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Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland

International journal of psychology, 2021-08, Vol.55 (Special Issue, Art. 12728), p.11-55:Special Issue, Art. 12728<11

2021

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What makes mathematics difficult for adults? The role of reading components in solving mathematics items

Educational psychology (Dorchester-on-Thames), 2021-10, Vol.41 (9), p.1199-1219

2021

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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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Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship

Journal of curriculum studies, 2012-08, Vol.44 (4), p.443-466

2012

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Curriculum reform in Irish secondary schools - a focus on algebra

Journal of curriculum studies, 2018-01, Vol.50 (1), p.126-143

2018

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Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change

Journal of curriculum studies, 2005-01, Vol.37 (2), p.155-192

2005

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Measuring Chinese teacher professional competence: Adapting and validating a German framework in China

Journal of curriculum studies, 2018-01, Vol.50 (5), p.638-653

2018

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A meta-analysis on the relationship between school characteristics and student outcomes in science and math: Evidence from large-scale studies

Studies in science education, 2020, Vol.56 (1), p.1-34

2020

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Challenging traditional classroom practices: Swedish teachers' interplay with Finnish curriculum materials

Journal of curriculum studies, 2019-05, Vol.51 (3), p.342-361

2019

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Curriculum strategy framework: Investigating patterns in teachers' use of a reform-based elementary mathematics curriculum

Journal of curriculum studies, 2009-08, Vol.41 (4), p.467-500

2009

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Replacing the 'teacher-proof' curriculum with the 'curriculum-proof' teacher: Toward more effective interactions with mathematics textbooks

Journal of curriculum studies, 2013-06, Vol.45 (3), p.295-321

Taylor, Megan Westwood

2013

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Curriculum coherence: an examination of US mathematics and science content standards from an international perspective

Journal of curriculum studies, 2005-09, Vol.37 (5), p.525-559

2005

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Elementary school teachers' uses of mathematics curricular resources

Journal of curriculum studies, 2017-03, Vol.49 (2), p.132-148

Polly, Drew

2017

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Implementation of formative assessment - effects of quality of programme delivery on students' mathematics achievement and interest

Assessment in education : principles, policy & practice, 2018, Vol.25 (2), p.160-182

2018

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Effects of a reform high school mathematics curriculum on student achievement: whom does it benefit?

Journal of curriculum studies, 2017-03, Vol.49 (2), p.191-215

2017

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Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues

Journal of curriculum studies, 2012-08, Vol.44 (4), p.559-576

2012

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Mathematics engagement in an Australian lower secondary school

Journal of curriculum studies, 2017-03, Vol.49 (2), p.169-190

Norton, Stephen

2017

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The contribution of TIMSS to the link between school and classroom factors and student achievement

Journal of curriculum studies, 2013-04, Vol.45 (2), p.198-224

2013

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Teachers' views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose?

Journal of curriculum studies, 2013-06, Vol.45 (3), p.322-353

2013

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Meanings at hand. Coordinating semiotic resources in explaining mathematical terms in classroom discourse

Classroom discourse, 2016-09, Vol.7 (3), p.253-275

Heller, Vivien

2016

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The Reproduction of Social Class Inequalities through Mathematics Pedagogies in South African Primary Schools

Journal of curriculum studies, 2007-12, Vol.39 (6), p.679-706

Hoadley, Ursula

2007

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Relationship between self-esteem and academic self-concept for German elementary and secondary school students

Educational psychology (Dorchester-on-Thames), 2013-07, Vol.33 (4), p.443-464

2013

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A short German version of the Self Description Questionnaire I: Theoretical and empirical comparability

International journal of research & method in education, 2013-01, Vol.36 (4), p.415-438

2013

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MKT and curriculum materials are only part of the story: Insights from a lesson on fractions

Journal of curriculum studies, 2012-08, Vol.44 (4), p.537-558

2012

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Teaching (un)Connected Mathematics: Two teachers' enactment of the Pizza problem

Journal of curriculum studies, 2012-08, Vol.44 (4), p.467-487

2012

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Educational gains of in-person vs. distance learning in primary and secondary schools: A natural experiment during the COVID-19 pandemic school closures in Switzerland

What makes mathematics difficult for adults? The role of reading components in solving mathematics items

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

Teacher knowledge, curriculum materials, and quality of instruction: Unpacking a complex relationship

Curriculum reform in Irish secondary schools - a focus on algebra

Teacher perspectives on integrating ICT into subject teaching: commitment, constraints, caution, and change

Measuring Chinese teacher professional competence: Adapting and validating a German framework in China

A meta-analysis on the relationship between school characteristics and student outcomes in science and math: Evidence from large-scale studies

Challenging traditional classroom practices: Swedish teachers' interplay with Finnish curriculum materials

Curriculum strategy framework: Investigating patterns in teachers' use of a reform-based elementary mathematics curriculum

Replacing the 'teacher-proof' curriculum with the 'curriculum-proof' teacher: Toward more effective interactions with mathematics textbooks

Curriculum coherence: an examination of US mathematics and science content standards from an international perspective

Elementary school teachers' uses of mathematics curricular resources

Implementation of formative assessment - effects of quality of programme delivery on students' mathematics achievement and interest

Effects of a reform high school mathematics curriculum on student achievement: whom does it benefit?

Teacher knowledge, curriculum materials, and quality of instruction: Lessons learned and open issues

Mathematics engagement in an Australian lower secondary school

The contribution of TIMSS to the link between school and classroom factors and student achievement

Teachers' views of mathematics textbook series in Flanders: Does it (not) matter which mathematics textbook series schools choose?

Meanings at hand. Coordinating semiotic resources in explaining mathematical terms in classroom discourse

The Reproduction of Social Class Inequalities through Mathematics Pedagogies in South African Primary Schools

Relationship between self-esteem and academic self-concept for German elementary and secondary school students

A short German version of the Self Description Questionnaire I: Theoretical and empirical comparability

MKT and curriculum materials are only part of the story: Insights from a lesson on fractions

Teaching (un)Connected Mathematics: Two teachers' enactment of the Pizza problem

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