1 |
Cho, J., Kim, S., Kim, M., Ok, H. J., Lim, H. M., & Son, S. K. (2012). Ways of improving Korean students' affective characteristics based on PISA and TIMSS results. (Research Report CRE 2012-4). Seoul: KICE.
|
2 |
Cho, Y. (2017). Case of Singaporean competency education. Monthly Education, 2, 168-173.
|
3 |
Chung, J. Y., Lee, H., & Kim, S. (2014). A hierarchical analysis of the factors influencing on student achievement - using the teacher and student factors of TIMSS 2011. The Journal of Korean Teacher Education, 31(2), 53-75.
DOI
|
4 |
Joo, Y. J., Chung, Y. L., & Lee, Y. K. (2011). The structural relationship and latent means analysis of gender among academic self-efficacy, interest, external motivation and science achievement for high school students. Journal of the Korean Association for Science Education, 31(6), 876-886.
DOI
|
5 |
Kim, S., Park, J. H., Kim, H., Jin, E., Lee, M., Kim, J. Y., Ahn, Y., K., & Seo, J. H. (2012). Findings from TIMSS for Korea: TIMSS 2011 international results. (Research Report RRE 2012-4-3). Seoul: KICE.
|
6 |
Ku, J., Cho, S., Lee, S., Park, H., & Ku, N. W. (2017). OECD Programme for international students assessment: An in-depth analysis of PISA 2015 results (KICE Research Report RRE 2017-9). Seoul: KICE.
|
7 |
Ku, J., Kim, S., Lee, H., Cho, S., & Park, H. (2016). OECD programme for international students assessment: An analysis of PISA 2015 Results (Research Report RRE 2016-2-2). Seoul: KICE.
|
8 |
Kwak, Y. (2017). Exploration of features of Korean eighth grade students' achievement and curriculum matching in TIMSS 2015 Earth science. Journal of the Korean Association for Science Education, 37(1), 9-16.
DOI
|
9 |
Lim, S. A., & Lee, J. (2016). Affective factors as predictors of math achievement: Comparison of OECD high performing 10 countries in math. Journal of Educational Evaluation, 29(2), 357-382.
|
10 |
Martin, M. O., Mullis, I. V. S., Foy, P., & Hooper, M. (2016). TIMSS 2015 international results in science. Retrieved from Boston College, TIMSS & PIRLS International Study Center website: http://timssandpirls.bc.edu/timss2015/international-results/
|
11 |
Noh, T. H., Kim, K. S., Park, H. J., & Jeon, K. M. (2006). Influences of motivational climate, achievement goals, and learning strategies on science achievement. Journal of the Korean Association for Science Education, 26(2), 232-238.
|
12 |
Rim, H., Yi, H., & Kim, S. (2016). A comparison of the relationships between math-related educational context variables and mathematics achievement of South Korea, Singapore, Japan, and Finland based on the PISA 2012. Journal of Research in Curriculum & Instruction, 20(2), 97-110.
DOI
|
13 |
Yi, H. S., & Song, M. (2015). A multi-level SEM approach for the analysis of relationships between math-related educational context variables and math literacy of PISA 2012. Journal of Research in Curriculum & Instruction, 19(1), 137-158.
DOI
|
14 |
Sang, K., Kwak, Y., Choi, J., Park, S., & Jeon, S. (2017). In-depth analysis of TIMSS 2015 Korean results (Research Report RRO 2017-5-1). Seoul: KICE.
|
15 |
Sang, K., Kwak, Y., Park, J. H., & Park, S. (2016). The Trends in International Mathematics and Science Study (TIMSS): Findings from TIMSS 2015 for Korea. (Research Report RRE 2012-4-3). Seoul: KICE.
|
16 |
Sohn, W., Kim, K., Park, C., & Park, H. (2009). A comparison of multi-level models for scientific literacy across Korea, Finland and Hong Kong-China. Journal of Educational Evaluation, 22(1), 129-149.
|
17 |
Yi, H. S., Kim, S., Song, M., Kim, J., & Yang, S. K. (2011). Structural equation models of student achievement: School contextual and instructional differences in the development of reading, math, and English construct. Journal of Educational Evaluation, 24(2), 317-344.
|
18 |
Yi, H. Y., Shin, J. A., & Kim, K. H. (2013). Relationships between educational context variables and academic achievement based on multi-level SEM analyses. Journal of Educational Evaluation, 26(2), 477-506.
|