Malleability in educational effectiveness: what are realistic expectations about effect sizes? Introduction to the special issue
Author:
Affiliation:
1. University of Twente, Enschede, The Netherlands
2. Office of Government, Policy and Strategy, Australian Catholic University, Fitzroy, VIC, Australia
Publisher
Informa UK Limited
Subject
Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/13803611.2017.1455280
Reference16 articles.
1. Early mathematics development and later achievement: Further evidence
2. What No Child Left Behind leaves behind: The roles of IQ and self-control in predicting standardized achievement test scores and report card grades.
3. Assessing dissimilarity relations under missing data conditions: Evidence from computer simulations.
4. Motivation: A predictor of PISA's mathematical competence beyond intelligence and prior test achievement
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2. Malleable factors in teaching: why and how to address them from a constructivist perspective;Scandinavian Journal of Educational Research;2022-11-23
3. Should value‐added school effects models include student‐ and school‐level covariates? Evidence from Australian population assessment data;British Educational Research Journal;2020-11-03
4. Realizing the promises of replication studies in education;Educational Research and Evaluation;2019-11-17
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