| 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 |
| Geiger, Vince, Anderson, Judy, Hurrell, Derek |
2017 |
A case study of effective practice in mathematics teaching and learning informed by Valsiner's zone theory |
| Akin Arikan, Cigdem |
2019 |
A comparison of kernel equating methods based on Neat design |
| Lay, Yoon Fah, Ng, khar Thoe |
2021 |
A comparison of school climate with TIMSS 2015 science achievement among South-East and East Asian countries |
| Kim, Suehye, Choi, Jungah |
2021 |
A cross-cultural examination of socio-psychological resources in mathematics achievement between Korea and the US |
| Tze, Virginia M. C, Li, Johnson C.-H., Parker, Patti C. |
|
A mediation analysis of emotions based on the control-value theory |
| Kim, Nana, Bolt, Daniel.M |
2020 |
A mixture IRTree model for extreme response style |
| Saatçioğlu, Fatıma Münevver, Atar, Hakan Yavuz |
2020 |
A study on the identification of latent classes using mixture item response theory models |
| Kreitchmann, Rodrigo Schames, Abad, Francisco José, Ponsoda, Vicente |
2018 |
A two-dimensional multiple-choice model accounting for omissions |
| Lay, Yoon Fah, Rajoo, Murugan |
2020 |
Affective factors contributing to Southeast Asian and East Asian eight graders' science achievement in TIMSS 2015 |
| van Staden, Surette, Graham, Marien Alet, Harvey, J. C. |
2020 |
An analysis of TIMSS 2015 science reading demands |
| Larke, Patricia, Moon, Chi Yun |
2020 |
An analysis of U.S. TIMSS 2015 mathematics achievement by content domains across gender and ethnicity |
| Peduk, Burcu, Ates, Ozlem |
2019 |
Analysis of the science course curriculum objectives and high school entrance examination questions according to TIMSS framework |
| 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 |
| Glassow, Leah Natasha, Rolfe, Victoria, Hansen, Kajsa Yang |
2021 |
Assessing the comparability of teacher-related constructs in TIMSS 2015 across 46 education systems |
| Juan, Andrea, Hannan, Sylvia, Govender, Ashika, Reddy, Vijay, Zuze, Linda |
2018 |
Bullies, victims and bully-victims in South African schools |
| Federičová, Miroslava, Pertold, Filip, Smith, Michael L. |
2018 |
Children left behind |
| Önen, Emine |
2018 |
Classification of students in terms of student’s, teacher’s and instructional qualifications based on TIMSS-2015 |
| Wu, Huang, Shen, Jianping, Spybrook, Jessaca, Gao, Xingyuan |
2021 |
Closing achievement gaps |
| Oz, Elif |
2021 |
Comparability of teachers’ educational background items in TIMSS |
| Atar, Burcu, Atalay Kabasakal, Kubra, Kibrislioglu Uysal, Nermin |
2021 |
Comparability of TIMSS 2015 mathematics test scores across country subgroups |
| 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 |
| Gübes, Nese, Uyar, Seyma |
2020 |
Comparing performance of different equating methods in presence and absence of DIF items in anchor test |
| Saal, Petronella Elize , Ryneveld, Linda Van, Graham, Marien Alet |
2021 |
Comparing the relationship between using educational technology in mathematics and student achievement in South Africa and Germany |
| Karlsson, Linn |
2020 |
Computers in education |
| Lay, Yoon Fah, Ng, khar Thoe |
2021 |
Correlates of science classroom teaching with Southeast Asian and East Asian eighth graders' science achievement in TIMSS 2015 |
| He, Jia, Van de Vijver, Fons J. R., Kulikova, Alena |
2017 |
Country-level correlates of educational achievement |
| Lee, Jihyun, Chen, Minge |
2019 |
Cross-country predictive validities of non-cognitive variables for mathematics 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 |
| Öyküm, Esra Aşkın, Ersoy, Öz |
2020 |
Cross-National Comparisons of Students' Science Success Based on Gender Variability |
| Eriksson, Kimmo, Lindvall, Jannika, Helenius, Ola, Ryve, Andreas |
2020 |
Cultural variation in the effectiveness of feedback on students’ mistakes |
| Takashiro, Naomi |
2021 |
Determinants of middle school students’ participation in shadow education in Japan |
| Yalcin, Seher |
2018 |
Determining differential item functioning with the mixture item response theory |
| Rolfe, Victoria, Strietholt, Rolf, Hansen, Kajsa Yang |
2021 |
Does inequality in opportunity perpetuate inequality in outcomes? |
| Jo, SeungJung, Seo, Young S. |
2021 |
Does maths self-concept mediate the relation between instructional approaches and students' maths achievement? |
| Strello, Andrés, Strietholt, Rolf, Steinmann, Isa, Siepmann, Charlotte |
2020 |
Early tracking and different types of inequalities in achievement |
| FİLİZ, Enes, ÖZ, Ersoy |
2020 |
Educational data mining methods for TIMSS 2015 mathematics success |
| Al Mutawah, Masooma, Thomas, Ruby, Alghazo, Yazan, Al Anezi, Maha |
2020 |
Effect of curriculum change on TIMSS achievement in Bahrain |
| Dibek, Munevver Ilgun |
2020 |
Effect of extreme and acquiescence response style in TIMSS 2015 |
| Çiftçi, Ş. Koza, Pinar, Yildiz |
2019 |
Effect of self-confidence on mathematics achievement |
| House, Daniel J., Telese, James A. |
2019 |
Effects of confidence in science on chemistry achievement of eighth-grade students in Korea on the TIMSS 2015 assessment |
| Shapira-Lishchinsky, Orly |
2021 |
Ethical implications of TIMSS findings |
| Oyar, Esra, Atar, Hakan Yavuz |
2021 |
Examination of wording effect of the TIMSS 2015 mathematical self-confidence scale through the bifactor models |
| Karakolidis, Anastasios, Duggan, Alice, Shiel, Gerry, Kiniry, Joanne |
2021 |
Examining educational inequalities |
| Naidoo, Jaqueline, Sibanda, Doras |
2020 |
Examining science performance of South African Grade 9 learners in TIMSS 2015 through a gender lens |
| Hwang, Sunghwan |
2020 |
Examining the effect of students’ early numeracy activities at home on later mathematics Achievement via early numeracy competencies and self-efficacy beliefs |
| Erturk, Zafer, Oyar, Esra |
2021 |
Examining the measurement invariance of TIMSS 2015 Mathematics liking scale through different methods |
| Cordero, José Manuel, Mateos-Romero, Lucía |
2021 |
Exploring factors related with resilience in primary education |
| Geesa, Rachel Louise, Izci, Burcu, Song, Hyuksoon S., Chen, Shiyi |
2019 |
Exploring the roles of students’ home resources and attitudes towards science in science achievement |
| Uyar, Seyma |
2021 |
Factor structure and measurement invariance of the TIMSS 2015 mathematics attitude questionnaire |
| Sarı, Mehmet Hayri, Arikan, Serkan, Yıldızlı, Hülya |
2017 |
Factors predicting mathematics achievement of 8th graders in TIMSS 2015 |
| Harju-Luukkainen, H., Vettenranta, J., Wang, J., Garvis, S. |
2020 |
Family related variables effect on later educational outcome |
| Petersson, Jöran |
2017 |
First and second language students’ achievement in mathematical content areas |
| Alreshidi, Ahmed Mubarak , Alsharif, Khalid Mohammed , Kandeel, Refat Abdelsamad Abouelgheat |
2021 |
Five important parental involvement variables that affect young children's mathematical achievements |
| Ghasemi, Ehsan, Burley, Hansel, Safadel, Parviz |
2019 |
Gender differences in general achievement in mathematics |
| Mejía-Rodríguez, Ana Maria, Hans Luyten, Martina R. M. Meelissen, Christelle Garrouste |
2020 |
Gender differences in mathematics self-concept across the world |
| Eriksson, Kimmo |
2020 |
Gender differences in the interest in mathematics schoolwork across 50 countries |
| Ghasemi, Ehsan, Burley, Hansel |
2019 |
Gender, affect, and math |
| Spaull, Nic, Makaluza, Nwabisa |
2019 |
Girls do better |
| Altinok, Nadir, Angrist, Noam, Patrinos, Harry Anthony |
2018 |
Global data set on education quality (1965–2015) |
| Delil, Ahmet, Ozcan, Bulent Nuri |
2019 |
How 8th graders are assessed through tests by mathematics teachers? |
| Sahin, Melek Gülsah, Öztürk, Nagihan Boztunç |
2018 |
How classroom assessment affects science and mathematics achievement? |
| Walkington, Candace, Clinton, Virginia, Shivraj, Pooja |
2018 |
How readability factors are differentially associated with performance for students of different backgrounds when solving mathematics word problems |
| Suk, Youmi, Kim, Jee-Seon, Kang, Hyunseung |
2021 |
Hybridizing machine learning methods and finite mixture models for estimating heterogeneous treatment effects in latent classes |
| Juan, Andrea, Hannan, Sylvia, Namome, Catherine |
2018 |
I believe I can do science |
| Teig, Nani, Scherer, Ronny, Nilsen, Trude |
2019 |
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 |
| Lindvall, Jannika, Helenius, Ola, Eriksson, Kimmo, Ryve, Andreas |
2021 |
Impact and design of a national-scale professional development program for mathematics teachers |
| Laukaityte, Inga, Wiberg, Marie |
2018 |
Importance of sampling weights in multilevel modeling of international large-scale assessment data |
| Yoonsun, Han, Shinhye, Lee, Eunah, Cho, Juyoung, Song, Jun, Sung Hong |
2021 |
Individual- and School-level predictors of latent profiles of bullying victimization |
| Reeves, Philip M., Pun, Wik Hung, Chung, Kyung Sun |
2017 |
Influence of teacher collaboration on job satisfaction and student achievement |
| Peciuliauskiene, Palmira, Kaminskiene, Lina |
2021 |
Innovative work activity of science teachers |
| Wedel, Katharina |
2021 |
Instruction time and student achievement |
| Balala, Maha Mohamed Abdulla, Areepattamannil, Shaljan, Dean, Cairns |
2021 |
Investigating the associations of early numeracy activities and skills with mathematics dispositions, engagement, and achievement among fourth graders in the United Arab Emirates |
| Eser, Derya ÇAKICI |
2021 |
Investigation of measurement invariance according to home resources |
| Sayan, Hamiyet, Mertoğlu, Hatice |
2020 |
Investigation of the opinions of science teachers about homework |
| Rappleye, Jeremy, Komatsu, Hikaru |
2020 |
Is bullying and suicide a problem for East Asia's schools? |
| Rappleye, Jeremy, Komatsu, Hikaru |
2020 |
Is shadow education the driver of East Asia’s high performance on comparative learning assessments? |
| Al-Mutawa, Farah, Al-Rasheedi, Ghazi, Al-Maie, Dalal |
2021 |
Kuwaiti students' achievements in mathematics |
| Fadiji, Angelina Wilson, Reddy, Vijay |
2020 |
Learners’ educational aspirations in South Africa |
| Gökçe, Semirhan, Berberoglu, Giray, Wells, Craig S., Sireci, Stephen G. |
2021 |
Linguistic distance and translation differential item functioning on trends in international mathematics and science study mathematics assessment items |
| Abdelfattah, Faisal, Lam, Jasmine |
2018 |
Linking homework to achievement in mathematics |
| Arikan, Serkan, Van de Vijver, Fons J. R., Yagmur, Kutlay |
2020 |
Mainstream and immigrant students’ primary school mathematics achievement differences in European countries |
| Prendergast, Mark, Iseult, O'Rourke |
2021 |
Mathematics as a gendered subject |
| Alharbi, Mohammed Sanat, Almatham, Abdullah, Alsalouli, Misfer S., Hussein, Hisham Barakat |
2020 |
Mathematics teachers' professional traits that affect mathematical achievement for fourth-grade students according to the TIMSS 2015 results |
| Majoros, Erika, Rosén, Monica, Johansson, Stefan, Gustafsson, Jan-Eric |
2021 |
Measures of long-term trends in mathematics |
| Leder, Gilah C., Forgasz, H. J. |
2018 |
Measuring who counts |
| Dibek, Munevver Ilgun, Cikrikci, Rahime Nukhet |
2021 |
Modelling of the attitude-achievement paradox in TIMSS 2015 with respect to the extreme response style using multidimensional item response theory |
| Stapleton, Laura M., Johnson, Tessa L. |
2019 |
Models to examine the validity of cluster-level factor structure using individual-level data |
| Teig, Nani, Scherer, Ronny, Nilsen, Trude |
2018 |
More isn't always better |
| Zhang, Fa, Bae, Christine L |
2020 |
Motivational factors that influence student science achievement |
| Aru, Sidika AKYÜZ , Kale, Mustafa |
2021 |
Multilevel effects of student qualifications and in-classroom variables on science achievement |
| Unsworth, Len, Cope, Jen, Nicholls, Liz |
2019 |
Multimodal literacy and large-scale literacy tests |
| Jiménez, Rocío |
2019 |
Multiple victimization (bullying and cyberbullying) in primary education in Spain from a gender perspective |
| Keller, Lena, Preckel, Franzis, Brunner, Martin |
2021 |
Nonlinear relations between achievement and academic self-concepts in elementary and secondary school |
| Otani, Midori |
2019 |
Parental involvement and academic achievement among elementary and middle school students |
| Rindermann, Heiner , Ceci, Stephen J. |
2018 |
Parents’ education is more important than their wealth in shaping their children’s intelligence |
| Perino Sanchez, Joje Mar, Ponce, Michael A. |
2020 |
Physics-Mathematics Associations |
| Alenxander, Curby, Knezek, Gerald, Christensen, Rhonda, Tyler-Wood, Tandra |
2019 |
Piloting innovative learning experiences |
| 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? |
| Berger, Nathan, Mackenzie, Erin, Holmes, Kathryn |
2020 |
Positive attitudes towards mathematics and science are mutually beneficial for student achievement |
| Aburizaizah, Saeed, Kim, Yoonjeon, Fuller, Bruce |
2019 |
Principal leadership and student achievement |
| Säljö, Roger, Radišić, Jelena |
2018 |
Promoting teaching, learning and informed decision-making through the lenses of international large-scale assessment |
| Lee, Giseung |
2020 |
Prospects of compulsory English education in South Korea |
| Suk, Youmi, Kang, Hyunseung, Kim, Jee-Seon |
2021 |
Random forests approach for causal inference with clustered observational Data |
| Yildirim, Huseyin H |
2021 |
Re-reviewing item parameter equivalence in TIMSS 2015 from a sociocognitive perspective |
| Winnaar, Lolita, Arends, Fabian, Beku, Unathi |
2018 |
Reducing bullying in schools by focusing on school climate and school socio-economic status |
| Lüssenhop, Maike, Kaiser, Gabriele |
2020 |
Refugees and numeracy |
| Wang, Jianjun, Ma, Xin |
2019 |
Rejoinder: Response to: "An examination of plausible score correlation from the trend in mathematics and science study" |
| Bjerke, Annette Hessen, Smestad, Bjørn, Eriksen, Elisabeta, Rognes, André |
2021 |
Relationship between birth month and mathematics performance in Norway |
| Hwang, Jihyun, Kyong, Mi Choi |
2020 |
Relationships between emotional dispositions and mathematics achievement moderated by instructional practices |
| Hwang, Jihyun, Ham, Yeajin |
2021 |
Relationships between self efficacy and achievement moderated by teacher interaction |
| Wu, Xiaopeng, Wu, Rongxiu, Zhang, Yi, Arthur, David, Chang, Hua-Hua |
2021 |
Research on construction method of learning paths and learning progressions based on cognitive diagnosis assessment |
| Wilson Fadiji, A., Reddy, V. |
2021 |
School and individual predictors of mathematics achievement in South Africa |
| Andersson, Eva K., Abramsson, Marianne, Malmberg, Bo |
2021 |
School choice and educational attitudes |
| Zuze, Tia Linda, Juan, Andrea |
2020 |
School leadership and local learning contexts in South Africa |
| Ceylan, Eren, Sever, Mustafa |
2020 |
Schools’ emphasis on academic success in TIMSS 2015 across Finland, Singapore, and Turkey |
| Zhang, Fa, Bae, Christine L, Broda, Michael |
2021 |
Science self-concept, relatedness, and teaching quality |
| Tze, Virginia M. C, Li, Johnson C.-H |
2021 |
Should science be a subject that we should keep our mind cool |
| Erdemir, Ayşenur, Atar, Hakan Yavuz |
2020 |
Simultaneous estimation of overall score and subscores using MIRT, HO-IRT and Bi-factor model on TIMSS data |
| Ersan, Ozgen, Rodriguez, Michael C. |
2020 |
Socioeconomic status and beyond |
| Bolden, David, Tymms, Peter |
2020 |
Standards in education |
| Østbø, Ingvild Ulven, Zachrisson, Henrik Daae |
2021 |
Student motivation and parental attitude as mediators for SES effects on mathematics achievement |
| Wiberg, Marie, Rolfsman, Ewa |
2021 |
Students' self-reported background SES measures in TIMSS in relation to register SES measures when analysing students' achievements in Sweden |
| Smith, Thomas J., Walker, David A., Chen, Hsiang-Ting, Hong, Zuway-R. |
2020 |
Students’ sense of school belonging and attitude towards science |
| Hamhuis, Eva, Glas, Cees, Meelissen, Martina |
2020 |
Tablet assessment in primary education |
| Smith, Thomas.J, Walker, David A., Hsu, Wen-Yi, Lu, Ying-Yan, Hong, Zuway-R., McKenna, Cornelius M |
2021 |
Teacher characteristics as predictors of mathematics attitude and perceptions of engaged teaching among 12th grade advanced mathematics students in the U.S |
| Mosimege, Mogege, Winnaar, Lolita |
2021 |
Teachers' instructional strategies and their impact on learner performance in grade 9 mathematics |
| Suna, Eren, Özer, Mahmut |
2021 |
The achievement gap between schools and relationship between achievement and socioeconomic status in Turkey |
| Mazzone, Angela, Pitsia, Vasiliki |
2020 |
The association of individual and contextual variables with bullying victimisation |
| Arends, Fabian, Visser, Mariette |
2019 |
The contribution of South African teachers to students’ sense of belonging and mathematics achievement |
| Prinsloo, C. H., Harvey, J. C. |
2020 |
The differing effect of language factors on Science and Mathematics Achievement using TIMSS 2015 data |
| İlhan, Mustafa , Öztürk, Nagihan Boztunç, Sahin, Melek Gülsah |
2020 |
The effect of the item’s type and cognitive level on its difficulty index |
| Akçay, Ahmet Oguz, Güven, Ufuk |
2021 |
The effects of bringing interesting materials into the classroom on 4th grade students' mathematics achievement |
| Bowd, Justin, Bowles, Terry, McKenzie, Vicki |
2021 |
The effects of demography, expectations and student attitudes on Australian secondary school teachers' homework practices |
| Steinmann, Isa, Strello, Andrés, Strietholt, Rolf |
2023 |
The effects of early between-school tracking on gender segregation and gender gaps in achievement |
| Chmielewski, Anna K. |
2019 |
The global increase in the socioeconomic achievement gap, 1964 to 2015 |
| Ali, Ünal |
2019 |
The impact of relative age effect on mathematics achievement |
| Awang, Halimah, Hashim, Fatimah, Haji Salleh, Abdul Latif, Tan, Lih Yoong |
2021 |
The influence of mathematics score and student factors on science achievement using TIMSS Data |
| Cui, Yiran, Zhang, Danhui, Leung, Frederick K. S. |
2021 |
The influence of parental educational involvement in early childhood on 4th grade students' mathematics achievement |
| Chen, Yu, Guo, Chorng-Jee, Lim, Kam Ming, Mun, Kong-Ju, Otsuji, Hisashi, Park, Young-Shin, Sorrell, David, So, Wing Mui Winnie |
2020 |
The influence of school entry skills in literacy and numeracy on the science achievement of fourth grade students and schools in Asian regions |
| Bellens, Kim, Van den Noortgate, Wim, Van Damme, Jan |
2020 |
The informed choice |
| Želvys, Rimantas, Esenova, Kamchat, Rakhymberdyeva, Ainur |
2019 |
The managerial experience and postgraduate university training of school principals |
| Hwang, Sunghwan |
2021 |
The mediating effects of self-efficacy and classroom stress on professional development and student-centered instruction |
| Eriksson, Kimmo, Björnstjerna, Marie, Vartanova, Irina |
2020 |
The relation between gender egalitarian values and gender differences in academic achievement |
| Huang, Tiedan, Hochbein, Craig, Simons, Jordan |
2020 |
The relationship among school contexts, principal time use, school climate, and student achievement |
| Saal, Petronella Elize , Graham, Marien Alet, Ryneveld, Linda Van |
2020 |
The relationship between integrating educational technology in Mathematics Education and the Mathematics Achievement of German students |
| Shapira-Lishchinsky, Orly |
2020 |
The relationship between principals’ perceptions of school practices and student achievement in science |
| Saal, Petronella Elize , Ryneveld, Linda Van, Graham, Marien Alet |
2019 |
The relationship between using information and communication technology in education and the mathematics achievement of students |
| Wijaya, Ariyadi |
2017 |
The relationships between Indonesian fourth graders’ difficulties in fractions and the opportunity to learn fractions |
| Tomul, Ekber, Önder, Emine , Taslidere, Erdal |
|
The relative effect of student, family and school-related factors on math achievement by location of the school |
| Vesic, Dragan, Dzinovic, Vladimir, Mirkov, Snežana |
2021 |
The role of absenteeism in the prediction of math achievement on the basis of self-concept and motivation |
| Geesa, Rachel Louise, Izci, Burcu, Chen, Shiyi, Song, Hyuksoon S. |
2020 |
The role of gender and attitudes toward science in fourth and eighth graders' science achievement in South Korea, Turkey, and the United States |
| 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 |
| Martin, Michael O., Mullis, Ina V.S. |
2019 |
TIMSS 2015 |
| Meinck, Sabine, Brese, Falk |
2019 |
Trends in gender gaps |
| Lam, Beatrice Oi-yeung, Byun, Soo-yong, Lee, Moosung |
2019 |
Understanding educational inequality in Hong Kong |
| Ahn, Jongseok |
2020 |
Unequal loneliness in the digitalized classroom |
| 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 |
| Wang, Ze |
2020 |
When large-scale assessments meet data science |