1. Bolarin, T. A. (1992). Support at home and academic achievement of Nigerian pupils. The Journal of Social Psychology, 132, 685–686.
2. Bos, K. T. J. (2002). Benefits and limitations of large-scale international comparative achievement studies: The case of IEA’s TIMSS study. Enschede, The Netherlands: PrintPartners Ipskamp.
3. Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723–733.
4. Coleman, J. S., Campbell, E. Q., Hobson, C. J., McPartland, J., Mood, A. M., Weinfeld, F. D., & York, R. L. (1966). Equality of educational opportunity. Washington, DC: Government Printing Office.
5. Creemers, B. P. M. (1994). Effective instruction: An empirical basis for a theory of educational effectiveness. In D. Reynolds, B. P. M. Creemers, P. S. Nesselrodt, E. C. Schaffer, S. Stringfield, & C. Teddlie (Eds.), Advances in school effectiveness research and practice (pp. 189–205). Oxford, UK: Pergamon.