| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
A multilevel analysis of Swedish and Norwegian students’ overall and digital reading performance with a focus on equity aspects of education
|
Rasmusson, Maria A.
|
|
2016
|
4 |
1 |
p. 1-25
|
artikel
|
| 2 |
Assessment of fit of item response theory models used in large-scale educational survey assessments
|
Rijn, Peter W. van
|
|
2016
|
4 |
1 |
p. 1-23
|
artikel
|
| 3 |
A statistical analysis of the characteristics of the intended curriculum for Japanese primary science and its relationship to the attained curriculum
|
Matsubara, Kenji
|
|
2016
|
4 |
1 |
p. 1-18
|
artikel
|
| 4 |
Causal inferences with large scale assessment data: using a validity framework
|
Rutkowski, David
|
|
2016
|
4 |
1 |
p. 1-18
|
artikel
|
| 5 |
Causal inference with large-scale assessments in education from a Bayesian perspective: a review and synthesis
|
Kaplan, David
|
|
2016
|
4 |
1 |
p. 1-24
|
artikel
|
| 6 |
Comparing DIF methods for data with dual dependency
|
Jin, Ying
|
|
2016
|
4 |
1 |
p. 1-20
|
artikel
|
| 7 |
Context factors and student achievement in the IEA studies: evidence from TIMSS
|
Caponera, Elisa
|
|
2016
|
4 |
1 |
p. 1-22
|
artikel
|
| 8 |
Determinants of country differences in effects of parental education on children’s academic achievement
|
Yang Hansen, Kajsa
|
|
2016
|
4 |
1 |
p. 1-13
|
artikel
|
| 9 |
Does non-participation in preschool affect children’s reading achievement? International evidence from propensity score analyses
|
Hogrebe, Nina
|
|
2016
|
4 |
1 |
p. 1-22
|
artikel
|
| 10 |
Gender differences in variability and extreme scores in an international context
|
Baye, Ariane
|
|
2016
|
4 |
1 |
p. 1-16
|
artikel
|
| 11 |
Introduction to instrumental variables and their application to large-scale assessment data
|
Pokropek, Artur
|
|
2016
|
4 |
1 |
p. 1-20
|
artikel
|
| 12 |
Introduction to special issue on quasi-causal methods
|
Rutkowski, Leslie
|
|
2016
|
4 |
1 |
p. 1-6
|
artikel
|
| 13 |
Is computer availability at home causally related to reading achievement in grade 4? A longitudinal difference in differences approach to IEA data from 1991 to 2006
|
Rosén, Monica
|
|
2016
|
4 |
1 |
p. 1-19
|
artikel
|
| 14 |
Measurement of job motivation in TEDS-M: testing for invariance across countries and cultures
|
Laschke, Christin
|
|
2016
|
4 |
1 |
p. 1-17
|
artikel
|
| 15 |
Proficient beyond borders: assessing non-native speakers in a native speakers’ framework
|
Fleckenstein, Johanna
|
|
2016
|
4 |
1 |
p. 1-19
|
artikel
|
| 16 |
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
|
Wendt, Heike
|
|
2016
|
4 |
1 |
p. 1-23
|
artikel
|
| 17 |
The relation between teachers’ emphasis on the development of students’ digital information and communication skills and computer self-efficacy: the moderating roles of age and gender
|
Siddiq, Fazilat
|
|
2016
|
4 |
1 |
p. 1-21
|
artikel
|
| 18 |
The relationship between students’ use of ICT for social communication and their computer and information literacy
|
Alkan, Meral
|
|
2016
|
4 |
1 |
p. 1-17
|
artikel
|
| 19 |
Who likes to learn new things: measuring adult motivation to learn with PIAAC data from 21 countries
|
Gorges, Julia
|
|
2016
|
4 |
1 |
p. 1-22
|
artikel
|
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