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144 results on '"Papanastasiou, Elena"'

1. Students' and Teachers' Voice on the Outcomes of a Citizenship Education Curriculum

Author

Evagorou, Maria, Vrikki, Maria, and Papanastasiou, Elena

Abstract

The current study aims to examine students' and teachers' voices and views on the outcomes of the implementation of a curriculum as relevant and appropriate to enhance students' citizenship skills by engaging them in dialogic and argumentative practices. To achieve the aim an innovative curriculum, consisting of 15 lessons per education level (pre-primary, primary and secondary) was developed. These lessons involved teachers and students in dialogue and argumentation around themes of citizenship education as cultural literacy using dialogue and argumentation as tools. The sample consisted of the responses of 134 teachers and 78 secondary school students. Overall, the curriculum was successful on supporting students on dialogue, argumentation and cultural literacy. A second finding has to do with teachers identifying changes in their practices related to dialogue and argumentation during the enactment of the curriculum. Furthermore, teachers underline the aspect of student enjoyment of the curriculum during the implementation. This finding supports the democratic and participatory aspect of the curriculum and adds a successful example of citizenship curriculum to the literature. Students emphasize as important aspects of the curriculum the fact that it makes the connection to everyday life, and is different from usual classroom related issues.

Published
2023
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2. Metacognitive Monitoring in Test-Taking Situations: A Cross-Cultural Comparison of College Students

Author

Coutinho, Mariana V. C., Papanastasiou, Elena, Agni, Stylianou, Vasko, John M., and Couchman, Justin J.

Abstract

In this study, we examined monitoring accuracy during in class-exams for Emirati, American and Cypriot college students. In experiment 1, 120 students made local, confidence-ratings for each multiple-choice question in a psychology exam and also estimated their performance at the end of the exam. In experiment 2, to investigate the effect of practice in monitoring accuracy, 69 students made confidence judgments in two consecutive exams. In Experiment 3, to evaluate whether rating one's confidence aids exam performance, 172 students completed the exam either with or without providing confidence judgments. In all three cultures, confidence judgments were accurate indicators of performance, but there were significant cross-cultural differences that probably arose from regional educational practices. Additionally, global judgments were subjected to bias. Whereas American students overestimated their performance, Emiratis underestimated it. Practice alone with confidence judgments did little to improve monitoring accuracy. But there was a significant benefit for students who rated their confidence compared to those that did not. The results are discussed in light of the literature on metacognitive accuracy.

Published
2020

3. Motivational Profiles in TIMSS Mathematics

Author

Michaelides, Michalis P., Brown, Gavin T. L., Eklöf, Hanna, and Papanastasiou, Elena C.

Subjects
Education, Assessment, Educational psychology, Education—Psychology, Statistics, International education, Comparative education, thema EDItEUR::J Society and Social Sciences::JH Sociology and anthropology::JHB Sociology::JHBC Social research and statistics, thema EDItEUR::J Society and Social Sciences::JN Education, thema EDItEUR::J Society and Social Sciences::JN Education::JNC Educational psychology, thema EDItEUR::J Society and Social Sciences::JN Education::JND Educational systems and structures::JNDH Education: examinations and assessment
Abstract

This open access book presents a person-centered exploration of student profiles, using variables related to motivation to do school mathematics derived from the IEA’s Trends in International Mathematics and Science Study (TIMSS) data. Statistical cluster analysis is used to identify groups of students with similar motivational profiles, across grades and over time, for multiple participating countries. While motivational variables systematically relate to school outcomes, linear relationships can obscure the diverse makeup of student subgroups, each with varying combinations of motivation, emotions, and attitudes. In this book, a person-centered analysis of distinct and meaningful motivational profiles and their differences on sociodemographic variables and mathematics performance broadens understanding about the role that motivation characteristics play in learning and achievement in mathematics. Exploiting the richness of IEA’s TIMSS data from many countries, extracted clusters reveal consistent, as well as certain nuanced patterns that are systematically linked to sociodemographic and achievement measures. Student clusters with inconsistent motivational profiles were found in all countries; mathematics self-confidence then emerged as the variable more closely associated with average achievement. The findings demonstrate that teachers, researchers, and policymakers need to take into account differential student profiles, prioritizing techniques that target skill and competence in mathematics, in educational efforts to develop student motivation.

Published
2019
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5. Motivational Profiles in TIMSS Mathematics: Exploring Student Clusters across Countries and Time. IEA Research for Education. Volume 7

Author

International Association for the Evaluation of Educational Achievement (IEA) (Netherlands), Michaelides, Michalis P., Brown, Gavin T. L., Eklöf, Hanna, Papanastasiou, Elena C., Michaelides, Michalis P., Brown, Gavin T. L., Eklöf, Hanna, Papanastasiou, Elena C., and International Association for the Evaluation of Educational Achievement (IEA) (Netherlands)

Abstract

The International Association for the Evaluation of Educational Achievement's (IEA) mission is to enhance knowledge about education systems worldwide, and to provide high-quality data that will support education reform and lead to better teaching and learning in schools. In pursuit of this aim, it conducts, and reports on, major studies of student achievement in literacy, mathematics, science, citizenship, and digital literacy. These studies, most notably Trends in International Mathematics and Science Study (TIMSS), Progress in International Reading Literacy Study (PIRLS), International Civic and Citizenship Education Study (ICCS), and International Computer and Information Literacy Study (ICILS), are well established and have set the benchmark for international comparative studies in education. The studies have generated vast datasets encompassing student achievement, disaggregated in a variety of ways, along with a wealth of contextual information which contains considerable explanatory power. The numerous reports that have emerged from them are a valuable contribution to the corpus of educational research. Valuable though these detailed reports are, IEA's goal of supporting education reform needs something more: deep understanding of education systems and the many factors that bear on student learning advances through in-depth analysis of the global datasets. IEA has long championed such analysis and facilitates scholars and policymakers in conducting secondary analysis of our datasets.The IEA Research for Education series represents a further effort by IEA to capitalize on our unique datasets, so as to provide powerful information for policymakers and researchers. Each report focuses on a specific topic and is produced by a dedicated team of leading scholars on the theme in question. This seventh volume in the series is concerned with student motivation for learning mathematics. Student achievement in school depends on many school- and home-based factors, but also on individual motivation. Research into the motivational correlates of learning is not new, and it is clear that there is a positive relationship between motivation and learning. However, the links are generally found to be weak, and are imperfectly understood. This study has taken the novel approach of focusing on students rather than motivation variables and, by identifying clusters of students with distinctive profiles in terms of these variables, sheds light on how motivation patterns relate differentially to achievement. Besides being a valuable addition to the literature on motivation and student learning, this report highlights the central importance of reinforcing students' competence in mathematics as a central construct toward building confidence. While it helps if students enjoy mathematics and appreciate its significance, in the absence of a well-founded confidence in mathematics, these factors have a weaker association with achievement. [For volume 6, see ED599000.]

Published
2019

6. Should They Change Their Answers or Not? Modelling Achievement through a Metacognitive Lens

Author

Papanastasiou, Elena C. and Stylianou-Georgiou, Agni

Abstract

? frequently used indicator to reflect student performance is that of a test score. However, although tests are designed to assess students' knowledge or skills, other factors can also affect test results such as test-taking strategies. Therefore, the purpose of this study was to model the interrelationships among test-taking strategy instruction (with a focus on metacognition), answer changing bias and performance on multiple-choice tests among college students through structural equation modelling. This study, which was based on a sample of 1512 students from Greece, has managed to extend the findings of previous research by proposing a model that demonstrates the interplay between these variables.

Published
2022
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10. The Potential of Research for Professional Development in Isolated Settings during the COVID-19 Crisis and Beyond

Author

Trikoilis, Dionysios and Papanastasiou, Elena C.

Abstract

The global COVID-19 pandemic has created the urgent need for quality online instruction throughout all levels of education. However, this pandemic has found teachers physically isolated within their homes, and unprepared for the challenging tasks of teaching online. Many of the challenges faced by teachers due to this isolation, are similar to those faced by teachers in remote areas around the world. One such issue, is the lack of access to traditional professional development opportunities, which could help them with their online teaching challenges during this period. Therefore, this study examines the potential of utilizing educational research for assisting teachers through this trying period of COVID-19.

Published
2020

11. Insights from Motivational Profiles in TIMSS Mathematics

Author

Michaelides, Michalis P., Brown, Gavin T. L., Eklöf, Hanna, Papanastasiou, Elena C., Hegarty, Seamus, Series Editor, Rutkowski, Leslie, Series Editor, Ainley, John, Editorial Board Member, Ercikan, Kadriye, Editorial Board Member, Klieme, Eckhard, Editorial Board Member, Lehmann, Rainer, Editorial Board Member, Lin, Fou-Lai, Editorial Board Member, Lockheed, Marlaine, Editorial Board Member, Maughan, Sarah, Editorial Board Member, Omoeva, Carina, Editorial Board Member, Papanastasiou, Elena C., Editorial Board Member, White Plisko, Valena, Editorial Board Member, Plucker, Jonathan, Editorial Board Member, Reimers, Fernando, Editorial Board Member, Rutkowski, David, Editorial Board Member, Välijärvi, Jouni, Editorial Board Member, Wagemaker, Hans, Editorial Board Member, Michaelides, Michalis P., Brown, Gavin T. L., and Eklöf, Hanna

Published
2019
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12. Cluster Analysis Findings Over 20 Years of TIMSS

Author

Michaelides, Michalis P., Brown, Gavin T. L., Eklöf, Hanna, Papanastasiou, Elena C., Hegarty, Seamus, Series Editor, Rutkowski, Leslie, Series Editor, Ainley, John, Editorial Board Member, Ercikan, Kadriye, Editorial Board Member, Klieme, Eckhard, Editorial Board Member, Lehmann, Rainer, Editorial Board Member, Lin, Fou-Lai, Editorial Board Member, Lockheed, Marlaine, Editorial Board Member, Maughan, Sarah, Editorial Board Member, Omoeva, Carina, Editorial Board Member, Papanastasiou, Elena C., Editorial Board Member, White Plisko, Valena, Editorial Board Member, Plucker, Jonathan, Editorial Board Member, Reimers, Fernando, Editorial Board Member, Rutkowski, David, Editorial Board Member, Välijärvi, Jouni, Editorial Board Member, Wagemaker, Hans, Editorial Board Member, Michaelides, Michalis P., Brown, Gavin T. L., and Eklöf, Hanna

Published
2019
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13. Methodology: Cluster Analysis of Motivation Variables in the TIMSS Data

Author

Michaelides, Michalis P., Brown, Gavin T. L., Eklöf, Hanna, Papanastasiou, Elena C., Hegarty, Seamus, Series Editor, Rutkowski, Leslie, Series Editor, Ainley, John, Editorial Board Member, Ercikan, Kadriye, Editorial Board Member, Klieme, Eckhard, Editorial Board Member, Lehmann, Rainer, Editorial Board Member, Lin, Fou-Lai, Editorial Board Member, Lockheed, Marlaine, Editorial Board Member, Maughan, Sarah, Editorial Board Member, Omoeva, Carina, Editorial Board Member, Papanastasiou, Elena C., Editorial Board Member, White Plisko, Valena, Editorial Board Member, Plucker, Jonathan, Editorial Board Member, Reimers, Fernando, Editorial Board Member, Rutkowski, David, Editorial Board Member, Välijärvi, Jouni, Editorial Board Member, Wagemaker, Hans, Editorial Board Member, Michaelides, Michalis P., Brown, Gavin T. L., and Eklöf, Hanna

Published
2019
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14. Cluster Analysis Results for TIMSS 2015 Mathematics Motivation by Grade and Jurisdiction

Author

Michaelides, Michalis P., Brown, Gavin T. L., Eklöf, Hanna, Papanastasiou, Elena C., Hegarty, Seamus, Series Editor, Rutkowski, Leslie, Series Editor, Ainley, John, Editorial Board Member, Ercikan, Kadriye, Editorial Board Member, Klieme, Eckhard, Editorial Board Member, Lehmann, Rainer, Editorial Board Member, Lin, Fou-Lai, Editorial Board Member, Lockheed, Marlaine, Editorial Board Member, Maughan, Sarah, Editorial Board Member, Omoeva, Carina, Editorial Board Member, Papanastasiou, Elena C., Editorial Board Member, White Plisko, Valena, Editorial Board Member, Plucker, Jonathan, Editorial Board Member, Reimers, Fernando, Editorial Board Member, Rutkowski, David, Editorial Board Member, Välijärvi, Jouni, Editorial Board Member, Wagemaker, Hans, Editorial Board Member, Michaelides, Michalis P., Brown, Gavin T. L., and Eklöf, Hanna

Published
2019
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15. The Relationship of Motivation with Achievement in Mathematics

Author

Michaelides, Michalis P., Brown, Gavin T. L., Eklöf, Hanna, Papanastasiou, Elena C., Hegarty, Seamus, Series Editor, Rutkowski, Leslie, Series Editor, Ainley, John, Editorial Board Member, Ercikan, Kadriye, Editorial Board Member, Klieme, Eckhard, Editorial Board Member, Lehmann, Rainer, Editorial Board Member, Lin, Fou-Lai, Editorial Board Member, Lockheed, Marlaine, Editorial Board Member, Maughan, Sarah, Editorial Board Member, Omoeva, Carina, Editorial Board Member, Papanastasiou, Elena C., Editorial Board Member, White Plisko, Valena, Editorial Board Member, Plucker, Jonathan, Editorial Board Member, Reimers, Fernando, Editorial Board Member, Rutkowski, David, Editorial Board Member, Välijärvi, Jouni, Editorial Board Member, Wagemaker, Hans, Editorial Board Member, Michaelides, Michalis P., Brown, Gavin T. L., and Eklöf, Hanna

Published
2019
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16. Introduction to Motivational Profiles in TIMSS Mathematics

Author

Michaelides, Michalis P., Brown, Gavin T. L., Eklöf, Hanna, Papanastasiou, Elena C., Hegarty, Seamus, Series Editor, Rutkowski, Leslie, Series Editor, Ainley, John, Editorial Board Member, Ercikan, Kadriye, Editorial Board Member, Klieme, Eckhard, Editorial Board Member, Lehmann, Rainer, Editorial Board Member, Lin, Fou-Lai, Editorial Board Member, Lockheed, Marlaine, Editorial Board Member, Maughan, Sarah, Editorial Board Member, Omoeva, Carina, Editorial Board Member, Papanastasiou, Elena C., Editorial Board Member, White Plisko, Valena, Editorial Board Member, Plucker, Jonathan, Editorial Board Member, Reimers, Fernando, Editorial Board Member, Rutkowski, David, Editorial Board Member, Välijärvi, Jouni, Editorial Board Member, Wagemaker, Hans, Editorial Board Member, Michaelides, Michalis P., Brown, Gavin T. L., and Eklöf, Hanna

Published
2019
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17. Psychometric Changes on Item Difficulty Due to Item Review by Examinees

Author

Papanastasiou, Elena C.

Abstract

If good measurement depends in part on the estimation of accurate item characteristics, it is essential that test developers become aware of discrepancies that may exist on the item parameters before and after item review. The purpose of this study was to examine the answer changing patterns of students while taking paper-and-pencil multiple choice exams, and to examine how these changes affect the estimation of item difficulty parameters. The results of this study have shown that item review by examinees does produce some changes to the examinee ability estimates and to the item difficulty parameters. In addition, these effects are more pronounced in shorter tests than in longer tests. In turn, these small changes produce larger effects when estimating the changes in the information values of each student's test score.

Published
2015

22. Answer Changing in Testing Situations: The Role of Metacognition in Deciding Which Answers to Review

Author

Stylianou-Georgiou, Agni and Papanastasiou, Elena C.

Abstract

The purpose of our study was to examine the issue of answer changing in relation to students' abilities to monitor their behaviour accurately while responding to multiple-choice tests. The data for this study were obtained from the final examination administered to students in an educational psychology course. The results of the study indicate that decision making regarding answer changing can be informed by metacognitive monitoring when a student's attention is drawn to cues solicited during testing. However, answer changing can be a "tricky" test-taking strategy, and how it relates to test performance is based on an interplay of variables both at a person level as well as at a task level. This is probably why this strategy is frequently misunderstood by both test-takers and educators.

Published
2017
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24. Evaluating Emergency Remote Assessment Adaptations in Higher Education due to COVID-19: Faculty Insights and Challenges.

Author

Papanastasiou, Elena C. and Solomonidou, Georgia

Subjects
HIGHER education, STUDENT cheating, COVID-19, DECISION making, COVID-19 pandemic, PLAGIARISM
Abstract

The purpose of this study was to critically examine the feedback obtained from higher education instructors regarding the implementation of the emergency remote assessment practices that took place within a university in the Republic of Cyprus, in order to identify the strengths and weaknesses of the changes that took place. This was essential since the abruptness of the pandemic did not always allow for smooth transitions during the introduction of these changes. Therefore, the results of this survey study that was based on an online questionnaire identified certain aspects of the assessment adaptations that were evaluated as positive (e.g., the use of e-invigilation software), and other aspects that were not as positive (e.g., performing oral examinations after the written test). However, the results also revealed that cheating and plagiarism were issues that concerned the instructors, as were the technological problems that were faced. All these results are discussed holistically at the end of this article in order to guide further research and decision making regarding online assessments. [ABSTRACT FROM AUTHOR]

Published
2023
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30. Native, Cosmopolitan, or Cypriot? Identity Development and Sense of Belonging Among International School Students in Cyprus.

Author

ELERIAN, MARTYNA, SOLOMOU, EMILIOS A., and PAPANASTASIOU, ELENA C.

Subjects
IDENTITY (Psychology), INTERNATIONAL schools, FOREIGN students, CYPRIOTS, SOCIAL integration, SOCIAL status, COSMOPOLITANISM
Abstract

Cyprus is a culturally diverse island where people of different nationalities, ethnicities, religions, and social status have learned to live together. This phenomenon can be observed in Cyprus' international schools, where the superdiversity of the Cypriot society comes together and overlaps; and where students enter a 'third space' created at the interstices of society, that is non-native and non-host. In this paper, we explore these students' sense of belonging to both their host (Cyprus) and heritage cultures, and the role played by international schools in the development of the two. The sense of belonging, as well as its challenges which go hand in hand, are important aspects of social integration and provide insights into how individuals relate to their environment and whether they feel socially connected or disconnected from it. This is especially important in the context of Cyprus because of the increasing number of long-term migrants who consider Cyprus their 'home', and who create their own cultural and social space on the island. [ABSTRACT FROM AUTHOR]

Published
2022

31. Motivational Profiles in TIMSS Mathematics: Exploring Student Clusters Across Countries and Time

Author

Michaelides, Michalis P., Brown, Gavin T. L., Eklöf, Hanna, Papanastasiou, Elena, Michaelides, Michalis P. [0000-0001-6314-3680], and Papanastasiou, Elena [0000-0001-5634-8450]

Abstract

This open access book presents a person-centered exploration of student profiles, using variables related to motivation to do school mathematics derived from the IEA’s Trends in International Mathematics and Science Study (TIMSS) data. Statistical cluster analysis is used to identify groups of students with similar motivational profiles, across grades and over time, for multiple participating countries.While motivational variables systematically relate to school outcomes, linear relationships can obscure the diverse makeup of student subgroups, each with varying combinations of motivation, emotions, and attitudes. In this book, a person-centered analysis of distinct and meaningful motivational profiles and their differences on sociodemographic variables and mathematics performance broadens understanding about the role that motivation characteristics play in learning and achievement in mathematics. Exploiting the richness of IEA’s TIMSS data from many countries, extracted clusters reveal consistent, as well as certain nuanced patterns that are systematically linked to sociodemographic and achievement measures. Student clusters with inconsistent motivational profiles were found in all countries mathematics self-confidence then emerged as the variable more closely associated with average achievement. The findings demonstrate that teachers, researchers, and policymakers need to take into account differential student profiles, prioritizing techniques that target skill and competence in mathematics, in educational efforts to develop student motivation.

Published
2019

38. The Potential of Research for Professional Development in Isolated Settings During the Covid-19 Crisis and Beyond.

Author

TRIKOILIS, DIONYSIOS and PAPANASTASIOU, ELENA C.

Subjects
COVID-19 pandemic, CAREER development, TEACHER development, RESEARCH & development, COVID-19
Abstract

The global COVID-19 pandemic has created the urgent need for quality online instruction throughout all levels of education. However, this pandemic has found teachers physically isolated within their homes, and unprepared for the challenging tasks of teaching online. Many of the challenges faced by teachers due to this isolation, are similar to those faced by teachers in remote areas around the world. One such issue, is the lack of access to traditional professional development opportunities, which is frequently the only type of professional development offered to teachers in many countries. Thus, many teachers lack guidance on how to resolve many online teaching challenges during this period. Therefore, this study examines the potential of utilizing educational research for assisting teachers through this trying period of COVID-19. [ABSTRACT FROM AUTHOR]

Published
2020

39. Metacognitive Monitoring in Test-taking Situations: A Cross-cultural Comparison of College Students.

Author

Coutinho, Mariana V. C., Papanastasiou, Elena, Agni, Stylianou, Vasko, John M., and Couchman, Justin J.

Subjects
COLLEGE students, CROSS-cultural differences, TEST-taking skills, CROSS-cultural studies, KEY performance indicators (Management), CONFIDENCE, PERSPECTIVE taking
Abstract

In this study, we examined monitoring accuracy during in class-exams for Emirati, American and Cypriot college students. In experiment 1, 120 students made local, confidence-ratings for each multiple-choice question in a psychology exam and also estimated their performance at the end of the exam. In experiment 2, to investigate the effect of practice in monitoring accuracy, 69 students made confidence judgments in two consecutive exams. In Experiment 3, to evaluate whether rating one's confidence aids exam performance, 172 students completed the exam either with or without providing confidence judgments. In all three cultures, confidence judgments were accurate indicators of performance, but there were significant cross-cultural differences that probably arose from regional educational practices. Additionally, global judgments were subjected to bias. Whereas American students overestimated their performance, Emiratis underestimated it. Practice alone with confidence judgments did little to improve monitoring accuracy. But there was a significant benefit for students who rated their confidence compared to those that did not. The results are discussed in light of the literature on metacognitive accuracy. [ABSTRACT FROM AUTHOR]

Published
2020
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41. Utilizing Data from International Achievement Studies in Teacher Professional Development in Science.

Author

PAPANASTASIOU, ELENA and EVAGOROU, MARIA

Subjects
SCIENCE teacher training, CONTINUING education, EDUCATION of science teachers, OCCUPATIONAL achievement
Abstract

Cypriot students have consistently scored low in science in international studies since 1995 despite various curriculum reform efforts during the last decades. Given the importance of teacher professional development, and the opportunity to further utilize data from an international study, the purpose of this paper is to show how data from the Trends in International Mathematics and Science Study (TIMSS) can be used for a professional development workshop focused on helping teachers identify reasons for low achievement in science, and proposing ways to support students in science. Overall, this professional development workshop could be considered as an effective way of using empirical data from international studies for professional development purposes as it gave teachers the opportunity to reflect on possible reasons that Cypriot students did not do well on certain items while allowing them to make connections between their teaching practice and student content knowledge misconceptions. [ABSTRACT FROM AUTHOR]

Published
2018

42. Psychometric changes on item difficulty due to item review by examinees.

Author

Papanastasiou, Elena C.

Subjects
PSYCHOMETRICS, FACTOR analysis, EXAMINERS (Education), TEST-taking skills, STUDENT cheating, PSYCHOLOGY of students
Abstract

If good measurement depends in part on the estimation of accurate item characteristics, it is essential that test developers become aware of discrepancies that may exist on the item parameters before and after item review. The purpose of this study was to examine the answer changing patterns of students while taking paper-and-pencil multiple choice exams, and to examine how these changes affect the estimation of item difficulty parameters. The results of this study have shown that item review by examinees does produce some changes to the examinee ability estimates and to the item difficulty parameters. In addition, these effects are more pronounced in shorter tests than in longer tests. In turn, these small changes produce larger effects when estimating the changes in the information values of each student's test score. [ABSTRACT FROM AUTHOR]

Published
2015

43. Changes in Teacher Practices Related to Changes in Student Achievement

Author

Nilsen, Trude, Gustafsson, Jan-Eric, Hegarty, Seamus, Series Editor, Ainley, John, Editorial Board Member, Rutkowski, Leslie, Series Editor, Howie, Sarah, Editorial Board Member, Klieme, Eckhard, Editorial Board Member, Lehmann, Rainer, Editorial Board Member, Lin, Fou-Lai, Editorial Board Member, Lockheed, Marlaine, Editorial Board Member, Maughan, Sarah, Editorial Board Member, Miminoshvili, Maia, Editorial Board Member, Omoeva, Carina, Editorial Board Member, Papanastasiou, Elena C., Editorial Board Member, White Plisko, Valena, Editorial Board Member, Rutkowski, David, Editorial Board Member, Salles, Franck, Editorial Board Member, Sandoval-Hernandez, Andres, Editorial Board Member, Välijärvi, Jouni, Editorial Board Member, Wagemaker, Hans, Editorial Board Member, Lafontaine, Dominique, Editorial Board Member, Teig, Nani, editor, Nilsen, Trude, editor, and Yang Hansen, Kajsa, editor

Published
2024
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44. Teaching Quality and Assessment Practice: Trends Over Time and Correlation with Achievement

Author

Teig, Nani, Luoto, Jennifer Maria, Hegarty, Seamus, Series Editor, Ainley, John, Editorial Board Member, Rutkowski, Leslie, Series Editor, Howie, Sarah, Editorial Board Member, Klieme, Eckhard, Editorial Board Member, Lehmann, Rainer, Editorial Board Member, Lin, Fou-Lai, Editorial Board Member, Lockheed, Marlaine, Editorial Board Member, Maughan, Sarah, Editorial Board Member, Miminoshvili, Maia, Editorial Board Member, Omoeva, Carina, Editorial Board Member, Papanastasiou, Elena C., Editorial Board Member, White Plisko, Valena, Editorial Board Member, Rutkowski, David, Editorial Board Member, Salles, Franck, Editorial Board Member, Sandoval-Hernandez, Andres, Editorial Board Member, Välijärvi, Jouni, Editorial Board Member, Wagemaker, Hans, Editorial Board Member, Lafontaine, Dominique, Editorial Board Member, Teig, Nani, editor, Nilsen, Trude, editor, and Yang Hansen, Kajsa, editor

Published
2024
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45. Are Changes in Content Coverage Related to Changes in Achievement Over Time?

Author

Rosén, Monica, Nilsen, Trude, Hegarty, Seamus, Series Editor, Ainley, John, Editorial Board Member, Rutkowski, Leslie, Series Editor, Howie, Sarah, Editorial Board Member, Klieme, Eckhard, Editorial Board Member, Lehmann, Rainer, Editorial Board Member, Lin, Fou-Lai, Editorial Board Member, Lockheed, Marlaine, Editorial Board Member, Maughan, Sarah, Editorial Board Member, Miminoshvili, Maia, Editorial Board Member, Omoeva, Carina, Editorial Board Member, Papanastasiou, Elena C., Editorial Board Member, White Plisko, Valena, Editorial Board Member, Rutkowski, David, Editorial Board Member, Salles, Franck, Editorial Board Member, Sandoval-Hernandez, Andres, Editorial Board Member, Välijärvi, Jouni, Editorial Board Member, Wagemaker, Hans, Editorial Board Member, Lafontaine, Dominique, Editorial Board Member, Teig, Nani, editor, Nilsen, Trude, editor, and Yang Hansen, Kajsa, editor

Published
2024
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46. Analytical Framework

Author

Nilsen, Trude, Teig, Nani, Hegarty, Seamus, Series Editor, Ainley, John, Editorial Board Member, Rutkowski, Leslie, Series Editor, Howie, Sarah, Editorial Board Member, Klieme, Eckhard, Editorial Board Member, Lehmann, Rainer, Editorial Board Member, Lin, Fou-Lai, Editorial Board Member, Lockheed, Marlaine, Editorial Board Member, Maughan, Sarah, Editorial Board Member, Miminoshvili, Maia, Editorial Board Member, Omoeva, Carina, Editorial Board Member, Papanastasiou, Elena C., Editorial Board Member, White Plisko, Valena, Editorial Board Member, Rutkowski, David, Editorial Board Member, Salles, Franck, Editorial Board Member, Sandoval-Hernandez, Andres, Editorial Board Member, Välijärvi, Jouni, Editorial Board Member, Wagemaker, Hans, Editorial Board Member, Lafontaine, Dominique, Editorial Board Member, Teig, Nani, editor, Nilsen, Trude, editor, and Yang Hansen, Kajsa, editor

Published
2024
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47. Equality in Content Coverage in the Nordic Countries?

Author

Blömeke, Sigrid, Hegarty, Seamus, Series Editor, Ainley, John, Editorial Board Member, Rutkowski, Leslie, Series Editor, Howie, Sarah, Editorial Board Member, Klieme, Eckhard, Editorial Board Member, Lehmann, Rainer, Editorial Board Member, Lin, Fou-Lai, Editorial Board Member, Lockheed, Marlaine, Editorial Board Member, Maughan, Sarah, Editorial Board Member, Miminoshvili, Maia, Editorial Board Member, Omoeva, Carina, Editorial Board Member, Papanastasiou, Elena C., Editorial Board Member, White Plisko, Valena, Editorial Board Member, Rutkowski, David, Editorial Board Member, Salles, Franck, Editorial Board Member, Sandoval-Hernandez, Andres, Editorial Board Member, Välijärvi, Jouni, Editorial Board Member, Wagemaker, Hans, Editorial Board Member, Lafontaine, Dominique, Editorial Board Member, Teig, Nani, editor, Nilsen, Trude, editor, and Yang Hansen, Kajsa, editor

Published
2024
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48. Examining the Role of Teaching Quality and Assessment Practice in Reducing Socioeconomic and Ethnic Inequities in Mathematics Achievement

Author

Yang Hansen, Kajsa, Rolfe, Victoria, Teig, Nani, Hegarty, Seamus, Series Editor, Ainley, John, Editorial Board Member, Rutkowski, Leslie, Series Editor, Howie, Sarah, Editorial Board Member, Klieme, Eckhard, Editorial Board Member, Lehmann, Rainer, Editorial Board Member, Lin, Fou-Lai, Editorial Board Member, Lockheed, Marlaine, Editorial Board Member, Maughan, Sarah, Editorial Board Member, Miminoshvili, Maia, Editorial Board Member, Omoeva, Carina, Editorial Board Member, Papanastasiou, Elena C., Editorial Board Member, White Plisko, Valena, Editorial Board Member, Rutkowski, David, Editorial Board Member, Salles, Franck, Editorial Board Member, Sandoval-Hernandez, Andres, Editorial Board Member, Välijärvi, Jouni, Editorial Board Member, Wagemaker, Hans, Editorial Board Member, Lafontaine, Dominique, Editorial Board Member, Teig, Nani, editor, Nilsen, Trude, editor, and Yang Hansen, Kajsa, editor

Published
2024
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49. Introduction: Student Achievement and Equity Over Time in the Nordic Countries

Author

Kjeldsen, Christian Christrup, Nilsen, Trude, Hiltunen, Jenna, Teig, Nani, Hegarty, Seamus, Series Editor, Ainley, John, Editorial Board Member, Rutkowski, Leslie, Series Editor, Howie, Sarah, Editorial Board Member, Klieme, Eckhard, Editorial Board Member, Lehmann, Rainer, Editorial Board Member, Lin, Fou-Lai, Editorial Board Member, Lockheed, Marlaine, Editorial Board Member, Maughan, Sarah, Editorial Board Member, Miminoshvili, Maia, Editorial Board Member, Omoeva, Carina, Editorial Board Member, Papanastasiou, Elena C., Editorial Board Member, White Plisko, Valena, Editorial Board Member, Rutkowski, David, Editorial Board Member, Salles, Franck, Editorial Board Member, Sandoval-Hernandez, Andres, Editorial Board Member, Välijärvi, Jouni, Editorial Board Member, Wagemaker, Hans, Editorial Board Member, Lafontaine, Dominique, Editorial Board Member, Teig, Nani, editor, Nilsen, Trude, editor, and Yang Hansen, Kajsa, editor

Published
2024
Full Text
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50. Content Coverage: Development Over Time and Correlation with Achievement

Author

Kristensen, Rune Müller, Rolfe, Victoria, Hegarty, Seamus, Series Editor, Ainley, John, Editorial Board Member, Rutkowski, Leslie, Series Editor, Howie, Sarah, Editorial Board Member, Klieme, Eckhard, Editorial Board Member, Lehmann, Rainer, Editorial Board Member, Lin, Fou-Lai, Editorial Board Member, Lockheed, Marlaine, Editorial Board Member, Maughan, Sarah, Editorial Board Member, Miminoshvili, Maia, Editorial Board Member, Omoeva, Carina, Editorial Board Member, Papanastasiou, Elena C., Editorial Board Member, White Plisko, Valena, Editorial Board Member, Rutkowski, David, Editorial Board Member, Salles, Franck, Editorial Board Member, Sandoval-Hernandez, Andres, Editorial Board Member, Välijärvi, Jouni, Editorial Board Member, Wagemaker, Hans, Editorial Board Member, Lafontaine, Dominique, Editorial Board Member, Teig, Nani, editor, Nilsen, Trude, editor, and Yang Hansen, Kajsa, editor

Published
2024
Full Text
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