• Refine your search:
  • 
    Keyword
  • 
    Creator / Publisher:
    
    • Bolondi, Giorgio (1)
    • Bradley, Kelly D. (1)
    • Camburn, Eric M. (1)
    • Cascella, Clelia (1)
    • Giberti, Chiara (1)
    • Ibegbulem, Kelechi (1)
    • Liu, Ruixue (1)
    • Wallace, Deyrle K. (1)
  • 
    Year:
    
    • 2021 (4)
  • 
    Medium
  • 
    Type
  • 
    BLLDB-Access

Search in the Catalogues and Directories

All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year AND OR AND NOT All fields Title Creator / Publisher Keyword Year Sort by creator [A → Z]' creator [Z → A]' publishing year ↑ (asc)' publishing year ↓ (desc)' title [A → Z]' title [Z → A]' Simple Search Hits 1 – 4 of 4 1 Extended calendar model versus traditional calendar model: a descriptive analysis of student performance over time Wallace, Deyrle K.. - 2021 BASE Show details 2 Changing the Order of Factors Does Not Change the Product but Does Affect Students’ Answers, Especially Girls’ Answers Cascella, Clelia; Giberti, Chiara (orcid:0000-0001-7446-6709); Bolondi, Giorgio. - 2021 BASE Show details 3 Differential Item Functioning among English Language Learners on a Large-Scale Mathematics Assessment Liu, Ruixue; Bradley, Kelly D. In: Educational Policy Studies and Evaluation Faculty Publications (2021) Abstract: The current study research showed the nature and potential sources of the gaps in mathematics achievement between English language learners (ELLs) and non-English language learners (non-ELLs). The nature of achievement gap was examined using three DIF methodologies: including Mantel-Haenszel procedure, Rasch model, and Hierarchical Generalized Linear Model (HGLM). These were conducted at the item level in contrast to total test level. Results revealed that the three DIF approaches identified 10 common items. These 10 items demonstrated in favor of non-ELLs. Findings from this study will help educational researchers, administrators, and policymakers understand the nature of the achievement gap in mathematics at item level so that United States can be competitive in middle school mathematics education. This study also suggested that item writers and test developers should construct assessments where language is equally accessible for ELL students. Keyword: achievement gap; and Research; differential Item functioning; Educational Assessment; English language learners; Evaluation; mathematics assessment; PISA URL: https://uknowledge.uky.edu/epe_facpub/18 https://uknowledge.uky.edu/cgi/viewcontent.cgi?article=1018&context=epe_facpub BASE Hide details 4 Influence Of Gender On Hours Of Supervised Library Use On Students’ Performance In Senior Secondary Schools In Imo State. Ibegbulem, Kelechi In: Library Philosophy and Practice (e-journal) (2021) BASE Show details

Mobile view All Catalogues UB Frankfurt Linguistik 0 IDS Mannheim 0 OLC Linguistik 0 UB Frankfurt Retrokatalog 0 DNB Subject Category Language 0 Institut für Empirische Sprachwissenschaft 0 Leibniz-Centre General Linguistics (ZAS) 0 Bibliographies BLLDB 0 BDSL 0 IDS Bibliografie zur deutschen Grammatik 0 IDS Bibliografie zur Gesprächsforschung 0 IDS Konnektoren im Deutschen 0 IDS Präpositionen im Deutschen 0 IDS OBELEX meta 0 MPI-SHH Linguistics Collection 0 MPI for Psycholinguistics 0 Linked Open Data catalogues Annohub 0 Online resources Link directory 0 Journal directory 0 Database directory 0 Dictionary directory 0 Open access documents BASE 4 Linguistik-Repository 0 IDS Publikationsserver 0 Online dissertations 0 Language Description Heritage 0