3rd IEA International Research Conference

Anders Joest Hingel, European Commission  Measuring progress and performance of education systems in the European Union: Present and future role of IEA surveys and studies

Frederick K.S. Leung, University of Hong Kong  The significance of IEA studies for education in East Asia and beyond

Fou-Lai Lin, National Taiwan Normal University  Policy making with IEA report

Saskia De Groof, Mark Elchardus, Eva Franck, and Dimokritos Kavadis  The influence of civic knowledge versus democratic school experiences on ethnic tolerance of adolescents: A multilevel analysis

Julian Fraillon  Constructing a described achievement scale for the International Civic and Citizenship Education Study

Bryony Hoskins, Ernesto Villalba, Daniel Van Nijlen, and Carolyn Barber  Measuring civic competence in Europe

M.M. Isac and M.P.C. van der Werf  Effective civic education: Testing an educational effectiveness model for explaining students' achievement in civic and citizenship education

Wolfram Schulz  Questionnaire construct validation in the International Civic and Citizenship Education Study

Britt Wilkenfeld  An ecological systems approach to the civic education and engagement of adolescents

Fabio Alivernini, Sara Manganelli, and Emanuela Vinci  Multilevel analysis of PIRLS 2006 data for Italy

Megan Chamberlain and Robyn Caygill  New Zealand students' engagement with the PIRLS 2006 reading passages

Yi-Ling Chan, Hwawei Ko, and Shek Kam Tse  Family factors and reading achievement: Chinese community perspective

Chia-Hui Chiu and Hwa-Wei Ko  Parental factors related to children's reading: Evidence from comparing transnational marriage families and local families

Chia-Yi Chiu, Minhee Seo, and Jeff Douglas  Cluster analysis for cognitive diagnosis: An application to the 2001 PIRLS reading assessment

Elisabeth Frank and Monica Rosén  On the importance of parental participation for student achievement in reading literacy

Andrejs Geske and Antra Ozola  Different influence of contextual educational factors on boys' and girls' reading achievement

Sarah Howie, Elsie Venter, and Surette van Staden  The relationship between English second language proficiency and mother tongue in non-native English speakers in South Africa

Stefan Johansson and Monica Rosén  Teacher assessment of student reading skills as a function of student reading achievement and grade

Ann Kennedy  Examining gender and fourth graders' reading habits and attitudes in PIRLS 2001 and 2006

Michael O. Martin, Ina V.S. Mullis, and Pierre Foy  Interrelationships among reading achievement, grade level, and age in PIRLS 2006

Andrea Netten, Ludo Verhoeven, and Mienke Droop  Predictors of reading literacy in the Netherlands

Laurence T. Ogle, Anne Charlotte Begnum, and Ragnar Gees Solheim  Comparisons of teachers of language minority fourth-graders in Norway and the United States: Results from PIRLS 2006

Ian Schagen and Liz Twist  Adding value to PIRLS by combining with national data and using sophisticated modelling techniques

Ian Schagen, Liz Twist, and Simon Rutt  Estimating trends in national performance from international surveys, with a focus on PIRLS results for England

Minhee Seo, Chia-Yi Chiu, and Louis Roussos  Evaluating the dimensionality of the 2001 PIRLS reading assessment: An application of DIMTEST with DESM and CFA

Kathleen L. Trong  Using PIRLS data to measure equity in reading achievement across countries

Victor van Daal, Anne Charlotte Begnum, Ragnar Gees Solheim, and Herman Adèr  Nordic comparisons in PIRLS 2006

Jan Van Damme, Lobke Vanhee, and Heidi Pustjens  Explaining reading achievement in PIRLS by age and SES

Surette van Staden and Sarah Howie  Reading between the lines: Contributing factors that affect Grade 4 student reading performance as measured across South Africa's 11 languages

Kajsa Yang-Hansen and Jan-Eric Gustafsson  Methodology for conducting country-level longitudinal analyses: A review and comparison of procedures

Ruth Zuzovsky  The impact of socioeconomic factors on achievement gaps on reading literacy between Hebrew-speaking and Arabic-speaking students in Israel

Kim Draper, Sarah J. Howie, and Seugnet Blignaut  Pedagogy and ICT use in South African science education

Alona Forkosh-Baruch, Rafi Nachmias, and David Mioduser  Innovative pedagogical practices using technology: Cross-case analysis of the SITESm2 data

Nancy Law, Man Wai Lee, Albert Chan, and Allan H.K. Yuen  Factors influencing the impact of ICT-use on students' learning

Geir Ottestad  Conceptual use of discrepancies in teachers' attitudes towards stated curriculum goals: Norwegian national results vs. international findings in the IEA SITES 2006 study

W.J. Pelgrum  Context factors associated with ICT use by mathematics teachers

David Rutkowski, Leslie Rutkowski, and Jason Sparks  ICT, education and the knowledge economy: Goals, support and practice

Allan H.K. Yuen, Man Wai Lee, Nancy Law, and Albert Chan  Factors predicting impact of ICT-use on students: An exploration of teachers' perceptions

Katherine Baird  An international investigation into the relationship between school resources, policy, and math performance among low socioeconomic status students

Jung-Chih Chen and Che-Jen Hsieh  Comparison of the learning expectations for school mathematics across several Asian countries and U.S. states

Poloko Chepete  What can Botswana learn from the TIMSS assessments of 2003?

Christina Cliffordson  Effects of schooling and age on performance in mathematics and science: A between-grade regression discontinuity design applied to Swedish TIMSS 95 data

Beno Csapo, Gyongyver Molnar, and Laszlo Kinyo  Analysis of the selectiveness of the Hungarian educational system in international context

Jolita Dudaitė and Aistė Elijio  Trends in similarities and differences of students' mathematics profiles in various countries

Åse Hansson  Is multilingualism to count on? The importance of instructional modes for multilingual students' mathematical progress

Richard T. Houang and William H. Schmidt  TIMSS international curriculum analysis and measuring educational opportunities

Noor Azina Ismail and Halimah Awang  Mathematics achievement among Malaysian students: What can they learn from Singapore?

Ali Reza Kiamanesh and Mansoureh Mahdavi-Hezaveh  Influential factors causing the gender differences in mathematics' achievement scores among Iranian eight graders based on TIMSS 2003 data

Mareike Kunter and Yi-Miau Tsai  Facilitating interest development and achievement in classroom instruction: How large-scale studies like TIMSS can be used to investigate effects of instructional quality

Hsiao-Fang Lin and Ming-Ning Yu  Boys are as good as girls? A confirmatory study from TIMSS 2003 data analysis

Hans Luyten and Bernard Veldkamp  Assessing the effect of schooling with cross-sectional data: Between grades differences addressed as a selection-bias problem

Oliver Neuschmidt, Juliane Hencke, Leslie Rutkowski, and David Rutkowski  Effective schools in Arab educational systems: An analysis of TIMSS 2003

Peter Nyström  Identification and analysis of text-structure and wording in TIMSS-items

David Rutkowski and Leslie Rutkowski  Private and public education: A cross-national exploration with TIMSS 2003

Leslie Rutkowski and David Rutkowski  An empirical look at globalization in education: An example with TIMSS mathematics data

Daniele Vidoni and Luca Grassetti  The role of school leadership on student achievement: Evidence from TIMSS 2003

Nicole Wernert  Perceptions of parental involvement in schooling, student milieu and student achievement in mathematics

Alexander W. Wiseman, Abdullah Sadaawi, and Naif H. Alromi  Educational indicators and national development in Saudi Arabia

Margaret Wu  A comparison of PISA and TIMSS 2003 achievement results in mathematics and science

Chih-Chien Yang  Effects of TIMSS sampling weights on inference accuracy when utilizing structural equations models

Chih-Chien Yang  Quasi-longitudinal trends of mediators and Asian female mathematics performances: TIMSS perspectives

Yuwen Chang  Gender differences in science achievement, science self-concept, and science values

Mei-Yu Chang, Pei-Hua Lo, and Tsui-Ping Chang  The fourth grade students' science cognitive performance and influential factors of six countries in TIMSS 2003

Mei-Yu Chang, Pei-Hua Lo, and Li-Fay Chen  Analysis on TIMSS 2003 in seven countries: The correlations of 4th graders' backgrounds, family environments, interests in science, and self confidence with their science achievement

Tsung-Hau Jen and Chin-Lung Chien  The influences of the academic self-concept on academic achievement: From a perspective of learning motivation

Pasi Reinikainen  The study of science achievement in six countries: Finland, England, Hungary, Japan, Latvia and Russia. Study based on TIMSS-1999

Sue Thomson  Gender and socioeconomic differences in science achievement in Australia: From SISS to TIMSS

Tina Vršnik Perše, Ana Kozina, and Tina Rutar Leban  Negative school factors and their influence on math and science achievement in TIMSS 2003

Ruth Zuzovsky  Teachers' qualifications and their impact on student achievement: Findings from TIMSS-2003 data in Israel