Citations (33)
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Gundula Wagner. (2022) How group composition affects gifted students: Theory and evidence from school effectiveness studies. Gifted and Talented International 37:1, pages 1-13.
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Michael Sciffer, Laura Perry & Andrew McConney. (2021) Appropriate modelling of school compositional effects: a response to Malatinszky and Armor, and Marks. British Journal of Sociology of Education 42:5-6, pages 627-632.
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Michael G. Sciffer, Laura B. Perry & Andrew McConney. (2020) Critiques of socio-economic school compositional effects: are they valid?. British Journal of Sociology of Education 41:4, pages 462-475.
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Ian W. Li & David R. Carroll. (2020) Factors influencing dropout and academic performance: an Australian higher education equity perspective. Journal of Higher Education Policy and Management 42:1, pages 14-30.
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Gary N. Marks. (2019) How important are socioeconomic background and other factors to the university career vis-à-vis prior student performance: evidence from Australian longitudinal data. Educational Research and Evaluation 25:7-8, pages 357-380.
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Bent Sortkær & David Reimer. (2018) Classroom disciplinary climate of schools and gender – evidence from the Nordic countries. School Effectiveness and School Improvement 29:4, pages 511-528.
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Shaohui Chi, Xiufeng Liu, Zuhao Wang & Seong Won Han. (2018) Moderation of the effects of scientific inquiry activities on low SES students’ PISA 2015 science achievement by school teacher support and disciplinary climate in science classroom across gender. International Journal of Science Education 40:11, pages 1284-1304.
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Lewis Ting On Cheung, Lincoln Fok & Gloria Rui Gou. (2016) Students' academic performance in environmental studies: an empirical study of different groups of secondary school graduates. International Research in Geographical and Environmental Education 25:3, pages 211-225.
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Ebrahim Mohammadpour, Ahmadreza Shekarchizadeh & Shojae Aldin Kalantarrashidi. (2015) Multilevel Modeling of Science Achievement in the TIMSS Participating Countries. The Journal of Educational Research 108:6, pages 449-464.
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Jenny Chesters. (2015) Does migrant status affect educational achievement, aspirations, and attainment?. Multicultural Education Review 7:4, pages 197-212.
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Gary N. Marks. (2015) The size, stability, and consistency of school effects: evidence from Victoria. School Effectiveness and School Improvement 26:3, pages 397-414.
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Liang-Ting Tsai & Chih-Chien Yang. (2015) Hierarchical Effects of School-, Classroom-, and Student-Level Factors on the Science Performance of Eighth-Grade Taiwanese Students. International Journal of Science Education 37:8, pages 1166-1181.
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Gary N. Marks. (2015) Are school-SES effects statistical artefacts? Evidence from longitudinal population data. Oxford Review of Education 41:1, pages 122-144.
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Articles from other publishers (20)
Jenny Dean, Philip Roberts, Natalie Downes & Ada Goldsmith. (2023) The spatial implications of academic achievement in Year 12: Rethinking discourses of disadvantage in rural locations. Australian Journal of Education 67:1, pages 94-114.
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Yushi Mai, Xitong Huang, Yingting Su, Ruixiang Gao & Lei Mo. (2022) Achievement Emotions in Selective Schools: Reexamining the Happy-Fish-Little-Pond Effect in an Extreme Case from the Chinese Collectivist Context. International Journal of Environmental Research and Public Health 19:22, pages 15399.
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Muneera A. Rasheed, Prem Chand, Saad Ahmed, Hamza Sharif, Zahra Hoodbhoy, Ayat Siddiqui & Babar S. Hasan. (2021) Use of artificial intelligence on Electroencephalogram (EEG) waveforms to predict failure in early school grades in children from a rural cohort in Pakistan. PLOS ONE 16:2, pages e0246236.
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Gary N. Marks. (2020) Should value‐added school effects models include student‐ and school‐level covariates? Evidence from Australian population assessment data. British Educational Research Journal 47:1, pages 181-204.
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Yu Chen, Chorng-Jee Guo, Kam Ming Lim, Kong-Ju Mun, Hisashi Otsuji, Young-Shin Park, David Sorrell & Wing Mui Winnie So. (2020) The Influence of School Entry Skills in Literacy and Numeracy on the Science Achievement of Fourth Grade Students and Schools in Asian Regions. Eurasia Journal of Mathematics, Science and Technology Education 16:9, pages em1877.
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Karen E. Rambo-Hernandez, Scott J. Peters & Jonathan A. Plucker. (2019) Quantifying and Exploring Elementary School Excellence Gaps Across Schools and Time. Journal of Advanced Academics 30:4, pages 383-415.
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Ramona Paloș, Laurenţiu P. Maricuţoiu & Iuliana Costea. (2019) Relations between academic performance, student engagement and student burnout: A cross-lagged analysis of a two-wave study. Studies in Educational Evaluation 60, pages 199-204.
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David J. Armor, Gary N. Marks & Aron Malatinszky. (2018) The Impact of School SES on Student Achievement: Evidence From U.S. Statewide Achievement Data. Educational Evaluation and Policy Analysis 40:4, pages 613-630.
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Eshetu Fassil, Guye Adem, Kelemework Getahun & Abebe Sileshi. (2018) Determinants of students vulnerability to attrition in higher education: Evidence from Arba Minch University, Ethiopia. Educational Research and Reviews 13:15, pages 570-581.
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Alfred A. Haug & Vincent C. Blackburn. (2017) Government secondary school finances in New South Wales: accounting for students’ prior achievements in a two-stage DEA at the school level. Journal of Productivity Analysis 48:1, pages 69-83.
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Gary N. Marks. (2016) Is SES really that important for educational outcomes in Australia? A review and some recent evidence. The Australian Educational Researcher 44:2, pages 191-211.
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Inmaculada Egido Gálvez, Francisco José Fernández Cruz & Mª José Fernández Díaz. (2016) Evaluation of the impact of quality management systems on school climate. International Journal of Educational Management 30:4.
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Ülle Säälik, Kari Nissinen & Antero Malin. (2015) Learning strategies explaining differences in reading proficiency. Findings of Nordic and Baltic countries in PISA 2009. Learning and Individual Differences 42, pages 36-43.
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Gary N Marks. (2014) Demographic and socioeconomic inequalities in student achievement over the school career. Australian Journal of Education 58:3, pages 223-247.
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Sinan Gemici, Patrick Lim & Tom Karmel. (2014) Can School Characteristics Influence University Entrance Scores?. Australian Economic Review 47:1, pages 86-99.
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Ebrahim Mohammadpour. (2013) A three-level multilevel analysis of Singaporean eighth-graders science achievement. Learning and Individual Differences 26, pages 212-220.
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Paul W. Miller & Derby Voon. (2012)
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Paul W. Miller & Derby Voon. (2011) Lessons from My School. Australian Economic Review 44:4, pages 366-386.
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