Publisher
Springer Nature Switzerland
Reference27 articles.
1. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y.-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
2. Cardichon, J., Darling-Hammond, L., Yang, M., Scott, C., Shields, P. M., & Burns, D. (2020). Inequitable opportunity to learn: student access to certified and experienced teachers. Learning Policy Institute. https://learningpolicyinstitute.org/product/crdc-teacher-access
3. Charalambous, C. Y., & Praetorius, A.-K. (2020). Creating a forum for researching teaching and its quality more synergistically. Studies in Educational Evaluation, 67, 100894. https://doi.org/10.1016/j.stueduc.2020.100894
4. Fernández-Alonso, R., & Muñiz, J. (2021). Homework: facts and fiction. In: Nilsen, T., Stancel-Piątak, A., & Gustafsson, J. E. (Eds.), International handbook of comparative large-scale studies in education. Springer. https://doi.org/10.1007/978-3-030-38298-8_40-1
5. Gustafsson, J.-E., Nilsen, T., & Hansen, K. Y. (2018). School characteristics moderating the relation between student socio-economic status and mathematics achievement in grade 8. Evidence from 50 countries in TIMSS 2011. Studies in Educational Evaluation, 57, 16–30. https://doi.org/10.1016/j.stueduc.2016.09.004