標(biāo)題: Titlebook: International Handbook of Comparative Large-Scale Studies in Education; Perspectives, Method Trude Nilsen,Agnes Stancel-Pi?tak,Jan-Eric Gus [打印本頁(yè)] 作者: 揭發(fā) 時(shí)間: 2025-3-21 18:36
書(shū)目名稱International Handbook of Comparative Large-Scale Studies in Education影響因子(影響力)
書(shū)目名稱International Handbook of Comparative Large-Scale Studies in Education影響因子(影響力)學(xué)科排名
書(shū)目名稱International Handbook of Comparative Large-Scale Studies in Education網(wǎng)絡(luò)公開(kāi)度
書(shū)目名稱International Handbook of Comparative Large-Scale Studies in Education網(wǎng)絡(luò)公開(kāi)度學(xué)科排名
書(shū)目名稱International Handbook of Comparative Large-Scale Studies in Education被引頻次
書(shū)目名稱International Handbook of Comparative Large-Scale Studies in Education被引頻次學(xué)科排名
書(shū)目名稱International Handbook of Comparative Large-Scale Studies in Education年度引用
書(shū)目名稱International Handbook of Comparative Large-Scale Studies in Education年度引用學(xué)科排名
書(shū)目名稱International Handbook of Comparative Large-Scale Studies in Education讀者反饋
書(shū)目名稱International Handbook of Comparative Large-Scale Studies in Education讀者反饋學(xué)科排名
作者: sultry 時(shí)間: 2025-3-21 21:00
60-Years of ILSA: Where It Stands and How It Evolves,authors to portray a comprehensive illustration of the scientific landscape. The chapter follows roughly the structure of the handbook, focusing first on theoretical aspects followed by methodological considerations and closing with reflections on findings from ILSAs.作者: heckle 時(shí)間: 2025-3-22 01:17
2197-1951 r debates about ILSAs from a neo-institutional and social neThis handbook is the first of its kind to provide a general and comprehensive overview of virtually every aspect of International Large Scale Assessment (ILSA). It includes historical, economic, and policy perspectives, theoretical foundati作者: Admonish 時(shí)間: 2025-3-22 05:13
,Extending International Large-Scale Assessment Instruments to National Needs: Germany’s Approach tor analysis that is sensitive to country-specific needs. This chapter discusses the strategies that have been deployed in Germany to extend the utilization of LSAs, namely, the extension of survey instruments and administration, documentation, and the addition of further study components.作者: Morsel 時(shí)間: 2025-3-22 08:55
Background, Aims and Theories of the Comparative Large-Scale Studies in Education, using ILSA data. The present chapter introduces the handbook, and describes its aims, themes, underlying theories, and perspectives. Furthermore, the chapter positions the handbook into the existing literature and describes the targeted audience.作者: Ejaculate 時(shí)間: 2025-3-22 15:15
Designing Measurement for All Students in ILSAs,imits of current ILSA designs in relation to measuring student’s background. We include in this discussion how a one-size-fits-all model to background questionnaires may not result in comparable indicators. We conclude the chapter by discussing what we see as the major methodological challenges facing ILSAs given new assessment designs.作者: 追蹤 時(shí)間: 2025-3-22 18:15 作者: 一大塊 時(shí)間: 2025-3-23 01:17
Living reference work 20200th editionnt (ILSA). It includes historical, economic, and policy perspectives, theoretical foundations, methodology, and reviews of findings from analyses of ILSA data. After decades, during which ILSAs have generated knowledge within central areas of education research and gained increased and substantial i作者: ANT 時(shí)間: 2025-3-23 03:25 作者: infelicitous 時(shí)間: 2025-3-23 08:15 作者: 朝圣者 時(shí)間: 2025-3-23 10:32
Jia He,Janine Buchholz,Jessica Fischer in mechanics and mathematics in his book, such as the laws of similarity, the theory of impact, special variational problems, and algebraicity conditions for Abelian integrals. Almost everything in the . subsequently became classic. In this connection, A. N. Krylov, who translated the . into Russia作者: 袖章 時(shí)間: 2025-3-23 16:55
2197-1951 iews offindings from studies analyzing ILSA data will be of interest to stakeholders, teachers, researchers, and policymakers..Considering that the reviews extend to all fields pertaining to educational researc978-3-030-38298-8作者: Bombast 時(shí)間: 2025-3-23 20:25 作者: 錫箔紙 時(shí)間: 2025-3-24 01:55 作者: harpsichord 時(shí)間: 2025-3-24 04:26 作者: 有罪 時(shí)間: 2025-3-24 09:54 作者: 可轉(zhuǎn)變 時(shí)間: 2025-3-24 10:55
Wolfram Schulz,Julian Fraillon,John Ainley,Daniel Duckworth作者: 神圣將軍 時(shí)間: 2025-3-24 18:48
Francisco Javier García-Crespo,María del Carmen Tovar-Sánchez,Ruth Martín-Escanilla作者: ARCH 時(shí)間: 2025-3-24 21:03 作者: 一小塊 時(shí)間: 2025-3-25 02:10
International Handbook of Comparative Large-Scale Studies in Education978-3-030-38298-8作者: canonical 時(shí)間: 2025-3-25 04:06
A Non-Western Perspective on ILSAs,tative dimensions of education still lag behind and that the region is characterized by high disparities in major subgroups of the population, such as gender and nationality status..In consequence, the Gulf States have launched a variety of programs ranging from nationalization policies to curriculu作者: Pandemic 時(shí)間: 2025-3-25 07:43 作者: crescendo 時(shí)間: 2025-3-25 15:29
Analyzing International Large-Scale Assessment Data with a Hierarchical Approach, current practices of multilevel modeling in secondary analyses of ILSA data. This rapid systematic review is followed by a second part in which we present, illustrate, and discuss multilevel modeling approaches, including multilevel regression, multilevel structural equation models, and multilevel 作者: jealousy 時(shí)間: 2025-3-25 19:53
Assessing Cognitive Outcomes of Schooling,ifferent studies may have different purposes and emphases and so may define cognitive outcomes differently. Given these diverse conceptualizations of cognitive outcomes, this chapter attempts to summarize different theoretical frameworks for cognitive outcomes in different subject disciplines for st作者: prodrome 時(shí)間: 2025-3-25 20:02 作者: Semblance 時(shí)間: 2025-3-26 01:30 作者: gene-therapy 時(shí)間: 2025-3-26 05:33 作者: parallelism 時(shí)間: 2025-3-26 10:15
Digital Competences: Computer and Information Literacy and Computational Thinking,ion Literacy Study (ICILS) as the only study dedicated to comprehensively assessing this learning area from a cross-national perspective, this chapter outlines the development of its conceptual framework, the assessment strategy, and the broad range of contextual information gathered as part of this作者: 籠子 時(shí)間: 2025-3-26 16:43
Dilemmas in Developing Context Questionnaires for International Large-Scale Assessments, and increase comparability. There is no clear right or wrong answer to any of these questions, but instead developers must weigh the pros and cons of each of these questions when deciding what to include within the context questionnaires.作者: 精致 時(shí)間: 2025-3-26 19:23
Dispersion of Student Achievement and Classroom Composition,on the effects of classroom and school composition on individual student outcomes. The main dependent variable of these studies is individual student achievement, especially in mathematics and reading comprehension. In addition, the review includes studies examining effects on further student outcom作者: extract 時(shí)間: 2025-3-26 23:30 作者: 種子 時(shí)間: 2025-3-27 04:52
Extending the ILSA Study Design to a Longitudinal Design,f the fifth grade with a questionnaire exploring their motivation for transition to the long academic track. In grade 6 the TIMSS & PIRLS sample was supplemented by a sample of multiyear gymnasia. Tests in mathematics, reading, Czech grammar, and learning to learn and students’ questionnaires were a作者: 暖昧關(guān)系 時(shí)間: 2025-3-27 08:44
Extending the Sample to Evaluate a National Bilingual Program, from their participation as “benchmarking participant” in PIRLS 2016 to evaluate it by extending their sample. One thousand eight hundred and eighty-seven students from 80 schools involved in the bilingual program from the Community of Madrid participated in PIRLS 2016. This sample gives us the opp作者: 暗語(yǔ) 時(shí)間: 2025-3-27 12:48 作者: 強(qiáng)行引入 時(shí)間: 2025-3-27 14:12
A Non-Western Perspective on ILSAs,s to knowledge societies which compete in the globalized market. The rapid economic growth resulted in a large influx of immigrant workers which quickly became the predominant labor force in most sectors of the Gulf economy. This resulted in a number of societal distortions, such as a mismatch betwe作者: Certainty 時(shí)間: 2025-3-27 21:19 作者: 公社 時(shí)間: 2025-3-27 23:12
Analyzing International Large-Scale Assessment Data with a Hierarchical Approach,dents nested in classrooms, classrooms in schools, schools in regions, etc. To describe adequately key issues in education, such as socioeconomic gaps in academic achievement or the relations among school characteristics and student achievement using ILSA data, researchers need to consider the hiera作者: Canary 時(shí)間: 2025-3-28 05:22 作者: fibroblast 時(shí)間: 2025-3-28 10:18 作者: auxiliary 時(shí)間: 2025-3-28 13:21 作者: Amylase 時(shí)間: 2025-3-28 17:04
Comprehensive Frameworks of School Learning in ILSAs,ning, teaching, and student outcomes from various education systems in order to identify possible factors and areas for improvements on different levels and with different perspectives. Although ILSAs differ in their specific research and policy focus, the overall study designs rely on a common unde作者: Scintillations 時(shí)間: 2025-3-28 20:28 作者: 蟄伏 時(shí)間: 2025-3-29 01:40
Cross-Cultural Comparability of Latent Constructs in ILSAs,SA questionnaires. We present the aim and scope of statistical approaches to analyze cross-cultural comparability in four parts. We first introduce the framework of bias and equivalence to guide the methodological considerations for valid cross-cultural comparisons. We then review the practice of co作者: 觀察 時(shí)間: 2025-3-29 04:27
Designing Measurement for All Students in ILSAs,-income countries performing significantly lower than their wealthier peers. This diversity has brought with it a number of challenges for the testing organizations. Specifically, can one assessment provide valid and reliable results for high-, medium-, and low-performing systems? In this chapter, w作者: 保守 時(shí)間: 2025-3-29 08:15
Digital Competences: Computer and Information Literacy and Computational Thinking,nternational large-scale assessments. Digital competence can be conceived as an overarching concept that includes ICT literacy (or computer and information literacy) and computational thinking. This chapter will outline the conceptual background as well as the history of developing studies assessing作者: 萬(wàn)花筒 時(shí)間: 2025-3-29 14:15
Dilemmas in Developing Context Questionnaires for International Large-Scale Assessments,res, and questionnaires are also completed by the students’ parents, teachers, and principals. Designing these context questionnaires involves balancing a number of competing goals as well as balancing stakeholders’ interests. Key measurement decisions include deciding whether to measure educational作者: 薄膜 時(shí)間: 2025-3-29 18:40 作者: irritation 時(shí)間: 2025-3-29 22:24
Educational Accountability and the Role of International Large-Scale Assessments,ctions, including education systems, have grown. As a result, educational evidence-based policymaking and outcomes-based accountability have emerged in recent decades as global phenomena. Evidence-based policymaking is the use of information, such as program effectiveness or differential achievement作者: conformity 時(shí)間: 2025-3-30 00:52
,Extending International Large-Scale Assessment Instruments to National Needs: Germany’s Approach tover time. At the same time, they are unique data-sets for the research community in many countries and also fulfill the need to meet specific national expectations of educational monitoring. However, their cross-sectional design, international standardization, and time constraints – with regard to b作者: Brain-Waves 時(shí)間: 2025-3-30 04:04
Extending the ILSA Study Design to a Longitudinal Design,Mathematics And Science Study) & PIRLS (Progress in International Reading Literacy Study) in the Czech Republic carried out within the Czech Longitudinal Study in Education (CLoSE) with the aim of studying the transition from primary school to the long academic track (called “multi-year gymnasium”).作者: 惰性氣體 時(shí)間: 2025-3-30 12:08 作者: 種類 時(shí)間: 2025-3-30 14:16 作者: GRILL 時(shí)間: 2025-3-30 19:46 作者: 文件夾 時(shí)間: 2025-3-31 00:23
Jia He,Janine Buchholz,Jessica Fischerhe astronomer Halley. In essence, this book was written with a single purpose: to prove the equivalence of Kepler’s laws and the assumption, suggested to Newton by Hooke, that the acceleration of a planet is directed toward the center of the Sun and decreases in inverse proportion to the square of t作者: 我們的面粉 時(shí)間: 2025-3-31 03:53
David Rutkowski,Leslie Rutkowski experimental science, while on the Continent, it has always been considered a more deductive and a priori science. Unquestionably, the English are right. * H. Poincare, Science and Hypothesis Descartes, Leibnitz, and Newton As is well known, the basic principles of dynamics were stated by New- ton 作者: atopic-rhinitis 時(shí)間: 2025-3-31 08:12
Trude Nilsen,Agnes Stancel-Pi?tak,Jan-Eric GustafsProvides a comprehensive overview of topics related to International Large Scale Assessment (ILSA).Includes reflections on theories and major debates about ILSAs from a neo-institutional and social ne作者: Exposure 時(shí)間: 2025-3-31 11:37 作者: gnarled 時(shí)間: 2025-3-31 13:22
Future Directions, Recommendations, and Potential Developments of ILSA,to give a sound projection of future developments. The chapter takes three distinct perspectives and looks at increased participation in ILSAs, increases in coverage as well as increases in the depth of research centering on ILSA.作者: 印第安人 時(shí)間: 2025-3-31 19:27
https://doi.org/10.1007/978-3-030-38298-8International Large Scale Assessment; ILSA; Analyses of ILSA data; Theories for analyzing educational s
