• Akiba, M., & LeTendre, G. K. (2009). Improving teacher quality: The U.S. teaching force in global context. New York: Teachers College Press.
• Akiba, M., & LeTendre, G. K., & Scribner, J.P. (2007). Teacher quality, opportunity gap, and national achievement in 46 countries. Educational Researcher, 36, 369-387. http://dx.doi.org/10.3102/0013189X07308739
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
• Henson, R. (2002). From adolescent angst to adulthood: Substantive implications and measurement dilemmas in the development of teacher efficacy research. Educational Psychologist, 37(3), 137–150. http://dx.doi.org/10.1207/S15326985EP3703_1
• Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents, 5, 307-337.
• Baratz-Snowden, J. (2009). Fixing tenure: A proposal for assuring teacher effectiveness and due process. Washington, DC: Center for American Progress.
• Betoret, F. D. (2006). Stressors, self-efficacy, coping resources, and burnout among secondary school teachers in Spain. Educational Psychology, 26, 519–539. http://dx.doi.org/10.1080/01443410500342492
• Bos, K., & Kuiper, W. (1999). Modelling TIMSS data in a European comparative perspective: Exploring influencing factors on achievement in mathematics in grade 8. Educational Research and Evaluation, 5(5), 157-179. http://dx.doi.org/10.1076/edre.5.2.157.6946
• Brese, F. & Mirazchiyski, P. (2010). Measuring students’ family background in large-scale education studies. Paper presented in the 4th IEA International Research Conference. July 1 – 3. Gothenburg, Sweden. Retrieved September 24, 2015 from http://www.iea.nl/irc-201.html.
• Buckley, J. (2009). Cross-national response styles in international educational assessments: Evidence from PISA 2006. Paper presented at the NCES Conference on the Program for International Student Assessment (PISA): What We Can Learn From PISA, Washington, DC.
• Byun, S. Y., & Kim, K. K. (2010). Educational inequality in South Korea – The widening socioeconomic gap in student achievement. Research in Sociology of Education, 17, 155- 182. http://dx.doi.org/10.1108/S1479-3539(2010)0000017008
• Caprara, G. V., Barbaranelli, C., Steca, P., & Malone, P. S. (2006). Teachers’ self-efficacy beliefs as determinants of job satisfaction and students’ academic achievement: A study at the school level. Journal of School Psychology, 44, 473–49. http://dx.doi.org/10.1016/j.jsp.2006.09.001
• Carpenter, D. M., Ramirez, A., & Severn, L. (2006). Gap or gaps challenging the singular definition of the achievement gap. Education and Urban Society, 39(1), 113-127. http://dx.doi.org/10.1177/0013124506291792
• Ceylan, E., & Berberoglu, G. (2007). Factors related with students' science achievement: A modeling study. Education and Science, 32(144), 36-48.
• Chen, C., Lee, S.-Y., & Stevenson, H. W. (1995). Response style and cross-cultural comparisons of rating scales among East Asian and North American students. Psychological Science, 6(3), 170-175. http://dx.doi.org/10.1111/j.1467-9280.1995.tb00327.x
• Chiu, M. M. & Klassen, R. (2010). Relations of mathematics self-concept and its calibration with mathematics achievement: Cultural differences among fifteen-year-olds in 34 countries. Learning and Instruction, 20, 2-17. http://dx.doi.org/10.1016/j.learninstruc.2008.11.002
• Cochran-Smith, M., & Zeichner, K. M. (2005). Executive summary: The report of the AERA panel on research and teacher education. Studying teacher education: The report of the AERA panel on research and teacher education, 1-36.
• Creemers, B. P. M. (1994). The effective classroom. London: Cassell.
• Dodeen, H., Abdelfattah, F., Shumrani, S. & Abu Hilal, M. (2012). The effects of teachers’ qualifications, practices, and perceptions on student achievement in TIMSS mathematics: A comparison of two countries, International Journal of Testing, 12(1), 61- 77.
• D’ Agostino, J. J. (2000). Instructional and school effects on students’ longitudinal reading and mathematics achievements, School Effectiveness and School Improvement, 11, 197-235.
• Else-Quest, N.M., Hyde, J.S. & Linn, M.C. (2010). Cross-national patterns of gender differences in mathematics: Meta-analysis. Psychological Bulletin, 136(1), 103-127. http://dx.doi.org/10.1037/a0018053
• Ghagar, A., Najib, M., Othman, R., & Mohammadpour, E. (2011). Multilevel analysis of achievement in mathematics of Malaysian and Singaporean students. Journal of Educational Psychology and Counseling, 2(11), 285-304.
• Guiso, L., Monte, F., Sapienza, P., & Zingales, L. (2008). Culture, gender, and math. Science, 320, 1164-1165.
• Hofstede, G. & Hofstede, G. J. (2005). Cultures and organizations: Software of the mind (Rev. 2nd ed.). New York: McGraw-Hill.
• Hosmer, D., & Lemeshow, J.S. (2004). Applied logistic regression (2nd ed.). New York: John Wiley & Sons. http://dx.doi.org/10.1002/9781118548387
• House, J.D. (2008). Effects of classroom instructional strategies and self-beliefs on science achievement of elementary school students in Japan: Results from the TIMSS 2003 assessment. Education, 129, 259-266.
• Howie, S. (2006). Multi-level factors affecting the performance of South African pupils in mathematics. In S. Howie & T. Plomp (Eds.), Contexts of learning mathematics and science (pp.157-176). London: Routledge.
• Howie, S. J. & Plomp, T. (Eds.) (2006). Contexts of learning mathematics and science. Lessons learned from TIMSS. London: Routledge.
• Hughes, V. (2006). Teacher evaluation practices and teacher job satisfaction. Unpublished PhD Dissertation. University of Missouri-Columbia, Education. Missouri: University of Missouri.
• Huitt, W. (2003). A transactional model of the teaching/learning process. Educational Psychology Interactive. Retrieved June 2014 fromhttp://chiron.valdosta.edu/whuitt/col/intro/science.html
• Kang, N. & Hong, M. (2008). Achieving excellence in teacher workforce and equity in learning opportunities in South Korea. Educational Researcher, 37(3), 200-207. http://dx.doi.org/10.3102/0013189X08319571
• Kang, S. W. (2010). Multicultural education and the rights to education of migrant children in South Korea. Educational Review, 62(3), 287-300. http://dx.doi.org/10.1080/00131911.2010.503599
• Klassen, R. M., & Chiu, M. M. (2010). Effects on teachers’ self-efficacy and job satisfaction: Teacher gender, years of experience, and job stress. Journal of Educational Psychology, 102, 741-756. http://dx.doi.org/10.1037/a0019237
• Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34(1), 67-76.
• Korean Educational Development Institute (2003). A Survey on private lesson and its cost, Seoul, Korea.
• Kupari, P. (2006). Student and school factors affecting Finnish mathematics achievement: Results from TIMSS 1999 data. Contexts of learning mathematics and science, Lessons learned from TIMSS, 127-14.
• Lokan, J., & Greenwood, L. (2000). Mathematics achievement at lower secondary level in Australia. Studies in Educational Evaluation, 26, 9-26. http://dx.doi.org/10.1016/S0191-491X(00)00003-1
• Mullis, I. V., Martin, M. O., Ruddock, G. J., O'Sullivan, C. Y., Arora, A., & Erberber, E. (2005). TIMSS 2007 Assessment Frameworks. TIMSS & PIRLS International Study Center. Boston College, 140 Commonwealth Avenue, Chestnut Hill, MA 02467.
• Neuschmidt, O., Barth, J., & Hastedt, D. (2008). Trends in gender differences in mathematics and science (TIMSS 1995–2003). Studies in Educational Evaluation, 34(2), 56-72. http://dx.doi.org/10.1787/9789264229945en
• Organisation for Economic Co-operation and Development. (2009). Creating effective teaching and learning environments: First results from TALIS. Paris, France: Organisation for Economic Co-operation and Development.
• Papanastasiou, C. (2008). A residual analysis of effective schools and effective teaching in mathematics. Studies in Educational Evaluation, 34, 24-30. http://dx.doi.org/10.1016/j.stueduc.2008.01.005
• Park, K.M. (2004). Factors contributing to Korean students' high achievement in mathematics. In Korea sub-commission of ICMI, The report on mathematics education in Korea, 85-92.
• Park, C, & Park, D. (2006). Factors affecting Korean students’ achievement in TIMSS 1999. In S. Howie & T. Plomp (Eds.), Contexts of Learning Mathematics and Science: Routledge.
• Reezigt, G.J., Guldemond, H. & Creemers, B.P.M. (1999). Empirical validity for a comprehensive model on educational effectiveness. School Effectiveness and School Improvement, 10(2), 193-216. http://dx.doi.org/10.1076/sesi.10.2.193.3503
• Robinson, G. W. (1998). New teacher induction: A study of selected new teacher induction models and common practices. Paper presented at the Annual Meeting of the Midwestern Educational Research Association, Chicago, IL, October 14-17.
• Rogers, W. H. (1993). Regression standard errors in clustered Samples. Stata Technical Bulletin, 13, 19–23.
• Sanders, W.L., & Rivers, J.C. (1996). Cumulative and residual effects of teachers on future student academic achievement. Research Progress Report. Knoxville: University of Tennessee Value-Added Research and Assessment Center.
• Shavelson, R., McDonnell, L., Oakes, J., Carey, N., & Picus, L. (1987). Indicators systems for monitoring mathematics and science education. Santa Monica, CA: Rand.
• Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625. http://dx.doi.org/10.1037/0022-0663.99.3.611
• Son, J., & Kim, O. (2015). Teachers' selection and enactment of mathematical problems from textbooks, Mathematics Education Research Journal. 27(4), 491-518. http://dx.doi.org/10.1007/s13394-015-0148-9
• Sparks,W.G.(1994). Culturally responsive pedagogy: A framework for addressing multicultural issues. Journal of Physical Education, Recreation & Dance, 65 (9), 33-36. http://dx.doi.org/10.1080/07303084.1994.10606999
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783–805. http://dx.doi.org/10.1016/S0742-051X(01)00036-1
• Van de Grift, W. J. C. M., & Houtveen, A. A. M. (2006). Underperformance in primary schools. School Effectiveness and School Improvement, 17, 255–273. http://dx.doi.org/10.1080/09243450600697317
• Van den Broeck, A., Van Damme, J., & Opdenakker, M. C. (2006). The effects of student, class and school characteristics on TIMSS 1999 mathematics achievement in Flanders. In S. Howie & T. Plomp (Eds.), Contexts of learning mathematics and science: Routledge.
• Wagemaker, H. (2003). IEA: International studies, impact and transition. Retrieved September 24, 2015 from http://www.iea.nl/fileadmin/user_upload/IRC2004/Wagemaker.pdf
• Youngs, P. (2013). Using teacher evaluation reform and professional development to support Common Core assessments. Washington, DC: Center for American Progress.
• Zeichner, K., & Hoeft, K. (1996). Teacher socialization for cultural diversity. In J. Sikula & T. Buttery & E. Guyton (Eds.), Handbook of research on teacher education (2nd ed., pp. 525-547). New York: Macmillan.

APA

Son, J.-W., Han, S., Kang, C., & Kwon, O. N. (2016). A Comparative Analysis of the Relationship among Quality Instruction, Teacher Self-efficacy, Student Background, and Mathematics Achievement in South Korea and the United States. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), 1755-1779. https://doi.org/10.12973/eurasia.2016.1532a

Vancouver

Son JW, Han S, Kang C, Kwon ON. A Comparative Analysis of the Relationship among Quality Instruction, Teacher Self-efficacy, Student Background, and Mathematics Achievement in South Korea and the United States. EURASIA J Math Sci Tech Ed. 2016;12(7):1755-79. https://doi.org/10.12973/eurasia.2016.1532a

AMA

Son JW, Han S, Kang C, Kwon ON. A Comparative Analysis of the Relationship among Quality Instruction, Teacher Self-efficacy, Student Background, and Mathematics Achievement in South Korea and the United States. EURASIA J Math Sci Tech Ed. 2016;12(7), 1755-1779. https://doi.org/10.12973/eurasia.2016.1532a

Chicago

Son, Ji-Won, Seongwon Han, Chungseo Kang, and Oh Nam Kwon. "A Comparative Analysis of the Relationship among Quality Instruction, Teacher Self-efficacy, Student Background, and Mathematics Achievement in South Korea and the United States". Eurasia Journal of Mathematics, Science and Technology Education 2016 12 no. 7 (2016): 1755-1779. https://doi.org/10.12973/eurasia.2016.1532a

Harvard

Son, J.-W., Han, S., Kang, C., and Kwon, O. N. (2016). A Comparative Analysis of the Relationship among Quality Instruction, Teacher Self-efficacy, Student Background, and Mathematics Achievement in South Korea and the United States. Eurasia Journal of Mathematics, Science and Technology Education, 12(7), pp. 1755-1779. https://doi.org/10.12973/eurasia.2016.1532a

MLA

Son, Ji-Won et al. "A Comparative Analysis of the Relationship among Quality Instruction, Teacher Self-efficacy, Student Background, and Mathematics Achievement in South Korea and the United States". Eurasia Journal of Mathematics, Science and Technology Education, vol. 12, no. 7, 2016, pp. 1755-1779. https://doi.org/10.12973/eurasia.2016.1532a