The relationships among between-class ability grouping, teaching practices, and mathematics achievement: a large-scale empirical analysis (2020)
Attributed to:
Effective Classroom Practice: A mixed method study of influences and outcomes
funded by
ESRC
Abstract
No abstract provided
Bibliographic Information
Digital Object Identifier: http://dx.doi.org/10.1080/03055698.2020.1780416
Publication URI: http://dx.doi.org/10.1080/03055698.2020.1780416
Type: Journal Article/Review
Parent Publication: Educational Studies
Issue: 4