| Lintorf, Katrin, Guill, Karin, Wendt, Heike |
2017 |
"Anything your child can do, my child can do better!" |
| 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 |
| 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 |
| Toker, Turker, Green, Kathy |
2021 |
A comparison of Latent Class Analysis and the Mixture Rasch Model using 8th grade mathematics data in the fourth international mathematics and science study (TIMSS-2011) |
| Steinmann, Isa, Strietholt, Rolf, Braeken, Johan |
2021 |
A constrained factor mixture analysis model for consistent and inconsistent respondents to mixed-worded scales |
| Takashiro, Naomi |
2017 |
A multilevel analysis of Japanese middle school student and school socioeconomic status influence on mathematics achievement |
| 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 |
| 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 |
| House, J. Daniel, Telese, James A. |
2016 |
Achievement of eight-grade students in Korea on the TIMSS 2011 assessment |
| Kozina, Ana |
2015 |
Aggression in primary schools |
| Ma, Wenchao, Torre, Jimmy de la |
2020 |
An empirical Q‐matrix validation method for the sequential generalized DINA model |
| Li, Hongli, Qin, Qi, Lei, Pui-Wa |
2017 |
An examination of the instructional sensitivity of the TIMSS math items |
| Winberg, Mikael, Palm, Torulf |
2021 |
Antecedents and relative importance of student motivation for science and mathematics achievement in TIMSS |
| Liou, Pey-Yan, Wang, Cheng-Lung, Lin, John J. H., Areepattamannil, Shaljan |
2021 |
Assessing students' motivational beliefs about learning science across grade level and gender |
| Rutkowski, Leslie, Svetina, Dubravka |
2014 |
Assessing the hypothesis of measurement invariance in the context of large-scale international surveys |
| Wendt, Heike, Kasper, Daniel, Trendtel, Matthias |
2017 |
Assuming measurement invariance of background indicators in international comparative educational achievement studies |
| Lay, Yoon Fah, Chandrasegaran, A. L. |
2016 |
Availability of school resources and TIMSS grade 8 students' science achievement |
| Marcenaro-Gutierrez, O. D., Luque, M., Lopez-Agudo, L. A. |
2016 |
Balancing teachers’ math satisfaction and other indicators of the education system’s performance |
| Bergold, Sebastian, Kasper, Daniel, Wendt, Heike, Steinmayr, Ricarda |
2020 |
Being bullied at school |
| Klieger, Aviva |
2015 |
Between two science curricula |
| Loyalka, Prashant, Zakharov, Andrey, Kuzmina, Yulia |
2018 |
Catching the big fish in the little pond effect |
| Federičová, Miroslava, Pertold, Filip, Smith, Michael L. |
2018 |
Children left behind |
| Ibourk, Aomar |
2016 |
Children's scientific knowledge in Morocco |
| Li, Wei, Konstantopoulos, Spyros |
2016 |
Class size effects on fourth grade mathematics achievement |
| Önen, Emine |
2018 |
Classification of students in terms of student’s, teacher’s and instructional qualifications based on TIMSS-2015 |
| Rindermann, Heiner , Kodila-Tedika, Oasis , Christainsen, Gregory |
2015 |
Cognitive capital, good governance, and the wealth of nations |
| Oz, Elif |
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 |
| 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 |
| Jin, Y., Kang, M. |
2016 |
Comparing DIF methods for data with dual dependency |
| 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 |
| House, J. Daniel, Telese, James A. |
2017 |
Confidence in science and achievement outcomes of fourth-grade students in Korea |
| 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 |
| Caponera, Elisa, Losito, Bruno |
2016 |
Context factors and student achievement in the IEA studies |
| 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., 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 |
| Sanchez, Carmen, Dunning, David |
2019 |
Cultural patterns explain the worldwide perception/performance paradox in student self-assessments of math and science skill |
| Hansen, Kajsa Yang, Gustafsson, Jan-Eric |
2016 |
Determinants of country differences in effects of parental education on children’s academic achievement |
| Yilmaz, G. K., Koparan, T., Hanci, A. |
2016 |
Determination of the relationship between 8th grade students learning styles and TIMSS mathematics achievement |
| Bisharat, Khaled, Christ, Alexander, Kröner, Stephan |
2020 |
Detrimental effects of an economic crisis on student cognitive achievement |
| Alpyssov, Akan, Mukanova, Zhazira, Kireyeva, Assel, Sakenov, Janat, Kervenev, Kabylgazy |
2016 |
Development of intellectual activity in solving exponential inequalities |
| Kabiri, Masoud, Ghazi-Tabatabaei, Mahmood, Bazargan, Abbas, Shokoohi-Yekta, Mohsen, Kharrazi, Kamal |
2017 |
Diagnosing competency mastery in science |
| 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 |
| 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? |
| Li, Wei, Konstantopoulos, Spyros |
2017 |
Does class-size reduction close the achievement gap? |
| Rolfe, Victoria, Strietholt, Rolf, Hansen, Kajsa Yang |
2021 |
Does inequality in opportunity perpetuate inequality in outcomes? |
| Liu, Yuan, Hau, Kit-Tai, Zheng, Xin |
2018 |
Does instrumental motivation help students with low intrinsic motivation? |
| Zakharov, Andrey, Carnoy, Martin |
2021 |
Does teaching to the test improve student learning? |
| Herber, Stefanie P., Quis, Johanna Sophie, Heineck, Guido |
2017 |
Does the transition into daylight saving time affect students’ performance? |
| Strello, Andrés, Strietholt, Rolf, Steinmann, Isa, Siepmann, Charlotte |
2020 |
Early tracking and different types of inequalities in achievement |
| Salazar, Leire, Cebolla-Boado, Héctor, Radl, Jonas |
2020 |
Educational expectations in the great recession: has the impact of family background become stronger? |
| Al Mutawah, Masooma, Thomas, Ruby, Alghazo, Yazan, Al Anezi, Maha |
2020 |
Effect of curriculum change on TIMSS achievement in Bahrain |
| Çiftçi, Ş. Koza, Pinar, Yildiz |
2019 |
Effect of self-confidence on mathematics achievement |
| Lorah, Julie |
2018 |
Effect size measures for multilevel models |
| 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 |
| Aru, Siddika Akyüz, Kale, Mustafa |
2019 |
Effects of school related factors and early learning experiences on mathematics achievement |
| 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 |
| Ozdemir, Burhanettin |
2017 |
Equating TIMSS mathematics subtests with nonlinear equating methods using NEAT design |
| Shen, Ting, Konstantopoulos, Spyros |
2021 |
Estimating causal effects of class size in secondary education |
| Dhlamini, Zwelithini Bongani |
2021 |
Evaluating the alignment between the Grade 9 mathematics annual national assessment and the TIMSS test items |
| Luque, Mariano, Marcenaro-Gutierrez, Oscar D., Ruiz, Ana B. |
2020 |
Evaluating the global efficiency of teachers through a multi-criteria approach |
| Meinck, Sabine, Cortes, Diego, Tieck, Sabine |
2017 |
Evaluating the risk of nonresponse bias in educational large-scale assessments with school nonresponse questionnaires |
| Wafa, Mohammad Nasim, Hussani, Sayed Abdul Moqim, Pazhman, Jumakhan |
2020 |
Evaluation of students' mathematical ability in Afghanistan's schools using cognitive diagnosis models |
| Oskarsson, Magnus, Eliasson, Nina, Karlsson, Karl Göran |
2017 |
Everyday life context in grade 4 or knowledge without context in grade 8? |
| Atalmis, Erkan H., Avgin, Sakine S., Demir, Papatya, Yildirim, Bilal |
2016 |
Examination of science achievement in the 8th grade level in Turkey in terms of national and international exams depending upon various variables |
| Karakolidis, Anastasios, Duggan, Alice, Shiel, Gerry, Kiniry, Joanne |
2021 |
Examining educational inequalities |
| Utomo, Dwi Priyo, Syarifah, Dita Latifatu |
2021 |
Examining mathematical representation to solve problems in trends in mathematics and science study |
| Lin, Jing-Wen , Yu, Ruan-Ching |
2020 |
Examining modelling ability before educational reforms |
| Grilli, Leonardo, Pennoni, Fulvia, Rampichini, Carla, Romeo, Isabella |
2016 |
Exploiting TIMSS and PIRLS combined data |
| Daus, Stephan, Nilsen, Trude, Braeken, Johan |
2019 |
Exploring content knowledge |
| 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 |
| Straková, Jana, Greger, David, Soukup, Petr |
2017 |
Factors affecting the transition of fifth graders to the academic track in the Czech Republic |
| Sandoval-Hernández, Andrés, Białowolski, Piotr |
2016 |
Factors and conditions promoting academic resilience |
| 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 |
| Chirkina, Tatiana, Khavenson, Tatiana, "Pinskaya, Marina, Zvyagintsev, Roman |
2020 |
Factors of student resilience obtained from TIMSS and PISA longitudinal studies |
| Topçu, Mustafa Sami, Erbilgin, Evrim, Arikan, Serkan |
2016 |
Factors predicting Turkish and Korean stddents' science and mathematics achievement in TIMSS 2011 |
| Petersson, Jöran |
2017 |
First and second language students’ achievement in mathematical content areas |
| George, Ann Cathrice, Robitzsch, Alexander |
2018 |
Focusing on interactions between content and cognition |
| Eriksson, Kimmo |
2020 |
Gender differences in the interest in mathematics schoolwork across 50 countries |
| Heller, Jürgen |
2021 |
Generalizing quasi-ordinal knowledge spaces to polytomous items |
| Butakor, Paul Kwame, Ampadu, Ernest, Cole, Yaa |
2017 |
Ghanaian students in TIMSS 2011 |
| Spaull, Nic, Makaluza, Nwabisa |
2019 |
Girls do better |
| Kim, Yoonjeon |
2019 |
Global convergence or national variation? Examining national patterns of classroom instructional practices |
| Altinok, Nadir, Angrist, Noam, Patrinos, Harry Anthony |
2018 |
Global data set on education quality (1965–2015) |
| Johansson, Stefan, Strietholt, Rolf |
2019 |
Globalised student achievement? |
| Chykina, Volha, Chung, Hee Jin, Bodovski, Katerina |
2016 |
Great expectations? |
| Tsai, Liang-Ting, Yang, Chih-Chien |
2015 |
Hierarchical effects of school-, classroom-, and student-level Factors on the science performance of eighth-grade Taiwanese students |
| Bofah, Emmanuel Adu-tutu, Hannula, Markku S. |
2017 |
Home resources as a measure of socio-economic status in Ghana |
| Chin, Joseph Meng-Chun , Lin, Hsin-Chih, Chen, Chun-Wei |
2020 |
Homework and learning achievements |
| Zhang, Lin, Li, Zhushan |
2019 |
How does inquiry-based scientific investigation relate to the development of students science knowledge, knowing, applying and reasoning? |
| Skryabin, Maxim, Zhang, JingJing, Liu, Luman, Zhang, Danhui |
2015 |
How the ICT development level and usage influence student achievement in reading, mathematics, and science |
| Laukaityte, Inga, Wiberg, Marie |
2018 |
Importance of sampling weights in multilevel modeling of international large-scale assessment data |
| Mcclung, Nicola A., Arya, Diana J. |
2018 |
Individual differences in fourth-grade math achievement in Chinese and English |
| Reeves, Philip M., Pun, Wik Hung, Chung, Kyung Sun |
2017 |
Influence of teacher collaboration on job satisfaction and student achievement |
| Schmidt, William H., Burroughs, Nathan A. |
2016 |
Influencing public school policy in the United States |
| Lee, Yeung Chung, Lee, Carole Kwan-Ping, Lam, Irene Chung-Man, Kwok, Ping Wai, So, Winnie Wing-Mui |
2020 |
Inquiry science learning and teaching |
| Riegle-Crumb, Catherine, Morton, Karisma, Nguyen, Ursula, Dasgupta, Nilanjana |
2019 |
Inquiry-based instruction in science and mathematics in middle school classrooms |
| Marian, Hazel, Jackson, Claire |
2017 |
Inquiry-based learning |
| Kim, Eun Sook, Wang, Yan |
2018 |
Investigating sources of heterogeneity with three-step multilevel factor mixture modeling |
| Akour, Mutasem M., Hammouri, Hind, Sabah, Saed, Alomari, Hassan |
2021 |
Is it suitable to use the same categorization in rating scales when applied to students with distinctive levels of achievement? |
| Morton, Karisma, Riegle-Crumb, Catherine |
2020 |
Is school racial/ethnic composition associated with content coverage in algebra |
| Rappleye, Jeremy, Komatsu, Hikaru |
2020 |
Is shadow education the driver of East Asia’s high performance on comparative learning assessments? |
| Lee, HyeSun, Geisinger, Kurt F. |
2018 |
Item parameter drift in context questionnaires from international large-scale assessments |
| Corey, Douglas Lyman, Lemon, Travis, Gilbert, Edward, Ninomiya, Hiroyuki |
2016 |
Japanese professional development |
| Al-Mutawa, Farah, Al-Rasheedi, Ghazi, Al-Maie, Dalal |
2021 |
Kuwaiti students' achievements in mathematics |
| Cheng, Qiang, Hsu, Hsien-Yuan |
2017 |
Latent cluster analysis of instructional practices reported by high- and low-performing mathematics teachers in four countries |
| Lim, Hwanggyu, Sireci, Stephen G. |
2017 |
Linking TIMSS and NAEP assessments to evaluate international trends in achievement |
| Majoros, Erika, Rosén, Monica, Johansson, Stefan, Gustafsson, Jan-Eric |
2021 |
Measures of long-term trends in mathematics |
| Olmez, Ibrahim Burak |
2020 |
Modeling mathematics achievement using hierarchical linear models |
| Yoo, Yang Seok |
2017 |
Modelling of factors influencing gender difference in mathematics achievement using TIMSS 2011 data for Singaporean eighth grade students |
| Zhang, Fa, Bae, Christine L |
2020 |
Motivational factors that influence student science achievement |
| Shapira-Lishchinsky, Orly, Zavelevsky, Erez |
2020 |
Multiple appearances of parental interactions and math achievement on TIMSS international assessment |
| Michaelides, Michalis P. |
2019 |
Negative keying effects in the factor structure of TIMSS 2011 motivation scales and associations with reading achievement |
| Lee, Jihyun, Stankov, Lazar |
2018 |
Non-cognitive predictors of academic achievement |
| Coyle, Thomas R. , Rindermann, Heiner , Hancock, Dale, Freeman, Jacob |
2018 |
Nonlinear effects of cognitive ability on economic productivity |
| Keller, Lena, Preckel, Franzis, Brunner, Martin |
2021 |
Nonlinear relations between achievement and academic self-concepts in elementary and secondary school |
| Huang, Haigen, Liang, Guodong |
2016 |
Parental cultural capital and student school performance in mathematics and science across nations |
| Liou, Pey-Yan, Wang, Cheng-Lung, Lin, John J.H. |
2019 |
Pathways of parental involvement through students motivational beliefs to science achievement |
| Wang, Cheng-Lung, Liou, Pey-Yan |
2018 |
Patterns of motivational beliefs in the science learning of total, high-, and low-achieving students |
| Wang, Ze, Bergin, David A. |
2017 |
Perceived relative standing and the big-fish-little-pond effect in 59 countries and regions |
| Perino Sanchez, Joje Mar, Ponce, Michael A. |
2020 |
Physics-Mathematics Associations |
| Clerkin, Aidan, Gilligan, Katie |
2018 |
Pre-school numeracy play as a predictor of children’s attitudes towards mathematics at age 10 |
| Aburizaizah, Saeed, Kim, Yoonjeon, Fuller, Bruce |
2019 |
Principal leadership and student achievement |
| Lane, Diarmaid, Lynch, Raymond, Mcgarr, Oliver |
2019 |
Problematizing spatial literacy within the school curriculum |
| Liou, Pey-Yan |
2017 |
Profiles of adolescents’ motivational beliefs in science learning and science achievement in 26 countries |
| Säljö, Roger, Radišić, Jelena |
2018 |
Promoting teaching, learning and informed decision-making through the lenses of international large-scale assessment |
| Sulku, Seher Nur, Abdioglu, Zehra |
2015 |
Public and private school distinction, regional development differences, and other factors influencing the success of primary school students in Turkey |
| Ingvarson, Lawrence, Rowley, Glenn |
2017 |
Quality assurance in teacher education and outcomes |
| Jackson, Michelle, Khavenson, Tatiana, Chirkina, Tatiana |
2020 |
Raising the stakes |
| Oon, Pey-Tee, Fan, Xitao |
2017 |
Rasch analysis for psychometric improvement of science attitude rating scales |
| Akilli, Mustafa |
2015 |
Regression levels of selected affective factors on science achievement |
| Komatsu, Hikaru, Rappleye, Jeremy |
2020 |
Reimagining modern education |
| Chen, Dan, Ning, Bo, Bos, Wilfried |
2020 |
Relationship between principal leadership and students’ mathematics achievement |
| Otani, Midori |
2019 |
Relationships between informative school outreach and parental involvement for elementary and middle school children |
| Frempong, G., Visser, M. , Feza, N. , Winnaar, L. , Nuamah, S. |
2016 |
Resilient learners in schools serving poor communities |
| Mirazchiyski, Plamen Vladkov |
2019 |
Response to "An examination of plausible score correlation from the Trends in Mathematics and Science Study" |
| Carnoy, Martin, Khavenson, Tatiana, Loyalka, Prashant, Schmidt, William H., Zakharov, Andrey |
2016 |
Revisiting the relationship between international assessment outcomes and educational production |
| Nachlieli, Talli, Tabach, Michal |
2019 |
Ritual enabling opportunities to learn in mathematics classrooms |
| Svetina, Dubravka, Liaw, Yuan-Ling, Rutkowski, Leslie, Rutkowski, David |
2019 |
Routing strategies and optimizing design for multistage testing in international large‐scale assessments |
| Cohen, Susie M., Chang, Mido |
2020 |
Science achievement within the United States |
| Bodovski, Katerina, Byun, Soo-yong, Chykina, Volha, Chung, Hee Jin |
2017 |
Searching for the golden model of education |
| Stankov, Lazar, Lee, Jihyun |
2017 |
Self-beliefs |
| Pedrero, Victor, Manzi, Jorge |
2020 |
Self-beliefs, engagement and motivation in science and mathematics |
| Smith, Daniel Scott, Wendt, Heike, Kasper, Daniel |
2016 |
Social reproduction and sex in German primary schools |
| Caro, Daniel H. |
2018 |
Socio economic gaps in subject interest |
| Bolden, David, Tymms, Peter |
2020 |
Standards in education |
| Stoet, Gijsbert, Geary, David C. |
2017 |
Students in countries with higher levels of religiosity perform lower in science and mathematics |
| Chen, Jinsong, Li, Liangfang, Zhang, Dake |
2020 |
Students with specific difficulties in geometry |
| Acar Güvendir, M. |
2016 |
Students' extrinsic and intrinsic motivation level and its relationship with their mathematics achievement |
| Wang, Cheng-Lung, Liou, Pey-Yan |
2017 |
Students' motivational beliefs in science learning, school motivational contexts, and science achievement in Taiwan |
| Wendt, Heike, Kasper, Daniel |
2016 |
Subject-specific strength and weaknesses of fourth-grade students in Europe |
| Arends, Fabian, Winnaar, Lolita, Mosimege, Mogege |
2017 |
Teacher classroom practices and mathematics performance in South African schools |
| Nilsen, Trude, Bergem, Ole Kristian |
2020 |
Teacher competence and equity in the Nordic countries |
| Urick, Angela, Wilson, Alison, Ford, Timothy G., Frick, William C., Wronowski, Meredith L. |
2018 |
Testing a framework of math progress indicators for ESSA |
| Suna, Eren, Özer, Mahmut |
2021 |
The achievement gap between schools and relationship between achievement and socioeconomic status in Turkey |
| Liouaeddine, Mariem, Elatrachi, Mounir, Karam, el Mehdi |
2018 |
The analysis of the efficiency of primary schools in Morocco |
| Jerrim, John, Lopez-Agudo, Luis Alejandro, Marcenaro-Gutierrez, Oscar D. |
2020 |
The association between homework and primary school children's academic achievement. International evidence from PIRLS and TIMSS |
| Rindermann, Heiner , Thompson, James |
2016 |
The cognitive competences of immigrant and native students across the world |
| Dirlik, Ezgi Mor |
2019 |
The comparison of item parameters estimated from parametric and nonparametric item response theory models in case of the violance of local independence assumption |
| 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 |
| Kang, Hana, Cogan, Leland |
2020 |
The differential role of socioeconomic status in the relationship between curriculum-based mathematics and mathematics literacy |
| Motegi, Hiroyuki, Oikawa, Masato |
2019 |
The effect of instructional quality on student achievement |
| 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 |
| Steinmann, Isa, Strello, Andrés, Strietholt, Rolf |
2023 |
The effects of early between-school tracking on gender segregation and gender gaps in achievement |
| Liou, Pey-Yan, Bulut, Okan |
2020 |
The effects of item format and cognitive domain on students' science performance in TIMSS 2011 |
| Ker, Hsiang-Wei |
2017 |
The effects of motivational constructs and engagements on mathematics achievement |
| 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 |
| Prinsloo, C. H., Rogers, S. C., Harvey, J. C. |
2018 |
The impact of language factors on learner achievement in science |
| Öztürk-Gübeş, N. , Kelecioğlu, H. |
2016 |
The impact of test dimensionality, common-item set format, and scale linking methods on mixed-format test equating |
| Ker, H. W. |
2016 |
The impacts of student-, teacher- and school-level factors on mathematics achievement |
| Arikan, Serkan, Özer, Ferah, Şeker, Vuslat, Ertaş , Güneş |
2020 |
The importance of sample weights and plausible values in large-scale assessments |
| Caponera, Elisa, Sestito, Paolo, Russo, Paolo M. |
2016 |
The influence of reading literacy on mathematics and science achievement |
| Tajudin, Nor’ain Mohd, Chinnappan, Mohan |
2016 |
The link between higher order thinking skills, representation and concepts in enhancing TIMSS tasks |
| Gao, Su, Long, Haiying, Li, Dan, Yang, Luxi |
2020 |
The mediation effect of student self-efficacy between teaching approaches and science achievement |
| Chatri, Abdellatif, Chahbi, Otman, Snihji, Mustapha |
2021 |
The multilevel analysis of students' achievement |
| Lay, Yoon Fah, Chandrasegaran, A. L. |
2016 |
The predictive effects of motivation toward learning science on TIMSS grade 8 students’ science achievement |
| Ayieko, Rachel Angela |
2018 |
The relationship between opportunities to learn algebra and students’ algebra achievement |
| Nonoyama-Tarumi, Yoko, Hughes, Kathaleen, Willms, J. Douglas |
2015 |
The role of family background and school resources on elementary school students’ mathematics achievement |
| Abazaoğlu, İlkay, Aztekin, Serdar |
2016 |
The role of teacher morale and motivation on students' science and math achievement |
| 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 |
| Daus, Stephan, Braeken, Johan |
2018 |
The sensitivity of TIMSS country rankings in science achievement to differences in opportunity to learn at classroom level |
| Braun, Henry, von Davier, Matthias |
2017 |
The use of test scores from large-scale assessment surveys |
| Miscevic-Kadijevic, Gordana |
2015 |
TIMSS 2011 |
| Yoo, Jin Eun |
2018 |
TIMSS 2011 student and teacher predictors for mathematics achievement explored and identified via elastic net |
| Bofah, Emmanuel Adu-tutu, Hannula, Markku S. |
2015 |
TIMSS data in an African comparative perspective |
| Tas, Yasemin, Balgalmis, Esra |
2016 |
Turkish mathematics and science teachers’ technology use in their classroom instruction |
| Lam, Beatrice Oi-yeung, Byun, Soo-yong, Lee, Moosung |
2019 |
Understanding educational inequality in Hong Kong |
| Winnaar, L. , Frempong, G., Blignaut, R. |
2015 |
Understanding school effects in South Africa using multilevel analysis |
| Poland, Susan, Plevyak, Linda |
2015 |
US student performance in science |
| Carnoy, Martin, Khavenson, Tatiana, Ivanova, Alina |
2015 |
Using TIMSS and PISA results to inform educational policy |
| Eriksson, Kimmo, Helenius, Ola, Ryve, Andreas |
2018 |
Using TIMSS items to evaluate the effectiveness of different instructional practices |
| Teodorović, Jelena, Jakšić, Ivana, Milin, Vladeta |
2020 |
Value added of schools in Serbia |