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 64 33 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. 34 Willms, J.D. (2006). Learning divides: Ten policy questions about the performance and equity of schools and schooling systems. Montreal, Canada: UNESCO Institute for Statistics. 35 Canales, A. & Webb, A. (2018). Educational achievement of indigenous students in Chile: school composition and peer effects. Comparative Education Review, 62(2), 231-273. 36 Chesters, J. & Daly, A. (2017). Do peer effects mediate the association between family socio-economic status and educational achievement? Australian Journal of Social Issues, 52, 63-77. 37 Sacerdote, B. (2011). Peer effects in education: How might they work, how big are they and how much do we know thus far? In E.A. Hanushek, S.J. Machin, & L. Wößmann, Handbook of the economics of education (pp. 249–277). San Diego, CA: Elsevier. 38 Akiba, M., LeTendre, G.K., & Scribner, J.P. (2007). Teacher quality, opportunity gap, and national achievement in 46 countries. Educational Researcher, 36(7), 369–387. 39 Goldhaber, D., Lavery, L., & Theobald, R. (2015). Uneven playing field? Assessing the teacher quality gap between advantaged and disadvantaged students. Educational Researcher, 44(5), 293–307. 40 Cohen, J., McCabe, L., Michelli, N.M., & Pickeral, T. (2009). School climate: Research, policy, practice, and teacher education. Teachers College Record, 111(1), 190–213. 41 Glewwe, P.W., Hanushek, E.A., Humpage, S.D., & Ravina, R. (2011). School resources and educational outcomes in developing countries: A review of the literature from 1990 to 2010. In P. Glewwe (Ed.), Education policy in developing countries (pp. 13–64). Chicago: University of Chicago Press. 42 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. 43 Hoy, W.K. (2012). School characteristics that make a difference for the achievement of all students: a 40-year odyssey. Journal of Educational Administration, 50(1), 76-97. 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, 20(4), 308–327. 46 Hoy, W.K., Tarter, C.J., & Hoy, A.W. (2006). Academic optimism of schools: A force for student achievement. American Educational Research Journal, 43(3), 425–446. 47 Wu, J.H., Hoy, W.K., & Tarter, C.J. (2013). Enabling school structure, collective responsibility, and a culture of academic optimism: Toward a robust model of school performance in Taiwan. Journal of Educational Administration, 51(2), 176–193. |
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