Ningning ZHAO
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The quadratic relationship between socioeconomic status and learning performance in China by multilevel analysis: Implications for policies to foster education equity
N Zhao, M Valcke, A Desoete, JP Verhaeghe
International Journal of Educational Development 32 (3), 412-422, 2012
612012
A multilevel analysis on predicting mathematics performance in Chinese primary schools: Implications for practice
N Zhao, M Valcke, A Desoete, J Verhaeghe, K Xu
Asia-Pacific Education Researcher 20 (3), 503-520, 2011
242011
Does teacher-centered teaching contribute to students’ performance in primary school? A video analysis in Mainland China
N Zhao, M Valcke, A Desoete, G Sang, C Zhu
International Journal of Research Studies in Education 3 (3), 21-34, 2014
92014
A holistic model to infer mathematics performance: the interrelated impact of student, family and school context variables
N Zhao, M Valcke, A Desoete, C Zhu, G Sang, JP Verhaeghe
Scandinavian Journal of Educational Research 58 (1), 1-20, 2014
82014
Differences between Flemish and Chinese primary students’ mastery of basic arithmetic operations
N Zhao, M Valcke, A Desoete, E Burny, I Imbo
Educational Psychology 34 (7), 818-837, 2014
72014
A path model for metacognition and its relation to problem-solving strategies and achievement for different tasks
N Zhao, X Teng, W Li, Y Li, S Wang, H Wen, M Yi
ZDM 51 (4), 641-653, 2019
22019
Can parents’ homework assigned compensate for disadvantaged students’ learning achievement in Mainland China?
N Zhao, M Valcke, A Desoete, JP Verhaeghe
INTERNATIONAL JOURNAL OF RESEARCH STUDIES IN EDUCATION 6 (2), 3-18, 2017
2017
Does the Present Mathematics Curriculum Effectively Promote the Acquisition of Clock Reading? A Comparative Study of Chinese and Flemish Children‟ s Clock reading Abilities.
E Burny, N Zhao, M Valcke, A Desoete
JOURNAL OF CURRICULUM STUDIES, 2014
2014
A comparative study of Flemish and Chinese children’s mastery of basic arithmetic operations
N Zhao, E Burny, M Valcke, A Desoete, I Imbo
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Artikelen 1–9