Examining the Role of Teaching Quality and Assessment Practice in Reducing Socioeconomic and Ethnic Inequities in Mathematics Achievement
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Publisher
Springer Nature Switzerland
Link
https://link.springer.com/content/pdf/10.1007/978-3-031-49580-9_9
Reference82 articles.
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3. Bangert-Drowns, R. L., Kulik, J. A., & Kulik, C.-L. C. (1991). Effects of frequent classroom testing. The Journal of Educational Research, 85(2), 89–99. http://www.jstor.org/stable/27540459
4. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Tsai, Y.-M., Klusmann, U, Krauss, S, & Neubrand, M. (2010) Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133–180. https://doi.org/10.3102/0002831209345157
5. Berkowitz, R., Moore, H., Astor, R. A., & Benbenishty, R. (2017). A research synthesis of the associations between socioeconomic background, inequality, school climate, and academic achievement. Review of Educational Research, 87(2), 425–469. https://doi.org/10.3102/0034654316669821
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