Digital gender gaps in students’ knowledge, attitudes and skills Read more about Digital gender gaps in students’ knowledge, attitudes and skills
Teachers’ and principals’ perceptions of school emphasis on academic success: measurement invariance, agreement, and relations to student achievement Read more about Teachers’ and principals’ perceptions of school emphasis on academic success: measurement invariance, agreement, and relations to student achievement
A systematic review of studies investigating science teaching and learning Read more about A systematic review of studies investigating science teaching and learning
Assessing the evidence for the comparability of socioeconomic status between students with and without immigrant background in Norway and Sweden Read more about Assessing the evidence for the comparability of socioeconomic status between students with and without immigrant background in Norway and Sweden
The relation between science achievement and general cognitive abilities in large-scale assessments Read more about The relation between science achievement and general cognitive abilities in large-scale assessments
School innovativeness is associated with enhanced teacher collaboration, innovative classroom practices, and job satisfaction Read more about School innovativeness is associated with enhanced teacher collaboration, innovative classroom practices, and job satisfaction
Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data Read more about Identifying patterns of students' performance on simulated inquiry tasks using PISA 2015 log‐file data
Identifying profiles of students’ school climate perceptions using PISA 2015 data Read more about Identifying profiles of students’ school climate perceptions using PISA 2015 data
I know I can, but do I have the time? The role of teachers’ self-efficacy and perceived time constraints in implementing cognitive-activation strategies in science Read more about I know I can, but do I have the time? The role of teachers’ self-efficacy and perceived time constraints in implementing cognitive-activation strategies in science