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Educational Research and Evaluation
An International Journal on Theory and Practice
Volume 22, 2016 - Issue 1-2
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Articles

Class size effects on mathematics achievement in Cyprus: evidence from TIMSS

Spyros KonstantopoulosCollege of Education, Michigan State University, East Lansing, MI, USACorrespondence[email protected]
&
Ting ShenCollege of Education, Michigan State University, East Lansing, MI, USA
Pages 86-109 | Received 24 Nov 2015, Accepted 18 May 2016, Published online: 10 Jun 2016

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Ting Shen & Spyros Konstantopoulos. (2022) Are class size and teacher characteristics associated with cognitive outcomes in early grades?. School Effectiveness and School Improvement 33:3, pages 333-359.
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Ting Shen & Spyros Konstantopoulos. (2021) Estimating causal effects of class size in secondary education: evidence from TIMSS. Research Papers in Education 36:5, pages 507-541.
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Articles from other publishers (7)

Spyros Konstantopoulos & Ting Shen. (2023) Class size and teacher effects on non-cognitive outcomes in grades K-3: a fixed effects analysis of ECLS-K:2011 data. Large-scale Assessments in Education 11:1.
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Metin BULUS & Nianbo DONG. (2022) Consequences of Ignoring a Level of Nesting on Design and Analysis of Blocked Three-level Regression Discontinuity Designs: Power and Type I Error RatesBloklanmış Üç Düzeyli Regresyon Süreksizlik Tasarımlarının Tasarım ve Analizinde Bir Düzeyinin Yok Sayılmasının Sonuçları: Güç ve Tip I Hata Oranları. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi 12:1, pages 42-55.
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Trude Nilsen & Nani Teig. 2022. International Handbook of Comparative Large-Scale Studies in Education. International Handbook of Comparative Large-Scale Studies in Education 1053 1086 .
Trude Nilsen & Nani Teig. 2020. International Handbook of Comparative Large-Scale Studies in Education. International Handbook of Comparative Large-Scale Studies in Education 1 34 .
Chin-Hsi Lin, Jemma Bae Kwon & Yining Zhang. (2018) Online self-paced high-school class size and student achievement. Educational Technology Research and Development 67:2, pages 317-336.
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José M. Cordero, Víctor Cristóbal & Daniel Santín. (2018) CAUSAL INFERENCE ON EDUCATION POLICIES: A SURVEY OF EMPIRICAL STUDIES USING PISA, TIMSS AND PIRLS. Journal of Economic Surveys 32:3, pages 878-915.
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Trine Filges, Christoffer Scavenius Sonne‐Schmidt & Bjørn Christian Viinholt Nielsen. (2018) Small class sizes for improving student achievement in primary and secondary schools: a systematic review. Campbell Systematic Reviews 14:1, pages 1-107.
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