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Linguistic and cultural diversity in Europe: a challenge for educational research and practice

European educational research journal EERJ, 2002, Vol.1 (1), p.123-138

Gogolin, Ingrid

2002

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Participation experiences and civic concepts, attitudes and engagement: implications for citizenship education projects

European educational research journal EERJ, 2003-09, Vol.2 (3), p.430-445

Menezes, Isabel

2003

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Students' concepts of democracy

European educational research journal EERJ, 2003-09, Vol.2 (3), p.396-409

2003

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Preference for diversity in competitive and cooperative context: A study of American and Japanese children and adolescents

International journal of behavioral development, 2000, Vol.24 (3), p.348-355

2000

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The old and new face of civic education: expert, teacher, and student views

European educational research journal EERJ, 2003-09, Vol.2 (3), p.446-454

Mintrop, Heinrich

2003

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Cultural appropriation of concepts of democracy

European educational research journal EERJ, 2003-09, Vol.2 (3), p.410-429

2003

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Vertical discourse: the role of the teacher in the transmission and acquisition of decontextualised language

European educational research journal EERJ, 2003-12, Vol.2 (4), p.496-521

Bourne, Jill

2003

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The use and abuse of international comparative research on student achievement

European educational research journal EERJ, 2003-12, Vol.2 (4), p.559-573

2003

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On the dimensionality of the cognitive test used in the IEA Civic Education Study: analyses and implications

European educational research journal EERJ, 2003-09, Vol.2 (3), p.370-383

2003

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Curriculum standardization and equality of oppurtunity in Scottish secondary education: 1984- 90

Sociology of education, 1996, Vol.69 (1), p.1-21

Gamoran, Adam

1996

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Cross-national differences in academic achievement: Beyond etic conceptions of children's understandings

Review of educational research, 1999, Vol.69 (3), p.287-314

1999

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Restructuring Hong Kong's schools: The applicability of Western theories, policies and practices to an Asian culture

Educational management & administration, 1998, Vol.26 (4), p.363-377

Dimmock, Clive

1998

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The problem of Japan: Qualitative studies and international educational comparisons

Educational researcher, 1999-03, Vol.28 (2), p.38-46

LeTendre, Gerald K

1999

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Incomplete explanations: the case of U. S. performance in the International Assessment of Education

Educational researcher, 1994, Vol.23 (7), p.24-32

Stedman, Lawrence C

1994

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The effects of single-sex and mixed-sex mathematic classes within a coeducational school: A reanalysis and comment

The Australian journal of education, 1996, Vol.40 (2), p.147-162

1996

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Cross-cultural studies of self-esteem, self-differentiation and stress in school students

Research in education (Manchester), 1996 (56), p.21-30

1996

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International achievement differences: an assessment of a new perspective

Educational researcher, 1997-04, Vol.26 (3), p.4-15

Stedman, Lawrence C

1997

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Achievements and aspirations among boys and girls in high schools: A comparison of two Israeli ethnic groups

American educational research journal, 1988, Vol.25 (2), p.213-236

Kfir, Drora

1988

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Using examination results as performance indicators in secondary schools

Educational management & administration, 1990-10, Vol.18 (4), p.38-48

1990

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International comparisons and the condition of American education

Educational researcher, 1996, Vol.25 (1), p.5-11

Bracey, Gerald W

1996

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Nebraska study looks at indicators of excellence, says centers of quality exist

NASSP bulletin, 1985-11, Vol.69 (484), p.87-93

1985

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Benchmarking education standards

Educational evaluation and policy analysis, 1995, Vol.17 (4), p.438-461

1995

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What do international assessments imply for world-class standards?

Educational evaluation and policy analysis, 1995, Vol.17 (4), p.405-418

1995

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The challenge of developing new educational indicators

Educational evaluation and policy analysis, 1995, Vol.17 (1), p.113-131

1995

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Japanese and American Children s reasons for the things they do in school

American educational research journal, 1989, Vol.26 (4), p.545-571

1989

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Linguistic and cultural diversity in Europe: a challenge for educational research and practice

Participation experiences and civic concepts, attitudes and engagement: implications for citizenship education projects

Students' concepts of democracy

Preference for diversity in competitive and cooperative context: A study of American and Japanese children and adolescents

The old and new face of civic education: expert, teacher, and student views

Cultural appropriation of concepts of democracy

Vertical discourse: the role of the teacher in the transmission and acquisition of decontextualised language

The use and abuse of international comparative research on student achievement

On the dimensionality of the cognitive test used in the IEA Civic Education Study: analyses and implications

Curriculum standardization and equality of oppurtunity in Scottish secondary education: 1984- 90

Cross-national differences in academic achievement: Beyond etic conceptions of children's understandings

Restructuring Hong Kong's schools: The applicability of Western theories, policies and practices to an Asian culture

The problem of Japan: Qualitative studies and international educational comparisons

Incomplete explanations: the case of U. S. performance in the International Assessment of Education

The effects of single-sex and mixed-sex mathematic classes within a coeducational school: A reanalysis and comment

Cross-cultural studies of self-esteem, self-differentiation and stress in school students

International achievement differences: an assessment of a new perspective

Achievements and aspirations among boys and girls in high schools: A comparison of two Israeli ethnic groups

Using examination results as performance indicators in secondary schools

International comparisons and the condition of American education

Nebraska study looks at indicators of excellence, says centers of quality exist

Benchmarking education standards

What do international assessments imply for world-class standards?

The challenge of developing new educational indicators

Japanese and American Children s reasons for the things they do in school

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