NURULLAH ERYILMAZ

University of Cambridge

United Kingdom

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Articles (17)

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2025

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2021

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2021

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2021

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2021

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2020

Collaborators (7)

Carmen Perez-Vidal

Professor of English

Universitat Pompeu Fabra

SPAIN

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Denise Mifsud

University of Bath

UNITED KINGDOM

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Pallavi Banerjee

Assistant Professor

University of Cambridge

UNITED KINGDOM

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Geberew Tulu Mekonnen (PhD)

Charles Sturt University

AUSTRALIA

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Ricardo Sabates

Professor of Education and International Development

University of Cambridge

UNITED KINGDOM

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Zeynep Köylü

Postdoctoral Teaching and Research Fellow

University of Basel

SWITZERLAND

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Thomas Lee Morgan

Assistant Professor

Sacred Heart University

UNITED STATES

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NURULLAH ERYILMAZ

Research Interests

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Articles (17)

School leadership matters: Evidence from TIMSS on teacher job satisfaction and students’ academic outcomes

Assessment as a Site of Inclusion: A Qualitative Inquiry into Academic Faculty Perspectives

Teacher job satisfaction: International evidence on the role of school working conditions and teacher characteristics

School leadership support and socioeconomic status inequalities in mathematics and science achievement: Evidence from TIMSS 2019

An Examination of School Leadership Types and Their Effect on Teacher Turnover Intentions: Evidence from TALIS

Beyond achievement gaps: inequalities in affective components of math learning

Innovative approaches in mathematical modeling: Harnessing technology for teaching second degree equations to Future Mathematics Educators in Türkiye

Student composition, equity, and mathematics learning outcomes during a time of educational reforms in Ethiopia

Improving cross-cultural comparability: does school leadership mean the same in different countries?

Undergraduate Achievement Disparities between Demographic Subgroups in English Universities

Longitudinal Development of Holistic Formulaicity, Formulaic Sequences, and Lexical Complexity in Sojourner Diaries: A Dynamic Usage‐Based Perspective

Exploring the relationship between cultural capital and the use of school resources for parental involvement across countries: evidence from PISA 2018

Survey data on the impact of COVID-19 on parental engagement across 23 countries

Validity Evidence for the Perceptions of Secondary School Students of ‘What Research is’ Scale and Measurement Invariance

Characteristics of the schools resilient to violence. A study based on data from ICCS 2016 in Chile, Mexico and Colombia

The relationship between cultural capital and the students’ perception of feedback across 75 countries: Evidence from PISA 2018

Should different countries participating in PISA interpret socioeconomic background in the same way? A measurement invariance approach

Collaborators (7)

Carmen Perez-Vidal

Denise Mifsud

Pallavi Banerjee

Geberew Tulu Mekonnen (PhD)

Ricardo Sabates

Zeynep Köylü

Thomas Lee Morgan

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