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1	Extended calendar model versus traditional calendar model: a descriptive analysis of student performance over time
	Wallace, Deyrle K.. - 2021
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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
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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)
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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)
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5	Relating Performance on Written Assessments to Features of Mathematics Discussion
	Banes, LC; Restani, RM; Ambrose, RC...
	In: International Journal of Science and Mathematics Education, vol 18, iss 7 (2020)
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6	Challenging the neurobiological link between number sense and symbolic numerical abilities
	Wilkey, Eric D; Ansari, Daniel
	In: Brain and Mind Institute Researchers' Publications (2020)
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7	Culturally Relevant Science Teaching: A Literature Review
	Ganesan, Uma Maheshwari
	In: Theses, Student Research, and Creative Activity: Department of Teaching, Learning and Teacher Education (2020)
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8	Culturally Relevant Science Teaching: A Literature Review
	Ganesan, Uma
	In: The Nebraska Educator: A Student-Led Journal (2020)
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9	Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children ...
	Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike; Hasselhorn, Marcus. - : Taylor and Francis, 2019
	Abstract: This study addresses preschool teachers' self-efficacy beliefs in assessment and promotion of children's early language, social-emotional, and mathematical skills. The aim of the study was to find out to what extent preschool teachers believe to be able to assess and promote those skills, respectively. In a sample of 368 German preschool teachers, average scores in all scales were quite homogenously high. However, average scores of self-efficacy beliefs between the domains differed, with self-efficacy beliefs regarding language skills being the strongest. Self-efficacy beliefs regarding assessment were stronger than in promotion in the social-emotional and the mathematical domain, but not in language. Yet, confirmatory factor analyses indicate that self-efficacy beliefs regarding assessment were highly correlated with self-efficacy beliefs regarding promotion of skills in all three domains. Possible explanations for these results and ideas for further research are discussed. ...
	Keyword: Academic studies; Achievement measurement; Achievement test; Baden-Württemberg; Baden-Wurtemberg; Baden-Wurttemberg; Befragung; Berufsausbildung; Caregiver; Carer; Child; Day nursery; Deutschland; Educational childcare staff; Educator; Einstellung; Emotionale Kompetenz; Erzieher; Factor analysis; Faktorenanalyse; Förderung; Kind; Kindergarten; Kindergarten teacher; Kindertagesstätte; Language skill; Leistungsbeurteilung; Linguistic Competence; Mathematics Achievement; Mathematics skills; Mathematische Kompetenz; Nursery school; Nursery school teachers; Nursery teacher; Pre-primary school teacher; Pre-school age; Preschool age; Pupil Evaluation; Qualification; Qualifikation; Selbstwirksamkeit; Self efficacy; Social competence; Soziale Kompetenz; Sprachkompetenz; Studium; Überzeugung; Vocational education and training; Vocational training; Vorschulalter
	URL: https://www.pedocs.de/frontdoor.php?source_opus=17607 https://dx.doi.org/10.25656/01:17607
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10	Teachers' self-efficacy beliefs regarding assessment and promotion of school-relevant skills of preschool children
	Höltge, Lea; Ehm, Jan-Henning; Hartmann, Ulrike...
	In: Early child development and care 189 (2019) 2, S. 339-351 (2019)
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11	Mehrsprachige Schüler/innen am Ende der 8. Schulstufe: Kompetenzen und familiäres Sprachumfeld
	Herzog-Punzenberger, Barbara; Salchegger, Silvia; Breit, Simone...
	In: George, Ann Cathrice [Hrsg.]; Schreiner, Claudia [Hrsg.]; Wiesner, Christian [Hrsg.]; Pointinger, Martin [Hrsg.]; Pacher, Katrin [Hrsg.]: Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven. [1. Auflage]. Münster ; New York : Waxmann 2019, S. 179-198. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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12	Fünf Jahre flächendeckende Bildungsstandardüberprüfungen in Österreich. Vertiefende Analysen zum Zyklus 2012 bis 2016
	George, Ann Cathrice Hrsg.; Schreiner, Claudia Hrsg.; Wiesner, Christian Hrsg.. - : Waxmann, 2019. : Münster, 2019. : New York, 2019. : pedocs-Dokumentenserver/DIPF, 2019
	In: Münster ; New York : Waxmann 2019, 258 S. - (Kompetenzmessungen im österreichischen Schulsystem: Analysen, Methoden & Perspektiven; 1) (2019)
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13	Do students' language backgrounds explain achievement differences in the Luxembourgish education system?
	Grecu, Alyssa; Simoes Loureiro, Kevin; Hadjar, Andreas...
	In: Ethnicities 19 (2019) 6, S. 1202-1228 (2019)
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14	Mehrsprachige Schüler/innen am Ende der 8. Schulstufe: Kompetenzen und familiäres Sprachumfeld ...
	Breit, Simone; Herzog-Punzenberger, Barbara; Salchegger, Silvia. - : Waxmann, 2019
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15	Do students' language backgrounds explain achievement differences in the Luxembourgish education system? ...
	Simoes Loureiro, Kevin; Hadjar, Andreas; Scharf, Jan. - : Sage, 2019
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16	Kindergarten children's symbolic number comparison skills predict 1st grade mathematics achievement: Evidence from a two-minute paper-and-pencil test
	Hawes, Zachary; Nosworthy, Nadia; Archibald, Lisa...
	In: Brain and Mind Institute Researchers' Publications (2019)
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17	Linking Student-Athlete Achievement Motivation & Academic Success and Analyzing Mathematics as a Conbributing Factor
	Skinner, Katelyn Rose, 1993-. - : Central Connecticut State University, 2018
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18	Relations Between Third Grade Teachers' Depressive Symptoms and Their Feedback to Students, With Implications for Student Mathematics Achievement
	McLean, L; Connor, CM
	In: McLean, L; & Connor, CM. (2018). Relations Between Third Grade Teachers' Depressive Symptoms and Their Feedback to Students, With Implications for Student Mathematics Achievement. SCHOOL PSYCHOLOGY QUARTERLY, 33(2), 272 - 282. doi:10.1037/spq0000225. UC Irvine: Retrieved from: http://www.escholarship.org/uc/item/3mg6j8z2 (2018)
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19	Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ... : Influencing factors of mathematical competences before school entry ...
	Sale, Alissa; Schell, Annika; Koglin, Ute. - : Pabst Science Publishers, 2018
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20	Einflussfaktoren mathematischer Kompetenzen vor Schuleintritt ; Influencing factors of mathematical competences before school entry
	Sale, Alissa; Schell, Annika; Koglin, Ute...
	In: Empirische Sonderpädagogik 10 (2018) 4, S. 370-387 (2018)
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