English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This study explored the effects of individual student factors and teacher factors on eighth graders science achievement in Hong Kong, Singapore, and Taiwan. Multilevel effects were examined through Hierarchical Linear Modeling (HLM), using the Trends in International Mathematics and Science Study (TIMSS) 2007 eighth grade dataset. The results showed that selected student background characteristics, except student attitudes towards science, were significant factors leading to the outstanding science performance in these 3 countries. In general, the selected teacher variables, except teacher expectations for student achievement, were minimally related to science achievements.

Why are They Outstanding? Evidence from TIMSS 2007 in Hong Kong, Singapore, and Taiwan