| Zullo, Matteo |
2022 |
(No) Trade-off between numeracy and verbal reasoning development |
| Hoffmann, Nathan I. |
2022 |
A 'win-win exercise'? |
| Wu, Xiaopeng, Zhang, Yi, Wu, Rongxiu, Chang, Hua-Hua |
2022 |
A comparative study on cognitive diagnostic assessment of mathematical key competencies and learning trajectories |
| Mølstad, Christina E., Petterssonm, Daniel, Forsberg, Eva |
2017 |
A game of thrones |
| Rebai, Sonia, Ben Yahia, Fatma, Essid, Hedi |
2020 |
A graphically based machine learning approach to predict secondary schools performance in Tunisia |
| Xu, Haochen, Fang, Guangbao, Ying, Zhiliang |
2020 |
A latent topic model with Markov transition for process data |
| Aparicio, Juan, Landete, Mercedes, Monger, Juan F. |
2020 |
A linear ordering problem of sets |
| Gabriel, Florence, Signolet, Jason, Westwell, Martin |
2018 |
A machine learning approach to investigating the effects of mathematics dispositions on mathematical literacy |
| Wu, Yi-Jhen, Carstensen, Claus H., Lee, Jihyun |
2020 |
A new perspective on memorization practices among East Asian students based on PISA 2012 |
| Lohmann, Julian F., Zitzmann, Steffen, Voelkle, Manuel C., Hecht, Martin |
2022 |
A primer on continuous-time modeling in educational research |
| Gimenez, Gregorio, Ciobanu, Denisa , Barrado, Beatriz |
2021 |
A proposal of spatial measurement of peer effect through socioeconomic indices and unsatisfied basic needs |
| Han, Yuting, Liu, Hongyun, Ji, Feng |
2022 |
A sequential response model for analyzing process data on technology-based problem-solving tasks |
| Schmidt, William H., Xin, Tao, Guo, Siwen, Wang, Xuran |
2022 |
Achieving excellence and equality in mathematics |
| Sulis, Isabella, Giambona, Francesca, Porcu, Mariano |
2020 |
Adjusted indicators of quality and equity for monitoring the education systems over time |
| Thien, Lei Mee, Darmawan, I. Gusti Ngurah, Ong, Mei Yean |
2015 |
Affective characteristics and mathematics performance in Indonesia, Malaysia, and Thailand |
| Ozkale, Abdullah, Erdogan, Emel Ozdemir |
2020 |
An analysis of the interaction between mathematical literacy and financial literacy in PISA |
| He, Jia, Chung, Joanne M., Van de Vijver, Fons J. R. |
2020 |
An examination of different scale usage correction procedures to enhance cross-cultural data comparability |
| Chang, Yu‐Wei, Hsu, Nan‐Jung, Tsai, Rung‐Ching |
2021 |
An item response tree model with not‐all‐distinct end nodes for non‐response modelling |
| Sánchez-Antón, María-del-Carmen, Badillo-Amador, Rosa, Marco-Gil, María-del-Carmen, LLinares-Ciscar, Juan-Vicente, Álvarez-Díez, Susana, Sánchez-García, Juan-Francisco |
2022 |
Analysis of the educational poverty in Spain by subjects, regions and gender |
| Davis, Edward Rock, Wilson, Rachel, Dalton, Bronwen |
2020 |
Another slice of PISA |
| Rutkowski, Leslie, Svetina, Dubravka |
2014 |
Assessing the hypothesis of measurement invariance in the context of large-scale international surveys |
| Salas-Velasco, Manuel |
2020 |
Assessing the performance of Spanish secondary education institutions |
| Dinca, Marius Sorin, Dinca, Gheorghita, Andronic, Maria Letitia, Pasztori, Anna Maria |
2021 |
Assessment of the European Union's educational efficiency |
| Zehner, Fabian, Goldhammer, Frank, Sälzer, Christine |
2018 |
Automatically analyzing text responses for exploring gender-specific cognitions in PISA reading |
| Nalipay, Ma Jenina N., King, Ronnel B., Cai, Yuyang |
2020 |
Autonomy is equally important across East and West |
| Başokçu, Tahsin Oğuz, Güzel, Mehmet Akif |
2022 |
Beyond counting the correct responses |
| |
2019 |
Beyond the competencies agenda in large scale international assessments |
| Coco, Giuseppe, Lagravinese, Raffaele, Resce, Giuliano |
2020 |
Beyond the weights |
| Dossey, John A., Funke, Joachim |
2016 |
Canadian and United States students' performances on the OECD's PISA 2012 problem-solving assessment |
| Suna, Hayri Eren , Tanberican, Hande, Özer, Mahmut |
2020 |
Changes in literacy of students in Turkey by years and school types |
| Stoet, Gijsbert, Geary, David C. |
2020 |
Check updates Sex-specific academic ability and attitude patterns in students across developed countries |
| Clarke, Tania |
2020 |
Children’s wellbeing and their academic achievement |
| Rindermann, Heiner , Kodila-Tedika, Oasis , Christainsen, Gregory |
2015 |
Cognitive capital, good governance, and the wealth of nations |
| Yaz, Ömer Volkan, Kurnaz, Mehmet Altan |
2020 |
Comparative analysis of the science teaching curricula in Turkey |
| 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 |
| Aparicio, Juan, Ortiz, Lidia, Santín, Daniel |
2021 |
Comparing group performance over time through the Luenberger productivity indicator: |
| Gromada, Anna, Rees, Gwyther, Chzhen, Yekaterina |
2021 |
Comparing inequality in adolescents' reading achievement across 37 countries and over time |
| 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, İlhan, Gelbal, Selahattin |
2020 |
Comparison of data mining classification algorithms on educational data under different conditions |
| Guggemos, Josef, Seufert, Sabine, Román-González, Marcos |
2022 |
Computational thinking assessment – towards more vivid interpretations |
| Zieger, Laura, Jerrim, John, Anders, Jake, Shure, Nikki |
2022 |
Conditioning: how background variables can influence PISA scores |
| Hansen, Kajsa Yang, Radišić, Jelena, Ding, Yi, Liu, Xin |
2022 |
Contextual effects on students' achievement and academic self-concept in the Nordic and Chinese educational systems |
| Rowley, Kristie J., Edmunds, Chrisse C., Dufur, Mikaela J., Jarvis, Jonathan A., Silveira, Florencia |
2020 |
Contextualising the achievement gap |
| Goldhammer, Frank, Kroehne, Ulf, Hahnel, Carolin, De Boeck, Paul |
2021 |
Controlling speed in component skills of reading improves the explanation of reading comprehension |
| Bokhove, Christian, Hampden-Thompson, Gillian |
2022 |
Country and school family composition’s effects on mathematics achievement |
| He, Jia, Van de Vijver, Fons J. R., Kulikova, Alena |
2017 |
Country-level correlates of educational achievement |
| Kaplan, David, McCarty, Alyn |
2013 |
Data fusion with international large scale assessments |
| Högberg, Björn, Petersen, Solveig, Strandh, Mattias, Johansson, Klara |
2021 |
Determinants of declining school belonging 2000–2018 |
| Alpyssov, Akan, Mukanova, Zhazira, Kireyeva, Assel, Sakenov, Janat, Kervenev, Kabylgazy |
2016 |
Development of intellectual activity in solving exponential inequalities |
| Liu, Ruixue, Bradley, Kelly D. |
2021 |
Differential item functioning among English language learners on a large-scale mathematics assessment |
| Ning, Bo |
2020 |
Discipline, motivation, and achievement in mathematics learning |
| 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? |
| Contini, Dalit, Cugnata, Federica |
2020 |
Does early tracking affect learning inequalities? |
| Wiseman, Alexander W. |
2021 |
Does inequality stay in the shadow? |
| Liu, Yuan, Hau, Kit-Tai, Zheng, Xin |
2018 |
Does instrumental motivation help students with low intrinsic motivation? |
| 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? |
| Strello, Andrés, Strietholt, Rolf, Steinmann, Isa, Siepmann, Charlotte |
2020 |
Early tracking and different types of inequalities in achievement |
| Yiu, Lisa |
2020 |
Educational injustice in a high-stakes testing context |
| Hermann, Zoltán, Kopasz, Marianna |
2021 |
Educational policies and the gender gap in test scores |
| 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 |
| Sahin, Füsun, Colvin , Kimberly F. |
2020 |
Enhancing response time thresholds with response behaviors for detecting disengaged examinees |
| Ratner, Helene |
2021 |
Europeanizing the Danish school through national testing |
| Feniger, Yariv |
2020 |
Evidence-based decision making or a tunnel vision effect? |
| König, Cornelius J., Fell, Clemens B. |
2020 |
Examining cross-cultural differences in academic faking in 41 nations |
| Gevrek, Z. Eylem, Gevrek, Deniz, Neumeier, Christian |
2020 |
Explaining the gender gaps in mathematics achievement and attitudes |
| Eichmann, Beate, Greiff, Samuel, Naumann, Johannes, Goldhammer, Frank |
2020 |
Exploring behavioural patterns during complex problem-solving |
| Schroeder, Carsten, Yitzhaki, Shlomo |
2020 |
Exploring the robustness of country rankings by educational attainment |
| Gimenez, Gregorio, Barrado, Beatriz |
2020 |
Exposure to crime and academic achievement |
| Candido, Helena Hinke Dobrochinski, Granskog, Anyara, Tung, Lai Cheuk |
2020 |
Fabricating education through PISA? |
| Chirkina, Tatiana, Khavenson, Tatiana, "Pinskaya, Marina, Zvyagintsev, Roman |
2020 |
Factors of student resilience obtained from TIMSS and PISA longitudinal studies |
| Stoet, Gijsbert, Geary, David C. |
2020 |
Gender differences in the pathways to higher education |
| Baye, Ariane, Monseur, Christian |
2016 |
Gender differences in variability and extreme scores in an international context |
| Pivovarova, Margarita, Powers, Jeanne M. |
2019 |
Generational status, immigrant concentration and academic achievement |
| Altinok, Nadir, Angrist, Noam, Patrinos, Harry Anthony |
2018 |
Global data set on education quality (1965–2015) |
| Stray, Janicke H., Wood, Bronwyn |
2020 |
Global-local education policy dynamics |
| Gjicali, Kalina, Lipnevich, Anastasiya A. |
2021 |
Got math attitude? |
| Jerrim, John, Lopez-Agudo, Luis Alejandro, Marcenaro-Gutierrez, Oscar D. |
2021 |
Grade retention and school entry age in Spain |
| Yurttas Kumlu, Gulfem Dilek, Dogan, Nuri |
2021 |
How does the ICT Access and Usage Influence Student Achievement in PISA 2009 and 2012? |
| Skryabin, Maxim, Zhang, JingJing, Liu, Luman, Zhang, Danhui |
2015 |
How the ICT development level and usage influence student achievement in reading, mathematics, and science |
| Agasisti, Tommaso, Gil-Izquierdo, María, Han, Seong Won |
2020 |
ICT Use at home for school-related tasks |
| Başman, Münevver, Kutlu, Ömer |
2020 |
Identification of differential item functioning on mathematics achievement according to the interactions of gender and affective characteristics by Rasch Tree Method |
| Pokropek, Artur, Sikora, Joanna |
2021 |
Immigrant optimism or immigrant pragmatism? |
| Vicente, Iván, Pastor, José M., Soler, Ángel |
2021 |
Improving educational resilience in the OECD countries |
| Costa, Denise Reis, Bolsinova, Maria, Tijmstra, Jesper, Andersson, Björn |
2021 |
Improving the precision of ability estimates using time-on-task variables |
| Pizmony-Levy, Oren, Bjorklund, Peter Jr |
2018 |
International assessments of student achievement and public confidence in education |
| Jia, Bing, Zhu, Zhemin, Gao, Hang |
2021 |
International comparative study of statistics learning trajectories based on PISA data on cognitive diagnostic models |
| Wu, Xiaopeng, Wu, Rongxiu, Chang, Hua-Hua, Kong, Qiping, Zhang, Yi |
2020 |
International comparative study on PISA mathematics achievement test based on cognitive diagnostic models |
| Sellar, Sam, Lingard, Bob |
2018 |
International large-scale assessments, affective worlds and policy impacts in education |
| Hann, Tristan |
2020 |
Investigating the impact of teacher practices and noncognitive factors on mathematics achievement |
| Koyuncu, İlhan |
2020 |
Investigation of mathematics-specific trend variables in PISA studies with neural networks and linear regression |
| Anghel, Brindusa, Rodriguez-Planas, Nuria, Sanz-de-Galdeano, Anna |
2020 |
Is the math gender gap associated with gender equality? |
| Fernandez-Gutierrez, Marcos, Gimenez, Gregorio, Calero, Jorge |
2020 |
Is the use of ICT in education leading to higher student outcomes? |
| Rutkowski, Leslie, Rutkowski, David, Zhou, Yan |
2016 |
Item calibration samples and the stability of achievement estimates and system rankings |
| Corey, Douglas Lyman, Lemon, Travis, Gilbert, Edward, Ninomiya, Hiroyuki |
2016 |
Japanese professional development |
| Dicke, Theresa, Marsh, Herbert W., Parker, Philip D., Guo, Jiesi, Riley, Philip, Waldeyer, Julia |
2020 |
Job satisfaction of teachers and their principals in relation to climate and student achievement |
| Lopez-Agudo, Luis Alejandro, Gonzalez-Betancor, Sara M., Marcenaro-Gutierrez, Oscar D. |
2021 |
Language at home and academic performance |
| Gustafsson, Jan-Eric |
2016 |
Lasting effects of quality of schooling |
| Fang, Guanhua, Ying, Zhiliang |
2020 |
Latent theme dictionary model for finding co-occurrent patterns in process data |
| Avvisati, Francesco, Borgonovi, Francesca |
2020 |
Learning mathematics problem solving through test practice |
| Wu, Yi-Jhen, Chen, Yi-Hsin , Kiefer, Sarah M., Carstensen, Claus H. |
2021 |
Learning strategies as moderators between motivation and mathematics performance in East Asian students |
| Turner, Ross |
2016 |
Lessons from PISA 2012 about mathematical literacy |
| Kim, Jonghun |
2020 |
Lifelong learning for (re)making future citizens through South Korean curriculum reforms and OECD PISA |
| Chiu, Mei-Shiu |
2020 |
Linear or quadratic effects of ICT use on science and mathematics achievements moderated by SES |
| Martinez-Garrido, Cynthia, Siddiqui, Nadia, Gorard, Stephen |
2020 |
Longitudinal study of socioeconomic segregation between schools in the UK |
| Laukaityte, Inga, Rolfsman Ewa |
2020 |
Low, medium, and high-performing schools in the Nordic countries |
| Cuellar, Edwin, Partchev, Ivailo, Zwitser, Robert, Bechger, Timo |
2021 |
Making sense out of measurement non-invariance |
| Hiller, Suzanne E., Kitsantas, Anastasia, Cheema, Jehanzeb, Poulou, Maria |
2022 |
Mathematics anxiety and self-efficacy as predictors of mathematics literacy |
| Ehmke, T., van den Ham, Ann-Kathrin, Saelzer, Christine, Heine, Joerg, Prenzel, Manfred |
2020 |
Measuring mathematics competence in international and national large scale assessments |
| Rutkowski, David, Rutkowski, Leslie |
2013 |
Measuring socioeconomic background in PISA |
| Leder, Gilah C., Forgasz, H. J. |
2018 |
Measuring who counts |
| Davis, Edward Rock, Wilson, Rachel, Evans, John Robert |
2021 |
Media neglect of indigenous student performance in the Programme for International Student Assessment (PISA) 2001-2015 |
| Genc, Murat, Colakoglu, Murat |
2021 |
Modeling the effects of instructional quality on mathematical literacy performance from the students' perspective |
| Niehues, Wenke, Kisbu-Sakarya, Yasemin, Selcuk, Bilge |
2020 |
Motivation and maths achievement in Turkish students |
| Vintila, Georgeta, Onofrei, Mihaela, Gherghina, Ştefan Cristian |
2017 |
Multidimensional data analysis towards assessing the European education systems |
| Lavrijsen, Jeroen, Nicaise, Ides |
2015 |
New empirical evidence on the effect of educational tracking on social inequalities in reading achievement |
| Marta Formichella, Maria, Veronica Alderete, Maria, Di Meglio, Gisela |
2020 |
New technologies in households |
| 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 |
| Niemann, Dennis, Hartong, Sigrid, Martens, Kerstin |
2018 |
Observing local dynamics of ILSA projections in federal systems |
| Kaplan, David, Su, Dan |
2018 |
On imputation for planned missing data in context questionnaires using plausible values |
| Moreno-Salto, Israel, Robertson, Susan L. |
2021 |
On the 'life of numbers' in governing Mexico's education system |
| Cheung, Adam Ka-Lok, Park, Hyunjoon |
2021 |
Parental academic involvement in cross-border marriage, native and immigrant families |
| Engel, Laura C., Rutkowski, David |
2020 |
Pay to play |
| Petko, Dominik, Cantieni, Andrea, Prasse, Doreen |
2017 |
Perceived quality of educational technology matters |
| Pohl, Steffi, Becker, Benjamin |
2020 |
Performance of missing data approaches under non ignorable missing data conditions |
| Alagumalai, Sivakumar, Buchdahl, Nicholas |
2021 |
PISA 2012 |
| Pejic, Aleksandar, Molcer, Piroska Stanić |
2021 |
Predictive machine learning approach for complex problem solving process data mining |
| Thomm, Eva, Sälzer, Christine, Prenzel, Manfred, Bauer, Johannes |
2021 |
Predictors of teachers' appreciation of evidence-based practice and educational research findings |
| Tang, Xueying, Zhang, Susu, Wang, Zhi, Liu, Jingchen, Ying, Zhiliang |
2021 |
ProcData |
| Hodge, Kari J., Morgan, Grant B. |
2020 |
Proficiency classification and violated local independence |
| Ingvarson, Lawrence, Rowley, Glenn |
2017 |
Quality assurance in teacher education and outcomes |
| Jackson, Michelle, Khavenson, Tatiana, Chirkina, Tatiana |
2020 |
Raising the stakes |
| Jakubowski, Maciej, Pokropek, Artur |
2015 |
Reading achievement progress across countries |
| Torppa, Minna, Vasalampi, Kati, Eklund, Kenneth, Sulkunen, Sari, Niemi, Pekka |
2020 |
Reading comprehension difficulty is often distinct from difficulty in reading fluency and accompanied with problems in motivation and school well-being |
| Robitzsch, Alexander, Luedtke, Oliver, Goldhammer, Frank, Kroehne, Ulf, Koeller, Olaf |
2020 |
Reanalysis of the German PISA data |
| Kitsantas, Anastasia, Cleary, Timothy J., Whitebread, Aubrey, Cheema, Jehanzeb |
2020 |
Relations among classroom context, student motivation, and mathematics literacy |
| Hwang, Jihyun |
2019 |
Relationships among locus of control, learned helpless, and mathematical literacy in PISA 2012 |
| Carnoy, Martin, Khavenson, Tatiana, Loyalka, Prashant, Schmidt, William H., Zakharov, Andrey |
2016 |
Revisiting the relationship between international assessment outcomes and educational production |
| Svetina, Dubravka, Liaw, Yuan-Ling, Rutkowski, Leslie, Rutkowski, David |
2019 |
Routing strategies and optimizing design for multistage testing in international large‐scale assessments |
| Gill, C. M. Hugues D., Berezina, Elizaveta |
2021 |
School performance in three South East Asian countries |
| Stankov, Lazar, Lee, Jihyun |
2017 |
Self-beliefs |
| Lam, Si Man, Zhou, Yisu |
2022 |
SES-achievement gaps in East Asia |
| Rutkowski, David, Rutkowski, Leslie, Plucker, Jonathan A. |
2014 |
Should individual U.S. schools participate in PISA? |
| Rodriguez, Margarida |
2020 |
Skills and youth unemployment |
| Zwier, Dieuwke, Geven, Sara, Van De Werfhorst, Herman G. |
2020 |
Social inequality in shadow education |
| Borgonovi, Francesca, Greiff, Samuel |
2020 |
Societal level gender inequalities amplify gender gaps in problem solving more than in academic disciplines |
| Daniele, Vittorio |
2021 |
Socioeconomic inequality and regional disparities in educational achievement |
| Teltemann, Janna, Schunck, Reinhard |
2020 |
Standardized testing, use of assessment data, and low reading performance of immigrant and non-immigrant students in OECD countries |
| Bolden, David, Tymms, Peter |
2020 |
Standards in education |
| Leunda Iztueta, Ixiar, Garmendia Navarro, Inés, Etxeberria Murgiondo, Juan |
2017 |
Statistical matching in practice |
| Lusardi, Annamaria, Bottazzi, Laura |
2021 |
Stereotypes in financial literacy |
| Chi Keung, Chrysa Pui, Chu Ho, Esther Sui |
2020 |
Structure and agency in adolescents’ expectations of pursuing post-secondary education |
| You, Sukkyung, Kim, Eui Kyung, Lim, Sun Ah, Dang, Myley |
2021 |
Student and teacher characteristics on student math achievement |
| Gomes, Matheus, Hirata, Guilherme, Araujo e Oliveira, Joao Batista |
2020 |
Student composition in the PISA assessments |
| Saarinen, Aino, Lipsanen, Jari, Hintsanen, Mirka, Huotilainen, Minna, Keltikangas-Järvinen, Liisa |
2020 |
Student-oriented teaching practices and educational equality |
| Stoet, Gijsbert, Geary, David C. |
2017 |
Students in countries with higher levels of religiosity perform lower in science and mathematics |
| Xiao, Feiya, Sun, Li |
2021 |
Students' motivation and affection profiles and their relation to mathematics achievement, persistence, and behaviors |
| Lee, Jihyun |
2021 |
Teacher-student relationships and academic achievement in Confucian educational countries/systems from PISA 2012 perspectives |
| Salas-Velasco, Manuel, Moreno-Herrero, Dolores, Sanchez-Campillo, Jose |
2021 |
Teaching financial education in schools and students' financial literacy |
| Bilican-Demir, Safiye |
2021 |
The characteristics of teachers in effective schools |
| Rindermann, Heiner , Thompson, James |
2016 |
The cognitive competences of immigrant and native students across the world |
| Yurtcu, Meltem, Kelecioğlu, H. , Boone, Edward |
2021 |
The comparison of the equated tests scores by various covariates using Bayesian nonparametric model |
| 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 |
| Leme, Afonso Camara, Escardibul Josep-Oriol, Nunes, Luis Catela, Reis, Ana Balcao, Seabra, Carmo |
2020 |
The effect of a specialized versus a general upper-secondary school curriculum on students’ performance and inequality |
| Tumen, Semih |
2021 |
The effect of refugees on native adolescents' test scores |
| Mariel, Petr, Sanko, Nobuhiro, Vega-Bayo, Ainhoa |
2021 |
The effect of the free high school tuition law on upper-secondary school choice in Japan |
| Steinmann, Isa, Strello, Andrés, Strietholt, Rolf |
2023 |
The effects of early between-school tracking on gender segregation and gender gaps in achievement |
| Hu, Jie, Yu, Rushi |
2021 |
The effects of ICT-based social media on adolescents' digital reading performance |
| Valdés, Manuel T. |
2021 |
The evolution of educational expectations in Spain (2003-2018) |
| Choi, Álvaro |
2018 |
The evolution of educational inequalities in Spain |
| Verger, Antoni, Parcerisa, Lluis, Fontdevila, Clara |
2019 |
The growth and spread of large-scale assessments and test-based accountabilities |
| Lagravinese, Raffaele, Liberati, Paolo, Resce, Giuliano |
2020 |
The impact of economic, social and cultural conditions on educational attainments |
| Gabriel, Florence, Buckley, Sarah, Barthakur, Abhinava |
2020 |
The impact of mathematics anxiety on self-regulated learning and mathematical literacy |
| Arikan, Serkan, Özer, Ferah, Şeker, Vuslat, Ertaş , Güneş |
2020 |
The importance of sample weights and plausible values in large-scale assessments |
| Sellar, Sam, Lingard, Bob |
2014 |
The OECD and the expansion of PISA |
| Landahl, Joakim |
2020 |
The PISA calendar |
| Fiore, Brunella, Poliandri, Donatella |
2020 |
The Programme for international student assessment and Google |
| Kampa, Nele, Scherer, Ronny, Saß, Steffani, Schipolowski, Stefan |
2021 |
The relation between science achievement and general cognitive abilities in large-scale assessments |
| Tan, Cheng Yong, Dimmock, Clive |
2022 |
The relationships among between-class ability grouping, teaching practices, and mathematics achievement |
| 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 |
| Schmidt, William H., Guo, Siwen, Houang, Richard T. |
2021 |
The role of opportunity to learn in ethnic inequality in mathematics |
| Abazaoğlu, İlkay, Aztekin, Serdar |
2016 |
The role of teacher morale and motivation on students' science and math achievement |
| Fischer, Jessica, He, Jia, Klieme, Eckhard |
2020 |
The structure of teaching practices across countries |
| Braun, Henry, von Davier, Matthias |
2017 |
The use of test scores from large-scale assessment surveys |
| Haeck, Catherine, Lefebvre, Pierre |
2021 |
Trends in cognitive skill inequalities by socio-economic status across Canada |
| Doyle, Ann Margaret |
2021 |
Twenty years on |
| Greve, Jane, Saaby, Morten, Rosdahl, Anders, Christensen, Vibeke Tornhøj |
2021 |
Uncertain occupational expectations at age 19 and later educational and labour market outcomes |
| Yamamoto, Kentaro, Lennon, Mary Louise |
2018 |
Understanding and detecting data fabrication in large-scale assessments |
| Goos, Merrilyn, Kaya, Sila |
2020 |
Understanding and promoting students’ mathematical thinking |
| Poland, Susan, Plevyak, Linda |
2015 |
US student performance in science |
| Eichmann, Beate, Goldhammer, Frank, Greiff, Samuel, Brandhuber, Liene, Naumann, Johannes |
2020 |
Using process data to explain group differences in complex problem solving |
| Carnoy, Martin, Khavenson, Tatiana, Ivanova, Alina |
2015 |
Using TIMSS and PISA results to inform educational policy |
| Asadullah, M. Niaz, Perera, Liyanage Devangi H., Xiao, Saizi |
2020 |
Vietnam's extraordinary performance in the PISA assessment |
| Pepper, David |
2020 |
When assessment validation neglects any strand of validity evidence |
| Acosta, Felicitas |
2020 |
Who is setting the agenda? |
| Hillier, Cathlene, Sano, Yujiro, Zarifa, David, Haan, Michael |
2020 |
Will they stay or will they go? |