| Geiger, Vince, Anderson, Judy, Hurrell, Derek |
2017 |
A case study of effective practice in mathematics teaching and learning informed by Valsiner's zone theory |
| |
2019 |
A comparison of kernel equating methods based on Neat design |
| Kreitchmann, Rodrigo Schames, Abad, Francisco José, Ponsoda, Vicente |
2018 |
A two-dimensional multiple-choice model accounting for omissions |
| Peduk, Burcu, Ates, Ozlem |
2019 |
Analysis of the science course curriculum objectives and high school entrance examination questions according to TIMSS framework |
| Juan, Andra, 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 |
| 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 |
| 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 |
| Eriksson, Kimmo, Lindvall, Jannika, Helenius, Ola, Ryve, Andreas |
2020 |
Cultural variation in the effectiveness of feedback on students’ mistakes |
| Yalcin, Seher |
2018 |
Determining differential item functioning with the mixture item response theory |
| 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 |
| 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 |
| 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 |
| Ghasemi, Ehsan, Burley, Hansel, Safadel, Parviz |
2019 |
Gender differences in general achievement in mathematics |
| 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 |
| 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 |
| Laukaityte, Inga, Wiberg, Marie |
2018 |
Importance of sampling weights in multilevel modeling of international large-scale assessment data |
| Reeves, Philip M., Pun, Wik Hung, Chung, Kyung Sun |
2017 |
Influence of teacher collaboration on job satisfaction and student achievement |
| Riegle-Crumb, Catherine, Karisma, Morton, Nguyen, Ursula, Dasgupta, Nilanjana |
2019 |
Inquiry-based instruction in science and mathematics in middle school classrooms |
| Abdelfattah, Faisal, Lam, Jasmine |
2018 |
Linking homework to achievement in mathematics |
| Leder, Gilah C., Forgasz, H. J. |
2018 |
Measuring who counts |
| 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 |
| 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 |
| 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 |
| 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? |
| 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 |
| Winnar, Lolita, Arends, Fabian, Beku, Unathi |
2018 |
Reducing bullying in schools by focusing on school climate and school socio-economic status |
| Wang, Jianjun, Ma, Xin |
2019 |
Rejoinder: Response to: "An examination of plausible score correlation from the trend in mathematics and science study" |
| Hwang, Jihyun, Ham, Yeajin |
2019 |
Relationships between self efficacy and achievement moderated by teacher interaction |
| Erdemir, Ayşenur, Atar, Hakan Yavuz |
2020 |
Simultaneous estimation of overall score and subscores using MIRT, HO-IRT and Bi-factor model on TIMSS data |
| Arends, Fabian, Visser, Mariette |
2019 |
The contribution of South African teachers to students’ sense of belonging and mathematics 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 |
| Želvys, Rimantas, Esenova, Kamchat, Rakhymberdyeva, Ainur |
2019 |
The managerial experience and postgraduate university training of school principals |
| Eriksson, Kimmo, Björnstjerna, Marie, Vartanova, Irina |
2020 |
The relation between gender egalitarian values and gender differences in academic achievement |
| Saal, Elize Petronella, 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 |
| 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 |
| Eriksson, Kimmo, Helenius, Ola, Ryve, Andreas |
2018 |
Using TIMSS items to evaluate the effectiveness of different instructional practices |