| 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 |
| Duggan, Alice, Karakolidis, Anastasios, Clerkin, Aidan, Gilleece, Lorraine, Perkins, Rachel |
2023 |
Trends in educational inequalities in Ireland’s primary schools |
| 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 |
| Hsu, Chia-Ling, Chen, Yi-Hsin , Wu, Yi-Jhen |
2023 |
Using a Bayesian Estimation to Examine Attribute Hierarchies of the 2007 TIMSS Mathematics Test |
| 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 |
| Falck, Oliver, Mang, Constantin, Woessmann, Ludger |
2018 |
Virtually no effect? |
| Aricak, Osman Tolga, Guldal, Hakan, Erdogan, Irfan |
2023 |
Which noncognitive features provide more information about reading performance? |
| Vicente, Santiago, Sánchez, Rosario, Verschaffel, Lieven |
2020 |
Word problem solving approaches in mathematics textbooks |
| Charalambous, Charalambos Y., Kyriakides, Ermis |
2017 |
Working at the nexus of generic and content-specific teaching practices |