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Download full textShakeel, M. Danish; Peterson, Paul E. – Program on Education Policy and Governance, 2021
Principals (policy makers) have debated the progress in U.S. student performance for a half century or more. Informing these conversations, survey agents have administered seven million psychometrically linked tests in math and reading in 160 waves to national probability samples of selected cohorts born between 1954 and 2007. This study is the…
Descriptors: Academic Achievement, Socioeconomic Status, Race, Ethnicity
Peer reviewed
Direct linkKyriakides, Leonidas; Georgiou, Maria P.; Creemers, Bert P. M.; Panayiotou, Anastasia; Reynolds, David – School Effectiveness and School Improvement, 2018
This paper investigates the impact of national policies for improving teaching and the school learning environment (SLE) on student achievement. In each participating country (i.e., Belgium/Flanders, Cyprus, Germany, Greece, Ireland, and Slovenia), a sample of at least 50 schools was drawn and tests in mathematics and science were administered to…
Descriptors: Foreign Countries, Public Policy, Educational Policy, Academic Achievement
Rosén, Monica; Gustafsson, Jan-Eric – Large-scale Assessments in Education, 2016
Research on effects of home computer use on children's development of cognitive abilities and skills has yielded conflicting results, with some studies showing positive effects, others no effects, and yet others negative effects. These studies have typically used non-experimental designs and one of the main reasons for the conflicting results is…
Descriptors: Measurement, International Assessment, Grade 4, Longitudinal Studies
Panayiotou, Anastasia; Kyriakides, Leonidas; Creemers, Bert P. M. – School Leadership & Management, 2016
This European project investigates the impact of the school factors included in the dynamic model of educational effectiveness on student achievement. In each participating country (Belgium/Flanders, Cyprus, Germany, Greece, Ireland and Slovenia), a sample of at least 50 schools was drawn and tests in mathematics and science were administered to…
Descriptors: Foreign Countries, School Effectiveness, Academic Achievement, Models
Panayiotou, Anastasia; Kyriakides, Leonidas; Creemers, Bert P. M.; McMahon, Léan; Vanlaar, Gudrun; Pfeifer, Michael; Rekalidou, Galini; Bren, Matevž – Educational Assessment, Evaluation and Accountability, 2014
This study investigates the extent to which the factors included in the dynamic model of educational effectiveness are associated with student achievement gains in six different European countries. At classroom level, the dynamic model refers to eight factors relating to teacher behavior in the classroom: orientation, structuring, questioning,…
Descriptors: Teacher Behavior, Academic Achievement, Achievement Gains, Models
Protopapas, Athanassios; Sideridis, Georgios D.; Mouzaki, Angeliki; Simos, Panagiotis G. – Journal of Learning Disabilities, 2011
The presence of Matthew effects was tested in students of varying reading, spelling, and vocabulary skills. A cross-sequential design was implemented, following 587 Grade 2 through 4 students across five measurement points (waves) over 2 years. Students were administered standardized assessments of reading, spelling, and vocabulary. Results…
Descriptors: Reading Comprehension, Spelling, Academic Achievement, Grade 2
Filippatou, Diamanto; Kaldi, Stavroula – International Journal of Special Education, 2010
This study focuses upon the effectiveness of project-based learning on primary school pupils with learning difficulties regarding their academic performance and attitudes towards self efficacy, task value, group work and teaching methods applied. The present study is a part of a larger one that included six Greek fourth-grade primary school…
Descriptors: Student Projects, Active Learning, Instructional Effectiveness, Grade 4
