Diego, Banerjee, Robin, Treviño, Ernesto, Villalobos, Cristóbal |
2020 |
Civic knowledge and open classroom discussion |
| Li, Wei, Konstantopoulos, Spyros |
2016 |
Class size effects on fourth grade mathematics achievement |
| Shen, Ting, Konstantopoulos, Spyros |
2017 |
Class size effects on reading achievement in Europe |
| Önen, Emine |
2018 |
Classification of students in terms of student’s, teacher’s and instructional qualifications based on TIMSS-2015 |
| Jenkins, Andrew, Ueno, Akiko |
2017 |
Classroom disciplinary climate in secondary schools in England |
| Kaire, Põder, Triin, Lauri |
2021 |
Classroom, media and church |
| Rindermann, Heiner , Kodila-Tedika, Oasis , Christainsen, Gregory |
2015 |
Cognitive capital, good governance, and the wealth of nations |
| Elif, Oz |
2021 |
Comparability of teachers’ educational background items in TIMSS |
| 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 |
| Yaz, Ömer Volkan, Kurnaz, Mehmet Altan |
2020 |
Comparative analysis of the science teaching curricula in Turkey |
| Oon, Pey-Tee, Subramaniam, R. |
2018 |
Comparative study of middle school students’ attitudes towards science |
| Nissen, A., Ehmke, T., Köller, O., Duchhardt, C. |
2015 |
Comparing apples with oranges? An approach to link TIMSS and the National Educational Panel Study in Germany via equipercentile and IRT methods |
| Barber, Carolyn, Torney-Purta, Judith |
2012 |
Comparing attitudes in the 1999 and 2009 IEA civic and citizenship education studies |
| Jin, Y., Kang, M. |
2016 |
Comparing DIF methods for data with dual dependency |
| Strohmaier, Anselm R. , Schiepe-Tiska, Anja , Chang, Yu-Ping, Müller, Fabian , Lin, Fou-Lai, Reiss, Kristina M. |
2020 |
Comparing eye movements during mathematical word problem solving in Chinese and German |
| Braeken, Johan, Blömeke, Sigrid |
2016 |
Comparing future teachers’ beliefs across countries |
| Gübes, Nese, Uyar, Seyma |
2020 |
Comparing performance of different equating methods in presence and absence of DIF items in anchor test |
| Chen, Wei-Lin, Elchert, Daniel, Asikin-Garmager, Asih |
2018 |
Comparing the effects of teacher collaboration on student performance in Taiwan, Hong Kong and Singapore |
| Saal, Petronella Elize , Ryneveld, Linda Van, Graham, Marien Alet |
2021 |
Comparing the relationship between using educational technology in mathematics and student achievement in South Africa and Germany |
| Bozak Ali, Aybek Eren Can |
2020 |
Comparison of artificial neural networks and logistic regression analysis in PISA science literacy success prediction |
| Toprak, Emre, Gelbal, Selahattin |
2020 |
Comparison of classification performances of mathematics achievement at PISA 2012 with the artificial neural network, decision trees and discriminant analysis |
| Koyuncu, Mahmut Sami, Erdemir, Ayşenur |
2019 |
Comparison of international TIMSS 2011 proficiency levels and cut-off scores set by using cluster analysis |
| Karlsson, Linn |
2020 |
Computers in education |
| Fierro, Margarita María Zorrilla |
2018 |
Con la formación docente hemos topado |
| Neubrand, Michael |
2018 |
Conceptualizations of professional knowledge for teachers of mathematics |
| Ainley, John, Fraillon, Julian, Schulz, Wolfram, Gebhardt, Eveline |
2016 |
Conceptualizing and measuring computer and information literacy in cross-national contexts |
| House, J. Daniel, Telese, James A. |
2017 |
Confidence in science and achievement outcomes of fourth-grade students in Korea |
| |
2017 |
Confidence in science and achievement outcomes of fourth-grade students in Korea |
| Knowles, Ryan, McCafferty-Wright, Jennice |
2015 |
Connecting an open classroom climate to social movement citizenship |
| Meinck, Sabine, Rodriguez, Michael C. |
2013 |
Considerations for correlation analysis using clustered data |
| Arikan, Serkan |
2015 |
Construct validity of TIMSS 2011 mathematics cognitive domains for Turkish students |
| Zhang, Yue, Wang, Qiu |
2020 |
Content learning opportunities, computer-based instruction, and students’ mathematics and science achievement |
| Blömeke, Sigrid |
2012 |
Content, professional preparation, and teaching methods |
| Caponera, Elisa, Losito, Bruno |
2016 |
Context factors and student achievement in the IEA studies |
| León, Jaime, Álvarez- Álvarez, Carmen, Martínez-Abad, Fernando |
2020 |
Contextual effect of school SES on reading performance |
| Jugert, Philipp, Šerek, Jan, Stollberg, Janine |
2018 |
Contextual moderators of the link between national and European identity among European youth |
| Jugert, Philipp, Šerek, Jan, Stollberg, Janine |
2019 |
Contextual moderators of the link between national and European identity among European youth |
| He, Jia, Van de Vijver, Fons J. R., Kulikova, Alena |
2017 |
Country-level correlates of educational achievement |
| Maehler, Débora B., Martin, Silke, Rammstedt, Beatrice |
2017 |
Coverage of the migrant population in large-scale assessment surveys |
| Kuang, Xiaoxue, Kennedy, Kerry John, Mok, Magdalena Mo Ching |
2018 |
Creating democratic class rooms in Asian contexts |
| Barber, Carolyn, Ross, Jessica |
2018 |
Cross-cohort changes in adolescents’ civic attitudes from 1999 to 2009 |
| Lee, Jihyun, Chen, Minge |
2019 |
Cross-country predictive validities of non-cognitive variables for mathematics achievement |
| He, Jia, Barrera-Pedemonte, Fabián, Buchholz, Janine |
2018 |
Cross-cultural comparability of noncognitive constructs in TIMSS and PISA |
| He, Jia, Barrera-Pedemonte, Fabián, Buchholz, Janine |
2019 |
Cross-cultural comparability of noncognitive constructs in TIMSS and PISA |
| 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 |
| Alatlı, Betül |
2020 |
Cross-cultural measurement invariance of the items in the science literacy test in the Programme for International Student Assessment (PISA-2015) |
| Öyküm, Esra Aşkın, Ersoy, Öz |
2020 |
Cross-National Comparisons of Students' Science Success Based on Gender Variability |
| Heisig, Jan Paul, Elbers, Benjamin, Solga, Heike |
2020 |
Cross-national differences in social background effects on educational attainment and achievement |
| Sanchez, Carmen, Dunning, David |
2019 |
Cultural patterns explain the worldwide perception/performance paradox in student self-assessments of math and science skill |
| Eriksson, Kimmo, Lindvall, Jannika, Helenius, Ola, Ryve, Andreas |
2020 |
Cultural variation in the effectiveness of feedback on students’ mistakes |
| Dockery, Alfred Michael, Koshy, Paul, Li , Ian W. |
2020 |
Culture, migration and educational performance |
| Abulela, Mohammed A. A., Harwell, Michael M. |
2020 |
Data analysis |
| Kaplan, David, McCarty, Alyn |
2013 |
Data fusion with international large scale assessments |
| Massing, Natascha, Schneider, Silke L. |
2017 |
Degrees of competency |
| Maurissen, Lies, Claes, Ellen, Barber, Carolyn |
2018 |
Deliberation in citizenship education |
| Lieberkind, J. |
2020 |
Democracy and togetherness |
| Lieberkind, J. |
2015 |
Democratic experience and the democratic challenge |
| Putri, Ratu Ilma Indra, Zulkardi, Zulkardi |
2020 |
Designing PISA-like mathematics task using Asian games context |
| Hansen, Kajsa Yang, Gustafsson, Jan-Eric |
2016 |
Determinants of country differences in effects of parental education on children’s academic achievement |
| Takashiro, Naomi |
2021 |
Determinants of middle school students’ participation in shadow education in Japan |
| Drossel, Kerstin, Eickelmann, Birgit, Schulz-Zander, Renate |
2017 |
Determinants of teachers’ collaborative use of information and communications technology for teaching and learning |
| Yilmaz, G. K., Koparan, T., Hanci, A. |
2016 |
Determination of the relationship between 8th grade students learning styles and TIMSS mathematics achievement |
| Yalcin, Seher |
2018 |
Determining differential item functioning with the mixture item response theory |
| Senkbeil, Martin |
2018 |
Development and validation of the ICT motivation scale for young adolescents |
| Alpyssov, Akan, Mukanova, Zhazira, Kireyeva, Assel, Sakenov, Janat, Kervenev, Kabylgazy |
2016 |
Development of intellectual activity in solving exponential inequalities |
| Hasibuan, Siti Aisyah, Fauzi, KMS. M. Amin, Mukhtar |
2020 |
Development of PISA mathematical problem model on the content of change and relationship to measure students mathematical problem-solving ability |
| Kabiri, Masoud, Ghazi-Tabatabaei, Mahmood, Bazargan, Abbas, Shokoohi-Yekta, Mohsen, Kharrazi, Kamal |
2017 |
Diagnosing competency mastery in science |
| Bundsgaard, Jeppe |
2019 |
DIF as a pedagogical tool |
| Tahirsylaj, Armend, Werler, Tobias Christoph |
2020 |
Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions |
| Murillo, F. Javier, Belavi, Guillermina |
2020 |
Differential impact of school segregation in the performance of native and non-native students in Spain |
| Tse, Shek Kam, Xiao, Xiao-yun |
2014 |
Differential influences of affective factors and contextual factors on high-proficiency readers and low-proficiency readers |
| Ercikan, Kadriye, Asil, Mustafa, Grover, Raman |
2018 |
Digital divide |
| Gladushyna, Olesya, Strietholt, Rolf, Steinmann, Isa |
2021 |
Disentangling general achievement levels and subject-specific strengths and weaknesses in mathematics, reading, and science |
| Wu, Derek |
2020 |
Disentangling the effects of the school year from the school day |
| Printy, Susan, Liu, Yan |
2021 |
Distributed leadership globally |
| Walzebug, Anke, Kasper, Daniel |
2016 |
Distributional properties of the PIRLS-home resource for learning scale and observed effects on reading achievement |
| Tognatta, Namrata Raman, Valerio, Alexandria, Puerta, Maria Laura |
2016 |
Do cognitive and noncognitive skills explain the gender wage gap in middle-income countries |
| Dahlum, Sirianne, Knutsen, Carl Henrik |
2017 |
Do democracies provide better education? |
| Kaiser, Gabriele, Zhu, Yan |
2020 |
Do East Asian migrant students perform equally well in Mathematics |
| Zhu, Yan, Kaiser, Gabriele |
2020 |
Do east Asian migrant students perform equally well in mathematics? |
| Strietholt, Rolf, Hogrebe, Nina, Zachrisson, Henrik Daae |
2020 |
Do increases in national-level preschool enrollment increase student achievement |
| Gomez, Ricardo L., Suarez, Ana Maria |
2020 |
Do inquiry-based teaching and school climate influence science achievement and critical thinking |
| Lauglo, Jon |
2013 |
Do more knowledgeable adolescents have more rationally based civic attitudes? |
| Aditomo, Anindito, Kohler, Carmen |
2020 |
Do student ratings provide reliable and valid information about teaching quality at the school level? |
| Bonnet, Gabrielle |
2008 |
Do teachers’ knowledge and behaviour reflect their qualifications and training? |
| Zakharov, Andrey, Tsheko, Gaelebale, Carnoy, Martin |
2016 |
Do “better” teachers and classroom resources improve student achievement? |
| Li, Wei, Konstantopoulos, Spyros |
2017 |
Does class-size reduction close the achievement gap? |
| Atuhurra, Julius F. |
2016 |
Does community involvement affect teacher effort? |
| Contini, Dalit, Cugnata, Federica |
2020 |
Does early tracking affect learning inequalities? |
| Contini, Dalit, Cugnata, Federica |
2020 |
Does early tracking affect learning inequalities? |
| Pholphirul, Piriya, Srijamdee, Kitisak |
2020 |
Does ICT familiarity always help promote educational outcomes? |
| Srijamdee, Kitisak, Pholphirul, Piriya |
2020 |
Does ICT familiarity always help promote educational outcomes? |
| Liu, Yuan, Hau, Kit-Tai, Zheng, Xin |
2018 |
Does instrumental motivation help students with low intrinsic motivation? |
| Hogrebe, Nina, Strietholt, Rolf |
2016 |
Does non-participation in preschool affect children’s reading achievement? |
| Štastný, Vít, Greger, David, Soukup, Petr |
2021 |
Does the quality of school instruction relate to the use of additional tutoring in science? |
| Herber, Stefanie P., Quis, Johanna Sophie, Heineck, Guido |
2017 |
Does the transition into daylight saving time affect students’ performance? |
| Areepattamannil, Shaljan, Khine, Myint Swe |
2017 |
Early adolescents' use of information and communication technologies (ICTs) for social communication in 20 countries |
| König, Johannes, Blömeke, Sigrid, Kaiser, Gabriele |
2015 |
Early career mathematics teachers’ general pedagogical knowledge and skills |
| Verdisco, Aimee, Cueto, Santiago, Thompson, Jennelle |
2016 |
Early childhood development |
| Ernesto, Aguayo-Tellez, Flor E, Martinez-Rodriguez |
2020 |
Early school entrance and middle-run academic performance in Mexico |
All Papers