Nokes TRSE review of Ercikan & Seixas (2015)
Ryan review of Ercikan & Roth 2006
Ercikan, K., & W-M. Roth (Eds.)(2009). Generalizing from Educational Research: Beyond Qualitative and Quantitative Polarization. New York: Routledge
Ercikan, K., Roth, W-M., Asil, M. (2015). Cautions about uses of international assessments. Teachers College Record, 117(1), 1-28.
Ercikan, K., & Roth, W-M. (2014). Limits of generalizing in education research: Why criteria for research generalization should include population heterogeneity and users of knowledge claims. Teachers College Record, 116 (6), 1-28
Ercikan, K., Arim, R.,G., Law, D. M., Lacroix, S., Gagnon, F., & Domene, J. F. (2010). Application of think-aloud protocols in examining sources of differential item functioning. Educational Measurement: Issues and Practice, 29, 24-35
Ercikan, K., & Roth, W-M. (2006). What good is polarizing research into qualitative and quantitative? Educational Researcher, 35, 14-23
Ercikan, K., Gierl, M. J., McCreith, T., Puhan, G., & Koh, K. (2004). Comparability of bilingual versions of assessments: Sources of incomparability of English and French Versions of Canada’s National Achievement Tests. Applied Measurement in Education, 17, 301-321
Ercikan, K. (2002). Disentangling sources of differential item functioning in multi-language assessments. International Journal of Testing, 2,199-215
Ercikan, K. (1998). Translation effects in international assessments. International Journal of Educational Research, 29, 543-55
Ercikan, K., Schwarz, R., Julian, M., Burket, G., Weber, M., & Link, V. (1998). Calibration and scoring of tests with multiple-choice and constructed-response item types. Journal of Educational Measurement, 35, 137-155
Zwick, R., & Ercikan, K. (1989). Differential item functioning in NAEP. Journal of Educational of Measurement, 26, 55-66