Works matching IS 21960739 AND DT 2017 AND VI 5 AND IP 1
Results: 19
Teachers' participation in professional development concerning the implementation of new technologies in class: a latent class analysis of teachers and the relationship with the use of computers, ICT self-efficacy and emphasis on teaching ICT skills.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0053-7
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Conditioning factors of test-taking engagement in PIAAC: an exploratory IRT modelling approach considering person and item characteristics.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0051-9
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Patterns of students' computer use and relations to their computer and information literacy: results of a latent class analysis and implications for teaching and learning.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0052-8
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The use of test scores from large-scale assessment surveys: psychometric and statistical considerations.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0050-x
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Performance decline in low-stakes educational assessments: different mixture modeling approaches.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0049-3
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Beyond the mean estimate: a quantile regression analysis of inequalities in educational outcomes using INVALSI survey data.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0048-4
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Same but different? Measurement invariance of the PIAAC motivation-to-learn scale across key socio-demographic groups.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0047-5
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Skills, earnings, and employment: exploring causality in the estimation of returns to skills.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0045-7
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PIAAC: a new design for a new era.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0046-6
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Assuming measurement invariance of background indicators in international comparative educational achievement studies: a challenge for the interpretation of achievement differences.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0043-9
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Coverage of the migrant population in large-scale assessment surveys. Experiences from PIAAC in Germany.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0044-8
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A structural equation modeling approach for examining position effects in large-scale assessments.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0042-x
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Degrees of competency: the relationship between educational qualifications and adult skills across countries.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0041-y
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The relevance of the school socioeconomic composition and school proportion of repeaters on grade repetition in Brazil: a multilevel logistic model of PISA 2012.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0036-8
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School-level predictors for the use of ICT in schools and students' CIL in international comparison.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0037-7
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Evaluating the risk of nonresponse bias in educational large-scale assessments with school nonresponse questionnaires: a theoretical study.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0038-6
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The PIAAC longitudinal study in Germany: rationale and design.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0040-z
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Personality, competencies, and life outcomes: results from the German PIAAC longitudinal study.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0035-9
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Home resources as a measure of socio-economic status in Ghana.
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- Large-scale Assessments in Education, 2017, v. 5, n. 1, p. 1, doi. 10.1186/s40536-017-0039-5
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