The impacts of student-, teacher- and school-level factors on mathematics achievement: an exploratory comparative investigation of Singaporean students and the USA students

References

• Bernal, P., Mittag, N., & Qureshi, J. (2013). Identifying the effect of school quality on student achievement using multiple proxies. Retrieved from http://home.uchicago.edu/~mittag/papers/school_quality.pdf
   Google Scholar
• Bloom, C. M., & Owens, E. W. (2011). Principals’ perception of influence on factors affecting student achievement in low- and high-achieving urban high schools. Education and Urban Society, 45, 208–233. doi:10.1177/0013124511406916
   Web of Science ®Google Scholar
• Bryk, A. S., & Thum, Y. M. (1989). The effects of high school organization on dropping out: An exploratory investigation. American Educational Research Journal, 26, 353–383. doi:10.3102/00028312026003353
   Web of Science ®Google Scholar
• Carstens, R., & Hastedt, D. (2010). The effect of not using plausible values when they should be: An illustration using TIMSS 2007 grade 8 mathematics data. Retrieved from http://www.iea.nl/fileadmin/user_upload/IRC/IRC_2010/Papers/IRC2010_Carstens_Hastedt.pdf
   Google Scholar
• Chen, Q. (2013). Multilevel analysis of mathematically low-achieving students in Singapore. Retrieved from http://www.iea.nl/fileadmin/user_upload/IRC/IRC_2013/Papers/IRC-2013_Chen.pdf
   Google Scholar
• Chen, Q. (2014). Using TIMSS 2007 data to build mathematics achievement model of fourth graders in Hong Kong and Singapore. International Journal of Science and Mathematics Education, 12, 1519–1545. doi:10.1007/s10763-013-9505-x
   Web of Science ®Google Scholar
• Chin, T. Y., Chua, K. Y., Chua, P. H., Foo, S. F., Loh, M. Y., Poon, C. L., … Yen, Y. P. (2012). Singapore. In I. V. S. Mullis, M. O. Martin, C. A. Minnich, G. M. Stanco, A. Arora, V. A. S. Centurino, & C. E. Castle (Eds.), TIMSS 2011 encyclopedia: Education policy and curriculum in mathematics and science (Vol. 2, pp. 801–816). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
   Google Scholar
• Coleman, J. S. (1990). Equality and achievement in education. San Francisco, CA: Westview Press.
   Google Scholar
• Cotton, K. (1996). School size, school climate, and student performance. Retrieved from http://educationnorthwest.org/webfm_send/513
   Google Scholar
• Creemers, B. P. M., & Kyriakides, L. (2006). Critical analysis of the current approaches to modelling educational effectiveness: The importance of establishing a dynamic model. School Effectiveness and School Improvement, 17, 347–366. doi:10.1080/09243450600697242
   Web of Science ®Google Scholar
• Eccles, J., & Wigfield A. (2002). The development of competence beliefs, expectancies for success, and achievement values from childhood through adolescence. In A. Wigfield, & J. S. Eccles (Eds.), Development of achievement motivation (pp. 91–120). San Diego, CA: Academic Press.
   Google Scholar
• Foy, P., & Olson, J. F. (Eds.). (2009). TIMSS 2007 user guide for the international database. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
   Google Scholar
• Ghagar, M. N. A., Othman, R., & Mohammadpour, E. (2011). Multilevel analysis of achievement in mathematics of Malaysian and Singaporean students. Journal of Educational Psychology and Counseling, 2, 285–304.
   Google Scholar
• Greenwald, R., Hedges, L. V., & Laine, R. D. (1996). The effect of school resources on student achievement. Review of Educational Research, 66, 363–396. doi:10.3102/00346543066003361
   Web of Science ®Google Scholar
• Hamilton, L. S., & Martínez, J. F. (2007). What can TIMSS surveys tell us about mathematics reforms in the United States during the 1990s? In T. Loveless (Ed.), Lessons learned : What international assessments tell us about math achievement (pp. 127–174). Washington, DC: Brookings Institution Press.
   Google Scholar
• Hanushek, E. A. (1986). The economics of schooling: Production and efficiency in public schools. Journal of Economic Literature, 24, 1141–1177.
   Web of Science ®Google Scholar
• Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of Public Economics, 95, 798–812. doi:10.1016/j.jpubeco.2010.11.009
   Web of Science ®Google Scholar
• Heck, R. H. (2009). Teacher effectiveness and student achievement: Investigating a multilevel cross-classified model. Journal of Educational Administration, 47, 227–249. doi:10.1108/09578230910941066
   Google Scholar
• Henson, R. K. (2002). From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of teacher efficacy research. Educational Psychologist, 37, 137–150. doi:10.1207/S15326985EP3703_1
   Web of Science ®Google Scholar
• Joncas, M. (2012a). TIMSS 2011 target population. Retrieved from http://timss.bc.edu/methods/pdf/T11_Target_Pop.pdf
   Google Scholar
• Joncas, M. (2012b). TIMSS 2011 target population size. Retrieved from http://timss.bc.edu/methods/pdf/T11_Pop_Sizes.pdf
   Google Scholar
• Joncas, M., & Foy, P. (2012). TIMSS 2011characteristics of national samples. Retrieved from http://timss.bc.edu/methods/pdf/T11_Characteristics.pdf
   Google Scholar
• Kozina, A., Rožman, M., Vršnik Perše, T., & Leban, T. R. (2008). The school climate as a predictor of the achievement in TIMSS Advanced study: A students’, teachers’ and principals’ perspective. Retrieved from http://www.iea.nl/fileadmin/user_upload/IRC/IRC_2010/Papers/IRC2010_Kozina_Rozman_etal.pdf
   Google Scholar
• Kraft, M., & Dougherty, S. (2013). The effect of teacher–family communication on student engagement: Evidence from a randomized field experiment. Journal of Research on Educational Effectiveness, 6, 199–222. doi:10.1080/19345747.2012.743636
   Web of Science ®Google Scholar
• Lee, V. E., & Bryk, A. S. (1989). A multilevel model of the social distribution of high school achievement. Sociology of Education, 62, 172–192. doi:10.2307/2112866
   Web of Science ®Google Scholar
• Lee, V. E., & Smith, J. B. (1999). Social support and achievement for young adolescents in Chicago: The role of school academic press. American Educational Research Journal, 36, 907–945. doi:10.3102/00028312036004907
   Web of Science ®Google Scholar
• Lee, V. E., Smith, J. B., & Croninger, R. G. (1997). How high school organization influences the equitable distribution of learning in mathematics and science. Sociology of Education, 70, 128–150. doi:10.2307/2673160
   Web of Science ®Google Scholar
• Lee, V., & Zuze, T. (2011). School resources and academic performance in Sub-Saharan Africa. Comparative Education Review, 55, 369–397. doi: /10.1086/660157
   Web of Science ®Google Scholar
• Leigh, A. (2010). Estimating teacher effectiveness from two-year changes in students’ test scores. Economics of Education Review, 29, 480–488. doi:10.1016/j.econedurev.2009.10.010
   Web of Science ®Google Scholar
• Leung, K. S. (2002). Behind the high achievement of East Asian students. Educational Research and Evaluation: An International Journal on Theory and Practice, 8, 87–108. doi:10.1076/edre.8.1.87.6920
   Google Scholar
• Lomos, C., Roelande, H. H., & Bosker, R. J. (2011). Professional communities and student achievement – A meta-analysis. School Effectiveness and School Improvement, 22, 121–148. doi:10.1080/09243453.2010.550467
   Web of Science ®Google Scholar
• Martin, M. O., Mullis, I. V. S., Foy, P., & Arora, A. (2012). Creating and interpreting the TIMSS and PIRLS 2011 context questionnaire scales. Retrieved from http://timss.bc.edu/methods/t-context-q-scales.html
   Google Scholar
• Marzano, R. J. (2007). Leadership and school reform factors. In T. Townsend (Ed.), International handbook of school effectiveness and improvement (pp. 597–614). New York, NY: Springer.10.1007/978-1-4020-5747-2
   Google Scholar
• McLaughlin, M., McGrath, D., Burian-Fitzgerald, L., Scotchmer, M., Enyeart, C., & Salganik, L. (2005). Student content engagement as a construct for the measurement of effective classroom instruction and teacher knowledge. Retrieved from http://www.air.org/files/AERA2005Student_Content_Engagement11.pdf
   Google Scholar
• Milam, A. J., Furr-Holden, C. D. M., & Leaf, P. J. (2010). Perceived school and neighborhood safety, neighborhood violence and academic achievement in urban school children. The Urban Review, 42, 458–467. doi:10.1007/s11256-010-0165-7
   PubMedGoogle Scholar
• Mullis, I. V. S., Martin, M. O., Foy, P., & Arora, A. (2012). TIMSS 2011 international results in mathematics. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
   Google Scholar
• Mullis, I. V. S., Martin, M. O., Foy, P., Olson, J. F., Preuschoff, C., Erberber, E., … Galia, J. (2008). TIMSS 2007 international mathematics report: Findings from IEA’s trends in international mathematics and science study at the fourth and eighth grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
   Google Scholar
• Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., & Chrostowski, S. J. (2004). TIMSS 2003 international mathematics report: Findings from IEA’s trends in international mathematics and science study at the fourth and eighth grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
   Google Scholar
• Murnane, R. J. (1981). Interpreting the evidence on school effectiveness. Teachers College Record, 83, 19–35.
   Web of Science ®Google Scholar
• Newman, F. M. (1992). Student engagement and achievement in American secondary schools. New York, NY: Teachers College Press.
   Google Scholar
• Papanastasiou, E. C., & Paparistodemou, E. (2007). Examining educational technology and achievement through latent variable modeling. In T. Loveless (Ed.), Lessons learned: What international assessments tell us about math achievement (pp. 205–225). Washington, DC: Brookings Institution Press.
   Google Scholar
• Reynolds, D., Sammons, P., De Fraine, B., Townsend, T., & Van Damme, J. (2011). Educational effectiveness research (EER): A state of the art review. Retrieved from http://www.icsei.net/icsei2011/State_of_the_art/State_of_the_art_Session_A.pdf
   Google Scholar
• Rumberger, R. W., & Palardy, G. J. (2004). Multilevel models for school effectiveness research. Retrieved from http://pages.gseis.ucla.edu/faculty/muthen/Ed255C/Reference/Rumberger%20and%20Palardy–School%20Effectiveness.pdf
   Google Scholar
• Rumberger, R. W., & Palardy, G. J. (2005). Does segregation (still) matter? The impact of student composition on academic achievement in high school. Teachers College Record, 107, 1999–2045. doi:10.1111/j.1467-9620.2005.00583.x
   Web of Science ®Google Scholar
• Rutkowski, L., Gonzalez, E., Joncas, M., & von Davier, M. (2010). International large-scale assessment data: Issues in secondary analysis and reporting. Educational Researcher, 39, 142–151. doi:10.3102/0013189X10363170
   Web of Science ®Google Scholar
• Sammons, P., Hillman, J., & Mortimore, P. (1995). Key characteristics of effective schools: A review of school effectiveness research. London: OFSTED.
   Google Scholar
• Scheerens, J. (2000). Improving school effectiveness. IIEP, Fundamentals of Educational Planning series no. 68. Paris: UNESCO.
   Google Scholar
• Scheerens, J., & Creemers, B. (1989). Conceptualizing school effectiveness. International Journal of Educational Research, 13, 691–706. doi:10.1016/0883-0355(89)90022-0
   Google Scholar
• Schütz, G. (2007). School size and student achievement in TIMSS 2003. In T. Loveless (Ed.), Lessons learned: What international assessments tell us about math achievement (pp. 175–204). Washington, DC: Brookings Institution Press.
   Google Scholar
• Scientific Software International, Inc. (2005–2013). HLM 7. Retrieved from http://www.ssicentral.com/hlm/new.html
   Google Scholar
• Sen, A., Malley, L., Hodson, C., & Werwath, T. (2012). The United States. In I. V. S. Mullis, M. O. Martin, C. A. Minnich, G. M. Stanco, A. Arora, V. A. S. Centurino, & C. E. Castle (Eds.), TIMSS 2011 encyclopedia: Education policy and curriculum in mathematics and science (Vol. 2, pp. 975–995). Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
   Google Scholar
• Shavelson, R., McDonnell, L., Oakes, J., & Carey, N. (1987). Indicator systems for monitoring mathematics and science education. Santa Monica, CA: RAND.
   Google Scholar
• Strand, S. (2010). Do some schools narrow the gap? Differential school effectiveness by ethnicity, gender, poverty, and prior achievement. School Effectiveness and School Improvement, 21, 289–314. doi:10.1080/09243451003732651
   Web of Science ®Google Scholar
• Timilehin, E. H., & Ogbomida, A. H. (2012). Human and material resources as correlates of academic performance of private and public secondary school students in Ondo state, Nigeria. Retrieved from http://eujournal.org/index.php/esj/article/viewFile/170/175
   Google Scholar
• Uline, C. L., Miller, D. M., & Tschannen-Moran, M. T. (1998). School effectiveness: The underlying dimensions. Educational Administration Quarterly, 34, 462–483. doi:10.1177/0013161X98034004002
   Web of Science ®Google Scholar
• von Davier, M., Gonzalez, E., & Mislevy, R. (2009). Plausible values: What are they and why do we need them? IERI Monograph Series: Issues and Methodologies in Large-Scale Assessments, 2, 9–36.
   Google Scholar
• Walberg, H. J. (1984). Improving the productivity of American schools. Educational Leadership, 41, 19–27.
   Web of Science ®Google Scholar
• Wang, Z., Osterlind, S. J., & Bergin, D. A. (2012). Building mathematics achievement models in four countries using TIMSS 2003. International Journal of Science and Mathematics Education, 10, 1–28. doi:10.1007/s10763-011-9328-6
   Web of Science ®Google Scholar
• Wigfield, A., & Eccles, J. S. (1992). The development of achievement task values: A theoretical analysis. Developmental Review, 12, 265–310. doi:10.1016/0273-2297(92)90011-P
   Web of Science ®Google Scholar
• Wigfield, A., & Eccles, J. S. (2000). Expectancy-value theory of achievement motivation. Contemporary Educational Psychology, 25, 68–81. doi:10.1006/ceps.1999.1015
   PubMed Web of Science ®Google Scholar
• Willms, J., & Smith, T. (2005). A manual for conducting analysis with data from TIMSS and PISA. Retrieved from www.unb.ca/crisp/pdf/manual_TIMSS_PISA2005-0503.pdf
   Google Scholar