Marginalized Students’ Perspectives on Instructional Strategies in Middle-School Mathematics Classrooms
Author:
Affiliation:
1. Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA
2. Department of Teaching and Learning, Vanderbilt University, Nashville, TN, USA
Publisher
Informa UK Limited
Subject
Developmental and Educational Psychology,Education
Link
https://www.tandfonline.com/doi/pdf/10.1080/00220973.2020.1728513
Reference48 articles.
1. Teacher Quality, Opportunity Gap, and National Achievement in 46 Countries
2. Aud, S., Fox, M. A. & KewalRamani, A. (2010). Status and trends in the educatoin of racial and ethnic groups (NCES 2010-015), Washington, DC:
3. Voices of success: Descriptive portraits of two successful African American male middle school mathematics students
4. Middle School Mathematics Instruction in Instructionally Focused Urban Districts
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