| Molina-Munoz, David, Contreras-García, José Miguel, Lara-Porras, Ana María, Rueda-García, María del Mar |
2023 |
Determinants of the Spanish students’ performance in Mathematics in PISA |
| Stals, Linde, Ziemes, Johanna F. |
2024 |
Determinants of trust in order and representative institutions among adolescents across Europe |
| Stals, Linde, Ziemes, Johanna F. |
2024 |
Determinants of trust in order and representative institutions among adolescents across Europe |
| Depren, Serpil Kilic |
2020 |
Determination of the factors affecting students' science achievement level in Turkey and Singapore |
| 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 |
| Bisharat, Khaled, Christ, Alexander, Kröner, Stephan |
2020 |
Detrimental effects of an economic crisis on student cognitive achievement |
| Veletić, Jelena, Olsen, Rolf Vegar |
2021 |
Developing a shared cluster construct of instructional leadership in TALIS |
| Phillips, Heather N. |
2023 |
Developing critical thinking in classrooms |
| 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 |
| Živković, Živan, Panić, Marija |
2020 |
Development of science and education in the Western Balkan countries |
| Li, Weilai, Kang, Shumin, Shao, Yanhong |
2023 |
Development of the reading literacy questionnaire for EFL learners at primary schools |
| 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 |
| Esidio, Emilly Cavalheiro , França, Marco Túlio Aniceto , Frio, Gustavo Saraiva |
2023 |
Differences between genders in the subjective well-being of students participating in PISA 2018 |
| Tahirsylaj, Armend, Werler, Tobias Christoph |
2020 |
Differences in teacher education programmes and their outcomes across Didaktik and curriculum traditions |
| Thommen, Desiree, Grob, Urs, Lauermann, Fani, Klassen, Robert M., Praetorius, Anna-Katharina |
2022 |
Different levels of context-specificity of teacher self-efficacy and their relations with teaching quality |
| Tan, Cheng Yong, Liu, Peng, Wong, Wai Lun Vincent |
2020 |
Different patterns of relationships between principal leadership and 15-year-old students' science learning |
| He, Jia, Fischer, Jessica |
2020 |
Differential associations of school practices with achievement and sense of belonging of immigrant and non-immigrant students |
| 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 |
| Liu, Ruixue, Bradley, Kelly D. |
2021 |
Differential item functioning among English language learners on a large-scale mathematics assessment |
| Guo, Hongwen, Ercikan, Kadriye |
2020 |
Differential rapid responding across language and cultural groups |
| Maluch, Jessica Tsimprea |
2022 |
Differing effects of the early sociocultural context on reading for Arabic- and English-speaking students |
| Gutierrez Angel, Nieves, Mercader Rubio, Isabel, Trigueros Ramos, Ruben, Oropesa Ruiz, Nieves Fatima, Garcia-Sanchez, Jesus Nicasio, Garcia Martin, Judit |
2022 |
Digital competence, use, actions and time dedicated to digital devices |
| Gutierrez Angel, Nieves, Garcia-Sanchez, Jesus Nicasio, Mercader Rubio, Isabel, Garcia Martin, Judit, Brito Costa, Sonia |
2022 |
Digital competence, validation and differential patterns between Spanish and Portuguese areas as assessed from the latest PISA report as a pathway to sustainable education and social concerns |
| Dong, Fang, Kula, Maria Cornachione |
2023 |
Digital device use and scientific literacy |
| Bozkus, Kivanç |
2021 |
Digital devices and student achievement |
| Ercikan, Kadriye, Asil, Mustafa, Grover, Raman |
2018 |
Digital divide |
| Campos, Diego G., Scherer, Ronny |
2024 |
Digital gender gaps in students’ knowledge, attitudes and skills |
| Gonzalez-Betancor, Sara M., Lopez-Puig, Alexis J., Cardenal, M. Eugenia |
2021 |
Digital inequality at home |
| Zilian, Stella Sophie, Zilian, Laura Samantha |
2020 |
Digital inequality in Austria |
| Haoning Mah, Grace, Hu, Xiangqing, Yang, Weipeng |
2021 |
Digital technology use and early reading abilities among bilingual children in Singapore |
| Tan, Cheng Yong |
2022 |
Direct and indirect influences of familial socioeconomic status on students' science achievement |
| Ning, Bo |
2020 |
Discipline, motivation, and achievement in mathematics learning |
| Hu, Jie, Dong, Xin, Peng, Yi |
2021 |
Discovery of the key contextual factors relevant to the reading performance of elementary school students from 61 countries/regions |
| Chen, Jiangping, Zhang, Yang, Wei, Yueer, Hu, Jie |
2021 |
Discrimination of the contextual features of top performers in scientific literacy using a machine learning approach |
| Lauri, Triin, Poder, Kaire, Kunitson, Nikolai |
2022 |
Discrimination or explained differences? |
| 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 |
| Liu, Yan |
2021 |
Distributed leadership practices and student science performance through the four-path model |
| Choi, Soobin |
2023 |
Distributed Leadership Promotes Teacher Self-Efficacy in Multicultural Classrooms Through School Capacity Building |
| Liu, Ji, Qiang, Faying, Kang, Haihua |
2023 |
Distributed leadership, self-efficacy and wellbeing in schools |
| Walzebug, Anke, Kasper, Daniel |
2016 |
Distributional properties of the PIRLS-home resource for learning scale and observed effects on reading achievement |
| Zakharov, Andrey, Tsheko, Gaelebale, Carnoy, Martin |
2016 |
Do “better” teachers and classroom resources improve student 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? |
| Zhu, Yan, Kaiser, Gabriele |
2020 |
Do east Asian migrant students perform equally well in mathematics? |
| Bodovski, Katerina, Munoz, Ismael G., Byun, Soo-yong, Chykina, Volha |
2020 |
Do education system characteristics moderate the socioeconomic, gender and immigrant gaps in math and science achievement? |
| Pivovarova, Margarita, Powers, Jeanne M. |
2022 |
Do immigrants experience labor market mismatch? |
| 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? |
| Boring, Pal, Grogaard, Jens B. |
2021 |
Do Older Employees Have a Lower Individual Productivity Potential than Younger Employees? |
| Aditomo, Anindito, Kohler, Carmen |
2020 |
Do student ratings provide reliable and valid information about teaching quality at the school level? |
| Kim, Matthew H., Sidney, Pooja G. |
2023 |
Do teacher instructional practices shape children's academic self-concept and interest in mathematics and science? |
| Akiba, Motoko, Byun, Soo-yong, Jiang, Xiaonan, Kim, Kyeongwon, Moran, Alex J. |
2023 |
Do teachers feel valued in society? |
| Bonnet, Gabrielle |
2008 |
Do teachers’ knowledge and behaviour reflect their qualifications and training? |
| Dockx, Jonas, Bellens, Kim, De Fraine, Bieke |
2020 |
Do textbooks matter for reading comprehension? |
| Erdmann, Melinda, Hill, Agustina Marques, Helbig, Marcel, Leuze, Kathrin |
2023 |
Do women's empowerment and self-expression values change adolescents' gendered occupational expectations? |
| Sbroglio Rizzotto, Júlia, Aniceto Franca, Marco Túlio |
2021 |
Does bullying affect the school performance of Brazilian students? |
| Man, Xiaoou, Liu, Jiatong, Xue, Zengxin |
2022 |
Does Bullying Attitude Matter in School Bullying among Adolescent Students |
| Feitosa, Fernando |
2020 |
Does civic education foster civic duty? |
| Li, Wei, Konstantopoulos, Spyros |
2017 |
Does class-size reduction close the achievement gap? |
| Atuhurra, Julius F. |
2016 |
Does community involvement affect teacher effort? |
| Kilinc, Ali Cagatay, Ozdemir, Nedim |
2022 |
Does distributed leadership matter for student achievement? |
| Kilinc, Ali Cagatay, Ozdemir, Nedim |
2022 |
Does distributed leadership matter for student achievement? |
| Lorenz, Theresa, Schneebaum, Alyssa |
2023 |
Does early educational tracking contribute to gender gaps in test achievement? |
| Lorenz, Theresa, Schneebaum, Alyssa |
2023 |
Does early educational tracking contribute to gender gaps in test achievement? |
| Contini, Dalit, Cugnata, Federica |
2020 |
Does early tracking affect learning inequalities? |
| Cashman, Matthew R., Strandh, Mattias, Högberg, Björn |
2024 |
Does fear-of-failure mediate the relationship between educational expectations and stress-related complaints among Swedish adolescents? |
| Lindström, Mari, Johansson, Stefan, Borger, Linda |
2024 |
Does formal teacher competence matter for students’ mathematics achievement? |
| Hossain, Mobarak |
2021 |
Does greater community involvement mean more parent-teacher interaction? |
| Srijamdee, Kitisak, Pholphirul, Piriya |
2020 |
Does ICT familiarity always help promote educational outcomes? |
| Pholphirul, Piriya, Srijamdee, Kitisak |
2020 |
Does ICT familiarity always help promote educational outcomes? |
| Li, Sandy C., Petersen, Karen B. |
2022 |
Does ICT matter? |
| Rolfe, Victoria, Strietholt, Rolf, Hansen, Kajsa Yang |
2021 |
Does inequality in opportunity perpetuate inequality in outcomes? |
| Wiseman, Alexander W. |
2021 |
Does inequality stay in the shadow? |
| Tang, Yipeng |
2021 |
Does information and communication technology (ICT) empower teacher innovativeness |
| Liu, Yuan, Hau, Kit-Tai, Zheng, Xin |
2018 |
Does instrumental motivation help students with low intrinsic motivation? |
| Jo, SeungJung, Seo, Young S. |
2021 |
Does maths self-concept mediate the relation between instructional approaches and students' maths achievement? |
| Jo, SeungJung, Seo, Young S. |
2023 |
Does maths self-concept mediate the relation between instructional approaches and students’ maths achievement? |
| Hogrebe, Nina, Strietholt, Rolf |
2016 |
Does non-participation in preschool affect children’s reading achievement? |
| Gong, Hee Jung, Hong, Jung Eun |
2021 |
Does Postsecondary Education Attainment Matter in Community Service Engagement? |
| Jiang, Xiaodi |
2022 |
Does public service motivation affect teacher satisfaction from the perspective of urban and rural dual structure? |
| Bellibas, Mehmet Sukru, Gümüş, Sedat, Liu, Yan |
2021 |
Does school leadership matter for teachers' classroom practice? |
| Nedzinskaitė-Mačiūnienė, Rasa, Jurgilė, Vaida |
2023 |
Does School Principals’ Leadership Vary Vis-A-Vis Cultural Differences from West to East or South to North? |
| Gómez-Fernández, Nerea, Frandsco-Albert, Juan |
2022 |
Does skipping breakfast affect academic performance? |
| Siebecke, Deborah Elin |
2023 |
Does social well-being predict academic resilience and achievement? |
| Ainley, John, Cloney, Dan, Thompson, Jessica |
2020 |
Does student grade contribute to the declining trend in Programme for International Student Assessment reading and mathematics in Australia? |
| Zakharov, Andrey, Carnoy, Martin |
2021 |
Does teaching to the test improve student learning? |
| Aydin, Mustafa |
2021 |
Does the digital divide matter? |
| Uunk, Wilfred |
2023 |
Does the gender-equality paradox hold on the micro level? |
| Siebecke, Deborah Elin, Jarl, Maria |
2022 |
Does the material well-being at schools successfully compensate for socioeconomic disadvantages? |
| Strand, Olaug |
2023 |
Does the optimism hypothesis hold true when assessed using large-scale data? |
| Molina-Munoz, David, Miguel Contreras-Garcia, Jose, Molina-Portillo, Elena |
2023 |
Does the psychoemotional well-being of Spanish students influence their mathematical literacy? |
| Štastný, Vít, Greger, David, Soukup, Petr |
2021 |
Does the quality of school instruction relate to the use of additional tutoring in science? |
| Niki, Minae |
2024 |
Does the reduction in instruction time affect student achievement and motivation? |
| Van Droogenbroeck, Filip, Spruyt, Bram, Quittre, Valérie, Lafontaine, Dominique |
2021 |
Does the school context "really" matter for teacher burnout? |
| Herber, Stefanie P., Quis, Johanna Sophie, Heineck, Guido |
2017 |
Does the transition into daylight saving time affect students’ performance? |
| Bolli, Thomas , Rageth, Ladina |
2022 |
Does time since arrival have an effect on immigrants' preferences for vocational education and training programs in Switzerland? |
| 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 |
| Van den Borre, Laura, Spruyt, Bram, Van Droogenbroeck, Filip |
2021 |
Early career teacher retention intention |
| Verdisco, Aimee, Cueto, Santiago, Thompson, Jennelle |
2016 |
Early childhood development |
| Chang, Isabelle |
2023 |
Early numeracy and literacy skills and their influences on fourth-grade mathematics achievement |
| Ernesto, Aguayo-Tellez, Flor E, Martinez-Rodriguez |
2020 |
Early school entrance and middle-run academic performance in Mexico |
| Strello, Andrés, Strietholt, Rolf, Steinmann, Isa, Siepmann, Charlotte |
2020 |
Early tracking and different types of inequalities in achievement |
| Su, Mengchen, Lee, Jaekyung |
2023 |
Eastern versus western gaps in whole child education |
| Cummins, P., Kunkel, S. |
2015 |
Economics, employment, and retirement educational programs for older adults |
| dos Santos, Roberta Alvarenga, Paulista, Cássio Rangel, da Hora, Henrique Rego Monteiro |
2023 |
Education data mining on PISA 2015 best ranked countries |
| Macháček, Ladislav |
2012 |
Education of the school youth to democratic citizenship in Slovakia |
| Byrne, Kieran, Plekhanov, Alexander |
2021 |
Education reforms and adult skills |
| Pomianowicz, Katja |
2021 |
Educational achievement disparities between second-generation and non-immigrant students |
| Pomianowicz, Katja |
2023 |
Educational achievement disparities between second-generation and non-immigrant students |
| Sahoo, Shalini, Millar, Roberto J., Yamashita, Takashi, Cummins, Phyllis A. |
2023 |
Educational attainment, literacy skills, nativity, and motivation to learn among middle-aged adults in the United States |
| Reichert, Frank, Lange, Dirk, Chow, Leo |
2021 |
Educational beliefs matter for classroom instruction |
| Martínez-Abad, Fernando, Gamazo, Adriana, Rodriguez-Conde, Maria-Jose |
2020 |
Educational Data Mining |
| FİLİZ, Enes, ÖZ, Ersoy |
2020 |
Educational data mining methods for TIMSS 2015 mathematics success |
| Teng, Yuan, Tsang, Kwok Kuen |
2021 |
Educational decentralisation and students' academic achievement: a cross-cultural analysis |
| Salazar, Leire, Cebolla-Boado, Héctor, Radl, Jonas |
2020 |
Educational expectations in the great recession: has the impact of family background become stronger? |
| Yiu, Lisa |
2020 |
Educational injustice in a high-stakes testing context |
| Martínez-Gautier, Daniel, Garrido-Yserte, Rubén, Gallo-Rivera, María-Teresa |
2021 |
Educational performance and ICTs |
| Hermann, Zoltán, Kopasz, Marianna |
2021 |
Educational policies and the gender gap in test scores |
| Notten, Natascha, Lancee, Bram, Werfhorst, Herman, Ganzeboom, Harry |
2015 |
Educational stratification in cultural participation |
| Spruyt, Bram, Van Droogenbroeck, Filip, Kavadias, Dimokritos |
2015 |
Educational tracking and sense of futility |
| Al Mutawah, Masooma, Thomas, Ruby, Alghazo, Yazan, Al Anezi, Maha |
2020 |
Effect of curriculum change on TIMSS achievement in Bahrain |
| Dibek, Munevver Ilgun |
2020 |
Effect of extreme and acquiescence response style in TIMSS 2015 |
| Çiftçi, Ş. Koza, Pinar, Yildiz |
2019 |
Effect of self-confidence on mathematics achievement |
| Yang, Jiaqi, Qin, Kexin, Wang, Yehui |
2024 |
Effect of the Duration of Preschool Attendance on Academic Achievements |
| Lorah, Julie |
2018 |
Effect size measures for multilevel models |
| Ramazan, Onur, Danielson, Robert William, Rougee, Annick, Ardasheva, Yuliya, Austin, Bruce W. |
2023 |
Effects of classroom and school climate on language minority students' PISA mathematics self-concept and achievement scores |
| Akçay, Ahmet Oguz |
2023 |
Effects of computer usage to support 4th grader mathematics learning |
| House, Daniel J., Telese, James A. |
2019 |
Effects of confidence in science on chemistry achievement of eighth-grade students in Korea on the TIMSS 2015 assessment |
| Meng, Jingyi, Liu, Simiao |
2022 |
Effects of culture on the balance between mathematics achievement and subjective wellbeing |
| Valdivia, Montserrat, Rutkowski, Leslie, Valdivia, Dubravka Svetina, Rutkowski, David |
2023 |
Effects of DIF in MST routing in ILSAs |
| Laschke, Christin |
2013 |
Effects of future mathematics teachers’ affective, cognitive and socio-demographic characteristics on their knowledge at the end of the teacher education in Germany and Taiwan |
| |
2022 |
Effects of home language and socioeconomic status on modern standard written Chinese literacy |
| 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 |
| 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 |
| Bazan-Ramirez, Aldo, Hernandez-Padilla, Eduardo, Bazan-Ramirez, Wilfredo, Tresierra-Ayala, Miguel |
2022 |
Effects of opportunities to learn on Peruvian students' science achievement in program for International Student Assessment 2015 |
| Yoo, Hawon, Jang, Jaehong |
2023 |
Effects of professional learning communities on teacher collaboration, feedback provision, job satisfaction and self-efficacy |
| Zakariya, Yusuf F. |
2020 |
Effects of school climate and teacher self-efficacy on job satisfaction of mostly STEM teachers |
| Aru, Siddika Akyüz, Kale, Mustafa |
2019 |
Effects of school related factors and early learning experiences on mathematics achievement |
| Jack, Brady Michael, She, Hsiao-Ching, Lin, Huann-Shyang |
2016 |
Effects of self-evaluated value and cognition on leisure science engagement |
| Zhao, Decheng, Liu, Simiao, Li, Qianfeng |
2023 |
Effects of socioeconomic status and its components on academic achievement |
| Xie, Wei, Sui, Yongying, Liu, Xinling, Liu, Shujie |
2023 |
Effects of Teacher Collaboration on Teaching Practices in China and England |
| Sun, He, Xie, Yueguang, Lavonen, Jari |
2022 |
Effects of the use of ICT in schools on students' science higher-order thinking skills |
| Aparicio, Juan, Cordero, José Manuel, Ortiz, Lidia |
2021 |
Efficiency analysis with educational data |
| Calero, Jorge, Murillo Huertas, Ines P., Raymond, Jose L. |
2021 |
Efficiency in the transformation of schooling into competences |
| Çelebi-Ilhan, Emine Gül, Ören-Vural, Duygu |
2022 |
Elementary Pre-service Teachers' Noticing Teaching Practices Based on TIMSS Video Study |
| Sabrin, Mohammed |
2018 |
Elementary teacher education in the top performing European TIMSS countries |
| Xie, Qiuzhi, King, Ronnel B., Cai, Yuyang |
2022 |
Emotional contagion |
| Xie, Qiuzhi, King, Ronnel B., Cai, Yuyang |
2023 |
Emotional contagion |
| Stijepic, Damir |
2020 |
Employment effects of skills around the world |
| Bellibas, Mehmet Sukru |
2022 |
Empowering principals to conduct classroom observations in a centralized education system |
| House, J. Daniel, Telese, James A. |
2015 |
Engagement in science lessons and achievement test scores of eighth-grade students in Korea |
| Lopez-Agudo, L. A., Marcenaro-Gutierrez, O. D. |
2017 |
Engaging children in lessons |
| Millin, Tracey, Millin, Mark |
2018 |
English academic writing convergence for academically weaker senior secondary school students |
| Knowles, Ryan, Torney-Purta, Judith, Barber, Carolyn |
2018 |
Enhancing citizenship learning with international comparative research |
| Sahin, Füsun, Colvin , Kimberly F. |
2020 |
Enhancing response time thresholds with response behaviors for detecting disengaged examinees |
| Choi, Soobin, Lee, Se Woong |
2020 |
Enhancing teacher self-efficacy in multicultural classrooms and school climate |
| Bold, Tessa, Filmer, Deon, Martin, Gayle, Molina, Ezequiel, Stacy, Brian, Rockmore, Christophe, Svensson, Jakob, Wane, Waly |
2017 |
Enrollment without learning |
| Cheah, Saiki Lucy, Huang, Lihong |
2019 |
Environmental citizenship in a Nordic civic and citizenship education context |
| Rozgonjuk, Dmitri, Konstabel, Kenn, Barker, Kayla, Rannikmäe, Miia, Täht, Karin |
2023 |
Epistemic beliefs in science, socio-economic status, and mathematics and science test results in lower secondary education |
| Rozgonjuk, Dmitri, Konstabel, Kenn, Barker, Kayla, Rannikmäe, Miia, Täht, Karin |
2023 |
Epistemic beliefs in science, socio-economic status, and mathematics and science test results in lower secondary education |
| Zetterqvist, Ann, Bach, Frank |
2023 |
Epistemic knowledge - a vital part of scientific literacy? |
| Ozdemir, Burhanettin |
2017 |
Equating TIMSS mathematics subtests with nonlinear equating methods using NEAT design |
| Muench, Richard, Wieczorek, Oliver, Dressler, Julian |
2023 |
Equity lost |
| Baloyi, Hlengani |
2021 |
Equity of access to schools for classroom-based research in South Africa |
| Shen, Ting, Konstantopoulos, Spyros |
2021 |
Estimating causal effects of class size in secondary education |
| Lyu, Weicong, Kim, Jee-Seon, Suk, Youmi |
2023 |
Estimating heterogeneous treatment effects within latent class multilevel models |
| Bijlsma, Ineke, van den Brakel, Jan, van der Velden, Rolf, Allen, Jun |
2020 |
Estimating Literacy Levels at a Detailed Regional Level |
| Amzat, Ismail Hussein, Yanti, Prima Gusti, Suswandari, Suswandari |
2022 |
Estimating the effect of principal instructional and distributed leadership on professional development of teachers in Jakarta, Indonesia |
| Shapira-Lishchinsky, Orly |
2021 |
Ethical implications of TIMSS findings |
| Ratner, Helene |
2021 |
Europeanizing the Danish school through national testing |
| Maldonado-Garcia, Blanca Estela, Ocampo-Diaz, Alejandra, Portuguez-Castro, May |
2022 |
Evaluating differences in mathematical competencies in middle school students during pandemic conditions through preparatec platform |
| Gravel, Nicolas, Levavasseur, Edward, Moyes, Patrick |
2021 |
Evaluating education systems |
| Bulut, Hatice Cigdem, Bulut, Okan, Arikan, Serkan |
2022 |
Evaluating group differences in online reading comprehension |
| Joo, Seang-Hwane, Khorramdel, Lale, Yamamoto, Kentaro, Shin, Hyo Jeong, Robin, Frederic |
2020 |
Evaluating item fit statistic thresholds in PISA |
| Liaw, Yuan-Ling, Wu, Yuanyue, Rutkowski, David, Rutkowski, Leslie |
2018 |
Evaluating PISA scales across Chinese economies |
| Dhlamini, Zwelithini Bongani |
2021 |
Evaluating the alignment between the Grade 9 mathematics annual national assessment and the TIMSS test items |
| Heine, Joerg-Henrik, Robitzsch, Alexander |
2022 |
Evaluating the effects of analytical decisions in large-scale assessments |
| Luque, Mariano, Marcenaro-Gutierrez, Oscar D., Ruiz, Ana B. |
2020 |
Evaluating the global efficiency of teachers through a multi-criteria approach |
| Huang, Jinyan, Dong, Yaxin, Han, Chunwei, Wang, Xiaojun |
2023 |
Evaluating the Language- and Culture-Related Construct-Irrelevant Variance and Reliability of the Sense of School Belonging Scale |
| Meinck, Sabine, Cortes, Diego, Tieck, Sabine |
2017 |
Evaluating the risk of nonresponse bias in educational large-scale assessments with school nonresponse questionnaires |
| Atasoy, Ramazan, Güçlü, Nezahat |
2020 |
Evaluation of numeracy skills of adults according to the results of PIAAC 2015 in Turkey |
| Wafa, Mohammad Nasim, Hussani, Sayed Abdul Moqim, Pazhman, Jumakhan |
2020 |
Evaluation of students' mathematical ability in Afghanistan's schools using cognitive diagnosis models |
| Kahraman, Ümit, Çelik, Osman Tayyar |
2022 |
Evaluation of TALIS 2018 Results in the Context of Professional Development |
| Açıkgöz, Ömer, Aslan, Aydın, Günay, Aslı |
2022 |
Evaluation of the level of problem solving skills of Turkish higher education graduates in technology-rich environments |
| Friebe, J., Knauber, C., Weiß, C., Setzer, B. |
2014 |
Everyday competencies and learning processes in old age |
| Oskarsson, Magnus, Eliasson, Nina, Karlsson, Karl Göran |
2017 |
Everyday life context in grade 4 or knowledge without context in grade 8? |
| Gubbels, Joyce, Swart, Nicole M., Groen, Margriet A. |
2020 |
Everything in moderation |
| Spătărelu, Eliza Mihaela |
2017 |
Evidence on homework efficiency in TIMSS mathematics achievement |
| Feniger, Yariv |
2020 |
Evidence-based decision making or a tunnel vision effect? |
| Tout, Dave |
2020 |
Evolution of adult numeracy from quantitative literacy to numeracy |
| Yilmaz Koğar, Esin, Soysal, Sümeyra |
2023 |
Examination of response time effort in TIMSS 2019 |
All Papers