| Geiger, Vince, Anderson, Judy, Hurrell, Derek |
2017 |
A case study of effective practice in mathematics teaching and learning informed by Valsiner's zone theory |
| Mølstad, Christina E., Petterssonm, Daniel, Forsberg, Eva |
2017 |
A game of thrones |
| Davis, Edward Rock, Wilson, Rachel, Dalton, Bronwen |
2020 |
Another slice of PISA |
| OECD |
2020 |
Are students’ career expectations aligned with their skills? |
| Erduran, Sibel, El Masri, Yasmine, Cullinane, Alison, Ng, YPD |
2020 |
Assessment of practical science in high stakes examinations |
| Teltemann, Janna, Jude, Nina |
2019 |
Assessments and accountability in secondary education |
| Lau, Kwok-Chi, Esther Ho, Sui-Chu |
2020 |
Attitudes towards science, teaching practices, and science performance in PISA 2015 |
| He, Jia, Van de Vijver, Fons J. R., Kulikova, Alena |
2017 |
Country-level correlates of educational achievement |
| He, Jia, Barrera-Pedemonte, Fabián, Buchholz, Janine |
2019 |
Cross-cultural comparability of noncognitive constructs in TIMSS and PISA |
| He, Jia, Barrera-Pedemonte, Fabián, Buchholz, Janine |
2018 |
Cross-cultural comparability of noncognitive constructs in TIMSS and PISA |
| Alatlı, Betül |
2020 |
Cross-cultural measurement invariance of the items in the science literacy test in the Programme for International Student Assessment (PISA-2015) |
| Dockery, Alfred Michael, Koshy, Paul, Li , Ian W. |
2020 |
Culture, migration and educational performance |
| Abulela, Mohammed A. A., Harwell, Michael M. |
2020 |
Data analysis |
| Putri, Ratu Ilma Indra, Zulkardi, Zulkardi |
2020 |
Designing PISA-like mathematics task using Asian games context |
| 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 |
| OECD |
2020 |
Do boys and girls have similar attitudes towards competition and failure? |
| Gomez, Ricardo L., Suarez, Ana Maria |
2020 |
Do inquiry-based teaching and school climate influence science achievement and critical thinking |
| Aditomo, Anindito, Kohler, Carmen |
2020 |
Do student ratings provide reliable and valid information about teaching quality at the school level? |
| 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? |
| Jack, Brady Michael, She, Hsiao-Ching, Lin, Huann-Shyang |
2016 |
Effects of self-evaluated value and cognition on leisure science engagement |
| Liaw, Yuan-Ling, Wu, Yuanyue, Rutkowski, David, Rutkowski, Leslie |
2018 |
Evaluating PISA scales across Chinese economies |
| Gubbels, Joyce, Swart, Nicole M., Groen, Margriet A. |
2020 |
Everything in moderation |
| Tanudjaya, Citra Putriarum , Doorman, Michiel |
2020 |
Examining higher order thinking in Indonesian lower secondary mathematics classrooms |
| Wu, Huang, Shen, Jianping, Zhang, Ya, Zheng, Yunzheng |
2020 |
Examining the effect of principal leadership on student science achievement |
| Tang, Hanwei, Qiu, Chen, Meng, Lingqi, Li, Yujia, Zhang, Jiangkun |
2020 |
Factors predicting inquiry-based teaching in science across one belt one road countries and regions |
| Aditomo, Anindito, Klieme, Eckhard |
2020 |
Forms of inquiry-based science instruction and their relations with learning outcomes |
| Altinok, Nadir, Angrist, Noam, Patrinos, Harry Anthony |
2018 |
Global data set on education quality (1965–2015) |
| Tang, Xing, Zhang, Danhui |
2020 |
How informal science learning experience influences students’ science performance |
| Kunina-Habenicht, Olga, Goldhammer, Frank |
2020 |
ICT engagement |
| Teig Nani, Scherer Ronny, Kjaernsli Marit |
2020 |
Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data |
| Rohatgi, Anubha, Scherer, Ronny |
2020 |
Identifying profiles of students’ school climate perceptions using PISA 2015 data |
| Kang Jingoo |
2020 |
Interrelationship Between Inquiry-Based Learning and Instructional Quality in Predicting Science Literacy |
| Gungor, Metehan, Kabasakal, Kubra Atalay |
2020 |
Investigation of measurement invariance of science motivation and self-efficacy model |
| Celik, Kazim, Yurdakul, Ahmet |
2020 |
Investigation of PISA 2015 reading ability achievement of Turkish students in terms of student and school level variables |
| Rappleye, Jeremy, Komatsu, Hikaru |
2020 |
Is bullying and suicide a problem for East Asia's schools? |
| Sorby, Sheryl A., Panther, Grace C. |
2020 |
Is the key to better PISA math scores improving spatial skills? |
| Hopfenbeck, Therese N., Lenkeit, Jenny, El Masri, Yasmine, Cantrell, Kate, Ryan, Jeanne, Baird, Jo-Anne |
2018 |
Lessons learned from PISA |
| Herborn, Katharina, Mustafic, Maida, Greiff, Samuel |
2017 |
Mapping an experiment-based assessment of collaborative behavior onto collaborative problem solving in PISA 2015 |
| Rutkowski, David, Rutkowski, Leslie, Liaw, Yuan-Ling |
2018 |
Measuring widening proficiency differences in international assessments |
| Unsworth, Len, Cope, Jen, Nicholls, Liz |
2019 |
Multimodal literacy and large-scale literacy tests |
| Yamamoto, Kentaro, Shin, Hyo J., Khorramdel, Lale |
2018 |
Multistage adaptive testing design in international large‐scale assessments |
| Rindermann, Heiner, Ceci, Stephen J. |
2018 |
Parents’ education is more important than their wealth in shaping their children’s intelligence |
| Forbes, Cory T., Neumann, Knut, Schiepe-Tiska, Anja |
2020 |
Patterns of inquiry-based science instruction and student science achievement in PISA 2015 |
| Wei-Zhao, Shi, Xiqin, He, Yan, Wang, Zeng-Guang, Fan, Liangdong, Guo |
2016 |
PISA and TIMSS science score, which clock is more accurate to indicate national science and technology competitiveness? |
| Wu, Huang, Gao, Xingyuan, Shen, Jianping |
2020 |
Principal leadership effects on student achievement |
| López Rupérez, Francisco, García García, Isabel , Expósito-Casas, Eva |
2020 |
School leadership in Spain |
| Alinsunurin, Jason |
2020 |
School learning climate in the lens of parental involvement and school leadership |
| Vázquez-Cano, Esteban, Calle-Cabrera, Ana María De la, Hervás-Gómez, Carlos, López-Meneses, Eloy |
2020 |
Socio-family context and its influence on students’ PISA reading performance scores |
| Jeffries, David, Curtis, David D., Conner, Lindsey N. |
2020 |
Student factors influencing STEM subject choice in year 12 |
| Burns, Emma C., Martin, Andrew J., Collie, Rebecca J. |
2020 |
Supporting and thwarting interpersonal dynamics and student achievement |
| Wise, Steven L., Soland, James, Bo, Yuanchao |
2020 |
The (non)impact of differential test taker engagement on aggregated scores |
| Bray, Mark, Kobakhidze, Magda Nutsa, Suter, Larry E. |
2020 |
The challenges of measuring outside-school-time educational activities |
| Chmielewski, Anna K. |
2019 |
The global increase in the socioeconomic achievement gap, 1964 to 2015 |
| Tat, Osman, Koyuncu, İlhan, Gelbal, Selahattin |
2019 |
The influence of using plausible values and survey weights on multiple regression and hierarchical linear model parameters |
| Avvisati, Francesco |
2020 |
The measure of socio-economic status in PISA |
| Landahl, Joakim |
2020 |
The PISA calendar |
| Eriksson, Kimmo, Björnstjerna, Marie, Vartanova, Irina |
2020 |
The relation between gender egalitarian values and gender differences in academic achievement |
| Michaelides, Michalis P., Ivanova, Militsa, Nicolaou, Christiana |
2020 |
The relationship between response-time effort and accuracy in PISA science multiple choice items |
| Braun, Henry, von Davier, Matthias |
2017 |
The use of test scores from large-scale assessment surveys |
| Boman, Björn |
2020 |
What makes Estonia and Singapore so good? |
| Lewis, Steven |
2020 |
‘Becoming European’? |