Fine-Grained, Nomination Coding in the Support Domain: Promising Teacher Discourse Measures-Reference-Cited by-同舟云学术

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Fine-Grained, Nomination Coding in the Support Domain: Promising Teacher Discourse Measures

Published:2024-04-21 Issue: Volume: Page:1-21
ISSN:0022-0973
Container-title:The Journal of Experimental Education
language:en
Short-container-title:The Journal of Experimental Education

Author:

Kelly Sean¹,Muthoka Hadassah²,Vines Erin³,Wormington Stephanie⁴,D’Mello Sidney⁵

Affiliation:

1. School of Education, University of Pittsburgh, Pittsburgh, PA, USA

2. Motivate Lab, Charlottesville, VA, USA

3. University of FL, Gainesville, FL, USA

4. Center for Creative Leadership. One Leadership Place, Greensboro, NC, USA

5. University of CO Boulder, Boulder, CO, USA

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/00220973.2024.2312521

Reference109 articles.

1. Ability self-concepts and subjective value in literacy: Joint trajectories from grades 1 through 12.

2. Teacher Effectiveness and Classroom Composition: Understanding Match Effects in the Classroom

3. Schools as Communities, Poverty Levels of Student Populations, and Students’ Attitudes, Motives, and Performance: A Multilevel Analysis

4. Diagnosing the Learning Environment for Diverse Students in Introductory Economics: An Analysis of Relevance, Belonging, and Growth Mindsets

5. Bell, C. A., Qi, Y., Croft, A. J., Leusner, D., McCaffrey, D. F., Gitomer, D. H., & Pianta, R. C. (2014). Improving observational score quality. In Kane, T., Kerr, K., Pianta, R. (Eds.), Designing Teacher Evaluation Systems: New Guidance from the Measures of Effective Teaching Project (pp. 50–97). Jossey-Bass.

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