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Interpretations of national curricula: the case of geometry in Japan and the UK
, 2003 This paper presents an analysis of how the geometry component of the National Curricula for mathematics in Japan and in one selected country of the UK, specifically Scotland, is interpreted by textbook writers.
Fujita, Taro, Jones, Keith
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The influence of student factors on students' achievement in the Trends in International Mathematics and Science Study in Abu Dhabi Emirate Schools. [PDF]
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Fine-Grained Intelligent Learning Diagnosis Model Based on the Exercise-Knowledge-Cognition Tensor for Educational Assessment. [PDF]
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Bullying in Middle School: Evidence for a Multidimensional Structure and Measurement Invariance across Gender. [PDF]
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The effect of socioeconomic status on academic achievement: A big data study across countries and time with integrative data analysis. [PDF]
PLoS OneYigiter MS.
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Leveraging large-scale assessments for effective and equitable school practices: the case of the nordic countries. [PDF]
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Unraveling the psychological and behavioral pathways connecting classroom instruction to mathematics achievement: insights from TALIS Shanghai data. [PDF]
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Comparing Bayesian random coefficient prediction and latent interaction models for multilevel moderated mediation. [PDF]
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