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The relationship between focused-instruction of vocabulary and mathematical achievement
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Jörg Ramseger / Matthea Wagener (Hrsg.): Chancenungleichheit in der Grundschule. Ursachen und Wege aus der Krise (Jahrbuch Grundschulforschung, Band 12). Wiesbaden: VS Verlag 2008 (306 S.) [Rezension]
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In: Erziehungswissenschaftliche Revue (EWR) 8 (2009) 1 (2009)
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Mathematics teacher instruction, classroom goal structures, and student motivation : a test of achievement goal theory
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Latino Children’s English as a Second Language and Subject-Matter Appropriation through Technology-Mediated Activities: A Cultural Historical Activity Theory Perspective
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In: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1211938498 (2008)
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整數四則計算練習網站的設計與應用 ; The Design and Application of an Integer Four Fundamental Operations of Arithmetic Calculation Practice Website
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Effect of formative assessment on student achievement in mathematics
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Mathematikkenntnisse und sprachliche Kompetenz bei Kindern mit Migrationshintergrund zu Beginn der Grundschulzeit ...
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Mathematikkenntnisse und sprachliche Kompetenz bei Kindern mit Migrationshintergrund zu Beginn der Grundschulzeit
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In: Zeitschrift für Pädagogik 53 (2007) 4, S. 562-581 (2007)
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An evaluation of hands-on activities in terms of learning environment, achievement, and attitudes in grades 4 and 5
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Akademische Selbstkonzepte bei Jugendlichen mit Migrationshintergrund ...
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Examining instruction, achievement, and equity with NAEP mathematics data.
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In: education policy analysis archives; Vol 14 (2006); 14 ; archivos analiticos de politicas educativas; Vol 14 (2006); 14 ; Arquivos Analíticos de Políticas Educativas; Vol 14 (2006); 14 ; 1068-2341 (2006)
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Akademische Selbstkonzepte bei Jugendlichen mit Migrationshintergrund
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In: Unterrichtswissenschaft 34 (2006) 2, S. 125-145 (2006)
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Mathematical attitudes, beliefs and achievement in pre-service mathematics teacher education
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Curriculum, Translation, and Differential Functioning of Measurement and Geometry Items
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Abstract:
A test item exhibits differential item functioning (DIF) if students with the same ability find it differentially difficult. When the item is administered in French and English, differences in language difficulty and meaning are the most likely explanations. However, curriculum differences may also contribute to DIF. The responses of Ontario students to Measurement and Geometry items from the content subtest of the 2001 School Achievement Indicators Program Mathematics Assessment were analyzed using item response theory-based procedures. DIF between the French and English versions was investigated. Attempts to interpret the DIF found in terms of translation and curriculum influences were partially successful. Alternative explanations and suggestions for additional research are provided.
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Keyword:
academic achievement; curriculum; differential item functioning; exhibits; French; geometry; large-scale assessment; mathematics assessment; test bias; test items; translation
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URL: http://hdl.handle.net/1807/42282
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Rendimiento matemático en contextos bilingües: Análisis de la incidencia de algunas variables del contexto socio-educativo
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In: Journal of Educational Research; Vol. 21 No. 1 (2003); 183-199 ; Revista de Investigación Educativa; Vol. 21 Núm. 1 (2003); 183-199 ; 1989-9106 ; 0212-4068 (2003)
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Rendimiento matemático en contextos bilingües: Análisis de la incidencia de algunas variables del contexto socio-educativo
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Does language make a difference? A TIMSS-R Analysis
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In: Scholarly Publications (2002)
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Analyser pour améliorer. Nouvelles recherches sur les défis de l'éducation de base au Sénégal ...
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Analyser pour améliorer. Nouvelles recherches sur les défis de l'éducation de base au Sénégal
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In: Tertium comparationis 5 (1999) 1, S. 72-97 (1999)
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Lesen- und Schreibenlernen als Denkentwicklung. Voraussetzungen eines erfolgreichen Schrifterwerbs ... : Learning how to read and write as a process of intellectual development ...
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