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The importance of instructional quality for the relation between achievement in reading and mathematics. (English)
Nilsen, Trude (ed.) et al., Teacher quality, instructional quality and student outcomes. Relationships across countries, cohorts and time. Cham: Springer (ISBN 978-3-319-41251-1/hbk; 978-3-319-41252-8/ebook). IEA Research for Education 2, 97-113 (2016).
Classification: C70 D40 C30
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Subject-specific strength and weaknesses of fourth-grade students in Europe: a comparative latent profile analysis of multidimensional proficiency patterns based on PIRLS/TIMSS combined 2011. (English)
Large-Scale Assess. Educ. 4, No. 1, Article No. 14, 23 p., electronic only (2016).
Classification: D52 C32
2
Context factors and student achievement in the IEA studies: evidence from TIMSS. (English)
Large-Scale Assess. Educ. 4, No. 1, Article No. 12, 22 p., electronic only (2016).
Classification: C63 D63
3
Determinants of country differences in effects of parental education on children’s academic achievement. (English)
Large-Scale Assess. Educ. 4, No. 1, Article No. 11, 13 p., electronic only (2016).
Classification: C60 C30
4
A quantitative synthesis of the immigrant achievement gap across OECD countries. (English)
Large-Scale Assess. Educ. 2, No. 1, Paper No. 7, 20 p., electronic only (2014).
Classification: C60 C30
5
Design characteristics and effects of all-day provision in primary schooling: a secondary analysis of data from the IGLU study. (Gestaltungsmerkmale und Effekte ganztägiger Angebote im Grundschulbereich. Eine Sekundäranalyse zu Daten der IGLU-Studie.) (German)
Z. Erziehungswiss. 9, No. 1, 30-50 (2006).
Classification: B22
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