Position/Status

Research Assistant

E-mail Address

ne302@cam.ac.uk

Phone

+ 44 (0)1223

Qualifications

• MA (Learning Pedagogy and Assessment) at the University of East Anglia

Membership of Professional Bodies/Associations

• The Comparative & International Education Society (CIES)

Profile

Nurullah Eryilmaz is a Research Assistant at the REAL Centre, the University of Cambridge and also currently a PhD student in the Department of Education at the University of Bath (expected graduation date: July 2022).

My doctoral thesis focuses on studying educational inequality and its effects on student outcomes using International Large-Scale Assessments (ILSAs). Prior to this, I earned a MA degree in Learning Pedagogy and Assessment from the University of East Anglia in 2018.

My ongoing work spans across the research clusters at your department including Educational Assessment, Leadership and Management in Education at School level and Higher education at micro, meso and macro levels. I take an inclusion lens to most of my research with a particular methodological focus in measurement and comparability of socio-economic background of students. I have expertise in comparative research that blends sociological theory with psychometric analysis.

Academic Area/Links

• REAL Centre

Research Topics

• Sociological Theory
• Educational Inequality
• Psychometric Analysis
• Multilevel Modeling
• Structural Equation Modeling

Current Research Project(s)

• Improving Systems of Education in Ethiopia (RISE)

Principal and Recent Publications

Kaya, S., Eryilmaz, N., & Yüksel, D. (2022). The effects of motivational and metacognitive variables on immigrant and non-immigrant students’ reading achievement. International Journal of Educational Research, 112, 101944. https://doi.org/10.1016/j.ijer.2022.101944

Eryilmaz, N., & Sandoval Hernandez, A. (2021). Improving cross-cultural comparability: does school leadership mean the same in different countries?. Educational Studies, 1-22. https://doi.org/10.1080/03055698.2021.2013777

Osorio-Saez, E. M., Eryilmaz, N., & Sandoval-Hernandez, A. (2021). Parents’ Acceptance of Educational Technology: Lessons from Around the World. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.719430

Resino, D. A., Sandoval-Hernandez, A., & Eryilmaz, N. (2021). Characteristics of the schools resilient to violence. A study based on data from ICCS 2016 in Chile, Mexico and Colombia. International Journal of Educational Research, 109, 101839. https://doi.org/10.1016/j.ijer.2021.101839

Eryılmaz, N. (2021). Validity Evidence for the Perceptions of Secondary School Students of ‘What Research is’ Scale and Measurement Invariance. International Journal of Assessment Tools in Education, 8(3), 684-703. https://doi.org/10.21449/ijate.866764

Eryilmaz, N., & Sandoval-Hernández, A. (2021). The relationship between cultural capital and the students’ perception of feedback across 75 countries: Evidence from PISA 2018. International Journal of Educational Research, 109, 101803. https://doi.org/10.1016/j.ijer.2021.101803

Eryilmaz, N., Rivera-Gutiérrez, M., & Sandoval-Hernández, A. (2020). Should different countries participating in PISA interpret socioeconomic background in the same way? A measurement invariance approach. Revista Iberoamericana de Educación, 84(1), 109-133. https://doi.org/10.35362/rie8413981