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Effects of teachers' mathematical knowledge for teaching on student achievement

American educational research journal, 2005, Vol.42 (2), p.371-406

2005

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A two‐level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany: The role of individual learning support in the classroom

British educational research journal, 2020-04, Vol.46 (2), p.437–457-46:2<437–457

2020

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Academic optimism of schools: A force for student achievement

American educational research journal, 2006, Vol.43 (3), p.425-446

2006

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The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation

American educational research journal, 2007-09, Vol.44 (3), p.631-669

2007

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Do students' language backgrounds explain achievement differences in the Luxembourgish education system?

Ethnicities, 2019-12, Vol.19 (6), p.1202-1228

2019

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The role of gender and friendship in advanced course taking

Sociology of education, 2006-07, Vol.79 (3), p.206-228

2006

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Black-White differences in achievement: the importance of wealth

Sociology of education, 2003-10, Vol.76 (4), p.281-304

Orr, Amy J

2003

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An empirical assessment of the absolute effect of schooling: Regression-discontinuity applied to TIMSS-95

Oxford review of education, 2006-07, Vol.32 (3), p.397-429

Luyten, Hans

2006

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Cautions on OECD's recent educational survey (PISA)

Oxford review of education, 2003-06, Vol.29 (2), p.139-163

Prais, Sig

2003

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Accelerating mathematics achievement using heterogenous groups

American educational research journal, 2006, Vol.43 (1), p.105-136

2006

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Effects of a girls-only curriculum during adolescence: performance, persistence, and engagement in mathematics and science

American educational research journal, 2003, Vol.40 (4), p.929-960

2003

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Double disadvantage or signs of resilience?: The elementary school context of children from Mexican immigrant families

American educational research journal, 2005, Vol.42 (2), p.269-303

Crosnoe, Robert

2005

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Long-term teacher effects on pupils' learning gains

Oxford review of education, 2004-09, Vol.30 (3), p.327-345

2004

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The relationship between school composition, school process and mathematics achievement in secondary education in Argentina

International review of education, 2005, Vol.50 (2/3), p.173-200

Cervini Iturre, Ruben A

2005

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Is the National Numeracy Strategy research-based?

British journal of educational studies, 1998-12, Vol.46 (4), p.362-385

1998

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Ethnicity, forms of capital, and educational achievement

International review of education, 2001-11, Vol.47 (6), p.513-538

Driessen, Geert W. J. M

2001

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Student and school correlates of mathematics achievement: Models of school performance based on Pan-Canadian student assessment

Canadian journal of education, 2006, Vol.29 (3), p.706-730

2006

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A study of the impact of reform on students' written calculation methods after five years' implementation of the National Numeracy Strategy in England

Oxford review of education, 2006-07, Vol.32 (3), p.363-380

Anghileri, Julia

2006

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Reunification of East and West German school systems: Longitudinal multilevel modeling of the big-fish-little-pond effect on academic self-concept

American educational research journal, 2001, Vol.38 (2), p.321-350

2001

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Power, learning, and legitimation: Assessment implementation across levels in the United States and the United Kingdom

American educational research journal, 1999, Vol.36 (4), p.759-793

1999

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An empirical investigation of differences between mathematics specialists and non-specialists at the high school level in Cyprus: A logistic regression approach

International review of education, 2006-12, Vol.52 (6), p.599-618

2006

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Les compétences des élèves de 6e au début des années 90: Évolution en francais et en mathématiques depuis 1980 et typologie en lecture et en calcul

Revue française de pédagogie, 1994 (107), p.29-41

Ernst, Bernard

1994

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Differential school effectiveness: Results from a reanalysis of the Inner London Education Authority's Junior School Project data

British educational research journal, 1993, Vol.19 (4), p.381-405

1993

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Socioeconomic status, school quality, and national economic development: A cross-national analysis of the "Heynemann-Loxley Effect" on mathematics and science achievement

Comparative education review, 2002, Vol.46 (3), p.313-338

2002

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National Curriculum Mathematics Tests in England at Key Stage 2: weights and measures?

Oxford review of education, 2003-03, Vol.29 (1), p.51-66

2003

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Effects of teachers' mathematical knowledge for teaching on student achievement

A two‐level study of predictors of private tutoring attendance at the beginning of secondary schooling in Germany: The role of individual learning support in the classroom

Academic optimism of schools: A force for student achievement

The big-fish-little-pond effect: Persistent negative effects of selective high schools on self-concept after graduation

Do students' language backgrounds explain achievement differences in the Luxembourgish education system?

The role of gender and friendship in advanced course taking

Black-White differences in achievement: the importance of wealth

An empirical assessment of the absolute effect of schooling: Regression-discontinuity applied to TIMSS-95

Cautions on OECD's recent educational survey (PISA)

Accelerating mathematics achievement using heterogenous groups

Effects of a girls-only curriculum during adolescence: performance, persistence, and engagement in mathematics and science

Double disadvantage or signs of resilience?: The elementary school context of children from Mexican immigrant families

Long-term teacher effects on pupils' learning gains

The relationship between school composition, school process and mathematics achievement in secondary education in Argentina

Is the National Numeracy Strategy research-based?

Ethnicity, forms of capital, and educational achievement

Student and school correlates of mathematics achievement: Models of school performance based on Pan-Canadian student assessment

A study of the impact of reform on students' written calculation methods after five years' implementation of the National Numeracy Strategy in England

Reunification of East and West German school systems: Longitudinal multilevel modeling of the big-fish-little-pond effect on academic self-concept

Power, learning, and legitimation: Assessment implementation across levels in the United States and the United Kingdom

An empirical investigation of differences between mathematics specialists and non-specialists at the high school level in Cyprus: A logistic regression approach

Les compétences des élèves de 6e au début des années 90: Évolution en francais et en mathématiques depuis 1980 et typologie en lecture et en calcul

Differential school effectiveness: Results from a reanalysis of the Inner London Education Authority's Junior School Project data

Socioeconomic status, school quality, and national economic development: A cross-national analysis of the "Heynemann-Loxley Effect" on mathematics and science achievement

National Curriculum Mathematics Tests in England at Key Stage 2: weights and measures?

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