| nr |
titel |
auteur |
tijdschrift |
jaar |
jaarg. |
afl. |
pagina('s) |
type |
| 1 |
DIF as a pedagogical tool: analysis of item characteristics in ICILS to understand what students are struggling with
|
Bundsgaard, Jeppe
|
|
2019
|
7 |
1 |
p. 1-14
|
artikel
|
| 2 |
Gender, affect, and math: a cross-national meta-analysis of Trends in International Mathematics and Science Study 2015 outcomes
|
Ghasemi, Ehsan
|
|
|
7 |
1 |
p. 1-25
|
artikel
|
| 3 |
Generational status, immigrant concentration and academic achievement: comparing first and second-generation immigrants with third-plus generation students
|
Pivovarova, Margarita
|
|
2019
|
7 |
1 |
p. 1-18
|
artikel
|
| 4 |
Indicators of (in)tolerance toward immigrants among European youth: an assessment of measurement invariance in ICCS 2016
|
Isac, Maria Magdalena
|
|
2019
|
7 |
1 |
p. 1-21
|
artikel
|
| 5 |
Instructional quality: catalyst or pitfall in educational systems’ aim for high achievement and equity? An answer based on multilevel SEM analyses of TIMSS 2015 data in Flanders (Belgium), Germany, and Norway
|
Bellens, Kim
|
|
2019
|
7 |
1 |
p. 1-27
|
artikel
|
| 6 |
Predictors of individual performance changes related to item positions in PISA assessments
|
Wu, Qian
|
|
2019
|
7 |
1 |
p. 1-21
|
artikel
|
| 7 |
Relationships among locus of control, learned helpless, and mathematical literacy in PISA 2012: focus on Korea and Finland
|
Hwang, Jihyun
|
|
2019
|
7 |
1 |
p. 1-19
|
artikel
|
| 8 |
Sex differences in variability across nations in reading, mathematics and science: a meta-analytic extension of Baye and Monseur (2016)
|
Gray, Helen
|
|
2019
|
7 |
1 |
p. 1-29
|
artikel
|
| 9 |
The standard setting process: validating interpretations of stakeholders
|
Kampa, Nele
|
|
2019
|
7 |
1 |
p. 1-25
|
artikel
|
| 10 |
Trends in gender gaps: using 20Â years of evidence from TIMSS
|
Meinck, Sabine
|
|
2019
|
7 |
1 |
p. 1-23
|
artikel
|
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