Titlebook: International Handbook of Comparative Large-Scale Studies in Education; Perspectives, Method Trude Nilsen,Agnes Stancel-Pi?tak,Jan-Eric Gus

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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

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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

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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

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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

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