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Review: Strategies for enteric methane mitigation in cattle fed tropical forages
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Chapter 8 - Characterizing Student Home and Family Background
- from Part II - Conducting International Assessments in Mathematics and Science
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- Schooling Across the Globe
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- 12 November 2018
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- 22 November 2018, pp 156-180
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Series Editor’s Foreword
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- 22 November 2018, pp xiii-xiv
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Index
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- 22 November 2018, pp 310-318
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Chapter 9 - Pitfalls and Challenges
- from Part III - The Lessons Learned from International Assessments of Mathematics and Science
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- 22 November 2018, pp 183-209
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Copyright page
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- 22 November 2018, pp iv-iv
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Preface
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- 22 November 2018, pp xv-xvi
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Chapter 7 - The 1995 TIMSS Curriculum Analysis and Beyond
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- 22 November 2018, pp 121-155
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Part II - Conducting International Assessments in Mathematics and Science
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- 22 November 2018, pp 43-180
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Acknowledgments
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- 22 November 2018, pp xvii-xvii
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Tables
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- 22 November 2018, pp xi-xii
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Chapter 11 - Where Do We Go from Here?
- from Part III - The Lessons Learned from International Assessments of Mathematics and Science
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- 22 November 2018, pp 239-254
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Appendices
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- 22 November 2018, pp 255-294
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Appendix C - Programme for International Student Assessment 2012: Student (Implemented Curriculum) OTL Questionnaire
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- 22 November 2018, pp 278-280
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Chapter 6 - The Evolution of the Concept of Opportunity to Learn
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- 22 November 2018, pp 100-120
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Figures
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- 22 November 2018, pp ix-x
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Appendix A - Third International Mathematics and Science Study 1995: Mathematics and Science Content Frameworks – Measuring Curricular Elements
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- 22 November 2018, pp 255-261
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Appendix D - Trends in International Mathematics and Science Study 2015: Teacher (Implemented Curriculum) OTL Questionnaire for Grade 8 and Country Expert (Intended Curriculum) OTL Questionnaire
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- 22 November 2018, pp 281-294
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Chapter 3 - Who Participates in International Assessments?
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- 22 November 2018, pp 45-64
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Chapter 5 - Relating Assessment to OTL
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- 22 November 2018, pp 86-99
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