about
GraphoGame - a catalyst for multi-level promotion of literacy in diverse contexts.Word problems: a review of linguistic and numerical factors contributing to their difficulty.Reading and spelling skills in German third graders: Examining the role of student and context characteristics.The effectiveness of a 2-year supplementary tutor-assisted computerized intervention on the reading development of beginning readers at risk for reading difficulties: a randomized controlled trial.Morningness-eveningness and educational outcomes: the lark has an advantage over the owl at high school.Gender differences in teachers' perceptions of students' temperament, educational competence, and teachability.Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association.Achievement emotions in elementary, middle, and high school: how do students feel about specific contexts in terms of settings and subject-domains?Late-Emerging and Resolving Dyslexia: A Follow-Up Study from Age 3 to 14.Personal best (PB) and ‘classic’ achievement goals in the Chinese context: their role in predicting academic motivation, engagement and buoyancyGrade level, study time, and grade retention and their effects on motivation, self-regulated learning strategies, and mathematics achievement: a structural equation modelImproving engineering skills in high school students: a partnership between university and K-12 teachersA Systemic Framework for Evaluating Computer-Supported Collaborative Learning—Mathematical Problem-solving (CSCL-MPS) Initiatives: Insights from a Colombian CaseEFA, civil society and the post-2015 agendaThe rise of the second generation: aspirations, motivations and academic success of Chinese immigrants’ children in Hong KongTowards ICT in everyday life in Finnish schools: seeking conditions for good practicesTeachers’ pedagogical content knowledge and mathematics achievement of students in PeruPersonal strengths and perceived teacher support as predictors of Singapore students’ academic risk status
P2860
Q30388434-5190B132-E0D0-4797-B068-3CA35CF3C41DQ35238182-18EB5A94-C04C-4420-9416-77886CC18FB4Q38976190-A0F5887C-84CE-48B1-8DD9-FF5846F82DF6Q40144103-B323CA0B-3FCB-4D4A-9331-2B0CF176FF36Q44802514-6560CEC8-5221-434F-A8FA-C9FCDF590EC2Q44842763-EB24F452-2C4D-49ED-80FB-ECB81FCC8DEEQ47598214-045584F5-EABD-4323-BCA1-DD12F73DEEEEQ47842442-7C63A2D2-5992-4750-8B74-75095366BA3FQ50578688-2577BE69-92C3-4F7A-B8C5-EE81171B3A97Q57526048-B5C611A3-0422-470F-ACF6-EEDD73F93FE3Q57632064-C2582D31-5B54-4165-B472-FC3B354EA5C7Q57650235-4EEBDFC5-0513-4529-B916-43280AD86C7FQ58155542-71259EC7-4998-491D-A704-7E8AF9211A80Q58203307-B803BAB2-2728-4A21-8FAA-A5FFF3311572Q58288270-82B681D6-DF69-4647-8204-BFD2489A888CQ58619655-80E52766-6792-4EEA-B39F-8B11AB4488F5Q58643233-C654971D-2AF1-4A4C-BEF2-8ACB837369C6Q59156557-693125C8-EB38-4225-BDC5-FA9E7400EE0E
P2860
description
wetenschappelijk artikel
@nl
наукова стаття, опублікована в грудні 2010
@uk
name
PISA 2009 Results: What Students Know and Can Do
@en
PISA 2009 Results: What Students Know and Can Do
@nl
type
label
PISA 2009 Results: What Students Know and Can Do
@en
PISA 2009 Results: What Students Know and Can Do
@nl
prefLabel
PISA 2009 Results: What Students Know and Can Do
@en
PISA 2009 Results: What Students Know and Can Do
@nl
P356
P1476
PISA 2009 Results: What Students Know and Can Do
@en
P356
10.1787/9789264091450-EN
P577
2010-12-07T00:00:00Z