| Wagemaker, Hans, Mirazchiyski, Plamen |
January 2023: Cyberbullying and student learning an analysis of student achievement in eighth grade using TIMSS 2019 data |
2023 |
|
| Reynolds, Katherine A., Wry, Erin, Mullis, Ina V.S., von Davier, Matthias |
PIRLS 2021 Encyclopedia: Education Policy and Curriculum in Reading |
2022 |
Boston College |
| Boston College |
TIMSS 2023 Environmental Attitudes and Behaviors Framework |
2022 |
Boston College |
| Mejia-Rodriguez, Ana Maria, Strello, Andrés, Strietholt, Rolf, Christiansen, Andrés |
September 2022: The role of investment in ICT resources and teachers' professional development |
2022 |
|
| Khorramdel, Lale, Yin, Liqun, Foy, Pierre, Yung, Ji Yoon, Ummugal, Bezirhan , von Davier, Matthias, Montoya, Silvia, Hastedt, Dirk |
Rosetta Stone Analysis Report (PASEC) |
2022 |
UNESCO |
| Khorramdel, Lale, Yin, Liqun, Foy, Pierre, Yung, Ji Yoon, Ummugal, Bezirhan , von Davier, Matthias, Montoya, Silvia, Hastedt, Dirk, Neuschmidt, Oliver |
Rosetta Stone Analysis Report (ERCE) |
2022 |
UNESCO |
| Sandoval-Hernandez, Andres |
Rosetta Stone Policy Brief |
2022 |
UNESCO |
| Schulz, Wolfram, Fraillon, Julian, Losito, Bruno, Agrusti, Gabriella, Ainley, John, Damiani, Valeria, Friedman, Tim |
IEA International Civic and Citizenship Education Study 2022 Assessment Framework |
2022 |
|
| Hencke, Juliane, Eck, Matthias, Sass, Justine, Hastedt, Dirk, Mejia-Rodriguez, Ana Maria |
April 2022: Missing out on half of the world’s potential: Fewer female than male top achievers in mathematics and science want a career in these fields |
2022 |
IEA |
| Wagner, Jan-Philipp, Hastedt, Dirk |
March 2022: Valuing curriculum-based international large-scale assessments |
2022 |
|
| Chen, Minge, Fraillon, Julian, Franck, Emilie, Kennedy, Alec I., Meinck, Sabine, Meyer, Sebastian, Strietholt, Rolf, Penon, Karsten, Rožman, Mojca, Stancel-Piatak, Agnes, Süttmann, Felix, Waschk, Anja, Beyer, Clara Wilsher |
The Impact of the COVID-19 Pandemic on Education |
2022 |
UNESCO |
| IEA |
Responses to Educational Disruption Survey User Guide |
2022 |
UNESCO |
| Mullis, Ina V.S., Martin, Michael O., von Davier, Matthias |
TIMSS 2023 Assessment Framework |
2021 |
Boston College |
| Biggera, Andrea, Caponera, Elisa, Codella, Stefania, Di-Leo, Ines, Felici, Cristina, Palmerio, Laura, Pietracci, Riccardo, Zicchi, Cristiano |
Indagini IEA 2015 TIMSS: Italy |
2021 |
INVALSI |
| Caponera, Elisa, Palmerio, Laura |
TIMSS Advanced 2015 National Report Italy |
2021 |
INVALSI |
| Biggera, Andrea, Caponera, Elisa, Codella, Stefania, Di-Leo, Ines, Felici, Cristina, Palmerio, Laura, Pietracci, Riccardo, Zicchi, Cristiano |
ICCS 2016 National Report: Italy |
2021 |
INVALSI |
| Di-Leo, Ines, Greco, Sabrina, Palmerio, Laura, Pietracci, Riccardo, Siniscalco, Maria Teresa, Zanotto, Rita |
Indagine IEA 2016 PIRLS : RapportoNazionale |
2021 |
INVALSI |
| Caponera, Elisa, Palmerio, Laura |
TIMSS 2019 National Report: Italy |
2021 |
INVALSI |
| |
TIMSS 2019 Report-Serbia-Results Of the International Achievement Survey Fourth Grade Students |
2021 |
Institute for Educational Research, Belgrade |
| |
TIMSS 2019 Report-Serbia-What Can We Learn From The TIMSS 2019 Study? |
2021 |
Institute for Educational Research, Belgrade |
| |
TIMSS 2019 Report-Serbia-Summary of Findings from TIMSS 2019 |
2021 |
Institute for Educational Research, Belgrade |
| |
TIMSS 2019 Report - Serbia |
2021 |
Institute for Educational Research, Belgrade |
| |
Dinaric Perspectives on TIMSS 2019 |
2021 |
Springer |
| Mullis, Ina V.S., Martin, Michael O., Fishbein, Bethany, Foy, Pierre, Moncaleano, Sebastian |
Findings from the TIMSS 2019 Problem Solving and Inquiry Tasks |
2021 |
Boston College |
| Strietholt, Rolf, Fraillon, Julian, Meinck, Sabine, Wild, Justin, Liaw, Yuan-ling |
Changes in Digital Learning During a Pandemic |
2021 |
IEA |
| Treviño, Ernesto, Carrasco, Diego, Claes, Ellen, Kennedy, Kerry John |
Good Citizenship for the Next Generation |
2021 |
Springer |
| Fernández-Villà, Guillem, Musu, Lauren |
September 2021: How does social media use relate to activism among young people? |
2021 |
|
| Mullis, Ina V.S., Martin, Michael O. |
PIRLS 2021: Fundamentos Teóricos |
2021 |
|
| Axelsson, Maria, Tallberg, Christian |
June 2021: Exploring coherence between Swedish grades and TIMSS 2015 |
2021 |
|
| |
Influences of the IEA Civic and Citizenship Education Studies |
2021 |
Springer |
| National Center for Human Resources Development |
TIMSS 2019 Report - Jordan (Arabic) |
2021 |
National Center for Human Resources Development |
| Hastedt, Dirk, Eck, Matthias, Kim, Eunsong, Sass, Justine |
April 2021: Female science and mathematics teachers: Better than they think? |
2021 |
IEA |
| |
TIMSS 2019 Report - Saudi Arabia (Arabic) |
2021 |
Education & Training Evaluation Commission |
| |
TIMSS 2019 Report - Saudi Arabia (English) |
2021 |
Education & Training Evaluation Commission |
| Bisbeth, Heidi, Hoskins, Bryony, Huang, Lihong |
Northern Lights on Civic and Citizenship Education |
2021 |
Springer |
| Karpiński, Zbigniew, Di Pietro, Giorgio, Biagi, Federico |
January 2021: Computational thinking, socioeconomic gaps, and policy implications |
2021 |
IEA |
| Fishbein, Bethany, Foy, Pierre, Yin, Liqun |
User Guide for the International Database TIMSS 2019 |
2021 |
Boston College |
| |
Methods and Procedures: TIMSS 2019 Technical Report |
2020 |
|
| Stephens, Maria, Perkins Jr., Robert C., Hall, Marissa, Shipan, Rebecca, Herz, Katie |
TIMSS 2019 U.S. Highlights Web Report |
2020 |
NCES |
| McLean, Dawson, Galvis, Maria |
How prepared were primary teachers and pupils in England for the shift to online learning? |
2020 |
National Foundation for Educational Research (NFER) |
| IEA, UNESCO |
Measuring global education goals: How TIMSS helps |
2020 |
IEA |
| Mullis, Ina V.S., Martin, Michael O., Foy, Pierre, Kelly, Dana L., Fishbein, Bethany |
TIMSS 2019 International Report |
2020 |
Boston College |
| Mullis, Ina V.S., Martin, Michael O., Centurino, Victoria A.S, Kelly, Dana L. |
TIMSS 2019 Encyclopedia |
2020 |
Boston College |
| Meinck, Sabine, Brese, Falk |
November 2020: Gender gaps in science are not a given: Evidence on international trends in gender gaps in science over 20 years |
2020 |
IEA |
| Wagemaker, Hans, Ainley, John, Twist, Liz, Schulz, Wolfram, Koršňáková, Paulína, Meinck, Sabine, Musu, Lauren, Becker, Alena, Sibberns, Heiko, von Davier, Matthias, Hegarty, Seamus, Leng Ng, Hui, Rutkowski, David |
Reliability and Validity of International Large-Scale Assessment |
2020 |
Springer |
| Hastedt, Dirk, Rocher, Thierry |
September 2020: International large-scale assessments (ILSAs) in education: A brief guide |
2020 |
IEA |
| Claes, Ellen, Isac, Maria Magdalena |
June 2020: Civic knowledge and tolerance toward immigrants in Europe: How similar is the relationship between young people’s civic knowledge and attitudes toward equal rights for immigrants, across European countries? |
2020 |
IEA |
| Fraillon, Julian, Ainley, John, Schulz, Wolfram, Friedman, Tim, Duckworth, Daniel |
ICILS 2018 Technical Report |
2020 |
IEA |
| Hooper, Martin |
March 2020: Troubling trends: An international decline in attitudes toward reading |
2020 |
IEA |
| Neidorf, Teresa, Arora, Alka, Erberber, Ebru, Tsokodayi,Yemurai, Mai, Thanh |
Student Misconceptions and Errors in Physics and Mathematics |
2020 |
Springer |
