O 3 Ina V. S. Mullis Michael O. Martin, Matthias von Davier, Editors timss 2023 Assessment Frameworks


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T23 Frameworks

TIMSS & PIRLS
Lynch School of Education
International Study Center
TIMSS 2023 CONTEXT QUESTIONNAIRE FRAMEWORK 
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33 Martin, M.O., Foy, P., Mullis, I.V.S., & O’Dwyer, L.M. (2013). Effective schools in reading, mathematics, and 
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MA: TIMSS & PIRLS International Study Center, Boston College.
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43 Hoy, W.K. (2012). School characteristics that make a difference for the achievement of all students: a 40-year 
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44 Martin, M.O., Foy, P., Mullis, I.V.S., & O’Dwyer, L.M. (2013). Effective schools in reading, mathematics, and 
science at the fourth grade. In M.O. Martin & I.V.S. Mullis (Eds.), TIMSS and PIRLS 2011: Relationships among 
reading, mathematics, and science achievement at the fourth grade—Implications for early learning. Chestnut Hill, 
MA: TIMSS & PIRLS International Study Center, Boston College.
45 Nilsen, T., & Gustafsson, J.-E. (2014). School emphasis on academic success: Exploring changes in science 
performance in Norway between 2007 and 2011 employing two-level SEM. Educational Research and Evaluation, 
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46 Hoy, W.K., Tarter, C.J., & Hoy, A.W. (2006). Academic optimism of schools: A force for student achievement. 
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of academic optimism: Toward a robust model of school performance in Taiwan. Journal of Educational 
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