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Faming Wang, Yaping Liu & Shing On Leung. (2022) Disciplinary climate, opportunity to learn, and mathematics achievement: an analysis using doubly latent multilevel structural equation modeling. School Effectiveness and School Improvement 33:3, pages 479-496.
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Leonidas Kyriakides & Evi Charalambous. (2020) Testing the theoretical framework of whole school interventions aiming to promote student learning outcomes: the contribution of multilevel structural equation modelling. International Journal of Research & Method in Education 43:4, pages 395-412.
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Articles from other publishers (21)
Shengnan Wang, Aaron Wilson, Rebecca Jesson, Yu Liu & Selena Meiklejohn-Whiu. (2023) Opportunities to learn literacy in digital classrooms in New Zealand primary schools: Does class achievement level make a difference?. Teaching and Teacher Education 130, pages 104171.
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Jingdan Hu & Jie Hu. (2022) Teachers’ Frequency of ICT Use in Providing Sustainable Opportunity to Learn: Mediation Analysis Using a Reading Database. Sustainability 14:23, pages 15998.
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Beatriz Gallo Cordoba, George Leckie & William J. Browne. (2022) Decomposing Ethnic Achievement Gaps across Multiple Levels of Analysis and for Multiple Ethnic Groups. Sociological Methodology 52:2, pages 162-192.
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Jonathan D. Schweig, José Felipe MartíNez & Jessica Schnittka Hoskins. (2022) Making Sense of Consensus: Disagreement in Student Survey Reports Can Help Identify Instructional Microclimates within Classrooms. American Journal of Education 128:4, pages 557-590.
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Jonathan D. Schweig. 2021. Quo vadis Forschung zu Schülerrückmeldungen zum Unterricht. Quo vadis Forschung zu Schülerrückmeldungen zum Unterricht
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Patricio Troncoso. (2019) A two-fold indicator of school performance and the cost of ignoring it. International Journal of Educational Research 95, pages 153-167.
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Rikkert M. van der Lans. (2018) On the “association between two things”: the case of student surveys and classroom observations of teaching quality. Educational Assessment, Evaluation and Accountability 30:4, pages 347-366.
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Rikkert M. van der Lans & Ridwan Maulana. (2018) The use of secondary school student ratings of their teacher’s skillfulness for low-stake assessment and high-stake evaluation. Studies in Educational Evaluation 58, pages 112-121.
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José Felipe Martínez, Jonathan Schweig & Pete Goldschmidt. (2016) Approaches for Combining Multiple Measures of Teacher Performance. Educational Evaluation and Policy Analysis 38:4, pages 738-756.
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Sandy Taut & Katrin Rakoczy. (2016) Observing instructional quality in the context of school evaluation. Learning and Instruction 46, pages 45-60.
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Carmel Blank & Yossi Shavit. (2016) The Association Between Student Reports of Classmates’ Disruptive Behavior and Student Achievement. AERA Open 2:3, pages 233285841665392.
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Chiara Masci, Francesca Ieva, Tommaso Agasisti & Anna Maria Paganoni. (2016) Does class matter more than school? Evidence from a multilevel statistical analysis on Italian junior secondary school students. Socio-Economic Planning Sciences 54, pages 47-57.
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Katharina Thoren, Elisa Heinig & Martin Brunner. (2016) Relative Age Effects in Mathematics and Reading: Investigating the Generalizability across Students, Time and Classes. Frontiers in Psychology 7.
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Dominique Lafontaine, A. Baye, S. Vieluf & C. Monseur. (2015) Equity in opportunity-to-learn and achievement in reading: A secondary analysis of PISA 2009 data. Studies in Educational Evaluation 47, pages 1-11.
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Leonidas Kyriakides, Bert P.M. Creemers, Panayiotis Antoniou, Demetris Demetriou & Charalambos Y. Charalambous. (2015) The impact of school policy and stakeholders' actions on student learning: A longitudinal study. Learning and Instruction 36, pages 113-124.
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José Felipe Martínez. (2013) Combinación de mediciones de la práctica y el desempeño docente: consideraciones técnicas y conceptuales para la evaluación docente. Pensamiento Educativo: Revista de Investigación Educacional Latinoamericana 50:1, pages 4-20.
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