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G. J. Okken, E. P. W. A. Jansen, W. H. A. Hofman & R. J. Coelen. (2022) The relationship between intercultural teaching competence and school and classroom level characteristics. Intercultural Education 33:2, pages 193-210.
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Lars Stevenson, Marlies Honingh & Annemarie Neeleman. (2021) Dutch boards governing multiple schools: navigating between autonomy and expectations. School Leadership & Management 41:4-5, pages 370-386.
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Doris Holzberger & Anja Schiepe-Tiska. (2021) Is the school context associated with instructional quality? The effects of social composition, leadership, teacher collaboration, and school climate. School Effectiveness and School Improvement 32:3, pages 465-485.
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Maria Jarl, Klas Andersson & Ulf Blossing. (2021) Organizational characteristics of successful and failing schools: a theoretical framework for explaining variation in student achievement. School Effectiveness and School Improvement 32:3, pages 448-464.
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Doris Holzberger, Sarah Reinhold, Oliver Lüdtke & Tina Seidel. (2020) A meta-analysis on the relationship between school characteristics and student outcomes in science and maths – evidence from large-scale studies. Studies in Science Education 56:1, pages 1-34.
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Eva Myrberg, Stefan Johansson & Monica Rosén. (2019) The Relation between Teacher Specialization and Student Reading Achievement. Scandinavian Journal of Educational Research 63:5, pages 744-758.
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Sandy Taut, Daniela Jiménez, Sofia Puente-Duran, Diego Palacios, Maria Inés Godoy & Jorge Manzi. (2019) Evaluating the quality of teaching: can there be valid differentiation in the middle of the performance distribution?. School Effectiveness and School Improvement 30:3, pages 328-348.
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Bernardita Muñoz-Chereau. (2019) Exploring gender gap and school differential effects in mathematics in Chilean primary schools. School Effectiveness and School Improvement 30:2, pages 83-103.
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Sarah Reinhold, Doris Holzberger & Tina Seidel. (2018) Encouraging a career in science: a research review of secondary schools’ effects on students’ STEM orientation. Studies in Science Education 54:1, pages 69-103.
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Jaap Scheerens. (2017) The perspective of “limited malleability” in educational effectiveness: treatment effects in schooling. Educational Research and Evaluation 23:5-6, pages 247-266.
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Jaap Scheerens, Hans Luyten, Stéphanie M. van den Berg & Cees A. W. Glas. (2015) Exploration of direct and indirect associations of system-level policy-amenable variables with reading literacy performance. Educational Research and Evaluation 21:1, pages 15-39.
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Kamil YILDIRIM. (2023) Zorunlu Örgün Öğretim Okullarında Eğitimsel Etkililik: Anne-Baba Görüşleri Temelinde Bağlamsal Model ArayışıEducational Effectiveness in the Compulsory Formal Schools: Looking for a Contextualized Model Based on Parents’ Views. Ege Eğitim Dergisi 24:3, pages 224-240.
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Kaone Bakokonyane. 2023. Leadership for Sustainable and Educational Advancement - Advancing Great Leaders and Leadership. Leadership for Sustainable and Educational Advancement - Advancing Great Leaders and Leadership.
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Aarne Mämmelä, Jukka Riekki & Markku Kiviranta. (2023) Loose Coupling: An Invisible Thread in the History of Technology. IEEE Access 11, pages 59456-59482.
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Artemio Arturo Cortez Ochoa & Sally M. Thomas. 2023. International Encyclopedia of Education(Fourth Edition). International Encyclopedia of Education(Fourth Edition)
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Tobias Feldhoff, Marcus Emmerich, Falk Radisch, Sebastian Wurster & Linda Marie Bischof. (2022) Unique Problems Require Unique Solutions—Models and Problems of Linking School Effectiveness and School Improvement. Education Sciences 12:3, pages 158.
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Jesús García-Jiménez, Juan-Jesús Torres-Gordillo & Javier Rodríguez-Santero. (2022) Factors Associated with School Effectiveness: Detection of High- and Low-Efficiency Schools through Hierarchical Linear Models. Education Sciences 12:1, pages 59.
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Susila Davis-Singaravelu. (2022) The Potential to Build Collective Capacity for Organisational Learning in the Context of Teachers’ Use of Digital Technology for School Improvement. Education Sciences 12:1, pages 33.
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Lydia Marshall & Rhiannon Moore. (2022) Does school effectiveness differentially benefit boys and girls? Evidence from Ethiopia, India and Vietnam. International Journal of Educational Development 88, pages 102511.
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Nhan et al.. (2021) Diversify thematic organization, extracurricular activities to improve the effectiveness of social skills education for junior high school students. International Journal of ADVANCED AND APPLIED SCIENCES 8:12, pages 126-132.
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Doris Holzberger & Elisabeth Prestele. (2021) Teacher self-efficacy and self-reported cognitive activation and classroom management: A multilevel perspective on the role of school characteristics. Learning and Instruction 76, pages 101513.
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Dagmar Killus & Julia Gerick. (2021) Ungewissheit in Schulentwicklungsprozessen am Beispiel von DigitalisierungUncertainty in school development processes with regard to digitalization. Zeitschrift für Bildungsforschung 11:3, pages 509-528.
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Anna-Katharina Praetorius & Cornelia Gräsel. (2021) Noch immer auf der Suche nach dem heiligen Gral: Wie generisch oder fachspezifisch sind Dimensionen der Unterrichtsqualität?Still searching for the holy grail: How generic or subject-specific are dimensions of teaching quality?. Unterrichtswissenschaft 49:2, pages 167-188.
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Matthias Nückles. (2020) Investigating Visual Perception in Teaching and Learning with Advanced Eye-Tracking Methodologies: Rewards and Challenges of an Innovative Research Paradigm. Educational Psychology Review 33:1, pages 149-167.
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Päivi H. Taskinen & Julia Dietrich. 2021. Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten. Motivation in unterrichtlichen fachbezogenen Lehr-Lernkontexten
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Mireille D. Hubers. (2020) Paving the way for sustainable educational change: Reconceptualizing what it means to make educational changes that last. Teaching and Teacher Education 93, pages 103083.
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George Padilla, Federico Guerra & Roberto Zamora. (2019)
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Ariel Lindorff, Pamela Sammons & James Hall. 2020. International Perspectives in Educational Effectiveness Research. International Perspectives in Educational Effectiveness Research
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Gábor Halász. (2019) Designing and implementing teacher policies using competence frameworks as an integrative policy tool. European Journal of Education 54:3, pages 323-336.
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Susila Davis‐Singaravelu & Pamela Sammons. (2018) ‘Are we there yet?’: A multimethod study of the Oxford University Press Pathways to school improvement. Review of Education 7:1, pages 185-231.
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Pamela Sammons, Katalin Toth & Kathy Sylva. (2018) The drivers of academic success for ‘bright’ but disadvantaged students: A longitudinal study of AS and A-level outcomes in England. Studies in Educational Evaluation 57, pages 31-41.
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Panayiotis Antoniou & Julia Alexandrovna Griaznova. (2018) Promoting quality and equity: An exploratory case study of a primary school in England exploring barriers and facilitators in implementing the Dynamic Approach to school improvement. Studies in Educational Evaluation 57, pages 53-62.
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Jon Mikel Luzarraga Martín, Juan Manuel Nuñez Lozano & Juan Etxeberria Murgiondo. (2018) Análisis de las expectativas de los centros de Bachillerato de alta y baja eficacia escolar. Percepción de la Inspección Educativa. Revista Complutense de Educación 29:4, pages 1075-1090.
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Grégoire Bosselut, Jean-Philippe Heuzé, Oscar Castro, Evelyne Fouquereau & Séverine Chevalier. (2018) Using Exploratory Structure Equation Modeling to validate a new measure of cohesion in the university classroom setting: The University Group Environment Questionnaire (UGEQ). International Journal of Educational Research 89, pages 1-9.
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Jaap ScheerensJaap Scheerens. 2016. Educational Effectiveness and Ineffectiveness. Educational Effectiveness and Ineffectiveness
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