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 66 64 Center for Disease Control and Prevention. (2018). Youth risk behavior surveillance—United States, 2017. MMWR Surveillance Summaries 2018, 67(8). 65 Konishi, C., Hymel, S., Zumbo, B. D., & Li, Z. (2010). Do school bullying and student-teacher relationships matter for academic achievement? A multilevel analysis. Canadian Journal of School Psychology, 25(1), 19–39. 66 Kowalski, R.M., & Limber, S.P. (2013). Psychological, physical, and academic correlates of cyberbullying and traditional bullying. Journal of Adolescent Health, 53, S13-S20. 67 Tokunaga, R.S. (2010). Following you home from school: A critical review and synthesis of research on cyberbullying victimization. Computers in Human Behavior, 26(3), 277–287. 68 Goddard, R., Goddard, Y., Kim, S.E., & Miller, R. (2015). A theoretical and empirical analysis of the roles of instructional leadership, teacher collaboration, and collective efficacy beliefs in support of student learning. American Journal of Education, 121(4), 501–530. 69 Tschannen-Moran, M., & Gareis, C. (2015). Faculty trust in the principal: An essential ingredient in high- performing schools. Journal of Educational Administration, 53(1), 66–92. 70 Azaiez, H., & Slate, J.R. (2017). Student achievement differences as a function of principal longevity. Journal of Advances in Education Research, 2(3), 157-162. 71 Miller, A. (2013). Principal turnover and student achievement. Economics of Education Review, 36(3), 60–72. 72 Darling-Hammond, L. (2000). How teacher education matters. Journal of Teacher Education, 51(3), 166–173. 73 Hill, H.C., Rowan, B., & Ball, D.L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371–406. 74 Harris, D.N., & Sass, T.R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95(7–8), 798–812. 75 Ladd, H.F., & Sorensen, L.C. (2017). Returns to teacher experience: Student achievement and motivation in middle school. Education Finance and Policy, 12(2), 241–279. 76 Papay, J.P., & Kraft, M. (2015). Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement. Journal of Public Economics, 130, 105–119. 77 Yang, R., Porter, A.C., Massey, C.M., Merlino, J.F., & Desimone, L.M. (2019). Curriculum-based teacher professional development in middle school science: a comparison of training focused on cognitive science principles versus content knowledge. Journal of Research on Science Teaching, 57(4), 536-566. 78 Capps, D.K., Crawford, B.A., & Constas, M.A. (2012). A review of empirical literature on inquiry professional development: Alignment with best practices and a critique of the findings. Journal of Science Teacher Education, 23(3), 291–318. 79 Darling-Hammond, L., & McLaughlin, M.W. (2011). Policies that support professional development in an era of reform. Phi Delta Kappan Magazine, 92(6), 81–92. 80 Hanushek, E.A., & Wößmann, L. (2017). School resources and student achievement: A review of cross-country economic research. In M. Rosén, K.Y. Hansen, & U. Wolff (Eds.), Cognitive Abilities and Educational Outcomes (pp. 149–171). Methodology of Educational Measurement and Assessment. Switzerland: Springer International Publishing. 81 Mullis, I.V.S., Martin, M.O., & Loveless, T. (2016). 20 years of TIMSS: International trends in mathematics and science achievement, curriculum, and instruction. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College. |
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