Factors Distinguishing Most and Least Effective Schools in Terms of Reading Achievement: A Residual Approach July 26, 2016 EdDataX Papanastasiou, C. (2008, December). Factors Distinguishing Most and Least Effective Schools in Terms of Reading Achievement: A Residual Approach. Educational Research and Evaluation, 14(6), 539-549. doi:10.1080/13803610802576767 RelatedJuly 29, 2016 An Application of Cognitive Diagnostic Assessment on TIMMS-2007 8th Grade Mathematics Items Posted in EdData InternationalJuly 29, 2016 What Does Democracy Mean to 14-Year-Old Turkish Children? A Comparison with Results of the 1999 IEA Civic Education Study Posted in EdData InternationalJuly 29, 2016 Workplace-Based Competence Measurement: Developing Innovative Assessment Systems for Tomorrow’s VET Programmes Posted in EdData International FacebookGoogle+TwitterLinkedin
